A (:éqfifia? M’vn We, fer f-mfi'ms K9759? ._ .mew-m. _ — ABSTRACT CITIZENS PERCEPTIONS~AND PROFESSIONAL EDUCATORS EXPECTATIONS REGARDING THE VOCATIONAL CITIZENS ADVISORY COMMITTEE BY Floyd Lee McKinney Objectives. The objectives of this study were (1) to identify differences in the perceptions of citizen voca— tional teachers, vocational administrators, and school administrators concerning the functions and Operation of the vocational citizens advisory committee, and (2) to identify relationships between certain functions and/or Operations as perceived by the citizens and as expected by the school administrators, citizens, or vocational teachers, directors, and coordinators and the selected background variables of age, years of experience with vocational citizens advisory committees, years of schooling, previous enrollment in voca— tional education classes, training in vocational courses in a post-high school technical institute, business or trade school, and college or university courses in the adminis- tration, philosophy or teaching of vocational education. Procedure. Citizen members of vocational advisory committees, vocational educators, and school administrators, associated with six local, comprehensive Michigan schools, “1 v-u Floyd Lee McKinney which participated in Michigan State University's Evaluation Systems Project, were included in this study. Question- naires were returned from 85.2 per cent Of the prospective re5pondents. Eighteen school administrators, fifty—four vocational educators, and 182 citizens returned question- naires. The analyses included the use Of chi square and onedway-analysis of variance. The questionnaire items sig— nificant at the .05 level are presented in the findings of the study. Finding~. Generally the respondents were young to middle age; possessed limited service on or work with cit- izens committees; were a well-educated group; and had limited experience in high school, post-high school, and college vocational education courses. The first objective of the study focused on differ- ences of Opinion between citizens, vocational educators, and school administrators. Examination Of the mean responses of the position groups revealed the following differences. School administrators and citizens differed in regard to: 1. persons of various levels of educational attainment being represented on the committee, 2. committee membership including representatives from the community labor force, 10. 11. to: Floyd Lee McKinney committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice, the local board Of education making the final selec- tion of committee members, regularly scheduled committee meetings, committee meetings being held only when there is sufficient need, liaison persons from the school working with the committee, a liaison person from the school being responsible for keeping committee members informed about the school's vocational programs, a liaison person from the school keeping committee members informed about trends in vocational education, evaluation Of local vocational education policies being a primary committee function, and committees annually evaluating their own work and effectiveness. Vocational educators and citizens differed in regard persons of various levels of educational attainment being represented on the committee, committee membership including representatives from the community labor force, 10. Floyd Lee McKinney committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice, the local board of education making the final selec- tion of committee members, regularly scheduled committee meetings, committee meetings being held only when there is sufficient need, committee officers coming from the lay members of the committee, the individual designated to represent the school on the citizens committee, liaison persons from the school working with the committee, and committees annually evaluating their own work and effectiveness. School administrators and vocational educators differed in regard to: 1. persons of various levels of educational attainment being represented on the committee, committee membership including representatives from the community labor force, committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice, 10. ll. 12. 13. Floyd Lee McKinney the local board Of education making the final selec— tion of committee members, regularly scheduled committee meetings, committee meetings being held only when there is sufficient need, committee officers coming from the lay members Of the committee, the individual designated to represent the school on the citizens committee, liaison persons from the school working with the committee, a liaison person from the school being reSponsible for keeping committee members informed about the school's vocational programs, a liaison person from the school keeping committee members informed about trends in vocational education, evaluation of local vocational education policies being a primary committee function, and committees annually evaluating their own work and effectiveness. School administrators and vocational educators dif- fered from the citizens in regard to: l. committee members serving as individual representa- tives of the community at large rather than as rep- resentatives of community organizations or other groups, ‘ I \ I| ‘. 'fi... ‘ a “no... "v. ~ v... Floyd Lee McKinney 2. committee members helping keep the school informed regarding reactions of the public toward the local vocational education program, 3. committees considering only the problems assigned to it by boards Of education or school administrators, 4. committees making evaluations regarding long-range plans for vocational education, 5. committees making evaluations regarding facilities planning and improvement, and 6. committees making evaluations regarding equipment planning and improvement. Age of the respondents, years enrolled in high school vocational education classes, and college or university courses taken in the administration, philOSOphy, or teaching Of vocational education were the most important background variables associated with differences Of Opinion among citizens, school administrators, and vocational educators. CITIZENS PERCEPTIONS AND PROFESSIONAL EDUCATORS EXPECTATIONS REGARDING THE VOCATIONAL CITIZENS ADVISORY COMMITTEE BY Floyd Lee McKinney A THESIS Submitted to Michigan State University in partial fulfillment Of the requirements for the degree DOCTOR OF PHILOSOPHY College of Education 1969 ACKNOWLEDGMENTS TO Dr. Raymond A. Garner, Chairman Of his Guidance Committee, the writer is most grateful for assistance and encouragement in planning and conducting this study. Appreciation is also expressed to Dr. James L. Page, Dr. Max Raines, Dr. H. Paul Sweany, and the late Dr. Max S. Smith who served on the writer's Guidance Committee. The writer is also specially indebted to Dr. Harold M. Byram for whom he worked as a graduate assistant and as a result of whose research this study is made possible. Sincere thanks are also extended to the school superintendents, vocational administrators and teachers, and local citizens who participated in this study and without whose assistance the study could not have been conducted. Use of the Michigan State University computing facilities was made possible through support, in part, from the National Science Foundation. ii TABLE OF CONTENTS .ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . . . . . . . LIST OF FIGURES . . . . . . . . . . . . . . . . . Chapter I. INTRODUCTION . . . . . . . . . . . . . . . II. Need for the Study . . . . . . . . . . . Statement Of the Problem . . . . . . . . Objectives Of the Study . . . . . . . . Scope of the Study . . . . . . . . . . . Limitations of the Study . . . . . . . . Definitions . . . . . . . . . . . . . . FUNCTIONS AND OPERATIONS OF THE VOCATIONAL CITIZENS ADVISORY COMMITTEE . . . . . . Overview of Chapter . . . . . . . . . . Lay Participation in Education . . . . . Purposes of Citizens Advisory Committees Types of Citizens.Advisory Committees . Committee Member Selection . . . . . . . Size Of the committee . . . . . Appointment of committee members Qualifications Of committee members . . . . . . . . . . . Term Of Office . . . . . . . . . Committee Organization . . . . . . . . . Committee Member Orientation and Information Processes . . . . . . . . Citizen Advisory Committee Functions . . Summary . . . . . . . . . . . . . . . . iii Page ii viii XXV m~quanna re 11 ll 12 17 21 24 25 27 29 29 32 36 4O Chapter Page III. RESEARCH PROCEDURES . . . . . . . . . . . . . 42 Introduction . . . . . . . . . . . . . . . . 42 Population . . . . . . . . . . . . . . . . . 42 Development Of the Questionnaire . . . . . . 47 Data Collection Procedures . . . . . . . . . 50 Procedures for Treatment Of Data . . . . . . 54 IV. »ANALYSIS OF DATA AND PRESENTATION OF FINDINGS . . . . . . . . . . . . . . . . . . 56 Introduction . . . . . . . . . . . . . . . 56 Population and Per Cent of Returns . . . 57 Respondent Background Information . . . . . 59 Age Of the Position Groups . . . . . . . 59 Length of Committee Service . . . . . 59 Schooling Completed by Position Groups . 61 High School Vocational Education Taken by Position Groups . . . . . . . 61 PostéHigh Vocational Education Taken by Position Groups . . . . . . . . . . 64 College or University Vocational Education Courses Taken by the Position Groups . . . . . . . . . . . 64 Summary . . . . . . . . . . . . . . . . 64 Differences Among Position Groups . . . . . 67 Committee Member Selection . . . . . . . 67 Summary . . . . . . . . . . . . . . 81 Committee Organization . . . . . . . . . 82 Summary . . . . . . . . . . . . . . 93 Committee Member Orientation and Information Processes . . . . . . . . 95 Summary . . . . . . . . . . . . . . 104 Committee Functions . . . . . . . . . . 106 Summary . . . . . . . . . . . . . . 116 Relationships Between Committee Functions and Operations and Selected Background Variables . . . . . . . . . . . . . . . 119 Age of Respondents . . . . . . . . . . . 120 Committee member selection . . . . . 120 Committee organization . . . . . . . 131 Committee functions . . . . . . . . 143 Summary . . . . . . . . . . . 143 Citizens by Number Of Years Served as a Member of a Committee . . . . . . . 146 Committee member selection . . . . . 146 Committee organization . . . . . . . 159 Committee member orientation and u information processes . . . . . . 163 Committee functions . . . . . . . . 167 Summary . . . . . . . . . . . . . . 175 iv Chapter V. Educators by Number Of Years Worked with a Committee . . . . . . . . . . Committee member orientation and information processes . . . . . Committee organization . . . . . . Summary . . . . . . . . . . Position Groups by Number of Years Of Schooling Completed . . . . . . . . Committee member selection . . . . Committee organization . . . . . . Committee member orientation and information processes . . . . . Committee functions . . . . . . . Summary . . . . . . . . . . Position Groups by Number Of Years Enrolled in High School Vocational Education Classes . . . . . . . . . Committee member selection . . . . Committee organization . . . . . . Committee member orientation and information processes . . . . . Committee functions . . . . . . . Summary . . . . . . . . . . Position Groups by Amount of PostAHigh School Vocational Courses . . . . . Committee member selection . . . . Committee organization . . . . . . Committee member orientation and information processes . . . . . Committee functions . . . . . . Summary . . . . . . . . . . . Position Groups by College Courses Taken in Vocational Education . . . Committee member selection . . . . Committee organization . . . . . . Committee member orientation and information processes. . . . . . Committee functions . . . . . . . Summary . . . . . . . . . . . . . Summary of Findings . . . . . . . . . . . Background Information . . . . . . . . Differences Among Position Groups . . Committee member selection . . . . Committee organization . . . . . . SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH . Page 179 179 181 184 184 184 189 193 193 197 200 200 205 216 218 226 230 230 235 244 248 251 252 253 262 266 272 279 283 285 285 286 286 287 Chapter Committee member orientation and information processes . . . . . Committee functions . . . . . . . Relationships Between Functions and Operations and Selected Background Variables Influence Of age . . . . Influence of citizens committee experience Influence Of educators having worked with a committee . . . Influence of Influence Of vocational Influence of vocational Influence Of vocational Conclusions Implications . . . Recommendations for Further Study . . . . SELECTED BIBLIOGRAPHY APPENDIX schooling . . . . . . high school education . . . . . post-high school courses . . . . . . . college or university education courses . . A. Letter Requesting Service Of Panel Of Jurors . . B. Questionnaire Submitted to Panel Of Jurors . C. Questionnaire D. Letter to Superintendents Requesting Participation E. Study Endorsement Letter . . . . . . . . . . F. Superintendents Cover Letter for First Mailing . G. Subsidiary Cover Letter for First Mailing . H. Appreciation Card I. First Follow-Up Card . vi Page 288 289 290 290 292 294 294 296 299 300 304 314 316 318 325 326 335 344 346 347 348 349 350 Second Follow-Up Letter . . . . . . Final Follow-Up Card . . . . . . . Schools Included in the Population Panel of Jurors . . . . . . . . . . Questionnaire Items Grouped by Areas vii Page 352 353 355 356 357 LIST OF TABLES Page Size of Schools in 1966-67 . . . . . . . . . . 46 Vocational Education Programs in the Schools . 46 Population and Per Cent Of Returns Of Study Respondents . . . . . . . . . . . . . . . . . 58 Ages of Respondents in Position Groups . . . . 60 Number of Years Citizens Have Served as a Member and Number of Years Administrators, Vocational Teachers, and Vocational Directors or Coordinators Have Worked with a Vocational Citizen Advisory Committee . . . . . . . . . . . . . . . . . . 62 Years of Schooling Completed by Respondents in the Position Groups . . . . . . . . . . . 62 Years of High School Vocational Education Taken by Members Of the Position Groups . . . 63 Years of Vocational Education Taken by the Position Groups in PostéHigh School Technical Institute, Business, or Trade School . . . . . . . . . . . . . . . . . . . 65 College or University Courses in the Administration, Philosophy, or Teaching Of Vocational Education Taken by the Position Groups . . . . . . . . . . . . . . . 66 Opinions of Position Groups as to'Whether Persons of Various Levels Of Educational Attainment Should Be Represented on the Committee . . . . . . . . . . . . . . . . . . 68 viii TABLE 11. 12. l3. 14. 15. 16. 17. 18. 19. 20. Page Mean Response Comparison Of Position Groups as to Whether Persons Of Various Levels Of Educational Attainment Should Be Represented on the Committee . . . . . . . . 69 Mean Response Comparison Of Position Groups as to Whether Committee Members Should Serve as Individual Representatives of the Community at Large Rather than as Represen- tatives of Community Organizations or Other Groups . . . . . . . . . . . . . . . . . . . 70 Opinions Of Position Groups as to Whether Committee Membership Should Include Repre— sentatives from the Community Labor Force . . 71 Mean Response Comparison Of Position Groups as to Whether Committee Membership Should Include Representatives from the Community Labor Force . . . . . . . . . . . . . . . . . 72 Opinions of Position Groups as to Who Should Nominate Members Of the Citizens Committee . 73 Opinions of Position Groups as tO Whether Committee Members Should Be Appointed for a Definite Length of Time . . . . . . . . . . 75 Opinions of Position Groups as to Whether a Committee Member Should Accept Appointment to a Citizens Committee Only After He Is Sure the School Is Actually Seeking Advice . 76 Mean Response Comparison of Position Groups as to Whether a Committee Member Should Accept Appointment to a Citizens Advisory Committee Only After He Is Sure the School Is Actually Seeking Advice . . . . . . . . . 77 Opinions of Position Groups as to Whether the Local Board Of Education Should Make the Final Selection Of Committee Members . . . . 78 Mean Response Comparison Of Position Groups as to Whether the Local Board of Education Should Make the Final Selection of Committee Members . . . . . . . . . . . . . . . . . . . 79 ix TABLE 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. Opinions of Position Groups as to Whether Persons Selected for Membership in the Committee Should Receive Official Notifi- cation Of Their Selection from the Super- intendent Of Schools . . . . . . . . . Preference of Position Groups Regarding Years of Service for Committee Members . . . . Preference of Position Groups for Size Of Committee . . . . . . . . . . . . . . . . . Opinions Of Position Groups in Regard to Whether Committees Should Convene and Operate Only After Receiving Board Of Education Approval . . . . . . . . . . . Preference of Position Groups for the Time of the Annual Organization Meeting Of the Citizens Committee . . . . . . . . . . . . Opinions of Position Groups as to Whether Committee Meetings Should Be Regularly SCheduled O O O O O O O O O O O O O O O 0 Mean Response Comparison Of Position Groups as to Whether Committee Meetings Should Be Regularly Scheduled . . . . . . . . . . . . Opinions of Position Groups as to Whether Committee Meetings Should Be Held Only When There Is Sufficient Need . . . . . . . Mean Response Comparison Of Position Groups as to Whether Committee Meetings Should Be Held Only When There Is Sufficient Need . . Opinions of Position Groups as tO Whether Committee Officers Should Come from the Lay Members Of the Committee . . . . . . . Mean Response Comparison Of Position Groups as to Whether Committee Officers Should Come from the Lay Members Of the Committee and Not from Local School Personnel . . . . Opinions Of Position Groups as to Whether Committee Meetings Should Follow a Formal Democratic Procedure . . . . . . . . . . Page 80 83 84 85 86 88 89 90 91 92 93 94 TABLE 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. Page Preference Of the Position Groups for the Citizens Committee School Representative . . 96 Opinions of Position Groups as to Whether Liaison Persons from the School Should ‘Work with the Committee . . . . . . . . . . . 98 Mean Response Comparison Of Position Groups as to Whether Liaison Persons from the School Should Work with the Committee . . . . 99 Opinions Of Position Groups as to Whether a Liaison Person from the School Should Be Responsible for Keeing Committee Members Informed About the School's Vocational Programs . . . . . . . . . . . . . . . . . . 100 Mean Response Comparison Of Position Groups as to Whether a Liaison Person from the School Should Be Responsible for Keeping Committee Members Informed About the School's Vocational Programs . . . . . . . . 101 Opinions of Position Groups as tO Whether a Liaison Person from the School Should Keep Committee Members Informed About Trends in Vocational Education . . . . . . . . . . . . 102 Mean Response Comparison Of Position Groups as to Whether a Liaison Person from the School Should Keep Committee Members Informed About Trends in Vocational Education . . . . . . . . . . . . . . . . . . 103 Mean Response Comparison Of Position Groups as to Whether Committee Members Should Help Keep the School Informed Regarding Reactions of the Public Toward the Local Vocational Education Program . . . . . . . . . . . . . . 103 Opinions Of Position Groups Regarding the Practice Of Making Reports Directly to the Board of Education Rather than Directly to the Public . . . . . . . . . . . . . . . . . 105 Opinions of Position Groups as to Whether the Committee Should Consider Only the Problems .Assigned to It by the School's Board Of _Education or by School Administrators . . . . 107 xi TABLE 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. Mean Response Comparison Of Position Groups as to Whether the Committee Should Consider Only the Problems Assigned to It by the School's Board of Education or by School Administrators . . . . . . . . . . . . . . . Opinions Of Position Groups as to Whether the Board Of Education Should Have Written Policies Regarding the Operational Pro— cedures of Committees . . . . . . . . . . . . Opinions Of Position Groups as tO Whether a Primary Function of a Committee Is the Evaluation of Local Vocational Education Policies . . . . . . . . . . . . . . . . . . Mean Response Comparison Of Position Groups as to Whether a Primary Function Of a Committee Is the Evaluating of Local Vocational Education Policies . . . . . . . . Mean Response Comparison Of Position Groups as to Whether Committees Should Make Evaluations Regarding Local Long—Range Plans for Vocational Education . . . . . . . Opinions of Position Groups as to Whether Committees Should Make Evaluations Regarding Facilities Planning and Improvement . . . . . Mean Response Comparison Of Position Groups as to Whether Committees Should Make Evaluations Regarding Facilities Planning and Improvement . . . . . . . . . . . . . . . Opinions of Position Groups as to Whether a Committee Should Make Evaluations Regarding Equipment Planning and Improvement . . . . . Mean Response Comparison Of Position Groups as to Whether a Committee Should Make Evaluations Regarding Equipment Planning and Improvement . . . . . . . . . . . . . . . Opinions of Position Groups as to Whether Committees Should Annually Evaluate Their Own Work and Effectiveness . . . . . . . . . xii Page 108 109 110 111 112 113 114 115 116 117 TABLE 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. Mean Response Comparison Of Position Groups as to Whether Committees Should Annually Eval- uate Their Own Work and Effectiveness . . . Opinions of Position Groups by Age as to Whether Citizen Committee Members Should Serve as Individual Representatives of the Community at Large Rather than as Represen- tatives of Community Organizations or Other Groups . . . . . . . . . . . . . . . Opinions of Position Groups by Age as to Whether Citizens Committee Members Should Represent the Geographical Sections of the School District . . . . . . . . . . . . . . Opinions of Position Groups by Age as to Whether Persons of Various Levels of Educational Attainment Should Be Repre- sented on Citizen Committees . . . . . . . Opinions Of Position Groups by Age as to Whether Management Level Employees Should Be Represented on Citizens Advisory Committees . . . . . . . . . . . . . . . . Opinions of Position Groups by Age as to Whether the Local Board Of Education Should Make the Final Selection Of Citizens Com- mittee Members . . . . . . . . . . . . . . Opinions Of Position Groups by Age as to Whether Citizens Committee Members Should Be Appointed for a Definite Length Of Time Opinions of Position Groups by Age as to Whether a Committee Member Should Accept Appointment to a Citizens Advisory Com- mittee Only After He Is Sure the School Is Actually Seeking Advice . . . . . . . . Opinions Of Position Groups by Age as tO Whether School Personnel Should Hold Voting Membership on Citizens Committees . . . . . Opinions of Position Groups by Age as to Best Size Of Citizens Committees . . . . . . . . xiii Page 118 121 122 124 125 126 128 129 130 132 TABLE 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. Page Opinions Of Position Groups by Age as to Whether Citizens Committee Members Should Serve Without Pay . . . . . . . . . . . . . . 133 Opinions of Position Groups by Age as to Whether Citizens Committee Officers Should Come from the Lay Members Of the Committee and Not from Local School Personnel . . . . . 134 Opinions of Position Groups by Age as to Whether Citizens Committee Meetings Should Be Regularly Scheduled . . . . . . . . . . . 136 Opinions Of Position Groups by Age as to Whether Free Discussion of Issues in Citizens Committee Meetings Should Be Strongly Encouraged . . . . . . . . . . . . . 137 Opinions Of Position Groups by Age as to Whether Liaison Persons from the School Should Work with the Committee . . . . . . . 138 Opinions of Position Groups by Age as to Whether a Liaison Person from the School Should Be Responsible for Keeping Citizens Committee Members Informed About the School's Vocational Programs . . . . . . . . 140 Opinions of Position Groups by Age as to Whether a Liaison Person from the School Should Keep Citizens Committee Members Informed About Trends in Vocational Education . . . . . . . . . . . . . . . . . . 141 Opinions Of Position Groups by Age as to Whether Committee Reports Should Be Made to the Board Of Education, But Not Directly to the Public . . . . . . . . . . . 142 Opinions Of Position Groups by Age as to Whether the Citizens Of a Community Are Greatly Affected by Their School's Voca- tional Education Program and Should Use a Citizens Advisory Committee as a Vehicle in Consulting About that Program . . . . . . 144 Opinions of Citizens by Number Of Years Served on a Committee as to Who Should Nominate Members for the Citizens Committee . . . . . 147 xiv TABLE 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. Opinions Of Citizens by Number of Years Served on a Committee as to Whether the Local Board of Education Should Make the Final Selection of Committee Members . . . . . . . . . . . . Opinions of Citizens by Number of Years Served on a Committee as to Whether Advisory Com— mittee Membership Should Include a Good Cross-Section of Individuals Representative of Community Interests and Desires . . . . . Opinions of Citizens by Number of Years Served on Committees as to Whether Persons Of Various Levels of Educational Attainment Should Be Represented on the Citizens Committee . . . . . . . . . . . . . . . . . Opinions of Citizens by Number Of Years Served on a Committee as to Whether Management Level Employees Should Be Represented on the Citizens Committee . . . . . . . . . . . . . Opinions of Citizens by Number Of Years Served on a Committee as to Whether a Committee Member Should.Accept Appointment to a Citi— zens Advisory Committee Only After He Is Sure the School Is Actually Seeking Advice . Opinions of Citizens by Number Of Years Served on a Committee as to Whether Advisory Commit- tee Members Should Be Appointed for a Definite Length of Time . . . . . . . . . . . Opinions Of Citizens by Number Of Years Served on a Committee as to Whether Committees Should Have Rotating Memberships . . . . . . Opinions of Citizens by Number of Years Served on a Committee as to Whether Committee Membership Should Periodically Change . . . . Opinions of Citizens by Number of Years Served On a Committee as to Whether School Personnel Should Hold Voting Membership on Advisory Committees . . . . . . . . . . . . . . . . . Opinions of Citizens by Number of Years.Served on a Committee as to Whether Advisory Com- mittee Members Should Elect Their Own Committee Chairman . . . . . . . . . . . . . XV Page 148 150 151 152 153 155 156 157 158 160 TABLE 83. 84. 85. 86. 87. 88. 89. 90. Page Opinions of Citizens by Number Of Years Served on a Committee as to Whether Committee Meet- ings Should Follow a Formal Democratic Procedure . . . . . . . . . . . . . . . . . . 161 Opinions of Citizens by Number of Years Served on a Committee as to Whether Committee Members Should Be Reimbursed by the School for Actual Expenses Incurred While Performing Work in Behalf of the Committee . . . . . . . 162 Opinions of Citizens by Number Of Years Served on a Committee as to Whether a Liaison Person from the School Should Be Responsible for Keeping Committee Members Informed About the School's Vocational Programs . . . . . . . . 164 Opinions of Citizens by Number of Years Served on a-Committee as to Whether Committee Members Have a Responsibility to Help Keep the Community Informed Regarding the Needs of Vocational Education in the Local Schools . . . . . . . . . . . . . . . . . . . 165 Opinions of Citizens by Number of Years Served on a Committee as to Whether Committee Members Should Help Keep the School Informed Regarding Reactions of the Public Toward the Local Vocational Education Program . . . . . 166 Opinions of Citizens by Number of Years Served on a Committee as to Whether the Citizens of a Community Are Greatly Affected by Their School's Vocational Education Program and Should Use a Citizens Advisory Committee as a Vehicle in Consulting About that Program . 168 Opinions of Citizens by Number of Years Served on a Committee as to Whether the Citizens of a Community Should Have a Part in Eval- uating Their School's Vocational Education Program by Means Of a Citizens Advisory Committee . . . . . . . . . . . . . . . . . . 169 Opinions of Citizens by Number Of Years Served on a Committee as to Whether a Primary Func- tion of a Committee Is the Recommending Of Policies to Be Adopted by the Board of Education . . . . . . . . . . . . . . . . . 170 xvi TABLE 91. 92. 93. 94. 95. 96. 97. 98. 99. Opinions of Citizens by Number of Years Served on a Committee as to Whether a Primary Func- tion of a Committee Is to Advise About School Policies . . . . . . . . . . . . . . Opinions of Citizens by Number of Years Served on a Committee as to Whether a Primary Func- tion of a Committee Is the Evaluating of Local Vocational Education Policies . . . . . Opinions Of Citizens by Number of Years Served on a Committee as to Whether Committees Should Make Evaluations Regarding Facil— ities Planning and Improvement . . . . . . . Opinions of Citizens by Number of Years Served on a Committee as to Whether Investigations into the Problems on Which the Committee Works Should Be Adequately Financed by the School . . . . . . . . . . . . . . . . . . . Opinions of Citizens by Number of Years Served on a Committee as to Whether Committees Should Annually Evaluate Their Own.Work and Effectiveness . . . . . . . . . . . . . Opinions of Educators by Number Of Years Worked with a Committee as to Whether Com- mittee Members Have a Responsibility to Help Keep the Community Informed Regarding the Needs of Vocational Education in the Local Schools . . . . . . . . . . . . . . . . Opinions of Educators by Number of Years Worked with a Committee as to Who Should Prepare the Committee Meeting Agenda . . . . Opinions of Educators by Number of Years Worked with a Committee as to Whether Com- mittee Members Should Be Reimbursed by the School for Actual Expenses Incurred While Performing Work in Behalf Of the Committee . Opinions of Position Groups by Schooling Completed as to Whether the Committee Should Include Representatives of the Major Occupations Within the School Community . . . . . . . . . . . . . . . . . . xvii Page 172 173 174 176 177 180 182 183 185 TABLE 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. \ Opinions Of Position Groups by Schooling Completed as to Whether Persons of Various Levels Of Educational Attainment Should Be Represented on the Committee . . . . . . . Opinions of Position Groups by Schooling Completed as to Whether the Local Board of Education Should Make the Final Selection Of Committee Members . . . . . . Opinions of Position Groups by Schooling Completed as to Whether Committees Should Have Rotating Memberships . . . . . . . . . Opinions Of Position Groups by Schooling Completed as to Length Of Time Committee Members Should Serve . . . . . . . . . Opinions Of Position Groups by Schooling .Completed as to the Best Committee Size . . Opinions Of Position Groups by Schooling Completed as to Who the School Liaison Person Assigned to Work with the Committee Should Be . . . . . . . . . . . . Opinions Of Position Groups by Schooling Completed as to Whether Committee Reports .Should Be Made to the Board of Education, But Not Directly to the Public . . . . . . Opinions Of Position Groups by Schooling Completed as to Whether Committees Should Make Evaluations Regarding Improvement of Vocational Course Offerings . . . . . . . . Opinions Of Position Groups by Schooling Completed as to Whether Committees Should Make Evaluations Regarding Local Vocational Youth Organizations . . . . . . . . . . . . Opinions of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as to Who Should Nominate Committee Members . . . . . . . . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether Persons of Various Levels of Educational Attainment Should Be Represented on the Committee . . xviii Page 187 188 190 191 192 194 195 196 198 202 203 TABLE 111. 112. 113. 114. 115. 116. 117. 118. 119. Opinions of Position Groups by Number of Years Enrolled in Vocational Education Classes as to Whether Management Level Employees Should Be Represented on the Committee . . . . . . . . . . . . . . . . . . Opinions Of Position Groups by Number of Years Enrolled in Vocational Education Classes as to Whether the Local Board Of Education Should Make the Final Selection of Committee Members . . . . . . . . . . . . Opinions of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as tO Whether Committee Members Should Be Appointed for a Definite Length of Time . . . . . . . . . . . . . . . Opinions Of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as to the Best Size for a Committee . . . . . . . . . . . . . . . Opinions Of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to When the Committee Annual Organization Meeting Should Be Held . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether Records of Proceedings Should Be Kept of Each Committee Meeting . . . . . . . . . . . . Opinions Of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as to Whether Committees Should Follow a Formal Democratic Procedure During Their Meetings . . . . . . . . . . . . Opinions Of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether Committee Members Should Serve Without Pay . . . . . . Opinions Of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as to Whether Committee Members Should Be Reimbursed by the School for Actual Expenses Incurred While Perform- ing Work in Behalf of the Committee . . . . . xix Page 204 206 207 208 210 211 212 214 215 TABLE 120. 121. 122. 123. 124. 125. 126. Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether a Com- mittee Should Cease to Function After Its Assigned Task Has Been Completed . . . Opinions of Position Groups by Number of Years Enrolled in High School Vocational Education Classes as to Whether a Liaison Person from the School Should Be Respon— sible for Keeping Committee Members Informed About the School's Vocational Program . . . . . . . . . . . . . . . . . . Opinions Of Position Groups by Number of Years Enrolled in.High School Vocational Education Classes as tO Whether Committee Reports Should Be Made to the Board of Education, But Not Directly to the Public . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether the Board of Education Should Have Written Policies Regarding the Operational Procedures of Committees . . . . . ... . . . . . . . . . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational ,Education Classes as to Whether a Primary Function of a Committee Is to Secure Public Support for the SOhool's Vocational Education Program . . . . . . . . . . . . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether a Primary Function of a Committee Is to Advise About School Policies . . . . . . . . . . . Opinions of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether Committees Should Make Evaluations Regarding Facil- ities Planning and Improvement . . . . . . XX Page 217 219 220 221 223 224 225 TABLE 127. 128. 129. 130. 131. 132. 133. 134. 135. Opinions Of Position Groups by Number Of Years Enrolled in High School Vocational Education Classes as to Whether Committees Should Make Recommendations and Evaluations Regarding Standards for Cooperative Student Work Experience Programs . . . . . . . . . Opinions of Position Groups by Amount of Postéfligh School Vocational Training as to Whether Persons of Various Levels of Educational Attainment Should Be Repre- sented on the Committee . . . . . . . . . . Opinions Of Position Groups by Amount of Post-High School Vocational Training as to Whether Committee Members Should Be Appointed for a Definite Length of Time . . Opinions of Position Groups by Amount of PostSHigh School Vocational Training as to Whether the Local Board Of Education Should Make the Final Selection of Committee Members . . . . . . . . . . . . . Opinions of Position Groups by Amount of Post-High School Vocational Training as to Whether Persons Selected for Member- ship in the Committee Should Receive Official Notification Of Their Selection from the Superintendent Of Schools . . . . Opinions of Position Groups by Amount of POstéHigh School Vocational Training as to the Best Committee Size . . . . . . . . Opinions of Position Groups by Amount of PostiHigh School Vocational Training as to Whether Committees Should Convene and Operate Only After Receiving Board Of Education Approval . . . . . . . . . . . . Opinions Of Position Groups by Amount of PostéHigh School Vocational Training as to Whether Committee Officers Should Come from the Lay Members of the Committee and Not from Local School Personnel . . . . . . Opinions Of Position Groups by Amount of PostéHigh School Vocational Training as to Whether Committee Meetings Should Be Regularly Scheduled . . . . . . . . . . . . xxi Page 227 231 233 234 236 237 239 240 242 TABLE 136. 137. 138. 139. 140. 141. 142. 143. Opinions Of Position Groups by Amount Of PostéHigh School Vocational Training as to Whether a Committee Should Cease to Function After Its Assigned Task Has Been Completed . . . . . . . . . . . . . . . . . Opinions Of Position Groups by Amount of Postéfligh School Vocational Training as to Whether Liaison Persons from the School Should Work with the Committee . . . Opinions of Position Groups by Amount of Post-High School Vocational Training as to Whether a Liaison Person from the School Should Keep Committee Members Informed About Trends in Vocational Education . . . . . . . . . . . . . . . . . Opinions of Position Groups by Amount of Postéfligh School Vocational Training as to Whether Committee Reports Should Be Made to the Board of Education, But Not Directly to the Public . . . . . . . . . . Opinions Of Position Groups by Amount of PostéHigh School Vocational Training as to Whether the Committee Should Consider Only the Problems Assigned to It by the School's Board of Education or the School .Administration . . . . . . . . . . . . . . Opinions of Position Groups by Amount of Post-High School Vocational Training as to Whether a Primary Function of a Com- mittee Is the Evaluating of Local Vocational Education Policies . . . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to Who Should Nominate Committee Members . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to Whether Committee Membership Should Include Representatives from the Community Labor Force . . . . . . . . . . . . . . . . . . . xxii Page 243 245 246 247 249 250 254 255 TABLE 144. 145. 146. 147. 148. 149. 150. 151. Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching Of Vocational Education as to Whether Committee Members Should Be ‘Appointed for a Definite Length of Time . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teaching Of Vocational Education as to Whether the Local Board of Education Should Make the Final Selection Of Committee Members . . . . . . . . . . . . . . . . . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to Whether a Committee Member Should Accept Appointment to a Citizens Advisory Com- mittee Only After He Is Sure the School Is Actually Seeking Advice . . . . . . . . . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to Whether School Personnel Should Hold Voting Membership on the Committee . . . . . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to the Best Committee Size . . . . . . . . . . Opinions of Position Groups by College Courses Taken in Administration, PhilOSOphy or Teaching of Vocational Education as tO Whether Committee Meetings Should Be Regularly Scheduled . . . . . . . . . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching Of Vocational Education as to Whether Committee Meetings Should Be Held Only When There Is Sufficient Need . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teaching of Vocational Education as to Whether Committee Members Should Follow a Formal Democratic Procedure During Their Meetings . . . . . . . . . . . . . . . . . xxiii Page 257 258 260 261 263 264 265 267 TABLE 152 o 153. 154. 155. 156. 157. 158. 159. Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing of Vocational Education as to Who Should Be Assigned to Work With the Committee . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing of Vocational Education as to Whether Liaison Persons from the School Should Work with the Committee . . . . . . . . . . . . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing of Vocational Education as to Whether a Liaison Person from the School Should Be Responsible for Keeping Committee Members Informed About the School's Vocational Programs . . . . . . . . . . . . . . . . . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing of Vocational Education as to Whether a Liaison Person from the School Should Keep Committee Members Informed About Trends in Vocational Education . . . . . . . . . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing Of Vocational Education as to Whether the Committee Should Consider Only the Prob— lems Assigned to It by the School's Board of Education or the School Administration . . . Opinions Of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing Of Vocational Education as to Whether a Primary Function Of the Committee Is to Advise About School Policies . . . . . . . . Opinions Of Position Groups by College Courses Taken in Administration, PhilosOphy or Teach- ing of Vocational Education as to Whether a Committee Should Make Evaluations Regarding .Equipment Planning and Improvement . . . . . Opinions of Position Groups by College Courses Taken in Administration, Philosophy or Teach- ing of Vocational Education as to Whether Committees Should Make Evaluations Regarding Facilities Planning and Improvement . . . . . xxiv Page 268 270 271 273 274 276 277 278 LIST OF FIGURES FIGURE Page 1. Location Of the Schools Studied . . . . . . . 45 XXV CHAPTER I INTRODUCTION Vocational education, at all levels, is confronted with a fast changing scene. This phenomenon is identified by the changes occurring in the nature of jObs, the advance- ment Of technology, pOpulation mobility, and an incessant demand for new skills and new knowledge. If vocational education is to provide the opportunity for each individual to develop to his fullest potential it is essential that the program Offered in the schools be based at least in part on the complexities of the world of work. The superintendent of schools and the board of education have the authority and the responsibility for providing an educational program to prepare youth and adults for the occupational world. One of the instruments frequently utilized for assisting school administrators and boards of education is the vocational citizens advisory committee. NEED FOR THE STUDY While one must be cognizant as Shoemaker has noted that nothing worthwhile will happen in the development of vocational education in a community until the superintendent of schools and the local Board of Education want it to happen. . . . You can have a poorer program than that desired by the Super- intendent and the Board Of Education but you cannot have a better prOgram than they will support. Collier found that the encouragement and support Of the superintendent was an important factor in promoting the work of citizens lay committees.2 Much has been written and said regarding citizens committees and their use. However, as Campbell notes there is great need for invention and evalua- tion. He further writes: I am convinced good practices are still to be born. In all probability a good practice in one locality may not be so good in another. In other words there is no royal road to public participa- tion. There is, however, a great resource in the part citizens can play in shaping educational policy for the public schools.3 lByrl Shoemaker, "Involving the Community in Needs Studies and Program Development," The Bulletin gf_£he National Association Secondary School Principals, 49:114, May, 1965. 2Ervin K. Collier, "Informed Citizens' Opinions Regarding the Citizens' Lay Committee in Central Valley School District" (unpublished Doctor's Thesis, Washington State University, Pullman, 1963), p. 75. 3Roald F. Campbell, "Public Participation Can Be More Constructive," Nation's Schools, 51:60, February, 1953. Burt has concluded that . . . industry offers in vain its services, its time, its personnel, and its funds, unless local educators provide the necessary climate, provide the leadership, and arrange for channeling and utilizing industry's interests in vocational and technical education. While a number of schools and school systems can cite situations in which industry-education COOperation has been effective-- through the use of committees of industry people, individual employers, and trade, labor and pro- fessional associations--there is little, if any, meaningful, sustained, coordinated, and system- atic participation and involvement of industry as a "way-of-life" for occupational education in a vast number of schools and school systems. Much of the fault rests squarely with vocational and technical educators, for they have demonstrated a lack of knowledge as to the nature of and moti— vation for industry participation. Since it is the educators who are responsible for the administration and Operation of their schools, then it is they who must take the initiative and exercise the leadership to arrange for effective utilization of industry people so that their occupational programs will, in fact, Offer pur- poseful, meaningful, and effective education and training for the world Of work.4 The functions and/or operation of the vocational citizens advisory committee can be an involved pattern of relation- ships and has at times been confusing and frequently totally neglected. Burt has noted that . . . there is little documented literature con- cerning actual functioning of general advisory committees, superintendents, their supervisory staff, and . . . Boards [of Education] will find themselves in an experimental area. 4Samuel M. Burt, "Involving Industry in Local Voca- tional and Technical Education," Industria1.Arts and Voca- tional Education, 56:285g30, January, 1967. 5Samuel M. Burt, Industry and Vocational-Technical Education (New York: McGraw-Hill Book Company, 1967), p. 351. Griffiths in writing about the citizen committee as a method Of working with the community was concerned about ". . . the lack of definite studies on which to make deci- sions on the issues at stake."6 Anderson shows concern about the amount of research available regarding citizens advisory committees by stating "there is a dearth of research dealing with the topic."7 If the differences Of Opinion between citizens and educators can be minimized regarding citizens committee operations and functions the prospects are much better for substantial contributions to be made by the citizens com- mittees. There is a dearth Of research dealing with citizen and educator opinion regarding citizen committee operations and functions. If the differences between citizens and educators regarding citizens committees can be determined then steps can be taken to contribute tO more effective use of citizens committees. 6Daniel E. Griffiths, Human Relations in_School Administration (New York: Appleton-Century-Crofts, Inc., 1956), p. 302. 