.l A [I’|.||n In”, ill. ll IIIIIII‘U\\I|"| ll ‘ W I 91.;an {’7 lull\lgxfllllllllWall' A mailgan em. 3 ., University l This is to certify that the dissertation entitled THE RELATIONSHIP BETWEEN SELECTED PROCESS VARIABLES AND RELATED JOB PLACEMENT AND JOB SATISFACTION RATES FOR GENERAL MERCHANDISING PROGRAMS DURING THE SCHOOL YEAR 1978-79 presented by Carl Andrew Woloszyk has been accepted towards fulfillment of the requirements for Ph. D. degree in Education Wig—W Robert Poland Major professor Date September 17, 1982 MS U i: an Affirmative Action/Equal Opportunity Institution 0 12771 _, ‘- —--' —~— 1. v o MSU LIBRARIES RETURNING MATERIALS: Place in Book drop to remove this checkout from your record. FINES wiII be charged if book is returned after the date stamped below. _ A‘- I-h‘d-A‘A-A‘AA.ALL . Tar: THE RELATIONSHIP BETWEEN SELECTED PROCESS VARIABLES AND RELATED JOB PLACEMENT AND JOB SATISFACTION RATES FOR GENERAL MERCHANDISING PROGRAMS DURING THE 1978-79 SCHOOL YEAR By Carl Andrew woloszyk A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1982 mwmm THE RELATIONSHIP BETNEEN SELECTED PROCESS VARIABLES AND RELATED JOB PLACEMENT AND JOB SATISFACTION RATES FOR GENERAL MERCHANDISING PROGRAMS DURING THE 1978-79 SCHOOL YEAR by Carl Andrew Woloszyk Statement of the Problem The problem of this study was to identify selected planning and Opera- tional variables which were related to job placement and job satisfaction rates for general merchandising programs in the state of Michigan. In addition, the predictive nature of the combined variables upon individual related job placement and job satisfaction rates for general merchandising programs was identified. Research Procedures The population of this study consisted of 5,701 program completers, who responded to the 1979 Follow-Up Survey from 265 general merchandising programs. A complete descriptive analysis of the total population and the group under study was compiled. / Pearson Product—Moment Correlation coefficients were derived for each independent variable when compared with the dependent measures of job placement and job satisfaction for programs with eleven or more respondents. Correlation coefficients were obtained between the various independent variables and between each of the dependent measures. The strength, direction, and significance of the coefficients was identified. The predictive nature of the selected independent variables on the dependent measures of job placement and job satisfaction was computed by using a stepwise multiple regression analysis. Major Findings of the Study DECA and the percentage of female completers were found to have a statistically significant positive relationship at the (p‘<.05) level to related job placement. Other learner planning and process variables were found to have no satistically significant positive relationship to job placement rates for general merchandising programs. It was found that related job placement rates have a statistically Significant positive relationship at the (p <.Ol) level to job satisfaction rates. Projected regional job openings and the percentage of female completers were found to have a statistically significant negative relationship at the (p<=.05) level on job satisfaction rates. Projected job openings were found to have a statistically significant negative relationship at the (p‘<.Ol) level to related job placement rates. The regression analysis indicated that 13 percent of the variability between related job placement rates for individual programs and 10 percent of the variability between job satisfaction rates for individual programs could be accounted for by the combination of the selected independent variables. ACKNOWLEDGMENTS The researcher wishes to express his gratitude to those individuals who made this study possible. My appreciation is extended to the following: Dr. Robert Poland, major adviser, who provided me with valuable guidance and direction and to committee members Dr. Richard Gardner, Dr. George Ferns, and Dr. Bixby Cooper for their critical review and assistance. Ms. Necia Black, who assisted me with the required programming and statistical analysis. Ms. Carol Fosburg, who provided expert secretarial assistance in the typing and final preparation of the manuscript. TABLE OF CONTENTS CHAPTER I PROBLEM .......................... Introduction ....................... Statement of the Problem ................. Purpose of the Study ................... Need for the Study .................... Delimitations ...................... Limitations ....................... Glossary of Terms .................... II REVIEW OF THE LITERATURE ................. Background and Perspective ................ Studies Undertaken on Learner Characteristics Related to Job Placement and Job Satisfaction ......... Studies Undertaken on Process Variables Related to Job Placement and Job Satisfaction ........... Summary Of Related Literature .............. III RESEARCH PROCEDURES .................... Instrument Design .................... Survey Procedures .................... Design of the Study ................... Population ........................ Group Size and Selection ................. Independent Variables .................. U'IU'Ihd \l 19 31 33 37 37 38 Dependent Measures .................... 42 Measurement of the Variables ........... h . . . . 46 IV FINDINGS ......................... 48 Population Information .................. 48 Group Information .................... 57 Pearson Correlation Coefficients ............. 65 Multiple Regression Analysis ............... 72 V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......... 77 The Problem ....................... 77 Research Procedures ................... 77 Findings ......................... 78 Conclusions ....................... 86 Implications and Concluding Statements .......... 87 Recommendations ..................... 89 APPENDICES Appendix A - Ad Hoc Follow-Up Advisory Committee ....... 91 Appendix B - 1979 Follow-Up Survey .............. 92 Appendix C - 1979 Follow-Up Survey Sample Cover Letter . . . . 96 Appendix D - Follow-Up Survey of 1979 Completers for General Merchandising (T-1608) .......... 97 Appendix E - Room Number and Facilities Space Roster ..... 102 Appendix F - Michigan DECA Roster ............... 103 Appendix G - Secondary Vocational Enrollment and Termination Report (VE - 4301) .......... 105 Appendix H - The 1978-79 Reimbursable Vocational Education Programs ................ 106 Appendix I - Job Placement Summary of Completers by Program within State (X - 0607) ......... 107 BIBLIOGRAPHY ......................... 109 Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table 0.) 01 01 \l to 15 16 LIST OF TABLES Michigan Employment Region Projected Annual Job Openings ...................... 1979 Follow-Up Survey (VE-4045-A) Related Job Placement Item ..................... 1979 Follow-Up Survey (VE-4045-A) Job Satis- faction Item ...................... Sex of the Population ................. Racial/Ethnic Distribution Within the Population . . . . Classification of School Size Offering General Merchandising Programs During 1978-79 ......... Type of Facility Classification in General Merchandising Programs During 1978-79 ......... Instructional Square Footage of General Merchandising Facilities During 1978-79 ........ DECA Chapter Distribution in General Merchandising Programs During 1978-79 ................ Instructional Time Required to Complete a General Merchandising Program During 1978-79 .......... Pupil/Teacher Ranges for General Merchandising Programs During 1978-79 ................ Location by Michigan Employment Region with Annual Projected Job Openings for Merchandising During 1978-79 ..................... Job Placement Survey Item and Number of Respondents for Population ..................... Job Satisfaction Survey Item and Number of Respondents for Population ............... Sex of the Group .................... Racial/Ethnic Classification Within the Group ..... 44 45 45 49 49 50 51 52 52 54 54 55 56 57 58 59 Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Classification of School Size Offering General Merchandising Programs Within the Group During 1978-79 ......................... Type of Facility Classification in General Merchandising Programs Within the Group During 1978-79 ..................... Instructional Square Footage of General Merchandising Facilities Within the Group During 1978-79 ....... DECA Chapter Distribution in General Merchandising Programs Within the Group During 1978-79 ........ Instructional Time Required to Complete General Merchandising Programs Within the Group During 1978-79 ......................... Pupil/Teacher Ranges for General Merchandising Programs Within the Group During 1978-79 ........ Location by Michigan Employment Region with Annual Projected Job Openings for General Merchandising Within the Group During 1978-79 ...... Job Placement Survey Item and Number of Respondents Within the Group .............. Job Satisfaction Survey Item and Number of Respondents Within the Group .............. Pearson Correlation Coefficients Within the Group for Percentage of Female, White and Black Completers Compared with the Type of Dependent Measure or Independent Variable ............. Pearson Correlation Coefficients Within the Group for Type of School, Type of Facility, and Size of Facility Compared with the Type of Dependent Measure or Independent Variable ............. Pearson Correlation Coefficients Within the Group for Length of Program, DECA, and Pupil/Teacher Ratio Compared with the Type of Dependent Measure or Independent Variable ................. Pearson Correlation Coefficients Within the Group for Regional Job Openings, Job Satisfacticn and Job Placement Compared with the Type of Dependent Measure or Independent Variable ............. Multiple Regression Data for Job Relatedness Measure and Type of Independent Variable Within the Group . . . . Multiple Regression Data for Job Satisfaction and Type of Independent Variable Within the Group ...... vi 59 60 61 61 62 63 63 64 65 67 69 71 73 75 75 CHAPTER I LIST 95°“ng a... l.7f{--"'.'. t" More?! Figure 1 Michigan Employment W. . . . . .l . . ,. . .7! ‘3 The primary goal of vocational education W'WRCM.M7~1M. The Smith-Hughes Act of 1917 provided Mam MOE M’MW“ I: --J ('WWIH' OI. WNW” ,n- -... ans-.34 D! ”Km-t" education progrms. The Smith- Hughes Act was also Cm ohmim W to measure the adequacy of vocational aducation program. Subsequent federal laws and the passage 6' m Mflfitm » of 1953 greatly expanded federal vocational mama mitt! up «an the govern-vent reaffimed that vocational mum is “a“:gw all individuals for gainful employment." " ' ‘ 1‘" "7 " int". The Vocational Education Act of 1963 also «scrim Ch WM.“ “I“ and local evaluations for vocational education Who’ll-CHI“ ‘ Act daclarad that states were to follow piiciasanlwwim that due consideration would be givan to tho “"33“”ng of state and local vocatiOnal education PWflg. To. “G'flaifitm - more "to occur in light of information "90rd!” W “W w mods and Job opportunities. . 3" ’ ‘ 7 ‘ nu current Vocational Education may“ mama-um can ‘ Och stata avaloa‘ta. by usind' W with. omit“?! *1” “in V «as. aacn Manama a stain Mot ”Do ”a m amusement e um 7‘ can. CHAPTER I PROBLEM Introduction The primary goal of vocational education is preparation for employment. The Smith-Hughes Act of 1917 provided federal funds for secondary vocational education programs. The Smith-Hughes Act was also the nation's first attempt to measure the adequacy of vocational education programs. Subsequent federal laws and the passage of the Vocational Education Act of 1963 greatly expanded federal vocational education policy. Under the Act the government reaffirmed that vocational education is designed to prepare all individuals for gainful employment. The Vocational Education Act of 1963 also described the functions of state and local evaluations for vocational education programs and services. The Act declared that states were to follow policies and procedures that insure that due consideration would be given to the results of periodic evaluations Of state and local vocational education programs. The periodic evaluations were "to occur in light of information regarding current and projected manpower needs and job opportunities. . ."1 The current Vocational Education Amendments of 1976 further require that each state evaluate, by using wherever possible, statistically valid sampling techniques, each program within a state which purports to impart entry level job skills according to which program completers and leavers: (i) find employment in occupations related to their training, and 1U.S. Department of Health, Education and Welfare, Office of Education, Bureau of Occupational and Adult Education, The Handbook: A Vocational Education Le islative Reference (Washington, D.C.: Government Printing ice, 19 , p. 41. (ii) are considered by their employers to be well trained and prepared for employment, except that in no case can pursuit of additional education or training by program completers or leavers be considered negatively in these evaluations.2 By requiring states to conduct program outcome evaluations, the Amend- ments of 1976 attempted to link vocational programming to employment needs and job opportunities. The rules and regulations for the 1976 Amendments state that program evaluations should be taken in terms of the following general areas: (1) planning and operational processes; (2) results of student achievement; (3) results of student employment success; and (4) services to special popula- tions. A large number of criteria are specified. These criteria state that: The State board shall, during the five-year period of the State plan, evaluate in quantitative terms the effectiveness of each formally organized program or project supported by federal, state, and local funds. These evaluations shall be in terms of: (a) Planning and operational processes, such as: (1) Quality and availability of instructional offerings; (2) Guidance, counseling, and placement and follow-up services; (3) Capacity and condition of facilities and equipment; (4) Employer participation in cooperative programs of vocational education; (5) Teacher/pupil ratios; and (6) Teacher qualifications. (b) Results of student achievement as measured, for example, by: (1) Standard occupational proficiency measures; (2) /Criterion-referenced tests; and (3) Other examinations of students' skills, knowledge, attitudes, and readiness for entering employment successfully. 