A STUDY OF FACTORS AND PRACTXCES
RELATED TO HOLDING POWER IN- CERTASN
MICHIGAN! SECONDARY SCHOOLS

Thai: for fho Degree of Ph. D.
MKHIGAN STATE UNIVERSITY
George R. Myers
1956

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This is to certify that the

thesis entitled

A STUDY OF FACTORS AND PRACTICES
RELATED TO HOLDIIIG POWER
II CERTAIN MICHIGAN SECONDARY SCHOOLS

presented by

George Raymond Myers

has been accepted towards fulfillment
of the requirements for

P h. D. degree in __Ed.nezrtm' 1

 

W/ fig: M

Leonard J. Luker

Major professor

Date Februaryr 8, 1956

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it A STUDY OF FACTORS AND PRACTICES HEATED TO HOLDING POKER

IN CERTAIN MICHIGAN SECONDARY SCHOOLS

s George R; Myers

 

A DISSERTATION

Stete University of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Education

Submitted to the School for Advanced Graduate Studies at Michigan
1956

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ACKNOWLEDGMENTS

the writer wishes to express his sincere appreciation to Dr.
Leonard J. Dubr, under whose supervision this investigation and report
he" been made. l'or constructive criticisms and suggestions, the writer
extends cordial than to Dr. Clyde M. Campbell. Dr. Carl E. Gross and
Dr. C. V. Millard, members of the guidance committee. For assistance in
methodology and interpretation. he expresses his appreciation to Dr.
Iilbur H. Brookever. Dr. Harold L. Dahnke and Dr. Harry I. Sundwall.

The writer is especially indebted to Dr. Phillip J. Proud.
Ir. Bentonlates. Dr. Don Randall. Miss Esther Belcher and other members
of the Iichigan Committee on School Holding Power for their cooperation
ad encouragement. He emresses thanks to staff members of the Michigan
Department of Public Instruction for making certain information available.
nun: he expresses his deep appreciation to the approximately five
hundred school administrators and teachers who furnished the information

and materials upon which Chapters IV and V of this study are based.

 

 

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George Raymond Myers
candidate for the degree of

Doctor of Philos0phy

Iinal “urination: Iebruary 8, 1956, 10:00 A. M.. 11+ Wells Hall 1'

Dissertation: A Study of Factors and Practices Related to Holding
Power in Certain Michigan Secondary Schools

Outline of Studies:

HaJor subject: Guidance and Counseling
Minor subjects: School Administration, Sociology

Professional Background:

Undergraduate Studies: Knox College. 1927-28; Washington University,
1928-29: Knox College. 1930-32 3.8.

Graduate Studies: Chicago Theological Seminary. 1932-33, 1935-37;
Northwestern University. 1938-140 M.A.; Michigan State College.

19%. 1994-55.

hperience: Social Case Iorker, Galesburg. Illinois, 1933—314;
Director of Young Peoples' Work, Chicago Commas. 1935-38;
Public School Teacher, 193840: Associate Director, 7. K
Kellogg Foundation Clear Lake Camp, who—1&2; Chaplain.
United States Army Air Corps. lake-1+6: Assistant Professor
of foeotive Living and Education. Michigan State College
1916—55; Chaplain, United States Air Force, 1951—53

Henber of American Association of University Professors. American
Personnel and Guidance Association, National Vocational
Guidance Association, Association for Student Teaching.
President. Hichigan Association for Student Teaching.
lational and Michigan Associations of Secondary School
Principals, Michigan Committee on School Holding Power. Mich-
igan lduoation Association. Michigan Secondary School Associ-
ation, qua Delta Pi

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A SEDY OI FACTORS AND PRACTICES RELATED TO HOLDING POWER

1 II CERTAIN MICHIGAN SECONDARY SCHOOLS

Dy

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George R.“ 'Wers

AH ADSMACI

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

DOCI'OB OF PHILOSOPHY

College of Education
1956

 

 

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A STUDY Ol' FACTORS AND PRACTICES RELATED) TO HOLDING POWER

I]! CERTAIN MICHIGAN SECONDARY SCHOOLS
An Abstract

m Min- A maJor problem confronting educators is that of
encouraging young people to remain in secondary school. Specific purposes
of this investigation were: (1) to trace the development of concern for
improvement of school holding power; (2) to compare the holding power of
Kiohian secondary schools with related factors; (3) to examine holding
power programs and practices in selected secondary schools: and (4) to
develop recommendations for increasing holding power in secondary schools.

WI. m W. A questionnaire was used to secure
data from Ml Michigan secondary schools regarding school progress of
31,417 pupils who entered ninth grade in 1947. and general character-
istics of the schools. their programs. their staffs and their students.

A follow—up questionnaire was used to obtain information from
ninety-four selected schools regarding school progress. reasons for with-
drawal, and problems related to holding power programs.

An interview schedule and check-list were used during visits to
fifteen selected schools. in addition to printed and mimeogrsphed inter-
isle produced by the selected schools. as sources of information.

School administrators. guidance workers and teachers furnished
the Nation used in the study. Data were tabulated and analysed to
m a basis fer the findings and recommendations.

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11m. llaJor findings of the study were:

1. Concern for inprovement of school holding power is related
to acceptance of universal secondary education for all American youth.

2. Michigan secondary schools graduate only 70 per cent of the
youth who enter ninth grade.

3. Hichigan secondary schools hold more girls than boys at each
grade level.

10. Dearly 60 per cent of early school leavers in Michigan high
schools fail to complete the tenth grade.

5. School administrators list school-related factors. personal
reasons and lack of finances as major causes of early school leaving.

6. Holding power is lower for transfer students than for pupils
who enter ninth page with the regular class.

7. he madority of early school leavers do not participate
siaificantly in co-curricular activities.

8. A significant relationship exists between holding power and
percentage of professional persons in the eonmnity.

9. Significant negative relationships exist between holding power
and sins of school enrollment. length of tenure of school superintendents
and percentages of Degrees and other non-whites in the community.

10. Is significant relationships exist between holding power and
school organisational pattern. percentage of non-resident pupils, per-
centage of pupils in eo-curricular activities. percentage of athletic
contests wen. length of tenure of principals. estimated attitudes of
teachers. parents and other adults toward early school leavers. per-
centage “non-professional occupational groups. percentage of native-
born states. or percentage of foreigi-born whites in the connnnity.

 

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L ll. 'hen school administrators were asked to identify the major
problem in increasing holding power, 80 per cent of the problems cited
were school-centered.
5 12. Iypes of assistance desired by schools in developing holding power
programs include printed materials, resource persons, conferences, and
informtion on effective practices.
13. Holding power practices extensively used in Michigan include
. curriculum study and change, supervised work experience, early identifi-
cation and counseling of potential leavers, follow-up of leavers, improved
pupil transportation, conferences with pupils and parents, staff teamwork,
recreational programs, and involvement of laymen in program planning.

W. EEhe following recommendations are rude relative
to the int-overeat of holding power in Michigan secondary schools:

1. School staff members, pupils and laymen should formulate a
ccamnity viewpoint based on education for all.

2. Schools should conduct continuous local holding power studies.

3. curriculum qpraisal and development should be initiated to
provide variety and challenge to all pupils, in method as well as content.

#. llidanoe services, including exit procedures, should be geared
te local holding power requirements.

5. School workers should develop effective means of cooperation
with parents. lhsy should become familiar with current social, economic,
industrial and aaicultural trends in order to work more effectively
with all pupils, including potential early school leavers.

6. Schools should utilise status pupils and adults to encourage
potential early leavers to remain in school.

 

 

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7. Schools should provide assistance to early leavers who wish
to continue study on an evening, part-time or special basis.

8. Schools should devise pupil accounting forms and procedures
which mks it possible to assess holding power systematically and
economically.

9. Research. prodects should be initiated to determine the effects
of various procedures and practices on holding power in local schools.

10. Schools should inform citizens of relationships between non-
school factors and holding power, and cooperate in efforts to minimize
the ispact of such factors on commnity well-being.

11. Schools should become active participants in the Michigan
Secondary Schoolr-dellege Agreement program.

12. Members of the Nichigan Association of School Administrators
should be informed regarding the nature and extent of the holding power
problem.

13. he Hichipn Committee on School Holding Power should continue
its program of gathering and disseminating holding power informtion.

11}. he Nichipn Department of Public Instruction and the Michigan
teacher training institutions should make available consultant services

and publications desiped to assist schools in their holding power programs.

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INTRODUCTION.......
Theproblen . . . . . .
Importance of the study

Definition of terms . .
Holding power . . . .
Early school leaver .
Secondary school . . .

Limitations of the study

1951 state-wide information

GON'EN'I'S

1953 follow-up information . .

1953} study of holding power programs

Sources of data

Organisation of the study

Intent of the holding power problem
larly studies bearing on pupil retention
Recent studies on extent of early school

Holding power studies in Michigan

Summary

factors related to holding power in secondary schools

Geographic location

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Saudi-tribution....................
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lconomic status and parental occupation

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Educational and cultural background

Social class level . . . . . . . .

lace and nationality . . . .
Conditions within the school .
Ion-residence . . . . . . . .
hequency of transfer . . . .
Siseofschool .......
Iailure ad retardation . . .

Extra-class participation . .

Other factors related to holding power

Emery of factors affecting secondary school

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Practioee suggested for iaproving secondary

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Curriculum and instructional practices

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Administrative practices . . . . . . .

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lvidences of the movement toward universal education . , ,

Increaseinenrollments . . . . . . . . . . . . . .
Pronounce-ants by educators and others . . . . . . .
Concernhyparemts mdlaypwflfi . . . . . . . . .
Procurement policy of armed forces . . . . . . . . .
Efforts to improve holding power at national and local
levels.......................
LifeadJustmenteducation . . . . . . . . . . . . .

The Michigan Secondary School-College Agreement

'l'he Michigan committee on School Holding Power . . .
Steps in the development of the committee . . . .
Baeio assuqtions underlying the activities of the

oemmittee ...................
Principal functions of the Michigan Committee on

BeheelholdingPower..............

PreJeot for gathering state-wide data on high-school

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fielding pewer data from W1 Michigan high schools . .
Development ef the questionnaire . . . . . . . . . .

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Presentation and analysis of data . . . . . . . . . . .
School progress of pupils who entered high school
high?
Personaldataonpupill ...............
Sex distribution of early school leavers . . . . . .
Grade of withdrawal of early school leavers . . . ,
Holding power for transfers into the class . . . . .
School data and holding power . . . . . . . . . . . .
Distribution of holding power rates . . . . . . . .
School organisational pattern and holding power , .
Sise of school and holding power . . . . . . . . . .
Per cent of near-resident pupils and holding power ,
tic-curricular participation and holding power . . .
lxtemt of participation in co-curricular activities
byearlyschoolloavor- . . . . . . . . . . . . .
femurs of school administrators and holding power .
Athletic contests won and holding power . . . . . .
Attitudes of teachers and holding power . . . . . .
Osmitydataandholdincpo'” . . . . . . . . . . .
Occupations of adults in the community and holding
Ethnic characteristics of adults in the community

m Mlm po'.r I O O I O C O O O D O O I I O .

xiii

PAGE

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71
73
73
75
76
78
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93
95
95

101

Religious

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Religious affiliations of families and holding power
Attitudes of the parents involved toward early
schoolleavers..................
General attitude of the community toward early
schoolleavers..................
Holding power data for selected Michigan high schools . .
Development of the questionnaire . . . . . . . . . . . .
Surveyprocedures ...................
Methodseftreatmentofdata. . . . . . . . . . . . . .
Presentation and analysis of data . . . . . . . . . . .
Revisions of school practices designed to increase
heldingpower ....................
Holding pewer studies conducted . . . . . . . . . . . .
neasems for withdrawal given by early school leavers . .
Attendance at holding power conferences by staff
Ila-hm .
Major problems faced by schools in increasing holding
power ........................
Types ef alsistnce of greatest benefit in holding
pewerpregrnl....................
School progress of pupils who entered high school
1n19‘Waud1949...................
Su-aryeffindingl ...................

PAGE

101

10h

106
108
108
109
110

110

110

112

112

11,4

119

119

122
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HOLDING Pom PRACTICES IN SELECTED MICHIGAN SECONDARY

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Deve10pment of the interview schedule and checkplist , .

Selectionofschools.............

Procedure followed during visits to selected schools . .

Initiation of holding power programs . . . . .

htent and description of holding power practices . . .

Extent of use of curriculum practices to improve

holdingpower ..............
Description of specific curriculum practices
to increase holding power . . . . . . . .
Part-time employment programs . . . . . .
Curriculumstudy.............
Igorovimg the co-currioulum . . . . . . .

Supervised worh-erperience programs . . .

desigied

Extent of use of guidance practices to improve holding

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Description of specific guidmnce practices designed

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Procedures for providing occupational information .

Ou-lative record procedures . . . . . . .

helping potential school leavers make educational

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hit interviews for early school leavers .

PAGE

129
129
130
131
133
136

136

137
139
139
139
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larly identification of potential school leavers . . . 1’45
Interviewing potential school leavers on personal and

educational problem . . . . . . .\. . . . . . . . . 1‘15
Conducting systematic holding power studies . . , , . 1N6
follow-up contacts with early school leavers . . . . . 1%

Extent of use of administrative practices to improve
holdinspovor....................1%
Description of specific administrative practices
designed to increase holding power . . . . . . , , . , 1h7
Improving transportation facilities . . . . . . . . . 1117
Providing conference hours so teachers may engage in

teamworkactivities................ 1‘19
Developing a school philosophy on holding power . . . 1H9
Using a teamwork approach in dealing with potential

schoelleavers................... 1‘8

‘ Redncingexcessiveclasssise............ 150
lliminating I'reJection" and “squeeze-out" procedures . 150
Providing for staff planning of the holding power
program.......................150
Developing working relationships among staff members

involved in the holding power program . . . . . . . . 151

Reducing school costs which encourage school leaving . 151
Intent of use of practices designed to involve parents

and oe-nity in increasing holding power . . . . . . . 152

 

 

 

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xvii

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Description of specific practices designed to involve
parents and community in increasing holding power . . 153
Supporting a community-wide recreation program . . . . 153
Working with parents of potential school leavers . . . 155
misting assistance of parents and lay people in
planning programs for potential leavers . . . . . . 155
lffectiveness of holding power programs . . . . . . , , 156

Outstanding strengths of holding power programs . . . 157

 

Specific comments by schools regarding strengths . . 157
Chief weaknesses or areas of further need . . . . . . 157
Specific comments by schools regarding weaknesses . 157
Stqs needed to strengthen holding power programs . . 158
Specific comments by schools regarding steps needed
tostrengthenprograms.............. 158
foects of holding power programs on students . . . . 158
Specific comments by schools regarding effects on
students.....................159
Effects of holding power programs on staff members . . 159
Specific comments by schools regarding effects on
staff-embers..................160
lffects of holding power programs on parents and lay
citisens......................160

Specific comments by schools regarding effects on

 

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xviii

alarm PAGE
Summary of findings . . . . . . . . . . . . . . . . . . . 161
Initiation of pregrams . . . . . . . . . . . . . . . . . 161

Nature and extent of practices . . . . . . . . . . . . . 162

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'1. CONCLUSIONS. IMPLICATIONS AND MCOMMENDATIONS FOR FURTHER
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General conclusions . . . . . . . . . . . . . . . . . . . 155

 

Implication-oftheltudy 171
Recomnendations . . . . . . . . . . . . . . . . . . . . . 175
DIEICGRPEY........................... 181
mus............................ 189
IEUIDIZ 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

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and Irecgr'a
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TABLE

II.
III.

IV.

VI.

LIST OF TABLES

PAGE

Percentage of Total Youth in School Attendance by Age

and Geographic Area, 1950 . . . . . .. . . . . . . . . h
Percentages of Pupils Who Reach Each Grade . . . . . . . 9
Enrollments by Grades At Close of Year . . . . t . . . . 17
Percentages of Public High School Graduates in 1950-51

of Enrollees in Ninth Grade, Four Years Earlier,

by State! . . . . . . . . . . . . . . . . . . . . . . . 20
Ethnic Characteristics: Persons 21 Years Old, by Median

School Years Completed, Age and Sex, for the United

State-1111950..................... 26
Median Years of School Completed by Persons of 18 and 21

Years of Age by Color and Sex for the North Central

Rosin.1950...................... 28
Total Public and Noanublic Secondary School Enrollment

and Population 11:47 Years of Age, 1889-90 to 1919-50 . 1&6
Replies of Citisens in Five Michigan Communities to the

Question: Do You Think a Greater Effort Should Be Made

to Keep All Pupils in School Until They Graduate? . . . 55
School Progress of 31,l+17 Pupils Who Entered into Michigan

Smnd-rySohoollinISW .. .. .. . . . . . . . . . 72
Sex of 8,026 Early School Leavers in Michigan by Grade of

'1thd1'fl31.19u7-1951 00.000.000.0000007u

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TAIL]

III.

XIV.

XVI.

XVII.

XVIII.

Grade of Withdrawal of 8,026 Early School Leavers in
Michiganby Sex, 1910-1951 . . . . . . . . . . . . . .
Graduation Rates for 5.029 Pupils Who Transferred into
the Class which Entered 1941 Michigan High Schools in
19%? Coqared with Rates for the Original Class . . .
Holding Power Rates by Schools for M1 Michigan High
Schools ....
Holding Power Rates of 298 Michigan High Schools by
TypeofOrgsnisationalPlan . . . . . . . . . . . . .
Correlation ad Certain Expressed Relationships between
Holding Power Rate and Siso of School in Terms of
Number of Students Enrolled in Ninth Grade in 19117 . .
Holding Power Rates by Class Sise for W1 Michigan High
Schools .......................
Correlation and Certain Expressed Relationships between
Holding Power Rate ad Per Cent of Non-Resident Pupils
Correlations and Certain Expressed Relationships between
Holding Power Rates and Percentage of Pupil Participa-
tion in Selected Co-Curricular Activities . . . . . .
Extent of Participation in Co-Curricular Activities by
Early School Leavers in N52 Michigan High Schools . .
Correlations ad Certain Expressed Relationships between
Holding Power Rates and Length of Tenure of School

Administrators in Michigan High Schools . . . . . . .

PAGE

77

79

81

82

85

89

90

92

9h

m. Correlation

Attituies
in Xiczig
XIII, Correlatio:
30111:; i
‘
eomni‘.
rm. Correlatio

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32:1 .

I ni
l um me
3 m. Correlation and Certain Expressed Relationships between
Holding Power Rate and Percentage of Athletic Contests
‘ Ion in 385 Michigan High Schools . . . . . . . . . . . 96
‘ XIII. Holding Power Rates According to Certain Estimated
Attitudes Held by Teachers Toward Early School Leavers
inlichiganfliyaSchools............... 98
mn. Correlations and Certain Eqressed Relationships between
Holding Power Rates and Percentage of Adults in the
Conmunity Belonging to Various Occupational Groups . . 100
an. Correlations and Certain Expressed Relationships between

Holding Power Rates and Percentage of Adults in the

 

Community Belonging to Certain Ethnic Groups . . . . . 102
m. Correlations and Certain Expressed Relationships between

Holding Power Rates and Percentage of Families Belong-

ing to Dominat Religious Groups in the School

Community ....................... 103

mm. Attitudes of Parents Involved toward Early School

 

Leavers in 361 Michigan High Schools . . . . . . . . . 105
xxvn. Holding Power Rates According to Certain Estimated
Attitudes Held by the Comity toward Early School
LewersinMichiganHighSchools . . . . . . . . . . . 107
mil. Revisions of School Practices Desigiod to Increase

Holding Power in 9b Michigan High Schools . . . . . . 111

 

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Holding Power Studies Conducted During 1952-1953 in
ghMichiganHighSchools...............
Frequency of Primary Reasons Given for Early School
Leaving in 88 Michigan High Schools . . . . . . . , .
Attendance at Conferences on Holding Power by Staff
lembers of 9M Michigan High Schools . . . . . . . . .
Types of Conferences on Holding Power Attended by Staff
Members of 118 Michigan High Schools . . . . . . . . .
MaJor Problems in Increasing Holding Power Reported by
9hMichiganHi§iSchools. . . . . . . . . . . . . . .
Types of Assistance Rated as of Greatest Benefit in
Holding Power Efforts in 70 Michigan Higi Schools . .
Comparison of School Progress of Pupils Who Entered
72 Selected Michigan Higi Schools in the Years 1947
and19N9.......................
Comparison of 1951 and 1953 Individual Holding Power
Rates in 72 Michigan High Schools . . . . . . . . . .
Initiation of Holding Power Programs in Selected
MichiganHighSchOOII ................
Extent of Use of Curriculum Practices Designed to
Increase Holding Power in Selected Michigan High
Schools .......................
Extat of Use of Guidance Practices Designed to Increase

Holding Power in Selected Michigan High Schools . . .

xxii

PAGE

113

115

116

118

120

121

123

125

131;

me

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11.. Extent of Use of Administrative Practices Designed to
Increase Holding Power in Selected Michigan High
Schools 1h8
n1. htent of Use of Practices Designed to Involve Parents
and Community in Increasing Holding Power in Selected

MichigenHighSchools 15h

 

 

 

572-73
1. Locations of If Ii

and Practice: Ie

 

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1.18! 0" 11m
14% W of 15 Michigan Schools there Holding Power Pregrene

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was I
INTROIXJCTION

A naJer preblen confronting educators in Michigan and the
nation is that of finding effective ways of encouraging young people
to rennin in secondary school long enough to graduate. A significant
percentage of young people who enter ninth grade withdraw prior to

cogletien of the twelfth grade} The secondary school cannot make

its manila- contribution to pupils who leave to enter adulthood
equipped with less than twelve years' schooling. It is appropriate.
therefore, that careful studv be given to factors related to holding

power, ad to practices ained at the improvement of secondary school

holding power.

I. m PROM

m 2.! m PEEP—.120 'l'he general purpose of this study was
to deter-ine the situation with regard to holding power. and to identify
practices deeiped to increase holding power. in certain Michigan
secondary schools. Specific problens undertaken in the study included
the following: (1) to review the research studies dealing with the
extent of the holding power problem. with factors associated with the

”'31... ad with practices recommended for increasing holding power

*

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at the secondary level. (2) to trace the development of the present
concern for the igrovenent of holding power on the part of secondary
school educators, (3) to determine the holding power rates for certain
Michigan secondary schools. and to compare these rates with certain
related factors. (it) to new the holding power programs of selected
Michigan secondary schools in order to identify practices designed to
increase holding power, and (5) to develop recommendations for increas-
ing the holding power of Michigan secondary schools.
W 93 E9. pm. Evidences of the current importance
which educators attach to school holding power are to he found in
reports of professional meetings and reconnendations of educational
connitteee. In an account of the eightieth annual convention of the
hericn Association of School Administrators. BenJanin Fine reported:
One educational question that has renained consistently trouble-
sons is: How can the schools be made attractive or vital so that
the students who enter rennin to graduate?. . .

he drop-out preblen is beconing nore serious. the educators
were told, and it is of growing concern to business and industry.
Boys and girls who drop out of school at an early age are usually
unable to contribute their best to their connnnity or to the
eeonenic life of the nation.

A co-ittee of the National Association of Secondary Principals.

in propeng a nine-point program for secondary schools in the United

 

zBenJ-in line, "Public School Administrators and Citisen

Allies leigh Pour Urgent Problems." Q: m Yogk Pines Education in
M", 1031‘!an 21. 195k. 8.ce 1, P. 9e

 

A

States, 1550 u it:

It is recon
intent a pal
secondary eczc

It 1: men:
Itmtbening o
be Minced for
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Recognition
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States. made as its second recommendation a “stay-in-school policy":

It is recommended that all secondary schools emphasise and
implement a policy which encourages all youth to remain in
secondary school until graduation.

It is essential to the best interests of all youth and to the
strengthening of our national security that the level of education
be advanced for all citissns. High-school graduation is highly
essential tom for advantageous placement in industry, in occupa-
tional life. and in the Armed Porces.

Recognition of the severity of the problem led to the formation
of the Michigan Committee on School Holding Power in 1951. The prin-
cipal function of this committee has been that of providing services
mid information to schools. In his foreword to a pamphlet prepared
by members of the committee and their associates. Dr. Clair L. Taylor,
Michigan Superintendent of Public Instruction. wrote:

lo more than seventy-five of each one hundred young people who

begin the ninth grade in Michigan high schools rennin to complete
the twelfth. 'e are satisfied that much can and should he done to

nabs our schools more serviceable so that one of every four will
not continue to leave school. . .

lahle I offers statistical evidence of the degree to which the
holding power problem existed among school-age youth in 1950. lhile
lore than 95 per cent of the 7 to 13 year age group were attending

Icheel in 1950, only 7".“ per cent of children aged 16 and 17 were in

 

3laticnal Association of Secondary School Principals. T_h_g_ m
mmmmum 1mm. Report of
the Connittee on the Relation of Secondary Education to National
8Cum-ity (Unhington: National Association of Secondary School

Prime-1:. 1953). p. 1.

hHGH‘II Department of Public Instruction, m Ygur S l's
may; (Lansing. Michigan: Department of Public Instruction, 19%),

,Q a.

 

 

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-56 I .

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TABLE I

mm 01‘ TOTAL mum IN SCHOOL ATTENDANCE
BY B] AND GNGRAPHIC AREA
1950‘I

 

United North Central Michigm
' (Years) States Region
(12 states)

 

 

7-13 95.7 96.3 97.1
lit-15 92.2 93.9 96.6
16-11 7h. 78.5 80.1
18-19 32.2 33.“ 32.”

‘Uhited States Bureau of the Census, ngggteenth Cm mg of

in mm 19.59.. WEE- V01. 11 ('uhington: Govern-
neat Printing Office, 1952). p. 117.

 

 

tbs-cl attendance f:
grunge of Ic‘rooi

121:5:th these chi.

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school attendance for the United States as a whole. In Michigan the
percentage of school attendance for 16- and 17- year olds was 80.1,
although these children were well within the high school age range.
Thus Michigan schools were failing to hold one out of five pupils in
1950.

The writer is a member of the Michigan Committee on School
Holding Power aid has participated in its activities since its forma-
tion in 1951. He is interested in the collection and interpretation
of state-wide information which might be of assistance to local school
people of Michigui in their efforts to improve school holding power.
A written report based on such information should provide a source of
reference for persons who are concerned with studying the situation
nd developing holding power practices in individual secondary schools

or in groups of secondary schools.

II. WINITION 01' mass

m m Holding power is defined in this study as the
ability of the secondary school to retain its secondary pupils in
°flusistent mid regular membership until the completion of a prescribed
°°urse of study.

In M m larly school leaver designates a pupil who
JRaves school permanently before the successful completion of the twelfth
Credo.

m m. The secondary school as used in this study

 

 

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semis grades nine through twelve. In this study the terms "secondary

school" and “high school“ are used synonymously.

III. LIMITATIONS OF THE STUDY

1951 figte—widg m. Schools which provided data for
the state-wido portion of this etucb' were limited to individual four-

year public secondary schools which returned usable questionnaires to
the Michigan State Department of Public Instruction for a state-wide
study of holding power in 1951. City systems with more than one high
school were not included with the exception of Bay City, where only one
high school responded. This portion of the study was further limited
to the high school class which entered ninth grade in 19k? and was
graduated in 1951.

1953. mm mm. Schools which provided information
for the follow-up portion of the study were limited to the Michigan
Secondary School-College Agreement member high schools of the group
Ihich returned usable questionnaires for the 1951 holding power study.
the follow-up information was further limited to the high school class
'hich entered ninth grade in 19% and was graduated in 1953.

mmnmmm. The part of thi- study
dOmling with holding power programs was limited to information obtained
utrough use of at interview schedule and check-list in selected schools.
suectien of schools was limited by the Judgment of Regional Holding Power
Wu and the writer in the application of established criteria to

“heels.

 

Source: of
mean}: findizge
hiliil queeti
pier, and inform
net in selected t

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IV. SOUEOIS OF DATA

Sources of data for this study include the literature and
research findings in the field of holding power, information obtained
from a 1951 questionnaire and a 1953 questionnaire dealing with holding
power, and information obtained from an interview schedule and check-list
used in selected schools.

The information obtained through questionnaires and interviews

was provided by Michigan school administrators. guidance workers and

teachers .

Y. ORGANIZATION 01‘ THE STUDY

Chapter II includes a review of a number of related studies in

the field of secondary education.
Chapter III traces the changes in the American secondary school

Ind in American life which have prompted the current interest in holding

Power.
Chapter IV presents statistical information related to holding

borer in Michigan high schools.
Chmter Y exanines the holding power programs and practices of a

Nor of selected Michigan secondary schools.
Chqter VI consists of a summary of the findings in this study,

1‘fislinations cf the findings. and recommendations for the improvement of

hOlding power in Michigan secondary schools.

I K
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CHAPTER II
”VI" OF THE HEATED STUDIES

The literature dealing with holding power in secondary schools
was an igortant source of data for this study. As the secondary school
waded during the first half of the present century, a large number of
investigations were directed at the extent of the holding power problem,
at factors conditioning holding power. and at practices designed to
igrove holding power. This chapter is devoted to a review of these

studies.
I. EXTENT or m HOLDING Pom PROBLH

A number of investigators during the past fifty years have dealt
with the extent to which the holding power problem exists in the secon-
dary school. Chief sources of information for these investigators have
been (1) school enrollment figures. and (2) census reports.

Douglass mined the findings of six sigiificant studies of
holding power made from 1907 to 1936.1 These six included those by
herndihs in 1907, Avres in 1909, Strayer in 1911. Bonner in 1920,
Phillips in 193‘. and roster in 1936. Table II was arranged to compare
findings of these six investigators with figures drum by the writer
fros information contained in the ISM-1950 13m m 91 m}

 

JAubrey A. Douglass, mmxgcgtign (Boston: Houghton

Iifflin con-puny. 1938). p. “9.
as» nu. n. p. 9.

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Thorndike km

 

"i“ (1907) (1:2;
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5 m 10:
‘ 90 10:-
5 51 1J3
5 63 y.
’ 5“ 73
s

“0 33
0
JJ 17 a
n 12 12
12
5 13

 

TABLE II

PEWTER 01' PUPILS 'HO REACH EACH GRADP

 

6 ads Thomdihs Avres Strqer Bonner Phillips roster
' (1907) (1909) (1911) (1920) (192M) (1936) (1950)‘

 

1 100 100 100 .100

2 100 100 100 no data

3 100 100 100 no data

It 90 100 100 no data

5 81 100 95 86 100 100 100
5 as 90 7h 73 83 9h 95
7 5h 70 63 6h 71 85 90
a no so 51 58 63 81 7s
9 27 no 39 32 3" 7» 75
10 17 20 22 23 26 62 71
ll 12 12 18 17 18 52 60
12 s 10 1k in 15 us 53

 

‘Aubrey A. Douglass. m m Educgtion (Boston: Houghton
Iifflil Coup-y. 1938). pe has

‘United States Department of Health lduoation and Welfare, Bienni
m :1 Man in 32:. 99.41" m If)“ ('uhinston: Government
Printing Office, 1953). p. 18. (Based on 2,101,723 children entering the
am grade in 19112.

 

x: A

E21: table man that, 1
taming percentage 0:
gels. in: maple, in
gait eleven year: earl:
m: of the pupil: tho t

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rated: '0! each 130 p';
Ffie 3. “0 till the 15$

Me, 17 till the mo:

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10

his table shows that. with the exception of 1920 and 192”. a steadily
increasing percentage of students remained in school until the twelfth
grade. Tor example. in 1907. 8 per cent of those who entered first
grade eleven years earlier reached twelfth grade, and in 1950. 53 per
cent of the pupils who had entered fifth grade reached the last year of

high school.

:2}; fitudig! M g; M Retention

herndike based his study on school census figures dealing with
7 pupils who entered school in the period from 1900 to 1901;. and he
accented for the factors of increasing papulation. mortality. enrollment
in non-public schools. and non-promotion in successive grades.3 He
stated: 'Of each 100 pupils entering grade 1. 90 will continue till
gods It. ho 1:111 the last grnmar grade. 27 1:111 the first high school
grde. 17 till the second. 12 till the third. and 8 till the fourth."u

Ayres' report of holding power in 1909 was based on school
enrolllsnt data and indicated that few of the early school leavers had
been proneted regularly. thus were overage when they withdrew.5 His
data for fifty-eight cities in the year 1907 revealed that of one
thousand children entering the first grade. it could be expected that

only fifty-six scald enter the twelfth grade unretarded.6 ”res

 

3'. In. mrndike. NEW-1.3“ "M21.- 3‘11‘0311 0f
Inflation. Bulletin )6 (Iashington: Governnait Printing Office. 1907).

Pa 9.
nMs PI no

5Lesnard P. bros, m g 913 8mgls (New York: Charities
rem-hiss Mm. 1909). pp. 12-13.

51111.. p. 15.

Mr. 1‘

molded: '01:: courses
fitted not to the nice 0
on}?

Strmr oonducte:
Medina indicated r
f”: 51".. although t:.
on: ad ntlrdation 1:.

“at for not one in:

In 1920 noun- or.
from “”1 Vite:
MI 1W lull mo;
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I
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i
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11

concluded: I'Our courses of study as at present constituted are best
fitted not to the slow or the average child but to the unusually bright
one."7

Strayer conducted a study of retardation and elimination in 1911.
His findings indicated relatively little pupil elimination in the first
four grades. although there were wide variations sarong cities. Elimin-
ation and retardation increased beyond the fourth grade.8 Strayer report-
ed that for each one hundred pupils entering the first grade. thirty-nine
would alter the ninth grade and fourteen would enter the twelfth grade.9

In 1920 Bonner malysed data gathered by the Bureau of Education
fro. lees]. school systems of the United States in his study of early
school leaving and secondary school enrollment. He reported that of
each one thousmd pupils who entered the first grade in 1907. 1%.?
entered the twelfth grade in 1918.10

An investigation reported by Phillips in 1929 revealed that the
percentage of youth enrolled in the elementary grades decreased as the

total school enrollment in the United States increased. Phillips'

 

71111.. p. 5.
“score- n. are». in and mm 921219.. f mu 2 .2..so_no -:

91W Daren. of leucation. Bulletin 5
them covenant Printing Office. 1911). p. 135.

91111.. pp. 136-37.

”1. n. m. wummm Baron of
Kantian, Bulletin ll Iashington: Government Printing Office. 1920).
r. 31.

m. I\

my indicated t
nit, only fiz‘te

heter co:
rm: up to the y
grate homered 9
detest; and tvel
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1387' We idem:
lligif can: 908‘

filled in ”.5001

 

 

 

12

study indicated that of each one hundred children enrolled in the fifth
grade. only fifteen later entered the twelfth grade.11

l'cster ccmleted a long-tern study of high school holding power
rates up to the year 1936. He reported that enrollment in the twelfth
grade increased 91.8 per cent from 1926 to 1936: holding power of the
eleventh and twelfth grades decreased very slightly from 1930 to 1935;
ad the senior class of 1930 represented approximately two-thirds of
the pupils who entered secondary school four years earlier.12

In 1922 Counts disclosed that a study of holding power in the
cities of Bridgeport, Haunt Vernon. St. Louis and Seattle. indicated
that of each one hundred pupils entering secondary school only thirty-
ssven enrolled in the twelfth grade.13

A narked increase in holding power at the secondary level was
disclosed in 1933 by Kline who repeated the study made by Thorndike in
1901. using identical procedures in the same cities.“ Kline reported
a significant postponenent of elimination until in 1928-29 pupils

renained in school about three and one half years longer than in 1900.15

 

nIrank a. Phillips. "Survival Rates of Pupils Entering the
Public school-I." flannel new 1111 (April 27. 1929). p. 28.

121.11. roster. m4 Bat 91 m, United States Office of
ldneaticn. Circula- 193 (Iashingten: Govement Printing Office. 19M).
9- 134 .

”more 8. Com-t WWEMW
m (micagcl University of Chicago Press. 1922). pp. 39- 5.

“I. J. nine. "Significant Changes in the Curve of Elimination
318“ 1902.. Jamal 21 W m m (April. 1933).

1

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1WD '9- 61“-

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In 1938 1
tom the ego;
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13

In Denver. loody and Cushman reported that a study of pupils
completing the sixth grade in 1928 showed that h3.2 per cent of the boys

and 51531 per cent of the girls graduated from secondary school in 1931;.16

me: am an. m or 19.11 __2_Scho 1 llamas

In 1938 Bell carried on a study of 13.528 Maryland young peeple
between the ages of sixteen and twenty-four. He found that only 27 per
cent of these young people had completed high school.17

Robert and Marshall reported in 1938 that in the state of New
York the typical school leaver withdrew before finishing the tenth grade.
and thereby received very little specialised training.18 They also
disclosed that '. . . for every two pupils who graduate from New York
State schools. more than three leave without receiving diplomas."19

lkstron reported in a study of 2.085 pupils who completed the
sixth grade in two Kinnesota counties. that 35 per cent of the group
did not enter secondary school. Half of those who did enter secondary

20
school left before graduation.

 

1". n. Woody and C. L. Cushman. "A Study of Continuance and Die--
amiss-«J iuml at mama mm. In (November. 1936).

1”Howard I. 3013-. loath 1 L011; my (Washington: American
Council on ldacatien. 1938). p. 5 .

1“hath z. lchert and ‘l'honas 0. Marshall. 17th Youth Leave School
(low ”fork: [corn-Hill Bock Ccnpany. 1938). p. 39.

19m. to. 37-38.

me. n. lhstrom. 'why J'arn Children Leave School." scggl m
m (December. 1911?). pp. 231-37.

 

l\

Dillon us:
Leaver: in Ricki.

Evidence :
iii of too I‘

émol otter-a
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In t Ituc;
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l
o. "817 ten '12:,

O .
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'1‘ u . 1%
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1M

Dillon used the follow-up technique in studying early school
leavers in Michigan. Indiana and Ohio. He stated:

lvidsnce indicates that. in the average public school system.