7Vernon E. Anderson, Principles and Procedures 9; Curriculum Development (New York: Ronald Press Company, 1956), p. 183. STATEMENT OF THE PROBLEM The broad purpose of this study was to determine opinions held by citizens, vocational educators, and school administrators concerning the Operations and function of the vocational citizens committee. Vocational education, at all levels, is preparing students to work in a highly industrialized and quickly changing economy. To help keep vocational education pro- grams modern and in step with the needs of our economy vocational educators have frequently utilized the services of community citizens to provide advice and direction to their programs. If educators are to work effectively with citizens advisory committees it is important that they possess an understanding of how various groups perceive and expect the vocational citizens advisory committee to function and Operate. Probably the more important groups holding percep— tions and expectations regarding the functions and Operation Of the vocational citizens advisory committee are citizen members Of vocational advisory committees, vocational teach- ers, vocational directors or coordinators, and school admin- istrators. The extent of agreement on the functions and opera- tion of vocational citizens advisory committees by the citizens serving on these committees and the professional education personnel with whom the citizens work and with whom they come in contact, is important to the conduct of conmittee responsibilities. The basic problem Of this study then becomes: What are the differences between citizen members of vocational advisory committees and members of selected professional education groups concerning the func- tions and Operation of the vocational citizens advisory committees? OBJECTIVES OF THE STUDY (1) To identify differences in the perceptions of citizen vocational advisory committee members and the expectations Of vocational teachers, vocational adminis- trators, and school administrators concerning the functions and Operation Of the vocational citizens advisory committee, and (2) to identify relationships between certain functions and/or Operations as perceived by the citizens and as expected by the school administrators, citizens, or vocational teachers, directors, and coordinators and the selected background variables of age, years of experience with vocational citizens advisory committees, years of schooling, previous enrollment in vocational education classes, training in vocational courses in a post-high school technical institute, business, or trade school, and college or university courses in the administration, philosophy or teaching of vocational education. SCOPE OF THE STUDY This study was limited to the citizen members, vocational teachers, vocational administrators, and school administrators who were associated with vocational citizens advisory committees Operating in the schools involved in the Evaluation Systems Project. The Evaluation Systems Project was a part of Michigan State University's Research and Development Program in Vocational-Technical Education. The total population Of citizen members, vocational teachers, vocational administrators, and school administra- tors was utilized in conducting this study. Respondents included 182 citizen members, fifty-four vocational teachers and vocational administrators, and eighteen school adminis- trators. A complete description of the pOpulation, in addition to the procedures used in conducting the study, can be found in Chapter Three. LIMITATIONS OF THE STUDY Since only schools associated with the Evaluation Systems Project which had vocational citizens advisory com- mittees were included in the study, the findings must neces- sarily relate only to these schools. As will be discussed in Chapter Three the schools represented in this study are diverse in their vocational program Offerings and in the methods used in conducting their evaluation program, including the use of citizens committees. Because of this diversity, it seems reasonable to assume that the findings of this study may be generalized to situations where citi- zens advisory committees are used other than those related to program evaluation or to vocational education. DEFINITIONS Most of the words and concepts used in this study are familiar and are used in a conventional manner. The follow- ing definitions or explanations are given to prevent any possible misunderstandings. 1. Vocational Citizens Advisory Committee: In this study we are referring to a school-initiated committee com- posed of local citizens. The term is used quite broadly to encompass what is commonly called craft committees, depart- mental committees, and general vocational citizens advisory committees. The committees were associated with schools participating in the Evaluation Systems Project. 2. Citizens Committee Members: Citizens of a local school district who have served at least one year on a vocational citizens advisory committee. 3. Educators: Superintendents of schools, senior high school principals, vocational directors and/or coordi— nators, and teachers of vocational education in the local school systems. 4. School Administrator: A chief school administra- tive Official or his chief administrative associates and high school principals in the schools participating in the Evaluation Systems Project. 5. Position Group: Refers to either school adminis- trators, citizens, or vocational teachers, directors, and coordinators. 6. Citizens 9£_Citizen Member pf_Advisorprommittee for Vocatignal Education: A local community resident who served on the local citizens advisory committee Of the schools participating in the Evaluation Systems Project. 7. Vocational Teacher: An educator in the local school system responsible for conducting vocational educa- tion classes and who worked with citizens advisory commit- tees in those schools participating in the Evaluation Systems Project. 8. Vocational Director 9; Coordinator: The chief administrative official for the local program of vocational education in the schools participating in the Evaluation Systems Project. 9. Vocational Educators: Vocational teachers, directors, and coordinators in the local school system who worked with citizens advisory committees in those schools participating in the Evaluation Systems Project. 10. ‘2229: Vocational teachers, directors, and coordinators. 11. Evaluation Systems Project: A project in the Research and Development Program in Vocational-Technical 10 Education at Michigan State University. Project personnel worked with local schools having comprehensive programs of vocational education in an attempt to develop and tryout a systematic approach to local program self evaluation. CHAPTER II FUNCTIONS AND OPERATIONS OF THE VOCATIONAL CITIZENS ADVISORY COMMITTEE OVERVIEW OF CHAPTER In this chapter the writer presents a review Of the literature concerning vocational citizens advisory commit- tees by drawing On sources related to other types Of citi- zens committees where such research or writings are perti— nent. No research was found directly related to citizen or educator Opinions regarding the functions and Operations of the vocational citizens advisory committee. However, some studies have been made Of citizen and educator Opinions related to the operations and functions Of citizens commit- tees dealing with curriculum improvement. The literature regarding citizens committees is almost void of research studies, but several have written extensively on the subject. Research studies and writings relevant to the objectives of the study are reviewed in seven separate areas Of this chapter. The first section contains a short historical view Of lay participation in education. Studies and materials dealing with the purposes 11 12 of citizens advisory committees are presented in the second section. Types Of citizens advisory committees commonly used in the public school systems are described in section three. Section four Of this chapter provides a review Of the studies and writings relevant to committee member selec- tion. Committee organizational procedures are reviewed in section five. Section six contains a review of materials dealing with committee member orientation and information processes and section seven presents the findings relevant to citizen advisory committee functions. LAY PARTICIPATION IN EDUCATION Citizen interest in education is nothing new, but organized efforts which permit citizens to become actively involved with the schools are a rather recent phenomenon in education. Traditionally the American citizen thinks Of his school as ". . . something personal and special, and he wants it within close reach Of his touch and comprehension."1 The American public school system developed in an atmosphere Of public interest and concern. Laymen have had a large part in this development. Our earliest school buildings were Often built by local people. Patrons boarded the teachers. Members of the board Of education and parents supervised the teachers and examined the pupils. 1Lee M. Thurston and Williaij. Roe, State School Administration (New York: Harper and Brothers, 1957), p. 6. 13 The limited funds for schools were voted at town or school meetings which all might attend and which were well attended.2 Hamlin traces agricultural education committees back to 1911.3 Early recognition of the importance of advisory committees for vocational education was provided for in an Indiana Vocational Education Law approved in 1913, contain- ing a provision that Boards Of Education or township trustees adminis- tering approved vocational schools and depart- ments for industrial, agricultural or domestic science education, shall, under a scheme to be approved by the State Board of Education, appoint an advisory committee composed of members repre- senting local trades, industries and occupations. It shall be the duty Of the advisory committee to counsel with and advise the board and other school Officials having the management and super- vision of such schools or departments. Public participation in education has taken many forms. Hamlin categorized the types of public participation into seven major types. These types which Hamlin contended developed since the public schools originated are: -Boards of education and associations of school boards -Parent-Teacher associations -Lay groups that support particular school activities -Community organizations formed for purposes other than working with the schools -Community councils 2Herbert M. Hamlin, Citizens Committees in the Public Schools (Danville, Illinois: Interstate Printing Company, 1952), p. 2. 31bid., p. 10. 4Vocational Advisory Committees (Washington, D.C.: American Vocational Association, 1950), pp. 4-5. 14 -Independent citizens' groups organized to assist or influence the schools 5 -School initiated citizens committees. The chief concern of this study is with the school initiated citizens committee approach. Without question laymen are interested in their school. Their willingness to help in the performance of the educational process has been demonstrated many times. Local school Officials should find this a most desirable situation. If we accept the fact that public schools owe their origin to the public it quickly becomes evident that schools need the confidence of the public they represent. This confidence is most important, for as Buell notes whether citizens are involved or not " . they will talk and they will evaluate. . . ."6 The need for advisory committees for vocational edu- cation is recognized . . . in the fact that training young people and adults is a cooperative undertaking shared by the school and the community. In order tO carry its share of the burden, the school must know what the people need and want--and before the people can support the work of the school, they must know what is being done. 5Herbert M. Hamlin, "Organizing School-Initiated Citizens' Committees," Educational Leadership, 9:305-6, February, 1952. 6Clayton E. Buell, "Roles Of Lay and Professional Persons," The National Association Of Secondary School Principals Bulletin, 47:28, October, 1963. 7VocationalAdvisory Committees, Op. cit., p. 3. 15 Riendeau supports the need for advisory committees by asking the question, "How else can schools and colleges be sure that their occupational programs are in tune with employment needs?"8 A Washington State Board for Vocational Education publication further stresses the need for lay participation as follows: School people must have help from employers--who put people to work in an industry and an Occupa- tion, and from employees——who do the work and have the detailed know-how in the occupation. Shoemaker contends that "involvement of a community in voca— tional education is not just a nice gesture; it is a matter Of life and death to a sound program."10 In support of this position Hull writes, ". . . it is when citizens eliminate educators or when educators eliminate citizens that the real mistakes in educational planning are made."11 Some authors, including Wheaton12 contend that as a member of a democratic 8Albert J. Riendeau, The Role 9f_the Advisory Committee ip_0ccupational Education ig the Junior College (Washington, D.C.: ‘American Association Of Junior Colleges, 1967). p. 19. 9"The Representative Advisory Committee" (Olympia: Washington State Board for Vocational Education, undated), p. l. (Mimeographed.) 10Byrl Shoemaker, "Involving the Community in Needs Studies and Program Development," The National Association ‘2§_Seconda;y School Principals Bulletin, 49:113, May, 1965. 11J. H. Hull, "Help the Board's Advisory Committee Know Its Place," School Executive, 73:62, June, 1954. 12Lucille Wheaton, "Citizen's View of Citizens' Committees," Journal 2: Secondary Education, 36:140, March, 1961. 16 society the lay member has a role and a responsibility to contribute his support and talent to the schools, making it even more important for educators to utilize and welcome citizen participation. The committee of 14 of the New York Metropolitan School Study Council noted the importance of lay participa- tion in its statement: There is mounting evidence to show that wherever schools have drawn the public into processes of planning, policy formation, discussion of Objec- tives and methods to meet those Objectives, such schools have been superior to what otherwise might have been expected.1 Goldhammer writes As society has become more complex and as school districts have grown in size, school boards have become increasingly divorced from the public whom they represent in the management Of public educa- tion. To regain some of the public control and to make the decision making of public education better serve the function of providing a labora- tory for the practice Of democratic citizenship, additional citizens groups within the community should be incorporated within the decision-making structure of the school board. On important decisions, school boards should employ techniques such as citizens' advisory committees to aid them in gaining broader perspective of the Opinions and reactions of qualified persons within the community to utilize specialized knowledge and understandings that are available within the community, and to enable more people to express their concerns so that increasingly better deci- sions can be made. 13Norton Beach, Public Action for Powerful Schools (New York: Metropolitan School Study Council, 1949), p. 60. 14Keith Goldhammer, The School Board (New York: The Center for Applied Research in Education, Inc., 1964), p. 106. 17 Generally writers on lay advisory committees point out the need for such groups. Buell reflected the judgments of these writers when he stated: "Laymen are interested and concerned about education. They have a right to be informed, consulted, and included."15 The importance of lay participa— tion was appropriately summarized by Mrs. Don A. Waller, at the 1957 American Vocational Association Convention: 2A teacher who works with an advisory committee has gone a long way toward establishing the right relationship in her community. She is making herself known as a teacher and as a person. As cooperative planning increases she will learn the importance of the pronoun 22; the importance of the word together; the importance of the expres- sion "a little less Of you and me and little more Of us."16 PURPOSES OF CITIZENS ADVISORY COMMITTEES Perhaps no area related to citizens advisory commit- tees is more important than that of purposes. Collier notes, ". . . that a major cause of citizens' committee failures is lack of agreement about purposes."17 In Werle's study the superintendents stated they believed that laymen understood 15Buell, loc. cit. 6News item in the American Vocational Journal, 32:4, October, 1957. l7Ervin K. Collier, "Informed Citizens' Opinions Regarding the Citizens' Lay Committee in Central Valley School District" (unpublished Doctor's Thesis, Washington State University, Pullman, 1963), p. 12. 18 their role and responsibilities on citizens committees. However, laymen did not indicate a high degree of under— standing.18 Important to the understanding of the citizens com- mittee role and responsibilities is the concept of policy development held by all Of those concerned. Krebs contends that . . . the public should develop school policies. Boards Of education, as the legal representatives of the people, do develOp policies and must enact all policies. Boards of education cannot dele— gate responsibility for the enactment Of policies. Boards of education, however, do not have the man- power tO conduct all of the studies needed to provide policies adequate for the modern complex school system. It remains, then, for some means to be provided so that the general public can per- form its responsibilities in the area of policy development. School-sponsored citizens' commit- tees Or advisory councils are the best means yet devised to enable the public to share in policy develOpment.19 Several authors have suggested specific purposes for citizens advisory committees. Krebs suggests "the primary purpose . . . is to provide a vehicle by means of which the citizens of a school district can participate effectively in 18Henry D. Werle, "Lay Participation in Curriculum Improvement Programs" (unpublished Doctor's Thesis, Columbia University, New York, 1964), p. 121. l9Alfred H. Krebs, Organizing and Working with Departmental Advisory Councils ip_the Public Schools (Danville, Illinois: The Interstate Printers and Publishers, Inc., 1965), p. 18. 19 school affairs."20 Kindred lists the general purposes Of citizens advisory committees as follows: -TO assist school Officials in the development of sound and adequate educational policies and programs; -TO identify educational needs and work for the solution of related problems; —TO interpret educational conditions to fellow citizens and enlist their support in seeking improvement; -TO bring community information, Opinion and planning into the deliberations of school officials concerned with policy-making; -To influence public attitudes in support of an action program for changes in the school system; -To harmonize differences in educational points of view between school Officials and members Of the com- munity. Several writers have suggested appropriate policies and purposes for citizens advisory committees. However,‘W’er1e's22 study of citizens committees revealed committees commonly Operated with a lack Of policies. One of the reasons for citizens committees lacking well developed purposes may have been uncovered by Berner's study which showed that citizens advisory committees had been organized most frequently to implement building programs.23 School personnel have on occasion voiced the fear that citizens advisory committees may usurp the prerogatives 20Ibid., p. 1. 21Leslie W. Kindred, School Public Relations (Engle- wood Cliffs, New Jersey: Prentice—Hall, Inc., 1957), p. 194. 22Werle, pp, cit., p. 124. 23William F. Berner, "A Study of Citizens Advisory Committees for Reorganized School Districts in Indiana" (unpublished Doctor's Thesis, Indiana University, Blooming— ton, 1964), p. 60. 20 of the board of education. Citizens advisory committees " . have no administrative or legislative authority and are not created to usurp the prerogatives of boards of edu— cation and administrative staffs."24 "They [citizens advisory committees] have no authority to delegate or to legislate."25 According to a New York publication "members Of advisory boards must always keep in mind that their role is advisory and that their recommendations fall in the category Of suggestions to those persons charged with admin- istration. . ."26 Hull offers further support for this belief as to the role of citizens advisory committees when he says . . .iit is the Board's business not to run the schools, but rather to see that they are run properly by competent professional peOple, so it is an advisory committee's business not to try to run the Board, but rather to bring the vieWpoints Of citizens to the attention of the Board on matters pertaining to the school prO- gram. Decisions rest with the board.27 There seems to be little question that if the members of citizens advisory committees,the board Of education, and the professional educators understand the purposes and 24Vocational Advisory Committees, pp, cit., p. 5. 25"The Role of Advisory Committees in Vocational- Technical Education" (Dover: Delaware Department of Public Instruction, undated), p. 1. (Mimeographed.) 26_'I_‘p_e_Agricultural Advisornyoard, A_Handbook for Boards p£_Education, School Administrators, Advisory Board Members and Teachers pf_Agriculture (Albany: The University of the State of New York, 1966), p. 3. 27Hull,.gp, cit., p. 63. 21 responsibilities of each group that the advisory contribu- tions of the citizens committee will result in greater educational benefits for the community. TYPES OF CITIZENS ADVISORY COMMITTEES Hamlin classifies citizens advisory committees by two broad categories--independent citizens committees and school initiated citizens committees.28 Our chief concern in this study is with the school initiated citizens committee. Hamlin further classifies the school initiated citizens committee in five ways: Temporary and continuing committees. The most prevalent way of starting to use citizens' com- mittees is to establish temporary committees of laymen. The most common use Of these committees has been in raising funds for the schools. There is increasing use of continuing committees, whose members serve for terms of stated lengths, usually three years, and in which rotation of membership is provided. School-wide and specialized committees. Commit- tees of laymen have long been used in vocational and adult education. They are being used in health education, social education, and in almost every other school field. Neighborhood, community, county, and state com- mittees. Neighborhood committees are in use in rural communities and in cities. Organizations at the community level are most common. County committees are found when schools are organized by counties. Committees with differing functions. Some committees are restricted to studying and giving advice regarding school problems. Others perform 28Hamlin, Citizens Committees ip the Public Schools, pp, cit., pp. 176—7. ' ' ——'-—-~-"‘ v School principals Bulletin, 38:67, April, 195?.- 22 other functions in the schools. Some are agencies for community action. Committees with differing memberships. .A major difference among committees is that some are made up of representatives Of agencies, while others are composed Of individuals who are not Obligated to agencies. Writers strongly support the school-initiated type of citizens committee. Hamlin notes that "the great advantage of the school—sponsored committee is that it is welcomed by those in the school system with whom the committee will work."30 Odell expressed concern in regard to possible actions of non-school—sponsored committees. He notes that: It is a strategic advantage that lay committees be organized by the school staff or the board of education. "Self-starting" lay committees fre- quently have ulterior motives which lend them- selves tO irresponsible action. This condition is inherently divisive and does not contain the elements essential for success. McCloskey concluded that when citizens groups . . . are organized without consultation with boards and administrators there is no assurance that effective working relationships will be established, and in such cases educational leadership is Obviously no longer in the hands of the board.32 Hamlin, "Organizing School—Initiated Citizens' Committees," pp, cit., p. 306. 3OIHerbert M. Hamlin, "School Boards Organize Citizens' Groups," School Executive, 74:58, June, 1955. 31Harold A. Odell, "Lay Advisory Committee; Summary of a Presentation," The National Association of Secondary 32GordonMcCloskey, Education and Public Understanding (New York: Harper and Brothers, 1959), p. 378. a... \r ~— 23 There seems tO be no consensus of Opinion as to whether citizens committees should be of a continuing or short-term nature. Werle found short-term committees for specific purposes to be more prevalent than continuing committees.33 The respondents in Collier's study favored the Operation of the committee on a continuing basis.34 Typical of the fears expressed by many writers is the following: When a committee stays together after its jOb is done . . . there are two dangers. First, the members may begin to feel like "experts"--and a little bit of knowledge can be a dangerous thing. Also the members think they have time to "inves- tigate" other areas. Often the committee becomes a pest to Officials. When the committee has done its jOb and made its final report, it should be disbanded.35 Hull contends that too much has been made of determining at the (outset just how long a committee will be allowed to exist. It is a fact that the success of such an organization has little to do with the length Of time it exists. It is rather, care in making ,specific the Objective for which the organization is created and whether or not that Objective is kept sight of that are of major importance.36 33Werle, pp, cit., p. 119. 34Collier,pp. cit., p. 78. 35 "How to Use Citizens' Committees," School Manage- ment, 8:94, February, 1964. 36Hull, pp, cit., p. 62. 24 According to one source the kinds of citizens advi— sory committees for vocational education are generally recognized as general, departmental, and craft committees. A general advisory committee is appointed to assist in the development and maintenance of the entire vocational education program offered by the school or school district. It helps to ascertain the training needs Of the service area, to keep the program realistic and practical, to develop community understanding and support Of the methods and Objectives of vocational education, and to build prestige and respect for vocational education. [Departments] . . . within the school usually have their own advisory committees, to act as counselors and coordinators in maintaining a community—wide program. The committees serve as liaison agents between the department and the individuals and groups which it is attempt- ing to serve and they foster closer cooperative efforts. Craft committees are appointed to give advice with respect to a single course of study. Craft committees perform the very specific task Of keep- -ing the school up-to-date on current practices and trends within the occupation and coordinating the trainin efforts of the schools and the occupation. COMMITTEE MEMBER SELECTION Size of the committee. Only general guidelines are found in the literature in regard to the most appropriate size Of the citizens advisory committee. Typical Of the comments is: The number of members to be included on an advisory committee varies with the size of the community and the nature of the program served. 37VocationalAdvisory Committees, pp. cit., PP. 6-7. ‘0’ 25 The committee, to gain the confidence of the citizens, must be large enough to be repre- sentative and should have members from all the important organized or recognizable groups in the service area vitally concerned with the vocational training program. General advisory committees serving a whole program of vocational education often run as large as fifteen to twenty or more. Appointment of committee members. Whatever the pro— cedure utilized in the determination Of the committee mem- bers, the approval and support of the local board Of education for the proposed method should be secured.39 Toy contends that the procedure used in selecting the committee is not nearly so important as the purpose and the length of term of the appointment.40 Britton proposed that the board appoint only a nucleus of members, ". . . leaving them free to . . . add to their membership as the committee "41 sees fit. Occasionally well-meaning citizens suggest that citizens advisory committees should be appointed by various organizations within the community. Scott recog- nized limitations of this procedure when he stated: 38Ibid., p. 21. 39Ibid., p. 10. 4OiHenry Toy, "Local Citizens' Committees," Nation's Schools, 46:26, July, 1950. 41Ernest R. Britton, "Leadership in Defining Goals for Schools," Educational Leadership, 17:18, October, 1959. 26 Advisory groups made up of members selected by various community organizations do not serve the same purpose as a cross—sectional, representative, organization. There may be a place for an orga- nization made up of members elected or appointed by the various organizations in a community, but such an arrangement does not appear to be satis- factory for advisory councils for public education due to their tendency to maintain the status quo rather than work for progressive improvement made possible through effective education. ,As one procedure for selecting committee members, Krebs prOposes a random selection method.43 1A complete list of persons eligible for membership on the advisory council would be compiled by a nominating committee. The nominating committee membership would be composed of ". . . the head of the department, the Superintendent Of Schools or his repre- sentative, and six representatives from the adult popula- tion. . . ."44 The nominating committee would decide on the number of persons to be on the advisory committee and would compile lists of persons eligible for membership on the advisory committee. The persons to be nominated for member- ship on the citizen advisory committee would be chosen at random from these lists. In direct Opposition to this procedure is the view expressed by Hamlin. 42Marshall Jewett Scott, The Use of Advisory Councils in Vocational Education in Agriculture (an Abstract of a Doctoral Thesis, Urbana: University of Illinois, 1950), p. 9. 43Krebs, pp, cit., p. 4. 44Ibid., p. 3. 27 The nature of a "representative" committee needs definition. A representative committee is not one that would be chosen by lot, but a committee which includes some of the most capable people of a community who, among them, have sympathetic contacts with all of the various groups within the community.4 Hamlin also stresses the point that ". . . community organi- zations and institutions should never be asked to send representatives to a school's citizens committee."46 Crosby concurs with this view when he writes, "The thing to watch is that the representative who is chosen reflects his per- sonal views, not necessarily those of the organization he represents."47 Qualifications Of committee members. There appears to be general agreement as to the qualifications potential citizens advisory committee members should possess. Morphet suggests the following qualifications for committee member- ship: (a) a genuine interest in public education; (b) honesty and sincerity of purpose; (c) the ability to recognize prOblems; interpret information fairly, and reach honest conclusions; and (d) 45Herbert M. Hamlin, Citizen Participation ip Local Policy Making for Public Education (Urbana: University of Illinois, 1960), p. 13. 46Ibid., p. 15. 47Otis A. Crosby, "How to Get a Citizens Committee Going," Nation's Schools, 76:50, November, 1965. 28 relative freedom from strong biases that might interfere with the reaching Of sound conclusions. In selecting members for the committee Riendeau lists these essential criteria: 1. Competence: (Each member must have demon- strated competence in the special area being served. He should be a person who has the respect and confidence of his associates and Of the community. 2. Interest: Each member should be interested in .occupational education; a segment Of each com- mittee may be employed in firms or businesses which are potential users of graduates. 3. Adequate time: A person being considered for appointment to an advisory committee should be informed of the time commitments Of the assignment. 4. Character: A member should exhibit a strong 49 sense Of responsibility and civic mindedness. Werle's study showed that too often ". . . members are selected because they are readily available."50 He further indicates that committee members should be chosen on two bases: 1. Members should represent a cross-section Of the population, and 2. Members should be chosen as resource peOple on the basis Of their competence in the field being studied.51 4BEdgar L. Morphet, "Cooperative Procedures Should Be Based on Sound Principles," Citizen COOperation for Better Public Schools, National Society for the Study of Education, Fifty-third Yearbook, Part I (Chicago: University of Chicago Press, 1954), p. 254. 49Riendeau,pp. cit., p. 34. 50Werle,.pp, cit., p. 120. 51 Ibid. 29 Term Of office. General agreement seems to exist concerning the term of Office for committee members once there is agreement as to the duration Of the committee itself. Staggered replacement of committee members was endorsed by all sources reviewed by the writer. The general theme seemed to be that this would permit fresh ideas to be brought into the committee and educate more community citizens. COMMITTEE ORGANIZATION There seems to be support among the writers for the citizens committee to have a constitution and by-laws, but some caution, that rigidity may result from over-emphasis on these documents. It has been noted that "members are Often more willing to participate on a committee whose purposes and duties have been set forth in formal fashion."52 There is general agreement that the constitution and by-laws should receive board of education approval. Caution can be seen in the following: It should be appreciated, however, that too rigid a set of rules may stifle the activities and iniative of the group and result in a committee which exists on paper but does not function. A group of people functioning in an advisory capac- rity only should emphasize informality and flexi- bility of procedure, so that changing demands on their talents can always be met in an atmosphere of friendly cooPeration.5 52Vocational Advisory Committees, pp. cit., p. 22. 531bid. 30 The time of year for the citizens committee organi- zation is not considered crucial by many authors, but some writers suggest the annual organization meeting should be held as soon after July 1 as possible.54 Hamlin suggests "a citizens committee should start with no more organization than it needs. It will need a chairman, a vice chairman, and a secretary, and these may comprise an executive com— 55 mittee." There is general consensus that the Officers Of the citizens committee should be selected from the lay mem- 56 The duties of the chairman chiefly bers of the committee. concern ". . . presiding at all meetings of the committee. He works closely with the school administration at all times and should be consulted when the agenda for the meeting is prepared."57 The number of meetings a citizens committee should hold, according to Riendeau, should be directly related to the need for discussion of some real prOblems.58 Hamlin contends that citizen participation should be continuous. "Most general committees meet monthly except in July and 54The Agricultural Advisory Board, pp, cit., p. 9. SSHamlin, Citizen Participation ip_poca1 Policy Making for Public Education, _p. cit., p. 17. 56"The Role Of Advisory Committees in Vocational— Technical Education," pp, cit., p. 8. 57Vocational Advisory Committees, pp, cit., p. 18. 58Riendeau, pp, cit., p. 42. 31 August. There should be continuous activity between meet- ings."59 Scott found a wide variation in the number Of meetings held per year, but the average was four. He con- cluded from his study that "meetings should be held regu- larly and not less than twelve times per year in order to maintain interest and increase the effectiveness of advisory councils."60 Krebs recommends at least nine regular meet- ings each year.61 Scott's study dealt specifically with citizens advisory committees for agriculture, but as a result of his study he concluded that the responsibility for developing the agenda belonged to the committee chairman. He suggested the agenda be prepared in advance and have enough flexibil- ity to allow change during the committee meeting.62 Very little mention is made in the literature of finances for the citizens committee, but Hamlin writes "a citizens committee needs to have some school district funds budgeted for its use in providing consultants, purchasing publications, making and reporting Studies,"63 59Hamlin, Citizen Participation 1p Local Policy Making for Public Education, _p, cit., p. 9. 60Scott, pp, cit., p. 10. 61Krebs,pp. cit., p. 22. 62Scott, loc. cit. 3Hamlin, Citizen Participation ip Local Policy Making for Public Education, pp. cit., p. 19. 32 The importance of good organization for citizens committees was stressed by Hamlin in his statement "Most [citizens committees] have made valuable contributions but some have failed and a few have done more harm than good because they were poorly organized."64 COMMITTEE MEMBER ORIENTATION .AND INFORMATION PROCESSES Nearly all writers in the area of citizens advisory committees recognize the importance of prOperly orienting and providing information for the new members of citizens committees. Carlson concluded that clear lines Of communi- cation are most essential if the benefits to the school or the citizens are to be very great.65 Fifty per cent of the superintendents in Berner's study supported the view that citizens advisory committees are good vehicles for two-way communication between the school and community.66 To the statement "the Citizens' lay committee is accepted as an important organization by most citizens in the school dis— trict," Collier found 49 per cent of his respondents agreed and 39 per cent disagreed, largely because they felt most 64Herbert M. Hamlin, The Public and Its Education (Danville, Illinois: The Interstate Printing and Publishing Company, 1955), p. 372. 65Henry L. Carlson, "Functions and Activities of Lay Advisory Committees for Selected Junior College Vocational Programs" (unpublished Doctor's Thesis, University of California, Los:Angeles, 1967), p. 86. , 66Berner, pp, cit., p. 60. 33 people did not know about the committee. Seventy-five per cent of the respondents felt that the committee had been very helpful in promoting public understanding Of school issues.67 .Writing about occupational citizens committees for junior colleges Riendeau says, Whether by letter, telephone or personal visit, each advisory committee member should be contacted by the junior college representative prior to the initial meeting. While the new committee member may have a general idea of what is expected Of him as a member of a college advisory committee, an important item of the first committee meeting should be a review Of the functions and purposes of the group. One Of the most effective ways to orient all members for the task at hand is by giv- ing each member an advisory committee handbook.68 Campbell suggests that "public participation should imply that the participant will begin by ascertaining the facts and not by prescribing a solution. This suggests that the facts should be made available and couched in simple terms."69 I The use of consultants has been recommended to help bring specialized information to the committee. Consultants should not be considered as permanent members of the commit— tee but should be invited to meet with the committee from time to time as the need arises.70 67Collier,pp. cit., pp. 59 and 71. 68Riendeau,,pp, cit., p. 36. 69Roald F. Campbell, "Public Participation Can Be More Constructive," Nation's Schools, 51:60, February, 1953. 70VocationalAdvisory Committees, pp, cit., pp. 15-16. 34 The person upon whose shoulders rests a great deal of the responsibility for the success or failure of the citizens advisory committee is the person who represents the school. "The most logical individual to assume the task is the local director of vocational education or the director of the vocational school."71 Depending on the purposes Of the committee the individual assuming this role may be a teacher, department head, or coordinator. Among the responsibilities of the school representa- tive with which there is near unanimous agreement are the following: 1. Keeping committee members informed concerning voca- tional education Objectives and philosophy, 2. Updating committee members regarding local, state, and federal policies for vocational education, and 3. Keeping committee members fully informed about the local program for vocational education. Some would contend that is the duty of the school representative to prepare the meeting agenda. The school representative may have various responsi- bilities. One authoritative source suggests: He may act as secretary for the committee, he may serve in a general consultative capacity, or he may be designated as chairman. .It is important to note that in any event, he is 7lIbid. , p. 18. 35 considered an ex-Officio member of the committee. He is present to seek advice, not to give it.72 Riendeau notes that the school representative must always be ". . . tactful, patient, and have a capacity for hard work. His relationship with the advisory committee requires that he be professional at all times for he must have the confidence of the committee."73 -A review of the literature generally reveals the need for the citizens committee to make its recommendations in written form. Sumption believes the written report should also include the reasoning behind each recommendation.74 This would also provide a permanent record Of the committee's action and help prevent misinterpreting the committee's intent. Service on a citizens committee can be a sacrifice and hard work for the participants. Recognition of citizens contributions should be made by the school. Stranger sug- gests awarding a certificate of appreciation and sending a thank-you letter to committee members at the end of the school year.75 Other suggestions include the placing of 721bid., p. 19. 73Riendeau, pp, cit., p. 38. 74Merle R. Sumption, "Don't Tell Them, Ask Them," Nation's Schools, 62:75, OctOber, 1958. 75Norman R. Stranger, "A New Slant On Using Trade Advisory Committees," American Vocational Journal, 38:30, April, 1963. 36 members names in school publications and in material released to newspapers and periodicals. CITIZEN ADVISORY COMMITTEE FUNCTIONS Riendeau, in writing about the junior college occupa- tional advisory committee, states that . . . the function of the occupational advisory committee is to advise junior college adminis- trators regarding instructional programs in specific trades, crafts, or occupations. This committee should be concerned with the particular Occupational education area which it represents as it relates to the overall educational program. Some specific functions are that it: 1. Serves as a communication channel between college and community occupational groups. 2. Lists the specific skills and suggests related and technical information for the course. 3. Recommends competent personnel from business and industry as potential instructors. 4. Helps evaluate the program of instruction. 5. Suggests ways for improving the public relations program at the junior college. 6. Assists in recruiting, providing internships, and in placing qualified graduates in appro- priate jobs. 7. Keeps the college informed on changes in labor market, specific needs, and surpluses, etc. 8. Provides means for the college to inform the community of occupational programs. 9. Assess program needs of the entire community.76 76Riendeau, pp, cit., p. 28. 37 Hamlin contends that citizens committees perform two principal functions: (a) Study of school problems leading to recom- mendations tO boards Of education, administra— tors and teachers; and (b) Tw04Way communication between the schools and the public.77 It is frequently noted in the literature that one Of the valuable functions of a citizens committee is ". . . educating peOple with respect to the training program Of the school and enlisting their support for vocational edu— cation."78 The citizens advisory committee also helps keep the school close to the people. .Community surveys are frequently used in vocational education. The citizens advisory committee may find this activity to be one of its more fruitful undertakings. Citizens can help ". . ..in determining the data to be gathered, in supporting the studies and gaining the best community reaction, and in evaluating the returns from the studies."79 To be more specific one source suggests: When a new.training program is contemplated, the advisory committee should make a study to deter- mine the equipment and instructional material that will be needed. In the case Of Old programs, the committee should determine whether [and when] 77Hamlin, "Organizing School-Initiated Citizens' Committees," loc. cit. 78VocationalAdvisoryCommittees, pp, cit., p. 29. 791bid. 38 additional equipment or instructional material is needed to keep training modern and up-to-date.80 While all the sources the writer checked agreed that the citizens committee had no responsibility for hiring teachers, there was substantial agreement that the recom- mendations of the citizens committee should be sought in teacher selection. Also stressed was the value of the citizens committee in helping retain good teachers. Typical is Hamlin's statement: A good teacher, who has the support of a good council and who is in the midst of a worth—while program with promising end results, is more likely to want to remain in a community than one who does not have a council or a program.81 The extent of involvement of citizens advisory com- mittees in the actual construction Of courses probably varies considerably with the type of committee. The more specific the nature of the committee the more involved in establishing the details Of the course of study the commit- tee becomes. Citizens committees ". . . help to determine and verify the training needs of the community, so that the vocational program of the school may furnish training in those fields for which the service area provides jOb 80Lp§L§_Tplk_This Over . . . The Organization and Functions pg Local Advisory Committees (Austin: Texas State Board for Vocational Education, undated), p. 14. 81Herbert M, Hamlin, Using.Advisopy Councils pp Agricultural Education (Urbana: University of Illinois, 1947). p. 38. 39 Opportunities."82 One source concludes that the citizens committee "should approve courses Of study before they are used in classes, in order that they will meet the needs for which the class is organized."83 Several functions have been suggested for the citizens committee to perform in connection with adult classes. Suggestions include: . . . assisting in the choice of the subjects to be taught, the content Of the courses, and the special emphases to be made, arranging social and recreational activities to supplement the class work, advising the teacher about local conditions which may affect the procedures of the class, and raising and spending funds for class projects. Citizens committees are usually engaged in assisting with vocational COOperative training programs. One source summarizes their duties as: . . . recommending applicants for training on the basis of qualifications required by the firm in which the student will receive his training, helping maintain attendance, helping the school to conform to the state wage and hour laws, and recommending and assisting in setting local train- ing standards.35 Citizens committees are frequently considered helpful in securing financial support for the school. Committee 2 . . . . ’ 8 Organizatlon, Function and Operatlon pg Industry Advisory Groups (Washington, D.C.: Electronic Industries Association, undated), p. 4. 83Let's Talk This Over . . ., pp, cit., p. 17. 84Vocational Advisory Committees, pp, cit., p. 32. BSIbid. 40 ~members usually better understood the needs of the voca— tional education program and can be very helpful in inter- preting these needs to the community. Frequently they ". . . encourage their organizations to make direct dona- tions of valuable equipment and supplies."86 Stauffer found that over 50 percent Of the superin- tendents in his study thought public relations to be the best topic for citizen committee discussion.87 Another source notes that "one of the greatest services rendered by an advisory committee is to interpret the school's program of vocational education to the people and to gain their understanding and support."88 A function seldom mentioned in the literature, but stressed by Scott was the need for citizens advisory commit- tees to periodically evaluate their programs ". . . to make necessary improvements and to gain satisfaction for their own efforts."89 SUMMARY In the preceding sections the writer has attempted to present a review of the literature most relevant to this Ibid., p. 34. 871Harold Stauffer, How pp Work With Citizens Advisory memittees for Better Schools (New York: Metropolitan School Study Council, 1957), p. 13. 88VocationalAdvisory Committees, pp. cit., p. 35. 89Scott,.pp, cit., p. 207. 