21bid., p. 93. (c) Results of student employment success as measured, for example, by: (1) Rates of employment and unemployment; (2) Wate rates; (3) Duration of employment; and (4) Employment satisfaction with performance of vocational education students as compared with performance of persons who have not had vocational education. (d) The results of additional services, as measured by the sug- gested criteria under paragraphs (a), (b), and (c) of this section, that the state provides under the Act to these special populations: (1) Women; (2) Members of minority groups; (3) Handicapped persons; (4) Disadvantaged persons; and 3 (5) Persons of limited English-speaking ability. Of the four general areas specified for evaluation in the regulations, the evaluation area ofplanningand operational processes and the area of student employment success are given the most attention by states. The criteria for evaluating planning and operational process involves resource factors and are comnonly referred to as input variables. The criteria for student employment success are outcome measures and often deal with job placement and job satisfaction rates. The listed criteria in the regulations are suggestive rather than mandatory which allows each state to develop unique evaluation criteria and procedures. In Michigan, the requirement of statewide evaluation of vocational educa- tion program effectiveness is achieved through an annual follow-up survey of program completers. This study examined selected planning and operational process variables. The variables were measured for their relationship to the student success Ibid. measures of related job placement and job satisfaction. Further, this study examined the predictive nature of the selected variables on job placement and job satisfaction rates for general merchandising programs. Statement of the Problem The problem of this study was to identify selected planning and operational variables which were positively or negatively related to job placement and job satisfaction rates for general merchandising programs. An additional aspect of the study was to describe and explain the predictive nature of the combined variables upon individual program placement and job satisfaction rates. This survey obtained information from former high school students, who had completed general merchandising programs within the state. The information provided by the program completers was used to answer the following research questions about general merchandising programs: 1. What is the relationship between the percentage of female completers and the related placement and job satisfaction rates for general merchandising programs? 2. What is the relationship between the percentage of minority completers and the related job placement and job satisfaction rates for general merchandising programs? 3. What is the relationship between the type of school and the related job placement and job satisfaction rates for general merchandising programs? 4. What is the relationship between type of facility (classroom only; classroom with school store) and the related job placement and job satisfaction rates for general merchan— dising programs? 5. What is the relationship between size of facility (square footage available for instruction) and the related job placement and job satisfaction rates for general merchandising programs? 6. What is the relationship between the presence of a DECA chapter and the related job placement and job satisfaction rates for general merchandising programs? m 7. What is the relationship between the length of the instruc- tional program and the related job placement and job satisfac- tion rates for general merchandising programs? 8. What is the relationship between pupil/teacher ratios and related job placement and job satisfaction rates for general merchandising programs? 9. What is the relationship between projected regional job openings and related job placement and job satisfaction rates for general merchandising programs? 10. What are the relationships between the selected process variables for general merchandising programs? 11. What is the relationship between related job placement and job satisfaction rates for general merchandising programs? 12. What is the overall affect of the combined process variables on related job placement and job satisfaction rates for general merchandising programs? Purpose of the Study The purpose of this study was to provide information which could lead to more efficient and effective general merchandising programs. Vocational education programs are being evaluated, specifically, by how well program completers and leavers find employment related to their training and more generally, by the results of student employment success. The identification of program variables that are significantly related to employment success should be promoted by the state and local educational agencies. Need for the Study The purpose of state Llaluations, as stated in the 1976 Amendments, is "to assist vocational education agencies . . . in operating the best possible programs at vocational education.“4 41bid., p. 97. The Vocational-Technical Education Service (V-TES) is the service area of the Michigan Department of Education charged with the administration of vocational-technical education programs. The Vocational-Technical Education Service has developed and is currently piloting a planning process for determining program viability. The planning process identifies principal factors to be employed in deciding whether or not a local school district should offer; and V-TES should approve a new or on-going vocational educa- tion program. In concept, program viability would be tested in terms of employment potential and program placement results. In addition, to the program viability planning process, the Vocational- Technical Education Service in 1974 established program standards of quality. The program standards of quality are designed to assist local school districts in the planning and operation of vocational education programs. The program standards of quality closely parallel the planning and operational processes identified in the Vocational Education Amendments of 1976. Program standards of quality have identified and assigned input variables such as length of program, facility size requirements, and teacher/pupil ratios to every vocational education program in Michigan. This study examined the program standards of quality for the vocational program area of general merchandising. General merchandising is a vocational program designed specifically to meet the needs of persons, who have entered or are preparing to enter a marketing and distributive occupation. General merchandising programs offer instruction in marketing, merchandising and management. The primary objective of general merchandising programs is to prepare individuals for entry, adjustment, and advancement. Periodic follow-up studies Of general merchandising completers are essential to the evaluation of program effectiveness. Periodic program evaluations through the use of student follow-up data is an effective tool to insure program quality and effective instruction in general merchandising. In addition, federal and state mandates clearly identify the need for periodic evaluations in vocational education that are based on related job placement. It is essential, therefore, that planning and operational processes be examined to determined their contribution to the enhancement of student employment success. Variables, which significantly affect related job placement and job satisfaction rates, should be identified. Significant variables should be incorporated into local general merchandising programs to assist in providing students with excellent training and rewarding job opportunities. Additionally, the identification of program variables should provide the necessary information fOr state level policy-makers on the effectiveness of present general merchandising programs and established program standards of quality. The assessment of the program variables should assist with future policy and funding decisions. The assessment should also provide a delivery system in general merchandising programs which can contribute to high program related placement and job satisfaction rates. Delimitations The Federal Vocational Education Amendments of 1976 require overall program e aluations based on two outcomes: 1. related employment success of program completers and 2. employer satisfaction with the training received by program completers. However, no attempt was made to determine the degree of employer satisfac- tion with the training received by general merchandising program completers. Instead, this study concentrated on the first outcome of related job place- ment and student success on the job. The review of the literature revealed that a number of factors may affect the related job placement and job satisfaction rates of general mer- chandising programs. Some of these factors include learner characteristics, social-economic conditions, environment and teacher characteristics. This study was concerned with program variables that can be manipulated by local and state educational agencies to affect related job placement and job satisfaction rates. Accordingly, this study selected planning and opera- tional variables that can be changed by the local or state agency; such as length of program, capacity of laboratory, type of laboratory, teacher/pupil ratios and use of DECA in general merchandising programs. The remaining variables of sex, racial/ethnic classification, size of school and annual projected job openings, were also included in the study. These variables are fixed and generally are not subject to change by an educational agency. However, they were examined, since the program approval process by the state agency includes an analysis of student enrollment potential (size of school) and labor market demand. Further, federal laws prohibit discrimination on the basis of sex and race in programs of voca- tional education. Limitations Because this study dealt with existing independent variables for indivi- dual programs no attempt was made to measure the subjective quality of each general merchandising program. All independent variables, therefore, reflect objective measures rather than subjective judgments, as to the strengths and/ or weaknesses of individual programs. The quality dimension, thus, was missing from the DECA variable, since only the presence of a chapter rather than the extent of student involvement was measured. Likewise, the type and size of facility was limited to the presence of a school store laboratory and size of the laboratory area, rather than effective use and condition of the laboratory. Additional limitations apply to the data used to measure the pupil/ teacher ratio and length of program, since the accuracy of this data depended on the accuracy of the reporting school districts. Further limita- tions affecting the independent variables of sex, racial/ethnic classification and the dependent measures of related job placement and job satisfaction relate to the respondent's answers to the Follow-Up Survey. Glossary of Terms Completer - A student who finishes a planned sequence of courses, services or activities designed to meet an occupational objective which purports to teach entry-level job skills. For purposes of this study a completer is any student who was enrolled in a reimbursed secondary general merchandising vocational program and who was reported as a completer on the VE-430l form entitled "Secondary Vocational Enrollment and Termination Report for the School Year ending June 30, 1979." D§£A_- Distributive Education Clubs of America, a national vocational student organization for students enrolled in marketing and distributive education programs. Follow-Up Survey - A survey made of the experiences and status of former pupils, either for the purpose of assisting them in further adjustment or for securing information to help improve instruction or guidance for those still in school. In vocational education, this term refers to a research ‘ 10 activity designed to determine what occupations are pursued by graduates and/or former pupils in occupational programs and how effective was their preparation in relationship to job requirements. General Merchandising - Organized