THE EFFECWVE‘NESS OF THE FERNDALE, M1CHJGAN.
PUBUC SCHOOL AQULT EDUCATION PROGRAM {IN
ENHANCING 3.08 OPPOR‘I‘U‘NETRES FOR,

SCI-{10.0%. EiROP-EJUTS

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNNERSlTY

Enrico A. Giordano
19-614

  
      

  

LIBRARY

Michigan State
University

This is to certify that the

thesis entitled

THE EFI'E, CTIV.2' HESS Cb THE F: RNZALE,
FICHIG AN, PUBLIC SCHCCL ADULT
EL‘UCATIC‘N PRCGRAM IN BI‘JEL'INCING
JCB CPPCRTUNITIES FCR
SCHCCL DRC -CUTS

presente by

Enrico A. Giordano

has been accepted towards fnlfillment
of the requirements for

Ph- D. degree in Ed‘dcation

/C/<”fl4 //,/ .( /.///

Major professor

 

0-169

 

 

ABSTRACT

THE EFFECTIVENESS CF THE FERNDALE, MICHIGAN, PUBLIC SCHCCL
ADULT EDUCATION PRC’IGRAM IN ENHANCING JCB’
CPPCRTUNITIflS FOR SCHOOL DROP-CUTS

By Enrico A. Giordano

This dissertation was directed toward a study and an-
alysis of the effectiveness of the Ferndale, Michigan, Pub-
lic School Adult Education PrOgram in providing experiences
that would enhance the job Opportunities of school drOp-outs
in Ferndale. This was accomplished through a study of the
educational background of the drOp-outs, their personal char-
acteristics and an examination of the home and family influ-
ence upon the individuals studied.

An analysis was also made of the program and offerings
of the Ferndale Adult Education Pregram to determine whether
the offerings might contribute to a program of continuing ed-
ucation for the drOp-outs.

An original sample of 120 drOp-outs, between the years
1958 and 1962, was selected for study. This represented ap-
proximately 50 per cent of the total number leaving school
prematurely during that period.

The questionnaire method was used for the total sample
of 120. A total of 66 drop-outs reSponded to the question-

naire and, therefore, became the basis for the study. The

Enrico A. Giordano
_ 2 -

original sample was divided equally among male and female but
no distinction was made between white and Negro drOp-outs.
Interviews by the writer were also conducted involving 30 of
the 86 reSpondentS.

In interpreting the findings of the study, the writer
found that the drOp-outs, in general, did not make use of the
Adult Education facility to continue their education or to ob-
tain a high school diploma. Cnly us of the drOp-outs availed
themselves of further study and only 30 of this number par-
ticipated in Adult Education programs Sponsored by the public
schools of Ferndale. Sixteen attended non-school Sponsored
classes in continuing education. Fifteen of the 30 who at-
tended the Ferndale Adult Education Program changed jobs as
a result of participation in the program and in areas of em-
ployment for which they prepared while all of the 16 who par-
ticipated in non-school Sponsored adult education programs
received jobs for which they received Specific training.

Data indicated that there was little communication be-
tween the Secondary school personnel and those involved in
the program of Adult Education. Beeponses from the drOp—outs
indicated that while they were aware the adult education fa-
cilities could contribute to better occupational adjustment
little had been done to encourage them to participate in the
program.

The findings also Showed that many of the drop-outs

could have completed the requirements of the high school in

Enrico A. Giordano
- 3 _

terms of graduation criteria. The findings indicate fur-
ther that better liaison should be deve10ped between the
high school and the adult education facility in terms of
keeping the latter aware of those who left school and who
could profit from further schooling. This would have pro-
vided a means of follow-up on the part of the Adult Educa-
tion Director and the drop-outs to the end that their at-
tention could be directed toward the benefits to be gained
by participating in the latter program.

Data also showed the need for a more comprehensive
guidance program directed to the plight of the drop-out and
eSpecially in the area of assisting him in getting a job
compatible with his interests and abilities rather than hav-
ing the drop-out shOp around and take any job regardless of

its potential in terms of the individual.

THE EFFECTIVENESS CF THE bLnnLALh, MICHIGAN,
PUBLIC SCHCCL ADULT EDUCATION PRCGPJ IN
EIHA NCING JCB OPPORTUNITIES

FOR SCHCCL DROP-CUTS

BY

6
< (L

v-1 0 \ o -
enrico A. Giordano

A THESIS

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

LCCTCR CF PHILCSCPHY

College of Education

196M

ACKNCNLEDGENENTS

 

The author is eSpecially grateful to Lr. Harold J. Dillon,
his major professor, for his guidance and encouragement dur-
his graduate studies and the preparation of this dissertation.

Appreciation is also extended to Dr. Clyde N. Campbell,
Dr. Max S. Smith and Dr. Jay Artie, members of his Guidance
Committee for their assistance and to Dr. Edgar Schuler for
participating in the oral examination.

The author is indebted to Dr. Nyron R. Blee, Lirectcr of
The Florida Institute for Continuing University Studies, for
his patience and encouragement.

The author extends Special thanks to his wife, Mildred,
for the many sacrifices she made to make it possible for him

to complete his work.

TABLE OF CCNTSNTS

 

A Gm 1UM] DGEML‘N TS. O O O O O O O O O O O O O O 0

LIST OF TABIJESV o o o o o o e o o o o o o o o 0

CHAPTER

I.

II.

III.

IV.

TEL-3 PRO BIJEIVI O O O O O O O O O O O O O 0

Introduction. . . . . . . . . . .

Setting for the Study. . . . . . . . .

The Ferndale Adult Education Program.

Organization. . . . . . . . . . .
ijectives. . . . . . . . . . . .

SCthuli-ng. O O O O O O O O O O 0
Eligibility. O O O 0 O O O O O 0
Promotion of the Program. . . . .

High School Completion Courses. .

Statement of the Problem. . . . . . .

Basic Assumptions. . . . . . . . . . .
Hypotheses to Be Tested. . . . . . . .

Scope of the Study. . . . . . . . . .
Limitations of the Study. . . . . . .

Definitions. . C O O O O O O O O O C 0

REVIEW OF THE LITERATURE. . . . . . .

Sc0pe of the Problem. . . . . .
Characteristics of the Drop- -Outs. .
Intelligence. . . . . . . . . . . .
Adult Education Programs. . . . . .
Occupational Achievement of Drop-Out .
Family Background. . . . . . . . . . .

THE METHOD OF INVESTIGATION. . . . . .

The Questionnaire. . . . . . . . . . .
Analysis of the Data. . . . . . . . .

PERSONAL AND FAMILY BACKGROUND OF THE
DROP-CUT. o o o o o o o o o o o o o o

- iii -

Page

ii

CHAPTER

VI.

-iv-

TABLE OF CONTENTS (Continued)

 

Characteristics of the Drop-Out. . .
Age of the DrOp- -Out. . . . . . . . .
Sex of the Drop- -Out. . . . . . . . .
Family Background. . . . . . . .
Educational Background 0 the Parents
Housing. . . . . . . . . . . . . .
Summary. . . . . . . . . . . . . .

EDUCATIONAL BACKGRCU} ID AND HISTORY
OF THIS DRCP- OUT. 0 O O O O O O O I O O I

Part- Time‘Work. . . . . . . . . . . . .
Reasons for Leaving School. . . . . . .
Occupational Aspirations of the DrOp- -Out.
Jobs Held by DrOp- -Outs. . . . . .
The Attitude of the LrOp- -Cut Toward
Education and Work. . . . . . . . . .

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.

COHCl‘JS 10 (is O O O O O O O O O O O O O O 0
Recommendations. . . . . . . . . . . . .

BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . .
APPflJDICJ-BS. O O O O O O O 0 O O O O O O O O O O O

TABLE

I.

II.

III.
IV.
V.

VI.

VII.

VIII.

LIST OF TABLES

 

RELATIONSHIP BETWEEN I. Q. AND DROP-
OUT RATE IN SEVEN COMMUNITIES. . . . . . . . 3

YEARS OF RESIDENCE IN FERNDALE, MICHIGAN,
OF THE DROP—OUT (86 ReSpondents). . . . . . A9

EDUCATIONAL BACKGROUND OF THE PARENTS. . . SO
EDUCATIONAL BACKGROUND OF THE DROP-OUT. . . 5H

RELATIONSHIP Barman THE LQ. OF THE ,
DROP-OUT AND CURRICULUM PURSUED. . . . . . SS

OCCUPATIONAL PREFE.ENCE OF FERNDALE,
IVIICHIGAIJ DEC P‘OUTS. o o o o o o o o o o o 60

RELATIONSHIP BETNEEN TIE JOB HELD SINCE
LEAVING SCHOOL AND THE EDUCATICNAL BACK-
GRCU—I‘ID CF TIE DRCP-CUT. o o o. o o o o o o 0 b5

JOB MOBILITY AMONG DROP-CUTS WHO PARTICI-
PATED IN ADULT EDUCATION CLASSES. . . . . . 72

CHAPTER I

 

THE PROBLEM

 

Introduction:

 

A serious problem confronting the American peOple to-
day concerns itself with the high percentage of youth who
leave school prior to graduation and the fact that so few
of them take advantage of Opportunities for further educa-
tion offered through local Adult Education programs.

These youth are known by various names; the "drop-out",
the "early school leaver", or the "unwanted ones". Much
has been written on the subject. Studies have been con-
ducted, eXperimental prOgrams developed, teachers oriented
in the methods of teaching these youth, more counselors
hired to help them and psychologists have studied them. In
short, the studies have made it evident that the drOp-out
problem is quite complex and has no simple solution.

In many cases those dealing with the problem have pro-
jected the image of the drop-out as someone totally nega-
tive, inept and a burden on modern American society. In

short, he has been an often maligned individual. His po-

tential, if properly developed, may make his contribution

to the world of work and the social scheme of things as
constructive as that of the non-drop-out. A significant
percentage of "line workers” in our great industrial com-
plexes have less than a high school education. According
to the United States Census Report of Occupational Charac-
teristics, 1960, the median educational attainment of fac—
tory line workers is 10.2 grades of schooling.(l) Many
are individuals who own their own homes, whose children
are participating in the educational processes, and are
individuals who own one or more cars and oftentimes a sum-
mer home. It is a matter of concern that too many of us
involved in education feel that drop-outs can only be made
employable through vocational training. The Man Power
Training Act provides sums of money to the states for the
training and/or retraining of individuals in the vocational
areas. While this is highly commendable, it is regret-
table that many of these individuals, eSpecially the drOp-
out, are not provided the incentive and opportunity to
challenge their latent efforts through the many non-voca-
tional fields. Test data on drOp—outs indicate a signif-

icant percentage who have the potential to compete in non-

 

l' United States Census of Population (1960), Occupa-
tional Characteristics, U. S. Department of Commerce,
Bureau of the Census, Washington, D. C.

 

 

- 3 -

vocational areas but do not do so. "The U. S. Department
of Labor Studies of LrOp-Cuts in Seven Communities found
that three times as many drop-outs as high school graduates
had I.Q.'s under 85 and that nearly three times as many
graduates as drOp-outs had I.Q.'s of 110 and over. (Table
I.)

TABLE I. RELATIONSHIP BETWEEN I.Q. AND DROP-OUT RATE
IN SEVEN COMMUNITIES.

 

 

 

 

IOQO un‘ I.Q.F85 IOQ. 90 IOQ. 11.0

der 85 to 69 to 109 and Over
Iigh School , J
Graduates 10p 115 63% 16¢
Drop—Cuts 31% 15% ASE 6%

 

 

0n the basis of these figures Nolfbein, who presents the

major results of the U. S. Lepartment of Labor Study, sug-

gests that the waste of human resources through withdrawal

of students who might be college material is not as great
_ I'(2) -. 1 o

as some persons contend. however, the writer feels

that the question of ”waste of human resources" should be

considered on the basis that it deprives America of a

 

2. u , It . . . - .
NEA Research Nemo, LEA Research D1v181on, National

Education AssociatIon of the United States, 1201 Sixteenth
Street, Northwest, Washington, D. 0., Research Nemo 1961-

36.

 

‘LL‘

greater utilization of peOple rather than on the magnitude
of the problem.

The writer is convinced that the Opportunities af-
forded in Adult Education classes at Ferndale should be re-
directed, reorganized, and re—tooled to take advantage of
the potential for the educational development of these in-
dividuals rather than confining the program to "run of the
mill" activities. Activities that neither inspire them
nor challenge them nor cause them to make the greatest pos-
sible use of this human power that otherwise becomes lost
as America, in an every increasingly technological society,
struggles to maintain its leadership in a highly competi-
tive and jealous world of nations.

It is significant to note that the drOp-out problem
in America is not peculiar to any particular social, eco-
nomic or depressed area. Rather, the American public
schools were losing approximately 50 per cent of the high
school youth in the so-called "roaring 20's," an era marked
for its great economic prosperity. During the depths of
the depression in the 30's, a similar percentage of youth
were leaving our high schools. The emotional impact of
the second world war saw a similar percentage drOpping out
of school.

In other words, the exodus of youth from the American

high schools is not motivated by a need for a job, a

-5-

zealousness for patriotism nor the disturbance caused by
the depression. Rather, it is a continuing problem, re-
gardless of the period of our times, that plagues the Amer-
ican educator and challenges professional and lay leaders
alike to get at the roots of a problem that is chronic and
not acute and is of many facets. Educators have been
rather lethargic in facing up to the problem that has been
a continuing one until the press, the radio, the civic,
social and professional workers, motivated by a signifi-
cant change in our industrial and technical society, felt
this crisis had become a symptom of social, emotional and
educational unrest.

Little recognition has been given the fact that a sig-
nificant percentage of the school drop-outs is made up of
wholesome and potentially competent individuals that make
up a complex known as the "society of America." Numer-
ous studies show a full range of I.Q.'s for both graduates
and drop-outs indicating that there are students of lesser
intellectual ability who complete school and those with
higher than average mental capacity who leave before grad-
uation. (See Table I, Page 3.)

