ED 034 215

AUTHORTITLE

INSTTTUTIONSPONS AGENCYPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

CG 004 401

Past, Leon; Jensen, J. AlanPresent Student Characteristics. ContinuationEducation System Development Project. TechnicalReport 1.1.La Puente Union High School District, Calif.Office of Education (DHEW) , Washington, D.C.Dec 68ORG-9-8-03513-0022-(056)276p.

EDRS Price MF-$1.25 HC-$13.90*Academic Performance, *Behavior, ContinuationEducation, *Continuation Students, Data, *DataCollection, Educational Programs, InstructionalPrograms, Population Trends, *Student Characteristics

Over a four year period, the Continuation EducationSystem Development Project will develop a practical instructionalsystem capable of continuous identification and efficient response tothe most critical needs of individual continuation students or thosewho have been pushed out of, or have dropped out of high school; inLa Puente, California. This report is concerned with p'resent studentcharacteristics. Five major sections are included: (1) procedures,(2) critique of procedures, (3) findings, (4) summary, and (5)tables. The data were researched and reported in three separatecategories: population characteristics, behavioral probability, andpresent academic performance capabilities. (See CG 004 283, CG 004402, and CG 004 409). The research reported herein was funded underTitle III of the Elementary and Secondary Education Act. (Author/KJ)

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CONTINUATIONEDUCATION

SYSTEMDEVELOPMENT

PROJECTLEON EASTproject director

TECHNICAL REPORT

PRESENT STUDENT CHARACTERISTICS

LA PUENTE UNIONHIGH SCHOOL DISTRICT

La Puente, California

1968

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PRESENT STUDENT CHARACTERISTICS

Leon East, Project Director

J. Alan Jensen, Principal Investigator

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

La Puente Union High School DistrictLa Puente, California

1968

Acknowledgements

Principal Staff Associates

Judy Blase, Research Associate ( assistance in developingthe Recorded Historical Information, Faculty Question-naire and California Achievement Test manual revision;statistical analyses of data.)

Frank Frimodig, Assistant Editor (, documenting and editingdata.)

Nora Jacobs, Research Associate (, planning and documentingresearch objectives; assistance in developing theRecorded Historical Information, Faculty Questionnaireand California Achievement Test manual revision; analysesof findings.)

Lewise Langston, Research Associate (... statistical analysesof data; assistance in reporting findings.)

Principal Consultants

Robert Corrigan, Chairman, Department of Instructional SystemTechnology, Chapman College (... evaluation of documentsand procedures.)

William Foist, Senior Systems Engineer, Systems Associates,Incorporated (... assistance in development of proceduresand data processing; construction and implementation ofthe Sociological Questionnaire; assistance with the trans-lation of the Meaning of Words Inventory into Spanish.)

Henry Johnson, Director of Testing, California State Collegeat Long Beach (... consultation services in the construc-tion of the Meanin3 of Words Inventory_ and SociologicalQuestionnaire; direction in the selection of testmaterials.)

Bruce Strem, Educational Psychologist, University of SouthernCalifornia, Los Angeles, Division of Research in MedicalEducation (, consultation services in the constructionof the Meaning of Words Inventory.)

ii

Other Contributors

California State Department of Employment, local andregional staff members, Lillian Avery, Fred Baugh,Ed Gall, Don Stonebraker and Marge Walker(... assistance, suggestions and cooperation inGeneral Aptitude Test Battery testing.)

Marie Earl, School Nurse, La Puente Union High SchoolDistrict (... liason activities with borderingschool districts; guidance in administration ofthe physical Profile.)

Art Franco, Teacher, Whittier Union High School District(... consultation and direction in working with theMexican-American adolescent population.)

La Puente Union High School District Principals andAdministrators, particularly Steve Campbell,Principal, Valley High School and Tom Johnson,Director of Adult School (... tolerance, flexi-bility, cooperation, responsiveness to Projectneeds and requests.)

Sue Lohr, School Nurse, La Puente Union High SchoolDistrict (... investigation of legal aspects of

school nursing; assistance in the development ofthe Physical Profile.)

Guillermo Martinez, Teacher, La Puente Union High SchoolDistrict (... translation of the Meaning of WordsInventory into Spanish.)

Office of the Los Angeles County Superintendent of Schools,Research and Guidance Division personnel, JerryGarlock, James Nivette, Elsie Sinrod and GeorgeSitkie (... guidance and assistance in data collec-tion, processing and analyses procedures.)

Research Assistants, Richard Brockway, Frank DeLuca,Gail Montwill, John Rhodes, Dave Sanchez and LloydShaw ( assistance in data collection and inter-action with Valley students.)

Valley High School Faculty (... for patience beyond thecall of duty. Special thanks to Ken Ditty, ScottFox, and Val Harper for their help in developing theTeacher Evaluation Survey.)

Georgianna Like, School Nurse, La Puente Union High SchoolDistrict ( consultation on school nursingpractices; development of the Physical Profile.)

iii

TABLE OF CONTENTS

PROCEDURES

I. Identification of Data Needed 2

II. Data Sources 7

III. Data Collection Instruments 8

IV. Data Collection Procedures 16

V. Reduction of Data 23

CRITIQUE OF PROCEDURES

I. Research Design 27

II. Test Instruments 28

III. Testing Procedures 31

IV. Data Sources and Instruments 31

V. Concluding Remarks 35

FINDINGS

I. Population Characteristics 40

A. Quantity Descriptors 42

B . Socio-Economic Descriptors 45

C. Physical Descriptors 64

II. Behavior Probability Indicators 82

A. Evaluation and Attitudes of the Students 83

B . Evaluation of Students by "Others" 136

III. Present Performance Capabilities 143

A. The Wide Range Achievement Test (WRAT) 144

B . The California Achievement Test (CAT) 158

C. The General Aptitude Test Battery (GATB) 208

iv

SUMMARY OF FINDINGS

I. Population Characteristics 249

II. Behavior Probability Indicators 252

III. Present Performance Capabilities 259

TABLES

I. Bibliography 270

II. Statistics 273

III. Letter to Schools 279

IV. Initial In-service Training of Valley Staff 281

V. Teacher Information Matrix (TIM) 286

VI. Invitation to Students 293

VII. Sample Key 295

VIII. Testing Administration Manual 297

IX. Letter to California State Employment Services 319

X. "General Aptitude Test Battery" (Reprint) 322

XI. Valley High School Faculty Communication 330

XII. Letter of Thanks 333

XIII. School Nurses 335

XIV. Recorded Historical Information (RHI) 338

XV. Sociological Questionnaire (SOC) 357

XVI. Physical Profile (PP) 381

XVII. Meaning of Words Inventory (MOWI) 412

XVIII. Instructional Preference Scale (IPS) 478

XIX. Teacher Evaluation Survey (TES) 485

......0.0101010441ormemi.,

FOREWORD

The CONTINUATION EDUCATION SYSTEM DEVELOPMENT PROJECT

is operated by the La Puente Union High School District

according to the terms of a grant award authorized by Title

III of the Elementary and Secondary Education Act of 1965

(Public Law 89-10).

Over a four year period, September, 1967 through August,

1971, the PROJECT will develop a practical instructional

system capable of continuous identification and efficient

response to the most critical instructional needs of indi-

vidual continuation high school students in La Puente.

Continuation high school students in La Puente are those

who the traditional system has been unable to accommodate or

who have been unable to accommodate the traditional system.

Their usual label is "pushout" or "dropout."

The first project year (1967-68) has been spent identi-

fying the instructional needs of these students.* During

*Technical(1.1)

Reports in this phase of the study:Present Student Characteristics

(1.2) Student Performance Requirements: Military Situations(1.3) Student Performance Requirements: Other Educational

Situations(1.4) Student Performance Requirements: Employment Situations(1.5) Performance Ade uac for Home and Communit Livin(1.6) Operational Limits(1.7) Instructional Needs

year two, an instructional program will be designed to meet

those needs. Year three will see implementation and tryout

of subsystems. Year four will provide for full system tryout

with transfer of all functions to the permanent school staff.

Throughout the Project, system analysis and other modern

management control and planning techniques will be employed.

It is hoped that this new problem solving technology of the

defense and aero-space industries can be applied as well to

the problems of education.

It is the mission of the PROJECT not only to solve a

particular set of problems in La Puente, but to provide a

problem solving model for other school districts with similar

conditions. Consequently, an effort has been made to describe

procedures in such detail that they can be used as guidelines

by others.

If further information or interpretation can be provided

the PROJECT staff will be pleased to respond to your inquiries.

La Puente, California LEON EASTDecember, 1968 PROJECT DIRECTOR

PROCEDU

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i

i l'

In January, 1968, the task was assigned of identifying the char-

acteristics of the student population which must be observed in the

design of an °instructional program.

The procedures for completing this task involved identifying the

relevant kinds of information about these students which would be of

use to the system designer. The Project staff had to identify the

most appropriate sources for these data, and to select the best tech-

niques for collecting and measuring them. During the early phases of

this research, experts were consulted for their advice on measurement

techniques and experimental designs. The staff also explored other

studies which concerned continuation education, and which suggested

experimental designs and techniques relevant to this part of the Project's

efforts. In some cases, established techniques and standardized mea-

surements were adapted to Project purposes. In other cases, the staff

had to create its own measurement instruments.

Before testing was initiated, in-service training for the test

administrators was necessary in order to insure proper evaluative

controls in the data gathering activities. During this phase, ques-

tionnaire and interview techniques were piloted. Cooperation between

the Project staff and the other agencies involved was also established.

I. Identification of Data Needed

Basically, this Project is describing the unique and typical

characteristics of the student population at Valley High School. The

2

major objective is to determine whether there are sufficient differ-

ences within the population to affect the modes that an instructional

system can employ as academic stimuli. The basic premise is that

continuation students are an atypical population. By definition the

continuation student is different. The objective is to identify these

differences, as well as the differences within the population distribu-

tion, to program meaningful and acceptable academic stimulation to

the students, including their various sub-groups.

The continuation high school population appears to deviate from

the normal high school population in aspects which determine success

or failure in the normal high school. It is assumed that the student's

presence in continuation high school is dependent upon his attitudes,

his motivation, his behavior, and his general performance in the

academic setting. It is therefore necessary to obtain measures of

his performance in these areas for the development of a curriculum

based on the needs and limitations of the student.

A. Quantity Descriptors

An important step in identifying the data needed began with

drawing up a definition of "quantity descriptor." Quantity descriptor

is defined as a numerical evaluation of the population. Such an

evaluation includes:

1) The total population of Valley High School as of the

beginning of testing

2) The male/female student ratio

3) The attendance patterns of the male and female population

Me.

3

4) The attrition rate of the original population, as well asthe constant influx of new students.

B. Socio-Economic Descriptors

Other elements relevant to an assessment of the population

include:

1) The socio-economic status of the student's family

2) The student's ethnic group membership

3) Data on familial structure, including marriage patternsof parents, mobility of parents and number of siblingsin the student's family

4) The amount of special education the student has received

5) Stated student discipline problems

6) Reason for referral to Valley High School.

C. Physical Descriptors

Physical information is also necessary to assess the student

population. The necessary physical information was defined as the

students' physical ability to sense and respond to instructional

stimuli. It encompasses:

1) General health information (historical and familial)

2) Individual health history including illness, accidents,operations, medical visitation practices, and schoolabsences, their cause and treatment

3) Present general health status encompassing blood pressureand pulse rate, height and weight, apparent nutritionalcondition, speech condition, patterns and re-medication,dental examination, audiological information (includingaudiological examination), visual information includingSnellen Chart screening, sight screener and telebinoculartesting

4

4) Assessment of hand preference

5) Examining nurses recommendations.

D. Behavior Probability Indicators

Factors considered as determinants of the continuation high

school student's predisposition to perceive and respond to

instructional stimuli were also identified. These include pre-

conscious attitudes in seven general areas:

1) Instruction and curriculum

2) Self-concept

3) Authority relationships

4) Goal orientation

5) Peer relationships

6) Moral and social values

7) Family relationships.

E. Academic Performance Capabilities

An identification of academic performance capabilities of

the student population is also required in order to derive the

instructional needs of the student. An academic profile can be

compared to the collected behavior expectations; and, the difference

between the two provides a guideline for the development of the

curriculum for the projected system.

In order to identify the basic academic and performance capabil-

ities of the student population/ scholastic achievement and general

aptitudes must be determined. Scholastic achievement encompasses the

5

language, reading, spelling and computational areas. Student

achievement may be defined as tested ability to: use language,

comprehend selected reading, spell accurately, comprehend numerical

concepts, perform general arithmetical operations and reason

abstractly. General aptitudes are measured in terms of: verbal

aptitude, numerical aptitude, spatial aptitude, form perception,

clerical perception, motor coordination, finger dexterity, manual

dexterity and a general learning aptitude.

F. Social Capabilities

The assessment of the student's capability to perform in

social situations was performed as a part of this Project's

assessment of the expectations of other educational systems.

The procedures used and the findings are reported in another

section of the Project's Final Report for Year I. 1

G. Family and Citizen Capabilities

The assessment of the student's capabilities to perform

successfully in family and community situations was performed as

a part of this Project's assessment of home and community perfor-

mance expectations. The procedures used and the findings are re-

ported in another section of the Project's Final Report for

Year I.

6

II. Data Sources

The testing of the total population of continuation-eligible

students was suggested as a primary research source by Dr. Henry

Johnson, Project Consultant. It was finally agreed that continuation

eligible students often become high school dropouts, if they are

not referred to continuation education. The location and testing

of continuation-eligible students who have already become dropouts

would be a difficult task at best. It was, therefore, decided that

the target population are those students referred to Valley High

School within the La Puente Union High School District.

The Valley High School student body was designated as a

homogeneous population to facilitate the use of a "block design."

The total population (N=276) was divided into three groups designated

Group A, Group B, and Group C. Group A was composed of those students

who are enrolled at Valley High School and who attend classes more

than fifty percent of the time. Group B was composed of enrolled

students who attend less than fifty percent of the time, and Group

C was composed of those students who have been referred to Valley

High School but who are not presently attending. Further sub-

division of each group was done on the basis of sex and point of

origin (refe'rring high school).

The following is a table of the "N's" of each sub-group

within the total population:

7

Male

Total MalTotal GroupTotal Group BTotal Group C

e Population = 202A = 75 50% = 38

Total males to be teste

Females

88 50% = 4439 50% = 20

d =102

Total Female Population = 74Total Group A = 34 50% = 17Total Group B = 31 50% = 16Total Group C = 9 50% = 5

Total females to be tested = 38

Total Testing Male and Female =140

Individuals within each sub-group were selected for testing on a

randomized basis and the 1:3 ratio (females to males) was kept

constant.

III. Data Collection Instruments

Specialists were consulted as to the kinds of data collection

instruments that could be used to gather scholastic information about

the continuation students. The first step was to define basic aca-

demic and performance capabilities, and how the acquired information

would correlate to specific requirements of curriculum designers.

Expert consensus3 was to employ standard measures of scholastic

achievement, general aptitudes, and basic computational skills. The

measures which were selected are as follows: The California Achieve-

ment Test (CAT) which provides measure, evaluation and diagnosis of

school achievement; the Wide Range Achievement Test (WRAT) which provides

8

accurate diagnosis of reading, spelling and arithmetic disabilities

as well as the determination of the instructional levels in school

children; and the General Aptitude Test Battery (GATE) which yields

nine aptitude scores from twelve tests and provides detailed student

vocational aptitudes.

Selection of the CAT was based on the following considerations:

1) Since the CAT is accepted and used in the La Puente UnionHigh School District, it represents an indirect measure ofcurrent classroom curriculum taught in that district.

2) The CAT is easy to administer, to score and to interpret.

3) The CAT is inexpensive and readily data processed.

4) Data processing procedures for the CAT are currently in useand are available through the Los Angeles County Superinten-dent of Schools.

5) The CAT is designed for individual item analysis.

6) This standardized test provides diagnostic information ofstudent academic achievement in word-recognition (vocabulary)and understanding word-groups (reading). The mathematicssection of the CAT will be used as a measure of the contin-uation student's ability to compute problems and reasonarithmetically.

Selection of the WRAT was based on the following considerations:

1) It is an accurate diagnosis of reading, spelling, andarithmetic disabilities.

2) It determines instructional levels of all students.

3) It provides the assignment of students to instructionalgroups progressing at similar rates and their transferto faster or slower groups in keeping with individuallearning rates.

4) It establishes the degrees of literacy and arithmeticproficiency of mentally retarded persons.

9

5) It indicates the ability of the student at variousoccupational levels.

6) It provides a comparison of school achievement and otherabilities in all individuals, especially those who aredisturbed or maladjusted.

7 It provides a relationship between reading mechanicsand comprehension; between computation and number conceptsas measured by other means.

8) It is short, inexpensive and easy to administer and toscore.

9) It has a potential value as a possible screening devicefor future continuation high school students.

10) Standard scores obtained on the WRAT correlate highlywith I.Q. scores derived from the California Test ofMental Maturity, the Weschler Intelligence Scales andthe Stanford Binet.

Selection of the General Aptitude Test Battery (GATB) was based

on the following considerations:

1) It will establish vocational aptitude profiles of theValley High School students.

2) The GATB correlates with the United States EmploymentServices (USES), Dictionary of Occupational Titles (DOT).

3) It is accepted by the "world of work" as an occupationalyardstick.

4) Test materials and equipment needed may be easily obtainedfrom the California State Employment Services (CSES).

5) CSES will provide test administrators and proctors to assistContinuation Education System Development Project in testadministration and procedures at a rate of $2.94 - 3.57 perhour.

6) Data processes will be provided by California State Employ-ment Services at no charge.

7) It provides a measure by use of the "G factor," which correlatesscholastic success with intelligence or general learning

10

ability. The GATE also correlates with specificperformance variables including motor coordination,finger dexterity and manual dexterity.

The use of standardized test measures alone as a primary data

source for academic capability was debated. The alternative was a

selection and construction by the staff of special tests tailored

to continuation students at Valley High School. It was finally

agreed that the primary, standard scholastic test measures should

be utilized. The rationale for this was that without validated

norms with which to compare population scores, the resulting informa-

tion would have little external validity.

The Recorded Historical Information (RHI) (see Table XIV , infra)

was developed to obtain the necessary information from the student's

"Cum" folder. This folder traditionally provides a record of the

student's academic and behavioral performance from the time of

first enrollment in school until the present day. Information

available in the "Cum" folder can be recorded easily on the RHI

in an organized and standardized fashion, after one brief training

session. The format permits data processing. Specific questions

on the RHI correlate highly with items on the SOC and will be

designed to provide other information needed. Teacher's and

administrator's recorded observations of student behavior are

also found in the cumulative records of each student and are included

in the Recorded Historical Information.

The Sociological Questionnaire (SOC) (see Table XV , infra) was

11

based on the Student Data Servide and adapted for the needs of Valley

High School. The SOC has as its primary purpose provision of non-

academic information not readily available from other sources. The

SOC can be easily administered in an individual or group setting.

The language level is suitable for this type of population; it presents

no reading difficulties or built-in cultural biases. Test anxiety can

be held to a minimum as there are no right or wrong answers. The content

is tailor-made and standardized for the Valley High School population,

thus giving needed information about the home environment, socio-economic

variables and educational goals as seen by the student himself. The

SOC can be scored by hand and results can be handled by data processing

procedures.

Factors considered as determinants of the continuation high school

student's predisposition to perceive and respond to instructional stimuli

are further identified by the student's expressed attitudes toward in-

structional stimuli as measured by the Meaning of Words Inventory (MOWI).

(See Table XVII, infra.) The MOWI measures preconscious attitudes toward

seven general areas: a) instruction and curriculum; b) self-concept;

c) authority relationships; d) goal orientation; e) peer relationships;

f) moral and social values; and g) family relationships.

Selection of the MOWI was based on the following considerations:

1) The format appeals to students.

2) There are no right/wrong answers and as a consequence has

minimal test anxiety.

3) It is short and easy to administer individually and ingroups.

4) Minimum reading skills are required.

5) Test is bi-lingual to accomodate the large Mexican-American population of Valley High School.

6) It is ambiguous and, as a consequence, permits expressionof pre-conscious attitudes.

7) It measures motivational areas relative to educationalachievement.

8) It has been used previously and validated in the LosAngeles County School District.

9) Mr. Bruce Strem, Ph.D., who assisted in the developmentand validated the MOWI, is available as a consultant.

Predisposition to perceive and respond to instructional stimuli

are also measurable by the continuation student responses to the

Sentence Completion Test (SCT) and the Instructional Preference Scale

(IPS). (See Table XVIII , infra.) These instruments are designed to

ascertain student attitudes toward a variety of instructional stimuli

items, instructional response items and instructional reinforcement

items.

A list was drawn up of every possible experience a student

could have in an instructional setting that would serve as a learning

factor. These were narrowed to seventy-six including: thirty-two

instructional stimulus items, thirteen instructional response items,

and thirty-three instructional reinforcement items. From these

seventy-six items, thirty-two were chosen on a matched percentage

basis for the Sentence Completion Test.

.--"

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Selection of the Instructional Preference Scale and Sentence

Completion Test was based on the following:

1) The format appeals to students.

2) There are no right/wrong answers and as a consequence hasminimal test anxiety.

3) The IPS is easily administered to a large group.

4) No reading skills required in either (read aloud bytest administrators).

5) They measure student's predispositions to respond to avariety of instructional stimuli, responses and rein-forcement items.

6) Since the same items are used on both, they serve tocross-validate each other.

Student predispositions are also indicated by teacher's observa-

tion of student behavior in a specified test situation. Two instru-

ments, Faculty Questionnaire and Teacher Evaluation Survey, were

used for this purpose. (See Table XIX , infra.) The former

required short statements by the teacher relevant to the effects

of testing on the student. The latter provides information on

student response patterns and an assessment of these patterns

on individual tests in the battery. Selection of the Faculty

Questionnaire and Teacher Evaluation Survey were based on the

following considerations:

1) These two measures were developed to collect observationaldata of the teachers after they have assisted in administra-tion of the CESDP test battery.

2) These two measures will be given to the teachers immediatelyafter the testing so that assessment will not be retro-spective.

14

3) The Faculty Questionnaire is an open-ended survey.

4) The Teacher Evaluation Survey is a forced-choice measure.

After the instructional needs of the students at Valley High

School are identified, decisions will have to be made regarding which

needs can be feasibly provided for in the curriculum. The physical

limitations of the continuation high school students could influence

these decisions. Developmental retardation, neurological sensory and

communication deficiencies are important determinants of learning abil-

ities. General nutritional inadequacies and poor present health status

cannot help but affect school performance, as do any disabling or chronic

diseases.

Physical data has been obtained from a combination of the Cumu-

lative folders and a Physical Profile. (See Table XVI, infra.) As

stated, data from the "Cum" folder was condensed by means of the RHI.

This facilitates organized and standardized information gathering from

the folders, as well as an item analysis of historical health infor-

mation on both a general and individual basis. Other physical data is

derived from the Physical Profile, which was developed specifically to

meet the needs of Valley High School students. Recommendations sub-

mitted by the examining nurses on the Physical Profile provide an

additional source of physical data. The Physical Profile does the

following:

1) It presents general health information and documents suchinformation.

2) It identifies specific hearing range of each student anddocuments observations.

15

3) It identifies specific visual acuity of each studentand documents observations.

4) It identifies cerebral dominance and laterality anddocuments observation.

5) It summarizes each student's health status.

6) It offers the nurses recommendations.

The Physical Profile was developed specifically for Valley High

School students. It was also constructed in such a way that all infor-

mation obtained could be handled through data processing.

Two school nurses were employed as research associates to explore

legal aspects of school nursing as related to continuation education.

They assisted in the development of an efficient means to measure

health information. Mrs. Sue Lohr researched and reported the legal

aspects. Mrs. Georgina Zike researched methods for gathering health

information, and constructed the first rough draft of the Physical

Profile. She then assisted the staff in revising it into its final

form.

IV. Data Collection Procedures

A. Consultation and Conferences

During the months of November, December and January, the Con-

tinuation Education System Development Project contacted various experts

in the field of data collection to assist and direct the Project in its

overall objectives. Henry Johnson, Ph.D., Director of Testing at Califor-

nia State College at Long Beach, was consulted as an expert in test and

16

measurement procedures. Dr. Johnson is also a known authority and

expert in Mexican-American population characterisitcs. Since the La

Puente Union High School District has a high percentage of Mexican-

Americans, the selection of tests involved consideration of the typical

differences between Mexican-Americans and other ethnic groups at Valley

High School. Mr. Don Goodwin was contacted as the initial systems

analyst consultant in an attempt to develop an overall procedure for

data gathering. Mr. Bill Foist from Systems Associates, Inc., was

also consulted as a systems analyst to finalize the organizational

approach to data gathering. Mr. Art Franco, a resident of La Puente,

and an active participant in civic affairs both at the community level

and as a teacher at Whittier High School, was contacted as a public-

relations expert with knowledge of the Mexican-American adolescent

population. Bruce Strem, Ph.D., USC School of Medical Research, was

consulted as an educational pyschologist to develop psychological mea-

surements appropriate to the La Puente Union High School District

Continuation Education population. Mr. Jim Nivette of the Los Angeles

County Superintendent of Schools Research and Guidance Division assisted

in the preparation of the research design to be utilized by the staff.

Within the framework of the design, he suggested test procedures and

methods of implementation. Dr. George Sitkei, Ed.D. and Mrs. Elsie

Sinrod, also of the Los Angeles County Superintendent of Schools Re-

search and Guidance Division, were consulted regarding basic electronic

data processing techniques and procedures available.

Group conferences were held with the above consultants from

17

November to January. During this period of time, it was determined

that information regarding academic and vocational skills, social and

historical data, psycho-social, attitudinal traZts and physical assess-

ment was necessary. These requirements were subsumed under the term

"Student Population Characteristics."

The determination and identification of data sources in this phase

of the research involved a liaison with California State Employment

Services. This included contact with the local department of employment

as well as the regional office to determine the availability of GATB

materials, test techniques, and data processing measures. Scheduling

of testi4,g and the employment of part-time staff members was coordinated

with Mr. Gall and Mrs. Avery of the regional office, and Mr. Baugh and

Mr. Stonebraker of the West Covina office. This part of the research

design was formed through discussions among Project members, Project

consultants (Dr. Henry Johnson, Long Beach State College and Mr. Bill

Foist, Systems Associates, Inc.) and consultants from the research and

guidance section of the Los Angeles County Superintendent of Schools

(Dr. George Sitkei, and Mr. Jim Nivette). A parallel function involved

acquisition of specific test materials and coordinating efforts with the

Western Psychological Association, the California State Employment

Services, the Hudson School District, the West Covina Unified School

District, and the Covina-Valley Unified School District.

Upon conclusion of all administrative conferences, a specific

data collection plan was synthesized and submitted to Project manage-

ment for approval. During this time brief consultations were held with

18

1]

it

Project members and experts in the field of data collection.

B. Operational Plans

Procedures used in the data collection were as follows:

4

1) Compile a student population list complete with names,addresses and telephone numbers.

