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James W. Russell ébflx..z+ a..,

A COMPARISON OF MICHIGAN STATE COLLEGE FIRST TERM FRESHMAN
DROPOUTS AND NON-DROPOUTS ACCORDING TO CERTAIN FACTORS

ABSTRACT

The purpose of this study was to compare Michigan
State College entering fall term freshmen who do not
return for the winter term with those who do return for
that term. The latter were designated as the non-dropouts
and the former the dropouts. Thevaere compared with respect
to six factors:, (1) scores on the American Council on
Education Psychological Examination, (2) scores on the Basic
College Inventory of Attitudes and Beliefs, (3) ratings on
the High School Rating Scale of the Michigan State College
Application Blank, (4) education of parents, (5) occupation
of father and (6) ses. I

The non-dropout group was composed of 393 students
enrolled for the fall terms of 1948 and 1949. It was
selected as a random sample of the 5,470 freshmen of those
fall terms by the random number technique and found to be
representative by ACE scores and sex.

The dropout group was composed of 373 students
enrolled for the fall terms of 1948 and 1949.

A subgroup was formed and compared with the dropouts

to see if during term dropouts differed from the total first

 

 

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James W. Russell

term dropout group with respect to the factors studied.

It was composed of 116 dropouts who did not finish the fall
term and who did not give transfer, death in the family or
serious injury as reason for leaving.

The data with respect to the six factors mentioned
were found in the records of the Michigan State College.

The significance of the differences between the
groups was determined factor by factor with either the
analysis of variance or Chi square test of significance.

Significant differences were found to exist between
the dropouts and non-dropouts for a number of factors.
Entering fall term freshmen dropouts were found to have
parents with lower socio-economic status and educational
level than the non-dropouts. These drOpouts tended to have
less intelligence than did the non-drOpouts. These
differences were significant at the one per cent level of
confidence.

Dropouts in comparison with non-dropouts were found
to have less seriousness of purpose, less independence of
effort and less participation in democratic processes. These
differences were significant at the five per cent level of
confidence.

Significant differences were not found to exist

between the subgroup drOpouts and drOpouts except for

James W. Russell

tractability. The dropouts were found to have the
most tractability. This difference was significant at the
five per cent level of confidence.

Since this land grant institution is supposed to
offer as near equality of educational opportunity as
possible for all, the data with respect to occupation of
father and education of parents of Michigan State College
students were compared with the Michigan and national Census
figures.

Michigan State College non—dropouts had about eleven
per cent of their fathers with occupations listed in the
lower two socio-economic groups; for the state of Michigan
forty-five per cent of the employed males were so classified.

Michigan State College non-dropouts had about thirty-
six per cent of their parents with education beyond high
school; for the country as a whole about fourteen per cent
went to college.

The most significant differences found to exist
between dropouts and non—dropouts were with respect to
intelligence, education of parents and occupation of parents.
Subgroup dropouts tended to differ a little but not much

from dropouts.

F2043“

 

 

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A COMPARISON OF MICHIGAN STATE COLLEGE FIRST TERM FRESHMAN
DROPOUTS AND NON-DROPOUTS ACCORDING TO CERTAIN FACTORS

BY

James W. Russell

A THESIS

Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Sciences
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Education

1952

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ACKNOWLEDGEMENTS

I am deeply grateful to Doctors Raymond M. Hatch,
Margaret A. Ohlson, Cecil V. Millard, Clyde M. Campbell,
Troy L. Stearns and Carl H. Gross for their cooperation as
members of my guidance committee. I am especially indebted
to Dr. Clifford E. Erickson, chairman of my guidance committee,
for his,leadership throughout my Ph. D program.

To Dr. William A. Mann of the Michigan State College
Counseling Center, Robert S. Linton, Registrar, and Mr.
Lewis B. Mayhew formerly of the Board of Examiners of
Michigan State College I am thankful for access to data
in their offices.

I am deeply grateful to Dr. William D. Baten for his
assistance with the statistical treatment of the data and
to G. Gilbert Roberts for his assistance with the graphical
presentation of the data.

I am grateful to the many persons who read my thesis
and offered constructive suggestions and criticisms. Among
these were Dr. Walter A. Johnson, Kenneth Nelson, Irvin M.

Dungan, Virginia Mathias and Rose M. Falkner.

TABLE OF CONTENTS
CHAPTER PAGE
I O INTRODUCT ION O O O O O O O O O O O O O O O O C 1

The prOblem O O O O O O O O O O O O O O O O

H

Statement of the problem . . . . . . . . .

H

Representativeness of the samples . . . ..
Research methodology . . . . . . . . . . .
Importance of the study . . . . . . . . ..
Delineation of the study . . . . . . . . .
Definition of terms . . . ... . . . . . . ..
Dropouts . . . . . . . . . . . . . . . . .
Subgroup dropouts . . . . . . . . . . . .
Non-dropouts . . . . . . . . . . . . . . .

Organization of the remainder of the thesis.

QQOICIIUIOICONNN

II. REVIEW OF THE LITERATURE . . . . . . . . . . .

Literature on dropping out at the college

level . . . . . . . . . . . . . . . . . . 7
Literature on dropping out below the

college level . . . . . . . . . . . . . . 26
Literature related to high school

rating scales . . . . . . . . . . . . . . 31
'Literature related to occupation of

father and education of parents . . . . . 32
Literature related to the American

council on Education Psychological

CHAPTER

III.

IV.

Examination . . . . . . . . . . . . .
Literature related to summaries of
studies related to the prediction
of scholastic success . . . . . . . .
Literature related to situation
response attitude inventory
methodology . . . . . . . . . . . . .
Summary of the review of the literature
MATERIALS AND PROCEDURES USED . . .-.
The American Council on Education
Psychological Examination . . . . .
The Basic College Inventory of
Attitudes and Beliefs . . . . . . .
The High School Rating Scale . . . . .
Occupation of father . . . . . . . . . .
Education of parents . . . . . . . . . .
Percentages of males and females . . .
Statistical analysis . . . . . . . . .
THE RESULTS INDICATED BY THE HIGH SCHOOL
RATING SCALE . . . . . . . . . . . . .
Dropouts and non-dropouts . . . . . . .
Potential intellectual capacity . . .

Actual intellectual capacity . . . . .

iv

PAGE

34

35

38
39
40

4o

41
45
46
46
47
47

58
58

58
. 61

CHAPTER

V.

Seriousness of purpose . . . . .
Originality . . . . . . . . . .
Tractability . . . . . . . . . .
Social mindedness . . . . . . .
Independence of effort . . . . .
Popularity . . . . . . . . . . .
Dropouts vs. subgroup drapouts . .
Potential intellectual capacity
Actual intellectual capacity . .
Seriousness of purpose . . . . .
Originality . . . . . . .. . . .
Tractability . . . . . . . . . .
Social mindedness . . . . . . .
Independence of effort . . . . .

Popularity........o.o

THE RESULTS INDICATED BY DATA RELATED

TO EDUCATION OF PARENTS . . . .
Dropouts and non-dropouts . . . .
Education of mother . . . . . .
Education of father . . . . . .
Dropouts and subgroup dropouts . .
Education of mother . . . . . .

Education of father . . . . . .

PAGE
62
63
63
63
63
63
64
64
64
64
64
66
66
66
66

68
68
68
68
70
7O
73

CHAPTER

VI.

VII.

VIII.

IX.

Non-dropouts and U. S. population

age 25 years and over as of

April 1947 . . . . . . . . . . . . . . . .

Education of mother . . . . . . . . . . ..

Education of father . . . . . . . . . . ..
THE RESULTS INDICATED BY SCORES OF THE

AMERICAN COUNCIL ON EDUCATION

PSYCHOLOGICAL EXAMINATION . . . . . . . ..
Non-dropouts and dropouts . . . . . . . . ..
Dropouts and subgroup dropouts . . . . . ...
RESULTS OBTAINED FROM A COMPARISON OF

THE GROUPS WITH RESPECT TO SEX . . . . . .
Dropouts and non-dropouts . . . . . . . . .
Dropouts and subgroup dropouts . . . . . . .
RESULTS OBTAINED FROM A COMPARISON OF

THE DROPOUTS AND NON-DROPOUTS WITH

RESPECT TO SCORES ON THE BASIC COLLEGE

INVENTORY 0F ATTITUDES AND BELIEFS . . . .
RESULTS OF A COMPARISON OF THE GROUPS

WITH RESPECT TO OCCUPATION OF FATHER . . .
The means of the groups on numerical scores

substituted for occupational categories ..

vi

PAGE

73
73
75

77
77

78

81
81
81

85

89

89

vii

CHAPTER PAGE
The significance of the differences
between the means of the scores for
the groups with respect to fathers'
occupations . . . . . . . . . . . . . . . . . 91
Differences between dropouts and
non—dropouts by socio-economic
background and ACE scores . . . . . . . . . . 91
Differences between the occupations of
fathers of non-dropouts and occupations
of the employed males of Michigan . . . . . . 93
Differences within dropout and
non-dropout groups by fathers'
occupation according to sex of
their children . . . . . . . . . . . . . . . 99
Sex differences within drOpout and
non-dropout groups by socio-economic
background and ACE scores . . . . . . . . . 99
Sex differences between drapout and
non-dropout groups by socio-economic
background and ACE scores . . . . . . . . . 109
X. REASONS FOR LEAVING LISTED BY DURING
TERM FIRST TERM DROPOUTS AT TIME OF
LEAVING . . . . . . . . . . . . . . . . . . 111

viii

CHAPTER PAGE

XI. SUMMARY, CONCLUSIONS AND SUGGESTIONS
FOR FUTURE RESEARCH . . . . . . . . . . . . 114
Summary . . . . . . . . . . . . . . . . . . . 114
Conclusions . . . . . . . . . . . . . . . . . 118

Scores on the American Council on
Education Psychological Examination . . . 118

Scores on the Basic College Inventory

of Attitudes and Beliefs . . . . . . . . 119

Ratings on the High School Rating
Scale . . . . . . . . . . . . . . . . . . 119
Education of parents . . . . . . . . . . . 120
Occupation of father . . . . . . . . . . . 121
Percentages of males and females . . . . . 126

Reasons given for drOpping out by
during term dropouts . . . . . . . . . . 126
Suggestions for future research . . . .8. 123
BIBLIOGRAPHY . . . . . . . . . . . . . . . Lian... . 130

APPENDIX 0 O O O O O O O O O O O O O O O O O O O O O 135

TABLE

II.

III.

IV.

VI.

LIST OF TABLES
PAGE

Analysis of Variance Test of Significance

of Difference Between Means of Dropouts

and Non-Dropouts for the High School

Rating Scale Trait of Popularity . . . . . . 50
Chi Square Test of Significance of 6

Differences Between Groups With Respect

to Sex . . . . . . . . . . . . . . . . . . . 54
Chi Square Test of Significance of

Differences Between Groups With

Respect to ACE Scores . . . . . . . . . . . 55
Significance of Differences Between Means

of Subgroup Drapouts and Dropouts on

Sections of the High School Rating

Scale . . . . . . . . . . . . . . . . . . . 59
Significance of Differences Between

Means of Subgroup Dropouts and Dropouts

on Sections of the High School Rating

Scale 1948 and 1949 . . . . . . . . . . . . 65
Percentage of Parents of Dropouts,

‘Non-Dropouts and Subgroup Dropouts

Having Education up to High School,

Some High School or Beyond High

School 1948 a 1949. . . . . . . . . . . . . 68

TABLE PAGE
VII. Significance of Difference Between

Dropouts and Non-Dropouts and

Subgroup DrOpouts and Dropouts

by Education of Parents 1948 & 1949 . . . 69

VIII. Educational Attainment of U. 8.

Population . . . . . . . .. . . . . . . . 74
IX. Percentage of Dropouts, Non-Dropouts

and Subgroup Dropouts Receiving

Scores in Each Tenth of Their Class

on Scores for the American Council

on Education Psychological

Examination . . . . . . . . . . . . . . . 79
X. Number and Percentage of Males and Females

in the Dropout, Subgroup, Non-Dropout

Random Sample and Non-Dropout Total

Entering Freshmen Fall Term Groups

1948 & 1949 . . . . . . . . . . . . .. .. 82
XI. Significance of Differences Between

Means of Dropouts and Non-Dropouts on

Scores for Form C of the Basic College

Inventory of Attitudes and Beliefs 1949 . 85

xi

TABLE PAGE
XII. Standard Deviations and Means of Scores
of Dropouts, Non-Dropouts, and Subgroup
Dropouts for Occupation of Father, High
School Ratings and the Basic College
Inventory of Attitudes and Beliefs
Form C 1948 & 1949 . . . . . . . . . . . . 90
XIII. Number of Female Non-Dropouts in Each Tenth
of Their Class on Scores for the American
Council on Education Psychological
Examination by Socio-Economic Group
1948 & 1949 . . . . . . . . . . . . . . . 94
XIV. Number of Female Dropouts in Each Tenth of
Their Class on Scores for the American
Council on Education Psychological
Examination by Socio-Economic Group
1948 & 1949 . . . . . . . . . . . . . . . 95
XV. Number of Male Non-Dropouts in Each
Tenth of Their Class on Scores for the
American Council on Education
Psychological Examination by Socio-
Economic Group 1948 & 1949 . . . . . . . . 96
XVI. Number of Male Dropouts in Each Tenth of
Their Class on Scores for the American

Council on Education Psychological

xii

TABLE PAGE

Examination by Socio-Economic Group

1948 & 1949 . . . . . . . . . . . . . . . 97

XVII. Major Occupational Groups of Employed

Persons Male for Michigan 1950 . . . . . . 98
XVIII. Percentages of Dropouts and Non-Dropouts

in Each Socio-Economic Group by Sex

1948 & 1949 . . . . . . . . . . . . . . . 100
XIX. Percentages of Female Non-Dropouts in

Each Tenth of Their Class on Scores

for the American Council on Education

Psychological Examination by Socio-

Economic Group 1948 & 1949 . . . . .'. . . 101

XX. Percentage of Male Dropouts in Each

Tenth of Their Class on Scores for the

American Council on Education

Psychological Examination by Socio-

Economic Group 1948 & 1949 . . . . . . . . 105
XXI. Percentage of Male Non-Dropouts in Each

Tenth of Their Class on Scores for the

American Council on Education

Psychological Examination by Socio-

Economic Group 1948 & 1949 . . . . . . . 106

xiii

TABLE PAGE

XXII. Percentage of Female Dropouts in Each
Tenth of Their Class on Scores for the
American Council on Education Psychological
Examination by Socio-Economic Group
1948 & 1949 . . . . . . . . . . . . . . . . 108
XXIII. Reasons Given for Dropping Out by Subgroup
Dropouts 1948 & 1949 . . . . . . . . . . . 112

LIST OF FIGURES
FIGURE PAGE
I. Means of High School Rating Scale for
Dropouts, Non-Dr0pouts and Subgroup
Dropouts for 1948-1949 . . . . . . . . . . . 60
II. Percentage of Mothers of Dropouts,
Non-Dropouts and Subgroup Dropouts
Having Education up to High School,
Some High School or Beyond High
School 1948-1949 . . . . . . . . . . . . . . 71
III. Percentage of Fathers of Dropouts,
Non-Dropouts and Subgroup Dropouts
Having Education up to High
School, Some High School or
Beyond High School 1948-1949 . . . . . . . . 72
IV. Percentage of Dropouts, Non-DrOpouts
and Subgroup Dropouts Receiving
Scores in Each Tenth of the ACE . . . . . .. 80
V. Means of Scores of Dropouts and
Non-Dropouts on Form.C of the
Basic College Inventory of
Attitudes and Beliefs 1949 . . . . . . . . . 87
VI. Percentages of Dropouts, Non-Dropouts
and Subgroup Dropouts in Each

Occupational Group . . . . . . . . . . . . . 92

XV

FIGURE PAGE
VII. Percentages of Dropouts and Non-Dropouts

in Each Socio-Economic Group by Sex

1948-1949 . . . . . . . . . . . . . . . . . . 102
VIII. Percentage of Male and Female Dropouts

in Each Tenth of Their Class on the

American Council on Education

Psychological Examination by

Socio-Economic Group 1948-1949 . . . . . . . 103

IX. Percentage of Male and Female Non-Dropouts

in Each Tenth of Their Class on the

American Council on Education

Psychological Examination by

Socio-Economic Group 1948-1949 . . . . . . . 104

CHAPTER I
INTRODUCTION

This study dealt with the description of first
term freshman dropouts and non-dropouts at Michigan State

College for the years 1948 and 1949.

.I. THE PROBLEM

mm. This study 012.11; with
a comparison of fall term entering freshman dropouts with
fall term entering freshman non-drapouts at Michigan
State College according to a number of factors. These
factors were scores on the American.Council on Education
Psychological Examination, scores on the Basic College
Inventory of Attitudes and Beliefs, ratings on the High
School Rating Scale found on the Michigan State College
Application Blank, occupation of father, education of
parents and percentages of men and women.

There were three groups used: (1) dropouts,
(2) non-dropouts and (3) subgroup dropouts. The dropouts
consisted of fall term entering Michigan State College
freshmen for the years 1948 and 1949 who did not register

for the winter term. The non-dropouts consisted of a

random sample of fall term entering freshmen. The subgroup

.III I'll.l

dropouts consisted of those drapouts who left during the
term minus those who gave transfer, death in family or
serious injury as reason for dropping out.
The number of cases involved were as follows:
1. Total fall term entering-freshmen 5470
2. Total fall term dropouts 1948 &

1949 373
3. Random sample of non-dropouts

1948 and 1949 393
4. Subgroup dropouts 116

W. The random sample
of non-dropouts was selected by the random number technique
and found to be representative by ratio of men to women
and scores on the American Council on Education Psychological
Examination. '

Reseazgh_me1hgdglgg1. This research dealt with the
description of one population in relation to another and-
therefore may be classified as normative survey research.

Inno:tanae_gf_1he_stnd1. It is important to know
more about first term freshman dropouts in order to
facilitate:

1. Helping students to adjust to college.
2. The choice of-a student body for Michigan

State College.

3. The improvement of academic services. -

W. This study was limited

to first term dropouts because:
1. Thereby it was possible to reduce the
number of variables.
2. This group was unique in that:
a. Almost no students were asked to leave.
b. They were in college only a very short
time and probably had not given it a fair try.
c. Most of the students studied were in
the transitional period between high school and
college.
The particular factors used for comparison were
chosen because:
1. The data were available in the records of
Michigan State College.
2. Similar data will probably be used by
Michigan State College workers in the future.
3. The choice of factors provided a wide
coverage of areas in the lives of students.
4. A more suitable combination of factors
was not noted.
First term entering freshman non-dropouts were
chosen for comparison because:

1. They seemed to be the most comparable group

available. Graduates were another possibility but
the use of graduates would have brought in new
variables, thus making the data more difficult to
interprets.

. The subgroup was formed because:

1. It seemed possible that these subgroup dropouts
might be different from dropouts with respect to some
of the factors studied.

2. By removing those who listed death in family
and serious injury as reason for leaving, some students
who apparently had to withdraw were removed. By
removing those who listed transfer as reason for leaving
college, some students who were in a sense not dropouts
at all were thereby eliminated.

Some limitations of the study are:

1. The validity of some of the instruments
used in the comparison is open to question, although
they do not differ greatly in this respect from
other instruments of their type.

2. The data are applicable primarily to
Michigan State College and may be applied to conditions
in other institutions only to the extent that conditions
in those other institutions are similar to those of

Michigan State College.