The author is aware of the many prOgrams vocationally
oriented to either retain the potential drOp-outs in school

or to provide a latent and remedial educational prOgram for

-6-

him. Too little recognition is given to the fact that vo-
cational training is not the "end" but merely a "means" to
a sometimes temporary and sometimes wholly unsatisfactory
vehicle for human adjustment. Unfortunately, these pro-
grams have been instituted to take care of the symptoms.
In a sense, these programs are the nmedication" which it is
hoped will cure the "illness." The key is to find the
"vaccine" which is the preventative measure. It is im-
portant that every effort be made to keep these potential
drOp-outs in school. ‘Ne must search for the underlying
causes of the problem and be prepared to change our ap-
proach in education so these problems might be alleviated.
Vocational programs many times overlook the significant
number, among the drop—outs, who might, if properly pro-
vided for, become lea'ing doctors, lawyers and possibly
nucleur physicists. It is regrettable that so many thou-
sands of man hours and millions of dollars are provided for
the conservation of our natural resources and so little
thoughtful planning goes into the conservation of America's
most precious asset - namely, its human resources.

The scOpe of this problem can be more readily graSped
when we think in terms of some of the statistics regarding
these drop-outs. According to S. Lichter, E. Rapien, F.

Seibert, and M. Sklansky in their study on drOp-outs, AC

-7-

per cent of all children in the United States fail to com-
plete their high school education.(3) If this rate were
to continue, 7.5 million youths will drOp out of school dur-

(A)

ing this decade. It doesn't seem comprehensible that in
these United States, where a high school education is so
readily available to youth that so many of them are leaving
school. It becomes especially significant because techno-
logical prOgress is decreasing the number of job Opportun-
ities for the unskilled. It has been estimated that only
five per cent of the total labor force will be engaged in
unskilled jobs during the next decade.(5)

Current studies further reveal the plight of the drOp-
out in the labor market. The Bureau of Labor Statistics
of the United States Department of Labor reported after a
survey that the income of drop-outs decreased while those
of graduates increased over a two-year period from 1956 to

1958. The survey also showed that while h.7 per cent of

high school graduates were professional and technical

 

3' Lichter, 5.; Rapien, 5.; Seibert, F.; Sklansky, M.;
The Dropouts, New York: The Free Press of Glencoe, 1962,
Page 2.

 

U- Schrieber, David, "Project School LrOpouts - News-
letter," Washington, D.C.: National Education Association,
Volume 1, Number 1, November, 1962, Page 2.

5- Ibid, Page 2.

-8-

6)

workers, only 1.2 per cent of the drop-outs were.( Con-
sequently, there can be no doubt that educational attain-
ment, to a great extent, determines the type of work in
which a person will be employed and what his income will
be.

Another survey by the Department of Labor of June,
1960, graduates and drop-outs revealed that nine-tenths of
the high school graduates were working, but only three-
fourths of the drOp-outs were. When the data for 1959
and 1960 were combined, it was found that 22 per cent of
the drOp-outs as compared to 13 per cent of the graduates
were looking for employment. The drop-outs also had been
out of work for longer periods than the graduates had.(7)

If these statistics are accurate and if industry con-
tinues to advance technologically, as it has in the past,
there can be no doubt that the rate of unemployment will
increase tremendously among school drOp-outs.

In View of these facts, it would seem that every ef-
fort should be made to provide learning experiences for

. ~

tne drOp-outs that will enhance their Opportunities for

 

, 6' Katz, Arnold, "E ucational Attainment of Workers,
1959," Monthly Labor Review, 83: February, 1960, pp. 113-
122.

 

7' COOper, SOphia, "Employment of June, 1960, High
School Graduates," Special Labor Force Report NO. 15,
Monthly Labor Review, 8h: May, 1961, pp. h63-h70.

_ 9 -

.job placement. Many such prOgrams have been instituted
-throughout the country to provide these experiences.
Among these are the New York State School Employment Pro-
gram, Detroit's Job-Upgrading PrOgram, Albuquerque's Gen-
eral Rechanic's Course, Nest Virginia's handatory Summer
Program for Unemployed LrOp-Outs, San Francisco's Cooper-
ative Program and Houston's Talent Preservation Project.
Too, almost every community of any size provides Adult
Education programs that could easily supplement the edu—
cational experiences of the drop-out.

It is hOped that these prOgrams will help to allevi-
ate some of the problems faced by drop-outs. The great-
est force with probably the greatest potential for improve-
ment in this area has not as yet been furthered to its
fullest extent and that is the Adult Education movement.
Many Adult Education programs are being conducted every
evening in schools throughout the country, but to what ex-
tent are these programs meeting the needs of school drop-
outs or how many of these drop-outs are participating in
the programs? It is felt that more knowledge in this
area can be Of tremendous aid in analyzing existing adult
education prOgrams with the view of increasing participa-
tion in such prOgrams by school drop-outs and enhancing

53

their Opportunities in the labor market.

Setting for The Study:

 

7

The setting for this study is the City of Ferndale,
Michigan. The city is one Of several incorporated sub-
urban communities comprising an area of the metropolitan
Detroit area now well identified as South Oakland County.
Sharing boundaries, Detroit's northern limit becomes Fern-
dale's southern. The city sits astride Woodward Avenue,
a main artery stretching from Detroit north across the
state.

A comparatively new city, incorporated in 1927, it is
run by a hayor, a Commission of four and a city manager.
Well diversified in business and industrial development, it
provides a strong tax base for its thirty-two thousand in-
habitants.

Integrally a component of the industrial capital of
America, Ferndale's economy is geared to tremendous pro-
duction. Over 200 firms supply not only the great auto-
motive and aircraft industries, but also tools, machinery,
chemicals and specialty products directly to world wide

Q

markets. Sales agencies and industrial distributors find
Ferndale an ideal center from which to serve Detroit and
the accelerating industrial development of surrounding Cak-

land and hacomb counties. Retail centers and independent

stores cater to an area pOpulation in excess of a half

- 11 -

million individuals. Proximity to Detroit enables its cit-
izens to enjoy the cultural and educational advantages of a
large metrOpolis.

Ferndale has seven public parks covering nearly seventy
acres. Its recreational program is considered to be among
the best in the area. Its community organizations serving
the many interests of the citizens number in excess of one
hundred and thirty.

The public schools of the community provide an excel-
lent prOgram of instruction from Kindergarten through the
twelfth grade. Twelve schools comprise the Ferndale Pub-
lic Schoo System. The ten elementary schools range in
student population from two hundred and fifty students to
seven hundred with an average per school of approximately
four hundred and fifty students. The Junior High School
has an enrollment of twelve hundred students.

Since this document involves drOp-Outs from the Fern-
dale Schools, attention will be limited to a discussion of
the program of instruction at the secondary school level.
In attempting to meet the many and diversified needs of
students in the secondary area, the Board of Education, in
1960, directed its attention to the complex Of curricular
Offerings. It recognized that the educational program

serves widely stratified social groups with widely differing

- 12 -

needs. They further recognized that, the abilities, apti-
tudes and interests of students vary widely and it was un-
realistic, therefore, to require all of them to pursue the
same course of study.

The secondary school has an enrollment Of approximately
2,500 students and the Board recognized their challenge to
be that of providing a comprehensive type of program, cap-
able Of providing training useful in business, industry,

manual and vocational skills, but primarily insuring a

a
sound general education for all students and a thorough
academic foundation for the approximately one-third of the
students who go on to college. Among the broad purposes
of the comprehensive approach was to: (1) provide for the
full range of achievement for the academically talented
and the setting of a high standard of excellence for the
middle group and to allow for greater attention to the
problems of the slower learner, (2) stimulate pride in scho-
lastic achievement and interest in academic values of the
High School, and (3) broaden the cultural and intellectual
horizons of all the young citizens by expanding the oppor-
tun’ties for study in the important fields of English,
Science, History and Foreign Languages.

To this end there was established the following our-

ricula:

- 13 -

1. The Academic Curriculum directed to those whose
interests and abilities should be challenged by
a prOgram of rigorous intellectual activity, most
of whom may be expected to enter college.

2. The Fine and Practical Arts Curriculum designed
for students who may not intend to continue their
formal education after high school but who desire

a comprehensive basic education as well as Spe-

H3

ci ic instruction or training in the Special areas
of business, arts and crafts, music, industrial
arts or homemaking.

The Basic Curriculum intended for pupils whose

\JJ

interests are not included in the Academic or dine
and Practical Arts PrOgrams but who are capable of
achieving a sound general high school education
with Opportunity, within the pregram, for a wider
selection of courses.

I

The Ferndale Adult Education PrOgram:

 

Crganization

 

The prOgram is organized and Operated through the Board
of Education and has as its head a Director of Adult Educa-

J.

tion in the person Of harold Hilcox.

Objectives
Ccurses are available to permit an individual to com-

plete his high school program, to provide Opportunity for

cl-

-m-

re-training for present or future job aspirations, for prep—

aration for promotion within one's worn area, lCP the acoui-

J

a -‘ ° 4-

sition of new skills as well as ior the enjoym-nt of produc—
tive and meaningfu leisure time activities.

‘1 ‘ ‘w‘ .‘fi’l
toneculin

 

The program offers Fall, Jinter and Spring sessions and

courses are, as far as practicable, scheduled around the com-

"S

mitments of otential pa ici ants. Cver one hundred courses

'\

are offered each term. They irovide opportunities for study
in the area of the sciences, mathematics, business prepara—
tion and up-gradin; courses, consumer economics, the Fine
Arts, Home and Family Living, the social sciences, the ma-
chine trades as well as diversified offerings in preparation
for leisure time activities. It is interesting to note that
the ran5e an? scope of offerings provides for those with lim-
ited previous schooling up through the level of university
courses.

jliqibility

v

Any individual, whether a resident of Ferndale or not,
who is 16 years of age or older and regardless of previous
schooling is eligible to enroll. Opportunity for counsel—
ing is provided these who wiSh to plan a prcgram compatible

with their interests and abilities. Special provision is

U‘.

made for those in/iviluals-o years of age or older to re;-

ister without payment of fee. However, the Adult Jducation

-15-

Office reserves the right to limit this tyne of registra-
tion to any one class. 'Nhile fees vary for different courses,
it is felt that anyone wishing to improve himself will lind

that they are not prohibitive.

Promotion of the Program

 

While use is made of the various mass media to promote
the program, an attractive brochure is prepared and distrib-
uted each term noting the offerings for that term. Under

"Adult fducation—-fhe Ii ht Life That Pays, the

the title
brochure extends a warm and personal invitation to the com-
munity to participate. Procedures for registration, infor-
mation on tuition, process for obtaining refunds, time and
place of classes as well as a section high—lighting new

courses are carefully and concisely spelled out.

High School Completion Courses

 

Adults of all aees mav repare for a hi n school dieloma
a) J l

‘

in the Adult evening School. A complete and accredited high

1. 0

school program is offered and academic credit m'y be obtained
by successfully completing the prescribed work. Luring the
three terms of any one year, offerings are varied and permit
the participant a wide variety of course choices in terms of
the work needed to complete the high school diploma. The

J

scope of the pregram may be noted from the following typical

Winter term offering:

-15-

Albebra I, II, and III.
American Government
American History

Jarth and Space Science
Biolopy

1. 1

english (Second fear, Third and Fourth Year)
Consumer Economics
Geome try

Sociology

Trigonometry

Review of Mathematics

‘ish

(H
“C

so

:3

vevinv

I I i
Boost , D

r \I
O
d

5‘

Business Office hachines
Drafting and hechanical Drawing
tffice Practice and Shorthand
In examing the program offerings over a period of six
terms, the writer found the scope to be of such diversity
and magnitude that any individual seriously contemplating
the completion of a high school diploma would find little

difficulty in programming a-sequence of studies to attain

- 17 -

his goal. Organization of classes was thoughtfully prepared
so that participants had similar goals and, in most cases,
were at the same level of previous academic attainment.
Cther than disinterest or lethargy or a lack of apprecia-
tion of the significance of a high school ‘iploma could
cause a drop-out to shun the opportunities afforded him
through the Adult Education Program in Ferndale, kichigan.
The pregram offers similar Opportunities for anyone wish-
ing to acquire new job skills, up-grading on the present
job or a desire for educational and recreational enlight-
enment. The overall emphasis seems to point to the fact
that learning is rewarding and can be fun. This kind of
approach ”lifts" the stigha the drop-out seems to hold that
schooling is something that one pursues as a legal require-
ment during his teen years and certainly fortifies the con-
cept that it is a life-long process.

While Ferndale enjoys a relatively low percentage of

students who do not complete hi h school, approximately 25

{-3
per cent, as compared with the national average of nearly
50 per cent, the conservation of human resources becomes a
challenge to those reSponsible for the education of youth.

It is against this setting and within the fram-work of this

backeround that this studs was conducted.
.J

- 18 _

Statement of the Problem:

 

Adult jducation programs have, as among their many Ob-
jectives, provided opportunity for youth who have left school
prior to graduation to participate in a series of courses de-
signed to enable them to complete their high school education
and have also included courses directed toward the acquisi—
tion of new skills through re-training as well as Opportun-
ity to secure additional education that will enable the in-
dividual to receive up—grading within his present job. Un-
fortunately, too few have afforded themselves these opportun-
ities. The reasons for such lack of interest are many and
varied.

.L.

The purpose of this study is t determine whether Fern-

O

dale, Michigan, drop-outs enhance their job opportunities by
taking advantage of or are aware of the Opportunities pro-
vided by the Adult Education programs. The writer is also
concerned as to whether the characteristics of the Ferndale
drop-outs and their participation in Adult Education pro-
grams have had any impact on job placement.

