HEGHER EDUCAWONE A EEEEVEE EE POST HEEH ECHEEE. EEEEEAEEEEEAE. HELEEE EH maize: EEEEEE WAEAEH VALLEY . 'n ;;;; This is to certify that the thesis entitled HIGHER EDUCATION: A SURVEY OF POST—4 HIGH SCHOOL EDUCATIONAL NEEDS IN THE UPPER WABASH VALLEY presented by Eldon E. Fahs has been accepted towards fulfillment of the requirements for Ph.D. Administration degree in and Higher Education Major professor [hm May 8, 1967 0-169 HR The E fixation be it: youth tc 13-5 Upper w: Emb 19Ertunity 1331C undex 3:911 schooj number :1 Mtge lids and aimtion T lame at .‘I‘E‘Dagh 5‘ T353 and main attitUGE ABSTRACT HIGHER EDUCATION: A SURVEY OF POST—HIGH SCHOOL EDUCATIONAL NEEDS IN THE UPPER WABASH VALLEY by Eldon E. Fahs The problem of the study was to investigate need for education beyond the high school and opportunities available for youth to attain higher education in a two—county area in Hm Upper Wabash Valley in the State of Indiana“ Embracing the tenet that expansion of educational Opportunity is in the best interest of American society, basic underlying assumptions in the study were that (1) post— lfigh school education must be extended to accomodate maxi— mminumbers of youth and adults, and (2) appropriate programs hlpost—secondary education must be provided to meet varied Imeds and interests of those who would pursue higher education. The purpose of the study was (1) to determine the rmture and extent of higher educational need of youth in Vhbash and Miami Counties, (2) to survey the needs of busi- rmss and industry in the two—county area for employees with certain desired or required training, (3) to determine the attitudes of employers toward post—high school education, ti {4) to 1' Early avai? Dat ices sourc Eldon Eu Fahs and(4) to identify opportunities for higher education pre— smfiiy available to yOuth and adults in the geographic area, Data were collected by means of questionnaires from Umee sources: (1) high school seniors, (2) parents of high school seniors, and (3) employers in business and industry. Information was gathered from senior students rela— ‘HNe to their post—high school educational and vocational aspirations, expectations, plans, and goalse Data regarding selected family characteristics were also requested, Similar qmstions were asked of parents of twelfth graders to obtain Hm parents' point of view on these matters, Questionnaires mailed to selected employers sought hfiormation concerning the employing firms, data on numbers amiskill levels of workers, attitudes of employers toward various aspects of post—high school education, and types of educational programs which would be of value to their firmso A fourth source of data to give an indication of ex— isting post-high school programs and opportunities was sought from school and college officials who were consulted and from institutional publications which were examined, Eighty-five per cent of the 774 seniors responding t0 questionnaires expressed aspirations for attending post— lflgh school education, approximately half of whom hoped to 90 to college and the remaining half to pursue some type of Est-high scho 2:.‘2‘Ee 587 ret 3E aspiratim :azely the 53 While zap-cried the} ration or tr 33COllege i Kim and 1; training 3.33% One—t 13'36g0ne t tint Wen: Pr PTCEraEs E inlets '1] 353: sec Elem. E “MUSE t5111011 ‘ and 9111p 2. mam Eldon E, Fahs mmt-high school specialized vocational education. Responses mithe 587 returned parent questionnaires indicated hopes and aspirations for their children's education in approxi— mately the same proportions as reported by seniors. m While more than 60 per cent of the senior students reported they actually planned to take post—high school edu— cation or training, only 40 per cent indicated they would go u>college in the first year following high school gradu— ation and 12 per cent planned to pursue specialized vocation— M.training. Averages over the past three years show that about one—third of the high school graduates in the area ham gone to two- or four—year colleges and about 10 per ,cent attend other specialized schools. Present job training and pre—employment education PrOgrams were rated as generally ”fair” by responding em— ployers in the area° A need for training programs in busi— ness, secretarial, certain skilled and technical areas, and general education was expressed by emplOyers. Based on the findings of the study, the following conclusions were drawn: 1- A high level of interest in post-high school edu— cation was apparent among high school seniors, their parents, and employers. 2. Respondents in all groups surveyed recognized the im— POrtance of higher levels of educational preparation for personal success in today's changing, teChnOlOgical society. 3. Employers in I Hing post'high SCh 1;;Ertunities ‘ While it is ‘ aspirations to Conti grafit from further star-ital percentage iE’n school studies 125E the educatiOnal {nations possibl 3. Vocational linted for a majOI fisher education. 6, Edncationa iii their parents iiEersity of post- EREing from voca iificalaureate deq Studies, 7. Liberal ; We university ‘3 Pursue higher profeSS‘lOnal cu] 8' Even th. area Studied, t Eldon E° Fahs 3. Employers in the area expressed much interest in ex— [mnding post—high school general and vocational educational opportunities. 4- While it is unlikely that all seniors expressing aspirations to continue education beyond high school would profit from further education, the fact remains that a sub- stantial percentage of area youth who hoped to pursue post— Iflgh school studies did not go on. Thus, it may be concluded flat the educational needs of a portion of the area's youth, for various possible reasons, were not being met" 5. Vocational preparation and occupational demands ac— counted for a major portion of interest in and need for higher education, 6. Educational and vocational goals expressed by youth and their parents gave strong indications of the need for a diversity of post—high school educational opportunities ranging from vocational, terminal programs of less than baccalaureate degree level to professional and graduate studies. 7. Liberal arts colleges and a regional campus of a state university provided opportunities for many area youth tO pursue higher education in four—year degree programs, pre— Professional curricula, and teacher education. 8. Even though several liberal arts colleges served the area studied, the mere presence of an institution did not Ere maximum opport :2 extent to which 0 HE provided by relj :itionCOStS’ admi5= ties, and nature Of (are not explorEd in 9, There was lj :Hztunities were i iii-OI twO'Year te education and for t :i‘nusiness and if“ 10. Since four- 1;;Ertunities for thenost urgently a". opportunity we: than-baccalaureatt Based upo :EEEnnendations f 11% two-county a1 ‘Emmmended that mete Well-d the E \. ut We Plant ‘y ELO grams and de\ {“15th with Eldon E. Fahs hmure maximum opportunities for attendance by area youth. Em extent to which obstacles to post—high school attendance wmm provided by religious affiliations of the colleges, hution costs, admissions policies, institutional philoso- mfies, and nature of programs available were factors which were not explored in this study. 9. There was little evidence that post-high school opportunities were available in the area to provide adequate mm— or two-year terminal programs for those desiring such education and for the pre-employment and job training needs Of business and industry. 10. Since four-year colleges in the area were providing Opportunities for youth and adults to pursue college degrees, Um most urgently needed programs to expand higher education— fl.0pportunity were those offering non—degree work and less— than—baccalaureate degree programs, Based upon the findings and conclusions, certain recommendations for expanding educational opportunities in Um two—county area were considered appropriate° It was recommended that existing institutions of higher education formulate well—defined and considered objectives to guide the future planning of their offeringsu By improving present Programs and developing new quality programs in various areas Consistent with their institutional aims and objectives, -.-, :Ertunities would b czpnrsue the types C To make avail 2:11:01 level, partiCE zed, it was recomme :ilege he considere :zrtrolled and woulc gatidnal education, :mfessional educat Ah Eldon E. Fahs opportunities would be increased for those students desiring U>pursue the types of programs offered by these institutions. To make available low—cost education at the post—high school level, particularly in the identified areas of greatest Emed, it was recommended that establishment of a community mfllege be considered. Such an institution would be locally controlled and would offer a comprehensive program of occu— pmflonal education, general education, transfer or pre— professional education, and adult education. HIGHER EDUC. SCHOOL in parti Department ‘ HIGHER EDUCATION: A SURVEY OF POST-HIGH SCHOOL EDUCATIONAL NEEDS IN THE UPPER WABASH VALLEY BY C6115) Eldon EBAFahs A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY rDepartment of Administration and Higher Education 1967 This study wa agreat number of PE?C :iEiduals, more thi ties to express ap this guidance comm azstance and counsel ItlaxRaines, Dr. it: their suggestio For their 5 313531,. special ackx E"Eerintendents, p latest and Miami C Erector of the UP The write: km Helman, Pre Pitt and interest Thanks is EStance in prep; And to h it“: and James, E“ Patience am Pin Em and esp ACKNOWLEDGMENT S This study was made possible by the contributions of agreat number of people. The writer is indebted to many imfividuals, more than can be acknowledged by name. He wishes to express appreciation particularly to the chairman oflfis guidance committee, Dr. Max S. Smith, for his as— mstance and counsel and to other members of the committee, Dr-Max Raines, Dr. William Faunce, and Dr. Eldon Nonnamaker, for their suggestions, encouragement, and helpful advice. For their support in the collection of data for the Mmdy, special acknowledgment must be given also to the superintendents, principals, and guidance counselors in the lhbash and Miami County high schools and to Mr. Walter Penrod, Director of the Upper Wabash Vocational School. The writer is also indebted to his employer, Dr. A. Blair Helman, President of Manchester College, for his sup— POrt and interest in the study. Thanks is extended to Miss Roberta Lamb for her as— sistance in preparing and typing the manuscript. And to his wife, Joan, and three children, Janis, John, and James, appreciation and gratitude are expressed for patience and understanding throughout the entire graduate EEOgram and especially during the period this study was in Progress. ii :EH 1. INTRODUCTION The Prob Assumpti Limitati Definiti General Countj Overvie‘ H- RELATBD INF Expandi Educ; Studies Higher Summarj 111' THE RATION Source The Ir Elicir C0116: Proce Analy N" PRESENEAE Stude Pare! Sum. na Surv Oppc tt Chapter TABLE OF CONTENTS I- INTRODUCTION The Problem Assumptions Limitations and Scope of the Study Definitions of Terms . General Information Concerning the Two- County Area . . . . . . . . . . . Overview of the Study II. RELATED INFORMATION, LITERATURE, AND STUDIES III. THE Expanding Opportunity for Higher Education Studies and Surveys in Higher Education Higher Education in Indiana . . . . Summary . . . . . RATIONALE AND METHODOLOGY OF THE STUDY Sources of Data The Instruments Eliciting Cooperation Collecting the Data Processing Completed Returns Analysis of the Data IV. PRESENTATION AND ANALYSIS OF DATA Student Questionnaire Findings Parent Questionnaire Findings Summary of Student and Parent Question— naire Findings Survey of Business and Industry Findings Opportunities for Higher Education in the Two—County Area . . . . . . Page [—1 HQCOU'I 85 85 129 164 167 cl“; l'u‘ er 6" I . E. SUMMARY. CONC? Summary Findings Conclusic Recommend GEOGRAPHY . . . TFEEICES . . . Chapter V. SUMMARY; Summary Findings Conclusions BIBLIOGRAPHY APPENDICES Recommendations CONCLUSIONS AND RECOMMENDATIONS iv Page 227 227 230 238 240 242 249 ‘l | a E ’ a A‘—§ad._~‘ Land area, t residence and the tr 2. hpulation and of th 1940 to l 3' Percentage farm pro< Miami CO' Number of pIOyees, in India Per cent < in the 1 County Per Cent Pation and the Comparis( States in 195 SChOOlir United area, Percent Stude High Sc Ports COmpar: Stud Table 10. 11. LIST OF TABLES Land area, total population, and place of residence of the population in Indiana and the two—county area in 1960 Population of Indiana, the two- county area, and of the major cities in the area from 1940 to 1960 . . . . . . . . Percentage of land in farms and value of farm products sold in Indiana, Wabash and Miami Counties, 1959 and 1964 - Number of manufacturing establishments, em— ployees, and value added by manufacture in Indiana and the two-county area, 1963 Per cent of workers in certain categories in the United States, Indiana, and the two— COunty area, 1960 . . . . . . . . . Per cent of employed workers by major occu— pation group in the United States, Indiana, and the two—county area, 1960 COmparison of family income in the United States, Indiana, and the two—county area in 1959 . . . . . . . . . . . Schooling of certain age groups in the United States, Indiana, and the two—county area, 1960 Percentage return, by high school, of senior student questionnaires - - . . . High school grade averages, by sex, as re— Ported by senior respondents . . comparison, by high school, of course of StUdy pursued by senior respondents Page 13 l4 17 18 2O 21 22 23 86 88 9O Level of eduC of high SCi Levels of ed! by seniors courses of levels of ed by seniors grade aver mew'b college 0 Comparison first yea graduatic Status of : lege or ' Colleges a speciali planning high scl Vocationaj “' Years of for ind SPondir comParisc 0f goil traini: comParis high 8 98t if SChoo] Seniors educa N. -1:- SChOC Plans Table 12. l3. 14. 15. l6. 17. 18. 19. 20. 21. 22. 23. 24. Level of educational aspiration, by sex, of high school seniors Levels of educational aspiration indicated by seniors pursuing various high school courses of study . . . Levels of educational aspiration indicated by seniors reporting various high school grade averages . Students' level of certainty of going to college or pursuing specialized training Comparison of sex of seniors and plans for first year following high school graduation . . . . . . Status of students' plans for attending col— lege or pursuing specialized training Colleges and schools offering post—secondary specialized training selected by seniors planning to continue education beyond high school . . . . Vocational preference of high school seniors Years of post— high school training required for indicated vocational preference of re— SPOnding seniors . . . . . Comparison of student's level of certainty Of going to college or pursing spec1allzed training and probability of commutlng COmparison of plans for first year following high school graduation and level of inter— est in attending a new local post- high school institution, if established Seniors' plans for financing post—high school education COmparison of seniors not planning post- high school education and possible change of plans if more money were made available vi Page 91 93 95 96 98 100 101 105 106 110 114 115 117 Seniors' ‘sou: post—high 3‘. Reasons give N fluencing not go on school . 27. Post-high 8' older sib E. Comparisorn students, seniors e siblings 39' Formal edu Comparison aSpirati complete OCCUPatiOE Seniors fi' comPariso and sen toward School 3. Percentag Parent E Attitude LGVel Of Parent m COThari tenda as re 0f ed Chilc' Vocatic peCtE Table 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. Seniors' sources of funds for financing post—high school education Reasons given by seniors as factors in— fluencing their decision to either go or nOt go on to college or a specialized school Pbst-high school institutiOns attended by older siblings of seniors . . . . Comparison, by rank order and per cent of students, of colleges chosen by high school seniors and those attended by their older siblings . . . . . . . . . . . . . Formal education of parents of seniors Comparison of level of senior educational aspirations and highest level of education completed by their parents Occupational level of parents as reported by seniors . . . . . . . . . . . Comparison of occupational level of fathers and seniors' perception of family attitude toward continuing education beyond high school . . . Percentage return, by high school, of senior parent questionnaires . Attitudes of respondent parents toward post— high school attendance Level of educational aspiration held by parents for their children, by sex Comparison of certainty of childs' at— tendance at post—high school institution as reported by parents and parents' level of educational aspiration for their children Vocational choice of high school seniors ex— pected by their parents Page 118 120 123 124 125 127 128 130 132 133 135 136 138 Comparison Of given by 89 32. Parents‘ repc cation reqi choice . Comparison 0 l‘ 1 '..~ '1 1.. .I — (D aspiration family . Comparison c at post—h: family .. Comparison pleted by education Comparison complete< educatiOE Employment Occupation comParisor househol ation f< Parents' high so Factors j for chi high Sc Probabil Child Cation Parents I to p05 lnStii :l .L Parents lOcal estab Table 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. Comparison of vocational preferences as given by seniors and their parents Parents' report of level of training or edu— cation required for child's vocational choice Comparison of parents' level of educational aspiration for their children and size of family Comparison of certainty of child's attendance at post—high school institution and size of family Comparison of highest level of education com— pleted by fathers and level of parents' educational aspirations for their children Comparison of highest level of education completed by mothers and level of parents‘ educational aspirations for their children Employment status of parents Occupational level reported by parents Comparison of occupational level of heads of household and level of educational aspir- ation for their children Parents' plans for financing child's post— high school education . . Factors influential in parents" decision for child not to continue education after high school graduation Probability of parents changing decision for child not to attend post—high school edu— cation if funds made available Parents' expectation that child will commute to post-high school educational institution . Parents certainty of child attending new local post—high school institution, if established Page 140 141 144 146 148 149 {150 151 154 156 158 159 160 161 «Va—=1. Him—d 2). Additional ed J ofimusehol Distribution,- dustries re 3; umber of em] group;rep01 industries Nmber of em ing, repor Percentage c engaged i1 Proportiorr spending time at s :3 Sources of professic Importance post-hig' Specific 1mPortance Providir Opportur in selec U ResPonses importa and uni Importanc Certair edHeat: :l ' Tyne of indica and in Attltude ployee Table 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. Additional educational aspirations of heads of households Distribution, by type, of businesses and in— dustries returning questionnaires NUmber of employees, by sex and employer groupareported by businesses and industries NUmber of employees, by sex and age group— ing, reported by businesses and industries Percentage of employees, by employer groups, engaged in various job levels . . . . Proportion of professional level employees spending a significant portion of their time at sub—professional level tasks Sources of technical, highly—skilled, semi— professional, and professional employees Importance, according to employer groups, of post—high school education for success for specific workers Importance, according to employer groups, of providing post—high school educational opportunities for adult workers to study in selected subject areas . Responses, by employer groups, concerning important emphases for Indiana colleges and universities Importance, according to employer groups, of certain aspects of post—high school education . . . . . . Type of post—high school course or training indicated as being of value to businesses and industries Attitude of employers toward encouraging em— ployees to enroll in post—high school evening courses . . . . Page 163 171 173 174 176 178 180 182 186 188 192 197 202 1 (n. —-. mash-’— Umentives EH ployees to courses mmfloyers‘ a educationa employment their firm Colleges in control, a Accreditatis graduates two-count 9. Major field granting area . Percentage ates of post—hig Table 65. 66. 67. 68. 69. 70. Incentives employers would offer to em- ployees to enroll in post—high school courses . . . . . . . . . . . . . . . Employers' assessment of how well existing educational facilities meet the pre— employment and job training needs of their firms . . . . . . . . . . Colleges in the two—county area by location, control, affiliation, and type . . Accreditation, enrollments, degrees offered, graduates, and tuition of colleges in the two—county area Major fields of study offered by degree- granting colleges serving the two—county area . . . . . . . . . Percentages of 1964—66 high school gradu— ates of the two-county area going on to post-high school education . . . Page 204 205 213 215 218 222 . ‘1 w!!! - 3.1.2le A STUDENT QUES’. 3 PARENT QUE ST C SURVEY OF BU QUESTIONNA D MEMORANDUM '1 E LETTER TO E] COUNTIES F FOLLOW-UP L G smcomo mom T SUMMARY on POST-BIG] SEMI-PRO EDUCATIO I PROFILES c LIST OF APPENDICES Appendix STUDENT QUESTIONNAIRE PARENT QUESTIONNAIRE SURVEY OF BUSINESS AND INDUSTRY QUESTIONNAIRE MEMORANDUM TO HIGH SCHOOL PRINCIPALS LETTER TO EMPLOYERS IN WABASH AND MIAMI COUNTIES . . . . FOLLOW—UP LETTER TO EMPLOYERS SECOND FOLLOW—UP LETTER TO EMPLOYERS SUMMARY OF EMPLOYER RESPONSES CONCERNING POST-HIGH SCHOOL TECHNICAL VOCATIONAL SEMI-PROFESSIONAL, AND/OR PROFESSIONAL EDUCATIONAL NEEDS . . PROFILES OF COLLEGES xi Page 249 252 255 260 263 266 268 270 273 Rapid and d1 1::ic, political, a! ”.229. instrumental i :;:ions. The Secon Zimation Beyond tf This Natiox new educationai vergence of po* and population advance, the o uprooting of c worldwide seal for more and 1 A grOWlng 13 noted throngho misty have incr ”mm for a c adorable though- The ques {KEN has been (, 33+ 4410mm some a« CHAPTER I INTRODUCTION Rapid and dramatic scientific, technological, eco- anc, political, and social advances in recent decades have bemrinstrumental in changing American society and its insti— tutions. The Second Report of the President's Committee on Education Beyond the High School has pointed out that: This Nation has been propelled into a challenging new educational era since World War II by the con— vergence of powerful forces-—an explosion of knowledge and population, a burst of technological and economic advance, the outbreak of ideological conflict and the uprooting of old political and cultural patterns on a worldwide scale, and an unparalleled demand by Americans for more and better education. A growing concern for higher educational opportunity is noted throughout the nation. The complexities of modern soeiety have increased the necessity for higher levels of education for a greater proportion of its Citizens. Con— siderable thought and study have recently been given to fuller development of human resources. The question of who should go to college is one Which has been debated at national, state, and local levels. Alfimugh some arguments are advanced for limiting college ______________ 1The President's Committee on Education Beyond the High School, Second Report to the President (Washington: Government Printing Office, 1957), p. l. l l 1 mollments, the emel igier education mus flied and can profit Rapidly incr as evidence to the azivomem are now c< ation from high sch test to the four p Se and university iéqroup taking cc 513's degrees rea waitinued upward t Tintsmassed the 5 inspect of even c TN and adults Tlxves t0 pose un In additi .Ege, equally imy \ 2 5.1m. A190 D. w (New Y 3 United male, . muollments, the emerging View in the United States is that lfigher education must be made available to all who are quali— fied and can profit from collegiate level study. Rapidly increasing enrollments since WOrld War II give evidence to the fact that larger numbers of young men aw women are now continuing their education after gradu— ation from high school than ever before. In striking con— trast to the four per cent of the age group who attended col- lege and university in 1900,2 the proportion of the 18 to 21 gigigroup taking college courses and working toward bach— elor's degrees reached the 22 per cent level in 1946 and has continued upward to nearly 44 per cent in 1964.3 As enroll— ments passed the 5.5 million mark in the fall of 1965,4 the Prospect of even greater numbers and larger proportions of Youfliand adults seeking higher educational experiences con— tinues to pose unsolved problems. In addition to the problem of Egg should attend col- lege, equally important questions concern for what and where?5 x“.— 2Algo D. Henderson, Policies and Practices in Higher EQMEEEQB (New York: Harper and Brothers, 1960), p. 6. 3United States Department of Health, Education and welfare, Digest of Educational Statistics, Office of Edu— Patlon Bulletin 1965, No. 4 (Washington: Government Print— “W Office, 1965), p. 76. 4United States Department of Health, Education and Welfare, Opening Fall Enrollment in Higher Education, 1965, Office of Education, Circular No. 796 (Washington: Government hunting Office, 1966), p. 6. ‘ 5T. R. McConnell, A General Pattern for American Public Higher Education (New York: McGraw—Hill Book Company, Inc. 1962), p. 2. “:iividuals who seek tier widely in abi' jectives. Availabil :nicula appropria’c :fprospective stude :Ezajor importance :gprtumity for the A rigid cur we been sufficier 211:,ahighly comp :tatic society dem at present day I 11% development of W31 preparat 33 to? SCientists scientists, is nc .‘1 .- 5 Me 1°“ 0f profs fourth-level wor' I-LStbe at the h cation, says MCC Scientiz' iilpower needs Tile the propo 195$. agricultt Hined’ the den \ 6 Ii \a. Individuals who seek or need higher levels of education differ widely in abilities, interests, and vocational ob- jectives. Availability of a wide range of programs and curricula appropriate to the interests, needs, and abilities of prospective students and within their financial means is of major importance in the consideration of educational Opportunity for the maximum number of youth and adults. A rigid curriculum or a single order of studies may r have been sufficient in a relatively simple, stable society. ' “m- But, a highly complex, technical, rapidly changing, demo— cratic society demands that new programs be developed to meet present day needs. The strength of America rests upon the development of many types and levels of talent and edu- cational preparation. Education of an intellectual elite, of top scientists, engineers, mathematicians, and social scientists, is not adequate. In order to sustain higher echelons of professionals, competent second—, third—, and fourth—level workers are needed. This "training in depth” must be at the heart of future arrangements for higher edu- cation, says McConnell.6 Scientific and industrial expansion has changed the manpower needs and occupational patterns of the nation. While the proportion of workers in unskilled jobs in busi— ness, agriculture, industry, and other areas has steadily de— Clined, the demand for highly skilled and semi—skilled 61bid., pp. 46—47. cigars and for certa :asincreased- The r niessional personm zedecade.7 In business. :izer areas, techniC inert and researcl annals. Generally '12:: years of colle {1‘}. positions in I is levels of the 1 if. the other . It is in t ’i'étvo-year colle Ilrior collegeuh; .d ‘ Many states “ill into their 3 file f0r the ma“ In addit: limpational ski ElEducatidn mus in necessity tc lit he POPUlatic 7 “,1 AlV ‘ m in ' AppletOn 8 NIL James ' “hm Wil mnmers and for certain types of clerical and service workers fms:hmmeased. The need for skilled technicians and semi— pnflbssional personnel will continue to increase throughout this decade.7 In business, medicine, science, engineering, and oflmu'areas, technicians are now being utilized as members ofnmrk and research teams under the direction of profes— . shnmls. Generally speaking, technicians require less than i ‘r fmnryears of college or specialized training in order to ’ . :fill positions in business and industry which are between l flmelevels of the professions on the one hand and the trades l on the other. l l It is in this area of education and training that _,$,~_._—...__ k. tie two—year college—-the technical institute or community finder college—~has exhibited dynamic growth since World War 11.23 Many states have incorporated the two—year college con— cePtInto their state—wide plans for higher education to pro— xflde for the manpower needs of business and industry. In addition to educating individuals in a variety of cxmupational skills and levels, programs in general or liber— afl.education must not be overlooked. McConnell emphasizes the necessity-to provide advanced training for large segments 0ftMe population in both specialized and general education: U—‘_ 7Alvin Boskoff, The Sociology of Urban Regions (New Yoflm Appleton-Century-Crofts, 1962): PP- 254-55, 8James W. Thornton, Jr., The Community College (New Yofln John Wiley and Sons, Inc., 1960), Chapter 2. In a democrac only in science é in the humanitie citizens are to generally the le :ivity, and idea In the forec_ :i'nig‘ner education ineloped. When co :jnortunities, two ustbe kept in mir First, that ., . unity be prov adults. Secon veloped and ma the abilities Providing for Our society. 1C This stud: hey are goals wh fill-being of the j:‘erican democrat :Slb . e (Elven to NE“? at the r. The que: EN MCCour. lOJ h .31 n 0 n) nlzey lEast] ' (Mimeog: In a democracy, training in depth is necessary not only in science and technology; it is equally essential in the humanities and the social scienCes if ordinary citizens are to follow in civic affairs and in society generally the leadership of men of intelligence, sensi— tivity, and idealism.9 In the foregoing discussion, a concept of the role oftflgher education in present day American society has been developed. When considering higher educational needs and opportunities, two basic principles underlying this concept mmst be kept in mind. Jamrich states these as follows: First, that post-high school educational oppor— tunity be provided for the maximum number of youth and adults. Second, that programs and curricula be de— veloped and made available in a manner appropriate to the abilities and interests of the students as well as providing for the cultural and technological needs of our society. This study is undertaken embracing these tenets. They are goals which have not yet been attained. For the WEUrbeing of the nation as a whole and for the progress of American democratic society, immediate and serious attention mum:be given to current problems of higher education while keeping at the fore these guiding principles. The Problem The question concerning the provision of adequate and appropriate educational opportunity for the maximum K“ 9McConnell, op. cit., p. 53. 0John X. Jamrich, ”Higher Education in the Saginaw Valley" (East Lansing: Michigan State University, 1962), p.2, (Mimeographed.) trier of youth and a state, and local Ibsen exhibited a' nnsibility for big hiding for higher ate and local leve framels . Ezatenent of the PI The problem risestigate higher titles for attai liani and Wabash) 2‘. Indiana. More specf 1‘: to determine ' iiiional needs of ibusiness and i '51-”- desired or 1 ties of employe: idling, alld (4) ailCation preser . i -.o~ “\Q. In the mmber of youth and adults is one which has received nation— fl” state, and local attention. Although increasing concern lms'been exhibited at the national level, the direct re— smnmibility for higher education remains with the state hpviding for higher education calls for planning at the state and local levels through both public and private Channels. fiatement of the Problem The problem of this study, broadly stated, was to hwestigate higher educational needs and available oppor— Unmties for attaining higher education in a two-county area Uhami and Wabash) in the Upper Wabash Valley in the State of Indiana. More specifically, the purpose of the study was NO to determine the nature and existence of higher edu— cational needs of youth in the area, (2) to survey the needs 0f business and industry in the area for employees with cer— tahidesired or required training, (3) to determine the atti— tudes of employers in the area toward post—high school edu— catiofl, and (4) to identify opportunities for higher education presently available to youth and adults of the area. In the solution of this problem, answers were sought for the following questions: J’l- What are the educational goals, expectations and plans of high school seniors in the area? 2. What expectat have With reg their sons a: 3. what vocatiO seniors of t 4, what factorE lack 0f attE tution offel 7a. mat types ' cational pr positions 1 :6. Are appl'OPI ties for tl adults? :‘mificance of th statewide Ehrecosts. resok ariserviceS in t] ation is essent‘l in higher eduCat While StE tnional needs. 1 33% are equally valuable not 0H1 tilt problems 01 State level p181 little can be d ilsortunities . This st "Eels based up: 2. What expectations do parents of high school seniors have with regard to post—high school education for their sons and daughters? v3. What vocational goals and plans do high school seniors of the area have? 4. What factors contribute to plans for attendance or lack of attendance at college or some other insti— tution offering post-high school training? .@, What t pes of specialized training or higher edu- Y . . cational preparation are needed by employees to fill / positions in business and industry in the area? 6. Are appropriate training and educational opportuni— ties for these positions available to area youth and adults? Manificance of the Problem Statewide studies of higher educational needs ex— plore costs, resources, facilities, enrollment projections, and services in the state as a whole. Such collective infor— mation is essential in planning to meet increasing demand for higher education. While state averages are useful in determining edu— cational needs, local and regional variations from the aver- age are equally important. A local area study can be valuable not only to those persons and institutions concerned With problems of higher education in the local area, but to State level planners as well. Until needs are identified, little can be done to develop appropriate and meaningful Opportunities. This study was designed to consider educational Imeds based upon expectations, aspirations, and goals of _ -.. . :dviduals as well a for trained employee is to people in a titans who were inV fines beyond high ireir children to m :ncerned about qua tier-nation thus of 2: supplement data trier educational It is hope late interest in c tier areas of the 132 been clearly lilies at the lo italWide plan fc services to the r Develop‘ hint of View W' Etching hiclher fled. Furthe] lfildms- must ] imfiyiduals as well as upon needs of business and industry fortneined employees. To do this, a direct approach was mmkato people in a particular portion of the State of DMHana who were involved in planning their own educational flMmres'beyond high school graduation, who were assisting flmfir Children to make post—high school plans, or who were unmerned about qualified employees for their own company. Inflnmmtion thus obtained provides an additional dimension nosupplement data from other studies in Indiana concerning lfigher educational need, both local and statewide. It is hoped that this investigation will help stimu- late interest in conducting studies of a similar nature in cmher areas of the state where higher educational needs have mflzbeen clearly identified. Through a series of such SUKfies at the local level, the effectiveness of the present sfiatewide plan for extending appropriate higher educational mnvices to the maximum number of youth can more adequately beamsessed and unmet needs identified. Assumptions Developed in the previous pages of this report is a l.\ . pOhuzof View which assumes that maximum numbers of youth ~~¢~__ “1.....‘, h sflmking higher educational Opportunities must be accommo- "IN-.- .¢fl§flw Furthermore, it is assumed that a PF9§§ Spectrum of», Programs must be developed...at the -postrhighschoollevel ap- -m——-....~. -.,., N‘ . E43priate to the abilities and interests of those seeking c l ; fitter education an .agical needs of soc Asa descrip ins, records, and tealcnesses inherent has assumed that representatives of undyand comple ti their plans. Assessing Edsisa difficc iiiimate of such I the following typc 1‘ Expressed eXpectati Seniors a Parents. Descript; required Opportun Patterns AVailabi CatiOnaI Serving Li DEG to fineralize fin l —-.,--.__. ~.~_.—.~.... .., ,_._ . ,,, ds—“nvuu . Enther education and providing for the cultural and techno- needswgfmsociety. ...'~ logical «u—~““ As a descriptive survey using questionnaires, inter— rdews, records, and reports, this study is subject to the cwmknesses inherent in such information gathering procedures. Itwms assumed that high school seniors, their parents, and namesentatives of business and industry would report ac— muately and completely certain information about themselves and their plans. Assessing the existence and nature of educational reeds is a difficult task. The assumption was made that an eyjnmte of such needs could be obtained through analysis of Unafollowing types of information: 1. Expressed educational and vocational intentions, expectations, aspirations and plans of high school seniors and those held for the students by their A parents. 2- Descriptions of the level of training desired or required in business and industry, and the training opportunities existing in the area. 3- Patterns of continuance of formal education beyond / the high school by graduates of recent years. 4- Availability and appropriateness of higher edu— / cational programs offered by existing institutions serving the area. Limitations and Scope of the Study Due to the restricted geographical area considered hithe study, limitations are placed upon the ability to generalize findings to larger populations. However, clues 'U>educational needs in other areas might be provided. .' ‘ I A l. o ,I' / 1' only 3W1" :eeds were ind-wed atethe depth OE the arserity of reSPon finiteness of educ its researcher is E 72 higher educatior eerily indicative 4 :25. However, qu as beyond the scc It is recc :lividuals for s: The usually de Eeriences. Some “£09ng recreati '15 value attache 15 related to it Made to dist filler Educatior iérved as a strc Weds in thi Since t TEES and condi El‘llat‘lon groi “Trial growt? l O s Only ‘qmuuawr‘imt‘itative aspects of existing educational needs were included for study. No attempt was made to evalu— ate the depth of the expectation or aspiration reported, sincerity of responses in expression of intentions, or ef— fectiveness of educational programs and services identified. w The researcher is aware that the mere existence of quantity of higher educational needs and opportunities is not neces— sarily indicative of the quality of such needs or opportuni— ties. However, qualitative analysis of needs and programs was beyond the scope of this study. It is recognized that many reasons may be given by individuals for seeking higher education. Both youth and adults usually desire some general cultural educational ex— Periences. Some have strong interest in learning and de— l veloping recreational, social, or practical skills. Much of the value attached to education in American society, however, 1 is related to its vocational significance. While no attempt \‘q. s.... -......u was made to distinguish between various purposes-“(for which higher education was desired or sought, vocational interests served as a strong indicator in determining higher education— al needs in this study. . Since the study was concerned primarily with present- needs and conditions, no attempt was made to project needs, Population growth, financial or business trends, or in— dustrial growth in the area. Demographic factors were not dealt with in any significant way. With the Stu was not the purpc szzddbe employed a gazing higher educ iecision makers wit {as which will ass 2: include all for :Letion of the twe :iy'n school is us Higher ed A Est-high sc Educatior Iation indicated lifiustrial and b tonnaires and t Ger Wabash tectral portior liver flows thl "All. Near thl and which i 11 With the study being confined to a two—county area, itwms not the purpose of the project to show what means Emmld'be employed at the local or state level to meet ex— pamfimg'higher educational needs. This task is left to the mxfision makers with the hope that this study might provide THE which will assist them in making better decisions. Definitions of Terms Post-high school education is used as a general term U)include all formally organized education beyond the com— rfletion of the twelfth grade, and for which graduation from lfigh school is usually required. Higher education is used in this study synonymously wiflippst—high school education. Educational needs refers to the need for higher edu— cationindicated'by high school seniors, their parents, and industrial and business employers as expressed on the Ques— lfionnaires and the Survey of Business and Industry. General Information Concerning the Two-County Area wabash and Miami are adjacent counties in the north central portion of Indiana (see Fig. 1, p. 211). The Wabash lfiver flows through the two counties centrally from east to weSt- Near the center of the area is located the city of Vbbash'which is approximately 44 miles southwest of Fort was, 90 miles Hort east of Chicago' Combined, tl aziwest by 30 mile 31'. square miles 0f :iz‘ne state, largE fact upon the area Isolation H— The area C acreage. In 1960; Eiied in the two < are larger rural E'Zrtionately than Leiceen the count As indice azllliami Countil ~Jester than the «Alana. Wabash A notiCE Lilliami county Base at Bunker ‘ Enwth, the 32. Based 5.5 pm :inc 5 8 Per Cc 12 l Wayne, 90 miles north of Indianapolis, and 147 miles south-— east of Chicago. Combined, the two counties are nearly 27 miles east and west by 30 miles north and south containing just over 800 square miles of land area. Located in a rural section of the state, large—scale urban expansion has had little ef- fect upon the area. Population The area comprises 2.2 per cent of the state's land acreage. In 1960, 1.5 per cent of the state‘s population re- sided in the two counties. Both Wabash and Miami Counties have larger rural farm and smaller urban populations pro— portionately than does the state as a whole. Relationships between the counties and the state are shown in Table 1. As indicated in Table 2, the combined area of Wabash and Miami Counties has experienced a growth rate since 1950 greater than that of the state. Among the 92 counties in Indiana, Wabash and Miami ranked 32nd and 28th respectively. A noticeable increase in rate of growth has occurred in Miami County partially due to expansion of the Air Force , 1 Base at Bunker Hill. According to estimates of current growth, the 32,605 population of Wabash County in 1960 in— creased 5.5 per cent by 1965, and the 38,000 of Miami County rose 5.8 per cent during the same five year period. Both counties are among the 31 in Indiana which experienced a chTlPh Illllllllllll DCOU Hmom CH .CCTITACEA. 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F asses through Wat adhnmiCountie: ihaswell as st tahslS and 13 tadtywith Nor - .Al' :..eral other st; TEES. l :T: ..\_ 6 Res ources Natlual ‘i‘ “Rash FlOod Co 15 cheater growth rate than the 4.3 per cent gain of the state from 1960 to 1965.11 Twansportation wabash and Miami Counties are serviced by one munici— {ml airport, six railroads, and a network of county, state, "A amitLS. highways which provide for convenient truck and bus txansportation. Following the wabash River, U.S. route 24 passes through Wabash and Peru, the county seats of Wabash ‘ , amilfiami Counties. In a north—south direction, U.S. route IL as well as state routes 19 and 21, service Peru. State numes 15 and 13 pass through Wabash, the latter connecting Hmacity with NOrth Manchester 16 miles to the north. Ebveral other state and county roads traverse the two counties. Agea Resources Natural resources include clay, limestone, gravel, timber, sand, and rich farm land. Two of the three Upper Vhbash Flood Control Project reservoirs currently under con— finmction are located in wabash and Miami Counties.12 These reservoirs, covering 10,000 acres, are being develOped to meimize fish and wildlife resources, recreational facilities l . . ' 1Indiana State Board of Health estimates published “lflfinpower Trends in Indiana (Indianapolis: Indiana Employ— nlentSecur'ity Division, May. 1966)° 12Article in the Wabash Plain Dealer, October 25, 1966. another activitie: :iwater. In I966, pr exiles in Wabash C :2 area's product: and use and devell struction of re ser :5 the area. Thee reflected statist: to. 1 CW With more farming in 1964, agricultural pr0< suck, vegetable 15 farms in oper "teat, oats, hay 31058.. poultry a ranked 13th amo the of farm p o if Adg fly In the Ads. signif .1 dlversifiec‘ 13 Arts. 16 amiother activities normally associated with large bodies Of water. In 1966, production of crude oil resulting from oil anfikes in wabash County began to account for a portion of the area's productivity.13 This factor along with change of lmxluse and developing tourist trade brought about by con— mnmction of reservoirs must be recognized in a description Oftme area. These recent developments, however, are not reflected statistically in the following discussions. Agriculture With more than 85 per cent of its acreage devoted to fhrming in 1964, the wabash—Miami County area is immersed in agricultural production (see Table 3). Cash-grain, live— efibck, Vegetable, poultry, and dairy comprise the major types (Hffarms in operation. Farm products include corn, soybeans, omeat, oats, hay, vegetables, fruit, hogs, cattle, dairy pro— wufis, poultry and poultry products. In 1964 Wabash County ranked 13th among the 92 counties in Indiana in annual gross \mdue of farm products sold with a total of $18.2 million. binary In the eConomy of the two—county area, industry Eflays a significant role. Manufacturing in the area is high— 1y diversified both in terms of products and numbers of k 13Article in the Wabash Plain Dealer, October 6, 1966. aployees. sevente facation categCries iii-COtlnty area. C Employ less that its payroll. Some inch comparisons ‘a'aiash County rank itani County. Sig ;:clude lumber, f1 fabricated metal Elli-9mm: rubber 3:538 products; a 17 employees. Seventeen of the 20 Standard Industrial Classi- fication categories of manufacturing are represented in the two—county area. Of the 133 manufacturing establishments, 73 employ less than 20 workers and two have more than 500 on the payroll. Some statistics are presented in Table 4 from .. which comparisons can be made between the two counties. Wabash County ranks considerably higher in manufacturing than Miami County. Significant manufactured products of the area include lumber, furniture, and wood products,- primary metals; fabricated metal products; machinery and supplies,- electrical equipment; rubber and plastics products,- stone, clay, and glass products,- and instruments. Table 3. Percentage of land in farms and value of farm pro— ducts sold in Indiana, Wabash and Miami Counties, 1959 and 1964.* Wabash Miami Category County County Indiana Approximate acres in farm land 269,440 243,200 23,158,400 Proportion in farms, 1959 91.5% 87.9% 80.4% Proportion in v farms, 1964 88.2% 85.6% 77.5% All farm products sold, 1959 $15,665,392 $13,592,553 $ 945,684,527 All farm products sold, 1964 $18,218,251 $15,166,940 $1,105,435,553 *Source of data: u.S. Census of Agriculture, 1964. Iailel. Number Of and value two-count ——————————"_ -——-———""— Category itablishments lumber with 20 C are employees inner of employee Ezyroll in $1, 000 Value added by :anufacture in i-r‘r among counti In value added x 1: Source r Manufact .LTSt, SGCOnd) E ‘rtrl. mars emplOYe( r r \ Wabash Validation) m0} farturing Outpr iilErsons emp rlable 5 fur In hot “Caged in am 18 Tafle 4. Number of manufacturing establishments, employees, and value added by manufacture in Indiana and the two—county area, 1963.* Wabash Miami Category County County Indiana Establishments 77 56 6,786 r 1 Number with 20 or r . more employees 35 25 2,509 N t Mmtmr of employees 6,502 2,401 609,593 1 Ieyroll in $1,000 $32,506 $ 9,473 $3,791,483 , Value added by manufacture in $1,000 $62,108 $23,081 $7,687,872 Rank among counti es in value added 21 46 (92 total) l *Source of data: U.S. Census of Manufactures, 1963. 6 Manufacturing, retail trade, and agriculture rank first, second, and third in each of two counties in terms of Vwmkers employed in various industry groups. Labor Force Wabash County, as noted previously, has more urban impulation, more agricultural production, and higher manu— ihcturing output than neighboring Miami County. Percentages mfsmrsons employed in various occupational categories shown hlfihble 5 further illustrate these phenomena. In both counties, a larger proportion of workers is Emgaged in agriculture than in the state and the nation. iztoug'n a greater ‘ izllar values of fa :apercentage 0f f Izmzy. Also noted ;L:yed in manufact Zz‘nty, the state, geographic divisir :aller percentagl Zitnty. This wou ‘iearailable loca Table 6 r cremation of ti aunties under s ilfiers in the c ,;3Zi€l‘s; managm we“; sales r Efterally low“ EQES are the Ca Elites, and er; inleneralj th: ltrfeasional) minim-l Cour :snter, and t} Errtion 0f c1. .n. .Me I in Waba 19 Although a greater percentage of land is farmed and larger dollar values of farm products are realized in Wabash County, the percentage of farm employees is lower than in Miami County. Also noted is the greater percentage of workers em— .. ployed in manufacturing in Wabash County than in Miami County, the state, or the nation. In comparison with other geographic divisions listed in Table 5, Wabash County has a smaller percentage of workers employed outside their home county. This would give some indication that jobs tend to be available locally to county residents. Table 6 presents a more specific picture of the composition of the labor force by occupation. In the two counties under study and in the state, percentages of workers in the categories of professional and technical workers; managers, officials, and proprietors; clerical workers; sales workers; and private household workers are generally lower than national figures. Above national aver— ages are the categories of farmers and farm managers, oper— atives, and craftsmen and foremen (except in Wabash County). In general, the proportion of skilled, technical, semi— Professional, and professional workers is less for Wabash and Miami Counties than for the nation. With no large urban center, and thus fewer demands for office help, the pro- POrtion of clerical and secretarial workers is understandably lower in Wabash and Miami Counties. iiiiiiiiiiiii ®QNE @CHHSUUMMSCNE QMSUHDUHHWQ NHCSOU QECE . 