THE EFFECTS ON POTENTIAL HIGH SCHOOL DROP OUTS OF AN EXPERIMENTAL PROGRAM FOR JOB PREPARATION IN BEGINNING TYPEWRITIN G THESISFORTHEDEGREEOFPHD. NICHIGAN STATE UNIVERSITY BEVERLY CLEM KIRK 19 7 3 ——_— r— -—u _‘ 1.111: A}: Y Michigan State University This is to certify that the thesis entitled THE EFFECTS ON POTENTIAL HIGH SCHOOL DROP OUTS OF AN EXPERIMENTAL PROGRAM FOR.JOB PREPARATION IN BEGINNING TYPEWRITING presented by Beverly Clem Kirk has been accepted towards fulfillment of the requirements for PHoD. degree in Education Major professor Date 4-28-73 0-7 639 ABSTRACT THE EFFECTS ON POTENTIAL HIGH SCHOOL DROP OUTS OF AN EXPERIMENTAL PROGRAM FOR JOB PREPARATION IN BEGINNING TYPEWRITING By Beverly Clem Kirk The high school drop out today is not only a problem of ed- ucation but of society; and the more advanced technology becomes, the more serious the problem becomes because of the increased education and knowledge needed to be a productive member of society. Statement of the Problem The site of the study, South Mountain High School (Phoenix) is identified as an inner-city school with an enrollment of around 3,000 students. The student body of the school represents a cross section of socio-economic, cultural, racial (approximately 1/3 caucasian, l/3 Mexican-American, 1/3 black with a limited number of American Indian and oriental), and ethnic backgrounds. The drop-out rate from the school is approximately 15 per cent per year with about half of those students enrolling as freshmen graduating from high school. Procedures The design of the study involved basically identifying potential dr0p outs in "Beginning Typewriting," setting up an experimental, block-time, vocational course for the students identified as potential drop outs, and measuring the results. From the 608 students enrolled in "Beginning Typewriting" in 1970-71, 113 were identified as potential drop outs. Twelve criteria were used to identify these students: (1) underachievement in at least two subject areas, (2) educational expectations inconsistant with ability, (3) multiple failures, (4) prior drops, (5) multiple requests for class changes, (6) discipline problems at school, (7) poor attendance, (8) poor self—concept, (9) poor attitude, (10) emo- tional problems, (11) home problems, and (12) not relating to peers. Data was collected and evaluated by an analysis of variance, "t" matched pair test, and a descriptive technique to ascertain the following: ’REgarding retention in school. Does the selection of a specific course or course of study tend to make a difference in number dropping out and/or does the grade level of the student when taking the course affect drop-out statistics? ’RegardingTCharacteristics of dr0p outs. Are students with specific droP-out characteristics more affected by special programs than others? Regarding student's self-concept. A favorable change in student's self-concept is more likely to occur when the time structure, content, and teaching approach are redesigned from that of traditional single-hour, single—subject to that of block-time, job oriented instruction. 'Rggardingstudent's adjustment to school. A vocational-oriented instructional program as an integral part of a regular school program will enable the student to make a better adjustment to the total school environment. Regarding student's progress in "Beginning Typewriting." Students in a combination block-time typewriting program will show continued improvement in typewriting. Findings Regarding retention in school. "Beginning Typewriting" has a significantly lower drop out rate than regular classes. The grade level at which the student electedtn take "Beginning Typewriting" does affect the drop-out rate. Students delaying taking typewriting had a higher drOp—out rate than sophomores. Special courses such as an experimental vocational oriented typewriting program and remedial typewriting have a holding power for those students identified as potential drop outs and this carries over to succeeding years. Regarding Specific drop-out characteristics. Specific drop- out characteristics of attendance, attitude, home problems, failures, and prior drops were positively affected by both the experimental and remedial typewriting programs during the program with the experi- mental program having the greater holding power in these areas. However, this affect on specific drop-out characteristics did not carry over to succeeding years. Regarding self-concept. Potential drop outs have a lower self- concept than non-drop outs. The experimental program had a positive effect on self-concept while the remedial typewriting program had a negative effect. 'Regarding adjustment to school. The experimental program had a positive effect on three aspects of student adjustment to school: (1) better attendance, (2) higher grade point averages and fewer failures in required academic subjects, and (3) more students con- tinuing in vocational programs. Two areas of adjustment had insufficient data: (1) Finding and keeping a job and (2) relationship with teachers and significant other adults; while changes in in—school peer group relationships and involvement in organized school activities were not affected. ’Régarding progress in "Beginninngypewriting." The students in the experimental group did not posses the typewriting skills necessary to compete successfully with those students in regular "Beginning Typewriting" classes as evidenced by their grades on semester exams and adjusted term grades; however, they showed con- tinued improvement in typewriting at a rate commenserate with those students in remedial typewriting classes. THE EFFECTS ON POTENTIAL HIGH SCHOOL DROP OUTS OF AN EXPERIMENTAL PROGRAM FOR JOB PREPARATION IN BEGINNING TYPEWRITING By Beverly Clem Kirk A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1973 to my daughter, Sue ii ACKNOWLEDGEMENTS The researcher wishes to acknowledge her appreciation and gratitude to the following: Dr. Peter G. Haines, Chairman of the Guidance Committee, for his advice, counsel, guidance, encouragement, and friendship, Drs. Norma Bobbitt, Daniel H. Kruger, and Robert Poland for their time and assistance as Guidance Committee members, The business education staff at South Mountain High School, for their assistance, Mr. George Dunn, for encouragement and assistance, and My family, for their faith and understanding. iii TABLE OF CONTENTS CHAPTER PAGE 1. THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . . 1 STATEMENT OF THE PROBLEM . . . . . . . . . . . . . . 3 PURPOSE OF THE STUDY . . . . . . . . . . . . . . . . 6 BASIC ASSUMPTIONS . . . . . . . . . . . . . . . . . . 7 DELMTAT IONS I O O O O I O O O O O O O O O O O O O O 7 Size and Location of Research Site . . . . . . . 8 Composition of School Population . . . . . . . . 9 Length of Study . . . . . . . . . . . . . . . . . 10 Nature of Traditional Course . . . . . . . . . . 10 Number of Students Completing Enrollment in the Experimental Program . . . . . . . . . 11 School Disburbances and Riots . . . . . . . . . . 11 TERMINOLOGY . . . . . . . . . . . . . . . . . . . . 11 THE INSTRUCTIONAL APPROACH USED . . . . . . . . . . . 12 2. REVIEW AND SYNTHESIS OF RELATED LITERATURE . . . . . . . 14 DROPOUTS: SELECTED CAUSES . . . . . . . . . . . . . 14 Reading Level . . . . . . . . . . . . . . . . . . 15 Self-concept . . . . . . . . . . . . . . . . . . 15 School Programs . . . . . . . . . . . . . . . . . 18 School Location . . . . . . . . . . . . . . . . . 19 Summary . . . . . . . . . . . . . . . . . . . . . 20 SPECIAL PROGRAMS FOR THE POTENTIAL DROP OUT . . . . . 21 General Programs . . . . . . . . . . . . . . . . 22 CHAPTER 3. 4. Vocational Programs . . . . . . . . . . . . . . smary O O I 0 O O O 0 O O O O O O O O O O O O D ES IGN 0F STIJDY O O O O O O 0 O O O O O O O O 0 O O O POPULATION . . . . . . . . . . . . . . . . . . . . Identification of Potential DrOp Outs . . . Evaluation of Information . . . . . . . . . . THE SAMPLE . . . . . . . . . . . . . . . . . . . . OBTAINING RETENTION AND CHARACTERISTICS DATA . . Retention in School . . . . . . . . . . . . . . Characteristics of the Drop Out . . . COLLECTING DATA ON SELF-CONCEPT, ADJUSTMENT AND ACHIEVMNT I C O O C O O O C I O O 0 Develop a More Positive Self-concept . . . . . Better Adjustment to School . . . . . . . . . . Continued Achievement in Beginning Typewriting DATA ANALYSIS . . . . . . . . . . . . . . . . . . . CONTENT OF THE EXPERIMENTAL INSTRUCTIONAL PROGRAM.. RETENTION AND CHARACTERISTICS FINDINGS . . . . . . . . RETENTION OF STUDENTS IN BEGINNING TYPEWRITING . . Total School Population Retention . . . . . . . Drop Outs Classified by Sex . . . . . . . . . . Retention by Identified Groups . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . CHARACTERISTICS OF THE DROP OUT . . . . . . . . . . Teacher Identification . . . . . . . . . . . Self-concept of Ability and Educational Expectat ions 0 O I O O O O O O O O 0 PAGE 26 32 34 34 34 36 36 37 37 38 38 38 38 40 41 41 44 45 45 48 49 54 56 57 60 vi CHAPTER PAGE Drop Out Characteristics from Student Folders . . 62 Identification from Student Transcripts . . . . . 65 Composite Identification Characteristics . . . . 68 Characteristics of the Drop Out Summary . . . . . 72 SUMMARY . . . . . . . . . . . . . . . . . . . . . . . 73 5. SELF-CONCEPT, ADJUSTMENT AND ACHIEVEMENT FINDINGS . . . . 75 DEVELOPMENT OF A MORE POSITIVE SELF-CONCEPT . . . . . 76 Self-concept of Ability . . . . . . . . . . . . . 76 Educational Expectations . . . . . . . . . . . . 79 Unstructured Interviews . . . . . . . . . . . . . 81 Summary . . . . . . . . . . . . . . . . . . . . . 81 ADJUSTMENT TO SCHOOL . . . . . . . . . . . . . . . . 83 Attendance Pattern . . . . . . . . . . . . . . . 83 Improvement in Other Subject Areas . . . . . . . 89 ApprOpriate Course Selections . . . . . . . . . . 93 Vocational Education . . . . . . . . . . . . . . 94 Relationship with Teachers and Significant Other Adults 0 O O I O O O O O O O O O I O O 96 In School Peer Group Relationships . . . . . . . 98 Ability to Locate and Hold a Job . . . . . . . . 100 Reasons for Dropping Out and Attitude Toward Sch001 O O O O O O O O O O O O O O O 0 101 sumry I O O O O I O O O O O O O O O O O O O O O 103 STUDENT'S PROGRESS IN BEGINNING TYPEWRITING . . . . . 104 Semester Typewriting Exams . . . . . . . . . . . 105 Term Grades . . . . . . . . . . . . . . . . . . . 108 CHAPTER 6. Summary . . . . . . . . . SUMMARY OF SELF-CONCEPT, ADJUSTMENT AND ACHIEVEMENT . SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS . . STATEMENT OF THE PROBLEM . . DESIGN AND PROCEDURES . . Purpose of the Study . . Basic Assumptions . . . . Delimitations . . . . . Content of the Experimental Instructional The Sample . . . . . . . Data Collection . . . . . Data Analysis . . . . . FINDINGS . . . . . . . . . Retention in School . . . Characteristics of the Drop Develop a More Positive Self-Concept Out Better Adjustment to School . . Program Continued Achievement in Beginning Typewriting CONCLUSIONS . . . . . . Retention in School . . . Characteristics of the DrOp Out Change in Self-concept . Adjustmentto School . . . Progress in Beginning Typewriting General Conclusions . . . vii PAGE 109 110 112 112 115 115 115 116 116 118 119 120 120 120 122 124 125 128 128 129 130 133 134 136 136 viii CHAPTER PAGE IMPLICATION FOR CHANGE . . . . . . . . . . . . . . . 137 RECOMMENDATIONS FOR FURTHER RESEARCH . . . . . . . . 139 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . 141 APPENDIX A . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 APPENDIX B . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 APPENDIX C . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 APPENDIX D . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 APPENDIX E . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 APPENDIX F . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 APPENDm G O C O O O O O O O O O O C O C O O O O O O O O O O O O 160 TABLE 10. 11. 12. 13. 14. 15. 16. 17. 18. LIST OF TABLES PAGE Total School/Beginning Typewriting Enrollment and Per Cent Dropping by Grade Levels . . . . . . . . . . . 46 DrOp Outs From.Beginning Typewriting Classified by Grade Level and Sex . . . . . . . . . . . . . . . . . . . '49 Movement of Beginning Typewriting Students Between Time of Identification and End of First Semester . . . . 50 Movement of Beginning Typewriting Students During the Second Semester . . . . . . . . . . . . . . . . . . 52 Status of Identified Students 18 Mbnths After Identifica- tion 0 O O C O O 0 O C O O O O O O O O O O O O O 0 53 Drop Outs by Sex, November, 1970--June, 1972 . . . . . . . 55 Characteristics of Those Identified by Teachers as Potential Drop Outs . . . . . . . . . . . . . . . . 58 Characteristics and Drops of Those Identified by Teachers as Potential Drop Outs by Identified Group . . . . 59 Self-concept and Educational Expectations DrOp Out Characteristics by Identified Group . . . . . . . . 61 Drop-Out Characteristics from Student Folders . . . . . . 63 Student Folder Profile of Dr0p Outs by Group . . . . . . . 64 Drop-Out Characteristics from Transcripts,Identified and Drops 0 O O O O O 0 O O O O O O C O O O O O O O O a 66 Drop-Out Characteristics from Transcripts per Group, Identified--Drop . . . . . . . . . . . . . . . . . 67 Drop-Out Characteristics Per Student . . . . . . . . . . . 69 Average Characteristics Per Student, Drops/Nonidrops . . . 71 Composite of Non-drOp Characteristics . . . . . . . . . . 71 Self-concept of Ability, Pre- and Post-test Scores . . . . 77 Educational Expectations, Pre- and Post-test Scores . . . 80 TABLE 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Educational Expectations, Frequency of Responses . . . Absences . . . . . . . . . . . . . . . . . . . . . . . Absences, Potential Dr0p vs. Non-drop . . . . . . . . Grade Point Averages . . . . . . . . . . . . . . . . . Grades in Academic Subjects Second Semester, Potential Drop outs O O C I O O O O O O O O O C O O C Identified Students Enrolling in Vocational Courses . Classes Closed and SuSpensions, February 1, 1971 to Febr‘mry 1, 1972 O O O O O O O O O O C O O O Stated Reasons for Dropping School . . . . . . . . . . Typewriting Exam Grades . . . . . . . . . . . . . . . Typewriting Tests Composite Scores . . . . . . . . Typewriting Term Grades . . . . . . . . . . . . . . . PAGE 82 84 84 91 92 95 98 102 106 107 109 Chapter 1 THE PROBLEM Educational literature as well as the mass communication facili- ties inform both the professional educator and the general public of the plight of the drop out at both the high school and college levels. The high school drop out is not a new phenomenon--"as an institution, it's probably just one day, or several hours younger than the schools them- selves."1 However, several societal factors have placed increased emphasis on the need for high school graduation.2 Among the major ones are: The changing economy from rural to urban, increased mechanization, and advanced technology, which bars many of these peOple from jobs and leads to high unemployment and unrest.3 Paradoxically, the drop-out problem surfaces at a time when the preportion of youngsters who quit school before graduating is lower than ever. The actual number of drop outs has tended to stabilize at approxi- mately 650,000.4 But numerically far more important than these overt 1Daniel Schrieber, editor, Guidance and the School Drop Out. (Washington: National Education Association and American Personnel and Guidance Association, 1964), p. 1. 2Sidney Percy Marland, "Career Education: Every Student Headed for a Goal," Education Digest XXXVIII, (September, 1972), pp. 2-5. 3Charles C. Killingsworth, Structural Unemployment in the United States. (East Lansing: School of Labor and Industrial Relations, Michigan State University, 1967), pp. 3-8. 4Robert A. Dentler and Mary Ellen Warshauer, Big City Dr9p_0uts 221_Illiterates. (New York: Frederick A. Praeger, Publishers, 1968), p. 3. drop outs at 16 are the children who conform to school attendance re- quirements between the ages of 6 and 16 and societal pressures between the ages of 16 and 20, but who drop out internally through daydreaming --their days wasted, their liberty caged and scheduled, their desires =inhibited, their imagination and aSpiration lost. There are many such internal drop outs from all social classes, from backgrounds that have not been so horrendous as to ferment overt rebellion-~where there is some interest in books and arts; where the youth is seduced by the prospect of money and status, but even more where he is terrified to jeOpardize the only pattern of life he knows.5 The drop out, whether overt or internal, has become a recognized social as well as educational problem because, among other reasons, the range and number of jobs requiring little formal education has drastic- ally dimished. Through the use of additional funds provided by federal legisla- tion for Manpower Education and Vocational Education, there has been a proliferation of state, community, and school programs to lower the drop-out rate or rehabilitate former drop outs. However, school and community assessments on all levels, such as those by Conant,6 Coleman,7 5Opinion expressed by Daniel Schreiber in an address ("The DrOp Out.") at the Governor's Conference on the School Drop Outs and Employ- ment Problems of Youth, (Baltimore, Maryland, September 27, 1962). 6James B. Conant, Slums and Suburbs. (New York: McGraw-Hill Book Company, 1961). 7James 8. Coleman, et. al., Equality of Educational Opportunity. (Washington: U. S. Government Printing Office, 1966). Marland,8 and Brooks,9 would indicate that the problem has not been solved. Although many programs have been inaugurated in recent years, most of the experimentation which is filling the literature lacks adequate evaluation. Weber and others10 state that much of the thrust for drop-out prevention and other social action programs usually lack effective evaluation for the following reasons: 1. They typically involve investments in human beings. 2. They are aimed at political and social goals as well as economic objectives. 3. They attempt to deliver services on a large enough scale to have an impact. 4. They are expected to provide a quasi-experimental basis for determining what programs ought to be implemented and how they ought to be run. Therefore, additional pilot programs based on selected, identifiable characteristics of the drOp out and the reasons for droPping out need to be developed, Operated, and researched. STATEMENT OF THE PROBLEM During the last decade, educational research on the drop out has focused primarily on assessing the reasons why students drop out and on isolating specific characteristics which would permit the identification 8Sidney Percy Marland, "Condition of Education in the Nation," American Education, VII, (May, 1971), pp. 3-5. 9D. J. Brooks, "A Study to Determine the Literacy Level of Able Bodied Persons Receiving Public Assistance." (Chicago: Cook County Department of Public Aid, 1962), p. 1. 10Arnold R. Weber, Frank H. Cassell, Woodrow L. Ginsburg, editors, Public-Private Mappower Policies. (Madison: Industrial Relations Research Association, 1969), p. 7. of these youth at an early age. "The basic problem, however, is not the identification of the potential dr0p out; this is merely a first step . . . The basic problem is how to make formal education a more meaningful and rewarding experience for all students."11 Because of the many factors involved, most of which cannot be controlled, no one approach can be expected to solve all of the problems. However, the traditional single-subject, single-hour approach is not meeting the needs of all students. An experimental research and develop- ment study of block-time, simulation instruction proved successful in clinical school sites for senior level students in office occupations.12 Is this concept adaptable and meaningful for younger students identified as potential dr0p outs? Therefore, the problem of this study was to evaluate the effects on potential drOp outs of an experimental, block-time program in "Beginning Typewriting," which used an instructional approach based on realistic business tasks. The evaluation of the effect of the instruc- tional program was on four desired aspects of student progress and the characteristics of the drop outs. 11Kenneth Losey Harding, "A Comparative Study of Caucasian Male High School Students Who Stay in School and Those Who Drop Out," (Un- published doctoral dissertation, Michigan State University, East Lansing, 1966), p. 100. 12Robert Poland and Peter Haines, "A Study of a Block Time Schedule for Teaching Vocational Office Practice, A Developmental Vocational Education Research and Teacher Education Program Based on a Clinical School Concept," U. S. Department of Health, Education, and Welfare, Office of Education Project No. 201. (East Lansing: Research and Development Program in Vocational-Technical Education, Michigan State University, 1969). Retention in school Characteristics of drOp outs Development of a more positive self-concept Better adjustment to school Continued achievement in "Beginning Typewriting" The questions posed in the retention and characteristics part of the study were: 1. 2. Does the selection of a Specific course or a course of study tend to make a difference in number dropping out and/or does the grade level of the student when taking the course affect dr0p-out statistics? Are students with specific drop-out characteristics more affected by special programs than others? The study of self-concept, adjustment, and achievement was organ- ized around three major hypothesis: 1. 20 Regarding student's self-concept. A favorable change in student's self-concept is more likely to occur when the time structure, content, and teaching approach are redesigned from that of traditional single-hour, single- subject to that of block-time, job oriented instruction. This change will be evidenced by: a. A more positive attitude by the student of his ability. b. The educational aspirations of the student more closely aligned with his career interest and ability. ‘Rggarding;student's adjustment to school. A vocational- oriented instructional program as an integral part of a regular school program.will enable the student to make a better adjustment to the total school environment. a. This adjustment for those who remain in school will be evidenced by the following: --Have a better attendance pattern. --Show improvement in other subject areas. --Be better able to select apprOpriate courses to meet their needs. --Remain in vocational education programs. --Have a better relationship with teachers and significant other adults in the school setting. --Relate better with their in-school peer group. b. This adjustment for those who drop out of school will be evidenced by: --Be better able to locate and hold a job. --Drop out for reasons other than school. --Have a better attitude toward school. 3. Regarding studentIs prggress in "Beginning_Typewriting." Students in a combination block-time typewriting program will show continued improvement in typewriting. This will be evidenced by: a. The student achieving term grades in typewriting equal to or better than his term grades in type- writing during first semester. b. The student achieving a grade on the second semester typewriting test equal to or better than his score on the first semester typewriting test. PURPOSE OF THE STUDY The Phoenix Union High School District at the time of the study was undergoing evaluation and adaptation of the total business education curriculum. The results of this study hopefully would be utilized in CCHrjunction with other input for both the evaluation, adaptation, and inqfllementation of the total program in business education. In addition the study was designed to make input into both local and district cur- ricullum committees. BASIC ASSUMPTIONS Instruments used were such that it was possible to gather the type of information wanted. Courses which emphasize content as well as other related information can prevent drop outs and lower the drop out rate. Potential drOp outs can be identified when a combination of factors are utilized. "Beginning Typewriting," as a communication skill, can be utilized as a vehicle to learn about and apply other skills. Potential drop outs can be given job skills prior to their withdrawal from the school community and a limited number of jobs are available for trained workers with- out a high school diploma. DELIMITATIONS Three major limitations are inherent in most educational research: 1. 3. Size and location of research site which are unique to the area limit the application of the findings. Composure of the school pOpulation which is approximately 1/3 caucasian, 1/3 black, and 1/3 Mexican-American. This mixture is not usually found in a high school setting and; therefore, limits the application of the findings. Length of the experimental class, which was limited to one semester. In addition, three other limitations were present: 1. Nature of the traditional or regular typewriting course which is an elective subject with non-vocational emphasis and is primarily large-group instruction. Number of students completing enrollment in the experimental program (19) which severly limit the validity of the find- ings. School disturbances and riots during the last few weeks of the school year which limited the extent of the study and curtailed the use of some of the statistics. Size and Location of Research Sigg South Mountain High School is one of e1even--there were 10 schools at the time of the experiment with the eleventh being opened in the fall of 1972--high schools in Phoenix, Arizona. The original plant was built in 1953 to house 2,000 students; later additions increased the normal capacity to 2,500. During the 1970-71 school year, the student popula- tion was 2,97713 students in grades nine through twelve, thus necessi- tating an extended day. Projected membership shows a peak of 3,760 students by 1975-76.14 Additional land has been purchased by the school district in this area for another school; however, there are no plans at this time to build a second high school because of de-facto segrega- tion. The school is located in the extreme southern part of the city and somewhat isolated from the major part of the city by a river bed to the north and a mountain range to the south. South Mountain High School is classified as an inner-city school. The attendance area at its extremes includes a width of 10 miles and a depth of 4 miles and both crowded urban housing and small farms. Mandatory education in the state requires school attendance through completion of eighth grade or reaching age sixteen. However, in comparison ‘with 131 large cities in the United States, Phoenix did not deviate from the norm in either nonwhite drOp-out or white drop-out rates.15 13Lloyd W. Colvin (Director), South Mountain High School Dgta Pack: Stmuients, Curriculum, Community. (Phoenix: Phoenix Union High School System Research & Planning Division, 1971), p. 1. lélhlé- 15Dentler, Op. cit., pp. 124-245. Composition of School Population Students enter South Mountain High School from four elementary school districts, but the largest percentage of students come from the Roosevelt Elementary District16 which is plagued with financial problems as well as de-facto segregation. (See school attendance zone map, Ap- pendix A). The Phoenix Union High School District has an open school policy.17 However, limited public transportation and distance highly curtail the number and type of students from the area who can take advantage of the policy. The student body at South Mountain High School represents a 1,18 and ethnic back- cross section of socio-economic, cultural, racia grounds; but, the majority of students possess at least one disadvantaged characteristic. Drop-out studies of every level of sophistication and from every locale of the country are virtually unanimous in finding drop- out rates to be significantly higher among youth from low-income families and eSpecially among underprivileged minority youths. 16The elementary and high school districts in the city are not unified, thus Roosevelt Elementary District is an educational district having its own superintendent, board of education, and tax base. The district has one of the highest tax rates in the state and at the same time had 3 schools on double sessions. 17A student in the Phoenix Union High School District may attend any school in the district which is not overcrowded. In 1970-71 this included 8 of the 10 high schools in the District and all of the schools in the attendance zones adjacent to South Mountain High School. However, while public transportation is available to the school in the immediate area, private transportation is needed if the student takes the option of attending a high school other than the one in his attendance zone. 18Colvin, op. cit. found the racial mix as follows: 2.4 per cent American Indian, 39.2 per cent Caucasian, 24.8 per cent Mexican American, 32.7 per cent Black, and .9 per cent other (primarily Oriental). 198. M; Miller, "The Search for an Educational Revolution," Profile of the School Drop Out. (New York: Random House, 1967), p. 139. 10 The school showed a drop-out rate for its total population of 18.15 per cent. However, canceling out re-enrollments and second drops would lower the rate to 16.09. The drop-out rate for the entire high school district was 12 per cent during this same period. In addition to the actual drOp outs, slightly more than 10 per cent of the senior class did not graduate at the end of their senior year although they completed the year. Length of Study The first semester of the 1970-71 school year was devoted to the preparation of instruments, identification of potential drop outs, and preparation of class changes for those students selected for the experi- mental program. The experimental program was in operation during the second semester of the school year. Nature of Traditional Course "Beginning Typewriting" is an elective subject Open to all SOph- omores, juniors, and seniors. The stated objectives for this course indicate a non-vocational emphasis. Past records would indicate that many early school leavers have enrolled in this course which is offered as both a general education course and a pre-requisite for advanced vocational office education courses. At the end of the first semester of typewriting, those students having difficulty in the course are counseled into a remedial section of typewriting--"Typewriting 2-C." The control group was scattered in the usual manner in "Typewriting 2" or "Typewriting 2-C" to provide normalcy as a test against the experimental program. Thus, teacher traits 11 and personality were an untested, uncontrolled factor in this study. The students in the experimental program were encouraged to obtain skills on other equipment and machinesin the department. Thus they were granted some special freedom within the department. However, no attempt was made to measure the effect of this freedom or prevent a "halo" effect for those in the experimental program. Number of Students Completing Enrollment in the Experimental Program. Of the thirty students selected for the experimental program, nineteen completed enrollment; five dropped school prior to schedule changes being made, five dropped school at the end of the first semester, and one refused to transfer classes. Only those students completing class changes (24) are included in experimental class numbers. School Disturbances and Riots Severe disturbances and riots both on and off the school campus requiring police action during the last few weeks of school resulted in poor attendance for the majority of students and a large number of suspensions--several for the remainder of the school year. TERMINOLOGY The following definitions apply whenever the terms were used in the study. Attendance pattern. Included both number of days absent, reasons given, and specific days-—ie, regular Menday, Friday or extended vacation days. Appropriate courses. A selection of courses which lead to expressed or implied goals. 