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Uni International 300 N. Zeeb Road Ann Arbor, Ml 48106 8424422 G h a re e b , A rchie, J r . PRINCIPALS’ PERCEPTIONS OF THE EFFECTS OF DECLINING ENROLLMENTS AND RESOURCES ON GUIDANCE AND COUNSELING SERVICES IN SELECTED HIGH SCHOOLS IN THE STATE OF MICHIGAN Ph.D. M ichigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1984 by Ghareeb, Archie, Jr. All Rights Reserved 1984 PLEASE NOTE: In all c a s e s this material h as been filmed in the best possible way from th e available copy. Problem s en co u n tered with this d o cu m en t have b e e n identified h ere with a ch eck m ark V . 1. G lossy p h o to g rap h s or p a g e s ______ 2. C olored illustrations, p ap er or p rin t 3. P h o to g rap h s with dark b a c k g ro u n d ______ 4. Illustrations a r e p o o r copy ______ 5. P a g e s with b lack m arks, not original 6. Print show s th ro u g h a s th e re is tex t on both s id e s of p a g e _____ 7. 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O th er____________________________________________________________________________ __ copy_ University Microfilms International PRINCIPALS* PERCEPTIONS OF THE EFFECTS OF DECLINING ENROLLMENTS AND RESOURCES ON GUIDANCE AND COUNSELING SERVICES IN SELECTED HIGH SCHOOLS IN THE STATE OF MICHIGAN By Archie Ghareeb, Jr» A DISSERTATION Submitted to Mlohlgan State University In partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 198i|. Copyright by ARCHIE GHAREEB, 1984 ABSTRACT PRINCIPALS* PERCEPTIONS OP THE EFFECTS OF DECLINING- ENROLLMENTS AND RESOURCES ON GUIDANCE AND COUNSELING SERVICES IN SELECTED HIGH SCHOOLS IN THE STATE OF MICHIGAN By Archie Ghareeb, Jr. The primary purpose of this study was to determine the effects that declining enrollment and budget reductions have had on guidance and counseling services In selected high schools In the state of Michigan as perceived by high school principals. The specific research questions to be answered were as follows: 1. Which specific high school guidance services, programs, or functions have been eliminated as a result of enrollment and/or budget reductions? 2. Which specific high school guidance services, programs, or functions have been reduced as a result of enrollment and/or budget reductions? 3. Which specific high school guidance services, programs, or functions have been protected (un­ changed) regardless of enrollment and/or budget reductions? Which specific high school guidance services, programs, or functions have been Increased in spite of enrollment and/or budget reductions? Archie Ghareeb, Jr 5* Which specific high school guidance services, programs, or functions have been newly added as a result of enrollment and/or budget reduc­ tions? To obtain data for this aspect of the study, high school principals whose schools were & part of the Middle Cities Education Association experiencing enrollment declines in the five-year period (1 9 7 7 -1 9 8 2 ) participated in the study* An additional purpose of this study was to describe in detail, through the use of structured interview ques­ tions, the way in which high school guidance services, programs, or functions have been eliminated, revised, or added to meet the changing conditions resulting from en­ rollment and/or budget reductions* The most important conclusion of this study strongly suggested that in spite of declining enrollments and re­ sources guidance and counseling services to high school students have not been substantially reduced* The shift in approach from crisis-oriented to developmental guidance programs with Improved organization and administration has in some cases produced even more and better services, and there was considerable optimism among high school principals that satisfactory guidance services can be maintained regardless of the recent decline in enrollments and resources* DEDICATION To My Family: To my wife Mary Ellen, my son Craig, and my daughters Susan and Julie, I want to express my love, for without their patienoe, sacrifices, and their never-falling sup­ port and understanding this endeavor would not have been possible. To my father, Archie E. Ghareeb, and my mother, Josephine M« Ghareeb, I express my love and appreciation for their enduring inspiration, compassion, and unfailing faith over the years. To both of them I shall always be grateful. To my brothers and sisters and other relatives whose interest and love have also provided me with a continuous source of support and encouragement, I am also grateful. ii ACKNOWLEDGEMENTS I want to express my sincere gratitude and appreci­ ation to the members of my doctoral committee • • . D r . James W. Costar, Dr. Stanley P. Vronski, Dr. George R. Myers and Dr. Stanley E. Hecker. I am especially grateful to Dr. James W. Costar, director of the dissertation, who provided his time, coun­ sel, assistance, as well as his never-falling support, en­ couragement, and orltlcal analysis in helping me to com­ plete this endeavor. To Dr. Stanley P. Vronski, my com­ mittee chairperson, 1 express my thanks for his leadership and guidance along the way. My special appreciation goes to Dr. George R. Myers, for sharing his time and thougjhts, with a special acknowledgement for the genuine friendship, warmth, and kindness that he has always shown to me. Special recognition must also go to Dr. Stanley E. Hecker for his time, expertise, and cooperation that aided in the develop­ ment of this dissertation. I am also indebted to the Middle Cities High School principals who gave of their time and energy In helping me to collect the data for the study. To all of them I extend my thanks for their assistance and cooperation. iii Finally, a very special thanks to my friends and colleagues who provided continuous encouragement and moral support* iv TABLE OF CONTENTS Page LIST OF T A B L E S ................................... viii Chapter 1. INTRODUCTION .............................. • • • 6 • • • • • • • • • 8 11 12 • . . • • • • • • 12 14 14 REVIEW OF RELATED LITERATURE............. 16 Introduction • • • • • • • • • • • « • General Historical Development, Changes, and Trends • • • • • • • • Enrollment and Budget Trends and Implications • • • • • • • • • • Enrollment • • • • • • • • • • • • Budget • ............... • • • • • Summary • • • • • • • • • • • • • • • • 16 • 17 • • • • 30 30 35 41 Purpose of the Study • • • • • • • Background and Design of the Study • • • • • • • • • • Significance of the Study • • • • Basic Assumptions • • • • • • • • Delimitations and Limitations of the Study • • • • • • • • • • Definition of Terms • • • • • • • Overview • • • • • • • • • • • . • 2* 3* METHODOLOGY AND DESIGN PROCEDURES ..... ................ • • • • • Introduction Purpose of the Study • • • • • • • • • • Design of the Study • • • • • • • • • • Collection of Data • • • • • • • • • • • Treatment of Data • • • • • • • • • • • Summary • • • • • • • • • • • • • • * • 4. 1 ANALYSIS OF D A T A ......................... v 1*4 I4J4. 47 57 60 61 62 Page Chapter Professional and Institutional Data • • • • • • Analysis of the Data Question 1 • Question 2 • Question 3 • Question 4 • Question 5 • Significant Relationships Among Variables on the Professional and Institutional Data Sheet • Significant Relationships Between the Variables on the Profes­ sional and Institutional Data Sheet and on the High School Guidance and Counseling Survey Questionnaire ................. 5. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS ............. Purpose of the Study Design of the Study • Findings of the Study Question 1 • • • • Question Question Question Question Related Findings Question 1 Question 2 Question 3 Question Question Question Implications of the Study • Recommendations for Further Research • • • • • • • • 63 8 11 93 103 110 112 124 12k 126 130 130 132 13§ 138 lkl 143 143 147 149 150 151 152 153 154 BIBLIOGRAPHY 156 APPENDICIES 165 A. THE PROFESSIONAL AND INSTITUTIONAL DATA SHEET ..................... vi 166 APPENDICIES B. Page HIGH SCHOOL GUIDANCE AND COUNSELING SURVEY............................. 168 C. STRUCTURED INTERVIEW Q U E S T I O N S ........ 179 D. COVER LETTER TO SECONDARY SCHOOL PRINCIPALS......................... E. 181 ENDORSEMENT IETTER FROM THE MIDDIE CITIES EDUCATION ASSOCIATION........ vil 183 LIST OP TABLES Table 2.1 2.2 2*3 3.1 3*2 3*3 4*1 4*2 4*3 4*4 4*5 4*6 Page School Counselors In the State of M i c h i g a n ............ 38 Historical Comparison of State of Michigan Looal K-12 Revenue 1976-77 through 1981-82 (Dollar Figures In B i l l i o n s ) ............................. kZ Historical Comparison of State of Michigan and Local K-12 Revenues Per Pupil 1976-77 through 1981-82 43 Middle Cities Education School Districts Tax Rates 1982-83 (In Total Tax Rate O r d e r ) ............ 48 Middle Cities Education Association High School Enrollment Figures 1977-78 through 1982-83 50 County Locations of Middle Cities Education Association High Schools In Michigan • • 56 Data Regarding Participating High School Principals and Their Schools « « , , e 64 e Institutional Data Regarding Participating High Schools ..................... 66 Services, Programs, or Functions That Were Eliminated • • • • • • • • • • • • 69 Services, Programs, or Functions That Were Substantially and/or Somewhat Reduced • • .......... • • • • • • • • 75 Services, Programs, or Functions That Were Protected (Unohanged) • • • • • • • 85 Services, Programs, or Functions That Were Somewhat and/or Substantially Increased • • • • • • • • • • • • • • • 95 viii Table 4.7 4*8 4.9 4*10 ij.«11 4*12 1|.*13 if.14 Page New Services* Programs* and Functions Added in the Last Five Years • • • • • • 106 Comparison between Grades in Institution with Other Variables on Professional and Institutional Data Sheet (Chi-Squares) • • • • • ............... Ill Comparison between Size in Institution with Other Variables on Professional and Institutional Data Sheet (Chi-Squares) ............ 111 Significant Relationships When Com­ paring Size of Institution with Each of the Item Variables on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Changed Involved • • • • • 113 Significant Relationships When Com­ paring Financial Support Status of District with Each of the Item Variables on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved • • • • • • • • • • • • 11$ Significant Relationships When Com­ paring Size of Staff (Teachers) with Each Item Variable on the High School Guidance and Counseling Sur­ vey Questionnaire (Chi-Squares) and the Nature of the Change Involved • • • 116 Significant Relationships When Com­ paring Size of Staff (Counselors) with Each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Changed Involved • • • • • 118 Significant Relationships When Com­ paring Size of Staff (Administrators) with Each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Changed I n v o l v e d ........ 119 ix Page Table 1J..15 Significant Relationships When Com­ paring Counselor-Student Ratio with Each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Hature of the Change Involved • • • • • z 121 Chapter 1 INTRODUCTION Reporting for the U.S. Office of Education, Frankel and Beamer state: The latest United States Office of Education Statistics estimates Indicate that 1976-77 will be the peak year for total number of high school graduates, with 3 ,1 9 9 ,0 0 0 pro­ jected. Thereafter, high school graduates are expected to deoline each year, so that by 1 9 8 2 -6 3 the estimated number will be 2,835,000 or a decrease of about 11*3$ over the figure for 1 9 7 6 -7 7 * In September of 1976, The College Board News fore­ casted a continuing decline In college enrollments In the next decade. They estimated that " . . . the pool of high school graduates moving Into post-secondary education would probably shrink 15$ by 1981}., . . . 22$ by 1990• " and Also, In October of the same year (1976) the College Board executive for the state of Michigan, Slartin M. Frankel and Fred Beamer, Projections of Educational Statistics 1982-83. (Washington, D.C.: D.S, Office of Education, National Center for Educational Statistics, 197lj-), p. 6 . 2 "College Admissions, Marketing, Topics of Board Colloqulm," The College Board News. V, No. 1 (September, 1 9 7 6 ), p. 7. 1 2 Steven H. Ivena, reported that n • . • the 1975 graduating class In the state of Michigan was Its largest ever and 3 a decline of 32# Is expected over the next 13> years*" To further delineate the crucial Issue of declining enrollments, Hecker and Ignatovich point out that "Between 1945 and 1957 the annual number of Michigan resident blrthB Increased steadily 1(baby boom)' resulting In steadily Increasing kindergarten enrollments between 1 9 5 0 -5 1 and 1962-63 . . * The decline In births after 1957 and the subsequent decrease In kindergarten enrollment after 1962-63 resulted In a decline of 12th Grade enrollment after 1975-76 • • • Thus It Is reasonable to predict, with a built in time lag of seventeen years (five years after birth to reach kindergarten and twelve additional years to move to 12th Grade), that the 12th Grade enroll­ ment decline which began In 1 9 7 6 -7 7 will continue until the 1993-94 school year— seventeen years after the year (1 9 7 6 ) of the lowest number of births and twelve years after the lowest kindergarten enrollment (1 9 8 1 -8 2 )• Not only will the 12th Grade be affected, but It follows that the total high school enrollment (Grades 10-12) 3 Steven H. Ivens, "A Strategy for Survival," address delivered at the Council for Advancement and Support of Education Conference, Stouffer Hotel, Atlanta, Georgia, October 19, 1976, 3 which also peaked in 1 9 7 5 -7 6 will continue to dacline until the mid 1 9 9 0 *s. The continued decline in high sohool enrollment through the mid 1 9 9 0 's suggests an unusually stressful future for public schools in Michigan. In a follow-up report written in the Vinter of 1983# Ignatovich states that n • • • the 1 9 7 0 's forecast of declining high school enrollments starting in the late *7 0 's and continuing into the early '90's is no longer a oonjeoture. The reality of the decline is not questioned, only the magni­ tude . . . Prom the 1976-77 to 1981-82 school years, Michigan public high schools have experienced a greater decline (-16.2^0 than at the national level (-1 0 .3#) and are expected to have greater declines in the future. From 1981-82 to 1991-92 a -15.2# decline is expected at the national level but a -3 1 *0# decline is expeoted in Miohlgan public high schools." The decreasing number of high school students is not the only problem plaguing the public high school today. School finance is tied to shifts in enrollment ^Stanley £• Hecker and Frederick R. Ignatovich, "Looking Forward— Enrollment Decline in the 19o0's and 1990*s, Secondary Education Today. Vol. 22, No. 1, (Fall, 1 9 8 0 ), pp. £2 and £3 . c "‘ Frederick R. Ignatovich, "Secondary Enrollment 1982-83,w Secondary Education Today. Vol. 2I4., No. 2 (Winter, 1983), p. 351 k and to the changing attitudes of the voters upon whom education funding relies as well. Fewer students trans­ lates into fewer real dollars and fewer staff, fewer course offerings, and fewer student services. Therefore, maintaining education spending at a real level (i.e., keep­ ing up with inflation) will continue to be a large and difficult task for the years ahead. With the cumulative effect of declining enrollments and Increasing concern for the best use of public monies in education, it comes as no surprise that guidance and counseling programs in secondary schools are being care­ fully examined for the priorities which they maintain and the cost-beneflt of the services they provide. In the past, it was a common practice for guidance programs in secondary schools to concentrate time, resources, and staff efforts on a relatively small number of students who needed help the most— e.g., the potential dropout, chronic troublemaker, and those with severe personal problems. Thus, the prevailing view of the guidance program in a secondary school was that it is crisisoriented in nature. However, a crisis-oriented program was really out of focus with the stated function of most schools which stresses the total growth and development (educational, vocational, social, emotional, and physical) of all students. 5 In more recent times, when school districts have been faced with insufficient resources and declining enrollments, secondary school principals have felt the pressure to make certain their guidance programs become an Integral part of the over-all instructional program which serves all students* Thus, a developmental philosophy or concept of guidance is now more prevalent. As a result, the secondary school counselor's function has been redefined and guidance services that give assistance to all students and their parents are given greater support. Under the developmental concept of guidance, the role of the counselor has also been modified in order to put greater stress upon career and educational planning, consulting with teachers, collaborating with parents, instituting better public relations, and using classroom teachers as partners in the guidance process. The Importance of guidance services is being judged more often on the degree to which they serve the needs of a majority of the students* Programs and services which only touch a few are especially vulnerable to elimination or reduc­ tion in size. With this shift in emphasis from a crisis- oriented to a developmental philosophy of guidance and counseling services, there is a growing need for a study of the current status of secondary school guidance pro­ grams and the significant changes which have occurred in recent years as a result of declining enrollments and 6 reduced financial support. During the present period of considerable turmoil, most secondary school principals and directors of guidance find themselves asking: Are there guidance services currently being offered which can be eliminated? should be maintained and protected? Which Is it now necessary to design and add new guidance services in order to accomplish the goals the school is attempting to attain? In order to find suitable answers to these questions it is important for administrators to know what changes have already taken place, why they were made, and how well they are working. PURPOSE OP THE STUDY The primary purpose of this study was to determine the effect that declining enrollment and budget reductions have had on guidance and counseling services in selected high schools in the state of Michigan during the past five years as perceived by high school principals. Interest were the new Of additional or modified guidance and counseling services which have been or are being developed as a result of these reductions. Specific questions formulated to aid in this Investigation Include the following: 1. Which specific high school guidance services, programs, or functions have been eliminated as a result of enrollment and/or budget reductions? 7 2* Which specific high school guidance services* programs* or functions have been reduced as a result of enrollment and/or budget reductions? 3* Which specific high school guidance services* programs* or functions have been protected on a priority basis (unchanged) regardless of en­ rollment and/or budget reductions? ij.*. Which specific high school guidance services* programs* or functions have been Increased in spite of enrollment and/or budget reductions? 5* Which specific high school guidance services* programs* or functions have been newly added as a result of enrollment and/or budget re­ ductions? An additional purpose of this study was to describe in detail the way in which the high school guidance services, programs* or functions have been eliminated* revised* or added in order to meet the changing conditions resulting from enrollment and/or budget reductions* Specific ques­ tions formulated in the description of this second aspect of the study Include the following: 1. In what way was the high school guidance service* program, or function revised as a result of reductions in enrollment and/or resources? 8 2* What outcomes were expected of the revised (eliminated, reduced, increased, or added) guidance service or program? 3* Was the guidance service, program, or function better, worse, or the same when compared with what used to be done to accomplish a specific goal or objective? 1+. Who was involved in the revision of the guidance service or program? £• Who was involved in the implementation of the revised or added guidance service or program? 6* What are the prospects for continuing the revised or added service or program in the future? BACKGROUND AND DESIGN OP THE STUDY A general analysis of enrollment figures and the decline thereof in high schools throughout districts in the state of Michigan was done through the acquisition and use of the Michigan Department of Education's micro­ fiche film of the Fourth Friday Membership Report informa­ tion as compiled by the Office of Research of the Michigan Department of Education* After a careful examination of high school enrollment 9 figures for the past five school years (1 9 7 7 -1 9 8 2 ), thirty-nine high schools from within the twenty-two school districts which comprise the Middle Cities Edu­ cation Association in the state of Michigan were selected for study. As Indicated by the Michigan Department of Education^ By Building Census and Racial Report, these selected high schools have experienced significant enroll­ ment declines over the five-year period, 1 9 7 7 -7 8 to 1 9 8 1 -8 2 . The Middle Cities Education Association school districts are located in fifteen counties across the lower peninsula plus one county in the upper peninsula of the state of Michi­ gan and are all urban school districts of comparable size and make-up* Members of the Association direct their efforts primarily toward making the educational needs of urban school systems better known to the State Board of Education and the State Department of Education. The following districts are a part of the Middle CitleB Education Association in the state of Michigan: Ann Arbor Public Schools, Battle Creek Public Schools, Bay City School District, Benton Harbor Area Schools, Flint City School District, Grand Rapids City School District, Jackson Public Schools, Kalamazoo City School District, Lansing Public School District, Marquette City School District, Midland Public Schools, Monroe Public Schools, Jefferson Schools-Monroe County, Muskegon City School District, City of Muskegon Heights School District, 10 Niles Community School District, Pontiac City School District, Saginaw City School District, Saginaw Town­ ship Community School, Southfield Public School District, Vlllow Run Community Schools, and School District of Ypsilanti. It was expected that this sample of secondary schools would provide valid Information for analyzing the stated problem. The study design Is primarily descriptive In nature. The main survey questionnaire and structured Interview questions are products of the author, and were developed after examining Mildred Parten*s book entitled Surveys, Polls, and Samples; research studies* Practioal Procedures^ and other After muoh careful review and analysis by members of the faculty from the Department of Adminis­ tration and Curriculum, College of Education, Michigan State University, with special assistance from the Office of Educational Research, In the College of Education at Michigan State University, the main survey instrument was pilot tested In the western Michigan area with high school principals not included In the selected population study group. After revisions were made the survey Instrument was mailed to principals of the participating high schools, ^Mildred Parten, Surveys, Polls, and Samples: Practical Procedures, Harper and Brothers Publishing, New York, N.Y., 19^0. 11 A telephone follow-up o&ll was made three weeks later to all of those principals In the study sample who had not yet responded to the Initial mailing of the survey questionnaire. After tabulation and evaluation of the results of the survey, a structured Interview with principals was developed for more careful ln-depth clarification of procedures and results related to new guidance services which had been developed during the five-year period of declining enrollments and resources. SIGNIFICANCE OF THE STUDY Through preliminary Investigation, It was determined that no previous study has been done addressing this now prevalent problem of the Impact of declining enrollments and budget reductions on high school guidance and counseling services. It was felt that the results of this study will make a significant contribution to efforts of administrators and counselors In secondary schools Interested in main­ taining a high level of guidance services during a period of reduced enrollments and resources. Specifically, it was thought that knowledge about recent changes In the guidance and counseling roles of various staff members, program priorities, and delivery systems resulting from the previously described conditions will be helpful to 12 those responsible for future planning and management of high school guidance programs* BASIC ASSUMPTIONS 1. School principals are In the best position to know what changes In their guidance programs have been made, why, and how well they are working. 2. Principals will be open and honest In their responses. 3. The survey method will reveal those areas of change which are most worthy of study in-depth through structured Interviews with selected principals. !{.• In schools where there have been enrollment declines during the past five years, there have been significant changes In the guidance program. DELIMITATIONS & LIMITATIONS OF THE STUDY This Investigation was delimited to: 1. High schools whose districts were a part of the Middle Cities Education Association In Michigan. 2. High schools experiencing a five-year decline in enrollment from 1 9 7 7 to 1 9 0 2 according to figures released by the State Department of Education of Michigan. 13 3. The perceptions of the high school principals in the schools being studied. lj.* The impact of declining enrollments and resources specifically upon the five traditional guidance services (Pupil Inventory, Information, Counseling, Placement, and Follow-up and Research) and in addition the administration and organization of guidance services among all the various pupil personnel servioes* 5* An in-depth interview analysis of only those areas of change that are the result of declining enroll­ ment and/or reductions in financial resouroes. Limitations of the study Include: 1. Principals are not always fully aware of all aspects of their guidance programs. 2* It is not possible to say with certainty that the changes observed are solely the result of reductions in enrollment and/or resources* 3* It is not oertaln that the guldanoe activities 1 1 8 ted on the survey questionnaire Include every aspect of the guidance program within a given high school. Ij.. It 1 b not possible to assume that the result's of this study are representative of what is taking place in all high schools throughout the nation or even the state of Michigan* DEFINITION OF TERMS The term Guidance and Counseling Services. Programs, or Functions refers to all those services, programs, or functions which are generally offered by high sohools which emphasize vocational, educational, social, emotional, and physical development of students* A High School Principal Is the chief building adminis­ trator responsible for all programs, Including guidance and counseling services, In a secondary school of grades nine through twelve or ten through twelve* Middle Cities Education Association represents urban school districts In Michigan of oomparable size said make­ up that direct their efforts towsLrd making the educational needs of the city school systems better known to the State Board of Education and the State Department of Education. OVERVIEW Chapter One Is composed of a general Introduction to the study, purpose of the study, the background said design of the study, including the specific questions that were formulated to aid In the Investigation, the significance of the study, basic limitations, delimitations, said definition of terms. 