A DESCRIPTIVE AND EVALUATIVE
STUDY OF A SECONDARY SCHOOL
DROPDUT PROGRAM

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
W. ROBERT DOCKING
1969

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A DESCRIPTIVE AND EVALUATIVE STGDY OF A

SECONDARY SCHOOL DROPOUT PROGRAM

presented by

W. Rdbért Docking

has been accepted towards fulfillment

of the requirements for

Ph . D . degree in Education

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Date July 30, 1969

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ABSTRACT
A DESCRIPTIVE AND EVALUATIVE STUDY OF A
SECONDARY SCHOOL DROPOUT PROGRAM
By

w. Robert Docking

American high schools today lose between thirty
and forty percent of their students as dropouts. These
drOpouts generally find it difficult to find employment
and to obtain a standard of living which will allow them
to be happy, productive adults.

Many billions of dollars have been spent in the
last six years to decrease the dropout rate and to train
dropouts with necessary skills. Most of the money spent
and programs developed have had minimal success.

The Pontiac Public Schools, faced with a large
dropout problem, established the Individualized Instruc-
tional Program (IIP). The program was designed to take
dropouts off the streets and to help them attain a high
school diploma.

The IIP consists of A5 students who were drOpouts
or potential dropouts. The program is staffed by three
experienced teachers and a director-counselor. Curricu-

lar offerings are based on a continuous progress,

W. Robert Docking

work—study, and core concept. Student—staff ratios are
limited to 15-1, while the student—counselor ratio is
90-1.

The original goals of the IIP were to (1) improve
school attendance, (2) improve achievement, (3) increase
achievement motivation, (A) improve citizenship behavior,
and (5) reduce problems related to social, psychological
and educational adjustment.

This study was conducted to determine whether
these goals and objectives were being reached. The study
further describes the unique aspects of IIP and lists
recommendations for improvement.

The instruments used included the SBA Reading for
Understanding (to measure reading improvement of the IIP
students), the Michigan State M—Scales (to measure achieve-
ment motivation improvement) and the Mooney Problem Check
List (to measure improvement in social, psychological and
educational adjustment).

In addition, attendance patterns of the students
were tabulated. The study further includes profiles of
the staff, student body, and graduates. Questionnaires,
which gathered data from parents, teachers in the Pontiac
Public Schools, and student-staff perceptions of the IIP
are also reported.

The major findings of the study were:

1. IIP students attend school 7% more now than they

did in their previous school.

w. Robert Docking

2. Reading scores of IIP students increased almost
one full year in one semester.

3. Perceived social, academic, and psychological
problems of IIP students decreased after one year
in the program.

A. Student achievement motivation neither increased
nor decreased after one year in IIP.

5. The IIP staff has a wide range of experiences in
teaching prior to entering IIP. They express
much satisfaction in teaching in the program.

6. The student body highly recommended IIP and feel
it is an excellent program.

7. The graduates of IIP recommend the IIP very
strongly. Over a third of them are presently en-
rolled in college.

8. Parents of IIP students hold very positive atti-
tudes toward the IIP.

9. The staffs at Central and Northern High Schools
do not feel well informed about IIP and desire
to learn more about the program.

10. The students and staff of IIP hold common per-

ceptions on the unique characteristics of IIP.

Recommendations were proposed, by the author, that

could strengthen the IIP in the future. These included:

10.

w. Robert Docking

Establishing a study committee to evaluate the
K-12 program in Pontiac to determine what can be
done to decrease the high percentage of dropouts.
Establishing a student-staff committee to develop
priorities of needed equipment for the present
IIP.

Providing monies and personnel for consultant help
to the IIP staff.

Providing the IIP staff with time and tuition to
attend a two week sensitivity training laboratory.
Building lines of communication to other Pontiac
schools to merchandize the IIP.

Establishing a second IIP in the Northern half of
the school district.

Contacting service clubs for financial assistance.
Organizing systematic testing programs for incom—
ing IIP students.

Limiting visitors to specific times.

Providing inservice training and discussion time

for the IIP staff.

A DESCRIPTIVE AND EVALUATIVE STUDY OF A

SECONDARY SCHOOL DROPOUT PROGRAM

By

W. Robert Docking

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Administration
and Higher Education

1969

c; é/M/é’
3-/r}”170

ACKNOWLEDGMENTS

First, I want to thank my wife Millie and our
children Pam, Jeff and Tim for the support, understanding
and acceptance they have given me while completing my
degree. I will be indebted to the four of them for the
rest of my life. I only wish every graduate student could
have the love and empathy from their family that I have
received during the completion of their degrees.

Second, I would like to thank my committee. Dr.
Blackman, Dr. Heald, Dr. Thornton and Dr. Suehr were tops.
They form a great model for a doctoral committee in our
college.

In conclusion, I wish to thank Dick Ayling and
Harry Pike for the assistance they gave me in the col-
lection of the data and the reading of the manuscript.
These two men will always be remembered as "special people"
in the heart of this author.

God Bless all of you.

ii

Chapter
I.

II.

TABLE OF CONTENTS

TIE PROBLEHVI O O O O O O O 0

Statement of the Problem . .
Justification for the Study.
General Description of the

Introduction . . . . .
Staff. . . . . . . .
Physical Facility. . .
Student Body . . . . .
Instructional Program.
Grading. . . . . . . .

Graduation Requirements.
Extra Curricular Activiti
Rules Governing Behavior

Admittance Procedures.
Student-Teacher Ratio.

Student-Counselor Ratio.

School Climate . . . .
Program Costs. . . . .

Assumptions on Which Study
Limitations of the Study .

Summary. . . . . . . . .

Historical Background. .
Who Are The Dropouts?. .

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REVIEW OF RELATED LITERATURE . . .

Why Do Students Leave School . .

Model Characteristics of
Early Identification .
Success Experiences. .
Work-Study Programs.
Grade Competition. . .
Self Concept . . . . .
Teacher Preparation. .
Accepting Teachers . .
Class Size . . . . .
Type of Curriculum .
Guidance Services. . .

Selected Action Programs

Summary. . . . . . . . .

iii

Dropout

O O O O O O 0

Programs.

III. METHOD OF INVESTIGATION. . . . . . . . . . . . DB

Attendance . . . . . . . . . . . . . . . . . A3
Achievement. . . . . . . . . . . . . . . . . D3
Achievement Motivation . . . . . . . . . . uh
Social, Academic, and Psychological
Problems. . . . . . . . . . . . .
Rank Order Questionnaire .
Parent Questionnaire . .
Teacher Questionnaires
Student Questionnaires
Graduate Questionnaire
Structured Interview .

p-
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Summary. . . . . . . . . . A8
IV. ANALYSIS OF DATA . . . . . . . . . . . . . . . h9
Introduction . . . . . . . . . . . . . . . D9
Attendance Patterns. . . . . . . . . . . . . N9
Reading Achievement. . . . . . . . . . . . 52
Social, Academic, and Psychological
Problems . . . . . . . . . . . . . . . . 5h
Achievement Motivation . . . . . . . . . . . 56
Staff Characteristics. . . . . . . . . . . 59
Student Body Profile . . . . . . . . . . 61
Graduates. . . . . . . . . . . . . . . . . 68
Parent Questionnaire . . . . . . . . . 72
Central and Northern's Staff Perceptions
of IIP . . . . . . . . . . . . . . . . 73
Student- Staff Rank Order Questionnaire . . . 77
Summary. . . . . . . . . . . . . . . . . . 80

V. SUMMARY AND RECOMMENDATIONS. . . . . . . . . . 83

Summary. . . . . . . . . . . . . . . . . . . 83
Conclusions. . . . . . . . . . . . . . . . . 88
Recommendations. . . . . . . . . . . . . . . 89
Personal Note. . . . . . . . . . . . . . . . 9h

APPENDIX. C O O O O O O O O O O O O O O O O O O O O O 96

BIBLIOGRAPHY. O O O O O O O O O O O O O I O O O O O O ILLS

iv

LIST OF TABLES

Table Page
1. Attendance Comparison-Regular School vs. IIP. . 51

2. SRA Reading Test Scores of Twenty-four IIP
Students. 0 O O O O O I O O O O I O O O O O c 53

3. Mooney Problem Checklist Scores of Nineteen
IIP Students. 0 O O O O O O O I O O O O O O 0 SS

. M-Scales of Twenty-three IIP Students . . . . . 58

. IIP Staff Characteristics . . . . . . . . . . . 60

h
5
6. Presently Enrolled IIP Student Profile. . . . . 62
7 IIP Graduate Characteristics. . . . . . . . . . 69
8. Mean Responses From Parent Questionnaires . . . 7h
9

. Pontiac Central and Northern's Staff
Questionnaire of IIP. . . . . . . . . . . . . 75

IO. Student—Staff Rank Order Questionnaire. . . . . 79

LIST OF APPENDICES

Suppliment
A. Student Rank Order Questionnaire.
B. Parent Questionnaire. . . . . . .
C. Teacher Questionnaire . . . . .
D. Teacher Questionnaire . . . . . .
E. Student (In School) Questionnaire
F. IIP Graduate Questionnaire. . . .
G. Mooney Problem Check List . . . .
H. The Michigan State M-Scales-Female.
I. The Michigan State M-Scales-Male.
J. SRA Reading For Understanding . .
K. Graduates Attitudes About IIP . .

vi

Page
96
98

100
101
103
105
107
113
126
lhO

1A1

CHAPTER I
THE PROBLEM

Among the most serious problems facing American
secondary education is that of providing programs mean-
ingful enough to retain until graduation those students
who are now leaving the educational system prior to com-
mencement. That such students now exist in large numbers
is evidenced by Rudman's estimate that, of the 26,000,000
people entering the job market between 1960 and 1970,
some 9,800,000 will not have completed high school and

will hence face serious unemployment problems for all

of their working lives.1

The problem is compounded by changes in the job
market itself:

From 1957 to 1962 the public sector of the
economy produced an average of 285,000 jobs per
year, and the private sector produced 175,000 jobs
per year. However, the labor force increased by
660,000 per year during the same period. This
meant that there were 200,000 fewer additional
jobs per year than new workers in the labor force.
When the widening gap between available new jobs
and new workers in the labor force is added to
the trend toward more jobs requiring skilled

 

lHerbert C. Rudman and Richard L. Featherstone,

Urban Schooling. New York: Harcourt, Brace and World,
TnCO’ Iqbao p. 28-290

workers, the need to retain students in schgols
for longer periods of time becomes obvious.

Michigan, in common with all states, is affected
by the dropout problem. Between 35,000 and h0,000 stu-
dents annually leave the state's schools prior to gradu-
ation. In 1966-67, 35,739 students dropped out of school.3
This figure represents 6.7% of the total student popula-
tion in grades 9—12 within the state.

The Pontiac Public Schools, a large urban school
district twenty miles to the north of Detroit, Michigan,
ranked third highest in the state in total percentage of
students who dropped out of school during this time
period.u During 1966-67, Pontiac lost, as dropouts,
some 836 students. Thus, 15.3% of the total student
body were lost as dropouts, a percentage more than twice
the state average. Pontiac's dropout percentage is also
the highest in Oakland County.

During the final semester of the 1967-68 school
year, educators in the Pontiac schools decided to attempt

a unique and direct attack on the district's dropout

 

21bid, p. 9.

3Public High School Dropouts in Michigan 1966-67.
Research Monograph No. 7 Revised, Michigan Department of
Education, June, 1968. p. 3.

 

“Ibid, p. 15.

3

problem.5 The district purchased a large old house across
from Pontiac Central High School, hired a special staff,
and created a new environment and a new educational pro-
gram for both its potential and its actual dropouts.
Salsinger reports on the composition of the new program's
first class:

Richard Ayling, charged with selecting #5 stu-
dents, started with letters to 225 recent dropouts.
Twenty-two agreed to return. Another 16 were so
poor academically, below a .5 grade average (E+),
that they were obviously not going to graduate,
and the ogher seven were discipline and behaviorial
problems.

Ayling became principal of the new school and

director of the Special program.

Pontiac had, obviously, only begun to reach a
small percentage of its dropouts. Based upon the apparent
success of the IIP, applications have now been made for
six additional centers patterned after the initial model.
If granted, the additional centers would allow the dis-
trict to serve an additional 300 students per year.

Because of Pontiac's size, age, and sociological
and psychological characteristics, the area represents a
not atypical urban area faced with the not atypical pro-

blems. Indeed, apparent within the area are many of the

burdens and challenges which have beset American cities

 

5Harry G. Salsinger, "Dropout Hi h Seems to
Click." Michigan Educational Journal, A :5, (January 1,
1969). p.120

6Ibid, p. A3.

h

during the 1960's. A recent report by the Michigan Civil
Rights Commission draws a bleak picture of Pontiac's
situation:

Pontiac is a city divided by racial and ethnic
prejudices and fears. Negro and Spanish-American
citizens are excluded from full participation in
employment, housing, education and social services.
They are often denied equal protection under the
law and equal access to jobs in law enforcement
agencies. The physical isolation which has resulted
between white and non-white citizens has led to a
communications gap of staggering proportions.

Civil and governmental leaders show little concern
for, or understanding of, minority-group problems.
Negroes and Spanish-Americans grow more and more
distrustful of a community they feel is trying to
contain them.

Pontiac is not alone among the nation's cities in
facing a rapidly worsening problem, a problem which is
reflected in its schools.

The Kerner Report has pointed up the problem on
the national level. Shaw writes that:

The number one problem faced by urban teachers
today is how to offer culturally deprived youth an
education that meets his needs. In 1950, about one
child out of ten attending public schools in the
nation's fourteen largest cities was culturally
disadvantaged. In 1960, the proportion had risen
to one in three. Some authorities believe that by
1970 it may be one out of two. Tgese figures under-
score the urgency of the problem.

 

7"Report and Recommendations from a Public
Inquiry into the Status of Race Relations in the City of
Pontiac, Michigan." State of Michigan Civil Rights Com-
mission, June, 1968. p. 1.

8Frederick Shaw, "Educating Culturally Deprived
Youth in Urban Centers", Phi Delta Kappan, Vol. XLV,
No. 2, p. 91.

 

In light of the nation's urban problems, and their
impact on the more specific dropout problem, Pontiac's
program becomes highly significant. If successful means
of coping with the dropout problem are found here, than
similar programs should have a good chance of success in

other communities.

Statement of the Problem

 

During the past forty years, American educators
have attempted, with ever increasing emphasis, to find
or create programs that would make the high school experi-
ence meaningful. The federal government alone has spent,
during the past six years, millions of dollars on attempts
to curb the growing dropout problem.
Yet, in spite of the millions spent, close to h0%
of America's youth today leave school before graduation.
In contrast to this drive toward better school
programs is the fact that h0% of all children in
the United States fail to complete high school;
they are dropouts. This is particularly alarming
when one considers that in no other country is high
school education so readily available and has so
much emphasis been placed on high school graduation
as a minimum educational goal...amp1e evidence has
been compiled to show that students who drop out
harm themselves both culturally and economically.9

Are there ways in which our schools can retain

high school—aged youths while giving them the skills

 

9Solomon 0. Lichter, Elsie B. Rapien, Francis M.
Seibert, and Morris A. Sklansky, The Drop-Outs. New York:
The MacMillan Company, 1968. p. 2.

 

necessary for an effective adulthood? That is the central
question posed by this study. The answer is sought through
examination of the dropout retention program currently in

operation in the city of Pontiac, Michigan.

Justification for the Study

 

The objectives of the Pontiac IIP, as listed by
the Pontiac Board of Education, have been to:

1. improve school attendance.

2. improve achievement.

3. increase achievement motivation.

4. improve citizenship behavior.

5. reduce problems related to social, psychologi-
cal and educational adjustment.10

The one piece of research done to date on the pro-
gram, research done by Dr. William Robertson, a psycholo-
gist employed by the Pontiac district, indicates that the
IIP has in fact been meeting its objectives.11

Pontiac, because of financial and personnel limi-
tations, is not currently in a position to conduct further
research on the program, in spite of the fact that staff at

all levels of the district have indicated that such research

is necessary and most desirable at this point—in time.

 

loIndividualized Instruction Prggram, Activity 2
ESEA Experiments 1967-68. Pontiac Public Schools, June,
1968, p. 15.

llIbid, p. 22.

A number of questions thus remain unanswered.
What, for example, are the factors within the program
which need to be investigated and reported? What areis
the relative impact of these factors upon the student
body? What are the strengths and weaknesses of the
program?

Answers to these questions and others would help
not only to modify and improve the Pontiac program, but
will have implications for planned future programs within

that district and in communities across the nation.

General Description of the IIP Program

Introduction

The student who attempts to resume his education
after having once dropped out of school often finds the
same conditions awaiting him in school which prompted his
original departure from academic life. Confronted by
these forces a second time, many students drop from school
once again, never to graduate.

Pontiac's plan of attack has been to remove or
to modify these forces, thus creating for the student a
new educational environment. Within the Pontiac program,
changes have been made in such aspects of educational
life as student-teacher ratios, graduation requirements,
the instructional program itself, the school climate,
the system for grading and granting credits, rules govern-

ing behavior, admittance procedures, and the counselor-

student ratio. While other school districts have, within
the scope of their regular programs, made changes in some
of these items, few, if any, have made the sweeping changes
reflected in the IIP. The current status of each of these
items will be briefly described in the following pages.
m

The staff, funded under a Title 1 grant, consists
of three teachers, a director, a secretary, and a custo-
dian. All but one were chosen from applicants from within
the system. The professional staff, described in detail
in Chapter IV, numbers a combined total of some 61 years
of secondary school teaching experience.

One of the three teachers is responsible for lan-
guage arts, one for math and science, and one for social
studies. A core arrangement allows a broad, yet flexible,
instructional base. The director, in addition to serving
as a counselor, carries responsibility for administrating
and evaluating the entire program.

Physical Facility

 

The IIP is housed in a 50-year-old colonial mansion
in downtown Pontiac. The converted mansion is located on
a site directly across from Pontiac Central High School.
Three classrooms have been created in rooms that
were once the mansion's dining, sitting, and living rooms.

A converted sun porch houses the school materials center,

while the kitchen, minus its sinks and appliances, serves
as the director's office.

The basement is used as a base for special pro-
jects, housing a darkroom, an art area, and space for
such activities as engine repair and rock cutting. The
second floor contains space for teacher offices.

Students sit at conventional school desks within
rooms that are well-lighted, windowed, and carpeted.
White walls contribute to an air of brightness to the
home-like atmosphere Which the house retains.

Student Body

All of the forty-three students currently in the
IIP once attended either Pontiac Central or Pontiac Northern
High Schools. Twenty of the forty-three are boys, three
of whom are married. Five of the twenty-three girls are
wed.

Nineteen of the students are black, twenty are
white, and four are Spanish—American. Twenty-one of the
students work, either full or part-time, and all are
residents of Pontiac.

The students are distributed throughout three
grade levels: twenty-one are at the 12th grade level,
nineteen are at the 11th, and three are at the 10th grade

level.

lO

Instructional Program

 

The school day is scheduled as follows:

First Hour 9:00 - 10:35
Break 10:35 - 10:u5
Second Hour 10:u5 - 12:15
Lunch 12:15 - 1:15
Third Hour 1:15 - 2:00
Break 2:00 - 2:10

Fourth Hour 2:10 - 3:00

The curriculum rests on the concept of continuous
progress, with students progressing through any given
subject as fast as their motivation and achievement level
will permit. Thus, two students working side-by-side in
a math class may be doing 5th grade math and algebra,
respectively. Because of the wide range of student capa—
bilities, few formal texts are used. Most of the written
material used is teacher-made, and tailored to the indi-
vidual student.

Courses desired by a student but not available
within the IIP core may be taken at Pontiac Central. Two
IIP students, having obtained permission from the Pontiac
Central teacher involved, are currently taking such
courses. Students may also, upon agreement with the IIP
director, receive credit for outside employment. The

amount of credit given is assigned on an individual basis,

11

and the IIP director maintains contact with the student's
employer to check on progress in this area.

Independent study courses are available in a
variety of academic and non-academic areas. Many of
these courses rest on programmed materials, with credit
determined jointly by the student and teacher responsible
for the project.

Grading

Grading, like the curriculum, is individualized.
A unique feature of the grading system is the fact that
no grades below "0" are given. If, on a given assign-
ment, a student does not attain the "0" level, he or she
is asked to redo the assignment. Evaluation rests on
interpersonal discussion, with few negative marks or com—
ments made on returned papers and examinations. However,
students who attend classes at Pontiac Central are expected
to conform to the grading norms of those classes.

Graduation Requirements

 

Students in the IIP have the same graduation
requirements, with the exception of physical education,
as do all students within the Pontiac district. Each
student must complete 12 units of academic work, includ-
ing 3 units in English, 1 in science, and 1 and 5 in
social studies.

Once these requirements are met by the IIP stu-

dent, he or she may graduate with a regular diploma,

12

participating in all of the district's regular graduation
exercises.
Extra Curricular Activities

The IIP, with the exception of normal field trips,
a spring picnic, and a dance, sponsors few extra curricu-
lar activities of its own. It students are, however,
encouraged to join the clubs, organizations, and athletic
[teams which are available to all Pontiac Central students.
C’Rules GoverningfiBehavior

By comparison, students in the IIP are governed
by few rules. There are no rules covering dress, nor
rules concerning haircuts. Afro hair styles are accept-
able for both boys and girls, as are beards, mustaches,
and goatees.

Profanity is not encouraged, but acceptable as
an honest mode of expression. Smoking is permitted in
specified areas of the school, both before and after
school and during breaks and lunch time.

y/’ Attendance and tardiness rules are minimal. A
student may miss three days of school per month without
being required to offer either excuses or written explan-
ation. After three absences per month have been exceeded
by a given student, the problem becomes a topic of dis-
cussion for’the IIP director and the student.

Students move from class to class without school

bells. Should a student habitually be late to class,

13

the problem is discussed with the director, in the manner
of attendance problems.

Suspension would be possible under IIP rules, but
would come only as the result of a major infraction.

Such an infraction, represented perhaps by a serious
fight or by the striking of a teacher, has not occured,
and no student has been suspended from the IIP for mis-
behavior.

Admittance Procedures

When the IIP began, students were obtained from
two sources. Letters were sent to students who had
already left school inviting them to participate, while
students still in school were screened on their potential
as dropouts by a special committee. This committee, com-
posed of the district director of pupil personnel ser-
vices, a counselor, the district attendance officer, one
of the two high school principals, and the IIP director,
sought to select students who yet might be dissuaded from
leaving school.

Some changes have been made as the project has
matured. The committee, having proven unwieldy, has been
dissolved, and the IIP director now makes admittance
decisions. Any student currently "on the street" may
apply for admission to the program. In making his deci-
sion, the director attempts to evaluate the strength of the

potential student's desire to obtain a high school diploma.

1h

A waiting list currently exists of potential stu-
dents who desire admittance to the IIP but who cannot now
be served because of a lack of facilities. Since the
program is structured to operate with a maximum of forty-
five students, vacancies must occur in the existing stu-
dent body before new students are admitted. The program
is closed to students who have dropped out of school at
the midpoint of the Spring semester, even if vacancies
should occur.

Student-Teacher Ratio

 

The total enrollment of the IIP, as noted above,
is held rigidly at forty-five students. The student-
teacher ratio, with three full time teachers, is thus
15-1. Student absences, employment, and independent
study all tend to limit the number of students actually
in any given classroom at any one time and tend to bring
the "true" student-teacher ratio closer to 10-1 than to
15-1.

Student-Counselor Ratio

 

The director of the IIP has a background of train-
ing in guidance and counseling, and devotes at least half
of his day to these activities. By serving in this capa-
city, in addition to his administrative duties, he provides
the program with a maximum weighted student-counselor

ratio of 90—1.

15

School Climate

 

The climate of the school has been designed to be
as positive, as accepting, and as warm as possible. Mini-
mal rules, non-punitive grading policies, and an individu-
alized curriculum all help contribute to this type of
climate.

The staff attempts to know each student as well
as possible, to realistically diagnose learning styles,
strengths, and weaknesses. Circular seating arrangements
are used in classrooms, with teachers attempting to become
more a part of the learning group and less figures of
authority than is normal. A lack of attached blackboards
and other educational appliances further contributes to
an atmosphere that is more home-like than institutional.

Although past achievement and behavior patterns
are treated as a matter of record, they appear to be
also regarded as past history by the IIP staff. Trust,
while not blind, is clearly a part of the school climate.
Students move freely about, leaving to go to the bath-
room, a resource center, or an independent study project
without hall passes or questions from their teachers.

Program Costs

 

Exact costs are available for IIP, funded under
Title 1 of 1964's ESEA. For the 1968-69 school year,

IIP was budgeted at $62,311.00, divided thusly:

l6

133m Amount
Director $lu,500
Staff $36,237
Secretary $ u,000
Blue Cross $ 1,080
Instructional Materials $ 500
Traveling and Meeting Allowance $ 200
Office Supplies $ 100
Equipment $ 275
Retirement and Social Security $ gzglg
Total $62,31112

The average yearly cost for each student in the
IIP is $1,38u.00. This compares with an average yearly
cost for other Pontiac students of $7h0.30. One factor
contributing heavily to the difference is the salary sche-
dule for the IIP teachers, all of whom hold M.A. degrees
and have achieved the maximum possible level on the Pontiac
salary schedule. IIP teacher's salaries average $12,079,

while the average for the entire district rests at $9,u66.

