A STUDY OF SELECTED FACTORS
' RELATING TO COLLEGE ENROLLMENT OF PUBLIC

HIGH SCHOOL GRADUATES WITHIN 7
SIX MONTHS AFTER GRADUATION

 

:3 I TheslsTorIIw Degree .oI- Ed. D.
' MICHIGAN STATE UNIVERSITY
Ferris N. Crawford

' 196-0

 

 

   

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thesis entitled
A Stuck! of Selected Factors
Relating to College Enrollment of Public
High School Graduates Within
Six Months After Graduation

presented by

Ferris N . Crawford

has been accepted towards‘fulfillment
of the requirements 'for

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A STUDY OF SEIEC'ED FACTORS RELATING TO OOHEGE
ENROLIHENT OF PUBLIC HIGH SCHOOL GRADUA‘ES
WITHIN SIX MONTHS AFTER GRADUATION

BY

I

Ferris N}: "Crawford

AN ABSTRACT

Submitted to the School of Advanced Graduate Studies of
Michigan State University of Agriculture and Applied
Science in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
College of Education
1960

Append

 

Ferris N. Crawford AN ABSTRACT

The problem of this study was to (8.) determine certain factors
that night be predictive . in a school district operating a comunity
college . of the total number of boys and girls who could be expected
to enroll initially in some college within six months after their
graduation from the public high schools of the district and to (b)
determine certain factors that might be predictive of the number
and kinds of students who could be expected to enroll initially
in each of the various available types of colleges , located within
and outside the district.

Data for the study were obtained from questionnaires completed
by twelfth grade students prior to graduation m. high school, ques-
tionnaires completed by parents about the activities of the high
school graduates within six months after their graduation from high
school , and records concerning the backgrounds of the graduates
maintained by the School District of the City of Grand Rapids. Of
a total graduating papulation of 1,220 students, 850 cases were
used in the study. This sample was tested for representativeness
to account for the possibility of errors in the results due to bias.

Ten twpotheses were established for the stuth. These were
expressed in terms of relationships between backgrounds , expressed
intentions , plans for college and actual enrolling in college within
six months after graduation from high school. Nine of the ten hypoth-

eses were found to be valid.

The findings of the study indicate that there is a relationship
between certain factors concerning high school graduates, from.publio
high schools in a school district operating a community college, and
the initial enrollment of these graduates in some college within six
months following their graduation. These factors include sex, courses
of study pursued in high school, greater educational attainment levels
of parents, higher scholastic achievement ranking in high school,
degrees of expressed certainty of attending college, plans made for
college enrollment, and.occupations of the heads of households.

Also, the findings indicate that a relationship exists between
two of the aforementioned factors and the enrollment of these grad-
uates in the several types of colleges. These factors include sex
and scholastic attainment level in high school.

Results of this study should be of interest and.use to high
school counselors, planners of community colleges, and educators in

general.

A STUDY OF SELECTED FACTORS RELATING TO COLLEGE
ENROLLMENT OF PUBLIC HIGH SCHOOL GRADUAES
WITHIN SIX MONTHS AF‘ER GRADUATION

By

\ I

Ferris N3 Crawford

A THESIS

Submitted to the School of Advanced Graduate Studies of
Michigan State University of Agriculture and Applied
Science in partial fulfillment of the requirements
for the degree of

moron 01" EDUCATION

College of Education

1960

 

a ma}
0/“2/ If f

ACKNOWLEDGMENTS

The writer wishes to express his great appreciation
and sincere thanks to Dr. Stanley Becker, chairman of his
guidance committee, for his time-consuming assistance and
encouragement.

He is also greatly indebted.to Dr.‘WilliamtRoe,
Dr. Carl Gross, and.Dr. John Useem, members of the commit-
tee, for their interest and helpful suggestions.

In addition, the writer also wishes to express his
thanks to Dr. John Jamrich, Director of the Study of the
Needs for a Foureyear College in Grand.Rapids, and.the
principals and other administrative personnel of the
School District of the City of Grand.Rapids, for furniSh-
ing a large share of the background data used in this
study. Without these data, the study could not have
been completed.

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TABLE OF CONTENTS

CHAPTER

I.

III.

INTRODUCTION.............................................
Statement of the Problem............................
Need for the Study..................................
Hypotheses..........................................
Assumptions.........................................
Delimitations.......................................
Definition of Terms.................................

REVIEW’OF RELATED RESEARCH AND LITERATURE................

RESEARCH DESIGN ANDIMETHODOLOGY USED IN STUDY............
Source of Data......................................
Methodology.........................................

Dats.Classification and.Tabulation.............
Examination and Tests for Random and

Bias Errors..................................
Statistical Method of Testing Hypotheses.......

Weoooooooooooooooooooooooooooooooooooooooosooo
ESTHGFOR 8mmSWIEOOOOOOOOOOOOOOOOOO000000Cooo.

ANALYSIS OF DATA AND TESTING OF HIPOTHESES...............
SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER

PAGE

10
11
12
16
32
32
37
37

Emmooooooooooooooooooooooooooooooooooooooooooooooo 116

i

CHAPTER PAGE
SWO...OOOOOOOOOOOOOOOOOOOOOOOOO000.000.0000.... 116
conCIuSionSOOOO..00....000000000..O...0.0.0.0....0.. 118

Implications for Further Research................... 129
BDLIWHOOOOOOOOOOOOOOOOOO0.0000.00.00.0.6.0.0...0.0.0.0.... 131

APPENDIXQoooooooooo.oooooooooooooeoooooooooooooooooooooooooooooo 13“

ii

IIIH.

III F.

LIST OF TABIES

Summary of Responses to Questionnaires in the City
or Grad RameOOOOOOOOOOOOOOO0.0000000000000000.000

Distribution, by Total of Both Sexes, of the Number
of Graduates from Each Public High School and the
Number of Hatched Responses Concerning These
Graduates................................... ...... ...

Distribution, by Male Sex, of the Number of Halo
Graduates from Each Public High School and the
Number of Hatched Responses, Graduates and Their
Parents, Concerning These Graduates..................

Distribution, by Female Sex, of the Number of
Graduates from Each Public High School and the
Number of Females from Each Public High School
About When Hatched Responses Were Received. . . . . . . . . . .

Distribution , by Male Sex , of Hatched Sample and
Telephoned Sample in Terms of Attending and Not
Attending College Within Six Months After Gradua-
tion from High School................................

Distribution , by Female Sex, of Hatched Sample and
Telephonod Sample in Terms of Attending and Not
Attending College Within Six Months After Gradua-
tion {’0' High W10...0000000000..000.000.000.000.

Distribution, by Male Sex, of the Number and Per-
centage of Graduates of the Public High Schools
of the City of Grand Rapids Who Had Achieved Each
of the Ten Scholastic Achievement Rankings and the
Number and Percentage of These Same Graduatos'in
the Hatched Sample Who Achieved Each of These
8“ W‘.OOOOOOOOOOOOOOOOOOO....OOOOOOOOOOOQOOOOO

iii

PAW

36

50

52

 

 

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voo-

a...

 

LIST OF TABLES - Continued

TASTE

IVF.

VIII .

PAE

Distribution, by Female Sex, of the Number and Per-
centage of Graduates of the Public High Schools of
the City of Grand Rapids Who Had Achieved Each of
the Ten Scholastic Achievement Rankings and the
Number and Percentage of These Same Graduates in
the Hatched Sample Who Achieved Each of These Same

Ranklngs.‘................ooououu...“”noun...

Comparison, by Sex, of the Graduates of the Public
High Schools of the City of Grand Rapids in Terms
of Enrolling. ananot Enrolling in College Within
Sh Months Mt” wanting“ in June, 1959.8"..suo.

Comparison, on the Bases of the Courses of Study
Pursued While in High School, of the Number and
Percentage of Male Graduates Who Enrolled and Who
Did Not Enroll in College Within Six Months Fol-
lowing Their Graduation in June, 1959 from the
Public High Schools of the City of Grand Rapids... . .

Comparison, on the Bases of the Courses of Study
Pursued While in High School , of the Number and
Percentage of Female Graduates Who Enrolled and
Who Did Not Enroll in College Within Six Months
Following Their Graduation in June , 1959 from the
Public High Schools of the City of Grand Rapids. . . . .

Comparison, on the Bases of the Courses of Stuw
Pursued While in High School, of the Number and
Percentage of All Graduates, Both Males and Females,
Who Enrolled and Who Did Not Enroll in College With-
in Six Months Following Their Graduation in J unc ,
1959 from the Public High Schools of the City of
Grand R‘pidsoo0000....OOOOOOOOOOOOOOOOOO0.0.0.000...

Comparison, on the Bases of the Highest Educational
Attainment Level of Either Parent. of the Number
and Percentage of Halo Graduates Who Enrolled in
College Within Six Months Following Their Gradua-
tion in J une , 1959 from the Public High Schools of
th. City a: Grand 38.13163...”......u...o.....u..u

iv

65

67

70

72

 

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LIST or warns - Continued

TABLE

I.

III.

XIII.

Comparison, on the Bases of the Highest Educational
Attainment level of Either Parent , of the Number and
Percentage of Female Graduates Who Enrolled in Col-
lege Within Six Months Following Their Graduation in
June, 1959 Iron the Public High Schools of the City
at Grad R‘pidsOOOOO...000.00.000.00.........OOOOOOOO

Comparison, on the Bases of the Highest Educational
Attainment Level of Either Parent, of the Number and
Percentage of These of Both Sexes Who Enrolled in
College Within Six Months Following Their Graduation
in June, 1959, from the Public High Schools of the
City of Grand Rapidaeeeeeeeeeeoooooo.......oeeeeoeeeo

Comparison, on the Bases of Their Scholastic Achieve-
nent Ranks at the End of Their Program in High
School, of the Number and Percentage of Males in
Bad! Rank Who Enrolled in College Within Six Months
Following Their Graduation in June , 1959 iron the
Public High SCMIS '0: t1). City Of Grmd Rapids. e e e e e

Comparison, on the Bases of Their Scholastic Achieve-
ment Ranks at the End of Their Progam in High
School, of the Number and Percentage of Females in
Each Rank Who Enrolled in College Within Six Months
Following Their Graduation in June , 1959 from the
Public High Schools of the City of Grand Rapids......

Conparison, on the Bases of Their Scholastic Achieve-
ment Ranks at the End of Their Program in High
School, of the Number and Percentage of Graduates in
Each Rank Who Enrolled in College Within Six Months
Following Their Graduation in June , 1959 from the
Public High Schools of the City of Grand Rapids.... . .

Comparison, on the Bases of the Degrees of Certainty
of Attending College as Expressed Prior to Gradua-
tion by Nelfth Grade Students of the Public Schools
of the City of Grand Rapids, of the Number and Per-
oentage of Male Graduates in Each Category Who En-
rolled in College with the Number and Percentage of
Male Graduates in Each Category Who Did Not Enroll
in College Within Six Months After Graduation.....‘...

PAGE

75

80

82

LIST OF TABLES - Continued

TABIE

XVI.

XVII.

XVIII.

Comparison, on the Bases of the Degrees of Certainty
of Attending College as Expressed Prior to Gradua-
tion by Twelfth Grade Students of the Public Schools
of the City of Grand Rapids, of the Number and Per-
centage of Female Graduates in Each Category Who
Enrolled in College with the Number and Percentage
of Female Graduates in Each Category Who Did Not En-
roll in College Within Six Months After Graduation. . .

Comparison, on the Bases of the Degrees of Certainty
of Continuing with Specialised Training or College
Work as Expressed Prior to Graduation by Twelfth
Grade Students of the Public High Schools of the
0113 of Grand Rapids , of the Number and Percentage
of Both Sexes in Each Category Who Enrolled in Col-
lege with the Number and Percentage of Both Sexes
in Each Category Who Did Not Enroll in College
Within Six Months After Graduation...................

Comparison, on the Bases of the Extent to Which Plans
Had Been Made Prior to High School Graduation for
Enrolling in College, of the Number and Percentage
of Male Graduates Who Enrolled in College with the
Number and Percentage of Male Graduates Who Did Not
Enroll in College Within Six Months Following Their
(h-aduation from the Public High Schools of the
City Of Grand Rapids in June, 1959oeoeeeeeeeeeoeeoeee

Comparison, on the Bases of the Extent to Which Plans
Had Been Made Prior to High School Graduation for
Enrolling in College, or the Number and Percentage
of Female Graduates Who Enrolled in College with
the Number and Percentage of Female Graduates Who
Did Not Enroll in College Within Six Months Follow-
ing Their Graduation from the Public High Schools
of the City Of Grand Rapl‘lin June, 1959eeeee000eooe

Comparison, on the Bases of the Extent to Which Plans
Had Been Made Prior to High School Graduation for
Enrolling in College, of the Number and Percentage
of Both Sexes Who Enrolled in College with the
Number and Percentage of Both Sexes Who Did Not
Enroll in College Within Six Months Following Their
Graduation from the Public High Schools of the City
of “and R‘pid’ in 1959eeeeeeoeeeeeeeeeeeeeeeeeeeeeee

PAGE

83

85

87

89

91

 

 

LIST OF TABIES - Continued
TABIE PAGE

XVI. Comparison, on the Bases of the Degrees of Certainty
of Attending College as Expressed Prior to Gradua-
tion by Twelfth Grade Students of the Public Schools
of the City of Grand Rapids, of the Number and Per-
contage of Female Graduates in Each Category Who
Enrolled in College with the Number and Percentage
of Female Graduates in Each Category Who Did Not En-
roll in College Within Six Months After Graduation. . . 83

XVII. Comparison, on the Bases of the Degrees of Certainty
of Continuing with Specialized Training or College
Work as Expressed Prior to Graduation by Twelfth
Grade Students of the Public High Schools of the
City of Grand Rapids, of the Number and Percentage
of Both Sexes in Each Category Who Enrolled in Col-
lege with the Number and Percentage of Both Sexes
in Each Category Who Did Not Enroll in College
Within Six Months After Graduation................... 85

XVIII. Comparison, on the Bases of the Extent to Which Plans

Had Been Made Prior to High School Graduation for
Enrolling in College, of the Number and Percentage

of Male Graduates Who Enrolled in College with the
Number and Percentage of Male Graduates Who Did Not
Enroll in College Within Six Months Following Their
Graduation from the Public High Schools of the

City Of Grand Rapids in June, 1959oeeeeeeeeeeeeeeeeee 87

XIX. Comparison, on the Bases of the Extent to Which Plans
Had Been Made Prior to High School Graduation for
Enrolling in College, of the Number and Percentage
of Female Graduates Who Enrolled in College with
the Number and Percentage of Female Graduates Who
Did Not Enroll in College Within Six Months Follow-
ing Their Graduation from the Public High Schools
of the City of Grand Rapids-in June, 1959............ 89

XX. Comparison, on the Bases of the Extent to Which Plans
Had Been Made Prior to High School Graduation for
Enrolling in College , of the Number and Percentage
of Both Sexes Who Enrolled in College with the
Number and Percentage of Both Sexes Who Did Not
Enroll in College Within Six Months Following Their
Graduation from the Public High Schools of the City
of “and Mid! 1n 1959eeeeeooeeeeeeeoeeeeeeeeeeoeeee 91

’\

Q

‘17--

e

 

voa

LIST OF TABLES - Continued

TABLE
XXI.

XXVI.

PAGE

Comparison, on the Bases of the Occupations of the

Heads of the Households, of the Number and Percent-

age of Male Graduates Who Enrolled in College with

the Number and Percentage of Male Graduates Who Did
Not.Enroll in College Within Six.Menths After Grad»
nation from the Public High Schools of the City of

Grand MidsinJm' 19590000000000.0000.0.0.0000.0. 93

Comparison, on the Bases of the Occupations of the

Heads of the Households, of the Number and Percent-

age of Female Graduates Who Enrolled in College with

the Number and.Percentage of Female Graduates Who
Did.Not Enroll in College Within Six.Months After
Graduation from the Public High Schools of the City

or Wand Rapid‘ in J‘me’ 195900eeeeeeeeoeeeooOOOOO‘OOi. 95

Comparison, on the Bases of the Occupations of the

Heads of the Households, of the Number and.Per-

contage of A11 Graduates Who Enrolled in College

with the Number and.Percentage of All Graduates

Who Did.Not Enroll in College Within Six Months

After Graduation from the Public High Schools of

tha 01W 0: Grand R‘pid‘ in June, 1959eeeeoeeeeeeeoee 9?

Comparison, on the Basis of Sex, of the Number and.Per-

oentage of Graduates Who Enrolled.in the Local Com-
munity College, Who Enrolled in Either of the Two

Local Private Foureyear Colleges, and.Who Enrolled

in Colleges Elsewhere Within Six Months After Grade
nation from.the Public High Schools of the City of

Grand Rapids 1“ June, 1960eeeoeeeoo.eeoeeeeeeeeeeeeoe 99

Comparison, on the Bases of Three Scholastic Attain—

ment Groupings of the Males Enrolling in Some Col-

lege, of the Number and Percentage of Those Who

Enrolled in the Several Kinds of Colleges Within

Six Months After Graduation from the Public High

Schools of the City of Grand.Rapids in June, 1959.... 102

Comparison, on the Bases of Three Scholastic Attain-

ment Groupings of the Females Enrolling in Some

College, of the Number and Percentage of Those Who
Enrolled in the Several Kinds of Colleges Within
Six.Months After Graduation from the Public High

Schools of the City of Grand Rapids in June, 1959.... lot

vii

 

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tab‘evwa'-.vaa..........
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p-a.-..q“~-eee .
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LIST OF TABLES - Continued
TABLE PAGE

XXVII. Comparison, on the Bases of Three Scholastic Attain-
ment Groupings othll of the Graduates Enrolling in
Some College, of the Number and.Percentage of Those
Who Enrolled in the Several Kinds of Colleges'With-
in Six Months After Graduation from the Public High
Schools of the City of Grand Rapids in June, 1959.... 106

XXVIII. Comparison, on the Bases of Courses of Study Pursued
in High School‘by Males Enrolling in Some College,
of the Number and.Percentage of Those Who Enrolled
in the Several Kinds of Colleges Within Six Months
After Graduation from the Public High Schools of
the City of Grand.Rapids in June, l959............... 110

XXIX. Comparison, on the Bases of Courses of Study Pursued
in High School by Females Enrolling in Some Col-
lege, of the Number and Percentage of Those Who
Enrolled in the Several Kinds of Colleges Within
Six Months After Graduation from the Public High
Schools of the City of Grand Rapids in June, 1959.... 112

XXX. Comparison, on the Bases of Courses of Study Pursued
in High School by.A11 Graduates Enrolling in Some
College, of the Number and Percentage of Those Who
Enrolled in the Several Kinds of Colleges Within
SiijOnths After Graduation from the Public High
Schools of the City of Grand Rapids, in June, 1959... ll“

viii

 

 

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CHAPTER I

INTRODUCTION

For almost a decade, the writer has been employed by the State of
Michigan, as a part of his assignment, to assist the Superintendent of
Public Instruction in the provision of advisory and consultative serv-
ices to local communities for the establishment and development of
collegiate level institutions. These institutions, besides those which
are legally termed community colleges, have included state-controlled
degree-granting institutions, privately-controlled junior and degree-
granting colleges, privately-controlled professional institutions, and
privately-controlled technical and semi-professional institutions.

In every instance, the planners of these institutions have been
confronted with the problem of estimating the numbers and kinds of stu-
dents that the institutions would eventually attract. They have realized
that only with this Knowledge can they proceed with tho problems of
planning educational programs, computing the costs of operation, and
constructing physical facilities.

Since attendance in any college or university is voluntary for
those in Michigan beyond sixteen years of age, the question of how many
and what kinds of students will attend a particular institution has been
a'baffling one. Certainly the potential enrollees would seem to be in-

fluenced in their decisions by a number of factors. Some of these might

 

 

 

 

include: (a) financial costs for fees, tuition, board, and travel;
(b) distances of the institution from their homes; (0) admissions
policies of the institution; (d) Programs pursued in the secondary
school; (e) reputation of the institution; (f) types of educational
programs offered or to be offered by the institution; (g) attitudes
of the parents and students toward college education.

The writer has been intrigued with the idea of exploring for pre-
dictive factors in initial college attendance when certain other poten-
tially influencing factors are kept constant. This seems to be possible
in a community in which a public community college is located. Fer a
public community college provides collegiate level education at a low
or nominal cost to the student. It is close to the students' homes and
it is non-selective in its admission‘s policy. It usually offers a
program to integrate with each of the four conventional high school
programs and it usually enjoys accreditation status. Thus one could
conclude that it might be possible to identity certain factors predic—
tive of initial college attendance in a community which operates a

public community college.
Statement of the PrOblem

The problem of this study is to (1) determine certain factors that
may be predictive, in a community operating a community college, of the
total numbers of boys and girls who could be expected to enroll initially
in some college or university following their graduation from the public

high schools and to (2) determine certain factors that may be predictive

of the number and'backgrounds of students from that same community who
could be expected to enroll initially in each of the various available

types of colleges and universities.
Need for the Study

The writer has already stated some of his personal interests and
concerns with the problem of this study. But there is little doubt
that this interest has been stimulated and to a large extent created
by the expressions of others.

Russell, in his report to the Michigan Legislative Study Committee
on Higher Education, made several recommendations regarding the estab-
lishment of new collegiate level institutions in various locations
throughout Michigan. Among these recommendations was one for the estab-
lishment of a total of thirty-seven community colleges, twenty-three of
which were listed as being of first priority in urgency and fourteen of
which were listed as being of second priority in importance.1 In addi—
tion, Russell suggested that a study be made to determine the enroll-
ment potential for a state-controlled four-year college to serve the
Grand Rapids area and for a similar one to serve the Saginaw Valley
2

area.

Several local studies are already in progress to determine the

 

1Jonn Dale Rue sell, Final Report .3; , 33 Survey 2; Highgr Education
ig_Michigan, Lansing, Michigan, September, 1958, p. 99.

2Ibici. . pp. 1u1-1u2 .

feasibility of Russell's suggestions. Most of these are for the purpose
of determining the need for community colleges in certain localities.
One of these studies has been completed and of this writing has resulted

in action'by the Michigan Legislature.3

The writer is serving in a
consultative capacity to the former studies. He is indebted to the
latter study for part of the preliminary data used in this thesis.

In 1953. the Michigan Council of State College Presidents initi-
ated a series of studies concerning the institutions which it repre—
sented. One of these studies was an attempt to forecast the number
of students in Michigan who would be seeking higher education by the
end of each fiveqyear interval up to the year 1970.]+ This study was
made for the purpose of bringing the attention of educational planners
to the magnitude of the task with which they would.be faced in the next
decade and a half.

The Council made no attempt to predict enrollments or enrollment
demands for college or university education in specific regions of
Michigan. Nor did it attempt to predict future enrollments in any
specific college or university. The Council stressed the importance

and need for such predictions as well as the limitations in the methods

 

3John x. Jamrich, :A. N_ov_: College, A Report of the Legislature and
Citizens Committee on the Eight-County Study of Higher Education Needs
in Allegan, Barry, Ionia, Kent, Montcalm, Muskegon, Newago, and Ottawa
Counties, Center for the Study of Higher Education, Michigan State
University, December, 1959.

“Population Study Group of Michigan Council of State College
Presidents, Future School gpg College Enrollments,i2’Michigan,
Ann Arbor, Michigan: J. R; Edwards, Publishers, Inc., 195”. p. iii.

which it employed for predicting total state-wide enrollments. It
stated:

Intelligent planning for the institutions of higher education
in Michigan involves use of forecasts of the number of students
who will be enrolled in the schools at various levels in future
years...

All population forecasts are based on particular assumptions
about future social and economic trends. There is no certainty
that these assumptions will continue to be valid. Unexpected
events may reverse presently observed trends. It is certain
that the next two decades will not be exact replicas of the
past two, yet it is reasonable to project the discernible trends
of the recent past, with some modification, into the immediate
future as our best basis for intelligent action...

Speaking from a nationawide viewpoint, the Educational Policies
Commission of the National Education Association has recognized cer-
tain forces influencing attendance as well as non-attendance in insti-
tutions of higher education. In a published report in 195?, the Com-
mission stated:

American youth are pursuing higher education in greater numbers

than ever before. Todays college student body embraces all

economic and cultural levels, sexes, and ethnic groups, as well
as many students from foreign lands. Yet barriers of finance,

minority status, and motivation still progent sizeable numbers

of our able youth from attending college.

The Commission, in a series of statements preceding the summary

statement quoted above, concluded as follows:

Able young people from all economic and cultural levels are

 

5Ibid., p. l.

6Educational Policies Commission, Higher Education.ig‘g Decade
9;;Qggision, National Education Association of the United States and
the American Association of School Administrators, Washington 6, D. C.,
1957: P0 “'1‘

today attending colleges and universities. While high school
graduates whose parents hold managerial or professional jobs
are much more likely than other young people to go to college,
college attendance is by no means restricted to high-income
families. In fact, a great proportion of college students
today come from homes of modest income...Young people who do
not have above-average abilities or who have not experienced
success in their earlier school work are ordinarily not inter-
ested in formal education beyond the high school ..Enrollments
of women students have reached an all-time high.7

Also, in July of 1957, the President's Committee on Education
Beyond the High School issued its Second Report to the President.
Among the six basic premises of the Report was the following:
The needs and demands of individuals and of society in the next
10 to 15 years will require great expansion of the overall capac-
ity of existing colleges and universities and of other post-high
school institutions, with improvement rather than sacrifice of

quality. Greater diversity and acgessibility of educational
opportunities will also be needed.

This latter Committee identified a number of blocks which in-
hibit students from continuing school beyond high school and brought
attention to the fact that several studies have indicated that relation-
ships exist between the occupation of the parents, minority group status,
sex, and income of the family of twelfth grade graduates and their con-
tinuation of schooling beyond high school.9

Thus the aforementioned authorities have indicated that the de-

mand for post-high school education is increasing, not only in Michigan,

 

71bid., pp. 22-24.

8The President‘s Committee on Education Beyond the High School,
Second Report 39 the President, Superintendent of Documents, U. S.
Government Printing Office,'Waslingtan 25, D. C., 1957, ix.

9Ibid.. pp. n2.uu.

but in the entire United States. They have also generalized about
changing patterns in the aspirations of those in the various cultural,
ethnic, and economic groups to seek post-high school education. But

a quantitative measurement of this demand, expressed in statistical
relationships between the various elements of our society, for specific
geographical locations, and at specific times, is not available.

In the field of industry or business, the constructing and locat-
ing of an enterprise previous to a determination of probable "demand"
for its services would.be considered an indefensible gamble. To do the
same for post-high school institutions would be considered equally irre-
sponsible and foolhardy by most citizens. Furthermore, to build an
educational program at a new institution without objectively measuring
the probability of certain kinds of demands could result in a tremendous
waste of human and material resources.

Obviously there are some by-products of a study of this type which
should prove useful to the secondary schools. Insights concerning the
numbers and kinds of students that could be expected to enroll in college
should be invaluable to secondary teachers, curriculum planners, as well
as to guidance and counseling personnel. Certainly better advisements
to secondary school youths could result. To recognize these possible

these as supplementary needs for the study seems to be most proper.
Hypotheses

This study will be concerned with the testing of certain hypotheses

Which, if proven to be valid, Should identify factors which might be

 

predictive of initial college enrollments in a school district operating

a community college and should be indicative of the number and kinds of

students from that same district who could be expected to enroll initial-

ly in the several types or kinds of colleges or universities. These

hypotheses are:

1.

There is a relationship between the §g§ of twelfth grade grad-
uates of the public schools of a school district operating a
community college and the initial enrollment of these grad-
uates in some college within six months following their
graduation.

There is a relationship between the gggg§§_g§,§§gdy pursued,
while in high school, by twelfth grade graduates in the public
schools or a school district operating a community college and
the initial enrollment of these graduates in some college
within six months following their graduation.

There is a relationship between the greater educational attaig~
EEEE.l§I§l.2§.E§§ parents of twelfth grade graduates of the
public schools of a school district operating a community col-
lege and the initial enrollment of these graduates in some
college within six months after graduation.

There is a relationship between the highgg scholastic achieve-
mgnt ranking, gt thg 23g lehi h gghggl, of twelfth grade grad-
uates of the public schools of a school district operating a
community college and the initial enrollment of these graduates

in some college within six months after graduation.

5.

9.

There is a relationship between the m 9; certainty g g2-
;ng o_n_ Q collgge, as expressed prior to graduation by twelfth
grade graduates of the public schools of a school district
operating a community college, and the initial enrollment of
these graduates in some college within six months after gradua-
tion.

There is a relationship between the p_1_a£§_ m £9; collegg
enrollment, by twelfth grade graduates of the public high
schools of a school district operating a community college,
and the initial enrollment of these graduates in some col-
lege within six months after graduation.

There is a relationship between the occupatigns .9_f_ th_e_ M
o_f_ .t_h_e_ households of twelfth grade graduates of the public
high schools of a school district operating a community col-
lege and the initial enrollment of these graduates in some
college within six months after graduation.