3. Dropouts and non-dropouts could have been
compared according to other factors besides those
used in this study possibly with promising results.

4. The causes of dropping out of college are
not shown as an outcome of this study.

5. It is not known whether those who drOpped
out will ever return. Some could reasonably be
expected to return and finish their education at
Michigan State College. A check was made to see if
‘many had returned for the third term of the school
year in which they enrolled. Only a small per cent

had returned.

II. DEFINITION OF TERMS

Dropouts. A first term freshman dropout is a first
term entering freshman who registered at Michigan State
College for the first time in the fall quarter of 1948 or
1949 but failed to register for the second quarter of the

same year.

Subgzggp_grgpguts, A subgroup fall term entering

freshman dropout is a dropout who did not complete the
fall term and who either gave no reason for dropping out
or did not give transfer, death in family or serious injury

as reason for leaving.

6

o - out . A non-dropout is a first term entering
freshman who registered at Michigan State College for the
first time fall quarter of 1948 or 1949 but who also

registered for the winter quarter of the same year.

III. ORGANIZATION OF THE REMAINDER OF THE THESIS

This chapter has introduced the problem. The next
chapter reviews the literature related to dropping out at the
college level, dropping out at the high school level, summaries
of studies related to predicting scholastic success and
to each of the factors used in the comparison of the groups
studied.

The third chapter outlines the procedures followed
and the materials used. The fourth through the tenth chapters
show the results found as a result of the use of the materials
and procedures. The final chapter summarizes the study,
discusses the implications of the results and suggests needed

future research.

CHAPTER II
REVIEW OF THE LITERATURE

The first part of this chapter will be devoted to
a review of the literature related to school leavers at
the college and secondary levels. This will be followed by
a review of some surveys of literature dealing with the
prediction of scholastic success. The remaining sections,
except for the last one, will be devoted to some studies
related to the factors used in this study.

LWWW.
Mitchell1 in 1942 reported a study of reasons given by
Michigan State College freshmen for dropping out of college.
The reasons were given either at the time of leaving or in
response to follow-up inquiries at a later date. The
percentages of first year dropouts leaving college by the
end of each fall term for three years were given as forty-eight
for 1937-1938, thirty-six for 1938-1939 and twenty-eight
per cent for 1939-1940. The percentages of students giving

each of six of the more frequently mentioned reasons were

 

1 Fred T. Mitchell, "Why Freshmen Leave College,"
MW. 13:95-100. Februarm 1942-

lack of money 20.8 per cent, not interested discouraged

15.6 per cent, transferred 8.1 per cent, on trial and low marks
39.4 per cent, illness or injury 11.1 per cent and needed at
home 2.5 per cent.

2 in 1940 studied reasons given by students

Snyder
for dropping out at the Los Angeles City College. She noted
that dropouts do not think in terms of five years hence but
rather see their present desires and hopes frustrated by the
attempt to obtain a longer education. She suggested that
drapouts have less college aptitude than do students in general.
Forty-six per cent stated that they left to go to work,
fourteen per cent because of illness and eleven per cent because
of failure. Seven per cent listed lack of interest and seven
per cent listed change of residence. No other reason was
listed by more than six per cent of the dropouts. Other
reasons were exclusion, preference for other schools and
unsuitable choice of courses.

Coyle and Yourman3 in 1950 reported a study of fall
term dropping out at Brooklyn College Evening Session.

 

2 Louise M. Snyder, "Why Do They Leave?", Journal
Won. 11:26-32. January, 1940- -

3 Emerson<Coy1e and Julius Yourman, "Follow-up of
Vocational Diploma Students Who Dropped Out During or After
Fall 1949 Term," (unpublished supplement to 1949-1950
.Annual Report Brooklyn College Evening Session Department of
Personnel Service Counseling Office, New York, 1950).

r’

’Tr'¢\" -‘

Continuing students and dropouts were compared with respect
to tested abilities, number of courses taken and grades
received. An attempt was made to find out why students
dropped out by asking them over the telephone or by mail.
Thirty-five per cent of all the matriculated Vocational
Diploma students registered fall 1949 failed to return for
the next term. Twenty-nine per cent of these were other
than entering freshmen.

The most commonly mentioned reasons given by the
sixty-seven per cent responding were employment, transfer
and illness.

Important differences in intelligence were not noted.
Intelligence test scores averaged about the same for both
groups. I

Banzet4 at Michigan State College reported in 1951
an attempt to contact students who withdrew from Michigan
State College during 1949-1950 and ask them why they left
and learn if they may be encouraged to return and complete
their pragram. Students having less than twenty-seven or
more than one hundred and eighty-four credits, those having
a grade point average below 2.2, those who asked for

transcripts of their grades to be sent to other institutions

 

4 Ernest W. Banzet, "Summary Report on Student
Withdrawals From Michigan State College, 1949-1950,"
(unpublished report, Board of Examiners, Michigan State
College, 1951).

10

and those who left for disciplinary or scholastic action
were left out of the study. Of the students contacted,
26.2 per cent replied. The most important reasons given
were marriage, military service and finances.

Moon5 in 1928 at the University of Chicago studied
reasons why students left college by writing them letters
and asking them why they left. He found the chief reasons
listed were finances, health, home conditions and some
form of dissatisfaction. Letters were sent to 278 students
who entered in 1925-1926 and 200 others asking them why they
drOpped out of college. Two hundred and forty replies were
received.

Hale6 compared the holding power of junior colleges
and regular four year colleges. It was found that junior
colleges have a significantly greater power than do senior
colleges. Thirty-eight junior colleges and twenty-one
standard colleges were studied through a comparison of lists
of students found in the catalogues of the institutions
studied.

 

5 G. R. Moon, "The Student Who Drops Out of College,"
School and Society, 27:576-8, May, 1928. .

6 Wyatt W. Hale, "Comparative Holding Power of Junior

Colleges and Regular Four-Year Colleges," 2hi_ng113_xgnngn,
13:69-74, October, 1930.

11

Cuff7 at Eastern Kentucky State Teachers College in
1928 advanced two lines of proof to show that lack of
intelligence causes elimination. First of all, the average
percentile ranking on an intelligence test rose from one
college year to the next. Secondly, the average intelligence
percentile ranking for those dropping out was lower than it
was for those who remained. More men drOpped out than women
and country people dropped out at a higher rate than did city
people. The size of the family was not found to be related
to standing in grade pOints. Seventy-seven per cent of
freshmen believe that the chief cause of their failure was
lack of application. About seventy-five per cent of those
eliminated stated at the time of enrollment that they did
not expect to remain.

A study by Booker8 based on a review of the literature
is worth mentioning here in spite of the lack of specific
information included in the report. He referred to studies
but failed to say what studies or how they were conducted.

He concluded that studies have shown that scholastic failure

 

7 Noel Bw Cuff, "Problem of Eliminations From.College,"
W. 30:550-2. October. 1928-

8 Ivan A. Booker, "Reducing Withdrawals," Janrnal
WW. 4:249-54, May, 1933.

a,

 

12

is by far the largest single cause of withdrawing from
college and therefore remedial work for failing students is
the answer to the dropout problem.
Mercer9 in 1943 reported a valuable piece of work
done through the use of the case study method in the
investigation of causes of leaving college without graduating.
She found problems of health, finances, personal and family
relationships in three fourths of the leaving group. Twenty-
nine students entering in 1937 and failing to complete
college were studied. The sources ofydata were the
cumulative records, interviews with students and members of
the families of the individuals studied as well as conferences
with staff members. She says:
a. Problems of health, family relationships,
and finance predominate in the group who left with-
out receiving a degree.
b. The leaving group were less active
participants in the affairs of the college community
than were the honor group.
c. Fewer members of the leaving group earned

a major part of their college expenses than did
the honor students.0

 

9 Margaret Mercer, "Personal Factors in College

Adjustment." 193W. 36:581-655.
April, 1943.

10 MC, PO 5680

13

Winiams11 in 1938 at the University of Michigan
studied the records of 1,026 students who did not return in
September 1937 to the College of Literature, Science and the
Arts. The factors of sex, age and residence within or
without the state were not found to differentiate between
those who drop out and those who do not drop out. Discipline
was not found to be an important cause of withdrawal. Except
for those asked to leave, grades could not be considered a
major cause for withdrawal. He concluded that although there
is an obvious waste from the point of view of the institution
in losing so many students, those who fail to return may have
made a wise choice. This study, he suggests, overlooks the
students reasons for leaving. The failure of the author of
this study to use statistical measures makes it difficult
to evaluate some of the data.

Smith12 made a contribution by attempting to explain
why there was a relatively low drop out rate at the non-degree

offering Rochester Institute of Technology. The factors

 

11 Robert L. Williams, "Academic Records of Students
Eliminated From the University of Michigan," Sch991_ang_
Society, 47:515-29, April, 1938.

12 L. F. Smith, "Student Survival in a Technical
Institute," Sghggl_fle11e1, 53:894-921, May, 1945.

14

contributing to this low rate were given as:
1. Range of admissions procedures.
. Emphasis on counseling.

. Functional curriculum.

. Shorter course.

2

3

4. Cooperative plan.

5

6 13

. Exist interviews.

The gross survival rate among the 1,707 students
studied was found to be sixty-seven per cent and the net
survival rate was found to be sixty-one per cent.

Hilton and Carpenter14 suggested that each of the
five types of institutions studied should be aware of the
large percentage of students who drOp out during the first
year; provision should be made to provide offerings suitable
to their needs. A practical course of two years with a
certificate for those completing it was suggested. They
studied the persistence of 3,023 students who entered nine
Missouri Colleges in 1936 or 1937. Forty per cent were

found to drop out during the first year.

 

13 Ihld., pp. 298-99.

14 W. A. Hilton, and W. W. Carpenter, "Persistency

01’ students," W. 14:268-70.
May, 1943.

15

A follow-up study of non-graduating women from the
College of Education at Ohio State University reported in
1943 by Greene15 led him to suggest that the needs of those
who drop out are not being met in college. The value of
certain courses was questioned. Dropouts expressed
dissatisfaction in the area of vocational, academic and
personal counseling. The post college success of the dropouts
was found to be very limited. One hundred and ninety-five
women who entered the College of Education as freshmen between
1933 and 1936 and dropped out sometime after the first
quarter of the freshman year and before the first quarter of
the senior year were reached by letter or interview and asked
about their college experience. On the basis of the study
Greene offered a list of recommendations for dealing with the
dropout problem. Among these recommendations were:

Personnel officers should devise means to locate
early students who are potential dropouts, and give
them assistance in making wise vocational choices.

Student programs should be planned in terms of
the student's total situation, taking into account
such factors as health, outside employment,
abilities, interests, social needs and probable length

of attendance, as well as academic requirements.
The curriculum should be carefully examined in

 

15 Founta D. Greene, "Follow-up Study of Non-
Graduating Women from the College of Education, Ohio State

University. " WWW.
29:427-33, October, 1943.

l6

terms of social and individual needs of students

and in terms of the purposes of the institution so
that inadequate courses may be modified or withdrawn
and new material added which will more nearly meet
individual, social, and institutional needs. 6

McNeeley17 in 1938 reported a study of 15,535 students
in twenty-five universities. Data related to factors such
as age at entrance, location of home, place of lodging,
participation in extra-curricular activities, engagement in
part-time work, academic achievement and students' reasons
given for leaving were collected. He says:

The factor of age at entrance was found to have
a bearing on student mortality. Of the students
entering at the immature age of less than seventeen
years, there were forty-seven per cent of them who
left the universities as compared with seventy-two
per cent for the students entering at the mature
age of twenty-nine years or over. The percentages
of students leaving the universities advanced
concomitantly with each advance in age. Distance of
the homes of the students from the institution
appeared to be related to mortality. In twenty-one
of the twenty-five individual universities higher
percentages of the students with homes in another
state left the institutions than those with homes
within the county in which the institution is located.

The place of lodging also seemed to exercise
some influence on mortality. Approximately three-
fourths of the universities had a higher mortality
among the students lodging at a rooming house or
college dormitory than among those lodging at home
with parents or at a fraternity or sorority house.

Larger percentages of students left the
universities who did not participate in such
activities. Similarly, larger percentages of the

 

16 Ihid., p. 432.

17 John H. McNealey, "College Student Mortality,"
Bulletin No. 11 Office of Education, United States Government
Printing Office, Washington, D. C., 1948.

17

students who did not engage in part time work left
the universities than who engaged in part time work.

18

Lack of money was listed as a reason for leaving
by 22.4 per cent, not interested discouraged 17.6 per cent,
on trial and low marks 44.4 per cent, illness or injury 7.6
per cent and needed at home 1.6 per cent.

Sheedy19 reported in 1949 a study of students
enrolled in the Basic College of Michigan State College.
Part of this study was devoted to withdrawals for the
years 1944 and 1945.

The class entering in 1944 was composed almost
entirely of freshmen. He devided it into five groups
according to their academic progress as follows:

Group I 33 per cent who have graduated.

Group II 13 per cent still in Michigan State
College with every prospect of
graduating.

Group III 41 per cent who dropped out of
college voluntarily.

Group IV 10 per cent who were asked to
withdraw because of academic
deficiencies.

Group V 3 per cent who withdrew before
any grades were recorded.20

 

18 Ibid.

19 Joseph W. Sheedy, "Academic Survey of the First
Basic College Class," Michigan State College, East Lansing,
Michigan, 1949.

20 1121.4.

18

Of those who withdrew voluntarily (group III)
thirty-seven per cent had grades well below C. This same
group had scores on the American Council on Education
Psychological Examination averaging in about the third
tenth.

Of those who were asked to withdraw for scholarship
deficiencies, twenty (two per cent of the original class)
were listed as freshmen. The latter group had a credit
point ratio of point one six. Although many of those
dropping out for scholarship deficiencies were in the
lowest tenths of the American Council on Education Psycho-
logical Examination distribution, there were also many of
this group in the highest tenths.

The second class of the Basic College entering in
1945 was made up as follows:

Group I 37 per cent graduating

Group II 12 per cent with every prospect
for graduating.

Group III 35 per cent dropped out voluntarily.

Group IV 12 per cent withdrew for scholastic
deficiencies.

Group V 4 per cent voluntarily withdrew.21

 

21 Ihida

19

The behavior of groups 11 and IV in 1945 was
almost identical with the behavior of the corresponding
groups in 1944, as listed above. It is interesting to
note that these were war years during which men were
'especially susceptible to call to the Armed Services and
women tempted by war jobs. Yet, in spite of the nature
of the times, not much variation occurred from year to
year in regard to the factors studied. It is also
interesting to note that for both classes only a small
section withdrew for scholastic deficiencies.

The need for guidance as a preventative measure
for college mortality was stressed by Wagner.22 She pointed
out that those persons who dropped out for financial reasons
or due to change of goals may have needed guidance in high
school or college. Those who drapped out by the end of the
first term for financial reasons, she assumed, did not
understand the costs involved in going to college. Those who
dropped out by the end of the third term for financial
reasons may not have been able to budget the available money
and might have been greatly helped by counseling regarding

the problem of budgeting. She suggested that provision

 

22 G. D. Wagner, "Student Mortality Among College

Home Economics Freshmen." JQMEDHI_QI_HQE§_EQQBQEAQE+
33:244-5, April, 1941.

20

of a terminal course might also help in keeping people in
college. This might be especially true for the home
economics group since many of them may want to become home
makers and feel that two years of college is enough.

This study by Wagner23 was conducted at the College
of Agriculture, Forestry, and Home Economics at the
University of Minnesota for the three academic years from
1936 to 1939. Interviews, letters and records were the
sources of data. She says:

A need for better vocational guidance in the
secondary schools was evidenced by the fact that

a third of the girls who dropped home economics

did so because of an interest in some other course.

Many of them should have been directed into other

fields before beginning their college careers.

It is doubtful if some of the girls with an honor-

point ratio below 0.5 should have been encouraged

to enter home economics in college.24

Dressel25 in 1943 at Michigan State College reported
a study of persons advised to withdraw from college. Only
one fifth were found to lack intelligence sufficient for
satisfactory college work. Finances and disinterest
accounted for most of the difficulties of the remainder.
The purpose of the study was to determine whether the

practice of advising failing students to withdraw was worth

the expenditure of time and effort needed to properly

 

23 1pm., p. 245
24 1pm., p. 245

25 Paul L. Dressel, "Liberal Arts Students Advised to
WithdraW." W. 14:43-5. January. 1943-

21

consider the cases. It was decided that the practice should
be continued.

Agate26 in 1941 at the University of Louisiana
reported a study on intelligence, economic background, and
present occupation upon remaining in college. The non-
dropouts averaged twenty-three points higher than the
dropouts on the intelligence test. The children of fathers
in the highest occupational categories were found to persist
in college much longer than those in the unskilled categories.
She found that those who were able to complete college
achieved on the average a higher level of occupation than
did those who failed to complete college. This study was
conducted at the University of Louisiana in 1941.

In 1941 Pacez'7 at the University of Minnesota reported
a valuable piece of work on the following-up of 951 former
university students. Some differences were found to exist
between the graduates and non-graduates, although he concluded
that the most significant finding was that there were not

many differences between the two groups. The graduates were

found to be in higher occupational categories than the

 

26 Grace B. Agate, "Persistence in College Related
to Intelligence, Economic Background and Present Occupation,"
(unpublished Doctor's dissertation, the University of
Louisiana, Pineville, 1941). 166 pp.

27 Charles R. Pace, The:_flen1_19_flpllege, The University
of Minnesota Press, Minneapolis, 1941. pp. 148.

I“

(Q

22

non-graduates and were better satisfied with their work..
Only slight cultural differences were found to exist between
the two groups.

In 1928 Gibson28 reported a study of the elimination
of students in New York State College of Agriculture at
Cornell University. Reasons given most frequently for not
graduating were changed occupational goals, financial
inability to meet college expenses, health, and need at home.

Eaton29 in 1942 reported a study conducted at the
Indiana University of 861 undergraduate students who were
enrolled in the 1939-40 school year but who withdrew from
the University during or at the end of the school year.

These dropouts made up eighteen per cent of the undergraduate
student body. The dropout rate varied very little from
school to school within the University. The percentile
rankings of the dropouts were far below those of the student
body as a whole. About sixty per cent of the withdrawals
were men and forty per cent were women. There was little

difference in the aptitude of the sexes. More than one

 

28 A. W. Gibson, "Elimination of Students in New
York State College of Agriculture at Cornell University,"C,Or'nel,l
University, Utica, 1949.

29 Merrill T. Eaton, "A Study of Indiana University
Withdrawals," Bullafin_9f_Sah921_Qf_Educafian_gf_Indiana

uniygzsity, 28:5-16, February, 1942.

23

fourth of the subjects leaving school said they were going

to transfer. Almost a third left to find employment or
because of financial difficulties. Low scholastic achievement,
poor health and marriage were listed by subjects as important
causes of withdrawing.

Jordan3O

. reported a study conducted at the University

of North Carolinain 1925. He found that thirty-eight per

cent of those who began as freshmen during the years studied
left school before or at the end of two years. The non-dropouts
were superior to the dropouts in mental ability and scholastic
achievement. Poor scholarship was given as the primary reason
in over half of the cases. Other causes listed each affected
comparatively few cases.

31 in 1938 reported a study of sixty-three

Stuit
dropouts at the Teachers College of the University of Nebraska.
In answer to a questionnaire as to reasons for withdrawal,
thirty-one listed scholastic records, eight dissatisfaction
with the university, six marriage and nineteen miscellaneous

reasons. He expressed the opinion that these dropouts did not

profit from their college experience. He says:

 

30 Arthur M. Jordan, "Student Mortality," Sghggl
and_figgiety_, 22: 821-4, December, 1925.

31 Dewey B. Stuit, "A Follow-up Study of Freshmen
in the Teachers College of the University of Nebraska,"

W211. 48:282-284. August. 1938.