41 study. There is a dearth of research regarding citizen and educator Opinions concerning the Operation and function Of citizens advisory committees. Many Of the persons quoted in this chapter did not base their writings on empirical data. However, nearly all of these writers are recognized authorities regarding the use of citizens advisory committees. Numerous articles have been written concerning citi- zens advisory committees. Frequently these articles are based on the writer's experiences with citizens advisory committees in one local school situation. NO doubt many good practices for Operating citizens advisory committees have been reported, but there is a lack of substantial research to support many Of these practices. Most of the research studies dealing with citizens advisory committees have been studies Of one committee in a local school. Very few Of these studies have been con— ducted in depth. The present study is unique in that it involved citizens and educators from local schools with highly diverse characteristics. Administrators of these schools were not legally required to Operate a citizens advisory committee. This study is also unique because it compares responses of citizens and educators to specific statements about operations and functions of citizens advisory committee members. t!- 1 fi‘ .7 u ‘. it (Al I!) CHAPTER III RESEARCH PROCEDURES INTRODUCTION The steps which were taken while conducting.this study are described in this chapter. The sections discussed include: (1) pOpulation, (2) development of the instrument, (3) data collection procedures, and (4) procedures for treatment of data. POPULATION Because this study is concerned with the functions and Operation of the vocational citizens advisory committee it was deemed important to consider those groups closely associated with the Operation and performance of such com- mittees. The following groups were included: 1. Citizen members of vocational advisory committees 2. Vocational teachers 3. Vocational administrators 4. School administrators. For the purposes Of this study the population in- cluded citizen members of vocational advisory committees, 42 43 vocational teachers, vocational administrators, and school administrators associated with schools which participated in the Evaluation Systems Project1 and which are using or have used vocational citizens advisory committees. The Evaluation Systems Project was a part of Michigan State University's Research and Development Program in Voca- tional-Technical Education.2 A major goal Of the Evaluation Systems Project was the development and trial of a system Of evaluation for local programs of vocational education. Schools were selected for the Michigan Evaluation Systems Project on the basis Of the following criteria. +Have expressed a desire tO evaluate its program with a view to improving it where necessary. The criterion was met if the school requested a copy of Evaluation pg Local Vocational Education Pro- grams:4 which was made available to the schools through an announcement letter from Michigan State University. éHave not less than 1,500, nor more than 20,000 enrolled in kindergarten through twelfth grade. ¥Harold M. Byram, Evaluation Systems for Local Prpgrams p§_Vocational-Technical Education, Final Report Of Project NO. 7-0211 (East Lansing: Michigan State University, 1968). 2A Develppmental Vocational Education Research and Teacher Education Program Based on a Clinical School Concept, A Final Report Of Contract OE 5-85-111 (East Lansing: Michigan State University, 1967). 3Byram,pp. cit., pp. 13-14. 4Harold M. Byram, Evaluation pf Local Vocational Education Prpgrams (East Lansing: Bureau Of Educational Research Services, Michigan State University, 1965). 44 -Have vocational education programs under way in at least three reimbursable fields. -Come from a location such as to contribute to geographical representativeness of the group of schools as a whole. éHave administrators and faculty willing to coop- erate in the project by assigning a staff member as local project leader, and by providing him working time and local travel to direct the project. The schools associated with the Michigan Evaluation Systems Project were selected for this study because 1. They presented an Opportunity to sample schools from different regions of Michigan (Figure 1), 2. They represent a cross—section of the various sizes Of school systems in Michigan (Table l), 3. The schools utilized vocational citizens committees during the project year, 4. All of the schools have at least three vocational education programs underway in vocational reimburs- able fields (Table 2), and 5. Further study of citizens advisory committees contributes to a greater body of knowledge relative to the Evaluation Systems Project. The involvement of local citizens through the use of vocational citizens advisory committees was encouraged by the personnel associated with the Evaluation Systems Project. Six of the schools organized citizens advisory committees. 45 0 Fremont O COrunna o Lansing 0 Benton Harbor 0 Niles O Hillsda e FIGURE 1 LOCATION OF THE SCHOOLS STUDIED 46 XXXXXX >< XXXXXX X XXXX X moaaz mcwmcmq, wampmaaam UGOEmHm moosuoo monumm souowm seaumospm m>flumummooo cowumusmm momeoooom coflumosom sodumospm HmauumspaH mEom mmwcamsm amusuHDOAHmd Hoopum .11‘ mAOOEUm Mme ZH m2¢mwomm ZOHBdUDQm A N mgmflfi oam.o moaflz moa.mm moamcmq mhw.m mampmaawm ooo.~ DGOEmHm 00¢.m mccsuoo oom.aa Monumm soucmm ucmsaaoucm mauM Hoonom mo msmz bolooma 2H mAOOmUm mo MNHm H mfimdfi 47 These six schools involved 303 citizens, for an average Of 50.5 citizens per school.5 DEVELOPMENT OF THE QUESTIONNAIRE An extensive review of the literature was undertaken regarding the functions and operation of vocational citizens advisory committees as the first step in the develOpment of the questionnaire. The significant findings of this review were presented in Chapter Two. The review Of literature was considered necessary prior to developing the questionnaire so that possible areas of conflict between citizens and educators could be identified. The review was also helpful in identifying the important areas of concern. The questionnaire used in this study was divided in two major parts.6 Part I of the questionnaire provided information about the respondent. This information was needed to determine the relationship of certain background variables to the respondents' reaction to the questionnaire items. .Each respondent was asked to provide information regarding his age, years associated with a citizens advisory committee, years Of schooling completed, years enrolled in high school vocational education classes, years enrolled in a post-high school technical institute, business, or trade 5Harold M. Byram, Evaluation Systems for Local Pro- grams pg Vocational-Technical Education, pp. cit., p. 31. 6See Appendix C. 48 school, and whether they had taken college or university courses in the administration, philosophy or teaching of vocational education. Part II of the questionnaire contained items relative to the activities Of a vocational citizens committee. As a result of the review Of literature and the experience of the author while working with the Evaluation Systems Project it was deemed important to develop items for the questionnaire grouped according to the following areas.7 1. Committee member selection 2. Committee organization 3. Committee member orientation and information processes 4. Committee functions. {Adhering to certain recommendations expressed by Thurstone8 and Edwards9 items were devised in sufficient num— bers to provide at least half again as many as would be required for the final version of the questionnaire. Follow- \ ing the suggestions Of Backstrom and Hursh10 the statements 7See Appendix N. 8L. L. Thurstone and E. J. Chave, The Measurement pg Attitude (Chicago: The University Of Chicago Press, 1929), pp. 26-9. gAllen L. Edwards, Techniques p§_Attitude Scale Construction (New York: .Appleton-Century-Crofts, Inc., 1957). PP. 105-15. 10Charles H. Backstrom and Gerald D. Hursh, Survey Research (Evanston: Northwestern University Press, 1963), pp. 84-92. 49 were evaluated for ambiguity, preciseness, misperception, loading, emotionalism, and lengthiness. The questionnaire was designed using a five-point scale and the respondents were asked to indicate the impor— tance Of the item along this scale. As respondents recorded their evaluation of each item, both direction and intensity of their response was measured as follows: 5 - Strongly Agree 4 - Agree 3 - Undecided 2 - Disagree 1 Strongly Disagree After several questionnaire drafts and revisions had been made, a copy Of the questionnaire was submitted to a panel Of six jurors.ll .Each of the jury members was judged to possess an extensive knowledge Of vocational education, including the philoSOphy, Operation, and function of voca- tional citizens advisory committees. The jurors represented a rather wide cross-section of experiences in vocational education with each having experiences related to vocational citizens advisory committees. Included on the panel of jurors were a superintendent of schools, two university professors who also serve as their vocational area coordi— nators, a dean of vocational-technical education at a com- munity college, a university vocational education department 11See Appendix M. 50 chairman, and a noted researcher and author of many publi- cations and articles about citizens advisory committees. Prospective jury members received a personal letter from the author requesting their service.12 Each accepted and received a copy of the questionnaire to review for clarity, representativeness, and comprehensiveness of cover- age Of the field Of knowledge related to vocational citizens advisory committees.13 Responses were received from all jury members. Very few suggestions were made for revision, but most of these were included in the final draft of the questionnaire.14 Principles Of questionnaire design sug- gested by Backstrom and Hursh15 were generally followed. In order to add visibility and a certain uniqueness to the ques- tionnaire it was printed on a light green stock. DATA COLLECTION PROCEDURES In this section a review is made of the procedures used in collecting the data. Copies Of the letters and cards used in the data collection procedure appear in the appendices of this study. 12See Appendix.A. 13SeeAppendix B. l4SeeAppendix C. 15Backstrom and Hursh, pp, cit., pp. 111—128. 51 The first contact with the schools was a personal letter from the writer to each superintendent Of schools explaining the study and asking for the cooperation Of the school.16 Copies of the letter were sent to two other key persons in the school system who had served in a leadership capacity in connection with the Evaluation Systems Project. This letter also outlined the responsibilities of the school and the writer subsequent to the school's agreement to par- ticipate in the study. The writer Offered to visit the superintendent or his representative to clarify any aspect of the study. This service was provided to one school. The first contact letter with the superintendent of each school requested the school to supply the writer with the names and mailing addresses of the citizen members of his school's vocational citizens advisory committees, voca- tional teachers, vocational administrators, and general school administrators. This information was needed to make contact with the prospective respondents to the question- naire. All mailings to the prospective respondents were made from East Lansing, Michigan by the writer. .Each superinten- dent was asked to sign an apprOpriate cover letter to be enclosed with each questionnaire. It is believed that this procedure helped respondents to identify with the study and stimulated a greater return of the questionnaires. 16See Appendix D. 52 Enclosed with the first contact letter to the super- intendents Of schools were suggested copies of a cover letter,17 a thank you-reminder card,18 and a second reminder card.19 Each superintendent was asked tO make appropriate changes in the suggested cover letter, to have a COpy typed on his school's stationery, to sign the letter and return to the writer for reproduction Of sufficient copies to accom- pany the questionnaire to the prospective respondents from that school district. The thank you-reminder card and the second reminder card were post-card type mailings and did not require school letterhead identification. Each super- intendent of schools also signed a sample thank you-reminder card and second reminder card and returned them to the writer for reproduction of copies to mail to the respondents. One of the schools chose not to have a cover letter or fol- low-up cards mailed with the signature of anyone associated with the school. The writer signed all correspondence going to respondents in this school district.20 Dr. Harold M. Byram, Project Leader, Evaluation Systems Project, Michigan State University, mailed a letter to each superintendent of schools endorsing this study.21 17See Appendix F. 18See Appendix I. 19See Appendix K. 20See Appendices G, I, and K-l. 21See Appendix E. 53 Copies Of this letter were also sent to two other key per- sons in the schools who had served in a leadership capacity in connection with the Evaluation Systems Project. Dr. Byram's letter reached the schools shortly after the writer's first contact letter to the superintendent of schools. .An appreciation card22 was enclosed with each ques- tionnaire. So that it could be readily seen, the apprecia- tion card was printed on goldenrod stock. Also enclosed with each questionnaire was a postage-paid, return envelope addressed to the writer. Mailings followed a 10 to 14 day interval with the following order of items being mailed to the prospective respondents. l. Questionnaire, appreciation card, addressed-postage paid return envelope, and a cover letter signed by the superintendent of schools 2. Thank you-reminder card signed by the superintendent of schools 3. Second questionnaire, appreciation card, addressed- postage paid return envelope, and a letter from the writer23 4. Reminder card signed by the superintendent of schools. 22See Appendix H. 23See Appendix J. 54 PROCEDURES FOR TREATMENT OF DATA The first Objective of this study was to identify differences in the perceptions of citizen vocational advisory committee members and the expectations of vocational teachers, vocational administrators, and school administrators concern- ing the functions and Operations of the vocational citizens advisory committee. The statistics used to determine this difference included the chi square test and the one-way- analysis Of variance. The one-way-analysis Of variance was used only for questionnaire items seventeen to seventy-one. Item number seventeen was the first item on the questionnaire to which the respondents indicated their preference on a five point scale. The chi square test was used for questionnaire items nine through seventy-one. The second objective of the study was to identify relationships between certain functions and/or operations as perceived by the citizens and as expected by the school administrators, citizens, or vocational teachers, directors, and coordinators and the selected background variables of age, years of schooling, previous enrollment in vocational education classes, training in vocational courses in a post- high school technical institute, business, or trade school, and college or university courses in the administration, philosophy or teaching Of vocational education. The statis- tical significances N.H m ¢.ma om m.mN on m.mN Nb «.mm «o O.N ucmO pom pom mnwneoz Hmuoa I o ¢.h o m.hN ma m.mN ¢H m.mm ma o.m sOQB> O.H m m.¢a mm m.Om om H.mm mm m.m~ Ho H.H mamuauwo I 5.0H m m.hm m w.hm m m.n~ m I muoumuumfloflfip<, Hoonom .x. .02 X .02 .x. .02 .x. .02 .x. .02 .x. .02 wmsOHO sounpflmom mm owlmm omlmg vglmm ¢MIm~ mm HO>O HOOCD muompcommmm mo mood mmDOMO ZOHBHmom 2H mazmnzommmm mo mm0¢ v mqmda 61 Schooling Completed bprosition Groups As would be expected the school administrators had completed the greatest amount of schooling with 94.4 per cent having either a masters or a specialist degree (Table 6). The vocational educators followed with 47.2 per cent having a bachelors degree and 49.1 per cent having a masters degree. Generally the citizens were a well educated group with 47.2 per cent being high school graduates, 18.9 per cent holding a technical or associate degree, and 23.9 per cent having earned a bachelors degree. Only one indi- vidual in the citizens group had completed less than eight years of school and only 5 per cent had left school after completing the eighth grade. High School Vocational Education Taken by Position Groups The most surprising fact about the high school voca- tional education courses taken by the position groups was that 50.9 per cent of the vocational educators had not taken any vocational education in high school (Table 7). In the citizen group 49.7 per cent had taken two or more years of high school vocational education. Considering all respon- dents, 39.6 per cent had not taken any high school voca- tional education. .muOumchuooo pom muOuOOuHQ .mumnommfi HmcoHumuO>« m I o v.N o m.NH mo m.NN mo m.MH mm m.¢m om o.m m «.0 H ucmu umm pcm muOQEsZ Hmuow H I o I o H.mv ON N.n¢ mN m.H H m.H H I o I o #009? N I o H.H N m.m o m.mN mg m.mH om N.nw mm o.m m ®.o H mcmNHuHO o I o N.NN v N.Nh MH o.m H I o I o I o I o mucumuumHCHEUN Hoonom oz x .02 8 .02 x .02 X .02 X .02 x .02 X .Oz X .02 meuw coHuHmOm .mwm moumoo mmummo moumoo mmumwn moumma mumspmuo mumspmuo mummw 0 Oz muOuOOQ umHHmHuwdm mumummz muOHwSOmm mumHOOmw< Hoocum mpmuw Corn uo HmOHccome swam cum mqu - mcHHoonom wo whom» manomo oneHmom Mme zH mezmQZOmmmm mm omequzou oquoomUm mo mmdmw o mqmde n4 r0 .muOumchuOOO pom mucuumuHa .mumzomme HmcoHumoo>I m N.m m I o m.o N m.m vH N.NH Hm m.om >5 H.Hm on w.mH ov ucmc pom pom muwHEsz HmuOB N m.HH o I o m.H H m.m N m.HH o m.Nv NN o.o m N.mH oH «UQB> H H.H N I o 0.0 H o.m m m.oH oH H.5N mv m.o¢ mm m.mH mN mcwuHuHO o o.H o I o I o 5.0H m m.mm o m.mm o o.m H H.HH N mucumuuchHCp< Hoonum .02 x .02 X .02 m. .02 X .02 X .02 X .02 X .02 X .02 QSOuo coHuHmom .mom moon no muoo» msnow mummy muoww mummy pom? use» H 02 moon» w o m o m N H cmnu mmoq OODDHEEOO >uOmH>p¢ co OOH>umm uo mumww mmeBHZSOO wmomH>Q¢ ZMNHBHO H 4 meHz memoz m>¢m mmoadzHamOOO mo machommHQ H ozd .mmm:umm& H .mm094mbmHszQ4 mm mo mmmzaz 024 mmmzmz 4 m4 Qm>mmm m>« o o.m 6N O.NH Om m.NN hm o.mH ow m.mm mm powo Hem pom mumnesz Hmuoa H H.mH m m.m N H.mH m H.mH m m.om SN IOQB> m ¢.m mH o.mH mN >.mN Ow o.¢H mN m.®m mo mcmuHuHO o o.m H I o n.OH m m.mm n m.mm n muoumuuchHEpd Hoonom .02 .x. .02 .x. .02 .x. .02 6... .02 .x. .02 macho nOHuHmom oncommmm Hoom mouse 039 mmmH mcoz 02 HO moo coHumospm HmooHumoo> mo whom» mmDOmw ZOHBHmOm amp”. m0 mmmmzmz Mm 2833”. ZOHBODQm H¢ZOHB HOOmUm EOHE .mO mag 5 mafia. 64 Post-High Vocational Education Taken by Position Groups Fifty-nine per cent Of the population had not taken any post-high vocational education (Table 8). The least amount was taken by the school administrators group with 77.8 per cent having taken none. As expected the vocational educators took the most post—high vocational education with 47.4 per cent taking two or more years. Thirty-seven per cent Of the citizens had taken one or more years of post- high vocational education. College or University Vocational Education Courses Taken by the Pos it ion Groups Vocational educators took the greatest number of college or university courses in the administration, philos- ophy, or teaching of vocational education (Table 9). Over one-half (55.6 per cent) of the administrators and 15.5 per cent of the citizens compared to 84.9 per cent of the voca- tional educators had taken such courses. Summary In summary the respondents exhibited the following characteristics. Most of the respondents were twenty-five to fifty-four years Of age. Slightly over three-fourths Of the respondents had served on or worked with citizen committees for two years or less. The respondents were a well educated group. School administrators reported the greatest amount of education while the citizens indicated 65 .muoumchHOOO pom muouomuHo .muwnomma HmooHumoo>e m H.HN mm ®.m ¢N ¢IOH wN O.mm mfla “COO me UCM MHOQESZ HmuOB N ¢.O¢ HN 5.5 ¢ m.MH 5 m.wm ON *UQB> H p.6H om m.m mH lm.oH mH o.mm aHH mcmuHuHo O H.HH N H.HH N l O $.55 ¢H mHOUMHumeHE©€,HOO£Um .02 X .02 .x. .02 w» .02 .x. .02 95.16 ooHuHmom mucommmm O39 own» 039 woo mcoz . . 02 who: coHumospm HmooHumoo> mo mummw HOOEUm mama. m0 .mmmZHmDm .HBDBHBmZH HOHZEUmB HOOEUm EUHEIBWOQ ZH mmbomw ZOHBHmOnH “HEB Mm 283:... ZOHBODQH H§0H8¢00> IAO mg m amlme 66 the least. Nearly 40 per cent of the respondents had no vocational education classes in high school and 59 per cent had no post-high school vocational education. Nearly 85 per cent of the vocational educators had been in college or university courses in the administration, philosophy or teaching of vocational education, while only 15.5 per cent of the citizens and 55.6 per cent of the school administra- tors had been enrolled in such courses. TABLE 9 COLLEGE OR UNIVERSITY COURSES IN THE ADMINISTRATION, PHILOSOPHY, OR TEACHING OF VOCATIONAL EDUCATION TAKEN BY THE POSITION GROUPS Enrolled in Courses No Yes NO Response Position Group No. % No. % No. School Administrators 10 55.6 8 44.4 0 Citizens 28 15.5 153 84.5 1 VTDC* 45 84.9 8 15.1 1 Total Numbers and Per Cent 83 32.9 169 67.1 2 *Vocational Teachers, Directors and Coordinators. 67 DIFFERENCES AMONG POSITION GROUPS In this section data will be presented relevant to the first objective of the study which is to identify dif- ferences in the perceptions of citizen vocational advisory committee members and the expectations of vocational teach- ers, vocational administrators, and school administrators concerning the functions and Operation of the vocational citizens advisory committee. The chi square test of sig- nificance was used for questionnaire items nine through seventy-one and the one-way-analysis Of variance was used to compare the mean responses Of the position groups for questionnaire items seventeen through seventy-one. Only those questionnaire items significant at the .05 level are discussed. As indicated in the introductory section of this chapter, questionnaire items are discussed within the fol- lowing categories: l.. Committee Member Selection 2. Committee Organization 3. Committee Member Orientation and Information Processes 4. Committee Functions Committee Member Selection Tables 10 and 11 reveal that school administrators were more in favor Of persons with various levels of educa- tional attainment being represented On the committee than 68 were the citizens or the vocational educators. School administrators showed no disagreement with the item while 24.9 per cent of the citizens and 5.6 per cent of the voca— tional educators expressed disagreement or strong disagree- ment. Support for persons of various levels of education being represented on the committee was stronger by school administrators and vocational educators than by the citizens. TABLE 10 OPINIONS OF POSITION GROUPS AS TO WHETHER PERSONS OF VARIOUS LEVELS OF EDUCATIONAL ATTAINMENT SHOULD BE REPRESENTED ON THE COMMITTEE SA* A* U* D* SD* Position Group No. % NO. % No. % No.% NO. % School Administrators 7 38.9 9 50.0 2 11.1 0 - 0 - Citizens 34 18.7 84 46.2 24 13.2 11 6.0 29 15.9 VTDC** 15 27.8 26 48.1 10 18.5 3 5.6 0 - Totals 56 22.0 119 46.9 36 14.2 14 5.5 29 11.4 Chi Square = 17.653 d.f. = 8 *SA = Strongly Agree A = Agree U = Undecided D = Disagree SD = Strongly Disagree. **Vocationa1 Teachers, Directors and Coordinators. 69 TABLE 11 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER PERSONS OF VARIOUS LEVELS OF EDUCATIONAL ATTAINMENT SHOULD BE REPRESENTED ON THE COMMITTEE School Administrators Citizens VTDC* Means 4.28 3.46 3.98 F/253/7.00 Sig. 0.001 *Vocational Teachers, Directors and Coordinators. In response to whether committee members should serve as individual representatives of the community at large rather than as representatives of community organiza- tions or other groups the citizens were inclined to be more in favor than the vocational educators or the school admin- istrators. As can be seen in Table 12 the school administra- tors expressed the least satisfaction of the position groups with committee members serving as individual representatives of the community at large. 70 TABLE 12 ,MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEE MEMBERS SHOULD SERVE AS INDIVIDUAL REPRESENTATIVES OF THE COMMUNITY AT LARGE RATHER THAN AS REPRESENTATIVES OF COMMUNITY ORGANIZATIONS OR OTHER GROUPS School Administrators Citizens VTDC* Means ' 3.72 4.16 3.91 F/253/3.32 Sig. 0.038 *Vocational Teachers, Directors and Coordinators. School administrators unanimously agreed that commit- tee membership should include representatives from the community labor force (Table 13). Vocational educators tended toward general agreement that committee membership should include representatives from the community labor force, but 7.4 per cent of them were undecided. Some of the citizens, however, disagreed that committee membership should include representatives from labor. Only 13.7 per cent of the citizens strongly agreed that committee member- ship should include representatives from the community labor force, whereas 50.0 per cent of the school administrators strongly agreed and 37.0 per cent of the vocational educa- tors strongly agreed. Table 14 reveals the school adminis- trators with the highest mean response, followed by the 71 .muoumoHpHOOO pow mHOuOOHHQ .mumnomma HmcoHumoo>rr .mmummmHQ mHmcouum u Gm omnmmmHn n a OOOHOOOOD n D moumd n d moum< mHmcouum u dmr m u .m.p mm~.m~ u mumsam HBO O.H w O.m mH m.m mN ¢.Ho omH m.HN mm mHmuoa I O I O ¢.> o o.mm Om 0.5m ON ssOQB> N.N v N.m mH m.HH HN m.¢@ mHH 5.mH mm mGONHuHO. I o I o I o 0.6m a 0.0m m muoumuuchH96¢ Hoosom .x. .02 .x. oz .x. .02 .x. .02 x .02 $580 cIoHuHmom «Gm *9 sD ¥< sdm mvmom momdq MBHZDZEOU mmfi 20mm mm>HB¢Hmemmmmm mQDHUZH QHDOEm mHMmmmmsz MHBBHZZOUVMEEBmm3 OB mé mmbomw ZOHBHmOm ho mZOHZHmO ma mdmda 72 vocational educators and the citizens, both with considerably lower means regarding committee membership including repre- sentatives from the community labor force. TABLE 14 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEE MEMBERSHIP SHOULD INCLUDE REPRESENTATIVES FROM THE COMMUNITY LABOR FORCE School Administrators Citizens VTDC* Means 4.50 3.79 4.30 F/253/13.13 Sig. < 0.0005 *Vocational Teachers, Directors and Coordinators. Table 15 provides insights as to the position group Opinions regarding who should nominate members for the citizens committee. The faculty and staff were chosen by 42.3 per cent of the vocational educators as the most apprOpriate nominating group. Only 18.4 per cent of the citizens chose the faculty and staff. The board of educa- tion was chosen by 16.7 per cent of the school administra- tors, while none of the vocational educators chose this group. The superintendent of schools was chosen as the nominator by 10.6 per cent of the citizens, but by none of the other position groups. The consensus, 46.6 per cent of 73 .mHoonum mo pompomucHHmmsm mam .OOHHHEEOO OsHumoHEOz OOONHUHO .cOHumuspm mo oumom .mumum pom NuHsommrr .muoumchHOOO pow muoquHHQ .mumnommfi HmooHumoo>r m u .m.p aH~.m~ u mumsOm «co m 0.0¢ OHH 0.5 OH m.¢H Om N.n OH H.¢N OO mHmuOB N O.Hm AN I O m.m m I O m.N¢ NN *OQB> m ¢.O¢ mm 0.0H OH N.OH ON ¢.O mH ¢.mH mm mOONHuHO O m.mm O I O N.NN v N.OH m O.NN m mHOumuumHsHap< Hoosom .02 .x. .02 x .02 Om .02 .x. .02 .x. .02 moonw ooHuHmom mchOmmm rrHHa mHoonom mmuuHesoo coHumospm mumum 02 mo OsHumcHEOz mo pom .umsm momNHuHO pumom NUHsomm H I! mWBBHZSOU mZmNHBHO WEB ho mmmmzmz mB¢ZHZOZ QHDOEm DES OB mé mmbomw ZOHBHmOm ho mZOHZHmO mH mqmdfi 74 the respondents, appears to be to have all of the groups (faculty and staff, board of education, citizens nominating committee, and superintendent Of schools) participate in the nomination process. With 16.7 per cent of the school administrators undecided, 83.3 per cent of them expressed agreement on the appointment Of committee members for a definite length of time (Table 16). Again the citizens and the vocational educators expressed considerable disagreement with the item. The citizens showed a 7.6 per cent disagreement and 14.9 per cent of the vocational educators disagreed. Reaction to the item as to whether a committee member should accept appointment to a citizens committee only after he is sure the school is actually seeking his advice was quite varied but a distinct difference is evident. Table 17 shows that 11.1 per cent of the school administra- tors strongly agreed that committee members should be appointed for a definite length of time as compared to 36.8 per cent of the citizens. Another strong difference is evident in that 27.8 per cent Of the school administra- tors disagreed with the item while only 11.5 per cent of the citizens marked the disagree column. The mean response com- parison of the position groups (Table 18) shows the citizens most strongly favor committee members being appointed for a definite length of time followed by the vocational educators, with the school administrators exhibiting the most disagree- ment. .muoumchHOOO pom muOuoman .mumnomme HmooHumoo>rr 75 .OOHOmmHQ NHOGOHum H mm OOHOmOHQ u a OOUHOOUCD n D OOHO< u d Omnmd mHmcouum u dmr m u .m.o O¢0.0N u wumsqm HSO. m.O N O.5 ON H.5 mH H.mo th H.OH Hv mHmuoa O.H H O.mH 5 5.0H O O.Hm mN 5.0H O «*OQB> m.O H H.5 mH m.m o m.N5 NmH m.OH Om OGONHHHO O I O 5.0H m N.N5 MH H.HH N mnoumuuchHEU¢ Hoonom .x. .oz .x. . 02 .x. .02 .x. . 02 .x. .02 958.0 OOH uHmom «Om «D *9 ad sfim mZHB ho NBOZMH MBHZHth d mom QMBZHOmmd Hm QHDOEm mmmmzmz mWBBHSZOU.mm38mm3 08 m4 mmDOMO ZOHBHmOm ho mZOHZHmO 0H mHm¢B .muoumoHpnooo pom muouOOHHQ .mnmnomma HmcoHumoo>te 76 .OOHOmmHo NHOGOHum u Gm OOHOOOHQ n 0 UOOHOOOCD u D moumé u 4 moumd mHmcouum u dms m u .m.p mss.mH u mumsam HBO O.H o N.NH Hm O.HH ON H.¢¢ NHH H.Hm On mHmuOB h.m N m.O m m.¢H m h.mm ON m.mH OH raunB> H.H N O.HH HN 0.0 OH n.O¢ on 0.0m no msONHpHO I O O.NN m H.HH N 0.0m O H.HH N muOumHumHoHap<.Hoonom x. .02 we .02 .x. .02 .x. .02 X .02 macho ooHuHmom saw *Q sD «fl #ém mUH>Q4 OZHMmmm MHHdDBOfl MH HOOmUm NEH HMDm mH mm mmfihd MHZO NWBBHZEOU mZmNHBHU ¢ 08 BZflZBZHOAhd Emmuvd GHDOmm mmmzmz HMBBHSEOU ¢_mm36mm3 OB m< mmDOMU ZOHBHmom m0 mZOHZHmO 5H mflmda 77 TABLE 18 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER .A COMMITTEE MEMBER SHOULD ACCEPT APPOINTMENT TO A CITIZENS ADVISORY COMMITTEE ONLY AFTER HE IS SURE THE SCHOOL IS ACTUALLY SEEKING ADVICE School Administrators Citizens VTDC* Means 3.44 4.01 3.76 F/253/3.28 Sig. 0.039 *Vocational Teachers, Directors and Coordinators. The citizen group tended to be more in agreement with the idea that the local board Of education should make the final selection of committee members (Tables 19 and 20). Only 1.9 per cent of the vocational educators and 5.6 per cent of the school administrators strongly agreed with this item as compared to 21.5 per cent of the citizens. About 11 per cent of the vocational educators, 22.2 per cent of the school administrators, and 18.2 per cent of the citizens agreed that the local board of education should make the final selection of committee members. Nearly 39 per cent of the school administrators disagreed with the local board Of education making the final selection of committee members. The vocational educators registered the sharpest protest to the item with 28.3 per cent disagreeing. The responses of the position groups indicated that citizens register the 78 .muOumGHOHOOO pom muouomHHo .mumnomma HmcoHumoo>rr .OOHOmmHQ OHOGOHum n Gm OOHOMOHQ n O UOOHOOOGD u D OOHO¢ u 4 momma NHmcouum u dms m u .u.p omm.o~ u mumsam.wro N m.OH Ho O.Hm Oh 0.0H ma H.5H mo m.OH HO mHmuOB H m.mN mH H.Nm NH ¢.ON OH O.HH O O.H H «*UQB> H 5.NH mN ¢.Om mm H.OH Hm N.mH mm O.HN Om msONHuHO O 5.0H m O.mm n 5.0H m N.NN o o.m H mnoumuuchHap<.HOO£om .02 .x. .02 x .02 w... .02 R .02 .x. .Oz @595 OOH UHmom .mo& .02 row «o .6 r4 ram mmmmzmz mmBBHZZOU m0 ZOHBUMHmm HflZHm WEB mMke .OOHOOOHD mHmconum H mm OOHOmmHQ n D pOpHOOOGD u D Omnmd u d OOHO< NHOGOHHO u émr m u .m.p apo.- u mumsvm HBO «.O H 5.0 5H O.HH Om 0.0m ONH m.Om 55 mHmuoa I O 5.0H O v.5 O O.N¢ mN m.mm OH «*ODBD m.O H O.m 5 O.HH ON m.mm 5O m.Hm 5m mGONHuHO I O O.m H m.mm O 0.0m O H.HH N muoumuumHoHEp¢.Hoonom .x. .02 .x. .02 Om .02 O5 .02 .5 .Oz msouw OOHuH mom ram *9 OD rd ¥Hm0mm QHDOEm flMBBHESOU WEB ZH mHmmmmmzmS mom QwBUHHmw wZOmmmm mmmBWEK OB m< mmDOMO ZOHBHwOA ho mZOHZHmO HN mflmdfi 81 notifying persons of their selection as a citizens committee member. Summary. In summarizing the respondents' views to the questionnaire items related to committee member selec- tion the following differences were noted among the position groups. The educator groups expressed more support for persons of various levels of education being represented on the citizens committee. The citizen group favored more than did the educator groups the idea Of committee members serv- ing as individual representatives of the community at large rather than as representatives Of community organizations or other groups. Strongest support for citizens committee mem- bership including representatives from the community labor force came from the school administrators, followed in order by the vocational educators and the citizens. General consensus of the respondents was that the faculty and staff, board of education, citizens nominating committee, and the superintendent.of schools should all be involved in nominat- ing members of the citizens advisory committee. School administrators were more in favor than the citizens or the vocational educators regarding the appointment of committee members for a definite length of time. The citizens most strongly favored committee members being appointed for a definite length of time. The citizen group tended to express slight agreement, with disagreement revealed in the 82 responses of the educator groups regarding the local board of education making the final selection of committee members. Committee Organization While 41.7 per cent of the respondents believed three years to be the best length of period of service for commit- tee members there was not a real consensus of opinion (Table 22). More than three—fourths of the school adminis— trators supported a three-year period of service. Only 41.2 per cent of the citizens and 31.5 per cent of the vocational educators expressed favor for the three year term. A one- year term was supported by 11.1 per cent of the vocational educators with no support from the school administrators. Only 3.3 per cent of the citizens favored the one year term. An unlimited length of service for committee members was supported by 22.2 per cent of the vocational educators. Respondents tended to support a size of committee ranging from five to nine persons. As revealed in Table 23, 77.8 per cent of the vocational educators favored this com- .mittee size as compared to 61.1 per cent of the school administrators and 52.2 per cent of the citizens. However, several school administrators and citizens favored commit- tees with ten to fourteen members. School administrators, as revealed by Table 24, more strongly agreed that committees should convene and operate only after receiving board of education approval. 83 .mHOHOGHOHOOO pom mHOuOOHHD .mumnomma HmsoHumoo>r NH u .m.p -o.a~ u mumsvm Hro O.NH Nm N.H m O.N m O.m O 5.HO OOH 0.0m 5O 5.0 NH mHmuoa N.NN OH I O O.H H O.H H m.Hm 5H m.Hm 5H H.HH O runa> O.HH ON O.H m N.N O 0.0 O N.HO m5 m.Om OO m.m O mGONHuHO I O I O I O I O O.55 OH N.NN O I O muoumuumH IGHEOG Hoonom O5 .02 .5 .oz .5 .oz .5 .02 O5 .02 O5 .02 O5 .02 OOOHO coHuHmom OODHEHHCD mummw O mummw m mummw O mummw m mummw N MOON H . . OOH>HOO OmuuHEEOO mo mummw I mmmmzmz mmBBHZEOU mom mUH>mmm ho mfififlfi OZHQM¢Ofim mmDOMO ZOHBHmom ho NUmemhmmm NN mHm¥ m u .m.p 500.- u mumsvm HBO H 0.0 N 5.0 NH H.NN Om m.Om OOH O.mH mm mHmuoa O I O 5.m N O.m m O.55 NO O.mH 5 «OOB> H 0.0 H 0.0 O O.5N om O.Nm mO 0.0H 5N mcmNHuHO O O.m H H.HH N 5.0H m H.HO HH O.m H muoumuumHsHEp¢ Hoonom .02 O5 .02 5 .02 O5 .02 .5 .02 O5 .oz msouw coHuHmom .mmm ONION OHIOH OHIOH OIm m can» .02 mmOH mmuuHEEOO mo ONHO pmuummwum mmBBHZEOU ho MNHm mom mmbomw ZOHBHmOm ho NUmemhmmm MN mflmfifi 85 .muoumcHOHOOO paw mHOHOOHHD .mumnomma HOGOHHMOODOO .OOHmmmHD mHmcouum N GO OOHOOOHD D OOOHOOUOD u D Omumm u m OOHOO NHOsouum H «mm O I .m.p mwm.mH u mumsvm HBO O O.m mH m.NH Hm O.mH mm O.Hm OmH O.5H OO mHmuoa O m.O m O.mH 5 0.0N HH O.NO mN 0.0H O rrODB> O O.m O 5.NH mN 0.0 OH 0.0m NOH 0.0H ON momuHuHO O O.m H O.m H N.NN O O.5N m 0.0m 5 muoumuumHoHapdeoonom .oz 5 .oz 5 .02 O5 .02 O5 .02 5 .Oz Ozone coHuHmom .mmm .Oz mam 5Q OD «fl. ¥Ommm< ZOHB‘UDQN m0 QMflom OZH>HWUHM mmah¢_wnzo mfiflmmmo 92¢. MZH>ZOU QHDOmm mmmBBHSZOU mmmfimm3 OB QMéOWm ZH mmbomw ZOHBHmom ho mZOHZHmO ON mqmdfi 86 Approximately 39 per cent of the school administrators favored this practice as compared to 16.0 per cent of the citizens and 14.8 per cent of the vocational educators. Citizens and vocational educators tended to disagree more with the practice than school administrators. Table 25 reveals a distinct difference between edu- cators and citizens regarding their choice of time for the annual organization meeting of the citizens committee. Generally the percentages of school administrators and vocational educators who have chosen a particular date are fairly close with nearly one-half of each group preferring the September 1 date for the annual organization meeting of the citizens committee. Citizen preferences are fairly well distributed, although 34.1 per cent of the citizens chose September 1. The educator groups showed a considerable amount of indecision in regard to holding regularly scheduled commit- tee meetings. Vocational educators expressed some disagree- ment with this practice (Tables 26 and 27). As revealed in Table 26, 11.1 per cent of the vocational educators disagreed and 1.9 per cent strongly disagreed. The citizens group gave the strongest support to the idea of regularly scheduled meetings with 32.4 per cent checking strongly agree, while only 13.0 per cent of the vocational educators strongly agreed. The most support for regularly scheduled meetings was.indicated by the citizens followed by the school administrators and the vocational educators. 87 TABLE 25 PREFERENCE OF POSITION GROUPS FOR THE TIME OF THE ANNUAL ORGANIZATION MEETING OF THE CITIZENS COMMITTEE Jan. 1 June 1 July 1 Sept. 1 Position Group No. % No. % No. % No. % School Administrators 6 33.3 2 11.1 2 11.1 8 44.4 Citizens 35 19.2 42 23.1 43 23.6 62 34.1 VTDC* 16 29.6 7 13.0 5 9.3 26 48.1 Totals 57 22.4 51 20.1 50 19.7 96 37.8 Chi Square = 13.430 d.f. = 6 *Vocational Teachers, Directors and Coordinators. 88 .muoumoHpHOOO mom muouOOHHD .mumsomwa HmcoHumoo>¥¥ .OOHOmmHD >HOGOHHO.H DO OOHOOOHD n D UOOHOOOOD u D Omumd u m mmnmd mHmGOHum H «mm m u .m.p HH~.ON u mumsvm HBO. 0.0 H H.m mH 0.0H 5m O.Nm OmH N.5N OO mHmuoe O.H H H.HH O O.5N mH m.OO mN O.mH 5 *«ODB> I O O.m 5 0.0 OH O.mm OO O.Nm Om maONHuHO I O I O N.NN O H.HO HH 5.0H m mHOUOHumHsHSO¢.Hoonum 5 .oz 5 .Oz 5 .Oz 5 .oz 5 .oz msouo ooHuHmom «Gm mm *D «4 W4m QMHDQmmUm MHMdHDOmm mm QHDOmm mOZHBmmZ MNBBHSSOU mmmhmmz 09 md mmDOMU ZOHBHmom ho mZOHZHmO ON MHM4H 89 TABLE 27 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER .COMMITTEE MEETINGS SHOULD BE REGULARLY SCHEDULED School Administrators Citizens VTDC* Means 3.94 4.15 3.61 F/253/9.84 Sig. < 0.0005 According to Tables 28 and 29 the vocational educa— tors more strongly agree that committee meetings should be held only when there is sufficient need. The vocational educators registered a 57.4 per cent response in the strongly agree and agree columns as compared to 32.0 per cent for the citizens and 38.9 per cent for the school administrators. Fifty per cent of the administrators and 49.2 per cent of the citizens disagreed with this practice compared to 22.2 per cent of the vocational educators. The strongest dis- agreement regarding committee meetings being held only when there is sufficient need was registered by the citizens. The vocational educators disagreed more than the other position groups about the need for committee officers to come from the lay members of the committee (Tables 30 and 31). About 17 per cent disagreed while only 6.0 per cent of the citizens and none of the school administrators reacted unfavorably to this method of choosing Officers. 90 .muoumoHpuooo pom muouOOuHD .mumnomma HmooHumoo>rr .OOHOOOHD NHOCOHHO u DO OOHOOOHD n D OOOHOOOOD u D Omumm u m Omumd mHmoouum u «me O n .m.p mmH.OH u mumsvm HBO H 5.0 NH O.mO OHH O.mH mm 0.0N OO H.HH ON mHmuOB O 5.m N N.NN NH 5.0H O 0.0m HN m.OH OH «aODB> H O.m OH N.OO OO m.mH ON N.mN NO 0.0 OH OCONHHHO O I O 0.0m O H.HH N O.5N m H.HH N muOumHumHoHEpd Hoonom .Oz 5 .Oz 5 .oz 5 .oz 5 .oz 5 .Oz msouo coHuHmom .mmm OZ ram *9 *D *d ¥¢m QmmZ BZMHUHthm mH mmmma ZNmS NHZO qum mm QADOEm mOZHBMMZ mmBBHSSOU mmmBmm3 OB mé mmbomw ZOHBHmOm ho mZOHZHmO mN mqmda 91 TABLE 29 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEE MEETINGS SHOULD BE HELD ONLY WHEN THERE IS SUFFICIENT NEED ‘EJ ——4 School Administrators Citizens VTDC* Means 3.00 2.79 3.46 F/253/7.22 Sig. 0.001 *Vocational Teachers, Directors and Coordinators. Table 30 reveals 55.6 per cent of the school administrators, 41.8 per cent Of the citizens, and 29.6 per cent of the vocational educators agreeing that lay committee members should serve as committee officers. A comparison of mean responses of the position groups reveals that school admin- istrators, followed in order by the citizens and the voca- tional educators, were most in favor of having committee Officers chosen from the lay members of the committee and not from local school personnel. .muoumoHpuOOO mam muouomHHn .muwnomoa HmooHumoo>rs 92 .OOHOOOHD >HOOOHDO u DO OOHOOOHQ u D OOUHOOOGD n D mmumé u m OOHOO NHOGOHDO u Owe m u .m.p oOO.OH n mumsvm HBO O.N O O.5 ON m.5H OO N.OO NOH m.Nm NO mHmuOB O.m m 5.0H O H.ON mH 0.0N OH H.ON .mH OOODBD O.H m 0.0 HH O.mH ON O.HO O5 N.Om OO moONHuHO I O I O 5.0H m O.mm OH O.5N m mucumuuchHE m Hoonow 5 .oz .5 .oz 5 .oz .5 .02 O5 .02 968 aoHuHmom *Qm «G *D «G sdm MHBBHZEOU flue m0 mmmmzmz NEH HEB 20mQIMEOU QHDOEm mmmUHth MNBBHSZOU mmmfimm3 OB m4 mmbomw ZOHBHmOA m0 mZOHZHmO om mHMda 93 TABLE 31 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEE OFFICERS SHOULD COME FROM THE LAY MEMBERS OF THE COMMITTEE AND NOT FROM LOCAL SCHOOL PERSONNEL School Administrators Citizens VTDC* Means 4.11 4.03 3.50 F/253/6.26 Sig. 0.002 *Vocational Teachers, Directors and Coordinators. One-third Of the educator groups were undecided about the use of a formal democratic procedure (Robert's Rules of Order) during meetings, but the educator groups, particularly the school administrators, were in stronger agreement with this practice than the citizens (Table 32). Checking the disagree column was 30.2 per cent Of the citizen group com- pared to 5.6 per cent of the school administrator group and 13.0 per cent of the vocational educators. Generally, the position groups supported the use Of a formal democratic procedure during meetings. Summa y. In summarizing the respondents views to the questionnaire items related to committee organization the following differences were noted among the position groups. Nearly 42 per cent of the respondents believed three years to be the best length of period of service for committee members. Almost 60 per cent of the respondents felt that 94 .muoumoHpHOOO pom muouOOHHD .mHOSOOOB HmsoHumoo>rr .OOHOmmHD MHmoonum N GO OOHOOOHD n D OOOHOOOGD n D OOHO< n d OOHO< mHanuum n «OO O n .0.0 Hm5.o~ u mumsvm HBO O.m OH 0.0N mO m.ON Nm 0.00 mOH N.OH ON mHmuoe O.5 O O.mH 5 m.mm OH 0.0m HN O.5 O «*ODB> m.m O N.Om mm O.mH ON 0.0m N5 O.HH HN mGONHuHO I O O.m H m.mm O O.mm OH O.m H muOumHuchHepm Hoonom 5 .oz 5 .Oz 5 .Oz 5 .oz 5 .oz QSOHO coHuHmom *Qm *Q #D «Q sdw mMDQmUOmm UHBdMUOZfiQ HdZMOh fl SOHHOh QHDOEm mOZHBmmE WEBEHZZOU mmmammz OB md mmDOMO ZOHBHmOm m0 mZOHZHmO Nm mflmda 95 five to nine persons was the best committee size. School administrators expressed greater favor than the vocational educators or the citizens for citizen advisory committees convening and Operating only after receiving board of educa- tion approval. The position groups generally favored September 1 as the best date for the annual citizens com- mittee organization meeting, although the educator groups were more in favor of September 1 than were the citizens. The citizens provided the strongest support of the position groups for regularly scheduled committee meetings. The educator groups generally supported the holding of commit- tee meetings only when there is sufficient need, but dis- agreement was evident in the responses of the citizens. School administrators and citizens expressed more agreement than did the vocational educators in regard to committee officers coming from the lay members of the committee and not from local school personnel. Committee Member Orientation and gpformation Processes The vocational director or coordinator was the choice of 88.9 per cent of the school administrators for the school representative to the committee. About 69 per cent of the citizens and 50.9 per cent of the vocational educators chose the vocational director or coordinator. The greatest diver- gence of Opinion was in the choice of a vocational teacher as the school representative. According to Table 33, 49.1 per cent of the vocational educators, but only 5.6 per cent .mHOumcHOHOOO pow muouomHHQ .mumnomme HmcoHumoo>O 96 O u .0.0 «Hm.mH u mumsvm HBO H 0.0m O5 0.00 OOH O.N O mHmuoa H H.OO ON 0.0m 5N I O OODB> O 0.0N Hm N.OO ONH 5.N m momuHuHO O O.m H 0.00 OH O.m H HoumuumHoHap< Hoosom .oz 5. .Oz 5 .oz 5. .oz msouw :oHuHmom .mmm Hmnomwe HoumchHOOO HoumuumHaHEUd oz HmcoHumOo> no uOuOOHHD Hoonom HmooHumOO> O>Humuommmummm Hoonom M>HB4BZHmmmmmm HOOEUm MMBBHZSOU mZmNHBHU flue mom mmDOMO ZOHBHmom WEB m0 NUZMMHMNMm mm HHmrr .OOHOOOHD NHmcouuw H mm OOHOOOHD u D OOUHOOOOD n D OOHOO u d OOHOO NHOGOHUO u mmt O u .O.O OO~.OH u mumsvm HBO O 0.0 N O.H O O.N m 0.00 NNH O.5O HNH mHmuoa O 5.m N O.H H 5.m N O.5O Hm m.Om OH «r0DB> O I O O.H m O.H m O.5O 5O 0.00 OO mcmuHuHO O I O I O I O N.NN O O.55 OH mHOumHuchHEOOr Gm OOHOOOHD u D OOOHOOOOD u D OOHOO n < OOHO4 mHmcouum M 4m« O u .O.O OOo.O~ u mumsvm Hno 0.0 H N.H m O.H O H.Om OmH O.5m OO mHmuOB O.H H O.H H O.m m 0.0m 5N 5.00 NN OOODB> I O H.H N m.O H O.mO OHH O.mm OO OOONHDHO I O I O I O N.NN O O.55 OH mnoumuuchHEp< Hoonom 5 .Oz 5 .02 I 5 .oz 5 .Oz 5 .oz OSOHO OOHUHmom ram *0 *D *< *fim m2¢m00mm HdZOHBdUO> m.HOOflUm WEB BDomd QWZMODZH mammzmz NNBBHZEOU OZHQNNM mom MHmHmZOQmmm mm QHDOEM HoomUm HEB 20mm zommmm ZOdeHH fl MEMBEZS OB md mmDomO ZOHBHmom m0 mZOHZHmO Om mqmdfi 101 TABLE 37 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER A LIAISON PERSON FROM THE SCHOOL SHOULD BE RESPONSIBLE FOR KEEPING COMMITTEE MEMBERS INFORMED ABOUT THE SCHOOL'S VOCATIONAL PROGRAMS School Administrators Citizens VTDC* Means 4.78 4.30 4.26 F/253/5.61 Sig. 0.004 *Vocational Teachers, Directors and Coordinators. Comparison of the mean responses in Table 40 indi- cates that the citizens are not as strongly convinced as the educator groups that committee members should help keep the school informed regarding reactions of the public toward the local vocational education program. While all of the respondents agreed with this practice, the strongest agree- ment was exhibited by the school administrators and the vocational educators. 102 . WHOHMCHUHOOU 03m mHOHUOHHQ .mumnomma HOGOHHOUO>OO .OOHOOOHQ mHmcouum N GO OOHOOOHD n D OOOHOOOOD u D Omumd H O Omumd NHOGOHHO H «OO O u .O.p OO0.0~ u mumsvm HBO 0.0 H 0.0 N O.N m m.OO O5H m.ON N5 mHmuOB O.H H I O O.5 O O.5m Hm m.Om OH OOODB> I O H.H N m.O H N.O5 mmH N.ON OO mGONHuHO I O I O I O 0.00 O O.mm OH mHOumuuchHEO¢ Hoonom 5 .oz 5 .oz 5 .Oz 5 .oz 5 .oz msOHO ooHuHmom *Dm OD «D «é «4m HOOmUm ZOHBfiUDQm H¢ZOHB¢UO> ZH mQZflMB BDom4 szmomZH mmmmzmz NMBBHZZOU mmwx QHDOmm ZOdeHH d mmmfimm3 OB m¢.mmD0m0 ZOHBHmom m0 mZOHZHmO mm? 20mm ZOmmmm mm mdmflfi 103 TABLE 39 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER .A LIAISON PERSON FROM THE SCHOOL SHOULD KEEP COMMITTEE MEMBERS INFORMED ABOUT TRENDS IN VOCATIONAL EDUCATION School Administrators Citizens VTDC* Means 4.56 4.21 4.20 F/253/3.19 Sig. 0.043 *Vocational Teachers, Directors and Coordinators. TABLE 40 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEE MEMBERS SHOULD HELP KEEP THE SCHOOL INFORMED REGARDING REACTIONS OF THE PUBLIC TOWARD THE LOCAL VOCATIONAL EDUCATION PROGRAM School Administrators Citizens VTDC* Means 4.22 3.93 4.20 F/253/3.51 Sig. 0.031 *Vocational Teachers, Directors and Coordinators. 