There is a relationship, on the basis of sex, between the
graduates who enroll initially in a community, collggg, be-
tween the graduates who enroll initially in priang-ggn-
trollg _fo_ur__-y£a§ collgggswhghg, same distrigt, and
between those who enroll initially in rgsignt, ogllgges 9;

 

various kinds outsigg th_e,district, within six months after

 

graduation from the public high schools of a school district
operating a co-unity college.

There is a relationship, on the basis of scholastic attainment

10

ranking in high school, between the graduates who enroll
initially in a community college, between the graduates who
enroll initially in privately—controlled four-ygar colleges

 

withig Egg ggmg district, and between those who enroll ini-
tially in resident colleges 2; various hing; outside 3h;
district, within six months after graduation from the public
high schools of a school district operating a community
college.

10. There is a relationship, on the basis of courses of study pur-
sued in high school, between the graduates who enroll initial-
ly in a community college, between the graduates who enroll
initially in privately-controlledfl§ggg;yg§§ colleges in the
same district, and between those who enroll initially in
resident colleges 9; various giggg outside the district, with—
in six months after graduation from the public high schools

of a school district operating a community college.
Assumptions

The following basic assumptions serve as theoretical foundations
for the hypotheses established for this study:
1. Twelfth graders in public schools will accurately report factual
infbrmation about themselves and about their families.
2. Twelfth graders in public high schools have conceived intentions
and plans for college enrollment after graduation from high
school and they will accurately report these intentions and

plans.

11

3. Parents will accurately report the facts concerning the activ-
ities in which their children are engaged within six months
after graduation from high school.

Delimitations

This study is limited to the City of Grand Rapids. It will in-
clude only the youth who were enrolled in the twelfth grade in the five
public high schools of that school district in the Spring of 1959 and
who were graduated with a high school diploma in June of that same
year.

Grand Rapids was selected as the locale of this study for several
reasons. First, it is the location of Grand Rapids Junior College. the
oldest community college in Michigan. This institution was established
in 1914. It is fairly representative of the sixteen Michigan community
colleges and is fully accredited by the North Central Association of
Colleges and Secondary Schools as well as the Michigan Commission on
College Accreditation.

Secondly, Grand Rapids has two church-related four-year colleges
located within its boundaries and these institutions also enjoy the
same accreditation status that is enjoyed by Grand Rapids Junior College.
Several proposed locations for new community colleges elsewhere in Mich-
igan have this same combination of institutional offerings.

Thirdly, the total population of the City of Grand Rapids, 176, 515

in 1950 and 175,?hl in 1960,10 seems to be representative of the total

 

100. S. Census Reports, Po ulation Characteristics, 1950, and
Lansing State Journal, May 23, 1 O.

population of the several geographical areas whose authorities are
considering the establishment of community colleges. Also, the occu-
pational distribution of those employed seems to be fairly represent-
ative of these same areas. (See Appendix, p.1h3, of this thesis for
occupational distribution in 1950)

Lastly, the Michigan Legislature, through the provisions of
Act No. 120, of the Public Acts of 1960, has provided for the estab-
lishment of Grand Valley College in Grand Rapids. This is to be a
four—year state-controlled institution offering the baccalaureate de-
gree. The results of this study might identify certain factors which
could be predictive of the numbers that will enroll initially in that
new institution. Also, these results might well be predictive of
I initial enrollments in potential colleges in similar communities under

similar conditions or circumstances.
Definition of Terms

Several terms or phrases used in this study have been assigned
meanings which may be different than those ascribed to them in other
studies or in Good's Dictionary of Education.11 The terms listed
below shall have the following meanings:

Relationship. The probability of one element increasing or de-
creasing in proportion to the second element but the definition does

not imply that this relationship is always quantitative.

 

nCarter v. Good, Dictionagz g Education, New York: McGraw Book
60., Ince, 19590

 

13

Collegg. An institution, usually termed in its name as being a
college or university and empowered to confer degrees, or, in community
or junior colleges, associate titles, and listed in the Educational
Directogz of the United States Office of Education. It usually, but
not in all cases, requires high school graduation as a condition of
admissibility.

Eggggyggg colleges. A college offering a program leading, as a
minimum, to the granting of the bachelor's degree and for which the
aspirant is usually required to attend a minimum of four calendar years.

Community college. A college, in some states termed a public
junior college, operated and controlled by a local board of trustees,
as a part of local government, and empowered to offer collegiate level
education up to two years in length.

Private college. A college controlled and operated.by a non-
governmental body, either as a proprietory or a non-profit institution.

gaggggwggrggggy, A series of subject courses, usually but not
always sequential in content and difficulty, which constitutes an
educational program for an implied or specified purpose.

College preparatogy,gggggg. A course of study designed primarily
to prepare the high school student for meeting admission requirements
established.by some colleges and for successful college work in all
colleges.

General gggggg. A course of study, usually characterized.by
wide samplings from the various discipline and other educational fields,

which, in most high schools in the United States, is designed for students

lk

who plan to terminate their formal education at the end of high school
graduation or for students who are undecided about pursuing formal
education beyond the high school level.

Commercial 9; business course. A course of study designed to

 

prepare the student for technical business occupations such as stenog-
raphy and bookkeeping.

Vgcational course. A course of study with special emphasis on

 

preparing the student for entrance, upon its completion, into the
various trades, industrial work, or agricultural occupations requiring
less than professional skills.

glggg mggg £2; college, Some overt action taken by an individual
which is a part of the usual procedure for obtaining acceptance by a
college for admission to it.

Percentile. One of the values of a variable which divides the
distribution of the variable into one hundred groups having equal
frequency.

Educational attainment level. The leVel or degree of accomplish-

 

 

ment acquired through formal educational processes at an institution of
learning (either public, parochial, or private) and expressed in rela-
tionship to the grade system in American elementary and high schools
and the degree granting system in American colleges and universities.

High school scholastic_achievementhrank., The relationship of

 

an individual's scholastic achievement, usually expressed as an arith—
metical mean of grades assigned by teachers to designate scholastic

accomplishments in subjects pursued in high school, to the scholastic

15
achievement of other members of the graduation class.
'Summary

This chapter has set forth the prOblem of the study, the pur-
poses and need for the study, the hypotheses to be tested, the basic
assumptions, the delimitations, and the definition of terms used in
the study. The ensuing chapters will deal with the review of related
research, research and methodology of the study, tests for biases in
the sampling, analyses of data and testing of hypotheses, conclusions,
recommendations, and implications for further research.

Chapter II, which follows, describes several studies that have
been made throughout the United States which are similar or related

to the approach taken in this study.

CHAPTER II
REVIEW OF RELATED RESEARCH AND LITERATURE

A survey of the literature revealed several studies which were
concerned, directly and indirectly, with factors similar to those of
this study. Some of these studies were based on samplings of the
entire population of the United States. Most dealt with samplings of
the population of a specific region or college. But no published
account of a study was discovered which was concerned with all of the
elements or the geographical locale of this study.

Because the related research studies seem to differ in purpose
and scope, they have been classified into four categories. These
categories are: (1) relationships between background factors of high
school graduates and the actual enrollment of these graduates in col-
lege, (2) relationships between background factors and aspirations and
plans of high school seniors for further education, (3) parents' expe(~
tations for a college education for their children and their expecta~
tions concerning costs of such education, and (u) proportions of college
age youth attending school and predictions of future college enrollments
in Michigan.

Relationships Between gagggggggg Factors_g§_fligh Sehggl Graduates

29,9 my; m W in; C 11 . The most recent of the four

17

studies found in this category was made in 1958 by wagner, qule, and
Fisher.1 ‘Wagner and his colleagues studied the background of 532
Catholic and non-Catholic students who were enrolled, in the Fall of
1958, in a medium-sized university with a relatively balanced liberal
arts and science program. This group of students included 222 Catholic
students and 310 non-Catholic students. The primary purpose of this
study was to determine if there were any significant differences between
selected elements in the backgrounds of Catholic students and those of
non~Catholic students. The following are summary statements of some of
the findings of this study:

Two-thirds of the Catholic students represented a first college
generation or, the parents of two-thirds of the Catholic stu-
dents did not belong to that middlemaged Catholic minority

who received a college degree. These backgrounds were approx-
imately reversed.for non-Catholic students.

Families of Catholic students were relative newcomers on the
American scene, the majority of whom came from southern and
eastern Europe between 1880 and 1920.

30 percent of the Catholic students were children of white-
collar and manual workers while only lh percent of non-Catholic
students were children of such workers in spite of the fact
that they were attending a private university with rather

high tuition charges.

5#.5 percent of the Catholic students were children of fathers
who were businessmen or professionals while 73 percent of the
non-Catholic fathers were businessmen or professionals.

Catholic students attended the university for the same kinds
of purposes as non-Catholic students of certainty of attend-
ing college.

 

laeimut H. Wagner, Kathryn Doyle , and Victor Fisher, "Religious
Background and Higher Education,“ American Sociological Review, Vol. 2#,
December. 1959. PP. 852-856.

18

In 1955, a study of background factors relating, not onLy to col-
lege plans, but to college enrollment among high school graduates was
conducted.by the Educational Testing Service. It was partially under
the auspices of the College Entrance Examination Board and was sup-
ported financially by the National Science Foundation.2 French and
his colleagues, using a selected nation-wide sample of 35,000 twelfth
grade students from 516 representative public high schools, analyzed
the underlying factors that might pertain to a claim'hy many authori-
ties that only half of the students who have the ability to perform
college work actually enroll in college. A sub-sample of this original
group, made up of 3,103 boys and 3,266 girls from 516 public high
schools, was used to determine the extent to which the students carried
out their intentions to enroll or to not enroll in college. Among the
many findings of this study were the following conclusions:

The percentage of students planning to go to college decreases

directly with ability level for students in all background.and

experience categories.

Professional occupation and the extent of formal education of
the father is positively related to college plans.

Attendance in small schools is associated with a lower prob-
ability of college plans. Regions of the country, on the
other hand, has little or no relationship to plans.

Good grades in high school have a particularily high relation-
ship with plans fOr college.

 

2John'W'. French, M. Clemens Johnson, wm. G. Mollenkopf, Glen
Stice, "Background factors Relating to College Plans and College
Enrollment Among Public High School Students," Educational Testing
Service, Princeton, New Jersey, April, 1957.

 

19

The high school programs in which the students are enrolled
do not closely match plans to attend or to not attend college.

Thirty-six percent of the boys and twenty-seven percent of the
girls enroll in college in the fall following their senior
year in high school.

The number of "slips" between expressed intentions of enrolling
in college and actual college attendance is considerable. Only
sixty-five percent who plan to attend college actually enroll
in college; seven percent of those who do not plan to enroll

in college go to college anyway.

Factors that relate to college attendance more closely than ex-
pressed plans are: professional nature of father's occupation,
extent of father's education, number of friends going to college,
class standing, high school program, proportion of college ex-
penses which the family is able to pay, professional aSpirations,
and academic reasons for college attendance.

Of the high school seniors with high grades, 7 to 10 deciles in
scholastic achievement rank, only sixty-six percent of the boys
and forty-three percent of the girls actually enroll in college
during the following fall.

Over thirty percent of the high-scoring boys in non-college

programs (commercial, vocational, or general courses in high

school) actually enroll in college following their graduation.

A projection of the sample on the total nation-wide twelfth

grade population (Spring of 1956) indicates that 150,000 high

ability students will not attend college the following fall

because of lack of adequate finances.

In 1951, Porter3 studied selected.background information of 100
boys from two suburban high schools in Pennsylvania. Six months later,

he followed up 92 of the boys to determine the relationship between

vocational preferences and vocational plans prior to graduation and

 

3J. Richard Porter, "Vocational Plans and Preferences of High
School Senior Boys in Relation to Mental Ability, Emotional Adjustment,
and Prestige Level of Father's Occupation," Unpublished doctoral thesis,
University of PittSburg, PittSburg, Pennsylvania, 1951.

20

their activities six months after graduation from high school. The
following seven conclusions are among those drawn by Porter:

Two variables, mental ability and father's occupation, are both
significantly related to vocational plan, and the father's
occupation has the greatest strength of relationship.

Emotional adjustment, measured by a single index, is not found
to be significantly related to vocational plans.

There is a high consistency between what high school senior
boys prefer to do, what they plan to do, and what they actually
begin to do six months later.

A large proportion of high school senior boys make fairly def-
inite vocational plans and actually follow those plans after
they graduate.

Vocational plan is a more stable variable than vocational pref~
erence and provides a better indication of what the person will
actually do.

As a group, high school senior boys select a wide range of occu-
pations, their selection show considerable variation as to the
prestige level of the occupations, and their planned occupations
are not on a higher average prestige level than those of their
fathers.

The results showed 53 percent of the boys planned occupations
consistent with the prestige level of their fathers1| occupa-
tions, 22 percent made plans at a higher prestige level, and
25 percent made plans at a lower prestige level than their
fathers.

In 1950, White“ made a study of 1,053 high school students from

37 different high schools in Ohio. Using the methods developed'by

Professor W3 Lloyd warner5 and his associates to determine the social

 

“R. Clyde White, "Future Demand for Admissions to College: How
Many and Who?," College EEQ University, Vol. 29, No. l, October, 1953,
PP» 5-13-

ggggggisz, New Haven, Connecticut: Yale University Press, l9h1, pp.
81-91 0

 

21

class position of a family in a community, the social position to
which each of the graduates belonged.was determined. During the
following year, the high schools were again surveyed to determine
who went to college and who did not go to college. The following is
a summary of the significant findings of White's study:

Of the young people who graduate from high school, 92 percent of
the Upper class enroll in college, 66 percent of those in the
Upper Middle class enroll in college, 32 percent of those in the
Lower Middle class enroll in college, 20 percent of those in the
Upper Lower class enroll in college, and 1h percent of those in
the Lower Lower class enroll in college. Ability is not equally
distributed among the five social classes, but the differences

are by no means as great as the differences in proportions who
enroll in college.

Relationships Between Background Factors gng Aspirations and Plans

2; High School Seniors fer Further Education. In 1957, Sewell, Heller,

and Strauss reported the results of a study made in the State of Wis-

cousin to determine "if levels of educational and occupational aspira-
tions of boys and girls are related to social status of their families
when the effects of intelligence are controlled." Using a random sam-
pling of the high school seniors in the entire state, these researchers

made the following observations:

It must be concluded that the apparent effects of social status
on levels of educational and occupational aspiration are not
simply due to the common relationship of these variables to
intelligence, although intelligence is related to both types
of aspirations. This conclusion is specific to non-farm
families.

Because the sample was drawn randomly from a broad population
of high school seniors from the entire State of Wisconsin, and
because the effects of measured intelligence and sex were con-
trolled, the prasent tests lend support to the sociological
claim that values specific to different status positions are
important influences on levels of educational and occupational

aspiration. This does not deny the importance of intelligence
to educational and occupational aspirations, but suggestsothat6
status makes an independent contribution to tnese aspirations.
In the early months of 1956, Grim7 studied the responses of
6,882 students of the tenth and twelfth grades in the public schools
of Macomb and Oakland Counties of Michigan and the reopenses of the
parents of these same students to a series of questions. The questions.
dealt with such matters as aspirations for college, vocational goals,
degrees of expressed certainty of attending college, and family back-
grounds of students including the fathers' occupations and educational
attainment levels. In general, Grim found that there was a high prob-

ability of agreement between the:

students' expressed certainty of going on to college and their
parents' educational aspirational levels for them,

students' expressed vocational goals and their parents' voca-
tional aspirational levels for them,

educational attainment levels of the parents and the educa-
tional goals they hold for their children,

educational attainment levels of the parents and the students‘
expressed desires for education beyond the high school.

 

6William H. Sewell, Archie O. Heller, and Murray A. Strauss,
“Social Status and Educational and Occupational Aspiration," American
W 3332.61. Vol. 22. NO- 1. February. 1957. pp. 72-73.

7Edgar L. Grim, "A Study to Determine the Probability of Rela-
tionships Between the Educational and Vocational Goals of Tenth and
Twelfth Grade Boys and Girls in Oakland and.Macomb County Public High
Schools and the Expressed Educational and Vocational Goals of the
Parents of These Chfiljren," Unpublished doctoral thesis, Michigan
State University, lx57.

:23

In 1951, Samson and Stefflre8 found that children are not inde-
pendent in making their vocational choices. Children, in selecting
their vocational objectives, are influenced.by their parents' occupa—
tions to an extent that these selections are related regardless of
what classifications the parents' job falls into. In the instances of
parents working at a professional or semi-professional level, this lack
of independence is demonstrated by overuselection of professional objecs
tives and underselection of "manual" objectives. In instances when
parents are engaged in jobs which are classified as service or agri-
culture occupations, the children tend to over-select service and
agriculture Objectives and under-select professional Objectives.

In 195“, Slocum9 studied the occupational and educational plans
of high school seniors from farm and non-farm homes. Using a sample of
1,981 high school seniors in the State of Washington, his findings in
regard to educational planning were:

There was a someWhat greater tendency for seniors from urban

areas than for those from rural areas to plan on immediate col-

lege entrance; the proportions were 41 percent and 31 percent
respectively.

The socio-economic level of the family evidently has consider-

able influence on students' evaluation of the desirability of
higher education.

 

8Ruth Samson and Buford Stefflre, "Like Father...Like Son?", The
Personnel and Guidance ggggggl, OctOber, 1952, pp. 37-38.

9W; L. Slocum, "Occupational and Educational Plans of High School
Seniors from Farm and.No:-farm Homes," Pullman, Washington: State
College of Washington, Bulletin 56h, February, 1956.

2h

Nearly all seniors planning to go to college considered them-

selves to be average students or above-average students.

Nearly eight out of each ten of those who expected to go to

college the following year indicated that the most important

reason for such plans was occupational preparation.

In 1951, Kahllo studied the vocational educational aSpirations
of high school boys in relationship to intelligence and family status.
He found that intelligence and family status are highly important
factors in predicting such aspirations. However, Kahl found that boys
of high intelligence in lower middle class homes varied considerable
from the overall pattern. Using a sub-sample of the "working class"
group and.matching an equal number of those planning to go on to col-
lege and those not planning to go on, Kahl concluded:

The interviews disclosed that, although there was a general

way of life which identified the 'common man' class, some mem-

bers were content with that way of life while others were not.

Parents who were discontented tended to train their sons from

the earliest years of grammar school to take school seriously

and use education as the means to climb into the middle class.

Only sons who internalized such values were sufficiently moti-

vated to overcome the obstacles which faced the common boys in

school; only they saw a reason for good school performance and
college aspirations.

Eagents' Egoectations for a College Education £9; Their Children
and Thai; Expectations Concerning Costs. A very recent study and the
only one found in this category was conducted.by Elmo Roper and Associ-

ates for the Education Program of the Ford Foundation.ll During the

 

1

10Joseph A. kédi, "Educational Occupational Aspirations of 'Common
Man' Boys," Harvard fiducational Review, Vol. 23, No. 3, Summer, 1953,

1liElmo Roper and Associates, "Parents' College Plans Study,"
New York, 1959.

25

week of April 5, 1959, Roper made a cross sectional study of the ex-
pectations of 5,000 heads of households from all parts of the United
States. He sampled parents' expectations of the costs of a college
education for their family, and parents' plans to finance these costs.
Among the major results of this study were the following ten findings:

Parents eXpect to send 68 percent of children under eighteen
years of age to college. The percentage is about the same for
girls as it is for boys. It is substantially higher among
persons of above-average economic levels, in smaller families,
and in the very far'west as compared to the remainder of the
country.

Lack of money creates doubts about children going to college but
it is not the only problem. According to parents, a significant
percentage of both boys and girls just "do not want to go to
college" or "they haven't marks which are good enough, accord-
ing to their teachers."

A majority of parents feel that going to college means embarking
on a foureyear course (bachelor's degree course). A majority

of parents indicating a choice expect their children to go to

a state college.

Two-thirds of the parents indicating a choice expect their chil-
dren to live at college for a.year at a cost of $500 more than
the cost of living at home.

The median expense expected per child per year of college attend-
ance is $lh50.

The median total expected cost per family for all children for
all years of college is $10,050, of which the parents expect
to contribute 70 percent or $7,050. The children are expected
to earn $3,000 during their college years.

Parents expect college costs to remain fairly static even up
to 1970. .

Sixty-seven percent of the parents expect to use some form of
savings, #1 percent hope for some type of scholarship, and 29
percent expect ta use current income at the time of college
attendance.

At the present time, 60 percent of the parents expecting to
send a child to college have no savings plan specificialky set

26

up for college expenses. or the remaining #0 percent who have a
savings plan, 2“ percent have such a plan in the form of
insurance.

The median amount saved in 1958 by the #0 percent who have a
savings plan specifically for college was $150.

Preportions gf College Age Youth Attendigg School and Predictions
‘9; Future College Enrollments ig Michigan. In 1954, the Michigan Coun-
cil of State College Presidents published the results of a study in
which it made predictions concerning prdbable school and college enroll-
ments in the State of Michigan for each fiveeyear period from 1955 to
1970.12 Although the projections of the Council are not based on fac-
tors in the backgrounds of high school students, the results of the
study are reported here because it represents a.particular method of
predicting the numbers of students who will enroll in Michigan colleges
and universities ter completing their high school education. The
Council made five varying predictions based on the following five
assumptions:
1. The ratio of total enrollment in Michigan colleges and uni-
versities to the number of 18-24 year old men and women in
the total Michigan population will remain constant at the
1950 level until 1970 (12.5 percent).
2. The ratio of total enrollment in Michigan colleges and uni-
versities to the number of lS-Zb-year old men and women in

the total Michigan population will remain constant at the

 

lzflichiggg Council 9f State College Presidents. op. cit., p. 35.

27

1953 level until 1970 (15.0 percent).

. The ratio of total enrollment in Michigan colleges and uni-

versities to the number of 18-24 year old men and women in
the total Michigan population will increase linearly from
12.5 percent to the non-Veteran ratio existing in New York -
California by 1970 (15.26 percent).

The ratio of total enrollment in Michigan colleges and uni-
versities to the number of 18-2h year old men and women in
the total Michigan population will increase linearly from
12.5 percent to the non-veteran New York — California ratio
of 15.26 percent by 1965 and increase at the same rate until
1970.

The ratio of total enrollment in Michigan colleges and uni»
versities to the number of 18-24 year old men and women in
the total Michigan population will increase linearly to

17.6 percent by 1970 (weighted assumed ”normal" ratio for
California and New York when one half of the veteran enroll-

ment is included).

The Council found that the proportion of college enrollment to

college age population (18-2b years of age) in Michigan rose from 2.8
percent in 1900 to #.2 percent in 1910, to “.6 percent in 1920, to 7.5
percent in 1930, to 9.8 percent in l9h0, and to 10.8 percent in 1950
excluding Veterans or 13.5 percent in 1950 including 50 percent of the

Veterans.13 In accordance with the aforementioned five assumptions,

 

13mm. , p. 33.

the Council predicted that the total enrollments in Michigan's colleges
and universities, public and private, would reach the amounts as indi-
cated below:1h

Prediction Prediction Prediction Prediction Prediction

1 2 3 h 5
1955 81,000 97,000 86,000 87,000 92,000
1960 89,000 106,000 98,000 102,000 113,000
1965 111,000 133,000 130,000 135,000 156,000
1970 139,000 167,000 170,000 180,000 215,000

In 1952, as a phase of a study designed to produce criteria appro-
priate for the establishment of community colleges in Michigan, Fink15
studied the college enrollments from each county in Michigan as well as
college enrollments from each of the larger school districts in Mich-
igan. Using the data from the U. S. Census of l9h0 and the results of
Self Survey Reports filed with the Michigan Superintendent of Public
Instruction, Fink reported the following information which bears some
relationship to the purpose of this study:

In 19fl0, 28.1 percent of the 18 to 20 year old youths of he City

of Grand Rapids and.26.9 percent of the 18 to 20 year old youths

of Kent County were attending school.

On October 15, 1950, 35.83 percent of the 1950 high school grad-
uates of Kent County and 24.h8 percent of the 1950 high school

 

luIbid” p. 35-.

15Russoli Foster Fink, "Some Criteria for the Establishment of
Community Colleges, with Special Reference to Michigan," Unpublished
doctoral thesis, Michigan State University, 1952.

   

29

graduates of the entire State of Michigan were enrolled in col-
lege somewhere.

In addition to the research studies that have been described
in the foregoing pages of this thesis, the literature contains several
publications which seem to be pertinent to the problem of this study.

16

As early'as 1925, Koos described the junior college movement

and its probable effect on post-high school enrollments from a com-
munity in which a junior college might be located. Later, in 19h6,
Koos made some observations about the need for junior colleges in
IMaryland. In his report to the Maryland Commission on Higher Educa-
tion, he stated:
The private foureyear college in this community (Carroll County)
drew only 11 of the l9h0 graduates of this largest high school,
and the total of this high school class who entered an institu-
tion of collegiate grade the following school year was only
12.9 percent-ea proportion only about a fourth as large as the
median shown...for hi h schools in communities with tuition
free junior colleges. I
In l9h8, Conant expressed his viewpoints concerning the chang-
ing attitudes in the American society toward secondary and higher
education.
As public secondary education expanded in the last decades of
the nineteenth centuny and in the first half of the twentieth,
the colleges and universities likewise expanded. Not only

were the applicants more numerous, they were much more hetero~
geneous as to backgrounds and ambitions. Furthermore, the

 

16Leonard‘V. Koos, Egg Junior College Movement, Boston: Ginn and
Company. 1925. p. 135.

17John Dale Russell and Staff for the American Council on
Education, Higher Education ;E_Maryland, washington, D. C., 1946,
p. 292.

30

political, social, and economic development of the United
States vastly altered the day in which the public regarded
education. As the years went by, it became more and more
evident that in our complex industrialized society mere
ability to read and write, added to native wit, was not
enough. ‘Nith the passing of the frontier, the pioneer Spirit
was turned away from new lands toward new industries. And

to manage modern industry requires more than a high school
education--at least for all but the veny exceptional man. 8

In 1950, Bogue wrote the most comprehensive discussion of the
community college movement that had been presented up to that time.
In dealing with the functions of community colleges and their effects
on community life. Bogue stated:

By examination of life situations, of identifiable problems that
need solutions, on national, state, and local levels, we arrive
at conclusions regarding the basic functions of community col-
leges. They are guidencc and counseling for all students and
for the people of the community; general education for all
student: regardless of vocational training, and that on a con-
tinuing basis, for students who will not advance to upper divi-
sion collegiate studies, the further democratization of higher
education by surmounting barriers of geography and family finan-
cial difficulties; the popularization of higher education by
breaking down family traditions and creating greater personal
interest and motivation; adult education and university-parallel
studifg for thoSe students who should continue formal educaa
tion.

In 1952, Williams made this observation:

Universal public education had decreased the role of the family
in training the child, in occupational and technological res
quirements have emplasized formal training; changes in the
economic structure have increased the importance of education
as a means of social mobility. Consequently, we find increased

 

18James Bryant Connnt, Education gala Divided.world, Cambridge,
Massachusetts: Harvard university Press, l9h8, pp. 153-154.

19Jessie Parker Bogus, The Community Collegg, New York: McGraw-
Hill Book Company, 1950, p. 737’

31

pressure to graduate all students from high school, to admit

all high school graduates into college, and to permit college

students to continue in college as long as they wish.

§gmmé;z. This survey of related research and literature seems
to indicate that, since 1950, there has been a considerable amount of
interest in the family, social, economic, and educational backgrounds
of those enrolling or seeking to enroll in college following their
graduation from high school. Interest in these matters undoubtedly
existed during the previous two or three decades but the literature
surveyed fails to reveal it. Possibly the world war during the 1940's
and the economic crisis during the 1930's prevented.research analysts
from attempting to develop any conclusions during those decades. But,
it is highly probable that the seemingly sudden upsurge in the demands
for college admissions has made it imperative that educational plan-
ners, secondary and college level alike, know the source of these
demands and thus develop some bases for predicting the direction of
these in the future.

The ensuing Chapter III describes the research design and meth-

odology used in this study.

 

2oRo‘binM.Williams, Jr., American Socioty. ,g Social
Interpretation, New'York: Alfred A. Knopf, 1952, p. 282.

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY USED IN STUDY
Source of Data

Three primary sources of data were used in this study. These
sources included (a) the twelfth grade graduates in 195? of the
public high schools of the City of Grind Rapids, {b} the yarent: of
these gradua as, and (c) the records of the School District of the
City of Grand Rapids.

The data from the twelfth grade graduates were obtained during
the months of April and May of 1959. Data were obtained through the
use of questionnaires administered with the cooperation of Dr. John
X. Jamrich, Director of the Legislative Committee to Study the Needs
of a Four-Year State—Supported College in the Grand Rapids Area, the
administrative staff of the public school eystem in Grand.fiapids, and
the teachers of the graduates.1 The questionnaire; submitted to the
students were designed to provide information concerning the student's
sex, course of study, expressed certainty of going to college, pl'is
for college or other activities, vocational aspirations, parents'
occupation and formal eilcational level, and attendance or non-attend-

ance of older brothers or sisters in college.

 

1Jamrich, 92, git.

33

Data from parents of the graduates were obtained in December,
1959, through the use of questionnaires mailed directly to them.