The writer will, therefore,

1. Lescribe the current adult education prOgram of

the Ferndale School District.
2. Identify to what extent school drOp-Outs take ad-

vantage of the educational Opportunities offered.

- 19 -

Letermine to what extent the program is meeting
the needs of school drOp-outs.

Identify to what extent job Opportunities have
been enhanced for those school drOp-outs that
have participated in the prOgram.

Identify the characteristics of school drOp-cuts
that have left the Ferndale High School.
Recommend improvements of the program that will
help meet the needs of school drop-outs and in—
crease their participation.

Identify elements within the school prOgram which
contributed to the individuals' decision to leave

school.

Basic Assumptions:

 

1.

That the drop-outs do not make the most of their
academic potential.

That little planning occurs on the part of the
individual in choosing continuing education as a

vehicle for occupational improvement.

Hypotheses to Be Tested:

 

1.

There is little or no relationship between jobs
held by the drop-out and whether he attends Adult
Education classes.

That the lack of participation in Adult fiducation

3.

-20-

classes by drop-outs in Ferndale is comparable

to that of drop-outs in general.

That the drOp-Out perceives the role of the Adult
Education prOgram as one that will enhance Oppor-

tunities for job placement.

Scepe of The Study:

 

l.

2.

)-

This study will be confined to the school or
schools Sponsoring an adult education program in
the school district of Ferndale, hichigan.

This study will involve a four-year period begin-
ning in June, 1958, and ending in June, 1962.

This study will include 120 individuals who drOpped
out of school during the period indicated. This
represented a sampling of approximately 50 per

cent of the total drop—out group during this four—

year period.

The scope of the study was confined to an identifica-

tfltu1 of reasons for leaving school, an analysis of the

personal data, academic background, work history and par-

ticipation in the Adult Education PrOgram. A structured

questionnaire was sent to all 120 persons included in the

study plus a follow-up interview of 30 of the reSpondents.

Limitations of the Study:

 

l.

The study is restricted to the Ferndale, Michigan,

- 21 _

community and involves those students who drOpped
out of school during the four-year period, June,
1958, to June, 1962.

2. The study will not differentiate among the drOp-
outs because of race or color.

Definitions:

 

DROP-CUT —- Any citizen who left the Ferndale School
system prior to completion of high school.

FSdHDALE ADULT EDUCATION PROGRAM -- That prOgram which
is Sponsored by the Ferndale Board of Education and whose
classes are available to any citizen of the community.

CHARACTTRISTICS CF THE LRCP-CUT -- To include the fam-
ily background, education, job training, and job~upgrading.

ADULT -- Any individual beyond compulsory school age

and not enrolled in the day school program.

 

ifiVlffl CE T33 LITEJATURf

 

Sec of the Problem:

J.

G)

There is no doubt trat the scepe of the problem regard-
ing school drOp-outs is a tremendous one. It has contribu-
ted to the current concern, extending from the highest gov-
ernmental quarters to schools, communities, churches and
homes with a re-evaluation of the American educational sys-
tem. Nhy the concern?

In his State of the Union message, President hennedy's
comments on drOp-outs best answers this question.

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 citizens is
not educated to the fullest extent of his
capacity, from grade scnOOl through grad-
uate scnool. Today an estimated four out
of every 10 students in the fifth grade
will not even finish high school--and that
is a waste we cannot afford. In addition,
there is no reason why one million young
Americans, out of school and out of work,
snould all remain unwanted and often un-
trained in our city streets wnen tdeir
energies can be put to good use. 5

An article in the Letroit News stated:

 

1' RJA Newsletter, ”Project School Lropouts,” dash-
ington, L.G.: Jol. 1, no. 2, debruary, 1963.

 

- 22 -

Problems facing our teens and young
adults are enormous. An estimated 30,000-—
60,000 petroit youngsters are out of school
and unemployed. Rational figures show one
out of four employable persons between 16
and 21 is out of work. School dGC—out
rates are continually increasing and inade-
quate vocational trainin; does not insure
the boy, who completes high school, of em-
ployment.(i)

In a report by tne United states Lepartment of Labor,

J.-

the followini facts and chart present the scope of the

problem more vividly.

l. Luring the scnool months of 1962,
from 600,003 to ouU,oUd young peo—
ple between 16 and 21--as many as
the entire population of cities the
size of San Francisco, St. Louis, or
Boston-~were out of school looking
for jobs.

2. About one in six of all unemployed
who are out of school are 16-21 years
old, although this age group makes up
only one in 1h of the nation's labor
force.

3. Twenty-six million boys and girls will
leave school and seek jobs during the
19od's, L3 per cent more than the 1950's.
By the late 1960's, three million more
young workers will enter the labor
force each year.

h. If the current rate of youth unemploy-
ment persists, as the youth population
increases, by 1970 the number of unem-
ployed youth will be close to one and
a half million.

\_ x.‘

The hetroit News, Sunday, Hebruary 17, 196
tion 3, pale 1.

 

-2LL-

p. In the 1960's, while the labor force
is growing so rapidly, employment
needs for unskilled workers will re-
main about the same and for farm
workers will drOp about 23 per cent.
These occupations have always been
an important source of beginning
jobs for young men coming out of
scnool. By contrast, jobs will rise
about n0 per cent for professional
and technical workers and 23 per
cent for sales worwers and for mana-
gers and proprietors.(5

 

 

5.2 million will 6.5 million
not complete will have

high school _ __ some
-‘ college

 
 
 
  
 
 
 
 
 

'x~

Bflffldgw 1960 AEL
2.3'
million
will hav
a grade

197 Q , 26 inILL ICE;

 

YOUTH WILL nhfjj

 

fir- ‘_ - fl_3fiv school

.' 1 ..‘ s' - L .

1.1111) LALBOi I‘C.LV._J 803081210 ..
C1”

less

 

11.7 million will com-
plete high school

 

Source: "hanpower Challenge of the 60's." U. S. Depart—
ment of Labor.

 

 

 

3' U. S. Lepartment of Labor, The Challenge of Job-

 

less Youth, Washington, L.C.: U. S. dovernmeht Printing
Cffice, Lo. Q-éoYQon, 1905 april.

 

- 25 -

It is abundantly clear that school
holding power in the United States has
continually increased. Careful dGC-out
studies have been done in such countries
as Australia and fingland, but research
in other countries is limited. Various
measures show a marked increase in high
school holding power. High school grad-
uates in 1b70 c mprised 2 per cent of
the 17 year old pepulation but in 1950,
59 per cent. H

Bonner's study showed that

Ch the basis of school statistics
for 1916 of 1000 pupils entering first
grade only 3h2 entered high school and
only 139 completed high scnool; 73 en-
tered college, and 23 of these gradua-
ted from college. He noted a marked
difference in survival as between ur-
ban and rural schools. In urban dis-
tricts 600 entered high school and 200
became seniors whereas in rural dis-
tricts only 125 completed a four-year
hinh school course.

V

In a similar study, Phillips found that "for the school
year 1929-30, 1000 pupils entering first grade, 610 entered
high school and 260 graduated, 160 entered college and 50

(6)

graduated."

 

4' Smith, Rose harie, "Statistical Summary of educa-

 

 

tion, 1 51-52,” Biennial Survey of fiducation in the U. 3.,
1953'52: NaShington, L.0.: U. S. Government Printing Lffice,
l9bb.

9' Bower, h. 3., "Statistics of State School Systems,
1917-18," Biennial Survey of education, 1916-1918, U. S.
Bureau of education, dashinyton, L. 0.: Sulletin do. 11,
1920, p. 55.

6' Phillips, F. M., "fiducational Rank of States,"
American School Board Journal, Larch, 1932, pp. 37-39.

 

 

And in another study by Foster, he showed that "of
1000 pupils entering the fifth grade in 1928, 736 entered
high school, 378 graduated from high school and en gradu-
ated from college."(7) Thus, retention increased materi-
ally during the years from 1917 to 1930

Drop-outs vary markedly among and within states. A
study by Gossminity showed that

. . 80.3 per cent of the 19h7-h6 Hisconsin
ninth-grade class graduated from high school
as compared to 34.5 per cent in Georgia.
Eight of the ten states with the fewest drop-
outs in 1951 were mid-western; eight of the
ten with the most drOpouts were southeastern.(

In another study by the National Education Association,
they ranked the states in 1955-56 with Nisconsin first with
93.1 graduating from high school and Hississippi last with
h5.h per cent.

Characteristics of the Drop-outs:

When reviewing the literature regarding the character-

istics of the drOp-out it would seem that, in general, these

 

7- Foster, 3. h., "Survival Rates of Pupils," Washing-

ton, D. 0.: U. S. Cffice of Education, Circular No. 193,
l9hl, p. U4

6' Gossminity, Walter H., "Iigh School Retention by
States," Washington, D.C.: U. S. Cffi ice of Education, Cir-
cular No. 390, 195h, p. 19.

- 27 _

youngsters apparently drop out of school because they can-

CL

Ho

U)
I

not do the work, they do not care for school, or they
like the teacner. They usually exhibit the following char-
acteristics:
l. Fairly consistent regression in
scholarship from the elementary
school level to the high school

level.

2. Increasing absences from the el—
ementary to the senior high school.

3. Frequent grade and subject fail-
ures on all levels.

u. Lack of interest in school work.

.L.

S. Frequent trgnsfers from school
to school.(/

The Michigan Department of Public Instruction in their
pamphlet on drop-outs list 20 of the most common factors
which help to identify the potential drop—out.

l. Consistent failure to achieve in
regular school work.

2. Grade level placement two or more
years below average for grade.

3. Irregular attendance and frequent
tardiness.

h. Active antagonism to teachers and
principals.

 

7
I

9- Schrieber, Daniel, "School DrOpouts," fiEA Research
Memo, Washington, D. 0.: National Education Association,
August, l9bl, p. 8.

 

-28-

S. harked disinterest in school, with
feeling of "not belonging."

a. Low scholastic aptitude.
7. Low reading ability.
5. Frequent changes in school.

9. Non-acceptance of school staff.
10. Non-acceptance of school mates.
11. Friends much younger or older.
12. Unhappy family situation.

‘V.

13. barked differences from school
mates, in re: size, interest,
physique, social class, nation-
ality, dress, or personality de—
velOpment.

1h. Inability to afford normal ex-
penditures of school mates.

15. Non-participation in extra-cur-
ricular activities.

16. Inability to compete with brothers
and sisters, or ashamed of them.

17. Performance consistently below po-
tential.

18. Serious physical or emotional han-
dicaps.

19. Being a discipline case.

20. Record of delinquency.(10)

 

10- Michigan Lepartment of Public Instruction, "Quickie
Kit," Lansing: Publication 507, 1960, p. 17.

- 29 -

Dillon, in his study on Early School Leavers, found
that:

Cccurring most frequently as a rea-
son for leaving school was preference
for work to school. This was given by
36 per cent of the youth as the primary
reason for leaving school. The second
most frequent reason given by 15 per
cent was need of money to buy clothes
and help at home. The third most fre-
quent reason, given by 11 per cent, was
lack of interest in school work. Cf
those giving a perfcrence for work as
a primary cause, 22 per cent gave it as
the only reason; of those indicating
need of money to buy clothes and help
at home as the primary reason, 31 per
cent gave it as their only reason; of
those indicating lack of interest in
school work as the primary reason, 31
per cent gave it as the only reason...

In combining the three reasons that
occurred most frequently as primary rea-
sons for leaving school, it was found
that 62 per cent of youth said they left
either because (1) they preferreo work
to school; (2) needed money to buy clothes
and help at home; or E3) were not inter-
ested in school work. 11

In another study by Daniel Schrieber, he lists the rea-

sons for youth drOpping out of school as follows:

1. Reading retardation.
2. Grade retention.
3. Subject failure.
MJ Low intelligence.

 

11' Lillon, Harold J., Early School Leavers, New York:
National Child Labor Committee;_l9h9, pp. 6345;.

 

5. Family attitudes-~eccnomic level,
occupation of parents, siblings.

6. School-size, organization, loca-
tion, double sessions.

7. Self-image.
8. Dislike of school.
9. Lack of interest in school.(12)

The haryland Department of Education, in 1962, conduc-
ted a state-wide survey which showed that

. . .the largest percentage of drOp—outs
left school at age 16 and that almost ex-
actly half of them--h9.8 per cent--were
average or above average in mental abil-
ity. Among white boy drop-outs, the
leading cause--hl.3 per cent--was lack
of interest. Cnly 6.6 per cent were in-
fluenced by economic factors. Among
Negro boys, lack of interest accounted
for only 3o.9 per cent of drop-outs.

But economic factors influenced 15 per
cent, and lU.h per cent of drop—outs
were sent to an institution. Among
white girls some of the causes were:
lack of interest, 30.h per cent; mar-
riage, 26.9 per cent; pregnancy, 29.5
per cent; Among Regro girls: pregnancy,
29.5 per cent; lack of interest, 23.?
per cent; marriage, h.3 per cent.(13

§J

Intelligerce:

Intelligence does not seem to be a factor when consid-

 

ering drop—outs as indicated in the book, The Dropouts:

 

120 ." 0 T" 0 - V A ~ ~>\ . o u o
Schrieber, Daniel, ”The scnool Dropout, Fugitive
from Failure," The Bulletin, NASSP, Vol. L6, ho. 27b, Ray,
1962, p. h.

 

!

15' "LrOpout Dilemma," The Daily Tribune, doyal Cak,
an, Thursday, Eebruary,2c, 1963, p. h.

 

- 31 -

The "educational disability” can-

not be attributed simply to limited
mental endowment. Comparisons of grad—
uate and drOp—out groups show a full
range of I.Q.'s for both groups, indi—
cating that there are students of les-
ser intellectual capacity who complete
high school, and that there are students
with higher than average mental poten-
tial who leave before graduation. In
most statistical studies somewhat more
than half of the drOp-outs have at least
average intelligence. This half with-
out question has the mental capacity to
master a high school curriculum. Fac-
tors other than intelligence most cer-
tainly account for premature school—
leaving among such adolescents.(14

Dillon's study also concurs with the above comments.

