xt7f7m041z25 https://exploreuk.uky.edu/dipstest/xt7f7m041z25/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1943-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Effectiveness of Secondary School Curricular Offerings in the Occupational Activities of Graduates Who Do Not Attend Accredited Institutions of Higher Learning", vol. XI, no. 5, July 1943 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "The Effectiveness of Secondary School Curricular Offerings in the Occupational Activities of Graduates Who Do Not Attend Accredited Institutions of Higher Learning", vol. XI, no. 5, July 1943 1943 1943-07 2022 true xt7f7m041z25 section xt7f7m041z25 ;he
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

—

THE EFFECTIVENESS OF SECONDARY SCHOOL CUR-
RICULAR OFFERINGS IN THE OCCUPATIONAL ACTIVITIES
OF GRADUATES WHO DO NOT ATTEND ACCREDITED
INSTITUTIONS OF HIGHER LEARNING

.i .
i I .7 “7“

i, Published by _

L DEPARTMENT OF EDUCATION

, JOHN w. BROOKER

‘370 6 l Superintendent of Public Instruction
ék4i¢,i_________________'
>V. I l —
LDC-5 ISSUED MONTHLY

Entered as second-class matter March 21,‘1933, at the post ofﬁce at
Frankfort, Kentucky, under the Act of August 24, 1912

Vol. XI July, 1943 No. 5

FOREWORD

I am pleased to publish as the July issue of the department
bulletin the dissertation of Theodore 0. Hall, Superintendent of
Schools of Greenville, Kentucky, submitted in partial fulﬁllment
of the requirements for the Degree of Doctor of Philosophy, Uni-
versity of Kentucky. He has given his consent for this use of his
study.

As indicated by Superintendent Hall the purpose of this study
is (1) to present evaluations of present-day curricular oiferings
in secondary schools by pupils who did not attend college following
graduation; but who have had an} opportunity to test to some extent
the values of such offerings in their activities after they left school;

V and (2) to furnish, on the basis of the evaluations made by these
pupils, at least fairly reliable data upon which school authorities
might justify changes in curricular oﬁerings in high school or changes
in emphasis in the presentation of the offerings now given.

, Because it is believed this study will be helpful to the school
forces of the state, I sincerely urge that it be given careful study
by all those who have the responsibility of making curricula for the
school districts of the state.

J. W. Bnoom,

Superintendent Public Instruction

THE EFFECTIVENESS OF SECONDARY SCHOOL CUR-
RICULAR OFFERINGS IN THE OCCUPATIONAL ACTIVI-
TIES OF GRADUATES WHO DO NOT ATTEND
ACCREDITED INSTITUTIONS OF HIGHER LEARNING

DISSERTATION

A dissertation submitted in partial fulﬁllment
of the requirements for the degree of Doctor of Philosophy
at the University of Kentucky

BY
Theodore O’Connell Hall
Greenville, Kentucky

Lexington, Kentucky
1943

‘ 13;;2g_"_'4 ”#4 Jig—Jab

Chapter

I. INTRODUCTION ...................................................................................... 233
The Problem .................................................................................... 234
Scope of the Study 234
Deﬁnition of Terms . 236
Source of Data ................... 236
Limitations of the Study . 237
Procedure ............................. 238
Summary ...................................................................................................... 242

II. EVALUATION OF CURRICULAR OFFERINGS ............................ 244
The Importance of Subject Matter in Curricula .................. 244
Need for Curriculum Revision ............................... 246
Rating of Curricular Offerings .............................................................. 247
Curricular Offerings to be added to the High-School Program“. 255
Curricular Offerings to be Dropped from the

High-School Program ...................................................................... 257
Summary ............................. 259