2) Assign students to categories of: attendance, sex andethnic group. For identification purposes, studentswill also be assigned to recommending high schoolcategory.

3) Using a table of random numbers, select sample.

4) Devise and obtain test materials.

5) Make arrangements with Valley High School and ValleyVocational Center administrators so that test times,materials and teachers to assist in planning and admin-istration can be allocated.

6) Hold in-service training sessions for teachers andassistants.

7) Determine field interviewing techniques for Group C(non-attenders) based on role-playing, encompassingproblems of interviewing "hard-core," non-attendingcontinuation high school students.

8) Administer test battery (all).

9)

10)

Reduce data.

Document findings.

C. In-service Training

1_0 Coordination of Valley High School staff members and the

research associates was performed by the Project's directing staff

member. This involved the orienting of both research associates

and employed teachers toward the Project's objectives, as well as

19

the preparation and performance of the specific tasks necessary.

In-service training included the "role-playing" of test administra-

tions, attempting to portray characteristic reactions of students;

and, preparation and scheduling of academic tests. Scheduling

and programming of test procedures was an administrative function

performed by the behavioral analyst and Valley High School staff

members. Specific procedural tasks were assigned and distributed

to team members during the key week preceeding tests.

In-service training was held for the Valley High School staff

throughout the data collection phase. This included three, one-

hour sessions at which time the entire program was discussed.

(See Table IV, 2, infra.) These sessions focused upon teacher

involvement and student involvement as related to Continuation Education

System Development Project's objectives and requirements.

Reorientation and in-service training was again provided to

Valley High School staff for the administration of the Wide Range

Achievement Test. This involved coordinating and programming Valley

High School and Valley Vocational administrators as well as in-

service training and more "role playing" with the research associates

prior to actual test encounter with the student body at Valley High

School.

One of the primary objectives of the Project was to utilize

available teacher talent in the local school districts to assist in

the research. This involved contacting principals and other adminis-

trators in the La Puente Union High School District for their recom-

mendations of credentialed people currently employed within the district.

20

At the same time, the Project searched professional ranks for qualified

people who could add their knowledge and experience in dealing with

continuation education populations. Professional talent and materials

were available through local universities and college job placement

centers, local high schools, nearby high school and elementary school

districts, as well as through county and city facilities.

D. Obtain Testing Materials

Specific testing materials were obtained March 7 - 11, from

Western Psychological Association, California State Employment Services,

Hudson School District, West Covina Unified School District, and the

Covina-Valley Unified School District. The materials included:

300 pencils (IBM), 200 CAT Protocals (junior high school level),

200 WRAT and GATB, two reams scratch paper and two stop watches.

E. Schedule and Program Test Procedures

Scheduling and programming of test procedures was an administra-

tive function performed by Project and Valley High School staff members

between March 18 - 20. (See Table VIII, infra.)

The Project's population survey held group measurement (six to

eight, and eight to twenty students) as an objective. Testing was

initiated in the classroom where the students normally report for their

first class. Movement of students was kept to a minimum, and when

possible a teacher was in the room to assist test administration.

Student-teacher ratio was kept between 6:1 and 8:1 for optimal proc-

toring. Test administrations began twenty minutes after school was

21

4

officially in session and lasted three and one-half hours with two

ten-minute breaks, and one twenty-minute break. Actual test time

per day was less than two hours when instruction and material

disbursement is considered. Testing began on Thursday, March 21,

1968, and concluded on Thursday, April 26, 1968.

Test procedures and dates for administering tests to non-

attending continuation students were formulated March 18 - 20.

These included:

1) Letter of introduction

2) Invitation to students to attend further testing sessionsat Continuation Education System Development Project office

3) In-service role-playing training encompassing problems of

interviewing "hard core," non-attending continuation students

4) Mapping, routing and field assignments to assistants

5) Test materials assigned.

Those students who were absent on regularly scheduled test

dates were scheduled for residual testing April 1 - 4.

Test items for those students absent on regularly scheduled

test dates were prepared by research assistants during March 18 - 20.

File cards for each student were developed to expedite data

gathering. After first test administration, student names,

test numbers, and official coding numbers were entered on the

file card. (See Table VII, infra.) The test number plus the

coding number became the permanent identification number of

that student. All tests taken by the student were entered on

22

file cards for that student and all tests were numbered with the

student's permanent identification number.

V. Reduction of Data

Statistical procedures and treatment of IBM "output" data in

accordance with necessary population descriptors per research

design was accomplished by contacting population research experts.

All consultants agreed that output data was best justified by

reporting descriptive information pertinent to the population. Such

descriptors provide data which best identifies the limitations and

constraints which the population at Valley High School will impose

upon system designers. They agreed upon the necessity for regarding

this population as a changing, rather than static, entity. They

confirmed the necessity for handling this population in terms of

three separate groupings: Group A, which attends more than fifty

percent of the assigned time; Group B, which attends less than

fifty percent; and Group C, which has been referred and never

enrolled, or has been enrolled and never attended. Items such

as ethnic group membership and socio-economic status indicate

broad factors such as general language patterns, values relevant

to schooling and sub-cultural norms which influence learning and

behavior patterns. Data on familial structure gives additional

information relative to behavior patterns of the student, length

of stay in a given school as well as in a given area.

23

5

During this data reduction phase, it was also necessary to

determine statistical procedures for treatment of the output data.

The simple difference in statistical percentage between two

variables is not necessarily important in terms of statistical

probability. The analysis of the needs assessment survey results

has incorporated a statistical test of "significance" in order to

assure maximum reliability for the conclusions reached. Throughout

this survey analysis, the Chi-Square test was employed to measure

the chance that a particular result might have happened by accident

of sampling. No aspect of the conclusions has been characterized

in this report as being "significant" unless a Chi-Square test, a

"t" test, or a test based on the pooled critical ratio formula,

showed at least the five percent level of significances. (See

Table II, 1 - 5, infra.)

All data was collected and reduced between June and August.

Data was finally synthesized by August 13.

24

1ti

j

NOTES

1Continuation Education System Development Project,

Student Performance Reuirements, "Other Educational Situations,"La Puente Union High School District, La Puente, California,September, 1968.

2Continuation Education System Development Project,Student Performance Requirements, "Home and Community Situations,"La Puente Union High School District, La Puente, California,September, 1968.

3Dr. Henry Johnson, Director of Testing at Long Beach StateCollege and Bill Foist, of Systems Associates, Inc.

4 Systems Associates, Inc., Los Angeles County Superintendentof Schools Research and Guidance Consultants, individuals in theLa Puente Union High School District familiar with test itemsselected, and the established advisory council utilized by theContinuation Education System Development Project.

5Consulted population research experts were: Jerry Garlock,

Ph.D., Director of Research, Los Angeles County Superintendentof Schools; Jim Harsh, Ph.D., Director of Research, CaliforniaEducation Testing Service; Dr. Mormon, California State Collegeat Los Angeles; George Sitkei, Ph.D.; and Mr. Jim Nivette.

W.: ,11,74,C,

25

Ca1111410

Of

PRO

CSIO

SS

.07

During synthesis and documentation of obtained data, anecdotal

records were kept by staff members to provide a basis for a personal

critical review. This review uses as a baseline how a project of this

kind should proceed under optimal conditions. The following remarks

are offered as an effort at self-evaluation, and also as a possible

guide to those who plan a project of a similar nature. This part of

the Project staff has made many mistakes and discovered much by trial

and error. Some selections, however, were more effective than antici-

pated.

RESEARCH DESIGN

A pilot project, utilizing key students in the Valley High student

body would have been of tremendous help. It might have revealed things

which would have brought about better relations with the student body

at testing time, as well as more valid responses from them. A pilot

project could have also helped in discovering errors in judgment in

the selection of data collection instruments. In addition, there would

have been a better opportunity for ascertaining the best ways of

handling and reducing data, as well as specifying more exactly the uses

to which data could be put. A pilot project would have been a great

help in defining which statistical tests and procedures were appro-

priate prior to the massive data collection which the staff performed.

Furthermore, a pilot project would have indicated earlier the need for

the services and advice of an "in-house" data expert.

Early decisions to base the data analysis on the variables of sex

27

and attendance groupings, resulted in more work than perhaps it was

worth. A curriculum based on sex-differences requires little more

than a common-sense assessment of any high school population in relation

to culture. Secondly, according to the RHI, the chief cause for re-

ferral to Valley High School is "truancy," which implies non-attendance.

One cannot, then, expect other than deviant attendance patterns from

a population such as Valley High which has been referred because of

just such attendance patterns. More relevant variables such as aspira-

tion level, motivation and interest would have been more fruitful.

TEST INSTRUMENTS

California Achievement Test (CAT)

This test was used to measure the academic achievement of the

Valley High population as compared to the "normal" junior high school

population. For Project purposes, the testing sessions were far too

long, exceeding the motivation, interest and attention level of the

students. This was so despite the existence of a reward system for

lest completion.

Meaning of Words Inventory (MOWI)

On the basis of student reaction, it became obvious that the

Spanish translation of the MOWI was unnecessary, and in many instances

detrimental. Many of the Mexican-American students "pretended" that

they could not read the English at all, while both Anglo and Mexican-

American students "made much" of not being able to read the Spanish.

There is some doubt that the demanding seven-choice semantic

28

differential test was appropriate for the test population, in view of

its apparently low motivation and interest level. The seven-choice

scale may also have offered distinctions which were too fine for Valley

High students.

Sociolosical_fpuestionnaire (SOC)

Many relevant questions were included in the original SOC but were

later deleted. Such questions would have given information as to the

parents' income bracket, students' use of narcotics and other areas.

Such questions were deemed "too controversial" for inclusion by the

Project.

There were other kinds of information which might have been sought

in the SOC. Such questions might have been: 1) what help, if any, the

student thought he needed to be able to enter and function in the "adult"

world; 2) when or how the student thought he had started on a pattern

of school failure which ended in referral to Valley High; and 3) whether

the student preferred attending Valley High to returning to his regular

high school, and why.

Recorded Historical Information (RHI)

Much of the information gathered through the use of the RHI was

outdated. This is not the fault of the instrument, however, but of the

Cum records which were available for the Valley High students. Appar-

ently, these are of little importance to the school itself and, as a

consequence, they are not kept up to date. Cum records for some of the

students were not available at all.

Wide Range Achievement Test (WRAT)

The WRAT was most useful, principally because the tests in it are

29

of short span. In addition, the reading test is based on a person-to-

person relationship which was found to be very useful with the students

of Valley High. Scores obtained on the reading section of the WRAT were

much higher than those obtained on the reading sections of the CAT,

which are not administered personally. Part of this may have been due

to the "coaching" effect present in the one-to-one relationship. Some

difference is expectable, however, since each test is based on a slightly

different concept of reading.

The reading scores on the WRAT may be positively biased since they

are measured by vocal responses to printed words. To prevent such a

bias, in-service training emphasized the "auditory conditioning" of each

research associate and assistant. One of the trained assistants was

absent on the first WRAT test day, however, and an untrained Valley High

School teacher substituted.

Dr. Richard Harsh of Educational Testing Service has noted that WRAT

reading scores do not measure "reading proficiency" or level of learning

rate, but instead, threshold experiences acquired through reading or

word exposure. He has also noted that one's reading level in learning

is approximately two years below the WRAT reading score.

Physical Profile (PP)

The format of the PP could have been different in order to facil-

itate easier scoring. The nurses' recommendations could have been

placed closer to the items requiring response. In this way, the nurses'

recommendations would have then been more easily available for scoring

and reporting procedures.

TESTING PROCEDURES

Taking into consideration the deviant attendance patterns as well as

the constantly changing characteristics of the Valley High population,

a more than adequate job of testing was accomplished. Certain changes,

however, might have helped to give more reliable results. For example,

the testing might have been spaced over a longer period of time, thus

eliminating the atmosphere of rush and hurry. Again, if the staff had

had the opportunity to question the students as to what rewards they.

considered worthwhile, the reward system (see Table VIII, 2 and 3, infra)

might then have proved more useful in stimulating student participation

in the testing.

At times during testing, the Project staff's relationships with

the teachers at Valley High were "strained." This resulted in some

lack of cooperation on their part and some intolerance on the staff's.

The students seemed to have sensed this tension, and were willing to

use it to their own "advantage." Perhaps the most important result of

the faculty-Project communications gap was that the teachers spent

little time explaining the reasons for the testing to their students in

preparing them for testing sessions. Future projects of this kind would

be advised to spend more time with cooperating faculty staff in the early

planning of data collection. Continuous efforts should be made to insure

complete communication and cooperation.

DATA SOURCES AND INSTRUMENTS

This Project's purpose is to produce an instructional program which

will prepare continuation students for the performance requirements

31

necessary for success in school and in the community. The task, then,

was to assess the student needs individually and collectively, and to

translate these into acceptable terminal behaviors. It was also part

of the task to produce through the use of an instructional systems

approach, a program designed to adequately develop these specific, ter-

minal behaviors. To develop a suitable instructional program, student

characteristics were first identified through basic evaluations and

measurements of aptitude, interest, achievement, and psychological

stability and socio-economic history. The particular means of assess-

ment were determined by a group of consultants and staff members em-

ployed by Continuation Education System Development Project. They

selected and/or developed:

1) The Semantic Differential (in MOWI)

2) The Sociological Questionnaire (SOC)

3) Instructional Preference Scale (IPS)

4) Sentence Completion Test (SCT)

5) A Physical Profile (PP)

6) California Achievement Test (CAT)

7) Wide Range Achievement Test (WRAT)

8) General Aptitude Test Battery (GATB)

9) Recorded Historical Information (RHI)

These tests are adaptable to both group and individual testing. They

were also easily processed by the electronic data processing facility

available to the La Puente Union High School District.

These instruments exclude direct measures of "motivation" and I.Q.

They also exclude a psychological diagnosis. Motivation is an operational

32

definition of an emotional drive which can be interpreted from observ-

able performance, recorded historical performance, or emotional tone

demonstrated by students' classroom performance or social behavior.

"Drive level" (or motivation) can be inferred from responses to the

selected test battery which the Project administered. Therefore, an

indirect measure of motivation is available and reportable.

The second assessment measurement excluded is that of I.Q. Cur-

rently, I.Q. is a controversial area, often it is rejected by educators,

especially when dealing with a socio-economically depressed population,

as in the case of this research. An indirect measure of I.Q., however,

is derivable by correlating standard scores obtained by the WRAT, and

also the "G Factor" of the GATB.

Thirdly, psychological diagnosis is a clinical term which generally

is of little use to curriculum planners. For the planner, it is the

potential expectancies of student behavior which are most relevant to

this task. Therefore, the staff chose not to provide a psychological

diagnosis of Valley High School students.

Although the selected test battery provided sufficient information

to meet the research objectives, a more comprehensive battery could

have been employed. A team of psychologists, counselors and aides could

have administered comprehensive academic and psychological test measures

on an individual basis. With a test popualtion of 140, two psychologists

and two counselors working only four hours a day with the students could

have completed individual testing in four months. The testing initiated

in February could have been completed well before June, with three months

for analysis and interpretation.

33

Future researches of this kind would be advised to include the

following instruments where possible:

1) Review of Historical and Developmental information in the

"Cum" records.

2) An Intake Interview gathering current information, family

status, etc.

3) A home call with the parents and students to bridge student

information and introduce the Project to the community.

4) Selection of a diagnostic test battery including:

A) Projective Techniques

1) Draw a Person - Goodenough/Harris

2) Draw a Family

3) House-Tree-Person

4) Thematic Appreception Test

5) Rorschach Ink Blot

B) I.Q. Measures

1) Weschler Adult Intelligence Scale (WAIS)

2) Weschler Intelligence Scale for Children (WISC)

C) Vocational Aptitude - General atitude Test Battery. (GATB)

D) Interest

1) Edwards Personal Preference Schedule

2) Edwards Vocational Preference Schedule

E) Scholastic - Wide Range Achievement Test (WRAT)

F) Diagnostics for specific learning disabilities

34

1) Bender-Visual Motor Gestalt

2) Illinois Test of Psycholinguistic Ability (ITPA)

These instruments are psychological measurements necessary for identi-

fying specific learning and personality problems. They are essential

if one wiwhes to identify those students who may require appropriate

referral practices, but who cannot be discovered by the regular screen-

ing battery employed by this staff.

CONCLUDING REMARKS

There are some dangers of which one should be aware in doing re-

search of this kind. An implicit comparison between the test group

and the so-called normal students is often built into such work.

Sometimes the program designer falls into the trap of asserting "normal"

to be desirable, as though it were the ideal. Relative to contin-

uation students, this can be dangerous since the "normal" school system

is in some ways as much to blame for the continuation student's plight

as he himself is.

Secondly, the term "normal" is so vague as to be misleading.

Highly competent researchers in the field of psychology, for instance,

find it nearly impossible to define normal needs, expectations, motiva-

tions, etc. Yet, as the term enters into comparisons of continuation

students with others, it generally asserts that continuation students

are deviant; All of this is unnecessary since by definition continua-

tion students (normal, deviant or not) have their own educational needs.

The system designer should focus clearly on these needs, and develop a

program to meet them in the most effective, efficient way.

35

Two other terms can easily mislead the researcher. One must be

cautious of equating student preferences with student behaviors. Program

designers sometimes naively suppose that students behave as they prefer,

or conversely, that they prefer to behave as they do. The designer than

constructs a program attempting to achieve consistency between pref-

erence and behavior within socially (or institutionally) defined limits

of acceptability. The fact is that continuation students (as well as

most people, according to psychologists) do not always act as they prefer,

nor do they necessarily prefer to act as they do. Their actions are

often impulsive and inappropriate to environmental circumstances. The

system designer, then, is well advised to concentrate on behavioral

needs for performance success, and not to be misled by "preferences"

in so far as these might be based on impulse rather than on reason.

36

FINDINGS

The task of identifying student characteristics which

must be observed in the design of an instructional program

was assigned in January. In order to accomplish this, the

staff had to identify the most appropriate sources for these

data, and to select the best means for collecting and

measuring them. In some cases, established techniques and

standardized measurements were adopted to Project purposes.

In other cases, the staff had to create its own instrumentso.

These findings basically describe the unique and typical

characteristics of the students at Valley High School. A

major objective was to discover significant differences

within the population which could affect the modes of

instructional stimulus that the system can employ. The

data here is organized as shown in the following outline:

I. POPULATION CHARACTERISTICS

A. Quantity Descriptors

B. Socio-Economic Descriptors

C. Physical Descriptors

II. BEHAVIOR PROBABILITY

A. Evaluation and Attitudes of the Students

1. Sociological Questionnaire (SOC)

2. Meaning of Words Inventory (MOWI)

3. MOWI and SOC: Aspirations

38

4. MOWI: Teachers

5. Instructional Preference Scale (IPS)

B. Evaluation of the Students by "Others"

1. Recorded Historical Information (RHI)

2. Teacher Evaluation Survey (TES)

III. PRESENT ACADEMIC PERFORMANCE CAPABILITIES

A. Wide Range Achievement Test (WRAT)

1. Standard Scores and Grade Placement: Percentilesfor Total Valley High School Sample

2. Teacher Evaluation Compared with WRAT Scores

3. Correlaticnal Study: WRAT

B. California Achievement Test (CAT)

1. Mean Raw Scores and Grade Placements: TotalPopulation of Valley High School

2. Analysis: Sex, Ethnic, Attendance Groupings

3. The CAT as a Diagnostic Tool

C. General Aptitude Test Battery (GATB)

1. Aptitudes Measured by GATB

2. Who is Referred for the GATB?

3. Score Distribution of Valley High School Popula-tion as Compared with the Normal Population

4. Distribution of GATB Mean Standard Scores by Sex,Attendance, Ethnic Groupings

5. GATB Correlations

6. GATB Measures as Predictors of College Success

7. Occupational Aptitude Patterns

39

I. POPULATION CHARACTERISTICS

A general description of the Valley High School student

body is a prerequisite to any identification of characteris-

tics, or any assessment of instructional needs. The follow-

ing descriptive data on population characteristics are

divided into three sections.

The first section, quantity descriptors, includes the

following items: the total population of Valley High as of

the beginning of testing; the male/female student ratio;

attendance patterns; attrition rate; and, the rate of new

enrollments.

The second section, socio-economic descriptors, includes

these topics: socio-economic family status; ethnic group

membership; data on family structure; the amount of special

education that students have received; stated discipline

problems; and, reasons for referral to Valley High School.

Physical descriptors, the third section, reports the

following data: general health information (historical and

familial); individual health history; present general health

status; assessment of lateral preference; and, the examining

nurses' recommendations.

There is a wide variety of individual differences in the

population of Valley High School; an assumption of homogeneity

is, therefore, an artificial one. Certain characteristics of

40

the population, however, necessitate such an assumption, and

dictate the type of research design utilized by the Project

in assessing attitudes, abilities, and behavioral and demo-

graphic variables relevant to the continuation student at

Valley High School.

The pattern of student enrollment at Valley High School

is a "dynamic" one, as shown in the example below for the

period of September 16, 19671to April 30, 1968.

Total Enrollment 483

Active Enrollment 297

Dropped by Valley High 186

Dropped, but re-enrolled 33

Such an "incoming-outgoing" pattern presents a problem

in data collection, and prohibits obtaining complete test

batteries for each individual student. As a consequence,

the Project employed a "block" design to expedite data

collection. Such a design defines the population of Valley

High School as an homogeneous one, and, thereby makes possible

accurate measures without the constraints of obtaining complete

test batteries. Within the "block" design, the population

characteristics are measured in terms of the following vari-

ables: total population, sex, ethnic group membership and

attendance.

Collection of demographic data which is concerned with

size, distribution and vital statistics of the Valley High

41

School population required two steps. The first involved a

quantitative evaluation of the student body at Valley High

School. This evaluation included:

1. The total population of Valley High School, asof the beginning of testing. (March 18, 1968.)

2. The male/female ratio of the student body.

3. The mean age of the student body.

4. The attendance patterns of the male and femalepopulation.

5. The ethnic distribution ratio.

6. The referring high school.

The second step was to gather data relevant to a socio-

economic assessment of the student population. This included:

1. The socio-economic status of the student's family.

2. Familial structure.

3. Marriage patterns of parents.

4. Mobility of parents.

5. Educational level of parents.

6. Number of siblings of students, etc.

A. Quantity Descriptors

As of the beginning of testing, the total attending

population of Valley High School was 276. Of this total, 254

students served as testing subjects. Because of the attendance

pattern at Valley High School, only 12% of the sample popula-

tion completed a full test battery. Eighteen percent (18%)

completed all but the WRAT, 20% completed all but the CAT,

42

and over 27% completed all but the GATB. The following charts

show the numerical distribution by sex and the mean ages of

the test population.

Numerical Distribution (by sex)Valley High School

Males 202

Females 74

Male/female ratio 3:1

The majority of students at Valley High School are sixteen

years or older.

Mean Ages of the Total Population and Percentages:

(SOC, N = 176)

'Percentage ofAge Total population

14 years 4 0

15 years 20.5

16 years 42.6

17 years (or older) 32.4

As reported, the attendance pattern at Valley High School

is a non-stable one. Attendance varies from day to day, and

it increases and decreases from month to month. In order

to obtain a sufficient amount of data, the total population

at Valley High School was divided into three separate groups.

4-3

Those students who attended more than 50% of the time were

designated Group A; those who attended less than 50%, Group 13;

and those who had been referred to Valley High but who did

not attend, as Group C. Group A was composed of 109 students;

Group 13, 119 students; Group C, 48 students. Within each

group, the male/female ratio of the total population was

maintained in data collection.

In the total test population, an ethnic distribution is

shown by the data as follows:

Percentage ofEthnic Group Total Population (N=276)

Anglo

Mexican-American

Other (Negro, Oriental)

69.2

30.6

1.8

This ethnic distribution is further broken down as follows:

Percentage ofMales Total Population

Anglo 68.3

Me xi can - American 30.2

Other 1.5

Percentage ofFemales Total Population

Anglo

Mexican-American

Other

71.6

27.0

1.4

The ratio of Anglo to Mexican-American students is roughly

3:1. As can be seen, the "Other" group is stastically insig-

nificant to the population at Valley High School.

B. Socio-Economic Descriptors

The socio-economic status of the students'

was derived from two sources:

families

the RHI and the SOC. (See

Tables XIV, 1 and XV, 1, infra.)

Data derived from the RHI indicate that the father

of the student, or the male with whom the student lives, is

generally employed at the following occupational levels:

Level of EmploymentPercentage(N = 138)

Unskilled, semi-skilled, andskilled

White collar

Professional

workers

workers

82

10.2

7.6

Mothers, or the females with whom the student lives, were

employed at the following levels:

45

Level of EmploymentPercentage(N = 138)

Housewives

Semi-skilled or skilled

Professional workers

73

20.7

6.3

In most instances, the most recent data were obtained

from the SOC which showed the following:

Ar Males Level of Employment Percentage

Laborers 10.2

Trade crafts (mechanic, electrician, etc )., 27.3

Professional Workers 11.9

Unemployed 4.0

None of listed categories 40.9

On the SOC, however, no questions were asked relevant to the

occupation of the mother or female with whom the student

lives.

Data derived from the Physical Profile (PP)(see

Table XVI, 1, infra) indicate that the mean age of the parents

of students now attending Valley High School is 42.1 years,

and that the mean age of the siblings is 11.7 years. (See

Figure 1.) Data from the SOC indicate that 8.4% of the

student population have two siblings, (see Figure 2a, 2b)

16.8% have three siblings, and 67.1% have four or more siblings.

46

Thirty-four and seven-tenths percent (34.7%) of the Valley

High School students are the middle-born child; 23.7%, the

first born, and 22.3%, the last born. (See Figure 3.)

Analysis of the RHI and the SOC in terms of ethnic

groupings indicates that no Anglo student has ten or more

siblings as compared with 7.1% of the Mexican-American

students who have more than ten siblings. Approximately

75% of the Anglo and the Mexican-American students both

have between two and six siblings in the family.

Most Valley High School students live in "matri-

centric" families, that is, mother and father are married and

both living in the home (r.= .856). The majority of Valley

High School students, regardless of ethnic group membership

or sex, live with both father and mother. Findings ....icate

that a greater proportion of the Mexican-American students

(75.5%) live with both parents as compared with the Anglo

students (53.1%). (See Figure 4.) Data from the RHI indicate

that: 82.1% of the students live with their natural mother

and father; 14.9% live with their mother or father only; and,

only 2.9% live with other relatives or guardians.

Data from the Physical Profile and the SOC, which

reflect the most recent and accurate information, indicate

that only 58.8% to 66.8% of the students live with their

natural parents; the remainder live with step-parents, in

foster homes, or with friends or older siblings. (See Figure 5.)