subject matter and learning exper- iences related to the various marketing functions and tasks performed by employees, including management personnel, in typically large retail stores engaged in merchandising a number of lines of merchandise, such as depart- ment stores, variety and general merchandise stores and multi-line drug stores. As a reporting convenience, the Vocational-Technical Education Service reports all marketing and distributive education programs with the exception of selected specialized programs, i.e., warehousing under this program definition. Leavers - Persons who leave the program voluntarily before its formal completion because they have acquired sufficient entry-level job skills to work in the field and who have taken a job related to their field of training. Marketing and Distribution - A summary of groups of instructional programs that prepare individuals for occupations directed toward the flow of industrial and consumer goods in channels of trade, or the pro- vision of services to consumers or users. These programs are concerned with marketing, sales, distribution, merchandising, and management, including ownerShip and management of enterprises engaged in marketing. Instructional programs prepare individuals to perform one or more of the marketing functions, such as selling, buying, pricing, promoting, financing, transporting, storing, market research, and marketing management. In addition, instructional programs include varying emphases on technical 11 knowledge of products of services marketed, related communication and compu- tation skills, and abilities and attitudes associated with human relations and private enterprises. Program Standards of Quality - Planning and operational processes, such as length of instructional programs, instructional square footage require- ments, pupil/teacher ratios, etc., established by the Michigan Department of Education, Vocational-Technical Education Service to approve and fund vocational programs. Program Viability - A proposed vocational education program approval process to determine which programs are to be funded on the basis of employment results and labor market demand. Respondents - Identified program completers who answered and returned the annual vocational education follow-up survey. School Store - A marketing and distributive education laboratory that serves as an actual business operation. The students actually operate and manage the school store, which is designed to provide merchandise and services to students, faculty, and the community. Vocational Education Data Systgg_- A national accounting and data collection system established by Section 161 of the Education Amendments of 1976 to evaluate the effectiveness of vocational education programs and services. Vocational-Technical Education Service (V-TES) - The service area within the Michigan Department of Education charged with the administra- tion of vocational-teChnical education in Michigan. CHAPTER II REVIEW OF THE LITERATURE Background and Perspective Vocational education is a human service program which has been evaluated on the basis of many different criteria. Darcy1 identifies six different evaluation criteria which include: (1) the context in which vocational educa- tion operates; (2) characteristics Of the students enrolled in vocational programs; (3) the quantity and quality of resources used in vocational educa- tion; (4) program goals and objectives; (5) processes utilized for instruction and related activities; and (6) the consequences or outcomes of the overall vocational program. This study attempted to identify variables which were positively or negatively related to job placement and job satisfaction. An additional aspect of the study was to provide information, as to how selected learner characteristics and program variables influenced job placement and job satisfaction rates for general merchandising programs. Essentially, then, are there variables present in general merchandising programs that have the most influence in assuring that general merchandising program completers are successfully employed in a related job and are satisfied with the job? The need for an investigation of this nature is expressed by Little. He states that ”it is vital, therefore, that educational planners examine 1Robert L. Darcy, Vocational Education Outcomes: Pers ective for Evalua- tion Research and Develo ent Series No. I63 (ColumEus: lfie National Center for Research in Vocational Ed ' The DH ucation, io State University, 1979), p. 7. 12 ‘ 13 carefully the basic relationship of school programs to the needs of all indi- viduals for occupational preparation, and to the nature of the preparation schools should and can provide.“2 Sharp and Krasnegor report on the use of follow-up studies for evaluating vocational education programs. They conclude that "there is a continuing need for intensive, small-scale studies of particular areas, programs and factors and a need to learn more about the role of specific institutional factors for decision-making."3 Unfortunately, the evaluation studies of marketing and distributive educa- tion programs using student success measures in the research design are limited. According to Farley4 there are at least two basic reasons for the lack of a large number of clearly articulated and testable hypotheses concerning vocational education, generally, and marketing and distributive education in particular. They are: l. The empirical investigations of vocational education outcomes that have been conducted have been relatively narrow and limited in scope. Only a few vocational education outcomes usually perceived, as goals or intended outcomes, have been studied. Such investigations usually fall into the area 2Kenneth J. Little, The Review and Sn thesis of Research on the Placement and Follow-Up of Vocational Education Students Series No. 49 (Columhus: ERIC Clearinghouse of Vocational and Iechnical Education. The Center for Vocational and Technical Education, The Ohio State University, 1970), p. 3. 3Laura M. Sharp and Rebecca Krasnegor, The Use of Follow-u Studies in the Evaluation of Vocational Education (Washington: Bureau 0? Social Cience esearc , , p. . 4Joanne Farley, Vocational Education Outcomes: A Thesaurus of Outcome guestions, Research and deelopment Series No. |7O (Columhus: Ihe National enter or esearc n Vocationa ucation, e hio State University, 1979), pp. 7-8. ‘ 14 of follow-up studies of vocational students. The empirical work done with follow-up studies has had difficulties in operationalizing, measuring, and testing outcome hypotheses. There have been problems in defining terms such as "training- relatedness" and "vocational education" and applying the terms to a distinctive educational treatment. 2. There has been the lack of attention paid to the validation of standards which have been established to provide models whereby student success can be measured. Institutional standards are often established and imple- mented through procedures of accreditation with tests of accountability applied at the state and local levels. [pg National Study of Scpgol Evaluations has, for example, established standards for secondary distributive education, which are applied at the local level. Lucas and Miles6 have also established standards for distributive education programs, which have been accepted by the national marketing and distributive education professional community. The establishment of program standards is an attempt to demonstrate a principled approach to serving students and the public interest, but there is little empirical evidence that standards lead to anticipated success. 5The National Study of School Evaluation, Distributive Education Evaantive Criteria Section 4-4, 5th edition (Arlington; National Study of School Evaluation, 1978), pp. 77-88. Steven R. Lucas and Benton E. Miles, The Develo ment of Standards for Secondar Distributive Education Pro rams (Washington: The Afierican Vocational Assoc1ation, l973), pp. l-SO. 15 The review of literature examined significant research studies on learner characteristics and program variables (standards) which were related to job placement and job satisfaction. A review of the literature concerning the following learner character- istics and process variables was undertaken: Learner Characteristics 1. Sex of the Student 2. Racial/Ethnic Background of the Student Process Variables 1. Type of School 2. Length of Program 3. Distributive Education Clubs of America (DECA) 4. Pupil/Teacher Ratio 5. Type of Facility 6. Size of Facility 7. Regional Job Openings Studies Undertaken on Learner Characteristics RETETEd'TE7flflTTDBEEh5hT‘Ehd'3667fififiETSEtT5h Crawford7 found that professionals in marketing and distributive educa- tion indicated that the program should serve people of diverse talents, abilities, interests, and backgrounds, who want and could benefit from the instruction. Learner characteristics, such as sex and racial/ethnic background, have been used to classify learners by attitudes, beliefs, and 7Lucy C. Crawford, A Philoso ophy of Distributive Education (Blacksburg: Virginia Polytechnic Institute and State University, 1975). ‘ 16 competencies. However, few investigators have concentrated on these var- iables, as predictors for job placement and job satisfaction after completion of a marketing and distributive education program. Sex of the Student Hlebichuk8 studied a variety of program characteristics, as they related to job placement status after graduation, for 387 students in the state of Montana. One of the major findings of the study was that more female than male graduates were likely to become initially employed in distributive occupations. Cushman9 conducted a similar investigation in which data was collected before and after graduation from 387 students in an attempt to establish relationships between selected program variables and entry into distri- butive occupations. Cushman found that being female was correlated with entry into a related distributive job or college curriculum. Gleason1o also found that females tended to pursue occupations more closely related to the training received in marketing and distributive education than did males. Gleason, however, further cautions that One can hardly conclude that a cause and effect relationship exists for the sex variable, since 8Joseph F. Hlebichuk, "The Relationship of Selected Teacher-Coordinator Program, and Student Variables to the Placement Status of the 1970 Secondary Cooperative Distributive Education Graduates in the c‘tate of Montana" (Ed.D. dissertation, Bozeman: Montana State University, 1971). 9Ronald A. Cushman, "The Relationship Between Selected Characteristics of Secondary Distributive Education Programs and Initial Job Placement or College Entrance" (Ed.D. dissertation, Philadelphia: Temple University, 1973). 10James R. Gleason, "The Relationship of Sex and Selected Distributive Education Program Variables with Entry into Distributive Occupations After High School Graduation" (Ph.D. dissertation, Columbus: The Ohio State University, 1979). ‘ 17 distributive education programs in Ohio have been traditionally retail-oriented and retail occupations at the entry-level tend to be female-oriented. ‘2 additional research supports Gleason's contention In a study by Mott et al that women plan careers in traditional female positions and, as a result, continue to occupy lower paying positions than those occupied by men. Additional findings in this study indicated that parental factors directly affect a young woman's educational experiences and have a significant affect on the type of career path taken. Further, evidence was found that women cannitted to the labor force are willing to accept low initial wages as a price for job training that might promise higher lifetime earnings. 13 found that girls develop occupational interests earlier, Mondart et a1 more of them exercise choices and fewer are uncertain about their occupational outlook. One study conducted by RighthandI4 on Connecticut distributive educa- tion graduates of 1965, 1968, and 1971 did indicate that males were more apt to be found working in the field for which they were trained. Thus, it appears that related placement results and the sex variable are inconclusive. Although a majority of studies indicated that females tend to enter related distributive occupations more than males, it is unclear as to the cause. 1‘Itn'cl., p. 153. 12Frank L. Mott et al., Years for Decision: A lon itudinal Stud of the Educational and Labor Market Ex erience of Youn Women. Volume 4 (Columhus: C T H R R h lhe Oh' S U ' l9 enter or uman esource esearc , 10 tate n1verSIty, 77). 13C. L. Mondart, C. M. Curtis, and L. H. Dobbins, Educational and Occupa- tional As irations and Expectations of Hi h School Yout th (Baton Rouge: Eouisiana State UniverSIty, College of Agriculture, l970). 14Herbert Righthand, A Follow- -Up Study of Connecticut Distributive Education Graduates of the asses o or onnecticut State Department of Education, Division of Vocational Education, 1977). 