‘ .« ‘wv A SURVEY OF THE. Gmomcs PRACTICES OF THE HIGH SCHOOLS OF MICHIGAN Thesis [or theDegree of M. A. MICHIGAN STATE COLLEGE Amo Henry Luke! I942 fwlx A SURVEY OF THE GUIDANCE PRACTICES OF THE HIGH SCHOOIB OF MICHIGAN by Arne Henry Mar 5. THESIS Submitted to the Graduate School ’of Michigan State College of Agriculture and Applied Science in partial fulfilment of the requirements for the degree of EASTER OF ARTS Dapartment of Education 1942 Invi‘tour b . THEsIs ACKNOWLEDGEMENTS The author wishes to express his appreciationfor thehelp which he has received in carrying out this sur- vey, through the'useful suggestions and the constructive criticisms of Dr. Victor E. Noll, Dr. Leonard J. Mar, Dr. Hazel M. Hatcher,_and Dr. George P. Deyoe and through the splendid co-operation of the administrative personnel oi” the high schools of Michigan. Without such aid, the successful completion of this study would have been in;- possible. fab ' a C»; C13 C37 '\ I CHAPTER I. INTRODUCTION. TABLE OF CONTENTS Purpose of the study. . . Definition of terms . Delimitation.and statement of problem II. HISTORY AND REVIEW OF LITERATURE. Historical background of the problem. Review of literature. III. 0 SELECTION OF TECHNIQUE AND PROCEDURES Selection of technique. . . . . . . Preparation of questionnaire. . Method of sampling. . Gathering of data . . . . . Tabulation and organization of data INTERPRETATION AND SUMMARY OF DATA. Operation of guidance activities. Organization of guidance. . . . . . v. SUMMARY, CONCLUSIONS, AND SUGGESTIONS General summary and conclusions . . Improvement of guidance practices . BIBLIOGRAPHY. APPENDIX. PAGE (ntbskuwt-J 13 15 15 15 16 17 19 19 50 67 67 72 75 78 TABIB I . II. III. IV. v.’ VII. VIII. LIST OF TABLES The Number and Percentage of High Schools of Each Glass Providing Guidance'in Various ' Types of Pupil Activity. . . . . . ._ . . . The Number of Schools Making Provision for . Various Phases of Vocational Guidance. . . The Percentage of High Schools flaking PM? vision for Orientation ofmpils Entering fortheFirstTime. . . . . .. . . ._. . Number and Percentage of High Schools Pro-.- viding Different Types or Orientation. . . The Percentage or High Schools of Each . Glass Recording Various Typeset lni'orma-V tion Concerning the Pupil. . . . . .1. . . The Percentage of Schools of Each Glass. Using Various Devices forObtainingInfor-f mationxbout the Pupil. . . . . . . . . . The Number and Percentage of Schools‘Using Various Tests in Their Guidance Program. . Percentage of High Schools Using Various mm... 1-... handling. Puma mm mm» Information................. Number and Percentage of High Schools Using Various Persons to Coordinate Guidance ‘Oti'VitiOBosoeeeeeeeeeeeee PAGE 21 28 50 33 35 42 46 51 nets 1:. XII . XIII . XIV. XV. XVI . XVII. XVIII . . . . PAGE The. Number and Percentage of Schools Using Various Individualstc Assistin Guidance Activities . . . . . . . . . . . . . . . . 54 The Percentage of Schools Utilizing the Ser- vices of Individuals Not DirectlyCcnnectei WiththeSchool......fi...... .. SS The Percentage of Schools ProvidingVarious‘ Facilities for Counseling. ._.. . . . . . . 5'7 The Percentage of Schools Organizing the mdmsmsm Thrush Varies! resh- niquesandDevices......_...... 59 The Humber of Schools Organizing the Gui- dance Program Through VariousTechniques and.Devices..........d....._r. 96 Number of High Schools Making Provisionfor Various Types of Orientation . . . . _. . . 97 Number of Schools Using Various Techniques . and Devices for Collecting Information . . 99 Number of Schools Keeping Various Types of. Information in Written Form. . . . . °. . . 100 Number of High Schools Using Various Methods “1‘ Prom-mama: Withwmms “for. mation.................. 101 TABIE XIX. XIII. vi _ _ . . PAGE number ofClass A and B Schools Using Various Individuals or “mi-“”3,” coordinate _\ . ' 'Guidance Activities. . _. . . . . .A. . . . . 102 Number of Class O anon Schools Using Various Individuals or Gomitteestc Coordinate _ Guidance Activities. . . . . . . . . °_ . . . 103 Number of Schools Using Non-School People . . to Assist With TheirGuidance Program. . . . 104 Number of Schools Using Records ”for Guidance . 105 LIST OF FIGURES FIGURE f . mm 1. Distribution of the Number of PupilActivities in Which Guidance is Provided. . . °. . . . . 23 2. The Proportion of High Schools Providing _ . . Guidance in Various Pupil Activities . . . . 24 5. The Percentage of Schools Using Various . _ Orientation Techniques and Devices. . . ._ . 31 4. Distribution of the Number otV Techniques and . _ Devices Used for Orientation. . . -' .' . . . 52 5. The Distribution or the Various Types of Pupil_m9ma#19n a... museum” Pros grams.................... 36 6. The Percentage of High Schools Recording Var-mamas: Momma Wampum. _ Pupil.................... 3’7 '7. The Percentage of Schools Using Various De- vices fer _ Obtaining V Information About _ the . . Pupils . . . . . . . . . . . . . . . . . . . 40 8. Distribution of the Number of Devices Used . . for Obtaining Information About the Pupils . 41 9. The Percentage of High Schools Using Various Testsin Their Guidance Programs . . . . . . 44 10. Distribution of the Number of VariousVTypesV . of Tests Used for Guidance Purposes. . . . . 45 V111 FIGURE . PAGE 11. Distribution of the Number of Methods Used for mvmmsmne memes» mars V mation....VV.....V..........4'7 12. Percentage of High Schools Using Various Methods for Providing Pupils NithV Guidance VInformation.................49 13. Preportion of High Schools Using Various In- dividuals VforVCoordinating GuidanceVAc- _ _ tivities . . . . . . ._. . . . . . . . . . . 52 14. The Proportion of High Schools Using Various hummer were Sumerians: . . - . tivities . . . . . . . . . . . . . . °_° . . 54 15. The Distribution of the Number of Techniques and Devices Through Which Guidance is V . Carried Out in the Schools . . . . . . . . . 60 CHAPTER I INTRODUCTION I . PURPOSE OF THE STUDY Never, since the time when man was first confronted with a situation which was important enough and vital enough to demand the choice between two or more possible courses of action and which was complex enough to make assistance the prerequisite to wise selection, has the need for guidance been more imperative than it is today in a society whose social and economic system is daily increasing the number and the complexity of the situations in which decisions must be made. VTU' meet this need, an increasing interest in the guidance of youth has manifested itself throughout the educational institutions of the " United States. V-The increasing number of guidance / organizations, guidance conferences, guidance clinics, guidance meetings, and discussion groups held by various Michigan schools bears testimony that this growth of interest has notVbeen lacking in the schools of this state. Unfortunately, however, it does not give specific data to indicate how much of this ostensible interest in guidance has permeated and become a part of the operational policies and practices of the schools. The desire to obtain some of these data led to the survey now under consideration--a survey to determine just what guidance practices were being used by the various high schools of Michigan. II. DEFINITION OF TERMS Before the problem can be discussed with any degree of intelligibility, a definition of some of the terms as used for the purposes of this particular survey is obviously necessary. Guidance, like many other terms, has had a variety of meanings and connotations for various people at different times and diverse places. To some, its application may have been limited to vocations, to others to education, and to still others to personal problems and decisions. For the purposes of this study, guidance is not limited to any of the three but is interpreted to include all of them. In fact, it is applied to all situations which call for important and necessary decisions and adjustments on the part of the pupil, which are of such a nature that the student cannot meet them.wisely without help, and which arise where an individual who might give the necessary aid is available. It is not prescriptive nor directive; it seeks only to aid the student in making his own decisions wisely and to become more and more self-directive. Guidance practices will be used to include all of the devices, techniques, tools, methods, and agencies which are used to help the child solve his own problems and which will lead progressively to self- guidance. III. DELImTATION AND STATEMENT OF PROBLEM Inasmuch as the time required to make a complete survey of all of the schools of Michigan would have been prohibitive, the study was limited to the high schools of the state. Furthermore, since determining the outcomes of guidance practices was a problem separate and distinct from that of determining what those practices were, a consideration of the former did not fall within the purview of this study. This problem, then, resolved itself into a survey of the guidance practices of the high schools of Michigan. CHAPTER II HISTORY AND REVIEW OF LITERATURE I. HISTORICAL BACKGROUND OF THE PROBLEM Perhaps the best approach to the history of the problem may be gained by reference to some of the state- ments made by Jones concerning the origin of guidance: Whenever education as a conscious process began in the life of the human race, then guidance began. Whenever and wherever three conditions existed, there was guidance. These conditions are (l) the need for choosing between courses of action, (2) the inability of the individual to choose wisely without help, (3) the possibility of help being given. Guidance has always been given, but the recognition of its fundamental importance in the teaching process and in the learning process is comparatively recent. This recognition has been hastened, if not actually brought about, by the increasing realization of the fact of individual differences in abilities, in interests, and in capacities, and by the waste in human life energy as well as in.the processes of production resulting from.the wrong choice of vocation. According to Jenes, the first organized movement of guidance within the United States arose in 1908 from a desire to help the individual select and secure a Job and took the form of a bureau-~the Boston Vocation.Bureau. Frank Parsons and Meyer Bloomfield were largely responsible ‘ 1 Arthur J. Jones, Principles gf'Guidance, New Yerk: Hooraw-Hill Book Company, Inc., 1934, p. 423. for the plans on which the organization was founded. During the period from.1910 to 1915 other cities followed the lead of Boston and organized to assist in vocational guidance. In 1913 the National Vecational Guidance Association was founded at Grand Rapids, Michigan. Two years later, in.1915, the Vocational Guidance Magazine was started. From that time on the movement grew rapidly and guidance became a term.which was no longer restricted to vocational guidance but was applied to guidance of all kinds, guidance which assisted students in.making important choices irrespective of the type of factors with which the choice dealt. In.1934, Jones summarized the status of guidance as follows: While definite data are not at hand showing the present status of the guidance work in.our schools, it may be confidently asserted that there is practically no city of over 10,000 inhabitants that does not have some form.of definite guidance activity. These activities are often not completely organized but they are sufficiently developed to show that the school is conscious of the problem.and is really attempting go assist the students in.meeting import- ant crises. II. REVIEW OF LITERATURE General studies. An overall view of the prevalence 2 op. cit., p. 426. of studies on guidance can perhaps best be gained by reference to a study made by Kefauver and Davis3 which summarizes the number of articles on guidance appearing in five magazines during the years 1927-1932. The portion that covers studies which might possibly be analogous or related to the one under consideration, reveals that the number of articles reporting systematic inyestigation is small compared with those which are simply descriptive or statements of opinion. During this period of five years only 26 of the 243 articles published were those of systematic research studies. Four studies were made which include or deal with the schools of Michigan and which.aeem.to bear some direct relation to the survey under consideration. The first of these was carried out by Greenleaf and Brewster,4 who in 1939 published the results of a study of public high schools having counselors and guidance officers. The study includes returns from.23,032 public high schools in.which.more than seven million pupils were 3 Grayson N. Kefauyer and Albert M. Davis, uInvestigations in Guidance," Occu ations The Vocational Guidance Magazine, 12:17-25, Novemfier, I933. 