A DESCREPTIVE AND EVALUATWE STUDY
OF DAYBREAK, A SELECTIVE
SCHOOL DROPOUT PRGGRAM‘

Dissertation for the Degree of Ph. D.
MICHIGAN STATE URIVERSiTY
E JOHN T. DeGUTIS
1974

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A DESCRIPTIVE AND EVALUATIVE STUDY
OF DAYBREAK, A SELECTIVE
SCHOOL DROPOUT PROGRAN

presented by

John T. DeGutis

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ABSTRACT

A DESCRIPTIVE AND EVALUATIVE STUDY
OF DAYBREAK, A SELECTIVE
SCHOOL DROPOUT PROGRAM

BY

John T. DeGutis

Purpose of the Study

The focus of this study was the East Detroit High
School Daybreak Program which is a program for dropouts and
potential dr0pouts. The investigation was concerned with
(l) a description of the Daybreak Program, (2) evaluation
of various specific aspects of the Program, and (3) for—
mulation of recommendations for the improvement of the
Program.

The East Detroit Public School, where the dropout
rate is the second highest in Macomb County, has started
a drOpout program concerned with helping students stay in
school, learn salable skills and finally he graduated from
high school. The Program, called "Daybreak," has been in
Operation since the summer of 1970.

Special features of the Daybreak Program included:

1. A unique student-oriented program.

John T. DeGutis

2. An experienced teaching staff.

3. A favorable student-teacher ratio.

4. A favorable student-counselor ratio.

5. An individualized vocational curriculum.
6. Anecdotal student evaluation.

7. Minimual student regulations.

8. Open-minded admission procedures.

9. An overall supportive school climate.

10. Practical work experience toward maturity-

Procedures

 

The studentpOpulation was drawn from four secondary
schools in the East Detroit School District. Three were
junior high schools and one was a high school.

The suggested criteria to identify participants
were:

1. Low income family, family receiving A.D.C., wel-
fare, or assistance from charitable organizations.

2. Excessive unemployment or underemployment of the
parents.

3. Family heads semiskilled or unskilled.

4. Isolation from cultural, educational and/or
employment Opportunities.

5. Dependency on social services to provide basic
needs.

Counselors screened lists of such students, con-
ferred with the interested ones, and secured the consent of

parents.

John T. DeGutis

The total number of students involved in this study
was 125. The experimental group contained 31 of the 85
students who enrolled and completed the six—week Summer
Daybreak Program which took place during June and July of
1971. The experimental group also met the following cri-
teria: (1) completed all instruments used in the study;
and (2) had their sixteenth birthday prior to January 31,
1972.

The comparison group was the 62 students who were
eligible to participate in the six-week Summer Daybreak
Program but chose not to attend.

The control group of 31 students was randomly
selected from tenth grade students whose sixteenth birth-
day fell before January 31, 1972, and who were not enrolled
in the Program.

The instruments that were used in the study were
Diagnostic Reading Tests, Career Interest Questionnaires,
the Michigan M-Scale, Student Inventory, Student Question-
naire, student records, and Teacher Inventory.

Statistical treatment, done largely by computer,
included analysis of T-tests and simple computation of

means and percentages.

Findings
From the data collected in this study, it was found

that:

John T. DeGutis

Summer Daybreak Program Students:

(a) Had a return rate of 100 percent in the fall of
1971.

(b) Had a dropout rate of nine percent as compared
with a dr0pout rate of 57 percent for the com-
parison group.

(c) Showed no significant improvement in regular
school attendance.

(d) Did not improve their reading scores significantly.

(e) Showed no significant improvement of achievement
motivation.

(f) Usually selected occupations that required
little or no training after high school.

(9) Were measurably different from the control
group in career selections.

(h) Were not measurably different in the number of
credits earned.

The major similarities of the Daybreak and control
group students were in the areas of sex, grade,
number of siblings, siblings who dropped out of
school, and siblings who were graduated from either
high school or college.

The major differences between the two groups were
in the areas of parental education, number who had
part-time jobs, future plans, yearly family income,
and type of family organization.

In terms of teaching and work experience, the Day-
break faculty's average was 9.86 years. In terms
of educational training, six of the teachers had

B.A. degrees, and five had M.Ed. degrees.

John T. DeGutis

5. In general, as indicated by the Student and Teach-
er Inventories, the majority of the Daybreak stud-
ents and teachers had positive feelings concerning

the Summer Program.

Conclusions

 

The Summer Daybreak Program has been able to assist
drOpouts in maintaining their formal education and deve10p-
ing, to a limited extent, a salable vocational skill.

The original goals and objectives of the Daybreak
Program were being met in most areas. This goal achievement
was evidenced by the number of students who returned to
school in the fall after having this summer school exper-
ience and the number of students who continued their high
school education during the 1971-72 school year.

Some questionable areas were in reading improvement
and achievement motivation. It appears that the students
have not as yet increased their ability to make significant
progress in reading that is necessary for completion of
high school. In the areas of achievement motivation, it
seems that for the most part the majority of the students
have not increased their ability to be self-motivated indi-
viduals.

Additional issues and questions generated by the
study included:

1. Is a short attention span characteristic of dropouts?

John T. DeGutis

To what extent are minor physical impairments con-
tributing factors in drOpping out?

In what ways do differences in value orientations
between students and teachers affect drOpouts?
What role does a strong student activity program

have in contributing to drOpout prevention?

A DESCRIPTIVE AND EVALUATIVE STUDY
OF DAYBREAK, A SELECTIVE

SCHOOL DROPOUT PROGRAM

BY

John T: DeGutis

A DISSERTATION

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

DOCTOR OF PHILOSOPHY
College of Education

1974

ACKNOWLEDGMENTS

The support and encouragement of many individuals
assisted me in my advanced study.

Dr. Charles Blackman provided his guidance in the
writing of this dissertation. He gave me great amounts of
time, many ideas, and much support in solving the problem.

I also appreciate the assistance of Dr. George Myers,
Dr. Stanley Hecker, Dr. John Suehr, and Dr. Geoffrey Moore,
who served as my doctoral committee.

The East Detroit Public Schools gave me the Oppor-
tunity to study the Daybreak Program, and I wish to thank
the following peOple associated with the program: Mr. James
Reed, Mr. Fran Gyger, Mr. John Sanders, Mrs. Kathy Zschoche,
Miss Kathy Szczur, Miss Kathy Sargent, Miss Julie Shepperson,
and the teachers of the Program and the students themselves.

The people who read the manuscript and made sugges-
tions are Mr. Albert VanOvermeer and Sister Mary Leona.

I am grateful to so many others at M.S.U. and East
Detroit and to all who gave me time, assistance, and encour-
agement in completing this dissertation.

Finally, I wish to thank my wife and parents who

were especially encouraging.

ii

TABLE OF CONTENTS

LIST OF TABLES

LIST OF APPENDICES

Chapter
1.

II.

NATURE OF THE INVESTIGATION . . . . . .

The Problem . . . . . . . . .
The Purpose of the Study . . . .
Significance of the Study . . . .
Questions To Be Considered . .
Experimental Hypotheses To Be Tested
Design of the Study . . . . . . . . .
Definition of Terms . . . . . . . . .
Basic Assumptions . . . . . . . . . .
General Description of the Daybreak
Program . . . . . . .
Limitations of the Study .

Summary . . . . . . . .
Organization of the Study

REVIEW OF THE LITERATURE . . . . . . .

Introduction . . . . . . . .
Extent of the Dr0pout Problem
Determining Dr0pout Numbers
Michigan Dropout Study . .
Summary . . . . . . . . . .
Characteristics of Dropouts .

O O O O O 0

Overview . . . . . . . .
School- Related Factors .
Reading Ability . . . . . . . .

‘ O O 0

Grade Retention and Subject Failure

School Attitude and Attendance .
summary 0 C O O O O O O O I O I 0

iii

0 O O O O J O O O O O O

O O J O O O O O O O O O

Page

soarqtnuubesha re

11
12

13

13
14
14
14
15
16
16
20
21
22
22
23

Chapter

II. REVIEW OF THE LITERATURE (continued)

Socioeconomic and Personality Factors

Home and Family . .

Urban and Rural Dropout
Employment and Marriage

Self-Concept . . .
Summary . . . . . .

Prevention and Rehabilitation

Dr0pouts . . . . . .
Overview . . . . . .
Adaptation of the Curr
School Organization .
Teacher Education . .
Positive Experience .

Work-Study Programs .
Summary . . . . . . .
Summary . . . . . . . .

Guidance and Counseling Services

ic

ulum

9 o o 9 o

f

O O o O O O O C

III. METHODS OF INVESTIGATION AND DETAILED

DESCRIPTION OF THE DAYBREAK

Introduction . . . . .

Methods of Investigation
The Experimental Group
The Comparison Group
The Control Group . .

Instruments and Procedures

Attendance . . . . .
Reading Achievement .
Achievement Motivation
Career Selection . .
Student Questionnaire
Student Inventory . .
Teacher Inventory .
Report Cards . . .
School Records . .
Summary . . . . . .
Detailed Description of
Program . . . . . . .
Staff . . . .r. . . .
Staff Profile . . . .
Physical Facility . .
Student Body . . . .
Instructional Program
Grading . . . . . . .
Admittance Procedures

iv

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PROGRAM . .

O O O O O O O O

O O O O O O O O

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Page

23
24
25
26

28

3O
30
31
33
35
37
38
39
42
42

44

44
44
4s
4s

4s
4s

46
46
47
47
48

49
50
50

51
52
54
54
55

56

Chapter

III. METHODS OF INVESTIGATION AND DETAILED
DESCRIPTION OF THE DAYBREAK PROGRAM
(continued)

Student-Teacher Ratio .
Student-Counselor Ratio
School Climate . . . .
Program Costs . . . .
Other Unique Features
Summary . . . . . . .

IV. PRESENTATION AND ANALYSIS OF DATA . .

Introduction . . . . .
Hypothesis I . . .
Testing Hypothesis I
The Findings . . . .
Summary--Hypothesis I
Hypothesis II . . . .
Testing Hypothesis II
The Findings . . . .
Summary-~Hypothesis II
Hypothesis III . . . . .
Testing Hypothesis III
The Findings . . . . .
Summary--Hypothesis III
Hypothesis IV . . . . . .
Testing Hypothesis IV .
The Findings . . . .
Summary--Hypothesis IV
Hypothesis V . . . . .
Testing Hypothesis V
The Findings . . . .
Summary--Hypothesis V
Hypothesis VI . . . . .
Testing Hypothesis VI
The Findings . . . .
Summary--Hypothesis VI
Hypothesis VII . . . .
Testing Hypothesis VII
The Findings . . .
Summary——Hypothesis VII
Hypothesis VIII . . . . .
Testing Hypothesis VIII
The Findings . . . .
Summary--Hypothesis VIII
Student Body Profile . . .
The Findings . . . . . .
Summary . . . . . . . . .

O O O O O O O
I O O O O O O O O O O O O O O O O O O O O C O O O O O O O O O C

O O O O O O O O I O O O O O O O O O O O O O O O O O O O i O O O O O O O
O O C O O O O O O O O O O 0 <0 0 O O O O O O O O O O I O O O C O O O O O
O O C O O O O O I O O O O O O O O O O O O C C O O O O O O O O O O O O O

O O C O O O O O O O D O O O O O O O O O I O O O O O O O O O O ' O O O O O

O O J O O O O O O

O O O O I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 0

O O O O O O O O O .I O O O O O O O O O O O O O O i O O O O O O O O O O O

Page

Chapter Page

IV. PRESENTATION AND ANALYSIS OF DATA

(continued)
Student and Teacher Inventory . . . . . . 96
The Findings . . . . . . . . . . . . . 96
summary 0 O O O O O O O O O O O O O 0 O 106
smary O O O I O O O O O O O O O O O O O 106
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . 109
smary o o o o o o o 9 o o o o o o o o o 109
Conclusions . . . . . . . . . . . . . . . 113
Recommendations . . . . . . . . . . . . . 115
Recommendations for the East Detroit
Educational Program . . . . . . . . . 115
Recommendations for Further Study . . . 118
Personal Commentary . . . . . . . . . . . 120
SELECTED BIBLIOGRAPHY O O O O O O O O O O O O O O O 1 2 2
APPENDICES O O O O O O O O O I O O O I O O I I O O 132
A. Diagnostic Reading Tests Survey Section:
Lower Level (Grades 4 through 8) . . . . 132
B. The Michigan State M-Scales-Male . . . . . 156
C. The Michigan State M-Scales-Female . . . . 170
D. Career Interest Questionnaire . . . . . . . 183
E. Student Questionnaire . . . . . . . . . . . 186
F. Student Inventory . . . . . . . . . . . . . 190
G. Teacher Inventory . . . . . . . . . . . . . 194

vi

LIST OF TABLES

Table Page

1 Characteristics of drOpouts which most

studies have found to be common . . . . . 18
2 Characteristics of dr0pouts . . . . . . . . 19
3 DrOpouts' reasons and counselors' findings

for leaving school . . . . . . . . . . . 20
4 Profile of the typical teacher of the

Daybreak Program . . . . . . . . . . . . 53
5 Number of students in experimental and

comparison groups and enrollment in

SChOOl--September, 1971 o o o o o o o o o 65
6 Number of students in the experimental,

control, and comparison groups who
drOpped out of school during the first

semester of 1971-72 school year . . . . . 67
7 The number of dropouts of the experimental,
control, and comparison groups.
Critical T—Test results . . . . . . . . . 68
8 Attendance--Daybreak experimental group,
N=31 I O O O O I O O I O O O I I O O O O 69
9 Attendance--control group, N=3l . . . . . . 71
10 Attendance--comparison group, N=l7 . . . . 72
11 The number of days absent when comparing

the experimental, the control, and the
comparison groups. The critical T—Test

results I O O O O O O O O O I O O O O O O 73
12 Comparison of composite scores of Diag-

nostic Reading Tests for Daybreak

Students I N=3 l O O Q Q 0 O I O O O O 0 O 7 5
l3 M-Scales of 31 Daybreak students . . . . . 77

vii

Table Page

14 Career Interest Questionnaire,weighted
score. Occupations that need college
training - 3. Those than need two
years or more of training, but not
college - 2. Those than need fewer
than two years of training — l, N=31 . . 79

15 Comparison of career interest choices by
experimental and control groups,
weighted score. Occupations that need
college training - 3. Those that need
two years or more of training, but not
college - 2. Those that need fewer
than two years of training - 1. N=31
for each group . . . . . . . . . . . . . 83

16 Credits--Daybreak experimental group,

N=31 I l O O O O O O O O I O I O I O O O 86
17 Credits--control group, N=31 . . . . . . . 88
18 Credits--comparison group, N=31 . . . . . , 89

19 The number of credits earned when compare
ing the experimental, the control, and
the comparison groups. The critical T-
Test results . . . . . . . . . . . . . . 90

20 Profile of the typical Daybreak and con-

trol student as shown by results of
Student Questionnaire . . . . . . . . . . 92

viii

CHAPTER I
NATURE OF THE INVESTIGATION
The Problem

One of the most important problems in American
education today is that of providing secondary school
programs which meet the needs of the students who are
leaving high school prior to graduation. The problem is
nationwide and is reflected on both the state and the
local level.

The drOpout problem on the national level has
reached such magnitude that two Presidents of the United
States found it necessary to focus public attention on it.

President John F. Kennedy, in his State of the
Union Message to Congress on January 14, 1963, said:

The future of any country which is dependent
on the will and wisdom of its citizens is
damaged, and irreparably damaged, whenever
any of its children is not educated to the
fullest extent of his capacity. . . Today an
estimated four out of ten students in the
fifth grade will not even finish high school
and that is a waste we cannot afford.
President Lyndon B. Johnson, in his message about

education to Congress on January 12, 1965, stated:

There is a darker side to education in America.
Almost a million young pe0ple will continue to

“I

quit high school each year-—if our schools
fail to stimulate their desire to learn. In
our 15 largest cities, 60 percent of the tenth
grade students from poverty neighborhoods drOp
out before finishing high school. The cost of
this neglect runs high--both for the youth and
the nation.

Congress reacted positively to these presidential
messages By enacting new programs and enlarging others,
such as Vocational Education, the Job Corps, and other
dropout-related programs. Despite such efforts, the school
drOpout problem persists.

The problem is not only political but also economic.
It is very difficult for the school drOpout to obtain a job,
and unemployment rates are higher for the dropout than for
a person who has a high school diploma. For example, in
October 1968, the unemployment rates were 6.1 percent for
graduates, but 13.1 percent for drOpouts.l

The State of Michigan, as well as other states, is
very much affected by the dropout problem. Annually, the
number of students recorded as dropouts was 35,730 in 1966-

2

67. In 1967-68, the number of dropouts mounted to 36,544

(6.73 percent).3

 

lVera C. Penella, "Employment of High School Gradu-
ates and Dropouts," Monthly Labor Review, XCII (June 19,
1969), p. 36.

2Public High School Dr0pouts in Michigan 1966-67,
Research Monograph No. 7 Revised, Michigan Department of
Education, June, 1968, p. 3.

3Public High School Dropouts in Michigan 1967-68,
StatisticaI Bulletin No. 4DO7’Revised, Michigan Department
of Education, December, 1969, p. 13.

East Detroit Public Schools, a large suburban school
district located on the northern border of Detroit, Michigan,
had a dropout rate ranked above the state-wide average of
8.08 percent (301 students in 1967-68). Compared with other
districts in Macomb County, East Detroit had the second
highest dr0pout rate and the largest number of dropouts.4

These figures are based on the total student popula-
tion in grades 9-12 within the East Detroit school district.
Such a high dropout rate might not be expected in a subur-
ban district with high family income ($12,943 median in
1970)5 and great family stability. The seriousness of the
problem and the school district's attempt to resolve it
has important implications.

In 1970, the school district received a Vocational
Education Grant for a six-week summer school program called
"Daybreak." A further application was made to continue the
program during the regular school year. In February, 1971,
the Daybreak Program was resumed and was offered during the
summer of 1971. The program, however, had not yet been
systematically studied and evaluated.

In looking at the totality of the dropout problem,

it is evident that it is not confined to the inner city or

 

4Ibid.

5U.S., Department of Commerce, Bureau of the Census,
United States Census of Population: 1970, Characteristics
of the Population, Michigan.

 

 

to the ghetto, but extends also to the suburbs; therefore,
East Detroit's Daybreak Program for drOpouts could have

significance to students Of varying backgrounds.

The Purpose Of the Study

 

The purpose Of the study was (1) to describe the
program, and (2) to evaluate the effectiveness of the East

Detroit's Daybreak Summer Program.

Significance Of the Study

 

The study will have significance in two ways:
First, the main part Of the study deals with a description
Of an on-going Operational drOpout program, called Daybreak.
Therefore, when compared with a regular school program,the
difference in the program and curriculum could suggest
changes in current practice, method, materials, and evalu-
ation. Second, the study is longitudinal in nature. It
studies the long term effect Of the Daybreak Program on
retaining potential dropout students in school. There-
fore, these results could have significance in the setting
up Of special programs for dropouts and also could give
some indication of what the regular school program is

doing to aid the potential drOpout students.

Questions To Be Considered

 

Several questions formed the framework for the

evaluation and description Of the Daybreak Program.

1. Will students' attitudes toward school and educa-
tion be changed?

2. Will students develop a more positive self-concept
during the program?

3. Will students be more likely to stay in school
after the program is completed?

4. Will students develop vocational skills which are
salable?

5. Will the program have any effect on the regular
school program?

Hypothesis I

Hypothesis II

Hypothesis III

H

H

Experimental Hypotheses

 

To Be Tested

 

There will be no difference between

the experimental (Daybreak) group and
the comparison group in terms Of the
number Of students who return tO school
for the first semester Of the 1971-72
school year.

There will be no difference among

the experimental, control,and compari-
son groups as tO the number Of students
who drOp out Of school during the first
semester Of the 1971-72 school year.
There will be no difference in the

attendance Of students who participated

Hypothesis IV H

HypOthesis V H

Hypothesis VI H

Hypothesis VII H

Hypothesis VIII H

0

in the Summer Daybreak Program, the
control group and the comparison group
during the first semester Of the 1971-
72 school year as compared with the
second semester of the 1970-71 school
year.

There will be no significant improve-
ment in the Daybreak students' reading
achievement as measured by the Diag-
nostic Reading Tests.

There will be no significant improve-
ment in the Daybreak students' academic
motivation as measured by the Michigan
State M-Scales. J

There will be nO difference in the Day-
break students' career choices on a pre-
and post-test as measured by the Career
Interest Questionnaire.

There will be nO significant difference
between the Daybreak students (the
experimental group) as compared with
the control group students in terms Of
career choice as measured by the Career
Interest Questionnaire.

There will be no difference in the num-

ber Of credits earned by the students

who attended the Summer Daybreak Pro-
gram, the students in the control group,
and the students in the comparison
group during the first semester Of the
1971-72 school year as compared with
the second semester Of the 1970-71

school year.

Design Of the Study

 

This descriptive and evaluative study was designed
tO analyze the effectiveness Of the Daybreak Program. The
total number Of students involved in the study is 125. The
experimental group consisted Of the 31 students who success-
fully completed the six-week Summer Daybreak Program which
was held during June and July Of 1971, and who met the
following criteria: (1) completed pre— and post-reading
tests, Michigan M-Scales and Career Selections; and (2) had
sixteenth birthdays falling on a date prior to January 31,
1972.

The comparison group included the 62 students who
were eligible to participate in the six-week Summer Day-
break Program but chose not to attend, and who were sixteen
years of age by January 31, 1972.

The control group Of 31 students was a randomly
selected group Of tenth grade students whose sixteenth

birthday fell before January 31, 1972.

The enrollment in the Daybreak Program was approx-
imately 85 students, but only 31 students met all Of the
criteria; therefore, those 31 students for the base for
the study.

The instruments that were used in the study were
Diagnostic Reading Tests, Career Interest Questionnaires,
the Michigan State M-Scales, Student Inventory, Student
Questionnaire, student records, and Teacher Inventory.

The time schedule for the study was (1) the eXper-
imental group was given the Diagnostic Reading Test, Career
Interest Questionnaire, and the Michigan State M-Scale in
June, 1971; (2) the post-tests of the above instruments
were given in July, 1971; and (3) all student records were

checked on January 31, 1972.

Definition Of Terms

 

Dropout: For the purpose of this study, a student
Of the Michigan Public Schools is considered a dropout if
he or she is drOpped from the school membership roll for
any reason, except death, prior to graduation or completion
Of a program Of studies and fails to make provisions to
transfer to another school which would provide courses
leading to the completion Of a high school education.

Potential Dropout: A student who, according to his
school records, behavior, and family background, would pro-
bably withdraw from school as soon as he reaches the age Of

sixteen.

Basic Assumptions

 

It was assumed that students can be compared using
as a basic age, sex, grade, size of family, family income,
and family organization.

It was assumed that paper and pencil instruments
would give a valid assessment Of the students' true feelings
and beliefs.

It was assumed that to retain students who were
actual drOpouts, or potential drOpouts, any new program
would have tO be'relevant to the individual students.

It was assumed that a student's school record would

contain valid data.

General Description Of
the Daybreak Program

 

 

The drOpout student who seeks to resume his formal
education Often finds that the school still has some Of the
same conditions which prompted his original departure from
school life. Faced with this situation, he is more likely
to rejoin the ranks of the drOpouts and never again to
attempt completing the school's graduation requirements.

East Detroit's Daybreak Program is neither an
exclusive one, nor is it totally original in its effort to
solve, at least in part, the persistent and increasing
drOpout problem. It does, however, project several aspects

that indicate a major effort to mitigate some Of the

10

conditions Of formal education which did and continue to
prompt students to leave before graduation. It does pro-
ject more than a small adjustment or change in the regular
curriculum.

The student population was drawn from three junior
high schools and one high school located in the City Of
East Detroit. The suggested criteria to identify partici-
pants were: (1) low-income family, family receiving A.D.C.,
welfare, or assistance from charitable organizations;

(2) excessive unemployment or underemployment; (3) family
heads are semiskilled or unskilled; (4) isolation from
cultural, educational, and/or employment Opportunities; and
(5) dependency on social services to provide basic needs.
Counselors screened lists Of such students, conferred with
the interested ones, and secured parents' approval Of
enrollment Of their children. With the director, a list of
actual participants was then drawn up.

The curriculum was designed to offer effective
remediation in basic skills, to present job-oriented ex-
periences, and to make possible, through interpersonal
interaction,Opportunities to gain more insight into oneself
as an individual. Everything possible was exercised by
involved teachers, counselors, and director to insure
personal success, self-respect, and skills to motivate
respective participants to take the Opportunities presented

as a help to pursue studies through graduation.

ll

Reasonable privileges and freedoms were allowed in
a climate that encouraged a more adult attitude Of behavior.
Progress reports replaced the letter grade system. The
system Of granting credits and graduation requirements was
adjusted to meet the needs Of students already weighed down
with handicaps Of past failures, apathy, and a general dis-

like for continued schooling.

Limitations Of the Study

 

1. This study examined only one drOpout program: The
Daybreak Program in East Detroit, Michigan. Therefore, it
is very difficult to generalize results to any great degree.

2. The Program was of short duration: six weeks during
the summer Of 1971.

3. Since some Of the instruments used in the study are
basically of the self-reporting type, the results may be

affected by the enthusiasm of the students for the Program.

m

In an age Of changing institutions, public schools
have been slow to change. Yet, educational reform cannot
wait. The mass Of idle and frustrated youth grows daily.
The need for schools that will help them become self-
supporting citizens is as urgent as the police department's

next call to a riot.

12
Not everything that is faced can be changed;
But nothing can be changed until it is faced.

--James Baldwin.6

The East Detroit School District's program for drOp-
outs is called Daybreak. The purpose Of this study is to
describe and evaluate the effectiveness Of the Daybreak
Program. Two attributes of the Program are remediation
and interpersonal interaction. The design Of the study was
concerned with the three groups, exPerimental, control, and
comparison, and also was concerned with the various instru-
ments which include a reading test, motivation test, self-

reporting inventories, and school records.

Organization Of the Study

 

Chapter I is introductory, outlining the nature and
importance Of the problem to be studied. Chapter II provides
a review of literature concerning dropouts. In Chapter III
the research design is described and a detailed description
of the Daybreak Program is provided. Chapter IV includes a
presentation, discussion, and analysis Of the findings.

Chapter V includes a summary and recommendations.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction

 

The school drOpout problem has been and is
presently Of interest to educators and the public.
Early school leavers are not new to the American educa-
tion scene. It was not until recently that high school
graduates outnumbered students who drOpped out. Statis-
tics indicate, however, that today smaller percentages
Of students are leaving school prior to graduation than
ever before. The drOpout phenomenon is not new. What
is new is the problem Of fitting the job applicant
without a high school diploma into existing jobs. There
is a great amount of literature dealing with the drOpout
problem and reflecting public concern.

In an attempt to delineate the sc0pe of the
matter in question, this review will examine the extent
Of the drOpout problem, the characteristics of drOpouts,

and the prevention and rehabilitation Of dropouts.

13

l4

Extent Of the Dropout Problem

 

The extent Of the drOpout problem has been inves-
tigated by large and small school districts, countries,
states, the federal government, and by colleges and uni-

versities.

Determining Dropout Numbers

 

Two methods are commonly used to determine the
number Of drOpouts on a nation—wide scale. The United
States Office Of Education started with 1,000 pupils in
the fifth grade and counted the number in each grade in
successive years.

The second method Of determining the number Of
drOpouts, used by the United States Bureau Of the Census,
is to subtract the number Of pupils in school from the
number Of children Of school age and thus, provide the
percentage Of any given age group that is or is not in

school.

Michigan Dropout Study

 

Many studies of the drOpout have been conducted in
the State of Michigan. A very comprehensive study Of 441
Michigan secondary schools was done by Myers. Major find-
ings include the following:

(1) Concern for improvement Of school holding

power is related to the acceptance of universal secondary

15

education for all American youth.

(2) Michigan high schools graduate only 70 percent
Of all pupils who enter the ninth grade.

(3) More boys than girls are among early school
leavers at each grade level.

(4) A significantly higher percentage of minority
boys and girls leave school early.