18 One measure of the effectiveness of occupational training is the degree to which a trainee enters an occupational field and finds satisfying progres- sion in an occupational career. In a study done by Eninger15 of trade and industrial graduates, higher degrees of satisfaction with jobs was reported by vocational graduates placed 16 report that both male in jobs related to their training. Kaufman and Lewis and female graduates were "less than completely satisfied with the pay and opportunities for promotion in their first jobs." They also found that females, in particular, were dissatisfied with opportunities for promotion. Righthandl7 found that there were no significant differences in job satis- faction rates between male and female graduates from Connecticut distributive education programs in his 1977 study. Racial/Ethnic Background of the Student Righthand18 also found that there were no significant differences in income, unemployment and job satisfaction between racial or ethnic groups in his longitudinal study of distributive education graduates. Kaufman, Schaefer et al report that "even though differences in job types and compensation were revealed, there were no substantial differences 15Max U. Eninger, The Process and Product of Trade and Industr Hi h School Level Vocational Education in the United States lP1ttsburgh: Educa- tional Systems Research Institute, 196571 16Jacob J. Kaufman and Morgan V. Lewis, The Potential of Vocational Education: Observations and Conclusions (University Parh: Institute for Research on Human Resources, Pennsylvania State University, 1968), p. 98. 17 Righthand, A Follow- U Stud of Connecticut Distributive Education Graduates of the Classes of l965-l568- l97l. 18Ibid. 19 between Negroes and whites in job satisfaction expressed by either the employees or the employers."19 The attitudes of students toward retailing were studied by Bennett.20 Bennett compared urban disadvantaged youth with urban non-disadvantaged youth regarding their perceptions of employment in retailing. He found highly significant differences of opinion between the two groups. The attitudes of the non-disadvantaged were more positive toward employment. Studies Undertaken on Selected Process Variables Related to Joh Rlacement and Job Satisfaction Type of School An early federal publication identifies the "public high school as a legitimate setting for instruction in agriculture, home economics and distributive education."21 After the passage of the Vocational Education Act of 1963, federal funds were made available to states for the construction of area vocational schools. Several states began to use the federal funds to offer distributive educa- tion programs in area vocational schools. Area vocational schools in Michigan are shared-time schools. Vocational education is offered for a 1/2 day at the area vocational education center and the remainder of the day is spent in a student's home high school where academic instruction is provided. 19Jacob J. Kaufman, Carl J. Schaefer, Morgan V. Lewis, David W. Stevens and Elaine N. House, The Preparation of Youth for Effective Occupational Utilization, The Role of the Secondar School in the Pre aration 0 Youth for Ed To ent'TUniversity Park: institute for Research on Human Resources, ennsy van1a tate University, 1967), Chapter 12, p. 10. 20James Bennett, Disadvanta ed and Non-Disadvanta ed Urban Hi h School Students' Work Within Reneral MErchandisin Retail Stores {New BrunswicE: Rutgers - The State University Graduate School of Education, 1971). . 21Administration of Vocational Education, Vocational Education Bulletin No. 1 (Washington, 15718), p. vii. 20 During the 1978-79 school year high school marketing and distributive education programs in Michigan were offered in 242 comprehensive high schools and 23 area vocational education centers. Limited research has been conducted concerning type of school and job placement and job satisfaction of distributive education completers. In a study of the trade and industrial programs Eninger concludes that "vocational schools appear to have a decided edge in placing graduates into the fields for which trained than comprehensive schools."22 Gleason found that "graduates of vocational schools who chose to further their education were enrolled in courses of study more closely related to 23 No field trained then were their comprehensive school counterparts." significant differences were discovered for type of school attended and related job placement in his marketing and distributive education study. Lamuth24 studied the perceptions of distributive education coordinators and students in two types of programs in Pennsylvania. One type was a comprehensive high school and the other was an area vocational-technical school. The respondents were asked to describe their concepts of philosophy, organization, and curriculum. Lamuth found that the two types of settings were essentially viewed the same with respect to the factors studied. 22Eninger, The Process and Product of Trade and Industrial Hi h School Level Vocational EdUcation in the Uhited’States, Chapter 12, p. ll. 23Gleason, "The Relationship of Sex and Selected Distributive Education Program Variables with Entry into Distributive Occupations After ngh School Graduation," p. 159 24D. Lamuth, "A Comparative Analysis of Distributive Education Programs in High Schools and Area VocationaleTechnical Schools in the Commonwealth of Pennsylvania" (Ph.D. dissertation, Pittsburgh: University of Pittsburgh, 1975 . 21 Length of Program There is a large body of research supporting the notion that the more time a student spends on a task the greater the achievement level. Instruc- tional time appears to be one of the most significant variables that relates to achievement in math and reading levels. 26 27 Studies done by Frederick et a125, Brookover et a1 , Gettinger , 28, and Bloom29 indicate that as time on task increases so Ebmeier et a1 does academic achievement in math and reading. Few studies in marketing and distributive education have focused on length of program and time spent in training and its affect on future job placement and satisfaction rates in marketing and distributive occupations. Gleason30 did not find any significant differences between completers from one or two year distributive education programs. 4-4;...“ 25W.C. Frederick, H.J. Walberg and S.P. Rasher, "Time, Teacher Cements and Achievements in Urban High Schools," Journal of Education Research (1973), ‘ pp. 63-65. ; 26Wilbur Brookover, John Schweitzer, Charles Beady, and Patricia Flood, Elementary School Climate and School Achievement (East Lansing: College of Urban DeVéTopment, Michigan State University, 1976). 27M. Gettinger and M.A. White, "Which is the Strong Correlate of School Learning? Time to Learn or Measured Intelligence?", Journal of Educational Psychology (1979), pp. 405-412. 28H. Ebmeier and T. Good, "Effects of Instructing Teachers About Good Teaching on the Mathematics Achievement of 4th Grade Students," American Education Research Journal (1979), pp. 1-16. 29Benjamin S. Bloom, "Time and Learning," American Psychologist (1974), pp. 682-688. 30Gleason, "The Relationship of Sex and Selected Distributive Education Program Variables with Entry into Distributive Occupations After H1gh School Graduation." l 22 Righthand3] in a 1977 study of Connecticut distributive education grad- uates found that graduates of a two year program tended to remain in the field of distribution longer than those with only one year of study. There were no other significant differences found between the two groups in post high school training activities, formal achievement in the job, salary, unemployment, or job satisfaction. Lunde1132 in a study of 1968 Minnesota distributive education graduates discovered that enrollment in an eleventh grade sales and marketing class was not significantly related to employment after graduation. However, when he compared the job satisfaction of the employed distributive education graduates with that of the general worker population he found that distribu- tive education graduates had significantly more intrinsic job satisfaction. Therefore, Lundell concluded that the program characteristics of distributive education, including length of program, helped the graduates become employed and find job satisfaction in related or unrelated occupations. In summary, the review of the literature concerning program length and its relation to related placement and job satisfaction, provided few definitive answers. The effect of time spent in training for distributive careers at the entry level remain unclear for job placement and job satis- faction. 1Righthand, A Follow-UP Stud of Connecticut Distributive Education Graduates of the Classes of 1965-19dB-1971 ———_‘—'——_ 32William R. Lundell, "The Relationships of Selected Characteristics and Program Experiences of Minnesota Distributive Education High School Graduates to Their Post High School Occupational and Education Status Five Years Later“ (Ph.D. disseration, Minneapolis: University of Minnesota, 23 Distributive Education Clubs of America (DECA) Several research studies have been conducted in relation to the Dis- tributive Education Clubs of America (DECA). DECA is a vocational student organization for students who are preparing for careers in marketing, merchandising, and management. Crawford found agreement among distributive education supervisors and teacher-educators that "DECA, ... should be co-curricular in that it should provide opportunities to further develop competencies normally learned in ' the classroom and on the job."33 The Administrative Guigggfor Vocational-Technical Education in Michigan34 authorizes programs of instruction, which include activities of vocational student organizations. DECA, as an integral part of the regular instruc- tional program is designed to provide students with opportunities for the development of leadership, civic consciousness, social intelligence, and vocational understanding. 35 Gleason found that when students actively participated in DECA they were likely to enter a related field of employment. 33Lucy Crawford, A Com etency Pattern Approach to Curriculum Construc- tion in Distributive Education TeaEher-Education, Volume B ac s urg: Virginia Polytechnic Institute and State University, 1967), p. 25. 34The Administrative Guide for Vocational-Technical Education in Michi an ([ansing: Michigan Department of Education, Vocational—Technical uca 1on Service, 1978), Section M. 35Gleason, "The Relationship of Sex and Selected Distributive Education Program Variables with Entry into Distributive Occupations After High School Graduation." 24 36 Cushman found that DECA membership correlated with entry into a related job or a related college curriculum in his 1973 study of secondary distribu- tive education programs in New York. Righthand in a 1977 follow-up study of Connecticut distributive educa- tion students whograduated in 1965, 1968, and 1971 found that "only 18 percent judged DECA to be of little value or no value while 49 percent judged it to be somewhat valuable."37 38 Buckner and Gildan also found that the 1971 and 1972 high school dis- tributive education graduates found DECA competition to be useful in a career. Holt39 surveyed high school students in Louisiana. He found that dis- tributive education classroom instruction combined with DECA gave increased scope and depth to the total distributive education program. DECA also provided students with learning experiences that contributed to personal growth. 40 One study conducted by Connell studied the relationship of membership in DECA and career maturity. DECA members were found to be more mature related 36Cushman, "The Relationship Between Selected Characteristics of Second- ary Distributive Education Programs and Initial Job Placement or College Entrance." 37Righthand, A Follow- U Stud of Connecticut Distributive Education Graduates of the Classes of 1965-l568-197l. 38LeRoy Buckner and Kathleen Gildan, A Follow-U Stud of the 1971 and 1972 High School Distributive Education Students in Florida lBoca Rotan: or1 a t antic niversity, 1978), p. 39D. Holt, Perce tions of Students, Teacher-Coordinators, and Trainin Station Em lo ers Re ardin the Effectiveness of Distrihutive Education Cluhs of Rherica (Comerce: East Texas State University, [978). 40William Connell, "The Relationship of DECA Membership and Career Maturity" (Ed.D. dissertation, New Brunswick: Rutgers - The State University, 1977). 25 to career selection, knew more about the world of work and did better at job selection, which was consistent with their interests and abilities. The review of the literature did not find any studies that compared DECA membership to job satisfaction after graduation. The review of the literature found, however, that DECA participation can enhance self-image, attitudes, and sharpen decision-making skills which ultimately can impact on job satisfaction. Pupil/Teacher Ratio Lucas and Miles state "because of the individualized instruction and the nature of the outcomes desired, the size of the distributive education 41 The criteria class is an important factor in program administration." for compliance with this standard indicates that average section enrollment in each distributive education class should not exceed 25 students or the maximum set by the appropriate state vocational education agency, whichever is lower. The Michigan Department of Education, Vocational-Technical Education Service, encourages a pupil/teacher ratio of 22 students to 1 instructor by reimbursing all vocational sections to a maximum of 22 students/section. School districts are eligible to charge off a percentage of added cost reimbursement for a program section average, which falls below the school district's average secondary pupil/teacher ratio. There is, however, no funding penalty instituted for exceeding the state ratio of 22 to 1; and with increasing financial constraints at the local district leve1, larger program section enrollments are often reported. 