A STUDY OF OCCUPATIONAL PLACEMENT SERVICES PROVIDED BY SENIOR HIGH SCHOOLS ' _ ‘ IN IOWA Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY RICHARD MURRAY LIBBY 1977 LIBRARY University This is to certify that the thesis entitled A STUDY OF OCCUPATIONAL PLACEMENT SERVICES PROVIDED BY SENIOR HIGH SCHOOLS IN IOWA presented by Richard Murray Libby has been accepted towards fulfillment of the requirements for Ph.D. degree in Vocational- Technical Education Dept. Sec. Ed. & Curr. ) . Z/ ’ " (it (”/4 //<,/ Major professor Date—MM 0-7 639 ABSTRACT A STUDY OF OCCUPATIONAL PLACEMENT SERVICES PROVIDED BY SENIOR HIGH SCHOOLS IN IOWA BY Richard Murray Libby The purpose of this study was to determine, through the response of senior high school principals of Iowa, answers to the following research questions: 1. What occupational placement service components are presently offered? 2. How effective are the existing occupa- tional placement service components? 3. How essential is it to offer occupational placement service components? More specifically, the following null hypothesis was tested at the .05 alpha level. Ho There will not be a significant relation- ship between the principals' opinions of component/s effectiveness, and their opinions of how essential it is to provide the service component/s in their senior high schools. A mail questionnaire containing 57 occupational placement service components was mailed to 112 principals Richard Murray Libby comprising 25 percent stratified sample of the total population of Iowa senior high schools. Chi-square tests were conducted to test the hypothesis and to provide descriptive data. Selected Findings Relative to placement service component existence and effectiveness, principals were of the opinion that: 1. Nearly seven out of ten senior high schools, or 66.9 percent, do not provide occupational placement services. Slightly more than one out of ten schools, or 13.0 percent, are providing services that are considered less effective than essential, i.e., they need considerable improvement. Approximately two out of ten schools, or 15.7 percent, provide services that are as effective as essential, i.e., they need little or no improvement. Less than one out of ten, or 4.4 percent, are providing services that are more effective than essential. Relative to placement service components essen— tialness, principals were of the opinion that: 1. None of the components were absolutely essential. Richard Murray Libby 2. Twenty, or 35.1 percent, of the components, were essential. 3. Thirty-seven, or 64.9 percent, were desirable but not essential. 4. None of the components were neither desirable nor essential. 5. All of the components were either desirable or essential. Relative to the hypothesis: The hypothesis was tested with (a) all 57 compo- nents combined, to determine overall significance, and with (h) each of the 57 components to deter- mine their individual significance. No significant relationship was found with the 57 Combined and the null hypothesis was accepted. However, the null hypothesis was rejected for 42 of the 57 individual components. A STUDY OF OCCUPATIONAL PLACEMENT SERVICES PROVIDED BY SENIOR HIGH SCHOOLS IN IOWA BY Richard Murray Libby A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1977 DEDICATION This dissertation is dedicated to my mother, Helen Julia Libby, deceased, and to my father, Alfred Pulsifer Libby, for guiding me toward a balanced life of work and leisure. I thank Mother for my tenacity and Father for my indolence. ii ACKNOWLE DGEMEN TS Deep appreciation is felt toward the many associates and loved ones who provided assistance and encouragement during the completion of this study. My heartfelt thanks are extended to: Luanne, my best friend, for her love and caring during the most troubled time of my life; Glenn and Gregg, my sons, for their patience, understanding and sacrifices; Philip, my brother, for exemplifying the driving determination I needed to complete this study; Dr. Cas Heilman, for his personal support and professional guidance over the last four years; The doctoral committee for their assistance and their efforts to personalize our association; The many personal and professional friends who have given of themselves on my behalf. iii TABLE OF CONTENTS DEDICATION . . . . . . . . . . . . . ACKNOWLEDGEMENTS . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . CHAPTER I 0 INTRODUCTION 0 o o o o o o o o 0 Purpose of the Study . . Statement of the Problem . Significance of the Study Limitations of the Study . Definition of Terms . . . II. REVIEW OF LITERATURE . . . . . . . .Definitions of Placement . Purposes of the Review . Historical Roots . . . . A Rationale for Placement . A National Priority . . . . Overview of On-Going School-Based Placement Programs . . . . . . Evidence of Placement Services in Iowa Schools . . . . . . . . Organization and Operation of Specific Placement Programs . . . . . . Summary of and the Major Findings from the Literature on Placement . . . III. METHODS AND PROCEDURES . . . . . . . Selection of the Sample . . . Description of the Survey Instrument Methods of Collecting Data . . . Treatment of Data . . . . . . iv Page ii iii vi £0”qu H 12 12 13 14 16 23 28 38 42 51 55 56 57 58 59 IV. V. CONCLUSIONS, SUMMARY, RECOMMENDATIONS REFLECTIONS APPENDICES A. Survey Instrument: FINDINGS OF THE STUDY Findings of Occupational Placement Conclusions Summary Recommendations Reflections Services, in General A Study of Occupational Placement Services Provided by Senior High Schools in Iowa . 8. Findings and Chi—Square Tests for Each Component BIBLIOGRAPHY Page 60 63 80 81 86 91 102 216 BZ. B3. B4. B5. B6. LIST OF TABLES Population and Sample Data . . . . General Findings for Respondents (N = 95) Current Components and Their Effectiveness-- Rank Ordered . . . . . . . . Component Essentialness-—Rank Ordered . Essential Components Currently Effective Chi-Square Test for Component No. 1.01: Occupational Placement Services for General Education Students (those not enrolIed in college or vocational preparatory programs) . . . . . Chi-Square Test for Component No. 1.02: Occupational Placement Services for College-Bound Students . . . . . Chi-Square Test for Component No. 1.03: Occupational Placement Services for Vocational Education Students . . . Chi-Square Test for Component No. 1.04: Occupational Placement Services for S ecial Needs (disadvantaged, handi- cappedi Students . . . . . . . Chi-Square Test for Component No. 1.05: Occupational Placement Services for Drop-Outs from.Your School . . . . Chi-Square Test for Component No. 1.06: Occupational Placement Services for Alumni Seeking Placement Help in Your Community . . . . . . . . . vi Page 57 64 65 72 79 103 105 107 109 111 113 Table Page B7. Chi-Square Test for Component No. 1.07: Occupational Placement Services for All Peeple in the Community Seeking PlacemenEHeIp . . . . . . . . . . . 115 BB. Chi-Square Test for Component No. 2.01: A Handbook or Guide for Students and Parents Describing the School's Occu— pational Placement Services and How to use Them . . . . . . . . . . . . . 117 39. Chi-Square Test for Component No. 2.02: Train Students How to Explore Job Possibilities, Develop a Tentative Career Plan, and Begin Acquiring the Skills to Implement Their Plans . . . . . 119 810. Chi-Square Test for Component No. 2.03: Instructions for Students on How to Develop Job Openings, Make Resumes, Take Interviews and Place Themselves . . ..121 311. Chi-Square Test for Component No. 2.04: The Capacity to Test Students in Specific Job-Related Skills to Help Them Identify Which Skills to Improve in Order to Meet Job Entry Requirements . . 123 312. Chi-Square Test for Component No. 2.05: Annual Meetings Designed to Teach Child Labor Laws to all Peeple Connected with Student Placement, Including Students . . . 125 813. Chi-Square Test for Component No. 3.01: A Public Information Sheet Designed to Inform.Employers About the Quality of Your School's Training Programs . . . . . 127 314. Chi-Square Test for Component No. 3.02: Documented Job—Related Information (physical, personality, interests, attendance, age, course work) on Individual Students of Your School, Available to Employers Upon Approval by the Student and Parent . . . . . . . 129 315. Chi-Square Test for Component No. 3.038 A System for Identifying Available Jobs and Gathering, Developing and Distributing Job Descriptions to the Students of Your School . . . . . . . . 131 vii Table Page B16. Chi-Square Test for Component No. 3.04: Specific Materials or Contacts that can Prepare a Student with Information About an Employer He or She is About To Interview . . . . . . . . . . . 133, Bl7. Chi-Square Test for Component No. 3.05: Regular Visits by Teachers and Coun- selors to Local Employers to Update Their Knowledge about the Job-Entry Requirements Being Demanded of Students . . 135 B18. Chi-Square Test for Component No. 3.06: Regular Visits by a School Representa- tive to Employers Who Have Not Recently Hired Your Students to Try to Reverse the Situation . . . . . . . . . . . 137 B19. Chi-Square Test for Component No. 4.01: Up-to-Date Printed Information About Different Types of Occupations . . . . . 139 320. Chi-Square Test for Component No. 4.02: An Up-to-Date List of Available Jobs in Your Local Area . . . . . . . . . 141 821. Chi-Square Test for Component No. 4.03: Schoolv-S cheduled , Interviews for Students by Employers at Your School . . . 143 B22. Chi-Square Test for Component No. 4.04: School-Contacted Local People Avail- able to Discuss Their Respective Occupations with Interested Students . . . 145 B23. Chi-Square Test for Component No. 4.05: Sessions with Students Informing Them of the Career Information System of Iowa(CISI). . . . . . . . . . . .147 324. Chi-Square Test for Component No. 4.06: Released Time From School for Field Trips and 'On-the-Job' Experiences that Give Students First-Hand Exposure to Jobs They are Tentatively Exploring . . . 149 325. Chi-Square Test for Component No. 4.07: Regular Visits to Your School by Recent Alumni to Speak to Students and Faculty About Their School Placement and Job Experiences . . . . . . . . . . . . 151 viii Table Page 826. Chi-Square Test for Component No. 4.08: Career Days Where Employers Talk to Students about Local Job Opportunities . . . 153 827. Chi—Square Test for Component No. 5.01: Services for Students to Secure Full— Time Jobs After Termination or GraduatIon from Your School . . . . . . 155 828. Chi-Square Test for Component No. 5.02: Services for Students to Secure Regularly Scheduled Part-Time Jobs . . . . . . . 157 829. Chi-Square Test for Component No. 5.03: Services for Students to Secure Odd-JOb a O O O O O O O O O O O I O 1 5 9 B30. Chi-Square Test for Component No. 5.04: Services for Students to Secure SumnerJobs............161 B31. Chi-Square Test for Component No. 5.05: A Co-og Program, Where Students Spend Part 0 T eir Course Working at a Job Related to the Skills They are Learn- ing at Your School . . . . . . . . . 163 832. Chi—Square Test for Component No. 5.06: A work—Stud Pro ram, Where Students WorE Part-TIES for the School or Other Non—Profit Institutions to Enable Them to Earn Money so that they can Complete Their Education . . . . . . . . . . 165 833. Chi-Square Test for Component No. 6.01: Gathering and Reporting Data Relative to the Success of Students Getting, Keeping, and Advancing on a Job, Including the Type of Job, How Obtained, Type of Company, Length of Time Held, Jab satisfaction 0 O O O O O I O O O 167 834. Chi-Square Test for Component No. 6.02: Gathering and Reporting of Ratings of Your School's Job-Related Preparation of Students, by Former Students . . . . . 169 835. Chi-Square Test for Component No. 6.03: A Follow—up Interview Service that is Responsible for Helping Students Stay on a Job or Change Their Career Plans . . . 171 ix Table Page 836. Chi-Square Test for Component No. 6.04: An Annual Survey of Employers to Determine What Qualifications They are Looking for in the Students They Accept . . . . . . . . . . . . . 173 837. Chi-Square Test for Component No. 6.05: An Annual Survey of Graduates and Their Employers to Determine How the School's Placement Service Could be Improved . . . . . . . . . . . . . 175 838. Chi-Square Test for Component No. 7.01: Occupational Placement Services Provided by Your Teachers . . . . . . . 177 839. Chi-Square Test for Component No. 7.02: Occupational Placement Services pro- vided by Your Guidance Counselor/s . . . . 179 840. Chi-Square Test for Component No. 7.03: Occupational Placement Services pro- vided by You, the Principal . . . . . . 181 841. Chi-Square Test for Component No. 7.04: Occupational Placement Services pro- vided by a Cooperative Education Coordinator . . . . . . . . . . . . 183 842. Chi-Square Test for Component No. 7.05: Occupational Placement Services pro— vided by Your S eciall’ Desi nated Placement CoordInator . . . . . . . . 185 843. Chi—Square Test for Component No. 7.06: Occupational Placement Service pro— vided by Personnel from the Area Education Agengy . . . . . . . . . . 187 844. Chi-Square Test for Component No. 7.07: Occupational Placement Services pro- vided by Personnel from the Area Vbcational Technical School and7or Community'College . . . . . . . . . . 189 845. Chi-Square Test for Component No. 7.08: Occupational Placement Services pro- vided by Personnel from the Job Service of Iowa . . . .-—T . . . . . 191 Table B46. B47. B48. B49. B50. B51. B52. BS3. B54. 855. Page Chi-Square Test for Component No. 7.09: Occupational Placement Services pro- vided by the State Vocational Rehabilitation Services . . . . . . . . 193 Chi—Square Test for Component No. 8.01: Maintenance of Office, Phone, Secre- tarial, and Clerical Help for Job and Student Information Processing for Occupational Placement . . . . . . . . 195 Chi-Square Test for Component No. 8.02: Part-Time (before and/or after school) Occupational Placement Services During the School Year . . . . . . . . . . 197 Chi-Square Test for Component No. 8.03: Full-Time (all day) Occupational Place- ment Services During the School Year . . . 199 Chi-Square Test for Component No. 8.04: Part-Time Occupational Placement Ser- vices During the Summer Months . . . . .. 201 Chi-Square Test for Component No. 8.05: Full-Time Occupational Placement Ser- VICes During the Summer Months . . . . . 203 Chi-Square Test for Component No. 9.01: An Advisory Committee, Including Recent Graduates and Employers that Make Recommendations to the School About How to Improve the Occupational Services . . . . . . . . . . . . . 205 Chi-Square Test for Component No. 9.02: Regular Meetings with Parents in Order to Involve Them in the School's Occupa- tional Placement Services Activities . . . 207 Chi—Square Test for Component No. 9.03: Regular Meetings with Employers Regarding Needed Curriculum Changes in the School's Occupational Placement Services . . . . . . . . . . . . . 209 Chi-Square Test for Component No. 10.01: Monies for Occupational Services from Local (school district) Taxes . . . . . . 211 xi Table Page 856. Chi-Square Test for Component No. 10.02: Monies for Occupational Placement Ser- vices from the Iowa Department of Public Instruction . . . . . . . . . 213 857. Chi-Square Test for Component No. 10.03: Monies for Occupational Placement Ser- vices from the Federal Government . . . . 215 xii CHAPTER I INTRODUCTION The perceptions and attitudes of principals play key roles in the educational process in senior high schools. Their opinion seems, therefore, to be a central factor in the establishment and maintenance of an effec- tive occupational placement program. The school building principal is considered by the superintendent and school board as the designated leader in his school. By virtue of his position in the school system, he influences his superordinates and subordinates toward the goals of the school system. The authority of the principal usually is limited only by state law and school district policy. The principal's perception of his school's role in occupational placement is a key factor in fulfilling the need for a total placement component in Iowa's career education program. Historically, occupational placement services, to the extent that they have existed, have been highly decentralised, uncoordinated and dependent on the principal's priorities. A problem concerning the transition of youth from senior high school to adult life is that few Iowa school districts possess organised procedures and programs for assisting students with occupational placement. As a result of the emphasis on college education, placement services are directed primarily toward the college bound. With rapid expansion of career education program? ‘ ming in Iowa, it is essential to determine the present status of occupational placement services provided by senior high schools. Because of their decision-making role or, at least, decision-formulating role, it is also essential to learn of the leadership behavior of secondary school principals relative to the provision of occupa« tional placement services for their students. This study attempts to provide local career educators, administrators of the Iowa Department of Public Instruction, and teacher educators a better under- standing of the principal's perception of the role of the school relative to occupational placement services and an insight into the existence and effectiveness of occu- pational placement components at the senior high school level. Purpose of the Study The purpose of this study was to determine, through the responses and opinions of senior high school principals of Iowa, answers to the following research questions: 1. What occupational placement service compo- nents are presently offered? 2. How effective are the existing occupational placement service components? 3. How essential is it to offer occupational placement service components? More specifically, the following null hypothesis was tested. Hypothesis There will not be a significant relationship between the principal's opinions of compo- nent/s effectiveness, and their opinions of how essential it is to provide the service component/s in their senior high schools. Alpha level .05. Statement of the Problem A study (32) of new entrants into Iowa Labor force from educational institutions for the years 1972- 1980 estimates that during 1977-78 there will be 63,623 new entrants into the state‘s labor force. This figure includes those individuals who graduate from or leave high schools and higher education institutions. Even when the estimated 54,603 job vacancies attributable to death, retirement and permanent separation are considered, there are still 9,020 new job positions which are needed for youth graduating from or leaving secondary and post-secondary educational programs (71). In addition to the placement needs stated above, it is anticipated that present secondary vocational educa- tion programs in Iowa schools will graduate approximately 23,238 students in 1976—77 (74). These students also will need assistance in obtaining entrance into the adult world, whether it be employment, further education or some other life role they might fulfill. If prepared youth do not obtain satisfactory placements, they do not fully realize the maximum potential of their training and society in turn will not benefit from the economic contribution they could make. A major problem concerning the transition of youth from school to adult life is that very few Iowa educational agencies presently possess organized procedures and programs for assisting students with placement. Consequently, there is no provision for assuring that students realize a logical and concrete application of their educational preparation through effective placement services. In order to do this, students need to be able to assess their interests and abilities, explore the many careers available to them, and relate this knowledge in a decision-making process. An interview (11) regarding career education programs in Iowa secondary and postnsecondary educational agencies revealed that total placement was the career education program component where the fewest programs presently exist. Although many educational agencies express an interest in implementing placement programs, they also indicate that they need help in planning and in the development of such programs. Historically, youth placement services, to the extent that they have existed, have been highly decentral— ized, uncoordinated and dependent on local school district- priorities. Although there has been some cooperation between schools and the Iowa Employment Security Commission, these efforts have mainly focused on the sharing of manpower information. Specialized manpower development and training programs financed by federal funds have primarily served adults. In those instances where these programs have served school youth, their efforts have often lacked coordination with ongoing school programs. Thus, the lack of organized coordination and categorical resources have limited the growth of school—based placement services. Pilot placement projects (76) operating in Iowa's comprehensive high schools, area vocational centers, and community colleges have demonstrated that school-based programs which systematically focus on placement can effec- tively place students in their occupational roles. In a broad sense, placement includes services which help students gain successful entry into whatever role they might pursue upon leaving school. Since the pilot placement projects dealt primarily with the transition from school to work, they focused primarily on placements into jobs and programs of further training. Evaluation of these projects have indicated a successful placement rate of 47-85 percent. These projects, serving over 10,000 students during the past four years, provided many additional services that were not previously provided. These services included making personal visits to local employers to determine job needs and evaluating employer sites, coordinating all placement activities, c00perating with the local employment service in developing and utilizing employer contracts, maintaining placement records which include student and employer feedback on the value of job experience, and referring students to job openings. Most of the projects included disadvantaged stua dents, physically and emotionally handicapped, potential and actual school dropouts as a part of the total population served. The experiences gained from the pilot placement projects have strongly indicated that in order to be effective youth placement services must be organized and coordinated. This includes the identification of local and regional needs, thorough planning before implementation, provision for area-wide advisory input and coordination, development of effective delivery systems, and evaluation of both program procedures and results. When these steps are followed, students are placed for longer terms in single jobs, find these jobs to be satisfying and receive higher wages than when total coordinated placement ser- vices do not exist. When placement programs are systema— tically organized and coordinated, the results are most encouraging. Significance of the Study The results of this study provide assessment and base data necessary for the consideration and implementa- tion of occupational placement service components in the senior high schools of Iowa. More specifically, the significant contributions of this study are the provisions of: 1. An assessment of existing components; 2. An assessment of the effectiveness of the existing components; 3. An assessment of the essentialness of the components as perceived by Principals; and 4. A replicable comprehensive instrument for the assessment of senior high school level occupational placement services on a state— wide, area-wide, and school district basis. With this assessment data, educational leaders including legislators, Iowa Department of Public Instruction administrators, the Iowa Career Education Advisory Counsel personnel, teacher educators, and local career educators and administrators can identify the needs for placement program development and implementation. From this data, placement services can be funded and designed and budgets projected for local school districts based on specific occupational placement components determined nonexistent or ineffective in, but essential for, senior high schools. Limitations of the Study The scope of this study is limited to senior high schools in Iowa. The state of Iowa is chosen to limit the study to a specific area and one where a state law .requiring occupational placement services in the senior high schools has not been in effect. Only senior high school principals are chosen as respondents to the study because by virtue of their posi— tion, they, more than any other persons, influence and direct decision—making regarding new and innovative programs such as occupational placement services. Definition of Terms Occupational Placement Services: School district services for individuals in securing full-time, part-time, .summer, and odd jobs. Client Group_: The categorizing of persons served into general, college-bound, vocational education, special needs, and drOpout students, alumni and all other peOple in the community. Pre-Employment Services: Orientation, assessment and preparation of persons for career planning, develOping of job Openings, making resumes, taking interviews and self-placement. Other services include annual review of child labor laws and promotion of the placement service with students, parents and alumni. Job Deve10pment Services: The distribution of information to employers about the school's training pro- grams and students, a system for identifying available jobs and gathering, develOping and distributing job des- criptions to the students, and the provision of specific materials or contacts that can prepare a student with information about an employer he or she is about to inter- view. Occupational Information Services: Information provided for persons relative to job descriptions, avail- ability, interview schedules, contact persons, and the career Information System of Iowa (CISI). Other services include career day and field trip Opportunities. 10 Job Placement Services: Job/student matching; the direct referral and placement of students in full-time, part-time, odd, and summer jobs including c00perative education and work-study programs. Follow-up Functions: Gathering and reporting data relative to the success bf students getting, keeping, and advancing on a job, including the type of job, how obtained, type of company, length of time held, and job satisfaction; ratings of the school's job—related prepara- tion of students by former students; follow-up interview services for helping students stay on a job or change their career plans; and, annual surveys of graduates and employers to determine how the school's training and placement services can be improved. Placement Service Personnel: Teachers, counselors, administrators, coordinators and various educational agencies, as well as the Job Service of Iowa and the State Vocational Rehabilitation Services. Office and Logistical Provisions: The maintenance of office, phone, secretarial and clerical help for job and student information processing on a part-time and/or full-time basis during the school and summer months. Community Involvement: The advisement and assis- tance of graduates, employers and parents in making recommendations to the school about how to improve the school's occupational placement services and curriculum. 11 Funding: Monies for occupational placement services from local school district taxes, the Iowa Department of Public Instruction, and the Federal Government. CHAPTER II REVIEW OF LITERATURE Purposes of the Review This review of the placement literature is organized to serve several primary purposes. It provides: 1. Definitions of Placement; Historical Roots of Placement; Rationale for Placement; Evidence of Placement as a National Priority; An Overview of On-Going Placement Programs in the United States; Evidence of Placement Services in Iowa; Components of Specific Placement Programs; and Summary of and the Major Findings from the Literature on Placement. Most importantly, the purpose of this review was to identify specific operational components of "so-called" 1deal occupational placement services for use in the survey instrument (see Appendix A). 