4 Walter J. Greenleaf and Royce E. Brewster, "Public High.Schools Having Counselors and Guidance Officers," Washington: U.S. Office of Education Miscellaneous Publication No. 2267, 1939. enrolled, exclusive of 373 small high.schools that enrolled fewer than ten pupils each or a total of two thousand three hundred pupils. According to this report approximately six.per cent of all public high schools provided counselors or guidance officers on half- or more than half-time basis. Michigan was listed as providing for from.thirty-seven to forty-five per cent of the high school pupils in the state, while only four states made provision for more than half of their pupils. In Michigan, too, one hundred and eighty-seven guidance officers were provided, for a total of 317,254 ' pupils. Seventy-four public high schools in.Michigan were listed as having guidance officers. The total number of counselors and guidance officers for these seventy-four schools was 187, of which 82 were men and 105 were women. This provided an average of some 732 pupils for each counselor or guidance officer. The study also reveals that forty-three per cent of the high school students were enrolled in schools having guidance officers. Significant as these data.may be, their value in.presenting a complete picture of the guidance practices of the high schools of Michigan is extremely limited, inaamuch as the study covers only one small portion of the total picture. It did not, therefore, fulfill the need 8 for a study of the guidance practices of the high schools of Michigan. Another study of the guidance practices of high 5and schools was made by Hemrin, Erickson, and O'Brien, included within its survey all 'of the states from Massachusetts to California and from Michigan to Florida. The study reveals some rather interesting facts concerning the guidance practices of the schools studied. To help in the orientation of pupils coming into the high school for the first time, fifty per cent of the schools made arrangements to have some person from the high school visit the pupils in the elementary schools: nine per cent of the schools made no such provision; and forty-one per cent made no response to this portion of the study. While thirty-two per cent of the schools made provision for a pre-school visit to the high school, twenty-one per cent made no such provision. Records from the elementary school were transferred to the high school in only forty- five per cent of the cases studied, while ten per cent admitted making no transfer. Freshman Day was provided by thirty-four per cent of the schools. Analysis of the 5 Shirley A. Hamrin, Clifford E. Erickson, and Margaret W. O'Brien, Guidance Practices in Public gain Schools, Bloomington, Illinois: McKnight and McKnight, students through analytical devices, home visitations, and individual interviews was provided by one per cent, nineteen per cent, and one per cent of the schools, respectively. Help for the students through college guidance and vocational counseling was provided by one per cent and ten per cent of the schools, respectively. These were the major findings which.bear some relation to the study now under consideration. Under the direction of the Michigan State Board of Control for Vocational Education, two studies have recently been.mmde which attempted to discover some of the guidance services and practices in the Michigan schools. The first of these two studies included 231 of the public schools of Michigan.6 The study was not limited to high schools and differed considerably from the present survey both in the items studied and in the :methods of investigation.and treatment. The results of this study are valuable for supplementing the data gathered in the present survey and for purposes of comparison. A few of the findings are mentioned briefly. The data revealed that a relatively small number of schools 6 State Board.g£.control for Vocational Education, "Guidance Services and PracticeSIIfitMIEHIgan Ft 0 Sdhools," Official Miscellaneous Publication No. 2046, lensing, 1940. f 10 (29 per cent) provided for part-timeor full-time directors for their guidance programs. Although few of the schools were using tests for guidance purposes, the achievement test and the intelligence test seemed to be most popular. The data revealed furthermore that the records kept by most of the schools were inadequate for guidance purposes. These are the findings which can be most readily compared with the results of the present survey. The second study which deals with the guidance practices of the schools of Michigan and which bears an equally direct relation to the present survey was one conducted during 1941-42 by Horn.7 He attempted to gain some evidence concerning guidance practices by having in- dividuals from various schools write descriptions of some of the various phases of their guidance program. He received returns from about fifty-six. schools describing phases of their programs. Since his study did not attempt to make a complete survey of the guidance practices of _ all of the high schools of Michigan nor obtain the informa- tion in objective form, .it did not fulfill the need for the ' 7 Carl M. Horn, Unpublished data concerning ' guidance practices of the schools of Michigan, The'State Board of Control for Vocational Education, Lansing, 1942. 11 present study. It is valuable, however, as supplementary evidence and in the interpretation of the data disclosed by the present survey. Horn's study will, consequently, be referred to later in connection with the interpretation of the data presented herein. Related studies. Related studies which proved of some value to the present survey, though.not dealing with Michigan schools, were carried on in other states. Two of those examined proved of especial value by sug- gesting possible procedures. One of them.was a study of the organization and administration of vocational and educational guidance in the secondary schools of South Dakota;8 the other was a survey of guidance practices and instruments among forty-eight secondary schools of Connecticut.9 Although both of these studies utilized the questionnaire technique, they differed considerably in.many respects. In the first of the two, Miss Kantor used a questionnaire consisting of a series of questions 8 Lillian Kantor, "The Organization and Admdnis- tration of Vocational and Educational Guidance in the Secondary Schools of South Dakota," unpubliahed Master's thesis, The University of South Dakota, vermdllion, 1935. 9 Thomas A. Callaghan, "A Survey of Guidance Practices and Instruments among Forty-Eight Secondary Schools of Connecticut," unpublished Master's thesis, The University of Maine, Orono, 1938. 12 with blanks for the answers and descriptions. In the other study, Mr. Callaghan gathered his data by sending out a series of tables to be filled in and checked. Neither of these approaches, however, seemed entirely adapted to the present survey. The former would have made tabulation, classification, organization, and inter- pretation difficult because of the variety of terms and statements which were possible in each instance and because of the great possibility of generalization on the part of the individual filling out the questionnaire. Since the approach used in the Connecticut study was somewhat different from.that desired for the Michigan study, its tables, too, could not be readily adapted to use for the Michigan survey. Both of these studies were of value, however, in helping to determine and classify some of the general aSpects of guidance programs. CHAPTER III SELECTION OF TECHNIQUE AND PROCEDURES I. SELECTION OF TECHNIQUE The total number of high schools in.Mdchigan as revealed by the Michigan High.School Athletic Association Bulletin for January, 1942, was 726. This number, even when reduced by sampling, was so great as to preclude the use of individual study of each school. As a result, the questionnaire technique was selected. II. PREPARATION OF QUESTIONNAIRE In constructing the questionnaire, the general aspects of guidance practices to be investigated were first determined. These general divisions were then broken down into specific component parts. To gain as mmoh.objectivity as possible, to direct and restrict the responses of all schools to definitely limited, specific items, and to facilitate tabulation, organization, and interpretation, most of the questionnaire was constructed in check-list form. This obviated generalized statements and tended to increase the objectivity of the response, ‘although.it could not show the quantity or quality of the evidence upon which each individual check wastased. This 14 latter and other weaknesses involved in this technique will be referred to later. In some instances, a description was requested to prevent the indiscriminate checking of items without a definite program of action to back it. The major divisions of the questionnaire were set up by analyzing the materials used in the studies conducted in South.Dakota and in Connecticut and by examining the materials presented in textbooks on guidance. All of these varied aspects of guidance were then organized into a few major catagories. The items into which each of these major divisions was broken were also determined by a study of the same two surveys and a study of a number of basic texts and manuals. Although some forty-seven references, other than the surveys mentioned, were used 1 for this purpose, only four were drawn on extensively for the material used in the questionnaire. 1 Shirley A. Hamrin and Clifford E. Erickson, Guidance in the Secondar School, New'York: D. Appleton- Century Company, Inc., I939. Arthur J. Jones, Princi les of Guidance, New'Ybrk: McGraw-Hill Book Company, Inc., I9 I? National Societ for the Stud of Education, "Guidance In EHucatIonElT nstItu. ons{"-Thirty-Seventh Yearbook, Part I, Bloomington, Illinois: Public School Publishing Company, 1938. State Board of Control for Vocational Education, "lanual for Co unselI'fig Yo uEE,"'1TmeeIIaneous Publication.Ho. 2059, Lansing, 1941. 15 The questionnaire was then checked by four members of the Department of Education, Michigan State College, whose special interests lie in the fields of guidance and measurement. Following this examination it was revised and sent to eight schools for trial. The individuals filling out the questionnaire were asked to make sugges- tions for improvement. As a result of the returns and the suggestions, a few more items were added to some of the check-lists. After these additions the questionnaire was ready for large-scale distribution. III. ETHOD OF SAMPLING In order to compare the guidance practices in high schools of various sizes, a list of schools based on enrollments was necessary. Since the Michigan Athletic Association classifies the high schools of Michigan into A, B, C, and D schools, .the list given in its bulletin for January, 1.942, was used.2 Class A schools were accordingly defined as those having an enrollment of 800 or more; Class B schools 325-799; Class C, 125-324; and Class D1 _ with less than 125. The schools were sampled by selecting every other school on the list, starting with the second 2 Hichi an §____’___chool Athletic Association Bulletin, Volume 0. anuary, I912, pp. . 16 school listed. This gave a group of 562 schools out of the total of 726. IV. GATHERING OF DATA Questionnaires were sent to the schools selected. A self-addressed envelope, together with two letters, one from the investigator and one from the head of the Department of Education, accompanied each questionnaire. Each.returning questionnaire was numbered, classified, and filed as soon as it arrived, and it was checked on the list in the bulletin, so that a record of the schools in each class which.had or had.not returned questionnaires was at all times available. After the returns had dwindled to one a day, a follow-up card was sent to all schools from.which returns had not yet been received. One hundred forty-one had been received up to the time the follow-up returns started coming in. Twenty-seven more were received after that time. This gave a total of one hundred and sixty-eight returns from.the three hundred and sixty-two sent out. One of the returns, however, had not been checked and could therefore not be used for purposes of tabulation. This left a total of one hundred and sixty-seven, or a return of 46.1 per cent. Breaking this down into the school classifications reveals the following returns: for class A schools a return of 18 out 17 of a.possible 31, or a 58.1 per cent return; for class B schools a return of 28 out of a possible 55, or a 50.9 per cent return; for the class C schools a return of 61 out of a possible 155, or a return of 45.9 per cent; for class D schools, a return of 60 out of a possible 144, or a return of 41.7 per cent. It will be noticed that as the schools became smaller, the percentage of returns became progressively smaller. V. TABULATION AND ORGANIZATION OF DATA Since the questionnaire was designed to ascertain the number of high schools of each class which was using various guidance techniques, devices, tools, methods, and agencies, and the number which was making provision for guidance in various types of pupil activity, question- naires from.each class of school were tabulated separately. Since must of the questionnaire was in check-list form, the tabulations were made from two different directions. One type of tabulation was designed to reveal the number of schools of each class using eadh item.or device. It failed, however, to give any indication of how many of these devices were used by each school, and it failed to show the average, the range, or the variation in the number of devices used by the schools. To remedy this deficiency a second tabulation was made from which 18 the average could be computed. The results of these two types of tabulations were then.placed in tables. The first type showed the number and the percentage of schools of each class using each particular device. They also showed the total number and the percentage of all three classes combined. The items were arranged in the tables so that the total percentages appeared.in.rank order. By the use of these tables the classes of schools can be compared with.each.other as well as with the total results. A comparison could also be made of the schools at the two extremes of the table. The other set of tabulations was arranged in a frequency distribution which.showed how many of the devices were being used by various schools. CHAPTER IV INTERPRETATION AND SUMARY OF DATA I. OPERATION OF GUIDANCE ACTIVITIES - As has already been suggested, the content of the questionnaire was organized into a few major divisions. The discussion of the data will follow the same order. The first consideration will be the provision for guidance in various pupil activities. The provision made for ex- ploratory activities, for placement service, for follow- up studies, for flexibility of the curriculum, andfor various types of orientation will be analyzed next. This will be followed by a discussion of the devices for ob- taining information about the students, after which the data dealing with themethods of providing‘the pupils with guidance information will be taken up. The last part will be devoted to the use which is being made of various types of organizational devices to help carry out the guidance activities. .Bimitation 93 9333.. Before presenting and inter- preting the data dealing with the pupil activities for which guidance was provided, some of the limitations of this particular portion of the study should be reit- erated and re-emphasized. In the first place, atten- tion should be called to the fact that the data for 20 the different classes were based on different percentages of returns. That is, the returns for the schools were: class A, 58.1 per cent; class B, 50.9 per cent; class C, 45.9 per cent; class D, 41.7 per cent; and the combined total, 46.1 per cent. Clearly, the data for the class A schools represent a larger proportion of the class A schools than did those of the class C schools. The second bmportant item of note is the fact that the data do not show what amount of guidance is used in each of these activities, nor what the quality of that guidance is. They reveal only the number of schools which indicated in.the questionnaire that guidance was being given in each.particu1ar activity. There is, likewise, no indication of the percentage of pupils within each school who receive this guidance. The data and inter- pretations which follow must be considered subject to these specific limitations. 2223 concerning_pgpi1'activity. An examination of Table I discloses the number of replies upon which each group of tabulations was based, and reveals some inter- esting results. In the first place, only eight schools of the entire 167 failed to check any of the items in this particular portion of the questionnaire. Since, however, there may have been reasons other than lack of guidance TABLE I 21 THE NUMBER AND PERCENTAGE OF HIGH SCHOOLS OF EACH CLASS PROVIDING GUIDANCE IN VARIOUS TYPES OF PUPIL ACTIVITY‘ *7 Pupil Activities No ‘tudying and selecting a vocation. . . . . . . Preparing'for college . Preparing for a job . . Developing leadership . Developing good habits. 