47

Figure 1 MEAN AGE DISTRIBUTION OF FAMILIES-PHYSICAL PROFILE

No. Parents

18

16

14

12

10

8

6

4

2

0Mean Age 20 25 30 35Parents u

15=34.95

1

I

I

I

I

No. Families

I IQ1=38.2

40 I 45

Mean=42.1

Q3=46

50

+15=49.26

I

20- I I I

I I I

I I I

I I I

I I

I

I

I

I

. WIC. .Mean Age 0 2 4 6 8 10 12 14 i 16 18 20Siblings I I 1 1

I15=6.8 Mean 11.7

I+15=17.8

I Q1=9.6 I Q3=15.1 I

15

10

55

I

I

I

I

60

I

65 70

WNW

NNW

Figure 2a TOTAL POPULATION - NUMBER OF SIBLINGS

100 p.

90

80

70

NUMBER OF SIBLINGS(RHI)

38.4

35.5

NoData

1

6.5

2.2

2-3 4-6 7-9 10+

Number of Siblings

100NUMBER OF SIBLINGS(SOC)

90

80 p

70 I, 67.1

Number of Siblings

Figure 2b

NUMBER OF SIBLINGS - ETHNIC COMPARISON(RHI DATA)

40.5

9.5

NoData

90 (SOC DATA)

1 2-3 4-6 7-9

ANGLO:MEX. AMER.:M=111

7.1

0.0

NUMBER OF SIBLINGS- ETHNIC COMPARISON

64.6

10+

62.2

24.4

13.3

7.1

NoData

One Two Three FourOr More

Li

Li

LI

Figure 3 BIRTH ORDER OF V.H.S. STUDENTS

100

90

80

70

60

50

40 ,

30

20

10

0

34.7

23.7 22.3

11

14.0viewmworiww

1.7

First Middle Last Twin OtherBorn Born Born

Figure 4

100

90

80

70

60 We%

50

40

30.

20

10

0

100

90

80

70

60

50

40

30.

20

10

0

17.0%

FAMILY STRUCTURE FROM PHYSICAL PROFILE

ALL(N=153)

15.7%

16.3%

Father

Mother

FatherOr

MotherOnly

11.5%

MIL

MEXICANAMERICAN(N=49)

6.1%

FatherOr

Mother& Step.

100

90,

80

70

60,

100

90,

80

70

z 60I.

0' 50z

wgg40,

a.

30,

20, 16.7%

102.0%

0Other

14.3%

66.7%

ANGLO(N=98)

20.4%

12.2%

OTHER(N=6)

16.7%

Father Father FatherOr Or

Mother Mother MotherOnly & Step.

Other

0s=

60p.0

6" 40

20,

0

58.8

Figure 5 P.P., SOC, RHI COMPARISON -ADULTS STUDENTS LIVE WITH

17.0

PHYSICAL PROFILE(N=153)

15.7

visamorms 8.5

Father

Mother100,

80,

66.8

60,

40p

FatherOr

MotherOnly

FatherOr

MotherStep.

SOC TEST(N=176)

Other

20,

0

100

80,

18.2

4.3 2.1

8.6

Fathera

Mother

82.1

FatherOr

MotherOnly

OtherRelative

RHI TEST(N=138)

FriendsHoneof

These

60,

40, ,....

20 , , 14.9,

0.7 .7 1.5

Father Fathera or

Mother MotherOnly

Older Other GuardianSibling Relative

Adults in Horne

U

Of the parents of students at Valley High School, 79.1%

are presently married; 4.7% are divorced or separated and not

remarried; 5.4% are widowed and not remarried; and 10.9% are

widowed and remarried. (See Figure 6.)

English is the predominant language spoken by Valley

High School students and their families in their homes. (See

Figure 7.) Combined data indicate the following:

Language Spoken at Home

(RHI) N = 138

Language Percentage of Homes

English 69.5

English/Spanish 19.1

English/Other 2.2

Spanish .4

i Other 3.2

Income for family needs is provided as shown in Figure 8.

(SOC) N = 176

Source Percentage of Population

Father as sole source 54.0

Mother 14.2

More than one member of family 15.9

Outside support (i.e., State, County) 7.4

None of these 4.5

Not indicated 4.0

54

100 1,,

90

80

70 ,

60

50 ,

40 ,

30 ,

20

10 0

0

Figure 6

73.9

4.3 5.1

MARITAL STATUSOF ADULTS IN

THE HOME(RHI-N=138)

10.1

6.5

0.0

Married Separat. Widowed Remarried , Never NoOr Mar.

Divorced

Marital Status

Marital Status

100

90

80

70

60

50

40

30

20

10

Figure 7

73.9

.7

SOC. SURVEY(N=176)

13.0

2.2

LANGUAGES SPOKEN IN THE HOME

0.0

No English Spanish English/ English/Data Only Only Other

Spanish Other

Language Spoken

100

90 p.

80

70 ,

60

50

40 o.

30

20 p

10

65.3

RHI(N=138)

25.3

1.1 0.02.1 L0 4.

No English Spanish English/ English/ OtherData Only Only Spanish Other

6.3

Mean % LanguageRHI and Soc Data pop.

English 69.5

English/Spanish 19.1

Spanish .4

English/Other 2.2

Other 3.2

Language Spoken

Figure 8

14.215.9

SOURCE OF FAMILYINCOME

(SOC-N=176)

7.44.5

No Data Father Mother More Than FromOne Out.

Member sideFamily

Source of Family Support

Noneof

These

Only a limited amount of data relative to the educa-a

tional level of the parents of the student at Valley High

School was available. Such data were obtained from the RHI,

and indicated that 46.9% of the fathers and 57.9% of the

mothers had had some high school education. Four and one-half

percent (4.5%) of the males and 3.9% of the females had been

to a trade or technical school; 10.6% of the males and 5.6G

of the females had gone to some college, and 7.3% of the

males and less than 1% of the females had gone to a four-year

college. Thirty and seven-tenths percent (30.7%) of the

fathers and 29.8% of the mothers had completed none of the

above. Figures 9 and 10 identify the education experience of

the total parent population. The following charts report

these data by the sex and ethnic subgroup variables.

(RHI) N = 138

Parents' EducationalLevel Completed

Percentage PercentageMale Female

Elementary School only

Jr. High School

High School

Jr. College

Four-year College

No data

6.5

10.9

23.9

2.9

3.2

54.5

5.8

10.1

32.6

2.9

0.0

48.6

58

100

Figure 9 EDUCATIONAL LEVEL OF PARENTS

190

80

70 ,

60

50

40 ,,

30 p

20 ,

10

0

I

5.7

45.5

EDUCATION OF FATHER (SOC)

4.5

100

90

80

70

60

50

40

29.0 30

20

8.5 106.8 6.3

No HighData School

Tradeor

Tech.

Some CollegeCollege Degree

Educational Level

Noneof

These

0

55.7

EDUCATION OF MOTHER (SOC)

4.0

No HighData School

Tradeor

Tech.

3.4

28.4

2.3

Some CollegeCollege Degree

Educational Level

Noneof

These

_1

1 0 0

80,

5E 60,2

W40,

2

0Actual % 53.8 5.9 7.6 27.5 4.3 1.1

Figure 10 EDUCATIONAL LEVEL OF PARENTS-RHI

0.0

ANGLO

Projected %59.1

16.312.9

9.3

2.4

11 .0.

ll 80,0

tl60,

o40,

.11

20,

b.

8 8

1 I 1...

A (X 8t A Ia ±i i .t c

0 E Eo :to

Z Lia -1 I

0 0.0

14.3

Actual % 54.5 6.5

100

80,

60,

40,

206.

O0.0

Actual % 47.7 7.2 17,4 22.4 0.0 0.0

13.3

MEXICANAMERICAN

Projected %

52.3

34.4

0.0 0.0

100,

St

O 8

III

St

(1) 8t I, 1

C i I(1)udo

IIa 1 t0 E S

Z -1 Ela 2MALES

Projected %

52.4

23.8

6.33.2

80,

60,

40,

206.

00.0

11.3

FEMALES

Projected %

63.4

19.7

5.60.0

10.9 23.9 2.9 1.4 Actual % 48.6 5.8 10.1 32.6 2.9 0.0

Ethnic Distribution:

0...1110

(RHI) N = 138

Parents' EducationalLevel Completed

PercentAnglo

ge PercentageMexican-American

Elementary School only 5.9 7.2

Jr. High School only 7.6 17.9

High School only 27.5 27.4

Jr. College 4.3 0.0

Four-year College 1.3. 0.0

RHI data (see Figure 11a) indicates that the majority

of Valley High School students (60.9%) were born

or the Western portion of the United States. Six

in California

teen and

seven-tenths percent (16.7%) were born in the Midwest, 11.6%

in tha East, 5.1% in the South, and 1.4% in a forei n country.

An attempt was made to ascertain the mobility

of the students' parents, using as an indicator the nu

patterns

mber of

schools attended by the students. (See Figure 11b.), D

from the RHI (N=138) indicate the following:

ata

Percentage of students who have atten1 2 3-4 5-7

School Level School Schools Schools Schools

Elementary 14.5 35.5 28.3 3.6

Jr. High 60.1 20.3 5.1 0.7

ed:I

High School(including VHS) 5.8 71.0 17.4 0.7

63.

Figure lie

100

80

70

60.9

50

40

30

2016.7

10

4.3

0Calif.No Or MidwestData West.

STUDENTBIRTHPLACE

(RHI-N=138)

11.6

5.1

Eastern Southern ForeignMorn

Area of Birth

4

100,

90,

80,

o 70

60,

o 50,-z40,

a.

30

20,

10,

Figure 11b

71.0

5.8

HIGHSCHOOL(RHI)

17.4

0.7

NUMBER OF SCHOOLS ATTENDED% Total VHS Population

No 1 3.4 5.713sts

Number of Schools

HIGHSCHOOL(SOC)

48.3

18.215.3

10 8.55.1

NoData

*Normal for this Population

100,

90, ELEMENTARYSCHOOL(RHI)

80,

70

60,

50,

40,35.5

30 , 28.3

20, 16.114.5

10-3.6

No 1 2 34 5.7Data

100

90

80

70

60,

50,

40,

30 ,

20

10

13.8

1

60.1

2" 3

Number of Schools

20.3

4

JUNIOR HIGHSCHOOL(RHI)

5.10.7

5

No 1 2 34 5.7Data

Number of Schools Number of Schools

On the basis of the above figures, it would seem that

the parents of the students at Valley High School are essen-

tially non-mobile, and once established in a community, they

tend to remain.

C. Physical Descriptors

A student's ability to respond to instructional

stimuli depends upon many things. Among these are the student's

general physical condition. The task was to assess the

physical characteristics of Valley High School students which

might directly affect their educational performance. The

Physical Profile was devised to identify these physical

characteristics. This instrument was administered by six

district nurses in April, 1968, during which time 153 students

were interviewed.

The findings from the Physical Profile are reported

below under the following headings: General Health Informa-

tion; Individual Health History; Present Health Status;

Dominance and Lateral Preference; and Nurses' Recommendations.

Each nurse made recommendations at the conclusion of the

interviews, writing independently in accordance with her

orientation to Project objectives.

GENERAL HEALTH INFORMATION (See Figs. 12a, c, e):

The data show that half of the student population have

not experienced accidents serious enough to require hospital-

ization. Approximately 20% of the students have suffered

64

No

Acc

iden

tsR

equi

ring

Hos

pita

lizat

ion

Fal

ls o

rS

titch

edC

uts

Maj

orF

ract

ure

Or

Bre

ak

Fai

ntin

g or

Pro

long

edU

ncon

scio

us-

ness

Maj

orS

urge

ry

Pro

long

edIll

ness

or

Hos

pita

lizat

ion

Sei

zure

s

PE

RC

EN

T O

F P

OP

ULA

TIO

N

ct0

O0

00

0

arm

Oth

er

Sev

ere

Infa

ntIll

ness

Pre

mat

ure

Sev

ere

Mat

erna

lIll

ness

inP

regn

ancy

R.H

. Pro

blem

0

PE

RC

EN

T O

F P

OP

ULA

TIO

N

1111

1111

1111

1111

18

bit m

ara.

.4

PE

RC

EN

T O

F P

OP

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TIO

N

0cy.

08

CP 0

00

00

00

00

00

0

A0 :4

vb.

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Jil°5

O'4

4F.

>°O

z0

lial

0-o

E.4

.1C

rn n...

.I 0>

ZZ

--C

l)as

ZZ

II

II1. (P

I4P

ER

CE

NT

OF

PO

PU

LAT

ION

it,P

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CE

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PU

LAT

ION

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RC

EN

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F P

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TIO

NC

aba

41)

0'C

IU

"O

P'J

111

0'C

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Da

00

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00

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00

PI

9.8 O is

a"f

!

C

O 0

s.

from major fractures; slightly more have required stitches to

close cuts resulting from falls; and only 11% of the students

report any history of fainting or prolonged unconsciousness.

Less than 6% of the students report having had major surgery.

There seems to be a low incidence of severe problems at

birth. Only 8% of the students reported severe illness during

infancy, and only 4% of the students were born prematurely.

Pre-natal care and parental obstetric visitation data were

unavailable.

INDIVIDUAL HEALTH HISTORY (See Figs. 13 - 15):

Illnesses: Of the total population, 83.7% reports no

severe illnesses, and 15.3% of the students have had one

severe illness. Only 2.7% of the students report more than

one severe illness.

Accidents: According to Recorded Historical Information,

more than three-fourths of the population have not experienced

serious accidents requiring medical attention. The RHI

findings are consistent with the data on major health traumas

reported by the Physical Profile.

Operations: Only 5% of the students have experienced

major surgery, and only 6% have been in a hospital for any

prolonged period of time.

Medical Visitation Practices: More than two-thirds of the

student body at Valley High School report visiting doctors

only when necessary. Approximately one-sixth of the students

66

, 1

) ,

11.

11

100

90

80

70

60

50

40

30

20

10

Figure 13

76.8

100

90

80

70

60

50

40

30

20

10

12.3

5.1

TOTAL POPULATION (N=138)

(a) HANDICAPS

0.7 0.74.3

to soc 911c 1

A az > z i I 10

76.1

8.7

A:M111

(b) MAJOR HEALTH TRAUMAS

5.6 5.82.2 0.7 0.7

eo1 le

aso 1 .12 ,,,

mg! ,, O~ 0 ,6 0 S.75 .0 0 la rni 1 5

01. 00 : a, 0

c I i I .N :I 422 c aZ 41. t 3 o. = z co it co) 1i. CP

Data From Recorded Historical Information

Figure 14

ao,z0

Z60,60.2o

40,

5G.

20.

0

100

80.

60.

40,

20.

80.O

60.20

40,,

a.

1117

(a)

FREQUENCY OFVISITS TO DOCTOR

6.0

1.32.7

TOTAL POPULATION (N=153)

80.71.3

16.4

(C)

FREQUENCY OFVISITS TO DOCTOR

7.11.0 0.0

70.4

ANGLOS (N=98)

122

(e)

FREQUENCY OFVISITS TO DOCTOR

10.2

62.0 6.1

0 I MRII g 5

At Least Every Every Every WhenYearly 1.2 Years 2.5 Years 5+ Years Needed

60.

40,

20.

0

80.

60.

40.

20.

I

27.0

(b)

FREQUENCY OFVISITS TO DENTIST

6.0

29.6

1.64.4

IMO

(d)

FREQUENCY OFVISITS TO DENTIST

MEXICAN-AMERICANS (N=49)

69.4

1

80.

60.

40.

20.

0

5.1 4.1 5.1

U

FREQUENCY OFVISITS TO DENTIST

14.3

6.24.1

10.2

51.6

44.9

53.1

At Least Every Every Every WhenYearly 1.2 Years 2.5 Years 5+ Years Needed

I

L.J

Figure 15

60,

40,

20,

0

TOTAL POPULATION (N=153)

11.6

2.0

MEDICAL REASONS FORSCHOOL ABSENCES

1.3 1.3 1.3 1.3

1 .... ;IS g

ee 2 S.2 0 g 3 m

AI UN 1 Eo e 2 e azit(' it8 213

4.6

reCI rE *o

az

will consult a doctor each year, while the remaining one-

sixth vary their attendance from one to five years or more.

Half of the students visit a dentist only when it is

necessary. Slightly less than half of the remaining sample

(one-fourth) go at least once a year.

Between the Anglo and Mexican-American subgroups, there

are no statistically significant differences in their

practices of visiting doctors. More than two-thirds of the

Mexican-Americans and Anglos consult medical practitioners

only when necessary.

As for visiting a dentist, approximately one-half of

both the Anglo and Mexican-American populations report dental

consultations only when necessary.

The difference between the two subgroups in visiting a

dentist once or more a year, however, is statistically

significant at a .05 level of confidence. Of the Mexican-

American sample, approximately one-sixth goes to a dentist

once a year, while one-third of the Anglo population reports

dental consultation of the same frequency. No other subgroup

differences in dental visitation practice are significant.

Reasons for School Absences: Medical reasons are seldom

responsible for school absences among the students of Valley

High School. When absent from school, 78% of the sampled

population were absent for other than medical reasons during

the school year. Colds, the most common reason, were listed

70

as reasons for absences by only 12% of the students. This

suggests that psycho-social factors may keep the students

from normal attendance.

PRESENT GENERAL HEALTH STATUS (See Figs. 16 - 20):

Blood Pressure and Pulse Rate, Height and Wei ht: Nearly

all of the students have normal blood pressure and pulse rate,

as defined in Cole and Hall, (1964). The average student is

physically well proportioned.

students are between five feet,

More than three-fourths of the

and five feet and ten inches

tall. Over one-half weigh between 110 and 150 pounds. The

majority of students are described as thin or athletic body

types.

Nutritional Condition: Few students appear to suffer from

poor nutrition, but less than 10% of the students seem to

enjoy excellent nutrition. Nurses judged the remaining student

body to be in fair to good health.

Dental Examination:

teeth in good condition;

have severe carries.

Of the sample population,

35% have moderate carries,

40% have

and 15%

The remaining students need to have

their teeth cleaned, or require some orthodontic attention.

Audiological Information: According to audiological test-

ing, more than two-thirds of the students have normal hearing'

in the low range of 250 to 1000 cycles per second, while

slightly more have normal hearing in'the high range of 2000 to

4000 cycles per second. In low range testing of right and

71

9

Figure 16

100.

800

Z 60.2

40.

20.

0 0.741Mwm=v

80.

E 60.

60

40.

20.

TOTAL POPULATION (N=153)

Mope(a) BLOOD PRESSURE

60.9

9.2

is:

5.9

ta

(c) HEIGHT (INCHES)

41.2

35.3

3.3

14.4

20.

0

80p

60.

40.

20.

6.52.60 IN=IML._ 0

601

43.1

40.

20.

12.5

(b) PULSE RATE/MINUTE

65.4

20.3

1.3

8 2o

0.7

2

0

(d) WEIGHT (POUNDS)

23.5

13.3

31.426.1

O. oe 210

422 h .4" oS

(0) BODY PROPORTION

41.1

bh.

14.4

0

if 60 61XX 31

60.

40

20.

2.6

(0 NUTRITIONAL STATUS56.9

31.4

9.2

- _

Figure 17 CONDITION OF TEETH

TOTAL POPULATION (N= 153)

1000

90,

80,

70,

600

50,

40,

30

20,

10

40.5

34.6

15.0

6.5

01.3

Good Moderate Severe Need OrthodonticCaries Caries Cleaning Problem

Figure 18

100,

80,O 70.6

60,20

40,

5

20,

0

HEARING

(a)(250.1000c.p.s.)

20.3

TOTAL POPULATION (N=153)

8.5

Normal Possible ReferralDefect Needed

100,

80,1

60,

40,

74.5

(c)

(250.1000 c.p.s.)

20, 17.0

0

Normal

6.5

Possible ReferralDefect Needed

RIGHT EAR 10010

85.6

LEFT EAR

80,z0

60,2

O40,

5

20,,

0

100,

80,

60,

40,

20,

12.4

(b)

(2000.4000 c.p.s.)

Normal ReferralNeeded

87.6

Normal

10.5

ReferralNeeded

(d)

(2000-4000 c.p.s.)

Figure 19 TOTAL POPULATION (N=153)

O

80,1

z

60,

0kr

E 40,

t20,

0

100,

z67.2 (a)1

0rot

. 64.7 (a)2VISION = 60 RIGHT EYE W/OUTa.BOTH EYES W/OUT R GLASSESGLASSES

ze 40W

21.1

20,

7.2

80,

60,

40,

20.9

12.4

0

14A 62g2zP) igi a

64.7

(a)3

LEFT EYE W/OUTGLASSES

24.2

20,9.2

100p,_

80,

60,

40,

20,

0 0

121 II 7$

f7E:

E v' . 4.0 &O &6 0Z0

Z0Z li. Z

(b) 1

BOTH EYESW/GLASSES

2.0

60, 56.9

40,

20,

34.0

(b)2

VISION SUMMARY

7.96.7

0

No

z

eg

m

100

90

80

70

60

50

40

30

20

10

Figure 20 TOTAL POPULATION (N=138)

97.4

0

2.6

E

2 IN6

()SPEECH

100(c)

90 88.0 SPEECH THERAPY

80

70

60 ,

50,

40

30

20

12.010

0

100,

90,

SOS

70 ,

60,

50,

40,

30

20,

0

(b)

QUALITY OF ARTICULATION

70.7

18.0

11.3

11 left ear, 15% of the sample population were recommended for

referral, while 20% of the students require "possible"

referral for sub-normal hearing in the low range. This

finding is meaningful since it is in the low range that the

normal speaking voice occurs.

Visual Information: Two-thirds of the tested students

have normal vision without glasses. Nearly one-third of the

students are far-sighted, that is, their vision is 20/16 or

below. The data shows that nearly all students have normal

vision allowing for the use of corrective lenses.

Speech Pattern, Articulation, and Remediation: Nearly

all students measured were judged to have normal speech patterns,

and over four-fifths of them have good to excellent articula-

tion. It is to be noted, however, that about one-eighth of

the students have had some speech therapy.

LATERAL PREFERENCE (See Figs. 21 - 22)

Only one student in five (21.0%) was found to have a

consistent preference for using one side of his body. The

largest single category, 38.3% is "mixed preference*" 11.8%

show "crossed preference."

NURSES' RECOMMENDATIONS (See Fig. 23)

In more than one-fourth of the cases, nurses' recommended

that students be referred for further examination and treatment

of either hearing and/or vision impairments. Dental care was

77

Mix

edP

refe

renc

e

PE

RC

EN

T O

F P

OP

ULA

TIO

N

s...

n)w

4%ut

Ch

....1

OD

1)0

00

00

00

00

00

.V

VV

co

Inco

mpl

ete

1...

or P

artia

lP

refe

renc

e

Late

ral

Pre

fere

nce

I.0

Cro

ssed

pa paP

refe

renc

e

Uni

late

ral

Pre

fere

nce

Con

vert

edP

refe

renc

e

Oth

er

Figure 22

LATERAL PREFERENCE TERMS

Lateral Preference

Crossed Preference

Incomplete Preference

Impartial Preference

Mixed Preference

Converted Preference

Unilateral Preference

Eye Preference

The preferred use and superiorfunctioning of one side of bodyover the other.

Dominant hand and eye appear onopposite sides of body.

Equal use of both sides in hand,eye, and leg.

Same as incomplete.

Includes both crossed and in-complete preference.

Shift in preference has takenplace.

One sided preference as opposedto crossed.

The selection of the eye habituallyused for sighting.

According to some in the field of readingdisabilities and body dominance, a largenumber of children with some type of readingproblem are found to have a CROSSED PREFERENCE.

79

Den

tal

Ort

hodo

ntal

Hea

ring

Vis

ion

Phy

sica

l Exa

m

Blo

od &

Urin

e

Che

st X

-ray

Neu

rolo

gica

l

E.E

.G.

E.K

.G.

Pne

umo-

ence

phal

ogra

ph

Gyn

ecol

ogic

al

Alle

rgy

Dia

bete

s

Dom

inan

ceT

rain

ing

Spe

ech

Rea

ding

Psy

. Wor

k-up

Fam

ily C

ouns

el

Indi

vidu

alT

hera

pyG

roup

The

rapy

PE

RC

EN

T O

F P

OP

ULA

TIO

N

emb

srIV

W4u

U1

Ot

...4

co%

coo

0o

oo

oo

oo

oo

o

P a 11.

m

1a

142 0 id

ii. a is

suggested for nearly half the students. The nurses indicated

that slightly less than one-third of the students require

nutritional improvement. From brief interviews, the nurses

made recommendations for family counseling for 40.5% of the

students, and other kinds of psychological services were

also advised.

81

1;

II. BEHAVIOR PROBABILITY INDICATORS

A system designer must know those factors which determine

students' predispositions to instruction before he can develop

the most effective modes of instructional stimulus. These

factors, i.e., behavior probability indicators, are the sub-

ject of this section of the findings.

In order to assess the probable behaviors of Valley High

continuation students in the world of further schooling, work,

the military and the community, the Project made use of a

twofold approach. This approach analyzes how the students at

Valley High School view the curriculum and themselves as well;

and, how they have been viewed by past and present teachers

and school systems. Both measures are requisite to any assess-

ment of the limits and constraints of the student population

which will influence program planning for that population.

The Sociological Questionnaire (SOC) (see Table XV, 1,

infra) and the Meaning of Words Inventory (MOWI) (see Table

XVII, 1, infra) provided measures of the students' self-

evaluations and their aspirations. The Instructional

Preference Scale (IPS) (see Table XVIII, infra) was used as

a measure of the students' evaluations of the curriculum at

Valley High School. In order to gather an evaluation of the

students. by others, the staff utilized information from the

82

[11 Cum folders (the RHI), and Teacher Evaluation Surveys (TES).

(See Table XIX, 1, infra.)

A. Evaluation and Attitudes of the Students

1. Sociological Questionnaire

Data obtained from the SOC can be divided into

three sections: the students' personal data; the students'

attitudes towards school; and, the students' work and future

plans. Student answers to those questions on the SOC which

seek personal data give some information as to the way the

students see themselves. (Questions: #4, 13, 15, 16, 17, 18,

39, and 40; also see Figures 24-29; and Table XV, 1, infra.)

Such data indicate that 1.6% of the total male

population at Valley High School and none of the total female

population are married and also attending school. Of the

males, 8.6% indicate that they are engaged, as compared with

19.0% of the females. Fifty percent of the males, and 40.5%

of the females indicate no specific plans as to expected time

of marriage after completion of high school. The following

chart shows the sub-populational breakdowns. (See next page.)

Of the total population at Valley High School,

48.9% indicate that they go out almost every night of the

week during school and on weekends. Of the males, 15.6%, as

compared with 35.7%of the girls at Valley, indicate that they

go out on weekends and one week night only. This difference

was found to be significant at the .01 level. No significant

83

GOING STEADY, MARITAL STATUS AND FUTURE MARITAL PLANS:

Percent

Percent

Percent

Percent

Percent

Percent

Percent

of Total

Males

Females

Anglo

Mexican-

AB

Pop.

American

Married

1.7

1.6

none

1.6

2.2

2.3

1.4

Single

51.7

54.7

40.5

53.1.