12 13 Definitions of Placement Definitions of placement range from simple job procurement to comprehensive programs of services to help students with all phases of career deve10pment and implementation (8, 20, 22, 34, 40, 43, 58, 69, 87, 90, 93, 96, 106, 118, 141, 166, 182, 198). Placement, defined simply, is "the orderly process of transition from one educational or training activity to the next desired level of job preparation or procurement or other socially acceptable alternative" (40). A more comprehensive definition of school-based placement is, "the entire range of assistance given a student by a school in helping that student to develop and implement his or her career plan. In the transition from school to the next career goal choice,school-based place- ment would provide with both general and specific services to enable them to choose and successfully reach a goal consistent with their interest and aptitudes. These ser- vices would be comprehensive in the sense that they would cover: a. goal choices or combinations of choices in employment (full-time, part-time, per- manent, and temporary), the military, continu- ing education in two- or four-year college programs, vocational technical training and apprenticeship programs. 14 b. whatever direct or indirect assistance would be necessary to enable the student to reach the point of successful implementation of his or her next chosen career goal. In building comprehensive school-based placement, existing services would be incorporated into a total plan. The final measure of the success of school-based placement will be the satisfaction of the student that these services did indeed meet his or her immediate career aspirations, needs and/or represent the best choice, given available alternatives (69). In general, most definitions in the literature focus on continuing processes and multiple services to students. Historical Roots Though vocational guidance services were provided early in the United States, placement was an organized activity existing long before the term vocational guidance was known. Fitch states that such an office was opened in Dresden as far back as 1840. So far as can be determined there is no record of the initial development of employment offices under private auspices in this country, though one observer says that they existed as early as 1820. An employment bureau was opened in Chicago by a philanthropic agency in 1870 (174). "! 1'. LAD V o. e (I. 's 'fi [TD 0 c. ‘ :- ‘fil 'v “r 15 At the turn of the century, guidance and placement were thought of as similar tasks, and the school was seen as responsible for both activities (53, 138). As depres- sion gripped the nation, the federal government became heavily involved in placement through a redefinition of the mission of the 0.5. Employment Service (23) . World War II brought high employment levels, pressure on the schools to produce labor and an emphasis on rapid job placement rather than guidance. Post-war activity focused on educational testing and placement in response to the war veterans' return to post-secondary education and the nation's concern over Soviet advances in technology (22). Since the late 1950's, national community-based PrOgrams to upgrade minorities through employment skills training have reemphasized the need for job placement efforts to equal educational placement efforts (9) . Yet in the schools, placement activities have remained uncoor- dil”lated and piecemeal, with counselors and academic teachers helping students with educational placement while vocational teachers and work-study coordinators have worked to place their students in jobs (90). Traditionally, schools have not provided compre— henaive placement services for all students. Guidance counselors have often specialized in placing students in higl’ler education, while vocational teachers have focused on job placement for their own specific students (20, 30). you. put U 0". . en‘- - '0‘ . bg‘b u n oy- I'V A 'eev - u use, t“ H .II Ian-p u.‘v. 16 In a 1970 review and synthesis of research on job place- nent and follow-up of vocational students, Little reported that his search for studies dealing specifically with job placement activities was almost fruitless (90). In Iowa, youth placement services have been decen- tralized, uncoordinated and dependent upon local school priorities (ll) . Cooperation and coordination efforts have been limited in most cases, to the sharing of information (11) . Most manpower development and placement programs have served primarily adults rather than young people (11) . A Rationale for Placement Nationally, over 25 percent of the unemployed are in the 16-21 year-old age group (22) . Youth, 16-19 years Of age, experience four to five times the unemployment rate of adults who are 25 and over (171) . The unemploy- ment rate for black teenagers is over 40 percent (7) . High teenage unemployment is a precondition that is related to delinquency (22) which, in turn, can cost society from $600 to $900 per delinquent act (37). The consequences of youth unemployment are enormous. The alarming high incidence of delinquency and crime among jobless youth is well documented. Less widely appreciated is the tremendous reservoir of idleness, frustration, reSentment, and defeat that has within their burgeoning me“fibers. Lacking jobs, "their badge of belonging, reports the President's Conunittee on Youth Employment (134), these 17 youngvmen and women represent "tomorrow's castoffs and chronic dependents, those who will live in poverty of body and mind." Three-fourths of American youth have been leaving the formal educational process before achieving a bacca- laureate degree (90), and fewer students are going directly into post-secondary education, and thus, are entering the labor market at an earlier age (22) . In Iowa, for voca- tional education alone the 1976 vocational education output was projected to exceed the total labor market demand by over 9,020 jobs (71). With recognition of these conditions, there is general agreement in the literature that all secondary SChool or area vocational center students should receive Placement services (20, 22, 27, 34, 43, 58, 68, 87, 93, 144, 166, 187). Further, a number of experts and several states are puShing for the schools to become placement agencies for all community residents over a certain age (usually 14 or 16) whether or not they have graduated, left or even a"T-tended the local schools (20, 22, 34, 69, 87, 107, 144). Several authors have pointed to the need to focus e“‘i‘tra effort on the placement of students who face less than equal opportunity due to factors of race, sex, drop- out status and emotional, physical or intellectual handi- caps (22, 34, 187). ..- "it --~.~ :_.. or (n In 1 ov-A inns-4 a Fwy 4‘. u 9.. ‘ F Ute. . n..._ . e,‘ r... . 3" a“ '44 (I) ‘- v“ 18 In his book, Vocational Education and Guidance, the former Governor of Ohio, James A. Rhodes (143) suggests, "that a special service of placement and follow-up is a logical function of the public education system since graduates are their product." Rhodes says, society's cancers are beginning to show on the surface, angry with inflamed malignancy. The social dynamite of the closely packed unemployed youth in our cities has exploded throughout the nation. In a few short years, Watts, Cleveland, Detroit, and Trenton have testified to a social neglect the like of which we never have experienced. The general rebellion among students tells us something is wrong. The solution rests in jobs, employment, and the security which these provide (142) . The function of placement is important; it cannot be avoided or delegated; but Brantner (18) says that Placement alone is not enough. Important as an efficient Placement services is in helping youth get off to a good Start in occupational life, it is apparent that they need ful‘ther assistance in making adjustments and taking advan- tage of opportunities following entry into employment. This further assistance is the follow-up service. Follow-up conceived for this purpose--supporting the young worker after he leaves school-~emerged decades ago when vocational programs were initiated. But the inclusion of follow-up as an integral and continuing part of the vocational program has provided vocational :.N ..i. I. A... 'V.¢ O ..‘V o'.‘ 19 educators with a valuable process that is being used beneficially for institutional purposes as well. The ultimate reckoning in education is the appraisal of the product says Pratt (132). This appraisal is essential to fulfill the concept of accountability. Nicholson in Agriculture Education Magazine (116), says "the school should be as concerned with placement and follow-up of its students as it is with its curriculum. Surely the school has a recognizable responsibility to its stundents which transcends caps-and-gowns." He cites five reasons why it is strategically and educationally sound for schools to provide placement and follow-up services: 1. Improves public relations. The successful placement of students in occupations relating their career choice does much to answer the public's question of accountability. In addition to the student's career fulfillment, placement and follow-up go a long way towards improving parent-student-school-employer relationships. 2. Increases the motivation of in-school students. If the present in-school students recognize that the schools commitment to them goes beyond graduation, a closer student-curriculum affec- tion will result. The students will care more about school because the school cares more about them. 3. Facilitates students' occupational decision— making ability. Any school that has attempted to keep abreast of manpower and career trends is a virtual storehouse of career information and data. When such resources are used by com- petent staff the students can receive person- alized assistance in making occupational decisions. . u‘~ ..b s. u “ll U) 20 4. Facilitates students' transition from training to work. There is very little doubt that the school has a closer working relationship with its students than does a private placement agency. This relationship can gently guide the student into a compatible job. Remember, a private placement agency realizes success when it receives its commission for placing the student. The school realizes success only when the student succeeds. 5. Adds new dimension to evaluation procedures. Placement and follow-up affords a school a unique opportunity to evaluate itself. The relevancy of a school's program can be put to test if that school actively attempts to place its students in occupations for which they have been trained. Evans (50) states that every research study which has examined the question of obsolescence of curriculum i4; in agreement that those schools with placement services have far better educational programs than those schools Without placement services or with services that are Separated physically from the schools. Significant differ- ‘allczees are found, not only in placement records, but in teacher competence, quality of instructional materials and equipment, job satisfaction, and job stability. Wenrich (189) states that the most important Estllc'lent development function in vocational-technical educa- tion is placement of students in jobs. Placement is both a Service and a critical evaluation criterion regarding the success of vocational programs. Super (165) describes the formal beginnings of placement as the measurement of the man, measuring the job, arua Hatching the man and the job. The function. he says, ..a ' n -.- 3.- CU' il- a In! In: ._ (I) ..‘ on ~ ~.. V». ‘>\p fl 2! V ‘\ 21 must be broadened to include more than the choosing of an occupation: the search for personal identity is not para- mount. A man's occupational life is séen, as one part, but a central part, of his existence. HOppOCh (70) states that occupation is important and why facts about jobs are essential to this choice. The choice of an occupation may determine whether one will be employed or unemployed. By choosing an occupation in which employment is known to be relatively stable, one may increase the probability that he will have a job even when billions of other persons are out of work. Laner (85) reports a survey of high school students' attitudes as determiners concerning their prospective involvement in the world of work, and the influences which either promote or hinder their employment choices and deeisions, carried out at Oakland's (California) Fremont High School. Two-thirds of the students included in the sample claimed to have reached a decision as to their future careers. But it is clear in the conclusions of the report that many of these decisions were conceived in the absence of Comprehensive information about jobs and careers. The survey data suggests that when a high school student reaches a Career decision, it is more the result of influences and eveh pressures than the product of choice, freely exercised by an individual cognizant of the wide range of alternatives Open to him. The price of this restricted vision can be the '0'“ -.o‘v Q «I! ¢ .“U i you: \ who! ‘ ~~~1 Ilv I ‘5. On. '1.- »tu . '- u“ I... O . C 1!: s... V.. ~... ‘- h“ 's L 11' 22 unacceptable waste of ability, the thwarting of ambition, and the attendant dissatisfaction and alienation that results from ill-advised career decisions. Thal-Larsen and Nagarvala (167) had conducted a study similar to Laner's. This survey involving some 165 students from California's Berkeley High School was con- ducted to explore the requirements for the design of a labor market information system for a large metrOpolitan area. The students who were surveyed gave the following information: (1) the majority of the students wanted to know more about their chosen field; (2) only about half of the students had ever talked with counselors about their future careers; (3) slightly more than half of the students had read about jobs in career pamphlets and books obtained Primarily from the city library; (4) as to the content of information, the largest number of students wanted primarily information on the training and education needed for jobs; (5) students overwhelmingly endorsed direct contact with the world of work as a means of learning about it; (6) most Of those who had made career choices made them on the basis of courses taken or personal contact with people in the °°cupations; (7) most of the students surveyed chose white collar occupations; and (8) most believed that their mothers more than their fathers wanted them to choose a cartain career. High school graduates have faced particular diffi- culty in finding employment during an economic slow-down. . n-‘ 5‘:- I '-A‘ ova C" ‘0‘ 1 O'- vfi‘ “J! .w, u '4‘. ‘v. t = 5‘1 I1 ’(1 I 23 Combined with a shrinking job market, problems greatly reduce the opportunities of recent high school graduates to successfully obtain employment. An employment-oriented program for work-bound graduates improves their opportunities for successful It encourages students to transition into the labor force. develOp habits and skills that increase their desirability among prospective employers and brings to the attention of local employers the reserve of trainable high school graduates. Job and school placement is an issue that is In essence, demanding an important role in our society. Lpluacement can serve the function of consolidating the economic stability for the nation, the industrial produc- tivity of the employer, personal dignity for the student, s<-'><:ial stability for the community and educational account- ability for the school. A National Priority Placement efforts are strongly supported both within and beyond the school systems and at local, regional, state and national levels (8, 9, 22, 23, 3o, 34, 48, 58, 67, 69, 37. 93, 107, 112, 119, 149, 166). This commitment to school-based occupational placement and follow-up services for youth is explicitly fOll‘mulated in the literature of Vocational and Career Education. 24 In 1963, the President's Commission on Law Enforce- ment (133) and Administration of Justice made specific recommendations on the school's role in securing jobs for youth: 1. The school should be broadened to include responsibility, not only for preparing youth for productive, responsible, and satisfying adulthood, but for guiding them into adult positions. The school would be responsible for occupational placement and for subsequent guidance among work- bound youth. Moreover, part of the school's accountability should be its record in sending non-college-bound youth into labor markets. In the Opinions of the Panel of Consultants on ‘U7<:><3ational Education (125) the acid test of the quality of ‘t:]h1€e vocational education program is placement of students jLJrl» 'the occupation for which they receive instruction. The Panel further stated that most persons would agree that E>£Ellrfi:icipation in the occupational world is much more £3‘J1<:=<:essful and satisfactory for the individual and for the (3(3’Irtnnunity when adequate training and guidance have been E)1?‘:>‘Jided for the entrant into the labor market. Just as the 145112><3r market runs the gamut of all possible types of skills :Elr‘:>rrlday laborer to skilled surgeon, so too, the possible ‘t§?7E>cational Education, U.S. Office of Education, recognized the school's responsibility for job placement as early as l 9 66, saying that schools should accept the responsibility for helping the Student by operating a full-time job placement service. However, no specific guideline(s) or model was presented so that education could, in fact, Sa 1:. isfy this need. In a comprehensive study of the role of the secon- Elths of counseling and guidance programs." Sydney P. Marland (94), former U.S. Commissioner of Education, writing in a boOklet, Career Education, said eSSentially the same thing: Educators must be bent on preparing students either to become properly and usefully employed immediately upon graduation from high school . . . . Placement services in the school system will assist every student, especially the student leaving before he completes the 12th grade, to plan the next step in his development. Job entrance will be just as important as college entrance to counselors and teachers. Skill credentials, universally recognized, will be just as valued as the commonly accepted credentials for college entrance. Congress, in the Educational Amendments of 1972 C . . . . '“t:e and encourage occupational preparation, counseling E‘Jtm ‘Ci guidance, and job placement or placement in ‘.QQAF \‘ ‘ ‘U.‘ ":n: 1010' u U I 4" n... ‘u i“‘ -1- 28 post-secondary occupational education programs as a responsibility of elementary and secondary schools." Herbert Hill, National Labor Director for the National Association for the Advancement of Colored People, warns "the disastrous rate of unemployment among youth is the single most explosive factor for causing social unrest." Workers with ghetto youth, report a rapid rise in the teen- ager's distrust of the "System." Says Cecil Williams, pastor of San Francisco's Glide Memorial Methodist Church: "We are witnessing a tremendous sense of hOpelessness and a growing gulf between the haves and have nots" (7) . Clearly, placement services and the deve10pment of Placement skills in youth are becoming more and more impor- tant in view of the realities. Overview of On-Going School-Based Placement Programs Several state legislatures, including Florida (129) and Michigan (128) , have declared legislation interest for the establishment and maintenance of student placement and Qllow-up serv1ces by district school boards, prov1ding E Qt the State Boards of Education to develop alternative ”the thods and implement such programs; providing responsi- lities for job placement personnel, and prov1d1ng an 63 3E? ifective date. Each piece of proposed legislation sites the lack Q35 placement services as a significant factor in the high 29 rate of youth unemployment which is consistently more than three times as high as the unemployment rate of all ages. Michigan's Senate Bill Number 1367 (107) is a bill to create an occupational youth placement commission to (1) insure that all students graduating from approved occupational training programs in the state have an oppor- tunity to interview and compete for jobs which require competencies acquired during the training program, (2) compile and make available at every training location, in formation concerning potential employment opportunities, and (3) plan activities which complement employment efforts by other agencies. Today, the Vocational Education Amendments of 1968 (1'75) give impetus to job placement, interpreting it as a fotm of vocational guidance. In this legislation, Section 1‘4 3 .2C covered "programs or projects for intensive occupa- tional guidance and counseling during the last years of agellool and for initial job placement" and Section 122.6 be ferred to disadvantaged and handicapped persons, and 3‘1 lowed use of funds for "vocational guidance and counsel- in 9 designed to aid persons enumerated in paragraphs (1) it}: tough (4) of the subsection in the selection of, and b 1.: eparation for, employment in all vocational areas." Many state departments of education and local SQ l"tool districts are attempting to carry out the legisla- hi Ve mandate given in the Vocational Education Amendments 30 of 1968, which "included initial placement in the defini- tion of vocational education to affirm vocational education's responsibility for the student until he achieves successful placement." Buckingham (19) describes an ongoing job placement program in the Baltimore Public Schools which dates back 1928 and has placed since then 70,000 students in full-time jobs, 60,000 in part-time jobs and 40,000 in temporary or Since 1967 it has incorporated various work- surnmer jobs. study programs as well as cooperative on-the-job training The staff includes 46 trained professionals programs. based in the central office and in each of 14, comprehen- sive high schools, two vocational-technical high schools, four special education centers, one adult center, and one The Placement Service cooper- SChool for teenage mothers. a"Lies: with the city's Social Service Department, with There is a follow-up employers, as well as with the schools. program for each student at the end of the first three It‘Qnths and again at the end of the year. The Cleveland Public Schools (35) has had job development services available for high school youth for :‘he last six years, providing services for five of the a‘I‘Filier-city high schools which qualify under Title I poverty bograms. The program focuses on motivation, provision of Q chpational information and self-analysis for 11th graders Eirlrj d lessons job finding, applications, employment tests Gilt: ‘53 interviews for 12th graders. 31 Chaffee and Kelly (31) emphasize the importance of the high school employment office and standards for employment placement in the City of Los Angeles. Job placement of students in part-time work experience pro- grams is coordinated by the school and the students are given course credit. The Board of Education in Brooklyn, New York, operates an occupational placement program in which 7,000 students from 76 academic and vocational high schools learn course credit for work with 400 participating employers (36) . The JEEP Program (78) is conducted by the Pitts- burgh Public Schools. This job-entry preparation program focuses on the status of the job market, self-evaluation, Job opportunities, resumes», applications, interviews, legal considerations, and job and career development for high school youth. Wagner and Wood (182) in their report on placement and follow-up to the Duval, Florida County School Board IreSponded to legislation for the State of Florida requiring Qach district school board to "establish and maintain job blacement and follow-up services for all students graduating Q): leaving the public school system, including area voca- hional technical centers." Their report focuses on 9Qil'ieralizations and justifications for generalizations Q(.yarding a comprehensive placement and follow-up programs. 32 San Diego County, California, Regional Career Information Center manages the KNOW Program (83) for the purpose of providing the high school student "knowledge This course covers seven units: needed to obtain work." finding employment openings, filling out selecting a job, application, preparing to take an employment test, prepar- ing for an interview, interviewing, and follow-up on job applications . Mullen (111) of the Sequoia Union High School Dis- tri ct at Redwood, California, outlines a volunteer program in vocational information and career guidance predicting Vocational enrichment for students and active community Support for public education as a result of occupational Suggested activities range from a Placement programs. sirnple vocational information center to a year-round mu 1 ti— faceted program. The Lenawee Vocational-Technical Center at Adrian, Michigan, placed 1700 students on jobs during their first Year of Operating an occupational placement program (41) . rhe Center serves 3500 eleventh and twelfth graders from 1 2 feeder schools in the county. Placement services are a . Vailable to all students and not just to those enrolled Services include, besides ordinary instruc- at the Center. t a: . . . . (>11, cooperative work experience; counseling; a speCial 0‘? b Preparation program (two and one-half hours each month is JC‘ each instructional group); and placement on a full-time The placement staff includes a director 3Q b on graduation. 33 of placement and a job preparation coordinator. Instruc- tional staff and guidance counselors are also involved. The Center supplies office space for the placement direc- tor, counselor, and secretary and a multiple purpose building for 18 instructional programs. Funding is as follows: 37 percent local, and 65 percent federal (to be 100% local after three years). Harlandale Independent School District, San Antonio, Texas, directs a job placement service providing informa- tion, continuing guidance, and assistance to students, graduates and out-of—school youth in finding jobs, matching a'Jtlfiilities and needs, maintaining relationships with local business and industry in providing employment opportunities and supplying an occupational follow-up program for every S‘tllzndent leaving school (101) . In their Contemporary Curriculum for Career DevelOp- he nt Series (105) , the Knox County Department of Public tnstruction, Knoxville, Tennessee, outlines activities fie signed to help the student in the deve10pment of some of the knowledge and skills necessary to find, keep, and aAlixrance in a satisfying occupation. Other activities were Ciexreloped to assist teachers in determining appropriate content and to provide them with a systematic approach to he aching the necessary skills for job placement, job p“Totnotion, and job satisfaction. Pawtucket, Rhode Island, City School Department (1 26 ) reports a career placement program at Tolman High a 34 School, describing the philOSOphy, objectives, and procedures cfthe program and provides sample forms used in enrollment, guidance, jobs, and employer reporting. Supervisory reports, work histories, student schedules, (coordinator visitation reports and employer request forms are included for occupational placement services for high 5 chool youth . Scott (150) describes case studies of the career guidance program at Hood River Valley High School, Hood River, Oregon. The goal of this program is to guide the Student through a career cluster to "placement at gradua- tion" in one of the following: college, post-secondary Vocational technical training or job-entry. The staff includes three fully credentialed counselors, one guidance sedzzretary, and one clerical assistant. In addition all O":l'ier personnel receive in-service training as guides and each is responsible for scheduling, advising and helping The program includes all students at the f i :Eteen students. About high school--842 students in grades 10 through 12. 