12 Ditching. Unauthorized absences from classes or school. DroB out. A student who left school with no request for transcript or notification of student's present status Hostile attitudes. Expressed or implied actions denoting dislike of school or classroom discipline--high1y emo— tional, impulsive, distrustful, rebellious, indifferent, vindictive, loud, unc00perative. Improvement in other subject areas. Teacher evaluation of student's work and industry in the subject was used with the grade point average to indicate improvement. Re-entry. Drop outs who return for regular school enroll- ment. Self-concept. Attitude toward self. Vocational education programs. Programs which would lead to employable skills prior to leaving school. THE INSTRUCTIONAL APPROACH USED "Typewriting 2" is taught primarily by the large-group instruc- tional method with limited individual projects for accelerated students. "Typewriting 2-C" is a remedial program utilizing the same large-group instructional approach with more time allowed for material included and covering about one-half of the material used in "Typewriting 2." In both "Typewriting 2" and "Typewriting 2-C," the large group instruction is supplemented by individual assistance during machine time. All sections of these classes met for one, 55-minute period per day. The experimental program combined "Typewriting 2" and'General Clerical Procedures"20 for two, 55-minute periods per day. Both large 20While GCP (General Clerical Procedures) was not descriptive for those students interested in distributive occupations, it was the best title available. New course titles cannot be used until adOpted by the district curriculum committee. l3 and small-group instruction were combined with individual instruction culminating in individual projects based on the student's needs and career interest. The average amount of time spent in actual use of the typewriter was approximately one period per day. The remainder of the time (one period) was spent on tOpics such as the following: Survey of job opportunities in office and distributive occupations. Human relations in business. Getting and keeping a job. Skill development for entry level positions. Personal finance and other economic concepts needed to be an effective worker. Chapter 2 REVIEW AND SYNTHESIS OF RELATED LITERATURE An abundance of literature is to be found concerning the drop- out alone; moreover, additional information is included under such topics as: disadvantaged youth, inter-city schools, and unemployment. While there is a large source of reading related to the subject, much of the material is based on the individual writers subjective feelings or surface evaluations. The term "drop-out" elicits strong feelings from both lay people and researchers; therefore, some of these will be used when substantiated by research or in areas not adequately researched. Related research is described under two major divisions in this chapter-~(l) Dropouts: Selected Causes, and (2) Programs for the Poten- tial Dropout. DROPOUTS: SELECTED CAUSES As Cervantes points out, "Every drop out is a unique individual with unique characteristics. . ."1 However, Stebbens2 states that many educators claim an ability to identify the potential drop out in 1Lucius F. Cervantes, The Drgpout: Causes and Cures. (Ann Arbor: The University of Michigan Press, 1965), p. 198. 2Marion Stebbens, "Flint Offers the Potential Dropout a Personal- ized Curriculum," The Clearinngouse XXXVIII, (December, 1963), pp. 205- 209. 15 13::indergarten and with each successive year, he or she becomes easier to identify. Read ing Leve 1 To substantiate the ability to identify potential drop outs, a ‘Ireaview of numerous writings was interpreted by Shaffer3 as indicating 'tzliat, for students who had poor reading ability, reading retardation ‘fianreases rather than diminishes with each successive year--even their IIZ.Q. ratings may drop. Studies such as that done by the U. S. Department <:>f Health, Education, and Welfare,4 Cervantes,5 and others found that (iIrOp outs are usually below grade level in reading. S elf-concept George Herbert Mead has said:6 The individual's self is constituted simply by an or- ganization of the particular attitude of other individuals toward himself and one toward another in the specific social areas in which he participates with them. But, in the full development of the individual's self, that self is consti- tuted not only by an organization of their particular in- dividual attitudes, but also by an organization of the social attitudes of the generalized other or the social group as a whole to which he belongs. “Band's theory contends that the self-concept is a dynamic process which 3Helen B. Shaffer, "Education of Slum Children" Editorial Research Bfilflgrts on Education in America. (Washington: Congressional Quarterly, Inc., 1968), p. 32. 4U. S. Department of Health, Education, and Welfare, "A New Look At ESchool DrOpouts," Health, Education, and Welfare Indicators. (Wash- ington: U. S. Government Printing Office, April, 1964), p. 24. 5Cervantes, op. cit., pp. 198-199. 6George Herbert Mead, Mind, Self, and Society. (Chicago: The University of Chicago Press, 1954), p. 57. l6 :i.s flexible and changes through the perceptual interaction of the :igndividual and his social environment. This theory was later supported 7 who determined that one's self-concept by Brookover and associates, j;s modifiable through the images and expectations that he preceives others hold for him. Teacher influence. Coleman8 found that, of all factors directly trelating to school, the quality and attitude of the teacher was most ‘influential in the development of the student's self-concept and achieve- 'umnt level. While the student is influenced greatly by his peer group .and others, teacher attitude is a crucial factor in programs for less .advantaged students. Unrelated programs, accenting deficits, and failure 'to focus on the teacher as the key to the revolution in education are seen by Riessman9 for lack of success of past programs for the disad- 1uantaged. Teacher impact on students and programs was studied by Rosenthal zand Jacobson.10 They randomly selected students and gave their names to their new teachers as children who could be expected to show unusual intellectual gains. The students who were expected to spurt showed ESignificant gains; and, even more important, the teachers preceived the 7Wilbur B. Brookover, Ann Patterson, and Sailer Thomas, "Self- Concept of Ability and School Achievement," U. 8. Office of Education, .Esflgperative Research Project No. 845. (East Lansing: Office of Research and Publications, Michigan State University, 1962), p. 55. 8Coleman, op. cit., pp. 93-95. 9Frank Riesman, "It's Time for a Moonshot in Education," Profile 2EL_the School DrOpgut. (New York, Random House, 1967), p. 343. 10Robert Rosenthal and Lenore Jacobson, Pygmalion in the Classroom. (New York: Holt, Rinehart and Winston, Inc., 1968). 17 ¢:>ther students in the group as growing steadily poorer in social skills. TIThe more the non-identified students actually gained in intelligence, ‘tihe less favorably they were rated by their teachers. The teachers idlesignated them as not well adjusted, less appealing, and less affection- zite than the students labeled superior. Kaufman,11 in an attempt to determine the value of a high school (iiploma as Opposed to a certificate of achievement, set up a special jprogram and classes. However, his results showed the achievement was ‘determined more by the attitude of the teacher than the special program. Morgan12 found that social acceptance by teachers is influential ‘to school attendance. Parent influence. One of the two major reasons for droP outs, zas determined by the composite results of the 1963 drop-out campaign13 seas unfavorable parental attitude, including lack of feeling for the importance of the school. The effect of parental attitude is substan- ‘tiated by Thompson and Nelson14 who go on to state that parents may 11Jacob J. Kaufman, Carl J. Schaefer, MOrgan V. Lewis, and Elaine IV. House, The Need for the High School Diploma. (University Park: IEnstitute for Research on Human Resources, The Pennsylvania State Uni- ve rs ity , 1968) . 12Ronald R. Morgan, "An Exploratory Study of Three Procedures tC> Encourage School Attendance,” (unpublished doctoral dissertation, AI‘izona State University, Tempe, 1970), p. 105. 13The dr0p-out campaign in 1963 was conducted, at the request of tlne late President Kennedy, as a national effort to combat school drop Cultu Sixty-three communities in twenty-three states and the District of Columbia participated. 14Michael J. Thompson and Robert H. Nelson, "Twelve Approaches tC) Remedy the Dr0pout Problem," The Clearing House, XXXVIII, (December, 1963) , pp. 200-204. 18 have had unpleasant educational experiences and drOpped out before preparing themselves for an adequately paying job. Therefore, the school may be indirectly responsible for the socio-economic status of the parent. Other influences. Davis15 states that there seems to be a fairly general concensus regarding the common causes of students dropping out of school: A lack of self-esteem and a feeling of not being wanted. Byrne16 concurs with this last statement by indicating that many drOp- outs would have stayed had "the school" shown an interest in them. Harding17 found that self-concept of academic ability and educational expectations were means of identifying potential drop outs. School Prggrams Miller summarizes the compulsory school programs as follows: The compulsory system has become a universal trap, and it is not good . . . For very many--both under- privileged and middle-class--their homes are worse than the schools, and the streets are worse in another way . . . Also, perhaps especially in the case of the overt drOpouts, the state of their body and soul is such that we must give them some refuge and remedy--whether it be 18 called school, youth work, work camp, or settlement house. Segel states,19 "The lack of adaptation of the school curriculum 15Donald A. Davis, "An Experimental Study of Potential Dropouts," The Personnel and Guidance Journal XL, (Nay, 1962), pp. 799-802. 16Richard Hill Byrne, "Beware of the Stay-In-School Bandwagon!" The Personnel and Guidance Journal XXXVI, (March, 1958), pp. 493-496. 17Harding, Op. cit., pp. 92-93. 18Miller, Op. cit., p. 38. 19David Segel and Oscar J. Schwarm, Retention in High School In Large Cities, United States Department of Health, Education and Welfare Bulletin No. 15. (Washington: U. S. Government Printing Office, 1957). 19 to the student's needs results in school failures and the student's becoming disinterested in school." This was re-affirmed by the 1963 drOp-out campaign20 which cited a lack of specific vocational training as one of the weaknesses. Dissatisfaction with the school program can be attributed to two other factors. (1) Uninteresting subject matter21 and (2) the student's inability to see the relationship between the school program and his own needs.22 This failure can include both social and academic aspects of the school career.23 The fact that so many drop outs seem to have little interest in school activities24 may indicate that school programs are not designed to fill this need. It is this product of previous research which was particularly relevant to the conceptualiza- tion of the instructional design of this study. School Location Schools and their communities vary considerably and make it difficult to generalize about their actual contribution to the drOp-out problem. However, certain characteristic differences such as size and location of school apparently produce comparatively consistent results 25 in retaining students in school. Conant states, "in slum areas, 20 21 See footnote l3. Byrne, op. cit., p. 494. 228. J. Carvello, "DrOp-Out Problem," High School Journal XLI, (May, 1959), pp. 335-340. 23C. R. Kennedy, "Some Thoughts on Drop Outs," Clearing House XXXI, (February, 1957), pp. 363-364. 24J. Davidson, The Trauma of the Drop Out, Laredo, Texas. (Laredo: Laredo Independent School District, 1970). 25Conant, op. cit., p. 21. 20 teachers do fairly well with children until they get to be ten or twelve years old, then the 'street' takes over." Most studies indicate that school holding power is less effective in large cities and particularly 0 O O 26 in those areas where the socio-economic level is low. Miller27 identifies four types of low-income drop outs: (a) school-inadequate, (b) school-rejecting, (c) school-perplexed, and (d) school-irrelevant. He goes on to state "while few pure types exist, it seems worthwhile to isolate the different sets of pressures which operate." Summagy A strong case can be made for the early identification of poten- tial drop outs. The selected causes would indicate that it is within the realm of the school structure to correct effectively the causes as this study attempted to do. The drop out, for reasons cited, remains a tragedy of the public schools' culture structure. In the public schools, for example, the culture structure may emphasize academic instruction, character deve10pment, individualized attention to the needs of each child, and so on. But the aspect of the teacher's performance that may be most visible to the principal may be his effectiveness in maintaining order and dis- cipline in the classroom. This may be useful or even necessary for the achievement of the aforementioned goals, but in teachers' meetings the principal may ex- plicitly and very likely sincerely emphasize that it is merely a means and not to be exalted into an end in itself. However, the incentive structure may be such that the teacher's interests are best served by gross 26Robert R. Ritchie, "The High School Dropout - An Educational Dilemma," The Bulletin of the National Association of Secondary School Principals XLVI, Number 277, (November, 1962), pp. 45-47. 27Miller, op. cit., p. 186. 21 neglect of what all agree are the 'real goals' of his position, and by over-conformity to a 'mere' means. SPECIAL PROGRAMS FOR THE POTENTIAL DROP OUT Wood29 gives the following support for special programs geared to the potential drop out: Disadvantaged, less able, and slow learners sit it classrooms across the country. They endure the drudgery of our traditional programs of education until they can endure no more--then we call them failures. These students, the truants, the quiet ones, the dull ones, the ones who’ have been hurt, all deserve full citizenship in our schools. While many programs had been started prior to 1963, President Kennedy's letter to school officials brought about a great many more. Space does not permit discussion of all such early programs and more of those inaugerated later. A number of these programs are still in the experimental stage. Often regular education budgets are supple- mented by private foundations in order to provide such programs. Almost all such efforts also require a high degree of community cooperation. 30 summarizes the effectiveness of these community efforts Bayley as follows: It is clear from the replies to President Kennedy's letter that the methods which school and college officials 28Albert K. Cohen, Deviance and Control, Foundations of Modern Sociology Series. (Englewood Cliffs, Prentice-Hall, Inc., 1966), p. 82. 29Merle W. Wood, "The Disadvantaged Student, Part I," Business Education World. (October, 1969), p. 4. 30Monica Bayley, "A Renewed Effort to Solve the Problem of Drop- out," Selected Reports and Statistics on School Dropouts, U. S. Depart- ment of Health, Education, and Welfare, Office of Education 0E20063. (Washington: United States Government Printing Office, 1964), p. 7. 22 consider most effective in combating the drOpout problem are the counseling of students and parents; Special studies leading to curriculum changes, more flexible student sched- ules, improved teaching methods, and the develoPment of new technical and vocational education programs and expan- sion of those in existence. The report on community efforts further indicated that, when all community resources work in concert, the problem of the drop out is most effec- tively approached. Today's schools typically are not indifferent to the drOp out. "The concern for relevance is partially an effort to combat the meaning- lessness of schooling so eloquently expressed by drop outs--both among the talented and the not-so-talented."31 If you can show me how I can cling to that which is real to me, while teaching me a way into a larger society, then I will drop my defenses and my hostility, but I will sing your praises and I will help you to make the desert bear fruit.--Ralph Ellison32 General Programs Students enrolled in all types of courses leave school, but it was found in Michigan33 and Maryland34that students taking the general course made up the largest proportion of drop outs. Much of the effort for drOp-out prevention in the general curriculum has been directed to remedial work, smaller classrooms, and extra motivation. 31Mary Ellen Oliverio, "The Changing School Curriculum," in The Emerging Content and Structure of Business Education, 1970 yearbook. (Washington: National Business Education Association, 1970), p. 34. 32As quOted in Riesman, op. cit., p. 343. 33John W. Porter, "School DrOpouts: A State Plan," NEA Journal LI, Number 5, (May, 1962), p. 53. 34Williams, op. cit., p. 11. 23 Reading Programs. Because of the known reading problems of most potential drop outs, a great deal of federal money has been avail- able for this type of drop-out prevention program. Several of these have undergone intensive research. Two such programs were developed in New York City, where they used the tutorial approach. Fox,35 in his report on Effective Schools Programs, found significant improvement in reading and other studies when the "homework helper program" was utilized. In a similar program in Phoenix,36 the helpers went begging from lack of student participation. The Mobilization for Youth (MOY), also Oper- ated in New York, used student helpers for younger students.37 However, while they reported improvement in reading, a further look found no correlation between this improvement in reading ability and classroom work--most of the students did rate much higher on reading ability tests; however, there was no indication of improvement in grades or adjustment to the learning situation. Under a federal grant, comprehensive reading programs were established in the inner-city high schools in Phoenix. This program required all entering freshmen to take an extra course in reading improvement. Reading was offered in other grades for those students falling below the reading norm. Students were ranked according to read- ing ability upon entering the program and special equipment and programs 35D. J. Fox, Expansion of the MOre Effective Schools Program. (New York: Center for Urban Education, 1967), p. 63. 36"Teachers: But No Pupils," Editorial, Phoenix Gazette. (Jan- uary 23, 1967). 37Harpld H, Weissman, editor, Employment and Educational Services in the MObilization for Youth Experience, The New Social Work Series. (New York: Association Press, 1969), p. 148. 24 were developed for the different levels. For those students with low reading levels, additional materials and assistance was provided in specialized reading for their other classes. After a two-year period, research was undertaken for an evaluation of the pilot program.38 The evaluation indicated that average reading rates for the school had improved by two grade levels. Additional facts, however, showed no decline in the number of drop outs during the two-year period and no significant improvement in grade point average on ability tests. Economists of the First National City Bank,39 in the first study of the New York City schools undertaken by private industry, found little correlation between improvement of reading levels in predomin- ately black and Puerto Rican elementary schools and the amount of money poured into these classrooms. Instead, the report contends that signif- icant improvement in reading skills was associated with morale, as reflected in a principal's confidence in his professional staff, his reSpect for teaching aides, his sympathy for innovation, and his success in develoPing ties between parents, the community, and the school. Smaller Classes. Many reports state that reducing class sizes allowing for more individual attention have a positive effect on disad- vantaged and/or drop-out prone youth. Nevertheless, Fox40 found that the MES (More Effective Schools Program in New York City), where the 38"An Evaluation of the Reading Program at South Mountain High School," (Phoenix: Research and DeveIOpment Department of the Phoenix Union High School District, 1967). 9 3 Jack Friedgut and Rosalind Landes, Public Education In New York City. (New York: First National City Bank, 1969). 40Fox, loc. cit. 25 student-teacher ratio was reduced to 12 students to 1 teacher, did not show any academic improvement in class. However, he goes on to say that it did have a good effect on teacher morale and undoubtedly such programs would, therefore, change teachers' preferences and job choices to some degree. Motivation. Among the best known and complete programs is that in Operation in New York. This begins at the third grade and concerns itself with the total development of youngsters from a low socio-economic environment.41 Nationally known as the Higher Horizons Project, this effort is based upon the premise that "improvement in pupils can best be effected by direct influence upon the child, the teacher, and the parent. If we intend to raise the child's education, vocational, or 42 This aspirational goals, we must convince him that it is possible." program was among the first to approach the problem of the drop out in a large-scale systematic manner.43 The stress upon cultural enrich- ment by the Higher Horizons Projects has also merited attention. Recog- nizing that the discovery and develOpment of the talents of deprived students is of national concern, this approach could well be attempted . 44 in other parts of the country. Three earlier studies were made comparing the relative effective- ness of material and non-material reinforcements with children of different AISchreiber, op. cit., p. 49. 2 4 Higher Horizons. Bulletin, April 1962, Volume I, Number 1. (New York: Board of Education of the City of New York, 1962). 43Schreiber, op. cit., p. 3. 44Ibid. 26 socio-economic backgrounds.45 The results of these studies have been consistent: middle-class children responded as well to symbolic rewards as they did to material rewards such as candy or money. The performance of lower-class children, however, showed a marked decline when material rewards were absent. A more recent study of a program utilizing Special motivational techniques and training which would lead to self-motivation showed that those who remained with the course did show improvement. However, the Study is not significant except that it is one of the few which showed that intervention can produce a significant improvement in "hard core" problem boys.46 Vocational Programs Career education from kindergarten through grade 14 (junior college) has become a prime emphasis for all segments of the pOpulation today.47 Howe,48 in "An Appeal for Agitators" stated: We need to find a way to reduce the isolation of our schools from the world of work so that there are only two 45E. Douvan, "Social Status and Success Striving," Journal of Abnormal and Social Psychology (March 1956), pp. 219-233; C. Terrell and W. A. Kennedy, "Discrimination Learning and Transposition in Children as a Function of the Naturerf Reward," Journal of Experimental Psychology (April 1957), pp. 257-260; and G. Terrell, K. Dirkin, and M; Wiesley, "Social Class and the Nature of the Incentive in Discrimination," Journal of Abnormal and Social Psychologx (September 1959), pp. 270-272. 46David C. McClelland, Achievement Mbtivation Training for Potential High School Dropouts, Achievement MOtivation Development Program. (Cambridge: Harvard University Press, 1968). 47U. S. Department of Health, Education and Welfare, The 1968 Amendments to the Vocational Education Act of 1963. (Washington: U. S. Government Printing Office, 1969). 48Harold Howe, II, "An Appeal for Agitators," The Education Digest, (April, 1969), p. 2. 27 doors leading out of the school, one to further education and one to work, and so that the door which leads nowhere is bricked up. Marland has emphasized that we must have "education for the real world."49 The 1963 Vocational Education Act included special provisions for vocational education for the disadvantaged. However, many states did little or nothing in this area; because of this neglect, stronger emphasis was provided in the 1968 amendments.50 Congress believed that vocational education should be one of the prime vehicles in making the curriculum relevant for the potential drop out. The National Advisory Council on Vocational Education, in its report to the Congress, stated that fiscal 1968 programs were still failing to meet the needs of important segments of the population. "Few programs have been develOped t."51 to reach the high school drOp ou Non-work Programs. The Mobilization for Youth52 pre-vocational program provides orientation, remediation, visitations, and job training to prepare the drop outs for job placement at a later date. Significant results were obtained in the areas of English literacy, math, and dress. 49Sidney Percy Marland, "Education for the Real World," Business Education Forum XXVI, (November, 1971), p. 3. 50Barbara H. Kemp, The Youth We Haven't Served--A Challepge to Vocational Education, U. S. Department of Health, Education, and Welfare, Office of Education, OE80038. (Washington: United States Government Printing Office, 1966), p. 44. 51"Vocational Education--The Bridge Between Man and His Work," Notes and Working Papers Concerning the Administration of Pppgrams Authorized Under Vocational Education Act of 1963, Public Law 88-210, As Amended. (Washington: 90th Cong., 2d Sess., U. S. Senate, Sub- committee on Education of the Committee on Labor and Public Welfare, March 1968), p. 87. 52Weber, op. cit., p. 7. 28 An experimental tutorial program for business students in Cali- 53 was operated in eleven school districts. Students with high fornia achievement acted as tutors for those having difficulty in the vocational programs. In evaluating the program, the schools reported success for both the tutors and tutored. Evansville and Bloomington, Indiana, have utilized Elementary and Secondary Education Title I funds to deve10p and Operate a curriculum that emphasized "job-related skills and the development of desirable attitudes."54 Academic subjects are presented in terms of concrete, practical application to life and job situations. Other programs along these lines that attempt to use a realistic and practical approach for potential drop outs and/or disadvantaged students can be found in other communities. However, research on Specific aspects of the programs and longitudinal follow-up studies of the participants is lacking. Work programs. The majority of these programs for drop outs or potential dr0p outs involve one of three types of "work programs." (1) Work programs for those who have already dropped out of school, combined with counseling to encourage them to re-enter school or obtain a GED; (2) Part-time jobs unrelated to school to provide money to remain in school; and (3) Part-time jobs with related class instruction. 1. The first type of work program, for those already out of school is served primarily by the out-of-school NYC (Neigh- borhood Youth Corps). This program served more than 160,000 53R. C. VanWagenen, "Student Tutors Effective in High School Business Program," Business Education Forum, (November 1969), pp. 7-8. 54A Chance for a Change: New School Programs for the Disadvant- aged, U. S. Department of Health, Education, and Welfare. (Washington: Government Printing Office, 1956), pp. 20-21. 29 disadvantaged youth in the fiscal year of 1968.55 A recent in-depth study of 2,000 youth formerly enrolled in the program found that on the average this group did not have a Significantly better employment situation than a control group of non-NYC enrollees nor did they return to school in larger proportions.56 The findings suggested that the NYC program Should be bolstered with closer links between training and real jobs, more effective techniques for motivating return to school, and possibly more fundamental restructuring on remedial education. However, many individual NYC projects have a high success rate in terms of people returning to school, entering voca- tional training, or going to work in steady jobs. Weissman57 found that once these youth had drOpped out, most of them who desired to return to school, preferred another type of institution rather than the regular high school. 2. Part-time jobs unrelated to school are again served primarily by government Sponsored programs such as in-school NYC. While assumptions are made and conclusions drawn, the research in this area is very limited. One such program is Operated at Highland Park High School in Michigan. Some of the students have undertaken a Study to determine how many former students 55Manpower Report of the President, U. S. Department of Labor. (Washington: U. S. Government Printing Office, 1969), p. 99. 