Assumptions on which the Study is Based
The study rests on a number of assumptions. Some
are personal, stemming from the author's experience with

little-motivated students. The remainder are founded on

 

12Dana P. Whitmer, The Book of the Budget 1968-69.
School District of the City of Pontiac, October, I968,

p. 17.

17

learning theory, on discussions with educators experienced

in this field, and upon the histories of other successful

programs for the high school dropout.

These are the assumptions underlying the study:

To retain students who have already dropped from
school at least once, any new program must be
both highly individualized and differentiated
from previous programs in the students experience.
A staff capable of creating a warm and accepting
psychological climate is better able to motivate
students to stay in school than a staff which is
not.

Both the size of a school and its student-teacher
ratio must be small if students are to receive

the help they need to stay in school.

Students can function well and responsibly without
a rigid rules structure. Such a structure, in
fact, can in itself cause dropout problems.

A teaching staff self-selected in nature will do
a better teaching job with the dropout student
than will a teacher forced to deal with the pro-
blem as part of a hetrogeneous classroom situation.
A low student-counselor ratio, and the resultant
ease of access to the counselor will enable stu-
dents to explore alternate solutions to their

learning difficulties and personal problems.

10.

18

I'Grading policies which are punitive and based on

competitive effort can cause serious difficulties
for some students. For these students, grading
policies which are both non-competitive and rein-
forcing in their nature are more effective as
achievement motivators.

A separate physical facility, away from the aca-
demic mainstream with its reminders of past
failures, will enhance the chances for success

of a program aimed at recapturing secondary school
dropouts.

A curriculum based on the concept of continuous
progress, with students entering an area of study
at their own readiness level, will be effective
for a group of students with wide academic back-
grounds and abilities.

Students who finish the IIP will have better self-
images than when they began the program. This
self-image will, in fact, be grounded in reality,

as their saleable skills will also increase.

Limitations of the Study

 

The study will examine only one dropout program:
the IIP in Pontiac, Michigan. There may well be
unrecognized local variables which will limit the
degree of generalization possible to other groups

of students in other geographical areas.

l9

2. Some of the research tools used in the study are
self-reporting instruments. With these instru-
ments especially, the "Hawthorne Effect" may become
a factor. The IIP, with its newness, its high
visibility, and the esprit dg_gggp§_of its staff
and students, may be highly prone to this effect.
For this reason alone, replication of the study
within the next twelve to twenty-four months
would seem highly desirable.

3. Much of the philosophy governing the IIP's
operation fits the author's preconceptions of
a sound educational program. The fact that this
personal bias does exist would further argue for
replication, replication ideally by a researcher

of differing orientation.

Summary

Ours is a society wracked by social conflict and
haunted by the spectre of rising technological unemploy-
ment. The dropout problem in large urban areas of our
nation represents both a cause and a symptom of these
larger problems.

While the dropout problem has received growing
attention in recent years, attention reflected in both
increased research and enlarged funding, few conclusive

answers have yet been found. One program which appears.

20

to show special promise is the Individualized Instruc—
tional Program now underway in Pontiac, Michigan. Research
done to date indicates that the Pontiac program has
achieved a high degree of initial success in both induc-
ing students to return to school and in assisting them to
persist in obtaining their high school diploma.

The study will examine the IIP in greater depth
than has yet been done in an attempt to ascertain its
strengths and weaknesses and to formulate recommendations
for future expansions of the program, expansions now in

the planning stage within the Pontiac system.

CHAPTER II

REVIEW OF RELATED RESEARCH

Introduction

The problem of retaining students in school, in
common with most problems in education, is extremely
complex. In an attempt to delineate the boundaries of
the dropout problem, this review begins by examining the
historical background involved, continues to an examin-
ation of the students who prematurely leave the educa-
tional system and a look at their reasons for leaving,
and concludes by surveying those programs which have
exhibited some success in working with the dropout and

the potential dropout.

Historical Background

The future of any country which is dependent
on the will and wisdom of its citizens is damaged,
and irreparably damaged, whenever any of its citi-
zens is not educated to the fullest extent of his
capacity, from grade school through graduate school.
Today an estimated four out of every ten students
in the fifth grade will not even finish high school -
and that is a waste we cannot afford. In addition,
there is no reason why one million young Americans,
out of school and out of work, should all remain
unwanted and often untrained in our city stffiets
when their energies can be put to good use.

 

13as quoted in NBA Newsletter, "Project School
Dropouts." Washington, D.C.: 1:2, February, 1963. p. 2.

21

22

With this portion of his 1963 State of the Union
message, President John F. Kennedy served notice of a
growing national concern over the ability of the nation's
education system to retain its clients. President
Kennedy's remark was to precede the first major national
allocation of resources to this critical area.

In the years which followed 1963, the Kennedy and
Johnson administrations allocated billions of dollars to
public education, dollars funneled into a multitude of
programs. These funds were triggered, in part at least,
by the growing realization that the nation's urban pro-
blems had reached the flash point. In this sense, the
1965 Elementary and Secondary Education Act was crisis
legislation, much in the manner that the earlier 1957
National Defense Education Act, triggered by Sputnick,
had been crisis legislation.

This type of reaction was not atypical. Angus,lLL
in looking at the dropout problem over the span of the
last sixty years, notes:

Three characteristics of the current literature
on the dropout problem, the predominance of "crisis"
rhetoric," fundamental disagreement among profes-
sionals, and the existence of a broad consensus
interpretation among laymen, suggest that there is

an ideological component to be found in the various
interpretations that have been offered. In the

 

1”David Lee Angus, "The Dropout Problem: An Inter-
pretive HistoryJ'Unpublished Doctoral Dissertation, Ohio
State University, 1965. Reported in Dissertation
Abstracts XXLI, p. 6Hh5.

23

reform controversies of the early decades of the
present century, differing conceptions of the drop-
out problem were at issue. They were:

1. The federal government, with its "Back-To-
School" drive of 1918, shifted the focus of atten-
tion from the causes of school leaving to its con-
sequences, pointing out the economic advantages that
accrue to schooling.

2. During the twenties, educators were occupied
with creating an educational system that was to be
the handmaiden of the industrial system.

3. The manpower crisis of the war years caused
a decrease in school enrollment and an increase in
youth employment.

A. In l9h5 a coalition of those favoring
federal aid but opposing any program styled after
the depression-inspired National Youth Administra-
tion initiated the Life Adjustment Movement.

5. Reinforced by the launching of Sputnik in
1957, this school of criticism altered the course
of educational development, focusing attention on
the academically talented and the gifted and turning
attention away from the dropout problem. The relaxing
of Cold War tensions in the sixties again made the
dropout problem the center of ideological controversy.

Thus has the attention paid to the dropout problem
shifted over the decades, sometimes rising in response to
perceived crisis, sometimes falling in response to seemingly

unrelated events.

Who Are The Drgpouts?

 

Prior to the early 1950's, dropouts were commonly
characterized as a homogeneous group, a group characterized
by the inability to cope with academic studies and proce-
dures. Some still regard dropouts as a group plagued by
reading difficulties, poor grades, and retarded progres-
sion through the grade levels of our school systems, a
group drawn from the bottom of the intelligence distribu-

tion. Such a View is at least partially supported by

21:

studies that have found limited intellectual capacity to
be a definitive characteristic of dropouts. Studies by

16

Cook15 and Delaney provide excellent examples of this
line of research.

On the other hand, a differing conclusion may be
drawn from studies conducted in the states of California
and New York. These conclude that dropouts do not differ
significantly in intelligence from those students who
remain in school.

One such study compared seventy-two continuation
school students with seventy-two regular high school stu-
dents in Stockton and Fresno, California. The two groups,
matched on age, sex, grade, scholastic aptitude, and pater-
nal occupations, showed no significant differences in IQ.17
Some question exists, however, as to the representitive
quality of the regular student sample, since they were

not chosen at random but were selected to match the con-

tinuation school sample.

 

15Edward S. Cook, Jr., "How IQ Figures in the Drop-
out Problem," School Executive. LXXIV, September, 195D.

p. 56.

16John F. Delaney, "That Vacant High School Seat,"
American School Board Journal. CXXI, November, 1950.
p. 22-23.

 

17William Evraiff, "How Different Are Our Drop-
Outs?" Bulletin gfIthe National Association of Secondagy
School Principals, XLI, February, 1957. p. 2I2-218.

25

McCreary and Kitch report a study conducted by
18

Sando in California's Contra Coasta County. Sando
selected one hundred sophomore dropouts from eight high
schools, matched them with one hundred sophomores who
remained in school, and found no significant differences
in the IQs of the two groups. Again in this study, match-
ing was done on the basis of sex, socio-economic status,
and high schools attended.

A study in New York City conducted by the New York
Board of Education found little difference in the IQs of
graduates and dropouts.19 Further, all of the IQs in
both groups fell within the normal distribution range.

That dropouts are no less, or little less, intel-

ligent than successful students appears to be borne out

20 21

by studies by Layton and the U.S. Department ofILabor.

 

18William H. McCreary and Donald E. Kitch, "Now
Hear Youth," Bulletin of the California State Department
of Education, XXII, October, 1953. p. 275Eh.

19Glenn L. Burgess, "Is I.Q. A Factor in School
Dropouts?" New York State Department of Education, 1965,
p. 111.

20Warren K. Layton, Special Services for the Drgpr
out and the Potential Dropout. Publication No. h08,
NationaIPChiId’Labor Committee, October, 1952. p. 70-75.

21U.S. Department of Labor, School and Early
Employment Experience of Youth: A Rgport on Seven Com-
munities, 1952-57. Bureau of—Labor Statistics, Bulletin
No. 1277. Washington, D.C.: U.S. Government Printing
Office, 1960. p. 27.

 

 

 

 

 

26

Both indicate that half, and perhaps as many as three-
fourths, of all dropouts, have the necessary mental

capabilities to successfully complete high school.

Why Do Students Leave School?

 

The question remains, then, as to why students
capable of completing high school choose not to do so.
A number of studies in this area may be summarized by
an examination of five of the most comprehensive, done
over a twenty-year time span.

These studies appear to indicate that three major
variables are involved, and that the reasons given by
students for leaving school cluster around one of these
three. The major variables are student self-image,
famߤb1background, and the degree to which the student
identifies with, and feels accepted by, the school.

Johnson and Legg, in interviews with MAO drop—
outs, found that students most often spoke of their dis-
satisfaction with school, mentioning most often unhappiness
with their courses, their teachers, the attitudes of
their fellow students, discipline, and their own failures.22

In a study of early school leavers, Dillon noted

that:

 

22Elizabeth S. Johnson and Caroline E. Legg, "Why
Young People Leave School." National Association of
Secondary School Principals, Washington D.C., 19h8.

 

27

In combining the three reasons that occured
most frequently as primary reasons for leaving
school, it was found that 62 per cent of youth
said they left either because (1) they preferred
work to school; (2) they needed money to buy
clothes and help at home, 25 (3) they were not
interested in school work.

A more recent study by McCreary and Kitch con-
centrated on the student's feelings toward the school:
Rather than withdrawing from school, the drop-
outs see themselves as having been rejected py.
school. A sizeable number report they could not
get along with their teachers and fellow students.
Typical complaints are that they miss the teacher's
encouragement and support, resent his classroom
mannerisms, and doubt his ability to instruct.
He is described as distant, pedantic, boring,
unfair in meting out punishment and reward, and
simply not "one of the boys."2
Schrieber lists nine reasons for prematurely
leaving school. They include reading retardation, grade
retention, subject failure, low intelligence, family
attitudes, the organization and size of the school, low
self-image, general dislike of school, and lack of inter-
est in school.25
In an extensive study of Michigan school dropouts,
the Michigan School Holding Power Committee found no fewer

than twenty specific reasons for early departure from school:

 

23Harold J. Dillon, Early School Leavers, National
Child Labor Committee, l9u9. p. 63-6h.

28W. H. McCreary and D. E. Kitch, Now Hear Youth.
Sacramento: California State Department of Education,

1953. p- 39.

25Daniel Schrieber, "The School Dropout, Fugitive
From Failure." NASSP Bulletin, h6:27h, May, 1962. p. h.

 

11..

15.
l6.

17.
18.
19.
20.

28

Consistent failure to achieve.

Grade level placement two or more years below
average for age.

Irregular attendance and frequent tardiness.
Active antagonism to teachers and principals.
Marked disinterest in school, with feelings of
"not belonging."

Low scholastic aptitude.

Low reading ability.

Frequent changes in school.

Non-acceptance of school staff.

Non-acceptance of school mates.

Friends either much younger or much older.
Unhappy family situation.

Marked differences from school mates, differences
in size, interests, physique, social class,
nationality, dress or personality development.
Inability to match normal financial expenditures
of classmates.

Non-participation in extra-curricular activities.
Inability to compete with brothers or sisters,
or ashamed of them.

Performance consistently below potential.
Serious physical or emotional handicaps.

Being a discipline 03825

Record of delinquency.

Tannenbaum feels that another factor is involved

in the dropout problem, a factor operating in addition to

‘the student's self-image, his family background, and his

 

”5 —--——-— n. I IF.“ ‘ ‘h" -

“feelings towards school. That factor involves the value

» ._ “Fm. ._....

of the high school diploma itself:

High school completion is therefore becoming less

and less a mark of achievement as more and more stu-
dents are allowed to graduate each year. A kind of
K\ Gresham's Law is beginning to operate, with easy-to-

obtain diplomas driving down the cgedential value of 1.

those that are more dearly earned.

 

Instruction, 1960. p. 17.

York:

26Publication #507, Michigan Department of Public

27Abraham J. Tannenbaum, Dropout or Diploma. New

Teacher College Press, 1966. Preface.

X’/' A.

29

Whatever motivates a student to leave school,
education still must deal with the problem of either
retaining or retrieving him in terms of concrete educa-
tional programs. The following section deals with the
operational characteristics of such programs.

Model Characteristics of
Dropout Programs

 

 

Ten factors are found to be significant in the
creation of successful programs for the high school drop-
out. They include early identification, success experi-
ences, work-study programs, non-competitive grading,
self-concept, the preparation of teachers in special
programs, the degree to which the teacher can accept
the student, class size, the type of curriculum used,
and the quality of the guidance services available.

Early Identification

 

The earlier that a potential dropout can be identi-
fied, the greater is the chance of retaining him in
school.28 Streem suggests that early identification can
best be accomplished by looking for "danger signals" like

poor attendance, poor achievement, grade retardation,

 

28Bruce R. Amble, "Dropouts." The Journal of
Educational Research, 60:9, May-June, 1967. p. 322.

 

3O

tardiness, and the acting-out of aggressive behaviors
within the school setting.29
Success Experiences

Success experiences must come early to the student
in a productive dropout program. Both Besant3O and Doc-
little,31 in surveying relatively successful dropout pro-
grams, stress this point as a major factor in assisting
the student to differentiate between the new program and
the regular school program which he has rejected.

Success, or the impression of success, may be
imparted to the student by a stressing and reinforcement
of any positive behavior on his part. Since the gratifi-
cation needs of the dropout are liable to be short, rather

than long, range, any goals set for him should be short

range in nature.32 Teacher approval must be immediate and

 

29Bruce E. Streem, "An Attitude Survey of High
School Dropouts by Means of the Semantic Differential
Process," Unpublished Doctoral Dissertation, University
of Southern California, 1966. Reported in Dissertation
Abstracts XXVII, l273-A.

30Lloyd Besant, "Lessons from the Rodman Experi-
ence with Dropouts." N.E.A. Journal, 58:2, February,

1969- p. 52-5D.

31Lawrence W. Doolittle, "A Pupil Holding Power
Study in Four Detroit High Schools," Unpublished Doctoral
Dissertation, University of Michi an, 196D. Reported in
Dissertation Abstracts, XXIV, D398.

 

32Besant, Op. Cit., p. 56.

31

strongly positive, and a variety of opportunities for
achieving small successes must exist.33
Work-Study Programs

Work-Study programs, which enable a student to
work at least part time while attending school, have been
seen as a useful tool in retaining students in school pro-
grams. In separate studies, Birkmaier,3u Kohler,35 and
Handy36 have given strong endorsements to such programs,
primarily on their strength in reducing the poverty level
which often faces potential dropouts. The variety offered
by work-study programs also seems to cut into the drudgery
of a long school day, and the chance to learn while earn-
ing can convince doubting students that there is a payoff
in education.

The authors cited above are convinced that work-
study programs designed specifically for the dropout are

necessary and valuable additions to the school curriculum.

 

33Ibid, p. 59.

BuEmma Marie Birkmaier, "What's To Be Done With
The Dropout When He Drops Back In?" North Central Asso-
ciation Quarterly, 38:D, Spring, 196D. ‘p. 306-307.

 

35Mary C. Kohler, "The Dropout Problem," The
Bulletin of the National Association of Secondarnychool
Principals, Vol LI, December, 1967. p. 31-39.

36Henry Welsey Handy, "Evaluations of Curricular
Offerings As Causative Factors For Students Dropping Out
of High School Before Graduation," Unpublished Doctoral
Dissertation, University of Washington, 196D. Reported
in Dissertation Abstracts XXIV, D396.

32

Such programs are, however, unfortunately usually designed
for students with higher grade point averages than those
carried by students who tend to fall into the dropout

37

catagory.

Grade Competition

 

The normal classroom is a competitive arena.
According to Elam,38 Moore39 and MindelLLO the student who
has a low interest in the academic aspect of school will
tend early to withdraw from the competition and to cease
doing the required work. As a result, their grades tend
to drop lower and lower and they try to compete less and
less. The authors noted above decry the competitive aspect
of most grading systems and propose flexible grading sys-
tems as a replacement. Under this type of system, the
student does not compete with others. The competition,
if any, is only with himself.

A

37M. Stebbins, "Flint Offers the Potential Dropout
a Personalized Curriculum," Clearing House, Vol. 38,
December, 1963, p. 205-209.

 

38Stanley Elam, "Laying Out New Routes to Adult-
hood," Phi Delta Kappan, XLV:2, November, 1963. p. 69.

 

39J. W. Moore, "Reducing the Dropout Rate,"
Rpport On The Holding Power Project. Albany: New York
State Education Department, Bureau of Guidance, 1963. p. 9.

quathilde Toby Mindel, "A Study of In-School
Learning Experiences as Contributing Factors in School
Dropouts," Unpublished Doctoral Dissertation, Wayne State
gniversity, 196D. Reported in Dissertation Abstracts, XXV,
O25.

33

All three authors feel that the poorer student
will increase in motivation when he is not forced to com-
pete with students whom he sees as brighter, more moti-
vated, or both.

Self Concept

 

Successful dropout programs have stressed the
need for improving the self concept of the dropout report
Davis,ul Kaplanl‘l’2 and Warner.”3

While all human beings need approval and a feeling
of their own worth, such needs are especially strong in
students who feel themselves unworthy of praise, warmth,
or concern from their teachers.uu "The basic need for
these students is the feeling that instructors in the
program think that they are worthy individuals and really
care about them.")'LS

When, for the individual student, this need is

not satisfied, gratification is sought elsewhere and more

 

NlDonald A. Davis, "An Experimental Study of
Potential Dropouts," Personnel and Guidance Journal,
XL:9, May, 1962. p. 799.

uzBernard A. Kaplan, "Educating The Culturally
Disadvantaged." Phi Delta Kpppan, XLV:2, November, 1963.

p- 7&-

"30. R. Warner, "The Scholastic Ability of School
Dropouts." Selected Reports and Statistics of School Drppr
outs." U.S. Office ofFEducation, 196D. pI‘DZ.

”NR. D. Strom, "Realistic Curriculum for the Pro-
spective Dropout," Clearing House, October 196D, p. 101-106.

uslbid, 'p. 107.

3h

and more time is spent away from school. When the school
begins to focus on the acceptance needs of the student,
he responds by feeling wanted and by spending time in the
school settingJ+6
Teacher Preparation

McGeochu7 and Newberry"L8 note that most teachers
enter the profession from middle class homes or are persons
who have strong middle class aspirations. They tend to be
academically orientated, people who have enjoyed their
own school experiences. Consequently, they need assis-
tance in dealing with the dropout and with the potential
dropout. Most teacher education programs do not provide
this type of assistance.

Special inservice training, special institutes,
and further graduate study has seemed to help teachers
who work with poorly motivated students.”9 The most
effective training seems to be the actual experience of

teaching in a dropout program. Here, the teacher's ideas,

 

uélbid, p. 108.

N7Dorothy McGeoch, Harry Passow, and Vernon Hau-
brick, Programs for the Disadvantaged. Washington, D.C.:
Association for Supervision and Curriculum Development,
March, 1966. p. 12.

"BDavid N. Newberry, "An Evaluation of a Dropout
Prevention Project in Hazel Park, Michigan," Unpublished
Doctoral Dissertation, Wayne State University, 1967.
Reported in Dissertation Abstracts, XXVII, 2035-A.

ugCarl Laisson, "Feast Attracts Job Hungry Stu-
dents," NEA Journal, December, 1966. p. 20-22.

3S

concepts, and attitudes can be tested against the reality
of the dropout's world.SO

Accepting Teachers

53

Robbins,51 Kirby52 and Newberry all found one
of the most important factors which contributed to the
Success of the programs they studied to be the degree to
which students felt accepted by their teachers. Where

this acceptance factor was high, all three authors noted
that teaching staffs tended to work harder than they had

in regular programs, and seemed to be more willing to give
individual help to students. Teachers felt more gratifi-
cation in teaching and, although they worked hard, showed
more expressed satisfaction from working with dropouts than

they had in working with regular students.

Class Size

 

The class size ideal for maximum learning has been
a subject of debate in education for decades. While the

debate itself continues to the present, most special

 

EOIbid, p. 2D.

SlArnold H. Robbins, "Factors Which Influenced
Potential Dropouts in High School to Stay in School,"
Unpublished Doctoral Dissertation, University of Connecti-
cut, 1966. Reported in Dissertation Abstracts XXVII,
ll39-A - llDO-A.

52Carson 0. Kirby, "An Experimental Study of an
Organized Program of Teacher's and Counselor's Friendly
Interest in Potential Dropouts," Unpublished Doctoral Dis-
sertation, University of Colorado, 1966. Reported in Dis-
sertation Abstracts, XXVII, l2D8-A - 12D9-A.

S3Newberry, Op. Cit. p. 2035.

36

education classes are typically small in size, usually
containing no more than fifteen students.5h

These classes, some researchers feel, should
serve as the model for programs created for the dropout.
Kerner,SS Newberry,56 and Schwebel57 all feel that small
classes are necessary if the dropout is to receive the
individual attention he requires. This factor appears
especially important in light of the fact that many drop-
outs have reading difficulties.58

A low student-teacher ratio, all three researchers
feel, will enhance the chancesof a dropout programs
achieving all of its stated objectives.

Type of Curriculum

 

Since dropouts enter special programs from a wide

background in terms of age and ability, the usual

 

SNStrom, Op. Cit., p. 10D.

SS"Educational Implications of the Kerner Report
on Civil Disorders." NEA Journal, 57:6, September, 1968.

p- 3h-37.
56Newberry, Op. Cit., p. 2035.

57Melton Schwebel, "Learning and the Socially
Deprived." Personnel and Guidance Journal, XLII:7, March,

19650 p. 656.

58Harry H. Scales, "Another Look at the Dropout
Problem," The Journal of Educational Research, Vol. 62,
December 8, April, 1969, p. 339.

37

curricular structure normal in school programs seems
inappropriate for use in dropout programs.59

60 and Handy61 both found a "continuous

Brunfield
progress" type of curriculum to be effective in dropout
programs. This form of curriculum, sequential in nature,
allows a student to enter a program at his or her level
of ability in each subject area. Once the entering level
is determined, the student can progress through the
balance of the subject matter at his own rate. He is
thus freed from a learning pace set either by his teacher
or by his classmates, and from the competitive pressure
that such paces can generate.

Guidance services

Studies by Dillon,62 Wolfbein,63 and Youngéu reveal

that easy access to counseling services is a factor in

 

Sglbid, p. 3D1.

60Stanley H. Brunfield, "An Approach to the Student
Withdrawal Through the Use of the Structured Open-Ended
Questionaire and the Focused Depth Interview," Unpublished
Doctoral Dissertation, University of Southern Mississippi,
1967. Reported in Dissertation Abstracts, XXVII, lO30-B.

61Handy, Op. Cit., p. 11D.
62Dillon, Op. Cit., p. 71.

63Seymour L. Wolfbein, "The Transition from School
to Work: A Study of the School Leaver." American Person-
nel and Guidance Association, Washington, D.C., 1959, p.
66‘67 o

 

6hJoe M. Young, "Can Counseling Reduce Dropouts?"
Clearing House, September, 1955, p. D7.

38

dropout programs given high priority by students and
teachers alike. Young found that dropouts, with their
multitude of problems, can be helped by a low student-
counselor ratio in the following ways:

1. Individual students can be helped with specific
problems, both personal and academic.

2. When counseling is readily available, the per-
centage of students planning training beyond
the high school level increases.

3. A greater percentage of the student body makes
plans for their vocational future.

D. The dropout rate decreases.

5. There is an improvement in the school's rela-
tionship with parents and with the community.

6. ghe students have fuller knowledge on whicgsto
ase educational and vocat1onal dec131ons.
Selected Action Programs

A wide variety of approaches to the dropout pro-
blem exists regionally across the nation. Several of
these approaches are surveyed below.

In Detroit, Mfichigan, the Detroit Council for
Youth Service, in cooperation with several public and
private agencies, has conducted a job upgrading program
since 19D9. Designed to aid unemployed, out-of-school
youth who are referred to the program by social agencies,

schools, or individuals, the program attracts primarily

 

651bid, p. 55-56.