These parent questionnaires were designed to provide information
concerning the graduates' attendance or non-attendance in college,
the name and location of the college attended, and the activities
of the graduates if they were not attending college.

Data from the School District of the City of Grand Rapids were
obtained in the late Fall of 1959. These included the name and ad-
dress of each graduate by high school of graduation and the academic
achievement rank of each graduate.

Student Questionnaires. The questionnaires distributed to the
students were adapted, with some revisions, from similar questionnaires
tested and employed by Michigan State University in Oakland and Macomb
Counties in 1957, prior to the opening of Michigan State University of
thiand. Grim describes the development, testing, and refinement of
the questionnaire used in the aforementioned counties as follows:

The items for each of the questionnaires were taken from a list

of items submitted by local superintendents of schools, elemen-

tary and secondary school principals in the two counties, and
from items submitted by Michigan State University staff mem-
here.

The preliminary questionnaires were developed from these items

by a committee composed of the Oakland and Macomb County Su-

perintendents of Schools, and the superintendents of schools

of Pontiac and Warren. Michigan, a Michigan State University

staff specialist in community college work, a specialist in

evaluation and test construction, a specialist in public in-
formational services, and three persons from the Department of

Administration and Educational Services, all the latter from

Michigan State University.

The questionnaires were reviewed and modified by the Oakland
and Macomb County association of superintendents, secondary

3h

school principals, and elementary school principals. These re-
fined questionnaires were proatcstcd with parents and interested
citizens at a P. T. A. meeting in the washington School, Romeo,
Michigan. Ninety-two citizens and parents participated in this
particular pro-testing.

The student questionnaires were pro-tested by 35 and 27 respeo:
tively students in grades 10 and 12 in Pontiac High School.

Final refinement and revision before printing were completed
by the Michigan State University study team.“

The revised student questionnaires were pre-tested with a group
of 25 students in Grand Rapids Central High School. It was found that
no additional refinements were necessary for use in the Grand Rapids
Area. The student questionnaires were administered to the students
‘by their respective teachers and collected.by the teachers.

Eggent Questionnaires. In December, 1959, a questionnaire of
the self-addressed post-card type was developed and mailed to the
parents of the boys and girls of the five public high schools of the
City of Grand Rapids who were graduated in June, 1959. Home addresses
of the parents were Obtained from the lists of names and addresses of
the graduates which were provided by the Superintendent of Schools.
The parent questionnaire was pre-tested with a group of 25 parents
selected at random from the list provided by the Superintendent of
Schools of Grand Rapids. Minor refinements in the parent question-
naires were made as a result of this pre-testing.

The parent questionnaire was develoyed in light of several con-

siderations set forth,bg Good, Barr, and Scates. These considerations

 

ZGrim, 92. $3., Doctoral Thesis, 1957.

 

35

were 2

First, one must have a clear purpose, with definite limitations,
so that he does not ask for everything in "blunderbuss" fashion;
he must see how each item of information fits into a pattern of
essential knowledge about his problem.

Second, each question must be absolutely clear--not only to the
maker but to the receiver. It is surprising how many question-
naires are sent out that are scarcely interpretable.

Third, one should seek responses of such character that they
can be summarized in some form.

Fourth, one should refrain from asking questions of opinion
unless he is certain that opinion is what he is seeking, and
that it will be worth getting.

Fifth, one should consider the desirability of pre—coding his
questionnaire. This is frequently done when the results are
to be punched on tabulating machine cards for summarization.

The pre-testing of the questionnaire was performed as a practical
precaution against misunderstood questions which could lead to incom—
plete or inaccurate answers. Parten expresses the following viewpoint
regarding pretesting questionnaires:

Before deciding definitely upon given procedures, the surveyor
should pretest every plan. He should not assume that his own
reaction or that of his colleagues is "typical" of the response
of the man on the street or the average housewife...So, before
finally adopting a technique, the surveyor should try to test it
in a situation comparable to that used. While the various steps
may be tested individually and improved upon during the prelim-
inary planning stage, the plans for the different operations
should be combined into a unified plan and given a complete test
before a large—scale survey is undertaken. This final trial,
often referred to as a "pilot study", "test-tube survey", or
"trial survey" is of inestimable value if properly designed

 

3Carter V. Gaod, A. S. Barr, and Douglas E. Scates, 2h;
ygthodology 9; Educational Research, New York: D. Appleton-Gontury
Company. 19%. pp. 338—339.

 

36

and carried out.

Responses. Of the student questionnaires administered in April
and May of 1959, 1,015 or 81.6 percent of the total (1,256) were com-
pleted and returned. Later, it was determined that not all of the
twelfth grade students graduated in June. 0f the total of 1,220 who
graduated, 985 or 80.7 percent of the questionnaires were completed

and returned.

TABLE I

SUMMARY OF RESPONSES TO QUESTIONNAIRES
IN THE CITY OF GRAND RAPIDS

 

 

 

 

 

 

12th Grade Parents of 12th
Students Grade Graduates
Public High
School

Number Number Per— Number Number P6.»
Queried Responses cent Queried Responses Cent
Central 181 131 75.1 174 145 83.3
Creston 289 237 82.0 281 25% 90.#
Ottawa 224 188 83.8 21? 20% 93.1
South 223 180 81.1 216 192 88.9
Union 339 2?? 82.3 330 269 81.5
Total 1,256 1,015 81.6 1,220 1,06% 87.2

 

The first mailing of the parent questionnaires brought responses

 

“Mildred B. Parten, Surveys, Polls, and Samples: Practical
Procedures, New York: Harper and Brothers, 1950, p. 56.

37

from the parents of 721 graduates. This number was increased to a
total of 1,06% or 87.2 percent of the total graduates after a series
of two followaup letters. In addition to the follow-up letters, the
radio and television outlets in Grand Rapids advertised, as a public
service, the importance of completing and returning the questionnaires.
When the students‘ reSponses of April, 1959 were compared with
the parents' responses of December, 1960, it was found that 853 were
matched, students to parents. This represented 69.1 percent of the

total graduates of June, 1959.
Methodology

Qgtglglgssification and Tabulation. All possible reaponses from
the student questionnaires, as well as the parent questionnaires, were
coded for use on International Business Machine (IBM cards. The
actual responses were punched on such cards along with additional
coded data Obtained from the records of the School District of the
City of Grand.Rapids. A total of 35 columns were used, some in pairs
to employ sequential code numbers ranging from 01 to 99.

The use of IBM cards permitted the classification and grouping
of the recorded data in many different ways. In addition, it per-
mitted cross tabulations with reference to such items as high school
of graduation, sex, intention to go to college, intention not to go
to college, high school academic achievement rank, college of attend-
ance, etc.

Matched §ggplg. Since the statistical "universe" for this

study constitutes all the twelfth grade graduates of the five public

38

high schools of Grand Rapids and since only 853 matched responses
(student responses matched with parental responses) were obtained,
the number of matched responses must be considered to be a sample
of that universe.

One must recognize that a more defensible procedure for this
study might have been to draw a rsndom.sampling of the universe to
be studied and to.have made certain that responses were obtained from
all members of this sample. Dixon and Massey points this out in the
following statement:

Many populations are so scattered as to be inaccessible as a

whole. For example, in studying some characteristic of all
students graduated from a university it might be impracticable

to contact every graduate but quite reasonable to contact a

sample...)
However, it seemed improbable that a random sampling procedure could
be fulfilled in view of the necessity for student cooperation at a
different time than needed parent cooperation in completing question-
naires.

. Also, one must recognize that the procedure used in this study
might produce a considerable degree of bias in the sampling. Bias in
the sampling, in turn, could produce unreliable results when attempts
were made to project them on the entire universe from which the sampling

was drawn. Dixon and.Massey caution about biased samples as follows:

The method of choosing a sample is an important factor in deter-

mining what use can is made of the sample. If some individuals

 

hum-1d J. Dixon and Frank J. Massey, Jr., Introduction t_9_
Statistical Analysis, New York: McGraw-Hill Book Company, Inc., 1951,
p. 2.

39

in the universe are more likely to be chosen than others, the

sample is said to be biased. It has been found that subjective

methods of picking individuals for a sample often (perhaps

"usually" is a better word) lead to biased samples, apparently

due primarily to subconscious cg conscious preferences of the

person making the selections...

'walker and Lev, in a discussion concerning the design of samples
in surveys, also caution about random errors and errors due to bias.

The first requirement of any sampling procedure is the avoid~

ance of bias. The error which causes a statistic to differ

from its parameter may arise partly from random errors in the
selection of individuals and partly from bias in their selec-
tion. The total of the random errors decreases as sample size
increases but the total of errors due to bias does not so
decrease. It forms a constant error which on the average is
about the same for large as for a small sample.’

Examination and Tests for Random an: Bias Errors. Since the
matched reSponses of this study constitutes a rather large prOportion
(69.9%) of the total universe, as suggested by‘Walker and Lev, one m“
logically conclude that the random error is relatively small. This
conclusion was supported by a visual inspection of the student lists
which indicated "responses" and "no responses.”

The matched responses were also examined for biases which could
produce error in the results. The following conditions, if existing,
could be the source of bias in the results of this study.

1. The parameter of responses in terms of "going on to college"

and "not going on to college" in sample varies from the param-

eter of those "going on to college" and those "not going on to

 

61mm. pp. 33-31».

7Helen M.'walker and Joseph Lev, Statistical Inference, New York:
Henry Holt and Company, 1953, p. 171.

college" in the universe.

The parameter of responses by sex in sample varies from the
parameter of possible responses by sex in the universe.

The parameter of responses from those in individual high
schools in sample varies from the parameter of total possible
responses by high school in the universe.

The parameter of responses in terms of academic achievement
rank in sample varies from the parameter of total possible
responses from the universe in this same regard.

The parameter of responses in terms of degrees of certainty
of "going on to college" in sample varies from the parameter
of total possible responses regarding "going on to college"
in the universe.

The parameter of responses in terms of plans for college
attendance in sample varies from the total possible re-
sponses from those having made plans for college attendance

in the universe.

It was obvious that tests for bias could be made only in those

instances where information about the total universe or about the un-

sampled portion of the universe were known or could be obtained. In-

formation about the total universe in this study was known in respect

to conditions 2. 3, and 4 listed above. It was also possible to ob-

tain information in respect to the first condition listed. But it was

impossible to obtain information about the universe as far as the last

two conditions were concerned because the student questionnaires were

 

1+1

incompletely returned.

In testing for bias from the first source listed above, "going"
or "not going" to college, attention was given to the non-respondents
in the universe. The names of the non-respondents were listed on
cards and divided in accordance with schools. These sub-divisions
were again divided by male and female. A 10 percent random sampling
was then drawn from each of the resulting ten groups. The parents of
these 37 graduates were subsequently contacted by telephone to deter—
mine the activities of these graduates during the period for which the
original parental questionnaires were mailed. Table II of this report,
included on p. #8 of Chapter IV, shows the results of this telephoned
inquiry and compares the results with the responses of the original
sample in terms of "going'I and "not going to college." Chapter IV also
includes the results of the chi-square statistical measurement, de-
scribed in the next section of this Chapter, which was used to determine
if the null hypotheses might be accepted that the telephoned sample and
the matched sample were drawn from the same universe. If this latter
condition is true, the conclusion may be drawn that the matched sample
(853 cases) are unbiased in respect to "going" and "not going“ to
college.

Attention was also directed to the other sources for possible
bias in the matched sample. Acting upon Yates8 suggestion, the ”frame" .

or universe was divided into sub-units in accordance with information

 

8Frank Yates, Sggpling Methods §Qg_Censuses gag Surveys, London:
' Charles Griffin and Co. Ltd., l9h9, pp. 20-21.

#2

available concerning sex of graduates, high schools of graduation, and
academic achievement ranks. Tables III, IV, and V in Chapter IV show
the results of these groupings.

Each of the sub-units were tested by the chi-square statistical
measurement to determine if the null hypotheses might be accepted that
the subgroup samples and the matched sample were drawn from the same
universe. If these hypotheses are accepted, the conclusion may be
drawn that the matched sample is unbiased in respect to sex of grad-
uates, high schools of graduation, and academic achievement ranks.
Chapter IV shows the results of these tests.

Statistical Method 2; Testing Ezpotheses._ Each of the hypotheses

 

listed in Chapter I was tested in accordance with the following model:
Step 1. Statement of the hypothesis.
Step 2. Statement of the conditions that must exist if the hypoth-
esis is valid. Such conditions will include the following:
a. Any differences among elements stated in the hypothesis
must be attributable to factors other than chance.
b. An apparent relationship must exist between the extreme
elements of the hypothesis.
0. The extreme elements of the hypothesis must differ
significantly from chance.
Step 3. Tests to determine existence of conditions. The tests
will include the following:
a. The chi-square (12) test to indicate differences among

the elements of the hypothesis.

' . ! ._
_ _ _. .-
s .
. | - . - s \ ‘ I '
. - . . - 'l .
. . '
. . . ' '
.. .I . - - . . , |
- ... . .
. I .
. . - - . .
. , . . . u
. .. . . . -. .
- -. . x.
. .. .
. .
. .
. I
u - w
‘ ‘ ' ' ' . ._
a 1
_ '. ' - I I
, . .- -. .. A

 

 

“3

b. Inspection of real differences among the percentages
to determine relationships and real differences among
the extremes.

Step 4. Conclusions followed directly from the data.

The chi—square statistical measurement used in testing the hypoth-
eses of this study, as well as the probability 0. bias errors as indi-
cated earlier in this chapter, is based on the theoretical assumption
that two characteristics are independent if the proportion of the
pepulation having one characteristic is not significantly different
than the proportion of the population having the second characteristic.
These proportions are theoretical and are in the population, not the
sample.

The formula used.for chi-square is that of Dixon and Massey.9
The formula is
k

n.. a
uni-square 3‘25 (f; - F.}“
13 :L
F where

3.22.1 *

 

z =3 sum ration of

fi 4 observed frequency
F1 4 expected or theoretical frequency
The contingency table, able 6a page 308, was used in determin-

ing the statistical significance of the computed chi-squares.

9Dixon and I-iassey', 92. 9331., pp. 185 and 188.

 

The apparent relationships between the extreme elements of the
hypotheses were determined by visual inspection since a relatively
large matched sample of 853 cases, representing almost 70 percent of
the entire population or universe, were used. Visual inspection was
also used as a method to determine the significance of the variations

of the extremes from chance.

Summary

The data for this study were drawn from responses to student
questionnaires, responses from parent questionnaires, and records of
the School District of the City of Grand Rapids. The student question»
naires were distributed to all twelfth grade students in the five public
high schools of the City of Grand Rapids in April and May of 1959. The
parent questionnaires were distributed in December, 1959 to the parents
of all of the students who were graduated in the Spring of 1959. In-
formation from the questionnaires, student and parent, as well as
information from the records of the School District were coded and
recorded on IBM cards. IBM equipment was used to group and tabulate
the data.

The methodology used included the testing of the matched sample
of 853 cases for the probable existence of biases and the testing of
the hypotheses of the study by a model with four defined steps.

These steps included (1) the statement of the hypothesis, (2) the
statement of conditions which must exist if the hypothesis is to be

valid, (3) the testing of the conditions, and (h) the conclusions.

(4,5

Chapter IV will present the analysis of data and the testing of

the hypotheses.

 

 

CHAPTER IV
TESTS FOR BIASES IN SAMPLE
Introduction

This chapter presents data which were used to test the probabil-
ity of biases in the sample which could, as a consequence, produce
errors in the results of the study. Five hypotheses were developed to
test for the lack of biases. Each of these hypotheses is presented in
accordance with the following model: (1) the statement of the hypoth-
esis, (2) the statement of conditions that must exist if the hypothesis
is to be valid, (3) the testing of the conditions, and (4) the con-
clusions.

The chi-square statistical measurement, described in Chapter III,
was used to test the significance of any differences existing among
the elements of the hypotheses.

Presentation of Data Concerning Sample and Testing of Hypotheses

Testing for Lack g; Biases in Sample. The first hypothesis used
to test for the lack of bias in the sample is:

There is a direct relationship between the number of total grad-

uates in the sample from each public high school and the number

of graduates from each public high school in the total graduate

population from which the sample is drawn.

If this hypothesis is valid, there must be no statistically significant

#7

difference between the proportion of those selected from each public
high school in the sample and the proportion of individuals from
each public high school in the total population (all public high
schools in Grand Rapids of June, 1959). In addition, the conditions
must indicate that (l) the greater the number of individuals of both
sexes from a given high school in the population, the greater the
number of individuals of both sexes which must be included in the
sample from that high school and conversely (2) the lesser the number
of individuals of both sexes from a given high school in the popula-
tion, the lesser the number of individuals of both sexes which must
exist in the sample from that high school.

Table II shows the total number and percentage of both sexes of
the individuals who were graduated from each public high school in the
City of Grand Rapids. It also indicates the total number of both sexes
and percentage of these from each public high school in that city who
were included in the sample.

The chi-square measurement of the data in Table II (x2 = 1.86)
indicates that, at the 99.0 percent level, there is no statistically
significant difference between the proportion of those of both sexes
in the sample constituting matched responses and the proportion of
those of both sexes in the population from which the sample is drawn.
Table II also indicates that the greatest number of matched responses
(26.? percent of the total response) were made about the graduates of
the high school which had the greatest number of graduates (27.1 per-

cent of the total graduates). Also, Table II indicates that the least

number of matched responses (12.# percent of the total response) were
made concerning the graduates of the high schools with the least num—

ber of students (14.3 percent of the total graduates).

TABLE II

DISTRIBUTION, BY TOTAL OF BOTH SEXES, OF THE NUMBER OF GRADUATES
FROM EACH PUBLIC HIGH SCHOOL AND THE NUMBER OF MATCHED
RESPONSES CONCERNING THESE GRADUATES

 

48

 

Graduates and Matched Responses

 

 

 

 

Public

High Total Graduates-- Matched Responses--

School Both Sexes Student and Parents

Number 76 Number %

Central 174 1#.3 106 12.#
Creston 281 23.0 188 22.0
Ottawa 219 17.9 162 18.9
South 216 17.7 171 20.0
Union 330 27.1 226 26.7
Total 1,220 100.0 853 100.0

 

Thus one may conclude, within the limits of the chi-square
measurement, that the first hypothesis concerning lack of bias in
the sample is valid. That is, there is a direct relationship between
the number of total individuals in the sample from each public high
school and the total graduate population from which the sample is

drawn.

“9

The second hypothesis used to test for the lack of bias in the

 

sample is:
There is a direct relationship between the number of male grad-
uates from each public high school in the sample and the number
of male graduates from each high school in the total graduate
population from which the sample is drawn.
If this hypothesis is valid, there must be no statistically significant
difference between the proportion of male graduates in those drawn from
each public high school in the sample and the proportion of male grad-
uates from each public high school in the total population (all public
high school graduates in Grand Rapids of June, 1959). In addition,
the data must indicate that (1) the greater the number of male grad-
uates from a giVen high school in the graduate population, the greater
the number of male graduates which must be included in the sample
from that high school and conversely, (2) the lesser the number of
nude graduates from a giVen high school in the graduate population,
the lesser the number of male graduates which must be included in the
sample from that high school.

Table II M indicates the total number and percentage of male
individuals who were graduated from each public high school in the
City of Grand Rapids. This table also indicates the total number of
male graduates and the percentage of these from each public high
school in that city who were included in the sample.

The chi-square measurement of the data in Table II M (x2 = 1.02)
indicates that, at the 95.0 percent level, there is no statistically
significant'dirference between the proportion of male graduates from

each high school in the sample (matched responses) and the number of

50

male graduates from each high school in the graduate population from
which the sample is drawn. Table II M also shows that the greatest num-
ber of matched responses (28.? percent of the total matched reaponses)
were made about the male graduates of the public high school which had
the greatest number of male graduates (25.9 percent of the total male
graduates). Also, Table II M indicates that the least number of
matched responses (13.3 percent of total matched responses) were made
concerning the male graduates of the public high school which had the

least number of male graduates (14.8 percent of the total male graduates).

TABLE II M

DISTRIBUTION, BI MALE SEX, OF THE NUMBER OF MALE GRADUATES FROM
EACH PUBLIC HIGH SCHOOL AND THE NUMBER OF MATCHES
RESPONSES, GRADUATES AND THEIR PARENTS,

CONCERNING THESE GRADUATES

 

 

Graduates and Matched Responses

 

 

 

Public Male Graduates Matched Responses

High Concerning

School

Number % Number %

Central 87 1h.8 55 13.3
Creston 1&3 2h.h 93 22.5
Ottawa 110 18.7 75 18.1
South 95 16.2 72 l7.#
Union 152 25.9 119 28.7

h

Total 58? 100.0 #14 100.0

 

 

51

Thus one may conclude, within the limits of the chi-square statis-
tical measurement, that the second hypothesis concerning the lack of
bias in the sample is valid. That is, there is a direct relationship
between the number of male graduates from each public high school in
the sample and the number of males from each high school in the total
graduate population from which the sample is drawn.

The third hypothesis used to test for the lack of bias in the
sample is:

There is a direct relationship between the number of female grad-

uates from each public high school in the sample and the number

of female graduates from each high school in the total graduate

population from which the sample is drawn.
If this hypothesis is Valid, there must be no statistically significant
difference between the proportion of female graduates in those drawn
from each public high school in the sample and the proportion of female
graduates from each public high school in the total population (all
public high school graduates in Grand Rapids of June, 1959). In addi-
tion, the data must indicate that (l) the greater the number of female
graduates from a given high school in the total graduate population,
the greater the number of female graduates which must be included in
the sample from that high school and conversely, (2) the lesser the
number of female graduates from a given high school in the graduate
population, the lesser the number of female graduates which must be
included in the sample from that high school.

Table II F indicates the total number and percentage of female
graduates who were graduated from each public high school in the City

52

of Grand Rapids. This table also indicates the total number of female
graduates and the percentage of these from each public high school who

were included in the sample.

TABLE II F

DISTRIBUTION, BY FEMALE SEX, OF THE NUMBER OF GRADUATES FROM
EACH PUBLIC HIGH SCHOOL AND THE NUMBER OF FEMALES FROM
EACH PUBLIC HIGH SCHOOL ABOUT WHOM MATCHED
RESPONSES WERE RECEIVED

 

Graduates and Matched Responses

 

 

 

 

Public

High Female Graduates Matched Responses

School Concerning

Number % Number %

Central 87 13.7 51 11.7
Creston 138 21.8 95 21.h
Ottawa 109 17.2 87 19.8
South 121 19.1 99 22.5
Union 178 28.2 107 2h.6
Total 633 100.0 #39 100.0

 

The chi-square statistical measurement of the data in Table II F
(x2 = 2.63) indicates that, at the 75.0 percent level, there is no
statistically significant difference between the proportion of female

graduates from each high school in the sample (matched responses) and

 

F

the number of female graduates from each high school in the graduate
population from which the sample is drawn. Table II F also shows
that the greatest number of matched responses (24.6 percent of the
total matched responses) were made about the female graduates of the
public high school which had the greatest number of female graduates
(28.2 percent of the total female graduates). Also, Table II F
indicates that the least number of matched responses (11.? percent
of the total matched responses) were made about the female graduates
of the public high schools which had the least number of female grad-
uates (13.7 percent of the total graduates).

Thus one may conclude, within the limits of the aforementioned
chi-square measurement, that the third hypothesis concerning the lack
of bias in the sample is valid. That is, there is a direct relationship
between the number of female graduates from each public high school in
the sample and the number of females from each high school in the total
graduate population from which the sample is drawn.

The fourth hypothesis used to test for lack of bias in the sample
is:

There is a direct relationship between the number of graduates,

by sex, in the matched sample who were attending college with-

in six months after graduation from high schools and the num-
ber of graduates, by sex, in the remaining part of the total
graduate population who were attending college within six

months after graduation from high school.

If this hypothesis is valid, there must be no statistically signifi-
cant differenco betseen the proportion of male and female graduates
in the matched sample who were attending college within six months

after graduation from the public high schools and the proportion of

male and female graduates in the remaining part of the total grad-
uate population who were attending college within six months after
graduation from the public high schools. In addition, the data must
indicate that (l) the greater the number of male or females included
in the matched sample who were attending college, the greater the
number of male or females which must exist in the remaining part of
the total graduate population that were attending college and con-
versely; (2) the lesser the number of male or females included in the
matched sample who were attending college, the lesser the number of
male or females which must exist in the remaining part of the total

graduate population.

TABLE III M

DISTRIBUTION, BY MALE SEX, OF MATCHED SAMPLE AND TELEPHONED
SAMPLE IN TERMS OF ATTENDING AND NOT ATTENDING COLLEGE
WITHIN SIX MONTHS AFTER GRADUATION FROM HIGH SCHOOL

 

 

 

 

Activity of Sample
Male Graduates Matched (10%) Telephoned Sample
Six Months of Remaining Population
After
Graduation Number % Number %
Attending
College 2&9 60.1 10 58.8
Not Attending
College 165 39.9 ‘ 7 41.2
Total #1“ 100.0 17 100.0

 

Table III M shows the number and percentage, by male sex, of the

graduates in the matched sample who were attending college within six

55

months after graduation from high school and the number and percentage,
by male sex, of the remaining part of the total graduate population
(10 percent telephoned sample) who were attending college within six
months after graduation from high school.

The chi-square statistical measurement of the data in Table III M
(x2 = .01) indicates that, at the 95.0 percent level, there is no sta-
tistically significant difference between the proportion of male grad-
uates in the sample (matched responses) who were attending college
within six months after graduation from the public high schools and
the proportion of graduates in the remaining part of the total grad-
uate population who were attending college within six months after
graduation from high school. Table III M also shows that the greatest
number of matched responses (60.1 percent of the total responses) were
made concerning those attending college and the greatest number of the
remaining part of the population (telephoned sample of whom 58.8 percent
were attending college) were also attending college. Also, Table III M
shows that the lesser number of males (39.9 percent of the total males)
were not attending college and the lesser number of males in the re-
maining part of the population (telephoned sample of whom #1.2 percent
were not attending college) were not attending college.

Table III F shows the number and percentage, by female sex, of
the graduates in the matched sample who were attending college within
six months after graduation from high school and the number and per-
centage, by female sex, of the remaining part of the total graduate

population (10 percent telephoned sample) who were attending college

within six months after graduation from high school.

TABLE III F

DISTRIBUTION, BY FEMALE SEX, OF MATCHED SAMPLE AND TELEPHONED
SAMPLE IN TERMS OF ATTENDING AND NOT ATTENDING COLLEGE
WITHIN SIX MONTHS AFTER GRADUATION FROM HIGH SCHOOL

 

 

 

 

 

 

Sample
Activity of
Female Graduates Matched (10%) Telephoned Sample
Six Months of Remaining Population
After
Graduation
Number % Number %
Attending
College 199 #5.3 8 #0.0
Not Attending
.College 240 54.? 12 60.0
Total 439 100.0 20 100.0

 

The chi-square statistical measurement of the data in Table III F
(x2 = .22) indicates that, at the 90.0 percent. level, there is no sta-
tistically significant difference between the proportion of female grad-
uates in the sample (matched responses) who were attending college with-
in six months after graduation from the public high schools and the
proportion of female graduates in the remaining part of the total grad-
uate population (telephoned sample) who were attending college within
six months after graduation from the public high schools. Table III F

also shows that the least number of matched responses (45.3 percent of

I

57

the total matched responses) were made concerning those attending
college and the least number of the remaining part of the population
(#0 percent of the 10 percent telephoned sample) were attending college.
Thus one may conclude, within the limits of the aforementioned
chi-square statistical measurement, that the fourth hypothesis concern-
ing the lack of bias in the sample is valid. That is, there is a direct
relationship between the number of graduates, by sex, in the matched
sample who were attending college within six months after graduation
from high school and the number of graduates, by sex, in the remain-
ing part of the total graduate population who were attending college
within six months after graduation from high school.
The fifth hypothesis used to test for the lack of bias in the
matched sample is:
There is a direct relationship between the number of graduates,
by sex, in the sample who had achieved each of the ten scholastic
achievement rankings by the end of high school and the number of
graduates, by sex, in the total graduate population who had
achieved each of the ten scholastic achievement rankings by the
end of high school.
If this hypothesis is valid, there must be no statistically significant
difference between the proportion of graduates, by sex, in the matched
sample who achieved each of the scholastic achievement rankings and the
proportion of graduates, by sex, in the total graduate population re-
ceiving these respective scholastic achievement rankings. In addition,
it must be established by inspection that the number and percentage of
those in the matched sample, by sex, having each of the scholastic
achievement ranks must not favor one end or the other end of the rank-

ing system when compared to the number and percentage of those in the

58

total graduate population, by sex, having these same scholastic achieve-
ment ranks.

Table IV M shows the number and percentage of males in the total
graduate population who had achieved each of the ten scholastic achieve-
ment rankings by the end of high school and the number and percentage -
of male graduates in the matched sample who had achieved each of the

ten scholastic achievement rankings by the end of high school.

