. 1 I III .' II I I “IIII I; 1 n111111111.3;.t1I11.1 “HIM“ II1I1'I1I11I1I11III11111II1 1 1 IIIIIIII IIIII1 ' :III II‘IIIIIIIII‘I I‘IIII' 1.11.1: '13: I,» .IAII II, . W:. .— - I III , ‘ A. IIIII’II . . I III “ ,1 .';III..IIIIIII I “I" .'II III II" .. IIII'IIIIIIII . . III I III II III... ‘ ' I .. I...» )1II1I1I1'II1II1I1I1II1III111 I I1! ' IIII1.'IIII I; III IIIIIIW II 1.1.1IICII1II‘Mr‘q 11'111I'IIII1..I11I 1.1'I 111.1 11 II'I1I 11I.I .11 11 1 .IIL‘EIIIEE III. 1191 .III IIIIII II1I111I1111 ..*1111-. II. ”II III I II 11‘ . III111111I..I —‘ ‘;:.A_: _..'_._ .P 1111 1.1111111 III III I IIIII1II111111 I _.‘_..L—.4-:1t a ”’1'::: IIII .. . III 1I.1.-'~.I'I_-|1.|.1I.IIII I1. 'IIII ”.‘1III 19%}? [1:4 1 I. 2‘91 I1AI1111I11111.'1I1'I1' II1II 11II111I1I .1I .1IIIIIIIIIII1 111-1111111111 III 1‘31” . . 1I1IIII.I I1III III . 1111I11II1I I131 111 $1 III1IIII.11II, 1 A " .I. III II I I I..111II'I.III'I IILII IIIIII'IIIIIIII IH1'I‘B‘ZE1'I'I ‘ I .. 71:.1‘3'II1111 I 1 1 1 - ‘. ‘ I'I‘ I:"II1I'-‘II II' III-III; .I I‘I‘.‘I_‘.II11‘1i1-1.11I‘n11.. '1IUI WEI I" ‘ " W: {I ' ‘. III-III» '111III.1II . 1‘IIII‘1II'II 11111II11111I I I’LWIIIII n I I11I1 I‘II' I 1111IIPI|IIIIIIIIIII '1‘é11I11II1I1 I ' II I113..11'.I"~1..1 . I IIII'I.” IIIIl 1IIIII II I‘I'II““’”' {II IUIIIIII II) “III III'1c-1F1I'I1A 13.13 " I ”III. III“. "II'IIHI " I IIII'IAIIIIIII .: III III1I1A.II'III"'I1II IIII ..‘I‘¥'1$‘ I 7,. I III-III III" ’LIIIt'h M‘ r D I1'11I1'111I1I1I11I1II1:111.1I1.111I1I1.11111I 1 .I11”1I1r111I1I1I1 “1)1II1 III1I1II|IIII1111IiIII1I11IIIII1'I1d111II111'11',1III11'II'111..1\1|1.1I1L‘IUI_I1,3I1‘I LIV-{$5 .11,“ . ”t1 '-'-.l.'.“:"'-.A'1.'.A.I'1'-"I"'.I I1I1I:1I1II‘1IUI'II|.”“III 'III‘III 9111.1 IIIII. III‘I |1II 1'1'111I‘II.I1II’-1-III ' . ' ’I"' 1.1..11.11.11 II 11111I ' ‘ . I ”IIIIIII'ix .1 III'I'I'II“ I‘IFIIII .. ‘II' IIII'II'I” I'IIII‘ 'n 1III III " ' Isz'I" 1111.1111111111111111111111111”I 11111 I1III 1 WI,” III1,I'I1I11' 11%|“ II11II‘I II1.1III11.11.1 1.1I111|.I111111 1 I1l1|| ,11I1J1I11'III I 1111111111111II1I1114E11;11111 Iligh - "y. (1| I I I ;;III 1H1'1'I'IIIII111IIIIII II Izl'm11111111111111 111 - - I1 A11” II Ir1 l1| I“, 1'1III1 II’HI “II-III? WISE“ 1% MI III: '11:; .' {LIL . 11.‘.1II111111 I- III' II111.11!1.I111111”1'11111111I11III111|1I1111111JII11111I11111111I1I1I11 11I11|I1II11II111111111111'I111 111131191111 1II1",I1I1I1WI 1? II I I'IIII1' ’..II II III 1.”II1III I | I 1 1 111111.” ””th 11111I1 1II1Il1I1I111111 III IIII ”111111 111.111 I11I1I1 11IIII1‘.1I11I I 1.111I1111III1I111I'1I111I11I111J1I1[‘11111111'Iqw1111111I1I1IIII11111’IIIJ1’? I111 . l 01‘.” ”1191113101 I II WIII II I‘ I II. IIIfIIIIhIhIILILI-bn ,II LIN-III «IL. .IJIIII... nIlIIMfl-Ihlhlmm} 1'1IW111I1I'I11111111111 ”I, III) “III“ ‘Ig'I'II'III II: —— I11111111 III :II‘I‘IIIIIIIIIIII. .IInIIIIIIII‘I c,“ 3 1293 This is to certify that the thesis entitled ANALYSIS OF SELECTED FACTORS RELATED TO THE INCIDENCE OF HIGH SCHOOL DROPOUTS IN A DESEGREGATED METROPOLITAN SCHOOL SETTING presented by Martha B. Warfield has been accepted towards fulfillment of the requirements for Doctoral degree in Phi losophy "’\ filo-rep... ‘\ . ’7 OcQCW T // Major professor Date 7: ’2 f/7‘f 0-7639 OVERDUE Ems ARE 25¢ PER DAY PER ITEM Return to Book drop to remove this checkout from your record. ANALYSIS OF SELECTED FACTORS RELATED TO THE INCIDENCE OF HIGH SCHOOL DROPOUTS IN A DESEGREGATED METROPOLITAN SCHOOL SETTING BY Martha B. Warfield A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1979 ABSTRACT ANALYSIS OF SELECTED FACTORS RELATED TO THE INCIDENCE OF HIGH SCHOOL DROPOUTS IN A DESEGREGATED METROPOLITAN SCHOOL SETTING BY Martha B. Warfield The purpose of this study was threefold: (a) to deter- mine the extent to which traditional views of education toward the high school dropout are accurate in a desegregated metropolitan area; (b) to assess the significance of any changes in the status of the dropout 1 year later compared to reasons given at the time the student originally terminated high school; and (c) to discover implications to assist coun- selors, teachers, parents, curriculum specialists, and admin- istrators in their efforts to help students. A major objective was to determine if significant dif- ferences existed between the dropout student and the general school population on criterion measures of sex, race, grade, achievement, attendance, and suspensions. Another objective dealt with identifying the response of the dropout population on reasons for dropping out, future plans of dropouts, eco- nomic status of the parents or guardian, school activities in which the student had participated, and special efforts made by the school to prevent dropouts. The last objective was to explore the status of dropouts 1 year later. Analysis was done by sex and race in three areas: reasons for leaving school, present status, and future plans for employment or education. The chi square test was used to determine significance, using the .05 level of probability for acceptance. Data were compiled for 271 dropouts and 3,142 students in the general population of grades 10-12. Complete data were reported on 144 participants of the dropout population on questions of achievement, sex, race, and grade. Follow-up data were obtained from 42 respondents from a sample of 60. Analysis of the data found the drOpouts had significantly lower test scores on reading and mathematics measures, and had a larger amount of suspensions and had missed more school per group than the general population. Significantly more males than females and more whites than blacks were in the drOpout sample than the general population; however, missing data on the dropout p0pulation by race might have changed these data enough to have more closely reflected the dispro- portionate representation of black dropouts. Students reported reasons for leaving school were related to dislike of school, academic and behavioral diffi- culty, and economic problems related to the family. Future plans included returning to school, equivalency diploma, adult education, and correspondence school. The armed forces and college were the least frequently mentioned plans. Little involvement in school activities was reported. The economic status of the parents deviated from most studies and was described as average for the majority of students. Special efforts made by the school included referral to the counselor, work-study programs, tutoring, and community referrals. The follow—up study found no significance by race or sex to the reasons why the student left school or if the student would have left school if he/she had to do it over again. Additionally, no significance was found by race and sex to the five measures of present status, which included: present school attendance, alternative involvements of education, employment, on-the-job training, and promotions. The data revealed most dropouts left school because of school-related problems. Future plans for education and employment, when analyzed by sex, revealed significance, while analysis of the same questions by race revealed no significance. While no significance in the characteristics, race, and sex of the drOpout was found in this desegregated school system, the importance of the study adds support to the necessity of urban schools to address the training of teachers, and effectively use parents and counselors in the early intervention of the potential dropout. ACKNOWLEDGMENTS I have received guidance and support from many people throughout the writing of this dissertation. I thank Dr. Norman Stewart, Chairperson, and the follow- ing members of my committee for their time, energy, and pro- fessional assistance: Drs. Thomas Gunnings, Robert Green, Lawrence Lezatte, and Gloria Smith. I want to express my appreciation to Denise Tyiska and Brian Mitchell for their assistance in the statistical design and analysis of this study. Thanks to Barbara O'Conner and Dorothy Harley for their time and energy in typing the study. I am indebted to my children, Carl and Karen, for their patience and understanding of my time away from them; and to my husband, Charles, a special thank you for providing a constant source of inspiration and encouragement. ii LIST OF TABLES . . . LIST OF FIGURES . . I. INTRODUCTION . Importance . TABLE OF Historical Perspective . Generalizability . Summary . . Review of Literature II. STUDY DESIGN AND PROCEDURES Source of Instrument Reliability of Instrument Pretest or Pilot Test Done Definition of Terms Limitations Tests to be Significant Description Imposed Used CONTENTS Level for Statistics of Population- Procedures for Selection of Sample People Working in the Study III. RESULTS . . . Part I: Data Compiled by Research and Develop- ment Department, Kalamazoo Public School System . . . iii 35 35 36 85 35 85 86 87 89 9o 91 91 92 93 94 96 Part II: One-Year Follow-Up Summary . . . . . . . . . . IV. SUMMARY AND CONCLUSIONS . . . Review of the Problem . . . Discussion . . . . . . . . . Limitations . . . . . . . . In Retrospect . . . . . . . APPENDIX A: DROPOUT CHARACTERISTICS, APPENDIX B: SCHOOL LEAVER--ONE-YEAR FOLLOW-UP BIBLIOGRAPHY . . . . . . . . . . . . iv 1976-77 112 147 150 150 153 162 165 166 172 175 LIST OF TABLES Total Graduates, Total Dropouts, and Minority Percentage of Each at Loy Norrix and Central High Schools and Grade 9 of Five Kalamazoo Junior High Schools . . . . . . . . . . . . . . Dropout Data for Loy Norrix and Central High Schools: 1976-77 . . . . . . . . . . . . . . . Systemwide School Leavers During 5 years of Desegregation in Kalamazoo Public Schools . . . Total Enrollment, Total Graduates, and Percent- age of Graduates at Kalamazoo Loy Norrix and Central High Schools . . . . . . . . . . . . . . Comparison of Two Graduating Classes of Black Males and Females . . . . . . . . . . . . . . . Comparison of Two Graduating Classes . . . . . . Number of Suspensions Per School Year . . . . . Frequency and Percentage of Students with One or More Suspensions . . . . . . . . . . . . . . . . Frequency and Percentage of Student Suspensions by Level or Building . . . . . . . . . . . . . . Frequency and Percentage of Student Suspensions by sex 0 O O O O O O O O O O O O O O O O O O I 0 Frequency and Percentage of Student Suspensions by Race (Each Suspension Counted for Students with Multiple Suspensions) . . . . . . . . . . . Frequency and Percentage of Student Suspensions by Race (Students with Multiple SuSpensions Are Counted Only Once) . . . . . . . . . . . . . . . Frequency and Percentage of Student Suspensions by Grade Leve l O O O O I O O O I O O O O O O O O Suspensions by School: 1976-77 School Year . . 16 17 18 19 20 22 27 28 29 30 31 32 33 34 1.17 1.18 3.1 3.2 3.3 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 Statewide Trend of Dropout Rates by Grade, 1971-72 through 1975-76 0 O O O O O O O O O O 0 Michigan Public School Dropout Rates by Group of School Districts Classified by Student Member- ship, 1974-75 and 1975-76 . . . . . . . . . . . Michigan Public School Dropout Rates, 1962—63 through 1975-76 . . . . . . . . . . . . . . . . Statewide Trend of Dropout Rates by Sex, 1971-72 through 1975-76 . . . . . . . . . . . . Sex and Race Distribution of Dropout Population School and Grade Distribution of Dropout Popula- tion 0 O O O O O O O O O O O O O O O O I O O O Metropolitan Achievement Test Reading Mean Scores of DrOpout and General Population . . . Metropolitan Achievement Test Mathematics Mean Scores of DrOpout and General Population . . . . Chi Square Analysis of the Question: Is There a Difference in the Attendance of DrOpouts and the General School Population? . . . . . . . . . . . Chi Square Analysis of the Question: Is There a Difference in the Suspension Rate of Dropouts and the General School Population? . . . . . . . Chi Square Analysis Comparing Dropout and Non- drOpout Students by Sex . . . . . . . . . . . . Comparison of Sex and Dropout Population . . . Chi Square Analysis Comparing Dropout and Non- dropout Students by Race . . . . . . . . . . . . Comparison of Race of Dropout Population . . . . Chi Square Analysis Comparing Dropout and Non- dropout Students by Grade Level . . . . . . . . Grade of Dropout Students Analyzed by Sex . . Frequency and Percentage Distributions Showing Comparison of Students' and Counselors' Reasons for Dropping Out . . . . . . . . . . . . . . . . vi 45 43 45 47 97 97 98 98 99 100 101 102 103 103 104 105 107 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 Frequency and Percentage Distribution of Future Educational Plans of Dropout Students . . . . Frequency and Percentage Distribution of Economic Status of Parent/Guardian of Dropout Students I C O O O O O I O O O O O O C C C O O I Frequency and Percentage Distribution of School Activity Participation by DrOpout Students . . Frequency and Percentage Distribution of Special Efforts by School to Prevent Student Dropouts Race and Sex Distribution of Sample . . . . . . School and Grade Distribution of Sample . . . Chi Square Analysis of Student Responses to the Question: "As you think about it now, what do you feel was the reason for your not having com- pleted school?" (By Sex) . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "As you think about it now, what do you feel was the reason for your not having com- pleted school?" (By Race) . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "If you had to do it over again, would you have left school?" (By Sex) . . . . Chi Square Analysis of Student Responses to the Question: "If you had to do it over again, would you have left school?" (By Race) . . . . Collapsed Chi Square Analysis of Reasons for Not Completing School (By Sex) . . . . . . . . . . . Collapsed Chi Square Analysis of Reasons for Not Completing School (By Race) . . . . . . . . . "If you had to do it over again, would you have left school?” (By Sex) . . . . . . . . . . . . "If you had to do it over again, would you have left school?" (By Race) . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "Are you attending school anywhere at this time?" (By Sex) . . . . . . . . . . . . vii 109 109 110 111 113 114 115 116 118 119 120 121 122 123 124 3.29 3.30 3.31 3.37 3.38 3.39 3.40 3.41 Chi Square Analysis of Student Responses to the Question: "Are you attending school anywhere at this time?" (By Race) 0 o o o o o o o o o o o 0 Chi Square Analysis of Student Responses to the Question: "If you are not attending school any- where at this time, are you involved in . . . ?" (By Sex) . . . . . . . . . . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "If you are not attending school any- where at this time, are you involved in . . . ?" (By Race) . . . . . . . . . . . . . . . . . . . Chi Square Analysis of Responses to the Question: "If you are not attending school anywhere at this time, are you involved in . . . ?" (By Sex) Chi Square Analysis of Responses to the Question: "If you are not attending school anywhere at this time, are you involved in . . . ?" (By Race) Chi Square Analysis of Student Responses to the Question: "Are you working now?" (By Sex) . . Chi Square Analysis of Student Responses to the Question: "Are you working now?" (By Race) . . Chi Square Analysis of Responses to the Question: "Are you working now?" (By Sex) . . . . . . . . Chi Square Analysis of Responses to the Question: "Are you working now?" (By Race) . . . . . . . Chi Square Analysis of Student Responses to the Question: "Have you received any on-the-job training?" (By Sex) . . . . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "Have you received any on-the-job training?" (By Race) . . . . . . . . . . . . . Chi Square Analysis of Responses to the Question: "Have you received any on-the-job training?" (By seX) O O O O O O O O O O I O O O O O O O O 0 Chi Square Analysis of Responses to the Question: "Have you received any on-the-job training?" (By Race) . . . . . . . . . . . . . . . . . . . viii 124 126 127 129 129 131 132 133 133 135 135 136 137 3.42 3.44 3.45 3.46 3.47 3.48 3.50 3.51 Chi Square Analysis of Student Responses to the Question: "Have you received any promotions?" (By seX) O O O O O O O O O O O O O O O O O O O 0 Chi Square Analysis of Student Responses to the Question: "Have you received any promotions?" (By Race) 0 O O O O O O O C O O O O O O O O I 0 Chi Square Analysis of Responses to the Question: "Have you received any promotions?" (By Sex) Chi Square Analysis of Responses to the Question: "Have you received any promotions?" (By Race) Chi Square Analysis of Student Responses to the Question: "What are your plans for future employment? " (By 88X) 0 D O O O O O O O O O O 0 Chi Square Analysis of Student Responses to the Question: "What are your plans for future employment?" (By Race) . . . . . . . . . . . . Chi Square Analysis of Student Responses to the Question: "What are your plans for future edu- cation?" (By seX) O O O O O O I O O O O O O O 0 Chi Square Analysis of Student Responses to the Question: "What are your plans for future edu- cation?" (By Race) . . . . . . . . . . . . . . Chi Square Analysis of Responses to the Question: "What are your plans for future education?" (By seX) O O O O O O I O O O O O O O O O O O O O O 0 Chi Square Analysis of Responses to the Question: "What are your plans for future education?" (By Race) 0 O O O O O O O O O O O I I O O O O O O 0 ix 137 138 139 139 141 142 144 145 146 146 1.4 LIST OF FIGURES Comparison of Fall 1972 and Spring 1975 MAT Results for Nonminority Students in Kalamazoo in Relationship to the National Norm for All Stu— dents . . . . . . . . . . . . . . . . . . . . . . Comparison of Fall 1972 and Spring 1975 MAT Results for Minority Students in Kalamazoo in Relationship to the National Norm for All Stu- dents . . . . . . . . . . . . . . . . . . . . . . Graphic Portrayal of Michigan Public School Drop- outs and Dropout Rates for 1975-76 by Intermediate School District . . . . . . . . . . . . . . . . . Characteristics of Dropouts Found in Literature ReView O O O O O O O O O O O O C O 0 O O O O O O 24 25 42 84 CHAPTER I INTRODUCTION Concern for the drOpout is not new. In fact, the drOpout--the student who does not stay in school long enough to qualify for a high school diploma--has been the subject of study and concern since 1872, when one of the first studies of school dropouts was published. An overwhelming number of articles of Opinion and studies have been produced, including one search of the literature on the subject that produced 800 references before 1956. During the decade of the 1960's, continued concern was evident. Varner (1967) stated that President John F. Kennedy brought attention again to the school dropout as a national problem in his 1963 State of the Union Address. In his message, Kennedy stated: The future of any country which is dependent on the will and wisdom of its citizens is damaged, and irreparably damaged, whenever any one of its children is not educated to the fullest extent of his capacity. Today, an estimated four out of ten students in the fifth grade will not even finish high school and that is what we cannot afford. (p. 5) President Johnson continued to keep national awareness of the school drOpout alert. In his Education Message to Congress in 1965, he stated the national concern: Every child must be encouraged to get as much education as he has the ability to take. We want this not only for his sake, but for the l nation's sake. Nothing matters more to the future of our country; not our military preparedness, for armed might is worthless if we lack the brain power to build a world of peace; not our productive econ- omy, for we cannot sustain growth without trained manpower; not our democratic system of government, for the freedom is fragile if citizens are ignorant. (p. 5) It becomes obvious from all past studies and literature that the educational, social, and economic repercussions of early school leavers have serious implications for the well- being of the nation, as well as the individual. Consequently, the drOpout problem is one of great concern, at both the local and national levels. Additionally, the dropout problem is not the same everywhere in the nation. Dropout rates vary considerably from one community to another, oftentimes dif- fering between high schools in the same school system. The technological society of contemporary America demands an increasingly higher level of formal education if all individuals are to secure stable employment, achieve reasonable personal fulfillment, and maintain at least an average standard of living for themselves and their family. Economic predictions and research support the premise that the high school drOpout is likely to find only menial employ- ment, is among the first to become unemployed, and has little advantage for job retraining. A resulting awareness of these factors is the critical need to deve10p methods to reduce the number of school drop- outs and provide adequate alternative programs based upon continued research findings. Importance Many of the research studies have been done assuming that the number of drOpouts could be reduced if it was known why students withdraw before high school graduation. Methods of study have been almost as numerous as the actual studies themselves. Schreiber, Kaplan, and Strom (1965) defined what they consider the most valuable criteria to view dropout studies in terms of their purpose. Research questions com- monly considered are: 1. How many pupils drop out of school? 2. What are the reasons for dropping out of school? 3. Who are the dropouts and what are they like? 4. Which pupils will drop out? 5. What happens to dropouts? 6. What ways and means can be developed to reduce dropout rates? The trend in research seems to be to define what were "reasons" for dropping out as "factors associated with drop- ping out." Instead of one simple cause, there seems to be a cluster of factors associated with dropping out, and what may be a major factor with one child may be only incidental with another. While each factor is not a mutually exclusive classification, there becomes evident a pattern of inter- related factors which over the years have become commonly accepted as descriptive of the dropout. The major purposes of this study are: 1. To determine the extent to which there is statistical significance to substantiate certain hypotheses, commonly accepted in the past, with respect to the nature of the high school drOpout in a desegregated metropolitan area. To assess the significance of any changes in the status of the drOpout student a year later as contrasted to the reasons given at the time the student originally dropped out. To discover important implications from this research to assist counselors, teachers, par- ents, curriculum specialists, and administra- tors in their efforts to assist students in completing their high school education. The specific factors of interest are: l. 10. Is there a significant difference between the achievement of dropouts as measured by a norm- referenced test and the achievement of the general school population? Is there a significant difference between the school attendance of dropouts and the general school population? Is there a significant difference between the suspension rate of dropouts and general school population? Is there a significant difference between the dropout rate for males and females? Is there a significant difference between the dropout rate for blacks and whites? Is there a significant difference in grade level in which a student is enrolled when he/she drops out? What are the reasons for students dropping out? What are the future plans for dropouts? What is the economic status of the parents and/or guardian with whom the student lived prior to dropping out? In what school activities did dropouts participate? 11. What special efforts did the school make to prevent dropouts from dropping out? Historical Perspective Because this study is particularly concerned with the incidence of dropouts in a desegregated urban school system, a detailed history of the school system prior to, during, and after the desegregation is presented to provide a more explicit explanation of the problem. The uniqueness of the Kalamazoo Public School System to desegregation was that it was the only school system to attempt a two-way busing plan. (In 1972, Berkeley, Califor-' nia, also had a two-way busing plan, but was considered atypical due to the extensive influence of university resi- dents in the system and more equal racial composition of the city. Kalamazoo was a city that more typically represented the racial composition of most American cities of its size.) Prior to that time, most other systems identified as having achieved desegregation by busing had essentially bused black children into white neighborhoods, closing buildings in black neighborhoods that had been defined as substandard in structure. To report these findings, a search was conducted of school documents and reports compiled by the school system as well as reports compiled by the Civil Rights Commission and newspaper publications. In 1951 and again in 1969, Kalamazoo was bestowed the All American City Award, co-sponsored by Look Magazine, the National Municipal League, and the Ford Motor Company. Recipients of this award were presumed to be cities that best reflected the prevailing national image as the ideal place to live. "Life is Good in Kalamazoo" became a fre- quently used subtitle for the city. A closer look, however, provided a less romantic observation of the city. Kalamazoo is frequently described as an urban midwest community with a population of 85,661, of which 8,500 are black persons and 1,580 are Hispanic persons according to the 1970 Census. The 1950 and 1960 Census Data indicated a sharp increase of nonwhites living in the city. In 1950, there were 4.4 percent nonwhites, increasing to 10.3 percent 10 years later in 1960. A large portion of the increased nonwhite population lived in Census Tract Two, making up 58.6 percent of that particular tract. In 1970, the Census Data showed again a marked increase in nonwhite residents in the census tracts on the north side of the city, with a minority population of 79.8 percent in Census Tract Two and 58.7 percent in Census Tract Three. The 1970 Census Data further indicated the black popu- lation was 10 percent of the total, with 75 percent of the black population residing in Census Tracts Two and Three. Of the black population, 44.1 percent were under 18 years of age. In the 1970-71 school year, three elementary schools located on the north side of Kalamazoo had black student enrollments of 92.7 percent, 86 percent, and 47.3 percent. In other parts of the city, nine schools had less than 10 percent black student enrollment and five other schools had less than 2 percent black student enrollment. Black administrators and teachers were also dispropor- tionately represented. Five years before busing began, in 1967, there were 1 black administrator and 24 teachers. In 1970-71, there were 12 black administrators, representing 12.7 percent of the administrators, and 68 black teachers, representing 7.1 percent of the educators in the system. The change between the 2 years was reflected by the school administration's implementation of Phase One of the Racial Balance Plan, whose goal included a 20-percent minority representation in administration and teachers. Five years after desegregation, in 1976-77, there were 22 black administrators, representing 20 percent of the administrators in the system, and 95 black teachers, repre- senting 10.8 percent of the teaching staff. Catalyst for Change Awareness of this imbalance was not without the know- ledge of some citizens and the concern of the community was presented to the Board of Education by 38 parents, in the form of a petition, requesting the board to adopt a plan of redistricting students who would attend the 10th grade in September 1968. The implementation of this request, accord- ing to the petition, would establish equal representation of ethnic, cultural, and racial groups in the two high schools. Following the petition, the Michigan Civil Rights Commission also conducted a study in April of 1969, based on the knowledge that minority group citizens of Kalamazoo per- ceived problems of discrimination perpetuated by principal institutions within the city. The commission conducted a study covering areas of employment, education, housing, and law enforcement. While the commission found problems did exist and that there was a willingness to do something about the situation, there was also an accompanying resistance to change. Paraphrasing from the commission‘s report, "The Status of Race Relations in the City of Kalamazoo," the conclusions on the education situation were stated: 1. A de facto segregated school district did exist, reflecting the city's segregated housing pattern. 2. A serious shortage of minority teachers and administrators was evident. 3. There was a potential for increased student tension resulting from unfair disciplinary and school-closing policies. 4. There was overcrowding and a lack of ade- quate school facilities on the north side of town where most minority students attended school. The commission recommended several solutions: 1. Desegregate the schools. 2. Recruit, train, and promote minority teachers and administrators with particular emphasis on the north side of town. 3. Adopt fair disciplinary guidelines and establish a clear policy on closing schools for the observance of special events. The commission's report credited the school system with steps taken the previous school year (1968-69) "to pro- mote equality of educational opportunity." (The number and percentage of black staff were increased; a new department entitled School Community Relations was created, and a black man, Dr. Charles Warfield, was named as director. Teachers and administrators received in-service training, ethnic courses were offered, and human relations workshops were conducted.) In addition, a citizens' group, the Racial Balance Committee, was appointed to study and report their findings and recommendations to the school board. During the late 1960's and early 1970's, Kalamazoo, like many other urban cities, was confronted with racial tension and disruptions. Between September 1968 and May 1970, prior to desegregation, racial incidents closed the schools for several days. Between October 1967 and November 1972, there were 30 disruptions, including one in May 1970 that closed schools for a week. During these times, school was dismissed and education was disrupted. Also during these times, organizations opposing the school integration movement were formed and presented opposition to the move- ment, which also became a critical issue in school board elections. In 1971, the Community Relations Committee of the Implementation Commission presented a two-phase proposal for preparing for desegregation, including in-service train- ing and the formulation of a cadre to assist the School- Community Relations Department in training teachers and 10 school personnel in the area of human and race relations. Students were involved in helping resolve conflicts within the schools. A Model Schools project, federally funded, was implemented for voluntary busing in five elementary schools. The document utilized for establishing the desegregation of the Kalamazoo schools was the report from the Racial Bal- ance Committee, submitted in August 1969 and presented to the Board of Education. Quoting from the report, the princi- pal policy was two-fold: one legal, "in the field of public education the doctrine of 'separate but equal' has no place . . . 'separate but equal' facilities are inherently unequal"; the second, moral in nature, "to assure a quality education for all Kalamazoo school children." The committee recommen- dations were presented in three phases, Phases 1 and 2 being preparatory steps, and in September 1969 the board adopted the recommendations of Phases 1 and 2. A Michigan State University consultant team, headed by Dr. Thomas Gunnings, worked with parents, teachers, and stu- dents in January and February in efforts to implement human relations programs aimed at preventing the previously dis- ruptive racial conflicts. In December 1969, the Illinois Institute of Technology Research was contracted to complete plans for desegregation and work out logistic arrangements for busing, define boundary changes, and student assignments. In December 1970, a proposal for racial balance of the 11 Kalamazoo public high schools was presented, and accepted. It called for boundary changes to balance the schools racially. One month later, the prOposal for the junior high districts was presented. There was an accompanying and grow- ing interest from the citizens of the city, both for and against the plans proposed and implemented. At a public meeting in May 1971, the school board president was given a temporary restraining order, providing the public additional time to express their views. Therefore, a second meeting with 2,150 people in attendance was held, with 150 persons speaking their views; many presented statements and petitions representing an even larger group. In May 1971, the board announced the circuit court had dismissed the case brought against the school board restraining the racial balance plan. While a proposal to bring the question to the public by an election was defeated, the public expressed their sentiment in the school board election the same month by electing to the board two anti-busing candidates who were overwhelmingly elected. In their first action in July 1971, the new board voted to postpone the racial balance plan for 1 year at the junior high and elementary levels. A plan for voluntary integration for all elementary and junior high schools was adopted; however, in August 1971, the NAACP filed suit against the Board of Education to prevent the open enrollment policy of the board and reinstate the May 7 decision of mandatory racial balance. During that time, the board majority requested the resignation of the superintendent, 12 stating his action was directly related to the schools' efforts toward racial balance. On August 20, 1971, the courts ruled in favor of the NAACP and ordered that the Kalamazoo Public Schools must be desegregated when school opened in September 1971. Quoting from the court order, issued by U.S. District Judge Noel Fox: The May 7 School Board decision approving a system- wide balance plan was clearly an effort to protect the 14th Amendment rights of black people by assur- ing Equality Opportunity in Education. The action of the new School Board was clearly without the power to set aside action designated to protect the 14th Amendment rights . . . [and] problems presented by the Board in their testimony were not insurmount- able. The implementation of the court-ordered busing was essentially uneventful, with many volunteer parent groups involved in insuring a smooth transition. A financial prob- lem resulting from the increased cost of busing and increased number of students to be bused was encountered and resolved by obtaining special legislative permission for an additional school millage election which was passed by the Kalamazoo voters. While busing continued with relatively little problem, efforts were continued by the school board to appeal the order and reverse the decision made permanent by Judge Fox in October 1973. The appeal struggle continued through 4 years of court-ordered desegregation. The U.S. 6th Court of Appeals, in December 1974, ruled 2-1 to uphold Judge Fox's order and, despite overwhelming odds, the board again sought a U.S. Supreme Court review of the Appeals Court decision. 