39

youths in the 16 to 17 year old age range who have dropped
from the ninth and tenth grades of school.

Lasting at least forty weeks, the program consists
of both counseling and specific job training. Partici-
pants met in a group for three hours each morning for dis-
cussion of behavior and personal problems, job-hunting
procedures and proper work habits. Typewriters and other
office machines are available for practice in clerical
skills, and field trips are taken to employment and social
agencies. Each participant is given tests in reading,
aptitude, and intelligence, and special assistance in
reading is available. Regular high school courses are
open to the program's participants.

During the year reported, D1 per cent of the pro-
gram's participants were placed in jobs, 26 per cent left
the program, and D per cent returned to school on.a full-
time basis. Twenty-nine percent were still in the upgrad—
ing process.66

In Wisconsin, a state law requires all Milwaukee
youth who have dropped out of school before their eight-
eenth birthday, and who are not married, to attend school
at least one day a week if they are employed or to attend

school full time if they are not employed.

 

663. N. Horton, "The Job Upgrading Program."
The American Child, SLIII, March, 1961. p. 29-31.

D0

In the part-time program, testing, training,
counseling, placement, and follow-up services are avail-
able. In the full-time program, job skills and good
work habits are taught. A placement service helps in
finding employment and those who are placed in jobs are
followed up once every six months for at least a year.
Fourteen full-time counselors are available to both
groups, and both programs teach youths some skills, show
them how to assess their abilities, and help them to
become steady workers.67

A Roanoke, Virginia, program requires each school
to periodically send a list of its dropouts to the director
of the city's adult education program. The director then
sends each dropout a letter asking that the dropout come
in for a conference with the director. When the dropout
appears he is given aptitude and interest tests and
encouraged to continue in school, either in day or evening
classes. Should the dropout insist on seeking a job, he
is referred to the state employment service.68

Potential dropouts in Lincoln, Nebraska, are

assigned a special counselor who instructs them in

67After Teen- -Agers Quit School. Washington, D. 0.:
‘United States Department of Labor, Bureau of Labor Stand-
ards, Bulletin No. 150,1965, p. 50- 57.

68Ibid., p. D7-D8.

D1

cleanliness, the filling out of job applications, and
other skills necessary for securing a job. If the youth
is employed, periodic checks on their job progress are

69

made.

Summary

The dropout or potential dropout is not neces-
sarily unintelligent. It is likely, however, that he is
a person affected by problems with his self-concept, his
family, or his relationship with school. He may also be
affected by a general decrease in the importance assigned
the high school diploma by our society.

Programs to reclaim the dropout need, if they are
to be successful, to pay close attention to early identi-
fication, success experiences, work-study programs, the
reduction of competition for grades, student self-concept,
teacher preparation, teacher acceptance, class size,
curriculum, and counselor-student ratios.

A check on programs across the nation reveals a
stress on job skill training and a heavy emphasis upon

counseling for job preparation.

 

69Anita Vogel, "How to Check Drop-outs," School
Management, V, November, 1961, p. 7D-8D.

CHAPTER III

METHOD OF INVESTIGATION

The following instruments and procedures were

used in examining and evaluating the Pontiac Individualized

Instructional Program:

1.

The attendance patterns, reading achievement,
achievement motivation, and social, academic,

and psychological problems of the student body
were measured over a period of time. Changes

in these areas will be reported.

Questionnaires were used to sample the attitudes
and opinions held toward the program by four of
the groups affected by it. Included were the
student body (see Appendix E), the program's
instructional staff (see Appendix C), the parents
of the program's student body (see Appendix B),
and the staff of the district's two high schools
(see Appendix D).

A number of factors which differentiate the Indi-
vidualized Instructional Program from Pontiac's
regular school program have been isolated. These

factors (see Appendix A) were rank-ordered by

1.2

A3

students within the program in an attempt to
determine their relative importance to both
groups.

D. Structured group interviews were conducted with
the student body. These interviews attempted to
uncover data and feelings toward the program not
covered by the instruments listed above.

5. Contact was made with 15 of the program's gradu-
ates to date. A questionnaire was used (see
Appendix F) to determine their characteristics
and feelings about the program from the vantage

point of a graduate.

Attendance

 

Attendance records for the first semester of the
current school year were tabulated for 37 student's in
the IIP. These tabulations will be compared with the
student's attendance pattern during his last semester in
Pontiac's regular school programs. Increases or decreases

in frequency of attendance will be noted.

Achievement
Achievement was measured in the area of reading
skills, an area, as indicated earlier, often particularly

trO‘ublesome to the dropout. The SRA Reading For Under-

 

-§E§E§11pg_instrument, administered at the start and at the

firlish of the Fall semester of the current academic year,

DD

was the principle measuring instrument. Administered to
twenty-four students, the instruments pre and post test-
ing scores will be examined to determine the degree of
improvement, if any, recorded by each student.

The central question to be examined here is: have
the IIP students improved significantly in reading, as
measured by the SRA Reading For Understanding, during the

first half of the current academic year?

Achievement Motivation

 

Twenty-three students, slightly over one-half of
the total IIP student body, were given the Michigan State
M-Scale in September of 1968 and were examined again
shortly before the close of the academic year.

The M-Scale provides measurements in four areas:
. Need for academic achievement
. Academic self-concept

Occupational aspirations

#7 x» n) +4

. Academic personality factors

Results from the M-Scale testing will be examined
to determine changes, if any, in their total achievement
motivation scores.

Social, Academic, and Psychological
ProbIems

 

 

 

The Mooney Problem Check List was used to deter-
mine the social, academic, and psychological problems

affecting members of the IIP student body. Nineteen

LLB

students, selected at random, were administered the Mooney
Problem Check List at the beginning and at the end of the

 

current academic year.

Data from the eleven subsections of the Mooney will
be tabulated from both testings for the number of problems
reported.

Increases or decreases, if any, or changes in the

perceived problems of the nineteen students will be reported.

Rank Order Questionnaire

The Rank Order Questionnaire is an author-made
instrument, developed by listing those aspects in which
the IIP differs significantly from the two regular Pontiac
high schools. The factors chosen for the questionnaire
were those reflected by the IIP student body in a series
of structured interviews held in January of 1969. In
these interviews, students were asked to list all of the
factors they saw as different in the IIP from the school
they last attended.

Each student and teacher in the program was admin-
istered the questionnaire and asked to rank order the
items listed in order of importance to them. Composite
rankings for both groups will be compiled and the two com-
posite rankings compared. Data from the compared rankings
will be used to determine which aspects of the program are

deemed of relative importance by both staff and students.

D6

Parent Questionnaire

 

The questionnaire for parents was developed to
gather data concerning their perceptions of their child's
academic and social progress since joining the IIP, plus
their feelings about IIP in general. The questionnaire
consists of a number of statements in these areas accom-
panied by a scale containing factor values ranging from
l-STRONGLY DISAGREE to 5-STRONGLY AGREE. Composite aver-
ages for each item on the questionnaire will be compiled
and analysis done to determine patterns in parental
thinking about the IIP.

The questionnaire was administered by mail to
each IIP parent, with each questionnaire accompanied by
the researcher's name and address, phone number, and a
return envelope. Personal follow-up was done where neces-

sary to insure as large a response as possible.

Teacher Questionnaires

 

Two teacher questionnaires were administered.
The first was given those teachers actually working within
the IIP program, and is designed to determine their back-
grounds and their opinions concerning the strengths and
weaknesses of the program in which they work.

The second teacher questionnaire was administered
to the teaching staffs of Pontiac Northern and Pontiac
Central High Schools. Administered to 110 staff members

at general staff meetings in May, 1969, this questionnaire

LI?

was designed to determine the amount of information about,
and the sttitudes towards, the IIP held by those teachers

who will be recommending students for the program.

Student Questionnaire
This questionnaire was designed to determine the
personal backgrounds of students in the IIP program. It
will be used to generate a composite picture of the IIP
student body in terms of their family background, their
current situation in the home, and their feelings about

school itself.

Graduate Questionnaire

 

The graduate questionnaire also attempts to deter-
mine the background of students, students in this case who
have already completed the IIP. In addition, it seeks
information on the graduate's life to date, including data
on employment, further education, and family life, plus

their evaluation of the strengths and weaknesses of IIP.

Structured Interview

 

Group interviews were held with the student body
near the close of the current school year. Meeting in
groups of eight to ten, students were asked what changes,
if any, they would make in the program should they be given
that responsibility.

A composite of the suggestions was compiled at

the close of the interviews and used, along with the data

D8

gathered by the means listed above, to formulate recom-
mendations concerning the future course of the program.

This information will be included in Chapter V.

Summary
The students, graduates, and staff of the IIP

were examined by means of a variety of instruments to
determine both their backgrounds and their feelings towards
the program. The impact of the program upon students was
measured by means of the SRA Reading For Understanding,

the Michigan State M-Scale, and the Mooney Problem Check
List, as well as through a follow-up on students who

have completed the program.

Groups outside the program, parents,and teachers
in other schools, were examined to determine the depth of
their knowledge about, and their feelings towards the
IIP.

From the above information and a structured inter—
view with IIP students, a series of recommendations will

be formulated concerning the future course of the IIP.

CHAPTER IV

ANALYSIS OF DATA

Introduction

 

This chapter deals with data concerning the In-
dividualized Instructional Program (IIP). It includes
information of attendance, reading achievement, social,
academic and psychological characteristics, and achieve-
ment motivation patterns of the present IIP students.

It further includes profiles of the staff, student body,
and graduates. Questionnaires which gathered data from
parents, teachers in the Pontiac Public Schools, and

student-staff perceptions of the IIP are also reported.

Attendance Patterns

 

Attendance patterns of the IIP students were
examined. This was done by tabulating the student's
percentage of absences in the last semester of attendance
at Central or Northern High Schools. Then, a similar
tabulation was compiled for the same students attendance
during the Fall semester of 1968, while these students

were in the IIP.

49

50

Seven of the forty—four students were not in—
cluded in this analysis. This was because of incomplete
attendance records in the last school they attended, or
because they had to attend the IIP only one day per week
for assignments and/or evaluation.

Table 1 summarizes the 37 students pre-IIP and
post-IIP attendance. The average absence rate at Central
or Northern, in the students last full semester, was 19%.
After one full semester in IIP these same students were
absent 12% of the time, for a net decrease in absences
of 7%.

Of the 37 students whose attendance was tabulated,
26 had decreased their daily absenteeism while in IIP.
Eight students had gone up in their absence rate in IIP
while three remained exactly the same in both programs.

It should be noted that students who are now ab-
sent more in IIP than they were previously is minimal.

The attendance policy of IIP allows all the stu-
dents to be absent a maximum of three days a month with
no questions asked nor excuses needed. The attendance
policy is not as lenient at either of the other two high
schools.

Nineteen of the students held outside jobs while
attending IIP with their work hours ranging from twenty
to fifty hours per week. In addition, eight students are

married and twelve have children at home who must be cared

51

Table l.--Attendance comparison-—regular school versus IIP.

 

 

N=37.
Percentage Percentage Percentage Percentage
of Semester of Semester of Semester of Semester

Student Absence in Absence in Student Absence in Absence in
Number Reg. School IIP School Number Reg. School IIP School

 

l .29 .22 23 .21 .0“

2 .21 .23 2M .26 .00

A .09 .OA 25 .12 .ll

5 .12 .ll 26 .03 .03

6 .12 .21 27 .30 .24

7 .35 .23 28 .13 .0“

8 .22 .40 29 .38 .01

9 .34 .ll 30 .10 .01

10 .13 .22 31 .24 .14
ll .26 .26 33 .08 .05
12 .28 .22 34 .24 .07
13 .22 .20 35 .ll .02
14 .16 .08 36 .ON .ll
16 .Ol .00 38 217 .17
17 .25 .12 40 .13 .06
18 .45 .03 “1 .21 .2“
21 .ll .16 “2 .19 .29
22 .05 .03 N3 .07 .04
NH .23 .07

 

Pre IIP Post IIP
Average Absence All Students .19 .12

 

37 IIP students had an IIP absenteeism rate of 12%, after main-
taining a 19% absentee rate in their earlier schools. This is
a net decrease of 7%.

 

0“.

 

52

for. This places an additional attendance burden on
many of the IIP students.

There has been a positive shift in attendance
rates for the students enrolled in IIP. The 7% increase

in daily attendance is a measurable improvement.

Readinngchievement

 

As was noted earlier, one of the problems common
to drOpouts is in being below grade level in reading
achievement. The 2“ students tested on the SRA Reading
For Understanding Inventory in the Fall of 1968 were no
exception. In 17 of the 2A subjects tested (nearly 71%),
the students were reading below grade level. When they
were tested again in January, 1969, 17 students had in-
creased their reading grade level while six decreased and
one remained constant (Table 2).

On a one tailed t test of significance, the change
in the total test scores from 9.45 to 10.39 grade level
was significant at the .05 level.

When the subjects tested were questioned about
their general interest in reading, 80% stated that they
read more in the IIP than they did in the previous school
they attended. Given as reasons for this increase were:
(1) more assistance in learning to read from their English
teacher, and (2) a more interesting selection of paperback

books in the IIP library.

53

Table 2.--SRA Reading Test scores of twenty-four IIP
students.

 

 

 

 

 

Grade Placement Grade Placement
Student Number Pre Test-Sept. 68 Post Test—Jan. 69
l 8.5 9.0
2 9.3 9.0
4 10.7 10.9
5 8.5 9.6
6 8.8 11.0
7 8.5 12.8
8 12.8 11.3
9 8.5 13.6
12 14.0 14.0
13 8.3 11.6
21 8.8 11.6
25 8.3 9.3
26 7.8 9.3
27 13.1 11.3
29 9.6 8.1
30 13.6 12.8
31 6.0 8.3
33 7.0 9.3
34 10.4 11.0
35 8.8 9.0
37 9.6 10.4
41 9.3 9.3
43 6.0 6.0
44 10.7 11.3
Average Grade Placement
of 24 IIP Students
Tested 9.45 10.39

 

The average grade placement for the 24 students tested went
from 9.45 on the pmetest to a grade equivalent of 10.39 on
the post test. The change of .84 years was significant on
a one tailed t-test at the .05 level.

54

The English teacher the students made reference
to is skilled in the teaching of reading and has a high
interest in helping the students improve their reading
skills.

The English teacher stated that he is confident
that the students are indeed reading more. He lists as
major reasons: (1) the interest level of the paperback
books is more in tune with the interests of the student
body, and (2) the individualized approach that is taken
to reading instruction is more helpful to each student.

While many of the students tested continue to
read below grade level, the gap is closing. In a four
and one-half month period the gap has decreased, on the

average, by eleven months.

Social, Academic and Psychological Problems

To determine the concerns and/or fears that the
students in the IIP were experiencing, the Mooney Prob-

lem Check List (High School) was administered.

Pre-testing was administered in the Fall with the

post-testing done in May of the current school year. The

results are tabulated in Table 3.

In eleven subsections of the Mooney, the students,

after nearly one full year in the IIP, decreased their
concerns in nine areas. Only in Health and Physical De-

ve10pment was there an increased concern.

55

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56

The highest positive changes clustered around
five sub-sections. These included Adjustment to School
Work (-3.47 problems checked), The Future (-2.85), Home
and Family (—2.37), Social and Psychological Relations
(-2.10), and Curriculum and Teaching Procedures (-2.02).

Less dramatic changes were found in Courtship—
Sex and Marriage (-l.27), Social and Recreational Activi-
ties (-1.00), and Personal and Psychological Relations
(-.74).

Finances and Living Conditions (-.05) was the
lowest positive area of change.

Overall, there has been a decrease in the areas
of eXpressed problems by the 19 IIP subjects tested dur-
ing the course of almost one full year in the IIP. This
decrease amounted to 16.32 fewer problems checked in the
spring than were checked in the Fall of the same school
year.

Perhaps the increase in the number of problems
checked in the area of Health and Physical Development
is actually a good sign. The students appear to be be-

coming more concerned about health habits, bad teeth, etc.

Achievement Motivation

 

The purpose of administering the M-Scales was to
.measure the degree to which the students in the IIP
changed their achievement motivation after nine months

or more in the program.

(I?

c'f

'71

57

The scales were administered early in September,
1968 and again in late May, 1969 to 23 randomly selected
students of the program. One tailed t-tests were done
on the four subsections of the test and on the total
scores of all the 23 students.

Not only did these students, on the average, not
improve significantly on any subsection, but in 10 of
the 23 cases they decreased slightly in their total score
(see Table 4).

The change in the scores, positive or negative,
were not significant. Therefore, as measured by the M-
Scales, the 23 students tested were no different in May
than they were in the Fall in terms of achievement moti-
vation, even though 13 went up slightly and 10 went down.

Several factors may bear on this evidence, which
appears to conflict with other data gathered from the
program:

1. Students seem to be less academically motivated
in the warm spring than they are when they first
return to school in the Fall.

2. The IIP stresses personal growth and human inter-
action more than it does academic achievement.
Therefore, there is less stress in the day to day
program on academic achievement per se.

3. With less competition for grades, perhaps the
students are less able to be motivated along

achievement lines.

» 1..

A. /L

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r- ..a.

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x .

JI.

«I

 

58

Table 4.--M-Scales scores of twenty-three IIP students.

 

 

 

 

Pre Test Post Test
Student Raw Score Raw Score Increased Decreased
Number Sept., 1968 May, 1969 Motivation Motivation
1 81 88 /
2 93 101 /
3 54 48 /
4 114 94 /
8 96 103 /
13 110 103 /
16 88 65 /
21 87 93 /
22 107 76 /
26 86 93 /
27 101 99 /
29 65 7O /
30 124 120 /
31 65 55 /
32 73 57 /
33 89 39 /
35 65 79 /
36 64 78 /
37 64 72 /
38 77 89 /
4O 44 45 /
41 86 95 /
44 109 110 /
Total 13 10

 

t-test of significance

in motivation.

.96. There was no significant change

0f the 23 students tested on the M-Scales, 13 increased their
motivation and 10 decreased.
and post testing was not significant on a one tailed t—test
at the .05 level.

However, the changes on the pre

59

Staff Characteristics

 

Three of the four staff members listed in Table
5 have taught in the IIP since it began. One, a woman,
has taught in the IIP since March, 1969. She was the
fifth woman teacher in the program. The previous four
lasted from three days to one full semester. All four
asked to leave because of expressed dissatisfaction with
teaching the kinds of students who were enrolled in the
IIP.

The age range of the teachers is from 31 to 49
years. While one has taught for 22 years, all of the
staff has taught at least 11 years. Their total teaching
eXperience collectively numbers 61 years, an average of
more than 15 years per teacher.

Each teacher's training background varies to some
degree. At one time or another they have collectively
taught most of the subject areas found in most high
schools.

All of the staff members eXpressed a high degree
of satisfaction at teaching in the IIP. None wished to
return to a regular high school teaching assignment next
semester. They agreed that teaching in the IIP was more
strenuous, demanded more creativity on their part, but
was much more rewarding.

While all four desire to return to IIP next Fall,

they agreed that some improvements were needed in terms

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60

 

 

 

 

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61

furniture, hardware and software, and auxiliary help from
community agencies. These improvements will be dealt

with more completely in Chapter V.

Student Body Profile

Several of the characteristics of the present IIP
student body were discussed in Chapter I. This section
will go into more depth about the characteristics of the
present pupils (Table 6).

Only five of the twenty-three girls are married.
Six others are pregnant and five additional students have
had children out of wedlock.

Principals and counselors have been seen by the
students as being the individuals most helpful in inter—
esting them in entering IIP. However, in eight cases,
friends have been the major motivators. In other words,
friends have been as significant as counselors or prin-
cipals in interesting dropouts in the program.

The student's parents have had a wide range of
formal education. Fifty-eight percent of their mothers
drOpped out of school, while 39% completed high school.
One mother received her B.A. degree. Seventy-five per-
cent of the fathers failed to complete high school.
Seven, or 17% of the fathers,completed high school and
three received a college degree. In fact, one father

has his Ph.D. in physics and teaches in a university.

62

Table 6.--Presently enrolled IIP student profiles.

 

 

 

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1 M l8 12 No — — Negro Friend 8 7

2 F 18 12 No - - White Counselor 8 10

3 F l8 12 No - — Span. Counselor l2 9

Amer.

4 M 18 11 No — — Negro Principal 11 12

5 F 18 12 No — - Negro Other 6 7

6 F 21 12 No - — Negro Counselor 10 3

7 M 18 11 No - — White Principal B.A. B.A.

8 M 19 12 Yes 1 1 White Other 12 12

Yr.

9 M l7 12 NO - - Negro Principal 7 6
10 M 16 10 No — — White Principal 10 6
11 M 18 11 Yes 1/2 1 White Counselor 10 6

Yr.
12 M 17 12 No — — White Probation 9 7
Officer
13 F 18 12 NO - l Negro Other 9 8
14 F 17 11 No - - Negro Principal 10 12
15 F 17 12 Yes 2 - White Friend 12 12

63

 

 

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saxooz

ewcaxeoz
toe paeoau
o>Hooom now on

xooz pom .msm

exaoz sow on

 

No Work

3
4

Yes $ 45.00

30

Yes

College

Yes

40.00

25 No
49

Yes

Don't
Know

No

1

No 50.00

Yes

College

No

27 No 38.00 2

Yes

Terminal

No

No

Program

Yes

No

Work,

Don't
Know

No

20 Yes 35.00 1

Yes

Don't
Know

No

Yes 130.00 2

50

Yes

College

Yes

No

Work

No

Yes 50.00 2

32

Yes

Work and
School

No

Yes 135.00 0

50

Yes

Work

No

No

College

Yes

Yes 50.00 1

40

Yes

Work

Yes

No

Stay
Home

Yes

No

Table 6.-—Continued.

 

 

 

$4
(I) H
p m c
E :> O
3 0. 013m m.4
z m .CQJH gnu
w ox: 34Je4 m
4—3 'U C (D U) U) 0
c m 0 ps4 :02: p 3
(I) 0) fl r—J (1) 'U 0 $4 H C: 'U
U 'o h era m 03m mifl
:5 >4 (1) cu $4 3 E H 0 £4 4: :5 S-.
p a) w L m o :5: m mczo mad
m m < cs 2 :2 20 m me mo
Mo. Fa.
l6 17 10 NO - Negro Principal 9 7
17 19 11 No - White Principal 9 2
18 17 12 No - White Principal 7 l2
19 17 12 Yes 6 White Friend 12 12
Mo.
20 18 12 Yes 5 White Principal 12 -
Mo.
21 16 11 Yes 1-1/2 Negro Friend 5 6
Yrs.
22 17 11 No - Negro Other 8 10
23 18 12 No — Negro Friend 8 8
24 16 11 No - Negro Principal 11 9
25 l9 12 No - Span. Counselor 10 3
Amer.
‘26 18 12 No - Span. - 12 3
Amer.
27 l8 12 NO — White Principal 12 8
28 18 12 No — Negro Principal 12 12
29 17 11 NO - White Principal 12 8

65

 

 

soapmsewpu
mem< mcwam

meH oz mhmz
mamas Mfi Hooaom
CH on sow paso3

waoonom mo pso
commonm mmcHH

upfim sew: 30m

wmhmumfim
pew mpmnuonm
mo monssz

mMCHCpmm
saxmwz

amcfixpoz
pom pfiomso
o>Hooom now on

xmmz mom .mhm

1.. 0303 so» on

 

Work

No

No

College

No

No

Terminal

No

No

Program

Terminal
Program

Yes

No

College

No

No

Stay
Home

No

Yes $ 50.00 3

40

Yes

College

No

2

“0.00

38 Yes

Yes

Terminal
Program

Yes

No 65.00 3

40

Yes

Terminal
Program

Yes

No

College

No

150.00

40 Yes

Yes

Don't
Know

No

No

Terminal
Program

No

No

College

Yes

60.00 1

30 Yes

Yes

Work

No

No

Table 6.--Continued

 

 

 

g

o H

,0 (DC!

E >0

3 015m owa

z o. (H 50H b—j-‘J
W" 0;: 343k4 m

p U c . m m m o

c m o Lxl CG)C p 5

o m H q Q)U cap-H C'U

U 'U h Qra m we; mid

3 x m m h 3 Evi o n+3: m

p a) m h m o 3;: m a): o maq

m m < (5 z s: 20 m me mo

Mo. Fa.

30 M 17 ll NO - - White Parent 8 Ph.D.

31 F 17 12 No - 1 Negro Principal 12 11

32 NO DATA

33 M 17 11 No - - White Principal 12 B.A.

34 M 16 11 No — - White Counselor 12 9

35 F 16 11 NO - — White Principal 12 6

36 F 16 11 NO — l Negro Friend 12 9

37 M 19 12 No - - White Counselor 12 8

38 M 18 12 Yes 9 1 White Brother or 10 10

Mo Sister
39 M 19 11 No - - Span. Counselor 8 -
Amer.

40 F 17 11 NO - - Negro Friend 12 8

41 F 17 11 No - 1 Negro Friend 8 3

42 M 16 ll NO - — Negro Other l2 12

43 F 16 10 No - - Negro Principal 11 -

44 F l7 12 Yes 2 1 White Principal 8 10

Yrs.