12 15 15 11 12 Selecting a college . . Using leisure time. . . Budgeting time and work fl:veloping personality. V:‘ .; own decisions. . :ssuming responsibility for one's acts. . . . ‘elf-analysis . . . . elf'plmng e e e e .u‘ 1ding a philosophy _Others. . . . . . . . Ho.o' schodIs answering Ho.of schools omitting. otal schools responding 1 1 O... O 9 6 8 0 1 8 Number and Percentage of Schools of School A 70.6 88.2 76.5 64.7 70.6 76. 52.9 58.8 52.9 52.9 58.8 52.9 55.5 47.9 Class B No ” ._..- 24 88.9 25 92.6 20 74.1 19 70.4 19 70.4 21 77.8 19 70.4 16 59.5 14 51.9 15 55.6 16 59.5 19 70.4 19 70.4 7 25.9 2 1 28 No 55 55 55 15 5 5 2 61 C 89.9 78.0 86.4 72.9 76.5 69.5 79.7 71.2 '71.2 67.8 59.5 59.5 55.9 25.4 '27“? No D 64.9 66.7 68.4 70.2 64.9 64.9 57.9 54.4 59.7 57.9 in.these activities which.prompted the omission, the percentages appearing in the table are based on the number Total No. 126 124 125 115 115 112 of schOols which did check one or more items listed in the table. picture than would the percentages based on the total number of schools including those which omitted this part. As was stated, the failure of eight schools to This, of course, presents a more favorable '1 78o 3' 77. 76.? 70.- 70e ° 70.0 22 check a single item.in this portion of the questionnaire does not, per se, prove that they made no provision.for guidance in these activities. The omission.may have been caused by any number of factors. Even.if the assumption were made that lack of provision in the guidance program was the cause, there would still be 95.6 per cent of the schools (159 of the 167) which provided some kind of guidance for at least a few of their pupils. The quality of this guidance and the number of pupils who received it were, however, not revealed by the data. An idea of the number of devices used in each of the schools is, nevertheless, available. Figure 1 dis- closes the fact that the number of the pupil activities in.which.guidance was provided in.oach school ranged from one to fifteen with.a median of 9.6. By far the greater number of schools provided guidance in.from five to twelve of these activities. This quite naturally gives rise to the question of which of these pupil activities ranked -highest and which.lowest in terms of the number of schools providing guidance in them. Both.the ranking of the activities and the percentage of schools using the devices are shown by Figure 2 (page 24). At the top of the list are found studying and selecting a vocation, preparing for college, and preparation for a job. At the 25 Nmber of schools 18 . 15 . l2 . 9 . 6 . 3 . o 0 O O O O O 0 O O O O O O O O O l 2 5 4 5 6 7 8 9101112151415 Number of activities used Median 9.6 FIGURE 1 DISTRIBUTION OF Tm NUNBER OF PUPIL ACTIVITIES IN WHICH GUIDANCE IS PROVIDED bottom of the list, starting with the lowest, are building a philosophy, self-planning, and self-analysis. That almost eight out of every ten schools (78.8 per cent) provided guidance in the study and selection of a vocation is commendable; that only about five or six out of ten schools (55 per cent) provided guidance in self-analysis is, perhaps, not so commendable. Host authorities in vocational guidance will probably agree that the selection of an occupation involves at least three things, studying 24 Pupil activities Proportion of schools Studying and selecting a vocation. . . . . . . XXXXXXXXXXXXXXXX * Preparing for college . . XXNXXXXXXXXXXXXX Preparing for job . . . . XXXXXXXXXXXXXXX Developing leadership . . XXXXXXJOCOCXXXX Developing good habits. . XXXXXXXXXXXXXX Selecting a college . . . XXXXXXXXXXXXXX Using leisure time. . . . XXXXXXXXXXXXX Budgeting time and work . XXXXXXXXXXXX Developing personality. . XXXXXXXXXXXX flaking own decisions. . . XXXXXXXXXXXX ‘sfi‘fiififieifisfigfifb’flft? . mm Self-analysis . . . . . . XXXXXXXXXXX Self-planning . . . . . . XXXXXXXXXX Building a.philosophy . XXXXXX 0 2O 40 6O 80 100 * Each X represents approximately 5 per cent. Per cent 78.8 77.5 76.9 70.6 70.6 70.0 67.5 61.9 61.9 60.6 56.9 55.0 52.5 28.8 nouns 2 THE PROPORTION OF HIGH SCHOOLS PROVIDING GUIDANCE IN VARIOUS PUPIL ACTIVITIES 25 oneself (self-analysis), studying various occupations, and putting together the results of these two investiga- tions. It would be interesting to know the quality of the vocational guidance provided in the schools which did not give guidance in self-analysis--some two or three schools (25.5 per cent) out of every ten-~but this the data, unfortunately, do not reveal. Bell,1 who in 1958 conducted a study of the youth of Maryland between the ages of sixteen and twenty-four, found that of the pupils who had completed the ninth grade, the twelfth grade, or four or more years of college, only two out of ten, three out of ten, and four out of ten, respectively, reported having received vocational guidance. The results of the two studies are, of course, not comparable, since those of the Michigan study do not disclose the number of pupils affected in each school. The fact that few pupils actually receive vocational guidance in Maryland seems to indicate that the total number of students reached, at least in that section of the United States, is not very great. The activity ranking second in position is prepara- tion for college. This is not altogether surprising, 1 Howard M. Bell, Youth Tell Their Stor , Washington: American CouncII on EaucaEIon, 8, p. 75. 26 since nearly all secondary schools probably still retain college preparatory curricula and functions among their :major purposes. The number of students attending college and.the number of pupils attending high.school were compared in a recent research bulletin of the National Education Association.2 ‘Roughly speaking, only three out of every sixteen were college students. Of the group studied by Bell, only 10.7 per cent had gone beyond high school.3 Certainly the proportion of students in.high school who go on to college is small in comparison to the number of those who do not. This does not imply that fewer schools should give attention to guidance in prepara- tion for college, since any pupil who plans to go on to college should receive preparation.and guidance, but it might suggest that perhaps more schools should spend time on guidance in some of those activities found at the bottom.of the list. Such activities as building a.phil- osophy, self-planning, self-analysis, assumdng responsibilities for one's acts, making one's own decisions, and budgeting time are all of inestimnble value to the 2 Research Division of the National Education Association, "$336013 aha 553'1940 Census," WasHIngEon: Researcfi Bulletin, 19:227, November, 1941. 5 Bell, op. cit., p. 56. 27 person who is going to leave school permanently to take his place in the social and economic life of the community. Perhaps the schools should take cognizance of this fact and change their practices accordingly. Provisions for vocational guidance. Another group of data which deal with the number of schools making provision for exploratory activities, vocational courses, and follow-up studies, is given in Table II. Provision for try-out activities seems to decrease as the enroll- ment of the school becomes smaller. Of the total group of schools which answered this question, one-third indicated that they made no provision for exploratory activities. In the teaching of vocational courses, this relationship does not seem to exist. While the larger portion of schools in each class reported that these courses were not required, the combined response placed the relation at two out of three schools. The provision for placement service again decreased with the increase in the size of the school, as did provision for follow-up. It would seem, then, that in at least three of these items, a greater proportion of the large schools made provision for guidance. Only 62 of the 167 schools provided selective courses in all four grades in high school. TABLE II 28 THE NUMBER OF SCHOOLS MAKING PROVISION FOR VARIOUS PHASES OF VOCATIONAL GUIDANCE Phases of Guidance Number of Schools Class of School A B C, D Total Is provision made for try-out and exploratory activities? 193 O O O 0 I O O 0 O O O O I 9 18 34 19 80 FOO e e e e e e e e e e e e e 4 5 12 19 40 Are vocational courses taught? Yes 0 e e e e e e e e e e e d 15 24 53 51 143 HO. O O O O O O O O O O O O W o l o 1 2 e vocational courses required? Yes 0 e e e e e e e e e e e a 7 3 17 16 45 no. 0 O O O 0 0 C O O 0 O O O 6 19 32 32 89 cos your school make provision for follow-up? Yes e e e o e e e e e e 0 e d 10 19 25 21 75 NO. 0 O O O O O O O O O O 0 0 3 13 28 31 75 «Does your school make provision for flexibility? Yes 0 O O O O O O O O O O O C 12 24 35 35 106 NOe e e e e e e e e e e e e e 3 0 l 7 11 Through core curriculum? . . . 5 2 4 4 13 Through short courses? . . . . l 2 9 6 18 Through elective courses for grades 9, 10, ll, 12. . . . . 6 18 20 18 62 10, ll, 12 . . . . . l 4 3 l6 12 35 11’ 12 O O O 0 O O O J 1 o 5 6 12 12 O O O O O O O O O C o o o O o 9, 10, lle e e e e e e 1 0 O 0 1 9' 100 e e e e e e e e 0 0 - 1 o 1 9. O O O O O O 0 0 O C o 0 1 o 1 9, ll, 12. O O O O O I 0 0 0 1 1 ===—‘——;—- v‘ == 29 In general, the data as revealed by Table II seem 'to indicate that perhaps a considerable number of schools are not doing too much about these several phases of guidance. Since many of the other answers requested in this portion of the questionnaire were not filled out by most of the schools, the number of answers is too small to be of value. A list of the courses in which vocational guidance and exploratory activities were said to be given is included in the appendix.4 Orientation. The study of orientation.was approached from.the standpoint of the student entering the high school for the first time. Another portion involved social, vocational, and pro-college orientation. A checklist of eleven devices for orientation was used to obtain this particular information. The results are summarized in Table III (page 50) and Figures 3 and 4 (pages 31 and 52). In six of the devices listed, the percentage of schools utilizing them for orientation increases with the size of the school. Distribution of information, group guidance, preparation of cumulative; record, visits by high school teachers to the schools of the prospective students, and first semester courses all seem.to follow this trend. Two devices, visits to the 4 Pp. 86, 87. TABLE III THE PERCENTAGE OF HIGH SCHOOLS MAKING PROVISION FOR ORIENTATION OF PUPILS ENTERING FOR THE FIRST TIME Percentage of Schools Techniques of Orientation Class of School A B G D Total Individual counseling . . . . . . 64.7 76.9 65.5 68.1 68.3 Distribution of information . . . 82.4 80.8 60.0 53.2 64.1 Social activities . . . . . . . 52.9 50.0 58.2 57.5 55.9- Visits to high school before small-ment. O O O O O O O O O O 52.9 57.7 56.4 40.4 51.0 Group guidance. . . . . . . . . . 82.4 50.0 47.3 34.0 47.6 Preparation of cumulative records . . . . . . 58.8 50.0 38.2 31.9 40.7 Visits by high school teacher to elementary school. . . . . . 47.1 38.5 23.6 17.0 26.9E Visits to the homes of prospective pupils. . . . . . . 17.7 15.4 27.3 36.2 26.9 Use of pals or pupil advisers . . 29.4 26.9 30.9 17.0 25.5 First semester courses. . . . . . 23.5 26.9 14.6 6.4 15.2 None. . . . . . . . . . . . . . 5.9 7.7 10.9 19.2 12.4 Fresman week 0 o o . g . . . o . 11.8 5.9 505 1204 8.3 high school by prospective pupils and use of pals, seem to show little variation with the size of the school. An inverse relationship of use with size is exhibited by two devices, visits to the homes of prospective pupils and social activities. One device, freshman week, seems to have received the highest use in the two extreme classes, A and D schools. Approximately one out of ten schools (12.4 per cent) provided no orientation for the student entering 31 Orientation activities Proportion of schools Individual counseling . . XXXXXXXXXEOOCXX * Distribution of information . . . . . . XXXXXXXXXXXXX Social activities . . . . XXXXXXXXXXX Visits to high school . . XXXXXXXXXX Group guidance. . . . . . XXXXXXXXXX Preparation of cumulative record . . . XXXXXXXX “23.3265 $682.2??? . . xxxxx Visits to homes . . . . . XXXXX Use of pals . . . . . . . XXXXX First semester courses. . XXX None. . . . . . . . . . . XX Freshman‘veek . . . . . . XX 0 20 40 60 80 100 * Each.X represents approximately 5 per cent. Per cent 68.3 64.1 55.9 51.0 47.6 40.7 26.9 26.9 25.5 15.2 12.4 8.3 FIGURE 3 THE PERCENTAGE OF SCHOOLS USING VARIOUS ORIENTATION TECHNIQUES AND DEVICES the high.school for the first time, through the use of the devices listed. The percentage of schools which provided no such orientation increased inversely with the size of the school. Perhaps the smaller schools felt less need for such orientation. For the mmst part, Figure 3 speaks for itself. 32 number of schools 30 . 27 24 21 18 15 12 0030!!) '1 2 3 4 5 6 7 é a 10 11 12 number of techniques and devices Median 4.4 FIGURE 4 'DISTRIBUTION OF THE NUMBER OF TECHNIQUES AND DEVICES USED FOR ORIENTATION Figure 4 adds other data to the picture. The majority of the schools which provided orientation used from two to seven of these devices, with the median falling at 4.4. The total range was from.one to twelve. The provisions made for other types of orientation are shown in Table IV. In all of these, the frequency of TABLE IV NUMBER AND PERCENTAGE OF HIGH SCHOOLS PROVIDING DIFFERENT TYPES OF ORIENTATION 53 Types of Orientation Number and Percentage of Schools Glass of School A B C D Total No % No % No % No % No. % 0rientation.for social life Yes . . . . . . . . 13 76.5 17 65.4 41 74.6 39 83.0 110 79.1 NO. 0 O 0 O O O O O 2 11.8 8 50.8 10 18.2 9 19.2 29 LVocational orientation The . . . . . . . . 12 70.1 17 65.4 28 50.9 28 59.6 85 63.9 No. . . . . . . . . 2 11.8 8 30.8 19 34.6 19 40.4 48 re-college orientation Yes 0 O O O O O O O 12 70.1 19 75.1 29 52.7 24 51.1 84 6202 Ho. . . . . . . . . 4 23.5 8 30.8 20 36.4 19 40.4 51 Orientation to school after first semester Yes . . . . . . . . 