50% of the students who enter high school drop out before graduation.
School attendance 1m. with higher standards and fewer exemptions
under 16. bring some students into high school but theafxodus at

age 16 when legal compulsion ceases. is far too great.

In a study of drop-outs in Buena Vista High School. Virginia.
Brockembroudl found that 13.3 per cent of the high school enrollment of
the decade 190-1950 withdrew prior to graduation.22

lash: reported that 6 per cent of all pupils enrolled in 232
Iassachosetts hidl schools dropped out of school during 1951-52. and
that there were more boy-leavers than girl-leavers.23

l'ollowing a recent investigation of holding power in Indian
public schools. Phillips and Eaton concluded that only seven pupils out
of every ten who entered ninth grade remained to graduate. They also

found that girls renained in school longer than boys?“

 

 

aKat-old J. Dillon. M School m: A I r Educgtigng
1&9). p. 1 .

m;- (lew York: National Child Labor Committee.

zahouise Brochubrough. 'A Study of Drop-Outs in the Buena Vista
Eifi School. 1933-1950" (unpublished Master's thesis. The College of
Iillian ad lary. Iilli-sburg. 1951). p. 7.

23‘. nassell user. '1 Study of Drop-Outs.“ 1;; Bulletin 9; La;
wwgm mm 1 P__p.eL.r1nci I mun, No. 200
robs-nary. 19 . p. .

ale-an 17. Phillips and lerril r. saton, "Holding Power of the

Schools of Mm'mmumm I l 9.!
mm mn- 30. 211 (30!. 1955). p. .

 

 

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Iithin the past decade many holding power studies have been made
in Michigan. In 19‘“ The Michigan Public Education Study Commission
marked the available information on holding power as follows:
Ihile the general increase in the holding power of Michigan
public schools is significant, the situation as a whole is none
too healthy. As late as 19%. only ”3.8 children out of every 100
who started in the first grade completed the twelfth year of
secondary education. More than half, 56.2 per cent, failed at
sole point along the twelve years of instruction. When it is
further considered that 8.6 per cent of the school age children
were not in school at all in 19%, it is believed that both
general attendance and holding power throughout the state might
be greatly increased. . .25

The Michigan Public Education Study Comission after an analysis
of school enrollments in twelve Michigan counties, reported that the
incidence of holding power appeared to be doternined less by type of
scenery than by the character of the educational organization of the
county. Holding power was found to be higher in large urban industrial
centers than it was in the snallor urginal and submarginal areas.26
Since the latter report was based on school records only through the
ninth grade and only through the year 1932. valid conclusions for the
satire secondary school would not seen to be Justified.

he Michigan Depart-ant of Public Instruction released figures

in 1953 which showed that 70.1 per cent of the pupils enrolled in the

 

25Michigan Public Education Study Commission. “The Improvement of
Public motion in limos-J 5m 9.: the. £22m mm M

m manning, Michigan: Michigan Public Education Study
Gs-dssios. 1 . p. 13-

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16

  

ninth grade in 1909 conpleted the twelfth grade in 1953.27 These
figures are presented in Table 111.28
L A report issued in 1953 by the Grand Rapids Holding Power Committee
‘ disclosed that approximately 13 per cent of the children in the Grand
nqids public high school grades 10. 11. and 12 leave school each year.
his report states: IIOur five senior high schools' gross holding power
is about 65 per cent."29

Dahlborg carried on a holding power study covering the three year
period 1950-53. in Ann Arbor High School. where he found the holding

power rate to be 88.8 per cent.30

 

In 1952 Douglass made this observation regarding holding power
percentages in elementary schools and high schools:

.At least as late as 1950 the following generalisation approximated
the truth very dosoly with respect to percentages of young people
stwing in school through different levels. Approximately 82 per cent
of the youngsters remained through to graduate from elementary school
and enter hid: school. Only approximately 50 per cent of the total
remained to graduate from high schools. Of those who withdraw from
hid: school two thirds withdraw before the third year. nest of them
no doubt at a tine when they have reached the end of the age of
coupulsory attendance at school.

    
    
 
  
 
  
    
 

 

m

 

gunmen-sets by Grades at Close of Year. 1920—1953 Inclusive"
(Io-sing. Michigan Department of Public Instruction. 1953). (Minoographed.)

“so. i'ablo III. p. 17.

29m Grad Rspids Holding Poser Co-itteo. "Report on Holding Power
in the Grand Rapids, Michigan Public Schools, x-ih- (Grand Rapids, Michigan:
leard of Idncaticn. May 1953). p. 13. (Mineogrsphed.)

30;. J. Ddlborg. 'Sone no lot Graduats" (Ann Arbor. Michigan: in
Mr nah “M01. Assn-t. 1953). p. a. (lmosraphoda

31cm s. Douala-I. Mahayana main Elm
_ . York: he Donald Press Cospany. 1952 . p. 131.

 

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18

II, FACTORS RELATED TO HOLDING POWER IN SECONDARY SCHOOLS

During the past half-century a number of studies have sought to
identify factors associated with secondary school holding power. In
19142 Koeninger prepared a bibliography of follow-up studies which had
been made in all sections of the United States during the previous
twenty-five years, Approximately ten times as many reports on follow-up
studies appeared in educational literature during the two years, 1940-

32

19%.? as occurred in the two decades, 1910-1930, These studies indicate

that school holding power is a complex problem with new interrelation-
ships.

Within the past five years there has been a marked increase in
the number of studies of factors related to holding power among Michigan
high schools. This trend has been due, in part, to the influence of the
Hichigan Secondary School-College Agreement program, which includes
follow-up studies as one of its conditions for membership, The National
Life wustnent movement has also emphasized evaluation of the secondary
school through follow-up studies of drop-outs. Many of the Michigan
findings have been reported in kg Bulletin 9;; 311g Michiggg Secondggz
gm; geocigtign. The April, 1953 issue of the Bulletin carried reports

of studies made in Royal Oak, Battle Creek, St. Joseph, Alpena, Ravenna,

 

323mm“ 0. Keeninger, "Follow-Up Studies: A Comprehensive
Bibliography," (Lansing, Michigan: State Board of Education, July, 191B),

p. 1. (Mineographed.)

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19

Battle CreekzLakeviev, St. Charles, St. Clair Shores South Lake, and
Manistee.33

Principal sources of information for studies which attempt to
establish factors associated with holding power include the following:
(1) opinions of teachers and administrators as to why pupils left school
early; (2) reasons for early school leaving given by young peOple; and
(3) comparisons of early school leavers with high school graduates with
regard to such factors as sex, average grades, intelligence, occupation

and economic status of family, race, and conditions within the school.

W Miss
Evidence presented in Table IV indicates that there are marked

differences in school holding power in various regions of the country.31+
Study of Table IV discloses that the North Central States ranked in, or
near the highest quartile. Michigan, which graduated 71.6 per cent of
its ninth grade enrollees of 19h7-h8, ranked ninth among the States.
light of the tap ten States were located in the North Central region
(Iowa, Kansas, Michigan, Minnesota, Nebraska, North Dakota, South Dakota

and Wisconsin). The Southeastern States ranked consistently low.

fig Dis ribut n
Eckert and Marshall found that in New'York State boys made up

approximately 10 per cent more of the early school leavers than did

 

 

33Bullgtin gt; 3.11.2 Michng Secondfl School Associ tion, m1,
N0. h (April. 1953). PP. 3 55.

3‘3» Table N, p. 20.

 

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TABLE IV 20

PERCENTAGES or PUBLIC HIGH SCHOOL GRADUATES IN 1950-51
or ENEOILEES IN 9TH GRADE. 1: YEARS EARLIER, BY sums

 

 

 

State Ratio of Graduates, 1950-51 to Bank
Grade 9 Enrollees 19h7-h8

Alabama. 56.2 NC
”1‘0n‘ 59s” 3”
Arkansas 60.1 33
California 68.1 18
Colorado 67.5 19
Connecticut 70.5 11.5
Delaware 6he9 23-5
Florida 6 .9 28
Georgia 3 .5 NS
Idaho 69.2 16
Illinois 68.9 17
Indiana 6h.9 23.5
Iowa 75.5 3
Kansas 7“.0 6
Kentucky 56.2 #0
Louisiana 56.7 37
Maine 65.6 22
Maryland 59.2 35
Massachusetts 70.5 11.5
Michigan 71.6 9
“WOIOtl 7ue9 5
Mississippi 5ne2 ”3
Missouri 62.8 30
Montana 70.” 13
Nebraska 72o1+ 7.5
Nevada 63.0 29
New Hmshire 76.3 2
New Jersey 51*.1 27
New York 53.” “5
North Carolina 56.2 “0
North DakOtl. 71.0 10
Ohio 67.2 20
Oklahoma sues 25
Oregon 65.9 21
Pennsylvania 62.6 31
Rhode Island 56.5 3
South Carolina. 55.3 2
South Dakota 75.0 1:
Tennessee 53.2 M6
Texas 60. 32
Utah 72. 7.5
Vernont 59.3 15
Virginia 51.0 “7
Washington 6%.? 26
West Virginia 57. 36
Wisconsin 30.3 1
Wyoming 69s? 1!“

 

Walter H. Ganmnti, High SchoolRetentein W8," Unte—diAStates
Department of Health, Education, and Welfare, Circular 398 (Washington:
Government Printing Office, 195%), p. 9. (Mimeographed.)

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girls}5 In his study of 1,360 early school leavers in five midwest
communities, Dillon reported that 8 per cent more boys than girls left
school before graduation.36
Evidence of reduced high school holding power for boys was found
in a state-wide study of school leavers in Virginia reviewed by Miller
in 1952. The investigation included approximately nineteen thousand
graduates of Virginia high schools during 1939M. It was found that
there were 17.2 per cent more girls than boys among the graduates, as
compared to only 5.2 per cent more girls than boys among graduates from
all high schools in the United States.37
Brockenbrough reported that 56.7 per cent of the early school
38 In 1953

Becker disclosed that among 1,381 early school leavers in Kentucky in

leavers in Buena Vista, Virginia, in l9h8-50 were boys.

l9h8-50, 55 per cent were boys.39 Thus it appears that boys are slightly

more vulnerable than girls to early school leaving.

MESS”.
Dillon presented data which showed that approximately 1+0 per cent

 

3Excitert and Marshall. 9_p_. g_1_t,.. p. 38.

36D11103. me Elise Fe 23.

37Leonard M. Miller, "Graduates and Drop-Outs in Virginia.“
School Life, mIv No. 6 (March, 1952). p, 37.

38Brocketnbrough, m. gig" p. 21.

39Stanley E. Becker, "Early School Leavers in Kentucky,“ Bulletin
f the Burs? 93: School Service, University of Kentucky, XXV No.

Jm’s 1953 s Po 320

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of 1,08% early school leavers had I.Q.'s of 95 or over. In discussing
the rest of the group, Dillon says:

The remaining 60 per cent, with I.Q.'s below 95, present a.special
challenge to those responsible for curricular organization. Since
this group should not be considered “uneducable” and dismissed from
consideration in educational planning, the real challenge is to find
out what programs are adapted to their capacities and interests in
order to provide them with a profitable and useful school experience
even tRSugh they are more limited than others in general intelli-
gence.

Becker's findings regarding intelligence of early school leavers
in Kentucky were substantially in agreement with those of Dillon.u1
L3 m 21.1.9192le

Studies of family background of early school leavers have dealt
with economic status and.parental occupation, family finances, broken
homes, educational and cultural background, family and social class
level, and race and nationality.

Eggpgmic stgtus gpgppgrental_occupgtion. Thorndike, Counts,
Holley, Breckenhrough and Snepp all found low economic status to be
a factor in early school 1eaving.h2

Kefauver, Nell and Drake repeated Counts' 1922 investigation

in two cities eleven years later, and reported that larger numbers of

 

Dillon, 9;. gift... pp. 3’4-35. 1+1Hacker. 22. 2.1;" pp. 37-38.

l“"h'horndike, pp, git,. pp. 18-21; Counts, pp, 933,, p. 1&1:
C. E. Holley, ”Relationship Between Persistence in School and Home
Conditions," Fifteenth Yearbook of the National Society for the Study
of Education, Part 11 (Bloomington, Illinois: Public School Publishing

Company, 1919), p. 25: Brockenbrough, gp, git,, p. 57; Daniel W. Snepp,
"m They Dr0p Out,“ Bulletin 9; 3.29. National Association 93; Secondgy

Scml Princigge. now (October. 1951). pp. 1 l.

Shirts 1
relief) I
as large,

I15: its:

23

children from the lower socio-economic levels were being served by the
secondary schools in 1931 than in 1920.“3

Bell, in his study of 13,528 young peeple in Maryland, found that
children tended to leave school earlier when their families were "on
relief," when their fathers were unskilled laborers, and when the family
was large. Bell found that the occupation of the father was the most
significant factor in school persistence of the child.1m

Fggilz finances. Basing his report on studies of holding power
and hidden tuition costs in approximately sixty-five four year high
schools in Illinois, Hand concluded that family income was a major factor
in secondary school holding power. Referring to his finding that 72 per
cent of school leavers studied in Illinois over a four-year period came
from lowbincome families, Hand stated that '. . . the size of the family
purse is the most significant thing to know about an American child if
one is trying to predict how long he will remain in school."h5

On the other hand, in a study made in West Virginia.in 1950,
Lambert reported that family financial status was not a significant

’46

factor in early school leaving. Thus it is apparent that the research

 

”30, N. Kefanver, V. H. N011, and C. E. Drake, "The Secondary

School Population,“ Nationg Survgz 9_f_ Secondagz Education Monogggh it
Office of Education, United States Department of the Interior (Washington:

Government Printing Office, 1933), p. 58.
”“3011. no Mes PP. 2511.550

usHarold C. Hand, "Hidden Tuition Charges in High School Subjects,"
Item 2222a. 1111 No. 1*. Part I (May. 1919). pp. mil-“8.

“68am.Lambert, "Increasing Education's Holding Power,“ Ngtiong;
Educ ’01 '1 M122 £22.92. MIX (December. 1950). p. 665.

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findings regarding family finances as a factor related to holding power
are not in agreement.

Brgken hgggg, Dillon reported the percentage of children from
broken homes among the 1,360 school leavers he studied was about 10 per
cent above average for children of the age group studied.n7 Dahlberg
fbund that 32.9 per cent of school leavers came from broken homes, as
compared to 21 per cent of the graduates in Ann Arbor.

Educational gpd’cultural background. Educational and cultural
background in the home was named by Koos as an important factor in

1*9

Socigl clggs level. In his study of three hundred students in a

school holding power.

midwestern community, McGuire disclosed that family class social level
was an important factor in educational attainment.50

Hollingshead reported in his study of Elmtown's youth that the
great majority of school leavers were from families of the two lowest

51

of five social classes in the community.

 

1”Dillon, 9;. 911., p. 22. l“Dahlberg, go. 211.. p. 6.

lugLeonard V. Koos, Thg Aperican Second School (Boston:
Houghton Mifflin Company, 1938), pp. 121 .

5oCarson.McGuire, "Adolescent Society and Social Mobility"
(unpublished Doctor's dissertation, The University of Chicago,

Chicago. 19%). pp. 135-162.

511. a. Hollingshead, Elmtown's Youth (New York: John Wiley
and Sons, 19u9). Chap. XIII.

Douglass

razors affecti

. Ed'icatio
, Chariots
. Cozpatib
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Quality.
5. Type of

sent,

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25

Douglass and Grieder listed the following home conditions as
factors affecting length of stay in school:

1. Education and cultural interests of parents.

2 Character of parents and older children in the family.
a. Compatibility and emotional balance of parents and other children.
. Physical conditions in the home conducive to study.

5. Quality, quantity, and appropriateness of food for children.

6. Type of child care by parents in such matters as social develOp-
ment, sense of responsibility, willingness to work and c00perate,
and taste in dress and appearance.

Race egg nationality. Figures drawn from the 1950 Census shed
light on holding power as it is related to race and nationality. Table V
shows the median number of years of school completed by young men and
women 21 years of age by ethnic characteristics.53 White men and women
generally average slightly more than twelve years of schooling completed,
with two exceptions: those born in the South and those of Southern
European stock who have about one year less of schooling. There is,
however, a marked difference in the median years of school attained by
all nonpwhite groups: Negro, Indian, and other races, who average 8.8
years for men and 9.9 years for women.

The differences shown in Table V may not be due to race or
nationality as much as to socio—economic factors.

Table VI is also drawn from the 1950 Census to show that the

differences in schooling completed by young people in the North Central

 

523. R. Douglass and Calvin Grieder, Aneric Public Education
(New York: The Donald Press Company, 19%), p. 269.

53See Table V, p. 26.

 

 

26

TABLE

 

S ERSONS 21 YEARS OLD, BY LEDIAH SCHOOL YEARS COMPLETED, AGE AND SEX,
. THE UNITED STATES I? 1950 (BASED ON 3 1/3 PER CENT SAMPLE

 

 

 

 

 

 

 

 

 

White Non—White
—.—*.~m~_h~‘V—_m5-“‘*i:~-6-“:;~6~—_«1m.-~.‘..“t‘ Foreign Total White
1; ti unit 3
2 ve e Born Non- Negro Indian Other Persons
A'rea, Seat, and '""" “""' hilites IIhite Races Viith
Years of School Total Iative Parentage Foreign or Mixed Parentage Spanis
Completed Population ..-11_-.__....._.---_ Surnames
Total Total Borniri Born in Northern, Central, Southern Other
White Native forth South Western Eastern European Stock
White or West European European took
Stock Stock
United States 2,15h,300 1,922,580 1,89h,170 997,890 550,380 12h,260 96,930 113,970 10,7u0 28,u10 231,720 216,8uo 8,160 6,720 50,220
Male
Median School
Years 12.1 12.2 12.2 12.3 10.9 12.h 12.h 11,5 12.5 11.2 8.8 8.8 7.3 12.5 8.9 \
Completed
United States 2,277,150 2,007,090 1,971,2h0 1,028,130 586,1u0 131,700 9u,830 119,010 11,h70 35,850 270,060 256,390 6,2u0 6,930 M3,77o
Female
Median School
Years 12.2 12.3 12.3 12.u 11.8 12.u 12.u 12.1 12.5 12.1 9.9 9.9 8.5 12.u 8.6

Completed

 

 

*United States Bureau of the Census, Seventeenth Censug 3: the United States: 1050. Special Reoorts, Vol. IV (Washington: Government Printing Office,
1952), pp. h2-hh.

In five Southwestern States.

 

27

51+

Region are not as marked as for the whole United States. According
to these figures, white 21 year olds had completed 12.2 years' median
schooling for boys and 12.3 years for girls, while the figures for non-
whites were 10.2 years for boys and 11.3 years for girls. The better
showing of the non—whites in this region may be due to the availability
of schools and the relatively good socio-economic conditions in the
northern industrial communities, rather than to the color factor alone.

In his study of Ann Arbor school leavers for the years 1950-1953,
Dahlberg disclosed that the proPortion of negro leavers was double that
of whites.55

lriting with reference to holding power and race or nationality,
Anderson, Grim and Gruhn state: "Young peeple from certain racial and
ethnic groups frequently do not have equality of Opportunity in attending
high school . . . . To these people, equality of Opportunity for a

secondary education is still a dream."56

99nditign§ Within 2h; School

A.number of factors associated with holding power are to be
found.within the secondary school itself. In a survey of uuo school

leavers 1n.Loudsville, in 19h8 and 19kg, approximately half gave

 

5nSoc Table VI, p. 28. 55Dahlberg, gp, git”, p. 17.

56Yernon s. Anderson, Paul R. Grim, and William 1'. Gruhn,

grinciples m Practices 9; Secgndgrz Education (New York: The Ronald
Press Company, 1951), p. 58.

V

1"...

 

 

28

TABLE VI

MEDIAN YEARS or SCHOOL COMPLETED BY PERSONS OF 18 AND 21 YEARS OF AGE
BY COLOR AND SEX FOR THE Noam CENTRAL REGION
(12 STATES) 1950a

 

 

 

 

 

A White Non-White
Age ‘
Male Female Male Female
18 years 11.6 12 10.h 11
21 years 12.2 12.3 10.2 11.3

W

.United States Bureau of the Census, Seventeenth Census,g£,the
United States: 1359, Egpulation. Vol. II (Washington: Government Printing
Office, 1952). p. 358.

'dissati {52‘
31110:
given by 553
In one this:
In his
7:115 peo;le
reason for is.
Breeze:
Dillon mix a:
m' 5579 sch:
““5 the Ipe:
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29

57

“dissatisfaction with school" as the principal reason for leaving.
Dillon disclosed in l9h9 that ”the primary reason for leaving
given by 660 of the 957 former students, or approximately 70 per cent,
was one which specifically related to school.58
In his Kentucky study Hacker found that 56 per cent of 1,297
young people listed some reason related to school as the primary
reason for leaving high school.59
Brockenbrough patterned her classification of reasons on the
Dillon work and disclosed that 60 per cent of a group of Virginia drap-
outs gave school-related reasons as the primary cause for leaving.
Among the specific reasons related to school found by these three
investigators were: “preferred work to school"; "not interested in school";
”failing and didn't want to repeat a grade"; "disliked a certain subject";
”disliked s.certain teacher"; and "could not learn and was discouraged.“
.It should be noted that the reason stated by the drop-out for
early school leaving is Open to considerable question, since frequently
there is a.high degree of defensiveness at the time of leaving. Often
the leaner may not even be aware of his real motives for leaving. The

Grand Rapids Holding Power Committee, in discussing this matter, wrote:

 

”Bureau: of Labor Standards, Hunting _a._ Career: A Study Ll: Out-of-

School Youth in Lguisville, Kentucg United States Department of Labor
Bulletin No. 115 (Washington: Government Printing Office, 19h9), p. 10.

58D1110n. 21’ 9.3.5." P0 50. 59Hecker. m.- ELL. P0 1‘70

Gohmckenbrough, go. 213.. p. 28,

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30

Most of the drOp-outs empress highly charged emotional negativism
and bitterness about school. Their complaints vary, but they all
complain. In interviews with them we have seldom, if ever, found
one who liked school, who was an accepted and.participating member
of the school program. Most of them are bored or actively hate
school and want to get away from it and us. However, the dislike
for school is itself in some ways a symptom of deeper psyOEOlOgical
and sociological forces Operating in that drOp-out's life. 1

Non-residence. In his study of early school leavers in Ann Arbor,
Dahlberg reported that although only 28.7 per cent of the total high
school enrollment were non-residents, h7.3 per cent of the drop-outs
were non-residents.

Ireguency 9;,transfer. The Grand Rapids Holding Power Committee
found a relationship between frequent transfer of pupils, both within
the city and from outside the city into the city, and holding power.

The committee stated:

Consider what retardation and transiency do to group cohesiveness,
friendships, and school loyalty: Upsets and changes contribute to
poor school performance and school leaving. Thus the voluntary school
leaver is actually forced out by a complex of factors which Operate
before he angers and which continue to Operate in childhood and
adolescence. 3 \

Sise 9f gchool. Hand reported that size of school was not associ-

6h
ated with holding power in the Illinois high schools studied.

Gaumnits and Tompkins reported that a.nation-wide study revealed

 

6lil'he Grand Rapids Holding Power Committee, g3. 23.3., p. 9.

62Dah1bors. an. alt... p. 13.

63The Grand Rapids Holding Power Committee, gp, ci§., p. 12.

6&3. 0. Band, "For Whom Are the Schools Designed?" Educationél

Loggership, VI (larch, 19h9), 361.

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65

no consistent relationship between holding power and size of high school.

Mug L39. retardgtion. Allen, reporting a study of drOp-Outs in
twenty-two Illinois high schools, concluded that a long history of failure
experiences in school, without some compensating experiences of success,
will eventually lead to early school leaving. Allen disclosed the follow-
ing distribution of average grades for the drOp-outs studied: 2 per cent
received A and B; 21$ per cent received C, and 714 per cent received D and 131.66

Gregg reported that retardation was the most significant factor
distinguishing droP-outs from graduates in his study of New Haven, Connec-
ticut and Ithaca, New York pupils.67

Bonner, in his study of school systems in eighty cities, found a
reverse relation between holding power and retardation. He also found
that the prOportion of over-age pupils to the total number in the grade
gradually became less from the fifth grade on through high school.

Eckert and Marshall reported that age was not a reliable indicator

of pupil readiness to leave school.

 

65lalter H. Gaumnits and Ellsworth Tompkins, Hglding Fever and
gm 93'. gigh Schggll, Office of Education, Department of Health, Educa-
tion and Welfare, Circular 332 (Washington: Government Printing Office,

1950). P. 19.

666harles M. Allen, “What Have Our Drap-Outs Learned?" Educatignal
W1 (March. 1953). 3117-250.

67William Lee Gregg, “Some Factors Which Distinguish DroP-Outs from
Graduates," Occgpgtigns. xxvn No. 7 (April, 1919), M58.

68
H. R. Bonner, "Persistence of Attendance in City Schools," Schogl

Life, v (October, 1920), 10.11.

693c1mrt and Harshall. 91. 933., p. 1+2.

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tintie

35.1? 1:17:

32

On the contrary, earlier evidence supplied by Palmer, who studied
drop-outs and graduates in Oakland in 1931, indicated that failure was
not a prime cause of early school leaving.

Extrtclgs pgticipation. Non-participation in extra-class
activities has been noted as a characteristic of school leavers by
many investigators including Dillon, Hecker, Dahlberg, and Gragg,7l

st_t_ pf pchooling. The Grand Rapids study disclosed that the
average school expenditure for school items amounted to $316 a week
for twelfth graders. Nevertheless, school leavers seldom referred to

the cost of education as an important factor for withdrawing from school,

according to the study.72

Otg; Pgtorp Rplated 3p Holding Power

A number of the studies cited previously in this chapter have
indicated other factors which affect holding power. Thorndike found
incapacity for and disinterest in the school program and type of
educational offerings to be factors which reduced holding power.73

The amount of educational interest of the commmity and the type

 

7C’Emily G. Palmer, "Why Pupils Leave School.“ Vpcationg Guidance
lineages. 11 (April. 1931). 295-303. '

7filillon, pp. cit., p. 1m; Hacker, pp. cit., p. MI»; Dahlberg, 9p.
9.1!... P0 113 Gregg, 220 Sign Po 1‘58-
72The Grand Rapids Holding Power Connnittee, pp. cit., p. 63.

73mmd1k.’ m. Eli-t... Pp. 18‘21.

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33

of classroom teacher were disclosed by Heavis to be of primary
importance in rural school attendance.7u
Counts found that lack of mental ability, inadequate curriculum
and low economic status of family were related to early elimination.75
Holley concluded in 1916 that environment, in and out of school,
was more influential in causing early withdrawal than was lack of ability

to do school work. In pointing to the out-of-school influences on with-

drawal, Holley said:

Those who unreservedly blame the public school for elimination
forget that the school imparts instruction to the children alone.
Their parents were educated a genergtion earlier and can seldom be
reached by the present-day school.7

More than two decades later, Eckert and Marshall made the same
point when they wrote:
Economic conditions and general community attitudes toward

continued training are undoubtedly important contributing elements,
so that the attractiveness of the school program alone is not at

stake.77

8
Dillon, Hooker, and Brockenbrough,7 classified the reasons for
early school leaving into reasons relating to school, financial reasons,

and.personal reasons.

 

71‘GeorgeiH. Reavis, Factors Controlli Attendance pp.Rural Schools
(New York: Columbia University, 1920). p. l .

7500111tlg no 9.1.3..” Po 1’41, 76HOIIOYC QR.- Elt." PP- 98‘990

77lert and Marshall, pp. 911., pp. ”IO-1‘1.

78Dillon, pp. p_i_1:_., p. 50; Hecker, pp. pip" p, ‘47; Brockenbrough,
29,. cit... p. 11.

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Snepp reported a study in which the major reasons for school
leaving were dislike of school, unfavorable socio-economic conditions
in the home, the need for work, and ill health.79

It has been observed.by certain educators that the causes for
school leaving are often inter-related, and that the drop-out is

prompted by a constellation of reasons.80

M _f_ Factors Affectipg Secon_da_gy_ School Holdigg Power
In summary, the factors affecting secondary school holding power
as dealt with in the related studies may be grouped into three broad
categories. One of these categories includes those factors which
Operate within the school itself, such as educational program, size,
type of school organization, accessibility and availability of the
school, attendance, retardation, grades, participation in extrapclass
activities, social climate, quality of teaching, and school costs.
A second category includes personal factors, such as sex, age, race,
intelligence, health, nationality of parents, sire of family, vocational
and marital plans, financial status, and interest in school. Finally,
there are those factors relating to the family and community, which
include family attitudes toward the child and the school; occupation of

parents; aSpirations, stability, socio-economic status of family: and

community attitude toward children and schools.

 

79
SO

Snepp, 22- 2%" Po Ill-1.
The Grand Rapids Holding Power Committee, pp, cit., p. 12.

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inclzied
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35

III, PRACTICES SUGGESTED Ion IMPROVING

SECONDARY SCHOOL HOLDING POWER

Many of the research studies cited earlier in this chapter have
included suggested practices for improving the holding power of secondary
schools, It is the purpose of this section to summarize these sugges-
tions under the general headings of curriculum and instructional practices,
guidance practices, administrative practices, and practices with parents

and community,

Curriculum gig gnstructional Practices

Several studies have recommended curriculum as one approach to the
problem of making the school more attractive and meaningful to the poten-
tial school leaver,

Ayres suggested that the course of study be divided into units and
that the rate of pupil progress be based on individual interests and

ability,81

Strayer suggested curriculum modification as a means of increasing
holding power. He recommended that in the later grades special provision
should.be made for those pupils who plan to enter the fields of commerce
and industry.82

Counts concluded that the school which sought to improve holding

power must recognise and make adequate provisions for individual differ—

ODCOI .83

 

82

81m”. 29.. 2.15.... p. 195. Strayer. 22. 21}... p. 1’40.

83Connti, 22. 9.1.3.00 PP. 1&9’560

36

Eckert and Marshall suggested that local schools be encouraged
to reorganize their school programs with reference to local educational
needs. "Experimentation with the school pregram in an attempt to come
closer to the aims of education is urgently needed,“ they conclude.8h
A.wider variety of course offerings was recommended by Gaumnits
and Tompkins as a means of increasing the holding power of secondary
schools.85
Dillon recommended greater variety and flexibility in school
programs and redirection of courses and methods of instruction. He
suggested the establishment of experimental units designed to meet the
interests and abilities of potential school leavers, and the provision
of extrapcurricular activities designed to increase social competence.
Becker suggested that work experience programs be organized where
feasible. He also suggested that the school pregram be cosperatively
developed and evaluated.by faculty, pupils and laymen.87
The Grand Rapids Holding Power Committee made an extensive list
of recommendations for increasing holding power in the Junior and senior

high schools. Among recommendations for Junior high schools were required

extrapcurricular activities, auto repair shops for boys, remedial laborap

 

81JPEclcer‘l; and Marshall, 0 . 933.. pp. 310-11.

85Geumnits and Tompkins, pp, git,, p. 1}.
869111mm. 22. 21L. pp. 83-85.

8.IHecker, n. git" p. 62.

37

tories in all subjects, greater flexibility in programming, elective
courses in family life and occupations, extension of fused instruction,
greater emphasis on intra-mural sports, development of a year-round
school camp,. and more teacher-pupil planning. The committee recommended
senior high school participation in the Michigan Secondary School-College-
Agreement program, reorganisation of the whole high school curriculum

to make it more active, extension of intro-mural sports, addition of

auto repair shops, improved instruction and group management, vitalisa-
tion of extra-curricular activities, and planned social activities and

. 88
civic responsibilities for girls.

WW2

Several investigators have suggested the establishment or improve-
ment of guidance services as a means of increasing holding power. Koos

held that effective counseling of pupils would reduce early school
leaving.8
Need for deve10pment of effective pupil information and follow—up
services in New York high schools was pointed out by Eckert and Marshall.90
0n the basis of his study of 1,360 early school leavers Dillon

recommended the following guidance practices for secondary schools:

 

“The Grand Rapids Holding Power Committee. QB. 2332.. pp. 33-3“.
89Koos, 21. 931., p. 1N).

9°Eckert‘and Marshall, 21. 933.. pp. 173—75.

 

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knowledge of individual students by teachers; provision of occupational
information; development and use of comprehensive and usable cumulative
records; emphasis on preper course selection on a basis of needs,
interests and aptitudes; commencement of counseling services earlier
(at elementary school level): and recOgnition of symptoms of maladjust-
ment earlier in the pupil's school career.91

The Grand Rapids Holding Power Committee recommended the following
guidance practices as means of increasing high school holding power:
expanded orientation programs for new students, systematic follow-up of
dIOp-outs, and deve10pment of a.pupil advisory system in which.upper
clessmen assist potential school leavers in their school adjustment
problems.92

In discussing desirable holding power practices for secondary
schools, Douglass evaluated the significance of guidance services in

these words: '. . . there is a direct and practical relationship between

the retention of youngsters in school and the quality of the guidance
am.'93

Administrgtive Pragtices
A.number of investigators have suggested the adoption of adminis-

trative practices designed to promote retention of potential school

 

919111011. me $00 PP. 83‘87e
92The Grand Rapids Holding Power Committee, 23, 2;!,. PP. 39-h3.

93Harl Douglass, g2, é;£,. p. 1M7.

 

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Kore o
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Dillon
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39

leavers. The long recognition of the relationship of family financial
status and length of school attendance has led to recommendations by
Race, Counts, and Bell that financially needy students receive subsidies
from state or federal funds.9u
'More effective enforcement of compulsory attendance legislation

was advocated by Ayres, K009, and Counts.95

Dillon recommended that teacher-pupil ratios be kept small enough
for effective instruction; that students repeating grades or subjects be
assigned to different teachers; that adequate provision be made for
above-average pupils; and by implication, that effective in-service
training for teachers be develOped.96

A: e result of his study Hecker advocated the following adminis—
trative practices: provision of sufficient time for home-room teachers
and counselors to confer with pupils, and deve10pment of closer working
relationships between elementary and secondary school personnel. Hacker
also suggested that in-service training for school personnel and greater
use of various resource persons would be helpful in increasing holding

97

power.

The Holding Power Committee in Grand Rapids recommended that

 

SuKOOS, no 933:... PP. 139‘1‘0; countse 22o Eli—tee P0 15”: Belle Q.

Elite PP. 92‘960
95m“... 2.. gm": Kooa. igg. gum: Counts. lag.- sis.
96Dillon, g2, git,, pp. 83-86.

97H°¢k.re 2P.- Qioe PP- 61-62.

 

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graduation requirements be made more flexible, that certificates of
accomplishment be granted to all early school leavers, that eligibility
regulations be revised to permit more boys to participate in athletics,
that exit interview procedures be established, that a counselor be
assigned to interview and advise drOp-outs regarding work permits and
job placement, that consistent policies of handling school expulsion be
instituted, and that programs of research and in-service training be
extended.98

Harl Douglass advocated that school marking and reporting systems
be revised, that state and federal financial assistance be provided for
poorer districts, and that work-experience programs, employment around
the school for potential school leavers, and effective school placement
services for part-time employment be provided. He also recommended
reduction of excessive school costs, establishment of loan funds, pro-
vision of health and medical services for needy students, reduction of
failures, especially in required subjects, and systematic development

of good will among various racial and economic groups within the student

b”(v.99

mmmmw
Many investigators have brought out the relationship between home
and community conditions and length of school attendance, and consequently

they have recommended holding power practices which seek to enlist

 

98The Grand Rapids HoldinglPower Committee, pp, gi£,, pp, 39-hh.

993arl Douglass. on. 2.1.2.. pp. lie-#9.

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parental and community pressures to keep children in school.

The conclusions of Eckert and.Marshall suggest the need for more
teacher-parent contacts, and for closer working relationships between
schools and industry.100

Dillon recommended that teachers and counselors make home visits
as needed, that parents be encouraged to visit the school, that committees
of'parents and teachers be established to determine school and.pupil needs,
and that the public be urged to give vigorous support to an effective
educational program.101

Systematic parent-teacher conferences have been suggested by
Harl Douglass as a means of increasing understanding and sharing infome-
tion about boys and girls who may become early school leavers.102

Hecker advocated cooperative holding power studies at the local
level by teams of teachers, pupils and lay citizens, periodic teacher-
pupilaparent conferences, coordinated efforts by commmmity agencies and
groups to improve school holding power and cooperative develOpment of the
local school program in the light of community needs and understandings.103

The Grand Rapids Holding Power Committee recommended closer

contact between parents, teachers and counselors; a.p1an whereby parents

be required to accompany pupils who apply for work permits; that counselors

 

looEckert and Marshall, pp. pg... pp. 313-1u.
10113111“. 0 . cit., p. 87. 1031131 Douglass, o . cit., pp. 1M6.h7.
.2 __ .2. __

103Hecker, _op_. pig" pp. 61-62.

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contact employers of early school leavers; that employment and educational
information be provided to all early school leavers; and that early school
leavers be assigned to a team of citizens or "P.T.A.ers" or alumni who
would assist them in their adjustment to the adult community.10u
In concluding his recommendations of practices designed to increase
school holding power, Dillon summed up the importance of such practices
in this manner: "Educational programs of the right kind, adequately
supported, are the most economical and effective measures that can be

taken to conserve our human resources.”105

Summm
The problem of improving secondary school holding power is regarded

by many educators as one of the more important challenges to modern
American education. A large number of studies have been carried on

during the past fifty years to determine the extent of the problem, the
factors associated with it, and to suggest effective practices for increas-
ing holding power.

Although holding power of secondary schools has increased markedly
in recent years, still an average of only sixty-two of every one hundred
pupils enrolled in the ninth grade remained to graduate from high school
in 1950. The holding power rate in Michigan is somewhat above the
national average. It varies widely from school to school. Holding

power does not appear to depend on any one factor, but rather upon a

 

lonThe Grand Rapids Holding Power Committee, pp. 933., pp, 39-)“).