TABLE IV M

DISTRIBUTION, BY MALE SEX, OF THE NUMBER AND PERCENTAGE OF GRADUATES
OF THE PUBLIC HIGH SCHOOLS OF THE CITY OF GRAND RAPIDS WHO HAD
ACHIEVED EACH OF THE TEN SCHOLASTIC ACHIEVEMENT RANKINGS
AND THE NUMBER AND PERCENTAGE OF THESE SAME
GRADUATES IN THE MATCHED SAMPLE WHO
ACHIEVED EACH OF THESE SAME

 

 

 

 

 

RANKINGS
Males
Scholastic
Achievement Rank All Graduates Matched Sample
in Deciles
Number % Number %
1 81 13.8 #5 10.9
2 72 12.3 an 10.6
3 74 12.6 52 12.6
h 7# 12.6 53 12.8
5 67 11.h #4 10.6
6 53 9.0 38 9.2
7 3 9.0 #2 10.1
8 1&2 7.2 36 8.7
9 39 6.6 29 7.0
10 32 5.5 31 7.5

 

Total 587 100.0 414 100.0

 

   

u
.o e
. l
. . I . a.
. . I e I-
u
' l
v
a
. .....-—
v
n
' I v \ n
w
.
. .
n
.
a
a
--
. .. - ...--.

 

59

The chi-square statistical measurement of the data in Table IV M
(x2 = 5.07) indicates that, at the 75.0 percent level, there is no
statistically significant difference between the proportion of male
graduates in the matched sample and the males in the total graduate
population who had achieved each of the ten scholastic achievement
ranking by the end of their high school work. However, an inspection
of the data in Table IV M leads to the conclusion that (1) there is an
observed tendency for the percentage of males included in the matched
sample with lower scholastic achievement rankings to be slightly less
than the percentage of males found in the total graduate population
with these lower scholastic achievement rankings and (2) there is an
observed tendency for the percentage of males included in the matched
sample with higher scholastic achievement rankings to be slightly more
than the percentage of males in the total graduate population with
these higher scholastic rankings.

Table IV F shows the number and percentage of female graduates
of the total graduate population and the number and percentage of
female graduates of the matched sample who had achieved each of the
ten scholastic achievement rankings by the end of their high school
work.

The chi-square statistical measurement of the data in Table IV F
(x2 = 7.75) indicates that, at the 75.0 percent level, there is no
statistically significant difference between the proportion of female
graduates in the matched sample and the proportion of female graduates

in the total female graduate population who had achieved each of the

The chi-square statisti,al measurement of the data in Table IV M
(x2 =.5.o7) indicates that, at the 75.0 percent level, there is no
statistically significant difference between the proportion of male
graduates in the matched sample and the males in the total graduate
population who had achieved each of the ten scholastic achievement
ranking by the end of their high school work. However, an inspection
of the data in Table IV M.leads to the conclusion that (1) there is an
observed tendency for the percentage of males included in the matched
sample with lower scholastic achievement rankings to be slightly loss

than the percentage of males found in the total graduate population

r“

' , .‘fn't » :4. ~1at" '. at." a r“. " .,-~!"->,.~"‘ r." n“ ,9 ~ 1" "I »--.
With these lower scholastic achievement ranging, and a, there is ah

observed tendency for the percentage of males included in the matched
sample with higher scholastic achievement rankings to be slightly more
than the percentage of males in the total graduate population with
these higher scholastic rankings.

Table IV F shows the number and percentage of female graduates
of the total graduate population and the hunter and percentage of
female graduates of the matched Sample who had achieved each of the
ten scholastic achievement rankings by the end of their high school
work.

The chiasquare statistical measurement of the data in Table IV F
(x2 = 7.75) indicates that, at the 75.0 percent level, there is no
statistically significant difference between the proportion of female

graduates in the matched sample and the proportion of femile graduates

in the total female graduate population who had achieved each of the

ten achievement rankings while in high school. However, as pointed out in
the same respect for male graduates, an inspection of the data in Table

IV F leads to the conclusion that (1) there is an .u33rved tendency for

the percentage of females included in the matched sample with lower schoa
lastic achievement rankings to be slightly less than the percentage of
females found in the total graduate population with these lower scholasw
tic achievement rankings and (2) there is an observed teadenqy for the per-
centage of femd es includwd in the matched sample with higher scholastic
achievement ranlings to bee slightly more than the percentage of females

in the total graduate population with these higher scholastic rankings.

TABIE I" F

DISTRIBUTION, BY FEMALE ooX, OF THE NU: ER AND PER CSWTLGE OF GRADUATES
OF THE PUBLIC HIGH SCHOOLS OF THE CITY CF GRAND RAPIDS WHO HAD
ACIIEYEL EACH OF THE TEY SCHOLASTIC ACHIEVE ENT RANKINGS
AN‘ THE‘ W rIBER AND I“? . TISL‘JTACE OF TH?" SE SAI‘E GRADUATE

 

 

 

7‘7 m1m 1! Inf" I?“ hawrvax-c {"YVT—“Tfl Anny y-t
41 . 1.1-34 1113;}. viii“) ...J; um L43 W110 ”A -4.13V.3 Aer; 01
‘1‘???“ “r was
i 11.1.33 SALE ”1115\le r_
W
h

:emales

 

Sehclaetic
Achievement Bank All Graduates Matched S“hple
in Deciles

 

 

Number % Number ¢

1 A1 6.5 26 5.9
2 50 7.9 23 5.2
3 #8 7.6 26 5.9
u 48 7.6 27 6.2
5 55 8.7 39 8.9
6 69 10.9 h? 10.?
7 69 10.9 51 11.6
8 80 12.6 56 12.8
9 83 13.1 7% 16.9
10 9O 1#.2 73 15.9

 

Total 633 100.0 439 100.0

 

Thus one must conclude that the fifth and last hypothesis used
to test for the lack of bias in the matched sample is not valid. The
second condition for establishing this validity did not entirely sup-
port the hypothesis that there is a direct relationship between the
number of graduates, by sex, in the matched sample who had achieved
each of the ten scholastic achievement rankings by the end of high
school and the number of graduates, by sex, in the total graduate pop~
ulation who had achieved each of the ten scholastic achievement rank-
ings by the end of high school.

Since no data exists at this time and.no data ooh be derived at
this time to test for the existence of bias in the sample regarding
either the eXpressed degrees of certainty of going to college or ex-
pressed plans for college attendaxce, no tests were made to determine

the existence or non-existence of those biases.

U)

ummani Conclosiohs Concerning Biases ig Sampl.. As stated in
Chapter III, p. 39, six conditions, if found, in the matohed sample,
could produce errors in the conclusions drawn from this study.

The proven validity of the foregoing hypotheses numbered l, 2, 3,
and # seems to indicate that the following three conditions do not
exist:

1. The parameter of responses in terms of "going on to college"
and "not going on to college," by sex, in sample varies from
the parameter in those "going on to college" and those "not
going on to College" in the universe (total graduate popula-

tion by sex).

 

2. The parameter of respo ms t5, by sex, in the sample varies from
the pa aameter of possible responses, by sex, in the universe
(total graduate popdlatioh).

3. The parameter of responses, by sex, from those in individual
high 3010015 in sample v1rles from o~he parameter of total
possible responses ‘3 high school in the unLver 3e (total grad~
ua 3 population).

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The CUIL~ValJ.u..l by U; dgyu v11\:531=3 Redeem}? ) $881115 v0 lf’1u.4,C<3~A48 taut

the fourth Condition listed in Chester III, p. “0 does e“m; t. That

9
condition is, namely:

#. The parameter of rzSyQJSuS in terms of schoiastio sohievea
ment rank in sample variss from the parameter of total pass sible
rosPouses finnn the u‘1irse (totgl graduate yuyulatidfl) in

thTs same regard.
Since 1t was not possitlo to test for the ;ouditiohs numbered

.. v .. ”3-;' a) . 3 ’ . 4“. .' .1.-’..- -, 57: ‘ ‘- '- .1, - o - r - --cv'_ 0.- 'r -- 4 \
5 81101. 6 m pump {1017‘ .. -.L , yo u , “v.10 H9941.) uh‘.‘ xii» L611“; 01‘ “0111-5111,; 116.106;

b

.. , 9 1-..“. .°- 11,, , -, ....44 1.... ' 2,. . -
of these cond1t1uns 1n the Samr-b J1gnt mu lete1wn1.;d ad Lhtu1t1vo 1c »

soning. ihrougu ghouiilvt hoasouihg and the knowledge that the source
of this data came cholus;velj from th” graduates, not the payout}, one-
may conclude that the graduate old not and their answers yUdU“fIlub

their degrees of certainty of att;xd;h6 co1l‘6e and th: QAtCLt of their

1 ‘9‘.

plans for attend;hg 501-:61 a gond1tlor for Fbtu?n:u5 or nut returning
their questiOLHaires.
In summany, one 1g, conclude that the only proven or known exist-

ence of a condition in the sample which could produce bias errors in

the conclusion of this study is hat the sample contains a slightmy

62

2. The parameter of responses, by sex, in the sample varies from
the parameter of possible responses, by sex, in the universe
(total graduate population).

3. The parameter of responses, by sex, from those in individual
high schools in sample varies from the parameter of total
possible responses by high school in the universe (total grad—
uate population).

The non-validity of hypothesis number 5 seems to indicate that
the fourth condition listed in Chapter III, p. 40.does exist. That
condition is, namely:

h. The parameter of responses in terms of scholastic achieve-
ment rank in sample varies from the parameter of total possible
responses from the universe (total graduate population) in
this same regard.

Since it was not possible to test for the conditions numbered

5 and 6 in Chapter III, p. #0, the probable existence or non-existence
of these conditions in the sample might be determined by intuitive rea-
soning. Through intuitive reasoning and the knowledge that the source
of this data came exclusively from the graduates, not the parents, one'
may conclude that the graduate did not find their answers concerning
their degrees of certainty of attending college and the extent of their
plans for attending college a condition for returning or not returning
their questionnaires.

In summary, one may conclude that the only proven or known exist-
ence of a condition in the sample which could produce bias errors in

the conclusion of this study is that the sample contains a slightly

(n
\‘J

higher percentage of thofic with lower schalast;c g£1’- e,~ . ,..‘

.
‘J-J , 3, .,-,,.;'.,_.’;, v ‘- ~~.;al\;l‘16d

. "s. .l.. Q-h . _ 1.,8-2 ’6 . . '-/ -zr-1,,< . . .,-‘, _.‘ .2 ._ _139.‘ la. en .’ a...

rankings.

0“. ..- ‘ 4‘ re : 7‘, ‘ . g. a . ‘4 ,- a. an V m - ‘ I‘ '7, J_ . 3 ‘ J” n '17 ‘ ‘
VI‘ pvt-‘1‘ ' rt eDtVTA‘LIL g"..,"’-’LJ"p"‘- O“), ,7 .3."‘. r 1.1:? '

. > i ' - . s
so... v‘JJ 901‘:|‘dtl5

of the study.

 

CELEFTER, ‘J

ANALYSES OF DATA AND semis or 17:? n3

This chapter presents analyses of data and oc"*' used to deter-
mine the vali ality of Lhe hypotheses of the study. These hypotheses
will be tested in the order presented on p. 9, Chapter I.

otk ;. The first hypothesis of this study is:

1’
I

   

There is a .ei.uion.nip be seen the sex of twelfth grade
graduates 941the public schools o. i .chool dist riot

Oriel" aoirg a (duhity €01“ng {£1141 LIE ...“...mxcu. unrullmcht
Of theme béu‘umuf» in ouihc silage ».io“;1 Qlfi wen “u .01

lOi-v’li’lé tugg‘: b2. affiliation.

“3‘” a“ . «91 q: o

If .14.; lQ/ywuu;;io is ‘véiiiu‘, one}; i3, if hip“. iv ;? .Ql‘.oiuhwl.iy U0”
tween the so; of the 5 “JuaiL. and the enrollment of the graduate: in

liege, the condition must prevail that the proportions of male grade
uates who enroll in college and who do not enroll in college must vany
signi is an tly frcn the preportions of female graduates uho enroll in
college and who do not enroll in college.

Table V shows the number and percentage of the male graduates

and the number and percentage of the female graduates who enrolled in

college and who did not enroll in college within six months after grad-

r

'uation from high school. This table indicates that 60.1 percent of
the male graduates enrolled in college within six months after grad-
‘uation from high school and only h5.3 percent of the female graduates

‘were enrolled.in college within six months after graduation from high

 

65

school. The chi-square statistical measurement, when applied to these
proportions (x2 = 18.76) indicates that, at the 99.9 percent level,

these proportions are significantly different.

TABLE V

COMPARISON, BY SEX, OF THE GRADUATES OF THE PUBLIC HIGH SCHOOLS
OF THE CITY OF GRAND RAPIDS IN TERMS OF ENROLLING AND NOT
ENROLLING IN COLLEGE WITHIN SIX MONTHS AFTER
GRADUATION IN JUNE, 1959

 

 

Activity Within Six Months After Graduation

 

 

 

 

Sex of Total Enrolled in College Not Enrolled
Graduate in College
Number % Number _ 95
\
‘ Male 414 2“? 60.1 165 39.9
‘ Female #39 199 45.3 240 54.7
Total 853 “#8 52.5 #05 h7.5

 

Thus one may conclude that the first hypothesis of the study is
valid. That is, there is a relationship between the sex of twelfth
grads graduates of the public schools of a school district operating
a community college and the enrollment of these graduates in college
within six months following their graduation.

gypgthesis g. The second hypothesis of the study is:

There is a relationship between the course of study pursued,

while in high school, by twelfth grads graduates in the public

schools of a school district operating a community college and

the initial enrollment of these graduates in some college
within six months following their graduation.

 

66

If this hypothesis is valid, the conditions must prevail that (1) the
proportions of male graduates enrolling in college after having pursued
the several courses of study in high school must vary significantly in
respect to these courses of study, (2) the proportions of female grad-
uates enrolling in college after having pursued the several courses of
study must vary significantly in respect to these courses of study and
(3) the proportion of all graduates, male and female combined, enroll-
ing in college after having pursued the several courses of study in
high school must vary significantly in respect to these courses of
study.

Table VI indicates that 80.3 percent of the males who pursued
the “college preparatory" course of study while in high school enrolled
in college within six months after graduation from high school. On
the other hand, of the males who pursued the "general" course of study
while in high school, only 16.3 percent of these enrolled in college
within six months after graduation.

In applying the chi-square statistical measurement to the data
in Table VI, the males who pursued the course of study labeled "other"
were combined with those who pursued the course of study labeled
"general." This combination was made because the number of males
enrolled in college in this category was less than 5. Also, for the
same purpose, the miles who pursued the course labeled "vocational"
were combined with those who pursued the course of study labeled “com-
mercial." The chi-square statistical measurement of the resulting

matrix (x; = lhl.25) indicates that, at the 99.9 percent level, the

 

6?

proportions are significantly different. Thus one may'oonclude that
the first condition exists which is necessary to prove the validity of

the second hypothesis of the study.

TABLE VI

COMPARISCN, ON THE BASES OF THE COURSES OF STUDY PURSUED WHILE IN
HIGH SCHOOL, OF THE NUMBER AND PERCENTAGE OF MALE GRADUATES
HBO ENROLLED AND WHO DID NOT ENROLL IN COLLEGE WITHIN
SIX MONTHS FOLLOWING THEIR GRADUATION IN JUNE, 1959
FROM THE PUBLIC HIGH SCHOOLS OF THE CITY OF

GRAND RAPIDS

 

 

 

Activity Within Six Months After Graduation
Course of Study Total Enrolled in College Not Enrolled
Pursued in Males in College

High School

 

 

 

No . Males 73 No. Males 76
College
Preparatory 27% 220 80.3 54 19.?
General 10“ 17 15-3 87 83.?
Commercial
(Business) 13 8 61.5 5 39-5
Vocational l? 3 17,5 1g. 33.u
Other 6 1 1.6 . 7 5 83 .3
Total hit 2!» 60.1, 165 39.9

 

- Table VII indie Les that 73.7 percent of the females who pursued
the college preparatory course of study while in high school enrolled in

college within six months after graduation. Also, as in the case of the

68

male graduates, of those who pursued the general course of study while
in high school, only 10.4 percent enrolled in college within six months
after graduation.

TABLE VII

COMPARISON, ON THE BASES OF THE COURSES OF STUDY PURSUED WHILE IN HIGH
SCHOOL, OF THE NUMBER AND PERCENTAGE OF FEMALE GRADUATES WHO
ENROLLED AND WHO DID NOT ENROLL IN COLLEGE WITHIN SIX
MONTHS FOLLOWING THEIR GRADUATION IN JUNE, 1959
FROM THE PUBLIC HIGH SCHOOLS OF THE CITY
OF GRAND RAPIDS

 

 

Activity Within Six Months After Graduation

 

 

 

Course of Study Total Enrolled in College Not Enrolled
Pursued in Females in College
High School

No. Females % No. Females %

College
Preparatory 22H— 165 73.7 59 26.3

General #8 5 10.4 #3 89.6

Commercial
(Business) 159 2? 17.0 132 83.0

Vocational # 1 25.0 3 75.0

Other 4 1 25.0 3 75.0

 

Total 1:39 199 16.3 240 54.7

 

In applying the chi-square statistical measurcnent to the data in
Table VII, the females who pursued the course of study labeled "other"

were combined with those who pursued the course of study labeled "gen-

eral” and the females who pursued the course of study labeled "vocational"

 

68

male graduates, of those who pursued the general course of study while

in high school, only 10.4 percent enrolled in college within six months

after graduation.

TABLE VII

COMPARISON, ON THE BASES OF THE COURSES OF STUDY PURSUED WHILE IN HIGH

SCHOOL, OF THE NUMBER AND PERCENTAGE OF FEMALE GRADUATES WHO

ENROLLED AND WHO DID NOT ENROLL IN COLLEGE WITHIN SIX
MONTHS FOLLOWING THEIR GRADUATION IN JUNE, 1959
FROM THE PUBLIC HIGH SCHOOLS OF THE CITY
OF GRAND RAPIDS

 

 

Course of Study Total

Activity Within Six Months After Graduation

 

Enrolled in College

Not Enrolled

 

 

 

Pursued in Females in College
High School
No. Females % No. Females %

College

Preparatory 224 165 73.? 59 26.3
General 48 5 10.4 #3 89.6
Commercial

(Business) 159 27 17.0 132 83.0
Vocational 4 1 25.0 3 75.0
Other 4 1 25.0 3 75.0
Total “39 199 240 54.7

“5-3

 

In applying the chi-square statistical measurement to the data in

Table VII, the females who pursued the course of study labeled “other"

were combined with those who pursued the course of study labeled "gen-

eral" and the females who pursued the course of study labeled "vocational"

1

were combiro with those who p‘w sued tLo eeurSe of study lzbel ed
"commercial." These combinatioLs were m"e because the numbers in
these categories were less than 5. The ohi~square statis ”is al meaau.e=
’3

ment of the resulting matrix (3“ — 148. 60) indicates th at at the 99.9
percent level the proportions are significantly different. Thus one
may conclude that the second condition exists which is necessary to
prove the validity of the secondh ypeth n.3is of the study.

Table ”III indicates that ??.3 p."euf of the total gradufi
‘both males and females, who pursued th: "college preparattuy" course
of study while i; high {eheol eLrollmi in college within six months
after graduation. also, the Lamu tghle lLdioaLes that only 10.5 per-
cent of the total& ’“aul ates, males and females Combined, who pursued
the "general" course 0e Study ahil: LL high state} ,L.tll.d in college
within Six month; after graduation.

In applying the chi-Square statiotioal mrc.ultmout to the data
in Table VIII, the graduates who pursu;d 1h: Qudfufi of study labeled
"other" were combined with those who pursued the course of study lae

1

beled "general' and the g.a aa.ee who pursued the course of study
labeled ”vooatioual' were combiLed with the gra‘d uatts uLo pulnde th;
course of study labeled "commercial." The chi-square statistical
measurement of the resulting matrix (x2 s 296.02) indie ates that, at
the 99.9 percent level, the proportions are significantly different.
Thus one may conclude i"-1 the third and final condition exists which

is necessary to pzoio the validity of the scout ;..Lyp«2hesis of the

study.

COMPARISON ,
SCHOOL, o1
AND FEI'

ON

«on m-w‘ v

mLES,
WLTIT;

My“

WHO EURO
SIX

J93. 19592‘
fifll

TYfifi

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hu I

'13

mm 'YT‘TT

mvm "my ’hC‘Tfi“ 7 rr.’.

v.“ a rm. (o .4 A“ . . *5 Y fw- .

3.1g £3.wa 0:. Lil; COUYJPLUDS U1" d1». OJ ‘U. tutu-bu 11-1.1. 1.11.: I“ I'LLCH
71" ”yr-\fi I '11-“ "~ . HR‘II‘H H, nvf F1“: 1 y- at an . «.7, W" n". h

o 01.4 A I 'v'.“¢.£.’o'.2¢. -U U 3 Hi \‘Jd'a. A1133." 4. old—«L. 1"" LL“; UL); 4-1-10 ’ ~C PI IVIATEU

1.1113 2111C
* ..‘LO. 11213

DID NOT ELLOLL IN COLLEun
THEIR GRADUATION IN

TI" 7"

OR THE UBLIC IIIGH SCHOOLS OF
CITY OF GRAN3 RAPIDS

 

 

Course of
Pursued in

Studyc

 

Tot al

'- w . __ . Y T. .l . . 9 .‘ ' ‘ R I. ‘D. a. . ,J ‘- -. 'u l
AL.- Ll . .. ..., 31. vigil UL}. 110.1 vhf. AL tt. 1.. Ul‘auudtiL/n
'7‘ _ ‘11-: .11...

“fife-$3.131; LU 13"va LIL-I 0.2.4.6(1

 

 

 

 

High School Both College in College
31.};85
_ 4 . 4
dear L Lmflwr N
College
. .....- ’9. G 3.0:? an q ‘1'}. q
Preparatsmd .93 J3,» ..., ll} 2L..
-~ or P-. " , _' n .
General l3? 3i 1%.; lBO of.5
Conmerc 131
,\ '1"! a." an, a wan n .
(BuSin [1855} «=1? .12 iv ‘0; $21 1, 0?

a N’! I. q 0
Vocational L- w 19.“ l? 31.0
Other 13 2 20.3 8 80.3

I . . r‘
Total 853 4118 52.5 '10-; 117.5
Inasmuc} 33 the thzee conditions prevail which were identified as
being necessary to let 1mine the ialiji ty of the - co. 2d.hypothesis of

this study, one

course of study

uates in the public soLoyls of

college and the

may COfiCludo

pursued,

that there is a re13tionship between the

.5313 in high school, by tum. grade 52-33.-

a school district opor ting a communit

enrollment of these graduates in college within six

71

months following their graduation.

gypgthesis‘l. The third hypothesis of the study is:

There is a relationship between the greater educational

attainment level of the parents of twelfth grade graduates

of the public schools of a school district operating a

community college and the initial enrollment of these grad-

uates in some college within six months after graduation.
If this hypothesis is valid, the conditions must prevail that (l) the
proportion of male graduates whose mothers or whose fathers attained
the several education attainment levels and who enrolled in college
must vary significantly in reopect to these educational attainment
levels and the greater the ed cational attainment level of the mothers
or the fathers, the greater must to the proportion of male graduates
who enrolled in evilege and (2) the proportion of female graduates
whose mothers or gathers *ttaineu tie several educational attainment
levels and who enrolled in college must vary significantly'in respect
to these educational attainment levels and the greater the educa-
tional attainment level of the mothers or fathers, the greater must
be the proportion of female graduates who enrolled in college and
finally, (3) the proportion of all graduates, males and females com»
bined, whose mothers or fathers attained the several educational
attainment levels and who enrolled in college must vary significantly
in respect to these educational attainment levels and the greater the
educational attainment level of the mothers or fathers, the greater
must be the preportica of all graduates who enrolled in college.

Table IX indicates that, while #5.6 pe‘oont of male graduates
whose mothers or fathers completed only eight gradxs or less of educae

tion enrolled in college, 75.4 percent of the male graduates whose

mothers or fathers

rolled in college.

completed at least four years of college also en-

The proyortions going to college increase steadily

with each educational attainment level reached by either of the parents.

m

'T‘ ....
L_.
’ I

commrmr-I, ON 7...;
OF 3mm PARENT,

TABLE IX

BASES OF THE HIGHEST EDUCATIONAL

OF THE NUMBER AKD PEuCENTAGE OF

ATTAINIENT LEVEL
NAIF. GRADUATES

 

 

 

 

 

 

WHO BNRCLLED ix COLLEGE WITHIN 31K HONTHS FOLLOWING THEIR
GRADUATION IN JUNE, l-j? FROM THE PUBLIC HIGH
SCHOOLS OF THE CITY OF GRAED RAPIDS
iotiviiy Within Six Months After Graduation
Highest Educational Total
Attainment Level Males Enrolled in Not Enrolled
of Collego in College
Either Parent
2:0. l 7 No. Males ~73
Eight Grades or Loo-:3 ’39 36 um 143 51;.4
Some High School 8% #3 53.6 3? M6.Q
Completed High
School 137 8? 53.3 50 36.5
Some College 32 32 ‘5.“ 10 2Q.8
Completed at Least
“gyro. of College 51 ’2 73.h 15 2h.6
Not Reported ll 3 27.3 8 72.7
Total hlh 2#? 60.1 165 39.9

 

In applying tL;

Table IX, the numbers

chi-square statistical measuremort to the data in

of males "not reported" were combil,d with the

73

number of males in the category of "completed high school" (mode).
The chi-square statistical measurement of the resulting matrix

(x2 = 19.12) indicates that, at the 99.0 percent level, the pro-
portions are significantly different. Thus one will conclude that
the first condition for proving the validity of the third hypothesis

of the study prevails.

TABLE X

COMPARISON, ON THE BASES OF THE HIGHEST EDUCATIONAL ATTAINMENT LEVEL
OF EITHER PARENT, OF THE NUMBER AND PERCENTAGE OF FEMALE GRADUATES
WHO ENROLLED IN COLLEGE WITHIN SIX MONTHS FOLLOWING THEIR
GRADUATION IN JUNE, 1959 FROM THE PUBLIC HIGH
SCHOOLS OF THE CITY OF GRAND RAPIDS

 

 

Activity Within Six Months After Graduation

 

Highest Educational

 

 

Attainment Level Total Enrolled Not Enrolled
of Females in College in College
Either Parent
No. Females % No. Females %
Eight Grades or
Less 80 19 2A.? 61 75.3
Some High School 105 33 31.h 72 68.6
Completed High
School 155 79 50-5 77 49-“
Some College 3# 23 67.6 11 32.“
Completed at Least
h-yrs. of College 55 42 76.h 13 23.6
Not Reported 9 3 33.3 6 66.7

 

Total #39 199 #5.: zuo 5a.?

 

74

(D
5
fit
(i ‘

q;
$1
(A.
I

Table X indicates that, while 2A.? percent of the f

F I’ D ~a,‘ ’. 5‘ “ ‘ .-" Pl 5 ~ "u ’ i c" 1 -. . 1-~ ‘ '-‘ ‘1 . ‘ - . "v- '” ,«. a), r n ...1 -.
1.1ch5 ‘4‘";ch mu there 0r for. vhfifrb £3011;wa ted Abe.) {Juan ; Agar, 5.2 adbb U

”1*? 1" "- a h
‘A.

' . 7‘ -. o‘~ 3-; ‘ . ~ Q 1 'D r _. . .. o ,—-- a’:,'-. . ,l'. 4 P (6“ r p a , 1 ~.7.- ... ~‘\ A
education will .3 “C; All bOLi‘dg’; '2, { o a 1.121.: VUHJL- 04. 1AM: : .. «1.1.33 5... cuduqteg

“ 9‘ .__ ‘..'- __. ‘ I1» ’. V9 ..1 g 2.1 L 1'4. “‘ A ’. L . IV". . .‘ 1 ' -.. v ' \
WTLUSG mothers- Of i at» it; 2‘5 Coming: v -:::-... at. 3 $6.5 v fut-J“ y£:‘c..’;> vi 3401...; 3,51: Elev

enrclled in college. The proportions go if ng

¢-

‘ college increase stead-
ily with each educational attainment level re; :h-ec‘ by either cf the

parents.

In applying the chi-square statistical measurement to the data

in Table A, the number of fenxtes' 'not repor.ed" w‘:re combined with

.-r n..." 3- W .. - . - .0'1...A.w_.. a 1.! . Lani" ’
the numuur OJ. --U«1‘Ld.~'~.§i§ .LIJ Eng: watt: ’Uaj u; '\.-Ul..'r".lL't?;-;'u nigh oxJiUUJ. 3112.) “

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eight grades U2“ ...L-gilil v. tit... Lieu enrolm-DL. Iii, <.;-A.1:.gég, ?§,9 percent

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f ‘ V” I‘ - r W‘ i1 ‘. '5 "I." T‘s”. /~ “7.? "4“ fr“ -"1‘ 5-3.
our years) Lu. k..U.&..Lx.-Q\;~ tut-\“U 91L; LU. 1.1:.“ A.“ ‘.../a-....~‘_’.é,s;. o

In ppiylug the shimscuare statiutiual measuxwmcnt the data
in Table XI, the number of total graduates "not reported” were com—
bined with those whose psvcnts "COApleted high school" (mode . The
chi- -Square eta titticni measurement of the resulting matrix (x2 x 68.°6)
9 percent level, the 1..ropor’-£.‘.'L..)m‘: for the

indicates that, at the 9?.

various educational attainment level: are significantly different.