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Per cent - group in county ar ‘__- ’— Census Classificat oi Occupation ___. hiessional, tech and kindred Eamors and farm managers lanagers, official proprietors Lerical and kind Sales workers .raitsmen, foreme undred Stratives and k 5:, Nate househol Workers .‘crv‘llCe worke r S N ‘Zh “‘~li *l laborers a! Lab Ore“: excep \ * SOUIC: 21 Table 6. Per cent of employed workers by major occupation group in the United States, Indiana and the two— county area, 1960.* Census Classification United Wabash Miami of Occupation States Indiana County County Professional, technical and kindred ll . 2% 9 . 8% 8 . 5% 7 . 5% l Farmers and farm . managers 3.9 4.7 7.9 9.6 Managers, officials, and prOprietors 8.4 7.3 6.2 8.4 Clerical and kindred 14.4 13.4 10.6 9.7 Sales workers 7.2 6.8 5.0 6-5 Craftsmen, foremen, and kindred 13.5 14.9 13.1 15.5 Operatives and kindred 18.4 21.7 27 - 0 21 . 7 Private household workers 2.7 1.9 1-5 1-9 Service workers 8.4. 8.3 7.7 8.2 Fannlaborers and farm foremen 2.2 1.5 2.6 2.2 Laborers, except farm 4.8 5-0 5°9 3'6 OCCuPations not reported 4.9 4.6 4.0 5 .3 * Source of data: U.S. Census, 1960. On all meas Zunty ranked lowe: "Lari County famil trash County fami Tile 7. Compari: Indiana ~"“"———-——_—_____ “g“ tographic Division \— '.':.ited States Eniiana trash County nani County \ 'k Source 7 in "w W Increag able 8. Wort :zrpleted for ‘l; . din Countie . s‘a‘“ — my 22 Family Income On all measures of family income in 1959, Wabash Cmnmy ranked lower than Indiana and the nation. Income for Miami County families was noticeably lower than that for Wflmsh County families as indicated in Table 7. flhble 7. Comparison of family income in the United States, i ‘l Indiana, and the two—county area in 1959.* r“ Median % of Families % of Families Geographic Family With Incomes With Incomes Division Income Under $3,000 Over $10,000 3 __ I United States $5,660 21.4% 154% Indiana 5,798 17.9 14.2 Wabash County 5,523 21.1 ll~8 i ‘ 1"Ii-anti County 4,917 23.9 8°5 *Source of data: U.S. Census, 1960. level of Schooling Increasing demands for better educated workers and c3itizens emphasize the importance of a good educational base. Ifluollments in school by age group in 1960 are presented in Thble 8. Worthy of note is the higher level of schooling completed for adults over the age of 25 in both wabash and Pfiami Counties than in the state and the nation. UHSQRLC((( #mHCMV #WHQGN #WMNWN . BHIOH MHIVH H0>O 0E6 ®m< M0 WHMON mN mCOmnom HOW COUCHQEOU HNION Hmmfi HOOSUm CNHQUE HOOQUW QQHHQHCM irommrfi ammvhflum \WIUCNJAVHV v.3 Ural He . h\ J More? phi...“ HAHWHNU‘L‘QU M50 mnhfirfiognLUm. . m mvrfihfimvhu 5.6.0 . .vr. . i.v\4v.r. .Ho>oH Hm ICOHme no oomph m Co pmooxo mCHpmonHE ohm mommpCooHoQ .pomeOH mH omoHHoo on CUHCB CH hpCCoo oCu mo mpCopHmoH poHoUHmCoo mum omoHHoo pm mCH>HH mpCopspm oUCHm # .ome .mCmCoO .m.D ”mono mo mossomt 3 2 e.44 m.4 m.4 m.s4 m.ds m.mm sensed 4sm4z 6.44 o.m4 m.mm e.mm 6.mm e.ed seneoo swarms m.o4 m.m 0.4m e.me d.om d.ed mnm4ee4 6.64 xm.04 $4.4m $4 an $6.6m xe.4d neemnm eee4no Ho>o pCm mom mo mumow mm #mumow #mnmow #mumow mumow msmow COHmH>HQ mCOmCom Mom popoHQEoo VNIWN. Hmrom- :oHHmHietWHHoHr,-mHIdH UHCanmooo Hmow Hoonom CmHUoE Hoonom CH poHHOHCm QCOHO oofi Mo pCoU Mom ¥.ommH nmono hucsoo IOBU map pCm .MCMHUCH .moumum CCUHCD oflu CH mQSOHm 0mm CHmuHmU mo mCHHOO£Um .w mHQmB The percent are enrolled in s iz'nty due to the 1 Both Wabas tours populatiot here is evidence aisancing at a ra Iziiana. Lying i Lijortant factor articularly in iazion of indust ting employmer leity of rail the growth of t This c as Purp05e ar ererational a: if terms Used li“ lies of the .:rs deal Wit iit‘ donale an 24 The percentage of youth in the 18 to 24 year old rage enrolled in school is noticeably higher for Wabash Canny due to the location of Manchester College in that county. Summary Both Wabash and Miami Counties have experienced con- tinuous population growth over the past several decades. There is evidence that the current population growth rate is advancing at a rate greater than that of the State of Indiana. Lying in a rich agricultural belt, farming is an important factor in the economy of the area. Manufacturing, particularly in Wabash County, has established a diversifi— cation of industry which plays a significant role in pro— viding employment and continued economic expansion. Accessi- bility of rail and truck transportation has contributed to Um growth of the area. Overview of the Study This chapter has set forth the problem of the study, Um purpose and need for the study, basic philosophical and OPerational assumptions, the delimitations, the definition Of terms used in the investigation, and general character— iStics of the geographical area studied. The ensuing chap— ters deal with a review of related information and literature; rationale and methodology of the study; analysis of data ,.?. _.. "4.... .‘ M~ -....._.~‘_ :‘zzained from quest: :imeir parents, 25s: information g {:aliy a summary a Chapter II :callege attenda Stiles as well as ation conducted ' .2: emphasis on s 25 obtained from questionnaires submitted to high school seniors and their parents, questionnaires completed by employers, and other information gathered from interviews and reports; and finally a summary and conclusions of the study. Chapter II, which follows, describes some barriers to college attendance as identified by several research '1 studies as well as a discussion of surveys of higher edu— cation conducted throughout the United States with particu— lar emphasis on studies in the State of Indiana. Remap It The liter: sin of higher are dealt with in aim and studié 2': opportunity a. nines surveys 0 States since WOI rules in the : Expand Througl “15%.“. growing (1 Zita- In the 511 has made c arse emerged Wt capo Miami for vi Zillrst for er 33351“le a Desp CHAPTER II RELATED INFORMATION, LITERATURE, AND STUDIES The literature related to the nature and determi— rmtion of higher educational need is vast. Two major areas are dealt with in this chapter. First, pertinent infor— mation and studies concerned with extending higher education— al opportunity are considered. A second area discussed in— volves surveys of higher educational need in the United States since World War II with particular attention given to studies in the State of Indiana. Expanding Opportunity for Higher Education Throughout the history of this nation, there has been growing demand for more education by more of its citi— zens. In the nineteenth century, elementary education for all was made compulsory and secondary education at public ex~ Pense emerged. During the first half of the twentieth century, opportunity for twelve years of free formal edu— cation for virtually all youth became a reality. Now the thirst for education beyond the high school has become in— creasingly apparent during the past two decades. Despite the large increase both in numbers and pro— portions of youth enrolling in post—high school educational 26 :cprans in this ce :5: continue their fine nation' 5 hur Commenting teiop fully its hu - . . both frc Our potential of our citizer responsibilit of Preparing life: we find TIurther the c goals of a de enabling eacr as he desire: To provi Eereloping his C L: is imperative action of imprr :nhn. Equal 'Ilduals should rather that u e El ., r o % (Lite a. . Pres ‘u tCatlo erment p i l I l 27 mpgrams in this century, many able high school graduates do rmt continue their education. Thus a considerable portion of Um nation‘s human potential remains underdeveloped. Commenting on the need for a modern society to de— velop fully its human resources, Henderson states: . both from the social viewpoints of developing our potential manpower and of improving the capacity of our citizens to discharge wisely their increasing responsibilities, and from the individual viewpoint of preparing to earn a good living and to live a good life, we find convincing reasons for expanding still further the opportunities for higher education. The goals of a democratic society should include that of enabling each individual to obtain as much education as he desires consistent with his ability. To provide each individual with the possibility of developing his or her talents to the fullest throughout life, itis imperative that steps be taken to move in the di— rection of improving equality of opportunity in higher edu— cation. Equal opportunity does not imply that all indi— viduals should receive equal or identical education, but rather that “education at all levels should be available . . 2 equally to every qualified person.” By way of definition of equality of educational op- portunity, John Dale Russell offered two comments at an ._______‘____ lAlgo D. Henderson, Policies and Practices in Higher Education (New York: Harper and Brothers, 1960), p. 68. 2 . . . . . . PreSident's CommiSSion on Higher Education, Higher Education for American Democracy, 6 vols. (Was ington: Government Printing Office, 1947), Vol. II, p. 3. terican Council or Enaiity of Opport In the fir cation must al abilities and advanced schoc richest devel< of education develOp to th able him to m welfare. Equ mean the Same everybody, by of a full den talents he p. In the s Cation means Of 8one kind SituatiOn Of facilities , gram is SL114 and unless 1. Can take ad Vide a tl‘Ue iblr W Numero- faCCOrg relate iiscontinuancE findings 0f fr 16mm barr .b‘; the Presic' \ 3 ii 0 JOh ii‘qher 1955) Educe lpng 28 American Council on Education conference on "Approaching Equality of Opportunity in Higher Education.” He stated: In the first place, opportunity for higher edu— cation must always be interpreted in the light of the abilities and capabilities of each person to pursue advanced schooling. . . . our society can attain its richest development only as each person has the kind of education and the amount of education that will develop to the fullest those talents that will en— able him to make his maximum contribution to the total welfare. Equality of opportunity therefore does not mean the same kind or the same level of attainment for everybody, but only that each will have the possibility of a full development of whatever socially useful talents he possesses. In the second place, opportunity in higher edu— cation means something more than the mere provision of some kind of facilities, without regard to the situation of the potential student. Unless the facilities are readily accessible, and unless the pro— gram is suited to the needs of the prospective student, and unless his personal circumstances are such that he can take advantage of the facilities, they do not pro- vide a true ”opportunity.” Barriers to College Attendance Numerous studies have been undertaken to determine factors related to inequality of opportunity and educational discontinuance of high school graduates. Reeves reviewed the findings of four research agencies prior to 1950, as they re— lated to barriers to higher education. Examined were studies by the President's Commission on Higher Education, the New York State Commission On the Need for a State University, “M 3John Dale Russell, ”New Factors Affecting Equality 0? OPportunity," Approaching Equality of Opportunity in EEEEELEEEEEEEQQ (Washington: American Council on Education, 1955), p. 28 -w~\‘_~ :2 Connecticut St; Ztucil on Educati' The findings 0 every point wh even though tr differed marke studies. The: stricted curr 'cili'ties are large numbers barriers so s Present condi Berdie se 31791-8 from ques SC‘TLOOi SeniOrS C “$.11de the Stt miege were {‘10- reasons for not n . SeleCthn c PIOXimit' "in SchOOl we Pb FlO' % 1 E hr Ra :fililnneapoli ’9' SEWe. ‘lfi— * 29 Hm Connecticut State Interacial Commission, and the American Cmnmil on Education. He concluded that: The findings of the studies corroborate one another at every point where they deal with the same subject, even though the techniques employed in investigation differed markedly both within and among the several studies. These studies Show that for many youth, re— w stricted curriculums, and inadequate educational fa— , bilities are serious barriers to educatiOn. Likewise, large numbers of youth face economic and geographic “ barriers so serious that they cannot be overcome under , I present conditions. Berdie selected for intensive study a 10 per cent sample from questionnaires returned by 25,000 Minnesota high school seniors of 1950. He reported that approximately one— third of the students exceptionally well qualified to go to ! COllege were not planning to do so. Among the significant reasons for not attending college were the economic status of the family, lack of interest in attending college, and the selection of a vocation which required no further train— ing- Proximity to a college and course of study pursued in high school were also found to be related to the rate of con- tinuance of formal education.5 In 1957, a statewide survey including over 90 per cent of all high school graduates in Wisconsin sought infor— mation from students concerning their post—high school plans. ________________ 4Floyd W. Reeves, ”Barriers to Higher Education,” Hm.Delta Ka an, 31:223, January, 1950. 5Ralph F. Berdie and others, After High School——what? (Minneapolis: The University of Minnesota Press, 1954), PP- 56—64. liescribing charE radiates, Little 1 1:: the most part :Lasses, were from fassional or execr factory workers, ‘ izmal education, find friends in szrongly influenr "-T-‘Eir parents th teachers. Altho lithe upper 20 Eml showed tl "EfebOys. As Ei‘ltation beyor iii! Classes .6 31951 that: Lack of ii factor amc tend COlle being able making pl; Strou finding 12,74 \ 6 . J . ““51“ Youth 7 30 Dadescribing characteristics of continuing and noncontinuing gneduates, Little noted that college bound students ranked fin:the most part in the upper two—thirds of their graduating (flasses, were from families in which the fathers were in pro— flxmional or executive positions rather than being farmers or fmfibry workers, were from families where parents had more flnmml education, were graduating from larger high schools, mkihad friends who were going to college. They were more mxongly influenced in their decision to go to college by their parents than by their high school counselors or teachers. .Although about twice as many girls as boys ranked bathe upper 20 per cent of their graduating classes, the mnwey showed that three out of five college bound graduates twue boys. As many as 60 per cent of the boys continuing mimetion beyond high school ranked in the lower half of their classes.6 With regard to financial resources, it was noted that: Lack of financial means is a significant and deciding factor among graduates who wanted to but did not at- tend college; however, sizable numbers who reported being able to finance a college education were not making plans to attend. Stroup and Andrew conducted an extensive survey in— Cfluding 12,746 senior students of representative Arkansas lflgh schools in 1957. It was the purpose of the study to . 6J. Kenneth Little, ”Post—High—School Plans of Wis— CmnSin‘Youth," Higher Education, 15:67—68, December, 1958° 7Ibid., p. 68. :restigate factors ation following h: ':.e following exce factors having con aztendance: From the r Study. it see: lege attendan tied in other activities of From What seIliors has 1 Stance. that in greater p‘ graduates 1.; Wimrtion t graduateS wi “liege abil than time v that being E Unable to m; ability are of cour 10W enrOllyy Cation: b8] its and be mg to Sta attendance Member to College “Wines identifiea The P: Zigh Sch001 w & Education 8 lees Frar , At ‘ amp tenda )pp‘l 31 hnmstigate factors related to discontinuance of formal edu— cathnafollowing high school by seniors of college ability. Hmafollowing excerpt from the report identifies several fluiors having considerable relationship with college attendance: From the multiplicity of evidence examined in this study, it seems clear that a number of barriers to col— .. 4 lege attendance exist. Some of them have been identi— ‘ fied in other investigations of the post—graduation }. activities of high school seniors. From whatever geographic section the sample of seniors has been taken, the evidence indicates, for in— stance, that male high-school graduates attend college in greater proportion than female graduates, that ' graduates living in cities attend college in greater . porportion than thOSe living in rural areas, and that graduates with high scores on recognized measures of college ability attend college in greater proportion 1 than those with low scores. It can be argued then, ‘ that being a girl, living in a rural area, and being i unable to make a high score on a test of college 2 ability are barriers to college attendance. Of course there are others. Attending a school of low enrollment or a school with a low academic classifi— cation, being older than the average high~school gradu~ ate, and being a member of a low—income family, accord— ing to statistical evidence, are barriers to college attendance. Membership in a family from which no one has gone to college, membership in a family with few books and magazines in the home, and marriage have also been identified as barriers to college attendance.8 The President's Committee on Education Beyond the Ifigh School was established in 1956, to investigate problems _-. productive or ir is greater propo: secondary schools szvdents who have cg college. Eve nirenents "find :Lvh school educ for and the pro‘r it“. it is ess< thqrans be mad AlthOug iiiiOnal oppori “ii-0“ is beyo ms by feder ,-all as by 0th educat'mn thn and research reducing bar: "SOC: society expe Rt {Unity} " p 4O 25 In this century, inmmoductive or intensely cultivated." 'dm greater proportion of youth entering and graduating from fixmndary schools has effectively increased the numbers of snmdents who have at least minimum qualifications for enter— hrrcollege. Even so, many who complete high school re— w mfljements "find themselves poorly prepared to enter a post- ifigh school educational program."26 To increase opportunity flnrand the probability of college attendance and success, then, it is essential that elementary and secondary school Enograms be made more adequate and suitable.27 Although a discussion of problems of adequate edu— cational opportunities and programs at lower levels of edu— cation~is beyond the scope of this review of literature, ef- flnts by federal, state, and local governmental units, as i hwll as by other organizations, to up—grade these levels of ' education through school consolidation, financial assistance, mmlresearch must be noted as being fundamentally related to rmhmfing barriers to higher education. ”Social expectations," or what the family and the society expect of a young person, are also instrumental in 5James W. Thornton, Jr., The Community Junior Col— lfiflé (New York: John Wiley and Sons, 1960), p. 29. . 26Report of the Post—High School Education Study COm— EEéglgg (Indianapolis: General Assembly of the State of Indiana, 1962), p. 14. 27Russell, "New Factors Affecting Equality of Oppor— tunity," p,‘ 37. :creasing the PP i2 occupational award cognitive ancenent, natior "elves, family a‘ prime and me :2 increase the higher levels 0 Several he reason fret lladuates for r :otivation" as attending coll 11‘. the case 01 Citional guid mg young peg Milli educe Shh life 908: school s must rule the mo: “Ural educ; As hilllity" fa tunity, n I: 41 hmmeasing the probability of college attendance. Shifts in the occupational distribution of the labor force from manual tbward cognitive work, pressures of prestige and social ad— memment, national and local community needs, peer-group values, family ambition, and.employer demands all point to- ward more and more education. These factors will continue to increase the probability that youth will seek and acquire lflgher levels of education.28 Several studies have cited “lack of motivation” as (Mm reason frequently given by well—qualified high school graduates for not continuing their education. "Individual nmtivation" as a factor in the equation for probability of attending college is affected by many of the same forces as in the case of ”social expectations." In addition, edu— cational guidance must assume an essential role in confront— ing young people with the challenge of fuller development through education and with establishing and clarifying their own life goals. Guidance from the family and through the smhools must be made more adequate to motivate students to make the most of their opportunities for continuing their formal education.29 As educational costs have increased, the ”financial ability" factor in probability of college attendance has 2 . 8Thornton, Op. Cit., p. 30. 29Russell, ”New Factors Affecting Equality of Oppor— tunity," p. 38. ‘ -..~—r er ehen on greater that: There are twc can be assrsi he can be aw. to attend co cost3Eo him way. in increasing m :ental and priv barrier to high an students 5 rule situatio: dance at colle him. and it Closei 0E uPropinqui tie is withj to indicate v litatly incr It was anOme dalmlhte flVe~ s; \ 30 0 A oihrtunit 3% tounc '11 01 42 taken on greater significance. Henderson has commented that: There are two ways in which the individual student can be assisted in overcoming the financial barrier: he can be awarded grants or loans; or opportunities to attend college can be provided that are low in cost to him or that enable him partially to earn his way. 0 An increasing number of financial aids provided by govern— mental and private agencies has lowered the financial barrier to higher education for many students. For a good many students seeking continuing education, however, the eco— nomic situation of the family still precludes their atten— dance at college, despite the availability of scholarships, grants, and loans. Closely associated with the financial factor is that Of ”propinquity" to an educational institution. If a col— lege is within commuting distance, there is strong evidence to indicate that the probability of going to college is greatly increased. Students are able to live at home and thus reduce living costs. A study by the U.S. Office of Edu— cation in 1957, found that: It was the cost of living at college rather than edu— cational costs that made it so difficult for low— income families to finance attendance of a son or daughter at most colleges. Living costs consumed five—sixths of the average budget of students who K 3OAlgopD. Henderson, ”Current Status of Equality of Opportunity in Higher Education,” Approaching Equality of QBBQEEEQity in Higher Education (Washington: American Council on Education, 1955), p. 15. attended Pilbl: of those who i the same Sway :stitutions whit . . . the St? public tuiti‘ so much in b striving for opportunity 5 for our rapj Continuw colleges has Op :ubers of stud school students tie with rega accessibility The effect iunior coI States is of young Atypical has about College 5 Southeast Obst meHtial st 43 attended public colleges and two—thirds of the budget of those who attended private institutions.31 Dithe same study, evidence is cited on charges in state :Umtitutions which revealed that: . . . the States are abandoning the philosophy of public tuition—free higher education which has meant so much in building the American way of life, in striving for ever greater and greater equality of opportunity, and in providing the educated manpower for our rapidly expanding economy. Continued expansion of the number of community junior cplleges has Opened doors to higher education for large rmmbers of students. In an extensive study of American high smhool students graduating in 1960, project TALENT provided ébta with regard to financial ability to attend college and accessibility of institutions. The report concluded that: The effect of providing.free or essentially free junior colleges and colleges in the Far Western States is clearly reflected in the high percentage Of young people in that area who entered college. A typical young man in the Far West . . . apparently has about twice as great a probability of entering college as a young man of the same ability in the Southeast.33 Obstacles to higher education are also reduced if Entential students have a diversity of programs from which lErnest V. Hollis and associates, Costs of Attending Qfllege, 0.3. Office of Education Bulletin, 1957, No. 9 (WashingtOn: Government Printing Office, 1957), p. 29. 321bid., p. 64. 33JohnC. Flanagan, et al., The American High School Student, Technical Report to the U.S. Office of Education, COOPerative Research Project No. 635 (Pittsburgh: Project TALENT Office, University of Pittsburgh, 1964), p. 190 ".1 select accordir is President‘ 5 CI :35 noted that: One of the pi tem is the d: loud high sci are in deman. '.'.'.e Committee g0 gatlonal educati general educatic ' -- that loved to de CatiOn and foundatiom and adapta needEd in 4 Changing Si educatiorla COMM den ilOns’ pri below the prOVide a skills} a: gard to s Ame r i tutions Offs] Wordinate. different, b usher “we; Tiny instlti \ 3 ‘v 4Tb «gh Schom 3 SI] \ 3 6T 44 u>select according to their needs, interests, and abilities. {Hm President’s Committee on Education Beyond the High School ims noted that: One of the principal strengths of our educational sys— tem is the diversity of educational opportunities be— yond high school. Now more than ever such opportunities are in demand.34 'flmaCommittee goes on to caution against emphasis upon occu— pational education without a concurrent effort to strengthen general education. It warns: . . that the demands of diversity must not be al— lowed to destroy the central position of general edu— cation and of training in basic skills; these are the foundations upon which specific skills may be built and adapted. The very fact that the specific skills needed in the labor force are n0w so varied, and are changing so rapidly, only underscores the need for educational institutions to provide students with the common denominators of adaptability. . . . institu— tions, primarily devoted to vocational preparation below the professional levels, should endeavor to provide a leavening of general education and basic skills, and to teach ”wh " as well as ”how" with re— gard to specific skills. American society has developed a complex of insti— tutions offering education beyond the high school. "Many uncoordinated influences have led to the establishment of different,‘but often competing kinds of opportunity for . 3 hlSher education," states Thornton. 6 Numbered among the many institutions are both public and private universities, 3 . . 4The President's Committee on Education Beyond the Efigh School, op. cit., p. 60- 35Ibid., p. 61. 36Thornton, 0p. cit., p. 3. coiessional schc :echnology, teach jciior colleges. The Publ 'sciety for the inpost-high sr ,vr‘umities couj The four-ye tallily prov a1 taciliti But these j 0f Students Education. least as g Years. . _ be“ furni d C011Ege tion) and larly to { educatiOn SChOOl, 1 these end Witho inStitutiOns viding prOgr; Titian) the E“iii and r consideratit 45 pmofessional schools, liberal arts colleges, institutes of technology, teachers colleges, vocational institutes, and junior colleges. The Public Junior College Committee of the National axfiety for the Study of Education, after studying the needs flucpost-high school education, discussed ways in which op- pprtunities could be expanded. The Committee observed that: The four-year college and the university can cer- tainly provide a major part of the needed addition- al facilities for education beyond high school. But these institutions best serve the requirements of students who seek four or more years of higher education. The evidence . . . however. indicates at least as great a need for programs of less than four years. . . . Programs of less than four years are best furnished by a different type of institution—— a college where the attention of faculty, administra— tion, and board of control will be directed particu— larly to the needs and goals of students whose formal education is limited to one or two years beyond high school.’ The junior college is uniquely adapted to these ends.37 Without minimizing the importance of the four—year institutions in extending educational opportunities and pro— xuding programs essential to the entire scope of higher edu— cation, the role of the two—year college in extending oppor— Unuty and reducing barriers to higher education warrants cmnsideration at this point. One of the most notable developments in American higher education has been the emergence of the two-year 37Nelson B. Henry (ed.), The Public Junior College, the Fifty—fifth Yearbook of the National Society for the EdeY Of Education, Part I (Chicago: The University of Chicago Press, 1956), p. 66. i.— i :1 fim‘ allege, an insti scribe as the onl iigher education alleges are hot :mity college s , arpus centers c itfw“juni0r co: title to design ifiering two-ye services. More a: E” the estabi Finding existi iiillOr (301168“ 3ijun10r C01 My),40 enr about 30 per \ 3 Turn 8mm . 1 Edit‘ ”631, p. i0. 39 L . Sel .eglslatmn larch, 1966 4 ~. . 01in wimmr C01] 36:42) NOW i f i i 46 mfllege, an institutiOn which historians of the movement de— mnibe as the Only distinctly American contribution to lugher education.38 Included in the category of two—year aflleges are both public and private junior colleges, com— rmnfity colleges, technical institutes, and two-year, off— m tempus centers of four-year colleges and universities. The term "junior college” is most commonly used as an inclusive title to designate post—high school educational institutions lrn‘ cifering two—year programs in addition to perhaps other i W services. More and more states are passing enabling legislation fincthe establishment of community junior colleges or for ex— l l pending existing systems.39 With the opening of 50 new i i junior colleges in 18 states in the fall of 1965, the number 2 Ci junior colleges operating in this country rose to a total cnf780,40 enrolling nearly 1.2 million students including * about 30 per cent of all first—time college students.41 ——¥ . 38Edmund J, gleazer (ed.), American Junior Colleges, Sudm.Edition (Washington: American Council on Education, 1963)) po 30 39Sebastian V. Mortorana and Robert F. McHugh, "State ¥£9i81ationz 1962-64 /'A Survey of State Legislation Affect- 139 Two-Year Colleges," Junior College Journal, 36:27—31+, March, 1966. ' 0American Association of Junior Colleges, "50 New Junior Colleges Open in 18 States," Junior College Journal, 36:42. November, 1965. 41U.S. Department of Health, Education and Welfare, Skéfilng Fall Enrollment in Higher Education, 1965, Office of Education, Circular No. 796 (Washington: Government Print— 1ng Office, 1966), p. 6. Thornton as from its beg :aiopnent ending allege. During junior college d :izion offering :uriculums. Ox Erofessional anl Zeptance as bei Z'uior college Tesenf, the jl EThai access t it Community 513 local leve rm inClude; SEWj‘cesi has T"itieuthe IIC The ( :icular type ‘ ' - is tutionj dents f] 0f Stud. and is ' the "no attract The PM \ 42rm 47 Thornton has traced the evolution of the junior col— lqfiafrom its beginnings through three major stages of de— xmdopment ending with the emergence of the community junior mfllege. During the first period, from 1850—1920, the junior college developed as a separate single-purpose insti— m UNfion offering the first two years of traditional college cmrriculwms. Over the next twentyefive years, semi— ;uofessional and terminal educational programs gained ac— ceptance as being the proper concern and responsibility of humor college education. Finally, from WOrld War II to the {Hesent, the junior college has moved to provide free and anal access to post—high school education by all members of flmacommunity which finances and controls the institution at the local level. A closer relationship to the community, 1 Mmich includes providing adult and continuing education semdres, has earned for this type of two—year college a new tfitle--the "community junior college.”42 The Community junior college may be defined as a par— ticular type of junior college which: is usually [italics in original] a public insti— tution, draws most [italics in original] of its stu- dents from its supporting community, develops programs of study in response to needs of the local community, and is likely to offer a wider variety of courses than the “non-community" junior college, which intends to attract students from a much wider geographic area. The phrases "public junior college" and "community 42Thornton, o . cit., pp° 45—57. junior colleg though not ic The comp: :snoted in the riding to Thorr . occupati . general . transfe . communi and 5. the cor .>w~l_‘ Admitte not now measur‘ :ution. After across the net rently are {104 The junio achieveme Other Cla nél Stude tlcularh Educatim HOWe 2311999- Offe appropriate cational me and pro S I 48 junior college" are . . roughly synonymous, al— though not identical.43 The comprehensiveness of the community junior college is noted in the statement of accepted purposes which, ac— auding to Thornton, provide for: occupational education of post-high—school level, , general education for all categories of its students, transfer or pre-professional education, community service, including education for adults, and .T 5. the counseling and guidance of students.44 uwaI—I Admittedly, every community or junior college does not now measure up to the ideal prescribed for such an insti— tution. After making an extensive study of junior colleges across the nation, Medsker identified several areas that cur— rently are notably weak. He describes these as follows: The junior college has claimed many exceptional achievements and has made good on many of them. Other claims-—that emphasis is placed on the termi— nal student; on student personnel services, par— ticularly guidance and counseling; and on general education——have not been fully realized. 5 However, despite these inadequacies, the community College offers much in the way of potential for providing apprOpriate post—high school education. In light of the edu- cational needs identified in the earlier part of this Chapter, and keeping in mind the various barriers to higher _.____________ 43Ibid., p. 74. 44Ibid., p. 59. 45Leland L. Medsker, The Junior College: Progress §fl§_2£2§2§gt (New York: McGraw—Hill Book Company, 1960), P- 23. ahcation; it ap} equipped to meet sustains it. Wi {seconnunity or rique needs of :eeting those n rolling body 0 fight to be off Elarge degree reasons, the p flexibility no Education. Being he provides low cost to t 6efits, both 3 EndocCupati OfprcxHams. “who“, admi macademic Medsker Sub hrtion of ent011 in . ”armies Thher edt \ 46. 49 ahmmtion, it appears that the community college is uniquely eqwunmd to meet the particular needs of the community which smstains it. With control usually vested in local boards, the community or junior college may be quite sensitive to ! lnugue needs of the local community and provide programs for meeting those needs. It is not necessary to convince a con— txolling body outside of the community that a needed program cmght to be offered. Financing of programs is carried out to a large degree through the use of local funds. For these reasons, the public community college enjoys a degree of iflexibility not available to other institutions of higher education. Being located in the community, the community col— lege provides accessibility to post—high school programs at low cost to the student. Opportunity is available for stu- daus, both youth and adults, to explore their educational and occupational interests by having available a diversity of programs. By being an essentially ”open door" insti— tution, admission standards are not prohibitive with regard to academic qualification to enter collegiate level programs. desker submits evidence that a significantly greater pro— Emrtion of children from lower socio-economic level families enroll in junior colleges than in state colleges and uni— versities thus lowering the social and financial barriers to hiQher education.46 R All in all, relatively few barriers—— 46Ibid., pp. 40—43. economic, geographical; “aprospective studen- he contribution 0‘5 th apportunity for higher tube significant- RE ated by unsatisfied e< 'ullhe filled by jun trend,” he says, "is rent by the junior cc Often the ro] hqe has been misundt well. It frequen mYthe first two y Cfinseguently’ develc feered by establishe liberal arts colleg. ‘9‘)“ the assumption SEStudents, thus 5 EEGStablished co] :ucontinue its pm ”this issue. Although t ufthe Commhnity c Mints . in hit . 47J heQent ames W. 9102' er f0]: AP 50 economic, geographical, social, or academic——come between Um prospective student and the community junior college. The contribution of the community college in equalizing opportunity for higher education has been and will continue to be significant. Reynolds predicts that "the vacuum cre- ated by unsatisfied educational demands in many localities will be filled by junior colleges or other agencies. The trend,” he says, "is definitely in the direction of fulfill— ment by the junior colleges.”47 Often the role of the community or public junior col— lege has been misunderstood by the public and by educators as well. It frequently is seen too narrowly——as providing only the first two years of a traditional college program. Consequently, development of community institutions has been feared by established four—year institutions, especially the liberal arts colleges. In many cases, this concern is based upon the assumption that there exist only a limited number of students, thus setting up a competitive situation in which the established college will not attract sufficient students to continue its program. Several observations must be made On this issue. Although the college or university parallel function Of the community college has assisted in absorbing increasing enrollments in higher education: ______________ 47 . James W. Reynolds, The Junior College (New York: The Center for Applied Research in Education, Inc., 1965), Pu 102. Community colleges relieve enrollment They have a role a1 are designed to he to those who are c attend college, an and specialized pr fled talents and c At the center he liberal arts colll hlch it fills in the llplicated by other i hunittee on Higher f C0rrect1y Concei‘ tution and the Cl The baccalaureat Trans to meet Sp only those Stude those fail who c all high school Wmnmhl The Prestige of programs is SO y not proVide an °f 3? Community munity College ate inStitut‘mr be left Without For these reasc community Colh The Pre Sid also spoken about college and the cc 48Th 49C. . lti . l . ze mmltte 0“" .l l ) 51 Community colleges are not designed . . . merely to relieve enrollment pressures on senior institutions. They have a role and an integrity of their own. They are designed to help extend and equalize opportunities to those who are competent and who otherwise would not attend college, and to present a diversity of general and specialized programs to meet the needs of diversi— fied talents and career goals.48 At the center of the American educational tradition, Umeliberal arts college is well established. The function nmich it fills in the scheme of higher education cannot be duflicated by other institutions. The Michigan Citizen's Cbmmittee on Higher Education puts it this way: Correctly conceived, the four—year baccalaureate insti— tution and the community college complement each other. The baccalaureate institution sets up its academic pro- grams to meet specific requirements and either admits only those students who can master the programs or lets those fail who cannot. The community college admits all high school graduates and adults and endeavors to provide them with programs that they are able to do. The prestige of offering baccalaureate and graduate programs is so high that the four—year institution will not provide an area with many of the services expected of a community college. By the same token, the com— munity college may become ambitious to be a baccalaure~ ate institution. When it does, the community will soon be left without the needed community college program. For these reasons, the integrity and prestige of the community college needs guarding and nurturing. The President's Commission on Higher Education has also spoken about the relationship between the liberal arts cmllege and the community college. The liberal arts college: 48The President's Committee on Education Beyond the tfigh School, op. cit., p. 65- 49Citizen's Committee on Higher Education, Report of Ib§,Citizen's Committee on Higher Education (Lansing: The Cbmmittee, 1965), pp. 24—25. s 2"— _ _._ ;-.- n-,-_--—. . . . should encoui nunity college, not that these communii curiosity and ambi otherwise seek col cases these studen their college care It is increasi and diversified oppo I1 test efforts of all i sensibilities outlin agreat share of the universities. Partil creative and imagina he influx of studen iswell. As increaE called for, upper d1 considered attentio education will need sent themselves. 1 and economic dveloy Tanning must take is articulation b Ed“Cation. In examin: ex' lStS betWeen Va SOTh ilh e Pr s by or Educatioa “Went P i n. rnt 52 . . should encourage the development of the com- munity college, not oppose it. Experience indicates that these community institutions awaken intellectual curioSity and ambition in many youth who would not otherwise seek college education at all, and in many cases these students will be stimulated to continue their college careers. 50 It is increasingly evident that the needs for new T mkidiversified opportunities will continue to challenge the test efforts of all institutions. ‘In addition to the re— sponsibilities outlined for the community and junior colleges, a great share of the load will fall on four—year colleges and Inmversities. Particularly pressing is the need to develop cueative and imaginative programs for coping with not only the influx of students, but with the explosion of knowledge as well. As increasingly higher levels of education are called for, upper division and graduate programs must receive cmnsidered attention. Needs never before confronting higher education will need to be recognized as they continue to pre— smnt themselves. It is evident that, in the light of social mkieconomic dvelopments in present—day society, careful Eflanning must take place for meeting widespread needs and for articulation between various levels and types of education. In examining the division of responsibility which exists between various types of higher educational o" . . . . 5 The Pres1dent's CommISSion on Higher Education, lflflhfir Education for American Democragy, 6 vols. (Washington: Government Printing Office, 1947), Vol. 1, p. 70. institutions, the Minnc concluded: Under the circumst educational units function and that sistently and inte clearly defined gc ties in any area i would be a disser‘ as to the particu lith regard to meetin continues: however, private ation to the rel, the total educat no public colleg some cases, priv (lute ready to a munity educatior liberal arts prc unwarranted exp. public communit Caution mus “huh to Provide pc larldus Plans have and . f°r reduCing o' ittion ' ls taken to Ed indgment and re ”Inflated in orde :11 51 . h200| Mlmlesoi 52 . M. 53 institutions, the Minnesota Commission on Higher Education concluded: Under the circumstances, it iS'imperative that all educational units have_a clear conception of their function and that they devote their resources con- sistently and intelligently to the attainment of clearly defined goals. . . . A duplication of facili— ties in any area would be highly undesira le. It WOuld be a disservice to the state as a wgole as well as to the particular institutions involve Tfith regard to meeting community needs, the Commission continues: However, private colleges must give serious consider— ation to the relationship between their offerings and the total educational needs of their communities if no public college exists in the same local area. In some cases, private senior or junior colleges may be quite ready to adjust their programs to meet com— munity educational needs along with their general liberal arts program. In such cases it would be an unwarranted expenditure of public funds to establish public community colleges in the same area. Caution must be exercised when considering ways in \flfiflh to provide post—lngh school educational opportunity. various plans have been presented for expanding opportunity and for reducing obstacles to higher education. Whatever action is taken to meet needs must be taken on the basis of informed judgment about the extent and nature of such needs and resources available. Factual information must be ac— cumulated in order to make prudent decisions. To assess higher education needs, various types and kinds of studies I‘— lMinnesota Commission on Higher Education, op. cit., p‘ 200. 52Ibid. " "t- ;_f.-"__‘r.r— .- - - . fl luncheon undertaken. cuceys is presented i Studie s a nd Descriptive s solve problems in man out and education to four types of surveys school surveys, publ' Surveys may (2) to make compar is andl3) to identify the existing status. to include a consid lay be confined to In the hist in higher educatior school conditions identified as the Probably the firsi of higher educati \W 53J0hn W. Cliffs, M. J. : 54'Deobcolé Search (New Yort n. A ~ 55Paul. I. .Mucation (Bo s1 54 have been undertaken. A discussion of such studies and muveys is presented in the following section. Studies and Surveys in Higher Education Descriptive survey studies have been used to help mflve problems in many fields--business, advertising, govern— ment and education to mention only a few. Best mentions flnu types of surveys frequently conducted: social surveys, sdumd surveys, public opinion surveys, and market surveys.53 Surveys may be used (1) to examine existing status, (2) to make comparisons of status and standards or criteria, mui(3) to identify means and methods to use in improving the existing status.54 While some studies may be designed to include a consideration of all three of these uses, others may be confined to only one or two. In the history of the development of survey studies inlfigher education, Barnard's investigation of general mimol conditions in Rhode Island in 1844—46 has often been identified as the forerunner of higher educational studies.55 Imobably the first study which deserves to be called a survey 0ftugher education, however, was conducted by the Mosely F 53John W. Best, Research in Education (Englewood Cliffs: N. J.: Prentice-Hall, Inc., 1959), pp. 106-112. 54Deobold B. Van Dalen, Understanding Educational Re— search (New York: McGraw-Hill Book Company, Inc., 1962), p. 362.. 55Paul L. Dressel and associates, Evaluation in Higher Education (Boston: Houghton Mifflin Company, 1961), p. 326. // —-x~_ -:"“:. a 13513.. 2...:— .. mm A. - fl omission, a group of hired the East and Mi oaths studying the en articular attention cal education of coll According to our studies in the llll. Since that ti creasingly more impo tut several factors of the movement: t cation; the movemen social survey movem creased costs of hi cisms of higher ed agencies; and the a tide survey-making As the cos Students, and educ the decades, a co Surveys has been ”TS and studies Dressel: W 56Walter Cation (New Yor lent of Teachir 57Ibid. 55 Cmmflssion, a group of 26 prominent British educators who finned the East and Middle West in 1903 for a period of four nwnths studying the entire American educational system with 'pmrticular attention being given to professional and techni— cal education of collegiate level.56 According to Eells, the use of the term "survey" to cover studies in the field of higher education dates back to 1914. Since that time, the use of the survey has become ins creasingly more important and more necessary. Eells points muzseveral factors which have contributed to the develOpment (Mfthe movement: the rise of a scientific spirit in edu- cation; the movement toward efficiency and economy; the social survey movement; the expansion, complexity, and in— cueased costs of higher education; the need to answer criti- cisms of higher education; the development of accrediting agencies; and the appearance of agencies established to pro— vide survey—making services.57 As the costs of higher education, the numbers of students, and educational demands have soared over the past two decades, a corresponding increase in the number of surveys has been noted. The purposes for which current sur— veys and studies are undertaken have been described by Dressel: 56Walter C. Eells, Surveys of American Higher Edu— cation (New York: The Carnegie Foundation for the Advance— ment of Teaching, 1937), p- 18- 57 Ibid., pp. 54—67. b I It 7} i , *1. fl hsurvey in higher data and informati fectiveness, and e the operations of tutions and to fu needs and sources A total of 49 my or completed in t lire-year period endi education mounted in fifties, the number creased to a total 0 From the lit and approaches may regional, state, an hcnsive, covering n Others have dealt have been large an $300,000 which have Others have utiliz the study suppleme aitteesr Still otl fessional personn been inexpensive Classified as sp W 5'sDresseI 595- V. .Planning to Mes imJLefi (Washix 56 A survey in higher education is designed to provide data and information for judging the adequacy, ef- fectiveness, and efficiency of some part or all of the operations of an institution or group of insti- tutions and to furnish a basis for assessing future needs and sources of support. A total of 49 studies were identified as being under way or completed in the area of higher education during the five—year period ending in 1955. As pressures on higher education mounted in the second half of the decade of the fifties, the number of studies initiated or completed in— creased to a total of 153 covering 43 states.59 From the literature, many different kinds of studies and approaches may be identified. There have been national, regional, state, and local studies. Some have been compre— hensive, covering numerous phases of higher education, while others have dealt with specific problems or programs. There have been large and expensive studies costing as much as $300,000 which have used the services of many skilled experts; Others have utilized an expert as a consultant or director of the study supplementing his work with the use of local com— mittees; still other studies have used local college or pro— fessional personnel and a group of lay committees and have been inexpensive to conduct. A number of studies may be Classified as special or "one—time" studies initiated by a R...