Certainly these students did not profit from
their experience of failure. The bitter comments
attached t8 some of the questionnaires testify to
this fact. 2
Tallman33 in 1927 studied 507 students who dropped

out of the State University of Iowa. He reported that the
scores made on the Iowa High School Mental Survey were
significantly higher than those for the group which did not
enter college. For those who dropped out of the freshman
class, lack of funds was the most frequently mentioned
reason for withdrawing.

Pope34 in 1931 reported a study of 247 women
withdrawing from six eastern Liberal Arts Colleges. She
lists reasons given by students as:

Financial difficulty, 31 per cent; academic
failure, 11 per cent; desire for another type of
instruction, 10 per cent; failure to gain social
recognition, 9 per cent; ill health and marrggge
each 7 per cent; and discipline, 6 per cent.

Those admitted by examination alone or with

conditions and those on probation were poorer risks than

those admitted by certificate and examination. Transfer

 

32 Ihid., p. 284.

33 Russell W. Tallman, "A Critical Analysis of
Student Persistence at the State University of Iowa,"
, Volumn IV,
Iowa City, 1927.

34 Ruth V. POpe, o 1 e o

Qf_flomen_atndents, Teachers College Contributions to Education,
No. 485, New York, Teachers College, Columbia University, 1931.

35 112111..

25

students with less than sophomore standing in the
institutions from which they came were poor risks. The
size of home town or high school from which the student
came or that of the class had predictive value. Rank
in class proved of predictive value. Intelligence test-
scores also were significant.

Lord36 in 1938 reported a study of college persistence
in 266 American Colleges. He found that generally the
freshman year was the one in which the most students with-
drew. He says that of those withdrawing, 20.7 per cent
left for unknown reasons; 11.5 per cent for financial reasons,
11.5 per cent failed and 2.8 per cent died. He concluded:

But in a vast number of cases, the college

is at fault. The student should not have been

admitted in the first place; once admitted, he

should have had wiser and more efficient guidance.

This is a responsigility which the college has

no right to shirk.

On the basis of a review of the literature dealing
with college mortality, Feder38 concluded that in spite of
the fact that most studies have attributed dropping out to

a single cause there are actually many causes, most of

which the student is unaware of or is unwilling to face.

 

36 Everett W Lord. 5.111519411in sistenaeinsmeaican
College§,, Indianapolis, Indiana: Alpha Kappa Psi. Fraternity,
November, 1938.

37 Ibid.

38 Walter 8. Monroe. Editor. WWW
Research, Revised Edition, The Macmillan 00., N. Y., 1950.

26

t o b o v .
Minor39 made a significant contribution by a very comprehensive
study of dropping out in the public schools of Virginia. She
studied 646 pupils who withdrew from schools in three
representative counties in Virginia from 1937 to 1940. These
were compared to 2,515 in school pupils enrolled in the same
grades and schools during the spring of 1941.

She suggests that perhaps her most significant finding
was the high proportion of parents and pupils in the with-
drawal group with unfavorable attitudes toward school and
education. Of these, indifference of parents was considered
the most outstanding. She says that an extremely high
percentage of withdrawals was found to lack interest in school.
Occupation of father and religious affiliation differentiated
between the two groups. Teachers with less than five years'
experience had prOportionately fewer withdrawals than any
other experience group. Location of school did not influence
the withdrawal rate. This study is unique in its choice of
factors for comparing the leavers and non-leavers and appears

to be one of the best studies of dropping out reviewed.

 

39 Lillian P. Minor, "Certain Factors Influencing
Children to Leave the Elementary School," (unpublished
Doctor's Thesis George Peabody College for Teachers, 1943).

27

As part of a more inclusive study, Bell4O made a
contribution to the understanding of why pupils leave school
without graduating. In 1938 he reported a study of 10,853
out of school youth in Maryland. Occupation of father, race
and sex were found to be outstanding in determing how much
school boys and girls received. .

A study of boys and girls who had left school without
graduating was made in 1944 by the University of Chicago's

School of Social Science Administration.41

This study
contributed information about the experiences of boys and
girls who left school at a time when the war made jobs
plentiful. In eight representative schools 381 persons
under eighteen were studied. Interviewers went to their
homes and attempted to find out why these young people left
school and what had happened to them since they left. They
discovered the following facts:

1. 15 per cent were under compulsory school age.

2. Excessive industrial wages were the biggest
drawing force.

3. 78 per cent had paid employment.

 

40 Howard M- Bell. W.
(Washington, D. C.: American Council on Education, 1938).

41 Illinois Child Labor Committee, "Study of Chicago
Students Leaving School Before Graduating," Monthly_Lahgr,
Sexism. 59: 135- -6, July, 1944.

4.. 5 per cent were in military service.

5. 17 per cent withdrew because of illness,
domestic requirements at home, or future .
plans for gainful employment.

6. Semi-skilled, unskilled, and service jobs
predominated.

7. There were frequent violations of labor laws
regarding working conditions and hours.

8. Psychological restlessness and freguent
change of employment predominated. 2

43 contributed some information about

Johnson and Legg
what students say as to why they left school. He interviewed
some 440 boys and girls fourteen and nineteen years of age
who had dropped out of school in Louisville. The primary
reasons for leaving were listed as failure in school subjects
and discouragement and dissatisfaction with courses in school.

Gragg44 made an important contribution with an
excellent study in which he compared high school dropouts
and non-dropouts according to a number of factors. In this

study reported in 1948 he says:

Chi-square tests of significance of difference
between the characteristics of graduates and the

 

42 Ihidn

43 Elizabeth S. Johnson and Caroline E. Legg,
"Why Young People Leave School,"

W
W. 32:14-24. November. 1948-

44 William L. Gragg, "A Study of Factors Related
to the Persistence of Pupils in Public Secondary Schools,"
(unpublished Doctor's Thesis Cornell University, 1949).

29

characteristics of dropouts revealed that
differences exist between the two groups to a
degree sufficient to warrant consideration of some
of the factors in the prediction of school
elimination.

Those factors included in this study for which
the tested differences between graduates and dropouts
were great enough to permit their utilization in
predictive analysis were:

1. Retardation in school amounting to two or
more grades.

2. An intelligence, aptitude, or achievement
score on a standardized test which places.
the pupil in the lowest decile among the
pupils tested.

3. Absence from school for more than one-third
of the total number of school days in the
year immediately prior to the time the-
pupil reaches the maximum age of compulsory
school attendance.

4. Failure in school marks in more than two,
subjects in the year immediately prior to
the time the pupil reaches the ngimum age
of compulsory school attendance.

Eckert and Marsha1146 in 1935 found that dropouts
differed significantly from graduates in school adjustment
and plans for the future.

Dillon47 reported a study of early school leavers

 

45 112.11-

46 Ruth E. Eckert and Thomas 0. Marshall, When

W, Regents' Inquiry, McGraw Hill, New York,
1938.

47 Harold J- Dillon. Earlx_Sch991_Lea1ers.
National Committee 419 4th Ave., New York 16, New York, 1949.

30

based on a sample composed of 1,360 persons in different

types of communities. Information was obtained about the

dropouts from the school records, school personnel and

from the individuals themselves. No comparison was made

with a sample of non-dropouts.

On the basis of the findings of this recent study,

Dillon48 concluded that the following were symptoms of

vulnerability to early school leaving:

1.

2.

7.

Fairly consistent regression in scholarship
from elementary to junior to senior high school.

Frequent grade failure in the elementary
school.

High frequency of grade or subject failure
in the junior and senior high school.

Marked regression in attendance from
elementary to junior to senior high school.

Frequent transfers from one school to another.

Evidence of a feeling of insecurity or
"lack of belonging" in school.

Marked lack of interest in school work.49

This study appears to be a valuable piece of work;

however, it would have been more useful if the drOpouts

had been compared to students continuing in school with

respect to some of the factors.

 

48 1211.
49 Ibid.

31

LWWM.
Garrett50 in his comprehensive study of the literature
dealing with the prediction of scholastic success noted
that many investigators have shown that little or no
relationship exists between personality measuring devices,
including rating scales, and scholastic success. He further
concluded, however, that the evidence is far from conclusive.‘
He says:

The various tests of character and personality
have practically no value as predictors of college
scholastic success, but the rating scales on which
high school teachers and principals rate students
on an instrument of prediction of college success,
as is clearly shown in the studies, do show promise.
Especially is this true of such characteristics as
studiousness, persistence, and ability to budget

time. This will no doubt be an active field for
experimentation and research in the immediate future?1

52 after a comprehensive review of the

Masoner
literature dealing with rating scales concludes that
personality rating scales have considerable promise. He
also shows their very extensive use in studies reported

in the literature and in business, industry and education.

 

50 Harley F. Garrett, "A Review and Interpretation
of Investigations of Factors Related to Scholastic Success
in Colleges of Arts and Sciences and Teachers Colleges,"
(unpublished Doctor's dissertation, the University of
Colorado, Boulder, 1948).

51 Ihldm

52 Paul H. Masoner, "A Critique of Personality Rating
Scales," (unpublished Doctor's dissertation, the University
of Pittsburgh, 1949).

1‘

A}

32

As to their use in schools, he says:

It is important in this connection to note
that the number of rating scales, inventories,
anecdotal reporting and other measures of
personality that have been developed in industrial
schools or school systems agg probably in the
hundreds or even thousands.

As to their validity, he says:

1. Returns from the schools canvassed indicate
that a considerable number of secondary schools
regard rating as an important phase of the pupil
personnel program.

2. One of the important present methods for the
appraisal of personality is the rating scale. There
is no denial of the subjectivity and
the inadequacy of personality rating as an exact
method of measurement. Nevertheless along with
self-inventories, projective techniques, anecdotal
records, laboratory techniques, and other procedures,
personality rating represents an important technique
for the assessment of the personal characteristics of
individuals.54

.‘ at- ' -_1t-! to 0, Cost 0; Of '1 9“ d'Q ‘9- 1 0!
of_parents, Dear55 found that those in the laboring type
of occupations, except farming or printing, kept their

children in school fewer years than did those in non-laboring

 

occupations.
53 1111.4.
54 112111.

55 Ernest R. Dear, "Distribution and Persistence
According to Paternal Occupations Represented in the

Secondary Schools in Michigan," Jflntnfll_21_Edncafional
Research. 26:585-592., April, 1933.

33

Osborn56 in 1943 reported differences in social and
economic background by American Council on Education
Psychological Examination scores. Six hundred and fifty
students in three institutions of higher learning were used
in the study. The distribution by ACE scores was divided
into fifths and then the persons in each fifth were compared
with those falling in each other fifth by factors related
to socio-economic background.

The parents of those in the highest fifth of the
distribution of ACE scores had a higher median income, better
reading facilities, and contributed more to the support
of their children than did the parents of students in the
lowest fifth. The superior students went to college sooner
after high school. A larger percentage of the superior
ones came from the homes of professional people. The
aspirations of those from the upper levels of the ACE
distribution were higher than those of the students from the
lower levels.

Neff57 points out that many studies use occupation

 

56 Richard C. Osborn, "How is Intelligence Test
Performance Related to social and Economic Background?",

12nzna1_2f.Edncaiional_£sxsholoaz. 34:215-28. 1943.

57 Walter S. Neff, "Socio-Economic Status and

Intelligence: A Critical SurveY." Esxchaloaical_3nlleiin.
35: 727-754, 1938.

34

of father as a criterion of economic status. He summarized
eight studies correlating intelligence test scores and
criteria of economic status, the latter not always being
occupation of father. The lowest correlation was + .21
and the highest + .53. He says:
But all summarized studies tend to show

that low cultural environment tends to depress

I. Q. approximately to the degree agreed as

characteristic of laborer's children and that

high environment raises 1. Q. correspondingly.

All, then, of the twenty-point mean difference

in I. 9. found to exist between children of the

lowest and highest status may be accounted for
entirely in environmental terms.58

WNW

MW. Commins59 ”summarized
data related to the ACE. He points out that an attempt

has been made by the authors, L. L. and T. G. Thurstone,
to make each new edition experimentally equivalent to the
previous. New editions come out each year. The scale

is broken down into two subscores designated as Q and L.
The full significance of these partial scores will not be

apparent, says Commins, until considerable additional

 

58 Ibid-

59 0, K. Buros. Wm.
Rutgers University Press, New Brunswick, 1948. p. 217.

35

study is made regarding them.

Super60 has also summarized data related to the
ACE. He states that the correlation between this test and
grade point average for four years of college is .45. He
quotes one study as indicating that the test has odd-even
reliability of .95 for the total scores, for the 1938 edition.
The extensive work previously done on the other forms of the
test is, according to him, applicable to each new form each

of which is considered equivalent to the others.

WWW
WW. Numerous surveys

have been made of studies related to the prediction of'
scholastic success. The most complete of these surveys was
made by Garrett61 and reported in 1948. On the basis of his
review of the literature, he concluded the following:

Extensive experimentation has been made in
the field of mental tests, achievement tests, and
high school record, but insufficient data are
available on the possibilities of college aptitude
tests, personality inventories and rating scales
by high school principals, teachers and students.

 

60 Donald E. Super, 't
Harpers & Brothers, New York, 1949. p. 120

61 Garrett, ca. 211.

36

Practically all writers have warned against allowing
one factor to be the sole determinant for college
entrance. Likewise, nearly all agree that the
accumulative predictive value of combinations of
factors is the most valid means of determining
probable scholastic success in college.

He lists the average correlations found on the

studies reviewed between certain factors and grade point

average as follows:63
High school average .59
High school rank .49
General achievement tests .48
Intelligence .46

General College aptitude tests .41
Achievement tests in specific
subjects .40
Special aptitude tests .47
Character and personality tests .09
Johnson64 in 1950 reported a review of the literature

dealing with the prediction of scholastic success. He
concluded that high school rank or scholarship appears to
be the best single index for the prediction of scholastic

success. He also points out that most studies of the

prediction of scholastic success are based on classroom

 

62 Ibid.
63 lhid.

64 Walter F. Johnson, "A Study of Efficiency of
Certain Factors for Predicting Achievement of Veterans at
Junior College Level in the College of Science, Literature
and Arts at the University of Minnesota," (unpublished
Doctor's dissertation, Minnesota, 1950).

37

Durflinger65

summarized many studies of prediction
from 1934 to 1943. In this study reported in 1943, he
found a median correlation of .52 which he considered to
be higher than those reported prior to that time. He
attributes this higher correlation to the new type of
examinations used for predicting scholastic success and
the changing methods of evaluation on which grades are
based.

Borow66 in 1946 discussed current problems related
to the prediction of college performance. He points out
that although high school records are the best single
predictor of college success, they are often based on
subjective studies of one kind or another and grading
systems vary greatly from one school to another.

Numerous studies have shown, he points out, that
the average intelligence test correlates about .45 with
grades in college. Content examinations correlate .50
and the high school rank about .55.

\

Improvement of the prediction depends upon future

 

65 Glenn W. Durflinger, "The Prediction of College
Success - A Summary of Recent Findings," Jggzngl_gf_tng
AMLMWW. 19:68-78. 1943-

66 Henry Borow, "Current Problems in the Prediction
of College Performance." 129W

9f.£911221a12.fieaisirazs..22:14-26.l946.

38

efforts toward better grading methods, achievement tests
and use of measures of non-intellectual influences on
achievement in college.

Literatgte related te situatiog tegponee attittde

.inxentgnl_methgdgleg1. Mcnemar67 critically surveyed the
literature dealing with attitude inventory methodology.

In his report he discussed a situation response attitude
inventory reported by Pace68 and quite similar in basic
design to the "Basic College Inventory of Attitudes and
Beliefs? Mcnemar agreed with Pace that the methodology
showed promise for future research.

Rosander69 made a valuable study of the validity
of a situation response inventory. He compared a situation
response type of inventory with an opinion scale. The
Thurstone method of scale construction was used in the
construction of both. Both were validated by comparison
of groups considered likely to have the Opinions which

the scale and inventory were supposed to measure and by

 

67 Quinn Mcnemar, "Opinion Attitude MethodolOgy,"
WW: 433289-374: JUIY9 1946-

68 Charles R. Pace, "A Situations Test to Measure
Social-Political-Economic Attitudes," Jegzpe1_ef_§eetel
Bexehelegx, 10:331-344, August, 1939.

69 A. C. Rosander, "An Attitude Scale Based Upon

Behavior Situations," legregl Qt Soeial Eeyeholegg,
8:3-15, February, 1937.

39

inter-correlation of the two instruments. He concluded:

We may use these data to support the validity
of the opinion scale, but there is more to the
behavior scale than just that. The behavior scale
' is so much more specific that one obtains a sharper
picture of an individual's attitude pattern toward
the negroe than that obtained from the more or less
general statements of opinion which appear in the
Opinion type scale. This type of paper and pencil
scale brings us more closely to the potential
behavior of the individual than does the Opinion
type scale, and is therefore likely to be much
more predictive of actual behavior. This however
is a hypgghesis which needs to be investigated
further.

WW- Eighteen
out of twenty-seven studies of withdrawing at the college level
included reasons given by dropouts for leaving college, seven
studied their intelligence, nine their scholarship, two post
college occupation, two Occupation of father, two age, two
place of residence, one extra-curricula activities, one
education Of parents and one case study data.

A few studies were mentioned on dropping out below
the college level, literature related to scholastic success

and for each of the factors used in comparing the groups.

 

70 111115.

CHAPTER III
THE MATERIALS AND PROCEDURES USED ,

Six factors were employed in the comparison of the
groups: (1) the American Council on Education Psychological
Examination, (2) the Basic College Inventory of Attitudes and
Beliefs, (3) the High School Rating Scale, (4) occupation of
father, (5) education of parents and (6) percentage of men and
women. In this chapter these factors and the statistical
analysis used in comparing the groups according to them will
be discussed.

h «meri on i on . u ati P ho 0.1 l
Examiggtion. The ACE is a series of tests of scholastic
aptitude published by the American Council on Education
and administered to entering college freshmen in numerous
institutions of higher learning located throughout the country.

There are three scores for this test: Q, L and total.
It is a timed test taking about one hour to administer.

The norms are based on cases from numerous institutions most
of which are small.

A new form of this test comes out each year. Each
form is supposed to be experimentally equivalent to those

which precede it. Each form is not validated anew, however,

but is assumed to be as valid and reliable as those before it.

41
This test is given to most entering freshmen at
Michigan State College after they have registered for the
first term. The scores for this entire group are published
in a single book for the use of staff members. The scores
are divided up into ten equal groups and the groups numbered
from one to ten, with one being the highest and ten the
lowest.
1- ..-i . _~;- nv-itoa' 0; ‘tt :_q-- = g :: .:‘_.
Over a period of years the Board of Examiners of Michigan
State College has been developing an attitude inventory
for use in the evaluation of the curriculum of the Basic
College of Michigan State College. This undertaking
originated in the action of a faculty committee. The
latter included representatives of each of the seven divisions
of the Basic College and was appointed to study the value
of the Basic College curriculum. One line of investigation
was related to the development of a scale to be used in
measuring changes of attitudes accompanying exposure to the
Basic College curriculum.
The first step in the construction of the scale or
inventory was to decide upon the nature of the attitudes
to be measured. These were to be related to the objectives
of the Basic College of Michigan State College. The committee

endeavored to determine the ten objectives common to all

42

seven divisions of the Basic College. Mayhew and Hill,1
the actual authors of the inventory, constructed the items
and worked with the committee in determining the overall
pattern of the inventory. They reported that the committee
agreed upon ten objectives common to all seven divisions

of the Basic College. They say:

The objectives were finally stated as follows
on the assumption that, while teachers should be
unwilling to state categorically a desirable point
on each scale, they could agree on the desirability
of moving students' attitudes away from the extremes.

l. Belief in discussion and majority decision
vs. acceptance of arbitrary action on the part of
the minority.