56Weissman, op. cit., pp. 101-115. 57Ibid. 30 have graduated, what types of jobs they obtained and what they think of the program. The directors of the program feel that the study when completed will bear out the belief that the program has been "an extreme success."58 3. Part-time jobs with related classroom activities not only place the student on a job, but provide related classwork for better work adjustment and learning on the job. Mast of these programs, such as the one Operated in Minneapolis 60 since 196259 and a new program in Phoenix, assist the student in adjustment to the entire school setting. Detroit's Job-Upgrading Program61 placed emphasis upon finding and keeping a job. Work experience is stressed and especially benefits the young person who has never worked. Follow-up is also important to this program. Kansas City has recently entered a six-year experiment involving thirteen and fourteen-year old boys identified as potential drop outs and/or delinquents. The aim of this program is to encourage the boys to remain in school by using a revised curriculum. Work habits and attitudes in 8 5 Don Lenhausen, "Students Being Taught to Hate Jobs," Detroit Free Press, (March 18, 1970), p. 12C. 9 Information was obtained by personal interviews with teachers and administrative personnel in Minneapolis, Minnesota. 60Personal knowledge of the author regarding the Phoenix programs as well as interviews with the teacher. 61Paul R. Hunt, "School Dropouts: Local Plans, Detroit," NEA Journal, (May 1962), p. 57, and Paul R. Unt, "DeveloPing Employable Assets in the High School DrOpout," Phi Delta Kpppan, (February 1959), pp. 219-220. 31 this case also are developed by means of the work experience 62 program. Savitzky63 in discussing work-study programs now being applied and further developed in New York City, St. Louis, Washington, Kansas City and a host of other cities found the following: These programs designed to assist a particular group of underachievers, the 'social dynamite' core, the potential dropouts, provides students with Opportunities to face real situations in the world of work with assistance in the form of guidance and supervision from their teacher- coordinators; e.g. applying for a job, holding a job, and advancing on the job. It helps to break down their anatagon- isms to society and school by providing avenues for realizable achievement both in school and in the outside environment. However, he goes on to say that it is not a blanket solution to the problem--economic conditions and the nature of the job market determine whether such efforts will meet with success or failure. Schreiber64 states the following: "work study programs are not the answer; at least they are not the sole answer. They are almost a corrective, rather than a preventive method. They are important; but they should be something like a last resort." 62Bernard C. Greene, "School DrOpouts: Local Plans, Kansas City, Missouri," NEA Journal, (May 1962), p. 56-57. 63Charles Savitzky, "Work Experience Programs for Potential Drop- Outs," The Bulletin of the National Association of Secondary School Principals, XLVI, Number 277, (November 1962), pp. 53-59. 64Schreiber, loc. cit. 32 Industry-education partnerships. A few businesses in large cities have ad0pted inner-city schools.65/66 One of the aims is to stem the flow of dr0p outs from these schools. These relatively new Operations have been studied and new studies are underway, but as yet no research has been published except for the Wallace thesis. Summagy The solution to the problem of the dr0p out is more evasive than is its recognition. It becomes apparent that "no one key will unlock the problem of the drop out Since his profile is a complex one, made up of many contributing factors."67 Varied means are being attempted to make education relevant to the drOp out. Many of the programs are aimed at the student after he has formally withdrawn from school. However, many of the newer programs are being instituted prior to the student leaving school. Research continues to be lacking in most of these programs. This lack of research was best summed up by Dr. Edward Zigler.68 I found not only reluctance but downright apathy to research. Too many educators treat the researcher as an enemy, not as someone to work with in seeing how we can 65From Poverty to Productivipy, A Report on Chpysler Corporation's Minority Employment Practices. (Detroit: Chrysler Corporation, 1969), p. 35. 66Francis T. Wallace, Jr., "Expressed Concerns and Expectations of Students, School Personnel, and Businessmen in an Emerging Partnership Concept Among Business, Industry, and Education." (Unpublished doctoral dissertation, Michigan State University, East Lansing, 1970). 67Nptional Education Association of the United States, NEA Research Memo Number 36. (Washington, D. C.: The National Education Association, 1961), p. 8. 68Edward Zigler, "Research and Evaluation," National Conference on Education of the Disadvantaged, Department of Health, Education and Welfare. (Washington: U. 8. Printing Office, 1966), p. 33. 33 all best serve children. We all want the best for these kids, but we aren't going to find it unless we keep look- ing. Now we have a kind of numbers game--how many kids and how much money-~but no real evaluation. That's because it is easier to count kids and dollars than to evaluate motivation and morale. Chapter 3 DESIGN OF STUDY The original design of this study was a quasi-experimental research to determine the effects on potential high school drop outs of an experimental program for job preparation in a course in "Beginning Typewriting." However, the Size of the sample obtainable and unforseen disruptive school factors dictated a need for additional information of a descriptive nature. A longitudinal study of students with emphasis on those identified as potential drop outs was undertaken as well as a descriptive research technique. POPULATION The population consisted of all sutdents enrolled in "Beginning Typewriting" on September 30, 1970.1 There was a total of 586 students in 16 sections. Six teachers were assigned to teach these classes. Identification of_potential drop outs From the total pOpulation, 113 students were identified as potential drop outs. These were identified by four sources of information: (1) Teacher notations, (2) self-concept and educational expectations, (3) student files, and (4) student transcripts. 1Students were formally enrolled in classes on September 5; however, leveling of classes and initial schedule changes were not completed until September 30. Therefore, an accurate count of students intending to take a specific course was not available until that date. 35 Teacher notations. On November 30, 1970, two months after classes stabilized, all teachers of "Beginning Typewriting" were asked to submit a list of tho& Typewriting I students who displayed one or more of the following tendencies: (Memo and Questionnaire, Appendix B). DiSplay hostile attitudes in class Do not relate to their peer group Have irregular attendance . Do not participate in class activities . Show other signs of becoming drop outs {DD-DUO) Self-concept and educational expectation. The Michigan State General Self-Concept of Ability and Educational Expectations instrument was administered to all students.2 This instrument was coded for identi- fication to give the students the security of anonymity when responding to the questions. For drop-out information, the tests were evaluated for the following: (See Appendix C for sample test) 1 a. Poor self-concept b. Self-concept inconsistant with records c. Educational expectations inconsistant with both self- concept and records Student folders. Information was obtained from student folders to ascertain standardized test scores and problem areas as recorded by previous teachers, counselors, or administrative personnel. Student transcripps. Official student transcripts were checked for all students to obtain information on: a. Grade averages b. Failures 2The Michigan State General Self-Concept of Ability and Educational Expectations instrument which was administered during the first week of December had been validated for business students in the Phoenix areasas part of a dissertation by Dr. Joanne Wilson of Northern Arizona University. "A Comparison of Self-concept and Grades earned in Business Education." (unpublished doctoral dissertation, Indiana University, 1971). c. d. e. 36 Attendance Prior drOps Credits earned Evaluation of Information Twelve specific items which were identified from the information obtained were the basis on which indications of potential drOp outs were evaluated: a. b. c. d. e. g. h. i. j. k. l Underachievement in at least two subject areas Educational expectations inconsistant with ability Multiple failures Prior drop out Multiple requests for class changes Discipline problems at school Poor attendance Poor self-concept Poor attitude Emotional problems Home problems Not relating to peers A combination of at least two of these or three serious problems in one area were used to identify the potential drop outs. THE SAMPLE Pre-testing and identification of drOp outs and non-drop outs was done during the first semester. Five groups were identified as the sample for l. 2. comparison during second semester. Group I experimental, consisting of 24 students who had been identified as potential drop outs. Group II potential drOp regular, consisting of 70 students who had been identified as potential drop outs, who re- mained in their regular section of typewriting. Group III potential drOp remedial, consisting of 19 students who had been identified as potential drOp 37 outs, who were transferred to Typewriting 2-C.3 4. Group IV non-drOp out remedial, consisting of 30 students who had not been identified as potential drop outs who were transferred to Typewriting 2-C. 5. Group V non-drop out regular, consisting of 443 students who had not been identified as potential drOp outs who remained in their regular section of Typewriting. The identified potential drOp outs were stratified by the 12 criteria for selection, plus sex and race to form sampling units. Students were randomally selected from each unit to (I) participate in the experimental program, or (2) remain in the regular classes. A11 non-identified students remained in regular classes. OBTAINING RETENTION AND CHARACTERISTICS DATA The questions posed in the retention and characteristics part of the study of students enrolling in "Beginning Typewriting" with emphasis on those identified as potential drop outs were as follows: 1. Does the selection of a specific course or course of study tend to make a difference in number dropping out and/or does the grade level of the student when taking the course affect drop-out statistics? 2. Are students with specific drop-out characteristics more affected by special programs than others? Retention in School Student records and daily drOp sheets were used to ascertain students dropping out of school and being suspended. These were 3Any "Beginning Typewriting" student having difficulty in Type- writing is counseled by the typewriting teacher to transfer to a remedial typewriting class and given credit for either Typewriting 1 (if he received a failing grade first semester) or Typewriting 2-C. 38 compared with total school figures obtained from the district office. Characteristics of the DrOp Out Characteristics obtained during the original identification of potential drop outs were analysized for those students dropping out. COLLECTING DATA ON SELF-CONCEPT, ADJUSTMENT AND ACHIEVEMENT To test the hypothesis regarding self-concept, adjustment to school, and progress in "Beginning Typewriting"; the following data was collected: (1) pre- and post-test scores, (2) recorded data on school records, (3) answers to informal surveys, and (4) results of observations. DevelOp a More Positive Self-concept The Michigpn State General Self-concgpt of Ability and Educational Expectations was used as a pre- and post-test and administered to all students in "Beginning Typewriting" to determine if: a favorable change in student's self-concept is more likely to occur when the time structure, content, and teaching approach are redesigned from that of traditional single- hour, single-subject to that of block-time, job oriented instruction. Additional information was collected for those students identified as potential drop outs by unstructured interviews with students, teachers and other significant adults. Better Adjustment to School The major body of information in this area was derived from ac- cumulative student records to determine if: 39 a vocational-oriented instructional program as an integral part of a regular school program will enable the student to make a better adjustment to the total school environment. Attendance pattern. Total days absence were recorded for all students. In those cases where considerable variance--5 days or more --was shown from class to class, averages were calculated with Specific notations of extremes. Specific attendance patterns for students identified as potential dr0p outs were noted from teacher roll sheets for typewriting only. Improvement in other subjgct areas. Semester grade averages were obtained to be used in comparison with grade averages previously recorded for all students. Specific grades were recorded for required academic subjects--English, math, science, and social studies. Appropriate course selections. Spring enrollment cards were originally utilized as the source for this data on the students identi- fied as potential drOp outs. Additional information from actual enroll- ment during the fall of 1971 was used to supplement the original source. Selections were compared with counselor and student information on graduation requirements and post high school plans. Vocational education. Vocational courses offered either at the local school or at the district vocational school were identified. Students identified as potential drOp outs were then classified as (1) taking at least one vocational course, (2) unable to take a vocational course because of graduation requirements, or (3) not electing a vo- cational course. Relationship with teachers and Significant other adults at school. Two school records were utilized in combination with unstructured inter- views and personal observations. The school records were: (1) daily 40 drops,4 suspensions, and Opportunity assignments5 sheet, and (2) in- dividual student files. In-school peer group relationships. The prime source of in— formation for this factor was obtained by observations. However, this was supplemented by informal interviews and students' activity lists. Ability to locate and hold a job. Both telephone and in-person visits to the homes were utilized to obtain semi-structured interviews with both the drOp out and the parents. Where information obtained above showed job satisfaction and/or promotion, a follow-up interview was made with the employer and/or supervisor. Reasons for dropping out and attitude. When the student form- ally dropped out of school, information was obtained from notations in the student's folder. However, the major portion of the information was obtained through the informal interviews above. COntinuéd Achievement in Beginning Typewritipg Departmental tests are administered to all regular typewriting students at the end of each semester. These were used to test: students in a combination block-time typewriting program will Show continued improvement in typewriting. COpies of departmental tests are located in Appendix D and E. 4A daily list is duplicated and distributed to all teachers indicating drOps and suSpensions with coded reasons--absences, discipline, etc. 5Opportunity assignments are made for those students having discipline or attendance problems. They are given the Option of staying in school in a special classroom to do assignments and keep up with daily work apart from the regular classes. 41 Those students enrolled in "Typewriting 2-C" were administered a different test; therefore, the results were validated by 71 senior clerical and secretarial students. Improvement in classwork was measured by term grades. DATA ANALYSIS Pre- and post-test instruments were: (1) Michigan State General Self-concept of Abilipy and Educational Expectations and (2) Departmental typewriting semester exams. In these areas, the pre-tests were used as covariables and adjusted post-test differences were analyzed, where those not dropping out provided a large enough sample. For those groups or comparisons with high drOp outs, matched pair T-tests were used to compare improvement for the groups. Like statistics were utilized with grade averages and attendance. Quantitative information was treated with an analysis of variance as well as analyzed descriptively. CONTENT OF THE EXPERIMENTAL INSTRUCTIONAL PROGRAM While the regular "Beginning Typewriting" program is a combination of personal use and pre-vocational, the experimental program was designed as a vocational education class leading to employable skills and Operated for a block of time consisting of two, 55-minute periods. All materials used, both those Specifically written for the course and those taken from printed texts were evaluated by the reading department for reading level. No materials were used in the experimental class which was above an 8th grade reading level (the typewriting book used in all other In 42 sections was written on a 10th grade reading level.) The specific materials uSed were: 1. Typewriting content materials for drill work were job related. Letter typewriting, for all but those indicating a clerical career goal, were designed around seeking information on jobs, pay scales, and letters of application. Forms typewriting related to applications and data Sheets. Additional typewriting practice on typing reports of job investigations. A survey of job opportunities in the student's interest area utilizing the local newspapers, interviews in the immediate community, and information from the Employment Security office. The students surveyed the job Opportunities, and identified skill and educational requirements in their interest areas. This section culminated with individual and small group interviews with pe0ple in the field. Case studies from several sources were utilized for the section on human relations in buSiness. The students did role playing as well as individual answers (utilizing the typewriter), and group discussions. A section on getting and keeping a job. Specific words were put on the board for the students to type first responses followed by discussion of the words and re- sponses as they related to getting and holding a job. Specific skill develOpment on the cash register, cal- culating machines, keypunch, and duplicating equipment. While all of the students elected to work on the cash register, the other equipment was utilized by those stu- dents indicating an interest in the specific skill or with a career interest which would be enhanced by the training. A section on personal finance and other economic con- cepts needed to be an effective worker, special atten- tion was paid to life styles associated with Specific broad careers. The student was instructed in figuring pay and gross pay was translated into estimated net pay. In addition,. cost of living and personal needs were discussed. 43 The major portion of the class was conducted in a regular type- writing room, with students flowing from room to room to utilize special equipment. Room layouts can be found in Appendix F. Chapter 4 RETENTION AND CHARACTERISTICS FINDINGS One of the purposes of a drop-out study is to find ways to stem the out-flow of students ill prepared to leave. This part of the find- ings is concerned then, not only with how many dropped, but who! The questions posed in this section of the study were: Does the selection of a Specific course or course of study tend to make a difference in number drOpping out and/or does the grade level of the Student when taking the course affect drOp-out statistics? Are students with specific drOp-out characteristics more affected by Special programs than others? For this study, a student is considered a drOp out when: (l) he so notifies the school, or (2) leaves school without notification of present status and does not request a transcript for entry at another school. The total enrollment in "Beginning Typewriting" during 1970-71 was 608 which included 586 students who were enrolled at the beginning of the school year and 22 students who entered after November, 1970. This total of 608 students was used as the pOpulation with some com- parisons made to the total school population (2977 enrolled at the beginning of the 1970-71 school year plus 301 students transferring into the School during the year.) Most of the data for this section will be dealing with numeric findings, but descriptive dialogue has been added to enable the reader to obtain as true a picture as possible of the drOp out. 45 RETENTION OF STUDENTS IN BEGINNING TYPEWRITING Drop out sheets were utilized along with teacher notations on grade sheets for numbers withdrawing from Specific classes. These notations were then checked with student permanent records for recorded information concerning actual status both at the time of dropping and at the end of each semester. Total School Population Retention Utilizing data from the Phoenix Union High School District research department, comparisons were made between the number and per cent of drOp outs for the total school and the number and per cent drOpping who were enrolled in "Beginning Typewriting." This is further broken down by grade level. No source could be found to give drop out rates by sex for the entire school; however, this classification will be included for those students enrolled in "Beginning Typewriting." For the last five years, slightly more than 1,000 freshmen have enrolled at South Mountain High School each year. At the same time, the graduating class has been around or below 500 for each of those years. Therefore, approximately 50 per cent of those students entering as freshmen will remain in school through their senior year and graduate from high school. During 1970-71, South MOuntain High School had a total drOp out of 16.08 per cent (523 out of 3278 students). During this same period, 15.63 per cent (95 out of 608 students) drOpped from "Beginning Typewriting." However, "Beginning Typewriting" is an elective offered on the 10, 11, and 12 grade level; therefore, a more accurate comparison is made by 46 taking the figures for the t0p three grades. This figure for the total school for grades 10 through 12 was 17.96 per cent (399 students) com- pared to the 15.63 per cent from "Beginning Typewriting." Comparisons by grade levels can be found in Table 1 below. Table 1 Total School/Beginning Typewriting Enrollment and Per Cent DrOpping by Grade Levels Grade Level 10 ll 12 Total Total Enrolled 901 725 601 2227 School Dropped N 160 120 119 399 P0pulation % 17.75 16.55 19.80 17.96 Beginning Enrolled 462 104 34 600a Typewriting Dropped N 62 24 6 92b Z 13.42 23.07 11.77 15.63 a. This does not include the 8 freshmen transferring in from other schools where "Beginning Typewriting" is offered on the 9th grade level. b. Three of the 8 freshmen enrolled did drop. SOphomores. Since "Beginning Typewriting" at South Mountain High School is first Open to students on the SOphomore level, the majority of those students enrolled in these classes are 10th grade students. Of the students enrolled in "Beginning Typewriting," 75.99 per cent were SOphomores. While these 462 students represented 51.39 per cent of all SOphomores, they accounted for only 38.75 per cent of the sophomore drop outs. The per cent of sophomores enrolled in "Beginning Typewriting" who became drop outs was 13.42 as compared with 17.75 per cent drop outs from the total SOphomore class. 47 In comparing SOphomore students enrolled in ”Beginning Type- writing" with total sophomore students, the only Significant difference was in content by sex--69 per cent of those SOphomores taking type- writing were female and 31 per cent male. However, the drop out rate of SOphomore students in "Beginning Typewriting" by sex did not vary --13.38 male, 13.44 female. Juniors. Better than 90 per cent of all girls at South Mountain High School take "Beginning Typewriting" while in high school. Mere- over, approximately 70 per cent take the course during their SOphomore year. During the 1970-71 school year, an additional 15 per cent of the girls took "Beginning Typewriting" on the junior level. The majority of these girls--62 per cent--had elected to take typewriting a year later than normal because of prior drOps and/or multiple failures during their freshman and sophomore years. Junior girls showed the highest drOp-out rate from typewriting--34.55 per cent (19 out of 55). The male drOp-out rate for juniors in "Beginning Typewriting" was 10.20 per cent (5 out of 49). This gave an overall drop-out rate for juniors enrolled in "Beginning Typewriting" of 23.07 per cent which was Sig- nificantly higher than the total school rate for juniors of 16.55. Seniors. Thirty-four members of the senior class had postponed taking typewriting until their senior year--21 male, 13 female. While girls taking "Beginning Typewriting" on the 11th grade level showed an extremely high drOp-out rate, the reverse was found on the senior level with 7.69 per cent (1 student) dropping out. The overall drop-out rate for seniors was 11.77 per cent as compared to a school rate for seniors of 19.80 per cent. 48 Freshmen. While typewriting was not Open to freshmen, 8 students transferring in from other schools where "Beginning Typewriting" is offered on the 9th grade level were enrolled in "Beginning Typewriting.” Even though the number was not large enough to make any inferences concerning drOp-out percentages, 3 of these students (37.78 per cent) did drop out. Drop Outs Classified by Sex Of the total enrollment in "Beginning Typewriting," 64.80 per cent (394) were female. From this number, 16.75 per cent (66) dropped out at some time during the school year. Meanwhile, of the 35.20 per cent (214) male enrollees, 13.55 per cent (29) drOpped out. Thus male drop outs from "Beginning Typewriting" were 3.2 per cent lower than female drop outs during the same period of time. A break down by categories of grade level and sex can be found in Table 2, page 49. The only grade level Showing a higher drOp-out rate for male than female was on the senior level with 23.81 per cent for the male population in "Beginning Typewriting" and 7.69 per cent for female. While retention by identified groups will be discussed at length in the next section, one factor needs to be mentioned in this section concerning drop outs classified by sex. One teacher taught all of the "Typewriting 2-C" (remedial) classes--a 25-year-old female. The total enrollment for these classes was 52--24 male, 28 female. During second semester there were 13 per cent drOp outs (7) of the total group. However, all of the drOp outs were female, thus 25 per cent of the female students drOpped from the remedial class while there were no male students dropping. 49 Table 2 DrOp Outs From Beginning Typewriting Classified by Grade Level and Sex Grade Male Female Total Level Enrolled DrOpped Enrolled DrOpped Enrolled DrOpped 9 2 0 6 3 8 3 0.00% 50.00% 37.78% 10 142 19 320 43 462 62 13.38% 13.44% 13.42% 11 49 5 55 19 104 24 10.20% 34.55% 23.07% 12 21 5 13 l 34 6 23.81% 7.69% 11.77% TOTAL 214 29 394 66 608 95 13.55% 16.75% 15.63% Retention py Identified Groups There were 586 students originally enrolled in "Beginning Typewriting;' of this number, 7.51 per cent (44) had dropped prior to identification. Of the 542 students remaining in "Beginning Typewriting," 20.85 per cent (113) were identified as potential drop outs. From the 113 students, 24 were randomly selected for Group I experimental. At the end of the first semester, 49 additional students were identified for the remedial program,"Typewriting 2-C." Nineteen of these students were students who had also been identified as potential drOp outs. These 19 students then made up Group III potential drOp remedial. The remaining 70 Students identified as potential drop outs were to remain in their regular class and became Group II potential drOp regular. 50 Thirty of those students selected for the remedial group, "Typewriting 2-C," had not been identified as potential drOp outs, so they formed Group IV non-drop remedial. students remaining (399). First semester. Group V non-drop regular consisted of those While no treatment was applied during the first semester, the break-down in Table 3 below shows the intended disposition of students after identification and prior to the end of the first semester. Table 3 Movement of Beginning Typewriting Students Between Time of Identification and End of First Semester DrOpped Group Number Dropped Transferred Type Only Other Remained I Experimental 24 5 0 0 0 19 II Potential DrOp 70 18 3 5 la 43 Regular III Potential Drop 19 0 0 0 0 19b Remedial IV Non-drop 30 0 0 0 0 30b Remedial V Non-drop 399 3 22 17 6a 315 Regular TOTAL 542 26 25 22 7 462 a. This includes 2 students who died, 4 mid-year graduates, and I placed on homebound status. first semester. Students were not selected for the remedial classes until the end of 51 1 Moreover, between November (time of identification) and the end of January (end of first semester) 26 students had dropped school, 25 had transferred from South MOuntain High School to another School, 22 drOpped typewriting only, and 7 left for other reasons. Those drOpping were as follows: Group I experimental-~5, Group II potential drOp regular-- 18, and Group V non-drop regular--3. Second semester. A total of 462 students were left in all groups at the beginning of second semester; however, 17 students re- entered to raise the total number for all sections to 479. Those students were: Group I experimental--20, Group II potential drOp regular-~51, Group III potential drOp remedial-~19, Group IV non-drOp remedial-~30, and Group V non-drop regular--359. Table 4, page 52, shows the movement of students in "Beginning Typewriting" during the second semester. From the potential drop students, Groups I, II, and III, 33.75 per cent (27) drOpped during this semester. This is further broken down by groups as follows: Experimental 5.26 per cent (1), potential drop regular 50 per cent (21), potential drop remedial 26.31 per cent (5). At the same time, 3.84 per cent (15) dropped from the non-drOp groups. The percentages dropping from the potential drOp groups indicate a much higher holding power for the experimental program during its inception. Second in holding power was potential drop remedial which although significantly higher in per cent dropping than the experimental group had just slightly more than half the percentage dropping out as the potential drop regular (26.31 per cent/50 per cent). During the Second Semester Table 4 Movement of Beginning Typewriting Students 52 I IDropped I Adds & Trans- Type Group Number Re-enter DrOpped ferred Only Other Remained I Experimental 19 1 1 l 0 17 II Potential Drop 43 8 21 9 0 21 Regular III Potential DrOp l9 0 5 0 0 l4 Remedial IV Non-drop 30 3a 2 1 lb 28 Remedial V Non-drop 351 27a 13 19 0 345 Regular TOTALS 462 39 42 3O 1 425 a. The three students in non-drop remedial and 19 of those in non-drop regular were transfers; the others in that column were prior drOps who re-entered. b. Student went on homebound status. Eighteen students did drop out from the non-drop groups--3 first semester and 15 second semester. However, seven of those students were not enrolled in typewriting at the time of drOp-out identification; four had drOpped prior to the identification and re-entered; and three transferred in from other schools during the first semester. Four of the remaining 11 drOp outs, who were not identified as potential drops, had entered South MOuntain High School for the first time at the beginning of 1970-71 school year and complete records were not available at the time of identification. 