— 58Dressel, loc. cit. 595. V. Mortorana and J. C. Messersmith, Advance Planning to Meet Higher Education Needs: Recent State §EE§£§§ (Washington: Government Printing Office, 1960), p. 2. legislature, governor, ndnhich have no par prior or subsequent i continuing studies un To list all t taking studies and p nnldbe virtually i htions of this revi oi the more signific The federal through the U.S. 0f dinning examination decrees conferred, cation, tuition an migration of stude iarII period, the have considered va cation. In 1947, cation concluded * Opportunity for in high school gradt Wmmittee on Edu 1957, stressed t Educational nee! W 60113161. ; 57 legislature, governor, special commission or similar body and which have no particular continuing relationship to prior or subsequent investigations. Another type has been continuing studies undertaken by staffs of various agencies.60 To list all the agencies and organizations under— taking studies and publishing articles on higher education would be virtually impossible and certainly beyond the limi— tations of this review of literature. Therefore, only a few of the more significant ones will be mentioned. The federal government has sponsored numerous studies through the U.S. Office of Education. These include con— tinuing examination of such things as enrollment statistics, degrees conferred, state legislation affecting higher edu- cation, tuition and other costs of higher education, and migration of students, to mention a few, In the post—World War II period, the Presidential commissions or committees have considered various needs and problems in higher edu— cation° In 1947, the President's Commission on Higher Edu— cation concluded that, in the national interest, extending Opportunity for higher education to increasing numbers of high school graduates would be desirable. The President’s Committee on Education Beyond the High School, reporting in 1957, stressed the need for careful planning to meet higher educational needs. Through the activities of the National ____‘_________ 6OIbid., pp. 2—4. tience Foundation, se in; with graduate educ diversity-government The American ( cation whose membersh institutions, has she education and has prc Representatit united studies in hi ation. Centers for with higher educatic Columbia University :‘ornia at Berkeley, and studies coming Education include £655 on college am study of a junior institute educatic college by Medske: W 61Dressel , 620’ . J . C1 (New York: McGr 63’Burton :94:de [New York 64G. Ros iterica (New Yc 65Medski 58 Science Foundation, several studies have been produced deal— hg with graduate education, research activity, and mfiversity—government relationships.61 The American Council on Education, a national organi— zation whose membership is composed of various educational w institutions, has shown a great deal of interest in higher education and has produced a long list of publications. Representative of large foundations which have sup— ported studies in higher education is the Carnegie Corpor- ation° Centers for long-term studies of problems associated with higher education have been established by this group at Columbia University, the Universities of Michigan and Cali— fornia at Berkeley, and Stanford University. Publications and studies coming from these Centers for the Study of Higher Education include an examination of the decision—making pro— cess on college and university campuses by Corson,62 a case study of a junior college by Clark,63 a review of technical . . . 64 . . . institute education by Henninger, an analySis of the junior college by Medsker,65 and a consideration of diversity in __~___________ 61Dressel, op. cit., pp. 377—381. 62J. J. Corson, Governance of College and University (New York: McGraw—Hill Book Company, Inc., 1960). 63Burton R. Clark, The Open Door College: A Case Stufly {New York: McGraw—Hill Book Company, Inc., 1960). _ 64 . Ross Henninger, The Technical Institute in BEEEASE (New York: McGraw—Hill Book Company, Inc., 1959). 65Medsker, o . cit. ullege students and i ustitutions Of higher state-wide S’Cl iatures have been car: huh. hmlicly 5UP nthstype of studl ems dthough all 2 are included in abo liuuesbetween 19 In state-wit to engage a person a higher education to Lnurher studies :uothe state, Dre umontoday to ut, eumntsadvanced State include the Iidlmum Of bias aI c'Etllollto vested Cfifiluand recom asheing Objectim cute Collected. \ 66T tun, - ‘ R' M in H1 he no.) 1962) r Ed 7 DISSsei 68 . MW 59 college students and implications for meeting their needs in institutions of higher education by McConnell.66 State—wide studies having the backing of state legis— latures have been carried out in most states during the past decade. Publicly supported institutions have been involved w in this type of study more frequently than have private col— leges, although all institutions, both public and private, were included in about one—third of the studies conducted in 43 states between 1955 and 1960.67 i m In state-wide surveys, it has been common practice to engage a person experienced in conducting studies in higher education to serve as the study director. Although in earlier studies the study director was generally imported into the state, Dressel notes that it is probably more common today to utilize in—state directors and personnel.68 Arguments advanced for calling in someone from outside the state include the contention that such a person brings a minimum of bias and personal involvement, little or no obli— gation to vested interests, no threat to his own job se— curity, and recommendations are more likely to be accepted as being objectively arrived at through an analysis of the ” data collected. On the other hand, certain advantages might R— 66T. R..McConnell, A General Pattern for American u Public Higher Education (New York: McGraw—Hill Book Company, Inc., 1962). 67 Dressel, op. cit., p. 371. 681bid., p. 365. Eeuealized from haVini mu be familiar With :i the state»69 One of the H105 -.-ncnmgnt well serve us undertaken in Mid lussell in 1956—1958. actors affecting hi9 studies connected wil cations of the commu highs of students, Plant needs, student trans, extension am students, space uti llanning, and contr ilthe state. The: final report to the Eight! Education ‘1 A study of rected by Brumbauc Education in Flor recommendations in SlStem 0f While 69 _ M- 70 RUSsell 60 be realized from having an in—state survey director who wnfld be familiar with educational problems and traditions of the state.69 One of the most comprehensive state surveys, and one which might well serve as a model for state—wide studies, w was undertaken in Michigan under the direction of John Dale Russell in 1956—1958. Included in this study were numerous factors affecting higher education. Twelve different staff studies connected with the total survey included investi— gations of the community college in Michigan, geographic origins of students, nursing and medical education, physical plant needs, student personnel services, instructional pro— grams, extension and field services, financial assistance to students, space utilization, faculties, institutional planning, and control and coordination of higher education in the state. These separate studies were summarized in a final report to the Michigan Legislative Study Committee on Higher Education in September, 1958.70 A study of Florida's higher educational needs di— rected by Brumbaugh for the Council for the Study of Higher Education in Florida Was carried out in 1954—56. Among the recommendations made in this study were the development of a SYStem of public community colleges and the establishment of ._‘___________ 69Ibid. 7ORussell, Higher Education in Michigan. additional state degret areas of Florida havin california und educational needs as E my in 1955, and fit as then supported by system of higher educ unity of Californié and the junior colle< More recentl luster Plan for High byten study committ lilay persons, the died of college fa its reports from tt Public hearings fou Beard of Higher Ed Cant feature of th “11999 in expandi momPIehensive ‘ . . S. B [Orlda‘s r :lnrida PrFuture, e553 10 61 additional state degree—granting institutions in the two areas of Florida having a high population density.71 California undertook a state—wide study of higher educational needs as early as 1948, followed up with a re— study in 1955, and finally emerged with a Master Plan which was then supported by legislation. A coordinated state system of higher education was developed involving the Uni— versity of California and its branches, the state colleges, and the junior colleges.72 More recently Illinois has developed a comprehensive Master Plan for Higher Education based upon extensive study by ten study committees and three advisory committees, one of lay persons, the second of college presidents, and the third of college faculty representatives. After receiving the reports from the advisory committees and conducting PUblic hearings for debate of the proposals, the Illinois Board of Higher Education adopted a master plan. A signifi— cant feature of this plan was the role given to the junior college in expanding higher education opportunity. A system Of comprehensive junior colleges was outlined to be under M.— 71A. S. Brumbaugh and Myron R. Blee, Education and Florida's Future, 5 vols. (Gainesville: University of Florida Press, 1956). 72Master Plan Survey Team, A Master Plan for Higher Education in California, 1960—1975 (Sacramento: California State Department of Education, 1960). lucal community contro 7 junior college board. While the resr irons to report in tl . a typical 5 appraisals of big region. Typicall he the indicated for the increased Suggestions for e clarification of also emerge. Ma' cerned with the tional instituti ticular state. identify the nee in a general way In the Michi lation was to consi State college or CO tensity "not now at l‘e'clicly or private ‘cre later conduct 53“in an Valley reg \ 31 Illinois lid ~Iill. her Educat 74 Dressel, 75 Russell, 76J "its JOnh ”Ha use n.x at became“ 19:97] 77J Joh alley" (Ea s: X Mneograph ed If #___—‘ 62 local community control and coordinated by a state—level junior college board.73 While the results of state—wide studies are too volu- minous to report in this writing, Dressel has indicated that: a typical survey relate(s) primarily to broad appraisals of higher education needs in a state or region. Typically, the result of such surveys may be the indicated need for additional facilities or for the increased financing of certain institutions. Suggestions for elimination of duplication or for clarification of function and type of service may also emerge. Many surveys have been primarily con— cerned with the necessity for establishing addi— tional institutions of higher education in a par— ticular state. At best, the state survey can identify the need for additional institutions only in a general way. In the Michigan study, for example, one recommen— dation was to consider the establishment of an additional state college or colleges in areas having high population density "not now adequately Served by existing institutions, ,75 Publicly or privately controlled.' Subsequent area studies were later conducted in the Grand Rapids area76 and in the Saginaw Valley region77 to investigate more thoroughly and ___._‘_,_‘_____ 73Illinois Board for Higher Education, A Master Plan fOr HiGher Education in Illinois (Springfield: The Board, 964). 74Dressel, Op. cit., pp. 370—371. 75Russell, Higher Education in Michigan, p. 141. . 76John X. Jamrich, ”A New College” (East Lansing: Michigan State University, Center for the Study of Higher Education, 1959). (Mimeographed.) 7John X. Jamrich, "Higher Education in the Saginaw Valley" (East Lansing: Michigan State University, 1962). (Mimeographed.) critically the need ‘ zen state institutions In Michigan, t studies in counties or cared to be interest unior colleges. Suc :ittees to investigat leegraphic area.78 Several stud L: Indiana since Wor “611 as a discuss school education in lamlIaphs . Hi In 1944. tt he formed to deal tterans returned “it organizauc 63 sgaflfically the need for and feasibility of establishing rmw state institutions. In Michigan, there have also been a number of local smufies in counties or groups of counties in which there ap— zpared to be interest in and need for establishing community w humor colleges. Such studies generally use citizens com— , , nuttees to investigate needs and resources in a specific , / ‘ pl geographic area.78 {I r l i . Several studies have been made of higher edpcation a" f .’ hiIndiana since World War II. A summary of these studies as well as a discussion of the present system of post—high u school education in Indiana is presented in the next ~w- __ cm —._-w. _- - _- mes .-‘-._.... ' Paragraphs. 4 ...'... .~-‘- . . Higher Education in Indiana In 1944, the Indiana Conference of Higher Education mes formed to deal with anticipated enrollment increases as veterans returned from WOrld War II to the campuses. This Inuque organization composed of 30 public and private and 78Throughthe Office of Community College Cooperation at.Micthan State University, a number of studies have been coordinated using Citizens Study Committees to consider the feasibility of establishing community colleges in local areas. $hg1e county studies have been made such as those in Berrien, Rune, Montcalm, Gogebic, and St. Joseph Counties. Other fieasibility studies have combined several counties. These include a four-county study of Crawford, Ogemaw, Oscoda, and Ikmcommon; and two three~county studies including Hillsdale, Jackson, and Lenawee Counties, and Huron, Sanilac, and Tuscola Counties. church-related college forum in which the pl" iodiana could be StUd supported and private From the out5 then was not a matl cation, but rather t ‘mdiana institutions ituas noted that ur teen almost equally institutions since In the earl rection for future State was set. En Was were establ ““5 Private ins accommodated. Fur the ll E1illhfoximatel dined (between F .dlliinue to be 0' so . his. 64 church—related colleges and universities united “to create a forum in which the problems facing higher education in Indiana could be studied jointly by representatives of state- supported and private institutions."79 From the outset there was agreement that higher edu- cation was not a matter of state—supported versus private edu— cation, but rather that it was a common responsibility of all Indiana institutions. As evidence of this joint obligation, it was noted that undergraduate on—campus enrollments had been almost equally divided between the state and private institutions since 1933.80 In the early discussions of the Conference, the di— rection for future development of higher education in the state was set. Enrollment projections were studied and quotas were established by each of the four state—supported and 26 private institutions to insure that veterans could be accommodated. Furthermore, the conclusion was reached that the "approximately equal distribution of students be main— tained (between public and private enrollments) for the future, so that wide diversity of educational opportunity continue to be offered to the young men and women in 79”A Survey of Needs and Resources: The Capital, Operating, Personnel, and Curriculum Needs of Higher Edu— cation in Indiana" ([n.p.]: Indiana Conference of Higher Education, 1957), p. l- 80 Ibid. dutch-related colleg forum in which the pr ludiana could be stud supported and private From the out cation was not a mat cation, but rather t lndiana institution it was noted that u lean almost equally institutions since In the earl rection for future State was set. En: notes were establ and 26 private ins accommodated. Fu the "approximatel tained (between future, so that Coutinue to be 0 \__________ 79"A Sur 0Pfil‘ating, Pers Cation in India Education, 1957 aoIbid. 64 church—related colleges and universities united "to create a forum in which the problems facing higher education in Indiana could be studied jointly by representatives of state- supported and private institutions.”79 From the outset there was agreement that higher edu— cation was not a matter of state—supported versus private edu— cation, but rather that it was a common responsibility of all Indiana institutions. As evidence of this joint obligation, it was noted that undergraduate on—campus enrollments had been almost equally divided between the state and private institutions since 1933.80 In the early discussions of the Conference, the di— rection for future development of higher education in the State was set. Enrollment projections were studied and quotas were established by each of the four state—supported and 26 private institutions to insure that veterans could be accommodated. Furthermore, the conclusion was reached that the "approximately equal distribution of students be main— tained (between public and private enrollments) for the future, so that wide diversity of educational opportunity continue to be offered to the young men and women in 79"A Survey of Needs and Resources: The Capital, Operating, Personnel, and Curriculum Needs of Higher Edu— cation in Indiana” ([n.p.]: Indiana Conference of Higher Education, 1957), p. 1- 80Ibid. i, lodiana.“81 By full I uiversities, it woul institutions .82 Geographicall are dispersed widely completed by the Con versity or extension the first two years high school from wh graduated.83 Anoth ation had not chan graduates were mor versity or extensi uithin 25 miles of hoda choice of ti and 21.5 per cent While it ‘ going to college area and 75 per < Indiana Conferen matter with the M alIbid. 82Ibid. 831m 841131 Q: J D.» 65 Indiana."81 By full utilization of existing colleges and universities, it would not be necessary to establish new institutions.82 Geographically, Indiana's colleges and universities are dispersed widely throughout the state. In 1949, a study completed by the Conference revealed that a college, uni- versity or extension center providing opportunity for taking the first two years of college was within 25 miles of the high school from which 92 per cent of Indiana's seniors graduated.83 Another study in 1956 indicated that the situ- ation had not changed. Only 8.7 per cent of high school graduates were more than 25 miles away from a college, uni- versity or extension center. moreover, 40.3 per cent were within 25 miles of four or more institutions, 12.6 per cent had a choice of three, 16.9 per cent had a choice of two, and 21.5 per cent had a choice of only one.84 While it was noted that only 25 per cent of students going to college attended the institution in their local area and 75 per cent went away from home to college, the Indiana Conference of Higher Education report dismissed the matter with the following statement: SlIbid. 82Ibid. 83Ibid., p. 10. 84Ibid., pp. 10—11. to Even though India opportunities to parent that, due leges and extensi need in the state junior colleges, isting structure The Parkhurs presented to the Con assisting the membe future programs and six different model comprehensive pict state‘s colleges 3 In 1957, t conunittee the repo Which was adopted check which reaffi Proximately evenlj related, and the rellnnent trends, additional facil With particular \w 851bid., 6 Nelson EmlDllment for 1972" ([n- . . (Mimeographed , ) 8 7"A Su 66 Even though Indiana high school graduates have ample opportunities to attend college for at least the first two years locally, they are not availing them— selves of this opportunity. Since it becomes ap- parent that, due to the location of the present col— leges and extension centers in Indiana, there is no need in the state for any additional colleges or junior colleges, this report will deal with the ex— isting structure of higher education.8 The Parkhurst Report on enrollment projections was presented to the Conference in the fall of 1955 for use in assisting the member colleges and universities to determine future programs and policies for their institutions° Using six different models to make projections, the report gave a comprehensive picture of anticipated enrollments in the state's colleges and universities from 1955 to 1972.86 In 1957, the Conference received from an appointed committee the report, ”A Survey of Needs and Resources," Which was adopted by the Conference. That study was a spot check which reaffirmed the intent to keep enrollments ap— PrOXimately evenly divided between the private and church— related, and the state institutions.87 It also examined en- rollment trends, existing physical facilities and needs for additional facilities, expenditures for current operations with particular attention to faculty salaries, curriculum, 851bid-, p- 11~ 86 Nelson M. Parkhurst and Betty Suddarth, ”Potential Enrollment for Indiana Colleges and Universities, 1955 to 1972" ([n.p.]: Indiana Conference of Higher Education, 1955). (Mimeographed.) 87HA Survey of Needs and Resources,“ p. 9. and the need for incr hes, gifts, and taxe with regard t tuned by institutions he aims adopted in l offerings of the tot Indiana."88 No ment for less-than- four-y In the fall nus survey of colle tions to determine tending the particu the year of their h types of informatic tended a college be per cent indicated 0f the June, 1960, Per cent Were enrc The Post- Winted by the In existing program 67 and the need for increased financial support in the form of fees, gifts, and taxes. With regard to the adequacy of the curriculum of- fered by institutions in Indiana, the report indicated that the aims adopted in 1949 were ”being served by the curricular offerings of the total system of higher education in Indiana.”88 No mention was made of the existence of or need for less—than—four—year programs, however. In the fall of 1960, Raymond Butler conducted a cen— sus survey of college students enrolled in Indiana institu— tions to determine their geographic origins, reasons for at— tending the particular college in which they were enrolled, the year of their high school graduation, and several other types of information. The data revealed that 70 per cent at— tended a college because "it offered what I wanted,” and 41.5 per cent indicated that it was "near my home, can commute.“ Of the June, 1960, high school graduates in Indiana, 46,5 per cent were enrolled in college in September, 1960.,89 The Post-High—School Education Study Commission, ap— pointed by the Indiana General Assembly to investigate (1) existing programs of education beyond the high school in ________________ 88Ibid., p. 56. 89This data is summarized in a mimeographed report to the Indiana Conference of Higher Education prepared by Raymond S. Butler, then assistant secretary—treasurer of the Eonference. The report, dated September 10, 1963, bears no itle. Indiana, (2) what 0th school education, and nnity in Indiana, su included in the eigh if the Indiana and P rides the first two stone or more of th as the student enro location might warr Scholarship Program Practical Educatio collegiate charact of enabling legisl endum by the voter Establishm Openly opposed in Indiana Universitj state with the we The establish leges would payer financ sources of p [italics in with re spe c m (Indian Indiana, 1962) , 68 Indiana, (2) what other states weredoing in post—high and (3) needs for such educational oppor~ 1962. school education, Unuty in Indiana, submitted its report in November, Included in the eight recommendations were: the expansion of the Indiana and Purdue regional campus system which pro— nddes the first two years of college level work; develOpment Ci one or more of these centers into four—year institutions as the student enrollment, program needs, and geographical location might warrant; establishment of an Indiana State Sduflarship Program; establishment of an Indiana School for Icactical Education to provide vocational education of non— cmllegiate character throughout the state; and the passing of enabling legislation to permit a community, after a refer— 9O endum by the voters, to establish a local community college. Establishment of local two—year colleges has been openly opposed in Indiana, H. B. Wells, former President of Indiana University, expressed the view prevalent in the state with the warning that: The establishment of large numbers of additional col— leges would represent an unnecessary dilution of tax— payer financial support and a heavy drain on the re— sources of private and church groups. A special [italics in the original] word of caution is in order with respect to the establishment of junior or . . 90Report of the Post—High—School Education Study Com— flusolon (Indianapolis: General Assembly of the State of Indiana, 1962), pp. 9—11. . 'q nw—W‘fl _;' community COllege have a large numb T0 provide Oh :nuarious areas 0f 1 are operated at eigh indiana University92 33th universities hE Indianapolis . Although th :anpuses is of the ins-year programs 2 alinited number 0 arts and sciences, isrstwo—year assc :slogy, although I the centers.95 V WSes are also \ 91 ‘ _ Ha B. We “HEB," Proceed Else on .\_ in her E Eflirtation, 1956) 92"R . egior ‘65\‘66 (Bloomin ex) 93‘18 h , c 00 366\‘57 (Lafaye 9 || Regic p. 34. fly on k0 “ w p 965. L966~ "SChO( \l p, 21 m \l 69 community colleges in those states which already have a large number of four—year institutions,9 To provide opportunity for public higher education in various areas of the state, two—year extension centers are operated at eight regional campuses and centers by Indiana University 2 and at four by Purdue University.93 , Both universities have centers located in Fort Wayne and Indianapolis, Although the bulk of the courses offered at these Campuses is of the university—parallel, transfer-credit type, two-year programs are also provided. Indiana University has a limited number of two—year certificate programs in the . . . 9 . . arts and sc1ences, and in buSiness. Purdue UniverSity of— fers two—year associate degrees in 13 areas of applied tech— nology; although many of these are available at only one of the centers.95 Various noncredit and special interest Courses are also offered at the regional campuses. __.___________ 91H. B. Wells, "The Outlook for Higher Education in America," Proceedings of the Eleventh Annual National Confer— ence on Higher Education (Washington: Association for Higher Education, 1956), p. 6. 2 . . . . . "Regional Campuses," Indiana UniverSity Bulletin, lfléézéé (Bloomington: Indiana University, [n.d.]), ,» 93”School of Technology,” Purdue University Bulletin, 1966—67 (Lafayette: Purdue University, 1966), \— 94I . . . . . 'Regional Campuses," Indiana UniverSity Bulletin, M: p. 34. 95, . . 'School of Technology,” Purdue UniverSity Bulletin, W} p0 21- Further Study sources in 1ndiana wa dissertations comple’c if these connpanllon St high school students selected Indiana cou felt needs for and E a‘nle resources (OPEX so investigated. Ackerly's s and surrounding the tears surveyed Alli inuortheastern In resources in selec CT:these studies : islets of educati< “Wet: and found “0-year terminal E‘Idilable. E'lbllshe “lion, 1963) tilioyyal E a . ‘ dlsserta’tio 70 Further study of higher education needs and re— sources in Indiana was provided in 1963, with three doctoral dissertations completed at Indiana University. The approach of these companion studies was to survey employed parents of high school students as well as educators and lay leaders in to selected Indiana counties seeking information about their felt needs for and attitudes toward higher education, Avail— l able resources (opportunities for higher education) were al— so investigated. Ackerly's study involved a six—county area including and surrounding the metropolitan area of South Bend.96 Mears surveyed Allen County and the six surrounding counties in northeastern Indiana,97 Neteland investigated needs and resources in selected counties in southern Indiana. Each of these studies identified an increasing demand for higher levels of education on the part of the respondents to the survey, and found little evidence that sufficient one— to two—year terminal post—high school opportunities were available. M. 96 . . Robert S. Ackerly, Jr., "Higher Education: Needs and Resources in Selected NOrthern Indiana Counties" (un— " published Doctoral dissertation, Indiana University, Bloom— lWanton, 1963) . . 97John Aubrey Mears, ”Higher Education: A Regional Pilot Study of Educational Needs and Resources in Indiana" “ (unpbulished Doctoral dissertation, Indiana University, BlDomington, 1963). 98 . . Edward Neteland, “Higher Education: A Study of Edu— cational Needs and Resources in Indiana” (unpublished Doctor— a1 dissertation, Indiana University, Bloomington, 1963). Recognizing t innuocational and t9 level, the General AS new state educatiOI Eschnical College, i collegiate, non—cred andseni-technical t igonerning board 0‘ given the mandate t . - . develop a the orderly de\ tutes encompass into a coordin; PIOgran of 805 education.l 0 The admini nechnical COllege therefore, planni‘ :dUllShment Of re ianeyer, at Press lids“ a. thutes are bE 71 Recognizing that insufficient opportunities existed for vocational and technical training at the post—high school level, the General Assembly of the State of Indiana created a new state educational institution, the Indiana Vocational Technical College, in 1965, "to be devoted primarily to non— collegiate, non—credit practical or vocational, technical and semi—technical training for the citizens of Indiana.“99 A governing board of trustees appointed by the Governor was given the mandate to: develop an overall state plan which provides for the orderly development of regional technical insti— tutes encompassing, ultimately, all parts of the state into a coordinated system providing a comprehensive program of 80st—high school vocational technical education. The administrative staff of the Indiana Vocational Technical College was not employed until early in 1966. Therefore, planning for the initiation of programs and es- tablishment of regional institutes is not yet fully developed. However, at present it appears that 12 regional technical institutes are being considered with plans underWay to build 99“An Act to Create and Establish the Indiana Vocation— a1 Technical College," Amended Version of Chapter 371 of Acts of 1963, Amended as per H. 1295, March 10, 1965, General As— sembly of the state of Indiana. (Mimeographed copy, Indiana VOCational Technical College, Indianapolis. Indiana). Section 2a. lOOIbid., Section 9a. (4). :acannpuses soon in With the est; isc'nnical College as place with the four iudue University, E intensity) in provi inenore than 30 pr higher education, I school education in In providi gust-high school 6 :ustbe reduced- financial resourc Students‘ needs E iution of higher certain barriers Student and his The exit Sindent' s home education beyon 72 mm campuses soon in the Terre Haute and Michigan City areas.101 With the establishment of the Indiana Vocational Technical College as a new public institution to take its place with the four state universities (Indiana University, Hudue University, Ball State University, and Indiana State mfiversity) in providing state—supported education, and with the more than 30 private and church—related institutions of higher education, Indiana hopes to meet needs for post—high school education in the state. Summary In providing increased educational opportunity for post—high school education, barriers to college attendance must be reduced. Some of these obstacles include inadequate financial resources, lack of appropriate programs to meet Students' needs and interests, inaccessibility to an insti— tution of higher education, lack of student motivation, and certain barriers provided by social status of the prospective student and his family» The existence of institutions in the vicinity of a student's home increases his chances of continuing formal education beyond high school by permitting him to live at ______________ lOlstatement by Robert Riley, Vice—President and Dean of the Indiana Vocational Technical College.made in personal interview on July 15, 1966- 'rnne, thus reducing .eges have been SUCC is higher educationf: In overall a various types of an state, and local 1e studies have been c state and, in some the development of the state. Studies ir 'JEISlIy programs 5 hues of about 92 he State. This 33 state- suppo rte ludiana Conferenc needs by more COI has established TOneet growing cation, a new ir C'Jiiegee_has re( 73 home, thus reducing expenses. Local community junior col— leges have been successful in reducing many of the barriers to higher educational Opportunity. In overall assessment of needs for higher education, various types of surveys and studies at national, regional, state, and local levels are necessary. Many state-wide studies have been conducted to identify problems within the state and, in some states, comprehensive studies have led to the development of master plans for higher education within the state. Studies in Indiana have shown that college and uni— versity programs are available within commuting distance of homes of about 92 per cent of the high school graduates in the state. This factor along with the cooperative planning of state-supported and private institutions through the Indiana Conference of Higher Education to meet increasing rmeds by more complete utilization of existing institutions has established the pattern of higher education in Indiana. To meet growing needs for post-high school occupational edu— cation, a new institution——the Indiana Vocational Technical Cbllege—-has recently been established. can RItTIONAI The main fOC the educational U inning education at andiiiani Counties 2 Various app :31: information re :Lgher education He ::cnpational aspirE 132's been found to l . wt; Attitudes Lands of parents, 3'35iihigh school .‘ ErMiller similar if high school gr 315 0f such factc Bros 2 ‘0: \ lRalph F The Uni 2 illities :Raimosrgc: u:251, January/C hills l!_—4 CHAPTER III THE RATIONALE AND METHODOLOGY OF THE STUDY The main focus of this investigation was to determine lfigher educational needs and available opportunities for ob— taining education at the post—high school level in Wabash anddhami Counties in the State of Indiana. Various approaches have been used to obtain signifi— cant information relating to the assessment of the nature of ifigher education need. Expressed educational intentions and cmcupational aspirations of groups of high school seniors have been found to be significant indicators of types of Posbdugh school education actually pursued following gradu~ ation.l .Attitudes of parents, educational and economic levels of parents, success in high school, plans of friends, Inst-high school attendance of older brothers and sisters, and other similar factors have relationships to the tendency OfIUgh school graduates to continue their education. Analy- Efis of such factors gives clues to educational needs in an area.2 NM 1Ralph F. Berdie, After High School — What? (Minne— apOlis: The University of Minnesota Press, 1964), p. 96. '. 2Raymond J. Young, "Survey of Junior College Possi— 1nlities: A State Responsibility," Junior College Journal, 29:251. January, 1959. In addition 1 school youth and the aneuanination of em cation of the demand cation for youth ano that “Probably the ' of educational need inbusiness and int Based 0H t that described in for identifying h County area, plan data of this type To obtail persons regardin Education, three included (ll all ithabash and M Seniors, and (3 industry. Senior: Schools—Manch in “l0 0f the 3 m 75 In addition to aspirations and expectations of high school youth and their parents regarding higher education, miexamination of employer needs may be used to give an indi- cation of the demand for certain types of occupational edu— cation for youth and adults in the community. Young states . tint "Probably the most significant information on one type of educational need can be obtained from local area employers . . . 3 1h.buSiness and industry.” Sources of Data Based on the assumption that information similar to that described in the above paragraphs would provide a basis for identifying higher educational needs in the Wabash—Miami County area, plans were laid for gathering and analyzing data of this type. To obtain direct evidence from a large number of persons regarding their expectations and interests in higher education, three groups of citizens were contacted. These included (1) all senior students enrolled in six high schools in wabash and Miami Counties, (2) parents of these high school seniors, and (3) local area employers in business and industry. Seniors enrolled in the four Wabash County high schools——Manchester, Northfield, Southwood, and Wabash—~and in two of the three Miami County high schools——North Miami 31bid., p. 252. andPeru--were selec‘ Senior students at M liani County, were 6 :enporary nature of not school. More ‘ laconaguah High Sch assigned to nearby Included in nhich normally empi professional, or p in developed usin directories, (2) ] iabash, and Peru ( C“TIMI 0f Commer After the it“ was made u and Miami Counti this th-COuflty n nelsons who Were } use, the Card ; time which fel 1' Firms n 4 . . Inf film with if: 4‘ pril 20’ ll 76 and Peru-—were selected for participation in the study. Senior students at Maconaquah, the third high school in Miami County, were excluded from the study due to the temporary nature of residence for a majority of students in that school. More than half of the seniors attending w Maconaquah High School were dependents of military personnel assigned to nearby Bunker Hill Air Force Base.4 Included in the survey of area employers were firms which normally employ some skilled, technician, semi— professional, or professional workers. A master card file was developed using as sources (1) white pages of telephone directories, (2) lists obtained from the North Manchester, Wabash, and Peru Chambers of Commerce, and (3) the Indiana Industrial Guide, 1965, published by the Indiana State Chamber of Commerce. After the card file was completed, a review of all firms was made to insure that they were located in Wabash and Miami Counties. No businesses or industries outside this two—county area were included in the survey. Utilizing persons who were familiar with business and industry in the area, the card file was screened further to eliminate those ' firms which fell under one or more of the following categories; l- Firms with less than five employees, except medi— cal doctors, dentists, veterinarians, realtors, ________________ 4Information was obtained in a telephone conver- sation with the Assistant Principal of Maconaquah High School On April 20, 1966. banks. attor fessional 5e 2. Taverns, bar stores norma professional 3. Farms eXCePJ duction suCj If there we ra‘oiished criteria or industry was lei hich were initial the basis of infor questionnaire. To determ: cation, institutio 166- Through an these institution fiCials, the natn 'i dd 5 Oeternined. Having ;‘ mm“ was tur “led in data ga altitudes) eXpE 'l to from a larc 77 banks, attorneys, and similar business and pro— fessional services. 2. Taverns, bars, barber and beauty shops, and retail stores normally employing non-technical or non— professional workers primarily. 3. Farms except those engaging in specialized pro— duction such as dairy, poultry, nursery, etc. a If there was doubt as to whether a firm met the es— tablished criteria listed above, the card for that business or industry was left in the file. Consequently, some firms which were initially contacted were later disqualified upon the basis of information they reported on a returned \ I ‘l in questionnaire. To determine available opportunities for higher edu- m '2" cation, institutions offering formal programs were identi— .~.v— _ , fied. Through an examination of catalogs and documents of these institutions, supplemented by interviews with of— ficials, the nature of present programs and opportunities was determined. The Instruments Having identified the population to be surveyed, at— tention was turned to the selection of instruments to be .» used in data gathering. To obtain as many expressions of attitudes, expectations, opinions, needs, and facts as possi- ble from a large number of persons, the questionnaire method of gathering data was chosen. since data a used, it was decideé coined, constructed. 'nious studies. Seln n‘nieh have been emp Cooperation and ott tore the Student Qt and the Survey of I Survey of Business irona ”Survey of Iiounaire develops versity and used institution .6 Good, Bar ddi‘eloped for use EXiSting in anoti 78 Since data are no more credible than the instruments used, it was decided to utilize instruments expertly con— ceived, constructed, reviewed, refined, and tested in pre— vious studies. Selected for use were three instruments which have been employed by the Office of Community College Cooperation and others at Michigan State University.5 These Were the Student Questionnaire, the Parent Questionnaire, and the Survey of Business and Industry. Part II of the Survey of Business and Industry questionnaire was adapted from a ”Survey of Post High School Educational Needs“ ques— tionnaire developed by Dr. Raymond C. Gibson of Indiana Uni— versity and used in studies conducted by researchers at that institution.6 Good, Barr, and Scates caution that a questionnaire developed for use in one locality may not fit the conditions existing in another area.7 Therefore, to insure that the instruments were applicable to Indiana and to the study at K‘- 5A portion of community college feasibility studies conducted by the Office of Community College Cooperation deals with the determination of post—high school education need in local communities. Although establishment of a com— munity college was not the immediate objective in Wabash and Miami Counties, a similar approach in identifying need was reasoned to be valuable. 6Permission was obtained to use the Gibson question— naire from Dr. Raymond S. Butler of Indiana University and Secretary—Treasurer of the Indiana Conference of Higher Education. 7Carter v. Good, A. S. Barr, and Douglas E. Scates, The Methodology of Educational Research (New York: Appleton- century—Crofts Company, 1941), p. 338. hind, the)I were care ing, the omission Of questions were requf then submitted to t] superintendents, Pr participating high changes. In addi’llj questionnaire was ( representatives, 5 'Jpper Wabash Vocat fellow graduate st technical educati< lased on comments liens and termino lational levels in hinted. Recogniz “estionnaire wo 155d authority t With “Ch factor is ‘ . E“ are includ. 79 tmnd, they were carefully reviewed. Minor changes in word— ing, the omission of a few items, and the addition of several (nestionS'were required. The revised questionnaires were then submitted to the writer's doctoral committee and to superintendents, principals, and guidance counselors of the ” participating high schools for criticism, suggestions, and changes. In addition, the Survey of Business and Industry questionnaire was discussed with area Chamber of Commerce representatives, several employers, the Director of the Inner wabash Vocational School, and Dr. Harlan Heglar, a fellow graduate student who had just completed a study of 8 :h-‘J-I' -— technical education needs in Jasper County, Missouri. —-_.._. Based on comments received, some changes in sequence of ---._ - items and terminology used were made and definitions of occu- pational levels were added before the questionnaires were printed. Recognizing that a concise, well—ordered, attractive questionnaire would be more likely to encourage response and lend authority to the study, the final forms were designed with such factors in mind. Copies of the questionnaires used are included in Appendices A, B, and C. 8Harlan L. Heglar, "A Survey of Business and Industry NEeds for Vocational—Technical Programs in the Jasper County Junior COllege" (unpublished Doctoral thesis, Michigan State University, East Lansing, 1966). Interest in em by local citiz school and college met-high school ec' éiscussions, it Was in higher educati‘ :eeded. The write cational problems t'mities. After ( this study to the for the project w “W only Wabash ll-education and Passion of the 5' Student MuidanCe COu‘ students enroll fihashl North N allowed time d\ the organizati< Rite 8‘ Instr 9 s See 2 ““1 Princil _4____‘ M 80 Eliciting Cooperation vInterest in conducting this study grew out of a con- cern by local citizens, foundation representatives, and school and college officials in wabash County for increasing pmst-high school educational opportunities. Early in group discussions, it was recognized that basic information regard— ing higher education needs in the local area was urgently needed. The writer met with several groups to discuss edu— cational problems and possible approaches to expanding oppor— tunities. After devising and presenting the basic plan of this study to the groups involved, approval and endorsement for the project was obtained. Originally envisioned to cnver only Wabash County, the close ties with Miami County in education and in business and industry argued for ex— pansion of the study to include a two—county area. Collecting the Data Student and parent questionnaires were distributed by guidance counselors or classroom teachers to all senior students enrolled in Manchester, Northfield, Southwood, Vhbash, North Miami, and Peru High Schools.9 Students were allowed time during class or homeroom periods, according to the organization of the school, to complete their question— naires. Instructions were given to the seniors to take See Appendix D for a copy of instructions to high school principals. questionnaires home Students returned t1 oiianaster control students who had no no or three days. pleted student and the high schools. So that pr wuldbe informed the writer held 01 lersonnel prior t( This enabled them film the questic aIlicles about tl Parents would al: Assuming Pursuits wOuld l: of the SChool Y‘ then lust a few nigh Schools We COWY schools Questic 1” the master , oluded with th lurpose 0f the is hdix E) ‘ 81 questionnaires home to be filled out by their parents. When students returned these from home, their names were checked off a master control sheet. Reminders were given to those students who had not returned a parent questionnaire after two or three days. One week after distribution, all com— r pleted student and parent questionnaires were collected from the high schools. So that principals, teachers, and guidance counselors would be informed as to the purpose and intent of the survey, the writer held orientation .Sessions with high school personnel prior to their distributing the questionnaires. This enabled them to more readily answer students' questions about the questionnaires and the total study. Newspaper articles about the study were also published at this time so parents would also be informed about the survey. Assuming that senior‘s plans for post—high school pursuits would be reasonably well formulated toward the end of the school year, the questionnaires were submitted to them just a few weeks prior to graduation. Wabash County high schools were surveyed in May of 1965, and the Miami County schools in May of 1966. Questionnaires to the 346 area employers remaining in the master card file were mailed on May 2, 1966. In— Cluded with the questionnaire was a letter explaining the purpose of the study and a stamped return envelope (see Ap- Pendix E). On May 18; a tad not yet responde El. More than a (102 interest in the stu< :eived questionnair a‘oie number apparen although an irregul titer was unable ‘ been responsible . etched on June 9, list who had not 3 contained in the , second followup lécdix (3). Contacts filling the summe Cirespouses as Data frc area were colle in ' lllStanCes Vt h e quest-10m 3 .llllChed Cards ____4 82 On May 18, a follow-up letter was sent to those who fwd not yet responded to the original mailing (see Appendix IN. More than a dozen employers wrote back expressing interest in the study, but indicated that they had not re- ceived questionnaires. A further check revealed that a size— ” eflfle number apparently did not receive the original mailing. Zflthough an irregularity in mail service was suspected, the nuiter was unable to determine what specific factors may have keen responsible. Consequently, a third mailing was dis— patched on June 9, 1966, to all employers on the original list who had not yet returned a questionnaire. All items contained in the original mailing were enclosed plus a second follow—up letter explaining the situation (see Ap— _ l__a_'_.' —._., pendix G). Contacts with non-responding employers were continued chuing the summer in an attempt to obtain as large a number of responses as possible. Data from institutions of higher education in the area were collected in the fall of 1966. Processing Completed Returns Completed questionnaires were checked by the writer for completeness as they were returned. Responses were coded in instances where precoding had not been provided for on the questionnaires. Information was then transferred to Punched cards for machine tabulation and analysis. The Control Data 3600 Con need to analyze the suits of the busines tabulated . .