He shows that

. . .253, or approximately to per cent

of students of limited ability (I.Q.'s
below 95) did not repeat any grades.

Of all those who repeated grades, 151,

or approximately 30 per cent, had I.Q.'s
of 95 or above and 59 or 11 per cent, of
the group who repeated grades had I.Q.'s
above 105. Because the average school
pregram is presumably adapted to students
of average intelligence, it is reasonable
to assume that 30 per cent with I.Q.'s of
95 or above had the general intelligence
to cepe with the program. Within certain
limits, therefore, lack of ability can

be eliminated as the chief cause of fail—
ure for this group and assumption can be
reasonably made that other factors must
have been p esent to account for their
failure.(13§

 

134..

Lichter, Solomon, et.al., The Lropouts, New York:

 

Free Press of Glencoe, 1962, p. 2.

l5.

Lp. Cit., Dillon, p. 39.

- 32 -

Van Lyke and Hoyte reported on the drOp-out problem in
a 20 per cent stratified sample of 73 high schools in Iowa.

1

The study showed that

. . .the average I.Q. of the students
who perSisted through the twelfth

grade was 106.h_while for those who
drOpped out before graduation, the av-
erage I.Q. was 96.6, that is, ten I.Q.
points below those who persisted through
the end of high school. Cf those who
persisted through high school, there was
no difference in average I.Q. of male
and female students. However, for the
drop-outs, the average I.Q. for males
was 93.8 and for females 99.4 indicat-
ing that boys more than girls withdrew
from school because of low scholastic
aptitude. Cf 165 students with I.Q.'s
of 120 or above, 29 students or 17.6

per cent were drOp-outs. 10

In another study done by the United States Department
of Labor, it undertook a series of pilot surveys to find

out how well young people adjusted to the working world dur-

ing the first two years after leaving school. It showed that:

. . .of @032 drOp-outs for whom I.Q.'s

were available, 165, or four per cent,

had I.Q.'s of 110-11b; 91 students or

two per cent, had I.Q.'s of 115 or over.
DrOp-outs with I.Q.'s 110 and over ranged
from four to eight per cent in five of

the geographical areas reported on I.Q....

it seems that students with I.Q.'s of 110

and over drOp out for essentially the same
reasons as students with I.Q.'s below llO.(l7)

 

10° Vanbyke, L. A. and Hoyte, K. 3., Ames, Iowa: Uni-
versity of Iowa, Iowa State Lepartment of Public Instruction,
1958. (A stratified sample of high schools in Iowa.)

17‘ school and Early flmployment prerience of Youth, A
Report on Seven Communities,_l952él¥57, Nashington, L.C.: U.
S. Department of Labor, Bulletin ho. 1277, August, l9of.

 

_ 33 -

Another study stated:

In a Syracuse study it was found that
one in every three drop-outs insisted
that nothing could have induced him to
stay in school, that one-half of the
drOp-outs had scholastic aptitudes suf-
ficient for success in school, and that
56 per cent had grade averages above
the passing point.(15

Typical programs for drop-outs-—statewide, city and

community—-with varying emphases and Sponsorship are:

l.

2.

3.

C7)

9.
113.
11.

12.

flew York State's School to dmployment Program
(STjP),

Louisiana's State-Operated Trade and Vocational
Technical Schools,

betroit's Job-Upgrading PrOgram,

Albuquerque's General hechanics Course,

West Virginia's Randatory Summer Program for Un-
employed Dropouts,

San Francisco's Coop PrOgram,

Richaond, California's Heighborhood House,
Chicago's Jewish Vocational Service PrOgram,
The Lane County (Cregon) Summer Work Camp,
fiichigan's Holding Power Campaign,

The hen-Gar (haryland) Home Study PrOgram, and

Houston's Talent Preservation Project.

Adult dducation Pregrams:

 

When considering the role of adult education programs

 

18.

Op. Cit., Phillips, p. 61.

-3LL-

for school drop-outs, it is somewhat discouraging

prOgrams do not seem to attract them. Brunner, et

that these

. a1., pre-

sent the picture and suggestions for change in this fashion:

The tremendous eXpansion of all
forms of adult education in the past
35 years has not succeeded for the
most part in bringing education to
those who, from the point of view of
society are most in need of it. To a
very large extent, present adult edu-
cation programs are educating the ed-
ucated. This failure in no way ne-
gates the essential worth of these pro-
grams. In a rapidly changing social
order, continuing education is neces-
sary to keep even the highly educated
abreast of change.

It is evident, however, that often
experessed goals of adult education are
not now being realized: (1) only a mi-
nority of the pepulation continue their
education into adult life and (2) the
ideal of life-long learning is achieved
by relatively few. The serious social
consequences of these failures are shown
in the evidence that those inadequately
served by formal adult education are al-
so less frequently and less effectively
exposed to other means of disseminating
knowledge.(lv

Cccupational Achievement of DrOp-outs:
According to the REA Research Department:
brOpping out of school before high
school graduation makes a greater dif-

ference in kind of occupation for women
than for men. Six in 10 employed women

 

19' Brunner, Edmund, et. a1., An Overview of

Adult

 

Education Research, Chicago: Adult dducatiOn Association,

1959, p. 116.

They also

-35-

graduates of 1960 were clerical workers,
but only two in 10 women drop-outs of
1959 or 1960 were. Women drop-outs were
more likely to be factory or service
workers. for men, about equal prepor—
tions (about 30 per cent) of drop-outs
and graduates were employed as semi—skilled
Operatives. But among the 1960 men drOp-
outs, 51 per cent were laborers on farms
and in industry and 10 per cent were do-
ing office, technical, and sales work;
for 1960 high school graduates the cor-
responding figures were 33 per cent and
20 per cent. Although few drop-outs or
graduates were craftsmen, the graduates
had the advantage-~seven per cent so em-
ployed as comp red with three per cent of
the drOp-outs. 43

..

ineicate that:

educational attainment determines
to a great extent the type of work in
which a person will be employed and his
income. For example, the Bureau of La-
bor Statistics of the United States Le-
partment of Labor reported that while
the income of city men 1h years of age
and older who had one to three years of
high school drOpped from an average of
3ebe in 1956 to gene in 1958, the in-
come of city men who had four years of
high school increased from L563 to @702.
This survey also showed that while h.7
per cent of the men 18 years old and
older who had one to four years of high
school were professional and technical
workers, only 1.2 per cent of those with
no high school were. Furthermore, while
9.5 per cent of those with no high school
education were laborers, 5.3 per cent of
those with some high school were.(21

 

2“) . u 1 v ‘1 A _,
"SCHOOl DPOPOQtS," NBA Research heme, Washington,
D.C.: National Education Association, he. 1961-36, August,
1961, p. 3. g
21. '

I fi 1“ . " 1 _' .
Ibid, an mesearcn Leno, p. w.

5.1.

Dillon‘s study indicated that:

. . .of the employed group, 36 per cent
stayed on one job; 32 per cent had two
jobs between the time they first left
school and the time they were interviewed;
20 per cent had three; seven per cent had
four jobs; and an additional five per cent
had five or more jobs. Approximately 60
per cent stated that the school did not
prepare them for their jobs. Hearly NO
per cent indicated that none of the sub-
jects taken in school were helpful to
them in their work.

He also found that:

Interest in. . .professional or tech-
nical occupations was expressed by 172
young peeple: doctor, teacher, nurse,
social worker, muscian, artist, air con-
ditioning, beautician, draftsman, under—
taker, engineer, dress designer, dietician,
lawyer and architect. All of these call
for varying degrees of continued education
and specialization and a high school grad-
uation would be a basic requirement for
Specialization. hany require both under-
graduate and graduate work on the college
level. Two-thirds of those specifying oc-
cupations requiring specialized training
regretted having left school prior to
graduation. Since 31 per cent of this
group had I.Q.'s below 85, 32 per cent
had I.Q.'s between 85 and 9h, and 18 per
cent had I.Q.'s between 65 and 10h, it
is apparent that there is little rela-
tionship between intelligence and desire
for work calline for extended education
and training.

Family Background:

 

The NSA Research Home presents a complete compilation

 

22'00. Cit., Dillon, p. 77.

2 o . .\ . ":
j Cp. Cit., Dillon, pp. 77-70.

_ 37 -

of the effects of family background on school drOp-outs.
They indicate that:

Nearly all studies of the problem
have stressed the importance of the
socioeconomic, cultural status of the
family of the drOp-outs, and many of
the studies list this factor as the
most important single consideration.
The school's task of challenging youth
to develop their talents by utilizing
opportunities to learn cannot be accom-
plished without the co-Operation of
parents.

An extensive study of the impact
of social class on adolescents was made
in a hidwest town in lth-h2 by Hollings-
head, and one phase of the study con-
cerned the number of drop-outs and the
factors which contributed to their leav-
ing school. All the youth of high-
school age of the upper classes were in
school. By far the largest preportion
of drop-outs, 6 out of 9, came from the
lowest social class. Class position
was determined by the way the family
lived, its income, its possessions, the
amount of education of the father and
the mother, the family's standing in the
community, and its participation in com-
munity activities. .

In Class III (the middle social
class) all the boys and girls finished
the eighth grade, and 11 out of 12 of
those who eventually dropped out had
entered high school; but ea per cent
of Class IV and 75 per cent of Class V
(the lowest social class) had drOpped
out of school before they were 16 years
of age.

The social and economic status of
the family is probably a significant
factor in the high rate of drOp—out
among Negro boys and girls. Stetler

- 38 -

reported that Negro pupils drOpped out
of school at a rate about 69 per cent
greater than that of white pupils. He
also found that generally the charac-
teristics associated with withdrawal
from school were stronger or more prev-
alent among N groes than among whites.

Studies conducted in Austin, Texas,
and Tucson, Arizona, showed that a ma—
jority of the drop-outs came from low-
income families who lived in substandard
housing and belonged to a racial minor-
ity. This kind of family tends to look
upon education with hostility or indif-
ference, and children from this back-
ground find it hard to feel that they
"belong" in most schools or that what
they learn there will ever be of any
use to them.

Cccupation of Parents as Factor

 

The occupational status of the
father has been found to be a significant
factor in the study of drop-outs. Bled-
soe found that those whose parents were
employed in professional, managerial,
agricultural, clerical, and sales work
left school in less-than-expected (by
chance) preportions, and those whose
parents were unskilled laborers, re-
tired, or unemployed dropped out in
greater-than-expected preportions.

Education of Parents as Factor

Bledsoe found that those whose par-
ents had some college did not drop out,
those whose parents had completed high
scnool drOpped out to the smallest ex-
tent; next ranked parents with one to
three years of high school, parents with
eight years of school, parents with one
to four years of school, parents with
five or six years of school, and last,
parents with seven years of school (lar-
gest preportion of drop-outs).

 

Cp. Cit., NBA Research Memo, p. 7.

Dillon, in his portion of the study relating to family

background, found that:

. . .the average school leaver did not

come from a broken home, though the per—

centage from broken homes among school

leavers (29 per cent) was about lO per

cent higher than the national figures

of children lh through 17 years of age

in broken homes. However, a clear ma-

jority of the school leavers--approxi-

mately 70 per cent came from homes ,

where they lived with both parents.(25)
He also indicates that "there was no evidence of any rela-
tionships between the size of family and percentage of
school leavers. However, families with children under lb
accounted for a majority (64 per cent) of the leavers, which
may indicate that younger children in the family to support
is an economic factor in school leaving though similar data
on non-school leavers would be needed to determine whether
this is true."(20)

While the literature reveals many and varied reasons

for premature school leaving, there does not seem to be

agreement on clearly objective interpretations that are ap-

plicable to all cases involving the drop—out.

 

26. Co. Cit., Dillon, p. 22.

CHAPTER III

 

THJ RETICD CF IEVfiSTIGATICN

 

The public schools of America have, for many years,
provided pregrams of continuing education to citizens in
the community. Efforts have been made to encourage those
who have not completed their formal education program to
enroll in classes to complete their high school diploma,
to learn new skills, to provide for job up-grading and
placement. ”while not all Adult Education prOgrams have
restricted themselves to vocational curricula, this is com-
mon to them all. As efforts are made to encourage more

drop-outs to avail themselves of this continuing education

Ho

activity, t is important to decide whether these efforts
can be made on a universal front. To do this, the writer
feels that a periodic study in a typical urban community

mi ht reveal some guide lines if education is to establish

0’»)

a beachhead on this front. There is a general feeling
that the problem has been met on a hit or miss and piece-
meal basis. Many prOgrams have not been prOperly publi-
cized and the value of participation in them pointed up
strongly enough.

This study is limited to the Ferndale Public School

System and includes those who drOpped out of school between

-uo-

-ul-

1958 and l962. The study also included an appraisal of
the number of drOp-outs who participated in Adult Educa-
tion classes and whether such participation enhanced their
employment Opportunities either in an immediate way or in
job-up-grading.

The author's concern in making the study was motivated
in part by the classes involving the school drop-out and
‘the fact that nowhere did the literature reveal many attempts
on the part of Adult Education directors to appeal directly
to the drOp-out to continue his education as a result of
pre-mature school leaving. While Adult Education classes
are normally available to all who seek the Opportunity, lit-
tle concentrated effort has been made by Adult Educators to
encourage the drOp-out to avail himself of such services.

This is eSpecially significant when you consider the
high percentage of youth who leave school prior to gradua-
tion, many of whom have no occupational skills. This com-
pounds the problem of unemployment. It is becoming in-
creasingly difficult to fit into our industrial society un-
less the individual has some marketable skill. In our
complex society, where great emphasis is placed on the fund-
amentals of education - the acquisition of basic academic
skills - reading improvement, grammar, writing, composition

and Speech — the drOp-out, because he misses out on much of

-142-

this formal training, is unable to compete in the world of
work.