III’. OCCUPATIONAL STATUS OF THE GRADUATES .................... 281

Positions Accepted by the Graduates Following Graduation

from High School ...................................................................... 261
How the Positions Were Secured ......................... 264
Present Occupational Status of the Graduates ____________________________ 265
Curricular Offerings Rated by Certain Occupational Groups. 269
Curricular Offerings for Certain Occupational Groups ............ 285
Occupational Choices of the Graduates ................................ 287
Causes for Dissatisfaction ............................. 237
What the Graduates Would Like to Do 290
Summary ...................................................................................................... 292

IV. GENERAL SUMMARY, CONCLUSIONS, AND SUGGESTIONS. 294
General Summary ...................................................................................... 294
General Conclusions . ..... 296
General Suggestions .................................................................................. 297

BIBLIOGRAPHY ....................................................................................... 300
Primary Sources ............................................. 300
Secondary Sources .................................................................................... 301

APPENDIX A ...................................................................................................... 302
The Questionnaire ...................................................................................... 30.2
Letter to the Principals ............................................... 303
First Letter Accompanying the Questionnaire ............... 304
Follow-up Letter Accompanying the Questionnaire ________________________ 304

APPENDIX B .................................................................................................... 306
Comments by the Graduates .................................................................... 306

309

BIOGRAPHICAL SKETCH ..........................................................................

13‘\
Ex
i .
\
\i LIST OF TABLES
1;}
Table Page
2 . 1. Returns on Questionnaires Sent to the Graduates ...................... \ ..... 240
3 i 2. How the Graduates Rated the Curricular Oﬁerings
Taken in High School ............................................................................ 248
PM 3. Curricular Offerings Rated by the Graduates as Being of “Great
g Help, ” “Some Help, ” and of “Little or No Help” ............................ 252
4. Curricular Offerings the Graduates Would Add to Those Named
, in the Questionnaire .. 256
riff 5. Curricular Oﬁerings the Graduates Would Drop from Those
u ' Named in the Questionnaire 258
6. Occupational Status of the Graduates Immediately Following
.High- School Graduation 263
3 7. How the Graduates Secured Their Positions Following
Graduation 264
E 8. Occupational Status of the Graduates at the Time They Filled2
‘ Out the Questionnaire ..........
9. Employment Status of the Graduates at the Time of Replying to
the Questionnaire ...... 267
10. Summary of Figures 6 to 15, Showing Range of Subjects Rated2
by Occupational Groups
11. Replies of the Graduates to the Question: “Are You Engagedz
Now in the Occupation of Your Choice?’ ............................................
12. Reasons Given by the Graduates for Not Being Satisﬁed with
Their Present Positions ..... . ............. 289
13. What the Graduates Would Like to Do ............................................ 291
{it
i ,
M

LIST OF FIGURES

Figure Page
1. Location of the 53 Kentucky High Schools in This Study from
Which the 1,073 Graduates Come ........................................................ 235
2. Per Cent of Times Each Curricular Offering Was Rated ................ 250
3. Per Cent of Curricular Offerings of “Great Help,” of “Some
Help,” and of “Little or No Help” .......................... (Not in this volume)
4. Per Cent of Graduates in Each Occupational Group .................... 268
5. Per Cent of Curricular Offerings Rated by 109 Graduates of the
Unclassiﬁed Group ____________________________________________________________________________________ 2'70
6. Per Cent of Curricular Offerings Rated by Ninety-Eight
Graduates Who Are Housekeepers .................................................... 271
7. Per Cent of Curricular Offerings Rated by Eighty—Three
Graduates Who Are Holders of Clerical Positions ____________________________ 272
8. Per Cent of Curricular Offerings Rated by Thirty-Seven
Store Clerks .............................................................................................. 273
9. Per Cent of Curricular Offerings Rated by Thirty-Six
Common Laborers .................................................................................... 274
10. Per Cent of Curricular Offerings Rated by Twenty—One Persons
in the Military Service ............................................................................ 2 5
11. Per Cent of Curricular Offerings Rated by Eighteen Unemployed 276
12. Per Cent of Curricular Offerings Rated by Fifteen Farmers... 277
13. Per Cent of Curricular Offerings Rated by Fourteen Salesmen.... 278
14. Per Cent of Curricular Offerings Rated by Twelve Graduates in
the Federal Civil Service ........................................................................ 279
15. Per Cent of Curricular Offerings Rated by Ten Graduates