‘LnfornnatiOr used was analyzed ' and to calculate t :E responses for E student and pare ni cenputer analysis ties, percentage the total number Because < the study, it di techniques other The design of tt Winions, expec- 143196 number of necessary to pr larger populatf Commen‘ .ntn Categor ie 90 _4——4 83 Control Data 3600 Computer at Michigan State University was used to analyze the student and parent questionnaires. Re- sults of the business and industry survey were hand tabulated. Analysis of the Data Information obtained from the three questionnaires used was analyzed to reflect the frequency of each response and to calculate the percentage frequency to the total number of responses for each item. Comparison of responses on the student and parent questionnaires was accomplished through computer analysis of contingency tables. Observed frequen— cies, percentage across, percentage down and percentage of the total number of responses were calculated. Because of the descriptive and exploratory nature of the study, it did not appear relevant to apply statistical techniques other than simple calculation of percentages. The design of the research called for gathering as many Opinions, expectations, and attitudes as possible from a 3 large number of persons. It was not considered advisable or necessary to predict, estimate or make wide inferences to larger populations. Comments by respondents on the Survey of Business and Industry Questionnaire were hand tabulated and sorted into categories so that they could be discussed in this re— port. However, they were not analyzed to any great degree. Higher edl parents, and emplc ties available to temine what gap, opportunitie s . 84 Higher educational needs, as viewed by seniors, parents, and employers, were checked against the opportuni— ties available to citizens in the two—county area to de— termine what gap, if any, existed between needs and opportunities. PE Data to education needs from high school Wabash and Miami nature and exter higher education viding higher ec listing of offer In this {3) parent ques ness and indust cational progra r0119] Mom CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Data to provide an indication of post—high school education needs in the Upper Wabash Valley were gathered from high school seniors, their parents, and employers in wabash and Miami Counties in Indiana. To identify the nature and extent of existing opportunities for pursuing higher education in the two—county area, institutions pro— viding higher educational programs were identified and their listing of offerings examined. In this chapter, data from (1) student questionnaires, (2) parent questionnaires, (3) questionnaires surveying busi- ness and industry, and (4) a review of existing higher edu- cational programs in the area are presented and analyzed. Student Questionnaire Findings A total of 862 seniors were enrolled in the six high schools in Wabash and Miami Counties included in the study at the time questionnaires were distributed. Of this number, 774 seniors completed the forms. Table 9 presents a summary 0f percentage return in each high school. Ranging from an 83-0 per cent return in Peru High School to a 100.0 per cent return in Southwood High School, the total response 85 .llllll'lll pmcnsumm pwcudem m®HH MCCOHHW $50 Hmuoa mo cmmucmuuflwm UQCHUUmm unmo Hum “”0 no.2 .M HHNEQOHDWNSNV DGWWDQW HOHGNM who «Hooaum “Hm!” .flfl. :xcoooa Hmowc Doc >9: mHmDoU. compooouom :anoo located?” on use "maoz so.ooa lsm.mmc ass sa.ooa New masses nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnc m.am o.mm oma s.®m mmm seem % m.HH m.mm mm m.HH mm damn: anuoz, m.om m.em ems m.om owe nwmnms o.eH o.ooa woe m.mH mos eoozansom H.HH m.mm om s.oa mm eamflmeunoz xN.mH x®.Hm Hes sa.sa ems nmnmmsoams posuopom pmouopmm mmHamCCOHDmoDO mHochw mHOHCom Hoocom smflm HmDOB mo wmmucoonmm posnouwm Hmpoe mo mo .02 Demo Mom mo .02 Demo Hum .moHHMQCOHUmmdw pocUSDw HOHGwm mo uHOOSUm smfln x9 .CHSDGH swapfloohmm .m manH represented 89 . 9 there were diffe: rank order of th, same as for numb of total questio differ markedly in each school. gathered gave a aspirations, exn; in the Waba sh—Mi student Characte The numl: 1y equal--386 an hution was repor ht! think your 87‘ represented 89.9 per cent of all seniors enrolled. Although there were differing rates of return among the schools, the rank order of the high schools for returned forms was the same as for number of enrolled seniors. Also the per cent of total questionnaires returned from each school did not w differ markedly from the per cent of total seniors enrolled in each school. It was, therefore, assumed that information gathered gave a reasonable representation of characteristics, aspirations, expectations, and plans of high school seniors in the Wabash—Miami County area. Student Characteristics The number of male and female respondents was virtual— ly equal-—386 and 388 respectively. The following distri— bution was reported in response to the question, ”What do you think your high school grade average is?": A — 7.2 per cent, B — 33.8 per cent, C — 48.4 per cent, D — 4.0 per cent. Six per cent did not know their grade average and five stu— dents failed to respond to the question. As indicated in Table 10, female respondents reported higher grade averages than males. More than 50 per cent of female senior students indicated an A or B average, whereas approximately 30 per cent of male seniors thought their grade average was in the A or B categories. In terms of high school courses of study, 44.6 per Cent were enrolled in a "college preparatory” curriculum; about one—fifth per cent in a "g cational or othe Table 10. High senic Grade Average I hot known l0 Response TOTALS 88 about one—fifth in ”commercial" or ”business” studies; 13.4 per cent in a ”general" program; and the remainder in vo— cational or other studies. Table 10. High school grade average, by sex, as reported by ” senior respondents. Males Females Total . Per Per Per ,' Grade Average Number Cent Number Cent Number Cent A 17 4.4% 39 10.0% 56 7.2% B 101 26.2 161 41.5 262 33.8 C 220 57.0 154 39.6 374 48.4 D 21 5.4 10 2.6 31 4.0 Not known 25 6.5 21 5.5 46 6.0 No Response 2 0.5 3 0.8 5 0.6 1 TOTALS 386 100.0% 388 100.0% 774 100.0% It was not the purpose of this study to identify differ— ences which existed among various segments of the two—county area, but rather to focus on conditions and needs in the area as a whole. Therefore, little attention is given in this report to unique and particular situations found among the several groups surveyed in the study. 5 Assuming, however, that high school programs have de- Veloped in response to local community expectations and de— mands’ examination of curricula offered and the proportions of students selecti rate schools will Q community in terms of preparation sen followed. As noted : followed by sizea? three rural high heat-and to a 2 school which ser' College Mil-0n 0f senio school 8Xcept NC attracted large: high Schools th Cities. Table the question: M?" Fifte contimle form; We fentale t the 85 per Ce at eduCation of this grou' 89 of students selecting various courses of study in the sepa- rate schools will give some notion of the composition of the community in terms of rural—urban interests and of the type of preparation seniors from the several high schools have followed. As noted in Table 11, programs in agriculture were followed by sizeable proportions of senior students in the three rural high schools——Northfield, Southwood, and North Miami——and to a somewhat lesser degree in Manchester High school which serves both urban and rural areas. College preparatory curricula involved a greater pro— portion of seniors than any other single program in every school except Northfield. Business and commercial studies attracted larger percentages of seniors in the three rural high schools than in the remaining three schools located in cities. Senior Educational Aspirations Table 12 summarizes responses of senior students to the question: ”How much formal education do you want to com— plete?“ Fifteen per cent of the total indicated no desire to Continue formal education beyond high school with 50 per cent more female than male students giving this response. Among the 85 per cent indicating they wanted to pursue some type Of education after high school graduation, approximately half Of this group expressed interest in non—college specialized *h.¢ HCOU H0& .02 coal HouOHltii oth HVHHZ NDBUm M0 mmLZCL mflgmg U003 UHQHM HmflmmfiUsz lSHHOZ .1“. U c U.VF.04,_ fit. an. or afiavnu PuU "Ur 5min: \AnH .Cnvmfindm. l 9O .Xb.ooa Hmsvo Doc woe mampoo ommDQooHoQ :EoHoo .msflpcsou OD won nMBOZ $0.00H one Xa.ooa aa.ooa so.ooa Xm.mm $m.mm xm.mm mqmeoa w. m 0.0 0 0 o 0.0 m.N 0.0 omcomme OZ . HH Nav 0.0 w. an H- e H H o 0 H0300 0.0 mm m.© v.w H.NH H.HH H.w o.oa ovum HmfluuwSpCH H.© he ©.H o.NH w.m ©.m o.w 0.0H moHEocooo ofiom fl.ma ooa ©.HN m.© H.0H H.HH w.m H.h Honooow m.om mmH N.ma >.HN m.ma H.mm N.>m e.ma wmooflwsnnnHmHoHoEEoo ©.¢v mam N.mm m.me o.ee o.hm H.mm >.me asepmumoosm omoaaoo as.e om $0.0 so.ma so.o XH.HH sm.m xm.m musoasonsma sumo “on .02 omanz Nmuz smsuz moauz omuz Hesnz sesnm mo mmnsoo Hmooe some names ammoms woos cameo noumweoams nuuoz napsom nousoz .mwcopcommoH HOHGom x9 poomusm hpsum MO omHSOU mo Hooeom roam nHOOSUm SmHQ >9 «COmHHmQEOU .HH oflnme Table 12. Level of school 5 ______—__———— _____._.——————-—' Educational Aspirations ___———— “through high school High school plus Specialized yo- cational train- ing such as apprenticeship, trade school, armed forces SChOOl’ etcl Barber or beauty School Business SChool horses training me years of college TMOWh College (4 Years) iiore than 4 other \ TOTAL; . NOTE , .ot equal 10C 91 Table 12. Level of educational aspirations, by sex, of high school seniors. Sex Educational Male Female Total Aspirations No. Per Cent No. Per Cent No. Per Cent Through high school 47 12.2% 71 18.4% 118 15.3% High school plus specialized vo— cational train— ing such as apprenticeship, trade school, armed forces school, etc. 120 31.1 25 6.5 145 18.7 Barber or beauty school 4 1.0 48 12.4 52 6.7 Business school 18 4.7 54 13.9 72 9.3 Nurses training 0 0.0 37 9.6 37 4.8 Two years of college 24 6.2 18 4.6 42 5.4 Through college (4 years) 96 24.8 74 19.1 170 21.9 More than 4 years college 72 18.7 54 13.9 126 16.3 Other 5 1.3 7 1.8 12 1.6 TOTALS 386 100.0% 388 100.2% 774 100.0% NOTE: Due to rounding, not equal 100.0%. column percentage totals may training such as ap schools, barber or training, and other per cent of the to two years through this seniors indic only 37.6 per cm holes in larger n or more years of An examin 0f seniors purSu heals that, in g 51 Plans were cc ation they were iii Cent of tho and industrial cation beyond in preparatory p] longing from 3 dustrial arts high school Si ltenticeships DUSlneSS SChO of th Study, 85 pe] training} Wh F0st‘hi‘lh so 92 training such as apprenticeship, trade school, armed forces schools, barber or beauty schools, business schools, nurses training, and other similar types of programs. Nearly 43 per cent of the total wanted to attend college anywhere from two years through graduate study. While 49.7 per cent of “ male seniors indicated an interest in college attendance, only 37.6 per cent of the females aspired to college study. Males in larger numbers than females wanted to COmplete four or more years of college. An examination of levels of educational aspiration of seniors pursuing various high school courses of study re— veals that, in general, students' post—high school education— al plans were consistent with the type of high school prepar— ation they were following (see Table 13). Between 26 and 38 per cent of those in agriculture, business, home economics, and industrial arts curricula planned no further formal edu— cation beyond high school. Except for those in college Preparatory programs, sizeable proportions of seniors ranging from 33 per cent in agriculture to 58 per cent in in— dustrial arts desired to obtain further education in post— high school specialized vocational training such as ap— prenticeships, trade school, barber or beauty schools, or business schools. Of those following college preparatory courses of Study, 85 per cent aspired to college attendance or nurses training, while two per cent of the group did not plan for post—high school education of any type- .NQDU,Q homo mmmhiou HOOVNUW Confimhfimmfl. Hmcouflfl.m05mm M0 WHQNVm‘H. amen. $4.1an \HAH HUMvU HWHVnmuHUCnH Famnru mHJOnflhnm> manfluwumhflanum mNOHCQm ill cos as m H mm m o 0 so s ,o o nacho ooa me o o as seq 0 0 mm as am we whom HmauumseaH ooa we a N m Hp ma o me om mm ma mofleonooo oEom % 00H woe a a as om m m am om om Hm Hmueamo ooa mma m m we as m m am am em as wmmaemsnueamnonmesoo OOH mom H m on mum m mm NH co m h mucomnmmonm omoaaou sacs am am a sea as so 0 xmm ms ssm ma wasnasoanma s 2 he 2 a z: x mz s z s z swarm mo amazon mamuoe Hoguo omoaaoo .muw moacflmue .mmB .oomm K.m .m. Hoonom cmflm . who: no N .mmmuoz moam .m.m smoonce coflpmuflmnfi HmGOHumodpm mo Ho>oq a W .hpouu mo momhooo Hooaom flmflfl mooflum> moflomsom mHOHCom MA UoDMUHUCH coflumuflmwm HmQOAUMUSUo mo wHo>oq_ .MH oHQmB Approximate seniors were enrOl but indicated, nev for two or more ye high school prepai altuliillment cor When cons various grade ave “h" averages and nopost-high schr Students, 86 per iitional five pe Sixty-three and liaspirea to ti Most "C m 90 On to spe cent of the "D‘ ing after high specialiZed tr college attend Nearly their grade a, aocational tr is .Jle follow“ 94 Approximately eight per cent of the total group of seniors were enrolled in non—college preparatory curricula, but indicated, nevertheless, an aspiration to attend college for two or more years. The extent to which inappropriate high school preparation might be a barrier to their education— al fulfillment could not be determined in this study. When considering aspirations of seniors reporting various grade averages, it is noted that no students with ”A“ averages and 11 per cent indicating ”B“ averages desired no post—high school education (see Table 14). Of the "A" students, 86 per cent wanted to attend college and an ad— ditional five per cent desired to go into nurses training. Sixty-three and five per cent of the ”B” students respective- ly aspired to these two post—high school pursuits. Most "C” students, over 80 per cent, said they hoped to go on to specialized training or college. While 45 per cent of the "D" students did not anticipate further school— ing after high school, about half wanted to pursue some specialized training and four seniors expressed a hope for college attendance. Nearly half of those indicating they did not know their grade average wanted to pursue some type of specialized Vocational training and 23 per cent would like to attend col— lege following graduation from high school. .mwmhlvNHQNVN mnmwhnm HOOQUW seamen: COdnvmhnfiOumm HNCOHUMUSWOM ”HO mafimxvmq -VH. mlnnmmh msoiflhnmxl MWCHQHHODmmnH WHOHCQW \NOH MUQU.QHVHUCH 95 OOH m O 0 Op m O O Ow N O O oncommos oz OOH .3 m H mm OH N H we Hm mm HH ESE noz 00H Hm 0 0 MH v 0 0 NW MH mv vH Q 00H gem N 5 mm mOH m 0H 0% th NH m0 0 00H mom N 0 m0 me m wH 0H 0% HH mm m XboH mm *0 0 $00 0m Rm M £0 m $0 0 fi 8 z X Z X Z 8 Z X z X Z ommso>< oOme mepoa Hocpo wmoHHoo .mHM mcHonHB 4mmHIflwflmw .m .m Hoocom anm who: so N mownoz mon .m.m cosonsa COHumHHQm< HmooHHmoopm mo Ho>oH mSOHHm> OCHuHomoH mHOHoow ha poomoHosH QOHHmHHQmm HmCOHDmospo m0 wHo>oH .mommuo>m opmum Hoosom amen .vH oHflma summarized “how certain are y specialized vocati half of the respon time their educa it} per cent rep iiith were uncert school while 16.5 li‘ uefinitely" on Table 15. Studs or pr § Certainty Level \ Deiinitdy Plan probably will a Uncertain abou- pmbably Will Definitely do no n lespOnSe \ \ not NOTE: . “equal 10C 96 Summarized in Table 15 are responses to the question: "How certain are your plans for attending college or taking specialized vocational training after high school graduation?” Half of the respondents said that they will l'definitely” con— tinue their education or training beyond twelfth grade and 12.3 per cent reported that they will ”probably" do so. One— fifth were uncertain about further attendance after high ‘3 school while 16.8 per cent reported that they ”probably” or “definitely” would not attend. Table 15. Students' level of certainty of going to college or pursuing specialized training. Certainty Level Number Per Cent Definitely plan to attend 386 50.0% Probably will attend 95 12.3 Uncertain about attendance 158 20.4 Probably will not attend 69 8.9 Definitely do not plan to attend 61 7.9 NO response 5 0~6 n TOTALS 774 100.1% NOTE: Due to rounding, column percentage total does not equal 100.0%. a Comparing noted that the 20 high school attenc ence between the I planned to contin ations for some t high school gradi lear Followin H Graduation \ To deter the question was the first year : As indi responded that other specializ 40-0 per cent a cent expecting male than fema 97 Comparing this data with that in Table 12, it is noted that the 20 per cent who were uncertain about post- high school attendance approximately accounts for the differ— ence between the 62 per cent who ”probably" or "definitely" planned to continue and the 85 per cent who indicated aspir— ations for some type of further education or training beyond high school graduation- Year Following High School Graduation To determine immediate plans of high school seniors, the question was asked: ”What will you probably do during the first year following graduation from high school?" As indicated in Table 16, a total of 52.1 per cent responded that they actually planned to go on to college or other specialized training in the year after graduation with 40.0 per cent planning on college attendance and 12.1 per cent expecting to pursue specialized training.1 While more male than female seniors were going to college, a larger M 1The percentage of students planning to attend col— lege in the year following high school graduation reported here may be compared with percentages reported in a 1960 study made by Raymond 8. Butler for the Indiana Conference Of Higher Education. In an unpublished mimeographed report bearing no title and dated September 10, 1963, Butler indi— cated that 43.5 and 38.6 per cent of the boys and girls re— spectively who graduated from Wabash County high schools in June, 1960, attended college as freshmen in September, 1960. The total for both sexes was 41.0 per cent. In Miami County, the percentage was 45.6 for boys, 30.5 for girls, and a com— bined total of 38.5 per cent. number of females training . table 16. Compar: year fr Plans—First tear Following Graduation to to college so to a techni- cal school lnter nurses training 9‘3 to a busines: Sohool GO to a trade school Enter armed work fOr Paren- Get a job Get married iliris) he TOTA \ NOTE, .Or SqUal 1m E 98 number of females than males were planning other types of training. Table 16. Comparison of sex of seniors and plans for first year following high school graduation. Plans-—First Sex Year Following Male Female Total Graduation No. Per Cent No. Per Cent No. 'Per Cent Go to college 162 42.0% 145 37.5% 307 40.0% G0 to a techni— cal school 8 2.4 2 .5 10 1.3 Enter nurses training 0 0.0 22 5.7 22 2.8 Go to a business school 6 1.6 26 6.7 32 4.1 Go to a trade school 12 3.1 18 4.6 30 3.9 Enter armed forces 31 8.0 1 0.0 32 4.1 Work for parents 17 4-3 6 1.6 23 3.0 Get a job 136 35.1 129 33.3 265 34.0 Get married (girls) , 0 0.0 33 8.5 33 4.3 Other 14 3.6 6 1.6 20 2.6 TOTALS 386 100.1% 388 100.0% 774 100.1% NOTE: Due to rounding, column percentage totals may not equal 100.0%. Approximat seniors felt they zen were planning proportion of wom number actually 1: mediately after c_ less than those : tendance at some and nearly 30 pe thiiher educat Since t1 1n the month imn this for highe here Well under Nearly cepted at a co ditiOn had Con for admiSSion the respmdem information f: llama fOr fur 99 Approximately one—third of both male and female seniors felt they would “get a job.” Eight per cent of the men were planning to enter military service while a like proportion of women expected to "get married.” The total number actually planning post-high school education im— ” mediately after graduation was approximately 10 per cent less than those indicating definite or probable further at— tendance at some time in the future as shown in Table 15, and nearly 30 per cent less than those aspiring to some type Of higher education as indicated in Table 12.2 Since the questionnaires were completed by seniors in the month immediately preceding graduation, students' plans for higher education immediately following graduation were well under way as shown in Table 17. Nearly 39 per cent reported that they had been ac- cepted at a college or school, while 11.1 per cent in ad- dition had contacted a representative or had made application for admission to some institution. Of the remaining half of the respondents, 11.0 per cent had requested or received information from an institution and 38.3 per cent had no Plans for further education. M 2Some evidence exists that many students from the area covered by the present study delay college entrance one or more years following their high school graduation. In t the Indiana study reported by Butler and cited in footnote 1, 19.0 per cent of the Fall, 1960, college freshmen from wabash COunty and 30.7 per cent from Miami County had graduated from high school in June of 1959, or before. table 17. status or purs __/— __________._——-—— Status of Plans ________._—-— lot planning to a they go but have I Have received or nation from a have contacted c representative have submitted a admission have been accep school ‘30 IespOnSe \ It is who affirmed ] {had taken p05 been admitte d % Seni. educan-lOn Wh flied 0r bee Tabn from 478 Se 100 Table 17. Status of students' plans for attending college or pursuing specialized training. Status of Plans Number Per Cent Not planning to attend 122 15.8% May go but have made no plans 174 22.5 Have received or requested infor— mation from a college or school 85 11.0 Have contacted college or school representative 28 3.6 Have submitted application for admission 58 7.5 Have been accepted at college or school 299 38.6 NO response 8 1.0 TOTALS 774 100.0% It is noted that approximately the same proportion who affirmed plans for higher education as shown in Table 16 had taken positive action toward making application or had been admitted to a school or college. Schools and Colleges Selected Seniors were asked to name the institutions of higher education which they had contacted or to which they had ap— Plied or been admitted. Tabulated in Table 18 are 530 responses obtained from 478 seniors. Some listed more than one school or table 18. Coiiegfi specra. to con' / ”/- Inst ________———— Colleges and Unix hanchester ColI Ball State Uni‘ Indiana Univer Purdue Univers Indiana State lndiana Univer Indiana Centre huntington Co] harion College Purdue Univer: Vincennes Uni‘ Other Indiana c CO119998 & univ W Fort Wayne Marion Other school: Outside Indi. % 0ft Wayfle Marion Other school outSlde Indi FOIt waYne other SChOo Outside Ind IndianaPol: 101 Table 18. Colleges and schools offering post—secondary specialized training selected by seniors planning to continue education beyond high school. Number of Per Cent Institution Responses of Total Colleges and Universities “ Manchester College 70 13% Ball State University 63 12 ' Indiana University 48 9 ‘l Purdue University 41 8 ’a. Indiana State University 18 3 ‘Indiana University — Kokomo Campus 10 2 “w Indiana Central College 9 2 Huntington College 7 1 Marion College 7 1 Purdue University - Fort Wayne Campus 6 1 Vincennes University (2—year college) 6 1 Other Indiana colleges (less than 5 each) 28 5 Colleges & universities outside Indiana 59 11 Business Schools Fort Wayne 27 5 Marion 12 2 Other schools in Indiana 8 2 Outside Indiana 2 0 Barber or Beauty Schools Fort Wayne 15 3 Marion 10 2 Other schools in Indiana 5 1 Outside Indiana 3 1 Nursing Schools Fort Wayne 10 2 Other schools in Indiana 7 1 Outside Indiana 1 0 Technical Institutes Indianapolis 9 2 ‘ Other schools in Indiana 3 l 12 2 Outside Indiana table 18. c_on_t_i_n_t / ’_'________.——— Inst ____—————-—-— iiscellaneous Sch Schools in Indi Outside Indiana hoorentice Train _4_—___ x NOTE: 5 admitted to a or in one institt C0lleoe which n fist—ties, Indi lGSed to 59 £0] with 13 per ce lege, a PriVat lorth ManChest Ball State Uni 300 fourth respec In ad tutions are 1 some of the i iidl’ion colle. lleOI Unit/e 102 Table 18. Continued. Number of Per Cent Institution Responses of Total Miscellaneous Schools Schools in Indiana 5 1% Outside Indiana 16 3 Apprentice Training 13 3 TOTALS 530 100% NOTE: Some students who had contacted or had been admitted to a college or other type of school listed more than one institution. college which had been contacted. Of the colleges or uni- versities, Indiana institutions were named 313 times as op— Posed to 59 for out—of—state colleges. Leading the list with 13 per cent of the total responses was Manchester Col— lege, a private institution located in Wabash County at North Manchester. Ranking second was a public institution, Ball State University in Muncie, with 12 per cent of the re— sPonses. Indiana and Purdue Universities ranked third and fourth respectively with nine and eight per cent of the total. In addition to Manchester College, five other insti— tutions are located within commuting distance of at least some of the seniors in the two—county area. These include Marion College, Huntington College, Grace College (at Warsaw), TaYlor University (at Upland), and Indiana University——Kokomo Regional Campus. hmusat Kokomo sponses and Hunti imntutions, wei ing one per cent Also tab muinized trai wrelisted by 5 cent, of the sen four students 1 lndiana schools City in which a letticular inst iHWthmn CitieSwere in were-Sl)Onden WPEWithin tt alpiis Were in Specialized v< w . .nldml Countie to W VOCat the types Of non sshool ‘ their OCCupa 103 Regional Campus. Of these, the Indiana University Regional Campus at Kokomo received two per cent of the total re- Sponses and Huntington and Marion Colleges, both private institutions, were named by seven respondents each represent— ing one per cent of the total. Also tabulated in Table 18 are schools offering specialized training, or apprentice training programs, which 7; were listed by seniors. One hundred fifty—eight, or 30 per cent, of the seniors listed schools of this type. Thirty— four students listed out—of—state schools and 124 named Indiana schools. Schools were tabulated on the basis of the city in which they were located rather than by names of the particular institutions. Several different beauty schools in Fort Wayne were recorded by 15 respondents, for example. Cities were included in the table individually if eight or more respondents named a school or schools of a particular type within that city. Only Fort Wayne, Marion, and Indian— apolis were included in this category. No schools offering specialized vocational training were located in wabash or Miami Counties. YQEational Preference Vocational plans of youth provide an indication of the types of college work or specialized training beyond high school which are necessary if individuals are to achieve their occupational goals. Seniors were asked what vocational or occupational f hdfhnshed all senior was limits had been decided mark the one whi Forty-tn questionnaire w:‘ ence if his cho: areas named fiv Table l9. Ranking choices with 1; th dementary Sitlon was Sec SPOUSES, 0r 9‘ Caedby five mmnlly Iegu; trdining. Since within the fi concern-lng tt dents beliew idtlgn‘ The Only 104 or occupational field they were planning to enter when they had finished all the schooling they planned to take. Each senior was limited to one choice. If no specific vocation had been decided upon by a student, he was instructed to mark the one which he preferred at that time. Forty—two different areas of work were listed on the lll ‘- questionnaire with opportunity provided to write in a prefer- ence if his choice was not included in the list. Vocational areas named five or more times are shown in rank order in Table 19. Ranking as a strong first among all vocational choices with 12.3 per cent of the responses was teaching at ...’_..'_'._...._ ___ ' -.-L .13-‘ the elementary, secondary, or college level. In second po— sition was secretarial, clerical, or bookkeeping with 72 re— sponses, or 9.3 per cent. Of the 32 vocational areas indi— cated by five or more students, a large majority would normally require post—high school education or specialized training. Since workers may be employed at various skill levels within the fields mentioned, a follow—up question was asked concerning the length of post—high school education respon— dents believed necessary for them to enter their chosen occu— Pation. These responses are summarized in Table 20. Only 90 seniors, or 12 per cent of the respondents, indicated that no further training was required for their Table 19. Vocati ___/ ____________——— locational Area ________-————— leaching Secretarial, cle Beautician or b2 Agriculture and hursing Business admini Engineering Factory worker ccounting, and liowemaking hechanics hrmed services Part or arts am hedicine Social work Sales BUN—dine trade hetal trades ( etc.) hihielics (CO; itlnistry 0r re Electronics Gilemment se hdslc Banking. fina Transpartatic iiEGiCal teChr ArchiteCture Drafting JOumal-lsm themistry haw Streams rese Others _ 1e t NOIQSPOUSe \ \ NOT 105 ~Table 19. Vocational preference of high school seniors. Number of Per Vocational Area Rank Responses Cent Teaching 1 95 12.3% Secretarial, clerical, bookkeeping 2 72 9.3 f Beautician or barber 3 50 6.5 “ l Agriculture and related work 4 46 5.9 5 Nursing 5 42 5.4 Business administration 6 35 4.5 Engineering 7 33 4.3 Factory worker or foreman 8 29 3.8 Accounting, auditing 9 28 3.6 . Homemaking 10 24 3.1 Mechanics 11 23 3.0 Armed services 12 22 2.8 Art or arts and crafts 13 21 2.7 Medicine 14 17 2.2 Social work 15 16 1.9 Sales 16 14 1.8 Building trades 171/2 13 1 . 7 Metal trades (tool and die, welder, etc.) 17% 13 1.7 Athletics (coaching, professional) 19% 12 1.6 Ministry or religious education 19% 12 1.6 Electronics 21 11 1.4 Government service 22% 9 1.2 Music 22% 9 1.2 Banking, finance 24% 8 1.0 Transportation 24% 8 1.0 Medical technology 26 7 .9 Architecture 28 6 .8 »Drafting 28 6 .8 Journalism 28 6 .8 Chemistry 31 5 .7 Law 31 5 .7 Science research 31 5 .7 Others - less than 5 responses each — 67 8.7 NO response - 5 .7 TOTALS — 774 100.3% NOTE: Due to‘rounding, total percentage does not equal 100.0%. \0 < quo .P|+.Hr\(kv . \u . . «J 1 m.4.\4F..5 PW .v INA .muOWEQW 14.33.53.111 :sfiwfiq‘lJmuxvl .44v 1. L. y . 106 OOH NH O H mm OH O O O H O O O O wCHUHUmZ OOH O O O Om O O O mfi m O O O O hOoHocnomu HmUHOmz OOH mN O N w H w H Nm NH NN O O N mUHcmcomz OOH O O O OOH m O O O O O O O O 3OH OOH O OO O mm N O O O O O O O O EmHHmCMSOO OOH vN mm m MH m O O m N O N mm O OGHMmEGEOm OOH O O O OO O O O O O HH H NN N ®0H>Hmw pCmEGsm>OO OOH ON ON m h N O O h N OH m Ow OH cmeHOw HO HmMHOB muowumm OOH Om NH O O» Om O N O O O O O O OOHHOOOHOOO OO HH Om v Om v O O OH N O O O H mUHCOHpUmHm OOH O mm N O O s H mm N O O OH H OOHBOOHO HOH OO O O OO OH O m Om O OH O O O OOHOOMOOHOHEOO mmmCHmzm OOH OH O H HO O O O HO O OH O OH O mmOOHO OOHOHHOO OOH Om N H O N N H NH O OO O N H Hmflumn Ho QMHOHNSOmm HOH m mH H mN N O O MH H O O Om w moomqflm .OcHMcOm OOH OH OH O OO O O O O H O O O H HHmOonmmmonm .OOH Inumouv mUH80H£u¢ HOH HO O H mm m H mm O H O O mummuo OOH N Oom mpHm Mo ppm N HO O meH>H®m OmEHN OOH O O O WW m m Wm M M MN W ®H5#Uw#H£UHm OOH Ow OH O mm e m s O O OO OH Ono; OOOOH o ImH w mHSpHoUHHOm NOOH Om xHH .Omm OOO OO HO OOHOHOOO.OOHOOOOOOO X .02 Q} o. . mucmummmum JIIIIIIIIIIIII. o o o 00 O mqmfiofi CBOCM \wHOS fl Uflm N O \mCOZL% HOEOHNMUO> 1 #02 MC V CmmBHmm .1 UmHHSOmm OCHQHOHE Hoozom SOHmluwom mo mummy g E mungmmmHQ . MC H oeumoo> UmumoHOsH How Omsaswms OQHQHOHU Hoo .mHOHCmm OGHOQQQmmu m0 £Um QOHQIumOm MO mHmmN .ON mHome ll.\\ HNCOHHNUCD \‘\I\ mumwdCWvaghv .ON MVANAMFUH .OOOH Hmpou HOG OmE mmOmpchHmm 30H HOHON .OCHOCDOH Op mum "OBOZ ARI—HOH .VFN. oo o o \vH OOH OOm mOm Om Om OOH wHH OOH NNH ONH OO OHOBOB OOH O NO fl OOH mO mN mH mm MN O O O O O O ON N mmcomwmu 02 N H HH O OH NH O m 30mm mmwcommmn m swap mmmH I msmguo HOH O Om m OOH mO m m MO O O O O O ON N Om m coHpmuuommcmHB HOH OH OH O OO NO O O O O O O O O OOHOOOOB OOH NO NH O H MH O O MH N O O O O xHOB HOHUOO 7 OOH O O mm mm pm pm OH OH OaHmmmxxooa .Hmo O O O O IHHQHU AHmHHmvmuomm 11 OO vH HN m WW W O O O O O O ON H sommmmmn moomHUm OO O H OH N OH N ON v AmHmmmHO£3 me O m .HHOOOHO mmHmO OOH O NN N WM O mv OH O m HN O O O Ochhsz OOH NH O O OO O O O O O O O O O UHOSE O mN m O H O O O O coHmeSOm OSOHOHH Ims Ho OuumHCHZ A.OH® .HmOHmB .mHO O Hoouv mmOmHu ngmE fl 1| xmm MH 0 \O H OHO O OOH m OOH N OOH m OOH m x .02 o .Illllllll O .o o . mamaoe cBocM Z Ow 02 x ,oz X .02 X .02 X. .02 mocmhmmmnm llltllflri #02 HH02 v mam N N N GOSH mcoz HmcoHumoo> Owuasvw O0 v cmm3umm mwmq nuuuuununuuurlr . m OHOHOHB Hoonom OOHmnumom mo mumow .1I a .Ilillllli .ON QHQMB U®DCHuGOD vocational choice aqriculture, sec: A total ( that less than t quired for them. enPloyment as be ‘nookkeepers. The 20 training indies ment at the te< numerous in th COunting, busi tarial, or boc Highe: believed nece enable them t this CategOrE busineSS adm That ments f0: tk 1499! Cent An examina t given revEE ”Refined. SUQh a S ag 108 vocational choice. Three-fifths of this group had named agriculture, secretarial, homemaking, or factory work. A total of 122 seniors, or 16 per cent, believed that less than two years of post—high school training was re- quired for them. .More than half of these were interested in employment as beauticians, barbers, secretaries, or bookkeepers. The 20 per cent who needed two or three years of training indicated that many are looking forward to employ— ment at the technician or semi—professional level. .Most numerous in this group were those listing the fields of ac- counting, business administration, mechanics, nursing, secre— tarial, or bookkeeping. Higher education of four or more years' duration was believed necessary by 305, or 39 per cent, of the seniors to enable them to enter their chosen vocation. Ranking high in this category in terms of total responses were the fields of business administration, engineering, medicine, and teaching. That some seniors were not aware of training require— ments for their particular vocational choice is noted by the 14 per cent who did not know how many years were required. An examination of the fields for which this response was given reveals no identifiable trend so far as job levels are concerned. Job levels might range from unskilled, in areas such as agriculture, factory work, or the armed services; to orofessional leve teaching. Some lac 0f job opportuni snail number of dental technolo were not checke nician, matheme checked by onlj “‘0: veterinar Seniors. Sever; highly Skille. 0CCupation gr SPeCtrum. It rural ‘JGOgral W To ( being a res higher educ YOu likely mg Specia Commuting in Table 2 109 professional levels, as in engineering, science research, or teaching. Some lack of awareness, or lack of appeal to students, of job opportunities in a few fields was indicated by the small number of responses in these areas. Community service, dental technology, and radio or TV performer or announcer, were not checked by any seniors. Insurance, laboratory tech— nician, mathematics, and repairman or serviceman were fields checked by only a single student. Pharmacy was indicated by two, veterinary medicine by three, and dentistry by four seniors. Several of these fields are in the expanding area of highly skilled, technical, semi—professional, and service occupation groups in the middle levels of the occupational spectrum. It must be pointed out, however, that in the rural geographic area under study, the impact of technology has not had much effect upon business and industry. Plans to Commute Kw— To determine students' plans for either commuting or being a resident student at their chosen institution of .. higher education, the following question was asked: "Are you likely to attend a college or some type of school offer— ing specialized vocational training which is within daily ‘ commuting distance of your home?" Responses are summarized in Table 21. Z Q 2 x Z R 2 fi 2 {Sun} .. CD @UDEEOU @USEEOU mevmufl. \AUQflmflTHQU OZ 061“an HOZ \ANBQ ®>H1H \AHOHNOHOHAH HHHES Imam-HUSEEOU Mfio MUHWIHHOHNOHOMHAW “Em mCHCWthU umNnfixfimnfiummm mfl.utfi.\.wnuh...JAH who OleFJHthnUHv 0n... mfiu..fl.0m M40 \flU Fa.“ 0.1.. HNMVHV Ho HU>UIT m . U EAtVMuzJU nut. M0 FAOMHHMNQAWFEOU . .WN‘ UQWQMH 110 . mp0 w H0 OGEDHOU sHspHB Esm mOmssmUHmQ esp .OEHUCDOH Op msn "meow u :u Hmsvm Hos Owe mBOH OOOH wOO O& HO. OOH NNH OHv OHM OMN OOH. OO Ow OOH OO OHOBOB H m H O O O O H O O O O O O mmsommwn OZ O HO O O O mm O O O m O O O O Ucwypm ou COHQ #0: 0% OHmuHuswQ O OO O O O Nm O H N OH O N O O Usmuum uoc HHHB OHQmQOHm ON OmH O H H OH N mH MH NOH N OH N mH mocmwsmupm psoflm :Hmuumocb NH mO H O O H v Nm m ON .N NH N OH Odmpum HHH3 mHnmnonm OOm: OOm ON OH OH O Ohm HON Ofi Nm ON OH OO Ow vacuum 0“ OOHO OHOOHOHOOO O Z O .2 O .Z O Z O . .Z. O .Z. O. Z OCHUGOHUd MO mHmsoe mmsommmm Occupm OB mEom Eonm, sHmpnmosD mpsefioo mOSEEOU Hm>wH OchmuHmU oz OOHow poz swam o>HH. , anmnonm HHHz .OCHUDEEOU mo OuHHHQmQOHQ,OCm OGHCHMHM OQNHHMHommw OGHDmHSQ HO mOwHHOU Os OCHOO MO OHCHMUHmU MO Hm>mH w.u:w©5um MO GOmHHmQEOO .HN mHamB Seventy—S daily, 48 that th uouid attend an i 178 who were unce lege attendance, about further sc not continue the Of the : to attend colle 18-9 per cent, conuute. If tt those uncertaii 0i 639 seniors about attendan mute and to at would actuallj ”mild COuunute Study is Conc Also ,iith reSpect For exgflnpleJ tend College lll Seventy—seven replied that they planned to commute daily, 48 that they would probably commute, and 318 that they would attend an institution away from their homes. Of those 178 who were uncertain about commuting, 59 were planning col— lege attendance, 102 had indicated that they were uncertain about further schooling, and 17 responded that they would not continue their education further. Of the seniors ”probably” or "definitely" planning to attend college or specialized training, 91 of the 481, or 18.9 per cent, also indicated they ”will'l or ”probably" will commute. If those uncertain about further attendance and those uncertain about commuting are included, then 284 out of 639 seniors, or 44.5 per cent, range from uncertainty abOut attendance and commuting to definitely planning to com— mute and to attend. How many of the uncertain group who would actually pursue post—high school studies and how many would commute is, of course, an open question so far as this study is concerned.3 Also noted in Table 21 are apparent inconsistencies with respect to answers given on two different questions. For example, four students indicating definite plans to at— tend college or specialized schooling responded that they K“— 3In Butler's study, cited in footnote 1, 38.8 and 37.4 per cent of Wabash and Miami County students respective— ly attending college as freshmen in the Fall of 1960, re- ported that they were attending their particular college be— cause it was "near my home, can commute.” were not going to Several other suc individuals are :7 interest in Atte Local Institut io Established Availabz' cational opport‘ has been found graduates‘ cont Althoug Planned at the to 0Main an i toward Conside p°5t‘hioh sch< fiOllow‘mg que tunities were cational traf daily Commut i'Ou be of at Indi respondents TherefOre’ interpreted were bESed \ 4c 112 wmre not going to attend on the question about commuting. Several other such cases may be found, but relatively few individuals are involved. Interest in Attending New Local Institution, If ggtablished Availability of appropriate post—high school edu— cational opportunities within convenient commuting distance tms been found to increase the probability of high school graduates' continuing their formal education.4 Although no new school or college was actively being planned at the time of the survey, a question was included to obtain an indication of seniors‘ attitudes and reactions toward considering attendance at a new institution offering post-high school programs, should one be established. The following question was asked: "If new and additional oppor— tunities were made available for obtaining specialized vo— cational training or for taking college level courses (within daily commuting distance from your home), how certain would you be of attending such an institution or school?" Indistinct and varied concepts were likely held among respondents concerning what such an institution might be. Therefore, responses to this particular question must be interpreted with caution recognizing that attitudes expressed were based on a very limited knowledge and information. ¥ 4Cf., pp. 42~43. In Table pared with senio: first year follo‘ planning to go t of attending or is the response who planned on , new institution in the local or Pressed intere: Pelt cent were interest or fa N “Maw T0 ob finances with the question education a f forced ChOlC check one Oi TwentY‘ four the tabulat and no res; As looted to . WEI ‘ e relyl 113 In Table 22, these responses are summarized and com- rmred with seniors' indicated plans for activities in their first year following graduation. Nearly one—fourth of those planning to go to college said they would be "very certain” of attending or would "probably" attend. Of some importance is the response of 138 seniors, or 18 per cent of the total, who planned on getting a job, but would consider attending a rmw institution offering additional educational opportunities in the local community. In all, 39 per cent of the total ex— pressed interest in attending a new local institution, 27 per cent were uncertain, and the remainder showed little interest or failed to respond to the question. liens for Financing Higher .Education To obtain information on the important factor of finances with respect to higher education, seniors were asked the question: ”What plans do you have for financing your education after graduation from high school?” This was a forced choice item in which the respondent was asked to check one of six statements which best described his plans. Twenty—four students checked more than one statement. In the tabulation these were included under the heading “other and no response." As summarized in Table 23, just over one—fifth ex- pected to pay all of their own expenses, nearly one—fourth were relying on their families to contribute some money, and lllllllllllllllll Z ax. z 0\u Z Axe Z V0 n- . WCQ¥U¢ UOZ CHMUHQUED ©C®UU< Cwfllll! NHQNQOHN WH®> umHHh l Utrrfi UCHNUHQU DmGHOUCH . “mnmfiflgmumm nwhumnnnnwdcfi U40 a I Inn hJNlA‘NN-H .LTLHEIMHWOQ HIMUAVH 30: .N. mifimvflmnruam CW . . _ n1d¢l tn .1»J\fl i. not H. wanna be Own annd .11 own no nnand waned JalHFCAUHV , ,, nfiOOFHUm w ~_Wu_ U44 .fi.AUHwU~JJ.flUmF.n.fl u CwosJ €31.34] ,.,n4nw.r~noul. aw: nszwfi 114 .mHmpou o£p CH cm>HO mommucoouom onp Hmswo p0: OmE mBOH so OCESHOU may CHSpHB mommpdoouom osu nOCHUCSOH 0p osm "MBOZ OOOH WOO Om Hm OOH OHH OOH HOH OON mON OON OON OOH mOH mHOBOB m ON O O O O H m H O H O O H Magoo e mm O O H m , H m H a H OH H m AwHuHOO OmHHHmE How am mON H O m ON a ON O OO NH OO O me noO m poo m ON O N H e H m H O H a O N mpcmnmn now goes a NO O H H O H e H O H OH O m moonom Omaha noosm O OO O O H e O N O m N OH H m Hooaom oOmHu m Op 00 a Nm O O O m H e H O H O H O Hooaom mmocHOSQ m Op 00 m NN O O H e O m H O H e O N OchHmno mmeDG H®#dm H OH O H O H O N O ‘N O N O N Hooaom Hmo IHcsoop m Op 00 OOe .OOm OH O .OO OO Om NO ONH HO OO Ow Om ON OOOHHoo oo oo O. z- O 2 O .2 O 2 O 2 Ox .2 O .2 OOHomsOmuo mHmuoa omcommom pmououcH Ocoppm p02 CHmuHoocD Odouum CHmuHoo OCHBOHHOOAHmoN OZ oz OHQonum OHQmQOHm Ono> umHHm I w:MHm GOHuSOHmeH BoZ pm mucmwcouufi mo NuchunmU .UmflwflflQmpmm 21.8 per cent Pla expenses incurreé per cent indicate senses. 0f the that lack of fan further educatic finance for the: either checked ' question. Table 23. Sen edu k Financing Plar \— Pla‘} to pay a iBully will p Family Will p Family Will 1: Mot Plan t because fan Do not Plan l for reason; Other and no \ \ Alt mg! it shc may affect One of the 115 21.8 per cent planned on family support to cover most of the expenses incurred in pursuing higher education. Only 9.3 >er cent indicated that their families would pay all ex— mnses. Of the remainder of respondents, 4.0 per cent felt :hat lack of family finances precluded them from pursuing further education, 16.5 per cent gave reasons other than finance for their plans not to continue, and 3.4 per cent dther checked more than one statement or did not answer the [uestion. able 23. Seniors' plans for financing post—high school education. V 'inancing Plan Number ~Per Cent flan to pay all of own expenses 159 20.6% amily will pay some of expenses 189 24'4 Iamily Will pay mOSt of my expenses 169 21.-g amily will pay all of expenses 72 9° O not plan to continue education 4 0 ‘because family cannot afford it 31 ° p-not plan to continue education 16 5 for reasons other than finance 128 3°4 ther and no response 26 . 774 100.0% TOTALS Although only 31 seniors gave lack of finances as a eason for not going on to college or post-high school train— ng, it should be pointed out that limited financial means ay affect higher education pursuits of those who checked ' o ne Of the other statements. Questions were not asked t determine what le‘ ianily that would :otal educational right be availabl Pursuing education, senio education were 5 continue formal in Table 24, re indicated in Ta lilo were probal Elttendance. Just u Ethool attenda Cderide if mom finitely not . lhey might at In te to continue) third WOul d failed to re right Or WOL total group Sen Specialized 116 etermine what level of hardship might be experienced by a amily that would prevent students from completing their otal educational objectives even though sufficient funds ight be available to begin post-high school study. Pursuing further the question of financing higher ducation, seniors who were not planning on post-high school ducation were asked if they would change their plans and ontinue formal education if they had or could get more money. rlTable 24, responses to this question are related to those ndicated in Table 15 who were uncertain about continuing or HO'were probably or definitely not planning further ttendance. Just under half of those uncertain about post—high 2hOOl attendance indicated that their plans might or would lange if money were available. Of those probably or de— Lnitely not planning further education, 29 per cent thought 191/ might attend providing more money could be obtained. In terms of the total group uncertain or not planning 3 continue, 39 per cent would consider changing plans, one— lird would not, and 28 per cent either did not know or iiled to respond to the question. The 113 students who Lght or would change plans represented 14.6 per cent of the Dtal group of seniors participating in the study. Seniors who were planning to go to college or to take ' ' of mone PeCialized training were asked about major sources y 1eY Would rely upon to finance their education. Ranking humsxv \AQCOE mun—NOE IMHH mqflonfinw MO mmnmgu mhfionficmvm M0 COWWHWONEOHV .QHOHNHHANKVN GUN—t m FHmnflleumom mEHanmnfiQ U.0C owWN‘ MHIfiNmrNu mvHOHammmflvflw FUHLFU C0.flU.—NU..JHUMV HOOFHUWA OH Om mm OO NN OO OH Om .m O . m o m OOH OON OH OO 4 H n a OOH OmH H H NH OH mm mO NN ON O O OOOOOO Ooz OHouHcHOmo no OHnmnonm .m OOOH OOH OON Om OOH mN OOH HN OHN em OON He chnnmocO OOQmUcoyum .m O Z O Z O Z O Z O Z O Z OOHumOOUW HOOOE endowmom BOOM OZ oQNmZ moNll HOOAUm.anmlpmom oz n_coo mom meHm OHOmHHm>< OOCOZ OHOZ OH mcmHm OQHOCOQU mo OUHHHQHmmom .OHQmHHm>m oOmE OHOB OOQOE OHOE OH meHQ mo omflmso OHQHmmom UGO OOHumUSOO Hoonom annlumom OOHGQOHQ OOO wHOHOOm mo GOwHHmQEOO .VN OHQmB first, second, at from parents” (3‘ (17%),. respectiv source, the abov Table 25. Semi! scho Type of Funds Money from Parents Part-time work SEVingS Borrowing Scholarships or grants Other Sources N0 reSPOnse \ TOTALS \' Wher u and 21 Per ‘ major mOney namEd ”bor: decidedly 118 irst, second, and third as the first source were "money Tom parents" (39%), "savings" (22%), and "part-time work" 17%), respectively (see Table 25). As the second main purce, the above rankings were exactly reversed. able 25. Seniors' sources of funds for financing post—high school education. :— Pype of 1st Source 2nd Source 3rd Source Total 'unds No . % No . % No . % No . % E bney from parents 189 39% 72 15% 56 12% 317 22% art-time work 83 17 132 27 84 17 299 21 bvings 104 22 80 16 48 10 232 16 mrrowing 44 9 38 8 71 15 153 10 wholarships or grants 26 5 38 8 51 10 115 8 ther sources 25 5 3 1 6 1 34 2 b response 15 3 123 25 170 35 308 21 _ TOTALS 486 100% 486 100% 486 100% 1458 100% When total responses are examined, it is noted that money from parents” and “part—time work” were listed by 22 :nd 21 per cent of the respondents respectively as being Bjor money sources for educational expenses. "Savings” epresented a source for 16 per cent, while 10 per cent amed ”borrowing” and eight per cent checked ”scholarships ind grants." No single source of money stood out as being mcidedly more depended upon by seniors than any other. The data indicate th seniors indicate orient, the gre school attendan educational cos Factors Involve Decisions for 2 Plans Variou dents' decisic Although it '1; able to ident upon them and mm seniors they Peme ive were aSked; 90 On to C01 School?" 1r nents as ap} Sho responses t hr the tor Pr. far above finitely. \ 5 1 119 data indicate that while slightly more than one—fifth of the seniors indicated only a single source of funds as being im— portant, the great majority of the 486 planning post-high school attendance were relying upon multiple sources to pay educational costs. Factors Involved in Seniors' Decisions for Post-High School , Plans to" Various social forces and expectations affect stu- dents' decisions regarding post-high school activities.5 Although it is likely that individual students may not be able to identify fully or accurately the forces which act upon them and influence their plans, responses were solicited from seniors to gain information concerning factors which they perceived as important in making their decisions. They were asked: "Why have you reached your decision either to go on to college or school OR not to go on to college or school?" Instructions were given to check as many state— ments as applied to them. Shown in Table 26 are rankings and percentages of 1 responses to this question for three sub—groups as well as -~ for the total group of senior respondents. Preparation for a vocation was the statement ranking far above all others for the group who indicated they ”de- finitely" or "probably" will attend college or school (see SCf., pp.40—41. axe .OZ VHCNQ \o . @FP N Z OHH N Z mme U h: I HmUOH. HOOEUW HO mCHOO USOOHflV HOOEUW .HO ®mv®HHOU OH. MummvHUTvmvCD mmmfiflonu Oh... so 00 .IHOOF.~Um MUUNAMH‘HNWUH‘VQW flw Duo U0: H0 0“. . dr,.J.wU..01.‘1m—.EH.. WHOUUUHH WE. “MMNAvficom \flQ H~U\/‘..whw mn.31.l~w.fl- | ”MN. UszN~WrH 120 ill omcomwou OZ H m m4... 