TM# te te wttff A m Am Guldmne# Pfmotlo## la 8#l#ot#d Steall High Sohoolai An Anmlyal# of tho OrganlMtlon and Adhlnlmtratlon of ^oolfio Horvio##. Daniel J« Sorrella «f dte rafeteMMete M.D. (Ottidanoe) July 26. 1^1 aiM Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. GUIDANCE PRACTICES IN SELECTED SMALL HIGH SCHOOLS AN ANALYSIS OP THE ORGANIZATION AND ADMINIS­ TRATION OP SPECIFIC SERVICES By DANIEL J. SORRELLS A DISSERTATION Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science In partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Department of Education 1951 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS The author is grateful to the Directors of Occu­ pational Information and Guidance and the Superintendents of Public Instruction in the various states for their as­ sistance in the collection of data for this investigation, and to the representatives of the individual schools whose wholehearted cooperation in furnishing detailed informa­ tion made this study possible. The author wishes to express his sincere apprecia­ tion to the members of his Doctoral Committee: Dr. Clif­ ford E. Erickson, Chaizman; Dr. Wilbur B. Brookover; Dr. Leonard J. Luker; Dr. Cecil V. Millard; and Dr. Cristopher Sower for their interest, suggestions, and encouragement. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OP CONTENTS Page LIST OP T A B L E S ............................... vl CHAPTER I. THE PROBLEM ......................... 1 Statement of the P r o b l e m ........... 1 Importance of the Problem ......... 1 Scope of the P r o b l e m ............... 3 ............... 3 ................. 6 Definition of Terme Plan of the Study Limitations of the Study ........... 7 School Communities Included In the S t u d y ..................... 8 ........................... 16 Summary II. REVIEW OP L I T E R A T U R E ................. l8 The Small High School and the Guidance Movement ........... l8 ............... 20 Later Developments................. 22 Research In Secondary Education ... 27 Research In the Field ofGuidance • . 3^ ........................... 42 County-wide Programs Summary III. PROCEDURES AND TECHNIQUES OP THE STUDY Initial Activities Selection Procedures . 44 ................. 44 ............... 43 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. iv CHAPTER Page Development of the Instrument Survey Procedure Summary IV. •. 47 ............... 50 ....................... 51 ESTAfiLISHXNa THE GUIDANCE PROGRAM Present Conditions 52 ............. Sources of Influence ............ Administrative Influences . .. 52 55 55 Faculty Participation .......... 57 Student Participation .......... 59 Parent Participation ........... Other Sources of Influence 60 . . .. 60 • .. 6l Staff Orientation Techniques Students' Orientation Activities 67 Initial Areas in Establishing Programs Summary V. ..................... 70 ....................... 72 THE INDIVIDUAL INVENTORY SERVICE .. 74 Sources of Information About Students ..................... ............ 78 .......... 81 ....................... 90 INFORMATIONAL AND COUNSELING SERVICES 92 Programs of Testing The Cumulative Record Summary VI. 74 Service Relationships .......... Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 92 V CHAPTER PtkQtf Kinds of Information.................. Personnel Responsible ........ . . . 93 96 Media Used for Dissemination.......... Counselor Practices Staff Cooperation ............... 99 ................. 102 Counseling Facilities VII. ............. IO3 Time Devoted to Co u n se l i ng ......... IO3 Summary 107 .......................... LESSER DEVELOPED SERVICES ........... Ill ............. Ill ................. 112 Service Relationships Placement Service Follow-up and Evaluation Services VIII. 98 . . II3 Staff S e r v i c e s ..................... 122 Summary 126 .......................... FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS ................... 129 F i n d i n g s .......................... 131 Conclusions 13& ....................... Recommendations ................... Implications for Further Research . . 144 148 APPENDIX A .................................. 149 APPENDIX B .................................. 155 ................................ I88 BIBLIOGRAPHY Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1 LIST OP TABLES TABLE I. II. Pag# Distribution of Schools by States • . • 10 Approximate Population of Communities in Which Schools Included in the Study Were L o c a t e d ................... III. 11 Distribution of Grades Included in High S c h o o l ....................... IV. 33 Activities Contributing to the Organizational Phase of Present Programs of Guidance Services V. .... 36 ................. 62 Activities Contributing to Staff Orientation to the Programs of Guidance Sez*vices VI. Adverse Staff Reactions to the Organization of Guidance Services VII. 66 Means Used to Overcome Adverse Reactions to Guidance Programs VIII. . . .... 66 ................. 66 Activities Contributing to Student Orientation to the Program of Guidance Services IX. Specific Activities Which Marked the Initial Steps in Beginning the Guidance Program ............... Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 71 1 vil TABLE X. Page Sources for Obtaining Information About S t u d e n t s ..................... XI. Information Included In Individual Cumulative Record Piles XII. 73 ........... 84 Kinds of Educational and Occupa­ tional Information Available to S t u d e n t s ........................... XIII. 94 Sources of Assistance In Procuring and Using Educational and Occupa­ tional Information................. XIV. 97 Counseling Practices Carried Out by Staff Members Responsible for G u i d a n c e ....................... XV. Staff Opinions and Practices In Relation to Counseling XVI. ............. 104 Facilities for Carrying Out Counseling Activities XVII. 101 ............. 106 Approximate Number of Hours Devoted Daily to Counseling In Each S c h o o l ..................... 108 XVIII. Placement Services ................... 113 XIX. Follow-up Services .................. II6 XX. Staff Ideas Concerning the Effec­ tiveness of Guidance Services .... Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 119 i vlli TABI£ XXI. Page Specific Improvemente Which Are Believed to Hav^ Resulted From Services Provided by the Guidance Program XXII. ................... 121 Phases of Guidance Believed to be Operating Most Effectively at the Present Time XXIII. ............... 123 Ideas and Practices Concerning the Effectiveness of Guidance as a Service to Staff XXIV. ............. 123 Titles of Personnel Completing Questionnaires..................... 130 i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I THE PROBLEM Statement of the Problem. The purpose of this study was two-fold: (l) to Identify and analyze the or­ ganizational and administrative procedures used by se­ lected small high schools in establishing their programs of guidance services; and (2 ) to find the degree to which specific guidance services are functioning in these schools at the present time. The problem was con­ cerned with learning ways in which existing guidance activities were initiated and administez*ed and in re­ vealing the present status of guidance in selected small high schools located in various areas of the United States. Importance of the Problem. Educational literature contains little information concerning guidance as it pertains to the small school. As late as 1946* Froelich stated that Of the myriad books that have been written in the last decade dealing with the techniques* organi­ zation* and administration of the guidance program* only two or three have been oriented to the small school.^ This fact was further emphasized by the 1943 White House Conference on Rural Education. Among the findings of ^ Clifford P. Froelich* "Guidance Programs in Small High Schools*" The Bulletin* 30:94, May, 1946. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2 this group was the fact that one of the most undeveloped areas of educational service In the rural school was In o the field of guidance. Most school administrators and many teachers have come to recognize guidance as a nec­ essary part of the modem school; yet, little has been done to Include such services as a part of the total of­ ferings of the educational curriculum.^ The Inability of many small schools to organize guidance activities may be attributed to the fact that they encounter great dif­ ficulty In trying to plan a program which will be ade­ quate for them; and that the programs used by larger schools cannot be adopted by them. h Few studies have been reported which concern the guidance needs of the small school. The problem of pro­ viding guidance within the framework of this size group Is unsolved In many communities. vices Is universal.^ The need for these ser­ Therefore, this study would seem to be pertinent, timely, and Important. ^ National Education Association, The White House Conference on Rural Education (Washington, D. C.: TH5 Ass oc laTion— 19?5TT P>"T Tg:— ^ Leslie L. Chisholm, "Major Handicaps Interfering with Guidance," School Review, 5^:24, January, 1946. York: ^ Arthur J. Jones, Principles of Guidance (New McGraw-Hill Book Company, inc., 19^5)/ P* 480. ^ William M. Alexander and J. Galen Saylor, Second­ ary Education (New York: Rinehart and Company, Inc., 1 # 0 ), p. 500 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 3 Scope of the Problem. This stud^ ^ s an analysis of the findings revealed by a survey of the guidance prac­ tices carried out In seventy selected small high schools located in thirty-three states* representing the major geographical areas of the United States. Criteria used for the selection of schools to be Included in the sur­ vey* procedures used in organizing and validating the suz*vey instrument* and activities involved in procuring and interpreting the data will be discussed in detail in Chapter III. Definition of Terms. The choice of size of the schools included in this study was based on data which revealed 63 «6 per cent of all high schools in the United States enrolled two hundred or less students.^ The "small school" as used herein* therefore* will be one whose student body did not exceed two hundz*ed at the tine the study was conducted. Essential to providing meaningful educational ex­ periences for all students in any given school is an accurate knowledge of the individual's capabilities* de­ sires* and interests by those who direct their training. Individual planning* growth* and development can become Federal Security Agency* Statistics of Public High Schools* 1945-1946 (Washington* D. C. : United states Oi’rlce Of Éducation* 1949 )* pp. 5-7- Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4 effective through Intelligent use of these data by the school.^ The carrying out of such activities has come to be termed guidance: Guidance In the secondary school refers to that aspect of the educational program which Is con­ cerned especially with helping the pupil to becomes adjusted to his present situation and to plan his future In line with his Interests* abilities* and social needs.^ Ideally conceived* guidance enables each In­ dividual to understand his abilities and Interests, to develop them as well as possible* to relate them to life goals* and finally to reach a state of com­ plete and mature self-guidance as a desirable citi­ zen of a democratic social order The absence of common understandings among edu­ cators concerning guidance terminology* procedures * and practices has gradually given way to concepts which are more crystallized and meaningful. At the present time the following services have come to be considered desir­ able activities to be Included in a program of guidance: (l) the Individual Inventory Service which is concerned *r George W. Frazier, An Introduction to the Study of Education (New York: Harper and Brothers*“T95lJ # P* 220 . p Shirley A. Hamrln and Clifford E. Erickson, Gui­ dance in the Secondary School (New York: D. Appleton Centïury Company* Inc.* T^S^TT PP« If^ Arthur E. Traxler* Techniques of Guidance (New York: Harper and Brothers* 1945)* p. 5T. 10 Harl R. Douglass and Hubert M. Mills, Teaching in High School (New York: The Ronald Press, 194b;, pp. ilgh I T T o )f l . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 5 with procuring, recording, and Interpreting Information about each s t u d e n t ; (2) Information Services which In­ clude the procuring and maintaining of various types of up-to-date educational and occupational information and the making of these resource materials available to atudents and teachers; 12 (3) Counseling Services which draw on all sources of Information to assist each student through Interviews and other Individual relationships In resolving his many educational, vocational, and per­ sonal p r o b l e m s ; (4) Placement Services which assist students in effectively attaining their educational and vocational p l a n s (3 ) Pollow-up and Evaluation Services which attempt to provide assistance to students after leaving school and to aid faculties In planning a more meaningful program of instruction for those students In s c h o o l (6 ) Services to Staff which attempt to facilitate United States Office of Education, Criteria for Evaluating Guidance Programs In Secondary Schools, Porra^ (Washington, D . C •: Federal Security Agency, United States Office of Education, Division of Vocational Education, Occupational Information and Guidance Service, January, 1949), p. 13. Clifford E. Erickson, editor, A Basic Text for Guidance Workers (New York: Prentlce-HaTl, inc., 1947), p. 9. Ibid., p. 8 . Ibid.. p. 9. Loc. clt. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 6 the work of the Inetruotlonal pereonnel through Inservice-training activities and other media In coopera­ tively providing a better educational program. The total guidance program may be thought of In terms of the types of services It provides. These In­ clude services to students* both Individual and group; services to the instructional staff; services to the administration; and those services which may be consid­ ered research In nature. Such a variety of activities makes the operation of the guidance program a tremendous undertaking. However* such work should not be consid­ ered apart from the total school program. Rather* It Is a part of the total effort exerted by each school staff as a cooperative undertaking* with specific activities being delegated to Individual members. Plan of the Study. This thesis %#as divided Into eight chapters : Chapter X Included a statement of the problem* the Importance of the problem* and other re­ lated Information necessary to an understanding of the study. Chapter II contained a brief review of the Gui­ dance Movement* and a review of pertinent research which United States Office of Education* op. clt.* p. 28 . Clifford P. Froelich* Guidance Services In Smaller Schools (New York: McGraw-Hill Book Company* Inc.* 1550), ppTTBTr Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 7 has been done In the field of guidance In the small school, and other recent related educational research. Chapter III consisted of a detailed review of the meth­ odology used In choosing schools to be Included In the study and In constructing, validating, distributing, and tabulating the results of the questionnaire-check­ list used In the study. Chapters IV through VII con­ cerned analyses of various aspects of the results of the suz*vey. Chapter VXII Included the findings, conclusions, and recommendations. Limitations of the Study. The questionnaire sur­ vey method was employed for the purpose of collecting data for this study. The limitations of this type In­ strument are to be found herein. Including the difficulty of validating the questionnaire, the difficulty of tab­ ulating unstructured responses, and the difficulty of procuring the desired cooperation of the sources of Information. 18 Limitations of the respondents Included their biases, the degree to which they were qualified to give the requested Information, their Interest In the project, the accuracy of their replies, and the degree to which they applied the Instrument to their particular school. 18 Carter V. Good, A. S. Barr, and Douglas £. Scates, The Methodology of Educational Research (New York; D. Appleton dentury Company, 15^1), pp. ^24-337. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8 Further limitations existed In terms of the highly selective criteria used In choosing schools to be In­ cluded In the study. The findings herein represented only a small fraction of the total number of schools In the United States having two hundred students or less. Since schools with operating guidance services were surveyed, the results Indicate what Is being done In guidance only In this small, selected group. The fact that the choices of schools to be Included In the survey were based on the recommendations of a specific group of educators. I.e., state directors of occupational Infor­ mation and guidance or state superintendents of public instruction, may be considered an additional bias. School Communities Included In the Study. Schools located In the following states were Included In this study: Arkansas, California, Connecticut, Delaware, Flo­ rida, Georgia, Illinois, Indiana, Kansas, Maine, Mary­ land, Michigan, Minnesota, Mississippi, Montana, Nebraska, New Mexico, New York, Nevada, North Carolina, Ohio, Okla­ homa, Oregon, Pennsylvania, South Carolina, South Dakota, Texas, Utah, Vermont, Virginia, Washington, Wisconsin, and Wyoming. The total number of schools returning com­ pleted questionnaires was seventy-eight. However, due to the size of eight schools, they could not be Included in the tabulated data. The percentage of questionnaire Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. returns was 67.24 per cent. 9 (See Appendix A for the lo­ cation and size of schools Included In the study. See Table I for distribution of schools by states.) Slxty-flve of the seventy schools were located in communities which may be classified as "small-town," I.e.* having less than ten thousand population# or "rural#" I.e.# having less than twenty-five hundred population. The average population of each community In which the surveyed schools were located was 2 #0 58 . The range In population of these communities was from 12#000 to thirtythz*ee (see Table II). The rural community may be defined as a geograph­ ical area In which there Is habitual association of the people In maintaining family and community life# In carry­ ing out those operations which are considered the chief Interests of life. Such a populated az*ea has sufficient wealth and Inhabitants to sustain the necessary services and to spread them to all parts of the area. Such an area may be considered that within which more than onehalf of the people go for more than one-half of their major services. Service lines plotted on this basis show the modal line Is usually that of the high school. 20 ^ Walter S. Monroe# editor# Encyclopedia of Edu­ cational Research (New York: The Macmillan company# IgSO) • p. 1035 . Ibid.# p. 1037 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 10 TABLE I DISTRIBUTION OF SCHOOLS BY STATES State Number of Schools State Number of Schools Arkansas 2 New Mexico 3 California 4 New York 2 Connecticut 2 North Carolina 2 Delaware 2 Ohio 2 Florida 2 Oklahoma 1 Georgia 1 Oregon 3 Illinois 2 Pennsylvania 2 Indiana 2 South Carolina 1 Kansas 2 South Dakota 2 Maine Texas 1 Maryland 3 4 Utah 3 Michigan 1 Vermont 2 Minnesota 2 Virginia 3 Mississippi 1 Washington 1 Montana 2 Wisconsin 2 Nebraska 4 Wyoming 3 Nevada 1 Totals States: 33 Schools: 70 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 11 TABLE II APPROXIMATE POPULATION OP COMMUNITIES IN WHICH SCHOOLS INCLUDED IN THE STUDY WERE LOCATED Size of Community Number of Communities 12,000 7,000 5,000 2 1 1 4,000 3 3,000 2,700 2,500 8 1 2,400 1 2 1 4 2,300 2,200 2,000 1,800 1,700 1,500 1,200 1,100 1,000 900 800 5 3 1 4 6 2 8 1 3 750 2 2 1 1 1 1 700 550 300 200 33 No stated population Totals: Population: 3 144,083 Ccxnmunltles: Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 70 12 Thus, the high school by its very position can and does influence the community to a marked degree. One of the objectives of any school in addition to that of meeting the educational needs of youth is that of serving as a medium for community growth and development. 21 There has been a clear trend for rural schools, especially those located in small towns to contribute more and more to the soolo-cultural life of the community. 2 ? Not only does the local school exert a tremendous influence upon many phases of community life, but the extent of these influences is conditioned by the compo­ sition of the community itself. Educational progress or the lack of it in rural schools has been caused largely by economic and sociological influences growing out of the nature of the c o m m u n i t y . O n e of the causes of the small school's inability to keep pace with changing con­ ditions Is the community's resistance to change. Many of the institutions of the small to%m are based on sen­ timent and tradition, and they become culture preserving 21 Alexander and Saylor, 0£. cit., pp. 48lf. Monroe, 0£. cit.. p. 1037. Loc. cit. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. devices rather tham creating media. pii 13 In this respect, the rural and small town schools are no exception. Another major influence on the small school has been that of the c o l l e g e . E n t r a n c e requirements have been set up in terms of subject matter mastery which the colleges feel is necessary for entering students. The small high school has found no alternative but to attendît to meet these demands, although a major portion of their students will not continue any formal education beyond the twelfth grade and many will not complete high school. The youth of small communities are faced with many problems peculiar to their own environment. Although consolidation has increased the size of many schools, they still remain in the "small" category. The school curriculum is usually very limited, with all students having little or no choices in their programs. About the only variation in the common pattern of offerings is that agriculture or home economics may be substituted for foreign languages.Students tend to leave school at an pit L. A. Cook, Community Backgrounds of Education (New York: McGraw-Hill ëook dompany. Inc., 1^ 8 }, p. 4Y. W. W. Coxe and P. A. Cowan. Educational Needs of the Pupils in Small High Schools (Albany, New York: University or ^ e ^tate o f New Ÿork Press, 1931)# p. 22 . Arthur B. Maehlman, School Administration (Bos­ ton: Houghton-Mifflin Company, 1940), p. 855T Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 14 earlier age In rural communities and they do not reach as high a grade level before leaving as do city youth.^ The rural student is less likely to continue any type of formal training. If he does complete high school.^® The opportunities for work experiences, excepting farming, are few In z*ural areas. Few Industries are to be found, and there are few ways of earning extra money while attend­ ing school. Placement agencies are limited and referral organizations are non-existent In many localities. Fin­ ally, the rural school student Is less readily recom­ mended by his school as being prepared to meet the de­ mands and requirements of specific vocations in the various fields of work. Couple with these conditions the fact that at least half the children b o m on farms must find occupational pursuits e l s e w h e r e , a n d the de­ sirability of providing more adequate educational oppor­ tunities within the framework of the small school assumes Important proportions. Francis T. Spaulding, High School and Life (New York; McGraw-Hill Book Company, Inc., 19^^)# P- 2l6. Loc. clt. Clarence C. Dunsmoor and Leonard M. Miller, Guidance Methods for Teaching In Homerooms, Classrooms, and Core Programs (Scranton, Pennsylvania: International Textbook Company, 1942), p. 315National Education Association, op. clt., p. 142. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 15 The guidance needs of youth In small communities has been well summarized by Reed: The pupil In the rural school needs approx­ imately the saune guldamce service In quamtlty and merits the same In quality as does the boy In the best equipped educational system In the country. He needs occupational Information amd an opportunity to weigh his own assets amd liabilities, not only for agricultural pursuits, but In other occupational areas. His teacher, with fewer pupils but a wider range of duties, needs the asslstamce of a guldamce director just as much as does the city teacher with more pupils and a nairrower range of duties. It Is not a question of "either or." All pupils need gul­ damce services, and all teachers who perform other than routine guldamce duties need the assistance of a trained director or supervisor. If their respon­ sibilities are to be met.31 Although many small schools aire at a disadvantage In being able to provide adequate guldamce services to their students, there aire some advantageous conditions Inherent In the environment. The size of the school Is conducive to the faculty working amd knowing their stu­ dents Individually. Each student knows, works, and has the opportunity to play with all members of his group. The relatively simple social structure of the rural or small town community permits the procuring of essential student background data with a minimum of effort. Par­ ents seem to be more receptive to visits from the school; Anna Y. Reed, Guidance amd Personnel Services In Education (Ithaca. New Ÿork: Cornell university Press, 1944), p. -^9. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 16 and the teachers are expected to assume responsibilities as members of the community. Such conditions afford vantage points from which to study, observe, and know students in many out-of-school situations. Each teacher usually accepts amd is accepted by the community, shar­ ing in its successes amd adversities. He is able through close contacts to use whatever community resources maiy be available to enrich the program of the school. He also is able to serve as a functional link for communityschool growth amd development.^^ Summai*y. This study was concerned with identi­ fying ways in which guldamce programs have been established amd aire operating in specific smaü.1 schools. Such a study would seem to be worth while, since the results of a na­ tionwide survey of small-school guldamce practices would be a contribution to the field of educational research. The following guidance services were included in the study: The Individual Inventory Service; the Informa­ tional Services; the Counseling Services; the Placement Services; the Pollow-up amd Evaluation Services; and the Services to Staiff. The study was divided into eight chapters with four chapters being devoted to an analysis ^ Ruth Strang and Latham Hatcher, Child Develop­ ment amd Guldamce in Rural Schools (New York: Hatrpsr amd Brothers, 19^3)#P* 103. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. of the results of the survey. 17 Limitations of the ques­ tionnaire method of survey, limitations of the respon­ dents, and limitations of the method used In choosing schools to be included In the study were present In the study. Most of the communities In which the schools were located were classified as either small town or rural. Youth who grow up In these types of environment are often handicapped In terms of the offerings of the school. In the kinds of training they receive. In the lack of vo­ cational opportunities, and In other respects, as com­ pared to youth In larger cormnunltles. Yet, the small community and school do offer certain advantages not to be found In most larger centers of population. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER II REVIEW OP LITERATURE The Small High Sohool and the Guidance Movement. The development of guidance has influenced educational practice in all schools.^ A brief review of the histor­ ical developments which have attempted to bring about a more functional approach to education would seem to be worth while. Beginning with the establishment of the Boston Vo­ cational Bureau through the work of Frank Parsons in 1908 f efforts have been made to assist youth, at least to some degree, with their educational vocational, and personal problems. By 1910, vocational counseling had been established in all elementary and secondary schools of Boston; and in 1912, the Boston Placement Bureau was organized. This marked the initial steps of a Movement which has spread throughout the nation; one which has influenced to a greater or lesser degz*ee the curricula o of all schools, large and small. Harold Rugg and Marian Brooks, The Teacher in School and Society (Yonkers-on-the-Hudson, New York: World Book company, 1950), p. 432f. p Jones, o£. cit., p. 554f. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 19 Other cities which soon followed Boston in the establishment of vocational guidance services were Grand Rapids, Michigan; Hartford, Connecticut; New York City; Philadelphia, Pennsylvania; Cincinnati, Ohio; and Chi­ cago, Illinois. Grand Rapids was chosen as the meeting place by the group who organized In 1913 the National Vocational Guidance Association. The Influence of this organization through its official organ. Occupations, has been wide and varied In both rural and urban schools.^ A Committee was appointed by the California Teach­ ers' Association, Southern Section, as early as I913 to prepare a statement of needs, aims, and methods of vonational guidance In all schools, small and large. In 1919 » the legislature of Utah passed a law requiring supervision to be provided for all youth twelve through eighteen years of age. The following year, 1920 , a bulletin was Issued to all Utah schools which Included besides vocational guidance. Information concerning citizenship, health, and recreation.^ The establish­ ment of a state department of vocational guidance was ^ Loc. clt. 4 John M. Brewer, History of Vocational Guidance (New York; Harper and Brothers, Publishers, 1942;, pp. 106 -120 . ^ Loc. clt. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 20 recommended by the Massachusetts legislature In 1919. The Guidance Movement gained state-wide recognition In Connecticut In 1920* when the office of state supervlsor was established. Two years later* 1922* a bulle­ tin of useful Information concerning the carrying out of guidance activities* Including a plan of cumulative x*ecords* was Issued. New York State has often been con­ sidered a pioneer In the Vocational Guidance Movement. The legislature of that state passed a law In 1929* authorizing state support of counselors' salaries. Qual­ ifications for counselors were established for certifi­ cation purposes. A State Branch of the National Voca­ tional Guidance Association was organized; and* since 1939 » an official news bulletin concerning state-wide guidance activities has been Issued regularly.^ County-wide Programs. An outstanding county-wide guidance program began In Craven County* North Carolina In 1928 . Under the supervision of the Alliance for Gui­ dance of Rural Youth* a plan was formulated which stressed equally the vocational and educational aspects of guidance. The program operated under the direction of a county di­ rector* who worked through the county superintendent of 7 schools.' ^ Loc. clt. ^ . "Educational and Vocational Guidance for Rural Schools*" School and Society* 33*235» February 14, 1931 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 21 A second county-wide pz*ogram which gained national recognition was established In Breathitt County^ Kentucky. The organizational phase of the program took place In 1934. Perhaps the most distinguishing feature of this particular effort was the emphasis placed upon the ac­ cumulation, assembling, and analysis of Information about the people of the neighborhoods In which the pro­ gram was to be established. The Planning Committee be­ lieved that many factors which condition human needs must be Identified before adequate plans could be form­ ulated for assisting youth and adults with their many problems. Human, health, physical, economic, educational, and recreational resources of this county were used as bases for planning and carrying out a successful gui­ dance program.