11 64.7 11 42.3 25 45.5 17 36.2 64 47. NO. 0 O O O O O O O 5 29.4 13 5000 23 4108 30 65.8 1 use seems to increase with the size of the school. The number of schools which did not provide these types of orientation seems to be relatively large. Types 2; information and devices for obtaining that information. The next group of data to be considered are those which.deal with the recording of information con- cerning the students and the methods of gaining this 34 information. The first portion to be considered is devoted to that which is kept in the school in written form. Apparently no general or consistent pattern exists which differentiates between the classes of schools as shown by Table V. In about two-thirds of the cases, however, the class D schools show the lowest percentage of use. One additional factor is evident in this respect, namely, that in eleven out of the thirty-eight devices, the percentage of use seems to increase with the size of the school, while in.not a single instance does the reverse relationship hold true. In other words, in the majority of cases where classes of schools are compared, a greater proportion of the larger schools were keeping these various records. A majority of the schools, as shown in Figure 5 (page 36), were using from four to twenty of these devices. Of those which used one or more, the range was from.one to thirty-four with.a.median of 12.3. Some schools had a large variety of written records concerning their students. While Figure 6 (page 37) is, in general, quite self-explanatory, there are a few things which should perhaps be mentioned. If education is to be thought of in terms of pupil growth, if successful teaching and effective TABLE V 35 THE PERCENTAGE OF HIGH SCHOOLS OF EACH CLASS RECORDING VARIOUS TYPES OF INFORMATION CONCERNING THE PUPIL Percenta e of SchooIs Us! Types of Information CIass of ScHooI A B C D Total Days absent and tardy . . . . . . 100.0 100.0 91.2 86.8 92.2 Occupation of father. . . . . . . 94.1 96.3 91.2 84.9 90.3 Courses taken 0 o o o o o e e e e 9401 8809 8007 8608 8507 School achievement record . . . . 88.2 96.3 75.4 81.1 82.5 ecords from other schools. . . . 94.1 81.5 79.0 75.5 79.2 ealth and sickness records . . . 88.2 63.0 57.9 64.2 64.3 Participation in extra- curricular activities . . . . . 52°9 77.8 61-4 54°7 51.0 pecial awards and honors . . . . 70.5 70°4 55°1 4702 57-1 Size of immediate family. . . . . 76.5 59.3 61.4 43.4 56.5 Offices held. 0‘ o e e o e o o o o 4701 6300 5608 4702 4601 School activities . . . . . . . . 58.8 55.6 42.1 34.0 43.5 embership in organizations . . . 52.9 59.3 31.6 37.7 40.9 Home background . . . . . . . . . 47.9 51.9 40.3 32.1 40.3 Non-school work experience. . . . 52.9 63.0 43.9 11.3 35.0 Vocational choice . . . . . . . . 41.2 59.3 38.6 15.1 34.4 Plans after high school . . . . . 52.9 51.9 33.3 20.8 34.4 Interests, likes, dislikes. . . . 47.1 55.6 35.1 17.0 33.8 Vocational training . . . . . . . 41.2 40.1 29.8 30.2 35.1 Present health. . . . . . . . . . 52.9 29.6 29.8i 30.2 32.5 Personality and character . . . . 58.8 33.3 29.8 18.9 29.9 Educational plans . . . . . . . 58.8 51.9 22.8 17.0 29.9 Aptitudes and abilities . . . . . 52.9 22.2 28.1 17.0 26.0 Leisure-time activities . . . . . 47.1 29.6 26.3 15.1 26.3 Home responsibilities . . . . . . 29.4 37.0 22.8 17.0 24.0 mals of pupil. . . . . . . . . . 35.3 37.0 24.6 13.2 24.0 @0081: interesting work . . . . . . 23.5 51.9 21.1 11.3 25.4 Hobbies . . . . . . . . . . . . . 35.3 29.6 22.8 17.0 23. 4 In-school work experience . . . . 35.3 22.2 22.8 18.9 22. 7 Educational interests . . . . . . 23.5 29-5 19-3 18-9 21.4 Economic Status 0 e o o o o o e o 3505 2202 17‘5 1502 18. 8 Special abilities and skills. . . 35.3 22.2 17. 5.7 16.2 Persons to interview concern-fig pupil. . . . . . . . 4102 2202 1400 706 1602 Problems of pupil . . . . . . . . 17.7 29.6 12.3 9.4 14.9i Emotional status. . . . . . . . . 11.8 14.8 10.5 13.2 12.3 Money spent by pupil. . . . . . . 17.7 3.7 7.0 9.4 8.4 Social development. . . . . . . . 5.9 7.4 12.3 3.8 7.8 Community environment . . . . . . 5.9 0.0 3.5 11.3 5.8 Influence of relatives. . . . . . 0.0 3.7 5.3 7.6 5‘9 1 W 56 number of schools ’ OHNUIfiO‘O’QmO z w- e 9 la n. I; 1.6 1.8 1.0 2.3 1.1!- ;b.2.l 9.0 5.3 3... 3.6 Types of information used Median 12.3 FIGURE 5 THE DISTRIBUTION OF THE VARIOUS TYPES OF PUPIL INFORMATION USED IN THE GUIDANCE PROGRAMS guidance depend upon a thorough understanding of the pupil, and if records of the kind listed in Figure 6 are of value in making this understanding possible, surely much more can be done in.many schools insofar as use of records is concerned. Enrich and Wrenn state: A basic principle of guidance and of the educational program . . . is that much information about students must be secured if we are to plan educational processes to meet their needs. Informs ation gained from a cross-section of their present status of needs, abilities, and interests must be supplemented by genetic or developmental studies Types of information Days absent and tardy. Occupation of father . Courses taken. . . . . Achievement record . . Record, other schools. Health records . . . . Extraecurricular . . Special awards . . . ize of family . . . Offices held . . . . School activities. . Organization membershi . Home background. . . . . Non-school work. . . . . Vocational ChOiceo o o 0 Plans after high school. Interests. . . . VOcational training. . Present health . . . . Personality traits . . Educational plans. . . Aptitudes and abilities. Leisure activities . . Home responsibilities. Goals of pupil . . . . Most interesting work. Hobbies. . . . . . . . In-school work . . . . Educational interests. Economic status. . . Special abilities. . Persons to interview Problems of pupil. . Emotional status . . Money spent by pupil Social development . . Community environment. Influence of relatives C O O O O O C O O O O O O O O O WWEEEgggg§§§§§§§§§§§ggggggégégEEEEE O O O O O O O O O O O O Q 0 O I O O O O O O Proportion of schools 0 2O 40 6O 80 100 42.5 . chobooucthO'II-‘(Dfithouo NNNNNNUMUUUUSS tP-thIOICOCONSNOHF-PUI t0 03 co. NCO N03 0 FIGURE 6 THE PERCENTAGE OF HIGH SCHOOLS RECORDING VARIOUS TYPES OF INFORMATIONCONCERNING THE PUPIL 38 that give the background and development of this present status.5 Certainly the majority of those items listed as being used by less than five schools out of ten could contribute immeasurably to an understanding of the pupil. Another interesting observation is the number of items in this lower group which.are really essential to the intelligent selection of a vocation. Perhaps this may provide some clue as to the quality of the vocational guidance provided in some of the schools. .Methods g_i_’ obtaining information concerning 21331.13. If records and infornmtion concerning students are important to a guidance program, then the methods of collecting that information are equally important, for the validity of information is largely dependent upon the methods used in collecting it. The character of the method will also, in some instances, determine whether those data are collected at all. Information concerning the popularity of various methods, as Judged by the number of schools using each, should, therefore, be significant. In lichigen, the interview seems to be the most popular ' 5 National Societ for the Study of Education, ”Guidance IE EHuca’EIonaI IBE'Eifi'Eions, II‘Hirtyugeventh Yearbook, 'Part I, BloomingtOn, Illinois: Public School Publishing Company, 1938, p. 33. 39 device for gaining information, since it ranks first. It was used by about nine out of ten schools (91.6 per cent). Observation places second with about three out of every four schools using it. This rating of the interview technique is not limited to schools, since it seems to be equally popular in industry.6 Unfortunately, in industry at least, the effectiveness of the interview technique cannot be measured by its popularity.7 If properly used, however, it is a very valuable technique. Figure 7 reveals that eight of the twelve techniques were not in use in over seven out of every ten schools. Figure 8 (page 41) shows that the greater prOportion of the schools used between.two and four of the techniques or a median of 3.9. The potential value of this slighted group scarcely warrants such.neg1ect. No general or specific pattern of differentiation according to class can be observed in Table VI(Page 42). Apparently the size of the school bears no particular relation to the use of any specific technique. 6 Herbert Moore, Ps cholo for Business and Indust , New‘York: McGraw-HIII BooE Company, Inc., I§39, pp. 101-104. 7 Ibido, pp. 436-4460 Types of information Proportion of schools Per cent Interviews . . . . . . . XXXXXXXXXXXXXXXXXX 91.6 Observation. . . . . . . xxxxxxxxxxxxxxxx 77.9 Ratings by teachers. . . XXXXXXXXXXXX 61.7 Entrance forms . . . . . XXXXXXXXXXX 55.2 Anecdotal records. . . . XXXXX 26.0 In13?3§§§§io§f . . . . . xxxxx 22.7 Autobiography. . . . . . XXXX 19.5 Rating scales. . . . . . XXXX 18.8 Case histories . . . . . XXX 16.2 Rating by employer . . . XX 11.7 Student ratings. . . . . XX 7.8 Ratings by parents . . . X ' 3.2 O 20 40 60 80 100 FIGURE 7 THE PERCENTAGE OF SCHOOLS USING VARIOUS DEVICES FOR OBTAINING INFORMATION ABOUT THE PUPILS £1223. 9_i_‘_ 33.12% 351d... The question of what part different kinds of tests played in the guidance activities of the schools of Michigan was the next consideration of the survey. The questionnaire asked for three things, ‘namely, a check for the kind of test used, the name of the Number of schools 42 . 39 . 36 . 33 . 30 . 27 . 24 . 21 . 18 . 15 . 12 . 4 5 6 7 8 9 10 ll 12 number of devices used Median 3.9 FIGURE 8 DISTRIBUTION OF THE NUMBER OF DEVICES USED FOR OBTAINING INFORMATION ABOUT THE PUPILS TABLE VI 42 THE PERCENTAGE OF SCHOOLS OF EACH CLASS USING VARIOUS DEVICES FOR OBTAINING INFORMATION ABOUT THE PUPIL Devices terviews. . . . . . . . . . haematione so e 0000 e atings by teacher or adviSer trance forms or blanks. . .' 006.0133]. records c e e e e e ventories of informatiOn. tobiographies . . . ' ' ' ting scales . . . . ase histories. . . . tings by employers. . o . . '0. 0'. .l .. .5.I.I.U tudent ratings . . . . . . tings by parents. . . . . . Percenta e of Schools CIass of ScESoI ‘D Total 82.0 91.6 L _ 100.0 83.3 83.3 + 44.4 38.9 B _ C 96.4 64.3 57.1 53.6 50.0 25.0 25.0 10.7 21.4 21.4 10.7 0.0 96.6 79.3 56.9 62.1 82.0 62.0 52.0 20.0 36.0 14.0 14.0 14.0 6.0 8.0 6.0 77.9 61.7 55.2 26.04 22.7 19.5 18. 16. 11.7 7. 3. ber of schools ans;ering . ’ ber of schools omitting. . tal schools responding. . . fihoiB CD 50 10 60 1 1 16 ‘— test, and the grade level at which.itwas administered. The response to the last two items was so haphazard that the figures do little more than.indicate what specific tests a very small group of schools used and at what grade level some of these were used. For this reason.those two portions will not be considered here. Table VII, however, ’tends to show how many schools used each.or the five types of tests listed. The number checking this part varied TABEE VII. THE NUMBER AND PERCENTAGE OF SCHOOLS USING VARIOUS TESTS IN THEIR GUIDANCE PHDGRAM Number and Percentage of Schools Class of School T°°t° a B c o Tetal _ No 7% N31 % No % No No. telligence Used. . . . '. . . . 10 55.6 22 78.6 45 91.8 28 70.0 105 77. Not used. . . . . . l 0 4 l 6 tandard ‘ achievement ‘ ' ' “ ' “ Used. . . . . '. '. . 4 22.2 7 25.0 26 53.1 23 57.5 60 44. “Ct “‘Odb e o e e e 1 O 23 0 24 ocational aptitude and ekill' ‘ ' ' ' ‘ ' ‘ ‘ ' ' Used. . . . .' . . . . 9 50.0 6 21.4 21 42.9 10 25.0 46 34.1 ECU used. c e e o e 0 0 27 O 27 pGuidance' ‘ ‘ ‘ ' Used. . .' . .' .' . . 4 22.2 9 32.1 17 34.7 8 20.0 38 28.1 Not used. . . . . . 0 0 31 O 31 Personallit'y ' ' ' ' ' Used. . . . . . . . 3 16.7 4 14.3 13 26.5 12 30.0 32 23.7 Not used. . . . . . O 0 36 0 36 ’ thhers. . . . . . . . 4 10 3 0 17 12.6 0mitt“....'..o 12 20 32 markedly from test to test in all but Class C schools, while twelve schools in Class C andtwenty in Class D failed to check any item in this particular part of the questionnaire. The percentages in Table VII were computed on the basis of 44 the schools which answered at least one part or this section. None of these tests seems to show any relation to the size of the school insofar as the percentage of its use is concerned except the standard achievement test. .Its use appears to vary inversely to the size or the school. Ostenp sibly, the smaller the school, the more prevalent is the use of the achievement test. The intelligence test seems to be Tests Proportion of Schools Per . , cent Intelligence . . . . . . xxxxxxxxxxxxxxx. 77.8 .Standard Achievement . . XXXXXXXXX. 44.4 vocational Aptitude. . . XXXXXXX 34.1 mum»........ Ema %J Personality. . . . . . . xxxxx. 23.7 Others . . . . . . . . . XXX 12.6 CM FIGURE 9 THE PERCENTAGE OF HIGH SCHOOLS USING VARIOUS TESTS IN THEIR GUIDANCE PROGRAMS the only test which was used by more than five schools out of ten (58.8 per cent), while the rest of them ranged from less than two out 0: every ten (12.6 per cent) to less than five out of ten (44.4 per cent).. What is more; the greater proportion of the schools did not use more than three or _ 45 four of the tests, as is shown by Figure _10. «Apparently most of the schools were not over-burdened because of their testing program. Briefly stated, the data do not seem to show that tests are widely used. [Number of schools 50 . 4o . so . 20 . 10 . 0 e e e e e e ‘e' e l ‘ " 2 3 4 ‘ 5 6 ‘ 7 Number of different types of tests Median 2.2 FIGURE 10 DISTRIBUTION OF THE NUMBER OF VARIOUS TYPES OF TESTS USED FOR GUIDANCE PURPOSES Methods _o_f_ gnoviding pupils 11313 g_u_i_ dance informa- §_i_g_n_. The next compilation of data attempted. to answer the question of what methods, _other thandorganized courses, were being used to provide pupils with guidance information. For this, a check list was provided, and the results of the responses were summarized in Table VIII. Here again, com- parison of the different classes of schools does not produce 46 TABLE VIII PERCENTAGE OF HIGH SCHOOLS USING VARIOUS METHODS FOR PMVIDING PUPILS WITH GUIDANCE INFORMATION -Percentagg_of Schools Methods Used Class of School . A B C D Total isits and trips in community . . 88. 2 82.1 75.0 67.3 81. semmly programs . . . . . . . . 82. 4 85.7 80.0 75.0 79. chool and college bulletins. . . 82.4 82.1 75.0 75.0 77. tion.pictures . . . . . . . . . 52. 9 89.3 76.7 61.5 71. alks by professional people. . . 70.1 89.3 66.7 67.3 71. peaks and reference . . . . . . . 64.7 76.0 80.0 57.7 70. Information on vocational trends. 70.1 71.4 66.7 59.6 65.6 , ormation on local employment . 58.8 32.1 41.7 32.7 40. tatistics on.leading occupa- ' ' --“ ‘ ' ‘ ' tiOns . . . . . . . . . . . . . 76.5 39.3 38.3 28.9 39.5 sets and inventories . . . . . . 52.9 32.1 38.3 30.8 36.3 idea to Occupations and vo- ' ‘ ' ’ cations O O O ‘ O O O O O O O O O 41. 2 420.9 33.5 3008 35. 0 iographies of careers. . . . . . 41.2 28.6 30.0 40.4 34.4 dio talks . . . . . . . . . . . 05.9 21.4 33.3 30.8 27. 4 tatistics on local occupations . 47.1 21.4 25.0 19.2 24. ormal guides in securing and ' ' ‘ ' ' ‘ ‘ using information . . . . . . . 41.2 32.1 20.0 15.4 22.9 ork in.county or district' ' ' ' ' ’ ‘ guidance meetings . . . . . . . 17.7 17.9 20.0 07.7 15.3 ber of schools answering . . 17 28 60 52 152 umber of schools omitting. . . . 1 0 l ‘8 10 otal schools responding:_. . . . 18 28 61 60 16 a consistent pattern of use according to the size of the 8°h001e any specific relation.to size or class of school. These On the contrary, duly three methods appear to bear are: visits and trips in the community, statistics on lead- 47 ing occupations, and informal guides in securing and using information. In these three instances, the percentage of ‘use seems to increase with thesize of the school. Except for these cases,_however, there seems to be little relation between the percentage of use of the majority of methods listed in.this section. , . In the number of methods used, the range is from.one to fifteen with a median of eight. Figure 11 shows the distribution. It is apparent from.the figure that the nump Number of schools 24. 