0 N\H®H O mam .._.. NH WINS”? wwov :0.ng ”muontflhflwkrm: O OH OOH O OO O OH O OOH ago: no cocooz N N NOH v HH m OH O NOH QBOu oEoc o>moH on pom3 p.con N NH HOH m mm H OH N OH mwOCHmSQ OHHEmm HOon HHHB N mH OH O mOH H OH O mH >33 CocoHumooO Ho>oc. O Hm I: =0O on OcHno can: m.uH w Om HoH N OH O NOH O OH mUCoHHm anB on 08 0 0% MH mfi w m Ab N ma HOOfium NO Uwhflfl Efl O mO NH H OH O OH NH OH Hoocow oMHH O HO HH N MH O NH mH m mUCOHHmhzo mpcoumm omeHQ OH OH HO OH mN N HH O m NH OOHHHmE pom 0p puck NH OO O OH m NH m OH HH Hoocom SOHQ CH wovmuw NH HO O O O O OH mH m csow oEoc Eonm hmBm pom Op pcmz OH NOH O N MH O OH ON O mQOHpooccoo HsmmHos opm>Hdeo mom wOCOHHm oMmE OH 0H m MH Hm V COHMHUQU mH HN OmH O H moHHOOOH OOHoco HMQOHpMWO> NN OOH m mH m OH NO ON m #CoUcoQomcH on OB mN NOH V H @H m AB PM m COHQGUUUG HmHoQHH Omoun m pom OB ON mom m Om H Vm H 0H P 90% m #mm 0# #Gmg Om mmm m m mm mm O OO O memos oHoE oMmE 00 we OHcho HHflB OHm wmm H Om mm OON N OHO H OOHpmoo> m How mummoum 09 O .02 xcmm O xcmm O Mcmm O xcmm mcmHm Hoosum OOHmuomom OOO u z OmH u z OOH n zrr. Hmv u z OaHocosHmcH moooomm Hmpoe Hoonom Ho OGHOO usonfl Hooaom no omoHHoo OB UoUHooch obOHHoo OcHow uOZ OB so 00 mcmHm Hoonom cmHmlomom .wMOHcom .Hoozom UoNHHmHUomw O HO oOOHHOU Op :0 OO #0: Ho ou H®£#Hm Op COHwHU®U HH$£¥ OCHUCmSHmGH mHOHUmm mm mHOHCmm thEWbelMEbmmel..0V mAQmH lable151- Sever reason for their being able to ea education ranked spectively. Voc independent, cu? nections, wanti pleasing parent order rounded c specialized scl It is “-01 Plan to cc in this survep their decision school, being litre Other fa C0Iltinuing g] Cons Prep-dream} “‘9 a linerE cational chc parked reaS‘ hadmade, a b Lateme ntS ' 121 Table 15). Seventy—one per cent of the group gave this as a reason for their decision to continue. The expectation of kming able to earn more money and of getting a broad liberal education ranked second and third with 40 and 37 per cent re- spectively. Vocational preparation demands, wanting to be independent, cultivation of friendships and social con— nections, wanting to get a job, desiring to leave home town, {fleasing parents and friends, and liking school, in that order rounded out the top ten factors for the college or Specialized school bound group. It is also important to know why some students do not plan to continue their education. Half of such students in this survey indicated that wanting to get a job influenced their decisions. Wanting to get married, grades in high school, being tired of school, and wanting to be independent were other factors listed by 10 per cent or more of the non— continuing group. Considering the total group of seniors, vocational Preparation, wanting to make more money, getting a jOb: want- ing a liberal education, desiring to be independent, and v0- Cational choice requirements comprised the five most frequent marked reasons influencing whatever decisions the respondents had made. Twenty per cent or more marked each of these Statements. W Attitude parents and old ianily as indic andnother tend plans of high : Of. the had older brot these reporte< PEI cent had Older sibling Two t Older brothe‘ colloge or s ation. This “line Olde: senio}:S inc C01 21‘ SinCe Engaged in 1.11193 repc Wl colleges a Close r \ t 122 amily Characteristics Attitudes of parents, educational attainments of arents and older siblings, and the economic level of the amily as indicated by occupational categories of the father nd mother tend to influence educational aspirations and lans of high school students.6 Of the 774 seniors participating in the study, 458 ad older brothers and sisters. Fifty-three per cent of aese reported only one older brother or sister, about 21 3r cent had two, and the remainder claimed three or more Lder siblings. Two hundred thirty-eight seniors reported that Lder brothers and/or sisters were attending or had attended Dllege or specialized schooling following high school gradu— :ion. This number represented nearly 52 per cent Of those aving older siblings and 31 per cent of the total group of aniors included in the surVeY° Colleges or schools attended are indicated in Table 7~ Since some seniors had more than one brother or Sister 1gaged in post—high school study, the total number of Sib— Lngs reported is greater than 238. When comparing colleges attended by siblings with Dlleges senior students had considered or planned to attend; close relationship is noted both in rank order of b 6Cf., pp. 30—31. table 27 . Post—{l sibli _______._—.———-—- ___’___,_————-— lane of Institut _____._.—————‘ Colleges and Un: Manchester Co Ball State Un Purdue Univer Indiana Unive Indiana State Huntington Cc Other college (less than Colleges and outside In w F0“ Wayne Other school Outside Ind. W Fort Wayne Other schoc Outside Inc \ lursin Soho Schools in than 5 e OUtSide I n W Schools 11 Outside 1! \, W SChOOls ‘1 outSide 1 W \ \ NC greater ti 123 ble 27. Post-high school institutions attended by older siblings of seniors. No. of Siblings Per Cent ne of Institution Attended of Total lleges and Universities flanchester College 39 13% . Ball State University 37 12 Purdue University 26 8 , Indiana University 23 7 g Indiana State University 5 2 a Huntington College 5 2 ”W Dther colleges in Indiana , , (less than 5 each) 37 12 ' Zolleges and universities ' outside Indiana 56 18 giness Schools 1 Tort Wayne 24 8 i Dther schools in Indiana 5 2 i Dutside Indiana 2 l J gber or Beauty Schools 2 ?ort Wayne 6 3 )ther schools in Indiana 8 O )utside Indiana 0 gsing Schools Schools in Indiana (less 3 than 5 each) 10 O I )utside Indiana 1 EhBiCal Institutes 1 Schools in Indiana 4 3 )utside Indiana 11 ‘ igellaneous Schools 0 Schools in Indiana 0 2 )utside Indiana 6 2 agentice Training 5 _ 310 101% TOTALS NOTE: Due to rounding the total percentage is eater than 100%. institutions anc the institutions Table 28. Comp dent and lane of Instit M“ Manchester Co: Ball State 1111 Indiana Unive Purdue Univer Indiana State Indiana Unive Indiana Centx HuntingtOn C( i‘idrion COllec Wine Unive. Wayne llincennes Un \ NOTE ranked. Ind levelS of l Smy‘nine mothers Co formal edu spectiVel3 College . 124 institutions and percentages of individuals connected with the institutions. This comparison is shown in Table 28. Table 28. Comparison, by rank order and per cent of stu- dents, of colleges chosen by high school seniors and those attended by their older siblings. Chosen By Attended By Seniors Siblings g % Of % of 'pp Rank Responses Rank 'Responses , Name of Institution N = 530 N = 310 m Manchester College 1 13% l 13% Ball State University 2 12 2 12 Indiana University 3 9 4 7 Purdue University 4 8 3 8 Indiana State University 5 3 5 2 Indiana University-Kokomo 6 2 - - Indiana Central College 7 2 - ’ Huntington College 8 l 6 2 Marion College 9 l — ‘ Purdue University—Fort Wayne . 10 l — ' Vincennes University 11 l ’ ‘ R NOTE: Colleges named less than five times were not ranked. Indicated in Table 29 is a summary of the educational levels of parents of seniors participating in the study. Sixty-nine per cent of the fathers and 75 per cent of the nothers completed high school as their highest level of formal education. Only 15.9 per cent and 12.6 per cent re— spectively of fathers and mothers had at least attended COllege. Table 29. Form _________._———- /‘ Education Level ________.————— Completed 8th < less Some high scho Completed high Technical, tr; business scl STecial schoo forces Nurses trainj 50% college Completed co (4 yrs. ) graduate Stu COllege) Other No resPOnse \ T0 \— f NO not e(lual Ir parents a 125 Table 29. Formal education of parents of seniors. Fathers Mothers Education Level Number Per Cent Number Per Cent '— Zompleted 8th grade or less 106 13.7% 64 8.3% , Some high school 132 17.1 163 21.1 Zompleted high school 294 38.0 355 45.9 Technical, trade or . business school 69 8°9 61 7’9 . Special school in armed forces 23 3.0 O 0.0 Nurses training 0 0.0 18 2.3 Some college 64 8'3 56 7.2 i . l “O?gl:::é)COllege '35 4.5 38 4.9 ' grigiiggeitUdy (beyond 24 3.1 4 -5 )ther 11 1.4 3 .4 10 response 16 2.1 12 1.6 TOTALS 774 100.1% 774 100.1% NOTE: Due to rounding, column percentage totals may lOt equal 100.0%. In comparison with Table 12, it can be seen that teniors aspired to far higher educational levels than their erents actually achieved. Fifteen per cent of seniors desired no more cent hoped to I As the creased, the p of education 2 those seniors high school h about two-fit level of schc the parents ( school, whil STECialized Occu Senior resp< Order, rang largest pro skilled Occ as goneral POrtedly w hOme, 12.9 Per Cent 5 Sr about You TialiZed when)? n 126 desired no more than a high schoOl education, while 43 per cent hoped to attend or complete college. As the level of student academic aspiration in- creased, the proportion of parents completing higher levels of education also rose. Just under half of the parents of those seniors not planning further formal education after high school had not completed high school themselves and about two—fifths had finished high school as their highest level of schooling (see Table 30). Less than one—fifth of the parents of college—bound seniors failed to complete high school, while more than one—third attended college or a Specialized school of some type after high school graduation. Occupational levels of both fathers and mothers of i senior respondents are identified in Table 31. In rank Order, ranging from 16.7 to 12.7 per cent of the total, the largest proportion of fathers were engaged in business, in Skilled occupations, as general operators, in farming, and as general laborers. Over two—fifths of the mothers re— POrtedly were not employed. Of those who worked outside the home, 12.9 per cent worked in clerical positions and 10.7 Per cent as general laborers. Seniors were asked: ”How does your family feel about your going on to college or a school which offers spe— cialized vocational training after you graduate from high school?" HOOSUW SUITE u.( SHOE WHQQUNHH mLOQIiTCS. .. COHDMBUMHO HOOQUW HM Hum. Emflm WOTQQHQEOU U02 WCOHUNHHQWQ MNvaH “mm: Hm HNCOHUQUSMUMN WHOSUOZ WHOSUN mUGGU ROAM HmDOB COHUNUDOH Wurcmvnv Hmnfi CH amumvflnvo: IdVlOTfiNnCQHV adhesivd .dd Daddy! .MUCUHGQ r . \dnn mvrnuU in. u . . 43 insane. ad... J .l 127 .O0.00H Hmswo poo Owe mHmn0u ommucoonom 30H .Occhoou on man "MBQZ 0.00H 0.00H . . O OH m OH O.HO O.Om O.Om e.Hm O.OO 0.0m OH n z .omcommon on no ooHumo used Magoo O.OOH H.OO . . H O a m m.mm O.Om H.OO H.OO O.OH O.OH Omm u z .AonoE no mnmoO av oOOHHoO 0.00H 0.00 . . O N O m H.OH 0.0N N.O¢ O.mm 0.0m O.mm mOm M Z .OcHonnp OONHHMHUQO wSHQ Hooaom OOHm O0.00H O0.0 o . o . OH Ow m OH m ON.OH OO.m Om.Om O0.0m O0.0¢ OH.O¢ OHH M Z .Hooaom OOH: mo COHDoHOEoo wnocuoz mum m m . mpcou MN“ m MM”WMW@MHM£umm muonpoz whoapmm;muocuoz wnmflumm muocpoz wuoflpmm HmpOB COHthSUm HM Ho .OMHO HOOSUm COHumsmew Hoocom anm H00 0 mMOchw . Ono c Hm UQOOom Hoonom cmHm OonoHOEOU woz MGMHMOMWQMO . . . mm “ mucoo Mom CH muonwoz Ucm wnonumm wn wouOHQEOO COHpmonwm m0 Ho>oq ummsmHm Hmco pm a - mm Table ll. Occul?E senio: _____._.—-————— _____————-—" Category _————- hfiessional Tnimering, ele andrelated f. Teaching or edu Tnimss (owner official) hmim, relate services hnnng or farn hchnician hahsnan, skij hahsman, 5 Clerical GW31 operat lwnhskille ides wholes; retail Seruice or dor Worker General labor. llnenployed 0r Olltside the iflmt deceas lonoer at a Ether OCCupal “OIQSPOnse \ T0 \ . NOTE ..0t equal 1( 128 able 31. Occupational level of parents as reported by seniors. Fathers Mothers ategory Number Per Cent Number Per Cent rofessional 14 1-8% 2 0-3% ngineering, electronics, and related fields 30 3.9 0 0.0 . eaching or education 17 2.2 27 3 5 ' usineSs (owner, manager, official) 129 16.7 22 2.8 * ursing, related health services 2 0.3 32 4.1 arming or farm manager 110 14.2 6 0.8 echnician 9 1.2 2 0.3 raftsman, skilled tradesman, foreman 124 16.0 3 0.4 7 lerical 18 2.3 100 12.9 E eneral operator ‘ (semi-skilled) 117 15-1 53 6-9 ; ales, wholesale and I retail 22 2.8 23 3.0 ervice or domestic worker 26 3.4 57 7.4 eneral laborer 98 12.7 84 10.7 nemployed or not working outside the home 9 1.2 321 41.5 arent deceased or no longer at home 30 3.9 7 0.9 ther occupations 3 0-4 7 0.9 3 response 16 2.1 28 3.6 TOTALS 774 100.2% 774 100.0% NOTE: Due to rounding, column percentage totals may 3t equal 100.0%. As indic spondents felt ‘ “wanted" them t their families Only 10 seniors that their fan then to contin Compar ianily attitu< some differen levels. Eigh 9r0fessional and sales wo: Wanted them In C of seniors v ”Others, fiat SpectiVeyy to go On tc Fur LLtidesl and Wabash ar 129 As indicated in Table 32, three—fourths of the re- ondents felt that their family “insisted” that they go or anted” them to go on. Over 22 per cent indicated that eir families didn't care if higher education were pursued. 1y 10 seniors, 1.3 per cent of the total, gave responses at their families did not want them or would not allow em to continue education beyond high school. Comparing the fathers' occupational levels with mily attitudes toward seniors pursuing higher education, me differences are noted in attitudes among the various avels. Eighty per cent of the seniors whose fathers were in rofessional and technical, business, skilled, and clerical rd sales work reported that their families insisted or nnted them to continue. In other categories, 72.6, 69.8, and 67.2 per cent : seniors with fathers employed as semi—skilled and service lrkers, farmers, and unskilled and unemployed workers re— ectively thought their families would insist or want them ’90 on to college or other types of training. Further data concerning parental expectations, atti- des, and characteristics were obtained from the parent estionnaires, a discussion of which follows. Parent Questionnaire Findings Each senior enrolled in the six high schools of bash and Miami Counties included in the study was given a .O0.00H Hmswo poo Owe menou ommhcoonom 30H .OGHOQSOH Op osm nowoZ OO.OOH OOO Om.H OH OH. H ON.H O ON NN NOH ON OO OOO O0.0 Oe Oneaoe 0.00H me N.@ w . . . . Hm H.¢ N oncommmn O O O O O O O ON NH N OO oc O Hoeno O.OO OOH O.H N O. H O. H O.ON Hm O.OO OO O.O O momxnos UOOOHQEoCD Ocm OOHHHMOOO O OOH OOH 0.0 O O.O O O. H O.ON Om O.NO OOH O. H mooxnoa o0H>Hom Ugo OOHHHOOIHEOO O OOH Ow O.N H O.O O O.N H O.OH O O.OO ON O.NH m Onoxoos OOHOm w HOOHHOHU H OOH ONH O.O O O.O O O. H O.OH ON O.OO OO 0.0 O mnoxooa OOHHHOO H OOH OHH O.H N O.O O O.O O O.ON ON O.OO NO 0.0 O OHOOOOOE w Edam 1 Ow mHOEHmm H OOH ONH O. H O.O O O.H N H.OH NN O.OO HO H.OH OH OHOOOOOE O OHOOOHHQ Iona mmochsm OH OOH NO O0.0 O O0.0 O ON.O O O0.0H HH OO.HO HO O0.0 O HOOHOOUOO V UGO HOCOHmwo>0Hm O Z O Z O. Z O Z O .Z O .Z O .2 Ho>oq mepOB omcoamom 00 09 00 QB oz 00 H MH ow OB . 00 H HmcoHummsoUO oZ o2 BOHHO pom: memo o2 pane .mnoaumm p.c03 u.cwoom p.cOoom _ whack mpmHOCH OCHHoosom nonuo HO ommHHOO psoem mOGHHoom NHHEmm mo soHumoonom .wHOHcom questionnaire ’0 862 seniors enr to: an over—all Table 33). In the total seniors the proportior school. The : was the same naires. No 11 two categori< My Pare the questioi have the 0p Md high 5 majority 01 have the a? financial comPares j Where and ized and ties fOr l3l uestionnaire to take home for his parents to complete. Of 62 seniors enrolled, 587 returned questionnaires from home Or an over-all percentage return of 68.1 per cent (see able 33). In the same table are shown the proportions of otal seniors in attendance at each high school as well as he proportions of parent questionnaires returned in each chool. The rank order of seniors enrolled in each school as the same as the rank order for returned parent question— aires. No more than 2.7 per cent difference between the W0 categories was noted in any case° grent Aspirations Parents in Wabash and Miami Counties who answered he questionnaire felt strongly that capable students should ave the opportunity to continue their formal education be— ond high school. As indicated in Table 34, an overwhelming ajority of parents, 93.2 per cent, responded that "all who ave the ability to profit from college work regardless of inancial means“ should be encouraged to go° This attitude Ompares favorably with findings of similar studies else~ ere and suggests that higher education has become popular— ed and democratized to the point that adequate opportuni— ies for capable young people to pursue post—tfigh T(i1 . HNUOH M0 DC me Hmm @UNUCQLhQC UgmHmm m0 .CZ .mmHHmCCOHummsw “CWHWQ HOHQQW N0 «HOOEUW QUHQ x3 «QHSUQH mmNUQmUHmm .mm mHQNH 132 .Oo.ooa Hmsqo #0: oo mampOp oompcmohmm CESHOU «mafipqsou On one HMBOZ OHOOH AOHOOO OOO OHOOH NOO O.HOeoe 0.0N m.mo ova 0.0N mmm Shem ¢.ma m.MO MO m.HH mm HEOHZ auMOZ 0.0m o.mo OHH 0.0N owH nmmflmz m.mH v.mm mm m.mH OOH ooaneoom 0.0H o.mo mo 0.0H mm oHoemngOZ Om.oa Om.¢o mm Om.OH wma Hopmmgocmz oosuouom ooCHSpom UoGHSpom whoecom OHOOGom Hoogom nmflm Hmuoe mo ommuCOUHmm OOHHOCCOHumooo HmuOB m0 m0 .OZ ucou mom usoumm mo .OZ ucou mom .moHOmCCOOumoDU pcmumm Hofldom mo qHooaom awe: >9 «cusuom ommpCooHom .mm oHQmB school studies 7 students . Table 34. Att sch Quest Response *— Those with su Those with at means All Who have lege work NoresPOnse \—— TOT \ Whe for their c Parents of cation or tWQ‘fifths Specialim \ 7 hated by 96h State QIEVenth calm, am 133 school studies are expected by the parents of high school students.7 Table 34. Attitudes of respondent parents toward post—high school attendance. Question: Who do you feel should be encouraged to go to college? 2 Response Number Per Cent wn l__. Those with superior ability only 4 0.7% Those with ability who have the financial means 26 4.4 All who have ability to profit from col— f lege work regardless of financial means 547 93.2 g No response 10 1.7 9 TOTALS 587 100.0% When asked about their hopes for continued education for their own children, for example, 89.8 per cent of the parents of twelfth graders said they wanted some type of edu- zation or training following high school graduation. About ' two—fifths of the parents aspired to some post-high school Specialized training for their sons and daughters, and just 7For example, studies conducted in Michigan coordi- nated‘by the Office of Community College Cooperation, Michi— Jan State University, reported 94, 95, and 97 per cent of aleventh grade parents gave this response in Gogebic, Mont— Calm, and St. Joseph Counties respectively. over one-half t more years of < As a to school educati parents were a grader will at specialized t school?" Table cent and 10.; their son or ”PIObably wi child‘s cont CW of the indicated b Of eithP-I post Cation, 48 Such atten third Who sons or de While aboi not atten “10 held dau‘lhten Certain that the 134 over one—half hoped their children would complete two or more years of college (see Table 35). As a measure of plans for their child‘s post—high school education, rather than of hopes or aspirations, parents were asked: ”How certain are you that your twelfth grader will attend college or some other school offering Specialized training after he or she graduates from high school?” Table 36 provides information showing that 53.0 per cent and 10.4 per cent of the total parent group indicated their son or daughter ”definitely plans to attend" and "PrObably will attend" respectively. Uncertain about their child's continuance were 106 parents representing 18.1 per cent of the total. No definite plans for attending were indicated by 16.2 per cent. Of those parents who hoped their child would pursue either post—high school specialized training or college edu— cation, 48.5 and 87.4 per cent respectively reported that Such attendance was "definite" or "probable." Nearly one— third who desired specialized vocational training for their sons or daughters were uncertain about plans for attendance, While about one—fifth felt that their child would probably not attend or would be very unlikely to attend. For those who held aspirations for college attendance by their sons or daughters, 8.2 per cent believed that such attendance was un— certain and 2.4 per cent thought there was little chance that their child would go to college° “:00 Hmm .02 “C00 Unmhd z “Emu H0& .02 C(Wi‘ti. \\\I\\l\i HMUOH. mmvaz .vnom \Afln rahflvhNHUnH‘flCuU HHU‘QU. \HOiH Golfinmbflnfimmm ‘Hmcgnfiumhvlfivo MO WWNvmd—u .mantl minihflmrfi 135 quOUGSOM Op osm "MBOZ .Oo.ooH Hmswo uoc Owe mHmuou ommpcoouoa CESHOO ll. ltIItIIIllltltlltllllttltltltttt OO.OOH hmm ON.OOH mmm ON.OOH wow mflflBOB riItIIllllltllltllltttlltttlt ¢.N ea m.N m m.m w Omcommmu OZ N.H h m.H m ¢.o H GOHOmUSUO HO mcfleflmnu HOQOO O.OH OO O.HH OO O.OH NO OOOHHOO meme» e Omen who: N.HO OOH O.ON OO N.OO OO AOHOOO we OOOHHOO OOOOOOO N m ma m.m m w.m OH OmOHHOU MO mummh 038 H.m Om m.m Om 0.0 o WGOGOMHO mmwnsz m.m mm m.¢a we w.m OH HOOSUm wmocflmdm m.m Hm 0.0 mm w.o N Hoocom OOSOOQ Ho Hoflnmm O.OH OOH O.O HO O.ON OO .OOO .Hooeom OOOHOO OOEHO .HOOOOO mommy «QHQOOOOpnoummm mm £05m msecflmup HmnoHumoo> UONOHmOome OSHQ Hoocom gmem Om.O we Om.OH em Oo.¢ NH Hoozom cmH: zmsoune ucmuammme .OZ ucomomwmom.oz pco0mmmmz .OZ soepmnemmfl HOQOHumosom mo Ho>oq muoflcmm mo mecmumm pcopsommmm .xwm an «COHOHHQU Hemflu How mucwhmm On UHOQ Goflemuflmmm HmCOHumospm MO H®>Oq .mm magma .QmHflHHQU fivmvuuflvmmhfi mm comfiummntflvg «on mthAnNmrH mflcmhnmm ficmau MUCMMMQ NOON wHAV \ANOCAthfliHMuU Menu .hndfiSU HUGHiflfimmm JanNCAVHHvManJmUm WHO HGK/mn—n . U W UUflu .NFUCUUU. 0 CO . . HOOEUM EQdEIJMOQ 136 .Oo.ooa Hmnvo peg Owe mampOp ommecmoumm cEsHoo «mseocsou on OSQ "MBOZ .llitttlttttltllltllltltlt o . 0O mamEOB OH.OOH Omm Oo.ooH mm OH.QOH. NON OH.ooH Omm O0 ooWillltlltlllllltttltlttt [I H OOOOOOOH oz O.N OH O.OH O H.N O O.H O N N . pampum Op O.O NO 0.0N O O.H O O.O OH O OO ON OHOOHHOOOOO> . pampum #0: O.O OO O.OH O O.H O O.HH ON O HN OH HHHs OHQOQOOO . mochCOOOO H.OH OOH O.OH O N O ON O OO OO O OH O Ozone OHOOHOOOO . . . . .o o GEOOOO O OH HO H O N N O OH H OH HO O HHHs OHQOQOHO oo . Ox . 00 o oo . 00 °C 0 gcmpmvm \o mm OHO Om mm O \m Hm Omm \O om OO \0 0p msmHm hampfleemon psoo Mom .OZ ucou mom .OZ ucoo mom .OZ pcoo Mom .OZ pcou Hem .OZ cosmpqmupm HOOOE omsommom OZ mmoaHoo .mnw .osvm mwwHHoo Hoonomgnwem m.©HH£o mo no nonpo OHO: no N IsoZ msam .m.m amsonnfi apnempnoo coflumosom.m.UHH£o How Ho>oq soflumMOmmm uconmm .smuoaeno Hflwflu Mom COOOMHHQmm HmcoflumUSUm mo HO>OH ‘."III"" '1’ 1“! .mpCOHmm Cum mpcmnmm On UOMHOQOH mm Data f tor seniors tC aspirations t1 non—college t‘ rental hopes. ated on the t possible fact ty of higher of appropria parents' asr Students . m The vision thej and kind 0. Parents we tWelfth gr e“it-r upox sponses a M ing Parer Counting 0r arts ness adm (3‘4); 5 h 137 Data from Table 36 indicate that chances are better for seniors to attend college to fulfill their parents’ aspirations than are the chances that seniors will engage in non-college types of higher education in fulfillment of pa- rental hopes. Although definite reasons cannot be substanti— ated on the basis of information obtained in this study, possible factors accounting for this differential in certain- ty of higher education attendance would include availability of apprOpriate and accessible programs, the strength of the parents' aspirations, and the interest and ability of senior students. yEgational Plans for Children The vocation or type of employment which parents en— vision their sons or daughters entering influences the amount and kind of post-high school education expected by youth. Parents were asked what vocation or occupational field their twelfth grade child has decided to enter or would prefer to enter upon completion of his or her formal education. Re— SPOnses are shown in Table 37. Major occupational areas named by 20 or more respond— ing parents, with percentages in parentheses, include ac— counting (3.l), agriculture (6.2), armed services (3.8), art or arts and crafts (3.6), beautician or barber (5.6), busi— ness administration (5.0), engineering (3.9), homemaking (3.4), secretarial (10.9), and teaching (13.6). table 37. VOCE by ' ”/— _____________.—— Vocational Chc Accounting, a' Agriculture & Architecture Armed service Art or arts 5 Athletics (ct Beautician 0: Building tra. Business adm Drafting Electronics Engineering Factory worl G0VEIhment : HOuemaking Mechanics MEdlCine Metal trade l‘linistry OI Ausic Aurs‘mg Sales (ret SECretaria social WOI Teaching Others__lE N0 re390m \ \ i l 0093 not 138 Table 37. Vocational choice of high school seniors expected by their parents. Respondent Parents of Seniors Vocational Choice Number Per Cent Rank Accounting, auditing 18 3.1% 11 “ Agriculture & related work 36 6.2 3 Architecture 5 0.9 24 Armed services 22 3.8 8 : Art or arts and crafts 21 3.6 9 “ Athletics (coaching, professional) 13 2.2 14% * Beautician or barber 33 5.6 5 Building trades 6 1-0 21% Business administration 29 5.0 6 Drafting 7 1.2 19% Electronics 7 1.2 19% { Engineering 23 3.9 7 . Factory worker or foreman 14 2.4 13 1 Government service 6 1°0 21% i Homemaking 20 3.4 10 Mechanics 12 2.1 16% Medicine 13 2.2 14% Metal trades 8 1.4 18 . Ministry or religious education 15 2.6 12 ‘ usic 5 0.9 24 ursing 35 6.0 4 ales (retail, wholesale, etc.) 5 0.9 24 ecretarial, clerical, bookkeeping 64 10.9 2 ocial work 12 2.1 16% eaching 81 13.6 1 thers—-1ess than 5 responses each 63 10.7 1 0 response 14 2.4 - TOTALS 587 100.3% m NOTE: Due to rounding, the column percentage total Oes not equal 100.0%. Compare and those indit cated in Table seven occupati The most notic was ranked his uost frequent. religious edu on the studeu seniors, fai To p: their twelft ueut are me cent, as my School educ; Education w Per cent of parents em lears' dur; by 15.0 pe Years of q S aspiratic \ S 139 Comparative rankings of seniors' expected vocations nd those indicated by parents for their children are indi— ated in Table 38. On both lists, the rank order of the top even occupational areas named were approximately the same. he most noticeable exception was that barber or beautician as ranked higher by seniors than by parents. Among the 13 3st frequently listed occupational fields, only ministry and eligious education, ranked twelfth by parents, did not appear »n the students' list; and mechanics, listed eleventh by eniors, failed to rank in the top 13 on the parents' list. To prepare for the vocation listed by parents for neir twelfth graders, various levels of educational attain— '1 ul u 3! u ant are required or considered desirable. Only 8.4 per ant, as noted in Table 39, believed that no post-tngh :hool education was needed. Four or more years of college iucation were anticipated for their children by nearly 46 r cent of the parents. Approximately one—third of the rents envisioned education or training of less than four ars' duration. Less than two years' training was indicated 15.0 per cent, while 17.7 per cent expected two or three ars of specialized education to be necessary. mily Characteristics Several family characteristics influence educational Pirations and expectations of parents for their children.8 Sex of their ch ploynent status planning of thu all are factor Table 38 . Cor set Vocation leaching Secretarial, Beautician c AAriculture Aursing Businesg, ad Engineering Factory Wo: Accounting HOAemaking 'leChanics Bruued Ser Alt ()1- at \ 140 Sex of their child, family size, education of parents, em— rfloyment status, occupational level of parents, financial planning of the family, vocational expectations for children-- all are factors related to educational hopes and plans. Table 38. Comparison of vocational preferences as given by seniors and their parents. Seniors' Parents' Vocation Rank Rank reaching 1 1 Secretarial, clerical, bookkeeping 2 2 Beautician or barber 3 5 Agriculture and related work 4 3 Nursing 5 4 Business administration 6 6 Engineering 7 7 Factory worker or foreman 8 13 Accounting, auditing 9 ll Homemaking 10 10 Hechanics ll 16% Armed services 12 8 Art or arts and crafts l3 9 _¥ Table 39. Pare req' ________’——- ________——— Years Required Beyond High Sc lone Less than one One year Two years Three years Four years Five years 0 ldon‘t know No reSponse K- TO' \ Tye Provided dz Place of r‘ their Pres Per Cent t while We] Years res M high 3 lives in 1Y all 0. 141 Table 39. Parents' report of level of training or education required for child's vocational choice. H '— Years Required RespOndent Parents of Seniors Beyond High School Number Per Cent None 49 8.4% v . Less than one year 40 6.8 g One year 48 8.2 {/L Pwo years 73 12.4 'T' Phree years 31 5.3 3 Tour years 161 27.4 ?ive years or more 108 18.4 i I don't know 58 9.9 5 90 response 19 3.2 TOTALS 587 100.0% Typical of the two—county area, responding parents provided data indicating a stable population in terms of Blace of residence. Nearly 14 per cent reported living in :heir present communities five years or less. More than 84 Der cent have resided in the area more than five years, Jhile over two—thirds of the families indicated more than 10 ears residency in their present communities. The majority >f high school seniors, therefore, have spent most of their .ives in the wabaSh—Miami County area and have taken virtual— -Y all of their schooling in area elementary and high schools. Sex Of Child ___/ Returr uuuubered those accounting fo: respectively. Noted parents want their child. 0f education evident. Hi level envisi 501: only 4.u Ove sons to con than tWQ—fj AOry. Boy» to engage degree lev P 1.618 Chi While 17 Pendent “Ade 12 “Alder 0r 142 Sex of Child Returned forms from parents of female seniors out— numbered those from parents of male seniors by 323 to 264, accounting for 55.0 and 45.0 per cent of the total respectively. , “3:!" ...'T Noted in Table 35 is the observation that most parents want some type of post—high school education for _ " __'_‘"\ ‘ ___ their child. However, that parents hope for higher levels of education for their sons than for their daughters is also evident. High school completion represented the highest level envisioned for 10.5 per cent of female seniors, but for only 4.6 per cent of male seniors. Over one—half (54.9%) of the parents wanted their sons to complete four or more years of college, while less than two—fifths of the daughters were included in this cate— gory. Hopes for a greater proportion of females than males to engage in education or training of less than baccalaureate egree level were expressed. amily Size Parents included in the study listed a total of .618 children for an average of 2.8 children per family. hile 17.1 per cent were out of school and no longer de- endent upon their parents, 17.9 per cent had completed rade 12 and were still dependents of their parents. Just nder one—half, 45.6 per cent, were enrolled in grades 7—12, and the remain below. In otl found that, i expectations the present 5 outlined. Acco cational asp shown in Tab more childrr education f having fewe large famii more years Cll'lldren. favored by Children u Programs Would not “Atrial r u sChool e \ COunty ( Uan Q r S ‘ 143 and the remainder of 19.4 per cent were in sixth grade or below. In other studies of a similar nature, it has been found that, in general, as the size of family increased, the expectations for higher levels of education decreased.9 In the present study, however, the evidence is not so clearly outlined. According to the comparison of parents' level of edu— cational aspirations for their children and sizes of family, shown in Table 40, the proportion of parents with five or more children who hoped for some kind of post—high school education for their twelfth grader exceeded that of parents having fewer children. Approximately the same proportion of large families wanted their children to complete four or more years of college as did families with one or two children. Post—high school non—collegiate programs were favored by a larger proportion of families with five or more Children than those with smaller numbers of children. Such PrOgrams do not extend over as long a period of time and would not, therefore, put such long—term demands on the fi-~ nancial resources of the family. When comparing actual plans for attending post—high school education or training with size of family, however, ~¥ ‘90ffice of Community College Cooperation, "Berrien County Community College Study" (Lansing: Michigan State University, 1963), p. 29. (Lithographed.) .NAHHENMH unfinv mwNHnm QQN COWHhmmEOU .01 MHQNH .mucmhmm “0 He rut-HOH» :OHU..NUHHAMMKN HOGMHHUAHHSHU Undue: 144 II: I I :Ilia .ltllisrllluu I . . Il|‘|.| .Oo.OOH HOSWO uoc Owe mHmpou oompcoouom GESHOU .msHossou ou one nMBOZ O0.00H OOO OH.OOH OO O0.00 NOH eO.OOH NOO OHOOOO o.m HN m.N H O.N m H.O mH uncommon on yo Hocuo 0.00 OON N.OO OH O.OO HO O.OO OOH OOOHHou mo OHOE Ho mnmow Hoom m.m 0O 0.0 N m.m OH m.w om deGHMHp womnsc Ho oomHHoo mo memom 038 O.OO OOH N.OO OH O.ON OO O.OO ONH OOHOHOHO HmcoHpmuo> oowHHmHoomm OSHQ .m .m OO.O OO OO.O N ON.O OH OO.O ON Hooeom OOHO OOOOOOO pcoo Hum .OZ pcoo Mom .OZ pcoo mom .OZ usoo Mom .OZ UHHSU How coHumHHQmfi Hmpoe muoz HO O O u m N I H mo Hw>oH .wpsonmm OHHEmm Mom GOHOHHSU mo HOQESZ .OHHEmm mo ONOm UGO COHUHHEO HHOQH How COOpmHHQmm HmGOHmeSUo mo Ho>OH .muGOHmQ m0 GOMHHOQEOU .Ov OHQmB it is noted th family size. ported plans : families of o tendance was Table 41). Famii per cent of or “probably the ratio fc these respoi more childr the same ti tehdance we the smalleu about cont resDonses Or the data ( five 0r in family un p0pulatic Of POSSiT rammed °f final ing leVg be ACCT. ‘ 145 it is noted that some differential existed on the basis of family size. Although parents of three or four children re- ported plans for attendance at a rate greater than that for families of one or two children, the proportion for at- tendance was less for families of five or more children (see Table 41). I Families with one or two children reported in 62.2 per cent of the cases that their children would "definitely" or "probably” attend college or other type of school, while the ratio for families of three or four children giving these responses was 67.0 per cent. For families of five or more children, this percentage dropped to 58.1 per cent. At the same time, however, the proportion reporting that at— tendance was "not probable” or ”unlikely" was less than for the smaller family units. A greater degree of uncertainty about continued attendance for their children was noted in responses of large families of five or more children. One note of caution must be offered in interpreting the data of Tables 40 and 41. The number of families with five or more children was small. Only 43 out of 587 total family units representing about seven per cent of the parent POPUlation of the study had five or more children. In view Of possible biases in terms of the number of questionnaires returned and the size of this group, the apparent departure Of findings in this study from those of other studies regard- ing levels of educational aspiration and family size cannot be acclaimed with much confidence. Thu DCOU HOAH .OZ UCTU HmwnH .OZ #CQL All HNDOH. QHOE H0 W .W .I M. N l _. >HHENW Hmmn CTvaulfiHnfir» 1H0 \OQreFF: golfing“ MQEOU nuNuuv @dWONnMuyH .NWIHHENM "HO mNuflm MUEM. hrfiAv \AUHNHHQU.\‘H@HV WHO EOMW.\H lAwUmnnLOu HAVOFAUm Famian 1U mom DAN Nvflvfiumfiflkmdum m .NVIHAWFHHV 146 .OO.OOH Hmswm no: hmE mHmoou ommpcoonom QEDHOO OH.OOH hmm OO.QOH mO Om. mm NwH O0.00H «msHoddon Op ODD nHBOZ NOO queoe O.N OH O.O N m.o H o.m HH omcomwon OZ O.O NO O.N H H.O OH 0.0H OO Ocmnum on OHOOHHQD 0.0 mO 0.0 N 0.0 NH o.m ON ocmpum won HHHB mHflmfloum H.mH OOH N.Om MH O.mH Om m.©H mm mosmocopom Hooam chHHoosD O.OH HO O.ON O 0.0 OH O.OH OO OOOOOO HHHs OHnmnonm OO.OO HHO ON.OO OH ON.OO OOH ON.NO OOH OOOOOO on OOOHO OHOOHOHOOO ucoo mom .oZ pcmo Mom .OZ pcoo mom .OZ ucoo Hem .OZ cosmosoppm O.OHHSU Hmuoe once so O O I O N no OOOHOBHOO OHHEOO OOO OOOOHHOO mo HOOEOZ . .OHHEmm MO ONHm Usm ooHuop IHHMCH Hoosom flmHfllumom pm mocmvcmuum m.UHH£U mo husflmohmo HO GOmHHmmEOO .HO OHQmB W The 1e closely relatt children's ed paring father hopes for hic_ Two—' fourths of t beyond high total parem Whe the questio fellowing f per cent 0: education PC Children V mothers w} gressivel high schc their Ch: Post—big “Olleg e. data in 147 Educational Level of Parents The level of educational attainment by parents was closely related to the aspirations parents held for their children's education. Tables 42 and 43 include data com— paring fathers‘ and mothers' level of formal education with hopes for higher education for their sons and daughters. Two—thirds of the fathers and approximately three— fourths of the mothers reported having no formal schooling beyond high school graduation. Nearly 30 per cent of the total parent group did not finish high school. Whereas only one-fourth of the parents responding to the questionnaire had completed some type of education following high school, aspirations were held for about 92 per cent of their twelfth—grade offspring to continue formal education after graduation. Post-high school, non—college education for their children was hoped for by one—half of both fathers and mothers who had not finished a high school diploma. Pro— gressively higher prOportions of parents who had completed high school and who had gone beyond reported aSpirations for their children to graduate from high school, take specialized post—high school training, and complete two or more years of COllege. Two conclusions are evident upon examination of these data in Tables 42 and 43. First, parents expected the edu— cational level of their offspring to exceed their own; and Dcmo HQ& .02 mHmnHOB QUGH FCK. (-C- FUCM HGQHO meOH>H HO N [502 WSHnH WCOHHGHH mm HNCOHDN CQHHUHHFHU Hunmvflhb HON NEON—HUMMHIWQWHN IHNCOHHU.HUIHvHAMVm ~mUfiH®IHnNfiW M0 HUNVUHI Ummflmmfifiw IMHO «Lomd‘hmmpcoo |va .CQHQHHEU HHHMvFan MONA WFUQUEN ha EQUUHQEOU COHQQUUVU 148 lillllllillill X0.0QH hmm Xm.m mm Xh.m¢ NmN $®.wm omm Xw.m mg QmBOE O.OOH mm w.NH m m.mm Hm N.mm HH H.m m omcomwou on O nwsuo O.OOH OmH m.H m ¢.h© mOH H.Om mg 0.0 H coHmeSUo HOOQUw anc lumoo wSHo .m.m 0.00H mHN h.N O H.mm vHH ¢.nm mm m.n NH coHumSUmHm .m.m $0.00H me fiN.m m $0.0m mm &N.mv Om RH.mH ON .m.m .poonQEOU poz ucoo,uom, .oz pcou mom .oZ pcoo Mom .02 pcou Mom .02 pcoo mom .oz Ho>oq HmcoHumo mHmuOB omcoomom oz oUoHHOU .mHN .ospm omoHHOU QOHpmspme 15pm .muwaumm paw “mayo ouoz Ho-m Icoz mSHm_.w.m Hoonom QmHm coupHHso HHoQB Mom mGOHpmHHQm4 HmQOHumospm .mpcoumm mo Ho>oq .CmHGHHSU HHo£# How mCOHumHHme HmCOHHMUSGo .mucwhmm mo Ho>oH UCM mHozumm >9 popmHQEOU COHpMUSUm mo Ho>oH HmoanS m0 COmHHmQEOU .mw Mnfigmrfi @QU HON mnomumhfimmm HNQOHUMUSQQ .mucmth fivw "HO HQKVQAH Hymnlvgmuflfiw M0 EOWHYHWHWEOU CAUHU..NHV~J .thwfififlo Hfi m H®£U.OE \flfim mvva. @HQEOU who INQKIQ‘H Ugo—aw 149 .XO.OOH Hmswo uoc hmE mHmwou ommpcooumm 30H “OCHUCSOH ow mom n @802 f . 5mm XO.m NN X0.0¢ oo. o . \O OOH NON \O mm hNN am 5 OO HfiBOB O.OOH OH 0.0H m N.Om m 0.0N w 0.0 O mmcoomou o: O Hmcpo H.OOH PMH O.H N O.mn OOH H.ON mm O.H N coaumospo Hoorom OOH: lumoo mSHQ .m.m 0.00H Hem H.O HH 0.00 HOH H.Om OOH 0.0 mm coHOOSOmnm .m.m X0.00H mOH $>.m O XO.Hm Nm Xm.Hm Om $O.NH HN .m.m UoumHQEOU p02 pcou mom .oz pcoo mom .oz pcoo mom .oz ucoo Mom .02 Homo umm .oz Ho>oH Hmcopro mepoa omcoomom oz OOOHHOU .mnw .osom OOOHHOU COHumspmuw loom .mnmsuoz Ocm Hocpo who: Ho N 1:02 mon .m.m Hoonom anm costqu “Hone Mom mQOHpmHHQmm HOCOHpOUOOm .muconmm mo Ho>oH .CoHUHHSU HHofip Mom mGOHumuHQmm HmGOHumodpo .mucmnmm mo Ho>oH Ucm wHonOE >3 UoHoHQEoo doHumospm mo Hm>oH pmoflmHa mo comHHmQEOU .mw oHQmB second, the h higher their education. Employment 81 Both sentedJ acco 44). In 293 one parent \ P10yed in 1 failed to I Table 44. % Employment \ One parent 30th Pare} NEVlther p NO reSpOn \ I' \ more the Mpg indicat 150 second, the higher the educational level of parents, the higher their aspirations regarding their children's education. Employment Status of Parents Both parents were employed in 266 of the homes repre— sented, accounting for 45.3 per cent of the total (see Table . M 44). In 293 families, or 50.0 per cent of the total, only one parent worked outside the home. Neither parent was em— ployed in 1.2 per cent of the family units, and 3.6 per cent failed to respond to the questionnaire item. Table 44. Employment status of parents. ¥ ¥ Employment Status Number Per Cent One parent employed 293 50-0% Both parents employed 266 45-3 Neither parent employed 7 192 NO response 21 3.6 TOTALS 587 100.1% NOTE: Due to rounding, column percentage total is more than 100.0%- .QSSEpation of Parents In Table 45, occupational categories of parents are indicated. Among the heads of households, approximately one-fifth worl transportatio ployment in s 12 per cent c half of the \ fully employ by 12 and 10 households . Table 45. 1 -\ \— 0cCllpationa of Parents \ Profession: technicaj Business p and mana Farmers ar maHuger: Skilled w CleriCal WOrkers semi~skil serVicz Unskille “nenpl. other an \ \ u \ 151 one—fifth worked as semi—skilled operators in industry, transportation, and mechanics. Farming, business, and em— rfloyment in skilled occupations ranked next with 15, 13 and 12 per cent of the total respondents respectively. Nearly half of the wives, as reported in this item, were not gain— fully employed. Clerical and sales occupations were followed by 12 and 10 per cent respectively of wives from responding households. Table 45. Occupational level reported by parents. A I Respondent Parents of Seniors Occupational Level Head of Household Wife, if Working y of Parents No. Per Cent No. Per Cent . Professional and technical 42 7.1% 35 6.0% Business proprietors and managers 75 12.8 9 1.5 Farmers and farm managers 87 14.8 4 .7 Skilled workers 73 12.5 2 .3 Clerical and sales ‘ workers 58 9 .9 85 14 . 5 ' Semi-skilled and . service workers 164 27.9 63 10.7 Unskilled and unemployed 52 8 . 9 347 59 . 2 Other and no response 36 6.1 42 7.1 TOTALS 587 100.0% 587 100.0% Some ous occupatic yirts from T2 Seniors indir working in b laborers. I and of semi- of "heads or questionnai Stu service and tion of wix areas. 80 in reporti Since 0cm sePornteli the ”head the Paren Pletely ( the Wife Parents. and difj CategOrj gory in 152 Some differences in proportions of parents in vari— ous occupational levels are noted when comparing seniors‘ re— ports from Table 31 with parents' responses in Table 45. Seniors indicated noticeably larger percentages of fathers working in business, as skilled workers, and as unskilled laborers. In the categories of clerical and sales workers and of semi—skilled and service workers, greater prOportions of "heads of households” were reported on the parent questionnaires. Students listed more mothers in semi—skilled and service and in unskilled categories, while a greater propor— tion of wives indicated employment in the clerical and sales areas. Some of the factors accounting for this difference in reporting by seniors and their parents might be mentioned. Since occupations of both mother and father were asked for separately on the student questionnaire, and occupations of :he ”head of the household" and the wife were called for on :he parent questionnaire, the two listings are not com— )1etely comparable. If the husband was not living at home, :he wife was considered the head of the household. Other factors might include imprecise knowledge of >arents' occupational roles on the part of senior students ind differing views of how jobs should be classified in the iategories listed. Students were asked to check the cate— rory in which their parents' occupation was located. Parents, however, were their jobs an Finally, the naires might hution of 0c steps were n For the purp tween senior were not co In pational le cation they high school Patrons re teachers, wen, manag ations f0. profeSsio Years of ma“fillers, Clerical 5kills j Vice We] aSpirat Special 153 however, were instructed to list the specific titles of their jobs and these were then categorized by the writer. Finally, the smaller percentage return of parent question— naires might have some bearing on the proportionate distri— bution of occupational levels reported by parents since steps were not taken to guard against or test for biases. For the purposes of this survey study, the differences be— tween senior and parent reports of occupational categories were not considered critical to the findings of the study. In Table 46 is represented a comparison of occu— pational levels of heads of household and the level of edu— cation they hoped their sons or daughters would pursue after high school graduation. In general, parents whose occu— pations required extensive education-—professional persons, teachers, engineers, doctors, lawyers, technicians, business— men, managers, officials——held higher educational aspir— ations for their children. More than 85 per cent working in professional and technical capacities wanted two or more years of college for their offspring. For businessmen, managers, and officials, the percentage was 72.0, and for clerical and sales workers, the proportion was 55.2 per cent. Those heads of household using primarily manipulative skills in their jobs such as skilled, semi—skilled, or ser— vice workers and those who were unemployed recorded greater aSpirations for their children to attend schools offering SPeCialized vocational training. About half of farmers and memwnvOE (Iii. ©Cm. HOEDO mhfidxr : i- .W.HIH SCwE @HOQQWUOE .Hiflmwflrfi How” Ammflq HNQOHU >®.H COHUNHH COHOHHEU N0 MFUANQHIH “0 H0 MUUWVMH .CMMHUIHIHEU iHWQFNHv HOIH Schumhfimmm .fiU\/@.~. HNCQWUWQIUUO wdo COWWMHFJAWFEQU .mVfi. 9.1305 JwHJCduAiJAMUHJWVflJ H.O .HU-N/UH Hun—ll. HU.HOHom OCO OOHHHMmIHEom 0.00H Om O.H H N.OO Nm O.Nm OH 0.0H O mquHo3 mOHmm Odm HOOHMOHU 4 0.00H MO 0.0 O 0.0m ON 0.0m OO m.m O wHOMsOB OOHHHMm 5 ii 0 OOH Om O.O e N.OO me O.OO om O.NH HH meommcme sumo oom mooaumm H.OOH mO O.N N O.NO Om O.NN OH O.N N muomchE Ocm mMOOOHHmoum mwOCHmom X0.00H NO XO.N H $0.0w Om $O.HH m X0.0 O mHoMHOB HmOchvou OCm HOCOmeomoum psou .oz pcoo .oz “:00 .oz pcoo .oZ pcoo .oZ OHoaowDom mo mUmom mo mom mom Mom mom . mom HO>OH HOCOHOOQSOOO mHmuoe omcomwom oz oUOHHoo COHOOOSOM COHOOSOOHO OCm uosuo mumow OOOHHOOICOZ Hoonom OHO: no N msHm .m.m SOHm GOHOHHOO “Hose How OHonomsom mo wOmom mo Ho>oq COHumHHmmm HOCOHmeSOm .COHOHHSO HHOSO How COHumHHQmm farm managers or daughters post-high sci parents rank children to wanted no fc iollowing hi Parental Pl Child's Hi9 Par would "def: certain ab. high schoo Statements education; N. 38-3 per their Chi hately or chunts f. intended Child. or were few Par 155 farm managers wanted some college education for their sons or daughters and more than a third hoped for specialized post-high school training. Although unskilled or unemployed parents ranked lowest in terms of aspiration for their children to attend college (36.6%), only 13.4 per cent wanted no formal education or training for their offspring following high school graduation. Parental Planning for Financing 1'. Child's Higher Education Parents who indicated that their son or daughter would “definitely” or “probably“ attend or who were un— p certain about their child's attendance at college or post- high school training were asked to indicate which of several 1 statements best described their financial planning to meet educational expenses. Responses are summarized in Table 47. No savings program for education had been planned by 38.3 per cent of the parents, but they said they would help their child work his way through school or college. Approxi- mately one—fifth claimed to have established savings ac— counts for financing higher education, while 14.9 per cent intended to borrow money for educational expenses of their child. Nearly 17 per cent had no financing plan at present or were leaving it entirely up to their child to arrange. A few parents expected their child to receive scholarship aid, attend armed forces and other governmental education programs, anc grandparents . Table 47 . P 5. Financing P do plan at Leaving it Have defin: Will help i but have ExPect chi Expect to Expect chi expense Other play No respon; \ i not e(lual tend Or tutions tiCipat attend School 156 programs, and obtain financial support from the child's grandparents, other relatives, or trust funds. Table 47. Parents' plans for financing child's post—high school education. Respondent Parents of Seniors Financing Plans Number Per Cent No plan at present 46 9.6% Leaving it up to child to arrange finances 33 6.9 Have definite education savings program 95 19.9 Will help child work his way through; but have no savings program 183 38.3 Expect child to win scholarship 7 1.5 Expect to borrow money to assist child 71 14.9 Expect child to be trained at government expense (armed forces school, etc.) 14 2.9 Other plans for financing education 20 4.2 No response 9 1.9 TOTALS 478 100.1% NOTE: Due to rounding, column percentage total does not equal 100.0%. *Those parents whose children would probably not at— tend or were very unlikely to attend post-high school insti— tutions did not respond to this question. 1: Net Planning for Child to Sontinue Education, Why Not? Approximately 16 per cent of the total number of par— ticipating parents indicated their child "probably will not attend” or would be “very unlikely to attend" post—high school education. When considering the extension of opportunity i are importan' Of t for their ch interested i nances was I and poor gr parents (9. not require that apprO} schools an As would not Continuing POSt-high “We none answered honey WOi W m that Pa COStS l C0nsid6 School 157 opportunity for higher education, factors limiting attendance are important to identify. Of the 95 parents not planning further attendance for their child, one-half indicated their child was not interested in further education (see Table 48). Lack of fi— nances was listed as a factor by 18.9 per cent of the 95, and poor grades was given as a reason by 11.6 per cent. Some parents (9.5%) said that their child's vocational choice did not require further education, while others (3.2%) replied that appropriate vocational training is not offered by schools and colleges. As shown in Table 49, availability of more money would not influence 53.7 per cent of parents of non— continuing students to change their plans for their child's post—high school activities. A few (6.3%) believed that more money would result in a change of plans, 19.0 per cent answered “maybe"; 14.7 per cent didn't know if additional money would affect their plans. Ehrent Expectation of Child EQEmuting to School or College From data presented in Table 47, it appears probable that parents have not given adequate consideration to the costs involved in their child's post—high school attendance. Considerable evidence exists indicating that if there is a school or college within commuting distance of students' homes, the P] school is grl home, costs In this manr sired educai Table 48. Reason \ Child not further Chlld' S g] enough Chlldl S v doesn' t educati COlleges Offer 2 ing to: 51 cho Lack of afford N0 resp< \ not Eqi 158 homes, the probability of continuing education beyond high school is greatly increased.10 If a student can live at home, costs of post—high school attendance can be reduced. In this manner, chances that students will complete their de— sired educational programs are enhanced. Table 48. Factors influential in parents' decision for .