104 Table 41 reveals that 77.7 per cent of the respon- dents either agreed Or strongly agreed that committee reports should be made directly to the board of education rather than directly to the public. School administrators and vocational educators tended to disagree more with this practice than the citizens. Almost 28 per cent of the school administrators disagreed compared to 18.9 per cent of the vocational educators and 6.6 per cent of the citizens. Summary. In summarizing the respondents views to the questionnaire items related to committee member orientation and information processes the following differences were noted among the position groups. The respondents were generally in favor of the vocational director or coordinator serving as the school representative to the committee. There was almost complete agreement among respondents that liaison persons from the school should work with the com— mittee. That a liaison person from the school should be responsible for keeping the committee members informed about the school's vocational programs drew strong support from the school administrators, but somewhat less support from the vocational educators. General support was given for a liaison person from the school keeping committee members informed about trends in vocational education with the strongest support coming from the school administrators. The citizens were not as strongly convinced as the educator groups that committee members should help keep the school 105 .mHOHMCHmOHOOU UCM mHOUUOHflQ .mHOSUMOB HMGOHHMUONVJCO .OOHOmen NHOGOHHO n DO OOHOOOHD u D OOOHOOOOD u D OOHOO u d OOHOO NHOOOHHO u (OO O n .O.O NOH.OH u mumsvm Hro H O.m O 5.0H 5N O.5 ON O.5O OHH 0.0m O5 mHmuoa H 5.m m 0.0H OH O.m N 5.5m ON 0.0m OH OODB> O 5.N m 0.0 NH m.O 5H N.Nm mO H.ON mm maONHuHO O O.m H O.5N m O.m H N.NN O 0.0m 5 muOumHuchHamd Hoonom .Oz 5 .oz 5 .Oz 5 .Oz 5 .Oz 5 .oz msouw aoHuHmom .mmm OZ OQm Om OD O< Odm UHHmDm mma OB MHBUWMHQ deH mmmfi O O.mH ON 0.0N NO 0.0 OH m.Om O5 0.0 OH msONHuHO O N.NN O O.mm OH O.m H H.HH N O.m H mucumuuchHapm Hoonom .Oz 5 .Oz 5 .oz 5 .oz 5 .Oz 5 .Oz OOOHO OoHuHmom .mmm OZ OQm OD OD OG. O¢m mmOBflmEmHZH2Q4 HOOEUm Mm m0 ZOHB4UDQm m0 Qm¢0m m.HOOflUm HEB Mm EH OB QHZOHmmd mZfiHmomm NEE MHZO NO mqmfifi mmnHmZOU QHDomm MMBBHZSOU mmB mmmBmm3 08 md mmDOMO ZOHBHmom m0 mZOHZHmO 108 TABLE 43 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER THE COMMITTEE SHOULD CONSIDER ONLY THE PROBLEMS ASSIGNED TO IT BY THE SCHOOL'S BOARD OF EDUCATION OR BY SCHOOL ADMINISTRATORS School Administrators Citizens VTDC* Means 2.22 2.97 2.13 F/253/11.55 Sig. 0.0005 *Vocational Teachers, Directors and Coordinators. The citizens and vocational educators were more favorable than the school administrators as to whether a primary function of a committee is the evaluation of local vocational education policies (Table 45 and 46). One-third of the school administrators as compared to 51.1 per cent of the citizens and 61.1 per cent of the vocational educators agreed that such an evaluation is a committee function. A comparison of the respondents mean responses revealed the citizens expressed the most support that evaluation of local vocational education policies is a primary function of a committee. The mean responses of the school administrators and the vocational educators were fairly close and revealed less support for the practice than exhibited by the citizens. 109 .mnoumcHOHOOO paw mHOuOOHHD .mumnomme HOOOHDOOODOO .OOHOOOHD NHOOOHDO U DO OOHOOOHD u D OOOHUOOOD n D Omumd n 4 Omumd mHmcouum u 0.0 O 5.mH ON 0.0N Om O.mm OO 0.0 NH OOONHDHO H.HH N m.mm O H.HH N m.mm O H.HH N muOumuuchHEp< Hoonom 5 .oz 5 .oz 5 .Oz 5 .oz 5 .oz msouo OOHuHmom ODm OD OD Od. O4m mDDBBHZSOO m0 mmmDDDUOMD HQZOHadmmDO DEB OZHDDflODm mDHUHHOD ZDBBHMB D>¢E DHDOEm ZOHBdUDDm m0 Dm H.H N 0.0 OH N.mH ON H.Hm mO O.mN 5O OOONHHHO I O m.mm O 5.0H m m.mm O 5.0H m mHOumHuchHEO¢ Hoonom 5 .Oz 5 .oz 5 .oz 5 .oz 5 .02 96.10 coHuHmonH ODm OD OD Od Ofim mmHUHHOD ZOHBNUDDD H¢20H8¢00> H‘UOH DDBBHZSOU 4 m0 ZOHBUZDD NmM NmH mH md mDDOMO ZOHBHmOD DO mZOHZHDO 111 TABLE 46 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER A PRIMARY FUNCTION OF A COMMITTEE IS THE EVALUATING OF LOCAL VOCATIONAL EDUCATION POLICIES School Administrators Citizens VTDC* Means 3.33 3.92 3.80 F/253/3.42 Sig. 0.034 *Vocational Teachers, Directors and Coordinators. Comparisons of the position groups in Table 47 reveals that school administrators exhibit the most agree- ment for committees making evaluations regarding local long-range plans for vocational education. While all groups expressed agreement with this practice the least support was expressed by citizens. .A comparison of the mean responses of the school administrators and vocational educators reveals close agree- ment about committees making evaluations regarding facil- ities planning and improvement. The citizens were not as strong in their agreement with this practice as can be noted in Tables 48 and 49. In the strongly agree column we find 22.2 per cent of the school administrators, 14.4 per cent of the citizens, and 31.5 per cent of the vocational educators. 112 TABLE 47 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEES SHOULD MAKE EVALUATIONS REGARDING LOCAL LONG-RANGE PLANS FOR VOCATIONAL EDUCATION School Administrators Citizens VTDC* Means 4.33 4.00 4.28 F/253/4.84 Sig. 0.009 *Vocational Teachers, Directors and Coordinators. In response to the item regarding whether a committee should make evaluations regarding equipment planning and improvement, the school administrators and vocational edu- cators scored the same mean of 4.28 (Table 51). However, 5.6 per cent of the vocational educators were undecided and 1.9 per cent disagreed that committees should make evalua- tions regarding equipment planning and improvement (Table 50). The citizens, generally supporting this practice, placed 10.4 per cent of their marks in the undecided column and 4.4 per cent of them disagreed that a committee should make evaluations regarding equipment planning and improvement. 113 .muoumchMOOO ppm muouumuHD .mnmnomme HmcoHumOODOO .OOHOmmHD HHOOOHHO u Dm OOHOOOHD n D OOOHOOOOD n D mmumm n d Omumd NHOGOHDO u dmO O u .O.O OO~.OH u OHOOOO HBO H 0.0 N O.m O H.O mN 0.00 N5H 0.0H 5O mHmuoe O O.H H O.H H O.H H O.mO Om m.Hm 5H OOODB> H 0.0 H 0.0 O N.NH NN m.OO ONH 0.0H ON OOONHHHO O I O I O I O O.55 OH N.NN O muoumuuchHEO<.Hoonom .Oz 5 .oz 5 .oz 5 .oz 5 .Oz 5 .oz DOOHO coHuHmom .mm .Ozm ODm OD OD Oé Ofim I WI! BZNZM>OMDZH DZ¢ OZHZZfiHD mmfififlfifigfimOZHDMdOWmmZOHB¢DH¢>m deS DHDOEm mMDBBHEZOU mmmfimmz OB m< mmDomw ZOHBHmOD m0 mZOHZHDO mO DHDNB 114 TABLE 49 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEES SHOULD MAKE EVALUATIONS REGARDING FACILITIES PLANNING AND IMPROVEMENT School Administrators Citizens VTDC* Means 4.22 3.90 4.17 F/253/3.91 Sig. 0.021 *Vocational Teachers, Directors and Coordinators. The position groups were almost unanimous in their agreement that committees should annually evaluate their own work and effectiveness. Table 52 reveals that 88.9 per cent of the school administrators strongly agree compared to 34.1 per cent of the citizens and 46.3 per cent of the vocational educators. A comparison of the respondents' mean responses revealed that the school administrators are most favorable toward committees annually evaluating their own work and effectiveness followed in order by the vocational educators and the citizens. 115 . mHOHMCHmVHOOU USN m.HOUUO HHD .mumnomma HmcoHumoo>OO .OOHOmmHD NHOCOHOO u DO OOHOmmHD n D OOUHOOOGD u D OOHO< n O OOHOO NHOOOHOO n «OO O u .O.p m-.OH u mumsvm HBO I O O.m O 5.0 NN m.5O H5H 0.0N NO mHmuoa I O O.H H 0.0 Om 0.00 Om O.5m ON OOODB> I O 0.0 O 0.0H OH m.O5 ONH 0.0H 5N OOONHOHO I O I O I O N.N5 mH O.5N O OHOOOHOOHOHEOO Hoosum 5 .oz 5 .oz 5 .oz 5 .Oz 5 .Oz mmsouw OOHOH mom ODm OD OD Od. Odm Bzm2m>0mDSH DZfl OZHZZ¢HD BZNZDHDOM OZHDMCONM mZOHB¢DD¢§M DMCZ DHDOZm DDEBHZSOU d mmmfimmg OB md mmDOMO ZOHBHmom DO mZOHZHDO om DHDOO .OOHOOOHD NHOOOHOO n DO OOHOOOHD n D OOOHOOOOD H D OOHOO n O Owumé NHOGOHOO u «OO O u .0.0 HOO.H~ u mumsvm HrO 0.0 H 0.0 H O.N 5 0.00 NOH 0.00 mOH mHmuoe I O I O O.H H O.HO ON m.OO ON OOODB> 0.0 H 0.0 H m.m O O.HO NHH H.Om NO mOONHuHO I O I O . I O H.HH N 0.00 OH muoumuuchHap¢.Hoonom 5 .Oz 5 .Oz 5 .oz 5 .Oz 5 .Oz macaw coHuHmom ODm OD OD OG. Odm mmmZM>HBUMDDD D24.Mm03 230 MHMEB DB¢5H¢>D NHHflDZZ‘ DHDODm mmmBBHSSOU mmmfimmz 08 md mmDomO ZOHBHmOD m0 mZOHZHmO NO DHmdfi 118 TABLE 53 MEAN RESPONSE COMPARISON OF POSITION GROUPS AS TO WHETHER COMMITTEES SHOULD ANNUALLY EVALUATE THEIR OWN WORK AND EFFECTIVENESS School Administrators Citizens VTDC* Means 4.89 4.28 4.44 F/253/9.85 Sig. < 0.0005 *Vocational Teachers, Directors and Coordinators. local long-range plans for vocational education, for com- mittees making evaluations regarding facilities planning and improvement, and for committees making evaluations regarding equipment planning and improvement. IAlmost unanimously the position groups expressed some degree of agreement that committees should annually evaluate their work and effectiveness. 119 RELATIONSHIPS BETWEEN COMMITTEE FUNCTIONS AND OPERATIONS AND SELECTED BACKGROUND VARIABLES Findings relevant to the second objective of the study are presented in this section. The second objective was to identify relationships between certain functions and/or Operations as perceived by the citizens and as expected by the position groups and selected background variables of age, years of experience with vocational citi- zens advisory committees, years of schooling, previous enrollment in vocational education classes, training in vocational courses in a post-high school technical institute, business, or trade school and college or university courses in the administration, philosophy or teaching of vocational education. Only those questionnaire items significant at the .05 level are discussed. As indicated in the introduc- tion to this chapter, questionnaire items are discussed within the following categories for each background variable: 1. Committee Member Selection 2. Committee Organization 3. Committee Member Orientation and Information Processes 4. Committee Functions. When considering the background variables, in certain instances no statistically significant questionnaire items were found for certain categories. This fact results in those categories not being discussed in relation to that background variable. 120 Age of Respondents The first background variable to be considered was age of the respondents. The citizens and educators respond- ing to the questionnaire were asked to indicate their age. The statistical significance of the respondents age was determined in relation to questionnaire items nine through seventy-one using the chi square test. Commpttee member selection. In regard to the ques- tion of whether committee members should serve as individual representatives of the community at large rather than as representatives of community organizations or other groups, the younger school administrators tended to be in stronger agreement than the older administrators. Examination of Table 54 also reveals stronger agreement for this practice by the younger citizens than the older citizens. Age did not appear to influence the reactions of the vocational educators. The vocational educators expressed general agree- ment for committee members serving as individual representa- tives of the community at large rather than as representa- tives of community organizations or other groups. Table 55 reveals that Older school administrators are more in favor of committee member representation by geograph- ical sections of the school district than are the younger school administrators. The citizen group tended to react differently with the older groups not favoring this practice as strongly as the younger citizens. No clear pattern is 121 .muoOmchuoou Ocm OHOOOOHHD . mumnomme HOOOHOOOO>OO .OOHOOOHD NHOOOHOO u DO OOHOOOHD u D OOOHOOOCD OOHO< u d Omumm NHOCOHOO u OOO u .0.0 NO~.m5 n OOOOOO HBO 0.0 H 5.0 5H O.mH Om O.NO OOH N.Om NO mHmOOB I O I O 0.0N H 0.0N H 0.00 N OOIOO I O 5.0 H 5.0N O 0.00 O 5.0 H OOIOO I O I O H.5 H 0.05 HH m.OH N OOIOm I O 0.0 H 5.0H m m.mm O 0.00 O OmION I O 5.00 N m.mm H I O I 0 ON HOOOD OOHUDB> I O I O I O 0.00H m I O OO HO>O I O 5.m H I O m.OO OH O.5m OH OOIOO I O 0.0 m H.OH O O.5m HN H.HO mN OOIOO I O m.HH O H.OH O 0.0m HN 0.0m OH OOIOm O.N H O.N H m.5 m m.ON NH 0.00 ON OmION I O I O O O 0.00H N I O ON HOOOD "mcwuHuHO I O I O m.mm H 5.00 N I O OOIOO I O 0.0N H 0.0N H 0.00 N 0.0N H OOIOO I O 0.0N H 0.00 N 0.0N H 0.0N H OOIOm I O I O 0.0N H 0.00 N 0.00 N OmION "mucumuuchHEOd 5 .oz .5 .oz .5 .oz .5 .oz .5 .02 O3. NO mQOOHO coHuHmom ODm OD OD Od Odm mmDomO mmmBO m0 mZOHfidNHZ¢UmO NBHZDEZOU ho mm>HBH8492mmmmmmm HHDZH mfl m>mmm DHDOEm mmmDZmZ DDBBHZZOU ZDNHBHU mmmBDDK 08 m4 mwd VD mmDomO ZOHBHmOD m0 mZOHZHmO OO DHD** .mmHOmmHQ OHOcoqu u QO mmHOmmHQ u D OmOHomOCD u D wmumd u d mmumd hHOcouum u ¢O* em I .m.n Hmm.mn mumsvm Hno H.m O m.OH Ofi H.OH Hv ¢.OO ONH O.¢H hm mHmuOB 0.00 N I O I O 0.00 N I O ¢OIOO I O m.mm O 0.0N m m.ON w 0.0N m vOIO¢ I O H.5 H I O m.OO O 0.0N ¢ OOIOO I O H.HH N N.NN v v.¢¢ O N.NN v ¢mION I O m.mm H m.mm H m.mm H I O ON umOCD *«uUQB> I O I O m.mm H N.OO N I O vO Hm>o I O N.NN O 0.0H O O.HO vH v.5 N OOIOO H.5 v 0.0H HH m.OH O H.HO MN O.mH OH OOIOO O.H H m.HH O 0.0H OH 0.00 Om m.HH O ¢¢IOm I O 0.0H O N.NH O O.HO ON O.N m vaON I O I O I O 0.00 H 0.00 H ON umOCD umcmNHuHU I O I O I O m.OO N m.mm H OOIOO I O I O 0.0¢ N 0.0N H 0.0¢ N ¢OIO¢ I O I O 0.0N H 0.00 ¢ I O ¢¢IOm 0.0N H I O 0.0N H 0.0¢ N 0.0N H ¢mION "mucumuuchHEO¢ AR .02 X .02 x. .02 .x. .oz X .02 mmd mm mmsouw coHuHmom iHOGOHuO u ¢O* Om u .O.© meH.mm u mumsvm Hno O.HH ON 0.0 OH N.vH Om 0.0v OHH O.NN OO mHmuoe I O I O 0.0N H 0.0N H 0.00 N vOIOO I O n.O H O.mH N h.Ov h m.mm O OOIOw I O I O 0.0N w m.OO O H.n H OVIOO I O 0.0 H m.OH m ¢.¢v O m.mm O OOION I O m.mm H I O m.mm H m.mm H ON umOsD squQB> I O I O I O 0.00H m I O OO um>o O.m N I O O.vH v O.mO NH O.¢H q OOIOO H.O v H.5 v m.vH O v.OO Hm H.OH O OOIOO v.O O O.m v m.HH O m.Ov ON ¢.ON vH OOIOO O.mv OH O.m m N.NH O O.NN O O.vH O vaON I O I O 0.00 H I O 0.00 H ON gonna "mszHuHU I O I O m.mm H m.mm H m.mm H OOIOO I O I O I O 0.00 m 0.0v N OOIOO I O I O 0.0N H 0.0v N 0.0¢ N OOIOO I O I O I O 0.0v m 0.0¢ N «OION “muoumuuchHEOd x .02 x .02 x .02 .x. .02 x .02 mm« »m mmsouw coHuHmom *QO *0 *D «4 «dm mmmBBHZZOU ZMNHBHU ZO QmBmemmmmm mm QADOZm BZNZZHdBBd HdZOHBdUDQm ho mqm>md mDOHm<> ho mZOmmmm mmmBmEZ OB mfi mwd Vm mmDOmO ZOHBHmOm ho OZOHMHQU om mqmdh 125 .muOumcHOuooo new muOuomuHQ .mumnumme HmcoHumoo>x¥ .mmuOmmHQ mHOcouum H mm wmummmHQ u G ppromOCD n D wmumd u d meO< hHOcoqu u «Ox Om n .O.c mmm.mm u mumswm Ago 0.0 N O.N h N.¢ NH O.NO HNH ¢.vN NO mHmuoe 0.0N H I O I O 0.00 N 0.0N H OOIOO I O I O I O N.OO OH m.mm O VOIOV I O H.n H I O 0.00 n O.NO O fivIOm I O I O 0.0 H H.HO HH m.mm O vaON I O I O m.mm H m.OO N I O ON umOCD «¥uUQB> I O m.mm H m.mm H m.mm H I O OO um>o I O n.m H 5.m H 0.00 OH O.NO OH OOIOO I O O.m N H.» v O.HO ow O.NH OH OOIOO O.H H I O O.H H 0.00 Om N.Om OH fivIOm O.v N O.¢ N O.v N O.NO vm m.h m ¢mION I O I O 0.00 H 0.00 H I O ON umOcD "mcmNHuHU I O I O I O I O 0.00H m ¢OIOO I O I O I O 0.00 m 0.0% N vOImv I O I O I O 0.00 v 0.0N H «OIOO I O I O I O 0.00 m 0.0v N VOION ”mucumuuchHEOd x .02 .3 .oz . x .02 x .02 x .02 mg Om mmsOuo coHuHmOO *Qm «Q iD «d sdm mmmBBHZZOU NmOmH>Q¢ mZmNHBHU ZO Qmezmmmmmmm mm deomm mmmwoqmzm Hm>mq BZMZNOdZdZ mmmemmz 09 md mw< Nm mmbomw ZOHBHmOm m0 mZOHZHmO hm mamde 126 .muOumcHUHOOU paw muOuumuHD .mumzummh HmcoHum00>*« .mmuOmmHD OHOCOMuO u DO wqummHD u D OOOHUOOCD u D moumd n 4 mmumc OHOCOHuO u «wt Om u .O.O mOH.mO mumsvm Hno m.OH Hv m.Hm On 0.0H Ow H.>H mv m.OH HO mHmuoe 0.00 N 0.00 N I O I O I O ¢OIOO v.HN m 0.0N ¢ O.NH O H.> H I O @OIOV 0.0N v v.HN m 0.0N ¢ m.OH N H.5 H ¢¢IOO O.mN O ¢.¢¢ O H.HH N m.OH m I O OOION m.mm H I O N.OO N I O I O ON umOCD #«uUDBD I O m.OO N I O m.mm H I O OO um>o O.vH w N.NN O 0.0N n N.NN O O.¢H v OOIOO v.OH O O.¢m OH ¢.OH O O.HN NH 0.0H O «OIOO N.mH n m.ON OH 0.0H OH O.NN NH O.mH O vwlOm m.» m m.ON NH N.NH O O.N H 0.0¢ ON vaON I O 0.00 H I O 0.00 H I O ON umOCD "mcwuHuHU I O m.mm H m.mm H m.mm H I O vOIOO 0.0v N 0.0¢ N 0.0N H I O I O OOIOO I O 0.0N H 0.0N H 0.0v N 0.0N H ¢¢IOm 0.0N H 0.00 m I O 0.0N H I O ¢mION "muoumuuchHEOd Om 6.4 .x. .02 Om .oz Om .oz Om .oz mO< \Hm DDOHU coHuHmom «DO «D «D yd «€O mammzmz HWBBHEZOU mZmNHBHU ho ZOHBUMAmm HdZHh HEB MX I O I O m.mm H m.OO N I O OO Hm>o I O O.m N 5.m H H.Om ON 0.0H O OOIOO I O 0.0 m O.m m 0.00 Om 0.0H HH OOIOO O.H H >.O m I O O.mw Om 0.0H OH OOIOm I O 0.0 O O.N H 0.0h Hm N.NH O OmION I O 0.00 H I O 0.00 H I O ON HmOCD "mamNHuHo I O I O I O 0.00H m I O OOIOO I O I O 0.0N H 0.00 O I O OOIOO I O I O I O 0.00H O I O OOIOm I O I O 0.00 N 0.0N H 0.00 N OmION "muoumuuchHEOO .m .oz Om .oz Om .oz Om .oz Om .oz mO¢ mm ODDOHO coHuHmom «DO «D #D ¥< #dm mZHB m0 EBOZHA DBHZHDDD 4 mom DNBZHODD¢ mm DADomm mammzmz DDBBHSZOU OZNNHBHU mmmfimmz 08 md DQG MD mmDOmU ZOHBHmOm ho OZOHZHDO Om mqmdfi 129 .muoumcHOuoou OCm muouowuHD .mumnomme HmcoHumoo>«« .mmuOmmHD OHOcoqu u DO mmuOmmHD u D OOOHUOOCD u D mmumd u d mmumfi MHOcoqu u ¢O« Om .0.0 OHm.mm mumsvm Hzo O.H O N.NH Hm O.HH ON H.OO NHH H.Hm On HmuOB I O 0.0N H I O 0.0N H 0.00 N OOIOO m.mH N m.mH N 0.0N m m.mm O I O OOIOO I O m.OH N O.HN m H.OO O H.5 H OOIOm I O I O H.HH N 0.00 O 0.0m n OmION I O I O I O 0.00H m I O ON HmOcD ««"UDH> I O m.mm H I O m.mm H m.mm H OO um>0 I O 5.m H 5.m H m.OO OH m.mm O OOIOO O.H H O.mH OH 0.0 O N.OO mN N.mN mH OOIOO O.H H N.mH n N.mH n H.Nm OH 0.0m HN OOIOm I O 0.0 N 0.0 O m.ON NH H.OO mN OmION I O I O 0.00 H 0.00 H I O ON umOsD "mcmNHuHo I O m.mm H m.mm H m.mm H I O OOIOO I O 0.0N H I O 0.00 m 0.0N H OOIOO I O 0.00 m I O 0.00 N I O OOIOm I O I O 0.0N H 0.00 m 0.0N H OmION ”muoumuuchHEOO O. .02 m .oz m .02 m .02 Om .oz mmO mm mmsouw coHuHmom «DO «D «D «O «OO NUH>D¢ UZHMDDO MDAdDBUd OH AOOmUm NEH mmbm OH Wm mmemd MDZO DDBBHZZOU NmOmH>D¢ OZDNHBHU d 09 BZMZBZHOmmd BDDUUd DDDOSO mmmZmE DDBBHZZOU 4 mmmfimmg OB wd mod Wm mmbomw ZOHBHOOD m0 OZOHZHDO OO MDD«« .mmHOmmHD OHOcoqu u DO OMHOOOHD n D OmUHumOCD H D mmumd u d mwumd mecoqu u 40« Om .0.0 mMH.OO mumsvm Ono O.mH Om O.mm OO O.mH mm 0.0H mm m.HN OO mHmuoa 0.00 N 0.0N H 0.0N H I O I O OOIOO m.mH N I O m.ON O m.OO m m.mH N OOIOO I O O.HN m H.O H H.>O O m.OH N OOIOm 0.0 H N.NN O m.OH m O.5N O O.nN O OmION I O m.mm H I O m.OO N I O ON umOcD ««uUDB> m.mm H I O m.mm H m.mm H I O OO um>o 0.0H O m.m H 0.0H O m.OO OH O.m N OOIOO m.OH O m.OH O 0.0H HH O.mm HN m.OH O OOIOO 0.0N mH 0.0N HH O.m N N.Om OH 0.0N HH OOIOm N.HO HN m.5 m m.5 m 0.0N HH m.h m OmION 0.00 H 0.00 H I O I O I O ON qucD "mcmNHuHo I O m.OO N I O m.mm H I O OOIOO I O 0.0N H 0.00 N 0.0N H 0.0N H OOIOO I O I O 0.0N H 0.00 m 0.0N H OOIOm 0.0N H 0.0N H I O 0.00 m I O OmION "mucumnumHsHEOO m .02 m .02 m .oz m .02 m .02 mm< mm Dsouo aoHuHmom «DO «D «D «d «dO ODDBBHZEOU OZDNHBHU ZO mHmOmmmSmZ OZHBO> D403 HO mdmdfi DADODO ADZZOODMD AOOIUO mmmfimmz OB Od mwd Wm ODDOfiO ZOHBHOOD m0 OZOHZHDO 131 Committee organization. The older the respondents in the citizens and vocational educators the more likely they were to favor committees of five to nine members (Table 62). The school administrators were rather evenly dispersed in their responses with age making no appreciable difference in their responses. Regardless of age the administrators favored a committee size of five to nine persons. While most respondents felt committee members should serVe without pay, disagreement was expressed in the citizen and vocational educator groups. Table 63 reveals the twenty- five to thirty-four and the forty-five to fifty—four citizen age groups exhibiting some disagreement to the item. In the vocational educator group the twenty—five to thirty-four and the thirty-five to forty—four age groups show some disagree- ment. Because of the small numbers disagreeing it is difficult to conclude that there is a definite pattern of disagreement, but it would appear that the younger respon- dents of the citizen and vocational educator groups were not as willing to have committee members serve without pay. Age did not seem to be associated with the responses of the school administrators. The school administrators expressed general agreement for committee members serving without pay. The younger citizens tended to disagree with the practice of committee officers coming from lay committee members. Table 64 also reveals that the younger vocational educators were in more disagreement with committee officers coming from the lay members of the committee and not from 132 . WHOHMCHCHOOU USN WHOUUQHHQ .mumnomma HmcoHumoo>«« .mmHOmOOD hHOGOHuO u DO mmHOmmHD u D OwOHUOOGD u D mmuOd u d mmHO< hHmcoqu u ¢O« OO u .w.O OO0.00 u mumst HDU 0.0 N >.O NH H.NN OO m.OO OOH O.mH Om mHmuoa I O I O I O 0.00H O I O OOIOO I O I O I O m.mO OH h.O H OOIOO I O I O H.O H 0.0> HH m.OH N OOIOm I O 0.0 H H.HH N H.HO HH N.NN O OmION I O m.mm H I O m.OO N I O ON HOOCD ««"UDB> I O I O m.OO N m.mm H I O OO um>o 5.m H I O 0.0H O H.Om ON O.N N OOIOO I O O.H H N.mN mH H.OO Nm O.mH OH OOIOO I O 5.m O m.mH O O.mO ON N.HN HH OOIOm I O m.5 m N.HO HN m.Hm mH 0.0 O OmION I O I O 0.00 H 0.00 H I O ON HOOCD "mamNHuHU I O m.mm H I O N.OO N I O OOIOO I O I O 0.00 N 0.00 m I O OOIOO I O 0.0N H I O 0.00 m 0.0N H OOIOm 0.0N H I O 0.0N H 0.00 m I O OmION "muoumuuchHEO< Om .oz Om .oz um .02 Om .oz Om .oz mOO Om mmoouo GOHuHmom ONION OHIOH OHIOH OIO O can» mama ODDBHHZZOU OZNNHBHU m0 HNHO BOmm OB Ofl flflfl Hm ODDOMG ZOHBHOOD ho OZOHZHDO No mqmdfi 133 .muoumcHOHoou cam mucuomHHD .mumnomma HmcoHumoo>«« .mmHOmmHD MHOcoqu u DO mmuOmmHD u D OwOHUmOGD u D wmumd n O moumd OHOGOHUO u ¢O« Om .0.0 mOm.mO mumswm “no O.N O H.m O 0.0 ON 0.00 ONH 0.0m HO mHmuoe 0.0N H I O I O c.OO N 0.0N H OOIOO I O I O m.ON O N.OO h m.ON O OOIOO I O m.OH N m.OH N 0.0N O O.NO O OOIOm H.HH N I O H.HH N 0.00 O O.5N O OmION I O I O m.OO N m.mm H I O ON HwocD ««uUDB> I O I O I O 0.00H m I O OO Hm>o I O I O O.m N O.hm OH 0.00 OH OOIOO I O 0.0 O 0.0 m 0.00 ON m.Om NN OOIOO I O I O N.mH h H.OO ON m.mm ON OOIOm O.N m I O O.N H O.HO ON m.ON NH OmION I O I O 0.00 H 0.00 H I O ON umOGD "msmNHuHU I O I O I O m.OO N m.mm H OOIOO I O I O 0.0N H 0.0N H 0.00 m OOIOO I O 0.0N H I O 0.00 m 0.0N H OOIOm I O I O I O 0.00 O 0.0N H OmION "muoumuuchH804 .m .02 Om .02 um .02 Om .oz Om .oz m.OO am mmoouu coHuHmom «DO «D «D «d «dO Ndm BDOMHHS W>MHO DQDOMO Omflmzmz mmBBHZZOO OZWNHBHU mmmfimmz 08 md mud Hm ODDOMU ZOHBHOOD ho OZOHZHDO OO DAD«« .meOmmHD OHOCOHuO u DO mmuOmmHD u D vaHomUCD u D mmumO u a mmumd OHmcoqu u ¢O« Om .0.0 mm~.HO mumswm “no O.N O O.N ON m.NH OO N.OO NOH m.Nm NO mHmuOB 0.0N H 0.00 N I O I O 0.0N H OOIOO I O m.mH N m.mH N m.mm O 0.00 O OOIOO I O I O N.Om O O.NO O O.HN m OOIOm H.HH N N.OH m O.NN O O.NN O N.OH m OmION I O N.OO N m.mm H I O I O ON umOcD ««uUDB> I O I O I O 0.00H m I O OO um>o I O I O 0.0H O H.OO mH O.Nm OH OOIOO O.H H H.N O m.OH O N.OO NN 0.0N OH OOIOO O.H H m.HH O H.OH O 0.0m HN H.Nm NH OOIOm O.N H O.N H 0.0H O 0.0N OH N.HO HN OmION I O I O I O 0.00H N I O ON umOGD "mcmNHuHU I O I O m.mm H N.OO N I O OOIOO I O I O I O 0.00 m 0.00 N OOIOO I O I O 0.0N H 0.00 m 0.0N H OOIOm I O I O 0.0N H 0.00 N 0.00 N OmION "muoumuumHuHfiud Om . 02 mm . oz mm .02 mm .02 mm .oz mg mm mmsouo coHuHmom «DO «D «D «d «dO DNZZOODND AOOEUO A‘UQQ 20mm 802 DZ< DEBBHZEOU mm? m0 Ommmzmz >44 mm? 20mm DECO DADOEO OmmUHth DMBBHZEOU OZMNHBHU mwmfimm3 09 O4 m0< MD ODDODG ZOHBHOOD m0 OZOHZHDO O0 dedfi 135 local school personnel. The age of school administrators did not appear to be associated with their responses regard— ing the selection of citizens committee officers. The school administrators expressed general agreement that committee officers should come from the lay members of the committee and not from local school personnel. The younger administrators, citizens, and vocational educators, specifically the thirty-four and under age-groups, eXpressed stronger support for regularly scheduled committee meetings (Table 65), but the respondents generally agreed that committee meetings should be regularly scheduled. .Although significant at the .05 level, age of the respondents did not appear to influence their reactions con- cerning free discussion of issues in committee meetings (Table 66). Only four respondents disagreed with the practice of having free discussion of issues in committee meetings. Older respondents in the vocational educator group tended to express less strength of agreement in regard to liaison persons from the school working with advisory com- mittees. School administrators and citizens generally agreed that a liaison person from the school should work with the advisory committee, although citizens in the twenty- five to forty-four age groups indicated some disagreement with this practice (Table 67). 136 .muoumcHouooo 0cm muOuomuHD .muwcomwe HmcoHumoo>«« .mmHOmmHD OHOcoqu H DO mmuOmmHD u D OmnHomOcD u D wmumfi u d mmumé AHOCOHUO u dO« Om u .O.O Omm.OmH u mumsvm Ono 0.0 H H.O mH 0.0H Nm O.NO OmH N.NN OO mHmuoe 0.0N H I O 0.0N H 0.00 N I O OOIOO I O N.O H m.mm O N.OO N m.mH N OOIOO I O O.HN m N.Om O 0.0N O m.OH m OOIOm I O H.HH N H.HH N H.HO HH N.OH m OmION I O I O N.OO N m.mm H I O ON qucD ««»UDB> I O I O N.OO N m.mm H I O OO um>O I O O.N N 0.0H O 0.00 OH 0.0H O OOIOO I O O.m N 0.0 O O.NO Om 0.0H HH OOIOO I O O.m N N.O m 0.00 NN 0.0m HN OOIOm I O O.N H 0.0 N O.HO NH N.HO HN OmION I O I O 0.00 H I O 0.00 H ON MOOCD "mcmuHuHO I O I O m.mm H m.mm H m.mm H OOIOO I O I O 0.00 N 0.00 m I O OOIOO I O I O 0.0N H 0.00 m 0.0N H OOIOm I O I O I O 0.00 O 0.0N H OmION "muoumuumHaHEOa m .02 m .02 m .02 m .oz .m .oz 34 mm mmsouo coHuHmom «DO «D «D «< «dO OOZHBDDE DDBBHZZOU DDDDDDEUO quddDOmm mm DADODO OZDNHBHU mmmBDEZ OB Od NO< Wm OmDomU ZOHBHOOD m0 OZOHZHDO OO m4m¢e 137 .mHOumcHOuooo cam muouomHHD .mumnomma HmcoHumUo>«« .mmHOmmHD OHOcoqu u DO mmuOmmHD u D OOOHUOUCD u D mmumd u < OOHO< NHOGOHuO u I O I O I O 0.00H m I O OO um>O I O I O I O 0.0N N H.ON ON OOIOO I O 0.0 m I O H.Nm OH O.NO Om OOIOO I O I O I O 0.0m OH 0.00 mm OOIOm I O O.N H O.N H 0.0H O 0.00 mm OmION I O I O I O 0.00 H 0.00 H ON HOOCD "OszHuHO I O I O I O I O 0.00H m OOIOO I O I O I O I O 0.00H O OOIOO I O I O I O 0.0N H 0.00 O OOIOm I O I O I O I O 0.00H O OmION "muoumuuchHEOO .m .02 Om .02 .m .02 Om .24 ON .02 wO< OD museum :oHuHmom «DO «D «O «OO medeOOZm NAGZODBO mm DADODO OOZHBDDZ DDBBHZZOU OZDNHBHU ZH OMDOOH m0 ZOHOODUOHD mmmm mmmHDDS OB Od NQ4 ND ODDOKO ZOHBHOOD ho OZOHZHDO 00 WAD«« .mmuOmmHD >HOcoqu u DO mmummmHD n D OOOHUOOCD u D mmumO u 4 mmumd >HOcOqu u 40« Om u .O.O OOm.Hom u mumswm Ono 0.0 N O.H O O.N O 0.00 NNH O.NO HNH mHmuOB 0.00 N I O I O 0.00 N I O OOIOO I O I O I O m.mN HH N.ON O OOIOO I O I O m.OH N m.OO O O.HN m OOIOm I O 0.0 H I O 0.0m N 0.00 OH OmION I O I O I O N.OO N m.mm H ON HOOCD ««»UDB> I O I O I O 0.00H m I O OO um>o I O I O N.m H N.OO HH 0.00 OH OOIOO I O I O I O O.NO Om O.Nm HN OOIOO I O O.H H I O 0.00 NN N.NO ON OOIOm I O 0.0 N O.N H 0.0N OH m.OO ON OmION I O I O 0.00 H 0.00 H I O ON HOOGD “msmuHuHO I O I O I O m.mm H N.OO N OOIOO I O I O I O 0.0N H 0.00 O OOIOO I O I O I O 0.0N H 0.00 O OOIOm I O I O I O 0.0N H 0.00 O OmION “muoumuuchHEOO m .oz m .02 m .oz m .02 m .02 mmO mm mmdouo coHuHmom «DO «D «D «d «4O OOHBHZEOU OOH thz xmoz DDDOmO DOOOUO OmH 20mm OZOOODO ZOOHOHD mmmemmk OB O< DD< Mm OmDomw ZOHBHOOD m0 OKOHKHDO NO mqde 139 Table 68 reveals reactions of the respondents toward a liaison person from the school being responsible for keep- ing committee members informed about the school's vocational programs. Younger citizens tended to express some disagree- ment with this procedure. School administrators and voca- tional educators supported the use of a liaison person from the school being responsible for keeping committee members informed about the school's vocational programs, but the vocational educators tended to indicate less support for this practice as they increased in age. School administrators and vocational educators gen- erally supported a liaison person from the school keeping committee members informed about trends in vocational edu- cation. As revealed in Table 69 the younger citizens did not appear to support this procedure as much as the older citizen members. Generally the younger school administrators and vocational educators expressed the most disagreement with citizens committee reports being made to the board of educa- tion but not directly to the public (Table 70). Younger citizens also tended to Oppose this practice, but among citizens this tendency extended upward to include those in the forty-five to fifty-four age-bracket. Committee functions. Older school administrators and citizens expressed more disagreement than the younger members 140 .muOumcHOuooo Osm muouomuHD .mumsomme HmcoHumoo>«« .mmuOmmHD OHOsoqu u DO mmummmflo u o OmOOomOco u a OOHOO n O mmumO NHmcouum u I O I O I O N.OO N m.mm H OO um>o I O I O I O m.OO OH N.OO HH OOIOO I O I O I O O.NO Om H.Nm OH OOIOO I O I O I O 0.0m Nm 0.0m HN OOIOm I O 0.0 N O.N H N.ON ON N.NN O OmION I O I O I O 0.00H N I O ON umOcD “mcmuHuHO I O I O I O I O 0.00H m OOIOO I O I O I O 0.00 N 0.00 m OOIOO I O I O I O 0.0N H 0.00 O OOIOm I O I O I O 0.0N H 0.00 O OmION "mucumuumHsHEOO m .02 m .oz m .oz m .02 m .02 mmO mm mmsouo coHuHmom «DO «D «D «4 «4O OEddOOmm D O.DOOmUO DEB BDOD4 szmOhZH Ommmzmz DDBBHZSOU OZDNHBHU UZHmmmx mom DADHOZODODD mm DJDOEO AOOEUO ODE Zomh ZOOmmD MOOHdHH d mmmhmmk OB Oé mod Wm OmDomw MOHBHOOD ho OZOHKHDO wO mammfi 141 .muOumuHOHOOO Oum muouomuHD .mumnommh HmuoHumuob«« .mwummeD OHOQoqu u DO mmuOmmHD u D OmOHowOCD u D mmuO4 u 4 mwum4 AHOcoqu n 4O« Om u .0.0 omO.HOH u mumsvm Ono 0.0 H 0.0 N O.N O 0.00 ONH m.ON NN mHOHOH 0.0N H I O I O 0.0N m I O OOIOO I O I O N.O H N.OO OH N.ON O OOIOO I O I O m.OH N 0.00 N N.Om O OOIOm I O I O 0.0 H 0.00 O 0.00 O OmION I O I O I O N.OO N m.mm H ON HmOnD ««uUDB> I O I O I O 0.00H m I O OO umbo I O I O I O O.NN HN N.NN O OOIOO I O I O I O O.HN OO 0.0N OH OOIOO I O O.H H O.H H 0.00 mm N.Om OH OOIOm I O O.N H I O O.NO Om 0.0H O OmION I O I O I O 0.00H N I O ON umOuD ”OQONHUHU I O I O I O m.mm H N.OO N OOIOO I O I O I O 0.00 m 0.00 N OOIOO I O I O I O 0.00 N 0.00 m OOIOm I O I O I O 0.00 N 0.00 m OmION "muoumuumHuHfiO4 m .07.. mm .02 \, .oz ,\ 6% .\. .oz mmO mm mmsouo uoHuHmom «DO «D «D «4 «4O ZOHB4UDDD D4KOHB¥¥ .wmuOmmHD OHOGOHuO u DO mmuOmmHD u D OOOHUOOGD u D mmuO4 u 4 mmHO4 OHOGOHuO u 4O« Om .0.0 mmo.NN u mumavm Ono O.m O N.OH NN O.N ON O.NO OHH O.om ON mHmuos I O 0.00 N I O I O 0.00 N OOIOO N.O H N.O H I O m.mO O m.mm O OOIOO I O N.N H N.N H 0.0m O O.mO N OOIOm H.HH N O.NN O 0.0 H m.mm O N.NN O OmION I O m.mm H I O N.OO N I O ON quGD ««»UDB> I O I O I O N.OO N m.mm H OO um>o I O O.N N N.m H O.HO OH O.Nm OH OOIOO O.m N O.NH N O.m N N.OO NN H.Nm OH OOIOO N.O m O.m N H.OH O O.mO mN H.Nm NH OOIOm I O O.N H N.NH O m.OO ON H.NH N OmION I O I O 0.00 H o.OO H I O ON HOOGD umcmNHUHU I O I O I O m.mm H N.OO N OOIOO I O 0.0N H 0.0N H 0.0N H o.OO N OOIOO I o 0.00 N I O I O 0.00 m OOIOm 0.0N H 0.00 N I O 0.00 N I o OmION "muoumuumHnHEO4 Om .02 um .02 Om .oz Om .oz Om .oz mO4 mm mmdouw coHuHmom «DO «D «D «d «4O UHDDDD NEH OB NDBUNMHD 902 EDD .ZOHadume ho DMdOD ”DH 09 NDGS mm Oh MQD4B DADOEO OBOODDM NDBBHSSOO mmmfimmz OB O< M04_Mm ODDODG ZOHBHOOD ho OZOHZHQO 143 of their groups with the statement that the citizens of a community are greatly affected by their school's vocational education program and should use a citizens advisory commit- tee as a vehicle in consulting about that program (Table 71). Younger vocational educators indicated a tendency to doubt that the citizens of a community are greatly affected by their school's vocational education program and should use a citizens advisory committee in consulting about that program. Summa y. The age of the respondents was associated with the following differences. Vocational educators in the various age groups responded similarly, but the younger school administrators and the younger citizens indicated stronger agreement than older school administrators and citizens toward citizens committee members serving as individual representatives of the community at large rather than as representatives of community organizations or other groups. The older administrators were more favorable than the younger administrators toward committee member repre- sentation by geographical sections of the school district. However, the older citizens were not as strongly favorable as the younger citizens toward such geographical represen- tation. All of the school administrators and the older citizens and vocational educators believed that persons of various levels of educational attainment should be repre- sented on advisory committees. All of the position groups, 144 .muOumchuoou «mm quuumuHD .mumcommh HmcoHumoo>«« .mmuOmmHD OHOcoqu u DO mmuOmmHD u D OmOHomOuD u D mmuO4 n 4 mmHO4 >HOCOHuO u 4O« Om u .0.0 NO0.0N u mumsvm Hzo N.H m O.N OH O.NH Nm O.NO NmH 0.0N OO mHmuoa I O I O 0.0N H 0.0N H 0.00 N OOIOO I O I O m.mH N m.mN HH m.mH N OOIOO I O H.N H 0.0N O O.NO O O.HN m OOIOm 0.0 H 0.0 H 0.0 H H.HO HH N.NN O OmION I O m.mm H I O N.OO N I O ON umOcD ««“UDB> I O m.mm H m.mm H m.mm H I O OO um>O I O N.m H H.HH m N.OO OH 0.0H O OOIOO O.H H O.NH N N.OH O O.mO Om O.HN NH OOIOO I O N.O m O.N O N.OO ON H.Nm NH OOIOm I O 0.0 N 0.0H O H.Om OH m.OO OH OmION I O I O 0.00H N I O I O ON HMOCD umcmNHuHU I O m.mm H I O m.mm H m.mm H OOIOO 0.0N H 0.0N H 0.0N H 0.0N H 0.0N H OOIOO I O I O I O 0.00H H I O OOIOm I O I O 0.0N H 0.00 N 0.00 N OmION "OHOuMMuOHcHEU4 .\. .02 m .02 \ .oy. .\ .02 m .02 mg mm mmsouw soHuHmom «DO «D «D «é «flm Z4m00mm B 4 O4 DDBBHZZOU NMOOH>D4 OZMNHBHU < DOD DHDODO DM4 Edmoomm ZOHH4UDDD H4ZOHB4UO> O.HOODUO mHmDB ND DDRUDDMd NDBCDMU DM4 WBHZDEZOU 4 m0 OZDNHBHU mmh mmmhmDK OB O4 mum Wm ODDOOO ZOHBHOOD m0 OZOHZHDO HN de49 145 regardless of age, agreed that management level employees should be represented on advisory committees. More younger citizens than older citizens favored local boards of educa- tion making the final selection of committee members. Younger citizens and vocational educators expressed stronger agreement than the older members of these groups for a com- mittee member to be sure the school is actually seeking advice before accepting appointment to a citizens advisory committee. The younger vocational educators and citizens were more in favor of school personnel holding voting member- ship on the committee. The older citizens and vocational educators favored smaller committees. The younger members of the citizens and vocational educators were not as willing to have committee members serve without pay. Younger voca- tional educators indicated some disagreement regarding committee officers coming from the lay members of the com- mittee and not from local school personnel. The younger administrators, citizens, and vocational educators expressed stronger agreement for regularly scheduled committee meet- ings. Older vocational educators tended to offer less support than younger vocational educators for liaison per- sons from the school working with advisory committees. Younger respondents in the educator groups expressed the most disagreement with the practice of citizens committee reports being made to the board of education but not directly to the public. The older school administrators and citizens 146 and the younger vocational educators expressed the most doubt as to whether the citizens of a community are greatly affected by their school's vocational education program and should use a citizens advisory committee as a vehicle in consulting about that program. gitizens by Number of Years Served as a Member of a Committee The citizens were asked to indicate the number of years they had served as a member of a committee. The sta- tistical significance of the number of years the citizens had served as a member of a committee was determined in relation to questionnaire items nine through seventy-one using the chi square test. The results of this analysis are somewhat limited because all but twelve of the citizens had served as a committee member for three years or less. ~Committee member selection. .As the number of years which they had served as committee members increased, citi- zens tended to respond that all groups--faculty, board of education, citizen nominating committee, and superintendent of schools--should be included in the nomination process for citizens advisory committee members (Table 72). As their length of committee service increased citizens tended to oppose the practice of the local board of education making the final selection of committee members (Table 73). 147 .mHoonoO mo ucmncmuaHummsm cam .mwuuHEEoo mcHumcHEoz mcmNHuHU .coHumoscm mo Oumom .mmmum can OuHsomm« Om n .m.c Hom.mm u mumsvm Ono >.OO OO 0.0H OH O.mH ON N.O OH m.OH Om mHmuoa I O I O 0.00 H I O 0.00 H muoz “O.m I O I O I O I O I O O I O I O I O I O 0.00H H O 0.00 O O.NH H O.NH H I O O.mN N O O.HO O m.OH N H.HN O I O 0.0m h m 0.00 ON m.OH O m.OH O N.O O 0.0H O N N.NO 5O h.O O m.O m m.mH OH 0.0 O H 0.0N O m.OH m 0.0N O O.m H 0.0N O H cmnu mmmq X .24 .x. .02 x. .02 X .02 x .02 monu.m>..~m....w~ mummw mo Hmnfisz *HHO. mHoonoO mo mmuuHEEoo coHumosom, mmmum cam ucmccmusHummsm OoHumcHEoz mo Oumom muHsommI mcmNHuHo ....... OOBBHZSOU OZONHBHU HOB mom mmmmzmz MHmmm OMdfiw mo mmmzbz Mm OZONHBHU_mo Oonszo Nb mqmdfi 148 .mmummmHQ OHOGOHuO N GO mmummmHa M Q OmOHomOcD u D mmumfl n m mwumfl mHmcoqu n OOO. ON I .m.@ Omm.Hm u mumsvm Hno O.mH ON 0.0m OO m.OH Om 0.0H Om N.HN Om mHmuOB I O I O 0.00H N I O I O who: no.5 I O I O I O I O I O O I O I O 0.00H H I O I O O I O m.OO O N.NN N H.HH H I O O 0.0N O O.mO h O.m H O.mN O O.mH m m O.NN HH O.Nm OH 0.0N OH 0.0H O H.O m N 0.0 O O.NN hH m.OH O .0.0N OH h.Om ON H n.OH m m.mm OH O.HN O .O.hH O m.OH O H smnu mqu X .02 O0 .02 .x. .02 .x. .02 .x. .02 mUH>HmO mummw mo HmnEsz ._.*Qm. *9 OD ¥< «4m H..m.mmmafia... mmeeszoo mo oneomumm qmsz mme mxmmm mmHmO mummy. mo HmAEdz OQO *0 «D «4 *dm mmmemQ 924 mBmmmMBZH NBHZDZZOU m0 M>Hfidfizmmmmmmm mH£DQH>HQZH m0 ZOHBUmmlmmOMU D000 < mQDAUZH GADOmm mHmmmfimZmS MmBBHZEOU MmOmH>Q< mmmfimmz 06 md MWBBHZZOU d 20 Qm>mmm mmdfifi m0 mmmEDZ Mm mZMNHBHU ho mZOHZHmO Oh mflmdfi 151 .mwummmHD OHOCOHDO N GO mmHOmmHD H D OmOHochD u D mmum< n O mmHOOIOHOGOHuO u ¢O«a Om n .m.o OO~.OF n mumsvm “no m.OH ON 0.0 HH O.mH ON 0.00 OO 0.0H Om mHmuoa I O I O 0.00 H I O 0.00 H muoz.uo.h I O I O I O I O I O O I O 0.00H H I O I O I O O I O H.HH H N.NN N h.OO O I O O O.m H I O 0.0H N 0.00 OH 0.0m h m 0.0 N 0.0 O 0.0H O O.NO ON 0.0N mH N m.Om ON h.O O 0.0H NH 0.0m 5N h.O O H I O I O H.m N H.hO OH m.mm OH H cmsu mmmH .x. .02 R. .02 OH. .02 .x. .02 Om. .oz OUHPHOO mummw mo H0852 «GO «G *D *¢ *fim mMBBHZZOU mZmNHBHU WEB ZO QMBmemmmmm mm QADOEO BZflZZHdBBfl Qmq ODOHM45 ho Ozommmm mmmemmz OB m¢ImmmBBHSZOU ZO Qm>mmm mdflflfi ho mmmZDZ Mm mZQNHBHU ho OZOHZHQO Ob mHmHmO mummfi *Dm *D *D «c *dm mo HmDEsz NMBBHSZOU mZMNHBHU mm& 20 QMEmemmmmm mm DQDOmm mflmMOflmZm Hm>flfl BZHZmU¢Z¢S mmmfiflmg OB m< WMBBHSSOU €,ZO Dm>mmm madflw ho mmmZDZ Mm MZMNHBHU m0 OZOHZHQO Oh mam¢9 153 .mmummmHD mHmcoqu n DO mmummmHD n D OmOHomocD n D mmum< n 4 mmumd OHOGOHuO u €O* ON n .m.@ Oom.~O u mumsvm «no H.H N O.HH NN m.O OH 0.00 Ob 0.0m OO OHMDOBI I O I O I O 0.00H N I O muoz_uo.h I O I O I O I O I O O I O I O 0.00H H I O I O O I O m.mm m N.NN N 0.00 O I O O I O O.mH m 0.0 H 0.00 HH 0.0N O m 0.0 N 0.0H n 0.0H h O.NO HN 0.0N mH N I O m.O h m.O O N.Om mN m.OO HO H I O H.h N b.OH m 0.00 OH H.Nm O H cmnu meD w» .02 .x. .02 .x. .02 .x. .02 .x. .02 m0H>HmO mumww mo Hmnasz *DO «D «D kfl «4O NUH>Q¢ GZHMMEO MHQODBUd OH HOOEUO NEE WMDO OH Mm mflfihd MHZO MHBBHZEOU MMOOH>D¢ OZMNHBHU d 08 BZNEBZHOmmd BDHUU< DADOEO.mmmEflS mmBBHZSOU ¢.mmmfimm3 OE Ofl WWBBHSSOU < 20 Dm>mmm OmHwO mummy. mo HwDEsz #DO *D *D «d «dO HEHB ho EBmeH MBHZHDOQ ¢.m0h QflfiZHODDfi mm QHDOmO Ommmzfiz MMBBHZEOU MKOOH>Q< mmmfimmz OB OflhmmBBHEZOU 4.20 Dm>mmO Oddmfi DO mamZDz Mm OZENHBHO ho OZOHZHmO Oh mqmfia 156 .mmummmHD OHOconuO n DO meOmmHD u D OmOHomOGD u D mmumé n d mmumé OHOsoqu u £O« Om n anO OOO.HO u mumsvm “no O 0.0 OH H.OH ON N.mO OO O.Nm OO mHmuoa O I O I O 0.00 H 0.00 H muoz Ho 5 O I O I O I O I O O O I O I O 0.00H H I O O O H.HH H I O 0.00 O I O O O 0.0H m 0.0H m 0.0N O 0.00 O m O 0.0 m 0.0N NH O.NO ON 0.0H b N O m.O O m.O. n m.mm ON 0.00 Om H O O.5H O m.OH O O.NO NH 0.0N h H cmnu mmmD .02 O» .02 x. .02 O» .02 On. .02 m0H>HmO mummw mo HmDEsz *DO *D «D td *dm OmHmOmmmzflz OZHB¢80m m>¢m QHDQEO OWNBBHZSOU. MNEBMMB OB O4 NMBEHZSOU ¢,ZO Dm>mmO OmHwO mumww mo Hmnesz «DO «D «D «4 «€O mOZ¢mU NAAdUHDOHmmm DADOEO mHmOmmmsz NHBBHZSOU mmmBNES OB O< MHBBHEZOU 4 20 DQ>MMO OMHmO mummy». mo Hmnasz «DO «D «D «d «CO OWMBBHSZOU MmOOH>D4 ZO mHmOmmmSHS GZHBO> GAGE DADQZO QMZZOOMMD ROOEUO mmmemmz 08 O4 HMBBHSZOU < 20 Dm>mmO OMCNW m0 mmmzbz Wm OZMNHBHU ho OZOHZHmO HO mflméfi 159 Committee organization. Citizens generally agreed that committee members should elect their own chairman. However, Table 82 reveals that citizens withxiess years of committee service tended to register more disagreement than their fellow, more experienced committee members toward the practice of committee members electing their own chairman. Citizens with the least years of experience on advi- sory committees indicated the strongestdisagreement toward the procedure that committee meetings should follow a formal democratic procedure (Robert's Rules of Order). Slightly over one-half of the citizens with one year of experience disagreed with the practice that committee meetings should follow a formal democratic procedure (Table 83). With the exception of those with one year of committee service, citizens tended to agree that committee meetings should follow a formal democratic procedure. Citizens with less than one year and one year of advisory committee service indicated the strongest support for the practice that the school reimburse committee members for actual expenses incurred while performing work on behalf of the committee (Table 84). Otherwise the respondents expressed considerable indecision in regard to the school reimbursing committee members for actual expenses incurred while performing work on behalf of the committee. 160 .mmummmHD mHmcoqu n DO mmHOmmHD u D OmOHomOGD u D mmnm< n O mmumé MHOGOHUO u HmO mummw mo HmnEsz «DO «D «D «< «Q¢ mmmfiflmz 08 OC NMBBHZSOU $.20 Dm>mmO OMdflM m0 mmmSDZ Mm OZMNHBHU m0 OZOHZHDO NO mqméa 161 .mmummmHD MHOGOHuO u DO mmummmHD n D OmOHomocD D mmumé u < mmum< mHmcoqu n mmO OMdHM ho mmmZDZ ND OZMNHBHU ho OZOHZHDO mm mandfi 162 .mmummmOD mHmcoqu u DO mmummmHD H D OOOHUOOCD n D mmum< u m, mmumfl mHmcoqu u 4O« Om u .m.n o¢m.m¢ u mumsvm Ono 0.0 mH 0.0N Om 0.0N OO 0.0N OO N.NN HO mHmuOB I O I O 0.00 H I O 0.00 H muoz HO O I O I O I O I O I O O I O I O I O I O 0.00H H O I O H.HH H N.NN N 0.00 O I O O I O 0.0H m 0.0N O 0.00 OH 0.0H N m 0.0H O 0.0m OH 0.0m OH 0.0H O 0.0 O N 0.0 O 0.0H NH 0.0H NH O.NN OH 0.0m ON H 0.0H m 0.0N O 0.0m OH m.OH O m.OH O H nmnu mmmD .m .02 Om .02 O .02 Om .oz Om .oz m0H>HmO, mummw mo HODESZ «DO «D «D «é . «4O DDBBHZSOU DDS m0 DDGDDD ZH KmOB GZHZMODmDm MAHm3.DNmmDUZH ODOZDDND DMNO OMCMM DO DMDEDZ MD OZMNHBHU DO OZOHZHDO Om DDDHmO mummw mo HmDEsz «DO «D «D «d «(O O2 O.DOODUO NEE BDOD4 DDSDODZH Ommmzfiz DDBBHZZOU OZHDDMX mom HADHOZODONM mm DDDODO DOODUO WEB 20mm.ZOOMMm ZOOHGHA d mwmfiflmz OB Od DDBBHZSOU $.20 DD>OMO Om<flD DO DDDZDZ ND OZDNHBHU m0 OZOHZHAO Om MAD¢B .mmummmHD OHOnoqu u DO 165 mmHOmmHD n D OmOHomOcD n D mmumd u < mmumd NHmcoqu n «m« ON .I. .m/O :53 u 833 Eu O H.OH ON 0.0 OH 0.00 OO O.Nm OO mHmuoa O I O I O 0.00H N I O mnoz_uo O O I O I O I O I O O O I O I O I O I O O O N.NN N H.HH H 0.00 O N.NN N O H 0.0 H 0.0H m 0.00 OH 0.0N O m m 0.0H O O.NH O 0.00 ON 0.0H O N O 0.0H HH 0.0 O m.ON NN m.OO Om H 0.0H m m.OH O O.m H O.NO NH 0.0N O H can» mmmD .02 “m .02 Om .02 O0 .02 Om .oz m0H>HmO mummw mo H8332 «DO «D «D «fl « .mO ODNDZ DEB OZHDMANUWM DNZMODZH NBHZDZZOU Mme amen DAME O.H. NBHDHDHOZODOMD d Edam OMNDENZ NQBBHZSOU ”Humbug O.H. Ofi DDBBHZZOU <.,ZO ngmm mg m0 mmmOHDZ MID OZNNHBHU .mO OZOHZHDO OO mamda 166 .mmHOmmHD mHmcoqu u DO mmummmDD u D OmOHomOCD u D meO<.u < mmumd OHOcoqu u ¢O« Om u .m.@ Omm.Om u mumsum Ono O.H m 0.0 HH 0.0 HH 0.00 ONH 0.0H mm mHmuOB I O I O I O 0.00H H I O mHoz Ho.O I O I O I O I O I O O I O 0.00H H I O I O I O O I O I O N.NN N 0.00. O H.HH H O I O I O 0.0H N 0.00 OH 0.0H m m O.N H 0.0 N 0.0 O O.NO Hm 0.0N NH N I O 0.0 O O.N N 0.00 OO m.mH OH H H.O N H.O N O.m H H.OO OH 0.0N O H amnu mmmD Om .02 .m .02 Om .oz Om .oz Om .oz m0H>HmO mummfi MO HOAED2 «DO «D «D «d «dO Edmwomm 20HB€UDDM D<20HB AdUQD NOE DMdZCB UHADDA M29 m0 O20HBOHOcoqu u 40« ON u .m.c omo.HO u mumsvm Ono 0.0 H 0.0 OH O.HH NN m.OO mO 0.0N OO mHmuoe I O I O I O 0.00H N I O who: Ho O I O I O I O I O I O O I O I O 0.00H H I O I O O I O m.mm m H.HH H 0.00 O I O O l O 0.0 H 0.0H N 0.00 NH 0.0N O m I O 0.0H O 0.0H O 0.00 Om 0.0H O N m.H H 0.0 O 0.0H O 0.0m ON m.OO Om H I O I O H.O N 0.00 OH H.Nm O H awn» mmmD Am .02 .m .02 .m .02 .m .02 Om .oz mUH>HmO mummw mo umflEsz «DO «D «D «4 «4O Z4m00mm B439 BDOD4.02HBDDO200 2H OAUHDMD 4. O4 DDBBHZSOU WOOOH>D4 OZDNHBHU 4.DOD DADODO D24 Z4200mm 20HB4UDDH D420HB4UO> O.AOODUO mHmmB Mm DMBUDDD4 MDB4DO0 mm4 MBH2DZSOU.4 DO O2DNHBHU WEB mmDBDDS 08 O4 DMBBHZZOU 4.20 DM>MWO OM4MM h0 mmmZD2 Mm O2DNHBHU m0 O20H2Hm0 Om MAD4B 169 .mmummmHD OHOcoqu u DO mmummmHD u D OmOHumOcD n D mmumd u d mmHO4,>Hmcoqu u ¢O« ON u .m.@ Oom.mm u mumsvm Ono H.H N 0.0 OH O.NH mN 0.00 OO O.mm NO mHmuoB I O I O 0.00 H I O 0.00 H muoz Ho.O I O I O I O I O I O O I O 0.00H H I O I O I O O I O H.HH H N.NN N 0.00 O I O O 0.0 H 0.0 H 0.0H m O.mO O 0.0m O m I O 0.0 m O.NH O 0.00 ON 0.0N OH N m.H H 0.0H O 0.0 O m.mm ON 0.00 mm H I O I O 0.0H O 0.00 OH O.HN O H can» mmmD .m .02 .m .02 Om .oz Om .02 OO .02 mUDPHmO mummfi mo amnesz «DO «D «D «4 «4O DMBBHZZOU NOOOH>D4 O2MNHBHU 4 DOIO24MZ Wm £4400mm 20HB4UDDM Q420HB400> O.DOODUO mHDmB 02HB4DD4>N,2H 924m 4 m>4D DDDODO MBHZDZZOU 4 ho O2DNHBHU Mme mmmfimmz OB O4 MMBBHSEOU 4 20 Dm>mMO Om4flw m0 mmm2D2 MD O2DNHBHU m0 O20H2Hm0 mm DDD4B 170 .mmHOmmHD OHOcoqu u DO mmummmHD n D OOOHUOOGD u D mmum4 u 4 mmum4 OHOGOHuO u ¢O« ON I .0.0 Omm.oo u mumsvm Ono O.N O m.OH OH N.OH ON 0.00 HO 0.0N HO mHmuoe I O I O I O 0.00 .H 0.00 H muoz.uo O I O I O I O I O I O O 0.00H H I O I O I O I O O I O N.NN N H.HH H 0.00 O H.HH H O I O 0.0H m 0.0H m 0.00 O 0.0N O m O.N H H.O m 0.0H O H.OO ON m.OH O N m.H H m.O O 0.0H NH 0.0m mN O.NO Nm H H.O N m.OH O 0.0H m O.mO OH m.OH O H :mnu mmmD Am .02 .m .02 Om .02 .m .02 m .02 m0H>HmO mummw mo HwDEsz «DO «D «D «4 «4O 20HB4UDDN m0 Dm4om mmfi Mm DDBDOD4 mm 09 ODHUHDOD m0 O2HD2m2200mm DEB OH MDBBHEZOU 4 m0 20HBU2Dh MM4EHmm 4 DDDBDDB 08 O4 DDBBHESOU 4 20 Dm>mmO Om4mN m0 mmmZD2 Mm O2WNHBHU m0 O20H2Hm0 om MDD4B 171 Generally increased years of service on a citizens committee resulted in stronger agreement that a primary function of the committee is to advise about school policies (Table 91). The number of respondents expressing disagree- ment that a primary function of the committee is to advise about school policies was greatest for those citizens who had served for two years or less on a committee. Generally the citizens agreed that evaluation of local vocational education policies is a primary function of an advisory committee although citizens who had served one, two or four years on an advisory committee registered some disagreement with this procedure (Table 92). The back- ground variable, number of years of service on a committee, did not appear to influence the responses of the citizens toward evaluation of local vocational education policies as a function of an advisory committee. Citizens also expressed a general agreement toward advisory committees making evaluations regarding facilities planning and improvement (Table 93). However, citizens with one and two years of service on an advisory committee indi- cated some disagreement as to whether facilities planning and improvement was an apprOpriate function for a citizens committee. Examination of Table 93 does not reveal notice- ably varying patterns of responses in relation to the number of years that citizens served on an advisory committee. 172 .mmummmHD mHmcoHuO u DO mmummmHD n D OOOHUOOGD H D mmHO4 n 4 mmum4 OHOGOHUO u 4O« ON I .m.o OOH.Om u mumsvm Ono 0.0H ON N.NN HO 0.0 OH O.Hm OO 0.0N OO mHmuoa I O I O I O 0.00H N I O Ono: Ho O I O I O I O I O I O O I O 0.00H H I O I O I O O N.NN N 0.00 O I O N.NN N I O O 0.0N O 0.0H N I O O.oO O 0.0m O m O.NH O 0.0H O O.NH O O.NO ON 0.0H O N 0.0 m 0.0N O 0.0 O m.OH mH 0.00 mm H 0.0H O O.HN O m.OH O 0.0N O O.HN O H cmnu mmmD .m .02 m .02 .m .02 Om .02 .m .02 moH>HwO mummw mo Hmnasz «DO «D «D «4 «4O ODHUHHOD DOODUO EDOm4 DOH>D4 OB.OH MDBBHZEOU_DDB ho 20H802Dh NM4SHMD 4 DDDBDDS OB O4 DDBBHZSOU 4 20 DMDDDO OM4WN m0 MWDZDZ ND O2MNHBHU m0 O20H2Hm0 Hm MHD4B 173 .mmummmHD OHOGOHUO u DO mmummmHD n D OOOHUOOGD u D mmHOO H O mmHO4,>Hmcoqu u 40« ON n .m.o Omm.Om u mumsum Ono H.H N 0.0 OH O.mH ON O.HO OO 0.0N OO mHmuoa I O I O I O 0.00H N I O who: Ho_O I O I O I O I O I O O I O I O I O 0.00H H I O O I O m.mm m N.NN N m.mm m H.HH H O I O I O 0.0N O 0.00 mH 0.0H m m I O 0.0H O O.NH O O.NO Hm 0.0H O N m.H H 0.0H O 0.0 O 0.0m ON m.HO Hm H O.m H I O O.HN O H.OO OH 0.0H O H awn» mme .m .02 Om .02 .m .02 Om .02 .m .02 m0H>HmO mo mummfi mo HODESZ «DO «D «D «4 «4O ODHUHHOD 20HB4UDDD H420HB4UO> H408 m0 02HB4DH4>M "H29 OH MNBBHZZOU. 