r epor t resumes - eric · r epor t resumes. ed 012 166. jc 660 029. an experimental program for...

R EPOR T RESUMESED 012 166 JC 660 029AN EXPERIMENTAL PROGRAM FOR "LOW-ABILITY" STUDENTS. SECONDPROGRESS REPORT.

YOUNG, EDWIN A.LOS ANGELES CITY COLL., CALIF.REPORT NUMBER COUNSELING CENTER STUDY-66 -1 PUB DATE FEB 66EDRS PRICE MF-10.18 HC-$4.68 117P.

DESCRIPTORS- *JUNIOR COLLEGES, *LOW ACHIEVERS) STUDENTCHARACTERISTICS, EDUCATIONALLY DISADVANTAGED, REMEDIALPROGRAMS, SPECIAL PROGRAMS) *LOW ABILITY STUDENTS) ABILITYIDENTIFICATION, *DEVELOPMENTAL PROGRAMS, COUNSELING, COLLEGEENTRANCE EXAMINATIONS, *EXPERIMENTAL PROGRAMS, MOTIVATION,GROUPING (INSTRUCTIONAL PURPOSES), TESTS, TESTING, SCHOOL ANDCOLLEGE ABILITY TESTS, PROGRESSIVE MATRICES, STUDY HABITS.INVENTORY MOONEY PROBLEM CHECK LIST, KUDER, LOS ANGELES, SRAVERBAL AND NONVERBAL FORMS

STUDENTS UNDER 22 YEARS OF AGE WITH SCHOOL AND COLLEGEABILITY TESTS SCORES OF 39 OR LESS WERE ENROLLED IN A SPECIAL"BLOCK" PROGRAM OF ENGLISH, PSYCHOLOGY, AND SPEECH. OF 110STUDENTS IN THE FALL OF 1964, 30 HAD A C AVERAGE OR ABOVE, 91COMPLETED THE SEMESTER, AND 75 REENROLLED IN THE NEXT TERM.TESTS SHOWED THAT THEY WERE IN THE LOWEST QUARTILE OF THEGENERAL POPULATION IN VERBAL ABILITY AND THEIR NONVERBALABILITY WAS ABOUT NORMAL. THEIR JOB POTENTIAL WAS BELOW THEJUNIOR COLLEGE SEMIPROFESSIONAL LEVEL. THEY READ AT ABOUTEICHTH-GRADE LEVEL AND HAD MAJOR ADJUSTMENT PROBLEMS. ASCOMPARED WITH A CONTROL GROUP, THE BLOCK CLASS APPROACHRESULTED IN A MORE FAVORABLE ATTITUDE TOWARD THE COLLEGE,BETTER STUDENT RETENTION, AND A BETTER GPA. HOWEVER, GREATVARIATIONS WERE NOTED IN THE GROUP. DETAILED RECOMMENDATIONSARE GIVEN CONCERNING THE FUTURE NATURE OF THE PROGRAM. TABLESPRESENT DATA ON ABILITY, ACHIEVEMENT, STUDY HABITS,INTERESTS, AND ADJUSTMENT. A BIBLIOGRAPHY IS INCLUDED. (WO)

LOS ANGELES CITY COLLEGE

"AN EXPERIMENTAL PROGRAM FOR 'LOW-AGILITY' STUDENTS"(Second Progress Report)

Counseling Center ResearchStudy -- R66-1

U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS cErN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATIUN 0:03INATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY RErRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

Edwin A, YoungFebruery, 1966

UNIVERS1FY

1_07., I :;

thi 1956

JUNIOR COLLLGEINFORMATION

a

PREFACE

The, intent or this report is to vesent the results of extensive"data gathering" 4n ,.fecold g::#up of swetnts of "low tested abilityrat Lot Angeles City College, a ommparlson of the second group with thefirst , some indices of the value of the vogram after one year, andrecomendations 'oeyord those made in the first reports. The data inthis report is phesehced for the group as a whole, by seg, and by readinggroup The raw data had also been grooped within each sex by readinglevel anti hacialiethnic group, but Owe limitations precluded itsanalysis and prientation in thiz heport,

Ths reader is dIrecced to the Counseling Cent eh Research Studies"#64-15,'65-2." Lola the 'Sewmary of 464-15P for more detailed it

regardiag this program. in these eivlier studies will be foundinformation on the background of the p-oblovh objectives of the program,characteristics of the FiTst tuclent group and their comparison--on thesecharactesilitics--tc ho of 'tegular, non probationary" students, inteo.-reldltionships of selected test v6riablei and geades, course content, Andconclusions and recommendations arising out of the. study on he firstgroup,

information regarding more detailed aspects of the program describedherein, but not included in this report, would best be obtained from thosepersons regponsible for its various phases.

The organization and administration of the program and the selectionof the students was under the direction of Mr. Byron Holmes, AssistantDean of Counseling and Guidance and Mr, Ben K. Gold, Counselor,

Course content and methods utilized In the courses were the responsi-bility of the following faculty members: Mrs. Madelon Haigh, AssociateProfessor of English Mnglish 21); Dr. Harold Salisbury, Associate Profes-sor of Speech ((L1stenling Comprehension); Mr, Robeift, Whitten, Professorof Speech Speech 31); Mr. Edwin Young, Assistant Professor of Psychologyand Counselor Osychology 30 and Testriig Program),

Acknowledgementt, are due to many for their contributions to ths*,

study! to Mr, Ben Gold, who --- ire addition to his 65sig3ed responsi-bilitits in th.rf, program --- provided a "good earn and very useful advice,while his work on the "First Progress Repog-t" and his providing ofstatistical information helped lay a groundwork for the writing of thissecond report; to Mr, Marshall Eider, Associate Professor of Mathematicsfor hifi work in programming and carrying out sores elf the statistical ohkon the Bendix G-15 and the RBM 1620; t:o Mr. Be h b urarooto, TabulatingSection Supervisor for handling the punching and florting of cards for thecomputing operation; to Mrs. Evelyn McAughan for her tireless work intyping the report in its various phases and forms; to Mt% Wreak Trueblood,Counselor, for his preparation of the masters of the arty and graphs;

PAEFACE (continued)

to the Counseling Office Clerical Staff for their efforts on the

"mounds" of tabulation done; to the members of the Counseling Staff,

Faculty, and Administration for their ideas, support and encouragement

of expression; and to the writer's wife whose patience and efforts allowed

for the "extra-time" taken so frequently on this project.

Of immeasurable significance were the contributions of the students

of the program and the faculty members (Mrs. Haigh, Dru Salisbury, and

Mru Whitten) with wham the writer worked. Only interaction and involve-

ment with the teachers and students---in process---could make one aware

of the needs, undeveloped competences and potentials, and the frustra-

tions and hopes, underlying the simple act of enrolling in and attending

the junior college.

The writer's experience in this study has reinforced the ideas that

(1) an "alienated" rather than a "positive" student involvement might be

predicted as the result of the power system and means of achieving com-

pliance utilized in the "tradional" junior college probationary procedure,

(2) there is a need for a more meaningful goal orientation and reward

system, (3) the present standardized achievement and personality tests

and socio-economic status are eot sufficient basis for the selection and

allocation of students, the explanation of their behavior, the establish-

ment of criteria or content of educational peogramse (4) for the

"culturally deprived" or "educationally deficient" (which terms need more

explicit definition) within the present technology age, a mean must be

found for first freeing the motivation of incKeiduals --- followed by an

analysis of realistic present and potential functioning level and ---

later allocation to educational programs, (5) there Is e necessity for

intra-community confrontations-regarding the realities e' the problem and

its alternate solutions and a committment to a functionally integrated plan

with broad perspectives

Only a very small fraction of the reality, complexity, and urgency

of the problems faced by the students, faculty, college, and community as

a whole can be expressed in written words and statistics., However, in a

very small way, through this report, it is hoped ghat the reader who has

not already done so will be encouraged to make the acquaintance of the

members of his community.

Edwin A. Young

3

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5,, Extracurricular Activitles 0 4: e 0 o o o 0 o 0 o )40

6, Bxpecttions of Collo,3eA.,. 0 44 c. 0 0. 0 0 0 0 0 40

7, Previous SohoCiArg . e e e a a c 0 o 0 a 42

80 Family BockgrAind , , 0 ,,,, . ,,,, 0 q 0 0 0 0 /04.

11.mluatton Data . 0 0 u 0 0 4 Q 46

A, Gene:,a1 CharacteristiQJ of 3 lo61 Procxam Students:Fall & Spring 1964 . 0.0Cc04 00o 0 0 Co a 11.6

1 Aptitude and itaievement

2, Ilotivational & Forsonal Areas

B0 Enrollment and G:'ade Statistics

G w e 0 0 0 e C' 0 47

a 0 0 3 a a a c 14B

0 0 4 0 0 0 0 52

C. Changes in ReadLng Porfomance:Comparison of pig 82 Fall 1964 Groups 0 0 0 0 3 C 0 56

D. Comparison of High & Lot heading Groups on SelectedCharacteristics o 0 a . 57

1, Gradesms,..voo00000.000 is 0 57

2,, Locat.m of 11*Igh School fraa wich Graduated 0 0 0 0 58

33 Reaang, Level, SCA; and GPA, (Alpha Semester) o 0 0 .59

40 Bet, Semester Grades for Fall, 1964 Group 4 e 0 0 0 4 60

5 Cuoarison of Beta Semestex. Grades 'with SCAT Total . 0 it 61

6, trpha Grades as Related to Beta Grades 0 :,4 * * 0 e 63

7© C.:'ades of Non returning Students 0 0 0 0 CI 0 P r 64

80 leading Level Chamesoe000000 o 0 0 0 65

9, aPi. Reading Placem3nt Test as Related to Grades 0 0 C 0 66

E, Evauative Questionnaire on Attitudes about Self, College2Feiulty and Studies 4 a a a 4, a a a a 68

Instmetion 0 0 01 0 ca s ci a is * a tz a 4 68

Study to e n 1: C YI 0 0 0 0 a .b d A 0 68

Table of Contents (continued)

Page

3 Attitudes to College and Student Body . ,... 69

. Goals a at a o a a o co e a 70

F. Persistence and"Block" Students"Block Eligible"

Performance of Spring and Fall. 1964compared with "Non block" butStudents * 0 0 a 41

* 0 0 01. Persistence and Performance . 0 a 71

2© Alpha Semester grades as Related to Beta Semester Grades 76

V Stionak7 m 0 a 0 0 00 79

Conclusions 0 A d * 0 0 0 4 0 0 0 0 83

YE, Recommendations * a a as a a a a .

a

INTRODUCTION

This is the third of a series of reports on an experimental program for

"low tested ability" students at L.A.C.Ce The previous two reports (L.A.C.C.

Counseling Center Research Studies R611-15 and 05..2) were based on data'

gathered on the first group of students during the Spring, 1964.

This report describes a' second gi.oup of students who participated in

this program during the Fall of 1964. The discussion of the general problem

and objectives of the program may be found in the first report. (L.A.C.C.

Counseling Center Research Study #64.45). in addition, the first report

compares these students with a sample of "regular" students on selected

characteristics.

The purpose of this report is to:

1: Present further data, on another sample, of the "lowtested-ability" junior college student at L.A.C.C.

2. Compare this data on the Fall 1964 group with that collectedon the first block program (Spring 1964) in order to get

some idea of the representativeness of the characteristicsdescribed.

3. Present statistical information on progress to date of the

students in the first and 'second block program group.

The information in this rroOort'is presented to the end that it might

(1) aid in developing a .general 'understanding of the characteristics of

these students and .the ,potential and actual difficulties to be encountered by

these studentt in a junior college setting and (2) have heuristic value In

leading to further refined studies using more controlled, individualized,

and specific methods to Increase the learning and evaluate the progress of

these students.

Al. PROCEDURE AND ORGANIZATION

A. Selection

In Fa11,1964, one hundred ten (110) students were selected according

to the same criteria utilized in Spring 1964 namely:

Works

ai- 1964 PsychologyEnglishSpeech

ListeningDiction

Psychology

entte ko slr4re of 39 or betow (iltnnational college freshmen pwcentile)

2) no previous coll4se backgmund3) below 22 years of age4) not educated primarily In a :=4 speaking country

8, Academic Program

The academic program was enlarged over that 'of the Spring 1964

group. instead of 6 units and 10 hours, these students wereavired

to enroll in a 9 unit, 15 hours a week block program comprising:

English 21Psychology 30Speech 31

3 units3 units3 units

(English Fundamentals)(Introduction to Psychology)(Comunication Skills-Speech)

in addition, all students were required to enroll In a Physical

Education activity course and wttre permitted to enroll in up to 3 units

of selected non-transfer courses.

Difficulties in working with the large group led to the varying of

class size and scheduling in the English and Psychology sections. The

speech program remained unchanged throughout the semester. These changes

are indicated below:

W V3 W L.A Lt ID

1;0

Cu V W ? tv

...a

English

SpeechListeningDiction

LibraryP,E.

Psychology

English

Clasb Total Hrs,/Wk. Unit Total Uts. Total MI,Hoursaeek* Size in Black pum, Cred Jn Blklitga. StudentsoNrraaaNw

SpeechListeningDiction

Elect. (incl. PE),Agogp,Gyidagcg

55

311

1:13

3

1

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15HO37110

110

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o

All students were required to remain in all block program courses for the semester.They could not drop one of these courses without withdrawing from school.

* soft SPctIon 1 I D. Courvuolinn

C. Data Collection

Information was obtained about this group by the use of tests and

questionnaires in the same general areas as in the previous semester,

namely:

1. academic potential2. vocational potential

3. motivational characteristics4. present goals and activities, previous

background, and family background

Our experience with the Spring, 1964 group led to some specific

changes in data collection with the Fall, 1964 group. The larger size

of the group made time and personnel limitations a crucial factor. In

addition, the following tests were not used for the reasons given

(based on experience with the first group):

1) The SRA Verbal form as a measure of mental ability did not

appear to contribute information not already available in

the SCAT.2) The Modified Form of the Study of Values had a very time

consuming scoring procedure, particularly with a large

group, and the norms available an this form were not

appl icable.

3) The Full Range Picture Vocabulary test produced a waxmarry./ range of scores, limiting its value as a predictor

or differentiator.4) The Diagnostic Phonics Survey was difficult to administer

to a large group and resulted in misunderstandings on the

part of students as to what they were to do.