10513111». 22. p_1_t_.. p. 88.

 

 

 

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combination of factors Operating within the total community. Many
studies point to social and economic factors outside the school as of
basic importance in the determination of school holding power.
Suggestions of investigators for improvement of secondary school
holding power practices can be classified under four general headings:
(1) curriculum and instruction, (2) guidance, (3) administration, and

(h) work with parents and communitY.

 

 

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CHAPTER III

HOLDING POWER AND THE CHANGING ROLE OF THE SECONDARY SCHOOL

I. EVIDENCES OF THE MOVEMENT TOWARD UNIVERSAL EDUCATION

The present widespread interest in high school holding power

practices may be regarded as an outgrowth of the twentieth century
movement toward universal education in America. The idea of human
equality in all aspects of life was given support by the idea of a
free public secondary school. Harold Spears described this growing

faith in the high school in these words:

The interesting thing about the public-high-school idea is that
in the records there is no evidence to show that any educational
leader in this country during the last century advocated or even
envisioned the papular extension of the school that was finally to
be reached in l9NO. Education for all American youth was an idea
that caught the fancy of the average citizen as he grew up with
American democracy, and to the parents who persisted that their
children have a better chance in life than they had had must go
the major share of the credit of the universality of the present
high school.1

The changing role of the secondary school is evidenced by (l)

the tremendous increase in high school enrollments since 1890, (2) the

pronouncements of educational and national leaders, (3) the concern

expressed by parents and lay peOple generally, and (h) the recruitment

policy of the armed forces.

 

xHarold Spears, The High School for Todgy (New York: American

Book Company. 1950). p. 10.

 

 

krol
it the past
in one of t
"@1333 ‘
2353, men ‘
molhents

decline .2; '

’45

Increase ig_§nrgllments
Enrollments in the secondary schools have increased tremendously
in the past sixty years. The rapid growth in the high school papulation
is one of the outstanding features of twentieth century American society.
After 1890 the number of high school students doubled every decade until
191+o. when a total enrollment of 7,123,009 was reached. A reduction in
enrollments during the decade from 19MO to 1950 was due largely to the
decline in the birth rate during the thirties. It is estimated by the
United States Office of Education that by 1960 the high school population
will total more than 8,000,000.2 Table VII shows that while in 1890
only 6.7 per cent of the eligible youth were enrolled in secondary school,
in 1950 the percentage had risen to 76.5 per cent.3
In commenting on the increased retention of the secondary school,
the United States Department of Health, Education and Welfare concluded:
"The holding power of the high school reached its highest point in lghg-
50. Since l9hO-hl retention rates have increased each year, from h6.9
per cent in 191+O-J-ll to 62.5 per cent in 1919-50. , ,«1‘
Various writers have discussed the reasons underlying the

increased enrollments at the high school level. Douglass lists the more

important of these reasons as follows:

 

gFederal Security Agency, Apnual Rgport f _hg,Federal Security

0 1 2 Office of Education, Department of Health, Education and
Welfare Iashington:'United States Government Printing Office, 1953),

p. I“.
3See Table VII. p. ”5.

l‘i‘ederel Security Agency, 22, 2;!,. pp. lM-15.

 

 

N

Year

M6

TABLE VII

TOTAL PUBLIC AND NONqPUBLIC SECONDARY SCHOOL
ENROLLMENT AND POPULATION lh—l? YEARS OF AGE

1889—90 T0 19n9-5o*

 

 

 

 

Enrollment grades 9—12 Population lit-l7a Number
and postgraduate years of age enrolled
Year per 100
Per cent Per cent pOpulation
Numberb increase Number increase 114-17 years
over over of age
1889-90 1889-90
1889-1890 359.9h9 5.35h.653 6.7
1899-1900 699.h03 9h.3 6.152.231 1h.9 ii.n
1909-1910 1.115.398 209.9 7.220.238 gfi.5 15.h
1919-1920 2.500.176 59u.6 7.735.8 1 .5 32.3
1929-1930 n.80h.255 1,23u,7 9.3hl.221 7u.5 5l.u
1939-19h0 7.123.009 1,373.9 9.720.ul9 81.5 73.3
19 1-19u2 6.933.265 1.826.2 9.5h7.7l3c 78.3 72.6
19u3-19nu 6.030.617 1,575,u 9.280.27 ° 73.3 65.0
19u5.19u6 6.237.133 1.632.8 8.903.07 ° 66.3 70.1
19u7-19ns 6. 05.168 1.651.7 8.567.971 60.0 73.6
19u9-1950 6. 27.0h2 1.685.5 8.h0h.757 57.0 76.5

 

W

W T;

 

I"United States Department of Health, Education and Welfare,
Biennial Survey 3:; Education _i_n_ the United States (Washington: Govern.
ment Printing Office, 1953), p. 19.

aUnited States Bureau of the Census data.

bIncludes pupils in secondary grades of schools Operated by
teacher training institutions of higher education, sub—collegiate
students in preparatory departments of institutions of higher education
and high school pupils in residential schools for exceptional children.

°Estimated.

1. Each Year
and not.
fore to:
to race.

2. L: a read
young 20'
Opportm
but the

3. i: a real;
me ab:

h, The 3012115
serious;

5| I o .Iherl
school 1
There 1:
ability
average

Although ;
hm hem: Iati:

hation.

MEMO g:

l7

1. Each year the percentage of high school freshmen whose fathers
and mothers graduated from high school increases, and there-
fore there is an increased.parental ambition for youngsters
to receive high school diplomas.

2. As a result of technological advance, there is less need for
young peOple to work and there is a steadily decreasing
Opportunity for teen-agers to become employed at anything
but the most menial and blind-alley jobs.

3. As a result of increased income per family, parents are much
more able to support their youngsters through high school.

h. The youngster who does not have a.high school diploma is
seriously handicapped in his efforts to gain employment. . . .

5. . . .there are, among the young peeple who drOp out of high
school before graduation. a great many superior youngsters.
There is in this group a percentage of those with average
ability or greater, almost as high as those with less than
average ability.5

Although increased enrollments are impressive, the situation is
by no means satisfactory, according to the Uhited States Office of

Education.

Deepite great increases in the percentage of youth of high school
age who are in school, we still fall short of the goal of providing
equal educational Opportunity for all, for one youth in five still
does not enter high school. 6And fewer than 63 per cent of those who
do enter remain to graduate.

Ergnguncement! §1_Educatgrg apd_0thers
Expressions by various leaders indicate a changing conception of

the role of the secondary school. This development represents a.shift
from the classical notion of the secondary school as a.competitive,

highly selective institution to the twentieth century ideal of high

 

5Harl R. Douglass, Secondagy Education for Life Adjustment 2;,
Angricgp Yguth (New York: The Ronald.Press Company, 1952), pp. 127-28.

6United States Department of Health, Education and Welfare,
mg; My Li: Education _i_z_1_ gig United States (Washington: Govern-
lent Printing Office, 1953), p. 15.

 

school adoration fc
illustrated by Thor
routing education

Another o‘oje
generally throu
1:: off every c
'QWO, called
for teaching re
Import ed by to
their children
131“”: Piling I
1181th to e
than to" pan
and to send him
"93-! are prepc
for teaching Gre
“ideal 51'1th
‘° be we at to
Min: of the Ir.
reeiilo (ii smiase
1" rated from L;
poolic expense
Ii! years 3138‘)“;

 

#8

school education for all American youth. The former attitude is well
illustrated by Thomas Jefferson's summary of the early bills for
promoting education in Virginia:

Another object of the revisal is, to diffuse knowledge more
generally through the mass of the peeple. This bill preposes to
lay off every county into small districts of five or six miles
square, called hundreds, and in each of them to establish a school
for teaching reading, writing and arithmetic. The tutor to be
supported by the hundred, and every person in it entitled to send
their children three years gratis, and as much longer as they
please, paying for it. These schools to be under a.visitor who
is annually to choose the boy of best genius in the school, of
those whose parents are too poor to give them further education,
and to send him forward to one of the grammar schools, of which
twenty are preposed to be erected in different parts of the country,
for teaching Greek, Latin, Geography, and the higher branches of
numerical arithmetic. Of the boys thus sent in one year, trial is
to be made at the grammar schools one or two years, and the best
genius of the whole selected, and continued six years, and the
residue dismissed. By this means twenty of the best geniuses will
be raked from the rubbish annually, and be instructed, at the
public expense, so far as the grammar schools go. At the end of
six years instruction, one-half are to be discontinued (from among
whom the grammar schools will probably be supplied.with future
masters): and the other half, who are to be chosen for the superi-
ority of their parts and disposition, are to be sent and continued
three years in the study of such sciences as they shall choose, at
William and.Mary college. . .7

In these words Jefferson set forth the ideal toward which
nineteenth century high school educators worked: that of a secondary
school which selected out only the "best geniuses. . . from the rubbish"
for education at public expense, and which was designed to prepare

students for college.

 

7Thomas Jefferson, "Notes on Virginia," cited by Charles Flynn
brewed. Thane. Mass 9.111. Educating. in e R ublic (New York:
.MCGIGIBHill Book Company, 1930), pp. 82-83.

Of the gradual transition from the selective to the universal
ideal in secondary education, the Harvard Committee says:

The movement toward universal education, inaugurated in a few
states before the middle of the last century by such prephetic
figures as Horace Mann and.Henry Barnard, had borne fruit by the
end of the century when a free public education had been established
in every state and free secondary education in most. The momentum
thereafter steadily mounted, particularly in the years following the
last war [World War I]. The period of schooling was advanced to
sixteen, new buildings went up everywhere, the curriculum was
enormously enlarged, and armies of teachers were recruited for the
swelling ranks of pupils. As the slender-spired white wooden church
symbolized an earlier period, so in countless towns across the
continent the less aspiring but more tolegant and more embracing
high-school building symbolized this era.

The present conception of the secondary school as an institution
designed to serve the great majority of young peeple was clearly
expressed by Lee Thurston, formerly Michigan Superintendent of Public
Instruction and later United States Commissioner of Education. In his
preface to a holding power bulletin published in 1952, Dr. Thurston
addressed his message to Michigan teachers and.parents:

. . . I assume you believe, as I do, that the public school
ought to be serviceable to all, or nearly all, boys and girls
of school age.

However, you.should know that about four Michigan pupils out
of every ten leave school before graduation, not well instructed
in the fundamentals, not prepared to enter a.workslife, not fully
formed as American citizens. You surely share my hope that it
Iay‘be possible through our Joint efforts to cause the school
program to be made useful, interesting, and helpful to all.

 

8Harvard Committee, general Education Q 3 Free Societ
(Cambridge, Massachusetts: Harvard University Press, 1955), p, 6.

 

 

 

The n
aretwmi
teaching.

toget‘m
boy or g.

You i
eionel e
trying t
ta hull
Of all y
perceive
classics.
borrowed
varied g
discover
moose:
on the b
Rally 3

Thu:
N16 Ihich 1
“Rut-v0 In

. . .
“00315:
'OCiety
neCOSSEI
'° w t

uSatic

The reasons why young peeple leaye school before graduation
are many and they are varied. Not all bear on the quality of
teaching. There are many factors, all adding up to the fact that
altogether too often the school was not made for this particular
boy or girl, or that he or she was not made for the school. . .

You may know that Michigan is not alone in concerting profes-
sional effort in an attack on this problem. Other states are
trying to do something about it too. This deve10ping interest in
the building of school programs that will really rivet the interest
of all youth is now being pressed forward on all sides. It is
perceived everywhere in the United States that the exclusively
classical notion of the secondary school, which many years ago we
borrowed from EurOpe, has outlived its day, and that the infinitely
varied gifts of American boys and girls should be Opened to
discovery and cultivation by the public schools. No longer is it
supposed that there should be a sifting and selecting of students
on the basis of intellectual performance in order that the academ-
ically nimble alone may get into the high school.9

Thus it is evident that high school education has taken on a
role which is quite different from the one it held in the nineteenth

century. In commenting on this develOpment the Educational Policies

Commission writes:

. . . Today we stand somewhere midway between the traditional
secondary education designed for only a fraction of youthful
society and the education for all youth which is now so imperatively
necessary to individual, community and national welfare. . . When
we say that we are now approximately midway in the development of
education for all youth, we do not mean midway in time, but midway
in result. . . The maJor adjustments in thought with respect to the
scape and.purposes of secondary education have now been made.
Parents, youth, and educational authorities are in the main now
agreed on the essential objectives of education at the secondary
level. . . we can go forward toward our goal far more speedily than
has ever been possible in the past. . . What most needs to be done
can be indicated by an enumeration of present deficiencies:

 

9Michigan Department of Public Instruction, Michigan Holding Power
_S_t_u_dl Bulletin No. 11: (Lansing, Michigan: Department of Public Instruction,

1952)e PP- 1'20

51

1. Many American youth who should be attending secondary school
are not doing so.

2. Approximately half of American youth are either not in secondary
school or are drOpping out before completing the twelfth year.

3. A.very large number of youth in secondary school are not getting
an eduCation fully suited to their abilities, interests, and
needs.

h. Many youth who could advantageously use more education than they
are receiving are not getting it because cost-free schools of
an apprOpriate type are not available to them.10

If the Just-listed deficiencies are accepted as indications of
need, the problems of determining the holding power situation and of
establishing practices designed to increase high-school holding power
are indeed urgent ones.

In recognition of the above-cited deficiencies and other challenges

to the schools, members of the Educational Policies Commission also drew
up a list of "imperative educational needs of youth." These needs have
been accepted by the majority of educational workers as valid goals for
secondary education. They are: (1) vocational competence, (2) mental and
physical health, (3) citizenship education, (h) family life education,
(5) consumer education, (6) understanding of the methods and basic facts
of science, (7) appreciation of beauty in literature, art, music, and
nature, (8) worthy use of leisure time, (9) development of respect for
other persons, of insight into ethical values and principles, and of
skill in human relations, and (10) competence in critical thinking and

communication.11

 

1OEducational Policies Commission, Educatign for All American Youth:
_A_ Ether Lgok (Washington: National Education Association, 1952), pp. 8-9.

11I‘oicl. . p. 216.

52

Since control of the schools is a local reaponsibility, steps to
modify the secondary school in light of the "imperative needs” can best
be accomplished at the local level. The Educational Policies Commission
states: "We must have (1) local recognition of needs, (2) local determin-
ation to meet them, (3) local initiative directed toward that end, and

12

(h) exchange of ideas and methods.” This principle of local initiative

and action has also been recognised by the Michigan School Holding Power

Committee in its attempts to improve high school holding power.13

Concern _o_f_ Parents and Lay 13992;;

Parents and.1ay persons have come to expect more from the high
school than they did in previous generations. Although some of this
concern has been poorly-expressed and destructive in nature, even the
adverse criticisms of the school haye been based generally on a desire
that the school accept the larger responsibilities which it has been
assigned.

In a recent address before the Annual Meeting of the National
Citizens Commission for the Public Schools, Walter Lippmann discussed
the added task of the schools in these words:

. . . in this half century there has been a.momentous change in the

structure of American society, and it has added greatly to the
burden upon the schools.

 

121nm. , p. 216.

13Michigan Department of Public Instruction, pp, git,, p. 3.

53

The responsibility of the schools for educating the new generation
has become very much more comprehensive than it used to be. Ever
so much more is now demanded of the schools. For they are expected
to perform many of the educational functions which used to be per-
formed by the family, the settled community, the church, the family
business, the family firm, the family trade.

This is a very big subject. . . except to mention it as a reminder
that the comparison between our real educational effort and our
real public need is less favorable than the figures of one as to
two in 1900, as against one as to six today. For the school today
has a much larger role to play in the whole process ofheducation
than it needed to play in the older American society.

As further evidence of the concern expressed by lay persons and
parents that young peeple stay in high schoollonger than formerly,
the following recent editorial from a.Michigan newspaper is represen-
tative:

We Americans pride ourselves with being a.progressive, literate
country, but occasionally we are brought up short to the realiza~
tion that there is still plenty of room for improvement.

Recently Herman L. Shibler, Indianapolis superintendent of
schools, reported that ”only three-fourths of the country's youth
are attending classes at the present."

He also said that more than "50 per cent of all students who
enter high school as freshmen do not remain to graduate.“

These statistics, if borne out on a.mational level, are somewhat
disturbing. Certainly there are some children who are not suited
to school work. But a.50 per cent drap-out seems to be unnecessarily
high in these days when even a high school education seems to be
the absolute minimum.

 

11‘Address by Walter Lippmann before annual dinner of the National

Citisens Committee reprinted in Citizens anQ_Their Schools Vol. R, No. 7
(New York: National Citizens' Commission, 1955), p. 2 .

5h

Where does the blame lie in these cases?
It undoubtedly is the responsibility of parents to try to
convince their children that it is unwise to take the short view
of school and dr0p out because the thoughts of haying spending
money and a car blur their judgment and prevent them from seeing
the long-range advantage of sticking it out.1
The conviction of lay people that high school education is
worthwhile and necessary is evidenced by data drawn from the Michigan
Communications Study. Citizens of five Michigan communities were asked
the question: "Should more pupils be kept in high school until they
graduate?” Their responses are shown in Table VIII which reveals that
81 per cent of the persons questioned believed that "all" or "more"
pupils should remain in school until completion of the twelfth grade.16
Such attitudes expressed by the large majority of citizens in the

community constitute a pressure which assists the school in its holding

power efforts.

rocurement 29M 9; Armed 3‘ch
The policy of the Armed Forces since 1950 has been to encourage
young people to continue their studies until graduation from high school.
Recruiting officers or their representatives are officially instructed

not to encourage youth to enlist before graduation from high school.17

 

15Editoria1 in the Lansing Michigan State Journal, March in. lgsu.

16Leo A, Haak, "Michigan Communications Study" (East Lansing,
Michigan: Social Research Service, Michigan State College, l95h), p. 7,
(Mimeographed.); Table VIII, p. 12.

17Department of Defense, Office of the Adjutant General: Directive
No. loss-3hl. 18 December 1950.

55

TABLE VI I I

mums OP CITIZENS IN rm MICHIGAN COMMUNITIES TO THE QUESTION:
DO YOU THINK A GREATER EFFORT SHOULD BE MADE TO KEEP ALL PUPILS
IN SCHOOL UNTIL THEY GRADUATE?“

 

 

 

Reply A D :ommunityn E All
Don't know 0% 1% 05% 0% 1% 0%
Yes 66 62 77 71+ 72 71
More but not all 8 13 18 7 15 10
No 26 21+ 15 19 12 19

 

 

 

 

‘Leo A. Hank, "Michigan Communications Study" (East Lansing,
Michigan: Social Research Service, Michigan State College, 195M), p. 7,
(Mimeographed.)

56

The Selective Service Act provides that:

Any registrant who, on the eighteenth anniversary of the date of
his birth is successfully and satisfactorily pursuing a standard
course of study, on a full-time basis in a high school or similar
institution of learning shall, if he so requests, be entitled to
hare his induction or assignment under this title postponed until
his graduation therefrom, or until he ceases to pursue satisfac-
torily such course of study, or until he attains the twentieth
anniversary of the date of his birth, whichever occurs first.1

The regulation of the United States Air Force illustrates the
present procurement policy of all the.Armed Forces:

The policy of the Air Force is to encourage America‘s youth to
remain in school as long as possible, then after graduation,
consider a career in the Air Force. A.person's value to the Air
Force and to himself is in direct ratio to the amount of Special-
ized training he can absorb and effectively use. The policy can
best be stated by ”Stay in School-Graduate-Fly.”

The Air Force must dispel the belief that exists in some minds
that youths are encouraged to leaye school in order to join the
Air Force. The better prepared a.person is before he enters the
Air Force, the sooner he will be ready for specialized duties,
advancement in grade, and a more successful career.19

The Army, Nayy, and.Air Force hare prepared recruiting booklets

2 .
which emphasize the stayain-school-policy. O The Nayy has produced a

 

18United States Congress, Universal Militagy Training and Service
Act, Section 6 1, Public Law 51. 82nd Congress, June 19. 1951.

19Air Force Regulation No. 35-33: ”Military Personnel: Assistance
to Be Furnished Civilian Educational Institutions Regarding Personnel
Procurement" (Washington: Department of the Air Force, 15 October 1953),

p. 1.

aoUnited States Army, Straight Talk About Staying lg School

(Washington: United States Army Recruiting Service, 1952); United States
Navy, Stay ip,Schgol (Washington: United States Nayy Recruiting Service,
l95h); United States Air Force, Graduate-Then Ely.with.§hg,USé§
(Washington: United States Air Force Recruiting Service, 1953).

IN

57

thirteen minute sound film on the same theme.21 All Of these materials
are available to local high schools for use in holding power programs.
An evaluation conducted in 1952 at Stanford University resulted in the
Opinion that the Navy material "should be used in schools because of
the emphasis placed on the recognition of potential 'school leavers'

before they actually leave school. . ."22

II. EFFORTS TO IMPROVE HOLDING-POWER

AT NATIONAL AND LOCAL LEVELS

Life Adjustment Edugpgiog_

Concern for strengthening secondary school holding power has
found its most direct expression at the national level in the work of
the Commission on.Life Adjustment Education. This Commission was
established by the United States Office of Education following a
national conference held in Chicago in 19?].23 The Life Adjustment
movement had its origin in a resolution prepared by Dr. Charles A.
Presser, and adopted by delegates to an earlier conference held in
Washington in l9h5, under the auspices of the vocational division of

the United States Office of Education. In preparation for the Chicago

 

21United States Navy, St§1‘$g_SChOOI (13 minute sound film)
Uhited States Navy Recruiting Service, 1952). Available at Navy Recruit-
ing Stations.

22Herbert Zeitlin and Eugenia Zeitlin, "Navy's Material Helps
Keep Them in School," Clearing House, XXVII (October, 1952), 85.

2
3Federal Security Agency, pp, 233,, pp. 15.16.

58

Conference (19h?) Dr. Prosser and others reworded the original l9h5
resolution to read in part as follows:

In the United States the peeple have adapted the ideal of
secondary education for all youth. As this ideal is approached,
the high school is called upon to serve an increasing number of
youth for whom college preparation or training for skilled
occupations is neither feasible nor apprOpriate. The practical
problems connected with the provision of a suitable educational
program for this increasing number are so great and the schools
to date have had, comparatively, so little experience in this
enterprise that the problem merits cOOperative study and action by
leaders in all aspects of secondary education. We believe that
secondary school administrators and teachers and vocational educap
tion leaders should work together to the end that the number of
attempts being made in secondary schools to meet this need will
be greatly increased and to the end that the pronouncements made
in recent years by various educational groups which are suggestive
of needed curricglum.patterns will receive increased study and
implementation.2

The Chicago conference was based on the following points of
agreement which had been established in a series of five regional
conferences held during l9h6:

1. That secondary education today is failing to provide adequately
and properly for the life adjustment of perhaps a major
fraction of the persons of secondary school age.

2. That public Opinion can be created to support the movement to
provide appropriate life adjustment education for these youth.

3. That the solution is to be found in the provision of educational
experiences based on the diverse individual needs of youth
of secondary school age.

h. That a broadened viewpoint and a genuine desire to serve all
youth is needed on the part of teachers and those who plan
the curriculums of teacher-training institutions.

5. That local resources must be utilized in every community to
a degree as yet achieved only in a few places.

 

2“United States Office of Education, "Every Youth in High School-
Life Adjustment Education for Each“ (Washington: Federal Security

listener. 19‘”). p. 5. (Mimeosraphedd

59

6. That functional experiences in the areas of practical arts,
home and family life, health and.physical fitness, and
civic competence are basic in any prOgram designed to
meet the needs of youth today.

7. That a supervised.pr0gram of work experience is a “must" for
the youth with whom the Resolution is concerned. . .2

The purpose of the Chicago conference on Life Adjustment
Education was stated as follows:

To prepare a.p1an for organizing, financing, and administering
a.threeephase action program on the Presser Resolution:

1. Aimed at creating a wide understanding of the problem and
its implications.

2. Aimed at stimulating in States and selected communities
programs or aspects of programs which will be suggestive
to other States and other schools.

3. Aimed at the initiation, Operation, and continued development
of such education services in every community.2

It is not the pumpose of the present study to trace the entire
story of the Life Adjustment movement, but rather to indicate that its
program and aims have been based largely on concern for increasing
high school holding power. The following evaluation of its efforts
appeared in the Annual Report of the Federal Security Agency for 1952:

The success of this project centered in the United States Office
of Education is indicated by the fact that 22 States have established
some form of life adjustment education.programs. The work is
gradually being extended to all States. Before the benefits of
these efforts to revise the high-school curriculum in such a way
as to serve the needs of all American youth can be fully successful,
greater resources are needed. . .it can bring about a.vitalization
of this entire unit 0 American education with tremendous benefit
to the whole Nation.2

 

25M” Po “-
263—159... PO 7e

27%. 0 Po 16-

8‘t

The_Michigan Secondagy School-College Agreement

As evidence of the extent to which certain Michigan secondary
schools are attempting to make educational provisions suited to the
needs and abilities of all individuals of high school age, it seems
important to mention the Michigan Secondary School-College Agreement.
A joint committee of the Michigan College Association and the Michigan
Secondary School Association was formed in l9h6 to consider college-
high school problems.28 An agreement was proposed by the joint committee,
and adapted by thirty-two liberal arts colleges in Michigan; all high
schools on the accredited list of the University of'Michigan were invited
to become members. The member colleges agreed to disregard the pattern
of subjects pursued.provided high school graduates were recommended by
member high schools from among their more able students. In order to
be admitted to the agreement, a high school administration and faculty
had to present evidence to a state committee that they had initiated
(l) a.program of improvement of guidance records; (2) a continuing
curriculum study: (3) a follow-up study of graduates and drOp-outs;
and (h) a.continuous program of providing specific occupational and
college information to students. At the present time 231 Michigan high
schools are covered by this agreement, which has been signed by almost

29

all Michigan colleges and universities. Upon entering the agreement,

 

zaLeon S. Waskin, ”The Michigan Secondary School-College

Agreement,“ Bulletin gf_§he’National Assgciation gf_Seconda§z School
Principgg, 111111 (January, 19519), 50.

29Statement by Dr. Waskin, personal interview.

61

the secondary schools are placed into one of five regional study groups,
which carry on an intensive study of curriculum and guidance improvement.
Each of the five regional study groups has appointed a holding power
chairman, who reports local holding power studies and relays requests

for consultant help to the State Committee on Holding Power.

In summarizing the work of the Michigan Secondary School-College
Agreement, Dr. Waskin states that there is ample evidence that the
agreement has

. . .provided the stimulus for a great many promising activities
at the local level that, in the aggregate, point toward the
general improvement of instruction in secondary schools throughout
the state. It is in this facilitation of the develOpment of
functional local programs that the principal significance of the
Secondary School-College Agreement lies, rather than in the fact
that it provides an alternate method for securing admission to
college. . . Here is one way of both releasing and harnessing the
energies of local communities in a cOOperative attack upon the

numerous and difficult problems of developing a truly democratic
educational program in our American democratic society.30

Th2.Michigan Committee gg.School Holding Power

Efforts to improve holding power in Michigan schools have led to
the formation of a state committee on holding power. It is the purpose
of this section to describe the develOpment of this committee, to list
the basic assumptions underlying its work, to enumerate its principal

functions, and to describe its project for gathering state-wide holding

power data.

 

3OWQBId'ne 22.- 9.1.2." Po 6)"-

62

§tgpg_ig_£hg,developmentlgf'the committee. During 1950 considp
arable attention was given to the problem of school holding power by
the Michigan Department of Public Instruction. The State Guidance
Committee was asked to study the problem and to formulate recommendations.
The matter had previously received consideration by the Michigan Educa-
tional Policies Commission, the Curriculum Planning Committee, and the
Secondary Committee. Study of this problem had also been one of the
basic conditions of the Secondary School-College Agreement.

Under the leadership of the Guidance Committee, two conferences
were held. An eXploratory leadership conference, attended by school
peeple and college consultants, took place on January 17 and 18, 1951.
The general recommendation made at this meeting was that a state-wide
conference be Sponsored by the Guidance Committee, for the purpose of
planning action studies, gathering state-wide information on holding
power, and establishing holding power consultant services for local
schools.

The state-wide conference was held on May 1+ and 5. 1951, during
which recommendations were made that regional groups be formed within
each of the five college agreement association areas. This conference
also specifically recommended that area conferences on holding power
be held, and that the State Superintendent of Public Instruction
appoint a representative committee to stimulate the study of holding
power in Michigan schools.

A.Holding Power Committee was appointed by the State Superinten-

dent in September, 1951. A staff committee of the State Department of

63

Public Instruction and a group composed of persons from Michigan State
College and the University of Michigan have served as consultants to
the State Committee. The state was divided into five regions and a
regional holding power coordinator was named in each.3

Basic gaggtions underlying the activities 2; _t_h_e m Holding
2219;.Committee. In forming the Holding Power Committee, the Superin-
tendent of'Public Instruction asked that it do two things: first, gather
base line data on the actual holding power in Michigan schools; and
second, conduct a study project on the reasons why some students drOp
out of school.

In attempting to carry on its work, the Holding Power Committee
made the following basic assumptions:

1. The Michigan philosophy of planning at the local level should
be followed.

2. The State Committee should.proceed by stimulating interest and
coordinating and sharing any and all efforts with regard to
the holding power problem.

3. The State Committee should not attempt to impose any program
on local schools. It would, on the other hand, bring together
various study activities, and encourage all study groups to
continue their efforts to find better ways to serve youth.

No new'program should be set up to supplant such activities
as those of the Secondary School-College Agreement, the
Michigan Youth Commission, and the Area Study Conferences.

M. No matter what problem a local school began to study, its efforts
should ultimately lead to a.better school program for young
peOple. Thus every school in Michigan should.be encouraged
to continue present studies or to begin new ones, in the hOpe
that holding power would be improved.

 

31Department of‘Public Instruction, g2. cit., p. 1.: Statements
in personal interview with Dr. Don Randall, first chairman of the
Michigan Holding Power Committee.

5. The positive rather than the negative approach should be taken
in dealing with matters related to retention. Thus holding
power rate is emphasized rather than drOp—out rate.

6. The Committee believed that holding power factors are often
interrelated, and that these factors tend to Operate in
unique constellations which affect the young person's decision
to remain in school.

7. It was assumed that individual schools can and should improve
their holding power rates by systematic study and adequateo
planning on the part of the local school staff. Nevertheless,
it was recognized that non-school community forces play a
significant role in school attendance and non—attendance.

8. Although it was recognized that some individuals should withdraw
with benefit to themselves and the school, it was also felt
that many early school leavers could profit by remaining to
graduate from high school. In other words, it was believed
that experiences received in school are more likely to lead
to maximum individual growth than are the typical experiences
of persons who are not in school during the school age period.

9. Finally, the Committee believed that all segments of the educap
tional society should provide assistance to one another in
establishing effective education programs, including practices
designed to improve holding power. Specifically, the Committee
recognized its obligation to provide information and services
to local schogls in accordance with needs determined at the
local level.3

Principal fUnctions p£,the Michigan Committee pp’School Holdigg
Ppwer. The Committee was established to

. . . promote leadership, give service, and stimulate study within
local areas. Specifically the committee will marshall consultant
resources: act as a clearing house to share reference materials,
teaching, and methods; fulfill, if possible, requests for other gids
referred to it by local areas: and make public certain material. 3

 

3213011 Randall, IA New Look at the Curriculum," The Bulletin 2:

the Michigan Secondggy Schoo;,Associatiop, XVII, No. R (April, 1953),
p. 35; Michigan Committee on School Holding Power, 'A.Point Of View on

Holding Power," Th3 Bulletin of the Michigan Secondggy Schpol Associ-
gtion, mu, No. 7 (April, 155+). p. 107. """"

33Michigan Department of Public Instruction, Bulletin hilt, 93. 932.,
p. 3.

65

During the school year l953-5u the Committee carried on the
following functions: (1) provided consultant services to local schools
upon request, (2) supplied certain holding power information to local
schools in response to their request, (3) presented information on
holding power at educational meetings. In 195M-55 the Committee contin-
ued these functions, and also presented information to groups of
teacher-trainees upon request by institutions.

Project f9; ggthering state-wide datg 2p high-school holding
pgggg, At the time the Committee on School Holding Power was formed, the
State Superintendent asked that it gather some "base line" data.on the
actual holding power of Michigan high schools. A.sub-committee develOped
a questionnaire during the summer of 1951, and data were gathered from
high schools by attaching the questionnaire to the 1951 Self-Survey of
the State Department of Public Instruction.3n The data requested by
the committee consisted of two types: (1) information about pupils of
the class which entered high school in 19k? and graduated in 1951,

(Part III, Self-Survey), (2) information about the community, the school
program, and the general status background of the pupils in the class
of 19h7-51. (Part IV, Self;Survey).35 The state-wide data obtained on
the questionnaire Just described have been tabulated and analyzed.by the

writer, and the analysis is presented as part of Chapter IV of this

study.

 

Bus” appendix B, Section 1. p. 201+.

35Minutes of meeting of State Holding Power Committee, April 21,
1953 (Lansing, Michigan: State Department of Public Instruction, 1953).

66

Summary
In this chapter the holding power problem has been discussed in

relation to the movement toward universal secondary education in
America. Evidences of the growing concern for effective and appropriate
educational prOgrams for all youth have been presented. Certain national
and state efforts to improve holding power such as the Life Adjustment
movement, Michigan Secondary School-College Agreement program. and the
Michigan School Holding Power Committee program have been traced. The
develOpment of organization and.program of the Michigan Committee on
School Holding Power has been related in considerable detail. Finally,
a.project for collecting certain state-wide holding power date has been
described.
In his 1952 "progress report" on the activities of the Holding
Power Committee, Dr. Lee Thurston, State Superintendent, aptly placed
the problem in its total educational setting thus:
Holding power is more than a measure of whether public education
is truly universal. It is a significant index, measured in social
terms, of the services of the school, which must rely on the

intrinsic merits of its educationa% offerings to retain students
beyond the compulsory school age,3

 

36M1ch1gan Department of Public Instruction, Bulletin No. hlh, 92.
213.0: P0 10

CHAPTER IV
HOLDING POWER DATA.FROM MICHIGAN SECONDARY SCHOOLS

This chapter presents a summary and analysis of statistical
information related to holding power in Michigan secondary schools.
Part One is based on data gathered from N141 high schools on question-
naires which were returned to the Michigan Department of Public Instruc-
tion as part of the 1951 Self-Survey. Part Two consists of information
secured from a one page follow-up questionnaire returned by 9* schools
selected from the 1:141 high schools who furnished information in Part

One. In.Part Three are summarized the chief findings of‘Parts One and

Two.

I. HOLDING POWER DATA FOR ml MICHIGAN HIGH SCHOOLS, 1951

This section of Chapter IV presents information drawn from
certain responses contained in the 1951 Self-Survey questionnaire. It
includes those responses containing personal, family, school, and

community data.

ngglgpment g; the gluestionnagre
In 1951 the Michigan Holding Power Committee named a sub-committee

to prepare e questionnaire to secure basic data related to secondary
school holding power. This sub-committee included two members of the
Michigan Department of Public Instruction and three Michigan State

College staff members, two in Sociolog and one in Education. The

68

questionnaire was completed in the summer of 1951. It was designed
to secure "base-line” data.which would stimulate further study by local
schools of factors related to holding power.

The information requested on the questionnaire was of two types:
(1) data regarding the school progress of students who entered ninth
grade in l9”?; and (2) general characteristics of the school, its program,
its staff, the community, and the general status background of the students.

(See Appendix B for a sample of the questionnaire.)

My Procedures

After the questionnaire had been approved by the Michigan Holding
Power Committee, it was incorporated into the 1951 Self-Survey of Michi-
gan Schools. In November, 1951, each school in the state received a
cepy of the questionnaire for completion and return. A.cover letter
explaining in detail the significance of the study and the procedures to
be followed was prepared.by the State Superintendent of'Public Instruction
and accompanied each questionnaire. (See Appendix B for a copy of this
letter.) .A followbup postal card was sent to schools which were slow
in returning completed questionnaires. (See Appendix.B for a capy of
this postal card.) Usable questionnaires were received from “”1 schools
or 85.79 per cent of the 51% schools which fell within the limitations of
the present study. (See Appendix A for a list of schools from which
usable questionnaires were received.)

Additional information regarding the organizational plans of

individual schools and percentages of the non-resident pupils was

69

obtained from the Michigan Department of Public Instruction. All
information from the Department of Public Instruction and the completed
questionnaires was compiled, tabulated and analyzed. This material

provided "base line" data regarding holding power in Michigan high schools.

Methods g£_Tregtment q: Dgtg
The statistical method was used in handling the data presented in

this chapter.1 Coefficients of correlation were computed according to the
um-zxxzr 2

Pearson product-moment method, where r a

\/ [ma - (ma) [N212 - (3)23

Significance of coefficients of correlation was evaluated by means of a

3

 

table of l per cent and 5 per cent levels of significance of r; by means
of the standard error of estimate using the formula 5.3, est, = 6y r—El _ r :‘i
and by means of the coefficient of forecasting efficiency derived by the

formula.3 a l-,/ l - :2.5 Significance of difference between pegcentages

 

was calculated according to the formula 0 :[pl qll - p2 g2 and
N1 N2
reference was made to Fisher's table of t for determining the reliability

 

1The formulas used can be found in various standard works on statis-

tical methods. See Henry E. Garrett, St tistics ip.Psypholng gpg'Education,
(New‘Yorkt Longmans. Green and Company, 1937).

211219., p. 292.

3M0: P0 299-
”lb—1.4." Po 3200

5932.. p. 337.

Gib—Lise P0 2190

 

70

of statistics.