^ A third outstanding program of guidance services was reported In 193d. It was established In Rockland County, New York, In a semi-rural area. The program was supported through a pooling of educational effort and through special aid granted by the State of New York. It was considered to be very unique In that it was the only guidance program In New York maintained on a oountyWllbur 1. Gooch and Franklin J. Keller, "Breathitt County In the Southern Appalachians: Vocational Guidance In A Social Setting," Occupations, 14:1022, Section 2, June, 1936 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 22 wide basis. It was a community where a unified^ county- wide program of guidance operated within a group of schools administered as forty-seven separate units.^ Later Developments. The February, 1931, Issue of School and Society stated that the educational and voca­ tional guidance movement was becoming well established. This Issue further stated that thirty-seven state de­ partments of education had appointed representatives to cooperate with the National Vocational Guidance Associa­ tion In promoting rural guidance. The state of Pennsyl­ vania assumed leadership In this movement, followed by New York, Virginia, Ohio, Colorado, Idaho, Washington, Oregon, and Noz*th Carolina. The Department of Rural Education of the National Education Association published a summary of Information In 1934 which seemed to be essential If small schools were going to be able to assist students as they should In areas of educational and vocational g u i d a n c e . T h e s e Included: ^ Wilbur I. Gooch and Leonard M. Miller, "Rock­ land Shows the Way," Occupations, 14:835, May, 1936. , "Educational and Vocational Gui­ dance for Rural Schools," o£. clt., p. 235* Harold C. Hand, "Guidance In the Small High Schools," Economic Enrichment of the Small Secondary School Curriculum (Washington,~T?. d.: National Education Association, Department of Rural Education, 1934), pp. 47 -5 2 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 23 1. Information concerning the privileges, responsibilities, and nature of high school life. 2. Information concerning the objectives, content, and activities of the offerings, both cur­ riculum and extracurrioulum, of the school. 3. Information concerning various types of false or psuedo-guidance. 4. Information concerning actual present and probable future (a) vocational, (b) social, and (c) recreational conditions and activities. 5. Information concerning the factors which should be considered in (a) formulating an occupa­ tional choice, (b) choosing areas of social partici­ pation, and (c) selecting recreational activities. 6. Information concerning the training re­ quired or desirable (a) for successful entry into and satisfactory progress in the chosen occupation, (b) for successful participation in the chosen area of social activity, and (c) for successful partici­ pation in the chosen area of recreational activity. 7« Information concerning colleges or other training institutions attended by any considerable portion of the graduates. This would include en­ trance requirements, probable success, nature and extent of offerings, standing, cost, and the like. In 1937# the New Jersey Secondary School Teachers' Association issued a report which enumerated certain levels of proficiency to be reached by the schools of that state. Among them was the establishment of gui- damce services. During 1938, Vermont placed guidance IP manuals in all secondary schools. Guidance has gained and held a definite status in the Federal Government since August 1, 1939# *dien the Occupational Information and Guidance Service of the Vo­ cational Division of the United States Office of Education Brewer, o^. cit., pp. 106-120. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 24 was established. Through a broadly conceived program, this agency has promoted staff services to schools through­ out the country, assisting In establishing guidance pro­ grams In state departments of education, local school systems, and Individual school u n i t s . T o d a y , as part of this organization, forty-two of the forty-eight states have established state offices of occupational Infor­ mation and guidance services. During World War II, schools throughout the coun­ try considered themselves fortunate. If they were able to operate at approximately the same level of efficiency as they had during the pre-war years. removed from school staffs. Much manpower was Therefore, little was done during these years to expand program offerings or to enlarge school services. Many localities which had been small towns or rural communities suddenly became Inade­ quate for meeting the needs of an enlarged population. All local social agencies. Including the schools, had to make many hasty adjustments. Much ingenuity was re­ quired to maintain schools which experienced overcro«rded conditions with limited personnel and facilities. If guidance services had not already been estab­ lished In a school prior to the war, they remained Jones, o£. clt., p. 577 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 25 "something desirable but Impossible under present con­ ditions" In most situations. Except for a few Isolated schools* the small schools throughout the country re­ mained "status quo." With the end of hostilities* schools everywhere began to make concerted effort to bring their programs back to pre-war levels of efficiency* to provide reha­ bilitation for those needing such aid* and to enlarge and Improve their total services. In adjusting to post-war operation* federal aid was provided for support­ ing specialized education within the over-all general educational program In schools throughout the country. Such assistance was not new* for the first grant-in-aid law came to high schools In 1917 # with the passing of the Smlth-Hughes Act. This law provided for extensive home economics and vocational agriculture training. It may be considered the first federal legislation bearing directly on the educational program of the public school. Its Influence over the years has been Immeasurable.14 Additional aid to the secondary school through federal sources became necessary as the Smlth-Hughes work expanded. This need was met on a short term basis through the George-Reed and the George-Ellzey Acts. 14 Monroe* op. clt.* p. 930 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In 26 1936f the George-Deen Act became law* and additional funds were made available for carrying out programs of distributive education and diversified occupations.^^ Again the movement outgrew appropriations; and* In 1946* the George-Barden Act was passed by Congress. This proved to be a major contribution to the Guidance Movement* for definite stipulations were Included which allowed the use of available funds for vocational work as well as other areas of guidance. Such funds became available to each state and community only when certain requirements * qualifications* and standards were met by the personnel who would carry out the program and by the schools to which aid would be given. Today, assistance In terms of funds can be pro­ cured by any school through federal aid* If It Is able to carry out adequately Its part of the program. Trained guidance personnel are In great demand In secondary schools throughout the nation. The need for such specialized workers Is a challenge to the teacher training Institu­ tions of our country. More programs should be provided which Include courses In the various awas of counselor competencies. Monroe, 0£. clt.* p. 930. Loc. clt. Charles E. and Edith G. Germane* Personnel Work in High School (New York: Silver Burdett Company* 1941^ * p. 39f7 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 27 Many schools az*e unable to employ full-time gui­ dance workers, but some member of the faculty In every school should have some specialized training. If the gui­ dance activities are to be carried out In a professionallzed manner. 18 One solution to the problem of supply and demand might be met In a similar manner to those In Henrico County, Virginia; Harlan County, Tennessee; and Muskegon County, Michigan. Itinerant resource personnel were able to serve the guidance needs of youth In these respective communities. IQ ^ By whatever means the work of guidance Is to be effected, the fact remains that trained personnel are needed. 20 Research In Secondary Education. Pew studies have been reported which specifically concern guidance practices and procedures as they apply to the small school. 21 However, there Is a wealth of information which reveals some of the shortcomings of our present educational pro­ grams. Many of these emphasize the need for schools to adopt and carry out more individualized approaches to and l8 Ruth Strang, Counseling Technics In College and ondary School (New York: Harper and brothers, PuolishSecon ers /T 9 ’^r5),"p. 4. 19 Jones, og. clt., p. 481. 20 Monroe, clt., p. 937» 21 Ibid.. p. 1052. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 28 solutions of students' problems. oo Evaluations of the total offerings of the school have been made which point out the necessity for curriculum modification and revi­ sion. At the present time, a large number of students remain In school only as long as they are required to do so by law. This means that the holding power of the 24 school comes largely through an outside source. Many Inadequacies In the training of teachers, unfortunately, still e x i s t . T h e Incidence of Job turnover and lack of security of teachers remains too hig h . S p a u l d i n g has summed up well the relationships existing among the staff, students, and the course offerings of many high schools: The average school knows little about the boys and girls who come to It year after year beyond what It sees of them during the school day, and even then It looks at them chiefly In terms of their ability to meet academic standards. It puts Its pupils through pp Rudyard K. Bent and Henry H. Kronenberg, Prin­ ciples of Secondary Education (New York: McGraw-Hill Ëook Company, Inc.,1^4$)# p. . 23 Harold Spearsÿ The Emerging High School Currlculum and Its Direction (Ne%^York: American •Ican Book Company, 1948), pp. 42—Y2* p4 Harl R. Douglass and Calvin Grleder, American Public Education (New York; The Ronald Press, 194d), pp. 5 5 5 ^ 5 5 0 -:------------ Douglass and Mills, clt., p. 543- Ibid., p. 530. Spaulding, o£. clt., p. I76 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 29 the aoeuleTnic round, class by class, dealing with all the pupils In the class In much the same way. It leaves to each pupil and his pax»ents the problem of deciding what sort of education the pupil shall ex­ pose himself to. It Instructs pupils while they are In school, but It does not regularly concern Itself with how long any one of them will stay In sohool, nor does It look to see what happens to him after he leaves school. In short, except In the case of some pupils who make trouble and others who happen to at­ tract the Interest and attention of particular teach­ ers, It contents Itself with offering courses In which the pupil may enroll, and allowing the pupils to get out of these courses as much as they can. Spaulding further states that no school can do that which It should for Its students, no matter how extensive Its curricular and extra curricular offerings may be, unless provisions are made for recognizing and meeting students* Individual needs. From an analysis of the Information contained In a study of Maryland youth. Bell came to the conclusion that the first necessary move which should be made by the schools. If they are to meet the present-day needs of youth, should be that of providing adequate educa­ tional opportunities for all who are capable and desirous of taking advantage of them.^ A second step would be that of adjusting the program offerings to students' Interests and needs. A necessary counterpart of carrying Ibid., p. 158 . 29 Howard M. Bell, Youth Tell Pielr Story (Wash- Ington, D. C .: The American Council on Education, 1938), p. 68 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ^ 30 out such work would Include learning through some syste­ matic means about individual needs, desires, likes, and capabilities• A major problem confronting all secondary schools today Is that of devising some means by which students may be shown the Importance of their remaining In school until the completion of some specific progrcun. Bell's study revealed In relation to this specific problem that sheer Indifference was the cause of students dropping out of school at undesirably low levels. A recent contribution to the problem of early school leavers has been made by D i l l o n . A staff of trained personnel under his supervision made an exhaus­ tive survey of youth who left school before completing their secondary programs during the academic year 19451946. Areas selected for making the survey Included Cincinnati and Cleveland, Ohio; Indianapolis, Indiana; and Lansing and Jackson County, Michigan. The purpose of the study was to Identify the characteristics of early school leavers; to leam how potential early Ibid.. p. 80. I b i d .. p. 98 . Harold J. Dillon, Early School Leavers (New York; National Child Labor Committee, 1949;, pp. 1-94. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 31 leavers could be made to realize the importance of com­ pleting their work; and to find ways by which the curric­ ulum could be modified to more nearly meet the needs of all students. The following symptoms were found to be common among the one thousand youth who left school before completing a full program: 1. Fairly consistent regression In scholar­ ship from elementary to junior to senior high school. 2. Frequent grade failures In the elementary school. 3< High frequency of grade or subject fail­ ure In the junior and senior high school. 4. Marked regression In attendance from elementary to junior to senior high school. 3. Frequent transfers from one school to another. 6. Evidence of feeling of Insecurity or "lack of belonging" In school. 7. Marked lack of Interest In sohool work. Of the seventeen recommendations proposed by the Dillon Study to correct existing school discrepancies as they relate to drop-outs, the following would seem to have special Implications for guidance: Know the student as an Individual; provide an educational program wherein the student may achieve; demonstrate the relationships between education and life; provide adequate occupational Information; recognize signs of trouble; give some per­ sonal recognition; provide for the above average students; 33 Ibid.. p. 82. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 32 establish and make use of a good record system; begin counseling early; and provide for parent interest and cooperation. Eckert and Marshall, in a study of school-leavers in the State of New York in 1936-1937# found that over fifty per cent of the two hundred fifty thousand youth who leave the public high schools each year have not graduated. Few of the non-graduates planned to attend school elsewhere, and very few schools aided these leav­ ers in any way. Adults seemed to take little interest in the early-school leaver, and their first jobs were often on a part-time basis or full-time with very low wage scales. The Progressive Education Association Commission's Study on the Relation of School and College, widely re­ ferred to as The Eight Year Study, revealed pertinent in­ formation concerning the success of students in college who had come from secondary schools whose offerings were not of the traditional type, whose programs allowed for growth in terms of the individual student rather than placing emphasis on the mastery of a required set of Ibid., pp. 83 -87 . Ruth E. Eckert and Thomas O. Marshall, When Youth Leavs School (New York: McOraw-Hlll Book Company» TncTT T53BT. 360 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 33 o f f e r i n g s . A n outstanding result of this study was an Indication that the less conventional approach to second­ ary education proved more desirable In fitting the student for all-around college adjustment. Douglassf In a report to the American Youth Com­ mission, listed several means by which the secondary school might redirect Its efforts towards more nearly accomplishing Its purposes. seemed especially pertinent: Among them, the following that the secondary school should formulate Its program upon an analysis of those types of Information and skills which are necessary for successful participation In adult life; that the curric­ ulum of the secondary school must give much less emphasis to college preparatory objectives and much more time to subjects closely allied to problems of Individuals as citizens; and that no single curriculum or plan of organ­ ization could be labeled as superior to all others. Each of the foregoing studies would seem to reveal one common theme: the Inability of most secondary cur­ ricula to meet the educational needs of youth In a dynamic Wllford M. Aiken, Study(New York: Harper and The Story of the Eight Year Brothers, T94'5T7 p. l50« Harl R. Douglass, Secondary Education for Youth In Modern America (Washington, D. C. : American Council on B3ucation, 1937), pp. 128 f. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 34 society. Each study and report stated or implied that. If the school Is to make Its maximum contribution to the growth and advancement of all youth. It must know and understand students as Individuals and must build mean­ ingful programs of Instruction upon these knowledges. To do less means educators will continue to meet only partially the challenge at hand. Research In the Field of Guidance. Studies have been carried out In various sections of the country to ascertain specific guidance Information and the status of guidance services at the secondary level. A study was made by Koch^^ In Michigan In 1939 which revealed Information about ninety-one small high schools of one hundred students or less. The median service of teach­ ers In any one school was 2.3 years; that of superin­ tendents, 4.06 years. Flfty-slx per cent of the super­ intendents had taken at least one course In guidance; but only 18.3 pcr cent of the teachers had any training In this area. Therefore, Koch concluded that whatever work was being done In guidance In these schools was largely through the efforts of personnel with little or no guidance training. The study further concluded that Harlan C. Koch, "The State of Guidance In the Small School," School and Society, 50:95, July 15» 1939- Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 35 at that time, guidance in the email echool was In a state of confusion. A su2*vey carried out by Oarrity^^ in 1939 revealed that only one-third of a selected group of small schools In Illinois made any provision for physical examinations of their students. He found further that only one-fourth of the schools In the study had adequate pupil records and that less than half of them maintained files on ed­ ucational and occupational Information. Inadequate cur­ ricular offerings were more predominant In those schools without adequate guidance programs. During the same year, 1939> Lahr jlQ found through a survey of guidance practices In the State of New York that practice lagged far behind theory. Only one hundred elghty-one out of over six hundred schools enrolling less than two hundred students attempted to carry out any type of formalized guidance. Few small schools In New York State maintained complete and accurate files on pupil attainment, background, health, and other statistical Information. The study also revealed that, although a D. Oarrlty, Case Study of Small Illinois Schools. Unpublished Master's Thesis, University of Iowa, 1939» cited by Monroe, o^. clt., p. 1052. J. M. Lahr, Guidance Programs In Rural Communi­ ties, Doctor's Thesis, New York Univers 1^, 193^» cited by Monroe, og. clt., pp. 1052f. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 36 majority of administrators recognized the value of gui­ dance programs, little had been done by them to put these accepted principles into practice. Chisholm41 conducted a suz*vey in the state of Washington in 19^3 to determine the "stumbling blocks" which prevent schools from providing guidance services to their students. Small schools were classified as those with one hundred fifty students or less. Ninety- seven schools were included in this category. Among the findings, the following were outstemding: Over sixty per cent of the teachers and principals felt they did not have time to include guidance in their programs. Over half of the teachers were found to be inadequately pre­ pared to carry out guidance functions. Teacher turnover in almost forty per cent of the schools made it diffi­ cult to organize and carry out a guidance program. Al­ most thirty per cent of the schools felt that the gui­ dance needs of youth were not sufficiently urgent to warrant organized programs. Over sixteen per cent of the schools felt that their size did not warrant such organization. Insufficient funds was found to be a han­ dicap in thirteen per cent of the schools surveyed. Leslie L. Chisholm, "Major Handicaps Inter­ fering with Guidance#" School Review, 54:24-31# January, 1946. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 37 Chisholm concluded that the handicaps to guidance should not be looked upon as legitimate excuses to relieve schools of their Inherent responsibility to provide all youth with a rich program of modem secondary education. Another survey of guidance practices was made in the Michigan public schools In 1945-1946 by Carl Hom.^^ Only findings concerning "Class D" schools will be dis­ cussed# I.e.# those schools with one hundred twenty-five students or less. In this group. There were ninety-one schools Included They had the following types of person­ nel carrying out guidance activities: part-time guidance directors or someone responsible for guidance# fourteen; full-time guidance directors# none; part-time counselors# twenty-nine; full-time counselors# none; part-time place­ ment officers# fourteen; full-time placement officers# none; part-time attendance officers# thirty-two; parttime psychologists# five; part-time psychômetrIsts# two; and guidance committees# ten. These schools carried out the following specific guidance activities: organized programs of orientation# thirty; courses In occupations# thirty ; units In occupations taught within regular courses# 49 . Carl M. Horn# A Survey of Guidance Services and Practices In Michigan PuElic SchooTsT Mimeographed copy of tentative doctorâT thesis# Michigan State College# October# 19^9* Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 38 sixty; career conferences, twenty-two; and work experience programs for which course credit was given, twelve. On the basis of findings from a study made by Watklns^^ In 19^3# the following principles concerning counseling In small schools were formulated: (l) Coun­ seling services are beneficial to the educational pro­ grams of small schools. (2) A sound counseling program can be developed In the small school system without In­ volving additional expenditures of large sums of money or the addition of several staff members. (3) The de­ velopment of a sound counseling program will focus atten­ tion upon desirable Individual student adjustment and gronrth. (4) The soundness of the counseling program need not depend upon the size of the school In which It operates. (5) More emphasis should be made by teacher training Institutions upon the Inclusion of personnel work as a part of every prospective teacher's undergraduate program. (6) Since the administrator who desires to Initiate a program of counseling usually has to rely on untrained personnel In terms of guidance, some type of In-servlce-tralnlng program must be carried out to afford ^ S. N. Watkins, The De termination of Principles and Practices for the Improvement of counseTTnS^rograins In Small City school Systems. !Üoc^r's Thesls7 UnlverTTty of Nebraska, 1945 , cited by Monroe, 0£. clt., p. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 39 total staff orientation, planning, and oazrylng out of the services. The most recent Information to be found concerning the status of guidance practices In small high schools is contained in a report made by the Sub-Committee on Qulji.il. dance of the Committee on Current Educational Problems of the North Central Association of Colleges and Secondary S c h o o l s . S m a l l schools in this particular study In­ cluded those with populations which were under three hundred. A self-analysis type of survey was sent to one hundred ninety-five schools, and each school reported those guidance activities which were operating at that time. Fifteen specific characteristics were enumerated by the Sub-Commit tee, and schools were requested to check those In which optimum practices or activities were car­ ried out. jiji Members of the Sub-Committee Included: J. Fred Murray, Chairman, Assistant Superintendent in Charge of Counseling Services, Indianapolis Public Schools, Indian­ apolis, Indiana; J. G. Bryan, Director of Secondary Edu­ cation, Kansas City, Missouri; Clifford E. Erickson, Di­ rector, Institute of Counseling, Testing, and Guidance, Michigan State College, East Lansing, Michigan; and W. M. Stout, Assistant Professor and Principal of the University High School, University of Minnesota, Minneapolis, Minne­ sota. . "Extended or Potential Optimum Gui­ dance Practices in Small. Medium, and Large North Central High Schools. 1948-1949 ," The North Central Association Quarterly, 24:174-246, OctôEër, I949 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 40 A brief eummary of this Information follows: Nineteen schools In twelve states reported that studies had been made to discover students' needs; that the en­ tire staff had participated In establishing the guidance program; and that parents and representatives of the community had been of assistance In the undertaking. Thirty-four schools in fourteen states indicated that a comprehensive cumulative record was maintained for each pupil during and after his stay In school. Fifty-four schools In nineteen states encouraged teachers to use the minimum essential Information about students. Forty- six schools in eighteen states considered the person In charge of their guidance program to be well qualified in terms of training and experience. Twenty-four schools In thirteen states Indicated that they had what was con­ sidered a well-planned program of guidance, with time being provided for counseling and with adequate consul­ tation services for dealing with special problems. Thirty- nine schools In fifteen states stated they had a wellplanned in-service training program. Twenty-one schools in thirteen states Indicated that a carefully planned program of counseling had been developed, with adequate provision being made for time, personnel, and facilities. Thirty-eight schools In sixteen states felt that class­ room teachers consistently planned Instruction and Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 41 classroom work In relation to Information about students revealed through the counseling and guidance program. Fifteen schools In eleven states assigned responsibilities to teachers for studying critically the community and pupil needs as bases for curricular changes. Ten schools In eight states felt that adequate liaison was main­ tained between the school and the community for providing maximal guidance services on a cooperative basis. Twelve schools In seven states thought that adequate coopera­ tion was maintained between sending and receiving schools at all levels. Including college. Eighteen schools in nine states made provisions for placement services for both part-time and full-time jobs. Fifteen schools In ten states Indicated that a planned program of followup studies was being carried out. Thirteen schools In ten states had done work In the area of evaluation of the guidance services. Thirty-one schools In fourteen states Indicated that effort was made to discover spe­ cial abilities and aptitudes of students; that each stu­ dent was given periodic "check-ups" In teznns of his plans and progress; and that students were oriented to each educational step even beyond high sohool. The total significance of this report becomes apparent when one realizes that less than twenty-eight per cent of the schools reported any one area of practices Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 42 as functioning adequately In their particular situation. The Information assumes even more Importance when It Is realized that the North Central Association has a mem­ bership of twenty states* covering a vast territory from West Virginia to Arizona to Montana. Summary. A composite of the foregoing data would seem to reveal a general lack of trained personnel for carrying out specialized guidance services. There seems to be lack of vision on the part of the school concern­ ing the need for personnel services* and facilities are Inadequate for carrying out programs of guidance In terms of personnel* time* and equipment. Whatever have been the obstacles and excuses for falling to Identify and to meet the problems of American youth in the past* they must be removed. We must adopt a more functional pattern of educational service. Effect­ ive guidance practices* properly Initiated and systemat­ ically carried out* will serve as one means by which desired goals may be accomplished. Educationally* youth must be given that which Is rightly theirs: the oppor­ tunity to experience those growth processes which will allow them to properly gain and adequately use the most desirable means for working and living together* for growing and succeeding in a democracy. As William H. Kilpatrick has aptly stated: Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 43 Our aim in a democratic society is that our children, as they grow up, shall increase in intel­ ligent self-direction and in the richness of per­ sonality, sharing more fully in the group life on the basis of ever more adequate and responsible con­ sideration for all c o n c e r n e d . 