21. 18. 15. 12. 9 6 5 9 0 .' e e e e e e e e e e e ‘e e '. l 2 3 4 5 6' 7 8' 9‘10 11 12 13 14 15 Number of methods used MBdian 8 FIGURE 11 DISTRIBUTION OF THE NUMBER OF METHODS USED FOR PROVIDING PUPILS WITH GUIDINCE INFORMATION ber of methods used by most of the schools lies somewhere between five and ten. This seems to indicate a larger proportion of use than was true in. the- case of tests. In Figure 12 (page 49), a considerable break can be seen in the number of schools using the methods listed. Seven of the'nine. were used in less than four schools out, of every ten._ It is interesting to note that in this group of seven are several items of- importance to vocational guidance, such as; informatiOn onlocal employment, sta- tistics on leading occupations, guides to occupations and vocations, biographies “on careers ,_statistics on local occupations, and informal guides in securing and using in- formation. At least two_of these were used by less than three schools out of ten. This. data seemsto be in accord ~ with that,_previously presented in.this survey, and again raises a question as to thenquality of vocational guidance in schools which” omituso many important items from their guidance programs. In. those places where the majority of the youths stay in the community upon leaving high. school these particular methods. of providing of providing informa- tion for the pupils would seem especially useful and impor- tant, since several of them deal directly with local employ- ment possibilities. Even in those locations where most of the pupils leaving school do not remain in the community, the infomation concerning the local. occupations and the em- 49 Methods Visits and trips in community. . . . . . Assembly pregrams. . . School and college ' bulletins. . . . . . Motion pictures. . . . ATalks by professional p80p10 . e e e e e o Books and reference. . Infors’xstion on'voca-k ‘ tional trends. . . . Information on local employment 9,2. . . '. Statistics o'n‘leading‘ occupations. . . . . Tests and inventories. - Guides to occupations and vocationl. e e e Biographies of careers Radio talks. e e e e 0 Statistics on local' ‘ occupations. e e e e curing and using in- fomation. O O O O O trict guidance meets Informal guides in se- _ Work in county or dis- ' Proportion of Schools XXXX XXX. _ O 20 4O 60 80100 Per cent 81.5 79.6 77. 71.3 71.3 70.1 .5... 4°? 39.5 4,. 35.0 34. 27. 24. 22.9 15. PERCENTAGE OF HIGH sonnets USING VARIOUS IETHDDS FOR Psovnamc PUPILS WITH GUIDANCE INFORMATION FIGURE 12 ployment could well serve as a source of valuable and in- telligible first-hand information and experience. It is al- together possible, that in many of the schools this valuable source has scarcely been tapped. m. ORGANIZATION OF GUIDANCE . The reminder. of the survey dealtwith the aspects of the organization of the guidance program. . This pcrtionof _ the questionnaire also deviated from the check list procedure to a considerable extent, and relied upon the descriptions. _ or statement which the individual. filling out the blank might make. The shift from the check list typeof procedurelte that which required written statements proved an error, in this particular survey at any event, for in a surprisingly large number of returns, the blanks provided for such answers remained as barren and wordless as. they were on the day they were stencilled. In many instances where the de- sired information was supplied, it came in such a variety of forms that it proved useless for purposes of presenting a composite picture of a number of schools. Thetabulation of this section was, therefore, restricted to those portions of thequestionnaire which it was possible to .tabulate and which provided enough responses so that some interpretation could be made. . . f . . The portions which were. available for use were intended to. determine what individuals were chiefly responsible for the coordination of the guidance program, what individuals assisted with this program, what agencies or persons outside of school gave aid in guidance, what facilities were provided for use in guidance and counseling,” what form the guidance activities took, and what steps were taken to improve and . evaluate the guidance activities. These will be taken up in the order mentioned . Individuals responsible____ for coordinating ance ac- tivities. The summary. of. the data concerning- the individual chiefly responsible for coordinating the. guidance activities is given in Table 1x. and Figure 13. From the. standpoint of TABIE IX NUMBER AND PERCENTACE OF HIGH comets USING VARIOUS PERSONS TO COORDINATE GUIDANCE ACTIVITIES Number, Ind Percentage—5f School: Class of School D Persons “- -— *~-M 01 . Principal. . . . . 0.0 20 714 upe'rintendent .‘ . 1 5.6 5 17.9 34 58.6 37 74.0 77 50. meroom' Teacher . 9 50.0 8 28.6 18 31.0 7 14.0 42 27. ounselor. . . . . 10 55.6 4 14.3 6 10.3 2 4.0 22 14. s't Principal. . 9 50.0 0 0.0 0 0.0 1 2.0 10 6.5 there . . . . . . 10 55.6 10 35.7 5 98.6 5 10.0 30 19.5 chools answering. 18 28 58 50 154 chool's omitting . 0 0 3 10 13 t8]. 30110018 0 e 18 28 61 60 167 all classes of schools combined, the principal and the _ superintendent were used by most ofthe schools and seemed to'be almost equally popular, each being utilized in around 52 fifty per cent of theschools. This does not mean that each of these individuals was mentioned as being solely. respon- sible for coordinating the guidance activities. In a con- siderable number of the cases he was one of the two or three individuals who. were designated to assume thisresponsibili- ty. This is demonstrated in Tables 11:: and 33.8 In only Persons assisting Proportion of schools For _ . . . . . . . 0°14 meipal......... mm 50.6 Fuperintendent . . . . . . W 50.0 Homeroom. ”5°”? 9 °. 9 .- ? mm 2793 counselor. . -,-.~ . . . . xxx . 14.3 '.’133323-P”1P°4P91f 3 f f x. 5f5 [:zhers..........xm 19.5 0 20 40 60 80 100 FIGURE 13 PROPORTION OF HIGH SCHOOLS USING VARIOUS DIDIVIDUALS FOR COORDINATING GUIDANCE ACTIVITES * thirty schools was theiprincipal aloneresponsible. The superintendent held such responsibility in thirty-eight ., schools. It is evident that when onlyone individual _was . responsible, the superintendent ranked first, but when com; binations. of individualsserved as. the responsible group, the principal more oftenthan the superintendent was a mem- ber 01‘ this group. a See Appendix.Pp. 102, 103. 53 There seemed to be a tendency for the smaller schools to restrict tin responsibility to one individual more often than did the largeraschools. Then too, the evidence tends to show that the counselor was used more often in the larger than in the smaller schools. Thismay perhaps be accounted for‘by the fact that the small schools cannot afford to have special. counselors and by the fact mat they have fewer per- sons available. The evidence in‘ Table 11 (page 51). indi- cates that the frequency of use of the superintendent varies inversely with the sise of the school, while the use of the counselor varies directly with the size of the school. ‘ . . About ninety-two per cent of the schools had-some _ persons chiefly responsible for guidance activities. This is not, however, a contradiction to .the results reported by Greenleaf and Brewster (page 7) stating that between thirty-seven and forty-five per cent of the. Nichigan high schools providedcounselors or guidance leaders. Their definition was much more restricted than isthe interpre-' tation provided in the present survey as given in Table I: (page 51). . .W W 1.2 an: &E___danco activities. An important supplement tot he data Just given is that deal- ing with the persons who assistin the guidance program. In this function the classroom teacher ranks first, being 54 TABLE I THE NUMBER AND PERCENTACE OF scmons USING VARIOUS INDIVIDUALS TO ASSIST IN GUIDANCE ACTIVITIES . f . , _‘ Number and P'e‘rcenta e of Schools ass 0 c 0 Persons Assisting ‘ A B ' C D Tctal ‘ A A. i No i No j No S No.w Z lassroom teachers. 13 76.5 20 71.4 36 63.2 43 76.8 112 70. meroom advisers . 9 52.9 17 60.7 31 54.4 25 44.6 82 51.9 lass advisers. . . 7 41.2 13 46.4 23 40.4 20 35.7 73 46. ounselors'. . . . . 9 32.9 11 39.3 4 7.0 3 5.4 27 17.1 there. . . . . . . 3 17.6 3 10.7 8 14.0 2 3.6 16 10.7 chools'answering . 17 28 57 56 158 chools emitting. . 1 O 4 4 9 tal no. schools . 18 28 61 60 167 utilized by more than seven out ‘of every ten schools (70.9 per cent), as is shown in Figure 14.. There is no apparent Specialists Proportion 0 so ols Classroom teachers . . . . . mm 70.9 homeroom advisers. . . . . _. W 51.9 Class advisers . . ._ . . _. ._ 100000000: 46. Counselors......... m 17.1 Others........... xx. 1 10.7 0 20 40 6O 80 100 FIGUIE 14 m PROPORTION OF HIGH SCHOOLS USING VARIOUS INDIVIDUAIS TO ASSIST IN GUIDANCE ACTIVITIES 55 relation between size of school and the use. of my particular group except in the case of counselors where a tendency to increase with the size of the school may be observed. . Parsons and agencies outside 9_1_‘_ M aiding _i_n_ guidance. A From the individuals directly connected with the school, thediscussionllogicallys turns to those other in- . dividuals, usually specialists, who arescalled in to give. the schools some _aid in their guidance activities. Of this group, the nurse ranks first since52.9 per cent of. the schools . _ _ utilized her services during some portion ofthe schoolyear. The physiciancomes next with a rating of. 48.4 per cent. . Neither the psychiatrist nor the counselor was used as exten- sively since their services were used in only 29.9 and 15.4 per cent of the schools respectively. Only in the case of one of these experts does any relationship between the use. and the size of the school seem to exist. The’nurse, accord- ing to the evidence presentedsin Table II, isused more ex: tensively as the size of the school decreases. Perhaps the reason why the counselor places so low in this instance is s that he” is probablyoftener used as one of those chiefly res- ponsible for the guidance program rather than as a specialist called in to assist occasionally. Since this concludes the data, on. the persons directing and helping in the guidance ac- tivities, the next portion will be devoted to the information 56 TABLE XI TE PERCENTAGE OF SCHOOLS UTILIZING THE SEVICES OF INDIVIDUALS NOT DIRECTLY CONNECTED WITH THE: SCHOOL Percentagg oILSchools Specialists Glass of School - B C Dr Total rse. . . . . . . . . . . 41.2 48.2 57.1 54.4 52.9 ysician. . . . . . . . . 76.5 51.9 42.9 43.9 48.4 sychiatrist . . . . . . . 88.2 48.2 19.6 14.0 29.9 unselor. . . . . . . . . 17.7 7.4 23.2 12.3 15.4 concerned with the facilifles for use in.guidance and counsel- ing. Facilities {93 333 in guidance counseling. An attempt was made to gather some data on.where the guidance inferna- tion was kept and to what individuals it was accessible.” lost_of this information was obtained by asking for a res- . ponse of yes or’no to the questions summarized in.Table XII. Records were used as a basis for guidance in.62.9 per cent of the schools, while 69.9 percent kept a separate folder of information.for each student.' The former is in accord _ with the findings of the Michigan study reported on page 10. It is interesting to note that what material existed was available to all of the individuals assisting with the guif dance activities in 95.8 per cent of the schools, while 94.2 TABEE III THE PERCENTIGE OF SCHOOLS PROVIDING VARIOUS FACILITIES FOR COUNSELING ._L‘ 57 Percenta e of S heels Facilities , H . C1388. of Sch-go! ‘ I. B G D Tota you have records which are used definitely as basis for guidance? ' ' ' ‘ ' * ' ' ' no. . . . . . . . . 11.8 28.6 33.5 42.9 57.1 be you have a separate folder of information for each pupil? ‘ ' " ’ ' ” Its . . . . . . . . 88.2 89.3 57.9 55.4 69.7 no. . . . . . . . . 11.8 10.3 29.8 41.1 30.1 lire these materials accessi- ble to all individuals assisting with the gui- dance activit ies? ' ' ' ' - ' ' ' The . . . . . . . . 88.2 82.1 64.9 67.9 95. N0. e e e e e e e e Oeo 0.0 3.5 5e4 4. these materials accessi- ble to all other teachers? - ' ' ‘ yes . . . . . . . . 76.5 82.1 66.7 69.6 94.1 No. . . . . . . . . 17.7 3.6 1.8 3.6 5. ere are records keptt ' " ‘ ' ‘ ' Homeroom. . . . . . 35.3 21.4 15.8 10.7 17. Supt.'s office. . . 0.0 ‘3.6 49.1 64.3 41. Principal's office. 64.7 71.4 28.1 16.1 35. the individuals who” counsel have at their desks records concerning counselees? ' ' ‘ ' ‘ ‘ ‘ ' Its . . . . . . . . 82.4 57.1 42.1 30.4 59.1 no. a e e e e e e e 23.5 2806 21:1 4407. 400% ber of schools answering. 17 28 57 56 15 ber of schools omitting . 1 0 v 4 4 9 tal number of schools. . . 18 28 61 60 16 J: 58 per cent indicatedthat these naterialsswere available to all teachers. In general then, the teachers who wish to make use of the records concerning the pupils, should have i little difficulty 1;: gaining accessto these records except in a very limited number of schools. The records were usually kept in the office of the superintendent or, as a second choice, in the office of the principal, the, percentages being 41.1 per cent and 35.4 per cent respectively. The homeroom was used in only 17.1 per cent of the schools. Other places for keeping records were in the counselcr's room, study hall, guidance office, nurse 's office, psychologist 's room, occupations room, social studies room, class room, and library. . f , _ . Since the effective use of records sometimes depends on whether those records are readily available and can be referred to easily and without the expenditure of too much _ time and effort, the question was asked, "Do the individuals who counsel have records at their_deskuconcerning their . oounseleest' To this question 59.2 per cent of the schools responded in the affirmative, and there was a definite in- crease in affirmative answers with the size of the schoob The percentage of affirmative response was 82.4 per cent for Class A and decreased by classto Class D which gave a . 20.4 percent affirmative response. It would seen from this information that those doing counseling work in the larger schools have an advantage over those doing so in the smaller schools in terms of availability of records. Another section.of the questionnaire was designed to determine how the activities were organized. Tab1e_XIII suggests that most of the guidance is carried out in.conp TABLE XIII THE PERCENTIGE OF SCHOOLS ORGINIZING'THE GUIDANCE PROGRAM THROUGH VARIOUS TECHNIQUES INDIDEVICES i_ 1 i ' Percenta e‘of Schools I Techniques and Devices UIass 3? School onferences. . . . . . . . . 58.8 70.1 72.6 chool assemblies. . . . .‘. 47.1 70.4 72.6 tra-curricular activities. 47.1 55.6 62.8 0 0| IO 0 .p p. .v .5 0| co 0 co egular subject classes. . mmroom.. . .’. . . . . . . 82.4 73.0 52.9 idance classes bngroups . 58.8 37.0 35.3 mmunity agencies . . . . . 11.8 44.4 13.7 re curricuiwm. . . . . . . 11.8 7.4 5.9 ber of schools answering. 