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TYHE$lS

This is to certify that the
thesis entitled

AN EXPLORATORY STUDY OF THE NEEDS FOR A PUBLIC
COMMUNITY COLLEGE IN AN AREA OF TEN
PUERTO RICAN MUNICIPALITIES

presented by

Richard F. Keeler, Jr.

has been accepted towards fulfillment
of the requirements for

Doctoral dqfimgh, Education

r7
'/

/

/

’1

Date August 7, 1963

 

0-169

 

 

 

 

AN EXPLORATORY STUDY OF THE NEEDS FOR A PUBLIC
COMMUNITY COLLEGE IN AN AREA OF TEN

PUERTO RICAN MUNICIPALITIES

By

Richard F. Keeler, Jr.

AN ABSTRACT

Submitted to
Michigan State University
in partial fulfillment of the requirements
' for the degree of

DOCTOR OF EDUCATION

College of Education

1963

RICHARD F. KEELER, JR. ' ABSTRACT

PURPOSE 9}; THE STUDY

 

As the result of an expanding economy, the desire of Puerto
Ricans to acquire further education or training has increased
significantly since 1947. In this light, two assumptions have
been adopted: (1) That there is a demand for additional post-
secondary educational Opportunities, and (2) that the Commonwealth
of Puerto Rico will seek to meet the challenge.

Specific purposes of this study are: (1) To identify various
criteria for the establishment of public community colleges in
the continental United States, (2) to determine and analyze the
type and scope of post-secondary needs that might exist in an
area of ten Puerto Rican municipalities (by applying these same

criteria), and (3) to suggest recommendations based on findings.

PROCEDURE

 

A survey was made of the probable demand in the ten-

1 for post secondary educational facilities by

municipality area
researching population figures; elementary, secondary and college
enrollments; and supply of and need for educated, trained man-
power. Pertinent historical and factual data were also collected
to show the origin and development of public and private institu-
tions, together with their functions.

Two questionnaires were employed to record the aspirations
of 11th grade students and their parents toward further preparation.
A third questionnaire was used to consult businessmen and
industrialists on employment trends and requirements. Personal

interviews with educational and governmental officials were also

held.

RICHARD F. KEELER, JR. ABSTRACT

CONCLUSIONS

 

The evidence presented in this study shows that the city of
Humacao, within daily commuting distance of ten municipalities and
iwith the greatest number of facilities, would be the proper loca-
tion for a public community college.

From 1930 to 1960, there were marked increases in population,
in public and private school enrollments, the Humacao Extension
Center was established, and there has been an ever-larger number
of high school graduates.

Close correlation was noted between the occupational and
educational plans of parents for their children and those of
their children or students for themselves.

Students expressed a decided interest in acquiring more
education and/or training beyond the high school level. Parents
not only expressed a desire that their children continue their
studies but they also had an interest in furthering their own

schooling.

RECOMMENDATIONS

 

Although this study presents evidence for a post-secondary
institution, further research is required in the following areas
before a public community college can be recommended: (1) Atti—
tudes of educational and governmental leaders, (2) present and
future financial responsibilities of community and Commonwealth,
(3) supply of and demand for teaching and administrative personnel,
(4) college and university curriculums, including those of com-
munity colleges, (5) home addresses (origins) of students enrolled

in existing institutions, (6) continued research into the needs

RICHARD F. KEELER, JR. ABSTRACT

CONCLUSIONS

 

The evidence presented in this study shows that the city of
Humacao, within daily commuting distance of ten municipalities and
with the greatest number of facilities, would be the proper loca-
tion for a public community college.

From 1930 to 1960, there were marked increases in pOpulation,
in public and private school enrollments, the Humacao Extension
Center was established, and there has been an ever-larger number
of high school graduates.

Close correlation was noted between the occupational and
educational plans of parents for their children and those of
their children or students for themselves.

Students expressed a decided interest in acquiring more
education and/or training beyond the high school level. Parents
not only expressed a desire that their children continue their
studies but they also had an interest in furthering their own

schooling.

RECOMMENDATIONS

 

Although this study presents evidence for a post-secondary
institution, further research is required in the following areas
before a public community college can be recommended: (1) Atti-
tudes of educational and governmental leaders, (2) present and
future financial responsibilities of community and Commonwealth,
(3) supply of and demand for teaching and administrative personnel,
(H) college and university curriculums, including those of com—
munity colleges, (5) home addresses (origins) of students enrolled

in existing institutions, (6) continued research into the needs

RICHARD F. KEELER, JR. ' ABSTRACT

of business and industry, (7) a study of tuition and other costs
related to enrollment, (8) availability of buildings and other
facilities, (9) administrative structure in which the new institu-
tion would operate, and (10) relationship between parents' income

and the college-going pattern of youth.

 

1This comprises the municipalities of Ceiba, Fajardo,
Gurabo, Humacao, Juncos, Las Piedras, Maunabo, Naguabo, San
Lorenzo, and Yabucoa. '

 

AN EXPLORATORY STUDY OF THE NEEDS FOR A PUBLIC
COMMUNITY COLLEGE IN AN AREA OF TEN

PUERTO RICAN MUNICIPALITIES

By

Richard F. Keeler, Jr.

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

1963

AN EXPLORATORY STUDY OF THE NEEDS FOR A PUBLIC
COMMUNITY COLLEGE IN AN AREA OF TEN

PUERTO RICAN MUNICIPALITIES

By

Richard F. Keeler, Jr.

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

1963

QS‘o‘l
6&8 | l ale/:4

ACKNOWLEDGMENTS

For their aid in overseeing this project from its birth as
a research proposal to its acceptance as a dissertation, my
thanks are extended to Dr. Max S. Smith, Chairman of my Guidance
Committee, and to the remaining members, Dr. John L. Hazard and
Dr. David G. Moore, of the Departments of Marketing and Personnel,
College of Business, and to Dr. David Gottlieb, College of
Education.

In particular, I am cognizant of the cooperation provided
by Puerto Rican friends, the llth grade students and their parents,
in addition to that of authorities of the Department of Education,
the University of Puerto Rico, and other governmental agencies.

Special mention goes to Dean Hector Alvarez Silva, Miss
Ana E. Irizarry, and Mr. Miguel A. Valencia, College of Business
Administration, University of Puerto Rico, for their help in the
translating, printing, and tabulating of questionnaires, to Dr.
Demetrio Cartagena, former Assistant Secretary of General Affairs,
Department of Education, for his generous offering of public
school facilities, and, finally, to Mr. Aguedo Mojica, President,
Committee of Instruction, Commonwealth House of Representatives,
for his profound interest in the implications of my survey toward
future advances in the development of higher education on the

Island.

ii

CHAPTER

I.

II.

III.

IV.

TABLE OF CONTENTS Page
ACKNOWLEDGMENTS O O O O O O 0 O O O O O O O O O O O O O 0 ii
LIST OF TABLES O O O O O O O 0 O O O O O O O O O O O O 0 iv
LIST OF ILLUSTRATIONS. . . . . . . . . . . . . . . . . . vii
INTRODUCTION 0 O O O O O O O O O O O O O O O O 1
Relevant Information . . . . . . . . . . . . . 1
Need for this Study . . . . . . . . . . . . . . 3
Statement of the Problem. . . . . . . . . . . . H
MethOd-Ology O C O O O O O O O O O O O O O O O O 5
Scope and Limitations . . . . . . . . . . . . 6
CRITERIA FOR ESTABLISHING PUBLIC COMMUNITY
COLLEGES O O O O O O O O O O C O O O O O O I 8
Review of the Literature. . . . . . . . . . . . 8
Enrollment as a Criterion . . . . . . . . . . . 12
Accessibility as a Criterion . . . . . . . . . 17
Interest and Need as a Criterion . . . . . . . 19
Financial Resources as a Criterion. . . . . . . 28
FINDINGS IN THE LIGHT OF THE CRITERIA ADOPTED . 37
Triunal Interaction of Births, Deaths,
Migration O O O O O O O O O O O O O O O O O O 37
Supply of and Demand for Educated, Trained
Manpower . . . . . . . . . . . . . . . . . . #5
Trends in Public and Private School
Enrollments . . . . . . . . . . . . . . . . . 5”
Ratio of H. S. Graduates to College Students . 69
Student Parent Occupational and Educational
Expectations . . . . . . . . . . . . . . . . 84
Puerto Rican Institutions of Higher Education . lOl
Factors in the Selection of a Logical Site... . 11a
CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . 118
conClUSionS O O O O O O O O O O O O O O O O O O 118
Recommendations . . . . . . . . . . . . . . . . 122
BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O C O 123
O C O O O O O O O O O O O O O O O 130

APPENDICES . . . . . .

Appendix A:
of Replies

Appendix B:
of Replies

Appendix C:

Sample Student Questionnaire-Tabulation
Sample Parent Questionnaire-Tabulation

Sample Business-Industry Questionnaire-

Tabulation of Replies

iii

TABLE OF CONTENTS

ACKNOWLEDGMENTS O O O O O O O O O O O O O O O O 0 O O 0

LIST OF TABLES O O O O O O O O O O O O O O O O O O O 0

LIST OF
CHAPTER

I.

II.

III.

Iv.

ILLUSTRATIONS. . . . . . . . . . . . . . . . .

INTRODUCTION 0 O O O O O O O O O O O O O O 0

Relevant Information . .
Need for this Study . . .
Statement of the Problem.
Methodology . . . . . . .
Scope and Limitations . .

CRITERIA FOR ESTABLISHING PUBLIC COMMUNITY
COLLEGES O O O O O O O O C O O O O O O O 0

Review of the Literature. . . . . .
Enrollment as a Criterion . . . . .
Accessibility as a Criterion . . .
Interest and Need as a Criterion .
Financial Resources as a Criterion.

O O O O
O
O
0

FINDINGS IN THE LIGHT OF THE CRITERIA ADOPTED

Triunal Interaction of Births, Deaths,
Migration . . . . . . . . . . . . . . .
Supply of and Demand for Educated, Trained
Manpower . . . . . . . . . . . . . . . . .
Trends in Public and Private School
Enrollments . . . . . . . . . . . . . .
Ratio of H. S. Graduates to College Students
Student Parent Occupational and Educational
Expectations . . . . . . . . . . . . . . .
Puerto Rican Institutions of Higher Education
Factors in the Selection of a Logical Site...

CONCLUSIONS AND RECOMMENDATIONS . . . . . . .

Conclusions . . . . . . . . . . . . . . . . .
Recommendations . . . . . . . . . . . . . . .

BIBLIOGRAPHY O O O 0 O O O O O O O O O O O O O O O O O

APPENDICES O O O O O O O O O O O O O O O O O O O O O O

O O O O O

O O O O O

Page

ii
iv

vii

0301er

8
12
17
19
28

37

37
us

54
69

84
101
114
118

118
122

123

130

Appendix A: Sample Student Questionnaire—Tabulation

of Replies

Appendix B: Sample Parent Questionnaire-Tabulation

of Replies

Appendix C: Sample Business-Industry Questionnaire-

Tabulation of Replies

iii

TABLE

10.

ll.

12.

13.

14.

LIST OF TABLES

Population Increase . . . . . . . . . . . . .

Population Changes in the 10 Municipalities
Under Study 1960, 1950, 1990, 1930. . . . . .

Population by age, 1955-1975 (In Thousands) .
Selected Indices of Social and Economic
Progress: Fiscal Years 1939-40, 19u6-47

to 1959_600 o o o u a o o o . o o o o a I o 0
Indices of Educational Progress . . . . . . .
Enrollment in Public and Accredited Private
Schools of Puerto Rico, by School Levels,
1939-H'O to 1957-58. 0 o a n o a o a 0 c o c 0

Public and Private School Enrollments,
First Semester. . . . . . . . . . . . . . . .

Holding Rates. Public and Private Accredited
SChOOlS, 1958—59 'tO 1967—68 I a o o o o o o o

Public School Enrollment, 1959-60 to

1971+-75 (In Thousands) o o a o o l a I o a I

Increase or Decrease of Enrollments
1959’60 to 1967—68 0 o o o o o o o o I o o 0

Education Level of the Population,
1950-1975 (In ThousandS). o o o o o o o o o 0

Combined Enrollments, by Grades, in the
Public Schools of the 10 Municipalities
Under Study ‘ O C O I Q 0 I O I O O O O O O 0

12th Grade andl3th Grade (First-Year
College) Enrollments, Including Only
New Full-Time Students, 195H—61 . . . . . . .

12th Grade and 13th Grade (First-Year

College) Enrollments, Including All
Full-Time Students Enrolled, lQSu—Bl. . . . .

iv

Page
37

39

an

97

55

56

60

62

63

66

67

68

70

71

 

 

'
, - q - , . .
; . r
, ‘ , . - , ,. 4 — . < -- a u ‘ ~ ,
r . . _ 7 , , . .
o
. , , , . ,
.
, r, r - _ , - ‘ - - r. n
« ., .. . . _ _ _
n
a . . - . . . . _ A ,. _
- . < r » r. - , ~ 2 n i
A . , , , . . , . - V
. .. . - , ., ,, 1 ( - > r 7 r ’ . .
- . - , , . _ I

 

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

13th Grade (First—Year College) Enrollments,
lgsu-SS to 1972-73 (Estimate "A")o o c o o a o 0

13th Grade (First—Year College) Enrollments,
1962:63 to 1972—73 (Estimate HE"). . o o o u o a

13th Grade (First-Year College) Enrollments,
1954-55 'tO 1972-73 (Estimate "C")o o n c o o o 0

13th Grade (First-Year College) Enrollments,
1961-62 to 1972-73 (Basis: As an Increasing
Proportion of Minimum Projected 12th Grade . . .

Number of Persons Who Took Entrance

Examination, Number of Applications Received,
and Number of Applicants Admitted, Compared
with First—Year Enrollments. . . . . . . . . . .

Total and First—Time Enrollment of Resident and
Extension Degree-Credit Students
(Including Veterans) . . . . . . . . . . . . . .

Percentage Registrations, Fall 1958, in H

Major Colleges Was of High School Graduates
1957-58 in Municipalities with College
Opportunity and Adjacent Municipalities as
Compared to Those without College Opportunity. .

Number of Public High School Graduates in
the 10 Municipalities by Single Year 1950-1961 .

Enrollments, by Years, in Accredited Private

_ Schools of Fajardo, Humacao, San Lorenzo . . . .

Distribution of Respondents and
Percentage of Return . . . . . . . . . . . . . .

Comparison of Parents' Occupations with Those
Desired for Their Children . ... . . . . . . . .

Comparison of Parents' Occupations with Those
Deéred by Their Children . . . . . . . . . . . .

Fathers' Occupations and Preparation
Desired for Children . . . . . . . . . . . . . .

Comparison of Fathers' Preparation with
That Desired for Children . . . . . . . . . . .

Relevance of High School Programs Studied to
Future Educational Plans . . . . . . . . . . .

72

74

75

77

78

80

83

85

86

87

90

90

91

92

93

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

13th Grade (First—Year College) Enrollments,
19514-55 to 1972-73 (Estimate "A")o u c o o o o a

13th Grade (First—Year College) Enrollments,
1962:63 to 1972-73 (Estimate "B"). . . . . . . .

13th Grade (First-Year College) Enrollments,
1954-55 to 1972-73 (Estimate 'lc")o o c o o o o 0

13th Grade (First-Year College) Enrollments,
1961-62 to 1972-73 (Basis: As an Increasing
Proportion of Minimum Projected 12th Grade . . .

Number of Persons Who Took Entrance

Examination, Number of Applications Received,
and Number of Applicants Admitted, Compared
with First-Year Enrollments. . . . . . . . . . .

Total and First-Time Enrollment of Resident and
Extension Degree-Credit Students
(Including Veterans) . . . . . . . . . . . . . .

Percentage Registrations, Fall 1958, in A

Major Colleges Was of High School Graduates
1957-58 in Municipalities with College
Opportunity and Adjacent Municipalities as
Compared to Those without College Opportunity. .

Number of Public High School Graduates in
the 10 Municipalities by Single Year 1950-1961 .

Enrollments, by Years, in Accredited Private
Schools of Fajardo, Humacao, San Lorenzo . . . .

Distribution of Respondents and
Percentage of Return . . . . . . . . . . . . . .

Comparison of Parents' Occupations with Those
Desired for Their Children . ... . . . . . . . .

Comparison of Parents' Occupations with Those
Dedred by Their Children . . . . . . . . . . . .

Fathers' Occupations and Preparation
Desired for Children . . . . . . . . . . . . . .

Comparison of Fathers' Preparation with
That Desired for Children . . . . . . . . . . .

Relevance of High School Programs Studied to
Future Educational Plans . . . . . . . . . . .

72

7M

75

77

78

80

83

85

86

87

90

90

91

92

93

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

13th Grade (First-Year College) Enrollments,
lgsu-SS to 1972-73 (Estimate HA"). a o u o a a 0

13th Grade (First-Year College) Enrollments,
1962:63 to 1972-73 (Estimate "B"). I o o o c o a

13th Grade (First—Year College) Enrollments,
1954-55 to 1972-73 (Estimate HG"). o o o o o o 0

13th Grade (First-Year College) Enrollments,
l96l—62 to 1972-73 (Basis: As an Increasing
Proportion of Minimum Projected 12th Grade . . .

Number of Persons Who Took Entrance

Examination, Number of Applications Received,
and Number of Applicants Admitted, Compared
with First-Year Enrollments. . . . . . . . . . .

Total and First-Time Enrollment of Resident and
Extension Degree—Credit Students
(Including Veterans) . . . . . . . . . . . . . .

Percentage Registrations, Fall 1958, in 4

Major Colleges Was of High School Graduates
1957-58 in Municipalities with College
Opportunity and Adjacent Municipalities as
Compared to Those without College Opportunity. .

Number of Public High School Graduates in
the 10 Municipalities by Single Year 1950—1961 .

Enrollments, by Years, in Accredited Private

_ Schools of Fajardo, Humacao, San Lorenzo . . . .

Distribution of Respondents and
Percentage of Return . . . . . . . . . . . . . .

Comparison of Parents' Occupations with Those
Desired for Their Children . ... . . . . . . . .

Comparison of Parents' Occupations with Those
Deéred by Their Children . . . . . . . . . . . .

Fathers' Occupations and Preparation
Desired for Children . . . . . . . . . . . . . .

Comparison of Fathers' Preparation with
That Desired for Children . . . . . . . . . . .

Relevance of High School Programs Studied to
Future Educational Plans . . . . . . . . . . .

72

74

75

77

78

80

83

85

86

87

90

90

91

92

93

30.

31.

32.

33.

3”.

35.

36.

37.

vi

Relevance of High School Programs Studied

to Choice of Future Occupations .

Comparison of Parents' Feelings About Children
Enrolling in College with Their Enrolling in a

Public Community College . . .

Probability of Community College Attendance with
Transferral to a Four—Year Institution

Certainty of Parents and Children About
the Enrollment of the Latter in a

Public Community College . . .

Influence of Parents' Education, College
or Non-College, on Their Children's

Desire to Attend College. . .

Comparison of Parents' Educational Level with

O

0

O

Their Desire to Further Their Schooling .

Additional Information Relevant to Institutions

of Higher Education . . . . .

Enrollment of Extension Degree-Credit

and Non—Degree Credit Students

93

9M

96

97

98

99

105

109

FIGURE

LIST OF ILLUSTRATIONS

Puerto Rico and the Caribbean Area . . . . . .
Puerto Rico, Municipios, Places of 25,000

Inhabitants or More, and Standard Metropolitan
Statistical Areas. . . . . . . . . . . . . . .

Birth and Death Rates, 1938-1975 . . . . . . .

Density of Business-Industry DeveIOpment
in Puerto Rico . . . . . . . . . . . . . . . .

Locations of Puerto Rican Institutions
of Higher Education. . . . . . . . . . . . . .

Eastern Sector of Puerto Rico . . . . . . . .

Vii

42

53

102

115

CHAPTER I
INTRODUCTION

Relevant Information

Dominated by the Spaniards for over 400 years, Puerto Rico
(Figure l) was ceded to the United States in 1898 upon the termina-
tion of the Spanish-American War.

In fifty-odd years Puerto Rico's population has grown two
and one-half times, recent industrialization has introduced new
sources of income and new technologies, shifting educational
requirements and stimulating new demands.

Because of efforts of the Economic Development Administra-
tion a government agency created for the purpose, 800 branch
plants of U.S. industries located in the Commonwealth from 19H?
to 1962. Through "Operation Bootstrap" factory work has now
become a high status occupation to 6u,000 workers. Expectations
geared toward obtaining a higher standard of living are more
intense than ever.

This unprecedented interest in further instruction, causing
capacity-size enrollments in institutions of higher education,
has led four of the six existing colleges and universities to
develop extension-type programs throughout the Island.

Because a greater desire now exists among college-age youth
and adults to extend their formal education, one of every three

1

FIGURE 1

PUERTO RICO AND THE CARIBBEAN AREA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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(Office of Education).

Resident Extension and

 

Other Enrollments in Institutions of Higher Egg-

cation, 1257-58, 1955, 1254. 1953-

U.S. Government Printing Office, p.

Washington:
53-2-

persons attends some form of school. In fact, from one-fourth

to one-third of the Commonwealth budget is destined for education.

Need for this Study

During the month of September, 1961, unusual attention
was awarded in the Island's news media to the marches on La
Fortaleza, the Governor's Palace, by citizens of several of the
municipalities included in this survey.1

The tense situation brought to light several developments
thought to be restricting the economic progress of the area.
First, the principal sources of income were concentrated in two
sugar-producing enterprises, both of which had begun to employ
mechanized equipment. Second, because these same firms enjoyed
a mon0poly on most of the land, the construction of new buildings
near cities and towns was held to a minimum. Third, the Central
Ejemplo (a sugar factory) had been closed with a loss to the city
of Humacao, alone, of $60,000 in taxes uncollected since 1957;
thousands of workers had been left jobless. Fourth, various
government offices had been transferred from the region during
the course of time, resulting in a loss of employment for still
others. Fifth, the type of government-financed buildings set
up by the Economic Development Administration for lease or sale
to new industries was found inapprOpriate for the Operations of
the smaller businessman.

In public hearings set up by a Special commission of the

House of Representatives, participants urged the initiation of

 

lLarger cities and towns, including corresponding rural
areas, are called municipios or municipalities.

 

various projects for revitalizing the economy of the ten-municipality
area. Among these were the construction of industrial plants

to meet individual requirements, with a concern for reduction in
size. It was recommended that if the beginning of the new
Humacao-Caguas Expressway be accelerated, work could be found

for some of those displaced in the cane fields. Aid to farmers

of limited resources was also suggested. Urban renewal activities
were planned and the development of recreational sites along the
seashore envisioned. The reopening of governmental departments

was declared a necessity.

Although the municipalities covered in this study are only
lightly industrialized, there is reason to assume that the intro-
duction of occupational education and training on a post-high—
school level would not only build up a semi—skilled labor supply
but, simultaneously, would entice new industry and business and
an emigration of people into the region. In fact, one of the
proposals made by interested citizens for improving the position
of the municipality of Humacao, particularly, stressed the need
for expanding its high school programs and opportunities for

vocational training and education.

Statement of the Problem
Two_general assumptions were adopted. One, that there is
an increasing demand for educational opportunities beyond the 12th
grade in Puerto Rico, and, two, that the Commonwealth will strive
to meet this situation.
Specifically, it was the purpose of this survey (1) to

determine the type and scope of post-secondary needs in an area

of ten municipalities, (2) to analyze possible needs so as to
determine the extent to which are applicable the philosophies and
procedures for the establishment of public community colleges

on the mainland, and (3) to suggest recommendations in the light

of findings.

Methodology

Besides a review of the criteria relevant to the organiza-
tion of a public community college, this study contains sections
based on such aspects as population trends (including births,
deaths, and in and out-migration); manpower demands; elementary,
secondary, and college and university enrollments and projections;
and the aspirations of llth grade students and their parents
toward further education and training.

Three questionnaires were utilized. Two were applied to
llth grade students and their parents with respect to determining

future educational needs and wants.1

Students and parents were
queried on plans for post-secondary education, the necessity for
additional training, certainty of attendance at a public community
college if available, vocational choices, and types of programs
desired, to name only a few items.

The third questionnaire (Appendix C) was an interview sent
to seventy business and industrial leaders in the area, inquiring
about such factors as employment trends, training requirements,

labor supply, and the economic future of their specialty.

The first two questionnaires mentioned are Spanish-language

 

lSee Appendices A and B.

versions of those used by the Steering Committee in its final
report, The Three County College Study (Hillsdale, Jackson and
Lenawee), published in July, 1961, and coordinated by the Office
of Community College Cooperation, Michigan State University,

East Lansing, Michigan.

Scope and Limitations

Puerto Rico is divided into 76 municipalities, a number
of these, in turn, comprising a political district. The Humacao
District, in the eastern sector of the Island, consists of the
following lu municipalities, as seen in Figure 2: Ceiba,
Fajardo, Curabo, Humacao, Juncos, Las Piedras, Loiza, Luquillo,
Naguabo, Rio Grande, San Lorenzo, Yabucoa, and the islands of
Culebra and Vieques. Politically, culturally, economically, and
almost geographically, the center of the Humacao District is
the city of Humacao.

Three of these municipalities, Loiza, Luquillo, and Rio
Grande, have been excluded from the Humacao District, for the
purposes of this survey, because of their geographical separation

by the Cordillera Central, a mountain range which traverses the

 

Island and over which passage is both difficult and time consuming.
The islands of Culebra and Vieques were omitted because of lack

of time for extending research to their shores. The municipality
of Maunabo was added, however, because of its proximity to the
city of Humacao and also since a new highway will eliminate its

present access route over E1 Cerro de Pandura, a mountain with a

 

narrow roadway and treacherous landslides.

