1951 GRADUATES of SACRAMENTO and C. K. Moc LATCHY HIGH SCHOOLS--EVALUATION on HIGH SCHOOLS CURRICULA AS PREPARATION for ADULT LIFE

A FIVE YEAR FOLLOW-UP STUDY OF FALL 1950 AND SPRING 1951 GRADUATES OF SACRAMENTO AND c. K. Moc LATCHY HIGH SCHOOLS--EVALUATION ON HIGH SCHOOLS CURRICULA AS PREPARATION FOR ADULT LIFE

Alfred Warren McClaskey A. B., Sacramento State College, 1950

THESIS

Submitted in partial satisfaction or the requirements for the degree or

MASTER OF ARTS AT THE SACRAMENTO STATE COLLEGE

Approved:

Kenneth D. Norberg, Chair H. Orville Nordberg Jesse E. Young ACKNOWLEDG~ENTS

To Dr. Kenneth Norberg, my advisor, and Drs. H. Or ville Nordberg and Jesse E. Young, members of my advisory committee, I wish to express my sincere appreciation for their assistance throughout the preparation, refinement, and completion of this work. I also wish to thank Dr. Arthur H. Polster, Assistant Superintendent of Schools, Sacramento City Unified School District, for his cooperation throughout this investigation. I particularly thank him for his counsel on the preparation of the questionnaire, for making available the student per sonnel records, for enlisting the cooperation of other members of the administrative staff, and for providing clerical assistance from his office staff. I am deeply indebted to Mr. A. R. MacFarland for his assistance in ell phases of the work, but especially for the many hours spent during the revision and rewriting period. To Miss Catherine Patterson for her reading of the manuscript and assistance in the final polishing go my sin cere thanks. My grateful thanks to my wife, for her assistance, both direct and indirect, and for the correct portioning out of encouragement, indulgence, patience, and prodding throughout the duraticn. TABLE OF CONTENTS

CHAPTER PAGE I. INTRODUCTION TO THE PROBLEM ...... 1 Purposes of this study • • ...... 1 Scope or the study • ...... 4 The problem ...... 5 Statement of the problem • ...... 5 Importance of this study • ...... 5 Delimitation of the problem. • • • . . . . . 9 Definitions of terms used ••• ...... 9 Background of the community. • ...... 10 II. REVIEW OF THE LITERATURE • • • • ...... 15 Lit era tu re on the questionnaire method • • • • • 15 Literature on the findings of similar studies. • 24 Su.n:uneey • • • • • • • • • • • • • • • • • • • • • 3 7 A summary of the findings, as reported by Guen ther, on twenty-seven Califo:m.ia high school follow-up studies, made from 1928 to 1948 in- elusive ...... 38 III. STATEMENT OF METHOD OF PROCEDURE • ...... 40

IV. ANALYSIS OF THE FINDINGS • • • . . . 48 Percentage of returns •••••••••••••• 48 Marital status of graduates •••••••••• 51 Location of respondents five years after graduation ...... 54 iii CHAPTER PAGE Occupation of graduates ••••••• ...... 56 Post high school education ••••• ...... 59 Length of attendance end degrees earned. • • • • 60 Type of post high school training taken. • • • • 63 Vocational choice at the time of graduation from high school. • • • • • • • • • • • • • • • 65 Help graduates received from high school in eer- tain areas • ...... 67 Post high school employment. • • • • . . . • • • 72 Salaries received on post high school jobs • • • 75 Extent high school helped the graduates in their current jobs • • ...... 77 High school classes and activities that have been of special help to graduates • • • • • • 79 Courses graduates wished they had taken while in high school. • • • • • • • • • • • • • . • • • • 82 Where the knowledge or training needed in the graduates• current job was acquired. • • • • • 86 Recommended changes in the school program made by graduates • • • • • • • • • • • 89 Summary of the . findings. • • • • • • • • • . • • 98 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ••••• 106 Method of procedure. • • • • • • • • • • 106 Summary of findings. • • • • • • • • • • • • • • 107 iv CHAPTER PAGE Percentage of returns ••••••••••••• 107 Marital status, residence, and employment ••• 108 Post high sohool education • • • • • • •••• 109 Type of education chosen for post high school

study. • • • • • • • • • ...... • • • • 110 Quality of preparation for life's activities • 112 Post high sab.ool employment ••••••••• 113

Salaries • • • • ...... • • •• 116 Degree of help received from high school training. • • • • • • • • • • • • • • • • • • • • 117 Courses of special help •• ...... 119 Sources of job training. • ...... 123 Suggestions by graduates on improving the

achoo ls •• . . . • • • • • • • • . . 124 BIBLIOGRAPHY • ...... • • . . 131

APPENDIX ••• . . . • • • ...... • • 139 LIST OF TABLES

TABLE PAGE I. The Number and Percentage of Returns for the Various Segments of the Sample and the

Total Sample Population ••••••• . . • • 50

II. Marital Status and Family Size of Graduates. • • 53 III. Location of the Respondents Five Years after

Gra du a ti on • • • • • • • • • • • • • • • • • • 55 IV. Activity of Former Students Five Years after Graduation. • • • • • • • • • • • • • • • • • • 58 V. Post High School Education Sought by Graduates • 62 VI. Length of Attendance and Degrees Received by Graduates Attending Post High School Insti-

tutions ...... 62 VII. Areas of Study Chosen by Graduates in Post High

School Education • • • • • • . . • • • • . . . 64 VIII. Vocation.al Choices of Students at the time of Gradlation from High School •••••••••• 66 IX. Help Graduates Received from their High School on the Following Problems. • • • • • • • • • • 69 X. Students Who Reported a Great Deal of Help Re ceived from their High School on the Follow- ing Problems. • • • • • • • • • • • • • • • • 71 XI. Types of Jobs Held by Graduates. • • • • • • • • 73 vi TAB IE PAGE XII. Where the Graduates Were Working Five Years After Graduation • • • • • • • • • • • • • • • 74 XIII. Starting Salaries on the First Jobs After Grad uation frcm High School and the Salary on

the Current Jobs ...... • • . . 76 XIV. The Extent High School Helped the Graduates in their Current ·Job ...... 78 XV. High School Courses or Activities Graduates Felt Have Been of Special Help in Post High School Life. • ...... 81 XVI. Courses or Activities Graduates Wished They Had Taken While in High School • • • • • • • • • • 83 XVII. Summary of Courses and Activities Students Took in High School and Found Helpful and Those Courses and Activities Students Did Not Take But Wished That ~ey Had • • • • • • • • • • • 85 XVIII. Where the Graduates Obtained the Knowledge or

Training Required on Their Current Jobs. • • • 88

XIX. Requests for Counseling and Guidaice • • • • • • 90 .xx. Suggestions for Additional Courses or Increased Emphasis on Existing Courses •• ...... 92

XX!. Graduates Sugge~ted Improvements in the Staff •• 93 XX:II. General Suggestions for rmproYeIIBnt in the School Training ••••••••••• . . . . . 95 vii TABLE PAGE XXIII. Voluntary Compliments to the Schools Paid by the Respondents •••• ...... 97 CHAPTER I

INTRODUCTION TO THE PROBLEM

Purposes !2!_ .!!!!! studz. Educators are continually seeking better ways to teach, and new and augmented subjects which will better adapt the majority of students to their . . social and cultural environment. In professional terms, this means continually changing and improving the curriou- lum. As society advances and becomes increasingly complex, and new information is added to the total reservoir of knowledge, this new information must be passed on to succeeding . . generations of students by changes in the curricula. The curricula, therefore must always be dynamic--never static-- to be effective. The nature and scope of such changes is a perplexing

problem.. . confronting every educator because no standard curriculum can be universally adopted to serve all communities. Basically, the curriculum adopted to serve a par ticular community should represent the philosophy of edu cation held by that community. The complexity of the prob lem, however, is increased within any given community by

reason of the divergenc~ of parental attitudes. At one ex treme, for instance, are those parents who would like to divorce themselves of the responsibility of rearing their 2 children and demand that the schools assume this responsibility. At the other extreme are the parents who maintain that the role of the school is to supplement parental edu cation only in those areas where the parents are unable or unwilling to do the job. Any school program must necessar ily be a compromise somewhere between these extremes. The curriculum problem is further complicated by reason of the changing aspects of democracy. Historically, formal education in the United States was considered primarily for the children of the wealthier and aristo- cratic classes. Even the names of the earlier schools indicate that they were designed primarily to prepare students for college or for entrance into one of the learned professions. They were privately endowed institutions and tuition fees precluded wide-spread matriculation. Gradually at first, then more rapidly in recent decades--eduoation has taken a much broader application. Today, it is generally accepted that education is. for the children of all the people and the educational programs are, for the most part, no longer designed to be merely prepara tory for advanced study, but include many studies and subjects which will aid the student in stepping directly from high school into industry, commerce or home-making. - - The building of an effective curriculum is still 3 further complicated by many special interest graips that want to impress their educational ideas on the school curricula. Church groups, higher educational institutions, traditionalists, professional organizations, patriotic societies, political group:i, alumni, commerce and industry, and a multitude of social organizations all bring degrees of pressure to bear on the curriculum builder to include some philosophy or aspect of education. Each group has - . its opinion of what the school should teach and tries to impress its will upon the school curriculum. The educator - - - -· must consider, weigh and sort through this mass of fact . - . -- . and opinion and devise a curriculum which will provide the . . . best social, cultural and econcmical education obtainable for the greatest number of students. The administrator should not, and cannot, disregard the opinions of these groups, because they perform valued services in the American way of life. When the administrator strives to alter the ourric- ulum to meet the needs of the community and the students, a great many questions arise. A few of these are: 1. How good a job is the school doing now?. 2. What changes can and should be made in the curriculum? 3. Recognizing the limited school time available, which areas of education are of primary importance in the 4 scope of public education, as compared to private education? 4. Which courses are of little value to alt students? 5. Which courses are of value to a very limited few? 6. Which courses can be added or augmented to be of value to the greatest number? 7. What vocations do graduates eventually enter? 8. What proportion of students terminate their for mal educ at ion at the high schoo 1 level? 9. How many students go on to business college, liberal arts college, or to univ er si ty? 10. What subjects should be included in the curricu lum to better prepare the student for society, college, culture or for a profession. To answer these questions intelligently, much re search, analysis, study, and sonnd c onclusians a re neces sary. Research in the community, with student and the school will reveal information needed by the educator 1n solving his curricular problems.

Scope tl lli_ study. The scope of this study will be to reveal a portion of' the information as it r&latei. to the graduates of two high schools. Although limited in scope it may help to set the pattern for further and more intensive study. 5

I. THE PROBLEM

Statement of the problem. The purposes of this study are (1) to determine the present vocational and eccnomic status of recent graduates of the c. K. McClatchy and Sacramento High Schools; (2) to reveal and evaluate the strong and weak points of ttl.e curriculum in preparing high school students for the transition from school life to adult hood; and (3) to analyze the resulting data and aid administrators, counselors, and curriculum personnel to develop and improve future high school programs.

Importance £!. ~ study. The continued need for this study and studies of a similar nature has been succinctly stated by Dr. Karl M. Guenther. "If the school, in its expanding program, is to con tinue to grow and to merit the support of t_he public, it must have knowledge of what happened to its product after leavirig school by graduating or dropping out. No business can succeed in our competitive-system unless its product can stand the test of service and worth whileness~ -- -By the same token, the school must find out if its product is meeting these tests. One of the most, if ruft the most, -important means · of obtaining this know ledge is the follow-up technique.nl As has been noted, the curriculum must change as our civilization changes, but change in itself, does not necessarily mean improvement, nor is a radical departure from the

l Karl M. Guenther, "Findings and Techniques of Stu- , dent Follow-up Studies in California;" (unpublished Doctor's dissertation, Stanford University, 1950), p. 2. 6 existing system necessarily desirable. Curriculum changes should nean curricular growth that is a constant, continual incorporation of better methods into the curriculum and the eliminaticn from the curriculum of outmoded and useless items. Change should be based on the needs of the community. To determine these changing requirements of the community a continuous program of research and evaluation must be in progress. Thia study is to be part of the evaluation program used by the school system involved. It is recognized that there is no typical or average man. Each person has individual characteristics which set him apart from all others. Similarly, th.ere is no typical or average city. Similar studies made in other communities are certain]J" valuable to this city. However, they cannot be considered as conclusive. This city is dif- - . .. " ferent from all others and, as a group, the graduates of the schools in this city will encounter a unique situation. A study should be made to find out what the situation is. This fact assumes significance when extreme examples are used by way of illustration. For instance, the high school curriculum designed for a group of students from the. highly favored (socio-economically) Woodrow Wilson High School in Washington, n: c., would be radically different from one designed for one of the "hollow-communities" of Kentucky. In the former school 50 per cent of the high 7 school graduates complete college, 2 while in the latter instance rarely does a student even enter college. The different settings of these schools, the different needs of the students, and the different positions in life which the graduates will take indicate a difference in educational needs. The basis for this particular study stems from a major curriculum change brought about by an economic up heaval in the early 1930•s. Sacramento, and the rest of the nation, was in the midst of a serious depression. Since Saoranento is one of the largest labor markets in the Pacific Coast area, its economy was especially hard hit. Business was almost at a standstill all over the West Coast and, as is the habit of the unemployed, many of them headed far Sacramento and its hiring halls looking for work. As a result, Sacramento had a great number of unemployed. Experienced workers were having difficulty finding employment; the high school graduates, young and inexper- - - ·- - ienced, found it almost impossible to get work. To alleviate the high school graduate's problem the Sacramento City Unified school District incorP,orated a curriculum change designed to accomplish two ends. One, to

· · 2 Celia Oppenheimer, "Ten Year Follow-up of Class of 1940,n National Association of Secondae=b School Principals Bulletin, XX:XV!rf (Mey, 195317 pp. 77- . 8 take the high school graduate out of the overcrowded labor market and the other to encourage the graduates to make profitable use of their spare time. To accomplish these purposes the high school curriculum was adjusted to provide for more academic classes in the high school and to em phasize the more formal type of education. The shop, trade, and termina 1 type o ours es were eliminated or greatly de emphasized at the high school level and were incorporated into the junior college curriculum. The purpose was to en courage the students to attend junior oollege to obtain these courses. As the economic oonditions improved there was a grad~al reversal of the high school curriculum policy toward the original plan. However, because of the lack of informa tion about the high school gi:-aduates there is considerable doubt in the minds of those responsible tor curriculum as to how much of the non-academia type work should be in the high achoo 1 and how much should remain at the junior col lege. In planning future curricula the curriculum planners want as much information concerning the graduates ·as is possible to accumulate in many a re as. This study has been designed to answer many questions about the graduates• social, vocational, marital, and educational life. Since the type of information required is most readily obtainable 9 from the former students, a normative survey method involving a questionnaire has been used.

Delimitaticn £!..!.!!!problem. This study is confined to the graduates of the two high schools in Sacramento, namely c. K· McClatchy and Sacramento. Furthermore only the graduating classes of June 1950 and February 1951 were sur veyed. However, implications are drawn which involve, to a lesser degree, subsequent graduating classes. Students who dropped out of sohool before graduation were not surveyed. - - Only those students who received a "Certificate of Gradua- ti on tt were con sider ed. Beoause of the large number of graduates involved it is financially and phys~call~ im~ossible to survey all the graduates • . A systematic sampling procedure, as recommended

~- v · - - ··~ by Coohran3 is used. This sample consists of 284 students selected systematically from the graduation rosters of the two institutions.

II. DEFINITIONS OF TERMS USED

The term drop-out, as used in this study, refers to students who have not completed high school and have not received a "Certificate of Graduation."

3 William G. · Cochran, "Modern Methods in the Sampling of Human Populatio~" American Journal of Public Health, (June, 1951), p. 647. --- 10 Graduates, unless otherwise specified by modifying words, will be interpreted to mean all those students who have completed the high school requirements as certified by a "Certificate of Graduation." Students, unless modified, is understood to refer to the students of the two high schools involved. The term curriculum is used in the broader sense .and refers to all the high school functions, both curricular and extra-curricular.

III. BACKGROUND OF THE COMMUNITY

Sacramento, the sixty-seventh largest city in the nation, with a population in 1950 of 137,5724 is the capital city of the State of California. Located near the geographical center of the state, Sacramento is sometimes referred to as "the hub of Pacific Coast industry." The Sacramento-San Joaquin valley has a total annual agricul tural production which exceeds one billion dollars5 and Sacramento, situated at the center of the valley, is closely associated with food processing, distribution, and mer- chandis ing. The city is also the focal point of the.. Pacific Coast transportation network. Three major

4 United States Bureau of the Census, Seventeenth Census of the United States: .!22.Q.. Population; Vol. II {Washington: Gover~nt Printing Office, 1952), pp. 1-49· 5 --Loo. cit. 11 transcontinental railway systems service the city and two ot them have divisic:nal headquarters located here with the necessary maintenance and terminal facilities. The main East-West and North-South highways intersect in Sacramento, and since a major portion of the state's freight is trans- ported by truck, truck sales, maintenance and servicing con st itu te a consi der1ble industry in the area. The sacramento River, the largest navigable river in the state, at one time provided the ns jor means of transportation of both freight and passengers from the Pacific Coast 1D the in- terior, even though in recent years its transportation has dwindled to a imre trickle. With the completion of the proposed deep water port the river will again rival other means of freight transportation. Two major airlines, and several independent airlines, operating from a class 5 municipal airport adequately serve the city.