4 .m0 20HBU2D~H MgHmnH 4 ODDS; O.H. O4 MDBBHSZOU 4 20 DNDMNO Om4flh m0 mmmZD2 Mm O2mNHBHUIm0 O20H2Hm0 NO SD49 174 . .mmnmmmHD OHOconuO n DO mmummmHD u D OwOHowocD u D mmnm4 H m mmum4 OHmcoqu u 4O« ON I .m.n mmm.mO u mumswm Ono 0.0 H m.O O O.HH HN 0.00 ONH 0.0H ON mHmuoB I O I O 0.00 H 0.00 H I O muoz_uo O I O I O I O I O I O O I O I O 0.00H H I O I O O I O I O I O 0.00 O H.HH H O I O 0.0 H 0.0H m 0.00 HH 0.0N O m I O 0.0 O 0.0H O O.NO ON 0.0N NH N O.H H O.N N 0.0 O O.mO NO 0.0 O H I O I O 0.0H O 0.00 OH O.HN O H Cmsu mme .m .02 Om .02 .m .02 Om .oz Om .oz wUH>HmO mnmww mo “88:52 «DO «D «D «4 «4O BEECMDZH D24 02H224Hm ODHBHHHU4m U2HDm4mumm O20HB4DH4>MH 5H4: DHDODO ODDBEHZZOU MODE; O.H. O4 MDBBHZSOU 4 20 DDDMDO OM4NN m0 mMmZD2 N.m O2HHNHBHU m0 O20H2Hm0 mm MHD4B 175 Citizens with fewer than three years of service on an advisory committee indicated some disagreement toward the school adequately financing investigations into problems on which the committee works (Table 94). Further examination of Table 94 reveals that 20.5 per cent of the citizens were undecided as to whether investigations into the problems on which the committee works should be adequately financed by the school. According to Table 95, the citizens registered almost complete agreement in regard to committees annually evaluat— ing their own work and effectiveness. The strongest agree- ment was expressed by the citizens who have served less than one year on an advisory committee. Summa y. The number of years the citizens had served as a member of an advisory committee was associated with the following differences. As the number of years which they had served as committee members increased, citizens tended to respond that all groups--faculty, board of education, citizen nominating committee, and superintendent of schools-- should be included in the nomination process for citizens advisory committee members. Citizens registered a basic agreement that committee membership should include a good cross-section of individuals, representative of community interests and desires. -As the citizens increased in years of service they tended to express more disagreement with the statement that committee members should accept appointment 176 .mmHOmmHD OHOGOHDO n DO mmummmHD u D OmOHochD u D mwum4 H 4 mmum4 OHODOHHO u 4O« Om u .m.o OOO.HO n mumsvm Ono O.N O 0.0 OH 0.0N Om N.NO OO 0.0N OO mHmuOB I o I o I o o.OOH m I o muoz.uo.m I O I O I O I O I O O I O 0.00H H I O I O I O O I O I O m.mm m 0.00 O I O O I O 0.0H m 0.0H N 0.00 O 0.0m O m 0.0 m 0.0 O O.NN HH 0.00 ON 0.0H O N m.H H 0.0 O m.HN OH m.ON NN m.HO Hm H O.m H O.m H O.HN O O.mO OH 0.0H O H cmnu mmmD .m .02 am .02 .m .02 .m .02 Om .oz w0H>HmO mummw “O.Hmnfisz «DO «D «D «4 «4O HOODUO ODE Mm DD0242Hm MHDB4DODD4 DD DHDODO ODDOS DDBBHZZOU DOE DUHDB 20 OZDHDOMD DDS OB2H O20HB40HEOD>2H DDDEDDS OB O4 DDBBHZZOU 4 20 DDDDDO OD4DD m0 DDDEDZ Mm O2DNHBHU m0 O20H2Hm0 Om DHD4B 177 .mmummmHD OHOGOHuO u DO wmummmHD u D OmcHomOcD n D mmum4 u 4 mmum4 NHOCOHDO H 40« ON u .m.o Ham.Om n mumsvm Ono 0.0 H 0.0 H N.m O 0.00 NHH H.Om OO mHmuoe I O I O I O 0.00 H 0.00 H muoz Ho O I O I O I O I O I O O I O I O I O 0.00H H I O O I O I O I O 0.00 O m.mm m O I O I O I O 0.00 O O.mO HH m I O I O 0.0 N 0.00 ON 0.00 ON N m.H H m.H H 0.0 m m.HO HO O.NH O H I O I O O.m H 0.0m OH 0.00 OH H cmnu mmmD Om .oz Om .oz Om .02 .m .02 Om .02 mUH>HmO mummw mo Hmnesz «DO «D «D «4 «4O OOD2D>HBUDDDD D24 DDOS 230 DHWDB DB4DH4>D MHH4D224 DHDODO ODDBBHSSOU DDDBDDS 09 O4 DDBBHZSOU 4 20 DD>DDO OD4NM m0 DDDZDZ MD O2DNHBHU DO O20H2Hm0 Om MHD4B 178 to a citizens advisory committee only after he is sure the school is actually seeking advice. .As years of committee service increased citizens disagreed more concerning the appointment of committee members for a definite length of time. Citizens generally agreed that committee members should elect their own chairman. Citizens with the least years of experience on advisory committees indicated the strongest disagreement toward the procedure that committee meetings should follow a formal democratic procedure (Robert's Rules of Order). With a few exceptions the citizens agreed that a liaison person from the school should be responsible for keeping committee members informed about the school's vocational programs, but the strength of this agreement decreased as the years of committee service increased. Citizens with less years of advisory committee service tended toward stronger disagreement than the more experi- enced committee members, concerning the responsibility of committee members to keep the community informed about the needs of vocational education in the local schools. As years of service on a committee increased the citizens tended to express more doubt regarding the citizens of a community being greatly affected by their school's vocational education program and their use of a citizens advisory committee as a vehicle in consulting about that program. Citizens with less years of committee service 179 expressed more disagreement as to whether a primary function of an advisory committee is the recommending of policies to be adopted by the board of education. Generally increased years of service on a citizens committee resulted in stronger agreement that a primary function of the committee is to advise about school policies. Educators by Number of Years Worked with a Committee The educators were asked to indicate the number of years they had served as a member of a citizens committee. The statistical significance of the number of years the educators had served as a member of a committee was deter- mined in relation to questionnaire items nine through seventy-one using the chi square test. When the analysis was made of the data, only three of the questionnaire items proved to be significant at the .05 level. Committee member orientation and information processes. Disregarding the number of years they had worked with an advisory committee, Table 96 reveals that 80.8 per cent of the educators agree that committee members have a responsibility to help keep the community informed regarding the needs of vocational education in the local schools. Two of the educators in the group with one year of committee ser— vice and one educator in the two year group disagreed that committee members have a responsibility to help keep the community informed regarding the needs of vocational 180 .mwummmHD OHOCOHUO u DO mmummmHD n D OwOHomOCD n D meO4,u 4 mmnm4 OHOGOHHO u 4O« Om n .m.n mmm.mm u mumsOO «no O.H H H.O m O.mH OH O.mO Om 0.0N ON mHmuoe 0.0H H I O 0.0H H 0.00 m 0.0H H who: no O I O I O I O I O I O O I O I O I O 0.00H H I O O I O I O I O 0.00 m 0.00 N O I O I O I O O.HO HH m.O H m I O O.m H m.OH O m.Om HH O.NO NH N I O 0.0N N 0.0N N O.NO m I O H I O I O O.HN m 0.00 O 0.0N O H can» mme .m .02 am .02 .m .02 Am .02 Om .oz 00H>umO mummw mo HODEUZ «DO «D «D «4 «4O OHOODUO H400H ODE 2H 20HB4UDDO H420HB400> O0 ODOO2 ODE 02HDO4000 DOZO0O2H MBH2DEEOU ODE DOOM DHOD 08 MBHHHOHO20DOOD 4 O>4D OOODZOS OOBBHZZOU DODEODS 09 O4 OOBBHZSOU 4 DBHK DOMOOS OO4OO O0 OOO2D2 NO ODOB4UDDO O0 O20H2Hm0 Om OHO4B 181 education in the local schools. One in the group, with seven or more years of committee service, expressed strong disagreement with this responsibility. Committee organization. Less years of work with a committee was associated with the educators naming the com- mittee chairman more frequently as the person who should prepare the committee meeting agenda (Table 97). Disregard- ing the number of years they had worked with an advisory committee, over 75 per cent of the educators indicated that the committee chairman, committee secretary, and liaison member should work together on preparing the committee meet- ing agenda. Table 98 reveals nearly one-fourth of the educators were undecided as to whether committee members should be reimbursed by the school for actual expenses incurred while performing work in behalf of the committee. The number of years worked with a committee did not appear to have an observable association with the educators responses to the practice of reimbursing committee members for their expenses. The educators, irrespective of years of committee service, generally expressed agreement for committee members being reimbursed by the school for actual expenses incurred while performing work on behalf of the committee. 182 .Hmnfimz GOOHOHD Ocm .mumuwnomO mwuuHEEoo .GOEHHODU mmuuHEEoo« OH I .O.O HH~.O~ u mumsvm Hno m.OO OO O.HH O O.H H m.NH O mHmuoa 0.00 O m.mm N I O I O muoz Ho.O I O I O I O I O O 0.00H H I O I O I O O O.QO N 0.00 m I O I O O m.mO OH 0.0H N I O I O m O.mO NN I O O.m H 0.0H O N O.mO O m.OH H I O I O H O.HO OH I o I o OION O H can» OOOH .m .02 .m .oz .m .02 Om .oz 00H>HmO mummw IIIII, mo Hmnesz «HH4 HmDEmS humumuomm cmEHHmno cOOHmHD mmuuHEEoU mmuuHanu 4D2004 02HBOOZ OOBBHEZOU ODE OO4mOmm DHDODO ODS 09 O4 OOBBHZZOU 4 DBHS DOMOOB OO4ON O0 OOODD2 NO OOOB4UDDO O0 O20H2Hm0 Om OHO4B 183 .mmummmHn mHmcoqu u GO mmummmHQ n O OmOHomOcD u D mwumfi u < mmumfi aHmcouum u ¢O* ON u .m.@ www.mm u mumsvm Hnu m.m O N.OH OH m.ON OH 0.0m ON m.NH O mHmuoB 0.0m m m.OH H I O m.mm N I O 0H0: no.5 I O I O I O I O I O O I O I O I O 0.00H H I O m I O 0.00 N 0.0N H 0.0N H 0.0N H O m.O H O.mN m O.mN m O.HO m I O m I O m.OH O H.Nm O m.Om HH m.OH O N I O I O m.OH H O.HO m m.OH H H I O 0.0N O 0.0N O O.HN m O.HN m H cmsu mmmH X .02 X .02 “O .02 .x. .02 X .02 m0H>umO mummy. mo HmQEsz #Qm *9 «D «4 *flm mmBBHEEOU mmB m0 Mdémmm ZH MMOZ OZHSMOhmmm MAHmz QMMMDUZH mmmzmme Q«« .wwummmHn hHmcouum N am mmummmHo n o cmOHuwcco u o wmum< u < mwumm aHmaouum u ¢m« m u mmmcommmm oz NO u .NIO OOh.OOH fl GHOSUO H30 0.0 N O.H O O.N O O.5O OOH O.5m OO mHmuoa I o I O I O O.mO OH N.OO NH 3382 I O I O I O 0.00 OH 0.00 OH muonnumm I O I O I O I O 0.00H H Hmochome Ho ouMHUOmmd I o I o I o o.ooH H I o Hoonum anm «#UQB> I o o.OOH N I o I o I o umHHmHowmm I O m.OH H I O m.OO O m.OH H muwummz I O I O O.N H 0.00 ON O.HO OH mHonnomm O.m N O.N H I O O.HO HN 0.0N OH Hmochqu no ouMHUOmm< I o I o m.O O ~.OO mm O.om ON Hoonum anm I o I o I o m.mm m s.OO O mummm uanm I O I O I O I O 0.00H H mummh uanm can» mme mmwmwmww I o I o I o o.om N o.om N umHHmHowmm I O I O I O 0.0m O O.HO O mumummz I O I O I O 0.00H H I O mHonnumm uOumuuchHfium fl. .02 R. .oz 8 .24 R. .02 R .02 OmumeEOU OOHHOOSUO m0 mummfi.»fl macaw coHuHmom «Om in {D «C #dm NBHZDZSOO HOOEUW NEE ZHNBH3 mZOHfideUUO MOhdz HEB ho mM>HB¢HZNmNMmNd MQDHUZH QHDOEW MMBBHZZOU HEB mMEBMES 09 md QMEmHmZOU UZHHOOEUm Mm mmDOmU ZOHBHmCm ho mZOHZHmO mm mqmdh 186 respondents expressed considerable favor toward the com- mittee membership including representatives of the major occupations in the school community. Citizens with-more years of schooling tended to disagree that committee member- ship should include representatives of the major occupations within the school community. Citizens with more years of schooling tended to express greater disagreement toward persons being on the committee representing various levels of educational attain- :ment (Table 100). No pattern of differences is evidenced in the responses of school administrators or vocational educa- tors toward citizens committee members representing various levels of educational attainment. The school administrators and vocational educators expressed general agreement for persons of various levels of educational attainment being represented on advisory committees. Citizens and vocational educators with more years of schooling registered more disagreement regarding the local board of education making the final selection of committee members (Table 101). No distinguishable pattern developed that could be related to years of schooling of the school administrators. Regardless of years of schooling completed, the school administrators were generally opposed to the local board of education making the final selection of com- -mittee members. No distinguishable pattern developed that could be related to the respondents' years of schooling 187 .mmummmHQ OHOOOHuO u .mqumcHOHOOU pom mucuomHHQ .mumnomma HmcoHumoo>** Om “mmummmHO n O “OOOHUOOGD u D “mmumfi u d uwmumd OHOGOHuO u ¢m* m u mmmcommmm oz NO .w.o OOO.OO u mumsvm Hno O.HH ON 0.0 OH m.OH Om N.OO OHH O.NN OO mHmuoa I O I O O.mH O O.mO OH 0.0m O muwummz I O O.NH m 0.0N O 0.00 OH 0.0N O mHOHonomm I O I O I O 0.00H H I O HOUHGOUOB Ho OUMHUOOmd I O I O 0.00H H I O I O Hoonom SOHO *«UDB> I O 0.00H N I O I O I O umHHmHummO I O I O m.OH H m.mO O I O mumummz 0.0H O m.O N m.OH n N.Om OH m.mN OH muoncomm 0.0N O 0.0 N O.N H H.OO OH 0.0N O HmochomB Ho mOMHUOmmO m.OH OH 0.0 O O.NH HH 0.00 NO 0.0H OH Hoonum anm H.HH H I o O.OO O m.mm m H.HH H mumma uanm I o I o I o o.ooH H I o mumma uanm amnu mmmq mowNHuHU I o I o I o o.OOH O I o umHHmHommm I O I O O.mH N m.Om O N.OO O mumummz I O I O I O I O 0.00H H muonnumm HeumuumHaHEO< R .02 X .02 X .Oz X. .02 x. .02 pwumHmEoo OGHHOOSUO mo mummfi an QOOHO coHuHmom «Om «D «D «d #dm WEBBHZSOU Mme ZO QWBmemmmmm mm deomm BZMSZH¢99¢ AdZOHB4UDQm m0 mqm>mq mDOHmd> m0 mZOmmmm mmmfimmg 08 md QMBEAOZOU UZHHOOflUm Mm mmbomo ZOHBHOOA m0 mZOHZHmO OOH MHQGB 188 .mHOumcHOHOOU Cam mucuowuHQ .mumsomma HmcoHumoo>%* .mmummmHQ >Hmcouum n nmwummmHD Q “OOOHUOUCD D “mmumd u 4 «mmumd OHOOOHHO n ¢O« O u mwmcommmm oz NO .m.© hO0.0b u mumzvm H30 0.0H HO m.Hm On 0.0H OO m.OH MO 0.0H HO mHmuOB O.Nm O 0.00 NH O.NH m 0.0 H 0.0 H mumummz 0.0N h 0.0H O 0.0m O 0.0N O I O mHOHmnumm I O 0.00H H I O I O I O HmochomB no mumH00mm< I O I O 0.00H H I O I O HOOSUO :OHm ¥*UDB> I O 0.00H N I O I O I O umHHmHome m.mm N m.mm N m.mm N I O I O mumummz O.HH O N.Om OH 0.0H O m.OH h m.ON OH mHonzumm 0.0H O O.Nm HH O.N H 0.0N OH 0.0N h Hmochome Ho wumHuommé O.HH OH 0.0N ON O.mH OH 0.0H OH 0.0N HN Hoonum nOHm H.HH H H.HH H O.OO O N.NN m H.HH H mummm uanm I o I o I o o.ooH H I o mumm» uanm can“ mqu mmmmwmww 0.0N H 0.0N H I O 0.00 N I O umHHmHquO O.mH N m.Om O H.mN m 0.0H N O.m H mumummz I o o.ooH H I o I o I o muonbumm HOumuuchHEO< X .02 x .02 X .02 .x .02 X. .02 OmumHmEOU OGHHOOLUO mo mummw >3 QSOuO :oHuHmom «Om «O «D #4 #éw mammzmz MMBBHZEOU m0 ZOHBUMHmm H¢ZHm mmB MM4E QADOEm ZOHBOO .mwummmHD aHmcoqu u DO «mmummmHD u D “OQOHUOOGD u D «mwumc u 4 “mwum< OHOGOHuO u 40« 190 O u noncommmm oz NO n .m.v OHh.NO u wumnvm Hno O.N O o.O ON 0.0H Om 0.00 HHH O.om ON mHmuos I o N.N N O.mH O O.NO HH 0.00 O Oumummz m.O N N.O H N.OH O O.mO HH O.mN O OuoHonomm I o o.OOH H I o I o I o HOochume no muOHoomOO I o I o I o o.OOH H I o Hoonum OOHO «tUQB> I o o.om H I o o.oO H I o umHHOHoOOO I o I o N.OH H N.OO O N.OH H Oumummz I o O.» m 0.0H O N.NO OH N.NO OH muonnoOO O.m N O.NH O O.m N N.Om OH O.Nm HH Hmqunooa no OumHoomO< N.H H H.N O m.OH OH N.OO Om O.om ON Hoonom anm I o I o I o N.OO O m.mm m mumma OOOHO I o I o o.OOH H I o I o mummm uanm ems» mama OcONOuHo I o I o I o o.ooH O I o OOHHOHUOOO I o I o O.mH N N.OO O m.Om O Oumummz o.ooH H I o I o I o I o OuonnoOO woumuuchHacm x .oz x .02 x. .02 m. .02 x .02 @3338 mcHHoonoO mo mummw an msouo :OHUHOOO «GO «0 #D «d «dm mmHmmmmemS UZHBdHOm m>¢m QHDOEO OWMBBHZZOU mwmfimm3 09 m4 QWBQHQZOO GZHHOOEUm Mm mmbomw ZOHBHmOQ m0 OZOHZHQO NOH mqmdfi 191 .mHOumcHOuooo cam mucuuwuHD .muwcomme HmcoHumuo>O mu momcommwm oz Oh u .m.O hHO.mOH u mumsvm H50 O.NH Hm N.H O O.N O O.m O N.NO OOH O.mm OO O.O NH mHmuoe H.ON O I o I o I o O.Om O O.Om O O.OH O mumummz o.ON O I o I o o.O H o.Om O o.OO O o.O H OuoHonuoO I o I o o.OOH H I o I o I o I o Hmochums no mumHoomma I o I o I o I o I o I o o.OOH H HoonoO OOHO #UQB> I o I o I o I o I o o.OoH N I o umHHmHUOOO I o I o I o I o o.OO m O.OO m I o numummz m.OH N I o I o o.O m O.OO ON O.ON O I o OuoHunomO O.O O O.N H O.N H O.N H N.Om OH H.OO OH I o HauHccoma no mumHooOOO O.OH O N.H H O.m m O.m m N.HO Om O.Nm ON H.N O Hoonum OOHO I o H.HH H I o H.HH H I o 0.0N N I o mumm» OOOHO o.OOH H I o I o I o I o I o I o Ouau» unOHo cmnu mmoq mcmNHuHU I o I o I o I o o.OOH O I o I o umHHaHowOO I o I o I o I o N.OO O O.Om O I o Ouwummz I o I o I o I o o.OOH H I o I o muoHocumO uOumuuchHEO¢ x. .02 x .02 x .02 m. .02 a .02 x .02 x .02 353980 93.338 O0 mummy an OSOuO coHuHmom OmuHEHHCD mumm» O mumw? O whom» O whom» n mummfl N Hum» H mummy mo umnfioz m>mmm QHDOSM mmmmxmz NMPEHZSOU NZHB ho EPUZMQ 09 W4 QEBHHAZOO UZHAOOEUO Nm mmbomu ZOHBHOOA NO mZOHZHmo mOH mqmdfi 192 .mnoumcHOnooo one mnouoouHD .mumnomma HmcoHumuo>O O u omcommom oz .O.O HNo.OOH u onOsOO Hnu 0.0 N O.O NH O.NN OO 0.00 OOH O.mH Om mHmnoa I o I o O.m H 0.00 HN 0.0H O mnmnmmz I o o.O H o.O N 0.00 OH O.NH O mnonnomO I o I o I o o.OOH H I o Hmoncnoma no OnmnoommO I O 0.00H H I O I O I O Hoonom SOHO tonfi> I o I o O.OO H I o O.OO H anHmHoOOO I o I o 0.00 N O.OO O I o mnmnmmz I o O.N m O.5N NH N.HO NN o.OH O mnonnomO I o O.O m O.ON O O.OO OH O.HH O Hmoncnooe no onmnooOOO N.H H N.H H H.Nm ON O.NO OO H.OH HH HoonoO :OHO I o H.HH H I o O.OO O m.mm m mnmo» nsOHO I o I o. I o I o 0.00H H mnmoa nnOHo can» mmon mcmnnnnu I o o.ON H I o O.OO O I o anHmHooOO I o O.N H H.ON m O.HO O N.O H Onmnmmz 0.00H H I O I O I O I O Ononsomm noumnumHOHEO< OO .02 OO .02 OO .oz OO .oz OO .02 wouOHmEoo OGHHoonoO .uHo mnmmfi an moonw :oHuHmom ONION OHIOH OHIOH OIO O Oman mmma ONHO mmuuHEEOU MNHO QHBBHZZOU Emmm HEB 08 m4 Qmfimqmzoo OZHHOOEUO Mm wmbomw ZOHBHOOQ ho OZOHZHQO OOH mqmfia 193 Committee member orientation and information processes. Citizens and school administrators, with more years of education, tended to prefer the vocational director or coordinator as the school liaison person assigned to work with the citizens committee (Table 105). Vocational educa— tors with more years of education preferred the vocational teacher as the school liaison person assigned to work with the citizens committee (Table 105). Vocational educators with more years of schooling tended to express stronger agreement for citizens committee reports being made to the board of education, but not directly to the public (Table 106). No distinguishable pattern developed that could be related to years of school- ing of the school administrators or the citizens. .Further examination of Table 106 reveals that, regardless of the years of schooling, the school administrators and citizens favored committee reports being made to the board of educa- tion, but not directly to the public. .Committee functions. Vocational educators with more years of schooling indicated stronger agreement toward com- mittees making evaluations regarding improvement of voca- tional course offerings (Table 107). .Conversely, citizens with more years of schooling tended to express more disagree- ment for citizens committees making evaluations regarding improvement of vocational course offerings. No distinguish- able pattern developed that could be related to years of 194 .OHOumcHOnooo Ono mnouownHO .mnmnomwa HmcoHumUo>* m n mmmcommmm oz .O.O OHh.NO u mnOsUO H50, 0.0m up 0.00 OOH O.N O mHmuOB 0.00 OH O.NO HH I O mnmummz 0.0m O 0.00 OH I O mnonnomm 0.00H H I O I O Hmochoma no wumH00mm¢ 0.00H H I O I O Hoomom SOHO OUDB> I O 0.00 H 0.00 H umHHmHommm I O 0.00H O I O mnmummz 0.0N O 0.00 NO 0.0 N mn0Hm£omm 0.0N OH 0.00 mN O.N H HOUHGSUOB no OHOHUOOOO H.ON ON O.HO HO N.H H HoonoO OOHO 0.00 O H.HH H I O mnmm» uanm. I O O.OOH H I O mnmma uanm cmnu mmmq momNHuHU. I o o.OOH O I o anHOHoOOO 0.0 H 0.00 HH 0.0 H mnmummz I O 0.00H H I O mHonnomm naumnuchHEO< x. .02 x .02 X. .02 OmumHmEoo OGOHOOSUO mo Hwfiumwfi HOUMGMGHOOU HOHMHumMGflEmXN mHmmIfl ha QHHOHU COIMHHmOQ HmcoHumoo> no nouomnHO Hoosum HmcoHumUo> coOnwm OOOHOHH mm QHDOEO mmBBHZZOU.MmB mBH3C¥m03_OB QMZUHOW‘ ZOOMfih zodeHA HOOEUO NNH 033 08 md DMBMHQZOU UZHHOOEUO Mm mmDOMU ZOHBHMOQ ho OZOHZHAO OOH HHmGB .mnOumcHOnoou cam mnouownHD .mnmnumme HmcoHumoo>OO .mmnmmmHD mHmconuO u DO “mwnmmmHD u D «UOOHUOOCD n D “OOHOO u d «wmnmd >Hmconum n I o I o I o O.OOH N I o OOHHOHoOOO I o I o N.OH H 0.00 O 0.0H H mnonmmz O.N H O.N m N.O N O.OO oN 0.00 NH OnoHonomO 0.0 N O.N H 0.0 N O.HO HN O.ON O Hmoncnooe no onOHooOOO O.N N N.O N H.OH NH O.OO NO O.ON NN HoonoO OOHO I o H.HH H I o O.OO O O.OO O mnmm» nOOHO I o I o I o I o o.OOH H mnmm» nsOHm omzn mmoq mcmNHuHU I o o.ON H I o 0.00 N o.ON H OOHHOHoOOO I o 0.00 O N.N H O.OH N N.OO O mnmnmmz 0.00H H I O I O I O I O mnoncomm nOumnuchHE©< X. .02 X .oz X. .02 X. .02 8. .oz UmumHmEoo OCHHOOSUO m0 mnmmw an muonw coHuHmom OOO On O: «4 OOO UHHmDm NEE OB WqfiommHQ 902 80m .ZOHBéUDOW ho Oddom WEB 09 MQ¢Z mm QHDOEO memommm mmBEHZZOU mmmBmEZ 09 mfl QMBMHmZOO OZHQOOEUw Nm mmDOMU ZOHBHmOm m0 OZOHZHAO OOH mqméh 196 .mmnmmmHD OHmconnO u .mnOumnHonoou Ocm mnouownHD .mnonomms HmnoHumUo>OO DO “monmmmHD u D «OOOHUOOCD u D “monmé u d “mmnmd hHmconum u «m* m n noncommmm oz .m.o OOO.HO u onmsvm Hno 0.0 H N.H m 0.0 OH 0.00 ONH O.NO OOH mHmuoa I O I O O.m H O.mO OH O.NO HH mnmummz I O I O 0.0 N 0.00 OH 0.0m O mnoHosomm I O I O I O I O 0.00H H HOUHGSUOB no manUOOOO I o I o I o o.OOH H I o HoonoO nOnm tiUQE> I o I o I o O.OOH N I o anHmHooOO m.OH H 0.0H H m.mm N m.mm N I O mnmummz I O I O 0.0H O O.Nm OH O.mO ON mnonsoOm I O O.N H O.N H 0.00 OH H.OO OH HOUHGSUOB no man00mm< I O N.H H 0.0 O 0.00 mO O.mO hm Hoosom SOHO I o I o I o 0.00 O m.mm m mnmo> ncOnO I O I O I O 0.00H H I O mnmmw uanm Oman mmoH mamNHnHo I o I o I o 0.00 N 0.00 N nOHHOHoOOO I O I O 0.0 H N.OO O N.OO O mnmummz I o I o I o o.OOH H I o OnoHonoOm nonmnuchHEOc X .02 X .02 OO .02 OO .02 OO .02 omumHmEoo mcHHOOSoO mo mnmow >9 mmDOnU COHnHmom imam #Q #9 film *Cm mOZHthmO mmmDOO H¢20H9¢UO> m0 BZMZW>0mm£H OZHQM<0fim OZOHB¢QH¢>H MX¢Z QHDOEO mmmBBHZZOU mmmfimm3 09 mi QmBmHQZOU OZHHOOEUm Vm mmbomw ZOHBHOOQ m0 mZOHZHmO OOH mqmdfi 197 schooling of the school administrators. Regardless of the years of schooling the school administrators expressed near unanimous agreement for committees making evaluations regard- ing improvement of vocational course offerings. Citizens with fewer years of education were stronger in their agreement toward citizens committees making eval- uations regarding local vocational youth organizations (Table 108). No pattern of differences was evidenced in the responses of the school administrators and the vocational educators. IEight of the eighteen school administrators and fourteen of the fifty-three vocational educators were undecided regarding this evaluation. However, regardless of years of schooling, the school administrators and voca- tional educators generally agreed that citizens committees should make evaluations regarding vocational youth organi- zations. Summary. The number of years of schooling completed by the respondents was associated with the following dif- ferences. Citizens with more years of schooling tended to disagree that committee membership should include represen- tatives of the major occupations within the school community. Citizens with more years of schooling tended to express greater disagreement toward persons being on the committee representing various levels of educational attainment. 198 .mnoumcHOnooo can mnouoonHD .mnmnomme HmnoHnmoo>OO .mmnmmmHD OHmoonuO u Om “mmnmmmHD u D “OmOHomOGD u D "mmnmd u m «omnmfi OHOGOnuO u I o O.OOH N I o I o I o anHOHoOOO I O 0.00 N 0.00 N 0.00 N I O mnmnmmz 0.0 O 0.0 N 0.0H O 0.00 ON 0.0 N mnonzomm I O 0.0H O 0.0N O 0.00 OH 0.0 N HOUHGSUOB no man00mm< I o H.O O O.NN OH O.OO OO 0.0 O HoonoO OOHO I o I o N.NN N 0.00 O N.NN N mnmm» nnOHO I O I O I O 0.00H H I O mnmmm uano :mnu mme mcmNHuHU I o I o o.ON H 0.00 m I o anHOHoOOO I O 0.0 H 0.00 O 0.00 O I O mnwnmmz I O I O I O 0.00 H I O mnonsomm noumnumHoHEO< OO .oz OO .02 OO .02 OO .02 OO .02 OmanmEou OGHHOOSUO mo Onmow On masonw coHuHmom «Gm iQ OD ¥¢ *flm OZOHadNHZ¢0m0 $830? HdZOHB¢00> AfiUOH OZHQM¢OHm OZOHB¢DH¢>W deZ QHDOSO OWMBBHZZOU mmmamm3 OB md QMBHHQZOU OZHHOOEUO Mm mmbomw ZOHBHOOQ m0 OZOHZHOO OOH mqmfifi 199 Citizens and vocational educators with more years of school- ing registered more disagreement regarding the local board of education making the final selection of committee members. The citizens tended to prefer that committee members serve for two to three years and this opinion became more pronounced as the years of schooling increased for the citizen respondents. Citizens and vocational educators with more years of schooling tended to favor a smaller committee of nine or fewer members. Citizens and school administrators with more years of education tended to prefer the vocational director or coordi- nator as the school liaison person assigned to work with the citizens committee. Vocational educators with more years of education preferred the vocational teacher as the school liaison person assigned to work with the citizens committee. Vocational educators with more years of schooling tended to express stronger agreement for citizens committee reports being made to the board of education, but not directly to the public. .Vocational educators with more years of sChooling indicated stronger agreement relative to committees making evaluations regarding improvement of vocational course offerings. Citizens with more years of schooling tended to express more disagreement for citizens committees making evaluations regarding improvement of vocational course offerings. Citizens with fewer years of education were stronger in their agreement toward citizens committees 200 making evaluations regarding local vocational youth orga- nizations. Position Groups by Number ongears Enrolled in High School Vocational EducationIClasses The citizens and educators responding to the question- naire were asked to indicate the number of years they were enrolled in high school vocational classes. The statistical significance of the years enrolled in high school vocational education classes was determined in relation to questionnaire items nine through seventy—one by using the chi square test. Committee member selection. In respect to who should nominate committee members, the responses of the school administrators revealed no distinguishable pattern of dif- ferences in relation to the number of years committee members had been enrolled in classes in high school voca- tional education. Five of the school administrators chose the faculty and staff, four chose the citizens nominating committee, and six selected all--faculty and staff, board of education, citizens nominating committee, and the superin- tendent of schools--to nominate committee members. Citizens with more years of high school vocational education tended to select all--faculty and staff, board of education, citi- zens nominating committee, and superintendent of schools—-as their choice to nominate citizens committee members. 201 Table 109 reveals that the vocational educators with more years of high school vocational classes tended increasingly to select the faculty and staff and all--faculty and staff, board of education, citizen nominating committee, and superintendent of schools--for nominating citizens com- mittee members. Table 110 reveals, that school administrators with more high school vocational education tended to express stronger agreement about persons of various levels of edu- cational attainment being represented on an advisory com- mittee. .Citizens with more vocational education expressed more disagreement for the statement. Vocational educators with less than one year of high school vocational education expressed some disagreement about persons of various levels of educational attainment being represented on the committee. Responses of the school administrators, in relation to the number of years they had been enrolled in high school vocational classes,did not result in a distinguishable pat— tern of differences (Table 111). .All of the school adminis- trators expressed agreement for management level employees being represented on citizens committees. .Citizens with more years of high school vocational education expressed some disagreement concerning management level employees being represented on a citizens committee. Vocational educators with little high school vocational education expressed some disagreement with management level employees being repre- sented on citizens committees. 202 .mnoumcHOnooo com mnouomnHQ .mnmnomma HmcoHumoo>OO .mHoocUO wo ucmvcwnanmmsm Dom mmnnHEEOU OGHnmcHEOZ wcmNHuHU .coHumUSOm mo Onmom .wmmum 0cm huHOUOOO O u mmmcommmm oz NO H .m.© OOO.NO mnmswm Hnu 0.00 OHH 0.0 OH 0.0H OO 0.0 OH 0.0N OO mHmnoa 0.00 O I O I O I O 0.00 O O I O I O I O I O 0.00H N O O.NO O I O I O I O 0.00 O N 0.00 O I O O.NH H I O O.NH H mmmq no H N.OO NH I O 0.0 N I O N.OO NH O *tUDB> 0.00 O I O 0.0N O I O 0.00 O O N.OO OH O.HH O 0.0 N 0.0 H 0.0 N O H.HO ON 0.0 O 0.0 O 0.0 O 0.0N HH N 0.00 O O.NH O 0.0N O O.NH O 0.0H O mmmH no H 0.00 ON 0.0H O 0.0H NH 0.0H O 0.0H HH O OcmNHnHU I O I O I O 0.00H H I O O I O I O I O I O I O O I O I O 0.00 N 0.00 H I O N H.OO O I O I O I O O.NO O mmmH no H 0.0N N I O 0.0N N 0.0H H 0.0N N O noumnancHEOm X .02 O .02 x. .02 X .02 X. .02 mmmHU coHumosom HmcoHumoo> Hoonom OHHO mHoonoO mo monnHEEoo coHumusOm mmmum anm CH OOHHoncm unoccmncHnomsm OCHumcHEoz mo Onmom UGO mnmmw mo nmnfioz mswanHU Oanomm On moonO coHnHmom ZOHBdUDQW HdZOHBdUO> 400mUm mOHm ZH mmmmzmz meBHZEOU mBti DO “mmnmmmHD u D “OOOHUOOOD u D «ownmd u 4 “omnmd OHmconuO u émt O u mwmcommwm oz NO u .m.o NOO.HO u mnmzvm H50 O.HH ON N.O OH 0.0H OO 0.00 OHH O.NN OO mHmuoe I O I O 0.0N N 0.00 O 0.0N N O I O I O I O 0.00H N I O O I O I O 0.0N N 0.00 O 0.0N N N I O O.NH H O.NH H 0.0N N 0.00 O mmwa no H I O 0.0 N 0.0H O H.OO OH 0.0N O O «OUDB> I O 0.0H N 0.0N O 0.00 O 0.00 O O 0.00 OH I O 0.0H O 0.00 OH 0.0H O O O.NO OH 0.0 O 0.0 N 0.00 ON 0.0H O N O.NH O 0.0 H 0.0 N 0.00 OH 0.0N O mmmq no H O.H H 0.0 O O.HN OH 0.00 mm O.HN O O mchHnHo I O I O I O I O 0.00H H O I O I O I O I O I O O I O I O I O I O 0.00H O N I O I O I O O.HO O 0.0N N mmoq no H I O I O 0.0N N H.OO O 0.0H H O nonmnuchHEOm x. .02 .O .02 .x. .02 OO .02 OO .02 OOOHU coHnOosom HmcoHumoo> Hoonom anm «OO «O OD «< «Om CH OOHHonam mnmmw mo nonesz On msonw coHuHmom WEBBHZZOU NEE 20 Qmezmmmmmmm mm deomw BZHZZH¢BB< AdZOHBfiUDQm ho mfim>mq wDOHm¢> m0 wzommwm mmmfimmz 08 mfl mmmmdflu ZOHBfiUDDm H¢20H8400> AOOfiUm EUHE ZH qudomzm mm¥¥ .monmmmHQ anoonum u Gm noonmmmHn u G “OUOHUoOGD n O “omnm¢.u 4 "wonmfl aHmflonum u 0.0 H 0.0 H 0.00 O 0.00 O 0.0H N O I O I O I O O.HO ON 0.0N O O I O 0.0 N N.N H O.NO OO m.OH O N I O O.NH O 0.0 H O.NO OH O.NH O mmmfl no H I o I o 0.0 m O.Oo NO mom on o moonnuno I O I O I O 0.00H H I O O I O I O I O I O I O O I O I O I O 0.00H O I O N I O I O I O H.OO O O.NO O mood no H I O I O I O O.HO O 0.0N N O n0umnuchHEU¢ . . . . . mmMHU :oHumoscw x oz x oz x oz 8 oz fl oz Hmoonumoo> Hoonom amnm GA OmHHoncm mnmmfi mo «am «a «a .2 «4m non-Hz 3 95.8 8333 MMEEHZZOO mm? 20 DQFZMWMdmmM mm QHDOZw wmwwodmzm HW>HH BZHIHQ HOOMUm EUHE 2H DmHHOMZM mfidflfi ho MNMZDZ Hm mmDOMU ZOHBHMCQ MO WZOHZHQO HHH qudfi 205 According to Table 112 school administrators and citizens, who took more courses in high school vocational education generally tended to express greater disagreement about the local board of education making the final selec- tion of committee members. Generally the vocational educa- tors expressed disagreement regarding the local board of education making the final selection of committee members, but vocational educators with four years of high school vocational education indicated some agreement. Vocational educators with more years of high school vocational classes expressed stronger support for definite lengths of appointment for advisory committee members. ,Cit- izens with less high school vocational education expressed greater agreement for definite lengths of appointment for committee members. Examination of Table 113 does not reveal that any distinguishable pattern was established by the responses of the school administrators. All school admin- istrators, except three who were undecided, indicated sup- port for committee members being appointed for a definite length of time. .Committee organization. No pattern of differences in relation to number of years enrolled in high school voca- tional education is evident in Table 114 concerning the best size for a citizens committee. The majority of the respon- dents chose either five to nine or ten to fourteen as the best size for a committee. The deviations from these two 206 .mnOumcHOnooo can mnouoonHQ .mmnmmmHQ szconuO N GO “mmnmmmna a “OOOHUOOGD H D “wonm¢.u O .mnonomofi HmcoHumoo>fit noonmd NHmconuO u 40« O H noncommom oz NO u .w.© OOO.OO u onmflvm Hno H.OH OO O.HO Oh 0.0H OO 0.0H NO 0.0H HO mHmuoe 0.00 O 0.00 O I O O.NH H O.NH H O I O I O 0.00 H 0.00 H I O O 0.0N N 0.00 O 0.0N N O.NH H I O N I O 0.00 O 0.00 O O.NH H I O mmoq no H 0.00 OH 0.00 O H.ON O 0.0 N I O O ««UQE> 0.00 O m.ON O 0.0 H 0.0N O 0.0 H O 0.0 N 0.00 O 0.0H O 0.0 N 0.00 OH O N.N H O.NO OH 0.0H O N.OH h H.OO OH N 0.0 N 0.0N O 0.0N O 0.00 O O.NH O mme no H 0.0H HH O.NO HN H.ON OH 0.0H HH 0.0H b O mcoNHnHU I O I O I O 0.00H H I O O I O I O I O I O I O O I O 0.00 N 0.00 H I O I O N O.NO O 0.0N N 0.0N N I O I O mqu no H I O O.NO O I O O.NO O 0.0H H O nOumnancHBO< . . . . . mmMHU :oHumoscm .x. oz .3 oz x oz .8 oz .x. oz Hmonumoo> Hoonom SOHO c o 0 «OO «O «D «d «4O H OmHHoncm mnm M w nonadz On Ozone :oHuHmom mammZH: MHBBHZZOO ho ZOHBUmHmm H‘ZHN HEB mM¢S QHDQEO 20H940DQN ho QMdOG HdUQH mmfi mmmfimm3 09 MG mmwmdflu ZOHBdUDQm H<20H8<00> HOOflUm mem 2H DMHQOMZN mfidfl? m0 mMmZDZ Mm mQDOMU ZOHBHwOm ho OZOHZHQO NHH Mdmdfl 207 .mnOuMGHOnooo cam mnouoonHO .mnonomms HmcoHumoo>«« .mmnmmmHO OHOconuO u Ow “monOmmHO n O “OOOHUOOGD u D “monmd u 4 «omnOO hHmconuO u dmt O u momzommom oz NO n .0.0 Ohh.On u onmsvm Hno 0.0 N N.O OH N.O OH 0.00 H5H 0.0H HO mHmuoa I O O.NH H I O 0.00 O O.NH H O I O I O I O 0.00 H 0.00 H O I O O.NH H O.NH H O.NO O O.NH H N I O I O 0.00 O O.NO O I O mmmq no H 0.0 H 0.0H O 0.0H O 0.00 HH N.NN O O taUQB> 0.0 H 0.0 H 0.0 H 0.00 O 0.00 O O I O h. H O 0.0 H 0.00 HN 0.0H O O I O 0.0H O 0.0 N 0.00 5O N.N H N I O 0.0 H 0.0 H 0.00 OH 0.0N O mmmq no H I O O.H H O.H H 0.00 OO H.ON OH O mGONHuHU I O I O I O 0.00H H I O O I O I O I O I O I O O I O I O 0.00 H 0.00 N I O N I O I O 0.0N N O.NO O 0.0N N mmoa no H I O I O I O 0.00H O I O O noumnumHzHEOO . . . . . mmMHU coHnmonO OH. oz On oz O» oz Om oz .x. oz HmcoHumoo> Hoonom SOHO an OmHHoncO mnmmw mo HZHB ho SBUZMH WBHZHhWQ C mom DflBZHommé mm QADOEO mmmmzmz WMBBHZZOU MMMBMN3 09 md mflmméflo ZOHBOUDQM HdZOHBdUO> HOOEUO MQHE ZH Dunflomzm deflM ho MNMZDZ.WQ mmbbmw ZOHBHmOm m0 OZOHZHQO OHH manda 208 .mnoumcHOnooo UGO mnouomnHQ .mnonommfi HmcoHumoo>* O H mmmcommmm oz NO n .O.O HOO.OOH u mnmsvm H30 0.0 N 0.0 NH O.NN OO 0.00 OOH 0.0H OO mHmuoe I O I O I O 0.00 O 0.00 O O I O I O I O 0.00H N I O O I O I O 0.0N N 0.00 O I O N I O I O I O 0.00H O I O mmmq no H I O 0.0 N 0.0 H 0.00 HN H.HH O O *OUQB> I O H.O H 0.0N O O.NO O O.HN O O I O I O O.NO NH 0.00 OH H.O N O I O 0.0 O 0.00 OH H.OO OH 0.0H O N I O I O 0.0N O 0.00 OH O.NH O mmmH no H O.H H 0.0 O 0.0H NH O.HO OO 0.0H O O mcmNHuHU I O I O I O I O 0.00H H O I O I O I O I O I O O 0.00 H 0.00 H I O 0.00 H I O N I O I O 0.0N N O.HO O I O mmmH no H I O 0.0H H 0.0H H O.HO O I O O nonmnuchHEOO X .oz fl. .oz R. .oz X .02 X .oz mmmHU GoHumUSOO - HmcoHumoo> Hoosom gwnm ONION OHIOH OHIOH OIO O Oman OH OoHHonCO mnmmw mo mmmH anESz On msonw coHuHmom ONHO omuuHEEoo mmBBHZZOU d mom MNHm Emmm WEB 08 md mmmmdflo ZOHBdUDOm HflZOHBdUO> HOOEUO mem ZH DWAHOfiZm mmdmw m0 mmmEDZ Mm mmbomw ZOHBHmOm m0 OZOHZHOO OHH mqmdfi 209 major choices did not establish a distinguishable pattern in relation to number of years enrolled in high school voca- tional education. Citizens and vocational educators with more years of high school vocational education tended to prefer September 1 for the annual citizens committee organization meeting (Table 115). No distinguishable pattern developed that could be related to the school administrators years of schooling. Most school administrators chose January 1 or September 1, regardless of the number of years enrolled in high school vocational education classes. All but five of the citizens expressed agreement for records of proceedings being kept of each advisory committee meeting; however there was stronger support for this practice by those citizens with more years of high school vocational education classes. With the exception of one administrator and one vocational educator the educator groups expressed agreement for records of proceedings being kept of each com- mittee meeting. Examination of Table 116, concerning records of proceedings being kept of each committee meeting, does not reveal any distinguishable pattern that could be related to the years that educators were enrolled in high school voca- tional education classes. Table 117 concerning the use of a formal democratic procedure (Robert's Rules of Order) during committee meet- ings, fails to reveal any pattern that could be related to 210 .mnOumnHOnooo Ocm mnOuomnHO .mnmnomme HmcoHumoo>O O u mmmcommmm oz mm H .m.c OO0.00 n onmoOm Hzo 0.00 NO 0.0N OO 0.0N HO O.NN OO mHmuOB O.NO O 0.0N N O.NH H I O O I O I O I O 0.00H N O O.NO O O.NH H I O 0.0N N N 0.0N N I O 0.0N N 0.00 O mmmq no H H.OO OH 0.0 N 0.0H O 0.0N O O kunfi> 0.00 O 0.0N O 0.0 H 0.0N O O 0.0H O 0.00 HH 0.0H O 0.0N O O H.OO OH 0.0H O O.NO OH 0.0 O N 0.00 O 0.0N O 0.0N O 0.0N O mmmH no H O.NO HN H.ON OH H.ON OH O.HN OH O mcmNHuHU I O 0.00H H I O I O O I O I O I O I O O I O I O 0.00 N 0.00 H N H.OO O I O I O O.NO O mmoq no H H.OO O 0.0H H I O 0.0N N O nOnmnuchHEOO X .oz fix. .oz Om .oz Om . oz mOMHU coH umonm HmcoHumoo> Hoonom H .ummm H OHOO H mash H .Cmb Ii OCHumoz :oHumNchOnO mo mumn anm :H OmHHoncm mnmmz mo nunfisz On muonO :oHuHmom qum mm QHDOmm OZHBWHS ZOHBCNHZdOMO HdDZZ< MNBBHZZOU NmH ZQZS 08 md mammfiflv ZOHBfiUDGN HdZOHBdUO> HOOEUO mem ZH QMAHOMZQ demW m0 mmmZDZ Mm mmbomw ZOHBHmOm m0 OZOHZHQO OHH quds 211 .mnonmcHOnooo Ocm wnonoonHO ~mnmzomma HmcoHumoo>OO .mmnmmeO OHOconuO u DO “omnmmmHQ n O “OOOHUOOCD u D “mmnmd n O “mmnmd OHmnonuO u OOO O n momcommmm oz OO u .O.O OOO.OO u mnmnvm H30 I O 0.0 N O.N O N.OO ONH 0.00 ONH mHmuoe I O I O I O 0.00 O 0.0N N O O O O 0.00 H 0.00 H O O O O 0.00 O 0.0N N N I O I O I O 0.00 O 0.00 O mmmq no H I O I O 0.0 H 0.00 OH 0.00 OH O OOUQB> I O I O I O 0.00 O 0.00 OH O I O I O I O O.NO NH H.OO OH O I O I O 0.0 N H.OO OH 0.00 ON N I O 0.0 H I O O.NO OH 0.00 HH mmoq no H I O O.H H O.H H 0.00 OO 0.00 ON O mchHuHo I O I O 0.00H H I O I O O I O I O I O I O I O O I O I O I O I O 0.00H O N I O I O I O O.NO O H.OO O mqu no H I O I O I O 0.0N N O.HO O O n0nmnHchHEO< o . o . . . o . mmmHo coHumonm O. oz O oz K. oz R oz O oz HmcoHnmoo> Hoonom SOHO an m o c m mm 0 «GO *9 «D *4 «dm . 6 HH n m n N m noQEsz an Odonw :oHuHmom UZHBmmZ WMBBHESOU mU¢m m0 EQMM mm QHDOEO mOZHQmmuomm ho mflmoumm mmmfimmB 08 m4 mmmmddu ZOHBdume H HOOmUm mOHm ZH QMHHOOZM mfidfl? m0 mmmZDZ Mm mmbomo ZOHBHmOm ho OZOHZHmO OHH mam¢8 212 .mnoumcHOnoou Onm mnOuomnHQ .mnonomwe HmcoHumoo>OO .mmnmmmHO OHOconnm u Om nomnmmmHO u a “OmOHomOCD u D “mmnmm n O “mmnmd OHmconnO u OOO O u mmmcommmm oz NO I .O.O OOO.OO n wnmsvm H50 0.0 OH N.ON OO 0.0N OO 0.00 HOH 0.0H ON mHmuoa I O 0.0N N O.NH H 0.00 O 0.0N N O I O I O 0.00 H 0.00 H I O O O.NH H I O 0.00 O 0.00 O I O N I O O.NH H O.NH H O.NO O O.NH H mmmq no H H.HH O 0.0H O 0.00 OH 0.00 O 0.0 H O ««UQB> I O 0.0 H 0.00 O 0.00 O 0.0N O O 0.0 H 0.00 OH H.O N H.NO O H.O N O I O 0.00 HN 0.0 O O.HO OH 0.0 N N 0.0 H 0.0N O 0.0N O 0.0N O 0.0H O mmmq no H N.O O 0.0H NH 0.0H OH N.OO OO 0.0H O O mcmNHuHU I O I O 0.00H H I O I O O I O I O I O I O I O O I O I O 0.00 H 0.00 N I O N I O 0.0H H 0.0H H H.OO O 0.0H H mmmH no H I O I O O.NO O H.OO O I O O noumnuchHEO< .m .oz “m .oz O .oz Om .oz Om .oz mmMHU :oHnmosmom Hmconomoo> Hoocom zmzm cH OmHHoncm mnmmw mo OQO «9 OD yd tdm nonfisz an muonw coHuHmom OUZHBmmE mHmmB OZHmDQ mmDQmuomm UHBdMUOZmQ H HOOEUO mOHm ZH deqomzm mOdflN m0 mmmEDZ Mm mmbomw ZOHBHOOQ m0 OZOHZHmO OHH mdmde 213 the number of years the respondents were enrolled in high school vocational education. One-fifth of the respondents were undecided as to whether committee meetings should fol- low formal democratic procedures. The educators expressed general agreement and the citizens were fairly evenly divided in their opinion regarding the use of formal demo- cratic procedures during committee meetings. Examination of Table 118 reveals that the citizens with less high school vocational education tend to express stronger agreement relative to committee members serving without pay. A similar pattern of agreement is evident in the responses of the vocational educators, although it is not as strong. Years enrolled in high school vocational education did not appear to make any difference in the responses of the school administrators regarding committee members serving without pay. Only one school administrator disagreed with committee members serving without pay. As the number of years they were enrolled in high school vocational education classes increased, citizens and vocational educators revealed increasing agreement concern- ing reimbursement of committee members by the school for actual expenses incurred while performing work in behalf of the committee (Table 119). Enrollment in high school voca- tional education did not appear to influence the responses of the school administrators regarding the reimbursement of committee members for actual expenses. The school adminis- trators were fairly evenly divided between agreement and .mnonmcHOnooo cam mnonowan .mnwgomma HmcoHumoo>OO .mmnbmmHQ OHmconuO N GO “monmmmHQ u 0 “noOHooch u D “mmnmd n d “mmnOO mHmconum H OOO 214 O H mwmcomwmm 02 NO H .m.@ OHN.OO H wnmnvm H30 O.N O N.O O O.m ON 0.00 NNH 0.00 om mHmuoa I O O.NH H 0.0N N 0.00 O O.NH H O I O 0.00 H 0.00 H I o I O O I O I O O.NH H O.NO O 0.0N N N I O I O O.NH H 0.00 O 0.00 O mmmH n0 H H.HH O I O 0.0H O 0.00 HH 0.0N O O OUQB> 0.0 H I O 0.00 O 0.0N O 0.00 O O 0.0 H I O 0.0 H O.HO ON O.HN O O N.N H 0.0 O 0.0 O 0.00 ON H.ON NH N I o 0.0 H I O 0.00 OH 0.00 OH mmmH no H I O O.H H N.O O H.OO ON N.OO NO O mcmNHuHU I O I O I O 0.00H H I O O I O I O I O I O I O O I O 0.00 H I O I O 0.00 N N I O I O I O H.OO O O.NO O mmmH no H I O I O 0.0H H O.HO O 0.0H H o nonmnancHEOa o . . . . . mmmHU GOHumuswm RV 02 x 02 Om OZ Om OZ * OZ HMCOHUMUONV HOOSUm fimflm m 0nd m m 0 «QO On «D O< «£m CH 6 HH m nm N m nwnadz On muonw coHunom Ndm BDOEBHZ m>mmm QHDOEO mammzmz WEBBHSZOU OWEBMES 09 m4 mamdeU ZOHBdUDQm HfiZOHBfiUO> HOOmUm mOHm ZH quqomzm mmdmw ho mmmZDz Mm mmDOMU ZOHBHOOQ m0 mZOHZHmO OHH mqmde 215 .mmummmHQ >Hmcouum DO “mmummmHQ .muOumcHOHoou Ocm mucuomuHQ .mumnomoa HmcoHumuo>¥« a “OmOHUwOCD n D “mmumd u 4 “moumd hHmcouum n «m* O u mwmcommmm 02 NO u .O.O HNH.HN u mumavm H50 0.0 NH 0.0N HO 0.0N HO 0.0N Hm 0.0N OO mHmuoe I o I o 0.0N N O.NO m O.5m O O I o I o 0.00 H 0.00 H I o m o.ON N I o 0.0N N 0.00 O I o N I o I o O.5m m O.NO O I O mmmq no H O.m N m.ON h 0.0H O 0.0N O N.NN O o O¥UQB> I o o.ON m h.ON O m.mm O o.ON O O I o 0.0H O 0.0N O m.mH O m.mm HH m h.O O m.OH O O.mH O 0.00 OH O.5m 5H N o.O H 0.00 m 0.0N h 0.0N O o.O N mqu no H O.NH O 0.0N OH N.ON OH O.HN OH O.NH O o mnmNHuHU I o I o 0.00H H I o I o O I o I o I o I o I o m I o m.OO N I o m.mm H I o N I o 0.0N N 0.0N N O.NO m I o mmmq uo H I o O.NO m 0.0N N 0.0N N I o o woumuuchHEO< o . . . o . . mmMHU coHumoscm h oz 8 oz $. oz B oz x. oz HmcoHumoo> Hoonom SOHO :H OmHHouGO mumww mo «mm «D «D «4 tfim Hmnfifiz wn mnouw GOHUHmOm NMBBHZZOU mOH m0 mfldmmm ZH KOOZ OZHZMommflm HHHm3.QMMmDUZH mmmzmmxm HODBUO mom HOOEUO an? Mm QwOmDmZHmm mm QHDOEO mONflZfiZ MflBBHZSOU mwmfimm3 08 m4 OHOOOHU ZOHBOUDQM HdZOHBdUO> HOOmUO mem ZH DHHHOMZM mmdmfi ho mmmzbz Mm MADOOU ZOHBHOOQ m0 OZOHZHAO OHH mqmdfi 216 disagreement regarding reimbursement of committee members by the school for actual expenses incurred while performing work in behalf of the committee. School administrators who had enrolled in more years of high school vocational education classes tended to dis- agree with the statement that an advisory committee should cease to function after its assigned task has been completed (Table 120). Responses of the vocational educators and the citizens varied greatly relative to an advisory committee ceasing to function after its assigned task has been com- pleted, but no discernible pattern is evident in relation to the number of years of high school vocational classes. The citizens and vocational educators, regardless of years enrolled in high school vocational education, tended to oppose an advisory committee ceasing to function after its assigned task has been completed. gggmittee member orientation and information processes. The strength of agreement of school administra- tors, regarding a liaison person from the school being responsible for keeping committee.members informed about the school's vocational program, increased as the number of years the school administrators were enrolled in high school voca- tional education classes increased. The number of years enrolled in high school vocational education classes did not influence the responses of the citizens or the vocational educators. Only two citizens and two vocational educators 217 .wmummmHn mHmcoqu u Om “mmummmHQ .muoumaHOHoou cam muouumHHn .mumnomms HmcoHumuo>** Q «OwOHomOGD n D “moumé n O uwmumm mHmaoqu u OOO O u mmmcommmm 02 NO u .0.0 OH0.00 u mumsvm H30 0.0 NN 0.00 OOH 0.0H OO N.mH OO 0.0H OO mHmuOB O.NH H 0.0N N 0.0N N O.NH H 0.0N N O I O I O I O 0.00 H 0.00 H O 0.0N N 0.00 O I O O.NH H 0.0N N N O.NH H 0.0N N 0.0N N 0.00 O I O mqu Ho H 0.0H O 0.00 OH 0.0H O 0.0 N N.NN O O *OUOB> 0.0H N 0.00 O 0.0H N 0.0N O 0.0H N O I O 0.00 OH m.OH O 0.0N O I O O N.N H 0.00 NO 0.0H O 0.0 O 0.0 O N I O 0.00 NH 0.0 H 0.0N O 0.0N O mmmq no H O.NH O 0.0H HH 0.00 ON N.ON OH 0.0H O O mamNHuHo I O 0.00H H I O I O I O O I O I O I O I O I o O 0.00 H I O 0.00 H 0.00 H I O N 0.0H H O.NO O I O 0.0H H 0.0N N mmmH Ho H I O O.NO O 0.0N N 0.0N N I O O “OumuuchHEOO fix. .oz .x. .oz K .oz K. .oz .x. .oz mmmHU :oHumosom HmcoHumoo> Hoonom SOHO CH O on: mumo 0 *Q@ *Q *3 *AN *dm . MU H.H m M m HOQEDZ an ODOHO COHUHmom QWBMHQZOU mem Odm Mmdfi QMZUHOOO OHH OMBWO ZOHBUZDO OB mmdmo QHDQEO mmBBHSEOU fi mHmEmmz 09 md mmOOOHU ZOHBOUDQM HdZOHB HOOEUO EUHE ZH QMHHOOZQ Omdmfi m0 OHOZDZ Mm mmDOMG ZOHBHOOm m0 OZOHZHOO ONH OHOOB 218 expressed disagreement about a liaison person from the school being responsible for keeping committee members informed about the school's vocational program (Table 121). Vocational educators with less high school vocational education expressed slightly more disagreement regarding advisory committees making reports to the board of education, but not directly to the public. No distinguishable response pattern developed that could be related to years of high school vocational education which the school administrators and citizens had taken. Eleven of the school administrators expressed agreement and six eXpressed disagreement regarding committee reports being made to the board of education, but not directly to the public. The citizens generally agreed that committee reports should be made to the board of edu- cation, but not directly to the public. Committee functions. School administrators and citizens who took more years of high school vocational edu- cation expressed more disagreement in regard to the board of education having written policies about the operational pro- cedures of committees. Examination of Table 123 reveals that the vocational educators did not appreciably vary their response pattern in relation to years of high school voca- tional education which they had completed. Over one-half of all respondents reacted favorably and slightly over one- fifth were undecided regarding the board of education having 219 .mHOumcHOHOOU Ocm mucuowHHQ .mumfiumoe HmcoHumoo>** .moummmHO OHmcoqu u Om “moummmHO n O “OOOHUOOCD u D "mmumé u 4 “omumfl OHmcouum u ¢O« O u noncommom oz NO u .O.O mOm.NO u mumsvm HLU 0.0 H N.H O O.H O 0.00 OOH 0.00 Om mHmuOB I O I O O.NH H O.NO O 0.0N N O I O I O I O 0.00 H 0.00 H O I O O.NH H O.NH H 0.00 O 0.0N N N I O I O I O 0.0N N 0.00 O mqu no H 0.0 H I O 0.0 H O.HO OH 0.00 HH O #iUQB> I O I O 0.0 H 0.00 O 0.00 O O I O 0.0 H I O 0.00 NN m.OH O O I O N.N H I O 0.00 OO O.mH O N I O I O I O 0.00 OH 0.00 OH mqu no H I O I O I O 0.00 OO O.HO ON O mcmNHuHU I O I O I O I O 0.00H H O I O I O I O I o I O O I O I O I O 0.00 H 0.00 N N I O I O I O I O 0.00H O mmmq no H I O I O I O O.NO O H.OO O O uOumuuchHEOO x. .oz fl .02 X .02 X .oz K .oz mmMHU coHumusvm HmcoHumoo> Hoonom SOHO CH OoHHoucm mummy mo «OO «O *D «< «Om nonesz On msouw coHuHmom Edmoomm HOZOH9400> O.HOOEUO MOB BDOmd QmZmOhZH mmmmzmz MMBBHSSOU OZHmmmM mom MHOHOZOOOOO mm QHDOEO HOOZUO MOB 20mm ZOOmmm ZOOH HOOEUO SOHO ZH QMHHOOZO madmw m0 mmmZDz Mm OmDOOO ZOHBHOOO m0 OZOHZHOO HNH OHO«* .oonOmmHQ OHOCOnum Om “monmmmnn u a “OoOHUoOCD u D noonO¢_u d noonOO OHOGOnuO H mm* 220 O u noncommmm 02 NO u .m.O OOH.OO u onmavm Hno N.O O 0.0H O 0.0 OH 0.00 OHH 0.00 OO mHmuoa I O 0.00 O I O 0.0N N 0.00 O O I O I O I O 0.00 H 0.00 H O 0.0N N O.NH H I O 0.00 O 0.0N N N I O 0.0N N I O 0.00 O 0.0N N mmoq n0 H 0.0 H 0.0H O 0.0 H 0.00 OH 0.00 OH O *«UQB> 0.0 H 0.0 H 0.0N O 0.0N O 0.00 O O I O 0.0H O I O 0.00 OH O.HN O O N.N H 0.0 N N.N H 0.00 NO O.HN OH N I O I O 0.0H O O.NO OH O.NO O mmoa no H H.O N N.O O 0.0H O 0.00 ON 0.00 NN O mcoNHuHU I O I O I O I O 0.00H H O I O I O I O I O I O O 0.00 H I O I O I O 0.00 N N I O 0.0N N I o H.OO O 0.0H H mmmq no H I O O.NO O 0.0H H I O O.NO O O nOumnuchHEOd .x. .02 .x. .oz Om .oz X. .02 On .oz ommHo :oHumosOm 38382, noonom nmE an o one mnmo 0 {am *Q .113 id ifim . my H.H m N. H nonsdz On moono :oHuHmom UHHODQ NOH OB HHBUmmHQ BOZ BDm .ZOHBOUDQM m0 deom HEB 08 Mad: mm QHDOEO mamommm MMBBHSSOO MMEBNMZ 08 m4 ONOOOHU ZOHBdUDQm H HOOEUO EOHE 2H QmHHOOZM mOdMW m0 ONOZDZ Mm mmDomw ZOHBHOOm ho OZOHZHAO NNH mqmdB .mnOUOCHOnOOU Ocm mnOuomnHQ .mnonumoe HmcoHumUo>** .oonmmmHQ OHOCOnuO u Om “monmmmHO H O “OmOHUOOCD u D "monmfl u d “monom OHOGOnuO u 0.0N O 0.0 H 0.0H N 0.00 O 0.0 H O I O 0.0H O 0.0H O 0.00 OH I O O N.N H O.HN OH 0.0 O 0.00 ON 0.0 N N 0.0 H 0.0 N O.NO O 0.00 HH O.NH O mmmH no H N.O O N.m O N.ON OH N.OO OO N.m O O mcoNHuHO I O 0.00H H I O I O I O O I O I O I O I O I O O 0.00 N I O I O 0.00 H I O N I O O.HO O 0.0H H 0.0H H I O mmoH no H I O I O 0.0H H H.OO O 0.0N N O nOumnuchHEOO 3 .oz K .oz x. .oz .