51.1

56.3

47.9

Engaged

10.8

8.6

19.0

11.7

8.9

8.0

13.7

Going Steady

21.0

18.0

31.0

20.3

17.8

23.0

16.4

Plan to Marry

in High School:

No Chance

61.9

68.0*

42.9

61.7

64.4

62.1

61.6

Some Chance

15.3

12.5

23.8

14.8

15.6

17.2

12.3

Plan Marriage

After High School:

No Specific

Plans

47.7

50.0

40.5

51.6

40.0

47.1

50.7

In Less Than

Five Years

17.6

18.8

14.3

18.0

15.6

14.9

20.5

* The difference between male and female answers to this question

proved to be

significant at the .01 level.

io

Figure 24A SOCIOLOGICAL QUESTIONNAIRE - PERSONAL DATA

[11 (a)

fa

(b)

100,

80,zO1::

60

O

z 404.4

20,

100,

20-

Os.

PLANS FOR MARRIAGEIN HIGH SCHOOL

15.3 13.6

61.9

51.7

TOTAL POPULATION - N =1'2

21.0

MARITAL STATUSOF STUDENTS

10.8

(c)

100,-

ao,z0

60,

r.O

40,

20,

5.12.8

1.1O 0

IP 0 -ri 12

01 -a a i 'E 0C

I 0 0 0a >v Z z i Z

13.6

0Z

PLANS FOR MARRIAGEAFTER HIGH SCHOOL

11.98.5

17.6

47.7

10,83.4

O

3

ani

IC

)1.

3e>

a

I.

t,0

II

Figure 24B SOCIOLOGICAL QUESTIONNAIRE

PERSONAL DATA - BY ATTENDANCE GROUP*

100MARITAL STATUSOF STUDENTS

90

80

70

60

50

40

30N N

20

a10

Nl ti

0Single Going Engaged Married **None of No

Steady These Data

*These items show responses which differed at orbeyond the .05 level of significance for the twoattendance groups: A, N=07; and S.

0.01 level

**.05 level

*These items show responses which differed at or 20,beyond the .05 level of significance for the twoattendance groups: A, N=17; and II, N=73.

*.01 level

*.05 level

21.6

FREQUENCY OF DATING

Only on Weekends Almost Do not None of NoWeekends + 1 Wk. Nit. Every Go Out These DataNight Much

FREQUENCY OF DATING

Only on "Weekends *Almost Do not None of NoWeekends + 1 Wk. Every Nite Go Out These Data

Nite Much

11

I1

it

III

Figure 26A PERSONAL DATA

TOTAL POPULATION N = 172

SPENDING HABITS(a) 100,

90,

80,

70,

60,

50,

40,

30.

20

10

0

(b) 100,

90,,

80,

70,

60,

500

40o

30.

20

10-

0

13.6

14.8

17.0 18.2

10.8

37.5

2.8

O

if C 3otu .c 5Gti

inaz% 56; 13

C C 45

(1)

0% VI ....

ci a 5 wag z0%

PERSONAL DATA SEX*

35.7

SPENDING HABITS

23.4

36.7

40.5

11.9

4.8

11.7

7.13.9el=

...=AA t=C

u.0 0U I

:e =0 *0w 2C Ua '',

(A X*

4.1

C 31%5 uI%

6,Dit ga U*

N7. a0 0 :V.1 aCr ij (AX1090 1 CCa X i

C0'0 6 toC ca 'Cu) 6 g

a0 Izo

*These items show responses which differ at or beyond the 0.5level of significance for the two groups: MALE, N =128; and FEMALE, N = 42.

*.01 level

*.05 level

Figure 26B SOCIOLOGICAL QUESTIONNAIREPERSONAL DATA ETHNIC*

100.,

90 p

80 p

70 ,

60 ,

50 1,

40 ,

30 p

20 ,17.8

11.710 -

0

19.5

SPENDING HABITS

18.0 17.8

7.8

20.0

40.6

28.9

4.42.3

Contribute Spend on Fix/Run "Buy Records, Spend on No DataTo Family My Clothes Car/'Cycle Magazines, Other

and Stuff Things

*These items show responses which differed at or beyondthe .05 level of significance for the two groups:ANGLO, N=128; and MEXICANAMERICAN, N=45.

**.05 level

Figure 27 SOCIOLOGICAL QUESTIONNAIRE- PERSONAL DATATOTAL POPULATION- N = 172

100

90

80

70

60

50

40

30 -

20

10

0

31.3

19.9

(a)

ARRESTS

10.28.5

23.3

6.8

...ez

;p es

3 to) ta td

beC

.6 aV 1 g ti § Tig i1- ix iS et I=

..... o''

5 = eI a Vt t 2<IL 0

II,..f O0Z

100

90

80

70

60

50

40

30

20

10

38.9

(b)

IN PERSONAL TROUBLE,WHO STUDENT GOES TOFOR HELP

19.918.2

8.5 8.5

3.4

:5VI

CT1on 'CI

A

IbiC

woaa

O e e 0 0.. 0 0 o oa o 'C 0O. ti Ia. Z Z

-

Figure 28A PERSONAL DATA BY SEX*

(a)100,

80,

60,

40,

20,

0

ARRESTS

(b)100,

80,

IN PERSONAL TROUBLE,WHO STUDENT GOES TOFOR HELP

z01=

c460, .4,

a.44 R

inin

0 q as40,z tr:11

li.

Uhif.e

ID N44 OMNI N 5 411.:N al 11 e mS.

R off.e Nni id ri 20- -

PI witPI rt

44 li? del P.: IA l' ,,

wit P Z

V

FZ

Cl

eft '4

b

w2 0c

T)c 4e E io l .e

Z a 0 0....CI 0O . U Y. 8 Z Z 0

*

*These items show responses which differ at or beyond the 0.5level of significance for the two groups: MALE, N =128; and FEMALE, N = 42.

*.01 level

**.05 level

Figure 28B PERSONAL DATA BY ATTENDANCE GROUP*

100,

80,

60

40,

20,

0

if!A

ARRESTS

°Ien so q r`cv4 m istN N N

an qN

IC toC 6 \ A o

6

la : I a% 4C

TZ 6r. 2 0=3:4 6

II 4 1-% 8 =0 0z 6 to6 fi 2a 2§ .e...e tom o nZ .6 : 8 1.- it to o 1- IC la. U Z 0*

*These items show responses which differed at orbeyond the .05 level of significance for the twoattendance groups: A, N=87; and

In

IA

*.01 level

**.05 level

GI

Figure 29

(a)

SOCIOLOGICAL QUESTIONNAIRE PERSONAL DATA

TOTAL POP.N=172

*These items show responses which differ at or beyondthe .05 level of significance for the two groups:

imiblale N=128; and Female, N=42.MINE

+.01 level

*+.05 level

(b) 1001,-

90,

80,,

70,,

60,

50,,

40,

30,

20,

100,

90,

80,

70,

60,

50,

40,

30,

20,

10

0

10.8

WHAT STUDENT DOESAT LIBRARY

21.0

14.812.5

38.1

2.8

Study and Check Out Look Thru Meet and None of No DataRead for Books Magazines Talk to TheseSchool and Books Friends

PERSONAL DATA - SEX*

WHAT STUDENT DOESAT LIBRARY

38.1

14.3 15.614.8 16.7

14.810.2

NE0 IE 7.1

40.6

23.8

Study and *Check Out Look Thru Meet and **None ofRead for Books Magazines Talk to TheseSchool and Books Friends

3.90.0

No Data

differences in "going out" patterns were found between the

two ethnic groupings nor between the attendance groupings.

Only 9.4% of the males at Valley High School

spend their money on clothing for themselves while 35.7% of

the females do. Of the males, 23.4% indicate that they

spend their money to repair and operate cars and motorcycles,

as compared with 4.8% of the females. Twenty percent of

the Mexican-American population indicate that they spend

their money on "records, magazines and stuff," while only

7.8% of the Anglos spend their money in this fashion. This

difference between ethnic groupings is significant at the

0.5 level.

In the total Valley High School population,

52.9% have been arrested; 31.3% have never been, and 6.8%

did not answer. A significant difference was found between

the percentage of males (26.6%) and females (45.2%) who

state they have never been arrested. Data show that Group B

(those who attend 50% of the time or less) have been arrested

significantly more often for disturbing the peace or curfew

violation than either Group A (those who attend 50% of the

time or more), or Group C (those who were referred to Valley

High School, but have not attended at all).

If in personal trouble, 23.4% of the males at

Valley High School indicate that they would go to "no one"

for help; 4.8% of the females answered similarly. In the

total student population, 41.5% indicated that in case of

93

personal trouble they would consult their parents; 19.9%

would consult friends; and, 18.2% would consult no one. A

significantly greater percentage of females stated that

they would seek their parents' help.

Answers to ques:ions #5, 6, 7, 9,, 11, 12, 14,

and 19 on the Sociological Questionnaire were used to measure

the students' attitudes and feelings towards school, and

more particularly, towards Valley High School. (See Figures

30 - 37, and Table XV, 1, infra.)

Of the total population at Valley High School,

the percentage of students who indicate that they plan to

stay at Valley High until they return to regular school is

almost equal to the percentage planning to stay at Valley

until graduation. A significantly greater proportion of the

Mexican-American students as compared to Anglo students have

expressed preference for staying at Valley High until gradu-

ation. Significantly more females than males intend to

remain at Valley High until graduation; and a greater number

of males indicated a preference for staying at Valley High

only until they could return to regular school. According to

attendance groupings, Group A expressed a preference for

remaining at Valley High until graduation, while Group B

expressed a preference for a return to regular school.

Of the total population, 39.8% feel that there

is "no chance" of their dropping out of school before gradua-

tion. Attendance Group B more frequently expressed the

94

1

Figure 30

(a)100

80

60

40

20us"

SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL

TOTAL POPULATION N = 172

SCHOOL WORKBEFORE V.H.S.

(C)

100

80

60

40

20

0

(b)100

80

60

40

20

GRADE AVERAGETHIS YEAR

O

.1..

.1.. c.) 0 V. a.1..al o tO .1.. .1.. .1.. a0 = = = ri 3 0

1Z Roo e o

1..o o

A0.0 0

.0 C 00 C 00 bg Z 4 4 4 4 0 bC Z

TROUBLE WITHSCHOOL WORK

otrl

CqN

d r O.". A or0O 2

0 C 1.Im ig II. 0 16. a = e0 0 ... 0 ON 200 A LI O U 4, 4. .0 0 S 0 0 Z : 0

E I ... E 1 0 20 h. 2 e 00 g 0 C 0 a Z

0) im al 4 4 8 uc 1- x I- Z Z 0 0 I-o C

(d)100

TIME SPENT ONHOMEWORK PER EVENING**

80

60

40

20qt. Pt

ulq

eac... co* 1... ...

0 MIMI

*See Fig. 35b for ethnic sub group comparison, infra.

**See Fig. 36c for attendance sub group comparison, infra.

220sI-N

to q0is

Zo>

Figure 31 SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL

TOTAL POPULATION N = 172

(a) (b)100, 100,

WHAT STUDENT LIKESBEST ABOUT V.H.S.*

20,

0

22.7 22.2

15.911.9

25.6

80,z0r--

60,2ibe

40,

20,

42.6

17.6

SUBJECTS OF VALUETO STUDENT**

19.6

12.56.6

1.7 0.6

141

1.1 a a.1g 32 a (n

(C) (d)100, 100,

WHAT WOULD IMPROVEV.H.S.***

80,0

a. 60,20P. 40,

42.0

34.1

80,

60

06- 40,

20, 20,

eC

9.14.5 5.1 5.1

0

gre 0EiNU

lM.

gec.)

aa

25.6

z z

STUDENT ATTITUDETOWARD MORE COUNSELLING****

13.615.9

1.1

seEz it; ust

X c 321 ego202 mew

aSee Fig. 34c for comparison by sex,, Fig. 35c for ethnic subgroup comparison; infra.4 S e Fig. 36d for attendance subgroup comparison, infra.

***See Fig. 35d for ethnic subgroup comparison, infra.

** **Sea Fig. 37a for attendance subgroup comparison, infra.

31.8

11.9

zz 0

00 0

Figure 32 SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL - 4TOTAL POPULATION-N = 172

100.,DOES V.M.S. HELPTHE STUDENT?*

90

80 ,

70

60 ,

50 ,

40

30

22.2

20 , 19.9

17.015.9

10 -

0Very Quite W/Lots of Not at AllMuch A Lot Chants

15.3

9.7

None Apply NoData

*See Fig. 37b for attendance subgroup comparison, infra.

Figure 33 SOCIOLOGICAL QUESTIONNAIRE

0

06" 40,

5a.

(a)100

80,

60,

20,

31.335.2

STUDENT ATTITUDES TOWARD SCHOOL

TOTAL POP.= 172

PLANS TO STAYAT V.H.S.*

9.76.8

2ro 3

ZEia

SMASce

15.3

1.7

0

z

WHY STUDENT SHOULDFINISH HIGH SCHOOL***

35.8

14.811.4 11.4

0O

5.1

C eg

wy c

3a0

*See Fig. 34a for sex subgroup comparison; Fig. 35a for ethnic subgroupcomparison, infra.

**See Fig. 36a for attendance subgroup comparison, infra.

(b)100,

800

5 60,

0

W 40,

20,11.9

(d)100,

80,

60,

40,

20,

u

44.3

***See Fig. 34b

****See Fig. 36b

CHANCE OF BECOMINGHIGH SCHOOL DROPOUT"

13.1

39.8

18.214.2

2

SCHOOL WORK AT V.H.S.COMPARED TO WORK ATPREVIOUS HIGH SCHOOL****

30.7

9.112.5

2.8

2.8

0O

0.6

8

for sex subgroup comparison, infra.

for attendance subgroup comparison, infra.

elveR00

Figure 34 SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL SEX*

(a)100,,

80,z0

60,

OZ 40,

20,r

PLANS TO STAYAT V.H.S.

C! gir

qt. 0 wI

0 0.4r1

P40 MEI01 qel

co0 d

5 E....1 i2 a isis c A- t I _ .,0 .

3 ] 3 a I r. E w7. 4., I : a=

e , goo a E : e i g o2 0 2 p. 2 0 Z**

O

(b) (c)100, 100,WHY STUDENT SHOULD

FINISH HIGH SCHOOL

z0

2 60,2a.

N

In

at

80,zO

S' 60,2O

40,

a.

20,

0 0I. C

tlo

1 1 i Z e R wS 2 .V. LT. : 4 m o maz I e o =Y$... 12 e 6 0aII 0To I. o = oZ i A i a O. 2 0 Z I- ZO.206.

* *

*These items show responses which differ at or beyondthe .05 level of significance for the two groups:

Male. N=128; and Female, N=42.

WHAT STUDENT LIKESBEST ABOUT V.H.S.

*.01 level

**.05 level

en

O1

C ico a

C.-on on o .1.1on IN.

N = .2 : Sin u e 0In 6n B M o = ou 3 2N Z I, Z

O

*Sho

p an

dP

ract

ice

Con

trac

tS

yste

m

Cla

ss3.

Zi

Dis

cuss

ion

7 7

PM

ovie

sZ

71-

and

II s

2S

lides

oO? *

7I

O. r

i;

moo

0

7, 3

A 310

lb Zg.

rn..

2/0 F Z

II!

0. O er 0 7 0.

Non

e of

The

se

No

Dat

a

Mor

ning

Cla

sses

Phy

sica

lE

duca

tion

Sm

alle

rC

lass

es

Mor

eC

ouns

ellin

g

Non

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The

se

**N

o D

ata

PE

RC

EN

T O

F P

OP

ULA

TIO

N

2.3

0.0

OO

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18.8 25

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18.0

12.5

23.4

PE

RC

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.16

cs0

00

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4.7

4.4 5.5

2.2 6.

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0.4

9.4

8.9

44.5

35.6

29.7

1111

1111

1 48

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II 0 C O PI

*Unt

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radu

atio

n

Unt

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etur

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egul

arS

choo

l

Unt

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Yea

rs O

ld

Unt

il I

Get

a J

ob

Non

e of

The

se

No

Dat

a

Wel

l

Abo

utA

vera

ge

B e

low

Ave

rage

Poo

rly

Do

Not

Kno

w

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Dat

a

PE

RC

EN

T O

F P

OP

ULA

TIO

N

a.0

00

0

11 4

4 8

39.1

6.3

al -4 5 2

8.9

in-4

9.4

rnC

O/

31.

zC

-I17

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corn

PE

RC

EN

T O

F P

OP

ULA

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N

116

06 0C

D 0iS

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0.

0.0

OU

) 825

.0.- rn

28.9

'11

C.)

PI

31.1

00 1-

0.8

0.0

34.4

5 I0 Nf

jc2

C m W

Figure 36 SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL- ATTENDANCE*

(a) (b)100, 100

CHANCE OF BECOMINGHIGH SCHOOL DROPOUT

80,

60

40,

20,

0

so

M "4 M"4r

g-

N

Nen

N

1 0 00g0u 0 0

0s. 411

e u -I u u A Isb c* c

a 0.c o .e 0 .e .e .01 ot..) W.) o I.) Z I.) Z Z

80,

SCHOOL WORK AT V.H.S.COMPARED TO WORK ATPREVIOUS HIGH SCHOOL

20,

0N

Ipin r'a 0

<CO

(C) (d)100, 100,

HOMEWORK PER EVENING

.33

aa

TIME SPENT ON

.1 3

80, 80,

Lel60 or% 60,

0/40, = 40, ig

(4cri

SUBJECTS OF VALUETO STUDENT

r4

r%

gt cp%

0 IMENI=111111M1016.11.1.

O..

VS

q20, 4

0If) in ,4z

r2:

q0

20,

~ NlaO oO ZZ ... 0*

N§

N 0

*These items show responses which differ at or beyondthe .05 level of significance for the two groups:

A , N = 87; and B , N= 73

*.01 level

**.05 level

A

0

Figure 37 SOCIOLOGICAL QUESTIONNAIRE

STUDENT ATTITUDES TOWARD SCHOOL-ATTENDANCE*

(a)

(b)

100

90 j

80 .

70 .

60.

50.

0.

30,. 28.7

20, 20.5 19.2

10 9.2

STUDENT ATTITUDETOWARD MORECOUNSELLING

10.3

20.5

36.8

28.8

13.8

9.6

Le

1.1 1.4

0

EstiO 4 a ..111:41

fi Ma3 f 3.11 41 i!! ze on.a 1 28m 88 z 0

100.

*4)

DOES V.H.S. HELPTHE STUDENT?

90.

80

70,,

60.

50.

40.

31.030

20.523.3

20.15.1 17.21 16.4 17.2

10.313.8

10.3 9.6mmem

0 :g'S fta l.0 4.1 0 C 11l 0= I I

g2 &Z id I z aom4,.

*These items show responses which differed at orbeyond the .05 level of significance for the twoattendance groups: A, N=87; and 8, N=73.

opinion of "very little chance" than did attendance Group A.

The differences between the groups was found to be significant

at the .05 level. No other significant differences were

found.

One-half of the students at Valley High feel

they should finish high school in order to get a job or to

find a better job. While an equal percentage of Anglo and

Mexican-Americans feel they should finish high school to

find a better job, a slightly higher percentage of the

Mexican-American students felt that it was important to

finish in order to find a job. The differences between

male and female attitudes towards finishing high school are

more pronounced. A significantly greater percentage of males

than females feel that finishing school will aid them in find-

ing a better job. A significantly greater percentage of

females indicate that they feel they should finish because

their parents want them to graduate.

Three-fourths of the students feel that they are

doing "much better" or a "little better" in their school work

since they have been at Valley High School. This feeling is

expressed equally by males and females, and by Mexican-

American and Anglo students. Members of Group B, however,

have indicated that there has been "no change" in their work.

Of the total population at Valley, 59.7% felt

that they were doing below average or poor school work before

entering Valley High School. A significant difference in such

feelings was found between the Anglo and Mexican-American

103

group; 34.4% of the Anglos reported poor school work prior

to referral to Valley High, as compared with 17.8% of the

Mexican-Americans.

About 40% of the population expected to earn

a grade of "C" for their work at Valley High during the past

year. Almost 18% expect an "A" or "B," and slightly more

than 15% expect a "D." Three-quarters of the students feel

that they have done passing work during this last year at

Valley High School. No differences were found in grade

expectations between ethnic, sex, or attendance groupings.

Approximately one-half of the tested students

feel that they have some trouble with school work but that

they can do it. More boys than girls feel that they had no

trouble at all and that the work was easy. In the Mexican-

American population, 22.2% expressed the belief that they

would earn a "D" grade, as compared with 13.3% of the Anglo

students who stated that they expected a "D."

Assigned homework is not regularly a part of the

Valley High School procedure and therefore it is not surpris-

ing that 61.4% of the total population indicates that it

spends "no time" doing homework. Attendance Group B, however,

indicated that they study, exclusive of school time, one hour

or less per day.

In their assessment of Valley High School, over

one-half of the students expressed feelings that most or all

of the subjects taught at Valley High were of value to them;

104

22.7% expressed a preference for shop and practice classes.

The Mexican-American students expressed a significantly

greater preference here than did the Anglos. In the male/

female comparison, it was found that shop and practice class

preference expressed by males was expectably greater than

than expressed by the female students.

Valley High School awards one unit for three

contracts of school work. Fifteen contracts are then equal

to five units, which is the usual award for one semester's

work in a specified subject. Of the total test population,

22.2% indicated that they like the contract system better than

other teaching methods they have experienced. A greater

proportion of Anglo students indicated that they liked the

contract system than did the Mexican-American students.

Females prefer this system to all others mentioned.

When asked whether morning classes, physical

education, smaller classes, or more counseling, would improve

Valley High School, 42% of the students chose morning classes.

(At present, Valley High School holds classes from 1.00 P.M.

until 5:00 P.M.) Although no significant differences were

found when these data were analyzed according to the three

sub-groupings (sex, attendance, and ethnic groups), more

Anglos chose the morning classes than did the Mexican-Ameri-

cans--as did more males than females, and more members of

Group B than Group A.

105

Answers to the question, "Do you think continua-

tion school helps students?" indicate that Attendance Group A

feels that they are helped "very much," as compared with

Attendance Group B, who indicated that the school would help

if "it had lots of changes." The predominant Anglo response

was that "it helped quite a lot," as compared with the

Mexican-American response of "if it had lots of changes."

No observable differences were found between male and female

responses to all possible choices.

Answers to questions #21, 22, 24, 27, 31, 32,

33, 36, and 38 on the SOC were used to measure the students'

attitudes toward work and their future plans. (See Figures

38 - 43, and Table XV, 1, infra.)

Analysis of data indicating future schooling

plans reveals that almost one-half of the students at Valley

High School intend to complete high school.

equal number plan further schooling, e.g.,

An approximately

trade school,

junior college, or a four-year college. More females than

males express plans for completing high school, as well as

for attending a four-year college. Within the ethnic distri-

bution, slightly more Mexican-Americans than Anglos plan to

attend trade or technical schools. A slightly larger percent-

age of Anglos indicate plans for four-year college.

The majority of males at Valley High expect

either to be drafted, or to enlist, or to join the reserves.

Slightly more than 16% indicate that they intend to stay out

106

11

Figure 38 SOCIOLOGICAL QUESTIONNAIRE

,..MA

STUDENT PLANS FOR FUTURE WORK AND EDUCATION

TOTAL POPULATION N = 172

(a) (b)100 100,

SCHOOLING STUDENTPLANS TO COMPLETE

80

60

40

20

0

41.5

16.519.3

8.5

80

60

40

20 22.2

29.0

STUDENT PLANS FORMILITARY SERVICE*

25.6

11.99.7 9.14.5

2.3

V '00 2 - w 1 ft I a 1..1 to

w ....

Z C 0 1 6 NO41/ t 0 V0 . w e . Is a u Cyr t, w 4,,0 .0 Z 0 0 6 e

It I- tfi -,..: .1. (..)): 1 Z 1-

COZ

Z oO 6...

COw

laZ , iti .

cf)«.es

Z I-,

e v0 aZ (30 ii1°42

" V '5

(c)100

80,

STUDENT PLANS FORA JOB AFTER HIGHSCHOOL* *

60

4028.4 29.5

20 21.0

11.4

0)% . .10

00 1 6 6 0C . 0_V C 0 I C 0 .1

C 6 a. 1.ID .... 2 CoY 7t. o a, C O. t iI fZ ra g z i ...1

a 0 .6' 0

5.1

O6 0C C0Z

4.5

z

80

60

40

Cl) 3 z

45.5

SUBJECTS STUDENT WANTSTO LEARN MORE ABOUT

10.8

25.0

5.7

See Fig. 41a for sex subgroup comparison; Fig. 43a for attendancesubgroup comparison, infra.

**See Fig. 42 for ethnic subgroup comparison, infra.

OY yVjC0Z

Figure 39 SOCIOLOGICAL QUESTIONNAIRE

(a)100

80,0

66.5

60,20'i 40,

20,

STUDENT PLANS FOR FUTURE WORK AND EDUCATION

TOTAL POPULATION N = 172

IF STUDENT WOWS,HOURS PER WEEK*

(b)100

80,

..14 60,

0440,

20,11.9 12.5 10.8

TYPE OF JOB HELDBY STUDENT**

w 6.3 5.13.4 6.8

6.8 3.40 '0

zintAi

c cc i c ;5,

to

^ 0 e w E E toi il :$ .1 3 g 6....os_a E -I i ! 3 I z2 0

. o -a 2 E 0 d. ce 6IP4 0 2 o, to to o z

(c) (d)100 100,

EXPECTED HOURLYWAGE***

80,

60,

40,

20,

0

26.7 27.8

19.8 21.0

80,

60,

40,

20,

29.5

MN

u s m

54.0

0I1

z A

AREA WHERE STUDENTEXPECTS TO WORK****

52.8

12.5

0O

4.0 2.36.3

2.36.80.6

t 6de IA .th ft to .5 S e4. c 0 C 13i0

'12 0 e mi "'8 8.0t4

8.004

.-A: b.

.11a.4.40 z

O

O0zO

Z s1 t o. a

E gi0 ...

la 4

....O sow e Z ...

c se xe00Z

*See Fig. 41b for sex subgroup comparison, infra. ***See Fig. 41c for sex subgroup comparison, infra.

**See Fig. 43b for attendance subgroup comparison, infra. ****See Fig. 43a for attendance subgroup comparison, infra.

1

it

Figure 40 SOCIOLOGICAL QUESTIONNAIRE

STUDENT PLANS FOR FUTURE WORK AND EDUCATION

TOTAL POP. N = 172

100

90

80

70

60 p

50 0,

40

30

20 1,

10

0

7.4

0.6

STUDENT ESTIMATEOF WAGES REQUIREDTO SUPPORT A FAMILYOF FOUR

37.5 35.2

15.9

$1.00 per $2.00 per 3.00 p.r At Least No IdeaHour Hour Hour $5.00 per

Hour

See Fig. 41d for sex subgroup comparison, infra.

3.4

NoData

11

Figure 41 SOCIOLOGICAL QUESTIONNAIRE

STUDENT PLANS FOR FUTURE WORK AND EDUCATION SEX°

(a) (b)100. 100.