17 27 51 53 14 mber of schools omitting . 1 l 10 7 1 . 18 28 61 60 16 tal schools responding . ferences,school assemblies, extra-curricular activities, regular subject classes, and in.thehomeroom.in.the order mentioned. Guidance through classes was used in 34.5 per cent of the schools and its use increased with‘the size of 60 the school reaching158.8 per cent in the Class I. schools. . Both community agencies and core curriculum were little. used. The number of the items which were .1..de each school was relatively small since the median.was 3.7. Number of schools 36. 35. 3°? 27? 001050 -e i .31... éé 10 Number of devices used Nedian 3.7 FIGUIE 15.". m DISTRIBUTION OF THE NUMBER OF TECHNIQUES AND WVICES THROUGH WHICH GUIDANCE IS CARRIED OUT IN m SCHOOLS 61 Evaluation 2; program. The last , two questions in. f. the questionnaire were intended to discover what was being done in.the line of evaluation. Two questions wereasked to gain this information. The first was: "Is your guidance activities continue fromyear to year, in what way do you attempt to determine the strength. and weaknesses. of the program“ The other was:_"Do your guidance activities. in- clude guidance studies and research?“ Since the latter could be answered by checking the answeryes or no, it will be considered first. A brief summaryis given below: Answers. , Glass a Class B Class 0 Class D Total Tbs. . . . . . €8.623P5 i{1'55350 8°4s.7 g’4o.5 $113.1 No. .° ._. . . 6 37.5 9 45.0 19 51.3 22 59.5 56 50,9 Total answer . 16 88.9 20 71.4 3'7 60.7 37 61.7 110 65.9 There are several things which stand out clearly in the data. In the first place, slightly over one-half of the schools answering this particular question checked the A answer ”no,” thus indicating that guidance studies and re- search were not a partof their program and, hence, that they were notused for. evaluation. In the second place, the per- centage of schools including such studies and research in ,. their program increases with the size of the school, ranging from 40.5 per cent for the Class 13* schools to 62.5 per cent 62 for the Glass 1 schools. Finally, about one-third of the . schools failed to check this question at all. Whether this was caused by the fact that the answer would have been ”no,“ if given, isflnot known, but the probability is that those who would have been forced tomark this in the negative would be more prone to make no response at all than would those who made provision for thewevaluation of. their program. Just what type of evaluation was used in the schools is partially answered by the responses to the question of. howthe strength and weaknesses of the guidance activities are determined. The number of responses to this questionwere even less than to the one Just discussed previously. Some of the answers typical of those which attempted to use something which approached objectivity will be listed below: ”Statistics of placement, failure, drop-outs, cur- riculum choice, etc.“ “Evaluation surveys guided by outsiders.” "meetionnaires and ccmittee studies.” "By work records.“ ' ”Number of drop-outs, failures, general attitudes of students, success in Job and at College.“ "Teachers' meetings and queStionnaires." ”Survey of student reaction." “Follow-up program for graduates and drop-outs." ”number retained, number having special privileges.” ”From follow-up report.“ "Our placement which is 85%. " ”Percentage going to college, percentage employed, type of employment." ”TQStae' ”Survey." 63 "Continuing study of our graduates as to residence and occupation." Several schools mentioned surveys and follow-up as the instruments used for evaluation. , 0f the answers dealing with evaluation by groups of individuals, meetings, and conferences, some of the follow- ing were typical: “Discuss with teachers“ students, and alumni." "Faculty and planning. , "Conferences with graduates.“ ' ' ”Reaction from graduates and business men." "Frequent discussion and appraisal." “Pupil and teacher evaluations.“ ' ”Faculty conferences and parent contacts." ”Teacher meetings where evaluation is attempted." ”Through observation, discus s‘iOn by faculty and others, reports of visitors.” "Teacher evaluation." ’ " ' ‘ ”Smoothness, consulting seniors, teachers, gradu- ate study.” "Regular monthly discussion of all our homeroom teachers.“ ”Only by personal observation and staff evalu- ation. "Evaluation of homeroom activities by members of homeroom.” “fleetings among counselors, group discussion and suggestion. M Another grouping of response might be based on the answers which mention what the basis of judgment is but which do not. mmtion the specific. criteria by which they are judged. Some of those. in this group are the following: ”Successful outcome.” ' ”By actual results obtained.” ”By number of individual adjustments made.” ”Appraisal of pupil's adjustment in school, col- lege, and subjects.” 64 ”By getting reports." ”Observe the success or failure of graduates and drOp-outs.” "Success of graduates.” “ ' "lhat students do and how they live.” "By successful adjustment of pupils after gradu- ation.n ”Results effective by development of students.” "Ability to keep pupils in high school, one way." “From problem‘s arisi and from the type of student graduated. "By showings made by our graduates." ”our judgment.” Those which indicated that they had no method of evaluationdid so in various ways. "None." I r ‘ - "No planned method, only use observation and experience." ”No attempt. Try to assist pupil, and that is the test.” “Is not satisfactOry.” ”This is our first year." ”No survey made as yet.” ”We don't know." ”hands not available." Would like to knowhowJ‘ ‘ , ‘ These responses are very similar to the results found, innorn'e study. his study, too, showed a variety of responses which varied-from types that appeared to be rela- tively objective to types of evaluation which were subjective in character and that in some instances served as nothing more than mere guessing. Eis- study also revealed that several‘schools made no attempt to evaluate their guidance program. These results are comparable to the ones dis- closed by an enamination of the responses gained in the present survey. 65 _ An analysis of the replies heretofore listed makes clear that, in all but a few, the answers were so general that they furnished no basis for judging thevalues of these methods. The efficacy _is so much dependent upon the manner in which each survey, or other method cf evaluation is car- ried out, that such general v statements give little indica- tion of the quality of the actual evaluation. Some of the answers, however, do provide criteria upon which objective evaluation might be based. Other responses indicate that . the _evaluationwas essentially a subjective and in some in: stances, a very rough estimation of the guidance activities. l few of the answers even suggest that perhaps the opportu- nity of encouraging self-guidanceon the part of the s tu- dents was. lacking, since the evaluation “was based on criteria arising from authoritarian and prescriptive methods. . Some of the schools, hoeever, seem to have adopted techniques, which if carried out properly, might provenof great value in measuring the results of the guidance activities. Another favorable observation is that in several instances there is evidence of a tendency to have the evaluation made by all in- dividuals involved in the'educative process, including the student and the commity. When everyone involved partici- pates actively in the evaluation and when the procedures, techniques, and measuring instruments are made as objective 66 as possible, the evaluative process becomes, something more than an instrument designed to measure the success of an. activity. f It becomes a constructive and‘continuous pro- cess which brings about desirable changes and adjustments in the guidance activities. CHAPTER v SUMMARY, CONCLUSIONS, AND SUGGESTIONS III. GENERAL SUMMARY AND CONCLUSIONS Before the general summary and conclusions of the survey under consideration.are given, a recapitulation of the limitations to which the summary and conclusions are subject is in order. In the first place, they are subject to all of the shortcomings of the questionnaire and check- list techniques which make the results depend for their value upon the thought and care exercised by the individuals who filled out the questionnaire. .sext, the results are' applicable to all of the schools in.Michigan only insofar as the sampling is representative of that group. In this instance one-half of the schools were included in.the survey; 46.19 per cent of this number responded, and the results tabulated are based on the data collected from this 46.19 per cent. In other words, approximately one-fourth of the schools in Michigan are represented. It is necessa- ry to assume that these are in the main, representative of all. on the other hand, if questionnaires had not been used, far fewer schools could have been visited or studied. The percentages of return from the four classes of schools were not equal since they ranged from 58.1 per cent for the Glass A schools to 41.7 per cent for the Class D schools. ‘4 6.8 In most instances, furthermore, the datum does not measure the quality and quantity of the phases of guidance which each individual. school indicated were a part of its guidance activities, nor does it attempt to measure the number of . individuals reached by each phase of the guidance activi- ties of each school. The results are couched in terms of the number of schools which utilize these different de- vices and in terms of the number ofdevices in each di- vision which. is used by the schools. General conclusions and my. Subject to these specific limitations, the general conclusions and sums- ries are as follows: 1. llmost all of the schools made some provision for guidance in at least one or more pupil activities, while H the mediannumber of activities used was 9.6. The quality of the guidance and the. number of students in- each school affecteduby it were “undetermined. 2. The frequency distributions of the number of items in each specific phase of. guidance used by the schools in- dicates that the proportion ofgitemsused varied from phase to phase. Therewas no particular. pattern. of use. a 3. lost portions‘of'the survey- failed to exhibit any consistent relationship between the proportion of use of the various items studied and the size of, the school as judged by class. Some specific items in several phases studied did, however, tend to vary from class to class with the size of the school. Where this occurred, the variation almost always showed an increaseflin percentage of use with an increase in the sizeof the school. There were several such cases among the types of records kept by the various schools. In addition, the Class D schools showed the smallest percentage of use in about two-thirds of the typesof records checked. This. same tendency was evinced in provision made for ‘ exploratory and try-out activities and follow-up studies. The use of one individual rather than agroup to coordinate the guidance activities became more prevalent as the school became smaller. _ , f 4. Although the study and selection ofan occupa- tion was checked by _a larger numberof schools than any other pupiluactivity, and although’it was apparently used by some seventy-eight per centof the schools, other por- tions of the questionnairesconsistentlycshowed that mat of the fundamental specific items. necessary to good voca- tional guidance and to the wiseselection of a vocation . were notspresent. in atcbleast’50.ot per cent of the schools. . 5. A fairly large proportion; of the schoolswere f melting little or no provision for. try-out and exploratory activities or follow-up studies, while sixty-two of the 167 schools made provision for selective courses for all four high school grades. 6. Some 12.4 per cent or the high schools made no provision for the orientation of the pupils entering high school for the first time. Individual counseling and dis- tribution of information were the two most comonly used means through which this. orientation was carried out. The percentage ofthe schools, providing for orientation to the school and social, vocational, and pro-college orientation increased with the size of the school. '7. Although most of the high schools kept the usual records necessary for operation, the. proportion of schools keeping allor nearlyoall oi" the most important records! necessary for the maintenance of a goodguidance program was relatively small. _ 8. The techniques of interview and observation were the two methods most commnly used. for obtaining informa- tion concerning the student. 9. 0f the tests administered for guidance, the most extensively used was the intelligence test. Few of the schools made use of other types or tests. _ 10. Field trips in the community and assembly programs were the two methods of providing thevpupil with guidance information used by the largest number of schools. or the 71 eleven methods whichd salt with vocational information, however, nine were used by from fifteen to forty-one per cent of the_schools.fl . ‘ ., . . , ll. .Scarcely one-half of the schools made provision for the evaluation of their guidance programs. What evalu- ation existedowas almost invariably described inobroad and general toms.” Although someof the methodsused for this purpose appeared to be relatively objective in, nature, by far the majority {3% subjective and probably slightly more accurate than guessing. Suggestions £93 mmvement. It fiould seem, from the information offered, that perhaps a'better response could have been obtained on certain portions .of the questionnaire had they, too, been- in check—list form. The results of this study could i. therefore probably have been improved _by using a uniform technique throughout the questionnaire. Since the‘data gathered in. this survey’gave little indica- tion as to the quality of the 'various‘guidance activities and the number of pupils touched by that guidance, a study which would supply these deficiencies would make a valuable supplement to this survey and would add inneasurably to the understandingoof tho present status of guidance in the high schools of Iichigan. 