5) The Listening Comprehension test was used by the Speech

department and information regarding it may be obtained

from that department.6) The Cooperative English test was not used in the same

manner by.ehe English instructors during this semester.

Indications are that the scores followed the pattern set

by those in the Spring 1964 group.

The follewing adPstments and additions were made to the Fell 1964

testing programs

1) The Raven Progressive Matrices was administered on en untimed

basis to reduce the time factor in performance. Lapsed time

was recorded for each person,

2) The questionnaires were revised with some undiscriminatingitem removed. They were also shortended so that studentscould mark their answers on IBM cards which ware laterpunched and tallied on the IBM 1620.

3) The Monney Problem check list for coilege students was usedto get information on problems in specific areas to aid inthe future development of appropriate and meaningful counselingprograas.

4) A questionnaire to get information about attitudes toward theinstructor, college, and class, at the-end of the semester,

:des used.

D. Counseling

Counseling was provided to this group as it was to the previousone by:

1) course instructors2) college counselors in academic, vocational:, and

personal areas3) California State Department of Employment counselors on

vocational planning based on the G.A,T.B.

In addition, group guidance was provided to some students. Each

group had 10 students meeting, one hour a week, with a group leader

from the IDEA Group Guidance Institute of the Department of Education

at the University of Southern California. Confidentiality was main*

tamed, Three group leaders were available, therefore 30 students partici-

pated. The one hour a week was 'released time' from the psychology class.

E. Composition of Group

The composition of the 110 members of group at the ilsainnin4 of the

lentx appeared to be as follows:

SE NEGRO CAUCASIAN NEXICAN-ANER1CAN OR TOTAL

Males 34 9 6 3 52

Females 38 12 6 2 58

TOTAL 72 21 12 5 110

men:, , >_,7

Pace 5'

By the end of the semester, the group had 91 students. The group

was divided in high and low groups at the 6th week, based 5912 upon

reading and grammar test performance measured at the beginning of the

semester. The dividing line was approximately "A8 and above" and "p8

and below." The composition of these sub-groups by race and sex is

indicated below.

Sex NegroNegro Caucasian Americm Oriental T OTAL

High Low High Low

I 3

1111111111

High Later High Low High Lcw

Total

Group

439 19

FEMALE 19 11 8 3 4 i 0 2 31 17 48

TOTAL 28 30 11 8 5 11111 4 45 46 91

There was no attempt made to equate the high and low groups on race

or sex. it appears, however, although the high and low groups are ap-

proximately the same size with regards to race, the males tend to pre-

dominate in the low groups while the females predominate in the high

groups.

FINDINGS FROM TESTING AND QUESTIONNAIRES

In this report, as in the earlier reports on this program, caution

must be exercised so as not to make unwarranted inferences or conclusions

from the information presented. The attempt here is primarily to present

descriptive information.

The findings will be presented here so as to generally parallel the

order of presentation of variables in the first report, where possible.

eif

c1C'e

Analysis of data in the first progross report reflected possible differences

in perfomance on these measures by sex and reading level, the information

In mosUmtences will be oresenttUREe im,tie tots 1.21all, qpies as 41.ama,

iSTEIPs a qrqM1L higb, rng.Yr9ue4.14.0 LaLLUdin2.9rMRA.It must also be noted that

tPdIthe high group has a higher proportion of females

than males, while the low group has a higher proportion of males. Therefore, when

high. group and females are alike in performance it may represent, in analysis,

a reading or a sex difference or both.

A. Academic Potential

to Aptitude

ao General Aptitude Test BcIttery, "G" Score:

C4ntlie

99

98

96

93

4

77

1,... 0.TABLE ag GATB "G" Score CRormst Workin

Female Hi Low

-69

60

i1

7

42

U

25%

tam Centile

pper Qartil 38 48 39

miler Quartile 20 22 l9 22 IS

'ft =Mix, tia,re keetc:f di2ted .i Prof , or ara4 SCI acti_

443 =minas c4re required m 4 yr. cellegt,

tAPC 41ina sere required -. 2 yr. colle4

.....

,

71ble 1 indicates that the average student places approximately

the 27th Gentile compared with the working population on the -t;" scale.

This scale combines verbal, numerical and spatial performance and is

considered to be a measure of scholastic aptitude. The numbers in paren-

thesis indicate the number of persons at that level, i.e., 12 of 92 (13%)

score at 2 year college level or above, 9 males and 3 females so score.

At the upper level of GATB scoresreading level is not distinguishable.

b. SRA Noneverbalt Table 2 indicates that the group as a whole placeswithin the average range of the general population In this measure

of mental ability, which does not require the use of verbal or

quantitative symbols. This is a timed test.

Males and females do not differ in this respect. However, the

average person In the high group exceeds 70 of the populationin this ability, while the average in the low group compereswith the average in the general population.

c. Raven Progressive %tries: Table 3 reflects the distribution

of scores on this untimed test of abstract end systematic

reasoning. The average score of the total group exceeded thatof about 201; of the Junior college norm group. This same

score compares favorably, on the other hand, with the average

score o4 a general population group. While males and females

do not appear to differ appreciably, the high reading groupappears to perform at a slightly higher level than the lower

reading group. The results on this test tend to supportthose on the SRA Non-verbal testa

Although the students were not timed on this test, lapsed time

was recorded on their paper when finished. The average time to

complete the test was 29 minutes. (Table 4) . Females and high

group members also averaged 29 minutes, while males end low

group members took 2 0 4 minutes lover.

7ABLilt.c2 SRA NON=Verbel Norm 0 General Population 0 National

Up_ `..., , . 'III - k . 1') I / Ir..,.Atn

99,

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IghbaL Raven Progreseve Marfces

Normsg L.A. City Schools Junlor Collage Students)

i;oile 9.

RewScore Total Group Male Female Mgt Low Centlle

__.......51J__________

56 m. 56

99

95

90

53 q 5480

5270

60SO cp 51

49 50

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ropkg. ill Raven Pvvressiva Aatrices Lapied Time Clinutes)

Time(minutes)

TOTAL

Graup lisle Female High1

Lau

1 CJ 5 NM..

16 - 18

19 - 21

22 24.

25° 27 II i ,

II ;: .n..._28 - 30il 1

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32 `: ISMedian TINRID 4'.1....,..- .... -Li

Lower Quartile

26:

..,..

. ,.......t,.;

$.5 Fic35,.. ,

in the first progress report the same test was used but with a

30 minute time limit. The relationship between score and lapsed time

was checked on the present group. The scores of those taking 30minutes

or less were compared with scores of those taking 31 minutes or mors.

The following results were obtained.

NMedian Score

)-owerWATAileRan e

TIME TO COMPLETE TEST

0J310Mg0 .31Adrogo_Qr Mat_4846

b-6 ....... 42_,.........p... 42

.5,2. to 14 r._5/

The above information and a scattergram plotted for thiz data

Included in report) suggests that time may be a factor In the per-

formance of the students on this test,

20 Achievement

a. California Reading Achievement Test - Vocabulary (Table 5)

(not

The average score of the total group, as well as the maleand female sub-groups, placed at grade level 9.6 at the begin-ning of the semester. 3/4 of the students in each of thesegroups placed at or below the iflO level. While the highgroups average exceeded the low group average by only 05 gradelevel (9.7 to 9.2) over 3/4 of the high group exceeds the lower1/2 of the logs group. Pest-test score will be referred to ina later section.

b. California Reading Achievement Test - Comprehension (Table 6)

The average score of the total group, as well as the asand female sub-grovps, placed at the lower half of the 9thgrade level. As in vocabulary, the high group slightly ex-ceeded the low group in average score (9.4 to 8.9) but over3/4 of the high group exceeded the lower 1/2 of the law group.Post-test scores will be referred to in a later section.

r-TABLE 5 -

,Ccl Read ,Ach. (OCAS) Pre & POS -T es L Norm t Col 1 . Fresilmen-Nat 1 .

Total Grouo Pre Test Post Test

14.0_118

P MAI Fpma 1 fa Male F -

Pre Test

Fliah

Page 12e,

Post Test

Low High Lodi

30

12812612512

121

11 8

11 5

11 .0

1.....urourow

10

108

10,0

909

6

9.42

802_

85827.9

7.7

7.0

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c. Critical Reading (SRA Reading Placement Test) (Table 7)

On the untimed test of reading comprehension, the total group,as we the maie and female sub-grow s averaged in the areaof valeec8.3 to 8.5). The high group ellerzvjes 1.5 yearsabove the tow group (49.3 to 7.8) , 90% of the high groupequaled or exceeded the lower half of the low group. Post-test scores will be referred to in a later section.

B. Vocational Potential

1. Academic Potential (Table 1, Page 6)

Of the total group, 1% (one student) scores at a minimum levelsuggesting potential for graduate college work, 3% (3 studo4nts)score at a mint um level for 4 years of college, and 9%(9 students) show potential for completing junior college.That is, only 13% (12 students) show potential for completing2 or more years of college. 9 students were male, while 3 werefemale. However, 6 each were in the high and low groups.

The remaining 87% (8 students) do not show potential on thistest for even 2 years of coilege. However, 30% (28 students);are within 1/2 standard deviation of the junior college potentialcutoff score so that motivation and guidance might aid them incompletiflq 1-2 years, Of these 28 students, there were 13 males,15 males, end 14 each in the high and low groups.

40 Aptitude Measures (Table 8)

Several bits of information appear to be worth pointing out hererelative to the GAIB aptitude scores.

a) the aptitude profiles, in general, of all groups (total,

by sex, end by reading level) appear to be similar.

b) the average person for all groups appears below the

working population average in "G" (combination of V, N, and 3),

Verbal, Numerical, Spatial, and Finger Dexterity.

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c) The average person in all groups appears to be average or

above average in Farm Perception, Clerical Perception,

Motor Coordination, and Manual Dexterity.

d) The median score and majority of individuals on ail

measures are within 4. or - one standard deviation of the

working population mean. in most measures the group medians

are within 1/2 standard deviation of the norm mean. (Signifi-

cantly not so with regard to G and V) .

e) The mid 50% and mid 80% of the groups appear to have a larger

spread of scores on the Spatial factor than do the same

groups on the other reasoning aptitudes of "G", V, N), per-

haps indicative of potential for learning for some of the

upper group.

3. Cccupational Aptitude Patterns (OAP's) Table 9.

The OAP number represents a group of occupations having the same

critical scores on the same 3 aptitudes. in general, the smaller

the OAP number, the higher the occupational level. Where "G" is

indicated, a "G" of the level shown is the minimum required for

the jobs in that OAP. Where "G" is now showri, it is not a critical

factor for that OAP.

There were no students in this group who appear qualified for

en OAP utilizing a Professional or graduate degree (A or a

Bachelcr's degree (8), Some few students (2-5%) appear qualified

for OAP's requiring 2 years college academic potential (C), while

about 2/5 (3925 appear to be within 1/2 standard deviation below

the 2 year collage potential level, (D). The remaining students

(approximately 55%) are more than 1/2 standard deviation below

the 2 year college potential level in terms of the academic ability

required for the OAP indicated.

Percent

I., '''.Sale 111.11 ''?-

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18 66 I 64 72 61 80

19 66 1 68 64 65 8 80

20 74 I 63 18 83 65 80

21 651 71

60 6 68 80

22 65 I 64 65 65 75

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Pep 19

Percent of stu-dents Failing inOccupationalAptitude Patternsbased on GATB

In general, the sub-groups do not appear to be significantly

different, That is, while the sub-group may differ in reading

level and grades, such e difference iv net necessarily reflected in

occupational potentiai by the Department of Employment standards,

iLklae' tam iteedsalatss joisiminto if this be the cese---"In

w.±.01.0110.5.2,0t0/12alt2T3EISSE10ittualisJmidm?" Does this relationship exist

or is it attenuated by the nature of tests, the criterion on the Job,

the OAP structure, etc.?

C Motivational

1, Echatztrig Pref Tenn e Schtle The needs reflected in thisschedule are as follows:

1) ach2) def3) ord4) eth5) eut6) aff

7) int

8) sue9) dom

10) aba11) nur12) chg

13) end14) het15) 899

ar

achievement a to do ones bestdeference: to follow others and do what's expectedorder: to have things in order and arrangedexhibition: to be the center of attentionautonomy: to be independent of othersaffiliation: to participate in groups and form strong

attachmentsintraceptiont to analyze ones motives and behavior

of otherssuecorenee: to` have others provide helpdominace: to e regarded as a leader and stand for

point of viewabasement: to accept blame, feel inferiornurturance to help others In troublechange: to do new and different thingsenducenee: to keep at task till finishedheterosexuality: interest in opposite sexaggression: to get angry, blase, critize, attach other

viewpoints

MLitt . Shout the percent of each group of students having scores comparingwith those in the upper 16%, mid 68%, and lower 16% of the normgroup (college).

At the 5% level of significance the required difference between

the percent of students in the groups being compared for the 16%;and

68% norm group cetegoties is approximately as follows:

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Page 22.

Comparing i aring Comparing

Total w/Norm Sub-group w/ Norm Subagroup wisub-group

16% 8% 11% 15%

68% 10% 14% 19%

16% _.____.1_ 8% 1**".............* ..... 4......1.... ........r..... -.4 I. a.. ...a... lawn*11% 15%

Table 11 shows the need areas in which the groups appear to be

significantly different from the college norm group of the test author.

A plus (+) indicates that the percent of the group in that category

significantly exceeds that of the norm, whereas a minus (-) indicates

that the percent of the group felling In that category is significantly

less than the percent of the norm group in the same category.

The group as a whole appears to have an above average need for de-

ference, order, abasement, change, endurance, and aggression; below average

need for affiliation, dominance, and heterosexual interests; and an

excessively average need for intraception0

Both males and females tend to have high needs for order and abase-

ment and a low need for heterosexual interests compared with, the norm

group. The males alone have an above average need for deference, endurance,

and egression; a below average need for dominance, and an excessively

average need for intraception and succorance compared with the none

group, The females alone have an above average need for change, a below

average need for of and an excessively average need for en-

durance compared with the norm group.

Although not shown in table form, the males compared with the females

have a greater need for deference, affiliation, and endurance and a lesser

need for dominance and change.