Holding Managerial Positions .............................................................. 280

ACKNOWLEDGEMENTS

The writer desires to express his sincere appreciation for the
assistance rendered him by all who have shown an interest in this
investigation. To the members of his advisory committee—Pro‘
fessors Jesse E. Adams, 0. 0. Ross, M. E. Ligon, M. F. Seay and
Leo M. Chamberlain—he is very grateful for their counsel and
guidance. Especial thanks are due Professor Jesse Adams, chairman
of the committee, and Professor 0. C. Ross for their careful and
constructive criticism of the study.

The writer is most grateful also to the principals of the Kentucky
high schools for furnishing the names and addresses of the graduates
included in this study, and to the graduates Whose replies to the
questionnaire made the study possible.

The interest of Superintendent of Public Instruction John W.
Brooker, Frankfort, Kentucky, and the encouragement given by other
members of the State Departmeent of Education are appreciated.
The writer is also indebted to his secretary, Miss Mae Evelyn Yates,
for invaluable assistance in the preparation of the ﬁnal manuscript.

Finally, the writer wishes to express his deepest appreciation to
his wife, Lorene Hall, and sons, Billy and Bobby, without whose
moral support and forebearance this study would have been im-
possible.

CHAPTER I.
INTRODUCTION

As early as 1809, Governor Charles Scott in a message to the
General Assembly of Kentucky emphasized the importance of public
education in a statement of philosophy well worthy of citation. He
said, “The people when properly informed are never wrong; though
for the moment they may, by the designing or ambitious, be prejudiced
or misled.”1 The Advisory Committee on Education, appointed by
President Roosevelt to study education in the United States, in the
Report of the Committee, made in 1938, places upon the schools the
caring for of all “youth up to 20 years of age who can proﬁt from
specialized preparation for occupations of non-professional type.”2

Horace Mann laid down broad principles for the growth and
development of public education throughout subsequent years when
he declared that education is a broad and functional process affecting
the harmonious relation between man and nature, through *(a)
physical and health development, (b) a love and desire for truth,
(0) the preservation of the accumulation of knowledge of ages past,
((1) a preparation for present society, and (e) the bringing of
enjoyment to those possessing it.3

In a more modern vein, Kilpatrick sees the necessity of edu-
cation ’s meeting changing conditions by observing that——

a. The present time demands a new social outlook of education

b. Applied intelligence is needed more than ever in the affairs
of public concern

0. Eifectual intelligence needed is more of acquisitional learning
than of original native ability

(1. Hope for the upbuilding in intelligence, in general, can be had
only as the teacher has such

e. Schools need to see their work in the new light4

Until recently the high school served primarily as an agency for
the selection of the more able young people and for preparing them

1 House Journal 1809. Acts of the General Assembly of Kentucky. P- 13-

2Floyd W. Reeves, chairman. Report of the Committee. Government Printing 051%.
Washington, D. C., p. 1000

3 John A. Neitz.‘ ‘Horace Mann' 5 Ideas on General Methods in Education.’ Elementary
School Journal, 37: 743, June 1937.

Willi am H. Kilpatrick. “First Things in Education.” School and Society. 34:847.
December 26 191

233

magi—2;.

for entrance to higher educational institutions.5 Increased attendance
in the high schools within the past quarter of a century, however, has
created a demand on the part of the general public that the secondary
school offer subject matter and activities which will better prepare
the pupil to meet the problems of life whether or not he attend an
institution of higher learning following his graduation from high
school.
The Problem

The problem with which this study is concerned chieﬂy is the
answer to the question: How effective are the curricular offerings
studied in high, school in the lives and vocations of high-school
graduates who do not attend college following their graduation but
enter upon their vocational activities? At the outset it is fully
recognized that no single study, no matter how thorough, can de—
termine the full answer to this question. Its implications are too
broad, and its solution involves too many factors, known and un-
known, to be encompassed in one investigation.