(5) The causes Of early school leaving are many,

and they are interrelated.1

1939251

The extent Of the dropout problem is nationwide.
With much concern and to find some solution, many govern—
mental and educational agencies have investigated the
problem. On the national level, both the Office Of Educa-
tion and the Census Bureau have methods for computing the
number Of dropouts. Although the number is decreasing,
concern is justifiable because economic and social pres-
sures are increasing. In the State Of Michigan the prob-
lem Of the dropout is vast and has been studied by many,
and efforts are being made to increase the number Of high

school graduates.

 

.1

1George R. Myers, "A Study of Factors and Practices
Related to Holding Power in Certain Michigan Secondary
Schools," (unpublished doctoral dissertation, Michigan
State University, 1956), Dissertation Abstracts, XVI, 1414.

16

President Kennedy's Committee on Youth Employment
made the following appeal:

More children than ever before are attending
high school and the number being graduated is
larger than ever before, yet one out Of three
leaves high school before graduation. This drop-
out rate is totally unacceptable in a nation
whose future depends upon greatly increased com—
petence and skill.2

The Characteristics of Dropouts

 

Some authors claim that the early identification
Of the potential dropout is the key to keeping more stud~
ents in school longer, but according tO some Of the drOp-
outs, they would not have continued longer regardless Of
what the school or the community had done. From one point
Of view, to lose even a few is a tragic waste Of human
resources that must be reckoned with by all institutions

within a community.

Overview

Thorndike, in 1908, reported that retardation was
the key factor in school drOpouts. He claimed that com—

pulsory laws had little effect upon pupil retention.3

 

f

2U. S., Department Of Labor, President Kennedy' 3
Committee on Youth Employment, The Challenge Of Jobless
Youth (Washington, D. C.: 1963), p. 9.

 

3Edward L. Thorndike, The Elimination Of fingils
from School (Washington, D. C.: U. 8. Government Print1ng
Office, 1908),p p. 6.

 

 

17

O'Brien did an extensive study of drOpouts in 1919. He
arrived at the following conclusions: (1) the percentages
Of graduates and nongraduates who had received failing marks
in school were almost identical; (2) the number Of drOpouts
did not tend to increase as the number Of failing marks per
pupil increased; and (3) failing marks should not be con-
sidered as a primary cause Of dropping out.4

Counts maintained that a number Of psychological
factors were causal.5 Gragg concluded that the most impor-
tant forces for leaving school were the following: (1)
retention Of one or two grades in school; (2) aptitude or
achievement scores in the lowest decile; (3) absenteeism;
and (4) school failure. Lesser forces included (1) being
male, (2) reading below grade level, (3) a broken home,
(4) no participation in extracurricular activities, (5) a
poorly educated family, (6) low socioeconomic status, and
(7) the occupation Of the parent being that Of an unskilled
laborer.6

Tesseneer and Tesseneer made an extensive review Of

the literature concerning school drOpouts. Table 1 was

 

4Francis O'Brien, The High School Failure (New
York: Columbia University Press, 1911T, p. 182.

5George S. Counts, Selective Character Of American
Schools (Chicago: University Of Chicago Press, 1922), p. 14.

6W. L. Gragg, "A Dropout or a High School Graduate?"
Education Digest, XV (September, 1949). pp. 30-31.

18

Table 1. Characteristics of dropouts which most studies
have found to be common.

 

 

 

 

 

 

 

 

 

N \D
I!) [D
m ox H
TIM O rdrlQ
sac o asap I I.o on:
c oc:r:o~ Q)w34010 O<DTSM or»
a) 3+: on circa-.4 cu (D'U'U-v-I'O a u c
Hocomcscmoccnmous
Fin O$4LIM:3KSM o:u«30»cr:«so
flInLJQt3::¥.4h:£cnaimcne+3=a
Low Income Families xx xxxxx xxx xxxx
Low Scholastic Achievement x x x x x x x x x x x
Discouraged or Failing x x x X){X
Non-Participant in Activities x x x x x x x
Dissatisfaction with Teachers x x x x x x x
Feeling Of Not Belonging x xzx x x
Lure Of a Job x xx x x
Weak or Broken Homes x x x

 

aRefer to bibliographic reference by author's name.

bR. A. Tesseneer and L. M. Tesseneer, "Review Of the

Literature on School Dropouts," National Association Of Secon-
dary School Principals' Bulletin, XLII (May, 1958), 144.

adapted from their work and shows the commonality Of causes
for dropping out Of school.

Table 2 represents a summary of the New York City
Holding Power Project. It was found that about 75 percent Of
those individual pupils, for which five or more Of the
ranked factors applied, actually became school dropouts.

These criteria predicted male dropouts more than female dropouts.

Table 2.

Characteristics Of dropouts.

 

'7

 

 

Rank Characteristic Qualifying Condition
1. Age Old for age group--over 2
years
2. Grade retardation One year or more retarded
3. Learning rate Below 90 IQ
4. Pupil's interest in Little or none
school work
5. School marks Predominantly below average
6. Ability to read 2 years or more below grade
level
7. Parental attitude Negative
8. General adjustment Fair or poor
9. Participation in out- None
Of-school activities
10. Attendance 20 days or more absentee-
ism per school year
11. Acceptance by pupils Not liked
12. Number of children in 5 or more
family
13. Reaction to school Resents control
controls
14. Educational level Grade 7 or below
achieved by mother
15. Parental attitude Vacillating
16. Participation in school None
activities
17. Educational level Grade 7 or below
achieved by father
18. Father's occupation Unskilled or semi-skilled
19. Health Frequently ill, easily
fatigued
20. School-to-school Pattern Of "jumping from
transfers school to school"
21. Physical size Small or large for age

group

 

Of their discriminating power.

York,

a I l O o O
The character1st1cs are 11sted 1n decreas1ng order

bReducingthe School Dropout Rate, New York State
Department Of Education and University of the State Of New

Albany, 1963.

20

COOk studied ninety-five dropouts from a large city
high school and found that the reasons given by dropouts
for leaving school differed considerably from the counselors'
assessments Of their reasons for leaving.7 Note that
students sometimes give a "socially acceptable" reason if

they can. Table 3 summarizes the data.

Table 3. DrOpouts' reasons and counselors' findings for
leaving school.

 

rw v fi

 

 

 

Percentage Of Percentage Of
Dropouts Giving Counselors Giving
the Reasons The Reason the Findings
39.6 Going to work -—
20.9 Dislike Of school 7.2
20.9 Marriage 20.2
9.4 Failing courses 34.9
4.6 Needed at home --
2.3 Left home 28.1
2.3 Administrative request --
-- Feeling Of rejection 9.6
100.0 100.0

 

Source: Edward Cook, "An Analysis Of Factors
Related to Withdrawal from High School
Prior to Graduation," Journal Of Educa-
tional Research, L (November, 1956),
191-196.

 

 

School Related Factors

Many research studies have dealt with school related

 

7Edward Cook, "An Analysis Of Factors Related to
Withdrawal from High School Prior to Graduation," Journal
Of Educational Research, L (November, 1956), 191-196.

21

factors such as reading ability, grade retention, and
subject failure, as well as school attitudes and atten-

dance. Each Of these factors is discussed in detail.

ReadingyAbility

Reading is required in all school subjects, but
the average drOpout is at least two years retarded in
reading by the time he quits school, according tO authors
Bledsoe8 and Schreiber.9

Findley, in The School Dropout, claims that in

 

any total program to meet the dropout problem, a system-

. . . . . 10
at1c reading improvement program requires prime concern.

He goes on to say:

The mechanism Of reading disability Operates
variously to produce loss Of self-confidence, if
not indeed Of self respect. It may result as a
secondary effect of emotional disturbances, but
it is also a primary factor in itself in generat-
ing and Spreading personal distress . . . . The
etiology of every case has its own characteristics,
but reading disability can be and is in many cases
the primary source Of the difficulty.11

 

8J. Bledsoe, "An Investigation Six Correlates Of
Student Withdrawal from High School," Journal Of Educational
Research, LIII (September, 1959), 6. i

 

9Daniel Schreiber, "School Dropouts," National
Education Association Journal, LI (May, 1962), 51.

10D. Schreiber, The School DrOpout (Washington, D.C.:
National Education AssoCiation, I9647) p. 169.

ll

 

 

Ibid., p. 170.

22

Grade Retention and Subject Failure

 

Grade retention and subject failure seem closely
related to withdrawal before graduation. Silverstone
found that 70.9 percent Of the dropouts from Bridgeport,
Connecticut, schools were failing two or more subjects.12
Twenty-five percent were failing four or five subjects.
Grade retention and subject failure were given by
Schreiber as reasons for students dropping out.13

According to Bianchi, pupils who left from the
eighth, ninth, and tenth grades most Often did so for
reasons closely related to their school experiences, such
as grade retention, academic difficulties, and failure to

participate in activities.14

School Attitude and Attendance

 

According to Wirtanen, the most frequently men-
tioned reason for leaving school is one which refers to
some aspect Of school environment and/or school personnel.

Many dropouts reported they received nO encouragement

 

12Lester Silverstone, Annual Report on Dropouts,
grades 9-12y1961-62 and a Comparative Study with the
Cumulative Record, 1956-61,(Connecticut: Board Of’Educa-
tion, March, 1963), p. 21.

13D. Schreiber, "School Dropout: Fugitive from
Failure," National Association Of Secondary School Prin-
cipals' Bulletin, XLVI (May, 1962), p. 235.

14E. S. Bianchi, High School Dropouts (Washington,
D.C.: National Education Association, 1959), p. 13.

 

 

 

 

 

 

 

23

from school Officials to stay in school.15

Attendance is a factor in causing students to drop
out. Urdal found that dropouts have attended more schools
and have poor attendance records.16 In a study done by
the State Of Hawaii, it was established that when atten-
dance was improved there was some effect on eventual

graduation.l7

Summary

According to the research, many dropouts have
exhibited the following school related characteristics:
(1) usually retarded in reading achievement; (2) have
failed two or more subjects; and (3) have had poor atten-

dance records.

Socioeconomic and Personality Factors

 

In addition to school factors causing students to
drop out Of school, socioeconomic and personality factors

play an important role. These factors, home and family,

 

15Ilona D. Wirtanen, Why and How Young Men Drop

dot of High School, (Ann Arbor: University Of Michigan,
Institute for Social Research, February, 1969), p. 27.

16Lloyd B. Urdal, Dropouts--An Analysis of Per-
sonal Variables within the School Situation, iOlympia:
Washington Office Of State Supt., 1963), p. 11.

l7Hawaii,State Department of Education, Secondary
Student Status Survey 1967-68. Part II, (Honolulu:iHawaii
State Department Of Education, August, 1968), p. 7.

 

 

 

24

urban and rural, employment and marriage, delinquency and

self-concept, are discussed.

Home and Famiiy

 

In research done during the 1950's and 1960's many
authors, including Bledsoe,18 Popper,19 and Allen,20 con-
cluded that leaving school before graduation was related
to socioeconomic status, and that those in lower socio-
economic classes left school in greater numbers than those
in other groups. In studies done more recently, four other

authors, Crawford,21 Curley,22 Nafziger,23 and Tseng,24 also

concluded that family and home situations contribute

 

18Bledsoe, Op. cit., p. 4.

198. H. Popper, "High School in the War on Poverty,"
National Association of Secondary School Principals' Bulle-
tin, XLVIiiApril, 1962), p. 91.

20Charles M. Allen, Combatting tho_Dropout Problem
(Chicago: Science Research Associates,—i956), p. 6. if

21Douglas G. Crawford, Famiiy Interaction,
Achievement-Values and Motivation as Related to School
Dropouts,iOntariO, Canada: Un1versity of Ontario Press,
March, 1970), p. 8.

22Theodore J. Curley, The Social System: Contribu-
tor Or Inhibitor to the School DrOpout, (Quincy: Massachu-
setts, March, 19717, p. 14.

23Alyce J. Nafziger, Anaiysisfi Of Attitudes Rela-
tive to Education in the Appalachian Region, TUniversity
Park: New Mexico State University, January, 1971), p. 68.

24Meng-shu Tseng, Comparisons Of High School Stud-
ents and Dropouts on Selected Familial Personaiity_ and
Vocational Variables, YWashington, D. C.: American Educa-
tional Research Association, March, 1970), p. 92.

 

 

 

 

 

 

 

 

 

 

25

greatly to students dropping out of school.

Urban and Rural Dropouts

According to Shapiro, nearly 50 percent of all
urban children leave school before they are graduated;
in slum areas the incidence is more like 75 percent.25 In
New York State it was found that schools with an average
daily attendance of fewer than 100 or more than 200 did
not have as great holding power as schools with an
average daily attendance between 100 and 200. It was
established that the small communities and large cities
did not have the holding power of medium—sized communities.
Apart from the size of the school or the size of the com-
munity, it was found that the holding power was greatest
in those schools where the administration and faculty
"tried the hardest."26

Schreiber conducted a survey in 150 cities in the
United States. He found that the larger the city the
lower the holding power. In a comprehensive high school,
the average chance to be graduated was 70 in 100; in voca-

tional high schools, only 50 in 100 were graduated.27

 

25$. Shapiro, "Operation Return: A New Program for
High School Dropouts," High Points, XLV (April, 1963), p. 44.

26

 

Reducing_the School Dropout Rate, op. cit., p. 12.

27D. Schreiber, The Holding Power of Large City
School Systems (Washington, D.C.: National Education
Association, 1964), p. 24.

26

While most studies support these conclusions, some
research indicates contradicting evidence. For example,

28 29 found

two studies done in Louisiana in 1960 and 1968
that rural youth had lower attendance rates and lower
educational attainment than urban youth. A study of Puerto
Rican dropouts in Chicago found knowledge of English was
greater among drOpouts than among seniors staying in school;
this apparent contradiction is explained by the fact that
Puerto Rican youth who spoke English well were able to

acquire jobs and stay out of school successfully.30

Employment and Marriage

 

Although many students from low income families
finish high school if other circumstances are favorable,
in some cases financial need is an important reason for
dropping out. Cook found that, in particular, older age
level drOpouts in the eleventh and twelfth grades left

school to go to work in larger numbers than younger

 

28Alvin L. Betrand and Marion B. Smith, Environ-
mental Factors and School AttendangeLgA Study in Rural
Louisiana (Baton Rouge: Louisiana State University and
A & M College System, May, 1960), p. 71.

29Gilbert Dale Welch, The Relationshipof School
Dropout REECS and Selected Socio:Economic Factors for
Louisiana Parishes, 1960 (Baton Rouge: Louisiana State
UniverSity, January, 1968), p. 5.

3oIsidro Lucas, Puerto Rican Dropouts in Chicago:
Numbers and Motivation (Chicago: Councii on Urban Educa-
tion, March, 1971), p. 9.

 

 

 

27

dropouts.31 Ellingston found the most consistent factor

influencing students to leave school was the need to have
a job of their own.32
W. Craig Davidson interviewed a random sample of
166 drOpouts. Pregnancy, over-age, and poverty accounted
for the largest number of female dropouts interviewed.33
In Vermont, Faith Prior found that 50 percent of the
female drOpouts were unmarried and pregnant.34
The United States Department of Labor confirmed
the results of many investigations which showed the impor—
tance of marriage as a cause for girls leaving school;
marriage was given as the reason for leaving by 27 percent

of the girls.35

Self Concept

 

Kohler and Fontaine found dropouts to be bitter,

 

._‘1

31Cook, op. cit., p. 57.

32R. Ellingston, "Unemployment and Unfilled Jobs--
A Dropout Paradox," Minnesota Journal of Education, XLIV
(September, 1963, 10.

33W. Craig Davidson, The Trauma of the Dropout
(Laredo, Texas: Independent School District, 1970), p. 19,

34Faith Prior, The Female School Dropout, Some
Aspects of Her Marriage and Family Management (Burlington:
Vermont University and State Agricultural College, July,
1964), p. 3.

350. S., Department of Labor, Bureau of Labor
Statistics, School . . . or What Else? (Washington, D.C.:
U. S. Government Printing Office, 1962), p. 10.

 

 

 

 

28

defeated and lost:

Some are bitter; they're angry at anyone who
has, or is, more than they. Most are apathetic,
convinced there's no sense to try to do anything.

They're defeated. They drop on the steps of
tenements, prop up the walls of candy stores and
hang around junkyards and ja10py lots.

Their parents or society pushed them out of
the mainstreams of American young life....Some 36
became juvenile delinquents, some simply survive.

According to Brookover and LePere, dropouts have
self—concepts derived primarily from others, usually parents.

Some self-concepts limit their achievement in school because

they are usually concepts of low ability.37

A dropout told Bowman and Matthews:

You know, I was over sixteen when I quit. I
had a feeling they were going to kick me out any—
way. It was quit or get kicked out because of
my bad behavior. I couldn't mind my teachers or
they couldn't mind me, I don't know which. I
thought I could finish the ninth grade, when one
day I was laying in bed and I just decided I was
tired and might as well sleep.3

A study by McCreary and Kitch shows how a student's

self-concept affects his feelings toward the school:

 

36M. Kohler and A. Fontaine, "We Waste a Million
Kids a Year," The Saturdey Evening Post, March 10, 1962,
pp. 16, 18, 20.

37W. B. Brookover, et al., Self Concept and Aca-
demic Achievemenp: Experimental and Longitudinal Studies
(Moravia, N.Y.: Chronical Guidance Publication, 1963), p. 2.

38F. Bowman and C. Matthews, Motivation of Youth
for Leaving School, Cooperative Research Project #200
TWashington,iD.C.: U. S. Office of Health, Education and
Welfare, Office of Education, 1960), p. 4.

 

29

Rather than withdrawing from school, the
dropouts see themselves as having been rejected
py_school. A sizeable number reported they
could not get along with their teachers and
fellow students. Typical complaints are that
they miss the teachers' encouragement and
support, resent his classroom mannerisms, and
doubt his ability to instruct. He is described
as distant, pedantic, boring, unfair in meting
out punishment and reward, and simply not "one
of the boys."39

40 and French and

In more recent studies, Hawthorne
Cardon41 also found that the dropout is usually plagued by

personal and social problems.

Summary

Socioeconomic and personality factors play an
important role in determining whether an individual stud-
ent will stay in school or whether he will drop out. Any
one factor can be overcome, but the probability of a stud-
ent drOpping out increases dramatically as the factors
increase. The following are the factors: (1) low economic
status of the parents; (2) low educational status of

parents; (3) low social class of parents; (4) residence

 

39W. H. McCreary and D. E. Kitch, Now Hear Youth
(Sacramento: California State Department of Education,
1960): P. 39.

40Shelby Hawthorne, Dropouts: A Challenge to
Society (Knoxville, Tennessee: Occupational Researc and
Development Coordinating Unit, 1967), p. 75.

41Joseph L. French and Bartell W. Cardon, Employ—
ment Status and Characteristics of High School Dropouts of
High Abilipy (University Park: Pennsylvania State University,
september,’1966), p. 17.

 

 

 

30

in an urban area; (5) having to work to help support the
family; (6) being married or pregnant; (7) having a poor

self-concept; and (8) being rejected in school.

Prevention and Rehabilitation
of Dropouts

 

 

Overview

The problem of prevention and rehabilitation of
dropouts is multi-faceted. Slotkin emphasized the point
that dropouts are not of one breed; they are heterogeneous.
He contended that one program is not the answer, but many
varied programs are needed to deal with the various types
of dropouts.42

According to Savitsky, once students have withdrawn
from school, the task of effective rehabilitation and up—

43

grading becomes doubly difficult. McDaniel maintained

that guidance has not yet found a way to make young people
like to learn what they ought to know.44

There are several major ways to prevent dropouts

and rehabilitate those who have left school. These will

 

42H. Slotkin, "New Programs for Dropouts: A Progress
Report," High_Points, XLIV (June, 1962), 40.

43C. Savitsky, "Work Experience Programs for Poten-
tial Dropouts," National Association of Secondary School
Principals' Bulletin, XLVI (November, 1962), 50.

44H. B. McDaniel, "Expertness in Preparing Youth
for Employment," Journal of Secondary Education, XXXVIII
(February, 1963), 6S.

 

 

 

 

31

be discussed in the following sections: (1) the curriculum;
(2) school organization; (3) teacher education; (4) early
identification; (5) positive experience and self-concept;
(6) guidance and counseling services; and (7) work-study

programs.

Ada tation of
the Curriculum

A good curriculum, as defined by Bristow, focuses
on classroom learning and teaching; it is the best hOpe for

45 46

holding potential drOpouts in school. Brunfield and

47 both found a "continuous progress" type of curricu-

Handy
lum to be effective in dropout programs. This form of
curriculum, sequential in nature, allows a student to enter
a program at his or her level of ability in each subject
area. Once the entering level is determined, the student

can progress through the balance of the subject matter at

his own rate. He is thus freed from a learning pace set

 

45W. Bristow, The School Dropout (Washington, D.C.:
National Education Association, 1964): p. 150.

46Stanley H. Brunfield, "An Approach to the Stud-
ent Withdrawal through the Use of the Structured Open-Ended
Questionnaire and the Focused Depth Interview," (unpublished
doctoral dissertation, University of Southern Mississippi,
1967), Dissertation Abstracts, XXVII, 1030-B.

47Henry Welsey Handy, "Evaluations of Curricular
Offerings as Causative Factors for Students DrOpping Out of
High School before Graduation," (unpublished doctoral dis-
sertation, University of Washington, 1964), Dissertation
Abstracts, XXIV, 4396.

 

 

 

32

either by his teacher or by his classmates and from the
competitive pressure that this can generate.

Stebbins reported on a personalized curriculum
program in Flint, Michigan, which proved successful. For
potential dropouts it provided longer uninterrupted
periods of study time, a unit approach to teaching, the
elimination of strict subject matter divisions, multi-
sensory learning materials, and individual and small
group learning experiences with a "participating" teacher
rather than a "directive" teacher.48

In recent studies of curriculum changes, the
changes most often made were those in (1) reading, as

shown by authors Scott,49 Hakkarainen,50

Rosan,51 and Frost and Pilgrim;52 (2) vocational programs

Matthews and

 

 

48M. Stebbins, "Flint Offers the Potential DrOpout
a Personalized Curriculum," Clearing House, XXVIII
(December, 1963), 208.

49Louise T. Scott, Teenage Success: A Language
Arts Program for the Nonacademic Student (AvaEheim: Inter-
national Reading AssoEiation, May, 1970), p. 12.

50Edward A. Hakkarainen, Evaluation of the BOA
Remedialrlpstruction Project for High School Dropouts--
1966-67 Research Report (Oakland, California: Oakland
Public Schools, June, 1967), p. 5.

51Charles V. Matthews and John E. Rosan, A Curri-
culum Demonsgpation Program for Dropout-Prone Students--
Delinquenonytu y and Youth Development Project (Edwards-
ville: Southern Illinois University, August, 1966), p. 29.

52Joe L. Frost and Geneva Hanna Pilgrim, Readin
Achievement of Gary Job!Corps Enrolled in;g Dia nosticail
Based Program 1967-68’iSan Marcos, Texas: Gary Job Corps
Center, 1969), p. 11.

 

 

 

 

 

 

33

as stated by Hornbostel53 and Karnes;54 and (3) indivi-

dualized instruction programs as reported by Thurston and

Weber,55 Estes,56 and McClelland.57

 

School Organization

 

White maintained that local school districts in
California almost completely ignored or evaded the obliga-
tion to provide continuation education. He urged the
enforcement of school attendance laws and compulsory con-
tinuation education. He would establish separate continu-
ation high schools and provide daily classes, Saturday and

evening classes, and cooperative programs with regular

 

53Victor 0. Hornbostel, The Rehabilitation of
School Dropouts in Oklahoma City_: An Experimental Appraisal
(Stillwater: Oklahoma State University, Research Foundation,
1969): P- 14.

54Merle B. Karnes, The Efficiency of a Prevocational
Curriculum and Services Designed to Rehabilitate Slow
Learners Who Are School Dropout, Delinquenoy, and Unemploy-
ment Prone. Final Report TCampaign, Illinois: Community
Unit #4 SchoBl District, August, 1966), p. 6.

55Ronald L. Thurston and Lester C. Weber, Develo —
ment of a Plan to Improve the Personalized_ Instruct1on Pro-
ggam at Vbcational Village. Final Report (Portland, Oregon:
Portland‘School District, April, 1971), p. 4.

S6Nolan Estes, Education Performances Contracting:
The Dollars Project (Atlantic City, New Jersey: American
Association of School Administratives, February, 1971) p. 157.

57David McClelland, Achievement Motivation Training
for Potential High School Dropouts. Achievement Motivation
Development TMassachusetts: Graduate School of Education,
August, 1968), p. 36.

34

high schools.58

Wolfson and Jurtz claimed that present school
organization merely tolerated potential dropouts, con-
vincing them to become drOpouts by repeated failures in
competition with more able companions. They would dras-
tically reorganize school programs by combining vocational
and academic curriculums, condensing shOp training, increas-
ing the variety of vocational offerings, increasing automa-
tion to make vocational classes more realistic, utilizing
all schoohsboth day and night, and providing "crash pro-
grams" in vocations and guidance.59

Kolish argued that no real effort has been made to
establish the kind of school that dropouts would like to

return to and in which they would like to remain.60 But

61

according to Dauw and Docking,62 the Pontiac, Michigan

 

58L. B. White, "Continuation Education for DiSad-
vantaged Youth in California," Journal of Secondary Educa-
tion, XXVII (November, 1962), 84.

59H. E. Wolfson and A. S. Kurtz, "Blueprint for
Reorganization with reply by H. E. Wolfson," High Points,
XLIV (May, 1962), 14.

60
1963) I 14.

61Edward G. Dauw, "Separate Schools for Potential
Dropouts," Educational Leadership, ASCD, January, 1972,
333-340.

62W. Robert Docking, "A Descriptive and Evaluative
Study of a Secondary School Dropout Program," (unpublished
doctoral dissertaion, Michigan State University, 1969),
pp. 86-86.

 

A. Kolish, "Re-Entry?" High Points, XLV (April,

 

35

School System has had good results from an individualized
instruction program which has taken place in a separate
building apart from the regular high school. Not only is
the program housed in a separate facility, but the total
school organization is different. These are the results
of the program: (1) the dropout rate has been reduced;
(2) academic achievement has improved; and (3) student

attendance has improved.

Teacher Education

 

Programs which probably have a significant impact
on the drOpout are those dealing with teachers' attitudes,
preparation, and training. Kaufman noted that the success
or failure of a teacher in his relationship with students
depends on his ability to relate to them personally, his
attempt to understand the reasons behind their problems,
his willingness to listen and admit his own shortcomings,
and his concern first for the students and secondly for

subject matter.63 McGeogh64 and Newberry65 found that

 

63Jacob J. Kaufman, The School Environmentiand Pro-
grams for Dropouts (University Park: Pennsylvania State
University, Institute for Research on Human Resources,
August, 1968), p. 3.

64Dorothy McGeoch, Harry Passow, and Vernon Haubrick,
Programs for the Disadvantaged. (Washington, D.C.: Associ-
ation for Supervision and Curriculum Development, March,
1966), p. 12.

65David N. Newberry, "An Evaluation of a DrOpout
Prevention Project in Hazel Park, Michigan," (unpublished
doctoral dissertation, Wayne State University, 1967), Eig-
sertation Abstracts, XXVII, 2035-A.

 

 

 

36

most teachers enter the profession from middle class homes
or are persons who have enjoyed their own school experi-
ences. Consequently, they need assistance in dealing with
the drOpout and with the potential dropout. Most teacher
education programs do not provide this type of assistance.
Special in-service training, Special institutes,
and further graduate study have seemed to help teachers

66

who work with poorly motivated students. The most effec-

tive training seems to be the actual experience of teaching
in a dropout program. Here, the teacher's ideas, concepts,
and attitudes can be tested against the reality of the

dropout's world.67

68 69 70

Robbins, Kirby, and Newberry noted that
teaching staffs in drOpout programs tend to work harder
than in regular programs and seem to be more willing to

give individual help to students. The result was an

 

66Carl Laisson, "Feast Attract Job Hungry Students,"
NEA Journal (December, 1966), 20-22.

67Ibid., p. 24.