2. Rejection of all authority vs. uncritical
acceptance of authority.

3. Active participation in democratic
processes vs. indifference and non-participation.

4. Respect for the general welfare vs.
unconcern for the rights of society or of elements
of society.

5. Respect for and demand for evidence vs.
uncritical acceptance of unvalidated statements.

6. Concern for, and interest in, all fields
vs. limitation of interest to a specialized field.

7. ,Openmindedness vs. uncritical adherence to
law and custom.

8. Active concern for others vs. self
centeredness or indifference. '

‘

1 Lewis B. Mayhew and W. H. Hill, "Attitude

Ilnventories," Jgurnal gf Higher Edgegtign, 21:375-9,
()ctober, 1950.

 

43

9. Definite goals or philosophy vs. simple

expediency. O

10. Acceptance of respénsibility for decision
and action vs. indecision.

Since the inventory was to be of the situation
response type, it was necessary to have some verbally
described situations for use in the inventory. Staff
members were solicited for actual situations involving
materials from their courses. Some Of these were used in
the inventory.

Mayhew and Hill3 constructed a large number
of items to use with the situations in reference to the
continuums described above. The committee passed judgment
on the items. The items which were retained were then sorted
into three piles along the continuums by a group of persons
chosen especially for the task. The resulting scale was
then reduced to three points - either extreme and mid-point.
Mayhew and Hill4 then constructed items illustrating
each point. These items were to compose the initial form of
the inventory.

The initial form of the inventory, Form A, was

tried out on a group of over 700 students during the

 

44

fall term of 1948 and readministered spring quarter 1949 to
393 of the same group. The changes in attitudes were then
noted. It was found that the means of the scores had moved
significantly in one direction or the other along the.
continuums.

An item analysis was made and weak items were
drOpped. Intercorrelations were made between the
subscores, and small positive correlations were found.
Reliabilities were estimated by the test retest method
at around .89 for the total test and approximately .55
or .60 for the subscores.

An experienced counselor went over the items of the
inventory with students who had taken it. An attempt was
made to find out how well the students understood the
situations and the responses to them. An attempt was also
made in these interviews to see if the students were giving
by their responses true pictures of how they felt about the
issues.

Inventory answer sheets were picked at random and
the names of the persons who filled them out were sent
to instructors who knew them well, with the request that
these instructors describe these students in terms of
the dimensions of the inventory. The descriptions were
compared to the inventory results with considerable

agreement seen.

45

A sample copy of the Basic College Inventory of

Attitudes and Beliefs has been includedin Appendix A.

h n S . The high school
rating scale data, was well as that for education of parents
and occupation of father, was found on the counselor's page
of the Michigan State College Application Blank. This page
is torn Off from the application blanks of those who enter
Michigan State College and sent to the Counseling Center
to be placed in the files.

Above the rating scale are the words, "Candidate's
Personal Qualifications." Eight traits are included in the
scale. Each trait has six degrees of possession: very low,
low, average, fairly high, high and very high. The traits
(are: potential intellectual capacity, actual intellectual
performance, seriousness of purpose, originality, tractability,
social-mindedness, independence Of effort and popularity.

The instructions to the high school Official are: (a) "please
indicate your judgment of the candidate by placing check
marks on the scale of ratings given below," (b) "If a

rating on any trait is omitted, it will be understood that
you do not have sufficient knowledge of the candidate to
express judgment. Such omissions will not put the candidate .

at a disadvantage."

46

There are two rather obvious weaknesses to the scale.
First of all, the traits are not described. Secondly,
the rater cannot quickly tell whether the scale is in terms
of continuums or categories. In spite of these weaknesses,
it is reasonably in keeping with current practice of scale
construction. The rating scale is so dependent for its
validity upon the ability of its users that when good
judgments are available, rating scales are often used to
validate other instruments.

QEQMPAILQDMQE_IEIh£ro On the counselor's page, a
space is provided for the student to give his father's
occupation and his mother's occupation. Occupation of father
is used in this study as a criterion of socio-economic status
as it has been in some previous studies. It is far from a
perfect indication of this factor; however, it seemed to be
useful in addition to being the best one available for use
here.

Edneationueftparents, Right beneath the place provided
for the listing of father's occupation is a place for indicating
education of parents.

It seemed possible that this factor, like occupation A
of father, could have direct and indirect influences on the
ability, achievement, attitudes and opportunities Of the

student and therefore perhaps differentiate between the groups.

47

Percentgges of mengand women. The sex of each student
was shown on the machine records rosters by a number after
his name. Since some previous studies have shown this factor
to differentiate between dropouts and non-dropouts, it
would seem reasonable for us to want to see if it
differentiated between first term dropouts and non-dropouts.

Statistiea1_anallsis. The significance of the difference
between the means of the groups by occupation of father,
high school rating scale and Basic College Inventory of
Attitudes and Beliefs was tested by means of the analysis
of variance test of significance.

The means of the groups on the scores of the Basic
College Inventory of Attitudes and Beliefs were found directly
from the scores. For occupation of father and the traits of
the high school rating scale, numbers were substituted for
categories.

For occupation of father the numbers substituted
for categories were as follows:

Professional persons 1

Proprietors, managers and

officials 2
Clerks and kindred workers 3
Skilled workers 4
Factory workers 4.5

48

Semi-skilled workers 5
Unskilled workers 6
This classification, except for factory worker, was
taken from the Census classification for sociO-economic
status. The factory worker classification was added to
take care of those students whose fathers' occupations
were listed as factory worker. A factory worker could be a
skilled worker, semi-skilled or unskilled worker; however,
when the student only lists factory worker it is not possible
to tell from this just what is meant.
For the high school ratings, numbers were substituted
for categories as follows:
Very low
low
Average
Fairly high
High

amount-

Very high
The means of the numbers were then found and the
significance Of the differences were tested by an analysis
of variance. Then the categories were substituted for the
numbers representing the means. For instance for five would
be substituted high.

In making the analysis of variance test of significance,

49

first of all the hypothesis was advanced that there
was no difference between group averages. Then this was
tested by going through a mathematical sequence like that
shown in Table I and the hypothesis either accepted or
rejected depending upon the outcome.

The final step in the process outlined in Table I
is to find the value of F. Then the significance of the
F value is obtained by looking in an F table. Snedecor5 '
'shows that F is equal to one mean square divided by another.
In the table the numbers across the top represent the degrees
of freedom for the greater mean square which in our case is
the number of groups minus one. The numbers on the left
represent the degrees of freedom for the error mean square.

The Chi square test of significance was used to
test the significance of the differences between the number
in the groups with respect to education of parents, sex and
ACE scores.

In the case Of education of parents it was necessary
to substitute numbers for categories to make statistical

treatment possible. The numbers substituted were as follows:

Below high school 1
Some high school 2
Beyond high school 3

 

5 George W. Snedecor. W
The Iowa State College Press, Ames, Iowa, 1946. p. 216.

50

 

 

 

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53

In the case of ACE scores the Chi square test
was used for the same reason that it was used in the case
of education of parents and sex: the data was in terms of
categories and could be treated better with the Chi square
test.

Chi square, as used here, is a test for determining
whether a group of numbers is prOportional to another set
of corresponding numbers. It is found by taking the sum of
the squares Of differences between corresponding numbers
and dividing by the corresponding expected numbers. The
expected here were considered to be the numbers belonging
to the non-dropouts. The process followed in finding the
Chi square is illustrated in Tables 11 and III.

When X2 is found it is then compared with a value to
a table to determine its significance. The degrees of
freedom are found in our case by subtracting one from the
number of grOups or classes. The degrees of freedom are
found on one side of the table. If the Xzis greater than
the number in the table then it is significant as indicated.
For instance, a certain value is listed as being the point

2 is significant at the five per cent level

beyond which any X
of confidence for a number of degrees of freedom.

Statistical significance refers to the likelihood that
the behavior could occur in a certain number of times out of

one hundred by chance. If the difference between the two

54

TABLE II

CHI SQUARE TEST OF SIGNIFICANCE OF DIFFERENCES BETWEEN GROUPS
WITH RESPECT TO SEX

' J

 

 

 

 

f1 f2 f1 - f2 . (f1 - f2)2 Lil_:_i2l?
1’2
D t Non-
ropou S Dropouts
Males 70 61 9 81 1.34
Females 30 39 9 81 2 2.08
X = 3042-
Dropouts Subgroup
Dropouts
Males 70 76 6 36 .47
Females 30 24 6 36 1,§Q_
x2 = 1.97-

 

3%: We. 1“ g

- Not significant

55

TABLE III

CHI SQUARE TEST OF SIGNIFICANCE OF DIFFERENCES BETWEEN GROUPS
WITH RESPECT TO ACE SCORES

“w- ___ _.__

.— L—J—

f1 f2 f1 - f2 (f1- f2) (fJ- f9)2

 

Dropouts Non-Dropouts

 

25 10 15 225 22.5
12 10 2 4 .4
10 8 2 4 .5
10 12 2 4 .3
8 10 2 4 ,4
10 7 3 9 1.3
7 13 6 36 2.8
6 11 5 25 2.2
5 10 5 25 2.5
7 9 2 2 .__12_
x2 - 33.1 -
Dropouts Subgroup
Dropouts
25 . 26 l l .04
12 14 2 4 .3

10 10 0 O .0

p

56

TABLE III(CON'T)

CHI SQUARE TEST OF SIGNIFICANCE OF DIFFERENCES BETWEEN GROUPS
WITH RESPECT TO ACE SCORES

 

f1 f2 h.‘ f2 (f1 ' 1‘32)2 (f1_“ f2)2
131

L

 

Dropouts Subgroup

Dropouts
10 8 2 4 .5
8 8 O 0 .0
10 9 l l .1
7 8 1 l .1
6 5 l l .2
5 4 l l .3
7 8 1 l .l
x2 = TEST-

 

==== n

‘ Not significant

distributions is significant at the five per cent level,
then it would Occur, on the average, only five times out

of one hundred by chance.

57

CHAPTER IV
THE RESULTS INDICATED BY THE HIGH SCHOOL RATING SCALE

In this chapter the data Obtained from the use
of the high school rating scale will be discussed. First the
results obtained from a comparison of dropouts and non-dropouts
will be presented. This will be followed by a discussion of
the results of the comparison of dropouts and subgroup

drOpouts with respect to these ratings.

I. DROPOUTS VS. NON-DROPOUTS

WWW. Table IV shows that

a difference significant at the one per cent level of
confidence was found to exist between the means for the
ratings for dropouts and non-dropouts with respect to
potential intellectual capacity.

IFigure I shows that the mean for the ratings of the
non-dropouts was higher than that for the dropouts. The
mean of the non-dropout ratings was in the lower part of the
high category and the mean for the dropouts in the upper part
of the fairly high category. This suggests that high school
workers rating these students considered those who later
drop out as having almost high potential intellectual
capacity. This is important to note since the results on

the intelligence test show dropouts tend to have below

TABLE IV

SIGNIFICANCE OF DIFFERENCES BETWEEN MEANS OF DROPOUTS AND
NON-DROPOUTS ON SECTIONS OF THE HIGH SCHOOL RATING

 

 

 

 

SCALE

Section 2° g g

S": fi’

0 U U U

vii H e

oc> o o

c:o o c

r+o o c

an: s c

& fir d

m m m

F N N
Potential Intellectual Capacity 11.50# 322 322
Actual Intellectual Capacity 8.80# 320 320
Seriousness of Purpose 4.68* 322 322
Originality 1.56- 318 318
,Tractability 3.21- 314 314
Social Mindedness V .07- 322 322
Independence of Effort 4.44* 314 314
Popularity 1.18- 318 318

 

# Significant at the 1% level
* Significant at the 5% level
- Not significant

m!

unmmmmmm_m.mm
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60

61

average intelligence, This seeming discrepancy might be
explained in terms Of the groups with whom the students are
being compared. On the intelligence test subjects are
compared to other Michigan State College entering students.
On the rating scale they are presumably compared to the other
high school students.

It is not clear, however, as to whom the rater should
compare the student in using the rating scale. Some may have
been comparing them to students in certain courses. Others may
have used high school students in the whole school or whole
school system. Some may have had an arbitrary standard in mind.

What the high school workers using the scale had in
mind by potential intellectual capacity is not indicated.

Did some mean the individual's ability to perform in relation
to what he actually has produced? How does it differ from
actual intellectual capacity? Did it mean something similar
to what the Binet test measures? Let us hope that the raters
did not vary too much with respect to their intent in the
use of this scale.

AQtnel_1ntelleetnal_eapaeit1. Table IV shows that
the mean for the non-dropouts was higher than that of the
dropouts with respect to actual intellectual capacity. The

difference between these groups was significant at the one

62

per cent level of confidence.

Figure I shows that the mean rating for each of these
groups was in the fairly high category. This suggests that
even those who drOp out were rated by high school workers as
having fairly high actual intellectual capacity.

It is possible that the high school workers in marking
this trait had access to objective test results; however,
this is merely a possibility. Data are not available to
show whether they had access to and used such test results
as a basis for marking the rating scale. If they did have
access to test results and used them, then these ratings
might mean that the dropouts, as well as the non-dropouts,
have fairly high actual intellectual capacity as:neasured by
objective mental tests and in comparison with the norm
groups of those tests.

However this trait may be defined by the raters,
the non-dropouts had significantly more of it than did the
dropouts, Both groups were subjected to the same process
of rating and therefore the measurement may be assumed to be
as fair to one as to the other.

Sexieuene§e_ef_puxpeee, Table IV shows that the mean
for the non-drOpouts was higher than that for the dropouts.
The difference between the means of the groups for this high
school rating scale trait was significant at the five per

cent level of confidence.

63

Figure I shows that both dropouts and non-dropouts
were in the high category for this trait.

Originalitx, The difference between the means of
the scores for the groups with respect to this trait was
not found to be significant statistically, although the
non-dropouts averaged a bit higher than the dropouts.

The ratings for both groups averaged in the fairly
high category.

Seetel_m1pdedpee§, Table IV shows that the mean
for the non-dropouts was slightly lower than that of the
drOpouts with respect to scores for this trait.

Figure I shows that the means for both groups fell
in the lower part of the high category for this trait.

Independenee_ef_effett. Table IV shows that the mean
of the ratings for the drOpouts was lower than that of the
non-dropouts with respect to independence of effort. This
difference was found to be significant at the five per cent
level of confidence.

Figure I-shows that the means for both groups fell in
the lower part of the high category for this trait.

Eepulezltx, Table IV shows that the mean Of the ratings
for the dropouts was lower than that for the non-dropouts.
This difference was not statistically significant.

Figure I shows that the means for both groups fell
in the lower part of the high category for this trait.

64

II. DROPOUTS AND SUBGROUP DROPOUTS

o tia te a t . Table IV shows that
the differences between the means of the dropouts and subgroup
dropouts was not statistically significant.

Figure I shows that although the mean for the subgroup
dropouts was lower than that for the dropouts for this trait,
this difference was almost inperceptible. Both were in the
fairly high category.

Aetual intelleetual_eapagity. Table V shows that the
idifference between the mean of the ratings for the dropouts
and subgroup dropouts was not significant, although the subgroup
dropouts were almost inperceptibly higher than the drOpouts
with respect to this trait as is shown in Figure I. Both were
in the fairly high category.

e s s of O . Table V shows that significant
differences were not found to exist between dropouts and
subgroup dropouts.

Figure I shows that both groups were in the high
category. The subgroup dropouts were slightly higher on the
average for ratings on this trait.

Ortgttetttl. Table V shows that significant differences
were not found to exist between these groups with respect to
this trait, although the dropouts were slightly higher than

the subgroup dropouts with respect to ratings on it.

65

TABLE V

SIGNIFICANCE OF DIFFERENCES BETWEEN MEANS OF SUBGROUP DROPOUTS
AND DROPOUTS ON SECTIONS OF THE HIGH SCHOOL RATING SCALE

 

 

 

1948 & 1949

Section E? E” g3 S

are U‘ O

was m e

*30 H o

O t: O :1

:2 d- r.’ of

ozn o m

U 2° U

a H

o o

c o

o o

c s

a d

m m

F N N
Potential Intellectual Capacity .22- 110 322
Actual Intellectual Capacity .28- 111 320
Seriousness of Purpose .36- 109 322
Originality .70- , 108 318
Tractability 2.09* 108 314
Social Mindedness 1.25- 110 322
Independence of Effort .00- 107 314
Popularity 1.12- 110 218

 

# Significant at the 1% level
* Significant at the 5% level
- Not significant

66

a t t . Table V shows that a difference
significant at the five per cent level of confidence was
found to exist between the dropouts and subgroup dropouts
with respect to ratings on this trait.

Figure I shows that the dropouts were higher than
the subgroup dropouts on ratings for tractability. The
dropouts averaged in the high category and the subgroup
drOpouts in the fairly high category.

$09121 mindedness. Statistically significant
differences were not found to exist between dropouts and
subgroup dropouts with respect to social mindedness, although
the dropouts were high on ratings for this trait than were
the subgroup dropouts. Both were in the high category.

Independenee 9f effgrt. A statistically significant
difference was not found to exist between dropouts and
subgroup dropouts with respect to this trait as is shown in
Table V.

Figure I shows that the difference between the
subgroup dropouts and dropouts was almost inperceptible on
ratings for this trait. Both fell in the high category.

0 it . A statistically significant difference
was not found to exist between dropouts and subgroup drOpouts
with respect to popularity.

Figure I shows that both groups fell in the high

category for this trait.

CHAPTER v
THE RESULTS INDICATED BY DATA RELATED TO EDUCATION OF PARENTS

In this chapter will be considered the data related
to education Of parents. The differences between dropouts
and non-drOpouts, drOpouts and subgroup dropouts and non-
dropouts and U.S. population age 25 years of age as of

April 1947.

I. DROPOUTS AND NON-DROPOUTS

Edneatigg_9f_mgthez, Table VII shows that the
difference between drOpouts and non~dropouts with respect to
education of mother was significant at the one per cent level
of confidence.

The greatest differences were seen at the beyond high
school level. The non-dropouts had a larger percentage of
mothers with education beyond high school than did the drOpouts.
Twenty-six per cent of the dropouts and thirty four per cent
of the non-dropouts had education beyond high school. Sixteen
per cent of the non-dropouts and nineteen per cent of the
dropouts had education of grade school level only.

Edueatten_gi_tatggn. Table VII shows that the
difference between dropouts and non-dropouts with respect

to education of father was significant at the one per cent

68

 

 

 

mm um mm mm mm He mm on mm Hooaom swam eaosmm
He ow He He He He me am me Hooaom amfim agom
em mm mm Hm em wH om Hm mm Hooaum mambo
Amapmm mo qofipwqmum
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em em mm on an av mm um um Hoonom swam meow
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0 O O
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.
w w w
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H> mqm<fi

Y 11-191114u ‘Iln'fljt‘l‘

69

TABLE VII

SIGNIFICANCE OF DIFFERENCE BETWEEN DROPOUTS AND NON-DROPOUTS
AND SUBGROUP DROPOUTS AND DROPOUTS BY EDUCATION OF PARENTS

 

 

 

1948 & 1949

Parent Subgroup Dropouts Non-Dropouts Chi-Square
Dropouts bond 2 U
~sa'1 o'1
N N N SR3 5’8
3*10 cso
c>= rs:
e+=¢+ o.+
Intsm Egm
4 t: <
m arm

m

 

Fathers 111 351 376 1.05- 23.50#
lothers 112 359 380 3.49- 11.51#

 

# Significant at the 1% level
* Significant at the 5% level
- Not significant

70

level of confidence.