4lLucas and Miles, The Develo ent of Standards for Secondary Distri- butive Education Programs, p. 16. 26 Vocational section enrollments are established by state departments of education to provide for the safety of both students and teachers. In addition, lower section sizes are often required to meet the needs of the handicapped who are required by federal and state laws to receive vocational education. The nature of vocational education programs, which concentrate on extensive individualized instruction and demonstration techniques cannot adequately be accomplished in excessively large classes. Because the nature of vocational education requires hands on training by using potentially hazardous equipment, pupil/teacher ratios are established for vocational education programs. Although, it could be implied that better instruction and training occur when there are lower pupil/teacher ratios, no empirical evidence could be l found that indicated program enrollments impact on related job placement and/or job satisfaction. Type of Facility Vocational education programs require facilities, which simulate busi- l ness and industry in a safe environment. To provide for proper teaching methodology, demonstration, safety zones, tool, equipment and supply storage needs, more space is required in vocational education programs than academic programs. Marketing and distributive education facilities in Michigan are typically housed in two types of facilities -- the classroom and the medium laboratory. The classroom type is a facility with an area specifically designed for lecture and discussion. No simulated or student-run school store is present. The medium laboratory type is a combination classroom for lecture and laboratory area for demonstration. The physical circulation is heavy, but the equipment ; l 27 requirements are minimal. Programs of this type include an in-school labora- tory that can be organized into a simulated or actual student run and operated school store. There continues to be little research done on marketing and distributive education facilities and size in relation to job placement and satisfaction. This finding seems rather surprising in light of an apparent trend toward school store operations and entrepreneurial activities occurring nationally in the field of marketing and distributive education. Cushman42 in his 1973 study found that a school store experience was related to entry into a related job or college curriculum. No other reported studies were found in the review of the literature which attempted to address school store participation with related job placement and satisfaction. 1 43 evaluated facilities and equipment in the state of Arkansas. Banister He concludes that equipment for distributive education programs should include merchandising equipment, display units, mirrors and trapezoid tables. He also concluded that new program planning should take into consideration minimum 1 and maximum classroom floor space, instructional, office, and storage space. Size of Facility 44 Haug studied to what extent operational school stores;were being used by teachers in the state of Minnesota. He concluded that total store hours 42Cushman, "The RelatiOnship Between Selected Characteristics of Secondary Distributive Education Programs and Initial Job Placement or College Entrance." 43Talmage E. Banister, "Evaluation of Facilities, Equipment and Instruc- tional Resources in Distributive Education Programs in Arkansas" (Ed.D. dis- sertation, Fayetteville: University of Arkansas, 1969). James K. Haug, A Re ort of Practices, Procedures and O inions Re ardin 1 High School Operationa Sc 001 Stores in the State of Minnesota During l§7§- M.A. thesis, Minneapolis: University of Minnesota, 1974). .n'\ "M3. A‘i 28 of two to three hours/daywas sufficient for a hands on experience and that an area of 1000 to 1300 square feet, excluding storage areas appeared to be adequate for student run school stores. Haug's findings are consistent with the student/space established by the Michigan Department of Education, Voca- tional-Technical Education Service,45 which requires a minimum of 80 square feet/student for all new program approvals in marketing and distributive education in Michigan. Instructional square footage for Michigan marketing and distributive education laboratories includes the classroom, school store, stockroom, work and display areas, which are used for instructional purposes within the distributive education laboratory. Further, while not identifying specific space and facility requirements [fig 1 National Study of School Evaluation recognizes "the need for facilities that 46 1 are comparable to business and industry." Facilities with adequate square footage for storage, clean-up and supportive facilities should be provided. Lucas and Miles in their 1978 study found that "specially designed class- room facilities were highly desirable for in-school distributive education 47 because school stores enhanced instruction through the use of programs," simulation and laboratory assignments. While there seems to be widespread consensus that specially designed facilities are high desirable aspects for marketing and distributive education programs, more research needs to be 45Standards for Secondar Marketin and Distributive Education (Lansing: Michigan Department of Education, Vocational-Technical Education Service, 1978), Section M. 46The National Study of School Evaluation, p. 82. 47Lucas and Miles, The Develo ment of Standards for Secondary Distributive . Education Programs, p. 26. ""“' ' ' ' FEEiL‘ 29 conducted in relation to the superiority of specialized laboratories versus the traditional classroom-only approach, as a predictor of future job place- ment and satisfaction after program completion. Employment Region Data The earliest and most widely accepted objective of vocational education 5 "to provide a mechanism for meeting the needs of the local community for skilled workers."48 The Educational Amendments of 1976 require that local program applications for vocational education address labor market demand before program approval. The Amendments further require local program advisory committees to help plan programs based on local employment region data. Lucas and Miles indicate that "the primary goal of the distributive educa- tion program is to prepare individuals for entry, adjustment and advancement in distributive occupations."49 Further, The National Study of School Evalua- tjgg_also states that "instruction should be based primarily on local concerns in marketing and distributive education; however, area, state and national trends should also be considered."50 The Michigan legislature5] established provisions to reimburse school districts for vocational education on an "added cost" basis, which are linked to both state and local area labor market demand. 48Rupert N. Evans and Edwin L. Herr, Foundations of Vocational Education (Columbus: Charles E. Merrill Publishing ompany, , p. 49Lucas and Miles, The Develo ment of Standards of Secondary Distributive Education Programs, p. 12. 50The National Study of Schgol Evaluation, p. 79. 5Michigan State Legislature, An Act to Amend P. A. 312 of 1957, School Aid Act, P. A. 100, 1970. 30 The added costs of a vocational program area measured by calculating the differences between the average cost of a vocational program and the average cost of a non-vocational program. The added cost is the differential between the two programs. Some of the factors influencing the higher cost of voca- tional programs are (1) lower pupil/teacher ratios; (2) equipment; (3) labora- tories; and (4) supplies and materials. To address the statewide employment and training needs of the state, funding priority is given to those programs that have been determined by the Michigan Employment Security Commission (MESC) to be highest in state labor market demand. The funding priority is designed to encourage local agencies to establish programs, such as marketing and distributive education, which have a high probability of job placement upon completion. Consideration is also given for regional employment data by allowing Career Education Planning Districts (CEPDs) the option to fund programs that have high regional demand. A nationwide and statewide consensus appears to exist for programming on the basis of employment demand in vocational education. However, few studies were found within the distributive education field that assessed employment data in program development. No studies were found that used labor market demand as a predictor of future job placement success. 52 53 A significant original effort by Crawford and Williams and Heath-Sipos attempted to identify the skills or competencies needed for successful employ- ment in marketing and distributive occupations. v 52Lucy Crawford, A Philoso hv (f Distributive Education: A Re ort of the First Ste in the Researc Pr0ject 1:ocent1f a Com etenc Rattern R roach to Curr1culum Construction in Distr but1ve eacher Education, Volume 5 (BlacRshurg: Virginia Po ytechnic nst1tute an tate n1versity, 1967). 53Terry Williams and Betty Heath— —Sipos, Task Validation of 16 General Merchandisin De artment Store Occu ations (Wa sh1ngton: United States Office of Education, 1979). 31 Samson54 examined the employment data for department store middle managers in the North Central United States and discovered that 68 percent of the middle managers were recruited from internal sources. Eggland55 identified a model for relating post-secondary program develop- ment in Nebraska to anticipated employment needs by collecting employment predictions from Nebraska business people, high school seniors, distribu- tive education teachers, a state distributive education consultant, the Nebraska Department of Labor, and the U.S. Bureau of Labor Statistics. No studies were found that utilized projected employment demand in distributive occupations with related job placement and job satisfaction at the secondary level. In conclusion, there is a major emphasis within the total vocational education philosophy and a specific emphasis identified in marketing and dis- tributive education program standards on the need to analyze employment data for program decision-making purposes. However, there is little empirical evidence to substantiate the use of labor market data for program development. Summary of Related Research A total of 33 research studies and several books, articles and publica- tions were reviewed in an attempt to identify significant factors that affect related job placement rates and job satisfaction rates of former students of marketing and distributive education programs at the secondary level. 54Harland Samson, The Nature and Characteristics of Middle Mana ement in Retail De artment Stores (Madison: The’Uhiversity of Wisconsin, School of Education, 1969). 55Steven Eggland, The Develo ment of a Hierarch of Need for S ecialized Distributive Education Pro rams in Post-Secondar Schools in NehrasEa (Eincoln: University of NehrasRa, l9a4l. 32 The identification of variables that affect job placement and job sat- isfaction are critical questions facing local school districts, as they plan' for new and attempt to improve existing programs. Certain variables such as sex, type of school and DECA have been studied more indepth than other independent variables selected in this study. Much more research needs to be done on program variables such as type of facility, pupil/teacher ratios and length of program and their affect on placement and job satisfaction rates. Research pertaining to program planning in relation to labor market demand has virtually been ignored. CHAPTER III RESEARCH PROCEDURES The 1979 Follow-Up Survey developed by the Michigan Department of Education, Vocational-Technical Education Service, was the primary data source for the present study. The Follow-Up Survey provided information on individual program completers from general merchandising programs approved and funded by the Michigan Department of Education, Vocational- Technical Education Service (V-TES) during the 1978-79 school year. The survey also provided the necessary information to determine the job placement and job satisfaction rates for each general merchandising program.. The remaining required information for this study was obtained from other Vocational-Technical Education Service reports. Instrument-Design The annual Follow-Up Survey and the survey process, itself, was established in 1973 by the Michigan Department of Education, Vocational- Technical Education Service. The 1979 Follow-Up Survey was modified in both survey form and process by an ad hoc advisory committee (Appendix A). The survey form was a fifteen item self-reporting instrument. The survey was sent to all program completers and program leavers, who had completed more than 50% of a program and had also left high school. Under the federal Vocational Education Data System (VEDS), all program completers were included in the Follow-Up Survey for the 1978-79 school year. Program completers from every vocational education program were identified on V-TES enrollment reports, which were completed by local educational agencies in July, 1979 33 34 General items asked on the 1979 Follow-Up Survey included the following: General Identification Data Present status (check all that apply) Employed-Hours per week Unemployed Looking for a job Full time - Part time student Homemaker Military Service ‘flfflUOWJ’ Evaluation of high school (and area vocational education center) courses in terms of preparation for present activity. Sex Racial - Ethnic Group Youth Organization Member Employment Data Name of Employer and Job Title 6. 