15 In Chapter Two, related literature is reviewed for Its pertinence to the study.. Emphasis Is given to an examination of what has been written related to high school guidance and counseling services In general and to Information concerning enrollment declines In secondary schools. The research design of the study Is discussed In Chapter Three. Included In this chapter Is an outline of the plan for conducting the study, a description population used In the study, and the instruments and techniques used for gathering and treatment of the data. Chapter Four Is devoted to an analysis of the data and a report of the significant findings. Chapter Five contains a summary of the procedures of the study and the findings along with oonoluslons that have been drawn. Concluding this chapter Is a discussion of the findings along with recommendations for further study in this area. Chapter 2 REVIEW OF RELATED LITERATURE INTRODUCTION The major purpose of this study was to determine the effect that declining enrollment and budget reductions have had on guidance and counseling services In selected high schools In the state of Michigan during the past five years as perceived by high school principals. Of additional interest were the new or modified guidance and counseling servloes which have been or are being developed as a result of these reductions. To accomplish this study, it was necessary to review the literature In two major areas. The first area, "General Historical Development, Changed, and Trends” of guidance and counseling services In secondary schools Is an overview of the historical development of guidance and counseling services with changes in scope, role, and trends to the present time. The second area, "Enrollment and Budget Trends and Impli­ cations", examines the past, present, and projeoted enrollment and budget trends in secondary schools and implications that these trends have for secondary school guidance programs* 16 17 To facilitate the Investigation of the literature, a search was conducted of materials such as books, periodi­ cals, papers from education conferences and doctoral dissertations. A computer-assisted search through the Educational Researoh Information Clomputer database was also used to assist in the investigation of the topics tinder consideration. GENERAL HISTORICAL DEVELOPMENT. CHANGES. AND TRENDS Guidance began in American public schools much like any other subject. It was viewed initially as something that could be taught by a teacher in a classroom setting to large numbers of students. Guidance was also seen as a learning experience enhancing the existing curriculum by specifically addressing areas and topics Ignored or neglected. The history of guldanoe and counseling has been full of problems that have centered on definitions and terminology. However, these problems of terminology and definitions did not present themselves in the early years of the guidance movement. Roger F. Aubrey states that prior to 1931 the word counseling was rarely used and guldanoe was an umbrella term used for all functions 7 associated with educational and vocational guidance. 7 Roger F. Aubrey, "A House Divided: Guidance and Counseling in 20th-Century America", The Personnel and Guidance Journal. Vol. 61, No. ij. (December, 1962;, p. 193* 16 The basic objectives of guidance was to give people help and information In choosing jobs op further education and these very broad alms were accepted and acknowledged In the early years. It was not until 192J> that the ooncept of counseling as a psychological process was first dellnQ eated. Therefore, in its beginning counseling was viewed as an adjunct process in the presentation of guidance in­ formation regarding jobs and educational planning. Aubrey oontinues by saying that these terms today signify a variety of meanings, including an educational service, a unique process of helping, a theory of psychological 9 intervention and a conceptual framework. The first guidance movement began at the turn of the century in response to industrialization and changing patterns in American society and educational practices. Although the history of secondary school counseling has not been without its controversies, Jess B. Davis, princi­ pal of Detroit*s Central High School, who spent most of his time counseling boys and girls on vocational and educa­ tional problems, is most often credited with being the first school counselor because of his systematic counseling and guldanoe in schools, in 1 8 9 8 . ^ Another claimant for 8Ibid. 9Ibld. ^ Wa l t e r P. Johnson, Buford Stefflre and Roy Edelfelt, Pupil Personnel and guidance Services. MoCtraw-Hill Publishing, New tfork, 1961. 19 the title of father of secondary sohool counseling was Frank Parsons, who worked In the Boston Schools In the first decade of the 20th century and did vocational counseling.11 The mentioning of these names and dates is not meant to assume that no counseling took place in secondary schools before this time, for it is likely that counseling has always been a part of school life* For the next seventy years, however, the practice of counseling and guidance has been recognized by providing the counselor with (1) time to do his job; (2) a clearer conception of his purposes; and (3) education and training, preparing him and better enabling him to do the work. In 1913* the National Vocational Guidance Association was founded In Grand Rapids, Michigan 12 and it was also in Grand Rapids in 1916 that a plan for teaching occupa13 tions through English classes was adopted. The contro­ versy that ensued over whether occupations are best taught in conjunction with a regular class or in a special class or setting designed for that purpose is still with us today as a major issue surrounding the delivery of guid­ ance services. This movement was referred to as vocational i:iIbld. ^Ibid., p. 6. 13 Ibid. 20 guidance, and until the 19lj.0's it played a oritioal role In influencing guidance practices in public schools. A second guidance movement began in the 1920's. This movement was called "educational guidance" and had two distinct meanings. First, it referred to help being given to students in selecting courses, adjusting to school, orienting themselves to new surroundings, and deciding on courses of action on completion of schooling. Second, it was a term broader and intimately related to the total process of education and character building. It was really viewed in this regard as a take-off of earlier schemes of vocational and moral guidance. In concept, the extension of guldanoe from decisions about life after school to life in school was not a drastic change to be made. The basic over-all concern here was to broaden students' horizons through guidance. This definition and scope of educational guldanoe introduced in the 1920's vied with vocational guidance for popularity by the 1930's and resulted by the 19lf0's as a process of pupil distribution and adjustment which was widely accepted by many in the guldanoe f i e l d . ^ This view in time evolved into present day theories of developmental and psycho­ logical guidance. Probably, without a doubt, the most profound influence ^ O p . cit., Aubrey, p. 200. 21 In changing the course and direction of the entire guidance movement in the mid lj.0’s and 0O1s was the self-concept theory of Carl Rogers In meeting the needs of youth as these needs were perceived by youth themselves.^ The 195>0's were also an important part of the chronology because it was during this time that the great Increase in certification of guidance workers by the various states took place. 16 It became apparent that special training and experiences were needed for school counselors. It was also during this decade that school psychology became a recognized discipline and the time when the National Defense Education Act was passed. The N.D.E.A. of 1958 through its Title V which dealt with guidance, was probably the greatest single stimulus that secondary school counseling has ever received. provided funds to do two important things: It (1) improve the secondary school guidance programs in the several states and (2) underwrite the preparations of secondary 17 school counselors* Fortified with the new methods and techniques, counselors beceune more ambitious and sought greater access to students in need of their services* 15 ■^Op. cit., Aubrey, p. 202* ^ 0 p . cit., Johnson, Stefflre, and Edelfelt, p. 7* 17 Op. cit., Johnson, Stefflre, and Edelfelt, p. 203. 22 It should also be noted that In 1952, the earlier formed National Vocational Guidance Association joined with several other organisations to create what Is now known as the American Personnel and Guldanoe Association, which Is considered the major national professional society In the pupil personnel field. JLd Also, during the period of 1914-0 -6 0 , there evolved almost as many approaches and defi­ nitions of guidance as there were schools which claimed to have programs* They Included such organisational patterns as the educational-vocational approach, servloes approach, problem-centered approach, counseling approach, and others* 19 Even today, there are still In existence In our school systems several basic approaches to guidance being used* As public school guldanoe entered the 1960's, a number of significant events brought change to the appearance of guidance In American schools* Spurred on by the "race for space” and the pursuit of excellence {the launching of Sputnik and the report of James Conant on the state of American schools), the number of secondary sohool counselors tripled and the ratio of counselors to students Op. cit*, Johnson, Stefflre, and Edelfelt, p* 6 * 19 James W. Costar, "Developmental Guidance - Faot or Fancy1*, position statement, College of Education, Michigan State University, p* 3* 23 decreased from 1 to 960 in 1958 to 1 to I4.50 by 1966-67# 20 This rapid change in counselor-student ratios gave counselors greater access to more students and created conditions more conducive to a consideration of normal developmental concerns# The period of the sixties has also become known as a period of professionalization. It was during this period that the arm of the APGA known as the American School Counselor Association (ASCA) published its S t a t e ­ ment of Policy for Secondary School Counselors and Guide­ lines for Implementation11 and worked more closely with national organization of school administrators. 21 ASCA also more clearly defined the role of the secondary sohool counselor and provided a "Guideline on the Role of the Counselor" to all secondary school guidance departments throughout the country. Typically, the areas of concern most often Included the Role of the Sohool Counselor are the following: 20 21 1# Collecting Data About Pupils (gathering, analyzing, and recording information about students which is helpful to teachers, administrators, parents, and guidance specialists). 2. Consulting with Teachers. Administrators and Other Specialists (discussing normal growth and development problems as well Op. cit., Aubrey, p. 201. Louise M. Odell, "Secondary School Counseling: Past, Present, and Future", The Personnel and Guidance Journal. Vol. 52, No. 3 (November, 1973), P# 152. 2k as problems of special concerns to Individual pupils)* 3* Collaborating with Parents (reviewing* from time to time, the long-range educational plans for their child and assisting them with problems of immediate concern to them)* lj.* Counseling with Pupils (meeting with pupils, both Individually and in groups, In order to provide additional help to those who need the assistance of a staff member with more time and training for counseling than the typical classroom teacher and to make referrals both within and out­ side the school system)* 5* Conducting Research Studies Related to the Guldanoe Program (collecting and analyzing data describing the nature of the student body and the community served by the school that is useful in evaluating the degree to which the total school program meets the needs of all pupils)* 6* Coordinating All Guidance Services Available to Pupils in tfaie Sohool (making all services within the school and community easily accessible to every pupil who can profit from them)* It was also during this period that the Association for Counselor Education and Supervision (ACES) became another Independent branch of APGA, 22 and the need for improving techniques and practlcums for counselors was emphasized more extensively In counselor education* The decade of the 70's was characterized by Innova­ tion. Much controversy continued to prevail over the "role 22 Ibid. 25 and function" of the secondary school oounselor. The central Issue frequently ooncerned the "Counselor" label Itself. The Issue was often raised by professional organizations and others who thought that other titles would more adequately describe the tasks and role of the secondary school counselor. In 1973* Gerald J. Fine In his article In Phi Delta Kappan, "Quo Vadis, School Counseling?" states that "If there Is any one theme that has engaged the constant attention of the counseling profession over the years, It Is the search of professional 23 Identity." Counselors and school counseling were being subjected to relentless criticism from many different quarters. The value of counseling was being questioned by parents, school boards, taxpayers, students, and even colleagues. Their criticisms seemed to grow dally. The Identity search continued to point to one of the major dimensions and questions of contemporary criticism what Is It that counselors should be doing that they are not doing? It was during this time that group counseling was being attempted In many secondary schools with small groups of 10 to 15 students discussing not only traditional guidance and counseling concerns, but also such Issues as 23 Gerald J. Pine, "Quo Vadls, School Counseling?", Phi Delta Kannan. Vol. 56, No. 8 (April, 1975), p. 555. 26 drug abuse, sex education, study skills, and human relations. Parents also frequently participated either alone or with students In these counseling situations. During this period, the controversy over whether the coun­ selor would be a generalist providing educational, voca­ tional, and personal services to students or would seek out the area or service In which he or she felt most competent and comfortable and become a specialist In the school, began to be debated. Other programs such as career education, with automated equipment by mechanical and technological advancements and the computer assisted occupational and educational systems were beginning to be used In many schools to provide students with up-to-date vocational, educational, and personal Information. As guidance enters the 1980's, the proliferation of counseling approaches and roles continues without abatement. In one sense, the entire history of public school guidance and counseling Is a chronicle of Indi­ viduals and movements attempting to gain acceptance In role and approach. The fiscal austerity In the financing of education and the severe enrollment decline In students of the late 1970*s and early 1980*s and the coupled demand for accountability have highlighted the need for the clarification of the role priority and the cost-benefit 27 of the services they provide. Ibrahim, Helms and Thompson report that nDesplte the (ASCA) American School Counselor Association (197k*1977) statements on counselor role and function, the role and function of the counselor Is still unclear to the consumers of the service, administrators, and many counselors as well." Unfortunately, to lay persons and professionals alike, the terms guidance and counseling have conveyed a variety of meanings over the years. As a consequence, many criticisms aimed at guidance and counseling reflect disap­ pointments of audiences vastly overrating the potential of school counselors. Too often, In the absence of coun­ selor Initiative, the counselor's responsibilities and job description were simply defined by the school princi­ pal or superintendent, with little or no input from coun­ selors. Consequently, counselor duties depended upon the perceptions, knowledge, and feelings of the administrator or other staff members about counseling. It was easy and convenient to assign all odds and ends to the counselors. What were often defined as counselor functions did not require special training and preparation, did not require special skill, were not unique services, and could probably 2k Farah A. Ibrahim, Barbara J. Helms, and Donald L. Thompson, "Counselor Role and Function: An Appraisal by Consumers and Counselors", The Personnel and Guidance Journal. Vol. 61, No. 10 (June, 19^3)* p. 597* 28 be handled by most of the professional, paraprofesslonal, or other personnel employed In the schools In 1977, Costar, In addressing the Issue of "School Counselors: An Endangered Species?", writes that "only counselors who are valued oan be successfully defended • • • • • their work must be relevant— to everyone associated with the school. Costar goes on to say that a number of modifications In role priority are being undertaken. 26 Among the areas of work that school counselors need to Include In order to make their work relevant to everyone associated with the school are the following: 1, Student needs assessments 2, Career and educational planning 3, Utilization of classroom teachers In guldanoe lj.» Consulting with teachers 5>, Collaborating with parents 6, Involvement In adult education programs 7, Job combinations for counselors 8, Better public relations programs. 27 25James W, Costar, "School Counselors: An Endangered Speoles?", Seoondary Education Today. Vol. 18. No. 3 (Spring, 1977), p. 2^Ibld., p. lj.8. 27Ibld., pp. lj.8 -5 1 . 29 As a follow-up on the changing roles and trends of school counselors , In 1982 Wilson and Rotter see school counselors retaining some of the basic roles they have had, but also see a drifting in priorities as society presses the school system for optimal rele­ vance and value. They further suggest some possible trends that are likely to become a part of tomorrow's school counseling programs by moving toward the following areas of service: 1. Experimentation and research 2* A focus on families 3* Greater community involvement lj.» Increased public relations work £• Expansion of services 6. Greater use of technology 7. Increased change agentry 8. Greater identification with social realities 9. Increased group work 10. A shift in emphasis in career education 11. Increased peer counseling 12. A focus on stress management 13* Licensure 114.. Increased specialization 30 15>« Professional renewal activities 16* Humanism,2® Change is inevitable, but too often its acceptance and incorporation lag slowly behind. Nevertheless, the future begins today, ENROLMENT AND BUDGET TRENDS AND IMPLICATIONS Enrollment Education in the United States has undergone phenomenal growth changes in the 20th century. The number of students enrolled at all educational levels from kindergarten through twelfth grade has increased tremendously since the turn of the oentury. Vast expansions have taken plaoe in school plant facilities while at the same time the needs and Interests of young people have called for wide variations in educational offerings and much more exten­ sive school services. In 1900, the nation's schools (K-12) enrolled 17 million students of which fewer than 700,000 students Nancy H. Wilson and Joseph C. Rotter, "School Counseling: A Look into the Future", The Personnel and Guidance Journal, Vol* 60, No, 6 (February, 1982), pp, 355-56* 31 were high school enrolled. 29 A half a century later In 1950, there were 28 million students enrolled In grades K-12 of which slightly more 30 than 6.5 million were high sohool (9-12) students. Enrollment figures show that this set of statistics reveal 36.7 million K-12 students and 7*7 million 31 9-12 students In the school year 1956-57. The total school enrollment In the nation1s elementary and secondary schools continued to grow through the 1971-72 school year. For the entire time from the post World War II era to the period at the beginning of the 1970*s, everything in American Education went up: enrollment, budgets, building, expectations, and public support. In the fifties, we couldn't put up clasrooms or train teachers fast enough for the baby boom kids. about it, but loved It. We grumbled All that growth, all that big­ ness, all that enterprise. It seemed, would go on forever. It didn't, of course. According to Divoky, "public school enrollment declined by half a million between 1971 and Leo M. Chamberlain and Leslie Kindred, The Teacher and School Organization. Prentice Hall, Inc., Englewood Cliffs, New Jersey, 1958* P» 7. 30 C y r il G. S a r g e n t, "F ew er P u p i l s , S u rp lu s S p a c e : T h e P r o b le m o f S c h o o l S h r i n k a g e " , P h i D e l t a K a p p a n , V o l . 56, N o . 5 ( J a n u a r y , 1975)* P . 352. 31 O p ., c i t . , C h a m b e r l a i n K i n d r e d , p . 7* 32 1972, the beginning or a loss of five million students— -ll#-32 over the following decade." It was obviously the end of expansion and the beginning of the era of retrenchment* although at the time no one apparently understood the enormous implications of the turnabout In statistics* In February of 1983* Vance Grant* In the National Center for Education Statistics* Indicates that npubllc elementary and secondary enrollment In the United States reached an all-time high of 1^.6*031*000 In the fall of 1971* It then declined In each subsequent year for the 33 next decade." By the fall of 1981* enrollment had reaohed 14.0,168,000. This decrease of 5*913*000 or 12.8 percent may be attributed to a continuing declining enrollment In the number of 5 to 17 year olds In the 3lt population." Grant goes on to say that "enrollment in the elementary grades (kindergarten through grade eight) peaked In the fall of 1969 and then decreased annually throughout the 1970*s and early 1980*s. 32 Diane Divoky, "Burden of the Seventies: "The Management of Decline”, Phi Delta Kappan, Vol. 61, No. 2 (October, 1979), p. 87* 33 W. Vance Grant, "Past and Projected Trends In Public School Enrollment"* American Education, U.S. Department of Education, Vol. 19* No. i (January/February* 19o3), Inside Back Cover Page. 33 Enrollment at the high school level (grades 9 through 12) on the other hand, did not reach Its peak until the fall of 1976. o It then declined each year through the fall of 1981." Projections of the National Center for Education Statistics Indicate nthat public school enrollment should reach a low of about 39 million In the fall of 19814. before 36 turning upward again." In the winter of 1 9 8 3 , Ignatovich reported Informa­ tion showing the comparison of high school enrollments and projections for the nation and the state of Michigan In grades 9 through 12, that Michigan high school enroll­ ment figures of £1^2 ,7014. In 1 9 8 1 -8 2 are projected to drop 37 to 371)-*237 by the year 1991-92. In 1978* Doermann suggested that the number of high school graduates each year will soon begin to shrink 38 15 percent by 1981). and 2 2 percent by 1 9 9 0 . According to Kotler, In 1976, college and university 3^Ibld. 3 6 Ibld. 37 38 Op. cit., Ignatovich, p. I4.I• Humphrey Doermann, "The Future Market for College Education", A Role for Marketing In College Admissions. College Entrance Examination Board, New York, p, 1. 3k educators were faced with the prediction that the annual number of high sohool graduates, which was expected to peak in 1976 at 3*199 million, may decline steadily reaching 2.83$ million in 1982.39 Using state-wide figures of Michigan, Hecker and Ignatovich anticipate that nthe grade 10-12 school which enrolled 1 0 3 0 pupils In 1975*76 will enroll only 8 0 0 pupils in 1983-81|.. By the end of the deoade (1989-90) the enrollment should be approaohlng 700 pupils and kO should be down to 6f>0 by the mid-1990,s.w In summary, according to figures released by the National Center for Education Statistics actual and projected data reveal that after the all-time high of lj.6.1 million students in 1971 end the projected reaching of an all-time low of 39 million students in the fall of 19814., there are projected some very modest Increases between 198*? and 1990 all of which will be concentrated 41 in the elementary schools. According to Hecker and Ignatovich, "This predicted enrollment decline at the secondary level (which is exten­ sively documented) raises some crucial issues for the 39 Philip Kotler, "Applying Marketing Theory to College Admissions", A Role for Marketing in College Admissions. College Entrance Examination Board, New York, P. 53. kO Op. cit., Hecker and Ignatovich, p. 53* ^ 0 p . cit., Grant, Inside Back Cover Page. 35 general public and the education profession. These Issues revolve around the crucial and Interrelated areas of staffing, curriculum, facility use, grade organization „L2 and of course finance." Looking at enrollment decline from another vantage point, Peter Relic reported that "School board members say the number one problem facing schools today Is declining enrollment,” and goes on to say that It nis the effect which declining enrollment will have on the quality of local schools” which Is what really concerns 43 board members. Budget Compounding the issue of declining enrollment is the problem of adequate financial resources. The loss of students is not the only reason to expect secondary school budgets to decrease. Kirst and Garms in their writing about public school finance assert that "Projections for education expenditures for i96 0 to 1990 look fairly dismal, 44 especially relative to the recent past.” 42 Op. cit., Hecker and Ignatovich, p. 53« ^ P e t e r D. Relic, "Maintaining Educational Quality During Enrollment Declines” , Education Digest, December 1980, p. 9. iiii Michael W. Klrst and Walter L. Garms, "Public School Finance in the 1980’s”. Education Digest, December 1980, p. 5. 36 In the most recent national Gallup poll on public attitudes toward schools, lack of proper financing has been listed as the second most serious problem facing schools. This marked the first time since Gallup started the survey in 1969 that the public has listed school finance as so high a concern. School administrators are being asked to take a second look at all aspects of educational program priority, and are charged with the responsibility of coming up with answers. All sorts of pressures are being placed on secondary school principals to cut back in the face of rising costs and tragically inadequate means of raising funds to finance programs. DeFeo and Cohn responded by saying, "Anyone who feels that guidance should not come k6 under close scrutiny in this process is naive." When one looks at the expenditure for salaries for Guidance Services in Michigan in the Annual School District Financial Report, the figures range from "55*9 million i|7 dollars for the fiscal year ending June 39# 1977” to kS G. H. Gallup, "Fourteenth Annual Gallup Poll of the Public Attitudes Toward the Public Schools", Phi Delta Kappan. Vol. 61j., No. 1 (September, 1982), p. 38* k6 Raymond A. DeFeo and Ben Cohn, "Budget Cut: Two Guidance Counselors". The School Counselor. May. 1972, p. 319. lj-7 Annual School District Financial Report. Michigan Department of Education, Form DS-1^169, Revised Form B, For the Fiscal Year Ended June 30, 1982, p. 37 "79*9 million dollars In the fiscal year ending June 30, 1982." 