ItALLILL Edwards Personal Preference Schedule:Comparison of all groups against College Norm,

far a

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Compared with the norm group both, highs and lows have above average

need for order and abasement In addition, lows have above average need

for deference and endurance and below average need for heterosexualinterests. Lows compared with highs have more need for order, deference,and endurance and less interest in the opposite sex.

4

Page 24,

20 Kuder Preference Record

Table 13 (page 25) shows the percent of students in each group

whose scores fail within each quintile on adult norms on this inventory

of occupational interest.

The Following (Table 12) indicates the areas in which the groups

appear to have higher than average and lower than average interests

relative to the norm group (Quintile 11 median = high; Quintile IV-V

median m low)

TABLE La - Interest areas In which, groups have higher (H) or lower (L) averagesthan norm groups (adult)

Outdoor Scient Pqrsuas.

btal L L

Art Liter. Her Soc Serv, Clerical

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3, Survey of Study Habits and Attitudes (Table 14)

The total groups' reported study habits appear slightly, but

consistently, poorer than the norm group.. The female and the low

group appear to be weaker than the males and high group.

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4. Mooney Problem -heck List

The student was required to react to 330 statements of problems found

among college students. These 330 items are divided into 11 categories of

30 items each. The students underlined those Items lohich ha considered

to be of concern to himself, than reviewed the underlined Items an4 c;rcled

those underlined items that were of most significant concem. A total is

taken of each--the underlined and the circled Items in each category. The

categories for which there are scores are as follows:

1. Health and Physical Development (HPD)2. Finances, Living Conditions, and Employment (FLE)3. Social and Recreational Activities (SRA)4. Social-Psychological Relations (SPR)5. Personal - Psychological Relations (PPR)6. Courtship, Sex and Marriage (CSM)7. Home and Family (HF)8. Morals and Relation (MR)9. Adjustment to College Work (ACW)10. The Future: Vocational and Educational11. Curriculum and Teaching Procedures12. Grand Total of Problems Reacted to

Th. category scores will be described in terms of toal problems (those

underlined) and of more serious problems (those circled In addition to

being underlined.)

a. More serious problems

In terms of the problems circled, the group as a whole, males,

females, high, and low average 8 problems each (Table 15). How-

ever, the range of the frequency distribution of problems is greater

for the fecAles.

In terms of the categories of problems, (Table 16) the area of

Adjustment to College Work ranks first for all. 25% of the total

group, males and females noted 5 or more problems in this area While

the high and low groups have the same median number of problems in

this area, the low group upper quartile tended to have problem than

that of the high group upper quartile. Personal-Psychological pro-

blems rank second consistently, if not significantly.

i'j ay Probliii Chock ti - Melo

cas ,.4,aryg4 HPD . 'LE SM SPR PPR CS14 11F 14R ACW VE CTP

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Total number of problems

In tet-ts of the grand total of all problems underlined (Table 15)

the group as a whole averaged 37 problems with the low and female

groups averaging slightly more than the high and male groups/

The categories in which the problems appear to be the, greatest

are again in Adjustment to College Work and Personal-Psychological

Relations (Table 17) . Females tend to have slightly more problems

in Social-Psychological Relations, Personal-Psychological Relations,

and Home and Family categovies, Highs tend to average slightly more

problems in Social-Psychological Relations than lows,

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........'Pi

401.

.. I

1)

I:, ,

r'.Y:.

PINI

1 1

.. .. -..

........

,

......

......-7"::: ' ...'...,,c7; :

illeOaes

. I

'.;- _ -;.- . -.--- '' -....C.- 7:: "4=...77.7r-,..

WI 4.$

,

.ft

Cy

.

= .........

...- -.-..... ,.

1

I- i . * . f '-= ',.. __ ..._

Ch

.

In

1.4\

V)

Na

, z

.......

-...

N.-

.

.H... ....

1

. ,.t.r

la

$

I 1

- .

%

. -

- ..

- - - -

- - .

111

- - -.

0(

...s

KN

....--..

t 03

L.

, .

1 1

svo eo-V osAD '" 10i

i

`",4",4 6-1, ..

it v

L.r. 18

a

o..") e..11 ;.* . th:p pro(jrzw: ttli:j0::11t:

,h . v.7 19651 t.t) clock the spee$i:Inta-

) Celt ein,1 Nki-Ons- of PrcYt eg6

(1,1.,ac et, ,n1c; qta,-1T les are indkated

be:Q14 the NO V364 4per. 91.1-my. At anly

imo) * ,4nd ',VstrbwrIons have be:tn taken an the Spirg 1965

Thero:, s, on!.! 451 e $howrg (Tab'e 18 ) ,

Cht. ? on 6-io1, rroblqm Checkft ins.

-ompr o'F

V),J4 STing

SWIM .....womP.I.O.moOmr.o0.

i Slr ..1,,, 96f,(tinf-58)

174 Il ;961i N.----4,,,2 -

-,--I- ---1.....,...''T !

Hp° LE_ S RA

;11;01 a 1 g,

43

.,;

eA,,f -221 *)c tlf h

co.

rZ '

,

;ill "- c 'ail : 5" % 6L.6., 1 , , , . ,

A....= 5.. 4.--,. Zi ...... t....r.-....., ,, aa

a I a I a1 I .

...,........... ... .... . - 4.. - - ..* - - -; -a ..I,

d7

, a

,,

i I,

, ,

. , I , i7, i .L......

sLs

7

......."i

1 i

21- -

F1'ri 1964 :,11011t-:

I {,7

0

Spring 196,5 = 44)7.--- -1- -..-7--- -T----- :----1- --f r"

Ir....._...........,...-......._

: r/.. 1

,I

I

r9 !.. / 1 7 ; 6 I

. , . ,

.

,4.2I $ I :

, rr----

I a,

II

i

1

, a

i

ri

1

,

I I

1 ,-7 : i---

, l a: 1a 1

a

a 9 i, 4... a ? : t

,

: 41,

,, I

,. .. .:...

,

; v̂ d v̂ 0 ; 1, 0 f : iil

t,

Page: 33.

qt c411 bz,.! ct:hzt, a!,:N3tIfq- 5pr t;: S pa igoup us noted more

problems it general 4.nd in :k1 c(itegoolc*, the rOative impartance

of tha categoriA,IA is the saw, Ihis re:ntive eiso exists ir thl

male and femolv comparRon.

2) Major Specific Problems

The amber of stu6!int..t, wv-klr,3 eaca item in 2ach ca.cgorry was taWeti

The percent of the se,udent marking the mot frecuently 'icked itesa in eazh

category wcs computed for the Fall 1964 and Spring 3965 groups. rYable 2C;'

In gereTaT the Spring 1S65 coup showed more consensus than the Fail

1964 group about the re.0-:;t frcqmrtly mrked ;ib' In tt,,,e; a i argeir pvcant

of the Spring 1965 group had at,,st nroblem Sn camon, it s fi be noted the;

for the cigcled ;tars sxigt)cert probleisi aaies a:ad rem es of boil

see tern found tha :same iteql6 of most hIporicr in 6 of the It categork-i

Among the totai prob?ers underlined the 'gum- tioelf G pr)1,Jem in eoch oeir

gory were marked by the male, in and by the femdes In s of the li catyc)rie,,,

3) Desire for Coumeling

The students were asked to answer the questic-n, "if the opportunit,y

were offercd, would yo.! like to talk over any of these Fr-Weirs w;th sal*,

one on the college staff?" The percent answering "ms" it, indicated bolav,

Percent Dos I riAcj

1+2,...-VVWPRWCI=bAn- onrr artaoassnir,a7v., Ts. Solre.S....172M1TAMICT ireg,,==nrAmea..,.,rzyryx,

rea01,44.1.cgx1n.ICtNys-w; augruttaratreArgs.r.311C= OLTYX !AIM r craort nsr.1

BlaA XasSemester 9 Yes i No1p-Arr-jr=ralumez-rwarmseaamwer.amfarrena, riftworrimar+4 ..t....=.4.9111.CCIaTir As Kn...t'C.Yi=,e2t=a.e--a* inscn-Treloratsvgni,t qt. -rA,mg.

fi

I

Fall 1964 ! 76% 24T; ! C;;'4..(0,;

warm

APei.igetraWalarzirmat.www,letrarnsmer7G =ft.** 47111111.041

g 64%Spring 961.,

U711111.01ZVIRM0111,11

p.%

[InNor,v0asv. 711M10713.11...ceLITV2IWnieft.. r.,. ..lorwrAtisvaCciztc.

22% tf. eoN3T

Bank

2%

eltIFIVOMINICALINIC,2SIKWAIIMILIIIpm1111121nyzarluftwar 11~.M0,4st ..A=1C-orneerr-x.11.-sonramalrr.r.rr 2tarrimaiM .... ,T., ,mr .nOnzerrar .,111 tuvr-semarxemlior.- lwalosole4",1=11:eParminr*=,

,.4.

0

ems most frequntly

circled and uncerlihed for

1-,a1Js and F_maleb:

Categary

1. 0

.....s

Health &

Physical

Development

Finances,

living cond,

expenses

FALL 1964 - 42 males, L9 females:

C

CI.

Led problems (most significant)

ale`

%Females

Underlined problems

Not ge.LLEInaull_sleeD

12

}O Ye

jb,

f Not FetULEel,ough sleen

38

41

LL....E"gtactIlleeP...._

21

N2LEPItiLgDA2P0 81202?.3

iNot i2,21.111,E91192.1ah

deer'

Npedil

yacatiol. lob

111.9.2111ktg.

part-time job now

r3 T-t1me lob now

r1..:edirigpart-time Apb new

Nee dl;

Sotal and

recreational

Want1,

to improve my mind

17

Wan

t iii

ro e

_m

16

,.,..w

nem

wriand___.33

Trouble keeping co-versat-

Wantii,

to improve my mind 30

Extrem

loneliness

Relations

rind 1

hard to talk about

elor_inod

Personal-

is

psythological

Tilorze

Pg 11.#141.P

relations

Los

s'.emper

Worry

.out unimportant

10

1) 16

14

14

,1.1

1111

011=

111t

MIO

NO

MIO

NO

OST

OR

.III

CC

IIM

IC

Needingart.AAmAjolLpow

36

W.,rk fo7 all exrel.ses

5

Neer.4,_g part-time j2b now

47

Female

3

Not Ff-.

Not

Needi

heed

.

4.9

Wanvi__,aIg__Improve my mind

41

Want.lf,;-

4.-.....

W&Lt

'1

Waniti,g2.o imp:ove my._ mind

62

Wan

t-%

_..

Shy or timid

Wanting more pleasirF

42t.rAlLIgPr actl.L.g

without thinki6g_29

Extreme feeling of

3onelines

44,,

Af:t

Feelings too easLy hurt

Wor-y

WO rry

Nervoushess

Nee'rousness

Loniu_temper

Day., dreaming

Courtship,

buitable mate?

sex, and

-015,21 ,:' .L,Led ih love

marriake

To

ff-.

.2

Ever fi,c' suitabltmtLftl

$

No one l

L e to date

8

sucr,ee,

16

Afraid of losi_g)a low,

14

1rqt-

;-,r7--snsite

ex

14

EY r fi,e suitable mate

Da-

34

Arai,

,t

Liter fit_d suitable mete?

1

agy Car Fo vith onpoEata sex

ITThi-k too minh

z:ex

17

E-Ter

Ev r

TARTI; 20 -13LCrlir. PROCRiki;

FALL 1964 &

PRIhG 196

MooLey Problem Cheelie',

eoly circled and unoerlihed for i-,a1Js and FAmaies:

CI

Led problems (most significant,

Females

FALL .1964

-2 males, 49 femEles:

1Ct

-101

%.M

ar.1

11=

1011

11.

geLAJEr.i2M11_51eeD

e,

enougleen

12

Underlihed problems

Males

F emal

OverweiRht

enou

ia3

10, -,-acatiol:_job

lob now

lob vou

9

14_

part -t i me job now

17

Needing. part-time _Apb ncw

36

o improve my m1nd

17

Wantin,

ci improvqmmind 33

Troub-42

ioa

Wantiiig

I

-----

eloneliness

1:lard to talk about

or

timid

emper

out unimportant

10 1) 16

14

to im

prov

e

imnr

ove

::

mind 16

keepin

co_versat-

mAnd 30

.1Shv or timid

Wanting more pleaEL

122-LtaalLY

§Stal-°r acILLE

without thinki;AL

20

Nervousness

Nerrousness

Log temp_e_r

22

18

18

Not

enouh sleen

Not gettiEangNslaljeen

41

,MIN

KN

allI

C=

.111

0131

111M

ZIR

CIM

P"W

IJIM

ICI2

1111

1011

1111

110:

1-7

Nee

dino

_pa

rt-t

ime

lob

now

)6

14.,rk fo-' all extel_ses

35

Neec3i±:g part-tdpb now

47

MIC

1114

171

Wan

tLg

to_ImpI2ve my mind

,_.1

Wantli,g_to imp;ove my_ mind

,62

Extreme feeli/Ig

)pnelinesF,

22

Feel,ingA_I2a_eahur2c.

26

,44

LazY

Day citearTILLE.

py_dreaming

16

34

Not

Not .

.

Neec'i

,

Nee:31

lie,--,ji

;..4

f,,mnies

deer)

30

e pb nrAq

LO

Dfl

lob

36-

d_me job rim,'

50

crove

.;..n to travel

40

.-ye my mind

t,to

trni

el4

Feel.....;'

pasilv hurt

3T

..A'A

.i-.;

nir,king

36

Tdo;7--v

press !people

30

Worry :% ' '

mreP PePP1114:-

Da7Y

1-.

..z...

ir_cr mistakes

36

....______..,..

Afrai-

'4.. F mi:tz,ke:

41_ _ .....

..._ _46

IL,

suitable mate?

ted in love

1 _L

IEver fi,c.

suitablfmlftl

8No one

TAie to date

8J.2

1100e r if.=_Mr*LL..e Will

IQ

IAfraid of losi_g my_loye

124

1

Hov rqr po 1,:/onsite rex 717

Ev r

fLie

suttPble mete

Ever fi,d suitable mate?

ag3,

7on

noz.

-.3.