13 On May 12, 1975, the U.S. Supreme Court refused to hear the case. This action ended the Kalamazoo Desegregation Case in court. The Kalamazoo Public School System currently has a minority enrollment of 27 percent and is in the sixth year of court-ordered desegregation. Minority enrollment ranges from 14 to 54 percent. Only two schools have minority enrollment of over 50 percent, which is a significant reduc- tion in the degree of racial concentration that existed prior to the implementation of the court-ordered desegregation program. The preceding historical presentation of the court— ordered desegregation plan in Kalamazoo has described the climate of a particular metrOpolitan area prior to, during, and after desegregation of the public schools. It is with this detailed descriptive presentation that reference can be established in comparing this desegregated school district to others found in the literature. This comprehensive detail is further offered to provide a more accurate account of this particular desegregated school district, recognizing the diversity in desegregation plans throughout the nation. Impact of Desegregation There are several factors related to desegregation that are of particular concern in this study of dropouts. Aiding the goals of desegregation in the district, grants from the Federal Emergency School Assistance Program (ESAP) which accounted for $500,000 were received the first 2 years. 14 During the third through the fifth school years, $3.5 million was received from the Federal Emergency School Aid Act (ESAA). Funds supported the establishment of new programs with four defined components: student services, secondary instruction, program and personnel development (research and development), and categorical aids. All of the components' objectives were aimed at achieving two specific academic and behavioral ESAA objectives: (a) cognitive or achievement objectives in the areas of reading, mathematics, science, and social studies; and (b) behavioral objectives dealing with suspensions and dropouts. Perhaps the most directly related program imple-' mented by the Kalamazoo Public Schools to monitor achievement, suspension, and dropout rates has been the Department of Pro- gram and Personnel Development (also known as Research and Development). From this department, systems were developed for collecting data, processing the data by computer, and making data available to teachers, counselors, principals, central office administrators, consultants for student ser- vices and secondary instruction, the school board, and par- ents. Also, of significant importance was the systemwide accountability management model designed to aid in the evaluative research of the district during desegregation. To conclude the historical impact of desegregation, a summary report and supporting data are presented (of students in the Kalamazoo Public School System during the 5 years of desegregation) concerning the following areas: dropout, graduation, achievement, and suspensions. 15 The inclusion of data regarding graduation, achievement, and suspensions is of particular interest to this study in which the major purpose seeks to determine, among other things, the significant difference between achievement and suspension of the dropout student and the general school population. These selected factors are found to be inter- related and commonly accepted as descriptive of the dropout. It is because of the interrelated nature of these variables that attention to them is necessary to better understand the character of the subject of study--the dropout. Dropouts The dropout problem in the Kalamazoo Public Schools was addressed in the summer of 1975, when a reporting system was developed to better identify the characteristics of the drop- out in the system. This was initiated and considered neces- sary because Kalamazoo's dropout rate was in the tOp 10 percent for Michigan schools. No detailed records had been kept of why students dropped out, and the number of minority students graduating was low compared to their total represen- tation in the classroom. A computer program was developed to aid in prevention and detection of the dropout student. Since information that characterizes the dropout student has been compiled for only a short time (1975-76 was the first year that data were collected by race), the impact of a pre- ventive program cannot be measured at this time. The Student Services Department has worked extensively with parents of 16 dropout-prone students in minimizing problems that would pro- mote the probability of the student dropping out of school. Dropouts in the Kalamazoo Public Schools have been reduced from approximately 10 percent to 8 percent for students 16 years and older; however, the minority dropout rate has been only slightly reduced. Tables 1.1, 1.2, and 1.3 provide a more descriptive presentation of the dropout during the 5 years of desegregation. Table 1.1 Total Graduates, Total Dropouts, and Minority Percentage of Each at Loy Norrix and Central High Schools and Grade 9 of Five Kalamazoo Junior High Schools Year Total Percent Total Percent Graduates Minority Dropouts Minority 1972 930 9.6% 394 1973 887 14.8 446 1974 833 12.0 342 1975 885 15.2 387 1976 807 17.4 363 19.0% 1977 836 18.4% 351 27.0% . aData unavailable until 1975-76. Minority report includes American Indian, Asian, Black, and Latino as per records kept by the Child Accounting Department of the Kalamazoo Public Schools, and includes grades 9-12. 17 Table 1.2 Dropout Data for Loy Norrix and Central High Schools: 1976-77 School Total Loy Norrix Central Number Percent Dropouts Minority 38 36 74 26.5% Non-minority 92 113 205 73.5 Total 130 149 279 100.0% Enrollment Minority 335 411 946 23.6% Non-minority 1,170 1,226 2,396 76.4 Total 1,505 1,637 3,342 100.0% Note. High school populations include grades 10-12. 18 Table 1.3 Systemwide School Leavers During 5 Years of Desegregation in Kalamazoo Public Schools ¥ Grade School Year Total 9 10 11 12 1972-73 Total enrollment 1,254 1,326 1,193 995 4,768 Dropouts 16 128 162 80 386 DrOpout rate (%) 1% 10% 14% 8% 8% 1973-74 Total enrollment 1,285 1,258 1,215 1,016 4,774 Dropouts 27 132 165 84 408 Dropout rate (%) 2% 10% 14% 8% 9% 1974-75 Total enrollment 1,953 1,257 1,092 1,035 5,337 Dropouts 41 97 110 70 318 Dropout rate (%) 2% 8% 10% 7% 6% 1975-76 Total enrollment 1,301 1,209 1,155 968 4,633 Dropouts 36 108 119 100 363 Dropout rate (%) 3% 9% 10% 10% 8% 1976-77 Total enrollment 1,290 1,126 1,062 1,032 4,510 Dropouts 36 117 110 88 351 Dropout rate (%) 3% 10% 10% 9% 8% Note. Figures of student enrollment obtained from records of the Child Accounting Department, Kalamazoo Public Schools. 19 Graduates and Enrollment Data comparing graduates for the years of 1974 and 1975 indicate an increase in black graduates. Activities insti- tuted to increase the number of male and female black gradu- ates included many programs and special events by supportive services within the school system. While the total of stu— dents beginning school reflects the general decrease in the school age population, the system experienced smaller enroll- ment declines than surrounding suburban school districts. The decline of white students often associated with desegre- gation was experienced before desegregation of the Kalamazoo - Public Schools and continued 1 year after; by September 1976, however, there were only 56 fewer white students than the year previous. Table 1.4 indicates that the total number of students Table 1.4 Total Enrollment, Total Graduates, and Percentage of Graduates at Kalamazoo Loy Norrix and Central High Schools Year Total Total Percent Started Graduated Graduated 1971-74 1,239 833 67% 1972-75 1,267 885 70 1973-76 1,157 807 70% starting has decreased, while the total percentage of stu- dents graduating has increased. The numbers would appear to be in direct proportion to the previous comparison of these 20 same three graduating classes, indicating a decline in the number of black graduating students and an increase in the number starting, while the reverse was true for all other students starting and graduating. The actual total percent- age graduated appears to remain relatively stable despite these fluctuations between groups within the scale. As shown in Table 1.5, 26 (34 percent) more black males started the 10th grade in 1972 than in 1971; 10 (27 percent) more black males graduated in 1975 than in 1974. There were 27 (26 percent) more black females who started the 10th grade in 1972 than in 1971; 13 (16 percent) more black females graduated in 1975 than in 1974. Table 1.5 Comparison of Two Graduating Classes of Black Males and Females Black Males Year started Number Increase/Decrease 1971 77 1972 103 Increase 26 (34%) Year graduated 1974 34 1975 47 Increase 10 (27%) Black Females Year started 1971 104 1972 131 Increase 27 (26%) Year graduated 1974 80 1975 93 Increase 13 (16%) i. UV ll) .1 ‘47 21 The above figures appear to be more in line with what would normally be expected, that is, a proportionate ratio of more students starting and more of those same students graduating. It should be noted that there was a decrease of 40 (52 percent) black males who graduated in 1974 than started in 1971, and 56 (54 percent) black males who graduated in 1975 than started in 1972. There were 24 (23 percent) fewer black females who graduated in 1974 than started in 1971, and 38 (29 percent) fewer black females who graduated in 1975 than started in 1972. As shown in Table 1.6, 53 (30 percent) more black stu- dents started the 10th grade in 1972 than in 1971; 23 (20 percent) more black students graduated in 1975 than in 1974. In the All Others category, 25 (-2 percent) fewer stu- dents started 10th grade in 1972 than in 1971; 29 (4 percent) more students in this category graduated in 1975 than in 1974. In the Total Class category, 29 (2 percent) more students started the 10th grade in 1972 than in 1971; a total of 52 (6 percent) more students graduated in 1975 than in 1974. As in the comparison of three graduating classes, these figures seem to stabilize despite the fluctuations within the groups. 22 Table 1.6 Comparison of Two Graduating Classes Blacks Year started Number Increase/Decrease 1971 181 1972 234 Increase 53 (30%) Year graduated 1974 117 1975 140 Increase 23 (20%) All Others Year started 1971 1,058 1972 1,033 Decrease 25 (-2%) Year graduated 1974 716 1975 745 Increase 29 (4%) Total Class Year started 1971 1,239 1972 1,267 Increase 28 (2%) Year graduated 1974 833 1975 885 Increase 52 (6%) 23 .Achievement In 1972, a norm-referenced testing program using the Inetropolitan Achievement Test (MAT) was instituted in grades .1-6. Testing was done at the end of each school year in egrades 7-9. From the results of the tests, gains in achieve- ment in a variety of subject areas were calculated and com- ;nared with expected gains from past achievement. At the high scfliool level, students in grades 10-12 were tested in the fall with the Stanford Test of Academic Skills. In the junior and senior high school levels, a criterion- rexferenced testing program was also developed. The program, Goals, Objectives, Teacher-Made Tests Program (GOT), was inqplemented during the 1973-74 school year. The program was designed to help teachers identify, plan, teach, and measure Skills which the teachers feel are most useful and necessary fcu: students to achieve in each course. Teachers are reQUir‘ed to specify several broad goals for each course, and a specific performance objective is indicated with a test designed to measure accomplishment of these objectives. Figures 1.1 and 1.2 show a comparison of MAT results for Hdnority and non-minority students, comparing Fall 1972 and Spring 1975 scores. The data indicate that in May 1972, the first year of desegregation, both black and white elementary and Secondary school students, on the average, declined in academic achievement. Following the initial decline, test scores indicate the achievement has risen consistently since 1972. Minority students' scores indicate achievement is .v-: ura ~-.~ 24 £5 £3688 88 138813? was: Bse a m a o m s m N r. 9m 9m- 3- o.~- HUI“ ES wfiam s m m. s m . NEH 2mm o H mugm :6 Mom 8.82 1:332 man. on Encoflmamm 5 E02 g 336m mug ufiagg «page EH02 TH. E and: “EASE «and 089831 5 382% 3% you 393m .2: E2 wfiuam Bu #3 Sum mo 83.598 3 mama 25 mxcmu_mawucwouwaraoym vmumaaumms ES wanna o A Numa Hash 389% H2 use 5.82 3632 9n 8 afisfiuflmm fi 802 «a. 338 EB: “8H9? Rad EHOZ 9.5. 98.. 3.3 “8335 688 Sagas 5 nudism 91qu you Farms “22 £2 mfiam RE RE Sum mo confidence 2 SEE I a.' H I...' .q... . u...‘ "IA' but. . ‘VQA I- I.‘. 6!" .U‘ C.- (1‘ ‘A' I '5';- ’1' - l 26 still below national norms, but less so than previously, and white non-minority test scores average at or above national norm. Susyensions The Kalamazoo Public Schools experienced a drastic increase in suspensions during the early stages of the court- ordered desegregation program. To combat this problem, efforts were initiated in the fall of the 1972-73 school year to decrease the number. In 1972-73, there was a total of 3,638 suspensions. By 1976-77, the number of suspensions was reduced to 1,583, representing a 56.4-percent reduction over the 6-year period. This reduction was directly related to a variety of alternatives that were implemented by the Department of Student Services and other school personnel. At the secondary level, black suspensions were reduced by 33 Percent; however, during the 1976-77 school year, 799 black StUdents were suspended, representing 49 percent of the total susPensions, while black students represented 21 percent of the tOtal secondary student body. Tables 1.7 through 1.14 describe the suspension information by number of students, by school, by sex, by race, and by grade level. 27 Table 1.7 Number of Suspensions Per School Year School Year Number of Suspensions 1966-67 620 1967-68 844 1968-69 956 1969-70 1,266 1970-71 2,716 1971-72 3,441 1972-73 3,638 1973-74 3,311 1974-75 2,095 1975-76 2,029 1976-77 1,583 x 28 om.a SH mo.~ mm mA.H mm am.m mm whoa no G Hm.H ma ~o.~ mm mm.H om mm.~ Hm m H4.m am Hm.v om mm.m as Hm.s am a m>.m em Hm.e mm Hm.m MHH Hm.m HGH m mm.ma was so.ma oma mo.eH mam sm.am hem N mm.vm «so ms.mm was mm.sm mmm mm.nm mac.H a w z w z w z m z ucmcsum Ham snuwsma oeumsmfl menssma asumsmfl mcoflmamdmsm mCmecmmmsm duo: Ho mco nuHB mucmpsum mo mmmucmoumm can wocmswmum m.H magma 29 mv.Hv who om.vm bow 5H.mv moo.a va.ov mmm.H .m.m Hmuoa mm.mm mmm om.na mmm mm.em mmm om.ma mmm xwuuoz hon no.mH Ham ov.mH wmm m~.m~ hwv vm.om omw Hmuucoo swan poacmm mo.vm Hmm ma.vm Nmm.H mm.om mmo.H mm.mm Hem.a .m.h Hmuoe an. m Hm.a hm mm.v mm mm.o mmm nusom ba.ba omm mo.m~ vmv Hm.ha mwm mm.m~ mun poo3xmo vm.aa me hm.NH mmm mo.m mma m¢.m Hmm cumummonuuoz eo.HH owe mm.oa mmm mm.ma vmm mo.m mmm poosaflz mH.vH Hmm mm.hH nmm HH.> med om.HH «am mpwmaawm swan Hoflcsn vm.v en mm.H mm mH.H vm HN.H ow NnmucwEmHm w z w z m z m z madeahzmxam>mq hhlwbma mnlmnma mnlvhma vhlmnma mcflcawsm Ho Hm>mq m2 mcoflmsmmmsm unopsum mo wmmucwouwm paw mosmsvmum m.H OHQMB 30 mm.hm eve ma.om Hmw om.om mmm Nm.Hm Hmo.H mHmEOm mo.mh mmata hm.mm ovv.a om.mw mmv.a mo.mo va.N OHME w z w 2 w z w 2 xmm hhlmhma whlmhma mhlvhma vulmnma xom an mcoflmcmmmsm pampsum mo mmmucwouwm new wocoswwum OH.H magma 31 ev.mv can H¢.hv mam va.mv moo.H mm.vm mam.a wuwnz hm.m hm Hm.a hm mm.a He NH.H ov OGHumA NH. N mm. m CH. m ma. m Hmucmfluo mm.mv men em.om mmo.H mm.mv mmo.H mm.m¢ Nv¢.H MomHm ma. m ma. m we. ca mm. m coaccH :moflumfi¢ m Z w 2 w 2 w 2 comm hhlmhma mnlmhma mnivnma vhlmhma Amcoflmcwmmsm wamfiuasz nufl3 mucmcsuw MOM pwucsou :oncmmmsm gummy comm an mcoflmcwmmsm ucmcsum mo mmmucmoumm can HH.H magma wocmsvmum 32 mo.am mHm sv.¢m sow H5.mm was s~.mm mmo.a muses Ho.~ om mH.H 4H mm.H om mo.H ma ocaumq om. m mm. m ma. N Go. H Hmuamfluo am.mq ems sm.m¢ mmm ma.va mam om.mm has Roman om. m EH. m mm. m an. m amaocH cmoflumea m z w z m z w z comm enumeaa osumnma mnuqhmfl shimsma Amoco haco Umucsoo one mcoflmcmmmsm mamfluasz sues mucmpsumv comm >2 mCOAmqmmmsm uzmwsuw mo mmmucmouom new >ocwsvmum NH.H OHQMB 33 «a.» OHH bm.v Hoa oo.s mmH om.s omm NH momuo om.¢a mam oo.ma sow mn.>H mam sm.~H Rae Ha memno s~.ma ham m¢.ma mmm Hm.mm new mm.ma Hos OH mcmuo mo.H~ mmm sv.v~ Ame wa.sa mom mm.ma How m memuo GH.H~ mmm H~.~m Hma om.sa mom ms.om mam m memuo mm.~a Had ma.>a mam mm.mH mam mm.nH cam s memuo om.m Hm mo.a mm mH.H «N mo.H om sumucmsmflm page: as. m mo. H OH. m NH. 4 mumuamewam umzoq w z w z w z w z Hm>wa mpmnw usumsma msumsma musssma «sumsma Hm>mq mpmuw ma mconcwdmsm ucmvsum mo mmmucmoumm cam mocmsvmum MH.H manna wm.mv wh.Hm vmb mam HMDOB 34 m.vm ~.mm vm me humucwEmHm o.ov o.om Nva mam .m.m xwuuoz Sou m.mm H.mv mmH mmH .m.m Hmuucwo m.mm n.m~ m H .m.b nusom m.hm N.Nm HOH omH .m.h U003xmo H.5m m.Nv voa mm .m.h cumummmnuuoz N.Hw m.mm mod mm .m.b poosaflz wo.mv wo.mm oaa mHH .m.h mpfimaaflm Hmsuo xomHm auwuocflzlcoz wufluocflz Hoosom unmouom wcoflmcommsm new» Hooaom snuosma "Hooaom an mcoamcmdmsm vH.H OHQMB 35 Generalizability While Kalamazoo is representative of many school systems throughout the nation, both racially and economically, it is recognized that the degree to which results from this study can be generalized is contingent upon the degree to which a «general population would be comparable to that of Kalamazoo twith respect to certain variables. The validity of extending iditerpretations to include substantially different types of gxqpulation should be considered critically, as is generally the case with investigations of this kind. Summary The deleterious effects of the students who drOp out of School have been and remain a problem in the American public School system. This study, which focuses on the specific Problem of the dropout in an urban, court-ordered desegre- gated school system, finds the dropout problem extensively iJTtertwined in a variety of variables that are a national IWrOblem. These are closely related to the crisis in American 'education. While the history of this country reveals alter- natives once existed that were acceptable to youth who did not choose to complete school, there are fewer possibilities in society today for the dropout student. It becomes apparent that unless our educational system begins to seriously address the needs of all children, the effects of the dropout will seriously cripple the stability of this country. n Oghflh ‘ I Vin-Iv O-r DV‘S A... V1.0 I . O'Iqq senile In. I.