 

 

67

 

 

soapmscmmw
hmpm¢ dea&

meH oz mhmz
mamas «A Hoonom
CH on now padoz

waoozom no p30
pmaaomm mwcaa

Imam ham: zom

wmnmpmfim
cum mpmnpopm
no 960832

mwQHCme
saxmmz

wmcaxpoz
mom pfipmmo
m>amoom so» on

xooz pom .mpm

expo; sow on

 

College

No

No

Work and
School

No

No

Don't

Know

No

20 Yes $ 40.00 1

Yes

Work

No

No

No Terminal

1

20.00

No

20

Yes

Program

College

Yes 12.00 2 Yes

Yes

Work and
School

No

Yes 160.00 1

40

Yes

College

No

Yes 135.00 5

50

Yes

College

No

Yes 77.00 5

50

Yes

Work

Yes

No

Don't

Know

No

l

50.00

40 Yes

Yes

Don't
Know

Yes

No

Work

Yes

No

Work and
School

No

No

 

68

Sixteen of the twenty-one students who work full
or part-time while attending IIP receive high school cred-
it. This credit varies depending on the nature of the
Job and the number of hours worked per week. The students
range in earnings from a low of $12.00 to a high of
$160.00 per week. Their average take home salary is
close to $70.00 per week.

Most of the students come from large families.

The average size of their family units is 6.7. In seven-
teen, or 39% of the homes, there was at least one older
brother or sister who had drOpped out of school.

Sixty-seven percent of the IIP students felt that
they would have remained permanent dropouts if the IIP
school had not been established for them to attend. This
is almost 7 out of every 10 students.

Plans after graduation are not final for all of
the students. However, 55% feel they will continue their
education in some formal way after receiving their diplo-
ma. Of these, 63% expect to enter a regular college pro-

gram and earn a Bachelors Degree.

Graduates

 

To date, there have been nineteen graduates of
the IIP. Questionnaires were mailed to all nineteen.
Fifteen returned them. Two students could not be found
and two students were sent three separate copies and re-

turned none (Table 7).

 

 

 

Table 7.--IIP Graduate Characteristics. N=15.
o, .p 013a.
m : £<va4 :a
60 0:20) 30H H .

p U c o o. m +>u3 x
cs4 o o th mcL CGJC 21c :3
mm -H A we F1 OHH ma \\
"(3.0 (1) $4 Dr! 0H U10) (Dug '
23E (D K 0 L4 3 SHE $443.75 (US-4 U)
.pzs no o m m <3 5.: m c m c<3 L.o L
m2<n m c: z m zoaha me m3 m

1 20 M White No Counselor No

2 18 F Negro No Friend No

3 19 M White Yes 6 mos. Counselor Yes 40

4 19 Negro Yes 13 mos. Counselor Yes 40

5 19 White No Other Yes 58

6 19 White No Other Yes 39

7 19 White No Counselor Yes 45

8 19 White No Counselor Yes 48

9 19 Negro Yes 7 mos. Friend Yes 40
10 19 Negro No Friend Yes 20
ll 23 White Yes 2 mos. Friend Yes 40
12 18 M Negro No Principal Yes 40
13 27 F Negro Yes 6 Yrs. 2 1 Friend No

Divorced
14 18 F Negro Yes 15 mos. l 2 Counselor No
15 19 M Negro No 1 Principal Yes

 

*OCC-Oakland Community College, Rochester, Michigan.

7O

 

 

 

, 'E
X 'r H I
h * H m H
0 °' m C) m
3 w s U :36 :20 ~ :
s o a) 0:: FHvLE n. 0
CH HQ) {>: 4—3 >30.) O H (Du-l
0 cm W m 5 pump”: up
c<v o h T3 5 T3 Q)® 6 ECU
m 8H :4 o How Ho 2:- mp mo
0. -Pr4 m *1 : >cu :«s m¢4bo m<v $45
> ¥>O £1 :6 ocux. o<v «fiaim cam ow:
E—4 <10 3 E: 3320 30: 380:: 22 mm
Mo. Fa.
No No Yes No Yes 11 11
No No Yes No Yes 11 10
Laborer No No Yes No Yes 10 9
Fisher
Body
Desk Clerk No No Yes No Yes 12 9
Hospital
Skilled Yes OCC* History Yes Yes No Yes 9 10
Laborer
Plymouth
Gear
Instructor Yes OCC Psych. Yes Yes Yes Yes 12 12
Holiday
Health Spa
Operator Yes OCC Law En- No Yes No Yes 11 8
Michigan forcement
Bell
Laborer No No Yes No Yes 8 8
GMC Truck
Clerk No Yes Yes Yes Yes 10 8
AAA In-
surance
Secretary No Yes Yes No Yes 12 8
Pontiac
Bd. Ed.
Laborer Yes OCC No Pref— Yes Yes No Yes 12 -
Pontiac erence
Mtr.
Laborer No Yes Yes No Yes B.A. -
GMC Truck
Yes OCC Nursing Yes Yes No Yes 9 6
Yes Wayne Sociology Yes Yes No Yes l2 l4
Uni.
Cook Yes OCC Food Tech- Yes Yes Yes Yes 9 11
Mr. Steak nology

 

**Would you have graduated from regular high school if the IIP
had not been available?

71

Eleven of the graduates are employed full or
part-time. Five both work and go to college. Two are
not employed, but go to college. Two neither go to col-
lege nor work.

Of the seven attending college, six attend Oak-
land Community College and one goes to Wayne University.
All but one of the seven feel they will attain a B.A.
Degree.

In response to questions pertaining to the IIP,
nine felt they would have graduated without its help.
Three of the fifteen wish they would have remained in
the regular school program. All fifteen would recommend
the IIP for apprOpriate students and would like to see
more IIP schools established in Pontiac so that more stud-
ents could be serviced from this kind of program.

The parents of the IIP graduates, in large measure,
were school drOpouts themselves. Twenty of the mothers
and fathers did not attain a diploma, while five of them
did. In addition, two parents—-one mother and one father--
continued their education beyond the high school level.
Seventy-one percent of the parents of the graduates had
dropped out of school before attaining a high school di-
ploma. The graduates are divided evenly in terms of race,
sex, and marriage. Seven of the graduates are male, eight
of the fifteen are black, and six are married. There is

only one student who has had a child but is not wed.

72

Counselors and friends account for the "contact"
these students had on interesting them in the IIP.
These sources recruited eleven of the fifteen students.
The final portion of the graduate questionnaire
dealt with the student's perceptions of the strengths
and weaknesses of the IIP. These comments are trans—
cribed intact in the appendix. The overall comments of
the students are heavily oriented toward the strengths
of the program. The close contact these students had
with the staff, director, and with other students, a lack
of pressure and competition for grades, and the relaxed
warm atmosphere of the IIP were the most often mentioned
strengths of the program. The weaknesses (although they
were few) seemed to cluster around a lack of variety in
course offerings, poor attendance, and a too lenient and
permissive attitude towards some students by the staff.
It seems clear that the graduates are very posi-
tive about IIP and feel grateful for having the opportun-

ity of completing their education in this kind of program.

Parent Questionnaire

 

In April of this year 38 questionnaires were
mailed to parents. These questionnaires (Appendix B)
were mailed back to the IIP in self-addressed stamped

enve10pes. Twenty-five parents returned the questionnaires.

73

The 25 anonymous returns were tabulated to de-
termine the overall attitudes of the parents towards
various aSpects of the IIP and their child's growth as
a result of the program.

The responses on the questionnaire were extremely
positive on the ten statements (Table 8). With five
(Strongly Agree) being the most positive possible response,
it is clear that the parents hold very positive attitudes
towards the IIP.

In order to spot check the validity of the re—
sponses, five parents who had mailed back the question—
naires were contacted by telephone. The conversation
underlined the parents positive feelings about the IIP.
All of the parents felt that the IIP had been a tremen—
dous aid to their child's development. None would have
chosen to send their child back to Central or Northern.
Four hOped that their younger children, now in elementary
school, would have an opportunity to become involved in
an IIP in the future.

Central and Northern High School
Staff's Perceptions of IIP

 

 

The questionnaire in Table 9 was sent to all full
time teachers at Pontiac Central and Northern High Schools
in April, 1969. The total percentage of return was 62%.
Several non-respondents indicated, in private conversation,

that they were not well enough informed about IIP to

74

Table 8.--Mean responses from parent questionnaire. (N=25)

 

 

Statements

Mean Score
for 25 Parent
Responses

 

l.

10.

I feel the IIP has really been good
for my child.

I feel the school rules in IIP about
dress and behavior are fair and
appropriate for my child.

I feel I can call the school and find
out how my child is doing.

I feel my childs' attitude about
school has improved since he has
been in the IIP program.

I feel my childs' attitude at home
has improved since he has been in
the IIP program.

I feel my child has learned more in
the IIP program than he did in the
previous school he attended.

I feel my child really likes his
teachers in the IIP program.

I feel the teachers in the IIP program
are the best my child has ever had
in school.

I feel my child gets in less trouble
in the community since he has been in
the IIP program than he did before he
entered it.

I believe more schools like the IIP
program should be operated in Pontiac.

4.88

4.64

4.76

4.80

4.56\

4.68

4.72.

4.40

4.56

4.92

 

Scale:

Strongly Agree
Agree

Undecided
Disagree

Strongly Disagree

5
4
3
2
1

From a possible l-5 response range, the parents' responses
ranged from 4.40 to 4.92, indicating highly positive
attitudes.

75

Table 9.--Pontiac Central and Nothern's staff questionnaire
of IIP. (N=110)

 

 

Mean Responses
From Central and

 

Statements Northern Teachers
1. The IIP is an excellent program for 3.71
dropouts or potential dropouts in
Pontiac
2. The rules of behavior in the IIP such 3.41

as dress, length of hair, and attend-
ance policies are apprOpriate for the
students enrolled in the program.

3. The curricular offerings in the IIP 3.23
are really designed to meet the needs
of these students.

4. I would have no reservations about 3.53
recommending a dropout or potential
drOpout to the IIP program.

5. The teachers in the IIP are clearly 3.18
outstanding for this kind of program.

6. I would be very interested in teach- 2.40
ing in the IIP in the future.

7. The vast majority of the students in 3.08

the IIP are learning more relevant
material than they did in their
"regular school."

8. The IIP should be enlarged to addi- 3.37
tional centers to accommodate more
students in Pontiac who would benefit
from this type of program.

9. I would like to learn more about the 4.11
IIP so that I can clear up some ques-
tions that I have about it.

10. The students who graduate from the 3.52
IIP should receive a Special rather
than a regular diploma.

 

Scale: 5 = Strongly Agree
4 = Agree
3 = Uncertain
2 = Disagree
1 = Strongly Disagree

76

"respond with anything but three's," (Uncertain on the
scale), and so chose not to complete the questionnaires.

Tabulation of the results indicated that many of
the 110 respondents checked three (Uncertain) on the
majority of the questionnaires.

Clearly, the staff does not feel well informed
about the various characteristics of IIP. They do seem
to be Open to more information about the program. This
is indicated on No. 9 (Table 9) where "I would like to
learn more about IIP . . . ." received a 4.11 (Agree to
Strongly Agree) response.

Statement No. 6, "I would be very interested in
teaching in the IIP in the future," received the lowest
mean score -2.40. However, there were sixteen respondents
who circled Agree to Strongly Agree. There are, then, a
core of teachers in Pontiac who do presently desire to
teach in a IIP type school. This group could form the
nucleus for staffing additional IIP schools if and when
the Board of Education acts to establish these.

It appears that the staff's over-all feelings
about IIP, "The IIP is an excellent program for dropouts
and potential drOpouts in Pontiac," (Question 1) are
more positive than individual characteristics of the pro-
gram. This statement received a mean score of 3.71, the

second highest mean response.

77

There seems to be some concern as to whether the
IIP students should receive a regular school diploma.
On statement No. 10, "The students who graduate from IIP
should receive a special rather than a regular diploma,"
the mean score of 3.52 indicates the majority of the
teachers feel the IIP students do not deserve a regular
diploma. There is, at the present time, no indication
from the administration that the IIP students will re-
ceive anything but a regular school diploma from the

Pontiac Board of Education in the foreseeable future.

Student-Staff Rank Order Questionnaire

 

In January, 1969, the author met with the student
body in small groups to determine the unique aspects of
the IIP. The twenty items selected were decided upon by
listening to the tapes of those sessions, and used as the
basis of a rank-order questionnaire (Appendix A).

Forty students and four staff members, plus the
schools secretary ranked the items on the same day. The
secretary was added to the staff's results because of her
positive relationships with both groups and her awareness
of the program.

There was a great deal of consistency in the
rankings of the first seven items on the list and on the
last five. The spread occurred in the middle rankings—-

items eight through fourteen.

78

The items ranked one through four were almost
identical for both groups (Table 10). "Freedom to ex-
press yourself to your teachers" was ranked No. l by
both groups. "Attitude of the teachers toward students"
was ranked No. 2 by both students and staff. "Attitude
of director (My. Ayling) toward students" was ranked
third by students and fourth by staff, while "Attitude
of students toward teachers" was ranked third by the
staff and fourth by the students.

The lenient dress and smoking policies were ranked
toward the lower end. The dress policy, "You can wear
whatever you feel comfortable in," was ranked seventeenth
by the students and sixteenth by the staff. The smoking
policy, "You can smoke in school," was ranked nineteenth
by the students and seventeenth by the staff.

The hours that school is in session was ranked
eighteenth by the students and nineteenth by the staff.
The Open lunch hour policy was seen by both groups as
having the least importance of all twenty items.

The greatest spread in the rankings of the two
groups occurred in the "Skill or teaching ability of the
teachers." The students ranked this item sixth from the
top while the staff ranked it fifteenth.

The other question which had a high spread was
in the students "Freedom to work on projects independent-

ly." While the staff saw this as thirteenth, the students

79

Table 10.--Student-staff rank order questionnaire. Students,
N=40; staff, N=5.

 

 

Questions to be Ranked Student Teacher
l—20* Rank Rank D

 

1. Absence of failing marks on tests 13.0 10.0 3.0
and assignments

2. Attitude of teachers toward 1.0 1.0 .0

students.

3. Attitude of director (Mr. Ayling) 3.0 4.0 —1.0

toward students.

4. Attendance policy not as strict. 11.0 13.5 —2.5

5. Dress policy not as strict. 17.0 16.0 1.0

6. Smoking policy not as strict. 19.0 17.5 -l.5

7. Ability of work outside of school 8.0 7.0 1.0

(job) for money and credit.

8. Size of school population (45 12.0 8.0 4.0

students).

9. Kinds of students in school. 9.0 11.0 -2.0
10. Small classes. 10.0 5.5 4.5
11. School building itself separate 14.0 10.0 4.0

from larger high school.
12. Method of instruction by teachers. 5.0 5.5 - .5
l3. Kinds of materials used in your 15.0 12.0 3.0

. classes.

14. Tardiness policy not as strict. 16.0 17.5 -1.5

15. Open lunch hour policy. 20.0 19.5 .5

16. Freedom to eXpress yourself to 2.0 2.0 .0
your teachers.

17. Freedom to work on projects ‘ 6.5 13.5 -7.0
independently.

18. Skill or teaching ability of the 6.5 15.0 -8.5

teachers.

19. Attitude of the students towards 4.0 3.0 1.0
the teachers.

20. Hours of the day when school is 18.5 12.5 -1.5
in session. N=4O N=5

 

 

*Scale: 1 = Highest Rank; 20 = Lowest Rank.

The Spearman Rank Order Correlation was calculated on these
rankings. The value being achieved was .81 indicating a
high degree of correlation.

The correlation coefficient was tested for statistical
significance. The hypothesis of no association was re-
jected at a = .01.

80

listed it as sixth in importance. The two groups do not
have a shared perception on the importance of independent
work.

It appears clear that both the staff and student
body look upon the unique aspects of the IIP in about the
same way, giving their collective priorities to similar

areas of interest and concerns.

Summary

From the data collected in this study, it is
apparent that:
l. The students who attend IIP have increased their
daily attendance by 7% over their attendance at
Central or Northern High Schools.

2. The 24 students tested on the SRA Reading For

 

Understanding instrument increased their grade

 

placement scores from an average of 9.45 years
to 10.39 years in less than five months in IIP.
3. The personal problems of 19 students tested, as

measured by the Mooney Problem Check List, have

 

decreased after almost one full year in the
program.

4. The achievement motivation of 23 IIP students,
as measured by the Michigan State M-Scales, did
not show a significant gain or loss in an eight-

month exposure to the IIP.

81

The staff of the IIP have had a considerable
amount of teaching experience in regular school
programs. They all expressed much personal
satisfaction in teaching in IIP and would like
to remain teaching in the IIP in the future.

The IIP students, on the average, come from
large families. Most of their parents did not
graduate from high school. Friends of IIP stud—
ents were as influential in interesting them in
enrolling in the IIP as principals and counselors
were.

Almost half of the IIP graduates are attending
college either full or part-time. Only two of
the fifteen graduates reporting were presently
unemployed. Most of the parents of the IIP
graduates were dropouts themselves. The atti-
tudes of the graduates toward the IIP were highly
positive.

The parents of the students in IIP were highly
positive about the program and its impact on
their children.

Most of the Central and Northern High School
teachers felt they would like to have more in-
formation about the IIP. There are a core of
teachers at both schools who expressed a desire

to teach in an IIP type school.

10.

82

The staff and student body of the IIP share
significant common perceptions of the program's
critical aspects. The rank order questionnaire
had a Spearman rank order correlation of .81 be-

tween the two groups.

CHAPTER V
SUMMARY

The dropout is one of the major problems facing
our educational system today. Between thirty and forty
percent of all secondary school students leave school
without obtaining a diploma. The vast majority of these
youth face serious unemployment problems for the remainder
of their adult lives.

The Pontiac Public Schools, where the dropout rate
ranks third highest in Michigan, has initiated a dropout
program geared to help students stay in school, obtain
skills, and earn a diploma. This program, called the IIP,
has been in operation in Pontiac for two years. Little
research has been done on the IIP to date. Therefore,
the purpose of this study was to 1) describe the IIP,

2) research certain aspects of the IIP, and 3) to make
recomendations for the future improvement of the IIP.

Fourteen aspects of the IIP were described. They
included:

1. The establishment of a new school which was signifi-

cantly different from the school the dropout pre-

viously attended.

83

9.
10.
ll.
12.
13.
1h.

vant to

84

An experienced, trained staff to assist the drop-
outs in obtaining necessary skills.

A separate physical facility to house the IIP.

A student body comprised of NS dropouts or poten-
tial dropouts.

A continuous progress, individualized, work-study
curriculum.

A unique, positively oriented grading structure
to assess and report pupil progress.

Flexible credit standards through which a student
could earn his or her diploma.

An extra curricular concept featuring unique
activities for the IIP students, plus student
involvement in regular school activities.

Minimal rules governing behavior.

Flexible admittance procedures.

Reduced student-teacher ratio.

Reduced student-counselor ratio.

Warm-accepting school climate.

Program costs of $1,38h.00 per student per year
under a E.S.E.A. Title 1 grant.

Chapter II contains the review of literature rele-
the dropout problem across the United States.

Although there is conflicting research on the

intellectual capacities of dropouts, recent studies have

found that many capable and trainable students leave school

early.

85

Among the reasons students give for being early

school leavers are home, school and personal problems.

However, school problems of low achievement, rejecting

teachers, and a lack of counseling are by far.the largest

reported reasons for early withdrawal.

Characteristics of dropout programs were explored.

The following ten points have been successful in lowering

dropout rates in various school districts. They are:

1.

Early identification of dropouts. The sooner a
potential dropout can be identified, the earlier
an action plan can be formulated to assist him with
his problems.

Short range success experiences for dropouts seem
to keep them motivated to learn.

Work study programs, where students can "earn and
learn," help give students work experience and
money.

Less grade competition allows students to be free
of pressure and allows them to compete with them-
selves rather than with peers.

Focus by a staff on increasing students self-
concept has had pesitive results.

Strong inservice training for the staff teaching
the dropouts has been highly productive.

Student's acceptance by the staff of the students
as worthy human beings is a cornerstone ofdropout

programs that succeed.

86

8. Lower student-teacher ratios is critical to
achieving program goals.

9. Continuous progress curriculums, which are highly
individualized, help to maximize successful
programs.

10. Low student-counselor ratios, where the student
has easy access to a counselor, has been found to
be important to dropout programs.

Chapter III dealt with the procedures used to
gather the data for assessing the IIP.

Pre-and post-testing was done on the subjects in
the areas of attendance, reading achievement, and social,
academic, and psychological concerns.

Questionnaires were administered to the IIP staff,
parents of IIP students, graduates of IIP, and the faculty
of Central and Northern High Schools. A common instrument
was given to the IIP staff and students to determine the
relative importance of the unique aspects of the IIP.

The conclusions reached from the instruments are
that:

l. IIP students attend school seven percent more now
than they did in their previous school.

2. Reading scores of IIP students increased signifi-
cantly in one semester.

3. Social, academic and psychological problems of IIP

students decreased after one year in the program.

87

A. Student's achievement motivation neither increased
nor decreased after one year in IIP.

5. The IIP staff has a wide range of teaching experi-
ences in curricular areas both in terms of years
and subjects taught.

6. Parents of IIP students hold very positive atti-
tudes toward the IIP.

7. Central and Northern's teachers do not feel well
informed about IIP. There age a core of teachers
in both schools who desire to teach in a IIP type
program in the future.

8. The student and staff hold common perceptions of

the unique characteristics of IIP.

Further, the student body:

a. has parents who themselves dropped out of school
at a rate significantly higher than that of the
general population,

b. highly recommend IIP for other students,

0. intend, at over a fifty percent rate, to continue
their education, after graduation.

In addition, the IIP graduates attend college in
over a third of the cases, heartily indorse IIP for other
students, and had 71 percent of their parents drop out of

school.

88

Conclusions

 

The IIP has been able to return former dropouts
to formal education and to retain potential dropouts in
school. It has also given them some necessary skills for
continuing their education and obtaining employment once
they have graduated from the IIP.

The people involved with the IIP have very positive
feelings about the worth of the program. This was reflec-
ted by the IIP staff, students, graduates, and parents.

In most areas, the original goals and objectives
of the program are being met. One questionable area is
that of achievement motivation. It appears that the stu-
dents have not, as yet, increased their ability to be self-
motivated individuals. Because of other data, 1.6., read-
ing scores, willingness to continue education beyond high
school by graduates, etc., there is conflicting data on
this area of concern. Additional research is necessary
to assess this area more fully.

There seems to be a need, in terms of the number
of students who could be serviced by similar IIP's in
Pontiac, to set up similar programs-in other areas of the
city.

The present IIP, with a maximum student load of
NS pupils per year, can only hope to scratch the surface

of the district's dropout problem. There are hundreds of

youngsters in Pontiac who are "on the streets" or

89

vegetating in classrooms that could benefit from additional

IIP centers.

Recommendations
There is seldom one answer or approach to any

single problem. Such is the case in Pontiac. If Pontiac
hopes to decrease its dropout rate, many strategies cur-
rently being employed in its entire K-l2 program must be
critically evaluated. Some specific recommendations cover-
ing Pontiac's educational programs, both special and regu-
lar, are offered below:
Recommendation 1

A committee should be established as soon as possible

to study the Pontiac Public Schools'instructional

program. The investigators should include pre-school

through community college personnel.

The purpose of the committee would be to determine

what practices or policies now in operation are

responsible for the high rate of dropouts from the

city's schools.
Recommendation 2

There are a serious lack of materials, both hard-

ware and software, in the present IIP. This was expressed
by both staff and students. Many independent study pro-
jects are not able to be done by the students because of
a lack of materials.

Establish a student-staff committee to develop

priorities of needed equipment for the present IIP.

Determine the cost of the needed equipment and plan
for its purchase over the next three years.

9O

Recommendation_3

 

The pressure on the present IIP staff to constantly
come up with new and creative ideas of individualizing
instruction for the IIP students is staggering.
Consultant help in reading, crafts, job placement
and followup age needed. New ideas, from outside, could
be the periodic transfusion needed by the staff to stay
abreast of new methods and materials.
Provide monies and personnel for consultant help to
the IIP staff in areas where they feel weak. Make
this a part of each year's budget.

Recommendation 4

The nature of the IIP is very conducive to working
in small groups in each class. However, only the director
has been trained in small group counseling and group work.

Each of the teachers in the IIP should have the
opportunity to attend a sensitivity workshop of at least
two week's duration. This could help give them some skills
to use in their classes in the areas of group counseling,
group decision making, and building group cohesiveness.

Provide the IIP staff with time and tuition to attend
a two week sensitivity training laboratory.

Recommendation 5

 

Considerable effort should be made to inform the
district's teaching staff of the goals and objectives of
the IIP. This could be accomplished during the next school
year through a slide tape presentation of IIP, students and

staff of IIP meeting in small groups with the faculty,

91

newsletters, publication of the research done on IIP to
date, and visitation by the Pontiac staff to the IIP.

Build lines of communication to the other Pontiac
schools to merchandize and explain IIP.

Recommendation 6

Extending the scope of the IIP is critical. At
the present time the IIP is located in the south end of
the school district. This location poses the hardship of
travel (there are no busses) to those students who live
in the northern half of the district. Many students who
live in the north end cannot. avail themselves of the IIP
because of transportation problems.

If the federal government relinquishes its finan-
cial support of the present IIP, and does not underwrite
additional centers, it is unrealistic to assume the board
can or would fund six new centers immediately. The logical
location would be in the northern half of the district's
service area.

Establish a second IIP, similar to the first, in the
north half of the district's service area.

Recommendation 7

There seems to be little communication with service
organizations in the community and the IIP. This was made
clear in conversations with the director of IIP.