1sex 4

Thi.k too mh ab,t z:ex

17

5)

E-ifer

=0

Zelsa..-;iiilLa-alf-Itl

26

Ev r i.

itable mate7

39-

TABLE 20 - BUCK-PROGRAM - Fall 1964 & Spring 1965:

Mooney Problem Checklist (continued)

Category

Circled problems

Hales

most significant

S

Home

Family

Moral

F.

Religious

Criticized bryarqllts

Worry about member of family t4

Feel

I don't really have a

home

14

Don't tell pares every-

thing

10

1Hot

ichu

h o

.0),.:.19

rc

often

._)

_...

1erlRugti

._

iCan't forget mistakes

Not going church often

enough

19

Can't forget mistakes

19

Females

SWorry of member of family

-syl

rn.

1.a

Want love & affection

irritated by habits of

family member

20

20

1Underlined problems

Males

Females

Parents separated

18

%.,c

ivaa

an V

s-o

rwsc

a....

.a

Can't discuss certain

problems at home

31

Worry of f

lritated by

family)

Not_goingd

enoug76

Want

Cant forg4

Not going

enough


enoug


enough

8

34

Not ving church often

enoug

28

h_



Adjustment to

Weak vocabulary

30

college

Easily distracted

22

work

Not know how to study

effect

D45

Fear failure In college

39

1

Weakyocabulary____

Get low grades

Weak vocab

67

Easily dist

Not spend eq

72

5 tudyil

Futureg

Vocational

Educational

Wonder if

H be successful

in life

2

IWonderrif 011 be successful

in life

33

Wonder if

1I be successful

inlife

20

Wonder If i'll be successful

in life

36

Wonder if MI

In fife

Wonder if I'll

in life

be successful

be successful

wondgir!f

f.St:

Wonder if t

in life

Classroom

teaching

Procedu9s

Hard to_study ;1i _flying

Quarters

I

,,....

Hard to study in living

quarters

MarO_J9LstudY,1n Itving

quarters


26

quarters

10 23

Hard to_study in living

quarters


quarters

3Hard to stqua

Hard to stu

41

qu

ROGRAM - Fall 1964 & Spring 1965:

Mooney Problem Checklist (continued)

;led problems

most significant

IUnderlined problems

T

%Females

%1 Males

%Females

zed_by_pare9ts

Worry of member of family_

14

.

.,_

-,C

S.as

..y.w

.,-,s

m ,,

:4,

1. r

.y.a

,/oas

,

bout member of family 14

Want love 6 affection

20

18

Worry of family member

28

don't really have a

Parents separated

..,:__a,

-,.

sa,-

,x1r

ra.,.

t. w

s...e

.,Vta

arkl

i-Lum

*el,a

,CY

.,,-,

-.-.

.,- ,,

am.a

z,.V

*1...

..:C

:, r-

-, r

.,,,

x14

8rritated by habits of

imita

ted

by habit of

Cant discuss certain

ell parents every

family member

20

problems at home

31

family member

34

ng

10

n9....Our0_9_fte11

i

Not gotng church often

24

!h

,.9


enough


orget mistakes

901-4,!5-4.67----

t28

FIWA0JC01,.c1P$qt?q.

9424

,..,

_..

en640

no church often

et

niugh

19

enough

34

INot going church often

orget mistakes

19

1Canq forget mistakes

41

enough

43

.

1,

Weak vocabulary

50

.cabulary30

Easily distracted

22

Weak vocabulary

67

Easily distracted

50

iw how to study

,

e-ctc,

45

Fear failure In college

39

IGet low grades

72

Not spend

nough t

studying

64

ifPll be successful

Wonder if 011 be successful

Wender if isll be successful

Wonder if l'il be successful

......______

___. ....,___________, _

life

24in life

20

In

fife

59_

If 011 be successful

Wonder if 011 be successful

Wonder If Pil be successful

Wonder If l'il be successful

in life

57

life

33in life

36

in life

36

study in ilyirn

,Har0..;9, ktudY.1171 UNI!Pg,..

Hard to study,in living_

ve,,a

. v -

.-...

,..,,,

., -

,,r =

_am

ar,-

,.,.-

tc13

.1:0.?....Yjn.10101n9.

arter

quarters

10

quarters

--------

suarters

26

study in living




L

arteis

26

quarters

23

quarters

41

quarters

34

I 1

.

,..

,..,..

..

.,

__

,,

..

_.,.,.4

..._....

..--e

a..

..

-..-

.... -

a..

,-

.. .

.,..

--,

,..-

....

.-

e,,

.-,

' .,.

...,

-,

..-

.a

..

,.,-

4,,

-,

.,,,

,-, .

..

,

Do Questionnaire Data (Fall 1964 Block Program)

1 Age, Sex, Marital Status, Residence

2, Educational Objectives

3 Job Consideration

4. Financial Resources

5. Extra Curricular Activities

6, Expectaions of College

7, Previous Schooling

8. Family Background

All areas above described during both the Spring 1964 and

Fall 1964 semester. The two groups a re essentially alike except

where specifically noted, Some areas questioned during the Spring

semester were not checked during the Fall semesterdue pr!marily to

time limitations, The reader is directed to the earlier report for

information in these areas.

10 Age, Sex, Marital Status, Aesidence

a. The modal age for the group was 18, with one third of the males

between 19 and 21 while only one fifth of the females fell in

this older range.

bo Of the total group 53% were male. (62% in Spring, 1964).

co Of the total group about 80% are unattached (70% of females and

80% of males). The remainder were "going steady" or otherwise

attached. 2-3% were married.

do Almost all were taking 9-11 units with 20% of males and 12% females

taking over 12 units

ao A little over 50% had both parents living in Los Angeles County,

while 20% had neither parent here. Where one parent resided here,

it was more often the mother. 75% lived with their parent (s)

while 20% lived with a relative.

f, 40-50% had 2 or 3 persons other than themselves living at their

present residence while about 25% had 5 o: more persons so living,

g. About one third felt their health was better than most other stu-

dents, while about 5% felt it was worse.

2. Educational Objectives

a. A decision on a major field of study had been made by 70% with

another 20% indicating only a possible major. About half of the

total group had decided on their major within the last year, with

40% of males and 20% females doing so within the last six months.

Pore females tended to have made a decision on their major over a

year ago.

Pagd 38.Educational Objectives (continued)

b., About 60% of both groups said they decided on their major without

influence of others° About 20% were influenced by a parent or

relative, with the influence more lituoiy for the female than the

male. An educator was influential in about 10% of the cases for

both groups.

c. 75% of the students indicate that their parents or guardians ap-

proved of their vocational choice, with parents of females tending

to approve slightly more often than those of as

4. As a group, about 50% of the student% egperlenced at least a fair

amount of difficulty in deciding on a major. 60% of mates experienced

this difficulty as compared with 40% females. About two thirds were

considering only i or 2 majors when they chose their field of study,

with 50% considering 2 majors only.

ea. Over 50% would have liked to have had 3 or 4 years of college educe

tion, with over 40%, wanting 4 years. Slightly over 25% wanted l or

2 years of coliege with 22% wanting 2 years. 20% wanted one or more

years of graduate work.

In terms of the number of years of education they thought were re-

required for the jobs they hoped to get upon graduation, 50% of

females as compared with 30% of males stated 2 years.. 25% of

females compared with 40% of males, fait their job goal required

4 years of cottege, 20% of fema/es and 30% of males stated that 1

or more years of graduate irk were required.

fc 80% of the total group felt that they were "fairly" (46%) or "very"

(34,2 certain that they would complete the amount of education they

felt wa required for their job goal with males slightly more

certain thin females,, About 25% of both sexes prefared, in the

Educational Objectives (continued)

long run, an academic life, 25% a business life and a little over 20%

(30% of males) a professional We. 5% preferred an occupational

life goal as either a trained technician or craftsman or in some

aspect of creative arts,

The chosen vocations of these students were indicated as follows 14=89

FIELD PERCENT

PROFESSIONAL

Medical , a , n 'moo no on 0 a t a 14

Teaching 0 ,,..0 . , n o 0 13

Fine Arts , . , a 1 0 0,aa . . 4 0 0 . 12

Social Work a . . . .., ... .. . 0 o 4 , 8

Law . . . , a 'ay, aancla 7 a '7 c a a 3

Ministry , . . non aonna a a a a a n a 1

Research , . , aa. aa.a.... , 1

Total Professional a a

BUSINESS

a 1 0 cs a 41ne oe on5 2%

Secretarial a a a , , . a , . 4040000 16

Executive a , , a . ht/13:1i * f, o n 2

Owner, partner, manager . . . : . a 0 0 0 0 0 0 , 0 2

Sales . , . a , n , . . a a 0 , a ,, fl 9 44 A 0 1

Total Business a a anononon 0 oannanoan 21%

OTHER

Technician a , . n a 0 co ono v o an a p 1 c a 9

Government a . a , 00 00000040300 0 .1 2

Homemaking a , a . a a +1 3 0 0 0 0 0 0 0 V 0 11 2

Forestry ,. . , . , r . (.,. , , , , , . . 1

Military a . a :, a 0 OA 0 0 , 0 1 0 000000 1

Non-specified a 0 . n a a , a . ... 12

Total Other C. . . 0 0 3 0 0 0 , 0 0 0 0 4 0 0 0 0 U 27%

TOTAL . . a 1 a , a 0 00 ,7 , 1 0 ? 4, 1 00 %

h, The goal of almost .40% of the females 965 years from now was to be a

married career woman with children, while another 30% wanted to be a

aEducational Objectives (continued)

housewife with one or more children. This same relative ranking

held for both high and low group females, although the low group had

a slightly smaller percent in each of the above categories and a

slightly larger percent preferring no children or uncertain as to

what they would like in this respect.

3. Job Considerations

a. The groups ranked the following items (out of a possible ten) in

terms of their importance in any job or profession that they would

consider entering.

(1)

(2)

(3)

(4)

opportunity to be helpful to othersand/or useful to society in generalchance of above average incomestable, secure futurecan get along with the kinds of peoplewith whom working

TOTAL

1

3

3

2

MALE

2

31

FEMALE

1

2

3

HIGH

1

2

3

LOW

1

3

2

There appears to be a consistent interest in two areas--financial

(2) and (3) and human relations (I) and (4).

b. There was consensus among 50% or more of all groups that the factors

least lament sa....at in job consideration for them were either "avoidance

of work under relative high pressure" or "relative freedom from

supervision from others.s" the former '...)eing considered slightly

less Important than the latter.

4. Financial Resources

The primary source of financial support for over 80% of the total

group was parents t46%) or job (35V. More females (51 %) than

males (4174) and more of the high group (62* than the low group (35V

received parental support. More males (41% than females (20 and

more low group (48* than high group (20 W) considered their Jobs

as the wAst important source of income.

Of the total group 42% did not uork. Hoaever, 58% of females cow

pared with 24% of males and 54; of the high group compared with 38%

of the law group did wit works, Many worked 16 or more hours per week

38% of males, 17% of females, 20% of highs and 27% of lows.

Between 60-65%0 all groups expected to spend between $300400 for

the semester on tuition, board, room, books, clothing, recreation,

transportation, etc.

in comparing the Fall 1964 with the Spring 1964 group, slightly more

are working some hours, slightly less are working longer hours, and

they expect to spend more.

5. Extra Curricular Activities

Most of the members of all groups, 60-70%were In no extra curricular

,mma, activities. 20% were in one or two.

Slightly over Mare engaged in some off icama activities, with

most of those Involved being in between one and three activities.

Expectation of College

Over 90% of all groups expected to find a "fair amount" to a "great

deal" of competition for grades. However, more males than females

expected a "great deal" of competition, while more low than high

group members expected ilenly a little."

b. Major activities expected to give the most personal satisfaction

in school during the first semester were in order: "my studies,"

"getting to understand myself better," and "getting acquainted with

a large variety of students." Among the subgroups, the third choice

of males differed slightly from females in that males slightly prefer,

"getting acquainted..." and "parties, social life, and dating" while

females slightly prefer, "study" and "close friendships."

c, A major problem was anticipated in "studies" for all groups. Second

and third level problems were well distributed over the 10 alternatives

presented. The edge, if any, for second and third problems tended

toward, "getting acquainted with a variety of students," "getting

acquainted with faculty members," end "close friendships."

d. About 50% of all groups felt that the most important reason for going

to college was "to get training for a Job or career," while 60% felt

that going to college to "become a well rounded person" was least

like their idea of college.

"Developing en interest in ideas and knowledge and developing intei-

lectual ability" and "trying to understand myself better, search

for meaning and purpose in life, and learn how to improve society"

are intermediate in ranking with the former ranking slightly higher,

as purpose of college, in their view.

e. The reason for attending L.A.C.C. varied greatly, but the main

tendencies were in order:

(I) offers a course of study 1 want(2) grades too low to enter another college(3) recommended by high school counselor, teacher, or principal

I

Page.42.

7. Previous Schooling

as Almost 50% of all students had lived in California for 10 years or

more, although for males and low group cambers the figure is 40%

against 55% for females and the high group* About two thirds of all

students had been in Ca/Horn:a 3 years or rare. About 25%, had lived

in California 1 year or less, with 20% of males and lows and 30% of

females and highs having this recency of arrival.

The figures on the length of time living in Los Angeles follow the

same relationship indicated above for California but a faw percentage

points less in terms of length of time in Los Angeles.

b. About 90% attended no more than 2 high schools, with almost 80% at-

tending only one. Very slightly more of the low group than the high

group attended two high schools.

About 751; of all students attended no more than 2 elementary schools.

However, about 45% attended only one. Almost 20% attended 3 or more

elementary schools.

ft appeared that the tendency to change elementary schools is greater

among the females and highs 'Attie the males and lows tends to change

more frequently at the high school level. All had credit for high

school graduation.

c. About 50; of miles and lifts as against 37% of females and highs lived

in cities of over 2,000,000 during their high school days. Another

one third lived in cities of 500,000 to 2,000,000, with slightly

more females arod highs from smeller cities. Almost all are from urban

areas.

1

About 85% graduated. from public high schools and 10% more fimm

parochial schools. About 90% graduated from coeducational schools.

By student statements, about 75% graduated froM racially integrated

and 25% graduated from racially segregated schools. No melePfemale

distinction shows here although slightly more of the highs than lows

stated that they were from integrated schools. (Fall 1964 as corn.

pared with Spring 1964 showed more from integrated high schools)

f. About 15% were in graduating CieSSOS of either 700 or more or of 100

or less. The remaining 70% were divided evenly between classes of

1004400 and 400400, with females tending (2:1) to be from the larger

and males tending (1:2) to be from the scalier.

g. About 30% of all students didn't know what percent of their graduating

class went to college. Of those who did know, about 40% indicated

that up to one half of their class went to college and another 40%

indicated that between one half and three fourths went to college.