* h child not to continue education after high school “w graduation. = Respondent Parents of Seniors Reason Number Per Cent | :— Child not interested in i further education 47 49.5% h Child's grades not good enough 11 11.6 Child's vocational choice doesn't require further education 9 9.5 Colleges or schools do not offer appropriate train— ing for child's vocation— al choice 3 3.2 Lack of finances—~can't afford it 18 18.9 No response 7 7.4 TOTALS 95 100 . 1% 7—— Note: Due to rounding, column percentage total does not equal 100.0%- Table 49 . P] C] Response Yes Maybe No Don't know No respons \ T( K T Present 5 and colle was aSke lege 01‘ training hOme? u 4‘8 Mir 1in av 16 per Godmut 159 Table 49. Probability of parents changing decision for child not to attend post-high school education if funds made available. Question: WOuld your son or daughter change plans and continue formal education if more money were available? Response No- of Responses Per Cent Yes 6 6.3% Maybe 18 19.0 No 51 53.7 Don't know 14 14.7 No response 6 6.3 TOTALS 95 100.0% To determine the extent to which parents in the present study count on their child's commuting to schools and colleges for continued education, the following question was asked: ”Do you expect that your child will attend col— lege or some type of school offering specialized vocational training which is within daily commuting distance of your home?" Responses are tabulated in Table 50 indicating that 48 per cent of the parents expected their son or daughter to live away from home while attending college or school. Only 16 per cent expressed some certainty of their child's commuting. Table 50. Pi pi ’— -——————’— Response Child plans Child will Child uncer Child plans Child not ' educatio N0 respons K T( \ N not equal 0PDOI’Cun school e StUdents pOSSlbll questio If for Cat ho] SO quest: 160 Table 50. Parents' expectation that child will commute to post-high school educational institution. Respondent Parents of Seniors Response Number Per Cent Child plans to commute 56 9«5% Child will probably commute 35 6.0 Child uncertain at this time 98 16.7 Child plans to live on campus 280 47.7 Child not planning further education 69 11.8 No response 49 8.4 TOTALS 587 100.1% NOTE: Due to rounding, column percentage total does not equal 100.0%. Probability of commuting is, of course, related to Opportunities available to pursue various types of post—high school education within convenient driving distance from Students' homes. To sample parents' opinions regarding possible interest in increased commuting opportunities, the question was asked: If additional new opportunities were made available for taking college level courses or specialized vo— cational training (within driving distance from your home), how seriously would you consider sending your son or daughter to such an institution or school? Recognizing the tenuous nature of responses to this question, the fact remains that nearly one—third of the respondents ‘ their childr "certain” or institution Table 51) i stated that isting type "probable" Table 51. Certainty \ Child cer Chlld WOL' Child wor about ; Child W0 attend Child wg N0 resp( \ ahOut 161 respondents were willing to consider such a possibility for their children. This proportion of parents indicating "certain” or I'probable" attendance of their child at an institution offering new and additional opportunities (see Table 51) is more than half as large as the proportion who stated that the certainty of their child attending some ex- isting type of post-high school program was "definite” or "prObable" (see Table 36). Table 51. Parents' certainty of child attending new local post—high school institution, if established. Respondent Parents of Seniors Certainty of Attendance Number Per Cent Child certain to attend 59 10% Child would probably attend 136 23 Child would be uncertain . about attendance 142 24 Child would probably not attend 99 17 .Child would not be interested 74 13 No response 77 13 TOTALS 587 109% About 24 per cent of parents would be uncertain about their child's attendance at an institution offering new and addi cated little 0n 1 that expand inthe two— would such munity, but of continu Parents‘ E ations for T< have for graders v be intere huSbands failed t job or g hUSband Stantia $06131 total) were 1 Who w 162 new and additional opportunities, while 30 per cent indi- cated little or no interest in this possibility. On the basis of these responses, it would appear that expanded opportunities for post—high school programs in the two-county area warrant consideration. Not only would such opportunity be available to youth of the com— munity, but also might provide adults with the possibility of continuing their education. jprents' Educational Aspir- ations for Themselves To obtain some indication of interest adults might have for pursuing additional education, parents of twelfth graders were asked: ”In what additional education would you be interested?" As noted in Table 52, nearly three—fifths of the husbands and half of the wives indicated no interest or failed to respond to the question. ”Courses to help in my job or get a better job” were wanted by 20 per cent of the husbands. Other types of education were checked by sub— stantially smaller percentages of the husbands. Wives preferred ”courses to broaden myself (personal, social, cultural)" which were marked by 18 per cent of the tOtal, and "courses to help in my job or get a better job“ were listed by 12 per cent. WOrthy of note is the number of husbands and wives who would like to work toward high school completion. Data Table 52. Ad ho _____——-——-— ____.———-' Educational 1 ___...—-—— high school lion-credit c courses Work on colI Take gradua Courses to (hit a bet Courses to ipersonaj Recreation hvocationa NOne No {Q spOn \ 163 Table 52. Additional educational aspirations of heads of households. f Husbands Wives Educational Aspirations No. Per Cent No. Per cent High school completion 42 7% 64 11% 9 NOn-credit college level courses l2 2 12 2 WOrk on college degree 21 4 22 4 Take graduate work 9 2 15 3 e Courses to help in my job or get a better job 119 20 71 12 Courses to broaden myself (personal, social, cultural) 37 6 103 18 Recreational courses 9 2 5 l Avocational courses 8 1 ll 2 None 179 31 185 32 No response 151 26 99 17 TOTALS 587 101% 587 102% (NOTE: Due to rounding, total column percentages do not equal 100%“. ho _____._———— ___._.——————- Educational 2 ______—-——- high school . hon-credit c courses Work on coll Take gradual Courses to 1 get a bet Courses to ipersonal Recreation; Avocationa hone iio reSPOnE 163 Table 52. Additional educational aspirations of heads of households. Husbands Wives Educational Aspirations No. Per Cent No. Per cent High school completion 42 7% 64 11% " NOn—credit college level courses 12 2 12 2 ‘ Vkmk on college degree 21 4 22 4 ti Take graduate work 9 2 15 3 ‘ Courses to help in my job or get a better job 119 20 71 12 Courses to broaden myself (personal, social, cultural) 37 6 103 18 Recreational courses 9 2 5 1 Avocational courses 8 1 ll 2 None 179 31 185 32 NO response 151 26 99 17 TOTALS 587 101% 587 102% NOTE: Due to rounding, total column percentages do not equal 100%°. in Tables 42 mothers had or 24 per c desire to c The not have a: would avai and progra R parents d educatior ations 0: Were 50m f0r them the resp Cat‘lOnaI bi) per gree of The Prc enter . take n ErlrOil A 164 in Tables 42 and 43 indicate that 173 fathers and 163 mothers had not finished high school. Of these, 42 fathers, or 24 per cent, and 64 mothers, or 39 per cent, expressed a desire to complete high school. These responses suggest that while many adults do not have aspirations to pursue further education, others would avail themselves of opportunities for adult classes and programs. Summary of Student and Parent Questionnaire Findings Responses of twelfth—grade students and their parents demonstrated a strong desire for post—high school education for youth of wabash and Miami Counties. Aspir— ations of parents for their children's continued education were somewhat greater than expectations senior students held for themselves. While 85 per cent of the students and 90 per cent of the responding parents expressed a hOpe for seniors‘ edu— cational continuance after high school graduation, just over 60 per cent of both groups indicated with a reasonable de— gree of certainty that such attendance is actually planned. The probability of attendance of those seniors aspiring to enter college appeared to be greater than for those hoping to take non-college—level work. Forth—five per cent of the senior respondents were enrolled in a college preparatory course of study in high school, abou a1, and the pucent had bycontacti school or c lndiana Uni hequently wn-half 0 older brot institutic 3. school ed than thre enter thw hibited cation t belieVe Similar collegs school Silesia famil Daren tendi the . 165 school, about one-fifth in commercial, 13 per cent in gener— al, and the remainder in vocational courses. More than 60 percent had initiated plans for post-high school attendance by contacting an institution or by having been admitted to a school or college. Manchester College, Ball State University, Indiana University, and Purdue University were named most frequently as the colleges they planned to attend. About one—half of the seniors with older siblings indicated that older brothers and sisters had attended post—lugh school institutions. Both students and parents indicated that post—high school education was necessary or highly desirable for more than three-fourths of the senior group to enable them to enter the vocation of their choice. Parents and seniors ex— hibited considerable agreement on the selection of a vo— cation to pursue after completing formal education. For about 40 per cent, at least a college degree was believed essential for entry into their chosen vocation. A similar percentage of students expressed plans for entering college during the year following their graduation from high school. An additional 12 per cent planned to pursue other Specialized training in the year after they graduate. In general, as educational and occupational levels of families increased, the greater was the proportion of both parents and students holding aspirations for continued at— tendance and for higher levels of educational attainment on the part of sons and daughters. Abou' their own ed pend upon pa costs of ati of the resp tendance re cation expe ever, indii way throug DE tutions w and their fifths of C0 schooi PaCity, fre'illenl higher school lack 01 SChool and st Post: Withi 166 About one—fifth of the seniors planned to pay all of their own educational expenses while more than half would de— pend upon parents for funds to pay some or all of their costs of attending higher education. Yet only 20 per cent of the responding parents of children planning continued at— tendance reported a definite savings program for higher edu— cation expenses. An additional 53 per cent of parents, how— ever, indicated they would help their children work their Way through or borrow money to cover educational costs. Definite plans to commute to post-high school insti— tutions were revealed by less than one—fifth of the seniors and their parents. Nearly half of the parents and two— fifths of the students reported plans for seniors going on to school or college to live on campus. Preparation for a vocation, increasing earning ca— pacity, and obtaining a broad education were factors most frequently cited for influencing students' decisions to plan higher education. Those students not planning post—high school education gave as reasons the desire to get a job, lack of finances, wanting to get married, and grades in high school. . Some evidence existed to indicate that both parents and students would be interested in having new and expanded post-high school programs made available in the local area within commuting distance of their homes. Many their own ed get a better and general velopment w Qu Counties‘ 0n the or: from repl sent by f the list. moved on received actually lotions were dj did no 25 of Plover total \ 167 Many parents indicated an interest in furthering heir own education. Courses to improve job performance or at a better job were most frequently desired by fathers; ind general courses for personal, social, and cultural de— elopment were preferred by mothers. Survey of Business and Industry Findings Questionnaires were sent to 346 wabash and Miami !ounties' business and industrial firms which were included in the original mailing list. Based on information obtained from replies to mailings and on unclaimed follow-up letters :ent by first—class mail, 30 of the firms were removed from :he list. These included 18 which had ceased operations or loved out of the two—county area and 12 which reported they feceived mailings under two separate company names, but were ictually operating under one management. Of the remaining 316 business and industrial organi— :ations, replies were received from 147. Twenty~six of these Vere disqualified from inclusion in the study, because they lid not meet basic criteria established for the study.ll In .5 Of the 26 cases, firms were eliminated because they em— doyed less than five persons. After the above mentioned adjustments were made, a .otal of 121 useable questionnaires remained. This number — lle., p. 76—77. represented . revisions we many of the ployed less ahhh prop were incluc' herefore, nea emplo ployees it in this s' S begaineé dustrial In this merce, E Insurani W0rkers employe road R. eVer. Of all POrte f—‘v con; r/—f' ooid‘ 168 represented 41.7 per cent of the 290 remaining firms after revisions were made in the master list. It is not known how many of the 169 firms failing to return the questionnaire em— ployed less than five workers. It did appear, however, that a high proportion of firms employing large numbers of workers were included among those who returned questionnaires. Therefore, the percentage of workers within the two—county area employed by the 121 firms represented a majority of em— plOyees in the selected industrial classifications included in this study. Some notion of the extent of employee coverage can be gained from examining the numbers employed in various in— dustrial categories as reported in County Business Patterns.12 In this publication by the United States Department of Com— merce, Bureau of the Census, employees covered by the Federal Insurance Contributions Act are reported. Some types of workers such as government employees, farm workers, self— emPlOyed persons, and railroad workers subject to the Rail- rOad Retirement Act are excluded in whole or in part, how— ever. These exclusions account for an estimated 12 per cent Of all workers in an area. In mid—March, 1965, County Business Patterns re— POrted 14,820 workers in Wabash and Miami Counties. Included ______________ 12 . . United States Bureau of the Census, County Buglness EEEEEEEE (Washington, D.C.: Government Printing Office, 1966). pp. 16—83-84, 16—113—114. inthis numb hcturing: 5 ths,and c poiessiona trade. Da‘ mdlndust hcturing; ths,and poiessio for a tot Table 54‘ directly collect: it woul 0f empl by the: per Ge 20 per COVerc Were of on 93th SPec 169 in this number were 8,743 employed by firms engaging in manu— facturing; 573 in construction, 666 in transportation, utili— ties, and communications; 1,190 in financial, business, and professional services; and 3,174 in wholesale and retail trade. Data from firms responding to the ”Survey of Business and Industry'I questionnaire indicated 6,295 employed in manu— |" ‘facturing; 105 in construction; 698 in transportation, utili— ' My ties, and communications; 1,867 in financial, business, and professional services; and 262 in wholesale and retail trade for a total of 9,308 workers in the two-county area (See Table 54). 1 Although the two sets of data cannot be compared directly, due to differences in dates when information was collected and some differences in types of workers included, it would appear likely that half or more of the total number Of employees in Wabash and Miami Counties were represented by their employers returning questionnaires. As many as 70 per cent of workers employed by manufacturers and as few as 20 per cent employed by construction firms were possibly covered. Some public school employees and railroad workers " ‘ were reported in the present study. Therefore, total numbers of employees in employer groupings which include the classifi— cations of professional services and transportation, re— Spectively, exceed those listed in County Business Patterns. As a not included Elms to be who operated skilled, tel tionnaires. firms repor small comp: gaged in t bistributi and Number I type. ret for appn naires i Caged in aciricult Service of Orga ‘illestic p10ler Qotior G G 170 As a group, employers engaged in retail trade were not included on the master list of business and industrial firms to be surveyed in this study. Only those retailers who operated service departments and normally employed or professional workers were sent ques— skilled, technical, the number of emplOyees covered by tionnaires. Therefore, firms reporting retail trade as their major activity was small compared with the total number of workers actually en— gaged in this type of work in the two—county area. Distribution of Firms Reporting and Number of Employees the distribution of firms, according to In Table 53, type, returning questionnaires is summarized. Accounting i for approximately two—fifths of the 121 useable question— naires in the business and industry survey were firms en— gaged in various types of manufacturing. Ranking next was i followed by professional agriculture with 8.3 per cent, other types services with 7.4 per cent of the total returns. 0f organizations were represented by eight or fewer returned questionnaires. For the purposes of analysis in this study, six em- V ployer groups were utilized, composed of industrial classifi— w / Cations as indicated: Group A N = 11 Agriculture, Mining 4 Construction I I Group B N = 8 Tble 53- D a t AGRICULTURE MINING“ Stc CONSTRUCTH W Food, 1 Lumber Paper 2 Printi prod hmber prod Sone, Primal Ffirr Machi Elect Instr Other fer TRANSPo Couuvwr vmrirrr WHOLEsz RETAIL Gen Fur e Aul Bu BANK] rusur 171 Distribution, by type, of businesses and indus— Table 53. tries returning questionnaires. Number Per Cent Types of Firms of Total AGRICULTURE 10 8.3% MINING——stone, gravel l 0.8 CONSTRUCTION 8 6.6 MANUFACTURING 48 39.8 Food, beverage & kindred products 2 1.7 Lumber and wood products, furniture 7 5.8 Paper and allied products 1 0.8 Printing, publishing and allied products 2 1.7 Rubber and miscellaneous plastic products 4 3.3 Sone, clay, glass products 2 1.7 Primary metal industries 2 1.7 Fabricated metal products 16 13.2 Machinery, except electrical 3 2.5 Electrical machinery and equipment 5 4.1 Instruments——scientific, controlling l 0.8 Other-~rendering, decorations, feed, fertilizer 3 2.5 TRANSPORTATION 4 3.3 COMMUNICATIONS 4 3.3 UTILITIES 4 3.3 WHOLESALE TRADE 5 4.1 RETAIL TRADE _8_ 6 . 7 General merchandise 2 1.7 Furniture, home furnishings, equipment 1 0.8 Automotive dealers 2 1.7 Building materials, hardware, farm equipment 3 2.5 BANKING, FINANCE 7 5.8 3 2.5 2 1.6 INSURANCE REAL ESTATE “/fl Table 53. Q _———-—"—" / BUSINESS TY Automobi 0ther-—< NNFESSIONL Health pharn Enginee Educatf Tax an. 0ther--re K T \ not egua Grot GrOi Grc Counts repre VEy f ti0m wEre 172 Table 53. Continued Number Per Cent Types of Firms of Total BUSINESS TYPE SERVICES 5 4.1% Automobile and other repair services 4 3.3 Other——credit bureau l 0.8 PROFESSIONAL SERVICES 2 __7 - Health services—~medical, dental, pharmacy 3 2.5 Engineering, surveying, architectural l 0.8 Educational services——teaching, etc. 4 3.3 Tax and accounting 1 0.8 Other—-retirement home, community center 3 2.5 121 100.1% TOTALS NOTE: Due to rounding, column percentage tOtal does / not equal 100.0%. = 48 Manufacturing Group C N Group D N = 12 Transportation, Communications, Utilities J 1 Group E N = 13 Wholesale Trade, Retail Trade Group F N = 29 Financial (Banking, Finance), Busi— / ness (including Insurance, Real Es~ / tate), and Professional Services A indicated in Table 54, manufacturing firms ac— c0unted for two—fifths of the returned questionnaires but i represented two-thirds of the employees reported on the sur— 3 While agriculture ranked second in terms of ques- " l i vey form. tionnaires completed, less than one per cent of the employees 1 were engaged in agricultural work. Twenty per cent of the / employees rel professional Table 54. 1 Employer Gr lgricultur Mining Constructi hanutactu: Transport Communi Utiliti Wholesali tail T Financia ness, fessi< serviw \ lhdlca fillure “till lists WOrk 173 employees reported were engaged in financial, business, or professional service type of work. Table 54. Number of employees, by sex and employer group, reported by businesses and industries. Males Females Total _ Per ‘Per Per “ Employer Group No. Cent No. Cent No. Cent . n _1 ,W Agriculture, r Mining 67 .7% 14 .2% 81 .9% Construction 99 1.1 6 .l 105 1.2 Manufacturing 3,615 38.8 2.680 28-8 6.295 67-6 Transportation, Communications, . Utilities 630 6.8 68 .7 698* 7.5 1 Wholesale and Re— tail Trade 198 2.1 64 .7 262 2°8 Financial, Busi— ness, and Pro— fessional services 514 5.5 1.353 l4~5 1:867 20°O TOTALS 5,123 55.0% 4.185 45°0% 9:308 100°0% reporting from a regional personnel office indicated 1,950 employees. Since an undetermined portion are regularly employed in wabash and Miami Counties, these figures were omitted from this tabulation of employees. * . One firm One firm in the transportation, communications, and utilities group, reporting from a regional personnel office, listed 1,950 employees, only a portion of which regularly work in Wabash and Miami Counties. Although the number of workers was r other portio study. Data employees. "over 55" a tion of fen than for m of employe Table 55 . ATE Grou \ Under 25 Of age Between 50 ye Over 55 of at Not re by a \ $101 firm 174 workers was not included in the tabulation in Table 54, other portions of the questionnaire were utilized in the study. Data are presented in Table 55 on age groupings of employees. While the number of males in the ”under 25” and I'over 55" age groups exceeded that of females, the propor— tion of female workers in these two groupings was greater J than for males. Approximately two-thirds of the total number i of employees were in the ”25 to 50” age range. Table 55. Number of employees, by sex and age grouping, re— ported by businesses and industries. Males Females Total Per Per Per Age GrOUping No. Cent No. Cent No. Cent Under 25 years Of age 947 18.5% 905 21.6% 1,852 19.9% Between 25 and 50 Years 3,431 66.9 2,750 65.7 6,181 66.4 Over 55 years of age 532 10.4 504 12.1 1,036 11.1 Not reported by age 213 4.2 26 .6 239 2.6 .. T___________w_________._,_______________l_ TOTALS 5,123 100.0% 4,185 100.0% 9,308 100.0% Job Levels of Employees Definitions of Various job levels, such as profes— sional workers; technician, semi-professional, or highly skilled work mstionnair An 2 presented i druction, ca worker: force. \la dose thre cent of ti approxima per cent. was not 2 county a in (ma and uti AS indi trade . W0 Iker group level fied prof oft 175 skilled workers; and skilled craftsmen, were printed on the questionnaire form (see Appendix C). An analysis of levels in various employer groups is presented in Table 56. In the agriculture and mining, con— struction, and manufacturing groups, professional and techni— cal workers comprised less than one—fifth of the total work force. Varying proportions of skilled workers were noted in these three groups, with construction utilizing about 63 per. cent of the workers in this level; agriculture and mining, approximately 38 per cent; and manufacturing, less than 20 per cent. Indicative of the type of manufacturing, which was not automated to any significant degree, in the two— county area was the large proportion of unskilled workers. Technical and highly skilled workers were employed in greater numbers by the transportation, communications, and utilities group and the wholesale and retail trade group. As indicated previously, only those firms engaged in retail trade who normally employed technical and professional level workers were included in the survey. In the financial, business, and professional services group, a more even distribution of workers over the four levels was noted, with 26.6 per cent of the employees classi— fied as professionals and 25.8 as technicians or semi~ professionals. Skilled workers accounted for 21.2 per cent of this group; and unskilled workers, 26.4 per cent. 0 QWQUCGUHQN .Qm 0&th \AQ . WMWNOHQEU M . . l . I. 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O a I e u o.& u u 9 U0 5 SU mmoonw HQNMHQEM .mH®>mH QOm mSOHHm> CH Ummmmcm meDOHm HmZOHQEw Zn «meZOHQEw mo mmmucmonmm ,.on mqflma of th survey, 43.2 remainder we skilled posi itw0uld be workers woul tasks, exce profession; nnkm: Ni the respor Professim Portion 0 an approg worker (5 Per cent PIOEeSSj Per Cen SionalE respom MOYEe their 177 Of the total number of employees reported in the survey, 43.2 per cent were considered unskilled, while the remainder were distributed approximately equally between skilled positions and higher levels of performance. While it would be unreasonable to believe that all professional workers would confine their efforts to only professional tasks, excessive use of professional personnel in sub- professional level activities results in an uneconomical use of talent and unnecessary labor costs to the employer. Nineteen employers, or approximately 16 per cent of the respondents, indicated that one—half or more of their professional level employees were spending a significant portion of their time at tasks which could be performed by an appropriately trained technician or semi—professional worker (see Table 57). About one-third of the employers reported 10 to 20 per cent of their professional workers occupied with non— PrOfessional tasks in their place of employment, while 9.1 Per cent indicated one—fourth to one-third of their profes— sionals in this situationu The 41.3 per cent who did not respond to this question reported no professional level em— ployees (as defined on page two of the questionnaire) in their firms. Table 57 . P 1 E ___...—-———"‘ ________.___..— Per Cent of sionals in professiona lOper cenl 20per cen‘ 25 per cen 33 per cen SOper cen W per cer E per ceI or more Norespon \ l \ B - Cons municati Flnancia Trainin tIainiz Cation 0“‘the QOurs Paren MOYQ the ‘ 178 Table 57. Proportion of professional level employees spend- ing a significant portion of their time at sub— professional level tasks. Per Cent of Profes— % of All sionals in Sub— Employer Groups Firms professional Tasks A B C D E F Total Reporting 10 per cent 2 l 8 5 4 8 28 23.2% 20 per cent 0 l 8 l O 3 13 10.7 25 per cent 0 O 5 O O 2 7 5.8 33 per cent 0 1 2 l O O 4 3.3 , 50 per cent 1 l 2 O l 2 7 5.8 67 per cent 0 O l l l O 3 2.5 . 75 per cent or more 1 O 3 2 2 l 9 7.4 No response 7 4 19 2 5 13 50 41.3 TOTALS 11 8 48 12 13 29 121 100.0% LEGEND FOR EMPLOYER GROUPS: A — Agriculture, Mining; 1 B - Construction; C — Manufacturing; D — Transportation, Com— munication, Utilities; E — Wholesale and Retail Trade; F — Financial, Business, and Professional Services. IIaininq Programs Employers were asked if their firms had an organized training program to upgrade employees to higher job classifi— cations. Of the 38 who responded affirmatively, 18 indicated on—the—job training. Ten sent their employees to short—term .. courses in school or training programs operated by their Parent companies, by manufacturers of items which their em— ployees serviced, or by professional associations, such as the American Bankers Association. Five employers listed weekly or periodic visors, or sales 1 Only four grams specificall or job advancemer ship; one nurses operated by util to prepare engin mechanics, etc. alarger region One fir: OUS Short cours University. w Professional, \ W T0 dei ranges of the indicate how , higle-skille Show“ in Tabl One, bOth as and third so ranked Secor leges and m jority of w‘ 179 eekly or periodic training sessions for foremen, super— -sors, or sales personnel. Only four firms reported schools or training pro— :ams specifically designed to prepare workers for job entry ? job advancement. These included one printing apprentice— 1ip; one nurses aide program; and two training centers, >erated by utility and communications companies, designed ~y i > prepare engineering technicians, welders, servicemen, ”. echanics, etc. The latter two programs, designed to serve larger region, were conducted outside the two~county area. One firm upgraded employees by sending them to vari— rs short courses in the field of agriculture at Purdue riversity. {grces of Technical, Semi— ;gfessional, and Professional Iployees To determine the source of employees in the upper Inges of the occupational spectrum, employers were asked to dicate how most of their technical, semi-professional, ghly-skilled, and professional workers were obtained. As own in Table 58, unsolicited applications ranked number e, both as a first source and as a total Of first, second, d third sources. Advertising and training own employees nked second and third on the basis of all sources. Col— ges and universities were listed by 28 employers, the ma— rity of whom ranked these institutions as a third source. Technical, vocati down on the list skilled employee: Table 58. Sourc profs Source Unsolicited app State emPlOymer Private emp10yn Advertising Union 0r vocat aSsociatims TeChnical. voc Professional COllegeS and 1: Training and r employees 0ther“Person; transfer frr etc. X W W Atti Ward higher ina Study ( area. It We to aSsesS t “Orkers as manipulath on the Par- A 180 echnical, vocational, or professional schools ranked well awn on the list as being a present source of trained and {illed employees. able 58. Sources of technical, highly-skilled, semi— professional, and professional employees. Number of Firms . N First Second Third 'r, >urce Source Source Source Total isolicited applications 42 8 13 63 :ate employment agencies 1 3 6 10 :ivate employment agencies 10 3 1 l4 ivertising 21 20 5 46 , lion or vocational E associations 1 3 3 7 ] echnical, vocational or t professional schools 5 3 6 14 l >lleges and universities 5 8 15 28 5 raining and upgrading own 1 employees 24 9 11 44 :her-—personal invitation, transfer from other plants, etc. 4 2 4 10 _— :titudes of Employers Toward >st-Hiqh School Education Attitudes of employers in business and industry to— 1rd higher education are factors which warrant examination L a study of post—high school educational needs in a local "ea. It was assumed that such officials were in a position ' assess the needs and performance levels of their own »rkers as well as to have some concept of cognitive and nipulative skills desirable for successful job performance the part of employees. Employers three-point scale education of vari vorkers as being inportant." In Table to questions cor high school for In gene important for w to the questior it was conside‘ total emplOyer manailers; seer tellers; sale: and Craftsmen education was fifth and one groups, Post- important" b higheI leVe] as great a ( and serv'lce the former Checked p0: 181 Employers were, therefore, asked to indicate on a ree-point scale whether they considered post—high school ucation of various types and for certain categories of >rkers as being "very important,” "important,” or ”not 1portant.‘I In Table 59 are recorded the responses of employers > questions concerning the importance of education beyond ' h .gh school for seven categories of workers. In general, post-high school education was considered [portant for workers by a majority of employers responding . the questionnaire. For managers, buyers, and proprietors, ; was considered ”very important” by 49.6 per cent of the % ~tal employer group. In the categories of farm owners and I unagers; secretaries, bookkeepers, cashiers, and bank ellers; sales workers, advertisers, brokers, and realtors; d craftsmen, foremen, electricians, and repairmen; higher ucation was considered "very important” by between one— fth and one-third of all employers. In all of these oups, post—high school education was thought to be ”not portant” by no more than 15.7 per cent of the employers. gher levels of education were not considered important to great a degree for apprentices, drivers, and deliverymen; d service workers, firemen, policemen, and attendants. In e former group, only 29.0 per cent of the respondents i 'i ecked post—high school education as being ”very important,” squepueqqe r—lMNmr—l LOOOLDO N{ooq ‘serxeiexoes “N 1. ,4 .-u M 30mm 8 3 ‘— :1 LH mmowa mmooo Osl‘o nmomm mmo .H . . . . .. . u . - H o ‘ ASIOZPTIEOId $005 00 a [50 [£8 00038 omomm 4000‘ G) n sxe eue <9 0* SIS q W .—I .—u H on >1 m 2 /\ 04“) emomr—e memoo 4 pm :4 pm H 41“! up“) u on) u-uo ,C. c: O-uJHc: ous—ac. opHG WM: or 00. 0c. tn 0 msoo meoo QIGOOPi “00 on row as --lv—|-r-l endow—r EmLLQ—u—l 8089' Energy, the muumop -H4JEmrU-H4ngrU-H4Jfimm ”ENE“ ~34 CHoloro H-r-ICD-IJ H'HQJ-p t—I-HGHJ “New o0 aompgo >10 HO >10 HO >10 ’40 hog“ v. 2‘44 we. won no.4.) Bump HHO-nu El whom m as omro oEoo cosoo @500 Wop“ 3m mu—u o. m {>sz >HZZ >HZZ >Hzg (DE HG) >l- or . E5 :5 0" Big Hm O ., (:1 C M) . H (D o 'r'i “w .. (D t-l "‘1 ’3 do 5 uJ o 3 t‘ 4A .1 o poo 33%)] cu r-u H 500 0* om” (1) >1 or» H “5 “NH ,_. 0 can 4J ll LHII We .0 '4 -r-l-.—u w 5 “EH" as Q. 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In examir groups, a fair d1 iew exceptions. agriculture and earning categor; farm managers. 9°3t'high schoc POItant" are lc than for other Percentages of “not imPOrtam Const‘ Paratively 10 "Very impOrtz managers. T] trade felt p degIEe Em: C than did 0t] mining Empl more imPOrt service Won mice-ably groups the S9. afifim 184 .while 46.2 checked these responses for the latter category 1 of workers. In examining the responses of individual employer groups, a fair degree of consistency is noted with only a few exceptions. From 36.4 to 45.5 per cent of employers in agriculture and mining failed to respond to questions con— cerning categories of workers except for farm owners and y. L farm managers. Therefore, the total percentages indicating post-high school education being "very important" or "im— portant" are lower for six of the seven worker categories than for other employer groups, despite the fact that smaller percentages of agriculture and mining employers checked the ”not important“ choice. Construction and manufacturing employers were com— paratively lower in believing post—high school education "very important" or "important" for farm owners and farm managers. Those employers engaged in wholesale or retail trade felt post—secondary training was important to a lesser degree for craftsmen, foremen, electricians, and repairmen than did other employer groups except for agriculture and mining employers. Education beyond high school was considered more important for apprentices, drivers, and deliverymen; and service workers, firemen, policemen, and attendants by a noticeably higher percentage of employers in the last three groups than those in the first three groups listed in Table 59. Consideri tunities for adul group of employe to study “techni uunication skill personal growth only 17.3 per c portant" categc POS't-high schor constituted a low of 5.8 for 15-7 for pers< per cent of t' teChnical sub "important” 1 Taki‘ is noted tha “Ere not gre seParate 9W upon imPOrt was Claimed struct'mm Ploy/erg in and in fir ”C “Winnie; 185 Considering the importance of post-high school oppor— tunities for adult workers, nearly two-fifths of the total group of employers considered it llvery important" for adults to study ”technical subjects related to their work“ and ”com— munication skills" (see Table 60). ”Cultural courses for personal growth" were not believed to be as important, for only 17.3 per cent of the employers checked the "very im— ' w portant" category for this subject area. Those considering h~ post-high school education unimportant for adult workers constituted a small percentage of employers ranging from a low of 5.8 for work—related technical subjects to a high of 15.7 for personal growth courses. From 43.8 per cent to 56.2 l per cent of the employer group thought that course work in technical subjects, cultural courses, and communications was ”important” for adult workers. Taking a look at the individual employer groups, it is noted that deviations from the averages of the total group were not great. However, a few noticeable exceptions by separate employer groups should be cited. Greater emphasis Upon importance of ”technical subjects related to their work” was claimed by employers in agriculture, mining, and con- struction; “cultural courses for personal growth,‘I by em— ployers in transportation, communications, and utilities, and in financial, business, and professional services; and "communication skills," by wholesale and retail trade . ImpOT Table 60 vidiu for area ________—_—-—— Employer Group Agriculture Mining N = ll Constructio n Mamlfacturinr N = 48 TranSPOrtati COTmulriicetic Utilities N : 12 Wholesale a Retail Trad N : l3 186 Table 60. Importance, according to employer groups, of pro- viding post-high school educational opportunities for adult workers to study in selected subject areas. Subject Areas (In Per Cents) .1 Rating of Importance Technical Cultural Communica- ” for subjects courses tion skills . Employer Group Post—High related for per- (speaking, ‘ School to their sonal reading, . i Education work growth writing) , . Very important 54.5% 18.2% 27.3% Agriculture Important 0.0 18.2 18.2 Mining Not important 9.1 18.2 9.1 N = 11 No response 36.4 45.5 45.5 Total 100 0% 100.1% 100.1% Very important 50.0% 12.5% 25.0% Important 37.5 62.5 62.5 Construction Not important 0.0 12.5 0.0 N = 8 No response 12.5 12.5 12.5 Total 100.0% 100.0% 100.0% Very important 37.5% 14.6% 35.4% Important 50.0 62.5 50.0 Manufacturing Not important 4.2 14.6 6.3 N = 48 No response 8.3 8.3 8.3 Total 100.0% 100.0% 100.0% Transportation Very Important 33.3% 41.7% 41.7% Communications Important 58.3 41.7 41.7 Utilities Not important 8.3 0.0 8.3 N = 12 No response 0.0 16.7 8.3 Total 99.9% 100.1% 100.0% Very important 38.5% 23.1% 53.8% Wholesale and Important 46.2 61.5 38.5 Retail Trade Not important 15.4 15.4 7.7 N = 13 - No response 0.0 0.0 0.0 Total 100.1% 100.0% 100.0% Table to. Contim _____'_—- M’— / Employer Group Financial, Business, and Professional Services N = 29 N=121 \ NOTE: 1“ equal 100. emPlOyers. A of the “flier React variouS emph vhelmtng Sup “Theseus state's hig] Ception of DloYerS) mc EmphaSis a: 187 Table 60. Continued Subject Areas (In Per Cents) Rating of Importance Technical Cultural Communica- Employer Group for subjects courses tion skills Post—High related for per— (speaking, School to their sonal reading, Education work growth writing) Financial, Very Important 34.5% 58.6% 37.9% Business, and Important 51.7 34,5 41.4 Professional Not important 3.5 0.0 10.3 Services No response 10.3 6.9 10.3 N = 29 Total 100.0% 100.0% 99.9% Very important 38.9% 17.3% 37.2% Important 45.5 56.2 43.8 TOTAL Not important 5.8 15.7 7.4 N = 121 No response 9.9 10.7 11.6 Total 100.1% 99.9% 100.0% NOTE: Due to rounding, column percentage totals may not equal 100.0%. employers. Again, a lack of response by a significant portion Of the agriculture and mining group is reflected. Reacting to questions concerning the importance of various emphases for Indiana colleges and universities, over— whelming support was shown for such institutions to provide high-quality educational programs for one—third or more of the state's high school graduates (see Table 6l)~ With the ex— ception of transportation, communications, and utilities em— PlOyers, more than half in every employer group checked this emphasis as ”very important." 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WJMII. mwcommmm oz mm0fl>uwm N.0H 0.0 0.0 pompHOQEH uOZ HmGOHmmmwOHm 0.$m 0.00 m.vm ucmpuomEH com .mwochom $¢.H¢ $m.hH $0.0m pcmuuomafl wuo> .Hmflocmcflm $H.ooa $o.ooa x0.ooa Hmuoe 0.0 v.5 mddll. oncommmn oz ma u z $.n e.ma 5.5 ncmnnoneH uoz moans Hamnmm m.oe m.Ho m.mm ncmnnomsH mam mammmaonz $0.00 $&.ma $m.mm pompuomafl >Hw> $0.00H $0.00 $H.00H Hmuoa $.0H m.m $.0H mmcommmu 02 ma n z m.m 0.0 0.0 ucmunonefi uoz mmauaaauo 0.0a m.mm $.Hw pompHOQEH mGOHumUHCDEEOU $m.mm $m.mm $0.Hw pcmuHOQEfl WHm> coflumunommcmus and the "importE employer groups this type 0f Pr With re preference for of preparation portant“ by 0v important" by emphasis unimj struction emp checking this other groups not respond two related A cc citizenship as "Very im Struction e for this t: Checking u and “tilit “tins tn. W “re-Ming, lmportanm 190 and the ”important” responses, more than 80 per cent of all employer groups except construction reflected support of this type of program. With respect to the type of course work offered, preference for liberal arts or professional courses instead of preparation for various types of work was believed “im- portant" by over half of the total employer group, but ”very i .i_ important” by only 19.0 per cent. Considering such an emphasis unimportant was 8.3 per cent of the total, with co- struction employers and wholesale and retail trade employers checking this response by greater percentage margins than other groups. A larger proportion of the total group did not respond to this question than was the case in the other two related questions. i A combination of courses leading to effective citizenship and satisfactory work was more readily accepted as ”very important" than was the liberal arts emphasis. Con— struction employers showed the least enthusiastic support for this type of arrangement of courses, with 12.5 per cent checking "very important"; transportation, communications, and utilities showed the greatest, with 58.3 per cent indi- " Gating the category of "very important." With the number of technicians in the labor force in— creasing, attitudes of employers were sought regarding the importance of providing technician training opportunities. The question was velop post-high technicians? ” Respons of 27.3 per cer ahigh of 62.5 Table 62). In was “very impc that it was "i nician traini agriculture a question, whi When cational pro Portant to it would be "v. Said it won just under WOllld be u of constru Services, j l! ing progr it Would humanity. educatio 191 The question was asked: "Do you consider it important to de— velop post—high school educational programs to train technicians?” Responses of "very important” were recorded by a low of 27.3 per cent of the agriculture and mining employers and a high of 62.5 per cent of employers in construction (see Table 62). In total, 43.8 per cent indicated such training was "very important" to consider, and 35.6 per cent believed that it was ”important." Only 2.4 per cent considered tech— enician training programs unimportant. More than half of the agriculture and mining employers did not respond to the question, which, of course, affects the total percentages. l When asked if a technical or semi-professional edu— ‘ cational program at the post-high school level would be im— u portant to their firms, about one—fourth indicated that it would be "very important” to them and a similar proportion said it would be "not important.“ As shown in Table 62, just under two—fifths reported that a program of this type would be ”important" to them. Those employers in the areas Of construction and financial, business, and professional services indicated the greatest interest. In terms of possible content of a technician train— ing program, only 10.7 per cent of the employers felt that it would be "very important” to include course work in the humanities, social sciences, and natural sciences (general education courses). 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N.MH m.0H 0.0 m.w m.wH m.0m 0.0 pompHOQEH #02 case» Ham How HOOfiom 0.00 0.00 0.00 0.00 0.00 0.00 0.00 osmpnonEH 00H: on“ ouomoh coaomo $$.0m $0.00 $0.00 $0.0m $0.0m $0.0a $0.00 ocmoHOQEa sno> -500 moon ween oofl>onn Op pH m0 pampHOQEfl 30m attitude that 511* as many, 38-0 P9 would not be imp tlusion of humai courses came fr ties employers, ”very important 69.3 per cent With it free educatior desire to con‘ cation, more attitude that Proximately - Table 62). free Pest-hi demonstratei "not import in manufact POItanthu “ting the “want an j Types of “mm ] i“? that 194 attitude that such course work would be ”important,” nearly as many, 38.0 per cent, said that general education courses would not be important. The greatest support for the in— clusion of humanities, social science, and natural science courses came from transportation, communications, and utili— ties employers, 75.0 per cent of whom marked ”important" or ”very important." Among wholesale and retail trade employers, 69.3 per cent indicated these two categories. With respect to the importance of providing some free education beyond high school for all youth who had the desire to continue and who could benefit from additional edu— cation, more than 80 per cent of the employers expressed an attitude that it was "important” or ”very important." Ap~ proximately two—fifths checked each of these responses (see Table 62)° Construction employers, as a group, considered free post-high school education relatively unimportant, as demonstrated by the 37.5 per cent who indicated such was "not important.“ This prOportion was twice that of employers in manufacturing, the next highest group marking l'not im- portant." Several respondents qualified their answers, indi— cating that they would not favor ”free" education if it meant an increase in taxes. EXBEE 0f Pbst-High School Eggrses or Training Needed In the previous section, evidence was presented show— ing that a three—fourths or better majority Of employers expressed favora cation on nearly Employers were ' training which courses or trai naire under fiV cited to check tunity was als they would lil sented in Tab Under half of the 1 communication value to the matics. Otp training by ECOnomics ( Chemistry 8 Comments '11 lack Of ha in Provid'l fomed in l: fetter tot School st 195 expressed favorable attitudes toward post—high school edu— cation on nearly every question asked to solicit opinions. Employers were then asked to indicate types of courses or training which would be valuable to their firms. Fifty-one courses or training prOgrams were listed on the question— naire under five separate headings. Respondents were in- vited to check as many types as would benefit them. Oppor- tunity was also provided to write in other types of training they would like to suggest. A summary of responses is pre— sented in Table 63. Under the area of "general education,” more than half of the responding employers indicated that courses in communications (reading, speaking, and writing) would be of value to their employees; and nearly as many checked mathe— matics. Other courses considered important for employee training by more than 10 per cent of the respondents included economics (33.1%), psychology and sociology (l6.5%), and chemistry and physics (11.6%). Several employers wrote in comments indicating that their employees seemed to exhibit a lack of basic concepts of economics and expressed an interest in providing their workers with opportunities to become in— formed in this vital area. In a more specialized area, agriculture, considerably fewer total responses were counted. Types of post—high school study considered important by employers in agriculture 3. Type Table 6 catec indu 5 Type of Course or Training GENERAL EDUCAT COmmunication Foreign Languz Literature & history Economics GOV‘t & Pol. Science Psychology & Sociology Biological Sciences Chemistry 5. Physics Mathematics “New Dairy Manag. Feed, Ferti Sales & S Grain Produ & Marketj LandSCape E NurSery TechnOlOI LivestOck) POUltry duct'mn Marketiy Machinery & Servi. W Dental As Dietetic: Nutrit: X‘raY. L Techni NurseS A Pram-lea PIOfeSsj Nursil 196 Table 63. Type of post-high school course or training indi- cated as being of value to businesses and industries. Type of Number by Employer Groups . % of All ' Course or A B C D E F Total Firms Training N:11 N=8 N=48 N=12 N=13 N=29 N=121 Reporting — GENERAL EDUCATION Communication 2 3 23 10 9 16 63 52.0% . 3. Foreign Language 0 O 1 1 O l 3 2.5 ‘r'[ Literature & History 0 O 1 2 O 1 4 3.3 0 Economics 3 O 15 6 5 11 4O 33 1 Gov't & Pol. Science 0 O 2 3 O 3 8 6.6 Psychology & Sociology O O 8 2 2 8 20 16.5 h Biological g Sciences 2 O O 1 O l 4 3.3 i Chemistry & h Physics 0 O 12 1 O l 14 11.6 i Mathematics 4 5 29 7 7 8 6O 49 .5 i7 ERICULTURE Dairy Management 0 O O O O 1 1 0.8% y Feed, Fertilizer Sales & Service 7 O O O 1 1 9 7.4 Grain Production . & Marketing 5 O O O 1 1 7 5.8 Landscape & Nursery Technology 2 2 O O 1 1 6 5.0 Livestock, Poultry Pro— y . duction & Marketing 5 o o o 1 1 7 5.8 " " ;; ‘ ' Machinery Sales ' 1 & Service 0 l O O 4 2 7 5.8 flLTH & MEDICAL Dental Assistant 0 O O O O O O 0.0% T Dietetics, Nutrition 0 O O O O 4 4 3.3 X‘raY: Lab Technician '0 O O O O l l 0.8 Nurses Aide O O O O O 5 5 4.1 Practical Nursing 0 O 1 O O 6 7 5.8 Professional Nursing 0 O O O O 5 5 4.1 IIIIIIIIIIIIII----:::_____________ Table 63. Cont: /— / Type of Course or Training BUSINESS ’ deertising & Commercial P Accounting & Bookkeeping Business Mgmt Data Processi Business Mach Marketing, Sa Purchasing, Merchandisi Real Estate, Finance, Insurance Secretarial, Clerical SPECialized Secretari; Tax. Busine New Air Cond_ 8 Heating Apprentice ing (Too Machinis graying, C°nstructj MEthOds Materiai Drafting) Print R Engineeri Teehnol Electrici Wiring Electr0n Hydrauli Inspect-l QUalit 197 Table 63. Continued Type of Number by Employer Groups % of All Course or A B C D .E F Total Firms Training N=11 N=8 N=48 N=12 N=13 N:29 N=121 Reporting BESINESS' Advertising & t 22 18.2% Commercial Art 1 1 8 4 5 3 1 Accounting & . m Bookkeeping 4 3 33 7 9 18 74 61.2 ',.1 Business Mgmt. 6 1 19 9 6 9 50 41.3 y Data Processing 0 0 8 3 1 9 21 17.4 a Business Machines 1 1 9 6 2 9 28 23.6 Marketing, Sales, Purchasing, Merchandising 5 3 16 5 9 6 44 36.4 Real Estate, Finance, I Insurance 2 1 3 2 0 9 17 14.0 5 Secretarial, ’ Clerical 6 1 25 8 6 21 67 55.4 g Specialized 5 Secretarial 0 O 6 2 O 10 18 14 9 " Tax, Business Law 0 0 0 1 0 l 2 1 7 QDUSTRIAL Air Cond. & Heating 0 2 5 2 5 7 21 17.4% Apprentice Train— ing (Tool & Die, Machinist, En— graving, etc.) 0 0 19 1 1 2 23 19.0 Construction Methods & . Materials 0 7 2 2 2 4 17 14.0 p Drafting, Blue— - y 1 print Reading 0 6 28 3 2 5 44 36.4 Engineering Technology 0 0 12 4 1 3 20 16.5 Electricity, Wiring, Motors 1 2 17 5 6 7 38 31.4 Electronics 0 O 5 3 1 2 11 9.1 Hydraulics 0 O 6 2 1 1 10 8.3 Inspection & Quality Control 0 0 23 2 0 0 25 20.6 Table 63. 