$ .oz K. .oz mmMHU coHumosOO Hmaonumuo> Hoonom nmnm 0 «mm *o «a «O «am an omHHOHcm mummy m nonfisz On moonw coHuHmom mmmBBHZEOU ho OmmDQWUOmm H HOOEUO EUHE ZH QMHHOOZW Om«* a “OoOHooch u D “monmd n d «monOO OHannum u 40« O u mmcommmm oz mm .m.c on.on u mumsvm Mac 0.0 OH 0.0H OO 0.0H OO N.OO OHH 0.0H OO mHmuOB I O 0.0N N I O O.NO O O.NH H O I O I O I O 0.00 H 0.00 H O I O O.NH H 0.00 O 0.00 O I O N I O O.NH H 0.0N N 0.0N N 0.00 O mmmH no H 0.0 H 0.0H O 0.0H O 0.00 OH 0.0N O O O¥UQB> 0.0N O 0.0N O 0.0N O 0.0N O 0.0H N O I O O.HN O 0.0 H 0.00 OH H.O N O I O 0.0H O 0.0 N 0.00 NO 0.0 O N 0.0 H 0.0N O 0.0N O 0.00 HH 0.0 N mmOH no H 0.0H OH 0.0H O 0.0H HH 0.00 NN 0.0N OH O mamNHuHU I o I o I o o.ooH H I o O I O I O I O I O I O O I O 0.00 H I O 0.00 N I O N I O 0.0N N 0.0N N 0.0H H 0.0N N moon no H I O 0.0N N I O O.HO O I O O noumnuchHEO< R .oz X .oz 8. .oz 8 .02 x. .oz mmmHU coHumosom HmcoHum00> Hoonom nOHO *nm «a *9 «O « O.HOOEUO WEB mom amommDm UHHODQ MODUOO OH OH WOBBHZSOU d m0 ZOHEUZDh MdeHmm d mmmhmm3 OB O4 OOOOOHU ZOHBOUDDW H<20H8400> HOOEUO EOHE 2H DMHHOOZM Omdmw m0 mmmZDZ NO OmDOOG ZOHBHOOA m0 OZOHZHOO ONH OHOOB 224 .mmuOmmHO OHOcouum n .mHOumcHOuoou Ocm muouuwHHO .mumnomwa HmcoMumuo>*« Om “mmHOmmHO u D “OmOHomch n D “mmumd n m “mmumd OHOGOHuO n OOO O H mmmcommmm 02 NO u .m.© OO0.00 fl mumflvm HSU O.NH NO N.ON OO 0.0H ON 0.00 n5 N.ON OO mHmuOB I O O.NH H 0.0N N O.NO O I O O 0.00 H I O I O 0.00 H I O O 0.00 O 0.00 O I O O.NH H I O N I O O.NH H O.NH H 0.00 O 0.0N N mmmq Ho H 0.0H O 0.0N n 0.0H O 0.0H O N.NN O O *OUQB> n.o~ O m.mH m I o m.mm m N.Om O O 0.0 H O.mH O H.O N H.NO O 0.00 HH O N.N H O.HN OH N.N H H.OO OH 0.00 OH N O.NH O O.NO O 0.0H O 0.0N h O.NH O wqu Ho H 0.0H OH H.ON OH 0.0H OH 0.0N OH O.HN OH O mamNHuHU I O I O I O 0.00H H I O O I O I O I O I O I O O 0.00 H 0.00 N I O I O I O N 0.0N N I O I O O.NO O 0.0N N mme Ho H 0.0N N O.NO O I O 0.0N N I O O acumuuchHEO< Om .oz Ax. .oz .x. .oz On. .02 X .oz mmmHU coHumuawm HmcoHumuo> Hoosom nOHm :H OmHHOHcm mumww mo mmHUHHOm HOOSUm Baomd mmH>04 OB mH WHBBHZSOU ¢ ho ZOHBUZDQ WMdZHmm ¢ mmmfimm3 OB mfl mmmmddu ZOHBdUDQm HdZOHBdUO> HOOEUm mem ZH amaqomzm mm€fiM m0 mmmZDZ Hm mmbomw ZOHBHmom m0 OZOHZHQO ONH mqmdB 225 . mHOumCHUHOOU Ucm mHOUUMHHQ ‘mumnumme HmuoHumoo>*« .wqummHO OHOcoqu u Om “mmuOmmHO n O “OmOHumOCO u D “mqud u 4 uwmumd OHOcoqu n AOO O u mmmcommmm 0% NO .O.O OHO.OO n mumsvm HQO 0.0 N 0.0 O N.O ON 0.00 OOH 0.0H OO mHmuOB O.NH H I O O.NH H 0.00 O O.5O O O I O I O I O 0.00H N I O O I O I O I O 0.00 O 0.00 O N I O I O I O 0.00 O 0.0N N mmmH no H I O 0.0 H I O 0.00 OH 0.0N O O ««UQB> I O m.ON O 0.0H N 0.00 O 0.0N O O I O I O m.OH O 0.00 HN 0.0H O O I O 0.0 N 0.0 O O.NO Om 0.0 O N I O 0.0 N m.OH O 0.00 OH 0.0 N mmmH no H O.H H I O 0.0H OH H.OO HO 0.0N OH O mcmNHuHU I O I O I O 0.00H H I O O I O I O I O I O I O O I O I O I O 0.00H O I O N I O I O I O 0.00 O 0.0H H mmmH u0 H I O I O I O H.OO O O.NO O O uOumuuchHEOd X .oz K .oz fl .oz K .oz K .oz mmmHO coHumusvm Hmcoflumoo> Hoonum nmflm CH O onc mummk o quEDz On QDOuu coHuHmom Bzm2m>0mmZH 92¢ OZszddm mmHBHHHodm OZHQm<0mm OZOHBQDH¢>M MX HOO$Um mDHm ZH QMHHOOZM mmémw ho mmmEDZ Wm mmDOOU ZOHBHOOQ b0 OZOHZHOO ONH mqmde 226 agreement with the statement that committees should make evaluations regarding facilities planning and.improvement. In regard to the committee making recommendations and evaluations concerning standards for cooperative student work experience programs, there appeared to be somewhat stronger agreement among the citizen and vocational educa- tor respondents who had enrolled in fewer years of high school vocational education (Table 127). With the exception of one undecided response the school administrators agreed that committees should make recommendations and evaluations regarding standards for cooperative student work experience programs. Summary. The number of years the respondents were enrolled in high school vocational education classes was associated with the following differences. Citizens with more years of high school vocational education tended to select all--faculty and staff, board of education, citizens nominating committee, and superintendent of schools--as their choice to nominate citizens committee members. Vocational educators with more years of high school voca- tional classes tended increasingly to select the faculty and staff and all--faculty and staff, board of education, citi- zens nominating committee, and superintendent of schools-- for nominating citizens committee members. School admin- istrators with more high school vocational education tended to express stronger agreement about persons of various 227 .muoumcHOHOOU Ocm mucuomHHQ .wumnumma HmcoHumoo>OO .mmHOmmHO mHOcoqu n OO “omuOmmHO H O “OmOHUmOCD u D “mmumd u d “mmHOO OHOGOHuO u OOO O u mmmcommmm 02 NO u .M.O HOO.OO u mumavm H30 N.H O 0.0 HH O.NH O N.OO OOH N.OH OO mHmuOB I O 0.0N N I O O.NO O O.NH H O I O I O I O 0.00H N I O O I O I O O.NH H O.NO O 0.0N N N I O I O 0.0N N 0.00 O 0.00 O mmmH no H I O 0.0 H 0.0H O O.HO OH 0.0N O O tOUQE> I O 0.0 H 0.0H N 0.00 OH 0.0H N O 0.0 H 0.0 H 0.0H O 0.00 OH H.O N O N.N H I O I O O.HO NO 0.0 O N I O 0.0N O 0.0N O 0.00 OH 0.0 H mqu no H O.H H O.H H 0.0H OH 0.00 OO m.ON OH O mcmNHuHO I O I O I O 0.00H H I O O I O I O I O I O I O O I O I O 0.00 H 0.00 N I O N I O I O I O O.HO O 0.0N N mme Ho H I O I O I O 0.00 O 0.0H H O HeumuuchHEOm On .oz K. .oz OH. .oz .x. .oz fl. .oz mmMHU :oHumUDOm HmcoHumoo> Hoonum SOHO as m OH: mumm 0 OOO «O «D *4 «dm . O HH m w m HonEdz an macaw COHuHmom midmwomm MUZMHmmme Mm03 BZMQDBO M>H9m QZ< OZOHedazmzzoumm mxdz QHDOEO mmmBEHZEOU mmmfimmz OB m4 mmmmddo ZOHfiévbam H HOOZUO Eme 2H quaomzm mmdm? m0 mmmSDZ Mm mmbomw ZOHBHmom m0 OZOHZHOO ONH mHmdfi 228 levels of educational attainment being represented on an advisory committee. Citizens with more vocational education expressed more disagreement regarding persons of various levels of educational attainment being represented on an advisory committee. Citizens with more years of high school vocational education expressed some disagreement concerning management level employees being represented on the citizens committee. Citizens who took more courses in high school vocational education generally tended to express greater disagreement about the local board of education making the final selection of committee members. Vocational educators with more years of high school vocational classes expressed stronger support for definite lengths of appointment for advisory committee members. Citizens with less high school vocational education expressed greater agreement for definite lengths of appointment for committee members. Citizens and vocational educators with more years of high school vocational education tended to prefer September 1 for the annual citizens committee organization meeting. All but five of the citizens expressed agreement for records of proceedings being kept of each advisory committee meeting; however there was stronger support for this practice by those citizens with more years of high school vocational education. Citizens with less high school vocational educa- tion tend to express stronger agreement relative to committee members serving without pay. As the number of years they 229 were enrolled in high school vocational education classes increased, the citizens and the vocational educators revealed increasing agreement concerning reimbursement of committee members by the school for actual expenses incurred while performing work in behalf of the committee. School administrators who had enrolled in more years of high school vocational education classes tended to disagree with the statement that an advisory committee should cease to func- tion after its assigned task has been completed. School administrators with more years of high school vocational education expressed greater strength of agreement for a liaison person from the school being responsible for keeping committee members informed about the school's vocational program. School administrators and citizens who took more years of high school vocational education expressed more disagreement in regard to the board of education having written policies about the operational procedures of com- mittees. Citizens with more years of high school vocational education tended to express more disagreement that a primary function of a committee is to secure support for the school's vocational education program. School administrators and vocational educators with more high school vocational edu- cation expressed some disagreement that a primary function of an advisory committee is to advise about school policies. Citizens with more high school vocational education tended 230 to express more agreement that a primary function of a committee is to advise about school policies. Citizens with more high school vocational education expressed some disagreement about committees making evalua- tions regarding facilities planning and improvement. Cit- izens and vocational educators with less high school voca- tional education expressed stronger agreement for the committee making recommendations and evaluations concerning standards for cooperative student work experience programs. Position Groups by Amount of Post- High School Vocational Courses The citizens and educators responding to the question— naire were asked to indicate the number of years they had taken post-high school vocational courses. The statistical significance of the years enrolled in post—high school vocational courses was determined in relation to question- naire items nine through seventy-one by using the chi square test. Committee member selection. Citizens who had taken more post-high school vocational courses were inclined to express more disagreement regarding persons of various levels of educational attainment being represented on advisory committees. Table 128 does not reveal any clear pattern in the responses of the vocational educators or the school administrators. Regardless of the number of years of post-high school vocational courses taken by the vocational 231 .wwHOmmHO OHOGOHuO DO “wwHOmmHQ .muoumcHOHooo cam muouooan .mumnumma HmcoHumoo>OO O “OwOHomOcD u D “meOO n d umwumd OHOGOHHO u «OO O u mmmsommmm oz .m.O HOO.OO u mumsvm Hno O.HH O 0.0 0.00 OHH O.HN mHmuOB I O 0.0 H h 0.00 OH 0.0H O N :mnu muoz I O I O O 0.00 O 0.0N H N I O I O N 0.0N N O.NO O H I O 0.0H N H 0.00 OH 0.00 n O «*UQBD I O 0.0 H N 0.00 ON 0.0N h N smsu who: 0.0N O H.HH N H 0.00 O N.NN O N 0.0H N I O O O.mO O H.HN O H 0.0H N 0.5 O h H.NO OO N.OH O O mcmNHuHU I O I O H I O 0.00 H N swap 0H0: I O I O H I O 0.00 H N I O I O O I O I O H I O I O O 0.00 O 0.00 O O HeumuuchHEO< X R O» .oz X mmmusou HmsoHuMUOD Hoonom :OHOIumom O0 muwww O0 *OO «O Odm uwnEsz an mascuw soHuHmom MMBBHSSOU any 20 Qmezmmmmmmm Hm QADOZO BZMZZHdHBd Hmfl mDOHm¢> m0 mZOmmmm mmmfimmz 09 md OZHZH HOOfiUm mOHm BmOm ho BZDQZ¢ Mm mmDOMU ZOHBHOOA ho OZOHZHOO ONH m4m49 232 educators and the school administrators, these educators generally supported an organizational pattern that per- mitted persons of various levels of educational attainment being represented on advisory committees. Examination of Table 129 does not reveal any dis- tinguishable pattern in the responses of the position groups regarding committee members being appointed for a definite length of time. None of the administrators registered any disagreement for committee members being appointed for a definite length of time. Some disagreement was revealed in the responses of the vocational educators and the citizens, but the number of years enrolled in post-high school voca- tional courses did not influence the opinions of the voca- tional educators or the citizens as to whether committee members should be appointed for a definite length of time. The educator groups, irrespective of years of post- high school vocational courses, expressed considerable dis- agreement for the local board of education making the final selection of advisory committee members (Table 130). The citizens were fairly evenly divided in their responses regarding the local board of education making the final selection of advisory committee members. The number of years of post-high school vocational courses taken by the citizens and the administrators did not appear to influence their responses regarding member selection. When the voca- tional educators had taken two or more years of post-high school vocational courses they tended to express more 233 .mmHOmmHQ OHOCOHuO N GO “mmHOmmHQ n .muOumcHOuooo Ocm muouomHHO .mumnomme HmcoHumoo>*« O “OmOHumOCD u D “mmumd u 4 umwumfl OHOGOHHO u ¢O« O u mmmcommmm 02 OO u .O.O OOO.OO H mumsvm «:0 0.0 N N.m OH N.O OH 0.00 OOH 0.0H OO mHmuOB I o m.O H m.OH m 13. NH m.Om m m 523 982 I O 0.00 O 0.0N H I O I O N I O I O I O 0.00 O 0.0H H H 0.0 H 0.0H N 0.0N O 0.00 OH 0.0H N O «*UQB> 0.0 H 0.0 H 0.0 N 0.00 HN m.OH O N smnu muoz I O H.HH N 0.0 H N.NO OH H.HH N N I O 0.0 H I O N.OO NH O.HO O H I O O.m O O.N O 0.00 OO 0.0H OH O mcmNHuHU I O I O I O 0.00H N I O N swap who: I O I O I O 0.00H N I O N I O I O I O I O I O H I O I O O.HN O 0.00 O 0.0H N O HeumuuchHEO< OM. .oz fl. .oz fix. .oz X .oz .x. .oz mwmusou HmsoHumoo> HOOSUO zmflqumom mo mummw mo «DO «O OD a< «4O Hmnazz On mQSOuO :oHuHmom NZHB m0 SEOZMH WBHZHme < mom QMBZHOmm¢ mm QHDOmm mammzmz NNBBHZZOU mmEBMSB 09 m4 UZHZHdMB H HOOfiUm EOHE Emom ho BZDQZd Mm meOmU ZOHBHwOm m0 mZOHZHmO ONH mHm¢B 234 .muoumCHOHOOO 0cm mHOOUOHOO .mumnomme HMGOHOOUODOO .mmuOMmHO OHOQOHuO u Om “mmHOmmHO n O “OmOHomOCD n D “mmHOO u d “wmumd OHOCOHOO u OOO O u wmmcommwm oz OO u .O.O OOO.OO u mumsvm H50 H.OH OO O.HO On 0.0H OO O.NH OO 0.0H HO mHmuOB 0.0N O H.OO O 0.0H O 0.0H O 0.0 H N swap muoz 0.00 O 0.0N H I O I O I O N 0.0H H 0.0N N O.NO O 0.0H H I O H 0.0N O O.HO O 0.00 n 0.0 H I O O t¥UQB> 0.0H O 0.00 NH 0.0H O 0.00 HH 0.0 H N :mnu muoz O.HH N 0.0N O 0.0 H 0.0N O 0.0N O N H.HN O O.HO O 0.0H O H.HN O 0.0H N H O.NH OH H.ON NO N.ON ON O.NH OH N.ON HO O msmNOuHo I O I O 0.00 H I O 0.00 H N smnu muoz I O 0.00 H 0.00 H I O I O N I O I O I O I O I O H O.HN O O.NO O H.m H 0.0N O I O O “OumuumOsHEOd X. .oz $ .oz $ .oz K. .oz R .02 mmmusou HmsoHum00> Hoonom anqumom O0 mumww O0 Em E «a «O. tam “3592 an «.9296 coflflmom mmmmzmz mmBBHZEOU m0 ZOHBUMHWO AdZHm HEB QMQE QHDOEO ZOHBdUDQm m0 deom AfiUOH HEB mmmfimm3 09 m4 UZHZH<¢B HdZOHBdUO> AOOfiUm mOHm Emom m0 BZDOSd Mm mmbomw ZOHBHmOm m0 mZOHZHmO OOH mqméh 235 support for the local board of education making the final selection of committee members. An examination of Table 131 does not reveal any distinguishing patterns in the responses of the position groups as to whether persons selected for membership in the committee should receive official notification of their selection from the superintendent of schools. Irrespective of the number of years the respondents were enrolled in post-high school vocational courses they generally agreed that persons selected for membership on citizens committees should receive official notification of their selection from the superintendent of schools. Committee organization. School administrators with no post-high school vocational courses tended to favor a committee of five to nine individuals, as did most members of the position groups, but some of the administrators preferred committees ranging from fifteen through nineteen members and twenty through twenty-four members (Table 132). Irrespective of post-high school vocational courses taken, the vocational educators and the citizens preferred com- mittees with five to nine members. An examination of Table 132 reveals that the number of years enrolled in post- high school vocational courses did not influence the responses of the position groups. 236 .mHOOmCHOnooo Ocm mHOuUmOHO .mumcomme HmcoHum00>OO .mmuOmmHO OHOcoqu U DO hmqummHO n O “OmOHowOCD u D “mmuOd n O “wwumd OHOGOHOO u «OO O u mmmcommmm oz OO u .O.O OOO.OO u wumDUO H30 0.0 H 0.0 OH N.HH ON O.HO ONH 0.00 OO mHmuoe I O 0.0 N 0.0 H O.NO O O.NO O N cmzu muoz I O 0.00 O 0.0N H I O I O N I O 0.0H H I O O.NO O O.NO O H I O 0.0H O 0.0 H 0.00 HH 0.0N O O «iUQB> I O 0.0 H 0.0H O 0.00 OH 0.0N O N cmnu muoz I O H.HH N 0.0 H 0.00 O 0.00 O N I O 0.0 H 0.0 H 0.00 HH O.HO O H 0.0 H O.N O O.HH OH O.NO OO O.NO OO O mchHuOU I O I O I O 0.00 H 0.00 H N cmzu wuoz I O 0.00 H 0.00 H I O I O N I O I O I O I O I O H I O I O 0.00 O H.OO O H.O H O “OumuuchHEOO O .02 w .oz K .oz K .oz K .oz mwmusoo HmcoHum00> Hoonum SOHqumom O0 mumm» O0 «DO *0 «D «m «cm umnfisz On mOdOuO coHuOmom mHOOZUm m0 BZmQZmBZHmmmDm mmfi 20mm ZOHBUMHmm mHmmB ho ZOHBdUHmHEOZ AdHuHmmO m>Hm0mm QHDOEO WMBBHEEOU mmfi ZH mHmmmmmEMS mom QMBUmHmm OZOmmmm mmmfimmz OB m4 OZHZHde HdZOHBdUO> HOOEUO mUHmIBmom ho BZDOZd Wm mmDOmU ZOHBHmom m0 OZOHZHOO HOH mqmdh 237 .mHOumcwnuooo Ocm muouomuan .muwnomma HMCOOHMUODO O u mmmcommmm OZ OO fl .O.© OOO.OO fl mumsvm «SD 0.0 N 0.0 NH O.NN OO 0.00 OOH 0.0H OO mHmuoe I O I O 0.0 H O.HO OH 0.0H O N Cmnu muoz I O 0.0N H I O 0.00 O O N I O 0.0H H 0.0N N H.OO O O H I O I O I O 0.00 OH 0.0N O O «UGB> I O 0.0 H 0.0H O H.NO OH H.ON O N Cmnu who: I O I O 0.00 O 0.0N O .ON O N 0.0 H 0.0H O 0.0H O 0.00 HH .O H H I O 0.0 O O.HO OO 0.00 HO .HH OH O mamNOuHo I o I o I o o.OOH N o N can» muoz I O I O I O 0.00H N O N I o I o I o I o o H H.O H 0.0H N O.HN O 0.00 O H.O H O uOumuumOcOEO< x. .02 8. .oz x. .oz X .oz .oz momusoo HmcoflumUOD H00£0O nOOqumom O0 mummy O0 ONION OHIOH OHIOH OIO O smnu uwnasz On masouu COOuOmom mmmq wNHO wmquEEOU WNHO MWBBHZSOO Emmm mm? 08 md OZHZHde HdZOHBdUO> HOOZUO memIBmOm m0 929024 Mm mmbomw ZOHBHmOm m0 OZOHZHQO NOH mqmdfi 238 The school administrators with no post-high school vocational courses expressed the strongest agreement regard- ing committees convening and operating only after receiving board of education approval (Table 133). The responses of the vocational educators and the citizens were not influ- enced by the years they had been enrolled in post-high school vocational courses. Nearly one-fourth of the voca- tional educators were undecided, but the majority agreed that committees should convene and operate only after receiving board of education approval. The citizens, irrespective of the number of years enrolled in post-high school vocational education courses, expressed agreement for committees convening and operating only after receiving board of education approval. An examination of Table 134 reveals three patterns of responses dealing with the selection of committee officers. School administrators with no post-high school vocational education expressed strong agreement that committee officers should come from the lay members of the committee and not from local school personnel. While the citizens with no post-high school vocational education basically agreed with this procedure for selecting committee officers, they also expressed the strongest disagreement of the citizen group. The vocational educators with the most post-high school vocational courses expressed the greatest disagreement regarding committee officers coming from the lay members of the committee and not from local school personnel. 239 .mmHOmmOO OHOCOHOO n .mHOOMCOOHOOU 0cm muouumufln .mumnomma Hmcoflum00>OO Om “mmummmflo u G “OmOOowOCD n D "omumd u < “mquO OHOGOHOO u dmt O u mmmsommom oz OO u .O.O OON.OO u mumsvm Ono 0.0 OH O.NH OO N.OH OO O.HO ONH N.OH OO mHMOOB 0.0 N 0.0H O 0.0N O 0.0N O 0.0H O N cmsu who: I O 0.0N H 0.0N H 0.00 N I O N 0.0N N 0.0H H I O 0.0N N 0.0N N H 0.0 H 0.0 H 0.0N O 0.00 NH 0.0 .H O «*UDB> 0.0 N 0.0H O 0.0H O 0.00 HH 0.00 O N cmcu muoz 0.0 H 0.0 H H.HH N 0.00 NH H.HH N N 0.0 H 0.0H O I O N.NO OH 0.0 H H 0.0 O O.HH OH O.HH OH 0.00 OO 0.0H OH O msmNOuHU I O I O I O 0.00H N I O N can» muoz I O 0.00 H 0.00 H I O I O N I O I O I O I O I O H H.O H I O O.HN O O.HN O 0.00 O O u0umuumOcHEO4 .x. .oz .O .oz “xv .oz X .oz K. .oz mmmusoo HmcoHum00> Hoonom anqumom O0 mummy O0 OOO «a «D *d *dm “$9652 an mOdOHO OOOuHmom H<>Omam4 ZOHBHm0mm mm8m< MHZO MBdmmmO QZ< HZH>ZOU QHDOEW OMMBBHSSOU mmmfimmz OB m4 UZHZHde HdZOHBfiUO> HOOZUO mOHmIBmOm m0 BZDOEd Mm wmbomw ZOHBHmOm m0 mZOHZHmO OOH mqmdB 240 .mHOOmCOOHOOU Osm mucuomuwa .mumnomoB HmcoHum00>O« .wwHOmmHO OHOcoqu u Om “mmuOmmHO n O “OocwomvsD u D “wouOO u 4 “mmHOO OHOGOHUO n OOO O u mmmcommmm 02 OO u .0.0 OOO.NO u mumzvm Hsu O.N O 0.0 OH H.OH OO 0.00 NOH O.NO HO mHmuoe 0.0 N 0.0H O 0.0H O 0.00 O 0.0N O N cmcu muoz I O 0.00 N I O 0.00 N I O N 0.0H H I O H.OO O 0.0H H 0.0H H H I O 0.0N O 0.0N O 0.00 O 0.00 O O ««UQB> I O 0.0 H 0.0N O 0.00 OH 0.00 OH N can» muoz I O H.HH N I O 0.00 O 0.00 O N I O H.HN O I O 0.00 O O.HO O H O.N O O.N O 0.0H NN 0.00 OO H.OO OO O mcmnfluflo I O I O 0.00 H 0.00 H I O N cmnu muoz I O I O I O 0.00H N I O N I O I O I O I O I O H I O I O 0.0H N 0.00 O 0.00 O O u0umuumOcOEO< «O .oz x. .oz X .oz .x. .oz O .oz mwmusou HmsoHum00> Hoonom nOHqumom O0 mummw O0 «DO «O «D «d «4m umnfidz >9 mmsouw soHuOmom HHZZQmmmm HOOEUO HdUQH 20mm 802 92¢ mmBBHZZOU mmfi m0 MOMMZMS Ndd BEE 20mm HZOU QHDOZm mmmvahO mMBBHSSOU mmmfimmz OB m< OZHZHde H<20H9 HOOEUm mOHmIBmOm m0 BZDQZd Mm mmbomw ZOHBHOOQ ho OZOHZHOO OOH mqmdfi 241 The number of years enrolled in post-high school vocational courses did not influence the responses of the position groups regarding the need for regularly scheduled committee meetings (Table 135). The school administrators and citizens agreed that committee meetings should be regu- larly scheduled. About one-fourth of the vocational educa- tors were undecided, but the majority of them agreed that committee meetings should be regularly scheduled. School administrators lacking post-high school vocational courses tended to disagree more than those with post-high school vocational courses as to whether a commit- tee should cease to function after its assigned task has been completed (Table 136). When members of the vocational education group had taken more post-high school vocational courses they tended to oppose such action. The number of years of post-high school vocational courses did not influ— ence the responses of the citizens. Rather diverse opinions were expressed by the citizens, irrespective of years enrolled in post-high school vocational courses, regarding the need for a committee to cease to function after its task has been completed. The citizens tended to disagree that a committee should cease to function after its assigned task has been completed. 242 .mHOuchOuoou cam mucuumuHQ s m.HwSUmm.H HMCOH um00>ii .mmuOmmHO OHOcoqu u 0O “mmuOmmHO n O “OmOOomOCD D uwmumfi u < “mmumc OHOcoqu n I O 0.0 H 0.0H O 0.00 OH 0.00 OH N smnu muoz I O 0.0 H H.HH N 0.00 O 0.00 O N I O I O 0.0 H N.OO NH O.HO O H I O 0.0 O 0.0 OH 0.00 OO O.HO OO O mcmNOuHo I O I O 0.00H N I O I O N cmnu muoz I O I O I O 0.00 H 0.00 H N I O I O I O I O I O H I O I O 0.0H N O.HO OH 0.0H N O uOumuuchOEOO O .oz 8 .oz R .oz X .oz 8 .oz ammusoo HmGOOum00> Hoonom SOOqumom O0 mummw O0 «OO «O «D «O «OO qu852 an mm50u0 cofiuamom QQHDQNSUO quddbwmm mm Odbomm mOZHBMMZ WEBBHZZOU mmmhmmz OP mfi DZHZHde H HOOfiUm mOHmIBmOm m0 BZDOZd Wm mmbomo ZOHBHOOQ ho mZOHZHmO OOH mqmdh 243 .muOumcHOHOOU 0cm muouomHHO .mumnummh HmcoHum00>OO .mmuOmeQ OHOcoqu N GO “omuOmmHO n O “OmOHomOCD u D “mmuma u d “mmuO< OHOsoqu u 0.0 N 0.00 OH 0.0H O 0.00 O 0.0H O N Cmcu muoz 0.0 H 0.00 O H.HH N 0.00 O 0.0 H N 0.0H O 0.0N O H.HN O 0.0H O H.HN O H 0.0 O 0.00 OO H.HN ON 0.0H OH 0.0H NH O mchHuHO I O I O I O 0.00 H 0.00 H N own» muoz I O I O 0.00 H 0.00 H I O N I O I O I O I O I O H 0.0H N 0.00 O 0.0H N 0.0H N H.O H O u0umuuchHEO¢ O .oz X .oz X .oz X .02 O .oz mmmusoo HmcoHum00> Hoocom anqumom O0 mummw O0 *OO *O «D OO «Om quEsz On mmsouo coHuHmom QmqumEOU mem mmm XO HOOEUO mUHmIBmOm m0 BZDOEd Nm mmbomw ZOHBHmOm ho mZOHZHmO OOH WHO«¥ .mmuOmmHo >HOGOHum u umqummHa o “OmpHumOcD u D umGHO< u d "mmumd >Hmsouum n «ma O u mmmcommmm oz 0O .m.@ NOO.OO u mundvm H30 0.0 H N.H O O.N O 0.00 NNH O.5O ONH mHmuOB 0.0 H I O 0.0 H O.Hh OH 0.0H O N cmnu muoz I O 0.0N H I O 0.0h O I O N I O I O I O O.NO O H.NO O H I O I O 0.0 H 0.00 OH 0.00 O O #«UDB> I O 0.0 H I O 0.00 OH m.OO OH N cmnu wuoz I O I O I O H.HO HH 0.00 h N I O I O I O O.NO OH O.mO O H I O 0.0 H O.N O h.OO HO O.HO OO O msmNHuHo I O I O I O 0.00H N I O N cmbu one: I O I O I O 0.00 H 0.00 H N I O I O I O I O I O H I O I O I O H.5 H O.NO OH O uOumuuchHEO< fl. .02 .x. .oz fl. .oz X .02 X .02 mmmuooo HmcoHumuot/ Hoosum SOHqumom mo mummy mo «am *0 an «4 14m Honesz an mmsouo coHuHmom mmBBHSSOU MES EBH3 “MOS QADOEW HOOSUm MES 20mm mZOmmmm ZOdeHH mmmBNEZ 09 W4 UZHZHdMB HdZOHBdUO> HOOmUw EQHSIBmOm ho 929024 Mm mmDOMO ZOHBHmOm ho mZOHZHmO OOH mamdfi 246 .mmummmHD mHOCOHum n DO “mmuOmmHQ n . WHOUNGAUHOOU UGM WHOUUQHHQ D «OmOHomOCD u D umwumm u a “mmumd OHOcouum u .mumnumwe HmsoHumoo>«* ¢mt O u mwmcommmm 02 CO H .m.© OO0.00 u wumnvm H50 0.0 H 0.0 N O.H O 0.00 N5H 5.mN Nb mHmuoa 0.0 H I O 0.0 H H.5O NH 0.00 h N can» who: I O I O I O 0.0h O 0.0N H N I O I O I O H.5O O O.NO O H I O I O 0.0H N 0.00 HH 0.00 b O ««UQBD I O N.O N 0.0 H 0.00 OH 0.00 HH N awn» one: I O I O I O 0.00 OH H.HH N N I O I O I O N.OO NH 0.00 h H I O I O I O 0.00 OO H.HN ON O mcmNHuHo I O I O I O 0.00H N I O N cmnu muoz I O I O I O 0.00 H 0.00 H N I O I O I O I O I O H I O I O I O 0.00 O 0.00 O O MoumuuchHEOd .x. .oz .x. .oz X .oz .x. .oz X .oz mmmusou HmcoHumoo> Hoonom nOHqumom mo mummw mo *Dm «G tD *4 «dm umnfisz an museum coHuHmom ZOHB¢UDQM H<20H9 ZH mazmmfi Ebomd QmEmOmZH mammzmz mmBBHZZOU mmmfi QHDOEm HOOEUw HEB 20mm zommmm ZOdeHH d mmmBmmz OB mé OZHZHémB H420HB¢UO> AOOEUm EOHmleom m0 923024 Wm meomw ZOHBHmOm m0 mZOHZHmO mOH mqmdfi 247 .muoumaHOHOOU mam muOuumuHD .mumnomma HmcoHumoo>** .mmuOmeD mHOcouum U DO “mmuOmmHD u D “omOHomOCD n D hmwumfi n O uwmumd mHOGOHum u OO¥ O u mmmcommwm oz OO u .m.O OOO.OO n mumsvm H30 0.0 O 0.0H NN O.m OH N.nO OHH 0.00 hm mHmuoa I O 0.0N O I O 0.00 h 0.00 O N amnu muoz I O 0.00 N I O 0.0N H 0.0N H N 0.0H H I O I O H.OO O 0.0N N H 0.0H N 0.0N O 0.0 H 0.00 O 0.0N O O ««UQB> m.O N 0.0 H 0.0 H 0.00 OH 0.00 NH N can» who: I O H.HH N I O m.OO NH N.NN O N I O 0.0H O 0.0 H O.HO O O.5O O H O.N O 0.0 O N.OH OH 0.00 NO 0.0N ON O mcmNHuHU I O 0.00 H I O 0.00 H I O N cmnu muoz I O I O I O I O 0.00H N N I O I O I O I O I O H H.m H 0.0N O H.m H O.HN O m.OO O O HoumuuchHEOm X .oz X .oz X .oz $ .oz $ .oz mwmusoo HmcoHumUOD Hoonum SOHqumom mo mumm» mo *DO «0 ¥D *d * HOOZUm EOHEIBmOm m0 BZDOZd Mm mmbomw ZOHBHmOm m0 mZOHZHmO OOH mqmdh 248 pattern as related to the amount of post-high school voca- tional courses taken by the citizens and administrators. The school administrators, particularly those with no post- high school vocational courses, were divergent in their reactions with eight administrators agreeing and five dis- agreeing as to whether committee reports should be made to the board of education, but not directly to the public. The citizens generally expressed agreement that committee reports should be made to the board of education, but not directly to the public. Committee functions. When school administrators and vocational educators had taken more post-high school vocational courses, they tended to express stronger dis- agreement about the committee considering only problems assigned to it by boards of education or the school admin- istrators (Table 140). This pattern also tends to be true for the citizens with the exception of those who had taken two years of post-high school vocational education. Vocational educators with less post-high school voca- tional education tended to express the most disagreement as to whether a primary function of a committee is the eval- uating of local vocational education policies (Table 141). Years enrolled in post-high school vocational courses did not influence the responses of the school administrators and citizens. The school administrators and citizens, 249 .mnoumcHOuooo cam muouumHHn .mumnumwe HmaoHumuo>*t .mmuOmmHD OHOcouum n DO “mmuOmmHD u D “OmOHUmOGD u D “mmuOO n O “mmHOO OHOGOHuO n OOO O n mmmcommmm oz OO n .m.© OOO.OO u mumzvm H50 O.hH OO 0.00 OO 0.0 HN H.HO Oh N.O OH mHmuoa 0.0H O O.HO OH 0.0 N 0.0 H 0.0 H N swap who: 0.00 N 0.0N H I O 0.0N H I O N 0.0N N O.NO O 0.0H H 0.0H H I O H 0.0N O 0.00 OH 0.0 H 0.0N O I O O «*UDB> m.OH O m.OO HH 0.0H O 0.0N n m.O N N can» one: H.HH N H.HH N H.HH N 0.00 OH H.HH N N H.HN O O.HO O 0.0H N 0.0H N 0.0N O H 0.0H 5H 0.0N OO H.O n 0.00 OO H.O n O mchHuHU I O 0.00H N I O I O I O N cmnu «no: 0.00 H I O I O 0.00 H I O N I O I O I O I O I O H O.HN O H.OO O H.m H H.m H H.m H O uoumuumHnHEOO .x. .oz .x. .02 x .oz .x. .oz K .oz mmmudoo HmcoHumoo> Hoonom OOHmTumom mo mummw mo «DO *Q *D «O «Om quESZ an mmsouw :oHuHmom ZOHBOmBmHZHSQO HoomUm NmH m0 ZOHBOUDQN m0 addom m.HOOEUm NEH Wm RH 06 QNZUHmmd mEMHmomm ESE MHZO MMQHmZOU QHDOmm HQBBHZSOU mmB mmmBWEK 09 md OZHZHOMB HOZOHBOUO> HOOEUm mOHmIBmOm m0 BZDQZO Mm mmbomw ZOHBHmom m0 mZOHZHmO OOH mHmOB 250 .mmHOmmHD mHmcouum u DO “mmnmmmHD u .muoumcHOuooo cam muouoman .mumnumma HmcoHumuo>¥« D unwOHumOcD n D “mmuOO n O “mmHOO OHOcouum u Om« O u mmmcommmm oz OO u .m.© OO0.00 u mumsvm HSU O.H O 0.0H ON H.OH OO N.NO HOH N.NN 5O mHmuOB I O 0.0 H 0.0H O N.OO OH 0.0 H N Cmnu who: I o H.HH N H.HH N 0.00 O 0.00 O N I o I o 0.0N N H.NO O 0.0H H H 0.0 H 0.0H O o.O H 0.00 NH o.OH O o ««UQB> I o 0.0H O N.OH O N.OO OH N.OH O N can» mHOZ I O H.HH N H.HH N 0.00 O 0.00 O N 0.0 H H.HN O H.HN O 0.00 h 0.0H O H 0.0 H H.O h O.HH OH O.NO OO 0.0N OO o mcmNHuHU I o I o I o 0.0m H 0.3. H m can... 302 I o 0.0m H o.Om H I o I o m I o I o I o I O I o H I O 0.00 O 0.0H N 0.00 O 0.0H N o muOumuuchHEOO x .oz K .oz X .oz 8 .oz K .oz mmmusoo HmsoHumoo> Hoosom SOHqumom mo mumm» mo Em «a «a .2 2m $852 an 3:05 5338 mmHUHHOm ZOHBOUDQN HOZOHBOUO> AOUOQ m0 OZHBODAO>W NmH mH mflBBHSZOU 4 ho ZOHBOZDW NmOEHmm O mmmBQZB 08 MO OZHZHOOB HOZOHBOUO> HoomUm EOHEIBOOQ m0 BZDQZ‘ Om mmbomo ZOHBHOOQ hO mZOHZHmO HOH mHmOB 251 regardless of years of post-high school vocational courses, eXpressed agreement for committees evaluating local voca- tional education policies. Summa y. The number of years the respondents were enrolled in post-high school vocational courses was asso- ciated with the following differences. When the citizens had taken an increasing number of post-high school voca— tional courses they were inclined to express more disagree- ment regarding persons of various levels of educational attainment being represented on advisory committees. School administrators with no post—high school vocational courses tended to favor a committee size of five to nine individuals. The school administrators with no post-high school vocational courses expressed the strongest agreement regarding commit- tees convening and operating only after receiving board of education approval. School administrators with no post-high school vocational education expressed strong support for the committee officers to come from the lay members of the com— mittee and not from local school personnel. Vocational educators with the most post-high school vocational courses expressed the greatest disagreement with committee officers coming from the lay members of the committee and not from local school personnel. School administrators lacking post— high school vocational courses tended to disagree more than those with post-high school vocational courses as to whether a committee should cease to function after its assigned task 252 has been completed. Vocational educators with more post- high school vocational courses tended to express more dis- agreement regarding a committee ceasing to function after its assigned task has been completed. School administrators with no post—high school vocational courses expressed the highest agreement for a liaison person from the school keep- ing committee members informed about trends in vocational education. Vocational educators with less post-high school vocational courses tended to register more disagreement concerning committee reports being made to the board of education, but not directly to the public. When school administrators and vocational educators had taken more post— high school vocational courses, they tended to express stronger disagreement about the committee considering only problems assigned to it by the board of education or school administrators. Vocational educators with less post—high school vocational education tended to express the most dis— agreement as to whether a primary function of a committee is the evaluating of local vocational education policies. Position Groups by College Courses Taken in Vocational Education The citizens and educators responding to the ques- tionnaire were asked to indicate by marking yes or no whether they had taken any college or university courses in the administration, philosophy or teaching of vocational education in reporting the analysis of data for this section. 253 The statistical significance of the respondents having taken college courses in vocational education was determined in relation to questionnaire items nine through seventy—one by using the chi square test. .Committee member selection. Members of the position groups, who had been in college vocational education courses, tended to choose all-—faculty and staff, board of education, citizens nominating committee, and superintendent of schools-- as the nominating body for committee members (Table 142). Vocational educators gave substantial support for the faculty and staff serving as the nominating body for committee mem- bers. Further examination of Table 142 reveals that all of the position groups selected the board of education and the superintendent of schools as the least popular choices to nominate committee members. School administrators without college vocational education courses expressed stronger agreement than school administrators with college vocational education courses, for committee membership to include representatives from the community labor force (Table 143). Citizens with the benefit of college vocational education courses tended to express slightly more agreement than citizens without such courses regarding committee membership including repre- sentatives from the community labor force. Further exam- ination of Table 143 reveals that the vocational educators, irrespective of vocational education courses taken in 254 unwoamucHuwmsm cam .muoumcHOuoou can mucuumHHD .mumnomma HmcoHumoo>¥« .mHoonom O0 .mmuuHEEOU OCHumcHEOZ mcmNHuHU .coHumoswm mo Oumom .mmmuw cam huHDUMOO O u mmmcommwm 02 ON .m.O OOO.OO u mumsvm H20 0.00 OHH 0.0 OH H.OH OO 0.0 OH N.ON OO mHmuoa 0.00 O I O 0.0N N I O 0.00 O mmmusoo mxms poz OHD 0.00 ON I O O.N H I O N.OO OH mmmusou x008 #«UDB> 0.00 OO O.HH OH 0.0H NN 0.0 OH 0.0H ON mmmusoo mxma uoz OHD O.HO OH 0.0 N N.NN O I O 0.0H O mwmudoo £008 mcmNHuHU 0.0N N I O 0.0N N O.NH H 0.00 O mwmusoo mxma uoz OHQ 0.00 O I O 0.0N N 0.0N N 0.0N N mwmudoo x009 muoumuuchHEOO 8 .oz fl .oz 8 .oz .* .02 AR .oz :oHumoscm HmCOHumoo> CH :mxme mmmudoo wOmHHoo «HHO mHoonom O0 mwuuHEEOU :OHumosUm MOMum an mmzouw coHuHmom ucmocmucHuwmzm OsHumcHEoz mo Oumom cam mcmeuHU huHaumm Ommmzmz MMBBHZEOU NBOZHZOZ QADOZO omz 09 OO ZOHBOUDDN HOZOHBOUO> mo wszUOme mo .MEOOOQHHOO .ZOHBOOBOHZHZQO zH ZMXOB mummDOU momqqoo mm mmDomw onaHmom ho OZOHZHOO NOH MHmOB 255 .mmHOmmHD OHOGOHuO Om “mmummmHQ n .muOumcHOuooo Osm muouuman .mumnomma HmcoHumoo>«¥ n “OmOHumch u D “meOO n O “mmHOO OHOGOHum u Om* N u mmmcommwm oz ON u .m.c OOO.OO u mumavm H30 O.H O 0.0 OH 0.0 ON O.HO OOH O.HN OO mHmuoe I O I O O.NH H O.NO O 0.0N N mmmusoo mxma uoz OHQ I O I O 0.0 O 0.00 ON 0.00 OH mmmusou x009 *OUQB> O.N O N.O HH O.NH OH H.OO OO 0.0H HN mmmnsoo mxmB uoz OHQ I O 0.0H O H.O N 0.00 OH 0.0H O mmmusoo x009 mcmNHuHo I O I O I O 0.0N N 0.00 O mwmusoo mxme uoz OHD I O I O I O 0.00 O 0.00 O mmmusou x008 muoumupchHEOO O .oz .xv .oz .x. .oz w» .oz O» .oz coHumodOm HmcoHumoo> CH :mxma mwmusoo mOmHHoo «mm *o *D «O «Om On wmsouw coHuHmom mvmom mOmOH MBHZDEZOU HEB 20mm mm>HB m0 UZHEUOQB m0 .NEQOOOHHZQ OOH mHmOB .ZOHBOOBOHZHZQO ZH ZMMOB mmmmDOU WOWAHOU Mm mmbomo ZOHBHmOm ho OZOHZHmO 256 college, favored committee membership including representa- tives from the community labor force. Table 144 reveals that vocational educators with college courses in vocational education expressed stronger agreement than the vocational educators without college vocational education courses for committee members being appointed for a definite length of time. Regardless of college courses taken in vocational education the citizens and school administrators agreed that committee members should be appointed for a definite length of time. An examination of Table 145 reveals that all groups of respondents tended to oppose the local board of education making the final selection of committee members. The school administrators with no college vocational education courses expressed more disagreement than the school administrators with college courses in vocational education, for having the local board of education make the final selection of commit- tee members. Table 145 also reveals the citizens and voca- tional educators with college courses in vocational educa— tion tended to express more disagreement than their fellow group members, for the local board of education making the final selection of committee members. Vocational educators who had taken college courses in vocational education registered more agreement, than those vocational educators who had not taken college courses in vocational education, concerning committee members accepting 257 .muoumzHOHoou oam muouomuHD .mumnomme HmaoHumoo>«« .mmHOmmHD OHOCOHum u Dm “mmHOmmHD u D “OmUHomODD u D “moHOO n O “mmHOO OHOGOHOO u OO« N u mmmcommmm oz ON u .m.c NO0.00 n mumsvm Hno 0.0 N H.O OH H.O OH 0.00 OOH 0.0H HO . mHmuoa I O 0.0N N O.NH H 0.00 O O.NH H mmmudou wxme uoz OHD N.N H 0.0 O 0.0H O 0.00 ON 0.0H O mmmusoo x009 ««UDB> 0.0 H 0.0 O O.N O 0.00 OHH 0.0H ON mmmHDOU mxma uoz OHQ I O 0.0H O H.O N 0.00 OH 0.0H O mmmusoo x009 mamNHuHo I O I O 0.00 O 0.00 O O.NH H mmmusoo mxma uoz OHD I O I O I O 0.00 O 0.0H H mmmuaouzxooa muoumuuchHEOO Om .oz X .oz .x. .oz .x. .oz .x. .oz :oHumuaom HmcoHumoo> :H. cwxma mmmunoo mOmHHOU «DO «D «D «O «Om an mmgouw GOHuHmom MEHB m0 EBUZMH mBHZHhMQ O mom QMBZHOQWO mm QHDomm mammzmz NMBBHZZOU mmmfimm3 OB mO ZOHBOUDGfi HOZOHBOUO> hO GZHMUOMB m0 .WEmOmOHHmm .ZOHBOMBOHZHZQO ZH ZHMOB mwmmDOU MUmHQOU Mm mmDOmw ZOHBHmOm ho mZOHZHmO OOH MAMOB 258 .mqummHD OHOcoqu u DO “mmuOmmHD n .muoumcHOHoou 0cm muouomHHD .mumzomma HmnoHumoo>«« Q “UmUHUOGGD H D uwmhmfi H O “wwumfi >HOGOHum H Omfl O u mmmcommwm oz ON .H.O NN0.00 u manOO H20 0.0H HO O.HO OO 0.0H OO N.OH OO 0.0H HO mHmuOB O.NH H 0.0N N 0.00 O 0.0N N I O mwmusoo mxms uoz OHD O.HO OH H.OO OH O.NN OH H.O O O.N H mmmusoo x008 ««UDB> O.HH OH 0.0N OO 0.0H ON 0.0N HO O.HN OO mmmusou mxma uoz OHD 0.0H O O.NO NH 0.0H O H.O N O.HN O mmmusoo x009 mcmNHuHU 0.0N N 0.00 O I O 0.0N N I O mmmusoo mxma uoz OHD 0.0H H 0.00 O 0.00 O 0.0N N 0.0H H mmmudoo x009 muOumuuchHEOO O .02 fl. .oz x. .oz K. .oz .x .oz DoHumosom HmsoHumUo> :H cmxma mmmusoo mOmHHOU «DO «D «D «O «OO On mmsouw aoHuHmom mammzmz mmBBHZSOU m0 ZOHBUWHMO HOZHh WEB HMO: QHDOEO ZOHBOUDQW m0 Dmdom HOUOH HEB mmmfimmz 09 OO ZOHBOUDDW HOZOHBOUO> ho OZHEUOHB mo .NmmOmOHHmm .ZOHBOOBOHZHZQO ZH ZmXOB mmmmDOU mOmAHOU Mm mmDOMO ZOHBHOOQ ho OZOHZHQO OOH mHmOB 259 appointment to a citizens advisory committee only after they are sure the school is actually seeking advice (Table 146). College courses in vocational education did not influence the responses of the citizens and school administrators toward such a limitation. The school administrators with college courses in vocational education were fairly evenly divided in their agreement and disagreement regarding-com- mittee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice. Table 146 further reveals that the citizens with and without college courses in vocational education agreed that committee members should accept appointment to a citizens committee only after they are sure the school is actually seeking advice. An examination of Table 147 reveals that the voca- tional educators with college courses in vocational educa- tion expressed much more agreement than vocational educators without college courses in vocational education for school personnel holding voting membership on the committee. The school administrators with college courses in vocational education expressed more agreement than school administra- tors without college courses for school personnel holding voting membership on the committee. The citizens registered agreement for school personnel holding voting membership on the committee, although Table 147 does not reveal the responses of the citizens being influenced by college courses in vocational education. 260 .wuoumcHOHooo mam mnouomuHQ .muwnomma HmcoHumoo>ks .mmnmmmHQ >Hmcouum U DO "mmummmHQ M Q “OmOHomOCD u D "mmumd n d “mmumd hHmcouum u ¢m* N n momGOQmmm oz ON .m.O OOO.NO u mumswm H50 O.H O O.NH HO H.HH ON m.OO OHH O.HO On mHmuOB O.NH H 0.0N N O.NH H O.NO O m.NH H mmmusou mxma uoz OHQ N.N H m.O O O.mH n O.mm ON 0.0N O mmmusoo x009 s¥UQB> O.H N O.HH OH O.m NH 0.00 NO 0.00 Om mmmusoo mxma uoz OHQ I O m.OH O O.HN O 0.00 HH 0.0N O mmmusoo x009 mcmNHuHU I O O.NH H O.NH H O.mn O I O mmmusoo wxmB uoz OHO I O 0.00 O 0.0H H 0.00 O 0.0N N mmmusoo x009 muoumuuchHEOd X .oz X .02 X .oz $ .oz K .oz coHuMUSOm HmcoHumuo> CH cmxme mmmusoo mmmHHou *QO «O «D *O «dm >Q mmsouw :oHuHmom mUH>Q< OZHXQWO NHHdDBUé mH HOOEUm Mme mmbm mH mm amend >420 mmBBHZSOU MmOmH>Q4 mZmNHBHU 4 QB BZMZBZHOmmd BmWUU¢ QHDOEW mmmzmz mmBBHEZOU d mmmfimmz 09 md ZOHBfiUDDm AdZOHBdUO> m0 @ZHEU«* Om “mmnOmmHO u D “OmOHomOGD u D “mmumd u < “mmumm NHOGOHOO u ¢O« N u mmeOOmmm oz ON u .m.O OOH.NO u mumsvm Hnu O.HN Om 0.0H OO H.OH OO m.mm mO m.OH OO mHmuoe m.NH H 0.0m O O.mN N I O m.NH H mmmusoo mxma uoz OHO 0.0 O 0.0 O O.mH h 0.00 NN O.mH O mmmusoo x009 **UQB> 0.0N OO O.mH ON H.HH 5H 0.00 Om O.NH OH mmmusou mxma uoz OHO O.mO OH 0.0 H 0.0H O H.NO O 0.0H O momuooo x009 mammfluflo I O m.OO O m.NH H 0.0m O I O mmmusou mxme uoz OHQ 0.0H H 0.0H H 0.0N N 0.00 O 0.0N N mmmusoo x009 muOumuuchHEO< .x. .02 .x. .oz x .02 x .oz O» .oz coHumusOm HmcoHumUo> cH cmxma mmmusou mOmHHoo «GO «0 *9 *< *dm On mmsouw :oHuHmOO m0 .NmmOmQHHmm .ZOHfidmemHZHZQ¢ ZH QMBBHZZOU mmfi ZO mHmmmmmEmE OZHBO> 940m QHDOSm Hmzzommmm HOOmUm mmmfimmB OB m4 ZOHBdUDQm HdZOHBéUO> ho QZHmUflmB OOH mqmde mede mmmmDOU MOMHHOU Mm mmbomw ZOHBHmom m0 mZOHZHmO 262 Committee organization. Table 148 reveals that the school administrators with college courses in vocational education favored a committee of five members. Irrespective of college courses in vocational education the citizens and vocational educators favored committees with five to nine members. Compared to vocational educators and school administrators, citizens tended to favor large committees (ten to fourteen members), but this tendency was not related to vocational education courses taken in college. School administrators who had taken college courses in vocational education were stronger in their agreement than the school administrators without college vocational education courses for committee meetings being regularly scheduled (Table 149). College courses in vocational edu- cation did not influence the responses of the citizens and the vocational educators. However, the citizens and the vocational educators generally agreed that committee meet— ings should be regularly scheduled. Table 150 reveals that school administrators and vocational educators with college courses in vocational education expressed stronger agreement than school adminis- trators and vocational educators without college courses in vocational education, that committee meetings should be held only when there is sufficient need. The citizens, regardless of college courses in vocational education were inclined to disagree with committee meetings being held only when there is sufficient need. 263 .muoumcHOuoou cam muouomHHn .mumnomwa HmcoHumoo>* O u momaommmm oz om u .m.v smH.OO u mumsvm Hno 0.0 N 0.0 NH O.NN Om 0.0m mOH m.OH OO mHmuoa I o O.NH H I O m.5O n I O mmmuaoo oxma uoz OHQ I o N.N H m.O O O.mn OO O.mH h mmmusoo x009 *UQB> 0.0 H 0.0 O H.ON OO 0.0m OO 0.0H NN mmmusoo mxma uoz OHO I o O.m N O.5O OH m.OO HH 0.0H O mmmusoo x009 wcmNHuHU m.NH H O.mN N O.mN N m.mm O I O mwmusoo mxma uoz OHQ I o I O 0.0H H 0.00 O 0.0H H mmmusoo x009 muoumuuchHEOO x. .oz x. .oz 8 .oz OM. .oz K. .oz :oHumoaom HmcoHumoo> CH :mxme mmmudoo mOmHHOU ONION OHImH OHIOH mIm m can» an masouo :oHufimom mmma mNHm WEBBHESOU 9mmm NmH 08 m4 ZOHBOUDQM HdZOHBdUO> m0 OZHEUde m0 .meOmQHHmm .ZOHBdemHZHZQd ZH ZmM** .mmHOmmHO OHOcouum u Om “mmuOmmHO n O “OmOHomOCD u D “mmumd u d “mmuOO AHOCOHuO u 40« 264 N u mmcommmm oz ON u .w.O NOO.OO u mumsvm H30 0.0 H O.m OH 0.0H mO N.Om OOH O.5N OO mHmuOB I O m.NH H I O O.mm O m.NH H mmmusou mxme uoz OHO N.N H H.HH m H.HO OH N.NO OH 0.0H O mmmusoo x009 ¥*UQPD I O 0.0 O N.O OH 0.0m NO 0.00 Hm mmmusou mxme uoz OHO I O 0.0 H m.OH O H.Om OH 0.0N O mmmusou x008 mchHuHU I O I O O.NH H m.OO h I O mmmHDOU mxme uOZ UHQ I O I O 0.00 O 0.00 O 0.00 O mmmusou x008 muOumuuchHEOO X .02 O .oz .X .oz K .oz K .oz coHumoscm HmcoHumoo> :H cmxme mmmusoo mOmHHoo «OO «O *D *4 tam an mmsouw coHuHmoO QMHDQmmUm quddbwmm mm QHDOEO mOZHBmmE QWBBHEEOU mmmfimmg OB wd ZOHB¢UDQH HdZOHBflUO> ho OZHmU .O . . «* .mmuOmmHQ OHOcouum u Om “mmuOmmHQ H O “OmOHumOCD u D “mmumd u d «mmumd NHOGOHuO u OOO O n mmcommmm 02 ON u .w.O HOO.NO u mumsvm Hno 0.0 NH 0.00 OHH 0.0H mO 0.0N OO N.HH ON mHmuoe I O 0.0m O m.5O O m.NH H I O mmmusoo mxme uoz OHO 0.0 N O.mH O 0.0H O N.NO OH N.NN OH mmmusoo x009 ¥¥UQB> 0.0 n m.Om hm O.HH OH 0.0N 5O 0.0 OH mwmusou mxme uoz OHQ m.OH O O.NO NH O.HN O 0.0H O m.OH O mmmusou x008 mcmNHuHU I O m.NO m m.NH H O.mN N I O mmmudoo mxme uoz OHO I O 0.00 O 0.0H H 0.00 O 0.0N N mmmusou x009 muOumHuchHEOm x .02 O .02 x. .02 X .oz 8. .oz coHumUDOm HmcoHumoo> CH cmxma mmmusoo mOmHHou tam ¥o «o *4 *4m On mmsouo coHuHmom Qmmz BZMHUHthm mH mmmmfi mez NHZO 94mm mm QHDOEO mOZHBmmz MMBBHEZOU mmmBmmz OB m< ZOHBOUDQM HdZOHBdUO> m0 UZHEUdMB ZMXdB mmmmDOU mUWHHOU Mm mmDomO ZOHBHmOm mo OZOHZHmO m0 .meOmOHHmm .ZOHB4mBmHZHZQd ZH OmH Mdmdb 266 The school administrators with college courses in vocational education expressed more agreement, than the school administrators without college courses in vocational education, for committee members following a formal demo— cratic procedure (Robert's Rules of Order) during their meetings (Table 151). The vocational educators without college vocational education courses expressed greater agreement, than vocational educators with college vocational education courses, for committee meetings following a formal democratic procedure during their meetings. Table 151 reveals that college courses in vocational education had no influence on the responses of the citizens. The majority of the citizens were in favor of committee meetings following a formal democratic procedure during their meetings. Committee member orientation and information processes. Examination of Table 152 reveals that vocational educators with college courses in vocational education more frequently chose the vocational teacher than did vocational educators without college vocational education courses as the person to be assigned to work with the committee. Voca- tional educators without college courses in vocational edu- cation most frequently selected the vocational director or coordinator as the individual who should be assigned to work with the committee. Irrespective of college courses in voca- tional education the school administrators and the citizens 267 .muOumcHOHooo Ocm muouomuHO .muwnomme HmcoHumoo>** .mqumeO OHOcoqu u Om “mmuOmmHQ n O “OmOHUOOCD u D “mmumd n < “wmuOO OHOcouum n ¢m¥ N u mmmcommmm oz ON u .O.O mOO.OO u mumsww H30 0.0 OH O.mN OO 0.0H om 0.00 OOH 0.0H ON Hmuoe I O m.NH H I O O.mh O m.NH H mmmusoo meB uoz OHQ 0.0 O 0.0H O O.mO 5H 0.00 mH m.O O mmmusoo x009 *tUQB> 0.0 m O.NO OO 0.0H NN 0.00 Om O.NH OH mmmusou mxme uoz OHQ 0.0 H O.HN O O.mH m 0.0m OH H.O N mwmudoo XOOB mcmNHuHU I O m.NH H m.OO O 0.0m O I O mmmusoo wxma uoz UHQ I O I O 0.00 O 0.00 O 0.0H H mmmusoo x009 muoumuuchHEOO x .oz X .oz X .oz X .oz 8 .oz coHumosom HmcoHumoo> cH cwxma mmmusoo wOmHHou «mm «a «D *4 «OO an mmzouo coHuHmom mUZHBmmZ mHmmfi OZHmDQ MMDQmuomm UHdeUQZHQ HflZMOh d ZOHAOh QHDOEO mmmmzmz mmBBHZZOU mmmBNmS OB mfi ZOHB m0 UZHEUdMB mo .NmmOmOHHmm .ZOH84memHZHEQ4 ZH zmxdfi mmmmDOU QUMHHOU Mm mmDOfiU ZOHBHmom ho mZOHZHmO HmH mqmde 268 .mnoumcHOHooo cam mucuowHHO .wumnomma HmcoHumuo>* N u wmmcomwmm oz OH H .M.O Nmm.OH u mumsvm H50 0.00 On H.OO OOH O.N O mHmuoa m.OO O m.NO m I O mmmusoo_mxma uoz OHQ H.Hm ON 0.00 NN I O momusou.xooa *UQB> m.ON NO 0.00 mOH O.N O mmmusoo mxma uoz OHO 0.0N O O.5O OH 0.0 H mmmnsoo.xooa mamNHuHo I O m.OO h m.NH H mmmusoo mxma uoz OHO 0.0H H 0.00 O I O mmmnsoo x009 mnoumuuchHEOc X. .oz K. .oz .x .oz coHumoscmvacoHumoo> CH cmxme mmmnsoo muonomma mucumcHOHoou mHOumHuchHaOO wOmHHoo mm HmcoHumoo> Ho mucuomuHo Hoonom msouw coHuHmom HmcoHumoo> mmeeszoo OE. EH3 xmoz O.H. 3533 mm. QHDOEm OMB OB m6 ZOHBflUDQM HQZOHBCUO> ho GZHEU*t .mqummHD OHOCOHum u DO umqummHD u D “OmOHUmOCD u D umeOO H O “mmuOO OHOCOHum H I O 0.0 H O.H N 0.00 On 0.00 Oh mmmHsoo mxma uoz OHD I O 0.0 H 0.0 H 0.00 OH 0.00 OH mmmusou x009 mcmNHuHU I O I O I O m.NH H m.mO h mmmusou mxma uoz OHD I O I O I O 0.00 O 0.00 b mmmusou x009 muOumuuchHEOO x. .oz fl .02 X .oz $ .oz _X .oz :oHumoscm HmcoHumoo> CH cmxme mmmusoo mOmHHOU yam .o «a *4 xdm an mmsouo :oHuHmom mmB 20mm mZOmmmm MWBBHZZOU mmfi EBH3.