53 For those students who had been in "Beginning Typewriting" at the time of the identification process-beginning of second term of the first semester--with complete records, 1.19 per cent (7) did drop out who were not identifiable by the criteria used. Retention after three semesters. At the end of the 1971-72 school year, three semesters after the Start of the study, 25 of the 113 Students identified as potential drop outs were still in School; 3 had graduated, 5 had transferred, and 1 was on homebound status. This left 70 per cent (79) who had drOpped out--ten had drOpped more than once. This data is broken down by groups in Table 5 below. Table 5 Status of Identified Students 18 Months after Identification In % Group Number School Grad Other DrOpped DrOpped I Experimental 24 8 2 l 12 50% (19) (8) (42}a II Potential DrOp 70 9 l 4 56 80% Regular III Potential DrOp l9 8 0 l 10 53% Remedial TOTAL 113 25 3 6 79 70% a. Actually participating in the experimental program. The highest percentage of drOps continued to be from that group receiving no treatment (potential drop regular--80 per cent) with 50 54 per cent of those students having dropped during the 1970-71 school year. Group III potential drop remedial had recorded a 26 per cent drOp by the end of the first year with an added 27 per cent dropping during the 1971-72 school year for a total of 53 per cent. Of those students actually participating in the experimental program, 5 per cent (1) had dropped during the first year with 37 per cent (7) drOpping during the following year for a total of 42 per cent. Percentage rates were the same for the total male and female drop outs (70) from November 1970 through June 1972. However, drOp out rates classified by sex varied within groups. Group I experimental had 14 per cent more male drOp outs than female, while Group II potential drop regular had 10 per cent more. In Group III potential drop remedial, all those students dropping during the first year (5) were female and while no additional females drOpped from this group the following year, their percentage drop remained 8 per cent higher than the male population. Table 6 page 55 gives number and percentages drOpping out by group and SEX. Summagy The data collected concerning drop outs and "Beginning Typewrit- ing" students at South MOuntain High School Tends to give positive answers to the two-fold question. Does the selection of a specific course or course of study tend to make a difference in number drOpping out and/or does the grade level of the student when taking the course affect drOp-out statistics? Students who enrolled in "Beginning Typewriting" at South Mountain High School during the 1970-71 school year had a lower drOp-out percentage 55 Table 6 DrOp Outs by Sex November, l970--June, 1972 Male Female Total Group N Drop % N DrOp % Drop % I Experimental 10 6 60% 14 7 50% 13 54% (8) (4) 50% (ll) (4) 36% (8) 42%a II Potential DrOp Regular 23 20 87% 47 36 77% 56 80% III Potential DrOp Remedial 11 5 45% 8 5 63% 10 53% TOTAL 44 31 70% 69 48 70% 79 70% a. Actually participating in the experimental program. than the school population in general. In addition, special instructional programs set up as part of "Beginning Typewriting" had better holding power for the potential drop out than regular classes during the experi- mental year. This retention power carried over to the following year of school. While the total drop was considerably less than average for all students in "Beginning Typewriting," the retention rate of males in the program was even greater. However, for those students identified as potential drop outs, the percentage drOpping was the same for male and female. The grade level of the student when taking the course affected drOp-out statistics, also. Those female students electing to take "Beginning Typewriting" one year after the course was open to them had 56 a much higher drop-out rate than their total class; while male students delaying the course by two years dropped out at a higher rate. CHARACTERISTICS OF THE DROP OUT Teachers of "Beginning Typewriting" were asked to submit lists of those students in their classes Showing drop-out tendencies. This information was combined with the results of the pre-test of self- concept of ability and educational expectations and information obtained from the students permanent records--student folders and transcripts-- for all students enrolled in "Beginning Typewriting" at the time of identification to locate the 113 students identified as potential drop outs. The four broad areas of identification-~teachers, pre-test, student folders, and transcripts--had l6 identification items. Because of over-lapping, these 16 identification items were condensed into the 12 specific items listed below: a. underachievement in at least two subject areas b. educational expectations inconsistant with ability c. multiple failures d prior drOp out multiple requests for class changes discipline problems at school poor attendance poor self-concept i. poor attitude emotional problems . home problems . not relating to peers {3‘00 H1“) u—Ix‘u. A combination of at least two of these or three serious problems in one area were used to identify the potential drop outs. The population of this section of the study consists of 113 students identified as potential drOp outs. 57 To determine the validity of each drop-out characteristic used on "Beginning Typewriting" students at South MOuntain High School, those characteristics for the 113 identified students will be compared in this section with the characteristics of those actually dropping out as a total and by group. In group comparisons for this section, only those actually starting second semester will be considered for the two treatment sections. This will include 19 in Group I experimental and 19 in group III potential drop remedial. The remainder will be combined with the non-treatment group, Group II potential drop regular (75). Teacher Identification Teachers of "Beginning Typewriting" identified potential drOp outs as follows: a. Display hostile attitudes in class (discipline) b. Do not relate to their peer groups c. Have irregular attendance d. Do not participate in class activities (attitude) e. Show other signs of dropping out General Chargcteristics. Teacher lists of students identified as potential drOp outs had included 70 of the 113 potential drop outs showing 92 drop-out characteristics--several students showed more than one. Table 7 page 58 shows the number and per cent of each character- istic identified by the teachers of "Beginning Typewriting” and the number and per cent of students drOpping out with this characteristic. Seventy per cent (49) of the 70 students had been identified as showing only one characteristic; 28 per cent (20) two characteristics; and 1 per cent (1) three characteristics. 58 Table 7 Characteristics of Those Identified by Teachers as Potential Drop Outs Potential Drop Actual Drop % of Characteristic N ' % N % Students 432.. Hostile Attitude 1 1‘7. 0 0°/. 0% Not relating to peers 8 9% 2 25% 3% Irregular attendance 66 72% 33 49% 48% Non-participant 12 13% 5 42% 7% Other 5 5% 3 60% 5% TOTAL 92 100% 43 46% a. Per cent of students dropping showing this characteristic. 70 students were identified. Forty-five of the students showing only one characteristic had irregular attendance, 3 did not relate to their peer groups and one had been marked other--this student was planning to quit because of pregnancy. For those students with 2 identifiable traits, 11 had poor attendance and did not participate in class, 5 had poor attendance and did not relate to peer group, 3 had poor attendance and other--two of these had indicated they did not like school and one was planning to quite to get married--and one had poor attendance and hostile attitude. The only student with three identifiable traits had poor attendance, was a non- participant, and other-~the student had lost her Mother recently and wanted to stay home and take care of small sisters and brothers. 59 Teacher identified characteristics by groups. The 70 students identified as potential drOp outs by teachers were in the following groups: Group I experimental--10, Group II potential drop regular-- 45, and Group III potential drop remedial--15. A break down by specific characteristics in each group can be found in Table 8 below. Table 8 Characteristics and Drops of Those Identified by Teachers as Potential DrOp Outs by Identified Group Relate Double Traits (a) Triple Group Attend- to Other Trait Total ance peers l 2 3 4 (b) Experimental 6 0 0 2 1 O 1 0 10 DrOp 0 0 0 0 0 0 0 0 0 % 0% 0% 0% 0% 0% 0% 0% 0% 0% Potential Drop Regular 31 2 0 5 3 3 0 l 45 DrOp 21 0 0 2 2 2 0 l 28 % 68% 0% 0% 40% 67% 67% 0% 100% 62% Potential DrOp Remedial 8 l l 4 l 0 0 0 15 DrOp 3 0 0 1 0 0 0 0 4 % 38% 0% 0% 25% 0% 0% 0% 0% 27% TOTAL 45 3 1 ll 5 3 l l 70 DrOp 24 0 0 3 2 2 0 1 33 % 53% 0% 0% 27% 40% 67% 0% 100% 46% a. (l) attendance and non-participation, (2) attendance and not relating to peers, (3) attendance and other, (4) attendance and hostile attitude. b. Attendance, non-participation and other. Of the 36 students dropping from Group II potential drop regular, 78 per cent (28) had been identified by the teachers. Those Students 60 dropping had the following characteristics: 21 attendance; 2 attendance and non-participation; 2 attendance and not relating to peers; 2 atten- dance and other; and l attendance/non-participation and other. The student who was planning to quit to get married did quit and the other student drOpping with this trait was one of those who did not like school. In Group III potential drOp remedial, 3 students identified for attendance dropped and one student with attendance and non-participation. They accounted for 80 per cent of the drops (5) from this group, but only 27 per cent of the teacher identifications for this group. Sixty-two per cent of those students identified as potential drops by the teachers who received no treatment (Group II potential drop regular) dropped school. For those potential drop outs assigned to special classes, the percentages dropped considerably--experimental 0 per cent and remedial 27 per cent. The highest incidence of any one characteristic was that of irregular attendance in typewriting. Sixty- seven per cent of those with attendance only and 50 per cent of those with attendance combined with another factor drOpped from Group II potential drop regular. Group III potential drop remedial had 38 per cent drop of those with attendance problems and 25 per cent of those with attendance combined with one other trait. Group I experimental did not have any drOps second semester of those students identified by teachers. Self-concept of Abilipy and Educational Expectations Students answers on the pre-test of self-concept of ability and educational expectations were evaluated for: 61 a. poor self-concept b. educational expectations inconsistant with both self- concept and school records. Twenty-eight of the 113 identified students showed 37 incidents of poor self-concept and inconsistant educational expectations. These were as follows: self-concept 28 and educational expectations 9. For the identified trait, 11 or 39 per cent of those with poor or incon- sistant self-concept drOpped school while 3 or 38 per cent with incon- sistant educational expectations drOpped. All of those drOpping with inconsistant educational expectations also showed poor self-concept. Table 9 below gives the break down by group. Table 9 Self-Concept and Educational Expectations DrOp Out Characteristics by Identified Group Self-Concept Ed. Exp. Both Total Group N DrOp N DrOp N DrOp N DrOp Experimental 5 0 l 0 0 0 6 0% 0% 0% 0% Potential DrOp l4 7 l 0 6 3 21 10 Regular 50% 0% 50% 48% Potential DrOp 2 l 0 0 l 0 3 1 Remedial 50% 0% 0% 33% TOTAL 21 8 2 0 7 3 30 ll 39% 0% 43% 37% While the number involved in these characteristics are not large enough to support their use as the only factor used to identify potential 62 drOp outs, poor or inconsistant self-concept is the more reliable of the two traits in identification of potential drop outs eSpecially for those left in regular classes. Of the 16 identified by this criteria not dropping out, 9 took the post-test--5 from group I experimental, 3 from group II potential drOp regular, and 1 from group III potential drop remedial. All of these students substantially changed their answers on the instrument-- 5 increased self-concept of ability to be more consistent with perform- ance, 2 lowered educational expectations to become closer to school performance and the other had adjusted both scores to come closer to actual performance. DrOp Out Characteristics from Student Folders Five specific items were identified from student folders. They were: a. multiple requests for class changes b. emotional problems c. home problems d. discipline problems at school e. poor attitude While many of these factors are cause and effect, each item will first be considered separately. Total Characteristics. A total of 74 of these characteristics were found involving 59 of the 113 identified students. Table 10 page 63 shows the break down by characteristic with number and per cent dropping out. Seven of the students with multiple traits had both home and discipline problems; 5 home/discipline, 1 home/discipline/emotional, 63 Table 10 DrOp Out Characteristics from Student Folders Potential Drop Actual DrOp Characteristic N % N % Class Change 4 5% 2 50% Emotional Problems 4 5% 1 25% Home Problems 17 23% 6 35% Discipline 32 44% 9 28% Attitude 17 23% 11 65% TOTAL 74 100% 29 39% and 1 home/discipline/class changes. The other 5 combinations were: home/class changes, discipline/attitude, discipline/class changes, classtchanges/attitude and attitude/emotional. The highest incidents of drop occurred with those students identified as having problems with attitude (65 per cent). The lowest percentage drOp was those with emotional problems (25 per cent). Psy- chiatric counseling is available through the school with counselor recommendation and parental approval. However, only 2 of those with emotional problems had notations indicating such counseling was being done. Student folder characteristic by group. Students in the 3 groups had the following characteristics: Group I experimental, 22 identifiable characteristics with 6 multiple characteristics; Group 11 potential drOp regular, 46 with 6 multiple characteristics; and Group III 64 potential drop remedial, 7 with 0 multiple characteristics. The student folder profile of the students drOpping by group can be found in Table 11 below. Table 11 Student Folder Profile of DrOp Outs by Group Experi- Potential Drop Potential DrOp Total Characteristic mental Regular Remedial Class Changes 0 (0) 0 (0) l (l) l (l) Emotional Problems 0 (0) 0 (3) 0 (0) 0 (3) Home Problems 0 (1) 4 (5) 0 (2) 4 (8) Discipline 0 (7) 6 (13) l (3) 7 (23) Attitude l (3) 8 (11) l (l) 10 (15) Home/Discipline 0 (4) l (l) 0 (0) 1 (5) Home/Disc/Emotional 0 (0) l (l) 0 (0) l (1) Attitude/Class Changes 0 (0) l (1) 0 (0) l (1) Other 0 (2) 0 (3) 0 (0) 0 (5) TOTAL 1 (17) 21 (38) 3 (7) 25 (62) Number in parenthesis are the number identified as potential drop outs with the characteristic. The only student dropping from the experimental class during second semester was identified by attitude. Students having poor attitude as recorded in school folders dropped out from all groups-- 67 per cent (10 out of 15). 65 Identification for Student Transcripts Official student transcripts were checked to identify four areas: low achievement multiple failures prior drop poor attendance CLOUD) Achievement in classes was compared to standardized test scores --thus a student achieving at a level of 2 grades below his ability as measured on a standardized test was classified as a low achiever. While irregular attendance was identified by "Beginning Typewriting" teachers, attendance was check on the transcript for attendance in classes other than typewriting and for prior years. Multiple failures and prior drops were considered a factor when this would require the student to attend School after his regular graduation date. Total Characteristics. From the four identification traits taken from student transcripts, 144 incidences were found: Achievement 7, failures 47, prior drop 24, and poor attendance 66. Of those students identified for poor attendance, 20 had not been identified as potential drops by the teachers of "Beginning Typewriting" and 20 of those identi- fied by teachers were not having attendance problems in other classes. Thus a total of 76 per cent (86) of those identified as potential drOp outs were having attendance problems in either all or part of their classes. Table 12 page 66 gives the number and percentage of each trait identified and drOpping. Eighty-eight per cent (99) of the identified Students had at least one trait in this area with 37 per cent (42) having more than one. 66 Table 12 Drop Out Characteristics from Transcripts Identified and Drops Characteristic Potential Drop Actual DrOp N % N % Low Achievement 7 5% 2 29% Multiple Failures 47 33% 23 49% Prior DrOp 24 16% 10 42% Poor Attendance 66 46% 29 44% TOTAL 144 100% 64 44% For those students with multiple traits, the combination most found was failures and attendance with 18 students having this combination. Prior drop/poor attendance was second with 8 students, and multiple failures/ prior drop third with 6. Four students had multiple failures/prior drOp/ poor attendance; 2 low achievement/multiple failures; 1 low achievement/ poor attendance, and 2 students had all four traits. There were 55 total students identified as potential drOp outs with multiple failures and prior drop as compared to 75 of the 113 identified students with less than the 5 credits per year to maintain that class standing: 38 sophomores with less than 5 credits, 25 juniors with less than 10 credits, and 12 seniors with less than 15 credits. Identification from student transcripts by group. Students in the 3 identified groups had the following drop-out characteristics as taken from their official transcript: Group I experimental, 22 character- istics involving 17 students; Group II potential drop regular, 114 67 characteristics for 69 students; and Group III potential drOp remedial, 17 characteristics with 13 students. A summary of traits identified and actual drop by group can be found in Table 13 below. Table 13 DrOp-Out Characteristics from Transcripts per Group Identified--Dr0p Experimental Potential DrOp Potential DrOp Total Characteristic Regular Remedial N DrOp N DrOp N DrOp N DrOp Low Achievement l O 0 0 l 0 2 0 0% 0% 0% 0% Multiple Failures 2 0 l3 6 4 0 l9 6 0% 46% 0% 32% Prior Drop 2 0 l 1 0 0 3 l 0% 100% 0% 33% Poor Attendance 7 0 22 11 4 0 33 ll 0% 50% 0% 33% Failure/Attendance 3 l 12 8 3 3 18 12 33% 67% 100% 67% Prior Drop/Attendance l 0 7 5 l 0 9 5 0% 71% 0% 56% Failure/Prior Drop 1 0 5 3 0 0 6 3 0% 60% 0% 50% Other Combinations 0 0 9 2 0 0 9 2 0% 22% 0% 22% TOTAL 17 l 69 36 13 3 99 40 6% 52% 23% 40% % is calculated percentage of students identified with the trait who actually dropped. 68 Those students having both multiple failures and poor attendance had the highest drop-out rate for all groups: Group I experimental, 33 per cent; Group II potential drOp regular, 67 per cent; and Group III potential drop remedial, 100 per cent (3 students). Other high per- centages were applicable to Group II only: Prior drOp/poor attendance, 71 per cent; and multiple failures/prior drop, 60 per cent. For the potential drop regular group, 52 per cent of the 69 students identified by these characteristics did drop as compared to 23 per cent from Group III potential drOp remedial and 6 per cent (1) from Group I experimental. Comppsite Identification Characteristics Four major areas of identification were used: Teacher identi- fication (5 items) self-concept of ability and educational expectations (2 items), student folders (5 items) and transcripts (4 items). The only area with actual dual coverage was attendance. For the composite study, this has been adjusted so that attendance as identified by teachers was combined with that found on student transcripts. Hostile attitude (discipline), non-participation (attitude) and other are related to areas in student folders; however, these have been kept separate for this composite since they involve different aSpects of each student's school actions--classroom and total compus. Three hundred six drop-out characteristics were found for the 113 students identified as potential drop outs. The 113 students had from 1 to 5 characteristics with an average of 2.71. Table 14 page 69 gives the number of identified characteristics per student by group. 69 Table 14 Drop-Out Characteristics Per Student No. Experimental Potential Drop Potential Drop Total Traits Regular Remedial Possessed No. Drop No. Drop No. Drop No. DrOp One 1 0 6 2 3 0 10 2 0% 33% 0% 20% Two 4 0 25 14 ll 2 40 16 0% 56% 18% 40% Three 9 1 28 17 4 3 41 21 11% 61% 75% 51% Four 4 0 ll 6 l 0 l6 6 0% 55% ’O% 38% Five 1 0 5 2 O 0 6 2 0% 40% 0% 33% TOTAL 19 l 75 41 19 5 113 47 5% 55% 26% 42% Averages No. 3.00 2.78 2.16 2.71 Drop 3.00 2.80 2.60 2.79 There was no significant difference between the average number of characteristics of the identified students as a group and those actually drOpping out. Characteristics of the 1970-71 drop outs. For the 47 students who drOpped out during the 1970-71 school year, 43 had been identified as potential drop outs by teachers, 11 by self-concept and educational expectations, 25 by student folders and 35 (this number has been adjusted to delete those students with attendance characteristics who were also identified as potential drop outs by the teachers) transcripts. Only three drOp outs had been identified by one area only. Two of these 70 were with teacher identification:--l with irregular attendance and non- participation and l with attendance problems only (had been identified for attendance in both areas),--and one from student folders. Fifty-nine per cent (28) of the students showed characteristics from two major areas, with the largest number--26 per cent (ll)--from student files and transcripts. A total of 3 of the identified students had characteristics in all four areas, with only one of these becoming a drOp out during this period. This left 13 with characteristics in 3 major areas. Characteristics of identified students in school or graduated, June, 1972. There were 25 of the students identified as potential drop outs still in school in June, 1972, 18 months after identification; plus three Students from this group who graduated. These students were significantly different in number of traits identified than the total identified group. They had an average of 2.25 drop-out character- istics per Student as compared to 2.71 for the total potential drop outs and 2.75 for the actual drOps. Average characteristics for drOps and non-drOps is shown in Table 15, page 71. There was a significant difference for the total pOpulation of drops and non-drOps at the .01 level--actual deviation 3.05; z 2.16. Both Groups 11 potential drOp regular and III potential drOp remedial showed like significances of differences. While there was a difference for Group I experimental, it was not significant. From the teacher identification, the non-drOps had 21 char- acteristics involving 16 students; self-concept of ability and educational expectations--9 characteristics with 7 students; student folders--18 characteristics with 14 students; and transcripts--51 characteristics T able 15 Average Characteristics Per Student Drops/Non-drops 71 70-71 71-72 Total Non Group Average DrOpS Drops Drops Drops Dif. Experimental 3.00 3.00 3.25 3.22 2.80 .42 Potential DrOp 2.78 2.80 2.50 2.74 2.10 .64 Regular Potential DrOp 2.16 2.60 2.33 2.45 1.75 .70 Remedial TOTAL 2.71 2.79 2.63 2.75 2.25 .50 with 21 students. The composite by area and group can be found in Table 16 below. Table 16 Composite of non-drop Characteristics Teacher Self-Concept Folders Transcripts Group No. Non No. Non No. Non No. Non DrOp DrOp DrOp DrOp Experimental 10 4 6 3 l7 8 l7 8 40% 50% 47% 47% Potential DrOp 45 6 21 3 38 4 69 8 Regular 13% 14% 11% 12% Potential DrOp 15 6 3 l 7 2 l3 5 Remedial 40% 33% 29% 37% TOTAL 70 16 30 7 62 14 99 21 23% 23% 23% 21% 72 There was no Significant difference in students remaining in school and the area used to identify the student as a potential drOp out for the total group nor for the non-treatment group (II potential drop regular). For group I experimental, a higher percentage of those students identified by teachers did drop out than any other area, while for Group III potential drop remedial the reverse was true. However, both groups showed 40 per cent retention of those students identified by teachers. Characteristics of the DrOp Out Summary A qualified "yes" can be given in answer to the second question posed for the retention and characteristics part of the study: Are students with specific drop-out characteristics more affected by Special programs than others? Since only one student who participated in the experimental program dropped during the experimentation time, a comparison of drOp- out characteristics affected by the program could not be made for that group. However, the remedial typewriting class did experience 5 drops. Therefore, a combination of the treatment groups (remedial and experi- mental) does provide a basis for qualified projections of holding power of the combined groups for specific areas of drOp-out characteristics. Holding power for students with attendance problems as identified by teachers was approximately 3-1 over students in regular classes. From the student folders, attitude and home problems were those areas of greatest retention for the treatment groups as compared to those in the regular classes who had been identified as potential drOp outs, while failures, poor attendance, and prior drOps from the students' transcripts were all positively affected. 73 If students drOpping out from the three groups for a period of three semesters is considered, there is no Significant difference in retention power by area of identification. The area with the lowest retention for the experimental group was teacher identification which was the highest retention for those students in remedial typewriting; however, the percentage figure was the same for both groups. While specific characteristics were not significantly affected, the number of characteristics per student was affected. For both the potential drOp regular and the potential drop remedial, a significantly lower incident of characteristics per student was found for those students remaining in school after three semesters. For the experimental group there was no difference in number of characteristics between those drOp- ping out and those remaining in school. SUMMARY "Beginning Typewriting" classes at South Mountain High School had a larger portion of female enrollees than male; however, the male retention rate was higher than the female rate with both being signifi- cantly better than the total school pOpulation. In addition, the over whelming majority of "Beginning Typewrit- ing" students were SOphomores and accounted for over half of the SOpho- more class. However, they showed the lowest percentage drOp-out rate even though SOphomores have the second highest, school wide drop-out rate. The grade level at which the student elected to take "Beginning Typewriting" did affect the drop-out rate with females being more A /_j 74 affected when taking it on the junior level and males at the senior level. Special programs in typewriting were effective in cutting the drop-out rate for those students who were identified as potential drOp outs with the experimental class having the lowest actual drop both for the semester in which the class was offered as well as for the following school year. Specific identifiable drop-out characteristics of attendance, attitude, home problems, failures and prior drops were more highly affected by both the experimental and remedial typewriting groups during the semester of the experiment. However, over the longer periOd of time--three semesters--students with all characteristics dropped at approximately the same percentage in each area. Thus the percentages for each group and for the total remained constant across all areas. Thus Special programs in typewriting have equal retention over a long period of time. Average characteristics per student was the same for both drop and non-drOp at the end of one semester; however, a significantly lower average was found for the non-drop out for both the potential drop regular and potential drop remedial at the end of three semesters. There was no difference for the experimental group between those drop- ping and those remaining in school during this same period. Chapter 5 SELF-CONCEPT, ADJUSTMENT AND ACHIEVEMENT FINDINGS The findings for this part are reported as initial data which jLss indicative of that information obtained during the original gather- ing of data--1970-7l school year--with additional data for clarification alr:1'<:>£3t-test data were available. For the pre-test analysis, another £%:It?