One maleffemile difference appeared: 25%a males answering against

3% of females answering, indicated that between 0-25% of their class

went to college.

Almost 40% of all students didn't know their rank in their graduating

class. Of the remaining 60%, aimost 45% ranked themselves in the upper

half, about 144 in the upper quarter, and 1590 not in the top half.

i, The ranking of subjects spikaggigam in blab, school were as follows:

Total Male Female mull Low

English 4 .

Music 3

Physical EducationScienceShop or CommercialSocial Science 2

1

2 1

1

2 2 22

1 1

The ranking of subjects Am LISW lea in b1.911 1E21, were;

Isla &Ai Boa nal 1411

(45%) 1(43%) 1(28%)2(15%) 2(162)

(20%)

Mathematics .1(34% 107%) 1

English 2(16%4 2(22%)

Social Science 2

Y I ti

Page 44.

3. Students judgments of courses in %filch they had the best and poorest

preparation were well distributed but the main choice In these cate-

gories were: Shop or commercial as the area of best preparation

(aboUt 2023 for all groups except the high group who chose English.

English was area of poor preparation ,S25-3020 except for high group

which chose mathematics (with English a close second).

k. All things -considered, (not just academic preparation preparation)

about 60% were "quite" or "very" satisfied with their high school,

The remaining were "not very" or "fairly" satisfied ,with more meles

than females tending to be "not very" satisfied.

8. Family Background

a. Almost 90% stated both parents were living. Where only one was

livieg, it was the mother. About 50% of the parents were living

together,while about 40% were divorced or separated. Where the

parents were separated the students lived mostly or always with

the mother pn 7040% of the cases). In the Fall 1964 group as

compared with the Spring 1964 group, 20% more have both parents

living but more are divorced or separated.

b. About 50% of the fathers were skilled or semiskilled ftorkers. The

next most prevalent "fathers occupations" were unskilled and

clerics/. Less than 9% were In professional, executive, owner

category.

c. Three quarters of the total groups mothers worked at some time during

the student's life. Over 30% of the mothers ware working before the

student was born and began working gain. soon thereafter-0-slightly

more of female's mothers so doing than male's mothers. However, about

50% of both male's and female's moth 4, rs were working by the time the

students were 6-8 years old. 20-25% of the mothers did not work--

with slightly less of the low group mothers not working. About

k5% of the mothers did not stop working.

About 33% of the mothers of all students were in unskilled or semi,*

skilled occupations, with another 10-15% in clerical fields. 40%

of the mother's of low group students, as compared with 25% of

the mothers of high group students, were In unskilled and semi-

skilled Jobs.

d. Almost all students stated that their parents felt that graduation from

Junior college was important to some degree. 20% of the students

of ail subgroups felt that their Junior college graduation was "'quite

important" to their parents. There appeared to be some difference

in the "very important" category, however---57% for males, 0% for

females, 71% for upper and 54% for lower group.

e. 16% did mot give an estimate of annual family income. Of those who

did, the incomes ranged from "less than $2,000" to 1"over $32,000."

The median income of all groups was in the $46,000 range except

for females where it was in the $6-8,000 range. The upper quartile

was in the $8-10,000 range for all, except males for whom it was

$10-14,0004 The lower quartile was in the $2-4,000 range -for all

groups.

f. About 60 to 70% of the parents of these students graduated from

high school. More parents of students in the Fall 19$ group, com-

pared with Spring ;964 group graduated from high school.

1V0 Evaluative Data

A. General Characteristics of "Block Program" students: Fall and Spring 1964

in order to determine Nhether the data collected on the Spring

1964 and Fall 1964 Block program students describe the same population

of students, a comparison was made between the.scores of the two groups.

Where the same psychological tests end inventories were used, the

median and quartile figures are given.

MLLE, Aptitude * Achievement Measures: Spring a- Fall 1964 Block Program

,...woramomnmehe

Inventory CATS "G"a .A onVerbal

Calif. 'geed-

ing Vocab.Cal.ReadingComprehension

SRA ReadingPlacement

LevgailICArir-Psych _I)Norm

--tiaileWork Pop.

CentiieGen'l. Pop. Grade Level Grade Level

Group Spring Fall

------1-

Spring Fall Spring Fall Spring Fall Spring Fall

N 58 92 56 81 64 84 64 84 64 88

Median 27 27 55 65 9.2 906 8,8 9.2

9.9

7(8.3)

17(9.3

8(8.5)

116(9.3

UpperQuartile 39 38 70 81 10 4 10.4 9.4

LowerQuartile 15 20 25 7 5 8.2 8 1 804 3(7.6) 4(7.8)

inventory Scale

---W13------7.--Centiles (workin. population)

Verbal

F

nuter°`

S F

Spatial

F

-;11A"irol7

S F

Z;;Itigi

F

F4=0

S

..fluww

, ,

F 111111111

noinucli

, Dexter!

S

Group

*Spring FmFail S

N 58 92 58 92 58 92 58 92 58 92 58 92 58 92 58 92.-___...........--.

Median 26 27 36 33 38 48 56 56 67 67 r 40 50 67

Upper

Quartile 38 48 54 62 68 74 69 86 86 65 63 76

Lower

Quartile 18 20 16 25 15 22 33 35 34 38 47 56 18 29 48

,

1. Aptitudes and Achievement Levels.

In the overall view, it can be seen in Table 21 that the two

groups appear to run at the same general level in all areas. There

appears, however, to be a consisednt, if slight tendency for the

Fell 1964 group to have scores higher than those of the Spring

1964 group.

in general, the average composite persOn in the block programs

of both semesters places as follows in scholastic measures.

Aglagm

Verbal IntelligenceNon-verbal IntelligenceReading VocabularyReeding ComprehensionCritical reading (untimed)

ick119214Eadl.Latte

27 centile50 centileGrade 9 (5-9 7illlo)

Grade 9 (2-5 W410Grade 8.5 (8 W.Iile)

_Latas:.

working population17 yrs.old & olderCollege FreshmanCollege FreshmanL.A.C.C.

In specific aptitudes, compared with working population norms,

the average person. falls between the lower 25 to 33% in Verbal,

Numerical, and Spatial aptitudes and around the average in Form

Perception, Clerical Perception, Motor Coordination, and Manual

Dexterity (with Finger Dexterity slightly lower) on the GATB. In terms

of OAP eligibility (Table 22) the females and total group in Spring

and Fall of 1964 appear to be similar in the percent of students eli-

gible for most OAP's. The males, however, show a slightly larger

percent eligible for some higher level OAP's and for some OAP's in

general, therefore more iijob eligible In terms of established

OAP's.

a

Y______ m Percent of Students Falling in Occupational Aptitude Patterns

Based on GAIB

OAP Group Hales Females Total Group CollegeLevel

Number"d" Spro Fall Spr. Fall Spring Fall

1 125 0 0 0 0 0 Graduate School

'2 115 0 0 3 0 2 6

3 110 0 3 [ 2 4 years

4 105 II 7 'T? 1 2 3

5 105 0 7 8 2 5

67

100100

00 2

3,,v3 2.

5

2,.) 2

8 100 1% 5 6 2 3 3 2 years

9 95 .9 20 19 12 116 .16

10 95 4 28 9J, 14 18°:

11 95 4 26 22 12 16 18

12 95 9. 20 t9 10 16 '1513 90 t4 24 2 ,5 20 2t .22

14 90 114 26 x3 18 26; 22

15 90 110 38 t9 24 19 . 30

16 90 113 47 36 32 33 39 .

17 . 85 55 64 56 58 55 61

18 80 59 64 611 68 60 66

19 80 59 68 64 64 62 66

20 80 45 68 55 78 52 74

21 80 68 71 58 60 , 6P' f) 65

22 75 59 64 78 66 7t65

23 . 0 14 25 20 16 17

24 - IA 38 28 28 22 33

25 mw 45 57 42 42 45 49

26 isim a2 57 gh 42 goo 49

27 me* 27 57 so 44 All 50

28 - eg 30 Go 70 ' gl 75

29 ..- 41 59 64 56 55 58

30 -- 50 64 39 58 43 61

31 m- Ti 76 75 74 7674

32 4" 59 71 78 70711

71

33 alb 36 64 67 66 5565

34 .-- -- 27 59 53 58 43 59

35..

JovL: 66 72 68 a 67

Nona .. 0 2 6 8 35

1.0wama.*.1.n.........wwnommtAss..

Total Students 22 42 50 56 92

2. Motivational and Personal Areas

a, The Need.levels shown on the Edwards Personal Preference Sche-

dule are, In general, quite similar by observation (Table 230)

Differences in the total groups for the two semesters may re-

flect the difference in the male-females composition of the classes,

The median centiles for the two semesters' by sex, however appear

very similar.

Considering the groups from both semesters together, the

tendency was for them compared with college freshman norms to have

above average needs for order, abasement, deference, change, and

endurance. On thn other hand, they appear to have below average

needs for heterosexual Interests and dominance.

An interesting note is that the Fall 1964 class appeared more

volatile to the instructors than had the Spring 1964 group. This

may be attributed to increased class size, varying class size and

scheduling during the semester, adding more units to the block, etc.

However, it is to be noted that in the Fall 1964 group, the males

had more need for aggress ion and the females had more heterosexual

Interest and more need for change and variety.

.xt- CA. 2._RALO rr

Page 0

''''5 4.d nuwartm

kt 0 i leo iTt7L...LA.. ,...-1.4.-Vr

k'per 16% ofkirris Group

iigh need)_

i d 68% ofterm GroupV446 Need)

.............

rwr*0

cian--cm/A,/ci /6"

rrfiro

fa,ammo

DEP

27

orlo

--/o

IVA; OT

ISYN

.2 o

CSOSS

"WY

9

gn

MPupper

Aer

ZS"

SUC

9

rt, vower

Po i

2Jim

0

lb/4.MMA041

isca4

14

binial

E449

AYr

MOrM

/ler

1 4

110

.2

NG

;

.....144.

i I

.. 4

$.-P,604V,0 /0 64 4.40 'it

......

7/..6....1.

,26 fo 7 6.8) ",..7 e.3 ,-4 t2 (..)

....

Lower 1670 of

Norm Groupneed)

,......_

..5:P.6e/"Pfe; ex,

..

/ 9 2, 2o /"'

.........____

. - °I :,..,. /.5

........-

a ,

..*-. ,

.

.

.

.....*We Median 0-'5-A4/11 le

*6 .,.,4fr '/ .. i6r 67- Co .0Z, 7f e's "'"t gs- 2

..4.1.

677t4ntlie

Prole MediaCentile

-5-Aebt 4 10 g'.141-1

.0....10

it

.,

3 ,, 11 12 66 Si S- 6? .29' 661 3s7

, . :..

.

,,, .:. 1?

....-.........

Heedtlative we

..5774v,44.4 /4;4

.........

1111CI*

.,I

....._

Olat'lNormoCol

Fe-

msla

.s-,'?/,4ve; /6'4 11111111 ..,.

''. NI ,.

beidftlAUSTAIMEACHlevemmnt e. to do one's bestDEForence to follow others and do what's ox0ectedMar -, to have things in order and arrangedEXHibition to be the center of attentionAUTonomy -.to be Independent of othersAFFIllation .A to participate in groups and form strong attachmentsINTeroceptionm to analr4e one's motives &the behavior of othersSUCcolance t- to have others provide helpDOMInance - to bar regarded as a leader 8. stand for pt. of viewABAsement - to accept blame, feel inferiorHURturance - to help others in troubleMange - to do new and different thingsENDurance m to keep at a task till finishedHETarosexuality- Interest in the opposite sexAGGresson - to get angry, blame, criticize

* 4. appears significantly above national Normappears significantly below National Norm

dx47.1L"1-1"3117-'

TABLE 24- Kuder Preference Record (interests

- Adult Norms): in. Quintiles

._

____

..*

---

...f.

. ..-

...-

,-..

e- -

-a 1

-.-

-a

_

Clerical

40 2- 1

,,-

,-

.-...

., ,

..

lw

interest

Outdoor

..

Mech.

Comput.

Per-

suasive

INN"

Soc.

Literar

'.. S rv.

SaSprin.

FftFell

SFSF

IMIIIMIIIMININIMIF11111111111111

Nla

it°fi

lli 4

0 E

N40

MI

Ell

to 1

E3

40 IMI.LO

El

rinag

geMedian Quintile

Upper 25%

Lower :0;.11-i.:-

1111

1111

1.11

2111

1111

1111

1111

3111

110

i

-Ns

2IM

EII

IEIE

IIW

IWII

IIM

IIII

IIE

ISII

MII

MFI

III

ell 3

1111

.111

1111

1111

1111

1111

1111

1111

111

11111111111

_.

110,141111INL

,.__,

..-

!Milt

Mit

N[

Mitileill

/4sn

uff

mi

MINt

_:

Median Quintile

irem

erta

i."I

II...

.

Upper 25%

Win

1111

111.

1111

1111

1111

1111

1111

.-Lower

25%

:11

3111

1111

1121

1111

1111

11.1

1111

1111

1111

1111

111

M11

1.11

111_

.111

,111

1111

510"

Strength of Interests of Block ProgramGroups Relative to Adult Male

g; Female Norms

Spring.

Fell

=m

onF

SF

1111

1111

IL

.Hihilinatillg-

WM

LowHigh

igh High

Mole s

'Lo w

Low

L,

L

L o w

Low

9 1 1 1

4 ow

igicel

11111111g1H1

h

-Igh111111111111111

Females

Lem

c $

Page 5l,

b. The Kuder Preference Schedule indicates that there were many

similarities of interest among the two groups (Table 24) compared

with adult male and female norms.

Specifically, the males show a low Interest in outdoor and mechanical

activities and a high interest in Artistic and Clerical activities.

Females are also low in outdoor and mechanical interests but high

in social service interests.

c. in Study Habits the two groups also follow a similar pattern during

the Spring and Fall semesters, with the distribution of scores for

males being slightly higher than that for females (Table 25). The

median centiles for males and females as essentially at the same low

average level for both in the fall, although they are more divergent

in the Spring.