7 5 percent are non-college-bound. The American Institute for Research (194) outlines the Occupational Learning Center Program (OLC) at Syracuse, New York. The OLC is an alternative high school experience fol“ young people who are academically or socially unable to cc-7’£>e with the regular high school program. The curriculum lncludes development of basic skills, vocational develop- ment, personal and vocational counseling, and job placement 35 and follow-up. OLC began in 1970 with a staff of two interdisciplinary teachers and one vocational counselor It has grown to five centers serving thirty-six students. serving 175 students. The Bryan Independent School District, Texas, has developed a computer model for the development and imple- mentation of a systems approach to job placement and follow-up data on former public high school students (80) . The model provides a procedure for compiling follow-up information on graduates and dropouts in a form that makes the data easily accessible for decision making about pro- gram changes within the schools. The school shares the re sponsibility not only for job training but also for job A coordination office for development and job placement. all the high schools in the District work to coordinate all placement and follow-up activities and to develop forms and methods for recording data on these activities. Information from employers on job possibilities, data from s‘tudent records, student job placement data, and follow-up data are summarized for the computer. The Akron-Summit County, Ohio, Public Schools (5) describe data processing techniques for job placement and guidance for their high school youth developed to aid job placement and career development staff. Originally the project was funded only for the disadvantaged but techni- With ques developed can be adapted to serve all youth. a . qulpment rented from IBM the schools are able to match 36 student interests, aptitude, attitude, and skill with available jobs in the geographic area of Akron. The Mayor's Education Task Force (97) at Newark, New Jersey, comprehensively outlined the role of the city, business, labor, and the community in career education in a report prepared for the Chamber of Commerce Center Education Committee. These roles, Specifically relative to occupational placement are listed below. The role of the city: (1) the city can coordinate With business and labor in identifying existing and future jobs and careers; (2) the city can promote use of this COmputerized job bank run by the New Jersey State Employ- ment Service; (3) the city and the Newark Economic Develop— ment Council could serve as a source of information regard- ing industrial and commercial development along with the Business and Industrial Coordinating Council and the cI‘hamber of Commerce; (4) the city could explore the possibility and mechanics of interning high school students for short periods of time. These internships would give Students knowledge about one aspect of city government and about possible careers . The role of business: (1) business can use its influence with labor to integrate the unions; (2) business could conduct a job needs survey for Newark and the Surrounding area; (3) business can provide speakers, resource materials, and field trips for elementary and 3 unior high school students; (4) business can 1181p keep 1 0A A' #2 vu"‘ qui- R. ‘ A an. an . arm-- ..ll.‘ . \ u I “nen‘ GUIOV ca'" rug. 5,. _ id ... "“A ‘OIQU ..‘m ..V'b 0-." '“‘ A. ‘F a“. . on. .d: AW"! . v‘.“ (I, It‘- (’1 h 1); l‘ ) 37 teachers up-to-date in their fields by conducting short, annual workshops. These could be similar to those conducted by the National Alliance of Businessmen in the past; (5) business should hire high school students who are being trained for jobs and are available half of the school day; and (6) Newark businesses must commit them- selves to hiring Newark residents. The role of labor: (1) labor unions must Open up to minorities on an equal opportunity basis; (2) labor unions must recruit and hire minority workers as appren- tices; (3) labor unions can help the schools to keep their curriculum current the job market; and (4) labor unions Can provide speakers to the schools on the various careers the union offers. Oklahoma's occupational training information system, O'I'Is, provides supply data on students and recent graduates of high school and post-high school, occupational programs, Spacific by program, training establishment, and county (172) . For the 1969-70 school year, data were collected and aI'lalyzed over 53,000 public and 2,000 private school stu- dExits. Since it attempts to deal with the entire (student) Supply population, OTIS stimulates concern among teachers, planners, and employers for the specific individuals rather than with samples . The system provides demand information in the manu- fa<-‘-‘I:uring sector through personal interviews with more than 3 ' 000 establishments, 95 percent of all firms engaged in 38 manufacturing in the state. As demand interviewers, it utilizes persons most concerned with the accuracy of the data and with establishing and maintaining rapport with employers. They are the manpower training coordinators in each area vocational-technical school working closely with labor market analysts in the Employment Security Commission . This partnership in demand data collections shows much promise, particularly in terms of implications for graduate placement. This systematic approach--looking at recruitment, selection, training, and placement activities in light of outcomes--allows Oklahoma to bring better Service tostudents. Evidence of Placement Services in Iowa Schools Very few Iowa educational agencies possess organized Procedures and programs for assisting students with place- ITier-1t (ll, 71, 73, 74, 76). A personal interview with James Athen (11), former ASisistant Director for Career Education in Iowa, regarding e<‘?=I-J:‘eer education programs in secondary and post-secondary edL‘lcational agencies revealed that comprehensive placement was the career education program component where the fewest programs presently exist. Although many educational agencies have expressed an interest in implementing place- ment programs, they also have indicated that they need help i n planning and in the deve10pment of such programs. Or: '0“ 331 On- — n.~ i...- Qa. Ra~ “Mn. “PA 0" c“ v“ ’f. 39 Historically, youth placement services, to the extent that they have existed, have been highly decen- tralized, uncoordinated and dependent on local school district priorities. Although there has been some cooperation between schools and the Iowa Employment Security Commission, these efforts have mainly focused Specialized man- on the sharing of manpower information. power development and training programs financed by In those federal funds have primarily served adults. instances where these programs have served school youth, their efforts have often lacked coordination with ongoing Thus, the lack of organized coordination School programs. and categorical resources have limited the growth of school- based placement services (76) . Pilot placement projects (76) operating in Iowa's comprehensive high schools, area vocational centers, and Community colleges have demonstrated that school-based programs which systematically focus on placement can 3 ffectively place students in their occupational roles. In a broad sense, placement includes services which help S‘ttudents gain successful entry into whatever role they I“flight pursue upon leaving school. Since the pilot place- ment projects dealt primarily with the transition from School to work, they focused primarily on placements into Evaluation of Jobs and programs of further training. the se projects have indicated a successful placement rate o f 47-85 percent. 239 an; ”’A; ?"I p h i (I) N‘ A :Q~; 5:‘ Pr“: '1 J ..E '3: Lu 0 v (I! 0,: l "r- C h '\ . §. . .§ '- 40 These projects, serving over 10,000 students during the past four years, provided many additional services that were not previously provided. These services included making personal visits to local employers to determine job needs and evaluating employer sites, coordinating all placement activities, cooperating with the local employment service in developing and utilizing employer contracts, maintaining placement records which include student and employer feedback on the value of job experience, and referring students to job openings. Most of the projects included disadvantaged Students, physically and emotionally handicapped, potential and actual school dropouts as a part of the total popula— tion served. The experiences gained from the pilot placement Projects have strongly indicated that in order to be e ffective youth placement services must be organized and coordinated. This includes the definition of local and regional needs, thorough planning before implementation, Provision for area-wide advisory input and coordination, development of effective delivery systems, and evaluation 0 f both program procedures and results. When these steps a3:13 followed, students are placed for longer terms in S ingle jobs, find these jobs to be satisfying and receive 1li—gller wages than when total coordinated placement ser— v ' . lees do not ex1st. When placement programs are systema- ‘l: " . . lcally organized and coordinated, the results are most e n <2<>uraging. 41 A review of the most current Iowa State Plan for the Administration of Vocational Education within Career Education (73) shows little evidence of annual and long- range planning and budgeting for specific occupational placement service components at the senior high school level. The following activities relative to placement services and the budgeted total funds for 1977 are supported in the plan: 1. Conduct a career education needs infor- mation survey with components of labor demand, labor supply, student interest, and follow-up: $70,000.00; 2. Promote career awareness and exploration programs consistent with state guide- lines: no monies budgeted; 3. Provide occupational information through integration in curriculum activities: no monies budgeted; 4. Conduct exemplary model program for guidance oriented assessment utilizing American College Testing Career Planning program and Career Information System in Iowa: $16,000.00; and 5. Provide exemplary occupation information through needle sort and computer delivery systems: $158,000.00. 42 However, these activities are conducted through vocational programming, are exemplary in nature, have limited funding and have little impact on students of rural senior high schools (11). Organization and Operation of Specific Placement Programs McCracken (100) presents a brief overview of the principles, procedures, and design of a locally operated job placement and student follow-up program with the intent of outlining the responsibilities the teacher may need to assume in such a program. (1) A single office should be identified as a central clearinghouse off‘ob information for the entire school system. All information about job openings, job descriptions, salary employee bene- fits, applicant recommendations, and placements should be available in this central office. Employers, students, and staff should find such a centralized office convenient, efficient, and responsible. It would seem desirable to include job placement as a part of the guidance program, further expanding their present placement function. (2) Job placement programs should serve all students who seek full-time employment. Schools should be willing to work with every student who enters education, graduates as well as early school leavers. Program graduates generally will find greater employer acceptability than special needs students or those who exit early. These latter groups of students frequently present one or more problems in becoming employable. Their special problems include: (a) work patterns and skills typically different than those sought by employers; (b) a frequent lack of stability and willingness to stay with a job; and (c) age restrictions which limit their suitability for certain jobs. Yet, in extending job placement assistance to these students, the school may find their need for further education and training. 43 (3) Job placement functions must be coordinated with the instructional program staff. The job placement coordinator is depenHEht on the products of programs and the instructional staff should view the job placement office as complementary to their program. Teachers can assist the placement office and students by serving as: a prime source for student recommendations; a communication link between students and the job placement office; and a source of information for students on job openings and related job placement procedures. Securing teacher c00peration should not be difficult as most teachers have vested interest in seeing students successfully placed. (4) The job placement coordinator should develop a close working relationship with employers. All steps in job placement from job solicitation to hiring require a close working relationship with employers. The job placement coordinator should clearly understand employer needs as reflected in their job descriptions, to understand individual employer application procedures, and to be conver- sant with personnel managers in soliciting jobs for the school's vocational students. This necessitates time spent with employers, personnel managers, and job supervisors at their places of business and attendance at meetings involving these groups. (5) The job placement function requires a person with special qualifications. While the job place- ment director shouid have many of the same qualities as other guidance personnel, his job requires some additional qualifications and experiences. These include: experiences in business or industry at least as internship in personnel management, and knowledge and understanding of current labor laws and fair employment practices. Few guidance per- sonnel are prepared to fill the job placement function; even if prepared, they should not be expected to assume placement responsibilities in addition to counseling responsibilities. The job placement function needs and deserves full-time attention. (6) Job placement services and procedures should be coordifiated‘with cooperative work-experience and work-study programs. All programs that involve contact and close working relationships with employers should be coordinated to avoid unnecessary duplication of requests for information and confused responsibility among the participants in the program. 44 Allen (6), in his Job Placement Coordinator's Handbook, describes the role of the student placement coor- dinator in a school and his responsibilities to students, administration, community, and himself. A typical job application form and tips for the job interview are included, along with sample student questionnaires, follow-up forms, and business survey forms. The School-Based Job Placement Service Model (62) published by the Pennsylvania Department of Education pro- vides (l) a model design for a school-based placement system, (2) identifies students to be served by the model, (3) lists specific services provided to students, and (4) has job descriptions for each individual responsible for operating the system. The document also outlines (1) job development by the educational system and the Bureau of Employment Security, (2) cooperation between the education system and the Bureau in matching students with employment opportunities, (3) follow-up of students, and (4) feedback of information to provide input for program improvement. Miller (109) outlines the functions and procedures of a placement office for secondary youth, expanding McCracken's principles of job placement. A student would receive information and services from the job placement office on several occasions. The placement process for a typical student should include: Initial Contact-~Students should register with the job placement office upon enrollment in a program. This 45 early registration should include: (1) verification of a student social security number, (2) information about the student's post-high school plans, (3) the student's occu- pational and educational objectives, (4) previous or current work—experience, and (5) other information perti- nent to successful job placement. This information should be updated throughout his school experience as changes in student plans develop, but certainly just prior to gradua- tion. This data is useful not only in student counseling and job placement, but also in the school's follow studies. Updating Records--Student records should be kept current. In addition to the usual information about courses, grades, attendance, test scores, the records should contain information about work-experience, recommendations by employers, assessment of occupational skills and competence, and personal recommendations of teachers. This type of information is readily obtained about students enrolled in cooperative work-experience and work-study programs. Preparation for Job Selection--The coordinator of job placement can either assist teachers in preparing students by meeting with their classes or by providing necessary inservice training to teachers. Each student should: (a) complete job application forms; (b) deve10p a resume about himself and his job qualifications; (c) have instruction in finding jobs; (d) have practice in job interviews, including asking questions of the employer; (e) have an understanding of the current types of jobs and . n- in. '1 9" .1 .- v‘l H- I]! lr‘v- 1"“ "\ll ‘& ‘a R “I v ‘ m .I 'i 46 salary considerations; and (f) have experience in the effective use of job placement services. Developing Resumes--Each student should have a personal resume as a part of his placement file. Resumes should include name, age, address, schooling, marital status, social security number, work-experience and referents. Statements about occupational goals and objec- tives, special occupational skills and competencies, and the type of employment being sought are especially needed. Providinngob Opportunity Information--Job infor- mation and placement records are essential to a job place- ment service. These records include reports of jobs available, of persons recommended, of persons who applied, and of the success of their applications. When an applicant is employed, the record includes date of employment, type of job, and beginning salary or wage. This information then forms the base of a follow-up program. A close working relationship with the local Bureau of Employment Security will assist the job placement service in carrying out this function. Matching Students with Jobs--Job placement coordi- nators should exercise discretion in recommending students to employers. This requires a good understanding of each vocational program, knowledge regarding the student's accomplishments, and close communication with employers and their employee needs. If job placement personnel recommend persons for jobs which they are not qualified to 47 fill, the school's efforts to maintain an open door with employers will be hampered. Vocational teachers from each of the program areas have an essential role in helping the coordinators of job placement in meeting this function. Arranging Job Interviews--Job placement coordina- tors have responsibility for scheduling job interviews. Each employer has his own hiring procedures; however, most employers and personnel managers prefer to have students come to their personnel offices for job interviews. During such visits the applicant sees the people and working condi- tions of the prospective job, and the employer can secure judgments about the applicant from more of his staff. The job placement service should arrange visits to job sites as part of the student's preparation for employment. Should student travel make on-site interviews impractical, employers are usually willing to schedule interviews at the school. Miller (109) continues by outlining the responsi- bilities of a job placement coordinator as an administrator, a coordinator, a consultant, and an educator as follows: The Administrator--The job placement coordinator is responsible for carrying out administrative policies relative to the job placement program after the school board has established general policies for the operation of the job placement program and an advisory committee has recommended operational policies and other guidelines which are beyond the specific concern of the school board. 48 The Coordinator--The job placement coordinator is responsible for coordinating his own activities with those of vocational teachers, cooperative program coordinators, the local director of vocational education, the guidance program, classroom teachers in related areas, employers, and outside agencies. Keeping persons in each of these areas informed and working together is essential to an effective job placement program. The Consultant--The job placement coordinator should be able to advise teachers and students on present and projected worker needs, and to recommend job application procedures as desired by individual employers in the school's service area. The Educator--In the initial stages of placement service development, the job placement coordinator may need to instruct teachers and students in the preparation of resumes, job interview skills, and job-searching techniques. This dual role as teacher-teacher educator enhances the effectiveness of job placement programs in the early stages. He will continue to have a teacher education function as new personnel utilize services of the placement office. Nicholson (116) suggests that the following series of components should become the role of the school: 1. Supervised experience project visitations and student conferences to build the rapport necessary to crystalize the student's real career aspirations. 2. Surveys. A systematic approach to surveying local employment trends of your community to help provide placement services. 49 3. Career day. Set aside a day or two in order to bring members of the business and indus- trial community to the school. The purpose is two-fold. First, the students get a 'first-hand' View of what their career Oppor- tunities are as well as what can be expected of them. Second, the students will have a head start at being 'eyed' by employers. 4. Want-ad bulletin board. Maintain a help- wanted bulletin board in a centrally located area. 5. Employer—school hotline. 'Sell' employers on the idea of calling the school when they have manpower needs rather than going to some other agency. School personnel 'know' their students and should be able to do a better job of matching man with the job than could some other agency. 6. Student records. The records should be located in a convenient location and accessible to you if an employer calls. 7. Cooperative job training program. On—the-job training experience for high school students is perhaps the single best technique that schools can use. Although trainers are not compelled to hire the student past graduation; such situa- tions often result. Even if the student is not hired, most employers are able to supply some valuable connection with other businesses. Evans (5) further supports occupational placement, suggesting secondary school programs which combine (1) admission several times each year, (2) early completion for students who learn rapidly, and (3) entrance to the labor market provided several times each year through placement, in contrast to the usual May/June entrance and follow-up. Follow-up services are designed to help the youth make adjustments to his new environment and to take adva- tage of opportunities for advancement that may come his 50 way. These adjustments are needed in connection with later placements, in connection with removing causes of dissatis- faction for obtaining additional vocational preparation and during periods of prolonged unemployment (146). Gilli (61), former AVA (American Vocational Associa- tion) vice-president for technical education, says that the school encounters the greatest difficulty of all regarding placement and particularly follow-up of the student--the transition and feedback of the findings of follow-up into the fabric of the school's operation so that aspects of the program that need improvement are altered to maximize learning. Optimal learning is the overriding objective of all well-conceived follow-up. Gilli (61) cites areas in the overall education delivery system for which follow-up studies can provide decision-making data include the following: (1) curriculum relevancy as assessed by former students, at the time they are placed on their first jobs and several years later; (2) overall value of the program to former students (both immediate and long-term); (3) quality of training and education, as assessed by employers in terms of their employees' performance of the job; (4) determination of job characteristics (particularly in terms of activities oriented to people, data, and things); (5) job satisfaction to former students and graduates; (6) determination of the mobility characteristics of former students and graduates, with respect to both job mobility and geographic mobility; 51 (7) characteristics of former students and graduates with respect to continuing education; and (8) determination of other demographic data needed for long-term decision- making (61). Pratt (132) says, follow-up studies should ask questions of both graduates and employers, such as: (l) is the program responding to manpower needs?, (2) are graduates placed in jobs commensurate with their training?; (3) what are the functions of the graduates immediately upon graduation? and several years after graduation?; (4) does the graduate believe the curriculum to be rele- vant?; (5) what are the mobility characteristics of the graduate?; and (6) what were the graduates' salaries when they began work and what are they now? In general, the review of literature offered little in the order of operational components. Most literature deals with general philosophical concepts of "what should be" rather than the "how to" components. Summary of and the Major Findings from the Literature on Placement Definitions of placement range from one-time job procurement to complex systems of service, with most defini- tions viewing placement as an on-going multiple-service process. Historically, placement has generally been a relatively informal process delivered to some students by some school staff in some places. There has been little 52 coordination or consistency in the delivery of placement services to students. Currently, there is a strong national, state-level and local movement for formalized placement services to be delivered to all senior high school students. At the local level, the primary need is for planned involvement and coordination of services. At the state level, agencies have, or are seeking, enabling legislation, policy, plan- ning, and information systems for placement services. Nationally, occupational placement services are gaining legislation and fiscal backing. Support of placement is evidenced by declarations by the United States Congress, national education associations, corporate and educational leaders. The youth unemployment rates and their societal implications provide further support rationale. The status of occupational placement services provided by senior high schools in Iowa, until this study was completed, was unknown. Only exemplary projects funded by the state and some services provided by large compre- hensive high schools were evident. These services were and still are limited in scope and decentralized, uncoordinated, and dependent on local school district priorities. Though there is support for occupational placement as a primary role of the school, there is little agreement about who should coordinate the services. However, most experts agree that all efforts need to be coordinated so that there is one comprehensive \ '..