68Arnold H. Robbins, "Factors Which Influenced
Potential Dropouts in High School to Stay in School,"
(unpublished doctoral dissertation, University of Connec-
ticut, 1966), Dissertation Abstracts, XXVII 1139A-ll40A.

69Carson 0. Kirby, "An Experimental Study of an
Organized Program of Teachers' and Counselors' Friendly
Interest in Potential Dropouts," (unpublished doctoral dis-
sertation, University of Colorado, 1966), Dissertation
Abstracts, XXVII, 1248A-1249A.

70

 

 

Newberry, 0p. cit., p. 2035.

37

increase in acceptance by the students and corresponding

success of the program.

Positive Experience

 

Successful drOpout programs have stressed the impor—
tance of positive experiences and the need for improving

71

the self-concept of the drOpout. Both Besant and Doo-

little,72

reporting on successful drOpout programs, stress
that positive experience must come early to the students
in a productive program.

Positive experiences or success may be imparted to
the student by stressing and reinforcing any positive
behavior on his part. Since the gratification needs of
the dropout are liable to be short range, rather than long
range, any goals set for him should be short range in
nature. Therefore, teacher approval must be immediate and
strongly positive, and a variety of opportunities for
achieving small successes must exist.73

Not only must successful drOpout programs stress

positive experiences, but they must improve the student's

 

71Lloyd Besant, "Lessons from the Rodman Experience
with Dropouts," N.E.A. Journal, LVIII:2 (February, 1969),
52-540

 

72Lawrence W. Doolittle, "A Pupil Holding Power
Study in Four Detroit High Schools," (unpublished doctoral
dissertation, University of Michigan, 1964), Dissertation
Abstracts, XXIV, 4396.

73

 

Ibid., pp. 56-59.

38

self-concept as shown by Davis,74 Kaplan,75 and Warner.76

Strom believes that while all human beings need approval
and a feeling of their own worth, such needs are especially
strong in students who feel themselves unworthy of praise,

77 Therefore, the

warmth, or concern from their teacher.
basic need for these students is the feeling that instruc-
tors in the program think that they are worthy individuals

and really care about them.

Guidance and
Counseling Services

 

 

Guidance and counseling services seem to have great
impact on potential dropouts when the following factors are
part of the program: (1) a competent guidance staff; (2)
utilization of a team approach; (3) counselors being process-
oriented rather than problem-oriented; and (4) a concentrated
program of occupational guidance beginning early in the

elementary grades and continuing through high school.

 

74Donald A. Davis, "An Experimental Study of Poten-
tial Dropouts," Personnel and Guidance Journal, XL:9 (May,
1962), 799.

75Bernard‘A. Kaplan, "Educating the Culturally Dis-
advantaged," Phi Delta Kappan, XLV:2 (November, 1963), 74.

76O. R. Warner, "The Scholastic Ability of School
Dropouts," Selected Reportsrand Statistics of School Drop-
outs (Washington, D.C.: U. S. Department ofiHealth, E uca—
tion and Welfare, U. S. Office of Education, 1964), p. 42.

77R. D. Strom, "Realistic Curriculum for the Pros-
pective Dropout," Clearing House,(October, 1964), 101-107.

 

 

39

Arbuckle summarized the role of the counselor in

Guidance and the School Dropout:

The counselor as a human being is more impor-
tant than the counseling, just as the individual
who is a dropout is more important as a human
being than the fact that he is a school dropout.
Wherever he is, he still has strength, he still
has the potential for freedom, and while many
things on many fronts must be done to help him,
the counselor is the one who, now, should be able
to offer him what he needs most. This is a close
sharing of a human relationship with one who has
for him a high regard, one who can offer him un-
conditional acceptance, but one who has no guara-
tee, no answers; one who can help him to see free-
dom, but freedom with risks; one who can help him
come to see that freedom and self integrity are
the same thing, that they are within the graSp of
each of us, and that we are the ones to determine
whether we wish to hold tight or let fall this
freedom and this self-integrity.

Work Study Program

 

Work-study programs which enable a student to work
at least part time while still attending school have been a
useful factor in increasing a school's holding power. Such

programs have been tried successfully in Concord,

 

78D. D. Arbuckle, "Counseling and Dropouts,"
Guidance and the School Dropout (Washington, D.C.:
NationaliEdfication Association and the American Person-
nel and Guidance Association, 1964), 190.

40
79 . . . 80 . . . 81
Massachusetts; Qu1ncy, I111n01s; Kansas City, M1ssour1,

and Minneapolis, Minnesota.82

84

In separate studies, Birkmaier,83 Kohler, and

Handy85

have given strong endorsements to such programs,
primarily on their strength in reducing the poverty level
which often faces potential drOpouts. The variety offered
by work-study programs also seems to cut into the drudgery
of a long school day, and the chance to learn while earn-

ing can convince doubting students that there is a payoff

in education. The authors cited above are also convinced

 

79Thomas G. Curtain, Cooperative_Education Program.
Concord-Carlisle Regional High School, Concord, MassaChu-
setts (Concord, Massachusetts: Concofd-Carlisle Regional
School District, 1970), p. 37.

80Marvin H. Rull and Richard 0. Moore, A Demonstra—
tion Training Program for Potential School Dropouts. A
SerVice Station Training School for Dropout—Prone Students
(Edwardsville, IllinOis: Quincy Public School District No.
172, Illinois, Southern Illinois University, August, 1968),
p. 18.

 

81Joseph A. Herdler, Youth Adjustments Programsin

Ehe Kansas City_Schools. (Kansas City, Missouri: Kansas
City School District, June, 1968), p. 41.

82Michael P. Joseph and Roy E. Almen, A Work Oppor-
tunipy Center for Minneepolis, Minnesota. Final—Report.
(Minneapolis: Minneapolis Public Schools, Work Opportunity
Center, June, 1970), p. 9.

83Emma Marie Birkmaier, "What's To Be Done with
the Dropout When He DrOps Back In?" North Central Associ-
ation Quarterly, Vol. 38.4 (Spring, 1964), pp. 306-3071

84Mary C. Kohler, ”The DrOpout Problem," The Bulle-
tin of the National Association of Secondary School Princi-

pals, LI (December, 1967), pp. 31-39.

 

 

 

 

 

85Handy, op. cit., p. 114.

41

that work-study programs designed specifically for the
dropout are necessary and valuable additions to the
school curriculum. Unfortunately, however, such programs
are not usually designed for students who tend to fall
into the dropout category.86

In contrast, Keppel cautioned that reliance upon
vocational education as the solution to the dropout prob-
lem may not be realistic. He stated that merely shoving
potential drOpouts into job training is not a solution,
because the more basic needs are reading fundamentals,
mathematics, and logical thinking. He warned that fre-
quently the use of vocational education to keep a young-
ster in school covered up the fact that the youngster
had failed to acquire proficiency in basic subject matter.
He claimed, "This is as much a travesty of good vocational
training as it is of the true meaning of staying in school.
We misuse vocational education when we look at it alone to
solve the problem."87

Savitsky agreed that vocational education and work
experience programs are not the panacea to the problem of
rehabilitating dropouts. However, they are a good way to

improve the curriculum.88 . 4

 

86Stebbins, op. cit., p. 209.

87T. F. Keppel, "Keeping the Student in School--the
End and the Means," Selected Reports and Statistics on
Sghool Dropouts (Washington, D.C.: U. S. Office of Health,
Education, and Welfare, 1964), p. 162.

88

 

Savitsky, 0p. cit., p. 53.

42

Summary

Programs for the prevention and rehabilitation of
dropouts which are generally successful usually include
the following: (1) a continuous progress curriculum;

(2) flexible school organization; (3) a teacher who views
school as a place for learning rather than teaching; (4) a
variety of Opportunities for achieving success; (5) com-

petent counselors; and (6) work-study experience.

Summary

The problem of the drOpout is great because of the
complexity and complicated nature of human beings, insti-
tutions, and societies. It is difficult for even so-
called experts to agree as to which method to use in
determining the number of dropouts on a nation-wide scale.

The recurrent characteristics common to high school
dropouts are easy to catalog. The model drOpout is a low
achiever, usually below grade level for his age. He is
also a member of a low-income family in which the parents
have low educational attainment.

Successful programs for prevention and rehabilita—
tion of dropouts are generally concerned with (1) changes
in curriculum and school organization, (2) Special in-
Service education of teachers, (3) positive experience,
(4) guidance and counseling, and (5) work-study programs.

The challenge is--assist the dropout.

43

Thomas Wolfe expressed well man's obligation to

his fellow man when he said,

We owe to every man his right to live, to
work, to be himself—-and to become whatever
his manhood and his vision can combine to make
him. This is the promise of America.

CHAPTER III

METHODS OF INVESTIGATION AND
DETAILED DESCRIPTION OF
THE DAYBREAK PROGRAM

Introduction

 

This study used three groups: an experimental
group--students actually enrolled in a six-week summer pro-
gram for potential dropouts called "Daybreak" which empha-
sized vocational training and learning skills; a comparison
group--students who could have participated in the six-week
summer drOpout program but chose not to; and a control
group--students randomly selected from the tenth grade
level. (The tenth grade was selected because these students
were comparable in age to the Daybreak group. The tenth
grade at East Detroit High numbered approximately 1200
students.

In this chapter, methods by which the three groups
were identified and instruments and procedures that were
part of the research design will be outlined. Also, the

Daybreak Program will be described in detail.

Methods of Investigation

The following procedures were used in establishing

the three groups for this study:

44

45

The Experimental Group
This group of 31 students included all those stu-
dents who successfully completed the six-week Summer Day-
break Program which was held during June and July of 1971,
and who met the following additional criteria:

1. Completed Pre- and Post-Reading Tests, Michigan
M-Scales, and career selections.

2. Sixteenth birthday fell prior to January 31, 1972.

The Comparison Group
This group of 63 students included all who were
eligible to participate in the six-week Summer Daybreak
Program, and who were sixteen years of age by January 31,

1972, but chose not to attend.

The Control Group
This group of 31 students included a randomly
selected group of tenth grade students whose sixteenth

birthdays fell before January 31, 1972.

Instruments and Procedures
The following instruments and procedures were used
in examining and evaluating the Daybreak Program:

1. Attendance patterns, reading achievement, achieve-
ment motivation, and career selection of the stu-
dent body were measured over a period of time.
Changes in these areas will be reported.

2. Questionnaires and inventories were used to sample
the attitudes and opinions of both the students
and the staff toward the Program. Included were
the student body (See Appendix F) and the Program's
instructional staff (See Appendix G).

46

3. Report cards of all three groups (experimental,
comparison, and control) were examined over a
period of time to compare number of credits
earned by each student.

4. Records of students drOpping out of school were

kept for all three groups (eXperimental, compar-
ison, and control).

Attendance

Attendance records for the first semester of the
1971-72 school year were tabulated for 31 students in the
Daybreak Program and for 31 students of the control group.
These tabulations will be compared with the students' atten-
dance pattern during the second semester 1970-71 school
year. Increases or decreases in frequency of attendance

will be noted.

Reading Achievement

Achievement in the area of reading was measured by
the use of the Diagnostic Reading Tests-—Survey Section:
Lower Level (Grades 4 through 8). The test was given to
31 students during the first and sixth weeks of the Summer
Daybreak Program. The instruments' pre- and post-testing
scores will be examined to determine the degree of improve-

ment, if any, recorded by each student.

Achievement Motivation

Thirty-one students were given the Michigan M-
Scales in the first and sixth weeks of the Summer Daybreak

Program.

47

The M-Scale provides measurements in four areas:
1. Need for academic achievement.
2. Academic self-concept.
3. Occupational aspiration.
4. Academic personality factors.
Results from the M-Scale testing will be examined

to determine changes in total achievement motivation scores.

Career Selection

Thirty-one students in the Daybreak Program and the
same number of randomly selected tenth grade students were
given a Career Interest Questionnaire. The Daybreak stu-
dents completed the Questionnaire during the first and sixth
weeks of the Program. The results of this Questionnaire
will be examined to determine changes in their occupational
choices.

The control group was given the same Questionnaire
during the first semester of the 1971-72 school year. The
results of the control group responses will be used to cite
the differences or similarities between the experimental

and control groups.

Student Questionnaire

The Student Questionnaire was designed for this
study. It was deve10ped to cite aspects in which the Day-

break and control group students could be looked at in

48

socioeconomic terms. This Questionnaire was given to 31
of the Daybreak students and 31 control group students.
Some of the factors considered were the following:

1. Mother's and father's academic achievement.

2. If the student worked and the number of hours
per week.

3. Number of brothers and sisters and their academic
achievements.

4. The student's future plans.
5. The family yearly income.
6. With whom the student was living.
The results of this Questionnaire will be used to
develop a profile of a typical Daybreak student and a typi-

cal control group student.

Student Inventory

An instrument titled Student Inventory was given to
31 Daybreak students during the sixth week of the Program.
The major purpose of this instrument was to determine the
way the individual student felt about class activities and
the total Summer Daybreak Program.

The Inventory consisted of a number of statements
concerned with class activities and total programs, accom-
panied by a scale with factor values ranging from 1-Agree
to 3-Disagree. Composite averages for each item on the
Inventory will be compiled and an analysis will be made to
determine patterns in student feeling about the Daybreak

Program.

49

The Student Inventory was used in a 1970 study of
Warren High School to determine the congruence of percep-
tions by teachers and students concerning the teaching-
learning process. The Inventory in that study had a 95

percent reliability.l

Teacher Inventory

The Teacher Inventory was similar to the Student
Inventory and was also designed for this study. The Inven-
tory was given to all of the eleven teachers involved in
the Program on the last day of the Program, but only seven
returned answers. The major purpose of this instrument
was to determine the way the individual teacher felt about
the conduct of his class and the total Summer Daybreak
Program. The Inventory consisted of a number of statements
concerned with the conduct of class activities and total
program accompanied by a scale with factor values from
l-Agree to 3-Disagree. Composite averages for each item
on the Inventory will be compiled and an analysis will be
done to determine patterns in teacher perceptions of the

Daybreak Program.

Report Cards

The report cards of all three groups, experimental,

 

1John T. DeGutis, "Teacher-Student Opinionnaire on
the Teaching-Learning Process" (unpublished mimeographed
material, Warren Consolidated Schools, Warren, Michigan, 1970).

50

comparison, and control, were used in various ways. The
experimental group's report cards for the second semester
of the 1970-71 school year were used in gathering data
about the number of credits earned toward high school
graduation; this number was compared with the number of
high school credits earned during the first semester of the
1971-72 school year. The comparison group and control
group report cards were used to determine the number of
credits earned toward graduation during the first semester

of the 1971-72 school year.

School Records

School records were used to record the number of
students in all three groups who drOpped out of school
during the first semester of the 1971-72 school year. This
data will be used to assess the holding power of the Day-
break Program compared with the regular program and with
those students who did not have the special Program but

were eligible for it.

Summary

The three groups of students (experimental, com-
parison, and control) were examined by means of a variety
cf instruments to determine their achievements and the
holding power of the school.

The effect of the Daybreak Program on the

51

experimental group was measured by the Diagnostic Reading
Tests, the Michigan M-Scales, and the Career Interest Ques-
tionnaire. Feelings about the Program were gathered from
the Student Inventory.

Information concerning the socioeconomic status of
the respective groups was drawn from the Student Question-
naire.

Other information and data about all three groups
were obtained from attendance records, report cards, and
permanent school records.

The teaching staff was given the Teacher Inventory,
the purpose of which was to explore various aSpects of the
classroom setting and to get an evaluation of and reaction

to the total Program.

Detailed Description of
the Daybreak Program

East Detroit's plan for the Program aimed to elim—
inate those conditions which were unfavorable and uninvit-
ing to the dropout or potential dropout, to create for
such students a more flexible school environment, and to
enhance individual self-esteem. Specific aspects of the
Program were changes in such areas as student-teacher and
student-counselor ratios, course-offerings, graduation
requirements, the school climate, the system of grading

and granting credits, and rules governing behavior.

52

Staff

The staff, funded under the Vocational Education
Act Amendments of 1968 Grant, consisted of nine teachers,
one counselor, a director, and a co—Op secretary. Eight
of the staff were selected from applicants within the sys-
tem.

Each of the nine teachers was responsible for one
area: business education, commercial foods, carpentry,
machine metals, auto mechanics, power mechanics, communica-
tions, mathematics and social adjustment. The counselor
and the director formed a team in respect to scheduling of
students, but the director had prime responsibility for the

administration and evaluation of the program.

Staff Profile

Characteristics of the teaching faculty of the Day—
break Program were gathered from an employment application
of the East Detroit Public Schools Personnel Department
and completed by all teachers prior to employment.

The majority (8) of the teachers consisted of men;
only three women were employed, one each in the following
areas: communication, business education, and social
adjustment.

The total work experience of the faculty averaged
9.86 years. Only three teachers had work experience other

than teaching.

53

Eight teachers were regular faculty members from
the East Detroit Public Schools, while for three teachers,
it was their first employment in the District.

In terms of educational background, six of the
teachers had B.A. degrees, and five had Master's degrees.
One of the five with a Master's degree also had 30 hours
beyond a Master's.

Seven teachers had previously worked with the Day-
break Program either during the summer of 1969 or Spring
of 1970. Four teachers had no experience in previous pro-

grams or related areas. (Table 4)

Table 4. Profile of the typical teacher of the Daybreak

 

 

 

Program.
Characteristics Results
1. Sex Male (8), Female (3)
2. Total years of work experience Mean 9.86 years

3. Total years of teaching
experience Mean 7.36 years

4. Total years of other experience Mean 2.5 years

5. Total years of teaching
experience in East Detroit Mean 5.1 years

6. Total years of teaching experi-
ence other than East Detroit Mean 2.26 years

7. Type of degree B.A. or Equiv. (6)
M.Ed. or Equiv. (5)

8. Previous experience working
with Daybreak Program Majority (7)

 

54

Physical Facility

The Daybreak Program was housed in the East Detroit
High School building. Daybreak students were the only ones
using the building during the summer of 1971, except for
driver education students who were accommodated in a differ-
ent wing of the school.

Since most of the course offerings pertained to
vocational education, the entire wing of vocational educa-
tion classrooms was used by the Daybreak Program. The
kitchen and cooking facilities and student commons were

also utilized by the Program.

Student Body

All of the 85 students enrolled in the Summer Day—
break Program had attended either East Detroit High School
or one of the three junior high schools, Oakwood, Grant, or
Kelly, in the East Detroit System. Of the 85 students, 57
were boys and 28 were girls. None of them was married.
All of the students were white. Forty of them worked,
either full or part-time. All were residents of the East
Detroit School District.

The students were distributed on six grade levels:

One was at the 12th grade level.

Six were at the 11th grade level.

Twenty-six were at the 10th grade level.

Thirty—six were at the 9th grade level.

55

Fourteen were at the 8th grade level.

Two were at the 7th grade level.

Originally, the students attended one of four secon-
dary schools as follows:

Thirty—three from East Detroit High School

Sixteen from Grant Junior High School

Three from Kelly Junior High School

Thirty-three from Oakwood Junior High School

Only thirty-one of the total 85 students were used
in the study because of the need for each student to meet
the following criteria: (1) complete pre- and post-Reading
Tests, Michigan M-Scales, and career selections: and (2)

their sixteenth birthday fell prior to January 31, 1972.

Instructional Program

The school day schedule was as follows:

lSt hour -- 8:00 A.M. - 9:00 A.M.
2nd hOur -- 9:00 A.M. — 9:50 A.M.

3rd hour -- 10:10 A.M. - 11:00 A.M.
4th hour -- 11:00 A.M. - 11:50 A.M.

The curriculum was based on the theory of taking a
student as he is and assisting him to achieve as much as his
capacity and interest will permit. Thus, there may be two
students working side-by-side in math class, one doing

simple arithmetic and the other doing algebra.

56

Students were able to choose one of the following
vocational areas: auto mechanics, power mechanics, machine
shop, carpentry, commercial foods, or business education.
Each of these vocational classes met for two hours daily.
All students took one hour of social adjustment per day

and one hour of either communications or mathematics.

Grading

The grading system was unique. Instead of letter
grades, progress reports were used. A conference was
scheduled with the student, parents, director, and coun—
selor for one of the reports.

Under the Daybreak rules and regulations, suspen-
sion was possible, but only for a major infraction. Such
an infraction might be habitual absenteeism or fighting.
During the summer session, only seven students were sus-

pended, and all suspensions were for habitual absenteeism.

Admittance Procedures

For the Summer Daybreak Program, students' names
‘were obtained from all counselors of the three junior high
schools and the High School. The suggested criteria to
identify participants were (1) low-income family, family
receiving A.D.C., welfare, or assistance from charitable
organizations; (2) excessive unemployment or underemploy—

ment; (3) family heads semiskilled or unskilled;

57

(4) isolation from cultural, educational, and/or employment
Opportunities; and (5) dependency on social services to
provide basic needs. These lists were compiled and screened.
The director, counselors, and many of the staff contacted
potential enrollees by telephone. All interested students
reported to the High School on Wednesday, June 16, 1971.

Many other students who were not on the screened
list came into the director's office during the next few
days. Some of these were friends or relatives of students
who were already enrolled in the Program. The director
and counselor evaluated each student's request and accepted
some students who expressed a great desire to continue
their high school education.

A waiting list was established, and if any student
drOpped out during the first two weeks, another was selected
from the waiting list. Over 150 students were contacted or
came to school because of either a need for and/or an inter-
est in the Summer Daybreak Program. About 80 students

actually participated in the total six-week Program.

Student-Teacher Ratio

The total enrollment of the Program did not exceed
90 students, the maximum number that could be accommodated.
'Phere were nine teachers, six in vocational education, and
'three in general education. Based on these figures, the

studentdteacher ratio was 10 to 1. The vocational classes

58

generally had a ratio of either 7 or 8 students to 1
teacher. In the general education classes, the ratio was
about 15 to 1. If one takes into account student absences,
the real ratio in vocation classes was about 5 to l and in

general education classes, about 12 to l.

Student-Counselor Ratio

The director and the counselor had extensive train-
ing and background in guidance and counseling. Since both
devoted a large part of their day to these activities, the
student-counselor ratio was closer to 75 to 1 than the

maximum set by the program of 90 to 1.

School Climate

The overall climate of the Summer Daybreak Program
was to provide an atmosphere of support, a sense of worth,
and a stimulus to students who had great difficulty staying
in school. The use of the vocational classes set the tone
of the individualized, student-oriented curriculum.

Important tasks of the staff members were to get
to know each one of their students as soon as possible and
to be able to diagnose students' behavior in a realistic
Inanner. After a student's behavior was diagnosed, indivi-
dual program plans were develOped. In most classes, the
'beachers tried to be facilitators for learning, rather than

authority figures.

59

Since most of the students had demonstrated anti-
social behavior at one time or another, it could not be
assumed that this Program would change their total behavior
pattern. DeSpite this belief, students were granted many
privileges or freedoms generally not allowed in a regular
school program. They were permitted to move about, leave
the classroom to go to the lavatory, or visit the counselor

without formalized procedures.

Program Costs

Since the Summer Daybreak Program was funded under
the Vocational Act, a detailed listing of expenses was
possible. For the six weeks summer session, Daybreak was

budgeted $15,168. This was divided as follows:

Item Amount

Director - 1 $ 1,487
Secretary - 1 650
Instructors - 9 at $1,164 10,476
Counselor - 1 1,162
Instructional Equipment 762
Maintenance 630
TOTAL $15,168

From this experience, it was possible to calculate
the yearly cost of the Program. The approximate cost per
student for the six-week Program was $166.50. Using this
as a base, a forty-week Program would cost about $1,110 per
student, which is $373.00 above the average cost per stu-
dent in the East Detroit School District. The average per

pupil cost was $731.00 in the 1970-71 school year.

60

Other Unique Features

The commercial foods class was Operated like a pro-
fessional restaurant. Each day, the class was responsible
for preparing snacks which were sold during the breaks
between classes. They also prepared complete lunches
twice a week. The snacks included fruit juices, milk,
coffee, doughnuts, salads, and sandwiches. The lunches
consisted of salad, soup, vegetables, main course, and des-
sert. One of the aims of the class was to encourage good
eating habits among all Daybreak students; therefore, all
lunches and most of the snacks were well-balanced and
nutritious.

The students were also responsible for the complete
process of food preparation which included purchasing, pre-
paring, cooking, serving, cleaning up, and accounting for
all costs. A monetary incentive was built into the system
so that the students who worked with the lunches were paid
an hourly wage. The positive response to the snacks and
lunches was great. Most Daybreak students bought items
each day. The lunches were all very well attended by the
professional, clerical, and custodial staff. Many repre-
sentatives of the community also attended the lunches.
Surprisingly enough, almost all students who were enrolled
in the commercial foods class invited their parents and/or
other close relatives to the lunches.

The woodshOp class also Operated on a monetary

61

incentive. The woodshop was so organized that specific
items, such as cabinets and bookcases,could be ordered
from the woodshop. Each student or grOup of students was
responsible for the complete process from buying materials
to finishing the item. A cost accounting was kept for all
areas such as raw materials, paint, nails, and labor. In
this way, a student readily saw the relative cost of
materials to labor. The response to this phase of the
program was good. More than ten large storage cabinets
and about five bookcases were constructed in addition to
the regular woodshop assignments.

The concept of freedom was an important part of
the total Daybreak Program. Many of the students were
surprised when they asked the teacher if they could go to
the "john" and the teacher said, "O.K." The student
usually waited for a pass, but the teacher just repeated,
"O.K." Finally, the student moved toward the door, look-
ing over his shoulder to see if the teacher would call him
back. When the teacher didn't, the student went to the
"john" and returned in a very short time to resume his
learning. This was an example of the humane treatment
that was typical in the Daybreak Program. Most students
responded in a positive manner; only a few took advantage
of their new found freedom. These few students were not
reprimanded in front of the entire class but were dealt

with on an individual basis.

62

Summary

East Detroit's Summer Daybreak Program was an effort
to solve, at least in part, the persistent and increasing
dropout problem. The Program was somewhat unique in several
areas: (1) a curriculum designed to offer effective remedi—
ation in basic skills, to present job-oriented experience,
and to make possible Opportunities to gain insight of one-
self as an individual through interpersonal interaction;

(2) counseling in which the counselor and director were
both actively engaged in day to day guidance to insure the
participants gained personal success, self-respect, and
skills necessary to pursue studies through graduation;

(3) a climate that included reasonable privileges and free-
doms that encouraged a more adult attitude of behavior; and
(4) a grading system and graduation requirements which were
adjusted to meet the needs of students already weighed down
with handicaps of past failures, apathy, and a general dis-

like for continued schooling.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

This chapter deals with presentation and analysis

of data concerning the Summer Daybreak Program. The

following are the eight hypotheses:

I.

II.

III.

IV.

VI.

There will be no difference between the experi-

mental (Daybreak) group and the comparison group
in terms of the number of students who returned

to school for the first semester of the 1971-72

school year.

There will be no difference among the experimental,
control, and comparison groups as to the number of
students who drop out of school during the first
semester of the 1971-72 school year.

There will be no difference in the attendance of
students who participated in the Summer Daybreak
Program, the control group, and the comparison
group during the first semester of the 1971-72
school year as compared with the second semester
of the 1970-71 school year.

There will be no significant improvement in the
Daybreak students' reading achievement as meas-
ured by the Diagnostic Reading Tests.

There will be no significant improvement in the
Daybreak students' academic motivation as meas-
ured by the Michigan State M-Scales.

There will be no difference in the Daybreak

students' career choices on a pre- and post-test
as measured by the Career Interest Questionnaire.

63

64

VII. There will be no significant difference between
the Daybreak students (the experimental group) as
compared with the control group students in terms
of career choice as measured by the Career Interest
Questionnaire.

VIII. There will be no difference in the number of credits
earned by the students who attended the Summer Day-
break Program, the students in the control group,
and the students in the comparison group during the
first semester of the 1971-72 school year as com-
pared with the second semester of the 1970-71
school year. -
Additional data include profiles of the faculty and

student body and material from student and teacher inven-

tories.

Hypothesis I

There will be no difference between the experimental
(Daybreak) group and the comparison group in terms of the
number of students who returned to school for the first sem-

ester of the 1971—72 school year.