¥mOZ QADOmm HOOEUm ZOdeHH mmmhmmz 09 m4 ZOHBdUDQm H‘ZOHB¢00> m0 GZHEU¢HB m0 .NmmOmOHHmm .ZOH84mBmHZHZQ< ZH ZNXdB mmmeOU QUNHHOU Mm mmbomo ZOHBHmOm ho mZOHZHmO OmH mHm¢B 271 .muoumcHOuooo can mucuuwHHD .mumfiomma HmcoHumoo>ta mmuOmmHD OHOcoqu u DO "mmHOmmHD u D "OwOHUmOGD u D “mmumd n O “mmumd OHOGOHuO u ¢O« N u mmmcommmm oz ON n .mé OO0.00 u 83$ 30 0.0 H N.H O O.H O m.Om OOH H.OO OO mHmuoa 0.0 H m.NH H I O m.5O O 0.0m O mmmusoo mxma uoz OHD N.N H I O 0.0 O H.Hm ON 0.00 OH mmmunou x009 ««UDB> I O 0.0 H 0.0 H O.mO OOH 0.00 Hm mmmusoo mxma uoz OHD I O 0.0 H I O 0.00 OH H.NO O mmmusoo x008 mcmNHuHU I O I O I O m.NH H m.OO h mmmuzoo mxme uoz OHD I O I O I. O 0.00 O 0.00 h mmmudou x008 mucumuuchHEO< R. .02 OH. .oz OH. .oz 8 .oz R .02 :oHumoscm HmcoHumoo> CH :wxma momudoo oOmHHou «DO «D «D «O *OO an mmaouw :oHuHmom WZGMUOmm H¢20H8¢U05 m.HOOEUw WEB BDOQ‘ DNZdOhZH mmmmzmz NEBEHZSOU UZHDMMK mom HflmHmzommmm um GADQEm HOOmUm WEB 20mm ZOWmMD ZOdeHH d mmmfimm3 OB m< ZOHB¢UDQM AflZOHBfiUO> ho UZHMUdflB m0 .MEDOOQDHEQ .ZOHfidemHZHZQd ZH ZNKGB mammDOU flUflAHOU fin mmbomw ZOHBHmOfi ho OZOHZHDO OmH Manda 272 Generally the respondents without college courses in vocational education were stronger in their agreement, than the respondents with college courses in vocational educa- tion, for a liaison person from the school keeping committee members informed about trends in vocational education (Table 155). However, the respondents agreed almost unan- imously that a liaison person from the school should keep committee members informed about trends in vocational education. Committee functions. Vocational educators and citi- zens with college courses in vocational education tended to express more disagreement, than vocational educators and citizens without college courses in vocational education, concerning the committee considering only the problems assigned to it by boards of education or school adminis- trators (Table 156). The reverse was true in the school administrator group with the school administrators without college courses in vocational education expressing greater disagreement, than school administrators with college courses in vocational education, regarding the committee considering only the problems assigned to it by boards of education or the school administrators. Vocational educators without college courses in vocational education registered stronger agreement than vocational educators with college courses in vocational education concerning a primary function of committees to 273 .mmuOmmHD OHOcoqu U DO umqummHD .muOumcHOuooo Ocm muouowHHD a “omwfiumoca .mumcumme HmcoHumoo>«« xwmuOO n O “omHOO OHOcoqu n «O« N H mmmcoammm OZ ON omomv N¢moH¢ H m.HmHHNvm H50 0.0 H 0.0 N O.H O 0.00 OOH 0.0N NO mHmuOB I O I O I O 0.00 O 0.00 O OmOHDOU mxmB uOZ UHD N.N H I O 0.0 O 0.00 ON H.HO OH mmmusoo x009 *«UDB> I O I O 0.0 H N.OO NHH H.ON OO mmmusou mxma uoz OHD I O H.O N I O 0.00 NN 0.0H O mmmusou x008 mcmNHuHU I O I O I O m.OO O m.NO m OmOHDOU mxmB uOZ UHD I O I O I O 0.0m m 0.0m m mwmusou x008 muOumuuchHEOO x. .oz X .oz &. .oz 8 .oz X .oz coHumosnm HmcoHumoo> CH zwxme mmmusoo mOmHHoo «DO «D «D «O «OO OD masouo coHuHmom ZOHBfiUDQm H<20H8¢00> ZH mflzmmfi 950m¢ QmZmODZH mmmmZmZ mmBBHZSOU mmm¥ QHDOEO HOOEUO NEE 20mm ZOmmmm ZOmH m0 OZHEU¢MB m0 .WEDOOOHHEQ mmH mqmdB .ZOHfidemHZHznd ZH zmxdfi mmmmDOU mOMHAOU Mm mmbomw ZOHBHmOm ho OZOHZHDO 274 .muOumcHOuooo Ocm muOuumuHD .mumcumwe HmcoHumoo>«« .mmuOmmHD OHOcoqu n "mmuOmmHD D “OmOHomOCD n D “mmuOO H O “mmHOO OHOGOHDO n OO« N u mwmcommwm oz ON .w.O mOO.HO u mumsvm H20 0.0H mO O.mO OO 0.0 HN O.HO OO H.O OH mHmuoe O.mN N m.OO O m.NH H O.mN N I O mmmusoo meB uoz OHD 0.0N HH O.mm mN 0.0 O H.HH m N.N H mmmusou x008 ««UDBD O.NH OH H.OO OO N.O HH 0.00 HO m.OH OH mmmuzou mxme uoz OHD H.NO O O.HN O 0.0H m 0.0N O I O mmmusou x006 mcmNHuHU O.mN N m.NO m I O I O m.NH H mwmuaoo mxme uoz OHD 0.0N N 0.0m m 0.0H H 0.0N N I O mmmuaou x008 muoumuuchHEOO x. .oz fl. .oz 8 .oz X .oz OO .02 coHumUOOD HmcoHumoo> CH :mxma mmmusou mOmHHOU «DO «D «D «O «OO an mmsouu :oHuHmom ZOHBOmBmHZHZQO HOOSUm HEB m0 ZOHBOUDQQ ho QmOOm m.HOOEUm NEE Wm 8H 08 QWZGHmmO OZHHmOmm NSF N420 mmDHmZOU QHDOZO NMBBHZZOU mm? mmmfimm3 OB mO ZOHBOUDQW HOZOHBOUO> ho UZHEUOMB m0 .NmmOmOHHmm .ZOHBOOBOHZHZQO ZH ZHMOB mmmmDOU momHHOU Wm mmDOmw ZOHBHmOm ho OZOHZHQO OmH MHQOB 275 be advising about school policies (Table 157). Citizens without college courses in vocational education expressed more disagreement than the citizens with college courses in vocational education, as to whether a primary function of the committee is to advise about school policies. CoIIege courses in vocational education did not appear to influence the responses of the school administrators. Examination of Table 157 reveals, irrespective of college vocational educa- tion courses, that the school administrators were about evenly divided between agreement and disagreement regarding a primary function of the committee being that of advising about school policies. Examination of Table 158 reveals that citizens with— out college courses in vocational education tended to express some disagreement in regard to whether a committee should make evaluations regarding equipment planning and improvement. College courses in vocational education did not seem to be related to the responses of the school admin- istrators or the vocational educators toward such evalua- tions. Table 158 reveals that the school administrators and the vocational educators agreed that an advisory committee should make evaluations regarding equipment planning and improvement. According to Table 159, vocational educators without college courses in vocational education unanimously agreed that committees should make evaluations regarding facilities 276 .mmHOmmHD OHOcoqu U DO “mmHOmmHD .muoumcHOHooo cam muouomHHD .mumnomme HMDOHumoo>«« D “OmOHomOCD u D “mmHOO n O "mmHOO mHODOHuO u OO« m u mmmcommmm oz om u .m.@ mOm.mm u mumsvm Ono O.NH NO 0.0N Om 0.0 mN O.HO OO 0.0N Om mHmuoa O.mN N m.NH H I O m.NH H 0.0m O mmmusoo mxms uoz OHD 0.0H O 0.0N NH 0.0H O 0.00 mH 0.0 O mmmnsoo x009 ««UDB> H.HH OH 0.0N OO O.m O O.HO OO 0.0N HO mmmusoo mxme uoz OHD H.O N 0.0H O 0.0N O 0.0N O O.mN O mmmusoo x009 mcmNHuHo m.OO O m.NH H I O 0.0m O I O mmmusoo wxma uoz OHD 0.0N N 0.00 O I O 0.0N N 0.0N N mmmusoo x009 mucumuuchHEOO X. .oz K .oz x .02 X .oz x. .oz coHumoscm HmcoHumuo> :H Gmxme mmmusou mOmHHOU «DO «D «D «O «OO OD mmsouw :oHuHmom OMHUHHOD HOOEUO BDOQO MOH>QO OH OH WNBBHZZOU OmH MHmOB mmh m0 ZOHBUZDW NMOZHmm O mmmfimm3 09 OO ZOHBOUDQN HOZOHBOUO> m0 UZHEUOMB m0 .meOmOHHmm .ZOHBOOBWHZHZQO ZH ZNXOH OWOMDOU HUMHHOU Mm mmDOMO ZOHBHmOD m0 OZOHZHDO 277 .muOumcHOHOOU Ocm muouumuHD .mumcumme HmcoHumUO>«« .mmHOmmHD OHOCOHOO H DO “mmuOmmHD u D "OmOHUmOCD u D “mmuOO H O "mmuOO OHOGOHHO n OO« N u mwmcommmm oz OH H .m.O OOO.ON n mumswm Hno I O 0.0 O 0.0 NN H.OO OOH 0.0N Nm meuoe I O I O I O m.NO m m.OO O mwmuzou mxme uoz OHD I O N.N H 0.0 O 0.0m ON 0.00 OH mwmusou x009 ««UDBD I O N.m O 0.0 NH O.HO OHH O.mH ON mmmusou mxma uoz OHD I O I O O.mN O 0.00 OH 0.0H O mmmudoo x009 mcmNHuHU I O I O I O m.OO O m.NH H mmmusoo mxme uoz OHD I O I O I O 0.00 O 0.00 O mmmusou x009 muoumuuchHEOO x. .oz K. .oz 8 .oz 8 .oz *. .oz :oHumusOm HmcoHumuo> :H cmxma mmmusoo mOwHHOU «DO «D «D «O «OO On mmsouo COHUHOOO BZMZW>OODZH QZO OZHZZOHQ BZMSQHDOM UZHQMOUHM mZOHEO544>N MXOZ QHDOEO mmBBHZZOU O mmmfimmx OB mO ZOHBOUDDM HOZOHBOUO> m0 DZHMUOMB m0 .WZOOOOHHED .ZOHBOOBWHZHZQO ZH ZMXOB mummDOU EDMHHOU Wm mQDOZO ZOHBHmOm m0 mZOHZHDO OmH MHmOB 278 .muOumcHOHOOU can muouumHHD .mumnomma HmcoHumuo>«« .mmuOmmHD OHOcoqu u DO "mmuOmmHD u D “OOOHUmOCD u D “mmHOO n O “mmuOO OHOCOHuO u OO« O u mmmcommmm 02 ON u .0.0 OOO.NO u mumsvm “:0 0.0 N 0.0 O N.O ON 0.00 OOH 0.0H OO mHmuoa I O I O I O O.mO O O.mN N mmmusou mxma uoz OHD N.N H N.N H N.N H 0.00 ON 0.00 mH mmmusoo x008 ««UDBD I O O.m O 0.0 mH O.HO OOH N.OH ON mmmusoo mxms uoz OHD 0.0 H I O O.mN O 0.0m OH O.HN O mmmusou x009 mamNHuHU I O I O I O m.OO O m.NH H mmmusoo oxme uoz OHD I O I O I O 0.00 O 0.00 O mmmusoo x009 muOumuumchEOO fix. .oz 8 .02 On .02 x .oz .xv .oz coHumosOO Hmcofiumoo> OH cmxma mmmusoo MOmHHoo «DO «D «D «O «OO On mascuo :OHuHmom BZNSH>OOAZH Q24 UZHZZOHQ mmHBHHHUOm UZHQmOQflm mZOHBODHO>m HXOS QHDOEM mmmBBHZSOU mmmBNES 09 m4 ZOHBOUDDM HOZOHBOUO> 2H UZHZUOMB m0 .wmmOmQQHmm .ZOHBOOBOHZHZQO ZH ZMXOB mummDOU NONHHOU fin mmbomw ZOHBHmOm m0 mZOHZHmO OmH MAQOB 279 planning and improvement, while vocational educators with college vocational education courses registered some dis- agreement. Citizens without college courses in vocational education expressed more disagreement, than citizens with college courses in vocational education, regarding commit— tees making evaluations about facilities planning and improvement. Examination of Table 159 reveals that the school administrators, irrespective of college courses in vocational education, agreed that committees should make evaluations regarding facilities planning and improvement. Summary. Whether or not the respondents had taken college courses in vocational education was associated with the following differences. Members of the position groups, who had been in college vocational education courses, tended to choose all--faculty and staff, board of education, citi- zens nominating committee, and superintendent of schools-- as the nominating body for committee members. School administrators without college vocational education courses expressed stronger agreement, than school administrators with college vocational education courses, for committee membership to include representatives from the community labor force. Vocational educators with college courses in vocational education expressed stronger agreement, than the vocational educators without college vocational education courses, for committee members being appointed for a defi- nite length of time. The school administrators with no 280 college vocational education courses expressed more dis- agreement, than the school administrators with college courses in vocational education, regarding the local board of education making the final selection of committee members. The citizens and vocational educators with college courses in vocational education tended to express more disagreement, than their fellow group members, concerning the local board of education making the final selection of committee members. Vocational educators who had taken college courses in voca- tional education registered more agreement, than those vocational educators who had not taken college courses in vocational education, concerning committee members accepting appointment to a citizens committee. Vocational educators with college courses in vocational education expressed more agreement, than vocational educators without college courses in vocational education, for school personnel holding voting membership on the committee. The school administrators with college courses in vocational education expressed more agreement, than school administrators without college courses in vocational education, for school personnel hold- ing voting membership on the committee. The school adminis- trators with college courses in vocational education favored a committee size of five to nine members. School adminis- trators and vocational educators with college courses in vocational education expressed stronger agreement, than school administrators and vocational educators without 281 college courses in vocational education, that committee meetings should be held only when there is sufficient need. The school administrators with college courses in vocational education eXpressed more agreement, than the school adminis- trators without courses in vocational education, for commit- tee members following a formal democratic procedure (Robert's Rules of Order) during their meetings. Vocational educators without college vocational education courses expressed greater agreement, than vocational educators with college vocational education courses, for committee meetings follow- ing a formal democratic procedure during their meetings. Vocational educators with college courses in vocational education more frequently chose the vocational teacher as the person to be assigned to work with the committee, but vocational educators without college courses in vocational education most frequently selected the vocational director or coordinator. Vocational educators and citizens with college courses in vocational education expressed more dis- agreement, than vocational educators and citizens without college courses in vocational education, regarding the committee considering only the problems assigned to it by boards of education or school administrators. The school administrators without college courses in vocational educa- tion expressed greater disagreement, than school administra- tors with college courses in vocational education, regarding the committee considering only the problems assigned to it 282 by boards of education or the school administrators. Vocational educators without college courses in vocational education registered stronger agreement than vocational educators with college courses in vocational education that a primary function of the committee is to advise about school policies. Citizens without college courses in voca- tional education expressed more disagreement than the citi- zens with college courses in vocational education, as to whether a primary function of the committee is to advise about school policies. Citizens without college courses in vocational education tended to express some disagreement concerning a committee making evaluations regarding equip- ment planning and improvement. The citizens without college courses in vocational education expressed more disagreement, than citizens with college courses in vocational education, regarding committees making evaluations about facilities planning and improvement. } Ill ‘ [I '1' III .II' III! CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH The objectives of this study were (1) to identify differences in the perceptions of citizen vocational advi- sory committee members and the expectations of vocational teachers, vocational administrators, and school administra- tors concerning the functions and operation of the voca- tional citizens advisory committee, and (2) to identify relationships between certain functions and/or operations as perceived by the citizens and as expected by.the position groups (school administrators, citizens, and vocational teachers, directors, and coordinators) and selected back- ground variables of age, years of experience with vocational citizen advisory committees, years of schooling, previous enrollment in vocational education classes, training in vocational courses in a post-high school technical institute, business, or trade school and college or university courses in the administration, philosophy or teaching of vocational education. This study was limited to the citizen members, vocational teachers, vocational administrators, and school 283 284 administrators who were associated with vocational citizens advisory committees COOperating in the Michigan State Uni- versity Vocational-Technical Education Evaluation Systems Project. The population included 298 individuals who were surveyed by a questionnaire. Returns were received from 85.2 per cent of the prospective respondents. Items were developed for the questionnaire based on the review of literature and the writer's experience in working with the Michigan Evaluation Systems Project. These items were grouped in the questionnaire according to the fol- lowing areas: (1) committee member selection;(2) committee organization; (3) committee member orientation and informa- tion processes; and (4) committee functions. Data were placed on machine cards and analyzed through the services of the Michigan State University Com- puter Service. The analyses included the use of the chi square test of significance and the one-way-analysis of variance. To determine position group differences concern- ing the functions and operations of the vocational citizens committee the onedway-analysis of variance was used on responses to questionnaire items seventeen to seventy-one and the chi square test was used for questionnaire items nine through seventy-one. To determine the effect of the background variables on the responses of the school admin- istrators, citizens, and vocational educators the chi square test was also used on responses to questionnaire items nine 285 through seventy-one. The statistical procedures were recommended by the Office of Research Consultation, College of Education, Michigan State University. SUMMARY OF FINDINGS Background Information Most of the respondents were twenty-five to fifty- four years of age. Generally, they had served on citizen committees for short periods of time. Only 4.0 per cent of the respondents had five or more years of committee service, while 77.1 per cent had served or worked on a committee for two years or less. The respondents were well educated. Only two of the educators had less than a bachelors degree. Nearly all of the citizens had completed an eighth grade education while 28.3 per cent had earned a bachelors degree or more. The respondents did not have an extensive background of high school vocational education. The citizens were most experienced in high school vocational education with 49.7 per cent of the group having completed two or more years of high school vocational education. The position groups (school administrators, citizens, and vocational teachers, directors, and coordinators) varied a great deal with respect to the number of years of post-high school voca- tional education taken in a technical institute, business, or trade school. Fifty-nine per cent of the respondents had 286 not taken such post-high school vocational education. The least amount was taken by the school administrators. Approx- imately, three-fourths of the respondents had taken none. Vocational educators completed the most post-high school vocational education with 47.4 per cent taking two or more years. In regard to college or university courses taken in administration, philosophy, or teaching of vocational educa- tion, as expected, the vocational educators ranked highest with 84.9 per cent. Very few of the citizens (15.5 per cent) had taken such courses and only 55.6 per cent of the school administrators had been enrolled in college or university vocational courses. Differences Among Position Groups Below is a summary of findings relative to the first objective of the study which is to identify differences in the perceptions of citizen vocational advisory committee members and the expectations of vocational teachers, voca- tional administrators, and school administrators concerning the functions and operation of vocational citizen advisory committees. Committee member selection. The following differ- ences were noted among the position groups regarding com- mittee member selection. The educator groups expressed more support for persons of various levels of education being represented on the citizens committee. The citizen group 287 favored more than did the educator groups the idea of committee members serving as individual representatives of the community at large rather than as representatives of community organizations or other groups. Strongest support for citizens committee membership including representatives from the community labor force came from the school adminis- trators, followed in order by the vocational educators and the citizens. General consensus of the respondents was that the faculty and staff, board of education, citizens nominat- ing committee, and the superintendent of schools should all be involved in nominating members of the citizen advisory committee. School administrators were more in favor than the citizens or the vocational educators of the appointment of committee members for a definite length of time. The citizens most strongly favored committee members being appointed for a definite time. The citizen group tended to express slight agreement, with the educators expressing dis- agreement regarding the local board of education making the final selection of committee members. Committee organization. The following differences were noted among the position groups regarding committee organization. Nearly 42 per cent of the respondents believed three years to be the best length of service for committee members. Almost 60 per cent of the respondents felt that five to nine persons was the best size of commit- tee. School administrators expressed greater favor than the 288 vocational educators or the citizens for citizen advisory committees convening and Operating only after receiving board of education approval. The position groups generally favored September 1 as the best date for the annual orga— nization meeting of the citizens committee, although the educator groups were more in favor of September 1 than the citizens. The citizens provided the strongest support of the position groups for regularly scheduled committee meet- ings. The educator groups generally supported the holding of committee meetings only when there is sufficient need, although the citizens evidenced considerable disagreement regarding this limitation. School administrators and citizens expressed more agreement than did the vocational educators in regard to committee officers coming from the lay members of the committee and not from local school personnel. Committee member orientation and information processes. The following differences were noted among the position groups regarding committee member orientation and information processes. The respondents were generally in favor of the vocational director or coordinator serving as the school representative to the committee. There was almost complete agreement among respondents that liaison persons from the school should work with the committee. That a liaison person from the school should be responsible for keeping the committee members informed about the school's 289 vocational programs drew strong support from the school administrators, but somewhat less support from the voca- tional educators. General support was given for a liaison person from the school keeping committee members informed about trends in vocational education with the strongest support coming from the school administrators. The citi— zens were not as strongly convinced as the educators that committee members should help keep the school informed regarding reaction of the public toward the local vocational education program. Over three-fourths of the respondents favored committee reports being made directly to the board of education rather than directly to the public, but many of the school administrators disagreed with this practice. Committee functions. The following differences were noted among the position groups regarding committee func- tions. The citizens tended to agree and the educators dis- agree that the committee should consider only the problems assigned to it by boards of education or the school adminis- trators. The citizens were much more in agreement than the educators that boards of education should have written policies regarding the Operational procedures of advisory committees. The citizens and the vocational educators more than the school administrators recognized evaluation of local vocational education policies as a primary function of an advisory committee. The educators expressed greater favor than the citizens for committees making evaluations 290 regarding local long-range plans for vocational education, for committees making evaluations regarding facilities plan- ning and improvement, and for committees making evaluations regarding equipment planning and improvement. Almost unan- imously the position groups expressed some degree of agree- ment that committees should annually evaluate their work and effectiveness. Relationships Between Functions and Operations and Selected Background Variables In this section is presented a summary of findings relative to the second objective of the study which is to identify relationships between certain functions and/or operations as perceived by the citizens and as expected by the position groups and the selected background variables of age, years of experience with vocational citizens advisory committees, years of schooling, previous enrollment in edu— cation classes, training in vocational courses in a post- high school technical institute, business, or trade school and college or university courses in the administration, philos0phy or teaching of vocational education. Influence of age. The age of the respondents was associated with the following differences. Vocational edu- cators in the various age groups responded similarly, but the younger school administrators and the younger citizens indicated stronger agreement than older school administra- tors and citizens toward citizens committee members serving 291 as individual representatives of the community at large rather than as representatives of community organizations or other groups. The older administrators were more favorable than the younger administrators toward committee member representation by geographical sections of the school dis— trict. However, the older citizens were not as strongly favorable as the younger citizens toward such geographical representation. All of the school administrators and the older citizens and vocational educators believed that per— sons of various levels of educational attainment should be represented on advisory committees. All of the position groups, regardless of age, agreed that management level employees should be represented on advisory committees. More younger citizens than older citizens favored local boards of education making the final selection of committee members. Younger citizens and vocational educators expressed stronger agreement than the older members of these groups for a committee member to be sure the school is actually seeking advice before accepting appointment to a citizens advisory committee. The younger vocational educators and citizens were more in favor of school personnel holding voting member- ship on the committee. The older citizens and vocational educators favored smaller committees. Younger citizens and vocational educators were not as willing to have committee members serve without pay. Younger vocational educators indicated some disagreement regarding committee officers 292 coming from the lay members of the committee and not from local school personnel. The younger administrators, citi- zens, and vocational educators expressed stronger agreement for regularly scheduled committee meetings. Older voca- tional educators tended to offer less support than younger vocational educators for liaison persons from the school working with advisory committees. Younger respondents in the educator groups expressed the most disagreement with the practice of citizens committee reports being made to the board of education but not directly to the public. The older school administrators and citizens and the younger vocational educators expressed the most doubt as to whether the citizens of a community are greatly affected by their school's vocational education program and should use a citizens advisory committee as a vehicle in consulting about that program. Influence of citizens committee experience. The number of years the citizens had served as a member of a committee was associated with the following differences. As the number of years which they had served as committee mem- bers increased, citizens tended to respond that all of the following--faculty, board of education, citizens nominating committee, and superintendent of schools--should be included in the nomination process for citizens advisory committee members. Citizens registered a basic agreement that commit- tee membership should include a good cross-section of 293 individuals, representative of community interests and desires. Citizens who had served more years on an advisory committee, tended to express more disagreement regarding committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice. As years of committee service increased citizens disagreed more concerning the appointment of committee members for a definite length of time. Citizens generally agreed that committee members should elect their own chairman. Citizens with the least years of experience on advisory committees indicated the strongest disagreement toward the procedure that committee meetings should follow a formal democratic procedure (Robert's Rules of Order). With few exceptions the citizens agreed that a liai- son person from the school should be responsible for keeping committee members informed about the school's vocational programs, but the strength of this agreement decreased as the years a citizen had served on a committee increased. Citizens with less years of advisory committee service tended toward stronger disagreement than the more experi- enced committee members, concerning the responsibility of committee members to keep the community informed about the needs of vocational education in the local schools. As years of service on a committee increased the citizens tended to express more doubt regarding the citizens 294 of a community being greatly affected by their school's vocational education program and citizens use of an advisory committee as a vehicle in consulting about that program. Citizens with less years of committee service expressed more disagreement as to whether a primary function of an advisory committee is the recommending of policies to be adopted by the board of education. Generally increased years of ser- vice on a citizens committee resulted in stronger agreement that a primary function of the committee is to advise about school policies. Influence of educators having worked with a committee. In only one instance did the number of years the educators had worked with a committee appear to influence the educa— tors responses. Educators with less years of committee service more frequently chose the committee chairman to prepare the committee meeting agenda than did the educators with three or more years of experience working with citizens committees. Influence of schooling. The number of years of schooling completed by the respondents was associated with the following differences. Citizens with more years of schooling tended to disagree that committee membership should include representatives of the major occupations within the school community. Citizens with more years of schooling tended to express greater disagreement toward 295 persons being on the committee representing various levels of educational attainment. Citizens and vocational educa- tors with more years of schooling registered more disagree- ment regarding the local board of education making the final selection of committee members. The citizens tended to prefer that committee members serve for two to three years and this opinion became more pronounced as the years of schooling increased for the citizen respondents. Citizens and vocational educators with more years of schooling tended to favor a smaller committee of nine or fewer members. Citizens and school administrators with more years of education tended to prefer the vocational director or coordi- nator as the school liaison person assigned to work with the citizens committee. Vocational educators with more years of education preferred the vocational teacher as the school liaison person assigned to work with the citizens committee. Vocational educators with more years of schooling tended to express stronger agreement for citizens committee reports being made to the board of education, but not directly to the public. Vocational educators with more years of schooling increased in the strength of their agreement relative to committees making evaluations regarding improvement of vocational course offerings. Citizens with more years of schooling tended to express more disagreement for citizens 296 committees making evaluations regarding improvement of vocational course offerings. Citizens with fewer years of education were stronger in their agreement toward citizens committees making evaluations regarding local vocational youth.organizations. Influence of high school vocational education. The number of years enrolled in high school vocational education classes by the respondents was associated with the following differences. Citizens with more years of high school voca- tional education tended to select all--faculty and staff, board of education, citizens nominating committee, and superintendent of schools--as their choice to nominate citizens committee members. Vocational educators with more years of high school vocational classes tended increasingly to select the faculty and staff and all--faculty and staff, board of education, citizens nominating committee, and superintendent of schools--for nominating citizens committee members. School administrators with more high school voca- tional education tended to express stronger agreement about persons of various levels of educational attainment being represented on an advisory committee. Citizens with more vocational education expressed more disagreement regarding persons of various levels of educational attainment being represented on an advisory committee. Citizens with more years of high school vocational education expressed some disagreement concerning management level employees being 297 represented on the citizens committee. Citizens who took more courses in high school vocational education generally tended to express greater disagreement about the local board of education making the final selection of committee members. Vocational educators with more years of high school voca- tional classes expressed stronger support for definite lengths of appointment for advisory committee members. Citizens with less high school vocational education expressed greater agreement for definite lengths of appointment for committee members. Citizens and vocational educators with more years of high school vocational education tend to prefer September 1 for the annual citizens committee organization meeting. All but five of the citizens expressed agreement for records of proceedings being kept of each advisory committee meeting; however there was stronger support for this practice by those citizens with more years of high school vocational education. Citizens with less high school vocational edu- cation tend to express stronger agreement relative to com- mittee members serving without pay. As the number of years they were enrolled in high school vocational education classes increased, the citizens and the vocational educators revealed increasing agreement concerning reimbursement of' committee members by the school for actual expenses incurred while performing work in behalf of the committee. School administrators who had enrolled in more years of high school 298 vocational education classes tended to disagree with the statement that an advisory committee should cease to func- tion after its assigned task has been completed. School administrators with more years of high school vocational education expressed greater strength of agreement for a liaison person from the school being responsible for keeping committee members informed about the school's voca- tional program. School administrators and citizens who took more years of high school vocational education expressed more disagreement in regard to the board of education having written policies about the operational procedures of com- mittees. Citizens with more years of high school vocational education classes tended to express more disagreement that a primary function of a committee is to secure support for the school's vocational education program. School adminis- trators and vocational educators with more high school voca- tional education classes expressed some disagreement that a primary function of an advisory committee is to advise about school policies. Citizens with more high school vocational education tended to express more agreement that a primary function of a committee is to advise about school policies. Citizens with more high school vocational education expressed some disagreement about committees making eval- uations regarding facilities planning and improvement. Citizens and vocational educators with less high school 299 vocational education expressed stronger agreement for the committee making recommendations and evaluations concerning student work experience programs. Influence of post—high school vocational courses. The number of years the respondents were enrolled in post- high school vocational courses was associated with the fol- lowing differences. When the citizens had taken an increas- ing number of post-high school vocational courses they were inclined to express more disagreement regarding persons of various levels of educational attainment being represented on advisory committees. School administrators with no post- high school vocational courses tended to favor a committee of five to nine individuals. The school administrators with no post-high school vocational courses expressed the strong- est agreement regarding committees convening and operating only after receiving board of education approval. School administrators with no post-high school vocational education expressed strong support for the committee officers coming from the lay members of the committee and not from local school personnel. Vocational educators with the most post- high school vocational courses expressed the greatest dis- agreement with committee officers coming from the lay mem- bers of the committee and not from local school personnel. School administrators lacking post-high school vocational courses tended to disagree more than those with post-high school vocational courses as to whether a committee should 300 cease to function after its assigned task has been completed. Vocational educators with more post-high school vocational courses tended to express more disagreement regarding a committee ceasing to function after its assigned task has been completed. School administrators with no post-high school vocational courses eXpressed the highest agreement for a liaison person from the school keeping committee mem- bers informed about trends in vocational education. Voca- tional educators with less post-high school vocational courses tended to register more disagreement concerning committee reports being made to the board of education, but not directly to the public. When school administrators and vocational educators had taken more post-high school voca- tional courses, they tended to express stronger disagreement about the committee considering only problems assigned to it by the school boards of education or the school administra- tion. Vocational educators with less post-high school vocational education tended to express the most disagreement as to whether a primary function of a committee is the eval- uating of local vocational education policies. Influence of college or university vocational education courses. Whether or not the respondents had taken college courses in vocational education was associated with the following differences. Members of the position groups, who had been in college vocational education courses, tended to choose all--faculty and staff, board 301 of education, citizens nominating committee, and superin- tendent of schools--as the nominating body for committee members. School administrators without college vocational education courses expressed stronger agreement, than school administrators with college vocational education courses, for committee membership to include representatives from the community labor force. Vocational educators with college courses in vocational education expressed stronger agreement, than the vocational educators without college vocational edu- cation courses, for committee members being appointed for a definite length of time. The school administrators with no college vocational education courses expressed more disagree- ment, than the school administrators with college courses in vocational education, concerning the local board of educa- tion making the final selection of committee members. The citizens and vocational educators with college courses in vocational education tended to express more disagreement, than their fellow group members, regarding the local board of education making the final selection of committee members. Vocational educators who had taken college courses in voca- tional education registered more agreement, than those voca- tional educators who had not taken college courses in vocational education, concerning committee members not accepting appointment to a citizens committee unless they are sure the school is seeking advice. Vocational educators with college courses in vocational education expressed more 302 agreement, than the vocational educators without college courses in vocational education, for school personnel hold- ing voting membership on the committee. The school adminis- trators with college courses in vocational education expressed more agreement, than the school administrators without college courses in vocational education, for school personnel holding voting membership on the committee. The school administrators with college courses in vocational education favored a committee size of five to nine members. School administrators and vocational educators with college courses in vocational education expressed stronger agreement, than the school administrators and vocational educators without college courses in vocational education, for com- mittee meetings being held only when there is sufficient need. The school administrators with college courses in vocational education expressed more agreement, than the school administrators without courses in vocational educa- tion, for committee meetings following a formal democratic procedure (Robert's Rules of Order) during their meetings. Vocational educators without college vocational education courses expressed greater agreement, than vocational educa- tors with college vocational courses, for committee meetings following a formal democratic procedure during their meet- ings. Vocational educators with college courses in voca- tional education more frequently chose the vocational teacher as the person to be assigned to work with the 303 committee, but vocational educators without college courses in vocational education most frequently selected the voca- tional director or coordinator. Vocational educators and citizens with college courses in vocational education expressed more disagreement, than vocational educators and citizens without college courses in vocational education, with the committee considering only the problems assigned to it by the school boards of education or the school adminis- trators. The school administrators without college courses in vocational education expressed greater disagreement, than school administrators with college courses in vocational education, regarding the committee considering only the prob- lems assigned to it by the school boards of education or the school administrators. In regard to whether a primary func— tion of the committee is to advise about school policies, vocational educators without college courses in vocational education registered stronger agreement than vocational educators with college courses in vocational education. Citizens without college courses in vocational education expressed more disagreement, than the citizens with college courses in vocational education, as to whether a primary function of the committee is to advise about school policies. Citizens without college courses in vocational education tended to express some disagreement concerning a committee making evaluations regarding equipment planning and improve- ment. The citizens without college courses in vocational education expressed more disagreement, than citizens with 304 college courses in vocational education, regarding commit- tees making evaluations about facilities planning and improvement. CONCLUSIONS The broad purpose of this study was to identify differences of opinion among school administrators, voca- tional educators, and citizens concerning the operations and functions of the vocational citizens advisory committee. From rather extensive findings the following represents the major conclusions of this study. I. The respondents had the following characteristics. A. The majority of the respondents were young to middle age. B. The respondents possessed limited service on or work with citizen committees. C. Generally the respondents were well—educated. D. The respondents experience in high school, post-high school, and college vocational education courses was limited, with the vocational educators possessing the most experience. II. The first objective focused on differences of opinion between citizens, vocational educators, and school administrators. Examination of the mean responses of the position groups revealed the following major dif- ferences. 305 School administrators and citizens differed in regard to: l. 10. 11. persons of various levels of educational attain- ment being represented on the committee, committee membership including representatives from the community labor force, committee members accepting appointment to a citizens adVisory committee only after they are sure the school is actually seeking advice, the local board of education making the final selection of committee members, regularly scheduled committee meetings, committee meetings being held only when there is sufficient need, liaison persons from the school working with the committee, a liaison person from the school being respon- sible for keeping committee members informed about the school's vocational programs, a liaison person from the school keeping com- mittee members informed about trends in voca- tional education, evaluation of local vocational education pol- icies being a primary committee function, and committees annually evaluating their own work and effectiveness. 306 Vocational educators and citizens differed in regard to: 1. persons of various levels of educational attain— ment being represented on the committee, 2. committee membership including representatives from the community labor force, 3. committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice, 4. the local board of education making the final selection of committee members, 5. regularly scheduled committee meetings, 6. committee meetings being held only when there is sufficient need, 7. committee officers coming from the lay members of the committee, 8. the individual designated to represent the school on the citizens committee, 9. liaison persons from the school working with the committee, and 10. committees annually evaluating their own work and effectiveness. School administrators and vocational educators differed in regard to: 1. persons of various levels of educational attain— ment being represented on the committee, 10. ll. 12. 13. 307 committee membership including representatives from the community labor force, committee members accepting appointment to a citizens advisory committee only after they are sure the school is actually seeking advice, the local board of education making the final selection of committee members, regularly scheduled committee meetings, committee meetings being held only when there is sufficient need, committee officers coming from the lay members of the committee, the individual designated to represent the school on the citizens committee, liaison persons from the school working with the committee, a liaison person from the school being respon- sible for keeping committee members informed about the school's vocational programs, a liaison person from the school keeping com- mittee members informed about trends in voca- tional education, evaluation of local vocational education pol- icies being a primary committee function, and committees annually evaluating their own work and effectiveness. 308 School administrators and vocational educators differed from the citizens in regard to: l. committee members serving as individual repre- sentatives of the community at large rather than as representatives of community organizations or other groups, committee members helping keep the school in— formed regarding reactions of the public toward the local vocational education program, the committee considering only the problems assigned to it by the school's board of educa- tion or the school administration, committees making evaluations regarding long- range plans for vocational education, committees making evaluations regarding facil— ities planning and improvement, and committees making evaluations regarding equip- ment planning and improvement. III. The background variables were associated with the fol- lowing differences. A. Age of respondents. l. The younger citizens expressed stronger support for: a. committee members serving as individual representatives of the community at large. b. committee member representation by geograph- ical sections of the school district, 309 c. the local board of education making the final selection of committee members, d. a committee member being sure the school is actually seeking advice before accepting appointment to a citizens committee, e. school personnel holding voting membership on the committee, and f. regularly scheduled committee meetings. The older citizens supported: a. smaller committees. The younger school administrators more strongly supported: a. committee members serving as individual rep- resentatives of the community at large, and b. regularly scheduled committee meetings. Stronger support was provided by the older school administrators for: a. committee member representation by geograph- ical sections of the school district, b. school personnel holding voting membership on the committee, c. committee members receiving pay for their services, and d. regularly scheduled committee meetings. 