1l8 While the dollar amount has gone up over a five- year period, these figures represent fifty-five and fifty peroent respeotlvely of the total amount spent for all support service salaries in the years 1977 and 1982 (a decline of five percent over the five-year period). Fart of the five peroent decline is reflected in the reduced number of counselors in Michigan in the five-year period with even further decline taking place in the 1982-83 school year. (See Table 2.1). With tax revenues from all levels of government sharply curtailed and with costs spiraling, school boards are faced with the continuing problem of saving money. In the llt-th Annual Gallup report, one of the questions asked was the following: "Suppose your school board were 'forced' to cut some things from school costs because 49 there is not enough money?" Ranking second only to reducing the number of administrative personnel was reducing the number of counselors on the staff. In fact, almost half (49/£) of those surveyed were in favor of the $0 question. Also revealed in the survey were information ^ I S D and LEA: Annual School District Financial Report, Michigan Department of Education, Form DS-ip.69, Revised Form B, For the Fiscal Year Ended June 30, 1982, P. 4* Ii9 ^ Op. cit., Gallup, p. 41. *°Ibld. 38 Table 2.1: Year School Counselors In the State of Michigan Counselors * 1976-77 3 ,1 0 8 1977-78 3,173 1978-79 3,lll-6 1979-80 3,161*. 1980-81 3,037 1981-82 2,83S 1 9 8 2 -8 3 2,691*. Includes full and part-time counselors Source: Michigan Department of Education 39 questions relative to how federal money should be distributed If and when It became available. Interestingly enough, public education topped the list of first priorities for Increased federal funding with 21 percent. Seventeen percent listed education as a second choice and 17 peroent as a third choice— --for a total of 55 percent of the respondents. The combined oholoes for other priorities named were health care (a total of 53 percent), welfare {l\2 percent) and defense (33 percent). Seven years prior In the 1975 poll* The Gallup poll results ranked health care, not education, as the top priority for Increased 51 federal dollars. Parallel to the voting nationally In the Gallup poll, Michigan voters Identified "more money for public sohools" as a need as reported In November of 52 1982 In the Teacher*s Voloe. Also Indicated was the same high level support for education according to surveys conducted by the State Department of Education as reported by Phillip Runkel, state superintendent of public instruction.*3 In an article In U.S. News and World Report It was ^Ibld., p. kO. 52„ "State Survey Supports More Funds for Schools", T e a c h e r ^ Voloe. Vol. 60, No. 6 (November 15* 1982), p. 16. *3Ibld. 40 reported that according to the Census Bureau, public education spending rose 9*4 peroent In the 1981-82 school year to a total of 1 4 5 * 8 billion dollars— — an Increase that occurred before President Reagan*8 slowdown In federal aid to education* The figure for Michigan was 6.9 billion or a per oaplta of $748*00* 54 In a report by the National Education Association published in the April 1979 issue of the Phi Delta Kappan professional journal, It was pointed out that for the first time In the history of tax supported education in the U*S*, states (in the 1978-79 school year) contributed more than the local governments to the cost of running schools* While the percentage difference was not large— — states provided 47*4# of the funds, looal sources 43*8#, and the federal government 8.8#— — the shift represents a trend away from traditional local funding of education* However, the article stated that although the state's average percentile was higher than the average local percentile, there still are several states who rely on local funds with local contributions ranging from 58 peroent to 87 * 55 percent * ^"School Spending and World Report. December 55 "A First: States Phi Delta Kappan. Vol. 60, State by State", U*S* News 13, 1982, p. 12. Spend Most for School Support", No. 8 (April, 1979)# p. 555. 1*1 By comparison, according to information released from the Michigan State Legislature in 1981 showing a historical comparison of State and Local K-12 Revenues 1976-77 through estimated 1981-82, Michigan is one of those states that is decidedly different from the national norm* The proportion of state funding ranged from lj.7*3 peroent in 1976-77 to 37*3 percent in the 1981-82 school year* (See Table 2*2)* These figures translated into $789*66 per pupil of local funds to $709*29 per pupil of state funds in 1976-77 compared to $1,652*35 per pupil of local funds and $981j..68 for state funding in 1981-82* (See Table 2*3)* SUMMARY Because the government's role in school funding is changing, coupled with the changing attitude of the voters in their willingness to share the burden of flnanolng in the schools, local school districts are becoming increasingly cost-benefit conscious* With the forecast that secondary schools can expect both enrollment and budget reductions during the next several years, it is incumbent on those deciding how and what guidance services will be provided to re-evaluate their current services, programs, and functions and determine which should be eliminated, reduced, remain unchanged, Increased and which should be established to meet the changing needs that may result from enrollment and/or budget reductions* Table 2.2: Historical Comparison of State of Michigan Local K-12 Revenue 1976-77 through 1981-82 (Dollar Figures In Billions) State % Local % $1.6*64 47.3 % *2.7 % $1.64*6 $1.8407 47.2 $ *2.8 % 1978-79 $1.72*8 $2.0147 46.1 % *3.9 % 1979-80 $1.9073 $2,271* 4* .6 % *4-4 % 1980-81 $1.77*6 $2.6318 4 0 .3 % *9.7 % 1981-82 $1.7820 $2.9903 3 7 .3 % 62.7 % Year * State $ 1976-77 $1.^878 1977-78 Local $ * Includes Public School Retirement Funds Table 2.3: Year Historical Comparison of State of Michigan and Local K-12 Revenues Per Pupil 1976-77 through 1981-82 Local (per pupil) State (per pupil) Retirement (per pupil) Total (per pupil) 1976-77 $ 789.66 $ 6 0 5 .8I4. $ 10 3 JiS $1,14.98.95 1977-78 $ 903.79 $ 676.55 $ 1 3 1 .1& $1,711.78 1978-79 $1,018.25 $ 728.39 $ 1 4 3 .811. $1,890.11.8 1979-80 $l,l8l.L(.7 $ 759.81 $ 2 3 2 .214. $2,173.52 1 9 8 0 -8 1 $l,i4.02.65 $ 6 8 6 .3 0 $ 260.03 $2,31*8.98 1 9 8 1 -8 2 $1,652.35 $ 6 9 2 .14.8 $ 292.20 $2,637.03 Chapter 3 METHODOLOGY AMD DESIGN PROCEDURES INTRODUCTION Review of the literature through the assistance of an ERIC search on the subject of budget reductions and enrollment declines as they affect guidance and counseling services In the secondary school resulted In one major observation. Namely, there Is very little Information presently available which addresses the effect declining enrollments and resources have had upon the delivery of guidance and counseling services at the high school level. The only similar studies are those which analyse how budget reductions and enrollment declines have affected, or likely will affect In the next few years, oollege and university student personnel services In the United States, PURPOSE OF THE STUDY Thus, the primary purpose of this study was to determine the effeot that declining enrollment and budget reductions have had on guidance and counseling services in selected high schools in the state of Michi­ gan as perceived by high school principals* Of special interest were the new or modified guidance and counseling services developed as a result of these two factors* Specific questions formulated to aid in this investi­ gation of the primary purpose inolude the following: 1* Which specific high school guidance services, programs , or functions have been eliminated as a result of enrollment and/or budget re­ ductions? 2* Which specific high school guidance servloes, programs, or functions have been reduced as a result of enrollment and/or budget reductions? 3* Which specific high sohool guidance services, programs, or functions have been protected on a priority basis (unchanged) regardless of enrollment and/or budget reductions? !{.* Which specific high school guidance services, programs, or functions have been Increased in spite of enrollment and/or budget re­ ductions? 5* Which specific high sohool guidance services, programs, or functions have been newly added as a result of enrollment and/or budget reduc­ tions? 2^6 An additional purpose of this study was to des­ cribe In detail the way In which the high school guidance services, programs, or functions have been eliminated, revised, or added In order to meet the changing conditions resulting from enrollment and/or budget reductions* Specific questions formulated to aid In the description of this second aspect of the study Include the following: 1* In what way was the high school guidance service, program, or function revised as a result of reductions In enrollment and/or resources? 2. What outcomes were expected of the revised (eliminated, reduced, Increased or added) guidance service or program? 3* Was the guidance service, program, or function better, worse, or the same when compared with what used to be done to accomplish a specific goal or objective? If. Who was Involved In the revision of the guidance service or program? £• Who was involved In the Implementation of the revised or added guidance service or program? 6. What are the prospects for continuing the revised or added service or program In the future? k7 DESIGN OF THE STUDY In the Initial stages of the research study, a general analysis of enrollment figures and the decline thereof in school districts throughout the state of Michigan was done through the use of the Michigan Department of Education's Fourth Friday Membership Report as compiled by the Office of Research of the Michigan Department of Education* After a careful examination of the sohool districts' enrollment figures of the past five school years (1977-78 to 1981-82), thirty-nine high schools from within the twenty-two school districts (See Table 3*1 — Tax Rate Table) which comprise the Middle Cities Education Associ­ ation in the state of Michigan were selected for study. (There are actually forty-one high schools in the Middle Cities Education Association, but Harry Hill High School in Lansing and Parkside High School in Jackson were closed during the study period stated and thus not included.) As indicated by the Michigan Department of Education's microfiche film of the Racial* Ethnic Census By Building Report, all high schools selected, with the exception of two, experienced enrollment declines over the five-year period (1977-82) and continued to show further declines in the 1 9 8 2 -8 3 school year* (See Table 3*2)* The Middle Cities Education Association districts Table 3*1: Middle Cities Education School Districts Tax Rates 1 9 8 2 -8 3 (In Total Tax Rate Order) City Ypsllantl Flint Saginaw City Kalamazoo Willow Run Voted Extra Total for Operation Building and Sites Debt Service 21|..7 35.92 .7 !*•¥* 9.15 31.15 1*1 . 0 1 0 .0$ 21*.75 31*.8 9.0 26.1* 35.1* 1 .0 1 1 .2 2 26.5 37.72 1 .2 Share of 15 Mills 1 1 .2 Library Total School Tax Rate 1*1.06 1*1 . 0 2 .0 3 9 .8 0 3.0 3.0 39,1*. 3 8 .9 2 Battle Creek 8.18 29.21* 37.1*2 Muskegon 8.3 26.5 31*.8 3.13 37.93 Muskegon Heights 8.3 2l*.7 33.0 1*.62 37.62 Pontiac 9.51* 25.65 35.19 2.1536 37.3106 Jackson 7.6$ 26.25 33.9 3.16 37.06 Lansing 9.0 25.78 31*.78 2.26 37.01* Niles 8.376 21*.5 3 2 .8 7 6 2.1* 35.276 Southfield 9.51* 22-79 32.33 1.72 3I*.0S 38 .1*2 1.0 Table 3*1: Continued City Bay City Ann Arbor Benton Harbor Grand Rapids Share of 15 Mills 8.39 11.22 8.376 10.1 Voted Extra Total for Operation Building and Sites Debt Service Library Total School Tax Rate 2*.3l84 32.7084 18.21 29.43 24.35 32.726 20.9 3 1 .0 1.5 32.5 33.6684 .96 .97 1.84 .3034 .97 33.21 33.0294 Saginaw Township 9.05 20.25 29.30 3.05 32.35 Marquette 7*465 20.25 27.715 2. f>2 30.235 Monroe County 8.75 19.0 27.75 .98 Monroe Publlo 8.75 16.75 25.5 CO . 10.8 22.1 .56 Midland 11.3 1.0 28.73 27.33 22.66 Table 3*2: Middle Cities Education Association High School Enrollment Figures 1 9 7 7 -7 8 through 1 9 8 2 -8 3 77-78 78-79 79-80 80-81 81-82 8 2 -8 3 % Chg. Pioneer (10-12) 1998 2003 1886 1792 1718 1657 -17 Huron (10-12) 1961*. 1965 1893 1887 1802 17M* -11 1885 1823 1707 1661* 1596 1532 -19 Central (9-12) 2l*8l 2026 1861* 1761* 1588 1562 -37 Handy (9-12) 1521* 11*01 1235 1106 1095 1050 -31 Western (9-12) 2059 1938 1873 1783 171*8 1659 -20 2356 21*1*3 2382 2316 2095 211*6 -9 1329 1550 1603 1669 1631 1561 +17 School District High School Ann Arbor Public Schools Battle Creek Public Schools Central (10-12) Bay City School District Benton Harbor Area Schools Benton Harbor (9-12) Flint City Sohool District Central (10-12) Table 3.2: Continued 77-78 78-79 79-80 8 0 -8 1 8 1 -8 2 8 2 -8 3 % Chg» Northern (10-12) 2109 1931 1780 1619 161i-8 1593 -25 Northwestern (10-12) 196 $ 1750 19*1 1300 1217 1230 -38 Southwestern (10-12) 1861 1551 11*16 1216 1202 1163 -38 Central (9-12) 1837 1679 11*51* 161*9 11*93 1385 -25 Ottawa Hills (9-12) 2160 20li.l 1961 1813 1711 1559 -2 8 Union (10-12) 11*63 1321* 1266 1296 1112 IOI4.8 -29 Creston (10-12) 11*23 110*1 11*20 11*09 1271* 1120 -2 2 Jackson (9-12) 182 $ 1697 1578 11*53 131*2 1752 -27 Parkside (9-12) 1501 11*15 1372 1306 1216 Closed -19 1516 11*25 1316 1271* 1187 1006 -31* Sohool District High Sohool Grand Rapids City School District Schools Sohool District Loy Norrlx (10-12) Table 3*2: Continued 77-78 78-79 79-80 8 0 -8 1 81-82 8 2 -8 3 % Chg. 1658 1607 1538 11*88 1383 1275 -21* Eastern (10-12) 161|.9 1580 1555 11*62 1580 1762 -12 Everett (10-12) 161*9 1567 1505 H*i*o 1925 1758 -13 J. V. Sexton (10-12) 11*93 11*18 1355 1260 1700 1581 -16 Harry Hill (10-12) 1391 11*09 1369 1316 1961 191*0 1780 1758 1607 1529 -22 Midland (10-12) 1566 11*1*7 1386 1282 1216 1153 -26 Midland Dow (10-12) 1362 1350 1355 1335 1270 1233 -10 2093 201*1* 2008 1999 1918 1839 -13 School District High School Central (10*12) Lansing Public Sohool District Closed Closed -6 Marquette City Sohool District Marquette (9-12) Midland Publlo Schools Monroe Public Schools Monroe (10-12) Table 3,2: Continued School District % Chg, 80-81 81-82 8 2 -8 3 832 836 8I4.5 796 +2 1707 1516 11*11* 1270 1167 -31* 907 863 839 780 727 710 -22 1329 1271 1236 1175 1085 985 -26 Northern (9-12) 238I1. 2I4.6 O 231*2 2260 2170 2137 -H Central (9-12) 2630 21*85 2351 2250 2031 1956 -26 Arthur Hill (10-12 ) 2052 2061* 1939 1780 171*0 1725 -16 Saginaw (10-12) 1762 1677 1512 1523 11*99 1505 -15 High School 77-78 78-79 780 836 1751 79-80 Jefferson Schools-Monroe County Jefferson (9-12) Muskegon City School District Muskegon (10-12) City of Muskegon Heights School District Muskegon Hts. (9-12) Niles Community School District Niles (10-12) Pontiac City Sohool District Saglnssr City Sohool District Table 3.2: Continued School District % Chg. 77-78 78-79 79-80 80-81 81-82 8 2 -8 3 MacArthur (9-12) 1319 1226 1229 1211+ 1196 1182 -10 Elsenhower (9-12) 1337 1251+ 1178 1155 1122 1059 -21 Lathrup (9-12) 2207 2112 1976 1850 1771 1678 -21*. Southfield (9-12) 2125 2207 2091+ 1959 1761+ I6 7 8 -21 998 1013 980 1013 1017 982 -2 2058 2005 I8 3 O 1770 1761 1685 -18 High School Saginaw Township Community Schools Southfield Publlo School District Willow Hun Community Schools Willow Run (9-12) School District of Ypsllantl Ypsllantl (9-12) 55 are looated In fifteen counties across the lower penin­ sula and one county in the upper peninsula of the state of Michigan (See Table 3*3) and are urban school districts of comparable size and make-up* They direct their efforts primarily toward making the educational needs of city school systems better known to the State Board of Educa­ tion and the State Department of Education* It was expected that this sample of secondary high schools would provide valid information for analyzing the stated problem* High school principals were the target audience since it is they who are ultimately responsible for every program within their building and, therefore, in the best position to know which changes in the guidance program have taken place and the tinderlying reasons for making the changes as well as the outcomes* The study was primarily descriptive in nature. It was designed to answer the eleven research questions stated earlier. The main Professional and Institutional Data Sheet (Appendix A), the High School Guidance and Counseling Survey questionnaire (Appendix B), and the Structured Interview Ques­ tions (Appendix C) used in the study are all products of the author, and were developed after examining Mildred Parten's book entitled Surveys, Polls* and Samples: Practical Pro56 oedures as well as other research studies* Op* clt., Parten* 56 table County Locations of Middle Cities Education Association High Schools In Miehlgsa 4lU* 0SC9Z4 tote? y^je-frr ) A l CO*A ( ]__u rv< 'ihA0~mTlAf»AC I I i * it: I I HAM* T ii*~ Jbtetoi* i - W - js a s $7 The instruments were reviewed by research personnel in the Office of Educational Research, College of Educa­ tion, Michigan State University, to be sure that the nature of the information sought could be keypunched and properly compiled for computer processing* Prior to mailing the Professional and Institutional Data Sheet and the High Sohool Guidance and Counseling Survey question­ naire, they were pilot tested in the Grand Rapids, Michi­ gan area with high school principals not Included in the population selected for the study itself* After evaluating the results of the pilot testing, the instruments were further refined, and the final draft was then printed and mailed* COLLECTION OF DATA During the second week of March 19&3» the Initial mailing was made to all the high school principals in­ cluded in the study sample* Included in the mailing was a personally addressed cover letter (Appendix D), an endorsement letter by the Executive Dlreotor of the Middle Cities Education Association (Appendix E), the Professional and Institutional Data Sheet* and the High School Guidance and Counseling Survey questionnaire* The cover letter included the purpose of the study and 58 requested participation of the high sohool principals of the Middle Cities Education Association high sohools • The endorsement by the association executive director reiterated the purpose of the study, encouraged participation in it, and indicated the potential usefulness of the findings in future planning for high school principals* The Professional and Institutional Data Sheet re­ quired the participants to supply basic professional information about themselves along with some demographic data concerning their Institutions while the High School guidance and Counseling Survey asked the participants to provide information concerning the guidance and counsel­ ing services rendered in their schools. In the latter survey, the five basic questions delineated in the pur­ pose of the study were addressed* It consisted of a rating sheet on which fifty guldanoe and counseling services, programs, and functions were listed and a means by which respondents could indicate which had been added, Increased, reduced, eliminated, or remained unchanged during the previous five years* The participants were first asked to respond either "yes" or "no" regarding whether their institution now provides or has provided the guidance service or program in the last five years* If the response was "yes" (the high school provides or has provided the service in the last five years), the respondent was asked to determine how 59 that guidance servloe, program, or function was or was not being affected by enrollment and/or budget reductions at their high school by clrollng a number from 1 to 7 from the follow­ ing scale (See Appendix B): 1. Was Eliminated 2. Substantially Reduced 3• Somewhat Reduced lj.* Protected (Unchanged) £• Somewhat Increased 6. Substantially Increased 7. New Program Added In the Last 5> Years f If the Initial response was nnon (the high school does not provide now or has not provided the service In the last five years), the respondent was Instructed to disregard the rating soaie and proceed to the next state­ ment* Since a stamped, self-addressed reply envelope yields a much higher response rate, a stamped, self-addressed envelope was Included with the questionnaire • The high school principals were asked to return the survey within two weeks* Three weeks after the survey was mailed, a telephone call follow-up was made by contacting all of those princi­ pals who had not yet responded to the Initial mailing of 57 Arnold S* Llnsky, "Stimulating Responses to Mailed Questionnaires: A Review", The Public Opinion Quarterly, Vol. 39, No. 1 (Spring, I$V5)# p. 09. 60 the survey questionnaire* By the first week in May, thirty-five of the thirty-nine high school principals included in the sample had returned the survey. Prom the results of the survey, a structured inter­ view with the principals was developed in order to des­ cribe in detail the way in which the high school guidance services, programs, or functions have been eliminated, revised, or added in order to meet the changing conditions resulting from enrollment and/or budget reductions. Appendix C). (See The structured interviews with thirteen of the high school principals took place during the last two weeks in June and the first two weeks in July. TREATMENT OF THE DATA As the completed survey questionnaires were returned, the information was reviewed for completeness and the data was keypunched onto IBM cards using an IBM 026 Keypunch Machine. Each card was verified and entered into a CDC 750 computer for processing by utilizing the program "Statistical Package for the Social Sciences (SPSS)"• Tabulation and evaluation of the results of the survey were based upon summary and percentage computations. The statistic used in determining whether relationships exist between variables on the Professional and Institutional Data Sheet and the items on the High School Guidance and Counseling Survey ques­ tionnaire was the chi-square test and was employed to 61 determine the significance of any differences in this assessment. SUMMARY The high school principals participating in the study were those whose high schools were located in the districts that are members of the Middle Cities Educa­ tion Association. Thirty-five out of thirty-nine (90 per­ cent) of the eligible participants completed the basic questionnaire survey and thirteen were personally inter­ viewed to describe in detail the way in which the high school guidance services, programs, or functions have been eliminated, revised, or added to meet the changing conditions resulting from enrollment and/or budget reductions. The analysis and interpretation of the data will be found in Chapter Pour. Chapter If. ANALYSIS OF DATA In this chapter Is presented an analysis of the data collected In the study. parts. The data are divided into three The first part Is information obtained on the Professional and Institutional Data Sheet from the high school principals participating in the study sample. The second part contains data collected on the High Sohool Guidance and Counseling Survey questionnaire in relation to each of the questions that were proposed in Chapter 1. The questions were: 1. Which specific high school guidance services, programs, or functions have been eliminated as a result of enrollment and/or budget reductions? 2. Which specific high school guidance services, programs, or functions have been reduced as a result of enrollment and/or budget reductions? 3. Which specific high school guidance services, pro­ grams , or functions have been protected on a priority basis (unchanged) regardless of enrollment and/or budget reductions? lj.. Which specific high school guldanoe services, programs, or functions have been lnoreased in spite of 62 63 enrollment and/or budget reductions? 5* Which specific high school guidance services, programs, or functions have been newly added as a result of enrollment and/or budget reductions? The third part contains data obtained on relationships between the variables on the Professional and Institutional Data Sheet and the fifty Items on the High School Guidance and Counseling Survey questionnaire found to be significant at or beyond the .0*> level. PROFESSIONAL AND INSTITUTIONAL DATA Thirty-five high school principals completed the High School Quldanoe and Counseling Survey questionnaire. These high school principals represented twenty-two school districts In fifteen counties in the lower peninsula and one county In the upper peninsula of the state of Michigan. All are part of the Middle Cities Education Association. Along with the High School Guidance and Counseling Survey questionnaire, the partici­ pants were requested to provide information on the Pro­ fessional and Institutional Data Sheet. Table lj..l shows personal and institutional data for the participants and schools that were a part of the study. According to the data, thirty-two of the high school principals were male and three were female. The participants Table if.l: Data Regarding Participating High School Principals and Their Schools Personal Data Grades in Institution 9-12 Freq Age 10-12 * Totals Freq % Freq £ 3 6 -14.0 2 5.7 1 2.9 3 8 .6 lfl-lf5 3 8 .6 3 8 .6 6 1 7 .6 if6 —5 0 7 2 0 .0 1 2.9 8 22.9 51-55 9 25.7 3 8 .6 12 314-3 5 6 -6 0 2 5.7 1 2.9 3 8 .6 No Response 2 5.7 1 2 .9 -L. 8 .6 25 71.ll- 10 2 8 .6 35 100.0 22 62.9 10 2 8 .6 32 91 .If 3 8 .6 __ 0_ 0 .0 3 8 .6 71.if 10 2 8 .6 35 1 0 0 .0 Sex Male Female 25 65 averaged 48.9 years of age* Institutional data revealed that two (5*7/0 of the participants were from institutions with enrollments ranging from 400-800 students; six (1 7 *1$) participants were from institutions with enrollments ranging from 8 0 0 -1 2 0 0 students; ten (2 8 .6^) participants were from institutions with enrollments ranging from 1200-1600 students; thirteen (37*1/0 participants were from institutions ranging from 1600-2000 students; and four (11.4$) participants were from institutions with enrollments over 2000 students* Other institutional data showed that twenty-three of the thirty-five schools were in-formula state aid schools while twelve were out-of-formula schools* The average size of staff (teachers) in the study sample fell in the range of 61-70 persons; the average size of staff (counselors) was 4*7 per high school institution; the average size of staff (administrators) was 4*2 Psr high school institution while the average student-counselor ratio was 300-350:1* (See Table 4*2)* ANALYSIS OF THE DATA This section of the chapter Includes an analysis of the data related to each of the primary research questions in this study* Each question will be discussed separately in the following text* Table 4*2: Institutional Data Regarding Participating High Schools Size of Institution Institutional Data 1^.00-800 students Freq % 8 0 0 -1 2 0 0 students 1200-1600 students Freq % Freq 7 3 % 1600-2000 students Freq % Over 2000 students Freq % Totals Freq % Financial Support In-Formula Out-of-Formula 20.0 8.6 2 0 5.7 0.0 2 4 5.7 1 1 .4 1 1 0 0 0 0 0 0 0 2.9 2.