Because the author is aware of the many problems con-
fronting the drop-out, it was decided to prepare a question-
naire designed, among other things, to cover the effective-
ness of the Adult Education classes being offered by the
Ferndale Public School System in helping to alleviate the
problem of unemployability of the drOp-outs. The question-
naire was further designed to obtain information as to whether
the drOp-out was aware that classes were being offered and
whether they took advantage of them and if they helped them
in their employment efforts.

The Questionnaire:

 

A tentative questionnaire was prepared by the author
covering those areas which were considered necessary to ob-
tain data relevant to the objectives of the study. The
questionnaire was reviewed by Dr. Harold J. Dillon and the
Research Bureau of the College of Education of Michigan
State University. (Appendix I, Page 98)

It was decided that a pre-test of the instrument should
be made to determine its comprehensiveness and effectiveness.
A sample consisting of 20 of the Ferndale School System drOp-
outs was inventoried. Based upon the information received

on this pre-test, it was decided a combination of multiple

- “3 -

choice and open-ended questions should be used. After the
pre-test, the questionnaire was then revised and set up in
its final form.

According to official school records, drop-outs during
the period of the study amounted to 276 individuals. Cf
this number, a sampling of 120 was selected. The sample
was broken down to include 60 males and 60 females.

With the COOperation and permission of the superinten-
dent and principal of the Ferndale School System, school
records of the individuals included in this study were made
available to the writer. Information obtained from these
records consisted of names, addresses, I.Q. scores, grade
point averages, attendance records and other pertinent data.

The questionnaire was mailed with a cover letter ex-
plaining the problem and asking the full COOperation of
those being studied. The letter was prepared on school
stationery and was signed by the Superintendent of Schools.
A self-addressed, stamped enveIOpe was enclosed for the con-
venience of the reSpondent and was addressed to the school
and directed to the Office of the Superintendent. (Appendix II)

Each questionnaire was coded by number. This was done
for purposes of interpretation of data covering: (1) the in-
formation received as to why the person left school, (2)

whether he had trouble in finding employment, (3) if there

.. 141+ ..

was a correlation between how old he was when he drOpped
out of school and the grade he had completed, (A) how many
years had elapsed before he was asked to fill in the ques-
tionnaire, (S) the objectivity of his replies to the rea-
sons he had given for leaving school, and (o) participation
in Adult Education classes.

The writer, in reviewing the literature on drop-outs,
found that the incidence of employment was more frequent
and prolonged among the older drop-outs.

Complete anonymity was granted to those being surveyed
since it was felt that the individual would feel more free
in making answers to the questions being asked.

Two weeks after the questionnaire was mailed, a follow—
up postal card was sent to the total sample of 120 to assure
that they would return the questionnaire if they had not al-
ready done so. (Appendix III, Page 106)

The writer also personally interviewed 33 of the drOp-
outs included in the sample.

Analysis of The Data:

 

Upon return of the questionnaires, the writer tabulated
the data in terms of the categories provided for in the ques-
tionnaire. Further analysis was made between the many areas
included in the instrument to show what relationships seemed

significant in terms of the general purposes of the study.

-145-

Where comparisons of data would help refute or substanti-
ate the hypothesis, these were made. No differentiation
was made in terms of differences in race or color of the
reSpondents. Results of personal interviews were made
where they would tend to strengthen the effectiveness of
the study in terms of objectivity. This was done whether
such information had a positive or negative effect on the

general assumptions and hypotheses.

CHAPTER IV

 

PSRSCNAL AED FAhILY BAChGnCURh
LE was LdLP—CUT

 

 

Characteristics of the LrOp:put:

 

The social characteristics of an individual may be de-
termined by many criteria. The type of employment, whether
in the professional or highly skilled field, the part of the
community in which one lives, the monetary value of the home
in which one lives, the financial bracket within which one
operates may all be part of the profile in determining the
kind of person one is. Almost every level of society de-
mands a certain kind of conduct on the part of the individ—
ual. The tools at a person's command - education, back-
ground, influence, occupation, and so forth decide whether
he will become stratified within a social pattern or whether
he will use these tools to gain a higher status or upward
social mobility. The community at large, while oftentimes
not intentionally, restricts the mobility of its citizens
in terms of the individual's characteristics. The drOp-
out usually assumes a lower level of social stratification
because of the many handicaps which prevent or inhibit him

from obtaining the kind of employment that will enhance his

- A6 _

-147-

growth and upward mobility and recognition within the com-
munity as a self-sustaining and contributing individual.
It is felt that the presentation of the data will be

more meaningful to the reader by dividing it into the fol-

lowing categories:

1. Age of the drop-out.

2. Sex of the drop-out.

3. Family background.

h. Years of residence in Ferndale, Richigan.
5. Educational background of the parents.

6. Housing.

Age of the Drop-Cut:

 

Since this study covered a period of four years, many
of the drop-outs were not contacted until they were out of
school for some time. Their ages covered a range from lb
to 22 years with approximately one-third of them in the lb
and 19 year bracket. Since the legal age of leaving school
is 16, it can be seen that many of the drOp-outs had been
absent from formal education for a period of two years.

This is a period in which they would be seeking employment
or futher education to make them employable.

Sex of the Drop-out:

 

As indicated earlier in this study, the only category
into which the drOp-out was placed was whether the individ-

ual was male or female. Of the reSpondents, it was found

-ua-

that MA or approximately 53 per cent were male. Of the
original total sample of 120 drOp-outs, 60 or 50 per cent
were male and 60 or 50 per cent were female. These data
compare relatively stable with national data on the per-
centage of drop-outs. Dillon found that 5h per cent of
the drOp-outs analyzed in his study were male.(1) 'Nhile
many reasons have been given for this difference in male
versus female drop-outs it may be assumed, from data re-
vealed by the questionnaire and from personal interviews
by the author with the drop-outs, that the male Ferndale
drOp-out felt less of a need for a diploma than did the
females included in the study.

Family Background:

 

Because some studies on school dGC-outs have indi-
cated a factor in motivating the individual to leave
school prematurely was the result of a high degree of
transiency, it is interesting to note that 65 or approx-
imately 75 per cent had lived in the community in excess
of eight years while 53, or nearly two-thirds, lived in

the community in excess of 12 years. This would indicate

 

1- . --. 0 ~ ‘ v
UlllOn, Harold J., Early Scnool Leavers, Lew
York: National Child Labor Committee, 194?.

 

-}(9-

that, for the most part, the drOp-out is a product of the
Ferndale schools. (Table II.)

TABLE II. YEARS CF LESIDENQE IN FERNDALE, MICHIGAN, CF
THE LRCP-CUT. (66 ReSpondents)

 

 

 

 

 

 

 

 

 

Years of Residence Respondents Percentage of
despondents
O - 3 years 10 11.6
Q;- 7_years 11 12.0
8 - ll_years l2 lb.0
l2 - 15 years 22 25.5
16 - 19 years 28 32.5
20 - 23 years 3 q n
Total 66 100.0

 

 

Too, they were typical of the individual who comes
from a family of brothers and sisters as only eight, or
less than one per cent, were from families where they were
the only child. Fifty-nine, or nearly 70 per cent of the
drOp-outs, came from families where the brothers or sisters
were younger than the drop-out. Dillon found in his study
that individuals were more vulnerable to early school leav—
ing when there were younger brothers or sisters in the fam-
ily than they were when other members were older. His
findings indicated that the size of the family was not as

much a factor as was the age of the other members.(2)

 

2' Ibid, Dillon, Page n3.

-50-

Educational Background of the Parents:

 

It was found that 29 of the fathers of the drOp-outs,
or about one-third, had graduated from high school while 33,
or about 36 per cent of the mothers had completed high
school. Four of the fathers and one of the mothers had com-
pleted two years of college and two of the fathers and two

of the mothers were college graduates. (Table III.)

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE III. EDUCATIONAL BACKGROUND OF THE PARENTS.
Grade Terminated Father Mother
5 or less 2 h
6 through 8 12 12
9thggrade 8 7
10th grade ll 12
11th grade 9 9
12th grade 29 33
College

First year 0 1
Second year A 1
Third year 0 0
Fourth year 2 2
No Response 9 _5

 

Total R68ponses . 86 86

 

 

"Bledsoe found that those whose parents had some college

did not drOp out while those whose parents had completed

high school drOpped out to the smallest extent." (3) The
writer found a slight contradiction in the fact that those
whose parents had some college did not dGC out since this
study found that there were drop-outs from families whose
parents had attended college, but there does seem to be
agreement that fewer of the drop-outs in this study came
from families where the parents had completed high school.

Cf those reporting the type of occupation engaged in
by the father, it was found that 57, or over two-thirds,
were in semi-skilled or skilled occupations. While the
questionnaire did not reveal the reasons for such job clas-
sifications the writer found, in talking with individual
drop-outs, that a high school diploma was not as much in
demand when their parents started in the employment field
nor were Opportunities for advancement as dependent upon
the acquisition of one.

Cf the employed mothers it was found that 21, or 25

D

per cent, OI those for whom such information was available
were in skilled or semi-skilled occupations. This num-
ber is understandably lower than that of the father since

h6, or nearly 50 per cent of the mothers were unemployed

housewives. However, it is interesting to note that the

 

3' Op. Cit., NBA Research heme.

 

-52-

majority of parents for when information is available were
employed in semi-skilled or skilled jobs.
Housing:

Cf 66 respondents reporting information as to housing,
it was found that 26, or hO per cent, rent while the remain-
ing ho, or 63 per cent, own or are paying for their own
homes. Twenty-eight of the homes exceeded ten thousand
dollars in value with five exceeding fifteen thousand.
Summary:

The family background of the drop-out would indicate
that he came from the typical American family whose parents
are employed in occupations typical of the community of
Ferndale, hichigan, and that he has resided long enough in
the community to be aware of its educational offerings and
to have deveIOped a sense of belonging. This would pre-

clude one of the reasons commonly given for drOpping out of

3
school, namely, that the individual had moved about so fre-
quently that there was a significant problem of adjusting

to new and different situations. That several of the par-
ents had the privilege of a high school education seems to
have had little motivating influence on the drOp-out to have

remained in school.

CTAPTER V

 

EDUCATICRAL BACRGRCUND AND
NCAA BISTCiY CE Tnj ufiCP—CUT

 

 

 

This study, covering the school years 1958 through 1962,
included a period of transition in the various curricula of-
fered by the Ferndale High School. The Board of Education,
at a Special meeting of February, 1960, re-examined the to-
tal objectives of the high school experiences afforded stu-
dents. In determining the particular characteristics of the
high school prOgram, they recommended that it must be compre—
hensive in nature, capable of providing students with those
experiences useful in the business and industrial areas of
occupation while, at the same time, providing a meaningful
general education for all students and the additional charge
for making available a thorough academic preparation for the
nearly one-third of those students who go on to college.

This study divides the curricula participated in by the
drOp-outs into the Business, College Preparatory and General.
The revision adOpted by the Board of Education in 1960 pres-
ently includes the College Preparatory as part of the Aca-
demic Curriculum, the Fine and Practical Arts Curriculum in-
cludes programs in the area of business and the Basic Curric-

ulum includes the General Curriculum intended for those pupils

-53-

-94-

whose interests are not primarily satisfied in either of
the foregoing.

Table IV indicates that of the 66 reSpondents, 18 or
approximately 21 per cent were enrolled in a business
course, 10 or 11 per cent were enrolled in the college
preparatory course and the remaining 58, or 67 per cent,
were enrolled in the general course. Table IV reflects
the educational background, the curriculum participated
in, and the grade level at which the reSpondent dropped
out of school.

TA BLE IV . ELU CA T IL 1"} AL BA CKGRC UK- 1) OF THE LRC P - CU T .

 

 

Curriculum Participated In

 

 

 

 

 

 

Grade College

Level Humber Business Preparatory; General
0th t l O 3
9th 16 4 l 11
10th 34 6 b 2;
11th 30 7 5 18
12th 2 O O 2

 

 

The writer believed the relationship between the in-
telligence test score of the drOp-out and its relationship
to the curriculum pursued to be of interest. While he is
aware that one cannot be assigned to a specific curriculum

on the basis of an intelligence score alone, he does feel

55

that it may have significance as one of the several symp-

fectin 2 the drop-out's adjustment. It is true that

v

F")

toms a
such factors as interest and motivation may sometimes com-
pensate for a lower I.Q. as well as the absence of motiva-
tion and interest could well be a deterent factor in the
achievement of individuals with a much higher I.Q. Too,
information from the questionnaires supplemented by indi-
vid ual interviews of some of the respondents indicated that
these drOp—outs did not avail themselves, in many cases, of
the counseling services available to them in the choice of
an occupation and the curricula most relevant to the achieve—
ment of the competencies required by the occupation.

The range of I.Q.'s among the drop—outs went from 5;
to 130. As will be noted in Table V, the author divided
the I. Q.'s into steps of ten. It was felt that a smaller
range would contribute more confusion to the reader than
would the larger range.

TABLE V. RELATICNDHIP B3 TJJEEN THE I.Q. OF THE DROP-
CUT All) FU.RI”LLU11 PURSUEL‘

 

 

Number Enrolled in Curricula

 

 

 

I.Q. Score BusTness College Preparatory General
50 - 6O 1 O l
61 - 7O 1 O 3

 

71 - 50 l O 2

 

-55-

TABLE V} (Continued)

 

Humber Enrolled in Curricula

 

 

 

 

 

 

I.Q. Score Business College_Preparatcry General
81 - 90 3 O 1!.
91 — 100 S 2 10
101 — 110 l l 9
111 - 129 1 ' e 7
1/1 - 130 1 2 l

 

 

Data were not complete as to the relationship between
the individual's I.Q. and the grade point average achieved
in classroom work. However, from those data that were
available there seemed little relationship between the drop-
out's ability as measured by the I.Q. test and his grade
point average obtained in his studies. For example, the
one drop-out with an I.Q. of 130 achieved a grade point av-
erage of 1.0 while several whose I.Q.'s were in the 91 to
100 range achieved a grade point average of 2.5. In inter-
views with the drOp—outs, four indicated as the reason for
their low grade point average that their teachers did not
seem interested in them and they felt the counselors were
more concerned in working with the ”college bound” students.