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CHAPTER II
CRITERIA FOR ESTABLISHING PUBLIC COMMUNITY COLLEGES

Review of the Literature

To identify, analyze, and then suggest pertinent criteria
for establishing a community college, a study was made of the
writings of various authorities in the field. Hugh G. Price,
for example, in "Planning for Public Junior College Development
through State and National Surveys," Junior College Journal,
September, 1949, summariZed 12 state and national studies with
recommendations in terms of control, type, and plan of organiza-
tion; curriculum offerings; minimum enrollment; cost of Operation
per student enrolled; tuition charges; plans for state aid;
reimbursement for nonresident students; provisions for boarding
and transportation; and relationship to existing colleges (60:16-22).

In turn, Leonard V. Koos in "Essentials in Statewide Com-

munity-College Planning," The School Review, the same month and

 

year, listed ten generalizations arising from his work with legisla-
tive councils in Illinois, Maryland, and Pennsylvania. Among

these are a statewide inquiry, a minimum of 200 students, a
curriculum stressing general education, vocational training, and
first and second-year college level courses. The method and amount
of state support, the necessity for research, the importance of
local control, and a recommendation the new community college
district be coterminous with elementary and high school districts

8

are other considerations (n5:341).
Another set of criteria by James W. Reynolds in "When to

Build a Community College," School Executive, December, 1949,

 

proposed there be available necessary staff members, facilities,

and a sufficient potential of students, and that the community

be able to finance the cost of the new institution (63:51).
Requirements adopted at the 19%? convention of the American

Association of Junior Colleges are recalled by Jesse P. Bogue in

his text The Community College, 1950, as: A minimum secondary

 

enrollment of 1,000; an assurance of an enrollment of at least
200 prOSpective students; a taxable assessed valuation sufficient
to provide needed capital outlay and an adequate assessed valua-
tion per average daily attendance to carry a minimum program; a
financial support level from local, State, or both, sources
sufficient to yield a minimum of $200 per student per year; and

a petition from voting citizens requesting establishment of the
college (6:97-98).

Found in Russell Foster Pinks doctoral dissertation, "Some
Criteria for the Establishment of Community Colleges, with Special
Reference to Michigan," completed in 1952, are the following
regulations: A high school enrollment of 500 in grades 9-12,
with a recommended minimum of 800 in grades 9-12 more desirable;
approval of a representative, independent, non-political state
educational agency; a consideration of existing educational
institutions from the point of view of the possibility of these
meeting the community's needs; approval of a local community,

ascertained by petition, referendum, or intensive survey; and,

10

an estimate of the minimum tax valuation (36).
In contrast, Bogue and Norman Burns in "Legal and Extralegal
Influences for Improving Colleges," Fifty-fifth Yearbook of the

National Society for the Study of Education, The Public Junior

 

College, cited these three criteria in 1956: "Community interest,
potential student enrollment, and adequate financial resources"
(8:235).

Likewise, Jack Rodgers concludes in a survey of 17 junior

colleges, "Establishing a Junior College," Phi Delta Kappan,

 

February, 1957:

9” One of the important bases upon which the establish—
ment of a junior college should rest is that of local
interest and approval. The success or failure of the
proposed institution may well be determined by the attitude
of the qualified electorate which may be called upon to
support the institution with its taxes for current expenses
and for building facilities needed. Recommendations also
include a minimum full-time student equivalent of approxi-
mately 400....(6ule7—190).

In a study similar to Price's of lens, 8. V. Martorana in
"Consideration of 2-Year Colleges in Recent Statewide Studies,"

Higher Education, October and November, 1957, not only upheld the

 

same issues, but found that more state studies were being made
with consideration for two-year colleges (#8).
Raymond J. Young, in "Survey of Junior Colleges Possibilities:

A State Responsibility," Junior College Journal, January, 1959,

 

re-emphasized three criteria already suggested when he asked the
questions below:

1. Are potential enrollment prospects such that an enrollment
of sufficient size is indicated to permit the development

of an educational program of adequate depth and breadth

and for its economical operation?

11

2. Is it likely the community or area can adequately
finance and house a community junior college for the maximum
potential enrollment anticipated within the legal framework
established by which 13th and 14th year programs are
financed?

3. Are the unmet adult and youth educational and service

needs of the community or area such as to indicate the

need for a community junior college?

4. Is there sufficient community interest in the develop-

ment of a community junior college to indicate willingness

to support such a college both financially and by en-

couraging youth to attend? (81:249).

After examining and summarizing state regulatory and
statutory provisions, 28 state studies, and opinions of 141
administrators of colleges, D. G. Morrison and Martorana expressed

the same opinion in their 1960 study, Criteria for the Establish-

ment 2: 2-Year Colleges.

 

 

The feasible and useful criteria for establishment
of local or district public 2-year colleges may be summarized
under three major considerations. These are (1) Potential
enrollment in the 2-year college; (2) indications of a
reliable and adequate level of financial support; and
(3) evidence of local interest and desire for a college.
Other factors can be reviewed in a study of the extent to
which they support or detract from the three main factors
named (57:64).

Finally, Le Roy V. Good recommended identical guideposts
to state directors of junior colleges and coordinators of state
systems at a two day conference in Chicago on October 18 and 19,
1961, when he spoke on "State Criteria for the Establishment of
2-Year Colleges."

The literature in the field would indicate that
these three minimum requirements--community interest and
need, potential student enrollment, and adequate financial
resources--however minutely detailed, are still the basic
criteria. We must know that the community is interested
enough, based on a felt need to pay for the college, that
there will be a sufficient student enrollment to have an
efficient college, and that there are financial resources
available to pay for the college (37:4).

11

2. Is it likely the community or area can adequately
finance and house a community junior college for the maximum
potential enrollment anticipated within the legal framework
established by which 13th and 14th year programs are
financed?

3. Are the unmet adult and youth educational and service
needs of the community or area such as to indicate the
need for a community junior college?

4. Is there sufficient community interest in the develop-
ment of a community junior college to indicate willingness
to support such a college both financially and by en-
couraging youth to attend? (81:249).

After examining and summarizing state regulatory and
statutory provisions, 28 state studies, and opinions of 141
administrators of colleges, D. G. Morrison and Martorana expressed
the Same opinion in their 1960 study, Criteria for the Establish—

ment 2: 2-Year Colleges.

The feasible and useful criteria for establishment
of local or district public 2-year colleges may be summarized
under three major considerations. These are (1) Potential
enrollment in the 2—year college; (2) indications of a
reliable and adequate level of financial support; and
(3) evidence of local interest and desire for a college.
Other factors can be reviewed in a study of the extent to
which they support or detract from the three main factors
named (57:64).

Finally, Le Roy V. Good recommended identical guideposts
to state directors of junior colleges and coordinators of state
systems at a two day conference in Chicago on October 18 and 19,
1961, when he spoke on "State Criteria for the Establishment of
2-Year Colleges."

The literature in the field would indicate that
these three minimum requirements--community interest and
need, potential student enrollment, and adequate financial
resources-~however minutely detailed, are still the basic
criteria. We must know that the community is interested
enough, based on a felt need to pay for the college, that
there will be a sufficient student enrollment to have an
efficient college, and that there are financial resources
available to pay for the college (37:4).

12

From this study, three criteria for determining the need
for establishing a community college have been chosen. These are:
Potential enrollment in the new institution, community interest
and need, and adequate financial support.‘ A fourth, accessibility

of the college to students, will also be considered.

Enrollment as a Criterion

The fact that large numbers of able high school graduates
are not in college is likely to receive notice as one of the
first evidences of need. Then, after it appears a new community
college is required and the state has provided necessary legal
procedures, some estimate should be made of prospective enrollments.

Various ways are used for determining probable attendance.
Good, for instance, reminded personnel of two—year colleges that

.... literature has used various statistics to arrive

at a basic potential of raw material, i.e., students.

These include twelfth-grade enrollment, secondary school

enrollment, enrollment in grades 1 through 12, and gross

p0pulation of an area .... (37:5).

H. D. Reese, in turn, developed a practical method through
correlation techniques, after studying enrollments for public
junior colleges, high schools, and grades 1-12, and size of
community (81:250-251).

In "The Community College in Michigan," EEE££.§EE§X.§2; l,

The Survengf Higher Education in Michigan, June, 1957, Martorana

 

 

not only based his projection of needed new colleges on an 800
figure of high school enrollment (grades 9-12) but also on a
population in a county where there were 1,000 youth aged 18 and 19.
His third effort to arrive at an objective measure of population

concentration used the number of persons 19-22 in a county

13

(2,000) (50:101-105). Martorana's reasons for his three methods
are these:

The wisdom of using all three of these measures
came out in the analysis of various counties and localities
in Michigan when it was discovered that using only one
of the three measures, regardless of which one may be
chosen, would leave out some areas which clearly qualify
under one, or in some cases two, of the other criteria
(50:105).

After considering the statutory criteria of 32 states
relating to founding two-year colleges, Morrison and Martorana
summarized their findings about high school enrollment as a
criterion:

Six States (California, Colorado, Idaho, Oregon,
Texas, and Wyoming) consider school population in the
district as a criterion for the establishment of 2-year
colleges. These school pOpulation figures vary considerably,
both in number and application.

Of those States using this criterion, the lowest
school population appears in Texas, which requires an
enrollment of 400 in the upper four high school years of
an independent junior college district (only 300 in a
growing community). An enrollment of 400 in the upper
four grades with a scholastic enrollment of 7,000 is
required in a union junior college district with an
alternative of 400 plus 5,000 scholastic enrollment in
a growing community.

At the other extreme is California which specifies
that the total enrollment in grades 9-12 in unified
districts must be 3,500 pupils. Colorado also has a
required secondary school enrollment of 3,500, but this
figure applies to all public schools in the junior college
district. The figure used in Colorado is determined by
the latest school census. Wyoming requires not less than
700 pupils regularly enrolled in grades 9-12 in community
college districts; Idaho requires a minimum aggregate high
school enrollment of 800 for formation of junior college
districts. The requirement in Oregon is that there must
be at least 1,000 resident pupils in grades 9-12 (57:17).

About a specific figure for minimum starting enrollment,

various sources concur in approximately 200. For instance, in

13

(2,000) (50:101-105). Martorana's reasons for his three methods
are these:

The wisdom of using all three of these measures
came out in the analysis of various counties and localities
in Michigan when it was discovered that using only one
of the three measures, regardless of which one may be
chosen, would leave out some areas which clearly qualify
under one, or in some cases two, of the other criteria
(50:105).

After considering the statutory criteria of 32 states
relating to founding two-year colleges, Morrison and Martorana
summarized their findings about high school enrollment as a
criterion:

Six States (California, Colorado, Idaho, Oregon,
Texas, and Wyoming) consider school pOpulation in the
district as a criterion for the establishment of 2-year
colleges. These school population figures vary considerably,
both in number and application.

Of those States using this criterion, the lowest
school population appears in Texas, which requires an
enrollment of 400 in the upper four high school years of
an independent junior college district (only 300 in a
growing community). An enrollment of 400 in the upper
four grades with a scholastic enrollment of 7,000 is
required in a union junior college district with an
alternative of 400 plus 5,000 scholastic enrollment in
a growing community.

At the other extreme is California which specifies
that the total enrollment in grades 9-12 in unified
districts must be 3,500 pupils. Colorado also has a
required secondary school enrollment of 3,500, but this
figure applies to all public schools in the junior college
district. The figure used in Colorado is determined by
the latest school census. Wyoming requires not less than
700 pupils regularly enrolled in grades 9-12 in community
college districts; Idaho requires a minimum aggregate high
school enrollment of 800 for formation of junior college
districts. The requirement in Oregon is that there must
be at least 1,000 resident pupils in grades 9-12 (57:17).

About a specific figure for minimum starting enrollment,

various sources concur in approximately 200. For instance, in

14

its 1947 convention the American Association Of Junior Colleges
not only listed a minimum secondary school enrollment Of 1,000
but also a potential college enrollment of at least 200 (6:97-98).
Reynolds (63:51) and K005 (45:344) also coincided on 200,
the latter using this same figure in a number of state studies.
Martorana concurred, too, by stating in his Michigan
study:
The figure most often agreed upon, on the basis
of experience in the community college field and with
regard to the possibility Of developing a defensible
sc0pe of curriculum and economy of Operation, is an
equivalent Of 200 full-time students in the regular day
program (50:96).
The Michigan Legislative Study Committee on Higher Education
corroborated this same figure in 1957 (54).
Tyrus Hillway joins the group when he states in The
American Two-Year College, 1958: "... a junior college with
an insufficient number of students cannot Offer a satisfactory
program" (40:213).
However, James A. Starrak and Raymond M. Hughes in The
New Junior College, 1950, have adOpted a more flexible view:
The minimum enrollment, consistent with a desirable
level Of economical Operation, ... has been set at from
175 tO 200 full-time students. Of course, the institu-
tions could be Operated, and are in fact being Operated,

with much smaller enrollments than 200, but the cost per
student increases rapidly with decreases in enrollment.

(67:53).

In contrast, Paul N. Johnson, in a doctoral dissertation
"A Proposal for a System of Public Junior Colleges for the State
Of Kansas," University Of Colorado, 1956, reported replies

received from 75 selected individuals who had been asked to name

a minimum enrollment figure. This ranged from 130 to 250 students

15

(44:207).
Damon D. Reach, in "Statewide Planning Needed in Community

College Development," Junior College Journal, November, 1961,

 

also has stated:

Community colleges should exist only where the
enrollment will be sufficient to guarantee efficient
and economical Operation and an adequate curriculum
Offering to meet the educational needs of the area to
be served. A working minimum Of two to three hundred
students is suggested (61:152).

Good, in turn, also suggested that an institution Offering
four or five university parallel transfer programs and a reason—
able list of technical-vocational programs should have a mini-
mum enrollment of 300 students, and optimumly, 400 students.
"Experience in many States," he added, "shows that approximately
300 to 400 high school graduates annually will eventually produce
an enrollment in the junior college of approximately 400 students"
(37:5).

Finally, Morrison and Martorana found that few states
recommended less than 200 students as a minimum college enroll-
ment, 200-400 being the most frequent range.

The regulatory criteria mentioned most frequently
in State regulations is the potential collegiate enroll-
ment. Thirteen States (California, Colorado, Florida,
Georgia, Illinois, Maryland, Minnesota, Mississippi, New
York, North Carolina, Oklahoma, Texas, and Washington)
consider enrollment (present and/or potential) as a
necessary criterion for establishing 2-year colleges.

Among these States the enrollment figures range
from a low in Oklahoma of 25 regularly enrolled students
for the l-year program (40 for the 2-year program) to a
high in New York of a minimum of 500 full-time potential
students in any given year living within a 25-mile commuting
distance. Both California and Colorado require an enroll-
ment "sufficient to justify establishment." However,
California suggests 400, whereas Colorado feels 300 would

16

suffice. Florida requires not less than 400 full—time
students for Priorities One and Two districts and not less
than 200 for Priority Three. In the regulation pertaining
to local public 2-year colleges in Georgia, a minimum of
200 full-time equivalent daytime students is required at
the beginning of the first year, 300 at the beginning of
the second year, and 350 at the beginning of the third
year. Illinois sets forth a minimum enrollment Of 200

in the first full year Of Operation, whereas Maryland has
not established a specific figure but suggests that the
enrollment be estimated using school enrollment and total
population figures as a basis. Minnesota requires a mini-
mum first-year enrollment of 50 and at least 150 students
in the fourth year. Mississippi regulations state that
200 regular full—time students for a minimum program

and at least 400 for a diversified program would furnish
evidence of a sufficient enrollment for an effective
junior college program. In North Carolina 300 is stipulated
as the immediate enrollment figure with a potential long-
term projection of 600. Texas requires evidence of a
potential minimum enrollment of 200 equivalent full-time
students by the beginning of the second year of Operation.
Washington considers 100 to be a minimum enrollment

figure (57:19).

On the other hand 48 Of the 70 administrators replying to
their opinion survey and giving a specific figure cited 100-300
full-time students as a starting enrollment, while 29 favored
the 400-600 range as a minimum potential full-time enrollment.
Twenty—six named the 200-400 range, with a total of 55 choosing
between 200 and 600 (57:31-34).

In a review of criteria discussed in the 28 state studies
enrollment was the mostfrequently named criterion, minimum
figures ranging from 175 in Maryland to 400 in California,
Florida, and Minnesota. The arithmetic mean was 300, the median
falling between 300 and 320 (57:53).

Koos assumed a more recent attitude toward the criterion
Of enrollment when he said:

It need not be assumed that location Of community

colleges of fewer than the working minimum would never
be approved, as consideration Of population in one area

17

might justify occasional exceptions Of smaller enrollment
in a state, even at greater cost per student, but they
should be definitely regarded as infrequent...(45:344-345).

In The Community Junior College, 1950, James W. Thornton,

 

Jr. elaborates on Koo's thinking by writing:

Early writers on the junior college... have
suggested that a minimum prOSpective enrollment Of 100,
200, or 300 students should be in sight... Such specific
limitations seem unrealistic. Because so many variable
conditions affect the desirability Of founding a college,
no concrete stipulations can apply to all areas. The
need for a limited academic program in a remote area
might justify recommending the establishment of a junior
college for a prospective 100 or 150 students. In a
more metropolitan area, with nearby junior colleges
available, it would probably be unwise tO plan an addi—
tional site unless at least 1000 day students, a compre-
hensive curriculum, and an extensive adult program were
in sight (71:104).

It is deduced, therefore, from this discussion that first-
year enrollment in a new community college should consist Of at

least 200 full-time students.

Accessibility as a Criterion
In reporting opinions of professionals about the location
Of a new college, Morrison and Martorana stated in their 1960
joint study:

One Of the advantages claimed for 2-year colleges
is that of proximity and accessibility of the institution
to the students' homes, thus making it easier for more to
attend. Responses to the questions raised in this inquiry
sometimes related accessibility to distance and sometimes
to travel time. Among the administrators, directors Of
State agencies, or others engaged in public 2-year college
education, accessibility was most Often considered in
terms of mileage distance. However, only 40 out Of the
101 respondents gave a specific mileage,the others indicated
that local factors of topography, road conditions, and
climate were basic considerations to determine the feasible
travel distance. Of these, 22 of the administrators, 5
Of the directors, and 2 Of the others indicated that the
one-way commuting distance for the majority of the students
should be under 30 miles. Thirty to 50 miles was believed
acceptable by six administrators, two directors, and two

18

others. Only one administrator suggested a traveling
distance of more than 50 miles one way.

Among the 15 respondents preferring to consider
accessibility in terms Of commuting time, 3 Of the ad-
ministrators suggested a maximumcf 1 hour each way, and
one director recommended a maximum of 30-45 minutes.

Two other administrators merely stated that the college

should be easily accessible. Three administrators, 2

directors, and 4 others expressed accessibility in terms

Of "reasonable commuting distance" (57:34-34).

In summary, thus, two measures were suggested for deter-
mining accessibility: Thirty miles Of traveling distance or
one hour of time spent in travel each way.

Most State laws, continue Morrison and Martorana, allow
local political subdivisions, counties, or school districts to
establish colleges, supported by statewide studies advocating
the principle of accessibility (57:62—63).

However, as Young has indicated in his article, care
should be exercised in selecting the exact location. He says:
"Steps should be taken tO prevent the development of community
junior colleges in locations where unnecessary and uneconomical
overlapping commuting areas would result among them..." (81:246).

James L. Wattenbarger expressed a similar preoccupation
in "Planning Facilities for Junior Colleges," Junior College
Journal, May, 1960, when he states: "A second important criterion
is the actual location and shape of the site. It should be
accessible to highway traffic because the junior college is a
commuting college" (79:540).

That the location Of a college is a determinant to enroll-

ment is spelled out by Leland L. Medsker in The Junior College:

 

Progress and Prospect, 1960:

 

Referring to Ohio, the situation showed that

18

others. Only one administrator suggested a traveling
distance of more than 50 miles one way.

Among the 15 respondents preferring to consider
accessibility in terms of commuting time, 3 of the ad-
ministrators suggested a maximumof 1 hour each way, and
one director recommended a maximum of 30-45 minutes.

Two other administrators merely stated that the college

should be easily accessible. Three administrators, 2

directors, and 4 others expressed accessibility in terms

of "reasonable commuting distance" (57:34-34).

In summary, thus, two measures were suggested for deter—
mining accessibility: Thirty miles of traveling distance or
one hour of time spent in travel each way.

Most State laws, continue Morrison and Martorana, allow
local political subdivisions, counties, or school districts to
establish colleges, supported by statewide studies advocating
the principle Of accessibility (57:62-63).

However, as Young has indicated in his article, care
should be exercised in selecting the exact location. He says:
"Steps should be taken to prevent the development of community
junior colleges in locations where unnecessary and uneconomical
overlapping commuting areas would result among them..." (81:246).

James L. Wattenbarger expressed a similar preoccupation

in "Planning Facilities for Junior Colleges," Junior College

 

Journal, May, 1950, when he states: "A second important criterion
is the actual location and shape of the site. It should be
accessible to highway traffic because the junior college is a
commuting college" (79:540).

That the location of a college is a determinant to enroll-

ment is spelled out by Leland L. Medsker in The Junior College:

 

Progress and Prospect, 1960:

 

Referring to Ohio, the situation showed that

19

although approximately one-half of all seniors in Ohio
high Schools had the desire to pursue their education
for at least two years beyond high schools, distance
from higher institutions and economic circumstances made
it impossible for many to do so (53:261).

Among the conclusions of the Michigan Legislative Study
Committee on Higher Education is a similar discovery:

Proximity of institutions Of post-high-school
education, and the type of college locally available,
influence the number of high school graduates who
carry on these studies. The percentages Of college-
age population attending college in Michigan increase
steadily from 16.9 per cent for counties with no collegiate
Opportunities within their borders, to 23.4 per cent for
counties having a community college but no other publicly
supported higher institution, to 27.5 per cent for those
having only a private college, to 39.6 per cent for
counties having a State college of university (54).

In Minnesota a commission appointed to study needs and

facilities of higher education reported:

One—fourth of our young people who live within 10
miles of a college are attending ... the first year after
they graduate from high school. But among the youth who
live more than 25 miles from a college the ratio is one
in seven (55:7).

Hillway adds these words in which he suggests a similar
commuting distance:

It may be seen, then, that convenience plays a
large part in determining whether students will enter
college. If educational Opportunities are to be extended
and equalized, there should be a college within commuting
distance (ordinarily within 20 or 25 miles) Of every
student (40:10-11).

A community college, thus, should be established so as to

be within daily commuting distance of the greatest number of

prospective students in the area to be served.

Interest and Need as a Criterion
In the review of literature local interest was mentioned

repeatedly as a necessary measure. Further evidence in_favor Of

20

this principle is produced by Morrison and Martorana who dis-
covered that with few exceptions respondents indicated that
community attitude was an essential criterion in determining
the possibility of initiating a new college. Whereas 52 of 101
administrators stated the attitude of the community toward
higher education should be "favorable," 11 indicated the com-
munity must "want or demand a college," nine believed the atti-
tude should be "demonstrated by votes in favor of higher educa—
tion," and only four believed the "attitude can not be developed."
Other statements advanced by ten additional persons supported
the criterion, while 15 gave no specific answer. Noteworthy is
the fact that consideration of local attitude was the only suggested
criterion which no respondent said was "not applicable or not
important" (57:38).
In regard to unmet student needs the same authors observed:
Out of 101 public college administrators, 62
respondents, or 61 per cent, thought that the extent
to which student needs are not being met elsewhere was
definitely one of the criteria to be considered when
starting a new public junior college. Five of these ad-
ministrators indicated that a local study or survey of
the level and scope of these needs should be conducted.
Several ideas regarding this factor were mentioned
repeatedly. One was that the need for terminal and voca-
tional-technical type programs was often very high and
that the extent of this need by the students in the com-
munity should be determined. Another idea Often advanced
was that it was very important to consider the economic
status of the student and his family. This closely
parallels the concept expressed by Alvin Eurich, that

"College attendance was more dependent upon family in-
come than upon scholarship."l (57:36).

 

lAlvin C. Eurich. "New York State Plans Community Colleges."
School Executive, Vol. 69, NO. 4, December, 1949, p. 56.

21

Henry L. Ashmore, who submitted a list Of 25 basic regula-
tions to delegates at a convention of the Southern Assodation Of
Junior Colleges, Memphis, Tennessee, found that 122 to 17 voted
in favor Of the statement "The strongest foundation Of a public
junior college is the community's appreciation of its need for
such an institution." In reply to the item "Local citizens should
be directly involved in the planning and development Of the
college," 134 out of 135 answered in the affirmative (5:190).

Speaking before the State directors and coordinators of
State systems at Chicago in their convention held on October 18
and 19, 1961, Walter M. Taylor in "State and Local Surveys Of
Need "re-emphasized the importance Of the human element:

(2) Depth of local understanding and support,
that is, the greater the involvement and commitment
of the entire region in the planning and development
of the college, the greater its priority" (69:16).
Various reasons behind expressions Of interest and need

by particular localities have been summarized by Thornton this
way:

This demand will be enhanced by the realization
that no colleges are available for the youth of the
community in reasonable or economic proximity, or that
the colleges that do exist are either overcrowded or too
costly for many Of the able young people who should go
to college. An additional element Of need is not Often
apparent to the lay public as they begin to think of a
higher education: that is, the newly developing need
for diversity of educational opportunity beyond the high
school for kinds Of courses not Offered in liberal arts
colleges and not appropriate for them (71:126-127).

Similarly, Good has commented:

The success and ever-increasing acceptance of
successful and well-planned community junior colleges,
the increasing difficulty of Obtaining admission to 4-

year institutions, the increasing awareness of the general
public that many students have unmet educational needs

22

not functionally acceptable to the 4-year institutions,

sociO-economic pressures, and the growing pattern of

more than 12 years of public education are all contrib-
uting to anincreasing willingness of the general public
to examine its local needs and interests, to balance

needs against natural aversion to taxes: (37:7-8).

That local initiative and leadership is necessary in the
organization of a new community college is granted. In this
respect Taylor praised the Massachusetts State Board of Regional
Community Colleges which demands a local survey be prepared
by a voluntary group:

Nothing but good can come from involving local
citizens in surveying their own needs. This good
can be measured in terms of resultant regional support
for a college on other than emotional grounds, and the
very fact of this involvement provides a reservoir of
continuing understanding, support and personnel...
(69:15).