The general purpose of this study, therefore, will be:

1. To present evaluations of present-day curricular offerings
in secondary schools by pupils who did not attend college
following graduation, but who have had an opportunity to
test to some extent the values of such offerings in their
activities after they left school

2. On the basis of the evaluations made by these pupils to
furnish at least fairly reliable data upon which school author—
ities might justify changes in curricular offerings in high
school or changes in emphasis in the presentation of the
offerings now given

Scope of the Study

This study is concerned with the graduates of the 1937 classes
in certain Kentucky high, schools who did not attend accredited
institutions of higher learning following their graduation from high
school. Only graduates of secondary schools which were members of
the Southern Association of Colleges and Secondary Schools are
considered.

Figure 1 shows that the schools selected were well distributed
over the state and therefore may be thought of as representative
schools. In order that the typical graduate might be reached, no high
schools in the larger cities where vocational schools are located, or
where there are opportunities for speciﬁc apprentice training outside
of school, are included. Hence high schools in the following cities

5 Howard A. Campion. The Vocational Schools of Essen: County, New Jersey. National
Occupational Conference, New York, 1939. p. 29

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Location of the 53 Kentucky

High Schools

SDI

are omitted from this investigation: Louisville, Covington, Lexington,
Paducah, Ashland, and Newport.
The classes of 1937 were chosen for this study for two reasons:

a. The year 1937 marked the nearest return to normal conditions
of any year Since the depression began in 1929, and l ;

b. The elapsed time since 1937 is sufficiently long to permit em-
ployment of most of those graduates who might hope to have employ-
ment, but short enough to enable reasonable contact to be made with
them.

Deﬁnition of Terms

Deﬁnitions of curriculum are almost as varied as the number of
educators writing about it. In the present investigation the deﬁnition
of curriculum by Eells will probably best apply—“All the ex-
periences that pupils have while under the direction of the schools;
it includes both classroom and extra-classroom activities, work as well
as play.”6

Eells deﬁnes course of study as “that part of the curriculum
organized for classroom use.”7 It is with the effectiveness of the
subjects in the courses of study as deﬁned by Eells that the present
study deals, primarily as applied to pupils who graduate from sec-
ondary schools and enter upon life activities without further schooling.

Curricular aﬁeriugs means the subjects offered in secondary
schools as shown in the questionnaire and tables.

Data, Sheet is the questionnaire used in this investigations

Graduates, unless speciﬁcally indicated otherwise, means those
high-school graduates to Whom the questionnaire was sent.

Source of Data

The principal source of data for use in this study is a question-
naire sent out to 1,073 graduates from the high-school classes of
1937 who did not enroll in accredited institutions of higher learn-
ing following their graduation. The questionnaire in simple detail
was designed to ascertain the following facts:

a. Evaluations by the graduates of secondary school curricular
offerings on the basis of the contributions these offerings made to l
the activities of the graduates after they left high school;

1). Suggested changes that the graduates would make in subjects
offered in the ordinary high-school cirriculum;

“Walter C. Eells. “How Does Your School Rate?” Nations Schools, 22:18, December

iIbid. ‘
5 See Appendix A for copy of questionnaire.

236

c. The occupational status of the graduates following their
graduation, and also at the time of their ﬁlling out the questionnaire
four years later; and

d. Vocational choices of the graduates, not taking into con-
sideration present handicaps which might prevent the realization of
these choices.