 

Presentation gpg_Analysis g£,Data

This section of Part One presents data drawn from certain reaponses
contained in the questionnaire, "The Holding Power of Michigan High Schools,
1951-1952,” and additional information obtained from the Michigan Depart-
ment of’Public Instruction. Data are presented concerning the school
pragress of 3l.ul7 pupils who entered uni Michigan high schools in the fall
of l9h7. A summary of this data. compiled frothart III of the question-
naire, made it possible to compute the total holding power rate for the
“#1 high schools, by utilizing a formula which took into account the
number of students transferring in, the number transferring out, and the
number still in school in the fall of 1951. Individual holding power
rates were also calculated for each of the hhl schools, and these rates
were correlated with the various personal. family, school. and community
factors supplied on the questionnaires.8 Information obtained from the
Self-Survey questionnaires and the Michigan Department of Public Instruc-

tion was coded and transferred to IBM punchecards for tabulation.

7mm... in. “6’4.

8The formula used for computation of holding power rates was
devsleped by a.sub-committee of the Michigan Committee on School
Holding Power and was as follows:

Total Graduates 1951 Those of Class
Holding (including graduates of transfer in) 0 Still in School

Power a
Rate Total Enrollment 19u7 - Transfers Out s Transfers In

 

71

£9229; pregress 9}; pupils who entered high school i2 £9131,
Information presented in this section was obtained from responses to
certain items contained in.Part III of the questionnaire. Data summar-
ized in Table I}: were compiled from local records in 1:141 Michigan high
schools.

Information shown in Table IX was obtained for the purpose of
computing the holding power rates for Michigan high schools, taking into
account such variables as pupils transferring to other schools, pupils
of the 1951 class still in school in the fall of 1951, pupils transfer-
ring into the class, and graduates of those pupils transferring into
the class. Study of the table reveals that the holding power rate for
boys was 66.838 per cent; for girls, 73.513 per cent; and for the total
class, 70.173 per cent. Reference to Table III, page 17 shows that
approximately 70 per cent of all Michigan ninth graders enrolled in
l9h7 completed twelfth grade in 1951, which would seem to validate the
total holding power rate computed for the hill high schools in the
present study.

The holding power percentages disclosed in Table IX are substan-
tially higher than those obtained by Dillon, who stated in 19h9 that
'50 per cent of the students who enter high school drop out before grad-

uation."9

 

9HaroldJ. Dillon, Ea Ml: School Leavers: 9or Educational
Problem*(New York: National Child Labor Committee,M1W) p.1

72

 

 

 

 

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e Haven. Haves Hopes Hopes Haaos Haven.
and no no no we no no
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a sum hem hem hem hem pom
w
P
g
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no Sudanese possum-sous Hoocem a.“ 33m 3 deuuemeceaa

 

sza 2H onomom M31585 2423on .3: gan out @5um 532% ho @5093 Aoomom

NH as

73

Personal data gg,ppp$lg, Information contained in this section
was obtained from responses to certain items contained in.Part III of
the questionnaire. Data presented here refer to information summarized
from local school records relating to sex and grade of withdrawal of
early school leavers and to holding power rates for pupils transferring
into the class after the fall of l9h7.

Datquresented in Table I were obtained in order to determine
whether there is a greater probability of boys than girls leaving
Michigan high schools before graduation. A further purpose was to
ascertain the grade of withdrawal of early school leavers in Michigan.

1. §g§_g;§tribution 2: early school leavers. Reference to Table X
shows that 55.7“ per cent of 8.026 early school leavers in the present
study were boys. Further study of the table shows that boys were most
vulnerable to school leaving at the ninth grade level, where 63 per cent
of the leavers were boys. ‘At the eleventh grade level the percentages
for boys and girls were more nearly equal, although boys made up 50.2
per cent of the total.

Eckert and.Marshall reported that boys constituted approximately
10 per cent more of early school leavers than did girls in New York
State.10 Dillon found that 8 per cent more boys than girls left school

11
before graduation in five midwestern communities. Hecker disclosed

 

1OHuth s. Eckert and Thomas 0. Marshall. When Youth Leave School
(New York: McGraw-Hill Book Company, 1938), p. 38.

11Dillon. an. as... p. 23.

7h

 

 

 

 

ooH mmo.m ooa mmm.a ooa mma.m ooa oom.m ooH zao.m Hence
m.:: mmm.m masses ~.n: m:m masses w.m: amo.a masses m.m: mNH.H cameos m.mm ~m~ cameos
a.mm s~s.a sass a.mm one can: m.om moo.a can: a.hm Hm:.H can: a.mm Nom.a can:
am“ has as am“ 55 as am“ saga as sum ease as... am“ sass as
shame has? shamans has? panama

 

 

Hmma-~:ma asasmmmaH: so enema em zqumoHa 2H mamasmq geomom amass mmo.w no wan

H 8.548

75

that 55 per cent of the early school leavers in Kentucky were boys,12

Thus, the sex distribution of the 8,026 school leavers in the present
study appears to be in substantial agreement with findings elsewhere in
the United States.

The evidence of greater vulnerability of boys to early school
leaving suggests at least three interpretations: (1) that our secondary
schools as presently organized may be more challenging to the interests
and needs of girls than boys; (2) that our culture may be more tolerant
of early school leaving by boys than by girls: and (3) that boys may
find greater Opportunities for purposeful activity outside the school
than do girls.

2. m a; withdrawal o_f, ggrly school leavers. Information was
sought regarding the grade level at which the 8,026 school leavers in-
cluded in the present study withdraw to determine whether any pattern
of school leaving existed in Michigan high schools. This data is present-
ed in Table II, which shows that the greatest number of the total group
left school while at the tenth grade level. Twenty—six hundred or 32.h
per cent of the 8.026 early leavers quit while in this grade. The next
largest group. 2,123 or 26.5 per cent, withdrew while enrolled in the
eleventh grade, while 2.07M or 25.8 per cent left at the ninth grade
level. Although the largest numbers of both boys and girls left in the

tenth grade, it may be noted that 1,307 or 29.2 per cent of all boy

 

12Stanley E. Hacker, "Early School Leavers in Kentucky,” Bulletin

 

g§,the Bureau g§_School Service, University of Kentucky, XXV No.
(June 1953). P. 32.

76

leavers terminated their high school education in the ninth grade.

Study of Table XI also shows that early school leaving in Michigan
occurs at a fairly even percentage rate in the ninth, tenth and eleventh
grades. This finding is in general agreement with that for Kentucky
pupils reported by Hecker in 1953.13

Further study of Table XI reveals that ”5.2 per cent of the girls
and only 39 per cent of the boys in the present study completed the
tenth grade. The greater persistence of girls than boys has been shown
in several other investigations.1

3. gagging power for transfers into the glgsi. The findings
presented in Table XII show that the graduation rates for pupils who
transferred into the class which entered hhl Michigan high schools are
uniformly lower than the graduation rates for the total class. Of 5,029
transfers into the class, 63.6 per cent remained to graduate, as compared
with 70.1 per cent of those who were enrolled with the class when it
entered high school in l9h7. It will be noted that this difference holds
rather unifbrmly for boys and girls.

The significance of difference between the percentages of transfer

students who graduated and entering-class students who graduated was com-

puted to ascertain whether a "real" difference existed.15 A critical

 

”This" p. 36.

11‘Ibid.: Eckert and Marshall, pp, cit., p. 52; Dillon, pp, 235,, p. 26.

155» Garrett, pp. cit., p. 218-20, for a discussion of the statis-
tical procedure used in this calculation, which utilized the standard
error of the difference between two percentages.

77

 

 

 

 

 

TABLE x1
GRADE OE WITHDHANAL 0F 8.026 EARLY SCHOOL LEAVERS IN MICHIGAN BY SEX
19h7-1951
Male Female Total
Grade Number Per Cent Number Per Cent Number Per Cent
Ninth (19u7-u3) 1,307 29.2 767 21.5 2.07“ 25.8
Tenth (19M8-h9) 1.u21 31.8 1.179 33.2 2,600 32,u
Eleventh (19h9-50) 1.066 23.8 1.057 29.8 2.123 26.5
Twelfth (1950-51) 680 15.2 5H9 15,u 1.229 15.3
h,h7u 100 3.552 100 8.026 100

 

78

ratio of .619 was found to exist between the two percentages (63.6 and
70.1). Since the required minimum t-score was calculated to be 2.01, no
significant difference can be said to exist.

Information concerning students who transferred in was obtained
in order to determine whether those students who remain in the same
school are more likely to graduate than are those pupils who move from
one school to another. Although the data shown in Table XII do not
yield a significant difference in favor of those students who stay in the
same school, the ”apparent” difference is large enough to suggest a
need for more effective orientation of transfer students by the receiving
school. .Faced with a strange situation where he may feel inadequate and
insecure, the transfer student may decide to terminate his schooling
prior to graduation.

The findings in this study with regard to transfer holding power
are in contrast with those of Dillon.16 but they are in agreement with
the conclusion of Hecker that transfer was not a major factor in school
holding power in Kentucky.17

School g_a_t_§._ _apg holding m. Information regarding school data
and holding power was drawn from 1) responses to certain items in

Parts III and IV of the 1951 questionnaire and 2) data secured from the

Michigan Department of Public Instruction. Factors discussed include

 

16Dillon. 2p. gig... p. 28.

17HOCkOr, 9E. 22!." pe 35e

79

TABLE XII

GRADUATION RATES IOR.5,029 PUPILS WHO TRANSFERRED INTO THE CLASS
WHICH ENTERED hhl MICHIGAN HIGH SCHOOLS IN 19u7
COMPARED WITH RATES FOR.THE ORIGINAL CLASS

 

 

 

 

Transfers In Per Cent of Per Cent of
Transferred In Graduated in 1951 Transfers In Original Class
Number Per Cent Number Per Cent Who Who
of Total of Total Graduated Graduated
Male 2,579 51.3 1.570 h9.l 60.9 66.t
Female 23-50 “8.7 1.630 5009 66e5 73e9
Totals 5.029 100 3.200 100 63.6 70.1

 

 

Critical ratio of difference between 63.6 per cent and 70.1 per cent:
.619. Since a minimum critical ratio of 2.01 (5% level) is required for
significance, it can be concluded that no significant difference exists
between the per cent of transfers who graduated and the per cent of
original class members who graduated.

80

school organizational pattern, size of school, per cent of non-resident
pupils, co-curricular participation, tenure of school administrators,
athletic contests won, and attitudes of teachers.

1. Distribution p_f_ holdirg power r_a_t_§_s_. Table XIII was compiled
to show the range of holding power rates for the hhl high schools in the
study. Reference to the table reveals that h schools had holding power
rates of less than “0 per cent, while 33 schools had rates above 80 per
cent. More than half of the schools, 265, had rates between 60 per cent
and 79 per cent. The median rate was calculated at 71.66 per cent.

2. School organizational pggtern and holding power. Table XIV
was arranged to show over-all holding power rates for the several organi-
zational plans found in Michigan schools. This information was sought
to determine whether holding power rates were significantly different
for regularly organized (S—M plan) and reorganized schools (6-2-h, 6-3—3,
and 6—6 plans). Data.presented in Table XIV reveal that the over-all
rates varied only 1.8 per cent from the 6-2-M plan (68.3 per cent) to
the 6-6 plan (70.1 per cent), and that the rates for the 6.3—3 plan and
the S-M-plan were identical (69.9 per cent). Therefore. there was no
significant difference between the holding power of regularly organized
and reorganized high schools.

The findings in this study are in agreement with those of Gaumnitz
and Tompkins, who reported in 1950 that "a comparison of the data for
all types of regularly organized (S-N plan) and the reorganized high
schools (6-6 and similar plans involving Junior high schools) indicates

that for the United States as a whole the holding power indices for these

TABLE XIII

HOLDING POWER RATES BY SCHOOLS FOR uhl MICHIGAN HIGH SCHOOLS

 

 

Holding Power Rate‘l Number of Schools Per Cent of Schools

 

 

90—100 33 7.“8
80-89 77 i7.t6
70-79 lul 31.97
60.69 l2u 28.12
50-59 53 12.02
1+0-‘49 9 2.0M
30-39 3 .68
20-29 1 .23
Totals uhl 100.00

 

 

*Median holding power rate:

71.66.

82

TABLE XIV

HOLDING POWER.RATES OF 298 MICHIGAN HIGH SCHOOLS
BY TYPE OF ORGANIZATIONAL PLAN

 

.— -——
_—

 

School Number Per Cent Holding
Organizational of of Power
Plan Schools Total Rate
6.2-h MN 15 68.3
6.3-3 l6 5 69.9
an 65 ' 22 69.9
6.6 173 58 70.1

 

Total 298 100

 

 

53

18
two types of school organization are not significantly different."

3. Size pf_school and holdinngpwep, Data regarding school size

 

and holding power are presented in Tables XV and XVI. Information r8189
tive to sizecf schools as related to holding power was obtained to
determine whether larger high schools hold to graduation more pupils
entering the ninth grade than do smaller schools.

For purposes of this comparison, size of high school was eXpressed
in terms of the number of students enrolled in the ninth grade in 19U7.
Data in Table XV show that the calculated coefficient of correlation of
-.l20 is greater than the .098 required for significance at the 5 per
cent level, but slightly lower than the .128 required for significance
at the l per cent level. Since the coefficient of correlation meets the
required minimum at the 5 per cent level, it is concluded that the relae
tionship between holding power and size is significant.19 It should be
noted that the correlation is negative, that is, in favor of higher
holding power for smaller schools.

Table XVI was develOped to ascertain the nature of the curve of
relationship between holding power and size. On the basis of data
obtained from the Michigan Department of Public Instruction, it was

possible to identify each of the MRI high schools according to class

 

18Walter'H. Gaumnitz and Ellsworth Tompkins, Holdinngower Egg

Size prHigp Schools (Washington: Government Printing Office, 1950), p. 7.

19See Garrett, pp, cit., pp. 298-302, for a discussion of the
statistical methodology employed in this interpretation.

8h

 

 

 

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. Hosea fia Hoboa fin moccaOummm .pmo mHoosom
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a mushroom a peaasuom mo aco«o«mmooo nopsaz

 

 

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mesa mason eangom ammaaam mnHmmonashmm mammammxm szamao can onashmmmOo

bx.figmwa

TABLE XVI

HOLDING POWER RATES BY CLASS SIZE
FOR hul MICHIGAN HIGH SCHOOLS

 

 

mil?—

 

 

 

Average
Class Total Number Per Cent Holding
Size Enrollment of of Power

Schools Total Rate
A 800 and over 15 3.ho 6h.l
B 325-799 76 17.23 71.3
C 125-32h 192 h3.5h 71.6
D 75-12%: 138 31.29 71.7
E 75 and under“ 20 h.5h 78.6

 

Total L041 100

 

 

*In Lower Peninsula, 1214 and under.

"In Upper Peninsula only.

86

size, which is determined by the total high school enrollment. The
classification limits used were as follows: Class A, 800 or more students;
Class B, 325 to 799 students; Class C, 125 to 32h students; Class D (in
the lower Peninsula), less than 125 students; and Class E (in the Upper
Peninsula), less than 75 students. The data presented in Table XVI show
the curve of relationship between holding power and size to be pre-
dominantly horizontal in nature, with relatively sharp breaks at the
extremes. Thus, the holding power rates for Class D, C, and B schools
were nearly identical, with 71.7 per cent, 71.6 per cent and 71.3 per
cent respectively. At the extremes, however, the curve reached a high
of 78.6 per cent for Class E schools and dipped to a low of 68.1 per
cent for Class A.schools.

Explanations for the finding that small Michigan high schools
tend to have relatively higher holding power rates will require further
research which is beyond the scape of this study. Pending such study,
it may be conjectured that the answer lies in the nature of social
relationships in small towns and rural communities, as well as in the
quality of educational services provided in the schools. Frequently
the small town or rural center serves as a focus for social and recreational
activity, so that young peeple may develop a sense of belonging more readily
than do urban high school students. In addition, the small town or rural
center may have fewer alternate activities for school-age youth than are
found in cities where Class A.schools are located. Jobs in business and

industry are less often available in the average small community.

87

Commercialized recreation is not often as highly develOped. High school
pupils and their parents may be more likely to have a first-hand
acquaintance with teachers and administrators, and with one another, than
is the case in metropolitan areas. Adults in the small community may be
more aware of the problems of potential school leavers, and be more
likely to talk with them and with parents about the importance of school
preparatiOn for later life. Thus, early identification of potential
drop-outs may occur in small communities. Finally, rural young peOple
may be less sOphisticated than their city cousins, and therefore they may
find it easier to accept restrictive school regulations without rebellion.
These and other factors will require investigation before clear answers
can be given to the problem of why small schools are somewhat more likely
to hold their students than are the large metropolitan high schools.

The findings in this study with regard to holding power and
size of school are at variance with the general observation of Gaumnitz
and Tompkins, who stated that "data . . . suggest that the larger high
schools do hold to the twelfth grade more of the youth entering the ninth

grade than do the smaller schools."

 

20Gallmniti: and Tompkins, pp. cit., p. 17.

88

h. Ppp'pppp_p§.non-resident pupils and holding ppppp. Informer
tion relative to the per cent of non-resident pupils and holding power
is shown in Table XVII. The calculated coefficient of correlation of
4.05h5 falls short of the required correlations at the l per cent and
5 per cent levels of significance. Therefore, the relationship between
these two variables must be regarded as insignificant.

Data concerning non-resident pupils were obtained in order to
determine whether distance from schools was an important factor in hold-
ing power. The findings Of this study are at variance with those of

Eckstrom, who found that distance from school was a significant cause of

early school leaving.21

5. gprcurricular participation ppp,holdingypower. Data summarized
in Table XVIII indicate the relationship between holding power rates and
percentage of students participating in selected co—curricular activities.
It will be noted that only in athletic-related activities does a.meaninge
ful correlation appear, and this relationship is negative. It will also
be of interest to observe that the relationship is significant only at
the 5 per cent level. No significant relationship appears for the remain-
ing activities for which data were obtained. Generally speaking, there-
fore, it can be concluded that, for the schools included in the present
study, there is little or no relationship between holding power and

student participation in co-curricular activities.

 

21G. E. Eckstrom, "Why Farm Children.Leave School," School Review,
LVI (December, 19M). p. 233.

 

 

 

 

 

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Hoboa ma Hoeoa Rm hocoaoammm .puo uaoocom

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a panaceom a poaadoom no acoaoammooo nopaaz

 

 

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mamm mmgom_ozHQAomnzHMBBmm mmHmmonaqqmm nammmMmNm ZH<BmMO

HH>N mqm<s

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emaaepaans
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echeaeaeos
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eeaeaaaeos
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emaaeeaeoq
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eeaeaeaen<
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acmoacaamaa sea was. mas. mo. memo. name." ammo.s mmm aseaaeasos Hsoaasa
Hobo." wm 33.3304
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ecmoacasmaa eez mma. mmo. Ho. homo. ammo." :s~o.u mmm eeaeeane<.aeaaao>
86H ma Hoboa cs6 hocoaoamm .peo uaoocom
ceapmpoumuoch no as moduumooaoh .m.m .mem .r we hpnbflpod
a donncoom u poaaswom mo voododumooo nopaaz

 

 

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mag Eom ozHQAom gan mfimmzoaflmm ammmmg 22950 924 mongoo

mmHa E3804 go goloo amaomamm

H HHPN H1548

Data shown in Table XVIII were sought to determine whether schools
having a high percentage of student participation in co-curricular
activities are likely to have significantly higher holding power rates
than do schools with lower percentages of'participation. The evidence
available does not support this hypothesis.

6. Extent 9; Larticipation i3 po-curricular activities 331 gm
pppppl’leavers. Information presented in Table XIX shows the extent
ijparticipation by early school leavers in the co-curricular activities
listed in Table XVIII. The data which constitute Table XIX were drawn
from reaponses to Item 5 of'Part IV of the 1951 questionnaire. Table XIX
reveals that 5h.7 per cent of the early school leavers in the present
study did not participate in co—curricular activities. Further study of
the table reveals that 29.13 per cent of the early leavers were moderately
active, irregular in attendance, and content to follow. Only 1.89 per
cent of the early leavers were classed as leaders in the co-curriculum.

Data regarding extent of co-curricular participation by early school
leavers were sought to determine the extent to which students who dropped
out had been involved in the total school prOgram. The findings of the
present study indicate that the majority of’Michigan school leavers are
not significantly involved in the co-curriculum. Among possible reasons
for noneparticipation are lack of attractiveness, variety or availability
of co-curricular activities. Whatever the reasons, the evidence indicates
that the benefits of co-curricular programs are not reaching the early

school leaver.

TABLE XIX

EXTENT 0E1PARTICIPATION IN CO-CURRICULAR ACTIVITIES BY
EARLY SCHOOL LEANERS IN N32 MICHIGAN HIGH SCHOOLS*

 

 

 

Extent Per Cent
Were leaders 1.89
Active participants but not leaders 9.33
Moderately active, irregular, content to follow 29.13
Did not participate 5h.7o
Extent of participation unknown ”.95

Total 100.00

 

*Nine of the hhl schools did not furnish information.

93

While the present study did not seek information regarding the
percentage of the total school pOpulation participating in the extras
class prOgram. Trump found in his study of 3,581 pupils in five selected
Illinois high schools, that approximately one-fourth of the students did
not participate in any extraclass activities.22

7. Tenure pf,school administrators and holding ppwer. Data
summarized in Table XX show the relationship between length of tenure
of the superintendents and principals and holding power rates in the
schools under study. Findings presented in Table XX indicate that a
significant negative relationship exists between length of tenure of
school superintendents and holding power rates in the 385 schools
reporting this information. Further study of Table XX reveals that
no significant relationship exists between length of tenure of high

school principals and holding power rates in the 368 schools for which

information was available.

 

22J. Lloyd Trump, High School Extracurriculum Activities (Chicago:
University of Chicago Press, 19MB), pp. 75-7,

'::L'W-

 

 

 

 

Headaches
ecsoeeasman sea was. man. Ho. ammo. mmo.n msao.u wmm Hoocom swam
a shunned a.moocom no
ecseacanmam was. was. mo.m maze. mmo.n anom.- mmm eceeceacaaensm
Hobo.“ fia Hobo." mm hocoaoflmm .pmo uHoocom
83.3398ch on no weapnmooaoh .m.m .H.m 9 mo coapmawamon
a poudawom a pougwom Mo pcoaodmmeoo hep—H52

 

 

maoomom mem Z4¢Hmo§ zH

mmofiqmamHzHqu Hoomom ho game .mo WEE 924
mg gem wzHQHom Emm mmHmmongflmm Gammmma ZQBMHO a monagoo

non Manda

Data regarding tenure of school administrators and holding power
were sought to determine whether holding power was affected by length of
stay of superintendents and.principals. The findings presented in Table
XX suggest that it is not essential that administrators remain in a
school system over a period of many years in order for a high school to
achieve a high rate of holding power.

8. pphletic contests won and holding ppppp. Information presented
in Table XXI was sought in order to determine whether any significant
relationship existed between percentages of athletic contests won and
holding power rates of Michigan high schools. It was assumed that schools
with high winning percentages in athletics would be likely to have high
student morale, and that high student morale might affect holding power
rates.

Study of the data contained in Table XXI reveals that no signifi-
cant relationship exists between percentage of athletic contests won and
holding power rate in the 385 Michigan high schools which returned infor-
mation on this question.

9. Attitudes p£,teachers and holdinggpower. Information regarding
attitudes of teachers toward early school leavers was sought to ascertain
whether any relationship exists between estimated Opinions of teachers
toward school leavers and holding power rates. In Item 11 of'Part IV
of the 1951 questionnaire, administrators were asked to estimate the
attitude of teachers toward those who leave school before graduation.

It was possible to classify the responses to Item 11, Part IV, into two

-_——— _——.._

 

 

 

 

enmeaeanmas aez wsfl. mad. mo. mOmo. wane." mamao.e . mmm
Hoboa fia Hoboa Rm hocoaoflmm .nmo maoocom

cowampanOch as no wcwpuooouoh .H.m .m.m or we
a coaacwom a confirmed .«o acouogmooo sopasz

 

 

whoomom meHm aseHmoHa mmm 2H
zen memmezoo oHemqmas so masezaommn_azs
mesa mason eaahaomvzmmaemm mnHmmonashmm nammmmmxm szamao has onasammmoo

Con Humvee

 

97

general attitudes: 1) lack of interest in keeping pupils in school (30
schools), and 2) do everything possible to keep pupils in school (119
schools). Average holding power rates for the schools where each attitude
was expressed were then calculated. For the 30 schools where the attitude
of ”lack of interest" was expressed, the average holding power rate was
6h.6. In the 119 schools where the attitude was described as "do every-
thing possible to keep students in school," the average holding power

rate was 71.3. The findings just referred to are shown in Table XXII.

The significance of difference between the average holding power
rates (percentages) for schools where teachers' attitude was one of lack
of interest, and schools where teachers' attitude was one of doing every-
thing possible to keep students in school, was calculated to determine

2
3 A critical ratio of .695 was

whether a "real" difference existed.
found to exist between the two rates (6h.6 and 71.3). Since the required
minimum t-score fOr 30 cases was calculated to be 2.75 at the one per cent
level, no significant difference can be said to exist between the average
holding power rates associated with the two attitudes of teachers.
Although the data shown in Table XXII do not yield a significant
difference in favor of the schools where teachers' attitudes are charac-
terized by concern for keeping students in high school until graduation,

the "apparent” difference is sufficiently large to suggest that increased

holding power may result when teachers become more aware of the importance

 

23See page 69 for discussion of formula used and.procedure followed.

98

TABLE XXII

HOLDING POWER RATES BY CERTAIN ESTIMATED ATTITUDES
HELD BY TEACHERS TOWARD EARLY SCHOOL LEAYERS
IN MICHIGAN HIGH SCHOOLS

 

 

 

Number Per Cent Average
Attitude of of Holding
Schools Total Power
Rate
Lack of interest in keeping pupils 30 6.30 61+.6
in school until graduation
Do everything possible to keep pupils 119 26.98 71.3
in school until graduation
No response 292 66.22 _-_-

 

Totals M1 100.00

 

 

99

and scope of the problem. and when c00perative in-service teacher efforts
identify potential school leavers and plan apprOpriate services for them.

Community data and holding power. Information concerning community
data and holding power are based on responses to certain items in Parts
III and IV of the 1951 questionnaire. Factors to be discussed in this
section include occupations of adults, ethnic characteristics of adults,
religious affiliations of families. attitudes of parents of early school
leavers. and general attitudes of the community.

1. Occupations 2;.adults ip_the community and holding power.

Data summarised in Table XXIII show relationships between holding power
rates and.percentage of adults in the community who belong to various
occupational groups. Study of Table XXIII reveals that a significant
positive relationship exists between school holding power rate and the
percentage of professionals in the community. Negligible relationships
were found between holding power rate and.percentages of businessmen.
farmers. white collar workers. blue collar workers and unemployed in the
community. Thus. occupation appears to be a significant factor in the
holding power of the schools under study only with respect to the pro-
fessional classification. .

The findings in the present study with respect to the influence
of occupations of adults are in general agreement with those of Counts.
who concluded in 1922 that such occupational groups as professional,
managerial. and.pr0prietary. were represented in the four schools he

studied in greater preportions than such groups as personal service and

lOO

 

 

 

 

 

 

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apogee:
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asexuok
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eeeenedemee sea sea. mad. mo. Hmzo. mmno.« mmmo.n mwm essence
eeeesenemne pee wee. man. mo. some. some.“ mmmo.+ Nmm esseeeenesm
e eeeoacfieMam sea. mad. nH.H mmzo. mnmo.u :mma.e mmm .HeeeHeeecesm
Hoboa aa Hoboa mm hocoaodmmm .ouo naoonom
scapeuepmuoucH as as mcfipusoeuom .m.m .m.m L. we nounsmfiooo
s confisvem a douasvom mo psoaeammooo sonaaz

i!

 

lll|

 

1I‘ll’
dlfl’li

mmDQmw A<ZOHH<mDooo mDon<> OB
oszzoqmm MBHZDEEOO Hma zH meqbn< ho mu<BZHUMMm.Qz<
mma<m mmsom wzHQAom zmmkemm mmHmmonH<qmm ammemem zH<BMMo 924 monadqmmmoo

HHHNN fiqmqe

101

common labor, and that the American secondary school was still highly
selective and its pupils highly selected.2u Eckert and.Marshall reported
in 1938 that "a direct and positive relationship prevails between the
economic security of parents and the educational advantages of youth."25

2. gghnic characteristics_gf adults ig_the community and holding
pgggg, Data presented in Table XXIV show relationships between holding
power rates and percentages of adults in the community belonging to
certain ethnic groups. Study of the data presented shows that signifi-
cant negative relationships exist between holding power rates and
percentages of Negroes in the community and.percentages of other groups
(non-Negro and non-White) in the community. It should.be noted, however,
that in the two categories Just mentioned the relationships are significant
only at the five per cent levels. Further study of Table XXIV also re-
veals that no significant relationships exist between holding power rates
and.percentages of native-born whites or foreign-born whites in the
community.

The findings here presented indicate that holding power rates in
the Michigan schools under study are significantly influenced by the
proportions of'Negro and other non-White adults in the community.

3. Religious affiliations of failigs and holding m. Table

XXV was compiled to show the nature of the relationship between holding

 

at
George S. Counts, Selective Character 9:.American Secondggz
l 1.

Education (Chicago: University of Chicago Press, 1922), p.

25Eckert and Marshall, 22. cit., p. 76.

102

 

 

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ends: so oswoz
can» sumac

 

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spank
samenesemHe eez mmH. wmo. mo. mmeo. ammo.“ memo.o oo: esemwemneeea
swan:
seseaeaemfie eez mmH. mmo. mm. mmeo. :mmo.n Hm~0.+ no: asemweeaeez
Hoboa am
se eeeeaenewsm mmH. wmo. om. wmeo. ammo.“ mmoa.u mmm esmez
Hoeoa ma Hoboa &m hoqoaowmmm .ueo «Hoonom
coapmponmnoucm as as mqapwmoouom .H.m .Hem 9. mo macaw ouqnpm
a confisvom a confidvom mo psoaoammmoo nopssz

 

 

mmbomd onmBm zHflemmo OB

oszzoqmm MBHZDEEOO Hwy 2H magmnfl ho mmqszmommm n24
mma<m mmaom wzHQAOm ZMMRBHm mmHmmonH<AHm QMmmHMmKH 2H49mfio n24 mZoHaanmmOo

>Hxx fiqm<a

103

 

 

 

seeedeseMee eez med. MHH. mm. mmmo. mmm0.« mmwo.p men esaeeeeo
maeeea em .wa
es eeeeficeewem wee. mad. m:.a :Hmo. mmmo.n nmaa.u men seeeeeeesm
Henson we; amped mum hocoaoammm .puo oaoonom
cogsponmegfi pm as moapnsoouom swim .msm .r we 9.8.5 macawzom
u popuedmm u cougvom mo pcofloameoo 900.852

 

 

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wmpomw mDoHoHfiHm HQZHEOO OB wszzoflmm mmHQHzfim mo "modazmommm 8,2.
mmaswm gem canqom Hagmm mmHmmonQafim nammmmmunm ZQBao Pzd monsdflmmmoo

30m H.348

10h

power rate and percentage of membership in dominant religious groups

in the school communities under study. Study of Table XXV reveals that

a significant negative correlation exists between holding power rate
and.percentage of Protestant families in the high school community.
Further examination of Table XXV indicates that the relationship between
holding power rate and pr0portion of Catholic families in the high school
community is not significant.

Two observations may be made with respect to the findings regard-
ing holding power and religious affiliation. First, it is unlikely that
a causal relationship exists between church membership and school
retention. The writer has been unable to discover any research evidence
to show that the one affects the other. Second. the correlation involving
Catholic church affiliation may be unreliable because of the existence of
parochial schools in many of the school communities under study. Pending
further investigation, the findings presented in Table XXV are open to
question, and interpretation is difficult.

’4. Attitudes g: _t_h_e_ parents Mved toward _e_a_1_r_ly_ school leavers.
The data.presented in Table XXVI gives information regarding the role
played by the parents of early school leavers in the decision to with-
draw before graduation. Information was drawn from responses to Item 10
of'Part IV of the 1951 questionnaire. Study of Table XXVI reveals that
17.33 per cent of the parents involved made the decision that the pupil
should leave, h2.l2 per cent of the parents acquiesced but did not
actually decide, and 39.23 per cent of the parents disapproved but could

not prevent the pupil's departure.

~1slx

105

TABLE XXVI

ATTITUDES OF PARENTS INVOLVED TOWARD EARLY SCHOOL LEAVERS
IN 361 MICHIGAN HIGH SCHOOLS*

 

 

 

 

Attitude Per Cent
Decided.pupil should leave 17.33
Acquiesced but did not decide ”2.12
Disapproved but could not prevent 39.23
Unknown 1032

Total 100.00

 

 

I"80 of the MRI schools did not furnish information.

106

Information presented in Table XXVI was sought to determine whether
parents of early school leavers played an important role in the decision
to dr0p out. The data show that, in nearly 60 per cent of the cases,
the parents take a significant part, either by deciding or acquiescing
in the school leaving.

5. M MS, 23: the community m early school leavers.
Data were sought regarding community attitudes toward early school leavers
to determine whether significant relationships exist between estimated
attitudes of the community and holding power rates. The evidence pre-
sented in Table XXVII was drawn from responses to Item 12 of'Part IV of
the 1951 questionnaire. Study of Table XXVII shows that for the 113
schools where the attitude of "lack of interest" was expressed, the
average holding power rate was 69.8. In the 50 schools where the atti-
tude was described as "do everything possible to keep students in school,"
the average holding power rate was 70.9.

When the significance of difference was calculated between the
average holding power rates ("lack of interest in keeping pupils in" and
"do everything possible to keep pupils in") a critical ratio of .lh25
was obtained. Since the required minimum t—score was found to be 2.68
for 50 cases at the one per cent level, no significant difference can be
said to exist between the average holding power rates associated with
the two attitudes expressed by the community toward early school leavers.
.Although the difference is not statistically significant, it should be
noted that the larger rate is produced by those schools where community

attitudes are summarized as ”keep pupils in school."

TABLE XXVII

HOLDING POWER.RATES BY CERTAIN ESTIMATED ATTITUDES
HELD BY THE COMMUNITY TOWARD EARLY SCHOOL LEAYERS
IN MICHIGAN HIGH SCHOOLS

107

-
*—

 

 

Number Per Cent Average
Attitude of of Holding
Schools Total Power
Rate
Lack of interest in keeping pupils 113 25.62 69.8
in school until graduation
Do everything possible to keep pupi1s 50 1131+ 70.9
in school until graduation
No response 278 63.01; -..--
Totals Mu 100.00

 

“

 

 

---‘_i_‘__... _.-_ _—

 

 

108

II. HOLDING POWER DATA FOR SELECTED MICHIGAN HIGH SCHOOLS

1953

This section of Chapter IV contains information drawn from certain
replies contained in the 1953 Follow-Up questionnaire. Responses summar-
ised.provide information on curriculum revision, drop—out studies made,
reasons for early school leaving, attendance at holding power conferences,
problems encountered in increasing holding power, types of assistance
needed in order to raise holding power, and personal data on the class

which completed high school in 1953.

Development g§_the Questionnaire

The 1953 FolloweUp questionnaire was prepared in an effort to
obtain three kinds of information: (1) attendance data from which 1953
holding power rates might be calculated for comparison with 1951 rates:
(2) reasons given for withdrawal by early school leavers; and (3) certain
activities and problems encountered in connection with school holding
power programs. The questionnaire was developed by the writer after
study of the information contained in the 1951 Self-Survey questionnaire.
A tentative draft of the preposed questionnaire was submitted to a joint
meeting of the Michigan Committee on School Holding Power and the Michigan
Committee on Curriculum Research on October 23, 1953. Suggestions made
were incorporated in a revised questionnaire, which was limited to a

single page (see Appendix B for a sample of the questionnaire).

109

Survey1Procedures

Following approval of the Follow-Up questionnaire by members of
the Michigan Holding Power Committee, it was sent (in November 1953)
to 1M3 high schools in Michigan which (1) had returned usable 1951 Self-
Survey questionnaires, and (2) were members of the Michigan Secondary
School-College Agreement. The decision to limit this portion of the
study to Secondary School-College Agreement schools was based on: (1) a
need to delimit the study, (2) the fact that follow-up and curriculum
study were obligations of secondary school members of the Agreement, and
(3) a desire to find outstanding rather than typical holding power
activities among secondary schools. A cover letter explaining the
importance of the study and requesting cooperation was prepared by
Mr. Ben Yates, chairman of the Michigan Holding Power Committee, to
accompany the questionnaire. (See Appendix B for a copy of this letter.)
After 30 days a follow-up postal card was sent to schools which were
slow in returning completed questionnaires (see Appendix B for a copy of
this postal card.) Usable questionnaires were received from 9% schools
or 65.73 per cent, of the 1M3 schools which fell within the limitations
of this portion of the present study. See Appendix A for a list of
schools from which usable questionnaires were received.

All information from the completed Follow-Up questionnaires was
compiled, tabulated and analyzed. This material is presented here as

Part Two of this chapter.

llO

Methods g£_Treatment gleate
Holding power rates were calculated according to the formula
devised and approved by the Michigan Committee on Holding Power.26

Other data were presented as tables of distribution, and references

were made to comparable findings in other studies when applicable.

Presentation and Analysis pf Dat

m

 

This section of Part Two presents data drawn from reaponses
contained in the follow-up questionnaire, "The Holding Power of Michigan
High Schools, 19u9-53." The results are presented in the order in which

the items occurred in the questionnaire.