-4 x "i q; ..vu AHA. ... v“... . VU :+"':. i.‘. 53 placement system available to the students, and that placement services should be an integral part of the over- all educatinal program, built right into the curriculum. It is further agreed that school staff need both skills and information in order to deliver placement ser- vices to students, including information on students, job openings, workshops. They need skills in a wide variety of areas, e.g., how to deal with employers, how to relate job interests and job requirements, and how to relate to students. In conclusion, the following were consistently identified as high priority components in a comprehensive occupational placement service: 1. School district services for individuals in securing full-time, part-time, summer, and odd jobs. Services for all client groups including college-bound, vocational education, special needs, and dropout students, alumni, and all other people in the community. Orientation, assessment and preparation of persons for career planning, developing job openings, making resumes, taking interviews and self-placement. The distribution of information to employers about the students and a system for identi- fying available jobs for the students. 54 5. The provision of information relative to jobs, their availability, interviews, contact per- sons and general career information. 6. Job/student matching including direct referral and placement of students with employers. 7. Follow-up functions to gather data relative to the success of individuals getting, keeping, and advancing on a job. 8. Personnel qualified to provide comprehensive services. 9. Office provisions for job and student processing. 10. Community involvement of parents, students, employers in making recommendations relative to the operation of the service. 11. Sufficient funding from local, state and federal sources to operate the service. It was these general Operational components that formed the basis for the development and validation of the survey instrument used in this study. CHAPTER III METHODS AND PROCEDURES The purpose of this study was to determine, through the responses and opinions of principals repre- sentative of small, medium and large senior high schools in Iowa, the existence, effectiveness, and the esSential- ness of occupational placement service components within the major placement functions listed below: 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00 Client Groups Pre-Employment Job Development ~Occupational Information Job Placement Follow-up Personnel Office and Logistical Community Development Funding This chapter describes the methods and procedures that were used to gather and analyze the data required for the study. This chapter is divided into four parts: 55 56 1. Selection of the Sample; 2. Description of the Survey Instrument; 3. Methods of Collecting Data; and 4. Treatment of the Data. Selection of the Sample The population of this study consisted of all secondary school principals employed full—time in the state of Iowa. Subjects for this study were sought from small, medium and largensized senior high schools as listed by the Management Information Division, Department of Public Instruction, Des Moines, Iowa in the 1976-77 Iowa Educa- tional Directory (75). The Division provided identifica- tion numbers for all of Iowa's 450 senior high schools. Grouping by districts by size according to enrollment was established by a committee of educational research consultants from the major colleges and univer- sities in Iowa. The groupings were made with three criteria in mind: a sufficient number of districts for adequate comparison, an approximate similarity in enroll- ment, and a numerical grouping with whole number divisions (73). More specifically, the three size classifications and their enrollment ranges for this study are: a. Small-sized schools, enrollment 153-749; b. Medium-sized schools, enrollment 750-1999; and c. Large-sized schools, enrollment 2000 and up. f) (.1 'fl r! a: 57 A 25 percent stratified sample was selected by size classification using the IBM 3600 computer operated by the Applications Programming Laboratory at Michigan State university. The 112 senior high school principals representative of small, medium and large schools and all 15 area education agencies of Iowa, were selected as potential respondents, as outlined in Table 1. TABLE l.-Population and Sample Data. PogL: Nmflnr Nmfler K-12 District Number t Dist. Subjects Subjects % Enrollment Class Districts Per Class Sampled Responded Respondents Small 153-749 243 54.00 53 46 86.79 Medium 750-1999 147 34.67 32 25 78.13 Large 2000-up 60 13.33 27 24 88.89 Totals 450 100.00 112 95 84.82 Description of the Survey Instrument One instrument was utilized to gather data for this study. The instrument was developed by the researcher, using a list of 57 occupational placement components to Which the principals responded twice by checking (l) a five-item ”current component and effectiveness” scale ranging from ”Our school does not have this component“ to 'Our school does have this component and it is very Effective--it needs no improvement” and (2) a four-item Of! .0 0 e“: 58 "essentialness" scale ranging from "This component is neither desirable nor essential" to "This component is absolutely essential." A jury of 11 placement specialists representa- tive of geographically selected small, medium and large schools, the Iowa Department of Public Instruction and the Job Service of Iowa assisted in the face validation of the instrument. The instrument was further improved and piloted by three senior high school principals, each representing a school—size classification, before being sent to the sampled principals. Methods of Collecting Data Upon completion of the selection of the samples, a questionnaire and cover letter (see Appendix A) were sent to each potential respondent explaining the purpose of the study and solicited their participation. All participants were advised that the information received would be held in the strictest confidence and that no school would be identified by name in this study. Telephone calls were made and second copies of the ques- tionnaire were sent to those principals who failed to return the completed questionnaire. This procedure enabled the researcher to obtain returns from 84.82 percent (see Table 1) of the selected principals. 59 Treatment of Data After the completed questionnaires were received, the data contained was coded and prepared for transfer to key punched cards for computer analysis. Statistical treatment of the data was performed by the IBM 3600 com- puter at the Michigan State University Computation Center using the computer program Statistical Package for the Social Sciences (117). A chi-square test was used to test for a signifi- cant relationship (at alpha .05) between the principal's Opinions of component/s effectiveness, and their Opinions of how essential it is to provide the service component/s in their senior high schools. Chi—square was also used to provide descriptive data on the interrelationship of "effectiveness" and "essential- ness," i.e., (a) the components that didn't exist and the opinions of principals relative to their essentialness, (b) those components that did exist and principals believed to be equally effective as essential, (c) those existing components that principals believed to be more essential than effective, and (d) those existing components that principals believed to be more effective than essential. CHAPTER IV FINDINGS OF THE STUDY One hundred twelve senior high school principals were selected and requested to respond to a 57 component survey instrument on occupational placement services. Ninety-five principals or 84.82 percent of the population responded. See Table l. The data were analyzed in accordance with the purposes of the study, mainly, to determine through the responses and opinions of the principals, the following: 1. What occupational placement components are Offered by senior high schools in Iowa? 2. How effective are the existing occupa- tional placement components in the senior high schools of Iowa? 3. How essential is it to Offer occupational placement components in the senior high schools of Iowa? 60 61 The findings are reported in five sections. The first four sections are presented in this chapter and the last is Appendix B. 1. 3. 4. General findings of occupational placement services (see Table 2), determined existent or non-existent, and their essentialness as perceived by senior high school principals. Component essentialness in rank order (most essential to least essential) by computed mean, i.e., l.00-l.50—-neither desirable nor essential; l.51—2.50--desirable but not essential; 2.51-3.50—-essential; and 3.51-4.00--very essential. See Table 3. Current components and their level of effectiveness, in rank order (most effec- tive to least effective) by computed mean scores, i.e., l.00-l.50—-very ineffective; 1.51—2.50-neffective; 2.51-3.50n-effective; and 3.51-4.00--very effective. See Table 4. Essential components currently effective, i.e., components considered by principals to be 62 essential, existing and effective, i.e., equally effective and essential; essential, but ineffective or very ineffective, i.e., more essential than effective; or effective, but not essential, i.e., more effective than essential. See Table 5. Descriptive data (see Appendix B) on each com- ponent, i.e., a. the percentage of schools that don't have the component, and of those, the percen- tage Of principals who believe it is l. neither desirable nor essential; 2. desirable but not essential; 3. essential; or 4. very essential; and the percentage Of schools that have the component and the percentage of princi— pals who believe it is l. more essential than effective; 2. equally effective as essential; or 3. more effective than essential; and chi-square tests from which the descripe tive data described above and significance levels were drawn. 63 Findings of Occupational Placement Services, in General Of the responding principals, 66.9 percent do not haze occupational placement services in operation in their senior high schools. Of those, 13.0 percent are Of the Opinion that these services are neither desirable nor essential, while 30.6 percent believe that the services are desirable but not essential. However, 19.1 percent believe that the services are essential and 4.2 percent believe that the services are absolutely essential. See Table 2. The remaining 33.1 percent of the respondents d9 haze occupational placement services in their schools. Of those, 13.0 percent feel that the services are desir- able, essential, or absolutely essential for their students but believe they are ineffective or very ineffective as they exist. Further, 15.7 percent believe that the services are as effective as necessary, i.e., they need little or no improvement. However, 4.4 percent of the respondents feel that the services at their school are more effective than essential, i.e., though in their Opinion the services are operationally effective, the principals are not convinced that the services are an essential or absolutely essential function of their school. 64 TABLE 2.--Genera1 Findings for Respondents (N = 95). Percentage of Respondents Opinions Regarding Services 3 -g 13.0 Neither Deisrable nor Essential c>n ;:8 30.6 Desirable but not Essential w-I 66.9 '3 E. 19.1 Essential =3: 8 4.2 Absolutely Essential .8 m 13.0 More Essential than Effective was E55, 33.1 15.7 Equally Essential and Effective m 8"?) 4.4 Less Essential than Effective Table 3, on pages 65-71, provides a rank order listing of the mean scores of the 57 components, on the basis of essentialness, as perceived by the total sample. The asterisks indicate the level of significance, i.e., * .05 ** .01 *** .005 **** .001. Table 4, on pages 72-78, provides a rank order listing of the mean scores of the 57 components, on the basis of effectiveness, as perceived by only the portion Of the total sample that have operationalized specific placement service components. 65 TIBLE 3.--Component Essentialness--Rank Ordered. Oomonent Essentialness Number Description Rank Mean Level ****4.0l Up-to-date printed informa- 1 3.287 Essential tion about different types Of occupations. 2.03 Instructions for students on 2 3.256 Essential how to develop job openings, make resumes, take inter- views and place themselves. 2.02 Train students how to 3 3.221 Essential explore jab possibilities, develOp a tentative career plan, and begin acquiring the skills to implement their plans. a ***4.05 Sessions with students 4 2.938 Essential informing them Of the Career Information System of Iowa (CISI). ****5.05 A co-op 3%, where 5 2.892 Essential students spend part of their course working at a job related to the skills they are learning at your school. **2.04 The capacity to test 6 2.875 Essential students in specific jab- related skills to help them identify which skills to improve in order to meet job entry requirements. *4.02 An up-to-date list of avail- 7 2.873 Essential able jobs in your local area. ****4.06 Released time from school 8 2.829 Essential for field trips and ”on- the-job” experiences that give students first-hand exposure to jabs they are tentatively exploring. 66 TABLE 3.--Cbntinued. Cbmponent Number Description Essentialness Level ***7.08 ***7.09 ****4.04 ****1.04 **1.03 *3.03 3.05 10.02 ****5.06 Occupational placement services provided by personnel from the ggg_ Service of Iowa. Occupational placement ser- vices provided by the State voCational Rehabilitation Services. School-contacted local people available to discuss their respective occupations with interested students. Occupational placement ser- vices for special needs (disadvantaged, handicapped) students. Occupational placement ser- vices for vocational educa- tion students. A system for identifying available jobs and gather- ing, developing and distri- buting job descriptions to the students of your school. Regular visits by teachers and counselors to local employers to update their knowledge about the job-entry require- ‘ments being demanded of students. Monies for occupational place- ment services fromithe Iowa Department of Public Instruction. A work-study piggran, where students work part-time for the school or other non- profit institutions to enable them to earn mney so that they can complete their education. 10 12 13 14 15 17 2.805 2.772 2.765 2.741 2.714 2.704 2.695 2.613 2.598 Essential Essential Essential Essential Essential Essential Essential Essential Essential 67 TABLE 3L--continued. Cbmponent Number Description Essentialness Level ' ****3.02 ***3.04 10.03 ****4.08 ****7.04 ****6.01 6.05 Documented job-related information (physical, personality, interests, attendance, age, course work) on individual students of your school, available to employers upon approval by the student and parent. Occupational placement ser- vices provided by your guidance counselor/s. Specific materials or con- tacts that can prepare a student with information about an employer he or she is about to interview. Monies for occupational placement services from the Federal Government. Career days where employers talk to students about local job opportunities. Occupational placement ser- vices provided by a cooperative education coordinator. Gathering and reporting data relative to the success of students getting, keeping and advancing on a job, including the type of job, how obtained, type of cemr pany, length of time held, job satisfaction. An annual survey of graduates and their employers to deter- mine how the school's place- ment service could be improved. 18 19 20 21 22 23 25 2.568 2.556 2.545 2.493 2.476 2.475 2.456 2.455 Essential Essential Essential Desirable but not Essential Desirable but not Essential Desirable but not Essential Desirable but not Essential Desirable but not Essential 68 TABLE iir-Cbntinued. Cbmponent Essentialness Number Description Rank Mean Level **10.01 Monies for occupational 27 2.449 Desirable but placement services from not Essential local (school district) taxes. **** 6.02 Gathering and reporting of 27 2.449 Desirable but ratings of your school's not Essential jobvrelated preparation of students, by former students. 6.04 An annual survey of employers 27 2.449 Desirable but to determine what qualifica- not Essential tions they are looking for in the students they accept. 2.01 A.handbook or guide for stu- 29 2.446 Desirable but dents and parents describing not Essential the school's occupational placement services and how to use them. ** 1.01 Occupational placement ser- 30 2.440 Desirable but vices for general educatigg. not Essential students (those not enrolled in college or vocational preparatory'programs). **** 5.02 Services for students to 31 2.422 Desirable but secure regularly scheduled not Essential part-time jobs. **** 5.04 Services for students to 32 2.410 Desirable but secure summer‘jobs. not Essential. ** 7.07 Occupational placement ser- 33 2.382 Desirable but vices provided by personnel not Essential fromxthe‘égea Vbcational Technical School andlgr Communityfcollegg, **** 3.06 Regular visits by a school 34 2.373 Desirable but representative to employers not Essential who have not recently hired your students to try to reverse the situation. 69 TABLE 3.--Gontinued. Component Essentialness Number Description Rank Mean Level 9.03 Regular meetings with 35.5 2.372 Desirable but employers regarding needed not Essential curriculum changes in the school's occupational placement services. * 3.01 A public information sheet 35.5 2.372 Desirable but designed to inform employers not Essential about the quality of your school's training programs. **** 4.07 Regular visits to your school 37 2.370 Desirable but by recent alumni to speak to not Essential students and faculty about their school placement and job experiences. 1.05 Occupational placement ser- 38 2.342 Desirable but vices for dropzouts from. not Essential your school. 9.01 An advisory committee, includ- 39 2.321 Desirable but ing recent graduates and not Essential employers that make recom- mendations to the school about how to improve the occupa- tional services. **** 5.03 Services for students to 40 2.282 Desirable but secure odds obs. not Essential **** 5.01 Services for students to 41 2.266 Desirable but secure full-time jobs after not Essential termination or graduation from your school. 2.05 Annual meetings designed to 42 2.247 Desirable but teach child labor laws to not Essential all people connected with student placement, including students. **** 1.02 Occupational placement ser- 43 2.244 Desirable but vices for collegg-bound students. not Essential TABLE 3. --Continued. component Essentialness Number Description Rank Mean Level **** 4.03 School-scheduled interviews 44 2.216 Desirable but for students by employers not Essential at your school. **** 8.02 Part-time (before and/or 45 2.203 Desirable but after school) occupational not Essential placement services during the school year. 9.02 Regular meetings with parents 46 2.192 Desirable but in order to involve them in not Essential the school's occupational placement services activities. 8.01 Maintenance of office, phone, 47 2.186 Desirable but secretarial and clerical help not Essential for job and student informa- tion processing for occupational placement. **** 6.03 A follow-up interview service 48 2.158 Desirable but that is responsible for help- not Essential ing students stay on a job or change their career plans. 7.05 Occupational placement ser- 49 2.149 Desirable but vices provided by your not Essential gpegially designated place- ggnt coordinatgg. *** 8.04 Part-time occupational place- 50 .2.097 Desirable but ment services durigg the not Essential gggmer months. ** 8.03 Pull-time (all day) occupa- 51 2.083 Desirable but pational placement services not Essential during the school yeag, "I" 7.06 Occupational placement ser- 52 2.027 Desirable but vices provided by personnel not Essential from.the Area Educatigg m- *** 8.05 Pull-time occupational place-' 53 1.959 Desirable but ment services during the summer'months. not Essential 71 TABLE 3.--Continued. component Essentialness Number Description Rank Mean Level **** 1.06 Occupational placement ser- 54 1.976 Desirable but vices for alumni seeking not Essential placement help in your community. **** 7.01 Occupational placement ser- 55 1.922 Desirable but vices provided by your not Essential teachers. **** 7.03 Occupational placement ser- 56 1.907 Desirable but vices provided by you not Essential princial. **** 1.07 Occupational placement ser- 57 1.630 Desirable but vices for all people in the not Essential commmnity seeking placement help. « * .05 level ** .01 level *** .005 level ***O .001 level 72 TABLE 4.--Current Components and Their Effectiveness--Rank Ordered. component Number Description Rank Mean Effectiveness Level ****4.01 2.03 ****4.05 2.02 eeee4_06 ***7.09 eeee4_o4 ****6.01 Up-to-date printed informa- tion about different types of occupations. Instructions for students on how to develop job openings, make resumes, take inter- views and place themselves. Sessions with students inform- ing them of the Career Information System of Iowa (CISI). Train students how to explore job possibilities, develop a tentative career plan, and begin acquiring the skills to implement their plans. Released time from school for field-trips and 'on-the-job' experiences that give stur dents first-hand exposure to jobs they are tentatively exploring. Occupational placement ser- vices provided by the State vocational Rehabilitation Services. School-contacted local people available to discuss their respective occupations with interested students. Gathering and reporting data relative to the success of students getting, keeping and advancing on a job, including the type of job, how’obtained, type of com- pany, length of time held, job statisfaction. 3.660 3.511 3.447 3.432 3.106 2.851 2.755 Very Effective Very Effective Effective Effective Effective Effective Effective Effective 73 TABLE 4.--Continued. component Number Description Rank Effectiveness Level **** 5.05 A co-op program, where stu— 9 dents spend part of their course working at a job related to the skills they are learning at your school. ** 2.04 The capacity to test students 10 in specific job-related skills to help them identify which skills to improve in order to meet job entry requirements. *** 7.02 Occupational placement ser- ll vices provided by your guidance counselor4_. **** 5.04 Services for students to 12 secure summer jobs. **** 5.06 A work-study program, where 13 students work part-time for the school or other non- profit institutions to enable them to earn money so that they can complete their education. **** 5.03 Services for students to 14 toaecure m- **** 4.08 Career days where employers 15 talk to students about local job opportunities. *** 7.08 Occupational placement ser- l6 vices provided by personnel from.the Job Service of Iowa. 2.05 Annual meetings designed to 17 teach child labor laws to all people connected with student placement, including students. **** 5.02 Services for students to 18 secure regularly scheduled pert-time jobs. 2.723 2.705 2.527 2.457 2.368 2.362 2.309 2.783 2.237 2.191 Effective Effective Effective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective 74 TABLE 4.--Continued. Component Number Description Rank Effectiveness Level **** 3.02 * 4.02 * 3.03 **** 4.07 ** 1.03 **** 1.04 **** 7.04 3.05 **** 1.02 Documented jobPrelated infor- l9 mation (physical, personality, interests, attendance, age, course work) on individual students of your school, available to employers upon approval by the student and parent. An up-to-date list of avail- 20 able jobs in your local area. A system for identifying avail- 21 able jobs and gathering, developing and distributing job descriptions to the students of your school. Regular visits to your school 22.5 by recent alumni to speak to students and faculty about their school placement and job experiences. Occupational placement ser- 22.5 vices for vocational educa- tion students. Occupational placement ser- 24 vices for gpecial needs (disadvantaged, handicapped) students. Occupational placement ser- 25 vices provided by a coopera- tive education coordinator. Regular visits by teachers 26 and counselors to local employers to update their knowledge about the jobc entry requirements being demanded of students. Occupational placement ser- 27.5 vices for college-bound students. 2.140 2.097 2.043 2.032 2.032 1.968 1.935 1.872 1.840 Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective 75 TABLE 4e --Oontinued. component Number Description Rank Effectiveness Level *i *it **** iii. *fiti tit. *it. 1.01 7.07 3.04 8.02 5.01 7.03 6.02 3.06 Occupational placement ser- 27.5 vices for general education students (those not enrolled in college or vocational preparatory programs). Occupational placement ser- 29 vices provided by personnel from the Area Vocational Technical School and/or Community_Collegg, Specific materials or contacts 30 that can prepare a student with information about an employer he or she is about to interview. Part-time (before and/or after 31 school) occupational placement services during the schogl 28 . Services for students to 32 secure full-time jobs after termination or graduation from your school. Occupational placement ser- 33 vices provided by you, the principal. Gathering and reporting of 34 ratings of your school's job-related preparation of students, by former students. Regular visits by a school 35 representative to employers who have not recently hired your students to try to reverse the situation. 1.840 1.806 1.763 1.648 1.602 1.533 1.527 1.511 Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective Ineffective 76 TABLE 4 .--Continued. component Effectiveness Number Description Rank Mean Level **** 1.06 Occupational placement ser- 36 1.479 Very vices for alumni seeking Ineffective placement help in your community. **** 7.01 Occupational placement ser- 37 1.473 Very vices provided by your Ineffective teachers. 1.05 Occupational placement ser- 38 1.457 very vices for drop-outs from. Ineffective school. ' *** 8.04 Part-time occupational place- 39 1.407 very ment services during the Ineffective suuner months . **10.01 Monies for occupational 40 1.387 very placement services from. Ineffective local (school district) taxes. *** 7.06 Occupational placement ser- 41 1.372 Very vices provided by personnel Ineffective from the Area Education Am- 8.01 Maintenance of office, phone, 42 1.352 very secretarial and clerical help Ineffective for job and student informa- tion processing for occupa- tional placement. **** 1.07 Occupational placement ser- 43 1.351 very vices for all people in the Ineffective coununity seeking placement help. **** 4.03 School-scheduled interviews ' 44 1.333 very for students by employers at Ineffective your school. **** 6.03 A follow-up interview’service ‘45 1.315 Very that is responsible for help- Ineffective ing students stay on a job or change their career plans. 77 TABLE 4o--Continued. Component Effectiveness Number Description Rank Mean Level 6.05 An annual survey of graduates 46 1.312 Very and their employers to deter- Ineffective mine how the school's place- ment service could be improved. *** 8.05 Full-time occupational place- 47 1.250 Very ment services during the Ineffective summer months. - 6.04 An annual survey of employers 49 1.247 Very to determine what qualifica- Ineffective tions they are looking for in the students they accept. 10.03 Monies for occupational place- 49 1.247 very ment services from the Ineffective Federal Government. 