Thornton adds these words:

...some perceptive and responsible Observer becomes
concerned about opportunities for higher education and
begins to interpret the need to othersat the same time
that he searches for an appropriate method of satisfying
the need (71:103).

Respondents in the study of criteria by Morrison and
Martorana replied that evidence of interest should come from
articulate, organized groups in the area such as the local
chamber of commerce, league of women voters, or community
leaders such as the mayor or judge (57:38).

In addition to a vote of citizens in a community, requesting
the establishment of a new college, a local study of need is
usually required. Such a survey, in the words of the Michigan
Legislative Study Committee "...should include a comprehensive

survey of population, high school enrollments and graduates,

tax base, and other important factors" (54).

23

Morrison and Martorana, in their study, included other
factors such as: Present and expected industrial development
and plans and expectations Of high school seniors (57:63).

Thornton elaborates on the design of the survey when he
says:

One part... will be directed at high-school
students. From them it is possible to ascertain how
many plan to go to college and specifically to the
new college, what kinds of courses they think they
need, what vocations they have chosen, and what activities
they would want to engage in while at college (71:109).

Further insight into attitudes Of the community toward
setting up a new institution have been provided by Young:

Evidence accumulated through various studies
seems to indicate that desire for, interest in, and
willingness to, support agiven level of education is
related to a basic core of attitudes. A public Opinion
poll properly conducted will reveal... a particular pre-
disposition.... However, the community attitudinal or
pre-disposition which motivates collective action stems
from a matrix of community dominant cultural values.
Much study is needed to discover how.. values are typically
manifested, to devise methods by which they can be un-
covered, and to identify those which are associated with
low or high degrees Of community educational motivation
(81:253).

In the following words Young gives a more comprehensive
description of the aspects which might be covered by a study,
naming the various persons in the community who might be queried:

The problem of assessing the nature, type, and
amount Of educational need is a most difficult task.
Several approaches can be made. Studies have revealed
the validity Of expressed educational intentions and occu-
pational aspirations Of large groups of high school
seniors.1 Known relationships exist between the tendency
of youth to continue formal education and such factors
as attitudes of parents, success in high school, accessi-
bility Of Opportunity, parental education and economic

 

lBerdie, R. F. After High School - What? Minneapolis:
The University Of Minnesota Press, I954, p. 96.

24

level, plans of friends, and whether or not other brothers
and sisters have attended school beyond high school.
Assuming that present high school juniors and seniors

are characteristic Of those who emanate from the area

to be served, one can obtain much useful information

from them. Analysis Of expressed educational intention,
immediate plans after graduation, and occupational aspira-
tion give clues to the types of further training Of interest
to youth. Analysis Of plans or intentions according to
residential distances from the considered location of

a community junior college reveals information which is
helpful in estimating probabilities that students might
commute to Obtain the training implied. Length Of time
which students have resided in the area indicated whether
the potential pupil pOpulation to be served is a stable

or fluid one.

Another important source of information is the
high school graduates of an area. Analysis of responses
of men and women graduates for previous years indicates
the types of training beyond high school which they have
sought, clues to types Of further training desired, and
kinds and locations Of employment which have been obtained.
A cross analysis of residential distance Of graduates
from a proposed location and expressed desire for certain
types of further educational Opportunity is useful in
identifying educational backlog within commuting attendance
distance. Information can be obtained which may be
indicative of need for certain types Of cultural-general,
vocational or home and family life education. Responses
of graduates concerning whether their plans after gradua-
tion might have been altered provided certain types of
additional opportunity had been accessible and available
are useful in estimating the holding power effect of an
apprOpriate program.

Probably the most significant information on one
type Of educational need can be Obtained from local area
employers in business and industry. PrOperly organized
contact with them will reveal in systematic fashion what
specific jobs exist, the replacement and turnover rates
of employees for each, whether present labor supply is
scarce, adequate, or in surplus, and the level Of training
desired and preferred for each type Of job. It is thus
possible to identify jobs for which employees are scarce,
where annual replacement needs create a demand and for
which training above high school is preferred.

An inventory and study of community social, recrea-
tional, service, health, and cultural agencies, institu-
tions, or organizations in conjunction with on-the-job-
training, apprenticeship, and other organized training
programs conducted by industry are necessary to assess
the extent to which various services and educational needs

25

are met through existing facilities. A careful assess-
ment of the extent to which a nearby four-year private
or public college may be serving the community and the
nature of needs served is essential in such areas. Status
of educational level attained by the adults and patterns
of previous school attendance beyond high school are
also clues to educational need. Discrepancies between
expressed desire to continue school beyond high school
among high ability youth and low proportions who do
attend may indicate a profitable area Of investigation.
(81:251-252).

Reach argues the state board of education should determine
the feasibility of establishing a community college, with
approval or disapproval based on results of a prior survey "of
the need, ability, facilities available, and prospective
attendance" (61:152).

The state plan ordinarily begins with a statewide survey
to determine what educational services are desirable and what
are already being performed.

In this respect Hillway lists the various aspects to be
covered:

Such a committee will make a thorough investiga-
tion of the population trends within the state; the trans-
portation facilities in different areas; agricultural,
commercial, and industrial activities; general organization
Of public secondary education, present Opportunity for
training beyond high school; the number Of students
interested in continuing their education beyond the twelfth
grade, the types of training desired by post-high-school
students; and the ability Of the state to finance higher
education (40:244).

Good adds that the criterion of interest and felt need
is difficult to structure as it involves consideration Of socio-
economic patterns, unmet needs Of high schOOl graduates, needs
of industry for trained personnel, leadership Of Opinion makers,
aspirations Of high school juniors and seniors, plans of parents

for sons and daughters, etc. (37:7). He also warns that too

26

frequently the measure Of community interest and awareness
fails, not because of interest and need, but because the public
was not acquainted with facts and because Of the prematurity Of
the measuring process before the electorate had become aware

of the facts (37:7).

State planning is being recognized more and more as a
necessity. When Ashmore asked delegates at the convention Of
the Southern Association Of Junior Colleges whether they believed
the state should have the responsibility for developing the
necessary criteria for the establishment of junior colleges,

lll voted "Yes" as compared with only 29 who said "no" (5:190).
In this same respect Young remarks:
If the Objective ultimately is to make diverse

types of appropriate educational Opportunity available

and accessible to the greatest number of youth and adults

in a state and at the same time issue high quality programs

and economy and efficiency of Operation, the proper develop-
ment of additional institutions must be on a planned

coordinated basis (81:246).

Morrison and Martorana found that 1957 studies made in
Florida, Illinois, and Michigan and the 1948 New York study
considered also evidence of need for community junior colleges.
Whereas Illinois based its consideration on an analysis of
socio-economic characteristics of the local area, New York
stated colleges first to be established should be located in
communities where need was greatest. The master plan approved
by the Governor Of New York and its board Of regents in 1950

contained a blueprint of community colleges and identified certain

areas as in need Of such institutions.

27

Once a community is identified or once a group

of people in a community on their own initiative becomes

interested in a community college, it is generally the

aspiration of the community to seek the advice of the

State University and the stataeducation department.

University Officials maintain that their responsibilities

are to advise, approve, and coordinate, and not to initiate

the establishment procedure (53:251). Both Florida and

Michigan, in turn, have developed a priority system

(57:54).

In Florida, for instance, the 1955 Legislature not only
provided funds for existing colleges but also authorized the
appointment of a council to make recommendations to a state
board of education relating to a long-range plan Of develop-
ment. Upon the determination of elements Of adequate legislation
for placing the program on a sound financial basis and encouraging
the orderly establishment Of new facilities, a thorough com-
munity study was made in each county to determine need for,
interest in, and probable prOSpective problems. Following an
extensive review of surveys, the council recommended priorities
(30).

Although eleven states, according to findings of Morrison
and Martorana, list the factor of community interest as a
criterion (California, Colorado, Georgia, Illinois, Maryland,
Massachusetts, Michigan, Minnesota, Mississippi, New York, and
Texas), the way it is measured and the wording of regulations
vary greatly. Three states, California, Georgia, and Minnesota,
for example, require a vote as an indication of interest. The
remaining eight state rulings are more general. Whereas in

Colorado interest must be shown in a survey, in Illinois no

assistance from the state Office can be given until "clear

28

evidence" is shown (57:20).

In the latter, any district establishing a college must
first seek approval Of the state superintendent of public
instruction who then makes a survey of the district to be
served and, in accordance with criteria, determines needs and
the ability of the district to maintain an institution of adequate
standards (53:222).

Community desire in Maryland and Texas "must be deter-
mined"; in Massachusetts "continuance of community interest"
is necessary. In Michigan a "strong desire" on the part Of
the citizens Of the proposed community college district is needed
for a major part of the proposed program. People of the district,
in Mississippi, "should be willing to support the college by
attendance, by levying sufficient taxes and by maintenance of
sound professional administration." Finally, in New York,
local business and industry "should be able to provide appropriate
and continued employment opportunities to graduates as evidence
Of community interest unless the college is to Offer liberal
arts and science programs only." (57:20).

In summing up this section, it may be said then that
there should be interest in, a desire for, and general acceptation

of the establishment of the proposed community college.

Financial Resources as a Criterion
Formerly, the public junior college functioned usually
under permissive legislation, local districts being encouraged

to meet their own needs, while state aid was given almost solely

29

to elementary and high schools and four-year institutions.
Today, sources of support for the community college comprise
student fees; state and federal appropriations; county, city,
and district property taxes; private gifts and grants; endow-
ment earnings; and the sale Of goods and services.
In several states community and government funds are
allocated in accordance with complicated formulas based on
average daily attendance, current tax rate or effort, indebtedness
of the district, number of instructional units, an established
minimum foundation program, sources of revenue, and the desire
to increase the tax load.
At the local level various difficulties confront the
financing of a community college. Not only did the President
Of the National Congress of Parents and Teachers, in Nations
Schools, March, 1957, envision the need for more community
colleges, but she also warned against establishment in districts
unable to maintain them (11:7). Medsker elaborates on this
plight of many states, counties, and communities when he remarks:
The task of adequately financing the two-year
college is not to be minimized. It is closely related
to the problem of financing all public post-high school
education - indeed, all public education - in a time
when cost of education and numbers to be educated are
increasing. In many states an antiquated tax structure,
a resistance to new and additional taxes, and an excessive
drain on state revenues have already resulted in insufficient
funds to meet adequately the mounting costs of the next
biennium ... (53:306-307).
As a remedy, Hillway recommends no community extend educa-

tion unless the assessed valuation of property reaches $10

millions, assuming the state aids in part. If no support is

3O

forthcoming, then $25 million would be required. Evidently,
Hillway bases his Opinion on the fact that 13 states (Arizona,
California, Colorado, Idaho, Minnesota, Mississippi, Montana,
Nebraska, Oklahoma, Oregon, South Carolina, Texas, and Wyoming)
require assessed valuation of taxable property meet a certain
minimum figure: from $3 million in Montana to $20 million in
Colorado and Wyoming (40:213).

"A satisfactory plan," confides Bogue, "provides for
state aid, equalization funds for poorer communities, and local
tax revenues" (6:26). Starrak and Hughes also argue for
increased state support "... since local districts are forced
to rely upon property taxes, which are already, in most instances,
probably high enough" (67:27). Bogue, in turn, believes the
community college will expand only after the following are
achieved:

State-wide planning with cooperation between

the state and local communities; aggressive educational

leadership; full recognition Of the responsibility Of

the state to Offer as nearly equal Opportunities as

possible to all citizens ... (6:27).

Young describes in detail various ways to determine a
community's ability to finance a new college.

Two major aspects, he says, pertaining to the financial
resources Of a community must be studied. First, there must
be evidence that when a community has provided the maximum
amount Of money authorized or permitted by law, the revenue
combined with state aid provisions will be sufficient to permit

the Operation Of a program for the anticipated maximum enroll-

ment. Second, some estimate must be made of the financial

 

31

ability of a community to finance proper housing facilities.

The first problem may involve studying the trends in
local assessed valuation charges over the past ten or 15 years
to get some notion Of future prospects for increase or decrease.
Knowledge Of community industrial developments and factors
affecting assessed valuations is important. If there is not a
legal maximum tax levy specified, evidence must show that the
financial resources are such that they will be adequate within
a reasonable range Of tax increase which will not burden the
community excessively.

The second aspect involves determining bonding leeway,
amount of revenue which can be accumulated for building purposes
Over a given period of time, or satisfactory financial resources
to provide buildings as needed (81:252-253).

Coupled to the inadequacy Of state sources at present is
the growing acceptance Of the idea the community college should
be part of our public educational system. Hillway has explained
the dilemma this way:

The majority of American citizens appear to favor
the idea that every student going beyond the twelfth
grade ought to contribute substantially to the cost of

his further education, but a growing minority has been

urging the extension of our nation-wide system of free

(or nearly free) public education into the thirteenth

and fourteenth grades ... (40:213).

Koos supports the idea of tuition-free education when he

writes:

The general assumption in advocacy of the spread
of community colleges is that this level Of education
will become universalized in much the same degree in ele-
mentary and high schools ... A tuition charge Of even
moderate proportions has been found a serious Obstacle to
democratization (45:349).

32
Hillway opinions that tuition should be held to a minimum
by stating:

The financial barrier tO educational opportunity
will not be broken down until the services Of the com-
munity are Offered free or at a price within the record
of every student (40:248).

Thornton, in turn, adds these words:

Although present practice in tuition charges varies
widely from state to state and even within states, both
the philosophy and the functions Of the community college
require that the cost to the student be kept as low as
possible. State laws should therefore permit and encourage
local junior college districts to offer tuition - free
‘instruction to district residents. Non-junior college
districts may well be required to pay the costs Of
instruction in lieu Of tuition for those of their residents
who attend a neighboring junior college. In this way
the opportunities for higher education in America will
become more nearly equal (71:100).

However, Medsker has issued a word of warning in The Junior

College: A Powerful Motivation Force for Educational Advancement,

 

a publication of the American Association of Junior Colleges,
1961. Among six potential deterrents and inherent dangers that
may hinder a community college from rendering maximum service,
he included the following:

The belief that students should pay a fair share
Of the cost of education. Traditionally junior college
education is either tuition-free or Of slight cost to
the student. In a few states where the student bears a
proportion of the total cost, this fractional part could
become excessive as total costs increase. Moreover,
there is agitation that states with tuition-free junior
colleges establish tuition, and there is a trend to increase
the amount Of tuition in states where it is now legal.
We cannot talk about the role of the junior college as a
motivating force and not inquire about the extent to which
tuition can be raised without militating against the motiva-
tion we are discussing (52:11).

Presently, there appears to be a definite trend toward

more state participation, especially in the financing of current

32
Hillway opinions that tuition should be held to a minimum
by stating:

The financial barrier to educational Opportunity
will not be broken down until the services of the com-
munity are Offered free or at a price within the record
Of every student (40:248).

Thornton, in turn, adds these words:

Although present practice in tuition charges varies
widely from state to state and even within states, both
the philosophy and the functions of the community college
require that the cost to the student be kept as low as
possible. State laws should therefore permit and encourage
local junior college districts to offer tuition - free
'instruction to district residents. Non-junior college
districts may well be required to pay the costs Of
instruction in lieu Of tuition for those of their residents
who attend a neighboring junior college. In this way
the Opportunities for higher education in America will
become more nearly equal (71:100).

However, Medsker has issued a word of warning in The Junior

 

 

College: A Powerful Motivation Force for Educational Advancement,
a publication Of the American Association Of Junior Colleges,
1961. Among six potential deterrents and inherent dangers that
may hinder a community college from rendering maximum service,

he included the following:

The belief that students should pay a fair share
of the cost of education. Traditionally junior college
education is either tuition-free or Of slight cost to
the student. In a few states where the student bears a
proportion of the total cost, this fractional part could
become excessive as total costs increase. Moreover,
there is agitation that states with tuition-free junior
colleges establish tuition, and there is a trend tO increase
the amount of tuition in states where it is now legal.
We cannot talk about the role of the junior college as a
motivating force and not inquire about the extent to which
tuition can be raised without militating against the motiva-
tion we are discussing (52:11).

Presently, there appears to be a definite trend toward

more state participation, especially in the financing of current

32
Hillway opinions that tuition should be held to a minimum
by stating:

The financial barrier to educational Opportunity
will not be broken down until the services of the com-
munity are Offered free or at a price within the record
Of every student (40:248).

Thornton, in turn, adds these words:

Although present practice in tuition charges varies
widely from state to state and even within states, both
the philOSOphy and the functions of the community college
require that the cost to the student be kept as low as
possible. State laws should therefore permit and encourage
local junior college districts to offer tuition - free
'instruction to district residents. Non-junior college
districts may well be required to pay the costs Of
instruction in lieu Of tuition for those Of their residents
who attend a neighboring junior college. In this way
the Opportunities for higher education in America will
become more nearly equal (71:100).

However, Medsker has issued a word of warning in The Junior

 

College: A Powerful Motivation Force for Educational Advancement,

 

a publication Of the American Association Of Junior Colleges,
1961. Among six potential deterrents and inherent dangers that
may hinder a community college from rendering maximum service,
he included the following:

The belief that students should pay a fair share
of the cost of education. Traditionally junior college
education is either tuition-free or of slight cost to
the student. In a few states where the student bears a
proportion Of the total cost, this fractional part could
become excessive as total costs increase. Moreover,
there is agitation that states with tuition-free junior
colleges establish tuition, and there is a trend to increase
the amount of tuition in states where it is now legal.
We cannot talk about the role Of the junior college as a
motivating force and not inquire about the extent to which
tuition can be raised without militating against the motiva-
tion we are discussing (52:11).

Presently, there appears to be a definite trend toward

more state participation, especially in the financing of current

33

expenditures. Thirteen states (Arizona, California, Colorado,
Florida, Idaho, Illinois, Iowa, Michigan, Mississippi, Missouri,
New York, Texas and Washington) now offer substantial state

aid for Operation and maintenance (40:212).

Among states authorizing aid, the nature and proportion
differ widely. Several extend financial provisions for support
Of common schools to locally controlled colleges, while others
receive support from separate legislation and apprOpriations.
In this sense, Thornton remarks as follows:

Although no author has been willing to recommend
that any single system of state aid be applied to all
states, there is apparent agreement on the two principles
that (1) generous state aid is essential for the develop-
ment Of a strong system of locally controlled public
junior colleges, and (2) support for junior colleges
should be distributed in a manner similar to that established
for other units of the public school system including
provision for equalization aid tO poorer districts if
that aid is provided at other levels of common schools
(71:99).

These two contentions - that the state is obligated to
provide aid to community colleges and that it attempt to
equalize educational Opportunities at that level - have been
emphasized by various authorities.

Medsker, for instance, fears for the future of the colleges
when he remarks:

It would be unfortunate if in the years ahead
junior colleges were to be caught in the middle, as
local and state revenues are allocated to educational
institutions. To the extent they absorb a share of
the load of post-high school enrollments, it is as
necessary to support them as it is to provide Operating
and capital funds for other types of higher institu-
tions (53:306-307).

Emphasizing the obligation of the state, Medsker continues:

34

A state that uses two-year colleges must also
assume responsibility for financing them adequately ...
Support Of state junior colleges is in a sense simple ...
because the state is totally responsible for them and
only one board determines policy.

Since the local junior college is the predominant
pattern ... special consideration needs to be given to
the state's reSponsibility for insuring an adequate
financial base ... (53:305).

Starrak and Hughes, in arguing for tuition-free community

college enrollment add:

This implies generous support from the state or
federal governments or from both, since real property,
which is practically the only form Of wealth local
districts can tax, is already carrying heavy tax burdens.
This is especially true in those states in which the
major portion of the financial support for the public
school system comes from the local property taxes.

In such states, the full cost Of the community institutes
might well be financed from state funds, supplemented

by such monies as may be derivable from federal sources
for the purposes (67:56).

In turn, Earl J. McGrath also considered the possibility
of resorting to federal aid when he wrote in "Does the Community

College Have a Future?" The Educational Forum, November, 1962:

 

Many communities have already reOOgnized the
inadequacy Of local property taxes to sustain the public
school program ... In most places proper support cannot
be provided for a community college out Of local taxes
without damage to the lower schools, or without a feeble
college effort, or both. Even the states themselves
in some instances will not be able to supply the supple-
mental funds necessary tO erect physical facilities and
to provide the staffs and auxiliary services needed to
serve the imminent junior college population. Some
such federal legislation as that long since introduced
in the Congress by Senator Case of New Jersey and others
will be indispensable if some American youth who desire
education beyond the high school are not to be denied
(51:8).

The fact that several patterns Of financial support and

of minimizing costs have been developed is highlighted in the

35

study of Morrison and Martorana, State Formulas for the Support

 

2: Public 2-Year Colleges, 1962. Seventeen states, for instance,

 

had a specific formula in 1960 for current Operational support,
while 26 provided legislative appropriations. Eighteen states
had laws dealing with capital support for at least one type

of 2-year college; 15 others provided funds for capital outlay
but had no laws governing the matter (58).

In actual practice, state support for capital outlay
was provided in 26 states for at least one type of 2-year
college. Slightly over one-third of all publicly supported
2-year colleges received such support (58).

In 33 states local support was provided, including 82
per cent Of all publicly supported 2-year colleges. Ninety-
two per cent of local junior colleges received some funds
for capital outlay (58).

Regarding principles for financing community college
instruction Koos declares a plan of aid should include both a
"flat" amount and aid for equalization. He continues:

Financial provisions should also include (a)
reimbursement Of districts for the cost Of attendance

of non-resident students and (b) subsistence allowances

for students beyond commuting distance who must live

away from home while attending (45:349).

In "Financial Support for 2-Year Colleges," State Directors

 

gnyunior Colleges and Coordinators g£_State Systems 2: 2-Year

 

 

 

Colleges, 1962, B. W. Musgraves gave administrators the following
list of guidelines:

1. There should be a well-planned and executed state-
wide program Of property value equalization.

36

2. The district should cover sufficient area to give
a broad taxing base so that the tax load can be more
widely distributed.

3. There should be a tax rate commensurate with other

tax loads ... such as city, county, State, schools,

water districts, and hOSpitals (59:37).

To avoid haphazard financing and to equalize education
Musgraves suggests these steps be observed:

1. Determine whether or not the State will distribute

aid to all colleges alike, or whether or not it will

distribute aid according to economic need.

2. Determine which, or how many, Of the three phases
of expenditure it wants to render aid. '

3. Determine what part of this program should it assist
if only current expenses are considered.

4. Determine the relationship between the cost in the
4-year colleges and universities and give the junior
colleges their fair share. (59:38).

Finally, Bogue in The Development 9: Community Colleges

 

 

spells out three responsibilities pertaining to state planning.
One Of these concerns legislation to authorize the establishment
and maintenance of colleges.

3. Legislation should be enacted to (a) authorize
the establishment of community colleges, (b) authorize
the creation of community college districts whose popula-
tion and wealth are large enough to justify the establish-
ment of a community college, (c) set limits on tax
rates which may be levied for capital and current finances,
(d) determine the amount of support from the state and
the formula under which payments will be made for current
and capital expenditures, (e) set the limits of tuition
‘and fees which may be charged, if any at all, (f) desig-
nate the authority and the manner to issue bonds, (g)
set forth the legal methods by which community college
districts may be created, and (h) authorizes or require
school districts without community colleges to pay charges
for their students to attend in districts which have
colleges (7:9-10).

CHAPTER III

FINDINGS IN THE LIGHT OF THE CRITERIA ADOPTED

Triunal Interaction of Births, Deaths, Migration

When U. S. troops occupied the Island in 1899, its popula-
tion was estimated at 953,243, or, 278.5 persons per square
mile (68:4). By 1930, however, density had increased 62 per
cent to 451 persons per square mile, a total of 1.5 million
people (68.4). From 1935 tO 1950 this number had increased by
over 500,000. POpulation gain is compared in Table l with the

average for the entire United States over the same period Of time.

TABLE 1

POPULATION INCREASE

 

Year Population Puerto Rico United States

 

,(Thousands) Annual % Increase Annual % Increase
1899 953
1910 1118 1.45 1.95
1920 1300 1.56 1.44
1930 1544 1.69 1.47
1940 1869 1.94 0.70
1950 2211 1.69 1.36

 

Source: Kingsley Davis, "Puerto Rico: A Crowded Island,"
The Annals, The American Academy Of Political and
Social Sciences (Philadelphia: 1953), p. 116.

 

37

38

In 1958, with a population Of 2.3 million, the Common-
wealth was then averaging 672 persons per square mile as compared
with only 51 for the continental United States (68:4). For
1959-60, the increase in civilian population was expected to
reach 60,000, the difference between the expected number of
births (76,000) and deaths (16,000) (21:55).

Table 2 shows the per cent of increase or decrease in
pOpulation change during the 1930-1960 period in the ten
municipalities. For the 1950-1960 Span increases of 3.9 per
cent and 4.9 per cent were recorded for Yabucoa and Las Piedras,
with losses of 18 per cent in Naguabo and 17 per cent in
Fajardo.l

A number of reasons for the 1950-1960 drop may be suggested.
First, with mechanization taking over in the sugar cane industry,
there is a possibility that workers migrated to other municipali-
ties or to the continental United States. In addition, the
presence of several military installations at Ceiba, midway between
Fajardo and Naguabo, may have pronounced their influence through
the continual in and out-migration of military and civilian
personnel, including construction workers and their famifies.

Note the marked increases for Ceiba, Fajardo, Humacao, Naguabo
during World War II, then the respective decreases for the same
municipalities during 1950-1960. Population size, though,

depends on a comparison Of birth, death, and migration rates.

 

1The average rate Of growth for 1950-1960 was taken as
6.5 per cent.

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39

 

 

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unoo pom omma oema pace Mom O¢ma 0mmH Paco Hem omma omma

 

omma .oama .ommH .omma
wfibam MMQZD mmHaHfideOHZDE OH mma zH mflGdeo ZOHB<HDmom

N fifimda

40

From 1930 to 1940 the birth rate in Puerto Rico dropped
from 40.55 per thousand to 38.5, but by 1947 it had risen to
43, decreasing again to 39 in 1950. In 1957 new babies were
being born at a rate of 32.6 per thousand. Davis and Blake,
in "Birth Control and Public Policy," comment on the downward
trend as follows:

Numerous field studies made by sociologists and
demographers in crowded agrarian countries like India,
Puerto Rico, and Jamaica clearly point to the growth Of
a desire for smaller families and an interest in learning
how to implement this desire (32:119).