75

Thus, one may conclude that the third and final condition for proving

the validity of the third hypothesis prevails.

TABLE XI

COMPARISON, ON THE BASES OF THE HIGHEST EDUCATIONAL ATTAINMENT LEVEL
OF EITHER PARENT, OF THE NUMBER AND PERCENTAGE OF THOSE OF BOTH
SEXES WHO ENROLLED IN COLLEGE WITHIN SIX MONTHS FOLLOWING
THEIR GRADUATION IN JUNE, 1959, FROM THE PUBLIC HIGH
SCHOOLS OF THE CITY OF GRAND RAPIDS

 

Activity Within Six Months After Graduation

 

Highest Total

 

 

 

Educational Grad- Enrolled Not Enrolled
Attainment uates in College in College
Level of
Either Parent
Both Sexes % Both Sexes %
Eight Grades
or Less 159 55 34.6 10h 65.4
Some High
School 189 78 41.3 111 58.7
Completed
High School 293 166 56.7 127 43.3
Some College 76 55 72.h 21 27.6
Completed at
Least u yrs.
of College 116 88 75.9 28 2#.1
Not Reported 20 6 30.0 1h 70.0
Total 853 “43 52.5 405 47.5

 

Inasmuch as the three conditions prevail which were identified

as being necessary to determine the validity of the third hypothesis

76

of this study, one may conclude that there is a relationship between
the higher of the educational attainment levels of either of the
parents of twelfth grade graduates of the public schools f a school
district operating a community college and the enrollment of these
graduates in college within six months after graduation.

fizpothesis g. The fourth.hypothcsis of this study is;

There is a relationship ukudevJ the— signer scholastic

achievement .m.h.i..b, 8.5; the end of high. $011001, of

twelfth gr de graduat33 o? the public schools of a school

district operat ing a ccnmunity college and the initial

enrollment of these graduates in some college within
six months after graduation.

If this hypothesis is valid, the conditions must prevail that (l) t‘ie
proportions of male graduates who achieved the respective ten ocholas~
tic achievement ranking: must Vgrj 3ign L ’ic a ntly in respect to such
rankings and the greater these rankings, the greater must be the pro-
portion of male graduates who enrolled in college and, Q) the propor-
tion of female graduateo who achieved the respective ten scholastic
achievement rax him smust Var3 signifieartl* in respect to such rank»
ings and the greater these "anll.t3, the greater must be the prepor-
tion of male graduat3s who {3nr33L din coll cand finally (3) the
proportion of all graduates, males and females combined, who achieved
the reapective ten scholastic achievement rankings must vary signif-
icantly in respect to such rankings and the greater those rankings,
the greater must be the proportion of all gr aduatc~ s lulu corolled in
college.

Table XII shows that only'28.l percent of the males who achieved

a scholastic achievement ranking less than that of 80 percent (1 - 20

percentile rank) of the other graduates enrolled in college. Also, of
the males achieving a schola‘tic ch1+vement rank of more than 80 per«
cent (81 a 103 percentile rank) of the other graduates, 96.7 percent
enrolled in college. The proportions of male graduates going on to
college range progressively upward in accordance with the scholastic

achievement rankings of theSe males.

- fir ’3 v . ‘P‘
Triii in 4:1 .1.

vrulr‘}1 'A‘7 (“VIZ-v r, . {v-r—Vra f 1') 0‘11? T's-'3 («(111 A f‘M‘Y‘f. t NYYW‘H'VV"! P-Tnvm '3 a V'Y'I“ -.‘
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lIE—J .15er 0? 1.17114 4“ 0 LL\/‘.‘ .~ «‘5‘ AA-e-HLL Jv :JOCL’ Vi int—LL. 5U; “.41“- D 1.1-tr"

CENTAGE CF RALES N E CN ZANK JHO ENROLLED IN COL “GE NITHIN
SIX NONT'S 13‘CLI..’J'.'3I.IC TKII? GRADUATION IN JUNE,19S9 FROM
1dEIL LIC IIGH SIKCcLT OF” lhE CIfI L. GRAID RAPIDS

 

 

. $ . ’-. A .7 'ETT +11... ..9. n: '34." ‘1 3‘“ A C‘tx-VA nun». I 5.-
.23.. 594.. 'I/ .4".- vJ "4.5311.an “...-u. Job's} tutu £3..— ~.;. ..- '

 

 

 

Scholastic Total
AChicioment Kale; Intellefi Not “n.3‘ch
Rank in Toll3gc in College
in Percentile:
. - x a .4 v n A
LU. large t No. Halos H
. f; ,l
1 - 20 8? NE 28.1 UN 71.9
a . i/
21 .. to 1.9 f ,6. 53 , 3 no 2.5g , 7
.« m .. l A ,I
41 ’ 6O (32 J2 ‘51".11.“ 3.? 3k; . 6
61 — 80 78 33 7%.“ 2? 25.6

81 -lOO 60 53 96.? 2 3.3

 

Total 41% 239 60.1 16: 99.9

 

In applying the chi squara statistical mercura not to the data

in Table XII, the numbers of males in scholastic bth,Vdment rank

78

81 - 100 percentiles were combined with those in rank 61 - 80 percen-

tiles because the number not going to college in that former rank was

less than 5. The chi-square statistical measurement (2:2 = 80.51)

indicates that, at the level of 99.1 percent, the proportions in each

rank are significantly different in respect to going and not going to

college.

the validity of the fourth hypothesis of this study prevails.

TABLE XIII

Thus one may conclude that the first condition for proving

COMPARISON, ON THE BASES OF THEIR SCHOLASTIC ACHIEVEMENT BANKS AT THE
NUMBER AND PERCENTAIE
OF FEP‘TES IN EACH RANK WHO ENROLLED IN COLLEGE WITHIN SIX

END OF THEIR PROGRAM IN HIGH SCHOOL, OF THE

MONTHS FOLLOWING THEIR GRADUATION IN JUNE, 1959 FROM THE
PUBLIC HIGH SCHOOLS OF THE CITY OF GRAND RAPIDS

 

 

Activity Within Six Months After Graduation

 

 

 

 

Scholastic Total

Achievement Females Enrolled Not Enrolled
Rank in College in College

in Percentiles

No. Females 75 No. Females %

1‘- 20 #9 7 14.3 he 85.?
21 - no 53 12 22.6 #1 77.h
#1 - 60 86 33 38.h 53 61.6
61 - so 107 51 #7.? 56 52.3
81 -100 1%“ 96 66.7 #8 33.3
Total #39 1?? 45.3 2&0 54.7

 

Table XIII shows that only 1h.3 percent of the females who achieved

a scholastic acl‘lchruent Fall}: ing 16-38 itifm that of 80 percent (l .. 20
percentile rank} of the other graduates enrolled in college. Also,

of the female3 ac} ievinga echo} we Mi achievement rank greater than

80 percent (81 - 100 percentile rank) of the other gradua.t cs, 66. 7 perm
cent enrolled i2; college. Similarly Lo the 1113 graduates, th3 pro-
portions of lanai- aduait3 going on :3 college rang: pregr receive
upward in acaor lance with the scholastic achicw ement rankings of t? less

females.

(3' a 58.43} of the data

:3
it;
’1
C)
11"
EL
2&-

The chiasguarc statistics
in Table XIII endicatcc that, at the lave of 99.9 percent, the prom
portions in each rank are significantly different in respect to going
and not going t6 no.1,gt. 3115 JLd may conclude th1tth1 :ccgnd.aondie
tion for provix-g th3 $111311: 6? 5L3 fourth.hypotheais 1f this study
prevails.

Table XI? 333.3 that c-nly 23.2 percent uf the tott adaatcs
who achieved a schola.fi.lc dbthchiflt :anl ing less than that of 86 per-
cent (1 3 20 percentile tank) c-f the Wtifi? “'Luuwit enrolled in Cola
lege. Also. of the total graduates achieving a scholastic achievement
rank greater than 80 percent (31 - 100 percentile rank) of the other
graduates, 66.7 percent enrolled in college.

The chi-square statistical measurement (1:3 2 99.77) indicates
that, at the level of 99. 9 percent, the prerartions in each rank are
significantly different in r33p111 to going and not going to college.
Thus one may conclude that the third all final condition for proving

the valid ity 0.? t} few th hyp othcsis prevails.

80

TABLE XIV

COMPARISON, Oh THE BASES OF ThEIR SCHOLASTIC ACH *VBMENT RANKS AT THE
END OF THEIR FROG HT 13 ZIIGH SCHOOL, OF THE EUMBER AND PRECENTzCE
OF GRADUATES I}? EACH RANK hi0 EHROLLED IN COLLEGE WITHITI SIX
MONTHS FOLLOuTiG THEIR GRAEHATION IN JHHE, 195? LnOM THE

PUBLIC HIGH SCHOOLS OF THE CITY OF GR‘JD RAPIDS

 

 

r L :1”? . \f .._A‘l pl. . "-..-A
d':|;.LVLLy Wi‘vlm ' all)» “Milwau- .33.: L4)? J; <.'- .33qui0d

 

 

 

 

Scholastic Total Enrolled LotT bar 31 led
Achievem3nt 332:.dozy t:; in College in Collage
Rag}:
in Percentilcs
.. , .4 .7 _ A
:1 is.“ I I.” afi “1'1 4 LT [J
‘AO
l - 23 LJQ 32 23.2 100 76.?
I
21 - up 1:8 6‘ Lfi.f TC 5?.0
q u / o ,1
'1 .. 6: L8 3: 33.5 33 9.1;
O 1
61 - 80 ' 5 1 : 58.” 76 31.?
Q '9 5'! d ~ !
31 -130 ,3. 1,1 11.: EU 2.1.;
m. 0 _‘A IO ar- x 5, .. a .
LU‘tcLl yJJ If?" d‘uj.’ JO) '3'?03

 

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. -..-

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' .

being noocsgar; to grcie thc Valifilgy 1? cng Taucth hypothc3is of this
study, one may conclude that thfifh is a rol:tivn:lig bctweon the higher
scholao Mi 1311c.vmch3 Iahkiub, 3L Lhc end of high oohUol, of twelfth
grade graduates of the 3311:: high 3ohools of 3 ochool Jisbrict operating
a community coll cue 1rd the enrollhant of tho3c :31333t33 in college

U

within six months aft.c gradiation.

.1 4'2- . .41 J‘. ‘
Lut- 4L3. - ”vii stok‘JtlLuH’ U+ 2.2211; .LQ Q0213" (LC.

 

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5'Z...5 2.21. "w 901.1352... 2...; -.- ”figmgécl pig}? 2,;- o, 55.45.55.“ Lg,
tWElfth g? 32.2: 51 aduduGS Cf tuc yUDllC 52.1.UU4.» Of a 001202.12

d—LSLF iCL uptig‘ 213.2". .5 2... .OJLMH. ..2. v.) CUJ 1%?qu 4.21122 2212.: Lultial

enrollment uf these 51.233t23 in 30m-. 3013353 within 313

.- ~"..- —. f“- . ..a, -1 .-
.202: 2.42.2; a... 2.2:... 52 92.....ua 2.2.2.221.
1° “'""" ‘ ‘- 3‘ .—.=‘"7..J 2'.~ . 311'" . -2 -~..— 2 a- .«2 1‘. +2»
1L VILQLLJ 1V 1.13.2 L2.L‘T..~~ Jaw» an m‘ 1' (“CL-1A.: ’ 2411‘; ‘vUAlL-LJm '- .~‘.’~"IH» HAUL-y 29 1.4;”: :72. 1 2 u-kldL} :- 9 lie
p -n ...,A... .. .. ......W . ,1 .22. 5 ... ,. ..-... ,5...
preportlon o. ma2e 52¢uuatus wnu 3Apxesseu but several deglecb of at2~
5. ~ » p. : 2‘ I. ~ .‘5 q - O , A 2 #3..” ‘ . (-
tdLhty uf attulxgdlg, «30112358 1.1191022“ 230 5x 222.211.221.321 21 om 11.4.5}; 5.9.2.3232 04773.12
-s , ; -. .~'~ v .7 .. ‘ 0) rur- -.' ‘- .—2 ~ 9‘. :53. ‘ .lp .- ’55 ~ ‘. . .. ,9
ate enrgllgl 2n tQ2lt5» muut 23 j signi lo 5 .-;2y in re pest t3 25555
.. 1‘: t. v P- .2," -" V" ‘ .' v . ~ 2w '- V y 2‘ r» -.- ”a - w.~- -.‘ 1 .951. . I ,- ,- an ~ -.
expr33320u- and tug greater but 3.5193 of c25233333,-31tdlaty uf attend-
' .. . ‘-".- ..A . . A . ‘ 1. - r. L“ 5 . -‘.' ... -.
1mg 0911858, Luc 5.3333r must be tne ptOyUftLuh cf mgAe 5r3 wd' 3te; who
.2 .. . 2.. '.‘ ....1 ~\ 21.. ...”... . . ......1...,..- ._;.\ ..
62222011321 .2.“ tau-1.295.: 24.12. 2...; 0222.; 522 Vt»): 2.52.in Uf .f'312.42l.t: 52 522222.419“ 122212.12 2.29223
.23 -. — ~. ,1, 9‘ _ q - 7" .. r ...... . ’_— ~-‘ .. 7,. :1- _- _ P _ 5 r 3U —,'\9_.,\: 5, ‘4-
pressed the 3.2; A. 3-5”t2 U‘ Carvdluqd u- A 'xnu2n5 6C1105w 52232
to graiuatian -Tom h25h 3chool and who 31r02133 in to22c5r must idly
21

significantly Ln 3:2péct we thgst 32p3gtiimu: 23d the 5222-23 tcr the

degree of chrc.;ud sustainhyu J. 2tt3 -ndin5 cullege, the greater must

be the propartLan US femalu graduate; 343 cnrclch 13 331185 :33
(3) the proportion of all 5raduu of both sexes whg exprcsscd the

Several degrees of certg;nt§ of &it$hfifl5 college prior t; gradu5u
tion from high 332.31 3nd W53 unrullad in C¢1l¢5u must waxy signifim
cantly in respect to Lhasa @Xp?8éoiflh5 and thg 5raat3r the degree of
expressed certainty cf attending collage, tha greater must be the pro-
portion of all ngadu ates of both 33335 why anrolled in college.

Table XV showa tuat only 3.5 pcrcont of the 33133 who expressed

”no intention of going to college" actually enrollcl in college. Also,

the table shows that 86.6 percent of the males who stated that they

 

were "very certain of going to college" actually enrolled in college.
The preportions of male graduatas going on to collere range progres-
sively upward in accordance with the higuer degrees of expressed cern

tainty of att¢ndiug collngr

rp'hvfi M1?

13111.12; 2n”

COMPARIT-fi, on .r; 31333 0 THE DEGREES F "3 m 3?. CF ATTENDING

V1.0 1.1
COLLEGE AS EXPPE SSED FRIOR TC T“‘“U...TT SH TEELFTH T ACE
STEJJHTS 3F HE PUBLIC SCHv 3L3 OF T”3 CITY OF GRAHD

n~1;\*fi-“ f‘.- W??? $V'flr‘j‘mfi awn *v-fi "SN? ‘L‘
“.11 ...U'a.) , bF “Lu n 411.2412; Any 1 _Lo- LuuN LAGE OF 'ULIE
"y ~p a fl?_y 9’ v ”TA v-uvn 1- ’ “h T"
CPL-ADJ. Ami-US .LH 1.1.1 Ii; C‘AI 1.1602... 1311.9 1411;» “”3” .LA‘

fir‘ fif‘vfi «up my vrpmfin nrgvmanr,‘
AJLLJ .11.; 4.4L“. [E n“ vnu4 alt. A‘UID PERuulv ".AUH

0? MALE GRADUATES 1’ EACH CA E3031
‘WHO DID 140T E"RCm I: COLLEGE
WITHIH 3H VLCKTHS AFTER
'UATI'QN

 

 

r,.:..,.'.1.',? ". H7. \I.h.-.:..‘. 04.,” , ..
:thLV1W' VILtaALLrl .21.)“. “011ml..- .111434 u‘l “alu. 321.101.;

 

 

 

Degree: of Total
Exprwssed Males Enrqllcd Hot Enrolled
Certainty of in :qllcgc in Collage
Enrolling in
C01 legc J 4
No. H41e3 1 Ho. Males w
Very Certain 229 181 86.6 18 13.3
Fairly Certain 90 51 56.7 39 “3.3
Don't Know ?1 15 21.1 56 78.9
No Intention 5% 3 ”.5 ”2 95.5

 

Total #14 249 60.1 165 39.9

 

In applying t1; chi-square statistical measurement to the data in

Table XV, the numoers of males in the category of "No Intention" were

combined with the “umu-1u of mgicfl Lu LL: Category of "Don’t Know"
" . -"~ r ' 1 . . 5 : " -‘-. - h 1 .1 a. . "A _ v» ' ,- ,a -' ‘0 .. > . ,. v
because 011:: vi: the 1.1.11... .111 L...‘ 3 erur waug'ul'y 11.1.3 4.3...) L115... 5. The
Q 0 ‘ .- v- w L I A -’ n “a a go . L
cal-square s.¢LLsL;;a+ measurzutuL \A” « 16¢.LJ) Lnu;;¢L:- ...t, as
-. . .-.1' ~.-..-.-- "- -. .- a~‘ .- ... ....- - ,.’ .
the 16: V¢l of? 2, . )‘ pm" CCL‘L, Lu... LIE-U133}. ...Luuu 111 Gown 093.9501)” «.2. «:3 9.1g»
' ° ‘h-’ -~ 7 ‘ ' 3 .' ‘1» I: . v. ’ ~. ? . - - - ‘ . .. " ;- .-« - ... - .~
I‘llflbditlg‘ @chireht .Lu .. Cur/159$ 1.1L; EULJIé $111.1 1.1011; gQLub L0 2.1111868 o
" “’2 ‘ fi ‘ " h. ’ ‘ ‘ -% 1 1.. ,._ ~I .‘ v. '-. '
Thus Un'fi JUV UUIICLUd'CS that: 1,312.: :L: at; CUUCLL «.1013 fU- ‘ u $4.135 L111; VulLd.~

-.-. ‘1 ‘1‘

L tj Ur {Jig f-) vii l-Vtaviulbu L51 ia; ~ I} -.J. .L '5’ O

”93?". VROT
L31 3141.0 (LIL

h r— ‘ “w." . — fin? onyx—w TR "1 #71?“ '“T‘ 15-qu '1‘“ fi'rxfifir" AT! '1'“? C\? I IT! \I T1vr‘ f‘ "' “fl“:
CV}.- 5 .".-. .1, L .131, \Jn 4 ILL L111 ”.9: Lil .‘1 .J ...zJJJ' J3...an 3; -TFLL T31 .. ' AT; EL'DJ..- NJ V'Oquvgl
.-. c . an ~~--«,-. , Th ’7“ - run m'r T1,? rFmYmTWW‘ "T‘ T"

:Lu EXT“ -LZUJA ' RLC‘LL ~.« V‘LL -4... LON BY TLQB:: find GRADE .4 ...LDX :1) UL‘ 11;.»

'TT‘T Tn . _y 7' #1 (~15 «WV-3 N'l" 1'“? 3T7 «P 73 EB vynrp
PJuLILV JCI CCU I VI JILL-.4 vi 1- L). U LAND; DLAI IDS , OFT I‘. 1.11". )3“. RALD
72"". ‘fm': pr‘ f“? mO'Q‘ffl Pu 1 a mnf$ ’1'}- v A
A “43.x; 1‘ 1 U2: KM. 332;. L-'....; LIKADJATI‘IS DI SH Gill LIJU .L.'.. «11;.

“,1 Yr) T 1“?“ 1"? .M/‘s 1' 1' 1“"! v '1‘ vv m \9ffim'130 ~Vfi

141‘ RE! ASL/L U 4 .1 4.35.1)... PJ‘T- - 3.1.413 11 J- .. 5115.1;
“fir‘fifi‘Ymi ("1" “H “1‘ “'YA m“ ““V
1.3.“; 1.4 1 a -‘N .1 f)" C .LLLLLAJ J. ¢L J'JclLZS 4.1.
flan}? n.rn-?nr~,-ar vrvn 1" ram 7"!" AYT
Ht". . :iL'Lv‘JU‘LL ...) 3‘1. “V4.- .14. “..-“...

“‘9 fir"; "" "‘ ‘ .dw-‘r
....- ..U 41448.1» IflThLI‘i 04 (‘L I‘iONTIE-S

A T33 CRADUAT IOu

 

 

Acfiiqity Within Six Months A? a: G?aduatlan

 

Degrees of Total

Exyressod Females Enrolled Not EnrolleA
Certainty of in College in Colleba

Enrolling in
College

 

‘&
I “j
J
J
‘1
x
‘n

u. rw
I‘Uo ‘1”3-u1.L1-t;3

 

Veny Certain .-, 163 75.8 52 2’.2

FairLy Certain T3» 27 36.5 37 63.5

 

Don't Know C} 7 11.1 56 99.?
No Intention C7 2 ...3 83 9?.7
Total 1139 139 '15. 3 2M 5’4 . 7’

 

Table XVI shows that gnly 2.3 percant of the

gig"

"no intention of going 0 calla

the table 1nd... thfiita ”5.8: 138? (“61111 Of thf?

*cateS

thqy were "very wrtain of gqu g to college

ac ual 1y enrolled in colleve.
female.

'tual

8’3

females wh. 8Xpressed
Also,
who stated that

13/ é:r£11‘£i]l‘<‘s£i‘-

colle"e. The propor,iuns off .“,3 graduates going on $0 collnge ra.fie
progressively upward in accgrd33 . thr the3 higher dagrse of adrrgsscd
oer taxinty ;? 35fi¢3€;“” 0911353.

In appLying the h ssqu;. .7afi33‘iaal m3agarcucnt fig 2;: 3334 in

“ab 9 XVI, the nuMber: 0

2.??? com. 3.13 zit}. Mr.

I v
VH1:

n. 5‘

VA

5 3f {1“} “it"?
my. ”"0" J

7' v

l'JU .Lilt'i;

Know" becausa one of the call: in the forget categor; W33 13?: 7L3“ ,.
The ch175q73#¢ 3t31;P*L :31 mpg: d"M§ fifx” T"’.f?‘ Eni;e;t33 tsgt,

at the lava: 35 99.? ch$Cht, th. ,T;9J1tiuu. in each thgngj ¢xe ~;L«:
icantlg diffgrgnt in rgsp 3: Eu going Ah ”.7 ggirg t3 1911953. Thu;

. ‘ . v r '4 :1 . ---. ' ’3 " a" ‘1 ,1 VI’ .-. ' ‘_‘ 0 ‘ p I . - ~ ~ ‘ ‘ . - L r ’
one Mdg Cuncmwda tug» Mum ~,,Jh Juu+vndu -v‘ P?U*—“$ t“e V“**d*“5 ”f
7 n' 3 3-3 t3 w:~ -m.w.3‘-
til-e .L lftll i‘lJpP‘gi MAI-6""; "" fl s' L: 4""- ‘v‘ o
”.13 _ 171an 1 , .~ '1 , a 1 -~‘_‘- ‘L b P 4" ~ 'w- ’3‘" “ “
L 3111.4, 4].. l ... 7L a“; ,ga‘l H. -1/J.A<-. m v'li. “J J O *‘k I“ v- K, "-13 L' J $'- —".—t‘-‘- V ' "“5“ b“ LLKA’EA'J> "it; 8!
- .. .. .7- 3-: "7.- :.—t 74-! n - --.‘vw \._,\n , ,.- 'w , . -‘.
h1'10 UKPr33;J;Dnb ‘1” #11 J’ka: i!Jnu.i: ...‘ ‘ DJ *‘£6 ”'0 ‘JUP.‘~~L.V é’f‘; (’1‘! 4K3»; ‘ &J 1151 '11k L.\. 3.; $.14
. ...... .1 1' .71. .' z . 'L... I*‘.1 O1 1 .~-.-. '- 0 1 r! 1.9 ”-
001108;. , Albb , um; \- a..- .. 1.1K]. ‘ I“ 7 . “$qu -' 0”- 1;qu ”V“ V "‘“L ' " "I" " ‘ ”“9
« ._;. ‘ ’1'. .~‘!.-.l~'3 1‘ + ._ _ . 91": ..- -7 n,-.“. 39 ...,.~_,._-..1'V ...!
g1. duw, by“; 5. :41“; -J v.33» . s, '43: z x u “1.3 In. '9- '7‘. ”(3.“ t"*'*--"““ VJ” bv'il‘b UV V01 J 6gb“
. .3 .. 1 ._ 7 N“ x“: .7... ~. ‘. ~ 3r, " '- r ---\* 4‘7 "I n ‘" fl. ,
aCtuall,’ 3') ‘ilruildd LL75 ”341 1 «L3 o ‘;.*.z E: v‘puJ {’24th 05. ~41 :3" “("‘iu'tUS bOLEg
. -...- . A. -. 5.. " ~ 1 " ".1 ”“.”
on t0 CU} s.-.',- .L v.46; 5.; 70‘ ,3. ._ an“; ”E ward 4.1“) a $204. \«giult? »;.l.t'1v1‘€ “7.53161.
.. J 1 ~ ~ . .- , . 4“ s 4" " u 1 . . ’ V I ‘ ‘
degrees of ex Mr -97 ”c. -~UMJ v~ abvahA;né CU1‘“EC’

I 14.2.7 33 3:. 7 7. 37¢: MAM}? 11'
n app J'.. lb v;‘.,- and. \J\iVi'--~«- . -' so“... 3..." uaLbf. A: 2 .

T 4,.

in Table XVII, the numbers 33 graddatcs in “"

tion" were 00m incfi niLh the numbers of graduate

0:110?)

.... L 7
U180 vdwcb

4.

. l‘
U»

. - n
- u
K‘. .‘1!

.‘.- ,,
i." \tha

"No Inten~

"Don't Know” becau

than 5. The cniagquare #Latistlcal
that, at the wvg‘ U¢ 99.9 pvrvont,

A:

“4-. .51.;

05‘. :3 ~. i
a A ‘4‘ VAL ‘V

T 3.; - ,,..1--
are aghflcantw

Thus one may conclujw that the third

53 one of the cells in the former
meaguremwut
the

“.. “.2.
. u - b‘"

C)
\-'\

category was 1985

V; ; 33g,65) indicated

A.
I\h

Proportions Ln each category

it to going agd nut going to Colxcgs.

and final mondiiiou for proving
the validity of the f;?1,1; wypothusis prevails.
w b.? ""‘T
‘JiJ-‘AJ—fi 45' *J
COHPARISCY, OH TX: 33333 CF T23 3333233 0? CSFTAITTY CF IOETILUIXO HIT}
SFECIALI JD -AAITIR CR CO T333 JORK A3 EX? “83 ED PRIOR TO GRADUATION
BY TNBL"TH GRADE STUCEYTS OF TAB IQLLIC RISK SCHOOLS OF THE CITY OF
GRAND 11.33133, CF TEE 23311133 AND E'ETLCERTtC: C? WOTH SEES TI m 021

cummymommmmINmmmnmmrmnmmaW3

PERCENT’GE OF BOTH SEXES IN EACH CATEGORY JHO DID

NOT ENROLL IN COLLEGE WITHIN

SIX MONTHS AFTER

pn 0 ’\.'Y « MTA‘L'
J. 41.1.4 vita .LUh

 

 

‘ n . s .
,, .