There wasalmost no difference between the groups
with respect to the per cent of parents of fathers with
some high school education.

Table VI and Figure III show that the dropouts had
a much smaller percentage of fathers with education beyond
high school; the non-dropouts had a much larger percentage
of parents with education beyond high school than did the
dropouts. The dropouts for both years combinedhad twenty-
eight per cent of their fathers with education beyond high
school; the non-dropouts had thirty-eight per cent of their
fathers so classified. Thirty per cent of the drOpouts and
twenty-one per cent of the non-dropouts listed parents with

education at the grade school level.
II. DROPOUTS AND SUBGROUP DROPOUTS

EducatignflgtJmothez. Table VII shows that the difference
between dropouts and subgroup dropouts with respect to education
of mother was not statistically significant.

Table VI and Figure II show that there tended to be
a larger percentage of mothers with education at the grade
school level for the subgroup dropouts than for the dropouts.
There tended to be a smaller percentage of mothers with education

beyond high school for the drOpouts than for the subgroup

F IGURE 1 x

PERCENTAGE OF MOTHERS 0F DROPOUTS, NON-DROPOUTS \ND SUEROUP DROPOUTS RAVI” “NATION UP
TO HIGH SCHOOL, 50!“: HIGH SCHOOL OR BEYOND HIGH Scam].
1948 - 1949

Subgroup Dropoutq . ... '.'

 

 

 

 

 

 

 

 

 

 

 

 

 

-~—l:] W —
El Non-Dropouts
I. ‘-
. 1 ‘.
a .0 'l _
\ f l f‘
>- ——J\ ._ ._ _ I 3 '
f. ' I 1
\_ .' ' {.1 . .:
‘ -' .-;‘.." ' .;

 

 

 

 

 

 

 

 

 

 

 

Grade School a. ligh School Doro-d ugh “hoot

 

 

Y IGL'RY. I I I

PERCENTAGE Of FATHERS OP DROPOUTS, ION-DROPOUTS A.) 3mm mm RAVI” NATION UP
TO HIGH SCHOOL, 30!)! HIGH SCImL (I 8Y0” IIGI 3cm
1948 - 1949

 

Subgroup Dropout-
D Dropout-
D Non-Dropouts

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grade School Son 3131: School Buyout! nigh School

73
dropouts. Twenty-five per cent of the mothers of subgroup
dropouts and nineteen per cent of those of the dropouts
had education at the grade school level. Twenty-one per cent
of the mothers of subgroup dropouts and twenty-six per cent
of those of dropouts had education beyond high school.

Education Q: father. Table VII shows that the
difference between the dropouts and subgroup dropouts with
respect to education of father was not statistically significant.

Dropouts had a smaller per cent of fathers with
education at the grade school level than did subgroup dropouts.
Dropouts had a larger per cent of fathers with education
beyond high school than did the subgroup dropouts. Thirty per
cent of the fathers of dropouts were listed as having
education at the grade school level as compared to thirty-
four per cent for the subgroup dropouts. Twenty-eight per cent
of the dropouts had fathers with education beyond high school
as compared to twenty-five per cent for the subgroup drOpouts.

III. NON-DROPOUTS AND U. S. POPULATION AGE 25 YEARS AND OVER
AS OF APRIL 1947

Edggai12n_21_mgthez, Table VIII and VI showed that

a much larger percentage of the U. S. population age 25 years

of age and over as of April 1947 had education at the grade school

74

TABLE VIII

EDUCATIONAL ATTAINMENT OF U.S. POPULATION: 3”
Source: Bureau of Census; data are of April, 1947

. .1

 

School years completed),

Age 25 years and over"
Percentage"

 

Grade school
1-4
5+6
7+8

High school
1-3

4

College
1-3
4 or more

Not reported

Total

Median school years completed

10.4
8.8
30.3

16.3
20.5

6.7
5.4
1.6
100.0
9.0

 

75

level than did the Michigan State College non-drOpout mothers.
A much larger percentage of Michigan State College non—drOpout
mothers had some high school education than did the U. S.
population. A very much larger percentage of Michigan State
College mothers had education beyond high school than did the
U. S. population. Approximately fifty per cent of the

U. S. population had education at the grade school level

as compared to sixteen per cent for the Michigan State College
mothers. Approximately thirty-seven per cent of the U. S.
population and fifty per cent of the Michigan State College
mothers had education at the high school level. Approximately
fourteen per cent of the U. 8. population and thirty four per
cent of the Michigan State College non-dropout mothers had
education beyond high School.

Educa112n_gi_fathez, A much smaller per cent of the
Michigan State College non-dropout fathers than U. S. population
had education at the grade school level. The difference
between these groups was comparatively small at the high school
level. At the college level it was vastly larger for the non-
dropout fathers. Approximately fifty per cent of the U. S.
population had education at the grade school level whereas
twenty one per cent of the Michigan State College non-dropout
fathers listed education at this level. Approximately thirty-

seven per cent of the U. S. group as compared to forty-one per

76

cent of the non-dropout fathers had education at the high
school level. Approximately fourteen per cent of the U. S.
population had education beyond high school as compared to

thirty-eight per cent for the Michigan State College group.

CHAPTER VI

THE RESULTS INDICATED BY SCORES OF THE AMERICAN COUNCIL ON
‘ EDUCATION PSYCHOLOGICAL EXAMINATION

This chapter will be devoted to a discussion of the
results obtained by comparing the groups according to ACE
scores.

H2nzd122231§_g§g_d2222u1§, Table III shows that the
difference between dropouts and non-dropouts with respect to
American Council on Education Psychological Examination
scores was found to be significant at the one per cent level
of confidence.

Table IX shows that the differences between the groups
was much greater at each end of the distribution than in the
middle. Forty-seven per cent of the drOpouts were in the lower
three tenths as compared to twenty-eight per cent of the non-
drOpouts in these lowest three tenths. Eighteen per cent of
the dropouts were in the upper three tenths as compared to
thirty per cent of the non-dropouts in these same tenths.

Previous studies have tended to show differences in
intelligence between those who drop out and those who do not
drop out. Coyle and Yourman1 in their study of first semester
drOpouts found little difference between the mean intelligence

test scores of dropouts and non—drOpouts. On the other hand,

 

1 'Coyle and Yourman, 92. oil,

78

Cuff,2 Agate,3 Jordan4 and Pope5 showed college dropouts tend
to be lower on intelligence test scores than non-dropouts.

Garrett6 claims that many studies have shown fairly
high correlations between intelligence test scores and grades
in college do exist. Whether the higher rate of dropping
out among those in the lower tenths of the class among these
first term entering freshmen is related to lack of success in
academic efforts would be difficult to say. It may be true
that those in the lower tenths can see that they are not doing
well in college and drop out in anticipation of later failure;
however, the extent to which this is true, if it is true at
all, is not indicated by the evidence at hand.

DzQpQnL§_and_§nbgzgup_dzgpgu£§, Table III shows that
the difference in scores between the subgroup drOpouts and
dropouts was not significant statistically.

Table IX and Figure IV show that the distributions of
percentages of students whose scores fell in each decile was

quite similar for dropouts and subgroup dropouts.

 

Cuff, on. 211.
Agate, 22. 91.1.
Jordan, 22, 915,
Pope, 9.2.. 9.1.1.
Garrett, 92, 211.

OSUIIhOJN

 

 

 

 

 

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'H‘ h

 

 

ons<zHa<xm.
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mo<m 2H mmmoom czH>Hmomm mepomomn Abomomsm nz< manomomnwzoz .mspomomo mo moeszmomma

NH mam<fi

 

PIKE“

WAGE a m, NON-mm AID SUNRWP DROPMS RREIVIIQ SCORES IN EACH TENTH
(I an ACE

"GUI! IV

 

25

20

H

10

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Subgroup Dropout-
Dropouts

 

 

 

 

 

 

 

 

 

 

 

80

CHAPTER VII

RESULTS OBTAINED FROM A COMPARISON OF THE GROUPS WITH RESPECT
TO SEX

This chapter will be devoted to a discussion of the
results obtained from a comparison of the groups according to
percentages of men and women composing each.

Dzngut§_ang_ngn;drgpguts, Table II shows that the
difference between the dropouts and non-dropouts with respect
to sex were almost but not quite significant at the five
per cent level of confidence.

Table X shows that the dropout group was composed
of seventy per cent males and thirty per cent females. The
non-dropout group was composed of sixty one per cent males
and thirty-nine per cent females.

Cuff} reported that men drOpped out more frequently.
than women; however, Williams2 reported that sex did not
differentiate between dropouts and non-drOpouts.

WW. Table II shows

that the difference between drOpouts and subgroup drOpouts

 

1 Cuff, 223 iii-
2. Williams, op, cit.

82

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z m. z m. z m. z . a z a z a
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wouoos mmaUHo 2
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zounuuooosn
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83

with respect to sex was not statistically significant.
The dropout group was composed of seventy per cent
males and thirty per cent females. The subgroup was

composed of seventy—six per cent males and twenty-four

per cent females.

CHAPTER VIII

RESULTS OBTAINED FROM A COMPARISON OF THE DROPOUTS AND NON-
DROPOUTS WITH RESPECT TO SCORES ON THE BASIC COLLEGE INVENTORY
OF ATTITUDES AND BELIEFS
This chapter will be devoted to a discussion of
the comparison of dropouts and non-dropouts with respect to
scores on the Basic College Inventory of Attitudes and Beliefs.
Table XI shows that only one dimension of the nine
used in the Basic College Inventory of Attitudes and Beliefs
showed a significant difference to exist between the dropouts
and non-dropouts. The dimension was active participation in
democratic processes vs. indifference and non-participation.
The difference was significant at the five per cent level of
confidence.

This might be interpreted to mean that the continuing
students participated more in democatic processes than the
drOpouts. This interpretation should be made, however, with
considerable caution. In the first place, the reliability of
the subscores of this instrument is not very high. In the
second place the correlations between scores on the test
and actual behavior are not known. 0n the other hand, it
does not follow that because the instrument is probably not

very precise, that therefore it should be ignored.

85

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no»: Iowa

 

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HHBuanMOH on Hodonomn «o o mucouownuoo . .

I; 1‘

 

 

86

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Unaoomuoum Unouoonm zoolunouosnm NIN N
Iowa Iowa

combauuooouomm 4m. abouhnuoww oarouoboo

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% mumbnuuowua on are Ha HoooH

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FIGURE V

MEANS OF SCORES 0F DROPOUTS AND NON-DROPOUTS ON FORM C 01" THE BASIC COLLEGE INVENTORY OF

ATTITUDES AND BELIEFS 1949

87

\

 

 

 
  

— — — — Non—Dropouts
Dropouts

 

 

 

 

 

 

 

 

 

D isom- i on

88

Table XI and Figure V show that except for dimensions
one and eight the dropouts averaged slightly lower than the
non-dropouts on this attitude inventory with only dimension

number three showing a significant difference.

CHAPTER IX

RESULTS OF THE COMPARISON OF THE GROUPS WITH RESPECT TO OCCUPATION
OF FATHER

This chapter will be devoted to a comparison of the
Michigan State College non-dropouts, dropouts, subgroup
dropouts and employed males of Michigan with respect to
occupation of father. Occupation of father is used as an
indicator of socio-economic status.

me n of h ro ume i a u s t t

for occupational categories. Table XII shows the means of the
group were 2.41 for the non-dropouts, 2.79 for the dropouts
and 2.96 for the subgroup dropouts for both years combined.
Stated in terms of occupational categories they would be
classified somewhere between the second group which was that
of proprietors, managers and officials and the third group
which was clerks and kindred workers. The non-drOpouts were
closest to the proprietors, managers and officials being
about one third of the way from the proprietors, managers
and officials toward the clerks and kindred workers. The
subgroup dropouts were Just slightly above the clerks and
kindred workers and drOpouts half way between the dropouts

and subgroup dropouts.

90

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91

WW
.7 - , . -. jo. - :_ouo "'tg .-_-e t to .t T 4' o u-.tion.
The difference between the dropouts and non-dropouts with
respect to scores for fathers' occupation was significant at
the one per cent level of confidence. The difference between
.dropouts and subgroup drOpouts was not found to be significant.
Table XII shows that the non-dropouts were higher than the
dropouts and the dropouts higher than the subgroup dropouts
in the occupational hierarchy.

Figure VI illustrates these differences. The percentage
of persons in the non-dropout group with fathers in skilled
occupations was about half as large as that for the subgroup
drOpouts. The percentage of non-dropouts with fathers in the
prOprietors, managers and officials group was about one third
larger than that of the subgroup dropouts. The per cent of
subgroup dropouts with fathers in the clerical and kindred
worker category was one third that of the drOpouts and about
half that of the non-dropouts. The percentage of fathers of
non-dropouts in the factory worker category was one third
that of the fathers of the subgroup drOpouts. The percentage
of fathers of dropouts in the professional group was one third
that of the non-dropouts.

i e e t n Go out n no - o t

o - no i k ou 5. There was a much

 

50

40

30

20

10

FIGURE VI

92

PERCENTAGES CF DROPOUTS, NON-DROPOUTS AND SUBGROUP DROPOUTS IF A k\\
EACH OCCUPATIONAL GROUP

 

————u

Subgroup Dropouts

Dropouts

Non-Dropouts

 

 

 

 

 

 

 

 

 

 

 

fiv
'n . I‘.‘ ' '
.I I .

. l

. I

 

 

 

 

 

 

 

 

 

 

 

 

 

Unskilled
Iorkoro

Semi-Skilled
workers

Skilled
Iorkors and
Fore-on

Factory
Iorkors

Clerk! and Proprietors, Professional
Kindred lanagoro, Poroono
lorkoro and Official-

93

higher percentage of dropouts than non-dropouts in the upper
three tenths of the ACE distribution for the professional and
proprietor groups.

In the lower three occupational groups the number
of cases involved was quite small as may be readily seen by
inspection of Tables XIII to XVI. There were no female non-
dropouts listed for the unskilled worker category; however,
one hundred per cent of the female dropouts with fathers in the
unskilled occupations were in the middle four tenths of the
distribution of ACE scores. There were no female children of
factory workers listed for the dropout group but of the semi-
skilled workers there were three fifths in the middle four
tenths and two fifths in the upper three tenths.

I f‘- -. -- ,- "--1 ~ . do; Do . 0’ ‘.. - - o-
...—. ..o_ 1.. o 9; ,0c_ CL 1‘ - 0 0"! I. ‘- 9Q
Michigan. Table XVII shows that about forty-five per cent
of the employed males of Michigan in the year 1950 were in
the lower two groups. Only about eleven per cent of the
occupations of fathers of the non-dropouts were in the factory,
semi-skilled and unskilled worker groups; about twenty-three
per cent of the Michigan group compared to sixty-eight per cent.
of the non-drOpouts were in the upper two.

The distribution of Michigan State College non-drOpout

fathers was found to be quite different from that of the

94

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95

 

 

 

 

 

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96

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97

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98

TABLE XVII ’ ‘

MAJOR OCCUPATIONAL GROUPS OF EMPLOYED PERSONS MALE FOR MICHIGAN
1950

 

 

fiv ‘—: — waan_--——Q¢ a... - -- 1 - o .-driqfin n - o— o .- :—-: km:

 

Major Occupational Group Percentage

 

W’i —' -— =

Professional, technical, and kindred workers 6.2
Farmers and farm managers 6.8
Managers, officials, and proprietors except farm 9.9
Clerical and kindred workers 5.7
Sales workers 5.4
Craftsmen, foremen, and kindred workers 21.2
Operatives and kindred workers 29.5
Private household workers 0.1
Service workers, except private household 5.5
Farm laborers, except unpaid, and foremen 1.5
Farm laborers, unpaid family workers 0.6
Laborers, except farm and mine 6.2

Occupation not reported 1.4

99

working population of Michigan.

on- 0 on ou
. . .- ' . ‘01 .1 . o 1 a: o -' -‘ thfl hi_d -n.
Tables XVIII, XIX, XX and Figure VII show that the
percentage of dropout females in the upper two socio-economic
groups was much larger than that of the males. The per cent
of the males in the lower three groups was much larger than
that of the females in the same groups.

There was a much larger percentage of non-dropout
females than non-dropout males in the professional category.
The percentage was about the same for both sexes in the
proprietors, managers and officials category. For the
skilled workers the percentage of male children in the
non-dropout group was much larger than that of the females.

-, .‘ff- -, - y_ if. . o ru ... ..,-. ..., g o_,_

- o o . The following
observations pertain to sex differences within the non-drOpout
group as illustrated by Figure IX, TablesXXI, XIX, XV and
XIII.

1. The professional group was made up of a
relatively small percentage of students with average scores
in the case of both sexes.

2 There was a smaller percentage of males than

females of the professional category in the lower three tenths

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101

 

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104

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106

 

 

 

 

 

 

 

 

 

 

 

 

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107
of the distribution of ACE scores.

3. In the second group, the men were fairly well
distributed over the range of scores. The females had only
twenty-two per cent in the lower three tenths.

4. For the male children of clerks there were
only eighteen per cent in the upper three tenths. For
the females there were fifty four per cent in the middle
group and only nine per cent in the lower three tenths.

5. For the skilled workers twenty per cent of
the males and twenty-seven per cent of the females were in
the lowest tenths.

6. For the factory workers, semi-skilled and
unskilled levels very drastic sex differences were noted
for both dropouts and non-dropouts; however, since the
actual number of cases involved was very small, these
differences are difficult to interprete.

The following observations pertain to sex differences
within the dropout group as illustrated by Figure VIII,
Tables XIV, XVI, XVIII, XXII and XX.

1. Sex differences within the dropout group
tended to be greater for the dropouts than for the non-dropouts.

2. The female dropouts with professional worker
fathers tended to fall in the middle tenths on the ACE, whereas

the males tended to fall in the upper. Only twelve per cent

108

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109

of the females as compared to twenty-six per cent of the
males were in the lower groups.

3. Only a very small per cent of dropouts with
parents in the second highest occupational category were
in the lower three tenths.

4. The children of clerks tended to fall in the
middle tenths with a very small per cent in the lower tenths.
The males had thirty-six per cent in the lower three tenths
as compared to twelve per cent for the females.

5. Eighteen per cent of the female children of
skilled workers and twenty-six per cent of the male children
of this same group were in the lower three tenths.

6. The actual number of students involved in
the percentages for the lower groups for both sexes was so
small that it is difficult to interprete the data. The
differences, however, were very great. For each of these
three levels a large percentage of the males were in the
upper three tenths on the ACE distribution. There were no
females listed for the semi-skilled level. One hundred
per cent of the factory worker females were in the upper
three tenths on ACE scores. One hundred per cent of the
female children of the unskilled workers were in the
middle four tenths on the ACE scores.

-; 9m. - ‘1 . 9-tr--; . ... t .oq reg-q 090- 9 o.-s

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110

observations pertain to sex differences between the non-
dropout and dropout groups with respect to occupational
level of fathers. ‘

1. For both sexes there was a much larger
percentage of persons of the upper two occupational categories
in the upper three deciles of the ACE scores for the drOpouts
than for the non-drOpouts. This difference was greatest
between male dropouts of the proprietors, managers and
officials and non-drop of the samesex and category. There
were sixty-two per cent in the former and thirty-five per
cent in the later.