5c,i0

80. 80.zo 0

o 60. 60.E

6. IP

g 40. R = 40.al

. I.5a.

20. 2 20 p 111: we

r4./.

01 woel .... c) in f.

2.4 q NM I"; owww*1101 to 14` v aq IA

0 0° 0 OwimmitcLim=iimilo.ctm (.I '''

STUDENT PLANS FORMILITARY SERVICE

r.

IF STUDENT WORKS,HOURS PER WEEK

IIn F

EXPECTED HOURLYWAGE

N

in0;

N

N

IIMMIIMIN

C cia! eC iss h 2il 0

.E-ii 0 z x a

3 ... o`& 1°.-N agg 51t

t -z0.

(d)100.

80

60

40.

20.

74

0

STUDENT ESTIMATEOF WAGES REQUIREDTO SUPPORT A FAMILYOF FOUR

In

3

14:401.4

N"0m QO

. II & 1 18 8 8 .18 1 aA 0.

St $N3 83 .38..4 c4 pi 4.6 o .4N4.,°

in ocuo Z I 2"Z.D.lz .4 z ,ri a.

*These items show responses which differ at or beyond the 0.5 4%01 levellevel of significance for the two gi oups: MALE, N = 128; and FEMALE, N= 42.

level

o

Figure 42 SOCIOLOGICAL QUESTIONNAIRE

STUDENT PLANS FOR FUTURE WORK AND EDUCATION - ETHNIC*

100

90

80

70

60

50 ,

40

Have notThoughtNo Plans

STUDENT PLANS FORA JOB AFTER HIGHSCHOOL

29.728.9

21.1 22.2

13.3

6.7

2.24.7

3.9 4.4

Like Many Want Par- **Too Early None of NoThings ticular Job to Decide These DataNo Plans

*These items show responses which differed at or beyondthe .05 level of significance for the two groups:ANGLO, N=128; and MEXICANAMERICAN, N=45.

*0.05 level

Diff

eren

tLi

ttle

Jobs

Ser

vice

Sta

tion

or G

arag

eM

echa

nic

Coo

k, W

aitr

ess

Wai

ter,

Bus

Boy

Cle

rk,

Typ

ist,

Rec

eptio

nist

Bus

. Mac

h.

*La

Pue

nte

or In

dust

ry

Pom

ona/

Riv

ersi

de

Eas

t Los

Ang

eles

Dow

ney,

Bel

lflow

er

Non

e of

The

se

No

Dat

a

PE

RC

EN

T O

F P

OP

ULA

TIO

N

11.3

1cr

.co

aO

00

00

17.8

16.4

1111

1111

63 2

1452

PE

RC

EN

T O

F P

OP

ULA

TIO

N

Ai

16cr

.co

50

00

00

0

3.4

lio 1

0.3

1.4 2.3

2.7

9.2

4.1

23.0

37.0

-51

.7 54.8

m >

1:1

rnR

I

W 0 ..e r

n

0 I

XI C X 0 R

t

**B

e D

rafte

d

Enl

ist

Join

Res

erve

s

Sta

y O

ut

Non

e of

The

se

No

Dat

a

PE

RC

EN

T O

F P

OP

ULA

TIO

N

11.3

016cr 0.

0co0

000

16.1

1.1

2.7

9.6

131

.5

29.9

27.4

in 2

7.6

11.5

8.2

20.5

of the military. A comparison of Attendance Group A and B

indicates that a significantly greater proportion of Group B

expects to be drafted. More members of Group A expect to

enlist, although this difference between groups was not

statistically significant. More Mexican-American students

expect to be drafted, and more Anglos indicate a preference

for enlisting.

In response to a question regarding job plans

after schooling has been completed, over one-half of the

student body indicated that they had no particular plans,

or felt that it was too early to decide. Analysis reveals

that significantly more Anglos feel this way than do Mexican-

Americans. Approximately one-quarter of the students indicate

that they want a particular job and are taking steps to get

it.

The majority of the students at Valley High

School stated that they were not working at the time of the

testing. Of those who were working, a significantly higher

percentage of males than females were employed. More of

the employed males than females worked thirty hours or more

per week. More members of Group B than Group A were employed

and were working thirty hours a week or more. The difference

between groups, however, was not significant.

The answers concerning types of jobs held shows

the largest percentage, 12.5%, holding "different little

jobs." Other job categories were "service station, garage,

113

or mechanic," 10.8%; "cook, waiter, waitress, busboy," 6.8%;

and "clerk, typist, receptionist and business machines," 3.4%.

No Mexican-American students held jobs in the last category

as compared with 4.7% of the Anglos who did.

Hourly salary expectations expressed by the

students range from $2.00 per hour to $5.00 per hour, with

one-fifth of the students indicating that they would not know

how much to expect. A significant number of girls as compared

with boys expect to make $2.00 per hour at work they would

like to do. A larger percentage of boys express $5.00 per

hour expectations. There was no pronounced difference in

salary expectations between Anglos and Mexican-Americans,

nor between Attendance Groups A and B.

Three-fourths of the students felt that it would

be necessary to earn between $3.00 per hour ($120.00 per week)

and $5.00 per hour ($200.00 per week) in order to support

a family of four. Comparisons of male and female attitudes

on this question yielded two significant findings: more

girls felt that a family of four would need only an $80.00

per week income ($2.00 per hour); and, more males felt that

a $200.00 per week ($5.00 per hour) was a more accurate

estimate. No significant differences between ethnic or

attendance groups were found.

Within the total population, one-half of the

students felt that they would not be working,in La Puente or

the surrounding area. Of the remaining half, over one-quarter

114

,f4i,

felt that they would be working in La Puente or the City of

Industry, with the remaining fraction working in Pomona,

Riverside, Downey, and Bellflower areas. More Anglos indi-

cated that they thought they would be working in the Downey-

Bellflower areas than did Mexican-Americans. More females

felt they would be working in the La Puente area as compared

to males; and more males thought they would be working in

the East Los Angeles area. Attendance Group B indicated

greater expectations of working in the La Puente area as

compared to Group A. More of Group A, however, felt that

they would be working in the Pomona-Riverside, East Los

Angeles, and Downey-Bellflower areas.

2. MeaningoS Words Inventory (MOWI)

The MOWI was designed to identify preconcious

attitudes of Valley High School students. In order to do

this, the MOWI utilizes the semantic differential process

which taps a generalized measure of attitude, and estimates

the way a person perceives himself in his environment.

The semantic differential process involves no

directly observable right or wrong answers. Responses are

made according to the way a subject feels about a particular

concept. Such an approach helps to eliminate biased response

patterns, and to tap evaluative feelings which exist at the

preconscious level.

115

The MOWI as adapted to Project needs was short

and easy to administer individually and in groups; and mini-

mum reading skills were required of the students. The test

was made bi-lingual to accomodate the Mexican-American popu-

lation at Valley High School. In addition, the MOWI was

used previously and validated in the Los Angeles County

School District. (Strem, 1966, see Table I, infra.)

For ease of reporting, the evaluative statements

made by the students of Valley High School have been grouped

into eight categories: (1) Instruction and Curriculum,

(2) Self-Concept, (3) Authority Relations, (4) Goal Orienta-

tion, (5) Moral and Social, (6) Peer Relations, (7) Family

Relations,. and (8) Adults. (See Figures 44 - 47, and Table

XVII, 1, infra.)

(a) Instruction and Curriculum

In this grouping, the stimulus items pre-

sented were: "regular high school," "teachers," "continua-

tion school," and, "high school counselor." Evaluation of

each item was made five times on the basis of a continuum

ranging from: sour to sweet; fair to unfair; bad to good;

honest to dishonest; and, pleasant to unpleasant. (See

Table XVII, 1, infra.) The most positive score for any

variable, e.g., regular high school, was plus fifteen. Such

a score would indicate a very "sweet," "fair," "good,"

"honest," and "pleasant" attitude toward regular high school

The most negative score was minus fifteen. Zero score was

116

Fig

ure

44

15 14 13 12 11 10 9 8 7 6+

5.3

5 4 3 2+

1.0

1

Mea

nS

core

1 21.

53 4 5 6 7 8 9 10 11 12 13 14 15

Clu

ster

Inst

ruct

ion

and

Sel

f-C

once

ptA

utho

rity

Rel

atio

nsC

urric

ulum

Item

s(1

, 8, 1

5, 2

2)(2

, 9, 1

3, 1

6)23

, 28

MO

W! C

LUS

TE

R A

NA

LYS

IS

TO

TA

L P

OP

ULA

TIO

NN

= 1

73

+6.

9+

6.9

+5.

2

Poi

nt o

f Ind

iffer

ence

+4.

0

+1.

7

Goa

lM

oral

Pee

rF

amily

Adu

ltO

rient

atio

nan

d S

ocia

lR

elat

ions

Rel

atio

nsR

elat

ions

Val

ues

(1, 3

, 8, 1

0, 1

8)(4

. 11,

17,

19,

24)

(6, 1

1 13

17)

(5, 1

2 25

, 28,

29)

(19,

20,

26,

30)

(7, 1

4, 2

1, 2

7)(5

. 8, 1

8, 2

2)

Fig

ure

4515 14 13 12 11

Mea

nS

core

10 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13

+7.

3

MO

W! C

LUS

TE

R A

NA

LYS

IS B

Y S

EX

+8.

6

+6.

5

+4.

5

+2.

8

+0.

3

14 15C

lust

erIn

stru

ctio

nan

dC

urric

ulum

Item

s(1

, 8, 1

5, 2

2)

Sel

f-C

once

pt

(2, 9

, 13.

16)

23, 2

8

1.9

Aut

horit

yR

elat

ions

+62

+6.

2

+4.

7

Poi

nt o

f Ind

iffer

ence

Goa

lO

rient

atio

n

(1, 3

, 8, 1

0, 1

8)(4

, 11,

17.

19,

24)

KE

Y

Mal

e N

=12

6

Fem

ale

N=

47

I+

3.2

+7.

8

+6.

5

+3.

6

Mor

alP

eer

Fam

i!rA

dult

and

Soc

ial

Rel

atio

nsR

elat

ions

Rel

atio

nsV

alue

s

(6, 1

1 13

17)

(5, 1

2 25

, 28,

29)

(19,

20,

26.

30)

(7, 1

4, 2

1, 2

7)(5

. 8. 1

8, 2

2)

Fig

ure

46M

OW

! CLU

ST

ER

AN

ALY

SIS

BY

ET

HN

IC G

RO

UP

15 14 13 12 11 10 9

Mea

nS

core

8 7 6 5 4 3 2+

1.5

+5.

7

+ 7

.1

+ 6

.1+

5.4

+4.

3+

4.3

Poi

nt o

f Ind

iffer

ence

+3.

7

+3.

4

1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

an

0.6

1.0

3.2

KE

Y

Ang

los

N=

125

Mex

ican

- N

=45

Am

eric

ans

+6.

8

+5.

5a

+5.

8

+2.

1

Clu

ster

Inst

ruct

ion

Sel

f-A

utho

rity

Goa

lM

oral

Pee

rF

amily

Adu

ltan

dC

once

ptR

elat

ions

Orie

ntat

ion

and

Soc

ial

Rel

atio

nsR

elat

ions

Rel

atio

nsC

urric

ulum

Val

ues

Item

s(1

, 8, 1

5, 2

2)(2

, 9, 1

3, 1

6)23

, 28

(1, 3

, 8. 1

0, 1

8)(4

, 11,

17.

19,

24)

(6, 1

1 13

17)

(5, 1

2 25

, 28,

29)

(19,

20.

26,

30)

(7, 1

4, 2

1, 2

7)(5

, 8, 1

8, 2

2)

Fig

ure

4715 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 1

Mea

nS

core

4 5 6 7 8 9 10 11 12 13 14 15C

lust

erIn

stru

ctio

nan

dC

urric

ulum

+3.

2

+1.

5

+0.

1

Item

s(1

, 8, 1

5, 2

2)

MO

W! C

LUS

TE

R A

NA

LYS

IS B

Y A

TT

EN

DA

NC

EG

RO

UP

+5.

2+

5.6

+7.

0+

7.5

MIS

+6.

1+

6.7

UM

WM

EM

+5.

1M

1+

4.3

+5.

1+

5.0

:my:

yr-s

nore

,+

3.8

+3

III

0.0

Poi

ntIn

diffe

renc

eof

-1.1

-2.3

Sel

f-A

utho

rity

Goa

lM

oral

Pee

rC

once

ptR

elat

ions

Orie

ntat

ion

and

Soc

ial

Rel

atio

nsV

alue

s

(2. 9

, 13,

16)

23, 2

8(1

. 3, 8

. 10,

18)

(4. 1

1. 1

7. 1

9. 2

4)

KE

Y

Gro

up A

N=

84

Gro

up B

N=

73

N=

16so

lo ia

s G

roup

C

+6.

9

+6.

5

+24

+2.

1

+1.

2

(6. 1

1 13

17)

(5. 1

2 25

. 28.

29)

(19.

20.

26.

30)

Fam

ilyA

dult

Rel

atio

nsR

elat

ions

(7. 1

4. 2

1. 2

7)(5

. 8, 1

8, 2

2)

designated as the point of indifference or of no evaluation.

Total population means were computed for each variable within

each grouping.

Variables

Regular High SchoolTeachersContinuation SchoolHigh School Counselors

Total Population Mean

Negative 3.0Positive 1.2Positive 3.0Positive 2.6

Indications are that the Valley High

student tends to a slightly positive evaluation of Valley

High, his high school counselors and teachers. He expresses

a slightly negative attitude towards regular high school.

(b) Self-Concept

Stimulus items presented were: "me,"

"school abilities," "trying hard," "how I would like to be,"

"how my class sees me," and, "my best friends."

Variables

MeSchool AbilitiesTrying HardHow Class Sees MeBest FriendsHow I'd Like to Be

Total Population Mean

Positive 4.8Positive 4.2Positive 4.4Positive 3.1Positive 7.2Positive 8.3

Responses to self-concept items show a

fairly positive attitude towards the self on the part of

Valley High School students. The variable "How I'd Like to

Be" indicates, however, a strong desire to change in the

direction of more social acceptability.

121

11

(c) Authority

Variables

AuthorityTeachersRegular High SchoolPunishmentGrownups

Total _population Mean

Negative 0.8Positive 1.2Negative 3.0Negative 5.5Positive 0.5

A negative attitude towards authority and

punishment is apparent. The other variables were included

since there is some correlation between them and authority.

(See Table XVII, 8, infra.) In general, the students at

Valley have negative feelings regarding authority or those

elements which, in their minds, are representative of

authority.

(d) Goal Orientation

Variables

Trying HardQuitting SchoolGraduatingMy FutureCollegeA Job

Total Population Mean

Positive 4.4Negative 5.3Positive 9.8Positive 7.2Positive 4.2Positive 8.1

The data indicated that the students at

Valley High School have positive attitudes towards those items

representing goal orientation.

ting school is "bad."

The students feel that quit-

They also hold positive attitudes

towards trying hard, graduating, the future, college and a

job.

122

11

(e) Moral and Social

Variables

CheatingSmokingDatingGraduatingTrying HardJobQuitting SchoolNeighbors

Total Population Mean

Negative 6.5Positive 3.8Positive 10.3Positive 9.8Positive 4.4Positive 8.1Negative 5.3

Indifference 0.0

Moral and social values can be conceived of

as attitude-value systems which predispose an individual to-

wards certain feelings or behaviors. In a sense, they en-

compass a concept of "right" and "wrong" for the individual.

Students at Valley High feel that cheating is "wrong," as is

quitting school. For them, smoking, dating, graduating,

trying hard and a job are "right." Within the social context,

however, they express "indifference" to neighbors.

(f) Peer Relations

Variables

Best FriendsMost PeopleClassmatesMexican-AmericansAnglos

Total Population Mean

Positive 7.2Positive 2.6Positive 7.2Positive 4.8Positive 2.8

The Valley High student reports "good"

feelings towards his peers, irrespective of ethnic origin. He

feels strongly positive towards his best friends and towards

his classmates.

123

(g) Family Relations

Variables

MotherFatherMy FamilyHome

Total Population Mean

Positive 9.6Positive 5.4Positive 6.7Positive 5.7

Feelings towards family, mother, father

and home were among the most positive expressed by students.

(h) Adults

Variables Total Population Mean

Grownups Positive 0.5Teachers Positive 1.2High School Counselors Positive 2.6Most People Positive 2.6Neighbors Indifference 0.0

While the students do not feel a strong

positive feeling towards adults, they do tend to regard them

more favorably than unfavorably.

3. MOWI and SOC: Aspirations

Six questions on the MOWI and eight questions on

the SOC were designated to measure the students' aspirations.

Those groupings on the MOWI from which the aspirational items

were drawn were compared with appropriate questions from the

SOC. For instance, grouping "B" on the MOWI encompasses

items relative to the students' self-concept, and 'grouping "A"

encompasses items relative to the students' goal orientation.

124

The relevant SOC questions are related to these groupings.

Aspirational information was thereby derived. The following

chart compares the responses to the two tests. (Chart on

next page.)

This data suggests that students at Valley High

School are attempting to fulfill some of the developmental

tasks of adolescence as defined by Havighurst, (1951). (See

Table I, infra.) An estimation of self-concept and identity-

discovery, insofar as school work is concerned, is provided

by those questions which measure "school abilities" and

"grade average this year." Plans for economic independence

are expressed in those items which indicate student interest

in jobs and in learning job skills. Plans for intellectual

growth are expressed in those items which indicate student

plans to continue schooling at least until graduation from

high school and in some cases, through trade school or

college. Marriage and family plans are also expressed, al-

though more frequently by females than males.

In general, students at Valley High are not

unlike students at most "regular" high schools in that they

hold aspirations for further schooling, for jobs and for

marriage. Like most male students at "regular" high schools,

those at Valley High are concerned with future military plans.

Approximately 50% of the female students at Valley High have

plans which include marriage in the next five years or less.

125

ATTITUDEMOWI ITEM

ATTITUDEMOWI

RESPONSE SOC ITEM SOC RESPONSE

#9 -School Abilities

63.6%Positive

#19-Grade aver-age this year?

57.9% GradesA, B, C.

#4 - 68.2% #27-How much 75% high school,College Positive schooling plans

to get?trade school,jr. college,college.

#19 - 67.1% #20-Dxop out 57% little orQuitting School Negative before grad-

uating?no chance.

#17 - 83.2% #34-Why finish 83.6% positiveGraduating Positive high school? reasons.

#11 - 86.1% #21-Plans for 29.5% wantJob Positive job? 21.0% like

many things buthave no partic-ular plans.

particularjob - makingplans.

#24 -My Future

#36-Learn moreabout?

45.5% jobskills

75.1% #20, 21, 341Positive 38, Military?

#18-How longafter highschool expectmarriage?

126

(see above)53.5% drafted,enlist, or joinreserves.

50.0% girlsonly: fiveor less years.

4. MOWI: Teachers

As part of their "in-service training" for the

Project's testing phase, teachers at Valley High were asked

to answer the MOWI (see Figure 48). Results and comparisons

with the students (on all variables) are as follows:

VARIABLES TEACHERS STUDENTS

Regular High School Positive 6.5 .... Negative 3.0Me Positive 8.5 .... Positive 4.8Authority Positive 4.7 .... Negative 0.8College Positive 7.9 .... Positive 4.2Most People Positive 7.1 .... Positive 2.4Cheating Negative 9.6 .... Negative 6.5Home Positive 7.6 .... Positive 5.7Teachers Positive 6.9 .... Positive 1.2My School Ability Positive 6.9 .... Positive 4.2Punishment Negative 3.5 .... Negative 5.5Job Positive 10.1 .... Positive 8.1Classmates Positive 7.7 .... Positive 2.6Trying Hard Positive 7.1 .... Positive 4.4Mother Positive 8.9 .... Positive 9.6Continuation School Positive 6.1 Positive 3.0How I'd Like to Be Positive 11.8 .... Positive 8.3Graduating Positive 11.0 .... Positive 9.8Grownups Positive 6.0 .... Positive 0.5Quitting School Negative 8.5 .... Negative 5.3Dating Positive 8.5 .... Positive 10.3Father Positive 9.8 .... Positive 5.4High School Counselor Positive 5.9 .... Positive 2.6How My Class Sees Me Positive 6.6 .... Positive 3.1My Future Positive 9.3 .... Positive 7.2Mexican-Americans Positive 7.4 .... Positive 4.8Smoking Negative 3.4 .... Positive 3.1My Family Positive 9.1 .... Positive 6.7Best Friends Positive 10.1 .... Positive 7.2Anglos Positive 4.7 .... Positive 2.8Neighbors Positive 7.8 .... Indiff. 0.0

The teachers indicate a more positive attitude

towards regular high school and towards authority than do

127

Fig

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the students. Conversely, they tend to take a more negative

stand with regard to smoking than do the students. It is

noteworthy that when teacher and student responses are in

the same direction, in most instances the teachers respond

with more extreme scores (both positive and negative) than

do the students.

5. Instructional Preference Scale (IPS)

The Instructional Preference Scale (IPS) was

designed to ascertain what the students at Valley High School

like and dislike about their school experience. Variables

were checked by students on a five point scale: "strongly

like," "like," "indifferent," "dislike," and "strongly dis-

like." Seventy-six items were presented which covered methods

of teaching, types of classes, student role, student behavior,

school activities, and methods of discipline. (See Figure 49.)

Of the seventy-six items presented, seventeen were

chosen by the majority of students as "strongly like" or

"like."

ITEM

INDIFFERENT/DISLIKE/STRONGLY LIKE/ STRONGLY DISLIKE -LIKE - TOTAL TOTAL

Field. Trips 62 28

Films 74 18

Magazines 57 37

Filmstrips 58 34

Tapes and Recordings 52 40

Industrial Arts Class 58 33

129

ir I. I. I.Ill W s. 0 la le si ka W s. N W Ut N a to o 1- N W ui

Textbooks

Counselors

'Hid Trips r

Lettuces

Films

Pvpotback Beek%

CI wil0 students

Magasines

Filmstrips

Palish Classes .ww.

Ceotracts

Programmed Materials ww.

Teachers

Meth CI

Workbooks

CI w/30 students

Newspapers

Teaching Machines,

Libraries

Working By Yourself

Science Classes

Principals

Summer Scheel

Remedial Reading CI

Teaching Games

Tapes and Recordings

History Classes

T.V. Teaching

Claws w/40 Students www.

Industrial Arts Classes ww..

Tests and Quince

Business Classes

Writing Papers

Class Discussions

Speaking Before Class

Listening in Class

Doing Research

Working at Own Speed wwwo

Doing Reports

Homework

Taking Notes wwwwwwwww

Doing Prolects

Redoing Work

Help from Teachers eoespeeerreeessoorieeesre

Hew Rolls

School Sports -- *1

Teacher's Praise,

Advice from Teachers rfierzeittiv.:404.4pawatafoliks

Sr Counselors -

Suspension

Home Calls by Tooch. wwwwel

. .

maw rempeermionWelerierreee

leeeeosooseoesoore...._,.

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School Dances

Clubs

Awards

Assemblies

Deed Grad«

Scheel Newspapers wwwwww,

Going into the Military

Teacher's Criticism

Swats

Scheel Plays

Parent Conforonces

School Sandsand Glee ClubsHigh School Diplomas ..w4

Detention

Going I. College

Nepali CLras

Student Govt.

Dressing the way you_want at school

Getting a Jib

Bad Grades

Smoking at Scheel

Going 10 Trade Scheel ww...4

Chewing Gum at School w,

Getting out if Seatw/o Permission

Eating In Class

Students DecidingWhat to Study

rnemsew.tntrimoreerwitoweelo

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sierseinseeestoeseeeseana

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ztO

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ITEMSTRONGLY LIKE/LIKE - TOTAL

INDIFFERENT/DISLIKE/STRONGLY DISLIKE -

TOTAL

Class Discussions 54 39

Working at Own Speed 77 17

School Dances 51 42

Good Grades 72 21

High School Diploma 77 16

Dressing the Way YouWant at School 85 8

Getting a Job 77 15

Smoking at School 72 22

Chewing Gum at School 68 26

Getting Out of SeatWithout Permission 57 37

Eating in Class 56 36

Twelve items were chosen by the majority of

students as "strongly dislike" or Itlislike." These were:

ITEM

Classes with MoreThan 40 Students

INDIFFERENT/DISLIKE/STRONGLY LIKE/ STRONGLY DISLIKE -LIKE - TOTAL TOTAL

55 39

Speaking Beforethe Class 57 35

Tests and Quizzes 57 33

Doing Reports 58 35

Homework 65 28

Taking Notes 68 25

131

INDIFFERENT/DISLIKE/STRONGLY LIKE/ STRONGLY DISLIKE -

ITEM LIKE - TOTAL TOTAL

Home Calls by Teachers 69 25

Swats 78 14

Parent Conferences 67 27

Detention 68 25

Bad Grades 77 16

Summer School 65 29

Of the forty-eight remaining

as follows:

items, responses were distributed

ITEMSTRONGLY

LIKE LIKE INDIFFERENT DISLIKESTRONGLYDISLIKE

Textbooks 3 22 38 19 21

Counselors 5 32 28 11 14

Lectures 9. 16 18 6 9

Paperback Books 9 27 33 13 10

Classes withLess Than 10Students 13 19 32 17 10

English Classes 4 13 29 26 18

Contracts 12 28 20 16 16

ProgramkedMaterials 7 15 40 14 13

Teachers 8 41 28 5 11

132

ll

4,1

STRONGLYITEM LIKE LIKE INDIFFERENT DISLIKE

STRONGLYDISLIKE

Math Class 3 21 19 20 2.8

Workbooks 6 18 29 19 18

Classes With30 Students 5 27 22 15 22

Newspapers 6 38.._

28 12 7

Teaching Machines 4 28 31 14 14

Libraries 9 31 30 12 8

Working By Yourself 15 32 20 15 8

Science Classes 6 20 22 28 16

Principals 4 11 39 19 21

Remedial ReadingClasses 3 8 39 27 16

Teaching Games 3 30 23 21 15

History Classes 3 19 23 28 19

Television Teaching 4 13 33 28 14

Business Classes 5 23 28 19 17

Writing Papers 1 16 29 29 17

Listening in Class 3 28 33 10 16

Doing Research 6 19 24 25 18

Doing Projects 6 25 25 19 18

Help From Teachers 4 40 30 9 9

Honor Rolls 12' 17 32 15 16

School Sports 14 21 29 12 17

Teacher's Praise 0 22 33 21 16

133

ITEMSTRONGLY

LIKE LIKE INDIFFERENT DISLIKESTRONGLYDISLIKE

Advice FromTeachers orCounselors 5 38 22 11 18

Suspension 5 12 23 24 28

Clubs 12 22 30 13 16

Awards 8 23 35 12 13

Assemblies 15 20 26 9 13

School Newspapers 4 35 34 13 7

Going intothe Military 8 23 23 14 25

Teacher's Criticism 2 13 30 22 27

School Plays 5 13 40 16 20

School Bands& Glee Clubs 4 13 36 17 24

Going to College 19 15 29 13 17

Report Cards 9 25 29 12 19

Student Government 8 18 34 18 15

Going to TradeSchool 16 27 36 7 7

Students DecidingWhat to Studyin' Class 24 23 28 10 7

As the above demonstrates, the largest proportion of

answers fall within the "indifferent" category. There are some

items, however, to which students responded somewhat more

positively than negatively; and conversely, some to which

they responded somewhat more negatively than positively.