The excess Of births over deaths is demonstrated for the
20-year period, 1932-1952, as follows: for 1932-1936 it was
19.1 per cent; for 1937-1941, 20.1 per cent; for 1942-1946,
26.1 per cent; and, for 1947—1951, 28.7 per cent (34:119).

From 1960 to 1975 it is estimated births will continue
to decline from an average of 75,000 for 1960-1965 to 72,000
in 1965-1970 and to 70,000 for the period 1970-1975 (38:1).

Since the total island population is projected
to increase from 2,350,000 in 1960 to 2,548,000 in 1975
the number of births indicated presupposes a decline in
the birth rate (38:1).

Like the birth rate which fell during 1930 to 1940, the
death rate also declined--to 18.4. Deaths decreased in number,
still further, from 22,000 in 1950 to a new low of 16,000 in
1959, or, from a rate of 10.5 per thousand population to 6.8.

A second reason for the decline in births, in addition to
a desire for smaller families, may be the emphasis on stepped-up

programs Of health, education and welfare. William H. Stead,

in The Economic Development 2: Puerto Rico, explains it this way:

 

41

Both the low death rate and the still high birth
rate are attributable to the youthfulness of the popula-
tion.... the slight drOp in birth rates during the recent
period Of rapid economic improvement is in line with
world experience, which shows that declining birth rates
are likely to accompany improving economic standards
(68:5). '

The current rate of population increase (not reflecting
migration) is 2.6 per cent as compared with 1.8 per cent in
the continental United States (68:5). Figure 3 portrays the
birth and death rates from 1938, with projections to 1975.
Emigration to mainland United States augmented with
World War II and its subsequent prosperous times, with increased
job Opportunities, and with the advent of low—cost air travel.
Since then, the stream Of migrants has been the most variable

factor influencing changes in the Island's population.

The Economic Report 39 the Governor for 1959 declares:

 

 

It is important to bear in mind that net migration
is the resultant Of two migrant streams: one composed Of
Puerto Ricans, residents of the island, that migrate
permanently to the United States; the other composed of
United States residents, many Of whom were born in Puerto
Rico but who migrated earlier and are now returning
(21:55).

Between 1947 and 1960 net migration varied from 35,000
to 75,000, the annual average for the past ten years being 45,000
(38:1). In 1959, as unemployment on the continent decreased,
net migration ran to a level of 37,000 as compared with 26,000
in fiscal year 1958 (21:33). As a result Of this sudden increase,
the Island's pOpulation growth was limited to 24,000 or less
than one per cent.

The average Of 50,000 persons a year who move
from Puerto Rico to the states amounts to about 2.5 per

cent Of the Island's pOpulation--just about equal to the
population increase. A return movement of individuals with

42
FIGURE 3

BIRTH AND DEATH RATES, 1938-1975
numbeIINn'rhounand

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5° II III! llll HII llllllllllllll llll
_ Historlcbdl
IIIIIII Projection
4o —— -
...-I.'u~|-
so "-
I...
I ..H
mm: we/ “....
I...
m.
10 \\
""-.--IIIIIIIIIIIIIIIII.-'.'....
' Dennaue
0 ll llll [Ill [[11 Illl Ill] 111] [Ill
1938 1940 1945 1950 1955 1960 1965 1970 1975

Year

Source: Commonwealth of Puerto Rico. Puerto Rico's Manpower
Needs and Supply. Committee on Human Resources.
San Juan, November, 1957, p. 48.

43

special skills required in the Puerto Rican economy is
beginning and will probably gain as economic Opportunity
expands. However, the net outflow should remain large
for the next 15 or 20 years (68:5).

In the pamphlet Economic Changes ig Puerto Rico 1935-56,

 

 

the Planning Board Of the Commonwealth states:
Our rate of natural increase is still very high
but migration can be depended on to keep the population

at about its present size, as it has done since 1950.

Recessions in the United States may temporarily lower

or interrupt migration, but such interruptions would

undoubtedly be followed by higher subsequent rates of

migration. The dependability Of migration, as a factor
in keeping pOpulation size stable, rests essentially

on the very large number of Puerto Rican families already

residing in the United States (19:1).

The projection for 1960 to 1975 assumes a declining
average annual migration: 45,000 (1960-1965), 42,500 (1965-
1970), and 40,000 (1970-1975) (38:1).

One aSpect of migration affecting the demand for extending
education beyond high school is the fact that, with the popula-
tion size reaching stability, the average age Of population is
increasing rapidly, the median age expected to rise from 19
to 28 in the decade 1957-1967. As seen in Table 3, the popula-
tion of persons under 20 will drop sharply, that between 20
and 45 will remain relatively constant, while the number Of
persons over 45 will increase from 17 per cent to 31 per cent

of the total (19:1-2). Life expectancy is now set at 68 years,

an increase Of 22 years since 1940.

44

TABLE 3
POPULATION BY AGE, 1955-1975

(In Thousands)

 

 

Age 1955 1960 1965 1970 1975
Total 2,248 2,272 2,266 2,230 2,159
0—14 years 954 898 828 736 658
15-19 years 235 241 234 229 190
20—24 years 168 177 183 176 171
25-34 years 262 230 224 241 240
35-44 years 249 264 262 229 225
45-54 years 167 218 253 267 265
55-64 years 113 139 160 207 239
65 and over 100 105 122 145 170
(Age 15 and over) 1,294 1,374 1,438 1,494 1,500

 

Source: Commonwealth of Puerto Rico, Puerto Rico's Manpower
Needs and Supply, Committee on Human Resources, San
Juan: November, 1957, p. 51.

 

 

A second aspect of migration which will increase the need
for institutions of a community-college type stems from the
difference in education of the two groups exchanging residence.

The actual migration of Puerto Ricans who were
island residents is quite representative of Puerto Rico
as a whole, both with respect to municipalities Of origin
and with respect to level of education and occupational
characteristics. For example, 50 per cent of the out-
migrants in the male labor force, both in 1957 and in
1958, fell into the category Of agricultural workers ...
in contrast, the stream of in-migrants, composed for the
most part of Puerto Ricans that are returning after

45

having lived in the United States, has an average Of

education and occupational skills distinctly superior

to the Puerto Rican average . . . . (21:55-56).

These same persons may wish to further their education
upon their return to the Island.

Supply Of and Demand for Educated, Trained Manpower

While agricultural employment has dropped sharply since
1935, trade, industry, government and public utilities, trans-
portation, and communications have made proportional increases.
Evidence of need for strengthened post-secondary school educa-

tion came from the Planning Board in its report, Economic

Changes 12 Puerto Rico 1935-56, when it stated that, although

 

the Island could count on an ample supply of young but untrained
workers, its supply Of managerial and technical personnel was
limited. Further proof that greater diversification of post-
high school programs Of education and training is in order
can be deduced from a review of the institutions Of higher
learning in existence. Limited opportunities to get advanced
instruction in technical and semi-professional occupations
account for the departure from high school Of potential trained
manpower.

It appeared that as the Island's economy was shifting up-
ward there was more Of a demand for individuals possessing

advanced training and skills. The 1957 Economic Report 33 the

 

Governor reiterates that, as productivity increases within a
Specific industrial sector, there is a corresponding rise in the

demand for a more highly skilled type of labor input and an

46

offsetting decrease in requirements for unskilled labor (20:59).

In manufacturing, employment has remained constant,
changing radically, though, in composition. Thus, while there
have been rapid gains in use for professionals, managers, clerks,
and craftsmen, there has been a corresponding decrease in the
hiring of common and agricultural laborers and domestic servants.
(See Table 4.)

In the movement from an agricultural economy to a manu-
facturing setting, income from the latter rose from 11.6 per
cent in 1940 to 20 per cent in 1956. In fact, the year 1956
may be considered a turning point in the development of Puerto
Rico's economy since income generated in the manufacturing
sector surpassed that of agriculture for the first time (19:4).

Continues the report for 1935-56:

In general we are moving from partial employment
for most of the labor force to regular, full-time steady
employment for many and, in recent years, towards full-
time unemployment for some . . . . The concentration of
unemployment will affect, particularly, those elements
of the population least able to take advantage of new
job opportunities because they ... have little or no
The Puerto Rican labor force, although increasing at a

rate Of 20,000 workers annually, consists Of a backlog of 100,000
unemployed, and 200,000 underemployed--almost half the total
labor force of 700,000. Declares Stead:

Despite the relief offered by emigration, the
provisions of jobs for the present unemployed (13 per
cent of the labor force) and for young workers just
entering the labor market, along with achievement Of a
satisfactory way of life for all the people, are staggering

tasks (68:5).

Reasons for Unemployment are: marginal jobs in farming,

47

 

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sac Hesse
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"mmmmuomm OHEOZOOH n24 H<Hoom mo mHOanH Qmaomnmm

3 mnm4a

48

home needlework, and similar occupations, disappearing as fast
as Operation Bootstrap can develOp productive employment in
factories and commerce.

Although the assumption was made that manpower
was Puerto Rico's most plentiful resource, this point of view
is changing.

It looks now like skilled manpower may turn out
to be her scarcest resource, and this in spite of the
fact Puerto Rico is devoting much more of her economic
resources to education than any other country in the
world (29:9).

Further evidence that plenty Of available labor is no
longer an asset is gathered from this quotation from The New

York Times:

 

Industries dependent primarily on low-cost labor
and tax exemption, the early cornerstones Of the economic
self-help program, are becoming steadily less important.
Those requiring substantial capital or benefiting greatly
from high labor productivity are increasing in number
(46:1F, 10F).

The shortage of technical, scientific, and managerial
talent continues. Stead elaborates further when he states:

Initially the new stateside industries sent down
the necessary technical and managerial staff to get the
plants under way, expecting to locate or train-some Puerto
Rican personnel to replace them and to care for expansion
needs. Unfortunately, Puerto Rico's flow Of this type

Of managerial material ... was quickly absorbed. . . . Through

a crash program of vocational training and . . . on-the-
job training, people who had nO industrial experience
have been transformed into a highly productive work
force (68:82).

Additional moves to correct this deficiency have been the

development toward more practical ends Of the College Of Business

Administration and of the Schools of Public Administration,

Labor Relations, and Social Work at the University Of Puerto

49

Rico, traditionally oriented toward the provision of a sound
liberal education and training in medicine, law, agriculture,
and engineering. Also, the programs at the College Of Agri-
culture and Mechanic Arts have been accelerated. A third
thrust in this direction is the_granting of scholarships by
the Commonwealth's Economic Development Administration to
candidates qualifying for advanced managerial studies on the
mainland.

The vocational education program sponsored by the Depart-
ment of Education is not only extensive but effective. Twelve
public high schools, including those in Caguas, Fajardo, and
Humacao, provide training for about 7,738 students annually,
with 26 different trades Offered (68:62). Separate vocational
high schools operate also in Arecibo, Caguas, Mayaguez, Ponce,
and Rio Piedras. Between 1957 and 1958 there was a growth of
8,493 students Of vocational education in day, adult, and
veteran groups combined. All in all, a total of 118,749 students
were reported in the six programs sponsored: agricultural educa-
tion and industrial education, and industrial arts (15:1).

Most courses are organized to meet the needs Of industry. The
Vocational Education Division of the Department of Education

also offers specialized training in three other fields: distribu-
tive education in 11 high schools, office occupations in 15, and
agricultural education in practically all Of them.

Everett Reimer, Executive Secretary of the Committee on
Human Resources for the Commonwealth, makes these comments on

projected employment trends:

50

. . . comparing the expected employment pattern
in 1975 with actual employment in 1950, there will be
twice as many professionals, twice as many administrators,
twice as many craftsmen, four times as many clerks--
and less than half as many farm laborers (62:4).

Estimates of the manpower study group are as follows:
(a) from 218,000 to 137,000 in agriculture, or a decrease of
.40; (b) from 99,000 to 250,000 in manufacturing, or almost
a threefold increase; (c) from 22,000 to 41,000 in construction,
or about 2.0 times; (d) from 31,000 to 51,000 in transportation,
communications, and utilities, or about 1.5 times; (e) from
93,000 to 133,000 in wholesale and retail trade, or 1.4 times;
(f) from 82,000 to 110,000 in services, or about 1.25 times;
(g) from 50,000 to 76,000 in government, or about 1.5 times
(29:105). Because the greatest increases in distribution of
employment by occupational groups, from 1940 to 1975, are ex-
pected in the fields Of operatives, craftsmen, clerical and
sales workers, managers, and other professionals, this means
more and more peOple trained beyond the 12th grade will be
required.

Translating occupational estimates into forecasts by educa-
tional level signifies:

. . . there will be four times as many college
graduates, six times as many high school graduates, five
times as many intermediate school graduates, five times
as many elementary school graduates, and only one-fourth
the number Of persons with less than five years Of educa-
tion (62:4). ‘

Thus, even though all-school enrollments more than doubled
between 1940 and 1955, even though the number of teachers and

classrooms more than doubled, even though expenditures for educa-

tion went up 700 per cent, the rate of expansion in schools during

51

the first half of the 1950's clearly fell behind the rate of
econOmic development.

Three reasons for the failure of the educational system
to keep up with economic growth are an adult population with
very low average education for an industrial economy, a slow
retention rate, and a large-scale exportation of persons with
more than average education.

The wave Of the future is toward an accelerating demand
for trained personnel in areas of employment requiring advanced

levels Of educational Specialization. The Economic Report £2

 

the Governor for 1957 states:

 

By 1975, 6 per cent of all jobs will require a
college graduate, 31 per cent will require senior high
school graduates, 20 per cent will require junior high
school graduates, 31 per cent will require elementary
school graduates, and only 12 per cent of all jobs will
be available for persons with less than six years of
education. This means that unless the educational program
can be stepped up, there will still be a shortage by 1975
Of 12,000 college graduates, 75,000 junior and senior
high school graduates, and 75,000 elementary school
graduates, or a total shortage of 160,000 people with
the prOper levels Of education (20:60).

Economic development implies, then, that rapidly increasing
numbers Of prospective students must be admitted into the school
system, that rapidly expanding numbers must be kept longer in
school, and that instruction at all levels must be made more
general.

Representing inter-agency cooperation within the Govern-
ment, the Committee on Human Resources recommends that:

Present educational policies, stressing retention
through elementary school and adult education, should be
continued and even vigorously implemented. Not only

the unemployed but also the larger number of persons
temporarily out Of the labor force and the larger number

52

of workers now employed at low levels of productivity

will be able to achieve their income aspirations . . .

only by increasing their education. . . . (18:42-43).

Regarding the role to be played by the University Of
Puerto Rico, the Committee suggested that this institution
make estimates of expansion required in facilities above the
high school level, determine what proportion of these should
be under its jurisdiction, and provide extension programs so as
to produce 16,000 graduates between 1957 and 1975 (18:90).

TO determine the needs of business and industry in the
ten municipalities, a technical education survey was conducted.
Six of the municipalities are represented in Figure 4 as having
been developed, to some degree, industrially, with unshaded
portions representing even larger pools Of untapped labor.

From a 1960 listing of manufacturing establishments by
the Economic Development Administration, 70 firms were selected
as a sample population, 24 completing and returning questionnaires
after the first mailing. Upon personal visits to factories an
additional 23 replies were secured, making a grand total of 47,
or 67% Of the sample. A tabulation of answers is recorded in
Appendix C.

Although 36 of the 47 respondents, or 77 per cent, stated
there were opportunities for graduates Of two years Of technical
or semi-professional training beyond high school and 27 (57 per
cent) replied that candidates with this training could supplement
college graduates already employed, only a limited number of
positions were reported during interviews as available to those

with any college preparation whatsoever. Factory Operations,

53

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54

mostly simple ones, were being performed by high school graduates
or employees with less schooling. The following types Of
training were considered Of most value to business and industry:
factory management, secretarial and clerical practice, labor-
management relations, and bookkeeping and accounting.

Results also indicate that in 38 firms, or 81 per cent,
two years of post-high-school preparation would be recognized
by job advancement, while 17 (36 per cent) declared higher pay
would be forthcoming. ‘

While most respondents answered that existing educational
facilities for meeting training needs were either "Fair" or
"Poor," still 26 businesses provided no on-the-job training
program in comparison with 18 that did. Only three thought a
two-year terminal—technical program in a public community
college could supplement fully their own programs, with 16

answering it could in some respects only.

Trends in Public and Private School Enrollments

Article 11, section 5, of the Commonwealth Constitution,

adopted on July 25, 1952, reads:

Every person has the right to an education which
shall be directed to the full development of the human
personality and to the strengthening of respect for
human rights and fundamental freedoms. There shall be
asystem of free and wholly non-sectarian public education,
instruction in the elementary to the extent permitted by
the facilities Of the state.

Fifty-four years before, when U.S. troops disembarked in
Puerto Rico, 79.5 per cent of the people were illiterate and

Only 22,265 children, or ten per cent of the school-age population,

55

were attending 539 schools manned by 600 teachers. Yet, in
1958, there were over 700,000 children or adults studying in
private or public schools, with a total Of 13,250 instructors.
One of every three persons was in attendance.

That the period 1940-1956, alone, was one of great educa-

tional advance is noted in Table 5.

TABLE 5

INDICES OF EDUCATIONAL PROGRESS

 

 

1940 1956
Enrollment 305,000 695,000
School Age Population
In School (6-18 years) 57% 81%
Classrooms 5,201 9,448
Literacy 69% 81.4%
Expenditures (million dollars) 7.3 56

 

Source: Commonwealth Of Puerto Rico, Public School System 2:
Puerto Rico (General Information), San Juan: Depart-
ment of Education Press, 1957, p. 4.

 

 

 

Table 6 presents total enrollments of public and accredited
private day schools from 1939—40 to 1957-58. This ascended
from 296,679 to 430,723, an increase of 134,044, or approxi-
mately 45 per cent. From 1950-51 to 1957-58, enrollment

reached 614,005, an increase of 183,282, or about 43 per cent.

 

 

5.6.

TABLE 6

ENROLLMENT IN PUBLIC AND ACCREDITED PRIVATE SCHOOLS OF

PUERTO RICO, BY SCHOOL LEVELS, 1939-40 to 1957-582/

 

Elementary (1-6)

Junior High (7-9)

 

 

School

Year Public Private Total Public Private Total

1939-40 240,023 6,689 246,712 35,386 2,141 37,527
1940-41 234.971 7,114 242,085 35,558 2,491 38.049
1941-42 245,711 7,356 253,067 36,783 2,375 39,158
1942-43 249,499 7,114 256,613 41,600 2,163 43,763
1943—44 251.59? 7,434 259,031 44.692 2.540 47.232
1944-45 263,153 8,837 271,990 50.741 2,631 53,372
1945-46 273,724 9,767 283.491 55.623 2,839 58,462
1946-47 283.570 10.583 294,153 58,879 3,569 52,448
1947-48 292,692 11,915 304,607 57,194 3,580 60,774
1948-49 300,163 12.870 313,033 57,837 3,541 61,378
1949-50 317.158 14.231 331.389 61,855 3.955 65,820
1950-51 340,047 15,356 355.403 58,418 4,129 72,547
1951-52 348,311 17,016 365,327 72,506 4,399 76,905
1952-53 3644031 20,723 384,754 78,092 5,336 834428
1953-54 387,128 22,683 409,811 81,951 5.938 87,889
1954-55 402,227 23,635 425,862 87,525 7,036 944561
1955-56 409,301 24,919 434,220 92,760 7,667 100,427
1956-57 407,797 26,777 434,574 100,041 8,326 108,367
1957-58 409,514 29,869 439,383 106,126 9,184 115,310

 

g/ As of the end of school year.

p/ Taken from Age-Grade Distribution of Enrollment, 12th
week of the second semester.

Source:

ecretar
port.

p‘ 90

 

Commonwealth of Puerto Rico,
of Education, 195
Part 1, Department 0

7- 8

{-33

Annual Report of the

. Sta istioa Re-
ucation, Hato Rey,

57

TABLE 6 --Continued

 

Senior High (10-12) Total Public and Private (1-12)

 

 

Public Private Total Public Private Total
10,689 1.751 12,440 286,098 10,581%/ 296,679
11,062 1,987 15.049 281.591 11.5923/ 293.183
10,769 2,113 12,882 293.263 11,8443/ 505,107
11,707 1,950 13,657 302,806 11,227—/ 314.053
13.306 2,502 15,608 309,595 12,276 321,871
16,976 2,628 19,604 330,870 14,096 344.966
20.612 2.379 22.991 549.959 14.985 564.944
24.482 2.956 27.418 366,931 17,088 384.019
27.463 4.519 31.982 377.349 20’0142/ 597.363
28,229 4,551 32,780 386,229 20.962 407.191
29.115 4.399 55,514 408.128 22.595 430.723
31.222 4.041 35.263 439.687 23.526 463.213
31.820 4.084 55.904 452.637 25.499 478.156
53.501 4.743 58.244 475.624 30.802 506,426
36,072 5,946 42,018 505.151 34.565 539.718
39.474 8.298 47.772 529.226 58.969 568.195
43.134 10.166 55.300 545.195 42.752 587.947
45.845 9.844 55.689 555.683 44.947 598.630
48.803 10.509 59.312 564.445 49.562 614.005

 

58

Between 1990 and 1958, as shown in Table 6, there has
been an increase of more than 169,000 pupils, or more than 70
per cent, at the elementary level. At the junior high school
level, in 1958, the enrollment became twice that of 1990,
while senior high enrollment was three and a half times as
large.

While the prOportion of enrollment in the elementary
schools has descended from 82 per cent (in l993) to 73 per cent
(in 1958), junior and senior high school enrollments have
increased proportionally, representing in 1958 almost 19 per
cent and nine per cent, respectively, of total public school
enrollment. This is an indication of the increased holding
power of the system.

Even though enrollment was greater, the rate of expansion
during the first half of the 1950's fell behind the rate of
economic development. There were three reasons. Eiggt, the
adult population had, on the average, only three years of
schooling. Government planners, to produce the manpower required,
recommended that the adult education program, which in 1957 had
32,000 in the first three grades and only 6,000 in grades four
to six, should continue to enroll larger numbers in the early
grades, retaining rapidly increasing numbers in the upper grades.
This has not occurred. Actually, while enrollment in the upper
'grades descended slightly, that in the lower levels declined
from 32,000 to 8,000.

The Committee on Human Resources recommends the Depart-

ment of Education encourage the expansion of enrollments in

 

59

adult education, by 1975, to almost 180,000 elementary school
graduates, 100,000 junior high school graduates, and 60,000
high school graduates (29:89). In continuation, the Committee
suggests:

The government leaders of Puerto Rico should

(1) inform the people... of the need for more manpower

with at least six years of education, (2) encourage all

of the people... to get as much education as possible,
giving preference at higher levels to those with most

ability and demonstrated personal motivation, and (3)

provide educational facilities and incentives to children

and adults to the greatest extent possible (29:95-96).

Second, although almost every child was entering school,
over half dropped out before completing elementary grades.

The fact that 900,000 children who were in school in 1957, in
excess of those in attendance in 1990, are from homes whose
heads were almost illiterate, where there are no books, with
limited access to the outside world, only made it more difficult
to meet increased retention rates.

A third reason for failure of the education system to
keep pace was the fact that migrant workers, transferring to
the States, had an average schooling of eight years as compared
with less than four for the total population (62:5). Only a
slower rate of growth and a lower rate of migration have kept
Puerto Rican planners from failing to meet manpower goals
completely.

In Table 7, covering the span 1956-57 to 1960—61, it is
noted the elementary school enrollment was at its maximum in

1957-58, but has been decreasing ever since, total loss being

6,803, or slightly more than 1.6 per cent.

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60

 

 

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61

During the entire period, both the junior and senior high
schools were affected by increases of 29,160, or 27.2 per cent,
and 13,896, or 25.2 per cent, respectively. Increases in both
schools reached their highest in 1958-59.

Although it was recommended in 1957 that the over-all
retention rate of the elementary school be increased to 85 by
1960, by 1958 the rate had jumped from 68 to only 73, dropped
7 to 70 in 1959, andagain in 1960 to 69. Table 8 gives the actual
data on retention rates for 1958-59 and 1959-60, with projections
from 1960-61 to 1966-67. A steady increase is registered for
almost all grades.

’ Projections for 1959-60 to 1974-75, as shown in Table 9,
assume the backlog will be exhausted, that the number of
children entering 1st grade will approach the number born six
years earlier.

In his estimates, Beresford L. Hayward of the Department
of Education sees the historical trend of declining retention
between grades seven to nine reversed, due to:

Decreasing average age of students
Decreasing pressure of student enrollment after 1967
Increasing educational efficiency in elementary schools

Increasing urban characteristics of students
Increasing effectiveness of secondary schools (38:3).

014:me
00

For the 9th to 10th grades he sees an increasing proportion
of students continuing to high schools. For the 10th to 12th
grades, however, improvement for the 1960-75 period will be
relatively slow (38:9). The peak in projections of senior high

enrollments is not seen until 1969-65 (29:56-57, 125).