10.02 Monies for occupational place- 49 1.247 very ment services from the Iowa Ineffective Department of Public Instruc- tion. ** 8.03 Full-time (all day) occupa- 51 1.228 very tional placement services Ineffective duringithe school year. 7.05 Occupational placement ser- 52 1.181 Very vices provided by your Ineffective gpecially designated place- ment coordinator. 9.03 Regular meetings with employers 53 1.170 very regarding needed curriculum Ineffective changes in the school's occupa- tional placement services. * 3.01 A public information sheet 54 1.161 Very designed to inform employers Ineffective about the quality of your school's training programs. 78 TABLE 4.--Continued. Component Effectiveness Number Description Rank Mean Level 9.02 Regular meetings with parents 55 1.149 Very in order to involve them in Ineffective the school's occupational placement services activities. 2.01 A handbook or guide for 56 1.140 Very students and parents describ- Ineffective ing the school's occupational placement services and how to use them. 9.01 An advisory committee, includ- 57 1.138 very ing recent graduates and Ineffective employers that make recommenda- tions to the school about how to improve the occupational services. * .05 level ** .01 level *** .005 level **** .001 level 79 Tnu5.--Essential Components Currently Effective. Component Essentialness Component Effectiveness N I 95 Level Rank Component Numbers Component Numbers Rank bevel (See Table 2) (See Table 3) Percent of without Absolutely Very Couponents Essential 2 Effective 11.2 2.51-4.00 1 3 2.51-3.50 5.8 Essential 2 4 Effective 9.3 3 5 13.6 4 6 39.8 5 7 32.9 6 8 46.8 7 9 22.0 8 (E) 10 46.8 9 7.08 11 30. 4 10 ® I 25. 9 11 ® I 66.7 12 1.04 I 61.9 13 1.03 I 51.9 14 3.03 57.3 15 3.05 I 90.7 16 10.02 I 47.6 17 5.06 I 57.5 18 3.02 I 37.0 19 ® I 61.8 20 3.04 I + Desirable but to 10.03 to 1.07 5.04 to 3.06 to not Essential 57 l 34 Ineffective 1.00-1.50 I 1.00-1.50 Neither I 35 Very Desirable None 1.06 to 9.01 to Ineffective Nor 54 Essential CHAPTER V CONCLUSIONS, SUMMARY, RECOMMENDATIONS AND REFLECTIONS This chapter is presented in four major sections: conclusions, summary, recommendations, and reflections. Conclusions are offered pertaining to: 1. The Co research hypothesis, in reference to all 57 placement components combined, and each of the 57 components individually. general population and inferences for number of schools who do not provide services, provide services that are less effective than essential, provide services that are as effective as necessary, and provide services that are more effective than necessary. Component essentialness, in reference to a. b. the population, and placement components. 80 81 4. Component effectiveness, in reference to a. the population, and b. placement components. 5. The interrelatedness of component essential- ness and effectiveness. The summary is a general overview of the conclusions. Recommendations are offered relative to 1. Future studies, 2. Model design and exemplary programs, 3. Implementation in schools, 4. Curricula offerings, and 5. Leadership deve10pment. Reflections are personal observations, based on the study data. Conclusions Pertainin to the Research HypoEHesis The research hypothesis, proposed to test the signi- ficance of the findings, stated that there would be a significant relationship (at the .05) level between the principal's Opinions of component/s effectiveness and their opinions of how essential it is to provide the service component in their senior high schools. More specifically, the null hypothesis is: 82 There will not be a significant relationship between the principal's opinions of com- ponent/s effectiveness, and their opinions of how essential it is to provide the service component/s in their senior high schools. Alpha level .05. This hypothesis was tested with (a) all 57 compo- nents combined, to determine overall significance, and with (b) each of the 57 components to determine their individual significance. With a computed chi-square significance level of .1628 for all 57 components combined, the null hypothesis was accepted at the .05 alpha level. Therefore, it was concluded that there was no significant relationship between the principals' opinions of component effectiveness and essentialness. However, the null hypothesis was rejected for 42 of the 57 individual components that reached a .05 or greater level of significance. The components that did not reach a .05 alpha level were 1.05, 2.02, 3.05, 6.05, 8.01, 9.01, 6.04, 2.01, 7.05, 2.05, 2.03, 10.03, 9.02, 10.02 and 9.03. For these 15 components, the hypothesis was accepted and it was concluded that there was no signi- ficant relationship between the principals' opinions of component effectiveness and essentialness. See Table 3 or Table 4 for the significance level for each component. 83 Pertaining to the Population It can be inferred from the opinions of the prin- cipals that, of Iowa's 450 senior high school population, --nearly seven out of ten (66.9%), or two thirds, do not provide occupational placement services; ——slightly more than one out of ten, or 13.0 percent, are providing services that are considered less effective than essential, i.e., they need considerable improvement; --approximately two out of ten, or 15.7 percent, provide services that are as effective as essential, i.e., they need little or no improvement; --less than one out of ten, or 4.4 percent, are providing services that are more effective than essential. In reference to the 57 components, principals considered that --none of the components were considered neither desirable nor essential, --37, or 64.9 percent, were considered desirable but not essential, --20, or 35.1 percent, were considered essential, --none of the components were considered to be absolutely essential. 84 Pertaining to Component Effectiveness In reference to the population --nearly seven out of ten principals (66.9%) do not provide the services, therefore there was no opinion on effectiveness by that group, --far less than one out of ten, or 3.3 percent, provide very ineffective services. --one out of ten, or 10.2 percent, provide ineffective services --nearly two out of ten, or 16.3 percent, provide effective services, --far less than one out of ten, or 3.3 percent, provide very effective services. In reference to the 57 components, principals perceive that --22, or 38.6 percent, were considered 2251 ineffective, -—24, or 42.1 percent, were considered ineffective, --nine, or 15.8 percent, were considered effective, --two, or 3.5 percent, were considered very effective. Pertaining to_the Interrelatedness of Component Essentialness and’ Effectiveness From the data in Table 5, it is concluded that, in the opinions of the principals 85 --none of the 57 components are absolutely essential, --20 components were deemed essential, and of those 20 -—ten are currently in operation at an effective or very effective level, —-Of the remaining components, --ten are considered essential but at present are Operating at an ineffective or very ineffective level, --all other components are desirable but not essential or neither desirablenor essential. It is also concluded that the principals are of the opinion (see Table 5, Component Essentialness column) that the following 20 components are the only components esen- tial to occupational placement services in Iowa‘s senior high schools, at this time. These components are numbered 4.01, 2.03, 2.02, 4.05, 5.05, 2.04, 4.02, 4.06, 7.08, 7.09, 4.04, 1.04, 1.03, 3.03, 3.05, 10.02, 5.06, 3.02, 7.02, and 3.04. The component effectiveness column of Table 5 indicates that eleven of the components, that are deemed essential, already exist and are as effective as necessary. These components are numbered 4.01, 2.03, 4.05, 2.02, 4.06, 7.09, 4.04, 6.01, 5.05, 2.04 and 7.02. The first four components, ranked as effective and essential, are non- existent in approximately ten percent of the senior high 86 schools. The remaining six, deemed effective and essen- tial, are non-existent in approximately 31.3 percent Of the schools. Therefore, it can be concluded that only the ten remaining (uncircled) components are in need, in the Opinions Of the principals, Of deve10pment at this time. More specifically, those components identified for development by the principals are number 4.02, 7.08, 1.04, 1.03, 3.03, 3.05, 10.02, 5.06, 3.02, and 3.04. Summary The majority (two-thirds) Of the senior high school principals in Iowa believe that occupational placement services are an essential and desirable function Of their schools. However, one-tenth Of the principals believed the services to be absolutely essential, and in contrast, about one-fifth Of them believed that the services were neither desirable nor essential. Only one-third Of Iowa's senior high schools provide occupational placement services Of some form and, Of those, one-half Of them are as effective, in the principals' Opinion, as necessary. The principals are Of the Opinion, at this time, that one-third Of the placement components identified for the study are essential for implementation in their schools. However, they are Of the Opinion that all com- ponents are desirable. 87 Recommendations Based upon the preceding review Of the literature, the findings Of the study, and subsequent conclusions, the following recommendations are made: 1. Determine differences, as perceived by principals, between the roles Of small, medium, and large senior high schools Of Iowa in occupational placement. Further validate the components Of this study with persons who have expertise in Oscupational placement services in small, medium and large senior high schools. After further validation Of the components, the Iowa Department Of Public Instruction should expand their role into the develop- ment Of exemplary, transferable, comprehen- sive occupational placement services, for small, medium and large schools. Determine the degree Of effectiveness and essentialness Of occupational placement services in the senior high schools within the boundaries Of each Of Iowa's 15 area education agencies (AEA's) and provide the AEA's with base data for the implementation Of educational in-services and public awareness programs. It 88 Provide in-service awareness programs on occupational placement services for senior high school principals. Bolster the ineffective, but deemed essential, occupational placement service components, mainly, the 20 components identified as essen- tial in the study. Provide curricula Offerings for leadership development programs that stress competencies in the concepts, implementation, Operation, and evaluation Of occupational placement programs. Conduct additional studies Of this nature tO identify the specific behavioral competencies Of occupational placement service leadership personnel. Reflections is the Opinions and suggestions Of the researcher that: 1. Placement programs for Iowa's senior high schools should be implemented in three phases. These phases would reflect, repeatedly, a basic, full or comprehensive program. 89 Phase I--Basic Program. Bolster the eleven placement service components considered currently effective and essential (see Table 5, Component Effectiveness column) in approximately one-third Of the schools, tO an effective level in the remaining two-thirds Of the schools. Phase II--Full Proggam. Develop, in addition to the Basic Program, the nine components considered essential, but currently ineffective in all schools. (See uncircled component numbers in Table 5, Component Essentialness column.) Phase III--Comprehensive Prggram. Develop, in addition to the Full Program, the remaining 37 components, deemed desirable but not essen- tial (see Table 3), in individual school districts that desire tO implement such service components. Basic Operational procedures should be identi- fied and budgets developed for each Of the 57 components,relative to its implementation. With the data, available as a result Of accomplishing the two previous suggestions, cost projections should be made for the implementation Of Basic, Full, and 90 Comprehensive Programs for individual school districts that desire such services. With the data, cost projections should be made for the implementation Of Basic, Full, and Comprehensive Programs for all schools in the State Of Iowa. Based on surprisingly gOOd cooperation by and reaction from the responding principals during the survey, placement services are considered tO be a viable curriculum component. Placement services, considered a viable curri- culum component, deserve funding consideration by policy-makers in Iowa. If funding for the implementation Of placement services is considered, the data Of this study provides a base. APPENDICES APPENDIX A SURVEY INSTRUMENT: A STUDY OF OCCUPATIONAL PLACEMENT SERVICES PROVIDED BY SENIOR HIGH SCHOOLS IN IOWA 91 iflt. III] Anus, Iowa 50010 J.» I r J 1080 SW Wivefsfig of Science and Technology College of Education Industrial Education Telephone 515294-1033 Date: February 12, 1977 To: Senior High School Principals in Iowa From: Richard M. Libby, Assistant Professor Department of Industrial Education Iowa State University Ales, Iowa 50011 Dear Colleague: I would appreciate your assistance in completing a study to determine the current status of occupationalpplacement services in the senior hi h schools in Iowa.’—Because Of your leadership and decisiOn-mak ng rOIe, we would like your Opinions of he! essential it is that senior high schools Offer this service. fibre specifically, we seek your responses regarding theAIOIlowing: (1) What occupational placement services are Offered? (2) How effective, in your opinion, are the existing services? (3) How essential do you think it is to Offer these services? Attached is aresponse instrument enclosed in a stamped, return envelope listing identified "ideal" components of an occupational placement service. These components were identified as a result Of two years of research Of outstanding senior high school placement programs in the United States. Your response to this stud will provide us with base-data from which we can develop mode programs. if deemed essential, for senior high schools Of various sizes in Iowa. Obviousl , as with any study, a prompt res onse would be a reciated, preferany‘ by March 1. p pp I thank you for your efforts and would be happy to provide the results upon request. 92 a s run 7 or Down 1mm Pucsu 5n 1 Sea was: . PROVIDED 8 Y SENMR HIGH 3' 000013 III I 0 WA ammo M. 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Very 0 0 0 100.0 1.2 Effective 0 0 0 14-3 0 O O 1.2 Total 8.3 47.6 35.7 8.3 100.0 Raw Chi-square 26-80036 Degrees of Freedom 12 Number Missing Observations 11 Significance ~0083 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 104 Findings for Placement Component No. 1.02: Occupational Placement ServiCes for Colle e-Bound Students Of the responding principals, 65.9 percent do not haze this occupational placement service component in operation in their senior high schools. Of those, 25.9 percent believe that this component is neither desirable nor essential and.57.4 percent believe that it is desirable but not essential. However, 14.8 percent believe that it is essential and.l.9 percent feel that it is absolutely essential. See Table 32. The remaining 34.1 percent of the respondents 23 haze this component Operationalized in their schools. Of those, 12.2 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 13.4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 8.5 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0003 , it is concluded that there was a significant relationship between occupational placement component essentialness and effectiveness. 2'13: 5 ‘nmwnmw‘ him.“ 105 TABLE 32--Chi-Square Test for Component No. 1.02: Placement Services for college-Bound Students. Occupational l. 2. 3. 4. Count Neither 'Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tet Pct Essential Essential Essential Essential Total 14 31 8 1 54 1. no 25.9 57.4 14.8 1.9 65.9 Component 100.0 75.6 40.0 14.3 17.1 37.8 9.8 1.2 ~4——~ 2 V O 1 l 0 2 ' tergf _ o 50.0 50.0 0 2.4 tzje °° o 2.4 5.0 0 = O > 1.2 > 1.2 0 0 2 3 0 5 3. Ineffec- 0 40.0 60.0 0 6.1 tive O 4.9 15.0 0 < 0 = 2.4 > 3.7 0 O 7 8 5 20 0 35.0 40.0 25.0 24.4 4' Effective 0 17.1 40.0 71.4 < 0 < 8.5 = 9.8 6.1 O O 0 l 1 5. very 0 O 0 100.0 1.2 Effective 0 O O 14.3 < 0 ‘< O < 0 1.2 Column 14 41 20 7 82 Raw Chi-square 36.33519 Degrees of Freedom 12 Number Missing Observations 13 Significance -°°°3 Legend: > More essential than effective ' Equally essential and effective < Less essential than effective 106 Findings for Placement Component No. 1.03: Occupational Placement Services for Vocational Education Students Of the responding principals, 61.9 percent do not ha!g_this occupational placement service component in operation in their senior high schools. Of those, 9.6 percent believe that this component is neither desirable nor essential and 44.2 percent believe that it is desirable but not essential. However, 36.5 percent believe that it is essential and 9.6 percent feel that it is absolutely essential. See Table B3. The remaining 38.1 percent of the respondents d9 haze this component operationalized in their schools. Of those, 14.3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 20.2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 3-6 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0082, it is concluded that there ‘was a significant relationship between occupational placement component essentialness and effectiveness. 107 TABLE B3--Chi-Square Test for Component No. 1.03: Occupational Placement Services for Vocational Education Students. l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 5 23 19 5 52 1. No 9.6 44.2 36.5 9.6 61.9 Component 100.0 79.3 54.3 33.3 6.0 27.4 22.6 6.0 0 3 4 l 8 2' :::¥fec_ 0 37.5 50.0 12.5 9.5 tive 0 10.3 11.4 6.7 = 0 > 3.6 > 4.8 > 1.2 O 3 12 7 22 3. Ineffec- 0 13.6 54.5 31.8 26.2 tive O 10.3 34.3 46.7 < 0 = 3.6 > 14.3 > 8.3 0 O O 2 2 , 0 O 0 100.0 2.4 4. Effective 0 0 0 13.3 < O < 0 = 0 > 2.4 O 0 O O 0 5. very 0 0 O 0 0 Effective 0 O O 0 ‘< 0 .< 0 < O = 0 Column 5 29 35 15 84 Tbtal 6.0 34.5 41.7 17.9 100.0 Raw Chi-square 22 . 22300 Degrees of Freedom 9 Number Missing Observations 11 Significance ~0082 Legend : > More essential than effective 3 Equally essential and effective < Less essential than effective '. (D 108 Findings for Placement Component No. 1.04: Occupational Placement Services for Special Needs (disadvantaged, handicapped) Students Of the responding principals, 66.7 percent do not h§!§_this occupational placement service component in operation in their senior high schools. Of those, 11.1 percent believe that this component is neither desirable nor essential and 42.6 percent believe that it is desirable but not essential. However, 37.0 percent believe that it is essential and 9.3 percent feel that it is absolutely essential. See Table B4. The remaining 33.3 percent of the respondents g9 haze this component Operationalized in their schools. Of those, 13.6 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 18.5 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1-2 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0006, it is concluded that there 'was a significant relationship between occupational placement component essentialness and effectiveness. 109 TABLE Bd--Chi-Square Test for Component No. 1.04: Placement Services for Special Needs (disadvantaged, handicapped) Students. Occupational l. 2. 3. 4. Count Neither Row. Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 6 23 20 5 54 1. No 11.1 42.6 37.0 9.3 66.7 Component 100.0 95.8 55.6 33.3 7.4 28.4 24.7 6.2 0 0 1 0 1 2' Very o 0 100.0 0 1.2 Ineffec- tive 0 0 2.8 0 0 o 1.2 > 0 0 l 4 0 5 3. Ineffec- 0 20.0 80.0 0 6.2 tive 0 4.2 11.1 0 0 1.2 4.9 > 0 0 0 10 6 l6 . O 0 62.5 37.5 19.8 4. Effective 0 0 27.8 40.0 o 0 = 12.3 > 7.4 0 0 1 4 5 5- Very 0 0 20.0 80.0 6.2 Effective 0 O 2.8 26.7 0 0 1.2 4.9 Column 24 36 15 81 Total 7.4 29.6 44.4 a 18.5 100.0 Raw Chi-square 34.29667 Degrees of Freedom 12 Number Missing Observations 14 Significance ~0006 Le98nd: > More essential than effective = Equally essential and effective < Less essential than effective 110 Findings for Placement Component No. 1.05: Occupational Placement Services for Drop-Outs from Your School Of the responding principals, 78.5 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 21.0 percent believe that this component is neither desirable nor essential and 41.9 percent believe that it is desirable but not essential. However, 30.6 percent believe that it is essential and 6.5 percent feel that it is absolutely essential. See Table BS, The remaining 21.5 percent of the respondents g9 have this component Operationalized in their schools. Of those, 11.4 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it eXiSts. Further, 7.6 percent believe that this component is as effective as necessary, i.e., it needs little if any J‘Ir‘E-’3|=‘C>vement. However, 2.5 percent of the respondents feel that this component is more effective than essential, 1 ° e - , though it is operationally effective they are not c - . . . . onvlnced 1t 18 an essential or absolutely essential func- t 9 ion of their school. With a chi-square test significance of .0501 , it is . . . . . C=<3r1c1uded that there was nota Sign1f1cant relationship be 1:""ee11 occupational placement component essentialness an d e ffectiveness . 111 TABLE BS--Chi-Square Test for Component No. 1.05: Placement Services for Drop-Outs from Your School. Occupational 1. 2. 3. 4. count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 26 19 4 62 1. No 21.0 41.9 30.6 6.5 78.5 Component 100.0 81.3 67.9 66.7 16.5 32.9 24.1 5.1 0 1 0 O l 2. V ery 0 100.0 0 0 1.3 Ineffec- tive 0 3.1 0 0 0 1.3 0 > O 0 3 7 1 11 3. Ineffec- 0 27.3 63.6 9.1 13.9 tive O 9.4 25.0 16.7 0 3.8 8.9 > 1.3 2 2 2 0 4 . O 50.0 50.0 0 5.1 4. Effective 0 6.3 7.1 0 0 2.5 2.5 > O 0 0 0 1 l 5. very 0 0 0 100.0 1.3 Effective 0 0 0 16.7 0 0 0 = 1.3 Column 13 32 28 6 79 Total 18.5 40.5 35.4 7.6 100.0 Raw Chi-square 21.01833 Degrees of Freedom 12 Number Missing Observations 16 Significance -0501 Legend: > More essential than effective Equally essential and effective < Less essential than effective 112 Findings for Placement Component No. 1.06: Occupational Placement Services for Alggg;_5eeking Placement Help in Your Community Of the responding principals, 80.2 percent do not heze this occupational placement service component in operation in their senior high schools. Of those, 40.0 percent believe that this component is neither desirable nor essential and 44.6 percent believe that it is desirable but not essential. However, 15.4 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table 86. The remaining 19.8 percent of the respondents 99 heze this component operationalized in their schools. Of those, 5-2 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 6-2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 7.4 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there *was a significant relationship between occupational placement component essentialness and effectiveness. 113 TABLE B6--Chi-Square Test for Component No. 1.06: Placement Services for Alumni Seeking Placement Help in Your Community. Occupational 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 26 29 10 0 65 1. No 40.0 44.6 15.4 0 80.2 Component 100.0 80.6 55.6 0 32.1 35.8 12.3 0 0 1 1 O 2 2' :izgfec_ 0 50.0 50.0 0 2.5 tive O 2.8 5.6 O O 1.2 1.2 > O O l 3 O 4 3. Ineffec- 0 25.0 75.0 0 4.9 tive 0 2.8 16.7 0 0 1.2 3.7 > 0 0 5 3 0 8 , 0 62.5 37.5 0 9.9 4. Effect1ve 0 13.9 16.7 0 O 6.2 3.7 > O 0 0 l 1 2 5. very O O 50.0 50.0 2.5 Effective 0 0 5.6 100.0 0 0 1.2 = 1.2 Column 26 36 18 1 81 Total 32.1 44.4 22.2 1.2 100.0 Raw Chi-square 56.34087 Degrees of Freedom 12 Number Missing Observations 14 Significance .0000 Legend: > More essential than effective ‘ Equally essential and effective < Less essential than effective 114 Findings for Placement Component No. 1.07: Occupational Placement Services for Al Peeple in the Commupitz Seeking Placement Help Of the responding principals, 35,2 percent do not Qeze this occupational placement service component in operation in their senior high schools. Of those, 59q4 percent believe that this component is neither desirable nor essential and 33,3 percent believe that it is desirable but not essential. However, 7.2 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B7. The remaining 14.8 percent of the respondents Qe heze this component operationalized in their schools. Of those, 3.7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 6.2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 4.9 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there was a significant relationship between occupational placement component essentialness and effectiveness. 115 TABLE B7--Chi-Square Test for Component No. 1.07: Occupational Placement Services for All People in The Community Seeking Placement Help. 1. 2. 3. 4. Count Neither ROW' Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 41 23 5 O 69 1. No 59.4 33.3 7.2 0 85.2 Component 95.3 88.5 45.5 0 50.6 28.4 6.2 0 l 0 1 0 2 O V r 2 e y 50.0 0 50.0 0 2.5 Ineffec- tive 2.3 O 9.1 0 1.2 0 1.2 0 1 1 2 O 4 3. Ineffec- 25.0 25.0 50.0 0 4.9 tive 2.3 3.8 18.2 0 1.2 1.2 2.5 0 0 2 2 0 4 . O 50.0 50.0 0 4.9 4. Effect1ve 0 7.7 18.2 0 0 2.5 2.5 0 0 0 l l 2 5. Very O 0 50.0 50.0 2.5 Effective 0 0 9.1 100.0 0 0 1.2 1.2 Column 43 26 ll 1 81 Total 53.1 32.1 13.6 1.2 100.0 Raw Chi-square 59.34234 Degrees of Freedom 12 Number Missing Observations 14 Significance .0000 Legend: > More essential than effective ll Equally essential and effective < Less essential than effective 116 Findings for Placement Component No. 2.01: A Handbook or Guide for Students and Parents Describing the SchoolTs' Occupational Placement Services and How to Use Them Of the responding principals, 91.9 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 14.7 percent believe that this component is neither desirable nor essential and 44-1 percent believe that it is desirable but not essential. However, 27.9 percent believe that it is essential and 13.2 percent feel that it is absolutely essential. See Table BS. The remaining 8.1 percent of the respondents 99 have this component Operationalized in their schools. Of those, 6-7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it eIntsllsts. Further, 1.4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents 5981 that this component is more effective than essential, i- e - , though it is operationally effective they are not Convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .2296, it 13 Concluded that there is not a significant relationship 1:) . . etween occupational placement component essentialness a . “6 effectiveness . 117 TABLE 138 --Chi-Square Test for Component No. 2.01: for Students and Parents Describing the School's Occupational Placement Services and How to use Them. A Handbook or Guide l. 2. 3. 4. Count Neither Row Pct Desirable Desirable C231. Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 10 30 19 9 68 1- No 14.7 44.1 27.9 13.2 91.9 Component 100.0 96.8 82.6 90.0 13.5 40.5 25.7 12.2 2 ’ very 8 100 0 g g i 4 Ineffec- 3' 2 0 ‘ 0 ° ‘txlve O ' = 0 > 1.4 > O > 0 O 0 3 0 3 33- Ineffec- O 0 100.0 0 4.1 tive 0 0 13.0 0 < 0 = 0 > 4.1 > O 0 0 1 1 2 4. Eff t- 0 0 50.0 50.0 2.7 ec we 0 0 4. 3 10.0 5. Very Effective < < < z Colllrnn 10 31 23 10 74 Total 13.5 41.9 31.1 13.5 100.0 \ 3:" Chi-square 11. 71952 grees of Freedom 9 Si . ’7 Mdssing Observations 21 gr‘lficance .2296 >- More essential than effective ‘P Equally essential and effective -< Less essential than effective 118 Findings for Placement Component No. 2.02: Train Students How to Explore36b Possibilities, Develop a Tentative Career Plan, and Begin Acquiring the Skills to Implement Their Plans Of the responding principals, 9.3 percent do not liarve this occupational placement service component in ()pmeration in their senior high schools. Of those, 12.5 p>ezrcent believe that this component is neither desirable ric>1r essential and 12.5 percent believe that it is desirable IDth: not essential. However, 50.0 percent believe that it :15; (essential and 25.0 percent feel that it is absolutely essential. See Table 39, The remaining 90.7 percent of the respondents g9 Zléijzge this component operationalized in their schools. Of ‘t11<:>se, 38.5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it e31. Pct Nor But not Absolutely Row irth: Pct Essential Essential Essential Essential Total 1 l 4 2 8 1.