' Of a total of 1,073 questionnaires sent out, 453 replies were re-
ceived and used. One hundred nine additional letters were returned
from the postofﬁces of the addresses with notations that the persons
so addressed had moved and their present addresses were unknown.
Nearly one-half, 511, of the letters sent out were unaccounted for.
Thus 42.2 per cent of the questionnaires sent out were returned and
used in the study. A second follow-up letter, together with an in-
tensive effort to make contact with the 511 not accounted for, un-
doubtedly would have increased the number of replies received from
the questionnaire. This was deemed inadvisable because such an
eifort would have had to be made after the entry of the United States
into war, and the replies thus obtained would have affected the data
already secured because of this extraordinary factor.

As a part of his method in securing data Fraser9 in his follow-up
study of non-college going graduates in two Jersey City high schools,
used a letter questionnaire. He received a 30 per cent return on his
ﬁrst request and a total of only 40 per cent after two follow-up
requests had been made. The current investigation, as indicated
above, shows a return of 42.2 per cent on the original request and one
follow-up letter.

Limitations of the Study

The writer at this point wishes to call attention to certain
limitations of this study.

1. There is no sure way of knowing what the replies would have
been from those graduates who failed to return the questionnaire,
although the replies from the follow-up letter did not vary signiﬁ-
cantly from those to the ﬁrst request.

2. Although graduates for the school year 1936-37 were chosen
because this year marked possibly the nearest return to normal
conditions of any year since the depression, which began in 1929, it
must be remembered that another abnormal condition was fast ap-
proaching as a result of the war in Europe and the defense program
of the United States. This probably accounts for the increase in the
number of graduates in the military service in 1941 over 1937.

“Thomas A. Fraser. Follow-up of Non-College Going Graduates of Commercial,
General, and College Preparatory Curricula in Two Jersey City High Schools (Doctor's
Dissertation). New York University, 1939. pp. 19-20.

237

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3. Recognition is also noted of the fact that the evaluations of
curricular offerings by the high-school graduates are largely sub-
jective and are no doubt inﬂuenced by (a) the graduate’s like or
dislike of his teacher, (b) by the general attitude of the graduate
toward the school which he attended, (c) by the attractiveness of
the subject itself, and (d) by the quality of teaching.

4. The reader will also bear in mind that this investigation
undertakes to present curricular evaluations upon the basis of the
practical value of such oﬁerings in the vocational activities of the
graduates following graduation from high school.

In justiﬁcation of a study of this type, which admittedly is
based largely on the subjective opinions of former pupils, it may be
stated that according to the best thought 011 curriculum revision all
persons, directly or indirectly concerned with the schools, should
have a part in such an undertaking. Since the graduates replying
to the questionnaire have been directly concerned with. secondary
schools and were at the time of replying to the questionnaire attempt-
ing to apply in their vocations the knowledge gained in the study of
subject matter in their high schools, it would appear that their
Opinions have merit. This study assumes that they do.

Procedure

To determine the feasibility of a study of this nature, the writer
selected seven high schools within reach of his home. Each high school
was visited, and through personal conferences with the principal of
each, school the names and addresses of the graduates of the classes
of 1937 Who did not attend college were secured. The questionnaire
was then mailed to each graduate.

Fifty-three replies were received from a hundred questionnaires
sent out, but only forty-seven were sufﬁciently ﬁlled out to be used.
These were checked and tabulated in the same manner as the question-
naires used in the current study. The data obtained in the preliminary
survey were not signiﬁcantly diﬁQerent from those used in the principal
investigation here.

Since the preliminary survey included secondary schools which
were not members of the Southern Association of Colleges and Sec-
ondary Schools, having only two member schools, and in order that
the study might be fairly representative of the better high schools of
the state as a whole, it was decided to expand the scope of the study
to include schools from every section of Kentucky and only those
schools which were members of the Southern Association of Colleges
and Secondary Schools.