There was a similar lack of significance between the

number of classes failed by the drop-outs and their test

-57-

scores. Approximately 50 per cent of the drop-outs, how—
ever, failed five or more classes at the senior high school
level. Absenteeism among the drOp-outs was relatively high
and particularly so among those who failed five or more
courses. Reasons for leaving will be treated later in the
paper and the writer is of the opinion that the reader will
glean a relationship between the reason given for leaving
school and his academic performance while a student in the
school.

Part-Time Work:

 

Data reveal that 36 of the drOp-outs, or A2 per cent,
worked part-time while attending school. Their employment
was not connected with any of the traditional work educa-
tion programs such as distributive education but was, rather,
an informal or hit-er-miss type of employment. There was
little relationship, either, between the kind of work ob-
tained and the educational program followed by the drOp-out.
Eleven, or approximately one-third, of the drop-outs indi-
cated that part-time work had an adverse effect on their
subject matter grades. Cf the 36 who worked, one indicated
that the work made him wholly se1f~supporting, 18 indicated
partial self-support, and the remainder, 17, obtained work
as a vehicle for getting spending money. Typical of the

jobs held were ushering, cashiering, working as a waitress,

-58-

gas station attendants, and clerking in dime stores. {ad
the work been part of the educational program, it is expected
that the drOp—out might have fared better. There was no
relationship between previous work experience of the drOp-
out and the Speed with which he obtained employment after
leaving school. Had their work programs been more care-
fully organized, they might well have become a step in ob—
taining better jobs and/or work assignments upon leaving
school.

Reasons for Leaving_School:

 

Reasons for leaving school given by the drop-outs ap-
pear to divide themselves into school related and non—school
related areas. For purposes of clarity, the writer has

grouped the following as school centered reasons:

1. Not interested in school.

2. Failing in school work.

3. School work too hard.

h. ‘isliked teachers.

5. Counselors were not helpful.

Non—school centered reasons for leaving include:

1. Low attendance because of illness.
2. Friend left school.
3. Parents didn't care.

u. Had to help support family.

-59-

5. Needed Spending money.
6. Had outside job.

7. Nanted automobile.

8. Wanted to get married.

9. wanted to enter the armed services.

Some indicated more than one reason for leavin school. Cf

the 150 reSponses to the factors motivating their decision
to leave school, approximately 75, or 50 per cent, fell into
the category of school related. It is noteworthy that the
financial reasons given do not wholly agree with the real
situation. Rather, they seem to be selfishly motivated
reasons for wanting to earn money. It is also of interest
that 73, or nearly 66 per cent, of the parents indicated
their Opposition to their son or daughter prematurely term-
inating their high school prOgram. In almost every case,
principals, teachers and counselors, for tne most part, were
Opposed to such early termination. Lata also revealed that
over 90 per cent of the drOp-Outs would be Opposed to their

son or daughter prematurely terminating their education.

Cccupational Aspjrations of the hrOnguts:

 

Table IV reflects the occupational aspirations of the
drop-outs. It also indicates the median education attained
by those in the civilian labor force who are presently em-

ployed in the categories indicated. It will be noted that

_ 50 -

in almost every case their aspirations for occupational at-
tainment exceed the amount of schooling they have acquired.

TABLE VI. CCCUPATICNAL PREF535NC£ CF FEHNLALi, RICHIGAN,

LRCP-CUTS

 

 

Ledian Educa-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Kedian tion of U.S.
Number Education Civilian Labor

Job Classification Reporting» Achieved Force *

Author 1 10.0 15.8
Airplane Pilot 1 10.0 13.5
Artist 1 9.0 1h4u
Farm Foreman 1 11.0 5.9
Accountant 1 11.0 15.5
Advertising-Sales 1 10.0 13.0
Construction Work 2 10.5 11.5
Cashier (Store) 1 11.0 12.0
Cosmotologist 8 10.1 12.1
Dental Technician 1 11.0 13.2
Electronics Field 2 11.0 1h.8
Food Store 1 9.0 11.7
Mechanics 5 9.0 10.9
Lawyer 2 10.0 17.2
Nursing 5 10.2 13.1
Police Work 2 10.0 12.3
Photographer 1 10.0 12.2

 

-51-

TABLE VI. (Continued

 

hedian dduca-
Median tion of U. S.

 

 

 

 

 

 

 

 

 

 

Number Education Civilian Labor

Job Classification deporting Achieved Force

Printer 1 10.0 11.2
School Teacher 1 10.0 16.2
Secretarial Nork 8 10.2 12.7
Social Worker 1 10.0 16.5
Tool and Lie Laker 1 11.0 12.9
Waitress 1 10.0 10.3
Welder 1 9.0 10.1
Desire NO Change 1 10.0 —-——
No Preference 5 _-_- ____
KO Response 30 ---- ----

 

 

This raises several questions that need further clar-
ification. Whether they are academically competent to
achieve the additional education required in the job clas-

sifications is reflected by the fact that 61 per cent have,

 

The above indicated median education is an average of
that attained by male and female individuals participating
in the United States Civilian Labor Force.

* United States Census of POpulation, 1960, Occupa-
tional Characteristics. U. S. hepartment of Commerce,
Bureau of the Census, Washington, D. C.

 

 

-62-

from test scores, the academic ability to achieve their ed-
ucational goals. However, it would seem to the writer that
the schools were remiss in their obligations to identify the
individual's potential and to become aware of their occupa-
tional aSpirations. 'Nhether the counselors relied too
heavily upon evidence that predicted their vulnerability

to early school leaving in lieu Of a concerted effort to
stimulate them and to make them aware of the advantages of
continued education as a vehicle for achieving their occu-
pational goals is a matter of conjecture.

It appears that little effort was exerted on the part
of the potential drop-out to make known his ambitions as
well as a lack of recognition on the part of educationists
to recognize the necessity of exploring every academic ave-
nue to permit the individuals to express themselves. In
any case, had there been better liaison between the second-
ary school and the adult education prOgram, this gap might
have been, however late, recOgnized and remedied.

Much of this loss of potential could only be recouped
by a greater emphasis on the combined efforts of the high
school and adult education teachers to encourage drop-outs
to complete their high school diploma as an initial step
on the ladder to vocational achievement. ’Nhile the Fern-

dale, Iichigan, Board of Education provides such an

-63-

Opportunity, it is distressing to realize so few take ad-
vantage of this opportunity.

The writer, in interviews with 30 of the drOp-outs,
found that there were two reasons given as to the small
number participating in such a prOgram. One was that there
was little communication between the high school and the
Adult Education school publicizing suCh a program and the
other was that many of the drop-outs felt it was almost an
admission of defeat to try again to complete their high
school studies. While the writer believes that the first
reason has some merit, he is of the Opinion that the facil-
ities afforded drop-outs in the evening school set them
apart from their former peers, and therefore, in no way
could be considered an admission of defeat. This is es-
pecially true since those of the drOp-outs who attended
classes to complete their high school diploma were made up
of their peers. For example, they did not have to return
to the "day" school to complete this program, but rather,
were assembled as a unit with a common purpose.

gobs Held By DroP-Outs:

 

Since part of this study is devoted to relating the
occupational status of the drOp-Outs, the writer felt that
there was a need to analyze responses, not only in terms of

jobs held, but the mobility Of the individual in the world

-m-

of work together with showing any relationships that might

exist between job change and participation in the Ferndale

Adult Education Program. Table VII shows:
1. ' Jobs held by individual drOp-Outs,
2. job changes eXperienced by the drop-outs,
3. the grade of schooling completed,
. wages received by the drop—outs, and

h

5. whether the drop-outs participated in the Fern-

dale Adult Education PrOgram.

In a further analysis of the data, the writer found
that 30 of the 86 drOp-Outs, or approximately hO per cent,
did participate in classes offered by the Ferndale Adult
Education Program. Of this number, 15 or 50 per cent
changed jobs while nine, or 30 per cent, did not experience
a change in job classification. The remainder either in-
dicated that they had held no job or did not reSpond to that
part of the question asking about their work situation, al-
though they did indicate that they had participated in Adult
Education classes. (Table VIII.)

In examining the individual questionnaires, it was found
that those who experienced a change in job classification and
who had attended Adult Education classes entered an area of
work relevant to the training received during their partici-

pation in Adult Education classes.

- 55 -

 

 

 

 

 

 

 

 

 

 

 

 

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_ 73 -

While 30 of the drop-outs did participate in Adult
Education classes, it was found that an additional 16, or
approximately 20 per cent, attended classes in non-public
training institutions. Three of this number continued
their study at CorreSpondence Schools. In each of the 16
cases where the drop-outs attended non-public institutions
they obtained employment related to the training received.

The writer made an examination of brochures indicat-
ing course offerings through the Ferndale Adult Education
Center and found that courses taken in non—public train-
ing institutions were offered through the Adult Education
facility. In discussing this situation with the 30 drOp-
outs personally interviewed by the writer, ll indicated
that they felt the non-public offerings "guaranteed" em-
ployment upon completion of the training period. Four
stated their reluctance to "go back to school" since they
felt it was an admission of defeat, whereas attending the
non-public institution did not have the same stigma of be-
ing a non-graduate of high school. In general conversa-
tions with some of the drop-outs, the writer felt there
was a need for a greater selling campaign upon the part of
adult educators to attract drOp-outs as well as others into
the prOgrams.

As was stated earlier, the need for reorganization,

redirection and re-tooling of the Adult Education Program

-7u...

grew out, in part, from personal interviews with the drOp-
outs. The drop-out could well become a significant audi-
ence for the attention of all municipal adult education
facilities but the feeling among those who have left school
is that the program is not geared to their specific needs
and interests. Whether this is so or not is not as impor-
tant as the fact that this image is generated in the minds
of many of the drop-outs.

Of the 56 drop-outs, or approximately 65 per cent,
who did not participate in the adult education prOgram, 20
indicated that the cost was prohibitive. Others gave such
reasons as: conflict of scheduling around work assignment,
not at all interested, couldn't see where such participa-
tion would be of help to them and didn't think objectively
of planning their occupational future. These reasons
seemed in conflict with others given during the personal
interviews where much of the criticism centered around their
image of the adult education program. In reflecting upon
the cost of the program, the writer feels some considera-
tion might be given the possibility of equating the amount
of time the drOp-out Spent in high school as compared to
the 12 years of schooling to which he is entitled and per-
mit his attendance at adult education classes without fee.

When asked whether the drOp-out felt a degree of success

-75-

since leaving school 3h, or approximately MO per cent, re-
Sponded that they had while the remainder, or about 60 per
cent, did not feel that they had been successful. It was
interesting to note that of the 3h who had felt a degree of
success, 20 of these were among those who had participated
in adult education classes. Of this number, 15 felt that
their adult education participation had much to do with
their occupational and personal success.

Some of this feeling of lack of success might be at-
tributed to the fact that h2, or approximately 50 per cent,
of the drOp-outs indicated that their motivation for tak-
ing their first job was a need for money rather than a def—
inite interest in the kind of employment they entered. In
asking the drOp-out the procedure in obtaining their first
job, it was found that none sought the services of the high
school placement office but rather depended upon friends,
newspaper advertisements or just ”shOpping around." Thirty-
six, or no per cent, indicated their difficulty in obtain-
ing suitable employment was due to their lack of a high
school diploma while the remainder felt it to be a handi-
cap some of the time but more particularly was related to
the kind of employment the drop-out was competing for. In
asking to comment on the quality of education received by
the drop-out in Ferndale, only four thought it to be poor

while 2h rated it "Excellent," 39 rated it to be "Good"

-75-

and 17 rated it as "Fair." Two did not reSpond to the
question. The writer projected the responses against the
intelligence quotient of the respondent and the course he
was following while in school but found no significant re-
lationship. In other words, those of greater ability did
not necessarily rate "Excellent" in terms of his appraisal
of the quality of the program.

The study also attempted to find out how the drOp-out
felt the educational prOgram could be improved. While
the reasons varied widely there seemed to be an underlying
feeling that the drop-out did not take proper advantage of
the Opportunity offered him in finishing high school. Some
were critical of favoritism displayed by some of the teach-
ers and others felt there was little Opportunity offered
for more counseling services. The writer felt, from ex-
amining the rGSponses, that there was not sufficient com-
munication between the teacher and the potential drOp-out.
As pointed out earlier in this study in a review of the
literature, evidence is available that a greater sensitiv-
ity to recognizing the individual vulnerable to drOpping
out of school is essential if effective programs are to be

initiated to correct the situation.

The Attitude of the DrOp-Out Toward Education and Work:

 

The writer, as indicated earlier, interviewed 30 of

the drOp-outs in order tO'get better clarification of answers

-77..

to some of the questions. Every attempt was made to get

a sampling from among the 86 included in the study in terms
of scholastic records, work situation and participation and
non-participation in further education training prOgrams
together with an equitable distribution of the sex of the
drOp-outs. Representation among these criteria was af-
fected, in some instances, by the availability and and will-
ingness of the drOp-out to grant a personal interview.