- DR) 12.5 12.5 50.0 25.0 9.3 Component 100 . 0 16 . 7 7 . 7 7 . 4 1.2 1.2 4.7 2.3 ‘2'. ‘Vfiary 0 l l 1 3 itiieffec- 0 33.3 33.3 33.3 3.5 tive 0 16.7 1.9 3.7 = O > 1.2 > 1.2 > 1.2 O 2 9 3 l4 3. Ineffec- 0 14.3 64.3 21.4 16.3 tive 0 33.3 17.3 11.1 ___ < 0 = 2.3 > 10.5 > 3 5 0 2 38 19 S9 4. Ef . O 3.4 64.4 32.2 68.6 fecuve 0 33.3 73.1 70.4 _¥f < O < 2.3 = 44.2 > 22.1 0 0 0 2 2 5- Very 0 0 0 100.0 2.3 Effective O 0 O 7.4 < 0 < O < 0 = 2.3 Colman-m 1 6 52 27 86 Total 1 2 7 0 60.5 31.4 100.0 \ 3:" Chi-square 20.85260 N grees of Freedom 12 Si . 1:- Missing Observations 9 9311 ficance .0526 >- More essential than effective - Equally essential and effective <: Less essential than effective 120 Findings for Placement Component No. 2.03: Instructions for Students on How to Develop Job Openings, Make Resumes, Take Interviews, and Place Themselves Of the responding principals, 5.8 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 0.0 percent believe that this component is neither desirable nor essential and.20.0 percent believe that it is desirable but not essential. However, 60.0 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table 310. The remaining 94.2 percent of the respondents g9 have this component operationalized in their schools. Of those, 9.3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Furthery 32-6 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. Howevery 51.3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .2416, it is concluded that there is not a significant relationship tuetween occupational placement component essentialness and effectiveness . .121. TABLE Blo--Chi-Square Test for Component No. 2.03: Take Interviews and Place Themselves. Instructions for Students on new to Develop Job Openings, Make Resumes, 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 0 l 1 3 5 1. NO 0 20.0 20.0 60.0 5.8 Component 0 16.7 1.9 10.7 0 1.2 1.2 3.5 0 0 l 0 l 2. very Ineffec- 0 0 100.0 0 1.2 tive O 0 1.9 0 = 0 > 0 > 1.2 O 0 3 l4 8 25 3. Ineffec- 0 12.0 56.0 2.0 29.1 tive 0 50.0 26.9 28.6 < O = 3.5 > 16.3 9.3 O 2 35 14 51 . 0 3.9 68.6 27.5 59.3 4' EffeCtlve 0 33.3 67.3 50.0 < ‘0 2.3 = 40.7 16.3 0 0 l 3 4 5. very O 0 25.0 75.0 4.7 Effective 0 0 1.9 10.7 < 0 0 < 1.2 3.5 Column 0 6 52 28 86 Total 0 7.0 60.5 32.6 100.0 Raw Chi-square 10.34588 Degrees of Freedom 8 Number Missing Observations 9 Significance .2416 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 122 Findings for Placement Component No. 2.04: The Capacity to Test Students in Specific Job-Related Skills to Help Them Identify Which Skills to Improve in Order to Meet Job Entry Requirements Of the responding principals, 32.9 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 3.6 percent believe that this component is neither desirable nor essential and 53.6 percent believe that it is desirable but not essential. However, 32.1 percent believe that it is essential and 10.7 percent feel that it is absolutely essential. See Table 311, The remaining 67.1 percent of the respondents do have this component operationalized in their schools. Of those, 25.9 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 34.1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 7-1 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0051, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 123 TABLE Bll--Chi-Square Test for Component No. 2.04: The Capacity to Test Students in Specific Job-Related Skills to Help Them Identify Which Skills to Improve in Order to Meet Job Entry Requirements. 1. 2. 3. 4. Cbunt Neither Row. Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tet Pct Essential Essential Essential Essential , Total 1 15 9 3 28 1. No 3.6 53.6 32.1 10.7 32.9 Component 100.0 68.2 18.8 21.4 1.2 17.6 10.6 3.5 O 0 1 1 2 2' very 0 0 50.0 50.0 2.4 Ineffec- tive 0 0 2.1 7.1 = 0 > 0 > 1.2 > 1.2 0 3 13 3 19 3. Ineffec- 0 15.8 68.4 15.8 22.4 tive 0 13.6 27.1 21.4 < 0 = 3.5 > 15.3 > 3.5 0 4 23 4 31 0 12.9 74.2 12.9 36.5 4' Effecuve 0 18.2 47.9 28.6 < 0 < 4.7 = 27.1 > 4.7 0 0 2 3 S 5. Very O 0 40.0 60.0 5.9 Effective 0 0 4.2 21.4 < 0 < 0 < 2.4 a 3.5 Column 1 22 48 14 85 Raw Chi-square 28.22683 Degrees of Freedom 12 Number Missing Observations 10 Significance .0051 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 124 Findings for Placement Component No. 2.05: Annual Meetings Designed to Teach Child Labor Laws to All People Connected With Student Placement, Including Students Of the responding principals, 85.7 percent do not hgzg this occupational placement service component in operation in their senior high schools. Of those, 12.1 percent believe that this component is neither desirable nor essential and 62.1 percent believe that it is desirable but not essential. However, 21.2 percent believe that it is essential and 4.5 percent feel that it is absolutely essential. See Table 312. The remaining 14.3 percent of the respondents d9 page this component operationalized in their schools. Of those, 7.8 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 6-5 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of ~2527, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. TABLE BlZ--Chi-Square Test for Component Number 2.05: with Student Placement, Including Students. 125 Annual Meetings Designed to Teach Child Labor Laws to all People Connected 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 8 41 14 3 66 1. No 12.1 62.1 21.2 4.5 85.7 Component l-0.0 89.1 73.7 75.0 10.4 53.2 18.2 3.9 O 2 0 0 2 2' ‘Iire'n:¥fec- 0 100.0 0 0 2.6 tive 0 4.3 0 0 O > 2.6 O 0 O 3 3 1 7 3. Ineffec- O 42.9 42.9 14.3 9.1 tive 0 6.5 15.8 25.0 0 = 3.9 3.9 1.3 O O 2 0 2 . O 0 100.0 0 2.6 . f 4 E fective O O 10.5 0 0 O 2.6 O 0 0 O 0 0 5. Very 0 O O O 0 Effective 0 0 0 O 0 0 O O O 0 Column 8 46 19 77 Tbtal 10.4 59.7 24.7 5.2 100.0 Raw Chi-square 11.19327 Degrees of Freedom 9 Number Missing Observations 13 Significance ~2627 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 126 Findings for Placement Comppnent No. 3.01: A Public Information Sheet Designed to Inform Employers About theguality of Your SchoolTs Training Programs Of the responding principals, 92.2 percent do not hgyg_this occupational placement service component in Operation in their senior high schools. Of those, 12.7 percent believe that this component is neither desirable nor essential and 50.7 percent believe that it is desirable but not essential. However, 29.6 percent believe that it is essential and 7.0 percent feel that it is absolutely essential. See Table 313. The remaining 7.8 percent of the respondents g9 hggg this component operationalized in their schools. Of those, 3.9 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 3.9 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0482, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. 127 TABLE B13--Chi-Square Test for Component No. 3.01: Sheet Designed to Inform Employers About the Quality of Your School's Training Programs. A Public Information 1. 2. 3. 4. Cbunt Neither Row Pct Desirable Desirable Col Pct Nor But not . Absolutely Row Tot Pct Essential Essential Essential Essential Total 9 36 21 5 71 1. No 12.7 50.7 29.6 7.0 92.2 Component 100.0 97.3 87.5 71.4 11.7 46.8 27.3 6.5 O 1 O 0 1 2'1“”; __ 0 100.0 0 0 1.3 J; ec 0 2.7 o 0 O > 1.3 0 > O 0 0 l 1 2 3. Ineffec- O O 50.0 50.0 2.6 tive O O 4.2 14.3 0 O 1.3 1.3 = > 0 0 2 0 2 . O 0 100.0 0 2.6 4. Effective O 0 8.3 0 O 0 2.6 > 0 O 0 0 1 1 5. Very 0 0 0 100.0 1.3 Effective 0 0 0 14.3 0 0 0 = 1.3 Column 9 37 24 7 77 Total 11.7 48.1 31.2 9.1 100.0 Raw Chi-square 21-15059 Degrees of Freedom 12 Number Missing Observations 13 Significance ~0432 Legend: > More essential than effective Equally essential and effective < Less essential than effective 128 Findings for Placement Component No. 3.02: Documented Job-Related Information (physical, pgrsonality, interests, attendance, age, course work) on Individual—Students of Your School, Available to Employers onn Approval by the—Student and Parent Of the responding principals, 57-5 percent do not h2!2.this occupational placement service component in operation in their senior high schools. Of those, 17.4 percent believe that this component is neither desirable nor essential and 50.0 percent believe that it is desirable but not essential. However, 30.4 percent believe that it is essential and 2.2 percent feel that it is absolutely essential. See Table 814. The remaining 42.5 percent of the respondents g9 hgxg this component operationalized in their schools. Of those, 12-5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 20.0 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 10-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0001, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE 814 --Chi-Square Test for Component No. 129 3.02: Documented Job-Related Information (physical, personality, interests, attendance, age, course work) on Individual Students of Your School, Available to Employers Upon Approval by the Student and Parent. 1. 2. 3. 4. Count Neither .Row' Pct Desirable Desirable Col Pct Nor But not Absolutely Row That Pct Essential Essential Essential Essential Total 8 23 14 l 46 1. No 17.4 50.0 30.4 2.2 57.5 Component 100.0 82.1 42.4 9.1 10.0 28.8 17.5 1.2 12.. Very 0 0 0 g g Ineffec- g 8 g 0 tive 0 0 0 > O 0 O 4 1 5 3- Ineffec- O O 80.0 20.0 6.3 tive 0 0 12.1 9.1 0 0 5.0 > 1.2 O 5 12 5 22 . O 22.7 54.5 22.7 27.5 4 ‘ Effecuve o 17.9 36.4 45.5 0 6.3 15.0 > 6.3 0 O 3 4 7 5- Very 0 0 42.9 57.1 8.8 Effective 0 0 9.1 36.4 0 0 3.7 = 5.0 Celumn 8 28 33 ll 80 Total 10.0 35.0 41.3 13.7 100.0 Raw Chi-square 33.58904 Degrees of Freedom 9 NWI Missing Observations 15 Slgnificance .0001 Legend: >~ Equally essential and effective More essential than effective ‘< Less essential than effective 130 Findings for Placement Component No. 3.03: A System for Identifying Available Jobs and Gatherin , Developing andDistfibutingob Descripgions to the Students of Your School Of the responding principals, 51.9 percent do not have this occupational placement service component in (operation in their senior high schools. Of those, 19.0 19ercent believe that this component is neither desirable lior essential and 31.0 percent believe that it is desirable taut not essential. However, 42.9 percent believe that it .is essential and 7.1 percent feel that it is absolutely essential. See Table 315. The remaining 48.1 percent of the respondents g9 laave this component operationalized in their schools. Of 1:hose, 25.9 percent feel that this component is desirable, eessential, or absolutely essential for their schools but izhey believe it is ineffective or very ineffective as it eaxists. Further, 21.0 percent believe that this component lies as effective as necessary, i.e., it needs little if any :irnprovement. However, 1.2 percent of the respondents Ifseel that this component is more effective than essential, iu-e., though it is operationally effective they are not <30nvinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0198, it i43 concluded that there is a significant relationship beitween occupational placement component essentialness and effectiveness . 131 TABLE BlS--Chi-Square Test for Component No. 3.03: Identifying Available Jobs and Gathering, Developing and Distributing Job Descriptions to the Students of Your School. A System for 1. 2. 3. 4. Cbunt Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 8 13 18 3 42 1. No 19.0 31.0 42.9 7.1 51.9 Component 100.0 88.4 41.9 27.3 9.9 16.0 22.2 3.7 0 2 4 0 6 2‘ SEQ? 0 33.3 66.7 0 7.4 tive 0 10.5 9.3 O 0 2.5 4.9 0 0 3 8 2 l3 3. Ineffec- O 23.1 61.5 15.4 16.0 tive 0 15.8 18.6 18.2 0 3.7 9.9 2.5 O 1 13 5 19 . 0 5.3 68.4 26.3 23.5 4' Effecuve 0 5.3 30.2 45.5 0 1.2 16.0 6.2 0 0 0 1 l 5. Very 0 0 0 100.0 1.2 Effective O O O 9.1 0 O 0 1.2 Column 8 19 43 11 81 Tetal 9.9 23.5 53.1 13.6 100.0 Raw Chi-square 24.08062 Degrees of Freedom 12 Number Missing Observations 14 Significance - 0198 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 132 Findings for Placement Component No. 3.04: Specific Materials or Contacts that can Prepare a Student with Information About an Employer He or She'is About to Interview Of the responding principals, 61.8 percent do not hagg this occupational placement service component in operation in their senior high schools. Of those, 12.8 percent believe that this component is neither desirable nor essential and 52.2 percent believe that it is desirable but not essential. However, 27.7 percent believe that it is essential and 4.3 percent feel that it is absolutely essential. See Table 816. The remaining 38.2 percent of the respondents g3 hays this component Operationalized in their schools. Of those, 22-4 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 15.8 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0011, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness . 133 TABLE 816 --Chi-Square Test for Component No. 3.04: or Contacts that can Prepare a Student with Information Specific Materials About an Employer He or She is About to Interview. 1. 2. 3. 4. . Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 6 26 13 2 47 1. No 12.8 55.3 27.7 4.3 61.8 Component 100.0 83.9 41.9 25.0 7.9 34.2 17.1 2.6 0 0 4 O 4 2’ ‘I'erzf __ 0 0 100.0 0 5.3 J; 8° 0 0 12.9 0 0 0 5.3 > 0 0 5 8 3 16 3. Ineffec- 0 31.3 50.0 18.8 21.1 tive 0 16.1 25.8 37.5 0 6.6 10.5 > 3.9 0 O 6 2 8 . 0 0 75.0 25.0 10.5 4. Effective 0 O 19.4 25.0 0 0 = 7.9 > 2.6 O 0 O l 1 5. Very 0 0 0 100.0 1.3 Effective 0 0 O 12.5 0 0 0 = 1.3 Column 6 31 31 8 76 Tbtal 7.9 40.8 40.8 10.5 100.0 Raw'Chi-square 32.65707 Degrees of Freedom 12 Number Missing Observations 19 Significance -0011 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 134 Findings for Placement Component No. 3.05: Regular Visits by Teachers and Counselors go Local Employers to Update Their Knowledge About the Job-Entry Requirements Being Demanded ofiStudents Of the responding principals, 57.3 percent do not p333 this occupational placement service component in operation in their senior high schools. Of those, 10.6 percent believe that this component is neither desirable nor essential and 38.3 percent believe that it is desirable- but not essential. However, 36.2 percent believe that it is essential and 14.9 percent feel that it is absolutely essential. See Table B17. The remaining 42.7 percent of the respondents go p312 this component Operationalized in their schools. Of those, 26.8 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 13-4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 2.5 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not (nonvinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0848, it. is concluded that.there is not a significant relationship between occupational placement component essentialness and effectiveness . 135 TABLE Bl7--Chi-Square Test for Component No. 3.05: by Teachers and Counselors to Local Employers to Update Their Knowledge about the Job-Entry Requirements Being Demanded of Students. Regular Visits 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 5 18 17 7 47 1. No 10.6 38.3 36.2 14.9 57.3 Component 83.3 72.0 43.6 58.3 6.1 22.0 20.7 8.5 0 3 3 0 6 2' ‘1’”; 0 50.0 50.0 0 7.3 t2; “- 0 12.0 7.7 0 0 3.7 > 3.7 > 0 0 3 12 l 16 3. Ineffec- 0 18.8 75.0 6.3 19.5 tive 0 12.0 30.8 8.3 O 3.7 > 14.6 > 1.2 l l 7 3 12 8.3 8.3 58.3 25.0 14.6 4' Effective 16.7 4.0 17.9 25.0 1.2 1.2 = 8.5 > 3.7 0 0 0 1 l 5. very 0 0 0 100.0 1.2 Effective 0 0 0 8.3 0 0 < 0 a 1.2 Column 25 39 12 82 Total 7.3 30.5 47.6 14.6 100.0 Raw Chi-square 19.15825 De9rees of Freedom 12 umber Missing Observations 13 Significance - 0348 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 136 Findings for Placement Component No. 3.06: Regular Visits by_a School Representative to Employers Who Have Not Recently Hired Your Students to Try to Reverse the Situation Of the responding principals, 74.7 percent do not pagg this occupational placement service component in operation in their senior high schools. Of those, 17.9 percent believe that this component is neither desirable nor essential and 57.1 percent believe that it is desirable but not essential. However, 21.4 percent believe that it is essential and 3.6 percent feel that it is absolutely essential. See Table 318. The remaining 25.3 percent of the respondents go hayg this component operationalized in their schools. Of those, 17.3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5-3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 2-7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not comvinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0004, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness . 137 TABLE BlB--Chi-Square Test for Component No. 3.06: By a School Representative to Employers Who Have Not Recently Hired Your Students to Try to Reverse the Regular Visits Situation. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tet Pct Essential Essential Essential Essential Total 10 32 12 2 56 1. No 17.9 57.1 21.4 3.6 74.7 Component 100.0 91.4 54.5 25.0 13.3 42.7 16.0 2.7 1_jr_ 2. very 0 1 3 0 4 Ineffec- 0 25.0 75.0 0 5.3 tive O 2.9 13.6 0 0 > 1.3 > 4.0 0 0 0 4 2 6 3. Ineffec- 0 0 66.7 33.3 8.0 tive 0 0 18.2 25.0 0 0 5.3 2.7 = > 0 2 3 3 8 , 0 25.0 37.5 37.5 10.7 4' Eff°°tlve 0 5.7 13.6 37.5 0 < 2.7 = 4.0 4.0 0 0 0 1 l 5. very 0 0 0 100.0 1.3 Effective 0 0 0 12.5 __p 0 < 0 < 0 1.3 Column 10 35 22 8 75 Total 13.3 46.7 29.3 10.7 100.0 Raw Chi-square 35.38802 Degrees of Freedom 12 Nullber Missing Observations 20 Significance . 0004 Lagend: > More essential than effective - Equally essential and effective < Less essential than effective 138 Findings for Placement Component No. 4.01: gpeto-Date Printed Information About Different Types of Occupations Of the responding principals, 11.2 percent do not have this occupational placement service component in (Jperation in their senior high schools. Of those, 22.3 pxercent believe that this component is neither desirable ruor essential and 33.3 percent believe that it is desirable hnat not essential. However, 33.3 percent believe that it 143 essential and 11.1 percent feel that it is absolutely essential. See Table B19. The remaining 88.8 percent of the respondents g9 liaive this component operationalized in their schools. Of izlaose, 31.3 percent feel that this component is desirable, Gasssential, or absolutely essential for their schools but 1:11ey believe it is ineffective or very ineffective as it €22I'tnvinced it is an essential or absolutely essential func- tLj—CDn of their school. With a chi-square test significance of .0004, it 3‘53 concluded that there iS a significant relationship I3‘331:ween occupational placement component essentialness all"trieffectiveness. TABLE B19--Chi-Square Test for Component No. 4.01: 139 Up-to-Date Printed Information About Different Types of Occupations. l. 2. 3. 4. Cbunt Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row flkrt Pct Essential Essential Essential Essential Total 2 3 3 l 9 1”. No 22.2 33.3 33.3 11.1 11.2 Component 100.0 50.0 7.7 3.0 2.5 3.7 3.7 1.2 0 0 1 0 1 2..‘V ’ery 0 0 100.0 0 1.2 Ineffec- tive 0 0 2.6 0 0 0 1.2 0 0 1 4 2 7 3- Ineffec- 0 14.3 57.1 28.6 8.8 tive 0 16.7 10.3 6.1 0 = 1.2 5.0 2.5 0 2 26 18 46 0 4.3 56.5 39.1 57.5 4 - o EffeCtlve 0 33.3 66.7 54.5 0 2.5 32.5 22.5 0 0 5 12 17 55.. very 0 0 29.4 70.6 21.2 Effective 0 O 12.8 36.4 0 0 6.3 15.0 Column 2 6 39 33 80 Total 2.5 7.5 48.7 41.3 100.0 sziVV' Chi-square 35.39252 N grees of Freedom 12 Stmber Missing Observations 15 lgn ificance . 0004 Legend: 3* More essential than effective ==‘ Equally essential and effective <3 Less essential than effective 140 Findings for Placement Component No. 4.02: An Qp-to—Date List of Available Jobs in Your Local Area Of the responding principals, 46.8 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 5.4 percent believe that this component is neither desirable nor essential and 37-8 percent believe that it is desirable but not essential. However, 40.5 percent believe that it is essential and 16.2 percent feel that it is absolutely essential. See Table BZO. The remaining 53-2 percent of the respondents g9 Zhave this component Operationalized in their schools. Of those, 26.6 percent feel that this component is desirable, eessential, or absolutely essential for their schools but tzhey believe it is ineffective or very ineffective as it exists. Further, 26.6 percent believe that this component :15; as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents f'Eel that this component is more effective than essential, i-- 7.6 > 5.1 0 O 9 4 l3 0 0 69.2 30.8 16.5 4. Effective 0 0 2.7.3 21.1 < 0 < 0 = 11.4 > 5 l 0 0 0 2 2 5. Very 0 0 0 100.0 2.5 Effective . 0 0 0 10.5 __‘ < 0 < 0 < 0 a 2.5 COqum 2 25 33 19 79 TOtaJ. 2.5 31.6 41.8 24.1 100.0 \ Raw Chi-square 21.27289 Eilfeees of Freedom 12 S 1 1: Missing Observations 16 grliLficance .0465 I‘egemd: 2» More essential than effective a: Equally essential and effective < Less essential than effective 142 Findings for Placement Component No. 4.03: Sohool-Scheduled Interviews for Students §y_Employers at Your School Of the responding principals, 81.0 percent do not have this occupational placement service component in operation in their senior high schools. Of those, 20.1 percent believe that this component is neither desirable nor essential and 53.3 percent believe that it is desirable but not essential. However, 23.3 percent believe that it is essential and 3.3 percent feel that it is absolutely essential. See Table 321, The remaining 19.0 percent of the respondents go have this component operationalized in their schools. Of those, 9-5 percent feel that this component is desirable, (essential, or absolutely essential for their schools but ‘they believe it is ineffective or very ineffective as it sexists. Further, 9-5 percent believe that this component :is as effective as necessary, i.e., it needs little if any ianrovement. However, 0.0 percent of the respondents fiael that this component is more effective than essential, 41 -e., though it is operationally effective they are not <= 0 > 0 > 0 0 4 5 0 9 3. Ineffec- 0 44.4 55.6 0 12.2 tive 0 11.1 23.8 0 < 0 = 5.4 > 6.8 > 0 0 0 2 2 4 0 0 50.0 50.0 5.4 4. Effective 0 0 9.5 50.0 < 0 < 0 = 2.7 > 2.7 0 0 0 0 0 5. very 0 0 0 0 0 Effective 0 0 0 0 < 0 < 0 < 0 a 0 Column 13 36 21 4 74 Total 17.6 48.6 28.4 5.4 100.0 Raw Chi-square 28.64626 Degrees of Freedom. 9 Number Missing Observations 21 Significance -0007 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 144 Findings for Placement Component No. 4.04: School-Contacted Local People Available to Discuss Their Respective Occgpations with Interested Students Of the responding principals, 25.9 percent do not nayg_this occupational placement service component in operation in their senior high schools. Of those, 22.7 percent believe that this component is neither desirable nor essential and 36.4 percent believe that it is desirable but not essential. However, 36.4 percent believe that it is essential and 4.5 percent feel that it is absolutely essential. See Table 322. The remaining 74.1 percent of the respondents do 2222 this component operationalized in their schools. Of those, 27.0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 41.2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 5-9 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0001: it is concluded that there ii; a significant relationship between occupational placement component essentialness and effectiveness. 145 TABLE B22--Chi-Square Test for Component No. 4.04: Local People Available to Discuss Their Respective Occupations with Interested Students. School-Contacted 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 5 8 8 l 22 1. No 22.7 36.4 36.4 4.5 25.9 Component 100.0 38.1 16.7 9.1 5.9 9.4 9.4 1.2 0 1 0 0 1 2- ‘I’erif’f _ 0 100.0 0 0 1-2 tie 8° 0 4.8 0 0 V8 0 1.2 0 > 0 0 7 14 3 24 3. Ineffec- 0 29.2 58.3 12.5 28.2 tive 0 33.3 29.2 27.3 0 8.2 16.5 > 3.5 O 5 26 5 36 , 0 13.9 72.2 13.9 42.4 4' Effecuve 0 23.8 54.2 45.5 0 5.9 30.6 > 5.9 0 0 0 2 2 5. Very O 0 0 100.0 2.4 Effective O 0 0 18.2 0 0 0 _ 2.4 Column 5 21 48 11 85 Total 5.9 24.7 56.5 12.9 100.0 Raw Chi-square 38-15074 Degrees of Freedom 12 Number Missing Observations 10 Significance ~0001 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 146 Findings for Placement Component No. 4.05: Sessions with Students Informing Them of the Career Information System of Iowa (CISI) Of the responding principals, 13.6 percent do not pogo this occupational placement service component in operation in their senior high schools. Of those, 0.0 percent believe that this component is neither desirable nor essential and.45.4 percent believe that it is desirable but not essential. However, 45.5 percent believe that it is essential and 9.1 percent feel that it is absolutely essential. See Table 323, The remaining 86.4 percent of the respondents go n33; this component operationalized in their schools. Of those, 18.5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 46.9 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 21.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0003 it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. .147 TABLE BZ3--Chi-Square Test for Component No. 4.05: Students Informing Them of the Career Information System of Iowa (CISI). Sessions with l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 0 5 5 1 11 1. No 0 45.5 45.5 9.1 13.6 Component 0 22.7 11.9 5.9 0 6.2 6.2 1.2 0 2 0 0 2 2. very Ineffec- 0 100.0 0 0 2.5 0 9.1 0 0 tive 0 2.5 > 0 > 0 0 4 6 0 10 3. Ineffec- 0 40.0 60.0 0 12.3 tive 0 18.2 14.3 0 0 4.9 > 7.4 > 0 0 11 25 7 43 . 0 25.6 58.1 16.3 53.1 4' “fun" 0 50.0 59.5 41. 2 0 13.6 = 30.9 > 8.6 0 0 6 9 15 5. very 0 0 40.0 60.0 18.5 Effective 0 0 14.3 52.9 0 0 < 7.4 _ 11.1 Column 0 22 42 17 81 Total 0 27.2 51.9 21.0 100.0 Raw Chi-square 26.56100 Degrees of Freedom 8 Number Missing Observations 14 Significance .0008 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 148 Findings for Placement Component No. 4.06: Released Time from School for Field Trips angp'bn-the-Jobfl Experiences that Give Students First-Handfiiposure to jabs They are Tentatively Exploring Of the responding principals, 22.0 percent do not hays this occupational placement service component in operation in their senior high schools. Of those, 5.6 percent believe that this component is neither desirable nor essential and 51-1 percent believe that it is desirable but not essential. However, 11-1 percent believe that it is essential and 22.2 percent feel that it is absolutely essential. See Table 324, The remaining 78.0 percent of the respondents 99 £332 this component operationalized in their schools. Of those, 19-5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 48.8 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 9.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship laetween occupational placement component essentialness and effectiveness . 149 TABLE BZfi-Chi-Square Test for Component No. 4.06: From School for Field Trips and "On-the-Job" Experiences that Give Students First-Hand Exposure to Jobs They are Tentatively Exploring. Released Time 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 1 ll 2 4 18 1. No 5.6 61.1 11.1 22.2 22.0 Cwnent 100 . 0 40 . 7 5 . l 26 . 7 1.2 13.4 2.4 4.9 0 0 4 0 4 2' i913: 0 0 100.0 0 4.9 J; °°" 0 0 10.3 0 = 0 > 0 > 4.9 > 0 0 9 8 l 18 3. Ineffec- 0 50.0 44.4 5.6 22.0 tive 0 33.3 20.5 6.7 < 0 = 11.0 > 9.8 > 1.2 0 7 24 3 34 0 20.6 70.6 8.8 41.5 4' Effecuve 0 25.9 61.5 20.0 0 0 l 7 8 Effective 0 0 2 - 6 46 - 7 < 0 < O < 1.2 a 8.5 Column 1 27 39 15 82 Degrees of Freedom 12 Number Missing Observations 13 Significance .0000 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 150 Findings for Placement Component No. 4.07: Regular Visits to Your School bprecent Alumni to Speak to Students and Faculty About Their School Placement and Job Experiences Of the responding principals, 49.4 percent do not nayg_this occupational placement service component in operation in their senior high schools. Of those, 5.0 percent believe that this component is neither desirable nor essential and 77.5 percent believe that it is desirable but not essential. However, 17.5 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B25. ' The remaining 50.6 percent of the respondents go 3222 this component Operationalized in their schools. Of those, 23.5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 23.4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 3.