Efill§$222.2£ School Practices Designed §2_Increase Holding Power
Information presented in this section was obtained from reSponses
to Item One of the follow-up questionnaire. This information was sought
for the purpose of determining what revisions of practices are being
initiated by Michigan High schools in their efforts to increase holding
power. The four categories of school practices used in the questionnaire
were those used throughout the present study: curriculum, guidance, O
administration, and parent-community contacts. Study of Table XXVIII,
which summarizes the responses to Item One, reveals that 89 per cent of

the 9M schools reported revisions in curricular offerings, 78 per cent

reported changes in guidance procedures, 52 per cent indicated changes in

 

26See p. 70, footnote 8, of the present study.

REVISIONS OF SCHOOL PRACTICES DESIGNED TO INCREASE
HOLDING-POWER IN 9” MICHIGAN HIGH SCHOOLS

TABLE XXVIII

111

 

 

 

Yes No No Response Total
Area of Revision No. Per No. For No. For No. Per
Cent Cent Cent Cent
Curricular Offerings 81+ 89 6 7 N- 1} 91+ 100
Guidance Procedures 73 78 17 18 1+ n 91+ 100
Administrative Practices N9 52 Ml Mu N h 9h 100
Parent-Community-Contacts 6’4» 68 26 28 1t h 91+ 100

 

 

 

 

 

112

administrative practices, and 68 per cent stated that revisions had been
initiated in the area of parent-community contacts. Four per cent of

the schools did not respond to this item. Thus it appears that in the
schools under study, the concern over holding power tended to be eXpressed
most often in the area of curriculum modification to fit the needs and

interests of the potential early school leaver.

Holdinngower Studies Conducted

Data presented in this section were gathered from responses to
follow-up questionnaire Item Two, which asked whether a holding power
study had been carried on within the past year. Reference to Table XXIX,
which contains a tabulation of the reSponses to Item Two, reveals that
such studies were made in M5 per cent of the 9H respondent schools. No
such studies were made in N8 per cent of the schools during this period
but may have been made earlier or be planned. Four per cent of the
schools made no response to the item. Because the schools under study
were members of the hichigan Secondary School-College Agreement and
therefore committed to a continuous follow-up of former pupils, it seems
probable that the percentage (H5 per cent) of schools reporting holding

power studies is larger than that for all Michigan high schools.

Reasons for Withdrawal Given EXDEarly School Leavers

Item Three of the follow-up questionnaire was included in an
effort to obtain the estimate of school administrators as to the primary
motivating cause for school leaving given by early leavers. To the extent

that school administrators reported accurately, therefore, the responses

113

TABLE XXIX
HOLDING POWER STUDIES CONDUCTED DURING 1952-53

IN 9n MICHIGAN HIGH SCHOOLS

 

 

Study Conducted No Response Total
Yes No

No. Per Cent No. Per Cent No. Per Cent No. Per Cent

 

he us M8 51 h h an 100

 

 

11h

to Item Three should be the responses which would be given by the students
themselves. It should be noted also that each reaponse represented a
judgment by the administrator as to the primary reason for leaving, rather
than a reason given by one school leaver. Reasons for early school
leaving were grouped under the three classifications used by Dillon: (1)
Reasons Relating to School; (2) Financial Reasons; and (3) Personal

27

Reasons. It was necessary to add a fourth classification (Combination

of Factors) in order to include one reSponse in the frequency distribution.
The data included in Table XXX show that 56. or 6H per cent of the

schools which reported, gave a reason relating to school as the primary

reason for leaving school early. Twenty—two per cent gave financial

reasons and 12 per cent gave personal reasons as the chief cause for

leaving high school before graduation. One school (approximately one

per cent) reported a combination of factors as the reason for early school

leaving. This distribution of reasons agrees very closely with the

reasons reported by Dillon, who found that the percentages were 70 per

cent school-related, 21 per cent finance-related, and 11 per cent

personal.28

Attendance g3 Holdinngower Conferences by.School Staff’fiembers
Responses to Item Four of the follow-up questionnaire were sought
to determine the extent of activity by school personnel to increase

holding power through conference attendance. Table XXXI shows that in

 

27Dillon, pp, cit., p. 50.

TABLE XXX

115

FREQUENCY OF PRIMARY REASONS GIVEN FOR.EARLY SCHOOL LEAVING

IN 88 MICHIGAN HIGH SCHOOLS

 

 

Reasons

No.

Frequency
Per Cent

 

Reasons Relating to School

Preferred work to school

Were not interested in school work

Could not learn and were discouraged

Were failing and didn't want to repeat grade
Could learn more out of school than in school
Parents did.not consider school important
Did not feel that they belonged

Lacked background to succeed in school
Disliked certain subjects

Did not have enough course selection

Financial Reasons

Needed money and had to help at home
Wanted spending money

Personal Reasons
Left school in order to marry
Left to Join military service
Left because of'pregnancy
Lack ambition

Combination of Factors

More than one reason caused early leaving

20

H
HHNNNNKWN

HHNOQ

23

I'D
HHNNNI‘JWGO

taudtuxo

 

Total

88

100

 

 

I!

116

TABLE XXXI

ATTENDANCE AT CONFERENCES ON HOLDING POWER BY STAFF MEMBERS
OF 9h MICHIGAN HIGH SCHOOLS

 

 

 

Have Attendeda Have Not Attendedb No Response Total
No. Per Cent No. Per Cent No. Per Cent No. Per Cent
us 51 142 1+5 h h 914 100

 

 

a1953 average holding power rate: 75.13 per cent: 1951 rate: 73.03 per cent.

.0195} average holding power rate: 75.“? per cent; 1951 rate: 75.13 per cent.

117

MS, or 51 per cent, of the reporting schools, staff members had attended
one or more conferences on holding power. Forty-two schools, or “5 per
cent, replied that staff members had not attended any holding power
conferences. Four per cent of the schools did not respond to this item.
Table XKXII reveals the type of conference attended by staff members of
the MS schools which reported such participation. Study of Table XXXII
reveals that 33. or 69 per cent, of the schools had participated in
conferences set up on an area basis. Further study of the table shows
that 1h school staffs, or 29 per cent, had attended holding power
conferences planned on a state-wide basis. One school, or 2 per cent

of the respondents, reported attendance at a sectional meeting of a con-
ference with another theme. Therefore it may be concluded that approxi-
mately one half of the reaponding schools had been represented at holding
power conferences, and that slightly more than two-thirds of the confer-
ences were planned on an area basis.

The average 1953 holding power rate for those schools whose staffs
had attended conferences was 75.13 per cent; for those schools whose
staffs had not attended conferences, 75.n7 per cent. However, the 1951
rate for the conference-attending schools was 73.03 per cent, while the
1951 rate for the non-conference attending schools was 75.1M per cent.
Thus, the schools which reported conference attendance showed a gain of
2.10 per cent in their average rate, while the schools which did not

attend conferences gained only .33 per cent in the two-year period.

TABLE XXXI I

118

TYPES OF CONHHHHIOHS ON HOLDING POWER ATTENDED
BY STAFF MEMBERS OF 1+8 MICHIGAN HIGH SCHOOLS

 

Frequency

Number Per Cent

 

 

Area conference 33 69
State—wide conference 1h 29
Sectional meeting of another conference 1 2

Total 148 100

 

 

119

Hajor Problems Faced by Schools 13 Increasipg Holding Power

Item Five Of the follow-up questionnaire was designed to secure
information regarding the chief problem encountered by schools in their
efforts to improve holding power. Responses to Item Five are presented
in Table XXXIII. The reaponses were classified into four groups, as
follows: (1) Problems Related to Curriculum, (2) Problems Related to
Guidance, (3) Problems Related to Administrative Practices, and (H) Prob-
lems Related to Work with Parents and Community. Study of the data pre-
sented in Table XXXIII reveals that 38 per cent of the problems named fall
under the heading of curriculum, 16 per cent under the heading of guidance,
26 per cent were classified as administrative, and 20 per cent fitted into
the parent-community category. Further study of Table XXXIII shows that
the problem most often reported (by 19 per cent of the respondents) was
that of broadening curriculum offerings.

Types 9: assistance g§_greatest benefit ig,holdingppgwer programs.

 

Schools which responded to the followaup questionnaire were asked in Item

6 to specify the type of assistance which would be of greatest benefit in
their holding power prOgrams. This information was sought in order to
furnish data which the Michigan Committee on School Holding Power and other
professional groups might find useful in planning and consultative activities.
The data presented in Table XXXIV, which summarizes the responses to Item 6,
reveal that the major types of assistance identified by schools were printed
materials (27 per cent), resource persons (26 per cent), and conferences

(25 per cent). A fourth type of assistance, Specified.by 13 per cent of the

schools reSponding, was information on effective holding power practices.

TABLE XXXIII

MAJOR PROBLEMS IN INCREASING HOLDING POWER
REPORTED BY 9h MICHIGAN HIGH SCHOOLS

 

 

Fre uenc
Problems q y
No. Per Cent

 

Problems Related to Curriculum

 

Broadening curricular offerings 18 19
Finding studies that interest students 8 9
Providing remedial programs h h
Expanding vocational prOgrams h h
Broadening instructional aims l l
Adapting program to changing community 1 1
Problems Related to Guidance
Providing effective guidance programs M h
Identifying and counseling potential school leavers h h
Showing vocational value of education 3 3
Improving orientation to promote "belongingness" 2 2
Finding real reasons for early school leaving 2 2
Improving Career Day prOgrams l 1
Problems Related to Administrative Practices
Providing adequate facilities 7 8
Providing adequate finances 6 7
Providing more staff members and reducing turnover 5 6
Improving transportation facilities 2 2
Reducing school costs for pupils l 1
Reducing teacher loads 1 l
Effecting school reorganization l 1
Problems Related to Work with.Parents and Community
Providing parent education 7 8
Overcoming poor home backgrounds 3 3
Getting cooperation of employers in community 3 3
Raising educational expectations of’parents 2 2
Improving home life of students 2 2
Getting cooperation of parents 1 1
Finding part-time Jobs for students 1 1
Total 9k 100

 

fl

 

121

TABLE XXXIV

TYPES OF ASSISTANCE RATED AS OF GREATEST BENEFIT IN HOLDING
POWER EFFORTS IN 70 MICHIGAN HIGH SCHOOLS'

 

 

Frequency
Types of Assistance
No. Per Cent

 

 

Printed materials on holding power 19 27
Resource persons on holding power 18 26
Conferences on holding power 17 25
Information on effective practices 9 13
Closer contacts with business and industry 3 h
Adult-and.parent-education programs 2 3
Community recognition of building needs 1 1
Continued Operation of College—Agreement program 1 1

Total 70 100

 

:- t:—
‘— _-_—

 

 

*2h schools did not respond to this item.

122

These four types of assistance made up 91 per cent of the replies. The
remaining 9 per cent of the reSponses included closer contacts with business
and industry (h per cent), adult and parent education (3 per cent), community
recognition of building needs (1 per cent), and continued Operation of the
College Agreement program (I per cent).

School pgogress gjlpppils who entered high school ip_1331,and Igug,
Items 7 through 10 were included in order to gather information which would
make possible a comparison of the school prOgress of pUpils who entered
ninth grade in the years 19h7 and lake, and a comparison of the holding
power rates for the two classes. The data summarized in Table XXXV Show
the comparisons mentioned above. Study of Table XXXV reveals that, of
6,529 students enrolled in the ninth grade in 19h7, 65 per cent were gradu-
ated in 1951, 13 per cent transferred out, 1 per cent were still in high
school in the fall of 1351, and 23 per cent left school before graduation.
Of the 7,509 pupils who entered the same high school in 19kg, 67 per cent
were graduated'in 1952, 8 per cent transferred out before graduation, .6
per cent were still in school in the fall of 1952, and 2M per cent withdrew
without completing high school. Thus, school progress for the two classes
was closely comparable, except that approximately 2 per cent less pupils
transferred out of the 19h7-5l class. Further study of Table XXXV shows
that fewer pupils transferred into the class which entered ninth grade in
19kg, although it was a larger class. Thirty per cent of the transfers-in
drOpped out as compared to 28 per cent who drOpped out among those trans-
ferring into the class which entered in 19M7. Only 70 per cent of the

transfers in remained to graduate in 1953, as compared to 72 per cent who

TABLE XXXV

123

COMPARISON OF SCHOOL PROGRESS OF‘PUPILS WHO ENTERED 72 SELECTED
MICHIGAN HIGH SCHOOLS IN THE YEARS 19h? AND 19kg

 

 

 

 

 

19h7-51 19M9-53

Status Per Per

Number Cent Number Cent

Enrolled in ninth grade 6,529 100 7.509 100
Graduates four years later H.2uh 65.0 5,027 66.9
Transferred out before graduation 699 10.2 59“ 7,9
Still in school four years later 71 1.1 N2 .6
DrOpped out before graduation 1.5u5 23.7 1,8us 2n.6

Transferred into class after it entered 92M 100 8M6 lOO

DrOp~Outs of transfers into class 258 28 255 30

Graduates of transfers into class 666 72 591 70
Holding Power Rates 73.112 72.93

 

 

121+

graduated with the 1951 Class. When the holding power formula was applied
to the two classes, it was found that the holding power rate for the l9h7-51
class was 73.h2, while the rate for the 19M9-53 class was 72.93 (see Table
XXXV). Data summarized in Table XXXVI Show that holding power rates were
higher in 29 schools, lower in 38 schools, and remained the same in 5 schools,
for 1953 as compared to 1951. Thus the holding power rates for the two
classes remained approximately the same. The high holding power rates for
the selected schools which furnished information as a basis for Part Two is
probably due to the fact that they were member schools of the Hichigan

Secondary School-College Agreement, and were thus committed to such activi-

ties as curriculum evaluation and continuous follow-up of former students.

III. SUHMARY OF FINDINGS

This seCtion of Chapter IV contains a summary of the findings which
have been drawn from analysis of the reSponses by school administrators to
the 1951 Self-Survey questionnaire and the 1953 Follow-Up questionnaire.

Evidence Obtained from analysis of school progress of 3l,hl7 pupils
who entered Mul Michigan high schools in 19M7 showed a holding power rate
of 66.83 per cent for boys, a rate of 73.51 per cent for girls, and a total
rate of 70.17 per cent.

Boys were more vulnerable than girls to early school leaving at each
high school grade level, and they constituted 55.7M per cent of the 8,026
school leavers.

The highest incidence of early school leaving was at the tenth grade
level, when twenty-six hundred or 32,h per cent of the 8,026 leavers with-

drew. Early school leaving occurred at fairly even percentage rates in the

TABLE XXXVI

COMPARISON OF 1951 AND 1953 INDIVIDUAL HOLDING
POWER RATES IN 72 MICHIGAN HIGH SCHOOLS

 

 

1953 Rate 1953 Rate 1953 Rate
Higher Lower Same Totals
than 1951 than 1951 as 1951

Number Per Cent Number Per Cent Number Per Cent Number Per Cent

 

29 ’40 38 53 5 7 72 100

 

 

 

 

ninth, tenth and eleventh grades.

Sixty-three per cent of the 5,029 students who transferred into the
19h7-5l class remained to graduate, as compared to 70.1 per cent of the
students who graduated from the class which entered the ninth grade in l9h7.

Holding power rates for individual schools ranged from less than #0
per cent (h schools) to more than 80 per cent (33 schools). The median
holding power rate was 71.66 per cent.

There was no significant difference between the holding power rates
of regularly organized and reorganized high schools.

A significant negative relationship was found between holding power
rate and number of pupils enrolled.

The data revealed no significant relationship between holding power
rate and percentage of non-resident pupils.

There was no significant relationship between holding power rate
and percentage of student participation in CO-curricular activities.

Approximately 55 per cent of the early school leavers in the present
stddy did nbt participate in co-curricular activities. \

A significant negative relationship was found to exist between
holding power rate and length of tenure of superintendents of schools.
There was no significant relationship between holding power rate and length
of tenure of high school principals.

No significant relationship was found to exist between holding power
rate and percentage of athletic contests won.

The data revealed no significant relationship between holding power

rate and Opinions toward early school leavers held by teachers, parents and

127

adults in the community. It is worthy of note, however, that holding power
rates were higher in each instance where the attitudes expressed by teacher,
parents and adults in the community were in support of completion of high
school.

A significant relationship was found between holding power rate and
percentage of professionals in the community. No significant relationship
was discovered between holding power rate and percentage of members of
other occupational groups in the community.

The evidence showed significant negative relationships between holding
power rate and.percentage of Negroes in the community, and percentage of
"other groups" (non-Negro and non—white) in the community. No significant
relationship was found to exist between holding power rate and percentage
of native-born whites or foreign-born whites in the community.

Holding power rate and percentage of Protestant families in the high
school community were found to be negatively correlated. At the same time,
the correlation between holding power rate and percentage of Roman Catholic
families was not statistically significant.

Efforts to improve holding power through curriculum change were
reported by 89 per cent of a selected group of schools. Seventy-eight
per cent of these schools made changes in guidance procedures, 52 per cent
indicated changes in administrative practices, and 68 per cent initiated
changes in the area of parent-community contacts, in attempting to raise
school holding power.

Of a selected sampling of schools, M5 per cent reported that some

type of holding power study had been conducted within the past year.

128

Sixty-four per cent of the schools listed a school—related reason
as the primary reason for early school leaving. Reaponses were made by
school administrators, rather than by the students who left. Financial
reasons were named by 22 per cent of the schools. Twelve per cent of the
schools reported personal reasons as the chief cause of early withdrawal.

Staff members of 51 per cent of the responding schools had attended
one or more holding power conferences and 69 per cent of the conferences
were planned on an area basis.

Schools were asked to Specify the major problem faced in increasing
holding power. Thirty-eight per cent of the problems named were related
to curriculum, 16 per cent related to guidance, 26 per cent centered on
administration, and 20 per cent were classified as parent-community
problems. Nineteen per cent of the schools reported that the chief prob—
lem was that of broadening curriculum offerings to meet the needs of
potential early school leavers.

When asked to report the type of assistance most needed in their
holding power program, 27 per cent of the schools named printed materials,
26 per cent resource persons, 25 per cent conferences, and 13 per cent
information on effective holding power practices.

No significant change in holding power rates for selected high
schools was found when the 19M9-53 class was compared with the l9h7-5l
class. A.smaller percentage of the transfer students were graduated in

1953, as was true in 1951.

CHAPTER V

HOLDING POWER PRACTICES IN SELECTED

MICHIGAN SECONDARY SCHOOLS

This chapter is concerned with an investigation of holding power
practices in 15 selected Michigan secondary schools. The report of the
investigation is divided into three parts: 1) initiation of holding power
programs, 2) extent of holding power practices, and 3) evaluation of hold-
ing power prOgrams. Information which is presented was obtained by means
of personal visitation and conference with staff members of each of the
selected schools. Systematic collection of data was facilitated by the

develOpment and use of an interview schedule and check-list.

Development 9_f_ _t_h_e_ lieniew Schedule 3g]; Check-List

An interview schedule and check-list of holding power practices
were develOped by the writer after a careful review of the literature in
the field and interviews with members of the Michigan Committee on School
Holding Power. Portions of the schedule were tested in an interview with
Mr. I. E. Baker, Superintendent at Mesick Consolidated High School. The
entire schedule was tested in interviews with Mr. Forrest Rinehart,
Principal, at Cheboygan High School and Mr. Robert Klingman, Principal,
at Clarkston High School. Certain revisions in wording and content of
the interview schedule were made, and a check-list on extent of holding
power practices was develOped as a result of the three "try-out" interviews,
which were carried on in widely scattered areas of the state. In order to

simplify the check list, space for only three responses was provided.

130

These were "much," "some,“ and "little or none.’I Items which corresponded
to questions included in the interview schedule were limited to include
only information concerning school practices related to holding power.
Copies of the interview schedule and the check-list are included in

Appendix B.

Selection‘2§_Schools

Schools for intensive study were selected on the basis of a number
of criteria established after consultation with members of the Michigan
Committee on School Holding Power. The selection criteria are as follows:
(1) nomination by the holding power coordinator in each College Agreement
region; (2) location, to insure that the schools would be placed evenly
in the five Michigan Secondary School-College Agreement regions; (3) 2332,
so that schools with varying numbers of students would be included;
()4) m 2; 2290.2}. _agg; community. to insure that a variety of kinds of
schools and.communities would be included; (5) evidence‘g£_effort £3.
igprove holding m; (6) willingess 2; Egg s_c_h_g_9_l__tp_ wticipate _ig
‘th2,investigation; and (7) personal information ggughg.investigator
regarding holding power efforts being made by the schools. High holding
power rate was not taken as a criterion for selection because it was
recOgnised that other factors than school practices determine pupil
retention.

Because the investigation of practices was aimed at those schools
where especial efforts to hold pupils were being made, no attempt was

made to select typical schools. It was felt that the regional holding

 

 

 

 

131

power coordinator in each of the College Agreement regions would be the
person best qualified to suggest likely schools for study. The College
Agreement regions were used to insure a geographic distribution through-
out the State.

Letters were sent to the regional holding power coordinators
requesting nominations of several schools which would meet the establish-
ed selection criteria (see Appendix B for capy of this letter). 0n the
basis of replies received (a sample reply is included in Appendix B),
the writer made a final selection, and visited the chosen schools between
January and October 195% (see Appendix A for list of selected schools and

staff members interviewed). Figure l locates selected schools.

Prgcedure Followed WM 3:3 Selected Schools

The writer spent approximately one-half day in each of the selected
schools. The general procedure followed was to discuss each item on the
interview schedule with staff members identified with administration,
curriculum and guidance, until a consensus was reached for the record.
Visits were made to classrooms, and a tour was made of the school buildp
ing and the surrounding community. The check-list on extent of holding
power practices was completed by the staff member who was identified with
administration. in order to obtain ratings by the person best qualified
to render a comprehensive Judgment. Any forms or written materials umed
by selected schools in their holding power programs were collected by
the writer, who made extensive notes on all interviews with staff members.
Appendix C contains a.number of the forms and written materials collected

during visits to the selected schools.

 

 

1?2

       
 

UPPER PENINSULA REGION

Iron Mountain

OMenominee Alpsna‘

CENTRAL NORTHERN REGION

Bavenna CENTRAL EASTERN REGION
G
reenville Flift Dye

O
Owosso
OCkemos

 

St. Cla r
Yermontville
.cm10tte Ont e Clemens

e OHighland Park
Battle Creek Scams 31‘

scumsrm REGION REGION

 

FIGURE I

LOCATIONS or 15 MICHIGAN scaoors vans HOLDING POWER
PROGRAMS AND PRACTICES was smmrm"

‘According to Michigan Secondary School-College Agreement Regions

133

The data which were gathered during the visits to the selected
schools were tabulated and are presented in the present chapter under
three general headings. Part One deals with the initiation of holding
power programs. Part Two is concerned with extent and description of
specific holding power practices. Part Three contains evidence relative
to the effectiveness of holding power programs in the selected schools.

This chapter also includes a summary of the findings with regard to

practices.

I. INITIATION OF HOLDING POWER.PROGRAMS

In order to ascertain whether a common pattern of initiatory steps
for establishing holding power programs existed in the selected schools,
the writer included in the interview schedule a.number of questions
relative to origin and develOpment. Table XXXVII contains a summary of
the responses to the questions obtained in the fifteen selected schools.

Study of Table XXXVII yields the following specific findings

regarding the development of holding power programs:

1. Holding power prOgrams were develOped in the selected schools
between 19kt and 1952, with the largest number (5) reporting
19kg as the time of establishment.

2. The data indicate that six programs began as part of the school's
effort to meet the conditions of the Michigan Secondary School-
College Agreement, and that the original purpose of the program
in six schools was aimed at the reduction of drop-outs. Three
of the schools defined the original purpose in terms of total
school improvement.

3. Holding power programs were most often called "drOp-out' and
“follow-up" studies (in seven schools). Six schools gave the
prOgram no title, Other titles included "testing program”

(one school) and "self-survey" (one school),

 

 

 

.-

 

 

Bottle Creek

Sherlotte

Escsnsbs

Flint Dye

Sreenvills

r, ignlsnd Psr‘s

Iron Mountain

lenorlnee

Vt, Clemens

C(enos

L'OIIO

Hevenns

St. Clair

Veroontville

1. How Program 2.
Origin-ted

To meet conditions
of Michigan College
Agreement

To develop effective
exit procedures fo r
drop-outs

To laps-eve guidance
program

To i~prove curriculum
and guidance

In attempt to spply
childacentered p ilos—
ophy to all pupils

To meet conditions
of Michigan College
Agreenen t.

To seep students in
school longer

To meet conditions
of Hichigan College
Agreement

To meet conditions
of Mi:nignn College
Agreement

Staff concern over
economic conditions
Clusing drop-outs

Staff concern over
pupils dropping out
to enter industry

To improve school
program

To nest conditions
of M chigan College
Agre ' nt

To meet discovered
needs of pupils

To meet conditions
of Michigan College
Agreement

'hen
Orig-
looted

ljkh

lAQS

llhf

1?“:

l}b8

1,h.

No

specific

date

1%52

195?

5. Criginsl
Purpose

To study drop-outs
and rraduaten

To find reasons for
drop—outs

To improve riiiance
progrsm

To improve totsi
school prorran

To promote edguet—
ment of {agile to
school

To improve Furrihuluo
To seep fontsct with
former puplls

To Keep students in

school

 

To evaluate
in terns of
needs

program
stw‘e'is‘

Io reluce nuvre‘ n'

drop-outs

To holi pupils
until xrulwetion
fron hlfh school

..

.0 improve s:hooi
prozra:

Tn fit curriculim
to needs of
dropnonte

To improve school
services

To help pupils
and improve
testing program

4. Title of

Frorrav

Follow—T; Study

of Bret—Cute

None
'es reinted to-
riidanre

“one
'ss a follow—up
Itudy

Follow-”p bind]

None

Follow—"p Study

\one

Hone

Self—Survey

(l) 3rov-C“M
( ) Follow-'b
Study

None

Follow—”p St fly

Follow—”p S! 4y

Testing Frarrem

5_ )ralw '\ere 6, ' wzu: extent win -r3,ra‘
lt Devan 'nttrrno‘ a‘ter wane 6‘ or
e' ') program
At roin‘ a! Soho. .evulnpri cw
‘ron—o t rre'ei res
l ‘h trade hone_ .wvelup-i own

;robed3rew

All hlr' None, Ian relatei t; Smileys

so cal rrairs Axree‘e't wore

All ‘iyn None. ”sr‘ ‘onsiltsnis oi

Ir"ool trades vi";ra: Zerartrent of
lutlic Instrnr‘ion

All elementary \o'n, Fry/rs? nt'enl’nd

9'1 hilt s‘nnul In lnLFove r.:tahte

sraies LTG‘Plvfal

lraiew ’ Inve.opei with reterence tc

'HTbH/K 17 "are" I articles on holiing
poser practices in L£_S.S.A.
~ulletin

.rp‘ew Hone. Leveicpn‘ own

.-rnq,e [1 prgceiires

raise "one, :evr.oped own
row, l'1 :ro*ed.1ee
' rrpde Nane- Developnd own

procei.res

.!7 grade \n1e_ Developed O'n

provednres

iredes ll Patterned sonawhs! After the

u% 17 program in St. Joseph,
Vi‘hfrafl, High Scrool

.radea . "10} .w d ideas wherever

’hrouffl if found

Jr“ A neceiv~ help in
Zruper- ille

.rndes r Bevel pod -n

P 22h l" edures

lrrdes Hons, De oped own

throur' ‘2 pr ~‘ures

 

‘_ Persona
Local
at “crihnin;

wno revs
leaferwni:

n." Pen’y. Lirector of
} {da ‘0: "ilis LO‘xwood

Teacher

rlllll'f

 

J0“‘.ilee

.smes Xehdels, Supt.

noward
Stronl
hoari n11hers

bulwan_ Prin..
»

interest .y school

Dsh Pyle. new

Director of

then Prin.,
nose-rch

Bruce Jilli_ then Prin,,

now Supt.

Illes ho'lnson, 'nen

Prlri” :ioI Supt,

daroli Jones. Pr.n.;
Kut' 'esfover‘ [.rect:'
of /ild.L”Q

year/e hf
r w Supt.;
Direct c‘

le’s‘ V on

._ vars-n
nnn_ tr»
.uidswce
., As-‘t,

Mir e Sebhn
' ector ’

Pri _ end.

Zui‘ance

-ilen(s. .pt
ethO" P' '
Rur ph Joopc’.
Jov -elor

idence

Ar' 1 E~hrev, tion

in an- ‘onuil' it, it
P

Creigh "'so;, l in.,
Ger‘ruc- 10 (omer

v. -r of ii-

TRIYIAT'.L ,E

9, v'siie rersore
or ersnries w>o
alaisted,

Vor-
'cne_

1’1 orh, Niger

vj' l ll 'hetr :-
'io' 1" \_b .

‘hrl Ora, “‘ it,"

'1'. Ew‘lir i stri‘-

"0 en‘ Y.S.Q

'ix ira ”—‘cn‘nry Scnool
5"‘y- “owsr‘ ‘rllusxey,
w ,. .
”rr‘flfl r" Yl‘hiran

‘on—iltee ou SCKOfil

toldisr lower

‘H‘hirui

iuwtr.:-

Jonwwltrnts free
of Pvlic

llOn

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15331.: XXXVII

Llhv ruled Pnclnh“5 l\ SithTE-

Kinds of lorrl convlttees
or worn wroi;e formed to
carry on tre crorrer.

Guidance committee

Join: committee compo-ed of
caunsslors and visiting
tescner

live faculty committeeu
Iollow—up. testing, Curriculum,
inxlish, cumuistive record

All school :urricuqu
committee
Total staff was involved in

the program

Juidence Sor1.:tee

ho specific organisation.
)nidance staff plays s pert,
informed group of teachers
help

Juidence committee

Guidance Council, wit: hi/h
school and eienehflary
membership

lrtorve' group r' cine-r on
tesc'vzs screed logucner to
let AL FrOCedurws

Juidanre Jonwit'ee given

responsibiiizy 'ir hoi'ing
polll' :rogrs-a

§'-ni"ee it rnzdonle s sf!
s t {escrer coinse 's

so the whole“
‘ Incl-1‘.
cirrui

A 'C( ifil'
" . , h .n v 'ool
- th “ri- ips ss

All-I nor rx iar n c nmittee

:Oflmltlvn o: ten ing .hd

riidan r, c: ,osei o nigl
1 door and - emr tar)
-prr~—nts‘ ves

Milo

IJAL ann SCntLLS

ll. Extent of total staff
involvement in plsnning
pro/rec.

All staff newt: yearly to
discuss results of drop—
out study

All staff informed on holding
power problem. and invited
to furnish information

All staff involved in
committee worn and
periodic reports

All staff involved

All high school staff
involved

All staff informed of worx
of ruidsnce committee

To degree that interest end
Job responsibility relste to
the problem

Entire staff is kept informed

on problem

Entire stsff accepted the
problem ss one to work on

Little

Intire staff
ix pianhiig

inVOlVOd

Tote. staff me-ts seversl
tines ye-riy 1' msxe end
dis Ass glans

Totsl stsf: was involved

Tots. stsff mee's regul- iy

Tote. stsfi volve
through :onxe u for
and guidance

ssting

12. Have local lay persons
shared in planning7

No.

No

Reports to school board

and businessnen

Continuous worm with P.T.A.

and room mothers

Very little

Yes,

Parent (roip rvlrod

develop rulicies of

guidance comrittee

No

fee. larr

no ‘in; power

emb- s 0 he r
arc anr awn
ncern

co: sc?-, and
one P.',A, prog‘am

n

01

1}. Has staff participation
in conferences helped
program development?

Principal on State Holding
Power 30mm.; Staff partici~
patee in regional College
Agreement meetings

LCCal staff meetings
increased understanding,
ability to dssgnose drop—
outs

Yes, especially College
Agreement meetings;
teachers encouraged to
attend

Regional College Agreement
meetings have helped

Yes. Teachers are encouraged

to sttend conferences

Teacher enrollment in
extension courses has
helped

No response

Regional College Agreement
meetings

negionsl College Agreement
meetings and summer courses

Somewhst. Specific corter-
ences not listed

Somewhst helped by ares
stu‘iee of College
Agreement

Regional Ccller- Agreement
a;i Ce~trsl Mi .igan
Collere meetinls

Ragit Al f llegr Ag aemer

meeti gs

,' wt} wide meetiigs y
1c all have elpe‘

Four 'sfx emt»rs took

exter- on L irsr in

R')d&-

-14, has original purpose
of program changed?

Program emphasis from drop-
out causes to holding power
practices

Emphasis shifted
stated reason to
for drop—outs

from finding
real reasons

Teacher—centered at first,
new more student centered

Some purpose. with more stress
on teacher awareness

Emphasis is more on individual
differences of pup s

Tended to liberalize school
requirements in special cases.

Stress on practices indicated
ieei"abie by scrool survey

i-iovv-ii fro? ire -out study to
omp.ete foils-<up

M ved 'ror interviewing
mee’ln/ pugil needs

a d i terwete

I‘ve {run study of non—
."ac ate: to study of
(re: ates

No except as new needs of
pujils are r scovered

no ed ‘rom tasting to
em; as s on total guidance
pr grew

15. Known facts which
influenced develop-
ment of program

Program developed on
basis of drop~out studies
and exit interviews

From exit interviews to
later interviews and
study of school records

Follow-up studies of
drOp—cuts and graduates

Drop—out studies, follow-
up studies: questioned
parents

No organized study has
been made

Follow—up studies

Facts about who drops
out and why

Continuous study of
holding power: ten year
follow-up

Studies caused change in
content rather than in
names of courses

School survey showed areas
of need

Drop—out studies helped
considerably

Drop-out studies
Follow—up studies

School-wide evaluation
Follow-up studies

School-wide evaluation
of guidance services

Drop-out study
Test results
Follow-up study

16. lhat events of recent
times effected devel-
opment of program?

Military service and
changing Job demands

Military service, employ-
ment Opportunities,
marriage pressures

Not any specific events

Military service, employ-
ment not generally avail~
able for high school
pupils

Military service, changing
values

Employment needs have
prompted development of
cooperative training
PFOETBE

Program related to
people's needs and their
ability to satisfy needs

Change of industry and
increase in local manu-
facturing affects drop—
out

Shifting population,
increase in vocational
education, new elementary
and high school buildings

Economic conditions

increased jobs available
to school leavers

Changing community and
growing school population

Military service

'Economic conditions

increased jobs available
to school leavers

Increased enrollment, with
more rural pupils

Increased school
population

on

17. Criteria which serve as bases
for selection of practices
and procedures in program

Shared philosophy: diversified
curriculum; expanded guidance
services; humanized instruction

Administrative philosophy, reduction
of failures; emphasis on whole child;
social participation

Program based on 'workebility'
Attempt to involve parents and
friends of potential drop-outs

Attempt to identify potential drop—
outs early and to establish broad,
continuous program

Attempt to vitalise teaching;
attempt to fit school to reel
needs of pupils

Attempt to provide for pupils
not preparing for college

Ho response

School's obligation to all
youth in the community

Program has been largely based on
information obtained during 'third
party"' (exit) interviews

Results of school survey showed
areas where holding power was
weak

Type of community: needs of pupils:
increased proportion of college-
bound pupils

Guidance purposes and curriculum
revision

Succees and failure of previous
year's program, in light of
discovered needs of pupils

Discovered needs of pupils

Guidance purposes

 

 

10.

ll.

12.

13.

1h.

15.

135

Seven schools reported that the program began in all of the
high school grades. Two schools established the program
through the elementary and high school grades. One school
indicated that the program began at the point where the drop-
out occurred. In the remaining schools the program commenced
in a particular grade or grades between the seventh and twelfth.

Most of the schools (11) did not pattern their programs after
other schools, but develOped their own procedures.

In fourteen of the schools the programs were given leadership by
administrative officers. Eight schools also listed directors
of guidance as local leaders.

Eight schools reported that representatives of the Michigan
Department of‘Public Instruction had given assistance in the
develOpment of local programs. Persons most often mentioned
1ncluded.Dr. Carl Horn (three schools) and Dr. Leon Waskin
(two schools).

The local school work group or committee formed to carry on the
holding power program was most often a guidance council or
committee (in nine schools). Two schools reported total high
school staff work organizations had been established.

Some degree of total high school staff involvement in the planning
phases of the program was reported.by thirteen schools. In
three of these thirteen schools, however, the involvement was
reported as being "kept informed of’plans.'

Ten schools reported little or no involvement of local lay persons
in the planning of’programs. Some involvement of'parents
groups was reported by three schools. Two schools reported active
interest by members of boards of education.

Staff’participation in regional Secondary School-College Agreement
conferences on holding power was reported to be helpful by
eight schools. Three schools stated that extension courses had
been beneficial.

Some shift in original purpose or emphasis of the prOgram was
reported by ten schools, with the general trend away from the
accumulation of drop-out information to the develOpment of
specific practices and procedures.

Fourteen of the schools reported that the programs had develOped
on the basis of known facts obtained from drop-outs, graduates
or both.

Changing conditions most often mentioned as affecting the develop-
ment of'programs included: economic conditions (911 schools),
military service (five schools), and increased school enroll-
ments (four schools).

Various criteria,were named by the selected schools as bases for
selection of practices and.procedures in holding power programs.
These criteria.1nc1uded: a.philoaophy of education and guidance
fbr £ll_youth, the effort to involve parents and friends in the
retention of’pupils, early identification of potential school
leavers, the attempt to vitalise instructional and guidance
services, and the aim of developing a continuous program of
education.

136

II. EXTENT AND DESCRIPTION OF HOLDING-POWER.PRACTICES

Information relative to holding power practices in the fifteen
selected schools was drawn from reaponses to the checkhlist and the
interview schedule. In order to present a more comprehensive picture of
holding power practices in each of the four general areas. a "coefficient
of extent" was computed for each item. This was done by assigning the
arbitrary values of three, two and one to the responses “much," “some.“
and "little or none“ respectively. These numbers were multiplied by the
corresponding percentages of replies in each of the three assigned degrees
of practice. These products were then added and the sum divided by one
hundred, thus giving the coefficients. .A coefficient of more than two
would tend in the direction of ”much." A.coefficient of less than two
would tend toward ”little or none." Coefficients of extent were devel-
oped only for the total group of fifteen schools, since responses for
each of the geographic areas or school sizes tended to follow quite
closely the pattern of responses indicated for all schools.