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 0 2 1 1 0 0 0 0 5.9 0.0 5.9 2.9 2.9 0.0 0.0 0.0 0.0 0 0 .0 0 0 .0 3 8.8 2 5.9 4 11.8 1 2.9 0 0.0 0 0.0 0 0.0 2 0 5*7 0.0 0 2 0.0 5.7 0 1 8 5 22.9 14.3 4 0 1 1 .4 0.0 23 12 65.7 34.3 0 0 2 4 1 3 0 1 1 0.0 0.0 5.9 11.8 2.9 8.8 0.0 2.9 2.9 0 0 0 0 1 2 1 0 0 0.0 0.0 0.0 0.0 2.9 5.9 2.9 0.0 0.0 3 1 7 7 7 6 1 1 1 1 8.6 2.9 20.0 20.0 20.0 17.1 2.9 2.9 2.9 2.9 0.0 2.9 2 5.7 4 11.4 Size of Staff (Teachers) " 31-lj-O 41-50 51-60 61-70 71-80 81-90 91-100 101-110 111-120 Ho Response Size of Staff (Counselors}' Two Three 0.0 2.9 0 0 0.0 0.0 0 1 Table 4*2: Continued Size of Institution Institutional Data 4 0 0 -8 0 0 students Freq Pour Five Six Seven % 8 0 0 -1 2 0 0 students Freq % 1200-1600 students Freq % 1600-2000 students Freq % Over 2000 students Freq % Totals Freq # 0 0 0 0 0.0 0.0 0.0 0.0 4 0 0 0 11.4 0.0 0.0 0.0 3 4 2 0 8.6 11.4 5.7 0.0 1 6 3 3 2.9 17.1 8.6 8.6 0 0 3 0 0.0 0.0 8.6 0.0 8 10 8 3 22.9 2 8 .6 22.9 8.6 2 0 0 0 0 0 5.7 0.0 0.0 0.0 0.0 0.0 2 2 1 0 0 1 5.7 5.7 2.9 0.0 0.0 2.9 0 3 2 2 2 1 0.0 8.6 5.7 5.7 5.7 2.9 0 0 9 4 0 0 0.0 0.0 2 5 .7 1 1 .5 0.0 0.0 0 0 1 1 2 0 0.0 0.0 2.9 2.9 5.7 0.0 5 5 13 7 4 2 11.5 34.5 37.1 20.0 11.4 5.7 0 l 1 0 0 0 0.0 2.9 2.9 0.0 0.0 0.0 1 4 0 1 0 0 2 .9 1 1 .4 0 .0 2 .9 0 .0 0 .0 3 3 1 1 2 0 8.6 8.6 2.9 2.9 5.7 0.0 4 4 4 1 0 0 1 1 .4 1 1 .4 1 1 .4 2 .9 0.0 0.0 0 2 1 0 0 1 0.0 5.7 2 .9 0 .0 0 .0 2 .9 8 14 7 3 2 1 22.9 4 0 .0 20.0 8.6 5.7 2.9 Size of Staff (Administrators) Two Three Four Five Six Seven Student-Counselor Ratio 250- 300:1 300-350:1 350-5.00:1 500- 550:1 550- 500:1 5 0 0 -over:1 68 Question 1 ; 1. What speolflo high school guidance services, pro­ grams, or functlona have been eliminated as a result of enrollment and/or budget reductions? On the High School guidance and Counseling Survey questionnaire, the participants were asked to Identify the specific guidance and counseling services, programs, or functions that have been eliminated In order to accommodate either enrollment decline or budget reduction* The re­ sponses were tabulated and compiled and revealed little elimination of programs and services* Although twenty out of fifty guidance and counseling services, programs, or functions were Identified by the participants as eliminated from various schools, the frequency of response for each Item did not Indicate any widespread elimination of specific services, programs, or functions® (See Table ij.s3)e However, in spite of the fact that there was no Indica­ tion of any widespread elimination of guidance and counseling services, programs, or functions, It should be pointed out that In the highest eliminated frequency areas, between 10 and 20 percent of the high school principals who had indica­ ted that they had provided those services, programs, or func­ tions in the last five years had eliminated them In their schools* The highest frequency areas of services or programs falling Into the eliminated category Include the following: Table I4.O: Services, Programs, or Functions That Were Eliminated School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes'* (N=35) Eliminated Frequency % 1. Organizes College Day/Night programs for students 29 k 13.8 2. Continues to assist in job placement with drop-outs 15 3 20*0 3. Continues to assist In job placement with graduates 20 3 15-0 k. Plans and conducts follow-up studies of graduates and/or drop-outs 25 3 12*0 5. Attends follow-up conferences with college freshmen at the college or university In which they are enrolled 31 3 9.6 6* Organizes Career Day programs for students 28 2 7.1 7. Collects, organizes, and analyzes Information about the Individual student for aoademlc counseling and advising 35 1 2.9 8» Arranges, conducts career exploration 28 trips for students to Industrial organi­ zations, businesses, schools and colleges 1 3.5 Table Continued School Has Provided During the Past Five Years the Following Service, Program, or Function 9* Principals Responding "Yes" (N=35) Eliminated Frequency % Sponsors or assists in sponsoring recreational or extra-curricular activities for students 25 lj-.O 10* Advises and coordinates special guidance services for women students 16 6.2 11, Organizes and is responsible for the operation of the career resources and college information centers 35 2.9 12. Assists students in the discovery of their aptitudes and capacities, their potentialities, and limitations 27 3.7 13* Counsels with students who are falllng or having considerable difficulty in one or more courses 35 2.9 ll|.. Counsels with students wno require continued disciplinary action 30 3.3 15. Contacts faculty members to explain the guidance program and the services it can render 3k 2.9 Table if.*3 S Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=3S) Eliminated Frequency % 16. Organizes and conducts in-service programs for teachers 17 *.8 17* Provides Information regarding the guidance program through speeches, seminars, newspaper articles, letters, and pamphlets to parents and others in the community 30 3.3 18. Maintains certified counselor-student ratio of approximately 3 0 0 :1 as suggested by various professional organlzatIons 21 19. Accepts responsibility for over-all coordination of all phases of the guidance program 32 3.1 20. Schedules and coordinates visits from college representatives and other recruiters to the school 3$ 2.9 72 (1) Organizes College Day/Night programs for students; {Z) Continues to assist In job placement with drop-outs; (3) Continues to assist In job placement with graduates; (1;) Plans and conducts follow-up studies of graduates and/or drop-outs; (f>) Attends follow-up conferences with college freshmen at the college or university In which they are enrolled* It is of interest to note that of the top five highest eliminated frequency areas, two concern job placement services for students, while the other three have to do with setting up programs, conducting studies, or attending conferences which typically require ample time, money, or resources to maintain* The remaining fifteen items designated as eliminated, although not of high frequency, were apparently singly selected areas that were done away with by each high school through some priority ranking of services and programs during times of enrollment decline and/or budget reduction. Question 2 : 2. Which specific high school guidance services, programs, or functions have been reduced as a result of enrollment and/or budget reductions? On the High School Guidance and Counseling Survey questionnaire, the participants were asked to identify the specific guidance and counseling services, programs, or 73 functions that have been reduced In their schools in order to accommodate enrollment decline and/or budget reduction* The responses were tabulated and compiled and revealed some reductions of programs and services* In order to more accurately respond to the research question* the "Substantially Reduced" and "Somewhat Reduced" categories were combined in the tabulation. According to the data* forty-nine out of fifty items on the survey questionnaire were listed as substantially reduced or somewhat reduced by one or more of the high school principals participating in the study* The highest reduced frequency areas revealed that about one-fourth (2l+$) to better than one-half {$1$) of the high school principals who had Indicated that they provided those services* pro­ grams* or functions had somewhat or substantially reduced them in their schools* The highest frequency areas of services or programs that were reduced include the followings (1) Attends follow-up conferences with college freshmen at the college or university in which they are enrolled; (2 ) Assists students in making wise choices* plans* and adjust­ ments; (3) Counsels students individually; (I4.) Counsels potential drop-outs; (5>) Attends and participates in college admission workshops and seminars; (6 ) Attends and partici­ pates in financial aid workshops and seminars; (7) Organizes and oonducts in-service programs for teachers; (8 ) Assists 74 students In planning a program of courses, evaluating their educational progress, diagnosing their learning difficulties, and aiding them In their educational adjustments; (9) Counsels socially and emotionally maladjusted students; (10) Arranges, conducts career exploration trips for students to industrial organizations, businesses, schools and colleges; (11) Counsels with students who require continued disciplinary action; (12) Plans or conducts follow-up studies of graduates and/or drop-outs; and (13) Assists students in the development of cooperative attitudes in order to conform to the rules of the school* (See Table 4*4)• Of the thirteen highest reduced frequency areas, It is of Interest to point out that (1 ) seven areas Identified Involved counseling or assisting of students largely on a one-to-one basis, and (2 ) the remaining six areas were clustered around arranging, conducting or attending semi­ nars, workshops, conferences or field trips* After com­ bining the substantially and somewhat reduced categories of responses, it is important to observe that most of the ser­ vices, programs, or functions that showed high frequencies were cause and effect areas related to enrollment declines and/or budget reductions in that they tended to require sub­ stantial time, money, or resources to provide* While there were substantial reductions in some services or programs indicated in the study, there nevertheless were Table 4*4* Services, Programs, or Functions That Were Substantially and/or Somewhat Reduced School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N-35) Combined Reduced Frequency % 1. Attends follow-up conferences with college freshmen at the college or university in which they are enrolled 31 17 514-8 2» Assists students in making wise choices, plans, and adjustments 30 14 46 .6 3. Counsels students individually 35 12 34.3 4- Counsels potential drop-outs 33 11 33.3 5. Attends and participates in college admission workshops and seminars 35 11 31.4 6» Attends and participates in financial aid workshops and seminars 35 11 31.4 7. Organizes and conducts in-servloe programs for teachers 17 10 58.8 8. Assists students in planning a program of courses, evaluating their educa­ tional progress, diagnosing their learning difficulties, and aiding them in their educational adjustments 35 9 25.7 Table Continued School Has Provided During the Past Five Years the Following Service, Program, or Funotlon Principals Responding "Yes1* (N=35) Combined Reduced Frequency % Counsels socially and emotionally maladjusted students 33 27.2 10• Arranges, conduots career exploration trips for students to Industrial organi­ zations, businesses, schools and colleges 28 32.1 11. Counsels with students who require continued disciplinary action 30 8 26.6 12. Plans or conduots follow-up studies of graduates and/or drop-outs 25 8 32.0 13. Contacts faculty members to explain the guidance program and the services It can render 3lj. 8 23.5 ll;. Assists students In the development of cooperative attitudes In order to conform to the rules of the school 32 8 25.0 15. Conducts aptitude, Interest, achievement and personality testing 31 7 22.5 16• Collects, organizes, and analyzes Informatlon about the Individual student for academic counseling and advising 35 7 20.0 9* Table Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes” (N=35) Combined Reduced Frequency % 17* Place8 students in educational experiences, programs, or courses In keeping with their special needs, potentialities or circum­ stances 35 20.0 18• Sponsors or assists In sponsoring recreational or extra-curricular activities for students 25 28.0 19* Counsels students In groups 314- 7 20.5 20 • Counsels parents 2k 7 20.5 21, Assists students in the discovery of their aptitudes and capacities, their potentialities, and limita­ tions 35 7 20.5 22, Organizes Career Day programs for students 28 6 22.2 23* Arranges, conduots college admission and financial aid programs for stu­ dents and parents 35 6 17.1 Table if.if: Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Combined Reduced Frequency % Consults with teachers 35 6 17.1 25. Counsels graduating seniors, through exit Interviews, as they prepare to leave high school 28 6 21 26. Counsels with students who are falling or having considerable difficulty In one or more course 35 6 17.1 27. Provides Information regarding the guidance program through speeches, seminars, newspaper articles, letters, and pamphlets to parents and others In the community 30 6 20.0 00 CM Arranges and participates In case conferences with teachers, special education consultants, and parents 35 5 14.3 29. Counsels students and parents In crisis situations 3k 5 Hf.7 30. Continues to assist In job placement with CTTflrhiflt-.Afl 20 5 25.0 . 2lf. Table 1*.I*: Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N-35) Combined Reduced Frequency 31. Reports guidance services Infor­ mation to the Board of Education and Central. Administration 27 5 18.5 32. Maintains certified counselor-student ratio of approximately 3 0 0 :1 as suggested by various professional organizations 21 5 23.8 33. Refers and prepares students to receive psychiatric and/or psychological aid outside the school when the need arises 31* 5 lif.7 3**. Advises and coordinates special guid­ ance services for minority students 27 k 11*.8 35. Organizes and is responsible for the operation of the career resources and college Information centers 35 k 11.5 36. Counsels new transfer students coming Into your school 35 k 11.5 37. Advises and coordinates special guidance services for women students 16 3 18.75 Table !*.!*: Continued S c h o o l H as P r o v i d e d D u r in g t h e P a s t F iv e Y e a rs t h e F o llo w in g S e r v ic e , P ro g ra m , o r F u n c tio n P rin c ip a ls R e s p o n d in g " Y e s " (N=35) C o m b in ed R educed F re q u e n c y 38. Continues to assist In job placement with drop-outs 15 3 20*0 39* Encourages counselors to participate In re-wrltlng and updating the curriculum guide book 27 3 11.1 1*0. Prepares and maintains an adequate system of cumulative records 35 2 5.7 1*1. Conducts orientation sessions for new 9 th or 10 th grade students 35 2 5.7 1*2. Organizes College Day/Night programs for students 29 2 6.0 1*3. Encourages counselors to participate actively In the curriculum d evelopment In the school 33 2 6.0 1*2*• Encourages counselors to participate In re-wrltlng and updating the stu­ dent handbooks for seniors 19 10.5 1*5* 21*. 8.3 Is responsible for data processing procedures and services related to scheduling courses Table L+.1+: Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes11 (N=3£) Combined Reduced Frequency 1+6. Requires counselors to teach at least one class in the academic program 2 1 5o.o 1*7. Accepts responsibility for overall coordination of all phases of the guidance program 32 1 3.0 • 00 -d- Schedules and coordinates visits from oollege representatives and other recruiters to the school 35 1 2.9 1*9. Is responsible for data processing procedures and services related to student records 19 1 5.2 % 82 other services or programs that showed up as reduced but not In as great of numbers* These services or programs that appeared as reduced, but with low frequencies, repre­ sented some rather significantly basic areas of responsi­ bility found in most secondary schools' guidance and counsel­ ing operations. They include: (1) Data processing ser­ vices related to scheduling and student records; (2) Over­ all coordination of all phases of the guidance program; (3) Encouraging of counselors to participate in curriculum development and in the re-wrltlng and updating of senior handbooks; (lj.) Scheduling and coordinating of visits from college representatives and recruiters; {$) Organizing of college day/night programs; (6 ) Conducting of orientation sessions for new 9th or 10th grade students; and (7) Pre­ paring and maintaining of an adequate system of cumulative records* All of the program or service areas identified as reduced, but with low frequencies, have usually been recognized as higher priority areas more essential and fundamental when compared to the other guidance services or programs that were indicated as reduced* Generally, it might be concluded that by the very nature of these low frequency reduced areas they probably could not be reduced greatly without severely altering the adequacy of the total guidance and counseling services in the secondary high school* 83 Question 3 : 3« Which specific high school guidance services, programs» or functions have been protected on a priority basis (unchanged) regardless of enrollment and/or budget reductions? On the High Sohool Guidance and Counseling Survey questionnaire, the participants were asked to identify the guidance and counseling services, programs, or functions that were protected on a priority basis (unchanged) regard­ less of enrollment and/or budget reduction. An analysis of the data concerning the protected (unchanged) guidance and counseling services, programs, or functions revealed many definite and extensive priority areas where services or programs were protected regardless of enrollment decline and/or budget reduction. All fifty items on the High School Guidance and Counseling Survey questionnaire were Identified as protected on a priority basis by one or more of the high school principals partici­ pating in the study* The highest protected (unchanged) frequency areas revealed that slightly less than two-thirds (6 5 *7$) to four-fifths (80^) of the high school principals who had indicated that they provided those services, pro­ grams, or functions had not changed them at all in their schools* These highest frequency areas of unchanged ser­ vices or programs Include the following: (1) Prepares and 64 maintains an adequate system of cumulative records; (2) En­ courages counselors to participate actively In the curriculum development In the school; (3) Accepts responsibility for over-all coordination of all phases of the guidance program; (4) Counsels new transfer students coming Into your school; (5) Refers and prepares students to receive psychiatric and/or psychological aid outside the school when the need arises; (6 ) Consults with teachers; (7) Counsels students and parents In crisis situations; (8 ) Schedules and coordinates visits from college representatives and other recruiters to the school; (9) Conducts orientation sessions for new 9th or 10th grade students; (10) Assists students In the develop­ ment of cooperative attitudes In order to conform to the rules of the school, (See Table 4*5)* The areas at the top of the list of protected (unchanged) guidance and counseling services with the highest frequencies tended to be those kinds of services that are traditionally fundamental or basic, or what might be considered "core” kinds of guidance services that almost every secondary school would not only be expected to provide but generally would provide. Although many of the guidance services and programs were Identified with high frequencies for remaining pro­ tected (unchanged), there were a few guidance services or programs where there was lower concern for protection than Table if.5* Service a, Programs, or Functions That Were Protected (Unchanged) School Has Provided During the Past Five Years the Following Service* Program* or Function Principals Responding "Yes" (N=3£) Protected Frequency % 1. Prepares and maintains an adequate system of cumulative records 35 28 80*0 2. Encourages counselors to partici­ pate actively In the curriculum development In the school 35 27 81.8 3. Accepts responsibility for overall coordination of all phases of the guidance program 32 27 81+.3 k* Counsels new transfer students coming into your school 35 26 7if.2 5. Refers and prepares students to receive psychiatric and/or psycho­ logical aid outside the school when the need arises 3k 26 76 .if 6. Consults with teachers 35 25 71 .if 7. Counsels students and parents In crisis situations 3k 25 73.5 8. Schedules and coordinates visits from college representatives and other recruiters to the school 35 25 71.lf Table Continued School Has Provided During the Past Five Tears tne Following Service, Program, or Function 9* Principals Responding "Yes" (N=35) Protected Frequency % Conducts orientation sessions for new 9th or 10th grade students 35 23- 65.7 10• Assists students In the development of cooperative attitudes In order to conform to the rules of the school 32 23 71-8 11. Collects, organizes, and analyzes Information about the individual student for academic counseling and advising 35 2a 62.8 12* Places students In educational experiences, programs, or courses in keeping with their special needs, potentialities or circumstances 35 22 62.8 13• Arranges, conducts college admission and financial aid programs for students and parents 35 22 62.8 U|.. Arranges and participates in case conferences with teachers, special education consultants, and parents 35 2Z 62.8 15* Counsels parents 3k 2Z 61J..7 Table Continued S c h o o l H as P r o v i d e d D u r in g P a s t F iv e Y e a rs t h e F o llo w in g S e r v i c e , P ro g ra m , o r F u n c tio n P rin c ip a ls R e s p o n d in g " Y e s 11 (N=35) P ro te c te d F re q u e n c y /<» 16, Assists students In the discovery of their aptitudes and capacities, their potentialities, and limitations 35 22 62.8 17* Counsels with students who are falling or having considerable difficulty In one or more courses 35 22 62.8 18. Conducts aptitude, interest, achievement and personality testing 31 21 67.7 19* Contacts faculty members to explain the guidance program and the services it can render 3k 21 61.7 20. Attends and participates In college admission workshops and seminars 35 21 60.0 21. Organizes College Day/Night Programs for students 29 20 68.9 22:. Attends and participates in financial aid workshops and seminars 35 20 57.1 23* Organizes and is responsible for the operation of the career resources and college Information centers 35 19 51|—2 Table lj.,5: Continued School Has Provided During Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Protected' Frequency % 21+• Counsels students in groups 31+ 19 55.8 25. Assists students in planning a program of courses, evaluating their educational progress, diag­ nosing their learning difficulties, and aiding them in their educa­ tional adjustments 35 19 51+.2 26. Counsels socially and emotionally maladjusted students 33 19 57.5 27. Counsels with students who require continued disciplinary action 30 18 60.0 28. Encourages counselors to partici­ pate in re-writing and updating the curriculum guide book 27 18 66.6 29. Counsels potential drop-outa 33 17 51.5 30. Arranges, conducts career explor­ ation trips for students to industrial organizations, businesses, schools and colleges 28 16 57.1 Table l|..5s Continued School Has Provided During Past Five Years the Following Servlcet Programs or Funotlon Principals Responding "Yes" (N»35) Proteoted Frequenoy % 31. Advises and coordinates apeolal guidance services for minority students 27 16 59.2 32• Counsels students individually 35 16 U5.7 33* Organises Career Day Programs for students 28 U* 50.0 3I4.* Provides information regarding the 30 lt|. 14-6*6 21 Hi 66.6 28 13 l|6.1i 30 13 09 * guidance program through speeches# seminars# newspaper articles# letters# pamphlets to parents and others in the community 3$. Maintains certified oounselor-student ratio of approximately 300:1 as suggested by various professional organisations 36. Counsels graduating seniors# through exit Interviews# as they prepare to leave high school 37* Assists students in staking vise oholoes# plans# and adjustments regarding hobbles and use of leisure time sO Table lv.5s Continued School Has Provided During Past Five Years the Following Service, Program, or Funotion 38. Reports guldanoe servloes Infor­ Principals Responding "Yes* (H*35) Proteoted Frequency % 27 13 1*8,1 mation to the Board of Education and Central Administration 39. Enoourages counselors to partici­ pate In re-vrltlng and updating the student handbooks for nenlors 19 13 6B.lv IfO, Is responsible for data prooesslng procedures and servloes related to student reoorda 19 13 68.lv 1*1. Sponsors or assists In sponsoring recreational or extra-currloular activities for students 25 12 lv8.0 1*2. Is responsible for data prooesslng procedures and servloes related to scheduling courses 21* 12 50.0 1*3. Is responsible for data prooesslng procedures and servloes related to grade reporting 17 12 70.5 I+J*. Advises and coordinates special guldanoe servloes for women students 16 9 56.2 Table lj..5: Continued School Has Provided During Past Five Tears the Following Service, Program, or Function Principals Responding "Yes" (N*3£) Protected Frequenoy % Plans or oonduots follow-up studies of graduates and/or drop-outs 25 9 3 6 .0 1*6. Attends follow-up conferences with college freshmen at the college or university In willoh they are enrolled 31 8 2 5 .8 1*7. Continues to assist In Job placement with graduates 20 7 35.0 1*8. Continues to assist in job plaoement with drop-outs 15 6 1*0.0 1*9. Organizes and conducts In-vervloe programs for teaohers 17 5 2 9 .ll 50. Requires counselors to teach at least one olass In the academic program 2 0 0.0 92 others. Interestingly enough, some of the areas that showed up with relatively high frequencies for elimination or re­ duction also showed up on Table lj.,5 with low frequencies as being the least likely to be protected in time of enrollment and/or budget reductions. Specifically, the providing of job placement services, attending of follow-up conferences, and conducting of follow-up studies, along with the organ­ izing and conducting of in-service programs for teachers, and the requiring of counselors to teach at least one class in the academic program appeared at the bottom of the protected (unchanged) table and did not have the frequency of protection that the many other guidance and counseling services had. However, with the exception of the area of counselors teach­ ing at least one class in the academic program (which showed no percentage change), each of the other programs or services listed as least likely to remain unchanged still showed that twenty-five percent to forty percent of the high school prin­ cipals who had indicated that they had provided those services in the last five years had not changed them. The many services, programs, or functions with such high frequencies that were designated as unchanged give reason to believe that in spite of enrollment and/or budget reductions, little change had taken place in the delivery of guidance and counseling services in secondary high schools. 93 Q u e s tio n li: k-* W h ic h s p e c i f i c h i g h a o h o o l g u l d a n o e s e r v i c e s , p ro g ra m s, o r f u n c tio n s have b een In c re a s e d I n s p ite of e n ro llm e n t a n d /o r b u d g e t r e d u c tio n s ? On t h e H ig h S c h o o l G u ld a n o e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e , t h e p a r t i c i p a n t s w ere a s k e d t o I d e n tif y th e g u id a n c e an d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t io n s t h a t w e re I n c r e a s e d I n s p i t e o f e n ro llm e n t d e c lin e a n d /o r b u d g e t re d u c tio n * T h e r e s p o n s e s w e r e t a b u l a t e d a n d com ­ p ile d som e I n c r e a s e I n s e r v i c e s o r p r o g r a m s • and re v e a le d I n o r d e r t o m o re a c c u r a t e l y r e s p o n d t o t h e r e s e a r c h q u e s t i o n , t h e " S u b s t a n t i a l l y I n c r e a s e d " a n d "S o m e w h a t I n c r e a s e d " c a t e ­ g o r i e s w e r e c o m b in e d I n t h e t a b u l a t i o n . A c c o rd in g t o t h e d a t a , a l l f i f t y I t e m s o n t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e w e r e lis te d a s som ew hat I n c r e a s e d o r s u b s t a n t i a l l y I n c r e a s e d b y o n e o r m o re o f t h e h i g h s c h o o l p r i n c i p a l s p a r t i c i p a t i n g th e s tu d y . In The h i g h e s t I n c r e a s e d f re q u e n c y a r e a s r e v e a le d th a t about o n e -fifth ( 2 2 .2 $ ) t o a b o u t o n e - t h i r d ( 32. 