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As it was evidently impossible to visit each school throughout the
state because of limitations on time and travel, the extension of the '
scope of the investigation necessitated a change in procedure in the
procurement of data. Accordingly, in order to obtain the names and
addresses of the graduates, a letter10 was mailed to all the principals
of the high schools accredited by the Southern Association of Colleges
and Secondary Schools in Kentucky, except those in the larger cities
previously indicated as omitted from this study, requesting the names
and addresses of the members of the graduating classes of 1937 who
did not attend institutions of higher learning. A stamped self-
addressed envelope was enclosed with each letter.

From this request sufﬁciently explicit replies were received to
justify the mailing of the questionnaire to the graduates of ﬁfty-three
schools as shown in Table 1. Replies were received from several other
principals but were not used, since in some instances the addresses of
the graduates were not given, and in other cases no distinction was
made between those enrolled in college and those not enrolled.

1° See Appendix A for copy of letter sent to principals.

239

TABLE 1

Returns on Questionnaires Sent to the Graduates t
1;
Number Number Per Cent Returned

Name Of SChOOI Sent Out Returned Returned M S

ale Female r

l (
Barbourville ........................ 7 1 14.3 0 1
Benham .............. 28 15 53.6 7 8

Bowling Green .......... 11 4 45.4 2 2 1

Butler (Princeton) 21 12 57.1 4 8 (
Campbellsville ............ 20 6 30.0 2 4

Catlettsburg ______ 41 11 26.8 7 4 1

Central City .. 25 16 64.0 7 9 5
Columbia ......... 14 8 57.1 4 4

Corbin 51 23 41.5 8 15 i

Dayton .............. 29 9 31.0 2 7 :
Elizabethtown . 19 - 8 42.1 4 4
Fairdale ........... 10 4 40.0 2 2
Frankfort ..... 25 10 40.0 5 5
Franklin ..... 17 9 52.9 3 6
Fulton ............................... 12 7 58.4 3 4
Garth (Georgetown) . 13 5 38.4 2 3
Greenville ......................... 8 4 50.0 0 4
Harlan ............. 16 6 37.5 2 4
Harrodsburg 30 15 50.0 6 9
Hazard ............. 11 8 72.7 2 6
Hickman ........... 14 3 21.4 2 1
Hopkinsville 40 12 30.0 6 6
Horse Cave ....... 8 3 37.5 2 1
Irvine ........... 22 10 45.4 1 9
Lancaster .. 11 5 45.5 3 2
Lebanon ....... 10 3 30.0 1 2
Leitchﬁeld 7 2 28.5 1 1
Ludlow ......... 23 13 52.0 10 3
Lynch ............... 15 6 40.0 2 4
Madisonville 31 20 64.5 9 11
Mayﬁeld ..... 35 18 51.4 8 10
Mays Lick 8 1 12.5 0 1
Middlesboro 32 6 18.7 3 3
Midway ........... 4 2 50.0 1 1
Minerva ....... 15 5 33.3 3 2
Morganﬁeld .. 21 14 66.6 7 7
Monticello ....... 10 6 60.0 5 1
Mt. Sterling 16 9 56.2 5 4
Nicholasville . 15 3 20.0 1 2
Owensboro ..... 74 15 20.3 2 13
Owenton ........ 16 3 18.8 0 3
Paintsville 33 13 39.4 7 6
Paris ................. 9 5 55.5 3 2
Prestonsburg 33 9 27.2 4 5
Providence ..... 17 3 17.6 1 2
Raceland ...... 9 6 66.6 3 3
Russell .......... 19 8 42.1 2 6
Russellville ......... 18 10 55.5 3 7
Simon Kenton 20 5 25.0 2 3
Somerset ............. 24 14 58.2 3 11
Springﬁeld 12 6 50.0 3 3
Stanford ...... 18 14 77.7 4 10
Versailles 26 14 53.8 6 8
Unclassiﬁed .. 6 4 2
Total ......... 1,073 453 189 264
Average .................... 20.3 8.6 42.2 3.6 5.0

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As replies were received from the principals, the questionnaire,
to which was attached a letter,11 was mailed to each graduate. After
two months a second letter12 attached to the same questionnaire was
sent to those who did not reply to the ﬁrst request. A stamped self-
addressed envelope accompanied each letter.