The procedure followed in the presentation of the findings in this
section was to discuss (l) extent of use of‘practices. and (2)°represen-
tative practices in each case where the coefficient of extent exceeded
the critical ratio of 2.10. This was done for each of the areas of
classification: (1) curriculum, (2) guidance. (3) administrative practice.

and (h) work with parents and community.

Extent 2; Use of Curriculum Practices _t_o_ Igrove Holding Power

Effective curriculum practices are essential if schools are to

137

improve their holding power rates. This is emphasized by evidence
presented in Table XXXIII, which shows that school administrators regard
curriculum improvement as a major problem in increasing holdingpower.1
This is further pointed out by M. E. Finch. Principal. Alpena (Michigan)
High School. who states:

. . . if we can establish in our schools curriculums to coincide

with the abilities of our youth as well as procedures to give

positive rather than negative recognition. develop a cOOperative

atmosphere and eliminate the ”squeeze-out procedures." the result

will be a better holding power in the schools of Michigan.2

The extent to which certain curriculum practices designed to

increase holding power are used in selected Michigan high schools is
presented in Table XXXVIII. Study of the table reveals that. of eight
practices listed. four were rated as having considerable use, with
coefficients of extent in excess of 2.10. In rank order of extent of
use these much used practices were: (1) providing part-time employment.
(2) carrying on curriculum study. (3) improving the co-curriculum. and

(h) providing supervised work experience.

Description 2f,3pecific Curriculum.Practices Desigped.tg.lncrease Holding
29.22:.

In the selected schools. a number of curriculum procedures were
feund.which served to illustrate the much-used.practices identified in

the preceding section. These procedures are here described briefly.

 

18ee Table mm. p. 120.

2M. E. Finch. "The Principal and School Holding Power.“ The Bulle-

mséihsiliahiasa WWW XIX. No. 7<Apr11. 1955).
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139

1. Part-time employment program . Alpena.High School reported an
extensive program of part~time employment. with more than 200 pupils
(20 per cent of the entire student body) released from school activities
for one or more hours daily. At Highland.Park High School it was stated
that part-time employment was encouraged among students. and that school
schedules were adjusted to make such employment possible.

2. Curriculum study. Escanaba.High School reported that members
of its staff were involved in a system-wide (elementary and secondary)
curriculum program. in which both horizontal and vertical studies were
being carried on. with periodic reports of progress to the board of educa-
tion and the entire school faculty. Each sub-committee (1) described
its present program, (2) evaluated its present program, (3) listed its
program objectives. and (3) suggested changes. Curriculum sub-committees
included English-Language Arts. Social Studies. Mathematics. Science.
Music. Art. Home Arts. Physical Education and Health. Commercial and
Industrial Arts. St. Clair High School described an extensive curriculum
study made in 1953. which resulted in revisions of class schedules and
curriculum content. Subsequent evaluation showed improved.pupil behavior
and reduced teacher fatigue. Ravenna High School stated that its curric-
ulum committee makes a.yearly analysis of the findings of its followaup
of drop-outs and graduates. and recommends curriculum changes to the
superintendent and the board of education.

3. mm _t_h_g co-curriculum. Alpena High School told of a
procedure whereby students regularly enrolled for four subjects plus one

or two co-curricular activities. each semester. In addition. a "Teen

1&0

Canteen.“ planned and operated by students. met at the school one evening
each week. The activities of the "Teen Canteen” were social and recreas
tional in nature. consisting of games. snacks and dancing. Attendance

was approximately 1erO per week (approximater 140 per cent of the student
body). Four staff members acted as advisor-hosts. An evaluation of the
school club program completed during 1951} revealed a high degree of student
satisfaction. Iron Mountain High School stated that its co-curriculum

had been expanded to include such clubs as Future Teachers. Future Nurses.
Future Business Leaders. Key Club. Tri-Hi-Y. Hi-Y. and all intramural
sports except swimming. Escanaba High School reported that it had expanded
its student council organization to include 100 representatives (approxi-
mately 12 per cent of the student body) and that student affairs were .
operated by students in a manner similar to the city commission form of
government used in Escanaba. Okemos High School stated that the programs
for Future Homemakers and Future Farmers had been expanded. and that a
Saturday morning intramural sports program had been inaugurated.

1*. Sgervised work-egerience program . St. Clair High School
reported that approximately 8 per cent of the student body were enrolled
in the Diversified Occupations program. which included Trade and Industry.
Greenville High School estimated that nearly 10 per cent of its students
were participating in the coOperative-work prOgram. which the principal
called “a direct benefit to the holding power of our school." Approximately
10 per cent of the pwils of Menominee High School were reported to be

enrolled in the State program of Retail Merchandising and Office Practice.

1M1

_E_x_t_e_n_t_ g}: I_J_s_e_ _o_f_ Guidance Practices 33 lyrove Holding Power

In his visits to the fifteen selected Michigan high schools. the
writer found that each school staff recognized the school program of
guidance services as an important factor in the retention of pupils.
This conviction was expressed by S. N. Horton. Administrative Assistant
in the Detroit Public Schools. in a recent article. as follows: ". . .
There is rather general agreement among educators that where strong
counseling and guidance programs function effectively. school holding
power is on the increase."3

The extent to which certain guidance practices designed to increase
holding power are used in the selected schools is presented in Table XXXIX.
Evidence contained in the table shows that eight of the ten practices
listed were rated as being used considerably. with coefficients of extent
exceeding 2.10. These eight practices. listed in rank order of extent of
use. were: (1) Providing occupational information; (2) Improving the
cumulative record system; (3) Helping potential leavers make educational
choices; (‘4) Insuring exit interviews: (5) Making early identification
of potential leavers; (6) Interviewing potential leavers regarding personal
and educational problems; (7) Conducting systematic holding power studies;

and (8) Providing follow-up contacts with early school leavers.

 

38. N. Horton. "The Counselor and School Holding Power.“ The Bulle-

iiaaiihaliialiiaaa mm £11.92}. Associati n XIX. No. 7 (April. 1955).
. 112.

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Description g§_Specific Guidance ngctices Designed.tg_1ncrease Holding
£9195

Many examples of guidance procedures employed to reduce the
number of early school leavers were described during the writer's visits
to the selected schools. Examples of such practices are cited in this
saction.

1. Procedures for providing,occupationgl information. Okemos
High School reported that appropriate occupational information was pro-
vided to potential early school leavers through individual counseling.
homeroom discussions. occupations courses. and interviews with the prin-
cipal. Charlotte High School stated that occupational information was
included in an Occupations Unit in ninth grade English classes. and in a
Vocations Unit in twelfth grade Problems in American Democracy classes.
Most of the other schools visited made similar provisions.

2. Cumulgtive‘gggggg;procedures. Greenville High School described
an unique system used in conjunction with its cumulative record folder.
An index card was provided for each student. with space for school
progress and changes of status. In addition. a “master accounting sheet"
containing the names of all students of each class, was maintained. The
"master accounting sheetI contained columns with such headings as:
Entered.Ninth Grade. Graduated. Dropped Out. Transferred Out. Still In
School. and Transferred In. See Appendix C for a copy of this sheet.-
Charlotte High School reported that information was recorded by ”date
(categories' in the cumulative folder. and that profile sheets were included

for each student. Notes on.parent—teacher conferences were also kept in

INN

the folder. together with any anecdotal records. In order that the cumu-
lative records would be utilized more effectively. the majority of the
Charlotte teachers acted as advisors. and followed their advisees all
through the high school program. with one hour daily for conferences
with advisees.

3. Helping;potential gghggl_1eavers mgggpeducational choices.
Ravenna High School reported the development of a student handbook which
included a complete list of all courses. These course descriptions
provided a basis for counseling contacts between teachers and potential
school leavers. As a first step in orientation to the high school
program an annual visitation day was held for eighth graders of rural
schools. and vocational counseling was provided to all students. Alpena
High School stated that five teachers visit eighth grade classes each
year to assist eighth grade teachers in the orientation of pupils to
high school. After entering ninth grade. pupils are able to make course
changes as needs become apparent. Escanaba High School outlined its
program of educational advisement. which consists of counselor-assistance
in course planning at eighth and ninth grade levels. and a sophomore
course. "Effective Living." containing a unit on educational planning.

N. M interviews 19;; 2931.1 M legvers. Menominee High
School described an exit procedure in which the Superintendent confers
with school leavers in a final effort to retain them in school. It was
estimated that 50 per cent of potential leavers return to their class-
work after this conference. which is called the “third party" interview.

Mount Clemens reported a somewhat similar exit procedure which ran as

 

11:5

follows: stuw hall teacher to counselor to assistant principal or
principal. with final clearance through the counseling office. Vermont-
ville High School stated that early school leavers were interviewed by
the Principal and the Superintendent. by home-visits if necessary.

5. Lady identifiggtion 9; potential gghqq; leavers. Menominee
High School reported that potential early school leavers were identified
as soon as possible by elementary and secondary classroom teachers. school
nurses. speech correctionists. counselors and the testing supervisor. At
St. Clair High School it was stated that identification was accomplished by
the homeroom teacher and the principal through use of the cumulative record
and reports of class failures. At Charlotte High School a somewhat similar
practice was described. whereby the classroom teachers made referrals of
potential leavers to the counselors or the principal whenever advisable.
particularly in cases of class failure.

6. Interviewing potential pgphggl leavers _o_r; Lersoga_l_ and education-
£1. pppblems. Alpena High School reported that nearly all teachers are
involved in the counseling program. in which freshmen have four scheduled
conferences. and sophomores. juniors and seniors one scheduled confer-
ence yearly. Additional conferences were arranged as necessary. In
Vermontville High School. with only 11“ students. it was stated that the
principal held one counseling interview yearly with each sephomore.

Junior and senior pupil. At Charlotte High School a procedure was out-
lined in which the faculty advisers made referrals to the school counsel-
ors. who then contacted the principal or the parents when it was deemed

necessary.

1146

7. Conductig gystematic holding power; studies. Battle Creek
High School reported that it made an annual study of holding power, in -
addition to follow-up studies of graduates on a three, five and ten year
basis. Appendix G contains excerpts from one of the Battle Creek reports.
Havenna High School stated that a continuous study of drap-outs and
graduates was carried on. See Appendix C for a description of the Ravenna
study. Greenville High School reported that two follow-up studies had
been made since 19%. Alpena High School described a continuous study of
reasons for school leaving. based on exit interviews. Results were
discussed at one staff meeting yearly. See Appendix C for a portion of
the Alpena report.

8. Follow-up contacts with _e_gr_l_.1 school lgavers. Eoceneba High
School reported a system of periodic contacts with drOp-outs during the
first year by means of personal interviews. telephone calls. cards and
letters. Alpena High School described a somewhat similar system. by
which early school leavers were invited by letter and by personal inter-
view to return to school. Vermontville High School and Charlotte High
School reported continued contacts with their drop-outs through their

periodic follow-up studies.

Extent 9; 1133 9;; Adminigtrgtive Prggtiges .t_o_ Mg Hglding Pgwer
That the task of raising holding power is closely related to

effective school administration is evidenced by Table MIII. which

1M7

shows that 26 per cent of the maJor holding power problems listed.by
administrators were related to administrative practices.

Table XL contains evidence regarding the extent to which certain
administrative practices designed to increase holding power are used in
the selected.Hichigan schools. Study of Table XL reveals that nine of
the ten practices listed were used extensively. with coefficients of
extent above 2.10. In rank order of use these nine practices were:

(1) Improving transportation facilities; (2) Providing conference hours
for teachers; (3) Developing a school philosOphy on holding power;

(h) Using a teamwork approach in dealing with potential leavers; (5)
Reducing excessive class size: (6) Eliminating “rejection" and ”squeeze-
out” procedures; (7) Providing for staff planning of the holding power
program: (8) Developing working relationships among staff members involved
in the holding power program: and (9) Reducing school costs which encour-

age school leaving.

Ducri *1 n 9.2 mm W m .__£2__D°81 ed in _____In°r°aso
ledigg Pgwgr

The practices described in this section provide illustrative
examples of specific administrative procedures reported in the selected
schools as contributing to the effort to improve holding power.

1. Ipp;pzipg,trangpgrtgtion fagilitigs. Menominee High School
reported that new buses have been added and schedules have been revised.
Charlotte High School stated that buses pick up and deliver rural pupils

at their doors. according to school board.policy.

1148

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2. Progjirdgg conference _ho_u_1_‘p_ pp teachers pay _epgagg _i_p teamwork
Etivities. All of the schools under study reported that one or more
conference hours are scheduled for teachers. St. Clair High School
stated that the class schedule has been reduced from seven to six periods:
that each teacher has one conference hour during the regular day. plus
the hour between three and four o'clock. for conference. counseling. and
committee work. Charlotte High School reported that classes are dismissed
early approximately six times each year. so that faculty meetings may be
held. Charlotte High School also scheduled one or more one-and one-half

day faculty conferences annually at St. Mary's Lake Camp near Battle Creek.

3. Developing _a school philgsOphy pp holding power. In its

 

coOperatively develOped school philosophy. Okemos High School states.
”We believe that we need to deal with all of the needs of all of our
students. . ." Ravenna High School's philosophy of education includes
this statement: ”Our school exists to provide for gag}; member of the
community the Opportunity to obtain knowledge. learn skills. and deve10p
attitudes. that will help him to live a happier. healthier. more prosper.-
cus life in social harmony with his community and his fellow men.“

‘6. Mg 1 teamwgrk Qprgach _i_p dealigg 11;}; potential leavers.
St. Clair High School reported that the case conference technique was
used by staff members in attempting to improve the adjustment of potential
leavers. Charlotte High School stated that faculty members frequently
work together as a staff on- the problem of early school leavers. Escanaba

High School listed its curriculum committees and its guidance council as

 

 

 

 

150

“teams" which are concerned with potential drOp-outs. Greenville Higi
School stated that its principal's advisory committee works as a group
which frequently considers drop-out problems.

5. Reducipg excessive C_]_._§S__S_ gig. Iron Mountain High School
reported a pupil-teacher ratio of eighteen to one. Alpena High School
calculated its pupil—teacher ratio at twenty to one. Menominee. Okemos
and St. Clair High Schools reported that additional staff members have
been added to reduce class-size.

6. Eliminating “re ection" at; "squeeze-out" pr_ocedures. Menominee
High School reported that a special English course had been added to
meet the needs of ungraded slow students. Charlotte High School stated
that many of its potential leavers enrolled in a "general" course. with
few academic subjects included. Charlotte also reported that several
special classes in social studies and English had been added for potential
drap-outs. Ravenna High School reported that its annual honors convoca-
tion was designed to provide recognition for various achievements in
addition to academic and athletic success. Highland Park High School
indicated that strong emphasis had been placed on in-service training of
teachers to acquaint them with the effects of "rejection“ and ”squeeze-out"
procedures on potential leavers.

7. Providing _i_‘g .s_t_g_f_f; plannipg _o_f_ .t_h_g holdipg p319; prgggam.
Vermontville High School reported that its pre-school conference in August
199+ was planned with an emphasis on holding power problems. Ravenna .

High School stated that its entire teaching staff of 11+ teachers acted as

151

a “committee of the whole" in planning and evaluating the holding power
program. Charlotte High School indicated that the entire teaching staff
has shared in the development of its program at the annual camp workshops
held since 1950.

8. Deve10ping working relationships gpppg_p£gffflpgpbers involvag
3.3 £1.13 holding mp; ppm. Menominee High School reported that major
responsibility for its program was centered in a school-wide guidance
council. with representation from secondary and elementary levels.
Okemos High School stated that its prOgram was cosperatively develOped
by the guidance. curriculum and policy committees. St. Clair High School
indicated that its program had been develOped as a joint responsibility
of the principal and the guidance director. and that problems involved
in program develOpment had been considered at a county-wide meeting of
school principals. Greenville High School reported that its program
was one of the responsibilities of the principal's advisory committee.
Ravenna.High School stated that the principal and guidance director
shared an office. which facilitated administration of the prOgram. In
addition. Ravenna High School reported that statistical summaries of
studies and much of the other detail work of its program were handled by
clerical employees rather than by the professional staff.

9. Reducigg gc_h_g_ql my; 1133:}; encourgge gghppl leaving. Alpena
High School stated that excessive school fees are held down by board of
education policy: one-half of the towel fees are paid by the board. for

example. Charlotte High School reported a somewhat similar policy of

152

reducing the cost of schooling to individual pupils. with board action
prohibiting the use of class funds for class trips and directing that
class funds be spent for group projects. social events. caps and gowns.
and similar purposes. All of the schools visited reported that they
regarded the cost factor as an important one in holding power. and that

they favored practices designed to reduce excessive costs.

3.12223. at Has. 9.1: 1229:1668 Designed 2.0. lamina Pmarents and Commit in

Increasipg Hglpd_i_ng ME.

Evidence from research studies presented in Chapter Two support
the conclusion that solutions to the holding power problem rest with the
effective functioning of the family and the community as well as with
the school.

The importance of community factors which affect school holding
power was emphasized by Kenneth Beagle. Superintendent of the Grand Ledge
(Michigan) Schools. when he said that one way to improve holding power
was to '. . . use all available community resources to provide such
special health. vocational. and recreational Opportunities and moral
and spiritual experiences as will strengthen the total educational

5

environment . "

 

SKenneth Beagle. "The Superintendent and Holding Power.” The

MQMWWMW XIX. No. 7
(April. 1955) . 117-18.

153

Evidence presented in Table XXXIII shows that twenty per cent of
a group of school administrators regarded.problems related to work with
parents and community as the major ones in increasing holding power in
their schools.

The extent to which certain practices designed to enlist parents
and community in increasing holding power are used in selected.Michigan
high schools is shown in Table XLI. Study of the table reveals that.
of six.practices listed. three were rated as being used considerably. with
coefficients of extent in excess of 2.10. In rank order of extent of use
these muchpused practices were: (1) Supporting a community-wide recreation
program: (2) Working with parents of potential school leavers; and (3)
Enlisting assistance of parents and lay people in planning programs for

potential leavers.

Description p§,Specific Practices Desggned.pp.lnvolve Parents‘gpg
.a____xC mmunit n Milne undue 122:2;

Practices cited in this section indicate the kinds of specific
parent-community practices which were reported as muchpused in the
selected schools as means of improving holding power.

1. W 2 communitz-wide recreation prgggam. All of the
fifteen selected schools reported that there was an organized summer
recreation program of some type which received school support. Escanaba
High School stated that it supported a teen age social center ("Club 31M")

with school funds and school staff leadership. Ravenna.High School

 

6
See Table XXXIII. p. 120.

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155

reported that results of its holding power stuchr led to the develOpment
(with Parent-Teacher Association support) of a recreation program which
includes arts. crafts. games and swimming. Iron Mountain High School
indicated that its year-round recreation program was jointly supported

by city and school funds. St. Clair High School reported that its year-
round recreation program was supported by the schools and churches.

Okemos High School stated that the schools provide facilities and leader-
ship for a summer and Saturday recreational program which consists chiefly
of games and competitive sports. Charlotte High School reported that it
supplied facilities and leadership for a year-round recreation program.

2. Working 11311. parents 93', potential school leavgg. All of the
schools visited reported that they attempted to cooperate with the parents
of potential school leavers by making home visits or inviting parents to
visit the school for conferences. Charlotte High School stated that its
regularly scheduled parent-teacher conferences served as a good opportun-
ity for enlisting parent support for its holding power program. Menominee
and Iron Mountain High Schools reported that parents of potential drOp-
outs were contacted by telephone and invited to visit the school to discuss
the problem. Escanaba stated that a card was sent to parents of school
leavers, inviting the boy or girl to return to school (see @pendix C for
a copy of this card).

3. Enlisting assistance 9;; parents and 1.51 ge__gp_l_e_ in; planning
programs £93; potential leavers. Five of the schools visited reported

that active Parent-Teachers Associations had assisted in some phase of

156

the local holding power program. Iron Mountain High School stated that
parents and lay peOple frequently assisted potential leavers by providing
part-time jobs. and that local service clubs furnished financial assistance
to potential leavers on an individual basis. Okemos High School described
a two-year program whereby all parents were invited to spend one day
visiting the school. and pot-luck suppers were planned for the parents of
all pupils in each class, in an effort to increase mutual understanding
between parents and teachers. Okemos High School also prepared a community
calendar and a.Know-Your-School leaflet which was distributed to all
parents. Iron Mountain, Greenville and Charlotte High Schools reported
that annual Open house evenings at the schools provided effective means

of interpretation of the holding power program and enlisting the active
concern of‘parents for the drop-out problem. Vermontville High School
reported that local merchants and farmers had.provided.part—time employ—

ment for potential school leavers on various occasions.
III. EFFECTIVENESS OF HOLDING POWERIPROGRAMS

Six general questions regarding the effectiveness of holding power
programs were included in the interview schedule used by the writer during
his visits to the selected schools. The responses to the questions on
effectiveness. however. did not appear to be suited to tabular presentation.
Therefore, the responses will be discussed under the following six headings:
(1) Outstanding strengths; (2) Chief weaknesses; (3) Steps needed to
strengthen programs; ()4) Effects on students; (5) Effects on staff members:

and (6) Effects on parents and lay citizens. Under each heading a general

157

summary of responses will be made, followed by several illustrative
comments offered by school staff members.

1. Outstanding strengths 2f holding power prOgrams. A study of

 

the individual responses made by the selected high schools to the question:
"What are the outstanding strengths or advantages of the holding power
program in your school?" reveals that the respondents regarded improved
attitudes. relationships and.understandings, along with increased self-
study by school staffs as the chief strengths.

Specific comments 21’schools ggggrdimg strengthg, Mt. Clemens:
"Potential early leavers now have a more friendly feeling toward our
school.“ Battle Creek: “Our program has helped us to learn techniques of
involving parents in the educational program.” Alpena: "Our program has
helped us to identify educational weaknesses and needs." Okemos: "Our
program has improved our personal interviewing and followaup of potential
leavers." Escanaba: "Our program has provided a stimulus to curriculum
and guidance improvement.“

-2. M weaknesses 95 ms; g; further 939d. Responses by
individual schools show that lack of teacher interest. insufficient
counseling time. inadequate vocational programs. and failure to make early
identification of potential leavers constitute major weaknesses in the
programs studied.

mafia comments 21 59.9.1.2 miss W. Groomupathetic
attitudes by some toward.potential drop-outs constitute a weakness in our
program.“ Mt. Clemens: “We need more vocational courses or even an area

vocational school. to strengthen our program.” Vermontville: "We need to

 

 

 

 

. —#l

158

have more counseling by teachers.“ Greenville: "More counseling time
would improve our program.” Highland.Park: "We need an increasingly
realistic approach to pupil interests and needs.“

3. Steps needgd‘gg strengthen holding pageg_proggam . Analysis of
replies to the question. "What steps could be taken to strengthen your
present program?” reveals that greater continuity of effort, increased
counseling time, additional vocational emphasis. and more in-service
training of teachers are important next steps in the programs of the
schools studied.

Specific comments by schoog reggdinj steps n_e_e_<_i_e_c_i_ _t_9_ strengthen
proggams. Alpena: "We must devise techniques which will enable us to
identify potential school leavers sarlier.‘ Okemos: "we need a full-time
guidance specialist and a remedial reading teacher to improve our program.“
Flint Dye: ”Our program requires additional curriculum study and improve-
ment." Ravenna: "We need to provide greater continuity for our holding
power program.I Escanaba: ”We feel the need for a system-wide holding
power committee to further our program and integrate our efforts.”

1+. Effects 9_f; holding me}; programs 93 studentg. Schools visited
were asked the question. "What has been the effect of the program on
students?" A.study of responses indicates that improved course selection
(five schools), better selfeunderstanding (four schools), greater extras
class participation (four schools). reduced early school leaving (ten
schools), better pupil-teacher relationships (six schools), and improved

performance in basic learning skills (eight schools) were chief effects

159

reported by schools. Other effects noted by one or more schools were
improved achievement in regular courses, greater care by teachers in
assisting students, and better pupileparent relationships.

A comparison of holding power rates for each of the fifteen select-
ed schools for the classes which graduated in 1951 and 1953 was made,
utilising the approved formula used throughout this study. In twelve of
the fifteen schools the 1953 rates had increased, while in three schools
the rates had decreased. The average holding power rate for the fifteen
schools was 69.1 per cent in 1951, and 73.7 per cent in 1953.

Specific comments py;schools regarding effects gp,students. Alpena:
"Our teachers now take more care in assisting students." Owosso: "Our
pupils now expect counseling.“ Alpena: “We have noted improved achieve-
ment in mathematics and English.“ Escanaba: "Our program has stimulated
the improvement of our counseling services.“ Havenna: ”We have added
courses as a result of our program."

5. Effects pg holding mg}; programs pg §_t_a_f_f_ members. During his
visits to the selected schools, the writer asked the question, "What has
been the effect of the program on staff members?" Analysis of replies to
this question reveals that among frequently-mentioned effects were the
following: stimulated.partictpation in research projects (six schools),
prompted further study in institutions (seven schools). and led to curric—
ulum study and revision of school policies (seven schools). Additional
effects named by one or more schools included increased teacher-understand-
ing and concern for school leavers. broadened basis of evaluation, reduced

teacher turnover, increased teacher participation in community leadership

16o

roles, liberalization on policies regarding scheduling of co-curricular
activities, reduced number of academic failures, and expanded testing
programs.

Specific comments 131 schools regardigg effects pp gpgfi members.
Havenna: ”Our program has provided a focal point for in-service teacher
growth." Menominee: "Our teachers now evaluate more factors than academic
achievement." Vermontville: "We now do more testing to learn the interests
and potentialities of our pupils." Alpena and Mt. Clemens: "Our program
has caused our teachers to show greater concern for the problems of
individual students.“

6. Effects pf holding 29.1%! proggams 9;; parents pp; lg citizens.

In response to the question, "What has been the effect of your program on
parents and lay citizens?" the schools visited reported a number of effects.
Chief results mentioned were more teacher visits to homes and more parent
visits to schools (six schools) and increased confidence in the schools by
lay citizens (six schools). Other comments made by one or more schools
included greater telephone contact between,school and home. more counselor-
parent interviews, greater awareness of school interest by parents, stimulus
to teacher-parent interviews, and use of the holding power program as a
public relations device.

§pecific cpmments 21 schools reggding gffects pp pggents in}; _lpl
citizens. Mt. Clemens: "We have found that our program provides a good
public relations opportunity for our school.“ Ravenna: "Our program has
caused parents to feel that the school is more interested in their children."

Flint Dye: ”Our program has led to a new policy whereby married students

161

may continue to attend school." Escanaba: “Our program has led us to
schedule counselor interviews with all parents of our ninth grade pupils."
Ravenna: 'Our program provided the basis for a valuable Parent-Teacher
Association meeting on the problems of potential school leavers. which
resulted in greater parent understanding.“ Vermontville: “Our program
has brought increased board of education interest in our pro-school con-

ference activities and our school camp program.“
IV. SUMMARY OF FINDINGS

This section of Chapter V contains a summary of the findings which
have been drawn from analysis of responses by school staff members to an
interview schedule and check list of holding power practices used in
visits to fifteen selected.Michigan secondary schools. The summary will
be presented under the headings of initiation of'programs. nature and
extent of practices. and effects of programs.

Initiation p£Lprograms. The typical holding power program in the
selected schools was initiated in 19U8 in connection with the Michigan
Secondary School-College Agreement and the desire to improve the total
school. It was known as a "drop-out“ or "follow-up" study. and it eperated
in grades nine through twelve. The typical program was a local effort of
an informal or formal committee. under leadership of the local administrators.
and with advice of some representative of the Department of’Public Instruc-
tion. Although the total school staff was usually involved to some extent

in the develepment of the program. local lay persons rarely assisted in the

 

 

 

162

early stages. The establishment of the typical prOgram was furthered by
staff participation in regional Secondary School-College Agreement confer-
ences on holding power. and the general develOpmental trend was away from
the accumulation of information toward the organization of specific prac-
tices. Factors which affected program develOpment were economic conditions.
military service. and increasing enrollments. Criteria used for the
selection of practices included the philosOphy of universal secondary
education. the involvement of parents and peers in the retention of pupils.
early identification of potential school leavers. the strengthening of
instruction and guidance. and the desire to make secondary education a
continuous experience.

1pm £5; 953993; of practices. Actual practices employed by the
selected schools to improve their holding power fell into four categories:
curriculum. guidance. administration and parent-community contacts. Much-
used curriculum practices found in the selected schools were part-time
employment. curriculum study and change. co-curriculum improvement. and
supervised work experience. Holding power procedures in the guidance area
included the provision of occupational information, improvement of cumu-
lative records. assisting potential leavers with educational choices.
insuring exit interviews. identifying potential leavers early. interview-
ing potential leavers regarding personal and educational problems. conduct-
ing systematic holding power studies. and providing follow-up contacts
with early leavers. Administrative practices having extensive use were
improved transportation. conference hours for teachers. development of a

school philosophy on holding power. use of a team approach with potential

163

leavers. reduced class size. reduction of "rejection" and "squeeze-out"
measures. use of staff planning for the program. development of working
relationships among staff members. and reduced school costs. Muchpused
practices designed to enlist parent and community support in holding power
programs were support of community-wide recreation. contacts with.perents
or potential leavers. and use of parents and lay citizens in program
planning.

Effects p§;progrems. Persons interviewed saw the chief strengths
of programs as improved attitudes and understandings. and increased self-
study by school staffs. Next steps in improvement of programs were
reported to be greater continuity of effort. more counseling time. more
vocational emphasis. more in—service training of teachers. and techniques
for earlier identification of potential leavers. Effects of programs on
students were stated as better course selection. greater self-understanding.
more extrapolass participation. improved retention rates. better pupil-
teacher relationships. and.better mastery of basic learning skills. ,
Beneficial effects on staff members included more participation in
research. more professional study. increased school visitation and
involvement in conferences and workshop activities. Effects on parents
and lay citizens were reported to be more frequent visitation between
parents and teachers, and increased confidence in schools evidenced by

lay citisens.

CHAPTER VI
CONCLUSIONS. IMPLICATIONS. AND RECOMMENDATIONS FOR FURTHER RESEARCH

This final chapter contains general conclusions of the research
based on the specific findings which were drawn from the data collected.
as well as various implications of the study and recommendations for
further research. .

The purposes of this study were to compare the holding power rates
of Michigan secondary schools with certain related factors and to study
holding power programs and practices in selected Michigan secondary
schools. Further purposes were to review the related literature and to
trace the develOpment of concern for the improvement of secondary school
holding power.

This study should be of significance since no studies utilising
the precise approach and methods employed here have been previously
attempted. The findings presented should have value for public schools
and teacher training institutions in the state of Michigan and throughout
the nation. The results should also prove beneficial to the Michigan
Department of Public Instruction and the Michigan Committee on School
Holding Power in the furtherance of their work with the public schools
in this state. I

Date for the study were drawn from responses to questionnaires
returned by M1 secondary schools in 1951. by 91+ schools in 1953. and
replies to an interview schedule and check list of practices used in

conjunction with visits to fifteen selected schools in 195k and 1955.

165

Sources of information were local school administrators. guidance workers
and teachers.

The state-wide portion of the investigation was limited to individ-
ual public secondary schools. It excluded city systems whose responses
included information for more than one high school. It was further limited
to the class which entered ninth grade in 19“? and was graduated in 1951.

The follow-up portion of the study was limited to member high
schools of the Michigan Secondary School-College Agreement. and further
limited to the class which entered ninth grade in l9h9 and was graduated
in 1953.

The portion of the study which dealt with specific holding power
programs and.practices was limited to Michigan secondary schools selected
in accordance with criteria stated in Chapter V.

Because specific findings of the investigations were listed in

Chapter IV and Chapter V. they will not be repeated in this final chapter.
I. GENERAL CONCLUSIONS

As evidenced by data collected. analysed and reported in this
investigation. early school leaving before completion of the twelfth
grade is wideapreed among secondary schools in Michigan and the nation.
Educators and others regard it as an important challenge to the schools.
Although its holding power rates are somewhat above the national average.
Michigan still graduates only approximately 70 per cent of the pupils

who enter ninth grade. Concern for the improvement of school holding

166

power is related to the movement toward universal secondary education in
America and to the attempt to provide effective and apprOpriate educational
experiences for all American youth. Efforts to improve school holding
power have led to the organization and.progrem of the Michigan Committee

on School Holding Power.

The data.collected. analysed and reported in this study indicate
that certain identifiable factors are related to school holding power
in Michigan. Among these factors are those operating within the school .
itself. those related to personal characteristics of pupils. and those
related to family and community. Systematic appraisal of these factors
would enable school workers to make more realistic provisions for poten-
tial early school leavers and thereby improve the holding power rates of
Michigan secondary schools.

Evidence presented in the study indicates that sex is a factor in
Michigan school holding power. since there are more boys than girls among
the early school leavers at each grade level of the secondary school.

.Age. to the extent that it is measured by grade of withdrawal.
appears to be a factor in holding power. Evidence indicates that nearly
60 per cent of early leavers in Michigan high schools withdraw prior to
completion of the tenth grade.

Data presented in the study indicate that personal reasons and
lack of finances are regarded by school administrators as major factors
in school leaving in Michigan.

That transfer is a factor in school leaving is evidenced by the

 

 

16?

lower graduation rates among transfer students than among students who
entered ninth grade with the regular class.

Evidence indicates that the majority of early school leavers do
not participate significantly in the co-curricular activities of Michigan
secondary schools.

School-related factors were listed by 6k per cent of the school
administrators questioned as the primary reason for early leaving.

The data revealed no significant relationships between holding
power and type of organisational pattern. percentage of non-resident
pupils. percentage of students enrolled in co-curricular activities.
percentage of athletic contests won. estimated attitudes of teachers
toward early school leavers. and tenure of'principals. Significant
negative relationships were found between holding power and size of
school enrollment as well as tenure of school superintendents.

When school administrators were asked to identify the major
problem involved in increasing school holding power, 80 per cent of
the problems cited were school-centered.

Evidence presented in the study indicates that significant roles
tionships exist between holding power and.percentage of'professional
persons in the community.

The data.show a.negative relationship between holding power and
percentages of Negroes and other non-white persons in the community.

The evidence reveals no significant relationship between holding

power and percentage of members of any'nonpprofessional occupational

168

groups. percentage of native—born whites. percentage of foreign-born
whites. or estimated attitudes of parents and other adults in the com-
munity toward early school leavers.

When they were asked to name the major problem faced in improving
school holding power. 20 per cent of a group of school administrators
cited.problems related to work with parents and community.

No significant change was found in holding power rates for selected
Michigan secondary schools when the 1919-53 class was compared with the
l9h7-51 class.

Evidence presented indicates that the majority of schools are
making some effort to improve their holding power. Forty-five per cent
of a selected group of schools reported that a local study of holding
power had been made within the past year. Responses indicated that the
major types of assistance desired by schools in developing their holding
power programs were printed materials. resource persons. conferences.
and information on effective practices.

Visits were made to fifteen Michigan secondary schools for the
purpose of collecting information regarding the initiation, nature and
extent. and effects of holding power programs.

Programs in the schools visited were initiated within the past
ten years as part of the effort to improve the total program of the
schools. The programs were favorably affected by the Michigan Secondary
School-College Agreement program. and they usually received some assistance

from the Michigan Department of Public Instruction. Holding power programs

 

 

169

studied were characterized by strong administrative support. active
leadership by formal or informal committees. and some extent of total
staff involvement. The general develOpmental trend was away from stress
on the collection of pertinent information to emphasis on the organizer
tion of specific practices.

Holding power practices in the selected schools were categorized
under the headings of curriculum. guidance. administrative and.perent-
community procedures. Curriculum practices reported were those involving
part-time employment. curriculum study and change, improvement of the
co-curriculum. and extension of supervised workpexperience. Guidance
procedures involved occupational information. cumulative records. educap
tional and.personal counseling. exit interviews. early identification of
potential leavers. making systematic holding power studies. and follows
up of early leavers. Administrative practices reported centered on
efficient transportation. teacher-conference hours. school philosophy.
staff teamwork with potential leavers. lower class size. reduced "rejec-
tion“ and "squeeze-out“ measures. staff planning activities and working
relationships. and reduced school costs. Parent-community procedures
focused on community recreation. teachereparent contacts. and involving
parents and lay citizens in.progrem.planning.

Effects of the programs studied were expressed in terms of improved
attitudes. understandings and self-study by school workers. Next steps
in improvement of the programs studied were reported to be more continuity

of effort. more counseling time. more vocational emphasis. more in-service

170

training. and development of means of earlier identification of potential
leavers. Effects of programs on students were reported in terms of
better course selection. more self—understanding. increased co-curricular
participation. improved holding power rates. better pupil-teacher rela»
tionships. and increased mastery of basic learning skills. Effects on
staff members were reported to be increased research activities. more pro-
fessional study. more school visitation. and conference and workshop
participation. Effects on parents and lay citizens were expressed in
terms of increased.perent-teacher interaction and greater confidence in
the schools by lay peeple.

Findings reported in the present study which are in agreement with
evidence obtained in other investigations include those portions dealing
with age and sex distribution. grade of withdrawal.reasons for early leav-
ing. transfer students. nonsparticipation in co-curricular activities.
school organizational pattern. occupation of parents. and ethnic character-
istics of adults in the community. Findings of this study which are at
variance with evidence reported in similar studies include those related
to size of school and non-residence. Evidence presented in the present
study for which no comparable findings have been found in the literature
includes those items dealing with tenure of school administrators. parti-
cipation in specific co-curriculer activities. success in athletic contests.

and attitudes of teachers. parents. and adults in the community.