To date, no financial assistance has been given to
an IIP graduate for college tuition, books, etc. If rap-

port fi§§°established with the Elks, Masons, Rotary or

92

other service organizations, there could be scholarships

established for IIP graduates.
Contact service clubs for financial assistance for
IIP graduates interested in continuing their educa-
tion beyond IIP.

Recommendation 8
There has been no systematic evaluation done on
students new to IIP. Although each new student is supposed
to be tested in reading, achievement motivation, and per-
sonal problems, less than half of the present student body
had been given these instruments.
This makes it very difficult to systematically
evaluate all the IIP students in the above areas. If the
program's impact is to be researched in the future, a
systematized approach should be established to evaluate
new students to the program.
Establish pre- and post-testing instruments for new
students entering IIP. Assign a staff member of IIP
the responsibility of obtaining the testing results
desired. Share the test results on each new student
with each staff member in a case conference type
setting.

Recommendation 9

The IIP has received considerable visibility across
the state during the past two years, and particularly in
the last six months. Visitors stream into the school at
any time to visit classes, talk to students, and to have

the director explain in depth the program characteristics

and goals.

93

It appears that the influx of visitors tends to
interrupt classes, give the school a "zoo like" appearance,
and occupies a disporportionate amount of the director's
time. This could, if continued, damage the day to day
operation of the IIP and inhibit program and individual
growth.
Set aside a specific time each month for outside visi—
tors to observe the IIP in action. Prepare written
materials, film strips, etc., for visitors to read or
View prior to seeing IIP in action. This should help
decrease the questions raised and be less time con-
suming for the students and personnel.

Recommendation 10

The four teachers in the IIP seem to work well
together as a team. There is, however, no time for them
to meet during the school day. When school begins at
9:00 a.m., the teachers never have a break of any dura-
tion until school dismisses at 3:00 p.m.

Time should be provided for the staff to get
together and discuss problems common to all of them. Case
conferences on troubled students, new materials, curricu-
lum packages, or interpersonal problems they are having
with students or each other could be topics of discussion.
The director could provide this leadership for the teach-
ing team. He appears well qualified and has rapport with
all three teachers.

Establish time blocks when the IIP staff can meet
to discuss problems. This could be scheduled on a
semester basis. An example would be to schedule

meetings on Wednesday afternoons from 1:00 - 3:00 or
as the need arises.

PERSONAL NOTE

94

I feel the need to express some additional com—
ments, aside from the body of the study, about several
perceptions I gathered in doing my research on the IIP
during the Spring of 1969.

I found it necessary to spend my first three full
weeks at IIP doing nothing more than establishing a rap—
port with the staff and the students. This was necessary,
with the students, because of the difficulty they had in
being candid with an "outsider" about the IIP. When I
felt they trusted me and would be honest with me, I began
my research. As a result, I feel the comments the students
put forth were genuine and honest. The support I received
from the staff was tremendous.

A program like the IIP needs a special kind of
leader; I see Dick Ayling as such a person. His person-
ality, skills, and past experience all lend themselves to
providing the honest human model to which students and staff
can relate. I'm quite confident that Ayling's person~
ality is the glue which holds IIP together.«

The students at IIP made particular niche in the
=30u1 of the author. I'll never forget the last day I
Spent at IIP. I wanted to thank the kids for the assist-
ance they gave me in completing my dissertation. Rather

tllan a "thank you," I bought them lunch from McDonalds

95

(hamburgers, french fries,and cokes). We ate on the
lawn. Their response was really warm and generous.

As I left I had tears in my eyes, knowing that
I probably would never see many of them again--8 group
of young human beings who a short time ago were on the
streets--and rejected by society--who were now happy,
learning, and willing to continue their education.

I left these youngsters more impressed than ever
for the need to establish new and different learning
environments to service the millions of students who

want to learn--given the right conditions.

APPENDIX

96

APPENDIX A

STUDENT RANK ORDER QUESTIONNAIRE

The following items are aspects of the IIP pro-
gram which in one way or another are different from the
last "regular" school you attended. Would you please rank
the items below from 1 to 20. The sentence you rank num-
ber 1 should be the item which you feel is the most impor-
tant aspect of the school program with number 20 Being
the least important aspect of the school program.

Please rank every sentence. Don't leave any

blank.
Thank You
Been DJ.
Bob Docking'”:j
Researcher, Michigan State
University
1. Absence of failing marks on tests and assign-
ments.
2. Attitude of teachers toward students.
3. Attitude of director (Mr. Ayling) toward
students.
A. Attendance policy not as~strict.
5. Dress policy not as strict.
6. Smoking policy not as strict.
7. Ability of work outside of school (job) for
money and credit.
8. Size of school population (#5 students)
9. Kinds of students in school.

10. Small classes.

ll.

12.
13.
14.
15.
16.
17.
18.
19.
20.

97
School building itself separate from larger
high school.
Method of instruction by teachers.
Kinds of materials used in your classes.
Tardiness policy not as strict.
Open lunch hour policy.
Freedom to express yourself to your teachers.
Freedom to work on projects independently.
Skill or teaching ability of the teachers.
Attitude of the students towards the teachers.

Hours of the day when school is in session.

98

APPENDIX B
PARENT QUESTIONNAIRE

Because your son or daughter attends the Individu-
alized Instructional program (IIP or "Yellow Brick School)
in Pontiac, we are sending you this questionnaire to deter-
mine your attitudes about the program.

In the statements below, we would like you to
respond with your true feelings; there are no right or
wrong answers.

Please circle the response which most closely
reflects how much you agree or disagree with the statement.

Would you, after you have responded to each and
every statement, mail us back your responses. Within two
weeks we will send you a copy of the totals of all of the
responses so that you can see how the other parents respon-
ded to the questionnaire. PLEASE DO 591 SIGN YOUR NAME TO
THIS QUESTIONNAIRE

Thanks for your help

wTPm-tD «A2

W. Robert Docking, Researcher
Michigan State University

SA--STRONGLY AGREE A--AGREE U--UNDECIDED OR UNCERTAIN
D--DISAGREE SD--STRONGLY DISAGREE

(CIRCLE ONE)
SA A U D SD 1. I feel the IIP has really been good
for my child.

SA A U D SD 2. I feel the school rules in IIP about
dress and behavior are fair and
appropriate for my child.

SA A U D SD 3. I feel I can call the school and find
out how my child is doing.

SA A U D SD 4. I feel my child's attitude about
school has improved since he has been
in IIP program.

SA

SA

SA

SA

SA

SA

PCS.

U D SD
U D SD
U D SD
U D SD
U D SD
U D SD

10.

99

I feel my child's attitude at home
has improved since he has been in
the IIP program.

I feel my child has learned more in
the IIP program than he did in the
previous school he attended.

I feel my child really likes his
teachers in the IIP program.

I feel the teachers in the IIP pro-
gram are the best my child has ever
had in school.

I feel my child gets in less trouble
in the community since he has been

in the IIP program than he did before
he entered it.

I believe more schools like the IIP
program should be operated in Pontiac.

If you have any questions please call me at 332-h00h.

ll.

12.

13.

1h.

15.

16.

100

APPENDIX C
TEACHER QUESTIONNAIRE

NAME
COLLEGE ATTENDED

 

 

undergraduate graduate degree
NUMBER OF YEARS TAUGHT
UNDERGRADUATE MAJOR UNDERGRADUATE MINOR(S)

GRADUATE MAJOR
WHAT SUBJECTS DID YOU TEACH PRIOR TO IIP?

 

 

WHAT SUBJECTS DO YOU TEACH IN IIP?

 

BIRTHDATE
MARRIED NUMBER OF CHILDREN

DID YOU HAVE ANY TRAINING, PRIOR TO IIP, IN TEACHING
DROPOUTS?

IF YES, WHAT WAS THE TRAINING?

 

WHY DID YOU DECIDE TO TEACH IN THE IIP?

WHAT DO YOU SEE AS THE PROGRAM'S(IIP) STRENGTHS?
WHAT DO YOU SEE AS THE PROGRAM"S(IIP) WEAKNESSES?
WHAT NON TEACHING WORK EXPERIENCES HAVE YOU HAD?

DO YOU PLAN TO TEACH IN IIP NEXT FALL?

101

APPENDIX D
TEACHER QUESTIONNAIRE

Because the IIP program (Individualized Instruc-
tional Program or "Yellow Brick School") in the Pontiac
Schools is rather new, this questionnaire has been developed
to assess how you, as a high school teacher, feel about
various aspects of the program.

-In the statements listed below, I would like you
to respond with your true feelings. There are no right or
wrong answers.

Please circle each and every statement with the
response which reflects how much you agree or disagree with
the statement.

Would you, after you have responded to each and
every item, hand in your sheet unsigned. Within two weeks
I will send you a copy of the totals of all of the staff
responses so that you can see how you and the other high
school teachers responded to the questionnaire.

KEY
SA--STRONGLY AGREE A--AGREE U--UNDECIDED OR UNCERTAIN
D--DISAGREE SD--STRONGLY DISAGREE

CIRCLE ONE
SA A U D SD 1. The IIP is an excellent program for
dropouts or potential dropouts in
Pontiac.

SA A U D SD 2. The rules of behavior in the IIP
such as dress, length of hair, and
attendance policies are appropriate
for the students enrolled in the
program.

SA A U D SD 3. The curricular offerings in the IIP
are really designed to meet the needs
of these students.

SA A U D SD A. I would have no reservations about
recommending a dropout or potential
dropout to the IIP program.

SA

SA

SA

SA

SA

SA

SD

SD

SD

SD

SD

SD

10.

102

The teachers in the IIP are clearly
outstanding for this kind of program.

I would be very interested in
teaching in the IIP in the future.

The vast majority of the students

in the IIP are learning more rele-
vant material than they did in their
"regular school."

The IIP should be enlarged to addi-
tional centers to accommodate more
students in Pontiac who would bene-
fit from this type of program.

I would like to learn more about
the IIP so that I can clear up some
questions that I have about it.

The students who graduate from the
IIP should receive a special rather
than a regular diploma.

9.
10.

ll.

12.

13.
1h.

15.

103

APPENDIX E
STUDENT (in school) QUESTIONNAIRE

 

 

 

 

NAME ,1
first last
ADDRESS
SEX (circle one) MALE FEMALE
BIRTH DATE
month day year

GRADE IN SCHOOL
DATE YOU ENTERED IIP

 

 

 

month year
MARRIED (circle one) YES NO
IF SO HOW LONG?
years months
NUMBER OF CHILDREN NAMES AGE

RACE (circle one) NEGRO WHITE SPANISH-AMERICAN OTHER

WHICH OF THE PEOPLE BELOW FIRST GOT YOU INTERESTED IN
THE IIP? (circle one)

(a) PRINCIPAL (b) COUNSELOR (c) TEACHER (d) BROTHER
(e) PARENT (f) FRIEND (g) PROBATION OFFICER OR SISTER
(h) OTHER

LAST GRADE PARENTS WERE IN WHEN THEY LEFT SCHOOL
(APPROXIMATELY)
MOTHER FATHER

 

 

DO YOU WORK? (circle one) YES NO

IF YOU WORK, HOW MANY HOURS (APPROXIMATELY) DO YOU
WORK A WEEK?

 

DO YOU GET ANY HIGH SCHOOL CREDIT FOR WORKING? (circle
one) YES NO

 

l6.

17.
18.

.19 .

20.

101;,

IF YOU WORK, ABOUT HOW MUCH DO YOU EARN PER WEEK?

HOW MANY BROTHERS , SISTERS

HOW MANY OF YOUR BROTHERS AND SISTERS DROPPED OUT OF
SCHOOL?

 

DO YOU BELIEVE YOU WOULD BE IN SCHOOL NOW IF THIS IIP
SCHOOL WASN'T HERE TO GO TO? (circle one) YES NO

WHAT DO YOU PLAN TO DO WHEN YOU GRADUATE? (circle one)
(a) go to work (b) go to college

(0) go to some kind of school but not necessarily college
(d) stay home (6) go to work and school at night

(f) don't know

10.
ll.

12.

13.
1h.

15.

105

APPENDIX F
IIP GRADUATE QUESTIONNAIRE

 

 

 

 

NAME
first last
ADDRESS
street city
SEX (circle one) MALE FEMALE
BIRTH DATE
month day year

DATE YOU ENTERED IIP

 

month year

DATE YOU GRADUATED FROM IIP

 

 

 

month year
MARRIED (circle one) YES NO
IF SO HOW LONG
years months
NUMBER OF CHILDREN NAMES AGE

 

 

 

 

 

RACE (circle one) NEGRO WHITE SPANISH-AMERICAN OTHER

WHICH OF THE PEOPLE BELOW FIRST GOT YOU INTERESTED IN
THE IIP? (circle one) (a) PRINCIPAL (b) COUNSELOR
(c) TEACHER (d) BROTHER OR SISTER (e) PARENT

(f) FRIEND (g) PROBATION OFFICER (h) OTHER

LAST GRADE PARENTS WERE IN WHEN THEY LEFT SCHOOL
(APPROXIMATELY) MOTHER FATHER

DO YOU WORK?(circle one) YES NO

IF YOU WORK, HOW MANY HOURS (APPROXIMATELY) DO YOU
WORK A WEEK? .

 

WHO ARE YOU EMPLOYED BY?

 

l6.
17.
18.
19.

20.

21.

22.

23.

25.

106

TYPE OF WORK? (circle one) (a) SELF EMPLOYED
(b) LABORER (C) SKILLED LABOR (d) SALESMAN
(6) AUTO WORKER” (f) OTHER ' '
DO YOU GO TO SCHOOL? (circle one) YES NO

IF SO WHERE?

 

WHAT ARE YOU MAJORING IN?

DO YOU FEEL YOU WOULD HAVE GRADUATED FROM HIGH SCHOOL
IF THE IIP PROGRAM HADN'T COME ALONG? (circle one)
YES NO

WHAT DO YOU FEEL WERE THE STRENGTHS OF THE IIP PROGRAM
FOR YOU?

WHAT DO YOU FEEL WERE”THE“WEAKNESSES OF THE IIP PROGRAM

WOULD YOU RECOMMEND THE IIP SCHOOL TO SOMEONE WHO HAD
DROPPED OUT OF SCHOOL? (circle one) YES NO

DO YOU WISH NOW THAT YOU WOULD HAVE REMAINED IN THE
REGULAR (CENTRAL OR NORTHERN) HIGH SCHOOL PROGRAM AND
NOT ATTENDED THE IIP? (circle one) YES NO

DO YOU FEEL MORE SCHOOLS LIKE THE YELLOW BRICK SCHOOL
SHOULD BE OPERATED IN PONTIAC? (circle One) YES NO

1. IP. 4388..

107

 

 

APPENDIX G.
MOONEY PROBLEM CHECK LIST

HIGH
1950 Ross L. MOONEY SCHOOL
REVISION Bureau of Educational Research FORM

Ohio State University

 

 

 

 

 

Age ............ Date of birth ............................................................................................... Boy ............ Girl ............

Your class, or the number
of your grade in school ..................................................................................................................................

Name of school ...................................................................................................................................................

Name of the person to whom
you are to turn in this paper .........................................................................................................................

Your name or other identification,

if desired ..........................................................................................................................................................

Date ............................................................

DIRECTIONS

This is not a test. It is a list of problems which are often troubling students of your age—problems
of health, money, social life, home relations, religion, vocation, school work, and the like. Some
of these problems are likely to be troubling you and some are not. As you read the list, pick out
the problems which are troubling you. There are three steps in what you do.

First Step: Read through the list slowly, and when you come to a problem which suggests some-
thing which is troubling you, underline it. For example, if you are troubled by the fact that
you are underweight, underline the first item like this, “1. Being underweight.” Go through
the whole list in this way, marking the problems which are troubling you.

 

Second Step: ‘When you have completed the first step, look back over the problems you have
underlined and pick out the ones which you feel are troubling you most. Show these problems
by making a circle around the numbers in front of them. For example, if, as you look back
over all the problems you have underlined you decide that "‘Being underweight” is one of
those which troubles you most, then make a circle around the number in front of the item,

like this, “ m Being underweight.”
V

 

Third Step: When you have completed the second step, answer the summarizing questions on

pages 5 and 6.

\P

— ®

 

Copyright 1950 by The Psychological Corporation.

All rights reserved. No part _of this check list may be reproduced in any form of printing or by any other means, elec-
tronic or mechanical, including, but not limited to, photocopying, audiovisual recording and transmission, and portrayal
or duphcahon in any Information storage and retrieval system, without permission in writing from the publisher.

The Psychological Corporation, 304 East 45th Street, New York, N. Y. 10017
Printed in U.S.A. 65.2241‘

TOTAL.

 

Cir. I Tot.

 

HPD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

J I. W. ”UV? I -‘wu DUI-U AID. DOV '1 ll ’ I...“ “G J VI. w-Ow

0v .- rnvu-wm vvu-vu 31‘1“.)an JV“, “nouns-:0 I“

 

108 Page 2
1. Being underweight 56. Frequent headaches
2. Being overweight 57. Weak eyes
3. Not getting enough exercise 58. Often not hungry for my meals
4. Getting sick too often 59. Not eating the right food
5. Tiring very easily 60. Gradually losing weight
6. Needing to learn how to save money 61. Too few nice Clothes
7. Not knowing how to spend my money wisely 62. TOO little money for recreation
8. Having less money than my friends have 63- Family worried about money
9. Having to ask parents for money 64. Having to watch every penny I spend
10. Having no regular allowance (or income) 65. Having to quit school to work
11. Slow in getting acquainted with people 66. Not enough time for recreation
12. Awkward in meeting people 67. Not enjoying many things others enjoy
13. Being ill at ease at social affairs 68. Too little chance to read what I like
14. Trouble in keeping a conversation going 69. TOO little chance to get out and enjoy nature
15. Unsure of my social etiquette 70- Wanting more time to myself
16. Having dates 71. No suitable places to go on dates
17. Awkward in making a date 72. Not knowing how to entertain on a date
18. Not mixing well with the opposite sex 73. Too few dates
19. Not being attractive to the opposite sex 74. Afraid of close contact with the opposite sex
20. Not being allowed to have dates 75. Embarrassed by talk about sex
21. Getting into arguments 76. Wanting a more pleasing personality
22. Hurting people’s feelings 77. Not getting along well with other people
23. Being talked about 78. Worrying how I impress people
24. Being made fun of 79. Too easily led by other people
25. Being "different" 80. Lacking leadership ability
26. Losing my temper 81. Daydreaming
27. Taking some things too seriously 82. Being careless
28. Being nervous 83. Forgetting things
29. Getting excited too easily 84. Being lazy
30. Worrying 85. Not taking some things seriously enough
31. Not going to church Often enough 86. Parents making me go to church
32. Not living up to my ideal 87. Disliking church services
33. Puzzled about the meaning of God 88. Doubting the value of worship and prayer
34. Doubting some of the religious things I'm told 89. Wanting to feel close to God
35. Confused on some of my religious beliefs 90. Affected by racial or religious prejudice
36. Worried about a member of the family 91. Not living with my parents
37. Sickness in the family 92. Parents separated or divorced
38. Parents sacrificing too much for me 93. Father or mother not living
39. Parents not understanding me 94. Not having any fun with mother or dad
40. Being treated like a child at home 95. Feeling I don’t really have a home
41. Unable to enter desired vocation 96. Needing to decide on an occupation
42. Doubting the wisdom of my vocational choice 97. Needing to know more about occupations
43. Needing to know my vocational abilities 98. Restless to get out of school and into a job
44. Doubting I can get a job in my chosen vocation 99. Can’t see that school work is doing me any good
45. Wanting advice on what to do after high school 100. Want to be on my own
46. Missing too many days of school 101. Not really interested in books
47. Being a grade behind in school 102. Unable to express myself well in words
48. Adjusting to a new school 103. Vocabulary too limited
49. Taking the wrong subjects 104. Trouble with oral reports
50. Not spending enough time in study 105. Afraid to speak up in class discussions
51. Having no suitable place to study at home "f 106. Textbooks too hard to understand
52. Family not understanding what I have to do in school 107. Teachers too hard to understand
53. Wanting subjects not offered by the school 108. So Often feel restless in classes
54. Made to take subjects I don’t like 109. Too little freedom in classes
55. Subjects not related to everyday life 110. Not enough discussion in classes

 

110 Page 4

 

111.
112.
113.
114.
115.

116.
117.
1 18.
119.
120.

121.
122.
123.

124.

125.

126.
127.
128.

131.
132.
133.
134.
135.

136.
137.
138.
139.
140.

141.
142.
. Parents old-fashioned in their ideas
144.
145.

146.
147.
148.
149.
150.

151.
. Choosing best subjects to prepare for college

. Choosing best subjects to prepare for a job

. Getting needed training for a given occupation

155.

Not as strong and healthy as I should be
Not getting enough outdoor air and sunshine
Not getting enough sleep

Frequent colds

Frequent sore throat

Wanting to earn some of my own money
Wanting to buy more of my own things
Needing money for education after high school
Needing to find a part-time job now

Needing a job during vacations

Nothing interesting to do in my spare time
Too little chance to go to shows

Too little chance to enjoy radio or television
Too little chance to pursue a hobby
Nothing interesting to do in vacation

Disappointed in a love affair
Girl friend
Boy friend

. Deciding whether to go steady
130.

Wondering if I’ll find a suitable mate

Slow in making friends

Being timid or shy

Feelings too easily hurt
Getting embarrassed too easily
Feeling inferior

Moodiness, “having the blues"

Trouble making up my mind about things
Afraid of making mistakes

Too easily discouraged

Sometimes wishing I’d never been born

Wondering how to tell right from wrong
Confused on some moral questions

Wanting to understand more about the Bible
Wondering what becomes of people when they die

Being criticized by my parents
Parents favoring a brother or sister
Mother

Father

Death in the family

Choosing best subjects to take next term

Wanting to learn a trade

. Not getting studies done on time

. Not liking school

. Not interested in some subjects

. Can’t keep my mind on my studies
. Don't know how to study effectively

. Not enough good books in the library

. Too much work required in some subjects
. Not allowed to take some subjects I want
164.
165.

Not getting along with a teacher
School is too strict

Cir. I Tot.
HPD

 

 

276. Poor teeth

277. Nose or sinus trouble

278. Smoking

:79. Trouble with my feet

280. Bothered by a physical handicap

 

 

 

281. Borrowing money

282. W orking too much outside of school hours
283. Working for most of my own expenses
284. Getting low pay for my work

285. Disliking my present job

 

 

286. Too little chance to do what I want to do t”
287. Too little chance to get into sports

2288. No good place for sports around home

3289. Lacking skill in sports and games

290. Not using my leisure time well

 

O
m
K

 

l291. Thinking too much about sex matters

3 292. Concerned over proper sex behavior
‘1293. Finding it hard to control sex urges
{294. Worried about sex diseases

295. Needing information about sex matters

 

 

| 296. Being too envious or jealous

i297. Speaking or acting without thinking

298. Feeling that nobody understands me
299. Finding it hard to talk about my troubles
300. No one to tell my troubles to

 

 

301. Too many personal problems

1302. Having memories of an unhappy childhood
l303. Bothered by bad dreams

! 304. Sometimes bothered by thoughts of insanity
305. Thoughts of suicide

 

 

; 306. Sometimes not being as honest as I should be
' 307. Getting into trouble

I 308. Giving in to temptations

309. Having a troubled or guilty conscience

310. Being punished for something I didn't do

 

 

311. Friends not welcomed at home

312. Family quarrels

313. Unable to discuss certain problems at home
314. Wanting to leave home

; 315. Not telling parents everything

 

 

 

316. Not knowing what I really want
317. Needing to plan ahead for the future l
318. Family opposing some of my plans
1 319. Afraid of the future ,

320. Concerned about military service

 

 

321. Getting low grades

322. Just can’t get some subjects
323. Not smart enough

324. Afraid of failing in school work
325. Wanting to quit school

 

 

326. School activities poorly organized '
327. Students not given enough responsibility ./
328. Not enough school spirit l/
329. Lunch hour too short

330. Poor assemblies

 

 

TOTAL. . . .

 

 

 

 

 

rlined and circle Th5"! SUP: Page: 5 and 5

First Step: Read the list slowly, and as you come to a problem which troubles you, underline it.