Sacramento is in a favorable position econo~ioally, with a medial annual fami:cy- income in 1950 of $4,106,6 which compares favorabl7 with other United States cities of com parable size. The many divisions of government located in or about Sacramento present an unusual labor picture. An unusually high percentage of the workers are employed by

b -Loo. cit. 12 either the city, county, state, or .federal govemment. 7 The population growth during the past few decades has been phenomenal. A high birthrate and low death rate oom- bined with the influx of people from other states has resulted in a state population increase unparalleled in history. The flow of people into California has been one of the greatest migrations in the history of mankind. The rate of populaticn growth in California is determined largely by economic conditions throughout the country. California's population has grown due to waves of migration. It boomed during the prosperous 1920•s, slackened during the depression days of the '30s, boomed again during World War

II 1 s prosperity. In a single year 1923 and again in 1943 and 1944 the state gained more than 400,000 new people who moved in from other states.8 As the state grew, so grew the city of Sacramento. The Federal Census shows that in a 100 year period, 1850 to 1950, Sacramento grew from a city of 6,280 to 137,572 or an increase of 2,484 per cent. In the decade from 1940 to

1950 the city 1 s population grew 30 per cent, while in the five year period ending in 1955 the population is ·estimated

7 -Ibid. 8 Sacramento City Chamber of Commerce, "Sacramento," (unpublished pamphlet, Sacramento, n.d.) 13 to have increased 18.5 per cent.9 The population growth has had marked effects upon the econany of the city. The building trades, reel estate, and commerce have had a period of prosperity. Simultaneous ly the city has had "growing pains." With the tremendous increase in population, the facilities of gove:m.ment have had the problem of constant inadequacy. The school system has had a particularly difficult time in trying to provide room, materials, and personnel to keep up with the demand. School housing and teacher shortages have been the major problems in the district and have tended to push other educational problems into the background. The distribution of wage ands alary workers in Sac- ramento, as compared with the state as a whole, gives an indication of the work possibilities 1n the Sacramento area.10 City State Government 30.6 % 16.0% Trade 22.3 % 24.2% Manufacturing 12.l % 25.1% Mining ~07% 1.0% Finance and Real Estate 3.6 % 4.0% Construction 6~7 % 7.1% Utilities, Trans. 13.0 % 9.4% Services 11.0 % 13.2% The background of the oonmtunity indicates the type of --..,----- 9 Seventeenth Census of the United States: !.22.Q., Population, Vol. II, .£E.• o!t.;-pp:--1-48. - 10 California Department of Industrial Relations, Bulletin No. 315 (Sacramento: October, 1950), p. 13 community that Sacramento high school graduates will enter. There is a wide range of possibilities for employment. Certain areas offer more opportunity than others. Knowing the canmunity problems, potentials, advantages, and disad vantages is of vital importance to the curriculum builder, for he must build a curriculum to suit the needs of the stu dent a going out into the community. CHAPTER II

REVIEW OF THE LITERATURE

Literature 2!!. ~ questionnaire method. This chapter is devoted to a review of the literature concerned with seoondary sohool follow-up studies. rt is the intention of the writer to summarize the important findings of similar studies, with which the information gathered herein can be incorporated as a basis :for making generalizations .and recommendations. In a study of this type there are two major areas to be searched before the study can be launched. One area involves the preparation of the instrument to be used in ga~hering the data. The second area ot research is the "findings" of similar studies. To state that the writers in these two fields have been numerous and voluminous is an under st at emen t • The value of the questionnaire as a method .of gathering research data has been vigorously denied by early writers in the field of educational research. However, from a faltering and much resisted beginning, the questionnaire has flourished and become one of the most important, and most used sources of :information in the field of educational research. Early writers in the field ot educational re search tended to discredit this method of gathering data. 16 The questionnaire was attacked primarily on the grounds that the results attained were opinion and not fact, and therefore could not be considered basic research. As late as 1930 in his authoritative text, "Research and Thesis Writing," Almackl refers to the "Questionnaire Device" as

a minor ~thod of research and states that the "using of a questionnaire in thesis making is a matter of debate."2 His opinion of the questionnaire characterizes the opinion of many of the earlier researchers. Whether questionnaire methods of follow-up studies were acceptable to the "pure researcher" or not, they were used and they yielded valuable and needed information to the educator. In spite of the opposition, questionnaire type follow-up studies have become one of the most used . ' - - and most productive sources of information concerning secondary sehool graduates. One study, 1n the field of educational research conducted at Teacher•s College, Colum bia University, reports that in an eleven year period, from 1935 through 1945, "· •• a trifle over one third of all dissertaticns examined employed the questionnaire, and its use was fairly constant throughout the ele,ven year

1 John c. Alm.eek,. Research and Thesis Writing (Bos- ton: Hough.ton Mifflin Company, 1930"J"; p. 211. 2 Ibid. 17 period •• ."3 This au th or in the same article refuted the statement of earlier writers by stating that "fact" as well as "opinion" can be obtained by the questionnaire method. Whether a questionnaire yields facts or opinion appears to be an academic question. More recent writers tend to agree with the view held by Duker. The opinions expressed by a few responsible current authors are given to indicate the present status of questionnaire type follow up studies. Dr. Karl Guenther4 states: There are numerous men and women engaged in edu oationa l work today who, on occasion, have read the exhortations of writers in the educational journals a:hd they feel they must •find out what the schools' graduates are doing in -order -to improve both the · cur rioulum . ahd the guldance procedures.• These educa tional workers--have also learned from these writings that orie of -t-he most effective methods of obtaining the necessary information is to conduct a follow-up stu~ ••• Kitch, Chief, Bureau of Guidance and McCreary, Con sultant, Bureau of Guidance, in a bulletin of the Califor- nia State Department of Education, introduce the bulletin with this statement: One way to find out whether a product is good or not is to ask the con sumer. He need not be an expert to tell what he likes or doesn't like about a certain kind of automobile, television set, or canned soup. Big business makes such consumer surveys to learn how to improve a product, a package or a service.

3 s. Duker, "Questionnaires are Questionable," Phi Delta Kappen, XXIX (May, 1948), p. 386. ---

4 Guenther, .2£.• ill_., p. 3. 18 Educators make consumer surveys too, only they•re known as follow-up studies. The consumers are former students, · the product is the education they received, arid the purpose is· to obtain information which will aid in improving the quality of the educational program. 5 Furthermore in reference to the results of the questionnaires, the authors have this to say: They (the students) spoke not as educational experts, but as educational consumers, reflecti-ng their views, impressions and judgments of the experiences they had had in school. Their views--properly interpreted by professional staff membgrs--ean help make better edu cational programs ••• Konold in an article advising secondary school ad ministrators on methods of improving the curriculum also recommends using student experiences as a method of ob taining valuable information concerning curriculum changes: Why ·not ask the student how the school program might be improved? No one cari tell you what medicine tastes like better than the . one who has to take it. Pre scriptions for the school ills and school improvements are prepared by experts in the field and the tempera ture of the students is taken at stated intervals by st aridar dized 'tests · to be sure that the medicine pre scribed is ·produc fug ·the desir~d results. 1lh.y not ask the patient how he is f eeling?I Eckert8 in an article in a recent educational

5 William H. McCreary and Donald E. Kitch, "Now Hear Youth," California Department .£!.Education Bulletin, XX:II, No. 9 (October, 1953), p. 1. 6 --Loo. cit. 7 A. Ewing Konold, "Students Help in Secondary School Improvement," Bulletin of the National Association· of Secondary School Principals, XXXI-rt'eoruary, 1947), p. too-:- 8 Ruth E. Eckert, "studies of Former Students as a Measure of Schoo 1 Success,.,... -~ School Journal, JOCXIV (April, 1951), p. 106. 19 journal, indicates other rewarding by-products resulting fran a follow-up study accompanying the information sought concerning graduates. Her list of desirable results of a follow-up study includes the following: 1. Improve the school program.

2. Cultivate a "~tudent Personnel" point of view by all the faculty members, encourages faculty members to evaluate their teaching in the light of the needs of students. 3. Causes former students to critically evaluate themselves. 4. Saind public relatic:ns. The questionable methodology involved in follow-up studies apparently does not impare its usefulness. It

serves the educator well in its role of supplying informs- tion concerning the graduate, his social, marital, reorea- tional and vooatic:nal life. It makes available to educators the graduate•s opinions (whatever their value) of .the school; it indicates the strong and weak points of the curriculum and activity program. A careful analysis of the results of a questionnaire carefully made, makes the instrument usable in research. From the great bulk of material written concerning follow-up studies, it can be concluded that the problem of obtaining information about graduates and drop-outs is 20 almost universal. A casual survey of the educational jour nals indicates the great diversity of purpose, method, thoroughness, and quality in the various follow-up studies. Some are very limited in scope, and tend to reveal a minimum

of information about a small number of people. Others ~re of a magnitude which reveals a maximum of information about a large number of people. Some studies are well planned, organized, and executed, and yield valid data usable by the educator. Other studies, poorly conceived and haphazardl7 carried out, yield results of doubtful value. Generally the usefulness of the data obtained in a follow-up stud7 is in proportion to the quality of the instrument used in gathering the information. A perusal of the available literature on questionnaire follow-up studies makes it obvious the method is fraught with obstacles, any one of which may ruin the entire project. The beginning researcher will do well to keep these obstacles constantl7 in mind throughout. his work. A major problem is that of gett:lng a high percentage of returns from the questionnaire. Almack indicates what type of returns can be expected in follow-up work. Fifty per cent returns is normal: only when ex ceptional care is used in the form, when special in struments are offered for a reply and when the sub ject is of exceptional interest and impor·tanoe can an investigatoi- realize a sevent7-five per cent re turn. Dogged persistance, in follow-up is associated 21 with the method, too, as a matter of course.9 Almack refers to dogged persistance that takes the form of sending out postal cards, and letters, and making phone calls. Rothney and MoorenlO explain how they achieved a 100 per cent return en a follow-up study they made. The follow up was begun six months after graduation. Apparently ad dresses of the sample were known sinoe no mention of them was made. The original questionnaire and card brought a return of 56 per oent. A second card, similar to the first increased the peroentage returns by 23 per cent. Next a letter was sent which brought a 10 per cent additional response, a hand written letter resulted in a 6 per cent return and the remaining 5 per cent were reached by per sonal visits bringing the total to 100 per cent. The number of letters and postal cards required to obtain satisfactory returns brings up another problem that should be carefully considered by one contemplating a questionnaire, namely the cost of the project. One stua:yll was made in which a careful record of costs for stationery and postage was kept. These two items alone resulted in a

9 Almack, .2£• .2.!!,., p. 216. 10 J. W. Rothney and R. L. Mooren, "Sampling Prob lems in Follow-up Researoh," Occupations, XXX: (May, 1952), p. 572. 11 McCreary and Kitch, 2.E.· ~., p. 56. 22 cost of twenty five cents per return. Many writers have reported methods of increasing the percentage of returns. Some of these methods such as offer ing special inducements in the form of money and prizes, are considered impractical to this writer. However, other methods are worthy of note. Shannon12 found that letters brought better returns than pastel c erds. He also reported that the .. longer the questionnaire the poorer the returns. Romainel3 suggests severe l methods of improving the question naire which in turn improves the response. He states th.at the directions should be clear and concise, the questions simple and easily answered. Questions should be grou~ d according to topics. There should be a sufficient number of alte:m.atives to avoid undue channeling of responses. The questions should be stated so as to give an easy method of respol1ding. He infers that if a questionnaire is am biguous or difficult to understand or to answer, it will not be compl~ted aJ:ld returned. Normanl.4 is more specific than Romaine in suggesting

12 John R. Shannon, "Percentage of Returns of Ques tionnaires," Journal of Educational Research, XLITI (Octo ber, 1948), P• nµ. ~ 13 s. A.Romaine, ·"Criteria for a Better Question naire,'' Journal of Educational Research, XLII (September, 1948), PP• 69-71:- 14 R. E. Norman, "Review of Some Problems Related to Mail Questionnaire Techniques," Educational and Psyohologi- ~ Measurement, (May, 19~8). ~ 23 improvements in the questionnaire. 1. General appearance greatly affects the per cent of returns. 2. The more prestige the signature carries the better response we will get. 3. Better responses are obtained with typewritten than with duplicated questionnaires. 4. Generally the shorter the questionnaire the better the response. 5. Cards work as well as letters for follow-up work. It might appear that undue emphasis is being placed on methods of increasing the returns of the questionnaire. However, it is a generally accepted fact that the lower the percentage of ret\ll'ns the less valid the study becomes, beoause of the greater effect of the selective factor. A low percentage of returns indicates that the sample obtained does not represent a true picture of the population being surveyed. Just how the selective factor operates to in validate a study is found in the study by Rothney.15 His conclusions are as follows: 1. Girls respond faster than boys. 2. Subjects who s core high on intelligence tests respond faster than lower scoring students.

l~ Rothney, £E_. ill• , P • 574 • 3. Those subjeots who are oontinuing education be yonlf high sohoo 1 respond more quickly than those who enter employment. 4. or employed subj eots, those who a re in the high level jobs respond fast er than subjects who are unemployed or employed at unskilled jobs. 5. Those s ubjeots who r eport satisfaction with their past achoo l a oti vit ies respond more quickly than those who are di ssat isfie d. 6. Youths who are uncertain about their vocational choice during the last month of senior high school did not reply as quickly as those who had indicated definite • plans for post sohool activities. 7. Youths from broken homes tend to be slower in response than others. Rothneyl6 verifies the conclusions of other writers in the .following statement: " ••• Ineomp lete samples of populations in follow-up studies provide biased data." From the foregoing it is obvious the type of student that is eliminated from the results of a study if the re turns are incomplete. An incomplete study with pQor per centage of returns will result in unreliable data.

Literature ~the findings of similar studies. This writer feels that his work would have been greatly

16 ~., p. 578. 25 simplif'ied and reduced had he bee.n aware of certain materials at the beginning of his study. The following three references are thus give.n for the inexperiem ed beginner in follow-up work and for the purpose of eliminating much of the laborious routine of finding out for himself how to make a follow-up study. The first, and in this writer's opinion, the most canplete reference, is a dissertation by Guenther.17 This work is an intensive review of a number of follow-up studies and is titled, "Findings and Techniques of Student Follow up Studies in California" and is the most comprehensive and useful of the three works cited. Besides giving a summary of the techniques, methods, findings, and oonolusions of twenty-six follow-up studies, Guenther includes a forty eight page annotated bibliography. ~he time span of the studies included in this work is a comparatively long one. The first study was made in 1928 and the last in 1948. Dr. Guenther prepared a manual in oonjunoti on with his dis sertation, tit led, "A Manual of Technique in Making Follow up Studies of Former High school Students." The manual completely outlines, in detailed steps, the procedure. in making such a study'. A second souroe of information on the procedure to follow in making a follow-up study is a bulletin titled,

17 Guenther, £E.• 2J!_., pp. 1-248. 26 "Techniques of Follow-up Study of School Leavers.ttl8 This bulletin is neither as complete nor as usable as the first mentioned source. The term "School Leaver" is somewhat misleading, as the authors include graduates and drop-outs in that category. The pamphlet is very short and in outline form. It gives good directions in conducting the study but no samples of questionnaires, follow-up letters, forms, etc. Probably it is a little too terse for the beginner. The third and final source recommended is the bulletin of the California Department of Education, "Now

Hear Youth.nl9 ~his bulletin, authored by Donald E. Kitch, Chief, Bureau of Guidance, and William H. McCreary, Consul tant, Bureau of Guidance, California Department of Edu cation, is a summary of the California Co-operative Study of school drop-outs and graduates. Graduating classes from 1935 to 1950 were included in the studies surveyed. However classes of 1947, 1948, and 1949 predominated in returns. The study was conceived in 1949, and most or the twenty eight study projects involving seventy-three secondary schools were completed by 1951. California researchers will find this study particularly helpful as a means of comparison. other information made available by the

18 Royce E. Brewster and Franklin R. Zeran, ''Tech niques of Follow-up Study of School Leavers, rr California Test Bureau (Los Angeles: California Test Bureau). 19 Kitch and McCreary, .22.· 2!!,., pp. 1-69. 27 bulletin include such items as technique, planning, costs results, and conclusi ens. A recommended questionnaire which can be modified to suit the needs of a particular study, and a limited annotated bibliography are included. A person contemplating a follow-up study in secondary education will find ample directions in these three studies to complete a reputable work. As stated previously, the first study mentioned, that by Guenther, is by far the most scholarly and complete of the three and should serve adequately in most studies of this type. Since such a quantity of research has been done in secondary education follow-up work it might be presumed that to make a study in a particular school situation is unnecessary. One might decide to go over existing studies and apply these findings and conclusions to his situation. However, this is an erroneous conclusion since, as previously stated, no situation can be :found similar to the one in question. As Corey20 points out, "· • • one of the problems faced by action researchers is that their :findings are not necessarily applicable to other school systems." He continues to state: Teachers and supervisors and administrators in a given school system can, with con!'idence, put into practice the generalizations resulting fran action research conducted in other school systems, onl:y when

20 s. M. Corey, "Action Research by Teachers and Population Sampling Problems," Journal of Educationa1 Psych ology, XLIII (October, 1952), p. 331. ~ 28 the populations about which they are concerned are similar to those which the action research was based. 21 On the other hand, Guenther22 while completely agree ing with Corey's opinion, feels that once a follow-up

stu~ has been made of a particular group of graduates in a school system, the results of that study can be applied to succeeding groups of graduates. It is the opinion of these writers, then, that a follow-up sW.dJ made in one community will not suffice to answer the questions arising in a neighboring community. Each community must carry out its own evaluating program, but a questicnnaire type study need not be of an annual nature, but can be carried out at intervals of three or five years. The length of time between the studies will largely be determined by the rate of change in the community itself.

A great many follow-up studies have been made in secondary education. The findings of each study will vary according to conditions of the particular community and the

group of students studied. As has been stated previously, the results of one study cannot be used "in toto" to serve the needs of the curriculum builders in another community. It is not inferred that the results of previous studies made are of' no use to the future researcher.