‘ J (I) n ‘FOA $3.5V l 1.: TAO] I "1 (I) n t V V“ vl‘ 36 Review of Literature Research can be found in abundance on the subject of school dropouts, the characteristics of the individual, fac- tors which predict dropping out, and the effects of dropping out. This review of literature represents a synthesis of findings that provide a launching point for the study described in Chapters III and IV. In order to provide cover- aage of each variable of interest, the review is organized irrto the following five major areas: 1. Data on dropouts in general, briefly identify- ing some specific characteristics commonly associated with the number of dropouts. 2. Data on school desegregation and the drOpout. 3. Self-reports on dropouts. 4. Self-reports of dropout students and desegregation. 5. Follow-up studies on dropouts. The material reviewed included the usual channels of 1information, consisting of bulletins, official school records i31nddocuments, dissertation abstracts, and microfilm mate- rials. Because of the abundance of information, the author has attempted to concentrate upon prevailing themes and major findings. These have been organized to provide perspective Concerning the continuing problem of the dropout. Schreiber (1968) prefaced his book Profile pf the School EEEEEEE by sketching a profile of the average dropout. He Stated: The dropout is a child just past his sixteenth birthday who has average or slightly below L; 37 average intelligence, and is more likely a boy than a girl. He is not achieving according to his potential; he is not reading at grade level; and academically he is in the lowest quarter of his class. He is slightly overage for his grade placement, having been held back once in the ele- mentary or junior high school grades. He has not been in trouble with the law, although he does take up an inordinate amount of the school admin- istrator's time because of discipline problems. He seldom participates in extracurricular activ- ities, feels rejected by the school and his fellow classmates, and in turn, rejects them as well as himself. He is insecure in his school status, hostile towards others, and is less respected by his teachers because of his academic inadequacies. His parents were school dropouts as were his older brothers and sisters. His friends are persons out- side of school, usually older dropouts. He says he is quitting school because of a lack of interest, but that he intends to get a high school diploma in some manner, because without it he can't get a job. He strongly resents being called a dropout, knows the pitfalls that await him in the outside world, yet believes that they can't be worse than those that await him were he to remain in school. To a great extent, he is a fugitive from failure, flee- ing Kafka-like into more failure. (pp. 5-6) This review of literature will further explore the CXJncepts Schreiber has set forth. DrOpouts--General Characteristics Factors generally associated with the school drOpout are complex and interrelated, making a classification system difficult and/or incomplete. Literature in this section, described as general characteristics, includes data on the numbers of drOpouts at the national, state, and local levels and numbers by sex, age, and grade. Family influences are Considered secondly; and lastly, factors related to the individual, school, and community are presented. Number pf dropouts--nationa1. In a study by Grant 38 (1974), the U.S. Office of Educational Statistics estimated that about 25 percent of the young peOple in high school drop out before obtaining a high school diploma. The source of this estimate was computed by comparing the 3 million persons ‘who graduated in 1972 with the enrollment of 4 million (enrolled in the fifth grade in 1964, 8 years earlier. Reten- ‘tion rates are based on the fifth grade by the Office of Inducation, believing the fifth grade is a better measure of ‘trne number of persons entering the first-grade enrollment ftxr that year. For the school year 1977-78, the Office of Educational Statistics estimates 3.3 million students will gasaduate, while 9 million students will drop out. While the Iitumber of drOpouts has maintained a steady trend recently (21971-72 to present), the percentage of youth dropping out (If school each year has declined over the past decade. Number pf dropouts--state and local. Pupil accounting sY'stems at state and local levels have, in the past, varied (”Dnsiderably in their methods for determining the numbers and race of dropouts. Consequently, the interpretation of results and comparisons among school systems within a state Or between states has been difficult to conduct and has Produced questionable accuracy. Since 1962-63, the Research Evaluation and Assessment Services of the Michigan Department of Education has uniformly systematized a method of calculat- ing the dropout rate by providing a guidance form for monthly individual student counts (as was later described by Schreiber et a1., 1965) and guidelines for reporting data from each 39 school district. To clarify this procedure, the Michigan Department of Education in September 1977 issued the follow- ing statement: The following general statements are offered as clarification to assist in the consistent inter- pretation of definitions and accurate completion of this form: 1. We have attempted to make the definition for Membership, Involuntary Losses and Dropouts on form RA-4362 as explicit and precise as possible in keeping with the standard termi- nology used in: a. Michigan Child Accounting and Attendance Association (MCAAA), Child Accounting and Attendance Manual, and b. Education Division of the U.S. Department of Health, Education and Welfare, Student/ Pupil Accounting Handbook 2 (Revised). The School Dropout Report is not intended to reflect the weekly/monthly drops and adds which occur and are recorded on inhouse dis- trict records, but rather, it is designed to collect the summation of dropout activities within the school for the previous school year. It is assumed that in accordance with MCAA procedures, all schools keep accurate indi- vidual attendance records. No student should be counted more than once in membership nor more than once as an involuntary loss or dropout on this report. Parts II and III are extended beyond the close of the school year to cover a full twelve-month period in an effort to pick up the summer losses (those students on the membership roll at the close of the 1975-76 school year expected to return by October 1, 1976, but who fail to show). All students reported in I. Membership, who have been removed from the school membership roll by the end of the full twelve—month period should be reflected in either II. Involuntary Losses or III. Dropouts. 40 Statewide trends of dropout rates from 1971-72 to 1975-76 are shown in Table 1.15. Statewide drOpouts increased by 719 in the 1975-76 school year over 1974-75. While no interpre- tation for the trend was offered by the State Department of Education, some tentative interpretation might be drawn from chronological and geographical differences found in a graphic portrayal which offers a more explicit breakdown of the drop- 5. -9. 3%.. e a 7 388% . s 38 . . . .. z 2. a.“ , Had- xelfi $1 W a. “9 “who sat.“ s 3 5.... .: we .5... .. a 151..» as, \«W\ 1%» v.“ \bflizoz. NM)“ Kin. .. n» bee. 13%“. $43 at. Gavé 6 a 5:88 2:3 .563 u. 255 4:. kW.“ 313° , «3 ! «panama Hoonum Eugene—H35 A :9. 33...? S 8322 8e 4.83. eeoeoee NO . . can 3323.5 Hooaom 0.335 «W. mflw....ess...e .... 53:3: mo mewnuuom 02930 3 _ . .o z. a... ... b m4 menu: 6v No a. Sign: . t; ”a. , ,p is; «3313. s. /U occiuca . E «:3 tom-:5 . Jill/1}} s: , l. r o .. ea . 3.3.5 6 ..I 558:8— b: . Hula .. >5 . [nub s FJN’ 53¢ outage. no! . [\3: t \ .. an 83 , . . - cluk 2.33 a. 1;: t % «one: 2.02.8230 <0 <2 4 u .. $9 to.— r . e v. ‘ODQIUU’U A Q < Q\&\.W u v. Q§ho JO; 0 )AVAVJ. .v 0 ~'.~... 1% ~ 1 ~ AU ~ A- 43 .COHumuavm mo acmeuumooc nmmwnuaz .HHcH cHumHHsm .mmuauwccmmxm new muacm>um Hoonum uHHpam wmmwcqu mo mHmSHmc< .voHuHqu :OHuMUHHnae msu CH pom: 0m05u mm 08mm 0£u mum moHuowouuu one H «Ho.o «mm.m nem.nm mequn mum.Hnm emmaomo Hnm Hmn Hmuop nou.~ un~.m 00H mNH anmdw oeu.m mm mm com 30Hmm «m~.< Nua.m «Hm mes oeH.mH moo.mH an ,ms mam 0» com «we.q "mo.e nnH.H omo.H N-.o~ aeo.o~ no on mac.H cu coo.H "Hm.e «Ho.e mm~.H Noe.H mNH.on who.om so so mma.H ou con.H uo~.e ch.e meo.~ eeo.~ cam.me mm<.me we no mme.~ cu ooo.~ no~.n nem.e osm.H Hm~.H Hmo.om «Nm.n~ on Hm moa.~ ou oom.~ NOH.m Nem.e nHm.H nmn.H use.m~ Hme.Hm am Hm mae.m cu coo.n neo.o nem.m Ha~.H ooH.H mHm.H~ mon.- em Hm moa.m cu ocn.m an.m «He.m emw.H eHn.H ow~.nm Hao.Hn mm mm mae.e 0» ooo.e. nsm.n Nao.e «an nmm nso.wH an.H~ NH «H .amm.e cu oom.c no~.n «no.n omc.u oun.o amo.mnH mun.mnH no we mom.m cu ooo.n noH.m «mo.e HHo.n noo.e Hho.nm nn~.ea NN .HN omm.mH cu coo.OH NnH.c «No.0 oHs.e nne.n mem.en HNH.~m a cH aoa.me cu ooo.c~ NNQ.¢H www.mH mum.m meH.m mm~.~n com.no H H uu>o tam ooo.on outman mnueumH ominmoH mnienaH outnnaH msueumH onnman mulesmH qsouo 4 once muaomoun awnmumpauz .lwaHuuommm good a muoHuumHn anemone Hmsac< we nonssz Hoonom vmumsnv< muuHuuch Hooaum mo ouHaHH NHIm octane mo hopes: nucnuunauz uaovaum onlnnoH van nnuesmH .anmuonauz ucovsum Rn quMHmmmHo muuuuuan Hoosuw mo anouu hp magma usoaoua Hoonom UHHnam cmenuwz mH.H OHQMB 44 Table 1.17 shows the public high school dropout rates in Michigan from 1962-63 through 1975-76. The statewide annual drOpout rates during the past 14 school years, includ- ing the period of 1962-63 through 1975-76, fluctuated between about 5.9 percent and 7 percent. The annual drOpout rate for the 1974-75 school year was the lowest for any year in this period (5.85 percent). During the 1975-76 school year, 37,967 students drOpped out of Michigan public high schools. The number of dropouts in the state increased by 719 in the 1975-76 school year over 1974-75. The drOpout rate increased from 5.85 percent in the 1974-75 school year to 6.01 percent‘ in 1975—76. Number of dropouts--sex. Studies reviewed rather uni- formly indicate that a larger number of boys than girls drop out of school. In a study conducted by Bledsoe (1959), an investigation of six correlates of students' withdrawal from school was undertaken. One factor, sex, was found signifi- cant in the number of student withdrawals. The study was conducted in a small Georgia city with a population of approximately 20,000 people. A total of 985 boys and 979 girls were enrolled in the grades from which 146 boys and 107 girls dropped out. While boys comprised 50.2 percent of the total enrollment, they were 59.1 percent of the dropouts. While this study does not represent a random sample general- izable beyond this group, other research tends to support these findings (Bachman, Green, & Wirtanen, 1971; Blough, 1957: Dillon, 1949; Macarrow, 1950; Mack, 1952). 45 NHo.c noo.mn NNm.Hmc onumsmH wa.m we~.~m emm.cme nnlenaH wa.c oom.ne Hm~.nmm. enuman noe.e enn.He csn.mmo mulman nee.e mee.oe New.n~o NuanmH «mo.o amm.~m weo.mHo HunchaH Nms.o oHc.o< HNe.Hoe outmooH nee.o NH~.mn Hmo.Hem acumeoH Nes.c emm.cm hme.~em molsoaH nwc.o mmn.mm mo~.¢mm nolccaH «No.5 oH~.mm mce.Hom eolmoaH Nme.o www.mm oom.mme moleemH Nmo.o new.m~ mmo.mc< eonmoaH NmN.c mow.- mmo.cee noINomH AooH x.Mv Amv musedoun Am~ wo.ooammhm mamuoe m. H snuaflnomuo Hmoomsno m. H wuwaflanHp Hmucmz m. H czocxcs .um .nom .oocmpflmmu 302 m. H sonaflnomoo Hmoamsso m. m suuaflnmmflo Hausa: m. m czocxcs avenumflo .wocwpflmwu 302 m. m mmmcaaa Hmucmz m. m woodman: H.H v wocmcmmum m. m macmcowumHmH mmmumlaflmsm Hoom m.H m macmcoflumawu wmmumnaflmsm noon H.H v mcommwu Daeocoom m.H h mucosamcfl Hmucmumm H.H v mmooaan Hoocmz m.a A moofluuoz v.H m ucmsmoamsm H.~ m 0&0: no ooommz v.a m 050: um omommz o.~ an mmooaafl Hmoamsso v.H m mmmcaaa Hmoflmhzm N.m NH Edasofiuuso museumonmmm mo xomq w.a m aocwcmmum n.m va mc0mmmu oHEocoom m.H o mocmsHmcw anaconda h.m wa mucmpsum onHmM\m:oflumHmu uoom o.m Ha Edasofluuoo ou8wumoummm mo xomq o.m ma mpHsoHMMHU H0H>msmm m.v ha mucmpsum zoaamm\mc0wumHmn Hoom m.m mm ucmE>onEm m.o em muaooflomao oflsoomom 8.5 mm anacoALMHo onsooooa o.o mm moasoflmuflo Hon>onom H.HH mo gooam m.m~ mm Honuo m.om ms nonuo wm.ma mm mocmfluomxm Hoonom mo mxflawfin wm.mm mm wocmwummxw Hoozom mo mxwamwn m z mnemmmm .muonmcnov w z mGOmmwm .maflmsm uso msflmmouo How mcommmm .mHonmcsou pom .muooosum mo comflHMQEOU mcwzonm mcowusnfluumwo mmmucwoumm can wocwsvmum ma.m OHQMB 108 responses. Family problems including being needed at home, marriage, and employment resulted in the second most fre- quently noted category. Physical and mental health problems were the items receiving the least response. These data indicate that for the largest percentage of dropouts, school was a dissatisfying experience and accounted for their leav- ing more so than non-school-related reasons. This trend would further indicate that if school could be made more significant, the number of dropouts would be significantly reduced. From the exit interview with students with the high school counselors, data compiled indicated almost half (44.7 percent) of the students were uncertain about their future plans (see Table 3.14). This trend may also account for the 15.2 percent who did not respond to the questions at all. Educational plans for formal schooling or educational alter- natives accounted for 33.7 percent of the responses, and the armed forces were indicated by 6.4 percent of the respondents. This category can be assumed to be an educational alternative as well, due to the present nonactive military and educa- tional recruiting practices in the schools. Additionally, several students indicated multiple responses, which indi- cates some uncertainty regarding the actual educational plan. Unlike the general trend found in the literature, Table 3.15 (economic status of parent or guardian of the dropout student) shows the greater percentage of dropouts came from homes of average economic status or better (38 percent), 109 Table 3.l4 Frequency and Percentage Distribution of Future Educational Plans of Dropout Students Plans Frequency Percent Undecided 75 26.6% No specific plans 51 18.1 Return to school later 44 15.6 No response 43 15.2 Adult education 35 12.4 Armed forces 18 6.4 Equivalency diploma 11 3.9 College 4 1.4 Correspondence school 1 .4 Total 282a 100.0% aTotal represents multiple plans for some student reporting, as the total dropout population numbered 271 students. Table 3.15 Frequency and Percentage Distribution of Economic Status of Parent/Guardian of Dropout Students a Economic Status Frequency Percent Public assistance 32 11.8% Below average 43 15.9 Average 99 36.5 Above average 4 1.5 Unknown 39 14.4 No response 54 19.9 Total 271 100.0% aCategories based on Census Bureau report of median family income in 1977 of $16,010. 110 while 27.7 percent were from below average homes or homes supported by public assistance. The unknown or nonresponses, totaling 34.3 percent of the total responses, can be con- sidered a significant number if added to either of the pre- vious categories. It therefore indicates some possibilities that the percentage distribution of economic status, as reported on the table, represents incomplete data that are not completely representative of the population. Further, the economic status of average or above average income of families would support the lack of need for students to leave school for economic reasons, and increases the possibility of dropping out for school-related problems. The exit interview reported by school counselors in Table 3.16 supports the general trend in the literature that indicates the largest percentage of dropout students do not participate in school activities. This supports the data in Table 3.13, that school is a dissatisfying experience for the largest percentage of dropouts. Table 3.l6 Frequency and Percentage Distribution of School Activity Participation by Dropout Students School Activities Frequency Percent None 212 78.2% 1-2 16 5.9 More than 2 3 1.1 No response 40 14.8 Total 271 100.0% 111 Table 3.17 displays the response to the question of special efforts made by the school to prevent student drop- outs. The data indicate considerable efforts were attempted by the school to prevent students from leaving, including counseling (41.2 percent), work programs (13.6 percent), referrals outside of the school setting (10.7 percent), and academic support through counseling (9 percent). A variety of other efforts accounted for 15.1 percent. While no response was reported for 10.5 percent of the students, many students received more than one effort by the school to pre- vent their leaving. These data would indicate that attempts were initiated within the school where students have indi- cated the major dissatisfaction occurs, as previously indicated in Tables 3.13 and 3.14. Table 3.17 Frequency and Percentage Distribution of Special Efforts by School to Prevent Student Dropouts Effort Frequencya Percent Referred to counselor 197 41.2% Work-study programs 65 13.6 Community referrals 51 10.7 Tutoring 43 9.0 Other efforts 72 15.1 No response 50 10.5 Total 478 100.1% aFor some students, more than one effort was attempted by school personnel to encourage school participation, resulting in 478 attempts. 112 Part II: One-Year Follow-Up Study Part II of this chapter consists of analysis of ques- tionnaire items from the follow-up study of 42 subjects who had been dropouts for 1 year. The three areas of interest examined by the questionnaire were: 1. Reasons for dropping out. 2. Present status of the students. 