171

II. IMPLICATIONS OF THE STUDY

The findings reported in this study have certain implications
for persons who are concerned with providing appropriate educational
experience for all Michigan youth. All persons. school workers. parents.
lay citizens and pupils. need to understand the nature and extent of the
problem of increasing holding power for secondary school youth.

The evidence presented has the implication for the classroom
teacher that he recognize the need for and actively participate in the
develOpment of a vital program of secondary school education for all
Michigan boys and girls. He must learn to distinguish.promptly the
symptoms of early school leaving. He should evaluate his own teaching.
in terms of its effects on school holding power and on the total life
adjustment of his pupils. He must develoP sound procedures for building
a teamwork approach with other school workers. parents and lay people to
the task of providing realistic learning experiences for individual
students.

For the secondary school principal there is the implication that
he provide leadership in the development of a local school philosOphy and
program which emphasize education for all youth of school age. He should
encourage the develepment of an adequate orientation program for all
incoming students. He should.provide Opportunity for members of his staff
to make systematic holding power studies and to evaluate current holding
power practices. He should make provision for a continuous local program

of in-service staff growth which includes the study of holding power

172

techniques.

The findings have implications for the superintendent of schools.
He should take steps to insure coordination of holding power efforts
between and among elementary and secondary schools. as well as between
schools and homes and other agencies of the community. He should remove
such administrative barriers to school attendance as excessive costs to
pupils and inadequate transportation schedules. He should encourage the
cooperative development of school-community philosOphy. policy and.prac_
tice consistent with the aim of education for all youth.

For teacher training institutions there is the implication that
pro-service and in-service programs be established to enable school
workers to function efficiently in developing and implementing local
holding power programs. There is also the implication that prospective
teachers be trained in the objectives of self-realization and community
living as well as acquisition of information.

There is the implication for universities that research efforts
be directed to basic research on holding power problems and.practices.
Resource persons should be prepared to assist local school workers in
the solution of various related problems in the areas of curriculum.
guidance. administration and.perent-community relationships.

The evidence suggests that parents should be aware of the values
to be served.by effective school holding power programs. ‘Perents should
be cognizant of the relationship between home conditions and holding

power. and they should discover what steps they can take to prevent

173

early school leaving by their children. There is the implication that
parents should strive to promote basic security and favorable school
attitudes in their children from early infancy and that they should
coeperate with school staff workers whenever Opportunity arises. Their
goals for their children and the goals of the school should be consistent.
They should support and actively participate in school holding power
efforts at all levels. They should become acquainted with their children's
teachers and confer regularly regarding their children's school progress.
Whenever possible. they should.participete in the development and Operas
tion of the school holding power program.

For lay citizens the findings of the study imply an active concern
for and willingness to support local school programs. These programs
must be adequately equipped in terms of personnel and facilities to
provide a.meeningful and challenging educational experience for all of
the community's youth. Such programs can be successful only when they
are develOped in relation to local needs and facilities. Lay citizens
should seek to understand the role of the school in the total life of the
community. and.be aware of the values inherent in a school program which
seeks to provide effective secondary education for all youth. Lay citizens
should support high school prOgrams of work experience. health. and recrea-
tion. Service clubs. churches. and social agencies should understand that
community factors and influences will determine the reel worth of local
education programs. Citizens should contribute generously of their time

and effort to assist individual potential school leavers when it appears

17h

that an interested adult affords the best h0pe for continued school
attendance.

The findings imply that high school pupils themselves can do much
to implement the holding power program. They can assist in local holding
power studies, and they can exert strong influence on potential leavers
to remain in school. They can encourage potential leavers to participate
in school activities and in other ways promote a sense of membership.

They can also encourage potential leavers to utilise the guidance and
remedial services of the school. Pupils can assist parents and lay citi-
zens to understand more about the school, and strive to involve them in
school-sponsored activities.

For the Michigan Department of Public Instruction the evidence
implies continued leadership in the develOpment of adequate educational
programs based on the interests. needs and abilities of all youth. The
Department should continue to encourage and support the activities of the
Michigan Committee on School Holding Power.

The findings have implications for the Michigan Committee on School
HoldingIPower. The Committee should continue its efforts to gather and
distribute information relative to holding power programs, and to encourage
studies and programs in local schools. It should continue to emphasise
the importance of cooperative effort by professional educators and lay
persons in the solution of holding power problems. It should continue to
stress holding power improvement as a.problem for emphasis in the training

of teachers. The Committee should continue its established.policy of

175

working within previously established groups in the furtherance of its

objectives.

RECOMMENDATIONS

On the basis of the evidence and in view of the purposes of this
study, certain recommendations for improving holding power rates and
increasing effectiveness of holding power practices in Michigan secondary
schools have been formulated. These recommendations are set forth in
this section.

It is recommended that members of the school staff, pupils and lay
citizens be involved in the development of a community philosOphy of edu-
cation which emphasises the responsibility for conserving human resources
by providing apprOpriate educational experience for all young peOple.

It is strongly recommended that schools carry on local holding
power studies in a coOperative and systematic fashion in order to obtain
accurate information regarding the nature, extent and causes of early
school leaving, to evaluate the success of holding power efforts and to
provide continued service to early school leavers. These studies should
provide a basis for the establishment of characteristics which mark the
early school leavers. School workers should use these locally determined
characteristics to identify potential school leavers as early as possible,
and develOp practices designed to hold such pupils until graduation.
Since evidence indicates that school leaving is conditioned by elementary

school experience, these efforts should be organized on a vertical as

176

well as a.horizontal basis.

Local schools should take steps to organise curricula.which will
be sufficiently varied and vital to challenge all students. These curri-
cula should include informal as well as formal class-groupings. They
should be designed to promote the development of vocational and avocational
skills, social adjustments, citizenship and personal growth. Particular
attention should be focused on theeflucational needs of boys, who are more
vulnerable to early school leaving than are girls.

Where desirable, school curricula should.provide appropriate work-
experience, planned in light of pupil and community needs.

It is recommended that local school programs be appraised in terms
of method as well as content to insure that pupils and school workers
can experience a sense of achievement and.personal worth. The development
and appraisal of programs should be a.cooperative endeavor, shared by
staff members, pupils and laymen. It should be based on a factual under-
standing of the local community and the nature of the learning process.

Local schools should make suitable provisions for the basic guidance
services, including orientation, testing, records, counseling, educational
and occupational information, placement and followaup. School workers
should give close attention to the improvement and effective utilization
of cumulative records as tools in assisting pupils who are classed as
likely school leavers. It is suggested that teacher-counselors begin
their relationship with counselees as they enter high school, and have

continuous contact with them throughout their high school careers.

177

Adequate time, facilities and personnel for counseling should be provided.

It is recommended that exit procedures be established or extended
in local schools. Good exit procedures will give various members of the
school staff Opportunities to talk with the school leaver for the purpose
of reappraising his decision, making referrals to community services where
indicated and planning for out-of-school adjustment. The exit procedure
should provide an opportunity for securing information which will assist
the school in improving its services.

School workers should develop effective means of cooperation with
parents in the interest of greater school persistence of children.
Teachers should be encouraged to make home visits. Programs of teacher-
parentdpupil conferences should be established in local schools in order
to build teamwork relationships between home and school.

It is recommended that school workers take steps to familiarize
themselves with current social. economic, industrial and agricultural
developments so that they may work more effectively with all pupils,
including potential early school leavers.

Local school staffs should encourage pupils to assist potential
school leavers to remain in school by acting as friends, as senior advis-
ers, and as tutors in remedial programs.

The school. working cooperatively with.parent groups, local service
clubs and social agencies, should utilise individuals or teams of adults
to assist early school leavers in making satisfactory community adjustment.

Teachers should emphasise class cooperation and group competition to

178

balance the present emphasis on individual competition for grades. They
should utilise student groupings to promote friendships, social competen-
cies and the sense of belonging in potential early school leavers.

0n the assumption that the school has a responsibility to serve
all youth of school age it is recommended that local schools establish
and maintain job placement facilities and provide instruction for early
school leavers who wish to continue their schooling on an evening, part.
time or special basis.

It is strongly recommended that local schools or groups of schools
take steps to develOp pupil accounting forms which will make it possible
to assess school holding power in a.systematic and continuous manner,
and at minimum expense.

It is recommended that research projects be undertaken for the
purpose of ascertaining the effects of certain procedures on holding power
rates of secondary schools. Such projects might include evaluation of
increased counseling, remedial instruction, assignment of potential early
school leavers to teams of adults, utilisation of pupils to provide
certain services to potential leavers, relationships of school friend-
ships to early leaving, use of group procedures, part-time work programs
and.provision of supervised work experience. Study should also be made
of the role of various school workers in the holding power program to
ascertain what services each of these persons can contribute to children.
Another valuable research study would be to ascertain the nature of the

relationship between school holding power and availability of local

179

employment for school-age youth.

Through participation in study groups and other community contacts,
the local school should inform lay persons Of the relationship between
non-school factors and holding power, and cooperate in those efforts
designed to minimise the Operation of such adverse factors on total
community well-being. Such efforts might include wholesome recreation
for all age groups. activities designed to increase appreciation and
understanding between ethnic, occupational, social and religious groups,
and other adult education programs.

All high schools should take steps to become members Of the
Michigan Secondary School-College Agreement program. Such membership
would stimulate local improvement efforts in curriculum, guidance and
research studies related to school holding power.

In view of the finding in this study that holding power rate and
tenure Of school superintendents are negatively related, it is strongly
recommended that the Michigan Association of School Administrators take
appropriate steps to insure that its members are informed regarding the
nature and extent of the holding power problem. This Association should
also devote publications space and conference time to a clarification of
the role of the school superintendent in the holding power program.

It is recommended that the Michigan Committee on School Holding
Power continue its present program of collecting and.providing pertinent
information to local schools and to prospective teachers. The Committee

should.also take steps to make holding power information available to

180

school superintendents.

It is strongly recommended that the Department of Public Instruc-
tion and the teacher training institutions in Michigan make available
consultant services and publications designed to assist local school
personnel in improving their holding power procedures, and provide leader-
ship in encouraging research studies related to holding power throughout
the state.

This investigation was undertaken in the belief that the problem
of increasing secondary school holding power was One Of the major
challenges confronting the peOple Of Michigan and the nation today. The
factors which cause early school leaving are many, complex, and inter-
related. Some of the causal factors are beyond the control of the school.
The findings, implications and recommendations reported as a result of
this study should be useful in promoting a better understanding Of some
of the factors related to early school leaving and some of the procedures
designed to increase holding power in Michigan secondary schools.

The vital role of secondary education in conserving human resources
and our American way of life is recognized by leaders in public life. In
this present period of national and world crisis it is particularly impor-
tant that all our youth have apprOpriate schooling which will enable them

to exercise effective citizenship in the American tradition.

BIBLIOGRAPHY

SEECTED BIBLIOGRAPHY

A. BOOKS

Anderson. Vernon E., Grim, Paul H., and Gruhn. William T. Principles £5.-
Prgtices of Secondpgz Education. New York: The Ronald Press Company.

19 51 .

Arrowood, Charles Flynn. 112222 Jofferson 25.1. Education .i_p_ o Hoooblic.
New York: MoGraw-Hill Book Company, 1930.

Ayres. Leonard P. W it; 92; Schools. New York: Charities Publish-
ins Company. 1909.

Bell, Howard M. Yooth Tell Thoir om. Washington: American Council on
Education, 1938. :

Counts, George S. Selective Chggter of America W Educotion.
Chicago: University of Chicago Press. 1922.

Dillon, Harold J. My School Loggers: A M r Educotiong Problem.
New York: National Child Labor Committee. 19

Douglass. Aubrey A. My; W Edoootion. Boston: Houghton Mifflin
Company. 1938.

Douala-I. Harl 3. mmmmwum
191th. New York: The Ronald Press Company. 1952.

-------, and Calvin Grieder. Am r m m. New York:
The Ronald Press Company. 19

Garrett, Henry I. §totiotico Lo Won 2:; Education. New York:
Lonaans. Green and Company, 1 7.

Robert, Ruth 3.. andllsrshall. Thomaso. MY flth ms “1122 New
York: leGraw-Hill Book Company, 1938.

Harvard Committee. m m_ in or e8 Oi t. Cambridge,
lassachusetts: Harvard University Press.

Hollingshead. A. B. m Youth. New York: John Wiley and Sons, 1949.

Ross, Leonard V. m M W £292.11. Boston: Houghton lifflin
Coqany.‘ 1938.

Reavis, George H. Igtors Cootgolliog W _i_n_ Euro; Sooools.
New York: Columbia University. 1920.

 

 

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U
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s
.
'
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.
e
s
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Q Q °
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e
'
e
a.

 

 

183

Spears. Harold. The High School for Today. New York:.American Book
cowany’ 1950e

Trump. Lloyd J. High.School Extracurriculum Activities. Chicago:
University of Chicago Press, 19hh.

B. PUBLICATIONS OF THE GOVERNMENT AND LEARNED SOCIETIES

Bonner, H. H. Statistics of Stote School Systems. United States Bureau
of Education, Bulletin-E. Washington: Government Printing Office,

1907.

Bureau of Labor Standards. mting a Career: A. Study of Out-of-School
Youth in Louisville. Kentucky. United States Department Of Labor,
Washington: Government Printing Office, l9h9.

Educational Policies Commission. Edm motion for All American Youth: A
Further Look, Washington: National Education Association, 1952.

Federal Security Agency. Annual Report 2£.£22 Federal Security Agency,
1952. Office of Education. United States Department Of Health,

Education and Welfare. Washington: Government Printing Office,
1953.

Foster, E. M. Survival Hates of’Pupils. Office of Education, United
States Department Of the Interior, Circular 193. Washington:
Government Printing Office, l9hl.

Gaumnits, Walter H. High School Retention oy_States. Office Of’Educap
tion, United States Department of Health, Education and Welfare,
Circular 398. Washington: Government Printing Office, l95h.

Gaumnits, Walter H. and Tompkins, Ellsworth. Holding Power ooo_Size
o§_Higo Schools. Office of Education, United States Department of
Health, Education and Welfare, Circular 332. Washington: Government
Printing Office, 1950.

Holley, C. E. “Relationship Between Persistence in School and.Home
Conditions," Fifteenth Yearbook of the National Society for the
Study of Education, Part II. Bloomington, Illinois: Public School
Publishing Company, 1919.

Kefauver, G. N., Noll, V. H., and Drake, C. E. "The Secondary School

Papulationfl N tional £21221 9.: W mation... Monograph .1:-
Office of Education, United States Department Of the Interior.

Washington: Government Printing Office, 1933.

 

181+

Michigan Department of Public Instruction. Igroving Your School's Hold-
ing Power. Lansing, Michigan: Department of Public Instruction, 1951:.

Michigan Department of Public Instruction. Michigan Holding Power Study.
Bulletin No. MM. Lansing, Michigan: Department of Public Instruc-

tion, 1952.

Michigan Public Education Study Commission. "The Imptovement of Public
Education in Michigan,” Rgort 91 the Michigan Public Educgtion Study
Commission, Lansing, Michigan: Michigan Public Education Study
Commission, 19““.

National Association of Secondary School Principals. The Nine P0191
Program for Secondary Education _ap_d_ National Security. Report of the
Committee on the Relation of Secondary Education to National Security.
Washington: National Association of Secondary School Principals, 1951i.

Strayer, George D. _Age_ and Grade Census gt; Schools _a_n_d_ Colleges: A
Study _o_f_ Retgdgtion and Elimination. Bureau of Education, Bulletin
5. Washington: Government Printing Office, 1907.

Thorndike, E. L. Elimination 9_f. Pupils from School. Bureau of Education,
Bulletin 14. Washington: Government Printing Office, 1907.

United States Air Force. Graduate-glen Fly with 'the USAF. Washington:
United States Air Force Recruiting Service, 1953.

United States Air Force Regulation No. 35-33: ”Military Personnel:
Assistance to Be Furnished Civilian Educational Institutions
Regarding Personnel Procurement." Washington: Department of the
Air Force, 15 October, 1953.

United States Army, Office of the Adjutant General, Directive No. ASSN-3’41,
18 December 1950.

United States Arm. Straight 1g}; About Stgyigg .i_n School. Washington:
United States Army Recruiting Service, 1952.,

United States Bureau of the Census. Seventeenth Census 91 fl; United
Statgg: .1359. Pepulation, Vol. II. Washington: Government Printing
Office, 1952.

United States Department of Health, Education and Welfare. Biennigl
Survey g§_Educ§tion $2 the United Stgtes. lghs-so. Washington:
Government Printing Office, 1953.

United States Congress. Universal Militgy Training 9.11.4 Service Act,
Section 6 1, Public Law 51, 82nd Congress. June 19. 1951. Washington:

Government Printing Office, 1951.

185

United States Navy. Stgy in School. Washington: United States Navy
Recruiting Service, 1955.

D. PERIODICALS AND NEWSPAPERS

Allen, Charles M. "What Have Our DrOp-Outs Learned?” Educational
Leadership, X (March, 1953), 3N7-50.

Bonner, H. R. "Persistence of Attendance in City Schools.“ School Life,
V (October 1, 1920), 10-11.

Beagle. Kenneth. "The Superintendent and Holding Power," The Bulletin

2; the Michigan Secondgy School Association, XIX, No. 7 (April,
1955). 117-13.

Ekstrom, G. 1‘. ”Why Farm Children Leave School,“ School Review. LVI
(April. 19h6). 231-7.

Gregg, William Lee. "Some Factors Which Distinguish DrOp-Outs from
High School Graduates,” Occ ations. XXVII, No. 7 (April, 1919),

h57‘9 e

Finch, M. E. “The Principal and School Holding Power,” 2h_e Mg _o_f_
the Michigan Secondgy School W, XIX, No. 7 (April, 1955),
113-7.

Fine, Benjamin. "Public School Administrators and Citizen Allies Weigh
Four Urgent Problems,“ The New York Times Education in Review,

February 21, 195#. Sec. E. p. 9.

Hand, Harold C. "For Whom Are the Schools Designed?" Educationg
Leadership. VI (March, 19n9). 359-65.

...... -, "Hidden Tuition Charges in High School Subjects," _T_h_e_
Educationgl Forum, XIII, No. R. Part I (May, 19kg). hh1-s.

Hecker, Stanley E. ”Early School Leavers in Kentucky," Bulletin _3 the
Bureau 2; School Service, University of Kentucky, am. No.

(JunO. 1953). 7:.

Holding Power Studies: Royal Oak, Battle Creek, St. Joseph, Alpena.
Ravenna, Battle Creek Lakeview, St. Charles, St. Clair Shores South
Lake, and Manistee, The Bulletin 5g: the Michigan Secondggy School

W. m, N07? (1pm. 1953). 36-55.

Horton, S. N. ”The Counselor and School Holding Power,” The Bulletin o_f_

3.1.! Michigg Seconng School Associgtion, XIX, No. 7 (April, 1955)
112-3.

186

Kline, E. J. "Significant Changes in the Curve of Elimination Since 1900,"
M _o_f_ Educationgl Research. XXVI (April, 1933). 608-16.

Lambert, Sam. “Increasing Education's Holding Power," Nationa_]_._ Educatioz;
Association Journgl_, JOCKIX (December, 1950), 6614—6.

Lansing Michigan gate Journ_§_1_. March in, 19514, 12.

Leach, Kent W. "Michigan Holding Power Study," Michigan Education Journal.
m0 N00 10 (way, 1953). 1‘95.

Lippman, Walter. “Education for Leadership," Citizens and Their Schools.
N. No. 7 (March, 1951+). 22-5.

Mack, A. Russell. “A Study of DrOp-Outs,” The Bulletin 9; the National
Associgtion of Second School Principajgg, XXXVIII, No. 200
(February. 1§5h). H9-51.

Michigan Committee on School Holding Power. "A Point of View on Holding
Power," The Bulletin 931 the Michigan Secondgg School Association,

XVIII, No. 7 (April. 1953). 3.

Miller, Leonard M. ”Graduates and DrOp-Outs in Virginia," School Life,
mxv, No. 6 (March, 1952), 874-.

Palmer, Emily G. "Why Pupils Leave School," VOCgtiongl Guidance Magazine.
IX (April. 1931). 295-303.

Phillips, Beeman N. and Eaton, Merril T. “Holding Power of the Schools
of Indiana," The Bulletin 9_i_‘ the National gasocigtion _o_f_ Secondggz
MPrinci als, max, No. 211 (May, 1955).7+1-5.

Phillips, hank M. “Survival Rates of Pupils Entering the Public
Schools,“ School gn_d_ Societz, XXIX (April 27, 1929), 537.

Randall, Don. ”A New Look at the Curriculum,“ The Bulletin 2: the
Michigan Secondary School Association, XVII, No. E (April, 1953), 314-6.

Snepp, Daniel W. "Why They Drop Out,” Bulletin _o_i_‘ the National Association
91' Secondggy School Princi als, DOW (October, 1951), 137-31.

Waskin, Leon S. "The Michigan Secondary School-College Agreement,"
Bulletin _o_f_ the National Association g_i_‘ Secondggz School Princi als,
xxxnI (January, 19%). 1+9- .

Woody. W. H., and Cushman, C. L. "A Study of Continuance and Discontinuance,"
Journal 9; Educational Research. XXX (November, 1936), 183-7.

Zeitlin, Herbert and Zeitlin, Eugenia. "Navy's Material Helps Keep Them
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E. UNPUBLISHED MATERIALS

Brockenbrough, Louise. “A.Study of Dr0p~0uts in the Buena Vista.High
School, l9h8-l950." Unpublished Master's thesis, The College of
William and.Mary, Williamsburg, 1951.

Dahlberg, A. J. “Some Do Not Graduate.“ Ann Arbor, Michigan: Ann Arbor
High School, 1953. (Mimeographed.)

Dresher, Richard H. "Factors in Voluntary Drop-Outs in the Public
Secondary Schools of Detroit, Michigan." Unpublished Doctor's
dissertation, Oregon State College, 1953.

"Enrollments by Grades At Close of Year, 1920-1953 Inclusive.” Lansing,
Michigan: Department of'Public Instruction, 1953. (Mimeographed.)

The Grand.Rapids Holding Power Committee. "Report on Holdinngower in
the Grand Rapids, Michigan Public Schools, K-lh." Grand Rapids,
Michigan: Board of Education, 1953. (MimeOgraphed.)

Hank, Leo A. "Michigan Communications Study." East Lansing, Michigan:
Social Research Service, Michigan State College, 195u. (Mimeographed.)

Koeminger, Rupert C. "FollowaUp Studies: A.Comprehensive Bibliography."
Lansing, Michigan: State Board of Education, l9h2. (Mimeographed.)

McGuire, Carson. "Adolescent Society and Social Mobility." Unpublished
Doctor's dissertation, The University of Chicago, Chicago, l9h9.

Office of Education. "Every Youth in High School-Life Adjustment
Education for Each.“ Washington: Federal Security Agency, 19M7.
(Mimeographed.)

APPENDICES

APPENDIX A

Section 1: Schools Included in the Study, by Size, Location and Name

Section 2: Persons Who Provided Information Regarding Holding Power
Programs in 15 Selected Schools

190

Section 1

LOCATION, NAME AND CLASS SIZE OF SCHOOLS INCLUDED IN THE STUDY

Key: * Respondent to oneqpage follow-up questionnaire
** Participant in study of holding power practices

ii

0*

Class Size: A9800 or more, B~325-799, C—125-32h, D (Lower Penin-
sula) less than 125. D (Upper Peninsula) 75—12%. E (Upper
Peninsula) less than 75

Akron, Akron High School

Alba, Alba.High School

Algonac, Algonac High School

Alma, Alma.High School

Almont, Almont High School

Alpena, Alpena.High School

Amasa, Hematite Township High School

Ann Arbor, Ann Arbor High School

Arcadia, Arcadia High School

Armada. Armada.High School

Ashley. Ashley High School

Atlanta, Atlanta High School

Au Gres, An Gres High School

Bad Axe, Bad Axe High School

Baroda, Baroda High School

Bath, James Cousens Rural Agricultural High School
Battle Creek, Battle Creeleigh School

Battle Creek, Lakeview High School

Bay City, T. L. Handy High School

Bay Port, Bay Port High School

Bear Lake, Bear.Lake High School

Beaverton, Bearerton Rural Agricultural High School
Belleville, Belleville High School

Bellevus, Bellevue High School

Bensonis, Benzonia.High School

Bergland, Bergland Township High School
Berkley, Berkley High School

Berrien Springs, Berrien Springs High School
Big Rapids, Big Rapids High School

Birch Run, Birch Run High School

Birmingham, Birmingham High School

Blanchard, Blanchard High School

Blissfield, Central High School
Bloomfield.Hills, Bloomfield Hills High School
Bloomingdale, Bloomingdale High School

Boyne City, Boyne City High School

Boyne Falls, Boyne Valley Rural Agricultural High School

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191

Section 1 (continued)

Brethren, Norman Dickson High School
Bridgman, Bridgman High School

Brighton, Brighton High School

Brimley, Brimley'High School

Bronson, Bronson High School

Brooklyn. Brooklyn High School

Brown City, Brown City High School
Buchanan, Buchanan High School

Buckley, Buckley High School

Burr Oak, Burr Oak.High School

Byron, Byron High School

Byron Center, Byron Township High School
Cadillac, Cadillac High School

Calumet, Calumet High School

Camden, Camden-Frontier High School
Capac, Capac High School

Carleton, Carleton-South Rockwood Airport Community High School
Care, Caro High School

Carson City, Carson City, High School
Cass City, Cass City High School
Cassopolis, Cassopolis High School

Cedar Springs, Cedar Springs High School
Cedarville, Cedarville High School
Cement City, Cement City High School
Center Line, Busch High School

Central Lake, Central Lake High School
Centreville, Centreville High School
Champion, Champion High School

Channing, Channing High School
Charlevoix, Charlevoix High School
Charlotte, Charlotte High School
Chassell, Chassell Township High School
Chatham, Rock River Township Rural Agricultural High School
Cheboygan, Cheboygan High School
Chelsea, Chelsea.Agricultural High School
Chesaning, Chesaning Union High School
Clare, Clare High School

Clarkston, Clarkston High School
Clemson, Clawson High School

Climax. Climax Township High School
Clinton, Clinton High School

Clio. Clio High.School

Goldwater, Goldwater High School
Coleman, Coleman High School

Coloma, Coloma.High School

Colon, Colon High School

#.

UOOWHUOUOOUUOWUUOWOOOFOOUUHUUMOWOHUOUOUOUUOUOU

192

Section 1 (continued)

Columbiayille, Columbiayille High School
Comstock Park, Comstock Park High School
Concord, Concord High School

Constantine, Constantine High School

Cooks, Cooks High School

Capemish, Cepemish Consolidated High School
Corunna, Corunna.High School

Covert, Covert High School

Croswell, Croswell High School

Crystal, Crystal High School

Crystal Falls, Crystal Falls High School
Custer, Custer High School

Daggett, Daggett High School

Dansville, Ingham Township Agricultural High School
Dayison, Dayison High School

Delton, Delton Rural Agricultural High School
Detour, Detour High School

DeWitt, DeWitt High School

Dimondale, Dimondale High School

Dollar Bay, Osceola Township High School
Dowagiac, Dowagiac High School

Dryden, Dryden High School

Dundee, Dundee High School

Durand, Durand High School

East Detroit, East Detroit High School
East Grand Rapids, East Grand Rapids High School
East Jackson, East Jackson High School

East Jordan, East Jordan High School

East Lansing, East Lansinngigh School

East Taras, East Tawas High School

Eaton Rapids, Eaton Rapids High School

Eau Claire, Eau Claire High School

Ecorse, Ecorse High School

Edmore, Edmore High School

Edwardsburg, Edwardsburg High School
Elberts,Gilmore Township High School

Elk Rapids, Elk Rapids High School

Elkton, Elkton High School

Ellsworth, Banks Township High School
Elsie, Elsie High School

Empire, Empire High School

Engadine, Garfield Township High School
Escanebe, Escanaba.High School

Evert, Evart High School

Ewen, Ewen High School

Fairgrove, Fairgrovs Rural Agricultural High School

it

UOFUUOUOUOOOOwNwUOUUOOOUUUWUUOOOUwWOwwOUOUOOWU

193

Section 1 (continued)

Fairview, Comins Township Agricultural High School
Farmington, Farmington High School

Farmington, Clarenceville High School

Farwell, Farwell High School

Felch, Felch Township High School

Fennville, Fennville High School

Fife Lake, Fife Lake High School

Flat Rock, Flat Rock High School

Flint, Beecher High School

Flint, Bendle High School

Flint, Dye Community High School

Flint, Earsley High School

Flushing, Flushinngigh School

Fowler, Fowler High School

Fowlerville, Fowlerville High School

Frankfort, Frankfort High School

Fraser, Fraser High School

Frederic, Frederic High School

Freesoil, Freesoil High School

Fremont, Fremont High School

Gaines, Gaines Consolidated High School
Galesburg, Galesburg High School

Galien, Galien High School

Garden City, Garden City High School

Gaylord, Gaylord Rural Agricultural High School
Gladstone, Gladstone High School

Gladwin, Gladwin Rural Agricultural High School
Gobles, Gobles High School

Goodrich, Goodrich Rural Agricultural High School
Grand Haven, Grand Haven High School

Grand Ledge, Grand.Ledge High School

Grand Marais, Grand Marais High School
Grand.Rapids, Godwin Heights High School
Grand.Rapids, Kelloggsville High School
Grand.Rapids, Wyoming High School

Grandyille, Grandville High School

Grant, Grant High School

Grass Lake, Grass Lake High School

Grayling, Grayling High School

Greenville, Greenville High School

Grosse Ile, Grosse Ile High School

Gwinn, Gwinn High School

Hale, Plainfield Township Rural Agricultural High School
Hamtramck, Hamtramcleigh School

Hancockg Hancock Central High School

Hanover, Hanover High School

C!!!

it

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UOOUFOUOOWUWNUWOUHOOWOOMOUOUOONO>UOUHUWOOOOUOOO

191+

Section 1 (continued)

Harbor Beach, Harbor Beach High School
Harbor Springs, Harbor Springs High School
Harrison. Hayes Agricultural High School
Harrisville, Harrisville High School

Hart, Hart High School

Hartford, Hartford Township High School
Hartland, Hartland High School

Haslett, Haslett Rural Agricultural High School
Hastings, Hastings High School

Hemlock, Hemlock Rural Agricultural High School
Hermansville, Hermansville High School
Hersey, Hersey Township Agricultural High School
Hesperia, Hesperia High School

Hickory Corners, W. K. Kellogg High School
Highland Park, Highland Park High School
Hillman, Hillman Rural Agricultural High School
Hillsdale, Hillsdale High School

Holly, Holly High School

Holt, Holt High School

Holton, Holton High School

Homer, Homer High School -

Hepkins, Hopkins High School

Houghton, Houghton High School

Houghton, John A. Doelle High School
Houghton Lake, Houghton Lake High School
Howard City, Howard City High School

Howell, Howell High School

Hudson, Hudson High School

Hudsonville, Hudsonville High School

Hulbert, Hulbert High School

Ida, Ida Rural Agricultural High School
Imlay City, Inlay City High School

Inkster, Inkster High School

Ionia, Ionis. High School

Iron Mountain, Iron Mountain High School
Iron River, Iron River High School

Ironwood, Luther L. Wright High School
Ishpeming, Ishpeming High School

Ithaca, Ithaca High School

Jackson, Vandsrcook Lake High School
Johannesburg, Johannesburg High School
Jonesville, J onesville High School

Kalamazoo, Central High School

Kaleva, Kaleva Rural Agricultural High School
Kslkaska. Kalkaska High School

Keego Harbor, Roosevelt High School

Kent City, Kent City High School

*.

(uset:tdtdcutdtdc>c>c1hsu1tiuiu1t$c>cacaaet5c2u1u1c16>titihiu$c>p-tititiu1c3c1c>c1c>cztititit1

195

Section 1 (continued)

Kinds, Kinds High School

Kingsley, Paradise Township High School
Kingston, Kingston High School

Laingsburg, Ladngsburg High School

Lake City, Lake City High School

Lake Linden, Lake Linden-Hubbell High School
Lake Orion, Lake Orion High School

Lakeview, Lakeview High School

Lambertville, Bedford High School

L'Anse, L'Anse Township High School

Lapeer, Lapeer High School

Lawton, Larton.Rural{Agricultural High School
Leland, Leland High School

LeRoy, Le Roy High School

Lincoln Park, Lincoln Park High School
Linden, Linden High School

Lowell, Lowell High School

Ludington, Ludington High School

Luther, Luther High School

Lyons, Lyons Township High School

Mancelona, Mancelona High School

Manchester, Manchester High School

Manistee, Manistee High School

Manistique, Manistique High School

Manton, Manton Rural Agricultural High School
Marcellus, Marcellus High School

Marenisco, Roosevelt High School

Marine City, Marine City High School

Marion, Marion High School

Marlette, Marlette High School

Marne, Berlin High School

Marquette, Graverast High School

Marshall, Marshall High School

Martin, Martin High School

Marysville, Marysville High School

Mason, Mason High School

Mattalan, Mattawan High School

Mayville, Mayville High School

McBain. McBain Rural Agricultural High School
Mecosta, Mecosta.High School

Melvindale, Melvindale High School

Memphis, Memphis High School

Mendon, Mendon High School

Menominee, Menominee High School

Mesick, Mesick Consolidateleigh School
Michigamme, Michigamme High School

Michigan Center, Michigan Center High School

‘l

.‘

OUOUOUOOUOOOOUOOWOUOOUOOWHOOMF-Otflw»UOOOUOhUOOhO

196

Section 1 (continued)

Middleville, Thornapple Kellogg High School
Midland, Midland High School

Milan, Milan High School

Millington, Millington High School

M10, M10 High School

Monroe, Monroe High School

Montague, Montague Township High School
Montgomery, Montgomery High School

Montrose, Montrose High School

Morenci, Morenci High School

Morley, Morley High School

Morrice, Morrice High School

Mt. Clemens, Mt. Clemens High School

Mt. Morris, Mt. Morris High School

Mt. Pleasant, Mt. Pleasant High School
Munising, W. G. Mather High School

Muskegon Heights, Muskegon Heights High School
Nahma, F. W. Good High School

Napoleon, Napoleon High School

Nashville, Nashville W. K. Kellogg Rural Agricultural High School
National Mine, National Mine High School
Negaunee, Negaunee High School

Newaygo, Newaygo High School

New Baltimore, Anchor Bay High School
Newberry, McMillan Township High School

New Buffalo, New Buffalo Consolidated High School
New Haven, New Haven High School

New Lothrop, New'LothrOp High School

New Troy, New Troy High School

Niles, Niles High School

North Branch, North Branch Township Rural Agricultural High School
North Muskegon, North Muskegon High School
Northport, Leelanau Township High School
Northville, Northville High School

Norway, Norway High School

Okemos, Okemos High School

Olivet, Olivet High School

Onekama, Onekama.High School

Onsted, Onsted.High School

Ontonagon, Ontonagon High School

Ontonagon, Ortonville High School

Oscoda, 0scoda.Rural Agricultural High School
Ctisville, Otisville High School

Otsego, Otsego High School

Otter Lake, Otter Lake High School

Ovid, Ovid High School

it

0*

OUUOtflwUMOUOUUOUOOOUOUUOUUOWOOOUOOUNUOUOUOUCicbb

197

Section 1 (continued)

Owendale, Owendale High School
Owosso, Owosso High School

Oxford, Oxford High School
Painesdale, Jeffers High School
Parma, Parma High School

Paw Paw, Paw Paw High School

Peck, Elk Township High School
Pellston, McKinley Township High School
Pentwater, Pentwater High School
Perry, Perry High School

Petersburg, Summerfield High School
Petoskey, Petoskey High School
Pewamo, Pewamo High School

Pickford, Pickford High School
Pigeon, Pigeon High School

Pinckney, Pinclmey High School
Pinconning, Pinconning High School
Pittsford, Pittsford High School
Plainwell, Plainwell High School
Plymouth, Livonia Township George N. Bentley High School
Portage, Portage Township High School
Port Austin, Port Austin High School
Port Hape, Port Hape High School
Portland, Portland High School
Potterville, Potterville High School
Powers, Powers Spalding High School
Quincy, Community High School

Rapid River, Rapid River High School
Ravenna. Ravenna Higi School

Reading, Reading High School

Reed City, Reed City High School
Reese, Reese High School

Remus, Remus Consolidated High School
Republic, Republic High School
Richland, Richland High School
Richmond, Richmond High School

Rock, Rock High School

Rockford, Rockford High School
Rockland, Rockland High School
Rogers City, Rogers City High School
Romeo, Romeo High School

Romulus, Romulus High School
Roscommon, Gerrish Higgins High School
Rosebush, Rosebush High School

Rose City, Cummings Township High School
Roseville, Eastland High School

**

OUUUWMUUOUOUUOUOWOOOOOOUUOOOUWUOWUUOOWUOOOWOOO

198

Section 1 (continued)

Royal Oak, Royal Oak High School
Rudyard, Rudyard High School

St. Charles, Union High School

St. Clair, St. Clair High School

St. Clair Shores, Lake Shore High School
St. Clair Shores, Lakeview

St. Ignace, LaSalle High School

St. James, St. James High School

St. Joseph, St. Joseph High School

St. Louis, St. Louis High School

Saline, Saline High School

Sand Creek, Sand Creek High School

Sand Lake, Sand.Lake High School
Sandusky, Sandusky High School

Saranac, Saranac High School

Saugatuck, Saugatuck High School

Sault Ste. Marie, Sault Ste. Marie High School
Schoolcraft, Schoolcraft High School
Scottville, Scottville High School
Sebewaing, Sebewaing High School

Shelby, Shelby High School

Sheridan, Sheridan High School

South Haven, South Haven High School
South Lyon, South Lyon High School
Sparta, Sparta.High School

Springport, Springport High School
Stambaugh, Stambaugh High School
Standish, Standish High School

Stanton. Stanton High School

Stephenson, Stephenson High School
Sterling, Sterling High School
Stevensville, Stevensville High School
Stockbridge, Stockbridge High School
Sturgis, Sturgis High School

Suttons Bay, Suttons Bay Rural Agricultural High School
Swarts Creek, Swarts Creek High School
Tawas City, Tawas City High School
Tecumseh, Tecumseh High School

Tekonsha, Tekonsha High School

Three Oaks, Three Oaks High School
Trenary, Trenary High School

Trenton, Trenton High School

Trout Creek, Interior Township High School
Tustin, Burdell Township Agricultural High School
Twining, Twining High School

Ubly, Ubly High School

—_- "4' -‘

 

 

 

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UOUWBbUUMOUUUOOOUUOOMOUUUOUOUUOWdo

199

Section 1 (continued)

Union City, Union City High School
Unionville, Unionville High School

Utica, Utica High School

Vassar, Vassar High School

Vermontville, Vermontville Rural Agricultural High School
Vestaburg, Vestaburg High School

Vicksburg, Vicksburg High School

Vulcan, Vulcan High School

Wakefield, Wakefield High School

Waldron, Waldron High School

Walkerville, Walkerville High School

Walled Lake, Walled.Lake High School
Warren, Warren High School

Watersmeet, Watersmeet High School
Watervliet, Watervliet High School

Wayland, Wayland High School

Webberville, Webberville High School
Weidman, Sherman Township Rural Agricultural High School
West Branch, West Branch High School

White Cloud, White Cloud High School
Whitehall, Whitehall High School

White Pigeon, White Pigeon High School
Whittemore, Whittemore High School
Williamsburg, Williamsburg Consolidated High School
Williamston, Williamston High School
Winona, Winona.High School

Wolverine, Wolverine High School

Woodland, woodland High School

wyandotte, Theodore Roosevelt High School
Wyandotte, Monguagon Township High School
Yale, Yale High School

Ypsilanti, Ypsilanti High School

Ypsilanti, Lincoln Consolidated High School
Zeeland, Zeeland.High School

200

SECTION 2

PERSONS WHO PROVIDED INFORMATION REGARDING HOLDING
POWER.PROGBAMS IN 15 SELECTED SCHOOLS

_L_A1 am 32.52 £1199}.