310 B. Number of years citizens had served on a committee. 1. Citizens with less years of service on a com- mittee expressed more support for: a. committee members electing their own chair— man. Citizens with more years of service on commit- tees expressed more support for: a. the appointment of committee members for unspecified lengths of time, and b. recognizing that a primary function of the committee is to advise about school policies. C. Number of years of schooling completed. 1. The school administrators with more years of schooling expressed stronger support for: a. the vocational director or the coordinator as the school liaison person assigned to work with the citizens committee. The citizens with more years of schooling supported: a. a smaller committee of nine or fewer members, and b. the vocational director or coordinator as the school liaison person assigned to work with the citizens committee. Vocational educators with more years of school- ing expressed stronger support for: a. a committee of nine or fewer members, 311 b. the vocational teacher as the school liaison person assigned to work with the committee, and c. committee reports being made to the board of education, but not directly to the public. D. Number of years enrolled in high school vocational education classes. 1. School administrators with more years enrolled in high school vocational classes expressed stronger support for: a. persons of various levels of educational attainment being represented on advisory committees, and b. a liaison person from the school being responsible for keeping committee members informed about the school's vocational program. Citizens with more years enrolled in high school vocational classes expressed stronger support for: a. a combined group of faculty and staff, board of education, citizens nominating committee, and the superintendent of schools as their choice for nominating committee members, b. September 1 as the date of the annual orga- nizational meeting, 312 c. reimbursement of committee members by the school for actual expenses incurred while performing work in behalf of the committee. d. a primary function of an advisory committee being advisement about school policies, and e. the committee making recommendations and evaluations concerning standards for cooper— ative student work experience programs. 3. Vocational educators with more years enrolled in high school vocational education expressed stronger support for: a. committee members being nominated by a group composed of faculty and staff, board of education, citizens nominating committee, and the superintendent of schools, b. definite lengths of appointment for com- mittee members, c. September 1 for the annual committee orga- nization meeting, and d. reimbursement of committee members by the school for actual expenses incurred while performing work in behalf of the committee. E. Number of years of post-high school vocational courses. 1. School administrators with no post-high school vocational courses expressed stronger agreement for: a. 313 a committee of five to nine members, committees convening and operating only after receiving board of education approval, advisory committee officers coming from the lay members of the committee, and a liaison person from the school keeping committee members informed about trends in vocational education. Number of college or university courses taken in the administration, phiIOSOphy, or teaching of vocational education. 1. School administrators without college vocational courses expressed stronger agreement for: a. committee membership to include representa- tives from the community labor force. School administrators with college vocational courses expressed stronger agreement for: a. school personnel holding voting membership on the committee, committee meetings being held only when there is sufficient need, committees of five to nine members, and committee meetings following a formal democratic procedure. 314 3. Vocational educators with college courses in vocational education expressed stronger support for: a. committee members being appointed for a definite length of time, b. committee members not accepting appointment to a citizens committee unless they are sure. the school is seeking advice, c. school personnel holding voting membership on the committee, d. committee meetings being held only when there is sufficient need, and e. the vocational teacher as the person assigned to work with the committee. IMPLICATIONS It would appear that educators should encounter educa- tional experiences during their formal years of schooling that would better prepare them for work with citizen groups. Teacher educators in vocational education should be aware of the need for prospective vocational education teachers, directors, and coordinators to possess a knowledge of citi- zen committee operations and functions sufficient to allow them to effectively work with citizen groups. Many educa- tors agree that administrative commitment to the need for citizen groups is crucial to the successful operation of a 315 citizen advisory committee. This would seem to make it crucial that prospective school administrators receive training in the techniques and procedures of working with citizen committees. Another educational implication is in the area of in-service training. Based on the findings of this study it can be assumed that important differences do exist between citizens and practicing educators. In-service edu- cation programs for educators could prove to be a profitable means of securing better understanding in regard to the use of citizen committees. The findings of this study seem to suggest that the ,school representative working with citizen groups could improve the effectiveness of citizen groups by an educa- tional and informational program for the citizen committee members. Perhaps a good many of the differences existing between the citizens and the educators could be overcome by a better understanding on the part of the citizens in regard to the purposes of the citizens committee. 316 RECOMMENDATIONS FOR FURTHER STUDY The following recommendations for further study are suggested: A. It is helpful to those individuals working on and with citizens committees to know where differences of Opinion might occur, but it would also be helpful to know the factors contributing to these differences. In-depth studies should be conducted to determine more adequately the factors con- tributing to the Opinions held by those individuals asso- ciated with and serving on citizen advisory committees. B. It is evident from this study and from the review of literature that there is a divergence Of Opinion concern- ing the effect Of citizen committees on school-community relations. Where it can be determined that an effective citizen advisory committee has been Operating, studies need to be conducted to determine what the effect has been on school-community relations. C. Experimental studies need to be conducted which would involve citizens and professional educators in various types Of situations and kinds Of roles in an attempt to discover the best possible working relationship between these two groups. Different approaches should be tested for committee member selection, committee organization, committee member orientation and information processes, and committee functions. 317 D. An attempt is being made to replicate the Evalua— tion Systems Project in Arkansas, Minnesota, Mississippi, and Nevada. Local schools in these states are making use Of citizens advisory committees. A valuable contribution to the body of knowledge relative to citizens advisory commit- tees could be made by replicating this study in these states. E. There is a dearth Of information available regard- ing the functions of citizens advisory committees. Studies which would investigate the activities of successful citi- zens advisory committees would be most helpful to citizens and educators in planning and conducting advisory committee activities. This area is also in need of experimentation. Different kinds Of activities should be tried and evaluated. F. This study dealt specifically with differences among citizens, school administrators, and vocational educa- tors. Studies need tO be conducted to determine those Operations and functions which these groups strongly support. SE LECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY A_Developmental Vocational Education Research and Teacher Education Program pp_a_Clinical School Concept. A Final Report Of Contract OE 5-85-111. East Lansing: Michigan State University, 1967. American Association Of School Administrators. American School Curriculum. Thirty-First Yearbook. 244-64. Washington, D.C.: The Association, 1953. American Vocational Journal, 32:4, October, 1957. Anderson, Vernon E. Principles and Procedures p£_Curriculum Development. New York: Ronald Press Company, 1956. Appleton, Grace G. "What the Citizenry Knows About Its Schools: An Analysis of Four Upstate New York Central School Districts." Unpublished Doctor's thesis, Cornell University, Ithaca. Backstrom, Charles H. and Gerald D. Hursh. Survey Research. Evanston: Northwestern University Press, 1963. Beach, Norton. Public Action fOr Powerful Schools. New York: Metropolitan School Study Council, 1949. Berner, William F. "A Study of Citizens Advisory Committees for Reorganized School Districts in Indiana." Unpub- lished Doctor's thesis, Indiana University, Bloomington, 1964. Bretsch, Howard S. "Boards and Citizens at Cross Purposes?" The School Executive, 79:75-7, October, 1959. Britton, Ernest R. "Leadership in Defining Goals for Schools," Educational Leadership, 17:16-20, October, 1959. Brown, Dorothee. "Criteria for Selecting a Citizens Committee," American School Board Journal, 140:27, April, 1960. 318 319 Buell, Clayton E. "Roles Of Lay and Professional Persons," National Association Seconda;nychOOl Principals Bulletin, 47:28-9, October, 1963. Burt, Samuel M. Industry and Vocational-Technical Education. New York: McGraw-Hill Book Company, 1967. Burt, Samuel M. "Involving Industry in Local Vocational and Technical Education," Industrial Arts and Vocational Education, 56:28-30, January, l967. Byram, Harold M. Evaluation pf Local Vocational Education Programs. East Lansing: Bureau of Educational Research Services, Michigan State University, 1965. Byram, Harold M. Evaluation Systems for Local Programs pf Vocational-Technical Education. Final Report Of Project NO. 7-0211. East Lansing: Michigan State University, 1968. Byram, Harold M. and Floyd McKinney. Evaluation pf Local Vocational Education Programs. East Lansing: Michigan State University, 1968. Campbell, Roald F. "Public Participation Can Be More Constructive," Nation's Schools, 51:58-60, February, 1953. Campbell, Roald F. and John A. Ramseyer. The Dynamics pf School-Community Relationships. New York: Allyn and Bacon, Inc., 1955. Carlson, Henry L. "Functions and Activities of Lay Advisory Committees for Selected Junior College Vocational Programs." Unpublished Doctor's thesis, University Of California, Los Angeles, 1967. Collier, Ervin K. "Informed Citizens' Opinions Regarding the Citizens' Lay Committee in Central Valley School District." Unpublished Doctor's thesis, Washington State University, Pullman, 1963. Crosby, Otis A. "How to Get a Citizens' Committee Going," Nation's Schools, 76:50-1, November, 1965. Deyoe, G. P. "Community Inventory and Understanding," Agricultural Education Magazine, 30:124-5, December, 1957. Downie, N. M. and R. W. Heath. Basic Statistical Methods. New York: Harper & Row Publishers, 1965. 320 Edwards, Allen L. Techniques gf_Attitude Scale Construction. New York: Appleton, Century, Crofts, Inc., 1957. Farrah, George. "The Roles of Citizens Advisory Committees in Curriculum DevelOpment: A Special Case in Farmington, Michigan." Unpublished Doctor's thesis, Wayne State University, Detroit, 1962. Gage, N. L. Handbook p£_Research pp_Teaching. Chicago: Rand McNally and Company, 1963. Goldhammer, Keith. The School Board. New York: The Center for Applied Research in Education, Inc., 1964. Coleman, Clarence Elvin. "A Suggested Handbook for the Organization and Use of Lay Citizens Advisory Committees in Public Elementary and Secondary Schools Of Louisiana." Unpublished Doctor's thesis, Louisiana State University, Baton Rouge, 1958. Gratz, Jerre E. "Business of Advisory Committees," American Vocational Journal, 32:22, December, 1957. Griffith, Bernard. "Responsibility for Public Relations," The American School Board Journal, 122:38, February, 1951. Griffiths, Daniel E. Human Relations ip_SchOOl Administra- tion. New York: Appleton-Century-Crofts, Inc., 1956. Guilford, J. P. Fundamental Statistics ip_PsychOlogy and Education. New York: McGraw-Hill Book Company, 1965. Hamlin, Herbert M. Citizens Committees in the Public Schools. Danville, Illinois: Interstate Printing Company, 1952. Hamlin, Herbert M. Citizen Participation ip_Local Policy Making for Public Education. Urbana: University Of Illinois, 1960. Hamlin, Herbert M. "Organizing School-Initiated Citizens Committees," Educational Leadership, 9:305-9, February, 1952. Hamlin, Herbert M. "School Boards Organize Citizen's Groups," School Executive, 74:57-8, June, 1955. - Hamlin, Herbert M. The Public and Its Education. Danville, Illinois: The Interstate Printing and Publishing Company, 1955. 321 Hamlin, Herbert M. Using Advisory Councils i3 Agricultural Education. Urbana, Illinois: University of Illinois, 1947. Hopkins, Gerald F. "Using Citizen Advisory Committees," National Association Secondary School Principals Bulletin, 41:148-50, April, 1957. "How Effective Is Your Citizens Committee?" School Manage- ment, 5:24-5, April, 1961. "How to Use Citizens' Committees," School Managgment, 8:94, 6-7, February, 1964. Hull, J. H. "Help the Board's Advisory Committee Know Its Place," School Executive, 73:62-3, June, 1954. Hull, J. H. "Lay Advisory Committees to Boards of Education in the U.S." Unpublished Doctor's thesis, University of Southern California, Pasadena, 1949. Kerlinger, Fred N. Foundations p§_Behavioral Research. New York: Holt, Rinehart and Winston, Inc., 1966. Kindred, Leslie W. School Public Relations. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1957. Krebs, Alfred H. Organizing and Working with Departmental Advisory Councils ip the Public Schools. Danville, Illinois: The Interstate Printers and Publishers, Inc., 1965. Laubenstein, Oswald H. "DO You Plan tO Form a Citizens Committee?" School Executive, 74:50-2, September, 1954. Let's Talk This Over . . . The Organization and Functions pf Local Advisory Committees. Austin: Texas State Board for Vocational Education. McCloskey, Gordon. Education and Public Understanding. New York: Harper and Brothers, 1959. McClusky, Howard Y. and Herbert M. Hamlin. "Adult Education About Education," Review 9£_Educational Research, 23: 261-7, June, 1953. McComas, J. D. "Ten Commandments in Using Advisory Commit- tees," Agricultural Education Magazine, 35:71-2, October, 1962. Moehlman, Arthur B. and James A. Van Zwall. School Public Relations. New York: Appleton-Century-Crofts, Inc., 1957. 322 Morphet, Edgar L. "COOperative Procedures Should Be Based on Sound Principles," Citizen Copperation for Better Public Schools. National Society for the Study of Education, Fifty-Third Yearbook, Part 1. Chicago: University of Chicago Press, 1954. Odell, Harold A. "Lay Advisory Committee; Summary of a Presentation," National Association Secondary School Principals Bulletin, 38:65-7, April, 1954. O'Neal, John F. "Citizens Committees Can Help Schools If Mission and Deadline Are Specific; Survey of 678 K-12 School Districts in New York State," Nation's Schools, 66:87-90, October, 1960. O'Neal, John F. "The Status, Structure, and Functions Of Citizens Advisory Committees," The Journal pf Educa- tional Research, 55:29-32, September, 1961. O'Neal, John F. "The Status, Structure, and Functions of Citizens Advisory Committees for Public Schools in New York State." Unpublished Doctor's thesis, Cornell University, Ithaca, 1961. Organization, Function and Operation p£_Industry-Advisory Groups. Washington, D.C.: Electronic Industries :Association. Ovsiew, Leon. "When Citizens Participate," Educational Leadership, 19:31-4, October, 1961. Phipps, Lloyd J. and Kenneth Knell. Tp§_gpw_pf_3uccessful Citizens Advisory Committee Operation. Urbana: Illinois Citizens Education Council and Rurban Educational Development Laboratory, College Of Education, University of Illinois, 1968. Riendeau, Albert J. Tpg_Role pf the Advisory Committee ip_Occupational Education lg the Junior College. Washington, D.C.: American Association Of Junior Colleges, 1967. Ross, Donald H. Administration for Adaptability. New York: Metropolitan School Study Council, 1958. Rushing, Joe B. "Involving the Community in School Planning," American School Board Journal, 141:18-19, July, 1960. Schooling, Herbert W. "The Use of Lay Citizens Advisory Committees in Selected Missouri Public Schools." Unpublished Doctor's thesis, University of Missouri, Columbia, 1954. 323 Scott, Marshall J. "Use Of Advisory Councils in Vocational Education in Agriculture." Unpublished Doctor's thesis. University Of Illinois, Urbana, 1950. Scott, Marshall Jewett. The Use p£_Advisory Councils ip Vocational Education in Agriculture. An Abstract Of a Doctoral Thesis. Urbana: University Of Illinois, 1950. Stauffer, Harold. How EQLWork with Citizens Advisory Com— mittees for Better Schools. New York: Metropolitan School Study Council, 1957. Shoemaker, Byrl. "Involving the Community in Needs Studies and Program Development," National Association Secondary_ School Principals Bulletin, 49:113-23, May, 1965. Stranger, Norman R. "A New Slant on Using Trade Advisory Committees," American Vocational Journal, 38:29-30, April, 1963. Sumption, Merle R. "Don't Tell Them, Ask Them," Nation's Schools, 62:74—5, October, 1958. The Advisory Council for 3_Department pf Vocational Agricul- ture. Washington, D.C.: Federal Security Agency, 1951. The Agricultural Advisory Board, a_HandbOOk for Boards pf Education, School Administrators, Advisory Board Members and Teachers p£_Agriculture. Albany: The University of the State of New York, 1966. "The Representative Advisory Committee." Olympia: Washington State Board for Vocational Education. (Mimeographed.) ' "The Role of Advisory Committees in Vocational-Technical .Education." Dover: Delaware Department of Public Instruction. (Mimeographed.) Thurston, Lee M. and William H. Roe. State School Administration. New York: Harper & Brothers, 1957. Thurstone, L. L. and E. J. Chave. The Measurement pf Attitude. Chicago: The University of Chicago Press, 1929. Toy, Henry. "Local Citizens' Committees," Nation's Schools, 46:26, July, 1950. 324 Vocational Advisory Committees. Washington, D.C.: American Vocational Association, 1950. Werle, Henry D. "Lay Participation in Curriculum Improve- ment Programs." Unpublished Doctor's thesis, Columbia University, New York, 1964. Wescott, John P. "An Analysis Of the Functions Of Local School Committees in the State of Oregon." Unpublished Doctor's thesis, University Of Oregon, Eugene, 1965. Wheaton, Lucille. "Citizens View of Citizens' Committees," Journal pf Secondary Education, 36:138-40, March, 1961. APPENDICES APPENDIX A LETTER REQUESTING SERVICE OF PANEL OF JURORS August 16, 1968 Dr. H. M. Hamlin Special Consultant Center for Occupational Education North Carolina State University Raleigh, North Carolina 27607 Dear Dr. Hamlin: As a part of my doctoral program in education at Michigan State University I am conducting a study of the perceptions of citizen members Of vocational citizens advisory com- mittees and the expectations by certain selected professional education groups concerning the functions and Operations of vocational citizens advisory committees. My doctoral guid- ance committee has suggested I ask you to serve as a member of a jury to review a questionnaire Of approximately seventy items. The items are to be reviewed for clarity Of intent and representativeness and comprehensiveness Of coverage of the field of knowledge related to vocational citizens advisory committees. If your schedule will permit you to accept this responsibil- ity please return the enclosed card so that I may send you a OOpy Of the questionnaire. Thank you in advance for your cooperation. Sincerely, Floyd L. McKinney 325 QUES CITIZENS PERCEPTIONS AND PROFESSIONAL EDUCATORS APPENDIX B TIONNAIRE SUBMITTED TO PANEL OF JURORS EXPECTATIONS REGARDING THE FUNCTIONS AND OPERATION OF THE VOCATIONAL CITIZENS ADVISORY COMMITTEE DIRECTIONS: 1. What is y 2. Your age? QUESTIONNAIRE Part I-eAbout Yourself Please read each question carefully. Select the correct answer and place a check mark (u’) in the space provided. Please do not omit any questions. our present position? School Administrator Citizen Member of Advisory Committee for Vocational Education Vocational Teacher Vocational Administrator Under 25 25-34 35-44 45-54 55-64 Over 65 326 years years years years years years 1.2 1.3 1.4 2.1 2.2— 2.3_ 2.4— 2.5— 2.6___ 327 3. [FOR CITIZEN MEMBERS ONLY] How many years have you served as a member Of a vocational citizens advisory committee? Less than 001wa 7. or more 1 year 1 year years years years years years years 4. [FOR EDUCATORS ONLY] How many years have you worked with an organized and functioning vocational citizens advisory committee? Less than 001-wa 7 or more 5. How many years of education have you compl Less than eight Eighth grade gr High school gr Technical or Associate Bachelors Masters Specialist Doctors 1 year 1 year years years years years years years eted? years aduate aduate Degree Degree 'Degree Degree Degree 5.1_ 5.2_ 5.3__ 5.4_ 5.5— 5.6_____ 5.7— 5.8— 328 6. During your high school career, how many years were you enrolled in one or more vocational education classes? None 6.1___ One or Less 6.2— Two 6.3___ Three 6.4___ Four 6.5__ 7. How many years training in vocational courses have you had in a post-high school technical institute, business, or trade school? None 7.1 One year 7.2___, Two years 7.3 More than two years 7.4 8. Have you taken college or university courses in the administration, philOSOphy or teaching Of vocational education? Yes 8.1 NO 8.2 Part II--The Activities Of the Vocational Citizens Committee DIRECTIONS: Please check the box to the right of the answer you consider to be the best choice for questions 9 through 16. When the word committee is used it refers to the voca- tional citizens advisory committee. ll. 1 i I}! 329 9. The school liaison person (school representative) assigned to work with the committee should preferably be the: School administrator Vocational administrator Vocational teacher 10. The best size for a committee is: Less than 5 5-9 10-14 15-19 20-24 11. Committee members should serve for a period Of: 1 year years years years years 001wa years Unlimited number of years 12. Committee Officers should be elected for a period Of: 1 year years years years UIIFUON years 6 or more years 13. The annual organization meeting for committees should held about: January 1 June 1 July 1 September 1 DDDDDD [IHIIII] DDDDD [mm] 0" (D DUDE 330 14. What per cent of the committee members should agree on a report before it is presented to the board of education? 50-59% 60-69% 70-79% 80-89% 90-99% 100% DDDDDD 15. The agenda for committee meetings should be prepared 0‘ "< The committee chairman The committee secretary The school liaison member DUDE All three of the above in consultation with each other 16. Names Of members for the committee should be nominated by: Faculty and staff members The board Of education A citizens nominating committee DUDE The superintendent of schools DIRECTIONS: Please circle a number for each item.indicat- ing your Opinion of the item. 5 Strongly Agree 4 Agree 3 Undecided 2 Disagree 1 Strongly Disagree Circle a number from 1 through 5 on the scale for each item, thereby indicating your extent of agreement or disagreement with the item. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 331 Committee reports should be made to the board Of education, but not directly to the public. The committee should consider only the prob- lems assigned to it by the school's board Of education or the school administration. Minority reports should be given when a small portion of the committee disagrees with the committee report. School personnel should hold voting member- ship On the committee. A primary function of a committee is the formulating of school policies. A liaison person from the school should work with the committee. The committee should make long-range deci- sions related to the vocational education program in the local school Free discussion of issues in committee meetings should be strongly encouraged. Committee members should serve as individual representatives Of the community at large rather than as representatives of community organizations or other groups. Investigations into the problems on which the committee works should be adequately financed by the school. Committee membership should include a good cross-section Of individuals representative Of community interests and desires. Committees should convene and Operate only after receiving board of education approval. A liaison person from the school should be responsible for keeping committee members informed about the school's vocational programs. Committees should annually evaluate their own work and effectiveness. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 332 Records Of proceedings should be kept of each committee meeting. Committee members should represent the geo- graphical sections Of the school district. Committees should have rotating member- ship. Committees should make evaluations regarding improvement Of vocational course Offerings. The committee should include representatives Of the occupations within the school community. A primary function of a committee is the recommending Of policies. Committees should make recommendations and evaluations regarding standards for student work experience programs. The committee membership should represent persons of various age levels. A primary function Of a committee is the evaluating of local vocational education policies. A liaison person from the school should keep committee members informed about trends in vocational education. Committees should make evaluations regarding local vocational youth organizations. Minutes of the meeting should be promptly duplicated and distributed to committee members. Persons Of various levels of educational attainment should be represented on the committee. Committees should make evaluations regarding local long-range plans for vocational educa- tion. Members of the board Of education should not serve as voting members of the committee. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 333 The board of education should have written policies regarding the Operational pro- cedures of committees. Committees should make evaluations regarding facilities planning and improvement. Committee meetings should be regularly scheduled. Committee membership should periodically change. A primary function of a committee is to secure public support for the school's vocational education program. Committee members have a responsibility to help keep the community informed regarding the needs of vocational education in the local schools. Committee members should elect their own committee chairman. Committees should make evaluations regarding equipment planning and improvement. Committee meetings should follow a formal democratic procedure (Robert's Rules Of Order) during their meetings. Committee members should be appointed for a definite length of time. The citizens of a community are greatly affected by their school's vocational educa- tion program and should use a citizens advi- sory committee as a vehicle in planning that program. The school's vocational teachers should be expected to cooperate with the committee by working with those committees serving in their teaching area. A committee member should accept appointment to a citizens advisory committee only after he is sure the school is actually seeking advice. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 334 The citizens Of a community should have a part in evaluating their school's vocational education program by means Of a citizens advisory committee. Committee members should help keep the school informed regarding reactions Of the public toward the local vocational education program. The school's vocational teachers should be expected to cooperate with the committee by supplying information about their courses. Committee meetings should be held only when there is sufficient need. The local board of education should make the final selection of committee members. Committee members should serve without pay. Committee Officers should come from the lay members Of the committee and not from local school personnel. There should be a definite agenda for each committee meeting. Persons selected for membership on the committee should receive Official notifica- tion of their selection from the superinten- dent Of schools. Committee members should be reimbursed by the school for actual expenses incurred while performing work in behalf of the committee. APPENDIX C CITIZENS PERCEPTIONS AND PROFESSIONAL EDUCATORS EXPECTATIONS REGARDING THE FUNCTIONS AND OPERATION OF THE VOCATIONAL CITIZENS ADVISORY COMMITTEE QUESTIONNAIRE Part I--About Yourself DIRECTIONS: Please read each question carefully. the correct answer and place a check mark (./) in the space provided. Please do not omit any questions. 1. What is your present position? School Administrator Citizen Member of Advisory Committee for Vocational Education Vocational Teacher Vocational Director or Coordinator 2. Your age? Under 25 25-34 35-44 45-54 55-64 Over 65 335 years years years years years years Select 336 3. [FOR CITIZEN MEMBERS ONLY] How many years have you served as a member of a vocational citizens advisory committee? Less than 1 year 0&3!wa 7. or more 1 year years years years years years years 4. [FOR EDUCATORS ONLY] How many years have you worked with an organized and functioning vocational Citizens advisory committee? Less than 1 year 001wa 7,Or more 5. How much schooling have you completed? Less than eight 1 year years years years years years years years Eighth grade graduate High School graduate Technical or Associate Degree Bachelors Degree Masters Degree Specialist Degree Doctors Degree 337 6. During your high school career, how many years were you enrolled in one or more vocational education Classes? None 6.1___ One or less 6.2____ Two 6.3___ Three 6.4___ Four 6.5___ 7. How many years training in vocational courses have you had in a post-high school technical institute, business, or trade school? ' None 7.1___ One year 7.2___ Two years 7.3 More than two years 7.4 8. Have you taken college or university courses in the administration, philosophy or teaching of vocational education? Yes 8.1 NO 8.2 Part II—-The Activities of the Vocational Citizens Committee DIRECTIONS: Please check the box to the right Of the answer you consider to be the best choice for questions 9 through 16 When the word committee is used it refers to the vocational citizens advisory committee. 338 9. The school liaison person (school representative) assigned to work with the committee should preferably be the: School.Administrator Vocational Director or Coordinator Vocational Teacher 10. The best size for a committee is: Less than 5 5-9 10-14 15-19 20-24 11. Committee members should serve for a period of: 1 year years years years years mmbwm years Unlimited number Of years 12. Committee Officers should be elected for a period of: 1 year 2 years 3 years 4 years 5 years 6 or more years DECIDED DDDDDDD DECIDE] DEC] 13. The annual organization meeting for a committee should be held about: January 1 [:1 June 1 D July 1 [:1 September 1 D 339 14. What per cent of the committee members should agree on a report before it is presented to the board Of education? 50-59% 60-69% 70—79% 80-89% 90-99% 100% DECIDED 15. The agenda for committee meetings should be prepared 0‘ '< The committee Chairman The committee secretary The school liaison member All three of the above in consultation with each other 16. Members for the committee should be nominated by: Faculty and staff members The board Of education A citizens nominating committee The superintendent of schools All Of the above DDDDD DUDE] DIRECTIONS: Please circle a number for each item indicat- ing your Opinion of the item. 5 Strongly Agree 4 Agree 3 Undecided 2 Disagree 1 Strongly Disagree Circle a number from 1 through 5 on the scale for each item, thereby indicating your extent Of agreement or disagreement with the item. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 340 Committee reports should be made to the board Of education, but not directly to the public. The committee should consider only the prob- lems assigned to it by the school's board of education or the school administration. Minority reports should be given when a small portion of the committee disagrees with the committee report. School personnel should hold voting member- ship On the committee. A primary function of a committee is to advise about school policies. Liaison persons from the school should work with the committee. The committee should make long-range pro- posals related tO the vocational education program in the local school. Free discussion of issues in committee meet- ings should be strongly encouraged. Committee members should serve as individual representatives Of the community at large rather than as representatives Of community organizations or other groups. Investigations into the problems on which the committee works should be adequately financed by the school. Committee membership should include a good cross-section Of individuals representative of community interests and desires. Committees should convene and Operate only after receiving board Of education approval. A liaison person from the school should be responsible for keeping committee members informed about the school's vocational programs. Committees should annually evaluate their own work and effectiveness. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 341 Records of proceedings should be kept of each committee meeting. Committee members should represent the geographical section of the school district. Committees should have rotating memberships. Committees should make evaluations regard- ing improvement of vocational course Offer- ings. The committee should include representatives Of the major occupations within the school community. A primary function Of a committee is the recommending of policies to be adOpted by the board of education. Committees should make recommendations and evaluations regarding standards for COOpera- tive student work experience programs. The committee membership should represent persons Of various age levels. A primary function Of a committee is the evaluating Of local vocational education policies. A liaison person from the school should keep committee members informed about trends in vocational education. Committees should make evaluations regarding local vocational youth organizations. Minutes of committee meetings should be promptly duplicated and distributed to committee members. Persons Of various levels of educational attainment should be represented on the committee. Committees should make evaluations regard- ing local long-range plans for vocational education. Members Of the board of education should not serve as voting members Of the Committee. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 342 The board of education should have written policies regarding the Operational procedures Of committees. Committees should make evaluations regarding facilities planning and improvement. Committee meetings should be regularly scheduled. Committee membership should periodically Change. A primary function Of a committee is to secure public support for the school's vocational education program. Committee members have a responsibility to help keep the community informed regarding the needs Of vocational education in the local schools. Committee membership should include repre— sentatives from the community labor force. Committee members should elect their own committee chairman. A committee should make evaluations regard- ing equipment planning and improvement. Committee meetings should follow a formal democratic procedure (Robert's Rules of Order) during their meetings. Committee members should be appointed for a definite length of time. The citizens of a community are greatly affected by their school's vocational education program and should use a citizens advisory committee as a vehicle in consult- ing about that program. The school's vocational teachers should be eXpected to cooperate with the committee by working with those committees serving in their teaching fields. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 343 A committee member should accept appointment to a citizens advisory committee only after he is sure the school is actually seeking advice. The citizens of a community should have a part in evaluating their school's vocational education program by means of a citizens advisory committee. Management level employees should be repre- sented on the committee. Committee members should help keep the school informed regarding reactions Of the public toward the local vocational educa- tion program. The school's vocational teachers should be eXpected to Cooperate with the committee by supplying information about their courses. Committee meetings should be held only when there is sufficient need. The local board of education should make the final selection of committee members. Committee members should serve without pay. Committee Officers should come from the lay members Of the committee and not from local school personnel. There should be definite agenda for each committee meeting. Persons selected for membership in the committee should receive Official notifica- tion of their selection from the superinten- dent Of schools. Committee members should be reimbursed by the school for actual expenses incurred while performing work in behalf of the committee. A committee should cease to function after its assigned task has been completed. APPENDIX D LETTER TO SUPERINTENDENTS REQUESTING PARTICIPATION September 10, 1968 Mr. R. E. Dennis Superintendent Corunna Public Schools Corunna, Michigan Dear Mr. Dennis: As a part of my doctoral program in education at Michigan State University I am conducting a study of the perceptions Of citizen members of vocational citizens advisory committees and the expectations by certain selected professional educa— tion groups concerning the functions and Operation Of voca- tional citizens committees. The eight schools connected with Dr. Harold M. Byram's MSU Evaluation Systems for Vocational Education Project which used vocational Citizens advisory committees are being asked to COOperate in this study. The motivation for this study comes largely as a result of my association as an assistant tO Dr. Byram in the Evaluation Systems Project. I am sure you will agree that we need more information concerning the functions and Operation Of citizen advisory committees. Your agreement to participate in the study would involve the completion of a questionnaire on the part of yourself and other school administrators, your school's vocational teach- ers and administrators, and the citizens who served on your citizen committees. Since the present plans are to mail the questionnaire, I will need a COpy from your files of the names and addresses of your school administrators (general and senior high), vocational teachers, vocational administra— tors, and Citizens who served on the vocational citizens advisory committees. I assure you that the data will be handled in such a way that no school or individual can be identified. I am also enclosing a sample Of a letter I would like to use as a cover letter from you to accompany the questionnaire 344 I‘ll I {I I]! I'll" 345 when it is mailed to the respondents. If you could send me a COpy of this or similar kind of letter, revised according to your desires, typed on your school stationery and carrying your signature I will arrange for sufficient numbers Of the letter to be copied to accompany the questionnaires to the respondents from your school district. Should you have any further questions I would be happy to talk with you by phone or I can arrange a visit to your school. I would appreciate receiving a COpy Of the cover letter you would like sent to the respondents of your dis- trict. This will also serve as an indication of your inter- est in participating in this study. Thank you in advance for your COOperation. Sincerely, Floyd L. McKinney P.S. My Office phone is 517-353-5140 and my home phone is 517-351-6173. cc: Richard J. Clark Gerry Butts APPENDIX E STUDY ENDORSEMENT LETTER September 10, 1968 Mr. Maxwell Hamilton, Superintendent Fremont Public Schools 204 East Main Street Fremont, Michigan 49412 Dear Mr. Hamilton: Most Of what educators and researchers know about Citizens' advisory committees for programs of vocational education is based on their eXperience with such committees. There has been a dearth Of information from the citizens, themselves, regarding their Characteristics and perceptions. It is fortunate that Floyd McKinney has undertaken a study to get at such information. Knowing of the interest of the staff members in your school and of the citizens whom it serves, I heartily support Mr. McKinney's request for COOperation to Obtain these important data. Your assistance will be of help not just to him but to all schools desirous Of more effectively involving citizens in their communities. Sincerely, Harold M. Byram Project Leader 346 TM mm m Sod.“ m.mm: .7. mm ”I.“ scams. 8.88.. 70. or m UM” s-eau roe 0' ‘0'“ 8-4.” I! Alt-I. museum. ummn salon scum soml APPENDIX F SUPERINTENDENTS COVER LETTER FOR FIRST MAILING CORUNNA PUBLIC SCHOOLS CORUNNA. MICHIGAN 48817 R. E. DENNIS. summmommr 743-3016 (lulu come It?) IL“ ”(VII ELI-MARY ICNOOL 7.8.4... LOU.“ mecca MINTAIV SCHOOL 7.8-4“. NILLII emu WINTA" ICNOOL vumom. IICNICAI — ”MID III-400‘ III-Y ILIIINTAIV SCHOOL 7“-““ RICHARD J. CLARK murmur sunnmnuocu'r msnucnom res-sous Our school has been privileged to have you working in connection with one of our vocational citizens advisory committees. an important link between the school and the community. work and trust your efforts will continue. These committees have provided We are proud of your I am sure that it is a mutual de- sire between us and other committee and school personnel that the operation and function of the vocational citizens committees can continue to improve. Our school has been offered an opportunity to participate in a study which attempts to discover the opinions of different groups concerning vocational citizens advisory committees. The results of this study should be helpful to us and others engaged in and interested in citizens committee work. The com- pletion of the enclosed questionnaire will take 15 - 20 minutes of your time. Please complete the questionnaire and return it in the enclosed envelope. I have been assured that all information will be confidential and that the data will be handled in such a way that responding individuals, groups, or schools cannot be identified. Your coOperation is important and will be most appreciated. Sincerely, (.6, AKIN R. E. Dennis, Superintendent Corunna Public Schools 347 APPENDIX G SUBSIDIARY COVER LETTER FOR FIRST MAILING VOCATIONAL CITIZENS ADVISORY COMMITTEE STUDY 240 Erickson Hall 517/353-5140 Michigan State University East Lansing, Michigan 48823 October 21, 1968 Because you are privileged to be working with the Lansing School System's vocational citizens advisory committees you have been selected to participate in an advisory committee study. These committees pro- vide an important link between the school and community and I know you are proud to be a part Of this effort. You, along with citizen committee members in several other Mich- igan schools, are being Offered an Opportunity to participate in a study which attempts to discover the opinions Of different groups con- cerning vocational citizens advisory committees. The results of this study will be helpful to those engaged in and interested in citizens committee work. The completion of the enclosed questionnaire will take 15-20 minutes of your time. I assure you that all information will be confidential and that the data will be handled in such a way that re- sponding individuals, groups, or schools cannot be identified. Your cooperation is important and will be most appreciated. Sincerely, Floyd L. McKinney Project Director 348 APPENDIX H APPRECIATION CARD Your cooperation in completing and returning this questionnaire is sincerely appreciated. .We assure you that all information will be confidential and that the data will be handled in such a way that responding individuals, groups, or schools can not be identified. 349 APPENDIX I FIRST FOLLOW-UP CARD We deeply appreciate your participation in the Vocational Citizens Advisory Committee Study. NO one else can give us the insights and experience which you have--and which we need. If your questionnaire is already in the mail, thank you for your help. If not, could you mail it today? 350 APPENDIX I-l SUBSIDIARY FOLLOW-UP CARD I wish to urge you again to complete and return the Vocational Citizens Advisory Committee Questionnaire. This study is important and promises to provide helpful information regarding vocational education advisory committees. If your questionnaire has been mailed, thank you for your COOperation. If not, I h0pe you will find time to complete and mail the questionnaire as soon as possible. Project Director 351 APPENDIX J SECOND FOLLOW-UP LETTER VOCATIONAL CITIZENS ADVISORY COMMITTEE STUDY 240 Erickson Hall 517/353-5140 Michigan State University East Lansing, Michigan 48823 Because of your work with vocational citizens advisory committees you were selected to participate in a study of the functions and operations of is to In we advisory committees. We need your answers to our questions. This an opportunity for you to make a direct and constructive contribution improving the use of advisory committees. the event you have misplaced the questionnaire we sent to you earlier, are enclosing another copy. Please return it as soon as possible. Thank you for your time and effort. Yours sincerely, Floyd L. McKinney Vocational Citizens Advisory Committee Study P.S. All information reported will be treated as confidential. 352 APPENDIX K FINAL FOLLOW-UP CARD Mr. Floyd McKinney Of the Vocational Citizens Advisory Committee Study has informed me that your questionnaire has not been received. I wish to urge you again to complete and return the questionnaire. This study is important to us and others and promises to provide helpful information regarding vocational education advisory committees. If your questionnaire has been mailed, thank you for your COOperation. If not, I hOpe you will find time to complete and mail the questionnaire as soon as possible. 353 APPENDIX L SCHOOLS INCLUDED IN THE POPULATION Benton.Harbor Corunna Fremont Hillsdale Lansing Niles 355 APPENDIX M PANEL OF JURORS Dr. Harold M. Byram Professor of Education College of Education Michigan State University East Lansing, Michigan Dr. Beverly Crabtree Coordinator Home Economics Education University of Missouri Columbia, Missouri Dr. H. M. Hamlin Special Consultant Center for Occupational Education North Carolina State University Raleigh, North Carolina Mr. Harold Matthews Dean Vocational-Technical Education Jackson Community College Jackson, Michigan Dr. Ralph Wenrich Professor of Education School of Education University Of Michigan Ann.Arbor, Michigan Mr. Paul Wollam Superintendent Cassopolis Public Schools CassOpolis, Michigan 356 APPENDIX N QUESTIONNAIRE ITEMS GROUPED ACCORDING TO AREAS Committee Member Selection 16, 20, 25, 27, 32, 59, 61, 65, and 69. Committee Organization 10, 11, 12, 13, 15, 64, 66, 67, 68, 70, 33, 35, 38, 43, 45, 49, 52, 56, 19, 24, 28, 31, 42, 48, 53, 55, and 71. Committee Member Orientation and Information Processes 9, 14, 17, 22, 29, 40, 51, 58, 62, and 63. Committee Functions 18, 21, 23, 26. 30. 50, 54, 57, and 60. 34, 36, 37, 39, 41, 44, 46, 47, 357 "'IIIILIIIIIIIIII[IIIIIIIIIIIIIIIIIIIES