T7. . _ ‘ T

 

 

 

 

 

. .- ".‘-. r. a. q 10'. .a A.“ .3 ,3: -
-... v- 2' ... v3 5;. 91L.» v-3 X ;auli"v}.xo .1 . up}. Jul -:-l~.-=u‘--bJ..u3i
D‘AI' '“r‘e I" P m 1‘ V W x- :-
Jot \p \/L * K} ‘G” ~1-
.. ‘4 '3 4 :
Exp‘l LSL‘C to; MU VA...
f‘ 3 L- 0 ‘7' ,~-~ "‘ ....T 1 ..J ‘3. *3“ «1 ~
'JertaLn by Vi. uz,“_n‘...: uni JL “.1". but ;.axu"0.1. Lt‘d
a." . . q a _v o 0 [V H fl 0 fl * fl ‘ ~.
15111.91 J~4£§o .541 Jul. "\J.~_’.Ikro ‘- .L-il 'w'UJ-H—Lvol?
'3 .A .-
0014..ch
‘7 " . ... 4 l" - s 4
s «1.41.; L; 3 1"" ‘2“ u; £1291: /’-'
,9 l n ". I.) m 1. - 1 Q
very cert/oil“. h}~u J. ‘-.:’ ilou- U0 L’V‘ .7
T9 ' . n ,, L ° w I". "‘0 ’1 f 04’ f?" ’
1 “1.15). '-\/(.'r Valli ‘!~ .1 g “ _J g I . 4“ \.“\«" )M‘.-}:
'4' ‘..L “’3 1f L 1‘», O!) /
Dort' t [XILUH L3 4‘ .-4, ..__,\ .-‘: “L9 9.1 . Q)
,. t._ a 3 1 fa" .t.
No InLUhtLJL 1,1 L 3,* ;~, 90.?
Or? to an 6 'Ar lfi
Total -,, hau 2w.» 4v) +a.5
' - . J- ‘ "
Inasmuch as the three COUdlulOnS prevail

which were identified as

86

being necessary 33 determine the validity of the fifth.hypothesis of
this stuJ=, one may conclude tha t there is a relation: hip between the
greater degrees of certainty 3? gciLg on to Cullegc, 33 cxpreesed
prior to gradLatiun by twelfth g,11 gaw-m.133 9f the puslic high
schools of a school district operating 3.30mmunity callege, and the
enrollment of these graduates in college within six months after
graduation.
' othesia 6. The sixth hypothesis of this study is:
There i3 3 relltiJnohlg bLtLe n the plans made for college
enr333 13;.11, 1:; taelfth grade graduaias of tha public high
schools 35 3 schaLl district operating a Community ccllege,
and the initial ean1lm.3nt 0f iL333 gTaduatefi in some
college within 3lx month3 3fher grifluation.
If this hypathesia is valid, the condifiians zqust prevail that {1) the
proportion of 3313 graduates wuo madg plums priar to griduation from
high schaol for 3nr3111ng in 3LTILbL and aha 33133113 purollcd in
college must v3ry significantly in reapcct to these Llans 333 the
eater the level of these “1333, thu “r33ter mu3L be tha ~r3~3rtion
P E 1..
, . I x,
of male gra: IuatL: “nu enrolléd in 3011353 33& 12; t}:
female graduate3 WA; 3333 Ll3n3 prior 33 grcflurilcu era high 531331
91
«.4

for enrolling in 33-.Lge ani «LG agiaally .noui1-3 in coll as 3 must

vary significantly in respect to these plans and the gr33tar the level
of the plans, thc greater must b3 the pruyoriion 3f £33313 graduates

who enrollui in 3ullege 33d (3) thw 333L31310L of total graduates of

level"

1.4

both sexes who m3dc t1= severa

£3
'C
9"
E3
I
’t
"5
...
C
)3

to graduation
from high schuol for Ln.rL lling in 33 l, s and whu actually enralled

in college must vary significantLy in r33pecL to Lho3c plans and the

('0
NJ

greater the level of ths plans, the greater must be the proportion of

the total graduates who enrolled in college.

333:3 XVIII
com:- Isotr, 331:: 3333 or 1:: 31331:? '3:- 23-2 32: 3333:; 31.3 333:: :3 L
PRIOR TO 310:; 3:30:31. 333.3313on 30:: EI‘IRCLLING IN COLLEGE, OF
3112'. 333333 13::- 3333333133 03 1'3ng "".."3..~ 1310 33313-3333
:2: 3032.333 um: ms 313 1: 1:53- :333333133 or 1mg
333's“: WHO 1313 1:07: 22323:; IN COLLEGE WITHIN
SIX MONTHS FOL 1.333 33:13. GRADUATION FROM
313:, 1:3ch 3:33 S..I-lOOLS CF 3:3 cm 31'
GRAB-JD 3'3133 IN 3mm, 1.95.

 

 

9.,_I,.'.‘,.‘ ”I? f '. -, (‘33,. )1". L1.” 5. ,ALflk.‘ . .-
lit-...; UL --' .J‘. L.) flint»... - 1,» diar- inU'iA #0815 Aftfir CrdkLLalU-L $45031

Extent of Total
Plans 1‘"; ’3- e 13.11 3 :3-

 

 

 

 

 

 

BLfiollod Not Bucollcd
for College hr gruwflL“ ‘n Ca110fla

. -.a -... 1.15;; 5.. 1' x '6 _
Enrollment ”

- . . r" ' 3%
Had Applied to

College and 333
been Acceptcd 123 ii: ?1.9 :C 8.]

Had Applied 33
College but Ngt

Yet Accept3d 110 79 89.1 12 10.?
Had Contacted ;

College Repre-

sentative 3 6 75.? 2 25.3
Had 1'Iritteu for

Information 21 12 37.1 9 32,?
Might Go but. Had

Made No Plan: 33 16 19.3 6? 80.?
Had No Intentions

of Going to

.v I . A v.

College 23 ” "., 5; 9;.E

No Response 3 l 33.} 2 66.7

 

Total 21%

'2.
:3
O\
C .3
;J

“A
-r."\
Kn
k0
M3
\0

88

Table XVIII shows that, of the males 313 had made no plans

although believing Lhat they LL ghL go to CO4 lege, only 13.? percent
actually enrolled in college. Also, the same table indicates that,
of the males who had appliefi ‘l.o a college for admission and IAd been
accepted, 89.2 percent actuelly enrolled in college. Tha proportions
of male g‘LLuLLL- going on Lo zcll; go lqunllc ob*ad11 in accordance
with the level: of glans made.

aleJing the Chlmfifidafc statisLicLl meacursment to the data in
Table XVIII, the nambers of grafluaL:3 in Lbs category of "No Beeponse"
were included in the Categorj of ”333 Applied to College and 333 been

9

Accepted" (Mods) be: Ausc one 3? inc 3011: in the former eavwgord was
less than 5. The chiwLfluuce LLAListical flsafurcmcut (x: u ”(1.7w‘

indicates LLLL, 3: the level 39 93.? p¢?c$nt, the proporticns in orch
category are significantly dif ferc nt in resycat L3 goifig Aug “at geir?

O

to collegc. Thu3 an.may Conclui, Lhat the tirist cendiLich f0? provin”
the validity of the sixth LgLoL.eJl grevaile,

Table XIX show: that, of the feMiles who believed that they might
go to college but who L33 made ac plan; for enrolling in college, only
4. 5 percent “Ltul Ly eu.zolled i; c“‘l-gc Also, the same L351 oindim

p L“- _...j.‘,, ..3 ant; ,.‘..’.«‘a 1 a. _ ..1 ,,-,4 ..‘J at.“ V‘,
cates that, 01. twist: fBIud-M-U‘J: MILO xix/.1. LLrIIJ.~-LD‘O vi." 3 COLE-3g. 0Q 0.110 ‘a’tilU Hamel

been accepted'for curQllmcnt in a owl wg , 35.0 perc"nt actually eu~

9.

rolled 13 college. The propozLion3 of females who enrolled in college
increases steadilJ eith each 1 Vel of plans made for enrol Auent in

college prior to grl7laviou from high SJQOUl.

M-rvrr.‘
MW

amp-7‘7

JLM‘

'.

“‘7 MY“

co
\3

 

 

 

 

 

 

 

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Tableh XL., LL was LQLLJ LLLL LL“ cele in tha ma.er Let: lass LLLL ,,

Before comthing the chi~5qqu¢ Lujcx, the calls in the ca egorv 3f

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5133;, The uni-.iur“ mea uéwmfinL of Lhe resulthg matrix (:3 w 232.73)
LHJLCéLte-xs -'.;L-aL-, an. the: ;.-~;.,-« 1.3“ out: Tuféjtl, tuner $913.»? ....-. L- - \‘
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ing the validlfi, of LLL LLrtlz QJ§&LL68L& b?;7u;13.

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3 1 9
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a a q.
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In applyLLg LhL chi» quay: JLLLLLLLLLL mrLsurQLLLL Lu LLQ data in
Table XX, it HLS uhxervLB that one gf Lhc c¢lln in thc category of "No
Response" was lea: Lizan 3. LunLLga Ltly, thd dLLL Ln this categar”
were combined with the 'ata Ln the cLLegony of "Had Applied to and

Had Been Accepted by a College." TL; :hi-square statistical measure-

. . 7 . . 9
ment of the resulLLng matrix ("~ 2 Q65.38) Lndlcates Luat, at the

91

99.9 percent level, the proportions in the various categories are signif-

icantly different in respect to going to college and not going to col-

lege. Thus one may conclude that the third and final condition necessary

for proving the validity of the sixth hypothesis of this study prevails.

TABLE XX

COMPARISON, ON THE BASES OF THE EXTENT TO WHICH PLANS HAD BEEN MADE
PRIOR TO HIGH SCHOOL GRADUATION FOR ENROLLING IN COLLEGE, OF

THE NUMBER AND PERCENTAGE OF BOTH SEXES WHO ENROLLED IN

COLLEGE WITH THE NUMBER AND PERCENTAGE OF BOTH
SEXES WHO DID NOT ENROLL IN COLLEGE WITHIN

SIX MONTHS FOLLOWING THEIR GRADUATION
FROM THE PUBLIC HIGH SCHOOLS OF THE
CITY OF GRAND RAPIDS IN 1959

 

 

Extent of Total--

Plans,Made Both

Activity Within Six Months After Graduation

 

 

 

Enrolled Not Enrolled
for 0611383 Sexes i C 11 . :i. C
Enrollment n o ege n ollegc
Number % Number %
Had Applied to
College and Had
Been Accepted 263 232 88.2 31 11.8
Had Applied to
College but Not
Yet Accepted 192 16C 83.3 32 16.?
Had Contacted a
College Repre-
sentative 14 9 6h.) 5 35.7
Had written for
Information 50 21 42.0 29 58.0
Might Go but Had
Made No Plans 1&6 20 13.7 126 86.3
Had No Intentions
of Going to
College 130 5 2.8 175 97.2
No Response 8 1 12.5 7 87.5
19.29; 853 “3.3 572.5 hos 20.5

 

Po

92

Inasmuch as the three :onditiens prevail whien w3r re identified
as being neceseany to prove the validit“ ef the i“tn.nypothe31e of
this study, one may conclude that there is a relatirnship between the
extent of plans mice $0: eollege enrollment prior to graduation by
twel th grlee grgfiuxt 3 ;f the huhliv high scneuls of e soheel dies
trict operating ; hUmmuhitJ collar; and the enre “=“t of tn~te grad
.ates in cellsge within six «on.nx 43her gran

Hypothesis 1. The Seren.h hypothesis of this study fs:

m -
l ‘ _. w‘ (L‘. .l i '1. ‘C v
4511.; ‘“

.9 1:. 3 Vietiensnis between the occupetions of the
heads of the MJuSchwidS of -«v1ftn gride grairvt -e of
the paoiir high flannel: cf 3 SChVQI district Lpe?aiihg
a com1?;=.1rii;.y Swish?” .4333 Ll“; 33.3.3391. :31‘13‘01‘uu-31'fi {if
these grefleites in some Co11243 within six months aTtar

. 1.:.4_~,‘:_
graaeytisn.

.. 14:1 4' - ,. .1. 3_ .32» .. ...—.1 fi-z‘ .- “. H
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’ I \ .

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whose hUQ;CflgL. uflddm 3a.- 3ugagec in sue -ewerli estcgorrc: oi QC\uyAw

tions and who 4;, {...-@le 5:11; Toilef: in 139115.363 11:11:; “.".‘,:1"j’ :E-LQLIfiC‘aii'itlj ii.

reapect to tires: Citgbu}; fl and (2) the propertiun: e? female grad-
uates, prior to gr; ~ MLIuH fruh high Jcnool, whone heueenold heads
'were engaged in the several Categories of occapetlcnn and who Leta»
ally enrolled in college meet fizzy signifienntly in respeet to these
categories and {3) LL; preportiens of all-of the grad: vfiC of both
sexes, prior to g“adm r Len from high school, whee household h eds
were engaged in tha 5a.erel Categories vf occupations and who eaten
ally enrolled in evli gs mist Vary signifieintly in r33 get to

these categories.

 

93

TABLE XXI

COMPARISON, ON THE BASES OF THE CCUPATI NS OF 113 hnADS OF THE
HOUSEH L33, OF THE HUNTER AND FZRFflNTAGE OF HALE GR “U T33

NHC 3131.3 LED INC ELECT. WITH THE NUIT‘ER AND 3." my!» in.»

A la vv-ma v If‘ DP ‘1 m ruv A w- 1- 7 fQ/‘TTTTI 1".
UP 1".an GINADUAALHJ .JI'JA.’ LOX ui‘iRULLJ A} 1J\..'L:L1 .ACL!
.. fim_ ‘ ffi‘YMYII" l 1“ h Ty MT 1 '
"1.1.1115 SIXYLM \'.L .L..'~.Q A3 " ...“. ih." Al i013. 5 ROM
Ts. 1n 1 navy ("H71 f‘.’ _ru "T‘ ”‘11-“ ‘ (a. (‘P
s .TJLAUII'019J'JL3 UW L144 LAM...“ «'IL U4. UFg’IAID-IE:

GRAPES D10 TUNE. NE, 1959

 

 

Activity Within Six Nunthe After Graduation

 

 

 

Occupatio: Total fi ‘fi 1 n . fl 1
of Heefl e? 2.1". Lhréezeu not Enrollee
_".-.,,‘l‘..I-. n 11...
Household‘ ~u .-.-.ge in véeevgfl
" ‘-’--" - 4 9V- “r '1' .. r4
1 U . .‘i:.1 -: - ,0 130. 11:1.in :3 /u
fl‘l J
‘6 Grfilelc;: ':.-l' L‘
. 4". .

Kindred Her! 75 19") :.3 26 3'40?
Managerial,

Official and

Propriet.ry 21 if $1.N 6 28,6
Clerical &ud

Sales 93 j? ?:,9 :1 35.:
Craftsmanshi.,

1
Foremans‘nip
c I. ~ . I
and Kindred T? .3 35.? 3A. qn.g

Operativ. end
Kindred 9. 5“ 55.0 N} hh.h

Service work 10 5 50.0 5 50.0
Farm work 1 1 337.0 m 9.“
Labor, Except Firm

and Mining ?1 11 jfi.k l? h?.6
Unemployed 'u‘ ..i

q A (‘5 h

Retired 17 9 5".9 . w7.]

Unreported 15 3 20.0 12 80.0

 

Total Nlh 349 60.1 165 39.9

 

*Occupationa1-categori.3 tdken fr Tum Popu12tion characte.l-tlce,
U. S. Census Reports, 1950 .

’-

Table XXI shows {21"221’. t1.

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OF FEHAML GRADUA J ’LC DID} IUT BNRCLL IV DOLLEGE
VY'FM"T1V "T‘f 1’fi‘Ym'Y" hm“ Ah qfi'V~ MT ." ma rmfif"
I‘-LL-'.-. JiAk ilk/A $951" [8.1 4'..u\ J.¥“LLI’\ 11.5.1. ii 6. LU .1..ng
V"YT‘.T T“ T ‘rY 3f‘ . .
x u- 1.4.1.9 H4. HOC-LS OF THE C IL! OF
an fi\‘: 1" 13 I *1 A T‘Y 77“ 1 too
‘J‘VI1-l‘J 11;: “:5‘ _’\..-’ J.“ ‘J ULJU ’ i9:"

 

 

 

 

. ., A TIJFP" ‘ftLfi n?-- \p “, ol . f‘ ' . ‘1”-
Aka ti.‘ 1 tid' "J— \‘8‘h1: ell) Ir.‘ .c‘.—. II Abbi '1. .K 1,: ollftci- ‘lrff.‘j-u‘;~ ¥' 5:02.]
. ,, 1. ° , '1‘ .‘ "I
OCCU SiblO-fl bu‘tu A. n 1 _ .1 u L n,__ - ,11
« '71. A 9 1'3 .. .1 .. - $111301; 7J- h‘tub unr011du
03f igeau Q; .L’(_fl';sic¢.+.'~.‘— ‘..- .3 ‘3 n, '1 '1 fl -, . r1, 1 '1 ,_ ...,
AL VJLAQb» Au :UAAwbu
H «mu-‘1 .1 '1
ounAaI-LC'JA‘J‘
? “ '1 _ _ , 1v ~11 « . _ 4
‘ J . .' ’ "II. IJ—L ti.) [0 1“) . fl '3, Ii.“ .1” ,‘ if".

 

71. _J ’1
I rUf’S‘S .JJ-U'lxv a; ,

Technical, anfl

r:ia 1,33. ’9 ha /1 Q AK a
haul‘Ed Jug; A i 1 . . x .. .st 2.x) 28.;
1,1. A “1 ...1
dnagC‘; 4.014.- ,
A . g p P "
UfflCidl, and
, «1+ -»~-.. A” ""- "fi ‘7 "a“: “'1“ "t

Prop-1 ..‘k(37t(¢‘ 1‘J "w J" ‘- .2 —. 0 LL _.‘:..L J 5: o "
n r . Ia. -\ a
vlnfirLC-IQL aha

Dal-‘6‘.» ‘3‘“ J? Jwbv )0 A1;".;_

Craf taxaansh; 1., ,
ForemansLlp,
1' .‘. . . O
and hAhdred v: 2? 12;

\n
\n
k

Operative and

Kindred -18 M6 39.0 73 61.3
Service Wbrk j 3 A3.3 1 U9.0

Farm Work 13 :1 7.7 1: -:.3

Labor, Except .
Farm and Mining 23 13 ’5.5 10 h“.5

Unemployed and
Retired 12. 5 131.7 7' 58.3

Unre mr ted 2L 1.5L :2"; o '3 11+ 50 . 0
Total “39 199 45.3 2&0 5%.?

 

96

In applging the chi~3guaxe StatiStiCEAl measurement to the data
in Table XXII, the data in the category "Unreported," the aw “a 1n the
category of "Service Wbrk" afld the dafia in the catcgor; of "Fara Wbrk"
were combined with the data in "Operauxve an“ Kindred" (made). The chi»
square maasarcmcut uf tho :usgliLHg matrix (K: t 2 .01) infiicates that
the preportion; in th¢ several categories are s’gnificannly aifferent
in resyect tu going and not goan Kc college. Thu; .58 may conclude
tth the second :Jndi,ion f0; r~gxlno th‘a validLKy pf Kg. sevenih by“
pcthugis prevgila.

‘33—‘7'7 71‘ 3n: A., 33.3 173-. ~.._-..-~L-' 5"“ r3 '3’"
1 math, 4L“; 3 ... 114...,r...,.m: and,» tut: yi‘UBQ-‘l'bxuig'l? “f .-.J..' Tawumwflu Q;

‘ O
.‘.-. .. 4, ,-‘11_,,‘ .'..,$ P‘. 3 ‘fi .. 9“! ’3 .- . .1 '
a ff __ .' . , , . ‘ .r.‘ Q ._J_. fa ‘1!“ 'j ' Hr , .‘ .-' .-.~4\~ _ 7 r
bod” 94.41 we" 85 ‘. .-.} ‘.;-U. UK. 'Jk’A—«u‘ g» b v.» 191A. & .4. Qt“ ~.‘- yd“ v-s. 4..“ Oar" L‘L <2» b75321 a.» .. u

.....n

the ca tegéi' 9f '3nffl no: t; a Ligu of Qu.C parczng in the categor*

N

-~ A430: ._-, 1 3

n v ‘ '2 o3 . - 3 w v. 1 h“ '4 ' 3. ‘_ \ =~ " .7" . ‘ 3’3 _n ... '5 - I... o-
Of Mallang—L'»»- i .U'.» ,; .... He'd-'42.L , '.a‘l3‘fdc -‘ I‘Jblf 1‘3 “‘}+.J 0 filie .L-Luii‘1f :Jt is'§.1g't:dl:tageil

‘ - ~ '3" ’ ~ 3 - 9 ‘ « " '1‘. 3 ~‘, .‘I .- .._.3 "z 3 3.. J u «1.:
were 1n the 0&Liéuficb u; xrufuaJfloua., .uc.b.cu- .uu h;hufwu, uvwr
1 3“", . . Q h 3». . .‘ .- .. 1’ n ,1. '.f‘ a. 1 '_ 3 (N'r'fi ,.. Q! l 4!“
agar-18,4... $3310.17 , - 1.1 l “__‘ka?.1'\.y VV‘J ’ .5‘3,‘ 3/ 3 L :._ ___ MALL '«JEAJ. If: ~U¢ttl

.9 3 L ,..-,t ;.: Q “.3... -3-n.
percen". v3.0. '8 U 1- I' 4/ O; ' O 1')" fart-5:8 K” ’ «AL‘X-u 9") o ~J ilk-'5 fink/‘39:! A ‘3wfib6‘

3 .- _ _ 3 ..3'1. 9,43-.. . 3... 4.3... a, -... ..
tiveldo (river; “£353; C‘J‘..3..LR.LQT"UL'J3’.) ‘KCL:LCJ.ULV‘A&C «LXI Logic? 14:,..:".’\.‘-~.,‘I'Lt-.m.3=t‘93 Uf

u
z ,. . . L ‘1. .. .. t L3 p . ... , 3.. n W" _- (3 1 ' “"3-
those g0&n5 Uii W.) Col-”Lt be 4.11.. u-L‘.: '3«-.tr53‘ou°f .LtJ-U Ix; '.; 9;; .u..-.11\;,_,.Lir'v’ .5. FTC...»

_ . _ ’ Yf'. n ..n {qw h _ ‘ ... 4 . n .r. .... +3- V ,,%';1 yr. 3 1"! !a.( r _.‘
manshlp, and u;hu.uw .;1.v ryfpvutj, CH; h.;:g .-- u.nm.;m \:.., fig.~

. \ oqn .. .- .:9 Nu! rs - .H. A. \ "3-3, 3.1,.” l' I n . . \ .‘IT (.33 ....
cent} , I 061 “(J-:1; \ .k .l: i1 hula ‘3-'l»;jl;‘ll , i. -,lr-ll ‘J‘J.'.I'\. “ 1“" fy'i ‘—'I\."J+:'} , HwJ-‘Ui ,
. L h“ — . .- J 1", . ‘. ,. _"f ’ f." 4‘" ”I‘ ‘ _. \ 0"' fl “3“ . ‘1 r‘ .3 I .‘ - ‘3.

Excep‘l I: (3.516 6111‘; 85.3.: 5.1.) "La \J' OJ kJ“ a ‘~lvblt v :31“ A6; I .. 4., ,f will” 3-9 h.» . ’.; 'vz

\
(’48 .3 per-Bent ,‘ o
In applying 2'. Cn;“§quré .tatistic,? 2w.;;rgm;;t ta T ‘16 XXIII,
P .9V« 1 '9'Y o .7,

the data in the c.t;burd 3: isu;m fibr”" g“- -u-¢rv.-ww WLTO included

in the category of "“gcr~~; e and Kindred” (mode;. The fihlagauure

97

A
m3nsuraaenu of tue resulti mg mntrix (X“ ; 31.u5) indicates

that. at the leVe‘ Pf 99.9 percent, the pr rtiuns in the Several cate«

m4
Po
' ‘3
in.)-
U
El

gories are 31" zt1.y differe.t Ir re.s apect to going on to college and

not going an to college. Thu: ans may coaclude that tne third and final

I 1

. 2 - w .:-~ an v~7'13-~ A .mr ‘ := -
COHstion Co? FrUVA;b thu «4* via, VI gnu uuvut lypo M: ‘5 1L “avails.

H‘h'Pfi fifep‘rT?
$.1. 1.1;» n .LLL

fl Ara-t“ ." A!” m1——‘ T's ~ ’V'T‘f‘ AT? Mf'r:\ fih‘r‘TTV-fi; fiTfi‘-fl A“ Tm rm I f“ fir! 1"“
we? ‘1‘: ‘i; 9......) ' K, .3; J" _.".. ...J ..l ‘. - h .-.—l ‘v' J a '4‘ it.1....\lA .. ‘v~l LL! a-1JI‘L-.v V1 ...er
vyrfflv “3‘ q .. "III" QVYfiITNfiT p TY mvvm - rvfi 1H _ 'Yfl "P1"
IIC’W ":01qu (a? L LIL- l J);:,_A. {LN .--?txbl up..- OJ £LL GR 0:111“;
vy’TC :\vf?: rap Tu an r-V'Vr" v _r‘rm 1 rf‘lyr—H 1v Inmfl «1' T-x-jx n 'rp ‘ ‘
.1..' :L- in} A.‘ [V VLL' .EJIJ HAL- ...-7.: l U.. .n..D i .JRUEI‘ AIALJJ
’7 ‘ ”n ‘T m 7"" (’WTT T TT‘f" ‘
C" nLIJ J" n‘iDJIiTT-‘Jllrs EWIIV D: D- ‘LC :314R‘J'LALJ II C‘CALLJ J41.)
v TT 'V‘l" $1 fl'rxr ‘F ‘Ym' ‘(N a “W“ A“ n 130-: \ 'T‘r‘b' ‘ .. . |
.-v'.1_.'-.1ii 4i.“ .ii .' Lin.) H” ;;w. I Um IL. L\/;‘ [11.09:

TIE PL;:LIC HIGH SCHO’DLS OF 31¢ CImv

L o
7" ”‘7“ 'l) ‘ DT r" ‘1'" Yvnfij:
L‘ ”1"; PLI'L‘ .LDA) La: '5 L) 1"“ " 19:01

 

 

Act;ri§y Within Six Months After Graduation

 

 

 

._.‘ . . ..: , . m . 1
CLCUy‘tLv: IoLaL~~ Ehrclled Nat Enrqlled
'7 J,-‘ . ... -
of Elead pf wowu in CulIgbe In Callcs’
Household SGAGS
~" ~ 4” ‘1 'l _ ’H ,4
A‘ “vim-vi I" kiwlgiJ-;nLl [0
Profe sional,
'T‘ ‘. f , I" .
L633JL~JELL , “id
° . - D . {A g" . ’
Kludrcd Wbrh 1&3 31 J;.5 ’2 36,4
Managerial,
Official, and
A . V.“ 1r {’1’ .A‘ ‘i H ’5' ('3
Proprle WU‘FJ 1&2 J/ ‘»'-0\ ..L. 2".»
Cleric 4.1 gnu
. V, / f‘
Salgs 1w} 9? JD.» :1 33.2
Craftsmanship,
Foremanship,
s O
and Klndrpd I}? 70 l.’ 99 60.2
Operative and
' “ L I ‘ 4 .
KIndred 2;: 100 #0.: +1: 33.3
Service 39?? 13 7 55.‘ O 53.3
Farm'Wbrk 1% ? 1h.3 1? 85.7

Labor , Except
Farm and Mining an 24 5h.5 3

Unemployed and

C)

:-
kn
0
kn

 

Retired 29 1h hv.3 15 1.7
Unreported *3 17 39.5 26 60.;
Total 853 baa 52.5 u05 n?.5

 

Inasmuch as the three conditions yrevail which were identified
as being necessary to determine the validity of the seventh hypothesis
of this study, one may conclude that there is a relationship between
the occupations of the heads of households of twelfth grade graduates
of the public high schools of a school distrio operating a community
college and the initial enrollment of these graduates in some college
within six months after graduation.

EYEOtheSiS g. The Ulgilwi 113 QC: a“ =£.T5‘ v ”till-Fa n; L. easy 1. »

:3

There is a “61a tion ship, o.'x the ba‘si ‘ of sex, Detw mar the
g"add;te£'~1.no enroll -1.le Miot—LLJ 1.3 L. Gobi: 37.3.1.3. «4/ College,
between the '“sdua.es who enr oll initially in private ‘
controlled -oureyear colleges in file same district, and
between the graduates who enroll initially in resident
colleges of V; rious kind: or types outside the district,
within six months after graduation from the public high

53hools of a school dir: triot 0y; ;ating a community college.

i ' n... .,u-_. u... :T -...133 ~ .“ 2 - .1 phi .. ., ,
If this hypo! tum-4.1:» LL “valid, the condition mun-t Hrifi‘irrfille 'wllutu the pro-v

'portions of male graduates who snrnll izaitiall g in a community college,
who enroll inlols.g; in sun: prlxlt-.d~eonorolloc foureyosr 011.5;
in the same distri3t, and who enroll initillly in resident colleges

L._ 0

FE‘ - .... ,3 Pt - . (w .1' -..~., 4:. L- » --..'.('—i a». ~-,- -. - fi‘- 9. — n .
of va.lous kinda or thLs Outbliu she dist.let glthln six months after

graduation from the pdblic high sehools, must vary significantly from
the proportions of f:; male grzdua te who enroll initially in these same
institutions within six months a ter graduation from the public high
schools of the school iistrict.

Tehle XXIV shows the number and percentage of male graduates and
the number and percentage of female grfduates who enrolled initially
in the several kinds of colleges within six months after graduation

from high school. This table indicates that, of the total graduates

(‘0

v'; ' -‘v‘1 I" "1 Y‘: _Wq" f V P“ 1‘. fi..“‘ ' ‘.r a '-"§ :.- $‘ Hp h: .... ‘ 3 . .‘
«1&9 5111.6.u4 (’24.. .LLAJ. ULr.§.....s.‘> 4.“ $1031.“; 1. ‘JJ. 9.42-61! , J. A. 14:...‘Guu ‘4 U... 3431?? ;.-.I.~1..'...b‘b (1.110.