1/0 o f t h e h i g h s c h o o l p r i n c i p a l s w ho h a d I n d i c a t e d t h a t t h e y p r o ­ v id e d th o s e s e r v i c e s , p r o g r a m s , o r f u n c t i o n s h a d so m e w h a t o r s u b s ta n tia lly i n c r e a s e d th e m I n t h e i r s c h o o l s . The h ig h ­ e s t f r e q u e n c y a r e a s o f s e r v i c e s o r p ro g ra m s t h a t w e re I n ­ c re a s e d In c lu d e th e f o llo w in g : ( 1 ) C o u n s e ls g r a d u a t i n g s e n i o r s , th ro u g h e x i t in te r v ie w s , a s th e y p r e p a r e t o h ig h s c h o o l; le a v e ( 2 ) C o n d u c ts o r i e n t a t i o n s e s s i o n s f o r new 9 t h 9if o r 1 0 th g ra d e s tu d e n ts ; th e o p e r a tio n o f th e c e n te rs ; (3 ) O rg a n iz e s an d I s r e s p o n s i b l e f o r c a r e e r r e s o u r c e s an d c o lle g e In fo rm a tio n (if) R e p o r t s g u i d a n c e s e r v i c e s I n f o r m a t i o n t o t h e B o a rd o f E d u c a tio n a n d C e n tr a l A d m in is tr a tio n ; and c o o rd in a te s v i s i t s re c ru ite rs to fro m c o l l e g e r e p r e s e n t a t i v e s a n d o t h e r th e s c h o o l; (6 ) I s r e s p o n s ib le f o r d a ta p ro c e s s in g p ro c e d u re s and s e rv ic e s r e l a t e d A r ra n g e s , c o n d u c ts c o lle g e to (9 ) (7 ) (8 ) A rra n g e s and p a r t i c i p a t e s i n c a se c o n fe re n c e s w ith te a c h e r s , and p a r e n t s ; s c h e d u lin g c o u r s e s ; a d m is s io n and f i n a n c i a l a id p r o ­ g ra m s f o r s t u d e n t s a n d p a r e n t s ; s u lta n ts , (f>) S c h e d u l e s s p e c ia l e d u c a tio n con­ C o u n s e ls s t u d e n t s i n g r o u p s ; (1 0 ) P ro v id e s in f o r m a tio n r e g a r d in g th e g u id a n c e p ro g ra m th ro u g h s p e e c h e s , s e m in a rs , n ew sp ap er a r t i c l e s , le tte rs , a n d p a m p h l e t s t o p a r e n t s a n d o t h e r s I n t h e c o m m u n ity ; (1 1 ) A d v is e s and c o o r d in a te s s p e c i a l g u id a n c e s e r v i c e s f o r m in o r ity s tu d e n ts . It Is (S e e T a b le i f . 6 ) . o f I n te r e s t to p o in t o u t th a t in th e s e h ig h e s t fre q u e n c y a r e a s , th e in c re a s e i n th e s e g u id a n c e a n d c o u n s e l­ in g s e r v i c e s , p ro g ra m s , o r f u n c tio n s r e f l e c t c h a n g e s i n em phases an d p r i o r i t i e s , and i n dem ands d u e t o c o m m u n ity p r e s s u r e , som e s c h o o l s b o a r d o f e d u c a t i o n m a n d a t e s t o p r o v i d e m o re o f t h e s e s e r v ic e s th a n h ad e a r l i e r b e e n e x p e c te d o f g u id a n c e an d c o u n s e lin g s e r v i c e s » quency a re a s In d ic a te A ll o f th e s e h ig h f r e ­ t h a t u s in g th e d e v e lo p m e n ta l a p p ro a c h i n th e r e n d e r in g o f g u id a n c e a n d c o u n s e lin g s e r v i c e s and T a b le S e r v l o e s , P r o g r a m s , o r F u n c t i o n s T h a t W ere S om ew hat a n d / o r S u b s ta n tia lly In c re a se d School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Combined Increased Frequency % 1. Counsels graduating seniors, through exit Interviews, as they prepare to leave high school 28 9 32.1 2. Conducts orientation sessions for new 9th or 10th grade students 35 8 22.8 3. Organizes and Is responsible for the operation of the career resources and college Information centers 35 8 22.8 27 8 29.6 k~ Reports guldanoe services infor­ mation to the Board of Eduoation and Central Administration 5. Schedules and coordinates visits from college representatives and other recruiters to the sohool 35 8 22.8 6. Is responsible for data processing procedures and services related to scheduling courses 2k 8 33.3 Table lj.,6 : Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Combined Increased Frequency % 7* Arranges, conducts college admission and financial aid programs for students and parents 35 7 20.0 8. Arranges and participates In case conferences with teachers, special education consultants, and parents 35 7 20.0 9# Counsels students In groups 3fc 7 20.5 10* P ro v id e s I n f o r m a tio n r e g a r d in g th e g u id a n c e p ro g ra m th ro u g h s p e e c h e s , s e m in a rs , n ew sp ap er a r t i c l e s , l e t t e r s , and p a m p h le ts t o p a r e n t s an d o t h e r s I n t h e c o m m u n ity 30 23.3 11. A d v is e s an d c o o r d in a te s s p e c i a l g u id a n c e s e r v i c e s f o r m in o r ity s tu d e n ts 27 22.2 12. C o u n s e ls s t u d e n t s I n d i v i d u a l l y 35 6 17.1 13. C o u n s e l s w i t h s t u d e n t s who a r e f a l l ln g o r h a v in g c o n s id e r a b le d i f f i ­ c u l t y I n o n e o r m o re c o u r s e s 35 6 17.1 Table 1^.6: Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes'* (N=35) Combined Increased Frequency % 14. Organizes Career Day Programs 28 5 17.8 15. Places students In educational 35 5 U 4..2 5 20.0 for students experiences, programs, or courses In keeping with their special needs, potentialities or circumstances 16. Sponsors or assists In sponsoring recreational or extra-curricular activities for students 17. Counsels new transfer students coming into your school 35 5 U 4..2 18. Assists students In planning a 35 5 Hj.,2 33 5 15.1 program of courses, evaluating their educational progress, diag­ nosing their learning difficulties, and aiding them In their educa­ tional adjustments 19. Counsels socially and emotionally maladjusted students Table I4..6 : Continued School Has Provided During the Past Five Years the Following Service* Program, or Function Principals Responding "Yes" (N=35) Combined Increased Frequency * 20 o Encourages counselors to partici­ pate In re-writing and updating the curriculum guide book 27 5 18.5 21. Prepares and maintains an adequate system of cumulative records 35 k 11.1* 22. Collects, organizes and analyzes information about the individual student for academic counseling and advising 35 k 11.1* 23. Counsels potential drop-outs 33 k 12.1 21*. Plans or conducts follow-up studies of graduates and/or drop-outs 25 h 16.1 25. Contacts faculty members to explain the guidance program and the services it can render 3I4. k 11.7 26. Encourages counselors to partici­ pate in re-writing and updating the student handbooks for seniors 19 k 21.0 Table lj.,6 : Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes11 (N=35>) Combined Increased Frequency % 27. Attends and participates In financial aid workshops and seminars 35 k 11.1* 28. Conducts aptitude, Interest, achievement, and personality testing 31 3 9.6 29. Organizes College Day/Night Programs for students 29 3 10.3 30. Advises and coordinates special guidance services for women students 16 3 18.7 31. Counsels parents 3k 3 8.8 32. Consults with teachers 35 3 8.5 33. Counsels students and parents In crisis situations 3k 3 8.8 31*. Assists students in the discovery of their aptitudes and capacities, their potentialities, and limitations 35 3 8.5 Table I4..6 : Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes'* (N=35) Combined Increased Frequency % 30 3 10.0 36- Counsels with students who require continued disciplinary action 30 3 10.0 37# Continues to assist In Job placement with graduates 20 3 1 5 .0 Encourages counselors to partici­ pate actively In the curriculum development In the school 33 3 9.0 Refers and prepares students to receive psychiatric and/or psycho­ logical aid outside the school when the need arises 3k 3 8.8 35 3 8.5 28 2 7.1 • 39. kOm Attends and participates in college admission workshops and seminars 1*1. Arranges, conducts career explor­ ation trips for students to industrial organizations, businesses, schools and colleges 100 Assists students In making wise choices, plans, and adjustments regarding hobbies and use of leisure time CO 35- Table i|.«6: Continued School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (H=3S) Combined Increased Frequenoy * 13.3 lj.2. Continues to assist in job placement with drop-outs 15 2 I4.3 . Attends follow-up conferences with college freshmen at the college or university in which they are enrolled 31 2 6.It ltlt. Aocepts responsibility for overall coordination of all phases of the guidance program 32 2 6.2 it5« Is responsible for data prooesslng procedures and services related to grade reporting 17 2 U.7 lj.6. Is responsible for data prooesslng procedures and services related to student records 19 2 1 0 .5 kl» Organizes and oonduots in-service programs for teachers 17 1 5.8 21 1 iw7 V 148, Maintains certified oounselor-student ratio of approximately 3 0 0 :1 as suggested by various professional organizations Table lj.,6: Continued School Has Provided During the Past Five Years the Following Servioe, Program, or Function Requires counselors to teach at least one class in the academic program 50. Assists students in the development of cooperative attitudes In order to conform to the rules of the school Principals Responding "Yes” (N=35) Combined Increased Frequency % 2 1 5o.o 32 1 3.1 103 programs, coupled with Increasingly greater emphasis on accountability seemed to be the order of the day and with the increasing expectation of high schools and more parti­ cularly guidance personnel to give more attention to these services or programs than in the past. While some substan­ tial Increases have been noted in some areas, attention is made to the fact that even at the lowest frequency areas on Table 1|..6 showing Increases, the number of high school principals that indicated increases in the providing of guidance and counseling services or programs totaled five to ten percent even while they were experiencing enroll­ ment and budget reduction in their schools. Question 5 : £• Which specific high school guidance services, programs, or functions have been newly added as a result of enrollment and/or budget reductions? Using the High School Guidance and Counseling Survey questionnaire, the participants were asked to identify the guidance and counseling services, programs, or functions that were newly added in the last five years during a period of enrollment decline and/or budget reduction. An analysis of the data concerning the addition of new guidance and counseling services, programs, or functions revealed that some high schools provided services or programs in the 1014. last five years that they had not. provided before* Twenty- eight out of fifty Items on the High Scnool Guidance and Counseling Survey questionnaire were listed as newly added In the last five years by one or more of the high school principals participating In the study. The ten highest newly added frequency areas revealed that six to eighteen percent of the high school principals who had Indicated that they provided those services, programs, or functions had newly added them In the last five years* The highest frequency areas of services or programs that were added in the last five years Include: (1) Organizes and Is responsible for the operation of the career resources and college informa­ tion centers; (2) Is responsible for data processing pro­ cedures and services related to grade reporting; (3) Is responsible for data processing procedures and services related to student records; (1|) Conducts orientation sessions for new 9th or 10th grade students; (£>) Counsels parents; (6) Assists students in the discovery of their aptitudes and capacities, their potentialities, and limitations; (7) Assists students In planning a program of courses, evaluating their eduoational progress, diagnosing their learning difficulties, and aiding them In their educational adjustments; (8) Continues to assist In job placement with graduates; (9) Provides information regarding the guidance program through speeches, seminars, newspaper articles. 105 letters, and pamphlets to parents and others In the community. (See Table lf.7)« Most of the highest frequenoy areas for being newly added appeared to be services or programs that were the result of modernizing and expanding on the basis of growing needs and changing conditions rather than as a result of declining enrollment or budget reductions* The only area which may be an exception and not attributable to growing needs or changing conditions In the high frequency areas might be "Provides Information regarding the guldanoe program through speeches* seminars* newspaper articles* letters and pam­ phlets to parents and others In the community"• This area could likely have been efforts by guidance personnel to launch a new attack on this area In order to save their guidance programs suffering from enrollment or budget declines* More detailed Insights concerning these general findings were gleaned through the follow-up Interviews with the high school principals who participated In the second aspect of the study. A disousslon of the Insights* particularly as they relate to the general findings* is presented In the next chapter. Table l|..7s New Services, Programs, and Functions Added In the Last Five Years School Has Provided During the Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Newly Added Frequency * 1* Organizes and Is responsible for the operation of the career resources and college Information centers 35 8.6 2. Is responsible for data processing procedures and services related to grade reporting 17 17.6 3* Is responsible for data processing procedures and services related to student records 19 15.8 !{.• Conducts orientation sessions for new 9th or 10th grade students 35 5.7 5. Counsels parents 3k 2 5.9 2 5.7 6. Assists students In the discovery of their aptitudes and capacities, their potentialities, and limitations 35 7* Assists students In planning a program of courses, evaluating their educa­ tional progress, diagnosing their learning difficulties, and aiding them In their educational adjustments 35 5*7 Table l|..7s Continued School Has Provided During Past Five Tears the Following Service, Program, or Function Principals Responding "Yes" (N=35) Newly Added Frequency % Continues to assist In job placement with graduates 20 10,0 9* Provides information regarding the guidance program through speeches, seminars, newspaper articles, letters, and pamphlets to parents and others in the community 30 6.7 10. Is responsible for data processing procedures and services related to scheduling courses 21|. 8.3 11• Prepares and maintains an adequate system of cumulative records 35 1 2.9 12. Organizes Career Day Programs for students 28 1 3.5 13* Collects, organizes, and analyzes Information about the individual student for academic counseling and advising 35 1 2.9 lif.. Places students In educational experlences, programs, or courses in keeping with their special needs, potentialities or circumstances 107 8, 35 2.9 Table 1^.7: Continued School Has Provided During Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Newly Added Frequency t Arranges and participates In case conferences with teachers, special education consultants, and parents 35 1 2.9 16. Advises and coordinates special guidance services for minority students 27 1 3.7 17. Counsels students Individually 35 1 2.9 18. Counsels students In groups 3k 1 2.9 19. Consults with teachers 35 1 2.9 20. Counsels students and parents In crisis situations 3k 1 2.9 21. Counsels potential drop-outs 33 1 3.0 22. Continues to assist in job placement with drop-outs 15 1 6.7 23. Plans or conducts follow-up studies of graduates and/or drop-outs 25 1 1^.0 211- Attends follow-up conferences with college freshmen at the college or university in which they are enrolled 31 1 3.2 106 15. Table Continued School Has Provided During Past Five Years the Following Service, Program, or Function Principals Responding "Yes" (N=35) Newly Added Frequency % 25. Reports guidance servloes infor­ mation to the Board of Education and Central Administration 27 1 3.7 26. Encourages counselors to partici­ pate actively in the curriculum development in the school 33 1 3.0 27. Encourages counselors to partici­ pate in re-writing and updating the curriculum guide book 27 1 3.7 28. Accepts responsibility for overall coordination of all phases of the guidance program 32 1 3.1 110 SIGNIFICANT RELATIONSHIPS AMOHG VARIABLES ON THE PROFESSIONAL AND INSTITUTIONAL DATA SHEET To determine If there were any statistically signifi­ cant findings when the variables on the Professional and Institutional Data Sheet were compared with each other, chi-square tests for significant relationships were used. In these comparisons some significant findings were observed. The number of administrators related to the number of grade levels (9-12 or 10-12) in the high school was found to be significant. (See Table When comparing the size of Institution (number of students) to the other variables on the Professional and Institutional Data Sheet three significant findings were observed. The three areas showing significance of Size of Institution were: Number of Teachers, Number of Counselors, and Number of Administrators per high school. (See Table i|..9). Ill Table I4..8 : va Comparison between Grades In Institution with Other Variables on Professional and Institu­ tional Data Sheet (Chi-Squares) Grades In Institution Significance V.2 Size of Institution V.3 Financial Support Status v.i^ Size of Staff (Teachers) v .S Size of Staff (Counselors) .1*429 V.6 Size of Staff (Administrators) •01*59 * V.7 Student-Counselor Ratio .5712 .6*21* « Significant Relationships Table lj.s9 : V.2 Comparison between Size in Institution with Other Variables on Professional and Institu­ tional Data Sheet (Chi-Squares) Size of Institution V.3 Financial Support Status Significance .1915 V.l* Size of Staff (Teachers) .022*7 « v .5 Size of Staff (Counselors) .0000 « V.6 Size of Staff (Administrators) .0013 « V.7 Student-Counselor Ratio .3997 * Significant Relationships SIGNIFICANT RELATIONSHIPS BETWEEN THE VARIABLES ON THE PROFESSIONAL AND INSTITUTIONAL DATA SHEET AND ON THE HIGH SCHOOL GUIDANCE AND COUNSELING SURVEY QUESTIONNAIRE In the further analysis of the data, comparisons were made between the Items on the Professional and Institutional Data Sheet and the services, programs, and functions listed on the High School Guidance and Counseling Survey questionnaire. In looking at the comparison of the number of grade levels (9-12 or 10-12) In each high sohool with each of the item variables on the High School Guidance and Counseling Survey question­ naire, no statistically significant relationships were found. However, when comparing the size of high schools with each of the Item variables on the survey question­ naire, statistically significant relationships were found In six areas. (See Table l^.lO). Closer examination of the data In these six areas revealed that: 1. The larger the size of the Institution, the more likely the following services, pro­ grams or functions tended to remain unchanged. 113 Table li.lO: V.2 Significant Relationships When Comparing Size of Institution with Each of the Item Variables on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved Size of Institution Significance Collects, organizes, and analyzes Information about the Individual stu­ dent for academic counsel­ ing and advising .0090 Nature of Change Unchanged Unchanged Consults with teachers Counsels graduating seniors, through exit Interviews, as they prepare to leave high school •0165 Unchanged Counsels with students who are falling or having considerable difficulty In one or more courses .0195 Unchanged Counsels with students who require continued disci­ plinary action .014.80 Unchanged Provides Information regardlng the guidance pro­ gram through speeches, seminars, newspaper artloles, letters and pamphlets to parents and others In the community •Ol|.59 Unchanged 114 Collects* organizes* and analyzes information about the Individual student for academic counseling and advising* Consults with teachers* Counsels with students who are falling or having considerable difficulty in one or more courses* Counsels with students who require continued disciplinary action* Provides information regarding the guidance program through speeches* seminars* newspaper articles* letters* and pamphlets to parents and others in the community* 2* The larger the size of the institution* the more likely the following services* programs* or functions tended to be increased* Counsels graduating seniors* through exit interviews* as they prepare to leave high school* A look at Table l^.ll shows the comparison of financial support status of districts (in or out of state aid formula) with each of the item variables on the survey questionnaire* Only one significant difference appeared* and that was in the relationship of financial support with the reporting of guidance services informa­ tion to the Board of Education and Central Administration* Closer examination of the data in this area revealed that: 115 Table I;.11: V.3 Significant Relationships When Comparing Financial Support Status of District with Each of the Item Variables on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved Financial Support Status of Districts Significance Reports guidance services information to the Board of Education and Central Administration 1. Nature of Change .0327 Increased The larger the financial support of the district* the more likely the following services* programs* or functions were lnoreased* Reports guidance services Information to the Board of Education and Central Admini strat ion. Moving to Table 1{.*12* comparisons of Size of Staff (Teachers) with each of the Item variables on the survey questionnaire showed seven areas with statistically significant relationships* Closer examination of the data in these seven areas revealed that: 1* The larger the Size of Staff (Teachers)* the more likely the following services* programs* or functions tended to remain unchanged* 116 Table U.12: Significant Relationships When Comparing Size of Staff (Teachers; with Eaoh Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved V.lj. Size of Staff (Teachers) Significance Nature of Change Consults with teachers . •0071 Unchanged Assists students in making wise choices, plans and adjustments regarding hobbies and use of leisure time .0020 Reduced Assists students in plan­ ning a program of courses, evaluating their educa­ tional progress, diagnosing their learning difficulties, and aiding them in their edu­ cational adjustments .0361 Unchanged Counsels with students who require continued discipli­ nary action .0002 Unchanged Maintains certified oounselor-student ration of approximately 300:1 as suggested by various pro­ fessional organizations .0012 Unchanged Encourages counselors to participate in re-writing and updating the student handbooks for seniors .0067 Unchanged Attends and participates in college admission workshops and seminars .0010 Unchanged 117 Consults with teachers* Assists students In planning a program of courses, evaluating their educational progress, diagnosing their learning difficulties, and aiding them In their educational adjustments• Counsels with students who require continued disciplinary action.. Maintains certified counselor-student ratio of approximately 3 0 0 : 1 as suggested by various professional organizations. Encourages counselors to participate In re-wrltlng and updating the student hand­ books for seniors. Attends and participates In college admission workshops and seminars. 2. The larger the Size of Staff (Teachers), the more likely the following services, programs, or funotions tended to be less severely reduced. Assists students In making wise choices, plans, and adjustments regarding hobbles and use of leisure time. Making another comparison between Size of Staff (Counselors) with each of the item variables on the survey questionnaire revealed seven areas of statistically significant difference. (See Table lf.13). Closer examination of the data In these seven areas revealed that: 1. The larger the Size of Staff (Counselors), the more likely the following services, programs, or functions tended to remain unchanged. 1 18 Table 1j..13s V.5 Significant Relationships When Comparing Size of Staff (Counselors) with each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved Size of Staff (Counselors) Significance Nature of Change Consults with teachers .0069 Unchanged Counsels graduating seniors, through exit interviews, as they prepare to leave high school .0107 Unchanged Assists in the discovery of their aptitudes and capaci­ ties, their potentialities, and limitations .OI4.58 Unchanged Assists students in plan­ ning a program of courses, evaluating their educa­ tional progress, diagnosing their learning difficulties, and aiding them in their educational adjustments •011|.5 Unchanged Counsels with students who are falling or having con­ siderable difficulty in one or more courses •0 1 6 2 Unchanged Counsels with students who require continued disciplinary action .0026 Unchanged Maintains certified counselor-student ratio of approximately 3 0 0 : 1 as suggested by various pro­ fessional organizations .0228 Unchanged 119 Consults with teachers. Counsels graduating seniors, through exit Interviews, as they prepare to leave high sohool. Assists in the discovery of their aptitude8 and capacities, their potentialities, and limitations. Assists students In planning a program of courses, evaluating their educational progress, diagnosing their learning difficulties, and aiding them in their educational adjustments. Counsels with students who are falling or having considerable difficulty In one or more courses. Counsels with students who require continued disciplinary action. Maintains certified counselor-stu­ dent ratio of approximately 300:1 as suggested by various professional organlzat1ons • In looking at the comparison between Size of Staff (Administrators) with each of the item variables on the survey questionnaire, one statistically significant difference appeared. Table I4-.U1 : V.6 (See Table 1j..11j.). Significant Relationships When Comparing Size of Staff (Administrators) with Each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved Size of Staff (Administrators) Conducts orientation sessions for new 9th or 10th grade students Significance .0015 Nature of Change Unchanged 120 Closer examination of the data In this one area revealed that: 1. The larger the Size of Staff (Administrators), the more likely the following services, programs, or functions tended to remain unchanged. Conducts orientation sessions for new 9th or 10th grade students. Finally, In looking at Table lj.«l5, a comparison Is made between Counselor-Student Ratio with each of the item variables on the survey questionnaire. which showed significant differences. Eleven areas occur Closer examination of the data In these eleven areas revealed that: 1. The smaller the Counselor-Student Ratio, the more likely the following services, programs, or functions tended to remain unchanged. Prepares and maintains an adequate system of cumulative records. Organizes College Day/Nlght programs for students. Collects, organizes and analyzes Informa­ tion about the individual student for academic counseling and advising. Places students in educational experiences, programs, or courses In keeping with their special needs, potentialities or circum­ stances. Arranges, conducts career exploration trips for students to Industrial organi­ zations, businesses, schools and colleges. Table l*.l£: V.7 Significant Relationships When Comparing Counselor-Student Ratio with Each Item Variable on the High School Guidance and Counseling Survey Questionnaire (Chi-Squares) and the Nature of the Change Involved Counselor-Student Ratio Significance Nature of Change Prepares and maintains an adequate system of cumulative records .01*21 Unchanged Organizes College Day/ Night Programs for stu­ dents .0 3 1 2 Unchanged Collects, organizes and analyzes Information about the Individual stu­ dent for academic counsel­ ing and advising .0206 Unchanged Places students In educa­ tional experiences, pro­ grams, or courses In keep­ ing with their special needs, potentialities or circumstances .0098 Unchanged Arranges, oonducts career exploration trips for stu­ dents to Industrial organi­ zations, businesses, schools and colleges •0001* Unchanged Organizes and Is responsible for the operation of the career resources and college Information centers .0126 Unchanged Assists students In the dis­ covery of their aptitudes and capacities, their poten­ tialities, and limitations .0385 Unchanged 122 Table V.7 Continued Counselor-Student Ratio Significance Nature of Change Counsels with students who are failing or having considerable difficulty In one or more courses .0260 Unchanged Reports Guidance Services Information to the Board of Education and Central Administration .0330 Unchanged Accepts responsibility for over-all coordination of all phases of the guidance program •Olj.88 Unchanged Assists studenta In develop lng cooperative attitudes in order to conform to the rules of the school .0066 Unchanged Organizes and Is responsible for the operation of the career resources and college Information centers. Assists students In the discovery of their aptitudes and capacities, their potentialities, and limitations. Counsels with students who are falling or having considerable difficulty In one or more courses. Reports Guidance Services Information to the Board of Education and Central Administration. 