Mr. M. E. Finch, Principal
Mr. Stanley Van Lars, formerly Director of Guidance, now Director
of Community College

Bgttle Creek High School

Mr. John.Postma, Principal

Dr. Don Randall, formerly Principal, now Director, Clear Lake Camp

Miss Ruth Penty, formerly Director of Guidance, now Curriculum
Consultant

Charlotte Higg School

Mr. Clark Mums, SUperintendent

Mr. John Smith, Principal

Mr, Niel Brennan, Director of Guidance

Mr. John Bogher, Teacher of English

Mr. Eldred Toutant, Director of Recreation and Teacher of Social

Studies
Mrs. Eretha Woodard, Counselor and Teacher of Family Living

WMW

Mr. John Lemmer, Superintendent
Mr. George Ruwitch, Assistant Superintendent
Mr. Edward E. Edick, Principal

Flint Dye High School

Mr. James Randels, Superintendent
Mr. Levant Wheaten, Principal

Greenville High School

Mr. Howard Dalman, Principal

201

Highland.Park.HighSchool

Mr. Dan L. Pyle, formerly Principal, now Director of Research
Mr. George A. Green, Homeroom Adviser

Iron Mountain High School

Mr. Bruce Guild, Superintendent
Miss Edna.Hopper, Principal

Menominee High School

Mr. Miles W. Robinson, Superintendent

Mr. James Murray, Principal

Miss Margaret Bremmer, Librarian

Mr. Ferdie Davis, Senior Class Advisor

Miss Katherine Kittell, Director of Testing
Mr. Charles Mass, Vocational Coordinator
Mr. Al Sharer, Junior Class Adviser

Mount Clemens High School

Miss Ruth Westover, Director of Guidance

Okemos High School

Mr. George Richards, Superintendent
Mr. Joseph Arasim, Principal
Mrs. Thelma.Lamb, Counselor and Teacher of Social Studies

91-322mm

Mr. Glenn Hadght, Principal
Mrs. Minnie Gebbardt, Assistant Principal and Director of Guidance

Ravenna.High School

Mr. Robert Hellinga, Superintendent
Mr. Donald Dechow, Principal
Mr. Rudolph Cooper, Counselor

202

St. Clair High School

 

Mr. Arnold Embree, Principal and Guidance Consultant
Mr. William Spears, formerly Principal

Miss Rose Dursum, Teacher of English and Social Studies
Miss Janice Moran, Teacher of Business Education

Mr. Boris Paejanen, Vocational Coordinator

Verhgntville High Schgol

Mr. Glenn Wooster, Superintendent
Mr. Creighton Wilson, Principal
Mr. Milford.Mason, Elementary Principal

Section 1:
Section 2:

Section 3
Section G:
5

Section
Section 6:

Section 7:
Section 8:

Section 9:

Section 10:

APPENDIX.B

Capy of 1951 Self-Survey, Parts III and IV

Cepy of Cover Letter.Accompanying 1951 Self-Survey
Facsimile of Follow-Up Postal Request for 1951 Self-Survey
Capy of 1953 FollowAUp Questionnaire

Cepy of Cover Letter Accompanying 1953 FollowéUp
Questionnaire

Facsimile of FollowHUp Postal Request for 1953 Follow4Up
Questionnaire

Copy of Letter Sent to Regional Holding.Power Coordinators
Sample of Replies by Regional Holding Power Coordinators

Copy of Check-List Used in Visits to Selected Michigan
Schools

Copy of Interview Schedule Used in Visits to Selected
Michigan Schools

201:

SECTION 1

THE HOLDING POWER OF MICHIGAN HIGH SCHOOLS
1951-1952

Please return to the Superintendent of Public Instruction not later than
November 15, 1951.

 

 

 

 

 

 

 

Name of District Post Office Address
County Township District Number
Superintendent of Schools High School Principal

It is requested that all schools completing the Self-Survey supply the
data asked for in.Part III.

Part III.

1. How many students entered school in the 9th grade in the fall of 19h7?
How many of these identical students had graduated from the high school
by the end of the spring term of 1951? How many transferred to other
schools prior to graduation? How many are still in school in the fall
of 1951?

Enrolled Graduated Transferred to other schools Still in

 

 

in l9hz in 1951 prior to graduation school
Boys
Girls
Totals

2. How many of these identical students drOpped out of school without
graduating? Please do not include transfers to other schools,

19141—16 19145-113 M 19%le

Boys
Girls
Totals

 

 

 

 

3. How many students transferred into the freshman class of 19h? since
the fall of l9h7? Of these transfers from other schools, how many
dropped out before graduation in 1951?

Number trgnsferred in Number drgpping out

Boys
Girls
Totals

 

N. Is this class typical of recent classes with respect to drop-outs?
a. More than usual b. Less than usual

205
THE HOLDING POWER OF MICHIGAN HIGH SCHOOLS

 

 

 

 

 

 

 

1951-1952
Name of District Post Office Address
County Township District Number
Superintendent of Schools High School Principal

The data requested in this section are sought as part of a study of cer-

tain factors affecting the holding power of secondary schools. Specifically,
the questions are designed to find out to what extent community attitudes

and school morale affect the holding power of the secondary school. The com-
pletion of Part IV is Optional, but your assistance in this study is earnest-
ly desired. If possible, these data should be returned to the Superintendent
of’Public Instruction by November 15, 1951.

Part IV.

1. Estimate the per cent of adults in your community who belong to each
of the following occupational groups.

a. Professionals (doctors, lawyers, teachers, etc.)

b. Businessmen (managers and proprietors)

c. Farmers (owners, managers, tenants)

d. White-collar workers (clerks, stenographers, office help, etc.)
e. Blue-collar workers (farm and factory hands, mechanics, etc.)
f. unemployed (work only occasionally or not at all)

g. Unknown

.____fi

 

Upon what information do you base your answer?

 

2. What are the dominant religious groups in the high school community
and what proportion of the families belong to each?

 

 

Upon what information do you base your answer?

 

3. Estimate the percentage of the following in your community.

Negro it Native-born White 5% Foreign-born White 3.; Other 92'

Upon what information do you base your answer?

 

1+. Estimate the number of high school students who participate in each of
the following co-curricular activities:

a. Varsity athletics s. School paper
b. Intramural sports I, f. Academic clubs (science, language,etc.)

c. Musical groups g. Hobby clubs (camera, stamps, etc.)
d. F.H.A. or F.F.A. h. Other (Identify)

5.

7.

9.

10.

11.

12.

206

To what extent have your recent school leavers participated in
these activities?

a. Were leaders of the activity

b. Were active participants but not leaders

c. Were moderately active, irregular, content to follow
d. Did not participate in such activities

e. Unknown

 

 

Total

§
‘de

 

Upon what information do you base your answer?

What, if any, criticisms have been commonly leveled at the high school
during the past five years by members of the community, students or
teachers?

 

 

 

 

What prOportion of your inter-school athletic contests has your school
won during the past five years?

 

Please estimate the average total attendance at such high school
activities as the following:

Football Basketball Baseball Track
Concerts Festivals School Playe__ Other (identify)

 

How long have the superintendent and high school principal served in
their present Jobs?

Superintendent yrs. High school principal yrs.

What is your estimate of the attitude of the parents involved toward
the early school leavers in the high school?

a, Parents decide pupil should leave %
b. Parents acquiesced.but did not decide

c. Parents disapproved but could not prevent

d. Unknown

Total 100%

Upon what information do you.base your answer?

 

What is your estimate of the attitude of the teachers toward those who
leave school before graduation?

 

 

Describe your Opinion of the general attitude of the community toward
those who are early school leavers

 

 

207
SECTION 2

STATE OF MICHIGAN

DEPARTMENT OF PUBLIC INSTRUCTION
Lee M. Thurston, Superintendent

LANSING
November 12, 1951

A Study of School Holdinngower

The cOOperation of Michigan schools is being asked by the Superin-
tendent of Public Instruction and a statewide Committee on Holding Power
to provide some information concerning their school and community. This
request is part of a.more extensive study which will include regional and
local studies.

The data which are being requested are of two types. First is a
quantitative report on the students who drOpped out of the high school
class which entered the ninth grade in l9h7 and presumably graduated in
1951. This is identified as part 3 of the self-survey and is required of
reporting schools. Other schools will receive the same questionnaire and
it is hoped that 100% will provide these figures. Such data will give the
basis for a State index of drOpouts and a comparative figure for all
schools. Such basic information is essential for any analysis of holding
power on both the state and local level.

The second type of data requested which is of a more qualitative
nature is identified as part h of the self-survey. Although this part is
Optional with all schools, it is strongly urged that part h be returned
by all types of schools. This portion of the study is designed to obtain
pilot information on the nature Of some aspects of the school and commun-
ity atmosphere which may affect holding power. These data.will provide
both a.basis for understanding the dropout problem and some basis for
action to improve the holding power.

Although it will require some time of the administrator, your
State Committee feels that this is the most economical and efficient way
to obtain some of the statewide data that are essential for the under-
standing and improvement of school holding power. Every school admini-
strator therefore is urged to make this basic information available.

/s/ Lee M. Thurston

Lee M. Thurston
Superintendent of Public Instruction

208

SECTION 3

FACSIMILE OF FOLLOW—UP POST—CARD REQUESTING RETURN OF COMPLETED 1951
SELF-SURVEY, PARTS III AND IV

 

March 15, 1952
Dear Superintendent:

We do not have on file the Part III and IV Of the
Self-Survey sent to you last fall. The completion and
return of these forms by May lhth is of great importance
in compiling data for a state-wide drop-out survey.

May we count on your cooperation in this matter?

Sincerely,

C. L. Taylor
Deputy Superintendent
Department of Public Instruction

If these forms have been mailed, please disregard
this request.

 

 

 

 

SECTION 14 209

THE HOLDING POWER OF MICHIGAN HIGH SCHOOLS, 19h9-53

Please return to George Myers, Dept. of Secondary Education, Michigan
State College, in enclosed envelOpe, not later than December 15, 1953.

 

1.

2.
3.

h.

5.

7.

9.

10.

 

Name of School Post Office Address

In order to increase its holding power, has your school initiated any
revisions in: curriculum Offerings ? guidance procedures ? admin-
istrative practices ? parent—community contacts ? (Use yes or pp)

Have you conducted a.holding power study within the past year? Yes_qu__

What is the primary reason given by your early school leavers for with-
drawing from school?

 

Have members of your staff attended conferences on holding power?Yee_JNo__
If es, were conferences set up on an area basis ? a state-wide basis ?

What do you regard as your school's major problem in increasing holding
power?

 

What type of assistance (printed materials, resource persons, conferences,
etc.) would be of greatest benefit to your school in its holding power
program?

 

How many students entered school in the 9th grade in the fall of 19M9?
How many of these identical students had graduated from high school by
the end of the spring term of 1953? How many transferred to other schools
prior to graduation? How many are still in school in the fall of 1953?

Enrolled Graduated Transferred to other schools Still in

in 19h9 in 1955 prior to ggaduation school
Boys __ __ __ __
Girls ______
Totals

 

 

 

How many of these identical students dropped out of school without
graduating? Please do not include transfers to other schools.

 

 

1239.252 m 1.951.252. Bid-Si}.
Boys __ __ __ __
Girls __
Totals

 

 

 

 

How many students transferred into the class since the fall of 19M9? Of
these transfers from other schools, how many drOpped.out before gradua-

tion in 1953T Number trghsferred in Number drOppihg out

Boys
Girls
Totals

Is this class typical of recent classes with respect to drOp-outs?
Yes_No_. If y_e_s, was it: More than usual_? Less than usual_?
If.ng, in what respect was it nonptypical?

 

 

 

 

 

 

210

SECTION 5

Lakeview Public Schools
Battle Creek, Michigan

November 21, 1953

Dear Colleague:

As you.know, the problem Of holding power has been receiving
considerable attention in Michigan schools in recent years. Many
school staffs are endeavoring to set up effective practices and
procedures designed to retain students until the completion of
their prescribed courses of study.

The enclosed questionnaire is part of an extensive study
now being carried on by George Myers of the School of Education
at Michigan State College, in an effort to get a clearer picture
of the current holding power situation in Michigan secondary
schools, and to identify promising practices and.procedures.

As Chairman of the State Holding Power Committee, I urge
your OOOperation in completing this questionnaire, in order that
our committee, and your local school staff, may gain a'better
insight into some of the factors related to this important aspect
of the school's prOgram.

Sincerely yours,

Myst;

Benton Yates, Chairman,
State Committee on Holding Power,
Michigan Curriculum Planning Committee

BY:ml

P. S. Abstracts of the findings of this study will be made
available to your school as soon as results are tabulated.

211

SECTION 6

FACSIMILE OF FOLLOWGUP POST-CARD REQUESTING RETURN OF COMPLETED 1953
' FOLLOWéUP QUESTIONNAIRE

 

 

December 30, 1953
Dear Colleague:

We are very desirous of including your school in the
present state-wide study of high school holding power.

If you have not received the original oneapage
questionnaire, another will gladly be mailed to you.

If the information has not been forwarded, may I
again solicit your cOOperation, on behalf of the State
Committee on School Holding Power?

Thank you for your assistance.

Yours truly,

School of Education
GM/ml Michigan State College

 

 

212

SECTION 7

Department of Secondary Education
Michigan State College
East Lansing, Michigan

January 7. 195“

Mr. Howard Dalman, Holding Power Coordinator

Central Northern College Agreement Region ’
Greenville High School

Greenville, Michigan

Dear Mr. Dalman:

At the present time I am engaged in making a study of holding
power prOgrams in Michigan secondary schools, as you are well aware from
our association on the Michigan Committee on School Holding Power. Speci-
fic areas under study include initiation of programs, nature and extent
of practices, and effectiveness of programs. I am now preparing to visit
certain schools to gather information. Your assistance is needed in the
selection Of schools.

Would you.please recommend three or more schools in your College
Agreement Region which are recognized as having develOped effective
holding power programs? In making your recommendation, please consider
such criteria as size, location, type of school and community, evidence
of effort to improve holding power, and willingness to participate in
the investigation. It is considered desirable to choose a variety of
kinds of schools, while seeking outstanding practices. Other members of
the School Holding Power Committee feel that you.are best qualified to
recommend such schools in your region.

Thank you very much for your COOperation in providing this infor-
mation.

Sincerely yours,

émfw

213

SECTION 8

G R E E N V I L L E H I G H S C H O O L
Office of Principal

GREENVILLE, MICHIGAN

January 12, l95h

Mr. George Myers

Department of Secondary Education
Michigan State College

East Lansing, Michigan

Dear George:

In reply to your request of January 7th, I feel that the follow-
ing nine schools are in the established criteria.

Alp ena
Manistee
Traverse City
Montague
Cheboygan
Mesick

Mount Pleasant
. Ravenna

9. Greenville

m-flmmgwmk‘
e

I hOpe this will be of help to you.and if I can be of any further
service please feel free to call on me.

Sincerely,
/s/ Howard Dalman
Howard.Dalman

Holding Power Coordinator
Central Northern Region

lI-r

 

SECTION 9 21h

CHECK LIST OF EXTENT OF HOLDING POWER.PRACTICES IN HIGH SCHOOLS

Please place a check mark in the column which best describes the extent
to which each of the following practices is used in your holding power
program.

Little
or None

53
£8

I. Curriculum Practices.

2 1 Carrying on curriculum study to improve holding power

2 2 Modifying instructional techniques to hold more pupils

2 3 Changing the program of remedial services

2.h Using experimental units to assist potential school leavers
2.2 Providing programs of supervised work experience

2

2 7

2 8

Providing for part-time employment
Extending and improving the co-curricular program
Making school camping experience available

11. Guidance Practices.

2 9 Providing orientation for all incomingijpils

2 10 Identifying potential school leavers early

2 ll Improving the cumulative record system

2.12 Assisting pupils in making appropriate educational choices
2.13 Providing personal recognition for potential school leavers
2 l

2 l

2 1

2 l

2 l

h Making occupational information available

5 Holding individual conferences on personal and educ. problems
6 Insuring exit interviews for all early school leavers

7 Providing for followbup contacts with early school leavers

8 Conducting systematic holding power studies

III . Aghinis trative Practices.

2.19 DevelOping a school philoSOphy regarding holding power

2.20 Providing for staff planning of holding power programs

2.21 DevelOping working relationships among staff members
engaged directly in the holding power program

2 22 Reducing hidden tuition costs which encourage school leaving

2 2 Eliminating "rejection" and "squeeze-out" procedures

2.2 Providing for transfer to other schools when advisable

2.25 Reducing excessive class size

2 2

2 2

2 2

. 6 Improving transportation facilities and schedules
. 7 Providing conference hours for staff members
. 8 Using teamwork approach in dealing with potential drop-outs

IV. Practices Desighed.§p_lnvolve Parents and Communigy

2.29 Supporting a community-wide recreation prOgram
2.30 Working with parents of potential school leavers
2.31 Securing cooperation of labor, industry, business
and social groups
2.32 Enlisting active assistance of parents and lay citizens
2.33 Interpreting holding power programs to parents‘& lay citizens

 

215

SECTION 10

THE HOLDING POWER OF MICHIGAN HIGH SCHOOLS

INTERVIEW SCHEDULE

A. Initiation _o_f- the Hfolding Power Program.

1.1

1.2

1.3

l.h

1.5

1.6

1.7

1.8

1.10

How did your holding power program originate?

 

 

 

When did it originate?

 

What was the original purpose of your program?

 

 

 

By what title was the program known (drOp-out study, follow-up
study, holding power study, self-survey, other)?

 

 

 

In what grade or grades did your program begin?

 

TO what degree was your program initially patterned after some
other school's holding power program?

 

 

Who was most influential in providing local leadership in the

organization of your program (counselor, individual teacher, prin-
cipal, superintendent, supervisor, parent, teacher committee, com-
mittee of laymen, other)?

 

 

Did any individual persons give outstanding local leadership in
initiating the prOgram at the beginning? If so, please name them,
and indicate their positions in the school.

 

 

What persons or agencies outside your community provided impetus
Of Special assistance in the imitation of your program?

 

 

 

What kinds of committees or work groups were formed within your
staff to carry on the prOgram?

 

 

 

1.11

1.12

1.13

1.1h

1.15

1.16

1.17

216

To what extent was the total school staff involved in the initi-
ation of the program?

 

 

 

 

In what ways, if any, have lay persons in your community parti-
cipated in the planning of your program?

 

 

 

 

To what extent has participation of your staff in area studies,
regional and state-wide conferences, summer workshOps, etc., in-
fluenced the develOpment of your program? Please specify.

 

 

 

To what extent, if at all, has the original purpose of your pro-
gram changed during its develOpment?

 

 

 

 

 

To what extent, if at all, was your program developed on the
basis of known facts about what was happening to the students in
your school (drop-out studies, follow-up studies, school-wide
evaluations, etc.,)?

 

 

 

To what extent have the events of recent times (military service,
increased school pOpulation, changing values, etc.) affected the
develOpment of your program? Please specify.

 

 

 

List the criteria.which serve, in the main, as the bases for
selection of practices and procedures in your program

 

 

 

 

 

 

217

B. Practices ip_the Holding Power Program.

2.1

2.2

2.3

2.1;

2.5

2.6

2.7

2.8

Curriculum Practices

What provision has been made for curriculum study which would not
have occurred had not this program been develOped?

 

 

 

 

Please describe any changes in instructional techniques which have
come as a result of the holding power program.

 

 

 

Please describe any changes in remedial services in basic learning
skills which have come as a result of the program.

 

 

 

To what extent, if any has your holding power program resulted in
the introduction of experimental units or courses designed to
assist potential school leavers?

 

 

 

What provision, if any, does your school make for programs of
supervised work experience?

 

 

 

Is provision made for part time employment programs in your school?
If so, please Specify.

 

 

What changes, if any, have been made in your co-curricular pro-
gram as a result of efforts to increase holding power?

 

 

 

What provision, if any, has your school made for camping experience
designed to retain or regain potential school leavers?

 

 

 

2.9

2.10

2.11

2.12

2.13

2.1M

2.15

2.10

2.17

2.18

218

Guidahce Practices

What provision has been made in your school for orientation of all
incoming students?

 

 

What procedures, if any, has your school adapted to make possible the
earlier identification of potential school leavers?

 

 

 

What steps, if any, have been taken to revise your cumulative record
system with reference to collection and use of information on poten-
tial early school leavers?

 

 

What procedures does your school employ to assist potential school
leavers in making appropriate educational choices?

 

 

What provisions are made for personal recognition Of potential school
leavers?

 

 

What procedures are employed in your school to make apprOpriate occus
pational information available to potential school leavers?

 

 

What provision is made in your school for individual conferences with
potential school leavers on personal and educational problems?

 

What procedures, if any, does your school employ to insure that every
early school leaver receives an “exit interview"?

 

 

 

In what ways does your school provide for followaup contacts of drOp-
outs?

 

 

TO what extent does your school conduct local holding power studies
and surveys in a systematic manner?

 

 

 

2.19

2.20

2.21

2.22

2.23

2.2M

2.25

2.26

2.27

2,28

219

Administrative Practices

What steps, if any, has your school taken to develop a school phil-
OSOphy with reference to holding power? Are cOpies of this philoso-
phy available?

 

 

What provision has been made for staff planning in your program?

 

What relationships have develOped among staff members involved direct-
ly in the program (curriculum specialists, guidance workers, visiting
teachers, etc.) and other members of the school staff?

 

 

 

What steps, if any, has your school taken to reduce "hidden tuition"
costs in cases where they tend to induce early school departure?

 

What steps has your school taken to eliminate "rejection" or "squeeze-
out“ procedures (repeated failures, failure to provide recognition,etc.)?

 

What provision, if any, is made in your school for transferring poten-
tial leavers to other schools when advisable?

 

 

What steps has your school taken to reduce excessive class size?

 

What steps have been taken to improve school transportation facili-
ties and schedules?

 

 

 

What provisions have been made for conference hours when staff members
may engage in teamwork activities, or consult with potential drop-outs?

 

 

To what extent does your school use a teamwork approach in dealing
with potential school leavers?

 

 

 

2.29

2.30

2.31

2.32

2.33

220

Practices Desighed pp Involve Parents and Community

To what extent has your school supported an effective communityb
wide recreation program?

 

 

 

 

 

In what ways does your school work with parents to enlist home press-
ures to retain potential early school leavers?

 

 

 

 

 

What steps, if any, has your school taken to secure active OOOperap
tion of labor, business, industry and social groups to retain
potential school leavers?

 

 

 

 

 

 

In what ways, if any, have lay citizens, including parents, contri-
buted actively to the holding power program?

 

 

 

 

 

 

 

 

What means, other than those listed in 2.32, were used to interpret
the holding power program to lay citizens and.parents?

 

 

 

 

 

 

 

 

 

221

C. Effectiveness g: the Holding Power Program.

3.1 What, in your opinion, are the outstanding strengths or advan-

tages of the holding power program in your school?

 

 

 

3.2

3.3

What are its chief weaknesses or areas of further need?

 

 

 

What steps could be taken to strengthen your present program?

 

 

What has
to:
8.

b.

g.

been the effect of the program on students, with reference

more apprOpriate choice of courses?

 

 

relationships with members of the school staff?

 

 

self-understanding?

 

 

 

relationships with parents?

 

 

 

participation in co-curricular activities?

 

 

 

basic learning skills?

 

 

 

 

remaining in school?

 

 

 

 

 

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222

3.5 What has been the effect of the program on staff members, with
reference to:

a. personnel turnover?

 

 

b. participation in professional and community leadership
roles?

 

 

c. participation in research projects?

 

 

d. further study in institutions?

 

 

e. participation in school visits, conferences and workshops?

 

 

3.6 What has been the effect of the program with regard to:

a. teacheraparent relationships?

 

 

 

b. understanding and confidence by lay citizens in the school's
program?

 

 

c. total school policies such as promotion, reporting, sched-
uling, evaluation, etc.?

 

 

 

 

Have you any data, published or unpublished, which illuatrate any
aspects of the holding power program in your school?

Present enrollment of your high school Class size
Number of teachers Population of your community

Type of community

 

Section 1:

Section 2:

Section 3:

Section N:

Section 5:

Section 6:

Section 7:

APPENDIX C 1,

Form for Follow-Up of DrOp-Outs, Alpena.High School

Excerpt from Report on FollowaUp of DrOp-Outs, Alpena
High School g

 

Report of Drop-Out Study, Battle Creek High School

Facsimile of’Postal Invitation.to Parents of Early School
Leavers, Escanaba High School

Form for Record of Terminal Interview, Highland Park
High School

Excerpts from Report of Continuous Follow-Up Study,
Ravenna.High School

Form for Maintaining Current Record on Holding Power,
Greenville High School

22M

SECTION 1

ALPENA HIGH SCHOOL
Follow-up of DrOp-0uts

Date Address Name

 

Tel. NO. Father‘s Name Age Birth Date

Grade when last in attendance 9B--9A—-lOB-lOA-llB--llA.-—123..12A

Dear

According to our latest information you are considering or have
decided to leave school. We want you to know that this does not decrease
our interest in you. Would you be willing to help us out by giving us
some information? And will you use this questionnaire to let us know of
any further service the school can give you.

I. REASON FOR LEAVING
Please check your reasons for leaving school:

Needed at home__Lack of money_Failing a subject—Don't like school_
Don't like a teacher_In the wrong course_Health_Can't get along with
students—My schedule isn't right-Lack of interest_SubJects too diffi-

cult_To earn own money—To marry-Other

 

 

II. WHAT CAN THE SCHOOL DO TO HELP YOU
Please check:

Change of course_Change of schedule—Find a part-time Job__Find a full-

time Job—Place to stav___0ther

 

 

III. YOUR OWN MESSAGE

In the Space below please tell us in your own words why you are
thinking of leaving school and anything else you may wish:

 

 

 

Signed

.- J

"W—h- H.._.-L._‘_.‘_:_s._.__—_...‘sw
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. L

225

SECTION 2

EXCERPT FROM REPORT ON FOLLOWLUP OF DROP-OUTS, 1952-53,
ALPENA.HIGH SCHOOL

July 6. 1953

Dgtg on the Follow-pp of Pupils Who Left During the School Year 1952—55

 

1. During the school year, seventy-five pupils left school. This
number does not include those that transferred to other high schools.
Twenty-two transferred to other high schools. This is thirteen more than

last year. During the school year 1950-51, twenty-nine pupils left Alpena

High to attend other high schools.

We were able to obtain the follow-up questionnaire from or have
an interview with fifty-two, or 69% of the seventy-five who left school.

2. Members of the teaching staff having close contact with high
school pupils were able to have most of the pupils complete the question-
naire before leaving school. All pupils leaving school must have their
books signed out by the principal before selling them at the bookstore.
This procedure makes the leaving interview possible for a high percentage
of pupils planning to leave school. The interview also enables the prin-
cipal to assist pupils with their problems and encourage many to remain
in school.

3. The follow-up questionnaires were mailed to pupils who left
school without an interview. Some were contacted by attendance teachers,
Miss Foley and Mr. Titus.

h. Personal letters and teacher interviews were used in an effort

to have some of our drOp-out group return to school. Three have indicated

that they plan to return this fall.

5. . . . Greater opportunity for employment was the chief single
reason for school withdrawals during the past year. Twenty-eight listed
going to work as their reason for leaving this year, while in other years
the number listing this reason has been considerably less with the excep-
tion of last year when thirty—two listed the same reason.

lptegpretation gpd Comment

Studies of early school leavers during the past six years have
shown that certain symptoms appear repeatedly and are helpful in identi-
fying potential drop-outs. Following is a list of such symptoms;

1. Irregular attendance and tardiness

2. Information on current office record indicating maladjustment
3. Failure in school experiences

h. Nonaparticipation in school activities

5. Financial difficulties

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226

6. Inability to get along with others

7. Dislike for subjects

8. General restlessness

9. Feeling Of not belonging
10. Broken home
11. Transportation difficulties in the case of rural students
12. Pending military service

In order to identify and treat potential early school leavers and
to prevent leaving school permanently, we must continue to broaden and
emphasize our personnel services. We must continue to stress good class-
toom teaching, individual counseling, attendance, health, testing, job
placement and follow-up, adjustment services and work experience programs.
Special attention will be given this next year to assist boys in adjusting
to future military service.

In spite of the fact that economic conditions are good at this time,
the percentage of drop—outs in the eleventh and twelfth grades was greater
this year than for other years. In the twelfth grade, for instance, six
dropped out to marry and nine to go to work. The percentage of drOp-outs
in the ninth and tenth grades was less than for the past three years.

During interviews with pupils planning to leave school, it has been
evident through the years that a.number of parents are not sold on the
value of a high school education and do little to encourage their child-
ren in high school work. We should continue and improve, if possible,
our interpretation to the public of the high school prOgram of activities.

Genergl Conclusions

1. The drop-out rate at Alpena.High School is considerably below
the national average.

2. During the year, 10% more boys than girls dropped out of school.
Non-resident drOp-outs are 69% of the total of those who leave school
before graduation.

3. There were as many drOp-outs with I. Q. rating above 99 as there
were below. Low intelligence is not an important factor in determining
early school leaving.

h. From the reasons listed for drOpping out in the questionnaire,
such as lack of interest, work is too hard, dislike for teachers, etc.,
there is a definite indication of maladjustment. Perhaps further work
on curriculum study and subject placement to assist these peOple in
adjusting should be made.

227

5. In studying the C. O. R. cards of the pupils who left during

the year it was discovered that very few were members of our school
organizations. We might, therefore, as teachers, evaluate our extras
curricular and social prOgrams in an effort to find ways to encourage

more of our students into our activity prOgram.

M. E. Finch
Principal

228

SECTION 3

Battle Creek High School
THE DROP-OUT STUDY

The DrOp-Out Study which has been conducted for seven years is
based upon information received through Exit Interview Sheets prepared
by the counselors of school leavers.

The counselor draws upon his total acquaintance with the boy or
girl when he makes out the report and supplements his diagnosis of the
reasons for the student's school leaving with the reasons given by the
student and.by his parents.

The following information is also recorded for each school leaver:
age, date entered high school, schools attended, scholastic record in
junior and senior high school, courses taken in high school, subjects which
he would have taken if they had been offered, mental age, reading grade
level, attendance record, health, part-time work, home adjustment, socio-
economic state of family, participation in school activities, social
adjustment, relationships with teachers, traits which annoyed, those
recognized as helpful, attitude of student toward school, attitude of
parents toward school, and immediate plans for the future.

The information from all school leavers is each year compiled so
that reasons for drop-out can be studied by faculty groups with the goal
of providing such meaningful experiences for students that they will wish
to remain in school until graduation.

The Exit Interviews have been supplemented at times by question-
naires sent to school leavers after they have been out of school for a
time. .A limited amount of informal personal interviewing has also been
done.

The counseling group in the high school has been concentrating
during the present semester on the study of underlying reasons for the
school leaving of students. The group is convinced that they can be
assisted in this type of research work through more extensive use of
follow-up, interviews with drOp-outs one, two or three years after their
school leaving.

BCHS-3/22/5l

SECTION N

FACSIMILE OF POSTAL INVITATION TO PARENTS OF EARLY SCHOOL LEANERS

ESCANABA,HIGH SCHOOL

 

 

1/27/ 53

Please consider this an invitation for your boy or girl to
return to school. The sooner he or she does the easier it
will be for us to arrange a schedule.

(will) _( will not)
(Name of student) (check one)

return to school this year. The reason is (work)

(in the service) (needed at home) (any other

reason)

 

 

(Signed)

 

 

 

229

230
SECTION 5

RECORD OF TERMINAL INTERVIEW
Highland Park High School

To the Student: Date

Now that you.have decided to leave school, we would like for you
to answer the questions on this form and then go over them with your
counselor.

Your answers to the questions will provide useful ideas and infor-
mation which may be helpful--and we all need help.

Your name Grade
Age at last birthday Birthdate

If you stayed in school, when would you graduate?

 

What would you like best as your life's work?

 

Do you have a full-time job now? Yes No If so, what kind of work

is it?

 

What is the weekly pay? Does this job lead to better jobs in the

same line of work? Yes No

 

Do you need Special training for these better jobs? Yes No

If you do not have a job, are you sure that you can get one? Yes No

In what kind of work?

 

If you are not yet 18, do you.know that jobs are hard to find? Yes No__

What do you like least about school?

 

Why?

What are your strongest reasons for leaving school now?

 

 

 

What changes in school might have decided you to stay?

 

 

Have you talked this decision over with your parents? Yes No

 

What do they say about it?

 

231

Do you know about educational opportunities in Night School? Yes No

In the armed forces? Yes No

 

Have you taken vocational guidance tests at the HP Testing Center? Yes__No___
Do you know about the educational Opportunity in the HPHS COOperative Pro-

gram? Yes No

 

 

 

Counselor's comments:

Were parents consulted about this matter?‘ Yes No

 

What is theirettitude toward it?

 

 

 

What might have helped this student to want to stay in school?

 

 

 

What do you think is the chief cause of this withdrawal?

 

 

 

Other comments:

Recommendations:

(Signed) .Counselor

Date

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II.

III.

IV.

232

SECTION 6

EXCERPTS FROM 1953 REPORT OF CONTINUOUS FOLLOWLUP STUDY
RAVENNA.HIGH SCHOOL

Intrgduction.

A.large percentage of the young peOple who start high school

in the present day and age drOp out before the four years' require-
ment is completed for graduation. Of those who do graduate, many
find difficult adjustments to make as post high school life begins.

problems such as these do exist and we are now trying to get informer

We of Ravenna High School are conscious of the fact that

_- is or;

tion as to how we might help Ravenna's young peOple meet these situp é

ations successfully. P

S ecific Eggpggpp.

A.

To reduce the number of drop-outs through determining reasons for ;
leaving. a
To determine occupational problems and adjustments. '
To determine the types of skills used by students and their areas
of work.
To determine what skills would aid in advancement of exnstudents.
To evaluate the school system as to:
1. Policy
2. Personality
. School
. Curriculum
To produce students who will boost the school.
To raise standards of the school to obtain accreditation.
To learn how to improve alumni relations.

chpe.

A, Both graduates and non-graduates of the group or groups being

studied.

Classes 33p hp Studied.

 

A.

B.

C.

.A start was made with the 1951-52 graduating class and the non-
graduates who drOpped out that year.

Each group will be followed through for five years. They will be
checked on during the first, third and fifth year after they gradn
'uate or drop.

The followaup study will be a continuous project until such time
as it is no longer considered essential.

Method.gppg.

A.

Questionnaire sent in January of each year to the group to be studied.

9.

233

ANALYSIS OF THE FOLLOW-UP DATA AT RAVENNA HIGH SCHOOL

Our graduates who do not go on to college do find jobs which they have
trained for at Ravenna High School. This is particularly true in the
area of office work.

Graduates appear to be satisfied with the school. There is no severe
criticism.

Non-graduates were engaged in more menial labor than were graduates.

Lack of interest seemed to be the big factor in causing drop-outs.
Apathy toward school activities is implied.

The 9th and llth grades seem to be the critical ones for drop-outs.

Far too few students took part in our extrapcurricular activities. and
the graduates participated to a greater extent than the non-graduates.

Enough of our graduates (25%) go on to college to warrant a strong
college preparatory offering.

The percentage of graduates employed at office work Justifies a strong
commercial program in the school.

The fact that 75% of the drop-outs are doing house. farm or factory
work seems to indicate that our potential holding power over these
drap-outs will depend largely on the functioning of the new or im-
proved vocational departments.

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