2. For the skilled and clerical groups the
differences were not great.

3. For the lower three groups the differences were
very drastic. They were alike, however, in that there were
almost no persons from the lower three tenths of the ACE
distribution. The number of persons involved for each sex
and category was very small or zero at this end of the

occupational heirarchy.

CHAPTER X

REASONS FOR LEAVING LISTED BY DURING TERM FIRST TERM DROPOUTS AT
TIME OF LEAVING

This chapter will be devoted to a consideration of the
reasons listed for leaving by during term dropouts at the time
of leaving college.

Reasons for leaving listed by students at the time of
leaving have been used by a number of previous studies as an
important source of information about why students withdraw
from college without graduating. These reasons however may
or may not be a good indication of why students leave. They
may be merely rationalization or opinion offered on the spur
of the moment. Feder1 has suggested that dropping out cannot
be explained in terms of single reasons.

The primary reason for the tabulation of these reasons
was to facilitate the formation of the subgroup. The subgroup
was formed from those who withdrew during the terms studied
minus those who gave certain reasons for leaving and those
who listed no reasons.

No single reason was given by more than 13.2 per
cent of these during term dropouts; however, employment,
finances and responsibilities added together would equal

approximately twenty-five per cent. These might be added

 

l Feder, op, git.

112

 

 

 

TABLE XXIII
REASONS GIVEN FOR DROPPING OUT BY SUBGROUP DROPOUTS
1948 & 1949 ,=
m
Reasons Frequency Percentage
Financial 22. . 13.2
Transfer 21- 12-5
Health 20 10.2
Employment ‘ 17 9.0
Dissatisfaction, no interest 15 8.4
Family death or sickness 14 3.6
Not ready for college 6 3.0
Responsibilities 5 3.0
Size of MSC 5 3.0
Desired courses not offered 4 2.4
Personal 4 2.4
Injury 4 2.4
Homesick 3 1.8
Dean's request 2 1.2
Scholarship 1 0,6
Roommate adjustment 1 0,6
Unable to adjust to college 1 0.6
Insufficient time 1 0.6
Test results too low 1 0.6
Desire to return home 1 0.6
Discipline l 0.6
Housing 1 0.6
Postponement of college 1 0.6
Miscellaneous 5 3.0‘
No reason __;Z 4.2
Total 163
M I

113

together on the assumption that those who listed them had
in mind something related to a need for money, although
this may or may not be a safe assumption.

Although only about twelve per cent actually listed
transfer as a reason for leaving some of the otherIeasons
listed might be interpreted as suggesting that still other
students among those who withdrew expected to continue on
somewhere else or at Michigan State College. Among these
reasons might be listed not ready for college, size of
Michigan State College, desired courses not offered, housing
and postponement of college. If these were added to transfer
it would account for about twenty-two per cent.

Health and dissatisfaction no interest were listed
by 10.2 and 8.4 per cent respectively.

Listing these reasons can be useful indeed for
certain purposes. For instance, Banzet2 at Michigan State
College contacts students for the purpose of finding out
why they left Michigan State College to see why they left
and to consider whether it would be desirable for them to
return. Then, if a student gives a certain reason as the
one explaining why he left, it would seem almost undemocratic
not to give consideration to his opinion even if it may not

be taken as the last word in the matter.

 

2 Banzet, 92*,211.

CHAPTER XI
SUMMARY, CONCLUSIONS AND SUGGESTIONS FOR FUTURE RESEARCH

This final chapter will be devoted to a summary of the
study, some tentative conclusions and suggestions for future

research.
I. SUMMARY

The purpose of this study was to compare drOpouts
and non-drOpouts to see if they differed to a significant
degree according to each of six factors: scores on the
ACE, scores on the Basic College Inventory of Attitudes and
Beliefs, ratings on the High School Rating Scale of the
Michigan State College Application Blank, education of
parents, occupation of father,and percentages of males and
females.

The groups used were as follows:

Dropouts Three hundred and seventy-three
persons who registered for the
fall term of either 1948 or
1949 but not for the winter
term of the same year.

Subgroup dropouts One hundred and sixteen members
of the drOpout group who did not

finish the fall term nor list
as a reason for leaving transfer,

115

death in the family or serious
injury.

Non-Dropouts Three hundred and ninety-three
persons who registered as first
term freshmen and again as
second term freshmen. This
group was selected as a sample
of all first term entering
freshmen by the random number
technique and found to be
representative by ACE scores and
sex.

To facilitate statistical treatment, numbers were
substituted for categories for the High School Rating Scale
and socio-economic status. Statistical measures were applied
as follows:

American Council on Education
Psychological Examination Chi square

Basic College Inventory of

Attitudes and Beliefs Analysis of
variance
High School Rating Scale Analysis of
variance
Education of parents Chi square
Occupation of father Analysis of
variance
Sex Chi square

The data were collected from records kept by the
college as follows:

American Council on Education
Psychological Examination Published lists of
names and test scores

Basic College Inventory of
Attitudes and Beliefs Machine Records
sheets

116

High School Rating Scale Counselor's page
of the Michigan
State College
Application Blank

Education of parents "

Occupation of father "

Sex "

A review of the literature showed no previous studies
closely comparable to this one. As a matter of fact there
have been almost no postwar studies of dropping out at the
college level reported in the literature.

Sixteen out of twenty-five studies of withdrawing at
the college level included reasons given by dropouts for
leaving college, six studied their intelligence, seven
their scholarship, two post college occupation, three
occupation of father, two age, two place of residence, one
extra-curricula activities, one education of parents and
one case study data.

The results of this study suggest that for the

groups studied dropouts compared to non-dropouts have:

1. Less intelligence as measured by the ACE
and High School Rating Scale.

2. Homes with lower socio-economic status.
3. Parents with less education.
4. Less seriousness of purpose.

5. Less independence of effort.

10.

11.

117

Less participation in democratic processes.
A slightly larger percentage of men.

A larger percentage of those in the upper
two socio-economic groups with scores in
the upper three tenths of the ACE distribution.

A much smaller percentage of those in

the lower three socio-economic groups with
scores in the lower three tenths of the
ACE distribution.

A much larger percentage of parents of males
in the upper two socio-economic groups.

A larger percentage of males in the lower
three socio-economic groups.

Subgroup dropouts compared to drOpouts have:

Less, but not significantly less, potential
intellectual ability as measured by the

High School Rating Scale.

Less intellectual ability as measured by the ACE.
Homes with slightly lower socio-economic status.

A slightly larger percentage of men.

Slightly less independence of effort as
measured by the High School Rating Scale.

Significantly less tractability.

A larger percentage of parents with only
a grade school education.

A smaller percentage of parents who went
beyond high school.

A much smaller percentage of fathers with
occupations in the second and third highest
occupational groups.

118

10. A larger percentage of fathers in the lower
three socio-economic groups.

11. A much smaller percentage of parents in the
clerks and kindred worker group.

I I . CONCLUS IONS

Sgoggs on thg Amggigan goungil on Egugatiop
ho o . Fifty per cent of the dropouts

were in the lower three tenths of their class on scores for
the ACE. At first glance, it might seem reasonable to conclude
that if all persons in the lower three tenths were eliminated
from those considered for admissions, half of the drOpping
out would be prevented; however, this would probably prove
to be fallacious reasoning.

If those with performance on the ACE equivalent to
that of the lower thirty per cent of the entering classes
used in this study were eliminated from the entering class,
then the relative standing of the remainder of the entering
class would be changed on the ACE and perhaps on grades.
Since scores on the ACE have been found to correlate with grade
point average, it is possible that many of these students
would be also in the lower tenths scholastically. Their
removal might change the standing of the group, perhaps
resulting in the dropping out of some of those persons who
would not have otherwise drOpped out. It should be remembered,

however, that the influence of scholastic success or failure

119

on first term dropping out is not shown in this study.
Possibly Michigan State College should be for

persons with intelligence of the degree possessed by those
falling in the lower three tenths of their class for the
years studied. Research is needed to see if Michigan
State College should attempt to meet the needs of students
with intelligence of this level.

i t o tt t s
ang_Bglig1§‘, The attitudes of the drOpouts were significantly
further in the direction of participation in democratic
processes than were the non-drOpouts. It might be that
persons with these attitudes were out of tune with the
atmosphere of Michigan State College and therefore were
unable to adjust to campus life. If this attitude were
indicative of a correspondingly less participation in
class discussions and campus life, it might interfere with
both scholastic and social success. Although these
suppositions seem reasonable, Judgment should be suspended
as to the meaning of the difference found until more is
known about the inventory.

KW. A marked
difference was found to exist between dropouts and non-
dropouts according to actual and potential intellectual

capacity. This lends further support to the difference

120

between the groups on ACE scores. It is of course possible
I that high school workers using the rating scale knew the
intelligence test scores of the college applicants and went
by them in marking the scale for potential and actual
intellectual capacity.

The wisdom of breaking the ratings for intelligence
down into actual and potential intellectual capacity should
be studied further. The distinction between these two
traits might not be too clear to all users of the scale.

A fairly significant difference was found to exist
between dropouts and non-dropouts according to seriousness
of purpose and independence of effort. The drOpouts had
less of each of these traits than did the non-dropouts.
According to this evidence, the average drOpout tends to
be a less serious person and displays less independence of
effort than the average non-dropout.

The subgroup dropouts had significantly less
tractability than did the dropouts and non-dropouts. According
to the dictionary tractable means docile or governable.

Does this mean that those freshmen who leave during the first
term rebel against the restrictions imposed upon them by
the college?

on t . The parents of the dropouts had
significantly less education than those of the non-dropouts.

The greatest differences were at the grade school and college

121

levels. A much larger percentage of parents of non-dropouts
than dropouts went beyond high school. A much smaller
percentage of parents of non-dropouts than dropouts had less
than a high school education.

The percentage of persons twenty-five years of age
and over in the country as a whole having education below
high school is as shown in Table VIII much greater than
the percentage of parents of Michigan State College non- .
dropouts. The percentage of persons in the country as a
whole having education beyond high school is much smaller
than that of the non-dropout population of Michigan State
College. This suggests that the student body of Michigan
State College is not representative of the adult p0pulation
of the United States by education of parents.

Qggupation of father, Significant differences were
found to exist between drOpouts and non—dropouts in respect
to occupation of father. A relatively small percentage of
the parents of Michigan State College dropouts and non-
dropouts were in the unskilled, semi-skilled, factory
worker and skilled occupational categories, whereas a very
large percentage of the population of Michigan was so
classified as may be seen in Table XVII. What does this suggest

about the degree to which the college serves the people it

122

is supposed to serve?

To answer this question, it is necessary to know more
about the traditions of Michigan State College. President
Hannah1 of Michigan State College says:

To understand the danger signals, we must keep
in mind the special characteristics of the land-
grant system.

One of the important characteristics is that our
land-grant colleges and universities are peculiarly
creatures of the several states and territories.

A second characteristic is that these institutions
have been devoted to the education of the agricultural
and industrial classes -- that is to say, those who
labor with their hands and minds in the production
of tangible goods and services. For that reason,
these are known as "practical" institutions, although
I prefer the phrases of a neighboring Canadian
educator who refers to them as being established on
the democratic, rather than the aristocratic, pattern.

A third important characteristic is that, of and
by reason of their genesis and tradition, they are
dedicated to the proposition that there shall be
equality of educational opportunity, as nearly as
equality can be achieved in a nation with as great
a diversity of people and interests as our own2
This description of the land-grant colleges, one

of which is Michigan State College, is open to a variety of
interpretations when applied to the evaluation of the
composition of the student body of a particular land-grant
college. Still, one could reasonably wonder if the student

body should not be approximately representative of all

 

1 John A. Hannah, "Nor Lose the Common Touch,"
Mimeographed, Michigan State College, 1949.

2 1.930911.

123

the socio-economic groups of the state in which it is
located. The student body of Michigan State College does
not come anywhere near representing pr0portionally all
socio-economic groups of the state of Michigan. There is
evidence to suggest, therefore, that Michigan State College
does not serve the people it is supposed to be serving.

One immediate reaction to this supposition might be
to raise the question of the capacity of the different
groups to profit from the college as it is now constituted.
To what extent are the children of the lower socio-economic
groups capable of profiting from attendance at Michigan
State College? President Hannah3 says:

There is no correlation between a boy's
intelligence and the size of Father's bank account.

As you know, the smartest boy in Traverse City may

live on the wrong side of the tracks, and the most

capable girl may be the daughter of the washwoman.

But it is a matter for much more serious concern
that there are hundreds of thousands of young men
and women who would benefit from college training
who cannot get such training simply because it is
too expensive.

According to this, it is lack of money rather than lack

of ability which keeps down the percentage of persons from

the lower socio-economic groups at Michigan State College.

 

3 John A. Hannah, "Educating the Good Citizen,"
Mimeographed, Michigan State College, 1950.

4 1199.. 9.1.1;-

124

On the other hand, Terman and Merrill5 offer
evidence to suggest that there is a high correlation
between socio-economic status of parents and intelligence
of their children. They found a difference of around
twenty points between the mean I. Q. of the children of
professional persons and that of the children of day
laborers. It should be remembered, however, that although
there is considerable difference in the means there is a
considerable overlapping of the distributions. The children
of some day laborers would be more intelligent than the
children of some professional persons.

More recent data collected at the University of
Chicago suggest, however, that the results obtained by
the authors of the revision of the Binet are not truly
valid. Items similar to those of the Binet test but having
content "fair" to persons at all levels were found to show
no significant differences in intelligence between lower
and higher socio-economic groups.

Davis and Hess6 reporting on this new Davis-Hess

"Culture Fair" 1. Q. test say:

_ ‘fi‘I-fiw‘,‘

5 Lewis M. Terman and Maud A. Merrill, Mggsgping
Intelligenoga (Boston: Houghton Mifflin Company, 1937),
pp 461.

6 Allison Davis and Robert Hess, "How Fair is an

I- 0 Test”. WW r t 0 We. 43:5-10.
January, 1951.

125
As we indicated, one of the basic aims of our
new test was to measure mental ability, not
educational achievement. Performance of both

high and low status class pupils on the experimental

test does not deny that the former can read or

write better, on the average, than the latter,

for they are better motivated to do so. It does

suggest, however, that on those problems with which

he is equally familiar, the low status child can
match the problem—solving ability of the higher
status child.

Considering the evidence suggesting that on the Binet
test there is a correlation between socio-economic status
of parents and I. Q. of their children, it would seem
reasonable for us to want to know if the children of the
fathers having occupations classified in the lower groups
have low ACE scores. This is not the case. The children
of the lower socio-economic groups attending Michigan
State College tend not to have low scores on the ACE.

Judgment is suspended as to the percentage of
persons employed in the lower type occupations who could
send their children to college with a reasonable chance
that they could profit from it. In any case, considering
the numerical size of the lower groups, it would seem
obvious that enough persons of sufficient intelligence to
profit from attendance at Michigan State College could be
found from among their ranks to fill up the quota of their

group.

 

7 11999.11.

126

Egrggntagg of mglg and female. The differences

between the groups with respect to sex were not found to be
significant, although the difference between dropouts and
non-dropouts was almost significant.

The percentages of men in the non—dropout, dropout
and subgroup drOpout groups were much greater than those
for the females.

Within group differences were found with respect
to sex according to.socio—economic level. For both groups
there tended to be more females from the upper socio-economic
levels and more males from the lower levels. Females from
the proprietors, managers and officials dropped out much
faster than males at that level. Males from the semi-skilled
level dropped out much faster than females from the same level.

0 n o o u i 0 outs.

The subgroup was formed from the during term dropouts minus
those of this during term group who listed certain reasons
for dropping out. These reasons listed at the time of
leaving are difficult to interprete since they may have been
based on rationalization or may have been given on the spur
of the moment without careful thought or may only be indicative
of the individual's lack of self understanding. Still, many
past studies have used them either partially or wholly

as a basis for understanding the dropout phenomenon. In

127

spite of the weaknesses of these reasons as a criterion
of why people leave college during the first term, they
are worthy of consideration along with other evidence.

Table XXIII shows that many different reasons were
listed by the during term dropouts who were studied.
Finances was listed by the most students; however, only
about thirteen per cent of them listed it. Transfer and
health were each listed by about twelve per cent, employment
by nine per cent, dissatisfaction, no interest by about
eight per cent and family death or sickness by about three
per cent. All the rest of the reasons were listed by six
or fewer per cent of the during first term freshman dropouts.

It is interesting to note that only one person in
the entire group listed scholarship as a reason for leaving.
This omission is significant because some previous studies
have advanced evidence to suggest that it is a relatively
important factor in determining the persistence of college
students.

The size of the percentage of persons listing
finances as a reason would seem to suggest that this is not
a major factor in causing during term freshmen to leave. On
the other hand, it might be true that some students leaving
for financial reasons would be too proud to say so. Some
students listing employment as a reason for leaving may have

meant they were leaving because of finances. It does not

128

follow necessarily that because a student says he left for
employment that therefore he means that he left because he
had to go to work. Most students who withdraw without
transfering to another institution probably attempt to find
employment.

The fact that a student lists transfer suggests that he
wants us to think that he plans to continue his education;
however, it does not indicate much about the reason or reasons
he had for leaving. In a sense a transfer student is not a
dropout at all since he is continuing on in school. On the
other hand, he may be planning to transfer because Michigan
State College was unable to meet his needs.

Poor health is bound to occur in any large group
over a period of time. It is not surprising that a small
percentage of our subgroup dropouts left for this reason.
On the other hand, this reason might be especially susceptible
for use by those wanting an acceptable way out of college.

A few cases of death in the family, sickness or

poor health are only to be expected.
III. SUGGESTIONS FOR FUTURE RESEARCH

In addition to the suggestions for future research
already mentioned in this chapter, a few are listed below.
1. The differences between those who apply and are

accepted and those refused as to socio-economic status and I. Q.

129

2. The differences between MSC first term
drOpouts and non-dropouts according to case study
data.

3. The differences between first term drOpouts
and s0phomore dropouts according to the factors
used in this study.

4. The percentage of fathers of students in all
colleges of Michigan with occupations classified
as being in the lower socio-economic groups.

5. The differences between first term dropouts
and graduates of Michigan State College according to

the factors used in this study.

130
BIBLIOGRAPHY
A. BOOKS

Bell, Howard M., Igujh_1a11_1h§ir_§;gry, Washington, D. C.:
American Council on Education, 1938. 273 pp.

Buros, Oscar Ko. Editor. Ihizd_Manial_Maasnremsnf_X£arhoakJ
New Brunswick: Rutgers University Press, 1948. 1,246 pp.

Dillon, Harold J., Early School Lgayers, New York:
National Committee, 419 4th Ave., 1949. 94 pp.

Eckert, Ruth E. and Thomas 0. Marshall, flhan_Xgnth_Lga1aa
School, New York: Regents Inquiry, McGraw-Hill,
1938. 360 pp. ,

Monroe, Walter 8., Editor..Egslslgnsdia_of_Edncafional
Research, Revised Edition, New York: The Macmillan Co.,

1950.

Pace, Charles R., W, Minneapolis:
University of Minnesota Press, 1941. 148 pp.

Snedecor, George W., Statistical Mgthgds, Ames: The Iowa
State College Press, 1946. p. 216.