O O .... 3. 14-31 " ‘|. . ,r-
5U"5’ p64» Vii-L U “'75“ en led lib d. LUJAUUull-MJ CV1.4C’€’U. 4-11.40,

f 4‘~ * *»” 4.4 ‘ a ... L v 11 a <.**‘ ?1 ’ .... a 11... 7 E
O «lit; wLImeL 54’ caulo‘vzmw’gu WILL: 5.4.. v..._-_~‘.. --43.Lv.-<.2J-. O 4.11 .4048; ”VIACtB‘S, 4-. ‘

' ’- 35 u ' Vt" ., a l‘ 't \ . 1 . “ :‘u f‘ ‘ I- y ' "3 1" fl 0 ‘3'. ‘ "' . ~u ' ‘z .4 r, . :v
141:1]: LL31: v L4 4 misc. LIA-444444 4.44.1». .3. . L: 4" 4 . 4 :41; L up... mic 4 ‘.flllcu. y mi... ~41 ... x; \4 .L'H 8:.
t-r; \-~-~ .. x .‘ 'u.’ n H '1.“ on =~. r. ‘1‘ ‘-~.‘ T“. ~ 1 - .A I‘ -~ .— .x . ,~ ,4.
pram; LL44} m; A“ Salami .-.UL44 -j to}. v.2... .44.. on. . .4‘ ins-413 , '44 4.11;: m) :u. gran-a
_ . q a: a a ‘ J + . a“ w --. . . ,‘z, fl a" -. ‘flb fi" A l a . , ' .74 r .. i “‘ fl ‘1’“ '\ ‘ " " "
uates L‘r‘rg'J‘ ‘ L‘hb 4 “‘ "1‘ '1" ‘LJ ““" " " ‘J‘"“‘ 'L’U')’ ‘- '4‘ f t; i .1!) 0.! tiaihvbs; v k.» .. filllt: Hide-L

. '44 .- ..-. - 5" ..- -. 47'" n3 3- -- a ‘4" * 4" ~
and “‘12 r‘1.'JLL11t 14;. LAM, .1”ng 4-4:. £311; u....2...‘~.;"u .....L 4;. 24.94.494.544: of Dumb ing/pt?

1.005.460.0414344’36 tutti. SCIXL’C"-- (3.1.1:

91 - n1- “ 1'1v7w7

 

 

 

 

4.34.24“... 1.4.... 4‘
fl ’m g “TAA‘Y h_\1 Wm n \ ("T(" {51'} M" A“ MYTV" VT‘ffim'flT‘ I ‘1'“ 7‘7'jf't‘1ll1" A AP! A?

.4 ... :54... a. 1.. ’ ".- -...”r ...“.QJA.) L'. 4.44.:- , --...4 '..'..‘.1;'4-'.- -1194} A. .114-.-.z-_.u:tuf4 4.1:.
fin.nqv.mr-\.~I VVTYA *‘QV" “77'1”.“ '1‘\~ m-r-r-h Tr‘f‘n‘r nh\q«vw1_-I'rpnv mnfr 11w wrfy
ULer 444.4 .u’nv 44;.iu'vl4ubu .4. 44.4 JJULAL; s4"1J.-zI.L&.L 4'L4pLJJn444, ”1:2“.
hwnfl‘r‘r w“ ‘7"? T‘Tf‘h‘rrflf“ 1'? "rm-*1 rn- 7» ~ can-T “Mr-47°;A-mr‘ HAVT"_ ‘m '.II

Lial'4 4 p.434-) 4n 1.44.3de "1 LL--. L's“; .LJV . -24; ...- ': 311:4 -‘ L, -.\.--.L 4. e.
n -r V‘flf‘fi" v I‘VE? J‘flYrs "‘1‘1’" .\v '9‘ fit“, 7‘? hiflf' T 1",“‘1-1r1 ‘SV fry—q:
.4 ”.44”. 44.... , 5 'L’ “MILL/14444444 ..LL. LIL/4.4L- «4.4-4: 4.1144 www-me
'I'V'm'v‘r‘v :IV )vAytmv' a . m—s-n (\‘m 5: “'71-'30-5‘7! 'r-w-‘r 1.1 m7???
.LngieLiI 1‘. 11‘4” 4 ‘LI-’ .‘U Lu... ‘.JAL-"‘..J..“..J.". . ...~_ 3 .nL‘l L :— Lu...“
'va..-r '1'” WI :1 anYYAI‘T (N A“ ['5va «- --1-"— («ft "“7" 4 ~.. 3‘
1 04.1144»,- 3 4...! u‘v..UL 14.. vi 4.14.41 244 .. .. UL Uzam‘au'
fifcI-‘P‘rxf' *r-n '1“??? 1. mic,
irft C—L-w ch" U ‘ 1‘42) ’ J," 0";
In. .. p 4.94,. 4.’. 0- n- L V1. 11 _a
. ,' ... ‘I. f" " V :4 ) \‘fl
-513- u. 111-444.4414.:201, u; L'a.1.'.;f . 4,1“ bwflgi
n m a
*- .V 3 1 + »
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.44” _ _.~.‘V. .. ..- ..v- ‘ ‘, . .'-“ 1 ?- I . -'.. !. _‘I
114.61.: L4 4214.4 Qua-La; ~~ Lh'v b43442. ‘Jtduufi' u... ..L. ‘4‘; .&‘v'\.'o. .. .r' .L\ 545'- V") .......'L. Eat: .9
a T"... .11. 3 " ‘W— 4: ... C‘1T'1”“"';"“"‘
UChOCl -5431..." : .... 3 . v 14 .LJ» ‘75" ‘25.}! 15’ o Linc—193$ 145$~£13 94.14.14. i..-
fl I r1 f 2- r
I} _ 4 ‘T .4 1.1,, K!
nu . l5" l‘au . ’.; nu . Iv

 

:3:
E:
(D
3
3
H
(A
4")
-\
Ln
0
5..)
...J
o
(A
{D
L.)

33-3

 

FEmale 199 11? 59.9 2 1.0 80 “0.2

 

The Chi~square statis'lcal measurement, when gmpliwd ta the

V

1%

aforementionud Perflrtl 12: (12 1. 85) ildit4ted that, at the 75.0

100

percent level, these proportions are si-qifioantly different. Thus

one may conclude 3.3t the eighth} pothesis of th13 stu’v is valid.

Q1

That is, there is a m1334.0 inip, on the 331: of sex, between the grad-

‘ A.” 3 .-‘ ,7. , ..-. . ; ‘ t ' '. ’-\. :‘9 1 ‘_) 2‘" ‘ "9 3" ' ‘ ' I"
dates who eurol1 i.nlti u ly 1“ a 30333331, Mulicgs, oetuecn the graddn

ateS who enroll initially pri :atelyecomtrollod fourw “ ear Colleges

O

in the same district, and butuemfl the graouif»t who enroll initi'l

W“.

l

in resident 0133033 of vavio13 Kifldfi :r type3 3313133 the district,
within six months after grefiuation from the public high schoel3 of a

school distrLct gperating 3.03mmuuity college.

.91. ‘- fl ., m 3 .11., 1-33 -1._,._..9 ,3 p . .9 ,, ,_, .y .3 fl.
HypotAESim‘g. loo nin3h JJRULhleQ o- 3313 3331y 3“.

m}:_ :9” -. A '~ ‘-!~ '41.? 1‘ . V 3 a, . A I 'I L Q ~’., “'\ .9} ’9: (Q ~19, p ,‘h "‘- _ 1 (w L 9 g .r‘ ‘ "‘ 0 '.‘1
1. 13,1 {4, .L .3 3-2. - -_x i wi-U'IXQllll...’ , 1J1. min;- v {Hub-1.3.3 y :nmuui ..L~..a max. (A. L 11513.11”
:- L a - ' ‘ ‘ 1‘ ‘fi ' ~ , ~’~ "' ~ 1“". r ~"1~ ' ,J~ - ~9 -:9\ ~,?. ~.. ~ - . q ‘
1711.1. 94 ; ...' v. 3 .. '33; and,” 1.x 1.3.9233}. , Mk t n. 32-1131 ‘- o: u»- Linélintfit- twist) (5;.1‘333
9,3: 9,15. ’. .. , .... .._:1 - .“",_ 93,1 9319. .9..- H.933“!
1.11.1. tie-111.): m a. Cu-uuulnu, u 3 C '3 J. i c Q: 13 3 a: 31-36.; i 3.311;. . 3 law 34313901..

.1; 2,- ~ . 9. ...; . ‘ ;,. .m. ,. .. . -_,_,fi1 .1.9':-9,'~'I ,. 9.
1.4.5‘41’.‘ 31.3%: ., ‘.;“. u’x'fCfiJa tilt," U: 1).»; LA... t6; :2 Wink" '.;41;.U.L ‘ .L.‘ ‘.L a '.;. ('.;. -1.“ «L13.
.' ‘. : :- ‘- _- 1 j ,o ( " Q «- 1 ‘1. .. r) a. .. .~ , a, -- 1 V‘ ’ k 1| . . -'.-‘
i" ,5. .18 3.8.39! '“v‘q'Ll Lei 0.3.3 : ~ , £0111. '1‘") t} a? 33314.th‘0 37.1. wiilh fine 3.3.1111,
3:.-~,.-.‘. . 3 ‘- .‘ ., ’.V -- -' ~ "ml“ ‘. ”it‘ '“uw 9.. 3 ’.1 ~4!~
3.3..- w. -.L. l, , 43.x... «:2- «Vs 9353.313 «-123 -: ~.. or“; 3.3;. ‘3: 3—33 *1“. «'49.. LLJ." 3,11 :: 131' all; u

.. w 4 .—..-«4< ~° A ' i .4 - ,9 ‘.- - .

Cullwéefl 3? 2333013 kind3 3135333 W 1.33-33t, witiin six

1, . 1. PL 1.. 3. , 3 w! ' 0-. .. 4-1 .- .. . .1~ ‘3 3. ‘- - 3. ?- -.- ." ,-. -~t‘ .
"1041t383 ii: I": 5 b: I-“ L4\...» ML 'u’rl . »'»~ A Q.“ ‘.A 31.: idlfiam 3.3L»! lad-.651. v K/i'I-AUUJ‘: J (.c A L3"

5‘ - L. . '- .' ,‘-’\ ,\ ’- -. vp ,- .I‘ < .9 9“ n t ‘4‘ V 4‘ 1 1 a ’1'.
SCALOOICA it) 01‘ LCt Opt. .. :1 3:31.153 17}. “,Qinluu, '.;. v) Ck, 3113.53; .

9

If this hypothesis L3 valid, £33 condition3 must prevail that (l) the
proportions of male blah school gra 333-3 euro 115:3 izitially in some
college anfi who achieved the seve3sl 33boxa tic “L311nfiemt razki ings

in high school must vary significamtly in respect to enrolling ini¢
tially in a commiuity college in the district, to enrolling initially
in a privateLY~controlled fouruyear college within the district, and
to enrolling imitially in the various types of colleges located out-
side the schOol district within six months after graluation and,

(2) the proportions of female high school graduatcs :nrol‘l ing initial-
ly in some college and whoa chi 1e ved the several scholastic attainment

rankings in high school must vary signifizahtly in respect to 3nrolling

initially in a commJnLty collega in th5 distrir ct, fie enro1ling initiallg
in a privat14«contvollvd fourgye:r £011ege 1113atsd within the d15—
t‘1313, an: to tnrulling initia1 y in tha various tgpéfi of co1lcges
located subglda the 3ch'ol ilstrlct Wlmflih 3’2 months after gr.du;tion
and finally, {7} fine groportlon of all h1gh sci we- graduates, pr J03

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Sun-15.1"". This chapter ‘ibii’ presumed the analys '5 of data and
the testing of t.; ug;lqythsrcs cf tai: stuiy. Niuu of the tan
hypothcfias, uu.¢r the cunditiuus set forth for Cct:rnlniug tLrir Valid,
ity, were qund to Le valLd. TL: succeeding and fLAel chfiptar of his
thesis presehtS a summary hf this stuuy and the conclaslonn th;t.fimu be
dr;xL fron Lt. Th: flhal chapter also rreaehts the wrchr's bulicfs

1

about the imylicatiun; and n:;uu Cor further research in th; {Laid

opened up t; this staid.

CHAPTER VI

SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH

Summary

The Problem. The problem of this study was to determine certain
factors that may be predictive, in a school district operating a
community college, of the total number of boys and girls who could be
expected to enroll initially in some college following their gradua-
tion from the public high schools of the district and to determine
certain factors that may be predictive of the number and kinds of stu-
dents who could be expected te enroll initially in each of the various
available types of colleges. located within and outside the district.

11119. Mug; piggy, The writer has a personal need for the
information provided in the study because of his role, as a consultant
on the staff of the Superintendent of Public Instruction, to assist
local groups in the planning of post-high school educational institu-
tions known as community colleges. One may also assume that this
stuck! could provide useful insights for educational guidance and coun-
selor personnel, in the high schools as well as in the community col-
logos in school districts operating a community college. In addition.
the intonation provided by this study should be valuable to curriculum
planners, not only in community colleges and other colleges which high

ll?

seheol graduates attend, but in the secondary schools of the school
district.

19.9223 9;. 133.2. me data for this stw were obtained from (1)
questionnaires conpleted by twelfth grade students prior to yadua-
tion from high school , (2) questionnaires completed by parents about
the activities of the high school graduates within six months after
their graduation from high scheol, and (3) records concerning the back-
greunds of the graduates maintained by the School District of the City
of Grand Rapids.

Questiennaires returned by 1.015 of the total 1.220 twelfth
grade students of the public high schools of the City of Grand Rapids
were compared with questionnaires from 1 , 06% parents . The number of
matching responses, students to parents, were drawn as a sample of the
graduating class of June, 1959. This 853 case sample was tested for
the existence of four conditions which could produce biases in the con-
clusions drawn about the total graduate population.

Methogglggx. _ The procedure used in the stw was to analyze cer-
tain factors in the backgrounds , expressed intentions . and plans of
twelfth grade students in terms of their enrolling or not enrolling
initially in sons college within six months after graduatien fres high
school. In addition, three of these factors were analyzed in terms of
the kinds or types of colleges and the location of these colleges in
which these graduates enrolled.

fen motheses were established for the study. Each of these
were tested in accordance with the following procedural model:

(1) statement of the mpetheeie, (2) statement of the conditions which

118

must exist 1: the mpctheeis is to be considered valid, (3) testing to
determine the existence of the stated.conditicns, and.(#) statement of
conclusions regarding the validity of the hypothesis.

Assumptions. Certain basic foundations were recognized as theoret-
ical foundations for the lupotheses established for this study . These
were:

1. Twelfth graders in public high schools will accurately report

factual information about themselves and.about their families.

2. Twelfth graders in public high schools have conceived.inten-
tions and plans for college enrollment after graduation from
high school and they will accurately report these intentions
and.plans.

3. Parents will accurately report the facts concerning the activ-
ities in which their children are engaged within six months
after graduation from.high school.

W. The hypotheses of this study and the conclusions
drawn fron.theu are limited.to the information about bqys and.girls who
were enrolled in the twelfth grade in the five public high schools of
the School District of the City of Grand.Rapids in the Spring of 1959
and.who were graduated.with a high school diploma.in June, 1959.

Conclusions

Nine of the ten hypotheses established for this study were found
to be valid in accordance with the conditions set forth for determining
their validity. The following statements represent the findings of the

 

119

study and some of the conclusions that my be drawn from them.

1. There is a relationship between the sex of twelfth grade
yaduates ef the public high scheols of a school district
operating a community college and the initial enrollment of
these graduates in some college within six months following
their graduation. he proportion of male graduates going on
to college in such a district is significantly higher than
the proportion of female graduates going on to college.

This finding should not be surprising to those who
have. studied the trends in college enrollments , as reported
in the compiled authoritative reports by states and for the
nation as a whole . But the exact degree of the variation
in the proportions of high school graduates, by sex, who on-
roll in college non a given comunity should be of interest
and use to those planning the establishment of community
colleges.

2. There is a relationship between the courses of study pursued,
while in high school, by twlfth grade graduates of the public
high schools of a school district operating a community col-
lege and the initial enrollment of these graduates in some
cellegs within six months following their graduation. As
one would expect from the names of the courses of study, the
ratios of those of both sexes who enrolled in college and mo
pursued the “college preparatory course” are significantly
higher than the ratios of those of both sexes enrolled in

3.

120

college and who pursued the several other courses of study in
high school. But the fact that from lites percent to 20.3 per- ‘
cent of the graduates taking courses of study other than "col-
lege preparatory" is significant in that it is indicative of
flexible admissions pelicies and curriculums in the colleges
in which graduates enroll.

Secondary curriculum planners and secondary guidance per-
sonnel should find it significant that approximately one-fifth
of the male graduates and one-fourth of the female graduates
who pursued the ”college preparatory“ course of stuw did net
enroll initially in college within six months after high school
graduation. Of equal significance to these same workers is the
fact that approxinately three-fifths of the boys and one-fourth
of the girls who pursued the 'comercial' course of stuw in
high school went on to college within six months after gradua-
tion.

There is a relationship between the greater educational attain-
ment levels of the parents of twelfth grade graduates of the
public high schools of a school district operating a counnity
college and the initial enrollments of these graduates in sous
college within six months following their gaduaticn. The
ratios of those smiling in college whose mothers or their
fathers were college graduates are significantly higher than
the ratios of those enrolling in college whose mothers or
fathers had received no more than eight grades of education.

121

The ratios of those enrolling in college increased signifi-
cantlwaith each of the respective educational attainment
levels of the mothers and fathers.

From one viewpoint, this finding indicates that children
tend to adopt the educational attainment goals that were as-
cepted.by their fathers or mothers for themselves. But from
another viewpoint, this finding indicates that high school
graduates in sizeable numbers, at least in those communities
operating community colleges, seek an educational goal higher
than that achieved by either their father or mother. For, of
the graduates whose fathers or mothers had achieved no more
than a high school education, ”6.6 percent enrolled.initially
in some college within six.months following their graduation.
There is a relationship between the higher scholastic achieve-
ment ranking, at the end of high school, of twelfth grade
graduates of the public high schools of a school district
operating a community college and the initial enrollment of
these graduates in some college within six months after grad-
uation. Over 23 percent of those in the lowest scholastic
achievement ranking enrolled initially in some college, but
the proportions increased significantly with each ranking
established for this study.

Again, this finding should not be surprising to anyone
who is acquainted.with the admission policies of most colleges
in Michigan and elsewhere. For many colleges will not admit
a graduate for enrollment whose scholastic ranking is less

 

 

122

than the ranking of the upper 30 percent of his or her grad-
uating class. Host colleges, excepting community college and
some special colleges with comprehensive programs, will not
accept any students for enrollment whose scholastic ranking
is less than that of the upper 60 percent of their graduating
class. But the findings of this study should provide some
comfort to many citizens who have expressed their apprehen-
sions about the possibility that the highest scholastic
achievers in high school are not enrolling in college. This
study indicates that, in a school district operating a commu-
nity college, that only 3.3 percent of the boys who ranked
scholasticalhy in the upper 20 percent of their graduating
class did not enroll in college within six months after grad-
uation. However, this study also indicates that one-third of
the girls who ranked scholastically in the upper 20 percent of
their graduating class did not enroll in college.

Some solace mmy be found in the results of this study
for citizens who believe that scholastic achievement ranking
in high school is an indefensible single criterion for public
college admissions in America. The results of this study indi-
cate that more than one-fourth.of the males and one-seventh of
the females ranking scholastically in the lowest 20 percent of
their high school graduating class enrolled in college within
six.months after graduation.

. There is a relationship between the degree of certainty of go-

ing on to college, as expressed prior to graduation by twelfth

123

grade graduates of the public high schools of a school district
eperating _ a conunity college , and the initial enrollment of
these graduates in some college within six months after grad-
uation. While 86.6 percent of the male graduates in such a
district who expressed certainty of going on to college actu-
ally enrolled in college within six months after graduation,
only #.5 percent of those expressing no intention of going on
to college actually enrolled by the end of the same period.
Also, while 75.8 percent of the female graduates of such a
district who expressed certainty of going on to college actu-
ally went, only 2.3 percent of those expressing no intention
of attending college actually enrolled in college . Appar-
ently a large proportion of high school seniors of either sex,
at least in a school district operating a comunity college,
tend to carry out their intentions to enroll or to not enroll
in college following their graduation.

There is a relationship between the plans made for college on-
rollment, by twelfth grade gaduates of the public high schools
of a school district operating, a community college , and the
initial enrollment of the se graduates in some college within
six months following their graduation. while 91.9 percent

of the male graduates in such a district who had applied for
admission and had been accepted by a college actually enrolled
in some college within six months after graduation, only 19.3
percent of those who stated that they might go to college but

7.

12‘!»

had made no plans actually enrolled in college . 0f the female
graduates of high schools of such a district, 85.0 percent of
those who had been accepted by a college actually enrolled in
one while only 6.3 percent of the female graduates who stated
some desire but no plans for enrolling in college actually
enrolled in some college within six months after graduation.
These findings indicate that, in a school district oper-
ating a community college , there is a considerable proportion
of graduates of both sexes who do not enroll in some college
within six months after graduation in spite of having been
accepted for admission by one or more colleges . 0n the other
hand, in the same type of school district, there seems to be
a very small proportion of graduates who enroll in college un-
less they have taken some overt action in contacting a col-
lege prior to their graduation from high school .
There is a relationship between the occupations of the heads of
the households of twelfth grade graduates of the public high
schools of a school district operating a community college and
the initial enrollment of these graduates in some college with-
in six months after graduation. There is a significantly high-
er ratio of high school graduates enrolling initially in col-
lege within six months after graduation when the heads of their
households are in professional and “white-collar" occupations.
However. of the female graduates, almost as many enrolled in
college when the heads of the households were in the ”blue-
collar“ occupations as when the heads of the households were

125

in the professional and 'white-collar" occupations.

The ratios in all categories indicating the occupations
of the heads of households of the graduates who enrolled in
college lend support to the contention of may sociologists and
anthropologists that American citizens aspire to upward social
mobility through education. For in a school district operating
a commity college , a substantial proportion of graduates in
each 'of the categories enrolled in college within six months
after graduation from high school, and thence, in many instances ,
indicate an educational goal substantially higher than that re-
quired for the occupations of the heads of their households.
There is a relationship, on the basis of sex, between the grad-
uates who enroll initially in a comunity college , between the
graduates who enroll initially in a privately-controlled four-
year college within the same district, and between those who
enroll initially in resident colleges of various kinds outside
the district, within six months after graduation from the pub-
lic high schools of a school district operating a comunity
college. Although the number and percentage of those of both
sexes who enrolled in a local privately-controlled four-year
college are so low that they appear to be insignificant, the
differences between the proportions of both sexes enrolling in
a. local community college afl enrolling in some college else-
where are significantly great. Almost two-thirds of the male
graduates enrolling in some college enrolled in a comunity

126

college and 58.8 percent of the female graduates enrolling in
some college enrolled in a community college .

9. There is a relationship , on the bases of scholastic attainment
levels in high school, between the graduates who enroll ini-
tially in a community college located within the school dis-
trict, between the graduates who enroll initially in some
privately-controlled four -year college within the district ,
and between those who enroll initially in resident colleges
of various kinds outside the district within six months after
graduation from the public high schools of a school district
operating a community college . This finding , as well as the
succeeding finding, indicates that the conunity colleges are
fulfilling one of the roles that their exponents have held
for them. For , although a significantly greater number of
both male and female graduates who ranked scholastically in
the upper 30 percent of their high school graduating class
enrolled in a conunity college , the ratio was 68 .3 percent
to 29.2 percent for those ranking in the middle 30 percent,
and 74.1} percent to 25.6 percent for those ranking in the
lowest #0 percent of their graduating class. Thus the commu-
nity college is providing, among other services, a “second
chance” or a ”right to fail opportuniv‘ for those who wish
to continue beyond high seheol into collegiate level educa-
tion.

10. On the bases of courses of study pursued in high school, there

11.

127

is a.relationship between the female graduates only who enroll
initially in a community college, between the female gradu-
ates who enroll initially in privatelyzcontrolled,fourqyear
colleges in the same district, and.hetween the female grad-
uates who enroll initially in resident colleges of various
kinds located.cutside the district, within six months after
graduation from the public high schools of a school district
operating a community college. A statistically significant
relationship between the male graduates and these same items
does not exist.

However, for both.male and female graduates, the findings
of this study illustrates another one of the roles commonly
prescribed for community colleges-~that of providing an oppor-
tunity for high school graduates to continue into collegiate
level work ewen though they pursued courses of study other
than "college preparatory” while in high school. ‘Whilc over
6“ percent of the graduates who continued on to college and
who pursued the I'college preparatory" course of study in high
school enrolled in a community college, over 73 percent and
66 pereent of those continuing on to college and.who pursued
the "general" and ”commercial” courses of study respectively
while in high school enrolled in a community college.
Predictions of totals of graduates, of the public high schools
of a school district that operates a community college, who
will enroll in some college within six.months following their
graduation may be based on proportions found in this study

12.

128

concerning certain characteristics and.haekgrounds of the
graduates. These characteristics and.haekgrounds include

(a) sex, (b) courses of study pursued.while in high school,
(c) educational attainment levels of the parents, (d) sche-
lastic achievement ranking in high school, (e) degree of
certainty of attending college expressed prior to graduation,
(f) plans made for college enrollment prior to graduation,
and (g) occupations of the heads of the households of grad-
uates. However, in using these proportions, the predictor
must accept the basic assumptions and limitations identified
as underlying this study and he must assume further that
these and other relationships will remain constant with those
of the high school graduating classes of the School District
of the City of Grand.Rapids of June, 1959.

Predictions of the total numbers of resident public high
school graduates who will enroll, within six months after
graduation, in a community college in a school district oper-
ating such an institution may be based on proportions found
in this study concerning the sex of the graduates and the high
school scholastic attainment levels of the graduates. flows
over, in using these proportions, again the predictor must
accept the basic assumptions and limitations identified as
underlying this study and.he must assume further that these
and other relationships will remain constant with those of
the high school graduating classes of the School District of
the City of Grand.Rapids of June, 1959.

129

Implications For Further Research

The results of this study, as well as those reported in the sur-

vey of the literature related to this study, indicates that further

research is needed in this area. The following statements represent

some of the issues and questions that should be resolved through fur-

ther research in the field.of this study.

1.

There is a need to know, for planning collegiate level insti-
tutions of all kinds including community colleges, the prob-
able numbers and types of students from a school district
operating a community college who will succeed and continue
in such institutions of all kinds including community col-
leges, the probable numbers and types of students from a
school district operating a community college who will sue-
ceed and continue in such institutions after initial enroll-
ment. Are there background and.other factors concerning
initial enrollees which may be identified.ao being predictive
of success and continuation in college? How defensible are
scholastic achievement rankings in high school as predictors
of success in college when girls and.hoys are ranked to-
gether?

There is a need to know, for planning collegiate level insti-
tutions of all kinds including community colleges, the num-
bers and kinds of students from.a school district operating a
community college who will eventually enroll and continue in
such institutions when they delay initial enrollment'beyond

 

130 3

six months after graduation. What reasons for delays in ini-
tial enrollment may be removed by changes in the high school
or college programs, by action of non-government society, and
by action of our government?

There is a need, from the standpoint of the needs of individ-
uals as well as the needs of our total society, for more of 3
our young people to continue their schooling beyond the
twelfth grade. This need is acute for female graduates,
especially in view of the large proportion of the more able
who, as contrasted to male graduates, do not continue on to
college. For those not continuing on to college or to some
other post-twelfth grade institution, what are reasons for
their not doing so? Are there any of these reasons which

may be removed through curriculum changes in the high schools.
through guidance and counseling activities in the high schools,
through curriculum changes and admission policy changes in
colleges and universities, or through removing financial
charges to the individual for college attendance?

Some graduates of high schools will not, under any circum-
stances, continue their schooling beyond high school because
of parental attitudes or personal convictions. In order that
secondary schools may plan their programs so that these grade
uates will have received maximum educational benefits prior

to graduation, what background and other factors are predictive
of the number and kinda of students who will terminate their
formal education with high school graduation?

BIBIIOCERAPH

 

BOOKS

Bogus, Jessie Parker, 1h; M 923928! New York: HcGraw-Hill
Book Company, Inc., 1950.

Conant, James Bryant, Educatigg in, g Dingo ,Wgrld. Cambridge, Mass.:
Harvard University Press, 1948.

Dixon, Wilfrid J. and Massey, Jr., Frank J., Intrgdugtion E
W m. , low York: McGraw-Hill Book Compam, Inc. ,
1951.

Good, Carter V., Digtig m,_gf;Education., New York: HcGraw Book
Comparv, Inc., 1959.

Good, Carter V., Barr, A. S. and Scates, Douglas E., Mygthodolog
o_f, Educatigng ,m. , New York: D. Appleton-Century Company,
19‘01.

Koos, Leonard V., 1113, Junigrpmflm. ,,Boston: Ginn and
Comparw, 1925.

Parten, Mildred B. , Survgs, ,Pglls, fl,.3amples: {tactical Prgggure .
New York: Harper and Brothers, 1950.

Walker , Helen M. and Lev, Joseph , Statistigal Infgrgngg. New York:
Henry Holt and Conpam, 1953.

Warner, W. Lloyd and Lunt, Paul 3., th,&§gllifg 9; _a_ fidern
M. New Haven: Yale University Press, 19%.