4o If the school is to meet its full responsibility as an institution of major Influence, a program must be pro­ vided which Helps every boy and girl to grow and achieve to the fullest extent of his ability, thus making them acceptable, desirable, and productive citizens of a democracy that fits into our modem, complex economic society.47 46 William H. Kilpatrick, Remaking the Curriculum (New York: Newsome and Company, 1^30; , pT 4b. H. M. Gray, "Three Essentials of A Functioning Guidance Program," Industrial Arts and Vocational Educa­ tion, 33:194-195, M à ÿ T I W . " Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i CHAPTER III PROCEDURES AND TECHNIQUES OF THE STUDY Initial Activities» The planning phase of this study was begun by discussing the desirability of and the need for procuring Information on a nation-wide scale about existing guidance practices In small high schools. Various members of the Education and Sociology Depart­ ments of Michigan State College were contacted concern­ ing the feasibility of such an undertaking. Each pro­ fessor with whom the matter was discussed was of the opinion that the study would prove worth while and that the findings should be a valuable addition to guidance research and to the field of education. The second step Included a somewhat exhaustive search for Information concerning studies which had been reported of small high school guidance programs and gui­ dance activities. Materials reviewed Included unpublished theses, documents, pamphlets, bulletins, monographs, leaf­ lets, periodicals, lectures, textbooks, and reference encyclopedias in several city, state, and college libra­ ries. It was found that the proposed study had not been made. Actually, very little Information was to be found which applied specifically to problems of guidance in the small school. A wealth of source material was to be found Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 45 concerning the philosophy and history of the guidance movement. Information was also found In ahiuidance which would be of assistance to large school organizations In planning and carrying out guidance activities. However, little material was to be located which concerned the problems of the small school, where facilities and per­ sonnel are often limited. Techniques for discharging the small school's guidance responsibilities were lack­ ing to a marked degree. Since few reports were to be found In the liter­ ature which related to the organization and administra­ tion of guidance programs In the small school, the third step of thisstudy was an attempt to locate related re­ search which would reveal to some degree ways In which the present programs of Instruction In the small school were meeting the needs of Its students. An attempt was made to findout what the school actually knew about Its youth as Individuals and how It made provision for Individual differences. It was believed that this type of Information would reveal not only the degree to which the small school was meeting Its educational responsi­ bilities but also to show areas of the program whez*eln Improvement might be desirable. Selection Procedui»es. This study was a planned survey of schools having operative guidance practices Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 46 which had become established to a degree where some professional recognition had been gained. Thus, the first criterion used for selection involved locating schools in which such activities were being carried out. In order to find schools with these desired activities, educational officials from each of the forty-eight states were used as sources of information. State directors of occupational information and guidance were sent personal letters in which the purpose of the study was explained and the criteria to be used in making recommendations were explicitly stated. State superintendents of public instruction were contacted in those states not having directors of occupational information and guidance. Thirty-two directors of occupational information and gui­ dance and sixteen state superintendents of public in­ struction were written. They were requested to submit names of at least three schools in each state in which some or all of the six guidance services were being carried out to a degree that they had gained some pro­ fessional recognition. Wherever necessary, follow-up letters were sent to these officials, again requesting their cooperation. Upon receiving the necessary information concern­ ing the prospective participants in the study, personal letters were sent to the principals of each recommended Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 47 The purpose of the study was specifically ex­ Bchool. plained; the kinds of Information were enumerated; and their willingness to cooperate In the study was re­ quested. Mention was made also of the source of Infor­ mation for their being recommended as being able to participate in the undertaking. A self-addressed post card was enclosed for their completion and return. If they desired to contribute to the study. Only those schools which Indicated a willingness and desire to co­ operate In the undertaking were placed on the question­ naire mailing list. Development of the Instrument. This study was designed to include the major geographical areas of the United States; therefore, the development of an instru­ ment which could be mailed to the cooperating schools was necessary. The normative type of survey was used in carrying out the undertaking.^ The questionnaire method was considered the most desirable means of col­ lecting the necessary data; for not only was Information desired concerning the organizational and administrative aspects of the guidance program in each school but also p the present state of functioning of these services. ^ Good, Barr, and Scates, o£. clt., pp. 287f^ Ibid.. pp. 324-332. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 48 Various types of questionnaires and oheck-llsts were studied to find the structural form which would best reveal the desired Information. The variety of data sought made the Instrument long. However* wherever possible check-llst procedures were employed and a min­ imum of open-end questions was used. A major portion of the completed Instrument contained check-llst Infor­ mation* which required a minimum of time on the part of the person completing the survey blank.^ A survey expert was consulted In order that the Instrument would be constructed for maximum accuracy and ease of reporting. Six Michigan State College staff members* four In Education and two In Sociology* suggested Improvements In form and content. The completed ques­ tionnaire was designed not only to reveal existing gui­ dance practices but also to Indicate the extent to which they were being carried out at the time the survey was conducted. A pilot-study application of the questionnaire was carried out In three schools for the purpose of val­ idating the Instrument. Bases for choices of schools In which to make the pilot study were: (l) recommenda­ tions of the Staff of the Institute of Counseling* Testing* 3 Ibid.. pp. 418-424. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 49 and Guidance* Michigan State College; (2) the availability or the schools for making person visits; and (3 ) the familiarity of the director of the study with the Georgia school. All three pilot schools had programs of guidance services In operation for at least one year. schools were: The three Holt High School* Holt* Michigan; Okemos High School* Okemos* Michigan; and O'keefe High School* Atlanta* Georgia. A scheduled Interview was held with each of the counselors In the Michigan schools and a resume and ex­ planation of the project was mailed to the counselor In the Georgia school. The purpose and plan of the study were explained to the counselors and their cooperation In the validating process was requested. Each counselor was requested to apply the criteria to his specific situ­ ation In light of the school's present guidance activi­ ties. They were asked to make detailed suggestions concerning additions* deletions* ambiguities* haziness of Information* or other shortcomings which might be found in completing the questionnaire. A follow-up interview was held with all three counselors to determine the degree to which the completed questionnaire reflected actual practice and to discover those weaknesses which were present in the instrument. Corrections were made and refinements incorporated. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The 50 completed Inetrument was designed to reveal the follow­ ing types of Information: (l) factual data about the community In which each school was located; (2) the pro­ fessional education and experience of the guidance per­ sonnel; (3) the means by which guidance programs were Initiated; (4) the degree to which the six guidance services were carried out; (3) the facilities available for carrying out a guidance program; and (6) the evalu­ ation of the outcomes of such activities. (See Appendix B for a sample of the questionnaire.) Survey Procedure. Once the Instrument seemed to satisfactorily reflect the types of Information desired, each selected school was forwarded a copy of the ques­ tionnaire for completion and return. A cover letter explaining In detail the procedures to be followed ac­ companied each survey form (see Appendix B for a copy of this letter). In order that no expense to each school would be Involved In returning the completed Information, a stamped envelope was Included. All Information from the completed surveys was compiled, tabulated, and analyzed. The material became a survey of existing guidance practices In certain small high schools throughout the United States. Analysis of these data revealed specific practices, procedures, trends, and methods by which guidance activities have been Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 51 Initiated and are being carried out within the framework of the small school. The Information further revealed means used In overcoming handicaps and obstacles In the establishment of programs of guidance services. Results of the study were made available to all participating schools. On the basis of Information gleaned both from the literature and from the results of the survey, sug­ gestions and recommendations were made concerning the ap­ proaches to and the solutions of guidance problems as they related to the small school. Its faculty, students, curriculum, and community. Summary. Sources of Information which provided a basis for contacting schools to be Included In this study were state educational officials. I.e., state directors of guidance or state superintendents of public Instruction. All schools Included In the study had two hundz*ed or less population and for the most part were located In communities considered small town or rural. The survey instrument was of the normative type and re­ vealed Information about organizational and administra­ tive procedures of certain small high schools as they related to the guidance program. The data also Indicated those guidance services which were operative at the pres­ ent time and the degree to which they were functioning. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER IV ESTABLISHING THE GUIDANCE PROGRAM Present Conditions. The following conditions were found to exist among the schools Included In the survey: (1) The average number of teachers In each school was 10 .7 8 . The range was from thirty to two. (2 ) The aver­ age number of part-time teachers In each school was 1.24, with 37.14 per cent of the schools Included In the study receiving such assistance. (3 ) One or more periods per day was devoted to guidance work In 84.26 per cent of the schools. An average of 1.31 teachers devoted an average of 2.37 periods per day to guidance activities In each school. (4) The average number of guidance courses taken by personnel responsible for guidance was 3 .23 . The range was from fifteen to none. Grades In­ cluded In high school ranged from six through twelve (see Table III). Over forty per cent of the schools had grades nine through twelve. (3 ) The average size of the student body of each school was 133•93* range was from two hundred to twenty-two. The (6) The num­ ber of graduates per school In 1949 was 23*75* Over a five year period, this number was considered high by thirty per cent of the schools; average by 32*86 per cent; and low by 1.43 per cent. (7 ) An average of 29*14 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 53 TABLE III DISTRIBUTION OP GRADES INCLUDED IN HIGH SCHOOL Number of Schools Per Cent 9 through 12 30 42.86 7 through 12 22 31.43 8 through 12 8 11.43 10 through 12 4 5.71 6 through 12 4 5.71 8 through 11 1 1.43 9 through 10 1 1.43 70 100.00 Grades Totals Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 54 per cent of high school graduates entered college. (8) The average number of years that organized guidance ser­ vices have existed In each school was 4.07. in years was fifteen to one. The range (9) Additional funds had been provided for carrying out guidance In 71*42 per cent of the schools. $1,188.00. The average amount per year was Of the schools allotIng funds to these ser­ vices, 67*14 per cent thought the amount to be Inade­ quate at the present time; while 25.72 per cent believed the present funds to be adequate. Suggested additional funds which would be necessary for carrying out an ade­ quate program ranged from $3,000.00 to $30.00. (10) Ur­ gent needs for providing more complete programs of gui­ dance Included (listed In the order of frequency men­ tioned) : additional time, additional personnel, and a more adequate system of records. (11) Written Informa­ tion about the school's guidance program was available to staff, students, and parent In 17*14 per cent of the schools. These materials ranged from Illustrated printed pamphlets to one-page mimeographed sheets. (12) An av­ erage of 43*28 per cent of the students attending the schools of the study lived on farms; 12.68 per cent of students' parents were factory workers; but only 3.80 per cent of the parents were engaged In the professions. I.e., medicine, law, ministry, and teaching. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 55 Sources of Influence. A knowledge was desired of the part played by various faculty members and the means they employed In establishing their programs of gui­ dance services within the framework of the small school. Identifying those parental Influences which may have played a part In Instigating activities which eventu­ ally led to guidance work was also desired. Learning what contributions were made by students In the Initial phases of the program and the roles the communities played In providing assistance were also pertinent kinds of in­ formation. As many sources of Information as possible were used for gaining a complete picture of the total Influences which contributed to the establishment of guidance programs In the various small schools. Administrative Influences. Administrators of the schools included In the study furnished varying degrees of leadership In sixty-three* 89.98 per cent* of all cases (see Table IV). His first effort was that of be­ coming convinced of the desirability of Including gui­ dance as a part of the school's total offerings. It was he who Initiated the idea to the faculty; who sponsored the activities which led to orientation and In-servloe training of the staff. He gave Initial and continued support to the activities which grew Into the guidance program. His Influence was felt to be considerable or Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 56 table IV ACTIVITIES CONTRIBlfTINO TO THE ORGANIZATIONAL PHASE OP PRESENT PROGRAMS OF GUIDANCE SERVICES Degree of Contribution (per cent) Activities Administrator Ini­ tiated Idea of gui­ dance Administrator ap­ pointed guidance committee Administrator ap­ pointed faculty approved committee i^aculty selected own guidance committee Faculty made survey of stu­ dents ' needs faculty made follow-up studies of graduates faculty desired to improve home­ room program Faculty members took guidance courses Home visitations by home-room teacher Work done by the visiting teacher Students made sur­ vey of own needs Parents requested school Improvement FTA expressed Interest In gui­ dance program Con­ sider­ ably Exten­ sive­ ly No An­ swer None Lit­ tle 4.28 12.85 31.42 45.71 5.74 48.57 10.00 10.00 21.42 10.00 55.71 12.86 8.57 12.86 10.00 62.85 14.29 1.43 12.86 8.57 34.29 17.14 24.28 15.71 8.58 22.85 35.71 21.43 12.86 7.15 34.29 24.28 17.14 15.71 8 .58 15.71 24.29 41.41 12.86 5.93 50.00 28.57 10.00 2.85 8.58 67.14 15.71 5.71 2.85 8.59 47.14 20.00 17.14 8.57 7.15 61.42 22.85 7.14 1.42 6.97 54.28 20.00 14.28 1.42 9.22 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 57 extensive in fifty-four* 77-13 per cent* of the cases. Three schools* 4.28 per cent* were reported as not con­ sidering the administrator's role to be an Influential one In the Initial phases of the program. Among the spe­ cific efforts made by administrators In activating gui­ dance was the appointing of a guidance committee from the faculty. Such procedure was followed In thirty* 41.42 per cent* of the schools; and It was felt to con­ tribute considerably or extensively In twenty-two* 31.42 per cent* of the cases. However* this procedure was not carried out In thirty-four* 48.37 per cent. Faculty Participation. Cooperative staff par­ ticipation In undertaking the establishment of guidance activities was essential. In twenty-four* 34.29 per cent* of the schools* the administrator-appointed com­ mittee was approved by the faculty. Fifteen* 21.43 per cent* believed that getting faculty approval was a de­ cided contribution to the program; but such procedure was not followed In thirty-nine schools* 33.71 per cent. Faculties In twenty* 28.30 per cent* of the schools selected their own guidance committees; but this procedure seemed to have considerable or extensive in­ fluence In only ten* 14.29 per cent* and was not car­ ried out In forty-four* 62.83 per cent* of the cases. In forty, 47-13 per cent* of the schools* the faculty Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 58 made eurveye of the student body to locate areas wherein the school was not adequately meeting the educational, vocational, and personal needs of students. Such was of considerable or extensive value In twenty-eight schools. Twenty-four schools, 34.29 per cent, reported this activity was not carried out. The faculties of forty-nine schools made followup studies of graduates as a means of locating some of the school's shortcomings. The activity was of consid­ erable or extensive value In twenty-four, 34.29 per cent, of the cases. In forty, 57.13 per cent, the faculties desired to Improve the effectiveness of their home-room pro­ grams. This led to activities which eventually pointed up the need for organized guidance. Twenty-three schools, 32.86 per cent, felt this proceduz^e had considerable or extensive effect. Twenty-four, 34.29 per cent, did not consider the Improvement of the home-room program as having any effect upon the establishment of their gui­ dance programs. A major contribution was made by those members of each staff who had taken courses In guidance. Their in­ fluence In the establishment of the program played a part In fifty-five, 78.56 per cent, of the cases. Thirty- eight, 54.27 per cent, believed this source to be of Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 59 Eleven^ 15*71 per considerable or extensive Influence. cent, did not report this source as having any effect. Visitations to the homes of students by home-room teachers was a contributing factor In twenty-nine, 41.42 per cent, of the schools. However, this activity was felt to be of considerable or extensive Influence In only nine, 12.83 per cent, of the cases. It was thought to be of no Influence In thirty-five situations. Seventeen, 24.27 per cent, of the schools seemed to feel that the work of the visiting teacher contributed to some degree In the establishment of guidance; but only six, 8.36 per cent, were reported as believing this Influence to be considerable or extensive; and forty-seven cases, 67*14 per cent, felt this personnel had no Influence. Student Participation. The student body was con­ sidered a part of the Initial steps In establishing the guidance program In twenty-five, 35*71 per cent, of the schools surveyed. These students made surveys of their own needs to be used by the faculties. Eighteen, 23*71 per cent, of the cases, thought this undertaking to have had considerable or extensive Influence. Thirty-three schools, 47.14 per cent, either did not carry out this type of activity or did not feel It made any contribution to their program. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 60 Pax*ent Participation. Requeats from parenta for the achool to Improve Ita total curriculum played a part In the eatabllshment of the guidance program In twentyfour, 31.41 per cent, of the caaea. However, thla In­ fluence waa conalderable or extenalve In only alx, 8.36 per cent, of the aohoola. Forty-three, 61.42 per cent, of the achoola felt that thla played no part In the program. An Intereat expreaaed by the Parent-Teacher Asaoclatlon had aome Influence In twenty-five, 33.70 per cent, of the achoola. Only eleven, 13.70 per cent, felt thla to be a conalderable or extenalve Influence. Thirty-eight, 34.28 per cent, thought that the ParentTeacher Aaaoclatlon had no influence In the eatabllahment of the guidance program. Other Sourcea of Influence. Various personnel were listed In some of the surveys as having been Influ­ ential In the establishment of activities which eventually led to the establishment of the guidance program. How­ ever, these did not appear In sufficient frequency to tabulate. They Included: the zealous Interest of in­ dividual teachers, the school nurse, the county guidance director, the assistant-principal, the state director of occupational Information and guidance, the athletic director, student-selected home-room planning committees. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 61 the local Rotary Club, and the Alliance for Guidance of Rural Youth. Staff Orientation Techniques. Various activities were employed by the schools of the study for orienting each faculty concerning the purposes and procedures of a program of guidance services. The most often used source of Information came through the use of books In the field of guidance. Slxty-slx, 94.26 per cent, of the schools felt a contribution to their understanding of guidance came through this source. Fifty-three, 73-71 per cent, thought this to be a considerable or extensive contri­ bution. Only one school found this source of no assist­ ance (see Table V). Visits by state department special­ ists were thought to be the second most useful means by which much faculty Information was gained. Of the schools using this source, fifty-six, 79*99 per cent, felt the activity beneficial; forty-three, 61.42 per cent, thought these specialists made considerable or extensive contri­ butions. Ten, 14.26 per cent of the schools, felt this source was not a contributing factor. The third most helpful source of Information came through the use of pamphlets and aids procured from the United States Office of Education. Fifty-three schools, 73*70 per cent, considered this source helpful, with twenty-two cases, 31*42 per cent, feeling these aids to Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 62 TABLE V ACTIVITIES CONTRIBUTING TO STAFF ORIENTATION TO THE PROGRAMS OP GUIDANCE SERVICES Degree of Contribution (per cent) Activities Con­ sider­ ably Exten­ sive­ ly 18.57 31.42 20.00 7.16 44.38 12.85 27.14 5.71 9.92 Panels led by staff chosen head 57.14 11.43 15.71 7.14 8.58 Reports by faculty guidance committee 40.00 12.85 28.57 11.43 7.15 Visits to schools with guidance 45.71 18.57 18.57 8.58 8.57 Staff reports of guidance coursework 24.28 21.41 31.43 15.71 7.17 Visits to school by counselors 52.86 17.14 10.00 8.57 11.43 Visits by state dept, specialists 14.28 18.57 32.85 28.57 5.73 Visits by special­ ists from colleges 40.00 20.00 11.71 18.58 9.71 Visits by county supt. schools 42.85 20.00 18.57 4.28 14.30 U. S. Dept. Ed. Pamphlets, aids 15.71 44.28 21.42 10.00 8.59 1.42 18.57 48.57 27.14 4.30 None Lit­ tle Panels led by administrator 22.85 Panels led by volunteer staff Books in field of guidance Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 63 be of considerable or extensive value. Eleven cases, 13.71 per cent, thought no help came from these. Porty-nlne schools, 69*99 per cent, considered panels led by the administrator as helpful. Of this number, thirty-six, 31*42 per cent, thought he made a considerable or extensive contribution; while sixteen schools, 22.83 per cent, did not consider this source as having any influence on the establishment of their pro­ gram. Reports from faculty members who had taken courses In guidance proved helpful in forty-eight, 68.33 per cent of the schools. Thirty-three, 47*14 per cent, consid­ ered these reports to have had considerable or exten­ sive influence in their faculty orientation program. Seventeen schools, 24.28 per cent, felt such activities made no contributions in their schools. Faculty guidance committees were used for orient­ ation purposes in thirty-seven schools, 32.33 per cent. Such influence was thought to be considerable or exten­ sive in twenty-eight of the cases. Yet, the same num­ ber of schools, twenty-eight, reported no contribution made by faculty guidance coiimittees. Specialists from colleges made contributions in thirty-six, 30.29 per cent, of the schools. This con­ tribution was considerable or extensive in twenty-one Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 64 schools« 30.29 per cent. Ten, 14.28 per cent, did not consider college specialists as a contributing factor In their cases. Volunteer staff panels were carried out for the purpose of guidance orientation In thirty-two, 45.70 per cent, of the cases. However, thirty-one, 44.38 per cent of the cases, did not use this as a means of orientation for their faculties In the areas of guidance. County school superintendents played a part In thirty, 42.85 per cent, of the schools. This Influence was considerable or extensive, however. In only sixteen schools, 23-03 per cent; while thirty reported the source as being of no assistance to them. Visits were made by faculty members to schools where guidance programs were In operation In thirty-two cases, 45.72 per cent. Yet, the same number of schools did not believe this activity contributed to their staff orientation. Nineteen, 27-15 per cent, felt that such activity proved very helpful. Visiting counselors were considered to be of as­ sistance In orientation activities In twenty-five, 35-71 per cent, of the cases; but only thirteen schools, 18.57 per cent, reported the activity as being of very much value. Thirty-seven cases, 52.86 per cent, believed such procedures to be of no help In their schools. The last activity which was reported as being of assistance in helping faculties to become familiar with Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 65 the whys and whex*erorea of guidance was that of panels led by some member from the group who had been chosen by the administrator of the school. Twenty-four, 34.38 per cent, used this plan; with sixteen, 22.85 per cent of the faculties, feeling the activity made a considerable or extensive contribution. Forty, 57*14 per cent, were not reported as believing this to be a contributing activity. Although there seemed to be little adverse reac­ tion to the Idea of establishing a program of guidance services In a majority of schools, some surveys did Indicate the kinds of difficulties faced during the Initial stages of development (see Table VI). Criti­ cisms of an adverse nature Included (In the order of frequency listed): added work, lack of Interest, re­ sentment on the part of some teachers to the designated counselor being given "free" time, lack of time to carry out the desired activities, confusion as to the pur­ pose of the program, lack of adequate materials, and the lack of experienced personnel to carry out the work. Various activities were used to overcome some or all these adverse reactions (see Table VII). (in the order of frequency listed): These Included faculty conferences, programs of In-service training, teachers taking courses In guidance, strong and active administrative support. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 66 TABLE VI ADVERSE STAFF REACTIONS TO THE ORGANIZATION OF GUIDANCE SERVICES Nature of Reaction Per Cent of Schools Added work Lack of Intereat Resentment toward counselor being given "free" time Lack of time Confusion as to purpose Program unnecessary Inadequate materials Lack of experienced personnel 12.66 11.43 8.57 5.71 4.29 4.29 4.29 1-43 TABLE VII MEANS USED TO OVERCOME ADVERSE REACTIONS TO GUIDANCE PROGRAMS Activity Per Cent of Schools Understanding of program through faculty conférences Understanding of program through in-service-training Courses taken in guidance Strong administrative support Parental support of program Additional time provided Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 7.14 5.71 4.29 4.29 1.43 1.43 67 parental support, and the provision of time for the car­ rying out of necessax*y activities. Students' Orientation Activities. Various pro­ cedures were carried out to acquaint the students in each school of the study with the desirability of gui­ dance services as they related to helping the individual (see Table VIII). The most widely used means for orient­ ing students to the guidance program was through regular classes. Fifty-eight, 82.84 per cent, used this means; with forty-six, 65.70 per cent, feeling this channel was used considerably or extensively. Eleven, 13.71 per cent, did not list regular classes as a means of orientation. The second most frequently used medium was through the programs of extra-curricular activities. Fifty- seven, 81.41 per cent, of the schools used this means; with thirty-four, 48.36 per cent, being reported as using the extra-curricular program to a considerable or extensive degree. Nineteen schools, 27.14 per cent, were reported as considering the extra-curricular program as not being used in this connection. The school paper provided the third most often reported means for student orientation to guidance: forty-nine schools, 67*13 per cent. Twenty-three schools, 32.83 per cent, considered this a major means of orien­ tation; but twenty schools, 28.37 per cent, did not Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 68 table VIII ACTIVITIES CONTRIBUTING TO STUDENT ORIENTATION TO THE PROGRAM OP GUIDANCE SERVICES Degree of Contribution (per cent) None Lit­ tle Con­ sider­ ably Exten­ sively Administrator ex­ plained program 30.,00 20..00 21. 42 24.28 4.30 Homeroom teacher explained program 35..71 20. 00 24.28 14.28 5.73 Classes in occupations 41..42 12.,86 21. 42 18.57 5.73 Regular classes 15, 71 17,,14 42. 85 22.85 1.45 School paper 28 , >57 34..28 24. 28 8.57 4.30 Student council 27,.14 24..28 27. 14 8.57 12.87 Extra-curricular activities 27,.14 22..85 35. 71 12.85 1.45 Development with­ out publicity 27,.14 18.>57 35. 