 

1 08 Page 2 l
—'l
1. Being underweight 56. Frequent headaches l
2. Being overweight 57. Weak eyes ‘
3. Not getting enough exercise 58. Often not hungry for my meals I
4. Getting sick too often 59. Not eating the right food ‘
5. Tiring very easily 60. Gradually losing weight
6. Needing to learn how to save money 61. Too few nice clothes
7. Not knowing how to spend my money wisely 62. Too little money for recreation
8. Having less money than my friends have 63. Family worried about money
9. Having to ask parents for money 64. Having to watch every penny I spend
10. Having no regular allowance (or income) 65. Having to quit school to work
11. Slow in getting acquainted with people 66. Not enough time for recreation
12. Awkward in meeting people 67. Not enjoying many things others enjoy
13. Being ill at ease at social affairs 68. Too little chance to read what I like
14. Trouble in keeping a conversation going 69. Too little chance to get out and enjoy nature
15. Unsure of my social etiquette 70. Wanting more time to myself
16. Having dates 71. No suitable places to go on dates
17. Awkward in making a date 72. Not knowing how to entertain on a date
18. Not mixing well with the Opposite sex 73. Too few dates
19. Not being attractive to the Opposite sex 74. Afraid of close contact with the opposite sex
20. Not being allowed to have dates 75. Embarrassed by talk about sex
21. Getting into arguments 76. Wanting a more pleasing personality
22. Hurting people’s feelings 77. Not getting along well with other people
23. Being talked about 78. Worrying how I impress people
24. Being made fun of 79. Too easily led by other people
25. Being “different” 80. Lacking leadership ability
I
26. Losing my temper 81. Daydreaming
27. Taking some things too seriously 82. Being careless
28. Being nervous 83. Forgetting things
29. Getting excited too easily 84. Being lazy
30. Worrying 85. Not taking some things seriously enough
31. Not going to church often enough 86. Parents making me go to church
32. Not living up to my ideal 87. Disliking church services
33. Puzzled about the meaning of God 88. Doubting the value of worship and prayer
34. Doubting some of the religious things I’m told 89. Wanting to feel close to God
35. Confused on some of my religious beliefs 90. Affected by racial or religious prejudice
36. Worried about a member of the family 91. Not living with my parents
37. Sickness in the family 92. Parents separated or divorced
38. Parents sacrificing too much for me 93. Father or mother not living
39. Parents not understanding me 94. Not having any fun with mother or dad
40. Being treated like a child at home 95. Feeling I don’t really have a home
41. Unable to enter desired vocation 96. Needing to decide on an occupation
42. Doubting the wisdom of my vocational choice 97. Needing to know more about occupations
43. Needing to know my vocational abilities 98. Restless to get out of school and into a job
44. Doubting I can get a job in my chosen vocation 99. Can’t see that school work is doing me any good
45. Wanting advice on what to do after high school 100, Want to be on my own
46. Missing too many days of school 101. Not really interested in books
47. Being a grade behind in school 102. Unable to express myself well in words
48. Adjusting to a new school 103. Vocabulary too limited
49. Taking the wrong subjects 104. Trouble with oral reports
50. Not spending enough time in study 105. Afraid to speak up in class discussions
51. Having no suitable place to study at home ‘4' 106. Textbooks too hard to understand
52. Family not understanding what I have to do in school 107. Teachers too hard to understand
53. Wanting subjects not offered by the school 108. So often feel restless in classes
54. Made to take subjects I don’t like 109. Too little freedom in classes
55. Subjects not related to everyday life 110. Not enough discussion in classes

 

1]. O Page 4

 

111.

1 12.

113.
1 14.
l 15.

116.
117.
l 18.
119.
120.

121.

122.
123.

124.

125.

126.
127.

128.
129.
130.

131.
132.
. Feelings too easily hurt
134.

135.

136.

137.
138.

139.
140.

141.
142.
. Parents old-fashioned in their ideas
144.
145.

146.
147.

148.

149.

150.

151.
152.
153.

154.

155.

156.

157.
158.
159.
160.

r 161.
7‘162.

164.
165.

Not as strong and healthy as I should be
Not getting enough outdoor air and sunshine
Not getting enough sleep

Frequent colds

Frequent sore throat

Wanting to earn some of my own money
Wanting to buy more of my own things
Needing money for education after high school
Needing to find a part-time job now

Needing a job during vacations

Nothing interesting to do in my spare time
TOO little chance to go to shows

Too little chance to enjoy radio or television
Too little chance to pursue a hobby
Nothing interesting to do in vacation

Disappointed in a love affair

Girl friend

Boy friend

Deciding whether to go steady
Wondering if I’ll find a suitable mate

Slow in making friends
Being timid or shy

Getting embarrassed too easily
Feeling inferior

Moodiness, "having the blues"

Trouble making up my mind about things
Afraid of making mistakes

TOO easily discouraged

Sometimes wishing I’d never been born

Wondering how to tell right from wrong
Confused on some moral questions

Wanting to understand more about the Bible
Wondering what becomes Of people when they die

Being criticized by my parents
Parents favoring a brother or sister
Mother

Father

Death in the family

Choosing best subjects to take next term
Choosing best subjects to prepare for college
Choosing best subjects to prepare for a job
Getting needed training for a given occupation
Wanting to learn a trade

Not getting studies done on time
Not liking school

Not interested in some subjects
Can't keep my mind on my studies
Don’t know how to study effectively

Not enough good books in the library
Too much work required in some subjects
Not allowed to take some subjects I want
Not getting along with a teacher

School is too strict

27 . Poor teeth

277. Nose or sinus trouble

278. Smoking

:79. Trouble with my feet

280. Bothered by a physical handicap

 

I281. Borrowing money

282. \Vorking too much outside of school hours
283. Working for most of my own expenses
284. Getting low pay for my work

285. Disliking my present job

286. Too little chance to do what I want to do 6’]
287. Too little chance to get into sports

288. No good place for sports around home

289. Lacking skill in sports and games

290. Not using my leisure time well

3291. Thinking too much about sex matters
292. Concerned over proper sex behavior
293. Finding it hard to control sex urges
:294- \Vorried about sex diseases

295. Needing information about sex matters

 

296. Being tOO envious or jealous

1297. Speaking or acting without thinking
i298. Feeling that nobody understands me
299. Finding it hard to talk about my troubles
300. NO one to tell my troubles to

i301. Too many personal problems

302. Having memories Of an unhappy childhood
303. Bothered by bad dreams

:304. Sometimes bothered by thoughts of insanity
305. Thoughts of suicide

 

,306. Sometimes not being as honest as I should be
1 307. Getting into trouble

l 308. Giving in to temptations

‘ 309. Having a troubled or guilty conscience

: 310. Being punished for something I didn't do

i 311. Friends not welcomed at home

1312. Family quarrels

€313. Unable to discuss certain problems at home
i 314. Wanting to leave home

i315. Not telling parents everything

I 316. Not knowing what I really want

i 317. Needing to plan ahead for the future

5 318. Family Opposing some of my plans

l 319. Afraid of the future ,

320. Concerned about military service

321. Getting low grades /
322. Just can’t get some subjects

323. Not smart enough

324. Afraid of failing in school work

325. Wanting to quit school

326. School activities poorly organized

327. Students not given enough responsibility ./
328. Not enough school spirit i/
329. Lunch hour too short

330. Poor assemblies

TOTAL. . . .

 

 

Cir. I Tot.

 

HPD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hined and circle 77"“ SUP: Page: 5 and 6

112 Page 5

l

3. Would you like to have more chances in school to write out, think about, and discuss matters of personal
concern to you? ............ Yes. ............ No. Please explain how you feel on this question.

4. If you had the chance, would you like to talk to someone about some of the problems you have marked
on the list? ............ Yes. ............ No. If so, do you have any particular person(s) in mind with whom you
would like to talk? ............ Yes. ............ No.

113

APPENDIX H .

 

Name

THE MICHIGAN STATE M-SCALES
(Form C - Female)

I.

THE GENERALIZED SITUATIONAL CHOICE INVENTORY

This is a gym: of your choices. There are no right or wrong answers.
The results will in no way affect your grades ,in school. i

The inventory is made up of pairs of statements. Read each pair
carefully. Choose the one from each pair that youwould most prefer
to do and circle the number.

Answer all questions as honestly and frankly as you can. Only in this
way will the results be meaningful. Remember this inventory is about

you and m alone. This is not a survey of what you can do, but of
Ernst you would like to do.

EXAMPLE:
Which would you prefer to do?

1. Go to a party, or
2 Road a book

 

This person circled the number "1" which means that he would prefer to
go to a party to reading a book.

If lou have any questions, raise your hand. If not, turn to the next

page and answer all the questions. Uo Not Skip Any Questions! Work
as rapidly as you can and do not spend too much tine on any one item.

 

This is not a survey of what you can do but of what you
would prefer to do.

I would

1.
2.
3.
A.
5.
I would

6.

7.

9.

10.

15.

11L;

-2-
prefer to:
1) werk hard for what I get, or
2) Just get what I want
1) ‘WOrk hard to be smart, or
2) Take it easy and become rich
1) Be thought of as being a studious person, or
2) Be thought of as being a carefree person
1) Have the best teachers in the state in my school, or
2) Have a large recreation center in my school
1) Buy a car, or
2) Continue my education
prefer to:
1) ‘Be well prepared for a job after graduation from.high
school, or
2) Be well prepared to continue learning
1) Pass a usual classroom.examination, or
2) Pass a college entrance examination
1) Have the teacher give everyone the same grade at the
beginning of the term.and know I had passed, or
2) Take chances on getting a.higher or lower grade at the
end of the course
1) DeveIOp a _r_1_e_v_:_ product which may or may not be good, or
2) Make a product as good as the best one available
1) Get exnellent grades because I have a great deal of ability, or
2) Get excellent grades because I have average ability
prefer to:
1) Be known to my parents as an intelligent person, or
2) Be known to my parents as a practical person
1) Be a person of leisure, or
2) Be a person of action
1) Receive money for good grades, or
2) Have my picture in the paper for good grades
1) Have someone show me the solution to a problem, or
2) Take a long time to figure out a problem for myself
Be known as a person with.much ability, or

1)
2)

Be known as a person with adequate ability

115

I would prefer to:

16.
17.
18.
19.

20.

i)
i)
1)
2)
1)

2
1)
2

Be an able person, or

.Be wealthy

Work herd in everything I do, or
Work at things as they come along

Study w essiments during study hall, or
Wait to study until the<mood strikes me

Perform well in class, or
Watch television

Save enough money to buy something with cash, or
Buy something on credit and pay for, it as I use it

I would prefer to:

21.
22.
23.
2h.

25.

:3
2)
a;
:3

B

Inherit a great deal of money, or
Earn a great deal of money

Wait ten years and receive fame throughout the nation, or
Receive fame in my commity overnight

Wait until I had finished college and make a better salary, or
Get a Job right after high school and make a good salary

Study to go to college, or
Stw to get out of high school

Enjoy myself at a museum, or
Enjoy melt at a night-club

I would prefer to:

26.

27.

28.

29.

30.

B
B
1)
2)

l

1

Be known as being a "good guy" or a "good gel", or
as known as a person who "does things well"

Do something like everyone else, or
Do something outstanding

Study for an seen one night and Imow that I would receive

an "A”, or

dog: a party on this night and take a chance on a lower
or

Work hard enough to be outstanding, or
Work hard enough to pass w courses

Learn by defeating an experienced player, or
Learn by losing to a expert

116

II.

PREFERRED JOB CHARACTERISTICS SCALE

Qirections: What kind of a job do you prefer? In the following items
you will find two job characteristics paired. From each pair choose
the one characteristic you value most for your future job, after your
education, and circle the number. Be sure to circle only one choice
for each pair. Do not omit any items. In some cases, it will be hard
to make a choice between the items because you may want to choose
both items or neither. But remember, you must make a choice.

EXAMPLE:
I prefer:
I. g? A job which is exciting

A job where there are
no lay-offs

 

This person circled the number "1" which means that he prefers a Job
which is exciting to a job where there are no lay-offs.

This is a survey to find out your job preferences. There are no right
or wrong m g. .

If you have any questions, raise your hand and ask the examiner.

If there are no questions, turn the page and begin!

117

I prefer:

31. l) A job where my opinion is valued
2) A Job with short working hours

32. .l) A job which does not require a college education
2) A job where I could decide how the work is to be done.

33. l) A Job which pays well and requires little effort
2) A job where I could express my ideas, talents, and skills

34. l) A job where I could become known for outstanding accomplishments
2) A job where I could not be fired

35. l) A job which has high work standards
2) A Job which permits me to take days off when I want

I prefer:

36. l) A job where I solve problems no one else can
2) A job which does not require a college education

37. l) A job which pays well and requires little effort
2) A job where I could decide how the work is to be done

38. l) A job where I could continue to learn the rest of my life
2) A Job where I make few if any decisions

39. l) A job with short working hours
2) A job which absorbs my interests

40. l) A Job which does not require a college education
2) A job which has high work standards

I prefer

A1. 1) A job which requires little thinking
2) A Job where I could decide how the work is to be done

AZ. 1) A job with short working hours
2) A job where I could continue to learn the rest of my life

#3. 1) A job where I could become known for outstanding accomplishments
2) A job which does not require a college education

AA. 1) A job which pays well and requires little effort
2) A job which has high work standards

AS. 1) A job with short working hours
2) A job where I could express my ideas, talents, and skills

I: lpxuefer:

A6.
A7.
A8.
#9.
50.

1: lazreefer
51.

52.
153.
fih.

£55k

56.
S7.
58.
59.

60

l)
2)

1)
2)

1)
2)

1)
2)

l)
2)

118

A Job which does not tie me down
A job where I could continue to learn the rest of my life

A job where I could not be fired
A Job which absorbs my interests

A job which does not require a college education
A Job where my opinion is valued ‘

A job where I could not be fired
A job where I could continue to learn the rest of my life

A Job which permits me to take days off when I want
A job which absorbs my interests

A job with short working hours
A Job where I solve problems no one else can

A Job where I could not be fired
A Job where I could express my ideas, talents, and skills

A job which does not require a college education
A job which absorbs my interests

A Job which requires little thinking
A job where my opinion is valued

A Job with short working hours
A Job which has high work standards

A job which does not tic me down
A Job where I solve problems no one else can

A Job where I could not be fired
A Job where I could decide how the work is to be done

A Job where I could express my ideas, talents, and skills
A Job which permits me to take days off when I want

A Job which does not require a college education
A Job where I could continue to learn the rest of mw'life

A Job with short working hours .
A Job where I could become known for outstanding accomplishments

119

I prefer:

61. 1) A Job which does not tie me down
2) A Job which has high work standards

62. l) A Job which does not require a college education
2) A Job where I could express aw ideas, talents, and skills

63. I; A job where I could continue to learn the rest of In life
A Job which pays well and requires little effort

120

III.
W,
Following is a list of words teachers may use to describe students. Iou

aretorateyoureelfoneaohwordasyouthinkyourmnwouldrate
Me

Read each work carefully, then decide which of the following ratings ,
would be chosen by your teachers to describe you.

W7 W
I This word would an: describe me
2 m. m m was. me
3 This word m describes me
I. This word m describes me

After you decide how your teacher might rate you, circle that rating
umber.

m:
w .1 44.14....
'~ 1. mm 1&3 I.

 

 

This individual has circled the rating number "2" for the word "ham“.
This means that he feels that his teachers think that the word "happy“

mg describes him.

, .A If not, turn to the next
page and begin rat of t words. . Work
asrapidlyaeyoucenanddonot spendtoomuchtime onwoneword.

Ratiggg: 1. Never

Teachers feel that I am:

6A.
65.
66.
67.
68.
Teachers
69.
70.
71.
72.
73.
Teachers
7A.
75.
76.
77.
78.
Teachers
79.
80.
81.
82.
83 .
Teachers

32.;

2.

talented
practical
average
logical

smart

feel that I am:
successful
thorough
orderly

purposeful

a procrastinator

feel that I am;
studious

different

:discontented

flighty
responsible
feel that I am:
consistent
intelligent
distractable
nervous
systematic

feel that I am:

daring

Sometimes #33

N
l
l

l

l

S U A
2 3 A
2 3 A
2 3 A
2 3 A
2 3 A
S U A
2 3 A
2 3 A
2 3 A
2 3 A
2 3 A
S U A
2 3 A
2 3 A
2 3 A
2 3 A
2 3 A
S U A
2 3 A
2 3 A
2 3 A
2 3 A
2 3 A
S U A

2 3 A

121

-9...

Usu

Alw 8

Teachers feel that I am;

85.

86.

87.

88.

89.
Teachers

90.

91.

92.

93.

9A.
Teachers

95.

96.

97.

98.

99.
Teachers

100.

101.

102.

103.

10A.

A person who
postpones

exacting

fistubborn

perfectionistic
accepting

feel that I am:
carefree
competitive
intellectual
alert

above average
feel that I am:
productive
persuadable

a thinker
ambitious
contented

feel that I am:
concerned

An achiever

A planner
competent

teachable

l

l
l
l
1
l

S U A

231.
232.
23:.
231.
232.
S U A
231.
231.
231.
23:.
23A
3 U A
231.
23:.
231.
234
234
S U A
231.
23:.
23).
231.
23a

122

-10-

Ratiggs: 1. Never 2. Sometimes Usua Alw 3

Teachers feel that I am: N S U A

105. reasonable 1 2 3 A
106. impatient 1 2 3 A
107. friendly 1 2 3 A
108. efficient l 2 3 A
109. easily dis- 1 2 3 A
tracted
Teachers feel that I am: N S U A
110. reliable I 2 3 A

111. serious 1 2 3 A

123

IV.

HUMAN TRAIT INVENTORY

GENERAL DIRECTIONS: PLEASE READ CAREFULLY!

Following is a list of statements about YOU. Read each statement
carefully! Then decide whether this statement is how you alwgys feel,

usually feel, sometimes feel or ggygy feel.
sum
1 This statement would ngygg describe the way I feel
2 This statement sometimes describes the way I feel
3 This statement usually describes the way I feel
A This statement alyayg describes the way I feel

Answer each statement-—Do not leave any blank.

There are no right or wrong answers. The answers apply only to you. The way
you answer these statements will ggt affect your school marks in any way.
After you decide how you feel about the statement, circle that number.

EXAMPLE:
A_g N S U A I .1

—v

1. I feel it is always a good 1 (:> 3 A
thing to be honest.

 

 

This individual has chosen number "2" for the statement "I feel it is
always a good thing to be honest." This means he feels that this state-
ment sometimes describes him.

It is best to mark your first impression, try not to change your answer.
If you change an answer, erase completely your first choice.

Remember to angwer the statements as they apply to you!

12A

 

-12.
Ratiggs: I; Never 2; Sometimes 3. Usually J» Always
N S U A
112. Many times I become so excited I find it hard
to go to sleep 1 2 3 A
113. I day dream.frequently l 2 3 A
llA. I work things out for myself rather than have
a friend show me how 1 2 3 A
115. It is difficult for me to keep interested in most
of my school subjects 1 2 3 A
116. I flirt l 2 3 A
117. Most of my school subjects are useful 1 2 3 A
ll8. I like just about everything about school 1 2 3 A
119. I have a hard time concentrating on the
subject during class periods 1 2 3 A
120. Even when I do sit down to study, I find that
my mind tends to wander l 2 3 A
121. I like to make the best grades possible 1 2 3 A
l22. I like to study 1 2 3 A
123. I like to plan very carefully what courses I
will take in school 1 2 3 A
12A. I am said to be quick tempered l 2 3 A
125. I learn slowly I 2 3 A
126. It would be worthwhile to belong to several
clubs or lodges l 2 3 A
127. I plan my activities in advance 1 2 3 A
128. I think I would like the work of a teacher 1 2 3 A
129.' I want very much to be a success l 2 3 A
130. I would be uneasy if some of my family were in
trouble with the police 1 2 3 A
131. I get disgusted with myself if I don't do as well
as I should 1 2 3 A

125

-13..

Rating: 1. Never 2. Sometimes Usu

132.
133 .

13A .

135.
136.

I like to plan my activities in advance

I like being with people in social
gatherings

Sane subjects are so unpleasant to me that
I can't talk about them

I like to be consistent in the things I do

I would like to belong to a motorcycle club

Alw

 

126

AIGUENDIXIII.

 

Name

THE MICHIGAN STATE H~SCALES
(Form C — Male)

I.

THE GENERALIZED SITUATIONAL CHOICE INVENTORY

 

This is a survey of_your choices. There are no right or wrong answers.
The results will in no way affect your grades in school.

 

The inventory is made up of pairs of statements. Read each pair
carefully. Circle the number of the one you would most prefer or like
to do.

Answer all questions as honestly and frankly as you can. Only in this
way will the results be meaningful. Remember this inventory is about

' ygu and y9u_alone. .Ihis is not_a surygy of what you can do, but of what
ypu would like to do.

 

EXAMPLE:

 

Which would you prefer to do?
1. (:3) Go to a party, or
'2) Read a book

 

This person circled the number "1" which means that he would prefer
to go to a party to reading a book.

If you have adv/7.9u9.5.i.1293a.~..raisanrsuahcrdo If not. turn to the next
page and answer all the questions. 29 Not kip Any_gu§§tigg§! WOrk
as rapidly as you can and do not spend too much time on any one item.

 

 

This is not a survey of what you can do but of what
you would prefer to do.

127

I would prefer to:

1.

2.

3.

9.

10.

I would

11.

13.

l)
2)

1)

Avoid failing in school, or
Do well in school

Receive a grade on the basis of how well I did on the
teacher's test, or ,
Get a grade on the basis of how hard I tried

Have the best teachers in the state in my school, or
Have a large recreation center in my school

Buy a car, or
Continue my education

Be well prepared for a job after graduation from high
school, or
Be well prepared to continue learning

Have the teacher give everyone the same grade at the
beginning of the term and know I had passed, or

Take chances on getting a higher or lower grade at the
end of the course

DevelOp a new product which may or may not be good, or
Make a product as good as the best one available

Receive money for my good grades, or
Be allowed to take any course I wanted because of good
grades

Be successful in finishing a job, or
Finish a job

Get excellent grades because I have a great deal of ability,
or
Get average grades because I have average ability

prefer to:

l)

2)

1)

Be graded at the end of a course with the possibility of
making an "A", or

Get a "C" at the beginning of a course along with everyone
else

Make quick decisions and sometimes be right and sometimes
be wrong, or
Deliberate over decisions and usually be right

Be allowed to take extra courses before or after school, or
Just take courses offered during the school day

128

I would prefer to:

1A4 1) Complete '

a jo ob which I recognize as difficult, or
2) Complete a jO Ob

which other's recognize as difficult

115. 1) Do as well as most of ry class ates, or
2) Do bit ter the n most of my classmates

2L6. 1) Be considered as being strong but not ve cry smart, or
2) Be considered as being weak but smart
317. I) Be known as a p-erson with much ability, or
2) Be known as a pa rson with ad£:quaee abi li ity
118. 1) work at mgr) 1€fi§ inner ant joos which I know I could finish, or
2) Work at gne_ vqgji ginort nt job which may never be entirely
finished inI my life— time

119. 1) Be paid for how well I did a job, or
2) Be paid the same amount no matter how I did the job

20. 1) Work rapidly just "skimming" along, or
2) Work slowly with great thoroughness

I would prefer to:

21. I) Have a bet_ter job than my father has, or
2) Have a job like my father has

22. I) Have a great deal of money, or
2) Be an CXpert in my favorite school subject

23. 1) Have average ability and be liked by many people, or
2) Have superior ability but not be liked by as many people

2h. 1) Have everybody in the class get a "C" at the beginning of
the course, or
2) Be graded at the end of the cou‘se with the possibility of
getting a higher or lower malk

25. 1) Receive a giade on the basis of how much my tezcher thin1:s
I have learned, or
2) Take a course from an instructor who gives"C”'s

26. 1) Be paid for the 329232 of work I did, or
2) Be paid by the hour

27. .1) Study my assig -nents during study hall, or
2) hait to study until the mood strikes me

28. 1) Think of an idea that nobody he s eve r thought of, or
2) Set a world's speed record

I would

29.
300

I would

31.
32.
33.
31..
35.
36.
37.
38.
39.
1.0.

Ivmmm

Al.

129

prefer to:

Do what I think is right, or
Do what others think is right

1) Work ove: ti:; o to make more men e3, or
2) Get more se“eoling to make no1e money
prefer to:

1 al of money, or

Inherit a grea‘ do
Earn a g1e ea '1 of money
Wait
Get job ri~ht af tcr high
Plan my life in advance, or

Live my life from day to day

“tudy to go to college, or
Study to gate out

influence

Have a grea of
of: m‘oition

tdea l
Hsve a g1ea t dea 1
Carry out the plans of others,

Create some‘1ing of my own

until I had finisled college ard make a better sale a1y,
school and make a good salary

01“

of ligh school

over people, or

01"

1 Be known as being a "good guy" or a "good gal", or
2 Be known as person who "does things well”
1 Be very happy, or
2 Have lots of money
1 Be known as person who knows his own mind, or
2 Be known as aperso.*1 who gets help in mazing decisions
I Do so1c1n1n like CV€1yON3 else or
2 Do something outstaad1ng
prefer to:
1) Put tog air a new object, or
2) DevelopCi new ide"e
do good wo:k, or

YW ‘r..\r- ,1}, _\ _ _’ '1 fl
1) he c1.e.11«:1;1111;; oz; 111,171.11 to
3
L

1‘. -°. ,.
BIL), «Lnr-JLEEXK

2) Be demanding on s so th51t they will do good work
1) he so etiing thfit I have ione eforC, or
2) Do something that I peter h<1e done before

 

130

J

I would prefer to:

LA. 1) Discover a gold mine, or
2) Discoxcr a new medicine

AS. 1) {eve one of Hy children win a beauty contest, or
2) H8VC one of my chilcren win a college scholarship

131

II.

‘1'\V>w"‘\v V\IV\v .- Vy I “.5 r.-"“ C‘{Iv-‘ ’1’ IVIT.
P1111I'rzi'uw.) JV? C11-L."1.Cl:17‘.7.111 ltd SCAM,

u... .--.._..-, —..' -—... .2 .- , 1-——~‘.., .11 --._. --.--..

DlrLCL‘O”C' dtht kind of a job do you prefer? In the following items
you will- fin two job 01111c11:1.tics paired. From each pair choose

the Qne chaI-d1.stic you value host for your future job, after your
education. rac eiistio "l”, circle that nunber. If

a
l
you prefer "2”, circle i,

,CDC

you p1e1 01;;

t. fe sure to nzrk onl;r one choice for ea ich
pair. Do not exit any items. In soie cases, it will be hard to mal:
a choice be t.een the items :ecause you nby want to choose both items

l - - J»

or neither. But renenzer, you must In I:e a choice.