MEE - Survey of Study Habits and Attitudes (centile - College FreshmenNorms,

GROUP,..._

MALES.

FEMALES

N

_

Spring' Fall Spring Fall

44 40 . 49

Median Centile 50 40 33 38

Upper Quartile56 58

Lower Quartile 38 28 18 19

B. Enrollment and Grade Statistics

Enrollment statistics for this Fail 1964 group are given below - with

a. comparison made with the first (Spring 1964)group.

"ABLE k Emrollment Statistics

A. initial Enrollment (Alpha)

B, Number Completed Alpha

C. number @ "C" average or higher

D. Average GPA (Alpha)

E, Average Units Attempted

F. Number Enrolled (Beta)

G. Number Completed Beta

11. Number @ "C" average or higher

/. Average GPA (Beta)

J. Average Units Attempted

le: K. Number Enrolled Gamma

Fall tR64

110

91 (83% of A)

27 (25% of A)

(30% of B)

1.61

10.31

75 (68% of A)

(83% of B)

71 (95% of F)

30 (40% of F)(42% of G)

1,71

11.19

49 (45% of A)(65% of F)

rise 19611

64

58 (91 % of A)

22 (34% of A)

(38% of B)

1.65

9.4

36 (56% of A)

(62% a

3 (92% of F)

13 (36% of F)(39% of G)

1.48

10.6

22 (37% of A)OM of F)

* Number of units required in Block Program Fall 1964 = 9.5; Spring 1964 = 6.5

31 out of 49 high group (63%4

26 out of 49 females (50)

le

4 a,

Page 53.

- Distribution of Grade Point Average in "Block" Fall 1964 -- withComparison made with the "Block" Spring 1964 Group - (AverageINILLEtilIL1049,,Smater of those Completing the Alpha Semesterand of Those Enrolling in the Beta Semester.

Completing Alpha Semester Returning Beta SemesterG V- 154,, _

3.50 as 4,00

3,01; - 3°449

2.50 - 2.99

2.00 2.49

0 (0%)

1 (1%)

9 (10%)

17 (18%)

0 (0°C)

1 OZ

9 (12%)

17 (23%)GS GS CO CO fie Ca Ge $= .q C3 G) . Q9 = 0.:a GO CO c faS 413., ,a0 u ¢s 4* ('9 ,va- ,ga as e/G G# eza ,}ID G.) me gm erg CO gm. /sr grr

4.50 - 1.99

1400 - 1,49

0,50 - 0,90

20 (22%)

30 (33%')

9 (10%)

18 (24%j

26 (35V

4 (574)

00 00 - 0.49 5 (6%) 0 (O% 0 (0%) 0 (0%)A! ON GI CIO or is rs5 ea et*, ire am CO Co ca co, fie Of CLC, o,l ore d7 kO OD CM as era az rm ea or, MO ssa 0 rie cu da as ow tar

Number

Average G.P.A.

91 (100%)

1.61

58 (1002) 75 -(100%)

1.65 1.76

36 ( 100%)

1.85

Table 27 above shows that in the Fall 1964 ''Block ", as compared with the

Spring 1964 group a smaller percent (29% vs 38%1 received a "C" average or more,

a larger percent (55% vs 454) received a "0" average, while the same percent

received "less than a 0" average.

Of students returning for the Beta semester; 50% of the Spring '64 group had

received at least a "C" average as Alphas while only 36% of the Fall 1964 group

did so. The average of the Spring returning student slightly exceeded that of

the Fall returning students, Al though the Spring group did not do dearly as well

in the Beta semester as did the Fel group (Table 26),

Could these differences relate to group size, unit load, type of program

in Alpha and Beta semester, or Spring group being slightly lower on aptitude

and achievement scores?

TABLE 28 - High Schools Last Attended,

Pacie 54,

ichigpi District MeAJALL.Ila 1024.12dal.12E.

Los -Angeles City Schools

Dorsey 8 1

Manual Arts 7 7

Belmont 6 2

Jefferson 6 3

Fairfax 5 0

Fremont 5 4

Los Angeles 5 4

Washington 5 5

Marshall 4 5

Roosevelt 3

Wilson 2 0

Eagle Rock 1 1

Hollywood

Other Los Angeles City 4 6

4--11704 "1-476734

Other California High Schools 18 (16%) 1 (2%)

Total California High Schools 80 73 %)

Total Out-of-State 30 (27%) 23 (36 %)

Total Enrolled lirraft 1171760)

The above Table (Table 28) shows that the majority of students graduated

from California high schools. In Fall 1964, about 2/3 of the California grad-

uates had been in California for 10 years or more, and about 90% were in Cali-

fornia for at least 3 years. The large number completing elementary school

outside California may have educational implications, however.

4

yirn G. Distribution by Race and Seer (Fall 1964 and Spring /04:Alpha and Beta Semestorti

................._MALE 14A.L.g, TOTAL

1tt.ro Can. Other,..,....1:

I tie rq Cam. Other 14 F:, ..1.1..i

F"6442.64.

58 4o

F064 Seei, F' 64S'64 F-064 '64 P6k S' n 64 S064 P64 S"64 P61 $"64

litlital Eiwo11. 19 .. 38 30 12 6 8 52 24

Compieted Alpha za 16 3 7 2 3D 29 I 11 4 43 21 48 ± 37

"C" Average 7 6, 4

.......

I 0 10 . 19 4 111 2 11 16 1.5

1 6

©9

J 6

9.'

169.

11 0

1,A9

10,2

.,9,,.

10.2

952

8,

50.4

.r2

002

18

.62.

.

.

8

ApipgLaEA

Aver.Uts At

1 a5

10.5

1 a5,j

9,:2

''4)

10.4

1.8

11 a5

1

0 1

. aC

9 ,-,

.

4

C017...12193.0_,Arca.

eV, Awe. (Beta)

20 ".

1

_6

4 , 0 2

Ave. GPA (Beta) le I .2 31.74 2.84 2.06 1 a 1.68 1.43 1,41 1.7 160 /a 46'Ave.Uts. Att(Beta-10.3 9.9 10.2 13.0i8.5

W 5

9 9i

1 1

10.3

13

10.1

11

11.8

8

-

-

10,4

4

11. 9.9 10.5

8

100

2-

10.7.

14Enrolled (Gamma 15

ill 1 9.5 - 10.6 4 o.

Av. Units EnrolT.led (Game) 11.4 10.0 lEs 10;2 11.4

.

v a

Page 56.

C. Changes in Reading Performance: Comparison between First and Second

Semester Block Program Groups (Spring 1964 and Fail 1964)

It can be seen that Block Program students in both the 'Spring

and Fall of 1964 were comparable at the beginning and et the end of

their respective semesters. (Table 30). Reading work was given but

not emphasized because of group size.

mum . Changes in Reading Performance: Spring 1964 and Fell 1964

memilmwmar00,~0.4. ..............WMeMe.Ir/

Spring and Fall 1964 Before - After Performance Levels*

Cal iforniaRe acast Vocabula

Cal iforniaReading Comrehension

SRAPlacement

Before After Before After Before After

= Spring FalFall 111111 F

46 84

S 1151111a0 84

F

46 84

S

46

F

84 48

F

88

S

48 88N

Median.

9.4

(9)

9n6

Oc) D

10.2

03)8.6

C-J902

( 5

9.4

C6)

9.8

(,8`)

8.3

(7:9

805

((85j

963

06)9.3

M;)

UpperQuartile

10.6

08)

10 4

((,t0

8.2 1

(L,3!/ i

14

l 4

t.....,:

11.2

f23)

9.40.)

9.4

(5)

.8H

9.9

W,

8.4'' '

10,0(9)

8.6(c, i

1007

06)

9.2G)

8.8

00)

74(4

93(Is))

78V4)

10,2

DO)

8.5(8)

10.2

28',

8.5(0

LowerQuartile

I 70IN

bonds* Decimal NB grade level

AMRParenthesis - centile LACC Psychology /

,

D, Comparison of High and Low Reading Groups (Block Programp-Fall 1964)

on Selected Characteristics

The data presented thus far indicates that the students in the groups

defferentiated by their reading levels appear to be different in other

reading characteristics also,

it was decided to compare these two reading level groups on some other

specific characteristics as indicated below.

10 Grades

Tables 31 end 32 below ineicate that males exceed females in the

proportion that they are found in the low reading group, Low reading

group males exceed low reading group females in GPA, while no sex dif

ference exists in GPA in the high reading group. I/ out of 43 males

and 16 out of 48 females received 2,00 or higher. 5 out of 43 males

and 9 out of 48 females received .99 or below.

TABLE,31. - Grade Point Average, Fall 1964 (First Semester) by Sex

and Reading Group of Those Completing Semester.

READING GROUP414131SSESMSEM=19111SCiatffSleot741.01-MUSII

SEX HIGH 4771"101=Male I...1,94 (N=14) 1 1.37 (M=2§)

Female 1693 Ot=31) I

1,93 (N=45)TOTAL

7FAmm.inr.2Mknareinlacnalow^air

1,19 (14=17) .

1456 (N=43)

1.67 (14-'48). -""\' '

1030 (H=46)

Distribution of Grade Point AveragesGroup During Alpha Semester

tz..1.1.*=Menetrieme.1160-1,1132e.

HIGH-?&I'verxv,....rrocredsunne...s=a-ere.r.g*ste=worrxiitzsm

21 N7.%)

'20 0-04,0

17.0=1"..e3W442

E!!TALim.smotaineltirervIM .4.trara-iMNIIMP:220f-IMINIVX

1 (N=91)

of Students in High and Low

7447 TOTAL__

3 I 0 °,00 (o%)

26 (291i)-....1L1 30 (6521 50 (55V

1=losigutossei

1...L12191 10 =a"

;',IsninaurNio,c.filawr--40.nenNiew

Iivvirv5214 2i.....717-rtia;7--

4...............

2. Location of High f4chool from Which Graduated Block,(Fall 1964) only.

TABLE 33 - Location' of Last High School as Related to Reading Group, Withdrawal

During Semester, and GPA of 2.00+ or n99-

Purple = Frequency Rtsd PtvttAt"........................- .........

IotaReading Group Completing

Location High I Low Semester

With- GPAdrewal 2.00+

Los Angeles City 24 (53')

Other Catifornia (t;6)

Total California 31 (69)

Southern 8 ni

Others 6

Total outside 14

California .

Total Number

28 .(6't:,;)

36 u;od

52 BA

67 )

smomeRtnion1C5=t2esoNT

11(548 ; 14 (52,1

'16)

14(74) 20 (74)

6 14 05)

4

ut 0) 24 (26)

7 W)

45000) 46 000)1 91000 19000 27 (10W 11 (MO

Table 33 above shows that Los Angeles City School graduates make up

slightly over half of the total group completing the semester, while Cali-

fornia graduates make up 3/4's of the group of the remainder, Southern high

school graduates make up about 15%0

A slightly larger proportion of the low, as compared to the high group,

is made up of Los Angeles City and Caltfornia graduates. The high school

locations contribute "C averages or better" in proportion to their representa-

tion in the total group. The "099 or less" grades are slightly higher from

the Southern graduates.

,

3. Reading Level, SCAT scores, and grade point average (Alpha Semester)

The SCAT scores were compared for the students in the high and

low reading groups who earned GPA's, in their first semester, of

2.00 or higher and .99 or lower. Table 34 shows this relation-

ship on the Verbal, Quantitative, and Total SCAT Scores. The fre-

quencies in the columns represent the number of students in the indi-

cated group that received the particular SCAT score on higher, e.g.

on the Verbal Scale, of the students in the high reading group

earning a GPA in their first semester of 2.00+, 4 had a SCAT Verbal

score of 25 or more

In general, this table suggests that on the Verbal Scale, the

high group "2.00" students cover a broad range of "Vi" scores. The

high group ",99" student are among the higher scores (above 20 centile)

on "V" (motivational problems). The low:group "2.00" and ".99" stu-

dent are in the lower range (below 20 centile) on "V" and not apparently

different from one another. The combined (high and low group) "2.00"

students distribution of scores on "V" don't appear to be different

from that of the "099" students.

On the 92an LtAkive Scale, the high group "2.00 and ,99" students

don't appear differentiated and rank (in general) lower on the HQ" than

the "V" Scale. The low group "2,00" students score at the. higher range

on "Q" (apparently significantly higher than the ".99" low group

students and perhaps even significantly higher than the high group "2.00"

,

and "099" studonts). The combined 2,00 students appear (in general)

higher on the "Q" than the combined ".99" students.

On the Total Scale, the high group "2.00" and ".99" students are

undifferentiated. The low group "2.00" students score higher than the

"099" students and are not differentiated from the high "2.00" student.

The combined "2,00" students (in general) score higher than the ".99"

students and are more homogenous in score level.

The distribution of the Total scores suggests also that even at this

low level and narrow range of raw scores, the SCAT Total ggmbe helpful

in selectins those who can profit from those who are less likely to,

under the conditions of this program---e.g., a total score of 31 or

higher includes 66 out of 91 who completed the semester, among the 66

are all 27 of those who earn a "2.00 or higher" in their first semester,

while excluding one half of those earning ".99 or less," and 20 of the

50 of those earning between 1.00 and 1099 (not shown). That is, the

proportion in this program would be less and would include a larger

proportion of those who might succeed.

It also suggests the possible need for at least two different;

grams at this level instead of one,

4. Beta (second) semester grades for Fall 1964 group. Does the raltionship

between GRA for sub groups and between SCAT and Beta semester GPA

hold as for Alpha grades?

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Page!61/..

To check this out, a follow-up was conducted to determine second

semester grades and the relationship of SCAT Total scores to second

semester grades. Preliminary data is as follows:

TABIL.4. - CPA for Fall 196 Block Groups in Beta Semester

Mean CPA

MAE FEMALE

1 75

38

1.65

33

HIGH OW TOTAL

ie67 1.711.74

36 35 71

Females and highs have higher GPA's than males and lows in the Beta

as In the Alpha semester (Tables 35 and 29). The CPA's are not as

extreme, nor the differences as great as in the Alpha semester

5. Comparison of Beta Semester grades with SCAT Total score.

Table 36 shows the cumulative fregnency during the Beta semester

of individuals on SCAT Total according to groups: High, low, and

total group members who earned a 2.00 or higher during the Beta semester;

and high, low, and total group members who earned less than 2.00 during

the Beta semester but who had earned 2.00 or more during the Alpha

semester.