Testing Hypothesis I

To test the hypothesis, school records were obtained
for the two groups. On the basis of their records, it was
possible to determine whether the students were enrolled
and attending classes during the first semester of the
1971-72 school year.

It was found that all 31 of the Daybreak students
were enrolled and attending classes during the first sem-

ester of the 1971-72 school year; only 28 of the comparison

65

group were in school. Twelve students of the comparison
group did not return to school during the first semester

of the 1971-72 school year. (Table 5)

Table 5. Number of students in experimental and compari-
son groups and enrollment in school--September,

 

 

 

1971.
EXperimental Comparison
N=31 N=63
1. No Records Available 0 23
2. The Number of Students
Who Did Not Return to
School in September, 1971 0% 12-19%

 

The Findings

In terms of significant differences between the
experimental and the comparison groups, it was determined
that Null Hypothesis I was rejected on a one tailed test at
the .05 percent level. Therefore, there was a significant
difference in the number of students who returned to school
during the first semester. A possible reason for this
difference is that treatment received by the experimental

group motivated them to return to school in the fall.

Summaryr-Hypothesis I

The number of Daybreak experimental group students

who enrolled and attended classes during the first

66

semester of 1971-72 was measurably greater than the number

of the comparison group students.

Hypothesis II

There will be no difference among the experimental,
control, and comparison groups as to the number of students
who drop out of school during the first semester of the

1971-72 school year.

Testinngypothesis II

To test the hypothesis, school records were obtained
for the three groups. On the basis of the school records
it was possible to determine which students had dropped out
of school during the first semester of the 1971-72 school
year.

It was found that only three students of the exper-
imental group drOpped out of school, while no students of
the control group and sixteen students of the comparison

group drOpped out. (Table 6)

The Findings

In terms of significant differences between the
three groups, experimental, control, and comparison, it
*was determined that Null Hypothesis II was rejected on a

one tailed test at the .05 percent level. Therefore,

there were differences in the dropout rate for the three

 

67

groups. The experimental group had a rate of 9 percent.
The control group's rate was 0,and the comparison group

had a rate of 57 percent.

Table 6. Number of students in the experimental, control,
and comparison groups who drOpped out of school
during the first semester of the 1971-72 school

 

 

 

year.
Group - Number Percent
1. Experimental, N = 31 3 9%
2. Control, N = 31 0 0%
3. Comparison, N = 40 16 57%

It is difficult to account for the fact that the
control group had no drOpouts,except that the sample was

not a perfectly random group. (Table 7)

Summarye-Hypothesis II

The number of students who dropped out during the
first semester of 1971-72 school year was measurably dif-

ferent for all three groups.

Hypothesis III

There will be no difference in the attendance of
students who participated in the Summer Daybreak Program,

the control group, and the comparison group during the

68

Table 7. The number of drOpouts of the experimental, con-
trol, and comparison groups. Critical T-Test
results.

 

 

Critical Null
Hypothesis Ratios Hypothesis

 

a. There will be no difference
between the experimental and
control groups as to the
number of students who drOp
out during the first semes—
ter of the 1971-72 school year. 0.03 Reject

b. There will be no difference
between the experimental and
comparison groups as to the
number of students who drOp
out during the first semester
of the 1971-72 school year. 0.0 Reject

c. There will be no difference
between the controloand com—
parison groups as to the num-
ber of students who dr0p out
during the first semester of
the 1971-72 school year. 0.0 Reject

 

first semester of the 1971-72 school year as compared with

the second semester of the 1970-71 school year.

Testing Hypothesis III

To test the hypothesis, transcripts were obtained
for the students in all three groups. On the transcripts,
the number of days absent were recorded per semester.

It was found that the Daybreak students were absent

1.40 fewer days after having the treatment. Sixteen

69

students had poorer attendance, but fourteen students had

improved attendance, and one had no changes.

Table 8.

(Table 8)

Attendance--Daybreak experimental group, N = 31.

 

 

Number of Days
Student Absent Semester

Number of Days
Absent Semester

+70]: "

 

Number Ending June, 1971 Ending January, 1971 Difference
1 39.5 65 +25.5
2 54 47.5 - 6.5
3 58 56 - 2
4 29 30 + l
5 17 20 + 3
6 25.5 27 + 1.5
7 25 ll - 4
8 32 32 0
9 52 41.5 - 0.5

10 41 48 + 7
11 28.5 5 - 3.5
12 43.5 42 - 1.5
13 45 10 -35
14 26.4 56 +29.5
15 14 2 -12
16 32 45.5 +13.5
17 22.5 52 +29.5
18 49.5 2 -12
19 55 45 -10
20 7.5 15 + 7.5
21 57.5 38 —l9.5
22 70.5 50.5 -20
23 42.5 50 + 7.5
24 29.5 56.5 +27
25 31.5 38 + 6.5
26 14.5 6 - 8.5
27 1.5 6 + 4.5
28 14 22 + 8
29 17 26 + 9
30 48.5 52 + 3.5
31 44 27 - 7

 

Number of students who had a change
Increase in days - l6
Decrease in days - 14
No change in days - 1

Average decrease in number of days absent is 1.40

70

The control group students were absent two more
days during the first semester 1971-72 than during the
second semester 1970-71. Twenty students had poorer atten-
dance; nine had improved attendance; two had no change.
(Table 9)

The comparison group students were absent 8.35
fewer days during the first semester 1971-72 than during
the second semester 1970—71. Five students had poorer

attendance, and twelve had improved attendance. (Table 10)

The Findings

In testing the significant difference between the
experimental, the control, and the comparison groups in
regard to their attendance, it was determined that Null
Hypothesis III was accepted. There was no significant
difference in the number of days absent for the experimen-
tal, control, and comparison groups when comparing their
attendance for the first semester 1971-72 with the second
semester 1970-71. (Table 11)

The comparison group did have a significant dif-

ference in attendance when compared with the control group.

Summary—-Hypothesis III

The students who had the summer school experience
did not do measurably better than the control and compar-

ison groups in terms of improved attendance. It was

Table 9.

71

Attendance--control group, N

 

 

Number of Days

Number of Days

 

Student Absent Semester Absent Semester + or -
Number Ending June, 1971 Ending January, 1972 Difference
l 13 15 + 2
2 12 5 - 7
3 20 3.5 -16.5
4 2 5 + 3
5 12.5 3.5 - 9
6 11.5 17.5 + 6
7 1.5 7 + 5.5
8 0 1.5 + 1.5
9 5.5 6.0 + .5
10 2.5 2.5 0
11 0 13 +13
12 O 9 + 9
13 0 2 + 2
14 2.5 15 +12.5
15 9.5 10.5 + l
16 2 l - 1
l7 0 14 +14
18 7.5 9.5 + 2
19 22.5 13 - 9.5
20 8 2.5 - 5.5
21 3 6.5 + 3.5
22 0 31.5 +31.5
23 14.5 16.5 + 2
24 10.5 .5 -10
25 2.5 4.5 + 2
26 1 3.5 + 2.5
27 7.5 15 + 7.5
28 1 0 - 1
29 4.5 15.5 +11
30 5 5 0
31 22 11.5 -10.5

 

9
2

Number of students who had a change
Increased days - 20
Decreased days -
No change

Average increase in number of days absent is 2.0.

72

found that the comparison group had more improvement in

semester attendance than the experimental group.

Table 10. Attendance--comparison group, N - 17.

 

 

Number of Days Number of Days
Student Absent Semester Absent Semester + or -
Number Ending June, 1971 Ending January, 1972 Difference

 

1 31.5 34.5 + 3

2 44 31 -13

3 31 31.5 + .5

4 30 28 - 2

5 42 25 ~17

6 37.5 34.5 - 3

7 31.5 29 - 2.5

8 46 29.5 -16.5
9 84 48 -36
10 84.5 56.5 -28
11 6 10.5 + 4.5
12 33.5 8.5 -25
13 26 15 -11
14 31.5 49.5 +18
15 73.5 46.5 -27
16 13 11 - 2
l7 7 22 +15

 

Average decrease in number of days absent is 8.35.
Number of students who had a change

Increased days - 5
Decreased days - 12

Hypothesis IV

There will be no significant improvement in the Day-
break students' reading achievement as measured by the

Diagnostic Reading Tests.

73

Table 11. The number of days absent when comparing the
experimental, the control, and the comparison
group. The critical T-Test results.

 

 

Critical Null
Hypothesis Ratings Hypothesis

 

a. There will be no difference
in the attendance of stu-
dents who attend the Summer
Daybreak Program and the
control group during the
first semester of the 1971-
72 school year as compared
with the second semester of
the 1970-71 school year. 0.175 Accept

b. There will be no difference
in the attendance of stu-
dents who attend the Summer
Daybreak Program and the
comparison group during the
first semester of the 1971-
72 school year as compared
with the second semester of
the 1970-71 school year. 0.089 Accept

c. There will be no difference
in the attendance of stu-
dents who were in the con-
trol group during the first
semester of the 1971-72
school year as compared
with the second semester of
the 1970-71 school year. 0.002 Reject

 

Testinngypothesis IV

The purpose of giving the Diagnostic Reading Test
was to measure the amount of change in reading ability after

five weeks in the summer school Program.

74

The Diagnostic Reading Tests were given during the
first and sixth weeks of the summer school session. The
tests are concerned with four major areas: vocabulary,
work recognition, story comprehension, and number of words
read per minute. Using composite scores, the one tailed
T-Test was done on thirty-one students. The mean score on
the Pre-Test was 241.161. It was also found that ten stu-
dents increased their score, twenty-one decreased their

score, and one had no change. (Table 12)

The Findings

The T-Test for the scores was .20; therefore,
Null Hypothesis IV was accepted. There was some decrease

in mean scores, but it was not significant.

Summary--Hypothesis IV

There was no significant improvement in the scores
of the Daybreak students on the Diagnostic Reading Tests

after having the treatment.

Hypothesis V

There will be no significant improvement in the
Daybreak students' academic motivation as measured by the

Michigan State M-Scales.

75

Table 12. Comparison of composite scores of Diagnostic
Reading Tests for Daybreak students, N = 31.

 

 

 

Student Number Pre-Test Post-Test Differences
1 177 167 -
2 133 144 +
3 176 221 +
4 280 257 -
5 226 221 -
6 266 279 +
7 177 150 -
8 163 152 -
9 243 282 +

10 291 291 0
11 231 161 —
12 314 352 +
13 257 223 -
14 197 236 +
15 248 246 -
16 278 276 -
17 208 222 +
18 238 206 -
19 147 139 -
20 363 367 +
21 237 213 -
22 225 214 -
23 338 296 -
24 226 250 +
25 423 218 -
26 199 184 —
27 205 121 -
28 125 135 +
29 272 230 -
30 285 259 -
31 331 328 -
Mean Score 241.258 227.097 -14.161

 

Mean decrease in composite score is 14.161.

Number of students who had a change
Increased score 10
Decreased score 20
No change 1

N = 31

The changes on the pre- and post-test were not
significant in a T-Test at the .05 level.

3?

76

Testing Hypothesis V

The purpose of administering the M-Scales was to
measure the degree to which the students in the Daybreak
Program changed their achievement motivation after five
weeks in the summer school Program.

The scales were administered during the first and
sixth weeks of the summer school session. A tailed T-Test
was done on 31 of the summer school session. The mean
score on the Pre-Test was 74.03 and on the Post-Test was
72.32, or a net loss of 1.71. It was also found that 16
students increased their motivation, 14 students had
decreased their motivation, and 1 had no change. (Table

13)

The Findings

 

The T-Test for the scores was .412; therefore,
Null Hypothesis V was accepted. There was some decrease

in mean scores, but it was not significant.

Summaryr-Hypothesis V

 

There was no significant improvement in the
scores of the Daybreak students on the Michigan State

M-Scales after having the treatment.

77

Table 13. M-Scales of 31 Daybreak students.

 

 

 

Pre-Test Post-Test
Student Raw Score Raw Score Increased Decreased
Number June, 1971 July, 1971 Motivation Motivation

1 46 49 v+3

2 59 77 v+18

3 51 51

4 84 96 v+12

5 51 67 v+l6

6 65 50 v-15
7 70 91 v+21

8 58 57 v-1
9 63 75 v+12
10 87 70 v-17
11 74 66 v-8
12 83 92 v+9
13 75 69 v-6
14 97 61 v-36
15 43 68 v+25

16 80 75 v-5
17 95 103 v+8

18 74 95 v+21

19 66 77 v+ll
20 66 58 v-8
21 66 72 v+6
22 29 75 v+46
23 68 77 v+9
24 73 70 v-3
25 61 96 v+35
26 78 72 v-6
27 79 96 v+17
28 75 74 v-l
29 74 63 v-ll
30 59 57 v-2
31 91 90 v-l

TOTAL 16 14

 

V7

Of the 31 students tested on the M-Scales, 16
increased their motivation, 14 decreased, and 1 had no
change. However, the changes on the pre- and post-test
were ESE significant on a T-Test at the .05 level.

78

Hypothesis VI

There will be no difference in the Daybreak stu-
dents' career choices on a pre- and post-test as measured

by the Career Interest Questionnaire.

Testinngypothesis VI

To test the hypothesis, the Daybreak students com-
pleted the Career Interest Questionnaire during the first
week and sixth week of the summer school session. The
results were recorded for both the pre- and post-tests.
The various occupations were given a number value based on

the amount of training necessary: college training, 3;

‘0

more than two years of training, but less than college, 2

less than two years of training, 1.

It was found that the Daybreak students' career
selection after the treatment increased only .03. Most
of the students (20) had no change in the level of train-
ing. Five students had a plus change, and six students

had a negative change. (Table 14)

The Findings

In testing the significant difference betWeen the
jpre- and post-test of career selections, it was determined
that.Null Hypothesis VI was accepted. There was no sig—

Imificant difference in career selection on the pre- and

79

 

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81

post-test. Most occupations selected on both the pre-test
and the post-test required less than two years of training
beyond high school. On the pre- and post-tests only three
and five students selected college training occupations,

respectively.

Summary--Hypothesis VI

 

The relationship between career choices was not
measurably different when pre- and post-Career Interest
Questionnaires were given. It was found that Daybreak
students usually selected occupations that required the

least amount of training after high school.

Hypothesis VII

There will be no significant difference between
the Daybreak students (the experimental group) as compared
with the control group students in terms of career choice

as measured by the Career Interest Questionnaire.

Testinngypothesis VII

 

To test the hypothesis, the Daybreak students com-
pleted the Career Interest Questionnaire during the first
and sixth weeks of the summer school sessions. The result
used for the Daybreak students was the Questionnaire taken
during the sixth week. The control group took the Question-

naire during September of 1971. The various occupations

82

were given a number value based on the amount of training
necessary: college training, 3; more than two years of
training, but less than college, 2; less than two years of
training, 1.

It was found that the Daybreak student's career
selection had a mean score of 1.7, while the control group

student's had a mean score of 2.5. (Table 15)

The Findings

 

In testing the significant difference between the
Daybreak students and the control group students in terms
of career selection, it was determined that Null Hypothesis
VII was rejected. There was a significant difference
between the two groups based on a T-Test at the .05 level.
While eighteen control group students selected careers
which needed college training, only five Daybreak students
did so. Twelve Daybreak students and ten control group
students selected careers that needed two or more years of
training. While only three control group students indi-
cated career choices which needed fewer than two years of
advanced training, fourteen Daybreak students selected the

same category.

Summary--Hypothesis VII

It was found that Daybreak students generally

selected occupations that required the least amount of

83

 

 

 

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84

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Ame moH>uwm cmHmnom 5H Ame mumo eHHso mm

85

training, and the control group generally selected occupa-
tions that required more than two years of advanced train-
ing. Therefore, it may be admitted that, in terms of
career choices, the Daybreak group students and the control

group students were measurably different.

Hypothesis VIII

There will be no difference in the number of credits
earned by the students who attended the Summer Daybreak
Program, the students in the control group, and the students
in the comparison group during the first semester of the
1971-72 school year as compared with the second semester

of the 1970-71 school year.

Testinngypothesis VIII

 

To test the hypothesis, report cards were obtained
for the students in all three groups. On the report cards
the number of credits earned was recorded.

It was found that the Daybreak students had earned
0.74 fewer credits after having the treatment. Nineteen
students earned fewer credits, and only eight earned more
credits, while four students had no change in the number
of credits earned. (Table 16)

The control group students had earned 0.29 fewer
credits during the first semester 1971-72 than during the

second semester 1970-71. Only three students had earned

86

Table 16. Credits--Daybreak experimental group, N = 31.

 

 

Number of Credits Number of Credits
Student Earned Semester Earned Semester + or -
Number Ending June, 1971 Ending January, 1972 Difference

‘—v~—'

 

1 2 2 0
2 l O -1
3 2 O -2
4 0 2 +2
5 4 3 -l
6 5 0 -5
7 4 0 -4
8 0 2 +2
9 3 1 -2
10 0 2 +2
11 2 4 +2
12 3 O -3
13 3 O -3
l4 4 3 -l
15 0 3 +3
16 2 0 -2
17 0 4 +4
18 2 0 -2
19 2 0 -2
20 5 4 -1
21 2 O -2
22 2 0 -2
23 0 1 +1
24 2 3 +1
25 4 2 -2
26 4 4 0
27 4 4 O
28 3 2 -l
29 4 3 -1
30 0 3 +3
31 0 0 0

 

Average decrease in number of credits is .74.

Number of students who had a change
Increase in credits - 8
Decrease in credits - 19
No change in credits - 4

87

fewer credits, while three students had no change in the

number of credits earned. (Table 17)

The Findings

 

In testing the significant difference between the
experimental, the control, and comparison groups in ref-
erence to the number of credits earned, it was determined
that Null Hypothesis VIII was accepted. There was no sig-
nificant difference in the number of credits earned by the
eXperimental, control, and comparison groups when comparing
the first semester of 1971-72 with the second semester
1970-71. (Table 18)

The comparison group did have a significant decrease
in the number of credits earned when compared with the
control group. A possible cause for this difference is
that the control group continued to earn credits in the
first semester of the 1971-72 school year as they did in

the second semester of 1970-71. (Table 19)

Summary--Hypothesis VIII

The number of credits earned by students who had
the summer school treatment was not measurably greater than
the control and comparison groups. It was found that all
three groups earned fewer credits in the first semester of
the 1971-72 school year than in the second semester of the

1970-71 school year.

’88

Table 17. Credits--control group, N = 31.

 

 

Number of Credits Number of Credits
Student Earned Semester Earned Semester + or -
Number Ending June, 1971 Ending January, 1972 Difference

 

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Average decrease in number of credits is .29.

Number of students who had a change
Increase in credits - 2
Decrease in credits - 7
No change in credits - 22

89

Table 18. Credits--comparison group, N = 17.

 

 

Number of Credits Number of Credits
Student Earned Semester Earned Semester + or —
Number Ending June, 1971 Ending January, 1972 Difference

 

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Average decrease in number of credits is 1.06

Number of students who had a change
Increase in credits - 3
Decrease in credits - 11
No change in credits - 3

90

Table 19. The number of credits earned when comparing the
experimental, the control, and the comparison
groups. The critical T-Test results.

 

 

Critical Null
Hypothesis Ratios Hypothesis

 

a. There will be no difference in
credits earned by the students
who attended the Summer Day-
break Program and the control
group during the first semes-
ter of the 1971-72 school year
as compared with the second
semester of the 1970-71 school
year. 0.13 Accept

b. There will be no difference in
the number of credits earned by
the students who attended the
Summer Daybreak Program and
the comparison group during the
first semester of the 1971—72
school year as compared with
the second semester of the
1970-71 school year. 0.30 Accept

c. There will be no difference in
the number of credits earned by
the students of the control
group and the comparison group
during the first semester of the
1971-72 school year as compared
with the second semester of the
1970-71 school year. 0.028 Reject

 

91

Student Body Profile

 

This section discusses the characteristics of the
experimental group, the Daybreak students, and the control
group (the randomly selected tenth grade students). The
information was obtained from a student questionnaire
given to the Daybreak students during the sixth week of
the summer school session and to the control group in

September, 1971. (Table 20)

The Findings

The male students made up 64 percent of both groups
The age for the groups was almost sixteen, but the Daybreak
student had generally been retained for at least one half
year.

The major difference between the Daybreak group
and the control group was that the control group's parents,
in over 50 percent of the cases, were high school graduates,
while only 30 percent of Daybreak parents were graduated
from high school. In fact, four parents of control stu-
dents were college graduates.

An unusual finding was that only 35 percent of
the Daybreak students held part-time jobs, and 67 percent
of the control group had part-time jobs. The number of
hours of work per week for the Daybreak students was 14,
for the control group, 17. Even though the Daybreak

students worked fewer hours per week, they earned about '

92

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94

$4.00 more per week than the control group students.

Both groups had almost four siblings each, besides
the student himself, which would mean a typical family
group of seven: two parents and five children.

In terms of education, both groups had only a few
siblings who had previously drOpped out of school, but
over 60 percent had a sibling who was a high school
graduate. Sixteen percent of the Daybreak students had
a sibling who was a college graduate, but only 12 percent
of the control group had a sibling who was a college
graduate.

Fifty-four percent of the control students planned
to attend college after graduation. However, only 6 per-
cent of the Daybreak students had the same plan. Forty-
one percent of the Daybreak students planned to go to work
after graduation, but only 3 percent of the control group
planned to do so.

A major difference between the Daybreak student
and the control student was in the area of family income.
Forty-seven percent of the Daybreak students' family
income was less than $10,000 per year; on the other hand,
100 percent of the control students' family income was
$10,000 per year or more.

Eighty-seven percent of the control students
lived with the natural parents; however, only 35 percent of

the Daybreak students lived with their natural parents.

95

Summary

The major similarities of the Daybreak and control
students are in the areas of sex, age, grade, number of
siblings, siblings who drOpped out of school, and siblings
who were graduated from either high school or college.

The major differences between the two groups are
in the areas of parental education, number who have part—
time jobs, future plans, yearly family income, and type of

family organization.

96

Student and Teacher Inventories

 

The results of the Student and Teacher Inventories
will be discussed in this section. The author-constructed
Inventories were given to thirty-one students and seven
teachers during the sixth week of the Summer Daybreak
Program. The major purpose of these instruments was to
determine the way both students and teachers felt about
class activities and the total program.

The Inventories consisted of a number of statements
concerning class activities and the total Program, accom-
panied by a scale containing factor values ranging from
l-Agree to 3-Disagree. Composite averages for each item
were compiled.

The Inventories were used in a 1970 study of
Warren High School to determine the congruence of percep-
tion by teachers and students concerning the teacher-

learning process.

The Findings

 

Statement #l--Teacher Planning: In My Classes I
Would Prefer to Have the Teacher Do All the Planning of
Assignments and Activities. There was wide disagreement
between students and teachers. Seventy-one percent of the
teachers felt they should do all of the planning, while

only 3 percent of the students agreed with them.

97

Statement #2--Student-Teacher Planning: In My

 

 

Classes I Would Prefer To Work with the Teacher in Planning

Mngwn Individual Assignments and Class Activities. There

 

was almost total agreement. Eighty-six percent of the
teachers and 80 percent of the students thought that
planning of individual assignments and class activities
ought to be a cooperative venture. Statements one and two
were very similar; students' answers were consistent, but
teachers' answers were contradictory.

Statement #3-—In My Classes I Work the Way I Do in

 

Class because I Feel I Am Helping Myself. Both students

 

and teachers agreed with this statement, with 61 percent
of the students and 57 percent of the teachers agreeing.

Statement #4--In My Classes the Work Is too Diffi-

 

cult for Me and the Students of My Age and Grade. Both

 

groups disagreed with this statement. Seventy-one percent
of the teachers and 58 percent of the students disagreed
with the statement. Forty-one percent of the students
either agreed with or were undecided concerning the state-
ment.

Statements #5--Teacher and #6--Student--Teachers
Are Interested in Getting Started and Working on Class

Activities. Both groups agreed with this statement. One

 

hundred percent of the teachers and 67 percent of the
students agreed with this statement.

Statements #6--Student and #5-—Teacher--Students

98

Are Interested in Gettinngtarted and Working on Class

Activities. Both groups agreed to this statement in vary-

 

ing percentages. Seventy-one percent of the teachers but
only 54 percent of the students agreed with this statement.

Statements #7--Student and #8--Teacher--Students
Dislike Starting the Class and Look Forward to Its End.
Teachers' and students' responses were in congruence with
this statement but somewhat in contradiction in their
answers to statements #5 and #6. Forty-three percent of
the teachers and 48 percent of the students disagreed with
this statement.

Statements #8--Teacher and #7--Student--Teachers
Dislike Starting the Class and Look Forward to Its End.
Teachers and students both disagreed with this statement.
One hundred percent of the teachers and 51 percent of the
students disagreed with the statement.

Statement #9--Individual Differences Are Taken into
Account in Assignments and Activities. Teachers' and stu-
dents'reSponses were £25 in congruence on this statement.
Seventy-one percent of the teachers and only 45 percent of
the students agreed with the statement.

Statement #10--Students Feel Assignments Are of
Practical Value. Both groups agreed with this statement.
One hundred percent of the teachers and 58 percent of the
students agreed with this statement.

Statement #ll-—Students Are Satisfied with the

99

Class Activities and Assignments. Both groups agreed with

 

this statement. One hundred percent of the teachers and
74 percent of the students agreed with the statement.
Statement #12--Students Are Permitted to Explore

and Talk Freely about Feelings. Both groups agreed with

 

this statement. One hundred percent of the teachers and
74 percent of the students agreed with the statement.
Statement #13--Teachers Lecture without a Chance

To Discuss or Askgguestions. Teachers and students dis-

 

agreed about this statement. Teachers lecture and demon-
strate without allowing the students to discuss or ask
questions.

Statement #14--Students Are Required to Memorize

Facts or Other Material. One hundred percent of the

 

teachers and 61 percent of the students disagreed with the
statement.

Statement #15--The Teacher Gives Help When Desired.
Both groups agreed to the statement. One hundred percent
of the teachers and 74 percent of the students agreed with
the statement.

Statement #16--The Teacher Helps the Student Work

Out Difficult Problems. Both groups agreed with this

 

statement. One hundred percent of the teachers and 64
percent of the students agreed with the statement.

Statement #17--Students Are Relaxed and Happy

 

Doing Class Work. Both groups agreed with this statement.

100

Fifty-seven percent of the teachers and 58 percent of the
students agreed with the statement.

Statement #18-—Students Talk about How They Feel

 

about What They Are Learning. Both groups agreed with the

 

statement. Seventy-one percent of the teachers and 67 per-
cent of the students agreed with the statement.

Statement #19--Students Talk about How Their Ideas

 

Are Changing. Both groups agreed with the statement.

 

Eighty-six percent of the teachers and 54 percent of the
students agreed with the statement.

Statement #20--Teachers Help Students Understand

 

What They Did Wrong_on Tests. Both groups agreed with the

 

statement. Seventy-one percent of the teachers and 64 per-

cent of the students agreed with the statement.

Student Statements #21 through #28

Statement #21--I Feel the Daybreak (summer) Program

Has Been Good for Me. Eighty-seven percent of the students

 

agreed with this statement, while only 12 percent was
undecided or disagreed.

Statement #22--I Feel I Have Been Successful in
Most of My Classes During the Daybreak (summer) Program.
Seventy-seven percent of the students agreed with the state-
ment.

Statement #23--The Item I Like Best about the Day-

break (summer) Program ConcerningStructure. Thirty—two

101

percent chose "the flexible rules and regulations," and
twenty-nine percent chose "the receiving of high school
credit."

Statement #24--The Item I Like Best about the Day-
break (summer) Program Concerning Attitude. Forty-one per-
cent selected "freedom to express yourself," while 29 per-
cent selected "attitude of teachers toward students."

Statement #25--The Item I Like Best about the Day-
break (summer) Program Concerninngurriculum. Forty-five
percent selected the "vocational classes."

Statement #26--Of All My Classes, I Like the Follow-

ing One Best. Fifty-one percent of all the students

 

selected "vocational," while "social adjustments" were
chosen by twenty-nine percent.
Statement #27-—Of All My Classes, I Like the Follow-

ing One Least. "Mathematics" was selected by 38 percent of

 

the students, while 16 percent selected "vocational."
Statement #28--What I Like Least about the Program.
The following statements were student responses:

"When I want a cigarette, I can go have it when I
want. Nobody yells at you for anything; either you
want to show up or you don't."