21 --Loe. cit. 22 Gu en the r, ££.. ill·, p • 2 • 29 Previous studies oan help the researcher direct his study; they can give support to his conclusions and recommenda tions; and they can point out differences whioh might entail curriculum differences. Because of the great nwli>er of studies and the variety of results, this writer feels it is neither necessary nor desirab.le to inc.lude a summary of the findings of all studies. Instead, a summary of the findings of one good research, including a number of studies, and a complete but select bibliography is provided. Those readers who wish more detailed information should refer to the bibliog raphy; those interested in the general pattern of responses to the usual questions in this type of questionnaire will find the text adequate. The work of Guenther•s23 was selected to be used in the summary for several reasons: 1. The basic works included in his study are all theses from accredited colleges and universities, .am should represent good studies. 2. A large number of cases (twenty-six) were used involving widely dispersed high schools in California.. The schools involved represent both large and small schools in rural and urban communities.

23 Ibid., pp. 1-248 • 30 3. The period of time covered (roughly fifty years) is long enough that the picture should not be skewed by local situations nor by political or economic situations of short duration. 4. The general scholarliness and oomp:e teness or the work. The reader should bear in mind that the summary of the findings is not included primarily as a basis of comparison, but rather to give the general pattern of responses to this type of follow-up study. Only those findings reported by Guenther that a re pertinent are in cluded here. Findings by Guenther:24

TABLE 17 ACTIVITIES ENGAGED IN BY GRADUATES

Activity Percenta~e Frequency Employed full time 1.5 Married-:} 26.7 Students in advanced training 15.3 Unemployed and seeking work 5.6 Deceased .5 No data ~ *12.7 per cent of the married women were also re ported as employed. The percentage frequency in the above table was determined by reducing the data in each study to percentage and then taking an average of the percentage. Guenther

24 ~., pp. 114-33· (Includes the rollowing tables) 31 indicates that because of the method of reporting the percentage frequency only general conclusions can be drawn.

TABLE 18 SCHOOL ATTENDANCE AFTER GRADUATION

Number Percentage Ex-high school students who attended 2,121 62.5 Ex-high school students who did not attend 1,205 ~1·~ Table 18 includes all the students who went to any type of school beyond high school. Table 19 indicates what type of school the students attended beyond high school. Figures given are of those llho entered school and are subject to the usual drop-out rate of college and other types of schools.

TABLE 19

TYPES OF ~CHOOLS ATTENDED

Types of Schools Peroenta~e College or university .J Junior colleges i3.7 Night or post-graduate high school 12. 7· Business achoo ls 11.7 Trade or technical schools 7.8 Correspondence schools 3.6 Cosmetology schools 2.0 Nursing sohoo ls 1.9 Art achoo ls rmcl 32 Table 22 is concerned with the types of employment held by high school graduates. The data were for the most part classified according to the major census headings. The percentage in the professional class is much higher than the normal expectation.

TABLE 22 TYPES OF EMPLOYMENT HEID

Class es Percentage Prof' es s i en a 1 17.0 Semi-professional 6.2 Proprietor and managerial b.7 Clerical 44.3 Skilled labor 5.8 Semi-skilled labor 8.1 Unskilled labor 9.5 Other, unclassified 2.4 100.0

Two explanations were proposed for this high percent age in the professional classification. One suggestion was that since the percentage of returns we s low a selection factor was in operation. Another attributes this ·result to the large number of girls who go into the teaching profes sion. The graduates llho were followed up left high school and either went to work, went on to school, and/or got married. The manner in ·which those who went to work found· their job is indicated by Table 23. 33 TABLE 23 METHODS OF FINDING JOBS

Methods Percentage own frii tfative q:9:-2 Friends 17.6 Schools (including central employment agency) 11.4 Relatives 7.0 Parents 6.o Other 3.h. Employment agency 2.6 Newspaper ads 2.0 Business colleges .5 Part time work while in high school .2 Civil s er vi oe e xamina t 1 ons .1 100.0 The value of the vocational guidance in the high schools is at least indicated in the next table. A rough calculation indicates that about one half the plans made in high school were lasting. In an additional one quarter of the oases the training received was used to medium ad- vantage.

TABLE 27 RELATIONSHIP BETWEEN HIGH SCHOOL VOCATIONAL CHOICE AND ADULT VOCATION

Re lat ion shi Percentag:e rn -tlie--exaot -or SfmTlar voe ation I. Slight relationship i1. No relationship 22.7 No choice at graduation 9g: 6-~ *No explanation is made for the 2 per cent discrepancy. 34 One of the most asked questions on a high school follow-up study, and one which yields a great deal of information concerning how well their courses prepared them for advanced schooling or for future work, reads about as follows: "List what courses which have been of value to you 1n your educational and/or your occupational life." The results obtained are listed in Tab1e 28. The large number who reported that the commercial studies were of value probably reflect the use which was made of that training in obtaining and holding jobs. The table as given in this work is an abbreviation of the original. Guenther has the main heading of Comnercial Studies broken down into fifteen sub-headings which include those courses in the main heading.

TABIE 28 COURSES OF MOST VALUE

Main hes dmgs Fre~uenoy 1 19 ~ 10 8 . 6 6 ~ 3 2 2 1 l 35 Most eduoators realize that there is more to school than the three "R's" and know that the school's extra- curricular activities contribute considerably to the graduate•s social, cultural, and vocational life. Guenther titles these extra-curricular activities as the schools• contributicn to avocation and leisure time pursuits. His results are given in Table 30.

TABLE 30 SCHOOL CONTRIBUTIONS TO AVOCATIONS AND LEISURE TIME PURSUITS

Activitz Percentas.e Clubs ~ Sports 19.6 Social activities J.4.4 Student government 10.~ Music 9.4 Commeroial subjects 9.1 R.O.T.C. 3.6 Drama tics 3.1 Publications 1.1 Literature-reading 1.0 Shop work .9 Art .5· Debates .1 100.0 A majority of the questionnaires surveyed included a question or questions asking the students to suggest ways the school could improve its offerings. The students responded by saying that they wanted more or better courses in the subjects listed in Table 34. The similarity between Table 30 an:i Table 28 is evidence of the need for commercial courses, English, mathematics, and science. Apparent J.y students were interested in those courses which

would assist them in advanced schooling or assist them to find and keep employment.

TABLE 34 SUGGESTIONS FOR ADDITIONAL COURSES OR INCREASED EMPHASIS ON EXISTING ONES

Main headings Fre~uenoy Commercial courses English Mathematics Homemaking Courses Practical Knowledge Science Foreign Languages Elementary Psychology Vo oat ion al Knowledge Social Studies Industrie1 Arts Penmanship College Orientation Physical Education and Personal Hygiene Art Dramatics

Guenther's results are a composite of the f .indings of twenty-seven California studies made over the twenty year period ending in 1948. A comparison of the results re ported by Guenther and the results reported in oth,er Calif ornia studies involving large numbers of students in widely separated areas indioate·s his findings to be typical. Re- searchers and curriculum builders can use his material as a foundation for their studies. 37

Summary. The available literature in the question~ naire type of follow-up study is plentiful. Earlier studies tended to be crude and met with much opposition and criti cism from researchers on the grounds that such studies yield opinion and not fact; therefore they were not to be considered research. With the refinement of the question naire and improved sampling methods the use of the ques tionnaire type of follow-up study hes gained greatly and has become acceptable as a major source of research material. Most current writers agree that this type study is worthwhile, that the questionnaire can obtain both fact and opinion, and that both are valuable. Moreover, edu cators want both fact and considered opinion. Both are good sources of information. The value rendered by a questionnaire type of follow-up study is largely determined by the quality of the questionnaire and the treatment of the data obtained through its use. There are several manuals available to the beginning researcher in follow-up work; at least one of these is quite complete and gives detailed instruction in every step of the process. While there have been many follow-up studies made, the consensus is that there is a great need for more. Each school system should have a continuous follow-up program 38 in operation. It is generally agreed that it is better to use a sampling than to try to survey the whole population, especially if the population is large. A small sample with high percentage returns is much more accurate than a large sample and a poor percentage of returns.

A summery E!_ ~ findings, ~ reported by Guenther, on twenty-seven California high school follow-!!E. studies,

~ !.!:2!!!, 1928 !2, !2!I& inclusive. A great many graduates of high schools in California (some indication as high as three fourths) avail themselves of some type of education after high school. A great many more students would like to go on to school than do. Expense of college seems to be the greatest factor in keeping high school graduates from going to college or university. The majority of high school graduates that go on to school attend college or university. As reported by Guenther clerical and professional types of work are the most common among high school gradu ates, with clerical workers taking a dominating lead. The clerical classification diminishes as the time from gradu ation to follow-up study date increases. In 50 to 75 per cent of the eases, there is good relationship between the choice of vocation in high school and the actual adult vocation. 39 Clubs, sports, and sooial activities, in that order, were listed as contributing most in adult leisure time activities. In the ohoioe of subjects that ex-students con sidered most valuable ere commercial studies, mathematics, English, soienoe, and shop work, in that order, with com mercial studies fer in the lead in frequency. Graduates feel the need of more emphasis in com mercial courses, English, mathematics, homemaking courses, and practical knowledge. Graduates generally ere satisfied with their high school experiences but are not hesitant to suggest methods of improvement. The more successful graduates are the most satisfied, conversely, the least successful graduates are the least satisfied with their high school work. CHAPTER III

STATEMENT OF METHOD OF PROCEDURE

The present chapter, in accord with the previously described plan, is intended to familiarize the reader with the methods and mechanics used in collecting end reporting the data used in this paper. The problem was originally initiated by Dr. Arthur E. Polster, Director of Research and Personnel, Sacramento City Unified School District. The preliminary work was begun in 1950 when all the graduating seniors of Sacra mento and C. K. McClatchy High schools were requested to fill out a questionnaire indicating future plans education ally and occupationally. Also included in the questionnaire was the request for two addresses through which the students could be reached et some future date in the event of a follow-up study. Dr. Polster suggested that the writer might make this follow-up study for the school department. After defining the problem and obtaining the ap proval from the appointed ~ollege mester•s committee, an in tensive survey of available literature was begun. The sur vey was made of the material in the libraries of both the Sacramento State College and the State of California. The card indexes at both libraries were searched and available material perused. The indices to periodical literature 41 were surveyed for the ten year period ending in 1955. Any material referred to, and available in either library was oonsidered and pertinent information entered on reading cards. No direct search was made for material that pre dated 1945, unless, by reference from another source, the material seemed pertinent. After careful oonsideration, it was decided to use the graduation classes of June 1950 and February 1951 from both c. K. McClatchy and Sacramento High Schools as the population to survey. These fom- classes were selected for several reasons: 1. Two groups from each school were selected as a basis for comparing the groups with one another. 2. The year 1950 was selected because that is the earliest graduating class on which the previously mentioned graduation questionnaires were available, and thus a source of addresses was at hand.

3. Except for the Korean Incident, this year seemed about as normal as any year in recent times. Although later classes could have been selected for survey, it was felt that the information desired concerning. post high school attendance and vocational success could best be answered by a class that had been out of high school at least five years. rt was realized that the difficulty of reaching a group so long out of high school would adversely affect the returns, but larger returns were sacri ficed in favor of the availability of more desirable infor- mat ion. The specific information sought was decided upon, and a survey of questionnaires was made to determine the composition of the instrument to be used. After an exhaustive study of questionnaires had been made, a modified version of the Kitch and MoCrearyl questionnaire was de- aided upon. The general form and style of the questionnaire were used and in some instances, identical questions were used. However, most of the questions needed some modi.f ioation to suit the local student population, school curriculum, and community. The questionnaire was then tried out on indulgent friends of the writer and revised several times before the final form was decided upon. A copy of the letter sent with its enclosed questicnnaire is found in the appendix. Two follow-up letters were used in conjunction with the original letter and questionnaire. These letters were taken almost verbatum from the work by Guenther. 2 Only those changes which were necessary to render them suitable. for

l William H. McCreary and Donald E. Kitch, "Now Hear Youth," California DepartmEnt of Education Bulletin, XXII, No. 9 (October, 1953), pp. 56-587 2 GuEnther, .2.E.· .£.!!., pp. 188-89. 43 this survey were made. The group of students to be surveyed consisted of

1,137 graduates, far too many to reach individually. Limiting factors were time, personnel, and finances. One fourth of the total group to be surveyed, or 284 oases, was decided upon to serve as the representative s'-mple. The method used to select the students for the sample is the one suggested by Coohran3 called "systematic sampling." The names of all of the graduates were taken from the gradu ation rosters. From this list every fourth name was selected for the systematic sample4 a total of 284 graduates. A 3 by 5 progress card was devised for eaoh stu dent selected. On this card the writer could keep a record of the progress being made of each member of the sample. A copy of this card is found in the appendix. On the card were printed such words as "name, n "school, n

"class," etc., and blank lines were available for this information to be filled in. The progress cards proved to be an invaluable asset in acccunting fer the mailing of the questionnaire~ and the follow-up letters. After a progress card had been ma de for

31iflliam G. Cochran, nModern Methods in the Sampling of Human Populations," American Journal of Public Health, (June, 1951), p. 647. --- 4 A systematic sample is sometimes referred to as one type of random sample. 44 each member of the sample, addresses were taken from the questionnaire the students had filled out at the time of graduation. If no questicnnaire had been filled out, or, if the student had failed to include an address on the questionnaire, the last permanent address listed in the school department •s records was used. In some instances more current addresses were found in either the telephone directory or the city directory. In these cases the latest addresses were used. Monday, October 20, 1955 was selected as the day to send out the first questionnaire, with a follow-up letter to be sent an eaab. of the two following Mondays, unless a reply was received in the interim. This date was selected because vacations would be over by then and the graduates would probably be at home. Graduates who were continuing their education would, by 1tl.is time, be in the routine of their new semester and thus be more inclined to reply. The date was also early enough in the year so that the survey could be completed before the holiday season began. The date and the address to which the questionnaire was sent was entered on each progress card. If a return was received before the following Monday, a notation was made on the proper card, ·and the card was refiled in the completed file. If the questionnaire was returned by the post office, ttle date was noted on the progress card, and 45 the questionnaire was remailed to the second address with follow-up letters to be mailed on succeeding weeks. Should the second address fail to bring a reply, the telephone directory and the city directory were searched for .further addresses. If no reply was forthccming, and the mail was not returned, phone calls were made. In the few oases that phone calls were made, the results were so disappointing that they were discontinued. In every instance where this nethod was used it turned out that the person had moved and had not left a forwarding address with the present tenants. The final return was received December 9, 1955, ap proximately one and one half months from 1he date that the first questionnaires were sent out. Of the 284 members of the sample, 181 usable returns were received. This rep resents a return of 63.7 per cent. Tallying the replies became the next task. The thir teen questions on the questionnaire were set up separately on tally sheets. The tally sheets were arranged so that the

information could be broken down in t be s~veral ways shown in the following chart: 46 QUESTION NUMBER XV Total Response percentage Total Population Both Schools Sacramento High School 1950 Class Males Females 1951 Class Males Females Males Both Classes Females Both Classea C. K. McClatchy High School --- 1950 Class Males Females 1951 Class Males Females Males Both Classes Females Both Classes Total Males Both Schools Total Females Both sohools 47 The tallying was done in the above manner in order to give es great a basis for comparison ea possible {i.e., be tween the schools, between classes and sexes, etc.) and also to serve as a double check in totaling the tally and cal culating the percentages. If en error was made in either the tabulations or the calculations, it became immediately apparent because the totals would not check out. The mechanics of tabulation were carried out by two persons, one reeding end the other tallying. The process was then repeated, and in every case where a discrepancy was found, the process was repeated a second time. In summary, the problem was initiated by a pre graduation questionnaire in 1950. This writer began the five year follow-up study in 1955. The students surveyed were the June 1950 graduates and the February 1951 graduates of the c. K. McClatchy and Sacramento High Schools. A systematic sampling method was used in which a sample con sisting of 284 cases was used to survey the classes with a

total population of l,137 students. A three page, thirteen question questicnnaire was sent out to the sample group, of which 181 responded, giving a return of 63.7 per c~nt. The responses were evaluated and tallied in preparation for re porting the findings. The following chapter, Cha~ er Four, will report the findings of the questionnaire. CHAPTER IV

ANALYSIS OF THE FINDINGS

This chapter presents an analysis of the data gathered from the questionnaire used in this study. So far as possible, the findings are presented in tabular form. The text of the chapter is contined to points of particular importance or to clarity the materials in the tables. The following chapter is confined to summarizing these data and stating the conclusions and reoomnendations resulting from these. To simp llfy the oorrelation of the .findings, they wi 11 be presented int he order that the questions are asked in the questionnaire.