The writer found reSpondents to be more definite in
eXplaining underlying reasons for their lack of adjustment
to the program in the high school. While none of the re-
Sponses refuted data gathered by the questionnaire, it was
found that supplementary reasons were evident in the per-
sonal interviews. Explaining lack of adjustment to the
curriculum of the high school, many reSpondents indicated
a lack of good sound planning for their future in terms of
curriculum choice and the encouragement upon the part of
school teachers, counselors and parents that completion of
high school was an almost paramount requisite to sound vo-
cational adjustment. ~While 77 of the total sampling in
the study indicated that they were aware of Adult Education
classes being offered by the Ferndale School District and,
of this number, 63 responded they thought them to be worth-

while, the interviewee who was a non-participant in the

- 78 -

Adult Education offerings frankly admitted to the writer
that it was a lack of appreciation of their value tOgether
with a feeling of defeatism to participate in the program

that caused them not to avail themselves of the Opportun-

Ho

ty. This, even from respondents who indicated dissatis-

CI'

ac

H)

ion with their present job. Among the interviewees who
were participants in the prOgram, the nearly universal con-
sensus indicated they recOgnized the value of the experience
and its relevance to job placement.

About ho per cent of the interviewees attributed their
dropping out of high school to the accumulation of situa-
tions extending down into the elementary school. Likewise
they felt much of their job dissatisfaction was due to their
almost panic situation in a competitive job market. Among
this group, over 90 per cent indicate“ that, given another
chance for an education, they would certainly not have drOpped
out and would have made a nore determined effort to get the
kind of educational experiences compatible with their abil-
ities and interests.

Of the ho per cent of the interviewees indicating that
their dropping out of school was an accumulation of situa-
tions extending down to the elementary school, the writer at-
tempted to probe deeper to identify Specific ”situations” as
referred to by the interviewees. There appeared to be a feel-

ing that frustration from early subject and grade failure

- 79 -

resulted in a state of helplessness on the part of the drop-
out. Because the nature of the elementary school subject
matter structure requires mastery of that subject matter on

one grade level before a person can compete successfully in

the succeeding grade, it is understandable that unless achieve-
ment is attained as the individual progresses through the
grades that his plight is almost hopeless as he reaches the
legal age for leaving school.

Cf the 90 per cent who indicated they would have made
more of their opportunities if they were to begin their pro-
gram again, the writer found that there was little effort
made to assist the individual in choosing the kind of pro-
gram in which achievement was more obtainable. However, the
drOp-out seemed to accept the fact that he did not avail him-
self cf the counsel of teachers and others who could have
assisted him in making a more equitable adjustment to study
and to study habits. Several indicated a lack of interest
in Schooling on the part of parents and little encourage-
ment for them to remain in school. This was particularly
true if the student could find any kind of job that would
become a lever to get his parents not to object to his de-

sire to drOp out of school.

GET n 1P‘:_Ji{ VI

 

SUIEQLZY, CCETHJJSEIICS zhfh ??flCCIILITE:lTIIZ S

The purpose of this s Hudr was two— fold. Tirst, to de-
termine whether drop-outs from the Perndale, michigan pub-
lic school pro; ram enhance their job opportunities by par-
ticipating in the Perndale Adult Education program and second,
whether the characteristics of the Ferndale drOp-outs and
their participation in the Adult dduca ti on pro; ram have any
irn luence on their job placement. Primary consideration was
given the following:

1. A description of the Eerndale Adult Education pro—

gram to identify hr scope and character of its
offe rinis in terms of its applicability to the

needs of the drop—outs.

2. Ida: itifica tion of the extent to which the drOp-
out avails him elf of educational opportunities

in terms of job placement or the acquisition of
a high school diploma.
3. Identification of the relationship between job

placement and program participation.

h. Ide mti fication of the characteristics of the drOp-
outs.

_ 80 _

- 81 _

5. Identification of those elements or situations
within the school eXperience of the individuals
who drOpped out that may have been influencing

factors in the decision to leave school.

In light of the considerations given in this study, the

of
Ho

writer made basic assunp ons that the the drop-out does not
make the most of his academic potential nor does much syste-
matic planning occur on the part of the drop-out in select—
ing a prosram of continuing education as a vehicle for his

occupational adjustment. Further, the writer believe there

was no relationship between the occupational career of the

q
‘1

drop-out as to whether he did or di‘ not attend adult edu-
cation classes. In order to focus sharply upon the forego-
ing, research was confined to those drop-cuts from the Fern-
dale, Richigan, schools during the four-year period from

June, 1958, to June, lQéZ. The sample consisted of 120 drop-

outs which represented approximately 50 per cent of hose

J

u 0

this perio

(3

who dr pped out of school durin

.This chapter will recapitulate data in Chapters IV and

CD

V. Conclusions are drawn and recommendations for furth r
research are made.

It was hoped that this study would provide information
that would reveal the characteristics of the school drOp-

outs and would provide sufficient data to reveal an" rela-

tionships, or lack of then, between the occupational

7"

- 82 -

achievement of the drcp-out and his participation in learn-
ing experiences offered by the Adult iducation program. It
was further eXpected that the work history of the drop-out

ned.

[—10

and his occupational preference could be determ
Data were assembled from three sources. School records
were examined to reveal the courses pursued by the individ-
ual, his academic record of achievement, his potential in
terms of I.Q. and other test data available and the reasons,

1

ncludee on the school record, for the individ-

H-

insofar as
ual's decision to leave school prior to graduation. A ques—
tionnaire was used to obtain information conce ning the per-
sonal and occupational characteristics of the drop—out to-
gether with his reasons for tern’natin; his education.
Provision was also made to gather supplementary information
relevant to the educational background of the parents, their
occupational status and any relationships that might exist
between parent and drcp—out that might fortify the assump-
tions and purposes of the study. Thirty of those who re-
ceived the questionnaire were also personally interviewed
by the author.

Cne hundred and twenty drcp-outs were included in the
study which represented a 53 per cent sampling of the num-

ber who dropped out durin the years 1933 and 1962 included

-83-

in the study. Ci this number, as or approxim tely 72 per

0

cent reSpond d to the questionnaire and therefore became the
basis for the study. The data were tabulated in terms of
the categories structured in the questionnaire. Relation-

a.

ships were ieentified where it was felt they were relevant
to the objectives of the study. Comparisons were also made
where it was felt they would refute or substantiate the as-
sumptions or hypotheses inherent in the study.

Ages of the drop-outs ranged from lb through 22 years
but since the study covered a period of four years, nearly
one-third of the drcp-outs were between 18 and 19 years of
age.

The family background of the drop-outs indicated that
the majority were products of the Ferndale School System
since 75 per cent of them lived in the community in excess
of eight years while nearly two—thirds lived in the commun-

‘

ity in excess of 12 years. They came from families where

f)

the majority oi the other members were younger than the
drcp-out and where the education of the parent ranged from
fifth grade to college completion. ‘Jhile over two-thirds
of the parents were mployed in semi-skilled or skilled
occupations, these classifications were attained in a day

when the emphasis on a high school diploma was not of as

much significance as it is today.

-Ba—

flhile the educational background of the drop-outs ranged

from eighth grade education to the twelfth grade, ea or ap—

1

proximately 75 per cent drcpped out curing the tenth or elev-

’1

enth grade. CI the total number of drop—cuts included in the
study, 58 or nearly two-thirds were enrolled in the General
Curriculum. There was little relationship between the I.Q.

.fi 7

oi the crop-out and the curriculum pursued with the excep—

‘

ne College Preparatory Curriculum where only w

(.1.

tion of
were enrolled with I.Q.'s below 101.

A further examination of I.Q. scores showed little re-
lationship between the drop-out's ability and his grade point
average obtained in his studies. There was a similar lack
of significance or relationship between the number of classes
failed by the drOp—out and his I.Q. score.

The work history of the drop-out while he was attending
school and working part-time showed little relationship be-
tween the type of part-time employment and the curriculum
pursued in school. Had their part-time work efforts been
associated with some of the work experience prerams, such
as those in Bistributive education, there would have been a
more significant correlation between work and curriculum and
it is expected that the drcp-out might have fared better by
realizing the correlation of work and studies pursued. Typ—

ical of jobs held were these in the service industries such

-35-

as waitress, ushering, station attendants and store clerk-
ing.

Reasons given for leaving school were divided into those
that were school-centered and those that were non-school cen—
tered. While many gave more than one reason for leaving,
they were about equally divided among the school and the non-
school centered categories. Among the predominant school re-
lated reasons were failure, difficulty of subject matter and
lack of interest.

In comparing the occupational aspirations of the drop-
outs with the median education attained by those in the ci-
vilian labor force, it was found that in almost every case
the amount of education required exceeded the amount of ed-
ucation acquired by the drOp—out.

Cf So of the be included in the study who indicatd an
occupational aspiration, only one had attained an educational
level above that of his counterpart in the civilian labor
force. Data revealed, however, that 61 per cent, as revealed
by test scores, had the potential to achieve their occupa-
tion ambitions. It is distressing to realize so few took ad-
vantage of the Adult dducation pregram to attain the addi-
tional education and training to realize their goals. In
interviews with the drcp—outs it was revealed that the two
main reasons for such lethargy upon the part of the drop-out
were lack of communication between the high school and the

Adult Education Center making known such opportunities and

- 86 -

the feeling that the pursuit of a high school diploma was

an admission of defeat upon the part of the individual.

Only 30 of the 86 drop-outs, or approximately 35 per cent,
participated in classes offered by the Ferndale Adult Ed-
ucation Program. Of this number, 15 or 50 per cent, changed
jobs as a result of their adult education classes and these
entered areas of employment related to the type of education
and training received through such participation. An addi-
tional lb, or approximately 20 per cent, secured further ed-
ucation and training by participation in non-public training
institutions. In each case these individuals received em—
ployment in areas directly related to their training. Eleven

O

01 the 30 drcp-outs interviewed by the writer indicated they
felt that non-public training institutions practically guar-
anteed placement upon completion of the training period.

Of the So who did not participate in the Adult Educa-
tion pregram, 20 indicated the cost to be prohibitive while
the remainder gave such reasons as conflict with other com-
mitments or that they could not see the value of such train-
ing in terms of job satisfaction or upward mobility in their
present jobs. Thirty—four, or approximately hO per cent, of
the drcp-outs felt they had been successful in acquiring jobs
and of this number 20 had obtained additional education

through the Adult Education offerings.

- 87 _

None of the drop-outs sought the services of the high
school placement office in seeking a job but depended upon
friends, advertisements or just shopped around.

Cnly four of the drop-outs were critical of the qual-
ity of education offered by the Ferndale Public Schools
while 2h rated it as "fxcellent," 39 considered it to be
"Good,” and 17 rated it as "Fair." Two did not express any
evaluation.

Seventy-seven of the respondents indicated they were
aware of the Ferndale Adult fiducation Program and 63 of this

number considered the program to be worthwhile.

Conclusions:

 

While many inferences can be read into a study of this
type, since it involves opinions of individuals affected,
the writer feels that the following represent a careful ap-
praisal and analysis of all factors involved in gathering
data and interpreting their relevancy:

I. That the Ferndale Public Schools offer an adequate
pregram, diversified in scope and flexible in
structure to the end that the student will find
offerings within his area of interest and compe-
tency.

2. That there is room for better and more effective
communication on the part of the drop-out with

-

his teachers and counselors.

Li.

(D

- 88 -

1

That the drOp—out is typical of the many thousands
of other individuals in the community but through
subject and class failure, his frustration causes
him to rebel from an organized educational program.
That the drcp—out has develOped an antithesis to—
ward seeking further education because of his in-
ability to see it as a potential vehicle for greater
job satisfaction.

That many drcp-outs feel a degree of satisfaction
out of life and do not realize the dividends that
could accrue to them through a systematic pregram
of continuing education.

That a significant number of the Ferndale drcp-
outs have the potential to achieve greater aca-
demic satisfaction than they make use of.

That the job aspirations of many of the drop—outs
could be achieved through a carefully planned pro-
gram of study and grade attainment.

That while the Ferndale Adult Education Program
offers a wide diversity of educational opportun-
ities together with special emphasis on a program
designed to provide those without a high school
diploma the Opportunity to obtain one, there is
too little direct communication between the drOp-

out and the Adult Education PrOgram.

- 89 -

9. That tne opportunities for and benefits from con-
tinuing educatibn is more vigorously presented by
the non-public educational agencies than is that
of the public school agencies.

10. That greater emphasis should be placed upon the
rCCOgnition of the potential drop—out and efforts
made to develOp the type of program that will over-
come his desire to prematurely withdraw from school.

Recommendations:

 

Since the problem of the school drop—out has been indi-
cated as a chronic one, it would seem that serious consider-
ation be given to implementive recommendations which may, in
part, help to alleviate the problem.

The writer, therefore, would like attention directed to
the following:

I. That the concept and image of the school drop-out
be appraised in terms of his being an individual
and not necessarily thought of as part of a total
group. This recommendation is based on the feel—
ing that the drcp-out is, in many cases, an overly
maligned individual and one whose level of ability
is extremely low and his only interest can be stim-
ulated and directed toward a vocational program.

a

2. That the programs 0i the secondary schools be re-

appraised in terms of its interest and contribution

Lo
0

- 90 -

to the individuals pursuing such programs. Con-
sideration might be given to a re-examination of
criteria required to graduate from high school.
That more intensive counseling be available to

the potential drop-cut at a time in his pregram
when such counseling can be effective.

That consideration be given to the implementing

or organized work study pregrams that will permit
the individual to explore his interests in the
work world while taking such classes in the school
as may supplement and fortify his work experience.
That names of drop-outs be made available to Adult
Education directors with all necessary supplemen-
tary information that will make it possible for
the Adult Education experience to effectively com-
plement his high school experience.

That Adult Education teachers be provided an in-
service training program to enlighten them about
the interests, hepes, and aspirations of the drOp-
out.

That a vigorous program of recruitment and public-
ity be initiated by Adult fiducation directors to

make known to the general public precisely what

'their pregram is and the ends that may be accom-

plished by participating in it. That more attention

10.

ll.

- 91 -

V

be given to the potential of the drOp-out, other

than vocational, in plannin: Adult fducation ex-

periences for him.