<3uping of those identified as potential dropouts with pre-test data, who became actual drOp outs, was used as a variable. §e 1f-Concg3t of Abilipy Eight questions were used to determine self-concept. These items we re weighted from 5 (highest) to 1 (lowest) to give a possible 40 as the most positive self-concept and 8 as the most negative self-concept. Pre- and Post-test Analysis. The data in Table 17, page 77, was L1Sed for the pre- and post-test analysis utilizing an Analysis of variance formula. The differences between groups on both the pre- and post-test tar as significant at the .01 level. The percentage points of the "F" 77 Table 17 Self-Concept of Ability Pre- and Post-test Scores Average Average Standard Deviation Beginning Ending Number Score Score Change Beginning Ending I Experimental 12 21.9 23.1 1.2+ 5.78 4.50 II Potential DrOp Regular 12 23.8 23.3 .5- 3.76 4.25 III Potential Drop Remedial 5 27.4 26.8 .6- 4.67 2.49 IV Non-drOp Remedial 15 27.5 27.2 .3- 3.62 3.89 V Non-drOp Regular 246 27.2 27.3 .l+ 5.39 4.32 VI Dropouts 30 24.5 --- --- 4.45 --- TOTALS 320 26.6 Excluding VI 290 26.9 27.0 .l+ Analysis of Variance Formula: SsBetween -iz(£)’ij)2 " (t i yij)2 j i j i nj N SSWithin =££y21j -£(iyij)2 j i j i n j SSTotal = i iyzij .. (ism-)2 j i j i N 78 distribution upper 1 per cent level of confidence for the pre-test (with the drop-out group formulating Group VI) was 3.02 as compared to the actual ratio of 4.40; and on the post-test (5 groups) 3.32 with the actual ratio of 5.01 Utilizing the Scheffe' formula for weighted post hoc comparisons, A A 1 -s/v< )-+ +SV(?) Vg yes-VS 8 three groupings were compared for the pre-test: (1) potential drOp groups I, II, III, with actual drop outs, group VI; (2) potential drOp groups I, II, III, with non-drOp groups IV, V; and (3) non-drop groups IV, V, with actual drop outs, group VI. Post hoc comparison (1) potential drOp/actual drOp outs showed no significant difference in self-concept of ability; while comparisons (2) potential drOp/non-drOp and (3) non-drop/actual drop were significant at the .001 level. Analysis of Change. Utilizing the matched pair "t" test, the MD'E (MD) t = est.o" MD experimental group showed a positive change in self-concept of ability at .05 Significance level when compared with other potential drOp groups (II and III). However, while the experimental group showed a positive change --1.2, four of the 12 students included in the experimental group showed negative changes. 1William L. Hays, Statistics. (New York: Holt, Rinehart and Winston, Inc., 1963), p. 484. 79 Additional information. From the total population, only one student rated himself highest (40) on all questions. This student was identified as a potential drOp out and had drOpped school before the post-test was given. While no Student rated himself low in all areas, the closest to a completely negative rating was one score of 10 (potential drop remedial) which included 6 lowest (1) ratings. Educational Expectations The seven responses were weighted from 1 (drOp out as soon as possible) to 7 (do graduate work after college). Data is given in Table 18, page 80. Pre- and Post-test analysis. The pre- and post-test ratings were analyzed using the analysis of variance formula (page 77). Dif- ferences in the pre-test scores were significant at the .05 level-- "F" distribution at the upper 5 per cent level of 2.21 as compared to an actual ratio of 2.42. However, there was no significant difference for the post-test. The post hoc comparison of groups (Scheffe' formula page 78) did Show a difference at the .01 level between Group I experimental and both the potential drOps and non-drops. Analysis of change. The most positive change in educational expectations was the non-drOp remedial (Group IV). The only group showing negative change was the potential drOp remedial (Group III). However, this group had a higher expectation on the pre-test than any other group. Thus the change of -.2 could reflect a realistic adjust- ment. These were the only two groups showing significant change from the total average change. 80 Table 18 Educational Expectations Pre- and Post-test Scores Standard Deviation Pre-Test Post-Test Number Average Average Change Pre-test Post-test I Experimental 11 2.9 3.2 .3+ .94 .93 II Potential Drop Regular 12 4.0 4.3 .3+ 1.35 1.36 III Potential DrOp Remedian 5 5.0 4.8 .2- 1.22 1.10 IV Non-drOp Remedial 15 4.3 5.1 .8+ 1.43 1.39 V Non-drOp Regular 248 4.3 4.4 .1+ 1.61 1.53 VI Drop outs 33 3.8 --- -- 1.22 --- TOTALS 324 4.20 Excluding VI 291 4.24 4.4 .2+ Other factors. Only one’(potential drOp regular) who completed the school year, checked the item rated 1 (drop out as soon as possible). This student did select a higher rating on the post-test; however, he became a drOp out during the 1971-72 school year. Eighty-four per cent (21 of the 25 students) selecting the highest rating on the post-test are from professional families. Three of the other 4 students do not come from professional families, but 81 have very high grade point averages. One potential drop remedial student selected this item on the post-test. This student made-up failures by attending summer school and is listed as a graduating senior for 1973- 74 with high grades during his junior and senior year. Frequency of responses to each item can be found in Table 19, page 82. Information supplied by local colleges and universities to the Phoenix Union High School District indicate that a smaller per cent will graduate from college than the number checking items 6 and 7 on the educational expectation instrument. Unstructured Interviews For the student identified as a potential drop out, no pattern could be found to correlate measured changes in self-concept with attitude and performance in School. For example, approximately half of the identified students with both negative and positive changes had increased problems as far as school adjustment was concerned. This included referrals by teachers, opportunity hall assignments and parent conferences requested. In addition, two of the students showing positive increases in self-concept of ability and higher educational expectations were directly involved in serious incidents during the campus disturbances. And while the experimental class showed the greatest increase in self- concept of ability, three members of the class were identified as part of the disturbances. Summary The change in self-concept--ability and educational expectations --over the six month period between pre- and post-test supports the hypothesis: 82 Table 19 Educational Expectations Frequency of Responses Responses by Evaluation Number Test 1 2 3 4 5 6 7 Total I Pre l l 8 0 l 0 0 11 Experimental Post 0 1 9 0 0 l 0 11 II Potential Drop Pre 0 l 4 l 3 3 0 12 Regular Post 0 O 5 2 4 0 l 12 III Potential DrOp Pre 0 0 l 0 2 2 0 5 Remedial Post 0 0 l 0 3 l 0 5 IV Non-drOp Pre 0 2 4 l 3 5 0 15 Remedial Post 0 0 3 1 3 7 l 15 V Non-drOp Pre 0 3 74 26 57 68 19 247 Regular Post 0 2 74 22 58 68 23 247 VI Pre 0 2 l6 5 4 0 l 28 Drop Outs Post - - - - - - - -- TOTALS Pre l 9 107 33 70 78 20 318 Excluding VI 1 7 91 28 66 78 19 290 Post 0 3 92 25 68 77 25 290 m m Reaponses: (1) I think I really will quit school as soon as I can. (2) I think I really will continue in high school for a while. (3) I think I really will graduate from high school. (4) I think I really will attend a secretarial or trade school. (5) I think I really will go to college for a while. (6) I think I really will graduate from college. (7) I think I really will do graduate work beyond college. a favorable change in student's self-concept is more likely to occur when the time structure, content, and teaching approach are redesigned from that of traditional single- hour, single-subject to that of block-time, job oriented instruction. 83 As a group, potential drops and actual drops had a lower self- concept of ability than non-drop students. However, this group also recorded both the highest and lowest Scores. A change in the instructional pattern can facilitate a positive change in self-concept of ability and educational expectations for some. However, this change does not necessarily carry over to other Subjects and/or to other school activities. The many variances and inconsistancies within each group relating to both original self-concept and change in self-concept indicate that while it can be of value in total group comparisons, on an individual basis it must be used in conjunction with other factors. ADJUSTMENT TO SCHOOL Eight specific areas were evaluated to determine if: a vocational-oriented instructional program an an integral part of a regular school program will enable the student to make a better adjustment to the total school environment. These were: (1) attendance pattern, (2) improvement in other subject areas, (3) apprOpriate course selections, (4) enrollment in vocational education classes, (5) relationship with teachers and significant other adults at school, (6) in-school peer group relationships, (7) ability to locate and hold a job, and (8) reasons for drOpping out and attitude. Attendance Pattern Attendance averages were compared between groups for both first and second semester using the data in Table 20, page 84. Descriptive dialogue for attendance covers two areas affecting attendance: (1) v! .- PADN = 84 Table 20 Absences Average Average Per Cent No. Absences i_Total Absences i Total Increases lst Sem. Average 2nd Sem. Average Absences I Experimental 17 20.38 12.ll+ 23.06 7.75+ 13.4% II Potential drOp Regular 21 22.04 13.77+ 30.75 15.44+ 39.5% III Potential drop Remedial 14 12.57 4.30+ 27.29 ll.98+ 116.7% IV Non-drop Remedial 28 10.70 2.43+ 18.54 3.23+ 72.7% V Non-drop Regular 344 6.29 1.98- 12.93 2.38- 104.6% TOTAL 424 8.27 15.31 85.1% Table 21 Absences Potential Drop vs. Non-drOp Average Average Number Absences Absences lst Sem. 2nd Sem. I, II, III Potential DrOps 52 19.04 27.49 IV, V Non-drOps 372 6.63 13.39 C) den '21: 85 Attendance averages. A significant difference in days absent is evident between the potential drop and non-drop students during both semesters (.001 level). First semester shows a ratio of 3 to l and second semester 2 to 1. This decrease in ratio shows the effect of school disturbances on all types of students. Number of days absent for the non-drOps doubled during second semester; and while they did not double for the potential drop student, they increased in prOportion. This increase was evident in all groups except the experimental (Group I) whose average increase in absences (2.68) was significantly less than the total average increase (7.04). Normal attendance during the first two or three weeks of a new semester show a high percentage of all students with regular atten- dance; in addition, those students in the experimental program continued with a better attendance rate until the time of the disturbances. Forty-one per cent of those students in the eXperimental group did have better attendance second semester than first semester as com- pared to the other groups of potential drop outs: Group II, 24 per cent; Group III, 14 per cent. However, on an average, the students in Group I were absent 25 per cent of the time. Attendance patterns. Twenty students identified as potential drOp outs did show specific attendance patterns during first semester. Two of these were one day per week absences. Both of these students were in Group II potential drOp regular and both maintained a similar pattern during second semester with additional absences during the disturbances. One student in Group II potential drop regular was absent every iMonday during first semester. This same pattern was continued during 86 second semester. When the teacher confronted her with the pattern, it did change for a short period of time. However, when she was present on Mbnday, she usually missed Friday. Because of an extended day, many students elected early morning (7 a.m.) classes. Four of the students with attendance problems habit- ually missed or came in tardy for this period. For 3 of these students, class changes eliminated the early class and solved part of the problem. However, one of the students continued tardies for his first hour class even though it was one hour later. Two students had more absences during the class held during one of the regular lunch periods. One of these students was assigned to the experimental group. Since this program covered a double period extending to the first regular lunch, it became more obvious when he would be absent during the second part of the class. While this did curtail the lunch hour absences to some extent, it did not completely eliminate the problem. For one student it was spotty attendance and while she very seldom missed a school day, she very seldom attended all of her classes on any given day. Therefore, even though she was absent for only 5 full days for the entire year, her class absences ranged from 12 to 24 days per semester. Her reasons for missing specific classes were usually because she did not have her materials ready or was unprepared for a test. Several of these absences were Spent in the nurse's office with cxmnplaints of a headache and/or other symptoms of illness. The other ten students had extreme absences in one class only. The reasons given for this were: "I can't get it," I don't see why I have to take it," "It's boring," or "the teacher doesn't like me." 87 With two of the students, it was a combination of all of the reasons. Records for the first part of the second semester did show an improve- ment for all of the students with this pattern. However, the beginning of the first semester would not have indicated this as a major problem and the attendance during the disturbances made it impossible to deter- mine the continuation or correction of these patterns. Attendance during disturbances. Average Daily Attendance reports during "normal" years show slightly fewer absences during second semester which is attributed to the number of students with poor attendance dropping during first semester. However, for the 1970-71 school year, the average absences per student second semester almost doubled the absences during first semester--8.27 to 15.31. The only unusual cir- cumstances during the year were the disturbances. The attendance factor was affected in two major ways by the school disturbances: (1) students and/or parents afraid of the school enrivonment during the period of unrest, and (2) those students who were suspended from school for involvement in the incidents. 1. Students and/or parents afraid of the school environ- ment during the period of unrest. This factor varied from the 5 days of most publicized problems to 13 days covering the entire series of incidents. During first semester, there were 45 students with perfect attendance as compared to 7 students second semester. All seven of these students were in Group V non-drOp regular and included four boys and three girls. Informal interviews with one of the boys (4.71 grade average) and one of the girls (2.78) supplied like information. They did not feel 88 that a small group of students had the right to keep them from getting an education. Both said their parents left the decision of attendance during that period up to them. Informal interviews with four students with perfect attendance during first semester and absences second semester during the disturbances only, confirmed both parent and student fear of physical harm. This attitude was encouraged by some community groups who by pamphlets and phone calls were asking for boycott of the school until both disturbances and Specific demands of the reactionaries were met. Another unmeasurable factor was the reaction of some teachers which carried over into the classroom. In fact, many teachers were called at home by concerned parents to ascertain the advisability of sending their child to school. In addition, large numbers of parents were contacting the school with the same questions--many of whom have never contacted the school before or since. During the most troubled days, the total school averaged between 75 and 90 per cent absences from classes; however, more students were noted on campus but were not going to class. Therefore, while fear was the cause of many staying away, several were taking advantage of the situation to miss class. The only contridiction to this was one student in the experimental class with a total of 37 days absent during second semester who was in class during those days. In fact, he was the only student in attendance on two specific days. 89 2. Those students who were suspended from school for involvement in the incidents. Students said to be involved in the incidents were suspended from school from 1 month to the remainder of the school year (approximately 6 weeks). Five per cent (23 out of 424) of the students in "Beginning Typewriting" were suspended following the dis- turbances: Group I experimental, 3 out of 17; Group II potential drOp regular, 2 out of 21; Group III potential drop remedial, 3 out of 14; Group IV non-drOp remedial, 2 out of 28; and Group V non-drOp regular, 13 out of 344. The break down by larger groups--potential drOp, 15 per cent and non-drOp, 4 per cent--shows a larger percentage of students identified as potential drOp outs involved in the disturbances in some way. Summary. Percentage increase in attendance for the experimental group as well as the percent improving attendance do support the hypothesis; however, continued absences of 25 per cent of school time could not be considered much of an improvement. In addition, other factors affect- ing this data are sufficient to question its validity as an outcome of an instructional program. Improvement in Other Subject Areas Both grade point averages and second semester grades in required academic subjects were compared for improvement in other areas. Phoenix Union High School District grades on a numeric scale from 1 to 4 with 1 being the highest grade and 4 the lowest passing 90 grade. "F" is used to denote failure. However, grade point averages are weighted in reverse with a "l" in a regular class worth 4 points. Accelerated classes carry extra points for grades of l or 2 and low ability classes receive less than the regular points for these grades. Grade Point Averages. Accumulative grade point averages through first semester of 1970-71 were compared with averages for second semester 1970-71. As would be expected, the group having the highest accumulative and second semester grade averages was Group V non-drop regular--3.58 and 3.39. Group IV non-drOp remedial was second with 2.98 and 2.56. Of the three groups of students identified as potential drop outs, the experimental group had the lowest accumulative grade point average-- 2.28 as compared to Group II potential drOp regular, 2.65 and 2.54 for Group III potential drop remedial. See Table 22, page 91, for the complete break down. Using the Analysis of variance formula, no significant difference was found for either the accumulative grade point averages or the grade point averages for second semester between the groups identified as potential drop outs. However, significance at the .001 level was found when the Matched pair "t" test was utilized to test the differences. The only group having a higher average for second semester than the accumulative average was Group I experimental. This reflected increases for 9 of the 13 students with data available. A fairly close correlation can be seen between average increase in absences and grades for all groups. Academic grades. Since the experimental group received the equivalent of grades for two subjects for the experimental program, 91 Table 22 Grade Point Averages Grade Second dif- Standard Deviation No. Point Semester ferences Averages Averages Col. 3 Col. 4 I Experimental 13 2.28 2.48 .19+ .31 .29 II Potential DrOp Regular 31 2.65 2.41 .24- .56 .64 III Potential Drop Remedial 13 2.54 2.46 .08- .64 .49 IV Non-drop Remedial 25 2.98 2.56 .42- .67 .48 V Non-drOp Regular 315 3.58 3.39 .19- .59 .74 TOTALS 397 3.30 3.20 .10- it Was necessary to evaluate improvement in other subject areas. Students have required academic courses on all levels. Therefore, grades in re- quired academic subjects were compared. These subjects included English, math, science, and social studies. While no student was taking subjects in all four areas, each student was taking at least one required course with the majority of students taking two required subjects during second semester. Table 23, page 92, shows the number of each grade earned with percentages for the three groups identified as potential drop outs. The experimental group had no multiple failures; therefore, the four "F's" represent four different students or 31 per cent who received 92 Table 23 Grades in Academic Subjects Second Semester Potential Drop Outs Classes Grades Per Total Student 1 2 3 4 F I ‘ 2.3 l 2 9 14 4 30a Experimental 3% 7% 30% 47% 13% 100% II Potential DrOp 1.6 0 5 11 16 19 51 Regular 0% 10% 21% 32% 37% 100% III Potential Drop 2.1 0 0 9 10 8 27 Remedial 0% 0% 33% 37% 30% 100% TOTALS 1.9 1 7 29 40 31 108 1% 6% 27% 37% 29% 100% a. Reflects the total number of acadmic subjects taken. a failing grade. Group II potential drOp regular had four multiple failures with one student failing three required classes; therefore, the actual number of Group II students failing was 45 per cent (14). Group III potential drOp remedial had two multiple failures and a total of 46 per cent (6) with a failing grade in a required subject. Those students in Group I experimental received significantly fewer failures than the students in both group II and Group III. And while they also earned more 4's, they earned a greater percentage of 3's or above. Discussions with other teachers would indicate that a grade of 4 in most subject areas can be earned in two ways: (1) actual earning of the grade through mastery of the subject matter at the 4 93 level, and (2) making an effort in class. While no attempt was made to divide the "4" grades according to these classifications, the per- centage of passing grades in required subjects does show an improvement in mastery and/or attitude for the experimental group in other subject areas. Summary. Of the groups identified as potential drop outs, the experimental group not only showed the only improvement in grade point average during second semester, but had a larger percentage of passing grades in required subjects. Appropriate Course Selections For those students identified as potential drop outs enrolling for the 1971-72 fall semester, an attempt was made to correlate enroll- ment with recorded information concerning: (1) high school graduation requirements, and (2) post high school plans. High School graduation requirements. One-hundred per cent of thestudents enrolling for the next school year in spring pre-enrollment and fall actual enrollment--this included 52 of the students identified as potential drOp outs who completed the second semester of the 1970.71 school year and 13 who had drOpped but re-entered--were enrolled in those classes needed for graduation. Post high school plans. The post high school plans were taken primarily from the educational expectations pre- and post-tests,since adequate information was not available in the students folders, and informal interviews with students. Since 53 per cent of the identified students had marked "graduate from high school" on the post-test, it would seem that this factor was iii. it}. t , ‘ . ... 94 being met. However, in talking with some of these students, fullfillment of graduation requirements was due to pressure from school, family, and peer groups rather than student choice. The two students checking secretarial or trade school indicated they would defer study in that area until they had entered the school. Five of the students with college plans were planning to enter a local community college--no special preparatory classes are needed for this --of these, four were unsure of area of study or whether they would even go. The informal interviews with six students from the potential drop groups--two from each group--did not yield factual information pertaining to the students course selection to meet post-high school plans; however, it does provide insight into reasons for their course selections which tend to alter post-high school plans. There were four primary things on their mind when they signed up--when is it usually offered, who takes it, who teaches it, and how much work. They prefer classes which are offered at the same time their friends take classes-- in fact all of them indicated they had taken most of their classes because their peer group was taking them--which have a "neat" teacher who re- quires little or no homework. Summary. All of the identified students enrolling for 1971-72 did register for those classes which were required for high school grad- uation. However, other course selections were not directly related to their own post-high school plans. Vocational Education The vocational classes identified for this study were those designed for initial employment when leaving the secondary school. 95 Of the 65 students identified as potential drOp outs enrolling in school during the fall semester of 1971-72, only 52 per cent (34) were enrolled in vocational courses--5 in the Area Vocational School, 21 in vocational business education courses, and 8 in vocational in- dustrial arts courses. Twenty-two per cent (14) were unable to take vocational courses because of past failures, graduation requirements, and late enrollments; with 26 per cent (17) not electing to take a vocational course. Table 24 below indicates exact numbers by group. Table 24 Identified Students Enrolling in Vocational Courses Number Taking a Unable To Not in re- Vocational . Take Electing School entering- Total Course Voc Ed Voc Ed I 17 l 18 15 l 2 Experimental 83% 6% 11% II Potential Drop 21 9 30 10 8 12 . Regular 33% 27% 40% III Potential DrOp 14 3 l7 9 5 3 Remedial 53% 29% 18% TOTALS 52 13 65 34 14 17 52% 22% 26% A significantly larger per cent from the experimental group were enrolled in a vocational course for the following year. A higher rate of retention in a vocational business education class was found in this group also. The second highest number represented in vocational classes 96 was potential drop remedial. However, only one-third of those potential drOp regular students elected a vocational course while 40 per cent of this group elected not to take vocational education. The only students identified as potential drOp outs enrolled in senior c00perative programs were 5 students from the experimental group. Four of these students were enrolled in the cooperative office education program and one in the distributive education program. As of this writing, 4 of those students will graduate from these programs in June of 1973. The other student had been placed on the job, but was drOpped from school after she ran away from home. Summary. The hypothesis that those students in the experimental program will remain in vocational education programs is supported by the large percentage of the experimental group not only electing a vocational course, but the number who remained in the business education department and will be graduating from the vocational programs in that department. Relationship with Teachers and Significant Other Adults The data for this section was gathered over a period of one year following student enrollment second semester to include a full school year--second semester 70-71 and first semester 71-72. These are reported as (l) unstructured interviews and observations and (2) school records. These findings were biased by a law suit filed on behalf of some of the students who were susPended following the disturbances in the spring of 1971. 97 Unstructured interviews and observations. Because of the problems in school during the Spring of 1971, the author delayed obtaining data for this section until the following fall. However, by this time, a class action suit had been filed on behalf of those students allegedly involved in the disturbances. This suit affected these findings in two ways. 1. Teacher reaction in support of their administrators--a popular administration with the teachers--who were being sued. In many instances, the teacher's evaluations were not unbiased regarding those who had been involved and their peer groups. 2. Some students viewed the proceedings as a license to test how far they could go both in class and on campus. While the actual numbers allegedly involved in the campus disturbances were not large (15 per cent of those students identified as potential drop outs) the carry over as stated above clouded this portion of the study. The result was that in many cases if the student had been a problem before and the teacher knew about it, he was still thought of as a problem. Therefore, even though the experimental class did receive slightly better comments (5 per cent better than Group III potential drOp remedial, and 16 per cent better than Group II potential drop regular) there is no way of determining the exact reasons. School records. The data for this sector was limited to the daily drop, suspensions and Opportunity hall assignment sheets. Individual student files were discarded as a source since some of them were closed because of the legal suit. Table 25, page 98, gives a break down by classes of classes closed and suspensions. The only significant factor was the number of Group II potential drop regular, who had their classes closed. This amounted to 57 per “HE EVE. 98 Table 25 Classes Closed and Suspensions February 1, 1971 to February 1, 1972 No. No. No. Classes Double with Suspen- Sus. & % Closed Closed Closes ions Closes I Experimental 19 6 2 4 l 5 27% II Potential DrOp Regular 42 32 8a 23 l 24 57% III Potential DrOp Remedial 21 7 3 4 O 4 21% IV Non-drop Remedial 32 9 2 7 2 9 28% V Non-drop Regular 359 76 13 62 4 66 18% TOTAL 471 130 28 100 8 108 23% a. Included one student with classes closed 3 separate times during the period of observation. cent of the 42 students in this group which was almost double the per- centage in both Group I experimental (27 per cent) and Group III potential drop remedial (21 per cent). Summary. While all of the data in this section is biased as a result of the disturbances, the incidences of class closures for Group II, potential drop regular, was approximately 2 to 1 over the other potential drOp groups. In School Peer Group Relationships For the student who was identified as a potential drop outs, three areas were considered to determine in-school peer group relations 99 (1) did those students who were "loners'l form peer group relationships, (2) did students change peer groups, and (3) did students become in- volved in organized campus activities. 