Percentage .2!.. returns. The total population of the four classes under consideration was 1,137 students. Of this group a sample of 284 members was selected tor survey. usable returns were received from 181 of the sample group, making a total percentage return of 63.7. The response from Sacramento High School was considerably higher (67.l per cent) than that from C. K. McClatchy High Schoel (59.5 per cent). A much better response was received from the females than from the males. Their corresponding returns were, females, 67~1 per cent; males, 59.7 per cent. rt is interesting to note that the highest and the lowest 49 percentage of returns came from the February, 1951 class of c. K. M0Clatoh7 High School. The females of that olassr e turned 83.3 per cent of the questionnaires compared to the males• response of 50.0 per cent. Table I gives the com plete information concerning the number and percentage of returns for each segment of the survey as well as for the total survey. 50 TABLE I

THE NUMBER AND PERCENTAGE OF RETURNS FOR THE VARIOUS SEGMENTS OF THE SAMPLE AND THE TOTAL SAMPLE POPULATION

Total Sample No. of Per cent oases size res onses res onses Tota populat on 3. Sacramento H. s. ' 634 15 106 67.1 1950 class 439 109 71 65.1 Males 181 52 32 61.~ Females 258 39 68. 1951 class ~7 35 l1.4 Males l~z 2~ l·9 Females 21 i6 .2 Total males 2~0 80 51 l3.8 Total females 351 78 55 10.5 c. K. McClatchy H. s. 503 126 75 56.5 1950 class 372 53 6 .3 Males 159 j~ 64.~ Females 213 59 ;~ 51. 1951 class 32 22 68.8 Males l~~ 7 50.0 Females 63 ~ 15 83.3 Total males 22l 49 26 53-~ Total females 27 77 49 63. Males both schools go1 129 Females both schools 30 155 164 ~9-77.1 51 Marital status .2! graduates. Five years after grad uation almost twice as many of the group were married (61.7 per cent) as unmarried (38.3 per cent). Five of the group or 181 respondents, or 2.8 per cent, were divorced or sep arated, and 1.1 per cent of the group was widowed. Slightly over one half (50.6 per cent) of the males were still un married, but only about one fourth {28.8 per cent) of ttie females had not married. Comparison of percentages shows virtually no difference between the two schools as far as marital status is concerned. Of those who married (including divorced, separated, and widowed) 31.6 per cEl'l.t reported having no children while 68.4 per cent had one or more children. Of the total group of married students 41.8 per cent had one child; 21.2 per cent had t'M:> children, and 6.0 per cent had three or more children. Of the married men 71.0 per cent had children and 67.2 per cent of the married women had children. In ccnsidering the last two quoted percentages it must be remembered that only 46.8 per cent of the men were married while 71.2 per cent of the women were married so that actually a larger number of women than of the men had children. Table II reports ·the complete results in total num bers and percentages of the marital status of all graduates and the family size of the married graduates. Generally 52 speaking, it was found that about two thirds of the married graduates had at least one child. The percentages show little difference between the number of men and of women who had children. However, the women tended to have larger families than 1il.e men. TABLE II MARITAL STATUS AND FAMILY SIZE OF GRADUATES*

MARITAL STATUS FAMILY SIZE** Divorced Without With Number of Children Separated Child- Child- Married Unmarried Widowed ren ren One Two Three

Total survey 61.7 38.3 3.9 31.6 68~4 41~821.2 6.o Sacramento H. s. 61~3 38.7 )~1 30~0 1o.o 45.7 15.7 8~6 McClatchy H. s. 62.7 . 37.3 4.0 34.0 66.o 30.2 27.7 2.1 Males 49.4 50~6 2.6 29.0 71.0 50.0 18.5 2.1 Females 71.2 28.8 3.6 32.8 67.2 38.0 21.b 7.6

* All figures in table- are percentages.- - ** Percentages 1n Family Size are calculated on total married graduates, including divorced, separated, or widowed; not on total respondents.

V\ VJ 54 Location of respondents five years after graduation. Upon graduation from high school, a certain percentage of students tend to migrate away from the local area. In order to determine how many students left the Sacramento area and how far away they went, each respondent was asked to give his permanent address. The replies were broken down into five categories, namely: {l) Sacramento area, {2) outside the Sacramento area but within a sixty mile radius; {3) beyond the sixty mile radius but within the state; <4> in other states; and (5) outside of the con tinental united States. For the purpose of this study, the Sacramento area has been designated as the cities of Sac rarmnto, North Sacramento, end the various incorporated and unincorporated contiguous areas. The great majority of the graduates (80.l per cent) remained in the Sacramento area. Another 2.8 per cent lo cated within a radius of sixty miles of Sacramento. Ten and one half per cent went beyond the sixty mile radius, but stayed within the state. Only 4.4 per cent of the graduates migrated to other states, and 2.2 per cent located outBide of the ocntinental united 3tates. The vast majorii{y of the graduates residing outside the state and all the students residing outside the united States were males. Table III indicates the reported location of gradu ates five years after graduation. 55 TABLE III LOCATION OF THE RES PONDENTS FIVE YEARS AFTER GRADUATION"::·

saoramento 60 mile within outside outside area radius state state U.S. Total survey 80.1 2.8 10.5 4.4 2.2 Sacramento H.S. 83.0 3.8 8.5 3.8 0.9 McClatchy H.S. 76.0 1.3 13.3 5.3 4.0 Males 75.3 5.2 7.8 6.5 5.1

Females 8~.7 0.2 11.5 1.8 o.o *All figures in this table indicate perc~ntages. 56 Occupation of graduates. Question two asked, "What are you doing now?" Ten alternative answers were listed, the last of which was "Other," indicating a free response was desired. Since many of the graduates were going to school and also working both answers were checked, thus the total percentages of replies is over 100 per cent. Of the total population, over one half CJJ.6 per cent) of the graduates were working full time for pay, and another 6.1 per cent were working part time for pay and 10.5 per cent were in school full time and 3.9 per cent attended school part time. The armed services accounted for 8.3 per cent; 2.2 per cent were in business for themselves, and 1.7 per cent were unemployed, but were looking for work and o.6 per cent reported unemployed and not looking for work. When the returns were broken down according to sex, it was frund that almost as high a percentage of females

were working full time for pay (51.0 per oent) as males working full time for pay (57 .1 per cent). This fact is even more surprising when one recalls tnat 51.0 per cent

of the women are housewives and of that group of house-, wives 67.2 per cent have children. Of the males 7.8 per cent were working part time for pay as compared with 4. 8 per cent of tile tamales. A far greater percentage of males than females reported being in school full time (18.2 per 57 cent to 4.8 per cent). Of the males 5.2 per cent and of the females 2.9 per cent were in school part time. Of the fe males 51.0 per cent were housewives and 5. 2 per o ent of the males and 1.0 per cent of the females were in business for themselves. It ls interesting to note that of the seventy four married women who responded, forty-two or 56.8 per cent were not working but thirty-two or 43.2 per cent were gainfu ll:y employed. of the unmarried women more than one half were employed full time and, of the married women al most one half were employed full time. Table IV gives the complete information concerning the activities of the respondents five years after gradua tion. The information is given for the total survey and is also broken down according to school and sex. 58

TABLE IV

ACTIVITY OF FORMER STUDENTS FIVE YEARS AFTER GRADUATION*

Type of Sacra- Total Aotivitz men to MoClatohl Male Female Survez Working full :time 59.4 45.3 57.1 51.0 53.6 Working part time 3.8 9.3 7.8 4.8 6.1 In school full time 8.5 13.6 18.2 4.8 10.5 In school part time 5.7 1.3 5.2 2.9 3.9 Housewife 26.4 33.3 51.0 32.6 Business for self 1.9 2.7 5.2' 1.0 2.2 In armed services 9.4 6.7 19.4 o.o 8.3 Not working, looking for w ark 0.9 2.7 2.4 1.0 1.7 Not working, not look-

ins for work - o.o l.J 1.2 o.o o.6 Married women, $6.8 per cent not working, 43.2 per cent are working full time. *All figures are percentages of total returns. 59 Post high school education. Question number three asked the graduates to "List any further schooling that you have had since leaving high school." A very high per centage, 74.6, of the former students indicated that they had had some further formal education after leaving high school. Over one-half of this group, 55.2 per cent, at tended the Sacramento Junior College; 11.6 per cent mat riculated at Sacramento State 'College; 5.5 per cent en rolled at the Sacramento Evening Junior College; and 2.2 per cmt attended a business school. Another 2.2 per cent indicated school attendance while in the Armed Forces; 1. 7 per cent went to a trade school. A large group (23 .6 per cent} attended a university. Of the total group of respondents only 25.4 per cent did not attend any school after leaving high school.

Table V shows the type of post high school education sought by the graduates. The figures represent percentages of graduates 'that matriculated in the various school.a, and does not indi oate any degree of completion in the courses taken. Since many of the students attended several schools the total percentage of students that attended school is more than 100. A comparison of the results of the two high schools involved is not given in the table because the results were quite similar. However, a considerable dif ference is to be noted between the male and female as to 60 the amount and kind of post high school education sought. This difference is sb:>wn in the table.

Length ~ attendance ar.d degrees earned. Many s tu dents started some type of post high school education, but the drop-out rate was high, as most students attended school only a very short time. TABIE VI indicates the length of time in attendance at the various schools and the degrees that the students received. The figures given in the table a- e percen. tages. With the exception of the last two colwims, the figures are based on the number of students who attended post high school institutions. The last two columns are based on the total number of respondents. It should be remembered that these graduates had been out of highs chool five years. Many of them did not begin their post high school attendance immediately; some went into the Armed Services and some had ~ot been in regu lar attendance. Many indicated that they had not finished their schooling and w111 receive degrees when they do. rt should be noted that although 26.7 per cent of the grad uates had had from three to four years of post highs chool education only 14.8 per Qent had received an A. B. degree or its equivalent. While 79.2 per cent of Ule males had some type of post high s cbool training, only 7 .8 per cent had received an A. B. degree or equivalent, yet 71.2 per 61 cent or the females had taken some post high sohool train ing and 13.4 per cent (almost twice the percentage of the males) had received an A. B. degree or equivalent. About one-fourth or 1bose graduates who started some type of post high school training had received an A. B. degree, and slightly more than one t enth or the to tel population surveyed had received an A. B. degree or equivalent. TABLE V

POST HIGH SCHOOLEDUCATION SOUGHT BY GRADUATES

Graduates Who Attended the Various Schools Saoto. Saoto. Eve. Bus. Armed Trade Univer-Total,all State J.C. aobool services schools sities schools To"tar survey -25;-IJ:--s5;2 - 11.b 5.5 2~2 2. 2 I. 7- 23~t>** 1 '+• Males 20.8 61.0 10.4 5;2 2.6 5~2 2.6 25.9 79.2 Females, 28.8 51.0 12.$ 5.8 . 1.9 O.O 1.0 22.l 71.2 ~ Ail figures are percentages. ** Figures will total more than 100 per cent since many of the s1u dents mat~ioulatedat more than one sobool.

TABLE VI

LENGTHOF A'l'TENDANCEAND DEGREESRECEIVED BY GRADUATF.8ATTENDING POST HIGH SCHOOL INSTITUTIONS

Nara Attended --~--- Degrees tteae1vea Per oent based on Per -cent based on continuing education total students A.A~ A.B. B.S. R.N. A~A. A.B. B.S. R.N. •'+ .&.C..• ..&. C..f•;.J C..;.J. 7 ""+. 9.~ .,,. • 21;1 15~8 23~l 30~4 1~;9 22~b 10~4 21~9 ·7 ~3 32. 1 ~l 14~7 12~0 13~7 25~9 ~:l 19.5 7~8 25~~ A 17. 11.0 28.7 27.0 l :,.a.. . lQ.2

N°' 63

~ of _Eost high school training taken. The fields of training entered in post high school education are shown in Table VII. Business and/or commercial courses were by far the ~ost popular choice for study. The second most popular choice of study in post high school training was in the field of teacher education, followed closely by a Liberal Arts college course. The fourth choice of study' was in medicine and allied fields. Table VII indicates the courses of study' taken by the graduates; the table is arranged in a descending order of frequency for the total population. However, if the courses were listed in a descending order of frequency for the males and another for the females quite different or ders would appear. When the courses are listed in a descending order of preference for the males, they read as follows: business, engineering, liberal arts, trade school, art, music, tea ohing, medicine and al lied fields, science, and radio. The sane list made up for 'the females is as follows: business, teaching, medicine and allied fields, lib er al arts, art, and music. 64

TABLE VII AREAS OF STUDY CHOSEN BY GRADUATES IN POST HIGH SCHOOL EDUCATION

Total Males Females Courses population Freg,. Percent Freg,. Percent Freg,. Percent Bus. Comm. 45 33.4* 19 31.2 26 35.1 Education 19 14-1 4 6.6 15 20.3 Lib. Arts 17 12.6 9 14-8 8 10.8 Med. Allied Fld. 15 11.l 3 4.9 12 16.2 Engineering 14 10.4 13 21.3 l 1.4 Art, Music 10 7.4 5 8.2 5 6.8 Trade School 7 5.6 6 9.8 l 1.4 Science 6 4.4 3 4.9 3 4.5 Radio 3 2.2 3 4.9 0 o.o Journalism 3 2.2 1 1.6 2 2.7 Asrioulture 2 1.7 1 1.6 1 l.~ ~ Percentages ~re based on s fladenfls Who atterided p st -high school institutions. 65

Vocational choice !:!!. ~time 2f. graduation ~high school. Question number five asked the graduates to indi cate the type of work that they selected as their life's work, at taa time of graduation from high. school. There was a low percentage of response to this question. Many of the graduates were undecided as to what type of work they intended to enter at the time of graduation. Others said that they had forgotten 1f they had had any plans at all. The vocations listed by the graduates were grouped into seven categories as classified by the United states De partment of Labor. 1 Table VIII illustrates the responses to the question. Over one half the males and the females wanted to go into professional and/or managerial type of work. Approximately one fifth of the males wanted to go into some type of skilled trade. Two fifths of the females intended to go into clerical work. Not one person in the group intended to go into semi-skilled or unskilled work. Table VIII shows the vocational choices of the students at 1he tine th at they graduated from high s ohool.

l United States Employment Service, Dictionar'L of ..Q.g_ cupational Titles, 2nd ed. (Washington: United States Government Printing Office, 1949), p. ix. 66

TABIE VIII VOCATIONAL CHOICES OF STUDENTS AT THE TIME OF GRADUATION FROM HIGH SCHOOL

Males Females Occupations Frequency Percent Frequency Percent Professional and Managerial 27 57.4 53 58.3 Clerical 0 o.o 36 39.5 Skilled trades 10 21.3 0 o.o Sales 5 10.6 0 o.o Semi-skilled 0 o.o 0 o.o Services 4 8.5 2 2.2 Agriculture and Unskilled 1 2.1 0 o.o

Total ~7 100.0 21 100.0 67 Help graduates received f!.2!!!. high school in certain areas. Question seven was stated as follows: "We would like to know how you rate the help your high school gave you on the following problems." There were then listed fifteen problems with four possible answers for each prob lem. The four answers in each case were (1) a great deal;

(2) somewhat; (3) little or none; and (4) not certain. The respondent was requested to check one answer in response to each question. Table IX lists the fifteen problems and the per cent of answers for each category. It will be noted that the total percentage is not 100. This occurs beoause the per centages are calculated on the total number of returns and not on the number of replies to each question. In the interest of clarity and brevity the response for the group as a whole is given; the inf'ormation is not broken down by sex or by school. Considering the general pattern of responses, it is noted that the majority of the graduates seem very satisfied or somewhat satisfied with the help that the school has given them in the formal academic subjects, i. e., "using good .English; using basic mathematic al skills; ability to read well; preparing for further education." However, the majority of the gradu ates thought that their school helped them only "somewhat" or "little or none," in many of 'tlle broader aspects of 68 education. For instance, 71.3 per cent or the students placed "marriage and family affairs" in the above named categories; 71.8 per cent of the graduates similarly classified their high school's assistance in •taking part in community- and civic affairs." Sixty-seven and nine tenths per cent of the graduates felt they did not get "a great deal of help" from their school in "guidance in selecting life's work.• 69

TABLE IX HELP GRADUATES RECEIVED FROM THEIR HIGH SCHOOL ON THE FOLLOWING PROBLEMS*

Help Received A great Little Not Problem deal SomeWhat or none certain Total Using your spare time 20.4 43.6 26.o 7.7 97.7 Taking care of your health · · 33.7 50.3 11.0 3.3 98.3 Taking part in community and civic affairs 19.3 40.9 30.9 7.2 98.3 Marriage and .fami~ affairs 16~0 28.2 43.1 9.4 96.7 Getting a job 37.6 33.1 22.1 3.9 96.7 Getting along with people 54.1 34.3 8.3 2.2 98.9 Preparing for further . - ' education 47.5 34.3 12.7 3.9 98.4 Understanding yw r abilities and interests ~5~4 42~0 13.7 6~6 97~7 Ability to read well 7 · ~ 39~8 11~0 o.6 98~~ Using good English 53: 37.6 7.2 o.6 98. Using basic mathematical skills 47.5 38.1 11.0 2.2 98.8 Using your money wis elf 19.4 33.7 34.3 10.5 97.9 Conducting your business affairs 23.2 35.9 26.5 12.2 97.8 Thinking through prob- lams · - · · 42.5 42.0 10.5 4.4 99.4 Guidance in selecting ;Life•s l!Qrk 21.2 311Q 3Q.9 111 91.l * Figures are percentages of total returns. 70 Perhaps a better pioture of the amount of help re ceived by the graduates from their high schools, in the problems posed in question seven, is given in Table x. Said table gives the percentage of students who rated the amount of help given them by their high school in the listed prob lems as "a great deal." The replies of the respondents are segregated by school and by sex. rt should be noted that, with the exception of three problems, H, I, and J, Sacra mento High School students rated their school higher than did the McClatchy High School students. Als:>, except for one instance, "using basic mathanatical skills," the fe males rated their respective school higher than did the males. The last problem listed was ''other," and the re sponse does not show on either table. Only three responses were received to this problem. One respondent stated the school had given him "a good basic responsibility for life." A second stated he had had little or no spelling, airl the third said that he was "mistakenly advised not to go to col lege." 71