That close liaison be established between the

Adult dducation director and employers within the
community to the end that employers can be apprized
of the potential of the individual rather than con-
sider him a failure since he has not completed sec-
ondary school.

That consideration be given to providine "employ-

\J
ment internships" for school drcp-outs so that his

"employment in-

potential could be realized. Such
ternships" should require that the individual attend
Adult jducation classes apprOpriate to his voca-
tional aims and work requirements.

That further research on the problems of the drop-
out be temporarily discontinued so that educators
could begin to implement pregrams based on tne
tremendous amount of information already available.
That there be established several "pilot program "
on a national basis with federal and matching lo—

cal funds available to implement the above.

-92..

 

BI *1le J1“? IY

 

Arnholter, Ethelwyne 3., "School Persistence and Personality
Factors,’ Personnel and Guidance Journal 35: 107-109,
Cctober, 1956.

Blackwell, G. W. and Godwin, N. L., "Social Class and 3co-
nomic Problems of Adolescents," Hiqh School Journal,
Vol. 35, March, 1952, pp. 166-169.

 

Bower, H. 3., "Statistics of State School Systems, 1917-18,”
Biennial Survey of scucation, 1915—1910, dashington,
L.C.: U. S. Bureau of education, Bulletin Ho. 11, 1920

Brunner, Edmund, et. al., An Overview of Adult Hducation He-
search, Chicago: Adult education Association, 1 )59.

Cook, Hdward S., Jr., "An Analysis of Factors Related to
Withdrawal from Hi h School Prior to Graduationf‘Journal

of Educational 1e esearch, Vol. 50, November, 1950,

 

 

Cook, Edward S., Jr., "How IQ Fig ures in the Drop-Cut Prob-
lem," School Execr tive, M1 74, September, 195M, pp.
C - I"
20-27-

COOper, SOphia, "Employment of June, 1960, High School Grad-
uates," Special Lab01 Force Report ho. 15,1Lonth1y Labor
Review, Vol. bL, May, 1961.

 

billon, Harold J., Early School Leavers, Lew York: National
Child Labor Committee, 19E9.

Evraiff, William, "How Lifferent' Are Cur DrOp-Cuts?", Bulle-
tin of the National Association of Secondary School Prin-
cipals, Vol. El, February, 1957, pp. 312L210.

 

Foster, a. H., "Survival Rate of Pupils," Washington, D.C.
U. S. Office of Education, Circular No. 193, l9u1.

Gossminty, Walter H., "High School Retention by States,
‘Hashington, D.C.: U. S. Office of Education, Circular
Re. 390, 195h.

Hollingshead, August, Elmtown's Youth, New York: John Wiley
and Sons, 1949. '

93 -

9L1

Johnson, Llizabeth S., "meloyment Problems of Cut-of-
School Youth," Lonthly Labor Review, Washington, L.C.:
Bureau of Labor Standards, U. S. Department of Labor,
Vol. 65, Lo. 6, Lecemb er, 19h7.

 

Latz, Arnold, "dducational Attainment of Jorkers, 1959,"
Lonthly Labor Review, Vol. b3, February, 1960, pp. 113-
122.

 

Lichter, Solomon, et. al., The Dropouts, Lew York: Free Press
of Glencoe, 1962.

 

Lichinan Le artment of Public Instruction State Curriculum
v 3

Committee on Holding Power "Quickie Kit" on School Hold-

 

ing Power, Lansing: Lepartment of Public Instruction,
Publication L0. 507, 1960.

Lurk, Virgil, "A Follow-Up Study on Students Who LrOp Cut of
High School," Bulletin of the National Association of
Secondary-School Principals, Vol. LL, February 1960,

pp. 73-75.

 

 

‘-

mania, Frank, ”Cut- of- the-Pocket prenditures Lade by Hi h

 

 

Scb1ool Students, Bulletin 01 the National Association
of Secondary-School Princ_pals, Vol. hl, Lecember, 1957,
pp. EB- -22-

Lational Education Association, Research Division and Depart-
ment of Classroom Teachers, Hi;h School LrOpouts, Lis-
cussion Pamphlet Lo. 3, Washington, L.C.: the Associa-
tion, September, 1959.

 

\

LEA Newsletter, "Project School LrOpouts, Washington, L.C.:
Lational Education Association, Vol. 1, L0. 1, NOVGmOGP:
.1962.

H

 

1I£A Newsletter, "Project School LrOpouts," Washington, L.C.:

Lational Education Association, Vol. 1, Lo. 2, February,
1963.

 

Phillips, F. L., "ducational Rank of States, 1930," Ameri-
can School Board Journal, Lo. 'Od, Larch, 1932.

 

Research Livision, Syracuse Youth Who Lid Lot Graduate, 1956-
L9, Syracuse, Lew York: Board of Lducation, 195C.

 

Schrieber, Laniel, "School LrOpouts," LEA 188 searcn Iemo,
Washington, L.C.: Lational Lducation Association, Aug-
ust, 1961.

 

-95-

Science Research Associates, "The Potential Dropout: How
Can Schools Help Him?” S.3.A. Guidance Lewsletter,
November, 1957.

Shibler, Herman L., "Attacking theerop-Cut Problem,” LEA
Journal, Vol. LL, January, 1955, pp. 2h-26.

Smith, Rose Larie, tistical Summary of :ducation, 1951-
52,” Biennial Su.1e of Education in the U. S., 1950-
52, Nashfngton, L.C.: U. S. Government Pr’nting Cffice,

T955.

Snepp, Laniel L., "Can We Salvage the LrOpouts?" Clearinu
House, Vol. 31, September, 1956, pp. h9-54.

Sorensen, Lourits A-, "LOW Ability Dropouts Versus Low Abil-
ity Graduates," Personnel and Guidance Journal, Lo. 39,

Cctober, 1960, pp. lLu-lflp.

Stetler Hean G. Com arative Studr of Lerro and White Lro —
! 3 _ . ‘ 1.; _
outs 1n Selected ConneCticut n15h Scnools, Hartford:
Connectfcut Commission on Civil Rights, 1959.
Taylor, Florence, Why Stay In School, Science Research Asso-
ciates, Chicago, I1Iinois, 19LL, p. ho.

 

The Laily Tribune, ”LrOpout Dilemma," Royal Cak, Lichigan,
Thursoay, Eebruary 2d, l9o3. (LeWSpaper article.)

 

The Detroit Lews, Sunday, February 17, 1963. (Newspaper
article.)

 

‘

Thomas, Robert Jay, "An dmpirical Study of High School Drop-
Cuts in Regard to Ten Possibly Related Factors," Jour-
nal of Educational Sociology, Lo. 28, September, 1954,
pp. 11413.

 

United States Census of POpulation, (1760), Cccupational
Characteristics, U. S. Lepartment of Commerce, Bureau
of the Census, fiashington, L. C.

 

U. S. Department of Labor; U. S. Department of Health, Edu-
cation and Welfare, Office of fiducation; and U. S. Le-
partment of Defense, Lational Stay—in-School Campaign,
Washington, L.C.: Superintendent of Locuments, Govern-
ment Printing Office, 1957.

-96-

U. S. Department of Labor, Bureau of Labor Statistics, School
and jarly Employment of Youth, A Report on Seven Commun-
ities, 19E2-19S , Bulletin Lo. 1277, flashinétcn, L.C.:
Superintendent of Documents, Government Printing Lffice,
Aujust, 1963.

 

.51

U. S. Department of Labor, The Challenge 0. Jobless Youth,
'flashington, L.C.: ‘U. S. Government Printing Cffice,
Lo. O-6o7don, April, 1963.

 

U. S. Cffice of Education, Federal Security Agency, th Lo
Boys and Girls LPOQ~LUL of School, and Nhat Can Ne UO
Ab ut It? Circular L0. 269, Hashington, U.C.: Super-
intendent or Documents, Government Printing Lffice,
1950.

 

 

Van Lyke, L. A., and Hoyt, L. S., The Lrop-Cut Problem in
Iowa High Schools, Iowa City: State University offiIowa,
College of Lducation, 1959.

 

 

-97

 

10.

11.

12.

APPELLIX I

 

THE QUjSTICLLAlfii

 

p

w
w
I.

m
CD

X

Male Female

Larital Status: Larried Single Livorced

If married, number of children:

If single, are you living with parents? Yes Lo

Lumber of brothers and sisters:
younger tnan yourself?

How mary are

How long have you lived in Ferndale?

5-1::

 

School training of parents
father Lcther

.0
D-v-i
H:
[-40
I \

Type of work: Father

lousing: Rent Cwn Value of house if owne‘:

ghest grade completed

 

Lother

 

School Training (yourself):
7th , Lth , 9th ,
12th , College

Course taken in High School:

10th , 11th ,

Business , College Preparatory ,General

Lid you work part-time while att

Yes Lo

- 98 -

endinv High School?

:3

19.

21.

22.

_ 99 -

 

 

If yes, hours per week . Type of work

" ' “ 1 ° ,1, :1 D t- . 1 ;
Lid WCPKlUé a11ect your marks in scnool? Yes he
If yes, favorably unfavorably

To what extent was this part-time work necessary for
your self-support?

Wholly self-supporting

 

Partially self-supporting

 

o ..°,.,‘.d.-
Spending money only

 

How old were you when you left school?
Jobs held after leaving school (list latest ones first):

Job Lonths Worked Pay - Weekly

 

 

 

 

 

 

 

 

How many months have you been out of work since you left

 

school?
Are you working now? Yes Lo
If not, how long ’Neeks Lonths

 

Lo you feel that you have been successful since you left
school? Yes Lo

Have you taken any classes or training since leaving high
school? Yes Lo

If Question 21 is yes, please list classes or training

below:

23.

25.

- 100 -

L1nd 01 School Place Class or Training

 

 

a. Trade School

 

 

 

b. Union School

 

 

0. Company School

 

 

d. CorreSpondence
School

 

 

e. Adult Education

 

 

 

 

 

 

f. Apprentice
Training
g. Cther

 

 

 

'flhy did you take the classes or training you listed

above?
Pleasure High School Liploma
Job Cther

 

Better Job
Lid the classes or training help you to accomplish your
purpose?

Luch Some Lone
after leav-

If you haven't taken any classes or traininv

J

ing school, check reasons below:

Time classes oifered:

Present job prevents it:

Not enough time:

not interested:

Classes offered wouldn't help:
Didn't qualify:

Cther reasons:

 

 

26. How long did it take you to get a regular job after

leaving school?

Weeks

Months IHad Job

27. How did you get your first job? (check)

28. ‘Nhy did you take your first job

Friend
Advertisement
Personal contact
Parents

Other

 

'0

(check)
Needed money

Interested in type of work
Cnly job available

Close to home

Friend working there

Cther reasons

 

- 102 -

29. Are you happy with your present job? Yes Do

If no, why?

 

 

30. If you had a choice, what kind of job would you take?

 

31. Mhy did you leave school? Check below)
a. Lot interested in school
b. Failing in school work
0. School work too hard
d. Disliked teacher
a. Counselors not helpful
f. Low attendance because of illness
g. Friend left school
h. Parents didn't care

1. Had to help support family

j. Reeded Spending money

k. Cutside job

1. Wanted Automobile

m. Wanted to get married __
n. Wanted to go into service .___~__
0. Cther reasons

 

 

32. has there anyone that could have helped you to decide

to stay in school? Yes K0

. a.

' or .

36.

37-

38.

39-

If yes, check below:

Parents Friend
Teacher Employer ___
Counselor ____ Relative
Principal “___ Other

How did your parents feel about your leaving school?
In favor Opposed ~Didn't care

How did school peeple react to your leaving school?

Principal: In favor Opposed Didn't care
Teachers: In favor Opposed Didn‘t care
Counselor: In favor Opposed Didn't care

How would you feel if your children decided to leave
school?

In favor ___ Opposed ___'Wouldn't care
Did you ever get your high school diploma? Yes ___
No ___

If yes, where?

 

Were you ever refused a job because you did not have a
high school diploma?

Frequently ___ Sometimes ___ Never
If you could do it over again would you stay in school
and graduate? Yes ___ No ___
What do you think about the quality of education you

received at Ferndale High School?

Excellent Good Fair Poor

-mu-

40. How do you think the quality of education could be im-

proved?

 

 

 

Ll. Lo you know the Ferndale School District offers Adult
Jducation classes for residents? Yes ____ No ___
h2. If your answer is yes to Question hl, do you think they
are worthwhile?
Yes ___ No ___ Don't know ___
M3. If there were programs offered in Ferndale to help peo-
ple that didn't graduate from high school, would you

want to participate?

Yes No haybe

Your cooperation in filling out this questionnaire is sin-
cerely appreciated. Please place it in the enclosed self-

addressed envelope and drOp it in the nearest mailbox.

APPflYDIK II

 

COVER LETTER

August 29, 1963

Lear

The Ferndale School District is interested in doing a fol-
low-up study of students that have left school before grad-
uation and planning for students now in school that are
thinkitg of leaving for graduation.

There are many problems facing us. We wish we could sit
down and talk with each of our former students individually,
for you are the only ones that have the information that
will help us. Since this is not possible we have prepared
the enclosed questionnaire which we would like you to fill
out and return to us.

Your feelings and recommendations are very important so
please be honest and frank. We are trying to do a better
job for those students that are following you and you can
give us the student viewpoint which we need so badly.
Please fill out the questionnaire and drop it in the mail
box. 'Ne wish you would do it teday. Thank you very much
for your help.

Sincerely yours,
John J. Houghton

Supt. of Schools

Enclosure

- 105 -

APPENDIX III

 

FC LLC?"-.'.T -UP PC TAL CA 511)

 

Lear

 

Have you completed the questionnaire we sent you and
returned it to Ferndale High School?

If not, please try to complete it as soon as you can.
Your help by filling out the questionnaire is badly needed.

Thanks again!

John J. Houghton
Superintendent of Schools

- 106 -

I.

"‘lllllllllllllllli