9991 _d/4 Type of Course or Training ________——— INDUSTRY ( CO n' Instrumentati Plant Contr Industrial Chemistry Laboratory Technology Machine Tool Processing Mechanics--E diesel Metallurgy Management, Developme Photograph‘l Processir Printing & Graphic 1 Production suPervisio Training Welding Other: Wc ins Macl Operatii \ l 198 'Table 63. Continued Type of Number of Employer Groups % of A11 Course or A B C D E F Total Firms Training N=11 N=8 N=48 N=12 N=13 N=29 N=121 Reporting INDUSTRY (Cont.) Instrumentation & Plant Control 0 0 10 1 0 2 13 10.7% Industrial Chemistry 0 0 7 1 O 1 9 7.4 Laboratory Technology 0 0 5 0 O 2 7 5.8 ~Machine Tools & Processing 0 1 17 0 0 3 21 17.4 Mechanics-—auto, diesel 1 l 5 2 3 4 16 13 2 Metallurgy O 0 6 1 O 0 7 5 8 Management, Development 1 2 17 6 1 6 33 27.2 Photographic Processing 0 0 1 2 0 0 3 2.5 Printing & Graphic Arts 0 0 4 2 0 2 8 6.6 Production Design 0 0 7 0 0 1 8 6.6 Supervision Training 1 2 23 4 1 3 34 28.1 Welding 1 3 18 2 3 3 30 24.8 Other: Woodwork— ing Machine Operation 0 0 1 O O 0 1 0.8 ¥ LEGEND FOR EMPLOYER GROUPS: A — Agriculture, Mining B — Construction C - Manufacturing D — Transportation, Com~ munication & Utilities E — Wholesale & Retail Trade F — Financial, Business & Professional Services and mining incl service, grain poultry product in other group: landscape and service would ly related to to nine total subjects. In tl ized area, n nurses aides Seven employ dietetics a1 Pro emP10yers t Course wort exPIessed ‘ Programs 1 lug COUISQ 55:4 and . ing of Va PurchasiI checked 1 Par Cent advertis 199 and mining included courses in feed and fertilizer sales and service, grain production and marketing, and livestock and poultry production and marketing. A scattering of employers in other groups felt that these courses as well as work in landscape and nursery technology, and machinery sales and service would be valuable to them since they are areas close- ly related to business activities of their firms. From six g m to nine total employers marked courses in agricultural—related subjects. In the health and medical category, another special— ized area, nursing programs for training registered nurses, nurses aides, and practical nurses were desired by five to seven employers. Also mentioned by four respondents was dietetics and nutrition. Programs in business received greater attention by employers than any other area of post—high school course work. Leading the list in this category was a need expressed by 61.2 per cent of the employers for courses or programs in bookkeeping and accounting. Secretarial train- ing courses and business management programs were listed by 1 55.4 and 41.3 per cent of the employers respectively as be— ing of value to their firms. Courses in marketing, sales, purchasing and merchandising, and in business machines were checked by 36.4 and 23.6 per cent of all respondents. Ten per cent or more of the employers expressed interest in advertising and commercial art; data processing; real estate, finance, and ir Needs in the a: were indicated groups. Sever: fied as impor training and electricity, development; to 24.8 per marked in sc Spection. am training, a Processing, more emplOy Wh much of th the indust eXPrESSed O dents to schOQy t: be of Va greatest Prams, , 200 finance, and insurance; and specialized secretarial courses. Needs in the area of business and secretarial type programs were indicated by some employers in each of the six employer groups. Several types of post—high school work may be identi— fied as important to employers in the area of industrial training and education. Drafting and blueprint reading; electricity, wiring, and motors; supervision; management and development; and welding were listed in that order by 36.4 to 24.8 per cent of all employers. Still significant, but marked in somewhat lesser proportions, were courses in in— Spection.and quality control, various types of apprentice training, air conditioning and heating, machine tools and processing, and engineering technology indicated by 20 or more employers. Other needs may be noted in Table 63. While employers engaged in manufacturing provided much of the interest expressed in education or training in the industrial category, those in other employer groups also expressed needs in various courses. On the basis of information obtained from respon— dents to the questionnaires, it is evident that post—high school training or course work in a variety of areas would be of value to a sizeable number of employers. With the greatest need indicated in secretarial and business type pro— grams, several areas of industrial training also stood out as being in considerable demand. Types of skills required for study in th‘ strong emphasis degree of cogni technological 2 would study in skilled to tec grams establis sarily vary f: ayear or two education was munication s} w W Altl Education a to their fi how they W tion askin. roll £0): E more than iSee Tobi. emphyees Mere (1th 1 portion gr‘mps . 201 for study in the various programs checked ranged from a strong emphasis upon manipulative, as in welding, to a large degree of cognitive skills, as in various management and technological areas. Occupational levels of workers who would study in these areas would cover a wide range from skilled to technical and semi—professional. Training pro— grams established to teach necessary courses would neces— .h' v sarily vary from relatively short periods of time to possibly a year or two of post-high school work. Interest in general education was also noted particularly in the areas of com— munication skills, mathematics, and economics. Employer Support of Post—High t School Programs Although employers indicated that certain types of education and training for their employees might be of value to their firms, an important related question is whether and how they would support such programs. In response to a ques— tion asking if their firms would encourage employees to en- roll for post—high school courses, if they were offered, more than two—thirds of the respondents indicated they would (see Table 64). Only 9.1 per cent would not encourage their employees to enroll for course work, while 16.5 per cent were undecided. Employers in manufacturing reflected the lowest pro— portion of affirmative response among the six employer groups. Some wrote in comments to the effect that nearly all of their em encouragement C benefit to the Table 64. Att to Employer Grou Agriculture, Mining Construction Manufacturir TramsPortat: Communica- tions, Utilities Wholesale 5 Retail Tl F'mancial, HESS and Professi Services \ TI \ Worker 8 of emplc 202 all of their employees were unskilled laborers. Therefore, encouragement of workers to attend courses would be of little benefit to the employing organization. Table 64. Attitude of employers toward encouraging employees to enroll in post—high school evening courses. Encourage Employees to Enroll? No Yes Undecided No Response Employer Group No. % No. % No. % No. % Agriculture, Mining 7 63.6% 2 18.2% 1 9.1% 1 9.1% Construction 6 75.0 1 12.5 1 12.5 0 0.0 Manufacturing 29 60.4 10 20.8 4 8.3 5 10.4 Transportation, Communica- tions, Utilities 9 75.0 2 16.7 1 8.3 O 0.0 Wholesale and Retail Trade 10 76.9 2 15.4 1 7.7 O 0.0 Financial, Busi— ness and Professional Services 23 79.3 3 10.3 3 10.3 0 0.0 TOTAL 84 69.4% 20 16.5% 11 9.1% 6 5.0% Incentives which employers would offer to their Workers to continue education are important indicators of emplOyers' interest in upgrading their workers. Responses of employers to a question investigating various incentives are recorded in dents reported ‘ and a like prop the tuition for training progrz educational p1 receive compar working towar< institutions. fered to work 0f the respox mats Educational \ Empl educational 10b trainir diStributir acting to programs a they Were ECiricultu Utilities retorded three em trade J i 203 are recorded in Table 65. About two—fifths of the respon— dents reported they would offer job advancement to employees, and a like proportion would consider paying part or all of the tuition for successful participation in educational and training programs. Several firms in the area currently have educational plans whereby professional and salaried employees receive company reimbursement for taking approved COurses or WOrking toward a college degree at recognized educational institutions. A third incentive, higher pay, would be of— fered to workers taking additional education by 35.6 per cent Of the responding employers. Assessment of Present Educational Programs Employers were asked to indicate how well existing educational programs in the area met the pre—employment and job training needs of their firms. Table 66 shows the distribution of responses among various employer groups re— acting to this question. Just over 45 per cent rated present Programs as "fair,” while 18.2 and 3.3 per cent indicated they were ”good“ and ”excellent" respectively. Employers in agriculture and mining; transportation, communications, and ' ' ' 'ces Utilities; and finanCial, buSiness, and profeSSional serVi recorded a "good” rating in higher proportions than the other three employer groupS° Construction, manufacturing, wholesale and retail trade, and agricultural and mining employers in that order, Table 65 . Inc enr ~______._—-———— _____——’ Employer GrOl Agriculture, Mining Constructior Manufacturi: Transportat COmmuni— cations , Utilities Wholesale Retail T Financial, ness ant Profess: Service \ 'I \ inceht iv 204 Table 65. Incentives employers would offer to employees to enroll in post-high school courses. Incentive Offered by Employer Job Pay Part ;1 Advance- Higher or All of y y ment Pay Tuition Undecided .‘ h Employer Group No. % No. % No. % No. % ry Agriculture, Mining 5 45.5% 4 36.4% 6 54.5% 1 9.0% Construction 2 25.0 5 62.5 2 25.0 0 0.0 Manufacturing 22 45.8 15 31.2 14 29.2 2 4.2 3 'Transportation, p Communi- r cations, Utilities 4 33.3 5 41.7 8 66-6 1 893 Wholesale and Retail Trade 8 61.5 6 46.2 5 38-5 0 0°C Financial, Busi— ness and Professional Services 7 24.1 8 27.6 13 44.8 2 6.9 0 0 500000 TOTAL 48 39.7% 43 35.6%. 48 39.72. 6 / ‘ NOTE: Some employers indicated more than one incentive. tom rut. HAHN...“ 205 .$0.00H H0500 poo mooo ommucoouom Hmuou .mcflccoon ou mom ”WBOZ $0.00 400 $0.0 0 $0.00 mm $0.00. 00 $0.04 mm $0.0 e canoe 0.00H 00 0.0 0 0.0H v m.m¢ ea O.Hm 0 0.0 N moOfl>Hom HwEOHmwowoum can once Iflmsm .Hmflocmcflm 0.00H ma 0.0 0 0.00 w m.mm w ¢.ma N 0.0 0 momma Hampom com oamwmaorz O.OOH NH O O O 0.0H N 0.0m o m mm o 0.0 O MOHUHfiflpb .COflumOHCSEEOU acoflpmpHOQmCmHB 0.00H we 0 ea 0 N.Hm ma 0.H¢ cm 0.0 v 0.0 m 0cflu5pomw5cmz 0.00H m 0.0 0 0.00 d 0.00 e 0.0 0 0.0 0 coauooupmcoo $4004 3 $a.0 a $060 0 $0.00 a $0.5 m $0.0 0 002a: «casuaoofinmm $_ .02 $ .02 1$. .02 $ .02 .. $_ .02 $ .02 moono Homoamam. HmpOB omcmmmom 02 Moon Hflmm boom ucoaaooxm moooz £00 0:00002 CH woepflaflomm Hmcoflumosom 0cflumflxm mo homswoo¢ . .mEHHm Macao mo momma 0CHchHu ooh cam camshoaosmloum ranging from 5( programs as "9 cent gave a "p programs in tr Commel high school t professional Responses we] listing of c Comm school outni such opporti need for sk frequently. creased reI coming mor Du i“ the are three emp with more P by a few tirely u WentJ Oi bl stud, fihanci 206 ranging from 50.0 per cent to 27.3 per cent, classed present programs as "poor." In terms of total responses, 26.4 per cent gave a "poor” rating to present occupational training programs in the area. Comments of employers were invited concerning post- high school technical, vocational, semi-professional and/or professional education needs in the local geographic area. Responses were varied and ranged over a number of topics. A listing of comments may be found in Appendix H. Comments expressing a~need for education beyond high school outnumbered those indicating lack of interest for such opportunities by more than a four to one margin. The need for skilled and technician level workers was mentioned frequently. Some employers pointed out that with the in— creased reliance on technology, additional education is be— coming more essential. Due to the nature of some businesses and industries in the area, only unskilled workers are employed. At least three employers reported that they would not need employees With more than a high school education. Financing post—high school education was mentioned by a few respondents. While some believed that it was en- tirely up to the individual to prepare himself for employ— ment, others indicated they would favor cooperative financing by Students, employers, and the state. A reaction against financing by a raise in taxes was also noted. now Questi industry emplc two-fifths of manufacturing sponding orga 43.2 per cent classed as s. professional as professic reported th; P10yees wer Sub‘Profess Um own emplOy Smi—profe grams, hov and WHO hanufactu ations. trained , the ques livery it ployelfs 207 Summary of Findings From the Business and Industry Survey Questionnaires were returned by 121 business and industry employers in Webash and Miami Counties, with about two-fifths of those reporting representing firms engaged in manufacturing. More than 9,000 workers were employed by re— sponding organizations. Unskilled workers accounted for 43.2 per cent of the total group. More than one—fourth were classed as skilled workers, 19.0 per cent as technical, semi— professional or highly skilled employees, and 10.4 per cent as professionals. Approximately 16 per cent of the employers reported that half or more of their professional level em— ployees were spending a significant portion of their time at sub-professional level tasks. Unsolicited applications, advertising, and training own employees ranked in that order as sources of technical, semi—professional, and professional employees. Training pro— grams, however, consisted primarily of on—the—job training and various short courses or schools provided by equipment manufacturers, parent companies, or professional associ— ations. Technical or professional schools as a source of trained employees ranked low. For success of most categories of workers listed on the questionnaire, post—high school education was considered "Very important” or ”important” by a large majority of em— ployers. Similarly, post-high school opportunities for adult workers to stud personal devel< of opportuniti al education t by respondents Emplo types of post opportunities ministration purchasing, more of all veloped) in ing, Superv Wiring, We} Were also firms. A mathemati. I 0r total one‘thirr general: trainih employe 208 workers to study in areas related to their work and to their personal development were considered important. Expansion of opportunities for youth to pursue technical and vocation— al education beyond high school graduation was also favored by respondents. Employers expressed interest in various kinds and l l types of post-high school courses or programs. Training lopportunities in the area of business, such as business ad- ministration, secretarial skills, accounting, sales, and i purchasing, were desired for their employees by one-third or more of all responding employers. Training programs (if de— velOped) in other areas such as drafting and blueprint read— ing, supervision and management training, electricity and wiring, welding, and several other technical skill areas were also listed by respondents as being of benefit to their firms. A need for offering work in communications skills, mathematics and economics was expressed. Increased wages, job advancement, and providing part or total payment of tuition were each indicated by more than one—third of the employers as incentives they would offer their employees to enroll in adult education courses. Present educational programs were classified as generally "fair” in providing for pre-employment and job training needs of the firms represented by responding /’ employers. Op‘ Studies school graduati training is in are (1) access (2) costs of 1 ing, and (3) needs, intere Form; Of post—high tance (25 mi tuted the 0} Of this stu to the thre Ar in the Vll colleges cational \ l 209 Opportunities for Higher_Education in the Two—County Area Studies have indicated that the probability of high school graduates going on to college or post—high school training is influenced by a number of factors among which are (l) accessibility to an institution of higher education, (2) costs of pursuing post-high school education and train- ing, and (3) availability of programs appropriate to the needs, interests, and abilities of prospective students.14 Formally organized educational and training programs of post-high school institutions within easy commuting dis— tance (25 miles) of residents of the two—county area consti— tuted the opportunities for higher education for the purposes of this study. These Opportunities were examined in relation to the three above mentioned factors influencing post—high school attendance. EpSt-High School Institutions An examination of institutions of higher education in the vicinity of wabash and Miami Counties revealed six colleges and several institutions offering specialized vo— cational training within commuting distance of some of the residents of the area. 3Information pertaining to institutions described in this section was obtained from officials, usually the Registrar, and publications of the schools and colleges in the area. l4Cf., pp. 39—44. In the lege with scho post-high scho beautician scl ship programs Six i within commut lege, in the institution 0f the two c College at T versity at at Kokomo v were locatr Fi cities in located. Ac '- M w l have POi school C_ versity Ceht we institp \ 210 In the latter category was the Indiana Business Col- lege with schools in Marion, Kokomo, and Logansport. Other post—high school vocational programs in the area included beautician schools in Marion and Kokomo, and a few apprentice— ship programs in Wabash, Marion, Peru, Kokomo, and warsaw. Six institutions offering college level work were within commuting distance of area residents. Manchester Col- .' h lege, in the northern portion of wabash County, was the only institution of higher education operating within the bounds Of the two counties. Grace College at Winona Lake, Huntington College at Huntington, Marion College at Marion, Taylor Uni— versity at Upland, and the Indiana University Regional Campus at Kokomo were the other five institutions, all of which were located in adjoining counties. Figure 1 depicts the geographic locations of the cities in which the above mentioned institutions were located. Accessibility of Higher Educatign Reports of the Indiana Conference of Higher Education have pointed out that over 90 per cent of Indiana's high school graduates lived within 25 miles of a college or uni— versity regional campus. Furthermore, in excess of 40 per cent were within easy commuting distance of four or more such institutions.15 15Cf., p. 65a Ogans Figure 211 keton ' No. Manchester . Macy Roann ' WABASH ADenver .QQHEIX MIAMI Lagro I COUNTY o .. . o wabash Peru Bunker La «sHill ‘Fontaine .Ar oy ' . Converse . h Logansport , .Marion Upland Kokomo , INDIANA s Indianapolis W Figure 1. Geographic location of wabash and Miami Counties in Indiana. The pr WMaMiand Mia Wocolleges. of three inst he City of W leges. Speci scribed in t7 mMing dista No counties County did specialized 0n school inS‘ Clearly in Tim Tuition c. \— 1 0f contr< prOflle 31) libr Four of versity Christ; Values 212 The present study revealed that all residents of wabash and Miami Counties were within 25 miles of at least two colleges. A majority were within easy commuting distance of three institutions, and some residents living south of the City of wabash were within 25 miles of four or five col— leges. Specialized vocational training opportunities de- scribed in the above paragraphs were also found within com— .~ A muting distance of nearly all high school graduates in the two counties. Residents of the northern part of wabash County did not come within the 25 mile range of most of the SpeCialized vocational Opportunities, however. On the basis of accessibility to some post-high school institution, wabash and Miami County residents were clearly in an advantageous position. Iypes of Colleges and Tuition Costs In Table 67 are recorded the names, locations, types Of control, and affiliations of the six area colleges. A profile of each of the institutions is included in Appendix I. Five of the six are privately controlled, coeducation— al, liberal arts, baccalaureate~degree granting colleges. Four of these are church—related. The fifth, Taylor Uni— Versity, is operated by a foundation, but is avowedly a Christian college emphasizing religious commitment and values. The sixth institution is a two-year branch of Indiana University and is under the control of that state university. mph—Hm Fflkr((rn r WHO QTLUh‘v(r—.\vl I «ANCOHQNUSUQOO COHUSUHumCF QQWH COHumfiHHmmd HOHpGOU COHumUOH UNUOH W9 mmHm WUQSOU .50 WHQNH |03U mg“ EH mwm®HHQU .UQWQ 5C6 .COHQMflHHHMfl nHOHUCOU nEOH -- a... mpum HmHmQHH «HMQOHuMUSGGOU coapmpcsom scammE .EB nHmGOHumCHEOCoUHmpCH mpm>flum UQmHQD hpamum>fldb HOHhMB muum Hmumflfla sousnu nHmconflmodpwoo pmHUOSpwz dmwmammz mum>flum COHHmS ommaaou coaumz 3 fl mpum Hmumflfla qHmcoflpmodpwoo cmusumum wnp mo QUHSQU mum>aum Hmpwmgocmz .OZ wmmHHOU Hmpwmnocmz hpflmum>flcs mpmpw mo huamum>flc3 mcmHUCH msmamo oonQm £UCMHQ Hmm>IOBB mo mSQEmo HMGOHmmm UHHQSm OEOMQM Ihpflmum>HCD msmHUGH mpum Hmsmnfla umHHQU EH downpoum qHmCOHpmospoov wmuflcb mnp mo QUHSSU opm>flum QOmeHpcsm mmoaaou copmsflpcsm mpum HmHoQHH meUHSQU cmsnpmum nHmsoflpmospmoo mo magmBOHHmm H.umz oum>HHm mxmq MCOCHB wmwaaoo womuw make coapmflaflmmd Honpcoo coaumooq coflusuflumcH .wmmp paw «COHHMHHHmmm qHOHHEOU qCoawmuoa x9 mmhm huCSOUIOBU may CH mwmwaaoo .no manB As note institutions I nuryear prog versity Kokomc academic year gmnal Campus costs were nc ranged from I at private i duced great] room and b0: connected w outlay woul tion. The: Wntinued As financial meeting p. instituti grants, 1 study Op cational otheI t3 aids ha' educat'l 214 As noted in Table 68, tuition costs at the six institutions ranged from a low of $450.00 per year for a full—year program of 30 semester hours at the Indiana Uni— versity Kokomo Campus to a high of $1100.00 for the 1966-67 academic year at Taylor University. Although the Kokomo Re— gional Campus is operated as a public institution, tuition costs were not low. In the other colleges, tuition costs ranged from low to moderate in comparison to tuition charged at private institutions. Although total costs could be re— duced greatly if a student lived at home, thereby avoiding room and board costs which are often a sizeable expenditure connected with college attendance, a considerable financial outlay would still be demanded of students to pay for tui— tion. These costs might provide an insurmountable barrier to continued education for many students. As noted in the college profiles in Appendix I, financial aids were provided to students to help them in meeting post—high school educational costs. These included institutional and state scholarships, many types Of loans, grants, part—time employment, government sponsored work— StUdY Opportunities, veterans' educational benefits, vo— cational rehabilitation educational assistance, and various other types of awards. Without a doubt, these financial aids have made it possible for many students to pursue higher education. The degree to which educational costs still Hmmw\ommw Nb P®l®®mfl WQUNUUNHO UCQEHHOHCMH MVQHMVMHMO COHUNUHQQXLKK womfl M0 EH09 Hfimh mmmhmmfi 000:... .mmhnm NUCBOU‘QKSMV mfiNU Faun. .EQWUMUHHNUMWHHUUAW ,mm Qflhfimpfl «COHUHSB HQOHEUZ «inc—N .vh..nUUflu.~J~Uflwv~m .MthnUumfio mmmvinbnvmvfl .muflqmvEn—uifigunnmv EAUWJJHJU murumnI-F; 5:1» U0 215 MB¢UZ ..Gmm< Hmmwcmo apnoz .COHuosupmcH UHHQSA mo Hmm>\ooaam mva Hmmna m m ..¢ m .pme mpmpm mcmflch >0am~m>aCD Hoahme .me¢ Hmspcmo cpuoz flcoauodupwcH Uflafldm mo Hm®>\omww Nu moo m.m ..4.m .pmmo wumum mamHUCH mmeHOU coaumz memoz fl.cwm¢ Hmuucmo Spuoz .COHuosuuwcH Uflanom mo Hmmm\omoaw chm vmmna m m ..¢.m .pmwm mumpw mCmHUCH mmmaaoo HmpwoSUsz meSMO pom qmafiuz n.Cmmm Hmupcmv £#HOZ .Hm mpmoHMHpHmo .COHuosupwcH UHHQBA mo wsmfimo OonoM .Eom\mam II ovona Hmw%1039 .ummm wpmpm mdmaUCH Ihuflmnm>flc9 mcmHUCH .Cmm< Hmuucwo nuuoz .£B.m ..m.m coaposupmcH oaancm mo Hmm%\ommm mm new ..Q.m ..m.m .umwm mpmum mCmHUGH mmwaaou covmcflucsm .msz .m coflposupmcH oaandm mo Hmm%\owmw me new ..m.m ..<.m .ummm mpmpm mcmHUcH mmwaaoo momno smumoma mmpmswmuw pameHHOHam amuummo coflumpflwmuoom soapsuaumcH .cofluase coma no game Hamm mmwummn HwQESZ coma .mmHm NAHCDOUIOBU D3... :4. provide barrier cent increased known . Courses and De ____._._——-——- Data ( offered, and colleges are were accredi‘ Instruction ‘ 2 Only Grace C the North C( Schools. M University CrEditatioi Fi Bachelor c ingtOH Co: and the B a Currier degr6e. degme p legs tha fall Se dents, 216 provide barriers to post—high school cent increased programs of financial known. Courses and Degrees Available education, despite re- assistance, is not Data concerning accreditations, enrollments, degrees Offered, and numbers of graduates in colleges are presented in Table 68. were accredited by the Indiana State Instruction for preparing elementary Only Grace College, founded in 1948, 1966 for the six area All of the institutions Department of Public and secondary teachers. was not accredited by the North Central Association of Colleges and Secondary Schools. Manchester College, Taylor University held accreditation by the creditation of Teacher Education. Five of the six institutions Bachelor of Arts and the Bachelor of ington College, in addition, offered and the Bachelor of Theology degrees. a curriculum leading to the Bachelor degree. No inst degree prOgram. Grace College and Hunt less than 500 stude fall semester of 1966. dents, 120 of which were part—time. itution in the area offered a full gradu University, and Indiana National Council for Ac— granted both the Science degrees. Hunt— the Bachelor of Divinity Grace College provided of Music in Education ate_ ‘- . 'L .4, ington College both reported nts as their total enrollment for the Marion College registered 663 stur Taylor University's emoflment stoc mnege report India mn,256 sophc dents in Sept inenrollment Mani included in from Wabash ii4 per cei A by the five Marion Colj COllege gr 274. the five types of fields 0 lege) at in educ and Sci cated the hr 217 enrollment stood at 1,251 in the fall of 1966, and Manchester College reported 1,394 students. Indiana University Kbkomo Campus listed 580 fresh- men, 256 sophomores, and 210 others for a total of 1,046 stu— dents in September, 1966. This number represented a decrease in enrollment from 1,124 reported in the fall semester, 1965. Manchester College, located within wabash County, '.:v included in its student body a total of 162 and 43 students from wabash and Miami Counties respectively, accounting for 14.4 per cent of the total enrollment in September, 1966. A total of 648 baccalaureate degrees were conferred by the five degree—granting colleges in 1966, with Grace and i Marion Colleges awarding the fewest, 72 each. Manchester College graduated the highest number of students, a total of 274. As would be expected, the size and the nature of the five liberal arts colleges were factors in limiting the tYpes of programs offered. An examination of Table 69 reveals that 22 major fields of study were offered by two colleges, 19 by one col— lege, and 11 by two institutions. These majors were primarily in education and in areas usually considered as liberal arts and sciences. With the number of colleges offering a major indi— Ii cated in parentheses, the following majors were available in the humanities: art (2), Bible or religion (5), English (5), Table 69 . Maj col fl Major Fields ________——— Ancient Civil (Interdepa‘. Art Bible or rel Biology Botany Chemistry Christian 81 Church musi Economics a Elementary English French General sc German Greek History Home econc Mathematir Music Nursing Peace stu (Interc' Philosop} PhlISical health phllsics Politic. PSychoic social 3 3001010 Spanish Speech Theoiog ZOOlOgB \ 218 Table 69. Major fields of study offered by degree—granting colleges serving the two—county area. College Hunt- Man— Major Fields Grace ington chester Marion Taylor Ancient Civilization (Interdepartmental) x Art x x Bible or religion x X x x x Biology x X X x Botany X Chemistry x x X x Christian education X X Church‘music x Economics and business x x X Elementary education x x x x x English x x x X x French X X x General science X German X Greek X History x x x x x Home economics X Mathematics x x X X x Music x x X X x Nursing x Peace studies (Interdepartmental) X Philosophy x X x Physical education & health x X x x Physics X x POlitical science X X PSychology x X x Social studies X X Sociology X x x Spanish x x Speech x x x X X Theology x Zoology X TOTALS ll 19 22 ll 22 French (3); Ger Spanish (21: a! Majors {4), botany U natics (5); P] In th general socie (2], psycholi field offeri In t cation (5) , iii, and nu ing majors subject ma Christian majors in theology 'I Were 9120‘ Serving Kokom ( tunitie recguiar going ( lege_ Emilie 219 French (3), German (1), Greek (1), music (5), philosophy (3), Spanish (2), and speech (5). Majors offered in natural sciences included biology (4), botany (l), chemistry (4), general science (1), mathe— matics (5), physics (2), and zoology (1). In the social sciences, economics and business (3), general social science (2), history (5), political science ’e (2), psychology (3), and sociology (3), constituted major field offerings. In the area of professional studies, elementary edu— cation (5), health and physical education (4), home economics (l), and nursing (l), were the major fields offered. Teach— ing majors for secondary education were recorded under the subject matter fields in previous paragraphs. Majors in Christian education (2); church music (1); interdepartmental majors in ancient civilization (1), peace studies (1); and theology (l); were also noted as specialized fields. The programs listed above included only those which were provided by, and led to degrees at, the institutions serving the two—county area. Although the Indiana University KOkomo Campus did not offer four—year degree programs, oppor— tunities were available for taking the first two years of regular Indiana University courses toward a degree prior to going on to the parent campus or transferring to another col— lege. Courses were offered in business, chemistry, education, English, fine arts, foreign languages. geography, 990109Y: government, his chology, socio? primarily elem courses beyond ate courses, ‘ In ad 7 Center offere I, education an grams in ger fine arts, 1 studies wer electrical Pr: institutio medical te 1 Struction and contr Sitions Courses in this grams j aWarde. progra 220 “5.... -_»e,.—- -,v government, history, mathematics, philosophy; physics, psy- chology, sociology, speech and zoology. In certain areas, primarily elementary education and business,§individual courses beyond the first two years, as well %s a few gradu— ate courses, were offered. : In addition to regular credit courses, the Kokomo Center offered six two—year certificate programs in general v education and a variety of non—credit adult education pro— v grams in general studies such as communications, English, fine arts, foreign language, and mathematics. Also, applied studies were scheduled such as business, data processing, electrical technology, management, and supervision. Pre-professional courses were available at area institutions in the fields of dentistry, engineering, law, 5 medical technology, medicine, nursing, and theology. Indiana Business College offered a curriculum of in— struction embracing a number of courses, varying in length and content, designed to prepare students for specific po— sitions in business. Secretarial science and accounting courses made up the greatest portion of the programs offered in this specialized school. Beautician schools in Marion and Kokomo provided pro— grams in hair styling and related areas. Certificates were awarded to students successfully completing a prescribed prOgram. Appren areas of print machine and it Altho engaged prima since its esi cation eveni welding, blu foreign lanc yet, no int have been d skilled, 01 new w 11 expectati school ec' Cator of after co high sci 1964 th: ized vo 1“ Tab] their . instit 221 Apprenticeship training programs were identified in areas of printing, tool and die making, and several other machine and industrial—related skills. Although the Upper Wabash Vocational School has been engaged primarily in planning high school vocational curricula since its establishment in the fall of 1965, a few adult edu— cation evening courses have been scheduled such as mechanics, welding, blueprint reading, secretarial training, investment, foreign language, and other general education subjects. As yet, no integrated curricula at the post—high school level have been developed leading to job entry at a semi—skilled, skilled, or technical level. Recent Trends in Post-High School Attendance In earlier sections of this report, aspirations, expectations, and plans of seniors for pursuing post—high school education have been discussed. As a general indi— cator of opportunities which graduates have found and used after completion of high school, data were obtained from high school guidance counselors regarding graduates from 1964 through 1966 who had gone to college or pursued special— ized vocational training in the year following graduation. In Table 70 are recorded proportions of graduates continuing their education anywhere, either in the local area or at institutions elsewhere in the state or nation. Table 70. Per the edu fl (a) Tota Number Year Gr adua 1964 825 1965 83 1966 85 AVERAGES 8 Th: of recent One-third and appro: SPeeializ COllege v and 3.7 1 0f grade reach t] seniOrs Plans j a... n 222 Table 70. Percentages of 1964—1966 high school graduates of the two—county area going on to post—high school education. (a) (b) (C) (d) Total Per Cent Going Per Cent Going Total of Number of to 2— or 4— to Other Spe- (b) and Year Graduates Year Colleges cialized Schools (c) 1964 828 33.6% 11.3% 44.9% 1965 838 32.9 8.5 41.4 1966 855 36.8 11.0 47.8 AVERAGES 840 34.4% 10.3% 44.7% Three-year averages of post—high school attendance of recent graduates of area high schools show that just over one—third (34.4%) have gone on to two— or four—year colleges, and approximately 10 per cent have attended other types of In 1966, specialized training. the percentage attending college was 36.8 per cent, 3.2 per cent more than in 1964, and 3.7 per cent more than in 1965. In none of the last three years did the percentage Of graduates going on to post—high school education quite reach the level indicated by responses of high school seniors in the present study to a question concerning their plans for their first year following graduation. Forty per cent had indicated plans to attend college and 12.1 per cent i i / i planned attend: and nurses tra Compar of recent grat plied by Butl it is noted t are somewhat the graduate June, 1960, The highest years was 3 It represent 1 Butler use ages of or other Sta‘ COunties. not be or hOvlever. 1960 big Colleges Went Ou \ 223 planned attendance at technical, business, and trade schools and nurses training.l6 Comparing the rate of continuance beyond high school of recent graduates in the two—county area with figures sup- plied by Butler in his study of 1960 high school graduates, it is noted that the present percentages attending college are somewhat smaller. Butler reported that 39.9 per cent of the graduates of Wabash and Miami County high schools in June, 1960, were attending college in the following fall.17 The highest rate of college attendance in the past three years was 36.8 per cent in 1966. It is not clear, however, whether the above figures represent an actual decline in the rate of college attendance. Butler used a standard adjustment based upon known percent— ages of out—migration of Indiana students to colleges in other states and applied this factor to each of the separate counties. He cautions that this standard adjustment would not be uniform throughout the separate counties of the state, however. Butler's data does indicate that 33.2 per cent of 1960 high school graduates of the two—county area attended COlleges and universities in Indiana. Whatever proportion went out—of—state must be added to this percentage. ____~____________ l6cr., p. 98. l7Cf., p. 97. magi—QB County Area Forma cation in the opportunitie relation to involved, ar Ser‘ located in hveral bus Opportunit Al easy Conuni and some, bility, c 900d. 3 Wide I ever, 0] PUrsue low of dents by li\ alone Clude A 224 Summary of Opportunities for Higher Education in the Two- Countv Area ' Formally organized programs of post-high school edu— cation in the Wabash and Miami Counties area were considered opportunities for higher education. These were examined in relation to accessibility of institutions and programs; costs a involved, and types of courses and degrees offered. Serving the two—county area were six colleges, one located in Wabash County and the others in adjoining counties. Several business and beauty schools in nearby cities provided Opportunities for specialized vocational training. All residents of the two—county area were within easy commuting distance (25 miles) of at least two colleges u and some, four or five colleges. On the basis of accessi— bility, opportunities for post-high school attendance were good. In respect to educational costs and availability of a Wide range of course offerings and degree programs, how— ever, opportunities for residents of the two—county area to pursue post—high school education were more limited. Tuition costs among the six colleges ranged from a low of $450.00 to a high of $1100.00 per year. Although stu— dents had the opportunity to reduce higher educational costs by living at home and commuting, it is possible that tuition alone required financial resources sufficiently high to pre— clude some students from pursuing a college degree. Various forms of finan‘ them in paying Five c liberal arts Bachelor of S of Indiana Ur year degree ‘ two years of campus or ti Maji to those ar sciences a1 and second Wt. ized vocai in genera semi-skil teachers graduate tinned . attElude Calien: lone]. . this r W ndar 225 forms of financial aids were available to students to help them in paying educational costs, however. Five of the six colleges were private, coeducational, liberal arts colleges offering the Bachelor of Arts and Bachelor of Sciences degrees. Although the regional campus of Indiana University at Kokomo did not provide a full four— year degree program, opportunity was available for taking T two years of college work prior to going on to the parent campus or transferring to another institution. Major fields of study offered were limited primarily to those areas generally considered as liberal arts and sciences and to preparation for teaching at the elementary and secondary levels. While a few opportunities existed to pursue special— ized vocational courses in business and beautician schools, in general, prOgrams to prepare students for employment as semi—skilled, technical and professional workers (except for teachers) were not available in the area. Examination of the percentages of area high school graduates of the three years from 1964 through 1966 who con— . tinued education reveals that slightly over one-third have . -‘ ‘ attended colleges and just over 10 per cent have pursued vo— cational training. These average rates are considerably lower than the approximately 85 per cent reported earlier in this report who held aspirations for post—high school at— tendance, and are less than the total of 52 per cent who reported plans following the: 226 reported plans to continue education within the first year following their high school graduation. SU Pla a1 opportur tent of hit this study high schoc in a two—. of Indian as all it for WhicT m 1. Cation; 2. area f tOWar CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Planning for expansion of post-high school education— al Opportunities involves assessment of the nature and ex— tent of higher educational need in an area. The problem of this study was to investigate need for education beyond the high school and opportunities for attaining higher education in a two—county area in the Upper wabash Valley in the State of Indiana. Higher education was referred to in this study as all formally organized education beyond high school and for which high school graduation is usually required. fprpose of the Study The purpose of the study was as follows: 1. To determine the nature and extent of higher edu- ,w~\ J...- \“ f' -n cational needs of youth in wabash and Miami Counties, 2. To survey the needs of business and industry in the area for employees with certain desired or required training, 3. To determine the attitudes of employers in the area toward post—high school education, and 227 4. To idi presently ava area. Review of Li f,— Remc essential ii tutions of lack of app interests, post-high tain barri dents and fied as c Controlls extend e Some of to aSSe and 10c eitiZe, PECtat nigue for p( stndi in tp 228 4. To identify opportunities for higher education presently available to youth and adults in the geOgraphic area . _Review of Literature Removing barriers to post—high school education is essential in increasing Opportunity for attendance at insti— tutions of higher education. Inadequate financial resources, lack of appropriate programs to meet students' needs and interests, inaccessibility to a college or school offering post—high school study, lack of student motivation, and cer— tain barriers due to the social status of prospective stu- dents and their families are factors which have been identi— fied as obstacles to higher education attainment. Locally controlled and operated community colleges have been able to extend educational opportunity in many areas by reducing some of the barriers just mentioned. Studies and surveys have been used in this century tO assess higher educational needs on the national, state, and local levels. Approaching student, parent, employer and citizen groups directly to ascertain their aspirations, ex— Pectations, needs, and plans for higher education is a tech- nique which has been successfully employed in assessing need for post—high school education in a local area. Several Studies, differing in scope and design, have been conducted in the State of Indiana. Wee—g Data non four sor urormation mo-county a aland vocal goals. Inf flso reques oftwelfth parents‘ p A plOyers 1] mation co Skill 1e\ employer cation, high sci Selecte five 0] (physi banks, Serviv itave emplc WOrk 229 Review of Methodology Data upon which this study was based were collected from four sources. A questionnaire was prepared to obtain information from seniors enrolled in six high schools in a two—county area relative to their post—high school education- al and vocational aspirations, expectations, plans, and n goals. Information on selected family characteristics was also requested. A similar questionnaire was sent to parents of twelfth graders to collect the same type of data from the Parents' point of view. A third questionnaire was mailed to selected em— ployers in business and industry to obtain general infor— mation concerning the employing firms, data on numbers and u skill levels of workers employed by the firms, attitudes of employers toward various aspects of post~high school edu— cation, and types of educational programs and courses beyond high school which would have value for their firms. Businesses and industries in the two—county area were selected for inclusion in the study on the basis of having five or more total employees, except that certain businesses (physicians, dentists, veterinarians, realtors, attorneys, banks, and other similar types of business and professional services) were included regardless of size and certain others (taverns, bars, barber and beauty shops, and retail stores employing primarily non-technical and non—professional level workers) were excluded regardless of size. A four officials who which were eX educational T area and to ( Fro: vations wer Student and naire Find 1. In consistent had folio earning. 2. ( seniors , College Cation 1 3. eXpress educat: 4. educat maind. 230 A fourth source of data included school and college Officials who were consulted and institutional publications which were examined to identify existing post-high school educational programs available to residents of the two—county area and to determine patterns of post—high school attendance. Findings From an analysis of the data, the following obser- vations were made: Student and Parent Question— _naire Findings 1. In general, post—high school plans of seniors were consistent with the types of high school preparation they had followed and with grade averages they had reported earning. 2. Over 93 per cent of the 587 responding parents of seniors felt that all youth who have ability to profit from college work should be encouraged to continue their edu— cation regardless of their financial means. 3. Eighty—five per cent of the 774 participating seniors eXpressed aspirations for attending post—high school education. 4. Just over onedhalf of those hoping to continue their education indicated a desire to attend college and the re— mainder wanted some type of specialized vocational training. 5. Pare sons' and d2 tions compa: in items 3 6. Alt they actual training, < year follo planned or cent repor training. 7. N for admis their gr; made con cation f 8. CatiOnaj Clan or eIiginee <>rGer. 9. 0r nor their where SChQQ .1 I , " w. tn.- 231 5. Parents expressed hopes and aspirations for their sons' and daughters' post-high school education in prOpor— tions comparable to those indicated by seniors and reported in items 3 and 4 above. 6. Although 62 per cent of senior students reported they actually planned to take post—high school education or training, only 52 per cent indicated they would do so the ‘t year following graduation. Of this group, 40 per cent A///I planned on immediate college attendance, but only 12 per .erh cent reported plans for going on to specialized vocational training. 7. Nearly two—fifths of the seniors had been accepted for admission to a college or specialized school prior to their graduation and an additional 22 per cent had either made contact with an institution or had submitted an appli— cation for admission. 8. Teaching ranked as a strong first among seniors' vo— cational preferences. Secretarial and bookkeeping, beauti— Cian or barber, agriculture, nursing, business administration, engineering, factory work, and accounting followed in that order. 9. About two—fifths of the seniors believed that four Or more years of college would be required for entry into their selected vocations. Over one—third indicated that any— Where from less than one year to three years of post—high school training would be essential for them. 10. Parer made by seni< of post-high daughters. 11. One- own expense lying on pz 12. Mo ranked hig cational < 13. 0 their chi savings y per cent through these g: future l4. contin they r, able 1 child ble c 1, and par 232 10. Parents' responses showed close agreement with those made by seniors regarding vocational preferences and length of post—high school training needed by their sons and daughters. 11. One-fifth of the seniors planned to pay all their own expenses for higher education, while 46 per cent were re— lying on parents for assistance. 12. Money from parents, part—time work, and savings ranked high as sources of funds for seniors' anticipated edu- cational expenses. 13. Only 19.9 per cent of those parents reporting that their children planned further education indicated a definite savings program to finance education. An additional 38.3 per cent said they would help their children work their way through and 14.9 per cent would borrow money, but neither of these groups had a definite savings program for covering future educational expenses. 14. Seventeen per cent Of the seniors uncertain about continuing their education or not planning to continue said they would change their plans if more money were made avail— able to them. Only 6.3 per cent of parents reporting their children as not planning further education indicated a possi— ble change in plans if more money were available. 15. Plans for seniors to live at home following graduation and commute to institutions of higher education were revealed by only 16 per cent of the students and a like proportion of parents. 15. SeniO‘ fluencing the paring for a money (40%), ing to be it vating help: on listed t ing to get in high sci. be indepen 17. L2 nances, a quently 1 children 18. county ; plannin. 19. sister: lege 0 SChoo] Same ; 2C high Bare leve ach 233 16. Seniors indicated the following factors as in— fluencing their decisions to pursue higher education: pre— paring for a vocation (71%), probability of making more money (40%), getting a broad liberal education (37%), want— ing to be independent (27%), and making friends and culti- vating helpful connections (27%). Those seniors not going on listed the following factors for their decisions: want— . w ing to get a job (50%), wanting to get married (28%), grades in high school (19%), tired of school (19%), and wanting to be independent (13%). 17. Lack of interest in further education, lack of fi— nances, and poor grades in school were factors most fre— quently listed by parents as being influential in their children's decisions not to pursue post—high school education. 1 18. Colleges and universities in or close to the two— county area were named most frequently as choices of seniors Planning on going to college. 19. Over half of the seniors having older brothers and sisters reported that their older siblings had attended col— lege or specialized schools after high school graduation. Schools and colleges attended were, in large degree, the {II‘ . same as those chosen by senior students. 20. Seniors not only expected to pursue education beyond high school in much larger proportions than did their parents, but also held aspirations for considerably higher levels of educational attainment than their parents actually achieved. 21. The h? higher were t hnswere eXl 22. As 0 neased, the not only CO! hhher leve 23. Inuc own educat help them cated gree cultural 24. B ment of : ditional third or finite m nearly were nicia Bert ii, 234 ‘J 21. The higher the educational level of the parents, the higher were their aspirations for their children's education. , Sons were expected to achieve higher levels than daughters. 