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there iS a significant relationship between occupational placement component essentialness and effectiveness. 151 TABLE B25--Chi-Square Test for Component No. 4.07: Your School by Recent Alumni to Speak to Students and Faculty About Their School Placement and Job Experiences. Regular Visits to l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 2 31 7 0 40 1. No 5.0 77.5 17.5 0 49.4 Component 100.0 62.0 26.9 0 2.5 38.3 8.6 0 2 V 0 7 1 0 8 ° Iergf _ 0 87.5 12.5 0 9.9 t?e ec 0 14.0 3.8 0 Ive 0 8.6 1.2 0 0 10 10 0 20 3. Ineffec- O 50.0 50.0 0 24.7 tive O 20.0 38.5 0 0 12.3 12.3 0 0 2 7 1 10 4 Eff t' O 20.0 70.0 10.0 12.3 ' 9° Ive 0 4.0 26.9 33.3 0 2.5 8.6 1.2 0 O l 2 3 5. Very O O 33.3 66.7 3.7 Effective 0 0 3.8 66.7 0 0 1.2 2.5 Column 2 50 26 3 81 Total 2.5 61.7 32.1 3.7 100.0 Raw Chi-square 55-42754 Degrees of Freedom 12 Number Missing Observations 14 Significance -0000 Legend: > More essential than effective Equally essential and effective < Less essential than effective 152 Findings for Placement Componenp_No. 4.08: Career Days Where Empioyers Talk to Students About Local Job Opportunities Of the responding principals, 48.8 percent do not .9312 this occupational placement service component in operation in their senior high schools. Of those, 25.0 percent believe that this component is neither desirable nor essential and 55-0 percent believe that it is desirable but not essential. However, 20.0 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B26. The remaining 51.2 percent of the respondents do pogo this component operationalized in their schools. Of those, 19-0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 29.5 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. ,However, 3-7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 153 TABLE 826--Chi-Square Test for Component No. 4.08: Where Employers Talk to Students about Local Job Career Days Opportunities. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 10 22 8 0 40 1. No 25.0 55.0 20.0 0 48.8 Component 100.0 62.9 32.0 0 12.2 26.8 9.8 0 0 3 l 0 4 2' ‘1’”; 0 75.0 25.0 0 4.9 tits 9"" 0 8.6 4.0 0 = 0 3.7 > 1.2 > 0 0 7 4 1 12 3. Ineffec- 0 58.3 33.3 8.3 14.6 tive 0 20.0 16.0 8.3 < 0 8.5 > 4.9 > 1.2 0 3 12 6 21 0 14.3 57.1 28.6 25.6 4' Effecuve 0 8.6 48.0 50.0 < 0 3.7 g 14.6 > 7.3 0 0 0 5 S 5. very 0 O 0 100.0 6.1 Effective 0 O 0 41.7 < 0 0 < 0 = 6.1 Column 10 35 25 12 82 Total 12.2 42.7 30.5 14.6 100.0 Raw Chi-square 62.07391 Degrees of Freedom 12 Number Missing Observations 13 Significance -0000 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 1 154 Findings for Placement Component No. 5.01: Sorvices for Students to Secure Full-Time goog After TerminatiBn or Graduation From Your School Of the responding principals, 69-6 percent do not 5223 this occupational placement service component in operation in their senior high schools. Of those, 23.6 percent believe that this component is neither desirable nor essential and 54.5 percent believe that it is desirable but not essential. However, 18.3 percent believe that it is essential and 3.6 percent feel that it is absolutely essential. See Table :327, The remaining 30.4 percent of the respondents do 8322 this component Operationalized in their schools. Of those, 19-0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 7-6 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 3.8 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0001, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 155 TABLE BZT-Chi-Square Test for Component No. 5.01: Students to Secure Full-Time Jobs After Termination or Graduation from Your School. Services for l. 2. 3. 4. count Neither Row Pct Desirable Desirable col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 30 10 2 55 1. No 23.6 54.5 18.2 3.6 69.6 Component 100.0 81.1 41.7 40.0 16.5 38.0 12.7 2.5 0 3 2 1 6 2' :3“? o 50.0 33.3 16.7 7.6 tive 0 8.1 8.3 20.0 0 3.8 > 2.5 > 1.3 0 1 8 0 9 3. Ineffec- 0 11.1 88.9 0 11.4 tive 0 2.7 33.3 0 0 1.3 > 10.1 > 0 0 3 4 1 8 0 37.5 50.0 12.5 10.1 4' Effecuve 0 8.1 16.7 20.0 0 3.8 = 5.1 > 1.3 0 0 0 l 1 5. very 0 0 0 100.0 1.3 Effective 0 0 O 20.0 0 0 < 0 a 1.3 Column 13 37 24 5 79 Total 16.5 46.8 30.4 6.3 100.0 Raw Chi-square 40.18073 Degrees of Freedom 12 Number Missing Observations 16 Significance .0001 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 156 Findings for Placement Component No. 5.02: Services for Students to Secure Regularly Scheduled Part-Time Jobs Of the responding principals, 45.8 percent do not pogo this occupational placement service component in operation in their senior high schools. Of those, 21.1 percent believe that this component is neither desirable nor essential and 60.5 percent believe that it is desirable but not essential. However, 15.8 percent believe that it is essential and 2.6 percent feel that it is absolutely essential. See Table B28. The remaining 54.2 percent of the respondents do 2222 this component operationalized in their schools. .Of those, 20.5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 25.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 3-4 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0001, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. .157 TABLE B28--Chi-Square Test for Component No. 5.02: Services for Students to Secure Regularly Scheduled Part-Time Jobs. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 8 23 6 1 38 1. No 21.1 60.5 15.8 2.6 45.8 Component 100.0 59.0 20.7 14.3 9.6 27.7 7.2 1.2 2 V 0 3 3 2 8 ' '1“; 0 37.5 37.5 25.0 9.6 J; ec‘ 0 7.7 10.3 28.6 = 0 > 3.6 > 3.6 > 2.4 O 6 7 l 14 3. Ineffec- O 42.9 50.0 7.1 16.9 tive 0 15.4 24.1 14.3 < o = 7.2 > 8.4 > 1.2 0 6 l3 1 20 4 ff , 0 30.0 65.0 5.0 24.1 ° E “tive 0 15.4 44.8 14.3 < 0 < 7.2 = 15.7 > 1.2 0 1 0 2 3 5, very 0 33.3 0 66.7 3.6 Effective 0 2-5 0 23-6 O 1.2 0 2.4 < < < = Column 8 39 29 7 83 Total 9.6 47.0 34.9 8.4 100.0 Raw Chi-square 40.13038 Degrees of Freedom 12 Number Missing Observations 12 Significance -0001 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 158 Findings for Placement Component No. 5.03: Services for Students to Secure Odd-Jobs Of the responding principals, 42.4 percent do not pogo this occupational placement service component in operation in their senior high schools. Of those, 36.1 percent believe that this component is neither desirable nor essential and 47.2 percent believe that it is desirable but not essential. However, 16.7 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table 329. The remaining 57.6 percent of the respondents do pogo this component operationalized in their schools. Of those, 15-3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 29.4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 12.9 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 159 TABLE B29--Chi-Square Test for Component No. 5.03: Services for Students to Secure Odd-Jobs. l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 17 6 0 36 1. No 36.1 47.2 16.7 0 42.4 Component 92.9 43.6 23.1 0 15.3 20.0 7.1 0 0 3 l l 5 2' “Liza? 0 60.0 20.0 20.0 5.9 tive 0 7.7 3.8 16.7 = 0 > 3.5 > 1.2 > 1.2 1 9 5 2 l7 3. Ineffec- 5.9 52.9 29.4 11.8 20.0 tive 7.1 23.1 19.2 33.3 < 1.2 = ‘ 1006 > 509 > 204 0 9 14 l 24 0 37.5 58.3 4.2 28.2 4' Effewlve 0 23.1 53.8 16.7 < 0 < 10.6 = 16.5 > 1.2 0 l 0 2 3 5. very 0 33.3 0 66.7 Effective 0 2.6 0 33. 3 < 0 < 1.2 < 0 = 2.4 Column 14 39 26 6 85 Total 16.5 45.9 30.6 7.1 100.0 Raw Chi-square 44.82084 Degrees of Freedom 12 Number Missing Observations 10 Significance .0000 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 160 Findings for Placement Component No. 5.04: Services for Students to Securezfiggmg£_ggb§ Of the responding principals, 31.3 percent do not hag§_this occupational placement service component in operation in their senior high schools. Of those, 26-9 percent believe that this component is neither desirable nor essential and 50.0 percent believe that it is desirable but not essential. However, 19.2 percent believe that it is essential and 3.8 percent feel that it is absolutely essential. See Table B30. The remaining 68.7 percent of the respondents g9 have this component Operationalized in their schools. Of those, 24.1 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 21-7 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 10-9 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0003, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE 830--Chi-Square Test for Component No. 5.04: 161 Students to Secure Summer Jobs. Services for l. 2. 3. 4. Count Neither .ROW' Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 7 13 5 l 26 1. No 26.9 50.0 19.2 3.8 31.3 Component 100.0 32.5 16.1 20.0 8.4 15.7 6.0 1.2 0 6 2 2 10 2' ilegfec- o 60.0 20.0 20.0 12.0 ti‘ve o 15.0 6.5 40.0 0 7.2 2.4 2.4 0 13 9 1 23 3. Ineffec- 0 56.5 39.1 4.3 27.7 tive O 32.5 29.0 20.0 0 15.7 10.8 1.2 0 8 l4 0 22 , 0 36.4 63.6 0 26.5 4. Effective O 20.0 45.2 0 0 9.6 16.9 0 0 0 l 1 2 5, Very 0 0 50.0 50.0 2.4 Effective 0 0 3.2 20.0 0 0 1.2 1.2 Column 40 31 5 83 Total 8.4 48.2 37.3 6.0 100.0 Raw Chi-square 36.15362 Degrees of Freedom 12 Number Missing Observations 12 Significance -0003 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 162 Findings for Placement Component No. 5.05: - Pro r , Where Students Spend Part of Their Course Working at a Job Related to the Skills They are Learning at Your School Of the responding principals, 39.8 percent do not have this occupational placement service component in Operation in their senior high schools. Of those, 6.1 percent believe that this component is neither desirable nor essential and 54.5 percent believe that it is desirable but not essential. However, 36.4 percent believe that it is essential and 3.0 percent feel that it is absolutely essential. See Table B31. The remaining 60.2 percent of the respondents g9 have this component operationalized in their schools. Of those, 15.7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 36.1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 3-4 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of ~0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE 831--Chi-Square Test for Component No. 5.05: 163 A Co-op Prggram, Where Students Spend Part of Their Course WOrking at a Job Related to the Skills They are Learning at Your School. l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 2 18 12 1 33 1. No 6.1 54.5 36.4 3.0 39.8 Component 100.0 78.3 30.8 5.6 2.4 21.7 14.5 1.2 0 0 1 0 1 2"‘1’er‘f’f _ o 0 100.0 0 1.2 1:233 9° 0 o 2.5 o = o > o > 1.2 o O 2 6 1 9 3. Ineffec- 0 22.2 66.7 11.1 10.8 tive 0 8.7 15.0 5.6 < 0 = 2.4 > 7.2 1.2 0 2 17 5 24 . 0 8.3 70.8 20.8 28.9 4' Effect1ve o 3.7 42.5 27.3 < 0 2.4 a 20.5 6.0 i o 1 4 11 16 5. very 0 6.3 25.0 68.8 19.3 Effective O 4.3 10.0 61.1 < 0 1.2 < 4.8 13.3 Column 2 23 40 18 83 Tbtal 2.4 27.7 48.2 21.7 100.0 Raw Chi-square 46.70984 Degrees of Freedom 12 Number Missing Observations 12 Significance -0000 Legend: > More essential than effective 8 Equally essential and effective < Less essential than effective 164 Findings for Placement Component No. 5.06: 5 Work-Study Program, Where Students Work Part-Time for the School or Other Non- Profit Institutions to Enable Them to Earn Money so That They Can Complete Their Education Of the responding principals, 47.6 percent do not haze this occupational placement service component in operation in their senior high schools. Of those, 12.8 percent believe that this component is neither desirable nor essential and 53-3 percent believe that it is desirable but not essential. However, 36.4 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B32. The remaining 52.4 percent of the respondents do have this component operationalized in their schools. Of those, 13.4 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 29.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 9.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. .165 TABLE B32--Chi-Square Test for Component No. 5.06: Program, Where Students Work Part-Time for the School or Other Non-Profit Institutions to Enable Them to Earn Money so that they can Complete Their Education. A Work-Study 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 5 21 13 0 39 1. No 12.8 53.8 33.3 0 47.6 Component 100.0 65.6 36.1 0 6.1 25.6 15.9 0 2 V 0 3 1 0 4 ' Ierlf’f _ o 75.0 25.0 o 4.9 £9 ec o 9.4 2.8 o ‘ ve o > 3.7 > 1.2 > o O 4 3 0 7 3. Ineffec- O 57. 42.9 0 8.5 tive O 12.5 8.3 0 0 = 4.9 > 3.7 > 0 O 4 15 4 23 4 ff t' O 17.4 65.2 17.4 28.0 ° 3 9° “’9 o 12.5 41.7 44.4 0 4.9 = 18.3 > 4.9 0 0 4 5 9 5. very 0 0 44.4 55.6 11.0 Effective 0 0 11.1 55.6 o o < 4.9 = 6.9 Column 5 32 36 9 82 Total 6.1 39.0 43.9 11.0 100.0 Raw Chi-square 42.24134 Degrees of Freedom 12 Number Missing Observations 13 Significance ~0000 Legend: > More essential than effective Equally essential and effective < Less essential than effective 166 Findings for Placement Compgnent No. 6.01: Gathering and Reporting Data Relative to the Success of Students Getting, Keeping and Advancing on a Job, Including the Type of Job, How Obtained, Type of Company, Length of Time Held, Job Satisfaction Of the responding principals, 60.8 percent do not hayg_this occupational placement service component in operation in their senior high schools. Of those, 12.5 percent believe that this component is neither desirable nor essential and 52.1 percent believe that it is desirable but not essential. However, 35.4 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B33. The remaining 39.2 percent of the respondents Q2 hay; this component operationalized in their schools. Of those, 22-3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 15-2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1-2 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0004, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 167 TABLE 833--Chi-Square Test for Component No. 6.01: Reporting Data Relative to the Success of Students Getting, Keeping, and Advancing on a Job, Including the Type of Job, How Obtained, Type of company, Length of Time Held, Job Satisfaction. Gathering and l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 6 25 17 0 48 1. No 12.5 52.1 35.4 0 60.8 Component 100.0 69.4 53.1 0 7.6 31.6 21.5 0 0 6 2 0 8 2' gfiz’f’fe? o 75.0 25.0 o 10.1 tive 0 16.7 6.3 0 0 4 6 2 12 3. Ineffec- 0 33.3 50.0 16.7 15.2 tive 0 11.1 18.8 40.0 0 = 5.1 > 7.6 > 2.5 0 1 7 2 10 0 10.0 70.0 20.0 12.7 4' ““5““ o 2.8 21.9 40.0 0 < 1.3 = 8.9 > 2.5 0 0 0 l 1 5. very 0 0 0 100.0 1.3 Effective 0 O 0 20.0 0 K 0 < 0 B 1.3 Column 36 32 5 79 Total 7.6 45.6 40.5 6.3 100.0 Raw Chi-square 35.45696 Degrees of Freedom 12 Number Missing Observations 16 Significance .0004 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 168 Findings for Placement Component No. 6.02: Gathering and Reporting of Ratings of Your School's Job-Related Preparation of Students, by Former Students Of the responding principals, 71.8 percent do not hgyg this occupational placement service component in operation in their senior high schools. Of those, 12.5 percent believe that this component is neither desirable nor essential and 57.1 percent believe that it is desirable but not essential. However, 26.8 percent believe that it is essential and 3.6 percent feel that it is absolutely essential. See Table 834. The remaining 28.2 percent of the respondents g9 hayg this component operationalized in their schools. Of those, 19-2 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 9-0 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0001, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 169 TABLE BB4--Chi-Square Test for component No. 6.02: Gathering and Reporting of Ratings of Your School's Job-Related Preparation of Students, by Former Students. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 7 32 15 2 56 1. No 12.5 57.1 26.8 3.6 71.8 Component 100.0 94.1 46.9 40.0 9.0 41.0 19.2 2.6 2 V 0 1 4 0 5 ‘ '1“; o 20.0 80.0 o 6.4 3; ec’ o 2.9 12.5 o = 0 > 1.3 > 5.1 > 0 O 1 8 l 10 3. Ineffec- 0 10.0 80.0 10.0 12.8 tive O 2.9 25.0 20.0 < 0 3 1.3 > 10.3 > 1.3 0 0 5 l 6 O 0 83.3 16.7 7.7 4. Effective 0 0 15.6 20.0 < O < 0 3 6.4 > 1.3 0 0 0 1 l 5. very 0 0 0 100.0 1.3 Effective 0 0 0 20.0 < 0 K 0 < 0 = 1.3 Column 7 34 32 5 78 Total 9.0 43.6 41.0 6.4 100.0 Raw Chi-square 38.61188 Degrees of Freedom 12 Number Missing Observations 17 Significance .0001 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 170 Findings for Placement Component No. 6.03: A Follow-Qp_Interview Service that is Responsible for Helping Students Stay on a Job or Change Their Career Plans Of the responding principals, 82.9 percent do not hggg_this occupational placement service component in operation in their senior high schools. Of those, 20.6 percent believe that this component is neither desirable nor essential and 60.3 percent believe that it is desirable but not essential. However, 19.0 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B35. The remaining 17.1 percent of the respondents g9 hay; this component Operationalized in their schools. Of those, 13.2 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 2~5 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1.3 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE B35--Chi-Square Test for Component No. 6.03: 171 A Follow-Up Interview Service that is Responsible for Helping Students Stay on a Job or Change Their Career Plans. 1. 2. 3. 4. count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 38 12 0 63 1. No 20.6 60.3 19.0 0 82.9 Component 100.0 95.0 57.1 0 17.1 50.0 15.8 0 gag ;F_— r+====- 0 1 3 O 4 2' ¥::¥f8c_ o 25.0 75.0 o 5.3 tive 0 2.5 14.3 0 = 0 1.3 3.9 > 0 0 0 5 0 5 3. Ineffec- 0 0 100.0 0 6.6 tive 0 0 23.8 0 < 0 0 6.6 > 0 0 l l 1 3 ' 0 33.3 33.3 33.3 3.9 4. Effective 0 2.5 4.8 50.0 < 0 1.3 1.3 > 1.3 0 0 0 1 1 5. very‘ 0 0 0 100.0 1.3 Effective 0 O 0 50.0 < 0 0 O = 1.3 Column 13 40 21 2 76 Total 17.1 52.6 27.6 2.6 100.0 Raw Chi-square 70.72330 Degrees of Freedom 12 Number Missing Observations l9 Significance .0000 Legend : > More essential than effective Equally essential and effective < Less essential than effective 172 Findings for Placement Component No. 6.04: An Annual Survey of Employers to Determine What Qualifications They are Looking for in the Students They Accepp Of the responding principals, 85.9 percent do not peye this occupational placement service component in operation in their senior high schools. Of those, 14.9 percent believe that this component is neither desirable nor essential and 43.3 percent believe that it is desirable but not essential. However, 32.8 percent believe that it is essential and 9.0 percent feel that it is absolutely essential. See Table B36. The remaining 14.1 percent of the respondents g9 heye this component operationalized in their schools. Of those, 9.0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5.1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .2121, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. 173 TABLE B36--Chi-Square Test for Component No. 6.04: An Annual Survey of Employers to Determine What Qualifications They are Looking for in the Students They Accept. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 10 29 22 6 67 1. No 14.9 43.3 32.8 9.0 85.9 Component 100.0 96.7 71.0 85.7 12.8 37.2 28.2 7.7 0 0 2 0 2 2' 1'“; _ o 0 100.0 0 2.6 tri‘je ec o o 6.5 o 0 O 2.6 0 0 1 4 1 6 3. Ineffec- 0 16.7 66.7 16.7 7.7 tive 0 3.3 12.9 14.3 0 1.3 5.1 1.3 0 0 3 O 3 0 0 100.0 0 3.8 4. Effective O 0 9.7 0 0 0 3.8 0 O 0 0 0 O 5. Very O 0 0 0 0 Effective 0 0 0 0 O 0 O 0 Column 10 30 31 7 78 Total 12.8 38.5 39.7 9.0 100.0 Raw Chi-square 12.02183 Degrees of Freedom 9 Number Missing Observations 17 Significance -2121 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 174 Findings for Placement Component No. 6.05: An Annual Survey of Graduates and Their Employers to Determine How the School's Placement Service Could be Improved Of the responding principals, 84.4 percent do not heye this occupational placement service component in operation in their senior high schools. Of those, 10.8 percent believe that this component is neither desirable nor essential and 50.8 percent believe that it is desirable but not essential. However, 29.2 percent believe that it is essential and 9.2 percent feel that it is absolutely essential. See Table B37. The remaining 15-6 percent of the respondents g9 heye this component operationalized in their schools. Of those, 10.4 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5-2 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0506, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. .175 TABLE B3T-Chi-Square Test for Component No. 6.05: of Graduates and Their Employers to Determine How the School's Placement Service Could be Improved. An Annual Survey P l. 2. 3. 4. Count Neither ' Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 7 33 19 6 65 1. No 10.8 50.8 29.2 9.2 84.4 Component 100.0 97.1 63.3 100.0 9.1 42.9 24.7 7.8 0 0 l 0 l 2' ”er? 0 0 100.0 0 1.3 Ineffec- tive 0 0 3.3 0 0 0 > 1.3 > 0 O 1 7 0 8 3. Ineffec- 0 12.5 87.5 0 10.4 tive 0 2.9 23.3 0 0 1.3 > 9.1 > 0 0 0 3 0 3 0 0 100.0 0 3.9 4. Effective O 0 10.0 0 0 < 0 3.9 > 0 0 0 0 O 0 5. very 0 O 0 0 0 Effective 0 0 0 0 0 < 0 < 0 _ 0 Column 7 34 30 6 77 Total 9.1 44.2 39.0 7.8 100.0 Raw Chi-square 16.86799 Degrees of Freedom 9 Number Missing Observations 18 Significance .0508 Legend: > More essential than effective ' Equally essential and effective < Less essential than effective — .... 176 Findings for Placement Component No. 7.01: Occupational Placement Services Provided fly Your Teacher 5 Of the responding principals, 74.0 percent do not peye this occupational placement service component in operation in their senior high schools. Of those, 33.3 percent believe that this component is neither desirable nor essential and 61-4 percent believe that it is desirable but not essential. However, 5.3 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B38. The remaining 26.0 percent of the respondents g9 peye this component Operationalized in their schools. Of those, 7-8 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 16-9 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1.3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. ”177 TABLE B38--Chi-Square Test for Component No. 7.01: Occupational Placement Services Provided by Your Teachers. 1. 2. 3. 4. Cbunt Neither Row Pct Desirable Desirable Cbl Pct Nor But not Absolutely Row Tbt Pct Essential Essential Essential Essential Total 19 35 3 0 57 1. No 33.3 61.4 5.3 0 74.0 Component 95.0 81.4 21.4 0 24.7 45.5 3.9 0 i 2 v 1 2 1 0 4 ’ ‘1”; 25.0 50.0 25.0 o 5.2 3; ec’ 5.0 4.7 7.0 o 0 5 3 0 8 3. Ineffec— 0 62.5 37.5 0 10.4 tive 0 11.6 21.4 0 < O = 6.5 > 3.9 > 0 0 1 7 0 8 0 12.5 87.5 0 10.4 4. Effective 0 2.3 50.0 0 < 0 < 1.3 = 9.1 > 0 0 0 0 0 0 5. Very O O O 0 0 Effective 0 0 o o < 0 < 0 < 0 - 0 Column 20 43 14 0 77 Raw Chi-square 36.55901 Degrees of Freedom 6 Number Missing Observations 18 Significance ~0000 Legend: > More essential than effective ' Equally essential and effective < Less essential than effective 178 Findings for Placement Component No. 7.02: Occupational Placement Services Provided Engour Guidance Counselorzg Of the responding principals, 37-0 percent do not heye this occupational placement service component in operation in their senior high schools. Of those, 23.3 percent believe that this component is neither desirable nor essential and 43.3 percent believe that it is desirable but not essential. However, 33.3 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table 1839. The remaining 63.0 percent of the respondents g9 heye this component operationalized in their schools. Of those, 7.4 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 34.6 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 21.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of -0026, it is concluded that there is a significant relationship between occupational placement component essentialness andveffectiveness. TABLE B39--Chi-Square Test for component 7.02: .179 Occupational Placement Services provided by Your Guidance Counselorls. l. 2. 3. 4. .Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 7 13 10 0 30 1. No 23.3 43.3 33.3 0 37.0 Component 100.0 46.4 25.0 0 8.6 16.0 12.3 0 0 3 3 0 6 2' ,Very o 50.0 50.0 o 7.4 Ineffec- tive 0 10.7 7.5 0 -.- 0 > 3.7 > 3.7 0 0 7 6 l 14 3. Ineffec- 0 50.0 42.9 7.1 17.3 tive 0 25.0 15.0 16.7 < O = 8.6 > 7.4 1.2 0 5 20 4 29 0 17.2 69.0 13.8 35.8 4' Effecuve o 17.9 50.0 66.7 < 0 6.2 24.7 4.9 0 0 l 1 2 5. very 0 0 50.0 50.0 2.5 Effective 0 0 2.5 16.7 < 0 < 0 < 1.2 1.2 Column 7 28 4O 6 81 Total 8.6 34.6 49.4 7.4 100.0 Raw Chi-square 30.25530 Degrees of Freedom 12 Number Missing Observations 14 Significance .0026 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 18D Findings for Placement Component No. 7.03: Occupational Placement Services Provided gngou, the ggingipg; 0f the responding principals, 74.7 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 41.1 percent believe that this component is neither desirable nor essential and 50-0 percent believe that it is desirable but not essential. However, 8.9 percent believe that it is essential and 0.0 percent feel that it is absolutely essential. See Table B40. The remaining 25.3 percent of the respondents g9 neye this component operationalized in their schools. Of those, 9.3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 13.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 2.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 181 TABLE B40--Chi-Square Test for Component No. 7.03: Placement Services Provided by You, the Principal. Occupational 1. 2. 3. 4. count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 23 28 5 0 56 1. No 41.1 50.0 8.9 0 74.7 Component 100.0 71.8 50.0 0 30.7 37.3 6.7 O 0 3 1 O 4 2. very Ineffec- O 73.3 25.0 0 5.3 tive 0 . 10.0 0 0 4.0 > 1.3 > 0 0 6 0 0 6 3- Ineffec- 0 100.0 0 0 8.0 tive 0 15.4 0 0 0 8.0 > 0 > 0 0 2 4 3 9 4. Effective 0 22.2 44.4 33.3 12.0 0 5.1 40.0 100.0 0 2.7 = 5.3 > 4.0 0 0 0 0 0 5. Very 0 O 0 0 0 Effective 0 0 0 O O 0 < 0 = 0 Column 23 39 10 3 75 Total 30.7 52.0 13.3 4.0 100.0 Raw Chi-square 43.00328 Degrees of Freedom 9 Number Missing Observations 20 Significance .0000 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 182 Findings for Placement Component No. 7.04: Occupational Placement Services Provided By'a Cooperative Edugation goordinatg; Of the responding principals, 67.1 percent do not heye_this occupational placement service component in operation in their senior high schools. Of those, 20.8 percent believe that this component is neither desirable nor essential and 50.9 percent believe that it is desirable but not essential. However, 22.6 percent believe that it is essential and 5.7 percent feel that it is absolutely essential. See Table B41. The remaining 32.9 percent of the reSpondents g9 heye this component Operationalized in their schools. Of those, 6.3 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 20-3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 6-3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of ~0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 183 TABLE B4l--Chi-Square Test for Component No. 7.04: Occupational Placement Services Provided by a Cooperative Education Coordinator. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 11 27 12 3 53 1. No 20.8 50.9 22.6 5.7 67.1 Component 100.0 84.4 52.2 23.1 13.9 34.2 15.2 3.8 0 2 0 0 2 2' yeryf _ 0 100.0 0 o 2.5 trite ec o 6.3 o o 0 > 2.5 > 0 0 0 3 9 3 15 3. Ineffec- 0 20.0 60.0 20.0 19.0 tive 0 9.4 . 