72 II. IMPROVEMENT OF GUIDANCE PRACTICES Suggestions'ggr the improvement 2; guidance practices. Since a general summary of the findings has just been.made, a few observations concerning some of these findings and suggestions for~the improvenn nt of some of the guidance practices of the high schools of’Michigan will now be made. 1. First of all, it is well to commend the high schools of’Hichigan on their growing interest in.guidance as evidenced by the fact that almost all of them.are pro- viding at least some guidance in quite a number of student activities. The growth of this interest and activity should be encouraged and expanded so that more and more pupils throughout the State will receive the benefit of the type of guidance which will help them become well- rounded, well-adjusted individuals. In striving for improvement, a majority of the schools might well place more emphasis upon.those pupil activities which tend to help personal as well as voca- tional adjustment. This would involve giving more helpful guidance to a larger number of pupils in such activities as: building a philosophy, self-planning, self-analysis, assum- ing responsibility for one's acts, making one's own de- cisions, deve10ping one's personality, and budgeting time and work. i 2. The fact that so small a preportion of the schools 73 were making provision for try-out activities, exploratory activities, placement, and follow-up suggests-that perhaps additional activity in this area is desirable. in increase in try-out and exploratory activities can be provided by ' analyzing and revising each course taught and by studying and using more of the available comunity resources. Flexibility of courses througha continued revision of the curriculum to meet the needs and interests expressed by i the pupils is also valuable in this respect. 3. in important contributionof the growth and ad- justment of the pupil could be made in most schools by mak- ing more extensive and more effective use of the various _ devices available for. pupil orientation. Freshman day, the use of "pals,“ and visits to the homes of the pupils, are some of the devices which are available to all schools and which can readily be adapted to use. 4. lore schools should be encouraged to collect and use records specifically for guidance purposes. since records form the basis for an‘understanuding of the pupil, a considerable improvement could be made in most guidance programs by keeping more of these records. in increased use of tests and inventories which help determine the pupil's interests, aptitudes, abilities ‘74 skills and personality characteristics is also on important factor in the improvement ofguidance practices. . ‘ . 5. The use of the interview and observation for gaining information concerning the pupil might well be supplemented by the use of rating scales, inventories, case histories, anecdotal records, and biographical sketches. f d. The extensive use of classroom teachersin the guidance programs is commendable. Perticipation by all involvedin the. educative process should beencouraged. '7. An organized program of evaluation should be .. worked out and. participated inby all people involvedin the guidance program, so that change and improvement will become acontinuous and a vital part of the guidance ac- tivities. BIBLIOGRAPHY ‘76 BIBLIOGRAPHY A. 30033 Bell, Howard IL, Youth Tell Their Sto Washington: American GounoIlT'Ed—"t uca ion 938, 273 pp. Hamrin, Shirley A. and Erickson, Clifford E. Guidance inn the ySecondar School. New Eric: D. IppIeton- mpany, Inc., 1959, 465 pp. Jones, Arthur J., Princigles__ of Guidance. New Berk: kcGraw-Hill . pany, Inc., 1934,456 pp. floors, Herbert,“ Pa hole for Business 9;; Indust . New Eric: Ecflraw-EiII—‘Book Company, 50., I339, B. PERIODICAL ARTICLES Kefauver, Grayson N. and Davis, Albert IL, “Investiga- tions in Guidance, Occu ations The Vocational Guidance Maine, Rafi-55, FoveE'BEr, I953. C . PUBLICATIONS OF LEARNED ORGANIZATIONS ”Guidance in Educational Institutions," Thirt -Seventh roarbook of the N‘atidnal Societ for tfie ggfi hffiucatfé'nnart' I. Flt-Ewan, IIIIno s z m Publishing Company, 1938. Pp. 1-313. 77 D. BULIETINB Greenleaf, Walter J. and Brewster, Royce 3., ”Public High' Schools Having Counselors and Guidance Offi- cers," Washington: U. S. Office of mucation ' lliscellaneous Publication No. 2267, 1939. 39 pp. Hamrin, Shirley A., Erickson, Clifford E., and O'Brien, Margaret 1., Guidance Practices in Public 31% Schools.’ Homimz 1: Mt, 1940. as pp- lichigan High School Athletic Association, Hichigan Egg School Athletic Association'Bulletin. A 0 ans , fiOe 5,”.amum, Ina e 2: PP. State Board cf'Control for Vocational Education, Guidance Services and‘Pr‘actices in Hichi Lag Public SchooIs, m mcEIIaneous IIcation No. 2543, Lansing, 1941. 33 pp. State Board of Control for Vocational Education, Hanual for Counsel 'Youth'. Official Hiscellaneous mlIcat'I on $32539, lensing, 1941. 9 pp. Research'Division of the ‘Hational Education Association, schools and the 1940 Census. Washington: Research m, 19%, Fovem‘fier, 1941. Pp. 203-251. E. UNPUBLISIED MATERIALS Callaghan, Thomas A., ”A Survey of Guidance Practices and Instruments‘Among Forty-Eight secondary Schools of Connecticut.” Unpublished-Master's thesis, The University of Kaine, Drona, 1938. '73 pp. Iantor, Lillian, "The Organization and Administration of Vocational and Educational Guidance in the Secondary Schools of South Dakota." Unpublished Haster's thesis, The University of South Dakota, Vermillion, 1935. 78 pp. APPENDIX APRENDIX Introductory letters Questionnaire Follow-up card '79 MICHIGAN STATE COLLEGE or AGRICULTURE AND APPLIED SCIENCE EAET LANSING 80 DEPARTMENT or EDUCATION I April 2’ 19142 To Superintendents of Michigan.High Schools Dear Sirs: All of us have become increasingly conscious of the new social, economic, vocational, and personal problems which the high school pupil must face and to which he must adjust himr self in some manner. In general, each high school in Michi- gan is interested in comparing its methods of helping the pupil make the proper adjustments with the methods which are being used in other high schools. To facilitate this comparison, I am.making a study of the practices used by Michigan high schools to help the pupil meet and adjust himself to the complex problems with which he is confronted. I am taking the liberty, therefore, of asking you, or whatever individual you deem qualified to do so, to mark the items listed in the enclosed check list and to return it to me as soon as possible. A stamped, self~addressed envelope is enclosed for your convenience. Any help that you find it possible to give will be appre- ciated. Very truly yours, dwarfed. Arno H. Luker MICHIGAN STATE COLLEGE or AGRICULTURE AND APPLIED SCIENCE EAST LANSING 81 DEPARTMENT DP EDUCATION April 3, 19,42 To Superintendents of Michigan High Schools Gentlemen: Mr. Arno H. Luker is graduate assistant in education at the present time. He is now getting under way with a study for his Master's thesis. This investigation is concerned with the guidance practices of Michigan high schools. When completed it should give a more comprehensive and accurate picture than has heretofore been available. The study should be of value to all Michigan educators. The results will be made generally available for the benefit of all who may be interested. we should be grateful to you for your cooperation in the collection of the necessary data for the completion of the study. Sincerely yours, V. H. Noll Head of Department VHNzef ‘ V L I L \ \ ‘I’ | l .I 2. . (I. . .\ W . . I . . . L I «v . . . . . . . I I ~ I .L . I . L f.. .1 I n o . , .r. . L . .. n. I . LL . L I . a .1. I I . u v I t I ._ . . . .II . II I o . . .. . I on ik L . L I o .\ . ‘ I . I, . . \ . Io : L I . r I I r. I. .. II. . . v. u; L .. .1 I L .. u L; . . rm .0. . . a . I . a y I. I .. .. I , I r . L H. . _. L I I 1!. .L) _ I I . . . . v I II L . . .I . .. . U a . L . . II ‘ I L L r I n . “L . . r L Lu W I p . a “.1 7’1 4 I R . l o _ I . _ , . I .. I . a I Y .L PI. . v IDA . ..\ .II. r.. . I. . Ii )_ I. 1 . . . . .- _. L ’ L I. . g I . v I. _v. . . . . . . .. . . I"! . I .I. II .I . L _ u . . .. . I l . L , . . I 4 L V I . .4 1. ”Y. L. _ . a LI. . _ YI. “I. .44 . I. I. II v . 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C-l _MMo-v ., 1“. u..-¢4- » 14‘ /.. .- -._, 1. .4 —.c—“‘ u" oxae- 3., -. a u- w‘: an. “.....‘q- . ..-- --.r. -~ )0- . — «“2-- y—w: -.‘ -I.~"s-u- yk‘l"w. .a v‘tnmmp— 'n(-:‘lfiv‘-‘ ‘o mun-v nu -. 5“ 1:7" Di." 1'. '1 L 4‘ ‘1 . , K,- 1 ac. ’7. :_ i (L:a..,:1.c e , )t 211' V) .. Ic-‘._ wuaa.p “—0 v. 'r- ..- fi'.--.--.._r .— A-vvo—4-’ .... rt- -.-.‘—— -41ab-.rr..- ~5.-Ir---.'\ 4 u‘... _ .‘n w.-. ._r ‘ . ...- »w y".- .~~ uo-y “.mtr'.‘ «q fiv— w .§r-‘, Wu“ o-ou ~-~~ -- . w.a-v.---.~v~—- . ‘~-~’I vv‘ C 0v 1. "...“..u-vuuby" ..— “I‘MNH.‘ 'olru-vv‘. y—‘" - o s‘ vu- "3‘!” 'v Ga .»1- , W '2': .213. C, a l s 4‘: - a .V _2..,!-1 .LLJITQ, . , o (1‘. 84 FOLLOW-UP CARD april 28, 1942 Dear Sir: Approximately two weeks ago I sent a questionnaire to the high schools or lichigan‘asking' about the various guidance practices of each schoOl; The response‘to this question- naire thus far has been very encouraging. Since the value or the returns and the accuracy of the results are greatly increased by every additional questionnaire which is received, ‘I would be grateful to you if you would fill‘in the questionnaire and send it to me as soon as possible. * ‘ Very truly yours, Department of Education lichigan State College ' East Lansing, lichigan Arno H. linker 85 APPENDIX Revisions tor exploratory activities Vocational courses Placement information. Provision for orientation COURSES THROUGH WHICH PROVISIOH IS MADE FOR EXPLORATORITACTIVITIES Courses Number 9;.Schools Classi General Shop. . . . . . . . . . . 4 General Business Training . . . . 2 VbcatiOnhl Information. . . . . . '2 ”tOOOOOOOOOOCCCCO 2 Hbme Economics. . . 3 . . . . . . 2 Painting. . . . . . . . . . . . . 1 Commercial Law. . . . . g . . . . l Mechanical.Drawing. . . . . . . . l Sciences. . .‘. . . . . . . . . . l Vbcational Civics . . . . . . . . 1 Orientation . . . . . . . ; . ; . l Induatrialmaeeeseeeee 1 Class B Commercial. . . . . . ; . . . . . 8 Shop. . . . . . . . . . . 3 . . . 7 Hbme‘Economics. . é . . ; . . . . 4 General Science . ‘. . . .' ; 3 . . 3 General Mathematics . . . . . . . 2 Vocationa.....$$é.3$. 2 Social Problems . . . . . ; . . . 2 Social Science. . . . . . . . . . 1 Business Training . . . . . . . . l Apprenticeship. . . . . . . . . . l Widmcoeeeeeesseeeee 1 Life problems . é . é . . . . . . 1 Advertising . . . . . . . . . . . 1 Printing. . . . . . . . . ; . . . ‘ 1 Languages . . . . . ; . . . . . . l msic.............. 1 “-1.00000000000000 l 8’7 Number of Schools _ 7654432111111111111111 6542222111111111111 . e.o.o.e.e.e.e.e.e.e.s.e.e.e.e_e.e.e.e.e.e e . .e.o.s.e.e.e.e ......s.e.e.e.e.e.e.e o c. .e.s.e.e.e.e o.e.o.e.s.s.o.e.o.e.e..e.e.e.s s D. .0.0.0.0.e.e.e.e_e.e.e.o.e.e.s.e....e 8. 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W iotSnifle w +718 .mr 1r 8 . 6mm T m lecofl 01 .C . mr ation .0 owlflltli m .o.... o o .acrE. C1b8m8.1 t1 mmsm® i , aeuaatGG .u . t C rm citmr_caaMsa m t. rncPr o L-ssr O we laeedmri.u1063 O a.pm011u0. $3 .010 nu meuavittctMcvtthl . whenswmwn .mr MYummst mswm mvummnmwn mmumcmn vsnmm ommsmh N4cum THOUGH WHAT OTHER MEANS IS PROVISION mm FOR EXPIDRATORY ACTIVITIES? Name Number of Schools Us Class). Burs-curricular. . . . 3 . . . '. '. l mditorium Activity". . . . . . .' . l Homeroom discussions. . . . . . é .' l Rpprenticeship. ...; '; Q ; . . . .. l Part-timewcrk........... l Seniorolubs.."......'.... l Doorpatrol_....'.;.;.... l fitndentcoun01lo e e s s e e e e e 1 Class B Clubs............... 5 Comercial............. 1 StudentCouncil...'....... l Part-timenrk...‘...'.;... 1 Consultation. . . . . . . . . . .‘ . 1 Discussion.......‘...... 1 lbvies.........’....’.. l Assemblies. . . . . . . . . . . . . l ipprenticeship. . . . . . . . . . . l Fame Number of Schools Us Class C Counselin33333333333333 2 NOYO‘O'OCCOCCOOCCOCO 2 Assistance. . 3 3 3 3 3 3 3 3 3 3 . 2 PrOjectas e 3 0 3'3 0 3 3 3 3 3 3 s 2 Use of resource peeple3 3 3 3 3 3 . l Ictivity'period . . 3 3 3 3 3 3 3 3 l Percenal contacts 3 3 3 3 3 3 3 3 . 1 Shop. 3 3 . . 3 3 3 3 3 3 3 3 3 3 . 1 Speech. . 3 3 . 3 3 3 3 3 3 3 3 3 . 1 Visiting classes. 3 3 3 3 3 3 3 3 . 1 Guidance assemblies 3 3 3 3 3 3 3 . 1 Activities. 3 . . 3 3 3 3 3 3 3 3 . l lhsic . 3 3 . 3 3 3 3 3 3 3 3 3 3 . l Dramatics 3 3 3 3 3 3 3 3 3 3 3 3 . 1 Athletics 3 . 3 3 3 3 3 3 3 3 3 3 . 1 Plays 3 . 3 3 3 3 3 3 3 3 3 3 3 3 . l Playmundeeeseeeeeeeee 1 C) ..s -D U m U Science Club. . 3 3 3 . 3 3 3 3 3 3 1 Journalism3 3 3 3 3 3 . 3 3 3 3 3 . l Conference3 . 3 3 3 3 3 3 3 3 3 3 3 l Assemblies. 3 3 3 3 3 3 3 3 3 3 3 . 1 Individual intervie’w3 3 3 3 3 3 3 3 l Part‘timo Student83 e e e 3 3 3 3 e 1 Experience in occupations . 3 3 . 3 1 90 Number VOCATIONAL COURSES TAUGHT Class'A 554.4.433339032211111111111111111111 sseeeeseesee seseeseeeeessssseese seesessseeseeeeessesoseeeeeesesse sees.eeseeeeeeeeeesseeeeeesesesee eeeeeoeeeeeseeeeoeeeeeeeeeessesss n oeeoeesseeeeeseeeeoesOeeseesesses 8 8 .1 oesoeesneesneeeeeCeeetseteesessee 31 O .1 a seeseeeweeeieeeeemeescegeeeseesee an t u n eeeeeecreeeaeeeeeheeedeiseeeeseee P 31D C CD. E .K eMOOeem eepfieLeeehmmL oneLeegeMssmu o'efieenuesObmauee sradmpeaegmyOep .13 3 008 $3 31.1 t flinis O myri.& 3tnen3cin3 Picr3.fnCrol v.17. att39 Oini Ens... lust gar timcrrhluflas thit e Mh ellieacnredat silt 1 31p90 P fhm e tdaaamuiictluawlecmacmudn ommmrtmnumunuomunnummmomuuounmwnm fi‘DHPDHHCPHMRCIMTAPCIVJPJBFMBCOTS 91 be Class B 87554.4.3322211111111111111111 essseeeeeeeeeeoseseeeeeessse eeseeeseeowosecesseeeeeeeeoe 1 esseeseeee'eeeoessseeeeeeeee a secesseeee assessesseeeeeess esessseeeemsesssseeeeseseese 1 esseeeeeseaeeseeeseeeeeeeeee seeeseeeesWeeessseeeeeeeesss t eeeeeeeeeeCeeeeeeeeeeeeeeoee 9 e eesseeWeeetseeeeseeseeeeeeee eeeeeeteeeMOeeeeeeeseeeeeeee eeeeeequOOCIeeseseeeeeeeeeee mes U“ o e e es 6 eeeess e sees s e e s e eeeueegmeemsleeeeeeesmseeseem 1 Ah amps 1 t ese 8. Bee cones. Osbseseeoo 1.. mn 16D. 16“.... M O 1 & ‘eenid‘COeam-A 'eeeowpreaseeyr 31 Opnniw 0 8 8 itopeikg rP 00.098059 eiflemgam otm& crwnst r 8Eehin mm n a lmt lose 9 o ktte 8 r it 3pc a Italic Phekrfirfleflehpin ulcidmdfsmi mmnmwmwmuu.mum3nuwamquw”mm” CSTHBSVIMSMGMSMPLOAASGIWDPCO 92 Numbe Name Class C Home Economics. Shep. 28 27 24 0 Agriculture e e e e e 0 Commercial. 9764443321111111111111 Typing. e e e Ianual Arts 3 3 Homemaking s e e Vocat ions e e Shorthand . 3 Industrial Arts 3 . Stenography e e s Bookkeeping . 3 . . . . 3 Mechanical Arts 3 O O O O O C O O C O C O O O O O O O O O C O O O C C C O O O C O O C O O C O C O O . O C C O O C O C To 8 ..u .mm .m .ut Ob ch” 3% 06 o. 3»:n CHEF...» r n a 01.11“ +93 ”0110. m .mm smmss Farm.Mechanics3 3 General Science . Mechanical Drawing. 3 . . 3 . . 3 . 3 . Printing. 3 . 3 3 . . Dra'ingeeseeseee Woodwork. Automotive. Electric. 95 954400654535322111111111111 111111 b eeeeeeeeeeeeeeeeeeeeeeeosee eossoeeeeeeeeeeeeeeeeseeeso eoeesseeeeseeseesseeeeeeeee eeeeeeeeeeeeeeeeeeeeeseeeee eeeeeeeseseeeeeeeseeeesssee eoeeseeesesseeeesseseseeeee D seeseeesesseeeeeesseeeeeeee 8 8 seessesseeseeeseeeeeessesee a 1 eeeeeeeseseeeeeeeeeeeeeeeee c seeseeeeeeeeseeseeeeeeeeees eseooeeeesseesaeeesesegeeee ssoossnsssseWsossoseegmosos . o n a nu eeeeseieeeeeaeceeeeeeiieeee t and 318 we caeeeeaeeeenitheeeeeareeee 9 1.6.. cm s MMeinee oMTsP 0 see s so so co m em 8 d 7.31 C 8 ON N m e smlE egehal e 1 0 Ok 0 ele- eh e n a an Prapmag r 8? $07» tOospis Ikamino 31 80.0000 1? m0 OGSMRPF Choronw ilgett Eagere 80 1.181.311 semennaa c nkentmwoat taotl c 311P1 iePikmirednuamauifa 3ihmdhum ywowo Bomoemcucdcattsc 10°C h oouh ot a ohorerueoeach .AHSTBCBSHWSMVFV SDIAHMCWMOC or m? Graduates’. 3 3 undergraduates. Drop-outs 3 3 3 All . . . . 