By"? *1] I11.
. O

I
---'--~‘—.-

I prefer:

l. (:3) A job 1h'c h is e: Heiti

2) A job wlm“e theze 8.10 no
lay-'Offs

C: \

 

led the nunbcr ”l" which means that he prefers that
1'

This is a sur"cy to find out your job preferences. 23339 are no ric}1t
22.!f9é3 ?“9‘ T3-

.—-._— H—n __. -

If you have a y questions, raise your hand 6nd as {the examiner.

If there are no ques 1io21s, turn the page and begin!

.1. W -
4‘. ‘_‘

I prefer

['76.

A7.

A8.

1490

50.

51.

52.

53.

51+.

55.

56.

57.

580

59.

60.

I prefer.

61.

:23>

>:mx

A

3>II>

3>3>

A
A

in- ID

U

job
job
iob

U

job

l‘i'h i C h
which

where

which

where
where

where
{hi 0 h

where
where

:hich
where

132

I solve problems no one else can
permits me to take days off when I want

does not require a college education
I could decide how the work is to be done
I solve problems no one else can
does not require a college education

my Opinion is valued
I could not be fired

does not tie me down
absorbs my interests

I could be known for outstanding accomplishments
does not require a college education

I could decide how the work is to be done
I make few if any decisions

does not tie me down
I could continue to learn the rest of my life

I could not be fired '
absorbs my interests

I make few if any decisions
I solve problems no one else can

I could become known for outstanding accomplishments
requires little thinking

has high work standards
I make few if any decisions

with short working hours

who re

which
where

where
whe re

where
where

I solve probl ms no one else can

requires little thinking
my Opinion is valued

I make few if any decisions
I could become known for outstanding accomplishments

I could not be fired
I could decide how the work is to be done

I prefer:
62.

63.

61..

65.

:Db 39> >-

>>

job
job

3' oh
3 Ob

job
iOb

U

job
job

133

which does not require a college edu ation
where I could continue to learn the rest Of my life

where my Opinion is valued
where I make few if any decisions

not require a college education

which does
I could express my ideas, talents, and skills

where

which requires little thinking
where I solve problems no one else can

13h

III.

LJOI‘I) “prim-T IFL (I ITr

--_.._o

Following is a list of wOio s teas e1s ray use to do: cri oe students. You
are to rate youis H] on each wOIi as you think your 1239;133" v
you°

(JI‘

Be sure" to mdescribefiycurself as y_orr ‘e'clors ”oulc not as you would

7!“

d'<sc1"it>“ "OLI?:v;l;:.

-“Y~-~ -4- ~1‘_

Read each word carefull‘r then d6 cide which of the follo ing ratin
J, t)8
would be chosen by your teachers tO describe you.

isiirs_39;bgr hasrinsisiiiuibsr
I This word would no yer describe me.
2 This word EEIEEiESE describes me.
3 This word ugyglly describes me.
A This word all“ descri es me.

After you decide how your teacher might rate you, circle the correct
number.

 

 

EXAMPLE:
N s U A
1. Happy 1 2} 3 A

 

 

This individual has circled the rating number "2" for the word "happy."
ThlS means that he fcelsthat his teachers think that the word "happy"

asusiinga -escribss him.

If MVOU hef: ;;fl;O”CELVOW11 raise your_ hand. If not, turn to the next

page“ and be gin rating, all Of the woxds. Dc; lot 91” p A133 T1111‘s., Work
as Tapldly as you can and do not spend too nuch tine on any one word.

 

 

Teacher

66.
67.
68.
69.

70.

(V

0

Teachers

71.

72.

Teachers

76.
77.
78.
79.

80.

Teacher

feel that I am:

patient
talented
intfficient

practical

confident

feel that I am:

logical
smart
successful
careful

thorough

feel that I am:

orderigr
purposeful
uninterested
studious
different
feel
responsible
original
consistent
intelligent

irr¥Lhe-Jenorr

 

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135

Teachers

86.

Teacher

C’)

9l.
92.
93.

lOl.
102.
103.
lfiflt.

105.

71," I f 0

feel that I an:

rebellious

IlCl‘VOUS

reckless

dependable

feel that I an:

a person who
postpones
exacting
lazy
stubborn

f‘ ,.

C ELI‘OI I‘ C

feel that I am:

intellectual
alert
above “verase

O
productive

a thirdxu‘

feel that I am
ambitious
contented

an achiever

a planner

competent

‘

“1‘.7f1‘fc‘

4.- 3.;3 v»’
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Teachers feel that I am:

lOé.
107.

108.

112.

113.

‘ ‘ i .' J . J
lllCOIleJfi LU}; u

teachabla

efficient
feel that I am:

easily dis~
tracted

H
M

l 2 3

b.)

wwwm

136

1+

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1;

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,.u.£,'v A)

 

137

IV.

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IIU”;:'L'I ji r ,.T:i . 13“.“ ‘. J‘s’iul
~o—h- - -_ ‘-» - -7 '77

EYLi.I DIR CIIQIS: PLEASE READ C3;7lt‘I\

Followin" is a lie t o- stateutnts about ‘1'“Uc Iiea d each stateront
calefully! Tlnzi decioc whetima'idlzi_s stair (nit is how you.§fllgjgs feel
usually feel, EE gt: pg feel or Lgijr feelo

'9

”Ln affh :~

.~ -... 7..-..-

1 This stath ;nt w.oul d njycr les.ribe the M193 I fecl
2 This statement QLKEEIKCQ describes the way I feel
a
This statement usually describes the way I feel p

A This statement flnrig describes the way I feel
Answer eachs ateuent~wDo not leaxe any blank.

There are no right or wron g anew." '

e
The way you ensue these stetemcncs . g1
in any way. Circle the numne:r that best desc

rs apply only to you.
feet your school marks
bes how you feel

‘9 a) 3“
P H) O

EXM-JLE:

N S U A

l. I feel it is always a good I. 69 3 A
thing to be honest

This individual has circled nu her ”2” for the Sb<LCHCML "I fCe
always a good thing to be honest." This neans h: feel s that ti
ment §9H£i in? s describes him,o

:34"

 

It is best to mark your first: rPTLS‘lON, try not to che n'e yet or answer.
Pt to €"3~$"~"?7‘_ tfl'wtjtmcn s as thin: 82:11.13--}L..i.»_cz._y§1111

130.
1334.
132.
133.
13h.

138

Uynrijy

I have bc;n cuite infloycxflcnt an? free from farily

Khsn I have

an opinion, I stexd up for it

t 3
5“, F‘] 6“" "- A. L‘
my Sblujkh- mx‘nJ‘u‘uL/J

I hate difficulty working

7,. nJ' 1
TuUdIdLJOhS

rfi'11 1'/\' . \w r1r
lint-1L.) Sid. J tt 1 LII (b c1411

I flirt

' J. .i. 11 .. -,.,, , ,J
Loss of Ly ssncc Ehbswbtb a1c a

tIlf'L-C!

ts are useful

r J A .‘..,
Loss of Ly school suhucc

I find

0
, .
af‘C‘ F7.
CLQ~'j~L)LL ~1

it difficult to find tho tine
cnt for tho ncxt day

. - ‘ V. *1
IO {Ts-LII“) L”),

f»
,‘3
_l

f")

I have done so cthing that is considercd danger
just for the thrill of it

Ifhcn 1 txw; a yQNfigfflfl , I stole tlmrgxs

Even whcn I do sit down to study, I find that by
tends to wanfcr

I hate to be in the mood before I can study
I like

to rvko tho bcst grades possible

I will tah

~14
n
v
(:1
s v—4
r ‘
§ ..
a
"1
4
(a

I want voiy nuch to be a success

I work under a gross dcal of tcnsion

trouble waiting for a class to be ~vcr

1‘\)

\A)

wwww

NSUA
1-2311
1232;
12311
l23h
12311
1232;
123A
1231.,
1231;
12314,
1231,
12311
1231}
12311
1231.,
123A

4—

V_Batinqs:

139

_ 13 _

l. Begs; 2. SCKCtIflTS *3. Usually 4, Always

 

 

 

135.
136.

137.
138.

139.

m

I get disgusted with myself if I don't do as well
as I should

I feel that I haven't any goals or purpose in
life

I like to be consistent in the things I do
I like to go to the movies more than once a week

I would like to belong to a motorcycle club

 

SENIOR RF U APPENDIX J.
Reading for Understanding

Placement Test.

by Thelma Gwinn Thurstone
Name Grade—‘ Age

School Teacher

DIRECTIONS:

The following sentence is incomplete. One of the four words below it will complete it. Read
the sentence and find the right word.
You don’t know whether you can play the game until you have

A—run . B—won ©—tn'cd D—lost
' Tried is the best word to complete the meaning of the sentence. Notice that a ring has been
drawn around the letter C to show that the C-word tried is the best word to complete the
sentence.

Below are three practice exercises. Read each carefully and choose the best answer to complete
it. Draw a ring around the proper letter to show your answer.

 

 

1 There are several million people in the United States who do not know the exact date of
their birth. Their births were never recorded, or the records were lost or accidentally

A — registered B — destroyed C — found D — mentioned

 

 

 

2 Formerly, people often criticized Indian men for riding on the trail carrying only a bow
and arrow while the Indian women walked behind carrying heavy loads. It should be
remembered, however, that there was constant danger of attack and that the warriors had
to be ready to '

A—arm B—run C—fight D—flec
—

3 An elephant’s legs are very strong, enabling the elephant to stand for hours without tiring.
Indian elephants lie down frequently, but African elephants seldom lie down unless they
are sick or wounded. It is said that they seldom lie down even to

A — cat B - get well C — sleep D — play

i

 

The teacher will tell you the answers to the problems on this page. The following pages con-
tain similar reading exercises. Read carefully and try not to makeymistakes. If you cannot
understand a sentence, skip it and go on to the next one.

STOPHERE. WAIT FOR FURTHER INSTRUCTIONS.

S R A Science Research Associates. Inc.. 259 East Erie Street. Chicago. Illinois 60611
A Subsidiary of IBM

9 1965. Science Research Associates, Inc. All rights reserved. Printed in U.S.A.

 

 

 

 

 

Many millions of dollars worth of gold, silver, and jewels have gone down with ships
in numerous ship disasters. These treasures lie at the bottom of almost every major
body of water in the world. It is not surprising that divers spend a great deal of time
and money looking for

A —- scientific data B — sunken treasure C — new oceans D — treasure islands

 

The pilot of an airplane is dependent upon the plane’s radio for communication from
the ground concerning takeoff, landing, the movements of other planes, and the
weather. The safety of the passengers in the plane is dependent upon this communica-
tion. In case the radio is out of order, a pilot may use other signals, such as lights,
but the radio is very important. Even small planes are usually equipped with

A — radios B — pilots C — horns D — landing gear

 

The small Boston terrier has a dark coat with white chest, neck, and feet. Many
people are drawn to this dog because of its neat appearance and large brown eyes.
The Boston terrier is a popular pet because it likes people and

A— is hard to train B -bites postmen C — grows so large D— makes friends easily

 

Dinosaurs were the largest land animals ever known. They were sixty to ninety feet
long. These figures are not guesses; they are based on measurements of bones that have
been

A — found B — molded C — painted D — reproduced

 

The National Audubon Society reported that their 1962 census of bald eagles in the
United States, excluding Alaska, was 3807, as compared to 3642 in 1961. Of 118 dead
eagles reported to the society in 1962, 91 had been shot. There is great concern that
the bald eagle, which is the national bird, may completely disappear. The Audubon
Society urges a nationwide campaign to educate the public not to

A — feed eagles B — protect eagles C -- harm eagles D — count eagles

 

A lion, finding a hare asleep, was about to devour it when he saw a deer passing. He
left the hare and chased the deer, which was so swift that it escaped him. When the
lion returned to eat the hare, he found that it had been awakened by the noise and had
escaped. This story was told to make the point that men often lose moderate gains

by trying for .
A — easier ones B — larger ones C — great losses D — sure profit

 

A library may be very large, but if it is in disorder it is not as useful as one that is
small but .

A — nearby B — closed to the public C - disordered 7 D — well arranged

 

12

l3

l4

 

Before newspapers were common a man called a town crier was appointed to make
public announcements. The town crier was an important person in England and in the
British North American colonies, but he disappeared when newspapers became more
widely distributed. Nowadays we often hear news before we read it in the paper. We
hear it from an electronic town crier— ,

A — a phonograph C —a town meeting
B — a radio or a television set D—the'theater

 

The oak tree has long been a symbol of strength and bravery. Mindful of this symbol-
ism, the Romans, who were a hardy people, decorated their war heroes with crowns of

A — olive leaves B — laurel leaves C — maple leaves D — oak leaves

 

The men of the Coast Guard rescue many people from disasters at sea. Their work is
often dangerous because they sometimes have to go out on a rescue mission under
very bad conditions. The men have excellent equipment and they are well trained,
but their duties involve great

A.— thrills B — speed C — risks D — preparation

 

The opal is a gem that reflects a number of beautifiil colors. For a long time opals
were unpopular because of a superstition that it was bad luck to wear them unless they
were one’s birthstone. Few people believe this superstition anymore, and opals have
become more

A—beautiful .13—transparent i C-popular D—colorful

 

The German shepherd is intelligent, alert, loyal, highly trainable, and has a good
disposition. It is frequently used as a guide dog for the blind. It is sometimes called
“German police dog” because so many'of this breed have been trained for

A — rescue work B — police work C — Seeing Eye dogs D — army scouts

 

Optical glass is used in cameras, telescopes, eyeglasses, and many kinds of scientific
equipment. The glass is almost flawless; it must be made with great care and only from
the finest materials. For these reasons, optical glass is

A -— expensive B — brittle C — unavailable D — scientific

 

In Norse mythology no god was better loved than Balder, the god of light and peace.
He was slain by the trickery of Loki, a jealous god. When the dark winter comes to
the Norseland the people say, “All nature grieves for Balder,” and when spring comes
again they say, ,

A—“BaIder has never lived."

B— “Loki will never return to earth.” ’

C—“Summer is here again.”

D—“The spirit of Balder has returned.”

 

 

 

 

15

16

I7

18

19

.
.‘ _~.I‘“‘ V ‘1‘" 3' ’

I

A recent U.S. study showed that of 100 high school seniors who received national
academic scholarships, nine out of ten read at least one book a month, while of 100 '
high school seniors accepted by various colleges but not awarded scholarships, only
six out of ten read at least one book a month. This shows that those who read more
are most likely to

A — become librarians B — achieve more C - waste time D — spend less money

 

When the Mormons who settled in the Valley of the Great Salt Lake applied for
statehood in 1849, they wanted the name of the state to be Deseret. Deseret is the
Mormon word for honeybee, which the Mormons had taken as a symbol of the work
they all had to do to make the desert productive. They were refused statehood, and
remained the Territory of Utah until 1896, when Utah became the forty-fifth state. The.
state seal has a beehive on it, and the official motto of the state is “Industry.” These
are tributes to Utah’s

A—principal occupation C—acceptance as a state
B— Ute Indians D—early Mormon settlers

The ermine, a native of northern countries, is a weasel with valuable fur. In the summer
the fur is brown, but as the weather gets cooler the fur gets lighter, until it is pure
white during the coldest part of the year. Since most people prefer the white ermine
pelts, most ermine trapping is done

A - with specialized traps C - after the snow disappears
B —in early fall D—during the winter

 

There are many primitive countries in the world that have never taken a census, an
official count of the population. Population figures from these countries are

A— too high B— lost C —estimates D—accurate

 

Very few states have done anything to ensure that untrained people are not allowed
to carry guns. Safe gun loading can be taught, and if people had to pass a test before
they could obtain a hunting license, the number of shooting accidents would probably

A — fail B — increase C — pass laws D — decrease

 

The seed gatherers were a group of Indians who lived in the arid region between the
Rocky Mountains and the Sierra Nevada. They were called seed gatherers because
of the way in which they got most of their food. Seeds and berries suitable to eat grew
in different regions at different times of the year. For this reason the seed gatherers

A-fished in the sea C—made fancy baskets
B—changed homes often D—were skilled archers

 

21

22

23

25

In aviation the ceiling is the distance from the ground to the bottom of the clouds when
the sky is more than half covered. When there is heavy fog on the ground, the ceiling
is said to be zero. When the sky is clear or there are only scattered clouds, the ceiling
is unlimited. An airplane pilot must know what the ceiling is before takeoff, so that he
can determine the pmper flight

A -- altitude B - speed C — direction D —instruments

 

In ancient times a country guaranteed its treaty promises by giving hostages to the
other party. The hostages were often important people in their own country. They were
held as prisoners and could be killed if their country failed to keep its treaty promises.
Today most countries rely on the good faith of other countries and on public opinion
to ensure that they will keep their treaties, and the hostage system

A—protects treaty makers C—has grown in effectiveness
B —is no longer used D—is strictly observed
-

 

 

 

 

Although more men than women play golf, women have played the game for many
years. Mary, Queen of Scots, who lived in the sixteenth century, may have been the
first woman golfer. She used the term cadet (pupil) for the boy who carried her clubs
around the course. This term is still used today, but the spelling has been changed to

A— golfer B— Scotsman C —caddy D—cadet

At one time California had to ship its products around Cape Horn, which is at the
southern tip of South America, to get them to the eastern part of the United States.
This route was long, but the land routes were worse, because of the mountains, deserts,
and plains. It is not surprising that California planned a big celebration in 1914 to
emphasize the importance of the opening of

A - the Panama Canal C — EurOpean routes
B -L Chinese trade D — eastern harbors

Six cities of ancient Palestine were set aside as places of refuge for people who had
killed any person unawares. In these cities the accused could receive a fair trial. If
he was found guilty of intentional murder, he was returned for punishment to the place
from which he had escaped. But if the killing was found to be accidental or not willful,
the accused was allowed to remain safely in

 

 

A—a country of exile C—the city of refuge
B— the original prison _ D—his boyhood home
_ l _

A crocodile can snap a wooden plank in two with its powerful jaws. But a man can hold
the jaws of a crocodile together with very little effort. The crocodile exerts the greatest
amount of power when

A—opening its mouth B—lashing its tail C—snapping at wood D—closing its jaws

 

2!

 

27

29

31

Living organisms are able to exist at great ocean depths in spite of the tremendous
pressure of the water so long as their body spaces are not filled with air or any other
gas. This is possible because the pressure is equally applied on all sides of the organism
and the same pressure is maintained inside and outside. Similarly, man does not feel
the effects of pressure in the atmosphere exerted on him at 14.7 pounds per square
inch, but he cannot withstand the great pressure of water below depths of 100 feet be-
cause his body contains spaces filled with

A—air at the same pressure C—water at high pressure
B— water at low pressure D—air at low pressure

In a Dutch auction, so called because it originated in the Netherlands, the auctioneer
offers an object for sale at a price above its value. He gradually reduces the price until
someone accepts it. In a regular auction, the auctioneer asks for an Opening bid, which
is always low. Then the auctioneer tries to get people to make higher bids and sells
when no one will raise the bid. These two methods, though opposite in procedure,
may both reach a sale at the highest price

A—anyone is willing to pay C—that is fair to the buyer
B— the seller can demand D—that the object is worth

 

Millions of people in the world spend as much as one-third of their days hauling water.
Their diets are determined by a water shortage that restricts the variety of their
agricultural products. If the scientists of the United States can increase the water
supply of arid regions by removing the salt from seawater, they will gain

A — new travel opportunities abroad

B — new export articles

C — the gratitude of millions

D — great profits from friends
_
Lapland consists of the most northern parts of Norway, Sweden, and Finland, and the
Kola Peninsula in Russia. The inhabitants, called Lapps, are very hardy pe0ple who
farm and fish for a livelihood. Their meat, milk, and furs come from the reindeer, which
is their only domestic animal. There is no country named Lapland, so we cannot ask,

A — “Who is president of Lapland?”

B — “Are any of the Lapps wealthy?”

C -- “What is the climate in Lapland?”

D— “What kind of education is there in Lapland?”

Newton’s third law of motion states that for every action there is an equal and opposite
reaction. When a gun is fired, the force that pushes the bullet forward is equal to the
force with which the gun recoils. Space vehicles, having left the earth’s atmosphere,
can maneuver by firing small rockets in the direction

A — of the earth C — opposite to their destination
B — rn Wthh they wish to go D— at right angles to their destination

 

32

33

35

In Greek mythology a chimera was a fire-breathing female monster with the head of
a lion, the body of a goat, and the tail of a dragon. Of course there really was no such
animal, but the idea was so fantastic that we use the name chimera now for any ,

A — strange animal C — hybrid animal
B — figment of the imagination D — deliberate falsehood

 

 

 

Emerson said, “Character is adroitness to keep the old and trodden ’round, and power
and courage to make new roads to new and better goals.” This means that the person
of high character is both

A —- conformist and creator C — popular and unpopular
B — student and laborer D — friendly and aloof

 

Turbines in motor vehicles cannot be operated on gasoline containing lead. Diesel
fuel, on which turbines can be operated, is available only on major turnpikes and on
roads that trucks use. Thus, if regular cars are to utilize turbines,

A—the turbines must be small

B —filling stations must stop selling regular gasoline
C -diesel fuel distribution must be expanded
D—highways must be rerouted

 

Painting goes back at least as far as the time of cavemen. Wall paintings have been
found inside some of their caves. It is believed that these pictures were not drawn
primarily for decoration, because most of them are

A—unrelated to the cavemen’s lives

B—far back in the cave away from all light
C —intricate drawings that have beauty
D—pictures of animals rather than of people

 

The Louvre in Paris has the restoration of a stone found in 1868 at Dhiban in what
was ancient Moab. The stone is believed to have been carved by a scribe about
800 B.C. and is of interest to scholars of ancient languages. When the French tried to
buy the stone, the Arabs broke it into many pieces, hoping to get more money for it.
The French bought some of the larger pieces and were able to make the restoration of
the entire stone because a French embassy official at Constantinople (now
Istanbul) had

A—made a paper cast of the stone

B —handled the financial arrangements
C-had the writing deciphered
D—hidden the original from the Turks

 

 

 

 

 

37

39

'41

Many citizens of other nations deposit their money in banks in Switzerland. The Swiss
banks carefully protect the identities of their depositors, a matter of some importance
to certain depositors. An agent trying to determine if someone has money in a particular
Swiss bank sometimes tries to make a deposit in the name of that person. Since the
acceptance of such a deposit would imply that the account did exist, Swiss banks will
not

A—cash large checks for depositors

B — accept deposits that have been mailed in
C—allow foreigners to open checking accounts
D—accept deposits from unidentified persons

 

The average density of a cubic foot of earth is about 5.5 times that of a cubic foot of
water. This is determined by dividing the earth mass by its volume. However, rocks
on the earth’s surface have an average density of approximately 2.7. Therefore, in _
order to offset the lighter weight of the surface materials, the interior of the earth must
have a density

A-of 5.5. B—greater than 5.5 C—less than 5.5 D—less than 2.7

A surveyor’s chain has 100 links, each 792 inches long. The chain is a unit of measure-
ment that for most purposes would be very awkward, but it is particularly useful in
surveying land because ten square chains make one acre. The original measuring
instnrment was actually made of chains. The modern surveyor uses a tape that is
exactly the length of the original chain, because this unit of measurement makes his
calculations

A — accurate B — awkward C — numerical D — easy

 

In The Rights of Man, Thomas Paine wrote, “Every age and generatiOn must be as
free to act for itself in all cases as the ages and generations which preceded it. The
vanity and presumption of governing beyond the grave is the most ridiculous and in-
solent of all tyrannies. Man has no property in man; neither has any generation a prop-
erty in the generations which are to follow.” According to this, citizens of the United
States should respect the Constitution because they believe it is right and not because
it is

A — misunderstood B — old C — debatable D — English
—
A gun collector of my acquaintance owns an old rifle that sold for about $35 twenty
years ago and would now bring a price of $400 to $450. But it isn’t always easy to make
money on antiques. Experts warn that people who have never dabbled in antiques
should study the market carefully, choose a few specialties, read every available book
in those fields, and consult reliable dealers before buying. They say that few pieces
will be acquired cheaply by the

A — gun collector C — novice collector
B — country tourist D — inexperienced seller

 

"i

42

43

45

According to Emerson, “A man is a center for nature, running out threads of relation
through everything, fluid and solid, material and elemental. . . . How few materials
are yet used by our arts! It would seem as if each waited like the enchanted princes in
fairy tales, for a destined human deliverer. All that is yet inanimate will one day speak
and reason. Unpublished nature will have its whole secret told.” If Emerson were to
come to life in the twentieth century, he would

A—be frightened by this industrial age

B — not be surprised by man’s advancement in outer space
C—feel compelled to use more materials in his arts
D—lose his faith in fairy tales

 

Gordius, mythical king of Phrygia, tied an intricate knot in the thong that held the pole
of his chariot to the yoke. An oracle had declared that he who untied the knot should be
master of Asia. Many tried and failed. Alexander the Great looked at the knot and
quickly cut it with his sword. We use the expression “to cut the Gordian knot” to
mean to

A—use your head instead of your hands

B —become an oracle

C—solve a diflicult problem by bold action
D-do the impossible '

 

It is no great wonder if in the long process of time, while fortune takes her course hither
and thither, numerous coincidences should spontaneously occur. If the number of sub—
jects to be wrought upon be infinite, it is all the more easy for fortune, with such an
abundance of material, to

- A—effect this similarity of results
B —effect a man’s success
C—prevent spontaneous coincidences
D—fill all men with wonder

 