"The way the program is set up in regular summer
school you would have this big of a chance for credits,
and in this program you got that chance.9

"There is really nothing I don't like about the
program."

"The hours."

102

"The hours 8:00 to 12:00. It's too early for me.
I would like either 9:00 to 1:00 or 10:00 to 2:00."

"Just being in school."

"I don't necessarily like our breaks, they are too
short."

"There were only two things I didn't like-~getting
up so early and doing math every day. Mr. Harrison was
a great guy, but I never did have a Special interest
towards math."

"I do not like the tests."
"Doing this test."
"Power mechanics. It is too long."

"There is nothing I don't like. I think this pro-
gram is very good and I hope to stay in it."

"Is the typewriters and all the papers like this
one?"

"I don't like the hours. It should start at 10:00
instead of 8:00, and if there are any activities going
on, and you don't want to go you wouldn't go, you could
stay home."

"What I don't like about the program is it is not
together like it was last summer."

"The hours and when you don't want to go on those
activities you can stay home."

"There isn't enough group projects."

"I like it because it helps you learn more and you
get a better understanding."

"I like the breaks, and the hours. The teachers
are not the greatest but they know what they are doing."

"There isn't anything I dislike about the program.
I wish it could last the whole summer and had longer
hours. But I really love the program and I would come
even if I didn't have to."

"Attendance responsibility."

103

"Too much freedom."
"Power Mechanics."
"Social Adjustment."
"1 like it all."

"That I can't have it during the regular school
year."

"I like the whole program, and I think it helps
a lot, but the only thing I dislike is the lack of
materials mostly in the vocational classes (Power
Mechanics); otherwise, this whole program is great."

"There's nothing I don't like about the program.
It's really cool."

"Nothing, I hate it. It's rotten. It smells. I'
can't stand it. The food is so rotten it could gag a
magot on a gut wagon. The teachers are weird, but one.
Mr. Harrison, Mr. Thomas, Mr. DeGutis, Mr. Felus are
punks."

"I like the program a lot."

"I don't like coming, but I have to, and I don't
like getting up at 8:00 in the morning."

Teacher Statements #21 through #30

Statement #21--I Feel That Daybreak Students Should
Get Credit for Daybreak and this Credit Should Count toward
High School Graduation. Seventy-one percent of the teachers
agreed with the statement.

Statement #22--I Feel That Daybreak Ought To Oper—
359 as an Independent School with Its Own Full Time Staff,
EgcilitiesL,SuppliesLetc. Fifty-seven percent of the

teachers agreed with the statement.

104

Statement #23--I Feel the Majority of thefiStudents

 

Are Learning in the Daybreak Program. Seventy-one percent

 

of the teachers agreed with the statement.

Statement #24--The Daybreak (summer) Program Is an

 

Excellent Program for Dropouts or Potential Dropouts in

 

East Detroit. Seventy-one percent of the teachers agreed

 

with this statement.

Statement #25-—I Feel That the Rules of Behavior

 

Accepted for Daybreak Students Are Appropriate. Fifty—

 

seven percent of the teachers agreed; 43 percent disagreed
with the statement.

Statement #26-—I Believe the Curriculum Is Meeting

 

the Needs of Most of the Students. Only 43 percent of the
teachers agreed with the statement, while 58 percent were
either undecided or disagreed with the statement.

Statement #27--I Feel That It Would Be a Good Idea

 

To Have the Program Again During the Regular School Year.
Fifty-seven percent of the teachers agreed with this state-
ment.

Statement #28--Of All the Classeeg_l Feel the

 

Students Will Like Best. One hundred percent of the

 

teachers selected the "vocational."

Statement #29--Of All the ClassesL I Feel the

 

Students Will Like Least. Forty-three percent of the

 

teachers selected "Social Adjustment."

105

Statement #30--How Might the Daybreak Program Be

Improved? Following are the teacher responses to that

 

statement:

1. Selection of the staff with a higher criteria
placed upon personality and character instead
of upon academic qualifications so that you will
have a faculty able to emphasize with the student.

2. Discontinue the program.

3. By issuing to the instructors lists of all
materials available, more structure and course
outlines. By identifying the students who really
need the program and not just trying to fill the
quota. A very good percentage of my students have
no need for this program. When I started here I
had to run all over the building to locate materi-
als and no administrator had the faintest idea
where they were.

4. The program should be set up and ready to run on
the first and not let it go for a week until
"things work themselves out." (Such as, moving
students from 3 academics to 2--this should have
-been anticipated and solved before the program
began.) Generally, too much of this program is
"played by ear." If the philosophy of this pro-
gram is worth its salt, it should also demand
adequate preplanning to insure its smooth running.
Field trips, etc. should have been planned weeks
ago instead of with only 1-2 days' notice.

5. It is the job of the administrator to plan and
administrate; if this were being done effectively,
the program, with its present philOSOphy,would be
a success. Now with things the way they are, I
question the effectiveness of the Daybreak Program.

6. Staff coordination. This summer each member was
allowed to go his (or her) individual way without
any thought as to how it affected the total pro-
gram.

7. More equipment, separate facilities.
8. I feel these students need much more individual

attention--when working next to a student I con-
tinually converse, and I find these very students

106

who don't or won't respond to classroom situation,
do reSpond thru this more personable contact. I
believe this is the very thing they've missed
thru the years.

9. Offer vocational subjects plus recreational
activities just in the summer program. During the
regular year, social adjustment, remedial Math and
English can be offered in addition to the voca-
tional. I feel that a certain set of rules should
be set down and that the students be guided by

them. It appears that the students are running
the program.

Summary

The first twenty statements of the Inventories were
very similar for both the students and teachers. There
seemed to be agreement of both groups to statements #2, #3,
#4, #5, #6, #10, #11, #12, #13, #14, #15, #16, #17, #18,
and #20. There was a lack of agreement on statements #1,
#7, #8, #9, and #19.

The results might have been affected somewhat had
the four additional teachers' inventories been returned.

In general, as indicated by the inventories, the
majority of both the students and teachers had positive

feelings concerning the Summer Daybreak Program.

Summary
From the data collected in this study, it was
found that:
1. The students who attended the Summer Daybreak Pro-

gram returned to school in September, l97l in
greater numbers than the comparison group.

10.

107

The Daybreak students' dropout rate for the first
semester of 1971-72 school year was only 9 percent,
while the comparison group's rate was 57 percent.

The Daybreak students did not measurably improve
their attendance during the first semester of the
1971-72 school year, while the comparison group
had the more improved attendance.

There was no significant improvement in the scores
of the Daybreak students on the Diagnostic Reading
Tests after having the treatment.

The achievement motivation of the Daybreak students,
as measured by the Michigan State M-Scales, did not
show a significant improvement after the six week
summer program.

It was found that the Daybreak students usually
selected occupations that required little or no
training after high school as measured on the
Career Interest Questionnaire.

The Daybreak students' and the control group stu-
dents'comparison in terms of career choices was
measurably different. As measured on the Career
Interest Questionnaire, Daybreak students generally
selected occupations that required little or no
training after high school, while the control

group generally selected occupations that required
some training after high school.

The number of credits earned by the Daybreak stu-
dents was not measurably better than the number of
credits earned by students in both the control and
comparison groups.

The major similarities of the Daybreak and control
students were in the areas of sex, grade, number

of siblings, siblings who dropped out of school,
and siblings who were graduated from either high
school or college. The major differences between
the two groups were in the areas of parental educa-
tion, number who had part-time jobs, future plans,
yearly family income, and type of family organiza-
tion.

In terms of teaching and work experience, the Day-
break faculty's average was 9.86 years. In terms
of educational training, six of the teachers had
B.A. degrees, and five had M.Ed. degrees.

11.

108

In general, as indicated by the Student and Teacher
Inventories, the majority of the Daybreak students
and teachers had positive feelings concerning the
summer program.

CHAPTER V

SUMMARY, CONCLUSIONS

AND RECOMMENDATIONS

The focus of this study was the East Detroit High
School Daybreak Program which is a program for dropouts
and potential dropouts. The investigation was concerned
with (l) a description of the Daybreak Program, (2) evalu-
ation of various specific aspects of the Program, and
(3) formulation of recommendations for the improvement of

the Program.

Summary

The East Detroit Public Schools, where the drOpout
rate is the second highest in Macomb County, has started a
drOpout program concerned with helping students stay in
school, learn salable skills, and finally be graduated
from high school. The Program, called "Daybreak," has been
in operation since the summer of 1970.
Special features of the Daybreak Program include:
1. A unique student-oriented program.
2. An experienced teaching staff.

3. A favorable student-teacher ratio.

109

110

A favorable student-counselor ratio.

An individualized vocational curriculum.
Anecdotal student evaluation.

Minimal student regulations.

Open-ended admission procedures.

An overall supportive school climate.

Practical work experience toward maturity.

These special features represented an effort to

deal with significant factors associated with dropouts.

Among these factors are the following which have been

identified by those who have studied dropouts:

1.

Some reasons students give for leaving school are
going to work, dislike of school, marriage, fail-
ing courses, needed at home, leaving home, feeling
of rejection, and administrative request.
In some cases, the reason is a demanding and
legitimate one and should be respected. In
most cases, the real reason is hidden, and a
personal conference with the individual should
be arranged to arrive at the student's values
and attitudes. In should be noted that the
study of values and the fostering of prOper
attitudes are strange-sounding terms in a
highly structured system that has so many sub-

jects for so many minutes, on so many days.

2.

111

Is there no way to provide space and time for
the discussion of basics (philOSOphy) except
with those (intelligent students) who are

eligible for such courses?

Some students withdraw from school rather than be

rejected in school.

One painful experience can leave a lifetime
scar. Sensitive, alert teachers can spot such
incidents and should rise to the moment. Res-
pect for persons is learned more from example
than from words. Are all teachers convinced

of this?

The retention and/or rehabilitation of dropouts is

multifaceted. Hence, varied programs are needed to

deal with various types.

a.

b.

Adaptation of the curriculum.--Education must

 

deal with subject matter, not as an end in
itself, but as a means to achieve whatever one
decides by himself, or whatever he decides with
advice from another. The concern should be for
individual develOpment within the system, not
conformity to the system.

A change in school organization.--This must be
student-oriented; that is, be so arranged as

to meet the needs of the student.

112

More critical development of teacher attitudes.--

 

Teachers must become facilitators of learning
rather than mere presenters of information and
facts.

The need for improving_the self-concept of the

 

dropout.--Education can be effective only to
the extent that it develOps the self-concept
through examination, that is, an Openness to
experience and to identify with others through
more effective inter-personal relations.
Improved counseling and guidance services.--
The potential drOpout must especially be heard;
his ideas and opinions must be respected and
valued; then he will gain confidence to discuss
his needs and interests, and he can be guided
more profitably.

Additional work-study pregrams.--Encouraged to
learn on the job, a student will be more mot-
ivated to learn all he needs away from the job.
Skills are mastered by practice, and the stud—
ents seeking manual skills, who are often most
adept in this area, should be provided with

Opportunities.

113

Conclusions

 

The Summer Daybreak Program has been able to

assist dropouts in maintaining their formal education.

It has also given them some salable vocational skills.

From the data collected in this study, it was

found that:

1.

Summer Daybreak Program students:

(a)

(b)

(C)

(d)

(e)

(f)

(g)

(h)

Had a return rate of 100 percent in the fall
of 1971.

Had a drOpout rate of 9 percent as compared
with a dropout rate of 57 percent for the
comparison group.

Showed no significant improvement in regular
school attendance.

Did not improve their reading scores signifi-
cantly.

Showed no significant improvement of achieve-
ment motivation.

Usually selected occupations that required
little or no training after high school.

Were measurably different from the control
group in career selections.

Were not measurably different in the number
of credits earned.

The major similarities of the Daybreak and control

group students were in the areas of sex, grade,

number of siblings, siblings who dropped out of

school, and siblings who were graduated from either

high school or college.

114

3. The major differences between the two groups were
in the areas of parental education, number who had
part-time jobs, future plans, yearly family in—
come, and type of family organization.

4. In terms of teaching and work experience, the Day-
break faculty's average was 9.86 years. In terms
of educational training, six of the teachers had
B.A. degrees, and five had M.Ed. degrees.

5. In general, as indicated by the Student and Teacher
Inventories, the majority of the Daybreak students
and teachers had positive feelings concerning the

summer Program.

Some questionable areas were in reading improvement
and in achievement motivation. It appears that the stud-
ents have not as yet increased their ability to make sig-
nificant progress in reading that is necessary for comple-
tion of high school. In the areas of achievement motiva-
tion, it seems that for the most part the majority of the
students have not increased their ability to be self-
motivated individuals.

The present Daybreak Program, with a maximum stud-
ent load of ninety students per summer session, can hope
to scratch only the surface of the district's dropout

problem. There are additional students in East Detroit

115

who are not in school, or who are potential dropouts, who
might benefit from the additional Daybreak Program experi-

ence 0

Recommendations

 

If East Detroit hOpes to bridge the distance between
the educational achievements of drOpouts and potential
drOpouts and the regular student pOpulation, the entire
educational program and process must be evaluated. In
addition, there are several areas for further study which
deal with aspects of drOpouts or programs for drOpouts

which are of general interest and concern.

Recommendations for the East Detroit
Educational Program

1. All components of society--school, church, YMCA,
government, parents, teachers, and students--must
come together to study the educational needs of
the East Detroit Public Schools. Disadvantaged
children are locked into the total environment of
home, neighborhood, parental poverty, etc. Educa-
tion would be more effective if it worked with all
services within that environment.

The above-mentioned groups should be called
together for the purpose of studying the educa-

tional needs of the community and assessing

2.

3.

116

the East Detroit Public Schools' instructional
program. Some activities should be scheduling
meetings, contacting various consultants, pre-

paring reports, and disseminating materials.

The entire staff of the school district should be
informed of the Daybreak Program's goals and objec-

tives.

Full knowledge and complete understanding of
the entire Program will help achieve total
involvement and support. Some ways of inform-
ing the staff concerning the Daybreak Program
are (l) preparing and distributing a short
description of the Program, (2) inviting staff
to observe the Daybreak Program in action,

(3) having Daybreak students meet with staff
during curriculum planning times, and

(4) requesting suggestions from staff concern-

ing the Daybreak Program.

The philoSOphy of the Daybreak Program should be

incorporated into the entire K-12 school program.

The Daybreak Program should be a part of the
regular school program. Students should be
able to move into and out of the Program with
as little "red-tape" as possible. As soon as
the student's skills improve, he should be

able to transfer from Daybreak into the

4.

5.

117

regular school program. Procedures should be
developed within each school whereby potential
Daybreak students are identified and are given
remediation in various skills and inter-personal

relations.

The Daybreak Program should have a multi-media

resource center.

This area should be equipped with the latest
automated and computerized learning material.

A full-time resource person should be available
to assist the student in his individualized

learning program.

Procedures for working with parents and the commun-

ity should be developed.

For example, a reasonable expectation would be
for a teacher to make at least one visit to
each of these students' homes during the school
year. These home visits may reveal conditions
and circumstances hitherto unknown or unsus-
pected by the school and which, in certain

cases, may enable preventive action.

A career day, that uses the community as its
major resource, could be set up to give stud-
ents an idea of various types of jobs available

in the community.

118

6. A faculty that has had successful experience work-

ing with disadvantaged students should be selected.
For the faculty there should be an extensive
in-service program which includes small group.
work, individual counseling of students and
their families, utilization of media, and
Special techniques such as role-playing.

7. An evaluation system, to include pre- and post-
testing of all students in the areas of reading,
mathematics, achievement motivation, and career
choices, Should be incorporated.

The major evaluation of the Program has been
in terms of holding power instead of the indi-
vidual students. This means that school
officials and parents have been primarily
interested in the quantity of the Program

rather than the quality.

Recommendations for
Further Study

1. Examination of teachers' attitudes and belief
structures as these relate to their effects on
individual students, especially_potential drppr
guE§.--For example, research has indicated that
when teachers are given a particular group of

students and then informed that this group of

119

students is either superior or retarded, the teacher
will help fulfill the prOphecy, and the students
will achieve the standards which are expected of
them. Therefore, it is possible that certain
teachers will have a built-in attitude and belief
structure which could affect the achievement of
their students.

Career guidance.--Emphasis should be placed on

 

direct experience in every part of the curriculum.
Instead of group testing, measuring devices should
be selected for each individual student. Research
should be done to find out the prevalence and
extent of career guidance programs, and existing
programs should be examined as to their effective-
ness.

Concentration on the individual.--Most research
dealing with drOpouts concentrates on groups of
students. It might be fruitful to examine the
unique set of circumstances that resulted in an
individual student's drOpping out of school. It
is possible that a unique set of circumstances
might be found to rehabilitate this individual

student.

120

Personal Commentary

 

Within this study is a great deal of objective and

statistical information, but carrying out the study has led

the author to have some of the following feelings about

programs for drOpouts:

l.

The attention Span of the students was very short,
especially when they were completing tests, quizzes,
and inventories. Is this a general characteristic
of drOpouts? Might it be a causal factor?

Many students had some minor physical conditions
which prevented them from taking full advantage of
the Program. The most common condition was one
dealing with dental and oral problems.

The teaching staff wanted to do a "good" job, but
they were prevented by their previous experience
and training. For example, the teachers had been
graduated from a middle class college, had taught
in all-white suburban schools, and had values that
differed greatly from their students. In what ways
did this value difference affect their relationship
with students?

The students understood and were able to "read"

the teacher better than the teacher was able to

understand and "read" the students.

121

5. The Daybreak Program did not include provisions for
physical, social, and recreational activities.
Since it is known that students who are active in
student activities do not generally drop out of
high school, these activities should have been

encouraged.

It is a tragedy to know so much about school drop-
outs and to do so little about the problem. We are aware
of the informational aspects of the problem. But the other
part of the problem is the lack of personal meaning which
dropouts have for the goals of society. Therefore, we
need action to bridge the gap. Through greater interest,
renewed effort, more participation, and greater COOperation
of businessmen, educators, parents, and other related

agencies, we will be better able to bridge this gap.

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Office, 1966.

 

 

Slotkin, H. "New Programs for Dropouts: A Progress
Report." High_Points, XLIV (June, 1962), No. 40.

 

Stebbins, M. "Flint Offers the Potential DrOpout a Person-
alized Curriculum." Clearing House, XXVIII (Decem-
ber, 1963), 205-209.

 

 

Strom, R. D. "Realistic Curriculum for the Prospective
DrOpout." Clearinngouse, (October, 1964), 101-
107.

Tesseneer, R. A. and Tesseneer, L. M. "Review of the

Literature on School DrOpouts." National Associ-
ation of Secondary School PrincipalslfBulletin,
XLII (May, 1958), l441

 

 

Thomas, Robert J. "An Empirical Study of High School
Dropouts in Regard to Ten Possibly Related Fac-
tors." Journal of Educational Sociology, XXVII
(September, 1954), llll8.

 

White, L. B. "Continuation Education for Disadvantaged
Youth in California." Journal of Secondary Educa-
tion, XXVII (November, 1962), 405.

 

Wolfson, H. E., and Kurtz, A. S. "Blueprint for Reorgan-
ization with Reply by H. E. Wolfson." High Points,
(May, 1962), 14.

 

Woodring, P. "DrOpouts." Saturday Review, February 16,
1963, p. 17.

 

Unpublished Materials

 

Brunfield, Stanley H. "An Approach to the Student With-
drawal Through the Use of Structured Open-Ended
Questionnaire and the Focused Depth Interview."
Unpublished doctoral dissertation, University of
Southern Mississippi, 1967. Dissertation Abstracts,
XXVII, 1030-3.

DeGutis, John T. "Teacher-Student Opinionnaire on the
Teaching-Learning Process." Unpublished mimeo-
graphed material, Warren Consolidated Schools, 1970.

131

Docking, Robert W. "A Descriptive and Evaluative Study of
a Secondary School DrOpout Program." Unpublished
doctoral dissertation, Michigan State University,
1969.

Doolittle, Lawrence W. "A Pupil Holding Power Study in
Four Detroit High Schools." Unpublished doctoral
dissertation, University of Michigan, 1964.
Dissertation Abstracts, XXIV, 4396.

Handy, Henry Welsey. "Evaluations of Curricular Offerings
as Causative Factors for Students Dropping Out of
High School before Graduation." Unpublished doc-
toral dissertation, University of Washington,
1964. Dissertation Abstracts, XXIV, 4396.

Kirby, Carson 0. "An Experimental Study of an Organized
Program of Teachers' and Counselors' Friendly
Interest in Potential DrOpouts." Unpublished doc-
toral dissertation. University of Colorado, 1966.
Dissertation Abstracts, XXVII, 1248—A - 1249-A.

Myers, George R. "A Study of Factors and Practices Related
to Holding Power in Certain Michigan Secondary
Schools," Unpublished doctoral dissertation,
Michigan State University, 1956. Dissertation
Abstracts, XVI (No. 5, 1956), 1414.

 

Newberry, David N. "An Evaluation of a DrOpout Prevention
Project in Hazel Park, Michigan." Unpublished doc-
toral dissertation, Wayne State University, 1967.
Dissertation Abstracts, XXVII, 2035-A.

Robbins, Arnold H. "Factors Which Influenced Potential
DrOpouts in High School to Stay in School."
Unpublished doctoral dissertation, University of
Connecticut, 1966. Dissertation Abstracts, XXVII,

1139-A-1140-A.

APPENDICES

APPENDIX A

DIAGNOSTIC READING TESTS
SURVEY SECTION: LOWER LEVEL
(GRADES 4 THROUGH 8)

DIAGNOSTIC READING TESTS
SURVEY SECTION: LOWER LEVEL
(Grades 4-8)

FORM A

Booklet I: Part 1, Word Recognition and Comprehension

132

By The Committee on Diagnostic Reading Tests, Ina:
Frances Oralind Triggs. Chairman: Robert M. Bear. Dartmouth College;
George D. Spache. University of Florida; Agatha Townsend. Editor;
Arthur E. Traxler, Educational Records Bureau; Frederick L. Westover, University of Alabama.

In cooperation with Lorraine Bonneville, Sidwell Friends School; Catherine Coleman, St. Anne’s
School; Dwight M. Collins, Landon School; Eleanor M. Dillworth, Baltimore Friends School;
Katharine Follin, Remedial Education Center; Esther Hicks Price, Remedial Education Center.

 

 

Do not write in these spaces unless told to do so. Read the general directions below.

Name (Please print clearly)

 

(Last name) (First name) (Middle name)

 

 

 

 

Grade Sex______ Age—___ Date of Birth
M or F Yrs. Mos.

School Date Today

City Teacher

 

 

 

 

 

GENERAL DIRECTIONS

The purpose of this test is to find out how well you can read. I will tell you when to
start and when to stop each part. Be sure to follow instructions exactly.

Read each question carefully, but do not work too long on any one question. You
can use any extra time you may have at the end by going back and working on the ques-
tions inthat part about which you were in doubt. You may not return to a part after the
time for that part is over. You may answer questions about which you are not entirely
sure, but you should not guess wildly.

Before the test you will find directions. These directions explain how you are to
record your answers regardless of whether you are recording them on separate sheets
or in the booklet. The examiner will go over these directions with you in detail before
you start the test.

 

 

RAW GRADE PERCEN-
scones . TILES

Score la. Word Recognition l

 

Score 1b. Comprehension I I l I

 

 

W
W

I:Wll'ter Member: of the Committee: RALPH BEDELL, IVAN A. HOOKER, DANIEL D. FEDER. JAMES M. McCALLlSTER,
JOHN V. MCQUI'ITY, CONSTANCE M. MCCULLOUCH, A. EASON MONROE.

Published and Distributed by The Committee on Diagnostic Reading Tests, Inc.
Mountain Home, North Carolina
Copyright 1957 by The Committee on Diagnostic Reading Tests, Inc.
Reprinted, 1966

1333::

PART 1: WORD RECOGNITION AND COMPREHENSION

IF YOU ARE GOING TO MARK YOUR ANSWERS ON ANSWER SHEETS, READ
THESE DIRECTIONS and skip the directions on page 3.

DIRECTIONS FOR MARKING ANSWERS ON ANSWER SHEETS

You are going to read some stories on different topics. Each story is followed by
several questions. You are to read each story and then try to answer the questions
which follow it. If you do not remember the answer to a question, you may read the
story again to find it, but you will be able to complete the test more rapidly if you read
carefully enough to answer the questions at once.

MARK YOUR ANSWERS ON SEPARATE ANSWER SHEETS. You are to choose
the answer or answers to each question, note the number of each correct answer, and
blacken that space which corresponds to it on the answer sheet with the special pencil
which your teacher gave you. Notice that there may be more than one correct answer
to a question.

Make HEAVY, BLACK, GLOSSY marks. Study the following sample questions:

Sample: The main idea of paragraph 1 in Directions is that:

(1) this is a test of vocabulary
(2) you are to read stories and answer questions on their meanings
(3) you are to read each story more than once
(4) this is a test to see how rapidly you can read
(5) you will not be asked to answer any questions
I 3 4 B

i

Notice that the space under number 3 has been marked because the correct answer,
“you are to read stories and answer questions on their meanings," has that number.

Sample: Which word or words help you to say the word sheet?

(1) sheep
(2) cat
(3) said
(4) read
(5) feet

1 2 3 4

Notice that the spaces under numbers _1 and E) have been marked because the words
“sheep” and “feet” help you to say the word “sheet,” and are therefore the correct an-
swers.

Make your marks on the answer sheet as long as the pair of lines on it which you are
marking and move the point of your special pencil up and down firmly to make a HEAVY,
BLACK, GLOSSY line. If you change your mind and want to make a change in your an-
swer, draw a circle around your first mark. Make no stray marks; they may count
against you.

If you have any questions about the directions, ask them now; if not, wait for the signal
to turn to the next page and start. No questions will be answered after the test starts.

Can you imagine a perfect little deer no
taller than the average book? Can, you
picture a deer standing erect with all four
feet on the palm of a man’s hand? The
mouse deer of Malaya is just that size.
He measures about eight inches at the
shoulder, has pencil-sized legs and tiny
cloven hoofs.

The people of Malaya have built up

many folk tales and legends about the
mouse deer or pelandok, as they call the
attractive little animal. He is like “Rey-
nard the Fox” in European fables, and like
“Bre’er Rabbit” in American stories. He
is, of course, a harmless little animal, and
having no means of defense, has a great
many enemies including a few natives who

sometimes have a dinner of pelandok stew.-

8. Which line best describes the size of the mouse deer?

(1) an attractive, harmless little animal ............................... ( )
(2) taller than the average book ..................................... ( )
(3) a perfect little deer ............................................ ( )
(4) small enough to stand on the palm of a man’s hand ................. ( )
(5) about the size of a brown bear ................................... ( )
9. A pelandok is
(l) a fox ....................................................... ( )
(2) a folk tale ................................................... ( )
(3) a mouse deer ................................................. ( )
(4) a country .................................................... ( )
(5) a rabbit ..................................................... ( )
10. The story says that the peeple of Malaya
(1) are afraid of the mouse deer ..................................... ( )
(2) do not eat the mouse deer ....................................... ( )
(3) tell many tales about the mouse deer ............................... ( )
(4) are harmless to little animals .................................... ( )
(5) carry the mouse deer on their hands ............................... ( )
11. Which word or words help you to say the word slog ?
(1) saw ........................................................ ( )
(2) few ’. ........................................................ ( )
(3) took ........................................................ ( )
(4) new ........................................................ ( )
(5) sow ........................................................ ( )
12. The best title for this story is
(1) The People of Malaya .......................................... ( )
(2) Reynard the Fox .............................................. ( )
(3) Folk Tales and Legends ........................................ ( )
(4) Large and Small Deer .......................................... ( )
(5) The Mouse Deer .............................................. ( )
13. The ending of the word harml_e_s_s helps to make the word mean
(1) harmful ..................................................... (
(2) without harm ................................................ (
(3) very harmful ................................................. (
(4) more harmful ................................................ (
(5) less harmful ................................................. (
14. Which word or words have a sound in them like the sound of the letters under-
lined in moose? The sound is not always made by the same letters.
(1) about ....................................................... ( )
(2) four ................................................ _ ........ ( )
(3) cow ........................................................ ( )
(4) shoulder .................................................... E )
............................... )

(5) blow .........................

vvvvv

 

 

 

134.11.-. -

13’5‘ '

Squirrels are found practically every-
where except in the distant countries of
Madagascar and Australia. The common
squirrel of Europe and North Asia is dusky
red in color. In North America the gray
squirrel is seen more often.