Super. Donald E.. Annraising_192aiianal_fiiineaa. New York:
Harpers & Brothers, 1949. 728 pp.

Terman, Lewis M. and Maud A. Merrill,
Boston: Houghton Mifflin Company, 1937. 461 pp.

B. PERIODICAL ARTICLES

Booker, Ivan A., "Reducing Withdrawals," Jon:na1_gf_£flgh&z.
Edngatign, 4:249-54, May, 1933.

Borow, Henry, "Current Problems in the Prediction of
College Performance," A
Association of Collegiate Registrars, 22:14-26,1946.

131

Cuff, Noel B., "Problem of Elimination From College,"
W. 30:550-2. October. 1929-

Davis, Allison and Robert Hess, "How Fair Is an I. Q. Test?",
WM. 43 = 5-10. JanuarY.
1951. .

Dear, Ernest R., "Distribution and Persistence According
to Paternal Occupations Represented in the Secondary

Schools of Michigan." WWMB eaaqh.
26:585-592, April, 1933.

Dressel, Paul L., "Liberal Arts Students Advised to

Withdraw" WWW. 14:43-6.
January, 1946.

Durflinger, Glenn W., "Prediction of College Success -
A Summary of Recent Findings," lggraal_gf_;hg,

chimmfiollegiatanegiam.
19:68-78, 1943.

Eaton, Merrill T., "A Study of Indiana University With-

drwade." WWQQKHM
Indianaflnimam. 28:5-16, February. 1942.

Greene, Founta D., "Follow-up Study of Non-graduating
Women from the College of Education, Ohio State

University . " WWW <1
apparyiaign, 29:427-33, October, 1943.

Hale, Wyatt W., "Comparative Holding Power of Junior
College and Regular Four-year Colleges," Eh1_nglta
Kappan, 13:64-74, October, 1943.

Hilton, Wallace A., and W. W. Carpenter, "Persistency of

StudentS." W. 14:268-70.
May, 1943.

Illinois Child Labor Committee, "Study of Chicago Students
Leaving School Before Graduating," M2n§h11_Labgn
3.211.931. 59:135-6, July, 1944. -

Johnson, Elizabeth S. and Caroline E. Legg, "Why Young

People Leave School." Wow
W. 32:14-24. November. 1948.

n‘

132

Jordan, Arthur M., "Student Mortality," Sehool andnfipcietx,
22: 821-4, December, 1925.

Macnemar, Quinn, "Opinion Attitude Methodology," Efilghglggigal
Bulletin, 43: 289-374, 1946.

Mercer, Margaret, "Personal Factors in College'Adjustment,"

WomangaiWh. 36:581-65. April. 1943-

Mitchell, Fred T., "Why Freshmen Leave College," Jeannal
WW: 13:95'100: February, 1942'

Moon, G. R., "The Student Who Drops Out of College,"
W. 27:576-8. Maxi. 1928-

Neff, Walter B., "Socio-Economic Status and Intelligence:

A Critical Survey, " Eeyehelegiea1_fia11etig_, 35: 727-754,
1938.

Osborn, Richard C., "How is Intelligence Test Performance
Related to Social and Economic Background," Journal

W. 34:215-28. 1943.

Pace, Charles R., "A Situations Test to Measure Social-
Political-Economic Attitudes,"

Eexehelegx, 10: 331-344, August, 1939.

Rosander, A. C., "An Attitude Scale Based Upon Behavior

Situations, " MW. 8: 3- 15.
February, 1937.

Smith, L. F., "Student Survival in a Technical Institute,"
W. 53: 894-921. MaY. 1945

Snyder, Lousie M., "Why Do They Leave?", Jeanna1_ei_flighe1

Stuit, Dewey B., "A Follow-up Study of Freshmen in the
Teachers College of the University of Nebraska,"

W9 483282-2849 Aug‘ISt: 1938-

Wagner, G. D., "Student Mortality Among College Home

Economics Freshmen." Wfiioaeflmmisa.

133

Williams, Robert L., "Academic Records of Students Eliminated

From the University of Michigan," Segool and Soeiety,
47:515-29, 1938.

C. PARTS OF SERIES

Pope, Ruth V., Factors Affecting the,Elim1natinn_n£;flomen‘
Students, Teachers College Contributions to Education,
No. 485, New York, Teachers College, Columbia University,
1931.

Tallman, Russell W., A Critical Analysis_ef_§tadeat
Persistence at the State University of Igwa,

University of Iowa Studies in Education, Vol. IV,
Iowa City, 1927.

D. UNPUBLISHED MATERIALS

Agate, Grace B., "Persistence in College as Related to
Intelligence, Economic Background and Present Occupation,"
Unpublished Doctor's dissertation, The University of
Louisiana, Pineville, 1941. 166 pp.

Banzet, Ernest W., "Summary Report on Student Withdrawals From
Michigan State College, 1949-1950," Unpublished report,
Board of Examiners, Michigan State College, 1951.

Coyle, Emerson and Julius Yourman, "Follow-up of Vocational
Diploma Students Who Dropped Out During or After Fall
1949 Term," Unpublished supplement to 1949-1950
Annual Report Brooklyn College Evening Session Department
of Personnel Service Counseling Office, New York, 1950.

Garrett, Harley F. "A Review and Interpretation of
Investigations of Factors Related to Scholastic
Success in Colleges of Arts and Sciences of Teachers'
Colleges," Unpublished Doctor's dissertation, The
University of Colorado, Boulder, 1948. .

Gibson, A. W., "Elimination of Students in New York State
College of Agriculture at Cornell University;'COrnell
University, Utica, 1949

134

Gragg, William L., "A Study of Factors Related to the
Persistence of Pupils in Public Secondary Schools,"
Unpublished Doctor's dissertation, Cornell University,
Utica, 1949.

Johnson, Walter F., "A Study of Efficiency of Certain
Factors in Predicting Achievement of Veterans at the
Junior College Level in the College of Arts, Science,
and Literature of Minnesota," Unpublished Doctor's
dissertation, The University of Minnesota, 1948.

Masoner, Paul H., "A Critique of Personality Rating Scales,"
Unpublished Doctor's dissertation, the University
of Pittsburgh, 1949.

Minor, Lillian P., "Certain Factors Influencing Children
to Leave the Elementary School," Unpublished Doctor's
Thesis, George Peabody College for Teachers, 1943.

E. YEARBOOK

Hansen, Harry, Editor, ’0 m na n ook t
to: 1959, New York: New York World-Telegram, 1950.

F. MISCELLANEOUS

Hannah, John A., "Educating the Good Citizen," Mimeographed,
Michigan State College, 1950.

Hannah, John A., "Nor Lose the Common Touch," Mimeographed,
Michigan State College, 1949.

McNealey, John H., "College Student Mortality," Bulletin
No. 11 Office of Education, United States Government
Printing Office, Washington, D. C., 1948.

"Preliminary Reports 1950 Census of Population," Bureau
of the Census U. S. Department of Commerce, Washington,
D. C., 1951.

Sheedy, Joseph W., "Academic Survey of the First Basic
College Class," Michigan State College, East Lansing,
Michigan, 1949.

135
APPENDIX

136

APPENDIX A

This appendix includes a copy of the Basic College

Inventory of Attitudes and Beliefs Form C.

BASIC COLLEGE INVENTORY OF ATTITUDES AND BELIEFS

Form C

Michigan State College
Board of Examiners

Directions:

This inventory is designed so that you may express your opinions about a number
of different issues with which society is faced. There are no "correct" or "right"
answers since these are issues on which people disagree. You are given some information
about each issue and then asked to indicate how you feel about a number of statements
based on that information.

 

Do not mark the booklet. Use the special answer sheet and with the pencil
provided you, mark the numbered space corresponding to the number of your answer.

Copyright, 1949, by
Michigan State College
Board of Examiners

INVENTORY OF ATTITUDES AND BELIEFS

In this inventory you are asked to read a series of paragraphs dealing with twelve
problems or situations. After each description of a situation you will find a series of
statements about some of its various aspects and implications. You are asked to indi-
cate your own reaction to each of these statements. Notice that each statement repre-
sents an opinion; it has no "right" or "wrong" answer. Use the following key to indi-
cate 193g egg persoaal feeliag about the statements.

1. I agree with this statement.
2. I disagree with this statement.
3 I am undeeided about this statement.

SITDAIIQN 1.

Of much concern to college students, faculty, administration, and alumni groups
is the matter of subsidizing athletes, particularly football players. Iany people
argue in favor of paying football players, since so much of a school's prestige comes
from its football team. They contend that a winning football team causes more money to
come into the school, which allows for a larger faculty and better academic facilities.
They believe that consistently winning teams may be had only by hiring outstanding
players. They further contend that since many good football players come from poor
homes, the practice of paying them helps deserving boys obtain an education otherwise
impossible for them. Some school administrators have upheld the principle of-paying
athletes on the ground that expensive stadiums must be paid for from gate receipts
which come only if professional or near-professional contests are presented. Such
officials also point out that since the custom of paying players is well established in
some schools it should in all fairness be encouraged in all schools.

Some opposition to subsidies comes from non-athletic students who must pay for
things which the football players receive free. They reason that in time to come, they
will bring as much credit and prestige to their college through their successful careers'
as athletes do through winning football games. Iany teachers oppose subsidies since
much pressure is placed on them to pass highly paid football players even though they
do not understand a subject. Parents of non—playing students complain that so much time
is devoted to the paid professional players that others do not receive the kinds of
athletic experiences they should have.

The entire matter is further complicated by the fact that colleges are rather
independent. Each college is usually controlled by a board of trustees which approves
college policy and helps pay the college bills. These independent celleges feel they
rare free to pay athletes if they wish to and can afford to. Although certain groups of
colleges have formed organizations to enforce rules governing athletics in their member
schools, subsidies continue to exist.

1. Once a college has joined an organization such as the "Big Ten," it should adjust
all activities related to athletics to conform with rules decided upon by the
majority of member schools, regardless of hardships those rules may cause.

2. Payment of football players is like the weather; many people talk about it, but no
one can do anything about it.

Go on to next page.
- 3 -

3. The question of subsidizing athletes involves so many people and so many schools
that sufficient evidence for or against subsidizing can never be accumulated.

4. An organization such as the "Big Ten" can never justifiably criticize a college for
breaking the rules, since complete evidence could never be accumulated to support
the charge.

5. All alumni should do everything in their power to make their Alma Iater's teams
successful.

6. Almost any evidence in support of subsidizing football players is good.

7. As each new idea for the regulation or abolition of payment of athletes is expressed
it should be tried.

8. All students who feel the athletic policy of their college is not what it ought to
be should do everything possible to get it changed.

9. Decisions of the athletic department concerning the payment of athletes should be
governed by general rules established by the entire campus population.

10. Each college should do whatever is necessary to maintain a large stadium since it
is traditionally so much a part of campus life.

Answer question 11 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.»

11. If I were a college president faced with the problem of payment of college football
players, I would

. decide the matter only if forced to by public opinion.
refuse to decide on the matter.
allow payment of football players.

forbid payment of football players.
t t e a A

hWNI-A
OI

SIIQAIIQN 2.

While there are some rather favorable signs that western Europe is slowly re-
covering from the effects of World War II, there still appears to be great need for
economic help from the United.States. At the present time the United States government
is committed to the policy of furnishing considerable aid, but as time goes on, large-
scale opposition to that policy will probably develop.

Those who oppose aid to Europe will probably use the following types of
arguments:

a. European countries failed to pay their war debts after World War I, so why
should the United States again grant money with no possible hope of getting
it back? A ,

b. Europeans caused World War II and so should suffer the after-effects.

c. If the United States furnishes aid to Europe she endangers her own financial
position. '

d. Since most Europeans will feel resentment instead of gratitude for the aid
the United States gives them, Americans are foolish to give them money.

e. European civilization is about finished and the United States should not

"back a dead horse." Go on to next page.
- 4 _

Supporters of the aid policy have used and may be expected to use again the

following types of arguments:

a. The United States will be money ahead even if European countries never pay
back a single dollar, since the aid given Europe is in the form of dollar
credits which must be spent in the United States. This spending creates full
employment in America. A

b. World War II was as vital to the United States as to any European country
and America should expect to contribute dollars to make up for the years
1939-1941, when France, England, and other allied nations waged the war.

c. The economy of the United States will be more in danger if the economy of
Europe fails than if Europe recovers with the help of many American dollars.

d. European resentment need not develop unless America grants the aid in a
patronizing manner. '

e. We owe a great deal to the European countries for their contributions toythe
enrichment of our culture, and we should help them regain their high place
in western civilization.

Whether one supports the one side or the other, the problem will have to be

faced by Americans, and the way they solve the problem willxdtally affect the course
of modern history.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

Whatever the Treasury Department says is the best solution to the problem is good
enough for me.

Even at the risk of economic ruin, the United States should aid the recovery of
the rest of the world.

Americans should restrict their concern about Europe to matters which affect
business.

I would be willing to endure a heavy burden of taxes in order to give more aid to
Europeans.

On such a matter as aid to Europe, the advice of authorities (economic, social, or
political) serves to cloud the issues.

No person, group, or nation should ever jeopardize its own welfare for the sake of
the general welfare.

If the civilization of Europe is worth saving, all Americans ought to become ac-
quainted with every aspect of that civilization.

I would rather see Europeans maintain a low standard of living than reduce my
living standards.

Authorities on international affairs can't be trusted since they usually find facts
enough to support their own prejudices.

It is foolish to think of aiding Europe if by so doing our own nation's economic
position is weakened.

All citizens ought to know the origins of all aspects of their own culture.

Go on to next page.

Answer question 23 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

23. In the matter of granting American aid to other nations I

1. would decide on one side of the question or the other only if the question
were put to a public vote.
2. favor all-out aid to less favored countries.
3. can't decide which side I favor.
4. favor restricting aid to amounts of money the borrowing nation could be ex-
pected to repay.
* a e e *

SITQAIIQN fie

A much discussed question today concerns the attitudes a believer in democracy
should assume toward Communists on the campus. Some people believe that teachers who
are members of the Communist Party should be discharged on the ground that they could
not teach truth if they accepted communist doctrine. These people also believe that
students who are members of the Communist Party should be expelled from school because
they advocate the overthrow of the system which makes their education possible. In
addition, it is felt that Communist students and teachers would have a bad effect on
the rest of the college.

Opposed to such restriction stands another group of people who believe that a
teacher' 3 or student's political affiliation has no bearing on his professional qualifi—
cations or academic fitness. They clahm that school administrative officials would be
no more justified in discharging a teacher or expelling a student because he was a
Communist than they would in discharging or expelling one because he was a Republican
or Democrat. They believe that as long as an individual is a citizen of the United
States no one may deny him the rights of citizenship. Discharging or expelling a teacher
or student because of political beliefs, they claim, would be a violation of those
rights.

24. The decision to allow or prevent organization of a Communist group on a college
campus should be made by the mAjority of those who are connected with the college
in the capacity of student, teacher or administrator.

25. One can never decide whether capitalism, communism, or some other system is best,
since conclusive evidence can never be accumulated.

26. The traditional right of freedom of speech is so important that it should never be
restricted.

27. Any decision, made by college officials, concerning Communist organizations on the
campus should be based on what they believe is the attitude of the rest of the cam-
pus population. .

28. Most people can actually do very little either to advance communism or to retard it.

29. If an individual is proved a Communist, the college president should expel him at
once, regardless of the opinions of the majority of the campus population.

30. There is no room for doubt that American Communists are usually just tools of the
Russian government.
Go on to next page.

31. The discharge of a teacher or expulsion of a student because of membership in the
Communist Party is a matter on which the entire campus population must decide.

32. One can never know whether or not an individual is a Communist.

33. Some elements of communism might improve American life provided political and
civil liberties were insured.

34. All adults should actively participate in discussions, meetings, and other activities
concerning all major issues of the modern world.

Answer question 35 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

35. If I were an official in a school or college and the question of allowing a
Communist organization on the campus arose, I would

authorize the organization of the group.
forbid the group to organize on the campus.
refuse to act unless forced to by my superiors.

refuse to act on such a complicated matter.
a e t * *

huNH
eee

SITUATION A.

In Hungary, the government decided that the schools, traditionally the responsi-
bility of the Roman Catholic Church, should be brought under state control. The Cardinal,
head of the Hungarian Church, opposed the decision and ordered the priests who taught in,
and the bishops who managed the schools to resist the order. For this and for other acts
against the government, the head of the Hungarian Church was tried for treason and sen—
tenced to life imprisonment. Many people, the world over, criticized the action of the
Hungarian government. A great many people, however, defended the civil action on the
ground that church opposition to bringing schools under state control actually was
against the best interests of the state and should be punished.

36. The trend against church control of education in Hungary was undoubtedly instigated
by communists in Russia. a

37. If church control of schools has not worked perfectly in Hungann some other arrange-
ment should be attempted.‘

3

38. Relations between church and state in many European countries are so confused that
we Americans can never understand them well enough to form intelligent opinions.

39. If the majority of Hungarians desired the Catholic Church to control schools, the
government should not allow any non-Catholic schools to operate.

40. There is a definite limit to the kinds of measures Hungarian people would be
justified in using to secure the release of the Cardinal.

41. The state can never have sufficient evidence to justify a charge that a church
official's service to his church is treason against his country.

42. Laymen were not justified in interesting themselves in the control of education,
traditionally the concern of the Roman Catholic Church.
Go on to next page.
_ 7 _

43. Decisions concerning the type of instruction offered to Hungarians should be made
either by officials of the Roman Catholic Church or by state officials.

44. All Hungarians ought to try, by every possible means, to secure the help of non-
Hungarian Catholics in demanding the Cardinal's release.

45. If the majority of Hungarians support the stand taken by their government,
imprisonment of the head of the Hungarian Church is justified.

46. Priests and bishops, being primarily interested in spiritual matters, have no
responsibility for affairs of government.

Answer question 47 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

47. If I were a public official in Hungary I would

allow the Catholic Church to continue to operate the schools.

refuse to act in a situation so complicated and subject to emotional appeal.

place the schools under the control of the state.

make a decision only if directed to do so by representatives of the people.
a e t e e

QWNH
eee

SITUATION é.

Kirsten Flagstad, an outstanding opera singer, is a Norwegian citizen. During
World War II, when the Germans occupied her homeland, Miss Flagstad returned to Norway
to be with her Norwegian husband who, it was said, helped the Germans seize control of
Norway. During the entire period of the German occupation, Miss Flagstad lived close
to the German authorities. She sang at some concerts attended by Germans, but refrained
from becoming intimate with the enemies of her country.

At the end of the war, Miss Flagstad was granted permission by the State Depart-
ment to return to America where she hoped to continue her musical career. She was
greeted in New York by crowds of people, some of whom booed and hissed at her and called
her a Nazi, while others praised her and were happy about the chance to hear her sing
again. The Metropolitan Opera Company, in response to a great deal of pressure from the
public, refused to allow Miss Flagstad to sing in the Metropolitan Opera House in New
York. The directors of the company said that since Miss Flagstad had left this country
to live in a land occupied by Nazis, she was in sympathy with Nazi beliefs and thus had
forfeited her rights as a welcome guest of the United States. They were afraid that if
Miss Flagstad were allowed to sing, so many season-ticket holders would cancel their
orders that the company could not present the full program of opera usually given.

Miss Flagstad said that her return to Norway had been prompted only by a human
desire to be with her husband when he needed her and not because of any political be-
liefs. She argued further that politics had no place in music--that if people wanted
to hear her sing, and she had ample evidence that they did, her relations with the
Germans should not be considered at all.