3. Future plans of students for employment or education. The basic instrument used for data collection can be found in Appendix B. This questionnaire was designed by the writer with the input and approval of the Department of) Research and Development. Data in Part II were analyzed by means of the chi square tests for independent samples to determine if an association existed between sex and race of the respondents regarding questions of interest in each of the following areas: reasons for leaving school, present status of the students, and future plans for employment and education. All question- naire responses in each category were analyzed with a prob- ability of .05 determined as the significant level for acceptance. The analysis of the data will present the question of interest, an analysis of the data, and the results of the chi square test. A discussion of the results in comparison with the research cited in Chapter I will be presented in Chapter IV. 113 Description of the Sample The sample of students reported in the 1-year follow-up study showed a distribution of 57.1 percent white and 42.9 percent black; 52.4 percent were female and 47.6 percent male. They had been predominantly Kalamazoo Central High School students, 76.2 percent compared to 19 percent from Loy Norrix, which was based on chance only. One student (2.4 percent) was last enrolled in a junior high school, and one student (2.4 percent) stated the juvenile detention home was the last school of attendance. The largest number reported being in the 12th grade when leaving school (35.7 percent), followed by 33.3 percent in the 10th grade. There were 28.6 percent in the 11th grade, and 2.4 percent repre- sented the 9th grade. Tables 3.18 and 3.19 depict the dis- tribution of students in the sample by race and sex, and by school and grade. Table 3.18 Race and Sex Distribution of Sample Race Sex Total Percent Black White Male 8 12 20 27.6% Female 10 12 22 52.4% 114 Table 3.19 School and Grade Distribution of Sample _:i f School Last N % Grade Last N % Attended Attended Junior high 1 2.4 9th 1 2.4 Central 32 76.2 10th 14 33.3 Loy Norrix 8 19.2 11th 12 28.6 Othera l 2.4 12th 15 35.7 aOne student reported Juvenile Detention Home as the last school attended. Responses to Reasons for Leaving School Two questionnaire items were used to determine the reasons students left school: items 16 and 17 (Appendix B). Tables 3.20 and 3.21 display the data by race and sex of the student responses to the question: "As you think about it now, what do you feel was the reason for your not having com— pleted school?" Table 3.20 displays the data relating to this question analyzed by the variable sex. Using the .05 level of prob- ability, no significance between reasons for leaving school and sex was found. Table 3.21, indicating reasons for leav- ing school analyzed by race, again found no statistical significance. Dislike of school showed a total response of 30.3 per- cent of both males and females. While family problems were responded to more frequently by males (35 percent) than females (22.7 percent), the total percentage of male and 115 .oH. u m .m u up .mo. u Uuum cosmoHMHcmHm oz .HoH.o n oumoom Hno m.h o.m~ m.HH m.om m.n >.vH w mmmum>¢ ms m NH m ma m o wmwmwo mm m.v H o.m~ m «.mH v m.m¢ OH m.v H m.v H onEmh om o.H N o.mm h o.m H o.mH m o.OH N o.m~ m mHmz w z w z w z m z w z w z Hmuoe xwm mcoHHMHmm meHnoum «mmum noon HHHemm mEmHnoum Hoonom mo UHEocoom mxHHmHo mEmHnoum mEmHnoum UHEmpmom uoH>mnom Axmm mmv =mHoonom UmumHmEoo mcH>mn no: moo» Mom GOmmmu may mm3 Hmmm no» or umn3 .30: HH usonm xcHnu sow wd: “COHummso on» on mmmcommom ucmpsum mo mHmmHmcfi mumsvm H20 om.m OHQMB 116 .m u up .mo. n noun 00:00HMHcmHm oz .m>.h u mumsvm H50 o.e o.>~ m.~H H.om n.n o.oH w oomu0>< Hmuou No m NH m mH m m GEsHou vN m.m N o.mm m m.m N o.mm m N.v H N.v H wuHsz mH m.m H h.mH m h.wH m N.NN v H.HH N m.hN m HUMHm w z w z w z w z w z w z Hmuoa 000m mcoHHMHom mamHnoum mamHnoum Hoocom m0 mameoum mfimHnoum mmmum Moon NHHfimm oHfiocoom mxHHmHQ oHfimomod H0H>mnmm Hmomm mmv =mHoonom UmumHmfioo mcH>mn uoc usow How common man mm3 Hmmm 50> ow umn3 .30: HH usonm xcHau :0» mm: “coHummso 050 Cu momcoammm ucwosum mo mHmmHmcm muwsqm H2O HN.m OHQMB 117 female reSpondents was 28.9 percent in this category. Males and females were equally distributed in the combined 7.3 per- cent in regard to academic problems and poor pupil-staff relationship. The same question with analysis by race indi- cated an equal distribution of 38 percent of the white respondents disliked school and had family problems, while the black respondents indicated 22.2 percent disliked school and 16 percent indicated family problems as reasons for not completing school. Academic problems were indicated by a combined total of 7.7 percent of both races; economic prob- lems showed 12.5 percent of the races combined. The second question used to assess reasons for leaving school was: "If you had to do it over again, would you have left school?" According to the data displayed in Table 3.22, 78.4 percent of both male and female respondents indicated they would not have left school if they could do it over again. In this response, the difference in percentage for males (81.8 percent) and females (75 percent) was relatively small. Individually, when responding yes, males represented 20 percent of the responses, while females represented 9 per- cent, resulting in a combined total of 14.5 percent who felt they would drop out if they had to do it over again. The chi square test indicated no significance between sex and remain- ing in school if they had to do it over again. The same questions analyzed by race (Table 3.23) shows a total of 78.6 of both races indicated they would not have left school if they had to do it over again. Of the total of 14.3 percent 118 .2. "m .m H MU .mo. n uoum mocmonHsmHm oz .mm.m u mumswm H50 m.~ m.v «.mn m.8H w omou0>< me H m mm o Hobo» :soHoo mm o.o o o.o m m.Hm mH o.o m oHoewm om o.m H o.o o o.me mH o.o~ 4 0H8: m z m z w z w z Hmuoe xmm Hmnuo CHmuumoca oz 00» Axmm amv :mHoonom ummH 0>mn 50> 0H503 .chmm H0>o pH 00 on 00: so» 0H: "coHumwsO 0:» Cu mmmcommmm ucmwsum mo mHmmecd mumsvm H£0 NN.m OHQMB 119 .mo. u Ooum wocmoHMHcmHm oz .qu.m u ouosom Hso v.N m.v m.mh m.vH m 000H0>¢ Nv H N mm o Hmuou GEDHOU vN 0.0 o m.m N o.mh mH b.0H v mquz mH m.m H o.o o m.mm mH H.HH N HomHm w z m 2 N Z M Z Hmuoa 000m Hmsuo :Hmuumocs oz 00» Hoomm mmv gmHoonom ummH 0>mn 00% 0H903 .chmm u0>o pH 00 on 00: :0» MHz ":oHumwsO may on noncommmm ucmpsum mo mHmmHmcd mumsvm H£0 MN.m mHQMB 120 indicating they would have left school if they had to do it over again, 11.1 percent were black and 16.7 percent were white. The chi square test indicated no significance between race and remaining in school if they had to do it over again. Further analysis was done to ascertain if reasons for not completing school were significant when analyzed in three categories of concern: school-related problems, home prob- lems, and economic problems. To accomplish this analysis, the chi square data were collapsed to three areas as reported in Tables 3.24 and 3.25, by sex and by race. Table 3.24 Collapsed Chi Square Analysis of Reasons for Not Completing School (By Sex) Problems Sex School Family Economic Total N % N % N % Male 12 60.0 7 35.0 1 5.0 20 Female 13 59.0 5 23.0 4 18.0 22 Column total 25 12 5 42 Average % 59.5 29.0 11.5 Chi square = 2.082. No significance at-C = .05. df = 2. p = .35. 121 Table 3.25 Collapsed Chi Square Analysis of Reasons for Not Completing School (By Race) Problems Race School Family Economic Total N % N % N % Black 12 67.0 3 16.7 3 16.7 18 White 13 54.0 9 38.0 2 8.3 24 Column total 25 12 5 42 Average % 60.5 27.9 12.5 Chi square = 2.435. No significance at 0C: .05. df = 2. p = .29. 0 While the collapsed analysis of reasons for not complet- ing school indicated more than half (59.5 percent) of the male and female respondents left school because of school- related problems, no statistical significance was determined. Of male and female respondents, 29 percent indicated home problems and 11.5 percent indicated economic problems. Females were more evenly divided between home problems (23 percent) and economic problems (18 percent), while males showed a greater contrast of responses to home problems (35 percent) and only 5 percent indicated economic problems. Again, analysis of the reasons for leaving school when race was considered revealed no significance. The greatest 122 responses of both races indicated school-related problems, representing 60.5 percent of the total responses. Family problems were reported by 16.7 percent of the black respon- dents compared to 38 percent of the white respondents and economic problems were indicated by 16.7 percent of the black and 8.3 percent of the white respondents. Additional analysis was done to determine possible sig- nificance when not considering the "uncertain" and "other" categories, both of which had empty cells in Tables 3.22 and 3.23. The results of the additional analysis are displayed in Tables 3.26 and 3.27, analyzed by sex and by race. Table 3.26 "If you had to do it over again, would you have left school?" (By Sex) Yes No Sex Total N % N % Male 4 21.1 15 78.9 19 Female 2 10.0 18 90.0 20 Column total 6 33 39 Average % 15.6 84.5 Corrected 2 X 2 chi square = 0.262. No significance at-C = .05. df ll 1.- 123 Table 3.27 "If you had to do it over again, would you have left school?" (By Race) Yes No Race Total N % N % Black 2 12.0 15 88.2 17 White 4 18.0 18 81.8 22 Column total 6 33 39 Average % 15.0 85.0 Corrected 2 X 2 chi square = .0106. No significance at-C = .05. df = 1. p = .917. Again, no statistical significance was found in the analysis by sex. A greater percentage responded no (84.5 percent), compared with 15.6 percent responding yes. While no statistical significance was found in the analy- ysis by race, the average percentage for blacks and whites indicated an almost equal distribution answering yes with a combined average of 15 percent, and no with a combined average of 85 percent. Responses to Present Status Five questionnaire items were used to assess the present status of the students who had been dropouts for 1 year. "Are you attending school anywhere at this time?" (Appendix B, item 1) was analyzed by sex and race (Tables 3.28 and 3.29) 124 Table 3.28 Chi Square Analysis of Student Responses to the Question: "Are you attending school anywhere at this time?" (By Sex) ' Yes No Sex Total N % N % Male 2 10.0 18 90.0 20 Female 3 13.6 19 86.3 22 Column total 5 37 42 Average % 11.9 88.1 Corrected 2 X 2 chi square = .128. No significance at'C = .05. df =' 1. p = .91. Table 3.29 Chi Square Analysis of Student Responses to the Question: "Are you attending school anywhere at this time?" (By Race) Yes NO Race Total N % N % Black 2 11.1 16 88.9 18 White 3 8.1 21 87.5 24 Column total 5 37 42 Average % 9.6 88.2 Corrected 2 X 2 chi square = .118. No significance at'c = .05. df = l. p = .73. 125 as an indicator of present status. Of the respondents, 90 percent of the males and 86.3 percent of the females reported they were not attending school, representing 88.1 percent of the total responses. Present school attendance was indicated by 10 percent of the respondents. The chi square indicated no significance between sex and present school attendance of the dropouts. Analysis of race and present school attendance found 88.9 percent of the black respondents and 87.5 percent of the white respondents not attending, representing 88.2 percent of the respondents. Of the students attending school, 11.1 percent were black and 8.1 percent were white. The chi square statistic indicated no significance was found between race and attending school. The second indicator of the present status of the drop- outs can be found in Tables 3.30 and 3.31, which display sex and race data for responses to the question: "If you are not attending school anywhere at this time, are you involved in . . . ?" (see Appendix B, item 3). Males and females (Table 3.30) did not differ greatly, with their responses being evenly distributed between adult education, correspondence school, and military at 5 percent in each category. Females were more widely dispersed, with 27.3 percent in adult educa- tion and 13.6 percent involved in correspondence school. The greatest number of male and female responses showed a com- bined 69.6 percent in response to the category of no involve- ment, indicating no educational programs were being pursued. Male and female responses did not vary greatly and there was .mH. u N .v u 00 .mo. n Y um mocmonHcmHm oz .omm.m u mumsom Hso 126 m.mm m.N m.N . m.m N.mH w mmmum>€ Hmuou Nv mN H H v n :E5H00 NN H.mm NH o.o o o.o o m.MH m m.>N o 0Hmsom ON o.om mH m.o H m.o H m.o H m.o H 0H0: w z w z w z w z w z Hmuoe xom 50Hu005©m 0502 50:50 >HmuHHHS wocmpcommmuuo0 5H50¢ mem >mv =N . . . 5H 00>Ho>5H 50> mum .meHu mHnu um 050£3>cm Hoonom 05Hccmuum 505 who 50> HH: "coHum050 0c» 09 mmmcommmm 55005um mo mHm>H05¢ mum5vw H50 om.m mHQMB 127 .mo. n N .v H mm .mo. "V. um mocMOHMHcmHm oz .mom.m u ouooom Hno m.o> m.~ m.m o.m o.HH w moouo>a Hmuou NH mm H H H H :aoHoo vN m.mm vH o.o o o.o o m.NH m N.mN n mang mH N.mm mH m.m H m.m H m.m H o.o 0 Hoon m z w z w z w z w 2 H0508 000m 50Hu005©m 0502 Hmnuo >HmuHHHZ mocmpsommmuuo0 uH5U< Hwomm >mv :N . . . 5H 00>H0>5H 50> mum .meHu chu um 050£3>50 Hoonom mcHocmuum 505 050 50> 0H: "coHum05O 0:» 0p mmmcommmm ~5005um mo mHm>HmG< wum5vm H30 Hm.m GHQMB 128 no statistical significance found between sex and involvement with alternative educational programs. Table 3.31 indicates the analysis of responses by race to the same question. As can be observed from the results of the chi square test, there was little similarity between the black and white stu- dents in the distribution of their responses to the adult education category which represented 29.2 percent of the white respondents while no blacks responded to the same cate- gory. Correspondence school was indicated by 12.5 percent of the whites and 5.6 percent of the blacks. An equal distribu- tion of 5.6 percent blacks responded to military and other categories, while no whites responded to these categories. A total of 70.8 percent of both races responded that they were involved in none of these categories. Again, no statis- tical significance was found between race and alternative educational programs. Further analysis of the question, "If you are not attending school anywhere at this time, are you involved in . . . ?" was done, identifying two alternatives--education programs and noneducation programs--from the original tables showing adult education, correspondence, and military. The "other" column, which had one respondent, was eliminated in the second analysis, and all previous responses were compared to the "none" responses obtained. Tables 3.32 and 3.33 report the data to this question. Analysis of these data indicates that fewer males (20 percent) than females (41 percent) are involved in education 129 Table 3.32 Chi Square Analysis of Responses to the Question: "If you are not attending school anywhere at this time, are you involved in . . . ?" (By Sex) Education Noneducation Sex Total N % N % Male 4 20.0 16 30.0 20 Female 9 41.0 13 59.0 22 Column total 13 29 42 Average % 30.5 69.5 2 X 2 corrected chi square = 1.276. No significance atcC = .05. df = l. p = .258. Table 3.33 Chi Square Analysis of Responses to the Question: "If you are not attending school anywhere at this time, are you involved in . . . ?" (By Race) Education Noneducation Race Total N % N % Black 3 16.7 15 83.0 18 White 10 42.0 14 58.0 24 Column total 13 29 42 Average % 29.4 70.5 2 X 2 corrected chi square = 1.952. No significance at 0C = .05. df = 1. p = .162. 130 programs. Of the respondents who are not involved in educa- tion programs, 83 percent were black compared to 58 percent white. Males and females in education accounted for 30.5 percent of the total responses; 16.7 percent were black and 42 percent were white. No statistical significance was found in either table. The question, "Are you working now?" (Appendix B, item 6) was the third indicator of the present status of the drop— out students. Analysis of work status was defined in three categories: fulltime, parttime, and unemployed. The major- ity of participants answering this item were unemployed, as shown in Tables 3.34 and 3.35. Both male and female responses to being unemployed total an average of 56.4 percent. Males had a larger percentage of part-time employment (25 percent) compared to 9.1 percent for females. They also have a larger percentage of the full-time employment (30 percent) compared to 18.2 percent for females. No statistical significance was found between sex and employment. The data displayed in Table 3.35 indicate similar responses to present work status compared to race. Of the respondents, 58 percent indicated they were unemployed, with 61.1 percent black and 54.2 per- cent white responding. Full-time employment was reported by 22.2 percent black and 25 percent white, while part-time data revealed 11.1 percent black and 20.8 percent white responses. No significance was found between race and work status. Tables 3.36 and 3.37 show the results of a second anal- ysis to the question, "Are you working now?" which compares 131 .3. u o .m u m0 .mo. nu: um 00500HHH50H0 oz .mo~.m u whooom Hao H.om H.HH H.HN m.~ m moouo>a NH «N H oH H Houou :soHoo mm H.HH oH H.m m «.mH H o.o o 0H850m om o.oH m o.m~ m o.om o o.m H 0H8: m z w z w 2 H 2 H8009 xom 00>0HQE0CD 0EHuuumm 0EHuHH5m 0mcommmm oz Hx0m >mv =N305 05quo3 50> 05¢: "coHum05O 0:» on m0mcomm0m 550U5um m0 mHm>H05¢ 0H050m H30 vm.m 0HQMB .Hm. u m .m n m0 .mo. u voum 00500HMHcmHm oz .mmo.~ n ouooom Hno 132 o.mm o.oH o.m~ m.