TABIE X STUDENTS WHO REPORTED A GREAT DEAL OF HELP RECEIVED FROM THEIR HIGH SCHOOL ON THE FOLLOWING PROBLEMS -~

Pi'oblems listed In rank order of help received Getting along w people Using good English 53.6 50.9 57.3 33.8 65.4 Preparing far further education 47.5 49.1 45.3 40.3 52.9 Using basic ma themat- ical skills #7.5 #9~j ~6.2 Ability to read well 47.5 ~6~8.2 as.79.3 J.i,o. 2.9 Thinking through problems 42~5 ~2~8 28.0 4a.1 ~1.9 Getting a job 37.6 2.3 32.0 22.1 9.0 Understanding your abilities and interests 35.4 32.1 40.0 31.2 38.5 Taking care of your health 33.7 37.7 28.0 27.3 38.5 Conducting your own business affairs 23.2 31.1 12.0 15.6 39.0 Guidance in selecting life 1 s work 21.~ 24~5 17~3 13.0 37~7 Using your spare time 20~ 21~7 18~7 18~2 22.1 Using your money -wisely 19. 9 28.3 8.o 16.9 22.1 Taking part in co:mmun- ity and civic affairs :J.9· 3 21.7 16.o 14.3 23.1 Marriage and family affairs 16.o 18.2 12.0 1_2.0 18.J *Figures are percentages of the total replies for eaoh problem. 72 post hii;p school empl0yment. Question eight is con cerned w1 th the post high school employment of the gradu ates. The information asked for includes (l) the name of the firm; (2) its location; (3) title or duty of the stu dent; <4> dates of employment and (5) salary. The above information was asked about the graduate•s first job and his current job. The positions listed by the respondents were classified into seven categories. The classifications and the categories are those of the United States Depart ment of Labor. The seven categories used are {l) Profess- . ional and Managerial; (2) Clerical; (3) Skilled Trades; C4) Sales; (5) Semi-skilled; (6) Service; and (7) Agri- culture and Unskilled. Table XI gives the types of work the students went into on their first job and the type r£

11:>rk they were currently doing on their present job. The names of the firms employing the graduates were also asked in question eight. This information was asked in order to determine what per cent of the graduates were employed by private business and what per cent were em ployed by one or the many branches or government. A small majority (56.6 per cent) of the graduates work in private business while 43.4 per cent of the graduates were em ployed by one of the branches of government. Table XII gives the percentage of graduates that work for private business, state, local, or federal government. TABLE XI TYPES OF JOBS HELD BY GRADUATES*

F!RST-10B Profes- sional Skilled Semi- Agriculture Managerial Clerical Trades Sales skilled Service Unskilled

Tot a 1 survey 12~u 61.4 0~7 4~6 12.4 3.3 ~2 Sacramento H. 13~6 58.0 1.1 ~~5 s. ~·4lb.o McClatchy H. s. 10~8 66.1 o.o .2 .2 ~:~ .2 Males 9.4 37.6 l.'J 28.6 3.8 13.2 Fema'les J.4.1 73.7 o.o ~·7.o 4.0 3.0 1.0 -- . ' CURRENTJOB AT TIME OF RESPONSE Total survey 22.0 so.5 12~4 0.9 9.7 2~8 1~7 Sacramento H. s. 23.5 48.6 io.2 1~5 1).2 l~S 1~5 McClatchy H. s. 20.0 53.3 15.7 o~o 4.4 4~4 2~2 Males · 21~3 19.1 27.7 2~1 21~3 4~2 4~2 Females 22.5 - 73.0 1.5 o.o 1.5 _l._._5 o.o * Figures are percentages of respondents who were working full time for pay.

-,,J \...> 74

TABLE XII WHERE THE GRADUATES WERE WORKING FIVE YEARS AFTER GRADUATION

Private Public Total State Local* Federal Govt. Business Govt. Govt. Govt. em:eloI!!ent Total survey 56.5** 23.5 10.4 9.6 43.5 Males 66.7 21.6 o.o 11.8 33.3 Females ~8 ·!I: 22.0 18.8 7.8 21.6 * Local government includes both city and county. ** All figures are given in terms of per cent. Per centages are calculated on the graduates who reported full time employment and not an the total number of respondents. 75 Salaries received 2!! post high school jobs. Table XIII is a frequency table and shows the starting salary of the respondents in their first job after high school and their salary at the time or reporting. The modal salary for the first job was 1n the range of forty to forty-nine dollars per week. The modal salary of the current job was thirty dollars higher--in the seventy to seventy-nine dol lar per week range. The mean salaries in dollars per week earned for each segment are as follows: first job, total survey, forty to forty-nine dollars per week; males, fifty to fifty-nine dollars per week; females, forty to forty nine dollars per week. Current job shows total survey, seventy to seventy-nine dollars per week; males eighty to eighty-nine dollars per week; females, sixty to sixty- nine dollars per week. TABLE XIII STARTING SALARIF.s ON THE FIRST JOBS AFTER GRAD UATING FROM HIGH SCHOOL AND THE SAIARY ON THE CURRENT JOBS

Frequency Dollars Survey total Males Females per First Current First Current First Current week job job job job job job 40 - 49 75~ 14 21* 6 54h 8 50 - 59 39 19 16 -::-~ 5 23 14 60 - 69 16 28 9 9* 7 19·H 70 - 79 9 32$-:i- 3 8** 6 24* Bo - 89 4 13 2 4 2 9 90 - 99 l 3 1 3 0 0 100 - 109 2 4 2 4 0 0 110 - 119 0 5 0 5 0 0 120 - 129 0 3 0 2 0 1 130 - 139 l 3 0 3 l 0 ~o - 0 J 0 2 0 l * Indicates modal salary. ** Indicates median salary. 77

Extent high school helped ~ graduates .!!!. their current jobs. Question nine asked the graduates to indi cate "to what extent has your high school helped you in your present job." Four possible answers were listed; the graduates were asked to indicate the most suitable answer by checking it. The responses to this question are given in Table XIV. It should be noted that a slightly larger peroentage of the Sacranento High School graduates than McClatchy stu dents thought that they received "a great deal" of help from their sohool. Also oonsi derab ly more females than males thought that their high school helped "a great deal." 78

TABLE XIV THE EXTENT HIGH SCHOOL HELPED THE GRADUATES IN THEIR CURRENT JOB

Help Received Little Not Great deal Somewhat or none certain Tot al Total survey 29.6* 46.4 19.0 5.o 100.0 Sacramento H. s. 33.3 45.2 16.7 3.7 100.0 C. K. McClatchy H. s. 23.7 47.6 22.0 3.7 100.0 Males 20.3 51.7 21.9 6.3 100.0 Females 21.2 !1:2.J 16.6 J·2 100.0 * Figures are percentages of the total number of replies. 79

High school classes ~activities that ~~of special help to araduates. Question ten listed twenty-two courses and extra-curricular activities. The last item was simply "other" asking r or a :free response. The respondents were asked to check the courses and activities that had been of ~ecial help to them. Some of the graduates checked only one answer; others checked several. Speoia l notice is directed to the high percentage of responses to the follow ing courses: (1) English, 69.7 percent; (2) typing, 60.8 per cent; (3) mathematics, 58.6 per cent. There is a def inite di vision between these three subjects and the fourth place subject, science, whioh had only a 27.6 per cent re sponse. As was expected, there is a decided difference be tween 'the responses of the males and the females. Table XV gives the students' responses to this question. The courses and activities are listed in the table not in the order that they appeared int he question but in their rank order, beginning with English wh.ieh re ceived the greatest number of responses and ending wt th high school hobbies ltl.ich received the least number of responses. In perusing Table XV it is noted that if t:a, courses and activities were listed in rank order for the males and re ranked for the females considerable difference in the list ings would appear. The first five choices listed in rank order for the males· are (1) mathematics; (2) English 80 (3> shop; <4-> drafting; and (5) typing. For the females the order is (1) typing; (2) English; (3) mathematics; (4) home economics; and (5) speech. Among the first five choices by each group are English, typing and mathematics. The use tu lness to the graduates of some of the listed courses and activities is more strongly pointed out when the results of questions ten and eleven are combined. The combination of these findings appear following the reaults of question eleven. TABLE XV

HIGH SCHOOL COURSES OR ACTIVITIF.8 GRADUATES FELT HAVE BEEN OF SPECIAL HELP IN POST HIGH SCHOOL LIFE*

Courses Females and ·pre- Per Aoti vi ties oent Eng s • • • • Typing 110 60.8 0 56~6 $0 66.7 29 37.7 81 1t>:9 Mathematics 106 58~6 6h 00~4 42 56.o 61 79~2 h5 43.3 So.ienoe ~ 27.6 36 3h.o i4 18~7 27 35.1 23 22~1 Sports 24.3 30 28.3 14 18.7 29 )7.7 15 14~4 Shop' 3 21.0 27 25~5 11 14~7 36 46~8 2 1.9 Student aotivities 38 21~0 23 21~7 15 20.0 14 18.2 2h 23.1 Social studies 37 20~4 21 19~8 16 21~9 _21 27~3 1.6 15~4 Speech - 36 19~9 22 20~8 14 18~7 12 15~6 24 23~1 Drafting 33 18~2 22 20~8 11 l.L.~733 42~9 o o~o F~reignlanguage 32 17~7 20 18~912 16~0 12 15~620 19~2 Home economics 30 16.6 13 12.3 17 22.7 0 O.O 30 28~8 Art 23 12~7 13 12~) 10 13~3 11 J.4~312 11~5 Bookkeeping 18 9.9 10 9.4 8 10~7 h 5~2 14 13~5 Music 18 9~9 7 6.1 11 J.4.7 6 7.8 12 11~5 Shorthand · 17 9~4 8 7.5 9 12~0 0 O~O 17 16~3 Student government 15 8~3 12 11.3 ) 4.0 5 6~5 10 9~6 Orientation 13 7.2 9 8~5 4 5~3 ~ 3.9 10 9~6 Dramatics 9 5.0 ? 4.7 4 5.3 5.2 5 4.a R 0 T C 6 3.3 4 3~8 2 2~7 7:8 0 o.o High sohool hobby 6 3.3 4 3.8 2 · 2~7 2 2.6 4 3.8 Other subjects and eotivities listed and the frequenoy with whioh they were se lected: Photography, 2; Sabor rifle club, l; Key Club, l; Journalism, l; Leathercreft. 1: Social dancln12:. l; Workin12: for counselor. 1. * ·Frequency and oer cent or ~raduateswho cneoKea. course or aotivity 1n o:> question. .... 82

Courses graduates wished _ ~ ~ taken while .!.!! high school. Whereas question ten was concerned with courses or activities s'IAldents had taken or partiaipated in, question eleven deals with courses and activities graduates wished that they had taken while in high school. Table XVI lists the courses and activities in rank order, starting w:t th those llb.ioh most graduates wished that they had taken and ending with those that least desired. Both the percentage and the frequency of responses are given. It should be noted that three out of the first four places are commercial courses. Also, typing is the only course that ranks in the first four places on both Table XV and Table XVI. Sinoe the results of the two high schools are quite similar and thus correspond to the results for the total survey, they have not been broken down by school. 83

TABLE XVI COURSES OR ACTIVITIES GRADUATES WISHED THEY HAD TAKEN WH IIE IN HIGH SCHOOL

Survey total Males Females fre- per fre- oer fre- ities g,uenoz oent g,uen i.;Juorthand • 48 26.5 7 6.• i+• ~7· 2. Bookkeeping 24.3 13 1 . 9 31 2 .a Speech 1tl3 21.0 21 17 l 6.3 ~: Typing 30 16.6 18 23.27.~ 12 11.5 5. Foreign language 28 15.5 18.o 14 13.5 6. Drafting 23 12.7 lli 18.2 9 8.7 7. Art 22 12.2 7 6 l 15 l~-4 8. Student government 22 12.2 l :~ 9 .7 9. Mathematios 18 9.9 l~ 7. 12 11.5 10. Musio 18 6 7.8 12 11. Home eoonomios 16 ~:~ l 1.3 ig 11.,14. 12. Soienoe 14 10 13.0 3. 13. Student aotivities 12 l:l l 1.3 11 10.6 14. Dramatics 9 5.0 3 6 5.8 15. High sohool hobbies 9 5.o 6·9.5 4 3.8 16. Shop courses 7 3.~ l 7.8 l 1.0 17. English 5 2. 5.2 l l.O 18. Sports 2.2 tt 5.2 0 o.o 19. R 0 T C tt 2.2 l 1.3 3 2.9 20. Sooial studies 2 1.1 l 1.3 1 l.O 21. Orientation 2 1.1 l l.~ l 1.0 84 Table XVII combines the results from question ten, courses students had taken and found of special help, and question eleven, courses students wished that they had taken while they were in high school. While there is a definite trend indicated by the results in the ntotal sur vey" column, a perusal of 1he males and the fem al es col wnns is more revealing of the needs of the students. 85

TABLE XVII ·

SUMMARY OF COURSES AND ACTIVITIES STUDENTS TOOK IN HIGH SCHOOL AND FOUND HELPFUL AND THOSE COURSES AND ACTIVITIES STUDENTS DID NOT TAKE BUT WISHED THAT THEY HAD-:l-

Courses -- Total Survey - - . Ma le s - - -Females and Per Per Per Activities cent Rank cent Rank cent Rank Tj'ping 77.4 1 61.1 3 88.4 1 English l2.4 2 64.9 2 76.0 2 Mathematics 8.5 87.0 l 54.8 4 Speech 40.9 42.9 8 36.3 7 Shorthand 35.9 ~ ~-1 16 5 . l 3 Science 3~.3 6 4 .l 6 25.9 10 Bookkeeping 3 .2 7 22.1 13 43.4 5 Foreign language 33.2 8 ~3.6 32.7 Drafting 30. 9 1.1 ~ 8.7 16 Student activities 6 10 19.5 13 33.7 8 Sports 11 42.9 1 ~-4 15 Home economics 25.~l:~ 12 21 43.2 b Shop courses 24.9 54.l.l 5 2.9 20 Art 24.9 11 25.9 11 Social studies 21.5 15ii! 2823-i • . 10 10.4 Student government 20.5 16 23.~ 12 18.3 ~ Musi a 19.8 17 15. 15 23.0 12 Dramatics 10.0 18 9.1 17 10.6 16 Orientation 8.3 19 5.2 18 10.6 17 High school hobbies 8.3 20 9.1 19 7.6 19 R 0 T C 5.5 21 .l 20 7.6 21 * O e total sample o. per cent o t e gra ua es found typing helpful; another lo.6 per cent thought typing would have been helpful had they taken it. Thus a total of 77 .4 per cent of' the total sample either round typing helpful or believed it would have been helpful in their post high school life. 86 The second part of question eleven asked the graduates to list any courses not included in question ten that they wished they had taken while in high school. Following is the list of courses the graduates wished they had taken and the frequency with which they were mentioned: Chemis try, 4; Spelling, 4; Physics, 4; Public Speaking, 2; For eign language, 2; Greek, 2; Algebra, 2; Sewing, 2. The following courses were mentioned once: Accounting, Ancient History, Art, Astronomy, Biology, Bookkeeping, Business, Business Machines, Debate, Electronics, Decorating, Japan ese, Literature, Mathematics, Orchestra, Radio, Selling, Shorthand.

Where the- knowledge or- training needed ---in the graduates' current job !!!_acquired. Question twelve asked the graduates to indicate where the knowledge or training needed in their present jobs was obtained. Eight possible answers were listed and the students asked to check the ap propriate one or ones. The eight answers listed were: (l) high sohool; (2) college; (3) special school; (4) other job experience; (5) at home; (6) picked up on the job; (7) on the-job training; and (8) other. Since many of the graduates checked several answers the total percentage is more then 100. Table XVIII gives the results of question twelve. It should be noted that, although three fourths of the respondents engaged in some form of post high school 87 education, nearly one half of them indicated that ;be know ledge needed in their present job was attained in high school. TABLE XVIII

WHERETHE GRADUATESOBTAINED THE KNOWLEDGEOR TRAINING REQUIRED ON THEIR CURRENTJOBS*

High Special At Pioked up on job school College school Job~ex12. HoDJ.e on job trainins Other Survey total 45.4 37.4 16.o 20.2 16.6 46.0 34.4 3.7 Sacramento H. s. 44.2 40.0 16.9 21.l 12.6 43.2 37.9 3.2 McClatchy H. s. 47.1 33.8 11.8 19.1 22.l 50.0 29.4 4.4 :Males 33.3 36.5 22.2 18. l 11.l 52.B 43.1 6.9

Females 5~.2'J.7. z 11.0 22.0 20.2 ~0.7 27.5 l.l -:i- Figures

CX> CX> Recommended changes in ~ schoo 1 program ~ 2.z. gr a du ates. The thirteenth, and la st, question asks, "In the light of yoor experiences, what changes and/or additions would you recommend in the high school curriculum or activ ity program to make the students •ork there more useful to him in his adult life?" In response to this question the overwhelming majority of the graduates expressed satisfaction with the school program. Yet they were not hesitant in suggesting changes in and additions to the curriculum and activity program. The writer has interpreted and condensed the many and varied answers and placed them in four general cate gories: (1) requests for counseling and guidance; (2) specific requests for additional classes or additional em phasis on existing classes; (3) references to the teaching staff; and C4> general requests for improvement in the school's training. There was a total of seventy-one requests for counseling and guidance-, and the specific requests for vo cational guidance, mentioned thirty-one times, were more often mentioned than any other suggestion in any of the four categories. Table XIX summarizes the responses of the requests for counseling· and guidance. 90

TABLE XIX REQUESTS FOR COUNSELING AND GUIDANCE

Sub_;total Tota-f Specific type of request frequency frequency Guidance and counseling general 71 Vocational guidance 31 Better and/or more individual coun seling 20 Information on personal characteristics, aptitude, interests, and capabilities 10 Information on college requirements 7 Information on adult life 2 Spiritual guidance l 91 Table XX is concerned with the second type of re sponse made to question thirteen, namely "specific re quests f ·or additional courses or increased emphasis on ex isting ones." Various phases of English were the courses most often listed. Second place was given to homemaking courses; this latter interest is worthy of note. 92

TABLE XX SUGGESTIONS FOR ADDITIONAL COURSES OR INCREASED EMPHASIS ON EXISTING COURSES

Sub-total To·fi! Main headings and components frequency frejuency English 1 Additional grammar 16 Additional spelling 9 Additional speech 4 Additional dramatics 1 Phonetics · l Homemaking courses 20 Homemaking and marriage problems 12 Personal monetary affairs 5 Sewing - · - 3 Business and/or commercial 11 Make typing required 3 Additional tabulating machine work 3 Additional business machines 3 -courses in salesmanship 2 Social - studies 9 Sociology · 4 Current events 4 Community problems 1 Mathematics 6 Additional arithmetic 4 Algebra - 2 General type courses 6 Science 4 Chemistry 2 Physics l - Biology · l Require a toreign language 4 Vocational kri.owledge 3 Courses on vocational knowledge 2 Fou·r year trade school 1 Industrial arts · 2 · -More shop time Psychology l Music 1 Journalism 1 93 Table XXI lists the specific requests concerning the staff. Four respondents simply requested that the schools get better instructors while another four were more specific in what type of instructor was to be desired.