62

 

 

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63'

TABLE 9

PUBLIC SCHOOL ENROLLMENT, 1959-60 to 1974-5
(In Thousands)

Grade 1959-60 1960-1 1961-2 1962-3

1965-4 1964-5

1965-6 1966-7

 

 

1 76.78 73.46 69.52~ 66.38 63.34 61.24 59.40 57.00
2 66.02 71.18 68.32 64.86 62.16 59.54 57.69 55.13
3 67.39 64.50 69.61 66.89 63.53 60.92 58.55 56.54
4 66.14 64.29 61.79 66.96 64.62 61.62 59.09 56.60
5 61.65 60.98 59.47 57.40 62.54 60.74 58.29 56.25
6 56.40 55.80 55.42 52.27 50.65 55.55 54.18 52.40
7 52.01 49.65 47.51 47.58 46.57 45.51 49.76 48.58
8 58.70 41.81 59.90 58.15 58.05 57.40 56.47 40.16
9 29.91 52.16 54.66 55.00 51.47 51.52 50.89 50.25
10 25.36 26.08 28.27 50.71 29.47 28.32 28.31 28.05
11 18.47 20.36 20.94 22.73 24.69 23.72 22.88 22.96
12 13.89 14.68 16.23 16.73 18.25 19.88 19.17 18.56
Total
1-6 594.56 588.21 582.13 574.76 566.82 559.41 546.00 555.92
7—9 120.62 123.60 122.07 118.53 116.09 114.03 117.12 118.77
10-12 57.72 61.12 65.44 70.17 72.59 71.92 70.36 69.57
7-12 178.34 184.72 187.51 188.70 188.48 185.95 187.48 188.54
1-12 572.70 572.95 569.64 565.46 555.50 545.56 555.48 522.56
Source: Beresford L. Hayward, Assumptions for Projection of

 

School Enrollment,_1959-60 to 1974-75. Department of
Education, Hato Rey.

TABLE 9——Continued

64.

 

1967-8 1968-9 1969-70 1970-1 1971-2 1972-3 1973-4 1974-5
55.80 54.50 55.20 51.60 50.80 50.00 49.20 48.50
53.92 52.90 51.78 50.59 49.12 48.41 47.70 46.99
54.03 52.84 51.84 50.80 49.68 48.28 47.64 46.98

.34.84 52.41 51.25 50.34 49.38 48.34 47.02 46.45
54.22 52.87 50.84 49.71 48.85 47.90 46.89 45.61
50.96 49.50 48.64 47.13 46.43 45.95 45.41 44.78
47.06 46.58 45.54 44.94 43.74 43.27 43.00 42.69
39.14 38.17 37.87 37.43 37.35 36.74 36.78 36.98
33.41 32.72 32.06 32.11 32.04 32.27 32.04 32.37
27.57 50.60 50.10 29.50 29.54 29.48 29.69 29.48
22.85 22.52 25.09 24.86 24.54 24.75 24.88 25.24
18.69 18.65 18.47 20.72 20.68 20.56 20.89 21.15

525.77 515.02 507.55 500.17 294.24 288.88 285.86 279.11

119.61 117.47 115.47 114.48 115.15 ‘112.28 111.82 112.04
69.09 71.77 73.66 75.08 74.76 74.79 75.46 75.87

188.70 189.24 189.15 189.56 187.89 187.07 187.28 187.91

512.47 504.26 496.68 487.73 482.13 475.95 471.14 487.02

 

Q

65

Even with the change in trend of growth, absolute demand
for college training will still likely be many times higher
than now. This is evident in projections of senior high
enrollment of 67,000 in 1974-75, after passage of peak years,
as compared with 35,000 students in 1950-51. The situation
at the college level will be more pronounced because of factors
of motivation and increased holding power from high school to
college, almost certain to develop. Table 10 indicates pro-
jected increases or decreases in enrollments, by types of
schools, from 1959-60 to 1967-68.

States the Committee on Human Resources:

To meet the projected employment demand, it
seems to be necessary for Puerto Rico during the next
seventeen years, to give at least 300,000 persons
an average of six or more years of education than they
would get without an accelerated education program
. . . . The additional education will have to be
properly distributed among subject matter fields and
by level of education. . . . Even then, the sufficiently
educated will tend to lack experience while those with
sufficient age and general experience will tend to lack
education (29:14).

In Table 11 the educational level of the population has

been calculated by the Committee for 1950-1975.

INCREASE 0R DECREASE OF ENROLLMENTS
1959-60 to 1967-681

66

TABLE 10

 

 

Year Elem. Jr. H.S. Total
1960-61 - 5.500 4,700 2,800 4,200
1961-62 - 5,400 -l,000 5,600 1,200
1962-63 - 5,600 -5,700 6,400 -2,900
1963-64 — 6,700 -2,000 5.500 -5,200
1964-65 — 6,700 -1,200 200 —7,700
1965-66 — 9,400 5.100 -900 -7.200
1966-67 -12,600 7,000 400 -5,200
1967-68 - 6,400 1,400 700 -4,300

101‘ first month of second semester.
Source: Commonwealth of Puerto Rico, Projectos de Mejoras

Permanentes.

p.

4.

 

Decimonoveno Plan de Seis Anos,
1963 a 1968, Department of Education, Hato Rey,

 

67
TABLE 11

EDUCATION LEVEL OF THE POPULATION, 1950—1975

(In Thousands)

 

 

Education Level 1950 1955 1960 1965 1970 1975
Population

(15 and over) 1,249 1,294 1,374 1,438 1,494 1,500
College 17 21 25 34 42 53
Senior high school 68 101 161 212 278 341
Junior high school 103 105 145 150 198 190
Elementary school 282 290 300 335 330 331
5 years or less 779 777 743 707 646 585

 

Source: Commonwealth of Puerto Rico, Puerto Rico's Manpower
Needs and Supply, Committee on Human Resources, San
Juan: November, 1957, p. 59.

 

 

Table 12, constructed from figures furnished by the
Statistics Division, Department of Education, illustrates the
steady growth in enrollment in the ten-municipality area studied.
Note the dramatic drop and subsequent rise in totals for 1951-52
and 1952-53. With the exception of 1959-60, enrollment in the

12th grades has been progressively greater since 1952—53.

68.

 

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69
Ratio of H.S. Graduates to College Students

Before projecting the size of the 13th grade (first-year
college level) in Puerto Rican institutions of higher education,

Hayward in PrOposal for Beginning the Development pf a Regional

 

College System in Puerto Rico 12 1962-63 shows the number of new

 

enrollments appearing in full-time, first-year programs from
1954 to 1961 (Table 13). For this period the 13th grade was
36.3 per cent of the previous 12th grade.

In Table 14 the size of the same college class is indicated,
including all students registered at the first-year level, the
number being larger each year than that for new students. Over
the past seven years the total first-year college class has
averaged 42.4 per cent of the previous 12th grade enrollment.

In arriving at his estimate "A," Hayward first demonstrates
in Table 15 the relationship of the lst grade in all schools in
Puerto Rico through the 12th grade, from 1954 to 1961-62. 0n
the basis of a slowly increasing proportion of the 1st grade
students appearing later in the 12th grade, this level is pro-
jected to 1971-72. From this 12th grade projection is calculated
the 13th grade, based upon the constant ratio of 42.4 per cent.
The basic assumption here is that a college capacity for first-
year students will have to include those who continue in the

first year of college longer than one calendar year.

70

TABLE 13

12th GRADE AND 13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS,
INCLUDING ONLY NEW FULL-TIME STUDENTS

1954-61

13th Grade as

O

6 of Previous

 

 

 

12th Grade 12th Grade 13th Grade

1954-55 11497

1955-56 13618 38.5 4426
1956-57 14138 36.1 5008
1957-58 14818 40.2 5685
1958-59 16736 35.1 5313
1959-60 17000 33.8 5608
1960-61 18000 33.7 5689
1961-62 18630 36.8 6565

 

Source: Commonwealth of Puerto Rico, Proposal for Beginning
the Development of a Regional Colleg§_System 12
Puerto Rico in 1962:63, Department of Education,
Hato Rey: AEFil, 1962, p. 23.

 

 

 

 

ump-

71

TABLE 14

12th GRADE AND 13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS,
INCLUDING ALL FULL-TIME STUDENTS ENROLLED

1954—61

13th Grade as
% of Previous

 

 

 

 

12th Grade 12th Grade 13th Grade
1954-55 11497 4862
1955-56 13618 45.2 5202
1956-57 14138 42.1 5734
1957-58 14818 46.4 6558
1958—59 16736 42.5 6291
1959-60 17000 38.1 6383
1960-61 18000 39.4 6705
1961-62 18630 43.6 7898
Source: Commonwealth of Puerto Rico, PrOposal for Beginning

 

the Development of a Regional College System in

 

 

Puerto RIEogin 1952:63, Department of Educatiafi,

 

Hato Rey: Apgfl, 1962, p. 24.

72

TABLE 15

13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS, 1954—55 TO
1972-73. (ESTIMATE "A")

lst Grade, 12th Grade

 

11 years as % of
Previous lst Grade 12th Grade 13th Grade
1954-55 65157 17.6 11497 4862
1955-56 65669 20.7 13618 5205
1956—57 72248 19.0 14138 5734
1957—58 74043 19.4 14818 6558
1958-59 76701 21.8 16736 6291
1959-60 77668 21.8 17000 6383
1960-61 76930 23.5 18000 6705
1961-62 85324 21.8 18630 7898
1962-63 79180 22.5 17800 7899
1963-64 86586 23.0 19937 7547
1964-65 92700 23.5 21784 8453
1965-66 83899 24.0 20135 9236
1966-67 81178 24.5 19888 8527
1967-68 79845 25.0 19960 8432
1968-69 79966 25.5 20391 8463
1969-70 78132 26.0 20314 8646
1970—71 84600 26.5 22419 8613
1971-72 87000 27.0 23490 9506
1972-73 9959

Source: Commonwealth of Puerto Rico, Proposal :23 Beginning
the Development of a Regional College System in
Ffigrto Rico in 1952:63, Department of Educatiafi,
Hato Rey: Apfil, 1962, p. 25.

 

73

Table 16 shows a projection of enrollments based upon
both the 1960 census and retention rates prepared previously.
This yields a 12th grade projection, estimate "B," which is a
significantly larger proportion of the lst grade enrollments,
with the 13th grade enrollment (based again on 42.4 per cent
of the previous 12th grade) reaching a peak of over 12,000 by
1972-73, as compared to 9959 in estimate "A."

In estimate "C" Hayward shows the 12th grade from 1954
to 1961-62 compared to the 6th grade six years earlier (Table
17). These figures indicate that for the past seven years no
more than 40 per cent of the 6th graders have appeared six
years later in the 12th grade, the average being 38.2 per cent.
Since there seems to be no tendency in these years for this
ratio to increase, the 12th grade from 1962 to 1971-72 is pro-
jected on the basis of 38.2 per cent of the 6th grade six years
previously.1

Using the lowest projected estimate for the 12th grade,
1961-62 to 1972-73, the 13th grade is projected by Hayward in
estimate "D" as an increasing percentage of the previous 12th
grade. This brings the 13th grade enrollment to 14,000 (compared

to 10,000 to 12,000 in other projections) by 1972.

 

1The sixth grade figures for the last four years are based
on the detailed projection described as the basis in Table 16.

 

74

TABLE 16

13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS, 1962-63 TO
1972—73 (ESTIMATE "8")

lst Grade, 12th Grade (b)

 

 

 

11 years as % of

Previous lst Grade 12th Grade (a) 13th Grade
1962—63 79180 25.5 20300 7899
1963-64 86686 25.7 22400 8607
1964-65 92700 26.3 24500 9497
1965-66 83899 28.5 24000 10388
1966-67 81178 29.5 23600 10176
1967-68 79845 30.4 24000 10006
1968-69 79966 30.4 24400 10176
1969-70 78132 31.4 24700 10345
1970-71 84600 31.4 26700 10472
1971-72 87000 33.1 28900 11320
1972-73

(a) From detailed projection of Public and Private Enroll—
ment, appearing in summary form in The Future Q: Education
13 Puerto Rico, Table E, page 17.

 

 

 

(b) This percentage not used to calculate the 12th grade.

 

Source: ’Commonwealth of Puerto Rico, Proposal for Beginning
the Development of a Regional College System in Puerto
R156 in 1962-63,_DeEartment of Education, Hats—Rey:
Apr11:—1962, p. 26.

 

 

 

 

75

TABLE 17

13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS, 1954-55 TO
1972-73 (ESTIMATE "C")

6th Grade 12th Grade

6 years as % of

Previous the 6th 12th Grade 13th Grade
1954-55 29611 38.8 11497 4862
1955-56 33661 40.4 13618 5205
1956-57 37121 38.0 14138 5734
1957-58 39965 37.0 14818 6558
1958-59 41625 40.2 16736 6291
1959-60 44349 38.3 17000 6383
1960-61 48342 37.4 18000 6705
1961-62 53116 35.0 18630 7898
1962-63 52891 38.2 20203 7899
1963-64 58716 38.2 22429 8566
1964-65 63542 38.2 24272 9509
1965-66 61000 38.2 23302 10291
1966-67 58900 38.2 22499 9880
1967-68 57953 38.2 22138 9539
1968-69 57900 38.2 22111 9386
1959-70 56800 38.2 21697 9375
1970-71 60200 38.2 22996 9399
1971-72 65100 38.2 24868 9750
1972-73 10544

Source: Commonwealth of Puerto Rico, Proposal £92 Beginning
the Development 2: 3 Regional College System £3 Puerto
R130 in 1962-63, Department of Education, Hato Rey:
Aprilj—l962, p. 27.

 

 

76

All four estimates described indicate a total first-
year college enrollment of not less than 10,000 by 1971.
Conceivably, this figure might be reached by 1966. Under very
feasible circumstances first—year college enrollment might
number 12,000 to 14,000 by 1972. (See Table 18).

Although enrollments at both the 12th and 13th grade
levels are increasing, there exists in Puerto Rico an appreciable
wastage of youth. An example is the fact that, although 12,143
students graduated from high school during 1958-59 and 10,867
applications for admission were received by the University of
Puerto Rico, alone, only 5,083 students could be admitted. Of
these a total of 4,563 finally enrolled in courses, the ratio
between high school graduates and registrees being 38 per cent
to 100. (See Table 19).

Of the 12,143 high school graduates in 1958-59, a total
of 5,608 first-time students (or 46 per cent) enrolled in institu-
tions of higher learning in the fall of 1959. Although this
figure compares favorably with the pattern of continuation
developed on the mainland where the U.S. Office of Education
reports an estimate of 43 per cent of all graduates proceeding
to college on a full—time basis and an additional eight per
cent on a part-time basis (78), the Puerto Rican figure may be
conservative since statistics do not include students studying

outside the Island.

 

77

TABLE 18

13th GRADE (FIRST-YEAR COLLEGE) ENROLLMENTS, 1961-62 TO

1972-73 (BASIS:

1961—62
1962-63
1963-64
1964-65
1965-66
1966-67
1967-68
1968-69
1969-70
1970—71
1971~72

1972-73

AS AN INCREASING PROPORTION OF MINIMUM
PROJECTED 12th GRADE)

12th Grade 13th Grade (a)

(Table 17) as % of 12th 13th Grade
18643 44 7898
17800 46 8202
19937 48 8188
21784 50 9297
20135 53 10892
19888 55 10671
19960 57 10938
20391 58 11377
20314 58.5 11826
22419 58.5 11883
23490 60 13115

14094

(a) Note that these percentages represent an enrollment of

new students equal to:

37% in 1962-63 and 50% in 1972-73

of the prev1ous 12th grade.

Source:

Commonwealth of Puerto Rico, Proposal for Beginning
the Development of a Regional College Sygtem in Puerto
R130 1n 1962—63,_Department of Education, HatB—Rey:
Apr117—1962, p. 28.

 

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII:—_________________________________77____________"f'47

 

78

TABLE 19

NUMBER OF PERSONS WHO TOOK ENTRANCE EXAMINATION, NUMBER
OF APPLICATIONS RECEIVED, AND NUMBER OF APPLICANTS
ADMITTED, COMPARED WITH FIRST-YEAR ENROLLMENT

 

 

 

 

 

 

Year No. Examined N0. of Ap- No. Ad- % of Ap- No. Re—
plicants mitted plicants jected
Admitted
1960-61 9.754 10,478 4,700 44.9 5.778
1959-60 9,299 10,021 4,604 46.0 5.417
1958-59 10,200 10,867 5.083 46.8 5.784
1957-58 9,000 9.555 5.777 60.5 5.776
1956-57 6.697 7.582 5.400 46.1 5.982
Year 61188858 First-Year Enrollment
Rejected Regular Irregular Total
1960-61 55.1 5.452 1,507 4.759
1958-59 55.2 5.657 926 4.565
1957-58 59.5 4.072 875 4.945
1956'57 5309 3,414 686 4,100
Source: Office of the Registrar, University of Puerto

Rico.

 

79
Because of limited facilities, the trend at the University

of Puerto Rico is toward admitting those receiving, on the
entrance examination, 100 or more points out of a possible total
of 200. If the former policy of admitting students receiving
85 or better were reverted to, then the ratio between graduates
and first-time college students might be even higher. The fact
that almost half the Island's graduates enter college demonstrates
their desire to continue studies, although many of these may be 7
part of a backlog or transfers from other institutions.

In Table 20 are given both the total and first-time
opening enrollments of resident and extension degree-credit
students in Puerto Rican institutions, at two—year intervals,
retroactive to 1950. Growth over the ten-year period has been
phenomenal, particularly with respect to the University of
Puerto Rico.

That there is a basic relationship between proximity of
a college and college—going patterns of high school graduates
is adequately documented in studies made in the continental
United States. The same holds for Puerto Rico.

8. V. Martorana in his report Extending Post-High School

 

Educational Opportunity 12 Puerto Rico reveals that the closer

 

a college is, the more likely high school graduates are to

continue their education, the ratio of new college-student
registrations to high school graduates from schools in municipalities
that have colleges being noticeably higher than comparable

ratios for adjacent municipalities, and these, in turn, being
noticeably higher than for municipalities lacking facilities

entirely.

80

TABLE 20

TOTAL AND FIRST—TIME OPENING ENROLLMENT OF RESIDENT AND
EXTENSION DEGREE-CREDIT STUDENTS (INCLUDING VETERANS)

 

 

Year and Name Total First-Time Veterans
1960 1

University of Puerto Rico 18,554 5.425

College of Sacred Heart 212 71

Puerto Rico Junior College 1,041 6842

Inter American University 3,211 774

Catholic University 3 020 l 079

Total 26,038 6,031

1998 1

University of Puerto Rico 17.599 4,133

College of Sacred Heart 190 39

Puerto Rico Junior College 112 97

Inter American University 1,165 435

Catholic University 2,286 703

Total 21.552 5,407

1956 1

University of Puerto Rico 15,176 4,133

College of Sacred Heart 163 47

Inter American University 710 239

Catholic University 2,691 688

Total 18, 80 5,107

12%

University of Puerto Ricol 13,152 3,072

College of Sacred Heart 146 31

Inter American University 612 578

Catholic University 1,739 738

Total 15. 49 4.419

1952

University of Puerto Rico1 7,350 2,418 608
College of Sacred Heart 116 34

Inter American University 372 141 52
Catholic University 1,094 418 129

Total 8.952 5,011 789

81

TABLE 20--Continued

 

 

Year and Name Total First-Time Veterans
1990

University of Puerto Rico1 9,386 2,668 1,611
Inter American University 537 189 125
Total 9.925 .857 1.756

 

lIncludes enrollment for College of Agriculture and Mechan-
ic Arts, Mayagflez.
Estimated by U.S. Office of Education.

Source: Opening (Fall) Enrollment in Higher Education,
19 , 1998, 199 , 1999, 1992, 1950. Institu ional
Data, U.S. Department of Health, Education, and

Welfare (Office of Education). Washington: U.S.
Government Printing Office.

 

 

—: '

82

Choosing four municipalities in which a major college is
located (see Table 21), Martorana showed the percentages of
college registrations to high school graduates to be 41.6 per
cent and 73.9 per cent higher, respectively, than for the
average for the entire 77 high school districts. On the other
hand, 56 municipalities, not having a major college in their
boundaries or in an adjoining municipality, showed a lower per-
centage (38.7) than is true for the 77. Municipalities that
are without colleges, but adjoin a municipality with a college
or university, hold an intermediate position, with a ratio of
44.6 per cent (49:15).

Further evidence that the drawing power of institutions
of higher learning is related to distance of students' residences
is shown by Martorana's study of origins of students. Of the
5,608 registered in five institutions (he excludes the College
of the Sacred Heart), in the fall of 1959, 2,713, or 48 per
cent, were graduated from high schools in municipalities where
colleges were located or in adjacent municipalities. Of the
3,545 students entering the University of Puerto Rico and the
College of Agriculture and Mechanic Arts, 1,439 came from the
municipalities of Mayaguez, Rio Piedras, and others immediately

adjoining, a proportion of 41 per cent (49:17).

 

83

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84

Table 22 gives the number of high school graduates for
the ten municipalities over a 12-year span. While the total
increase has been 466 students since 1950, individual municipali-
ties noting additions are: Gurabo, with 61; Humacao, with 173;
and Naguabo, with 46. High schools in Ceiba and Maunabo
commenced in 1957 and 1956, respectively. Students residing
in the municipality of Las Piedras, generally, attend high
school at Humacao or Juncos.

Assuming 45 per cent of high school graduates proceed to
college, it is possible that of the 1,368 students graduating
from high school in 1961 in the ten-municipality district, 616
of these might enroll in a two-year community college were one
to be established within daily commuting distance. A further
source of students lies in the enrollment of the three private
high schools, one each of which is located at Fajardo, Humacao,
and San Lorenzo (See Table 23). A third source, mentioned
earlier, would be the teacher-students enrolled in extension

courses at the Humacao Center.

Student, Parent Occupational and Educational Expectations
Purpose, Distribution, and

Percentage of Return of Questionnaires

The purpose of the two questionnaires answered by 11th
grade students and their parents was, principally, to measure
educational and occupational aspirations of parents for their

children, or students, and those of their children for themselves.

 

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87

Whether the latter might attend a public community college, the

number who might transfer to a four-year institution, and the

formal schooling of parents compared with their interest in ex-

tending their own preparation were among other aspects investigated.
Distribution of respondents, together with number and per-

centage of return of questionnaires, is shown in Table 24. Be-

cause of increases in enrollments, questionnaires completed by

llth grade students of Ceiba and Gurabo exceeded in number figures

submitted earlier by high school officials of those two towns.*

TABLE 24

DISTRIBUTION OF RESPONDENTS AND PERCENTAGE OF RETURN

 

Est'd Questionnaires Percentage
. Enroll- Returned of Return
City or Town High School ments Student Parent Stud. Parent

Ceiba Santiago I. Pantin 63* 77* 43 122% 68%
Fajardo Santiago V. Calzada 335 185 166 55% 49%
Gurabo Gurabo High School 154* 166* 96 107% 62%
Humacao Ana Roque 570 384 357 67% 62%
Juncos Jose M. Gallardo 210 167 99 79% 47%
Maunabo Maunabo High School 94' 81 70 86% 74%
Naguabo Rafael Rocca 163 144 93 88% 57%
San Lorenzo Luis Munoz Rivera 163 156 144 95% 88%
Yabucoa Teodoro Aquilar Moraggg 193 141 74% 54%
Totals 2010 1553 1209

*Evidently, estimates made by authorities did not take account
of new students.

88

In comparing answers of students and parents, the total
number of replies of each group was considered separately.
HoWever, in comparing both students' and parents' answers,
together, questionnaires were matched before chi-square (x2)

was derived.

Parents' Occupations Compared with Those Desired
for and by Their Children

Among fathers a wide range of occupations was represented,
predominating agriculture, the building trades, community and
government services, retailing, and positions of industrial
foremen. Where mothers worked, community and government ser—
vices, including nursing and teaching, were the most common
types.

Therefore, in checking occupations of parents against
their educational and/or occupational aspirations for their
children, together with those of their children for themselves,
it was found convenient to group occupations into five subheads
in the preparation of Tables 25, 26, and 27. As noted, the
schooling parents wanted for their children is about the same
as that students themselves desired. Fifty per cent of parents
desired a profession or semi-professional occupation for
children whereas 44 per cent of their children have the same
aspiration, with 20 per cent of both parents and children
desiring a professional career.

Occupations students said they intended to enter on

completion of formal training and education, in order of selection

89

and percentage, are these: Secretarial (11.2), nursing (7.5),
accounting (4.7), ministry or education (4.5), beautician

or barber (4.3), armed services (4), business administration
(4), and engineering (4).

Above any other level of schooling a greater number of
the fathers reported in Table 27 preferred a college education
for their children, with the exception of the unemployed or
retired who gave high school as the ultimate level desired.

On the other hand, about 25 per cent of all fathers wanted at
least two years of college for their children, while almost
50 per cent would like their children to graduate from a four—

year institution.

90

TABLE 25

Comparison of Parents' Occupations with
those Desired for Their Children

 

 

Occupations of Parents (lO-P) Plans for Children (8-P)
Reported by Parents) Prof. Semi- Skilled, OtherfDon‘t Total
Prof. Semi- know or
skilled, Undecided
unsk'ld.
Professional or 52 67 34 7 36 196
semi-professional
Skilled, semi- 48 49 41 6 42 186
skilled, unskilled
Farmer 51 64 48 12 60 235
Retired 6 18 ‘ 8 1 10 43
Unemployed 16 47 30 3 73 169
Other 62 77 53 19 59 270
Not reported 16 38 20 4 33 . 111
X2262.92 p; 0.005
251 360 234 52 313 1210
TABLE 26

Comparison of Parents' Occupations with
those Desired by Their Children

 

 

Occupations of Parents (ll—S) Plans of Children (9-8)
(Reported by Children)Prof.Semi- Skilled, Other Don‘t Total
Prof. Semi- know or

skilled, Undecided
unsk'ld.

Professional 12 13 18 5 9 57

Semi-Professional 63 54 41 15 43 216

Skilled, semi-

Skilled, unskilled 59 61 77 18 55 . 270
Farmer 51 73 82 19 64 289
Unemployed or retired 36 73 61 28 56 254
Other 82 99 94 46 81 402
Don't know 5 10 20 5 32 72

X2=62.08 1340.005

Total 308 383 393 136 340 1560

 

91

TABLE 27
Fathers' Occupations and Preparation Desired for Children

Occupations of Fathers (lo-P) Preparation Desired for Children (4-P)
High 2 Yrs. College Poet Total

 

School College Graduate
or less
Professional and/or
semi-professional 35 4O 92 22 189
Skilled, semi-skilled,
unskilled 46 43 71 14 174
Farmer 72 56 85 14 227
Unemployed or retired 89 30 68 11 198
Other 61 63 106 28 258
Not reported 21 19 48 7 95
X2=51.76 p< 0.005
Total 324 251 470 96 1141

Relationships Between Parents' Schooling and
Preparation Desired for Children

As shown in Table 28, only 40 per cent of fathers with less
than eight years of school desired a college education for their
children, whereas over 50 per cent of those with more than eight
years wished the same amount for theirs. Fifty per cent, in
turn, of all fathers interviewed wanted children to graduate from
college, 20 per cent preferred two years of college, while 30 per
cent would be satisfied if their children completed high school
only. Cross-tabulation of mothers' education and occupation with
the degree of schooling desired by parents for their children

showed the same relationships contained in Tables 27 and 28.