134

More Positive Responses:

Counselors Help from teachers

Lectures School sports

Paperback books Advice from teachers orcounselors

Classes with less than 10 students Clubs

Contracts Awards

Teachers Assemblies

Newspapers School Newspapers

Libraries Going to trade school

Working by yourself Students deciding whatto study in class

More Negative Responses:

Textbooks History classes

English classes Television teaching

Math classes Business classes

Workbooks Writing papers

Science classes Doing research

Remedial reading classes Teacher's praise

School plays Suspension

School bands & glee clubs Going into the military

Student government Teacher's criticism

Principals

135

B. Evaluation of the Students by "Others"

1. The Recorded Historical Information (RHI)

In an attempt to assess what "others," i.e.,

teachers, counselors and former schools, think of Valley High

School students, the staff used specific information gathered

from the students' cumulative folders. The Recorded Histori-

cal Information (RHI) was designed for this purpose; and

questions #16, 17, 18, 23, 24, 25, and 26 were selected as

those which provide the most meaningful data. (See Figures

50 - 52, and Table XIV, 1, infra.)

Although many expressions of remedial need were

indicated by the former grade school teachers of Valley High

School students, only 25% were referred for special educa-

tion classes. Of this 25% approximately one - half* were

referred for remedial reading, and one-fourth for remedial

speech. (See Figure 50.)

Approximately one-quarter of the students received

their first "F" grade between kindergarten and seventh grade;

most received it between kindeggarten and fifth grade. Of

the remaining students, over one-half received their first

"F" between the eighth to ninth grade. The general trend

at the eighth to ninth grade level, however, was not a single

grade of "F" but rather a cluster of "F's." (See Figure 51.)

This suggests that at this level, past academic deficiencies

become operative, or that adjustment to adolescence proves

overwhelming to some students.

136

Figure 50

(a)

GRADE FIRST REFERREDFOR SPECIAL EDUCATION

100

90

80

100,.

90 ,

80

70,' 70

60

50 ,

40

30

1111.11111

1111112111MIN

60 ,

50 ..

40 p

30 p,

20 p 20 p

10 10 -

(b)

STATED REASONFOR REFERRALTO SPECIAL ED.

Om-

0 0K2 3.5 6.7 6.9 10+ Never Speech Reading Psyc Rehm,. Other

GRADE OF REFERRAL REASON FOR REFERRAL

Figure 51 GRADE STUDENTRECEIVEDFIRST "F"

NoData

Grades "F" Received

Figure 52

(a)

100,

80,

60,

40,

23.7

20,

(b)

SCHOOL ACTION TAKEN loop, STATED REASONFOR REFERRAL

29.324.5

21.1

80,

60,

40,

20,

29.1

35.7

23.6

9.3

1.4 0.0 2.3 2.9

No Discip. Truancy Dress Grades Other NoData Problem Viol. Data

Refer.to

Counsel-Of

100,

80,

60,

40,

20,

7.6

Letter Parent Suspen- OtherHorne Conf. lion

TYPES OF SCHOOL ACTION REASONS FOR REFERRAL

GRADE OF FIRST REPORTEDATTENDANCE OR BEHAVIOR

PROBLEM

16.8

51.3

21.0

13.8

100,

80,

60,

40,

20,

35.0

MOST FREQUENTLYREPORTED SCHOOL

VIOLATIONS

23.6

32.5

3.4 4.2 4.7 5.1

K-2 3.6 74 9.10 11+ No Attend. Academ. Dress Smoking OHO). NoData Failure Problems Data

GRADE OF FIRST PROBLEM REPORTED VIOLATIONS

Further analysis reveals a fairly strong relation-

ship between the grade of first "F" and the first reported

attendance or behavior problem. (The correlation for these

two items was .474 at .01 significance.) One-fourth of the

students experienced their first grade of "F" between kinder-

garten and seventh grade; the same percentage also experienced

their first attendance or behavior problem at that time. One-

half of the students received the first "F" at the seventh to

ninth grade level; and, an equal percentage had their first

attendance and/or behavior problems at the same time.

The most frequently reported school violation was

that of attendance. Discipline problems were also reported

frequently. These two factors account for approximately two-

thirds of the reported violations; the remaining one-third

consists of academic failure (23.6%); dress violations (4.2 %) ,

and smoking (4.7%).

The referring high schools used the following

means to handle these violations: letters home, counselor

referral, parent conferences, and suspension from school. A

significantly greater number of males than females were re-

ferred to counselors when a violation occurred. A greater

number of females than males, however, report parent confer-

ences as the means of handling school violations.

Analysis of the RHI responses indicates no other

significant differences according to ethnic, attendance or

sex groupings.

140

2. Teacher Evaluation Surveys (TES)

During the testing periods, ten of the Valley High

School teachers, the principal, and the social worker at

Valley responded to the TES which was designed to assess the

teachers' evaluations of student behavior during the test

period. (See Table XIX, 1, infra.) The responses and their

frequencies are indicated below.

MEASURE

Cooperation Levelof Student

TOTAL NUMBEROF EACHRESPONSE RESPONSE

1 Good6 Fair5 Poor1 Resentful

Student Reactionto Unusual Routine 1 Enjoyed it

7 Tolerated it1 Indifferent4 Rejected it (left school)

Motivational Value ofReward System 1 High

6 Some3 Little2 None

Student Interest inTesting

Student AttendanceDuring Testing

3 In reasons for testing1 In test results7 No interest in test purpose3 No interest in test results

2 No change5 Decrease of those tested6 Decrease to avoid testing'

Classroom Behavior 8 Increase in behavioraldisturbance

3 Increase in cooperation2 Decrease in cooperation

141

Z,1"..tki les+, x.z.v.roAt , . , r.

In evaluating the above responses, the subjectivity

of the TES should be kept in mind. The instrument measures

the teacher and staff evaluation of students; it is quite

possible, however, that it also reflects individual teacher

and staff feelings towards the total testing situation.

142

III. PRESENT ACADEMIC PERFORMANCE CAPABILITIES

An identification of academic performance capabilities

of the student population is required in order to derive the

instructional needs of the student. An academic profile can

be compared to collected performance requirements; the

difference between the two provides a guideline for the

development of the projected system.

In order to identify the basic academic performance

capabilities of the student population, both scholastic

achievement and general aptitudes had to be determined.

Scholastic achievement encompasses language, reading, spell-

ing and computation. Performance capability is defined as

the tested ability to: use language; comprehend selected

reading; spell accurately; comprehend numerical concepts;

perform general arithmetical operations; and, reason

abstractly. General aptitudes are measured in terms of:

verbal aptitude; numerical aptitude; spatial aptitude; form

perception; clerical perception; motor coordination; finger

dexterity; manual dexterity; and, a general learning aptitude.

The Project has used the Wide Range Achievement Test

(WRAT) and the California Achievement Test (CAT) to determine

academic skills, and the General Aptitude Test Battery (GATB)

to determine the vocational skills of the Valley High School

population.

143

nro, :wpm

A. The Wide Range Achievement Test (WRAT)

The WRAT is a convenient tool for the study of

capabilities in basic school subjects such as reading (word

recognition and pronunciation), written spelling and arithmetic

computation. Three types of interpretation may be used in

reporting WRAT results: grade ratings, which are based on

norms derived from the actual mean grade levels of children

in different age groups; standard scores, which are used to

represent the rate of learning rather than th'ki level of

achievement reached; and, percentiles or rankings. (See

Figures 53 - 56.) The following chart reports ZAAT results

for the Valley High test population in terms of the above

three methods of interpretation.

1. Grade Placement, Standard Scores and Percentilesfor Total Valley High School Sample:

Mean Grade Mean StandardSection Placement Score* Percentile

Reading 7.8 94.1 34

Spelling 6.0 83.6 13

Arithmetic 5.3 80.3 9

*According to the WRAT Manual, a standard score of between80 and 89 is classified as low average, and a score of 90to 109 is classified as average.

.144

El

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IMP V.H.S. Sample (N = 96)

Sample Mean 94.1

WRAT READING

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1.50.7alfZim awe

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80 90 100 110

STANDARD SCORES

120A

130

5049

4847

4645

4443

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Imo Sample Mean 80.3

Figure 55

WRAT ARITHMETIC

16.0

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50 60 70 80 90 100 110 IP" 120

STANDARD SCORES

130 140 150

it

Figure 56 WRAT GRADE PLACEMENT DISTRIBUTIONS

80,z0

60,,

ka.0z 40,

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a Reading (N =135)

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100,

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grade placement

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IrrN444~t6i, s ,

q 00 o cto q o oeh d ci oo dd d

2 3 2 5 6 7 8 9 10 11 12 13 14 15 16

grade placement

Comparisons within the Valley High population on the

basis of ethnic, sex and attendance groupings are as follows:

(See Figures 57 - 59.)Mean Mean

Standard GradeSection Grouping Score Placement Percentile

Reading Anglo* 97.1 9.1 42Mexican-American 87.8 7.1 19

Spelling Anglo** 84.7 6.7 16Mexican-American 82.1 5.7 12

Arithmetic Anglo*** 81.7 6.1 12Mexican-American 76.9 5.1 6

Reading Male 94.6 8.5 37Female 92.8 8.2 32

Spelling Male 83.2 6.4 14Female 84.5 6.6 16

Arithmetic Male 80.8 5.9 10Female 78.9 5.5 8

Reading Group A 94.6 8.4 37Group B 83.4 8.5 14

Spelling Group A 83.7 6.3 14Group B 83.4 6.4 13

Arithmetic Group A 80.4 5.8 9Group B 79.8 5.7 9

2X df Significance Level

* 16.10** 10.8*** 13.8

5 .014 .053 .01

149

50

49

48

47

46

45

44

43

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40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

98

7

6

5

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2

1 0.50

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KEY

Normal Population

- - - - Normal Mean 100.00Anglos (N = 94)Anglo Mean: 97.1Mexican-American (N = 38)Mexican-A. Mean: 87.8

Figure 57

WRAT STANDARD SCORES - READING

25.00

17J9

1615

80 90 100

16.00

10,53

7.00

421**

I1.50

3

3

(

i6 111Ea

. A .040 .7110 120 130 140 150

STANDARD SCORES

7.17.;-7"V;ZZ:7-77,7-..

iGO

25.00

9.18

32.50

25.51

Os

88

12.27

KEY

E3 Normal Population

Normal Mean 100.00Anglos (N = 95)

ems Anglo Mean: 84.7Mexican-Americans

ga moo Mexican-American Mean: 8

Figure 58

WRAT STANDARD SCORESSPELLING

10.20

1402

50 60 70 80 90 100 110

STANDARD SCORES

120 130 140 150

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

3535.00

34

33 32.63

32

31

30

29

28

2727.54

mmmmmm

26

25

24

23el

22 10N.

21 I I

C20 es019

2

18

17

16

15

14

13

12

11 10.53

10

98

7.07 I-6

5

4

3

2 1.50.

1 0.50

1 43.16

35.00

25.00 25.00

KEY

ED Normal PopulationAM WINO Normal Mean 100.00

Anglos (N = 94)Anglo Mean: 81.7Mexican-American

Mexican-American Mean: 7

Figure 59

WRAT STANDARD SCORESARITHMETIC

16.00 16.00

1138 Jli

. 1l 7.00

1

4 aa

a

Ita,0sa

1

*

a**

I

* 2.50V

INOS _ 2.05 1.50.1 0.50

50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

.9

Standard Scores Classification

130 and up Very superior

120-129 Superior

110-119 High Average

90-109 Average

80-89 Low Average

70-79 Inferior

69 and below Defective

Based on this system of classification, 16.84% of the Anglo

students in the test population rated high average or above

in reading while only 10.0% of the Mexican-Americans did

as well. Of the Anglos, 71.58% were rated as low average

or average as compared with 67.99% of the Mexican-Americans.

At the extreme low end of the rating scale, only 12.62% of

the Anglos rated inferior or defective while 20.00% of the

Mexican-Americans exhibited inferior or defective reading

skills.

The same distribution is apparent in the scores

obtained on the spelling section of the WRAT. Of the Anglos,

1.02% scored high average or above while 0.0% of the Mexican-

American students scored in this range. Of the Anglos, 64.29%

scored at low average to average as compared with 42.50% of

the Mexican-Americans; 34.69% of the Anglos scored at the

inferior or defective range as compared with 57.50% of the

Mexican-Americans.

153

In the arithmetic section, scores were as follows: high

average, 1.05% Anglos, and 0.0% Mexican-Americans; low average

to average, 55.75% Anglos, and 37.50% Mexican-Americans;

inferior to defective, 43.16% Anglos, and 63.53% of the

Mexican-Americans.

In summary, a larger proportion of Anglos obtained

higher scores than did Mexican-Americans. And, a larger pro-

portion of Mexican-Americans obtained lower scores than did

Anglos. No Mexican-American scored between 120-150 (superior

to very superior) on any of the three tests.

Distribution of scores for the males was the same as

for the female subgroup; this was also true of attendance

groups A and B. (See Figure 60.) Relative to the male/female

comparison, it is noteworthy that 15.6% of the total tested

male population scored high average, superior, or very superior

in reading, as compared to 10.0% of the total female population

scoring in that range.

2. Teacher Evaluation Compared with WRAT Scores

The Teacher Information Matrix (TIM) (see Table V, 2,

infra) provided data on the Valley High School teachers' evalu-

ations of student performance in reading and arithmetic. These

data were compared with the students' WRAT scores. (See

Table V, 4, infra.) The following chart compares TIM findings

with the relevant data from the WRAT for reading and arithmetic.

154

Figure 60

WRAT- DISTRIBUTION OF STANDARD SCORES

BY SEX

Score 51.60 61-70 71.80 81.90 1 91.100 101.110 111.120 121.130 131.140 141.150

Spelling

Male N-98; Mean .2 0.9 14.3 27.6 34.7 13.3 9.2 1.0 0.0 0.0 0.0

Female - N=40; Mean=78.9 0.0 15.0 25.0 32.5 17.5 10.0 0.0 0.0 0.0 0.0.Arithmetic

.

Male N=.96; Mean=80.8 0.0 12.5 33.3 42.7 10.4 0.0 1.0 0.0 0.0 0.0

Female - N=40; Mean=92.8 0.0 30.0 27.5 37.5 5.0 2.5 0.0 0.0 0.0 0.0

Reading

Male - N=96; Mean=94.6 1.0 6.3 11.5 25.0 26.0 14.6 9.4 4.2 1.0 1.0

Female - N=40; Mean=92.0 0.0 5.0 12.5 27.5 22.5 17.5 10.0 0.0 0.0 0.0

BY ATTENDANCE GROUP

Score 51.60 61.70 71.80 81-90 91-100 101-110 111-120 121-130 131-140 141-150

Spelling

Group A N=87; Mean=83.7 0.0 16.1 26.4 29.9 16.1 10.3 1.1 0.0 0.0 0.0

Group 9 - N=49; Mean=83.4 0.0 12.2 30.6 40.8 10.2 6.1 0.0 0.0 0.0 0.0

tiArithmetic

Group A - N=85; Mean=80.4i

0.0 18.8 28.2 41.2 9.4 1.2 1.2 0.0 0.0 0.0

Group B - N=47; Mean=79.8 0.0 17.0 40.4 36.2 6.4 0.0 0.0 0.0 0.0 0.0

Reading

Group A N=87; Mean=94.6 1.1 8.0 10.3 24.1 25.3 13.8 12.6 2.3 1.1 1.1

1.--- Group B - N=46; Mean=97.6 0.0 2.2 15.2 28.3 28.3 17.4 4.3 4.3 0.0 0.0

Elementary grade level is defined as grades 1 to 4; average

grade level as grades 5 to 9; and, superior grade level as

grade 10 and over.

Teachers' Evaluation and WRAT Scores Comparison

ReadingElementaryGrade Level

AverageGrade Level

SuperiorGrade Level

Teachers Eval.

WRAT Score

38%

12%

48%

63%

15%

25%

throe ti c

Teachers' Eval.

WRAT Score

47%

34%

50%

64%

3%

2%

Par

In most instances, the teachers at Valley High

tended to overestimate poor performance on the part of the

students, and to underestimate average and superior performance.

An accurate teacher estimation of general students' abilities

(as compared with WRAT scores) was demonstrated in only one

instance: that of superior performance in arithmetic.

3. Correlational Study: WRAT

Figure 61 presents correlational findings relative

to the WRAT. As can be seen, neither the sex nor attendance

subgroups showed any significant correlation with other

variables, i.e., spelling, arithmetic and reading. Ethnic

grouping, however, does show some significant correlations

156

Sex Grouping

Attendance Grouping

Ethnic Grouping

Age

Grade Placement

Spelling

Standard Score

Spelling

Grade Placement

Arithmetic

Standard Score

Arithmetic

Grade Placement

Reading

Standard Score

Reading

2

FIGURE 61

WRAT CORRELATIONS

45

67

89

10

2.079

3.122

-.105

4-.134

.104

-.092

5.049

.023

*-.210

+-.255

6.052

.011

*

-.198

.288+

+.998

7-.111

-.006

.233+

-.077

.601+

.591+

8-.102

-.008

.222+

-.103

.597+

.590+

.997+

.063

.011

-.319+

.247+

.753+

.752

.470+

.468+

10

-.064

-.024

+-.302

.290+

.745+

.748+

.457+

.459+

.997+

df = 133

*.05 level of significance,

.167

+.01 level of significance,

.218

r

Derived from t =

in Statistical Methods for the

Behavioral

Sciences, A. L. Edwards, 1964.

with grade placement and standard scores in spelling, arithme-

tic and reading. As standard scores and grade placements

decrease, there is a corresponding increase in the number

representing Mexican-American.

One further correlation seems to be noteworthy.

Age of the student correlates negatively with grade placement

and standard scores on spelling and reading. These correla-

tions were significant at the .01 level. Indications are

that the older the student the poorer his performance in

these two areas.

B. The California Achievement Test (CAT) - Com lete Batter

The CAT is designed to fulfill the educational testing

purposes of measurement, evaluation and diagnosis. The CAT

is composed of six "sub-tests": Reading Vocabulary, Reading

Comprehension, Arithmetic Reasoning, Arithmetic Fundamentals,

Mechanics of English, and Spelling.

The Junior High Level of the CAT was selected as proper

to the achievement range at Valley High School. This selection

was based on information obtain from the Teacher Information

Matrix which estimated a reading level of elementary to average

for 86% of the Valley High students. Junior High School norms

correspond most closely to these levels. Data processing

techniques provided raw scores and grade placement scores, as

well as summary data for the total Valley High School student

population.

158

1. Mean Raw Scores onTotal Valley High

Sub-Test

the CAT and GradeSchool Population

Mean RawScore

Placements for

Mean GradePlacement

Reading Comprehension 37.1 6.8

Reading Vocabulary 33.6 7.5

Total Reading 70.7 7.0

Arithmetic Reasoning 23.8 7.4

Arithmetic Fundamentals 33.5 7.0

Total Arithmetic 57.3 7.0

Mechanics of English 60.9 7.4

Spelling 15.6 7.5

Total Language 76.6 7.4

For a complete distribution of the scores and grade

placements for the Valley High School population, see Figures

62 - 87.

2. CAT Analysis by Sex, Ethnic and Attendance Groupings

Sex Grouping

Total Arithmetic

Male Female Possible

Range of Scores 25-120 15-105 1-135Mean Scores 59.2 53.4

Arithmetic Reasoning

Range of Scores 5-50 0-45 0-55Mean Scores 24.6 22.3

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I%)

(.4

Male Female Possible

Arithmetic Fundamentals

Range of Scores 10-75 5-65

Mean Scores 34.7 31.2

Total Reading

Range of Scores 25-135 15-120

Mean Scores 70.7 70.7

Reading Comprehension

Range of Scores 10-80 5-65

Mean Scores 37.5 36.1

Reading Vocabulary

Range of ScoresMean Scores

*Total Language

Range of ScoresMean Scores

Mechanics of English

Range of ScoresMean Scores

Spelling

Range of ScoresMean Scores

0-60 5-5533.1 34.6

20-12573.4

15-9658.8

0-3014.6

5-75

0-150

5-80

0-60

25-120 1-12983.4

10-9665.3

0-3017.7

1-100

0-30

*Chi square analysis revealed a significant difference (.05

level) between males and females on Total Language.

(X2 = 9.28, df ='3.)

ETHNIC GROUPING ANALYSIS

Total Arithmetic

Range of ScoresMean Scores

ANGLO MEXICAN-AMERICAN POSSIBLE

15-12160.5

186

25-11550.3

0-121

Arithmetic Reasoning

ANGLO MEXICAN-AMERICAN POSSIBLE

0-5025.1

10-5021.1

11-66

0-55

1-80

Range of ScoresMean Scores

Arithmetic Fundamentals

Range of Scores 5-76Mean Scores 35.4 29.2

Total Reading

Range of Scores 15-136 26-110 1-146Mean Scores 72.9 66.3

Reading Comprehension

Range of Scores 6-81 15-61 6-81Mean Scores 38.7 33.6

Reading Vocabulary

Range of Scores 0-60 6-56 0-60Mean Scores 34.2 32.4

Total Language

Range of Scores 20-125 35-110 1-129Mean Scores 76.7 76.1

Mechanics of English

Range of Scores 10-96 26-86 1-100Mean Scores 61.2 60.3

Spelling

Range of Scores 0-30 0-30 0-30Mean Scores 15.4 15.9

While no significant differences were found between the

Anglo and Mexican-American populations, in general, the mean

scores obtained by the Anglos were higher than those of the

Mexican-Americans.

187

3. The CAT as a Diagnostic Tool

It is possible to use the CAT as a diagnostic measure

as well as an achievement measure. For Project purposes,

diagnosis begins with an analysis of the subject area

scores and proceeds through analyses of various sub-tests.

The percentage of right responses to items on the CAT

was compared to ninth grade population norms. (See Figure

88.) Comparisons to these norms were made for the Valley

High population. For total population comparisons, see

Figures 89 - 92. From these and other data which present

analyses of learning difficulties in terms of sex (Figures

93 - 96), ethnic (Figures 97 - 100), and attendance groupings

(Figures 101 - 104); it seems clear that the Valley High

School population has the same strengths and weaknesses

as does a normal junior high population, but at a lower

level of proficiency. In effect, the line for the Valley

High population follows the same pattern as that of the

normal junior high population. The lower level of proficiency

indicates greater learning difficulty for the Valley High

student.body. This line can be indicated as follows:

Area Scores

Reading Vocabulary

Reading Comprehension

Arithmetic Fundamentals

Percent CorrectResponses, 9thGrade Norms

189

71

67

73

Percent CorrectResponses, ValleyHigh School

59

42

43

ATTENDANCE GROUPING A GROUP B GROUP POSSIBLE

Total Arithmetic

Range of ScoresMean Scores

Arithmetic Reasoning

Range of ScoresMean Scores

Arithmetic Fundamentals

Range of ScoresMean Scores

Total Reading

Range of ScoresMean Scores

Reading Comprehension

Range of ScoresMean Scores

Reading Vocabulary

Range of ScoresMean Scores

Total Language

Range of ScoresMean Scores

Mechanics of English

Range of ScoresMean Scores

Spelling

Range of ScoresMean Scores

15-12057.2

0-5023.2

10-7634.0

15-13072.7

5-7538.2

5-5534.4

20-12077.0

15-9561.7

0-3015.2

25-11557.6

0-5024.8

6-7632.8

15-13567.7

5-8035.3

0-6032.4

25-12576.0

10-9559.7

0-3016.1

1-135

0-50

6-76

1-150

1-85

0-60

0-130

0-100

0-30

The above data indicate little or no difference between the

scores achieved by the two attendance groupings.

188

Figure as

PERCENT OF RIGHT RESPONSES TO ITEMS OF THE CALIFORNIA ACHIEVEMENT TESTSBY TEST, SECTION, AND DIAGNOSTIC CATEGORY

JUNIOR HIGH LEVEL

111101.111RMIFIEWM.RIMII

PERCENT OF RIGHT

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TEST, SECTION, AND CATEGORY

PERCENT OF RIGHTRESPONSES

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1. Reading VocabularyA. MathematicsB. ScienceC. Social ScienceD. General

2. Reading ComprehensionE. Following Directions

Simple ChoiceDefinitions and DirectionsMath, DirectionsMap Direction

F. Reference SkillsParts of Book or NewspaperUse of DictionaryUse of IndexTable of ContentsReading a GraphLibrary ClassificationsSelecting ReferencesReading a Map

G. Interpretation of MaterialDirectly Stated FactsInferencesTopic or Central IdeaOrganization of TopicsSequence of Events

3. Arithmetic ReasoningA. Meanings

Writing NumbersWriting MoneyWriting PercentRoman NumeralsWhole NumbersFractions and DecimalsExponents

B. Symbols, Rules, and EquationsSymbolsVocabularyRules and FormulasNegative NumbersSolving Equations

C. ProblemsTwoStepSharing and AveragingSquare and Cubic MeasureRatioPercentageCommission and Discount

4. Arithmetic FundamentalsD. Addition

Simple CombinationsCarryingZerosColumn AdditionAdding MoneyAdding NumeratorsCommon DenominatorsMixed NumbersFractions and Decimals

Writing Decimals

54 6656 6951 6654 65

71766772

55 65 70

49 59 6758 6573 7959 67

4328 33

5555 6663 7127 3964 7375 8168 7757 74

4 4541 5942 5257 6737 4747 5525 3923 34

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4664

43

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6035 40 6

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8877

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Adding PercentagesDenominate Numbers

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F. MultiplicationTablesZeros in MultiplicandZeros in MultiplierTwoPlace MultipliersCancellation, FractionsMult. Num. and DenominatorMixed NumbersFractions and DecimalsPointing off DecimalsPercent of NumberDenominate Numbers

G. DivisionTablesZeros in QuotientRemaindersInverting DivisorsMixed NumbersFractions to DecimalsPointing off DecimalsFractional Parts

5. Mechanics of EnglishA. Capitalization

Title of BookNames of PersonsTitles of PersonsNames of PlacesPronoun "I"First Words of SentencesDaysFirst Words of QuotationsSpecial DayOmits OverCapitalization

B. PunctuationCommasApostrophes

uestion Marksuotation Marksuotation within Quot.