Williams, Jr., Robin M. , Luggican Socigg.“ _A_ Social Integpretatign.
New York: Alfred A. Knopf, 1952.

Yates, Frank, Smling Methods mggngusgs 23$ m. London:
Charles Griffin and Compaw, Ltd. , 19159.
PERIODICAL ARTICIES

Kahl, Joseph A. , "Educational Occupational Aspirations of 'Common Han'
B0730. WWW...VOL 239 No. 39 Smrt 1953'

 

I"
v
'v

 

132

Samson, Ruth and Stefflre , Buford, 'Like Father. . .Like Son? , " th
Personnel 3nd Guidance Journal , October , 1952 . .

Sewell, William H., Heller, Archie O, and Strauss, Hurray A.,
”Social Status and Educational and Occupational Aspiration , "

WWW Vol. 22. No. 1. February. 1957.

Wagner, Helmut R. , Doyle, Kathryn and Fisher, Victor, ”Religious

Background and Higher Education , " MW, figvieg,
Vol. 21+, December, 1959. , . ~

White, R. Clyde, I'F'uture Demand for Admissions to College: How Harv
and Who?," Muggggngthol. 2.9, No. 1, October, 1953.

BULIE‘I’INS AND PAMPHIETS

Educational Policies Commission, Higgrj‘guggtignin .5, m g; '
Decision , National Education Association of the United States
and the American Association of School Administrators, Wash-
inan 6, D. C.: 1957.

Population Study Group of Michigan Council of State College Presidents ,
mméshealandWQaLImEnzill-matsia 'ohi . J. W. Edwards.
Publishers, Inc. , Ann Arbor, Michigan, 19

Slocum, W. L. , Occupational and EduggtionglP lean 3H9; High Sm
mmmglaa-f Ema Pullman Wanna-Imam
State College of Washington, Bulletin 56‘}, February, 1956.

The President's Comittee on Education Beyond the High School,

£9254 ,m_ Egan-13339913, Superintendent of Documents,
U. S. Government Printing Office, Washington 25, D. 0.: 1957.

United States Census of Population, M,W._ Mich-
gm, United States Government Printing Office , Washington,
D. C. t 1952 .

EDUCATIONAL SURVEY REPORTS

French, John W. , Johnson, M. Clemens, Mollenkopf, Wm. G. , Glen Stice,
”Background Factors Relating to College Plans and College
Enrollment Among Public High School Students , " Educational
Testing Service, Princeton, New Jersey: April, 195?.

133

Jamrich, John X. , "A New College,” A Report of the Legislature and
Citizens Committee on the Eight-County Study of Higher Education
Needs in Allegan, Barry, Ionia, Kent, Montcalm, Muskegon, Newago,
and Ottawa Counties, Center for the Stuck; of Higher Education,
Michigan State University: December, 1959.

Roper, Elmo and Associates, "Parents' College Plans Study," New York:
1959.

Russell, John Dale, "Final Report of the Survey of Higher Education
in Michigan," Lansing, Michigan: September, 1958.

Russell, John Dale, and Staff for dthe American Council on Education,
Higher rEducation in Elan ,Washington, D.C .: 19%.

 

UNPUBLISHED DISSERTATIONS

Fink, Russell Foster, ”Some Criteria for the Establishment of
Community Colleges, with Special Reference to Michigan,‘'
Doctoral Thesis, Michigan State University, East Lansing,
Michigan, 1952. (Unpublished).

Grim, Edgar L. , “A Study to Determine the Probability of Relationships
Between the Educational and Vocational Goals of Tenth and Nelfth
Grade Boys and Girls in Oakland and Macomb County Public High
Schools and the Expressed Educational and Vocational Goals of
the Parents of These Children," Doctoral Thesis, Michigan State
University, East Lansing, Michigan, 1957, (Unpublished).

Porter, J. Richard, "Vocational Plans and Preferences of High School
Senior Boys in Relation to Mental Ability, Emotional Adjustment,
and Prestige Level of Father's Occupation," Doctoral Thesis,
University of Pittsburg, Pittsburg, Pennsylvania. 1951.
(Unpublished).

 

 

APPENDIX

 

 

"5"" Student

my! 1959 Numb-r
STUDENT QUESTIONNA'RE (Corry number from your
parent questionnaire) 13",

INTRODUCTION

The rapid population increases in Michigan — and especially in Kent and surrounding counties —- present many problems for our schools and com-
munities. One of the most pressing problems concerns the kinds of educational opportunities which must be provided in this area for those people
seeking education and training beyond the high school. In on efiort to establish facts regarding these needs, the Committee on the Establishment of

o Four-Year College, is conducting a local survey. Your cooperation in answering the following questions will be helpful in this effort.

'I. What is the name of the city or township In which you live? 8. If you do not NOW plan to go to college upon graduation,
what do you plan to do?

 

 

 

Undecided E) 1
Get married E) 2
2. What Is the name of the school you attend? 60 to work 1:] 3
Take some technical training courses I] 4
Take some business or commercial courses [I 5
Go into armed services D 6
3- What is your grade in school? Other (specify) ............................................................ [I 7
10th grade El 2
12th grade B 3
9. If you plan to attend college, what vocation do you plan
4. What is your sex? to enter after you complete your education?
Mole E) l Undecided E] 10
Female El 2 Accounting [:1 ll
Agriculture [:I 12
Architecture El 13
5. What is your present course of study? Armed servnce D '4
Art or art and crafts E] 15
College preparatory E] 1 Auto and airplane mechanics El 16
General E] 2 Banking E] 17
C _ l B . El 3 Beautician or borber El 18
ornmercia ( Mine“) Building trades (mason, electrician, carpenter, etc.) [:I 19
Vocational E] 4 Business administration [:1 20
Other I: 5 Chemist El 2]
Community service CI 22
Dental technology E) 23
6. How certain are you of going into specialized training or Dentistry 3 24
Drafting 25
l h' I
co lege work after Igh schoo graduation? Electronics El 26
Very certain El 1 Engineering E] 27
Fairly certain El 2 Government service E] 28
No intention of going on to college E) 3 Homemaking [j 29
Don't know El 4 Industrial foreman E) 30
Journalism '3 31
Lab. technician D 32
7. What plans, if any, have you already made to go to college Low El 33
after high school graduation? (Check the one most op- Medical leChHOIOQY D 34
proprioto response.) Medidne D 35
. . . Metal trades and machine shop [:1 36
You have no Intention of attending college E] 1 Ministry or Religious Education El 37
You have already been accepted by a college I] 2 Music E] 38
N .
(Nome of college) ................................................ ursmg D 39
Pharmacy E] 40
You have applied to the college of your choice E] 3 Radio-TV [j 4]
You have received or written for information about Retailing °" Wh°lewle Trades El 42
_ Solesmonship E] 43
the college of your chalce E] .4 Science Research El 44
You or someone for you have made contact with 0 Secretarial E) 45
representative of a college in which you are Social work D 46
Teaching D 47
particularly interested E) 5 Veterinary medicine [I 48
You may go to college but have made no plans Other (specify) El 49

 

as yet [I 6

10. What is the occupation of the head of your household? 12. How far in school do you plan to go?

Unemployed 10 Through high school
Accounting ii High school plus specialized technical or business
Agriculture 12 training

13 Through college
14 College plus advanced degree
)5 Other (specify) ............................................................

Architecture

Armed service

Art or art and crafts

Auto and airplane mechanics

 

Banking

 

Beautician or barber
13. it a four-year, state-supported college, within driving dls-

tonce, say near Grand Rapids, were established, how car-
20 tain would you be to attend such a college?

Building trades (mason, electrician, carpenter, etc.)
Business administration

:hemlst .' ' 22 Very certain to attend D I ‘
°""'“‘"' Y servrce Probably attend l] 2
Dental technology 23 ,
D "t 24 Uncertain D 3

en ‘5 'Y Probably not attend D 4
Drafting 25 -

Certain not to attend E] 5

Electronics 26

Engineering
28 14. There are now fully accredited community or lunlor college!
29 in this area. How certain would you be to attend one of
0 these?

Government service
Homemaking

Industrial foreman

Journalism 3] Very certain to attend

Lab. technician 32 Probably attend
33 Uncertain

34 Probably not attend

Law
Medical technology
Medicine

Metal trades and machine shop

DDDUU
mean-

35 Certain not to attend

EDDDEBDDDDDDDBUDDUBDDUDDDDDDDDDDDDDDDDDDD

Minimy or Religious Educa'ion 37 15. Do you have one or more older brothers or sisters who are
Mum 38 now attending or have attended college?

Nursing 39 Yes D I
Pharmacy 40 No El 2
Radio-TV 4| Don‘t know E) 3
Retailing or Wholesale Trades 42

Salesmanship 43

Science Research 44 16. If so, which of the following have they attended or are
Secretarial 45 they now attending?

Social work 46 Central Michigan College

Teaching 47 Eastern Michigan College

Veterinary medicine 48 Ferris institute

Retired 49 Michigan College of Mines and Technology

Other (specify) ............................................................ 50 Michigan State University

Northern Michigan College

 

University of Michigan
11. How far did your parents go in school? Wayne State University

 

 

D D DDDDDDDUDD
OwNQhAUN-‘O

 

Did not complete the 8th grade E) l Western Michigan University

Completed 8th grade E) 2 Any private or church college in Michigan

Some high school El 3 (Specify)

Completed high school (3 4 Any public iunior college in Michigan 10
Some college (1 5 (Specify)

Completed college E) 6 Out-of—state college or university ii
Some professional or graduate school C] 7 (Specify)

Completed professional or graduate school C) 8

 

COMMENTS AND REMARKS

 

 

10. What is the occupation of the head of your household?

11.

 

Unemployed E) 10
Accounting E] 11
Agriculture El 12
Architecture E] 13
Armed service E) 14
Art or art and crafts D 15
Auto and airplane mechanics I] 16
Banking (:l 17
Beautician or barber E) 18
Building trades (mason, electrician, carpenter, etc.) E] 19
Business administration E] 20
Chemist E) 21
Community service [3 22
Dental technology I:) 23
Dentistry I:) 24
Drafting I: 25
Electronics [:l 26
Engineering 1:) 27
Government service I] 28
Homemaking E) 29
Industrial foreman [j 30
Journalism 1:) 3i
Lab. technician El 32
Law E) 33
Medical technology I] 34
Medicine D 35
Metal trades and machine shop [:I 36
Ministry or Religious Education E] 37
Music (___) 38
Nursing [:l 39
Pharmacy D 40
Radio-TV D 41
Retailing or Wholesale Trades [:l 42
Salesmanship I:] 43
Science Research El 44
Secretarial E] 45
Social work (:1 46
Teaching E) 47
Veterinary medicine El 48
Retired E] 49
Other (specify) ............................................................ I] 50
How far did your parents go in school?
Did not complete the 8th grade E) i
Completed 8th grade E] 2
Some high school C] 3
Completed high school I:] 4
Some college E) 5
Completed college El 6
Some professional or graduate school E) 7
Completed professional or graduate school I: 8

135

12. How far in school do you plan to go?

Through high school

High school plus specialized technical or business

training

Through college

College plus advanced degree

Other (specify) ...........................................................

DUDE D
0.13ch

 

13. If a four-year, state-supported college, within driving dis-
tance, say near Grand Rapids, were established, how cer-

tain would you be to attend such a college?
Very certain to attend
Probably attend
Uncertain
Probably not attend
Certain not to attend

DDDDD

(litigated

14. There are now fully accredited community or |unior colleges
in this area. How certain would you be to attend one of

these?
Very certain to attend
Probably attend
Uncertain
Probably not attend
Certain not to attend

DUDDD

(abused

15. Do you have one or more older brothers or sisters who are

now attending or have attended college?
Yes
No
Don't know

DUB

(ON—-

16. If so, which of the following have they attended or are

they now attending?
Central Michigan College
Eastern Michigan College
Ferris Institute
Michigan College of Mines and Technology
Michigan State University
Northern Michigan College
University of Michigan
Wayne State University
Western Michigan University
Any private or church college in Michigan

 

 

(Specify)

Any public iunior college in Michigan
(Specify)

Out-of-state college or university
(Specify)

 

D D DDDDDDDDDD

O

OQVQUIAQN-‘O

...

 

COMMENTS AND REMARKS

‘

Nflm- Student

Numhnr

STUDENT QUESTIONNAIRE (COPY number from your

parent questionnaire)
INTRODUCTION

The rapid population increases in Michigan — and especially in Kent and surrounding counties — present many problems for our schools and com-
munities. One of the most pressing problems concerns the kinds of educational opportunities which must be provided in this area for those people
seeking education and training beyond the high school. In an effort to establish facts regarding these needs, the Committee an Ihe Establishment of

a Four-Year College, is conducting a local survey. Your cooperation in answering the following questions will be helpful in this efTort.

 

 

 

 

 

1 What is the name of the city or township in which you live? 8. If you do not NOW plan to go to college upon graduation,
what do you plan to do?
Undecided El 1
Get married D 2
2. What is the name of the school you attend? Go ,0 work E] 3
Take some technical training courses . E) 4
Take some business or commercial courses [I 5
Go into armed services D 6
3- What is your grade in sshool? Other (specify) ............................................................ El 7
IOth grade El 2
12th grade El 3
9. If you plan to attend college, what vocation do you plan
4. What is your sex? to enter after you complete your education?
Male [3 l Undecided D i0
Female D 2 Accounting E] ii
Agriculture D I2
Architecture [I I3
5. What is your present course of study? Armed semce D l4
Art or art and crafts E) i5
College PFEPWO’O'Y El I Auto and airplane mechanics U 16
General E] 2 Banking D 17
. ' El 3 Beautician or barber E] I8
Commercial (Business) Building trades (mason, electrician, carpenter, etc.) [I I?
Vocational El 4 Business administration C] 20
Other El 5 Chemist I] 2]
Community service E] 22
Dental technology E) 23
6. How certain are you of going into specialized training or Dentistry '3 24
n k n h' h h I d r ? 0mm“; D 25
co ege war a er lg sc oo gra ua ton Electronics D 26
Very certain I] I Engineering E] 27
Fairly certain D 2 Government service [:I 28
No intention of going on to college [3 3 Homemaking [j 29
Don't know El 4 Industrial foreman E] 30
Journalism E] 3i
Lab. technician E) 32
7. What plans, if any, have you already made to go to college Law |'_'] 33
after high school graduation? (Check the one most ap- Medical technology [3 34
propriate response.) Medic'ne D 35
Metal trades and machine shop [:I 36
You have no Intention of attending college I] I Ministry 0' Religious Education I: 37
You have already been accepted by a college E] 2 Music E) 38
Nursing D 39
N f ll
( ame o ‘0 ege) Pharmacy (:I 40
You have applied to the college of your choice El 3 Radio-TV E] 4]
You have received or written for information about Retailing or Wh°I°5°Le Trades D 42
‘ Solesmanship I] 43
the college of your chorce E] 4 Science Research [I 44
You or someone for you have made contact with a Secretarial D 45
representative of a college in which you are Social work [I 46
Teaching D 47
particularly interested [:1 5 Veterinary medicine D 43
Other (specify) [3 49

You may go to college but have made no plans

 

as yet E] 6

 

136

LETTER OF MNSMITTAL FOR PARENT POST.CARD QUESTIOIINAIRE

November 2 . 1959

Dear Parent or Guardian:

You can help the Committee on the Establishment of e.
Four-Year College in Kent County by completing and mailing
the enclosed postal card as part of the study which I am
doing for the Committee. I want to determine how mam

of last Spring's high school graduates have reached the
goal which they expressed for themselves in the survey
conducted in May, 1959.

Will you please complete and nail the enclosed card as
soon as possible? We are very anxious to complete this
final part of the start. We need the report on your

child regardless of what he or she is doing at present.

Sincerely yours .

John X. Janrich
Director of the Survey

137

PARENT QUESTIONNAIRE

Novaber . 19 59

‘Hy son.or daughter, she graduated trom.high school last spring,

is now:

50
51

53
5“
55

 

 

 

 

 

going to school Yes No
going to the school named below:

(name of school) (cityT
going to school and working Yes _. No
working only Ies - No
type of work:

 

Name of Graduate

Signed

 

 

(Parent or Guardian)

 

 

.
1 . .
i. ,
.. .
on s
. .
r.
a
w,

 

 

 

138

FIRST AND SECOND FOLLOWQUP IETTER T0 PARENTS

November 25, 1959 and December 15, 1959

Dear Parent or Guardian:

On November 2, 1959, I mailed a letter of inquiry

to you concerning the present activity of your son

or daughter who was graduated from high school in
Grand Rapids last June. This survey was in connec-
tion with the study of the Committee on the Establish-
ment of a Four-Year College in Kent County.

To date. we have not received the completed self-
addressed postal card from you. we realize that a
postal card may be mislaid very easily so we are
enclosing another one for your convenience.

we are very anxious to complete this phase of the
study and we need information about your child regard-
less of what he or she is doing at present. we

would greatly appreciate your completing and mailing
the enclosed self-addressed postal card as soon as
possible.

Sincerely'yours,

John X. Jamrich

Enclosure

L

 

139

AQUINAS COIIEGE
1959

Grand Rapids. Privately controlled; Roman Catholic
affiliation. Coeducational. Founded 1922.

Acoreditation--Michigan Commission on College Accreditation, North
Central Association of Colleges and Secondary Schools.

3:23 9; College-~College of arts and science. Majors,gffgred: Biology,
Business Administration, Chemistry, English, French, German, History.
Latin, Mathematics, Music, Philosophy, Psychology, Sociology, Spanish.
Egg-Profgssionalppgggggmg offered: Pro-Dentistry, Prqungineering,
Pro-Law, Pro-Medicine, Pro-Social Work, Teacher Education.

Eggzegg Ofggrgd-eBachelor of Arts, Bachelor of Science, Bachelor of
Music, Bachelor of Science in Business Administration.

Admission Reguirgmgnts--This college participates in the Michigan
College Agreement plan. For admission directly from a high school
not in the Michigan College Agreement plan: Graduation with a C
average from an accredited high school; rank, above lowest quartile
of graduating class; recommendation of high school principal;
fifteen units with two major and two minor sequences from academic
groups. For admission with advanced standing: Official transcript
of credits from an accredited college.

Qalgggégg-Semester plan. Academic year (September-June), thirty-four
weeks; summer session, six weeks.

Fees--Tuition: $220 per semester. General fee: $12.00 per semester.
Board: $500 per year. Room: $280 per year.

Stgdgnt Aides-Thirty-six fellowships and scholarships awarded in 1959;
range of stipend, $150-1200. Employment office for students and
placement service for graduates maintained.

Buildings and Grounds--Total value: Lands, $9h,738; buildings, $1,880,56fl;
equipment, §l8h,120. Capacity of residence halls: Students are
placed in approved homes.

Enrollment (equated to full time, and of #th week of fall semester or
term of 1959, exclusive of enrollments in extension, correspondence,
and duplicates)--Total. 787. Freshman, 26h.

 

 

 

 

 

 

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CALVIN COLLEGE
1959

Grand Rapids. Privately controlled; Christian Reformed
affiliation. Coeducational. Founded 1876.

Accreditation--Michigan Commission on College Accreditation, North
Central Association of Colleges and Secondary Schools.

gng_ of wllgge--College of arts and science. Majggs gffgrgd: Bible.
Biology, Chemistry, Dutch, Economics, English, French, German,
Greek, History, Latin, Mathematics, Music, Music (Applied), Philos-
ophy, Physics, Political Science, Sociology, Speech. 2:2.Pgofes-
sional p;oggams,offgre§; .Pre-Seminary, Pro-Business Administration,
Pro-Dentistry, Pro-Engineering, Pro-Forestry, Pre-Law, Pro-Medical
Technology, Pre-Medicine, Pro-Nursing.

 

Deggges Offered--Bachelor of Arts, Bachelor of Science.

Admission figguirements--This college participates in the Michigan College
Agreement plan. For admission directly from a high school not in the
Michigan College Agreement plan: (1) two majors (one of which must be
English); two minors; remaining five units may be chosen from such
subjects as Drawing, Commercial Geography, typing, Shorthand, etc.;

(2) General Education Development tests for veterans. For admission
with advanced standing: Official transcript of credits from an accred-
ited college; see catalog.

Fees--Tuition: $275 per semester. Board: $#00 per year. Room: $200
per year.

 

Student Aids—-Thirty-six scholarships awarded in 1959; stipend, $300.
Amount of money available for student loans, $7, 000. Placement service
maintained for graduates for teaching positions.

Builgngs___ and Grgun made-«Total value: Lands, $650,000; buildings,
3, 500, 000, equipment, $500, 000. Capacity of residence halls: For
men, 75; for women, 150; for married couples, none.

Enrollment (equated to full time, end of hth week of fall semester or
term of 1959, exclusive of enrollments in extension, correspondence,
and duplicates)--Total 1.948. Freshmen, 61h.

       

 

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GRAND RAPIDS JUNIOR COLLEGE

1959

Grand Rapids. Publicly controlled.
Coeducational. Founded 191%.

Accreditatign-yMichigan Commission on College Accreditation, North Cen-
tral Association of Colleges and Secondary Schools.

Type 2; Colleggg-Junier College. Curricul§,Offgrgg:q_Two years of Pre-
liminary training in Liberal Arts, Teacher Training, Social Work,
Business Administration, Dental Hygiene, Physical Education for Men,
Physical Education for women, Pharmacy, Home Economics, Agriculture,
Foods Distribution, Forestry, Conservation, Landscape Architecture
and City Planning, Hotel Management, Medical Biology, Medical Tech-
nology, Physical Therapy, Health Administration, Sanitary Science,
Mortuary Science, Optometry, Police Administration, Journalism, Nurs-
ing, Librarianship, Art, Music. EggrProfessional Proggams Offered:
Pro-Medical, Pre-Law, Pre4Engineering, Pro-Architecture, Pro-Dental,
Pro-Veterinary. Terminal VCurrigu'l. :,_ Airline Hostess, Commercial
Art, Costume Design, Interior Decorating, Technical Business, Sales-
manship, Small Business Management, Accounting, Advertising, General
Business, Cooperative Retailing, Hospital Dietetics and Foods in
Business, Child Care and Development, Forestry, Home Economics,
Mechanical Technology, Cooperative Office Course, Physican's Assist—
ant, Industrial Chemistry, Drafting and Engineering, Practical Nurs-
ing, Secretarial, Clerical, Nursing.

Deggees Offered--Associate in Arts, Associate in Science, Associate in
Commerce, Associate in Science in Engineering, Associate in Fine Arts,
Associate in Physical Education, Associate in Home Economics, Asso-
ciate in Music, Associate in Mechanical Technology, Certificate of
Achievement in Practical Nursing.

Admission Reggiggments--This college participates in the Michigan Col-
lege Agreement plan. For admission directly from a high school not
in the Michigan College Agreement plan: (1) graduation from an accre-
dited high school; recommendation by high school principal; (2) satis-
factory passing of General Education Development tests for veterans,
on an individual basis. For admission with advanced standing: Offi-
cial transcript of credits. v

Eggse-Tuition: Resident of Grand Rapids School District, $80 per
semester; non-resident of Grand Rapids School District, $110 per
semester. Activity fee: $10 per semester.

112

Student Aids--Sixty-six scholarships awarded in 1958-59, stipend,
tuition for one year.

Buildings and Qgcunds-Jctal value, $1,000,000.
Enrollment (equated to full time , end of hth week of fall semester or

term of 1957 , exclusive of enrollments , in extension, correspondence,
and duplicates)--Total 1,8lb2. Freshmen, 1,626.

l I' . . . . . I -, -£,-- _-_- e - ‘._,.___ 5.3--
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DETAILED OCCUPATION OF THE EMPLOYED CIVILIAN LABOR
FORCE OF THE CITY OF GRAND RAPIDS IN 1950

(From Information in Bulletin P-CZZ, PP. 22-228 of 1950, United
States Census of Population for Michigan, Detailed Characteristics)

Occupation .

Professional, Technical, and
Kindred Workers

Farmers and Farm Managers

Managers , Officials and
Proprietors

Clerical and Kindred Workers
Sales Workers

Craftsmen, Foremen and Kindred
Operatives and Kindred Workers
Private Household Workers
Service Workers

Farm Laborers and Foreman
Laborers, Except Farm
Occupations Not Reported
Total, 1‘" Years and Older

isles

5.7“1
2,868

9.363
5.55“
7.073
18,168
22,835
an
n.1so
1,008
4,206
670
81,720

Females

1», 087
60

1,038
9.2#5
3.130
626
7,279
1,879
3.898
80
39?
#7»
32,190

Total

 

' 9,828
2,928

10.u01
1h.799
10.203
18.79%
30,11u
1,963
8,0u8
1,088
n.613
1,1uu
113.913

113

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INSTITUTIONS ATTENMD IN NOVEMBER , 1959 BY GRADUATES OF PUBLIC

HIGH SCHOOLS OF CITY OF GRAND RAPIDS OF JUNE, 1959

(As Reported by Parents of Graduates)

Senior Colleges and Universities

1mg; ,Igstitutign, _ A

Albion College

Alma,College

Anderson College

Aquinas College

Augustana.College

Ball State Teachers College

Baptist Theological Seminary

Bethel College

Calvin College

Carleton College

Carnegie Institute of Technology

Case Technical Institute

Central Michigan University

Colorado State College

Eastern Bible College

Eastern Michigan University

Elmhurst College

Emmanuel Missionary College

Ferris Institute

Hartnell Teachers College

Hope College

Boughton College

Kalamazoo College

Kenyan College

Miami University

Michigan State university

Michigan College of.Mining a
Technology

Northern Illinois University

North Park College

Northwestern university

Oberlin College

Ohio State University

Purdue University

Ripon College

St. Peters College

*3

Albion,lMichigan
Alma, Michigan
Anderson, Indiana
Grand.Rapids, Michigan
Rock Island, Illinois
Muncie , Indiana
Grand Rapids, Michigan
Mishawaka, Indiana.
Grand Rapids, Michigan
Northfield, Minnesota
Pittsburg, Pennsylvania
Cleveland, Ohio
Mt. Pleasant, Michigan
Greeley, Colorado
Pennsylvania
Ypsilanti, Michigan
Elmhurst, Illinois
Berrien Springs, Michigan
Big Rapids, Michigan
Salinas, California
Holland, Michigan
Hbughton, New York
Kalamazoo, Michigan
Gambier, Ohio
Oxford, Ohio
East Lansing, Michigan

Boughton, Michigan
DeKalb, Illinois
Chicago , Illinois
Chicago, Illinois
Oberlin, Ohio
Columbus, Ohio
Lafayette , Indiana
Ripon,‘Wisconsin
Baltimore, Maryland

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Senior Colleges and Universities - Continued

Name 9£,Institution

University of Iowa

Taylor University

University of California at
Los Angeles

University of Miami

University of Michigan

university of Nevada

University of Redlands

University of Southern California

University of Toledo

Wayne State University

‘Waynesburg College

Wheaton College

western.Michigan University

Locatign

Iowa City, Iowa
Upland, Indiana

Los Angeles, California
Coral Gables, Florida
Ann Arbor, Michigan

Las Vegas, Nevada
Redlands, California
Los Angeles, California
Toledo, Ohio
Detroit,IMichigan
Waynesburg, Pennsylvania
Wheaten , Illinois
Kalamazoo,‘Michigan

Junior Colleges

Freed.Hardeman (Junior) College
Flint Junior College
Grand.Rapids Junior College
Jeliet Junior College

Henderson, Tennessee
Flint, Michigan
Grand.Rapids, Michigan
Joliet, Illinois

Nursing Schools (Hospital)

Augustana School of Nursing

Butterworth Hospital School of
Nursing

Blodgett Hospital School of
Nursing

Bronson Hospital School of
Nursing

Borgess School of Nursing

Holy Cross Central School of
Nursing

Swedish Convalescent Hospital
School of Nursing

Mercy Central School of Nursing

Chicago , Illinois
Grand.Rapids,‘Michigan
Grand.Rapids, Michigan

Kalamazoo, Michigan
Kalamazoo, Michigan

South.Bend, Indiana

Chicago . Illinois
Grand.Rapids, Michigan

us

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Trade and Technical Institutes and Schools

6'

lane 2!. ___..QLInstitu n. hassles... 1922:
A
Acne School of Tool a Die Grand Rapids, Michigan
Allied School of Mechanical Trade Chicago, Illinois
Barber School on Adams Detroit, Michigan
Comptometer School Grand Rapids, Michigan
Central Technical Institute Kansas City, Missouri
Davenport Institute Grand.Rapids, Michigan
Dunbar Chicago, Illinois
Bunny-Riddle Aeronautical Institute Miami, Florida
GmMDwms%Mdofkmw hmdhm®,m&uw
Humboldt Institute Minneapolis, Minnesota
Kendall School of Design Grand.Rapids, Michigan
LaParent Beauty School Grand Rapids, Michigan
Montieth Detroit, Michigan
National School of Aeronautics Kansas City, Missouri
Radio Electronics School Grand.Rapids, Michigan
Station Funeral Home Apprenticeship Ann.Arbor, Michigan
Tracy Beauty Acadev Grand Rapids, Michigan

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