TABIE XXI GRADUATES SUGGESTED IMPROVEMENTS IN THE STAFF

Suggestions Frequency Better instructors 4 More talented personnel 1

Younger teachers l

More individual help from teachers l Teachers with better understanding of student

problems l 94 Table XXII summarizes the findings in the fourth category, "general suggestions for improving the school training.·" The wording of the "suggestion" is sometimes that of the writer, but more often that of one or more of the respondents. The total number of suggestions in this category is eighty-nine. The suggestion made most often was that of emphasizing the importance of education to the student. 95

TABLE XXII

GENERAL SUGGESTIONS FOR IMPROVEMENT IN THE SCHOOL TRAINING

estions Tota genera suggest ons Emphasize 'the importance of education 17 Teach how to study 13 Raise the student requirements · . 11 Make courses more app lioable to everyday life 8 Give all the students a better chance to enter into student govemment and activities 7 Separate serious students from the others More academic freedom b Teach more social responsibility 3 Emphasize getting along with people 3 Additional planned social activities 2 Less emphasis on grades 2 Smaller .classes 2 Less history l Give students more responsibility l Use honor system l More traditional type school l Teach self expression l College entrance courses should be required l Fewer memory courses l 96 Although question thirteen was designed to get a free response from the graduates on the subject of deficiencies in the high school curriculum and activity program, many of the graduates took this opportunity to compliment the high school they attended. Some of the complimentary replies along with the frequency with which they appeared follows in Table XXIII. 97

TABLE XXIII

VOLUNTARY COMPLIMENTS TO THE SCHOOIB PAID BY THE RESPONDENTS

Compliments Frequency No changes recommended 3 Good curriculum 3 Good counseling and guidance program 3 Good educational system 2 Well prepared for college 1 Helpful and good 1

Loved my school years, wish I could go back 1 Complete program 1 Total 15 98 Space does not permit a complete report of the re sponses to question thirteen. However, it seems fitting to report the general feeling of the vast majority of the re spondents. Most of the graduates expressed a genuine warmth of affection for the schoo 1 they attended, and gen erally were satisfied with the education they received. Many graduates had minor suggestions to improve the program, but few suggested any sweeping changes. A small minority of the respondents thought that the high school, or a particular individual in the school, was responsible for some later failure in life. Many of the respondents thanked the school system for having the opportunity to express their wishes and thought that it was a good idea to get the opinions of the graduates on such matters. Even more stated that they would like to see the results of the survey either by per sonal communication or public announcement.

Summary of ~ findings. Of the 284 questionnaires sent out, 181 were satisfactorily completed and returned, a percentage of 63.7. Sacramento High School graduates re sponded better than did the graduates of c. K. McClatchy High School, the respective percentages being 67.1 and 59.5. Similarly the females gave a better response than the males, 67.1 per cent to 59.7 per cent. Approximately twice as many of the respondents were 99 married as were unmarried, and about three fourths of the females and one half of the males were married. Of the married graduates 68.4 per cent had at least one ohild, and the females tended to have larger families than the males. Four fifths of the respondents resided in the Sacra- mento area. Slightly over one half of the graduates were employed full time. Nearly as high a percentage of the females were employed as were males, 51.0 and 57.1 respectively. or the respondents 10 per cent were in school full time and another 4 per cent attend school part time. More males, 18.2 per cent, were attending school than females, 4.8 per cent; 51.8 per cent of the females were housewives. Three fourths of the respondents indicated that they attended some type of post high school educational insti tution. Of those who went to school over one half' attended Sacramento JUnior College, 11.6 per cent entered Sacramento State College, 5.5 per cent attended the Sacramento Evening Junior College, and 23.6 per cent attended a university. Of the graduates continuing school J.4.8 per cent attained an A. B. degree or its equivalent; 11.0 per cent of all re spondents received an A. B. degree or equivalent. or those who continued school, 13.9 per cent of the females and 7 .8 per cant of the males received an A. B. degree or equiva lent. 100 One third of all the graduates that entered post high school study took business or commercial training; 14.1 per cent ent~red teacher training; 12.6 per cent took a Liberal Arts course; 11.1 per cent entered medicine or an allied field; and 10.4 per cent took engineering training. Of those graduates who could remember their vocation al aspirations at the time that they graduated from high school, 58.3 per cent desired to enter a profession or managerial type of work. About one third of the females in tended to enter clerical work and about one fifth of the males wanted to enter a skilled trade. In such purely aoademic areas as "using good English" "using basic mathematical skills," and the "ability to read well," the majority of graduates reported that they received "oonsiderable" help from their high school training. The majority of the graduates also reported that the schools gave them the ability to get along with people, and taught them how to think through their problems. Most graduates

said that they reoeived at leas~ some help in the problems of "taking care of your health," "getting a job," and "un derstanding your abilities and interests." However, the ' majority of the graduates reported that the school helped them only somewhat or little or none in meeting many prob lems. The graduates were not satisfied with the ,schools' help in the problems of "using your spare time," "taking 101 part in community and civic affairs," and "conducting your business affairs." There was still less satisfaction in the schools• ability to help them in the problems of "marriage and family affairs," "using your money wisely," and "guidance in seleoting your life's work." The males in particular re ported that they received very little help from the school in the following problems: "marriage and family affairs," "using your money wisely," "conducting your business affairs," and "guidance in selecting your lifets work." Of all the problems posed by the questionnaire, the females reported they received the least help from the school in "marriage and family affairs." Slightly over one half the graduates who were em ployed full time were employed by private business while the remainder worked for one of the various branches of government, city, county, state, or federal. Of those graduates who were public employees, over one half were employed by the state government.

The. types. . of jobs held by graduates are as follows: 21.7 per cent, professional and managerial·; 49.6 per cent, clerical; 12.2 per cent, skilled trades; 9.6 per cent, semi-skilled trades; and.less than 5.o per cent were in the fields of sales, service, and unskilled and agriculture. Three fourths of the employed females were in the clerical 102 .field; 23.4 per cent o.f the females and 19.7 per cent o.f the males were in professional or managerial type of work. One fourth of. the males were in skilled trades and one fifth were in semi-skilled trades. The modal salary range .for graduates :1n their first full time job after leaving high school is in the forty to

.forty-n:lne dollars per week bracket. The modal salary of the graduates in their current job was thirty dollars per week higher, or in the seventy to seventy-nine dollars per week range. Males earned more money on their .first job after high school and continued to do so on their current job. That high achoo l helped them "a great deal" in their present jobs was reported by 29.6 per cent of the graduates. However, 21.9 per cent of the males and 16.6 per cent of the .females said that they received "little or no help" from high school in their present work. More Sacramento High School graduates (33.3 per cent) thought that their school helped them ''a great deal" than did the graduates .from C. K. McClatchy High School (23.7 per cent). When the graduates were asked to list the courses or activities that had been of special help to them, English was the course selected the greatest number o.f times, closely followed by typing and mathematics. However, the .females selected typing as the course that gave them the 103 most help, then English, and mathematics ran a poor third. The most often selected course by the males was mathe matics, then English, shop and drafting in the order stated. When asked to indicate which courses they wished that they had taken while in high school but did not take, the males most often listed speeoh, followed by typing, draft ing, foreign language, student government, bookkeeping, and science in that order. In answer to the same question the females most often selected shorthand, followed by book keeping, speech, home economics, and art in that order. When the answers to the two previous questions, "Which courses and activities have you found to be of special help?" and "llhich courses do you wish that you bad taken while in high school?" are combined, the following results are obtained. In answer to one of the two questions typing was listed in 77.4 per oent of the oases, followed by English, 72.4 per cent; Mathematics, 68.5 per cent; Speech, 40.9 per cent; Shorthand, 35.9 per cent; and Science, 35.3 per cent in the order listed. The males listed mathematics most often, followed in order by English, Typing, Drafting, and Shop courses. The females rank the courses with Typing first, English, Shorthand, Mathematics, and Bookkeeping. When the students were asked, "where the information needed on their present job was attained," the answer most 104 often selected was "picked up on the job," followed by "high school," "college," "on-the-job training," "special schools," "on-the-job experience," and •at home." For the males the most often selected answer was "picked up on the job," and for the fem a le s , "high s oh oo l. " Under suggestions for improving the schools's cur riculum the most requests were in the area of counseling and guidance. The type of guidaroe most often request'ed was vo cational guidaroe, closely followed by requests for more and better individual counseling, and third, they wanted more :in formation about themselves, their interests, aptitudes, and characteristics. Of the graduates who suggested additional courses or additicnal emphasis on existing courses, English was the course most frequently mentioned, followed by homemaking courses, and business and commercial courses. Only eight graduates asked for better instructors. Manr graduates suggested that the schools should em phasize the importance of education, and should raise the standards in the area of student performance. Many others suggested more equitable opportunity for all the students. in the field of student governmen\ and student activities. Some requested a separat:t.on of the serious from the non seriru s students. Often the gradua tea were ca:npletely satisfied with 105 the curriculwn and activity program as it was. The majority of the graduates were satisfied with the school they at tended, but recommended changes, some minor, a few radical, to improve the value of the school to the student in his adult life. CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Method E!_ procedure. This chapter is concerned with (1) summarizing the data acquired by this survey and pre sented in Chapter IV; (2) drawing conclusions from this data; and (3) making recommendations based upon these con clusions. A modified version of the Kitch-McCreary1 question naire was used as the instrument to collect the data. The Fall graduating classes of 1950 and the Spring graduating classes of 1951 of the Sacramento Senior High School and the C. K. McClatchy High School were selected as the pop ulation to be surveyed. Although it was realized that the percentage of re turns would be adversely affected by selecting a group of students who had graduated five or more years earlier, it was felt that employment experience and post high school ed ucational experience attained by the group would be of more value to the study than would be a higher percentage of re turns. Since it was not feasible to send questionnaires to all 1,137 graduates, a sample of 284 members was selected for 1ile survey by picking every fourth name from the

1 Kitch and Mccreary, .2£.· £!!.., pp. 56-58. 107 graduation rosters of the four classes involved. Addresses of the selected group were obtained from {l) a que.stionnaire which each student had completed at the time of graduaticn; (2) ta, Sacramento telephone directory-;

(3) the Sacramento city directory; and <4> school student records. A questionnaire, a letter of explanation, az:d a stamped return envelope were mailed to each selected grad uate. If no reply was received within a week, a follow-up letter was mailed the following week, and if still no re ply was forthcoming, a second follow-up letter and question naire were sent the third week. When an unclaimed letter was returned by the post office, second, third, and even fourth addresses were used in an attempt to locate the graduate. All responses were checked and tabulated, and the re sults calculated and double checked in a manner to keep er rors at a minimum.

SUMMARY OF PINDINGS

Percentage £!.returns. From the 284 selected grad uates, 181 or 63.7 per cent, usable replies were received.

Sacransnto High School g~aduates were more cooperative than C. K. McClatchy High School graduates. Females responded better than did the males. 108 Conolusi on l. The percentage of returns, 63. 7 per oent, oanpares very .favorably with the majority of similar surveys studied and is considerably better than the average or 46 •.5 per oen t reported by Guen ther. 2 Sinoe it is generally oonoeded that the validity o.f such a study is directly related to the peroentage o.f returns, it oan be ooncluded th.at the validity of the data acquired in this survey is better than average.

Marital status, residence, and employment. About halt of the males, 49.4 per oent, and nearly three fourths of the females, 71.2 per cent, were married. Of these, more than two thirds, 68.4 per cent, had one or mere children. Four fifths, 80.l per cent, of the respondents live in the Sacramento area. Nine tenths, 92.4 per cent, live in California. Three fourths of the respondents were employed .full time, part time, or going to school. Of the females, .51.0 per oen t were working, compared to .57 .1 per cent of the males. Although three fourths of the females were ' married, and over two thirds had children, over half, .51.0 per cent, were employed .full time.

2 Guenther,. 2.£· cit., pp. 62-63. 109 Conclusion 2. The typical high school graduate in Sacramento marries young, resides in the Sacramento area and starts raising a family on a very modest income which means that often both husband and wife must be gainfully employed. Recommendation A. The school curriculum shru ld be revised and extended as needed to meet the needs especially of the student who marries and begins to raise a family immediately after graduation. In general, this type of graduate needs information in marital, personal, economic, and family problems.

Post high school education. A very high percentage, 76.4 per cent, of the respondents indicated some type of post high school training. Of this group, that went on to school, 55.2 per cent attended the Sacramento Junior Col lege; 23.6 per cent enrolled in a university; and 11.6 per cent entered Sacramento state College. Of these only J.4.8 per cent received an A. B., B. s., or R. N. degree, and only 25.9 per cent received A. A. degrees. Basing percentages on total population, 11.0 per cent attained an A. B., B. s., or R. N. degree and 19.5' per cent received an A. A. degree. Thus 69.5 per cent of the whole group attained no degree. Although a higher percentage of males than fensles (79.2 per cent to 71.2 per cent) began some type of post high school training, a higher percentage 110 of females than males attained a four year degree, 18.9 and 9.8 per cent respectively. Conclusion 3. The majority of the graduates felt the need for further education and began post high school training. However, a very small percentage continued their post high school training to the point of at taining a degree. Recommendation A. A continuing study should be made to determine why so many graduates fail to complete the post high school training they begin. Furtber mor e the study should attempt to determine if, and how the high school training can be altered to re duce the number of drop-out1t in post high school training.

~ 2f. education ohos en f2.!. post high s choo 1 study. A summary of the areas chosen for advanced study indicates that business and canmercial courses were first in prefer ence, with 33.4 per cent of those who started post high school training entering this field. This area of study was first choice of both males and females. The next area of preferEE.ce was teaching, J.4.1 per cent, followed in order by Liberal Arts, 12.6 per cent; medicine and allied fields, 11.1 per cent; engineering, 10.4 per cent; art and music, 7.4 per cent; trade school, 5.6 per cent; and science, radio, joumalism, and agriculture each less than 5.o per 111 cent. At 1he time of graduation from high school, 57.4 per cent of the males and 58.3 per cent of the females indica ted their intention to enter professional and managerial fields of work. Second choioe of the females was in the clerical field. Second choice of the males was in one of the skilled trades. Few students indicated any intention of entering sales, service, agriculture, semi-skilled trades, or unskilled labor. Conclusion 4. There is a wide variance between the occupational aspirations expressed at the time of graduation and the post high school training begun. From the information at hand it is impossible to de- tennine the reason for this variance. However,

there is an apparent lack of insight on the part of the graduate as to his interests and abilities or to the educational opportunities available to him. In either event additional counseling and guidance is indicated. Recommendation A· This condition points out the need of better and more thorough counseling. an:l guidance involving the student's abilities, interests, and aptitudes, and post high school training opportunities, requirements, and costs. 112 Quality of preparation for life•s activities. In re sponse to questions related to how well the high schools prepared .the graduate for some of life's activities, the majority of the respondents reported they had received "a great deal" of help in getting along with people, using good English, and preparing for oollege. Generally, the respondents were well satisfied with the help that the schools had given them in using basic mathematical skills, ability to read well, and thinking through problems. Less satisfacticn with the help received in high school was in dicated by the graduates in these areas: getting a job, understanding their interests and abilities, and taking care of health. Considerable dissatisfaction was expressed with the help that the high sahoo l had given them in oon ducting their business affairs, guidance in selecting life's work, using spare time, using money wisely, and taking part in community and civic affairs. The area of greatest dis satisfac ticn concerned help received in marital and family affairs, where 43. l per cent of all respondents felt they had received "little or no help" from their high school training. Conclusion 5. Generally speaking, the graduates were well satisfied with the help the high school had given them in the more traditional areas of high school training which are normally associated 113 with preparation for college. However, considerable dissatisfaction was expressed regarding the help received in training for the broader aspects of life ts eoonanic, marital, and personal problems. Reoommendat ion A. Because of the satisfaction ex pressed by the graduates in the traditional type of high school training it is recommended that within these areas the high quality of training be main tained. Recommendation B. Great need is indicated for ad ditional counseling and additional oourses in pre paring the student, who does not go to college, for meeting many of life's activities. The outstanding areas to emphasize are marriage and family affairs, using money wisely, using spare time wisely, con ducting personal business affairs, and guidance in selecting lifets work •

. ~high school employment. In their first employ ment after graduating from high school, the majority, 61.4 per cent, obtained clerical jobs; 12.4 per cent obtained professional or managerial positions; and 12.4 pe~ cent entered semi-skilled trades; 5.2 per cent reported unskilled or agricultural jobs; 4~6 per cent entered saleswork; 3.3 per cent, service; and o.8 per cent, skilled trades. It is obvious "that the graduates as a group had 111+ steadily improved their occupational status when "first jobs" are compared to "present jobs." Whereas 61.4 per cent of the "first jobs" were classified as clerical, only 49.6 per cent of "present jobs" fall into that category. In comparing the "first jobs" of the males with their "present jobs," an increase from 10.0 per cent to 19.7 per oent. in professional and managerial positions was found. In clerical work there was a drop from 42.0 per cent to 17.6 per oent. Skilled trades increased from 4.0 per cent to 25.5 per cent. sales remained at 2.0 per cent. Semi skilled trades dropped from 30.0 per cent to 19.7 per cent, and unskilled and agriculture dropped from 1.1+.o per cent to 3. 9 per c ent • Making the comparison of females, professional and managerial positions increased from J.4.1 per cent to 23.4 per cent. Clerical percentage rose slightly from 73.7 per cent to 76.6 per cent. In the other job categories the percent ages of •first jobs" and "present jobs" stayed substantially the same. A slight majority, 56.5 per cent, of tl::e graduates who were working, were employed in private busines~. Public employment accounted for 43.5 per cent. Of the latter, about half were working for 1he state government, the re mainder were evenly divided between federal government and local government. In public service were 33.3 per cent of 115 the males and 51.6 per cent of ttie females. Conclusion 6. :rn the Sacramento area ttie majority of the high school graduates enter into clerical work, particularly in state, local, and federal government service. This is especially true for the fem.ale graduates. The data show quite clearly that the area of post high school employment is quite narrow and indicates one of four things: (1) lack of recognition by the graduates of the varied type of opportunities available in governmental jobs in the Sacramento area; (2) lack of vision on the part of the high school graduate; (3) lack of proper training for a wider selection of jobs; or

c4>- insufficient . or improper vocational guidance. Recommendation A. Since an exceedingly large number of graduates accept clerical positions, students who do not intend to go to college should receive more intensive training in the courses which will better fit them for greater efficiency in clerical work, i. e., typing, stenography, arithmetic, spelling,

bookkeeping, and business machine~. This is partic- • ularly important for female students. Recommendation B. · It is recormnended that in counseling, greater emphasis be placed on guidance in se lecting life's work. As a basis for putting this 116 reoomnendation in effect a thorough survey should be made of job opportunities within the Saoramento area and e speoia lly within the field of governmental ser vioe. All survey data thus obtained should be made available to the guidance and counseling personnel. Recommendation C. The counseling service should en courage able students to prepare for available positions which oarry greater responsibility and re muneration than olerioel jobs.