In comparing GPA of the high and low groups during the Alpha and

Beta semesters it can be seen that while "C" or better was earned by

22 High and 5 Low, far a total of 27 during the Alpha semester (Table 34) ,

a GPA of "C" or better was earned by 17 High and 13 Lew, for a total of 30

during the Beta semester (Table 35) . That is, there were more "C"

averages out of a smaller group (91 vs 71) and at the same time the SCAT

total for these "C" students were not higher and if anything, slightly

lower, while the units attempted were at least the same or greater than

those taken during the Alpha semester (an average of 10 for the low group

ABLE A - Cumulative Frequency Distribution on Total

One Year at LACC during Beta semester.

TotaiSCAT

41

Cumulative

o, Students

40

39

38

37

36

32

31

I. WO 31

29

28

27......26

25

2221

20

18

17

16

15

14

13

12

,- 11

1

1

e

8 ; 3 : 11

10 : 5 = 15

14 ; 10; 24....,.._, .....'

1.5 341.

2.1)

24 19:T43

28 21: 49

31 22: 53

34; 25: 59

27: 61

28 62

35 : 63

30: 65

4 1,.......rw...Imm....

1 1

..1 341

...g/2.....± .4%

361 : 70......6.1....A.........

1 1

t'mem.espomem.e.....

frequency

# withBeta 20 00+

Hi Corot

!I 1

4t r

;

6: 4 t II

: 15

4

12 7 : t9

14 8 X22

15 9 :

101.....

16 = 26

11= 2

withBeta4§aPli.

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Iw

4040- -T-1%1

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r.

or,

Score of Those CompletingPage 62

The SCAT Total therefore, appears

to be of less of a prediction for Beta

grades than for Alpha grades, (particuo

larly for the poorer readers). For

example the 31 cutoff mentioned earlierin this section (Section 01) would haveleft 70 °I of those completing the Alphasemester and 100% of the Alpha semester's

"2.00.0s. Had it been used at that timehowever, it uould have eliminated 6 of

the 30 Beta 2.00+ or 202;of those suc-cessful in the second semester (end these

from the low reading group). k thethe cost worth the savings?

,

Alpha grades as related to Beta grades

Of those completing both Alpha and Beta semesters, the following

grade relationship between semesters is shown, (Fall 1964 Block only).

Main - Fall 1964 Block Only

BETA SEMESTERA

PH

S

EE,S

TE

GPA .99- 1000-1.49 1.50-1.99 2.00+ 1 L

2.00+ 1 1 . 1 i7 Ili 14 19 k 23

1.50m1.9q

t

3 1 2 1u

..

.

c:.i0 4 110 a

1.00-1.49 2 5 5 2 1 St 10

,

Fl , 17 24

.99- i i 2;2 2 2

,

'

. 6

N i gh 6 3 Gtr

,

,

,

. :

.., e

Lev: 4 5

.

1

4

II

31 35

TOTAL 10 8 , 23

1.

1.

1 :30 71

H - MghL Low

- Total

It can be seen that,se.g., of the 17 students of the high group

that earned a 2.00+ in the Beta semester, 11 also did so in the Alpha

semester. For the 13 of the Low group earning Beta 2.00+, only 3 had

done so in the Alpha semester.

Of those getting .99 or less during the Beta semester, 4 had gotten

1,50+ and 6 had gotten 1.49 during the first semester. A cursory look

at those getting .99 or less in the Beta semester shows Many to be thos*

with SCAT totals in high 30's. Is this a motivational problem--negatively

speaking?

,,

Also suggested is that the better reader of this "low tested ability"

group who gets a "C" average the second semester is likely to have gotten

a "C" the first semester. However, the poorer reader who gets a "C"

the second semester is not likely to have gotten it the first. To what

degree has the first semester helped him make it the second? is it a

function of the courses he is taking the second or a case of having

found his level? Courses taken in the Beta semester need to be examined

as to type and grade. (This is in process).

Grades of non-returning students.

The grades during the Alpha Semester of those not returning in the

Beta semester were as follows:

TA, - Grades of non-returning students in Alpha semester

..,...AM:11=lifilL=1::Low Total

3 1 42. ,cff00+

1.50-1.99 11 2

1.00-1 , / 4 9 a 2 4

.99- A. 8 12....,Total 40 d2 22

Ma le Female

2 2

2 0

3 1

4 8

11 11

.1.1.0.10.3=CRIVEILTANIR=I

This Table 38 shows a tendency for those not returning from the lower

reading group to be the ones with poorest grades, while in the higher

reading group the relationship of returning to school and grades in Alpha

semester is not as clearly shown.

Females not returning tended to be those receiving low grades. *Olt

this was a slight tendency for males it didn't seem as strong. Females

in the low reading group received a lower average GPA than males in the

low group (1,19 vs 1,37L

0,4WsisAtS00S!..w. -oopi XITA,A

,

80 Reading Level

Table 39 indicates that for the Fall 1964 group, the change in voddbu-

lary and Comprehension on the timed. California Reading Achievement test

is greater for the high reading (over i year) than for the low

reading group (about 6 months), On the untimed critical Reading test,

however, the low group appeared ,to make a greater change than the high

group.

It is to be noted that the level (before and after) of the lowest

quarter of the high group appeared similar to that of the highest quarter

of the low group.'

- Changes in Reading Performance: High and Low Groups,.Fall 1964

gFall 1964 High & Low Group Before - After Performance Levels*

CaliforniaReadingVocabulary

CaliforniaReading

Comprehension

SRAReading'

Placement

Before After Before After Before After :

High L so Low High Low High Lori High Low High. Low High Low High Low

N 41 43 41 111115 44 44 41

Median9.7

0)

.10...6.

(16)

IA..

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9.2 11.0

(7) (2o)

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(13) CP)

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9-9

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707

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10.7

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11.1

(20)

9,6

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905 1

C6). J

10.4

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940

(3)

903

009,9

(23)

8.3

(71

708

(4)

8,5

(9)

7.4

(2)

9.6

(20

10,

0,8)

9,0

( i 31

8,8

936

i2O)

801

i 5 )

UpperQuart E le

Lower

Quartile

*. p, 6 = grade level(t .0) centlle Psychology 1 LACC (Placement

centFIe College Freshmen Cal/fornia Keedln0

VZgw,h-xaa=zr

Referring back to Tables 5, 6, and 7 will

tion on the male, female, high, and low subg

were similar both before and after the cou

Table 6 shows that in Comprehension

ment) the males slightly exceeded the

Page 66,

give more detailed informa-

roups. Males and females

rse in vocabulary.

(California Reading Achieve-

females in the beginning but that

the female gained more and approximated the male level at the end.

Table 7 indicates that while t

same level as the males on Criti

On the other hand, the low group appeared to gain slightly more than

the high group,

9, SRA Reading Placement as Related to Grades

The study on the Spr

he females began at approximately the

cal Reading, they.gained slightly more.

Placement Test score a

An attempt was

Table 40 shows the

score (Pretest)

the score on t

(Post-Test)

the post

group (c

refle

cat

ing Block program indicated that the SRA Reading

ppeared to be related to GPA in the programm

made to check this relationship on the Fall group,

relationship between the Beginning Placement test

and GPA for the Alpha and Beta semi tern, and between

he placement test taken at the end of the Alpha semester

and the Beta semester GPA. (Some students are included in

est). The number of students is shown by high and low reading

lassified during the Alpha semester). The graphirgdiamond )

is the median score of all of those failing In the specific GPA

egory. The bar represents the mid 502;of those in the GPA category.

(Q3 and (11).

Several interesting points shoo here.

1. The students earning a Ulla 2.00 or better In the Alphasemester appear to have an initial reading advantage.

2. Reading advantage (Pre and Post Test) is not related tobetter GPA °s during the Beta semester.

3., High and Low reading group students whose Beta GPA is 2,00or better appear more alike on Post test scores than Pre-Test scores.

00-0,-,0 00,707°.7

Imp SIkA ReadIng P4mement Test Scoms as Related to GNI w7i Fail 1964 Page 67 .-,

Block Student Enrolled In Alpha & Beta Semesters

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Pos -test ReadingScores as Related to:

Al ha Grades Beta Grades Beta Grades

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20 27 9 7. 22 3 22 11 11 18 0

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Upper26

21 22 26 22 23 23 23 24

,

27 28 25 26

25 24 28 27 27 27 26 30 30 29 29 29

cower

16 19 20 22 20 20 20 20 20 23 20 22 24 24

Pape 68,

Ed Ecol vat ive 2 -yam t ion na on Att tudis4pout Se 1 f ,,,pttugge,SttidieA

Thit questionnaire ukss taken without names of students known at the end

of the semester

instruction

a. The freed of the faculty and students to discuss a particular subject

was never noticed to be restricted by 70% of students while 13%

noticed a restriction only once or twice.

b. Almost 90% of the students felt that they were graded on

the basis of the quality of their' work rather than on irrelevant factors.58% felt that ullever" and 30% felt that "very rarely" did other than

quality of work enter into their grades.

c. About 70%ot the students .generally felt free to disagree with theirinstructors. Of these, 23% felt instructors "definitely encouragezi"

reasonable disagreement, 46% felt instructors accepted disagreement,% felt penalized for disagreement.

d. The instructors were considered to be competent by over 90% of thet ;tudents , - ("very competent" by 7I% and "fairly competent" by 21%).

e, s far as student satlsfactiOn With opportunities to meet withinstructors privateiy about work and progress, about 90% appearedsatisfied to same degree---22% ''eutremely;" 41% "quite;" and 26%

"fairly."

f. Host i:82%) felt that the fliethetis used by instructors were effective--@uscal 1y" - 60% or "a IfilOSt elltlOYS " " 22*

2., Study

a. Most 6o% felt uneasy and inefficient on examinations during thestar. 35% felt fairly efficient and 7% very efficient.

b. 54% felt they studied .1.'Ilightly" or "much" less. then their class-mates. 42% felt they 5tuated-sughtly wre and 4% said "much gore."

_.

co 50% felt "completely" or "gencrelty" unsuccessful in finding a goodplace to study in terms of comfort, heat, ventilation, light,distraction-free.) 1/3 felt successful in some ways and i6% feltoampletely successful.

d. 75% found putting ideas on paper difficult (38% "very difficult,"36% "frequently some difficulty" /0% felt "little or no difficulty."

eo The students are split on their feeling of their ability to remember

what they have read: 46% "slightly above average" and 37% "slightlybalms average," 4% fairly poor and 11% "quite good."

f0 Almost 60% felt "prepared" going into examinations during the semester(46% "more often than not and 12% "almost always"). Only 8% feltinadequately prepared while 34% felt "generally note"

>

-""'"'"

Page 69,,

gn Almost 30% sold they kept up on assignments (46%"usually" and32% atmost.always.)

41,, in terms of their own persona/ setisfaption, these students attach im-portance to grades e 44%a "great deal o" 38% "quite a bit," 13% a

"moderate amount," !a "hot too much."

70% found themselves uninfUnt ionally napping or day dreaming when intendingto study (26% "frequently" and 44% "occasionally.") 23% of the remainder"infrequently" did so.

J. Most (85%) found themselves distracted by other people, conversation, streetnoises; etc 00 "easily," 40% "somewhat.").

ka The students spent little time during the week in discussion on "serious topics"with other students --- averaging between I and 2 hours.

3. Attitudes to College and Student Body

a. The students responded in the following way when asked of their emotionalfeelings toward LACE;; 19% "very strong attachment," 67% "like it, butfeelings not strong," 8% "don't like it, but feelings not strong," 7%"thoroughly dislike it." 86% therefore felt positively toward LACCO

b. The students are split half and half on their statisfaction regardingthe honesty of students in their class with reference to cheating,plagiarism, etc. 11% "very satisfied," 38% "fairly satisfied," 26%"sonmmrnat dissatisfied" and 23% "very dissatisfied."

c. Generally speaking, the students are "fairly satisfied "(58% with thedegree of concern for political, economic, and social issues shown by moststudents at LACC. (13% were "very satisfied" while 20% were "somewhat dis-satisfied" and 80% were "very satisfied."

d. Generally speaking, the students (8314 are ("fairly" - 51% or "very"-32%satisfied with the willingness of.most students on this campus toassociate with other students whose racial, ethnic, or social backgroundsare different from their own.

e. In cnparing their classmates concern for social life as opposed to schoolwork, this group feels that the interest is not generally in favor ofsocial life. However, 20% feel that there is too much concern for sociallife and ancther 20% feel that social life is favored but not too much so.

f. When asked about the existence of a "group feeling" in their class, -theresponses, were broadly "yes." Specifically they were as follows: "yes,quite strong" - 14%4 "Yes, moderate degree" - 38%, "Yes, but rather weak" -34%, No, practically none" - 14%.

g. There is mixed feeling about the degree that the saL219 ( in terms ofan of persons or organizations), is interested in the student as an

individual, One-half "very ;seldom feel an interest" or "feel like anumber, "while one-third "frequently feel an interest" and only 16% say thatmany show an Interest in them as individuals.

h ,

40.4".71mr4vrattn-,,,zolvA

1

Goals

Page 70;.

41, Almost 80% felt that they knew what they wanted their college educe-to do for them, (45% "definitely," and 33% "think so.") 11%hadnit.decided and were seeking answers.

b. Over half of the group "fairly" (almost 40V, or "vere(almost 2O %!'certain" that they have the aptitudes necessary' for. reasonablesuccest in studying for their Major field at this college. About one-thirdmere somewhat "uncertain" and about 10% were fairly certain they .

did not possess the necessary aptitudes.

It is to be noted that this question was asked at the end of the semester.It Is Important to compare this figure of almost 60% feeling "fairly"or "very" certain of having the aptitude for reasonable success in studyfor their major with the figures showing the amount of schooling neededfor the job they hope to get on graduation: 0, VW- one or more years ofgraduate work; 37%-3 or 4 years of college; and 39%0. 1 to 2 years ofcollege. This comparison is important in view of academic aptitude andachievement scores reported on this group and the desire of over 50% togo into professional fields generally requiring graduate level work.