But the most beautiful squirrel in all the
world is the raffalii squirrel. This little
animal lives only in hot jungle countries
and is almost as brightly colored as a bird.
Its head, back, and tail are as black as coal.
Its sides and shoulders are a snowy white,
and its under parts are a deep and lovely
red.

Of all the squirrels in the world the
rafl’alii has the easiest life. Squirrels

I

in northern countries must store away
enough food to provide for the long win-
ters. But the ratfalii never has to worry
about food, for there is always plenty.

The raifalii does not even have to build
a house to live in. Other squirrels must
find a hollow in a tree or dig out a hole in
some fallen log in the woods. The raifalii’s
home is already there for him. It con-
sists of the basket ferns that grow in the
damp branches of jungle trees. These
soft ferns are really shaped like small
baskets. So all the little rafl’alii has to do
when he wants to go to bed is jump into
one of them and be rocked to sleep in a
ready-made treetOp cradle !'

15. Which line best describes the appearance of the raffalii squirrel?

 

, (1) dusky red in color ............................................. ( )
(2) gray, red, and white in color ..................................... ( )
(3) head and tail of snowy white ..................................... ( )
(4) nearly as brightly colored as a bird ............................... ( )
(5) tail and shoulders as black as coal ................................. ( )
16. The raflalii squirrel lives in
(1) cold, northern countries ........................................ ( )
(2) the hollow of jungle trees ....................................... ( )
(3) fern baskets in jungle trees ..................................... ( )
(4) holes in fallen logs ............................................ ( )
(5) fern baskets under the trees .................................... ( )
17. The story says the rafi‘alii squirrel has an easy life because
(1) he is the most beautiful squirrel ................................. ( )
(2) he lives in hot, damp countries ................................... ( )
(3) he stores enough food to‘last the winter ........................... ( )
(4) he always has enough food and places to sleep ...................... ( )
(5) he is always as happy as a bird ................................... ( )
18. Which word or words would help you to say the word cradle?
(1) radish ...................................................... ( )
(2) table ........................................................ ( )
(_8) station ...................................................... ( )
(4) rabbit ...................................................... ( )
(5) saddle ...................................................... ( )
19. The beginning of the word pigvide helps to make the word mean
(1) look down ................................................... ( )
(2) look above .................................................... ( )
(3) look ahead ................................................... ( )
(4) look back .................................................... ( )
(5) look under ................................................... ( )
20. Which word or words have a sound in them like the sound of the letters under-
lined in thr_o_ugh? The sound is not always made by the same letters.
(1) enough ..................................................... ( )
(2) thought ..................................................... ( )
(3) bough ....................................................... ( )
(4) tooth ....................................................... ( )
(5) dough ...................................................... ( )

 

3. 8!:th Jungle Animals. New York: Random House, 1946. f’. 9.

Did you ever see a bushel of corn walk-
ing? Well, that’s what you see every time
you look at a pig. And Iowa is where the
fattest pigs grow.

Iowa is part of the mighty plain which
stretches from the middle of Ohio through
Iowa to the west, north to Minnesota and
south to Kansas. Many years ago the big
ice sheets moved down the hills and filled
the valleys with rich dirt.

Today this plain is one big checkerboard

brown squares. Trees grow chiefly along
streams or in woodlots that farmers have
planted. Rivers are slow-moving and full
of mud. Nature seems to have taken one
look at this region and said, “Corn."

Corn, like tobacco, is a fussy plant. It
must have at least 130 days to ripen be-
fore frost comes. It requires hot nights,
rich soil, and rain. In a steamy hot July
corn can grow two inches in twenty-four
hours. In such weather we say we can

of farms. The fields lie in gold, green, and “hear the corn grow!“
21. The plain of the Middle West is good for growing corn because
(1) there are a lot of big farms ..................................... ( )
(2) treesgrowchieflyalongstreams ( )
(3) the fields lie in gold, green, and brown squares ....................... ( )
(4) it has enough heat, rain, and rich soil ............................ ( )
(5) big ice sheets move into the valleys ............................... ( )
22. Iowa’s pigs are fat because
(1) they live in the Middle West ..................................... ( )
(2) there is plenty of corn in Iowa ................................... ( )
(3) they have plenty of corn to eat ................................... ( )
(4) pigs like corn to eat ........................................... ( )
(5) Iowa’s corn is good ........................................... ( )
23. The story says that Iowa corn
(1) can grow twenty-four inches in a day ............................ ( )
(2) makes pigs fat ................................................ ( )
(3) needs cool, rainy nights ......................................... ( )
(4) usually grows along streams ..................................... ( )
(5) needs thirty days to ripen ...................................... ( )
24. Which word or words would help you to say the word M?
(1) eight ....................................................... ( )
(2) tried ........................................................ ( )
(3) yield ........................................................ ( )
(4) friend ...................................................... ( )
(5) chief ....................................................... ( )
25. In this story the word reguires means the same as
(1) likes ........................................................ ( )
(2) resists ...................................................... ( )
(3) allows ....................................................... ( )
(4) needs ....................................................... ( )
(5) prefers ...................................................... ( )
26. The ending of the word fattgs_t makes the word mean
(1) as fat as ..................................................... ( )
(2) less fat ...................................................... ( )
(3) not so fat .................................................... ( )
(4) fatter than ................................................... ( )
(5) most fat .................................................... ( )
27. Which word or words have a sound in them like the sound of the letters under-
lined in stgamy? The sound is not always made by the same letters.
(1) freeze ....................................................... ( )
(2) head ....................................................... ( )
(3) piece ........................................................ ( )
(4) stretch ...................................................... ( )
(5) bear ........................................................ ( )

 

 

‘ "-“ “u-‘h- "--- ’ “1 of firms. Little Wondefiook 502. ' New York: Charles E‘f““""l Co.. Inc. 1946. P. 6.

13.6.

137‘

There is a kind of reedlike plant with
long, black grains called wild rice. It grows
in swamps and along the edges of lakes in
North America and Canada and is the
favorite food of ducks, geese, and other
wild fowl. It is not a real rice like the
white or brown rice we buy in the stores,
but it is very much like it. Some Indian
tribes used a great deal of this for food.

Wild rice is hard to harvest. The seeds
ripen continuously throughout the fall
months and drop into the muddy water as
soon as they ripen. The Indians had an in-
teresting way to harvest the plants. While
the men paddled the canoes among the tall,

28. The wild rice plant is best described as

(1) an American plant .............
(2) a yellow vine ..................
(3) a swamp tree ..................
(4) a reedlike plant ................
(5) a poisonous plant ..............

............................... (
............................... (
............................... (
............................... (
.................... ...........(

yellow stalks, the squaws would beat out
the rice kernels into the bottoms of the
canoes. Then the kernels which had been
collected were spread out on a mat or skin.
A warrior danced upon them until the
hulls, or outer coverings, were broken. In
order to keep his balance while he jumped,
he held on to a pole set up in the ground
in front of him.

The Indians stored their rice in holes
dug in the ground and lined with bark.
They were very careful of their rice, for
they believed that the gods would be dis-
pleased if they wasted it.“

vvvvv

29. The story says that the Indians stored their rice

(1) in the bottom of canoes ..........
(2) on a mat or skin ...............
(3) in clay jars ...................
(4) in hollow tree trunks ............
(5) in holes in the ground ...........

............................... (
............................... (
............................... (
............................... (
........................... ....(

vvvvv

30. Which word or words would help you to say the word harvest?

( 1) stare ........................
(2) star .........................
(3) carry ........................
(4) warrior ......................
(5) marble .......................

............................... (
............................... (
............................... (
............................... (
............................... (

vvvvv

31. The beginning of the word impleased helps to make the word mean

(1) much more pleased .............
(2) not at all pleased ...............
(3) less well pleased ................
(4) very much pleased ..............
(5) a little pleased .................

............................... (
............................... (
............................... (
................................ (
............................... (

vvvvv

32. Which word or words have a sound in them like the sound of the letter under-

lined in grows ?

(1) coal .........................
(2) thought ......................
(3) brown .......................
(4) canoe ........................
(5) although .....................

............................... (
............................... (
............................... (
............................... (
............................... (

vvvvv

 

5. Petersham. Maud and Mlska. The Story fiat: of 72m. Philadelphia, Pa: John c. v—vmuon Co.. 1948. Pp. as-n.

PART 1: WORD RECOGNITION AND COMPREHENSION

IF YOU ARE GOING TO MARK YOUR ANSWERS IN THE TEST BOOKLET, that
is, you are got going to use answer sheets, READ THESE DIRECTIONS and skip the dio
rections on page 2.

DIRECTIONS FOR MARKING ANSWERS IN THE TEST BOOKLET

You are going to read some stories on different topics. Each story is followed by
several questions. You are to read each story and then try to answer the questions
which follow it. If you do not remember the answer to a question, you may read the
story again to find it, but you will be able to complete the test more rapidly if you read
carefully enough to answer the questions at once.

MARK YOUR ANSWERS IN THIS BOOKLET. You are to choose the answer or an-
swers to each question, and place an 5 in the parentheses at the right. Notice that there
may be more than one correct answer to a question.

Study the following sample questions:

Sample: The main idea in paragraph 1 in Directions is that:

(1) this is a test of vocabulary ................................. ( )
(2) you are to read stories and answer questions on their meanings . . . ( x )
(3) .you are to read each story more than once .................... ( )
(4) this is a test to see how rapidly you can read .................. ( )
(5) you will not be asked to answer any questions ................. ( )

Notice that 35 has been placed in the parentheses at the right of the second choice be-
cause “you are to read stories and answer questions on their meanings” is the correct
answer.

Sample: Which word or words help you to say the word sheet?

(1) sheep ................................................... ( x )
(2) cat ............................................... ' ..... ( )
(3) said .................................................... ( )
(4) read ................................................... ( )
(5) feet .................................................... ( x )

Notice that 35 has been placed in the parentheses at the right of the first and fifth
choices because “sheep” and “feet" help you to say the word “shee ” and are therefore
the correct answers.

If you have any questions about the directions, ask them now; if not, wait for the signal
to turn to the next page and start. No questions will be answered after the test starts.

.138

139

Tom could see the sails of the strange
ship shining in the moonlight. He was
walking up the shore homeward when he
saw at some distance ahead of him a ship’s
boat drawn up on the narrow beach and
a group of men clustered about it. He hur-
ried forward with a good deal of interest
to see who had landed, but it was not until
he had come close to them that he realized
that they were pirates. With a shudder,
half dread, half thrill, Tom wondered if
Captain Kidd, the most famous pirate of
all, was among them. He watched with
increasing excitement.

I. A good title for this story would be

They had just landed, and two men were
lifting a chest from the boat. One was
naked to the waist and wore heavy gold
earrings. The other man was in shirt
sleeves, wearing petticoat breeches, a black
hat upon his head, and a red bandanna
handkerchief around his neck. A sheath
knife hung at his side.

Another man, perhaps the captain of the
party, stood at a distance as they lifted a
chest out of the boat. He had a cane in
one hand and a lighted lantern in the other,
though the moon was shining as bright as
clay.l

(1) The Pirate Chest .............................................. ( )
(2) Tom meets Captain Kidd ........................................ ( )
(3) Buried Treasure .............................................. ( )
(4) A Dream .................................................... ( )
(5) Tom’s Strange Adventure ....................................... ( )
2. In this story, clustered means the same as
( 1) scattered .................................................... ( )
(2) working ..................................................... ( )
(3) gathered .................................................... ( )
(4) clinging ..................................................... ( )
(5) huddled ..................................................... ( )
3. One pirate carried a lighted lantern
(1) because it was too dark to work .................................. ( )
(2) because pirates always carry lanterns ............................ ( )
(3) for lighting the fire ............................................ ( )
(4) to signal the ship ............................................. ( )
(5) to see where he was going ....................................... ( )
4'. The story says that the captain
(1) was naked to the waist ......................................... ( )
(2) carried a cane and a lighted lantern ............................... ( )
(3) wore gold earrings in his ears .................................... ( )
(4) lifted a chest from the boat ...................................... ( )
(5) wore petticoat breeches ........................................ ( )
5. Which word or words have a sound like the one underlined in wgaring?
(l) earring ...................................................... ( )
(2) meat ....................................................... ( l
(3) stairs ....................................................... ( )
(4) careful ...................................................... ( )
(5) pear ........................................................ ( )
6. The story says that Tom realized the men were pirates
(1) when he saw them more closely ........... _ ....................... ( )
(2) because they frightened him ..................................... ( )
(3) because there was treasure in the chest ........................... ( )
(4) because he recognized Captain Kidd ............................... ( )
(5) as soon as he saw the strange ship ................................ ( l
7. Which word or words help you to say the word pirate?
(1) siren ....................................................... ( )
(2) mirthful ..................................................... ( )
(3) fir .......................................................... ( )
(4) final ........................................... _ ............. ( )
(5) giant ....................................................... ( )

 

1. People and Progress. New Yorkzfis'cott, I-‘Loresman & Co.. 1944. Pp. toe-405.

A new kind of star is shining over New
York City. It is at the top of a tall, steel
tower on an office building. It can be seen
from a distance of five miles and tells by
changing its color what kind of weather
New York City is going to have.

Clear weather is coming if the star is
green. Orange means the weather will be
cloudy. If the star is flashing orange, New
York children wear rubbers and rain coats
because rain is on the way. When the star
is flashing white, snow is on the way and

children get out their sleds. This is the
most modern way to predict what the
weather is going to be. For a long time
radio and newspapers were the principal
sources of information concerning the
weather. Now a new way has been found.

How would you like to have a star tell
you when you can go on your picnic?
Maybe the star will tell you the weather
is unsuitable and you will have to eat your
picnic lunch inside.6

33. Which line best describes the use of the new kind of star?

(1) changes its color .............................................. ( )
(2) is on a tall steel tower .......................................... ( )
(3) flashes orange and white ........................................ ( )
(4) is a weather signal ............................................ ( )
(5) can be seen from a distance ..................................... ( )
34. In this story to predict means to
(I) discover ..................................................... ( )
(2) prevent ..................................................... ( )
(3) deny ........................................................ ( )
(4) prepare .................. . ................................... ( )
(5) forecast ..................................................... ( )
35. The story says that the star
(1) can only be seen at night ........................................ ( )
(2) flashes two times every day ..................................... ( )
(3) changes its color before changes in weather ........................ ( )
(4) can be seen by all children ....................................... ( )
(5) flashes white every day ......................................... ( )
36. Which word or words would help you to say the word weather?
(1) head ........................................................ ( )
(2) bead ........................................................ ( )
(3) instead ...................................................... ( )
(4) great ....................................................... ( )
(5) breathe ..................................................... ( )
37 . In this story the word princifll means the same as
(1) main ....................................................... ( )
(2) money ...................................................... ( )
(3) rule ........................................................ ( )
(4) interest ..................................................... ( )
(5) honor ....................................................... ( )
38. The beginning of the word Esuitable helps to make the word mean
(1) very suitable ................................................. ( )
(2) less suitable ................................................. ( )
(3) not so suitable .................................... . ............ ( )
(4) more suitable ................................................. ( )
(5) not suitable .................................................. ( )
39. Which word or words have a sound in them like the sound of the letter under-
lined in building? The sound is not always made by the same letter.
(1) picnic ....................................................... ( )
(2) suitable ..................................................... ( )
(3) busy ....................................................... ( )
(4) white ....................................................... ( )
(5) child ........................................................ ( )

0. American meld”. Columbus. Ohio: American Education Press. January 27. 1951. (Modified)

140 '

.141

10

Let’s visit the weather station on top of Mt.
Washington in New Hampshire and see how
weather balloons work. The peak of Mt. Wash-
ington is high above the timber line and is reached
by a steep, rocky automobile road or a little cog
railroad. The weather station is one of the high-
est in the country and is located on the most Arctic
spot in the East.

At Mt. Washington weathermen send up
weather balloons, with radios and weather instru-
ments fastened to them, to explore the upper air
high above the clouds. Usually, men do not go up
in airplanes during the storms. Their ships would
be caught in the whirl and dashed to pieces. So

and higher, their tiny radios click busily, sending
back news of temperature, air pressure, and mois-
ture. Sometimes the balloons sail up fifteen miles
or more before they are dashed to pieces.

It is of great value to airmen to have weather
conditions reported from Mt. Washington. When
the weather is overcast or cloudy, Mt. Washington
is the only station in the Northeast that sends out
news of the weather one mile above sea level.
From this station reports are sent out by radio and
telephone every six hours all through the day and
night. The weathermen at Mt. Washington are
also making a study of the sun’s rays and of air
currents around the mountain.7

they send up balloons. As the balloons rise higher
40. This story says that weather balloons are used to
(1) take people to Mt. Washington ................................... ( )
(2) fly over the Arctic and the Northeast ............................ ( )
(3) learn about the air high above the clouds ......................... ( )
(4) send regular, daily radio broadcasts ............................... ( )
(5) get information about the sun’s rays ............................... ( )
41. In this story to explore means to
(1) experiment ................................................... ( )
(2) examine ..................................................... ( )
(3) forecast ..................................................... ( )
(4) investigate .................................................. ( )
(5) visit ........................................................ ( )
42. The story says that Mt. Washington’s weather reports are helpful to airmen be-
cause the station
(1) sends up weather balloons every day ............................ ( )
(2) sends out reports by telegraph every six hours .................... ( )
(3) is one of the highest in the country ............................... ( )
(4) is one of the most Arctic spots in the Northeast .................... ( )
(5) always reports on weather one mile above sea level ................. ( )
43. Which word or words would help you to say the word w__hirl?
(1) wire .......... w. .c .......................................... '( )
(2) girl ........................................................ ( )
(3) iron ........................................................ ( )
(4) bird ........................................................ ( )
(5) their .......... . ....................................... ( )
44. The beginning of the word reported helps to make the word mean
(1) sent again . . . .- ............................................... ( )
(2) sent promptly ................................................ ( )
(3) sent daily ....... , ............................................ ( )
(4) sent back ......... .. ........ . .................................. ( )
(5) sent hourly .................................................. ( )
45. In this story the word y_a_lu_e means the same as '
(1) cost ........................................................ ( )
(2) price ........................................................ ( )
(3) necessity .................................................... ( )
(4) importance .................................................. ( )
(5) valor ....................................................... (. )
46. Which word or words have a sound in them like the sound of the letters under-
lined in cagght? The sound is not always made by the same letters.
(1) bought ...................................................... ( )
(2) craft ....................................................... ( )
(3) cough ....................................................... ( )
(4) cause ....................................................... ( )
(5)laugh ..... ( )

 

 

7. Thomas. A. Eleanor. Weather. Elms Wonderiook 510. New York: Charlui Merrill Co.. Inc. 1535. Pit-I5.

Probably you have played with small magnets.
If you have, you know that a magnet will pick up
things made of steel or iron. But did you know
that some magnets will pick things up and put
them down again ? These magnets are called elec-
tric magnets. Electromagnets is another name
for them.

An electric magnet is made of a piece of iron
with many turns of wire wrapped around it. Un-
less a current of electricity is flowing through its
wire, an electric magnet will not pick up anything.

Electric magnets benefit man in many different
Junk yards use large ones to lift pieces of

scrap iron. Small magnets are used in the tele-
phone, telegraph, and doorbells. Magnets are
used in factories. Some of them can lift loads of
several tons. Small ones are used in needle fac-
tories to reclaim the bits of steel that fall on the
floor. In flour mills they take out any pieces of
iron that are in the grain.

Electric magnets make man’s work easier by
lifting heavy things and by picking up small ob-
jects which are hard to find. With an electro-
magnet, it would be quite easy to find a needle in
a haystack.8

ways.
47. The electromagnet is used to
(1) find directions in the woods .......................... - ........... ( )
(2) pick up flour in flour mills . . . . . . . . . .............................. ( )
(3) turn on the electric lights ....................................... ( )
(4) put wire around iron ........................................... ( )
(5) lift heavy metal objects ........................................ ( )
48. In this story benefit means the same as
(1) work ....................................................... ( )
(2) pay ........................................................ ( )
(3) hurry ....................................................... ( )
(4) help ........................................................ ( )
(5) trouble ...................................................... ( )
49. The story says that an electromagnet will work only if
(1) it is near steel and iron ......................... ' ................ ( )
(2) it picks things up and puts them down ............................ ( )
(3) it is near steel but not iron ...................................... ( )
(4) it has electricity flowing through it ............................... ( )
(5) it lifts big and heavy objects .................................... ( )
50. Which word or words would help you to say the word current?
(1) fur ......................................................... ( )
(2) cure ........................................................ ( )
(3) burn ........................................................ ( )
(4) flour ....................................................... ( )
(5) pour ........................................................ ( )
51. In this story the word current means the same as
(1) present ..................................................... ( )
(2) recent ....................................................... ( )
(3) stream ...................... , ................................ ( )
(4) battery ..................................................... ( )
(5) tide ......................................................... ( )
52. The beginning of the word r_eclaim helps to make the word mean
(1) never claim .................................................. ( )
(2) claim all ..................................................... ( )
(3) claim again .................................................. ( )
(4) not claim .................................................... ( )
(5) always claim ................................................. ( )
53. Which word or'words have a sound in them like the sound of the letter under-
lined in magnet?
(1) magic ....................................................... ( )
(2) fragment .................................................... ( )
(3) large ....................................................... ( )
. (4) target ....................................................... ( )
(5) gypsy ....................................................... ( )

11

 

8. From Bertha Morrisfarker. “Electricity." Em Science Education series. Used by speciai7permiuion of the

publisher and copyright holder, Row. Peterson and Company, Evanston, Illinois, 1948. Pp. 16-1 .

142

143

;"

Among the smallest things in the world are elec-
trons. They are very powerful because they whirl
around at a terrific speed. Scientists discovered
how to put that speed to work for mankind. They
found a way of shutting up the electrons in a
“bottle of nothing”—a vacuum tube.

Today, the electronic tube and electronic ma-
chines are changing the world for tomorrow.
Electronic tubes trap burglars by taking pictures
in the dark. They also “see” germs invisible to
the human eye. They look at your blood and tell
whether you get enough iron in your food.

Electronic machines can do almost unbelievable
things. They pick up the sound made by a fly

walking on a piece of cake in the next room. They
can bring you the sound made by a blade of grass
as it grows. The magic tubes can “smell” smoke.
They can “taste” the amount of vitamins in your
food. They can even “feel” the thickness of a
coat of paint.

Electronics can be used to open the garage door
when Dad drives the car up the driveway. Or the
tubes can be used to turn on the water in the drink-
ing fountain when you bend over to take a drink.
They can also be used to give you, on a screen, a
picture of the person who is ringing your doorbell
downstairs, and they are used to make the picture
on your television screen.9

54. Electronic tubes are called magic tubes because they

(1) are a bottle of nothing ......................................... ( )
(2) are tiny and move rapidly .............. z ........................ ( )
(3) do not cost very much today ..................................... ( )
(4) can see, smell, and feel ......................................... ( )
(5) are vacuum tubes ............................................. ( )
55. In this story invisible means the same as
(1) noticed ..................................................... ( )
(2) hidden ...................................................... ( )
(3) unheard ..................................................... ( )
(4) televised .................................................... ( )
(5) observed .................................................... ( )
56. The story says that electronic tubes are very powerful because the electrons
( 1) are the smallest things in the world ............................... ( )
(2) can see and take pictures in the dark .............................. r. ( )
(3) hear and pick up many tiny things ............................... ( )
(4) are changing Our world in many ways ............................ ( )
(5) move around at a very great speed ................................ ( )
57. Which word or words would help you to say the word scientists?
(1) diet ........................................................ ( )
(2) piece ....................................................... ( )
(3) sieve ........................................................ ( )
(4) scheme ...................................................... ( )
(5) client ....................................................... ( )
58. In this story the word discovered means the same as
(l) trapped ..................................................... ( )
(2) invented ..................................................... ( )
(3) concealed ............................................... ~ ..... ( )
(4) discarded .................................................... ( )
(5) recovered .................................................... ( )
59. The beginning of the. word Ebelievable helps to make the word mean
(1) always believable .............................................. ( )
(2) sometimes believable ........................................... ( )
(3) often believable ............................................... ( )
(4) seldom believable .............................................. ( )
(5) not believable ................................................. ( )
60. Which word or words have a sound in them like the sound of the letters under-
lined in machines? The sound is not always made by the same letters.
(1) Chicago ..................................................... ( )
(2) shuffle ...................................................... ( )
(3) nation ..................................................... ( )
(4) chief ........................................ . ................ ( )
(6) ocean ....................................................... ( )

 

12 9. Bradley, Ted. Our Land 0] Machines. Little Wonder 500k 504. 33:»: York: Charles E. Merrill Co.. 1946. Pp. :9-30.

DIAGNOSTIC READING TESTS
SURVEY SECTION: LOWER LEVEL
(Grades 4-8)

FORM A

Booklet II: Part 2: VOCABULARY
Part 3: STORY READING

144

By The Committee on Diagnostic Reading Tests, Inc.:
Frances Oralind Triggs, Chairman: Robert M. Bear. Dartmouth College;
George D. Spache, University of Florida: Agatha Townsend, Editor;
Arthur E. Traxler, Educational Records Bureau; Frederick L. Westover, University of Alabama.

In cooperation with Lorraine Bonneville,. Sidwell Friends School; Catherine Coleman, St. Anne’s
School; Dwight M. Collins, Landon School; Eleanor M. Dillworth, Baltimore Friends School;
Katharine Follin, Remedial Education Center; Esther Hicks Price, Remedial Education Center.

 

 

Do not write in these spaces unless told to do so. Read the general directions below.

Name (Please print clearly)

 

 

 

 

 

 

 

(Last name) (First name) (Middle name)
Grade Sex Age—___ Date of Birth
M or F Yrs. Mos.
School Date Today
City Teacher

 

 

GENERAL DIRECTIONS

The purpose of this test is to find out how well you can read. There are two parts: Vocabulary, and
Story Reading. I will tell you when to start and when to stOp each part. Be sure to follow instruc-
tions exactly. Do not begin any new part until you are told to do so.

Read each question carefully, but do not work too long on any one question. You may use any
extra time you may have at the end of each part by going back and working on the questions in that
part about which you were in doubt. You may not return to a part after the time for that part is over.
You may answer questions about which you are not entirely sure, but you should not guess wildly.

Before each part of the test you will find directions. These directions explain how you are to
record your answers regardless of whether you are recording them on separate answer sheets or in
the booklet. The examiner will go over these directions with you in detail before you start the test.

 

 

RAW GRADE PERCEN-
SCORES TILES

 

Score 2. Vocabulary
(Items 1—60)

 

Score 3a. Story Reading

 

Score 3b. Story Comprehension
(Items 61-75)

 

 

 

 

 

 

 

 

 

Former Members of the Committee: RALPH BEDELL, IVAN A. BOOKER, DANIEL D. FEDER. jAMES M. MCCALLISTER,
JOHN V. MCQUI'I'I'Y, CONSTANCE M. MCCULLOUGH, A. EASON MONROE.

 

Published and Distributed by The Committee on Diagnostic Reading Tests, Inc.
Mountain Home, North Carolina
Copyright 1957 by The Committee on Diagnostic Reading Tests, Inc.
Reprinted, 1966-3

145’”

Part 2: VOCABULARY

[f you are going to mark your answers on answer sheets, read these Directions and skip
the Directions on page 3.

DIRECTIONS FOR MARKING ANSWERS ON ANSWER SHEET

Now you are going to read some meanings for words. One of the five words under
each meaning will be the right one. Choose the word which matches the meaning best
and look at its number. Blacken that space which corresponds to it on the answer
sheet with the special pencil which your teacher gave you.

There are sixty questions. You will not know them all, but do the ones you do know
as quickly as you can. However, be sure to read all of the meaning and the five words
under it before you answer the question. .