1. From the original teacher observations, four students were rated as not relating to their peer groups. These students were in the following groups: Group I experimental (1), Group II potential drOp regular (2), and Group III potential drop remedial (1). Because of the class structure, both the students in Group I and the one in Group III were encouraged to work with other students in the class; however, observa- tions on campus did not indicate any carry over to other parts of campus life. Therefore, the four students tended to remain "loners" on campus. Of the students identified as potential drOp outs, a change in groupings was noted both in class and to a lesser extent on campus of students in both the experimental and remedial groups. However, since the other identified students re- mained in their regular classes, there was no opportunity for change within the class itself. Club and organized activities lists were checked at the time of identification, at the end of the second semester, and during the following fall semester. Ninety-eight per cent --all but 2--of the identified students had not been involved in organized campus activities at the time of identifi- cation. 100 These students continued to avoid becoming involved in organized campus activities--in fact one of the students originally involved drOpped the club membership. The only exception being the one student, who was on the baseball team, stayed with this activity until he dropped school-- he drOpped in the fall of 1972 when it was evident that he would not graduate with his class. Summary. Changes in in-school peer group relationships is not evident as the result of change in the instructional content of an existing program. However, mandatory class changes do affect in-school peer groupings. Ability to Locate and Hold a Job An attempt was made to contact all of the identified students who had dropped second semester (27) during the month following the close of the 1970-71 school year. (June) Actual contact was made with 192 and interviews obtained with 12.3 Ten of those students were working--however, 8 indicated that it was a temporary job and they intended to re-enter school the following year. Six of these did re-enter while the other two continued to work after school Opened in the fall, but both had changed jobs. One of these students changed jobs because of job dissatisfaction and the other because of a decline in business. Neither of these students were in the experimental class. Of the two students not working, one 2Five families had moved and their neighbors could not furnish forwarding addresses; the other three were consistantly not at home. 3Four of those contacted said they did not wish an interview. 101 was content to stay at home with younger brothers and sisters, and the other was enrolled in a federally funded school program for the drop- out-~this program does pay the student to attend school. The only student dropping from the experimental program had a job at the time he drOpped. However, he re-enrolled the following fall after leaving the original job. From that time to this writing, this student has re-entered school each semester as a result of parental pressure and job dissatisfaction; however, his time on campus has varied from one to three months. In each instance of dropping, he has been employed. Summary. The number of students involved did not provide data sufficient to either support or negate the hypothesis. However, from the number leaving jobs to re-enter school, it would indicate that the type of work available locally to the high school drOp out does not meet the individuaPs needs. Reasons for DrOpping Out and Attitude Toward School The major data for this section was from the 12 interviews with drOp outs who left school during the second semester of 1970-71. Counselors were contacted; however, only three students had talked with their counselor about leaving school. Student folders did not supply any additional information. Seven of the 12 students interviewed had had their classes closed because of non-attendance. For 5 of these students, this was all that was needed for total drop from school. Two took advantage of opportunity hall assignments, but started missing school again once this assign- ment was completed and were drOpped for non-attendance. The reasons 102 given the counselor were as follows: (1) Failing all subjects and couldn't see any need to continue. In this case, the counselor agreed to talk with the teachers involved, but the student dropped before arrangements could be made for make-up work. (2) One student was pregnant and refused to attend the homebound program. (3) Another student had discussed a serious home situation with the counselor and said she intended to leave home--she ran away from home shortly after the conference. Table 26 below gives stated reasons for dropping out. Table 26 Stated Reasons for Dropping School No Run- Group No. Data Failures Pregnancy Away Job Experimental 1 0 0 0 0 1 Potential DrOp Regular 21 12 6 l l 1 Potential DrOp Remedial 5 l 3 0 l 0 TOTAL 27 13 9 l 2 2 From the information gathered, the highest incident of dropping was because of failures. All of these students had an attendance problem. IRNvever, their reasons for missing school varied. Some of the reasons were” Baby-sitting and running errands for Mother; didn't feel well; no tranSportation; and over-sleeping. Five students said they had beer: "ditching" with one of them adding that all of his friends were 103 out of school and he enjoyed being with them more than coming to school. Both of the boys who drOpped because of a job said they needed the money-~one to fix up his car. All of the students interviewed projected a somewhat positive attitude toward the school itself; this was further enforced by 75 per cent planning to re-enroll the following year. However, this positive attitude for most of them was in comparison to their alter- native. For those who were working, most of them.were not happy with their present jobs and they preferred an association with their peer groups which was easier at school than out of school. ~Summary. Stated reasons for leaving school varied a great deal; however, the majority left because of failures which were caused by absenteeism. From the one student who drOpped from the experimental group, no conclusions can be drawn relating to the hypothesis. However, his constant entry/drOp pattern would indicate that he has less than a positive attitude toward school. Summary Three of the eight factors examined to determine adjustments to school did support the hypothesis: a vocational-oriented instructional program as an integral part of a regular school program will enable the student to make a better adjustment to the total school environ- ment. lliese three were: (1) improved attendance, (2) improvement in other subject areas, and (3) enrollment in vocational education classes. Attendance for all students during second semester was directly related 104 to the disturbances on campus, plus the fact that the experimental group while showing improvement were still absent approximately one-fourth of the time. Therefore, the other two factors are more significant. In improvement in other subject areas, the experimental group not only improved in over-all average, but received more passing grades in re- quired academic subjects. Enrollment in and graduation from vocational education classes was significantly higher for the experimental group than the other two groups identified as potential drOp outs. In fact, graduation from vocational programs for the experimental group (22 per cent) is close to the total school average of 27 per cent. Two areas, (1) ability to locate and hold a job and (2) reasons for drOpping out and attituded resulted in data insufficient to either support or negate the hypothesis. Data from another area, relationship with teachers and significant other adults at school, was too biased for usage. Two areas--appr0priate course selections and in-school peer group relationships--did not support the hypothesis. Therefore, the instructional content of a regular school program does assist identified students in some areas of adjustment to school, but is not effective in all areas. STUDENT'S PROGRESS IN BEGINNING TYPEWRITING Both departmental semester typewriting exams and term grades were used to test the hypothesis: students in a combination block-time typewriting program will show continued improvement in typewriting. 105 Only those students taking both the first and second semester typewriting exams are included. (364) Semester Typewriting Exams All classes of "Typewriting 1" (first semester) were given the departmental semester exam (Appendix D). At the end of second semester, all regular typewriting classes and the experimental group were given the second semester departmental typewriting exam (Appendix E). Those students in "Typewriting 2-C" (Group III potential drOp remedial and IV non-drop remedial) were given a different test. Grades for this test were adjusted4 for comparisons. Numbers earning each grade and the percentage can be found in Table 27. Two groups--experimental and potential drOp remedial showed identical numbers receiving a specific grade second semester as first. On closer examination, both had individual students making different grades; however, the number raising their grade was off set by those making a lower grade. Only one group-~potential drop regular--showed a greater number of "F's" for second semester; however, this group also had a larger number making "3's" and "2's." Table 28, page 107, gives a summary of average scores. While the experimental group maintained their grades, all but one of the other groups, potential drOp remedial, raised their grades which in effect negates the hypothesis based on semester typewriting grades. However, it is significant that potential drop remedial also 4Seventy-one senior clerical and secretarial students took both the departmental and 2-C test to ascertain the difficulty ratio of 11.26 percentage points. This factor was then applied to all 2-C semester exam grades to arrive at the grade for comparison with the other groups. Table 27 Typewriting Exam Grades 106 Grades Group No. Semester 1 2 3 4 F I 14 lst 0 0 2 4 8 Experimental 0% 0% 14% 29% 57% 2nd 0 0 2 4 8 0% 0% 14% 29% 57% II 19 lst 0 l 3 6 9 Potential Drop 0% 5% 16% 32% 47% Regular 2nd 1 0 4 8 6 5% 0% 21% 42% 32% III 11 lst O 0 l 5 5 Potential DrOp 0% 0% 9% 45% 45% Remedial 2nd 0 0 1 5 5 0% 0% 9% 45% 45% IV 25 lst 0 0 4 ll 10 Non-drop 0% 0% 16% 44% 40% Renedial 2nd 0 1 7 6 11 0% 4% 28% 24% 44% ,1¢ the second semester. At the same time, the students in regular (zllualzsses scored higher marks on the second semester test than they 108 did on the first semester test. Those students in regular classes scored significantly higher therefore negating the hypothesis as measured by departmental exams. Term Grades Term grades reflect not only achievement at a specific level, but difficulty of material assigned. Materials on two specific days from regular, remedial, and experimental assignments were submitted to a panel of typewriting teachers to evaluate difficulty. It was the consenus of the panel that the materials used in both the remedial and experimental assignments were at least one grade point below those used for the regular typewriting classes. Since materials presented to both the experimental group and the remedial groups were of less difficulty, the highly significant difference at the .001 level was expected when comparisons were made Edith the regular class grades without adjustments. Table 29, page 109, AUhcmws these comparisons. Since the panel had said at least one grade goint below, this number was used to adjust the scores for the experimental g;1:c>up. With the adjusted scores, the "t" test was utilized to measure 1:116: differences for Group I experimental, and Group V non-drOp regular. (}r13up V non-drop regular achieved significantly better in comparison V9i1:h.term grades first semester at the .05 level than did the experi- mEntal group. However, there was no significant difference between the experi- mental group and those in the remedial sections--Groups III and IV. 109 Table 29 Typewriting Term Grades Ave rage Average Dif- Standard Deviat ion Group No. lst 2nd erence lst 2nd EXperimental 14 4.00 3.15 .85+ .75 .48 Potential Drop Regular 19 3.85 4.05 .20- .69 .77 Potential DrOp Remedial 11 4.36 3.82 .54+ .51 .71 Non-drop Remedial 25 4.00 2.96 l.04+ .40 .60 Non-drop Regular 295 2.75 2.79 .04- .81 .93 TOTAL 364 2.99 2.89 .10+ Summary While the experimental group did maintain the same level on departmental exams and received better term grades, groups in regular classes had better grades on the departmental exam for second semester and the difficulty level of material evaluated for term grades negates this improvement. Therefore, the hypothesis: students in a combination block-time typewriting program will show continued improvement in typewriting. is not substantiated when comparing the experimental group with regular typewriting classes. However, students in this type of program can be expected to perform at the same level as those students identified to participate in remedial classes. 110 SUMMARY OF SELF-CONCEPT, ADJUSTMENT AND ACHIEVEMENT As a group, those students who were identified as potential drOp outs, including those actually drOpping out, had a lower self- concept of ability than non-identified students. The only group re- gistering a significant increase in self-concept of ability were those students in the experimental class. However, even with their positive increase, their average score on the post-test remained below all other groups and several points below those students who were not identified as potential drOp outs. The students in the experimental group also had the lowest educational expectancy on both the pre- and post-test despite a gain for the post-test. During first semester, those students who later made up the experimental group had the largest number of absences per person; however, at the end of the second semester, two groups had surpassed them even though they recorded a slight increase. Disturbances on campus during second semester accounted for increased absences for all students; however, the absences for the experimental group did not increase in porportion to the other groups. At the beginning of second semester, the experimental group had the lowest accumulative grade point average of any group. During second semester, they not only recorded a higher grade point average than any other group identified as potential drOp outs, but were the only group including non-drop students to show an increase in grade point averages. In addition to an increased grade point average, they recorded fewer failures in required subjects than the other students identified as potential drop outs. They also had a higher incidence of a grade of average or above for those classes. 111 Incorporating a vocational aSpect to a general education/pre- vocational class does encourage students to remain in vocational educa- tion to obtain a saleable skill prior to leaving high school. Those identified students who were assigned to a remedial typewriting class also had a higher retention rate in vocational education classes than those students identified as potential drOp outs who remained in regular classes. The students in the experimental group did not posses the type- writing skills necessary to compete successfully with those students in regular "Beginning Typewriting" classes as evidenced by their grades on semester exams and adjusted term grades; however, they showed con- tinued improvement in typewriting at a rate commenserate with those students in remedial typewriting classes. Chapter VI SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS The high school drop out today is not only a problem of educa- tion but of society; and the more advanced technology becomes, the more serious the problem becomes because of the increased education and knowledge needed to be a productive member of society. Therefore, there is a growing concern over the social, educational, and occupational problems that the student who is alienated from school faces. While schools across all social and economic strata are unable to meet the needs of all their youth with regular school programs, the problem is intensified in large, city high schools dealing with youth from the inner-city. STATEMENT OF THE PROBLEM The site of this study, South Mountain High School (Phoenix) is identified as an inner-city school with an enrollment during the time of the study of close to 3,000 students housed in facilities de- signed to accommodate 2,500. The student body of the school represents a cross section of socio-economic, cultural, racial (approximately 1/3 caucasian, 1/3 Mexican-American, 1/3 black with a limited number of American Indian and Oriental), and ethnic backgrounds. However, the majority possess at least one disadvantaged characteristic. In addition, the elementary district which acts as a feeder school is plagued with financial problems as well as de-facto segregation. The drop-out rate 113 from the school both before, during, and after the study remains close to 16 per cent per year with about half of those students enrolling as freshmen graduating from high school. The state attendance regula- tions require students to attend school until age 16 or graduation from 8th grade--however, with this regulation, Phoenix does not deviate in either white or non-white drop outs from other cities of comparable size. This large number not graduating and the large body of research citing dropouts' dissatisfaction with school programs was the basis of the study. Traditionally senior vocational business education programs at South Mountain High School had very few drop outs while large numbers were dropping out at an earlier age; therefore, the problem was to evaluate the effects of a similar program for potential drOp outs-- an experimental, block-time program in "Beginning Typewriting" using an instructional approach based on realistic business tasks. The evaluation of the effect of the instructional program was based on four desired aSpects of student progress and drop out character- istics. l. Retention in school 2. Characteristics of the drop out 3. Development of a more positive self-concept 4. Better adjustment to school 5. Continued achievement in "Beginning Typewriting" The questions posed in the retention and characteristics part of the study were: 1. Does the selection of a specific course or course of study tend to make a difference in number drOpping 2. 114 out and/or does the grade level of the student when taking the course affect drOp-out statistics? Are students with specific drOp-out characteristics more affected by Special programs than others? The study of self-concept, adjustment, and achievement was organized around three major hypothesis: 1. Regarding student's self-concept. A favorable change in student's self-concept is more likely to occur when the time structure, content, and teaching approach are redesigned from that of traditional single-hour, single-subject to that of block-time, job oriented instruction. This change will be evidenced by: a. A more positive attitude by the student of his ability. b. The educational aspirations of the student closely aligned with his career interest and ability. Regarding student's adjustment to school. A vocational- oriented instructional program as an integral part of a regular school program will enable the Student to make a better adjustment to the total school en- vironment. a. This adjustment for the students who remain in school will be evidenced by the following: --Have a better attendance pattern. --Show improvement in other subject areas. --Be better able to select apprOpriate courses to meet their needs. --Remain in vocational education programs. --Have a better relationship with teachers and significant other adults in the school setting. --Relate better with their in-school peer group. b. This adjustment for the Students who drop out of school will be evidenced by the following: 115 --Be better able to locate and hold a job. --Dr0p out for reasons other than school. --Have a better attitude toward School. 3. Regarding student's progress in "BeginnipggTypgwriting." Students in a combination block-time typewriting program will Show continued improvement in typewriting. This will be evidenced by: a. The student achieving term grades in type- writing equal to or better than his term grades in typewriting during first semester. b. The student achieving a grade on the second semester typewriting test equal to or better than his score on the first semester type- writing test. DESIGN AND PROCEDURES The design of the study involved basically identifying potential drOp outs, setting up an experimental course for the identified student, and measuring the results. Purpose of the Study The Phoenix Union High School District at the time of the study was undergoing evaluation and adaptation of the total business education curriculum. The results of this study hOpefully would be utilized in conjunction with other input for both the evaluation, adaptation, and implementation of the total program in business education. In addition, the study was designed to make input into both local and district curriculum committees. Basic Assumptions 1. Instruments used were such that it was possible to gather the type of information wanted. 116 Courses which emphasize content as well as other related information can prevent drOp outs and lower the drOp out rate. Potential drop outs can be identified when a combination of factors are utilized. "Beginning Typewriting," as a communication skill, can be utilized as a vehicle to learn about and apply other Skills. Potential drop outs can be given job skills prior to their withdrawal from the school community and a limited number of jobs are available for trained workers with- out a high school diploma. Delimitations 1. 2. Size and location of research Site which are unique to the area limit the application of the findings. Composure of the school population which is approximately 1/3 caucaSian, 1/3 black, and 1/3 Mexican-American. This mixture is not usually found in a high school setting and; therefore, limits the application of the findings. Length of the experimental class, which was limited to one semester. Nature of the traditional or regular typewriting course which is an elective subject with non-vocational emphasise and is primarily large group instruction. Number of students completing enrollment in the experi- mental program (19) which severly limit the validity of the findings. School disturbances and riots during the last few weeks of the School year which limited the extent of the study and curtailed the use of some of the statistics. Content of the Experimental Instructional Program While the regular "Beginning Typewriting" program is a combina- tion of personal use and pre-vocational, the experimental program.was designed as a vocational education class leading to employable skills. 117 The class was Operated for a block of time consisting of two, 55- minute periods. All materials used, both those specifically written for the course and those taken from printed texts were evaluated by the reading department for reading level. No materials were used in the experimental class which was above an 8th grade reading level (the typewriting book used in all other sections was written on a 10th grade reading level). The Specific materials used were: 1. 2. Typewriting content materials for drill work were job related. Letter typewriting, for all but those indicating a clerical career goal, were designed around seeking information on jobs, pay Scales, and letters of application. Forms typewriting related to applications and data sheets. Additional typewriting practice on typing reports on job investigations. A survey Of job Opportunities in the student's interest area utilizing the local neWSpapers, interviews in the immediate community, and information from the Employment Security office. The students surveyed the job Oppor- tunities, and identified skill and educational require- ments in their interest areas. This section culminated with individual and small group interviews with peOple in the field. Case studies from several sources were utilized for the section on human relations in business. The students did role playing as well as individual answers (utilizing the typewriter), and group discussions. A section on getting and keeping a job. Specific words were put on the board for the students to type first responses followed by discussion of the words and re- Sponses as they related to getting and holding a job. Specific skill develOpment on the cash register, cal- culating machines, keypunch, and duplicating equipment. While all of the students elected to work on the cash register, the other equipment was utilized by those students indicating an interest in the specific Skill or with a career interest which would be enhanced by the training. 118 9. A section on personal finance and other economic concepts needed to be an effective worker, Specific attention was paid to life styles associated with specific broad careers. The student was instructed in figuring pay and gross pay was translated into estimated net pay. In addition, cost of living and personal needs were discussed. The major portion of the class was conducted in a regular typewriting room, with students flowing from room to room to utilize Special equipment. The Sample In September, 1970, there were 586 students enrolled in 16 sections of "Beginning Typewriting." Utilizing a combinationcf teacher identification, student's self-concept as recorded on the pre-test of the Michigan State General Self-Concept of Ability and Educational Expectations, information in student's folders, and transcripts, 113 of those enrolled in "Beginning Typewriting" were identified as potential drop outs. Identification of potential drOp outs and groupings were determined during the fall semester of the 1970-71 school year. The groups identified as the sample for comparison during second semester were: 1. Group I experimental, consisting of 24 students who had been identified as potential drOp outs. 2. Group II potential drOp regular, consisting of 70 students who had been identified as potential drOp outs, who remained in their regular section of typewriting. 3. Group III potential drop remedial, consisting of 19 students who had been identified as potential drOp outs, who were transferred to "Typewriting 2-C" (a remedial typewriting class for those students having difficulty in "Beginning Typewriting"). 4. Group IV non-drop remedial, consisting of 30 students who were not identified as potential drop outs who were transferred to "Typewriting 2-C. 119 5. Group V non-drop regular, consisting of 443 students who were not identified as potential drop outs who remained in their regular sections of typewriting. Those Students identified as potential drop outs were stratified by the identification criteria, sex, and race to form sampling units. Students were then randomally selected from each unit to (l) participate in the experimental program, or (2) remain in the tranditional program. All non-drop Students remained in traditional programs. Data Collection Student records and daily drOp sheets were used to ascertain students dropping out of School. The characteristics obtained during the original identification were analysized for those students dropping out. To test the hypothesis regarding self-concept, The Michigan State General Self-Concept of Abilipy and Educational Expectations was used as a pre- and post-test and administered to all students in "Beginning Typewriting." A combination of factors was used to determine adjustment to school: Attendance for both semesters, accumulative grade point averages and grades in other subject areas, selection of courses for the following year, relationship with teachers and Significant other adults at school as measured by informal interviews and student files, in-school peer group relationships as obtained from observations, ability to locate and hold a job, and reasons for dropping out and attitude toward school. To test the hypothesis regarding typewriting, departmental typewriting exams were used for pre- and post-test data along with term grades for both semesters. 