Salaries. The modal salary of the graduates on their "first job" was in the forty to .forty-nine dollars per week braoket. The modal salary of their "present job" was thirty dollars per week higher, in the seventy to seventy-nine dol lars per week bracket. The median salaries in both their "first job" and their "present job" were the same as the mo dal salaries. There is slight difference between the "first job" salaries for men and women, but in the "present job" salaries the women have a slightly higher model salary but a lower median salary. Canolusion 7. The relatively low starting income of . the graduate, coupled with the .fact that the majority of them marry and begin raising a family soon after graduation from high school cl!llstitutes serious

marital,, and economic problems, and perhaps accounts for the fact that the majority of wives work. Also, 117 recognizing this situ a ti on, it is obvious why the graduate reports that he would like to have more training in those very practical areas of marriage and family affairs, personal economic problems, and getting a job. Recommendation A. Because many of the graduates are faced with serious economic and family problems, it

is vitally important that the curriculum and t~ counseling program be augmented to me et these prob lems. It again emphasizes the need for better training and guidance in marital affairs, hone econanics, using money wisely, conducting own busin ess affairs and getting a job.

Degree of help received !!£E! high school training. In indicating how much they were helped in their present jobs by their high school training, 29.6 per cent of the respondents thought they had received a "great deal" of help, 46.4 per cent believed school had helped them "some what," 19.0 per cent reported they had received "little or no" help, 5.0 per cent were "uncertain." Comparing the men and the women, almost twice as many females as males said they had received "a great deal" of help, 37.2 per cent to 20.3 per cent. Comparing the two schools, a greater percentage of Sacramento High School gradua tea said they received "a 118 great deal" of help in their "present jobs" than did c. K. Moclatohy High sohool graduates. Conolusicn 8. Since the majority of the graduates have had little or no advanced schooling and few have obtained a baccalaureate degree, most of the graduates must rely upon their high school training to prepare them for their life's work. Al.most three fourths of 1he graduates said they did not get " a great deal" of help in their present jobs from their high school training. About one fifth thought they received "little or no" help. The schools are doing a better job of preparing the females than the males for post high school work. Perhaps the reason the females felt more satisfied than 'til.e males ie due to the fact that the large majority of the females enter clerical work and have taken courses which prepared them for this type of employ ment, such as typing and bookkeeping. Recommendation A. Because many of the high school graduates must rely upon high school training to pre pare them for their life's work the high school should make a major effort to supply the student with the skills and .knowledges necessary for satis factory employment. Recommendation B. A study should be undertaken to 119 determine what are the needs of the non-oollege stu dent, for the purpose of supplying the sohool with the information necessary to augment and alter the high school curriculum that it may better fill the graduates• needs.

Courses .£!. special help. English, typing, and math ematics were voted as the o curses of "special help" to the graduates. The percent ages of these courses, based on the number of times listed, were 69.7, 60.8, and 58.6 per oent respectively. There is a very definite division between these three R's and the next most helpful course, soienoe, mentioned 27.6 per cent. The rank order of courses of "special help" listed by males, is mathematics, English, shop, and drafting. The rank order of preference by females is typing, English, mathematics, and home economics. Great significance is found in the reports of courses and activities that graduates "wished they had taken" but did not take while in high school. The entire group listed the following subjects, in order of preference: (1) shorthand, (2) bookkeeping, (3) speech, C4) typing, (5) foreign language, and (6) drafting. rt is interesting to compare the "wished for" courses of 'the males and the fe males. 120 Males Females l. Speech l. Shorthand

2.· Typing 2. Bookkeeping 3. Foreign language 3. Speech 4. Drafting 4. Art 5. Bookkeeping 5. Home econcmics 6. Student govemment 6. Foreign language

Conclusion 9. The courses students found to be ot the greatest help in their post high school life are English, typing, and mathematics. For the males the most important courses are mathematics, English, shop, and drafting, and for the females the order of preference is typing, English, mathe matics, and home econcmics. Conclusion 10. Looking baok on their high school work, five years after graduation, respondents thought that certain courses would have been of help tot hem in ttieir post high school life had they taken them while in high school. By and large these ccxirses which the respondents wished they had taken are practical "bread and butter" courses rather than cultural or college preparatory courses. Those courses most often selected by the males were speech, typing, foreign language, drafting, book keeping, and student government. For the females 121 these courses were shorthand, bookkeeping, speech, art, home economics, and foreign language.

Conclusion 11. The curriculum is such that the needs of the college preparatory students are evidently better met than the needs of those who enter employ ment immediately after graduation r rom high school. Cone lusian 12. The feet that there are many practi cal type c curses which numerous graduates "wish they had taken" is evidence that counselors are failing to channel nan-college students into many of the subject areas which graduates find useful in their post high school life. Even greater significance is found in combining figures of courses which gradu ates listed as of "special help" and the courses which graduates "wished they had taken." The order

of preference of these combined figures, based on the number of list:Jngs, is as follows:

Course Percentage 1. Typing 77.4 2. English 72.4 3. Mathematics 68.5 4. Speech 40.0 5. Shorthand 35.9 6. Science 35.3 7. Foreign language 33.2 8. Drafting 27.6 122 Conclusion 13. I.f the graduates• opinions o.f their needs, five years after graduation, are a o riterion, the following courses must be considered the most important to them. In order of preference, these courses are typing, English, mathematics, speech, shorthand, science, foreign language, and drafting. The first .four choices by males are mathematics, English, typing, and drafting. The most important courses to the .females are typing, English, shorthand, and mathematics. The above summary emphasizes the needs for the recommendations following Conclusion 12. Reoommepda tion A. Since English is mentioned most often as the course whiab. gives greatest help to the graduates in their post high school life, ani be cause the majority o.f the students reported that they received •1ittle or no help" from the course labeled "orientation" it is recommended that a semester of English be required in place of Orientation. Recommandaticn B. It is strongly reconnnended that typing be made a required course for all st~dents. Reo.ommandation c. Since more males reported the t speech was the course which they Ii wished they had taken" and females gave it third place in answering the same question, it is recomnended the t at lea st 123 one semester of speech be required of all students. Recommendation D. Since many graduates regret that they did not take many available courses it is recom mended that the counseling service place greater em phasis upon those courses which will meet the future needs of 'the students. Recommendation E. It is recol'.IJllended that the specif ic needs of the non-college preparatory student be extensively studied and that the curriculum be mod ified to meet these indicated needs.

Sources .2! job training. Although about three fourths of the respondents have some type of post high school training, 45.4 per cent of them indicated that know ledge and training gained in high school was one of the chief sources of training for their present jobs. rt is significant that only 33.3 per cent of the males received this helpful training in high school, compared to 54.9 per cent of the females. The only source of training for their jobs that was listed more often than high school is "picked up on the job," 46.0 per cent. Conclusion J.4. Since only about one tenth of the high school graduates complete college, it is ap parent that the vast majority of the graduates must depend on high school education as the basic train ing for their livelihood. The female graduates 124 received better preparation in high school for their jobs than did the males. Recommendation A. It is recommended that further study be made to determine how high school education can be of greater value to the graduate in his post high school work, with special attention given to needs of the male graduates.

Suggestions £l graduates £!!_ improving the schools. Much valuable and enlightening in:t'ormation to be gained from this survey is found 1n free response suggestions which graduates made for improving the curriculum and activity program. These suggestions fall :in to four categories: (1) suggestions regarding counseling and guidance; (2) suggest- ;' ions for additional courses, or greater emphasis on existing ocurses; (3) suggestions concerning the teaching staff; and C4> general suggestions. The mo st frequent suggest ions c onoerned more and/ or better counseling md guidance. A total of seventy-one sug gest ions of this :mature was made as foll ows: vocational guidance, 31; better and more individual guidance,' 20; in fonnation on personal dlaracteristios, aptitudes, interests, and capabilities, 10; information on college requirements, 7; information on adult life, 2; spiritual guidance, 1. 125 Conolusion 15. The faot that over one third of the total respondents, in a free response question, sug gested more or better oounseling and guidance indi cates that the present counseling program is inade quate to meet the needs of the graduate in making adjustment to adult life. There is an apparent lack of vocational guidance and weakness in the individ ual guidanoe program. Recommendation A. It is recommended that the coun seling and guidance program be greatly expanded and given a more prominent plaoe in the overall high school plan. Recommendation B. It is also recommended that the counseling and guidance program be separated into two distinct parts: one, conoerned with individual coun seling in suoh areas as student interests, capabil ities, and aptitudes; and the second, a group program dealing with such matters as vocational guidance, college requirements, ecancmic, marital, and social problems.

The second category of suggestions for impr~ving the schools' ourrieulum and activity program concerned requests for additional courses or greater emphasis on existing ones. The courses mentioned and the number of mentions are as follows: English, 31; homemaking, 20; business aDi 126 commercial courses, 11; social studies, 9; mathematics, 6; general type ccurses, 6; science, 4; f'oreign language, 4; industrial arts, 2; psychology, l; music, l; industrial arts, l. Cono lusion 16. The response to this question again indicates the need for emphasis on practical courses

Yhioh will help Ule graduate to earn a living or manage a household and tends to minimize his need for purely oultural courses. Recommendation A. It is again recommended that these courses, especially English, homemaking, and business and commercial courses be strengthened in the curriculum. Suggestions concerning the staff were few, as fol lows: better instructors, 4; more talented personnel, l; younger teachers, l; more individual help from teachers, l; teachers with a better understanding of student prob lems, 1. The fourth and final category of' suggestions for improving the ourrioulum covers general suggestions. A summary of these suggestions and the number of times each was menticned is as f'ollows: Suggestion· Frequency 1. Emphasize the importance of education 17 127 Suggest ion Frequency 2. Teach how to study 13 3. Raise the student requirements 11 4. Make courses more applicable to everyday life 8 5. More equitable ohanoe for all stu dents to enter student government and activities 7 6. Separate serious students from the others 7 7. More academia freedom 6 8. More so oia l responsibility 3 9. Emphasize getting along with people 3 10. Additional planned social aotivities 2 The complete list of all the general suggestions can be found in the text ot Chapter Four. Conclusion 18. The average graduate feels that he did not get as much out of' his high school training

as he should have. The cause of this defio~enoy is partially his, and partially the sohool•s. He feels that the tone of' the school should be such as to engender a more serious attitude on the part or the student. He wants to be made to realize the 128 importance of education. He waits to be taught how to study. He wants the instructors to require of him a higher quality of work. He wants students who disturb the class to be eliminated from classes.

Recommendation A. A serious attitude by each i~ struotor, counselor, and administrator concerning the value of high school education must be combined with a planned program designed to point out to the student the seriousness of the high school training. The planned program should be made part of the student's first semester work and should incorporate intensive training in "how to study." In keeping with graduates• suggestions, the student should be required to maintain a higher degree of performance. Recommendation B. The students must be led to realize that while each has the right to equal edu cational privileges, the rights of ttle group must be pre-eminent to those of the individual, and the trouble some student w111 be eliminated from the alas s. Conclusion 19. An opinion exists that there is not equal opportunity for all students to participate in student activities and student government, but that certain "cliques" control these "extra-curricular" or "allied" activities. 129 Reoommendation A. Further study should be made to determine the extent of the opinion that cliques oon- trol oertain extra-curricular activities. The prevalenoe of this opinion, whether true or not, af feots the student morale and fosters a feeling of being "left out." Efforts should be made to give all students equal opportunity in school activities and to make each student feel important and needed. Conclusion 20. Again, in the last seotion of the questionnaire, the graduates expressed the idea that the courses offered at high sohool were too theoret ical and not practical enough to meet the needs of the graduates in post high school life. Recommendation A. The specific suggestions concern ing the practicality of the courses are further evi dence of the desirability of study in the area of post high school needs of graduates. Special consid eration, in a study of this nature, should be given to the graduate who does not go to college. Upon completion of this proposed study the educational objectives should be oritically examined and the . contents of existing courses revised and altered in

line with 1he fi~dings of the study. Additional oourses should be added to the curriculum to supplement existing ones to meet the needs of the ,

130 students 11ho t erminate their .formal education with high school graduation. BIBLIOGRAPHY ,,

132

A. BOOKS

Almack, John C., Research and Thesis writing. Boston: Houghton Mifflin Company, 1930. 316 pp.

Bell, Howard M., Youth Tell Their ~· Washington; D. c.: American Council on~cation, l9Jtl. 273 pp.

Cochren, William G., samplin~ Techniques. New York: John Wiley and Sons, 1953. 2 4 PP• Good, Carter v., A. A. s. Barr, and Douglas E. Seates, The Methodolog{ of Educational Research. New York: D. Ap pleton-Oen ury Company, 1941. 896 pp. Koos, Leonard V., The Questionnaire in Education. New York: The Macmillan Company, 1928. 17S-pp. Parten, Mildred, Surveys, Polls and Samples. New York: Har per Brothers, 1950: 002 pp.~ Yates, Frank, Sampling Methods for Censuses and Surveys. New York: Harfner Puh11Shtn~ompany, l9zrj:" 318 pp. , Dictionary of occupational Titles. Second ed ~~~i~tlran, Vol. 2; Uiirted States Department of r,abor. Washington D. c.: United States Government Printing Office, 19 49. 432 pp.

B. PERIODICAL ARTICLES

Anderson, H. A., "Study or You th as a Basis for Curriculum Construction," School Review, LV (September, 1947), 282- 83.

~~_...... -' "Barnard Graduates of the Job," Occupations, XXX (April, 1952), 543. Bingham, L. R., "Take a Look at School Production," School Executive, LXI (June, 1942), 22-23. Blum, Eva Louise, "Follow-up of Two Groups of High School Graduates," Sierra Educational News, XXXVIII (December, 1942), 16-17. ~ Boller, Gene D., "A Follow-up of Recent Graduates," Busin ~ Educational World, XVII (May, 1937), 674-75. 133 Brown, Stanley B., and Mary Louise I.iy"da, "Dootorials Com pleted in Education," Phi Delta Kappen, XXXIII (March, 1952), 355-72. ~ , "Business Careers Rank High Among High School --G-ra-duates," Business Educational World, XXXI (October, 1950), 69. Christensen, Alfred, "occupational Follow-up in a Small School," California Journal of Secondary Education, XVII (January, 1942), 16-20.- Christensen, Arnold M., "2125 High School Graduates' Es timate of Subjects Value," Clearing House, XIII (Octo ber, 1938), 353-57. Cochran, William G., "Modern Methods in Sampling ot :auman Problems: General Principal in the Selection of a Sa.J!!Ple," American Journal of Public Health, (June, 1951), 64'7-49· - Cope, Q. E., "After Evaluation, How Much Improvement?" Clearing House, XX:VII (April, 1953), 4,51-53. · Corey, F. Byron B., "High School Graduates Appraise Extra Curricular Activities," The School Review, XLIII (November, 1935), 672-82:-- Corey, s. M., "Action Research by Teachers and the Popu lation Sampling Problem," Journal of Educaticnal psych ology, XLIII (October, 1952), 331-!8'.

Cornell, F. G., "Sample Surveys in Education," Review· of Educaticnal Research, XXIV (December, 1954), 359-71;7

Cornfield, Jereme, "Modern Methods in the Sam~ling of Human Population: Determining the Sample Size, American Journal ~ PUblic Health, XL! (June, 1951), 654-61. Covert, Warren o., "Grads' Opinions: surveys Provide Food for Thought,• Cleariz:g House, XXVIII (May, 1949), 519- 22. , "High School Graduates After Six Years," Bulletin ~----of....-the National Secondary School Principals, XXXIV TJanu8l"J', 1956), 276-79. - Crawford, Jane E., "A Survey of High School Graduates ot 1942," ~School Review, LIII (January, 1945>, 44-49· 134 Dobbs, H. B., "How our Advanced Typing Students Conducted a Survey," Business Education World, XXXII (November, 1951), 122-23. Duker, s., "Questionnaires are Questionable," Phi Delta Kap- pan, XXIX (May, 1948), 386. - Eckert, Ruth E., "Studies of Former Students as a Measure of Sohool Success," High School Journal, XXXIV (April, 1951), lOb-9. Eells, Kenneth w., "A Scale for Evaluation of Pupil Judg ments on Best-Liked end Least-Liked Aspects of Second ary Schools," Journal of Eduoational Research, XXX:I (January, 1938), 321-JI;:"'- Eells, Walter c., "Pupil Judgment on Value of Guidance Re ceived," !h!, School Review, XLVI (April, 1938), 2b5-76.