92
TABLE 28

Comparison of Fathers' Preparation with that
Desired for Children

Preparation of Fathers (ll-P) Preparation Desired for Children (4-P)

 

High High School College Post Total

 

School and Grad-
Specialized uate
Training
Less than 8th grade 229 151 258 50 688
8th grade 31 38 72 15 156
Some high school 18 ll 36 10 75
High school 5 11 22 3 41
Some college, college graduate,
or post graduate 3 4 27 7 41
x2=44.52 p<0.005
286 215 415 85 1001

Concurrence of High School Programs Studied with Future
Educational Plans and Occupational Choices

Table 29 shows that the majority of students were studying
programs that concurred with their future educational plans. The
proportion of those who were planning to attend college was greater
among students enrolled in the general program than that for either
of the other two groups.

Forty—seven per cent of all students taking general subjects
were sure they would continue their studies, although almost
the same number were still undecided. Thirty per cent of those
studying commercial subjects were sure they, too, were going on to
college, while only 14 per cent taking vocational courses were

certain. On the other hand, students in this last group appeared

93

to be more conscious than the others about their intentions
for the future.

Similarly, programs of students are compared in Table
30 with the occupations they planned to enter on completion
of their formal schooling. It is noted that 70 per cent had

already made vocational choices.

TABLE 29

Relevance of High School Programs Studied
to Future Educational Plans

 

 

 

High School Enrollment in Post—Secondary
Programs (4-S) Institution (5-S)
Yes No Undecided Total
General 539 147 472 1158
Commercial 69 25 136 230
Vocational 17 54 50 121
X2=129.11 p<.0.005 ___ ___ .___
Total 625 226 658 1509
TABLE 30

Relevance of High School Programs Studied
to Choice of Future Occupations

High School

 

 

Programs (4~S) Occupations Desired (9-8)
Profés— Semi? Skilled, Other Undeci- Total
sional Profes- Semi- ded.

sional skilled, Don't
unskilled Know

General 254 250 309 87 260 1160

Commercial 46 116 20 8 41 231

Vocational 7 12 39 35 29 122

X2=186.76 p< 0.005

Total 307 378 368 130 330 1513

 

94

More than 67 per cent of all students were enrolled
in the general course. In turn, almost 50 per cent of these
wanted to become professionals or semi-professionals, although
the proportion who were studying a commercial program and
intended to be professionals or semi—professionals was greater
than that for either of the two groups.

Comparison of Parents' Feeling on Four-Year and

Community College Attendance for Children

Besides revealing parents' feelings about four-year college
attendance for their children, Table 31 indicates how sure the
former are their children would attend a public community

college.

TABLE 31

Comparison of Parents' Feelings About Children Enrolling in
College with Their Enrolling in a Public Community College

Probable College Attendance Probable Community College Attendance
Very Probably UT- Probany Total
Certain Attend certain or cer-
tainly
not attend

 

Very certain to attend 64 41 6 5 116
Probably attend 158 378 25 14 575
Uncertain 45 144 137 u 330

Probably or certainly
not attend 15 60 34 45 154

x2=451.2 p‘<0.005

Total 282 623 202 68 1175

95

Of the total number of parents, 60 per cent were sure or
probably sure their children would attend college, the percentage
increasing to 75 in the event a public community college were
founded, signifying a rise of 25 per cent in enrollment figures.
This is accounted for by the fact that more than 50 per cent
of those who expressed uncertainty about their children attending
college later, or were sure they would not, at the same time
stated they were very certain, or it was probable, that their
children might attend a public community college.

Probability of Attendance at a Community College

Compared With that at a Four-Year College

The probability of their attending a nearby public com-
munity college, with transferral later to a four-year institution,
is expressed by students in Table 32.

Although the majority of those who would enroll in the
two-year college would transfer later to a four—year one,
Table 32 also points out the great degree of uncertainty that
exists. For example, thirty per cent of those who would enroll
first in a public community college were undecided about
continuing studies. Only thirty-three per cent of the 1,560
students questioned were sure of their plans for the future;

the remaining 67 per cent were uncertain.

96

TABLE 32

Probability of Community College Attendance with
Transferral to a Four-Year Institution

 

 

Community College Transferral to Four-Year
Enrollment (14—8) Colleges (l8-S)

Yes No Don't Know Total
Yes 452 27 208 687
Probably, not definitely 93 22 217 332
Uncertain 38 19 204 261
Will go elsewhere 15 26 52 93
Will not attend 14 72 49 135

X22611.68 p< 0.005

Total 612 166 730 1508

In Table 33 a comparison is made of the various degree
of certainty (or uncertainty) in both parents and children

about the enrollment of the latter in a public community college.

97
TABLE 33

Certainty of Parents and Children About the Enrollment
of the Latter in a Public Community College

Degree of Certainty Degree of Certainty
of Parents (9—P) of Children (14-8)
Yes Pro- Uncer- W111 Will not Total
bably tain Attend Attend
Other College

 

Place

Very certain to attend 177 43 26 10 14 270

Probably attend 301 151 80 29 35 596

Uncertain 45 40 61 17 29 192
Probably or certain

not to attend 9 8 9 12 25 63

X2=214.7l p< 0.005 ___ ___ ___ ___ ____

Total 532 242 176 68 103 1121

Seventy per cent of parents are certain or probably certain
that their children would attend a community college whereas
about 80 per cent of their children felt the same way. However,
twice as many children were sure of their attendance as their
parents, whereas twice as many parents as children thought the
latter might attend.

Influence of Parents' Education on Children
(College or Non—College Attendance)

From Table 34 it is apparent that 42 per cent of the students
expressed a desire to a-tend college, while 43 per cent were un-
decided. Among the former, the proportion of those whose father
or mother (or both) had attended college previously was greater
than for those whose parents had never studied beyond high school

(65 per cent to 40 per cent).

98

TABLE 34
Influence of Parents‘ Education, College or Non—College,

on Their Children's Desire to Attend College

Number of Parents Who
Attended College (Reported Probable Enrollment of Children
by Children) (12-S) in College (S-S)

Yes No Undecided Total

 

One or both 79 8 35 122

None 557 226 624 1407

 

x2=30.02 p<0.005

Total 636 234 659 1529

Although only 5.7 per cent of students reported that
one parent had attended college and 2.2 per cent reported both,
20.5 per cent of students declared that older brothers and/or
sisters were now attending or had attended college at one time
or another, indicating a decided change in the college—going
pattern of youth.

Desire of Parents for Further Education
and/or Training for Themselves

To single out the attitudes of parents toward further
education and/or training for themselves, additional prepara-
tion desired is compared in Table 35 with the level of formal
schooling already obtained. More than 50 per cent of those
with less than eight years of schooling stated they wanted to

continue studying.

99

TABLE 35

Comparison of Parents' Educational Level with
Their Desire To Further Their Schooling

 

 

Preparation of Amount of Additional Preparation
Parents (P-ll) Desired (12—P)
Father Mother

Some None Total Some None Total
Less than 8th grade 409 266 675 321 249 570
Eighth grade 112 43 155 87 38 125
Some high school 44 23 67 30 3 33
High school 35 5 40 33 5 38

Some college, college
graduate, or post graduate 31 6 37 17 4 21

X2=23.8 p< 0.005 x2=2u.7 p<0.005

Total 631 343 974 488 309 797

The degree expressed toward continuing education, as shown
in Table 35, tends to increase in direct proportion to the educa—
tional level achieved. Evidently, there was a nucleus of parents
in the ten-municipality area who had already graduated from high
school or who had had some college studies and who might enroll
in post-high—school courses were these available. Men expressed
greatest interest in courses to help them in their work or get
better jobs, 33.0 per cent; help improve homes, 12.1; work on
a college degree, 12.1; and, broaden themselves, 5.6 per cent.
Women were equally interested in job improvement, 21.4 per
cent; in improving their homes, 22.9; in working on a college

degree, 10.0; and, in broadening themselves, 5.7 per cent.

100

In all cases the calculated value of chi-square was
found highly significant which implies that the occupations
and level of schooling desired by children is not independent
of the occupation and preparation of their parents. That is,
the desires of children are affected by the expectancies of
their parents. The proportion of children planning to attend
college is greater among those whose parents attended college
than among those whose fathers or mothers never went beyond

high school.

101

Puerto Rican Institutions of Higher Education

General Description

As shown in Figure 5, three of the facilities for higher
learning are located within the metropolitan area (San Juan),
with a population of 588,805. The University of Puerto Rico,
founded in 1900, is the oldest, largest, and one of two Common-
wealth—supported institutions in operation. Established at
Rio Piedras, a city annexed to San Juan in 1951, it offers
liberal arts and general programs. Together with its affiliate
College of Agriculture and Mechanic Arts at Mayaguez, the
University of Puerto Rico offers a master's degree in public
administration, history, social work, economics, Spanish,
nuclear technology, mathematics, sanitary and natural sciences,
philosophy, public health and public health education and a
doctor's degree in Spanish. Whereas the branch at Mayaguez
has separate divisions for agriculture, engineering, and
natural sciences, the University of Puerto Rico has eight
colleges, all located on the Rio Piedras campus. These are
the Colleges of Business Administration, Education, General
Studies, Humanities, Law, Natural Sciences, Pharmacy, and
Social Sciences, the latter including the Schools of Social
Work, Labor Relations, and Public Administration. On the San
Juan campus, the University of Puerto Rico administers the
Schools of Dentistry and of Medicine and Tropical Medicine.

In Santurce, another sector of the capital, the College

of the Sacred Heart, established in 1935 under the Roman

102

Atlantic Ocean

   
   
   
        

  

‘ O O
0 Rio Piedras

Ilayaguez

f‘ ““\
0 San qe 11:13.

Caribbean Sea

0 Private Four-Year {_Iniversity or College
Private Junior College

0 Commonwealth-Supported University or College

FIGURE 5
LOCATIONS OF PUERTO RICAN INSTITUTIONS OF HIGHER EDUCATION

103

Catholic Church, offers liberal arts, general, terminal-
occupational, and teacher-preparatory courses. Only the
bachelor's degree is awarded.

The only accredited two—year institution on the Island,
the Puerto Rico Junior College, is still in the process of
construction in Cupey Ward, Rio Piedras. It is the most
recent addition to higher education in Puerto Rico and is
under private control, offering a program similar to that
provided by the College of the Sacred Heart but covering two
to four years beyond the 12th grade level. Degrees offered
are the A.A. and the A.S.

The College of Agriculture and Mechanic Arts, organized
in 1911 at Mayaguez, provides instruction similar to that of
the University of Puerto Rico, with the exception of agri—
cultural and engineering specializations. Hayaguez has a
pOpulation of 83,850.

The Inter American University of Puerto Rico, at San
German, (pOpulation 27,667), south and east of Mayaguez, was
founded in 1912 as the Polytechnic Institute. Related to the
Presbyterian Church, it offers liberal arts, general, and
teacher-preparatory curriculums leading to the B.A. and B.S.
degrees. An A.A. diploma may also be obtained. Advanced degrees
are offered by the School of Banking and Finance.

A second Roman Catholic institution, the Catholic Uni—
versity of Puerto Rico, was incorporated in 1948 in Ponce, the
second city of importance on the Island, with a population of

145,586. It offers the B.A., B.S., and B.B.A. degrees for

 

 

.....

 

104

programs in liberal arts, general, terminal-occupational,
and teacher—preparatory education. A two-year A.Ed. degree
is also given. Both evening and Saturday sessions are operated.
A College of Law was inaugurated on August 23, 1961.

All institutions have been accepted as members of the
Middle States Association of Colleges and Secondary Schools
and are co-educational, with the exception of the College of
the Sacred Heart. Table 36 provides additional data relevant
to the six facilities, including enrollments for the first

semester, 1960.

105

TABLE 36

ADDITIONAL INFORMATION RELEVANT TO INSTITUTIONS
OF HIGHER EDUCATION

 

 

Name Teachersl Total Fees Degree-Credit
Profes- Students3
sional Totall First-Time:
Staff?

University of $124 for
Puerto Rico and freshmen
College of Ag— and soph-
riculture and omores;
Mechanic Arts 1,505 2,545 $154 for 18,554 5,425
juniors &
seniors.
Summer-$5
-$6 per
credit hr.
Catholic $550 annu—
University 126 155 ally. 5,020 1,079
Summer-$9
per credit
hour.
Inter American 3450 annu— 5
University 93 97 ally. 5,211 774
Summer-
$lO.5O per
credit hr.
College of the $570 annu-
Sacred Heart 28 58 ally. 212 71
Summer-$14
per or. hr.
Puerto Rico 3250 per
Junior College 40 semester 1,041 684
Totals 2,855 1,552 26,058 6,051

 

gFor 1958-59.

In First Semester, 1957-1958.

ZFor Fall, 1960
Figures for resident and extension students.
Estimated by U.S. Office of Education.

5

Sources:

1.

106.

TABLE 3 5--Continued

American Universities and Colleges, American
Council on Education, Eighth Edition, Wash-

ington: 1960, pp. 955-958.

Opening (Fall) Enrollment in Higher Educa-
tion, 1960, Institutional Data, U.S. Depart-
ment of Health, Education, and Welfare (Of—
fice of Education). Washington: U.S. Gov-
ernment Printing Office, 1960, p. 54.

Faculty and Other Professional Staff in In-
stitutions of Higher Learning (First Term
1257—582, U.S. Department of Health, Educa—
tion, and Welfare (Office of Education),
Washington: U.S. Government Printing Of-
fice, 1959, p. 62.

Benjamin Fine, Fine's American College Coun—
selor and Guide. 1958—1959 Edition. Engle-
wood Cliffs, N.J.: Prentice-Hall, Inc.,
June 1, 1959, PP. 190-191.

107

Extension Programs

Decentralization of higher education by the institutions
of the island is a recent trend, indicating a belief by educa-
tional authorities that many more potential college-age and
older adults can be reached.

According to population estimates there are 443,500
persons in the 6 to 12 year group (corresponding to grades 1
to 6), 280,000 in the 13 to 18 year group (corresponding to
grades 7 to 12), 131,500 in the 19 to 22 year group (corres-
ponding to college level), and 1,037,000 in the 23 plus group
(corresponding to adult education levels) (4:1-2). Since
extension education exists to serve the needs of those no
longer in school, it can be seen that potential enrollments
in all extension programs could conceivably exceed enrollments
within the formal educational pattern.

A pioneer in the extramural movement, the University of
Puerto Rico Operated four centers during 1961-62 at Arecibo,
Humacao, Ponce, and Vega Baja, with a total enrollment of 1,688.
The Inter American University has set up off-campus units,
including evening sessions, at Aguadilla and Arecibo; Opened
a Law School on August 28, 1961, at Hato Rey, a suburb of San
Juan; and leased the former Baptist Academy at Barranquitas,

a town in the interior, where night classes are also conducted.
Courses are also offered at Bayamon, Fajardo, Guayama, Ponce,
Cayey, Yauco, Isabela, Anasco, Mayaguez, Ciales, Adjuntas, Lares
and Utuado. The Catholic University, in turn, offers extension

courses at Aguadilla, Aibonito, Arecibo, Bayamon, Caguas,

108

Guayama, and Mayaguez. Table 37, indicating enrollments in
extension courses, shows how interest in the movement has steadily
increased over the years.

Programs of study offered in extension centers are almost
entirely related to the preparation and upgrading of teaching
personnel, the bulk of students being instructors in the Common—
wealth's public schools. For example, of the 2,973 students
enrolled in classes sponsored by the University of Puerto Rico
during the second semester of 1960-61, 1,035 were being taught
by personnel of the College of General Studies, while another
1,036 were enrolled in courses given by the College of Educa-
tion (3:Tab1e VI).

. . . at least two-thirds of the over 3,000
students following the several extra-mural programs
offered by the University of Puerto Rico, Inter
American and Catholic Universities, are teachers in
service completing requirements for an academic or a
teaching credential, as are a large proportion of the
9,000 summer school students at the University (9:13
of Part 10).

The Humacao Center, under the University of Puerto Rico,
is the only one within daily commuting distance of every sector
of the ten-municipality area under study. Enrollment has been
rather stable since 1957-58 with 502 and 450 students matriculated
(first and second semester, respectively), 473 and 423 for
1958—59, 467 and 403 for 1959—60, and 462 and 405 for 1960-61,

the over-all average for the period reaching 448. Enrollments

recorded for the first semester of 1961-62 were 458.

109

TABLE37,

ENROLLMENT or EXTENSION DEGREE-CREDIT AND
NON-DEGREE CREDIT STUDENTSI.

 

Year and Name of Institution No. of Degree- No. of Non-

 

Credit Stu— Degree Credit
dents Students (Adult
Education)
1258-52
University of Puerto Rico 2775
College of Sacred Heart 55
Inter American University 697
Catholic University 115
Total 3 38
1257-58
University of Puerto Rico 2217
College of Sacred Heart, '
Inter American University 52?
Catholic University 102 433
Total 2546 433
12.5.2 _
University of Puerto Rico 2264
College of Sacred Heart 60
Polytechnic Institute2
Catholic University 88
Total 2524 88
122‘}.
University of Puerto Rico 1860 127
College of Sacred Heart
Polytechnic Institute?
Catholic University
Total 1860 127
.1222
University of Puerto Rico 1795
College of Sacred Heart
Polytechnic Institute?
Catholic University 85
Total 1793 83

 

 

lFigures do not include those matriculated in evening or
2summer school classes.
The Polytechnic Institute of Puerto Rico became the Inter
American University of Puerto Rico in 1956.
Note: Figures are taken from the only issues for the
available second source cited.

Sources:

1.

109A

TABLE 31--Continued

American Universities and Colleges, American
Council on Education, Eighth Edition, Wash—
ington: 1960, pp. 955-958.

Resident, Extension, and Other Enrollments
in Institutions of Higher Education, 1957-58,
1955, 1954, 1355, U.S. Department of Health,
Education, and Welfare (Office of Education).
Washington: U.S. Government Printing Of-
fice.

109A

TABLE 31—-Continued

Sources: 1. American Universities and Colleges, American
Council on Education, Eighth Edition, Wash—

2. Resident, Extension, and Other Enrollments
in Institutions of Higher Education, 1957-58,
1255, 1954, 1255, U.S. Department of Health,
Education, and Welfare (Office of Education).
Washington: U.S. Government Printing Of-
fice.

110

Financial Support

Support for public higher education in Puerto Rico comes
from three sources: the Commonwealth Legislature, student fees
and tuition; and the U.S. Government through various laws and
acts.

For 1960-1961, 84 per cent of all income received by the
two state-supported institutions, or $19,088,400 out of a total
of $22,647,046, was allocated by the Commonwealth Lawmakers
through self-renewing budgets established by the statement of
accounts required by the Commonwealth Auditor.

However, Public Law No. 135 (the University Law) of
May 7, 1942, not only stipulates that rents be imposed for
maintenance of the University of Puerto Rico and its College
of Agriculture and Mechanic Arts, but it also places the ad-
ministration of all monies destined for educational purposes
in the hands of the Superior Education Council, subject to the
approval of the Treasurer of the University.

In actual practice, the University Board, consisting of
the Chancellor, Deans, and a representative of the Faculty,
not only receives a model budget proposed by the Auditor, but
it also fOrmulates its own projection of expenses accordingly.
This is submitted to the Superior Education Council, which in
turn, after approving globally its budget for all faculties,
schools, and other dependencies, forwards its version to both
Auditor and Legislature.

A second source of income for the maintenance of the

state institutions of higher learning are tuition and other

111

fees received from students which, in 1960-1961, amounted to
$3,371,794, or 15 per cent of all income.

The third and last source of revenues is a series of
Federal laws and acts, accepted by the Legislature on May 15,
1938, and ratified by the University Law. These account for
only one per cent of all income. In addition to the Second
Morrill Act of 1890 and the Nelson Amendment, benefits of the
Hatch, Adams, Purnell, Smith-Lever, and Capper-Ketcham Acts
have been received since July 1, 1933. On August 28, 1936,
Congress extended to the Island the provisions of Section 21
of the Bankhead-Jones Act, which allows for further development
of cooperative agricultural extension work.

To secure greater economic autonomy for the two state-
owned institutions and to assure adequate means for fulfilling
the growing demand for higher education a prOposed revision of
Public Law No. 135 would allocate to these one and one-half
per cent of the net national incomes of Puerto Rico for the
preceding year. If this amount is insufficient the institutions
could appeal to the Commonwealth Bureau of the Budget and Legis-
lature for special emergency assignments.

To support the Commonwealth budget for 1960-61 of $318
million the Legislature provided 31 per cent ($98 millions) for
all education, an increase of 24.1 per cent over expenditures
for the same concept in 1959-1960. The remaining assignments,
in order of size, were 23 per cent to health and welfare, 11
per cent to industrial, agricultural, and business development;

10 per cent to general administration, 8 per cent to protection

112

of persons and property; and, 7 per cent to others (25:53).
The following resources expected to finance the 1960-1961

budget, were taken from Budgetary Activity 32 Puerto Rico,

 

 

Annual Report, 1959-60 (23:18).

 

Taxes $187,200,000 or 58 per cent
Federal support 34,300,000 or 11 per cent
Customs and taxes 33,800,000 or 11 per cent
Bond issue 25,000,000 or 8 per cent
Previous funds 13,000,000 or 4 per cent
Other income 24,800,000 or 8 per cent

 

 

$318,272,776 or 100 per cent

Together with the total budget of $318 million for
1960—1961, net Commonwealth income increased by 7.5 per cent,
reaching the figure of $1,465 million. This rise is significant,
considering the economic recession that lasted the greater part
of that year on the mainland. In turn, general price level rose
1.7 per cent, leaving a balance of 5.9 per cent increase at
stable price levels (25:11).

Four factors are given as leading to this growth of
economy: an increase in construction, expansion of manufacturing,
a rise in the net income of the government, and continued agri—
cultural growth.

For 1961-1962 it was predicted net income would reach
$1,595 million or $130 million more than for 1960-1961, an
increase of 9 per cent (25:97).

Based on interviews with various organizations, it was

113

predicted private and public works would exceed $300 million
in value, or an increase of 12 per cent (25:91).

In industry it was estimated 90 new branch plants of
mainland firms would begin operations, compared with 72 for
1960-1961, resulting in a grand total of 750. Income from
this source, alone, it was expected, would be $368 millions,
or an increase of 15 per cent (25:94-95).

Whereas net income generated in government rose 8.8 per
cent in 1960-1961, reaching a total of $169 million, it was
estimated in 1961-1962 that this same source of income would

increase by 8.4 per cent (25:95).

114

FACTORS IN THE SELECTION OF A LOGICAL SITE

Puerto Rico is divided, politically, into eight districts,
each comprising a number of municipalities. A glance at a map
of the Island, Figure 6, shows highways in the ten-municipality
area converging toward the city of Humacao, the seat of govern-
ment of the Humacao District.

If a semi—circle be drawn from Fajardo, touching on
Caguas, and then on down through Maunabo, one finds enclosed
the following cities and towns, all within daily commuting

distance of Humacao.

City of Humacao to Caguas ------------ 16 miles
Ceiba ------------- 17 miles
Fajardo ----------- 23 miles
Gurabo ------------ 14 miles
Juncos ------------ 10 miles
Las Piedras ------- 4 miles
Maunabo ----------- 15 miles
Naguabo ----------- 11 miles
San Lorenzo ------- 11 miles
Yabucca ----------- 9 miles

Although 370 of the 11th grade students expressed their
desire through the questionnaire to attend the University of
Puerto Rico upon graduation, 24 the Puerto Rico Junior College,
3 the Inter American University, and 2 the Catholic University
of Puerto Rico, many of these, might attend college in Humacao
were one to be organized. If we use the ratio of 45 to 100
as the relationship of college enrollments to high school
graduates, approximately 197 Humacao High School graduates,
alone, would have been proceeding to college in 1961.

Based on the almost stable enrollment of teachers in the
University of Puerto Rico extramural classes, 140 of which in

1957—58 stated they would like to take courses throughout the

115

FIGURE 6
EASTERN SECTOR OF PUERTO RICO

       
     

    

1, , iiifi i ,
Juana Jfl/dnlnu

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source: Official Road Map. Puerto Rico. Specially prepared
for the Department of Tourism by the Shell Company
(Puerto Rico), Ltd.

 

116

week, Humacao already has the nucleus of a community college.
By fusing the functions of extramural classes into those re-
lating to a community college, there would, not only be greater
flexibility in organization and administration, but also greater
variety in courses, programs, and instructors. While it can
be assumed the majority of potential students would commute
daily to and from the college, there are two small hotels
located in Humacao, together with various rooming and boarding
houses, for the convenience of students coming from the nearby
islands of Vieques and Culebra. Were the college to convene
with evening sessions, rooms and buildings occupied by public
schools could be used temporarily. Teaching staff could be
hired from personnel already residing in the community or from
among those originally from Humacao but who are presently
teaching at the University of Puerto Rico or at some other
similar institution.

Other students likely to matriculate would be those who
could not attend extramural classes on Saturdays, students
who could not be admitted to other institutions, and those
who would prefer to live at home the first two years for
economical reasons. Residents of Caguas, still within a reason-
able travelling distance, might also enroll.

Because of its extensive population, no doubt there
would be a sizeable number of persons in the immediate com-
munity of Humacao desirous of adding to their previous prepara-
tion or of taking general education courses without credit.

Other benefits to accrue to students commencing studies

117

at Humacao would be smaller classes, more and closer contacts
with classmates and instructors, and greater opportunities

to receive the advantages of counselling in adjusting to
college study.