Omits OverPunctuationC. Word Usage

Good UsageTenseParts of SpeechNumberCaseRecognizing Sentences

6. Spelling

19 37 5710 26 4153 66 7587 89 9468 76 8475 80 8759 69 7969 80 8551 64 7866 1 843A 5

8466

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23 42 475 14 327 17 29

44 60 7075 8; 8577 82 8635 50 5825 49 64

1013 38 56 5

27 2628 52

66925 48 2

63 74 7671 82 8371 80 8277 85 8874 83 8176 90 8686 95 9562 74 7871 78 8341 55 5786 91 9176 87 8952 66

75 7768

6255 68 7

77055 7222 36 33

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56 64 68

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Use of Dictionary

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Subtraction

Simple Combinations

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Per cent of Number

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Tables

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Percent CorrectResponses, 9thGrade Norms

66

76

68

Percent CorrectResponses, ValleyHigh School

43

62

52

The following chart compares learning difficulty

by sex, ethnic and attendance test population sub-groups

with the CAT norms established by the junior high school

population:

Area Scores

SEX

PercentCorrectResponses9th GradeNorm

Percent PercentCorrect CorrectResponses- Responses-Males Females

Reading Vocabulary 71 59 61

Reading Comprehension 67 44 43

Arithmetic Reasoning 66 45 39

Arithmetic Fundamentals 73 46 43

Language:Mechanics of English 76 59 68

Spelling 68 49 56

ETHNIC

9th Grade Mexican-Area Scores Norms Anglo American

Reading Vocabulary 71 60 56

Reading Comprehension 67 55 37

Arithmetic Fundamentals 73 43 35

207

ETHNIC (Continued)

Area Scores9th GradeNorms Anglo

Mexican-American

Arithmetic Reasoning 66 45 38

Language:Mechanics of English 75 62 61

Spelling 68 52 53

ATTENDANCE

9th GradeArea Scores Norms

GroupA

GroupB

Reading Vocabulary 71 60 58

Reading Comprehension 67 43 40

Arithmetic Fundamentals 73 43 41

Arithmetic Reasoning 66 42 44

Language:Mechanics of English 76 63 63

Spelling 68 52 54

C. The General A titude Test Battery (GATB)

According to the GATB Manual, the revised battery

consists of twelve tests measuring nine aptitudes. These

nine aptitudes were identified by factor analysis studies

of over fifty tests that had been used over a period of

years, and twelve tests were chosen which would give an

adequate measure of all nine aptitudes. In some instances,

more than one test is used to provide for an adequate measure

of a certain aptitude. The score for "G" or Intelligence,

208

I I

for example, is obtained from three tests, and the Numerical

Ability or "N" score is obtained from two tests, while the

Verbal Ability or "V" score is obtained from only one test.

Of the twelve tests, eight are paper-and-pencil tests and

four are apparatus tests. The items for the paper-and-

pencil tests were selected and arranged in order of difficulty

after item analysis studies had been conducted to deter-

mine the difficulty level and discriminating power of each

item. All of the paper-and-pencil tests except the Motor

Coordination test are administered with separate answer

sheets which can be scored with an IBM scoring machine.

The nine aptitudes measured by the GATB are G

or Intelligence, V or Verbal Ability, N or Numerical Ability,

S or Spatial Ability, P or Form Perception, Q or. Clerical

Perception, K or Motor Coordination, F or Finger Dexterity,

and M or Manual Dexterity. The reliability coefficients

for these nine aptitudes range from 0.81 to 0.93. These

coefficients were obtained by, the test-retest method. In

other words, the reliability coefficient in each instance

is above 0.80, which may be regarded as an acceptable

reliability coefficient.

1. Aptitudes Measured by the GATB

The nine aptitudes measured by the GATB are listed

below. The letter used as the symbol to identify each

209

aptitude and the part or parts of the GATB measuring

each aptitude are also shown.

LEtitude

G-Intelligence

V-Verbal Aptitude

N-Numerical Aptitude

S-Spatial Aptitude

P-Form Perception

Q-Clerical Perception

K-Motor Coordination

F-Finger Dexterity

Tests

Part 3-Three-Dimensional Space

Part 4-VocabularyPart 6-Arithmetic Reason

Part 4-Vocabulary

Part 2-ComputationPart 6-Arithmetic Reason

Part 3-Three-Dimensional Space

Part 5-Tool MatchingPart 7-Form Matching

Part 1-Name Comparison

Part 8-Mark Making

Part 11-AssemblePart 12-Disassemble

M-Manual Dexterity Part 9-PlacePart 10-Turn

The following are the definitions of the nine aptitudes

measured by the GATB:

G-Intelligence.-General learning ability. The ability to

"catch on" or understand instructions and underlyingprinciples; the ability to reason and make judgments.Closely related to doing well in school. Measured by

Parts 3, 4, and 6.

V-Verbal Aptitude.-The ability to understand meaning ofwords and to use them effectively. The ability tocomprehend language, to understand relationships betweenwords and to understand meanings of whole sentences

and paragraphs. Measured by Part 4.

210

N-Numerical Aptitude.-Ability to perform arithmetic oper-ations quickly and accurately. Measured by Parts 2 and 6.

S-Spatial Aptitude.-Ability to think visually of geometricforms and to comprehend the two-dimensional representationof three-dimensional objects. The ability to recognizethe relationships resulting from the movement of objectsin space. Measured by Part 3.

P-Form Perception.-Ability to perceive pertinent detail inobjects or in pictorial or graphic material. Ability tomake visual comparisons and discriminations and see slightdifferences in shapes and shadings of figures and widthsand lengths of lines. Measured by Parts 5 and 7.

Q-Clerical Perception.-Ability to perceive pertinentdetail in verbal or tabular material. Ability to observedifferences in copy, to proofread words and numbers,and to avoid perceptual errors in arithmetic computation.Measured by Part 1.

K-Motor Coordination.-Ability to coordinate eyes and handsor fingers rapidly and accurately in making precisemovements with speed. Ability to make a movement re-sponse accurately and swiftly. Measured by Part 8.

F-Finger Dexterity.-Ability to move the fingers, and ma-nipulate small objects with the fingers, rapidly oraccurately. Measured by Parts 11 and 12.

M-Manual Dexterity.-Ability to move the hands easily andskillfully. Ability to work with the hands in placingand turning motions. Measured by Parts 9 and 10.

2. Who Is Referred for the GATB?

The GATB is administered to applicants who have

not yet chosen a field of work or who are uncertain as to the

wisdom of their choice. Among the groups usually tested

are (1) high school graduates with no specialized training;

(2) young people who are uncertain as to their abilities;

(3) experienced workers who want to or must change their

211

NINE APTITUDES MEASURED BYTWELVE TESTS IN THE

GENERAL APTITUDE TEST BATTERY 61002

rt

field of work; (4) any applicant who has not discovered

his aptitudes through training or experience; (5) any

applicant suspected of having untapped abilities; and, (6)

those with a number of interests and who have difficulty

in choosing among a number of seemingly suitable fields.

The base population for the GATB general working

population norms study is the employed labor force in

the age range of eighteen to fifty-four, as recorded in

the 1940 census report and adjusted on the basis of the

1950 census report. The mean age for the norming sample

was 30.4 years with a standard deviation of 9.9;

the mean e.ducation was 11.0 years with a standard devi-

ation of 2.6. According to the census data, the median

educational level for the general working population

is 10.2 years for males, and 11.7 years for females.

(U.S. Department of Commerce, Bureau of the Census, 1949.)

The Manual for the General Aptitude Test Battery, Section

III, 1967, states that adult aptitude norms should be

used with high school juniors and seniors and for out-of-

school youth; adult norms should be used with those who are

at least sixteen years.

The mean standard score for all aptitudes measured

by the GATB is 100.00 for the normal population. For the

Valley High population means are as follows:

213

Valley High MeanAptitude (Total Pop.),

Intelligence 84.43

Verbal 85.27

Numerical 78.28

Spatial 100.23*

Form Perception 98.12

Clerical Perception 94.88

Motor Coordination 90.39

Finger Dexterity 90.95

Manual Dexterity 94.65

*This mean may reflect the fact that men tend to scorehigher on spatial aptitude than do women. Since theratio at Valley High School is approximately threemales to one female, the 100.23 mean score may respre-sent the male bias more than a developed spatial apti-tude.

3. Score Distribution of Valley High Population AsCompared With the Normal Population:

The following charts compare the Valley High test

population to the normal in terms of performance on the various

sections in the GATB.

StandardScores

Valley HighStudents

NormalPopulation

Intelligence (G) 50-70 15.1% 6.0%70-90 54.0% 24.0%90-110 26.4% 40.0%110-130 3.6% 24.0%130-150 0.0% 6.0%

Verbal (V) 50-70 5. 3% 6.0%70-90 51.5% 24.0%90-110 31.8% 40.0%110-130 0.0% 24.0%130-150 0.0% 6.0%

214

Standard Valley High NormalScores Students Population

Numerical (N) 50-7070-9090-110

110-130130-150

Spatial (S) 50-7070-9090-110

110-130130-150

Form Perception (P) 50-7070-9090-110

110-130130-150

Clerical Perception (Q) 50-7070-9090-110110-130130-150

Motor Coordination (K) 50-7070-9090-110110-130130-150

Finger Dexterity (F) 50-7070-9090-110

110-130130-150

Manual Dexterity (M) 50-7070-9090-110

110-130130-150

215

33.6%32.0%22.1%3.2%0.0%

2.0%40.2%30.4%23.6%2.9%

4.7%29.2%41.2%21.2%4.7%

1.9%38.4%49.0%9.6%1.0%

10.6%45.0%23,2%13.0%0.0%

20.5%29.1%36.2%14.5%2.4%

11.3%25.0%46.6%17.1%0.0%

6.0%24,0%40.0%24.0%6.0%

6.0%24.0%40.0%24.0%6.0%

6.0%24.0%40.0%24.0%6.0%

6.0%24.0%40.0%,24.0%6.0%

45.0%24,0%40.0%24.0%6.0%

6.0%24.0%40.0%24.0%6.0%

6.0%24.0%40.0%24.0%6.0%

Only in categories F, Q, P and S did the Valley

High students score between 130-150. Scores at the 110-

130 level were approximately equal to that of the normal

population in Spatial, and above the normal population

in Clerical Perception. Scoring in Form Perception was

also slightly above the normal in the 90-110 range. (See

Figures 105 - 113.)

4. Distribution of GATE Mean Standard Scores bySex, Attendance, and Ethnic Groupings

The following charts report GATE data for the

Valley High School test population in terms of the comparative

subgroupings:

Distribution of Scores: Sex(See Figure

Mean Score

114)

Mean ScoreAptitude Males Females

Intelligence 85.5 82.4

Verbal 85.7 82.3

Numerical 79.0 81.8

Spatial 99.6 95.3

Form Perception 94.2 107.0*

Clerical Perception 93.5 96.6

Motor Coordination 87.6 93.8

Finger Dexterity 89.6 96.8

Manual Dexterity 93.4 95.3

*X 2 = 11.68; df = 4; significance at the .05 level.

216

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11 10.3IMO

10

9

8

7

65.2.j413I2

2.0

1

4.0

28.6

r-I

25.4 IOM MIN MIMI WWI.

3

2

15.0 I

U

1

80

9.0111111111111111110111111MMIMMI,

50 60 70

20.0 20.0

Pa

KEY

1=1 Normal Population

Normal Mean 100.00

V.N.S. Sample. N=105

Sample Mean 84.43

Figure 105

GATB STANDARD SCORESINTELLIGENCE

15.0

1

II

I

9.04

4.0

140j41 2484014'44441111441414044M1'114.

90 100 110 120 130 140 150

2.0

STANDARD SCORES

El

4

1

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

O 29

2

28

26

25

C.)24

a 23LaJ

0- 22

21

20

19

18

17

16

15

14

13

12

11

10

98

7

6

5

4

3

2

1

2.0

5.3

4.0

33.9

log ao. we ton

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=.94

Sample Mean 85.27

Figure 106

GATB STANDARD SCORESVERBAL

15.0

=

9.0

4.0

50 60 70 80 90 100 110 120 130

STANDARD SCORES

2.0

140 150

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

0 29

J 28

270 26

I-- 25

24

ir 23

0- 22

21

20

19

18

17 16.8 16.8

16

15

14

13

12

11

10

9

8

7

6

5 4.04

32.0

2

1

17.9

24.1

15.0

I

IA ..

50 60 70 80

20.0

10.5

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=96

Sample Mean 78.28

Figure 107

GATB STANDARD SCORESNUMERICAL

15.0

2.1

9.0

4.0

2.0

A A

90 100 110 120 130 140 150

STANDARD SCORES

II

z0

0

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

S

4

3

2

1

4.0

I

' A50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

20.6

19.6

9.0

I

21.6

20.0 20.0

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=102

Sample Mean 100.2

Figure 108

GATB STANDARD SCORESSPATIAL PERCEPTION

17.6

15.0 15.0

9.0

4.0I 2.92.0

A

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

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25

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23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

11.5

9.0

17.7

15.0

0000

2I 22.4

20.0 20.0

Ma

I

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=85

Sample Mean 98.12

Figure 109

GATB STANDARD SCORESFORM PERCEPTION

15.3

45.p

9.0

5;9

5 4.74.0

4

3

2

1

3.5

2.01.2

2.0

50 60 70 80 90 100 110

STANDARD SCORES

120 130 140 150

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

22.0

9.0

4.0 1

p

31.7 31.7

20.0 20.0

I

I17.3

I

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=104

um. am, Sample Mean 94.88

Figure 110

GATB STANDARD SCORESCLERICAL PERCEPTION

15.01

15.0

I

I

1

I

t7717

A

II

II

I

9.0

19

4.0

1 A A.......... ,A A

1,0

50 60 70 80 90 100 110 120 130

IV, .1,-.110.041.-

STANDARD SCORES

2.0

140 150

GI

5 4.7

22.5 22.5

9.0

5.9

4.04

3

2

1

15.0

II

I

20.0 20.0

17.8

KEY

Normal Population

Normal Mean 100.00

V.H.S. Sample, N=86

Sample Mean 90.39

Figure 1 1 1

GATB STANDARD SCORES

MOTOR COORDINATION

15.0

0.7I

I

I

I

I

2.0

9.0

23

4.0

' A A

50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

I

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

87.2

7 !FINN..6

5

4

32.0

2

1

18.1

13.3

9.0

.....-r12S3:30111133,31511111PUIPIIk

KEY

i-71 Normal Population

Normal Mean 100.00

NMI V.H.S. Sample, N=83Sample Mean 90.95

Figure 112

GATB STANDARD SCORES

FINGER DEXTERITY

20.520.0

15.715.0

13,3

15.0

I:ILO

204

I

4.0

A JA, A

II

I

IIIII

, At,

1 9.0

'1.2

4.0

2.42.0

50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

2 291

28

2a. 270 26I 25Lir 24

et 23Lira. 22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4 3.43

2.02 ONWPWWW.WI

7.9

11.4

1

9.0

15.0

-13,6

II

25.0 .4

20.0

21.6

20.0

15.0

KEY

Normal Population

Normal Mean 10.0.00

V.H.S. Sample, N=88

Sample Mean 94.65

Figure 1 13

GATB STANDARD SCORES

MANUAL DEXTERITY

9.0

4.0

2.0

..A. A A50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

Figure 114

GATB - DISTRIBUTION OF STANDARDSCORES BY SEX

Score

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

Intelligence (G)

Male- N=64 Mean=85.5

34.7

12.5

25.0

23.4

18.8

10.9

1.6

3.1

0.0

0.0

Female- N=31 Mean =82.4

6.5

9.7

35.5

16.1

22.6

6.5

3.2

0.0

0.0

0.0

Verbal (V)

Male- N=66 Mean=85.7

0.0

4.5

34.8

28.8

22.7

9.1

0.0

0.0

0.0

0.0

Female- N=32 Mean=87.3

0.0

6.3

15.6

46.9

21.9

9.4

0.0

0.0

0.0

0.0

Numerical (N)

Male- N=65 Mean=79.0

20.0

16.9

20.0

16.9

10.8

12.3

1.5

1.5

0.0

0.0

Female- N=31 Mean -81.8

9.7

16.1

12.9

38.7

12..9

6.5

3.2

0,0

0.0

0.0

Spatial (S)

"Male- N=67 Mean=99.6

1.5

1.5

14.9

17.9

10.4

23.9

17.9

10.4

1,5

0.0

cy."

Female- N=32 Mean=95.3

0.0

0.0

25.0

28.1

6.3

15.6

18.8

0.0

6.3

0.0

Form Perception (P)

Male- N=59 Mean=94.2

6.8

1.7

13.6

22.0

15.3

22.0

11.9

5.1

1.7

0.0

Female- N=28 Mean=107.0

0.0

0.0

7.1

3.6

25.0

21.4

25.0

7.1

10.7

0.0

Clerical Perception (Q)

Male- N=68 Mean=93.5

0.0

3.0

8.8

38.2

23.5

14.7

10.3

0.0

1.5

0.0

Female- N=36 Mean=96.6

0.0

0.0

2.8

22.2

44.4

22.2

2.8

5.6

0.0

0.0

Motor Coordination (K)

Male- N=57 Mean=87.6

5.3

8.8

24.6

21.1

15.8

14.0

8.8

1.8

0.0

0.0

Female- N=29 Mean=93.8

3,4

0.0

17.2

24.1

13.8

24.1

13.8

3.4

0.0

0.0

Finger Dexterity (F)

Male- N=54 Mean=89.6

7.4

16.7

18.5

13.0

20.4

11.1

13.0

0.0

0.0

0.0

Female- N=29 Mean=96.8

6.9

6.9

13.8

3.4

20.7

24.1

13.8

3.4

6.9

0.0

Manual Dexterity (M)

Male- N=58 Mean=93.4

1.7

8.6

12.1

17.2

22.4

24.1

12.1

1.7

0.0

0.0

Female- N=30 Mean=95.3

6.7

6.7

10.0

3.3

23.3

23.3

20.0

3,3

0.0

0.0

Distribution of Scores: Attendance(See Figure 115)

Aptitude

Intelligence

Verbal

Numerical

Spatial

Form Perception

Clerical Perception

Motor Coordination

Finger Dexterity

Manual Dexterity

Group A Group B

84.6 84.4

86.7 85.3

79.8 80.1

97.6 99.3

99.4 96.4

94.6 94.4

91.3 86.8

95.2 86.3

93.5 95.1

No significant differences were found between Group

A and Group B. Group A, however, tended to score slightly

higher in Form Perception, Motor Coordination and Finger

Dexterity than Group B.

Distribution of Scores: Ethnic(Compared with the Normal Population)

(See Figures 116 - 124)

Normal Anglo Mexican-AmericanAptitude Mean Mean Mean

Intelligence 100.0 88.0* 79.6*

Verbal 100.0 87.6 84.4

Numerical 100.0 84.1** 73.7**

Spatial 100.0 100.4 94.6

Form Perception 100.0 100.4 94.7

227

fl

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

'3130

O 29

28

27O 26

25

24

23

22

21

20

19

18

17

16 15.6

15 "111111111

14-13

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I

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13,3

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KEY

I:: 1 Normal PopulationIR ...a Normal Mean 100.00

Anglos (N=60)mil Anglo Mean 88.0

limo MexicanAmericans (N=32owiloOm OP MexicanAmerican Mean 79,

Figure 116

GATB STANDARD SCORES

INTELLIGENCE

(ETHNIC)

15.0

3.3

9.0

334.0

1 2.0

50 '60 70 80 90 100 110 120 130

STANDARD SCORES

140 150

12.5

4.0

34.4

40.6

31.3

2.0

9.0

15.0

00.

25.0 §11111111c

2

21.91=1

20.0 20.0

12.5

34Thissmi

KEY

Ej Normal Populationas Normal Mean 100.00

Anglos (N=64)OOP - MI Anglo Mean 87.56els111 Mexican-Americans (P1=32)--- Mexican-American Mean 84 40

Figure 117

GATB STANDARD SCORES

15.0

VERBAL

(ETHNIC)

9.0

4.0

1 2.0

50 60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

..1-

,IV

CO

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Mea

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I I

1i I

1 15.0

'145 I -

it

I'9.4

1riiiiiiM

1 I

I IMES MI

KEY

Normal Population

Normal Mean 100.00Anglos (N=65)Anglo Mean 100.41

mu, Mexican-Americans (N=32)Mexican-American Mean 94

FigUre 119

GATB STANDARD SCORES

SPATIAL PERCEPTION

(ETHNIC)

15.6

50 60 70 80 90 100 110

STANDARD SCORES

9.0

120 130

4.64.0

2.0

140 150

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

20.0

19-4

et

00cI`°

I

98

6.97 Lommur;6-: 4.0

*0.9

..o rtmolr

1

I

I

A. I

«

I

I

1+

A

4 No

3 -2.0

111011101113.4

1 if 14, A

50 60 70 80 90 100 110

STANDARD SCORES

KEY

E] Normal Population

Normal Mean 100.00AnglosAnglo Mean 100.41

moss Mexican-AmericansMexican-American Mean 94=ISM IN1111111

Figure 120

GATB STANDARD SCORES

FORM PERCEPTION

17.2555551555.

16.1 NI

ILO

9.0

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

O 291*t 28

27O 26

)1 25

C.)24

tx 23

22

21

20

19

18

17

16

15

14

13

12

11

10

cf

34.2

26.4

4.713

20.0

II

15.01

20.0

87.9

It

7

.1111111011

6 5.6

54.0

4

3 HUM 2.02 2.0

1.4 1.4

11s A A Aime2L.......momkt.416...A.N406,06WIWOIWILM4.1WWMWOlj

50 60 70 80 90 100 110 120 130 140 150

14.7

KEY

ED Normal PopulationNormal Mean 100.00Anglos (N=67)

MOM Anglo Mean 96.96mule Mexican-Americans (N=36)

Mexican-American Mean 92.

Figure 121

GATB STANDARD SCORESCLERICAL PERCEPTION

15.0

979.0

4.2 4.0

STANDARD SCORES

O

0

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4 3.611111

3 3.52

1

35.7 i

15.0E

20.0

A

1liglorrefor11711.

9

ihl

10.7 lit

9.0 liL111111111

it

li

KEY

Normal Population

Normal Mean 100.00Anglos (N=57)Anglo Mean 90.21Mexican-Americans (N=27)

----- Mexican-American Mean 90.

Figure 122

GATB STANDARD SCORES

MOTOR COORDINATION

15.0

14.3uporiiiii.

9.0

4.015

2.0

50 60 70 80 90 100 110

STANDARD SCORES

120 130 140 150

50

49

48

47

46

45

44

43

42

41

40

39

38

3

37

35

34

33

32

31

30

0 29II< 28:-.1 27a.

26

II 25

C.)24

CC 23w0- 22

21 20.8

20

19 -18-17- se

16 =

15 14.3

1.4

13 12.5

12

11

10 - : 9.09

8-7 -6

5

4 E

3

2

1rfr

50

2.0

1111.1104.2

40.

00001-1

220.0 20.8

I 200

145.0

10.7I'll''

I

I

10.7

=NNW 41., MIMIMP.

KEY

Normal Population

Normal Mean 100.00Anglos (N=56)Anglo Mean 90.59Mexican-Americans (N=25)Mexican-American Mean 82.

Figure 123

GATB STANDARD SCORES

FINGER DEXTERITY

9.0

4.0

3.6

AL AL

1.0 2.0

a60 70 80 90 100 110 120 130 140 150

STANDARD SCORES

z

p

50

49

48

47

46

45

44

43

42

41

40

39

38

37

36

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

22.0

uic! a

;

I

i

!

E

I-

ISE I

i es. a): 23.2

28.6

KEY

Normal Population

Normal Mean 100.00Anglos (N=56)

Nam . Anglo Mean 96,80ill III MexicanAmericans (N=28)----- MexicanAmerican Mean 83;36

Figure 124

GATB STANDARD SCORES

MANUAL DEXTERITY

16.1 I

21.4

20.0 20.01 1

I

I 15.0

I

I

1 is

50 60

3.0

II II ITU" roe

A

9.0

4.0

70 80 90 100 110

STANDARD SCORES

120 130 140 150

Distribution of Scores: Ethnic (cont.)

Mexican-AmericanNormal AngloAptitude Mean Mean Mean

Clerical Perception 100.0 97.0 92.5

Motor Coordination 100.0 90.2 90.4

Finger Dexterity 100.0 90.6 82.7

Manual Dexterity 100.0 96.8 93.3

* X 2 = 10.13; df = 4. Difference between Anglo and Mexican-American Means significant at the .05 level.

X2 = 14.24; df = 5. Difference between Anglo and Mexican-

American Means significant at the .05 level.**

With the exception of the category of Motor Coordina-

tion, all Anglo mean scores were above those obtained by the

Mexican-American. The Anglo mean for Spatial, Form Perception

and Clerical Perception were at, or only slightly below, the

normal mean.

5. GATE Correlations (See Figure 125)

Findings indicate a positive correlation at the

.05 level between sex grouping and the following aptitudes:

Form Perception, Motor Coordination, Clerical Perception

and Finger Dexterity. Previous analyses indicated that

females at Valley High perform better in the areas of Form

Perception, Clerical Perception and Finger Dexterity, while

the males perform better in the area of Motor Coordination.

238

Sex Grouping

Attendance

Grouping

Ethnic

Grouping

G V N

N.)

S P Q K F M

12

FIGURE 125

GATB CORRELATIONS

(N = 77)

34 G

-

56

78

910

11

VN

SP

QK

F12

2-.127

3-.031

-.133

4-.114

.049

-.368+

5.003

.039

-.304

.761+

6.048

-.011

-.397+

.843

.

.b59+

7-.171

.107

-.209

.693+

.359+

.411

8.229

*

-.019

-.191

.327+

.309+

.397

.248*

9.137

.004

-.270+

.562+

.549+

.631+

.326

.563+

10

.275

*

-.131

-.216+

.158

.328+

.284

*

-.014

.244*

.346+

11

.258*

-.186

-.091

-.0002

.008

.035

.076

.171

.040

.226*

12

.105

.054

.247+

.353+

.372+

.351+

.178

.279*

.386+

.524+

.364+

df = 75.

*.05 level of significance, r t .224

+.01 level of significance, r

A negative correlation, significant at the .01

level, exists between the ethnic variable and the following

aptitudes: Intelligence, Verbal, Numerical, Clerical

Perception and Manual Dexterity. This indicates, as

have previous findings, that the Mexican-American students

perform less well in these areas than do the Anglo student.

No significant correlation was found between attendance

groupings and any of the measured aptitudes.

6. GATB Measures as Predictors of College Success

Aptitude G (Intelligence) has been found to cor-

relate significantly with criteria of academic success in a

variety of academic fields. Because of the variety of college

training available, colleges were divided into three broad

groupings:

(1) Junior college - those colleges where a certificateor degree is granted after two years of study.

(2) Four-year college - those colleges offering courseswhich usually lead to a bachelor's degree afterfour years of study.

(3) Professional college - those colleges offeringhighly specialized professional courses such asmedicine, dentistry or engineering.

With these distinctions in mind, it is possible to estab-

lish an appropriate cutoff score for the Aptitude G which

can function as a predictor of college success in each

of the three colleges mentioned. Critical scores for the

three types of schooling are:

240

Junior College

2, Four year College

3. Professional College

Critical G Score - 100

Critical G Score - 110

Critical G Score - 120

It is evident, of course, that a critical G score at or

above the cutoff point does not insure college success.