7. 8. 9. 10. 11. Use of school training on present job Degree of job satisfaction Hourly rate of pay Specific employment assistance given to respondent by school All who helped respondent obtain employment Unemployment Data All who have been asked for assistance in finding employment 35 Post-Secondary Education Data Name of School, Training, or Apprenticeship Program (For Local Use) 12. 13. 14. 15. Type of school or training program Major area of study or training (For Local Use) Use of school training in major area of study or training All who helped respondent into present educational program The Follow-Up Survey (Form VE-4045A) is found in Appendix 8. Survey Procedures The Follow-Up Survey conducted in 1979 was initiated to gather data about all approved vocational education programs operated by local educa- tional agencies within the state. Local educational agencies were required to report follow-up data on vocational program completers to the Michigan Department of Education. Further, the Michigan Department of Education was required to transmit and report aggregate statewide follow-up information to the United States Department of Education. The 1979 Follow-Up Survey was administered approximately nine months after high school graduation to program completers from vocational education programs. Statewide in-service activities were conducted in January - February, 1980 for local and intermediate school district personnel. The Michigan Department of Education, Vocational-Technical Education Service distributed instructions and survey forms in February, 1980. Each survey form was coded by a six-digit U.S. Department of Education vocational program code and identified by name and a program serial number. Local school districts provided the public relations effort required to achieve a high response rate. A cover letter explained the purposes and uses of 36 the Follow-Up Survey. The cover letter was sent to each program completer (Appendix C). The Follow-Up Surveys were completed during the March - April, 1980 period and returned to local educational agencies. Non-respondents to the Survey were identified through the recording process and subsequent follow-up letters and additional forms were sent. Local survey results were then prepared by local school district staff. The local survey results indicated the total number of program completers surveyed and the number of surveys returned. The results were then forwarded to the Genesee Intermediate School District for keypunching. After keypunching the follow-up data was forwarded to the Michigan Depart- ment of Education, Vocational-Technical Education Service in May, 1980. The Vocational-Technical Education Service prepared school district-wide continuing education and job placement program profiles. The school district program profiles were distributed to local school district personnel in September, 1980. Design of the Study A Follow-Up Survey item analysis at the building level was prepared by the Vocational-Technical Education Service (V-TES), Management Informa- tion and Finance Unit. The item analysis (T-1608) was completed in March, 1981 and detailed the total responses for all fifteen survey items. An item analysis for an individual program is shown in Appendix D. The analysis was completed at the building level for all school districts, which operated approved general merchandising programs during the 1978-79 school year. The analysis at the building level was required, because many school districts operate several general merchandising programs at different high schools within the 37 district. The building analysis enabled the identification of selected independent variables unique to each program within the district. The item analysis provided the necessary data on the independent variables of sex and racial/ethnic classification. The total number of responses to the dependent measures of job relatedness and job satisfaction were also obtained from the building analysis. The remaining independent variables, which included type of school, pupil/teacher ratio, size, type of laboratory, length of program, DECA, and projected job openings, were obtained from other V-TES source documents. After the item analysis was completed for each general merchandising program, the data were coded and transferred to computer cards. Population The population in this study included 5,701 program completers, who had left high school and who had responded to the Follow-Up Survey. The program completers were previously enrolled in general merchandising programs approved and funded by the Michigan Department of Education, Vocational-Technical Education Service during the 1978-79 school year. The population was composed of 3,234 females (56.7%) and 2,467 males (43.3%) from 265 general merchandising programs. General merchandising programs were located in comprehensive high schools and area vocational education centers throughout the state. Group Size and Selection The Statistical Package for the Social Sciences (SPSS) was used to further analyze the frequency of survey responses to the job placement and job satisfaction items for each of the 265 general merchandising programs. The analysis was done on these items because the study attempted 38 to measure the relationships and to predict the overall affect of the various independent variables on the dependent measures of job placement and satis- faction. The analysis indicated that the median response for the 265 general merchandising programs was eleven responses. All 141 programs with eleven or more respondents to the job placement and job satisfaction survey items were included in a group for further study. The identification of general mer- chandising programs with eleven or more responses provided a more accurate program job placement and job satisfaction rate than programs with limited responses. The group of selected programs included 4,490 program completers from 141 general merchandising programs. This group included comprehensive high schools and area vocational centers as was composed of 2,511 females (55.9%) and 1,979 males (44.1%). Independent Variables The problem of this study was to identify selected planning and opera- tional variables which were positively or negatively related to job placement and job satisfaction rates for general merchandising programs. An additional aspect of the study was to describe and explain the predictive affect of the variables upon job placement and job satisfaction rates. A description of how each variable was obtained for use in this study follows. Sex of Student The independent variable of sex was self-reported for all respondents to the Follow-Up Survey. The survey item for sex of student is shown in Appendix B. 39 Racial/Ethnic Classification The independent variable of racial/ethnic classification was also self- reported and obtained from the responses to the Follow-Up Survey. The survey item for racial/ethnic classification is shown in Appendix B. Type of School Secondary schools with general merchandising programs were classified, as either a comprehensive high school or an area vocational education center. An area vocational education center is a specialized high school , used exclusively or principally for the provision of vocational education. An area center is established for persons preparing to enter the labor market. A comprehensive high school is an academic institution, which provides vocational education programs, within a department of the school. A school classification assignment was given to every building where a general merchandising program operated during the 1978-79 school year. This assignment identified a separate classification for area centers. All comprehensive high schools were classified by size using the Michigan High School Athletic Association classified list of Michigan high schools with 1978-79 enrollments. The classification included: Class A, 1,420 or more students, 9-12; Class B, 704 - 1,419 students, 9—12; Class C 362 - 703 students, 9-12; and Class 0, less than 362 students, 9-12. All 265 high school buildings with general merchandising programs were classified by using the above classification system. 40 Type of Facility The type of laboratory used for general merchandising programs was identified as being a classroom only instructional laboratory or a class- room with a school store facility. The V-TES Report X-l401 entitled "Room Number and Facility Space Roster" was used to identify the type of labora- tory used in each general merchandising program (Appendix E). Size of Facility The independent variable of size of laboratory was based on the reported instructional square footage for each general mechandising program. The V-TES Report X-l401 entitled "Room Number and Facility Space Roster" was also used to identify the instructional square footage for each general merchandising program (Appendix E). DECA Vocational student organizations are co-curricular in nature with activities directly linked to classroom/laboratory participation and instruc- tion. The existence of a DECA chapter can provide enrolled students with Opportunities for developing leadership, vocational skills, civic conscious- ness and social understandings through chapter sponsored activities. Since individual participation in any chapter activity varied, no attempt was made to identify the degree of participation for individual students. The existence of a DECA chapter and the co-curricular aspects of chapter activities were identified, as applicable to all students. Programs which had a DECA chapter 41 for the 1978-79 school year were identified from the Michigan Association of DECA chapter rosters (Appendix F). Length of Program A vocational program is a planned sequence of courses, services and other educational activities designed to meet specific vocational objectives. Only V-TES approved general merchandising programs were studied. Program completers were those students who completed all the requirements for a vocational program from an institution and were identified on printout VE-430l entitled, "Secondary Vocational Enrollment and Termination Report" (Appendix G). The length of instructional time for general merchandising programs varied between institutions. All sections and courses offered by a local district were identified from V-TES report X-0108 entitled ”1978-79 Reimbursable Vocational Education Programs" (Appendix H). Since all completers were surveyed and identified by school district personnel, as having completed a course or a sequence of courses designed to meet an occupational objective, minutes/weeks of instructional time were assigned to each program. Pupil/Teacher Ratio The pupil/teacher ratio represented the average section enrollment reported for individual programs within the state. Student enrollment data was obtained from Fourth Friday (official date of enrollment) data reported by school districts. This data was also obtained from the V-TES Report X-0108 entitled "The 1978-70 Reimbursable Vocational Education Program“ reported for each building location (see Appendix H). State 42 reimbursement was received for section enrollment up to a maximum of 22 students/section. However, section enrollment often exceeded the 22 to one ratio. The average section enrollment for each program was identified and used in the study. Employment Region Data The federal Vocational Education Act of 1976 requires approval of annual program applications based on labor market supply and demand data. Current employment, projected expansion and replacement needs for general merchandising were based on projections developed by the U.S. Department of Labor, Bureau of Labor Statistics. The 1970 census served as the source of employment region data for this study. The employment region data projected for general merchandising represented employment from growth-created openings plus openings from labor force separations on an annual basis. The Michigan Employment Regions are shown on Figure 1. The employ- ment region data is identified for general merchandising programs for the 11 Michigan labor market areas and is shown on Table l on page 43. Job opening data for individual programs were based on the Michigan employment region data for where the program was located. Dependent Measures The dependent measures of related job placement and job satisfaction for each program were based on the Follow-Up Survey responses. 43 MICHIGAN EMPLOYMENT REGIONS ‘//’ VII *Regions are Ranked by Total Employment MICHIGAN IaTPLOYiUNNI REGIONS* I - DETROIT II - GRAND RAPIDS III - SAGINAW Iv - FLINT v - KALAMAZOO VI - LANSING VII - BENTON HARBOR VIII - JACKSON IX - MUSKEGON x - UPPER PENINSULA XI - NORTHERN LOWER PENINSULA Source: U.S. Department of Labor, Bureau of Labor Statistics, Michigan Occupational Outlook, 1980. 