As a partial check on the validity of the information received
from the graduates, the questionnaires were arranged in groups of
one hundred in order of their receipt. Subject matter ratings for the
ﬁrst hundred questionnaires received were then tabulated. When the
second hundred were received, these in like manner were tabulated
and checked against the ﬁrst hundred.13 This was done for each
succeeding hundred questionnaires until all had thus been tabulated
and checked against preceding tabulations.

These tabulations and checkings showed no signiﬁcant changes
as the total number of questionnaires grew. While it can not be
stated deﬁnitely that the 453 replies were truly representative of the
whole number of graduates to whom the questionnaires were sent,
there appears at least as much evidence that they are representative

as there is that they are not.

While it is true that Reid14 concluded that “replies from re-
spondents can not be considered representative of non-respondents,”

he further says:

In every survey involving mail questionnaires, there should
be provision for at least one follow-up questionnaire so that any
bias in the answers of the original respondents can be partially
corrected by answers from a second group of respondents, and
so that some estimate of the probable answers of the non-
respondents can be made from the two groups of respondents.15

It will be observed that in the current study a follow-up letter
was sent to all non-respondents to the ﬁrst request. The replies to
the follow-up letter were checked against the replies of the ﬁrst
respondents without signiﬁcant changes being noted. This study,
therefore, goes further than the recommendation of Reid, who suggests
the choice of a representative sample to whom follow-up letters are
sent rather than sending the follow-up letters to all non-respondents.16

Erick L. Lindman, research assistant of the Seattle Public
Schools, points out that the reasons why graduates do not reply to
questionnaires are: (a) that they do not wish to cooperate, or (b)
that they can not be located. He thinks the superior pupil will reply
more readily than the poor pupil. He further concludes that his

1:566 Appendix A for copy of ﬁrst letter sent to the graduates.
586 Appendix A for copy of second letter sent to the graduates.

:2 See Appendix A for comparative table. , .
Seerley Reid. “Respondents and Non-respondents to Mail Questionnaires." Educa-

tiomg Research Bulletin, 21:90, April 15. 1942-

Reld.0. ’. . .
“Ibid. P Cit, p 95

241

study in the adequacy of follow-up proceedings “tends to increase
our conﬁdence in statistics for all graduates derived from a. study of
those who replied to the inquiry.”17

An analysis of the information contained in Table 1 reveals that
the range in the number of questionnaires sent to the graduates of
individual schools is from 4 for Minerva to 74 for Owensboro, While
the per cent of replies from graduates replying from each school
ranges from 12.5 for Mays Lick to 77.7 for Stanford.

Ludlow shows the greatest proportion of boys to girls with 10
boys and 3 girls, while from Owensboro the ratio of boys to girls re-
plying is 2 to 13. Corbin with 15 girls replying furnished the great-
est number of girls from any school. No replies were received from
boys from Barbourville, Greenville, Mays Lick, or Owenton; but at
least one reply was received from girls from each school.

Geographically the replies with reference to individual schools
are well distributed over the state. The eight schools with the highest
percentage of replies are: Stanford 77.7, Hazard 72.7, Morganﬁeld
66.6, Raceland 66.6, Madisonville 64.5, Monticello 60.0, Somerset 58.2,
and Columbia 57.1. The eight with the lowest percentage of replies
are: Mays Lick 12.5, Barbourville 14.3, Providence 17.6, Middlesboro
18.7, Owenton 18.8, Nicholasville 20.0, Owensboro 20.3, and Hickman
21.4. Thus it will be observed that the schools with the highest per-
centages of replies, as well as those with the lowest percentages, are
not conﬁned to any particular section of the state but