22. As occupational levels of heads of households in— creased, the greater was the expectation that seniors would not only continue their education, but also would complete higher levels of education. w 23. Among parents who expressed a desire to further their ‘ own education, fathers showed a preference for courses to help them in their jobs or to get better jobs. Mothers indi— cated greatest interest in courses for personal, social, and cultural development. 24. When asked about their interest in possible establish- ment of a local institution which would provide new and ad- ditional opportunities for post-figh school education, one— third or more of both students and parents expressed a de— finite interest in such a possibility. Business and Industgy Questionnaire Findings / K ‘3 1. Data from 121 responding employers revealed that? / nearly one—half of the total number of employees reported-fc Were unskilled workers and just under one—third were tech— nicians and professionals. % up" 2. Post—high school education was considered "very im— portant" or "important" by employers for most categories of workers With service work 3. Prov communicatic their work i more than 8 courses for workers by 4. Em or greater should pm of high s leading 1 a somewh should e stead o: 5. Who des portan 41 per 6 it im techr woulr edu. Ber 235 workers with the exception Of those engaged in operative or service work. i 3. Providing opportunities for adult workers to study communications skills and technical subjects related to their work was considered ”very important" or "important" by more than 80 per cent of employers surveyed. Cultural courses for personal growth were believed important for -w workers by a slightly smaller proportion of employers. 4. Employers expressed the attitude by an 80 per cent or greater majority that Indiana colleges and universities should provide high quality education for one—third or more of high school graduates and offer a combination of courses leading to effective citizenship and satisfactory work. To a somewhat lesser degree they indicated that institutions should emphasize liberal arts and professional courses in- stead of preparation for various kinds of work. 5. Some free education beyond high school for all youth who desire and can benefit from it was considered ”very im— portant" by 40 per cent of the employers and ”important” by 41 per cent. 6. While nearly 80 per cent of the employers considered ' ' i it important to develop post—high school programs to train technicians, only 65 per cent indicated that such programs would be important to their own firms. 7. Inclusion of general education courses in a technical education program was considered unimportant by nearly 40 per cent of the responding employers. 8. Prese programs in i by respondin 9. Empl training pr< administrat and technir and in gen) mathematic 10. Or their emp courses c 11. creased 0f tuit: 12. and prc aPplic that 0 0f- inc 236 8. Present job training and pre-employment education programs in the area were considered only generally "fair” by responding employers. 9. Employers as a group expressed a need for courses or training programs to be developed in the areas of business administration and secretarial studies, in certain skilled and technical areas relating to industrial—type operations, and in general education subjects including communications, mathematics, and economics. 10. Over two—thirds of the employers would encourage their employees to enroll in post—high school education cOurses offered in areas related to workers' jobs. ll. Incentives offered for attending would include in— creased wages, job advancement, and payment of a part or all of tuition. 12. As present sources of technical, semi-professional, and professional employees, employers ranked unsolicited applications, advertising, and training own employees in that order. 13. Training programs reported by business and industrial firms consisted primarily of on—the—job training. Findings Regarding PostrHiqh School Educational Opportunities 1. Institutions located within 25 miles of some portion of the two-county area and offering post-high school programs included five private liberal arts colleges, one two—year regional cam}? schools, and 2. All in easy comm colleges. 3. Bac five liberz able in th in the soc mentary ar home econ educatior 4. ' at the s 5. to $110 6. engine theolo 7. Progr for h Occu Cati \ i l' I 237 regional campus of a state university, three business schools, and two beauty schools. 2. All residents of wabash and Miami Counties were with— in easy commuting distance (25 miles) of at least two colleges. 3. Baccalaureate degree programs were offered by the five liberal arts colleges with ten different majors avail— n able in the humanities, six in the natural sciences, and six in the social sciences. Other major programs included ele— mentary and secondary teaching, music education, nursing, home economics, health and physical education and Christian education. 4. Two-year general education programs were available at the state-supported regional campus. 5. Tuition costs at the six colleges ranged from $450 to $1100 per year. 6. Pre—professional programs were offered for dentistry, engineering, law, medical technology, medicine, nursing and theOIOgy. 7- Specialized training in secretarial and accounting Programs were offered at the business schools and training for beauticians was available through beauty schools. 8. Some opportunities for taking non—credit work in Occupational courses and in several areas of general edu— cation were identified. 9. Near schools in r M per cent nut to spe Ba conclusior l. A cation wa and emplc 2. importer personal 3. attituf cation; 4. aspire Pr0fi stant high clud YOut (ZOE 238 9. Nearly 45 per cent of the graduates from area high schools in recent years have continued their education, with 34 per cent going to two— and four—year colleges and 10 per cent to specialized vocational training institutions. Conclusions Based on the findings of the study, the following conclusions were drawn: 1. A high level of interest in post—high school edu— cation was apparent among high school seniors, their parents, and employers in Wabash and Miami Counties. 2. Respondents in all groups surveyed recognized the importance of higher levels of educational preparation for personal success in today's changing world. 3. Employers in the two—county area expressed favorable attitudes toward expanding post—high school general and vo— cational educational opportunities for youth and adults. 4. While it is unlikely that all seniors expressing aSpirations to continue education beyond high school would Prefit from higher education, the fact remains that a sub— stantial percentage of area youth who hoped to pursue post- high school education did not go on. Thus, it may be con— cluded that the educational needs of a portion of the area's Youth, for various possible reasons, were not being met. 5. Vocational preparation and occupational demands ac— counted for a major portion of interest in and need for higher education. 6. Edul and their 9 dversity c ranging fr< baccalaure studies. 7. L state uni to pursue pre—profl 8. area St\ insure l The ext were p] tuitio Phies, this s 9 Portr 0ne—< siri traj OFF the 239 6. Educational and vocational goals expressed by youth and their parents gave strong indications of the need for a diversity of post—high school educational opportunities ranging from vocational, terminal programs of less than baccalaureate degree level to professional and graduate studies. 7. Liberal arts colleges and a regional campus of a state university provided Opportunities for many area youth to pursue higher education in four—year degree programs, pre-professional curricula, and teacher education. 8. Even though several liberal arts colleges served the area studied, the mere presence of an institution did not insure maximum opportunities for attendance by area youth. The extent to which obstacles to post—high school attendance were provided by religious affiliations of the colleges, tuition costs, admissions policies, institutional philoso— phies, and nature of programs available were not explored in this study. 9. There was little evidence that post—high school op— portunities were available in the area to provide adequate one—or two—year terminal programs for youth and adults de— siring such education and for the pre—employment and job training needs of business and industry. 10. Since four—year colleges in the area were providing OPPOrtunities for youth and adults to pursue college degrees, the most urgently needed programs to expand post-high school education 09 and less— tha Bas study, ceri opportunit appropriat l. I' instituti of well-c curricul with ins those a: cation 2. colleg. reside 3. tutio Catic Catir Brat rat (3)25 240 education Opportunities were those Offering non—degree work and less—than-baccalaureate degree programs. Recommendations Based upon the findings and conclusions of this study, certain recommendations for expanding educational Opportunities in the two—county area are considered appropriate. 1. It is recommended that existing higher educational institutions continually evaluate their offerings in light of well—defined goals and Objectives. Improving present curricula and establishing new, quality programs consistent with institutional purposes would increase opportunities for [ those area students desiring the particular type of edu— cation provided by these institutions. 2. It is recommended that establishment of a community college be considered to serve the educational needs of area residents. 3. It is recommended that this locally controlled insti— tution offer a comprehensive program of occupational edu— cation, general education, transfer or pre—professional edu- cation, and adult education to meet local area needs. 4. It is recommended that this institution develop pro— 9rams of less-thanwbaccalaureate degree level to complement, rather than to duplicate, existing higher educational pro— grams in the area. 5. It is a feasibilit tential, fir trol, curril establishin 241 5. It is recommended that citizens committees undertake a feasibility study to examine legal aspects, enrollment po— tential, finances, resources, area to be served, type of con— trol, curricular needs, and other problems associated with establishing a community college. BIBLIOGRAPHY nckerly, Rot sour pub: Blot herican As leg 42 perican C pg WE Berdie, R M Best, Jot Boskoff, Brumbaug Butler, Citize Clark C0rs< Dre: BIBLIOGRAPHY Ackerly, Robert 8., Jr. ”Higher Education: Needs and Re— sources in Selected Northern Indiana Counties.” Un— published Doctoral dissertation, Indiana University, Bloomington, 1963. American Association of Junior Colleges. ”50 New Junior Col— leges Open in 18 States,” Junior College Journal, 36: 42, November, 1965. American Council on Education. Approaching Equality of 0p- _pgrtunity in Higher Education. Series No. 1, NO. 59. washington: American Council on Education, 1955. 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T Higlr Corny Nears, John Stu Unp Blc Medsker, In ES Ninneso ta 3 P: Mortorana i Netelan Office Park P05 246 McConnell, T. R. A General Pattern for American Public Higher Education. New York: McGraw—Hill Book Company, 1962. Mears, John Aubrey. "Higher Education: A Regional Pilot Study of Educational Needs and Resources in Indiana.“ Unpublished Doctoral dissertation, Indiana University, Bloomington, 1963. Medsker, Leland L. The Junior College: Progress and Pros— T pect. New York: McGraw—Hill Book Company, 1960. Minnesota Commission on Higher Education. Higher Education w in Minnesota. .Minneapolis: University of Minnesota Press, 1950. Mortorana, Sebastian V., and Robert F. McHugh. "State Legis— lation: 1962—64 / A Survey of State Legislation Af- fecting Two—Year Colleges," Junior College Journal, 36:27-3l+, March, 1966. , and J. C. Messersmith. Advance Planning To Meet Higher Education Needs, Recent State Studies, 1956— p 1959. Department.of Health, Education and Welfare, 3 Office of Education, Circular 633. Washington: f Government Printing Office, 1960. i Neteland, Edward. ”Higher Education: A Study of Educational Needs and Resources in Indiana." Unpublished Doctoral dissertation, Indiana University, Blooming— ton, 1963. Office of Community College Cooperation. ”Berrien County Community College Study." Final Report of the Citi— zens Study Committees. Lansing: Michigan State University, 1963. (Lithographed.) ____~___. "St..Joseph County Community College Feasibility Study." Final Report of the Citizens Advisory Council. Lansing: Michigan State University, 1965. (Lithographed.) Parkhurst, Nelson M. and Betty Suddarth. "Potential Enroll- ment for Indiana Colleges and Universities, 1966 to 1972." [n.p.]: Indiana Conference of Higher Edu— cation, 1955. (Mimeographed.) POSt-High School Education Study Commission. Report of the Post—High School Education Study Commission. Indian— apolis: General Assembly of the State of Indiana, 1962. - IIll1IIIIIIIIIIIIIIlllllll---::l________ President' S ( cat i‘ cove President' S Se cc men“ Purdue Univ in 196 Reeves, Flt y; Reynolds , Cr 11 Russell, [Fr-4n Starrak Stroup: Th0 mt Unite 247 President's Commission on Higher Education. Higher Edu- cation for American Democracy. 6 vols. Washington: Government Printing Office, 1947. President's Committee on Education Beyond the High School. Second Report to the President. Washington: Govern- ment Printing Office, 1957. Purdue University. ”School of Technology,'l Purdue University Bulletin, 1966—67. Lafayette: Purdue University, 1966. Reeves, Floyd W. "Barriers to Higher Education,” Phi Delta Kappan, 31:214—224, January, 1950. Reynolds, James W. The Junior College. New York: The Center for Applied Research in Education, Inc., 1965. 111 pp. Russell, John Dale. "New Factors Affecting Equality of Opportunity," Apppoaching Equality of Opportunity in Higher Education. Series No. 1, NO. 59. Washington: American Council on Education, 1955. Higher Education in Michigan-—Final Report of the Survey of Higher Education in Michigan. Lansing: Michigan Legislative Study Committee on Higher Edu— cation, 1958. Starrak, James A., and Raymond M. Hughes. The New Junior College. Ames: The Iowa State College Press, 1948. Stroup, Francis, and Dean C. Andrew. Barriers to College Attendance. Magnolia, Arkansas: Southern State College, 1959. Thornton, James W., Jr. The Community College. New York: John Wiley and Sons, 1960. United States Bureau of the Census. Census of the United States: 1960. General Population Characteristics, Indiana, Final Report PC(1)Fl6B. Washington: Government Printing Office, 1962. ~.___~___. Census of the United States: 1960. General So— cial and Economic Characteristics, Indiana, Final Re— port PC(l)—16C. Washington: Government Printing Office, 1962. -m_____. County Business Patterns. Washington: Government Printing Office, 1966. “II United Sta ;n c: I“! __—.———— O G Van Daler l Venn, Gr: Wabash [ Wells, 1 Young, 248 United States Department of Health, Education and Welfare. Digest of Educational Statistics. Office of Edu- cation Bulletin, 1965, No. 4. Washington: Govern- ment Printing Office, 1965. Opening Fall Enrollment in Higher Education, 1965. Office of Education, Circular No. 796. Washington: Government Printing Office, 1966. Van Dalen, Deobold B. Understandipg Educational Research. New York: McGraw—Hill Book Company, 1962. Venn, Grant. Many Education and WOrk - Postsecondary Vo— cational and Technical Education. Washington: Ameri- can Council on Education, 1964. wabash [Indiana] Plain Dealer. October 6, 1966. October 25, 1966. Wells, H. B. "The Outlook for Higher Education in America,” Proceedings of the Eleventh Annual National Con— ference on Higher Education. Washington: Associ— ation for Higher Education, 1956, pp. l~9. Young, Raymond J. "Survey of Junior College Possibilities: A State Responsibility," Junior College Journal, 29: 245—253, January, 1959. APPENDIX A STUDENT QUESTIONNAIRE a... www.mmmm mm incur 124.3: mm 12.34 ll For Grade Students (5) 2. l6) 3. (7) 4. (8) 5. (9) a. (10) Twelfth STUDENT QUESTIONNAIRE N°-————— 5515 (14)— INTRODUCTION This questionnaire is a port of a survey designed to determine the post-high school educational plans and needs of students in the Upper Wabash Valley area. You can assist in this study by completing the following brief questionnaire. DIRECTIONS PLEASE check to be sure that your Student Questionnaire number—in the upper right-hand corner— is the some as the number on the Parent QuestiOnnaire you have received. DO NOT write your name on this sheet; 0]) answers are strictly confidential. Answer ouch question as frankly and honestly as possible. Be sure to mark your answers according to directions given. What high school do you offend? What is your sex? I. Mole —.——_2. Female What course of study are you following in high school? (Check one.) l. Agricultural ‘2. College preparatory 53. Commercial (business) 54. General ‘5. Home economics ——6. Industrial Arts ‘7. Other (Write in) What do you think your high school grade overuse is? (Check one.) I don’t know HOW much formal education do you wont to complete? (Check one.) “I. High school but not beyond m2. High school plus specialized vocational train— ing such as apprenticeship, trade school, arm- ed forces school, etc. Barber or beauty school Business school Nurses training Two years of college Through college (4 years) More than 4 years of college Other (Write in)——————‘ 2:” d“; Y°|lr family feel about your going on to college a“ c sc ool which offers specialized vocational training 9' W“ graduate from high school? (Check one.) HI. Insists that I go Wants me to go Does not care if I go Doesn't want me to go Won’t allow me to go wk“ Vi" you probably do during the first your following . Beouticicn or barber . Building trodes (carpenter, mason, electrician, plumber, etc . Business administration . Chemistry . Community service . Dental technology . Dentistry . Drafting . Electronics Engineering (electrical, chemical, aeronautical, mechanical, etc. . Factory worker or foreman . Government service (city, county, state, not- ional, or foreign service; civil service; etc.) . Homemaking . Insurance . Journalism . Laboratory technician . ow . Mathematics (statistics, research) . Mechanics (outo, airplane, heavy equipment, etc. . Medical technology . Medicine . Metal trodes (tool 8. die, machinist, welder, etc.) . Ministry or religious education . Music . Nursing . Phormoc . Radio or TV performer or announcer . ‘Repoirmon Or serviceman . Soles (retail, wholesale, etc.) . Science research , Secretarial, clerical, bookkeeping . Social work . Teoching college, etc. . Transportation (trucking, rail, oir, etc.) . Velerinory medicine . Other (Write in) (elementary, secondary, special, How much training or education beyond high school do you think is required for the occupational choice you have indicated? (Check one.) None Less than one year One year Two years Three years Four years Five or more years | don't know 7. (ll) 9 10. How certain are your plans for offending college or reduction from hi h h I? h g sc 0° (C eck one.) (15, taking specialized vocational "dining offer high school II. If you have checked 3, 4, 5 or 6 in question ll please write the name and lo, ti f I school below: ca on o the college or (l7-l8) Name of College or School City, State ( 19-20) Name of College or School City, State IS. Ara you likely to attend a college or some typo of school (2]) offering specialized vocational training which is within daily commuting distance of your home? (Check one.) 1. Yes, I plan to commute daily ———-——2. I probably will commute -——-——3. I am uncertain at this time —_—_4. l plan to attend college or other type of school away from my home I am not planning to attend college or other type of school after graduation from high school ._—_5. If new and additional opportunities ware made available (22) for obtaining specialized vocational training or for taking college level courses (within daily commuting distance from your home.) how certain would you be of attending such an institution or school? (Check one.) 1. Very certain __———2. Probably would attend ._.__.3. Uncertain about attendance ___..4. Probably would not attend ._.__5. Would not be interested 15. Why have you reached your decision either to go on to (23-32) college or school OR not to go on to college or school? (Check all of those which apply to you) __..__0l. Want to get a iob ___._.02. To prepare for a vocation ”~03. To be with friends ”.04. Want to get married #05. To please parents or friends #06. To get a broad liberal education ___._—07. To make friends and cultivate helpful con— nections ”—08. To be independent __,___09_ "Everybody here“ does this ”_lO. Grades in high school _a—ll. Vocational choice requires the decision I made fiuiuion peziloioads BurieHo ioouos o 10 afienoo o :0 paidaaao uaaq aAOH -9——— looqos 0 Jo 3691.03 0 or uoxssiwpo JO} uouooilddo apouu erH vg——— ' GAHDIUBSBJdBJ looqos JO abanoo 0 (WM rooiuoa apouu EACH -7 ooqos 0 Jo abanoo 0 war; uououuoiug paisenbai JO pen/(gene: SADH -g.———— suoid ou spam aAoq inq 06 Aow ‘Z— puauo oi Suiuuold l°N -l—-—— 1oorps us“. uior; uorsonpors logo Suiugou |ouoisoooA pox! dopeds Sumo; so; 10 osuopuouo oSauoo so; suold rnoA (91) saqinsap ssoq “OHM )“3‘33105 3N0 3"“ )pslp 3399” 'll pueuo oi uold iou op Alauuiiep l -g-— puauo iou IllM Aiqoqmd l ‘y emu sup :0 uioueoun UJD l {—— 'PU9H° lllM AquClOJd i "Z ' puauo oi uold Aleiiuiiap l "l. 'BUQ 33. mar onms 22;?) Do you have older brothers and/or sisters? (Check one.) i _._l. Yes _—_2. No 21. It you checked "yes". in the question above, draw a (40-) circle around the TOTAL number of OLDER brothers and sisters you have. i 2 3 4 5 6 7 8 or more (Number of older brothers and sisters) 22. If you have older brothers and sisters, did any of than I41 ) attend college or some other school after they graduated from high school? (it you check ”yes", give number and name of school attended in the blanks below.) __.l. Yes ———2. No (42) How many attended or are now attending? (Write in number.) (4344) Name of College or School City, State (45—46) Name of College or School City, State (4748) Name of College or School City, State 23. How much formal schooling does your father have? (49) (Check highest level attained.) _»-l. Completed 8th grade or less __2. Some high school _—3. Completed high school *4. Technical, trade or business school —5. Special school in the armed forces .——6. Some college 7. Completed college (4 years) 8. Graduate school (beyond college) 9. Other (Write in)“—————————-—-—-—" 24. How much formal schooling does your mother he"? (50) (Check highest level attained.) aououi; ’Gupiuog "Lo—_- (louoissaimd ‘Suiuaooo) sonalqiv 90'”— siioia puo suo JO “V 'g0——— sear/«19s pawiv ‘70—— einpeiiuxv ~g0—-— spam paioiai puo ainiinoufiv ‘zo—-— Buiupno ’fiuuunooav '10 (‘Aluo 3N0 vpaLD) ‘rasard mou nols uong upon so ad“ or" aaoorpur asoald 'uogs -pop esruuop on our. noll 9| 2,310) 01 Suwuold 31° “0‘ Suiio‘otps or“ “a using, not news rogue o; Buruuoid (El‘Zl) not em “or; [ououodnsoo so lououooor. so edu JDIIM '8 (u! ail‘M) “'9in 01"“ paguow sag) :spig ‘6‘” to! 0:39 em“ siueiod to; >|ioM 1*“ $3310} pauuo our raw; '9’.“ |ooqos span a at 09 .9..." loouos ssauian, D or 09 'r""‘ buiuiwr sosmu raw; “9"” ainiiisui looiuupai o a; 09 1”“ APPENDIX B PARENT QUESTIONNAIRE 6/ {LG :Selff'hnEZdo: Students PAR ENT Q" ESTIO N NAIRE No.—%—éi_§ tNTRODUCTION This questionnaire is a part of a surve ‘ y designed to determine the post-high school educational l p ans and needs of students in the Upper Wabash Valley area. You can assist in this study by completing the following brief questionnaire. DIRECTIONS PLEASE do not write your name on this sheet. All answers are strictly confidential. Responses to the questions should be made in relation to your expectations and aspirations for your eleventh or twelfth grade child. For the purposes of this question- naire, do not consider finances as restricting factors except in the questions explicitly mentioning money or finances. Answer each question as frankly and honestly as possible. Be sure to mark your answers according to the directions given. (g) vhf-Iii? high :chool does your eleventh or twelfth grade _.—07. Banking, finance cr attend. —08. Beautician or barber _._09. Building trades (carpenter, electrician, mason, plumber ——lO. Business administration ___l 1. Chemistry _——12. Community service (:3 What is the sex of your eleventh or twelfth grade child? 1.3. Dental technology 14. Dentistry ‘1. Male __.l5. Drafting ‘2' Female ___lé. Electronics . __i7. Engineering _(electrical, mechanical, aero- 3. How many children do you have in each of the following nautical, chemical, etc. groups? (Indicate the number in each group.) ___l8. Factory worker or foreman ____l9. Government service, (city, county, or state government; civil service; national or foreign service, etc. (7) l. Pre—sc-hool t (8) ‘2. Kindergarten (9) ~3. Grades l-6 __20. Homemaking (Ml—4. Grades 7-12 __2]. Insurance l “”55. 'Beyond grade 12 or out of school but still ___22, Journalism ('2) 6 Sependent on you _23. Laboratory technician ‘ . eyond grade 12 or out of school and not 24' Law dependent on you ___25. Mathematics (statistics, research) 4- How much formal education do you want your eleventh #26‘ Mechanics (auto, airplane, heavy equrpment, r1 I*3)J“Jmelfth arade bov or airl to complete? (Check one.) ,_ PIC-u J l \h— |ooqos ufiiq UJOJ} uouonpmfi 13;}0 \ Buiuiou pazilopads 10; [amps adAi Jaqio JO (u! 94PM) “’qu .01 'Ol afiauoa puauo o; Buiuuoid iou s! sus JO 9H. 9— euoN '6—’_‘"6_’— awoq uuoq ADMD V" _— ' looqos JO afiano: puauo or word aqs JO 9H sasmoo lououoooAv '3———— '8——- a mo JSDUH s; a s JO 9H '9 BSJnoa |ouonoamaa. -£—— -£——-— emu sgqi 4 . i u s (iuauidola/iap lomuno 'ioioos I I . A o Jd 9 5 JO 9 Z IDUOSJad) “as“: uapomq. OJ ”smog _9 .9__._ ainwuioa ||!M Iq qo Li H D qo! Jauaq . nwwoa oi suod aqs 10 sq ’SQA 'l— ~_ 136 10 ac! Au: ug dlaq o; sasmog '9‘— 15; at I , anBap paaqu ('auo >paq3) ,-_euaou 8. How certain are you that your eleventh or twelfth grader (18) will attend college or some other school offering special- ized training after he or she graduates from high school? (Check one.) or she definitely plans to attend ._—2 He or she probably will attend ___—_3 He or she is uncertain at this time —————4. He or she probably will not attend ”—5. He or she is very unlikely to attend Answer this question ONLY if you marked choices 1, 2, or 3 in question 8 9. Which statement below best describes the financial plan- (l9) ning which you and your child have done regarding his or her education after graduation from high school? (Check one.) l. None at present __.__2. We are leaving it up to the child to arrange finances ____3. We have a definite education savings program ____.4. We will help our child work his way through, but have no savings program at present ___—5. We expect our child to win a scholarship in order for him or her to attend school _.__.6. We expect to assist our child finance further education by borrowing money for education _'__7. We expect our child to be trained at govern- ment expense (armed forces school, etc.) Other (Write in) ___._..__—————'———— ‘ l and 12 ONLY if you indicated in 2:;szdnqgetshb‘ln:oh?'llfh or 12th grade ch'ild "probably will not attend" or is "very unlikely to attend college or some other specialized training after high school graduation. 10. Why did you reach the above decision? (20) (Check one.) 1. Child is not interested in further education ..__2. Child’s grades are not good enough _‘3. Child’s vocational choice doesn’t require addi- tional training beyond high school graduation ”—4. Colleges or schools do not offer appropriate training for child's vocational chaice . ___—5. Lack of finances (just can’t afford it) Id our son or daughter change plans and continue (2))vf’3h1alyeducation if more money were available? ( Check one.) 1 , Yes ’2. Maybe ’3. No 4, Don’t know checked "yes" to the last question! how much (22) |rhotzumoney would you need to send your child to college or other type of school after graduation from high school? (Check one.) Hal. Enough to pay all of child’s expenses ____2. Enough to pay about half of child's expenses ___3. Enough to pay less than half of child’s ex— penses ____4. Don’t know Do you expect 3, that your child will attend college or (23) some type of sc hoal offering specialized vocational train- which is within daily commuting distance of your If additional new opportunities were made available for (24) taking college level courses or specialized vocational training within driving distance from your home), how seriously would you consider sending your son or daughter to such an institution or school? 1. He or she would be certain to attend —2. He or she would probably attend _.._3. He or she would be uncertain about attendance __._4. He or' she would probablynot attend —_5. He or she would not be interested ‘ 15.-l6. Please indicate the highest level of education or (25-26) training you have attained. (Check one for eoc .) Hubsand Wife _l Completed 8th grade or less ._____2. _2. Some high school ——————3. ._—3. Completed high school 4. 4. Technical, trade or business school or nurses training _____5. _5. Some college _6. _6. Completed college (4 years) _7. _7. Graduate school (beyond 4 years of coHege _8. _8. Other (Write in) 17. Please indicate below your employment status. (If self- (27) employed or if temporarily unemployed within the last year, please include yourself in the "employed" cate- gory.) l . _2. ——————3. One of us is employed Both of us are employed Neither of us is employed What is the occupation of the "head of the household?" (28-29) (That is, bookkeeper, banker, carpenter. machinist, armer, police officer. etc. Be as specific as you can.) 19. If the wife is employed outside of the home, please indi- (30—31) cate type of employment as in question 18 above- ___________________~____,/ 0. How long have you lived in your present communil'l? (32) (Check one.) _—_l. Less than 1 year __2. Between 1 and 3 years Between 3 and 5 years 4. Between 5 and l0 years 5. Between 10 and 20 years .———6. More than 20 years . ‘h 21 .-22. In what additional education would you be 1|“:an (3338) ed? (Check lst, 2nd, and/or 3rd chaices by W l, 2, and 3 in the appropriate blanks.) Husband Wife l. 1. High school completion -——‘2- ————2. Non-credit college level courses ——~3. _—_———3. Work on college degree d- 47 4. 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Eac ye] CO1 2- Fo th ca f] d t 3 A l 4. l 5. l. l l 6. l 'I I l i i. l l l l 261 MEMORANDUM To: (High School Principals) From: .Eldon E. Fahs Re: Questionnaire Survey of Date: April 25, 1966 Post—High School Plans and Expectations The following suggestions should facilitate the administra— tion of questionnaires to twelfth grade students and their parents: 1. Each student in the twelfth grade should receive one yellow copy of the student questionnaire and one blue copy of the parent questionnaire. L 2. For each student and his or her parents, the numbers in the upper right-hand corner of the form should be identi— cal° By taking one student and one parent questionnaire from the tOp of the stack provided, there should be no difficulty in having these two numbers to coincide when they are distributed to students. 3- After passing out the forms, it would be helpful for the person in charge to go over the "introduction” and the "Directions" with students allowing time for questions. 4. Responses may be indicated by an x, a check mark, or any other means. Instructions are given at the end of each question concerning the number of responses desired for each item. instructed to take the Parent Question— return it as soon as his parents have completed it. They should be returned to the teacher or individual distributing the forms to students or to some other place designated by your office. 5. Students should be niare form home and 6. To make the best use of the time and effort invested in this survey by the school, the students, and parents, the . greatest possible return of questionnaires from parents should be obtained. One suggestion might be made in this regard. If a student's name could be checked off a master list of seniors when his parent's form is returned, a quick check could be made after a day or two to de— termine the number still out. A follow—up reminder for students who have not returned a form could then be sent home. 1. Your sch‘ the ques time whe parents able to alysis co . 1 since which i school schedu that t schoo] Vallej ; as a? 1 ' . oppor _i 262 Your school will have no responsibility for tabulating the questionnaires.' I shall pick them up next week at a time when it appears that as many have been returned from parents as can be expected. Results will be made avail— able to you and your staff as soon as tabulation and an— alysis can be made. ‘ I sincerely appreciate the opportunity and encouragement which has been extended to me to work through your school. At this time of year, I realize that the school schedule becomes quite crowded. I do believe, however, that this project will be of considerable value to the school corporations and the citizens of the Upper wabash Valley area in providing information which can be used as a basis for planning and making available increased .1- Opportunity for post—high school education in the future flit APPENDIX E LETTER TO EMPLOYERS IN WABASH AND MIAMI COUNTIES POST Dear Employel I am a 6 tion at Mick" post-high s< neakwabas This st their par ex hr contini graduation A secc of up— tO—( industria and train When needs ha staffing signed t geogratfi employe Ini both l< school may de this i izing WMas schoo post— are and que You vs] 264 POST—HIGH SCHOOL EDUCATIONAL NEEDS STUDY Upper Wabash Valley April, 1966 Dear Employer: I am a doctoral student in higher educational administra— tion at Michigan State University undertaking a study of post—high school educational needs in the Upper Wabash Valley area (Wabash and Miami counties). This study involves a survey of high school seniors and their parents regarding students' desires and expectations for continuing their formal education beyond high school graduation. A second aspect of the study centers around the collection Of up—to—date information concerning needs of business and industrial employers in this two—county area for qualified and trained employees. Whereas many studies of post—high school educational needs have examined financial aspects, enrollment trends, and Staffing problems on'a state-wide level, this study is de— signed to identify educational needs which exist in a smaller geographical area as expressed by students, parents, and employers. Information gathered in this study will be of Value in both local and state level planning for meeting post—high school educational needs as they exist at present and as they may develop within the next few years. Various agencies in this immediate area plan to utilize data obtained in organ— izing educational programs to meet existing needs. The Upper Wabash Vocational School, which is currently offering high school level vocational education, is now engaged in planning post—high school offerings. Other educational organizations are also interested in developing needed programs for youth and adults of the area» You may assist in this study by completing the enclosed questionnaire. The success of this study is dependent upon y0ur interest and cooperation. Please use the addressed en— Velope enclosed to return the completed questionnaire to me. II If you h: questionnair Ext. 213, in no .u—..-. - . v..- ........ 265 If you have questions regarding this study or the questionnaire, please write me or contact me at 982-2141, Ext. 213, in North Manchester. Thank you for your assistance. Sincerely yours, Eldon E. Fahs, Registrar Manchester College North Manchester, Indiana [I . II.I...II.. . APPENDIX F FOLLOW—UP LETTER TO EMPLOYERS PO Dear Emplo About completed catio nal I. As y determine post—hig} seek to Mar self— ad< check 0 ceived I ever, survey husine Counti and x 267 POST—HIGH SCHOOL EDUCATIONAL NEEDS STUDY Upper Wabash Valley May 18, 1966 Dear Employer; About two weeks ago, you received a questionnaire to be completed entitled ”Upper Wabash Valley Post—High School Edu— cational Needs——Survey of Business and Industry." AS you may recall, this survey is being conducted to determine the extent and type of education and training at a post-high school level needed by individuals whom you would seek to employ in your organization. Many of the questionnaires have been returned in the SGlf-addressed stamped envelope with the questionnaire. A check of the mailing list indicates that we have not yet re— ceived a completed questionnaire from you. ur daily schedule is very full. How— be obtained from this ensive coverage of bash and Miami I recognize that yo ever, in order that maximum value may Survey it is necessary business and industrial employers in Wa Counties. I would again invite you to complete the questionnaire and return it to me. Thank yOu for your kind cooperation. Sincerely yours, Eldon E. Fahs, Registrar Manchester College North Manchester, Indiana 46962 APPENDIX G SECOND FOLLOW-UP LETTER TO EMPLOYERS Dear Empl Early in Post—Rig use in a Accordil questio for tra 1 have on my 1 the qu copy f mailix l wou quest mwd Than may 269 POST—HIGH SCHOOL EDUCATIONAL NEEDS STUDY Upper Wabash Valley June 9, 1966 Dear Employer: Early in May, I mailed to you a questionnaire concerning POStTngh School Educational Needs which I am hoping to use in a doctoral dissertation study. I have not received a completed According to my check list, r needs as an employer questionnaire from you indicating you for trained workers. businesses and industries id not receive a copy of I am enclosing a second receive the original I have learned that many of the on my mailing list apparently d the questionnaire. Therefore, COpy for you just in case you did not mailing. take a few minutes to respond to the I would invite you to t to me in the enclosed stamped questions. Please return i envelope. for your cooperation. I trust that I Thank you in advance a few days. may hear from you in sincerely yours, Eldon E. Fahs, Registrar Manchester College North Manchester, Indiana APPENDIX H SUMMARY OF EMPLOYER RESPONSES CONCERNING POST-HIGH SEMI-PROFESSIONAL, SCHOOL TECHNICAL, VOCATIONAL, AND/OR PROFESSIONAL EDUCATIONAL NEEDS SCHO Number _—..-...- . . 271 SUMMARY OF EMPLOYER RESPONSES CONCERNING POST-HIGH SCHOOL TECHNICAL, VOCATIONAL, SEMI—PROFESSIONAL, AND/OR PROFESSIONAL EDUCATIONAL NEEDS Number Comment 6 Need to provide for post-high school training in technical skills. 3 Post-high school education is not needed by us; our employees are unskilled—skilled labor is not re— quired in our plant-—high school education is all that is needed. 2 Favor on—the—job training rather than going to school. . 2 Present job applicants show up poorly on tests we give them. 1 Farming has now become "big business"—-additional training is needed by farmers. 1 It is up to the individual to educate himself in preparation for employment. 1 Training for older workers is not favored——additional opportunities are needed for young ones who have initiative. 1 Employees need an understanding of economics and the free enterprise system. it is increasingly necessary 1 In the age of computers, ' to have advanced training to enter our occupation- 1 al field. ‘ 1 We have great need for repairmen (appliance, re— frigerator, TV, and stereo). 1 Cost of post—high school education should be shared by student, employer, and the state. We do not need more taxation (something for nothing 1 expectation). 1 Adult education Opportunities are needed. 1 Good progress in vocational education is being made by the Upper wabash Vocational School. I Number Lal 1 ll pl. |I..|||.I\. Number 1 272 Comment Labor market needs to be upgraded to attract new business and industry into the area. Technicians are in short supply. Young people need to be interested in pursuing some vocation before they leave high school so they may plan for further training. High schools neglect the middle student——push ex— tremely good and extremely poor students. I need to learn more about my own business. APPENDIX I PROFILES OF COLLEGES Location: / AifiliatiC /“" Accredita ___'————" Type of ( O' Teac 274 G R A C E C O L L E G E Location: Winona Lake, Indiana. Founded: 1948. Control: Private. Affiliation: National Fellowship of Brethren Churches. Accreditation: Indiana State Department of Education Type of College: Coeducational, liberal arts college. Majors Offered: Bible, English, General Science, Greek, Mathematics, Music, Physical Education, and Speech. Teaching Majors Offered: English, Mathematics, Music, . and Social Studies. “ Professional Programs: Elementary Education, Education, Music Education, and Nursing. Pre—Professional Programs: Pre—Seminary. Secondary Degrees Offered: Bachelor of Arts, Bachelor of Arts leading to Secondary Certification, Bachelor of Arts in Church Music, Bachelor of Science in Nursing, Bachelor of Music in Education, Bachelor of Science in Elementary Education. Admission Requirements: High school graduate with 16 units of high school credit. Students are evaluated on the basis of high school records, ACT Test Scores, written recommendations, Christian profession, and medical reports. Calendar: Two semesters (September — June). Tuition and Fees, 1966—67: Tuition, $980.00 per year. Board, $490.00 per year. Room, $326.00 per year. Total regular cost, $1796.00. Student Financial Aids: Scholarships, loans from National Defense Student Loan Program, United Student Aid Funds, Funds for Education, President's Fund, Tuition Plan, Edu— cational Opportunity Grants, Work—Study Program, and ‘ campus employment. Enrollment, 1966: 420 full—time students, 27 part—time students. Qgggraphic Origins of Students; Fall, 1966: Indiana, 157; Wabash Co., Unknown; Miami Co., Unknown. Graduates __ , I966: 72. — Location ___,__..————-" Control: a! 275 E E'H.I I.N.I 1.3.9 2.9.5 .9 9.L.L §.§ E Location: Huntington, Indiana. Founded: 1897. Control: Private. Affiliation: Church of the United Brethren in Christ. Accreditation: State Department of Public Instruction, North Central Association of Colleges and Secondary Schools. Type of College: Coeducational, liberal arts college. Majors Offered: Ancient Civilization (interdepartmental), Bible, Biology, Chemistry, Christian Education, Eco- nomics and Business, English, French, History, Mathe— matics, Music, Philosophy, Physical Education and Health, Psychology, Sociology, Spanish, Speech. Professional Programs: Elementary Education, Secondary Education. Pre—Professional Programs: Pre—Dentistry, Pre—Law, Pre-Medical Technology, Nursing, Pre—Theology. Pre—Engineering, Pre—Medicine, Pre— Degrees Offered: Bachelor of Arts, Bachelor of Divinity, Bachelor of Science, Bachelor of TheolOgy. Admissions Reguirements: High School graduation, including 15 units earned, acceptable scores on the Scholastic Aptitude Test, satisfactory personal references, and an appreciation of the standards and purposes of Huntington College. Saiggggr: Two semesters (September — June). Summer session (eight weeks). Tuition and Fees, 1966—67: Tuition, $930.00 per year. Board, $410.00 per year. Room, $260.00 per year. Total regular cost, $1600.00. Student Financial Aids: Veteran's Programs, Vocational Re— habilitation, scholarships, grants—in—aid, loans, part— time employment. Enrollment, 1966: 406 full—time students, 61 part—time students. Egggraphic Origins of Students; Fall, 1966: Indiana, 239; Wabash Co., 13; Miami Co., 1. Graduates, 1966: 82- IIIIIIIIIIIIIIIIIIIIII[::::______________ 1.293212 99MB? ta Accreé C< N a Type fi 276 lgpiggg UNIVERSITY Kokomo Campus Location: Kokomo, Indiana Established: 1948. Control: Public, regional campus of Indiana University, es— tablished by the State of Indiana. Accreditation: State Department of Public Instruction, North Central Association of Colleges and Secondary Schools, National Council for Accreditation of Teacher Education, and others. Type of College: Coeducational, University. Courses Offered: (First two years of regular Indiana University courses toward a degree) Business, Chemis- try, Education, English, Fine Arts, Foreign Languages, Geography, Geology, Government, History, Mathematics, Philosophy, Physics, Psychology, Sociology, Speech, ZoolOgy. A few graduate courses in Education and Business. Non—Credit Adult Education Courses: Business, Communi— cations, Data Processing, Electrical Technology, English, Fine Arts, Foreign Language, Management and Supervision, Mathematics. Pre—Professional Programs: Pre—Dentistry, Medical Technology, Pre—Medicine, two—year branch of the State Pre—Law, Pre— Pre—Optometry. Two—Year Certificates Offered in: Accounting, Humanities, Management and Administration, Office Management, Sciences, Social Sciences. _Admissions Requirements: High school graduation, rank in top half of graduating class, above average scores on the Scholastic Aptitude Test or the American College Test. The Admissions Committee is authorized to make exceptions to the above standards. Calendar: Two semesters (September — June). Summer session. .EEition and Fees, 1966—67: $15.00 per semester hours. Enrollment, 1966: 1046 students. E- 277 M A N C H E S T E R C 0.L L E G E _—_—_——————_——— —-————c—————— Location: North Manchester, Indiana. Founded: 1889. Control: Private. Affiliation: Church of the Brethren. Accreditation: State Department of Public Instruction of Indiana, North Central Association of Colleges and Secondary Schools, National Council for Accreditation of Teacher Education. Type of Colleg_: Coeducational college of arts and sciences. Majors Offered: Art, Biology, Chemistry, Economics and Business, English, French, German, Health and Physi— cal Education, History, Home Economics, Mathematics, Music, Philosophy and Religion, Political Science, Peace Studies, Physics, Psychology, Sociology, Spanish, Speech and Drama. Professional Programs: Elementary Education, Secondary Education, Music Education. Pre-Professional Programs: Pre-Dentistry, Pre—Engineering, Pre—Law, Pre-Medical Technology, Pre—Medicine, Pre- Nursing, and Pre-Seminary. Degrees Offered: Bachelor of Arts, Bachelor of Science. Admissions Requirements: High School graduate, satisfactory high school achievement, acceptable scores on the Scholastic Aptitude Test, and satisfactory personal references. _Qalendar: Three lZ—week quarters (September - June), Summer quarter (two 5—week sessions). Tuition and Fees, 1966—67: Tuition, $1080.00 per year. Board, $420.00 per year. Room, $250.00 per year. Total regular cost, $1750.00. Student Financial Aids: Awards for Academic Excellence; Freshman and Upper Class Grants; Endowed Scholarships; Manchester College Loan Funds; Educational Opportunity Grants; National Defense Education Act Loans; Guaranteed Loan Program; Work—Study Program; Veteran's Assistance Programs; Social Security; Indiana State Scholarships; National Merit Scholarship; Education Funds, Incorporated; Vocational Rehabilitation, and part—time employment. _Ehrollment, 1966: 1347 full—time students, 47 part—time students. .gfiographic Origins of Students; Fall, 1966: Indiana, 914; wabash Co., 162; Miami Co., 43. A§raduates, 1966: 2740 IIIIIIIIIIIIIIIIIIII-Illl--::;_________ 278 M A R I O N C O L L E G E a————————-————————-— Location: Marion, Indiana. Founded: 1920. Control: Private. Affiliation: Wesleyan Methodist Church. Accreditation: State Department of Public Instruction of Indiana, NOrth Central Association of Colleges and Secondary Schools. _Type of College: Coeducational, liberal arts college. Majors Offered: Biology. Chemistry, English, History, Mathematics, Music, Religion, Social Studies, Speech, Theology. Professional Programs: Elementary Education, Secondary Education. Pre-Professional Programs: Pre—Business, Pre—Dental, Pre— Engineering, Pre-Law, Pre—Medical, Pre—Medical Tech— nology, Pre—Nursing. _Qegrees Offered: Bachelor of Arts, Bachelor of Science in Education. Admissions Requirements: High school graduation, satisfactory high school achievement, acceptable performance on the SAT Test, and satisfactory personal references. _Qalendar: Two semesters (September — June). Summer session (two S—week periods). Tuition and Fees, 1966—67: Tuition, $890.00 per year. Board, $440.00 per year. Room, $250.00 per year. Total regular cost, $1580.00. _§:udent Financial Aids: Scholarships; Tuition Assistance Grants; National Defense Student Loan Fund; United Stu— dent Aid Funds, Incorporated; Ministerial Loan-Grant; College Loans; WOrk—Study Program, Economic Opportunity Grants, and part—time employment. _Eprollment, 1966: 543 full—time students, 120 part—time students. .ggpgraphic Origins of Students; Fall, 1966: Indiana, 464; wabash Co., 11; Miami Co., 8. Graduates, 1966: 72. 279 T A Y L O R U N I V E R S I T Y .—————— _———————_——— Location: Upland, Indiana. Founded: 1846. Control: Private. Affiliation: William Taylor Foundation; interdenominational. Accreditation: State Department of Public Instruction of Indiana, North Central Association of Colleges and Second— ary Schools, National Council for Accreditation of Teacher Education. Type of College: Coeducational, liberal arts college. Majors Offergd: Applied Music, Biology, Botany, Business Administration, Chemistry, Christian Education, Church Music, Economics, English, French, Health & Physical Education (teaching major only), History, Mathematics, Philosophy, Physics, Political Science, Psychology, Religion, Sociology, Speech, ZoolOgy. Professional Programs: Secondary Education, Elementary Education, Music Education. _Pge—Professional Programs: Pre—Business Administration, Pre—Engineering, Pre—Law, Pre—Medical, Pre-Medical Technology, Pre—Nursing, Pre-Theology. Degrees Offered: Bachelor of Arts, Bachelor of Science in Education. Admissions Requirements: High school graduate, rank in upper half of class, and high school credits as follows: English, 4 units; Mathematics, 2 units; laboratory science, 1 unit; social studies, 2 units; a total of 15 Carnegie units. Also required are satisfactory SAT scores, satis— factory evidence of good character, and willingness to abide by the standards of Taylor University. Calendar: Two semesters (September — May). Tuition and Fees, 1966—67: Tuition, $1100.00 per year. Room and Board, $700.00 per year. Total regular cost, $1800.00. _§tudent Financial Aids: Scholarships, Grants—In—Aid, Taylor Student Loan Fund, Methodist Student Loan Fund, Danny Alford Memorial Loan Fund, National Defense Student Loan Fund, Veteran's Assistance Programs, Vocational Rehabili— tation, Indiana State Scholarships, Part—time campus & off—campus employment. Enrollment, 1966: 1231 full—time students, 20 part—time students. .geoqraphic Origins of Students; Fall, 1966: Indiana, 413; wabash Co., Unknown; Miami Co., Unknown. Graduates, 1966: 145. IIIIIIIIIIIIIIIIIIII-Ill---::;_________ IES ' _"1111111111111 1