44 Table 1 -- Michigan Employment Region Project Annual Job Openings Projected Michigan Employment Region Annual Job Openings I - Detroit 6,730 II - Grand Rapids 960 III - Saginaw 810 IV - Flint 710 V - Kalamazoo 600 VI - Lansing 590 VII - Benton Harbor 210 VIII - Jackson 310 IX - Muskegon 280 X - Upper Peninsula 340 XI - Northern Lower Peninsula 290 TOTAL 11,900 Source: U.S. Department of Labor, Bureau Of Labor Statistics "Current Employment and Projected Expansion and Replacement Needs," State of Michigan, 1980. Related Job Placement The job placement dependent measure was determined by a students' self- perception Of whether the vocational training received in high school or at an area vocational center was used on the present job- The wording for this survey item is shown on Table 2 on page 45. A job placement rate for each program was determined by adding the sum Of the A_Lgt_and ngg_response items and dividing the sum by the total responses for job relatedness. 45 Table 2 -— 1979 Follow-Up Survey (VE-4045-A) Related Job Placement Item Answer these questions ONLY if you are working full-time or part-time. On your present job, how much do [ZZZ] A lot you use the vocational training you received in your high school [ZZZ] Some or area vocational center? (Check only ONE.) [ZZZ] Hardly Any | | None Job Satisfaction The job satisfaction dependent measure was based on responses received for the survey item shown on Table 3. A job satisfaction rate for each program was computed by adding the sume of the Very Satisfied and Somewhat Satisfied response items and dividing the sUm by the total responses for job satisfaction. Table 3 -- 1979 Follow-Up Survey (VE-4045-A) Job Satisfaction Item Answer these questions ONLY if you are working full-time or part-time. Overall, how satisfied are you [ZZZ] Very Satisfied with your present job? (Check only ONE.) | | Somewhat Satisfied 1:] Not Very Satisfied | __| Not at All Satisfied 46 Measurement Of the Variables The independent variables of sex, existence Of a DECA chapter and school store was categorical and dichotomous. Racial/ethnic classification and type Of school classification were categorical. The remaining independent variables of pupil/teacher ratios, size Of laboratory, length of program, and regional job Openings were non-categorical and continuous. The dependent measures of program placement and job satisfaction rates were also continuous in nature. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data. A complete set of descriptive information was tabulated for the total population of programs and the selected group of programs. The Pearson Product-Moment Correlation Coefficient was used to compare the selected independent variables with the dependent measures Of job place- ment and job satisfaction. This procedure was used to identify strong associations between an independent variable and the dependent measures which could be used in prediction Of job placement and job satisfaction program rates. Correlation coefficients were then computed for all combinations of independent variables with the dependent measures within the selected group Of general merchandising programs. After correlation coefficients were calculated, it was determined that there was no single independent variable strongly correlated with either Of the dependent measures. There- fore, the raw data for all the independent variables was placed into a stepwise multiple regression analysis. All categorical variables were assigned a zero or one value, so that they could be placed into the regres- sion analysis. 47 The multiple regression analysis was used to predict the percent Of variance accounted for in each of the dependent measures by the selected independent variables. CHAPTER IV FINDINGS This chapter presents descriptive information on general merchandising programs which were operated during the 1978-79 school year. The descrip- tive data is based upon information supplied by program completers who responded to the 1979 Follow-Up Survey. This chapter also details the correlation coefficients Obtained between the selected independent variables and the dependent measures Of job place- ment and satisfaction in the selected group Of general merchandising programs. Further, correlation coefficients are presented for the relationships between and among the independent variables and the dependent measures. Data regarding the independent variables and the dependent measures were placed into a multiple regression analysis. The stepwise multiple regression analysis predicted the variance accounted for in the program job placement and satisfaction rates by the selected independent variables. Population Information Sex Of the Population The population consisted of 5,701 program completers who responded to the 1979 Follow-Up Survey from 265 general merchandising programs. A majority Of the program completers were female (56.7%). Table 4 on the following page details the sex Of the population. Racial/Ethnic Classification Of the Population All racial/ethnic classifications were represented in the population. However, the number of respondents for the American Indian, Asian, and Latino 48 49 Table 4 -- Sex Of the Population (N - 5,701) Number of Percent (%) Sex Of the Population Respondents of Total Male 2,467 43.3 Female 3:234. _;3111 Total 5,701 100.0 classifications were insignificant for further analysis. The largest racial/ ethnic classification for the population was white (90%) with 5,134 respon- dents. The largest minority classification for the population was black (6.4%) with 360 respondents. The black minority classification was included for further study. The racial/ethnic classification Of the population and the number Of respondents found in each classication are shown on Table 5. Table 5 -- Racial/Ethnic Classification Within the Population (N - 5,701) Racial/Ethnic Number Of Percent (%) Classification Respondents of Total American Indian 31 0.5 Asian 11 0.1 Black 360 6.4 Latino 56 0.9 White 5,134 90.0 Not Identified __Juyy __ngg Total 5,701 100.0 50 Type of School The classification of school sizes was based on the Michigan High School Athletic Association list Of Michigan high schools, 1978-79. The 23 area vocational centers were treated as a separate category. A separate category was given to area centers, because they are specialized vocational training facilities, which Offer no athletic programs and are not classified by the Association. During the 1978-79 school year approximately half (50.9%) or 135 general merchandising programs were housed in Class A schools. Only three genreal merchandising programs were housed in Class 0 schools. Therewere 29 general merchandising programs in Class C schools and a total of 75 general merchandis- ing programs in Class B high schools. General merchandising programs were Offered in 23 area centers during the 1978-79 school year. The classification of school size and number Of schools Offering general merchandising programs are shown on Table 6. Table 6 -- Classification of School Size Offering General Merchandising Programs During 1978-79 (N - 265) Classification Number of Percent (%) of School Size Programs of Total Class A 135 50.9 Class B 75 28.3 Class C 29 10.9 Class D 3 . 1.1 Area Center 23 8.7 Total 265 100.0 51 Type of Facility Approximately one-half (49.8%) or 132 general merchandising programs had school stores. Table 7 identifies the type of facility classification in general merchandising programs during the 1978-79 school year. Table 7 -- Type of Facility Classification in General Merchandising Programs During 1978-79 (N - 265) Type Of Facility Number Of Percent (%) Classification Programs of Total School Store 132 49.8 NO School Store 133. _ggyg; Total 265 100.0 Size of Facility The reported instructional square footage for general merchandising programs varied from a low Of 428 square feet to a high Of 3000 square feet. The wide range of instructional square footage between programs was caused by a "grandfathering" of some approved programs. Those programs approved prior to 1970 are not required to meet the current Vocational-Technical Education Service (V-TES) space standard Of 80 square feet/student. Therefore, programs approved after 1970 are larger than those with prior state approval. The mean laboratory size for all 265 general merchandising programs was 1,315 square feet and the median laboratory size was 1,212 square feet. A total of 348,328 square feet were reported being used for instruction in general merchandising. Table 8 summarizes the instructional square footage Of general merchandising facilities during the 1978-79 school year. 52 Table 8 -- Instructional Square Footage Of General Merchandising Facilities During 1978-79 N — 265) Instructional Square Footage of Number Of Percent (%) General Merchandising Facilities Programs of Total under - 1000 92 34.7 1001 - 1400 67 25.3 1401 - 1800 62 23.4 1801 - above .421 _lELQ Total 265 100.0 Distributive Education Clubs Of America (DECA) A majority (68.3%) or 181 general merchandising programs did not have DECA chapters, while 84 programs or (31.7%) reported DECA chapters as part of the instructional program. The DECA chapter distribution present in general merchandising programs is shown on Table 9. Table 9 -- DECA Chapter Distribution in General Merchandising Programs During 1978-79 (N - 265) DECA Chapter Number of Percent (%) Distribution Programs Of Total DECA Chapter 84 31.7 No DECA Chapter 181_ _§§;3_ Total 265 100.0 Length of Program Program length was determined by the total instructional time in minutes needed to complete a general merchandising program. Instructional time was 53 calculated by using the V-TES report X-0108 entitled "1978-79 Reimbursable Vocational Education Programs" (Appendix H). Instructional time was measured by minutes/week for a school year. General merchandising programs in Michigan were found to be one, two, and three years in length. Therefore, the total amount Of instructional minutes reported represents the total amount Of time spent per week over the length of a particular program. The largest number of programs (40.0%) or 106 programs were reported in the 280-550 minute category over the length Of the program. The data indicated that a majority of 158 programs or (59.6%) Offered programs of instruction equal to or less than 550 minutes/week over the length of program. The most typical program was found to be two-year program with 275 minutes of instructional time/week Offered during each year. The range of instructional time varied from a low of 120 minutes/week for a one-year program to a high of 1,650 total minutes for a three year program of instruction. The computed mean for all programs was 600 minutes Of instructional time and the median was 550 minutes. A distribution of instructional time required to complete general merchandising programs over the length of the program and the number Of programs in each category for the 1978-79 school year is shown on Table 10. Pupil/Teacher Ratio The average program pupil/teacher ratio was calculated by using the X-0108 report (Appendix H). Pupil/teacher ratios varied from a low of 5 students/teacher to a high Of 41 students/teacher. V-TES funding policy reimbursed section enrollment within a program to a maximum of 22 students during the 1978-79 school year. The mean program teacher/pupil ratio was 22.0 and the median teacher/pupil ratio was also 22.0. A detailed descrip- tion of the number Of general merchandising programs found within identified pupil/teacher ranges is shown on Table 11. 54 Table 10 -- Instructional Time Required to Complete a General Merchandising Program During 1978-79 (N - 265) Instructional Time Npurmolgerrancsf Pdfc‘fgialm under - 275 52 19.6 280 - 550 106 40.0 560 - 825 61 23.0 830 - 1650 £25— __ll-i Total 265 100.0 Table 11 -- Pupil/Teacher Ranges for General Merchandising Programs During 1978-79 (N - 265) Pu il/Teacher Number Of Percent (%) anges Prpgrams of Total under - 20/1 78 29.4 21 - 24/1 102 38.4 25 - 29/1 63 23.8 30 - 41/1 £2. _gi Total 265 100.0 Employment Region Data Approximately one-half (50.2%) or 133 programs were found in Employment Region I - Detroit. Region I - Detroit encompasses the tri-county area 0f Wayne, Oakland, and Macomb counties. The employment region with the least number of general merchandising programs was found in Michigan Employment Region VIII - Jackson. A total of 11,900 annual job Openings was projected for the state in general merchandising. The location and distribution of projected 55 job openings by region and number of programs found within each region is shown in Table 12. Table 12 -- Location by Michigan Employment Region with Annual Projected Job Openings for General Merchandising During 1978-79 (N - 265) Michigan Annual Employment Projected Number of Percent (%) Location Region Job Openings Programs Of Total Detroit I 6,730 133 50.2 Grand Rapids II 960 21 7.9 Saginaw III 880 18 6. Flint IV 710 22 8.3 Kalamazoo V 600 12 4.5 Lansing VI 590 12 4.5 Benton Harbor VII 210 10 3.8 Jackson VIII 310 5 1.9 Muskegon IX 280 12 4.5 Upper Peninsula X 340 9 3.4 Northern Lower Peninsula XI 290 _ll_ ._]yg; Total 11,900 265 100.0 Placement Data A related job placement rate was determined for each program by the responses to the Follow-Up Survey question entitled "On your present job, how much do you use the vocational training you received in your high school or area vocational center?" The number of program completers employed in related occupations was determined for each program by totalling the sum of the respondents who answered A Lot and Some degree of relatedness to the 56 question. Respondents who answered Hardly Any and None were considered to be employed in a non-related occupation (Appendix B). A related job place- ment rate for each program was calculated by totalling the sum Of the related responses (A Lot and Some) and dividing the sum by the total responses for job relatedness. The related job placement rate for the entire population of programs under the study was calculated in a similar manner. An aggregate related job placement rate of 63.6% was computed for all 265 general mer- chandsing programs. The total number of respondents for the job placement survey item are displayed on Table 13. Table 13 -- Job Placement Survey Item and Number of Respondents for Population (n - 3,761) Number Of Percent (%) Job Placement Survey Item Respondents Of Total High Job Relatedness 858 22.8* Some Job Relatedness 1,535 40.8" Hardly Any Job Relatedness 717 19.1 NO Job Relatedness _65_1 E Total 3,761 100.0 *Related Job Placement Rate - 63.6 Job Satisfaction Data A job satisfaction rate for each program was determined by the responses to the Follow-Up Survey question entitled "Overall, how satisfied are you with your present job?