120 Data Analysis In the areas where pre-tests were used, they were treated as co-variables and adjusted post-test differences were analyzed, where those not dropping out provided a large enough sample. For those groups or comparisons with high drop outs, matched pair T-tests were used to compare improvement for the groups. Like statistics were utilized with grade averages and attendance. Quantitative information was treated with an analysis of variance as well as analyzed descriptively. FINDINGS The major findings are reported under five basic classifications corresponding to the major questions posed in the statement of the problem: 1. Retention in school 2. Characteristics of the drop out 3. Develop a more positive self-concept 4. Better adjustment to school 5. Achievement in "Beginning TYPewriting" Retention in School The combined groups had a significantly lower drop-out rate than the total school, 15.63 to 16.08. Mbreover since typewriting is an elective on the 10, 11, and 12 grade levels, an even greater Sig- nificance was found in comparing the "Beginning Typewriting" drOp-out rate of 15.63 to the average drop-out rate school wide for these three grades of 17.96. In a comparison by grade level, the greatest difference was found on the sophomore level. The 51 per cent of SOphomores 121 enrolled in "Beginning Typewriting" had a drop-out rate of 13.42 per cent as compared to a 17.75 per cent drop-out rate school wide for that grade level. And while a greater per cent of those enrolled were female (69), there was no difference by sex in rate of drop out from this group. Those Students electing to take "Beginning Typewriting" on both the junior (104) and senior (34) level did Show significant differences by sex. Those female students (55) electing to take "Beginning Type- writing" as juniors not only Showed a higher drOp-out rate than the male students on the same grade level, but drOpped out at a much higher rate than the total junior pOpulation. However, male students (21) on the senior level dropped out at a higher rate than female students on the same grade level. For a statistically effective experiment, 30 was the number originally planned for the size of the experimental program. However, the statistical significance of the study become limited by the large per cent of those students dropping school before the experimental program started. Five had drOpped prior to schedule changes, 5 dropped after schedule changes but prior1x>the beginning of second semester and one student refused to transfer classes. During the semester of the experimental program, only one additional student dropped. The remedial typewriting program, "Typewriting 2-C," also showed a holding power for those who were identified as potential drop outs with only 5 of the 19 dropping out as compared to 21 out of 42 who were identified as potential drop outs and remained in regular classes. For the students identified as potential drop outs, the drOp-out rate was the same for both male and female students. However, all of those students drOpping from the remedial classes, which included 5 potential drops 122 and 2 non-drops were female. During the following school year when all of the students were enrolled in regular classes, those students who had been in Group II potential drop regular continued to drOp out at a much higher rate than students from either the experimental or potential drop remedial. Two semesters after the completion of the experimental program, 70 per cent (79) of those originally identified as potential drop outs had dropped school with several of them drOpping more than once. Per- centages dropping by groups were: 42 per cent from Group I experimental, 53 per cent from Group III potential drOp remedial, and 80 per cent from Group II potential drOp regular. Characteristics of the Drop Out Four specific areas were used in the identification process: (1) teacher identification, (2) self-concept of ability and educational expectations, (3) student folders, and (4) student transcripts. These broad areas produced 12 Specific drop-out characteristics: a. underachievement in at least two subject areas b. educational expectations inconsistant with ability c. multiple failures d. prior drop e. multiple requests for class changes f. discipline problems at school g. poor attendance poor self-concept . poor attitude . emotional problems . home problems . not relating to peers l—‘W'a-l-“D‘ a combination of at least 2 or 3 serious problems in one area were used' to identify the potential drOp outs. Teachers identified 70 of the 113 students as potential drop outs and those 70 students were identified as showing 92 drop-out 123 characteristics with the largest percentage (72) being irregular atten- dance. Forty-six per cent of the students identified by teachers had drOpped by the end of the semester. Seventy-eight of those dropping from Group II potential drOp regular along with 3 of the 5 drops from Group III potential drop remedial. Twenty-seven of the identified students showed incidents of poor self-concept and inconsistant self-concept with 11 of these students dropping. The number involved in this aSpect of drop-out identification was insufficient to use as the sole critera for identification--for those students with these characteristics who remained and took the post-test, self-concept was more in line with potential on the post-test. Seventy-four drop-out characteristics were obtained from student folders and involved 59 of the students identified as potential drOp outs. The greater number of multiple characteristics in this area involved either/or home problems and discipline. The highest incident of drOp occured with those students identified as having problems with attitude while the lowest incident was emotional problems. And while psychiatric counseling is available, only 2 of the 4 with emotional problems were involved in this school service. Sixty-seven per cent of those students identified by information from these folders did drop out and they dropped out from all groups. From student transcripts, 144 drop-out characteristics were found involving 99 students. Again attendance problems was a major factor (66 students). Of these 66 students, only 46 had an attendance problem according to their typewriting teachers. Three of the four factors in this area had better than 40 per cent drOp out: Multiple failures, prior drOp, and poor attendance. Those students with a 124 combination Of traits involving either/or multiple failures and poor attendance had the highest drOp-out rate with the larger percentages from groups II and III (potential drOp regular and potential drop remedial) . Combining all of the drOp-out characteristics, 306 drOp-out characteristics were found for the 113 students giving an average of 2.71 per student. Actual characteristics per student ranged from 1 to 5. There was no significant difference between the average number of characteristics of the total students identified as potential drop outs and those dropping out during the second semester; however, after 3 semesters, there was a significant difference at the .01 level. The only group not showing a significant difference was Group I experimental. There was no significant difference in students remaining in school and the area used to identify the student as a potential drop out for the total group nor for the non-treatment group (potential drOp regular). However, Group I experimental had a higher drop of teacher identified students while Group III potential drop remedial had the lowest drop from this group. Develop a Mere Positive Sglf—Concepp Eight questions from the Michigan State General self-Concept of Ability were analyzed by an analysis of variance with post-hoe comparisons for both a pre- and post-test. Differences were found between groups at the .01 level for both the pre- and post-test. In the post hoc comparisons, using actual drops as a sixth group for the pre-test, potential drops and actual drops showed no difference while a signifi- cance level of .001 was found between non-drops and both actual drops 125 and potential drOps. In an analysis of change in self-concept, the only group showing a significant change (.05 level) was the experimental group-~however, 6 of these students Showed negative changes. Educational expectations of the groups showed a difference at a .05 level of significance with a .01 difference between the experimental group and both potential drop and non-drop groups. The most positive change in educational expectations was from the non-drOp remedial group. Ninety-nine per cent of the students indicated on the post- test their intention of graduating from high school with 49 per cent planning to graudate from college. Both high school and college gradua- tion plans are considerably higher than actual achievement. For the students identified as potential drOp outs no pattern could be found to correlate changes in self-concept as obtained on the instrument with attitude and performance in school. Better Adjustment to School Days absent from school showed the students identified as potential drop outs with the number of absences of a 3 to 1 ratio during first semester and a 2 to 1 ratio second semester over the non- drop student. Because of the campus disturbances, number of days absent for the non-drop student doubled during second semester and while they did not double for the students identified as potential drop outs, they increased proportionally. The only group not increasing in this manner was the experimental group--this group also had the largest percentage (41) with better attendance second semester. In addition, these students did Show improved attendance prior to the disturbances. Twenty of those identified as potential drop outs did Show Specific 126 attendance patterns ranging from long week ends to missing first hour, to taking 2 lunch periods. However, the highest incidence was "ditching" one or more classes. The school disturbances which required police action affected attendance for second semester in two ways: (1) students and/or parents afraid of the school environment--this was evidenced by the average absences almost doubling and the number with perfect attendance (45 first semester and 7 second); and (2) the number of students who were suspended from school for involvement in the incidents. Because of these factors, attendance data had to be disregarded as an outcome of an instructional program. In an analysis of grade point averages, the only group showing a higher grade point average second semester than their accumulative average was the experimental group. However, since 2 of their grades were from the experimental program, it was necessary to evaluate im- provement in other areas. In a comparison of grades earned in required academic subjects, those students in the experimental program received significantly fewer failures than the other potential drop out groups. All of the students identified as potential drOp outs who completed either/or spring pre-enrollment or actual fall enrollment were enrolled in those required courses needed for graduation; however, many of these students indicated enrollment in these courses through pressure from school, family, and peer groups. Moreover, only 52 per cent were enrolled in vocational courses. Those students from the experimental group not only enrolled in vocational classes at a higher rate the following year, but stayed in their selected program for a longer period of time with the only students identified as potential drop outs enrolled in senior cooperative programs coming from this group. 127 The relationship by the identified students with teachers and Significant other adults at school was biased by the reaction of School personnel to the high percentage of these students involved in both the disturbances and a class action Suit filed in their behalf. Students identified as potential drop outs involved in the disturbances were double the number of the non-drop students. Changes in in-school peer group relationships was not evident for any of the students identified as potential drop outs. Those students who did not relate to others continued to be "loners," and all of the students continued to avoid becoming involved in organized campus activities. The only change--which was slight--was noted for those students required to change classes and the change was to associate with other non-joiners. Of those students drOpping out who were not in the experimental program, the majority contacted were working. Two, however, were not working--one staying home and one enrolled in a federally funded school program for the drOp out. The only student drOpping from the experimental program during second semester had dropped because of a job. However, he quit the job to re-enroll in school and quit each succeeding semester. In each instance of dropping, he has been employed. The greater number of these drop outs had left school after their classes had been closed. Of the three Students confiding in their counselor prior to drOpping, one dropped because of failing grades, one was pregnant, and the third ran away from home because of home problems. Attendance for the drop out was the basis for most of their problems; however, reasons for absences varied from needed at home to "ditching." Of the Students drOpping because of a job, both felt they 128 needed the money. Continued Achievement in Beginninngypewritipg Semester departmental typewriting tests and term grades were used to determine continued improvement in "Beginning Typewriting." In the comparison of semester exam grades, only one group showed a greater number of "F's" for second semester; however, this group (potential drop regular) also had a larger number making average and above. And while the experimental group did maintain their grades, all but one of the other groups--potential drop remedial--raised their grades. Since term grades reflect not only achievement at a Specific level, but difficulty of materials, the materials for both the remedial and the experimental classes were compared to the materials in regular typewriting to determine the difficulty level. This level was then used as an adjustment for term grades. With the adjusted grades, there was no significant difference between the experimental group and other students identified as potential drop outs. CONCLUSIONS The treatment of drOp out prevention faces the forminable task of dealing with the complexity of human differences. Because of the complexity of the problem, the conclusions will be broken down into five Specific areas: (1) Retention in school, (2) characteristics of the drop out, (3) change in self-concept, (4) adjustment to school, and (5) progress in "Beginning Typewriting." Conclusions have been drawn from the investigation with com- parisons made to past studies where applicable and inferences made 129 made relating to the general setting. Retention in School "Beginning Typewriting" has a greater holding power than general courses in the school curriculum. In addition, special programs using a vocational or remedial approach retain students identified as poten- tial drOp outs at an even higher level than the regular typewriting classes. The students enrolled in "Beginning Typewriting" represented 20 per cent of the total school pOpulation; however, students enrolled in "Beginning Typewriting" had significantly less than 20 per cent of the total drop outs from South Mountain High School. Had the treatment classes--experimental and potential drOp remedial-~dropped out in the same ratio as the identified regular, the drOp-out rate from "Beginning Typewriting" would have exceeded the total school rate, but.Still have remained much lower than the rate for the upper three classes from which all but eight of the pOp- ulation were drawn. The total number of students identified as potential drop outs far exceeded the number of students expected to drop from a like number for the school. And while no data was gathered in this study to support or reject the premise, the consensus of Opinion of most educators involved in vocational education is that a greater number of low ability and/or low achievers are enrolled in all vocational classes than in other programs. While most business educators consider typewriting to be general education, it is considered and treated as vocational education by most other educators and laymen. These findings support the 130 \Tichiganl and Maryland2 studies which found that students taking general education made up the largest proportion of drop outs. Establishing special programs which allow the potential drOp out to continue in courses of Study Of his choice whether they be restructured or remedial assist the potential drOp out in continuing with his formal education for a longer period of time than if he were to remain in regular sections of the study. Both treatment groups-- experimental and potential drOp remedial--retained potential drop Outs at a much higher rate than the regular typewriting classes and this retention carried over for larger percentages during the next school year even though the students were no longer involved in special groups. Retention for both types of programs is highest during the time of the special program and start decreasing in holding power as soon as the Special program is over, and continue to decrease as time lapses. Characteristics of the DrOp Out One of the prime factors frequently used in connection with drop-out prevention, is the high rate of unemployment for this group. These figures accurately Show a much higher portion of minority males. This, of course, is accounted for by the location and population of those inner-city schools from which the highest incident of drop outs occur and the fact that many of the female drOp outs do not remain on the job market for extended periods of time. However, for the general public, this creates a false image of the true drop-out picture. 1Porter, Op. cit., p. 53. 2Williams, 02. cit., p. 11 131 In this Study, the racial make-up of both identified and actual male drop outs closely approximated the school pOpulation. In addition, there was a higher percentage of actual drOp outs among the female students. For the females, there was a slightly higher percentage-- which was not Significant--of both identified and actual drop outs who were caucasian. Unemployment statistics continue to point up the schools' failure to meet the needs of minority males; however, in an inner- city school with a mixed pOpulation, the regular school program is not only not meeting the needs of a large number from this segment, but that of many males of all races and to a higher degree its female pOp- ulation. And while a drOp-out figure of slightly more than 16 per cent school wide is not alarming to most pe0ple, the fact that only about 50 per cent of those enrolling as freshmen at South MOuntain High School do graduate does raise the numbers to a more serious level. The number dropping out is slightly more than 500 students per year while the other ten high schools in the Phoenix Union High School District drOp around 3,200 additional students. These drop outs from all races supports Schreiber's3 statement that both overt and internal drop outs come from all social classes and backgrounds. This is further supported in Phoenix by the 12 per cent drop-out rate district wide with only three of the 11 schools classified as inner-city schools, and a study by Kelly.4 3Schreiber, op. cit., p. 2. 4Larry Kent Kelly, "Analysis of DrOp Outs at Central High School," (Unpublished doctoral dissertation, Arizona State University, Tempe, Arizona, 1971). 132 Teacher traits and personality have been found influential factors in many studies for students attitudes toward school and these two factors were uncontrolled and untested in this Study. The pos- sibility of Specific effects Of teacher traits and personality on male and females can be seen in the remedial classes where all the drop outs during the semester Of the class (7) were female, while no other characteristic of the identified students in either program Showed a like effect. The more identifiable drOp-out characteristics a Student Shows, the earlier he is apt to drop from school especially if he is left in regular or remedial classes--those students remaining in school in June, 1971 from the experimental group had a higher incident of characteristics per student than those dropping from the other groups. 5 and others' claims that the potential drop out can Stebbens be identified was supported by the 80 per cent drOp-out rate of the nonrtreatment group within one and one-half years of the identification. Moreover, fifty per cent of these had drOpped within six months. This can be compared with slightly more than one per cent (un-identifiable) who dropped from the non-identified groups during the same six-month period. While many separate factors were used in this study to isolate and identify the potential drOp out, the results of this study indicate that most drop outs can be identified with less SOphisticated methods Since the classroom teacher correctly identified 70 per cent of those dropping out. Two other areas had an equally high per cent accuracy SStebbens, Op. c1t., p. 206. 133 --student folders and transcripts. Since the contents of these two areas do pass over the desk of the student's counselor, this infor- mation could be classified as counselor identifiable. Therefore, given adequate reason and time, over ninety per cent of the potential drOp outs could be identified by the classroom teachers and counselors. Most of the classroom teachers and counselors are aware of the poten- tial drOp outs they come in contact with and many of them do try to "reach" the student to keep him in school; but most of the time, there is very little other than talking with the student and/or parents that either can do and even this is limited by the need to devote time to the other students. While supportive evidence can be found for the specific char- acteristics used to identify the potential drOp out, no research could be found to support the sources of identification-~teacher or counselor --other than statements to the effect that they can be identified in the school and in the classroom. Change in Self-concept It appears that an experimental program can bring about a positive change in self-concept although this is not exclusive for all students. This positive change may be partially accounted for by: (1) longer periods of time, (2) the curriculum content which was job orientated with emphasis on the student's positive skills and attributes, and (3) being trusted with freedom in the department. The pressure of competition with more highly skilled individuals was also eliminated from those in "Typewriting 2-C" (remedial); however, both the identified and non-identified students from these classes showed a negative change in self-concept. The "C," which is used 134 to Specify low-ability classes, in the course title for these classes could account for much of this change. Adjustment to School Disinterest in school, which was one of the major reasons for dropping out in all studies reviewed, can most readily be seen by high absenteeism and multiple class failures. The students in the experimental group did Show improvement in both of these areas. However, in the case of attendance, a great deal of this could be attributed to the close contact with the home concerning attendance. Parents were contacted after two consecutive or 4 Sparodic absences at the start of the experiment--this was abondoned during the disturbances. However, a vocational instructional program and close contact with the home did result in better attendance prior to the disturbances. During this time, there was no firm attendance policy at the school; however, most teachers were turning in ten or more absences for referral. During the second semester of the 1972-73 School year, an attendance policy was initiated which requires parent contact by the teacher after five absences in a given term. While this policy was in no way connected with the study, the effects for a great many students are generally the same. Once the parent is notified, for most students the unauthorized absences do diminish; so that with a "firm" attendance policy this factor as a means of drOp-out identifica- tion may become more complex. However, the reasons for the parents insisting on school attendance are varied from desire for the child to graduate to loss of aid to dependent children checks; therefore, while a strong attendance policy may deter some ditching thus eliminating 135 tnany of the failures and the forming of undesirable attendance patterns, it is not a cure-all for the student bent on drOpping. The concern of parents in the area to keep their child in school --regardless of the reasons-~as seen in the contacts made during the experimental program and as a result of the new attendance policy, do not affirm the previous studies which contend that lack of parental concern for the importance of school is a major reason for the student drOpping out. However, this factor was noted in some drOp-out and non-drOp cases. The high number of identified students with serious home problems and those missing school because of parental requests indicate that while this is not a major cause for drop outs at South Mountain High School, it is an important factor for a number of students. The students in the experimental class were given the oppor- tunity to contract for a grade of l, 2, or 3, with no possibility of electing below an average grade; thus trying to create in the student an attitude of the ability to achieve. For these students, the achieve- ment carried over into required subjects. And while those enrolled in "Typewriting 2-C" (remedial) did receive higher grades for that class, there was no carry over into other subjects which is another factor related to the title of the class carrying a "C" (low ability) notation. The conclusions of many authorities on the drop out, that they liave very little interest in school activities is supported by the study and Special courses did not alter this non-participation aSpect «of the potential drop out. Non-participation in organized school guitivities can be the result of several things. One of the most important 136 <)f these is peer group pressure, and while there was trend toward peer group changes for the experimental and identified remedial students, the changes were to groups within the same classes who were also non- participants. Progress in Beginninngypewriting Students enrolled in special classes as part of a regular type- writing program, which lessens the pressure of competition with other typewriting students by the use of easier materials and less pressure, will continue to gain skill in typewriting but not at the same rate as those remaining in the regular typewriting program. However, most of the students did attain at least minimum level Skill. Therefore, for the potential drop out, priority needs to be decided--higher skill level or better self-concept and retention. The results of this study in comparison with those from the study of a block-time schedule for teaching vocational office practice6 would indicate that the higher the skill level at entry into a skill application form of instruction, the greater the skill improvement. General Conclusions The information gathered on the students to identify potential drOp outs Showed that many of these students could have been identified as freshmen--while many would probably have been identifiable in much earlier grades. Those records were not readily available for use because Phoenix does not have a unified district. Since a greater portion of 6Poland, op. cit. 137 those with a lower number of drop-out tendencies did remain in school from both the identified remedial and identified regular groups, effective treatment for a large number of potential drOp outs when they first Show drop-out tendencies could deter the number of tendencies and keep more of them in school. For the majority of those students identified as potential drOp outs in this study, that would have been on the freshman level. School, family, and societal pressures force the potential drop out to continually enroll in general education courses under the guise of graduation requirements at the same time they are dropping from these courses; and graduation requirements remain static regardless of the usage to be made of the high school diploma. For some of these students, dropping and later obtaining a G.E.D. (graduate equilivancy diploma) and/or going into a paid educational program is less painful and financially more rewarding. IMPLICATION FOR CHANGE Since 70 per cent of all students identified as potential drOp outs (80 per cent from the identified group who received no treatment), did in fact drop out; the study implies the need for identification of these students as early as possible. Thus it becomes necessary to work closely with the elementary schools to Obtain a set of records which would make it possible to identify these students before or Shortly after graduation from 8th grade. Since the experimental program which was vocationally orientated did have a higher retention rate, the following is implied: 138 1. Vocational programs designed for the potential drop out should be available to the high school student when these characteristics are first noted. For many of these students this would be on the 9th grade level. The content and availability of these courses should be made known to counselors, teachers of 8th grade students, 8th grade students, and parents of all students. 2. The need and value of early vocational courses for potential drop outs should be emphasized to the community so they would be more receptive to the program. 3. For those students having difficulty with required academic courses or an extreme dislike for this pro- gram, these programs should be delayed or combined with the vocational programs until the student is able to OOpe with regular School programs. 4. These courses should provide entry level Skills prior to the student's leaving the high School and for many students, this may be on the 10th grade level. Remedial programs should be continued in skill areas: 1. "C" designations should be drOpped from these course titles because of the negative impact on self-concept. 2. Special programs in typewriting or other skill areas at the level beyond the remedial program Should be provided. This is currently being done through "Intermediate Typewriting." Because this study indicated that new programs are needed on the freshman level since the potential drop outs Show up early, it is recommended that the TABS6 program or Similar programs be continued. 6At the time of the study, no typewriting was available to freshmen at South Mbuntain High School. A district wide curriculum committee which was studying the effectiveness of the business education curriculum concurrently with the study, found the content of General Business (9th grade offering) very important but not adequately meeting the needs of freshmen students. The following year, TABS (Typing and Business Survey)which combined Typewriting with General Business, was offered. The TABS class at South MOuntain during the 1971-72 school year showed better attendance and fewer drop outs as compared to the regular section of general business, as did this study. 139 Since contact with parents concerning attendance did appear to have a positive effect on student attendance in both this study and after the implementation of the new attendance policy, it is recom- mended that this contact with parents be increased. RECOMMENDATIONS FOR FURTHER RESEARCH In any attempt at drOp-out prevention, one of the largest problems is to retain students in school long enough to reach some of their problems and thus prevent them from drOpping out. Because of the number dropping out prior to treatment--which was true in this study as well as many others--the Size remaining throughout the treat- ment is less than the desirable number for meaningful statistical analysis. Therefore, while conclusions have been drawn and inferences made in most areas analysed, additional investigation needs to be made to substantiate those findings not supported by prior research before committing large amounts of time or money to this form of instruction as a major drOp-out deterant. Based on the procedures and resulting findings of this Study, the following are recommended for additional research: 1. A study be made of the type of classes and/or programs the Students are enrolled in at the time of losing interest and dropping school. 2. Additional studies be made to verify the identifying characteristics used in this study. 3. Additional studies be made covering the content of this study to verify findings and answer additional questions. 