It was quite understandable that it was the policy of the old priest-nobles of Egypt
and India to divert their peoples from becoming familiar with the seas and to represent
the occupation of a seaman as incompatible with the purity of the highest caste. The
sea deserved to be hated by those who wished to maintain the old aristocracies, inas-
much as -

A—the sea has been the mightiest instrument in the leveling of mankind
B — many of the sailors lost their lives while on voyages

C—the priest-nobles were trying to further the spread of education
D—the life of a sailor was quite dangerous

 

 

_. ._._._ - ..,._.__ _ ____. .
Hap...‘ .—

 

 

 

47

49

The gradations of the moral faculties in the higher animals and man are so imperceptible
that to deny to the first a certain sense of responsibility and consciousness would cer-
tainly be an exaggeration of the difference between animals and man. When animals
fight with one another, when they associate for a common purpose, when they warn one
another of danger, when they come to the rescue of one another, when they display
pain and joy, they manifest impulses of the same kind as are considered among the

A—divine provisions for man

B -- animal instincts of man

C—most general in the animal kingdom

D-moral attributes of man
—

Pythagoras, an ancient Greek, discovered the true nature of the harmonic series by ob-
serving the vibration of a single taut string stretched over a resonator. When a movable
bridge was placed at the string’s midpoint, the string vibrated in two segments at twice
the speed at which it vibrated without a bridge. When moved to a third of the string’s
length, the string would vibrate in three segments at three times the speed. This phe-
nomenon was repeated with each successive position of the bridge. Thus Pythagoras
was able to»express the pitch relationships of the harmonic series in terms of

A — mathematical ratios C - chemical formulas
B ,— musical notation D - string lengths

 

When the purchasing power of the dollar steadily declines over a period of time, we
speak of “inflation.” The reverse situation, in which a dollar buys more than formerly,
is called deflation. Inflation and deflation, then, are defined by changes in the relation
between

A — decrease and increase C — borrowing and lending
B — money and goods D— supply and demand

All of Alaska is farther west than the westernmost part of the continental United States.
Juneau, the capital of Alaska, is in the same time zone as California, although its longi-
tude should place it in the Yukon time zone. Some of the Aleutian Islands, a part of
Alaska, are on one side of the 180° meridian and some are on the other, but the date
line does not follow the 180° meridian and does not cut the 'Aleutians. The result is
that although there are four time zones in the United States, they are all

A—on the same side of the date line C—on standard time
B —in the Western Hemisphere D—really west of Greenwich
—

Unless an adequate supply of protein is included in a person’s diet, loss of weight and
even death may result. The problem of determining the amount of protein needed is
important in rationing food in war or in famine. The minimal requirement of protein to
maintain the body in health is less when the protein consumed is animal protein than
when it is vegetable protein. In some parts of the world protein deficiency is a problem
because the diet of the people is almost completely made up of

A — solids B — fish C — animal proteins D — cereals

 

 

fm_.__i

51

52

53

54

55

 

Induction is a method of reasoning by which general laws are inferred from the obser-
vation, of a large number of individual cases. The laws thus derived are based not upon
logical necessity but upon consistency among observations. Since any new observation
conceivably could fail to follow the inductive law which it would be predicted to follow,
an inductive law is never

A—as useful as a deductive law C-sought in scientific research
B - used as a basis for action D—more than probably true

 

The Pekingese was held in great esteem by Chinese royalty. The dog was bred to ac-
centuate marks that were related in various ways to the upper classes of society. A
white spot on the forehe d of a Pekingese was admired, for this mark was associated
with the Buddha. A mar round the dog’s body resembling a sash was quite admirable,
for during the time when the Pekingese breed was so much admired,

A— sash marks signified royal blood

B — only high-ranking officials could wear sashes

C—it was diflicult to breed a dog with a sash mark
D—sashes were used to hold the outer garments together

 

 

 

The following quotation is from Thomas Hobbes. “Nature has made men so equal in
the faculties of body and mind as that though there be found one man sometimes mani-
festly stronger in body, or of quicker mind than another, yet when all is reckoned to-
gether, the difference between man and man is not so considerable as that one man can
thereupon claim to himself any benefit to which another

A—has already attained C—may not reach as well as he
B — is capable of attaining D—would deny him

Clearinghouses are useful in reducing the volume of concrete interbank transactions.
Each member bank sends to the clearinghouse a record of the money it has paid out on
checks drawn on each other member. When the lists are compared, equal reciprocal
debts are

A — collected B - recorded C - reduced . D — canceled

 

Our opinions and actions are influenced to a great extent by words—the words we read
and the words we hear. Yet we do not carefully attend to the subtle implications, good
or bad, conveyed by these words through association. Some words are slippery: they
gloss over the actual attributes of the thing to which they refer. For example, the sup-
porters of a favored point of view are “progressive” while those who hold an opinion
less to our liking are “radical.” The words that are chosen imply

A — precisely what they state C — only One interpretation
B — no subtle connotation D - more than they state

10

 

 

SI

 

 

57

59

 

Not only were the Romans undemocratic, but at no period of its history did Rome love
equality. In the Republic, rank was determined by wealth. The census was the basis of
the social system. Every citizen had to declare his fortune before a magistrate, and his
grade was then assigned him. Poverty and wealth established the

A—legal differences between men

B — social equality among men
C—democratic system of the Republic
D—need for a strong judicial system

Our repugnance to death increases in proportion to our consciousness of having lived
in vain—to the

A— intensity of our physical suffering
B -— keenness of our disappointments
C — greatness of our vanity

D - usefulness of our lives

 

A friend stands at the door,

In either tight-closed hand
Hiding rich gifts, three hundred
And three score. '

These lines are from a poem titled

A— Easter Morning ' C—New Year’s Eve
B — Christmas Eve D — Thanksgiving Day

 

Benjamin Franklin said, “We may perhaps learn to deprive large masses'of their
Gravity, and give them absolute,Levity for the sake of easy Transport. Agriculture
may diminish its Labour and double its Produce; all Diseases may by sure means be
prevented or cured, not excepting even that of Old Age, and our Lives lengthened
at pleasure even beyond the antediluvian Standard. 0 that moral science.were in as
fair a way of ‘ '

A — Religion B — Cure C — Acceptance D — Study

The ripeness or unripeness of the occasion must ever be well weighed; and generally
it is good to commit the beginnings of all great actions to Argus with his hundred eyes,
and the ends to Briareus with his hundred hands; first to watch, and then to

A -— begin B - decide , C — consider . D — speed

II

 

 

678/9876543

Reorder No. 3-3430

 

 

ler

Student
No.
l

2

lhl

APPENDIX K

Strengths of I.I.P. as seen
by Graduates

"Freedom, Teachers"

"I feel like this program has helped me out an
awful lot in many ways. Teachers take more time
and interest in kids."

"I was NEVER pushed into doing anything. I guess
thats why I made it."

"Togetherness, everyone was treated the same as
the other. The teachers were special, they always
had time for a student if there were any problems.
They tried to make you feel like a family, every-
thing was just wonderful to me."

"The close relationship of students and teachers,
combined with an atmosphere of understanding the
personal problems which influence the character
of the individual at home and at school."

"At the time the flexible attendance schedule was
of eminent benefit. Also the (sarcastic) counsel-
ling helped all of us."

"The I.I.P. strengthed me emotionally. I was
taught to take criticism from other people and
how not to be afraid of people. Every since 7th
grade it was my only one fear - people."

"They didn't force you to do anything."

"That the teacher were friend with students. It
wasn't I'm the teacher your the student and the
teacher rule. They listen to your comment if you
think their wrong and vis versa. The Yellow Brick
has a very good relationship with their students."

 

*Comments reported were taken verbatum from the

written comments on the graduate questionnaires.

10

ll.

"1.

lli2

The teachers were more interested in the
pupils than they appeared to be in high
school.

All the students worked together. Not just

in the classroom but also trying to make the
school look better inside and out.

All of the teachers involved in the I.I.P.
were also interested in you even if you were
not in one of his classes.

I was given a better chance to work the way

I wanted to work. I wasn't pushed or forced
into doing the work that was supposed to be
done. But the work was explained fully. You
were instructed as an individual. Even if
there were 15-20 students in your class. No
student could feel as if he was being left
behind or as if everything the teacher said
was meant for everyone in the class except
you."

Because the teachers drew the students close
to him by trying to help them, he was respected
and loved.

They check up on you to see how you are coming
along in class and in your private life. They
try to help you in anyway possible."

"I feel the teachers at I.I.P. are doing a wonder-
ful job, not only as teacher, but also community

wise.

The strenghts are numerous so I'll just

point out a few that I personoly found very help-

full.
1.
2.

Class environment. I found this very relaxing.
Course Studies. The student makes out his or
her own study outline, this was particularly
true in English. I found this very helpful
because I could study a chosen phase of English.
(Spelling wasn't the course I choose.)
Attitude. The instructors were everpresent

and always willing to help. As a matter of
fact they went out of their way to help. I
believe this one particular factor contri-
butes more to my graditude to the instructor's
at I.I.P. and to my hopes of more I.I.P.

school systems in Pontiac than any other.

I believe that at I.I.P. they have found the key to
success in education. They treat each student as
indivisables, and as such they treat the indivis-

able

problems they encounter. You become a person

and because you are recognized as a person you try
to exciel in your studies.

12

13

lit

15

Student
No.

l
2

1&3

In conclusion, I wich more people had the chance
to attend a school like I.I.P. Also, please do
not let my poor spelling reflect upon the school.
Like I said before; spelling wasn't my choice of
study, although it should have been."

"The strengths of the I.I.P. for me was the unity
as demonstrated by the students."

"The strengths of the I.I.P. at the Yellow Brick
School were the cohesiveness of the students and
facility."

"The strengths of the program were an adequate

staff of teachers who had the capacity to learn
rather than teach a person as a student but under-
stand them as individuals. It was the understand-
ing and attitude of the faculty that kept me going."

"Helped me get my diploma. I learned a lot more
about people."

Weaknesses of I.I.P. as seen
by Graduates

No response

"I don't think their really was any weakness for
me. But we had a little too much freedom in doing
things. That's the only thing what was wrong."

"Too much freedom!"

"Needed more students to keep them from being an
dropout. Needed more class of different field for
example, typing, machines, filing and others."

"The students needed to give more cooperation, in
order to receive more."

"The I.I.P. was not challenging enough. The con-
cept of the program is great, though being experi-
mental it feel short of its purpose."

No response

10

ll
12

13
11+

15

mu

"None"

"I didn't find any weaknesses to mention. I just
wish they could have more women teachers. Because
when I was there they only had one and I never had
a class with her. So I just wich they had more
female teachers."

"There were no weaknesses of the I.I.P. program
for me. But because of the limit of students that
can be enrolled in this school, many students that
I know are not attending school. They can't be
enrolled in the tele-tutor system and are not able
to attend night school. The only weakness there
is, is not in the I.I.P. program but because there
is only one."

"Lack of adequate space."

"The weaknesses of the Program for me was the
leadership, the authority. By this I mean since

I am rebellious against "The System" or "Society,"
the leadership happens to be a part of the estab-
lishment and therefore, I rebelled against it."

"There was not enough emphises on attendence."

"A weakness may have been found in the faculty
being Egg understanding and becoming too involved
in the problems of students, so much so that
failure in an approach with a student became a
personal loss."

"Not enough courses offered."

BIBLI OGRAPHY

BIBLIOGRAPHY

A. Books

 

Fine, Benjamin. Underachievers, How They Can Be Helped.
New York: Dutton and Company, 1967.

Green, Bert I. Preventing Student Drgpouts. Englewood
Cliffs, N.J.: Prentice-Hall Incorporated, 1966.

Kohler, Mary Conway. Youth and Work in New York City.
New York: The Taconic Foundation, I962.

Lichter, Solomon 0., Elsie B. Rapiew, Frances M. Sklansky,
and A. Morris. The Dropouts. New York: Mac
Millan & Company, 1968.

Rudman, Herbert C. and Richard I. Featherstone. Urban
Schooling. Harcourt Brace and World Incorporated,
1968.

 

Tannenbaum, Abraham J. Dropout or Diploma. New York:
Teacher College Press, Columbia University, 1960.

Zeller, Robert H. Lowering the Odds on Student Dropouts.
En lewood Cliffs, N.J., Prentice-Hall, Incorporated,
l9 6.

B. Publications of Learned Societies, The
Government and Other Organizations

Amble, Bruce R. "Teachers Feelings and Judgements About
Student Behavior," The Journal of Educational
Research, Volume 60, No. 9 (May-June 1967).

 

 

Bell, James W. "Dropouts and the Activity Program," Journal
of Educational Research, Volume 60, No. 6 (February
19677.

"Comparison of Dropouts and Non-Dropouts on
Participation In School Activities," Journal of
Educational Research, Volume 60, No. 8 (April 1967).

 

lLLS

1&6

Besant, Lloyd. "Lessons From the Rodman Experience With
Dropouts," National Education Association Journal,
Volume 58, No. 2 (February 1969).

Birkmaier, Emma Marie. "What's to Be Done With the Dropout
When He Drops Back In?" North Central Association
Quarterly, Volume 38, No. A (SprifigTI96l).

Bureau of Labor Statistics. "School and Early Employment
Experiences of Youth: A Report on Seven Communities,
1952-57," Bulletin No. 1277, Washington, D. C.,

U. S. Government Printing Office, 1960.

Civil Rights Commission of Michigan. Report and Recommenda-
tions from a Public Inquiry into the Status of
Race Relations in the City of Pontiac,fiMichigan,
June 13—19, 1968.

Cook, Edward S. "An Analysis of Factors Related to With-
drawal from High School Prior to Graduation,"
Journal of Educational Research, 1, (November 1956).

"How I. Q. Figures in the Drop-out Problem,"
School Executive, Volume 7h, (September 195h).

 

David, Donald A. "An Experimental Study of Potential Drop-
outs," Personnel and Guidance Journal, Volume 15,
No. 9 (May 1962).

Delaney, John F. "That Vacant High School Seat," American
School Board Journal, Volume 121, (November I955).

 

Dentler, Robert. "Dropouts, Automation, and the Cities,"
Teachers College Record, l96h.

 

Dillon, Harold J. "The Early School Leaver, A Major Educa-
tional Problem," National Child Labor Committee,

1949.

Elan, Stanley. "Laying Out New Routes to Adulthood." .Phi
Delta Kappan, Volume h5, No. 2 (November 1963).

 

Elliott, Delbert S. "Capable Dropouts and the Social
Mileau of the High School," Journal of Educational
Research, Volume 60, No. A (December 1966).

 

Emery, R. E. "Diverting the Delinquency Bound," Indiana
University School Education Bulletin, Vo ume
(Summer 1967).

1h?

Evariff, William. "How Different Are Our Drop-outs?"
Bulletin of the National Association of Secondary
School Principals, Volume 61 (February 1957).

 

Farquhar, William W. "A Comprehensive Study of the Moti-
vational Factors Underlying Achievement of Eleventh
Grade High School Students," Office of Research
and Publications, College of Education, Michigan
State University, East Lansing, Michigan, January

1963-

Fox, David J. "Expansion of the More Effective School
Program," The Center for Urban Education, 1967.

 

 

Horton, S. N. "The Job Upgrading Programs," The American
Child, Volune A3 (March 1961).

 

Johnson, Elizabeth S. and Caroline B. Legg. "Why Young
People Leave School," National Association of
Secondary School Principals Journal. V. 32,4Nov. 19h8.

 

 

Kaplan, Bernard A. "Educating the Culturally Disadvantaged,"
Phi Delta Kappan, Volume hS, No. 2 (1963).

Kremboltz, J. D. and William W. Farquhar. "The Effects of
Three Teching Methods on Achievement and Motiva-
tional Outcomes in a New Study Course," Psychologi-
cal Monographs, Volume 71.

 

 

Layton, Warren K. "Special Services for the Dropout and
the Potential Dropout," Publication of the National
Child Labor Committee, No. hOB (October 1952).

McCreary, William H. and Donald E. Kitch. "Now Hear Youth,"
Bulletin of the California State Department of
Education, Volume 22‘TOctober, 1953).

 

 

McGeoch, Dorothy M., A. Harry Passow, Vernon Hanbrick and
Abraham Tennenbaum. "Programs for the Disadvan-
taged," Association for Supervision and Curriculum
Develppment, Washington D. 0., March 1966.

 

Michigan Department of Education, "Public High School Drop-
outs in Michigan, 1966-67," Michigan Department of
Education, Research Monograph No. 7 (June 1968).

Michigan Department of Public Instruction, "Quickie Kit,"
Lansing, Michigan, Publication 507, 1960.

Moore, J. W. "Reducing the Dropout Rate," Report on the
HgldingPower Project, the University of the State
of New York, The State Education Department, Bureau
of Guidance, 1963.

 

1h8

National Education Association Research Bulletin No.ph5.
"Sohool Dropout: What's Being Done For Him?",
(May. 1967).

Newman, Harold. "Reading Habits, Attitudes and Achieve-
ments of High School Dropouts," High Points, h8
(March 1966).

Pontiac Public Schools, "Individualized Instruction Pro-
gram," Activity 2, ESEA Experiments, 1967-68,
June, 1968.

Rosenbloom, Paul G. "Large Scale Experimentation With
Mathematics Curriculum," Second Annual Symposium
on Education Research, Phi Delta Kappgp, Chapter
18, 1961.

Salsinger, Harry G. "Dropout High Seems to Click," Michi-
gan Education Journal, Volume h6, No. 5 (January 1,
I9697-

Schreiber, Daniel and Bernard Kaplan. "Guidance and the
School Dropout," National Education Association,
New York, 196a.

. "Promising Practices Gleaned from a Year of
Study," Phi Delta Kappan, February, 1963.

. "School Dropouts," National Social Studies Year-
bOOk’ 1, 1967'

 

Schwebel, Milton. "Learning and the Socially Deprived,"
Personnel and Guidance Journal, Volume 13, No. 7
(March 1965).

Shaw, Frederick. "Educating Culturally Deprived Youth in
Urban Centers," Phi Delta Kappan, Volume h5, No. 2
(1963).

United States Department of Labor. "After Teen-Agers Quit
School," Bureau of Labor Standards, Bulletin No.
150, Washington, D. C., 1951.

United States Department of Labor. "The Challenge of Job-

less Youth," U. S. Government Printing Office,
NO. 0‘687‘0814.’ 19630

Vogel, Anita. "How to Check Dropouts," School Management,
Volume V, (November 1961).

1&9

Voss, Harwin L., Aubrey Wendling and Delbert S. Elliott.
"The Sterotype Dropout," Journal of Educational
Research, Volume 50, No. 8*(April 1966).

 

Warner, O. R. "The Scholastic Ability of School Dropouts,"
Selected Repopts and_Statistics on School Drppr
outs, U. S. Office of Education, 196M.

Williams, Percy V. "School Dropouts," National Education
Journal, February 1963.

Williams, R. A. "Dropouts Again," Vir inia Journal of
Education, Volume 59 (Apri 6).

Williams, R. Bradly. "What Do We Really Know About High
School Dropouts?" Journal of Secondary Education,
Volume hl, (October 1966).

Willis, Carl Gene. "Dropout Problem-A Reality," The
Bulletin of the National Association of Secondary
School Principals, Volume 51 (Decemberfl967).

 

"Educational Implications of the Kerner Report
on Civil Disorders," National Education Association
Journal, Volume 57, No. 6 (September, 1968).

 

Wolfbein, Seymour L. "The Transition from School to Work;
A Study of the School Leaver," American Personnel
and Guidance Association, September 1955.

 

Zeller, Robert H. "Project School Dropouts," N.E.A. News-
letter, Washington, D. C., Volume 1, No. h

IFebruary 1963).

C. Periodicals

 

Bard, B. "Why Dropout Campaigns Fail," Saturday Review,
Volume h9 (Spring 1966).

Eliasberg, A. P. "How to Stop the Dropout," New York
Times Magazine, (November 10, 1968).

 

Fallon, B. J. and B. E. Reaves. "Dropout Talks Back,"
Texas Outlook, 50, (January, 1966).

 

Fantini, Mario D. and Gerald Weinstien. "Toward a Con-
tact Curriculum," Bnai Brith, New York, New York,
1967-

Heilbroner, R. L. "No Room At the Bottom," Saturday
Review, Volume h9 (February 1966).

150

Stuckwisch, H. "Dropout; Early Adloescent Education,"
Clearing House, A3 (December 1968).

D. Unpublished Materials

Angus, David Lee. "The Dropout Problem; An Interpretive
History," Unpublished Doctoral Dissertation, Ohio
State University, 1965.

Brumfield, Stanley Harver. "An Approach to the Student
Through the Use of the Structured Open-Ended
Questionnaire and the Focused Depth Interview,"
Unpublished Doctoral Dissertation, University of
Southern Mississippi, 1967.

Cady, Lillian Vernitta. "An Analysis of Relatedness Needs,
Imagery, and Sociometric Factors Associated With
School Dropouts," Unpublished Doctoral Disserta-
tion, Washington State University, 196a.

Doolittle, Lawrence Walker. "A Pupil Holding Power Study
in Four Detroit High Schools," Unpublished Doctoral
Dissertation, University of Michigan, 196A.

Draper, Edgar M. "Evaluations of Curricular Offerings As
Causative Factors For Students Droping Out of
High School Before Graduation," Unpublished Doc-
toral Dissertation, University of Washington, 196A.

Frerichs, Allen Henry. "School Related Characteristics of
High School Graduates and Early School Leavers in
DeCatur," Unpublished Doctoral Dissertation,
University of Illinois, 196E.

Giordano, Enrico Alfred. "The Effectiveness of the Fern-
dale, Michigan Public School Adult Education Pro-
gram in Enhancing Job Opportunities for School
Dropouts," Unpublished Doctoral Dissertation,
Michigan State University, 196h.

Hess, Roy Henry Jr. "A Comparative Study of Successful
and Unsuccessful Students at a School For Returned
Students," Unpublished Doctoral Dissertation,
Colorado State College, 1966.

Hunt, Paul Rudolph. "The Effectiveness of Job Upgrading
Methods in Adjusting the Aspirational Levels of
Youth as it Concerns Their Preparation to Enter
the World of Work," Unpublished Doctoral Disserta-
tion, Wayne State University, 1964.

151

Kirby, Carson Osborn. "An Experimental Study of An
Organized Program of Teachers' and Counselors'
Friendly Interest in Potential Dropouts," Unpub-
lished Doctoral Dissertation, University of
Colorado, 1966.

Knudsen, Dean DeWayne. "An Investigation of the Social
and Familial Relationships in the Life of a High
School Dropout," Unpublished Doctoral Dissertation,
University of Carolina at Chapel Hill, 196A.

Levan, Frederick Dean. "Oklahoma City's Approach to the
Drop-Out Problem," Unpublished Doctoral Disserta-
tion, Oklahoma State University, 196h.

Mindel, Mathidla Toby. "A Study of In-School Learning
Experiences as Contributing Factors in School
Dropouts," Unpublished Doctoral Dissertation,
Wayne State University, 196h.

Newberry, David Norman. "Evaluation of a Dropout Preven-
tion Project in Hazel Park, Michigan." Unpublished
Doctoral Dissertation, Wayne State University, 1967.

Powell, Clyde Francis Allen. "The Rehabilitation of School
Dropouts Through an Intensive Summer School Pro-
gram," Unpublished Doctoral Dissertation, University
of Southern California, 1966.

Pierce, Keith Allyn. "Dropouts, Delinquents and Their Stu-
dent Peers," Unpublished Doctoral Dissertation,
University of Oregon, 1965.

Robbins, Arnold Harrison. "Factors Which Influenced Poten-
tial Dropouts in High School to Stay in School,"
Unpublished Doctoral Dissertation, University of
Connecticut, 1966.

Roberts, Tommy Lee. "A Comparative Analysis of the Achieve-
ment and Training Success of High School Dropouts,"
Unpublished Doctoral Dissertation, University of
Oklahoma, 1965.

Sando, Rudolph F. "A Comparative Study of Early School
Leavers," Unpublished Doctoral Dissertation,
University of California, Berkely, 1952.

Strem, Bruce Elwood. "An Attitude Survey of High School
Dropouts By Means of the Semantic Differential
Process," Unpublished Doctoral Dissertation,
University of Southern California, 1966.

152

Sullivan, Floyd Walter. "A Study of the Holding Power of
Two Selected Negro High Schools in Atlanta, Georgia,"
Unpublished Doctoral Dissertation, New York Uni-
versity, 1963.

Turchan, Donald George. "A Comparison of High School Drop-
outs Matched With High School Persisters in an
Urban School System," Unpublished Doctoral Disser-
tation, Indiana University, 1965.

Wallace, Gaylen Rayford. "An Analysis of Job Satisfaction
of Employed Youth Involved in An Experimental
School Rehabilitation Program," Unpublished Doc-
toral Dissertation, Oklahoma State University, 1966.

Walton, Donald Floyd. "Selected Mental Health Factors
Significant to the Early Identification of Poten-
tial School Dropouts," Unpublished Doctoral Dis—
sertation, Baylor University, 1965.

Willis, Carl Gene. "A Study of the Effects of Programmed
Human Relations Training on a Selected Group of
High School Dropouts," Unpublished Doctoral Dis-
sertation, Oklahoma State University, 1966.

E. Newspapers

Malabre, A. L. "More Companies Hire School Dropouts,
Give Them Special Training," Wall Street Journal,
January 13, 196A.

"Job Corps Does Smashing Job," Keyhole, Volume
33, No. 9 (March 20, 1967).

"Skill Center Trains Unskilled Youths," Keyhole,
Volume 33, No. 9 (March 20, 1967).

 

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