“ The number of program completers who were satisfied with their job, was determined for each program by totalling the sum of respondents who answered Very Satisfied and Somewhat Satisfied to the question. 57 Respondents who answered Not Very Satisfied and Not At All Satisfied were considered not satisfied with their present employment (Appendix B). A job satisfaction rate was then calculated for each program by totalling the sum Of the favorable responses (Very Satisfied and Somewhat Satisfied) and dividing the sum by the total responses for job satisfaction. The job satisfaction rate for the entire population Of programs under study was calculated in a similar manner. An aggregate job satisfaction rate of 85.3% was computed for all 265 general merchandising programs. The total number of respondents for the job satisfaction survey item are shown on Table 14. Table 14 -- Job Satisfaction Survey Item and Number of Respondents for Population (N - 3,768) Number of Percent (%) Job Sgtisfaction SurveygItem Respondents Of Total High Job Satisfaction 1,586 42.1* Some Job Satisfaction 1,626 43.2* Little Job Satisfaction 399 10.6 NO Job Satisfaction __l§Z. __JiZL Total 3,768 100.0 *Job Satisfaction Rate - 85.3 Groupglnformation An analysis of the total responses to the job placement and job satis- faction FOllow-Up Survey items was completed for all 265 general merchandising programs. The analysis indicated that the median response to these survey items was eleven program completers. Accordingly, all programs with eleven 58 or more respondents to the job placement and job satisfaction survey items were included in a group for further analysis. The selectioh of eleven or more respondents allowed for a greater degree of reliability in calculating program job placement and job satisfaction rates, since programs with limited responses were eliminated from further study. Sex of the Group The group Of programs with eleven or more respondents included a total Of 4,480 program completers from 141 programs. A majority (56.0%) Of the completers in the group were female. The sex and total number of respondents in the group is shown on Table 15. Table 15 -- Sex of the Group (n - 4,480) Sex of the Number of Percent (%) Group Respondents Of Total Male 1,979 44.0 Female 24511_ _Jfligl Total 4,480 100.0 Racial/Ethnic Classification of the Group The largest racial/ethnic classification in the group under study was white. The white classification totalled 4,085 respondents or 91.2% of the total. The largest minority classification was black with 227 respondents or 5.1% of the total. The racial/ethnic classification Of the group and the number of respondents for each classification are shown on Table 16. Type of School A total of 141 programs were included in the group under study. A majority Of 85 programs or 60.3% of the total number Of programs were housed 59 Table 16 -- Racial/Ethnic Classification Within the Group (n — 4,480) Number of Percent (%) Racial/Ethnic Classification Respondents - Of Total American Indian 24 0.5 Asian 9 0.2 Black 227 5.1 Latino 46 1.0 White 4,085 91.2 Not Identified ___3gg __2;9_ TOtal 4,480 100.0 in Class A high schools. NO general merchandising programs were found in Class D classification and 9 programs or 6.4% of the total were found in area vocational education centers. of school classification is shown on Table 17. A complete listing of programs by type Table 17 -- Classification of School Size Offering General Merchandising Program Within the Group During 1978-79 (n - 141) Number Of Percent (%) Classification of School Size Programs of Total Class A 85 60.3 Class B 35 24.8 Class C 12 8.5 Class D 0 0.0 Area Center __31 __JigL Total 141 100.0 60 Type Of Facility A majority Of the 141 general merchandising programs in the group had no school store laboratory. A total of 83 programs or 58.9% of the total group did not have the school stores. The number of general merchandising programs with school store laboratories for the group is shown on Table 18. Table 18 -— Type Of Facility Classification in General Merchandising Programs Within the Group During 1978-79 (n - 141) Type of Facility Number Of Percent (%) Classification Programs of Total School Store 58 41.1 NO School Store _83_ _§§yg_ Total 141 100.0 Size of Facility A total of 71 general merchandising programs or 50.3% had instructional square footage of 1,400 square feet or less. Only 27 programs or 19.2% of the total met the V-TES space standard of 80 square/feet per student and exceeded 1,800 square feet. A total of 194,309 square feet was being used for instructional purposes within the 141 programs. The mean laboratory size was 1,378 square feet and the median laboratory size was 1,391 square feet. Table 19 describes the instructional square footage distribution for programs within the group. Distributive Education Clubs of America (DECA) A majority Of 95 programs or 67.4% did not have DECA chapters, as part of the instructional program. The total DECA chapter distribution for the group is shown on Table 20. 61 Table 19 -- Instructional Square Footage Of General Merchandising Facilities Within the Group During 1978-79 (n - 141) Instructional Square Footage of Number of Percent (%) General Merchandising Facilities Programs of Total under - 1000 44 31.2 1001 - 1400 27 19.1 1401 - 1800 43 30.5 1801 - above _jQL _123; Total 141 100.0 Table 20 -- DECA Chapter Distribution in General Merchandisin Programs Within the Group During 1978-79 (n - 141? DECA Chapter Distribution Number of Programs Percent (%) DECA Chapter 46 32.6 NO DECA Chapter _9_5_ _GM Total 141 . 100.0 Length of Program Total instructional time reported to complete a program ranged from a low of 260 minutes/week for a one year program to a high of 1,500 minutes for a two year program. There were 64 programs or 45.4% reported in the 280-551 minute category. The data indicated that a majority of 79 programs of 56.0% were equal or less then 550 minutes over the program duration. The computed mean for the group was 613 minutes Of instructional time and the computed median was 551 minutes. The most frequently occurring program was a two year program Offering 275 minutes/week Of instruction during each year 62 for a total of 550 minutes. A distribution of instructional time required to complete general merchandising programs and the number Of programs in each category is shown on Table 21. Table 21 -- Instructional Time Required to Complete General Merchandising Programs Within the Group During 1978—79 (n - 141) Number Of Percent (%) Instructional Time Programs Of Total under - 275 15 10.6 280 - 550 64 45.4 550 - 825 I 41 29.1 830 - 1650 _21_ '_L1£g Total 141 100.0 Pupil/Teacher Ratio The pupil/teacher ratio for programs in the group ranged from a low of 12 students/teacher to a high of 41 students/teacher. The mean pupil/teacher ratio was 22.7, the median 22.5, and the most frequently occurring pupil/ teacher ratio was 23.0 students/teacher. Pupil/teacher ranges for programs in the group can be found on Table 22. Employment Region Data Aslightmajority 52.5% or 74 programs in the group' were found in Employ- ment Region I - Detroit. The group contained programs from all employment regions with the smallest representation from Region VIII - Jackson, IX - Msukegon, and X - Upper Peninsula. The location and distribution of pro- jected job Openings by region and the number of programs found within each region is shown on Table 23. 63 Table 22 -- Pupil/Teacher Ranges for General Merchandising Programs Within the Group During 1978-79 (n - 141) Number of Percent (%) Pupil/Teacher Ranges Programs of Total under - 20/1 43 30.5 21 - 24/1 51 36.2 25 - 29/1 37 26.2 30 - 41/1 _le __Zyl_ Total 141 100.0 Table 23 -- Location by Michigan Employment Region with Annual Projected Job Openings for General Merchandising Within the Group During 1978-79 (n - 141) Michigan Annual Employment Projected Number of Percent (%) Location Region Job Openings Programs of Total Detroit I 6,730 74 52.5 Grand Rapids II 960 14 9.9 Saginaw III 880 8 5.7 Flint IV 710 14 9.9 Kalamazoo V 600 9 6.4 Lansing VI 590 6 4.3 Benton Harbor VII 210 6 4.3 Jackson VIII 310 2 1.4 Muskegon IX 280 2 - 1.4 Upper Peninsula X 340 2 1.4 Northern Lower Peninsula XI 290 __yy 2.8 Total 11,900 141 100.0 64 Placement Data A related job placement rate was determined for the group by computing the sum of follow-up responses indicating job relatedness and by dividing the sum by total responses for job placement. The related job placement rate for the group was 64.5%. The related placement rate closely paralleled the related placement rate of 63.7% for the total population Of general merchandising program completers. The largest response category for related job placement was Some Job Relatedness (42.3%). The total number Of respondents for the job placement survey item are displayed on Table 24. Table 24 -- Job Placement Survey Item and Number Of Respondents Within the Group (n - 3,071) Job Placement SurveygItem Number Of Respondents Percent (%) High Job Relatedness 682 22.2* Some Job Relatedness 1,299 42.3"' Hardly Any Job Relatedness 579 18.9 No Job Relatedness __JiUL _jggy; Total 3,071 100.0 *Related Job Placement Rate - 64.5 Job Satisfaction Data The job satisfaction rate was determined by computing the sum of responses indicating favorable job satisfaction and by dividing the sum by total responses to the job satisfaction item on the Follow-Up Survey. A total job satisfaction rate of 85.5% was calculated for the 141 general merchandising programs. The job satisfaction rate for the group was nearly identical to the total population rate of 85.3%. An approximately equal distribution Of 65 responses to the categories of High Job Satisfaction and Some Job Satisfaction was found. 'The total number Of respondents tO the job satisfaction survey item are shown on Table 25. Table 25 -- Job Satisfaction Survey Item and Number of Respondents Within the Group (n - 3,071 Job Satisfaction Number of Percent (%) Survey Item Respondents Of Total High Job Satisfaction 1,307 42.6* Some Job Satisfaction 1,316 42.9* Little Job Satisfaction 320 10.4 NO Job Satisfaction __1_2_8_ _;4_._1_ Total 3,071 100.0 *Job Satisfaction Rate - 85.5% Pearson Correlation Coefficients The product moment coefficient of correlation, the Pearson r, was the correlation index used to measure the degree of relationship between the selected independent variables and the dependent measures of related job placement and job satisfaction. Correlation coefficients were also computed between the selected independent variables themselves and between the two dependent measures. The Pearson r correlation was used to measure the degree of relationship between the independent variables and the dependent measures to determine whether a statistically significant correlation existed. Statis- tical significance is related to both the strength Of the Observed 66 correlation and to the number of paired comparisons. With the reasonably large number of programs contained in the selected group of 141 programs, a coefficient of correlation often found to be low in value was statistically significant. Sex of the Group The percentage of female completers was calculated for each Of the 141 programs and compared against the dependent measures of job placement and satisfaction. 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L - 3.8..I .....P _o n 8.3 - FE {mm .B b! .3... 3 a. o .3 33 33 o u 3 IamgwafilgllwrafilazLLlPI«Ia-aTuIILaImIdququuquanIdaIfialaufil III: a... . III j-IjlldlIdao-JSIIIJIoI-“Iu'o' . . a a a . 33?.8 ...- !asszn. . o 3.... 3.3 o .3. 3. 3.. 3.3 .8 .3 .8... .3 . 3 2 3 . 3 8 3. 3 . ... . S 3 : IBuumflwuib-alm... II n ... Shank... . . u ......l. II -IIIIIu. In...“ 3...“. :53 8..- .3 3..- . .3 . 8 o . . . :- 8 3 . 3 . . .3 3 3 2. . =- II......._... .:I. I.II I -l....uI 2...... I:I.I an...“ -...-mu..:-I.LI.III~.I.I«I«~.: . . «Lu-W... I3». ..flul—flknJISIasnl ‘ II ...- an... ..." 8 m a I II I; --.IIIIIII ... IBIIIJ ..- ...... Ind . al «.l.-III :- II . 33.500 0. 3 d. n... a nu. d3. 3 3. n . 3.? 3 .333 3”.“3“. a. 03 33. d3 3.“3‘|«w.-3 I .d...3 .3 3 03.3 .!.| . ..- | 'I .... . .-.-00.|¢ I ll -0! . I'll-" . .... u OOIIII. .-l'l.-l‘ll0 III!‘...‘IIIo'l-Illlll ..lIle‘ BIBLIOGRAPHY BIBLIOGRAPHY Baker, Eva. 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