71 8.57 10.01 Aotlvlties Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 69 consider the school paper as making any contribution to guidance orientation. The role of the administrator again played an im­ portant part In the guidance program, for forty-six schools, 63.70 per cent, listed his explaining the pro­ gram to the student body as being significant. Thirty- two, 43*60 per cent, considered his Influence consider­ able or extensive. Twenty-one, 30.00 per cent, stated that he played no part. Guidance was allowed to develop without any or very little publicity In forty-four schools, 62.83 per cent. Thirty-one oases, 44.28 per cent, thought no publicity was of considerable or exten­ sive Influence; while nineteen schools, 27.14 per cent. Indicated this approach to the problem was not used. Forty-three cases, 60.99 per cent. Indicated the student council played a part in student orientation. Twenty-five, 33*71 per cent. Indicated this to be a con­ siderable or extensive means used; while nineteen, 27*14 per cent, thought the student council made no contribu­ tion. The home-room teacher had some part In student orientation In forty-one, 38.36 per cent, of the schools surveyed. Of this number, twenty-nine, 38.36 per cent, felt the home-room teacher's role was considerable or extensive; but twenty-five, 35*71 per cent, reported no contribution made through this source. Last, was that Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 70 of clasBea In oooupatlona: Thlrty-aeven, 32*83 per cent, of the achoola uaed thla meana^ with twenty-eight, 39*99 per cent, atatlng they uaed thla medium to a conalderable or extenalve degree. However, thirty achoola, 42.42 per cent, were reported aa feeling thla had no Influence. Initial Areaa In Eatabllahlng Programa. The achoola Included In thla aurvey uaed a variety of areaa aa the beginning efforta of their guidance programa (aee Table IX). The providing of occupational Information, firat to aenlora, then progreaalvely downward aa atudenta In­ dicated the dealre for auch aervlcea, waa reported aa the moat often uaed beginning area. Thla waa carried out by alxteen achoola, 22.83 per cent. The Improving of cumulative recorda through a better ayatem of organiza­ tion and through the provlalon of more complete infor­ mation about each atudent waa the point of departure for ten achoola, 14.43 per cent. Thla aame number conald- ered their Initial activity to be the achedullng of Individual conferencea with all atudenta. The general purpoae of these conferencea was Indicated to be the discovering of those Interests and needs of the students as revealed by them. Five schools, 7.14 per cent, began their guidance program by establishing an orientation program for fresh­ men students. The same number Initiated their activities Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 71 TABLE IX SPECIFIC ACTIVITIES WHICH MARKED THE INITIAL STEPS IN BEGINNING THE GUIDANCE PROGRAM Activity Per Cent of Schools Providing occupational information for students 22,85 Improving cumulative record information 14.43 Initiating a testing program 12.86 Making surveys of students' needs 11.43 Holding individual conferences with students 11.43 Establishing an orientation program for freshmen students 7.14 Providing free time for teachers to carry out guidance activities 7.14 Using the homeroom period as a medium for group guidance activities 5.71 Initiating a staff in-service training program in areas of guidance 5.71 Establishing closer working relationship with the elementary school 1.30 Totals Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 100.00 72 by freeing teachers of some of their teaching loads whereby they might have time for working with students. One teacher was given one-half of each day for guidance in these schools. Four schools, 5 .71 per cent, began by initiating a staff in-service-training program. The same number of schools began by using the horae-room period to carry out group guidance activities. One school consid­ ered its guidance program began by establishing closer working relationships with the elementary schools from which it drew students. Other activities mentioned by various schools as being carried out in the early stages of the program included: selling the program to stu­ dents and faculty; organizing a youth round-table; plan­ ning for a state-wide organization of guidance services; and faculty planning for a total four-year program of guidance, which would emphasize specific activities at each grade level. Summary. The most outstanding influences in the establishment of the guidance program were the adminis­ trator and the faculty guidance committee. Major con­ tributions to faculty guidance orientation included pro­ fessional literature, teachers who had taken courses in guidance, and specialists from the state department of education. Student orientation to the guidance pro­ gram came most often through regular classes, extra- Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. curricular activa.ties, and the school paper. 73 The first activity to be csLx»ried out by a larger number of schools was In the area o f tion; the second^ educational and occupational Informa­ the improvement of cumulative record information. i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER V THE INDIVIDUAL INVENTORY SERVICE Sources of Information About Students. All the schools Included In the sux*vey used some or all of the following means to procure Information about students: the personal data sheet, interviews, grades, tests, teach­ er conferences, previous school records, physical exam­ ination records, teachers' oral reports, adjustment ratings, autobiographies, anecdotal records, case studies, home visitations, and soolometrlc devices. One of the most widely used of all devices was the personal data sheet. Sixty-seven, 95.71 per cent, of the reporting schools used this source; with only one school omitting Its use (see Table X). Slxty-three schools, 90.00 per cent, maintained personal data sheets on all or a major­ ity of their students. Slxty-three schools, 89.98 per cent, considered the interview a major tool for gaining student information. Fifty-nine, 84.28 per cent, con­ sidered this to be a source of much Information. Only three schools, 4.28 per cent, were reported as not using the interview for gaining Information. All schools but one, 1.43 per cent, considered subject matter grade re­ ports as informative sources. Sixty schools, 85.71 per cent, used them considerably or extensively. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. All schools 75 TABLE X SOURCES FOR OBTAINING INFORMATION ABOUT STUDENTS Degree to Which Used (per cent) Source of Information Personal Data Sheet Interviews Subject Grade Reports Intelligence Tests Achievement Tests Teacher Conferences Former School Records Interest Tests Physical Examinatlon Records Teachers * Oral Reports Homeroom Teacher Conferences Adjustment Ratings Aptitude Tests Parent Interviews at School Autobiographies Anecdotal Records Personality Tests Case Studies Teachers* Home Visits Soclometrlc Studies None Lit­ tle Con­ sider­ Exten­ sively ably 1.43 4.28 5.71 5.71 27.14 40.00 44.28 2.86 5.74 1.43 7.14 28.57 57.14 5.72 5.71 2.85 1.43 10.00 11.45 71.43 8.57 15.71 27.14 57.14 1.31 4.30 54.29 28.57 0.00 0.00 20.00 38.57 40.00 1.43 8.29 14.29 30.00 42.86 4.56 5.71 21.43 32.86 35.71 4.29 7.14 25.72 45.71 15.71 5.72 15.71 18.57 38.57 20.00 7.15 20.00 22.85 20.00 12.85 24.28 31.43 21.43 28.57 5.72 2.87 5.71 42.86 41.42 7.14 2.87 25.74 25.74 24.26 18.57 1.43 28.57 14.28 48.57 17.14 21.41 12.86 24.28 10.00 4.40 21.43 30.00 31.43 28.57 8.58 5.74 18.57 52.86 20.00 2.86 5.75 54.29 31.43 10.00 1.43 2.85 62.86 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 76 but one carried out teacher conferences for the purpoae of gaining student information. Fifty-six, 80.33 per cent, carried out this procedxire for many or all their students. Teacher conferences was the one source in this section of the survey reported on by all schools. Of the schools reporting, all stated they used former school records, with fifty-five, 78.37 per cent, making considerable or extensive use of them. Sixty-three, 90.00 per cent, of the schools used student physical examination records for gaining information, with fortyeight, 68.37 per cent, giving this source considerable or extensive weight. this source. Four, 3*71 per cent, did not use Teacher oral reports were used in sixty schools, 86.14 per cent, with forty-three, 61.42 per cent, considering this source very helpful. This source was not reported as being used by five schools, 7«14 per cent. Home-room-teacher conferences were carried out for the purpose of gaining student information in fifty-four schools, 77*14 per cent. Of these, forty- one, 38.37 per cent, gave considerable or extensive importance to this source. Eleven, 13.71 per cent, reported they did not use home-room-teacher conferences for this purpose. Fifty-two, 74.28 per cent, of the schools thought student adjustment ratings gave suffi­ cient information to be used. Thirty-seven, 31*43 P#r Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 77 cent, used this tool with many or all of their students. Fourteen schools, 20.00 per cent, did not use this source. Parent Interviews held at school were carried out by sixty-four, 91.42 per cent, of the cases; thirtyfour, 48.36 per cent, considered this activity a very Informative source. School-heId parent Interviews were not carried out for gaining student Information by four schools, 3.71 per cent. Autobiographies were used In fifty-one, 72.83 per cent. Thirty, 42.83 par cent, thought their use revealed enough lnfoz*matlon to be used with many or all the students; but eighteen, 23.74 per cent, failed to Include this source In their bat­ tery of Information. Anecdotal records were used to some extent by fifty-one schools, 72.86 per cent; but they were written on many or all students In only twentynine cases, 41.43 per cent. Like autobiographies, they were not listed as being used In eighteen schools. Case studies were sources In flfty-slx schools, 79*98 per cent. This source was used widely In twenty-two, 31.41 per cent, of the cases. Ten cases, 14.28 per cent, did not list this source as being used at all. Teacher home visitations proved to be a worthwhile source In fifty-three cases, 75*72 per cent. Ho%#ever, only six­ teen, 22.86 per cent, carried out this activity for many of their students; and thirteen schools, 18.37 par Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 78 cent* did not use this activity as a source of Infozmiatlon about students. Soclometrlc studies were listed as sources by thirty schools, 42.86 per cent; but they were used In only eight schools, 11.43 per cent, Tor a considerable or extensive number of students. Thirtyeight reports, 3^*29 per cent, did not list this tool as a source of Information. Programs of Testing. The extent to which stand­ ardized testing progrsuns were carried out varied greatly among the reporting schools. Twelve schools, 17.l4 per cent. Indicated that, although they did some formalized testing, they did not consider the activity extensive enough to be consldex*ed a testing program. These schools Indicated that since their student body was of such size as to permit the teachers to know the Individual students In many In and out-of-school situations, extensive test­ ing was unnecessary. Mental ability was the area chosen by most schools. If only one phase could be Included In their testing activities. Slxty-fIve schools, 92.80 per cent, used this Information to some degree for gaining Information about their students. Fifty-eight, 82-88 per cent, of these schools gave Intelligence tests to many or all of their students. Only four schools, 5-71 per cent, did not use tests of mental ability (see Table X). Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 79 An area felt to be of equal Importance waa that of achievement. Slxty-five achoola alao did aoma achieve­ ment teating, and the degree to which it waa uaed conaiderably or extenaively waa slightly greater than that of intelligence, fifty-nine caaea, 84 .28 per cent. Only two achoola, 2.83 per cent, were reported aa using no standardized achievement testa. In the area of inter­ est, fifty-seven achoola, 87*13 per cent, did some testing. Of that group, fifty-one, 72.86 per cent, thought thla type of information waa procured and uaed on many or all of their atudenta. Six schools, 18.29 per cent, did no testing in the area of interest. Fifty-two schools, 74.28 per cent, did some aptitude testing; but only thirty-five achoola uaed this area on very many of their atudenta. Nine achoola, 12.83 per cent, did no aptitude testing. In the area of personality, forty-nine, 69.93 par cent, did some test­ ing. However, this waa considerable or extensive in only twenty-nine, 41.42 per cent, of the cases; and it was not done in fifteen schools, 21.43 per cent. The choices of specific teats used by the various schools was interesting. In the area of intelligence, the California Test of Mental Maturity waa the first choice of twenty schools, 28.37 per cent. However, the Otis Quick Scoring Mental Ability Tests were chosen Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 80 almost as often: eighteen schools, 23 .71 per cent. The Henmon-Nelson Tests were selected by ten schools, 14.29 per cent. Others included the Kuhlman-Anderson Intelli­ gence Test, five schools, 7*12 per cent; and the TermanMcNemar Test of Mental Ability, two schools, 2.83 per cent. The Plntner General Abilities Test, the Chicago Test of Primary Mental Abilities, and the Ohio State Uni­ versity Psychological Tests were used by some schools In addition to those already listed. The frequency of these choices was not sufficient for tabulation. Only five schools, 7*12 per cent, stated they were able to follow group Intelligence testing with any type of individual test, whenever such seemed desirable. Twelve schools, 17*14 per cent, used the Progres­ sive Achievement Battery. The second most often selected achievement series was the Stanford Achievement Tests; ten schools, 14.23 per cent. The Iowa Test of Educa­ tional Development was used by seven schools, 10.00 per cent. The American Council on Education Tests were giv­ en in five, 7 .12 per cent. Five used the Metropolitan Achievement Battery; four, 5*71 per cent, the Coopera­ tive Achievement Battery; and two, 2.83 per cent, the California Achievement Battery. Among the interest inventories, the Kuder Prefer­ ence Record was used In a majority of cases, thirty-nine. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 81 33*91 per cent. Other Interest inventories reported as being used in various schools included: Associates* Youth Inventory: Science Research four schools, 3*71 per cent; Strong Vocational Interest Blank for Men and Strong Vocational Interest Blank for Women: three schools, 3*71 per cent; Lee-Thorpe Occupational Interest Inven­ tory: two, 2.86 per cent; Cleeton Vocational Interest Inventory: one, 1.43 per cent; and the Gentry Vocational Inventory: one school. In schools giving personality tests, the California Test of Personality was most often used: 13*71 per cent. eleven schools, The Bell Interest Inventory was used in six schools, 8.37 per cent. The Mooney Problems Check-List was given in four, 3*71 per cent. The Adams- Lepley Personal Audit was listed as being used in three schools, 4.28 per cent; and the Bemreuter Personality Inventory was used in two schools, 2.86 per cent. No pattern of special aptitude tests appeared in the tabulated data. Many schools stated they used the services of the state employment agency area offices for whatever special aptitude testing they did. Other schools used the testing services of the state univer­ sity or teachers' colleges, wherever possible. The Cumulative Record. The Individual Inventory Service functions for the purpose of obtaining, recording. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 62 and appraising pertinent Information about each student In any given school.^ Comprehensive, systematically organized Information about every student Is necessary for the effective operation of the guidance program.^ The cumulative record seems to be the most satisfactory means of maintaining source Information about the var­ ious aspects of the background, progress, and present status of students. Proper use of the cumulative rec­ ord can be of much assistance to teachers and adminis­ trators In helping them to better understand their students and for the students to better understand themselves to the end of bringing about desirable stu­ dent adjustment and growth.^ Maintaining cumulative record Information re­ quires much time and effort; for It Is a continuous process. Involving the choice of pertinent Information to be accurately recorded. Thlrty-slx, 31.42 per cent, of the schools Included In the study accomplished this time-consuming task through the total participation of all staff members. However, seventeen schools, 23-43 ^ Ibid., United States Office of Education, Cri­ teria for Evaluating Guidance Programs, p. 132 XjO O • c 1 1 * ^ Ruth Strang, clt., p. l80. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 83 per cent, reported that they did not rely on total ataff participation to maintain the cumulative recorda of atudenta. Special recorda commltteea were appointed In thirteen achoola, 12.99 per cent, to be reaponalble for the proper keeping of the cumulative recorda. How­ ever, only five achoola, 7.14 per cent, uaed thla prac­ tice considerably or extenaively. Other methoda uaed for maintaining cumulative record Information In apeclflc achoola Included: the home-room teacher, the achool aecretary, the guidance office, and atudent clerical assistance. Thirty-three Items were Included In the cumula­ tive records of the various schools. Although moat achoola maintained a majority of these kinds of Informa­ tion on at least a small number of their students, only twenty-four, 35*72 per cent, of the cases Included all thirty-three entries for at least some of their atu­ denta. Only six achoola, Ô.3Ô per cent, uaed all the Information extenaively, that la on all atudenta (aee Table XI). These types of Information ranged from the Identification data, i.e., name, sex, blrthdate, birth­ place, and parents* names, which were found on all rec­ orda of the reporting achoola, sixty-eight, 97*01 per cent, to a statement of the attitude of the home toward the school and achool attendance, which appeared on the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 84 TABLE XI INFORMATION INCLUDED IN INDIVIDUAL CUMULATIVE RECORD PILES Degree to Which Found (per cent) Kinds of Information Name, sex, birthplace Parents' names Parents' address Student's address Parents' occupation Attendance record Academic record Parents' marital status Intell. test results Achlev. test results Participation In extra-curricular activities Sibling Information Conduct record Honors, spec, achlev. Future educat. plans Special abilities Interest test results Parents' last occupât. None Lit­ tle Con­ sider­ ably 0.00 0.00 0.00 97.01 2.99 0.00 2.86 4.28 0.00 2.86 2.86 0.00 0.00 0.00 2.86 2.99 0.00 2.85 4.28 2.86 0.00 0.00 97.01 92.86 90.00 87.14 8.57 4.29 85.71 4.28 0.00 84.29 8.56 5.71 4.28 5.71 82.85 1.45 2.86 7.14 12.86 72.85 4.29 10.00 7.14 11.43 70.00 1.43 4.28 7.14 18.57 68.58 1.43 15.71 4.28 11.43 64.29 60.00 1.43 10.00 14.29 18.57 0.00 10.00 7.14 21.43 60.00 1.43 8.57 11.43 20.00 58.57 1.43 10.00 10.00 21.43 58.57 0.00 12.86 14.29 14.29 57.13 1.43 25.74 10.00 5.71 55.71 2.84 Exten­ sively Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 1.42 2.87 85 TABLE XI (Continued) Degree to Which Pound (per cent) Kinds or Information Puture vocat. plans Hobbles Student's religious preference Parents' education Parents' religious preference Participation In out of school activities Personality Inven­ tory results Vocational Inter­ ests at various age levels Records of coun­ seling Interviews Record of next experience after high school Informational ser­ vices found In home Health status of members of Imme­ diate family Degree of apparent social adjustment Accomplishments of Immediate family Attitude of home toward school Con­ sider­ ably Exten­ sively No An­ swer None Lit­ tle 11.43 12.86 18.57 54.30 2.84 22.86 15-71 8.57 52.86 0.00 32.85 12.86 1.43 50.02 2.84 21.43 15.71 14.29 48.57 0.00 35-71 15-71 1.43 45.72 1.43 27-14 14.29 20.00 38.57 0.00 35-71 12.86 8.29 34.29 8.88 28.57 22.86 17-14 30.00 1.43 24.26 20.00 25.74 27-14 2.86 28.57 21.43 18.57 27-14 4.29 51-42 10.00 14.29 22.86 1.43 44.29 28.57 7-14 20.00 0.00 24.26 25-74 30.00 18.57 1.43 54.28 22.86 7-14 14.29 1.43 62.85 17.15 10.00 8.57 1.43 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 86 records of all students In only six, 8.38 per cent, of all the schools (see first and last entries. Table XI). The extent to which data. Information In nature, are to be found on student cumulative record forms would seem to be an Indication of how complete a knowl­ edge the school had about Its students. It Is possible, however, that such Information might be recorded but not used. But, since no means was available for mea­ suring the degree to which cumulative record Informa­ tion was actually used; the extent to which data were recorded was the criterion used for measuring the extent to which the schools of the study maintained their Indi­ vidual Inventoz*y Service. The following Information appeared on all rec­ ords of students In practically all schools. In addi­ tion to the Identifying data previously mentioned: parents' address, occupation, and marital status In slxty-fIve, 92.86 per cent; slxty-one, 8 7 -14 per cent; and fifty-eight, 82.85 per cent of the cases, respec­ tively. Likewise, students' addresses, attendance, and academic records were found on all students In most of the schools: slxty-three, 9 O.OO per cent; sixty, 85-71 per cent; and fifty-nine, 84 .29 per cent, respectively. Concerning the recording of test Information, Intelligence test results were found on a majority or Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 87 all of the recorde of students In fifty-one schools, 72.85 per cent. Two schools, 2.86 per cent, recorded no intelligence test Information on the cumulative form; and five, 7.14 per cent, had this Information on only a few students. Fifty-seven cases, 81.43 per cent, re­ corded achievement test results on a majority or all of their students. Seven schools, 10.00 per cent, did not maintain this Information on any student; and five schools, kept the Information on only a few students. Results of Interest tests were to be found to a consid­ erable or extensive degree In fifty schools, 71-42 per cent. Nine surveys, 12.86 per cent, revealed no re­ corded Information for any student In this area. Twelve schools, 14.29 per cent, maintained this Information on only a few students. Personality Inventory results were to be found on many or all records In only thirty, 42 .58 per cent, of the schools of the study. This type of Information was not found on records In twenty-five, 35.71 per cent, of the cases; and In nine schools, 12.86 per cent, on only a few students. Other Information found on many or all students In a large percentage of the schools of the study In­ cluded: sibling Information, fifty-five cases, 78.58 per cent; conduct record, the same number; honors and special achievement record, fifty-seven, 81.43 per cent; Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 88 special abilities, fifty-six, 80.00 per cent; hobbies, forty-four, 63.43; participation in extra-curricular or co-curricular activities, sixty-one, 87.15 per cent; and participation in out-of-school activities, forty-one, 58.57 per cent. The number of schools recording information con­ cerning educational and vocational choices on a majority or all their students was interesting: Fifty-one, 72.57 per cent, of the schools kept information ccxnoeming students* vocational plans; and forty-seven, 68.57 per cent, maintained data on future educational plans. Thirty-two schools, 45.71 per cent, had information con­ cerning the next experiences of students beyond high school. Procuring these types of information required interviewing. Records of interviews were kept on many or all students in thirty-seven, 52.88 per cent, of the reporting schools. Eight schools, 11.43 per cent, did not maintain records of students' future vocational plans; six schools, 8.57 per cent, had no records of future educational plans; and twenty schools, 28.57 per cent, did not maintain information on students after they left school either as graduates or as drop-outs. Seventeen cases, 24.26 per cent, did not keep records of any interviews. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 89 Data round in a lesser number of schools on many or all students' records were as follows: apparent social adjustment: degree of thirty-four schools, 48.57 per cent; vocational Interests at various age levels: thirty-one schools, 47-14 per cent; Information services to be found In the home: twenty-two schools, 37-13 per cent; health status of the Immediate members of the fam­ ily: nineteen schools, 27-14 per cent; and accomplish­ ments which were considered outstanding of members of the Immediate family: fifteen schools, 21.43 per cent. The number of schools not Including the following data In the cumulative records of any students seemed large: accomplishments of Immediate members of the family thirty-eight schools, 34.28 per cent; Informational services In home - thlrty-slx, 31.42 per cent; health status of Immediate members of the family - thirty-one, 44.29 per cent; vocational Interests at various age levels - twenty, 28.37 per cent; and degree of apparent social adjustment - seventeen, 24.26 per cent. Other points of Information Included on the cumulative records were religious preferences of parents and students, parents' last occupation, and parents' education. Forty-four schools, 62.86 per cent, main­ tained parents' education data on many or all students; while fifteen, 21.43 per cent, did not. Forty-three Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 90 schools, 61.42 per cent, kept records of parents' last occupation for most students, while nineteen, 23.74 per cent, did not. Information concerning students' religious preferences were maintained for many or all students in thirty-six schools, 31.43 per cent; while it was not kept in twenty-three, 32.83 per cent. Last, the religious preference of parents was recorded on a majority of the records in thirty-three schools, 45*72 per cent; while it was not kept by fourteen schools, 33*71 per cent. Summary. The most widely used tool for gaining information about students was the personal data sheet, used by all but one of the reporting schools of the study. Another common source of information was the interview. This means was reported as being used by all but three schools. Subject grades and teacher con­ ferences were used extensively. Other sources of infor­ mation included former school records, physical exam­ ination records, teacher oral reports, home-room teacher conferences, adjustment rating sheets, parent inter­ views at school, autobiographies, anecdotal records, case studies, teacher home visitations, and soclometrlc studies. Testing was not carried out on a formalized basis by twelve, 18.37 per cent, of the schools. Schools using only one area of testing from which to gain student Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Information chose intelligence. 91 If two areaa were pos­ sible, intelligence was combined with achievement. If time and funds were available. Interest was the third area made available to students. ity. Fourth came personal­ No pattern of aptitude testing appeared in the total survey. by areas were: The most commonly chosen specific tests Intelligence - California Test of Men­ tal Maturity; Achievement - Progressive Achievement Battery; Interest - Kuder Preference Record; and Person­ ality - California Test of Personality. Concerning the types of cumulative record infor­ mation included in student folders; only six schools, 8.37 per cent, maintained thirty-three items of infor­ mation on all students. However, all reporting schools stated cumulative record forms were maintained on all students. The problem of keeping adequate cumulative records was solved by total staff participation in thirty-six schools, 31-42 per cent. Other schools used special record committees to carry out the task. Still others used the assistance of the home-room teachers, the school secretary, the guidance personnel, and students. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER VI INFORMATIONAL AND COUNSELING SERVICES Before students can solve any of the puzzling and perplexing problems* either with or without help* they need two types of information: (1 ) Knowledge of the world of work and the many vocations* and (21 knowledge of themselves.^ Service Relationships. The Individual Inventory Service* discussed in the previous chapter* aids the counselor and the teacher in helping each student to get a better understanding of himself* his capabilities and interests. The Informational Services provide students with knowledges about the many fields of work and with information about educational opportunities. Many stu­ dents make unwise educational and occupational choices because of the lack of correct information either about their abilities and/or lack of accurate information about training and work choices. Collecting* filing* disseminating* and interpreting educational and occupa­ tional information have become an essential part of the school's guidance program. The Counseling Service makes wide use of both the Individual Inventory and the ^ Bent and Kronenberg* o£. cit.* p. 527f* ^ Proelich* Guidance Services in Smaller Schools* op. cit.* p. 126 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 93 Infox*roatlonal Services to bring about maximum individual adjustment and growth through making various types of information available to students. Such information should assist them in making wise and proper choices.^ Kinds of Information. Types of educational and occupational Information provided students in the schools included in this study were as follows (listed in order of degree provided): poster, graph, and chart informa­ tion on occupations; general educational information; general occupational information; terminal and special educational Information; special occupational informa­ tion; current part-time Job information; and current full-time Job information (see Table XII). Visual aids, i.e., posters, graphs, and charts, were provided for some students in sixty schools, 88.67 per cent. These types of information were made avail­ able to many or all students in forty-four cases, 62.83 per cent, of all schools. Seven schools reported that they did not provide occupational information through these media. General educational and occupational infor­ mation were made available to at least some students in sixty-one schools: educational - 87*34 per cent amd occupational - 87*14 per cent. However, general ^ Ibid., p. 223 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 94 TABLE XII KINDS OP EDUCATIONAL AND OCCUPATIONAL INFORMATION AVAILABLE TO STUDENTS Degree to Which Available (per cent) Kinds of Information None Lit­ tle Con­ sider­ Exten­ sively ably General educational Information file 8.29 4.28 40.00 42.86 4.57 21.43 18.57 21.43 35.71 2.86 General occupational 12.86 Informational file 11.43 22.85 52.86 0.00 Terminal, special ed. Information file 18.57 14.28 40.00 25.72 1.43 Posters, graphs, chart Info, on occupations 10.00 25.72 37.13 25.72 1.43 Current part-time job opportunities 25.72 18.57 35.71 20.00 0.00 Current full-time job opportunities 25.72 22.86 30.00 21.42 0.00 Specific occupa­ tional Information file Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 95 educational Information was provided to many or all students In fifty-eight schools, 02.86 per cent; while general occupational Information was made available to many or all students In fifty-three schools, 75*71 per cent. Six schools, 8.29 per cent, were reported as not providing general educational Information; and nine, 12.86 per cent stated that no occupational Infor­ mation was provided for In their programs. Terminal and special education Information was made available In fifty-six schools, 80.00 per cent, to some degree. It was made available to many or all stu­ dents In forty-six schools, 65.72 per cent. Thirteen schools, 18.57 per cent, reported they did not make this type of Information available. A special occupations file of Information was maintained In fifty-three schools, 75.71 per cent. This information was used considerably or extensively In forty schools, 57 .14 per cent and was not available in fifteen cases, 21.43 per cent. Current part-time and full-time Job Information was maintained In fifty-two schools, 74.28 per cent. Part-time job In­ formation was available to many or all students In thirty-nine schools, 55.71 per cent; and full-time Job Information In thlrty-slx schools, 51.42 per cent. Eight­ een schools, 25.72 per cent, provided neither part nor full-time Job Information to their students. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 96 Personnel Responsible. The following staff per­ sonnel were reported as being of assistance in the pro­ cess of procuring and disseminating educational and occupational information (listed in order of frequency in which they were reported as providing assistance): the administrator, the classroom teacher, the teachercounselor, the librarian, and the home-room teacher (see Table XIII). Again, the important role of the adminis­ trator in the carrying out of the guidance program was revealed. It was he who provided some assistance in the greatest number of schools, sixty-two, 88.37 per cent. Of this number, he was a major source of information in fifty-four, 77.14 per cent; but seven schools listed him as having no part in this phase of the guidance program. The classroom teacher provided assistance to some degree in sixty-one schools, 87.13 per cent; much assistance in thirty-one schools, 44.29 per cent. He was listed by seven schools as making no contribution. The teacher-counselor provided some degree of assistance in sixty schools, 83.37 per cent; much assistance in fifty-five, 78.43 per cent. He was not listed as a source in ten, 14.27 per cent. The librarian was of some assistance in fifty-six schools; of much assistance in forty-one, 38.37 per cent. He was not listed as making any contribution in thirteen, 18.37 per cent, of Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 97 TABLE XIII SOURCES OF ASSISTANCE IN PROCURING AND USING EDUCATIONAL AND OCCUPATIONAL INFORMATION Degree of Assistance» (per cent) Sources of Assistance None Lit­ tle Con­ sider­ Exten­ sively ably Teacher-counselor 14.27 7.14 27.14 51.29 0.16 Administrator 10.00 11.43 38.57 38.57 1.43 Librarian 18.57 21.43 35.71 22.86 0.00 Exploratory occu­ pational units In classes 21.43 31.43 25.71 20.00 1.43 Classroom teacher 10.00 42.86 32.86 11.43 2.85 Occupations courses 51.29 8.57 25.74 12.87 1.43 Homeroom teacher 30.00 32.86 28.57 8.57 0.00 College-day programs 47.15 18.57 18-57 15.71 0.00 Career-day programs 52.86 17.14 10.00 20.00 0.00 Community agencies 35.71 3 4 .26 22.85 5.75 1.43 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 98 The home-room teacher made some the reporting schools. contribution In forty-four schools, 62.86 per cent; was of much assistance In twenty-six, 3 7 .14 per cent; and he was not considered as a source of Information In twenty-one schools. Media Used for Dissemination. Activities through which educational and occupational Information were pro­ vided to students of the schools of the study Included (In order of the degree to which they were used): commun­ ity agencies, exploratory occupational units In regular classes, college-day programs, career-day programs, and courses In occupations. Forty-four schools, 62.86 per cent, relied on community agencies for providing some assistance In the dissemination of educational and occu­ pational Information. Twenty schools, 28.60 per cent, used this source to an appreciable or marked degree; but twenty-five schools, 33-71 per cent, did not list this as a source used by them. Exploratory occupational units carried out through regular classes proved to be the second most used medium for disseminating Information. This procedure was carried out to some degree In forty schools, 37*14 per cent. It was used extensively In twenty-six, 37*14 per cent. However, twenty-one schools did not report the use of occupational units In regu­ lar classes. College days were held In thirty-seven of Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the schools, 32.83 per cent. 99 They constituted a source of much information in twenty-four, 34.28 per cent; but were not used in twenty-nine, 47.15 per cent. Career days were reported as being held in thirty-three schools, 47.14 per cent. Their contribution was extensive in twenty-one cases; but thirty-seven schools, 32.86 per cent, stated such activities played no part in the dis­ semination of educational and occupational information in their schools. Counselor Practices. The heart of the guidance program may be considered counseling, for it is through this service that other services are coordinated into an effective effort to bring about total student adjust4 ment. All schools included in this study designated at least one member of their staff as a teacher-counselor; and it became this person's responsibility to coordinate the guidance program. Interesting information was re­ vealed concerning the practices and procedures carried out by the teacher-counselor. (Only practices which were maintained to a considerable or extensive degz*ee will be discussed in order that a positive picture may be gained of this person as he carries out his duties in small school situations.) ^ Francis P. Robinson, Principles and Procedures in Student Counseling (New York: Harperand Brothers, nibiisRefs, i5^Srr“i>. 2 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 100 As would be expected# the teacher-counselor main­ tained high ethical standards concerning confidential Information In sixty-eight schools# 97*13 per cent (see Table XIV). This person attempted to get the student to become seIf-directive In his thinking and In working out his problems In slxty-slx cases# 94.30 per cent. Slxty- flve teacher-counselors# 92.86 per cent# tried to get the student to express himself freely In counseling situations. An attempt was made to give students the feeling that they# the counselors# had a genuine desire to be of assistance to each student In sixty-four situ­ ations# 91*43 per cent. Teacher-counselors sought staff cooperation in assisting students with their problems In slxty-three schools# 90.00 per cent. Sixty schools# 87.13 per cent# reported the following three practices as being carried out by their teacher-counselors In a similar degree: (l) the welcoming of unscheduled Inter­ views; (2 ) the providing of counseling sez*vlces; and (3 ) the practice of making use of referral agencies wherever they might be of assistance to the student. Fifty-nine of the teacher counselors# 84.29 par cent# attempted to keep counseling free from disciplinary Implications. Cooperation of parents was sought In fifty-seven cases# 81.43 per cent. Community resources were used considerably or extensively In fifty-four Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 101 TABLE XIV COUNSELING PRACTICES CARRIED OUT BY STAFF MEMBERS RESPONSIBLE FOR GUIDANCE Degree to Which Carried < Out (per cent) Practices None Lit­ tle Con­ sider­ Exten­ sively ably Maintains high eth­ 2.85 ical standards Welcomes unscheduled 1.43 student Interviews Attempts to get stu­ dents to become 2.85 "self-directive" Welcomes unscheduled 4.27 staff Interviews Enlists staff coop­ eration In assisting 5.71 students with their problems Attempts to get stu­ dents to express 5.71 themselves Gives students feel­ ing of wanting to 5.71 help them Provides counseling 10.00 service for students Uses welfare agen­ cies as need arises 10.00 Keeps counseling 4.27 free of disciplin­ ary Implications Enlists coopera­ 5.71 tion of parents Makes use of com­ 7.15 munity resources Uses referral agen­ cies for health 14.29 reasons 0.00 12.86 84.29 0,00 0.00 17.14 80.00 1.43 2.85 18.58 75.72 0.00 1.43 18.58 75.72 0.00 2.86 37.14 52.86 1.43 0.00 11.43 81.43 1.43 1.43 28.57 62.86 1.43 2.85 30.00 57.15 0.00 2.85 30.00 57.15 0.00 8.58 25.72 58.57 2.86 11.43 40.00 41.43 1.43 15.71 45.71 31.42 0.00 11.43 20.00 50.00 3.28 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer i 102 cases, 77-13 per cent; and health referrals were made regularly as the case necessitated by forty-nine teachercounselors, 70.00 per cent. Concerning the number of counseling Interviews held with students each year and the number of students out of the total school population who received counsel­ ing, the study revealed that an average of 68.79 per cent of the students In all schools had two or more scheduled or unscheduled counseling Interviews each year. This per­ centage ranged from 100.00 per cent to 13 .OO per cent among the seventy schools. Staff Cooperation. Effective administration of the guidance program requires much and continuous par­ ticipation by many members of any given faculty. The teacher-counselor can be of much service to students and staff only through the cooperative effort of all person­ nel connected with the school.^ The classroom teacher Is In a strategic position for gathering pertinent Infor­ mation about students. Likewise, It Is he who can make constant use of all available guidance Information In day by day situations to bring about student adjustment and growth.^ ^ Glenn E. Smith, Principles and Practices of the Guidance Program (New York: The WacmfHan Company, 1951)# p. — — ^ Ibid., p. 256 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4 ^ 103 Moat of the membera of the faoultlea Included In thia atudy conaidered the goal of counaeling to be the Improved adjuatment of the Individual. Thia belief waa prevalent among a majority or all staff membera in aixtyfour achoola* 91.42 per cent (aee Table XV). Only three achoola indicated they believed thia to be an unimpor­ tant principle. A majority of the teachera in fifty- three achoola, 73*71 per cent, conaidered the referring of atudenta to the counaelor aa the need aroae to be very important. importance. Seven achoola felt thia to be of little Counaeling waa regarded aa a profeaaional activity requiring apecial training by all or a majority of the staff in fifty schools, 71*43 per cent. Nine achoola, 12.86 per cent, were reported aa conaidering thia fact of no importance. A majority or all of the ataff membera in thirty-nine achoola, 33*71 per cent, were willing to aaaume extra duties in order that time could be provided for counseling activities to be car­ ried out. Ten achoola, 14.29 per cent, indicated a lack of willingneaa of their ataff to cooperate to thia extent in carrying out counaeling* A majority or all the ataff in thirty-four achoola, 48.57 per cent, referred only the more aerioua student problems to the counselor; while twenty-three, 32.86 per cent, were reported aa not carrying out thia practice. The belief that all Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 104 TABLE XV STAFF OPINIONS AND PRACTICES IN RELATION TO COUNSELING Opinions or Practices Goal of counseling is improved adjust­ ment of the indi­ vidual student Students are re­ ferred by teachers to counselor as need arises Counseling is re­ garded as a pro­ fessional activity# requiring special training Staff members are willing to assume extra duties to provide time for counseling Only the more se­ rious student problems are re­ ferred by staff to counselor All counseling should be done by counselor Degree to Which Prevalent (per cent) None Lit­ tle Con­ sider­ Exten­ sively ably 4.29 4.29 22.86 68.56 0.00 10.00 14.29 37.14 38.57 0.00 12.86 15.71 48.57 22.86 0.00 14.29 27.14 28.57 27.14 2.86 32.86 18.57 38.57 10.00 0.00 31.42 32.87 25.71 8.57 1.43 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 105 counseling should be done by the counselor %ras prevalent In a majority of the staff In thirty-four schools, 34.28 per cent; while this was not believed to be desirable by a majority of faculty members In twenty-two schools, 31*42 per cent. Counseling Facilities. The following Information was revealed by the study concerning the extent to which physical facilities were available in each school for the carrying out of guidance activities: Fifty-four of the seventy schools, 77*14 per cent, maintained general record files for keeping various types of information. Fifty schools, 71*43 per cent, kept confidential record files of Information revealed through the interview which would be of such a nature as to make the maintaining of this data In the general files undesirable. Forty- six schools, 65*71 per cent, were able to provide pri­ vate rooms for interviewing. Thirty-six schools, 51*43 per cent, maintained an office for the teacher-counselor or for the person In charge of the guidance program. Five schools, 7 .14 per cent, were able to have a stu­ dent reception room as a part of their physical facili­ ties; and one school maintained a special guidance library for use by students (see Table XVI). Time Devoted to Counseling. The average amount of time devoted to counseling each day by all schools Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 106 TABLE XVI FACILITIES FOR CARRYING OUT COUNSELING ACTIVITIES Per C e n t of Schools Having Facilities FacllltleB General record files 77.14 Confidential record files 71.43 Private 65.71 Interview room Counselor's Student office 51.43 reception room Special guidance library Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 7.14 1.43 107 Included in the study was one hundred twelve minutes, or 1.86 hours (see Table XVII). The time reported by the greatest number of schools was two periods, with nineteen, 27#14 per cent, schools reporting a greater amount; and thirty-eight schools, 34.28 per cent, re­ porting a shorter time. One school was able to devote seven periods per day to counseling; while three schools, 4.29 P@r cent, reported that they did not devote any periods to counseling as such. Summary. Various sources of information were used for the procuring of educational and occupational information. The most common source of occupational information was through visual aids, including graphs, charts, and posters. A majority of the students of schools included in the study were provided educational and occupational information. Over three-fourths of the schools made available special occupations materials. Likewise, current part-time and full-time Job informa­ tion was available for most of the students in at least half of the schools of the survey. The single most important person in the dissem­ ination of educational and occupational information was the school administrator. Major contributions were also made by other members of the staff, including the classroom Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 108 TABLE XVII APPROXIMATE NUMBER OF HOURS DEVOTED DAILY TO COUNSELING IN EACH SCHOOL Approximate number of hours per day Number of schools 7 1 6 5 3 1 4 3 3 11 2 13 1.3 1 15 0.75 3 14 0.5 0 Total 4 131.25 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2 70 109 teacher, the teacher-counselor, the school librarian, and the home-room teacher. Community agencies proved to be the most impor­ tant source through which occupational information was brought to the school. Teaching exploratory units in occupations as part of regular class work was a common practice in many schools. College and career days proved effective disseminating media. The teaching of occupational courses was least used. The person responsible for the coordinating of the various guidance activities in each school was usu­ ally designated the teacher-counselor. In most schools, this person was one who maintained high ethical stand­ ards concerning confidential information; who welcomed both staff and student interviews without their being scheduled; who enlisted staff and parent cooperation in carrying out the program; whose efforts were geared to­ ward student self-expression and self-insight; who made every effort to provide adequate counseling service; who used referral agencies whenever such seemed desirable; who attempted to keep counseling free from disciplinary implications; and who effectively used community re­ sources. Staff cooperation in the administration of the guidance program of the small school seems essential, for Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 110 often staff personnel, excepting the regular faculty, are not available. Most staff members of the schools included in this study believed that improvement and adjustment of the individual to be the goal of counsel­ ing. A majority of the teachers cooperated in the car­ rying out of the counseling process by referring stu­ dents to the counselor when such seemed desirable. Staff members were reported to be willing in one-half of the schools to assume whatever additional responsi­ bilities as were necessary in order that counseling time might be provided for students. Physical facilities for carrying out counseling consisted of general and confidential record files, counselor's offices, interview rooms, student reception rooms, and in one school, a guidance library. An average of approximately two hours per day were devoted by each school to counseling. Most schools attempted to provide each student with a minimum of two counseling interviews each year. The range of available time for counseling was from seven hours per day to none. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i CHAPTER VII LESSER DEVELOPED SERVICES Service Relationships. The Placement Service may be divided into two areas: (l) in-school placement, concerned with subject, grade, and activity placement of students; and (2) Job placement of students on a partor full-time basis. Placement and follow-up activities are essential complements to effective guidance, and the degree to which these services are carried out is mea­ sured through evaluation, the third service of this trio.^ Only through such evaluation can the school plan and carry out desirable and meaningful activities. This study was concerned In the main with the second aspect of placement, i.e., assisting in the pro­ curement of full-time Jobs for graduates and drop-outs and part-time work for those students in school. Many reports stated their school did not have what would ordinarily be considered a placement service; that, al­ though they attempted to be of assistance to students, graduates, and drop-outs in procuring Jobs, such work was not carried out on an organized basis. This was ^ Clifford E. Erickson and Glenn E. Smith. OrganIzation and Administration of Guidance Services York: HcTTraw-Hlll Book Company, Inc./'I'S»?). PP- 189-191 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 112 emphasized by the fact that twenty-four sux*veys^ 34*29 per cent of all schools Included In the study^ reported they either provided no placement for graduates or they provided such aid to only a few students. Of those sur­ veys reporting organized placement, several stated It was the least well developed part of their guidance program; but one which was much needed. Placement Service. Forty-six schools, 65.71 per cent, reported they assisted many or all their graduates In procuring jobs. All schools of the study completed this particular Information, and It was the area of placement carried out most extensively. Eight schools, 11.43 per cent, reported no graduates being assisted In Job placement (see Table XVII). Assistance In procuring part-time jobs during the school year was given to many or all students In thlrty-slx schools, 51.43 per cent. Fifteen schools, 21.43 per cent, stated no students re­ ceived this type of assistance. The practices of extending exit Interviews to all school leavers and of assisting In the procuring of vaca­ tion jobs were extended to an equal degree to many or all students In thirty-seven schools, 52.06 per cent. However, no exit Interviews were provided to schoolleavers In nineteen schools, 27.14 per cent, and no Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 113 TABLE XVIII PLACEMENT SERVICES Degree to Which Carried Out (per cent) Part A: Services Assist graduates In job procurement School-leavers giv­ en exit Interviews Assist students In procuring vacation jobs Assist students In procuring part-time jobs during year Extend placement service to former students Assist drop-outs In procuring jobs Provide for parttime work experi­ ence with course credit Part B: Con­ sider­ Exten­ sively ably No An­ swer None Lit­ tle 11.43 22.86 35.71 30.00 0.00 27.14 18.75 20.00 32.86 1.43 12.86 32.85 28.60 24.26 1.43 21.43 27.14 35.72 15.71 1.43 40.00 27.14 14.29 18.57 0.00 30.00 38.57 21.43 10.00 0.00 65.71 20.00 1.43 8.57 4.29 Services Per Cent of Schools Providing Service Yes Placement service operated with staff assistance Contact maintained with local employment agencies Local service organizations assist with placement No No Answer 61.42 31 .42 7.16 47.14 48 .57 4.29 38.57 57 .14 4.29 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 114 assistance was given In procuring vacation work In nine, 12*66 per cent* Placement services were extended to many or all former students In twenty-three schools, 32.86 per cent; but such services did not exist In twenty-eight schools, 40.00 per cent. Many or all drop-outs were aided In job procurement In twenty-two, 31.43 per cent, of the cases. This activity was not reported as carried out In twentyone schools, 30*00 per cent. A few schools provided part-time work experience carrying academic course credit to many or all their students; only seven, 10.00 per cent. Such experience was available to a few students In fourteen schools, 20.00 per cent; but forty-six schools, 63*71 per cent, made no provision In their curricula for this type of experience. Placement services operated as the result of co­ operative effort of the staff In forty-three schools, 61.42 per cent (see Part B, Table XVIII). Contacts were maintained with local employment agencies In thirtythree schools, 47*14 per cent. Local service organiza­ tions gave assistance to the schools with their problems of placement In twenty-seven schools, 38-37 P®r cent, of the study. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Follow-up and Evaluation Services. 115 (A) Follow-up; The Follow-up and Evaluation Services, as previously stated, are Important means by which the degree of effec­ tiveness of the total program of the school or any given activity may be measured. Fifty-two surveys, 74.28 per cent, revealed effort was made to coordinate the work between elementary and high schools for bring about more continuity of training. This figure was the largest number carrying out any follow-up service; therefore. It may be assumed that 23*72 per cent of the group or eight­ een schools did not carry out follow-up activities as a guidance service (see Table XIX)• Surveys were made of students' needs In fortyeight schools, 68.37 per cent. Of this number, nineteen, 27*14 per cent, indicated surveys were made yearly; while three schools, 4.29 par cent, stated this activity was carried out every two years. Results of follow-up stud­ ies were used as bases for revising or modifying the curriculum In forty-three schools, 61.43 per cent. Forty-six schools, 63.71 per cent. Indicated that cur­ riculum changes resulted In bringing about a more effect­ ive total school program. This same number of schools, forty-six. Indicated that whatever follow-up Information as each school had. It was made available to all staff members. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 116 TABLE XIX FOLLOW-UP SERVICES Fer Cent of Schools Activity Yes No No Answer Coordination maintained between elementary and high school 7 4 .2 8 17.14 8 .1 5 Surveys made of students' needs 6 8 .5 7 1 8 .5 7 12.86 Recommended curriculum changes result in more effective total school program 65.71 20.00 14.29 Follow-up study information is made available to staff 65.71 3 0 .0 0 4.29 Results of follow-up studies are used as bases for curric­ ulum changes 6 1 .4 3 37.14 1 .4 3 Follow-up studies are made of graduates 57.14 25.71 17.15 Community occupational surveys 3 8 .5 7 44.29 1 7 .1 4 Follow-up studies are made of drop-outs 3 8 .5 7 44.29 1 7 .1 4 Follow-up study information is made available to community 31.46 60.00 8.54 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 117 Forty schools» 57.14 per cent» Indicated that follow-up studies were nmde of graduates. The pattern of frequency was every year in twelve schools» 17.14 per cent» and every two years in five, 7.14 per cent. Yet» follow-up studies were made of drop-outs in only twentyseven schools» 30.00 per cent. Ten schools» 14.2d per cent» stated this activity was carried out yearly and one every two years. Coinmunity occupational surveys were made by twenty-seven schools» 30.57 per cent. This was carried out yearly in twelve schools» 17.14 per cent. Twenty- two» 31.42 per cent» of the twenty-seven schools making community occupational surveys stated the results were made available to the community in a meaningful form. (B) Evaluation: Evaluation is the means by which the school is able to measure the extent to which its purposes have been fulfilled and its goals have been met. With reference to guidance» evaluation serves to measure the actual success of the student personnel program.^ That the guidance services have become an essential part of the curriculum of the school was be­ lieved to be true by some or a majority of the staff in fifty-nine schools of the study» 84.29 par cent. Strang» og. cit., p. 198 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This 118 belief did not exist* or at least was not reported as existing* among the faculty members of five schools* 7.14 per cent (see Table XX). Some or a majority of the staff In fifty-three schools* 75.72 per cent, thought the effective operation of the guidance program had been of assistance to students In their adjustment to group situations. Such a feeling was reported not to exist In six schools* Ô .37 per cent. Forty-eight schools* 68.57 per cent* had some or a majority of their faculty members who were of the opin­ ion that the effective use of cumulative record informa­ tion was being made In gaining a better understanding of the Individual student and In Individualizing Instruc­ tion. Seven schools were reported as not having this consensus of opinion. Among the faculties of thirty-nine schools* 55.72 per cent* some or a majority of the staff thought edu­ cational and occupational Information was adequate for the needs of students In their schools. Such condition was reported as not existing In six* 8.37 per cent* of the cases. According to thirty-seven reports, 52.86 per cent* some or a majority of the staff felt the estab­ lishment of the guidance program had resulted In more effective use of community resources. In ten schools* 14.26 per cent. Such was not true That facilities have been Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 119 table XX STAFF IDEAS CONCERNINO THE EFFECTIVENESS OF GUIDANCE SERVICES Service, Practice, or Condition Degree to Which Prevalent (per cent) None Guidance practices have become essen­ tial part of school's 7.14 program Guidance services have aided students 8.57 In adjusting to group situations Cumulative jTecord Information Is be­ 10.00 ing effectively used to individu­ alize Instruction Educational and oc­ cupational Informa­ 8.57 tion are adequate for students' needs Guidance activities have resulted In more effective uses 14.28 of community re­ sources Facilities have been provided for students^^ qq with handicaps and ^ special abilities School's placement services are con­ 45.71 sidered to be effective Lit­ tle Con­ sider­ Exten­ sively ably 7.14 35.71 48.58 1.43 14.29 44.29 31.43 2.42 21.43 45.71 22.86 0.00 24.28 47.14 18.58 1.43 32.86 38.59 14.27 0.00 35.71 14.29 20.00 0.00 24.29 22.86 7.14 0.00 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 120 provided for handicapped students or those with special abilities was believed by some or a majority of the faculty members of twenty-three schools^ 34.29 per cent. Such facilities were reported as not existing in twentyone cases* 30.00 per cent. In twenty-one schools* some or a majority of the staff seemed to feel that place­ ment services were effective. However* in thirty-two schools* 43.71 per cent* this condition was reported as not operating on an organized basis to any degree. In terms of evaluating the guidance program as it related to the over-all operation of the school* the following points were revealed by the tabulated results of the survey (see Table XXI): As a result of more indi­ vidual work being done with students* the attendance rate had increased in forty-eight schools* 68.79 per cent. Because the schools had carried out a more individualized approach to students' problems* forty-five cases* 64.29 per cent* reported that subject failures had decreased. The fact that more individual assistance had been given to slow and/or disinterested learners was believed to be the reason for a decrease in percentage of drop-outs in forty-one schools* 30*57 per cent. Forty-five schools* 64.28 per cent* believed the percentage of drop-outs had decreased* but four* 5*71 per cent* did not attribute this to the giving of individualized assistance. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Pifty- 121 TABLE XXI SPECIFIC IMPROVEMENTS WHICH ARE BELIEVED TO HAVE RESUr/TED FROM SERVICES PROVIDED BY THE GUIDANCE PROGRAM Improvements Per Cent of Schools Where Improvements Occurred Yes No No Answer Attendance rate has Increased 68.79 27.14 4.07 This condition is result of more individual work being done with students 68.79 27.14 4.07 Subject failures have decreased 64.29 30.00 5.71 This conditions is result of in­ dividual approach to students' problems 64.29 24.29 11.42 Extra-curricular activity out­ growth of students* expressed needs 75.71 17.14 7.15 This condition is result of more effective guidance activities 64.29 18.75 17.14 Drop-out rate has decreased 64.29 30.00 5.71 This condition is result of more assistance being given slow or disinterested students 58.57 27.14 14.29 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 122 three schools^ 75»71 per cent, thought the organization of the extra-ourrioular activities had been carried out on the basis of meeting students' needs. Of this number, forty-five, 64.29 per cent, were of the opinion that this organizational pattern had been the result of the effec­ tiveness of guidance. As further evaluative criteria concerning the ex­ tent to which guidance activities were being carried out among the various schools included in the study, each school was asked to indicate the one phase of its gui­ dance program which was considered to be operating most effectively at the present time. activities was reported. XXII. A total of fifteen The results appear in Table These activities included, in the order of fre­ quency listed: counseling, dissemination of educational and occupational information, use of cumulative, records, home-room guidance activities, interviewing, testing, student orientation programs, general student adjust­ ment activities, courses in occupations, follow-up studies, recreational activities, group guidance activ­ ities, courses in health, and individualizing instruc­ tion. Staff Services. One indication of the value of guidance ser­ vices is the expression of favorable attitudes on the part of staff members, especially if they were Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 123 TABLE XXII PHASES OP GUIDANCE BELIEVED TO BE OPERATING MOST EFFECTIVELY AT THE PRESENT TIME Number of Schools Per Cent of Schools Counseling 21 30.00 Disseminating educational and occupational Information 13 18.57 12.66 Proper use of cumulative recoz*ds 9 6 Homeroom guidance 3 4.29 Interviewing 3 4.29 Testing 3 4.29 Student orientation 2 2.85 General student adjustment 2 2.85 Courses In occupations 2 2.85 Follow-up studies 2 2.85 Recreational activities 1 1.43 Group guidance activities 1 1.43 Courses In health guidance 1 1.43 Individualizing Instruction 1 1.43 70 100.00 Activities No area or phase reported Totals: 13 activities Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8.58 124 previously critical or skeptical. An excellent in­ dication or positive appraisal occurs when staff members cite specific instances of pupil adjustment resulting from counseling, placement, or other gui­ dance services.