~ m 0oouo>< Nv vN m CH H Hmuou :E5H00 «N N.vm MH m.0N m o.mN m o.o o 0anz mH H.Hm HH H.HH N N.NN w m.m H HomHm w z w z w z m z Hmuoe 000m U0>0HQE0CD 0EHuuH0m 0EHHHH5m 0mcomm0m oz H000m >mv =m3oc mCHxHo3 50> 054: "coHum05o 0£u on m0mcomm0m uc0©5um mo mHm>H05N 0H050m H£0 mm.m 0HQMB 133 Table 3.36 Chi Square Analysis of Responses to the Question: "Are you working now?" (By Sex) Employed Unemployed Sex Total N % N % Male 11 58.0 8 42.0 19 Female 6 27.2 16 73.0 22 Column total 17 24 41 Average % 42.6 57.5 2 X 2 corrected chi square = 2.778. No significance at°< = .05. df = l. p = .096. Table 3.37 Chi Square Analysis of Responses to the Question: "Are you working now?" (By Race) Employed Unemployed Race Total N % N % Black 6 35.2 11 64.7 17 White 11 45.8 13 54.2 24 Column total 17 24 41 Average % 40.5 59.5 2 X 2 corrected chi square = 124. No significance at “C = .05. df = l. p = .724. 134 both full-time and part-time employed with those unemployed by sex and by race. No statistical significance was found for race and sex when analyzing employment and unemployment of the dropouts. The average of male and female unemployed was 57.5 percent, with 64.7 percent being black and 54.2 per- cent being white. Employed status showed a combined 42.6 percent, with 35.2 percent black and 45.8 percent white drop- outs responding. The employed responses for male and female totaled 42.6 percent of the respondents; 35.2 percent were black and 45.8 percent were white. The data indicate that more than half of the respondents were unemployed, and more than half of the unemployed were black females. "Have you received any on-the-job training?" (Appendix B, item 8) was the fourth indicator used to assess the present status of the drOpout sample (Tables 3.38 and 3.39). Data in Table 3.38 indicate 68.9 percent of male and female respondents had received no training on the job. A total of 25 percent male and 27.3 percent female respondents had received training. There was no statistical significance found between on-the-job training and sex of the respondents. When the same question was analyzed with respect to race (Table 3.39), an average of 68.8 percent of the respondents were found to have no on-the-job training (66.7 percent black and—70.8 percent white). On-the-job training was reported by 25.6 percent of the respondents, showing 22.2 percent black and 29.1 percent white. Again, no statistical significance was obtained between on-the-job training and race. 135 Table 3.38 Chi Square Analysis of Student Responses to the Question: "Have you received any on-the-job training?" (By Sex) No Response Yes No Sex Total N % N % N % Male 2 10.0 5 25.0 13 65.0 20 Female 0 0.0 6 27.3 16 72.7 22 Column total 2 ll 19 42 Average % 5.0 26.2 68.9 Chi square = 2.311. No significance ataC = .05. df = 2. p = .32. Table 3.39 Chi Square Analysis of Student Responses to the Question: "Have you received any on-the-job training?" (By Race) No Response Yes No Race Total N % N % N % Black 2 11.1 4 22.2 12 66.7 18 White 0 0.0 7 29.1 17 70.8 24 Column total 2 ll 29 42 Average % 5.6 25.6 68.8 Chi square = 2.881. No significance at IC = .05. df = 2. p = .24. 136 Tables 3.40 and 3.41 show the results of a second analy- sis of responses to the question, "Have you received any on-the-job training?" deleting the "no response" category. No statistical significance was found between sex or race and on-the-job training. Table 3.40 Chi Square Analysis of Responses to the Question: "Have you received any on-the-job training?" (By Sex) Yes No Sex Total N % N % Male 5 28.0 13 72.0 18‘ Female 6 27.3 16 73.0 22 Column total 11 29 40 Average % 27.7 72.5 2 X 2 corrected chi square = .103. No significance atac = .05. df = l. E = .748. The question, "Have you received any promotions?" (Appendix B, item 9) was the fifth indicator of present status (Tables 3.42 and 3.43). As would be expected, Table 3.42 indicates the greatest pr0portion of respondents (85.4 percent) had received no promotions, represented by 75 percent males and 95.5 percent females. Promotions were reported by 7.3 percent of the total respondents, 10 percent male and 4.5 percent female. No statistical significance was found 137 Table 3.41 Chi Square Analysis of Responses to the Question: "Have you received any on-the—job training?" (By Race) Yes No Race Total N % N % Black 4 25.0 12 75.0 16 White 7 29.0 17 71.0 24 Column total 11 29 40 Average % 27.0 73.0 2 X 2 corrected chi square = .006. No significance at i = .05. df = l. p = .942. Table 3.42 Chi Square Analysis of Student Responses to the Question: "Have you received any promotions?" (By Sex) No Response Yes No Sex Total N % N % N % Male 3 15.0 2 10.0 15 75.0 20 Female 0 0.0 1 4.5 21 95.5 22 Column total 3 3 36 42 Average % 7.5 7.3 85.4 Chi square = 4.247. ‘ No significance at-C = .05. df = 2. p = .12. 138 Table 3.43 Chi Square Analysis of Student Responses to the Question: "Have you received any promotions?" (By Race) No Response Yes No Race Total N % N % N % Black 2 11.1 0 0.0 16 88.9 18 White 1 4.2 3 12.5 20 83.3 24 Column total 3 3 36 42 Average % 7.7 6.3 86.1 Chi square = 2.981. No significance ataC = .05. df = 2. p = .23. between promotions and sex of the respondents. When the same question was analyzed by race, Table 3.43 shows that 86.1 percent of the total respondents had received no promotions. This response was most evenly distributed, with 88.9 percent blacks and 83.3 percent whites reporting. There were no black respondents who stated they had received any promotion, while 12.5 percent of the whites indicated they had, repre- senting 6.3 percent of the total responses. No statistical significance was found in the frequency of promotions of the respondents when analyzed by race. ’ Tables 3.44 and 3.45 show the results of a second analy- sis of the question, "Have you received any promotions?" by sex and race, deleting the "no response" category. As would 139 Table 3.44 Chi Square Analysis of Responses to the Question: "Have you received any promotions?" (By Sex) Yes No Sex Total N % N % Male 2 12.0 15 88.0 17 Female 1 4.5 21 95.0 22 Column total 3 36 39 Average % 8.3 91.5 2 X 2 corrected chi square = .054. No significance at 0< = .05. df = 1. p = .816. Table 3.45 Chi Square Analysis of Responses to the Question: "Have you received any promotions?” (By Race) Yes No Race Total N % N % Black . 0 0.0 16 100.0 16 White 3 13.0 20 87.0 23 Column total 3 36 39 Average % 6.5 93.5 2 X 2 corrected chi square = .044. - No significance at'( = .05. df = 1. p = .833. 140 be expected, an average of 91.5 percent of the male and female respondents stated they have had no promotions. Males represented 88 percent of the "no" responses and females represented 95 percent. The tables indicate 6.5 percent have received promotions, with no black responses and 13 percent white responses; 12 percent were males and 4.5 percent were females. This question also was consistent with the lack of employment and on-the-job training. There was no statistical significance found in regard to promotions by race or sex. Responses to Future Plans for Employment and Education The third area of interest analyzed by the drOpout ques- tionnaire assessed the future plans of the dropout for employment or education. Questionnaire item 18, Appendix B, asked: "What are your plans for future employment?" As shown in Table 3.46, male and female respondents indicated 11.4 percent would continue as present. This represents 22.7 percent of the female responses. On-the-job training was indicated by 2.5 percent, representing 5 percent male and no female responses. No plans were indicated by a total of 12 percent, 15 percent males and 9 percent females. The greatest response, however, was "seek new job," totaling 39.5 percent of the total responses, representing 20 percent males and 59 percent females. A statistical significance was found between sex and plans for future employment. The same question, when analyzed by race (Table 3.47) did not reveal statistical sig- nificance for employment plans. The largest responses were 141 .HHm. n m .s u 00 .mo. u 0.58 sumonHson .mmo.mH u whosom Hso o.~H m.~ m.am H.HH m.em m mmoum>s H0505 Ne m H hH m 0H 5E5H00 NN o.m N o.o o o.mm mH N.NN m o.m N 0HME0m ON o.mH m o.m H o.oN v o.o o o.om NH 0H0: 5 2 w 2 w 2 w 2 m 2 H0509 m5H5Hm5B now 302 5500055 00 00500002 500 050H5 02 . 5001055150 5000 055H5500 02 5x00 >mv :m5508>oHQE0 055555 505 050Hm 55o> 050 5053: "50H50050 055 05 000502002 5500550 wv.m 0H509 mo 0H0>H05< 050500 H50 142 .om. u a .0 u 50 .mo. u 0.50 00500H5H50H0 02 .mmm.e u 058550 Hso 0.HH H.N 0.mm N.HH v.0m 0 00050>2 H0505 Nv m H NH 0 vH 5E5H00 «N m.NH m N.v H 0.0v HH >.0H v m.ON m 05H53 0H H.HH N o.o o m.mm 0 0.0 H o.om m . 500H2 w 2 m 2 m 2 w 2 w 2 H0509 050 o m5H5H05B 500 302 5500052 00 00502002 0002 H2 2 5001055150 2000 055H5500 02 50002 >00 :m550E>oHQE0 055555 505 050H2 55o> 050 5053: "50H5005O 055 05 000502002 5500550 50 0H0>H05¢ 050500 H50 5v.m 0H509 143 again related to seeking a new job, 39.6 total average per- cent, showing 33.3 percent blacks and 45.8 percent whites. Black and white respondents were almost evenly divided in response to "continue as present" (11.2 percent) and "no plans" (11.8 percent). On-the-job training was reported by 4.2 percent of the white respondents, with no response from the black respondents. "What are your plans for future education?" (Appendix B, item 18) was the last question analyzed for future plans. Significance was found between future education plans and sex of the respondents (Table 3.48). A combined total of 52 per- cent (45 percent males and 59 percent females) indicated plans to return to high school. The GED was the second largest response, indicated by 14.3 percent of both sexes. Equal responses (6.8 percent) were found in goals of adult education and no plans for future education. Other plans were indicated by 7.5 percent of the male respondents. The same question, when analyzed by race (Table 3.49),again found the greatest response to future education by returning to high school, with 33.3 percent blacks and 66.7 percent whites responding. Plans for GED found 16.7 percent blacks and 12.5 percent whites responding, totaling in a combined 14.6 per- cent. No plans for future education were indicated by a com- bined total of 7 percent (5.6 percent blacks and 8.3 percent whites). No significance was found between race and future education plans. Tables 3.50 and 3.51 show the results of a second 144 .Ho. u m .m u 50 .mo. n.usum HssoHMHsmHm .moo.sH u 058900 Hso 0.0 m.e H.HH m.o o.~m m.~H m 00050>< H0505 Nv m m 0 m NN m 5E5H00 NN 0.MH m 0.0 o 0.MH m 0.mH m 0.00 MH o.o o 0H0E02 oN 0.0 o o.mH m o.mH m o.o o o.mv m o.mN 0 0H0: 0 2 w 2 w z w 2 w 2 w 2 H0509 x00 50H500502 H00500 50H2 00502002 050H2 02 50550 020 5H502 05 555502 02 5500 >00 :N5OH500500 055555 505 050H2 550> 050 5053: "50H50050 055 05 000502002 5500550 50 0H0>H05< 050500 H50 mv.m 0H50E 145 .mmH. u m .m n 50 .00. n U050 00500H5H50H0 02 .mHs.s u 058800 550 o.h v.0 0.0H h.> o.om m.NH 5 00050>4 H0505 Nv m m 0 m NN m 5E5H00 vN m.m N 0.0 o m.NH m N.v H 0.00 0H m.m N 05H53 0H 0.0 H b.0H m n.0H m H.HH N m.mm 0 n.0H m 200Hm w 2 w 2 w 2 w 2 w 2 w 2 H0508 0002 50H500502 H00500 50H: 00502002 050H2 02 50550 020 5H50< 05 555502 02 50002 >20 :m5oH500500 055555 505 050H2 550> 050 5053: "50H50050 055 05 000502002 5500550 50 0H0>H05< 050500 H50 mv.m 0H508 146 Table 3.50 Chi Square Analysis of Responses to the Question: "What are your plans for future education?" (By Sex) Education Plans No Plans Sex Total N % N % Male 15 93.8 1 6.0 16 Female 19 90.0 2 9.0 21 Column total 34 3 37 Average % 91.9 7.5 2 X 2 corrected chi square = .061. No significance at & = .05. df = l. p = .805. Table 3.51 Chi Square Analysis of Responses to the Question: "What are your plans for future education?" (By Race) Education Plans No Plans Race Total N % N % Black 18 95.0 1 5.2 19 White 22 92.0 2 8.3 24 Column total 40 3 43 Average % 93.5 6.8 2 X 2 corrected chi square = .044. No significance at-c = .05. df = l. p = .833. 147 analysis of the question, "What are your plans for future education?" collapsing the columns into ”education plans" and "no plans." The data indicate that 91.9 percent of the male and female dropout respondents plan future educational goals. Males representing 93.8 percent and females repre- senting 90 percent of the respondents were almost evenly divided. Of the respondents, 95 percent of the black and 92 percent of the white dropouts plan to include education in their future. There was a total response of 7.5 percent indicating no plans; of these 5.2 percent were black and 8.3 percent were white. Summary This chapter presented an analysis of data comparing the dropout population to the general school population, and an analysis of characteristics of the dropout obtained from an exit interview of the student by the counselor (Appendix A). Another area of interest was presented from data obtained from a survey of students 1 year after they had drOpped out of school (Appendix B), regarding their reasons for leaving school, their present status and their future plans for employment or education. The study then sought to compare the responses of male and female participants as well as the reSponses of black and white respondents. — Since the main interest of the study was to determine if there were differences between dropouts and nondr0pouts, male and female and black and white respondents, the chi 148 square test of significance was used to determine if a rela- tionship did exist, using the .05 level of probability for acceptance. The data displayed concerning the comparison of the dropout population to the general p0pulation indicated that differences between the dropout and the general population are significantly greater for dropouts regarding lower average achievement; and a greater number and percentage of the dropouts were male, black, dissatisfied with school as the reason for leaving, and in the 11th grade when they dropped out. Questions generated for analysis of the dropout 1 year after leaving school indicated no significance of race or sex in the areas of reasons for not having completed school (two questions) and present status of the students (five questions). Responses to the questions of future plans for employment and education were found to be significant when analyzed by sex, but no significance was found between race and future educa- tion and employment plans. Thus, the overall findings indicate that differences of significance are found when comparing the dropout to the general school population on variables that address success in school. General characteristics of the dropout commonly accepted to be true were supported by the data as well. When analyzing data regarding a follow-up study of students out of school for a year, race and sex were not found to be of sig- nificance except for the significance found between sex and 149 future education and employment plans. The conclusions, limitations, and implications follow in Chapter IV. CHAPTER IV SUMMARY AND CONCLUSIONS The final chapter of this report contains a review of the problem and procedures used, a summary of the major find- ings, limitations imposed on study results, and a presenta- tion of conclusions, with implications for counselors, educators, and future study. Review of the Problem The purpose of this study was threefold: (a) to deter- mine the extent to which traditional views of education toward the high school dropout are accurate in a desegregated metropolitan area; (b) to assess the significance of any changes in the status of the dropout student a year later as contrasted to the reasons given at the time the student originally terminated high school; and (c) to discover impor- tant implications from this research to assist counselors, teachers, parents, curriculum specialists, and administrators in their efforts to help students. Over the years, educators have developed certain hypoth- eses with respect to the nature of the high school dropout. While these hypotheses are viewed as being "common sense observations" of the high school dropout, it is imperative that systematic data be collected with respect to high school dropouts and then be analyzed in a systematic manner such 150 151 that there is a statistical base from which to make conclu- sions. If the "common sense observations" which have been purported by educators in the past are supported by this study, then their point will be substantiated and will add to the already existing body of knowledge. However, if the questions posed by this study do not support these "common sense observations," greater doubt is cast upon their worth for educators, and new questions are raised as to how they pertain to the high school drOpout. Additionally, these educators must then change their mindset such that it is in harmony with the new information pertaining to high school dropouts, and modify their behavior and actions accordingly. A major objective was to determine if significant dif- ferences existed between the dropout student and the general school p0pulation on criterion measures such as sex, race, grade, achievement, attendance, and suspensions. It was con- jectured that any significant differences would provide a statistical basis from which to make new observations of the dropout. Another important objective dealt with identifying the response of the dropout population to the following spe- cific descriptive factors: reasons for dropping out, future plans of drOpouts, economic status of the parents or guardian with whom the student lived prior to dropping out, in what school activities the student had participated, and what special efforts were made by the school to prevent dropouts. Participants responded to a questionnaire developed by the Research and Development Department of the Kalamazoo Public 152 Schools for this portion of the data (Appendix A). The last