123 Accepts responsibility for over-all cooperation of all phases of the guidance program. Assists students In developing cooperative attitudes In order to conform to the rules of the school. In addition to the findings gathered through 1) the results of the High School Guidance and Counseling Survey questionnaire In response to the research questions and 2) the significant chi-squares relationships between the variables on the Professional and Institutional Data Sheet with each item variable on the High School Guidance and Counseling Survey questionnaire, a more in-depth analysis of findings In the study was done by interviewing thirteen of the thirty-five high school principals who participated In the study and appears In the "Related Findings" section of Chapter Chapter 5 SUMMARY. CONCLUSIONS. IMPLICATIONS AND RECOMMENDATIONS This final chapter Is devoted to a summary of the study, followed conclusions generated from the analy­ sis of the data gathered through use of the High School Guidance and Counseling Survey questionnaire, the Pro­ fessional and Institutional Data Sheet, and Interviews with selected principals of high schools Included In the study. Also, the general Implications of the study are presented, followed by recommendations for further research. PURPOSE OF THE STUDY The primary purpose of this study was to determine the effect that declining enrollment and/or budget re­ ductions have had on guidance and counseling services In selected high schools In the state of Michigan as perceived by high school principals. Of special Interest were the new or modified guidance and counseling services developed as a result of these two factors. Specific questions formulated to aid In this Investigation of the 12k 125 the primary purpose Include the following: 1. Which specific high school guidance services, programs, or functions have been eliminated as a result of enrollment and/or budget reductions? 2• Which specific high school guidance services, programs, or functions have been reduced as a result of enrollment and/or budget reductions? 3. Which specific high' school guidance services, programs, or functions have been protected on a priority basis (unchanged) regardless of en­ rollment and/or budget reductions? Which specific high school guidance services, programs, or functions have been Increased in spite of enrollment and/or budget reductions? 5* Which specific high school guidance services, programs, or functions have been newly added as a result of enrollment and/or budget reductions? An additional purpose of this study was to describe in detail the way in which the high school guidance services, programs, or functions have been eliminated, revised, or added in order to meet the changing conditions resulting from enrollment and/or budget reductions. Specific ques­ tions formulated to aid in the description of this second aspect of the study include the following: 126 1. In what way was the high school guidance service, program, or function revised as a result of reductions In enrollment and/or resources? 2. What outcomes were expected of the revised (eliminated, reduced, increased, or added) guidance service or program? 3. Was the guidance service function better, worse, or the same when compared with what used to be done to accomplish a specific goal or objective? lj.. Who was Involved In the revision of the guidance service or program? *>. Who was Involved In the Implementation of the revised or added guidance service or program? 6. What are the prospects for continuing the revised or added service or program In the future? DESIGN OP THE STUDY The study was primarily descriptive In nature. Specifically, It was designed to look at the Impact declining enrollments and/or budget reductions have had on guidance and counseling services in thirty-nine 127 high schools from within twenty-two school districts which comprise the Middle Cities Education Association in the state of Michigan* It was expected that this sample of high schools would provide valid information for analyzing the stated problem in that all of the schools were of comparable size and make-up and experienced declining enrollments and/or budget reductions in the last five years (1977-78 to 1981-82). The high school principals of these thirty- nine schools were established as the target audience in the study since it is they who are ultimately responsible for every program within their building and, therefore, in the best position to know what changes in the guidance pro­ grams have taken place, and the underlying reason for making the changes as well as the outcomes*. The main Professional and Institutional Data Sheet, the High School Guidance and Counseling Survey question­ naire and structured interviews were used to collect the information for the research. The instruments were re­ viewed by research personnel in the Office of Educational Research, College of Education, Michigan State University to be sure that the nature of the Information sought could be keypunched and properly compiled for computer processing* During the second week of March 1983* the research 128 instruments were mailed to all thirty-nine of the high school principals Included in the study sample. The Professional and Institutional Data Sheet re­ quested that participants supply basic professional in­ formation about themselves along with demographic data concerning their institutions while the High School Guidance and Counseling Survey asked them to provide information concerning the guidance and counseling services rendered in their schools. In the latter survey, the five primary questions delineated in the purpose of the study were addressed. It consisted of a rating sheet on which fifty guidance and counseling services, programs, and functions were listed and a means by which respondents could indicate which had been added, increased, reduced, eliminated, or remained unchanged during the previous five years. The participants were first asked to respond either "yes” or "no" regarding whether their institution now provides or has provided the service or program in the last five years. If the response was "yes" (the high school provides or has provided the service in the last five years), the respondent was asked to determine how that service, program, or function was or was not being affected by enrollment and/or budget reductions at their high school by circling a number from 1 to 7 from the 129 following scale: 1. Was Eliminated 2. Substantially Reduced 3« Somewhat Reduced 1|.. Protected (Unchanged) Somewhat Increased 6. Substantially Increased 7. New Program Added In the Last £ Years If the Initial response was nnon (the high school does not provide now or has not provided the service In the last five years), the respondent was Instructed to disregard the rating scale and proceed to the next state­ ment. The high school principals were asked to return the survey within two weeks. Three weeks after the survey was mailed, a telephone call follow-up was made by contacting all of those princi­ pals who had not yet responded to the Initial mailing of the survey questionnaire. By the first week of May, thirty-five of the thirty-nine principals Included In the sample had returned the survey Instruments. From the results of the survey, a structured Inter­ view with high school principals was developed In order to explore In greater depth the reason why new services were developed and why some were reduced or eliminated. The structured Interviews with thirteen of the high school 130 p r i n c i p a l s t o o k p l a c e d u r i n g t h e l a s t tw o w e e k s I n J u n e a n d t h e f i r s t tw o w e e k s I n J u l y . FINDINGS OF THE STUDY The f in d in g s I n d ic a te d by th e a n a ly s is o f th e d a ta In th is s tu d y a r e p r e s e n te d a s f o llo w s : Q u e s tio n 1 : 1. W h at s p e c i f i c h i g h s c h o o l g u i d a n c e s e r v i c e s , p r o ­ g ram s. o r f u n c tio n s h a v e b e e n e lim in a te d a s a r e s u l t o f e n ro llm e n t a n d /o r b u d g e t r e d u c tio n s ? On t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e , t h e p a r t i c i p a n t s w ere a s k e d t o I d e n t i f y th e s p e c ific g u id a n c e a n d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t i o n s t h a t h a v e b e e n e l i m i n a t e d I n o r d e r t o a c c o m m o d a te e i t h e r e n ro llm e n t d e c lin e o r b u d g e t r e d u c tio n . s p o n s e s w e re t a b u l a t e d a n d c o m p ile d a n d r e v e a l e d The r e ­ little e l i m i n a t i o n o f p ro g ra m s an d s e r v i c e s . A lth o u g h tw e n ty o u t o f f i f t y g u id a n c e an d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t io n s w e re I d e n t i f i e d b y th e p a rtic ip a n ts a s e li m i n a t e d fro m v a r io u s s c h o o ls , th e fre q u e n c y o f re s p o n s e f o r e a c h ite m d id n o t I n d ic a te any w id e s p re a d e l i m i n a t i o n o f s p e c i f i c fu n c tio n s . ( S e e T a b l e 1 J ..3 ). s e r v ic e s , p ro g ra m s, o r 131 H o w e v e r, i n tio n s p ite o f t h e f a c t t h a t t h e r e w as no i n d i c a ­ o f a n y w id e s p re a d e l i m i n a t i o n o f g u id a n c e a n d c o u n s e lin g s e r v ic e s , p ro g ra m s, o r f u n c tio n s , it s h o u ld b e p o i n t e d o u t t h a t i n t h e h i g h e s t e l i m i n a t e d f r e q u e n c y a r e a s , b e tw e e n 10 a n d 2 0 p e r c e n t o f t h e h i g h s c h o o l p r i n c i p a l s w ho h a d i n d i c a ­ te d t h a t th e y h a d p ro v id e d th o s e s e r v i c e s , p ro g ra m s , o r fu n c ­ tio n s in t h e l a s t f i v e y e a r s h a d e l i m i n a t e d th e m i n t h e i r s c h o o ls . fa llin g The h ig h e s t fre q u e n c y a r e a s o f s e r v i c e s in to o r p ro g ra m s th e e lim in a te d c a te g o ry in c lu d e th e fo llo w in g : (1 ) O r g a n iz e s C o lle g e D a y /N ig h t p ro g ra m s f o r s t u d e n t s ; (2 ) C o n tin u e s t o a s s is t in jo b p la c e m e n t w i t h d r o p - o u t s ; (3 ) a s s is t in Jo b p la c e m e n t w ith g r a d u a t e s ; C o n tin u e s t o ( if) P l a n s a n d c o n d u c t s f o l l o w - u p s t u d i e s a n d /o r d ro p -o u ts ; o f g ra d u a te s (5 ) A tte n d s fo llo w -u p c o n fe re n c e s w ith c o lle g e fre sh m e n a t th e c o l l e g e o r u n i v e r s i t y i n w h ic h th e y a re e n r o lle d . It is o f i n t e r e s t to n o te t h a t o f th e to p f i v e h i g h e s t e l i m i n a t e d f r e q u e n c y a r e a s , tw o c o n c e r n J o b p la c e m e n t s e r v i c e s f o r s t u d e n t s , w h ile t h e o t h e r t h r e e h a v e t o do w ith s e t t i n g up p ro g ra m s , c o n d u c tin g s t u d i e s , o r a tte n d in g c o n f e r e n c e s w h ic h t y p i c a l l y r e q u i r e a m p le tim e , m oney, o r r e s o u r c e s t o m a in ta in . fifte e n The re m a in in g ite m s d e s ig n a te d a s e lim in a te d , a lth o u g h n o t o f h ig h f r e q u e n c y , w e re a p p a r e n tly s i n g l y s e l e c t e d a re a s t h a t w e r e d o n e aw a y w i t h b y e a c h h i g h s c h o o l t h r o u g h som e 132 p r i o r i t y ra n k in g o f s e r v ic e s a n d p ro g ra m s d u r in g tim e s o f e n ro llm e n t d e c lin e a n d /o r b u d g e t r e d u c tio n . Q u e s tio n 2 : 2. W h ic h s p e c i f i c h i g h s c h o o l g u i d a n c e s e r v i c e s , p ro g ra m s, o r f u n c tio n s have b een re d u c e d a s a r e s u l t o f e n ro llm e n t a n d /o r b u d g e t r e d u c tio n s ? On t h e H ig h S c h o o l G u i d a n c e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e , th e p a r t i c i p a n t s w ere a s k e d t o I d e n tif y th e s p e c i f i c g u id a n c e an d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c tio n s t h a t h a v e b e e n re d u c e d I n t h e i r s c h o o ls I n o r d e r to a c c o m m o d a te e n r o l l m e n t d e c l i n e a n d /o r b u d g e t r e d u c tio n . The r e s p o n s e s w e re t a b u l a t e d a n d c o m p ile d a n d r e v e a l e d som e r e d u c t i o n s o f p ro g ra m s an d s e r v i c e s . m o re a c c u r a t e l y r e s p o n d t o t h e In o rd e r to r e s e a r c h q u e s tio n , th e " S u b s t a n t i a l l y R e d u c e d " a n d "S om ew hat R e d u c e d " c a t e g o r i e s w e r e c o m b in e d I n t h e t a b u l a t i o n . A c c o rd in g t o on th e th e d a ta , f o r ty - n in e s u r v e y q u e s ti o n n a i r e w ere l i s t e d out of f if ty Ite m s as s u b s ta n tia lly r e d u c e d o r s o m e w h a t r e d u c e d b y o n e o r m o re o f t h e h i g h sch o o l p rin c ip a ls p a r tic ip a tin g I n th e s tu d y . T he h i g h e s t re d u c e d fre q u e n c y a re a s re v e a le d th a t a b o u t o n e -fo u rth to b e t t e r th a n o n e -h a lf (2 i \$>) ( £ I$ ) o f t h e h i g h s c h o o l p r i n c i p a l s w ho h a d i n d i c a t e d t h a t t h e y p r o v i d e d t h o s e s e rv ic e s , p ro ­ g r a m s , o r f u n c t i o n s h a d so m e w h a t o r s u b s t a n t i a l l y r e d u c e d 133 th e m I n t h e i r s c h o o l s * s e rv ic e s T h e h i g h e s t f r e q u e n c y cure a s o f o r p ro g ra m s t h a t w e re r e d u c e d i n c l u d e t h e f o ll o w i n g : (1 ) A tte n d s fo llo w -u p c o n fe re n c e s w ith c o lle g e fre sh m e n a t th e c o l l e g e o r u n i v e r s i t y i n w h ic h t h e y a r e A s s is ts m e n ts ; s tu d e n ts e n ro lle d ; i n m a k in g w i s e c h o i c e s , p l a n s , (3 ) C o u n s e ls s t u d e n t s i n d i v i d u a l l y ; p o te n tia l d ro p -o u ts ; and a d j u s t ­ (lj.) C o u n s e l s (5>) A t t e n d s a n d p a r t i c i p a t e s a d m is s io n w o rk sh o p s a n d s e m in a r s ; (2 ) in c o lle g e (6 ) A tte n d s and p a r t i c i ­ p a t e s i n f i n a n c i a l a id w o rk sh o p s a n d s e m in a r s ; (7 ) O rg a n iz e s an d c o n d u c ts i n - s e r v i c e p ro g ra m s f o r t e a c h e r s ; (8 ) A s s i s ts s t u d e n t s i n p la n n in g a p ro g ra m o f c o u r s e s , e v a l u a t i n g t h e i r e d u c a tio n a l p r o g r e s s , d ia g n o s in g t h e i r le a r n in g d iffic u ltie s , a n d a i d i n g th e m i n t h e i r e d u c a t i o n a l a d j u s t m e n t s ; s o c ia lly and e m o tio n a lly m a la d ju s te d s tu d e n ts ; c o n d u c ts c a r e e r e x p l o r a t io n t r i p s o rg a n iz a tio n s , b u s in e s s e s , w i t h s t u d e n t s who r e q u i r e th e s c h o o l. in f o r s tu d e n ts to in d u s tria l (1 1 ) C o u n s e ls c o n tin u e d d i s c i p l i n a r y a c tio n ; (1 3 ) A s s i s t s c o o p e ra tiv e a t t i t u d e s (1 0 ) A r ra n g e s , s c h o o ls and c o l l e g e s ; (1 2 ) P la n s o r c o n d u c ts f o llo w - u p d ro p -o u ts ; and (9 ) C o u n s e ls s tu d ie s o f g ra d u a te s a n d /o r s t u d e n t s i n t h e d e v e lo p m e n t o f o rd e r to c o n fo rm t o th e r u le s of ( S e e T a b l e 1{.*1|.)* Of t h e t h i r t e e n h i g h e s t r e d u c e d f r e q u e n c y a r e a s , o f i n t e r e s t to p o in t o u t th a t (1 ) se v e n a re a s in v o lv e d c o u n s e lin g o r a s s i s t i n g it Id e n tifie d o f s tu d e n ts l a r g e l y on a is 13i*o n e -to -o n e b a s is , an d c lu s te re d (2 ) t h e r e m a in in g s i x a r e a s w e re a ro u n d a r r a n g in g , c o n d u c tin g o r a tte n d in g n a r s , w o rk sh o p s, c o n fe re n c e s o r f i e l d b in in g th e trip s . s e m i­ A f t e r com­ s u b s t a n t i a l l y a n d som ew hat r e d u c e d c a t e g o r i e s o f resp o n ses, i t is Im p o rta n t t o o b s e rv e t h a t m o st o f t h e s e r ­ v i c e s , p r o g r a m s , o r f u n c t i o n s t h a t show ed h i g h f r e q u e n c i e s w e re c a u s e an d e f f e c t a r e a s r e l a t e d a n d /o r b u d g et re d u c tio n s to e n ro llm e n t d e c lin e s i n t h a t th e y te n d e d to r e q u i r e sub­ s t a n t i a l tim e , m oney, o r r e s o u r c e s t o p r o v id e . W h ile t h e r e w e r e s u b s t a n t i a l r e d u c t i o n s i n som e s e r v i c e s o r p ro g ra m s i n d i c a t e d i n th e s t u d y , t h e r e n e v e r t h e l e s s w e re o t h e r s e r v i c e s o r p ro g ra m s t h a t show ed u p a s r e d u c e d b u t n o t i n su c h g r e a t n u m b e rs. T h ese s e r v ic e s o r p ro g ra m s t h a t a p p e a r e d a s r e d u c e d , b u t w i t h lo w f r e q u e n c i e s , r e p r e ­ s e n t e d som e r a t h e r s i g n i f i c a n t b a s i c a r e a s o f r e s p o n s i b i l i t y fo u n d i n m o st s e c o n d a ry s c h o o ls ' g u id a n c e a n d c o u n s e lin g o p e ra tio n s . re la te d to T hey in c lu d e : (1 ) D a ta p r o c e s s in g s e r v ic e s s c h e d u lin g an d s tu d e n t r e c o r d s ; (2 ) O v e r-a ll c o o r d in a tio n o f a l l p h a s e s o f t h e g u id a n c e p ro g ra m ; c o u ra g in g o f c o u n s e lo rs t o p a r t i c i p a t e (3 ) En­ i n c u rric u lu m d e v e l­ opm ent a n d i n th e r e - w r i t i n g a n d u p d a tin g o f s e n io r h a n d ­ books; (lj.) S c h e d u l i n g a n d c o o r d i n a t i n g o f v i s i t s c o lle g e r e p re s e n ta tiv e s and r e c r u i t e r s ; c o lle g e d a y /n ig h t p ro g ra m s; fro m (5) O r g a n i z i n g o f ( 6 ) C o n d u c tin g o f o r i e n t a t i o n s e s s i o n s f o r n ew 9 t h o r 1 0 t h g r a d e s t u d e n t s ; a n d ( 7 ) P r e p a r i n g 135 an d m a in ta in in g o f a n a d e q u a te s y s te m o f c u m u la tiv e re c o rd s » A ll o f th e p ro g ra m o r s e r v i c e a re a s id e n tif ie d a s r e d u c e d , b u t w i t h lo w f r e q u e n c i e s , h a v e u s u a l l y b e e n re c o g n iz e d a s h ig h e r p r i o r i t y f u n d a m e n ta l w hen c o m p ared t o a r e a s m o re e s s e n t i a l a n d t h e o t h e r g u id a n c e s e r v i c e s o r p ro g ra m s t h a t w ere i n d i c a t e d a s re d u c e d * it G e n e ra lly , m ig h t b e c o n c lu d e d t h a t b y t h e v e r y n a t u r e o f t h e s e lo w f r e q u e n c y r e d u c e d a r e a s t h e y p r o b a b l y c o u l d n o t b e re d u c e d g r e a t l y w ith o u t s e v e re ly a l t e r i n g th e adequacy o f th e t o t a l g u id a n c e a n d c o u n s e lin g s e r v i c e s i n th e se c o n d a ry h ig h s c h o o l. Q u e s tio n 3 : 3* W h ich s p e c i f i c h i g h s c h o o l g u i d a n c e s e r v i c e s , p ro g ra m s, o r f u n c tio n s h av e b een p r o te c te d b a s is (u n ch an g ed ) r e g a r d le s s on a p r i o r i t y o f e n ro llm e n t a n d /o r b u d g e t re d u c tio n s ? On t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s tio n n a ire , th e p a r t i c i p a n t s w ere a s k e d t o id e n tif y th e g u id a n c e and c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c tio n s t h a t w ere p r o t e c t e d le s s on a p r i o r i t y b a s is (U n ch an g ed ) r e g a r d ­ o f e n ro llm e n t a n d /o r b u d g e t r e d u c tio n * An a n a l y s i s o f t h e d a t a c o n c e r n i n g t h e p r o t e c t e d (U n ch an g ed ) g u id a n c e and c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t i o n s r e v e a l e d m any d e f i n i t e and e x te n s iv e p r i o r i t y 136 a r e a s w h ere s e r v i c e s o r p ro g ra m s w e re p r o t e c t e d r e g a r d l e s s o f e n ro llm e n t d e c lin e a n d /o r b u d g e t r e d u c tio n * A ll f i f t y i t e m s o n t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e w ere I d e n t i f i e d a s p r o t e c t e d on a p r i o r i t y b a s i s b y o n e o r m o re o f t h e h i g h s c h o o l p r i n c i p a l s p a r t i c i ­ p a tin g in th e s tu d y * The h ig h e s t p r o te c te d fre q u e n c y a re a s re v e a le d th a t s l i g h t l y ( 6 ^ * 7 fo) t o f o u r - f i f t h s le s s (u n ch an g ed ) th a n tw o -th ird s ( 80$ ) o f t h e h i g h s c h o o l p r i n c i p a l s w ho h a d i n d i c a t e d t h a t t h e y p r o v i d e d t h o s e s e r v i c e s , p r o ­ g r a m s , o r f u n c t i o n s h a d n o t c h a n g e d th e m a t a l l i n t h e i r s c h o o ls . v ic e s T h ese h ig h e s t fre q u e n c y a re a s o f unchanged s e r ­ o r p ro g ra m s I n c lu d e th e f o llo w in g : (1 ) P re p a re s and m a in ta in s a n a d e q u a te s y s te m o f c u m u la tiv e r e c o r d s ; c o u ra g e s c o u n s e lo rs to p a r t i c i p a t e d e v e lo p m e n t i n t h e s c h o o l ; (2 ) En­ a c t i v e l y i n th e c u rric u lu m (3 ) A c c e p ts r e s p o n s i b i l i t y f o r o v e r - a l l c o o r d in a tio n o f a l l p h a s e s o f th e g u id a n c e p ro g ra m ; (k ) C o u n s e l s n ew t r a n s f e r s t u d e n t s c o m in g i n t o y o u r s c h o o l; (f>) R e f e r s a n d p r e p a r e d s t u d e n t s t o r e c e i v e p s y c h i a t r i c a n d /o r p s y c h o l o g i c a l a i d o u t s i d e t h e s c h o o l w h en t h e n e e d a r i s e s ; (6) C o n s u l t s w i t h t e a c h e r s ; in c ris is s itu a tio n s ; (7) C o u n s e l s s t u d e n t s a n d p a r e n t s (8 ) S c h e d u le s an d c o o r d in a te s v i s i t s fro m c o l l e g e r e p r e s e n t a t i v e s an d o t h e r r e c r u i t e r s s c h o o l; (9 ) C o n d u c ts o r i e n t a t i o n 1 0 th g ra d e s tu d e n t s ; (1 0 ) A s s i s t s m ent o f c o o p e r a tiv e a t t i t u d e s to th e s e s s i o n s f o r new 9 t h o r s tu d e n ts in o rd e r to i n t h e d e v e lo p ­ c o n fo rm t o th e 137 ru le s o f t h e s c h o o l* (S e e T a b l e li* ^ ) * The a r e a s a t t h e to p o f th e l i s t o f p ro te c te d (u n ch an g ed ) g u id a n c e and c o u n s e lin g s e r v ic e s w ith th e h i g h e s t f r e q u e n c ie s te n d e d to be th o s e k in d s o f s e r v ic e s t h a t a r e t r a d i t i o n a l l y fu n d a m e n ta l o r b a s i c , o r w h a t m ig h t b e c o n s id e r e d " c o r e ” k in d s o f g u id a n c e s e r v i c e s t h a t a lm o s t e v e ry s e c o n d a ry s c h o o l w o u ld n o t o n l y b e e x p e c t e d t o p r o v i d e b u t g e n e r a l l y w o u ld p r o v i d e * A l t h o u g h m any o f t h e g u i d a n c e s e r v i c e s a n d p r o g r a m s w e re I d e n t i f i e d w ith h ig h f r e q u e n c i e s f o r re m a in in g p r o ­ te c te d ( u n c h a n g e d ) , t h e r e w e r e a fe w g u i d a n c e s e r v i c e s or p ro g ra m s w h e re t h e r e w as lo w e r c o n c e r n f o r p r o t e c t i o n th a n o th e rs * In te re s tin g ly e n o u g h , som e o f t h e a r e a s t h a t sh o w e d up w ith r e l a t i v e l y h ig h fre q u e n c ie s f o r e lim in a tio n o r r e ­ d u c tio n a ls o b e in g th e sh o w e d u p o n T a b l e I4..5 w i t h lo w f r e q u e n c i e s a s le a s t lik e ly t o b e p r o t e c t e d I n tim e o f e n r o llm e n t a n d /o r b u d g e t re d u c tio n s * S p e c ific a lly , th e p ro v id in g o f jo b p la c e m e n t s e r v i c e s , a t t e n d i n g o f f o llo w - u p c o n f e r e n c e s , an d c o n d u c tin g o f fo llo w -u p s t u d i e s , a lo n g w ith th e o rg a n ­ i z i n g a n d c o n d u c tin g o f i n - s e r v i c e p ro g ra m s f o r t e a c h e r s , th e r e q u irin g o f c o u n s e lo rs to and te a c h a t l e a s t one c l a s s I n t h e a c a d e m ic p r o g r a m a p p e a r e d a t t h e b o t t o m o f t h e p r o t e c t e d (u n ch an g ed ) t a b l e and d id n o t hav e th e fre q u e n c y o f p r o te c tio n t h a t t h e m an y o t h e r g u i d a n c e a n d c o u n s e l i n g s e r v i c e s h a d * H o w e v e r, w i t h t h e e x c e p t i o n o f t h e a r e a o f c o u n s e l o r s t e a c h i n g 133 a t l e a s t one c la s s in t h e a c a d e m ic p ro g ra m ( w h ic h sh o w e d n o p e r c e n ta g e c h a n g e ) , e a c h o f th e o t h e r p ro g ra m s o r s e r v i c e s lis te d as le a s t lik e ly tw e n ty -fiv e p e rc e n t to t o re m a in u n c h a n g e d s t i l l sh o w e d t h a t f o r t y p e rc e n t o f th e h ig h s c h o o l p r i n ­ c i p a l s who h a d I n d i c a t e d t h a t t h e y h a d p r o v i d e d t h o s e s e r ­ v i c e s I n t h e l a s t f i v e y e a r s h a d n o t c h a n g e d th e m . T h e m an y s e r v i c e s , p r o g r a m s , o r f u n c t i o n s w i t h s u c h h ig h f r e q u e n c ie s t h a t w e re d e s ig n a te d a s u n c h a n g e d g iv e re a so n to b e lie v e th a t In s p ite b u d g et re d u c tio n s , little o f e n ro llm e n t a n d /o r ch an g e h a d ta k e n p la c e I n th e d e l i v e r y o f g u id a n c e a n d c o u n s e lin g s e r v i c e s h ig h I n se c o n d a ry s c h o o ls . Q u e s tio n l i t Ij., p ro g ra m s, W h ic h s p e c i f i c h i g h s c h o o l g u i d a n c e s e rv ic e s , o r f u n c tio n s have b een In c re a s e d In s p ite of e n ro llm e n t a n d /o r b u d g e t r e d u c tio n s ? On t h e H ig h S c h o o l G u i d a n c e a n d C o u n s e l i n g S u r v e y q u e s tio n n a ire , t h e p a r t i c i p a n t s w e re a s k e d t o i d e n t if y th e g u id a n c e a n d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c tio n s t h a t w ere in c r e a s e d i n b u d g et re d u c tio n . p ile d s p ite o f e n ro llm e n t d e c lin e a n d /o r T h e r e s p o n s e s w e r e t a b u l a t e d a n d com­ a n d r e v e a l e d som e i n c r e a s e in s e rv ic e s I n o r d e r t o m o re a c c u r a t e l y r e s p o n d t o t h e th e " S u b s ta n tia lly In c re a s e d " g o r i e s w e r e c o m b in e d i n o r p ro g ra m s. re s e a r c h q u e s tio n , a n d "S om ew hat I n c r e a s e d " c a t e ­ th e ta b u la tio n . 139 A c c o rd in g t o th e d a ta , a l l f i f t y i t e m s o n t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s t i o n n a i r e w e r e lis te d a s som ew hat i n c r e a s e d o r s u b s t a n t i a l l y i n c r e a s e d b y o n e o r m o re o f t h e h i g h s c h o o l p r i n c i p a l s p a r t i c i p a t i n g th e s tu d y . in The h i g h e s t in c r e a s e d f re q u e n c y a r e a s r e v e a le d th a t about o n e -fifth ( 2 2 .2 $ ) t o a b o u t o n e - t h i r d ( 32* 1$ ) o f t h e h i g h s c h o o l p r i n c i p a l s w ho h a d i n d i c a t e d t h a t t h e y p r o ­ v i d e d t h o s e s e r v i c e s , p r o g r a m s , o r f u n c t i o n s h a d so m e w h a t or s u b s ta n tia lly I n c r e a s e d th e m i n t h e i r s c h o o l s . The h i g h ­ e s t f re q u e n c y a r e a s o f s e r v i c e s o r p ro g ra m s t h a t w ere i n ­ c re a s e d In c lu d e th e f o llo w in g : s e n io rs , th ro u g h e x i t I n te r v ie w s , a s th e y p r e p a r e t o h ig h s c h o o l; (2 ) C o n d u c ts o r i e n t a t i o n o r 1 0 th g ra d e s tu d e n ts ; th e o p e r a tio n o f th e c e n te rs ; (1 ) C o u n s e ls g r a d u a tin g s e s s i o n s f o r new 9 t h (3) O r g a n i z e s a n d i s r e s p o n s i b l e f o r c a r e e r r e s o u r c e s and c o lle g e In fo rm a tio n (l|.) R e p o r t s g u i d a n c e s e r v i c e s i n f o r m a t i o n t o B o a rd o f E d u c a tio n a n d C e n t r a l A d m i n i s t r a t i o n ; and c o o rd in a te s v i s i t s re c ru ite rs to th e s c h o o l; A r ra n g e s , c o n d u c ts c o lle g e (£ ) S c h e d u le s (6 ) I s r e s p o n s ib le f o r d a ta p ro c e s s in g s c h e d u lin g c o u r s e s ; (7 ) a d m is s io n an d f i n a n c i a l a id p r o ­ g ram s f o r s t u d e n t s an d p a r e n t s ; (8 ) A rra n g e s an d p a r t i c i p a t e s i n c a se c o n fe re n c e s w ith te a c h e r s , and p a r e n t s ; th e fro m c o lle g e r e p r e s e n t a t i v e s an d o th e r p ro c e d u re s and s e r v ic e s r e l a t e d to s u lta n ts , le a v e s p e c ia l e d u c a tio n con­ (9 ) C o u n s e ls s t u d e n t s i n g r o u p s ; (1 0 ) P r o v id e s i n f o r m a t i o n r e g a r d i n g t h e g u id a n c e p ro g ra m 114-0 th ro u g h s p e e c h e s , s e m in a rs , n ew sp ap er a r t i c l e s , le tte rs , a n d p a m p h l e t s t o p a r e n t s a n d o t h e r s i n t h e c o m m u n ity ; (1 1 ) A d v is e s an d c o o r d in a te s s p e c i a l g u id a n c e s e r v i c e s f o r m in o r ity s tu d e n ts * It is ( S e e T a b l e 1{.