^ Applying this criterion as a means of measuring the effectiveness of the guidance programs in the schools of this study would show the services to be very desir­ able and effective. The faculties of sixty, 85.72 per cent, of the seventy schools believed the guidance ser­ vice had been of some or much assistance in the interpre­ tation of test data, and that this information had helped teachers to better understand their students as individ­ uals. However, four schools, 5 .71 per cent, reported such activity as being of no help to them (see Table XXIII). The members of the staff of fifty-six schools, 79*99 per cent, thought the counselor had been of some or much help in overcoming teacher-student conflicts; while five schools, 7* 14 per cent, did not consider the counselor helpful in this area. The counselor was be­ lieved to be of some or much assistance in coordinating staff activities in fifty-two schools, 74.28 per cent; but of no assistance in eight schools, 11.43 P@r cent. ^ Smith, o£. cit.. p. 344 . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 125 TABLE XXIII IDEAS AND PRACTICES CONCERNING THE EFFECTIVENESS OF GUIDANCE AS A SERVICE TO STAFF Idea or Practice Degree to Which Believed or Carried out (per cent) None Interpretation of test data has as­ sisted classroom 5-71 teachers to better understand students Counselor assists In 7.14 overcoming teacherstudent conflicts Counselor assists in coordinating staff 11.43 activities Guidance program Is medium for learning ways In which school 7.14 may better serve community Counselor assists In 10.00 resolving studentparent conflicts Guidance program serves to orient 8.57 community to pur­ poses of school Lit­ tle Con­ sider­ Exten­ sively ably 8.57 48.57 37.15 0.00 8.57 47.14 32.85 4.30 14.29 37.14 37.14 0.00 20.00 38.57 31.43 1.86 32.86 34.29 22.85 0.00 22.66 48.57 20.00 0.00 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. No An­ swer 126 Tho belief that ways had been found through the guidance program In which the school could better serve the community was prevalent in forty-nine schools, 70.00 per cent; but this feeling was not reported as being held in five schools, 7.14 per cent. Forty-eight cases, 66.37 per cent, thought the guidance services were of assistance in orienting the community to the purposes of the school; but six schools, 8.37 per cent, reported no assistance had been given by the guidance program in this area. The counselor was thought to be of some or much assistance in resolving student-parent problems and con­ flicts by forty schools, 37.14 per cent. No help was reported to be given by the counselor in this area in seven schools. Summary. Placement, as used herein referred to Job placement of graduates, drop-outs, and part-time placement for present or former students of the school. Placement, follow-up, and evaluation are interrelated services dependent upon each other for successful func­ tioning. According to the results of the survey, schools provided placement assistance to students as follows: most to graduates; less to students in school (parttime work) ; even less to former students; and least to drop-outs. The carrying out of the placement service received staff cooperation in over sixty per cent of Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the schools. 127 Some schools maintained contact with local employment agencies and some received assistance through the local service organizations. Almost seventy per cent of the schools of the study made surveys of students' needs, about forty per cent yearly. Approximately this same percentage believed the results of follow-up studies were helpful In bringing about a more effective total school program; and over sixty per cent thought some curriculum changes had been made as a result of follow-up activities. Sixty-flve per cent of the schools made follow-up studies of graduates, while drop-outs were followed up through surveys In only about half as many schools. Most of the schools con­ ducting follow-up studies made such Information avail­ able to their total staff. Community occupational sur­ veys were made In approximately forty per cent of the schools. A majority of the schools believed guidance ser­ vices had become an essential part of their program; that guidance had increased the rate of attendance; and that the drop-out rate and subject failure rates had decreased. Other improvements resulting from the car­ rying out of guidance In an effective manner Included: a more adequate use of community resources, better pro­ visions being made for the physically handicapped and Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 128 those with special abilities, and the establishment of extra-curricular activities In more accord with students' needs. Almost thirty per cent of the schools believed their most adequately functioning phase of guidance to be Counseling. The phase which was listed by the second largest number of schools as operating most satisfactorily was Information Services; third, the Individual Inventory Service. Recognized staff services resulting from the op­ eration of the guidance program Included: assistance to teachers In the understanding of Individual students through Interpretation of test data; assistance In over­ coming student-teacher conflicts; assistance In over­ coming student-parent conflicts; assistance In coordi­ nating staff activities; assistance In Interpreting the work of the school to the community; and assistance In creating better community-school relationships. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER VIII FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This study was concerned with the organization and administration of specific guidance services as found In selected small schools located In various geographical sections of the United States. It at­ tempted to Identify ways by which programs of guidance services were functioning at the time of the study. The cooperation of state directors of occupa­ tional Information and guidance, state superintendents of public Instruction, principals, counselors, teachercounselors, and teachers was sought In gathering the necessary data for making the study (see Table XXIV for titles of respondents). The tabulated results of the questionnaire survey became not only a compilation of organizational and administrative procedures which had been followed by the selected schools In establish­ ing their programs of guidance but also a summary of present guidance practices to be found In these same schools. Schools contributing Information to the study were all "small" In size, with student bodies of two hundred or less. They were located In small or rural communities In thirty-three states, with not more than four schools In any one state. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 130 TABLE XXIV TITLES OP PERSONNEL COMPLETING QUESTIONNAIRES Title Number Principal 20 Superintendent 16 Counselor 12 Teacher-Counselor 10 Director of Guidance 8 Supervising Principal 1 Assistant-Princ ipal 1 Vocational Teacher 1 Diversified Occu­ pations Teacher 1 X Total 70 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 131 Findings. The following specific points of In­ formation concerning guidance services In the seventy schools of the survey were revealed to be true by the results of the study. 1. One or more guidance services was In operation In all schools. 2. All schools had at least one staff member who assumed the duties of Implementing the guidance program. Their title was one of the following: counselor, teacher- counselor, chairman of the guidance committee, or director of guidance. 3* There were phases of the guidance program In all schools which the staff felt needed Improvement In order that the school could do a more complete job of meeting the needs of students. 4. In the area of establishing the guidance pro­ gram, the most Influential person seemed to be the ad­ ministrator of the school. He was considered to be not only the "prime mover" In Initiating the program In a majority of schools but also the Individual who played an important role In Implementing the program once It was begun. It was he, also, who was of much assistance In the dissemination of educational and occupational In­ formation, in orienting the students to the purposes of guidance. In helping to Inform the community of the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 132 puz»po8e8 of the program, and In procuring the coopera­ tion of varioue community agencies in carrying out the program. 5* In addition to the Influence of the adminis­ trator throughout the organizational and administrative phases of the guidance program, various other sources seemed to contribute substantially to the success of the efforts made In eaoh school. Of much Importance was the functioning of faculty guidance committees; some appointed by the administrator; others selected by each faculty. Still others were appointed by the adminis­ trator and approved by the staff. Professional advance­ ment of the faculty members through the taking of courses In guidance was a significant contribution not only to those who took the specialized work but also to their co-workers, who received worthwhile Information from them. Other sources of Influence In the organizational phase Included: home-room teachers, the visiting teacher, the students, the parents, the athletic director, and local service organizations of the community. 6. Sources of orientation of the staff members of the various schools included: professional books, pamphlets and aids of the United States Office of Edu­ cation, faculty panels led by the administrator, the county school superintendent, college specialists, state Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 133 officials, visits to schools with functioning guidance programs, and counselors' visits to schools Initiating programs. school. No one source seemed best for any given Orientation became a matter of using every available resource In the hope of gaining as wide a variety of Information as possible. 7. As Is encountered In the beginning of most new activities and programs of an educational nature, some adverse reactions to the establishment of guidance services were encountered by some of the schools of the study. These were overcome through faculty conferences, programs of In-servlce training, professional summer and extension work, ever-present administrative support, and parental support. One essential factor In the sur­ mounting of opposition on the part of some schools was the provision of time and personnel to organize and carry out the activities which were being proposed. 8. In order that the members of student bodies of the various schools of the study might become better acquainted with what was being attempted through guidance, numerous channels of orientation were used. were: Among these regular classes, extra-curricular activities, the school paper and other publications, the administrator, the student council, the home-room teacher, and classes In occupations. Some schools found that letting the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 134 program become known without publicity proved very ef­ fective. Once students were given special assistance, once they knew someone was available to give them a "listening ear"; the purposes of the guidance program quickly became known among the students. 9* The problem of just where a school should begin In terms of providing guidance services to Its students Is an Imposing one. Usually there are a num­ ber of areas In which effectively to begin this work. Yet, In most schools, regardless of size, programs be­ come established by degrees through specific az*eas. Among the beginning areas by the schools of this study, a larger number chose as their Initial undertaking the establishment of Informational Services. Undertaking the Individual Inventory Service was selected as the point of departure by the second largest number of schools. Third came the Initiating of a testing pro­ gram, which is one phase of the Individual Inventory Service. Organizing programs of orientation for fresh­ men was the "springboard" for other schools. Providing time for Individual conferences and Improving the home­ room program were other Initial steps. 10. Most schools of the study had Individual Inventory Services functioning to some degree. All had some kinds of Information about students, their academic Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 135 recorda, and their home and family background. The personal data sheets of some students In a majority of the schools were most Informative, and all contained some worthwhile, pertinent Information. All schools did some testing, and these results became part of the battery of Information Included In the students' cumu­ lative records. Among other types of Information com­ monly found In the permanent record file were: teach­ ers* conferences, anecdotal records, autobiographies, adjustment ratings. Interview Information, and reports of case studies. The keeping of records required the participation of all or a majority of the staff In many schools. Some appointed special records committees. Others accomplished the task through the home-room teacher, the school secretary, the guidance office, and student aid. 11. Types of educational and occupational Infor mation which were made available to some students In most schools Included: general educational and occupa­ tional data, technical educational and occupational data, and part- and full-time job Information. Again, staff cooperation and participation were necessary In order that the most useful Information of the widest variety might be made accessible to students. The administra­ tors, classroom teachers, teacher-counselors, librarians. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 136 and home-room teachers became sources for gathering these types of information and media for disseminating them. The cooperation of community agencies> where such existed, was sought in the carrying out of this guidance service. Regular classes, college and career days, and classes in occupations were used by many of the schools of the study in orienting students to the fields of higher education, terminal education, and the work world. 12. Every school of the study carried out coun­ seling activities with one or more teachers devoting part- or full-time to the work. It was through this person that the staff cooperatively pooled its efforts to bring about the offering of guidance services. This person seemed to be one usually highly regarded by many of the staff; whom the faculty and students believed could be of help to them; who was sincere in desiring to be of assistance to students and staff; who enlisted parent and teacher cooperation in seeking solutions to problems; who provided counseling services to the best of his ability under existing conditions; and who sought community cooperation and made worthwhile use of com­ munity resources. 13. Facilities for carrying out counseling and other guidance services were not so adequate as would be desired in many schools. However, most schools seemed Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 137 to be operating their programs in a functional manner. Time and personnel had been provided to some degree in all schools for some phases of guidance. Additional funds were provided in about seventy per cent of the schools; but all schools stated that funds were desired in addition to those provided by the budget for regular school operation. 14. Placement. Least developed of the services seemed to About slxty-fIve per cent of the schools re­ ported some placement being done with graduates. Less assistance was given students in procuring part-time work; and still less was provided for the drop-out. Again, wherever placement was in operation as a guidance service, it was necessary to procure faculty cooperation in carryIng out the activity. Only ten per cent of the schools were able to provide on-the-job experience which carried school credit. About half of the schools main­ tained contact with local employment agencies as part of their placement activities; and local service organisa­ tions were of some assistance in approximately one-third of the schools. 15- Almost seventy per cent of the schools of the study engaged in some type of follow-up work with grad­ uates. A few studies of drop-outs had been made, and some schools conducted follow-up activities of students Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 138 In achool. Wherever such activities were carried out* the results seemed to be used for bases for modifying the curriculum* for identifying weak spots in the schools' program* for learning more about the community* and for providing closer school-community relationships. 16. In terms of evaluating the work of the gui­ dance program* a major portion of the schools indicated that their programs of guidance had come to be consid­ ered an essential part of their total program. These services had proved helpful to both students and teach­ ers. 17. The most effective area of guidance at the present time was believed by a majority of the schools to be Counseling. The second most adequately function­ ing area was the Informational Service; third* the Indi­ vidual Inventory Service. 18 . Guidance services which were considered as functioning in terms of staff assistance were those which aided the teacher in better understanding students in classroom situations* in the proper interpretation of test data* and in areas of student-parent-teacher co­ operation. Conclusions. The following conclusions may be drawn from the results of the findings of this study. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 139 They concern the seventy small high schools and their programs of guidance services: 1. At the time of this study, guidance services existed on an organized basis In only a few small high schools throughout the United States. This fact may be substantiated by the results of this Investigation. Of the forty-eight state officials contacted for recommend­ ations of schools In which a guidance survey might be made according to the criteria set up for selection, all made replies to the Inquiry. However, only thirty-three letters contained Information which could be used. list of The commended schools In which guidance services were operative In terms of the requirements of this study totaled only one hundred fifty. 2. Guidance services can and do operate effec­ tively within the framework of the small school on an organized basis. This fact Is borne out by the fact that almost eighty-five per cent of the faculty members of the schools Included In this study considered their pro­ grams of guidance as having become an essential part of the curriculum offerings of their school. 3. Some success for the proper functioning of the guidance program of the small school depends upon the active, cooperative support of the administrator. This Is substantiated by the results of the study which Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 140 show that the administrator gave leadership and support of the program In Its Initial stages In almost ninety per oent of the schools. It was he, also, who played a major role In orienting the students, staff, and com­ munity to the guidance Idea. He also played an Impor­ tant part In disseminating educational and occupational Information to students. 4. Successful functioning of the guidance pro­ gram In the small school depends upon the active, co­ operative support of at least a majority of the staff. This was shown by the fact that eighty-four per cent of all faculties were willing to assume extra duties In order that time could be released for someone to assume responsibilities for guidance. Such cooperation Is fur­ ther substantiated by the fact that about seventy per cent of the various staff members felt that only the more serious student problems should be referred to the counselor; that problems of a routine nature should be handled by various other staff members. Including the home-room and the classroom teachers. 3* In order to carry out an organized program of guidance activities, some staff member should be placed In charge of the program. This may be substan­ tiated by the fact that the person who signed the ques­ tionnaire surveys stated he was responsible for coordi­ nating the guidance activities of his particular school. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 141 6. Extra funds are desirable but not necessarily essential for carrying out organized guidance. This was revealed by the fact that seventy-one per cent of the schools of this study had funds for carrying out their program; while twenty-nine per cent did not. Yet all schools considered they were doing some worthwhile work In the field of guidance> and all had been recommended by some state official as having functioning guidance activities. 7. More advantageous use of community resources can be made through the guidance program In terms of educational growth and development of the Individual student. This was proved by the fact that over half of the schools Included In the study were reported as be­ lieving work opportunities In various community service organizations and agencies had been made available to students through the closer cooperation of school and community, such conditions had resulted to some degree through the activities carried out by the guidance pro­ gram. 8. The allotment of time Is desirable and usu­ ally essential for the carrying out of guidance activi­ ties In the small school. This becomes apparent by the fact that all but three schools Included In the survey devoted extra time to guidance. The range of the amount Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 142 of time allotted in sixty-seven was from seven to onehalf periods daily. 9* Counseling facilities, including interview rooms, filing cabinets, etc., are desirable but not essential in the small school. This is substantiated by the fact that approximately one-fourth of the schools of the study had none of these facilities; yet they carried out programs which seemed to meet their needs, at least to some degree. 10. Among the schools represented in the study, counseling was reported as the most adequately function­ ing guidance service. Over twenty-five per cent of the schools reported this fact to be true. 11. Informational services were reported as being the second most developed service. Approximately twenty per cent of the schools reported this fact to be true. 12. The least well developed service among the seventy schools was Placement. Approximately thirty-five per cent were reported as carrying on no formalized ac­ tivities in this area. 13* The conducting of follow-up activities is considered very worthwhile in the small school, since over seventy-five per cent of the surveys stated that some degree of work was carried out in this area, and Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 143 that the reeulte were used as bases for Improving their educational program. 14. The guidance program operating within the framework of the small school can and does render worth­ while staff services. This Is emphasized by the fact that faculties of elghty-slx per cent of the schools thought the counselor or teacher-counselor had been of Importance to them In assisting with proper Interpreta­ tion of test data. In eighty per cent of the schools, the counselors were believed by the staff to have been of assistance In overcoming student-teacher conflicts; and seventy per cent felt the counselor had been help­ ful In coordinating staff activities. 13* Last, the degree and extent to which spe­ cific guidance Information Is needed and the degree to vtilch formalized guidance activities are carried out would seem to be less In the small school than in larger units. This Is substantiated by information which the personnel who completed the survey questionnaires often Indicated In one or more sections of their reports. They stated their programs were not extensive enough to reveal the data requested; that, since much was known about each stvuient through Intimate contacts both In and out of school, such Information was unnecessary. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 144 Recommendations. Some of the following recommen­ dations are based on Information revealed by the results of this study. Others are suggestions which may be im­ plied from existing conditions revealed by the survey data and by facts gleaned from educational literature. 1. The small school should exert whatever ef­ fort is necessary in order that personal, educational, and vocational guidance be given to each student con­ tinuously throughout his school life. 2. It is desirable that the guidance activities be organized into a program of services, wherever the size of the school permits. 3* Guidance in the small school should be the result of cooperation of the total staff or a major portion thereof. 4. Some member of the staff should be designate to coordinate the guidance activities, regardless of the size of the school. 3* It is desirable that cumulative records be maintained on all students in all schools, irrespective of size. 6. Teachers of the small school should be properly instructed in the use of cumulative record Information. 7« Educational and occupational information should be provided to all students of the small school; not only Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 145 conoemlng local Job Information and opportunities, but vocational information about Jobs In centers of popula­ tion In which the students may go after leaving school. 8. Counseling should be provided for all stu­ dents In all schools. This should be of the "profes­ sional type." 9. All schools should have a member of the staff who has had counselor training. If such a person Is not available, the administrator or person responsible for procurement of personnel should follow one of two courses: provide for a present member of the faculty to procure training or fill any replacements with someone who has had professional training In guidance. 10. A minimum of two periods per year per stu­ dent should be provided for counseling In all schools, with more time being allotted wherever possible. 11. Use referral agencies wherever necessary to augment the effectiveness of the guidance program. 12. If the small school Is to fulfil Its total responsibility to each student. It should assist him in the area of placement. If the student desires such assistance. 13" The proper knowledge and use of community resources by the school Is essential for maximum gui­ dance. These resources Include both human and material. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 146 14. Follow-up studies and occupational surveys should be made by the small school wherever time, funds, and personnel permit. Only through finding how success­ fully the school has trained Its youth and through know­ ing the opportunities for vocational choices can It adequately evaluate the present program and successfully provide for the meeting of students' future needs. 15 . It Is desirable to have additional funds for the carrying out of the guidance program. However, If such are unavailable, or are available to only a limited degree, every effort should be made to facilitate the program by engaging In activities and using those mate­ rials for sources of Information which Involve no cost or a minimum expenditure of funds. 16 . Administrative backing and Interest Is de­ sirable In each school for the effective operation of the guidance program. 17* Community Interest In and support of the guidance program Is to be desired for maximum effective­ ness. 18 . The guidance program should be considered an Integral part of the total program of the school. 19* In those schools where programs of guidance do not exist and where there is a desire on the part of the faculty to have such services available, aid may be Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 147 obtained from the state directors of occupational Infor­ mation and guidance. clude: Other sources of Information In­ state departments of education, teacher training Institutions, and the United States Office of Education. 20. For the proper training of teachers who will be employed In small schools, teacher training Institu­ tions should be encouraged to provide at least a basic course In guidance. 21. State departments of education should Include at least one course In guidance In the total hours of technical training In professional education. 22. Teacher training Institutions should be en­ couraged to provide facilities for expanded training of counselors. 23 . Administrators of small schools should be required to take a basic course in guidance and a course In organization and administration of guidance services. 24. Teacher training Institutions should be urged to provide more field services for assisting small schools with problems faced by them In attempting to carry out programs of guidance activities. 25 . Last, closer cooperation should exist between the schools and the business concerns of any given com­ munity, allowing the school and the community to work out programs of on-the-job training for more students. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 148 Implications for Further Research. The following approaches to the guidance problems faced by the small school and community would seem to offer areas In which further research could be carried out profitably: 1. This study was concerned with the more for­ malized aspects of programs of guidance services within the small school setting. Those Influences which are more Informal In nature* more Incidentally carried out through unorganized channels would seem to be worthy of investigation. 2. Another area which would seem to be lend itself to research would be analyses of the parts played by the home* the church* and other social organizations of the community In relation to guiding youth In their personal* educational* and vocational growth. 3. A third area of research which has been im­ plied by the present study would be a comparison of the more formalized influences of the school and those of the community which are more informal in nature* as they affect the youth in various stages of their growth and development. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX A Section 1: Name, Size, and Location of Schools Included In the Study. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 150 Section 1 NAME, LOCATION, AND SIZE OP SCHOOLS INCLUDED IN THE STUDY ARKANSAS: Pordyce High School, Pordyce, 200 students Poreman High School, Poreman, 114 students CALIPORNIA: Avalon High School, Avalon, 56 students Capistrano Union High School, San Juan Capistrano, 175 students Durham Union High School, Durham, I32 students Surprise Valley Union High School, Cedarville, 76 students CONNECTICUT; Bacon Academy, Colechester, I4l students Hand High School, Madison, I67 students DELAWARE: Delmar Public Schools, Delmar, 76 students Bridgeville Consolidated High School, Bridgeville, 200 students FLORIDA: Lake Placid High School, Lake Placid, 15O students Lafayette High School, Mayo, 200 students GEORGIA: Blackshear High School, Blackshear, 200 students ILLINOIS: Community High School, Mt. Olive, 16O students Warrensburg Community High School, Warrensburg, 116 students Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 151 INDIANA: Culver High School, Culver, 200 students Klondike High School, Lafayette, 103 students KANSAS: Baldwin High School, Baldwin, 140 students Berryton Rural High School, Berryton, 89 students MAINE: Cherryfleld Academy, Cherryfleld, 71 students CorInna Union Academy, CorInna, 114 students Newport High School, Newport, IBO students MARYLAND: Elllcott City High School, Elllcott City, 200 stu­ dents Snow Hill High School, Snow Hill, 200 students Sparks High School, Sparks, 200 students Williamsport High School, Williamsport, 200 students MICHIGAN: Norway Township High School, Vulcan, 130 students MINNESOTA: Houston Public High School, Houston, 16O students Rushford High School, Rushford, 200 students MISSISSIPPI: Paohuta Special Consolidated High School, Pachuta, ISO students MONTANA: Three Porks Consolidated School, Three Porks, 88 students Whitehall Public Schools, Whitehall, 133 students NEBRASKA: Battle Creek Public School, Battle Creek, II6 students Mlnden High School, Mlnden, I90 students College High School, Peru, 100 students Tecumseh High School, Tecumseh, I83 students Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 152 NEVADA: Storey County High School, Virginia City, 22 etudents NEW MEXICO: Capitan Union High School, Capitan, 123 students Estanoia High School, Estancia, 137 students Los Alamos High School, 200 studenta NEW YORK: Holland Central High School, Holland, 200 students Marion Central School, Marion, 200 students NORTH CAROLINA: Kemesville High School, Kemesville, 200 students Lowe's Grove High School, Durham, I30 students OHIO: Solon High School, Solon, 195 students The Plains High School, The Plains, 200 students OKLAHOMA: Anadarko High School, Anadarko, 200 students OREGON: Bandon High School, Bandon, 200 students Dayton Union High School, Dayton, 16O students Madras Union High School, Madras, 197 students PENNSYLVANIA: Barrett Township High School, Cresco, 169 students Slippery Rock Township High School, New Castle, 82 students SOUTH CAROLINA: Green Sea High School, Green Sea, 200 students SOUTH DAKOTA: Clark High School, Clark, 177 students Plankinton High School, Plankinton, 91 students Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 153 TEXAS: Grapeland High School, Grapeland, 198 students UTAH: Grand County High School, Moab, 190 students Pangultch High School, Pangultch, 200 students North Sevier High School, Sallna, 200 students VERMONT: Brandon High Bristol High School, Brandon, 195 students School, Bristol, 179 students VIRGINIA: Cumberland High School, Cumberland. I38 students Midway High School, Church Road, 84 students New Kent High School, 93 students WASHINGTON: Entlat High School, Entlat, 140 students WISCONSIN: Wautoma High School, Wautoma, 197 students Arbor Vitae-Woodrupp High School, Woodruff, 13O students WYOMING: Kemnerer High School, Kenunerer, 200 students Lyman High School, Lyman, 80 students Manvllle High School, Manvllle, 65 students Note: The following schools returned completed surveys but they could not be Included In the study because of over size In population: Arvada High School, Arvada, Colorado, 423 students Ponchatoula High School, Ponchatoula, Louisiana, 412 students Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 154 China Grove High School, China Grove, North Carolina, 423 students Graham High School, Graham, North Carolina, 283 stu­ dents Landis High School, Landis, North Carolina, 401 stu­ dents Sand Springs High School, Sand Springs, Oklahoma, 497 students Cumberland High School, Palls Valley, Rhode Island, 428 students i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX B Section 1: Copy of Letter Sent to State Directors of Occupational Information and Guidance and State Superintendents of Public Instruction Section 2: Samples of Replies from Guidance Directors and Superintendents of Public Instruction Section 3: Copy of Letter Requesting Cooperation of Individual High Schools Section 4: Facsimile of Postal Inclosure Section 5: Facsimile of Postal Follow-up Request Section 6: Copy of Cover Letter Accompanying Survey Questionnaire Section 7: Copy of the Survey Questionnaire Section 8: Copy of Cover Letter Accompanying Report of Survey Section 9: Copy of Report of Results of Survey Sent to Cooperating Schools i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 156 Section 1 Institute of Counseling, Testing, and Guidance Michigan State College East Lansing, Michigan January 2 7 , 1950 Mr. Donald D. Twlford, State Supervisor Division of Guidance Services State Department of Vocational Education Lincoln, Nebraska Dear Mr. Twlford: At the present time, I am making a study of worth­ while guidance practices In operation In small high schools of two hundred students or less throughout the United States. Areas to be surveyed Include the follow­ ing: The Individual Inventory, Informational Services, Counseling, Placement, Pollow-up and Evaluation, and Services to Staff. Would you please recommend three or more small high schools of two hundred students or less located In Nebraska which are recognized as having successful gui­ dance practices In some or all of these areas? I would like to know the name, address, and size of the school; the name of the principal or person whom I should con­ tact; and any particular practices In which the Individ­ ual schools seem to be outstanding. Thank you very much for this Information. Yours truly, Daniel J. Sorrells DJS:rf Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ^ 157 Institute of Counseling* Testing* and Guidance Michigan State College East Lansing* Michigan January 27* I950 Mr. Thomas D. Bailey State Superintendent of Public Instruction State Capitol Tallahassee* Florida Dear Sir: At the present time I am making a study of worth­ while guidance practices In operation In small high schools of two hundred students or less throughout the United States. Areas to be surveyed Include the follow­ ing: The Individual Inventory* Informational Services* Counseling* Placement* Follow-up and Evaluation* and Services to Staff. Would you please recommend three or more small high schools of two hundred students or less located In Florida which are recognized as having successful gui­ dance practices In some or all of these areas? I would like to know the name* address* and size of the school; the name of the principal or person whom I should con­ tact; and any particular practices In which the Individ­ ual schools seem to be outstanding. Thank you very much for this Information. Yours truly* Daniel J. Sorrells DJS:rf Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 158 Section 2 S T A T E OP N E B R A S K A BOARD OP VOCATIONAL EDUCATION State Capitol Lincoln# Nebraska Pebruary 15# 1950 Mr. Daniel J. Sorrells Institute of Counseling# Testing and Guidance Michigan State College East Lemsing# Michigan Dear Mr. Sorrells: I am much interested in the survey which you are conducting pertaining to guidance practices in small schools. You have asked for several schools which are recognized in the area which you indicated. I should like to suggest the following for your consideration: Battle Creek High School# Battle Creek# Nebraska# app. 200# A. L, McPherran# Supt.# informational service David City High School# David City# Nebraska# app. 200# H. C. Ebmeier# Supt.# individual inventory# counsel­ ing Tecumseh High School# Tecumseh# Nebraska# 177# A. V. Grass# Supt.# placement Mlnden High School# Minden# Nebraska# 196# C. L. Jones# Supt.# informational service# testing program Peru Prep# Peru# Nebraska# 75# Otis Morgan# Guidance Director# services to staff Bridgeport High School# Bridgeport# Nebraska# app. 200, Virginia Moore# Guidance Director# counseling Your study promises to produce much worthwhile information. We should be very happy to have a summary of the outcome. Very truly yours# DIVISION OP GUIDANCE SERVICES /s/ Don D. Twlford ba Don D. Twlford State Supervisor Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i 159 STATE OP FLORIDA D E P A R T M E N T OP E D U C A T I O N TALLAHASSEE Pebruary 7, I950 Nr. Daniel J. Sorrells Institute of Counseling* Testing* and Guidance Michigan State College East Lansing* Michigan Dear Mr. Sorrells: Superintendent Thomas D. Bailey referred your Inquiry to me for reply. Listed below are four small high schools of 200 students or less in Florida which have successful guidance prac­ tices in some of the areas In which you are Interested. 1. Lafayette County High School* Mayo* Florida. Twelve teachers* Eldrldge R. Collins* principal. - Individual Inventory* Counseling 2. Lake Placid High School* Lake Placid* Florida. Eleven teacher* Merle Payne* principal. - Individual Inven­ tory* Counseling* Information 3 . Saint Cloud High School* Saint Cloud* Florida. Four­ teen teachers* Homer L. Jones* principal. - Infor­ mation* Counseling 4. Crescent City High School* Crescent City* Florida. Twelve teachers* Victor Sanborn* principal. - Place­ ment* Follow-up* Staff Services I am sure that any of these schools would be glad to co­ operate with you In the survey which you are making. Sincerely yours* /s/ Sam H- Moorer Sam H. Moorer Assistant Director of Instruction SHM:mm Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 160 Section 3 March 2, 1950 Mr. Otl8 Morgan Peru Preparatory School Peru, Nebraska Dear Mr. Morgan: At the present time, X am engaged in making a nation-wide survey of small high schools which have incorporated ef­ fective guidance practices into their programs. Peru Preparatory School has been recommended by Mr. Don T. Twiford, State Supervisor of Guidance Services, as pos­ sessing some of the more outstanding practices to be found in any small high school in Nebraska. Information concerning the organizational and administra­ tive policies, plans, and procedures now in effect in your particular situation will prove valuable. May I ask your cooperation in the study to the extent of com­ pleting a questionnaire-check-list, which will be dis­ tributed in the near future? Only your effort and time will be required, as mailing charges will be prepaid. The construction of the questionnaire is such that it can be used as an evaluative measure of your present guidance program, if you so desire; however, my sole pur­ pose in procuring the information is to find the extent to which specific practices are now operative in certain small schools throughout the United States. Please complete and return the inclosed card, if infor­ mation from your school may be included in the project. Results of the study will be made available to cooper­ ating schools. Thank you for your anticipated assistance. Yours truly. Daniel J . Sorrells DJS :8mm Inc. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. l6l Section 4 FACSIMILE OF CARD INCLOSED IN LETTER TO EACH SCHOOL FOR DENOTING COOPERATION IN THE STUDY Dear Mr. Sorrelle: bate Our school will be willing to cooperate in the proposed study by completing and returning your Guidance Practices Questionnaire. Name of School. ^ame oi* person to whom questionnaire should be mailed. Address. i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 162 Section 3 FACSIMILE OF FOLLOW-UP CARD SENT TO SCHOOLS WHICH DID NOT REPLY TO INITIAL REQUEST April 24, 1950 Dear We are very deairoue of including your school in the present nation-wide study of small high school guidance practices. If you have not received the original ques­ tionnaire, another will gladly be mailed to you. If the information has not been processed, may I again solicit your cooperation? Please disregard this information if the material has been returned Thank you for your assistance. Yours truly. Daniel J. Sorrells i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 163 Section 6 Subject: Directions for Completing A Questionnaire Concerning Guidance Practices in Selected Small High Schools Throughout the United States. To: The Co-ordinator or Director of Guidance Activities in Each School. Recently, you indicated a willingness to cooperate in making a survey of guidance practices to be found In small high schools b y completing a questionnaire which would indicate the degree to lAich specific activities are now operative in your particu­ lar situation. Please apply the enclosed criteria to your h i ^ school group. A single keying device has been used as a means of simplifying the process of completion. Ratings include: 0 1 2 3 - None Little Considerably Extensively Explanations concerning specific application of the key are given at the beginning of each section. Please indicate actual, existing practices. Space has been provided for additional in­ formation; and the back of any sheet may be used, if such is desired. "The program" as used herein always refers to the program of guidance services or guidance practices now existing in your school. A self-addressed stamped envelope is enclosed for your conven­ ience in returning the completed material as early as possible. Allow me to take this means of thanking you for your assistance, time, and effort. Your cooperation is appreciated. Daniel J. Sorrells Institute of Counseling, Testing and Guidance Michigan State College East Lansing, Michigan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. GUIDANCE PR/iCTlCES IN SEIECIED SMALL HIGH SCHOOLS A Questlonnaire-Check-List Survey Compiled by Daniel J. Sorrells I; Identifying Data about the Individual School ase complete the following information about your school and the community In ch It is located: Name of school: _____________________________________________________ Address of school: __________________________________________________ Number of full-time teachers on staff: Number of part-time teachers on staff: Number of teachers devoting one or more periods per day to guidance activities: ___ ________ Total number of periods devoted by the staff daily to guidance activities: ____________ Grades Included in high school: through Number of students in hig^ school this year: Number of students who graduated in 1949: __ The percentage of 1949 graduates who have gone to ccllege: Over a five year period, this percentage is considered ( ) hlgdi ( ) average ( ) low. (Please check one). Approximately what percentage of students in the present senior class live on farms ? . Approximately what percentage of the fathers of members of the present senior class are factory workers? _________ ___ Approximately what percentage of the fathers of the members of the present senior class are In the professions, i.e., doctor, etc. ------------------What is the approximate population of the community in which your school is Other pertinent data concerning your school and community would include: { Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. un Ai: M onort aietory or tne inaiviaviai licnooi’a Guidance Program XO9 lease Indicate the degree to which the following activities were used in the nitial organizational phase of your present program by circling one of the four umbers which appears before each statement. ey: O 1 2 3 - None - Played no part in the organizational phase. Little - Influenced the program only to a slight degree. Considerably - Had a definite bearing on the program. Extensively - Played a major part in the orgsnizational phase. 3 1. The admi nistratlve head of the school initiated the idea of guidance services. 3 2 ."Die administrative heoid appointed a guidance committee. 3 3 , The administrative head appointed a faculty approved g*Aidance comsittee, 3 4. Irg»etus came t h r o u ^ the faculty selecting its own guidance committee. 3 5.The 3 6 .Students made a survey of their own school needs, 3 7* Parents requested that the school improve its total curriculum. 3 S. The faculty made follow-up studies of graduates. 3 9 .The PTA expressed an interest in the idea of a guidance program. faculty made a survey of students' needs. 3 10. Faculty desired to make homeroom programs more effective. 3 11. Visits were amde to stvulents' homes by homeroom teachers. 3 12. Staff members took courses in guidance. 3 13.The work of the vjsiting teacher. 3 14. Other: __________________________________________________________________ hat part did the following play in the orientation of the nderstaindirig of the principles and practices of guidance? ey: 0 1 2 3 - schoolstaff to an None - Had no influence. Little - Had slight influence. Considerably - Had a definite influence. Extensively - Played a major part. 3 1. Faculty panel discussions led by administrative bead of school. 3 2. Faculty panels led by voluntary staff members. 3 3* Panels led by faculty member appointed by staff. 3 U. Reports made by faculty guidance committee. 3 5» Visits made by faculty memibers to schools witn established guidance programs. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. on II, Part B (Cont'd) xoo 3 6. 3 7. Visits to school by counselors from schools with workable programs. 3 8 8.. Visits to school by 3 9. Visits to schools by specialists from colleges or universities. 3 10. 10. Teachers* reports on workshops or classes attended In guidance. specialists from state department of education. Visite to school by local county superintendent of schools. !3 11.. U. S. Department of Education petmphlets and aids. 11 :3 12.. Books in the field of guidance. 12 Î3 13. /hat part did the following play In orientation of the student body to the idea program of guidance services? )f a prog (ey; 0 0 1 2 3 » - None - Had no part. Little - Bad slight part. Considerably - Played a definite part. Extensively - Played a aiajor part. 1. Homeroom teachers explained the program during homeroom period. 2. Administrative head explained the program to students at assembly. 3. Social Science and other regular classes. 4. The school paper. The student council. 6. Scheduled classes in occupations. 7. Clubs and/or other extra-curricula activities. 8 . Development without publicity. Please complete the following: 1, How many years has your guidance program been in operation? --------- 2. What specific activity was carried out as the first phase of the Yes ( } No 3. Was additional time provided for carrying out the program? Yes ( ) No U. Were additional funds provided for procuring materials for carrying out the program? If yes, how? — -- ---------- , — Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. on II, Part D (cont*d) 167 An approximation of the present total cost per year for carrying out the program. Including staff salaries, facilities, and materials would be: 6. Would ycu consider the amount adequate? 7. If the amount Is Inadequate, vdiat would you consider as necessary?_______ . 8. What were the adverse reactions of staff members to the Initiation of your program?__________________________________________________________ 9. What moans were used to overcome these adverse reactions? 0 . 1. ( ) Yes ( ) No (Please check.) Urgent needs at the present time for carrying out a more effective program include the following: (Please number according to Importance). ( ) Additional time ( ) more personnel ( ) better trained personnel ( ) additional funds ( ) more adequate record system ( ) more educational and occupational Information ( ) other: __________________________ What are your present plans to meet any or all of the above needs? 2 . In your opinion, three essential requirements which must be met by any small school before activating a program of guidance services are : (a) (b) (c) ;0N III : Knowing and Understanding the Individual 'o what extent is each of the following aids or practices used in your school ;o obtain information about students? :oy: 0 1 23 - None - Not used. Little - Used for only a few students Considerably - Used for many students Extensively - Used for all students. !3 1. Personal data sheets. ;3 2. Anecdotal records. Î3 3. Autobiographies. Î3 u. Teachers' oral reports. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. :n III, Part A (Cont'd) 168 At ^riiat intervals are reports made? 3 5. 3 6. 3 7. 3 8. 3 9. 3 10. 3 11. 3 12. 3 13. 3 14. 3 15. Name the most commonly used test: 3 16. 3 17. 3 18. 3 19 . 3 20. :3 21. 22. 13 22. I :3 23. !3 24. !3 25. Other aids for getting information: what extent is the following information found in the cumulative records of students of your school? Cey: 0 1 2 3 - None - Not found in their records. - Little - Found in only a few records. - Considerably - Found in a majority of the records, - Extensively - Found in all records. 3 1. Name, sex, and place of birth. 3 2. Full name of each parent or guardian. 3 3. Parents' address and telephone number. 3 U. Student's address and telephone number. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. on III, Part B (Cont'd) 3 Last occupation of parents. 3 6. Present occupation of paurents. 3 7. Marital status of parents. 3 3 3 !3 I69 8 .Number and ages of brothers and sisters. 9, Educational status of parents. 10. Listing of any marked accomplishments of members of family. 11. Health status of immediate members of family. !3 12. Religious preference of parents. 13 13. Religious preference of student. !3 lU. Statement of apparent attitude of home toward school and school attendance. 1$. Informational services in home, i.e., radio, newspaper, etc. 16. Attendance and tardiness record. > 3 17.Academic records, including year, grades, and credits. Î 3 10. Citizenship and conduct record. ) 3 19 . Results of mental ability tests. 3 20. Results of achievement tests. 21. Results of interest inventories, 2 23 23 22. Results of personality inventories. 23 2 3 .Special abilities, i.e., musical, athletic. 23 2k. Hobbies. 23 2$. Honors and special achievements. 2 3 2 6 .Participation in extra-curricular activities. 23 2 7 .Participation in out-of-school activities. 23 2 8 .Records of counseling interviews. 2 3 2 9 .Vocational interests at different age levels. 23 30, Future vocational plans. 2 3 31. Future educational plans. 23 32, Degree of apparent social adjustment in and out of school. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. { on 111, fart b ^Cont'd; 170 !3 33* Entry Into subseqtaent work or educational situation. !3 3*^. O t h e r : _______________________________________________________________ ON IV : Informational Services: !o what extent is the following information or service maintained and made ivailable to students of your school? !ey: 0 - None - No information for any student. 1 - Little - Liinited information for only a fewstudents. 2 - Considerably - Some information for many students. 3 - Extensively - Much information for all students. 3 1. Current part-time local job opportunities. : 3 2, Current full-time local job opportunities. ! 3 3. General occupational information file. I 3 3 Specific occupational file. 5. General educational information file. 3 6. Terminal and specialized educational information 3 7. Posters, graphs, and charts on occupations. 3 file. 8 . Othar: __ o what extent does each of the following assist in procuring and using ccupational information? ey: 0 - None - Plays no part. 123 - 3 1. 2. The counselor or teacher-counselor. 3 3. The classroom teacher. 3 h. The homeroom teacher. 3 5. The librarian. 3 6- Regular courses in occupations. 3 7. Exploratory units in occupations within regular classes. 3 8. Observance of college days. 3 9. Observance of career days. 3 10. 3 11. 3 The administrative head of the school. Community agencies, i.e., chamber of commerce, welfare, etc. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I [ON V: Couneellng 1% % Co yAiat extent are the following practices used by the person responsible for counseling in your school? Key: 0 1 2 3 - None - Not used. Little - Barely used, Considerably - Used seme of the time. Extensively - Prevalent practice. 3 1. Keeps counseling situations free of disciplinary implications. 3 2. Maintains high ethical standards concerning confidential information. 3 3. Enlists the cooperation of all staff members in assisting students with their problems. 3 4. Enlists the cooperation of parents in helping students. 3 5. Makes use of community resources in assisting students. 3 6. Gives students a feeling of genuine desire to be of help to them. 3 7. Welcomes unscheduled interviews with students. 3 8. Welcomes unscheduled interviews with staff members. 3 9- Attempts to get students to express themselves freely in counseling situations. 3 10. Attempts to get students to feel responsible for their own decisions and choices, thereby encouraging them to become "self-directive." 3 11. Uses referral agencies for students with health or physical disahilities. 3 12. Uses welfare agencies whenever need arises. 3 13» Provides counoolJng service for students. 14. What percentflige of students have two or mere counseling interviews .4.■•■4 44 15. 4444444444444444.4.444 44444 44444.4 4.,. Hew many courses in guidance have been taken by the person responsible — ... .— 4444.-4444..4. couz&se ling. ...____ _44..— ro what extent are the following ideas and practices prevelant among the staff 3f your school concerning counseling services? (ey: 0 -None - Not considered important. 1 - Little - Considered important by only a few staffmembers. 2 - Considerably - Considered important by a majority of the staff. 3 - Extensively - Considered important by all the staff. 53 1. Counseling is regarded as a professional activity, requiring special training. B 3 2. The goal of counseling is the improved adjustment of the individual. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 172 Lon V, Part B (Cont'd) >3 3. All counseling should be done by a designated counselor. >3 4. Only the more serious student problems should be referred >3 $. Refers students to counselor whenever need arises. >3 6. Members of staff are willing to assume extra duties to provide time for iMeded counseling. >3 7. Other: tocounselor. ______________________________________ _____________________ 8. What are the approximate number of hours devoted daily to counseling? ___________________ • 9. Physical facilities for carrying out counseling include : (Please check those available) ( ) Private interviewing room ( ) General files In counselor's office for records ( ) Confidential record file ( ) Counselor's office ( ) Student reception room ( ) Other: ;0N VI: Placement and Follow-up Services ?o what extent is each of the following services provided in your school? [ey: 0 - None - Not provided. 1 - Little - Provided for only a few students. 2 - Considerably - Provided for many students. 3 - Extensively - Provided for all students. 3 1. School-leavers are given exit interview. 3 2. Drop-outs are assisted in getting jobs. 3 3. Graduates are assisted in getting jobs. 3 Students are assisted in getting vacation jobs. 3 Students are assisted in getting part-time jobsduring year. 3 6. Students who have been out of school for one or more years themselves of the school's placement services. may avail 3 7. Part-time work experience, carrying regular coursecredit, by the school. is offered 8, Other: .... lease check the appropriate answer to the following statements : fes ( ) No 1. Placement services are augmented by staff cooperation. 'es ( ) No 2. Liaison with local or nearby employment agencies is maintained. es ( ) No 3. Results of follow-up studies are used as bases for recommending curriculum changes. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. on VI, Part B (Cont*A) 173 [es ( ) No U BecoBBkended eurrlculim changea actually result In naklng the total school program more effective. [es ( ) No 5 Information received from follow-up studies and surveys is made available to staff. [es ( ) No 6 Information from follow-up studies and surveys is nmde available to community in meaningful form. [es ( ) No 7 their programs for effective continuity of training. [es ( ) No 8 [es ( ) No 9 [es ( ) No 10 [es ( ) No 11 Local civic and service organizations assist the school in coordinating its placement services. intervals. [es ( } No 12 Follow-up studies of @pa4ue*es' are made at intervals. [es ( ) No 13. 13 Surveys of students' needs are made a t ____ fes No l4. Community occupational surveys aéë made by the school at [ON VII intervalf Evaluation [o what extent is each of the following ideas or practices prevalent? (ey: 0 1 2 3 - None - Not found. Little - Believed and/or used by only a few staff members. Considerably - Believed and/or use by some of the staff. Extensively - Believed and/or used by a majority of the staff, 2 3 1. Guidance practices have become an essential part of the school’s program. 2 3 2. Informational services of an educational and occupational nature are considered adequate to meet students' needs. 2 3 3. Cumulative record information is being effectively used to individualize instruction. 2 3 4. The school's placement services are considered to be effective. 2 3 5. Guidance activities have resulted In more effective use of community resources. 2 3 6. Increased effectiveness of the guidance services has aided students in adjusting to group situations both In and out of school. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ion VII, Part A (Cont'd) 17% 2 3 7. School facilities and the curriculum have been expanded to provide for students vlth handicaps and/or special abilities. 2 3 8. Other; 2 3 9. What is believed to be the most effective phase of the guidance program at the present time? ---------------------------------------------------- ■_________________________ Please check the appropriate answer to the following statements: Yes ) Yes ) No P. This has resulted from more individual attention being shown students. Yes ) No 3. Subject failure rate has decreased. Yes ) No 4. This has resulted from the school'staking a approach to students' problems. Yes ) No 5. Drop-out rate has decreased. Yes ) No 6 . This has resulted from more assistance or disinterested students. Yes ) No Yes ) No ICN VIII: No 1. The attendance rate has increased. 7. moreindividualize being given to the slow Extra-curricular activities have been developed more in accordance with students' felt and expressed nseds. This is a result of effective guidance practices. Services to Staff To \diat extent is each of the following ideas, aids, or practices believed to be of assistance to the staff in ceurrying out the program in your school? Key: C 1 2 3 - None - Not considered helpful. - Little - Assists to only a slight degree. - Considerably - Provides some assistance. - Extensively - Provides much assistance. 2 3 1. Interpretation of test data has helped the classroom teacher to better understand the individual student's capabilities, handicaps, and problems. 2 3 2. The person responsible for counseling is student-teacher conflicts. of assistance in over-coming 2 3 3» The person responsible for counseling is student-parent conflicts. of assistance in resolving 2 3 4. The person responsible for directing the guidance program is of assistance in coordinating staff activities. 2 3 5« The guidance program helps to orient the purposes, and goal of the school. community to the activities, Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. on VIII, fart a 3 6. The guidance program serves as a medium for learning vays In Wilch the school may better serve the comnunlty. 3 7, Other: 3 8, Other: :0N IX: Additional Information What other Information do you have %dilch has not been covered previously that may be helpful In gaining a complete understanding of your program of guidance services? ÏOS ( ) No 2. Does your school have any printed information concerning its guidance program? Yes ( ) No 3* Will you Inclose a copy of this Information with the questionnaire ? Yes ( ) No U, Would your school like a copy of the results of this study? 5. Please complete the following: Signature of person completing the questionnaire. Position held on staff of school. Nuniber of years in position. Date of completion. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 176 8#otlon 8 Juno 1, 1951 Subject: Summary ol‘ Guidance Practices in Solectod Small High School? To: principals. Counselors, and Touchers of Cooperating Schools Attached you will find a summary of the findings revealed by the re nuits of a Study of Guidance Prac­ tices in Snail High Schools m a d e in March—ü ril 1950 through the Institute of Counseling, Testing, and Guidance of Michigan State College, ifiast Lansing, Michigan, Allow ne to thank you for your cooperation, time, and effort in completing the questionnaire-check-liat Survey concerning guidance practices in your school, without v’hich this study would have been impossible. It is hoped this summary may be of sons assistance to you in improving your cr,7n program of guidance services as well as to neighboring schools who may wish to ini­ tiate similar activities into their curriculum. Again thank you for your assiste.nee, I'ay you and your school have continued success in developing a more adequate educational progrun for ty 3 youth of your oos&— munity. Sincerely yours. D niel J. Sorrells, Assistant Professor Department of Education ColloG® of illiam and aiy Jilliomsburg, Virginia Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 177 Section 9 REPORT OF 0U ID .JIC 2 fR^^rZCSS IN SSLKTBD aC O X HXOH SOBOOLS by Daniel J . Sorrell# Seventy uchoola In the following str.toe wore included in the study, with not *o then four schools In nny one otnte; ürknnsr.s, Cnlifomlo, Connecticut, .aware, Florida, Georgia, Illinois, Indiana, Kansas, Maine, Maryland, Michigan, inosota, Mississippi, Montana, iJebrauka, Mew Mexico, Mevf York, Mevada, North rollna, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, L^s, Utah, Vermont, Virginia, Washington, .fioconcin, and Wyoming* This dis- Lbutlon gave a geographical representation of seven eastern, nine m l d ^ e s t e m , le southern, and eight western at-tea. Eight (8 ) reporting schools could not Included because of their population size* Findings will be presented in terms of specific uities* of students* parents were factory workers* Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. -2- 178 il. 49t of students* parents were considered to be in the professions. 12# The average population of each community ims 2,098, with a range of 12,000 to 33. 13. Ouidnnoe programs havo boon operating in each school on an average of 4 years, with a range of 15 to 1. 14. 71^ of the schools provided additional funds for carrying out their program, ovornging $1,150 per year, 15. Suggested additional funds needed to more adoquatcly carry guidance activities on an organized basis ranged from $3,00Qto 50. 16. "Die most urgent needs at tho present time were (in order of fre­ quency stated): additional time, additional personnel, additional funds, bettor trained perscnnol, and a more adequate system of records. 17. 17% of the schools rmde some provision for printed infonoation concerning their guidance program to be made available to students. This information ranged from illustrated booklets to mimeographed sheets. 18. All schools seemed to consider thoir cuidonco program a worthwhile means of assisting both students and faculty. izational Procédures: Credit for the initial steps which were taken in the organizational phase e program was due to those toaohors who had taken courses in guidance and ere willing to furnish a nuclous of leadership in 79% of nil schools surveyed, istrative leadership gave impetus to tho program in 77% of all schools, leadership v/r.s oxorcisod in 41% of the cases by appointing a guidance comlO from the faculty to bo responsible for planning tho program. le was faculty approved in 21% of tho casus. wn guidonco commit toe. This ocsw- In 14%, tho faculty selected Follow-up studios in 70% of tho oases strengthened •mphasized tho nood for guidance. Faculty surveys of student needs furnished nation for beginning tho program in 40%. Imp'^tua vrhicîi brouglit about notion in 33% of the cases from a desiro on the» r>art of the home—room teacher to da a more functional hone-room progr^im. Ities, In terras of th» Lesser influences in organizational rcontago of schools using them, included: PTA*s ission of interest in desiring guidonco to be included in the school - 16%; vioitotions by toaohcrs - 13%; infomw-tion supplied by the visiting teacher TQ iUosts from parente for the school to improve itc total program - 9%. »r of other sources which ware of sa^îisttjicj ia the orgt.nizational phase Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A - 3 - 179 did not appoar in any p a t t o m of consiatont frequency included* tha soaloua )3t of individual tonchors, tho school nurse, the county ruldanco director, bate departmoaJt of education, tlio assistant principal, tho state supervisor supational info m a t i o n and guidance, the athletic coach, student-selectod room planning ccramittoos, the local Rotary Club, and tho Alliance for see of Rural Youth* The following activities played a major role in orienting tho school staff rning tho principles and practices of guidanco: Profossional books in the of guid Fnee scorned to be tho source of greatest influence - 76^* Spe— stft from tho stote department of education who mode visits to the school d very effective in 61^ of tl.o cases* i s t m t o r were listed in 51%* P^m^ol discussions lud by the school Teachers* reports of viorkshops and courses in guidr.noo wore influential in 47>* Faculty guidance committees served lent the whole faculty to tho sorvlces in 40g& of tho cases* Faculty panels y interested voluntary staff mombors w.ro carried out in 33% of the cases; I faculty appointed leaders held panels in 23%# ition publications and aids */cru used in 31%. United 3tntes Office of This souroo was followed tly by 30% of the schools using, specialists from colleges and universities# isentativo staff raemborc making visits to schools Toms existed proved useful in 27%# stivo sources in 23 %* diere ’.forking guidance Local county superintcndonta were Counselors from other schools v/cra invitod to discuss r programs with tho faculty proposing to initiate n program of guidance in )f the castfs* Adverse roaotlonn to tho establishment of guidrncc servicos as voiced by 3US f^'culty mombors of tho surveyed s c h o o l i n c l u d e d (in order of frequoncy) # I v.’ork, lack of Intorost, roecntmont toward doslfnated oounsolor being given 3" time, lack of tima, c infusion as to nurno^c of program, and tho lack of Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. - 4iiate imtcrlnls» 180 Tloans usod to overcome those roaotlona, again listed In r of froquonoy, Tforo: faculty confcronees, In-aorvloo—t m l n l n g programs, hers talcing courses In fjuldrnco, strong mdmlnl strati vs support, parontal and unity support, and gonoral staff orientâtion* À third rroo of orientation to the program in the early strgus of its dopment wr.s th t of the student body* ow: regular classes • Moans used to onrry out this phase of the schools; clubs and othar activities often gnr.tod as **axtm<-currloulnr** - 48^; the ndminlstrr.tor - 46>; development out uny specific publicity - 44fji; classes in occupations * 40$6; home-room hors - 395^; the student council » 30%; and the school paper in 33%, Ihe variety of approaches through which initial activities of the guidance ;rajn began to function was interesting* The most widely used r.ren was in riding occupational information, first to seniors, then progressively downI as students indicated a deoiro for such a service* 23% »d concentrated thoir first efforts in this area* r:vin., cumulative I nt tho schools sur* )Pds through better organization 'nd onlargoraont of m'.torials to be inoludod Red to be the Job tr.olclod first in 15% t jrajB was tho point of do%)r.rture for 13%. lîakinr a survey of student needs 0 first in 11%* achoolm* I :iti tin s testing A like per cent bog-ji by having individual oonferenoos betmoen shers and students conoo m i n B students* needs and interosts* Ic Was devoted to this r.ctivity* One period per point of departure for 7% was felt to through cm effort to ootablioh an adequsto orientation program for freshmen, thor 7% desirod to us dance activities* tho homo-room for a medium for carrying out group Still another 7% listed freeing one teacher for one-half each diy to work with students on rja individual basis as thoir first step, y 6% seemed to consider in-service—training as tho original effort which led nn ostablishod guidance progrrjs* Othor o-rly points of departuro included* lling tho progr-jn" to students *'nd faculty, attempts tc establish closer Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 181 -s- ulatlon with the elementary school, organizing a youth roundtable, over>lanning for the establishment of a state organization of guidanoe services, faculty planning for a total four year program which would emphasize specific rlties at certain grade levels. Cndividual Inventory; Aids which were used extensively by the schools for providing information t students were (in order of frequency of lishlag) : personnel data sheets, rviews with students, achievement tests, intelligence tests, conferences classroom teachers, records from schools previously attended, subjecter grado reports, interest tests, interviews with parents at school, confers with hosw-room teachers, autobiographies, personality tests, general admont ratings, anecdotal records, case studios, teacher visits to home of lents, and sociomotrlc studios. In order to find tho types of information desirable to be included in lents* cumulative records, each school was requested to check tho extent to ;h specific information was found in student folders. Tho following data was Luded (in order of frequency listed): name, sox, date and place of birth; a and address of each parent; tolephono number; student*s address end telephone ber; attendance and tardiness records; acadumic record; marital status of onts; results of intelligenco tests; number of ages of brothers and sisters; izanship and conduct record; future educational plana; honors and special ievementa; special abilities; results of interest inventories; last occupation father and mother; future vocational plans; hobbios; religious preference of idont; educational status of parental religious preference of parents; parti>ntion in out-of-school activities; results of personality inventories; voca— >nal interests at different age levels; rccoidj of counseling interviews; try into subsequent work or educational experience; infomational services Reproduced with permission o f the copyright owner. Further reproduction prohibited without permission. 182 — 6 — I found in homo, i.e. nowspppors, m''.gr.zinu8 , etc, ; health atntus of ianodiate irs of family; participation in oxtm-curriculpr aotivitioa; decree of apparent II adjustment in and out of school; stntemont of apparent attitudm of horn* d school and school attendance; listing of marked aooompliehmsmts of osmbers mily; reports of psychological services rendered; newspaper clippings and "oms containing information about student* s participation in specific affairs; ollow-up information from employers concerning the degree of adjustment Lod by former students on jobs# 26% The extent to which a program of tueting ; the schools surveyed. izod basis. in one field# wna carried out varied greatly In 17^ of the sohoolo, no testing wss done on on Tho area of mental ability was choson, if testing could bo dons If two areas were chosen, the seoond w'^s interest — 60$(# ng almost tho some p e r c e n t ' ' o f frequency was "chi'ivomunt - 76^# rsonality was given in 39;6 of the schools. udes, only did testing. Some form But in the area of special A number of schools indicated that because student body was of such size as to permit the faculty to know each student individual, extensive tostinc was not necessary# 7 .V. California Test of Mental Maturity w is usod by mors schools than any ty;6 of intelligence test# Almost as many schools, bhmevsr, used tho Otis Scoring Mental Ability Tests. Koxt came the Hoxuaon-Nolson Tests, f o U o w o d hlman*atiAdarson and Tomr-n^cKomr.r. Pintnor General Abilities Tests, Chicago of Primary Kentol ..bilitios, and Ohio State University Psychological Tests listed as used by some individual schools. Only TjS of tho schools indicated they were able to follow group intulligjncj testing with any form of indi— 1 testing# Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. - 7- 183 In tho PchioToment r^ron, tho toot moot ofton usod w^s the Progressive lievomant Bmttory, followed closely by Strnfcrd ,.chlovomont Tests# The m Test of Sducntionnl Dovolopmont, tho Metropolitan .achievement Tests, t /jCK Tests, nnd tho Coupormtlvo Series were used to some extent* ijncng the Intoro.ot Inventories, tho Kudor Proforence Record w^s usod n majority of cmsos, 80^ of nil schools including this area in their ttlng program* Tho 31^ Youth Inventory was used in four schools; Germane I Oormano, in three; Strong, in three; Leo-Thorpo, in two; and Clooton in one* Tho California Test of Personnlity was most oxtonsivoly usod wherover this »A was inoludod in the testing program* Lng used, were: tho Boll Others, in order of frequency listed as justmont Inventory, Moonoy Problems Oheclc-list, sms-Lopley Personal ^.udit, and the B o m r e u t e r Personality Inventory* Many lools usod tho services of the state employment agency for special aptitude sting* Somo schools also usod tho testing sorvico of tho stato university or ■ichors' collogcs* wherever special aptltudo testing was done* No pattern of ■ts used was apparent in this area* formational Services: A gone m l rvoyod* education information filo was mnintainod in 83^ of tho schools A g o n e m l occupational information file was available to students in i of the schools* Special and tormina! education information was maintainod 68% of the schools. nilablo in 63%. Information in tho form of posters and charts was Current listings of Job opportunitios on a part-time basis ro maintained in 56%; while 51% had available information about full-time Job portunltius* The person considorod responsible far giving extonnive assistance in the area occupational information was the teacher—counselor in a majority of schools; 1 the administrator was boliovod almost equally rosponsiblo, 78% and 77%, spectively. In 48% of tho situations, a major portion of this type of infor- tion was disseminatod through exploratory units in regular classes* Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. lAaeh — B — 184 m o t i o n of r. vocational and educational n turo onna throut^h tho clnsarccn her, 44^; and the homomgoom boonrao the mudium for flow of infoxnntlon In , Col logo and oaroor days vioro obsorvod in 3d% and 30;5, ruspoctivoly ; with jiT.l surveys st-tlng that ouch activities wore felt to bo of little value In Lr particular situations. Community agencies wore listed as acurces of tho schools. However, such agoncies wero not avallablo In 0 situations. nsollngt Tho individual rosponsiblo for counseling In each school felt, os would be #octed, that ho c- nslstoiitly triad to maintain high ethical st' ndf.rda concerning ifldontinl information. Iho ccunsolors made definite nttompts to got students fool responsible for thoir uwn choices and decisions in 94^ of the cases# scheduled staff Into rviews wore walooood in 93j&. This sr^ae high percentage lo every effort to got students to express thamsulvca freely in counseling tuatlons, % ioi attempt was mr.de by the person responsible for eounsollng in of the eases to shew students his genuine interest in desiring to be of as- stanee to them# Counseling sorvico was provided students In 87^ of the cases; d of this percent''go, 83^ attempted to keep ccunsoling situations freo from .scipllnary Implications. Lghly desirable in 81^# Bnllsting th;* cooperation of parents was felt to be Community ruse uroos were usod In 77^. Referral j:onclec were usod in 74ÇJ whore stutloats had health and physical disabilities, blfr.re sgoncles wore usod whenever tho nood arose In 70[(. average of Ô95# f students in all school a hrd two or nu.ru Ccunsoling interviews per year, the ange being from 100^ tc IbSl. That "tho fjcal of counseling is the improved adjustment of the individual** ra s the consensus of opinion of 919# of all atr.ff mouibors. Teachers referred itudsnts to tho counselor whonovor tho need f-r such arose In 77>i of the situa­ tions. Counseling was regarded as a professional activity# requiring special Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. -«xlngf by of tho ateff. 185 569& of f oulty pcrscnnol %iore willing to nmeuim# jTor oxtrn duties neoesar.ry tn provide needed time for counseling. Ttxnt only more serious student problems should be rtiforrod to tho counselor wns believed 9 dosirf'-blo in 49^; whilo 34$. of the st^ff personnel scemod to foel thot all soling should be or>.rried out by tho desi^uited counselor. C c n o o m i n Q fncilitios for orrrying out guid*>nco notivitiee, 77^ of nil els mnintnined record files for general infoxmntion. in 715&. , n intorviow room r*s office. it's Confidentini files wero provided in 66fJ(; nnd 519* provided for n coun- Only 79b of tho schools hnd student roception rcoms, nnd only school mnintnined n epcoinl guidnnee ll b m r y . oment nnd Fnllow-UD Servicos: This phnse of the p r o g m m wns nc t nttenptod in 54^ of tho schools included he study. Of those where services were provided. 65)6 nssistod g m d u n t o s in ing Jobs; 53)6 provided for achool-lo vers tc hnvo oxit interviews; 03$b stod students in procuring vacation jobs; 51$#, in getting part-time work; extended their plr.oemont services to former students ; 31y» nssistod drop; in getting work; and 10)1 provided for part-time work experience which would 7 rogulnr course credit. As a moans of affording bettor articulation at various levels of tmining. surveys revealed 749» of all olomontary schools sending students to high >ols attempted to coor^inato thoir prr grams with tho secondary school. ItmdicSf whorovor made, wero **t irregular Intervals. Folio*— few schools seemed to LOW tho ono—throo—five interval program. On tho other hand, survoys of student Is wk#s made yearly in Community occupational surveys were of the casos. : In 3996 of the schools; but there w^s n > definite p r t t u m of regularity for a surveys. .ja organized placement a^rvlce for gr^du^tos w this sorvico extended t v drop—outa only in 299». a provided in Schools conducting Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 36%0 186 . 10 • LlowMip atudlca n'do tho roaults nv-'-llp.blo to mtriff mombors in r.ttuapt w.'s Ar.do t However, intcrprot rosulta tc onoh community in only 31^, Results follow-up studios wero usod ms bases for re commend mt Ions for ohmngos in the Tloulum in 61;#. 66g& of the so schools using this infozmmtion for such folt it desirmblo results cmjne in terms of mmking tho school progrmn more cffectivo. iff coopormtion rugmontod the placement program in 61% ; mrintmincd with loom! employment rgenoios In 47$. t tho mro of the cmsos, Limson Sovorml schools Indlcatod of pi mo oment and follow-up w**a the least developed part of thoir grmm, but one which was grontly noedod, vices to St-ff: Thic mrom la coming more '«nd I’vcro v> be nccepted as part of n wsll-funotion— guidmnoe progrom, the anr.ll school: %o following data bo'-rs out this peint of view in t o m s Intorprotntion cf test data assisted the classroom teacher bett:r understand the individuni student, 06$ believed this to be true, person responsible for ocunsoline; is cf assistenoo in ovoroeming studentCher oonfliots. This idon Sucmod prevalent in 80$, Iho Counselor was of ini te assistrjAoo in coordinating staff activities — 74$, The giidanoo program vod as a medium for learning ways in which the school may better serve tho aunity - 70$, The guidance program played a worthwhile role in orienting the nunity to the purposes and activities of tho school - 69$. Credit was given counselor for assistin _ in resolving student-parent conflicts in 57$. Luaticni \ That the guid noc prrgraja had boocraa an essunti 1 part of the program of the 'ol socmod tc bo prcvalont in 84$ of the situations. The follcwing illustrates » of the areas in vvhlch a innjcrlty of the schools f jlt that guidance had made •luablo c ntriLition: students had n «^ided in botter adjusting to group Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 107 - 11 untlona, both In wid out of school - 76%» Extrr.-currloul*'.r cctlTities hmd eloped more In nocordnnce v/lth students* felt needs ontion hnd boen %lvon students - 69%» 76%» More Individual Re gulp r school r.ttondnnco had insrensed - I* Cuimilntivo record information vms being more effoctlToly uoud tc individualize truction - 69%» da - Rate of drop-outs had decreased - 66%» roe sod - the school - 64%» Subject failure rate had More individual attention was being given to slow and di sinter­ 64%» ed students — Infoznntionpl services wore adoqunto for meeting students* S6%» More effective uses of community resources was being made placement sorvioes were adequate and effective - 53%» 30%» elusion: This report would seam to speak f^r itself, with little amplification or mont at this point* *.s a very brief re-cap, tho study, roproaenting schools of ar two hundred students in thirty-three at .tes, shows that organized guidance be carried out effectively within the limits of the small school* Personnel, a, and funds are highly desirable if activities are to be carried out on an ■uiized, school-wide basis* #*dministmtivo leadership, a coordinator of guidance Ivities, and cooperative staff effort are essentials for effective operation* organizing tho program, no ono area would seem most desirable as a point of trture, although providing for informational services wna chosen by a greater )cr of schools* rice* Placement would seem to bo the least adequately developed »s a final point, the study did reveal a majority of the personnel :he schools surveyed believing their guidance program was doing that which Airports to do, i*o*, providing for better individual growth and adjustment >ugh increasing tho effectiveness with which the school carries out its national program* Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BIBLIOGRAPHY A. Books Aiken, Wilford M., The Story of the Eight Year Study. New York: Harper and BrotHers, Publleherm, 1942. 157 pp. Alexander, William M. and J. Galen Saylor, Secondary Education. New York: Rinehart and Comnanylxnc.. pp. Allen, Richard D., Organization and Supervision of Gui­ dance In Public Bducatfon. New York: Inor Fûïï^ llshlng Company, 1^37- ?20 pp. Baxter, Edna D., ^ Approach to Guidance. New York: O. Appleton-Century Company, Inc., 1946. 305 pp. Bell, Howard M., Youth Tell Their Story. Washington, O. C. : American Council on Education, I938 . 273 PP* Bent, Rudyard K. and Henry H. Kronenberg, Principles of Secondary Education. New York: McGraw-Hill Boole Company, Inc., 19^9* 619 pp. Bossing, Nelson L., Principles of Secondary Education. New York: Prsnt ice-nail,"^nc. , 1949 . 447 pp. Brewer, John M., Education As Guidanoe. New York: The Macmillan donÿânÿ, 1 ^ 2 “ bèd pp. ______ , History of Vocational Guidance. New York: Harper and~~5rothers. Publishers, 1942. 344 pp. Buros, Oscar K., editor. The Third Mental Measurements Yearbook. New Brunswick, New Jersey: Rutgers University Press, 1949. 1047 pp. Campbell, William G., A Form Book for Thesis Writing. New York: Houghton Mifflin Company, 1939• Iz2 pp. Chisholm, Leslie L., Guiding Youth In Secondary Schools. New York: American l^ok Companyl 1940. 433 pp. Cook, Lawrence A., Community Backgrounds of Education. New York: McCraw-Hlll Book Company, Inc., 391 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 189 Cox, Phillip, John C . Duff, and Marie McNamara, Basle Principles of Guidance. New York: Prentlce-Aall Inc., Ï948.— 419" pp"— Coxe, Wilfred W. and P. A. Cowan, Educational Needs of Pupils In Small High Schools^ Albany: University of the State of New York Press, I931 . 63 pp. Dillon, Harold J., Early School Leavers. New York: Na­ tional Child Labor Committee, 19^9- 9^ pp. Douglass, Harl R., Secondary Education for Youth In Mod­ e m America. Washington. Ù. C.: American Council on Education, 1937* 137 PPDouglass, Harl R. and Calvin Orleder, American Public Education. New York: The Ronald Press, 1948. 39TppTDouglass, Harl R. and Hubert H. Mills, Teaching In High School. New York: The Ronald Press, 19481 82" PPDunsmoor, Clarence C. and Leonard M. Miller, Guidance Methods for Teacj^rs In Homeroom, Classroom, and Core Frogranisl Scranton, fa. : International Text­ book Company, 1942. 382 pp. Erickson, Clifford E., editor, A Basic Text for Guidance Workers. New York: Prentice-Nall, Inc., 1947886 pp. Erickson, Clifford E. and Marlon C. Happ, Guidance Prac­ tices at Work. New York: McGraw-Hill 800 k Corapany, TncT% 1946. 325 PPErickson, Clifford E. and Glenn E. Smith, OrganlsatIon and Administration of Guidance Services! New York; McGraw-Hill 800 k Company, Inc., l94?- 276 pp. Federal Security Agency, Statistics of Public High Schools, 1945 - 1946. Washington, D. Ü7: United States Office of Education, 1949- 96 pp. Poster. Emery M.. Statistical Summary of Education, 1941 - 1942, Vol. II, Chapter II, Summary of Education In the United States. Washington, D. C .: Federal Security Agency, United States Office of Education, 1946. 42 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 190 Frazier, George W., An Introduction to the Study of Edu­ cation. New York: Harper 5nd"^rother», ruETlehere, 1951. 319 PP. Froellch, Clifford P., Guidance Servlcee In Smaller Schoola. New York: McGraw-Hill Boole Co., Inc., 1^50. 352 pp. Germane, Charles E. and Edith G. Germane, Personnel Work In High School. New York: Silver Burdett company, T54T7^5$5"pp: Good, Carter V., A. S. Barr, and Douglas E. Seates. The ^thodology of Educational Rese^ch. New York? D. Appleton-Century Companyl 1941. 890 pp. Hamrln, Shirley A. and Clifford E. Erickson, Guidance In the Secondary School. New York; D. AppletonCentury Company, 1^39* 46$ pp. Jones, Arthur J., Principles of Guidance. New York: McGraw-Hill Book Company, Inc., 1945» 592 pp. Kilpatrick, William H., Remaking the Curriculum. New York: Newsom and CompanyT lëti pp. Koos, Leonard V. and Grayson N. Kefauver, Guldyioe In Secondary Schools. New York: The Macmillan üômpany, 1932“ b40 pp. Langfltt, Roy E., Frank W. Cyr, and N. William Newsom, The Small High School at Work. New York: American Book Company, 1936 . 650 pp. Lefever, D. Welty, Archie M. Turrell, and Henry I. Weltzel, Principles and Techniques of Guidance. New York: THe^onaXd Yress, — 555 ppl----Leonard, Eugenie A. and A. C. Tucker, Individual Inven­ tory In Guidance Programs In Secondary schools. W^aisnlngton, D. C.l Federal*~5ecurlty Agency, imlted States Office of Education, Vocational Division, 1941 . 60 pp. Loomis, Charles P. and J. Allan Beegle, Rural Social Sys­ tems. New York: Prentlce-Hall, Inc., 1 9 5 G . 779 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 191 Mathewson, Robert H., Quldanoe Policy and Practice* New York: Harper and Brothers, PuDlishers, 19^^- 294 pp. Maehlman, Arthur B., School Administration. Boston: Houghton Miff1in Company, 1940. 559 PP* Reavis, William C., Programs of Guidance, National Sur­ vey of Secondary EducatTonl Washington. D. C.: United States Printing Office, 1933* 114 pp. Reed, Anna Y., Guidance and Personnel Sei^ices in Education. Ithaca. New York: C o m e 11 University ï’ress, igU. 496 pp. Reeves, Floyd W., editor. Education for Rural America. Chicago: University of Chicago Press, 194$. 5l3 pp. Robinson, Francis P., Principles and ProceduMS in Student Counseling. New York: Harper and Brothers, Publishers, 1930. 321 pp. Rugg, Harold and Marian Brooks, The Teacher in School and Society. Yonkers-on-the-Hudson, New York: World Book Company, 1950. 530 pp. Smith, Glenn E., Principles and Practices in the Guidance Program. New York: The Macmillan Company, 1951* 397 pp. Spaulding, Francis T., High School and Life. New York; McGraw-Hill Book Company, Inc., 1936. 368 pp. Spears, Harold, The Emerging High School Cyriculum and Its Direction" New York: American Book Company. 4l6 pp. Stiles, Dan, High Schools for Tomorrow. New York: Harper and Brotners, Publisher's^ 1946 . 209 pp. Strang, Ruth, Counseling Technics in College and Second­ ary School. NewYork: Harper and Brothers, Pub­ lishers, 1949 . 302 pp. ______ , Educational Guidance, Its Principles and Prac­ tices. New York: The MacmTllan company, 1947• è66~ PP. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 192 ______ » Group Aotivitios In College and Seoondary School. New York: Harper a n 3 ^ r o t h e r e i e n e r e , l$41. 361 pp. ______ » The Role of the Teacher In Personnel Work. New York: Bureau of Publications, "l^eachere College, Columbia University. 497 pp. Strang, Ruth and Latham Hatcher, Child Development and Guidance In Rural schools. Raw Ÿorkx Harper and Brothers,~Tublishers, 1^43. 218 pp. Taylor, Carl C., Rural Sociology. New York: Harper and Brothers, Publishers, 1926 . 5O2 pp. Trazler, Arthur E., Techniques of Guidance. New York: Harper and Brothers, Publishers, 1943 . 394 pp. Wofford, Kate V., Teaching In Small Schools.New York: The Macmillan Company, 1^4b. 399 PPTurablan, Kate L., A Manual for Writers of Dissertations. Chicago: University of T^hlcago Press, 194^. 61 pp. Works, George A. and Simon O. Lesser, Rural America Today. Chicago: The University of Chlcago“Fress, 194?% 450 pp. William A. Yeager, Administration and the Pupil. New York: Harper and Brothers, Publishers, 1949 . 474 pp. B. Periodicals Benson, Richard M., "Counseling Service In the Small Pub­ lic Secondary School," School and Society, 35*9294 , January 16, 1932. Chisholm, Leslie L., "Major Handicaps Interfering with Guidance," School Review, 54:24-31# January, 1946. "Characteristics of A High School Guidance and Counseling Program," North Central Association Quarterly, 22: 220-222, October, 1947. "Educational and Vocational Guidance for Rural Schools," School and Society, 33*235# February l4, 1931- Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 193 "Extended or Poten<^i®^„^Çtlmum Guidance Practices in Small, Large High Schools, 1948 1949 , 24: October, 19^9» Pahey, George L., dance," SchS— 1942 . Every Teacher Can Do for Gui­ 50 :516 -522 , September, Proelich, Clifford "Qviioance Programs in Small Schools,” The BulletlJÎ' national Association of Secondary SSRool 30:94-102, May, 1945. Gooch, Wilbur I. ^^^^iclin J. Keller, "Breathitt County In ttif Appalachians: Vocational Guidance s ocial Setting,” Occupations, 1012-1110, section 2 , June, 193^ Gooch, Wilbur I. l^onard M. Miller, "Rockland Shows the Way," ooc^patlona. 14:035-836, May, 1936. Gray, H. M., "Thre^ .^®2®'^'tlals of A Functioning Guidance Program." Tndustrial Arts and Vocational Bducatiog. 3 3 : # ^ b . WSy7-T54Tn---------------------------Johns, Harold P., In the Small High School," Education, ^ *44-3, March 7, 1946. Kent. George. "Mll^ Toi^ Miracle," School 54:01-85, At^^st 9 , 1941 . and Society, Krebs, H. C., Guidance in Rural Schools,” Education, 41:2 5 3 - 2 5 9 , December, 1920 . Koch, Harlan C., '"Tfje^tatus of Guidance in the Small High School; School and Society. 50:95# July 15# 1939 . Schmidt, Fred J., 'Organizing Guidance in the Smaller School Svst®*"; Vocational Guidance Magazine, 9: 253 -256, Tg^r:------------C. Publica^^®^® of Learned Organizations Butterworth, Julia*?S. , R w a l Schools ^ Tomorrow. Wash­ ington, D. ' D é p a r t e n t of Rural Education. National Ed^^eatlon Association, February, 1945» 152 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 194 Dunn, Fannie W., Quldanoa In Rural Sohoola. Washington, D. C .: Department 6T~Rural oauoatlon. National Education Association, Yearbook, February, 1942. 127 pp. Hand, Harold C., “Suidance in the Small High Schools," Economic Enrichment of the Small Secondary School Curriculum. Washington, D . % National Education Association, Department of Rural Education, 1934. 52 pp. Schools in Small Communities. Washington, D. C .% Amerlean Association of School Administrators, National Education Association, 17th Yearbook, 1939* 608 pp. The White House Conference on Rural Education. Washington, D. V. WationalTKducation Association, De­ cember, 1943 * 272 pp. D. Encyclopedia Articles Monroe, Walter S., editor. Encyclopedia of Educational Research. New York: The Macmillan Company, 1950. ÏJ50"p-p. E. Miscellaneous Cook, Kathrine M., Pupil Personnel Services for All Children. Washington, D, C .: Federal Security Agency,' United States Office of Education, 1944. 20 pp. Criteria for Evaluating Guidance Programs in Seconda^ Schools, l^orm~B7 Washington, D. C.T^ederal Se­ curity”Agency, Office of Education, Division of Vocational Education, Occupational Information and Guidance Service (Restricted Second Edition; Miscellaneous 3317)# January 15# 1949» 34 pp. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.