Make your marks on the answer sheet as long as the pair of lines on it which you are
marking and move the point of your special pencil up and down firmly to make a HEAVY,
BLACK, GLOSSY line. If you change your mind and want to make a change in your
answer, erase your first mark carefully. Make no stray marks; they may count against
you.

Before you start, we will study the sample question below:

Sample: A kind of drinking cup most often used at a picnic
(1) copper (2) gold (3) paper (4) silver (5) pewter

3. f. .3
Notice that the space under number i has been marked because paper is the correct
answer.

Now you may start with question 1 on page 3. Work as quickly as you can, but work
carefully!

8
:22

232‘“

Part 2: VOCABULARY

If you are going to mark your answers in the test booklet, that is, you are go_t. going to
use answer sheets, read these Directions and skip the Directions on page 2.

DIRECTIONS FOR MARKING ANSWERS IN THE TEST BOOKLET

Now you are going to read some meanings for words. One of the five words under
each meaning will be the right one. Choose the word which matches the meaning best
and look at its number. Copy that number in the parentheses at the end of the line.

There are sixty questions. You will not know them all, but do the ones you do
know as quickly as you can. However, be sure to read all of the meaning and the five
words under it before you answer the question.

Before you start, we will study the sample question below:
Sample: A kind of drinking cup most often used at a picnic

(1) copper (2) gold (3) paper (4) silver (5) pewter ................ (8)
Notice that there is a g- in the parentheses at the end of the line because mpg: cups are
most often used at a picnic. The word m is number 8 in the sample question.

Now you may start. Work as quickly as you can and still be sure you get the
ones you know right.

 

 

1. To give wrong directions

(1) plot (2) puzzle (3) guide (4) direct (5) mislead ................... ( )
2. One who travels over unknown areas for the sake of discovery

(1) tourist (2) diplomat (3) explorer (4) courier (5) missionary ........ ( )
3. One of four equal parts

(1) a half (2) a fifth (3) a third (4) a quarter (5) a tenth ............... ( )
4. A period of 100 years

(1) decade (2) era (3) century (4) lifetime (5) age .................. ( )
5. As different as can be

(1) backward (2) former (3) opposite (4) vast (5) other .............. ( )
6. Distance across

(1) width (2) depth (3) height (4) altitude (5) size .................. ( )
7. Strong and robust

(1) ailing (2) heavy (3) plump (4) sturdy (5) brittle ................. ( )
8. To sleep during the winter months

(1) stimulate (2) frolic (3) hibernate (4) dominate (5) nap ........... ( )
9. Astonishingly large

(1) trivial (2) distorted (3) flimsy (4) tremendous (5) fragile ......... ( )
10. Any letter of the alphabet that is not a vowel

(1) capital (2) verb (3) syllable (4) consonant (5) hyphen ............. ( )

8

146--

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

The beginning of anything

(1) end (2) middle (3) result (4) conclusion (5) source ..............

A certain amount taken off the price

(1) interest (2) discount (3) credit (4) refund (5) premium .........

Light hair or fair skin

(1) bronze (2) brunette (3) blond (4) sallow (5) ruddy ..............

Something that is equal

(1) sequel (2) level (3) scale (4) measure (5) equivalent ..............

Something which is usual

(1) elite (2) ordinary (3) poor (4) good (5) formidable ..............

A difference of opinion

(1) disturbance (2) disagreement (3) duel (4) distraction (5) decision . . .

To name as a candidate for oflice

(1) elect (2) nominate (3) vote (4) seek (5) declare .................

An imaginary circle which divides the earth into two equal halves

(1) hemisphere (2) equinox (3) equator (4) South Pole (5) North Pole . . .

To send goods to a foreign country

(1) import (2) export (3) deport (4) impart (5) depart .............

An alphabetical list at the end of a book telling what is in the book
and on what page to find it

(1) preface (2) title (3) glossary (4) index (5) dictionary ...........

The measurement of a surface gives its

(1) space (2) borders (3) volume (4) area (5) height ................

To build or put together

(1) design (2) arrange (3) excavate (4) construct (5) contract ........

To think in a dreamy way

(1) confer (2) study (3) consider (4) reason (5) muse ..............

When someone is very angry, we say he is

(1) frantic (2) scornful (3) fussy (4) furious (5) spiteful ............

A system of government where the people elect the men who make their laws

..(
..(
..(
..(
..(
-(
..(
-(

..(

..(
..(
..(
..(

--(

(1) dictatorship (2) tyranny (3) anarchy (4) domination (5) democracy .. (

Free from germs -

(l) sterile (2) fertile (3) diseased (4) strong” (5) simple ................ (
To sparkle
(1) polish (2) reflect (3) burn (4) glow (5) glitter .................... (

A stupid mistake

(1) blunder (2) trick (3) action (4) stumble (5) fault ................ (

4

29. An oral message is

(1) printed (2) written (3) sketched (4) spoken (5) typed .............. (
30. To say or think something is greater than it really is

(1) impress (2) astonish (3) exaggerate (4) emphasize (5) imagine ...... (
31. To charge with doing something wrong

(1) agree (2) punish (3) accuse (4) scold (5) imprison ................ (
32. Artificial methods are

(1) unplanned (2) real (3) unusual (4) ordinary (5) unnatural .......... (
33. Unwilling, without enthusiasm

(l) reluctant (2) hopeless (3) undecided (4) stupid (5) awkward ........ (
34. Very hot

(1) torrid (2) humid (3) frigid (4) temperate (5) moderate ..... ’ ........ (
35. Placing certain marks among words to help make the meaningtclear

36.

37 .

38.

39.

40.

41.

43.

(l) proofreading (2) punctuation (3) contraction (4) insertion (5) interjection (

To work together with others for a common purpose

(1) contest (2) contend (3) cooperate (4) contract (5) combat .......... (
A helper who is learning

(1) plumber (2) apprentice (3) laborer (4). servant (5) teacher ........ (
A group of words which tell a single, complete thought

(1) phrase (2) sentence (3) paragraph (4) story (5) essay .............. (
To take by force

(1) frighten (2) plunder (3) sneak (4) wrong (5) barter ............... (

At the very end; the farthest possible position
(1) exact (2) extinct (3) exalted (4) extended (5) extreme .............. (

To exchange one thing for another
(1) sell (2) discount (3) transact (4) retail (5) barter ................. (

. An imaginary line through the earth on which the earth rotates

(l) equator (2) axis (3) orbit (4) eclipse (5) pole ................... (

To be faithful and true
(1) friendly (2) agreeable (3) obedient (4) truthful (5) loyal .......... (

. Having to do with work done by hand

(1) mental (2) manual (3) unskilled (4) unnatural (5) mannerly ....... (

5

14'8

1'49

45. Of highest excellence
(1) perfect (2) good (3) chosen (4) favored (5) enchanted ............. (

46. To follow after
(1) hurry (2) imitate (3) dash (4) hasten (5) pursue ................. (

47. Resistance to disease or poison
(1) community (2) immunity (3) toxin (4) antidote (5) fatigue ......... (

48. Straight up and down
(1) linear (2) diagonal (3) horizontal (4) parallel (5) vertical .......... (

49. Tools or instruments to use when working
(1) provisions (2) machines (3) trucks (4) implements (5) cranes ....... (

50. To look down upon; to scorn
(1) despise (2) despair (3) dislike (4) descend (5) desert ............... (

51. To go beyond
(1) exceed (2) overcome (3) surprise (4) bypass (5) exert .............. (

52. Having some secret meaning; hard to explain
(1) ignorant (2) logical (3) mysterious (4) reasonable (5) diflicult ...... (

53. The distance north or south of the equator measured by degrees
(1) longitude (2) diameter (3) circumference (4) tropical (5) latitude . . .. (

54. The smallest amount
(1) minus (2) maxim (3) maximum (4) minor (5) minimum ............ (

55. To stay about, trying not to be seen
(1) lurk (2) hide (3) creep (4) crawl (5) spy ....................... (

56. A part payment or part delivery of goods K
(1) installment (2) interest (3) investment (4) insurance (5) invoice . . . . (

57 . A verb that expresses a command, as Go!
(1) action (2) exclamatory (3) imperative (4) present (5) interrogative . . . . (

58. Having to do with the country
(1) urban (2) suburban (3) rural (4) metropolitan (5) county .......... (

59. A favorable time
(1) opportune (2) now (3) pleasant (4) forever (5) definite ............ (

60. The thought, feeling, or wish that makes one act
( 1) memory (2) nerve (3) motor (4) notion (5) motive ................ (

6

bWNl-i

Part 3: STORY READING

r Directions

You are going to read a story. Read it in the same way you
usually read any story. Read as fast as you can and know what
you are reading. You will be asked questions about the story when
you are through.

The stOry starts at the bottom of this page. Before you turn
the page and start reading to yourself, we will read the beginning
of it together. I will read it out loud while you read it silently.
When we come to the last word on this page, you will all turn the
page at the same time and go right on reading. .

When you finish reading the whole story you will find some
questions with printed directions telling you what to do next.
You will ansWer the questions in the same way you have just an-
swered the vocabulary questions. DO NOT READ ANY PART
OF THE STORY MORE THAN ONCE. f

If you are marking your answers in this booklet, read this
paragraph. If not skip it, and read the next paragraph. After
you have been reading for several minutes, I will say “Mark!”
You will CIRCLE THE WORD YOU ARE READING AT THAT
TIME and go right on reading. Be sure to circle the word you are
reading when I say “Mark.” Do you have any questions? Ask
them now if you do. No questions will be answered after the test
starts. WAIT TO TURN THIS PAGE UNTIL I TELL YOU TO
DO SO.

If you are marking your answers on answer sheet, read this
paragraph.

Notice that each line which you will read is numbered. After
you have been reading for several minutes, I will say “Mark !"
Now look at your answer sheets. Find the place called “Scores."
You are to look at the number of the line you are reading at the
time I say “Mark” and copy it on the answer sheet in the space
numbered 1 and go right on reading. Find the place where you
will write when I say “Mark” and put a small check in it so that
I will be Sure you have found the right place. Be sure to go right
on reading after you put the number of the line you are reading
in space 1 on the answer sheet when I say “Mark.”

Do yo'u have any questions? Ask them now if you do. No ques-
tions will be answered after the test starts. WAIT TO TURN
THIS PAGE UNTIL I TELL YOU TO DO SO. '

 

BEYOND THE SOLAR SYSTEM
You may well wonder when you see a star in the sky what it
is. For although you are almost sure to know that stars are suns,
they are not all single suns. The star you see twinkling may be a
double star—two stars traveling around and around each other.

7

150

151.]:

Each of the stars in a double star may be a double star. A single
twinkling point of light may be two or four suns instead of one.
A star may even be six suns traveling around one another.

There are stars in all directions from the earth. The only
reason that we do not see stars in the daytime is that the sunlit
air hides them. The air spreads the light of the sun over the
whole sky. If we could go up above the air, the sky would be
black and we would see stars both day and night.

Of course, there is one star that we can see only in the day-
time—our sun. Our sun is a star just as the other stars are suns.
The two words “sun” and “star” mean the same thing. When we
talk about the stars, however, we usually mean all the stars except
the sun. In this story “stars" is used as a short way of saying
“stars other than the sun.”

Sometimes we call heavenly bodies “stars” which are not
really stars. Falling stars, or shooting stars, are not true stars.
They are tiny bits of stone or iron, most of them no larger than
a pea. They become white-hot when they fall through our air
towards the earth. They are not at all like suns. “Meteors” is a
better name for them than “falling stars" or “shooting stars.”

The heavenly bodies we call the “evening stars” and the
“morning stars” are not true stars either. They are planets instead.
The earth is a planet. Circling around the sun there are eight
other large planets. Two of them cannot be seen with your eyes
alone—they are too far away. The others look like stars when we
see theni in the sky—some of them look like very bright stars.
When we see a planet shining brightly in the west soon after sunset,
we call it an “evening star.” When we see a planet shining in the
eastern sky just before sunrise, we call it a “morning star.”
Planets are really very different from true stars. They do not give
off any light of their own. They shine only because they reflect
some of the sunlight that falls on them.

Traveling around the sun there are nine large planets. There
are also more than a thousand very small planets. There are,
too, millions of meteors and hundreds of comets. Besides, most of
the large planets have moons traveling around them as. they travel
around the sun. The sun and all the heavenly bodies that travel
around it make up« the solar system. The solar system is very
large. But when we look at the stars, we are looking far, far
beyond the solar system.

Some stars can never be seen from some parts of the earth.
Others can never be seen from other parts of the earth. Some-
times the earth itself shuts off the view of a star.

Because of the turning of the earth, the night sky is never the

8

49

51
52
53

54

56
57
58
59
60
61
62

65
66
67
68
69
70
71
72
73
74
75
76
77

same for any two minutes in a row. The turning of the earth
makes the stars appear to move in the sky. A star which is above
our heads at midnight is low in the western sky five hours later.
At the same time, stars that could not be seen at midnight have
come into view in the eastern sky.

Sky Distances

If you were trying to tell someone how far it is from Chicago to
New York, you would not tell them in inches. “One thousand
miles” would be much easier to understand than “63,360,000
inches.” In the same way, it is foolish to try to ineasure how far
it is to the stars in miles. They are too far away. If the distances
were measured in miles, the numbers would be so big that they
would not mean much. We have to use a longer measure.

One of the measures used is the light-year. A light-year is
how far light travels in one year. When a person tells us that a
star is 200 light-years away, he means that it is so far away that
its light has to travel for 200 years to reach us.

Proxima Centauri is our nearest star neighbor. This star is
about 4%, light-years away. It is a very faint star which cannot
be seen with your eye alone. Even with a telescope, it can never
be seen in the northern half of the United States. Sirius, the
brightest star in the whole sky, is nearly 9 light-years away.
Antares, another very bright star, is 400 light-years distant.
Suppose for a moment that Antares has circling around it a planet
with people on it. Suppose, too, that the people on the planet have
telescopes so powerful that they can see happenings on the earth.
Then they are just now seeing what happened here about fifty
years after Columbus discovered America. None of the sunlight
which fell on Columbus as he stepped ashore in America reached
Antares until the year 1892.

Turn to the next page without waiting for further directions.
Read the directions.
Mark the answers according to the directions.

 

From Bertha M. Parker, “Beyond the Solar System," Basic Science Education Series.
gym: specilasi‘fermission of the publisher and copyright holder, Row, Peterson and
ompany, .

9

152

153 '

DIRECTIONS

Here are fifteen questions about the story you have just read. Read each question care-
fully and choose the best answer.

DIRECTIONS FOR MARKING ANSWERS IN THE TEST BOOKLET

Choose the best answer and place an 35. in the parentheses at the right of it. Study the
following question which is answered to show you the way it should be done.

Sample: The main idea of paragraph _1_ in DIRECTIONS is that

(1) this is a test of vocabulary ................................. ( )
(2) you are to answer questions on the story ..................... ( x )
(3) you are to read each story more than once ................... ( )
(4) this is a test of how rapidly you read ........................ ( )

You will see that x has been placed in the parentheses at the right of the second answer

because‘ ‘you are to answer questions on the story"' 1s the main idea in paragraph 1 and
is the right answer.

DIRECTIONS FOR MARKING ANSWERS 0N ANSWER SHEETS

Study the following question which has been answered to show you the way it should be
done. ' ’

Sample. The main idea of paragraph 1 in DIRECTIONS is that
(1) this is a test of vocabulary
(2) you are to answer questions on the story
(3) you are to read each story more than *once
(4) this is a test of how rapidly you read

J

You will see that the space under 2 has been blackened because the second answer “you
are to answer questions on the story” is the main idea of paragraph _1_ and is the right
answer.

QUESTIONS ON “BEYOND THE SOLAR SYSTEM"

61. It is true that

(1) a star may be a number of suns traveling around one another ........ ( )
(2) all stars are double stars . .l. ................................... ( )
(3) most of our stars are really suns ................................. ( )
(4) stars are really double stars ..................................... ( )

10

62.

63.

64.

65.

66.

67.

68.

Our solar system is made up of

(1) thousands of suns and planets ................................... (
(2) our sun and all the bodies that travel around it ..................... (
(3) millions of stars, planets and meteors ........................... (
(4) the stars we see in the sky .................................... (

We do not usually see stars in the daytime because

(1) their light is too weak to be seen .............................. (
(2) they are hidden by planets .................................... (
(3) we are too far away from them ................................. (
(4) they are hidden by our sunlit air ................................. (

The words “sun” and “star"

(1) mean burning and non-burning bodies ............................ (
(2) mean direct light or reflected light from a heavenly body ............. (
(3) really mean the same thing ..................................... (
(4) mean our stars other than our sun ................................ (

Falling stars or shooting stars

(1) are stars that are burning out ................................... (
(2) are stars with tails of burning dust behind them .................. (
(3) are stars that have fallen from their places in the solar system ....... (
(4) are not stars but bits of stone or iron falling through our air ......... (

The word “planet” means

(1) all of the heavenly bodies in our solar system ..................... (
(2) a heavenly body that shines by reflected light ..................... (
(3) all the heavenly bodies outside our solar system .................... (
(4) all the heavenly bodies ......................................... (

The morning and evening stars

(1) can be seen only after sunrise or before sunset ..................... (
(2) are so named because they cannot be seen during the day ............ (
(3) are not stars but planets ....................................... (
(4) are extra bright stars .......................................... (

The nearest star to us is

(1) less bright than Sirius ......................................... (
(2) a very bright star ............................................ (
(3) a planet ..................................................... (
(4) within our own solar system ..................................... (

11

vvvv vvvv Vvvv VVVV VVVV VVVV

vvvv

154

155

69.

70.

71.

72.

It is true that
(1) each star or sun moves across the sky at night ..................... (
(2) you have to stand in a certain place in order to see all the stars at once . (
(3) we see different stars during the day than at night ................ (
(4) the earth hides some of the stars from our view ................... (
Distances in the sky are
(1) measured in millions of miles of space ........................... (
(2) too great to be measured ....................................... (
(3) measured by light years ........................................ (
(4) measured by miles as we measure on earth ........................ (
The moving of stars in the sky is due to
(1) the turning of the earth ....................................... (
(2) the fact that each star has its own path ........................ (
(3) the fact that we don’t understand how the stars work ............... (
(4) the place on earth where you are standing ........................ (
A light-year is
(1) the speed of light ............................................. (
(2) the distance light travels in a year ................................ (
(3) the distance of the stars from us ................................ (
. (4) about six million light-miles ..................................... (

73.

74.

75.

Our nearest star neighbor

(1) is Sirius, a very bright star ..................................... (
(2) is easily seen in the early morning or evening ...................... (
(3) can not be seen by the naked eye ................................. (
(4) is many, many million miles away ............................... (

If we could see what was happening on our nearest star

(1) we could see what was going on there now ...................... .. . . (
(2) we would be seeing what happened about four years ago .............. (
(3) we could watch the daily events as they happened ................ (
(4) we would really be seeing what happened there many years ago ...... (

Traveling around our sun are

(1) just the nine planets and their moons ........................... (
(2) some planets, their moons and some stars ........................ (
(3) more stars than we can count ................................... (
(4) probably more than a million heavenly bodies ..................... (

12

Vvvv Vvvv vvvv vvvv Vvvv vvvv

VVVV

APPENDIX B

THE MICHIGAN STATE M-SCALES
(FORM C - MALE)

APPENDIX B

 

Name

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

I.
THE GENERALIZED SITUATIONAL CHOICE INVENTORY

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

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

Answer all questions as honestly and frankly as you can.
Only in this way will the results be meaningful. Remember
this inventory is about ygg and yen alone. This isknot a
survey of whatgyou can do, but of what you would like-to do.

EXAMPLE :

 

Which would you prefer to do?

l. g; Go to a party, or
Read a book

 

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

If you have any questions, raisegyour hand. If not, turn to
the next page and answer all the questions. Do Not Skip Any
Questions! Work as rapidly as you can and do not spend too
much time on any one item.

 

 

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

156

157

I would prefer to:

l.

2.

10.

l)
2)

l)
2)
l)
2)

l)
2)

l)
2)

l)

2)

l)
2)
l)
2)
l)
2)
l)

2)

Avoid failing in school, or
Do well in school

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

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

Buy a car, or
Continue my education

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

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

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

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

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

Be successful in finishing a job, or
Finish a job

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

I would prefer to:

11.

12.

l)
2)

1)
2)

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

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

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

I would

l3.

14.

15.

16.

17.

18.

19.

20.

158

prefer to:

l)
2)
l)
l)
2)

l)
2)

l)
2)

l)
2)

l)
2)

1)
2)

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

Complete a job which I recognize as difficult, or
Complete a job which others recognize as difficult

Do as well as most of my classmates, or
Do better than most of my classmates

Be considered as being strong but very smart, or
Be considered as being weak but smart

Be known as a person with much ability, or
Be known as a person with adequate ability

Work at man less important jobs which I know I
could finis , or

Work at one ver important job which may never
be entirEIy’ inished in my life-time.

 

Be paid for how well I did a job, or
Be paid the same amount no matter how I did the
job

Work rapidly just "skimming" along, or
Work slowly with great thoroughness

I would prefer to:

21.

22.

23.

24.

25.

1)
2)

l)
2)

l)
2)

1)
2)

l)
2)

Have a better job than my father has, or
Have a job like my father has

Have a great deal of money, or
Be an expert in my favorite school subject

Have average ability and be liked by many peOple,
or

Have superior ability but not be liked by as
many peOple

Have everybody in the class get a "C" at the
beginning of the course, or

Be graded at the end of the course with the
possibility of getting a higher or lower mark

Receive a grade on the basis of how much my
teacher thinks I have learned, or
Take a course from an instructor who gives "C's"

I would

26.

27.

28.

29.

30.

I would

31.

32.

33.

34.

35.

36.

37.

38.

39.

159

prefer to:

1)
2)

l)
2)

1)
2)

l)
2)

1)
2)

Be paid for the amount of work I did, or
Be paid by the hour

Study my assignments during study hall, or
Wait to study until the mood strikes me

Think of an idea that nobody has ever thought
of, or
Set a world's speed record

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

Work overtime to make more money, or
Get more schooling to make more money

prefer to:

l)
2)

l)
2)
1)
2)

l)
2)

1)
2)

l)
2)

l)
2)

l)
2)

1)
2)

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

Wait until I had finished college and make a
better salary, or

Get a job right after high school and make a
good salary

Plan my life in advance, or
Live my life from day to day

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

Have a great deal of influence over people, or
Have a great deal of ambition

Carry out the plans of others, or
Create something of my own

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

Be very happy, or
Have lots of money

Be known as a person who knows his own mind, or
Be known as a person who gets help in making
decisions

I would

40.

160

prefer to:

l)
2)

Do something like everyone else, or
Do something outstanding

I would prefer to:

41.

42.

43.

44.

45.

l)
2)

1)
2)
l)
2)

1)
2)

1)
2)

Put together a new object, or
Deve10p new ideas

Be demanding on myself to do good work, or
Be demanding on my friends so that they will
do good work

Do something that I have done before, or
Do something that I never have done before

Discover a gold mine, or
Discover a new medicine

Have one of my children win a beauty contest, or
Have one of my children win a college scholar-
ship

161

II.

PREFERRED JOB CHARACTERISTICS SCALE

 

Directions: What kind of a job do you prefer? In the
foIIowing items you will find two job characteristics paired.
From each pair choose the one characteristic you value most
for your future job, after your education. If you prefer
characteristic "1," circle that number. If you prefer "2,"
circle it. Be sure to mark only one choice for each pair.

Do not omit any items. In some cases,it will be hard to make
a choice between the items because you may want to choose
both items or neither. But remember, you must make a choice.

 

EXAMPLE:

 

I prefer:

l. (g? A job which is exciting
A job where there are no
lay-offs

 

This person circled the number "1" which means that he prefers
that job characteristic.

This is a survey to find out your job preference. There are
no right or wrong answers.

 

 

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

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

I prefer:

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

l)
2)

l)
2)

A job
A job

I want

A job
tion
A job

where
which

which

where

be done

A job
A job
job
job
job
job

3’> 3’?

A job

where
which

where
where

which
which

where

162

I solve problems no one else can
permits me to take days off when
does not require a college educa-
I could decide how the work is to
I solve problems no one else can
does not require a college education

my Opinion is valued
I could not be fired

does not tie me down
absorbs my interests

I could be known for outstanding

accomplishments

A job

A job

which

where

be done

A job

A job
A job

A job
of my
A job

A job
A job

A job

where

which
which

Where
life
where

where
where

where

does not require a college education
I could decide how the work is to
I make few if any decisions

does not tie me down
absorbs my interests

I could continue to learn the rest
I could not be fired

I make few if any decisions
I solve problems no one else can

I could become known for outstand-

ing accomplishments

A job
job
job
job
job
job
job

3i> 3’» 5*»

which

which
where

requires little thinking

has high work standards
I make few if any decisions

with short working hours

where

which
where

I solve problems no one else can

requires little thinking
my opinion is valued

I prefer:

60.

I prefer:

61.

62.

63.

64.

65.

l)
2)

1)
2)

l)
2)

l)
2)
l)
2)

1)
2)

163

A job where I make few if any decisions
A job where I could become known for outstand-
ing accomplishments

A job
A'job

where
where

be done

A job
A job
of my

A job
A job

A job
A job

which
where
life

where
where

which
where

and skills

A job
A job

which
where

I could not be fired
I could decide how the work is to

does not require a college education
I could continue to learn the rest

my opinion is valued
I make few if any decisions
does not require a college education

I could express my ideas, talents,

requires little thinking
I solve problems no one else can

164

III.

 

WORD RATING LIST

Following is a list of words teachers may use to describe
students. You are to rate yourself on each word as you think
your teachers would rate you.

Be sure to describe yourself as your teachers would, not as
Xpu wofiId describe yourself. * ~ A

 

 

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

 

 

 

Rating Number Meaning of Number
1 This word would £3325 describe me.
2 This word sometimes describes me.
3 This word usually describes me.
4 This word always describes me.

After you decide how your teacher might rate you, circle the
correct number.

EXAMPLE:

 

N S U A

1. Happy l®3 4

 

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

 

Ifgyou have any questions, raise your hand. If not, turn to
the next page and begin rating all of the words. Do Not Skip
Annyords. Work as rapidly as you can and do not spend too
much time on any one word.

 

165

 

Ratings: 1. Never 2. Sometimes 3. Usually 4. Always
Teachers feel that I am: N S U A Teachers feel that I am: N
66. patient 1 2 3 4 86. rebellious l
67. talented l 2 3 4 87. nervous I
68. inefficient 1 2 3 4 88. systematic l
69. practical l 2 3 4 89. reckless 1
70. confident l 2 3 4 90. dependable 1
Teachers feel that I am: N S U A Teachers feel that I am: N
71. logical l 3 4 91. a person who 1
postpones
72. smart I 2 3 4 92. exacting l
73. successful 1 2 3 4 93. lazy 1
74. careful l 2 3 4 94. stubborn l
75. thorough l 2 3 4 95. carefree 1
Teachers feel that I am: N S U A Teachers feel that I am: N
76. orderly l 2 3 4 96. intellectual 1
77. purposeful l 2 3 4 97. alert 1
78. uninterested 1 2 3 4 98. above average 1
79. studious 1 2 3 4 99. productive l
80. different 1 2 3 4 100. a thinker 1
Teachers feel that I am: N S U A Teachers feel that I am: N
81. responsible l 2 3 4 101. ambitious l
82. original 1 2 3 4 102. contented l
83. consistent l 2 3 4 103. an achiever l
84. intelligent 1 2 3 4 104. a planner l
85. in-the-know l 2 3 4 105. competent 1

NNNNNU)

m
c» C
.5 W

NNNN

NNNNNCD

NNNNNU)

uJLu w GIL» C

wwwwudwwww

GJL» w oat» C

¢>.> A ¢>.b p p ¢>.m b ¢>.> p ¢>.b b

b J> a ¢>.b y

166

Ratings: 1. Never 2. Sometimes 3. Usually 4. Always

Teachers feel that I am:
106. inconsistent
107. teachable
108. impatient
109. passive
110. efficient

F4 H F4 H +4 Z
N ha N no N U)
52L» w cat» C
5.5.5.553:

Teachers feel that I am:

2
m
C'.
5

111. easily dis-
tracted l 2 3 4

112. reliable
113. serious 1 2 3 4

J}.