In his annual report to Chancellor Jaime Benitez, Dr.
Augusto Bobonis, Dean, College of Education, University of
Puerto Rico, states that the enrollment in his college has
risen to 6,779 students, the faculty to 185, including instruc-
tors in the elementary, junior, and senior high schools of the
University. He also relates that it is necessary to reduce
class size by adding to both teaching and administrative
personnel. A two-year branch at Humacao would certainly aid
in solving enrollment and staffing difficulties such as these
(41:1).

Not only would instructional materials and equipment of
the Humacao Center be available, but the city is also served

by two public libraries.

3.

CHAPTER IV

CONCLUSIONS

Total population in the ten-municipality area grew from

1930 to 1950, primarily as a result of natural increase.

a.

In 1930 the number of inhabitants was 167,222; in 1940,
192,019; in 1950, 211,260. But by 1960 the population
had dropped to 201,635.

The municipality of Humacaoregistered the greatest
growth in number of residents from 1930 to 1950.
Ninety—three per cent of parents interviewed stated
they had lived in their present homes more than six

years.

Public school enrollments increased yearly since 1951-1952.

The 1959-1960 figure was 8,777, or 18.3 per cent greater

than that for 1951-1952.

a.

High school graduating classes increased from 858 in
1951-1952 to 1,368 in 1960-1961, a difference of 510.
Assuming 45 per cent of graduates proceed to college
and that a post-secondary facility existed in the
locality, of 1,368 students who graduated in 1961
approximately 616 might have enrolled for further

instruction.

In three private school systems (Fajardo, Humacao, and San

Lorenzo) enrollments grew steadily during 1950 to 1960,

118

119

showing increases of 430,290, and 232 students, respectively.
From 1957 to 1960 average enrollments in extension courses
at the Humacao Center reached 448. Of these, 140 expressed
interest in 1957-1958 in pursuing additional studies through-
out the week.
The city of Humacao is not only the geographical and popula-
tion center of the area, with the greatest number of facili-
ties, but it is also within daily commuting distance of
any sector.
Student questionnaire findings indicated decided interest
in acquiring more education and/or training.
a. Forty-two per cent of students expressed a desire to
attend college, while 43 per cent stated they were
still undecided. Sixty-five per cent of the former
had parents, one or both of whom had attended or
graduated from college, while 40 per cent had parents
who had never gone beyond high school.
b. Sixty-seven per cent said they would or probably would
attend a public community college were one available.
c. Forty-six per cent said they would take advantage of
one- or two-year programs in business, commercial,
and technical areas, while 41 per cent said they would
study the first two years of a four-year program.
d. Forty-four per cent wanted to become professionals or
semi-professionals (20 per cent desired a professional

career; 24 per cent, a semi-professional one).

 

120

The majority of students had enrolled in programs that
concurred with future educational plans. Forty-seven
per cent of those taking general courses were sure

they would continue studying; about the same percentage
were undecided. Thirty per cent of students studying
commercial courses were also certain they would go on

to college. Only 14 per cent of those taking vocational
courses, thought they might continue to college.

Seventy per cent of students had already made voca-
tional choices, ninety—four per cent of these remarking

that training beyond high school was necessary.

Parents not only expressed a desire that children continue

studying but also an interest in furthering their own

education and training.

a.

Fifty per cent desired their children become professionals
or semi-professionals, that is, that they complete at
least two years of college (20 per cent wanted a pro-
fessional career, 30 per cent a semi-professional one).
Approximately 50 per cent of fathers and mothers, when
interviewed separately, wanted children to have four
years of college, while 20-25 per cent desired that
children complete at least two years of higher education.
The wish that children obtain a college education was
more intense among fathers and mothers with more than
eight years of school than among those with less.

Sixty per cent were sure or probably sure that children

would attend college. This percentage increased to 75

 

121

when asked if children might attend a public community
college.

Fifty per cent of those expressing doubt about children
proceeding to college (or said they would not be going)
stated they were certain or it was probable they might
attend a community college.

More than 50 per cent of parents with less than eight
years of schooling wanted to study further, the degree
of interest toward continuing education increasing in
direct proportion to the level of education already

achieved.

Although employment opportunities for college graduates

(or those with some college) are limited among business

and industry, having some education and training beyond the

12th grade was considered advantageous.

a.

Seventy-seven per cent of respondents stated there
were opportunities for employment for people with two
years of technical or semi-professional training.
Fifty—seven per cent of organizations replied that
employees having two years of training beyond high
school could supplement college graduates now employed.
In 81 per cent two years of post-secondary education
or training would be recognized by job advancement,
while in 36 per cent it would mean higher pay.

In general, opportunities for on—the—job training

were only "Fair" or "Poor."

122

RECOMMENDATIONS

Although this study shows need for some type of post-

secondary institution in the area surveyed, further research

is required in the following aspects before a public community

college can be recommended:

1.

2.

10.

Attitudes of educational and governmental leaders.
Present and future financial capabilities and responsi-
bilities of community and Commonwealth.

Supply of and demand for teaching and administrative
personnel.

College curriculums, including those of community
colleges.

Home addresses (origins) of students enrolled in
institutions of higher education.

Specific and detailed training needs of business

and industry.

A comparison of tuition and other costs related to
college attendance.

Availability of buildings and other facilities.
Administrative structure in which the new institution
would operate.

Relationship between parents' income and the college-

going pattern of youth.

 

 

10.

ll.

12.

BIBLIOGRAPHY

American Universities and Colleges, American Council on
Education, Eighth Edition, Washington, 1960.

 

Annual Report 1959-1960. Extension Programs. University
of Puerto Rico. Rio Piedras, June 30, 1960.

 

Annual Report 1960-61. Statistical Supplementary, Vol. II,
Extension Programs, University of Puerto Rico. Rio Piedras.

 

 

Arbolino, Jack N. A Report on Extension Services at the
University of Puerto Rico. Superior CounCil on Education,
University of‘Puerto Rico, Rio Piedras, September, 1959.

 

 

Ashmore, Henry L. "Reaction to Some Basic Principles in
Deve10ping and Operating Junior Colleges." Junior College
Journal, Vol. 32, No. 4, December, 1961.

 

Bogue, Jesse P. The Community College. New York: McGraw-
Hill Book Co., Inc., 1950.

 

Bogue, Jesse P. The Development of Community Colleges.
American Association of Junior Colleges, Washington, 1957.

 

Bogue, Jesse P. and Burns, Norman. "Legal and Extralegal
Influences for Improving Colleges." The Public Junior
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13.

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Commonwealth of Puerto Rico. Office of the Governor.
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Commonwealth of Puerto Rico. Public School System of
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Commonwealth of Puerto Rico. Puerto Rico's Manpower Needs
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Community College Council. The Community Junior College
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Davis, Kingsley. "Puerto Rico: A Crowded Island," The
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Davis and Blake. "Birth Control and Public Policy,"
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Diverse, Ramon A. Preliminary Considerations Concerning
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Dunne, Edward J. (Father). "Stepchild in the Caribbean,"
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Fine, Benjamin. Fine's American College Counselor and
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Fink, Russell Foster. "Some Criteria for the Establishment
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Heyward, Beresford L. Assumptions for Projection of
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Heyward, Beresford L. Toward Comprehensive Educational
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Hillway, Tyrus. The American Two-Year College. New York:
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Homero, Alfaro. "Senala Urgencia Programas Graduandos
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Johnson, B. Lamar. "An Emerging Concept Points to the
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Johnson, Paul N. "A Proposal for a System of Public
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Kraus, Albert L. "Puerto Rico Draws Blue-Chip Plants,"
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Minnesota Commission on Higher Education. Tomorrow's
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129

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APPENDIX A

130

‘I
-I ..

 

131_ Nfim.

CUESTIONARIO DEL ESTUDIANTE
Introduccion

Los ripidos cambios sociales, cientificos y tecnologicos han presentado muchos
problemas para el individuo, 1a escuela y la comunidad. Uno de los problemas mas
apremiantes es la necesidad cada vez mayor de instruccion y entrenamiento de nivel
mAS alto que el de la escuela superior para poder as! alcanzar 1a suficiencia indi-
vidual y vocacional del mundo actual. Este informe es parte de un estudio para
determinar las necesidades de oportunidades educativas de nivel mas alto que el
de escuela superior para j6venes y sdultos en diez mmnicipios en Puerto Rico.

Usted puede ayudar en este estudio dando la informacion que este cuestionario re-
quiere. Como aclaraciCn, un colegio regional de dos aflos generalmente ofrece los
primeros dos afios de un curriculo de nivel universitario. Los cursos incluyen
tanto educacidn general 0 pre-profesional como programas técnicos, vocacionales y
de educacion de adultos. Normalmente, tales colegios se encuentran a una distancia
relativamente accesible a los estudiantes que a ellos asisten, eliminando los
gastos de hospedaje fuera del hogar.

Direcciones

No necesita escribir su nombre en esta hoja. Todas las contestaciones son estric-
tamente confidenciales. Indique 1a contestacion mas apropiada para usted haciendo
un circulo alrededor del nfimero correspondiente.

l. zCuél es el nombre del municipio 5. aEsta usted planeando tomar entre-
donde usted vive? namiento especializado o it a
colegio después de que se gradue

 

 

XZQQGEX thfixrdo 1 de escuela superior?
Ceiba 2
Gurabo 3 SI 1
Humacao 4 No 2
Juncos 5 Indeciso 3
Las Piedras 6
Maunabo 7 6. Si la contestacion es ”Si”, aha
Naguabo 8 decidido usted a qué colegio 0
San Lorenzo 9 escuela de entrenamiento especia-
Yabucoa 10 lizado 1e gustaria ir?
2. LA qué escuela superior asiste Nombre 1
usted? Indeciso 2
Mi contestacidn anterior
fué "No” 3
3' ZCUél es en sexo? 7. aQué pasos, si alguno, ha dado
usted para lograr admision a la
Varén 1 ,
institucion de su seleccxon?
Mujer 2
4. LQué curso de estudio esta He solicitado admision a la
siguiendo usted? institucion 1
Preparatorio de Colegio 1 He recibido 0 he solicitado
General 2 informacion 2
Comercial 3 Me he puesto en contacto
Vocacional 4 con un representante
Otro (especifique) 5 del colegio 3

-1-

Puede que vaya a colegio pero M58168 ‘ 37

 

no tengo planes defini- Enfermera 38
tivos todavia 4 Farmacia 39
No intento ir a colegio ni Radio Y televisién 40
tomar entrenamiento Detallista o ventas a1
especializado 5 pct mayor 41
Vendedor 42
8. Si usted no planea ir a Investigacion cientifica 43
colegio a1 graduarse, aqué Secretarial 44
planes tiene? Trabajo Social 45
Capataz Industrial 46
Indeciso 1 Veterinario 47
Casarme 2 Otros (especifique)
Trabajar 3 48
Estudiar un curso
comercial 4 10. aCuantos afios de entrenamiento
Entrar en las Fuerzas después de la escuela superior
Armadas 5 se requieren para la ocupacion
Otro (especifique) 6 escogida por usted e indicada
en la pregunta 9?
9. zEn qué ocupacion piensa
usted entrar a1 terminar UHO 1
su instruccién? DOS 2
Tres 3
Indeciso 10 Cuatro 4
Contabilidad 11 Cinco 5
Agricultura 12 3513 .6
Arquitectura 13 Siete 7
'Fuerzas Armadas 14 Mas de siete 8
Arte o artes y oficios‘ 15
Mecanica de automoviles 11. $0551 es la ocupacion del Jefe
y aviacidn 16 de 3“ hogar?
Banca 17
Embellecedora o barbero l8 Desempleado 10
Construccidn (albafiil, Contabilidad 11
carpintero, electri- Agricultura 12
cista 19 Arquitectura 13
Administracidn Comercial 20 Fuerzas Armadas 14
Quimico 21 Arte o artes y oficios . 15
Servicios a la comunidad 22 I Mecénica de automdviles
Técnico dental 23 Y aViaCién 16
deontologfa 24 Banca 17
Delineante 25 Embellecedora o barbero 18
Electronica 26 Trabajos de Construccion
Ingenierfa 27 (albafiil, electricista,
Serv. gubernamentales 28 carpintero) 19
Economia doméstica 29 Administracién comercial 20
Periodismo 30 QUimico 21
Técnico de laboratorio 31 Servicios a la comunidad 22
Leyes 32 Técnico dental 23
Tecnologia Médica 33 Odont°1°813 (dentista) 24
Medicina 34 Delineante 25
Trabajo en metales y Electronica 26
taller de maquinaria 35 Ingenierfa 27

Ministerio o educaci6n 36 Servicios gubernamentales 28

12.

13.

Economia domestics

Capataz industrial

Periodismo

Técnica de Laboratorio

Leyes

Tecnologia Médica

Medicina

Trabajo en metales y
taller de maquinaria

Ministerio o educacion
religiosa

no. ice

Entermera

Farmacia

Radio y television

Detailista o venta a1
por mayor

Vendedor

Investigacion cientifica

Secretarial

Trabajo Social
Pedagogia (maestro)
Veterinaria

Retirado (o pensionado)
Otros (especifique)

 

zEstuvo uno o 103 dos de sus
padres en colegio o universidad?

Uno
Ambos
Ninguno

LEn que instruccién adicional
después de la escuela superior,
esta usted personalmente in-
teresado?

Cursos para ayudarme en mi
trabajo 0 para ayudarme a

conseguir un empleo
mejor
Cursos que me ayuden a

mejorar mi Vida en el

hogar
Cursos que me ilustren
mas ampliamente
Cursos de mejoramiento
personal

Curses para adelantar en

mis pasatiempos

Otros (especifique)

 

29

30

31
32
33
34
35

36
37

38
39
4O
41

42
43
44
45
46
47
48
49

50

l
2
3

14.

15.

16.

17.

18.

Si se estableciera un colegio
regional de-2 aflos complete-
mente acreditado a una distancia
o que usted 1e fuera facil 1a
transportaciOn diaria que ofre-
ciera los dos primeros anos de
colegio y/o un programs do entre-
namiento especial en el cual
usted esta particularmente inte-
resado, gasistiria usted a él?

SI 1
Probablemente, pero no
definitivamente 2
Inseguro 3
Planeo ir a otro sitio 4
No pienso asistir a colegio 5

gTiene usted hermanos y/o
hermanas mayores?

Si 1
No 2

aHa asistido o esta asistiendo
uno o m53 de ellos a colegio
o universidad?

No 1
Si
No tengo hermanos mayores 3

N

Si la contestacidn es "Si" 2a
qué colegios o universidades
asisten o asistieron?

Nombre

 

 

Si hubiese un colegio regional a
una distancia razonable que ofre-
ciera los dos primeros anos de
colegio, aplanearia Ud. tomar sus
dos afios en 61 y transferirse
luego a un colegio de 4 anos

para terminar su carrera?

SI 1
No 2
No sé 3

19.

Si hubiese un colegio cercano que

ofreciera programas de uno o dos

aflos en campos tales como negocios,

comercial y cursos técnicos,
Ltendria usted interés en asistir
a1 colegio para seguir uno de
estos programas?

Si 1
No 2
No sé 3

132

Results of Student Survey

There were 2,010 grade students enrolled in high schools
in nine of ten municipalities included in the survey (Las Piedras
has no high school) at the beginning of the 1961—1962 school
year. Completed questionnaires were returned by 1,553 students,
or 72.2 per cent. Enrollment figures used were those submitted
by high school officials at the beginning of the school year.
Evidently, in certain instances, enrollments now exceed those
reported earlier. Hence, the high rate of return for 11th grade
students from the municipalities of Ceiba and Gurabo. The
number and percentage return by schools and municipalities is
as follows:

llth Grade Responses Per Cent

 

 

 

EnrolIment Received Return
Ceiba
Santiago I. Pantin 63 77 122.2
Fajardo
Santiago V. Calzada 335 185 55.2
Gurabo
Gurabo High School 154 166 107.8
Humacao
Ana Roque 570 390 ' 68.4
Juncos
Jose M. Gallardo 210 167 79.5
Maunabo
Maunabo High School 94 ' 81 86.2
Naguabo
Rafael Rocca 163 144 88.3
San Lorenzo
Luis Munoz Rivera 163 156 95.7
Yabucoa
Teodoro Aguilar Mora 258 193 74.8

Total 2,0I0 I,559 86.5

133

Question 1. What is the name of the municipality in which you
live?

 

 

Ceiba 82 5.3
Fajardo. 186 11.9
Gurabo 163 10.4
Humacao 269 17.3
Juncos 163 10.4
Las Piedras 93 6.0
Maunabo 83 5.3
Naguabo 154 9.9
San Lorenzo 154 9.9
Yabucoa 212 13.6
Total 1,559 100.0
Question 2. What high school do you attend?
Ceiba-Santiago I. Pantin 63 78 123.8 5.0
Fajardo—Santiago V. Calzada 335 186 55.5 12.0
Gurabo-Gurabo High School 154 166 107.8 10.7
Humacao-Ana Roque 570 385 67.5 24.7
Juncos-Jose M. Gallardo 210 167 79.5 10.7
Maunabo-Maunabo High School 94 82 87.2 5.3
Naguabo-Rafael Rocca 163 144 88.3 9.2
San Lorenzo-Luis Munoz Marin 163 156 95.7 10.0
Yabucoa-Teodoro Aguilar Mora 258 193 74.8 12.4
Total 2,010 1,557 86.7 100.0
No answer 2
Question 3. What is your sex?

Number Per cent
Male 683 44.0:
Female 871 56.0

1,554 100.0

No answer 5

xPer cent of total responses from 9 municipalities contri—
buted by each school.

134

Question 4. What is your present course of study?

College preparatory 15 1.0
General 1,160 75.1
Commercial (Business) 231 15.0
Vocational 122 7.9
Other 15 1.0
Total 1,543 100.0
No answer 16

Question 5. Do you plancn taking specialized training or
going to college after you graduate from high school?

 

Yes 642 41.4
No 239 15.4
Undecided 671 43.2
Total 1,552 100.0

No answer

Question 6. If “yes" above, have you decided which college
or Specialized training school you would like to attend?

 

 

 

Number Per Cent
(Name) 489 34.5
Undecided 731 51.6
My answer to question 5
was "no" 197 13.9
Total 1,417 100.0
No answer 142

Breakdown on institutions named

 

 

 

 

Per Cent
Number of Choices
Puerto Rican Public Colleges and
Universities
University of Puerto Rico 322 67.7
College of Agriculture and
Mechanic Arts 52 10.9

374 78.6

135

Puerto Rican Private Colleges
and Universities

 

 

Inter American University of 3 .6
Puerto Rico
Puerto Rico Junior College 24 5.1
Catholic University of Puerto Rico 2 .4
29 6.1

Out-of-State Colleges and Universities

 

 

 

3 .6
3 .6
Other
Nurse training 15 3.2
Specialized training in Puerto Rico 53 11.1
Specialized training outside of
Puerto Rico 2 .4
70 14.7
Total

 

476 100.0

Question 7. What steps, if any, have you taken towards gaining
admittance to the institution of your choice?

Number Per Cent

 

I have applied to the institution 26 1.9
I have received or written for

information 173 12.6
I have contacted a representative

of the school 48 3.5
I may go to college but have made

no plans 963 70.1
I do not intend to take college

work or specialized training 164 11.9
Total 1,374 100.0

No answer 185

136

Question 8. If you do not plan to go to college upon graduation,
what do you plan to do?

Number Per Cent

 

 

 

Undecided 355 33.2
Get married 15 1.4
Go to work 396 37.1
Study a commercial course 177 16.6
Enter armed services 74 6.9
Other 51 4.8
Total 1,068 100.0
No answer 489

Question 9. What vocation do you plan to enter after you
complete your education?

Number Per Cent

 

Undecided 292 19.2
Accounting 73 4.7
Agriculture 8 .5
Architecture 8 .5
Armed service 61 4.0
Art or arts and crafts 28 1.8
Auto and airplane mechanics 57 3.8
Banking 1 .1
Beautician or barber 65 4.3
Building trade (mason, electrician,

carpenter, etc.) 21 1.4
Business administration 61 4.0
Chemist 1 .1
Community service 11 .7
Dental technology
Dentistry 1 .1
Drafting 10 .7
Electronics 1 .1
Engineering 61 4.0
Government service 9 .6
Homemaking 28 1.8
Journalism 4 .3
Laboratory technician 10 .7
Law 34 2.3
Medical technology 6 .4
Medicine 36 2.4
Metal trades and machine shop 6 .4
Ministry or education 68 4.5
Music 12 .8
Nursing 113 7.5

137

 

 

Pharmacy 19 1.3
Radio-TV 28 1.9
Retailing or wholesale trades 6 .4
Salesmanship 17 1.1
Science research 7 .5
Secretarial 169 11.2
Social work 42 2.8
Industrial foreman

Veterinary medicine 1 .1
Other (Specify) 136 9.0
Total 1,511 100.0
No answer 48

Question 10. How many years of training beyond high school
are required for the vocational choice you checked in
question 9?

 

 

Number Per Cent

One 158 13.7
Two 306 26.5
Three 162 14.0
Four 321 27.8
Five 109 9.4
Six 26 2.2
Seven 21 1.8
Over seven 53 4.6
Total 1,156 100.0
No answer 403

Question 11. What is the occupation of the head of your home?

Number Per Cent

Unemployed 216 14.5
Accounting 10 .7
Agriculture 288 19.3
Architecture 6 .4
Armed service 9 .6
Arts and crafts 3 .2
Auto and airplane mechanics 20 1.3
Banking

Beautician or barber 23 1.3
Building trades (mason, carpenter, etc.) 160 10.7
Business administration 23 1.5
Chemist 3 .2
Community service 33 2.2
Dental technology 1 .1

Dentistry

 

138

 

Drafting 1 .1
Electronics 1 .1
Engineering 3 .2
Government service 40 2.7
Homemaking 19 1.3
Industrial foreman 29 1.9
Journalism
Laboratory technician
Law
Medical technology 1 .1
‘ Medicine 1 .1
Metal trades and machine shop 18 1.2
Ministry or religious education 7 .5
Music
Nursing 6 .4
Pharmacy 3 .2
Radio-TV 2 .1
Retailing 35 2.3
Salesmanship 56 3.7
Science research
Secretarial 9 .6
Social work 12 .8
Teaching 8 .5
Veterinary medicine 1 .l
Retired 45 3.0
Other (Specify) 402 26.9
Total 1,494 100.0
No answer 65

Question 12. Did either or both of your parents attend college?

 

Number Per Cent
One 88 35.7
Both 33 2.2
Neither 1,410 92.1
Total 1,531 100.0
No answer 28

Question 13. In what additional education beyond high school
are you personally interested?
Number Per Cent

Courses to help me in my job or me
get a better one 764 52.2
Courses to help me improve my home life 344 23.5

139

Courses to broaden myself 194 13.3
Personal improvement courses 84 5.7
Courses to advance hobbies 42 2.9
Other 35 2.4
Total 1,463 100.0
No answer 96

Question 14. If a fully accredited community college were
located within driving distance of your home and offered the
first two years of college and/or a specialized training program
in which you are particularly interested, would you attend it?

 

 

Number Per Cent

Yes 690 45.3
Probably, but not definitely 335 22.0
Uncertain 264 17.4
I plan to go elsewhere 97 6.4
I do not intend to attend college 136 8.9
Total 1,522 100.0
No answer 37

Question 15. Do you have older brothers and/or sisters?

 

Number Per Cent
Yes 1,207 79.1
No 319 _2249.
Total 1,526 100.00
No answer 33

Question 16. Have one or more older brothers or sisters attended
college or are they now attending?

 

Number Per Cent
Yes 313 20.5
No 973 63.9
No older brothers or sisters 238 15.6
Total} 1,524 100.0

No answer 35

140

Question 17. If "yes" above, what college or colleges did they
attend or are they attending?

 

 

 

 

 

 

Number Per Cent

Puerto Rican Public Colleges and

’Universities
University of Puerto Rico 178 60.1
College of Agriculture and

Mechanic Arts 25 8.5.
Total 203 68.6
Puerto Rican Private Colleges

and Universities
Puerto Rico Junior College 18 6.1
Catholic University of Puerto Rico 6 2.0
Inter American University of Puerto Rico 17 5.7
Total 41 13.8
Out-of-state public colleges 4 1.4
Out-of-state private colleges 0
Total 4 1.4
Other
Nurse training 6 2.0
Specialized training in Puerto Rico 42 14.2

48 16.2

Total 296 100.0
No answer 35

Question 18. With a community college within driving distance
providing the first two years of college work, would you plan
on taking your first two years there and transferring to a
four year college for the upper division work?

 

 

Number Per Cent
Yes 620 40.6
No 167 10.9
Don't know 740 48.5
Total 1,527 100.00

No answer 32

141

Question 19. If a community college were available offering

one and two year programs in such areas as business, commercial,
and technical courses, would any of these programs interest

you in attending the college?

 

 

Number Per Cent
Yes 672 45.5
No 256 17.3
Don't know 550 37.2
Total 1,478 100.0

No answer 81

APPENDIX B

142

143

a de septiembre de 1961

Estimados padres:

Este cuestionario trata de 103 planes educativos que usted?
pueda tener para sus hijos una vez ellos se hayan graduado de
escuela superior. El'mismo ha sido autorizado por las autoridades
eseolares.

Hay muchos problemas apremiantes respecto a las oportunidades
educativas para aquellas personas que interesan instruccidn
adieional luego de graduarse de escuela superior. Este estudio
determinsra las necesidades existentes y futuras de programas y
facilidades para satisfacer los intereses de las personas mencio-
nadas.

No es necesario firmar este cuestionario. Agradeceré que
conteste todas las preguntas del cuestionario y lo devuelva a la
escuela con su hijo lo antes posible.

Gracias por su cooperacidn.