Of the total Valley High School population, 8.5%

scored at a level which would indicate potential junior

college success; 1.8% scored at the four-year college

critical level, and 1.8% at the professional college level.

A comparison by sex grouping indicates that 10.9% of the

males and 6.5% of the females scored at the level indicative

of junior college success; 1.6% of the males and 3.2% of

the females scored at the critical scores for four-year

college success; and 3.1% males and 0.0% females scored at

the professional college critical level.

A comparison of the Anglo and Mexican-American

population in terms of possible college success reveals

that 3.1% of the Mexican-Americans scored at the junior

college level as compared with 13.3% of the Anglos. No

Mexican-American scored at a level indicative of possible

success in either four-year college or professional college.

Of the Anglos, 3.3% scored at the four-year college level,

and 3.3% scored at the professional college level.

241

7. The Occupational Aptitude Patterns

In order to establish Occupational Aptitude Patterns,

occupations have been grouped into a relatively small number

of categories for which aptitudinal requirements were very

nearly the same. Aptitude norms were then established in

terms of the three most significant aptitudes in each category.

Patterns of aptitude scores accomplished on the GATB can

give some indication not only of the relationship between

individual occupations and test scores, but also of the

relationship between occupation groupings and their appro-

priate scores.

According to the GATB Manual, there are thirty-six

Occupational Aptitude Patterns (OAP).* The following chart

presents the Occupational Aptitude Patterns, 1 - 36, as

well as the number of Valley High males, group A and B;

and the number of Valley High females, group A and B,

who qualify in each of the patterns. The next chart

compares th! number of Anglo and Mexican-American students

who qualify in the occupational patterns.**

* For a complete breakdown of all occupations within eachpattern, the reader may refer to the GATB Manual, SectionIII, which presents a more comprehensive picture of thecutting scores for the various aptitudes, as well as thecomplete aptitude patterns.

**According to the GATB Manual, Section III, even if theresults show that a student does not fit into any of theOAP's, one cannot assume that the student's pattern ofabilities is unsuitable for any kind of work.

242

Occupational Aptitude Patterns:Number of Students Qualifying

Ay Sex and Attendance Grouping A and B

1-Engineers, Surgeon,Systems Analyst,

GroupMales Females

TotalsA Group B Group A Group B

Programmers 1 0 0 0 1

2-Accountant, Pharmacist 1 1 0 0 2

3-Social Work, Teacher,Employment Service 1 1 1 0 3

4-Librarian, CityCirculation 1 1 1 0 3

5-Dental Hygienist,Photographer 2 1 2 0 5

6-File Clerk, PsychiatricTechnician 1 1 2 0 4

7-Bookkeeper I, TheatreManager 2 3 2 0 7

8-Lab Tester I, ChemistAssistant 3 2 2 0 7

9-Sales, general,Grocery Checker 5 5 3 1 14

10-Cook, Press Man,selected 5 7 3 1 16

11-Auto Mechanic,Meat Cutter 7 5 3 1 16

12-Proofreader I, Mgr.Retail Food 5 4 3 0 12

13-Clerk, Camp Counselor 6 4 3 0 13

14-Waitress, Bricklayer 4 5 3 1 13

15-Clothes Designer,Structural Steel 8 6 5 1 20

243

GroupMales Females

B TotalsA Group B Group A Group

16-Assembler, selected,Sheet Metal 9 6 6 1 22

17-Coil Assembler, Air-Conditioner Installer 15 10 9 1 35

18-Fork Lift TruckOperator 8 7 6 1 22

19-Tractor-Trailer TruckDriver 14 9 9 3 35

20-Aircraft Electricianand Mechanic 12 10 9 2 33

21-Central Office OperatorCosmetologist 13 7 10 2 32

22-Aircraft Assembly,Mechanic, selected 13 10 11 2 36

23-Comptometer, CalculatingMachine Operator 4 2 2 0 8

24-Radio Repairman,Electrician 5 3 7 2 17

25-Carpenter, Painter,Machinist I 10 7 8 2 27

26-Machine Operators,selected 9 7 11 2 29

27-Watchmaker, Welder,Arc & Combination 11 6 11 2 30

28-Dental Lab Technician,Die Cutter 22 15 13 5 55

29-General Laborer, SoldererProduction Line 11 7 11 4 33

30-Rolling Mills, FoundryJobs 8 8 7 2 25

31-Drill punch, Inspector,Forms 16 10 11 6 43

244

MalesB

FemalesB TotalsGroup A Group Group A Group

32-Fruit Sorter,Sewing Machine 17 9 12 4 42

33-Bundler, Laundry,Napkin Packager 9 6 9 4 28

34-Assembler, selected 9 4 9 2 24

35-Cannery Worker,Candy Packer 10 4 12 3 29

36-Stenographer, Typist,Typesetter 1 0 2 0 3

ALL 1 0 0 0 1

NONE 6 2 1 0 9

Of the total population, only

for all jobs listed in defined OAP.

one person would qualify

Occupational Aptitude Patterns:Number of Students Qualifying

by Ethnic Grouping

Number OAPAngloTotals

Mexican-AmericanTotals

1-Engineers, Surgeon, SystemsAnalyst, Programmers 1 0

2-Accountant, Pharmacist 2 0

3-Social Work, Teacher,Employment Service 3 0

4-Librarian, City Circulation 3 0

5-Dental Hygienist, Photographer 5 0

6-File Clerk, Psychiatric Tech. 4 0

245

Number OAPAngloTotals

Mexican-AmericanTotals

7-Bookkeeper I, Theatre Manager 5 1

8-Lab Tester I, Chemist Assist. 6 1

9-Sales, general, Grocery Checker 12 2

10-Cook, Press Man (selected) 13 3

11-Auto lechanic, Meat Cutter 13 2

12-Proofreader I, Manager,Retail Food 10 3

13-Clerk, Camp Counselor 9 3

14-Waitress, Bricklayer 13 2

15-Clothes Designer, StructuralSteel Designer 16 4

16-Assembler, (selected),Sheet Metal 17 5

17-Coil Assembler, Air-ConditionerInstaller 29 9

18-Fork Lift Truck Operator 17 5

19-Tractor-Trailer Truck Driver 26 9

20-Aircraft Electrician andMechanic 24 9

21-Central Office Operator,Cosmetology 23 8

22-Aircraft Assembly, Mechanic,(selected) 30 7

23-Comptometer, CalculatingMachine Operator 7 1

24-Radio Repairman, Electrician 14 3

25-Carpenter, Painter, Machinist I 22 5

26-Machine Operators (selected) 9 6

246

Number OAPAngloTotals

Mexican-AmericanTotals

27-Watchmaker, Welder (Arc & Comb.) 10 7

28-Dental Lab Technician,Die Cutter 14 12

29-General Laborer, Solderer(production line) 11 7

30-Rolling Mills, Foundry 7 6

31-Drill Punch, Forms Inspector 13 12

32-Fruit Sorter, Sewing MachineOperator 12 10

33-Bundler, Laundry, NapkinPackager 11 5

34-Assembler (selected) 8 7

35-Cannery Worker, Candy Packer 12 7

36-Stenographer, Typist, Typesetter 2 0

ALL 1. 0

NONE 3 6

247

SUMMARY OF FINDINGS

11

SUMMARY OF FINDINGS

The task of identifying the characteristics of the

student population which must be observed in the design

of an instructional program was assigned in January. To

accomplish this, the staff had to identify the most appro-

priate sources for these data, and select the best means

for collecting and measuring them. In some cases, estab-

lished techniques and standardized measurements were

adapted to Project purposes. In other cases, the staff

had to create its own instruments.

The research findings basically describe the unique

and typical characteristics of the students at Valley High

School. A major objective was to discover significant

differences within the population which could affect the

modes of stimulus that the instructional system can employ.

For purposes of analysis, the data were researched and

reported in three separate categories: Population Charac-

teristics, Behavior Probability, and Present Academic

Performance Capabilities.

I. POPULATION CHARACTERISTICS

A general description of the Valley High School student

body is a prerequisite to any identification of characteristics,

249

or any assessment of instructional needs. The following

descriptive data is divided into three areas. The first

area, quantity descriptors, includes the following items:

the total population of Valley High as of the beginning

of testing; the male/female student ratio; attendance

patterns; attrition rate; and, the rate of new enrollments.

The second area, socio-economic descriptors, includes

these topics: socio-economic family status; ethnic group

membership; data on family structure; the amount of special

education that students have received; stated discipline

problems; and, reasons for referral to Valley High School.

Physical descriptors, the third area, reports the

following data: general health information (historical

and familial); individual health history; present general

health status; assessment of lateral preference; and, the

examining nurses' recommendations.

The population at Valley High School can be charac-

terized as a "dynamic" one. It changes from day to day,

week to week, and month to month. Of the students

referred to Valley, 39.5% attend fifty percent of the time

or more; 43.1% attend fifty percent or less; and, 17.4%

of those referred do not attend at all. Three times as

many boys as girls are students of Valley High School.

Within the community of La Puente, the ratio of

Mexican-American families to Anglo families is approximately

250

4

1:3. This same ratio is maintained in the student body

at Valley High School. Only 1.8% of Valley High School

is composed of "others," i.e., Negros or Orientals.

A statistically "average student" is between sixteen

and seventeen years old. He is apt to be the middle-

born child with four to six siblings. The mean age of

his brothers and sisters is 11.7 years, and the mean age

of his parents is 42.1 years.

Tilis "average student" lives with both mother and

father. He was most probably born in California or the

western part of the United States. Generally, he has

attended only two elementary schools, one junior high school,

and two high schools (including Valley High School). He

and his family seem to remain stable members of the community

once he is twelve years old.

At home, this "average student" and his family speak

English; only a smaU percentage (19.1) speak both English

and Spanish. The student's father is, in most instances,

the sole source of financial support for the family. In

17.0% of the population, financial support comes from more

than one member of the family, while in 13.4%, the student's

mother was named as sole support. The student's father is

most likely employed as an unskilled, semi-skilled or skilled

worker. In most cases, he works as a mechanic, electrician,

or in related trade crafts. The student's mother lists her

occupation as housewife.

251

It should be kept in mind, of course, that the concept

of "average student" is an artificial one, and, an extremely

wide range of differences within the total population does

exist.

In general, students at Valley High School are not a

physically atypical high school population. Evidence does

suggest some suboptimal student health practices, such as

dental care, poor eating habits, and a need for eye and ear

check-ups. The health of Valley High School students could

be better, but it is not unusual.

II. BEHAVIOR PROBABILITY INDICATORS

The system designer must know those factors which de-

termine the students' predispositions to instruction before

he can develop the most effective modes of instructional

stimulus. To identify these predispositions the Project

investigated the behavior probabilities of the target pop-

ulation at Valley High. In this assessment, a two-fold

approach was used. Utilizing information derived from the

SOC, the MOWI and the IPS, a description of how the Valley

High School student views himself, his peers, his family,

his future, his aspirations, as well as his present and

past schooling experiences was derived. An attempt was also

made to describe the evaluation of Valley High students by

others. Information for this was derived from the RHI and

the TES.

252

Personal data indicate that only a small fraction of

the Valley High population is married and attending school.

However, 27.6% answered that they were engaged at the time.

Over one-half of the student body indicated "no chance" of

marriage while in high school. A greater proportion of

girls indicated that they go out on weekends and one week

night only, while more of the boys indicated that they went

out every night of the week. Spending habits of the

males and females were those normally expected: males

spend more on cars and motorcycles; and, females spend

more on clothing. One-half of the student body at Valley

indicated that they have been arrested. Of this number,

members of Group B indicated that they have been arrested

for curfew violation or disturbing the peace significantly

more often than did Group A or Group C. More females state

that they have never been arrested. If in personal trouble,

approximately one-half of the students said they would

seek help from their own parents; significantly more females

than males responded with this choice.

Measured attitudes towards school and particularly

towards Valley High indicate that an almost equal percentage

of students plan to stay at Valley until graduation as

plan to return to regular high school. A significantly

high proportion of the Mexican-Americans and females indicated

a preference for remaining at Valley. In an assessment

253

of courses offered at Valley, over one-half of the students

indicated that all or most of the subjects taught were of

value to them. Approximately one-quarter of the student

body expressed preference for shop and practice classes.

One-quarter of the students indicated a liking for the

contract system; and most of the female population seemed

to prefer this teaching method to all others mentioned.

One-half of the students thought that morning classes would

improve Valley High (as opposed to the present afternoon

class schedule).

A comparison of MOWI and SOC attitudinal responses

to "school abilities," "college" and "graduating" indicate

that more than one-half of the students feel positively

towards these items. Over one-half feels negatively

towards quitting school, which would seem to place this

particular population outside that usually classified

as potential dropouts.

The data further indicate that in terms of future

planning, the general attitude of Valley High School

students is positively oriented towards job, further

schooling and marriage. More females than males express

plans for completing high school as well as for attending

a four-year college. More Mexican-Americans than Anglos

plan to attend trade or technical schools. The majority

of males at Valley expect to be drafted, to enlist, or to

254

join the reserves. More Mexican-Americans expect to be

drafted as compared with the Anglos who express a preference

for enlisting.

In response to a question regarding job plans, over

one-half of the student body indicated that they felt it

was too early to decide. This might indicate that they did

not have enough information p.s to available alternatives.

Only one-quarter of the students indicated that they want

a particular job and that they are taking steps to get

it. At the present time, the majority of students are not

employed. Of those who do work, a significantly higher

percentage are males than females. More members of Group

B than Group A work, stating that they are employed thirty

or more hours per week. Salary expectations for the future

range from $2.00 an hour to $5.00 an hour. A significant

number of females indicate an expectation of $2.00 an hour

as compared with the general male expectation of $5.00.

Over one-half of the students tested indicated that

they do not expect to be working in La Puente or the

surrounding areas after graduation. Attendance Group B

has higher expectations of working in the La Puente area

than Group A. More Anglos indicated that they would be

working in the Downey-Bellflower areas than did Mexican-

Americans, and more females than males felt that they

would work in the La Puente area.

255

The MOWI data indicate that the students tend to

have a positive attitude towards Valley High, the high

school counselors and the teachers. Students express

a slightly negative attitude towards regular high school,

but they are positively oriented towards trying hard,

graduating, the future, college, and job. Valley High

students hold negative attitudes towards authority and

punishment, as well as towards those elements which to

their mind represent authority.

In common with most high school students, they tend

to have "good" feelings towards classmates and peers,

(and this is true irrespective of ethnic origin). Attitudes

and feelings towards family, home, mother and father were

among the most positive expressed by the students. Students

at Valley feel that cheating and quitting school are "wrong."

For them, smoking, dating, graduating, trying hard and a

job are "right." Measures of self-concept indicate that

students feel fairly positive towards themselves but that

they have a strong desire to change in the direction

of more social acceptability.

Six questions on the MOWI and eight questions on the

SOC were designed to measure student aspirations. From

these it can be seen that the students at Valley hold

aspirations for further schooling, for a job and for

marriage. No measures suggest desires for "dropping

out" of school.

256

The evaluation of Valley High students by "others"

indicates that there were many expressions of students'

remedial need by various teachers prior to their referral

to Valley High. In most instances, however, the students

were not referred to special education classes. Of the

small proportion who were referred, remediation was in

the speech and reading areas. Indications are that the

students have been given little or no remediation in

mathematics.

There is a clear indication of a relationship between

the school grade level of first reported "F" and the

grade level of first reported behavioral or attendance

problem. One-quarter of the students received their

first "F" between kindergarten and seventh grade; and

within this group, most students received the "F" between

kindergarten and fifth grade. Of the remaining students,

over one-half received their first "F" at the eighth or

ninth grade level. Most of these students show a cluster

of "F's" rather than a single failing grade which suggests

that at the eighth or ninth grade level either past deficien-

cies reveal themselves, or that adjustment to adolescence is

very difficult for these students.

Schools report most frequently "attendance" and "disci-

pline" as problems for students later referred to Valley High.

257

These two factors account for approximately two-thirds

of the reported school violations. The remaining one-third

consists of reports of "academic failure," "dress violation,"

and "smoking." Referring high schools report parent con-

ferences, letters home, counselor referrals and suspension

as means of handling the school violation. Males are

generally referred to counselors, and females to parent

conferences.

Ten teachers, the principal and the social worker

at Valley High School were asked to give their opinions

of the students' behavior during the testing period.

Most felt that the cooperation level of the student was

"fair"; that the student had little interest in the test

sessions; and that student attendance decreased in order

to avoid the testing periods. They also felt tha

testing session was responsible for an increase in disturbing

behavior in the classroom, but that the students "tolerated"

the break in their usual routine. The majority of the staff

felt that the reward system had some effect on student

participation. Some teachers, however, expressed feelings

that the testing should have been mandatory and without

reward. These evaluations might reflect negative attitudes

towards the students; or, they might reflect a reaction to

the staff's possibly inadequate explanation of reasons

for testing; or, they might possibly reflect the Valley High

School staff's resentment of a "break" in their routine.

258

All of the results summarized are for the total popula-

tion at Valley High. Within this population it is possible

to find a variety of individual differences. Consequently,

it is neither possible nor correct to conclude that all

students at Valley High are academic failures or all

behavior problems. Some of the students have indicated

that they chose to come to Valley; some recognize their

own inability to conform to the middle-class regular high

school. Others have been referred because of truancy,

but often the cause for the individual truancy was not known.

One important fact should be kept in mind in an

assessment of the Valley High student body. The effect of

school on any teenager is determined by the entire circum-

stances surrounding his life. Schools take up a large

proportion of the teenager's life. His role as a student

encompasses learning to cope with new people, new knowledges

and new routines. How he succeeds or fails depends to

some extent on himself, and possibly, to an even greater

extent on how the school does its work.

III. PRESENT ACADEMIC PERFORMANCE CAPABILITIES

An identification of academic performance capabilities

of the student population was required in order to derive

the instructional needs of the student. An academic profile

can be compared to the collected behavior expectations;

259

the difference between the two provides a guideline for the

development of the projected system.

In order to identify the basic academic performance

capabilities of the student population, scholastic achievement

and general aptitudes had to be determined. Scholastic

achievement encompasses language, reading, spelling and

computation. ACademic performance, or achievement, can be

.ddefined as tested ability to: use language; comprehend

selected reading; spell accurately; comprehend numerical

concepts; perform general arithmetical operations; and,

reason abstractly. General aptitudes are measured ir, terms

of: verbal aptitude; numerical aptitude; spatial aptitude;

form perception; clerical perception; motor coordination;

finger dexterity; manual dexterity; and a general learning .

aptitude. The Wide Range Achievement Test (WRAT) and the

California Achievement Test (CAT) was used to determine

academic skills, and the General Aptitude Test Battery (GATE)

to determine the vocational aptitudes of the Valley High

School population.

It is possible to interpret WRAT performance in two

ways. First, by using standard scores and standard deviation,

one can estimate rate of learning. Secondly, one can inter-

pret achievement or performance in terms of grade placement.

Mean standard scores for the total Valley High population

range from 80.3 in arithmetic to 83.6 in spelling, and 94.1

in reading. The rate of learning for the total population

260

in the three areas falls between the low average to average

classification. In terms of academic achievement, however,

results on the WRAT picture the Valley High population as

reading at a 7.8 grade level, spelling at a 6.0 grade

level, and as having an arithmetic ability comparable to

that of the 5.3 grade level.

The Anglo/Mexican-American comparison indicE.es that

the rate of learning as well as the achievement level is

significantly lower for the Mexican-American student at

Valley High School. No significant differences were

found between the ale/female or attendance groupings.

A comparison between the WRAT scores and the Teacher

Information Matrix indicated that the teachers at Valley

High School generally tend to underestimate their students

in terms of academic achievement in reading and arithmetic.

It is quite possible that scores and grade placements

obtained on the WRAT are the most accurate measure of

academic achievement and aptitude for a population such

as Valley High. The WRAT tests are of short duration and

demand less in the way of motivation and attention from

the student.

The evaluation of the student body at Valley High

School by the teachers estimated an elementary (grades

1 - 4) reading level far 38% of the students, and an average

level (grades 5 - 9 ) for 48%. On the basis of this

261

information, the junior high school level of the California

Achievement Test was selected as proper to the achievement

range of the students. All findings are reported relative

to the ninth grade norms established by the CAT for this

level.

For the total Valley High population, the mean grade

placement scores are as follows:

Total Reading - 7.0 grade level

Total Arithmetic - 7.0 grade level

Total Language - 7.4 grade level

The mean grade placement of the student body is approximately

two grades below that of the "normal" ninth grade junior

high population.

An analysis of mean scores in terms of sex, ethnic

and attendance variables shows a difference between males

and females on the Total Language section of the CAT to

be significant at the .05 level; the female scores being

superior to those obtained by the males. No significant

differences between Anglos and Mexican-Americans were

found, but the general trend was toward higher scores

for the Anglos. Apparently, more consistent attendance

at Valley High has little effect on the measured academic

achievement of the students; little or no difference was

found between the scores obtained by the two attendance

groupings.

262

EL

The Diagnostic Profile for the CAT was devised to

indicate subject areas in which an individual or a group

is strong, typical, or weak relative to given criteria.

If one defines the percent of correct responses formed

for the ninth grade as 100% in each of the subject areas,

findings indicate that: in the reading vocabulary area,

Valley High students score approximately 20% below the

ninth grade; in reading comprehension, approximately 40%

below; in arithmetic fundamentals, 40% below; in arithmetic

reasoning, 40% below; in mechanics of English, 20% below;

and in spelling, approximately 75% below.

The Diagnostic Profile in terms of the variable of

sex for the Valley High population reveals an approximate

50% difference between the arithmetical reasoning of females

at Valley and the ninth grade criterion. However, in

mechanics of English, Valley High females scored only 10%

less than do normal ninth graders.

The ethnic analysis indicates that the Mexican-

Americans in Valley High School obtained scores in reading

comprehension which are 30% below those obtained by the

Anglos, and 50% below the ninth grade norm. Scoring on

arithmetic fundamentals by the Mexican-Americans was 20%

below that of the Anglos, and 40% below the "normal." On

arithmetic reasoning, Mexican-Americans scored 10% below

the Anglos, and 50% below the "normal."

263

Slight differences in scoring were shown between the

two attendance groupings. In most instances, scores for

both attendance groupings fell 20% to 40% below the ninth

grade norm.

Thus, the academic achievement of students at Valley

High School, as measured by the CAT, is two grade levels

below the mean scores established by the ninth grade

population norm. The student body at Valley exhibits

the same pattern of learning strengths, averages and

weaknesses as the norm population, but at an appreciably

lower level of proficiency. Differences between performance

of males and females in Total Language were significant,

with females scoring higher. A general trend of higher

scores for Anglos than Mexican-Americans was evident

although the differences did not prove to be statistically

significant. It is noteworthy that attendance patterns

at Valley High seem to make little or no difference in

academic performance.

The General Aptitude Test Battery measures the

following nine aptitudes: Intelligence (G), Verbal (V),

Numerical (N) , Spatial (S) , Form Perception (P) , Clerical

Perception (Q), Motor Coordination (K) , Finger Dexterity

(F), and Manual Dexterity (M). Among groups usually

tested by the GATB are high school graduates with no

specialized training and young people who are uncertain

as to their abilities.

264

Findings indicate that the mean scores for the total

Valley High sample were slightly lower than those of the

"normal population." The lowest score made by the Valley

High sample was in Numerical Aptitude (N). There is some

correspondence between this score and the 5.3 grade placement

level made by the same sample on the arithmetic section

of the WRAT, and also the 7.0 grade placement level on the

arithmetic section of the CAT.

The Valley High population scored near the normal

population mean in the Spatial, Form Perception, Clerical

Perception and Manual Dexterity categories. Analysis

of the scoring distribution compared with that of the

normal population indicates that only in Form Perception,

Clerical Perception, Finger Dexterity, and Spatial did

any Valley High students score between 130 - 150. Scorings

at the 110 - 130 level were approximately equal to that

of the normal population in Spatial, and above the normal

in Clerical Perception. Scoring in Form Perception was

also slightly above normal in the 90 - 110 scoring range.

Significant differences were found between male and

female scores on Form Perception and Clerical Perception

with a superiority indicated for the females. No signif-

icant differences were found between Group A and Group B.

In an analysis of ethnic groupings, significant differences

were found between the Mexican-American and the Anglo in the

Intelligence (G) and the Numerical (N) categories. In both

265'

instances, the Anglos scored higher; and, with the exception

of Motor Coordination, all Anglo mean scores were above

those obtained by the Mexican-American.

Analysis confirms that there is a positive correlation

at the .05 level between sex grouping and the following

aptitudes: Form Perception, Motor Coordination, Clerical

Perception and Finger Dexterity. Females performed better

in all of these areas except for Motor Coordination. A

negative correlation was found between the ethnic variable

and Intelligence, Verbal, Numerical, Clerical and Manual

Dexterity. In these areas, the Mexican-American did not

perform as well as the Anglo student.

GATB scores can be used for many purposes. For exam-

Pia, Aptitude G (Intelligence) has been found to correlate

significantly with criteria of academic success in a

variety of academic fields. A critical G score has been

established for junior college (G = 100)1 four-year college

(G = 110) and professional college (G = 120). Of the

total Valley High population, 8.5% scored at the 100 level;

1.8% scored at the 110 level; and, 1.8% scored at the

120 level. Analysis by sex grouping indicates that 10.9%

of the males, and 6.5% of the females scored at a level

indicating possible success in junior college; 1.6% of the

males and 3.2% of the females scored at a level for four-

year college; and, 3.1% of the males scored at the professional

266

college level. No Mexican-Americans made scores indicative

of possible success in either a four-year college or

professional college; 3.3% of the Anglos scored at the four-

year college level and 3.3% scored at the professional

college level.

The GATB Manual, Section III, presents occupational

groupings for which aptitude requirements are substantially

the same. These groupings are called Occupational Aptitude

Patterns. it was not feasible to include all the occupational

patterns in this report. A brief discussion of these

patterns is given, however, with a comparative analysis

in terms of males and females, Groups A and B, and the

Anglo-Mexican-American distribution. One male in the

Valley High population qualified in all patterns, and

eight males and one female performed at a level which

qualified for none.

The GATB Manual indicates that under no conditions

should it be assumed that the student is unsuitable for

any kind of work, even if his score qualifies him in no

occupational patterns. A small proportion of Valley High

students performed at a level which would qualify them

for "professional positions." Most of the students would

qualify for "skilled" occupations such as assembly work,

machine operators and factory workers.

267

The ethnic distribution revealed that no Mexican-

Americans qualifed for so-called "professional" jobs. An

approximately equal number of Anglos and Mexican-Americans

performed at a level which would qualify them in four

occupational aptitude patterns which fall within the

"skilled to unskilled" classification. Six of the Mexican-

Americans, as compared with three Anglos, performed at the

"none" level.

Findings suggest that the students at Valley will

tend to follow in their

vocation is concerned.

fathers' "footsteps" insofar as

The majority of parents of Valley

students are in the skilled/semi-skilled category. Student

scores on the GATB indicate these occupations as both

possible and probable for them.

26.8