167

IV.

HUMAN TRAIT INVENTORg

GENERAL DIRECTIONS: PLEASE READ CAREFULLY!

Following is a list of statements about YOU. Read each
statement carefully! Then decide whether this statement

is how you always feel, usually feel, sometimes feel, or
never feel.

 

 

Number
1 This statement would neyer describe the way I feel
2 This statement sometimes describes the way I feel
3 This statement usually describes the way I feel
4 This statement always describes the way I feel

Answer each statement--Do not leave any blank.

There are no right or wrong answers. The answers apply only
to ypp. The way you answer these statements will pep affect
your school marks in any way. Circle the number that best
describes how you feel.

EXAMPLE:

 

l. I feel it is always a good l<:>3 4
thing to be honest

 

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

 

It is best to mark your first impression, try not to change
your answer. Remember to answer the statements as they apply
to on!

168

 

Ratings: 1. Never 2. Sometimes 3. Usually 4. Always
N S U A
114. I worry about my grades 1 2 3 4
115. I have been quite independent and free 1 2 3 4
from family rule
116. When I have an Opinion, I stand up for it 1 2 3 4
117. It is difficult for me to keep interested I 2 3 4
in most of my school subjects
118. I have difficulty working under strict l 2 3 4
rules and regulations
119. I flirt 1 2 3 4
120. Most of my school subjects are a complete 1 2 3 4
waste of time
121. Most of my school subjects are useful 1 2 3 4
122. I find it difficult to find the time to l 2 3 4
study my assignment for the next day
123. I have done something that is considered 1 2 3 4
dangerous just for the thrill of it
124. When I was a youngster, I stole things 1 2 3 4
125. Even when I do sit down to study, I find 1 2 3 4
that my mind tends to wander
126. I have to be in the mood before I can study 1 2 3 4
127. I like to make the best grades possible 1 2 3 4
128. I like to study 1 2 3 4
129. I like to plan very carefully what courses 1 2 3 4
I will take in school
130. I have played hooky from school 1 2 3 4
131. I plan my activities in advance 1 2 3 4
132. I want very much to be a success 1 2 3 4
133. I work under a great deal of tension 1 2 3 4

.169

Ratings: 1. Never 2. Sometimes 3. Usually» 4. Always

134. I have trouble waiting for a class to be over 1 2 3 4

135. I get disgusted with myself if I don't do 1 2 3 4
as well as I should

136. I feel that I haven't any goals or purpose 1 2 3 4
in life

137. I like to be consistent in the things I do 1 2 3 4

138. I like to go to the movies more than once 1 2 3 4
a week

139. I would like to belong to a motorcycle club 1 2 3 4

APPENDIX C

THE MICHIGAN STATE M-SCALES
(FORM c - FEMALE)

APPENDIX C

 

Name

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

I.

THE GENERALIZED SITUATIONAL CHOICE INVENTORY

 

This is a survey of your choices. There are no right or
wrong anSwers. The results wIII in no way affect your
grades in school.

 

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

Answer all questions as honestly and frankly as you can.
Only in this way will the results be meaningful. Remember
this inventory is about ygu and ygp alone. This is nq§_a
survey of whatpyou can doy but of what you wouldfilike'to do.

 

EXAMPLE:

 

j

Which would you prefer to do?

1. (;? Go to a party, or
Read a book

 

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

pryou have any questions, raise your hand. If not, turn to
the next page and answer all the questions. Do Not Skip Any
Questions! Work as rapidly as you can and do notfspend too
EECh tIme on any one item.

 

 

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

170

171

I would prefer to:

l.

2.

5.

l)
2)

l)
2)

l)
2)

1)
2)

l)
2)

Work hard for what I get, or
Just get what I want

Work hard to be smart, or
Take it easy and become rich

Be thought of as being a studious person, or
Be thought of as being a carefree person

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

Buy a car, or
Continue my education

I would prefer to:

6.

10.

1)
2)

l)
2)

1)

2)

l)
2)
1)

2)

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

Pass a usual classroom examination, or
Pass a college entrance examination

Have the teacher give everyone the same grade at
the beginning of the term and know I had passed, or
Take chances on getting a higher or lower grade at
the end of the course

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

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

Get excellent grades because I have average
ability

I would prefer to:

11.

12.

1)
2)

l)
2)

Be known to my parents as an intelligent person,
or -
Be known to my parents as a practical person

Be a person of leisure, or
Be a person of action

172

I would prefer to:

13.

14.

15.

l)
2)

l)

2)

l)
2)

Receive money for good grades, or
Have my picture in the paper for good grades

Have someone show me the solution to a problem,
or

Take a long time to figure out a problem for
myself

Be known as a person with much ability, or
Be known as a person with adequate ability

I would prefer to:

16.

17.

18.

19.

20.

l)
2)

1)
2)

l)
2)

l)
2)

1)
2)

Be an able person, or
Be wealthy

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

Study my assignments during study hall, or
Wait to study until the mood strikes me

Perform well in class, or
Watch television

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

I would prefer to:

21.

22.

23.

24.

25.

1)
2)

1)
2)
1)
2)
l)
2)

l)
2)

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

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

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

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

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

173

I would prefer to:

26.

27.

28.

29.

30.

l)
2)

l)
2)

1)
2)
l)
2)

l)
2)

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

Do something like everyone else, or
Do something outstanding

Study for an exam one night and know that I would
receive an "A," or

Go to a party on this night and take a chance on
a lower grade

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

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

174

II.

PREFERRED JOB CHARACTERISTICS SCALE

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

EXAMPLE:

 

fl

I prefer:

I. (:D A job which is exciting
2) A job where there are
no lay—offs

 

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

This is a survey to find out your job preferences. There are
no right or wrong answers. 1

 

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

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

I prefer:
31. 1)

2)

32. 1)

2)

33. l)

2)

34. l)

2)

35. l)

2)

I prefer:
36. l)

2)

37. l)

2)

38. l)

2)

39. 1)

2)

40. l)

2)

I prefer:
41. 1)

2)

42. l)

2)

175

A job where my Opinion is valued
A job with short working hours

A job which does not require a college education
A job where I could decide how the work is to be

done

A job which pays well and requires little effort
A job where I could express my ideas, talents,
and skills

A job where I could become known for outstanding
accomplishments
A job where I could not be fired

A job
A job
want

A job
A job

A job
A job
done

A job
of my
A job
A job
A job
A job
A job

A job

which
which

where
which

which
where

where
life
where

has high work standards
permits me to take days off when I

I solve problems no one else can
does not require a college education

pays well and requires little effort
I could decide how the work is to be
I could continue to learn the rest

I make few if any decisions

with short working hours

which

which
which

which

absorbs my interests

does not require a college education
has high work standards

requires little thinking

A job where I could decide how the work is to
be done

A job with short working hours
A job where I could continue to learn the rest

of my

life

I prefer:

43.

44.

45.

l)
2)

1)
2)

1)
2)

I prefer:

46.

47.

48.

49.

50.

l)
2)

l)
2)

l)
2)

l)
2)
l)

2)

I prefer:

51.

52.

53.

54.

55.

l)
2)

l)
2)
1)
2)

l)
2)

1)
2)

176

A job where I could become known for outstanding
accomplishments

A job
A job
A job
A job
A job

which

which
which

which
where

and skills

A job
A job
of my
job
job
job
job

job

03’? ¢*> >Ifi

A job
A job

A job
A job

which
where
life

where
which

which
where

where
where
life

which

which

does not require a college education

pays well and requires little effort
has high work standards

has short working hours
I could express my ideas, talents,

does not tie me down
I could continue to learn the rest

I could not be fired
absorbs my interests

does not require a college education
my Opinion is valued

I could not be fired
I could continue to learn the rest
permits me to take days off when I

absorbs my interests

with short working hours

where

where
where

and skills

job
job
job
job
job
job

3’» 3’? 3’?

which
which

which
where

I solve problems no one else can

I could not be fired
I could express my ideas, talents,

does not require a college education
absorbs my interests

requires little thinking
my Opinion is valued

with short working hours

which

has high work standards

I prefer:

56.

57.

58.

59.

60.

l)
2)

l)
2)
l)
2)

l)
2)

l)
2)

I prefer:

61.

62.

63.

1)
2)

l)
2)
l)
2)

177

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

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

A job where I could express my ideas, talents,
and skills

A job which permits me to take days off when I
want

A job which does not require a college education
A job where I could continue to learn the rest
of my life

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

A job which does not tie me down
A job which has high work standards

A job which does not require a college education
A job where I could express my ideas, talents,
and skills

A job where I could continue to learn the rest
of my life
A job which pays well and requires little effort

178

III.

WORD RATING LIST

 

Following is a list of words teachers may use to describe
students. You are to rate yourself on each word as you
think your teachers would rate you.

Be sure to describe yourself asyyour teachers wouldenot as
you would describe yourself. II T

 

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

 

 

 

Rating Number Meaning of Number
1 This word would never describe me
2 This word sometimes describes me
3 This word usually describes me
4 This word always describes me

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

EXAMPLE:

 

N S U A

1. Happy 1(:)3 4

Wfif Y fir v rv—v—v‘r T fi'vYY

 

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

 

If you have any questions, raise your hand. If not, turn to
the next page and begin rating all of the words. DO Not Skip
Annyords. Work as rapidly as you can and do not spend too
much time on any one word.

 

179

Ratings: 1. Never 2. Sometimes 3. Usually 4. Always

j

Teachers feel that I am: N S U A Teachers feel that I am:
64. talented l 2 3 4 88. perfectionistic
65. practical l 2 3 4 89. accepting
66. average 1 2 3 4 90. carefree
67. logical l 2 3 4 91. competitive
68. smart 1 2 3 4 92. intellectual

Teachers feel that I am: N S U A Teachers feel that I am:
69. successful 1 2 3 4 93. alert
70. thorough l 2 3 4 94. above average
71. orderly l 2 3 4 95. productive
72. purposeful l 2 3 4 96. persuadable
73. a procrastinator 1 2 3 4 97. a thinker

Teachers feel that I am: N S U A Teachers feel that I am:
74. studious l 2 3 4 98. ambitious
75. different 1 2 3 4 99. contented
76. discontented 1 2 3 4 100. concerned
77. flighty 1 2 3 4 101. an achiever
78. reSponsible 1 2 3 4 102. a planner

Teachers feel that I am: N S U A Teachers feel that I am:
79. consistent l 2 3 4 103. competent
80. intelligent l 2 3 4 104. teachable
81. distractable l 2 3 4 105. reasonable
82. nervous l 2 3 4 106. impatient
83. systematic l 2 3 4 107. friendly

Teachers feel that I am: N S U A Teachers feel that I am:
84. daring l 2 3 4 108. efficient
85. a person who 109. easily dis-

postpones l 2 3 4 tracted
86. exacting l 2 110. reliable

87. stubborn l 2 3 4 111. serious

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5.5.5.5533

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«are «are x:xn hllv «are A; m

52L» u can» G
5.5.5.5535

NNNNNU)
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5.5.5.553,

be hard F'rd 2 hand t..L *4 z

NNNNNU!
wwwwwc:
.5.5.5.5.5:>I

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N U:
c» u: L» a
5 e: as y

180

IV.

HUMAN TRAIT INVENTORY

GENERAL DIRECTIONS: PLEASE READ CAREFULLY!

Following is a list of statements about YOU. Read each
statement carefully! Then decide whether this statement is

how you always feel, usually feel, sometimes feel or never
feel.

 

 

NUMBER
1 This statement would ngygp describe the way I feel
2 This statement sometimes describes the way I feel
3 This statement usually describes the way I feel
4 This statement always describes the way I feel

Answer each statement--Do not leave any blank.

There are no right or wrong answers. The answers apply only
to you. The way you answer these statements will n35 affect
your school marks in any way. After you decide how you feel
about the statement, circle that number.

EXAMPLE:

 

N S U A

l. I feel that it is always a good 1®3 4
thing to be honest.

 

fi

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

 

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

Remember to answer the.statements as they apply towyou!

181

 

Ratings: 1. Never 2. Sometimes 3. Usually Always
N S U A

112. Many times I become so excited I find it hard

to go to sleep 1 2 3 4
113. I day dream frequently 1 2 3 4
114. I work things out for myself rather than have

a friend show me how 1 2 3 4
115. It is difficult for me to keep interested in

most of my school subjects 1 2 3 4
116. I flirt l 3 4
117. Most of my school subjects are useful 1 2 3 4
118. I like just about everything about school 1 2 3 4
119. I have a hard time concentrating on the

subject during class periods 1 2 3 4
120. Even when I do sit down to study, I find that

my mind tends to wander l 2 3 4
121. I like to make the best grades possible 1 2 3 4
122. I like to study 1 2 3 4
123. I like to plan very carefully what courses

I will take in school 1 2 3 4
124. I am said to be quick tempered l 2 3 4
125. I learn slowly I 2 3 4
126. I would be worthwhile to belong to several

clubs or lodges l 2 3 4
127. I plan my activities in advance 1 2 3 4
128. I think I would like the work of a teacher 1 2 3 4
129. I want very much to be a success 1 2 3 4
130. I would be uneasy if some of my family were

in trouble with the police 1 2 3 4

182

Ratings: 1. Never 2. Sometimes 3. Usually 4. Always

N S U A

131. I get disgusted with myself if I don't do
as well as I should 1 2 3 4
132. I like to plan my activities in advance 1 2 3 4

133. I like being with peOple in social gatherings l 2 3 4

134. Some subjects are so unpleasant to me that I
can't talk about them 1 2 3 4

135. I like to be consistent in the things I do 1 2 3 4

136. I would like to belong to a motorcycle club 1 2 3 4

APPENDIX D

CAREER INTEREST QUESTIONNAIRE

APPENDIX D

CAREER INTEREST QUESTIONNAIRE

There are many men and women who are experienced in different skilled
occupations in the Macomb County area. Many of these peOple have
offered to help young men and women of high school age to decide

upon an occupation or job. This questionnaire will tell them which
occupations are of interest so they can plan programs to help you
learn more about those occupations.

PLEASE PRINT the following information:

 

 

 

 

 

Name - .1
- I TILast 7_First' ' I "" InItial
Address
Street and Number I CIty 1 Zip
M F _
Phone Grade Sex 'Age ' School'“

CAREER CHOICE:

 

 

lst 2nd_' I

Look over the job titles below and place a number (1) in the blank by
your first choice, number (2) by your second choice.

SKILLED OCCUPATIONS
BUILDING TRADES FOOD PREPARATION & SERVICE

011 Brick Layer '041 Baker

012 Carpenter '042 Chef

013 Electrician 043 Hotel or Restaurant Cook
014 Painter 044 Meat Cutter

015 Plumber 045 Restaurant Manager

019 Other (write in) 046 Waiter

‘049 Other (write in)

CLERICAL-SECRETARIAL
GRAPHIC ARTS, DRAFTING & ART
02 Bookkeeper
02 Data Processing Worker 051 Commercial Artist
023 Office Machines Operator 052 Draftsman (architectural)
024 Secretary 053 Draftsman (mechanical)
025 Typist 054 Photographer
029 Other (write in) 055 Printer '
059 Other (write in)

Hllll

llllll

CONTINUED ON NEXT PAGE
183

184

HEALTH SERVICES & RELATED

061 Child Care Aide (nursery)
062 Dental Office Assistant
063 Dietitian Assistant

064 Medical Office Assistant
065 Nurses' Aide

066 Practical Nurse

069 Other (write in)

HORTICULTURE, AGRICULTURE & RELATED

___ 071 Farm Manager
072 Florist
073 Golf Course Greenskeeper-
Caretaker
___ 074 Landscape-Nursery Worker
079 Other (write in)

MECHANICAL REPAIR & SERVICE

081 Air Conditioning &
Refrigeration Repairman

082 Auto Body Repairman

083 Auto Mechanic

084 Aviation Mechanic

085 Farm Equipment Repairman

086 Office Machine Repairman

087 Radio, TV, Electrical
Appliance Repairman

088 Small Engine Repairman

089 Other (write in)

II lllllll

METALWORKING & INDUSTRIAL MACHINE
TRADES

111

112
113
114
119

MARKETING

Advertising & Display
Worker

Retail Salesperson

Store Manager

Wholesale Salesperson

Other (write in)

MISCELLANEOUS SERVICE

121
122
123
124
125
126
127
128
129

lllllllll

091 General Maintenance Repairman

(in industry)

092 Machinist

093 Machine Repairman
(in industry)

094 Sheet Metal Worker

095 Tool & Die Maker

096 Welder

097 Telephone Communications
Worker

099 Other (write in)

I llll‘ll I

CONTINUED ON NEXT PAGE

Interior Decorator
Seamstress or Tailor
Shoe Repairman
Upholsterer
Hotel-Motel Manager
Seaman

Aviation Worker

Radio & TV Broadcaster
Other (write in)

185

PROFESSIONS & RELATED

BUSINESS ADMINISTRATION & RELATED

131 Accountant

132 Personnel Worker

133 Public Relations Worker
134 Banker & Financier

135 Industrial Manager

139 Other (write in)

SOCIAL SCIENCES & PUBLIC SERVICES

141 Clergyman, Rabbi or Priest
142 Fireman

143 Lawyer

144 Policeman

145 Foreign Service Officer
146 Public Administrator

147 Journalist

149 Other (write in)

llllllll

ENGINEERING & ARCHITECTURE

151 Architectural Engineer

152 Civil Engineer

153 Mechanical Engineer

154 Electrical Engineer

155 Engineer's Assistant
(Technician)

159 Other (write in)

HEALTH SERVICE & RELATED

161 Medical Doctor

162 Dentist

163 Pharmacist (druggist)

164 Nurse

165 Medical Technician (such as
X-ray or lab technician)

169 Other (write in)

OCCUPATIONS

MATH & SCIENCE & RELATED

171 Mathematician

——— 172 Physical Scientist (such
as Chemist, Physicist)

173 Biological Scientist

174 Forester or Conservation
Worker

179 Other (write in)

PERFORMING & FINE ARTS

181 Actor

182 Musician

183 Painter

184 Sculptor

189 Other (write in)

TEACHING AND/OR YOUTH WORK

191 Teacher

192 Counselor

193 Coach

194 Social Worker

195 Boy Scout, YMCA, Boy's
Club Worker

199 Other (write in)

APPENDIX E

STUDENT QUESTIONNAIRE

APPENDIX E

STUDENT QUESTIONNAIRE

Date

 

Sex
1) Male
2) Female

Age

1) 14
2) 15
3) 16
4) l7
5) 18

Grade in School
1) 8
2) 9
3) 10
4) 11
5) 12

School

1) E.D.H.S.
2) Oakwood
3) Grant

4) Kelly

5) Other

Last grade your mother was in when she left school?
1) 0-8

2) 9-10

3) 11-12

4) Graduated H.S.

5) Graduated College
186

8.

10.

11.

187

Last grade your father was in when he left school?

1)
2)
3)
4)
5)

Do
1)
2)

If
1)
2)
3)
4)
5)

0-8

9-10

11-12

Graduated H.S.
Graduated College

you work?
Yes
NO

you work, how many hours per week do you work?
0-5

6-10

11-15

16-20

21 and over

How much do you earn per week?

1)
2)
3)
4)
5)

$10 or less
$11-20
$21-30
$31~40

$41 and over

How many brothers do you have?

1)
2)
3)
4)
5)

bowl-‘0

4 or more

How many sisters do you have?

1)
2)
3)
4)
5)

0
l
2
3
4

or more

12.

13.

14.

15.

16.

188

How many brothers and sisters drOpped out of school?

1)
2)
3)
4)
5)

0
1
2
3
4

or more

How many brothers and sisters are still in school?

1)
2)
3)
4)
5)

0
1
2
3
4

or more

How many brothers and sisters graduated from high school?

1)
2)
3)
4)
5)

0
1
2
3
4

or more

How many brothers and Sisters graduated from college?

1)
2)
3)
4)
5)

O
1
2
3
4

or more

What do you plan to do when you graduate?

1)
2)
3)
4)
5)
6)
7)

Go to work

GO to college

Stay home

Get married

Go to some kind of school, but not necessarily college
Work during the day and night school

Don't know or undecided

17.

18.

189

Yearly family income
1) 0 - $3,999

2) $4,000 - $6,999
3) $7,000 - $9,999
4) $10,000 - $14,999
5) $15,000 and over

Type of family organization-—with whom do you live?
1) Both natural parents

2) Mother

3) Father

4) Mother-Stepfather or Father-Stepmother

5) Other relative or friend, husband or wife

APPENDIX F

STUDENT INVENTORY

APPENDIX F

STUDENT INVENTORY

DIRECTIONS

This inventory is designed to determine the way
you feel about class activites and the total "Daybreak"
Summer Program.

To help describe the classes you are taking, you
are to mark the way you feel about various activities and
statements. In the booklet, following each statement, you
will find the following: A U D. Circle one Of those
letter or letters which best describes the way you feel
about the statement.

A - Agree
U - Undecided or uncertain
D - Disagree
There are no right or wrong answers. The data is
confidential and you cannot be identified; therefore,

please be honest in your answers. Also, please reSpond to
every item.

190

191

STUDENT INVENTORY

(Figures expressed in percentage)

 

 

 

In my classes I would prefer to
have the teacher do all the
planning of assignments and
activities.......................

In my classes I would prefer to

work with the teacher in planning
my own individual assignments and
class activities.................

In my classes I work the way I
do in class because I feel I am
helping myself...................

In my classes the work is too
difficult rather than about
right for me and the students

Of my age and grade..............

In my classes I am really inter-
ested in getting started and
working on class activities......

In my classes I feel that the
teacher is interested in getting
started and working on class
activities.......................

In my classes I dislike starting
the class and look forward to
its endOOOOIOOOOOOOO0.0.0.0000...

In my classes I feel that the
teacher dislikes starting the
class and looks forward to

its end..........................

In my classes individual assign-
ments and activities are provided
for various members of the class
to allow for differences in inter—

ests, backgrounds, and experience..

80

61

12

54

67

32

12

45

29

25

29

29

22

19

35

25

67

16

12

58

16

48

51

29

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

192

In my classes I feel my assign-
ments and class activities are
Of practical value to me........

In my classes I am satisfied
with the class activities and
assignments.....................

In my classes other class mem—

bers and I are permitted to ex-
plore and talk freely about our
feelings about the c1ass........

In my classes we listen to the
teacher lecture or give demon-
strations without a chance to
discuss or ask questions........

In my classes we have to memor-
ize facts or other material.....

In my classes the teacher is
available to give me help when
IdeSire helpIOOOOOIOOOOOOOOOOOO

In my classes the teacher helps
me think through and work out
my own difficulty or problems
when I ask the teacher for help.

In my classes my classmates and
I feel relaxed and happy as we
go about doing our class work...

In my classes we talk about how
we feel about what we learn.....

In my classes we talk about how
our ideas are changing..........

In my classes the teacher works
with us to help us understand
what we did wrong and why we
made errors during tests........

I feel the "Daybreak" Summer
Program has been good for me....

I feel I have been successful
in most of my classes during the
"Daybreak" Summer Program.......

58

58

74

12

25

74

64

58

67

54

64

87

77

29

12

12

16

12

19

22

22

25

16

12

12

29

12

70

61

16

16

19

19

19

23.

24.

25.

26.

27.

28.

193

The item or items I like best about the "Daybreak"
Summer Program concerning structure. (Select only two)

. The
. The
. The
. The

receiving of high school credit. - 29%

flexible rules and regulations. - 32%

hours of the day when school is in session. - 16%
small classes. - 22%

Concerning attitude (Select only two)

Attitude Of teachers toward students. - 29%

Attitude of students toward teacher positive. - 9%

l.
2. Freedom to express yourself. - 41%
3
4

. The

feeling that both teachers and students

have toward the program. - 19%

Concerning curriculum

1. The
2. The
3. The
4. The

vocational classes - 45%

remedial classes - 9%

skill and teaching ability of the teachers - 22%
kinds of material used in class - 22%

Of all my classes, I like the following one best:

1. Communication - 9%

2. Mathematics - 9%

3. Social Adjustment - 29%
4. Vocational - 51%

Of all my classes, I like the following one least:

Communication - 22%

Social Adjustment - 22%

l.
2. Mathematics - 38%
3.
4.

Vocational - 16%

What I like least about the Program--write in your answer

APPENDIX G

TEACHER INVENTORY

APPENDIX G

TEACHER INVENTORY

DIRECTIONS

This inventory is designed to determine the way you
feel about class activities and the total "Daybreak" Summer
Program.

To help describe your classes, you are to mark the
way you feel about various activities and statements. In
the booklet following each statement, you will find the
following: A U D. Circle one of those letters which
best describes the way you feel about the statement.

A - Agree
U - Uncertain or undecided
D - Disagree
There are no right or wrong answers. The data is
confidential and you cannot be identified; therefore, please

be honest in your answers. Also, please respond to every
item.

194

195

TEACHER INVENTORY

(Figures expressed in percentage)

 

 

 

In my classes I would prefer to
do all of the planning of assign-
ments and class activities.......

In my classes I would prefer
having each student work with
me in planning his individual
assignments and class activities.

In my classes the students work

the way they do in class because
they feel they are helping them-
selves...........................

In my classes the work is too
difficult rather than about
right for the students of this
age and grade....................

In my classes I am really inter-
ested in getting started and
working on class activities......

In my classes I feel that the
students are interested in get-
ting started and working on
class activities.................

In my classes I dislike starting
the class and I look forward to
its endOIOOOOOOOOOOOOOOO...O...O.

In my classes I feel that the stu-
dents dislike starting the class
and look forward to its end......

In my classes individual assign-
ments and activities are provided
for various members of the class
to allow for differences in inter-
ests, backgrounds, and experiences

71

86

57

29

100

71

14

71

14

29

14

43

14

29

71

71

14

100

43

14

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

196

In my classes I feel that the
assignments and activities are
of practical value to my stu-
dents...........................

In my classes my students are
satisfied with class activities
and aSSignmentSO0.00.00.00.00...

In my classes the class members
are permitted to explore and to
talk freely about their feelings
about this class................

In my classes I lecture or give
demonstrations without allowing
the students to discuss or ask

questions.......................

In my classes my students have
to memorize facts and other
material-$00.00....0.00.00.00.00.

In my classes I am available to
give help when students desire

helPOOOOIOOOOOOCOOOOOOIOOOOIOOOO

In my classes I help students
think through and work out
their own difficulties or prob-
lems when they ask me for help.

In my classes the students feel
relaxed and happy-as they go
about doing their class work...

In my classes we talk about how
the students' ideas are chang-

ingOCOOOOOIOOOOOOOOOIOOOIOOOOOO

In my classes we talk about how
the students feel about what
they learnOOOOOOOOOOQOOIIOOOOOO

In my classes I work with my

students to help them understand
what they did wrong and why they
made errors during tests........

I feel that "Daybreak" students
should get credit for "Daybreak"
and this credit should count to-
ward high school graduation.....

100

57

100

100

100

57

86

71

71

71

43

43

14

29

29

14

100

100

14

22.

23.

24.

25.

26.

27.

28.

29.

30.

197

I feel that "Daybreak" ought to

operate as an independent school

with its own full time staff,
facilities, supplies, etc....... 57

I feel the majority of students
are learning in the "Daybreak"
programOOOOOOOOOOOOOOOOOOOOOOOOI 71

The "Daybreak" Summer Program

is an excellent program for

dropouts or potential drOpouts

in East Detroit................. 71

I feel that the rules of behav-

ior accepted for "Daybreak" stu-

dents are apprOpriate; example,

dress, attendance............... 57

I believe the curriculum is
meeting the needs of most of
the StudentSooooooooooooo0.00:... 43

I feel that it would be a good
idea to have the program again
during the regular school year.. 57

14

14

29

14

29

14

29

43

29

29

Of all the classes, I feel the students will like the

best:

1. Communication - 0%

2. Mathematics - 0%

3. Social Adjustment - 0%
4. Vocational - 100%

O
H‘

Communication — 29%
Mathematics - 29%
Social Adjustment - 43%
Vocational - 0%'

bWNl—J
o o o c

all the classes, I feel the students will like

How might the "Daybreak" Program be improved?

least:

 

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