39.1 23.1 0 = 3.8 > 11.4 3.8 0 0 2 7 9 . O 0 22.2 77.8 11.4 4. Effective 0 0 8.7 53.8 0 0 = 2.5 8.9 0 0 0 0 0 5. Very o 0 o o 0 Effective O 0 0 0 o o ( o 0 Column '11 32 23 13 79 Total 13.9 40.5 29.1 16.5 100.0 Raw Chi-square 44-94212 Degrees of Freedom 9 Number Missing Observations 15 Significance -0000 Legend: > More essential than effective Equally essential and effective < Less essential than effective 184 Findings for Placement Component No. 7.05: Occupational Placement Services Provided gngour Specially Designateg Placement Coordingtg; Of the responding principals, 91.9 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 29.4 percent believe that this component is neither desirable nor essential and 41-2 percent believe that it is desirable but not essential. However, 20.6 percent believe that it is essential and 8.8 percent feel that it is absolutely essential. See Table 1B42. The remaining 8.1 percent of the respondents g9 neye this component operationalized in their schools. Of those, 4.05 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 4.05 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0686, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. 185 TABLE B42--Chi-Square Test for Component No. 7.05: Occupational Placement Services Provided by Your §pecially Designated Placement Coordinator. 1. 2. 3. 4. count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 20 28 14 6 68 1. No 29.4 41.2 20.6 8.8 91.9 Component 100.0 93. 3 82.4 85.7 27.0 37.8 18.9 8.1 0 2 0 0 2 2' VerY 0 100.0 0 o 2.7 Ineffec- 0 6.7 O 0 tive o 2.7 o o 0 0 0 0 0 3. Ineffec- 0 0 0 0 0 tive 0 0 0 0 0 O O 0 0 0 3 l 4 . 0 0 75.0 25.0 5.4 4. Effect1ve 0 0 17.6 14.3 0 0 4.1 1.4 O O 0 0 0 5. Very O 0 0 0 0 Effective 0 0 0 0 0 0 0 0 Column 20 30 17 7 74 Total 27.0 40.5 23.0 9.5 100.0 Raw Chi-square 11°71758 Degrees of Freedom 6 Number Missing Observations 21 Significance '0686 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 186 Findings for Placement Component No. 7.06: Occupational Placement Services Provided §y Personnel from Tne Area Egucation Agengy Of the responding principals, 78.7 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 35.6 percent believe that this component is neither desirable nor essential and 47-5 percent believe that it is desirable but not essential. However, 13-6 percent believe that it is essential and 3-4 percent feel that it is absolutely essential. See Table B43. The remaining 21-3 percent of the respondents g9 neye this component Operationalized in their schools. Of those, 1J3 ‘percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 9.3. percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 10.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of ~0027, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 187 TABLE B43--Chi-Square Test for Component No. 7.06: Occupational Placement Services Provided by Personnel from the Area Education egency, l. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 21 28 8 2 59 1. No 35.6 47.5 13.6 3.4 78.7 Component 100.0 84.8 42.1 100.0 28.0 37.3 10.7 2.7 0 2 l 0 3 2'11“”; _ o 66.7 33.3 o 4.0 :39 ac o 6.1 5.3 o 1“ ._. o > 2.7 > 1.3 > o O 2 5 0 7 3, Ineffec— O 28.6 71.4 0 9.3 tive O 6.1 26.3 0 < O = 2.7 > 6.7 > O O 1 5 0 6 . 0 16.7 83.3 0 8.0 4. Effective O 3.0 26.3 0 < 0 < 1.3 = 6.7 > O O O O O O 5. Very 0 0 0 0 0 Effective 0 0 0 0 < 0 < O < O z: 0 Total 28.0 44.0 25.3 2.7 100.0 Raw Chi-square 25.28818 Degrees of Freedom 9 Number Missing Observations 20 Significance -0027 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 188 Findings for Placement Component No. 7.07: Occupational Placement Services Provided gngersonnel from the ‘ -a Vom,.io:g igommunity College‘ Of the responding principals, 67.1 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 25.5 percent believe that this component is neither desirable nor essential and 43.1 percent believe that it is desirable but not essential. However, 23.5 percent believe that it is essential and 7.8 percent feel that it is absolutely essential. See Table B44. The remaining 32.9 percent of the respondents g9 neye this component Operationalized in their schools. Of those, 10-5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 18-4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 4.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0284, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE B44--Chi-Square Test for Component No. 7.07: 189 Occupational Placement Services Provided by Personnel from the Area Vocational Technical School andlor Community College. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 22 12 4 51 1. No 25.5 43.1 23.5 7.8 67.1 Component 100.0 78.6 42.9 57.1 17.1 28.9 15.8 5.3 1 0 1 2 0 3 2‘ 1,33%? 0 33.3 66.7 o 3.9 tive 0 3.6 7.1 0 0 > 1.3 > 2.6 O 0 3 3 0 6 3. Ineffec- 0 50.0 50.0 0 7.9 tive 0 10.7 10.7 0 0 = 3.9 > 3.9 0 0 2 10 2 14 0 14.3 71.4 14.3 18.4 4' Effect1ve o 7.1 35.7 28.6 0 2.6 g 13.2 2.6 0 0 1 1 2 Effective 0 0 3.6 14.3 0 0 < 1.3 1.3 Column 13 28 28 7 76 Raw Chi-square 22.91937 Degrees of Freedom 12 Number Missing Observations 19 Significance .0284 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 190 Findings for Placement Component No. 7.08: Occupational Placement Services Provided gy Personnel from the ggp §ervige g; Iowg Of the responding principals, 46.8 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 13.9 percent believe that this component is neither desirable nor essential and 41.7 percent believe that it is desirable but not essential. However, 25.0 percent believe that it is essential and 19.4 percent feel that it is absolutely essential. See Table B45. The remaining 53.2 percent of the respondents g9 neye this component Operationalized in their schools. Of those, 24.6 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 27.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1-3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0033, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 191. TABLE B45--Chi-Square Test for Component No. 7.08: Occupational Placement Services Provided by Personnel from the JOb Service of Iowa. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Abso1ute1y Row Tot Pct Essential Essential Essential Essential Total 5 15 9 7 36 1. No 13.9 41.7 25.0 19.4 46.8 Component 100.0 78.9 23.1 50.0 6.5 19.5 11.7 9.1 0 1 2 1 4 2’ zizifec_ o 25.0 50.0 25.0 5.2 tive 0 5.3 5.1 7.1 0 2 10 1 13 3. Ineffec- 0 15.4 76.9 7.7 16.9 tive O 10.5 25.6 7.1 < 0 = 2.6 > 13.0 > 1.3 0 1 18 4 23 0 4.3 78.3 17.4 29.9 4' Effe°tive o 5.3 46.2 28.6 < 0 1.3 23.4 > 5.2 0 0 0 1 1 5. very 0 0 0 100.0 1.3 Effective 0 0 0 7-1 < 0 .< 0 < 0 _ 1.3 Column 5 19 39 14 77 Raw Chi-square 29.48674 Degrees of Freedom 12 Number Missing Observations 13 Significance .0033 legend: > More essential than effective - Equally essential and effective < Less essential than effective 192 Findings for Placement Component No. 7.09: Occupational Placement Services Provided By the §tate Vocational Rehabilitation Services Of the responding principals, 30-4 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 16.7 percent believe that this component is neither desirable nor essential and 41-7 percent believe that it is desirable but not essential. However, 33.3 percent believe that it is essential and 8.3 percent feel that it is absolutely essential. See Table B46. The remaining 69.6 percent of the respondents g9 neye this component Operationalized in their schools. Of those, 19.0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 41.8 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 8.8 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0015, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 1193 TABLE B46--Chi-Square Test for Component No. 7.09: Occupational Placement Services Provided by the State Vocational Rehabilitation Services. 1. 2. 3. 4. Count _ Neither Row Pct Desirable Desirable col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 4 10 8 2 24 1. No 16.7 41.7 33.3 8.3 30.4 Component 100.0 47.6 18.6 18.2 5.1 12.7 10.1 2.5 :dr 0 1 1 O 2 2' Very o 50.0 50.0 o 2.5 Ineffec- tive 0 4.8 2.3 0 = 0 > 1.3 > 1.3 > 0 0 6 8 1 15 3. Ineffec- 0 40.0 53.3 6.7 19.0 tive O 28.6 18.6 9.1 < 0 3 7.6 > 10.1 > 1.3 0 4 23 4 31 0 12.9 74.2 12.9 39.2 4' Effective o 19.0 53.5 36.4 < 0 5.1 29.1 > 5.1 0 0 3 4 7 5. very 0 0 42.9 57.1 8.9 Effective 0 0 7.0 36.4 < 0 K 0 < 3.8 - 5.1 Column 4 21 43 11 79 Total 5.1 26.6 54.4 13.9 100.0 Raw Chi-square 31.86031 Degrees of Freedom 12 Number Missing Observations 16 Significance .0015 Legend: > More essential than effective - Equally essential and effective < Less essential than effective 194 Findings for Placement Component No. 8.01: Maintenance of Office, Phone, Secretarial and Clerical Help for Job and Student Information Processing for Occupational Placement Of the responding principals, 35-5 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 28.8 percent believe that this component is neither desirable nor essential and 40.7 percent believe that it is desirable but not essential. However, 22.0 percent believe that it is essential and 8.5 percent feel that it is absolutely essential. See Table B47. The remaining 14.5 percent of the respondents g9 neye this component operationalized in their schools. Of those, 5.7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 4-4 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 4-4 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of'.1836, it is concluded that theretis not a significant relationship between occupational placement component essentialness and effectiveness. .195 TABLE B47--Chi-Square Test for Component No. 8.01: Office, Phone, Secretarial and Clerical Help for Job and Student Information Processing for Occupational Maintenance of Placement. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 17 24 13 5 59 1. No 28.8 40.7 22.0 8.5 85.5 Component 100.0 88.9 65.0 100.0 24.6 34.8 18.8 7.2 0 0 1 0 1 2’ very o 0 100.0 0 1 .4 Ineffec- tive 0 0 5.0 0 = 0 O > 1.4 > 0 0 0 3 0 3 3. Ineffec- O 0 100.0 0 4.3 tive O 0 15.0 0 < 0 0 > 4.3 > 0 0 2 3 0 S 0 40.0 60.0 0 7.2 4. Effective 0 7.4 15.0 0 < 0 < 2.9 4.3 > 0 0 1 0 0 1 5. very 0 100.0 0 0 1.4 Effective O 3.7 0 0 < 0 < 1.4 < 0 a 0 Column 17 27 20 5 69 Total 24.6 39.1 29.0 7.2 100.0 Raw Chi-square 16. 17017 Degrees of Freedom. 12 Number Missing Observations 25 Significance .1836 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 196 Findings for Placement Component No. 8.02: Part-Time (before and/or after school) Occupational Placement Services puring tge §ggool Yea; Of the responding principals, 68.9 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 19.6 percent believe that this component is neither desirable nor essential and 64.7 percent believe that it is desirable but not essential. However, 13.7 percent believe that it is essential and 2.0 percent feel that it is absolutely essential. See Table B48. The remaining 31.1 percent of the respondents g9 neye_this component Operationalized in their schools. Of those, 8.1 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 20.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 2-7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0000, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. .197 TABLE B48--Chi-Square Test fer Component No. 8.02: Part-Time (before and/or after school) Occupational Placement Services Egring the School Year. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 10 33 7 1 51 1- NO 19.6 64.7 13.7 2.0 68.9 Component 100.0 80.5 33.3 50.0 13.5 1 4 2. very g Ineffec- 0 t ive = 0 0 4 3 0 7 3. Ineffec- 0 57.1 42.9 0 9.5 tive O 9.8 14.3 0 < 0 3 5.4 > 4.1 > 0 0 2 ll 0 13 O 15.4 84.6 0 17.6 4. Effective 0 4.9 52 .4 0 0 0 0 0 0 5. very 0 0 0 0 0 Effective 0 0 0 0 0 < 0 < 0 < 0 - 0 0 Column 10 41 21 2 74 Total 13.5 55.4 28.4 2.7 100.0 Raw Chi-square 39.91014 Degrees of Freedom 9 Number Missing Observations 21 Significance .0000 Legend: > More essential than effective a Equally essential and effective < Less essential than effective 198 Findings for Placement Component No. 8.03: gull-Time (all dey) Occupational Placement services Dgring the gogool Yeg; Of the responding principals, 85.9 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 27.9 percent believe that this component is neither desirable nor essential and 47.5 percent believe that it is desirable but not essential. However, 23.0 percent believe that it is essential and 1.6 percent feel that it is absolutely essential. See Table B49. The remaining 14.1 percent of the respondents g9 neye this component Operationalized in their schools. Of those, 5.6 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 7.1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1-4 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0005, it is concluded that there 15 a significant relationship between occupational placement component essentialness and effectiveness. 199 TABLE B49--Chi-Square Test for Component No. 8.03: Full-Time (all day) Occupational Placement Services During the School Year. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 17 29 14 1 61 1. No 27.9 47.5 23.0 1.6 85.9 Component 100.0 82.9 87.5 33.3 23.9 40.8 19.7 1.4 O 2 0 1 3 2' "1’“; o 66.7 o 33.3 4.2 333 ‘c’ o 5.7 o 33.3 3 0 > 2.8 > 0 > 1.4 0 3 1 0 4 3. Ineffec- 0 75.0 25.0 0 5.6 tive 0 8.6 6.3 0 < 0 g 4.2 > 1.4 > 0 O 1 1 0 2 0 50.0 50.0 0 2.8 4. Effective 0 2.9 6.3 0 < O 1.4 1.4 > 0 O 0 0 1 1 5. very 0 0 0 100.0 1.4 EffeCtive 0 0 0 33.3 < 0 K 0 < 0 _ 1.4 Column 17 35 16 3 71 Total 23.9 49.3 22.5 4.2 100.0 Raw Chi-square 34.56776 Degrees of Freedom 12 Number Missing Observations 24 Significance .0005 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 200 Findings for Placement Component No. 8.04: Earp-Time Occupational Placement ServiCes puring the ngme; monghg Of the responding principals, 79-2 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 31.6 percent believe that this component is neither desirable nor essential and 45.5 percent believe that it is desirable but not essential. However, 21.1 percent believe that it is essential and 1-8 percent feel that it is absolutely essential. See Table 350, The remaining 20.2 percent of the respondents 99 neye this component Operationalized in their schools. Of those, 7.0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 8.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 5.5 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0032, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. 201 TABLE 350--Chi-Square Test for Component No. 8.04: Occupational Placement Services During the Summer Part-Time Months. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 18 26 12 1 57 1. No 31.6 45.6 21.1 1.8 79.2 component 100.0 83.9 57.1 50.0 25.0 1 4 0 0 l 1 2 2' V”? o o 50.0 50.0 2.8 Ineffec- tive 0 0 4.8 50.0 0 2 3 0 5 3. Ineffec- 0 40.0 60.0 0 6.9 tive 0 6.5 14.3 0 < 0 2.8 > 4.2 > 0 0 3 4 0 7 0 42.9 57.1 0 9.7 4. Effective 0 9..., 19.0 0 < 0 4.2 a 5.6 > 0 0 0 1 0 1 5. very O 0 100.0 0 1.4 Effective 0 0 4.8 0 < 0 0 < 1.4 - 0 Column 18 31 21 2 72 Total 25.0 43.1 29.2 2.8 100.0 Raw Chi-square 29.57033 Degrees of Freedom 12 Number Missing Observations 23 Significance .032 Legend: > More essential than effective a Equally essential and effective < Less essential than effective 202 Findings for Placement Component Ne. 8.05: Fell-Time Occupational Placement Services pgging the Summe; ngntgg Of the responding principals, 86.3 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 41.3 percent believe that this component is neither desirable nor essential and 36.5 percent believe that it is desirable but not essential. However, 20.6 percent believe that it is essential and 1.6 percent feel that it is absolutely essential. See Table 851. The remaining 13.7 percent of the respondents g9 neye this component operationalized in their schools. Of those, 5.5 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5-5 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 2.7 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0050, it is concluded that there is a significant relationship between occupational placement component essentialness and effectiveness. TABLE BSl--Chi-Square Test for Component No. 8.05: 1203 Full-Time Occupational Placement Services During the Summer Months. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 26 23 13 1 63 1. No 41.3 36.5 20.6 1.6 86.3 component 100.0 88.5 68.4 50.0 35.6 31.5 17.8 1.4 0 0 1 1 2 2. very Ineffec- 0 0 5g.0 50.0 2.7 = 0 0 > 1.4 > 1.4 0 2 2 0 4 tive 0 7.7 10.5 0 0 1 2 0 3 4. Effective 0 33.3 66.7 0 4.1 0 3.8 10.5 0 0 O 1 0 1 5. very 0 0 100.0 0 1.4 Effective 0 0 5.3 O < 0 < 0 < 1.4 _ 0 Column 26 26 19 2 73 Total 35.6 35.6 26.0 2.7 100.0 Raw Chi-square 28.31031 Degrees of Freedom 12 Number Missing Observations 22 Significance .0050 Legend: > More essential than effective - Equally essential and effective < Less essential than effective 204 Eindings for Placement Component No. 9.01: An Advisory Committee, Including Recent Graduates and Employers That Make Recommendations to the School About How to Improve the OccupationaIiSerVices Of the responding principals, 92-3 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 15.3 percent believe that this component is neither desirable nor essential and 48-5 percent believe that it is desirable but not essential. However, 30.6 percent believe that it is essential and 5.6 percent feel that it is absolutely essential. See Table B52. The remaining 7.7 percent of the respondents g9 neye this component operationalized in their schools. Of those, 5.1 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 2.6 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .1971, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. .205 TABLE 852--Chi-Square Test for Component No. 9.01: An Advisory committee, Including Recent Graduates and Employers that Make Recommendations to the School About How to Improve the Occupational Services. 1. 2. 3. 4. Count Neither ROW Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 11 35 22 4 72 1. No 15.3 48.6 30.6 5.6 92.3 Component 100.0 97.2 84.6 80.0 14.1 44.9 28.2 5.1 0 . 0 2 0 2 2’ Very o 0 100.0 0 2.6 Ineffec- 0 0 7.7 0 tive 0 1 1 O 2 3. Ineffec- 0 50.0 50.0 0 2.6 tive 0 2.8 3.8 O < 0 a 1.3 > 1.3 > 0 0 0 1 1 2 0 0 50.0 50.0 2.6 4. Effective 0 0 3.8 20.0 < 0 < 0 L. 1.3 > 1.3 0 0 0 O 0 5. very 0 0 0 0 0 Effective 0 0 0 0 < 0 < o < O I 0 Column 11 36 26 5 78 Total 14.1 46.2 33.3 6.4 100.0 Raw Chi-square 12.29676 Degrees of Freedom 9 Number Missing Observations 17 Significance .1971 legend: > More essential than effective - Equally essential and effective < Less essential than effective 206 Findings for Placement Component No. 9.02: Regular Meetings with Parents in Order to Involve Them in the School's Occupational Placement Services Activities Of the responding principals, 89.7 percent do not neye this occupational placement service component in operation in their senior high schools. Of those, 21.4 percent believe that this component is neither desirable nor essential and 48.6 percent believe that it is desirable but not essential. However, 25.7 percent believe that it is essential and 4.3 percent feel that it is absolutely essential. See Table B53. The remaining 10.3 percent of the respondents 93 neye this component operationalized in their schools. Of ’those, 7.7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 2-6 percent believe that this component is as effective as necesSary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is Operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .4335, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. ZOW' TABLE BS3--Chi-Square Test for Component No. 9.02: with Parents in Order to Involve Them in the School's Occupational Placement Services Activities. Regular Meetings 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 15 34 18 3 70 1. No 21.4 48.6 25.7 4.3 89.7 Component 100.0 94.4 75.0 100.0 19.2 43.6 23.1 3.8 h j 0 1 3 0 4 2' gaffe? o 25.0 75.0 o 5.1 tive 0 2.8 12.5 0 0 > 1.3 > 3.8 > 0 0 1 2 0 3 3. Ineffec- 0 33.3 66.7 0 3.8 tive O 2.8 8.3 O 0 = 1.3 > 2.6 > 0 0 0 1 0 1 0 0 100.0 0 1.3 4. Effective 0 0 4.2 O 0 K 0 g, 1.3 > 0 0 0 0 0 0 5. very 0- 0 0 0 0 Effective 0 0 0 0 0 < 0 < 0 _ 0 Column 15 36 24 3 78 Total 19.2 46.2 30.8 3.8 100.0 Raw Chi-square 9.04067 Degrees of Freedom 9 Number Missing Observations 17 Significance .4335 legend: > More essential than effective = Equally essential and effective < Less essential than effective 208 Findings for Placement Compenent No. 9.03: Regular Meetings with Employers Regarding Needed Curriculum Changes in the School‘s Occupational Placement Services Of the responding principals, 92.3 percent do not neye_this occupational placement service component in operation in their senior high schools. Of those, 16.7 percent believe that this component is neither desirable nor essential and 37.5 percent believe that it is desirable but not essential. However, 41.7 percent believe that it is essential and 4.2 percent feel that it is absolutely essential. See Table B54. The remaining 7.7 percent of the respondents g9 neye this component operationalized in their schools. Of those, 2.6 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5.1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0-0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .5569, it is concluded that there is.not a significant relationship between occupational placement component essentialness and effectiveness. .209 TABLE B54--Chi-Square Test for Component No. 9.03: Regular Meetings With Employers Regarding Needed Curriculum Changes in the School's Occupational Placement Services. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 12 27 30 3 72 1. No 16.7 37.5 41.7 4.2 92.3 Component 100.0 96.4 85.7 100.0 15.4 34.6 38.5 3.8 2 . Very 0 0 ° 0 ° 0 0 O 0 0 Ineffec— . O 0 O O tive 0 l 2 0 3 3. Ineffec- O 33.3 66.7 0 3.8 tive O 3.6 5.7 O < O = 1.3 > 2.6 > O 0 O 3 0 3 . O 0 100.0 0 3.8 4. Effect1ve 0 0 8.6 0 < O < 0 = 3.8 > O O O O O 0 5. Very 0 0 0 O 0 Effective O O O O < 0 < 0 < 0 = 0 Column 12 28 35 3 78 Total 15.4 35.9 44.9 3.8 100.0 Raw Chi-square 4.89821 Degrees of Freedom 6 Number Missing Observations 17 Significance .5569 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 210 Findings for Placement Compenent No. 10.01: Monies for Occupational Placement Services From Local (school district) Taxes Of the responding principals, 85.7 percent do not neye_this occupational placement service component in operation in their senior high schools. Of those, 27.3 percent believe that this component is neither desirable nor essential and 28.8 percent believe that it is desirable but not essential. However, 33.3 percent believe that it is essential and 10.6 percent feel that it is absolutely essential. See Table .B55. The remaining 14.3 percent of the respondents g9 neye this component operationalized in their schools. Of those, 5.2 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 9-1 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 0.0 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .0063 ,Lit is concluded that there .is a significant relationship between occupational placement component essentialness and effectiveness. TABLE B55--Chi-Square Test for Component No. 10.01: 211. Monies for Occupational Placement Services From Local (school district) Taxes. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 18 19 22 7 66 1. No 27.3 28.8 33.3 10.6 85.7 Component 100.0 100.0 75.9 63.6 23.4 24.7 28.6 % 9.1 0 0 0 0 0 2’ very o o o o o Ineffec- tive O O 0 O 0 0 0 > 0 0 O 2 l 3 3. Ineffec- O 0 66.7 33.3 3.9 tive 0 0 6.9 9.1 0 0 2.6 > 1.3 O 0 5 l 6 . 0 O 83.3 16.7 7.8 4. Effect1ve O O 17.2 9.1 0 O 6.5 > 1.3 0 O O 2 2 5. Very 0 0 0 100.0 2.6 Effective 0 0 0 18.2 0 O O _ 2.6 Column l8 19 29 11 77 Total 23.4 24.7 37.7 14.3 100.0 Raw Chi-square 22.93835 Degrees of Freedom 9 Number Missing Observations 13 Significance .0063 Legend: > More essential than effective Equally essential and effective < Less essential than effective 212 Findings for Placement Component No. 10.02: Monies for Occupational Placement Services From the Iowa Department of Public Instruction Of the responding principals, 90,7 percent do not neye_this occupational placement service component in operation in their senior high schools. Of those, 14,7 percent believe that this component is neither desirable nor essential and 32.4 percent believe that it is desirable but not essential. However, 36.8 percent believe that it is essential and 16.2 percent feel that it is absolutely essential. See Table B56. The remaining 9.3 percent of the reSpondents g9 neye this component Operationalized in their schools. Of those, 4-0 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further. '4-0 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 31.3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .4930, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. h. oemefl. ' . 7 TABLE 856"Chi-Square Test for Component No. 10.02: .213 Monies for Occupational Placement Services from the Iowa Department of Public Instruction. 1. 2. 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 10 22 25 11 68 1. No 14.7 32.4 36.8 16.2 90.7 Component 100.0 95.7 89.3 78.6 13.3 :4: 29.3 33.3 14.7 2. very 0 0 0 0 O 0 0 0 0 0 Ineffec- tive 0 0 O 0 0 0 > 0 > O 0 1 1 0 2 3. Ineffec- 0 50.0 50.0 0 2.7 tive O 4.3 3.6 0 0 = 1.3 > 1.3 0 0 0 1 2 3 0 0 33.3 66.7 4.0 4. Effective O 0 3.6 14.3 0 < 0 = 1.3 2.7 0 0 1 l 2 5. very 0 O 50.0 50.0 2.7 Effective 0 0 3.6 7.1 0 < 0 < 1.3 = 1.3 Column 10 23 28 14 75 Total 13.3 30.7 37.3 18.7 100.0 Raw Chi-square 8.41421 Degrees of Freedom 9 Number Missing Observations 20 Significance .4930 Legend: > More essential than effective = Equally essential and effective < Less essential than effective 214 Findings for Placement Component No. 10.03: Monies for Occupational Placement Services From the Federal Government Of the responding principals, 90.7 percent do not neye_this occupational placement service component in operation in their senior high schools. Of those, 19.1 percent believe that this component is neither desirable nor essential and 32.4 percent believe that it is desirable but not essential. However, 35.3 percent believe that it is essential and 13.2 percent feel that it is absolutely essential. See Table 357, The remaining 9.3 percent of the respondents g9 neye this component operationalized in their schools. Of those, 2.7 percent feel that this component is desirable, essential, or absolutely essential for their schools but they believe it is ineffective or very ineffective as it exists. Further, 5.3 percent believe that this component is as effective as necessary, i.e., it needs little if any improvement. However, 1-3 percent of the respondents feel that this component is more effective than essential, i.e., though it is operationally effective they are not convinced it is an essential or absolutely essential func- tion of their school. With a chi-square test significance of .3759, it is concluded that there is not a significant relationship between occupational placement component essentialness and effectiveness. TABLE BS7--Chi-Square Test for Component No. 10.03: 215 Monies for Occupational Placement Services from the Federal Government. 1. 2. ‘1 3. 4. Count Neither Row Pct Desirable Desirable Col Pct Nor But not Absolutely Row Tot Pct Essential Essential Essential Essential Total 13 22 24 9 68 1. No 19.1 32.4 35.3 13.2 90.7 Component 100.0 95.7 85.7 81.8 14.3 29.3 32.0 12.0 0 O 0 O O 2. ¥::¥fec- O 0 O 0 0 tive O 0 0 O O > 0 > O 0 0 O 1 0 1 3. Ineffec- O 0. 100.0 0 1.3 tive 0 O 3.6 0 0 = O > 1.3 O O l 3 1 5 . O 20.0 60.0 20.0 6.7 4. Effect1ve 0 4.3 10.7 9.1 O 1.3 = 4.0 1.3 O O O 1 1 5. Very O O 0 100.0 1.3 Effective O 0 O 9.1 0 O ( 0 1.3 Column 13 23 28 11 75 Total 17.3 30.7 37.3 14.7 100.0 Raw Chi-square 9-69268 Degrees of Freedom 9 Number Missing Observations 20 Significance .3759 Legend: > More essential than effective Equally essential and effective < Less essential than effective BIBLIOGRAPHY 10. BIBLIOGRAPHY A Position Paper on School-Based Placement Service. Lansing, Michigan: Michigan State Department of Education, January 1975. Adams, A. Job Placement Services: An gpen Door to Opportunities. 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