objective of this investigation was to explore the status of dropouts 1 year later. Analysis was done by sex and race of data collected for testing in three areas: reasons for leaving school, present status, and future plans for employment or education. Participants responded to a l-year follow-up questionnaire (Appendix B) which sought information to support the above three areas of interest. The responses were analyzed by the Statistical Package for the Social Sciences (SPSS) on computers at the Western Mich- igan University Computer Center in Kalamazoo. Since the main interest of the study was to determine if there were differences between the dropout and general school population and between sex and race of the respondents, the chi square test was used to determine significance, using the .05 level of probability for acceptance. The nature of the study fit the requirements outlined by a variety of researchers for using this test. Data were compiled from records of the Research and Development Department of the Kalamazoo Public School System for 271 dropouts and 3,142 students in the general school p0pulation of grades 10, 11, and 12. Complete data were reported on 144 participants of the dropout population on questions of achievement, sex, race, and grade. Follow-up data were obtained from 42 respondents from a sample of 60 students who had been out of school for 1 year. The following discussion summarizes specific findings 153 related to the areas of interest discussed in this section. Discussion The results of this research are reported in three sections, corresponding to the three purposes of this study. The first purpose was to determine the extent to which there is statistical significance to substantiate certain hypoth- eses, commonly accepted in the past, with respect to the nature of the high school dropout in a desegregated metro- politan area. Six specific factors of interest were used to determine statistical significance: Is there a significant difference between the achievement of drOpouts as measured by a norm- referenced test and the achievement of the general school population; between the attendance of dropouts and the gen- eral school population; between the suspension rates of drop- outs and the general school population; between males and females; between blacks and whites; and in grade level in which a student is enrolled when he/she drops out? Analysis of the above factors found statistical signif- icance did exist when comparing the dropout with the general population on achievement, attendance, and suspension vari- ables. On these variables, dropouts were found to have sig- nificantly lower test scores on reading and mathematics mea5ures, had a larger amount of suspensions per group than the general p0pulation, and had missed more school per group than the general population. Significantly more males than 154 females and more whites than blacks were in the dropout sample than in the general population; however, missing data on the dropout population by race might have changed these data significantly enough to have more closely reflected the dispr0portionate representation of black drOpouts in the population. Further descriptive analysis of the drOpout was done regarding five areas of interest: reasons for dropping out, future plans, economic status of parents or guardian, school activities in which the dropout had participated, and special efforts made by the school to prevent the dropout from leaving. Analysis of these data substantiated the findings reported in the literature review. The students reported the main reasons for leaving school were related to dislike of school, academic and behavioral difficulty, followed by eco- nomic problems related to the family. Future plans for edu- cation included returning to school, equivalency diploma, adult education, and correspondence school. The armed forces and college were the least frequently mentioned plans of drOpouts. The dropouts reported little involvement in school activities, with most of them not participating at all. The economic status of the parents or guardian deviated from most studies and was described as average for the majority of students, with the rest of the parents sharing below average and public assistance status. Only one parent was considered affluent. Special efforts made by the school included 155 referral to the counselor, work-study programs, tutoring, and community referrals. The second purpose of this study was to assess the sig- nificance of any changes in the status of the drOpout student a year later, as contrasted to the reasons given at the time the student originally dropped out. These data were obtained from the follow-up study of 42 students who had been dropouts for 1 year. Two questions were used to measure the reasons students left school. No significance was found by race or sex to the reasons why the student left school or if the student would have left school if he/she had to do it over again. The present status of the student was assessed by five questionnaire items. Again, analyzed by race and sex, no significance was found in the measures of present status, which included: present school attendance, alternative involvement that included education, employment, on-the-job training, and promotions. While no significance was found, the responses consistently verified the profile of the drop- out described in Schreiber (1968). The data from the year- later dropout study strongly support the "common sense observations" purported by educators in the past as well as supported in the literature. Future plans for education and employment, when analyzed by sex, revealed significance, while analysis of the same questions by race revealed no significance. 156 Implications for Counselors and Educators The third purpose of this study was to discover impor- tant implications from the research to assist counselors, teachers, parents, and administrators. Data from this research strongly support the data found in the literature describing the drOpout characteristics and, in doing so, imply that the recognizable factors that distinguish the dropout-prone students are detectable early in the school environment. Wrenn (Schreiber, 1968) identified three cate- gories where tasks for the counselor in helping the school drOpout are defined: "(a) influencing others to provide a more meaningful environment, both in and out of school; (b) modifying others' perceptions of the dropout in the direction of better identification and understanding; and (c) modifying the self-perception of the dropout so that he may be able to relate better to others and also to know how to make more adequate use of whatever environmental resources are avail- able to him" (p. 366). It is within these areas that this researcher feels there is much a counselor can do to help the student who will leave the school environment for promises of a more productive existence. While much literature has been written and many programs attempted in an effort to establish more effective curricula, work-study programs, selection of teachers, and policy changes for attendance and suspension, there are other envi- ronmental tasks, both in and out of school, that are also 157 part of the counselor's domain. This study lends support to the literature that indicates the potential dropout can be identified early in the schooling process, and developing a plan of intervention that will avoid the ultimate dropping out of school is a primary task of the counselors and educa- tors. This intervention will have to take into account the E total environment of the student--societal, educational, and familial factors--as also indicated in the data. In this capacity, the counselor can become effective in bridging the services of the school to the community, extending the atti- tude of concern in the community for the dropout to return to school as well as provide a more visible active model for the drOpout to redirect his own perception of himself. Implications for Desegregation Because the special interest of this study is related to the desegregated nature of the school system, it is appro- priate to consider the implications of desegregation on the drOpout problem. While the findings of this study did not establish differences in the characteristics of drOpouts in a desegregated school system from those found in the litera- ture of students who were not from a desegregated system, the implications of desegregation are nonetheless important and evident in this study (see "Impact of Desegregation," p. 13). Dropouts, generally characterized as urban poor and minority, have been and continue to provide evidence that 158 their problems with the schools are the result of poor self- concepts (eroded by detrimental school experiences) or they are examples of students who do not suffer from poor self- concepts but, rather, "lack confidence in the school's reality to their own life situations" (Irwin, 1978, p. 2). There are many data to support the importance of the school's influence on the development of self-concept that results in the decision of the student to stay in school or leave. Low teacher expectation (based on scores of achieve- ment tests) and the self-fulfilling prophecy are frequently mentioned as examples inherent in school systems as aliena- tion factors that lead to dr0pping out of school. Green (1977, p. 119), in The Urban Challenge, stated implications for desegregated schools to alleviate this problem among other factors. Paraphrasing from Green: 1. A constructive use of tests might be to suggest curriculum revisions that better meet students' needs. 2. Rather than suspensions for disciplinary action, strategies should be implemented that are more conducive to student academic and personal growth. 3. School boards must avoid policies of token desegre- gation to ensure educational equality by busing and other appropriate methods. - 4. Teacher training programs (colleges and universities) can provide more relevant course offerings to assist teachers in working with children of varying racial and income backgrounds. 159 5. Parents can strive as advocates of their children, and desegregated schools should involve parents at all appro- priate levels of participation. 6. The responsibility of financing quality education is the obligation of all persons, and more realistic fiscal policies and efforts to achieve a meaningful degree of desegregation can make possible significant progress towards equal educational opportunities for all. Because no significance was found by race or sex in this study, the implications for desegregation suggested by Green have specific relevance to the Kalamazoo Public School System, in which this study was conducted. The large number of minority students who are part of the dropout p0pulation in Kalamazoo are also identifiable as low achievers and are recipients of a large portion of the suspensions. Because of their disproportionately large representation in these areas, and because Kalamazoo is identified as a desegregated metropolitan school district, it appears essential that the system adopt policies that continuously evaluate alternatives to suspensions, monitor curriculum offerings and methods of selection or assignment of students to courses, and provide supportive services necessary for the full participation of all students. Additionally, continuous monitoring of the racial balance of students in all levels of class offerings should be instituted along with measures to assure racial balance among the schools of students, teachers, and adminis- trators. It appears essential in a district such as Kalamazoo 160 that the teachers considered for employment in the district should be those who have had exposure to and have academic preparation for the specific challenges characteristic of urban school systems. It is further implied that it is the responsibility of the system to continuously address the needs of the urban school student through in-service program- ming for all teachers and administrators to maintain the necessary sensitivity and commitment to the urban school challenge as well as upgrade skills to further assure that this need is being apprOpriately addressed. Perhaps the most important implication for desegregation and the dropout is the encouragement and use of parent involvement in all levels of the education process, elemen- tary through secondary levels. Parents can provide the necessary support for the student as advocates as well as be instrumental in providing support for the school system in defining and carrying out policies that reflect the needs of the desegregated district. Urban school systems are par- ticularly in need of informing and soliciting the help of the community in specific areas concerning the successful participation of the student as well as provide a meaningful resource to monitor and control the accompanying impediments to the education process, including student conduct and dis- ciplinary actions that are reflected in all metropolitan school systems. Lastly, because the court-ordered desegregated system that exists in Kalamazoo is subject to review and evaluation, 161 all efforts should be made to utilize grants obtained from the Federal Emergency School Assistance Program to provide quality education through fiscal policies that assure con- tinued provision of services which are necessary to maintain the conversion of the district to a unitary system. Implications for Future Study The results of research studying the dropout suggested that a great deal of interest has been focused in this direc- tion. While the nature of the problem, the characteristics of the dropouts themselves, and the predictability of poten- tial dropouts have been thoroughly researched in the past, several specific areas will be identified that seem to be particularly relevant for future research. While reviewing data of the dropout compared to the general population, it was found that a number of students with similar characteristics of the dropout (low achievement, over age for grade, history of suspensions) continue to be school-persisters. The researchable question is: What dif- ferences exist between the students who dr0p out and the students with dropout characteristics who do not drop out, with particular respect to the positive efforts made by the school that produced the difference? Another researchable area of interest is the role of the-counselor in the public school system. Interest should be focused on the identity of the counselor as perceived by students and parents. It would be of interest to compare 162 the effectiveness of counselors in traditional settings to counselors involved in programs that involve unconventional work hours (evenings and weekends) and environments, that is, the more student-populated community-based social settings, in reducing the number of dropout students. Another area that will become more important in identi- fying the role and function of the counselor and the dropout will be related to the development of appropriate reliable instruments to measure variables, assess attitudes, and aid in a classification system which could be developed to facil- itate individualized intervention techniques for teachers and counselors, as they encounter the student with identifi- able dropout characteristics. Limitations The fact that race and sex were consistently not found to be significant in these findings encourages further dis- cussion. There are several possible reasons for this occurrence. One possible factor that may have contributed to the lack of significance of race and sex is related to the number and composition of the sample of dropouts interviewed. While the original sample was large enough for an adequate analysis (60 black, white, male, and female subjects, evenly divided into cells of 15 each), the data used were confined to the subjects available for the study. Availability was limited to those students who were in the area, or could be found 163 after 1 year out of school, and who were willing to be inter- viewed. Selection of this sample was originally confined to students who had been dropouts of school for 1 year, but who had been enrolled in the Kalamazoo Public School System con- sistently throughout the 5 years of the desegregation program. This limitation was imposed to control for the inclusion of subjects who transferred into the system and later dropped out of school but may have had a poor school experience prior to attending school in Kalamazoo, not related to the desegre- gated school environment. It is felt that a larger, more evenly distributed sample of race and sex might have yielded more significance in the responses, while it has been found in many research studies such as this, small samples are more effective, to a larger degree, than large samples. In such studies, however, in-depth interviewing and projective techniques provided more information than did studies that solicited little more than one-sentence responses from a larger population. It would appear that the small sample size might have been appropriate if accompanied by sufficient interviewing instrumentation and techniques. Another reason for failure to achieve statistical sig- nificance relates to the validity of the instrument. While the pretest was done to indicate reliability, no test for validity was conducted. There is therefore no guarantee that respondents provided accurate or actual responses in the interview situation. While the interviewers were skilled in the interview process of discriminating effective responses, 164 there remains the possible factor of incomplete or invalid responses. Previous studies of student repsonses to ques- tionnaires regarding reasons for dropping out lend doubt to whether true reasons are given, and convenience as well as socially acceptable reasons are often given by students for why they drop out. In fact, students' true reasons for drop— ping out and their exit interview reasons were rarely the same. The use of a small sample size can be more effective than large samples, but it appears essential that consider- able attention be given to the interviewing techniques and instrument to solicit the greatest amount of knowledge available from a small sample. The nature of the exit interviews placed limitations on the conclusions that can be drawn from them. Since many of the students did not have an interview before leaving school, data were entered by the counselors to the best of their knowledge regarding the student. While other resources were often used when available, the validity of the data is sub- ject to some subjective reporting and/or biases of the counselor. Additionally, differences in students and the abilities or comfort of the counselors may have created a variation in responses, which may have further limited the conclusions from some of the exit interviews. - Lastly, the results and conclusions drawn from this study can only be generalized to the degree that other popu- lations studied would be comparable to that of Kalamazoo with respect to the variables studied. 