*6)* o f i n t e r e s t to p o in t o u t th a t in th e s e h ig h e s t fre q u e n c y a r e a s , th e I n c r e a s e i n th e s e g u id a n c e an d c o u n s e l­ in g s e r v ic e s , p ro g ra m s, o r f u n c tio n s em phases an d p r i o r i t i e s , and i n r e f le c t changes in d e m a n d s d u e t o c o m m u n ity p r e s s u r e , som e s c h o o l s b o a r d o f e d u c a t i o n m a n d a t e s t o p r o v i d e m o re o f t h e s e s e r v i c e s t h a n h a d e a r l i e r b e e n e x p e c t e d o f g u id a n c e and c o u n s e lin g s e r v ic e s * quency a re a s in d ic a te A ll o f th e s e h ig h f r e ­ t h a t u s in g th e d e v e lo p m e n ta l a p p ro a c h i n th e r e n d e r in g o f g u id a n c e a n d c o u n s e lin g p ro g ra m s, s e rv ic e s and c o u p l e d w i t h I n c r e a s i n g l y g r e a t e r e m p h a s is o n a c c o u n t a b i l i t y seem ed t o b e th e o r d e r o f th e d a y a n d w ith t h e i n c r e a s i n g e x p e c t a t i o n o f h i g h s c h o o l s a n d m o re p a r t i ­ c u l a r l y g u id a n c e p e r s o n n e l t o s e r v i c e s o r p ro g ra m s th a n i n g i v e m o re a t t e n t i o n th e p a s t* t i a l I n c r e a s e s h av e b e e n n o te d i n m ad e t o to th e s e W h ile som e s u b s t a n ­ som e a r e a s , a t t e n t i o n i s th e f a c t t h a t ev en a t th e lo w e s t fre q u e n c y a r e a s o n T a b l e lj.*6 s h o w in g I n c r e a s e s , t h e n u m b e r o f h i g h s c h o o l p rin c ip a ls t h a t I n d ic a te d I n c re a s e s i n th e p ro v id in g o f g u id a n c e an d c o u n s e lin g s e r v i c e s o r p ro g ra m s t o t a l e d to fiv e t e n p e r c e n t e v e n w h ile th e y w e re e x p e r ie n c in g e n r o l l ­ m en t a n d b u d g e t r e d u c t i o n i n t h e i r s c h o o ls * lkl Q u e s tio n 5 : 5* Which specific high school guidance services, programs. or functions have been newly added as a result of enrollment and/or budget reductions? U s in g t h e H ig h S c h o o l G u id a n c e a n d C o u n s e l i n g S u r v e y q u e s tio n n a ire , th e p a r t i c i p a n t s w e re a s k e d t o I d e n t if y th e g u id a n c e an d c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t io n s t h a t w e re n e w ly a d d e d I n t h e l a s t f i v e y e a r s d u r in g a p e r io d o f e n ro llm e n t d e c lin e a n d /o r b u d g et r e d u c tio n . An a n a l y s i s o f t h e d a t a c o n c e r n i n g t h e a d d i t i o n o f new g u i d a n c e and c o u n s e lin g s e r v i c e s , p ro g ra m s, o r f u n c tio n s r e v e a le d t h a t som e h i g h s c h o o l s p r o v i d e d s e r v i c e s o r p ro g ra m s i n l a s t f i v e y e a r s t h a t th e y h a d n o t p ro v id e d b e f o r e . e ig h t o u t o f f i f t y th e T w e n ty - I t e m s o n t h e H ig h S c h o o l G u id a n c e a n d C o u n s e lin g S u rv e y q u e s t i o n n a i r e w e re l i s t e d a s n e w ly a d d e d I n t h e l a s t f i v e y e a r s b y o n e o r m o re o f t h e h i g h s c h o o l p rin c ip a ls p a r tic ip a tin g in th e s tu d y . The t e n h i g h e s t n e w ly a d d e d f r e q u e n c y a r e a s r e v e a l e d t h a t s i x to e ig h te e n p e r c e n t o f t h e h i g h s c h o o l p r i n c i p a l s who h a d i n d i c a t e d t h a t th e y p ro v id e d th o s e s e r v ic e s , p ro g ra m s, h a d n e w ly a d d e d th e m i n t h e l a s t f i v e y e a rs. o r fu n c tio n s The h i g h e s t f r e q u e n c y a r e a s o f s e r v i c e s o r p ro g ra m s t h a t w ere ad d ed i n th e l a s t f iv e y e a rs in c lu d e : (1 ) O rg a n iz e s and i s r e s p o n s ib le f o r th e o p e r a tio n o f th e c a r e e r r e s o u r c e s an d c o lle g e in fo rm a ­ tio n c e n te rs ; (2 ) I s r e s p o n s ib le f o r d a ta p r o c e s s in g p ro c e d u re s a4 2 and s e r v ic e s r e l a t e d s ib le to to g rad e r e p o r tin g ; (3 ) I s re s p o n ­ f o r d a ta p r o c e s s in g p ro c e d u re s and s e r v ic e s r e l a t e d s tu d e n t re c o rd s ; (1;.) C o n d u c ts o r i e n t a t i o n f o r new 9 t h o r 1 0 t h g r a d e s t u d e n t s ; (6 ) A s s is ts s e s s io n s {$) C o u n s e l s p a r e n t s ; s tu d e n ts i n th e d is c o v e ry o f t h e i r a p titu d e s and c a p a c i t i e s , t h e i r p o t e n t i a l i t i e s , and l im ita tio n s ; (7) Assists students in planning a program of courses, evaluating their educational progress, diagnosing their learning difficulties, and aiding them in their educa­ tional adjustments; (8) Continues to assist in job place­ ment with graduates; (9) Provides information regarding the guidance program through speeches, seminars, newspaper articles, letters, and pamphlets to parents and others i n t h e c o m m u n ity , ( S e e T a b l e 14-.7)* M o st o f t h e h i g h e s t f r e q u e n c y a r e a s f o r b e i n g n e w ly a d d ed a p p e a re d t o b e s e r v i c e s o r p ro g ra m s t h a t w e re th e r e s u l t o f m o d e rn iz in g a n d e x p a n d in g o n t h e b a s i s o f g ro w in g n e e d s a n d c h a n g in g c o n d i t i o n s r a t h e r t h a n a s a r e s u l t o f d e c lin in g e n ro llm e n t o r b u d g e t r e d u c tio n s . F o r e x a m p le , t h e h i g h f r e q u e n c y a r e a " P r o v id e s i n f o r ­ m a tio n r e g a r d in g th e g u id a n c e p ro g ra m th r o u g h s p e e c h e s , s e m in a rs , n ew sp ap er a r t i c l e s , le tte rs an d p a m p h le ts to p a r e n t s a n d o t h e r s i n t h e c o m m u n ity " c o u l d l i k e l y h a v e b e e n a n e f f o r t b y g u id a n c e p e r s o n n e l t o p r o v id e i n f o r ­ m a tio n n e c e s s a r y i n o r d e r t o s a v e t h e i r g u id a n c e p ro g ra m s 143 s u ffe rin g fro m e n r o llm e n t o r b u d g e t d e c l i n e s * RELATED FINDINGS I n o rd e r to h e lp th e r e s e a r c h e r g a in a b e t t e r an d d e e p e r I n s i g h t I n t o w h a t w as t a k i n g p l a c e I n t h e h i g h s c h o o l s and w hy, ln -d e p th s tr u c tu r e d I n te r v ie w s w e re c o n d u c te d w ith t h i r t e e n h ig h s c h o o l p r in c ip a ls c h o s e n a t ra n d o m f r o m am ong t h e t h i r t y - f i v e p a r t i c i p a t i n g s c h o o ls * T he s t r u c t u r e d I n te r v i e w s w e re d o n e t o v a l i d a t e r e s p o n s e I n f o r m a t i o n o n t h e H ig h S c h o o l G u id a n c e a n d C o u n s e lin g S u rv e y q u e s t i o n n a i r e , a n d m o re I m p o r t a n t l y t o g e t cm u n d e r s t a n d i n g o f w hy c h a n g e s h a d t a k e n p l a c e I n th e d e l i v e r y o f g u id a n c e and c o u n s e lin g s e r v ic e s * The r e v i s e d h ig h s c h o o l g u id a n c e and c o u n s e lin g s e r v i c e s , p ro g ra m s , o r f u n c t i o n s w e re d i s c u s s e d w i t h t h e t h i r t e e n h i g h s c h o o l p r i n c i p a l s who p a r t i c i p a t e d a s p e c t o f th e s tu d y * I n th e seco n d The Im p o rta n t I n s i g h t s g le a n e d th ro u g h th e I n te r v ie w s a r e r e p o r te d a s fo llo w s u s in g th e fo rm a t fro m th e s t r u c t u r e d In te rv ie w q u e s tio n s * Q u e s tio n I s 1* I n w h a t w ay w a s t h e h i g h s c h o o l g u i d a n c e s e r v i c e , p ro g ra m * o r f u n c t i o n r e v i s e d a s a r e s u l t o f r e d u c t i o n s I n e n ro llm e n t a n d /o r r e s o u r c e s ? m After I n t e r v i e w i n g t h i r t e e n o f t h e h i g h s c h o o l p r i n c i ­ p a ls p a r tic ip a tin g I n th e s tu d y , a num ber o f I n s i g h t s w e re g l e a n e d t h a t s h o w e d h o w som e o f t h e h i g h s c h o o l g u i d a n c e a n d c o u n s e lin g s e r v i c e s w ere r e v i s e d a s a r e s u l t o f r e ­ d u c tio n s I n e n ro llm e n t a n d /o r r e s o u rc e s * A c c o rd in g t o t h e r e s u l t s fro m t h e s u r v e y q u e s t i o n ­ n a ire s e v e r a l g u id a n c e a n d c o u n s e lin g s e r v i c e s w e re r e ­ v is e d * H o w e v e r, t h e w ay i n w h i c h t h e y w e r e r e v i s e d u l t i ­ m a te ly gave th e r e s e a r c h e r a c l e a r e r u n d e rs ta n d in g o f w hat w as a c t u a l l y ta k in g p la c e and i s s u b s e q u e n tly e x p la in e d * One o f t h e s i g n i f i c a n t a r e a s t h a t h a d b e e n i n d i c a t e d a s e lim in a te d o r re d u c e d by th e h ig h s c h o o l p r in c ip a ls p a rtic ip a tin g in th e s tu d y w as th e up s tu d ie s o f g ra d u a te s . c o n d u c tin g o f f o llo w - H o w ev er, a f t e r i n t e r v i e w i n g t h i r ­ t e e n o f t h e h i g h s c h o o l p r i n c i p a l s who p a r t i c i p a t e d s tu d y , i t w as r e p o r t e d a lm o s t u n a n im o u s ly t h a t t h e d u c tin g o f fo llo w -u p s tu d ie s con­ o f g ra d u a te s h ad n o t r e a l l y b een e lim in a te d o r re d u c e d b u t h ad b een r e le g a te d o ffic e in th e o f v o c a t i o n a l e d u c a t i o n t o c a r r y o u t* to th e S in c e f o llo w - u p s t u d i e s o f v o c a tio n a l e d u c a tio n s tu d e n t s w e re a l r e a d y b e i n g d o n e i n t h o s e d e p a r t m e n t s , a s m a n d a te d b y t h e S t a t e o f M ic h ig a n D e p a rtm e n t o f E d u c a t i o n , i t w as e x p l a i n e d t o t h e w r i t e r t h a t e x p a n d in g t h e p r o c e s s t o in c lu d e a l l s tu ­ d e n ts i n a g r a d u a tin g c l a s s w as a c o n v e n ie n t a n d e x p e d ie n t w ay t o g e t t h e n e e d e d f o llo w - u p d a t a o n a l l h ig h s c h o o l 34* g ra d u a te s * A n o th e r a r e a t h a t h a d b e e n I n d i c a t e d a s e l i m i n a t e d o r re d u c e d by th e h ig h s c h o o l p r in c ip a ls p a r t i c i p a t i n g s tu d y w as th e a s s i s t i n g in i n th e jo b p la c e m e n t w ith h i g h s c h o o l g r a d u a te s o r h ig h so h o o l d ro p -o u ts * A g a in , a f t e r i n t e r ­ v i e w i n g t h i r t e e n o f t h e h i g h s c h o o l p r i n c i p a l s w ho p a r t i ­ c ip a te d i n th e s tu d y , th e ta s k o f a s s is tin g a l m o s t a l l o f th e m i n d i c a t e d t h a t in jo b p la c e m e n t w ith h i g h s c h o o l g r a d u a t e s o r d r o p - o u t s w as now b e i n g p r o v i d e d b y p l a c e ­ m ent s p e c i a l i s t s th ro u g h th e o f f i c e o f v o c a tio n a l ed uca­ t i o n a n d , c o n t r a r y t o w h at w as i n d i c a t e d fro m t h e o f th e su rv e y q u e s tio n n a ire , re d u c e d o r e lim in a te d * th o s e re s u lts s e r v i c e s w e re n o t r e a l l y T h e g e n e r a l i n d i c a t i o n m ade b y th e h ig h s c h o o l p r in c ip a ls I n te r v ie w e d w as t h a t g u id a n c e p e r s o n n e l h a d t r a d i t i o n a l l y a tte m p te d t o p ro v id e jo b p la c e m e n t s e r v i c e s , b u t s in c e a d e q u a te ti m e , e n e r g y , a n d r e s o u r c e s w e re n o t g iv e n t o a c c o m p lis h th e t a s k , i t c o n v e n i e n t a n d m o re b e n e f i c i a l t o t o p la c e m e n t o f f i c e p e r s o n n e l t o w e r e b e i n g m ade a v a i l a b l e t o w as s h i f t th e r e s p o n s i b il i t i e s In s u re th a t th e s e rv ic e s s tu d e n ts * Two o t h e r a r e a s t h a t h a d b e e n l n d l o a t e d a s r e d u c e d o r e lim in a te d by th e h ig h s c h o o l p r in c ip a ls p a r t i c i p a t i n g i n th e s tu d y w ere th e c o u n s e lin g o f s tu d e n t s and th e c o u n s e lin g o f p o t e n t i a l d ro p -o u ts * v ie w in g t h i r t e e n in d iv id u a lly , A fte r in te r ­ o f t h e h i g h s c h o o l p r i n c i p a l s w ho p a r t i ­ c i p a t e d i n t h e s t u d y , a m a j o r i t y o f th e m s t a t e d t h a t th e y Uj.6 o b se rv e d le s s o n e -to -o n e a re a s because le s s c o u n s e lin g b e in g done i n b o th tim e a n d r e s o u r c e s w e re a v a i l a b l e . H o w ev er, t h e y a l s o r e p o r t e d a s h i f t i n a p p ro a c h to w a rd m o re e x t e n s i v e u s e o f g r o u p c o u n s e l i n g w i t h s u b s e q u e n t o n e -to -o n e c o u n s e lin g u s e d a s n e e d e d . In f a c t, a ls o b ro u g h t o u t by th e h ig h sc h o o l p r in c ip a ls i t w as in te rv ie w e d t h a t b o a r d o f e d u c a t i o n m a n d a t e s w e r e b e i n g m ade t o u s e g ro u p c o u n s e lin g an d g u id a n c e w h en ev er an d w h e re v e r p o s s i b l e , n o t j u s t w i t h p e r s o n a l p ro b le m s tu d e n ts b u t w ith a l l s t u ­ d e n ts , p a r tic u la r ly as a p p lic a b le in th e d is s e m in a tio n o f in fo r m a tio n r e g a r d in g th e a r e a s o f s c h e d u lin g , t e s t i n g , c o lle g e in fo rm a tio n , and f in a n c ia l a id . A n o th e r a r e a r e p o r t e d a s re d u c e d b y th e h ig h s c h o o l p rin c ip a ls p a r tic ip a tin g o f a p titu d e , I n te r e s t, w ith s tu d e n ts . in th e s tu d y w as t h e a c h ie v e m e n t, an d p e r s o n a l i t y t e s t s U pon I n te r v i e w i n g t h i r t e e n s c h o o l p r i n c i p a l s w ho p a r t i c i p a t e d th e m s t a t e d c o n d u c tin g in th e o f th e h ig h s tu d y , m ost o f t h a t l e s s m o n ey w a s b e i n g a l l o c a t e d in school b u d g e t s f o r t e s t i n g , b u t b y t a k i n g a d v a n t a g e o f m a n d a te d M ic h ig a n E d u c a t io n A s s e s s m e n t P ro g ra m (MEAP) t e s t s a lo n g w i t h o t h e r " fre e * * t e s t s s u c h a s t h e A rm ed S e r v i c e s V o ca­ t i o n a l A p titu d e B a tte r y (ASVAB) t h e y r e p o r t e d t h a t l i t t l e , if a n y d e c r e a s e w as a c t u a l l y o c c u r r i n g i n t h e u s e o f th e s e k in d s o f t e s t s . One f i n a l a r e a f r e q u e n t l y r e p o r t e d a s r e d u c e d b y t h e 1*4.7 h ig h s c h o o l p r in c ip a ls p a r t ic ip a ti n g I n th e s tu d y w as t h e p r o v id in g o f c a r e e r and c o lle g e In fo rm a tio n to s tu d e n ts . A g a in , I t w as I n d i c a t e d b y m o st o f t h e t h i r t e e n h ig h sch o o l p rin c ip a ls in te rv ie w e d t h a t a lth o u g h l e s s tim e an d r e s o u r c e s w e re a v a i l a b l e v ic e s , c o u n s e lo r to c a r ry o u t th e s e s e r ­ th ro u g h th e u s e o f c o m p u te rs , o t h e r te c h n o lo g y e q u ip m e n t, s p e c i a l c a r e e r e d u c a tio n c l a s s e s o r u n i t s ta u g h t by c o u n s e lo rs , and th e I n fu s io n o f th e te a c h in g o f c a r e e r e d u c a tio n u n i t s by c la s s ro o m te a c h e rs , a d e q u a te c a r e e r a n d c o l l e g e i n f o r m a tio n w as b e in g p r o v id e d t o and v e ry l i t t l e r e d u c t i o n w as t a k i n g p l a c e s tu d e n ts in th e s e a re as. Q u e s tio n 2 ; 2. What outcomes were expected of the revised eliminated, reduced. Increased, or added guidance ser­ vice program? A f t e r m u ch d i s c u s s i o n w i t h t h e h i g h s c h o o l p r i n c i p a l s In te rv ie w e d , th e s e rv ic e s tin u e e x p e c t e d o u tc o m e s o f t h e r e v i s e d g u i d a n c e o r p ro g ra m s w e re o b s e rv e d a s a n a tte m p t t o con­ t o p r o v id e th e n e c e s s a r y g u id a n c e s e r v i c e s f o r s t u ­ d e n t s t h a t w o u ld i n s u r e th e m s o c i a l , e m o tio n a l, p h y s ic a l, e d u c a t i o n a l , a n d v o c a t i o n a l g ro w th a n d d e v e lo p m e n t i n s p ite o f t h e f a c t t h a t we a r e i n a n e r a o f f e w e r s t u d e n t s a n d le s s fin a n c ia l re so u rc e s» W ith t h e o v e r - a l l e f f e c t o f d e c l i n i n g e n r o l l m e n t s a n d in c re a s in g c o n c e r n f o r t h e b e s t u s e o f p u b l i c m o n ie s I n 124-8 e d u c a tio n , th e h ig h s c h o o l p r in c ip a ls w e re e x p e c te d t o in d ic a te d th a t th e y lo o k a t g u id a n c e a n d c o u n s e lin g p ro g ra m s , a lo n g w ith a l l o t h e r p ro g ra m s i n th e s c h o o l, f o r th e p r i o r i t i e s w h ic h t h e y m a i n t a i n a n d t h e o o s t - b e n e f i t o f t h e s e rv ic e s th e y p r o v id e • T h e h i g h s c h o o l p r i n c i p a l s w ho w e r e i n t e r v i e w e d f e l t t h a t m o re p r e s s u r e w a s b e i n g p u t o n th e m d u r i n g t h i s p e r i o d o f t u r m o i l t o d e t e r m i n e m o re c a r e f u l l y w h a t s e r v i c e s c o u l d b e e l i m i n a t e d o r r e d u c e d , w h ic h o n e s s h o u ld b e m a in ta in e d , to o r w h a t new s e r v i c e s w e r e now n e e d e d a c c o m p lis h t h e g o a l s t h e s c h o o l w as a t t e m p t i n g t o a t t a i n . I t w as i n d i c a t e d b y a l m o s t a l l o f t h e h i g h s c h o o l p rin c ip a ls i n t e r v i e w e d t h a t g u i d a n c e s e r v i c e s w e r e now b e i n g l o o k e d a t m o re o f t e n o n t h e b a s i s o f t h e d e g r e e t o th e y s e rv e th e n eed s o f a m a jo rity o f s tu d e n ts . to h ig h s c h o o l p r in c ip a ls , w h ic h A c c o rd in g t h e s e c o n d a r y s c h o o l c o u n s e l o r 's r o l e h a s b e e n c h a n g in g a n d g u id a n c e s e r v i c e s t h a t g iv e a s s i s t a n c e t o a l l s tu d e n ts and t h e i r p a r e n ts a r e b e in g g iv e n g r e a te r s u p p o rt. o f th e It is o f I n te re s t to th ir te e n p r in c ip a ls fre q u e n tly tr y n o te t h a t f iv e in te rv ie w e d r e l a t e d t h a t c o u n s e lo rs t o d o t o o m uch a n d b e a l l t h i n g s t o I t w as a l s o r e i t e r a t e d out a l l p e o p le . b y m cst o f th o s e In te rv ie w e d t h a t c o u n s e lo rs f r e q u e n tly d id th e th in g s th e y f e l t th e m o st c o m f o r ta b le w i t h o r d i d t h e t h i n g s t h e y w e re t h e b e s t a t d o in g . H o w e v e r, i n t h i s e r a o f s o p h is tic a tio n and s p e c i a li ­ z a tio n , a m a jo rity o f th o s e in te rv ie w e d s ta te d t h a t g u id a n c e 349 a n d c o u n s e lin g s e r v i c e s w e re f r e q u e n t l y d e l e g a t e d t o h ig h s c h o o l c o u n s e lo rs on th e b a s is o f th e s p e c ia l e x p e r tis e th e y b ro u g h t t o th e g u id a n c e , t e s t i n g , jo b ( i.e . c o l l e g e c o u n s e lin g , g ro u p ad v an ced p la c e m e n t, f i n a n c i a l a i d , e t c * ) . I n c o n c lu s io n , w ith th e s h i f t I n e m p h a s is f r o m a c r i s i s - o r i e n t e d t o a d e v e lo p m e n ta l a p p ro a c h i n th e p r o v id in g o f c o u n s e lin g a n d g u ld a n o e s e r v i c e s , c o u p le d w ith fe w e r s t u ­ d e n t s a n d l e s s r e s o u r c e s , t h e n ew e x p e c t e d o u tc o m e s w e r e p o s i t i v e l y v ie w e d a n d e x p e c t e d t o Im p a c t up a l a r g e r p o r ­ t i o n o f th e s tu d e n t body th a n th e e a r l i e r ones* Q u e s tio n 3 : 3* Was the guidance service function better, worse, or the same when compared with what used to be done to accomplish a specific goal or objective? F ro m i n t e r v i e w s w i t h t h e h i g h s c h o o l p r i n c i p a l s c o n ­ c e r n in g th e g u id a n c e a n d c o u n s e lin g s e r v i c e s t h a t w e re r e ­ v i s e d , e v e r y I n d i c a t i o n w a s m ad e t h a t g e n e r a l l y t h e o h a n g e s w e re f o r t h e b e t t e r w hen c o m p a re d w i t h w h a t w as d o n e p r e v i o u s ­ ly to a c c o m p lis h a s p e c i f i c g o a l o r o b je c tiv e * A l t h o u g h n e c e s s a r y c h a n g e s w e r e m ade I n t h e w ay t h a t som e g u i d a n c e a n d c o u n s e l i n g s e r v i c e s w e r e b e i n g d e l i v e r e d because o f le s s tim e a n d r e s o u r c e s a v a i l a b l e , v ery l i t t l e c h a n g e w as i n d i c a t e d I n t h e o v e r - a l l q u a l i t y o f s e r v i c e s re n d e re d * M any o f t h e p r o g r a m s o r s e r v i c e s t h a t w e r e g r e a t l y re d u c e d h ad b een a s s ig n e d to o th e r d e p a rtm e n ts o r s t a f f a n d w e r e f r e q u e n t l y r e p o r t e d a s b e i n g m o re a d e q u a t e l y 1$0 re n d e re d th a n h ad b e e n done p re v io u s ly * O th e r s e r v ic e a r e a s r e d u c e d w e re r e - o r g a n i z e d I n w ays t h a t e n a b le d th e ta s k o r o b je c tiv e to c o n tin u e t o b e a c c o m p lis h e d and a p p e a r e d t o b e a s go o d o r b e t t e r th a n b e f o r e th e y w ere a lte re d . F o r th o s e s e r v ic e s t h a t h ad b e e n I n c r e a s e d , th e c h a n g e w as I n d i c a t e d f o r th e b e t t e r I n t h a t c h a n g e s I n p rio ritie s , c o m m u n ity p r e s s u r e s , m a n d a t e s b y l o c a l b o a r d s o f e d u c a t i o n , a n d t h e I n c r e a s i n g a t t e n t i o n to w a rd a c c o u n t­ a b ility te n d e d t o enhance e f f o r ts to o b ta in b e tte r r e s u lts I n th e a tta in m e n t o f g u id a n c e s e r v i c e o b j e c t i v e s . I n lo o k in g a t th e g u id a n c e s e r v i c e s th e c h a n g e s w e re a l s o t h a t w ere a d d e d , v ie w e d a s b e t t e r w a y s o f a c c o m p l i s h i n g g o a ls o r o b j e c t i v e s a s th e y w e re o f t e n th e r e s u l t s i z i n g a n d e x p a n d in g o f s e r v i c e s o f m o d e rn ­ o r p r o g r a m s b a s e d o n g ro w ­ i n g n e e d s a n d w e r e f r e q u e n t l y w e lc o m e c h a n g e s n e e d e d b y h ig h s c h o o l g u id a n c e d e p a r tm e n ts . Q u e s t i o n U.: lj.« s e rv ic e Who w a s I n v o l v e d I n t h e r e v i s i o n o f t h e g u i d a n c e o r p ro g ra m ? B ecau se o f d e c lin in g e n ro llm e n ts an d b u d g e t re d u c tio n s som e r e v i s i o n s w e r e m ad e o f g u i d a n c e a n d c o u n s e l i n g s e r v i c e s t h a t w e re I n e v i t a b l y t h e r e s u l t o f t h o s e tw o f a c t o r s . o f th e h ig h sc h o o l p r in c ip a ls e d u c a tio n a l le a d e r o f th e M o st I n d i c a t e d t h a t t h e y w e re t h e sc h o o l re s p o n s ib le f o r I t s to ta l 151 o p e r a t i o n an d t h a t o b v io u s ly I n c lu d e d g u id a n c e an d c o u n s e l­ in g s e r v i c e s . A l t h o u g h som e h i g h s c h o o l p r i n c i p a l s a d m i t ­ t e d t h a t t h e y w e re n o t a lw a y s f u l l y a w a re o f a l l t h a t g o e s on I n th e g u id a n c e a n d c o u n s e lin g a r e a , f e l t t h a t I t w as t h e i r d u ty t o s e rv ic e s and th e see to th e y n e v e r th e le s s I t t h a t g u id a n c e changes th e r e o f I n th e o v e r - a ll ty p e s and q u a l i t y o f s e r v i c e s r e n d e r e d w e re ta k in g p l a c e . K n o w in g t h a t t h e y w e r e n o t a l w a y s a w s r e o f a l l t h a t w as g o i n g o n , th e h ig h s c h o o l p r in c ip a ls I n d ic a te d th a t th e y f re q u e n tly r e l i e d u p o n t h e i r g u id a n c e B ta f f a s w e ll a s t e a c h e r s , p a r e n t s , a n d e v e n b o a r d s o f e d u c a t i o n t o h e l p d e t e r m i n e how s e r v i c e s o r p ro g ra m s m ig h t b e c h a n g e d a n d y e t s t i l l p r o v id e t h e k in d s and q u a lity o f s e r v i c e s a n d p ro g ra m s t h a t w e re n e e d e d . Q u e s tio n 5 : 5* Who was Involved In the Implementation of the revised or added guidance service or program? D e p e n d in g o n how t h e g u i d a n c e s e rv ic e o r p ro g ra m w as r e v i s e d f r e q u e n t l y d e t e r m i n e d how I t w a s i m p l e m e n t e d a c c o r d ­ in g to th e h ig h sc h o o l p r in c ip a ls v ic e o r p ro g ra m w as s h i f t e d In te rv ie w e d . e n tire ly I f th e ser­ o u t o f t h e g u id a n c e d e p a r t m e n t t h e n I t w a s t h e r e s p o n s i b i l i t y o f t h o s e w ho w e r e re n d e rin g th e s e rv ic e to see to It t h a t I t w as I m p le m e n te d o I f t h e s e r v i c e o r p ro g ra m w as t o b e a d m in is te r e d b y g u id a n c e p e rs o n n e l, th e n f r e q u e n tly th e d e le g a te d to c h a n g e d o r a d d e d t a s k w as t h o s e w ho m ay h a v e h a d t h e e x p e r t i s e t o h a n d le 152 It, h av e h ad a v e s te d I n t e r e s t i n s e e in g to it t h a t i t w as p r o p e r l y d o n e , o r w e re s im p ly d e l e g a t e d b y t h e h ig h s c h o o l p r i n c i p a l t o m ake s u r e in d ic a te d th a t i f c la s s ro o m th e te a c h e rs in it w as a c c o m p l i s h e d . I t w as a l s o r e v is e d s e r v i c e In v o lv e d th e u s e o f im p le m e n tin g i t t h e n t h e y t o o w o u ld b e in fo rm e d o f s u c h . Q u e s tio n 6 : 6. W hat a r e t h e p r o s p e c t s f o r c o n t i n u i n g t h e r e v i s e d o r added s e rv ic e o r p ro g ra m i n th e f u tu r e ? W hen t h e h i g h s c h o o l p r i n c i p a l s I f th e y I n te n d e d t o v ic e s i n te r v ie w e d w e re a s k e d c o n tin u e u s in g th e r e v is e d o r added s e r ­ o r p r o g r a m s , t h e o v e r w h e lm in g r e s p o n s e w a s t h a t t h e y f o u n d t h e s e c h a n g e s a m p ly p r o d u c i n g t h e k i n d o f r e s u l t s needed. T h e y d i d n o t a lw a y s i n d i c a t e t h a t t h e r e v i s i o n s m ade d u e t o b u d g e t c o n s t r a i n t s o r f e w e r h u m an r e s o u r c e s w e r e n e c e s s a r i l y th e b e s t w ay o f d e l i v e r i n g v ic e s , b u t th e y d id , n e v e r th e le s s , som e p r o g r a m s o r s e r ­ re a liz e th a t a lte re d a p p r o a c h e s w e re o f t e n I m p e r a tiv e I n o r d e r t o v id e c e r t a i n th e a d e q u a te ly p ro ­ s e rv ic e s . F o r m o st o f th e r e v is e d p a ls th e y s e r v ic e s , th e h ig h s c h o o l p r i n c i ­ i n d i c a t e d t h a t t h e i r i n c l i n a t i o n w as t o c o n tin u e u s in g a p p ro a c h p e n d in g t h e r e s t o r a t i o n o f tim e o r r e s o u r c e s b e c o m in g a v a i l a b l e t o change i t . C o n c e rn in g t h e a d d in g o f s e r v i c e s s ta te d b y m o st o f t h e p r i n c i p a l s o r p r o g r a m s , I t w as in te rv ie w e d th a t th e s e l£3 n e w l y a d d e d s e r v i c e s o r p r o g r a m s w e r e a b v l o u s l y m o re com­ p r e h e n s iv e a n d e f f i c i e n t w ays o f r e n d e r i n g g u id a n c e s e r ­ v ic e s to s tu d e n ts and p a r e n