4. Studies be made of alternative instructional changes for drop-out retention. 140 5. A study be done on teacher traits and personalities and their interaction with Students showing different drOp- out characteristics. 6. A study be made of the number of students graduating from 8th grade who drOp before entering high school. B IBLIOGRAPHY ‘1 BIBLIOGRAPHY A Chapge for a Change: New School Programs for the Disadvantaged, U. S. Department of Health, Education, and Welfare. Washington: U. S. Government Printing Office, 1965 Allen, Charles M., Combatipg the Dropout Problem. Chicago: Science Research Associates, Inc. 1956. "An Evaluation of the Reading Program at South Mountain High School." Phoenix: Research and Development Department of Phoenix Union High School District, 1967. Austin, John J., and Sommerfeld, Donald A., An Evaluation of Vocational Education for Disadvantaged Youth. The Public Schools of the City of Muskegon, Muskegon, Michigan, 1967. Bayley, MOnica, "A Renewed Effort to Solve the Problem Of DrOpout," Selected Reports and Statistics on School Dropouts, U. 8. Depart- ment of Health, Education, and Welfare, Office of Education 0E20063. Washington: United States Government Printing Office, 1964. Brookover, Wilbur B.;.Ann Patterson; and Shailer Thomas, "Self-Concept of Ability and School Achievement," U. S. Office of Education, Cooperative Research Project No. 845. East Lansing: Office of Research and Publications, Michigan State University, 1962. Brooks, D. J., "A Study to Determine the Literacy Level of Able Bodied Persons Receiving Public Assistance." Chicago: Cook County Department of Public Aid, 1962. Byrne, Richard Hill, "Beware the Stay-In-School Bandwagon!" The Personnel and Guidance Journal, XXXIV. March, 1958, pp. 493-96. Caravello, S. J., "Dropout Problem," High School Journal, XXXI. May, 1958, pp. 335-40. Cervantes, Lucius F., The Dropout: Causes and Cures. Ann Arbor: The University of Michigan Press, 1965. Cohen, Albert K., Deviance and Control, Foundations of Modern Sociology Series. Englewood Cliffs, Prentice-Hall, Inc., 1966. Coleman, James S., et. al., Equality of Educational Opportunity. Washington: U. 8. Government Printing Office, 1966. Conant, James B., Slums and Suburbs. New York: McGraw-Hill Book Company, 1961. 142 Davidson, J., The Trauma of the Drop Out. Laredo, Texas: Laredo Independent School District, 1970. Davis, Donald A., "An Experimental Study of Potential Dropouts," The Personnel and Guidance Journal, XL. May, 1962, pp. 799- 802. Dentler, Robert A. and Warshauer, Mary Ellen, Big City Dropouts and Illiterates, New York: Frederick A. Praeger, Publishers. Published for the Center for Urban Education, 1968. Douvan, E., "Social Status and Success Striving," Journal of Abnormal and Social Psychology. March, 1956, pp. 219-23. Fox, D. J., Expansion of the Mere Effective Schools Program. New York: Center for Urban Education, 1967. Friedgut, Jack and Rosalind Landes, Public Education in New York City. New York: First National City Bank, 1969. From Poverty to Productivity,,A Report on Chrysler Corporation's Minority Emplpyment Practices. Detroit: Chrysler Corporation, 1969. Greene, Bernard 0., "School DrOpouts: Local Plans, Kansas City, Missouri," National Education Association Journal. May 1962, p. 56-57. Harding, Kenneth Losey, "A Comparative Study of Caucasian Male High School Students Who Stay in School and Those Who Drop Out," unpublished doctoral dissertation. East Lansing: Michigan State University, 1966. Havinghurst, Robert J. and Lindley J. Stiles, "National Policy for Alienated Youth," Phi Delta Kappan, XXXXII. April, 1961, pp. 283-291 0 Higher Horizons. New York: Board of Education of the City of New York, 1962. Howe, Harold II, "An Appeal for Agitators," The Education Digest. April, 1969, p. 2. Hunt, Paul R. "DevelOping Employable Assets in the High School Dropout," Phi Delta Kappan, February, 1959, pp. 219-220. Hunt, Paul R., "School Dropouts: Local Plans, Detroit," National Education Journal. May, 1962, p. 57. Kaufman, Jacob J.; Carl J. Schaefer; MOrgan V. Lewis; and Elaine W. House, The Need for the High School Diploma. University Park: Institute for Research on Human Resources, The Pennsylvania State University, 1968. 143 Kelly, Larry Kent, "Analysis of Drop Outs at Central High School, Phoenix," unpublished doctoral dissertation. Tempe, Arizona: Arizona State University, 1971. Kemp, Barbara H., The Youth We Haven't Served--A Challenge to Vocational Education, U. S. Department of Health, Education, and Welfare, Office of Education, OE80038. washington: United States Government Printing Office, 1966. Kennedy, G. R. "Some Thoughts on DrOp Outs," Clearinngouse, XXXI. February, 1957, pp. 363-64. Killingsworth, Charles C., Structural Unemployment in the United States. East Lansing: School of Labor and Industrial Relations, Mich- igan State University, 1967. Lenhausen, Don, "Students Being Taught to Hate Jobs," Detroit Free Press. March 18, 1970, p. 120. Manpower Rgport of the President, U. S. Department of Labor. Washington: U. 8. Government Printing Office, 1969. Marland, Sidney Percy, "Condition of Education in the Nation," American Education, VII. May, 1971, pp. 3-5. Marland, Sidney Percy, "Career Education: Every Student Headed for a Goal," Educational Digest, XXXVIII. September, 1972, pp. 2-5. McClelland, David C., Achievement MOtivation Training for Potential High School Dropouts, Achievement Motivation Development Program. Cambridge: Harvard University Press, 1968. MtCreary, W. H. and D. E. Kitch. "Now Hear Youth," Bulletin of the California State Department of Education. Sacramento, Cali- fornia State Department of Education, 1953. Mead, George Herbert, Mind, Self, and Society. Chicago: The University of Chicago Press, 1954. Miller, S. M., "The Search for an Educational Revolution," Profile of ' “' School Drop Out. New York: Random House, 1967. MOrgan, Ronald R., "An Exploratory Study of Three Procedures to Encourage School Attendance." Unpublished doctoral dissertation. Tempe: Arizona State University, 1970. National Education Association of the United States. NEA Research Memo. XXXVI. Washington, D.C.: The National Education Association, August, 1961. 144 Oliverio, Mary Ellen, "The Changing School Curriculum," The Emerging Content and Structure of Business Education. Washington: National Business Education Association, 1970, pp. 33-40. Poland, Robert and Peter Haines, "A Study of a Block Time Schedule for Teaching Vocational Office Practice, A DevelOpmental Vocational Education Research and Teacher Education Program Based on a Clinical School Concept," U. S. Department of Health, Education and Welfare, Office of Education Project No. 201. East Lansing: Research and DevelOpment Program in Vocational-Technical Ed- ucation, Michigan State University, 1969. Porter, John W., "School Dropouts: A State Plan," National Education Association Journal. May 1962, pp. 53-54. Riesman, Frank, Profile of the School Dropout. New York: Random House, 1967. Ritchie, Robert R., "The High School Dropout - An Educational Dilemna." The Bulletin of the National Association of Secondary School Principals, XXXVI, No. 277. November 1962, pp. 45-47. Rosenthal, Robert and Lenore Jacobson, Pygmalion in the Classroom. New York: Holt, Rinehart and Winston, Inc., 1968. Savitzky, Charles, "Work Experience Programs for Potential DrOpouts," The Bulletin of the National Association of Secondary School Principals, XXXXVI, No. 277. November 1962, pp. 53-59. Schreiber, Daniel, "The DrOpout." Address presented to the Governor's Conference on School DrOpouts and Employment Problems of Youth. Baltimore, Maryland, September 27, 1962. Schrieber, Daniel, editor, Guidance and the School Dropout. Washington: National Education Association and American Personnel and Guidance Association, 1964. Segel, David and Oscar J. Schwarm, Retention in High School in Large Cities. Washington, D. C.: United States Department of Health, Education and Welfare, Bulletin No. 15, 1957. Shaffer, Helen B., "Education of Slum Children," Editorial Research Reports on Education in America. Washington: Congressional Quarterly, Inc., 1968. Stebbens, Marion, "Flint Offers the Potential Dropout a Personalized Curriculum," The Clearing House XXXVIII. December, 1963, pp. 205-209 0 "Teachers: But No Pupils," Editorial, Phoenix Gazette. January 23, 1967. 145 Terrell, G; and W. A. Kennedy, "Discrimination Learning and Transpo- sition in Children as a Function of the Nature of Reward," Journal of Experimental Psychology. April 1957, pp. 257-60. Terrell, G; K. Durkin, and M; Wiesley, "Social Class and the Nature of the Incentive in Discrimination," Journal of Abnormal and Social Psychology. September 1959, pp. 270-72. Thompson, Michael J.; and Robert H. Nelson, "Twelve Approaches to Remedy Dropout Problem," The Clearinngouse, XXXVIII. December 1963, pp. 200-204. U. S. Department of Health, Education, and Welfare, "A New Look at School Dropouts," Health, Education, and welfare Indicators. Washington: U. 8. Government Printing Office, April, 1964. Van Wagenen, R. C., "Student Tutors Effective in High School Business Program," Business Education Forum. November 1969, pp. 7-8. "Vocational Education--The Bridge Between Man and His Work," Notes and Working Papers Concerning the Administration of Programs Authorized Under Vocation Education Act of 1963, Public Law 88-210, as Amended. Washington: 90th Cong., 2d sess., U. 3. Senate, Sub-committee on Education of the Committee on Labor and Public Welfare, March 1968. Wallace, Francis T., Jr., "Expressed Concerns and Expectations of Students, School Personnel, and Businessmen in an Emerging Partnership Concept Among Business, Industry, and Education." unpublished doctoral dissertation, Michigan State University, East Lansing, 1970. Weber, Arnold; Frank H. Cassell, Woodrow L. Ginsbur, editors, Public- Private Manpower Policies. Madison: Industrial Relations Research Association, 1969. Weissman, Harold H., editor, Emplgyment and Educational Services in the MObilization for Youth Experience, The New Social Work Series. New York: Association Press, 1969. Wood, Merle W., "The Disadvantaged Student, Part I," Business Education World. October, 1969, p. 4. Zigler, Edward, "Research and Evaluation," National Conference on Education of the Disadvantaged, Department of Health, Education, and Welfare. Washington: U. S. Printing Office, 1966. APPENDICES APPENDIX A ’HOENIX UNION HIGH District 146 SCHOOL SYSTEM MAP No. 210 _/, , , T—“r‘i’*'v—r“— ‘ r [ ‘ / I,-J_J ’, p , I (F‘xh IQ__I___ , l ’ f I Kflg’exs I . ’ v \ y‘v , l 7 L7 ‘ _ q, ~Iv *’ l . “I t. 3 A lf. h '5; ‘A " r‘ F L ‘2 ‘14.. «a T_._II. -- vsnu ‘s ‘ TREE s- "‘ , ,P. , , 935,, Wig—r Itrj—L‘tr—D) L, L , 7. -1 \ “‘ I 83 no \757» 67"” 59m 5"? 4 In W 9TH 71N 7m 16'" [1343‘ 32:0 40?.1 4 m L55” Wu ’7 ¥ ’fi’V—Ik' U777 I 7 ' J F ' é... mun-II mu‘ ’- ‘ . .nu - mi .— )“ - . It...“ um." $4335:- I . \\ c ~ . - ,, . K I ; g \ x ‘ ’1 A j J , {1% NORTHERN AVE. I ( t I: .1, r33 .1' 'I 1.3 ‘ ORAstwooo * * “a. not “”“W a “ E) ~' GLENDALE AVE. 5 L. f' MARYLAND K p , ' r— 2 ,, ....“.'.=‘- \ I g g 5 2H ‘ I BETHANV Hon: \ , : = U ‘~ ’ MISSOURI ALHAMBRA 5 I E CANELDAcx RD. A-LHAHIRA i ' E CENT AL CAMEO-BA .4 4. s = 1,. . / “CAMPBELL _._J —.\ VALE II‘IDIIIIIIII’ ’ ' L-fs.°RN 'INDIAN SCHOQ II). BROWNS - .-. A J \_ I — . I... III-II-IIIII OWN _ .._ CAanImnHt ,» I NORTH . T _ ——r fit, 5WEST ‘ \ ”‘6 HOMAS RD. ‘o OAK * 'o, cutlautou . - " -M‘DOW£LL RD. f . PHOENIX UNION R°°SEVELT . c ,. fl 4 , I VAN BUREN ST. mom ' v I 'OJ.°. I “KB , « I '15:" /. gaucxav: RD. mvrhsm: uumv I C ' ------- ounANGo 2 2| ‘ ' ‘\ I ”TRANSMISSION RD. . « A 7 , I . . ‘ELwooo . “ I - 7 ..r .. . . , . -7 AIL-1n —i—— , *IBROADWAV RD. SOUTH MOUNTAIN , ; ‘ ‘ROESER RD . H I I— : ' - - - -—L IT‘ 7‘ ISOUTHERN Am: "a 0“?!“ ‘ VINEYARD _ ~« ~— L IQ I'OASELINE RD. g4 ' I" m ‘20WRD mu % ‘ fl, 10;, MAP OF 71,390? m5" LiHOENIX UNION HIGH SCHOOL 13 , SYSTEM 57;: I DISTRICT NO. 2Io ‘u {"1 ,4, STUDENTS ELIGIBLE TO ATTEND “I“ EITHER UTH MOUNTAIN OI "L NAVDEN "ION SCH 00L . ¥ “IX UNIOfi/i/g: SCHOOL DISTRICT IOUNDAHV IGH SCHOOL ZONI IOUNDARVI-.. ILIMENTAIV ZONI IOUNDARV_ Feb. 72 147 PHOENIX UNION HIGH SCHOOL SYSTEM OPEN SCHOOL GUIDELINES FOR 1973-74 All schools in the Phoenix Union High School System are Open schools subject to the conditions listed below. 1. Prior to April 15 of each year, (or if April 15 falls on Saturday or Sunday, the Friday prior to April 15), a student must complete his registration at the high school of his choice. If he does not register prior to April 15, he will be expected to register at the school in his own attendance zone. For any student transferring to a new school, the previous school will be notified by the appropriate admin- istrator designated by the Principal. 2. Once a student has committed himself to a high school by registering, he will be expected to attend that school for the entire year. 3. It is assumed that a student moving into the Phoenix Union High School District for the first time will attend the school in his own attendance zone. However, he may choose any other school in the District depending upon available space. 4. Students moving their place of residence from one attendance zone to another may transfer to the high school in their new attendance zone. If there are any questions regarding Open School Guidelines, residency or tuition, please call Mr. Jim Kinsman, at 258-8771, Extension 283. Questions regarding Athletic Eligibility should be referred to Mr. Edwin Long, at 258-8771, Extension 242. LWC:IJK;mg 2/2/73 DATE: TO: FROM: SUBJECT: APPENDIX B 148 MEMO November 30, 1970 Typewriting I Teachers Bev Kirk Identification of potential drop outs. I have selected as my dissertation proposal, "The effects on Potential High School Drop Outs of an Experimental Program for Job Preparation in Beginning Typewriting." Plans have been made to run an experimental program during second semester of this year. As part of the identification of the potential drOp out, I would like to ask your cooperation in (l) Filling out the Teacher's Identification of Potential Drop Outs form and (2) administering the Michigan State General Self-Concept of Ability and Educational Expectations to all Typewriting I Students. I am not asking for names on the student questionnaire in order to get a truer picture of the student's self-concept. However, I will need to identify the students. As the students are returning the questionnaires to you, will you identify them in any way that is easiest for you. (suggestion: you might jot down the seat number, rollbook number, etc.) Please return all questionnaires and forms to me no later than Friday, December 11, 1970. The proposal, which describes the program is long and boring-~however, if you are interested, I would be delighted to have you read it or better still talk with me about it. APPENDIX B DIRECTIONS: 11 12. 13. 14. 15. 16. 17. 18. 19. 20. Name 149 TEACHER'S IDENTIFICATION OF POTENTIAL DROP OUTS Please list those Typewriting I students who display one or more of the following tendencies. 8. b. C. do 8. Display hostile attitudes in class DO not relate to their peer group Have irregular attendance DO not participate in class activities Show other signs of becoming drop outs (explain) Number Tendency (8) (Including Letter) (Identify specific tendency by Letter] If you need more space, please use the back Of this sheet. APPENDIX C 150 THE MICHIGAN STATE GENERAL SELF-CONCEPT 0F ABILITY ECTIONS: Circle the letter in front of the statement which best answers each question. How do you rate yourself in school ability 5. Where do you think you would rank in your compared with your close friends? class in college? a. I am the best a. Among the best b. I am above average b. Above average c. I am average c. Average d. I am below average (1. Below average e. I am the poorest 6. Among the poorest How do you rate yourself in school ability 6. In order to become a doctor, lawyer or compared with those in your classes in university professor, work beyond 4 years of school? college is necessary. How likely do you think it is that you could complete such a. I am among the best advanced work? b. I am above average c. I am average a. Very likely d. I am below average b. Somewhat likely e. I am among the poorest 0. Not sure either way d. Unlikely Where do you think you would rank in your 6. Most unlikely class in high school? '7. Forget for a moment how others grade your a. Among the best work. In your own Opinion, how good do you b. Above average c. Average . a. My work is excellent d. Below average b. W work is good 6. Among the poorest o. W work is average d. W work is below average Do you think you have the ability to e. W work is much below average complete college? 8. What kind of grade do you think you are a. Yes, definitely capable of getting? b. Yes, probably 0. Not sure either way a. Mostly 1's d. Probably not b. Mostly 2's 6. No 0. Mostly 3's 6.. Mostly 4's e. Mostly 5's Sometimes what we would like to do isn't the same as what we expect to do. How far in school do you w to really go? a. I think I really will quit school as soon as I can. b. I think I really will continue in high school for a while. c. I think I really will graduate from high school. d. I think I really will attend a secretarial or trade school.‘ 6. I think I really will go to college for a while. f. I think I really will graduate from college. g. I think I really will do graduate work beyond college. APPENDIX D 15 1 TYPEWRITING 1 Semester Test Each of the five parts in this test will count One-fifth of your semester test grade. Do not spend too much time on W one part. Please do all of your figuring on the back of your answer sheet, DO NOT WRITE ON THE TEST. PART 1--Five-Minute Timed writing-~20 points Set margins for a 60-space line, double spacing, and S-space paragraph indention. 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 We were so glad to get your note asking about cottage, 12 sites up here in the mountains. As you know, we have access 24 to a great deal of land up here, and I think that we can find 36 for you just what you will want. Then, too, there are a few 48 ideas that we should like to pass on to you before you begin 60 work on the cottage itself. 66 You first will have to decide on what means the most to 78 you, a stream or a view. Sad as we all are about it, there 90 are few sites that have both . Since the streams lie at the .102 bottoms of the valleys, there is just not much to be seen. 114‘ We have found that most people, though they would like to be 126 on a stream, prefer a site on one Of the mountains from 138 which grand views can be had. 144 Next, in picking out your site, you will have to make up 156 your mind as to whether you will want level ground or trees. 168 , More often the steep slopes have the most trees. However, 180 sometimes we can find a plot of ground which is quite level 192 and which has some trees on it. 199 Page 2 152 PART II--Typing a Business Letter--20 points possible One point will be deducted for each error that is circled, two points for each error not indicated, two points for each form error or instruction not followed . Directions: Type the following letter in block style with date and closing lines beginning at the center. Use the current date, typing it on line 15. Use a four-inch line of writing and your own reference initials. Mr. James Brown, Director/ South Mountain industries/ 5408 South Seventh Street/ Phoenix, Arizona 85040/ Dear Mr. Brown: On January 16 we asked you to submit an estimate of the cost of modernizing the cooling system in the new office on Fourth Avenue which we expect to occupy in April. 9] We have not received the estimate, and we cannot go ahead with the other work until we hear from you. W If you are still interested in the contract, will you please submit your estimate on or before February 8. Very truly yours,/ Allen Coe, Manager PART III--Manuscript Typing--2O points possible 1 . The page number on the first page of a formal manuscript is (a) typed at the top right; (b) typed at the bottom center; (c) omitted. 2 . On which line of the first page of a manuscript should you type the title? 8. When typing an outline, a theme, a report, or a manuscript, you should leave how many blank spaces between the main heading and the first line of the body? 4. On which line of the second page of a manuscript do you type "Page 2"? 5. How many blank spaces should you leave between the page number and the body? 6. A long quOtation in the body of a manuscript is (a) single-spaced; (b) double- spaced; (c) triple-spaced . 7. A long quotation should be set in (a) 3 spaces on each side; (b) 5 spaces on each side; (c) 10 spaces on each side; (d) 5 spaces on the left side only. 8. A footnote in a formal manuscript should be (a) single-spaced; (b) double- spaced; (c) triple-spaced . 9. You should leave how many blank spaces between two footnotes? 10. A short line separates the body of a manuscript from the footnote. 'Should you (a) single-space before and after that line; (b) single-space before it and double—space after it; or- (c). double—space before and after it? 'T] Page 3 153 PART IV—-General Information Questions-20 points possible 11. 12. 13. 1‘4. 15. 16. 17. 18. 19. 20. A typewriter with pica type has how many spaces to an inch? How many lines of typing are there per vertical inch on standard machines? How many spaces are normally left between columns? Should the return address on an envelope be single spaced or double-spaced? How many vertical lines are there on a sheet of typing paper 8 1/2 by T1 inches? The date of the letter should be typed on what line? The company signature, if used, customarily appears in the closing (a) in all caps; (b) in capital and small letters; (c) in spread-out capital letters; (d) none of these. If a letter signer's name and title are used, (a) the name is typed first; (b) the title is typed first; (c) either is first. You should avoid dividing words at the end of a line if possible. (Yes or No) When typing the address on an envelope, what is the minimum number of lines that should be used? PART V—-Tabulation--2O points possible , . 21. 22. 23. 24. 25. A ivi Chairman Arrange for string music ' Frances Jennings Invite guests and speaker Elizabeth Parkleigh Make hotel arrangements Marley Kennard Arrange for all decorations Jane Lee Beekr Arrange for all printing Parker Krause Handle sale of tickets George Dickens Take charge of publicity Priscilla Brown Plan the program details Gardner Thompson If you double space the report, how many lines will you use? (a) 18 (b) 20 (c) 22 (d) 24 On what line will you start typing if you are going to center this problem on a full sheet of paper (single-spaced)? (a) 20 (b) 24 (c) 26 (d) none of these. If you center the main heading, at what number will you start typing? (a) 32 (b) 34 (c) 36 (d) 38 If you spread-center the main heading, will you start typing at (a) 22 (b) 24 (c) 26 (d) 28? If you leave six spaces between the columns, where will you set your left mgminO /n\ 1‘: (h\ 99 fr‘\ DA ft'l\ 9R APPENDIX E . 154 TYPEWRITING II (1)000 Semester Test 00001 Part I--Timed Writing to be selected by your teacher--You will receive 1/2 of your timed writing speed which will be graded up to the sixth error. Part II--l_etter--25 points--Use a SO-space line; block style with standard punctuation; current date. Capitalize and punctuate correctly the opening and closing lines of the letter. You can assume that the material in the body of the letter is satisfactory. Type your initials in the reference-line position. Erase and correct neatly all typing errors. dean ralph e peterson colorado state university denver colorado 80202 dear dean peterson Thank you for the letter giving all the details of our FBLA workshop. Thank you, too, for your offer to meet my plane on April 30. (Paragraph) I shall get in at 9:28 a.m. on United Flight 18. I do know that this hour may conflict with your other morning meetings; so if you are not at the airport, I shall take a taxi to the hotel and plan to be at your office by eleven o'clock. (Paragraph) I have shipped to you a carton of books and one large box of workshop guides. Would you arrange for them to be held for my use at the workshop? cordially yours bob brown program aide 155 Part III--Tabulation--15 points--Cross out the correct answer on your answer sheet under Section III. INTERNAL REVENUE COLLECTIONS, BY PRINCIPAL SOURCES (.Dm MWOfi 30W) 1: #369 /97g 12.2.4 Incomeand Profits taxes 54,131- 54,360 59,914 Employment taxes 4,718 5,108 66,220 Alcohol taxes 2,781 2,783 2,743 Tobacco taxes 1,655 1,580 1,571 Estate and Gift taxes 891 935 836 Manufacturing ,Excisetaxes,,,,..,. 2,,863 ,. ' 2,,689 ' -‘ 2,,867 INSTRUCTIONS: Use the table above to answer the following questions. You are not to type the‘ table. 1. If you double-space the report, how many lines will you use? (A) 18; (B) 20; (C) 22; (D) 24. 2. On what line will you type the subtitle if you are to center the problem on a full sheet (double-spaced)? (A) 22; (B) 24; (C) 26; (D) none of these. 3. At what point would you start typing the second column if you leave 6 spaces between columns? (A) 48; (8)49; (C) 50 (D) 51. 4. At what point on your machine will you begin typing to center the main title? (A) 21; (B) 23; (C) 25; (D) 27. 5. How far must you indent from the left margin to center the let column heading? (Am; (a)?! (0)6; (0)8. 156 Part lV-—Manuscript Typing--l2 points--Cross out the correct answer on I. 10. 11. 12. your answer sheet under Section IV. The body of a manuscript is normally typed with (a) double spacing; (b) single spacing; (c) triple spacing. A manuscript or report that is to be read by a teacher or an editor is usually (a) double spaced; (b) single spaced; (c) triple spaced. A long manuscript or report that is to be duplicated usually is (a) double spaced; (b) single spaced; (c) triple spaced. The line length normally used in manuscript typing is (a) 4 inches; (b) 5 inches; (c) 6 inches. The length of the line used to separate a footnote from the text is usually (a) 2 inches (b) 3 inches; (c) 6 inches. The number of BLANK lines normally left between a table and the body is (a) 3 blank lines; (b) 2 blank lines; (c) 1 blank line. If a short table cannot be typed on the page where it is first mentioned, it should be typed (a) at the bottom of the next page; (b) on a separate, inserted page; (c) at the top of the next page. The numbers used to identify footnotes are typed (a) on (b) below (c) above the line of writing. When you type quoted material of four or more lines, this quoted material is indented five spaces from the right and left margins and is (a) single spaced; (b) double spaced; (c) triple spaced. How wide is the top margin (in inches) on all pages except the first page? (a)l inch (b)l l/2 inches (c) 2 inches. How wide (in inches) should the top margin be on page one? (a) 1 inch; (b) 2 inches; (c) 3 inches. You (a) single space; (b) double space; (c) triple space before making a ruled line. 157 Part V--True or False--10 points--Cross out the correct answer on your answer 1. sheet under Section V. The main heading of a table is always typed in all capitals. Leaders are used in typing all tables. A 6-inch line on a pica machine is 60 spaces long. When typing a column of numbers, they should always be even on the right. On an elite machine there are 6 lines per vertical inch. If you wish to leave 4 blank lines, put your machine on single spacing and return your carriage 4 times. When you spread center, leave 2 blank spaces between words. Columns are ordinarily typed with 8 spaces between them. When typing columns of words they should end even on the right. The blank space on a legal document is filled in with underscores. 158 Part VI-—Business Letters-4:3 points--Cross out the correct answer on your 1. 10. ll. 12. 153 0 answer sheet under Section VI. The average-length business letter is typed on a (A) 4-inch line, (B) 5—inch line, (C) 6-inch line. The date of the business letter is typed (A) 7, (B) 133, (C) 15 lines from the top of" the paper. A personal business letter, typed on plain paper rather than on a printed letter-head, should include a heading consisting of the following: (A) name and ad dress of the writer of the letter, (B) address of the writer and the date, (C) date only. In a full-blocked letter, the date is typed (A) at the left margin, (B) at the center, (C) at the right margin. If the salutation is followed by a colon, the complimentary closing is followed by (A) a comma, (B) a period, (C) no punctuation mark. A subject line, if’ used, is typed (A) above the salutation, (B) below the salutation, (C) between the date and the inside address. Arr all-ention line, 1'1~ used, is it, rxed (A) aha-vs: the salutation, (8) below the salutation, (C) between tr -._ date and the inside address. In a letter addressed i'c' "1‘ 1‘. Arme Manufacturing Company and marked for the attention of Mr. l-a'v~.-r«.-r-.;e Abbott, the salutation should be (A) Dear Mr. Abbott, (B) Gentlemen, ((3) Dear Sirs. In a letter Wped in block style, the closing lines should (A) begin at the left margin, (B) begin at the center, (C) and at the right margin. If a letter includes all of the following lines, you would go down four spaces after which of them: (A) complimentary closing, (B) company name, (C) dictator's typewritten name, (D) dictatoris title. The heading on the second page of a business letter does not include (A) the name of the person or company to whom the letter is addressed, (B) the name of the writer of the letter, (C) the date, (D) the page number. The heading on the second page of a letter begins on line (A) 7, (B) 13, (C) 15. The business letter style most commonly used in the United States is (A) blocked, (E3) full blocked, (C) indented. Appendix nr~ F Layout of Rooms in Business Department Utilized by Experimental Group DUPLICATING AA 1 BUSINESS MACHINES (including keypunch) CLASSROOM DISTRIBUTIVE EDUCATION (cash register) 159 RAW DATA FOR GROUP I EXPERIMENTAL APPENDIX G 160 " m xxx x x xx x o 9.» >< 9. x x x xx 1- in u H HUD 8‘: m 'o 8",: Ado-H 'o u .o 52 tun-1.3m ms .3 cocoon .: .213qu .I: 2 nan-100.3 Hudson-c cow-Upon vim-ovate co ~14 ‘-’ common-I cannon-1.: 'H'HIHIHH coco-1400.: amount: we muqmm mImmd- IImmm #Md’ll IIII ‘OL 2,2 hmq'mm Fux‘fd'fid' «meqq InmIInm lchf-‘l-I cs 3% mmmd-In. mImm~x 1"“ mum menu-1w: Nee. m mmIm<.m.m wocmpcmuu< uaoucOUIm_om M¢Abumm QHHMHHZNQH HH mDOmU.m0h ~x "u" IIII<.¢.o oucmocouu< Nouucwuuw_om Udddfiucoo M¢ADUHM oNHmHHzmnH HH macaw mom v5 vic>c> uw Inun u: olloo 0000' cool. lool --c> wic>vsc>uw uncoinunnn CIC> u< ..... ..... ..... .. 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