165 In Retrospect The experience gained during the course of this study has enabled the researcher to recommend the following changes in future efforts. Briefly, they are: 1. An exit interview with students should be conducted as near as possible to the time the student is identified as F leaving school and should be followed up within 6 months from 'JI. ET the time the student leaves. From the l-year follow-up study it was ascertained that many students were considering returning to school shortly after they had left, and with llr appr0priate support they might have attempted school or an alternative education program. 2. A more reliable, in-depth instrument should be developed that provides the exit interviewer with follow-up information regarding the student's plans, suggested refer- rals, and community contact resources. The present system does not offer any supportive services for the student or family. APPENDICES APPENDIX A APPENDIX A DROPOUT CHARACTERISTICS, 1976-77 September-June, 1976-77 271 Students Number Percent l) Regularity of attendance Above average 5 1.8 Average 29 10.7 Below average 227 83.8 Blank 10 3.7 2) Transportation to school Walk 9 3.3 Bus 204 75.3 Private car 30 11.1 Other 0 0.0 Blank 28 10.3 3) Program of study Academic 31 11.4 Commercial 20 7.4 General 150 55.4 Special 8 3.0 Vocational 39 14.4 Special education 12 4.4 Other 3 1.1 Blank 8 3.0 4) History of suspension Yes 100 36.9 No 65 24.0 Blank 106 39.1 5) History of retention Yes 72 26.6 No 76 28.0 Blank 123 45.4 6)-History of class failure Yes 166 61.3 No 37 13.7 Blank 68 25.1 166 167 September-June, 1976-77 271 Students Number Percent 7) History of court referral Yes 53 19.6 No 73 26.9 Blank 145 53.5 8) Reading level Above average 34 12.5 Average 84 31.0 Below average 120 44.3 Blank 33 12.2 9) Math level Above average 22 8.1 Average 98 36.2 Below average 117 43.2 Blank 34 12.5 10) Composite achievement Above average 18 6.6 Average 89 32.8 Below average 127 46.9 Blank 37 13.7 11) School activities None 212 78.2 1-2 16 5.9 More than 2 3 1.1 Blank 40 14.8 12) Acceptance of peers Rejected 13 4.8 Tolerated 34 12.5 Accepted 148 54.6 Popular 9 3.3 Unknown 43 15.9 Blank 24 8.9 13) Are closest friends out-of—district Yes 40 14.8 No 64 23.6 Unknown 121 44.6 - Blank 46 17.0 14) Time in school district 0-1 years 18 7.0 1-2 years 11 4.3 2-3 years 2 .8 3-4 years 5 2.0 168 September-June, 1976-77 271 Students Number Percent 4-5 years 5 2.0 5-6 years 3 1.2 6-7 years 1 .4 7-8 years 5 2.0 8-9 years 4 1.6 9-10 years 43 16.8 10-11 years 34 13.3 11-12 years 20 7.8 Blank 105 41.0 15) Highest grade completed by father Grade 1 3 1.1 Grade 2 0 .0 Grade 3 0 .0 Grade 4 0 .0 Grade 5 0 .0 Grade 6 l .4 Grade 7 0 .0 Grade 8 3 1.1 Grade 9 1 .4 Grade 10 l .4 Grade 11 3 l 1 Grade 12 24 9.0 Blank 232 86.6 16) Highest grade completed by mother Grade 1 0 .0 Grade 2 0 .0 Grade 3 0 .0 Grade 4 0 .0 Grade 5 0 .0 Grade 6 0 .0 Grade 7 0 .0 Grade 8 2 .7 Grade 9 3 1.1 Grade 10 3 1.1 Grade 11 0 .0 Grade 12 29 10.8 Blank 231 86.2 17) Number of siblings in residence — 0-1 siblings 28 10.3 1-2 siblings 22 8.1 2-3 siblings 30 11.1 3-4 siblings 7 2.6 Over 4 siblings 19 7.0 Blank 165 60.9 169 September-June, 1976-77 Number Percent 18) Occupation--Mother Professional, technical 11 4.1 Farm, farm manager 0 .0 Manager, proprietor 0 .0 Clerical, sales 18 6.6 Craftsman 0 .0 Operative (semi-skilled) 10 3.7 Service worker 23 8.5 Farm laborer 0 .0 Laborer (non-farm) 6 2.2 Blank 203 74.9 19) Occupation--Father Professional, technical 15 5.5 Farm, farm manager 2 .7 Manager, proprietor 5 1.8 Clerical, sales 4 1.5 Craftsman 7 2.6 Operative (semi-skilled) 27 10.0 Service worker 18 6.6 Farm laborer l .4 Laborer (non-farm) 11 4.1 Blank 181 66.8 20) Students live with Both natural parents 95 35.1 Mother 77 28.4 Father 8 3.0 Mother and stepfather 20 7.4 Father and stepmother 5 1.8 Grandparents 5 1.8 Foster parents 3 1.1 Relatives 8 3.0 Friends 12 4.4 Institution 1 .4 Blank 37 13.7 21) Economic status of residence Public assistance 32 11.8 Below average 43 15.9 Average 99 36.5 Affluent 4 1.5 Unknown 39 14.4 Blank 54 19.9 22) Parent contacted Yes 187 69.3 No 63 23.3 Blank 20 7.4 170 September-June, 1976-77 Number Percent 23) Parent reaction Encourage leaving 32 11.8 Indifferent 42 15.5 Encourage staying 93 34.3 Unknown 47 17.3 Blank 57 21.1 24) Reason for dropping out--Pupil Physical illness 11 2.9 Physical disability 1 .3 Mental illness 3 .6 Mental disability 3 .8 Behavior difficulty 19 5.0 Academic difficulty 28 7.4 Lack of appropriate curriculum 12 3.2 Poor pupil-staff relationship 5 1.3 Poor relationships with fellow 14 3 7 students ' Dislike of school experiences 96 25.3 Parental influence 7 1.8 Need at home 8 2.1 Economic reasons 14 3.7 Employment 25 6.6 Marriage 7 1.8 Pregnancy 4 1.1 New residence, school status 1 3 unknown ° Other 79 20.8 Blank 42 11.1 25) Reason for dropping out--School Physical illness 5 Physical disability 1 Mental illness 4 Mental disability 1 Behavioral difficulty 33 Academic difficulty 27 Lack of appropriate curriculum 11 Poor pupil-staff relationship 3 Poor relationships with fellow students Dislike of school experiences 5 _ Parental influence Need at home Economic reasons Employment Marriage Pregnancy WNW l-' l-’ O I I O O O O O O 03thme 0‘ mowowwwb H HHHHm1b O O O O O O 0 01101011501010: 171 September-June, 1976-77 Number Percent New residence, school 8 district unknown ' Other 88 23.9 26) Would stay in school if Work-study 11 4.0 Financial aid 3 1.1 More guidance 3 1.1 Individual tutoring 1 .4 Different courses 1 .4 Help in reading 1 .4 Help in English 1 .4 Help in math 1 .4 Under no condition 146 53.1 Blank 107 38.9 27) Special efforts made by school Refer to counselor 197 41.2 Work-study program 65 13.6 Community referral 51 10.7 Tutoring 43 9.0 Other 72 15.1 Blank 50 10.4 28) Student-stated future educational plans Armed forces 18 6.4 College 4 1.4 Adult education 35 12.4 Correspondence school 1 .4 Equivalency diploma 11 3.9 Return later 44 15.6 Undecided 75 26.6 None 51 18.1 Blank 43 15.2 29) Exit interview with whom Counselor 147 54 2 Principal 11 4.1 Teacher 3 1.1 Other 15 5.5 None held 73 26.9 — Blank 22 8.1 APPENDIX B APPENDIX B SCHOOL LEAVER--ONE-YEAR FOLLOW-UP I am Mr./Mrs./Miss . I am with the Research and Deve10pment Department of the Kalamazoo Schools and we are doing a survey of all those who left the Kalamazoo Public School System last year, 1976-77. We wonder if you would be willing to answer a few short questions? NAME ADDRESS Street PHONE NUMBER City State Zip INTERVIEWER'S NAME 1. Are you attending school anywhere at this time? Yes No 2. If yes, Fulltime Parttime 3. If not attending, are you involved in: Adult education Correspondence course(s) Military service 4. If in military: Branch Reserves Yes No 5. If "parttime" or "fulltime" attending school are checked above, describe briefly: 6. Are you working? Fulltime Parttime Unemployed 172 10. ll. 12. 13. 14. 15. 16. 17. 173 If working fulltime: How long Where are you employed Place Location Have you received any on-the-job training? Yes No Have you received any promotions? Yes No If yes describe the promotion(s) If no, are there educational requirements required to get a promotion? Describe: Do you belong to a union? Yes No If unemployed, how long have you been unemployed? Have you worked since leaving school? Yes No If you have worked since leaving school, describe briefly and state how long you have worked: If you had it to do over again, would you have left school? Describe: As you think about it now, what do you feel was the reason for your not having completed school? 174 18. What are your future plans for employment and/or education? Describe: 19. Are you married? Yes No ‘F. i 20. Do you have children? Yes No i 21. Since leaving school, have you ever been convicted of a felony or misdemeanor other than a traffic violation? Yes No 0, 22. If you have, describe the misdemeanor or felony: *********** Thank you for assisting us with this questionnaire. BIBLIOGRAPHY BIBLIOGRAPHY Bachman, J. G. Youth in transition, volume II: The impact of family and—intelligence on tenth-grade boys. Ann Arbor, Mich.: Survey Research Center, Institute for Social Research, 1970. Bachman, J. G., Green, S., & Wirtanen, I. D. Youth in tran- sition, volume III: Dropping out--Problem or symptom? Ann Arbor, Mich.: Survey Research Center, Institute for Social Research, 1971. Beaird, R. E. S. Self-concept as related to adolescent school dropouts (Doctoral dissertation, University of Nebraska Teachers College, 1964). Dissertation Abstracts, 1965, 25, 5724, No. 10. Bledsoe, J. C. An investigation of six correlations of stu- dents' withdrawal from high school. Journal of Educa- tional Research, 1959, 5}, 3-6. Blough, T. B. A critical analysis of selected research literature on the problem of school dropouts (Doctoral dissertation, University of Pittsburgh, 1957). Disser- tation Abstracts, 1957, 11, 58-59, No. l. Boggan, E. J. What are the major causes of student drOpouts and what should the school do about the present condi- tion? Bulletin of the National Association of Secondary School Principals, 1955, 32, 84-85. Bowman, P. H., & Matthews, C. B. Motivations of youth for leaving school (Project 200, Cooperative Research). Washington, D.C.: U.S. Office of Education, 1960. Brumfield, S. H. An approach to the student withdrawal prob- lem through the use of the structured open-ended ques- tionnaire and the focused depth interview (Doctoral dissertation, University of Southern Mississippi, 1967). Dissertation Abstracts, 1967, 21, 68-2927. Bryant, J. C. Some effects of racial integration of high school students on standardized achievement test scores, teacher grades, and dropout rates in Angleton, Texas (Doctoral dissertation, University of Houston, 1968). Dissertation Abstracts, 1968, 28, 69-768. 175 176 Cervantes, L. F. The dropout: Causes and cures. Ann Arbor: University of Michigan Press, 1965. Chilman, C. S. A comparative study of measured personality needs and self-perceived problems of ninth and tenth grade students: Half of the group possessing character- istics associated with early school leaving and the other half not possessing such characteristics (Doctoral dissertation, Syracuse University, 1959). Dissertation Abstracts, 1960, 29, 3190-91, No. 8. Cook, E. S. An analysis of factors related to withdrawal from high school prior to graduation. Journal of Educa- tional Research, 1956, 22, 191-196. Dentler, R. A., & Warshaver, M. E. Big citydrop-guts and illiterates. New York: Columbia Ufiiversity Teachers College, Center for Urban Education, 1965. Deutsch, J. M. Early social environment: Its influence on school adaptation. In D. Schreiber (Ed.), Profile of the school dropout. New York: Random House, 1967. Dillon, H. J. Early school leavers: A major educational problem. New York: Motivational Child Labor Committee, 1949. ' Duncan, B. Family factors and school dropouts, 1920-196_ (Project 2258, C00perative ResearEh). Washington, D.C.: U.S. Office of Education, 1965. Elliott, D. S., Voss, M. L., & Wendling, A. Capable dropouts and the social milieu of the high school. Washington, D.C.: U.S. Department of Health, Education and Welfare, Office of Education, August 1964. Fifield, M. G. The self-concept as an identifying factor of school dropouts (Doctoral dissertation, Washington State University, 1963). Dissertation Abstracts, 1964, 22, 1738-39. Goodman, P. W. High school dropout rate as related to some other demographic variables (Doctoral dissertation, Uni- versity of Colorado, 1967). Dissertation Abstracts, 1967, 22, 041 67-15. Grant, W. V. Positive approaches to dropout prevention. Washington, D.C.: U.S. Office of Educational Statis- tics, 1974. Green, R. L. The urban challenge--Poverty and race. Chicago: Follett, 1977. 177 Handy, H. W. Evaluations of curriculum offerings as causa- tive factors for students dropping out of high school before graduation. Dissertation Abstracts, 1965, 22, 5054, No. 9. Hansen, C. F. A five-year report of desegregation in the Washington, D.C., schools. New York: Anti-Defamation League of B'Nai B'Rith, 1960. Hopkins, C. E. The derivation of a prediction equation to identify potential school dropouts. Dissertation Abstracts, 1965, 22, 5789, No. 10. Irwin, J. R. Doubters, delinquents and dropouts--Can they be helped through‘improved self-concepts? Paper presented at the meeting of the National Association of Secondary School Principals, Anaheim, California, February 1978. Macarrow, J. E. Reducing dropouts. Bulletin of the National Association of Secondary School Principals, 1950, 29, 183-188. - Mack, A. R. A study of dropouts. Bulletin of the National Association of Secondary School Principals, 1954, 22, 49-51. Michigan Department of Education. Public high school drop- outs in Michigan, 1974-75 and 1975-76 (Statistical Bul- letin 40071. Lanéing: Research Evaluation and Assess- ment Services, September 1977. Miller, S. M., & Harrison, I. E. Types of dropouts: "The unemployables." Syracuse, N.Y.: Syracuse University Youth Development Center, March 1963. Mueller, R. J. A follow-up comparison of post-high school success of matched high school dropouts and graduates. Dissertation Abstracts, 1964, 22, 4481-82, No. 11. Options on Education. Pushout: New outcasts from public school (Transcript). National Public Radio, September 1974. Orshonsky, M. Children of the poor. In D. Schreiber (Ed.), Profile of the school dropout. New York: Random House, 1967. Penty, R. C. Reading ability and high school dropouts. New York: Columbia University Teachers College, 1956. Perella, V. C., & Waldonan, E. Out-of—school youth-~Two years later. Monthly Labor Review, 1966, 22, 860-866. 178 Ramirez, M. Value conflicts experienced by Mexican-American students. Washington, D.C.: U.S. Office of Education, 1968. Saleen, B. L., & Miller, S. M. The neglected dropout: The returnee. Syracuse, N.Y.: Syracuse University Youth Deve10pment Center, July 1963. Schreiber, D. (Ed.). Profile of the school dropout. New York: Vintage Books, 1968. Schreiber, D., & Kaplan, B. A. (Eds.). Guidance and the. school dropout. Washington, D.C.: National Education AssociatiEn & Personnel and Guidance Association, 1964. Schreiber, D., Kaplan, B. A., & Strom, R. D. Dropout studies: Design and conduct (Project on school dropouts). Wash- ington, D.C.: National Education Association, 1965. Shepp, D. w. Can we salvage the dropouts? Clearing House, 1956, 22, 49-54. Stevens, J. J. The development and testing of a model for the identification of potential school dropouts (Doc- toral dissertation, Colorado State College, 1965). Dissertation Abstracts, 1955!.E2! 65-7734. Sullivan, F. W. A study of the holding power of two selected Negro high schools of Atlanta, Georgia (Doctoral disser- tation, New York University, 1964). Dissertation Abstracts, 1964, 22, 64-2327. Superintendent's Report, Staff Task Group Study. Desegregpr tion of the Berkeley Public Schools: Its feaSlblllty and implementation. Berkeley, Calif.: Author, 1964. Tesseneer, R. A., & Tesseneer, L. M. Review of the litera- ture on school dropouts. Bulletin of the National Asso- ciation of Secondary School Principals, 1958, 22, 141- 153. VanDyke, L. A., & Hoyt, K. B. The drOp-out problem in Iowa high schools (Project 160, Cooperative Research). Wash- ington, D.C.: U.S. Office of Education, 1958. Varner, S. E. School dropouts. Washington, D.C.: National - Education Association, Research Division, 1967. U.S. Department of Labor, Bureau of Labor Statistics. School and early employment experiences of youth: A report on seven communities, 1952-1957 (Bulletin No. 1277). Wash- ington, D.C.: U.S. Government Printing Office, 1960. 179 U.S. Commission on Civil Rights. School desegregation in Kalamazoo (Staff report). Washington, D.C.: Author, April 1974. Walsh, R. J. Relationship of enrollment in practical arts and vocational courses to the holding power of the com- prehensive high school (Doctoral dissertation, Univer- sity of Missouri, 1965). In Universipy of Missouri Bulletin, 1969, 21(5), Educational Series, No. 94. Walton, D. F. Selected mental health factors significant to the early identification of potential school dropouts (Doctoral dissertation, Baylor University, 1965). Elfi' sertation Abstracts, 1965, 22, 2597-98. Warner, O. R. The scholastic ability of school dropouts. School Life, 1965, 52, 21-22. Weber, G. H., & Matz, A. B. School as perceived by the drop- out. Journal of Negro Education, 1968, 22, 127-134. Wilson, J. E., Sr. Withdrawals from three selected high schools for colored youths in Ouachita Parish School System, Louisiana. Dissertation Abstracts, 1963, 22, 4177, N0. 11.