Sinceramente,

. l . "l a

.../Mini. £1 .21.)

chard F. Keele

Departamento de Inglés Comercial
Facultad de Administracion Comercial
Universidad de Puerto Rico

mgms

o r.--

 

 

144
Nfim.

CUESTIONARIO PARA PADRES
Introduceién

Los rapidos cambios sociales, cientificos y tecnologicos han presentado muchos
problemas para el individuo, 1a escuela y la comunidad. Uno de los problems mas
apremiantes es la necesidad cada vez mayor de instruccion y entrenamiento de nivel
mas alto que el de la escuela superior para poder asi alcanzar la suficiencia indi-
vidual y vocacional del mundo actual. Este informe es parte de un estudio para
determinar las necesidades de Oportunidades educativas de nivel mas alto que el de
escuela superior para jdvenes y adultos en diez municipios de Puerto Rico. Usted
puede ayudar en este estudio dando 1a informacidn que este cuestionario requiere.
Como aclaracion, un colegio regional de dos afios generalmente ofrece los primeros
dos afios de un curriculo de nivel universitario. Los cursos incluyen tanto educa-
cién general 0 pre-profesional como programas técnicos, vocacionales y de educacion
de adultos. Normalmente, tales colegios se encuentran a una distancia relativa-
mente accesible a los estudiantes que a ellos asisten, eliminando los gastos de
hospedaje fuera del hogar.

Direcciones

Usted no tiene que escribir su nombre en esta hoja. Toda la informacion es estric-
tamente confidencial. Indique 1a contestaeion mas apropiada para usted haciendo
un circulo alrededor del nfimero correspondiente.

1. LCual es el nombre del municipio . Grados primero a1 sexto
en que usted vive? Grados séptimo a1 duodécimo
Graduados de escuela superior

 

 

 

Gages-s- Fajardo l o fuera de la escuela
‘c—efba 2
Gurabo 3 4. En general, Lqué grado de
Humacao 4 instruccion desea para su
Juncos 5 hijo?
Las Piedras 6
Maunabo 7 Terminar la escuela superior 1
Naguabo 8 Escuela superior mas entrena-
San Lorenzo 9 miento técnico o comercial
Yabucoa lO especializado 2
Terminar una carrera universi-
2. 5A qué escuela asiste su hijo? taria 3
Nombre Una carrera universitaria mas
estudios de nivel graduado 4
3. gCuéntos hijos tiene usted en Otra (especifique)
cada uno de los siguientes 5
grupos?
5. En general, ;a qué personas cree
(Indique e1 numero de hijos en usted que debe permitirsele ir
cada grupo segfin la edad) a colegio o universidad?
Pre-escolar Solo aquellos con habilidad
"Kinder” o escuela de superior 1
pérvulos Aquellos con habilidad y en
buena condicion econémica 2

 

 

 

 

 

Todos los que puedan benefi- Embellecedora o barbero 18
ciarse del trabajo univer- Construccién (albafiil, electri-
sitario sin importar su cista, carpintero, etc.) 19
condicion econdmica 3 Administraci6n Comercial 20

Otros (especifique) Quimico 21

4 Servicios a la comunidad 22
Técnica dental 23
6. zQué planes tiene usted a1 Odontologia 24
presente para que su hijo Delineante 25
continfie sus estudios una Electrénica 26
vez termine 1a escuela Ingenieria 27
superior? Servicios Gubernamentales 28
Economia Domestics 29
Ninguno actualmente 1 Capataz Industrial 30
L0 be dejado a discre- Periodismo 31
cion de mi hijo 2 Técnico de laboratorio 32
Ayudaré a mi hijo en sus Leyes 33
gastos escolares 3 Tecnologia Médica 34
Tengo un plan de ahorros Medicine 35
educativos 4 Trabajo en metal y taller de
Espero que mi hijo maquinaria 36
obtenga una beca 5 Ministerio o educacion religiosa 37
Espero que el gobierno Musica 38
pague su carrera 6 Enfermera 39
Otros (especifique) Farmacia . 4O
7 Radio y television 41
Detallista o venta a1 por mayor 42
7. LCuan seguro esta usted de Vendedor 43
que su hijo pueda ir a Investigacidn cientifica 44
colegio? Secretarial 4S
Trabajo social 46
Muy seguro de que 1:5 1 Pedagogia (maestro) 47
Probablemente 1:5 2 Veterinario 48
Inseguro 3 Otros (especifique)
Probablemente no ira 4 49
Seguro de que no iré 5
9. Si hubiera un colegio regional de 2
8. Si usted cree que su hijo iré afios debidamente acreditado en el
a colegio, gqué clase de area en que usted vive, Lcuén seguros
programa espera usted que él estarian uno o mAS de sus hijos de
siga? poder aaistir a este tipo de institucién?
Indeciso lO Muy seguros de poder asistir 1
Contabilidad 11 Probablemente asistiran 2
Agriculture 12 Inseguros 3
Arquitectura 13 Probablemente no asistirén 4
Fuerzas Armadas 14 Seguros de no asistir S

Arte o artes y oficios 15
Mecanica de automoviles

y aviacién 16
Banca 17

10.

LCual es la ocupacidn de los
jefes de la casa?

Desempleado

Contabilidad

Agricultura

Arquitectura

Fuerzas Armadas

Arte o artes y oficios

Mecénica de autombviles y de
aviacion

Banca

Embellecedora o barbero

Construccion (albafiil, carphuero,
electricista, etc.)

Administracion Comercial

Quimico

Servicios a la Comunidad

Técnico Dental

Odontologia

Delineante

Electronics

Ingenieria

Servicios Gubernamentales

Economia Doméstica

Capataz Industrial

Periodismo

Técnico de laboratorio

Leyes

Tecnologia Médica

Medicine

Trabajo en metal y taller de
maquinaria

Ministerio o educacion religiosa

Musics

Enfermera

Farmacia

Radio y television

Detallista o ventas a1 por mayor

Vendedor

Investigacion cientifica _

Secretarial

Trabajo social

Pedagogia (maestro)

Veterinario

Jubilado o pensionado

Otro (especifique)

 

 

Esposo

10
11
12
13
14
15

16
17

O
J

19
20
21
22
23
24
25
26
27

a
U

29
3O
31
32
33
34
35

36
37
38
39
4o
41
42
43
44
45
45
47
4;;
49

50

 

Esposa

10
11
12
13
14
15

16
17
18

20
21
22
23
24
25
26
27
28
29
3O
31
32
33
34
35

36
37
38
39
4O
41
42
43
44
45
46
47
46
49

SO

11. LQué clase de entrenamiento formal

 

 

han tenido los jefes de la casa? Esposo Esposa
No terminaron e1 octavo grado 1 1
Terminaron e1 octavo grado solamente 2 2
Unos anos de escuela superior 3 3
Terminaron 1a escuela superior 4 4
Alguna preparacidn universitaria S 5
Terminaron estudios universitarios 6 6
Escuela profesional o postgraduada 7 7
12. LEn qué preparacidn adicional estarian
los jefes de la casa interesados?
Ninguna l 1
Estudios hacia un grado académico 2 2
Cursos que me ayuden en mi trabajo
o que me ayuden a conseguir un
empleo mejor 3 3
Cursos que me ayuden a mejorar mi
hogar 4 4
Cursos que me ilustren mas ampliamente S 5
Otros (especifique)
6 6
13. aCuénto tiempo ha vivido usted en
este pueblo?
Menos de un ano 1
l a 2 1/2 afios 2
3 a 5 1/2 anos 3
6 a 10 1/2 afios 4
11 a 20 anos 5
Mas de 20 aflos 6

Comentarios que usted desee anadir:

 

 

 

 

 

145

Results of Parent Survey

Completed questionnaires were returned by the parents
of 1,209, or 60.1 per cent of the 2,010 eleventh grade high
school students enrolled in the 10-municipa1ity area. The
number and percentage return by municipalities and schools is

as follows:

 

 

 

 

11th Grade Responses Per Cent

Enrollment Received Return
Ceiba
Santiago I. Pantin 63 43 68.2
Fajardo
Santiago V. Calzada 335 166 49.5
Gurabo
Gurabo High School 154 96 62.3
Humacao
Ana Roque 570 357 62.6
Juncos
Jose M. Gallardo 210 99 47.1
Maunabo
Maunabo High School 94 70 74.4
Naguabo
Rafael Rocca 163 93 57.0
San Lorenzo
Luis Munoz Rivera 163 144 88.3
Yabucoa
Teodoro Aguilar Mora 258 141 54.6

 

 

 

Total 2,010 1,209- 62.7

146

The questions, as stated on the questionnaires, have been c0pied
below, together with the number and percentage of responses
received.

Question 1. What is the name of the municipality in which you
live?

 

 

 

Number Per Cent

Ceiba 44 3.6
Fajardo 165 13.7
Gurabo 96 8.0
Humacao 242 20.0
Juncos 103 8.5
Las Piedras 84 7.0
Maunabo 69 5.7
Naguabo 102 8.4
San Lorenzo 142 11.8
Yabucoa 161 13.3
Total 1,208 100.0
No answer 1

Question 2. What high school does your child attend?

Enrollment Number PerCent Per Cent
Return Return of Total

 

 

 

 

 

Response

Ceiba

Santiago I. Pantin 63 42 66.7 3.5
Fajardo

Santiago V. Calzada 335 165 49.3 13.7
Gurabo

Gurabo High School 154 97 63.0 8.0
Humacao

Ana Roque 570 357 62.6 29.6
Juncos

Jose M. Gallardo 210 99 47.1 8.2
Maunabo

Maunabo High School 94 69 73.4 5.7
Naguabo

Rafael Rocca 163 93 57.1 7.7

147

San Lorenzo

 

 

 

 

Luiz Munoz Rivera 163 144 88.3 11.9
Yabucoa

Teodoro Aguilar Mora 258 141 54.7 11.7
Total 2,010 1,207 62.5 100.0
No answer 2

XPer cent of total responses from 9 municipalities contributed
by parents of 11th graders in each school.

Question 3. How many children do you have in each of the
following groups? (Indicate number of children in each age
group.)

 

Number Per Cent
Pre-School 224 4.8
Kindergarten 41 .9
Grades 1-6 1,163 25.0
Grades 7-12 1,904 40.8
Beyond grade 12 or out of school 1,325 28.5

 

4,657 100.0

Question 4. How far in school do you want your llth grade
child to go?

 

Number Per Cent

Through high school 324 27.7
High school plus specialized

technical or business training 251 21.4
Through college 470 40.1
College plus advanced degree 96 8.2
Other 30 2.6
Total 1,171 100.0

No answer 38

148

Question 5. In general, who do you feel should be permitted to
go to college?

 

 

 

Number Per Cent

Those with superior ability only 122 10.5
Those with ability who have

financial means 267 22.9
All who can profit from college work

regardless of financial means 763 65.5
Other 13 1.1

1,165 100.0

No answer 44
Question 6. What plans do you now have for your 11th grade

child to continue his or her education beyond high school?

 

 

 

Number Per Cent

None at present 172 14.5
Am leaving it up to child 233 19.7
Have a definite educational savings

program 370 31.2
Will help child work his way 26 2.2
Expect child to win scholarship 235 19.8
Expect child to be trained at

government expense 138 11.7
Other 11 .9

1,185 100.0

No answer 24

Question 7. How certain are you that your 11th grade child will
attend college?

 

 

Number Per Cent
Very certain to attend 117 9.8
Probably attend 581 48.7
Uncertain 337 28.2
Probably not attend 96 8.0
Certain not to attend 62 5.3
1,193 100.0

No answer 16

149

Question 8. If you feel that your child will attend post high
school education college, what type of educational program
would you expect him or her to take?

 

 

 

Number Per Centx
Undecided 264 22.8
Accounting 59 5.1
Agriculture 3 .3
Architecture 6 .5
Armed service 17 1.5
Art or arts and crafts 24 2.1
Auto and airplane mechanics 44 3.8
Banking
Beautician or barber 44 3.8
Building trade (mason, electrician, etc.) 11 .9
Business administration 68 5.9
Chemist
Community service 7 .6
Dental technology 1 .1
Dentistry 2 .2
Drafting 7 .6
Electronics 5 .4
Engineering 57 4.9
Government service 4 .3
Homemaking 23 2.0
Industrial foreman
Journalism 3 .3
Laboratory technician 12 1.0
Law 22 1.8
Medical technology 12 1.0
Medicine 23 2.0
Metal trades and machine shop
Ministry or religious education 13 1.1
Music 9 .8
Nursing 78 6.7
Pharmacy 19 1.6
Radio-TV 12 1.0
Retailing or wholesale trades 2 .2
Salesmanship 2 .2
Science research 3 .3
Secretarial 131 11.3
Social work 36 3.1
Teaching 84 7.2
Veterinary medicine 1 .1
Other (Specify) 52 4.5

1,160 100.0
No answer 49

xTo nearest tenth per cent

150

Question 9. If there is or will be a fully accredited community
college in your area, how certain would one or more of your
children be to attend this institution?

 

 

 

Number Per Cent
Very certain to attend 285 24.2
Probably attend 623 52.9
Uncertain 202 17.1
Probably not attend 36 3.1
Certain not to attend 32 2.7

1,178 100.0
No answer 31

Question 10. What is the occupation of the heads of the household?

 

 

Husband ' Wife
N2; Per Cent N9; Per Cent

Unemployed 169 15.4 319 36.8
Accounting 5 .5 3 .3
Agriculture 234 21.1 2 .2
Architecture 3 .3
Armed service 6 .5 l .1
Art or arts and crafts 1 .1
Auto and airplane mechanics 13 1.2
Banking 1 .1 1 .1
Beautician or barber 18 1.6 3 .3
Building trades (mason, elec-

trician, etc.) 113 10.2
Business administration 13 1.2 3 .3
Chemist 1 .1
Community service 20 1.8 12 1.4
Dental technology
Dentistry
Drafting 2 .2
Electronics
Engineering 3 .3 1 .1
'Government service 41 3.8 11 1.3
Homemaking 5 .5 104 12.0
Industrial foreman 19 1.7 1 .1
Journalism 1 .l 1 .1
Lab. technician
Law 1 .1
Medical Technology 2 .2
Medicine 3 .3
Metal trades and machine shop 12 1.1 5 .6
Ministry or religious education 8 .8 1 .1
Music
Nursing 2 .2 13 1.5

151

 

 

Pharmacy 1 .1

Radio—TV 2 .2

Retailing or wholesale trades 36 3.3 6 .7

Salesmanship 31 2.9 5 .6

Science research 2 .2 1 .1

Secretarial 3 .3 6 .7

Social work 1 .1 6 .7

Teaching 12 1.1 9 1.0

Veterinary medicine 1 .1

Retired 42 3.9 13 1.5

Other ‘ 270 24.4 341 39.3
1,108 100.0 869 100.0

No answer 111 340

Question 11. What formal training have the heads of the house-
hold had?

 

 

 

 

 

Husband Wife
No. Per Cent No. Per Cent

Did not complete 8th grade 718 68.6 723 72.5
Completed 8th grade only 165 15.8 157 15.7
Some high school 77 7.4 51 5.1
Complete high school 44 4.2 41 4.1
Some college 19 1.8 9 .9
Complete college 18 1.7 11 1.1
Professional or graduate school 5 .5 6 .6

1,046 100.0 998 100.0
No answer 163 211

Question 12. In what additional education, if any, would the
heads of the household be interested?

 

 

Husband Wife
No. Per Cent No. Per Cent

None 379 36.3 337 39.2
Work on college degree 126 12.1 86 10.0
Courses to help in my job or

help me get a better job 348 33.3 183 21.4
Courses to help me improve

my home 126 12.1 197 22.9
Courses to broaden myself 60 5.6 49 5.7
Other 6 .6 7 .8

 

 

 

1,045 100.0 859 100.0
NO answer
164 350

152

Question 13. How long have you lived in your present home?

 

 

 

Number Per Cent
Less than 1 year 14 1.2
1-2-1/2 years 35 3.0
3-5-1/2 years 32 2.8
6-10-1/2 years 82 7.0
11-20 years 158 13.5
More than 20 years 846 72.5

1,167 100.0

No answer 42

APPENDIX C

153

154

Department of Business English
College of Business Administration
University of Puerto Rico

Rio Piedras, Puerto Rico

September 11, 1961
Dear Sir:

The determination of the need for certain types of technical training
for industry and business in a region comprising 10 municipalities in
Puerto Rico is part of a study that I am making to complete the
requirements for a doctorate at Michigan State University, East Lansing,
Ruchigan.*

The objective of this survey is to measure the demand for a public
post-high school institution that would be available to all high

school graduates in the 10 municipalities and which would provide a
low-cost yet effective educational programs. The purpose of the
institution would be to offer the first two years of regular collegiate
work to those wanting to pursue a professional degree, in addition to a
technical-terminal program for pre-training and on-the-job training for
semi-skilled and semi-professiOnals for business and industry in this
area.

I would appreciate your answering the enclosed questionary at your
earliest convenience, adding any comments you would like to make.

' Yburs very truly,

Richard F. Keeler, Jr.
Instructor

RFK:gh

Fajardo

*The 10 municipalities are: -Caguas, Ceiba, Gurabo, Humacao, Juncos,
Las Piedras, Maunabo, Naguabo, San Lorenzo,
Yabucoa.

155

___ de diciembre de 1961

 

 

 

Senores:

A1 presente curso estudios para un doctorado en Administracion en esta
institucion. Para mi tesis he escogido hacer un censo de las necesidades para
establecer un colegio de dos anos en un area de 10 municipios de la Isla,
comprendiendo Ceiba, Fajardo, Gurabo, Humacao, Juncos, Las Piedras, Maunabo,
Naguabo, San Lorenzo, y Yabucoa.

Hay muchos problemas apremiantes respecto a las oportunidades educativas
para aquellas personas que interesan instruccion adicional luego de graduarse
de escuela superior. Asi es que este estudio determinara las necesidades
existentes y futures de programas y facilidades para satisfacer los intereses
de las personas mencionadas.

Por eso necesito de su ayuda a1 llenar e1 formulario que le envio,
devolviendolo a mi direccion lo antes posible.

Gracias por su cooperacion.

Sinceramente,

 

Richard F. Keeler, Jr.
1312 H, University Village
Michigan State University

East Lansing, Michigan

156

TECHNICAL EDUCATION PRELIMINARY SURVEY

Name of Establishment or Firm

 

Location

 

Kind of Business Person Reporting
0000000

1. Would there be opportunities for employment, in your organization, for
people with two years of technical or semi-professional training beyond
high school? (Check one): 1. Yes , 2. No

2. If the answer is "Yes,“ would you check or name the types of training
(in the list below) which, if offered by a community college, would be
of value to your business or industry.

1. Drafting, & Blueprint Reading 27. Welding

2. Factory Management 28. Retailing

3. Labor—Management Relations 29. Plant Protection

4. Instrumentation & Plant Control 30. Secretarial Practice

5. Laboratory Technician 31. Clerical Practice

6. Metallurgy 32. Business Machines

7. Business Management 33. Merchandising

8. Dental Technician 34. Bookkeeping & Accounting
9. Sciences 35. Air Cond. & Refrigeration
10. Foreign Languages 36. Electronics, Radio & TV
11. Economics & Government 37. Electric Wiring & Motors
12. English & Speech 38. Automotive Shop Practice
13. Mathematics 39. Practical Nursing
14. Literature & History 40. Related Apprentice Training
15. Gardening 41. Music Appreciation
16. Interior Decorating 42. Diesel Mechanics
17. Play & Story Writing
18. Mental Hygiene Other:

 

19. Advertising
20. Product Design

 

21. Commercial Art
22. Dietetics Other:

 

23. Photography
24. Applied Science

 

25. Applied Mathematics
26. Machine Technology

3. Could employees having two years of training beyond high school supplement
some of the college graduates in your organization? (Check one):
1. Yes 2. No

157

2

For what purpose would two years of post-high school training be recognized
in your company or organization? (Check below all that apply):

1. Job Advancement 2. Higher Pay 3. Other (Write in):

 

To what extent, in your opinion, do existing educational facilities in
the area meet the on-the-job training needs of your company?
(Check one): 1. Excellent 2. Fair 3. Poor

Is there an organized training program in your company?
(Check one): 1. Yes 2. No

If "Yes,” list each type such as orientation, on—the-job promotion,
apprenticeship, etc.

 

 

 

If "Yes," would you expect that a two—year terminal-technical program
in a community college could replace or supplement your program?
(Check one): 1. Some 2. All 3. None

Comments:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

158

RESULTS OF TECHNICAL EDUCATION PRELIMINARY SURVEY

Name of Establishment or Firm

 

Location

 

Kind of business Person Reporting

 

 

1. Would there be opportunities for employment, in your organiza-
tion, for people with two years of technical or semi-
professional training beyond high school?

(Check one): 1. Yes 36 2. No 5 3. No answer 4

2. If the answer is "Yes," would you check or name the types
of training (in the list below) which, if offered by a
community college, would be of value to your business or
industry.

Drafting 8 Blueprint Reading
Factory Management
Labor-Management Relations
Instrumentation 6 Plant Control
Laboratory Technician
Metallurgy

Business Management

Dental Technician

Sciences

Foreign Languages

Economics 8 Government

12. English 8 Speech

13. Mathematics

14. Literature 8 History

15. Gardening 1
16. Interior Decorating
17. Play 6 Story Writing
18. Mental Hygiene

19. Advertising

20. Product Design

21. Co-mercial Art

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Other: Cutters
Sewing Machine Mechanics
Sewing Machine Operators
Boning
Physics
Slaughtering
Sugar Boiling
Engineering

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159

22. Dietetics
23. Photography

24. Applied Science 2
25. Applied Mathematics 1
26. Machine Technology . 14
27. Welding 10
28. Retailing 2
29. Plant Protection 6
30. Secretarial Practice 21
31. Clerical Practice 20
32. Business Machines 8
33. Merchandising 2
34. Bookkeeping 8 Accounting 22
35. Air Cond. 8 Refrigeration 6
36. Electronics, Radio 8 TV 6
37. Electric Wiring 8 Motors 10
38. Automotive ShOp Practice 6
39. Practical Nursing 2
40. Related Apprentice Training 7
41. Music Appreciation
42. Diesel Mechanics 5
43. Pigments 1
Other: Basic 8 Adv. Electric Theory 1
Forge 8 Foundry 1
Machine Shop Practice 3
Mechanic Arts 1
Supervision l
Evaporator Operator 1
Color Matching 1
Tool and Die 1
Industrial Sewing 1
Machine Mechanic 1
Pattern Making 1
Cutting of Goods 1

Could employees having two years of training beyond high
school supplement some of the college graduates in your
organization?

(Check one): 1. Yes 27 2. No 15 3. No answer 5

For what purpose would two years of post-high—school training
be recognized in your company or organization?
(Check below all that apply):
1. Job Advancement 38 2. Higher Pay 17 3. Other
(Write in): 4. —Nb Answer 9_ _"

Replacing Semi—Skilled Leaders-Supervisory Positions-
Self-Improvement Depending on Individual. Training would be
a help in employing men needing less on-the-job training.

 

 

160

To what extent, in your opinion, do existing educational
facilities in the area meet the on-the-job training
needs of your company?

(Check one): 1. Excellent 5 2. Fair 20 3. Poor 16
4. No Answer 5 * '_—

Is there an organized training program in your company?
(Check one): 1. Yes 18 2. No 26 3. No Answer 2

If "Yes," list each type such as orientation, on-the—job
promotion, apprenticeship, etc. Orientation - 3,
Apprenticeship - 8, On—the-Job Promotion - 5, Supervisory
Instruction - 1, Progress Graphs - 1, Follow-Up - 1,
Quantity and quality review -71, 6 Mos. Trainin (Each
Dept. DiVided into 6 M6857 - l, EDA Schooling i Possible -
1, Learning Progpam - 1, Production Skills - l

 

 

 

 

 

 

 

 

If "Yes," would you expect that a two-year terminal-
technical program in a community college could replace

or supplement your program? (Check one): 1. Some 16

2. All 3 3. None 3 4. No Answer 9

Comments: The medical-surgical instrument field is highly
technical and of a specialized nature. Most courses confine
themselves to general industry, and, as a result, most of
our training is performed in our plant.

Columbia Manufacturing Company is at the present time
contemplating an organized technical-training session to
be offered to employees free of charge. It would cover
basic machine shop technology. Instructors would be shop
management, and the course would be on the employee's own
time.

The problem as we see it here is the improvement of the
educational system on the lower levels, and most students
are not qualified to go on for post-high—school training.
For example, we find that most of the high school graduates
require help to fill out a simple form like the Withholding
Tax Certificate. This includes a man with college training.
We can find plenty of people with college training but what
they lack is practical experience and that is the crying
need here.

Our business being such that it is, even college grads

have to go thru our factory and first learn how to make

the product and then begin to apply their knowledge to our
business. Once a factory is organized and running prOperly,
I feel that only occasionally would we call for this type
of help. In 3 years in Puerto Rico our firm has called the
University of Puerto Rico for one mechanical engineering
graduate to be trained in our field.

161

This company employs people in the above-checked activities.
At present, it is properly staffed and has no vacancies,
but occasionally one may arrive.

This is a very small operation and conditions here vary
considerably from other places (other companies). There
are only 18 people working when in full operation.

My business is too small, and I feel I am not expert
enough to fairly answer this questionnaire.

I think your plan is a very good one for the industries of
Puerto Rico.

It will supplement our program without any doubt.

I think additional educational facilities would be of
benefit for industry in eastern Puerto Rico. Industry
demands more skilled workers.

The Langston Paper Bag Co. is an industry which deals with
the manufacture of new burlap and cotton bags. We use
sewing machines (6) and one big press for printing and
cutting the bags. Most of the Operations are done by
unskilled workers. Administrative and supervisoring
personnel would be the only ones which require more
education in the way of administration, marketing, manage—
ment. The rest do not need this type of training.

In general, local potential employees are not familiar

with machinery or related fields. Most of our employees
are graduates of our own apprenticeship or learner programs.
A technical program certainly would provide its students
with a basic knowledge, in fields related to business,
which in turn would enable our internal training problems
to be greatly reduced.

All employees hired are trained for the specific jobs
we have in the factory. We prefer people without experience
as we find they can be trained more easily.

 

R00“ '"F ONLY

ROOM 8515 ONLY

 

 

 

 

 

 

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3 1293 03083 1923