48. American citizens are entitled to question the wisdom of rulings of the State.
Department.

49. For people other than those vitally interested in art or politics, the Flagstad

affair has no importance.
Go on to next page.

r‘- 8“ Cd”?

50. The ruling of the State Department should have been considered sufficient to per-
mit Miss Flagstad to sing any place in this country.

51. Any former friend of Nazis should be thrown in jail.

52. All adult Americans ought to be vitally interested in the decision of the Metro-
politan Opera Company.

53. Any visitor from Europe certified by the State Department as being non-Nazi should
receive friendly treatment from American citizens.

54. For the protection of American society no person or group of persons who oppose
American principles should be allowed to enter this country.

55. Miss Flagstad should have gone to Norway to be with her husband even if she knew
in advance that to do so would forfeit her right to sing at the Metropolitan Opera
House.

56. No authority is truly competent to judge the desirability of guests of this nation.

57. Miss Flagstad should have gone to Norway to be with her husband even though her
entire career would have been endangered.

Answer question 58 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

58. If I had been chairman of the board of directors of the Metropolitan Opera House,
I would have

. forbidden Miss Flagstad to sing.
. been unwilling to decide unless forced to by public opinion.
. been unwilling to decide such a complex question.

. allowed Miss Flagstad to sing.
e e e a a

thH

SITUAIIQN Q.

Dr. X, a geologist at Harvard University, has issued a public warning that be-
cause of the inroads made on America's oil supply by World War II, because of the in-
creased civilian demand for petroleum products, and because of the commitments in .
support of the Marshall Plan, America will very shortly run out of domestic petroleum.
He anticipates that, counting probable but undiscovered sources, the United States has
sufficient oil reserves to last, at present rates of consumption, between twenty and'
thirty years.

In spite of this and other similar statements from geologists, the people of
the United States continue to use petroleum in unprecedented amounts.

It has been suggested that one way to save oil would be either to allow
European automobiles, which run on much less gasoline than American cars, to enter the
American market free of any import duty or to encourage American manufacturers to pro-
duce smaller, more economical cars. Manufacturers say that they must continue to make
bigger, faster, and more expensive automobiles if they are to compete with other con-
cerns. Spokesmen for the American automobile industry refuse to allow foreign cars to

Go on to next page.
_ 9 -

compete with American cars on terms of equality for, they say, if foreign cars should
become popular, American workmen would be out of jobs.

Other people say that oil reserves can be preserved only if people practice a
rigid policy of conservation by driving only when necessary, using coal instead of oil
for heating,.and driving at a slow rate of speed.

59. Americans will have done all they should do about this problem if they obey any
regulations the government might pass regarding conservation of petroleum.

60. Gas rationing laws should be adopted if geod substantial reasons can be advanced
by those in favor of such a scheme.

61. Rationing of petroleum products could safely be left to some governmental agency
provided its activities were reviewed by elected representatives of all the
American people.

62. An average man would be foolish to try to influence the production of automobiles.
63. Until geologists can prove how much oil will be available no plans can be made.

64. No regulation of the supply of petroleum products should be attempted until a
majority of the American people are convinced it is needed '

65. The evidence concerning future petroleum supplies is so limited that long-range
plans for regulation of oil supplies can never be made.

66. A satisfactory solution to the petroleum problem could be found if the majority of
Americans would think about the matter and reach a decision. '

67. Control of the production of America's oil supply should be left to the large oil
companies. .

68. While evidence about oil reserves presented by scientists is important, it should
not be regarded as necessarily conclusive.

69. Any new idea concerning petroleum control deserves a trial.

70. Since America has grown great by allowing private business to exploit natural
resources at will, no change in that pattern should be attempted.

Answer question 71 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

71. In regard to the problem of petroleum resources of America, I

1. will make up my mind only when circumstances force me to.

2. favor a complete let-alone policy.

3. favor a strict conservation program.

4. don't think I could ever decide which side of the controversy I favor.
a a a t a

§12DAIIQH.1.

During the 1930's the American nation experienced the most severe economic
depression of its history. Banks failed, factories closed, stores were forced into
_ 10 Go on to next page.

bankruptcy, and millions of people were unemployed. To prevent people from actually
starving to death, many communities provided unemployment payments or relief supplies
of food to over half their populations. Such payments frequently placed the communities'
own economic position in jeopardy. To insure that only the genuinely needy received
public aid, states and local communities gradually began to employ college-trained
social service workers to interview applicants and to decide their relative needs.

As the depression became more intense, the federal government assumed responsi-
bility for aiding people. At the suggestion of economists and sociologists, all sorts
of emergency measures were adopted, including a public works program by which employ-
ment was created in the field of their specialty or interest for many people, trained
and otherwise. Artists were hired to paint pictures to be displayed in public buildings
constructed by laborers who had been unable to find other employment. Histories of
local areas and institutions were written by trained historians who had been unable to
find positions in schools and colleges. Free concerts performed by unemployed musicians
were made available to the public.

In spite of such emergency measures the depression continued with but gradually
abating intensity. Many men, unable to find means with which to support their families,
took their own lives so the benefits from their insurance policies would be available
to their wives and children. Others began careers of petty thievery in an effort to
obtain food or other necessities for their children.

At long last the United States began to recover from the depression. Agricul-
ture, commerce, and industry, already benefiting from the efforts of the government,
became-quite healthy when the threat of war created a new European demand for Ameri-
can products. They recovered still more as this nation began its own defense program.

72. If I were a father, I would be willing to take my own life if that were the only
way I could insure my family's subsistence.

73. In times of emergency, to spend public money for such useless activities as paint-
ing or music is the height of silliness.

74. If, by taking advantage of tense moments in international affairs, the United
States government could insure full employment for its citizens, it would be
justified in doing so. ~

75. No one can justifiably expect society to provide him with food if he doesn't have
a job by which to earn his support.

76. Social scientists really don't know what actually causes depressions nor do they
know how to cure them. '

77. In times of economic crisis each locality should care for its own needs first,
without too much concern for any other groups.

78. A man would be stupid to steal and thus risk punishment in order that others might
live.

79. Applicants for relief had little or no right to question the judgment of officials
appointed to decide on their needs.

80. The opinions of experts concerning possible solutions should be respected but
should not be accepted uncritically.

Go on to next page.

- 11 - -

81. Intelligent people ought to have sampled every kind of activity offered by the
public works program.

Answer question 82 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

82. If this country were faced with another major depression I would favor

1. a public works program at the expense of the federal government.
2. some form of public works only if suffering became intense.
3. allowing the national economy to work itself out of the depression.

4. making each local area responsible for its own unemployed.
* t t a *

§ITQATIOE Q.

Students enrolling in college at the present time are apt to be faced with a
rather difficult conflict. Many want to go to college in order to prepare for a job
which will give them a greater income and a higher standard of living than they could
otherwise expect. Since vocational preparation is the chief goal of these students,
they want to enroll in as many courses as possible which bear directly on their
vocations. Many feel that enrolling in cultural courses or general education courses
is a waste of valuable time. They ask for more engineering, police administration,
or whatever is their vocational choice, and less of such things as philosophy, English
literature, and the like. They further argue that even if they wanted to take non-
vocational Subjects, many married students would not be justified in doing so since
they must prepare quickly to support their families and all personal considerations
must be sacrificed to that goal.

To the objection that strict vocational training is selfish since it overlooks
society's need for well—rounded citizens, students respond by saying that after all
this world is pretty selfish, so why should students be expected to be different?.

College administrators, counselors, and others who advise students, argue
that vocational training is not the most important goal of a college education. Es—
pecially in the first two years of college, they believe, students should spend a good
deal of their time gaining an insight into the natural and social world in which they
live. They contend that the primary goal of a college education is to gain broad
general knowledge which will enable students to enjoy life in modern society regardless
of the vocation they select. These people also contend that the future of American
sodiesy depends more on citizens who have received a general education than on skilled

technicians.

As long as the interests of many students are contrary to the beliefs of those
responsible for directing their studies, conflicts and dislocations result; Students
grow“disheartenedrbecause their vocational work is still in the future, and teachers
6f'genera1 courses grow disheartened because students take such little interest in
their basic education.

83. Students should have complete freedom in selecting their courses.

84. Devoting one's attention to several major areas of general interest is better than
either concentrating on one area or studying a multitude of areas.

85. Neither the interests and desires of individuals nor the broader interests of
society can be slighted if our society is to progress.
_ 12 - Go on to next page.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

‘ 96.

97.

Any student who spends four years in college ought to sample every subject offered
by the college.

Each student should plan his college course in whatever way will advance his own
interests best, regardless of the needs of society.

Neither teachers, counselors, nor other officials should have the right to tell
students they must take specific courses.

Students should not take courses which take time from their technical training.

The statement, "God helps those who help themselves", represents a pretty good
principle for living in modern society.

Counselors trained to help students know what is good for students better than do
students themselves.

No one can study too many different subjects in school.

The good of society is of paramount importance even if individual welfare must be
sacrificed to it.

Married students should give up any personal desires which interfere with the
support of their families.

Students should take courses which will make them well—rounded people, regardless
of the effects such action would have on the welfare of their families.

No one is worth sacrificing one's desires for.

Married students are justified in making some sacrifice of personal desires to
insure the economic well-being of their families but are also justified in retain—
ing some selfish goals.

Answer question 98 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

98.

Faced with the problem of selecting a college program I would probably

1. allow my adv1sor to select my program since he probably knows what I need.
2. elect a non-vocational program.
3. elect some sort of program only if my parents or adviser refused to do it
for me.
4. elect a vocational program.
i a t t *

SITUATION 2.

The Grand Canyon of the Colorado River is one of the most beautiful spots in

America. Its majestic size and its gorgeous coloration have inspired the millions of
people who visit it each year. Artists have painted pictures of it from every con-
ceivable angle, in all seasons of the year, and at all hours of the day. Important
music has been written about it, such as Ferde Grofe's Grand Canyon Suite. The Canyon

 

Go on to next page.
_ 13 -

has become a significant symbol of America.

At the present time there is considerable discussion about the future of the

Canyon. One group of people would like to dam off the Colorado River above the Canyon.
The water would then be diverted through some mountains to irrigate dry desert land.
Such diversion would mar much of the beauty and appeal of the Grand Canyon, but would
permit much reclaimed land to be brought under cultivation. Advocates say that in the
foreseeable future the food grown on such reclaimed land will be necessary to sustain
the population of the United States.

Opponents of the plan argue that no amount of increased agricultural land is

worth the loss of the beauty of the Grand Canyon. They contend that "man should not
live by bread alone" and that diverting the river would be doing irreparable damage
to the aesthetic soul of America.

Foreigners who feel they know the American character say they hope the Canyon

will be left as it is, but they think those in favor of the irrigation project will
finally have their way.

99.

100.

101.

102.

103.

104.

105.

106.

107.

108.

109.

110.

111.

lhatever is to be done concerning the Colorado River will be done anyway, so
people would be wasting their time if they tried to influence the decision.

Interested citizens should work on some smaller aspects of the problem rather than
try to decide the whole question of whether or not to divert the Colorado River.

Foreigneré are sure to criticize those things which Americans do best.

Since we have gotten along so far without spoiling the Grand Canyon, there is no
need to change it now.

No one can know enough about the character of another nation to predict what its
citizens will do.

The people whose land will be improved by irrigation should be the ones who decide
whether or not to.divert the river. ‘

Individuals are powerless to affect such important changes as legislation author-
izing diversion of the Colorado River.

Since America has always been a land of plenty, it is foolish to think that her
deserts must ever be reclaimed.

Anything which might advance the material welfare of the nation should be
attempted.

The American people should be asked to vote on the use to which the Colorado River
should be put, and whatever a majority favors should be done.

A majority decision of the American people concerning the use of the water from
the Colorado River should be binding even if it works hardships on people most
closely affected by it.

All Americans citizens should try to influence the outcome of every national issue.

Most social issues can never be decided since all pertinent evidence can never be

collected

14 Go on to next page.

Answer question 112 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

112. If I were in a position to decide whether or not to divert the river, I would

have it diverted.

refuse to decide on such a complex issue.

decide only if no one else would make the decision.

decide that the diversion would not be worth marring the natural beauty of
the Grand Canyon.

hUNH

' tilt.

W19.

A commission of outstanding educators, appointed by the President of the United
States to study the problem of higher education, reported that this nation was failing
to educate a large proportion of its population capable of profiting from college
training. This commission reported that many young people, whose talents should be
trained in colleges, were kept out because of several kinds of barriers. The cost of a
college education, the fact that colleges were frequently remote from students' homes,
the fact that colleges did not offer proper programs for certain kinds of students,
and the fact that many colleges restricted the attendance of certain racial or religious
groups all seemed to prevent many deserving young people from attending school beyond
the 12th grade. 0n the strength of their findings the commission recommended that

1. high school education must be improved and should be provided for all
normal youth. ‘

2. the time has now come to make education through the fourteenth grade available
in the same way that high school education is now available, that is, free and
for everyone.

3. the time has come to provide financial assistance to competent students in the
tenth through fourteenth grades who would not be able to continue their educa-
tion without such assistance.

It recommended that the national government should provide the funds necessary to
realize these proposals.

Following publication of the commission's report, some people challenged its
findings and recommendations. They argued that the commission had exaggerated the num—
ber of capable students who had been prevented from gaining a college education by
economic, geographic, or racial barriers. While they thought some aid might be provided
to poor but qualified students, they thought the number who could take advantage of it
would be rather small. They also objected to the idea that all students should be given
free public education through the second year of college, on the ground that a large
number of high school students do not have the ability to succeed in college work.

Above all, critics of the report objected to the recommendation that the federal govern-
ment provide funds to make college education easily available. Such aid, they complained,
would mean federal control of what was taught and might eventually allow the political
party in power to use colleges to propagandize students so as to continue in office.

113. The commission knew more about educational problems than did any of its critics.
114. College education should be restricted to native-born Americans who can afford it.
115. Since society has not provided means for employing a college-educated population,

only those people whom society can use should be allowed to go to college.

Go on to next a e.
_ 15 _ P 8

116. All new ideas about education are worth a trial.

117. No presidential commission will ever give a report free from political partisan—
ship.

118. All people need a broad, liberal, academic training.

119. I would be willing to pay very high taxes to provide college education for all
qualified Americans.

120. College training should be primarily directed toward preparing students for a
vocation.

121. Every young man or woman in a democracy should be given the right to attend
college.

122. Any American who really wants a college education can get one by the old-fashioned
way of working'through school.

Answer question 123 by indicating in the appropriate space on the answer sheet your
choice of the four possible responses.

123. If the proposition that all American youth should be given the opportunity to
attend college were put to me I would

I. favor it.

2. disapprove of it.

3. be unwilling to decide whether or not I favored it.

4. hesitate to decide unless I were actually pressed for a decision.
# a t a t

T AT 1.

During the past several years American college students in various parts of the
country have been faced with many of the same problems. Some of these have been new and
seemed to be peculiar to the modern age in which they developed, while others are more
perennial. Several of these problems are described below:

a. Teachers frequently disagree with the authors of textbooks used in class about
the truth of certain facts and their interpretation.

b. Some teachers lecture during the entire class period, believing that only by
such a technique can all important material be presented. Other teachers prefer
to do very little talking in class, hoping that a class discussion of the sub-
ject will develop most pertinent points.

c. College administrations have become interested in assuming a more direct con-
trol over fraternities and sororities in the interest of providing more
equitable housing for all students. Members of fraternities and sororities have
resented such interest because it involved the loss of some of their previous
independence.

d. Students with permanent physical disabilities, such as blindness, often ask for
help from their fellow students. The time that would be involved in helping
such handicapped people represents a real loss to those who might want to give
such assistance.

e. Many time-honored campus traditions have been challenged. Frequently, for
example, a school song, revered for half a century or more, is discarded in
favor of a newer, more original tune. '

_ 16 _ Go on to next page.

f. The wide variety of recreational opportunities posses a very real problem of
selection to the students. Lectures, concerts, athletic events, dances,
parties, and study all vie with one another for the students' interest.

124. A teacher's studied opinion about interpretations of his subject should usually
be accepted as true.

125. Fraternity men should look after the well-being of their organization before
considering such things as general improvement of college housing.

126. If blind students come to college, they should provide themselves with readers
and whatever other special help they need.

127. Students are in college primarily to prepare for a job and should not waste time
on activities not closely connected with that goal.

128. Everyone's opinions about controversial issues and interpretations are equally
sound and justifiable.

129. If the needs of the entire student body could be better satisfied by restricting
the independence of fraternities, that should be done.

130. A school song which has lasted for fifty years should not be displaced.

131. College students should take advantage of all cultural presentations available to
them.

132. The best college classes are those in which the teacher lectures and the students
take notes.

133. All students should be willing to help blind students regardless of any personal
inconveniences such work might cause.

134. Each generation of college students Should be allowed to establish its own customs
and traditions.

135. There should be many more discussion—type classes, in which everyone is expected
to contribute ideas, than lecture—type classes.

a t t a a
3111151121112.

Just as college students the country over are faced with the same kinds of

problems,so workers in offices, factories, and stores are faced with similar problems.
A few such problems are described below:

a. Decisions concerning union membership of employees of an entire factory are
frequently made by a vote of the workers. If the majority favors unionization,
all workers are expected to join, pay dues, and support all union activities.

If the majority opposes unionization, none of the workers are expGCted to seek
union benefits.

b. Many businesses are so organized that one person is held responsible for all work
done in an entire section or division. Regardless of the number of individuals
working in the division, all work is done in the name of the section or division
chief.

_ 17 _ Go on to next page.

136.

137 C

138.

139-

140.

141 o

142.

143.

144.

145.

146.

147.

148.

149.

150.

c. In some organizations all employees are encouraged to help make all decisions
concerning kinds of work done, salaries, hiring and firing, and the like. In
other places such participation is sharply discouraged.

d. Certain skilled tradesmen are sometimes limited in the amount of work they may
do in any one day in order to spread employment to the greatest number of
people. In other trades, however, a premium is placed on workers who can pro-
duce the greatest amount in the shortest time, even though such practice means
fewer people can secure employment.

e. Management frequently will not grant long-term contracts to workers on the
ground that evidence concerning future markets is so unpredictable that the
company could not afford to tie up too much money in steady payrolls. Some enr
players, however, do provide long-term contracts of employment in order to keep
the same workers from year to year.

f. In some businesses the invention of new techniques and labor-saving machinery
is constantly encouraged since better products are frequently the result. In
other places, however, such changes are discouraged as involving extra cost and
upsetting the established ratio of work and workers.

The decision of the majority of the workers concerning unionization should be
binding on all employees.

Persons in authority should only be executives for those who actually do the work.

Limiting the amount of work done by each employee is unfair to fast workers and
should be discouraged.

No procedure, institution, or device should be maintained unless it is distinctly
useful.

Management cannot accumulate evidence of future developments conclusive enough to
warrant long-term contracts/to workers.

'orking conditions, terms of employment, and the like should be prescribed by
whoever pays the wages.

Employees should restrict their participation in a business to the successful
performance of their own jobs.

No worker can justify producing a great deal if, by doing so, he restricts the
employment of others.

Most evidence points to a permanent conflict between labor and management.

The person in authority should receive most credit since he hears the responsibili-
ty for all employees under him.

Workers should be encouraged to actively participate in all or most of the affairs
of management.

If I were the owner of a business I would rather make little or no profit for a
protracted period of time than discharge employees.

The business of business is high profits.

Many industrial procedures should be continued because they are part of the
tradition of that industry.

Workers are entitled to a good wage regardless of the interests or needs of the

owners of the business. 18

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