, "What Second~17 School Pupils Think of Pupil --.-1-c-tivities," Clearing House, XII (April, 1938 ), 469-75. , "English Business Follow-up Survey," Journal of ---a~u-siness Education, XXVIII (November, 1953), 78-79-:- Evans, W. A., "Indianapolis Surveys its High School Gradu ates," American School Board Journal, CII (March, 1941), 56-97. Gerberich, J. B., "Signed vs. Unsigned Questionnaires," Joul'llal of Educational Research, XLII (October, 1948), 122-26. ~

Given, J. N., "Pupils Jud~ed Their .High School," Clearing House, XIV (April, 1940), 458-60. Graham, Bea c., and H. L. Cleland, "Pittsburg Surveys rt1s Own," Occupations, XVII (May, 1939), 699. Gurr, M. B., "Continuing Follow-up Studies," Journal of Secondary Education, XXVI (May, 1951), 302-5. Harrison, E. c., "See ilb.at They Choose," Occupations, XXX (January, 1952), 277-79· Hay, E. N., "Note on Slllall samples," Journal of Applied Psycholog.y, XXXVII (December, 1953), 445.~ Hertztield, Arthur, "An Eleven-Year Followup of Commercial Graduates," Journal of Business Education, XVII (June, 1942), 19. -- 135 Hetzel, Walter L., "-Occupational :survey of All Graduates of an Iowa High School," Journal of .i:!:duoa tiona 1 Reseat' oh, X.XXVII (November, 1943}, 193-90. - Hill, Lester v., "A Follow-up Stu<\f of 251 Graduates," In dustrial Arts and Vocational Education, X.XXIV (Octooer, 1945), 335=7µ.-

Hinderman, R. A., "A Follow-up,~ Industrial Arts and Voca tional Education, .XXIX (October, 1940), ~14- -

Howard, William L., "What Becomes of High School Grad~ ates?" School Executive, LVII (February, 1938), 208-9. Huffman, H. A., "Improving the Q,uestionnaire," National Business Education QUarterlI, XVII (October, 1948), 15-18. Johnson, E. S., "When Our Boys and Girls Leave school for Work," Child, XIV (June, 1950), 192. Johnson, P. o., and W. J. Moonen, "Recent Developments in Statistic_al Theory: Sampling Theory and Practice," Re view of ~ducational Research, .XXI (December, 1951), ~ 402-4:- Johnson,, William H., "Graduates Evaluate 'rheir High School Education," School Review, LI (September, 1943), 408-11. Jones, Evan L., "High School Graduates Speak :rheir Minds," !h.! School Executive, LXVII (December, 1947), 24. Konold, A. Ewing, "Students Help in School Improvement, n Bulletin of the National Association of Seeond!IT_ SciliOOI"""PriiicTpals, xxxt (February, 19Ii'.7), 100-Z:--

Kramer, J. Howard, "Now The~ Kno~,n American School Board Journal, LX (March, 1945), 20-27. Laney, Edward, "Principals Offered Follow-up Program," Oc cupations, XIX (January, 1941), 266-72. Latham, A. J., ''Job Appropriateness--A One Year Follow-up of Hiejl. School Gre du ates, n Journal of Social Psychology, XXX:IV (April, 1945), 55-68. - Lorenzen, S. H., "Opinion Reaction in High School Follow-up Studies," The Bulle tin: National Association of Seoond .!!Z School--prinoipals, (January, 1949), 119-20:- 136 MacConnell, Charles M., "Report on the New School, Evanston Township," Journal of Edueational Research, XXXVIII (December, 1944), 2'91'-~5. Marks, E. s., "Some Sampling Problems in Educational Re search," Journal of Educational Research, XLII (Febru ary, 1951), 85-96:- Mcintosh, W. J., ''Follow-up Study of One Thousand Non Academic Boys," Journal of the Exceptional Child, XL (March, 1949), 166-76. ------, "Michigan School Makes a Survey," Balance Sleet, ---....m-:v (Novanber, 1935), 124-26. Miller, Leonard M., "Graduates and Drop-outs in Virginia," School~' XXXIV {March, 1952), 87. Moser, W. E., "Gradl.lates Appraise Their High School Courses," California Journal of secondary Education, XXII (March, 1948), 169-74. - - Norman, R. D., "Review or Some Problems Related to Mail Questionnaire Technique," Educational and Psychological Measurement, VII (Summer, 1948). ~ Oppenheimer, Celia, "Ten Year Follow-Up or Class or 1940," National Association of Secondary School Principals, _ :XXXVtt (March, 1953),'"'(7-80. , and Ruth E. Kimball, "Ten Year Follow-Up of 1937 -----g-1-~~h School Graduates," Occupations, XXVI (January, 1948), 228-34, and (December, 1948), 200. Pierce, Walter J., "Follow-Up Studies of High School Grad uates," California Journal of SecondaI'f Education, XV (March, 1940), 170-71. -- Ramsay, A. c., "Are We Meeting the Needs of Our Students in the Lowest Quarter?" School Review, LVI (December, 1948)' 606-10. . Reed, Carrol R., "Following Through in Minneapolts," Occu- pations, XVI {January, 1938), 321-25. ------Rittentiouse, Pearl P., ."Are Graduates Using Skills Learned in School?" Journal of Business Education, XVI {April, 1941), 17-.18. --- 137 Romaine, Stephen, "Criteria for a Better Questionnaire,• Journal !l!_ Educational Research, XLII (September, 1948), 69-71. Rothney, J. W. and R. L. Mooren, "Sampling Problems in Follow-up Research," Occupations, XXV (May, 1952), 572-78. Sardiga, J. B., "Follow-up Study of the Students of Type writing," National Business Education Quarterl:z.," XVIII (March, l9SO), 51-52. - . Schutte, A. H., "Follow-Up Study of the Graduates of 1947 in Green Bay Wisconsin Public High Schools," National Business Education Quarterlz, XVIII (October, .1949), 26-30. Shannon, J. R., "Percentage of Returns of Questionnaires," Journal of Educational Research, XLII (October, 1948), 138-41. - Smith, R. w., "Gone But Not Forgotten." National Association of Seconder~ School Principals Bulletin, XXXIV (May, 1950), 108-15.

Snapp, David, "These Things Ha~pened to Grads," Clearing House, XXVIII (April, 1954J, 494-97. Spires, M. J., "Follow-Up Stud7 ot tm Graduates of Evan ston Township High Sohoo 1," National Business Education guarterly, XIX (October, 1950), 23-26. Stevens, Raymond B., "Experiences ot High School Pupils After Graduation," School Review, L (Janual'Y', 1942), 24. , "Students Evaluate the High School Curriculum," --s-e_o_o.ndary Education, XXX: (December, 1944), 309-12. , "Students Rate English and Math ot Greatest All -----1-r-ound Value," Soholastio, LXVII (May 13, 1946), 41. Ullman, B. L., "What High School cµoaduates Think About Sub ject Values," Education, LVII (June, 1947), 655-56. Warstler, A. R., "Long Tenn Follow-Up of School Leavers," ocoupaticns, XX (January, 19}+2), 284-85. Welsh, E. J., "We Follow-Up our Graduates," Nationrs Schools, XX.IX (April, 1942), 49-50. 138 Whipple, Carl E., "Study of H. s. Graduates," National As sociation of Secondary School Principals Bulletin, XXXII (Api'! 1, 19Iµr), 165-71: Woellner, Robert c.,. "Follow-Up Studies of High School Grad uates," Schoo 1 neview, LI (March, 1943), iJ+l. Wright, Barbara H., "Follow-Up of 1934, Graduates," Occupa tions, XV (October, 1936), 42-45. Young, R. J., and w. Holman, "Follow-Up New Variety," Clear !!!a House, XXVIII (January, 1954), 295-97·

C. PUBLICATIONS OF LEARNED ORGANIZATIONS

Hill, J. D., "Discovering the Extent to which Youth's Needs Are Being Met," §if~-Seoond Yearbook of the National Society for the tu y of Education, Partr;-chicago: University or-chlcago Press, 1953. pp. 62-80. McCreary, W. H. and Donald Kitch, "Now Hear Youth," Bulletin of the California State Department of Education, XXII, FTO.~ Sacramento: California state-Printing Office, October, 1953. 69 PP• Rugg, Harold, "A Century of Curriculum Construction in Am erican Schools," Twenty-Sixth Yearbook~ the National Socie~ for the Stuciy of Education, Part I, Bloomington, Illint>s:--Public SchoO"r Publishing Company, 1926. pp. 3-116.

D. UNPUBLISHED MATERIALS

Guenther, Karl M., "Findings and Techniques of Student Fol low-up Studies in California," (unpublished Dootor•s dissertation, Stanford University, .. Palo Alto, 1950), 248 pp. Rossetto, Dempsey N. and James R. Erickson, "An Evaluation of the curriculum of Grant Union High School Based Upon the Opinions of Grant Union High school Graduates of 1948 through 1952," (unpublished Master's thesis, Sacra mento State College, Sacramento, June, 1954>· APPEBDIX 140

SACRAMENTO CITY UNIFIED SCHOOL DISTRICT William J. Burkhard Superintendent and secretary P. o. Box 2271 Sacramento, California October 20, 1955

Graduates of Sacramento•s Senior High Schools Sacramento, California Dear Graduate: We are trying to find out the experiences of the for mer students of our senior high schools. We plan to anal7ze these composite experiences in order to improve the curricu lum and thus better prepare the graduates in future years to make a successful adjustment in the world of work or in fur ther school work. Five years ago when you graduated from high school, you indicated that you were willing to partici pate in a survey of this sort to be made by your school at some future date. Will you help us now in this task by filling in the blanks on the enclosed questionnaire? With a few exce~t ions you need only to check a statement or answer "yes or "no." It will not take more than thirty minutes. We want to assure you that any information that you give to us will be held in strictest confidence. The information will be treated only as numbers and no names will be attached to it. Please, will you sit right down and fill in the questionnaire? We want to help students to becane better workers and ci.tizens. You are the only one who can supply the information regarding your after high school e xperienoes. Will you help us to improve your schools? Sincerely,

William J. Burkhard WJB:ems Superintendent (Sample of letter sent out with questionnaire) 141 (Sample Questionnaire) Sacramento City Unified School District

!!1Ql! SCHOOL !Q§.!-GRADUATE QUESTIONNAIRE At the time of graduation from high school you indi cated a willingness to participate in a follow-up study to improve ycur high sohool. You are one member of a small representative sample of your els ssmates who has been se lected to assist us in gathering this valuable information. Since many of these questions are of a personal nature, only you can provide the answers. To be of value, your answers must be accurate. All information will be held strictly confidential.

Class of January, 19 June, 19- (Name of High Sehoo I gra dua't'ed from - Mr. Your name when in High Sohool--Miss Mrs. ~~~~~~--~--~- Your name at present, if changed Present Address Phone (!!"!!!N-ulDb.... _e_r_a_n_,d,__s_,.t_r_e_e..,_t.,...)-.,..( C,..,1...,t,_y_,)..._,{,..S,..,.t-a"'"'t-e"""') ---

1. Are you: (Check one) Single Married Divorced or separated Widowed If married, howmany children do you have? - 2. What are you doing now? (Check one or more) A. Working full-time for ppy G. In armed forces B.-working part-time for pay H.-Not working, but c.---In school full-time --looking for work D. -In sohoo l part-time I. Not working; not E. -Housewife --looking for work P. -In business for self' J. Other (please de - -scribe)------142 3. Please list any further schooling that you have had sinoe 1 eaving high school. Name of School Course Taken Mos. or Yrs.Attended A. ~~~~~~~~- B. ______c. ______

4. Did you receive a degree or diploma? Kind Yes or No ---

5. What vocation did you select as your life work men in high school?

6. What kind of life work do you now actually e .xpect to do?

7. We would like to know how you rate the HELP your high school gave ·you on the following problems. (Please check proper column for each item) High School Helped Me A Great Little Not Problem Deal Somewhat or None Certain A. Using your spare time• - B. Taking care of your ---- health ------c. Taking part -in community---- and ci vie affairs -- D. Mariage and family af- ---- fairs ------E. Getting a job------F. Getting along with other people ------G. Preparing for ftnthe r ed----- uc at ion ------H. Understanding your abil----- ities and interests - I. Ability to read we"il -r ------J. Using good ],\lglish ------K. Using basic mathematical skills - - '"" ---- L. Using your money wisely ------143 High School Helped Me A Great Little Not Problem ( oont.) Deal Somewhat or None Certain M. Conducting your own bus iness affairs ---- N. Thinking through prob- --- lems ------o. Guidance 1n seleoting ------life• s wcrk ------p. Other------ANSWER QUESTIONS 8 AND 9 ONLY IF YOU HAVE HAD FULL TIME EM PLOYMENT 8. Please describe below the first · job you held after leav ing school and, if different, your present job.

A. Pirst . .J.~ Name of firm Location Position,- title · or · duty ------(Be 8pecifio: i.e.-, typist; sales clerk; shoe cleric; apprentice carpenter)

Dates: Beginning· (m--o-n_t_h__ an__ d__ y_e_a_r_) ___ En4ing -~----(m__ an__ t_h __ a_n_d __ y_e_a_r_)_

Salary: Beginning Ending_____ Per week month ·--- (circle one) B. Present job Name of firm Location Position, ti~t-l_e __o_r __d_u~t-y______------

Dates: Beginning-(m---on_...th---an __ d__ y_e_a_r_) ____

Ending ____.~ ...... ~----~------( month and year) Salary: Beginning Ending Per week month ----- ~~--(circle one)

9. To what extent has your high school helped you on your present job? A. A great deal B. Some c. Little or none D.-Not- certain - 144 10. Have any specif'ic high school courses or activities been of special value to you? (Check those which have helped)

A. English I~ Sports Q. Art B. -speech J ~-Drama tio a R.-Student Govern C. -Bookkeeping K.-ROTC -ment D.-Typing L.-Science s. Student Activ E. -Shor th. and M~--Home Economics -ities F. -r.Ia thema t io s N.--Social Studies T. High School G.-Shop Courses O~ -Orient at ion --Hobbies H. Drafting P.-Music U._Foreign lan - guage V. Other aotiv -1 ties (name)

11. Which of the subjects listed above and not checked do you wish you had taken while in h+gh school? List by letters. Other subjects not listed above, you wish you had taken - give names. 1. 2. 3. 4. --- 12. Where was the kriowledge or training needed in your present job obtained? ( oheok one or more)

A. High School D. Other Job Experience G. On "the B.-College E~-At Home -Job Tr'ng C.-Speeial P.-Picked up on the job Program -Schooling -- H._Other 13. In the light of your experience, what changes and/or additions would you recommend in the h igh school cur riculum or additions would you · reoommend in the high school ourrioulwn or activity program to make the student's work there more useful to him in his adult life? 11+5 SACRAMENTO CITY UNIFIED SCHOOL DISTRICT William J. Burkhard Superintendent and Secretary P. O. Box 2271 Sacramento, California October 27, 1955

Graduates ot Sacramento's Senior High Schools Sacramento, California Deer Graduate:

A -week ago" a questionnaire and a letter were sent to you with a request for . information 'that only you can supply. As yet we _have not received a reply.

We are anxious to know what your experiences have been. Wheri we are able to obtain your reaction to t·he list of · qties ti ons we sent to you, -we will be able to ·make a true study of what and when to provide by way of improved courses :for our present -students." The more we can learn about the greatest number of former students, the better job we can do in helping 0ur present students to adjust to the world of work or to _future schooling. We would very much appreciate your sitting dawn this weekend and ohe

William J. Burkhard WJB:ems Superintendent

(Sample of first follow-up letter sent one week after the original questionnaire) J.46 SACRAMENTO CITY UNIFIED SCHOOL DISTRICT William J. Burkhard Superintendent and Secretary P. o. Box 2271 Sacramento, California November 3, 1955

Graduates ot Sacramento •s senior High Schools Sacramento, California Dear Graduates: We have received no reply from you in answer to the two letters 1!e . sent you during the past . two weeks. You a re the only one who can supply the information regarding your atter high sah.ool e,Xperierices. · We are puzzled as to the reason for not returning this information to us. In the event that you have misplaced your question ns ire, we are enclosing another one. If you need help in filling out the form, pl~ase call Mr. McClaskey, the pro ject director, at IV 9-0b49 evenings~ Re will be glad to me et you at your convenience and help you w1 th your par ticular problem. . . . It is our aim to secure as near a 100% return as is possible from those alumni we are able to reach. Won•t you join that enthusiastic group who have already made their returns and help make this study" en ou tstandl.ng success for the benefit of the present arid future students of your high s

William J. Burkhard WJB:ems Superintendent (Sample of letter sent out two weeks following the original questionnaire. This letter was accompanied by a second questionnaire.) 147 Sample of oard used to keep a reoord of the status of each member of the sample, during the mailing of the ques tionnaires. Completed--- Name ------Soho o l ------Class Que s. Sent ------lat letter------2nd letter------Phone No. ------lat------2nd------Returned by P.O. Date------1st Add. ------2nd Add. Que s. Sent------______lst letter______2nd letter------Phone No. ------lat------2nd------