3 . Commercial3 . 3 Industrial. 3‘. Pupils who need ‘ seniors s e e 0 ’Out of school ybuth Commercial students KbOVC 14 ”Eras Northy‘students Capable e e e e Needy 3 3 3 3 3 Smithpflughes. . sea: Commercial3 . Industrial3 3 Md JOst 0 he Shop position Ford motor. 3 ..‘C‘.’. All trades taugh All types unskiILled Offioe3 3 Store 3 0 Home. 3 . O O'O'Ov. Q 0'. .- . O-O-O'. PLACEMENT SERVICES ‘Class or School sonwsom as a. 314 ......g s 7 3......1 a 3.3;;;. 710 3.3;... 2 .OOOO‘O‘C'O 1 partitime 3 3. 3 l ...‘3... 2 ....3 2 e é 9 e 9 1 TYPES OF max FOR mos PLACEMENT IS MADE ee-ece-e (to e-e~e .- ee.e-e.eae~e-e-e-e-e ee.e‘e-e.e-e-e-eAe'e _ ¢1989 O O-OvO O'O'C-O'O'O~O' OO'O'O-O-CIO'O'C-O‘. 00-0'0‘040-0'0‘0‘.~. OC-O-O'C-C'O-C'O‘O'O' - b OO-O'C'C‘IO'C-O'OIOQ O O'O'.~.‘.'O'.'O'O'O ..s.-.-.~.-.-.-.-.‘.‘ GIN l-‘OH-‘Olm IO I—I HHHHHPPHHNG FHA 94 . to HHmmHqumHub Number 9; Schools 95 Number of Schools .0.0.0.0.0.0.0.0.0.00 .0.0.0 0.0.0.0 0.0.0 0.0.00 .0.0.0.0.0.0.0.00 0 0.0.0.0.0.0.0.0.0 0 .0.0.0.0 0.0.0.0.0.0.0.0.0 0 .0.0.0.0.0.0.0.0 0 . 0.0.0.0.0.0.0.0.0.0 0 ..0.0.0.0.0.0 0.0.0.0.0.0.0 0 ..0.0.0.0.0.0.0.0 0 B, 0.0.0.0.0.0.0.0.0.0 0 c. .0.0.0.0.0.0.0.0.0.0.0.0.0 0 D. .0.0.0.0.0.0.0.0 0 8. .0 0.0.0.0.0.0.0.0.00 8. .0 0.0.0.0.0.0.0.0.0.0.0.0e 8. .0.0.0.0.0.0.0.00 “. .0.0.0.0.0.0.0.0.0.00 “ .0.0.0.0.0.0.0.00.0.0.0.00 “. .0 0.0.0.0.0.0.00 1 1... 1 c. .0.0.0.0.0.0.0.0.0.0 0 c. .0.0.0.0.0.0.0,0.0.0.0.0.0 0 c. .0.0 0.0.0.0.0.0 0 0.0.0.0.0.0.0.0.0.0 0 ..0.0.0 0 0.0.0.0.0 0.”.0.0 0 ..0.0.0.0 0.0.0.0 0 ..0.0.0.0.0.0.0.0.0.0 0 .0.0.0 s.0.0.0.0.0 0m.0.0 0 0.0.0.0.0.0.0.0 0 .0.0.0 0.0.0.0.0.0.0 0 0.0.0 0.0.r.0_0.0 0.”.0.0 0 .0.0.0,0.0.0.0.0 0 .0.0.0.0.0.0.0.0.0.0 0 .s.0.0.0 03m_0.0.0 0.'.0.0 0 0 0.0.0.0.0.0.0 0 .0.0.0.0.0.0.0.0.0.0 0 .0.0.0.0 0.r.0.0.0 efi.0 0 0 .0.0.0.0.0.0.0.0 0 .0.0.0.0.0.0.0.0.0.0 0 0.0.0.0 0.”..0.0 0 0“.0.0 0 .0.0.0.0,0.0.0.0 0 k s . o e mk 0r1.0.0.0.0 0 efle ,0.0.0.0 0. .0.0.0 0%.. 0.0%.. 0 .r.0.0.0 01 0 o.a c nne .K e “we. .x a 0'1031.000n1 ..0.0.00rn 0.3.0 01.r.0p 0 ' 00r811 C 8a“. 0..» CM 8 done 1 "3030:. o 3nYr 3e.c. 3 31.n ..Jn 3." lua*3 3nuw e .“ue 3 w.en.c I" 0.: .m3ian sum , c eayn.r “"0 n3“ soc nvemwe3l eimo rte a . 01”.. 861th. awn» 0131....08 mr leomsumu ”m 1an ”swans. ”3 1m“ a...» uocnmCFSFVA MOCFHT wssmhrm n OFmecc TABLE XIV 96 THE NUMBER OF SCHOOLS ORGANIZING THE GUIDANCE PROWAI THROUGH VARIOUS TECHNIQUES AND IEVICES Tectmiwes and Devices Number of Schools ass o ‘co-- - A B C D Tots onfemnceas 0 0 e 0 0 0 0 0 0 p30 19 37 39 105 :0h001 28861311311083 0 0 0 0 0 0 8 19 37 32 96 : tra-ourricular activities3 3 8 . 15 3'52 32 8'7 'egular subject'classes3 3 3 3 9 12 50 28 79 omercom....3.333..l4 17 27 14 72 dance classes by groups 3 3 10 lo 18 13 51 COM” 889110103 0 0 0 0 0 0 2 12 7 8 29 on curriculume 0 0 0 0 0 0 2 2 3 4 11 aculty meeting and guidance ' clinic 0 O O O O O O O O O O 1 1 2 lub80000000000000 1 1 2 81511311150333.3333333’1 1 snfer with adults in comnitm l l ieldtrips.....33.3. 1 l =uperintendent and dean of ' ' 811‘180000000000‘00 1 1 ber of schools answering. 3 17 2'7 51 148 ber of schools omitting 3 ‘ l l 10 19 otal schools responding 3 . 167 97 TABEE‘XV NUMBER OF HIGH SCHOOLS MAKING EROVISION FOR VARIOUS TYPES OF ORIENTATION NUMBER OF SCHOOLS I leans used ass 0 3 co-ol A B G D Tots chividusl counseling . 3 3 3 3 11 20 36 32 99 wistribution of information 3 3 14 21 33 25 93 {'cial act1v1t1°8 e e e e e e e 9 13 32 27 81 sits to H. 8. before enroll- ment. 3 3 3 3 3 3 3 3 3 3 3 3 9 15 51 19 74 Group guidance. 3 3 3 3 3 3 3 . 14 13 26 16 69 Ireparation of cumulative ‘ ' record. .'. 3 3 3 3 3 3 3 3 3 10 13 21 15 59 Visits by H. 8. teachers to ‘ ' 'chOOJ-eeeeeeeeeeoe 8 1° 13 839 Visit to hence of prospective ' student833333333333 3 4 1517 39 se of pals or student advisers 5 7 17 8 37 irst semester courses. . 3 3 3 4 7 8 3 .22 one. 3 3 3 3 3 3 3 3 3 3 3 3 3 1 2 6 9 16 Qamn'aakeeeeeeeee 2 1 3 6 12 tsl answering this part 3 3 3 17 26 55 47 145 ber omitting this part 3 3 3 '1 2 ‘6 13 '22 otal schools responding. . 18 28 62 60 168 rientation.for socisl life ' lbs. 3 3 . . . . . . 3 . 133 17 41 39 110 NOOOOOO‘OOOOO. 2 8 10 9 29 ocstionsl orientation ' ‘ ’ YGBOOOOOOOOOOO 12 17 a 28 85 NOeeeeeeeeoee 2 8 191948 Pre-college orientation.* ’ ' ‘ Y683333333333312 19 29 2484 ' no . . . . . . . . . 4 8 20 19 51 Orientation.to school after 1st semester ' ‘ ' ' lbs. 3 . . . . . 3 . 3 3 11 ll 25 17 64 “00.00.00.000 5 13 23 30 71 APPENDIX arms OF momnou AND DEVICES AVAILABLE METHODS OF PROVIDING PUPILS WITH GUIDANCE INFORMATION ORGANIZATION OF GUIDANCE PROGRAMS 98 99 TABLE XVI NUMBER.OF SCHOOLS USING’VIRIOUB TECHNIQDES AND DEVICES FOR COLLECTING INFORMATION number of Schools Devices Used CIass of School A . . _ *#_ . . i. B O D' T0331 Interviews. ; g ; ; . ; ; ; $ . 18 27 55 41 41 Observation 0 e e s e e e e e e 15 18 45 41 120 Ratings by teacher or advmer ; 15 16 33 31 95 trance forms or blanks; ; ; . 8 15 56 26 85 eodotal records . . . . . . . 7 14 9 10 4O ventories of inIOImatiOnm ; ; 2 7 8 18 55 tobiographies ; g ; . . . t ; 4 7 12 7 30 ting scales ; ; ; . . . . . ; 7 3 12 7 29 use histories. . . ; . . . ; ; 4 6 8 7 25 tings by'employers. . . . . . 1 6 8 3 18 tudent ratings . g . t t . g . 2 5 5 4 12 tings by parents. . . . . . . 1 O 1 5 5 tsl answering this part ; . ; 18 28 58 50 154 otal omitting this part. '. ; t , O O 3 10 13 her schools responding . . . 18 28 61 60 167 r 100 TABEEIXVII THE NUMEER.OP SCHOOLS KEEPING VARIOUB TYPES OF INFORMATION IH'WRITTEN FORM ‘ ' Number or school - . Kind of Information ass 0 _ _i , - _ _, _;___A B 0 D M _ n;y3 absent and t: 6y“. . . . . . . . . . 17 27 5 46 14 Iccupation.of father. . . . . . . . . . . 16 26 52 45 159 curses taken.. . . . . . . . . . . . ... 16 24 46 46 152 ~chool.achievement record‘. . . . . . . . 15 26 45 45 127 records from.other schools. . . . . . . . 16 21 45 40 122 ”631th and Bianca. record, 0 e e e e e e 15 17 33 34 99 Iarticipation.in.oxtra-curricular ' ' ' activities. . . . . . . . . . . . . . . 9 21 55 29 94 :pecial awards and honors . . . . . . . . 12 19 52 25 88 ~ize of immediate family. . . . Q . . ; . 15 16 55 25 87 0ff1088h01d.....o........o8172125 71 ~chool activities . . . . . . . . . . . . 10 15 24 18 67 IImbership in.OrganiZatiens . . . . . . . 9 16 18 20 65 I-mebackground...'ooo’o'..3‘o'..8142517 62 Ion-school work experience. . . . . . . . 9 17 25 6 57 Vocational 0h°1°° e e e e e e e e e e as 7 16 22 8 53 Plans after high school . . . . . . . . . 9 14 19 ll 55 Interests, likes, dislikes. . . . . . . . 8 15 20 9 52 vocational training . . . . . 3 . . . . . 7 ll 17 16 51 Present health. . . . . . . . . ..... . . 9 8 17 16 50 Personality and character . . . . . . . . lo 9 17 10 46 uducational plans . . . . . . . . . . . . 10 14 15 9 46 rotitudes and abilities . . . . . . . . . 9 6 16 9 40 isure-time activities 3 . . . . . . . . 8 8 15 8 59 I:eme responsibilities . . . . . . . . ; . 5 10 15 9 57 Goals of pupil. . . . . é . . . . 3 . . . 6 10 14 7 57' IIst interesting wOrk . . . . . . . 3 3 . 4 14 12 6 56 MbbiGSeeeeeeeeeeeeeeeeee813956 In-school work experience . . . . . . . . 6 6 15 10 55 fiducatianal hatereets . . . . . . . . . . 4. 8 ll 10 55 Icononicstatus.............6 6107 29 ~pecia1 abilities and Skill. ‘ . . . . 6 6 10 5. 25 :rsons to interview cOncerning child . . 7 6 8 4 25 -b1m0fpup11..§oo.oo$$$§3 8’75 23 h otional status. . . . . . . . . ; ; . . 2 4 6 7 19 I-ney'spent by pupil. . . . . . ; . é . . 5 1 4 5 l5 :.c1a1 development. . . . . . . . . . ; . 1 2 7 2 l2 omunityenvironment... . '. . . . .9 1 2 6 9 Ic'luence of relatives. . . . t . . . ; . 1 5 4 8 ohoolahavixggnone...$.....3. 2 2 Is a answering this part’. . . . . . . . 27'57'55 154 Iotal omitting this part. . . ;,; . . .. 1 l 2 7 11 Normand ‘Le see 0 ee 0 e 004L_]_.§_ 2859H60 165_ TABLE XVIII NUMBER OF HIGH SCHOOLS USING VARIOUS NETHOIB FOR PROVIDING PUPILS WITH GUIDANCE INFORMATION 101 ' Number of Schools Methods Used ass 0 cmoo ~ . - 1 8 O D Tota isits and trips in community . .’ . . 15 25 45 55 128 ~80mbly programs 0 e e e e e e e e e 14 24 48 59 125 chool and college bulletins. . . . . 14 25 45 59 121 IItion pictures . . . . . . . . .' . . 9 25 46 52 112 8.11:8 by pmfessmnal p60p16. e e e e 12 25 40 35 112 [Books and references. . . . . . . . .' 11 21 48 50 110 Information on vocational trends. . . 12 20 4O 51 105 Information ‘on local employment . . . 10 9 25 17 64 tatistics on leading occupations .' . 15 11 25 15 62 cats and inventories . . . . . . . . 9 9 25 16 57 ides to occupations and vocations . 7 12 2O 16 55 iographies of careers. . . . . . . . 7 8 18 21 54 d105a1kl........o....l 62016 43 Statistics on local occupations . . . 8 6 15 lo 59 Informal guides inseam-mg and as:- ' . immomationeeeeeeeeee~7 912 8 36 Work in county'or district'guidance ' ‘ meetings............oo.3 512424 tal answering this part . . . . . . 17 28 60 52 157 tal omitting this part. . '. . . . . l O 1 8 10 umber schools responding . . . . . . 18 28 61 60 167 102 TABLE XIX NUMBER OF CLASS A AND B SCHOOLS USING VARIOUS INDIVIDUALS 0R GOMTTEES T0 COORDINATE GUIDANCE ACTIVITIES Individuals or committees Humberto: Schools using. Class 5 - . Counselor. . . . . . . . . .’. . . . .‘. . . . . . . 5 sistant principal" and homeroom teacher . . . ' . . . 2 sistant principal, homerdom.teachor and principal. 2 ounselor, homeroom teacher and principal. . . . . . 1 unselor and assistant principal. . . . . . . . . . l ‘Sistant principal. o o o o o o a o o o o o . o o o 1 incipal. 0 0'. o o o o o o o o e o o o o 3 o 010 o 1 uperintendent, principal, homeroom.teacher, ' ' assistant principal. . . . . . . . . . . . . . . . 1 ‘1 partied. o o o o o o o o 0 0‘0 0 5 o . 3 . o . . 1 ounselor and social studies teacher . . . . . . . . 1 ' upervisors or heads of department . .‘. . .’. . . . 1 incipal, homeroom teacher; counSelor,a aesistant ' principal. . . . . . . . . . . . . . . . . . . . . l . Class B . incipal. o o o o o o o o o o o o O o 0 0 o uperintendant o o o ... o a o o o o o o o a uperintendent, principal, homoroom.teacher. meroom.teacher . . . . . . .,. . unselor. o o o o o o o o o o 8 o ounselor and principal. . . . . . incipal and guidance committee ; . incipal and sponsors . . . . . . . incipal and citizenship teacher. . e o o~ouwo-o'o 0 .-.-.-.'.~ o'o-Ow»o- . .r...n.'.. o-oqu-o-owho‘otov- incipal, homeroom.teacher and class advis r. incipal, homeroom.teachor*and.nnrse. . . incipa1,homeroom.teacher and priest . . unselor, homeroom.teaohor and psychologist uperintendent, principal. counselor and guidan council. 0 o o o o o o o . o o o o 3 aculty chairman.. . . . . . idance director. 0 o a o o ‘I -‘. 0.04.0woo-oww0u0wmo-OJ- o 01.0-r1'0wro-04w0-04- - PPH HHHHHHPHHHHNNO oowo- 00 oJMOwoo~owhotowwe.04- O o~o. O O O O O O O O Ii 103 TABDEIXX NUMBER.OF CLASS 0 AND D SCHOOLS USING VARIOUS INDIVIDUALS OR COMMITTEES TO COORDINATE GUIDANCE ACTIVITIES §:;ividuals or Committees number of Schools Us . 4. a . . Class 6 . perlntendenfi.........o... 1n01pal..'...........o.. {uperintendent'and principal . .'. . . . superintendent, principal and hemerOom.te' ‘ incipal and homeroom.teacher . .’. . . ’ ~ perintendent and homeroom.teacher. . . cuperintendent, principal and counselor. I‘ incipaland counselor. e e e o e e e e ~uperintendent and dean of women . . . . . -:uperintendent, principal and home economic Homeroomteaoher...o...... Romeroom.teacher and counselor . . Homeroom.teacher and priest. . . ’ ...: 0000”... 3'. o e 0 HHHHHHHHmwmwmqqmp e 0.0-... 0-0 ne'e.o e 0' ounselorz............. ounselor, principal and homeroom tea 1‘ ‘ O lasaaponsora.......... social studies teacher . . . . . . .0.0-9‘0 e-ele‘e.e-o~c.o'H.oe-o 0000-O~O‘O-O'O’O'O-OO'O O-O-O' oovcvo‘o.o-e.o-e-e-o.e.o-o-e o'c- oe-e-e-o-e-e-o'e O-o~0-o-O-o 0..- 6h - Class D . ~per1ntand6nt......c... incipfilooooeeeeeoeee ~uperintendent and Principal . . . superintendent, principal and homerco superintendent and homerobm. teacher. superintendent and teacher . . . . . :uperintendent and commercial teacher. ~ perintendent and vocational teacher. . :uperintendent, principal, assistant prin counselor and UQEChero o e e e e e o c ' incipal and homeroom.teacher . . . . . . O O 0 g. 0 0:013. 0-0 a e H. 0.0 043.0 0 o- 1}. .C'.-. .‘O~. 0' A. O'.'.'.-.. O 1 a e 00 o‘eve-fi-e e o- D e e e e o e e 0 PM PH HHNU‘NU‘ON 00.69000 00» -... . _. w” ...— -_ . --V ‘ ...— __ __.._. H-.. “._..-.— mw.‘ W-m—“M-W-‘ “~M—a—a —— .— 104 TABLE XXI NUMBER.OF SCHOOLS USING-NONFSCEUOL PEOPEE TO ASSIST WITH THEIR.GUIDANCE.PBDGRAM L “‘ : A ‘ ~a= ‘ ' Number of Schools Non-School People Assisting Class of Sc. ooT . . . . . . _ A B c D Total thsician..‘. . . 3 . . Q . . . 13 14 24 25 76 Psychiatrist. . . . . . . . . . 15 13 ll 14 47 lounseloreeeeoeeeoeo 3 2 15 725 iest. . . . . . . . . . . . 1 l 2 hild institute . . . . . . . . l 1 2 hildren's clinic . . .' . . . . ' 1 l 2 venilecourt.....'..’.‘. 1 1 C‘ idance Oomtteee e e e e e o 1 1 hild study center‘s . . .' . . . 1 l ocational bureaus. . . . . . . 1 1 ntal answering this part . . . 105 TABLE XXII NUMBER.0F SCHOOLS USING RECORDS FOR GUIDANCE Number of Schools Facilities for Use ass 0 chool ‘U . - _ _ - __ ,__._- ~A _B G -_ Q Total w- you have records vhich are used definitely as a basis for guidance? Yes. . . . . . . . . . . . l5 18 28 29 90 NO 0 O O O O O O O O O O O 2 8 19 24 55 .Do you have a separate folder of information for each pupil? Yes. . . . . . . . . . . . 15 25 55 . 51 104 NO 0 O O O O O O O O O O O 2 5 17 23 45 Are these materials accessible to all individuals assisting with the guidance activities? ' Yes.........o..15 23 5738113 no 0. O O O O O O O O O O O o 0 2 3 5 Are these materials accessible to all teachers? ' ‘ lbs. . . . . . . . . . . . 15 25 58 59 115 NO 0 O O O O O O O O O O O 3 1 l 2 7 [Where are records kept? ' ' Homeroom.........6 6 9 627 Superintendent's office. . O l 28 56 65 Principal's office . . . . 11 20 16 9 56 Counsellor........ 4 1 5 Guidance office. . . . . . 1 l Nurse's Office 0 o o e o S 1 l Psychologist's Office. . . 1 1 Occupation rebut .’. . . . l 1 Social studies room. . . . 1 1 Classroom. . . . . .p. . . 1 1 Libral'yoeooeeseee 1 1 Do the individuals who counsel have at their desks records concerning ocunselees? ‘ ' ' ’ ' 38.....Q......1416241771 NO....o......64 8122549 Total answering this part . . . . 17 28 57 56 158 Eotal emitting this part. . . . . l O 4 4 9 .. ... . ... .. . . . ... .1 C. . - Ia . !-- . A .o . . . . . p . \...c v.. 0“! .. .l . . I. O .c : fil- l. . at a . . . ... . . .. b...“ 10.99%." ”a..- ...... .r..... .. .../...- ...... Ir. Rah ...mu.»u..u...x.... to»... t... ..1.! 41......“ d , . . . J..o. 1. .- . ‘ . 0 .- .... . (V4. ~r ~ ‘ .l.o- . y 1.. u, . 1fl(1.11.€aét$isc‘43 WVA‘.‘ 94].?)0. . . .-. .. 1 fl. . . . . ... c 1.». .v . . .c . . W‘f! ‘7"! .JQF.“ HIEOI£..§ ilv un‘. "nit. (a? s. 0‘s. \ .3341? . .1 .. . . . . . x ......JmfllJHJ. . . . .... . ..~ *. .. I I. in 1 a“ “at. ‘. \... . . . .. . ..... J.L. . h o . 2 ...: .... .. . (Durhf. ...... .. . him... ‘ .r\v ..V.\.¥'( e! ..II '. ... 7.... .. a. a . -... .. I \. ... .. . .. 401.. .. a. . #1....” . h. . . r. ..r» a... .. .. .. .. D . \ A a ‘0’ .I, I l l