ts th a n h ad h e r e to f o r e b e e n done a n d fro m t h a t s t a n d p o i n t w e re l i k e l y t o b e r e t a i n e d . IMPLICATIONS OP THE STUDY The g e n e r a l im p l i c a t i o n o f t h e p r e s e n t s tu d y , sup­ p o r te d b y f in d in g s fro m th e r e s e a r c h s t r o n g l y s u g g e s ts t h a t i n s p i t e o f d e c lin in g e n ro llm e n ts and r e s o u r c e s th e g u id a n c e an d c o u n s e lin g s e r v i c e s t o h ig h s c h o o l s t u ­ d e n ts hav e n o t b een s u b s t a n t i a l l y re d u c e d . in s t r a t e g y fro m c r i s i s - o r i e n t e d to A m a jo r s h i f t d e v e lo p m e n ta l g u id a n c e p ro g ra m s w ith Im p ro v ed o r g a n i z a t i o n an d a d m i n i s t r a t i o n h a s in som e c a s e s p r o d u c e d e v e n m o re a n d b e t t e r s e r v i c e s , a n d th e re is , g e n e r a l l y B p e a k ln g , c o n s i d e r a b l e o p t i m i s m am ong h ig h s c h o o l p r in c ip a ls t h a t s a t i s f a c t o r y g u id a n c e s e r v i c e s c a n b e m a in ta in e d r e g a r d le s s o f th e r e c e n t d e c lin e i n en­ ro llm e n ts and r e s o u r c e s . The f in d i n g s o f t h e s tu d y p r o v id e i n s i g h t i n t o fu tu re th e o f g u id a n c e an d c o u n s e lin g s e r v i c e s a n d p ro g ra m s . T h e re a r e lo n g r a n g e p la n i m p l i c a t i o n s c o n c e r n in g a n o r d e r l y e x p a n s io n a n d /o r c o n t r a c t i o n o f g u id a n c e a n d c o u n s e lin g s e rv ic e s p a r tic u la r ly as r e la te d to th e k in d s and q u a lity o f s e r v ic e s n eed ed in p ro v id in g a h ig h ly e f f i c i e n t an d e f f e c t i v e g u id a n c e p ro g ra m . E q u a l l y im ­ p o r t a n t a r e t h e new c o u n s e l o r r o l e s , new t e a c h e r r o l e s , c h a n g e s i n g e n e r a l p ro g ra m s t r u c t u r e an d c o u n s e lo r t r a i n ­ i n g p r o g r a m i m p l i c a t i o n s f o r t h e 1 9 3 0 's a n d b e y o n d . F in a lly , th e r e s u l t s v a lu a b le in s ig h ts in to o f th is s tu d y c o u ld p r o v id e t h e c h a n g in g s t a t u s o f g u id a n c e a n d c o u n s e lin g p ro g ra m s a s t h e in f o r m a t i o n fro m th e s tu d y is s h a re d b y a d m i n i s t r a t o r s an d g u id a n c e p e r s o n n e l . c o u ld b e s t b e a c c o m p lis h e d b y p u b l i s h i n g t h e r e s u l t s th e s tu d y i n p r o f e s s io n a l jo u r n a ls T h is of o r p e r io d ic a ls and by p r e s e n tin g th e f in d in g s a t r e g io n a l o r s ta t e c o n fe re n c e s o f a d m i n i s t r a t o r s a n d /o r g u id a n c e p e r s o n n e l. RECOMMENDATIONS FOR FURTHER RESEARCH T h is r e s e a r c h w as a n e x p l o r a t o r y s tu d y t o d e te rm in e th e e f f e c t s t h a t d e o lln ln g e n ro llm e n ts a n d /o r b u d g e t r e ­ d u c t i o n s m ay h a v e h a d o n g u i d a n c e a n d c o u n s e l i n g s e r v i c e s i n s e l e c t e d h i g h s c h o o l s i n M ic h i g a n a s p e r c e i v e d b y h i g h school p r in c ip a ls . One s u c h d e f i n i t i v e p i c t u r e seem s to have been p a in te d . F u rth e r s tu d ie s , s im ila r in n a tu re , t o r e v e a l th e p e r c e p tio n s o f o t h e r s , s h o u ld be done such a s sch o o l 155 c o u n s e lo rs , re g a rd in g th e e f f e c t o f d e c lin in g e n r o llm e n ts a n d r e s o u r c e s on h ig h s c h o o l g u id a n c e p ro g ra m s* A d d itio n a l r e s e a r c h o f a c o n tin u in g n a tu re I s a ls o n e e d e d t o e i t h e r s u p p o r t o r r e j e c t t h e s e f i n d i n g s I n v ie w o f an y c h a n g e s I n e n r o llm e n t p a t t e r n s c o u p le d w ith f i n a n ­ c i a l c o n d i t i o n s w h i c h m ay o c c u r o v e r t h e n e x t s e v e r a l y e a rs• BIBLIOGRAPHY l£ 6 BIBLIOGRAPHY Periodicals "A First: States Spend Most for School Support•" Phi Delta Kappan. Vol. 60, No. 8, April, 1979* Atkinson, Donald; Sklpworth, Don; Stevens, Frank. "Inundating the School Board With Support for Counselors: An Eleventh Hour Strategy for Saving an Endangered Speoies." The Personnel and Guidance Journal. Vol. 61. No. 7. March. ------------------ Aubrey, Roger F. "A House Divided: Guidance and Counseling In 20th Century America." The Personnel and Guidance Journal. Vol. 61, No. 1|., December, 1982. Beale, Andrew V. and Bost, William A. "Selecting School Counselors: Ranking and Characteristics." NASSP. April, 1983. "Beginning of the Decline: School Population Drops." Phi Delta Kappan. Vol. 60, No. 7* March, 1979Boy, Angelo V. and Pine, Gerald J» "Avoiding Counselor Burnout Through Role Renewal." The Personnel and Guidance Journal. Vol. 61, November, 1980. Carey, A. R. and Garris, D. L. "Accountability for School Counselors.” The School Counselor. Vol. 16. No. $, May, 19717 "Census Figures Confirm Declining Enrollments." Phi Delta Kappan. Vol. 61, No. 8, April, 19^57. "College Admissions, Marketing, Topics of Board Colloquim." The College Board News. V, No. 1, September, 1976. 157 158 Costar, James W. "A Counselor In Every Classroom: The Return to Teaoher-Advisors•" The Michigan Personnel and Guidance Journal. Vol. 7, No. 2, Spring, 1976. Costar, James V. "Making Guidance Programs Accountable." Quest, (Michigan Personnel and Guidance Associa­ tion Newsletter), Vol. VII, No. Ij., May, 1971*-. Costar, James W. "School Counselors: An Endangered Species." Secondary Education Today. Vol. 18, No. 3, Spring, 1977. DeFeo, Raymond A. and Cohn, Ben. "Budget Cut: Two Guidance Counselors•" The School Counselor, Vol. 19, No. 5, May, 19727 D o e rm a n n , H u m p h re y . "T he F u tu r e M a rk e t T o r C o lle g e Education." A Role For Marketing in College Admissions. College Entrance Examination Board, 19757 Duke, Daniel L. "Running Faster To Stay in Place: Re­ trenchment in The New York City Schools." Phi Delta Kappan. Vol. 6 3 # No. 1, September, 1981. "Enrollment Fell 7.2# in the Seventies: NCES." Phi Delta Kappan. Vol. 61, No. 10, June, 198o. Frankel, Martin. "NCES Projects K-12 Enrollment Upturn to Begin in I98I4.." Phi Delta Kappan. Vol. 58, No. 9, May, 1977. Frankel, Martin M. and Beamer, Fred. Projections of Educational Statistics 1982-83. (Washington. D. C.: U.S. Office of Education), National Center for Educational Statistics, 197^. Gallup, G. H. "Fourteenth Annual Gallup Poll of the Public Attitudes Toward the Public Schools." Phi Delta Kappan, Vol. 61^, No. 1, September, 19527 G a y , G e n e v a ; D e m b o w s k l, F r e d e r i c k L . ; M c L e n n a n , R o b e r t . "Preserving Quality of Education During En­ rollment Declines." Phi Delta Kappan, Vol. 62. No. 9, May, 1981. 159 Grant, W. Vance» "Grade Span and Enrollment Size of Public Schools." American Education, U.S. Department of Education, Vol. 19* No. 3, April, 1983. Grant, W. Vance. "Past and Projected Trends In Public School Enrollment." American Education. U.S. Department of Education, Vol. 19* No. 1, January/February, 1983* Grant, W. Vance. "Public School Enrollment In the 1990’s." American Education, U.S. Department of Education, Vol. 16, No. 9**16, December, 1980. Hecker, Stanley E. and Ignatovich, Frederick R. "Looking Toward Enrollment Decline In the 1980’s and 1990's." Secondary Education Today, Vol. 22, No. 1, Fall, 1980. Humes, C. W. "Accountability: A Boon to Guidance." The Personnel and Guidance Journal. Vol. $1, No. 1, September, 1972. Humes, C. V. "Program Budgeting In Guidance." The School Counselor. Vol. 19, No. $, Hay, 1972. Ibrahim, Farah A . ;Helms, Barbara J . 5 Thompson, Donald L. "Counselor Role and Function: An Appraisal by Consumers and Counselors." The Personnel and Guidance Journal, Vol. 61, No. id, June, 1983* Ignatovich, Frederick. "Secondary Enrollment: 1 9 8 2 -8 3 ." Secondary Education Today. Vol. 21j., No. 2, Winter, 1 9 6 3 . Ivens, Steven H. "Strategy for Survival." Currents. Vol. 3* C.A.S.E. King-Stoops, Joyce and Slaby, Robert H. "How Many Students Next Year?" Phi Delta Kappan, Vol. 62, No. 9, May, 1 9 8 1 . Klrst, Michael W» and Garras. Walter I. "Public School Finance In the 1980*s." Education Digest. December, 1980. 160 Kotler, Phillip. "Applying Marketing Theory to College Admissions. A Role for Marketing In College Admissions. College Entrance Examination Board. T5 W . ------ McBride. Robert H. "Where Will the Money Come From? Financing Education Through 19&0-81." Phi Delta Kappan, Vol. 58. No. 3, November. 1976. Magarrel. Jack. "Enrollment Dip Indicated." The Chronicle of Higher Education. Vol. 17. January, 1979. Maser, Arthur L» "Counselor Function in Secondary Schools." The School Counselor. Vol. 18, No. 5, May. 1971. Neill, George. "Elementary Sohool Enrollment In U.S. Continues to Decline." Phi Delta Kappan, Vol. 57, No. 2, October,"“!E975>. Neill, George. "Report Warns of Big Drop in High School Enrollment." Phi Delta Kappan, Vol. 60, No. 1, September, 1978. Odell, Louise M. "Secondary Sohool Counseling: Past, Present, and Future." The Personnel and Guidance Journal. Vol. 52, No* 3, November, 1973* Osberg, David W. "Secondary School Guidance Budgetary Practices Survey." Journal of the National Association of College Admissions Counselors. Voi."’2 3 7 ^0. T, May, I W . -----------------"Per Pupil Spending— State Rankings." U.S. News and World Report. Vol. 88, No. 9, March 10, 1980. Relic, Peter D. "Maintaining Educational Quality During Enrollment Declines." Education Digest, December, 1980. Sargent, Cyril G. "Fewer Pupils, Surplus Space: The Problem of School Shrinkage." Phi Delta Kappan. Vol. 56, No. 5, January, 1975. "School Spending— State by State." U.S. News and World Report, Vol. 93, No. 2lj., December 13, 1982. 161 "Schools Will Spend $11 Billion More This Year Than Last; Enrollment Down 1.2$6." Phi Delta Kappan, Vol. 61, No. 3, November, 1979. Shakeshaft, Carol and Gardner, David W. "Declining To Close Schools: Alternatives for Coping With Enrollment Decline." Phi Delta Kappan. Vol. 64# No. 7# March, 1 9 8 3 . S h aw , C. M. "The Development of Counseling Programs: Priorities, Progress and Professionalism." The Personnel and Guidance Journal, Vol. 55# No. 6, February, 1^77. S h a y , Mel J. "Are Today's Economics Crunching Counselor Services?" NASSP Bulletin. Vol. 65# No. 1447, October, 19dl. T e s h , Betty. "What Can A Counselor Do?" Vol. 62, No. 1, January, 1973* Today's Education, "The Kappan Counselor Justifies Himself." Phi Delta Kappan, Vol. 60, No. 6, February, 19*75. "The Role of the Secondary School Counselor•" The School Counselor, (American Sohool Counselors Association), Vol. 21, No. 5. Tyler, Ralph W. "Dynamic Response In A Time of Decline." Phi Delta Kappan. Vol. 6 3 , No. 10, June, 1932. Van Riper, B. W. "Accountability: Coping With A Process." Quest, (Michigan Personnel and Guidance Associa­ tion Newsletter), Vol. VII, No. 4# May, 1974* Warrath, Charles F. "The School Counselor As Institu­ tional Agent." The School Counselor. Vol. 20, No. 3 , January, 1973. Williams, Paul and Fortuna. Stan. "Public Secondary Schools Will Exist in 1989 . . . Will You?" Secondary Education Today. Vol. 20, No. 4# Summer, 1979. Wilson, Nancy H. and Rotter, Joseph C» "Sohool Counseling: A Look into the Future." The Personnel and Guidance Journal, Vol. 60, No. 6, February, 1982. 162 Books Meadows* Ferguson B.; Wallbrown* Fred H.; Litwack, Lawrence, Using Guidance Skills In the Classroom. Charles C. Thomas, Springfield* Illinois* 19^2. Farten* Mildred. Surveys. Polls and Samples: Practical Procedures. rfarper and Brothers Publishing. New York, 1950. Monographs Costar* J. W. "Developmental Guidance— -Fact or Fancy." Monograph. College of Education* Michigan State University* 197k-• Costar* J. W. "The Classroom Teacher As A Guidance Worker." Monograph. College of Education* Michigan State University. "Principals and Counselors Work Together•" Monograph. (American School Counselor Association), NASSP, and American Association of School Administrators* 197i|-. "Statements Regarding Guidance•" Monograph. (Guidance and Personnel Services), College of Education* Michigan State University* 1974• "The Role of the Secondary School Counselor." Position Statement by the American Sohool Counselors Association* December* 1972. Newspaper Articles Kolker* Ken. "Kent Schools Face Sharp Dip in Enrollment•" The Grand Rapids Press, January 10, 1982. VanderLaan, Doug. "Money Pinch Spurs School Merger Talks." The Grand Rapids Press, January 10, 19o2. 163 *1 9 8 2 - 8 3 School Tax Ratcb for Major Urban School Systems." Highlights. (Grand Rapids Public Schools), March, 1983. Unpublished Materials Truax, William E# "A Comparison of Behavior Factors Which Distinguish Between Effective and Ineffective Performance of Public School Counselors•" Doctoral Dissertation, The University of Wis­ consin, 1953* Financial Reports Annual School District Financial Report. Michigan Depart­ ment of Education, Form DS-lj.169, Revised Form B, For the Fiscal Year Ended June 30, 1977* Annual School District Financial Report, Michigan Department of Education, Form DS-lj.io9, Revised Form B, For the Fiscal Year Ended June 30, 1978* Annual Sohool District Financial Report. Michigan Department of Education, Form DS-^169, Revised Form B, For the Fiscal Year Ended June 30, 1979* ISP & LEA; Annual School District Financial Report. Michigan Department ot Education, Form DS-I4.I6 9 , Revised Form B, For the Fiscal Year Ended June 30, 1980. ISP & LEA: Annual School District Financial Report. Michigan Department of Education, Form DS-lf.169, Revised Form B, For the Fiscal Year Ended June 30, 1981. ISP & LEA: Annual School District Financial Report. Michigan Department of Education, Form DS-lj.169 » Revised Form B, For the Fiscal Year Ended June 30, 1982* P re s e n ta tio n s I v e n s , S te v e n H . "A S t r a t e g y f o r S u r v i v a l . " A d d ress d e l i v e r e d a t The C o u n c il f o r A dvancem ent and S u p p o rt o f E d u c a tio n C o n fe re n c e , S t o u f f e r H o te l, A t l a n t a , G e o r g i a , O c t o b e r 19, 1976. APPENDICIES 165 APPENDIX A PROFESSIONAL AND INSTITUTIONAL DATA SHEET 166 Professional and Institutional Data Sheet Date Name A ge Sex 1. Grades In your Institution (Please check one) ( ) 9-12 ( ) 10-12 2. Size of your Institution (Please check one) ( ( ( ( ( ( 3« ) ) ) ) ) ) Below 1+00 students Between kOO-dOO students Between 8 0 0 - 1 2 0 0 students Between 1 2 0 0 - 1 6 0 0 students Between 1 6 0 0 - 2 0 0 0 students Over 2 0 0 0 students Financial Support Status of District (Please check one) ( ) In Formula (State Aid) ( ) Out of Formula (State Aid) I).. Size of Staff (Please Indicate how many) ( ( ( 5* )Teaohers )Counselors )Administrators Approximate Student-Counselor Ratio (Please check one) ( ( ( ( ) ) ) ) Below 200:1 2 0 0 -2 5 0 : 1 2 5 0 -3 0 0 :1 300-350:1 ( ( ( ( 167 ) ) ) ) 3 5 0 -1+0 0 : 1 1+0 0 -1+5 0 : 1 1+5 0 -5 0 0 : 1 5 0 0 -over:1 APPENDIX B HIGH SCHOOL GUIDANCE AND COUNSELING SURVEY 168 High School guidance and Counseling Survey This research project Is designed to Identify the types of guidance and counseling program changes that have taken place In selected high schools in the State of Michigan because of declining enrollments and/or resources, as seen by high school principals. Instructions This questionnaire survey pertains to high school guid­ ance and counseling services, programs, and functions that were eliminated, reduced, left unchanged, increased, or any new programs that were added during the past five years when secondary school Institutions were faced with enrollment and budget reductions* Please read the follow­ ing instructions carefully before proceeding with the items in the questionnaire« 1* First, read the statement in Column I of the questionnaire* 2* Then, Indicate in Column II whether someone (anyone) in your school now provides or has provided In the last five years the service, program, or function described in the Column I statement by circling the correct response* 169 170 3* If the response to Column II Is NO (your school does not provide now or has not provided the service In the last five years), you are to disregard Column III for that question and proceed to the next statement, if.. If the response In Column II Is YES (your school provides or has provided the service In the last five years), you are to use Column III to Indicate how the service, program, or function was or was not affected by enrollment and/or budget reductions at your secondary school. Your response In Column III should be lndloated by circling the number on a scale of 1 to 7 outlined on the top of the questionnaire which best describes what took place In your school. 1 Wav Eliminated 6 2_______ 2_______ k_______ £ Substantially Somewhat Reduced Reduced 2 Protected Somewhat Substantially (Unchanged) Increased Increased Column 1 New Program Added In the Last 5 Years Column III Column 11 Prepares and maintains an adequate system of cumulative records Yes No 1 2 3 k 5 6 7 2. Conducts aptitude, interest, achievement, and personality testing Yes No 1 2 3 k 5 6 7 3. Conducts orientation sessions for new 9th or 10th grade students Yes No 1 2 3 k 5 f> 7 Yes No 1 2 3 k 5 6 7 k. ' Organizes Career Day Programs for students 5. Organizes College Day/lllght Programs for students Yes No 1 2 3 k 5 6 7 6. Colleots, organizes, and analyzes information about the individual student for aoademlo oounseling and advising Yes No 1 2 3 k 5 6 7 7* Places students In educational experiences, programs, or oourses In keeping with their special needs, potentialities or olrcumntanoes Yes Mo 1 2 3 k 5 & 7 171 1. i_______ a______ 2______ \k______ 5_______ §________i Was Eliminated Substantially Reduced Somewhat Reduced Protected (Unchanged) Somewhat Substantially Increased Increased Column I New Program Added in the Last 5 Years Column III Column II 8. Arranges, conducts career exploration trips for students to industrial organizations, businesses, schools and oolleges Yes No 1 2 3 k 5 6 7 9, Arranges conducts collego admission and financial aid programs for students and parents Yes No 1 2 3 k 5 6 7 10. Arranges and partiolpaten in case conferences with teachers, special education consultants, and parents Yes No 1 2 3 k 5 6 7 11. Sponsors or assists in sponsoring reoreational or sxtra-currioular activities for students Yes No 1 2 3 k 5 6 7 12. Advises and coordinates npeoial guidance services for minority students Yss No 1 2 3 k 5 6 7 13. Advises and coordinates npeoial guidance services for women students Yes No 1 2 3 k 5 6 7 Hi. Organize! and is responsible for the operation of the career resources and college Information centers Yes No 1 2 3 I4. 5 6 7 1 Was Eliminated 2 3 Substantially Reduced Somewhat Reduced h. Protected (Unchanged) 6 5 7 Somewhat Substantially Increased Increased Column I New Program Added In the Last 5 Years Column ■ 11 Column 111 15. Counsels students Individually Yes No 1 2 3 k 5 6 7 16. Counsels students In groups Yes No 1 2 3 k 5 6 7 17. Counsels parents Yes No 1 2 3 k 5 6 7 18.' Consults with teachers Yes No 1 2 3 k 5 6 7 19. Counsels students and parents In crisis situations Yes No 1 2 3 U 5 6 7 20. Counsels potential drop-outs Yes No 1 2 3 k 5 6 7 21. Counsels new transfer students oomlng Into your sohool Yes No 1 2 3 k 5 6 7 1________2_______ 2_______ k_______ 5__________§__________I Was Eliminated Substantially Keduced Somewhat Reduced Protected (Unchanged) Somewhat Increased Column I Substantially Increased New Program Added in tho Last 5 Isars Colusin II Column III 22. Counsels graduating seniors, through exit Interviews, as'they prepare to leave high sohool Yes No 1 2 3 k 5 6 7 23. Assists students In the discovery of their aptitudes and capacities, their potentialities, and limitations Yes No 1 2 3 k 5 6 7 2U. Assists students in making wise choices, plans, and adjustments regarding hobbles and use of leisure time Yes No 1 2 3 U 5 6 7 25. Assists students in planning a program of courses, evaluating their educational progress, diagnosing their learning difficulties, and aiding them in their educational adjustments Yes No 1 2 3 k 5 6 7 26. Counsels socially and emotionally maladjusted students Yes No 1 2 3 k 5 6 7 27• Counsels with students who are falling or having considerable difficulty in one or more courses Yes No 12 3 ^ 5 6 7 1____________ 2___________ 2___________ k___________ 5_____________ 6_____________ I Was Eliminated Substantially Reduced Somewhat Reduced Protected (Unchanged) Somowhat Increased Column I Substantially Increased New Program Added in the Last 5 Years Column II Column III 28. Counsels with students who require continued disciplinary action Yes No 1 2 3 4 5 6 7 29. Continues to assist In Job placement with drop-outs Yes No 1 2 3 4 5 6 7 30. Continues to assist in Job plaoement with graduates Yes No 1 2 3 4 5 6 7 31. Plans or oonduots follow-up studies of graduates and/or drop-outs Yes 1 2 3 4 5 6 7 32. Attends follow-up conferences with college freshmen at the college or university in which they are enrolled Yes No 1 2 3 4 5 6 7 33. Contacts faculty members to explain the guidance program and the services it can render Yes No 1 2 3 4 5 6 7 34. Organizes and conducts in-service programs for teachers Yes No 1 2 3 4 5 6 7 No 1___________ Was Eliminated 2 3__________ Substantially Reduced Somewhat Reduced k________ S_____ :____ 6____________I Protected (Unchanged) Somewhat Increased Column 1 Substantially Increased New Program Added in the Last 5 Years Colusin II Column III 35. Provides Information regarding the guidance program through speeches, seminars, newspaper articles, letters, and pamphlets to parents and others In the community Yes No 1 2 3 k 5 6 7 36. Reports guidance services Information to the Board of Education and Central Administration Yes No 1 2 3 h 5 6 7 37. Maintains certified counselor-student ratio of approximately 300-1 as suggested by various professional organizations Yes No 1 2 3 k 5 6 7 30. Requires counselors to teach at least one class In the academic program Yes No 1 2 3 1* 5 6 7 39. Encourages counselors to participate actively In the curriculum development In the school Yes No 1 2 3 i* 5 6 7 1*0. Encourages counselors to participate In re-wrltlng and updating the curriculum guide book Yes No 1 2 3 U 5 6 7 1*1, Encourages counselors to participate In re-wrltlng and updating the student handbooks for seniors Yes No 1 2 3 k 5 6 7 i_________ 2________ 2________ k________ 2___________k__________I Substantially Increased New Program Added in the Last 5 Years Column 1 Column Column U2. Accepts responsibility for overall coordination of all phases of the guidance program Yes No 1 2 3 k 5 6 7 U3. Schedules and coordinates visits from college representatives and other recruiters to the school Yes No 1 2 3 I* 5 6 7 1* . Refers and prepares students to receive psychlatrio and/or psychological aid outside the school when the need arises Yes No 1 2 3 U 5 6 7 Attends and participates In colloge admission workshops and seminars Yes No 1 2 3 U 5 6 7 1*6. Attends and participates in flnanoial aid workshops and seminars Yes No 1 2 3 U 5 6 7 1*7. Assists students in the development of cooperative attitudes In order to conform to the rules of the school Yes No 1 2 3 I* 5 6 7 Was Eliminated Substantially Reduced Somewhat Keduced Protected (Unchanged) Somewhat Increased II III 177 1 Waa Eliminated 6 2________ 3________ k________ £ Substantially Somewhat Reduced Reduced Protected Somewhat (Unchanged) Increased Column I 2 Substantially New Program Increased Added in the Last 5 Years Column II Column III 48. Is responsible for data processing procedures and services related to scheduling courses Yes No 1 2 3 4 k9. Is responsible for data processing procedures and services related to grads reporting Yes No 1 2 3 50, la responsible for data processing procedures and services related to student records. Yes No 1 2 3 5 6 7 4 5 6 7 4 5 6 7 APPENDIX C STRUCTURED INTERVIEW QUESTIONS 179 Structured Interview Questions 1. In what way was the high school guidance ser­ vice , program, or function revised as a result of re­ ductions In enrollment and/or resouroes? 2. What outcomes were expected of the revised (eliminated, reduced, Increased, or added) guidance service or program? 3* Was the guidance service function better, worse, or the same when compared with what used to be done to accomplish a specific goal or objective? I4.. Who was Involved In the revision of the guldanoe service or program? 5. Who was Involved In the Implementation of the revised or added guidance service or program? 180 APPENDIX D COVER LETTER TO SECONDARY SCHOOL PRINCIPALS 181 Because there Is need for such a study, I am conducting a research project to determine which guidance and counseling services and programs In our high schools are being affected by enrollment and/or budget reductions as perceived by principals In those schools which are a part of the Kiddle Cities Education Association In Michigan. I would deeply appreciate It If you would personally respond to the enclosed Professional and Institutional Data Sheet and the High School Guidance and Counseling Survey. The results of the study will be beneficial to high sohool principals who are faced with enrollment and/or budget reductions as the data will be helpful to you in knowing what Is happening to guidance and counseling services and also may provide you with a data base for future planning during these critical times. The survey will take 30-U5 minutes of your time, and I would like you to return the questionnaire within two weeks In order that Z may continue with the study. I want to assure you that neither you nor your school will be Identified In any way as the study is designed only to garner collective Information. I will also be sending you a copy of the summary of the findings. Should I find that any of your responses need clarification or elaboration, Z may, vlth your permission, wish to make personal contact with you. Again I would like to express my sincere appreciation for your participating In the study. Sincerely, Archie Ghareeb, Jr. 22$8 Edgewood, S.E. Grand Rapids, Michigan U9506 182 APPENDIX E ENDORSEMENT LETTER FROM THE MIDDLE C IT IE S EDUCATION ASSOCIATION 183 MIDDLE CITIES ASSOCIATION — S E R V IN G ST U D E N T S C O O P E R A T IV E L Y Many N o m rd , Ann Arbor .Uni Hoarfcins. l a m a Harbor SIB Erickson Hall MichiganSlat* University Can Lansing.Ml 48S24 1034 1517)3 5 5 )7 2 0 Eficvlnr O n c n r C. Noban Mum March li, 3983 TO: Middle City High School Principals FROM: C. Robert Much. Executive Director Archie Chareeb Jr. is doing his doctbrlal dissertation on the lapset of enrollment decline and financial restrictions on the counseling services provided In the Middle Cities High Schools. I believe the results of his etuoy will be helpful to you in coaparlng such services across high schools. It would seea, also, to provide valuable Inforaation as we look to further high school enrollment declines of 20-302 in the next ten years. Finances are not going to get better soon, and we can expect additional or continuing restrictions. 1 think the result of this research could provide a.base of data for future planning. 1 would encourage your participation in the study. The twenty einutes or so will be well spend - it aight prompt you to renewed thinking about your counseling services. Copies of the study siezsary will be sent to you and your superintendents. Thanks for your help. cc: Instructional Task Force Members Kalamaxoo Public Schools Lansing School Disvici Muskegon Huynu Public Schools Nilas Community Schools B*v City PuMc Scnoolt Marouan* Public Schools Poni.ec School Oirtret Benton Heibor Area Schools Midland Public Schools Saginaw School Ootict Flint Community ScnooH Monro* Public Schools Southfield Public khooli Grand RapiOt Public Schools Muskegon PuMe Schoo'i Willow Nun Community Schools Ann Arbor Public Sdsools la n it Creek Public Schools Vpulanti PUMc Schools •Season Public Schools iQk