I

N4:2 'it,

tersistmcs and Performance 91 §stitacuarAltijadentmaLvdwith_TonluBiock" but "Bloat ri1 rsible *tuc.,

1. PersiVcence and Performance

in order to make some meaning out of the persistence figures on these

block program students, a comparison was made with a random sample of stu-

dents el lgibie for, but not selected for the block program. The criterion

for the non.-blodit sample was, as for the block groups; under 22, no previous

college, not of foreign background, SCAT Total raw scoi.e of 39 or below.

TABLE 41 - Comparison of enrollment and GPA data on "Block" groups initiallyenrolling in Spring and Fail 1961 with a comparable sample ofnotriblock probationers

Gewro n

Purple - Hon-Block

Mont ..141.0.1law

!lumbered Registered

Nwober Comp/eating

Senaster

Entered Fall1964

Alpha Bata Gamma Delta Alpha Beta Gamma4thSs

Humber with

semester

GPA

MI.111.114.1.,

C.:KW

aCr

6

3g13

0k

G.;

1.21. 1.21 tr3

70 °MAPS C Ave?ageb

Cumulative Avera ge 2.0 or better11...001.0

.0111111.011*Tave,

* Percents based on original number' registered

Generalizations per to Table 41 are as follows:

1. The initial Block and Wron-block comparison groups were of ap-

proximately equal size in the Spring of 1964 and Fall of 1964.

2. The proportion of students completing each semester, of those

beginning it, is similar 1c both the Block and Non-biock groups.

The proportion returning for the semester following the first

(out of those initially enrolled) is substantially greater for the

Block as compered with the Non-block.

4 The GPA each semester has been higher for the Block (except for Fall

group Beta semester).

The units attempted was greater for the Block group each semester.

6. The percent of those earning "C" averages or better each semester

of those initially enrolled was greater for the Block group.

7Q Of the students in each group attending more than one semester,substantially more of the Block than Non-block group have cumulative

GPA's of 2.0 or higher.

It is true that the members of the Block program were alldwed to enroll

for a second semester almost irrespective of first semester grades., while

the Non-block did not have this prerogative.

ThiS condition might be a factor in explaining why more of the Block

than Non-block return each semester and are present into the third Or fourth

semester.

However, If this were the case (the very low GPA students of the Won-

block not being permitted to return), those who do Iva return should be those

having the higher Alpha GPA and should logically do much better in the suc-

Page, 72.

0

ceeding semesters. The figures in Table 41 shows however, that the spring

Block students show a higher GPA average in tha succeeding semesters while the

fall Block group shows a GPA of .10 of a grade point lower than the Non-

block.

It is also to be noted that the students in the Block program achieved

GPA's while averaging about 1 to 1.5 units more In load.

41.

Could the generally poorer performance of the' non -block control group white

at L.A.C.C. be related to their poorer performance during the first semester?

To check on this possibility, the block and non-block probationary students

who completed a year at LOAGCOCO were capered on their grades during the Alpha

(Table 42) and Beta (Table 43) semesters. (Caution must be exercised in drawing

inferences from the data as presented, due to sample size,' particularly in the case

of the spring control.group).

It can be seen in (Table 42) that of the students completing the Alpha and

Beta semesters, the percent falling in the GPA categories indicated during the

Alpha semester are apparently similar for the fell groups and; if anything,

indicative of a higher GPA for the control spring group. That is, of those in the

lowest decile on SCAT total completing a year, the performance during the Alpha se

semesters shows that the block group performed no better than the non-bloCk group

in GPA distribution,

Does this similar performance during the first semester cerry to the second

when both block and non-block students are in "regular" classes? Table 43

indicated that the percent of the fall control group earning a 2.00+ is slightly

greater than that In the fall block, while the percent of the spring block

earning 2,00+ is substantially greater than that of the spring control,

On the other hand in both spring and feel! groups, the percent earning .99M

or lower during the Beta semester is substantially greater for the control groups.

If one considers a GPA of 1.50 or.greater during the second semester for this

level student as being indicative of benefit, then the evidence in favor of the

bioCk program appears to be more positive. That is, in both the spring and fall

groups, the percent'of the block program earning a GPA of 1.50 or better in the

Betea semester Is greater than that of thecontrol group (57% to 2770 for the

spring and 741 to 66% for the fall.)

TABLE 47 , Grade Point Average (GPA) distribution During the Alpha Semester of

Block and Control Probationary Studenti; Completing Beta Semester

GPA

During

Alph s

S erne.% t er

% of GroupsCompleting

....___

Beta Semester

S P R i4..v....a........

Block

N G 1964.............................

Control

F A L L.........-.**...

Block

1.11..... 0 40.

1964

Control

2000+ , 49 60 32

25

MN261.50-1.99 12 27

140-1.49 24 0 34 29

00- 99' 15 13 8 11

Total %LjEt2Cotela

N

100 100 100 100

33 . 15* 71 35*

GPA Distribution During Beta Semester of Block and Control

Probationary Students

GPA

During

Beta

Semester4, .^

Group Completing Beta Semester

SPRING 1964_ FALL 1964

Block. '...........*

Control Block Control,,, . tw . 7 , 1 ' . .p

2.00+

.

39 7 42 49

...1250'1.99

1 00d4 49

1 20 1 32 17

15 27 11 3

.99 I 27 47 14 31

Total %Comp. Beta 100 100 100 100

33 15* I71 35*

* Totals differ from those in Table I since some control group students

withdrew without grade during 1st :71anester but completed second

semester.

TABLE 144 - Grade Point Averages distribution for Alpha semester of spring

and fall 1964. Block and control groups who completed Beta

setsester as a percent of those initially enrolled in Alpha semester.

ALPHAG P A

Beta Students as a percent of the Group

initially enrolled

SPRING FALL

Block Control

*. *Block Control

2.00+ 25 13 21 11

1.50 m. 1.49 6 5 116

IMIN1111M

8

__I_1.00 - 1.411_ 1

99 - 8 3

"Seved";% of or igine

EnrollmentOgUA g ,'

"Lost";% complet-ing less than 1 yr

52

48

21

79

64

36

32

68

Total % enrol ledInitially 100 100 100 100

TABLE GPA distribution for Seta semester of spring and fall 1964

Block and control groups as a percent of those initially

enrolled in Alpha semester.

BETAG P A .

Beta. Students as a X of group in enrol Teti

SPR.1 NG FALL

Block Control Block Control

2 00+ 20 1 27

1...221:.1 ..412....

1.00 - 1049 .

10

8

4

6

21

7 1

99 - 14 10 10

% of Initial enrol Icompleting- 1 year 52 21 64 32

%of instal enroll ..,

coeipreting less than

1 year

48 79 36

.

68

Total % of origina" 100 100 100 100

°'

Using completion of a year of study as a criterion, the question might be

asked, u:eat value. does the block program have as regards the percent of people

"saved" tremalning) after a year of work, 1.e, uhat proportiori of the initial

group co plete a year of work and how do they fare "grade-point wise."

Tables 44 and 45 indicate that of the spring groups almost 21 times any

block students as control students are "saved" (52%; vs 21%3 and that of the fall

groups twice as many block students as control students are "saved" 64% vs 32%3.

That is, "lost" are 79% and 68% of those initially enrolled in the control groups

in 1 es3 than one year es compared to "losses" of 48% and 36% in the block pro-

gram groups.

Grade-wise it can be seen that the block groups who completed a year had a

larger percent of the numbers Initially enrolled in the higher grade areas

durtng both the Alpha and Beta semesters.

Using the larger fall group as an aeample, it might be Inferred that not

usEng the "block" for all in the lowest decile on the SCAT Total cost society,

the school, and Individuals, 12 "C" students during the Beta semester out of

100 initially enrolled (27-1512),, If 1.5 is considered as indicating "profit

frcm instruction" the loss is 27 "profiting students" out of 100 initially

enrolled,(48-21m27). The cost in students potential for profiting is even

greater for the spring.

This apparent "savings" by the "block" program, of course, needs more

risorous evaluation and consideration philosophically, criterion-wise,

edvcationally, and cost-vise (in instructional and facility time, as well as,

cost of alternate means of educatingowith its attending values, societally

anti Individually).

20 Mktg Scantier Grade.= as Related to Rate Semester Grades

Previous sections 1V/5 and 9 indicated that the SCAT Total and the Reading

Placoment Test scores did not appear to be very related to Beta semester

,,

performance, although some relationship was Indicatedwith Alpha semester grades,

Section iV D 6 Indicated some relationship between Alpha and Beta semester

grades for -the Fall 1964 block program for student$ comp/eting both semmsters.

Does the relationship between Alpha and Beta semester grades hold for'nonw

block probationers?46

The Table/below includes only the nufflbsirs, of students of the fall and spring

1961+ groups and shows that there appears to be a slight, positive relationship

between Alpha and 'eta grades for both gropep

TABLE 46 GPA Matrix af Alpha end Beta grades of Block eind NonAllock groupsduring Spring and Fail 1964

00.1.0aWINVINNI.

___________

..o.WIeROMMON......NOWIM.401 .... .....weaMOMAIM/44."1PIOCARJAZYWBETA libta1GPA

MMOWIIIMM PWIMMIOW.Wi

MphDistri'u-

WN.WM.1.0.0 .0041.4.

G P A0v 00 .:. ..9 1.00-1Ag 1.52:1M 2.00+

.ion.

,..1

2.00+

I : 2... .. .. & .......

1

3 :

,

I : 2. . .... ...../ .. .

1 2

4

0 3

14 :4tt

8; 1

,

23 : 16,

12 : 9.

Block

Non-Block

1.50'-

1,99

3 r-1 :

2

0

01 4

02

1

,

,

9..;6;

.

411 1 4

.

.13.v.k ......Non-Block

1,.49 4 ; 0

4

0

1

0

10 I.

4 01/ i

43. t

24

10

8

0

i Block

Non-Block I

99 0/

less

1 : 3.

..,.

3 . 1

2

0

,.

2

1

2

0

0

0

1 i 0,

1 0.

.

6 5.

.

. 2

B1545,

Non -Block

Total BetaGPA Dlstri4._...t..button

...,..._

vo a

11 1 7,

..74==4====

8 51....

1

1

23

6

AV. . t.. ONWO

6

'z

..O...1.0. ......M.i

30 i 13t .i

1 1

.

1 : 331

r .

35 : 15

Block.,... .... -.

Non-Block

Semester

F----1----f

Fall Spar .

1 I

Fait1

Spr.1 -14-"---FFall Spr. Fall S pr.

'TFall Spar:,

...................._

.... .

It appears that many of those who did well the Beta semester also did

well the Alpha semester. For example, of the 30 Fall block students rea.

calving a 2.00 or higher during the Beta sorter, 14 had received a 2.00+

during the Alpha semester.

However, some who might be considered "unsuccessful" the Alpha semester

(less than 2.00) "found" themselves im the Beta semester, e.g., of the 30

Beta "2000+" GPA's mentioned abovemmo, had GP/Vs of 1.50-1.99 and 6 had 1000

1049 as their Alpha GPAO

More information is needed on whether the Beta grades represent init:al

unmeasured competence, capacity to learn, changes in attitude and learning

during Alpha semester, type of Beta courses, Beta units attempted, grading pro

cedures, etc.

The data in this section does suggest, however, that a block program for

those with lowest decile scores an SCAT Total provides values in terms of stu-

dent rentention and performance over a program of undifferentiated, but limited,

enrollment.

.I.Ligewnt, Table 41 shows that of those enrolled each semester out of

the initial group, block students tend to exceed non-block students In reten-

tion and performance areas.

Tables 42 and 43 further compare block and non-block probationers. They

indicate that those block students who complete two semesters perform as well

as, during the Alpha semester, and better than, during the Beta semester, the

non-block probationary students. Tables 44 and 45 then indicate that the block

group, while comparable or better in academic performance over two or more

semesters, performs at this level while retaining at least twice the number of

students. (Less loss of potential).

,

V, SUMMARY

This is the third report on the progress of an experimental program for

the "low-ability" student at Los Angeles City College. At this time

(February 1966) this program has just completed its fourth semester of opera-

tion, having begun in February, 1964. This report relates primarily to the

second group of students to enter this program--those entering LACC in

September of 1964.

The purpose of this report is to

1) present data descriptive of the psycho-social and college performancecharacteristics of the "low-ability" students in the second experi-mental group.

compare the second experimental group (Fall 1964) characteristicswith comparable measures taken of the first experimental group(Spring 1964) "low-ability" students.

3) compare the "better" and "poorer" readers within the Fall 1964experimental group on selected factors,

4) present attitudes of the Fall 1964 experimental group about theprogram.

) compare the performance and retention of the experimental group"low-ability" with a comparable group of students not in theexperimental group.

The experimental group in the Fall 1964 consisted of 52 males and 58 females°

72 of the group were Negro. 62 of the group last attended a Los Angeles city

high school, 18 a California high school, and 30 were from out-of-state° Of the

110 beginning the semester, 91 completed it, with 30 having a "C" average or

above. 75 enrolled for the second semester.

The program included a block of courses comprised of English, Speech and

Psychology,

Psychological inventories and questionnaires were administered to the group.

The iota was presented for subgroups by sex (male and female) and reading level-

high (A8 and above) and low 08 and below) and for the total group. The following

results about the experimental group were obtained

,40,40,443k , "01,,

page 80.

A, Academic Potential and Achievement

1. 13% show potential for two years or more of college, based on theGAYB "G score.

On verbal measures of meetal.ability, the average student places atthe 7th centile compared with college students (SCAT), and at the

27th centile compared with the working population (GATBe"G") .

3. On non-verbal measures of mental ability, the average student placesat the 20th centile compared with Loe Angeles city junior college

norms (Raven Progressive Matrices-untimed), at the 50th centiie.come

pared with 2045 year of (Raven Progressive Matrices-untimed), endat the 65th centile compared with "17 year olds and older" (SRA'

MoneVerbal, timed). Reported gains in Listening Comprehension warrantsfurther study.

4, On tests of reading vocabulary and comprehension the average,student-

placed at the 9th grade level (California Reading Achievement Test)

while on a test of critical reading the average was at the 8th grade

level (SRA Reading Placement Test).

5 Where sex differences appear to occur relative to academic potential

and achievement, vales exceed females in 1) the number with 2 years

or more of college potential (9 to 3) and 2) reading comprehension

level (9.4 to 9.0)

6, Where reading group differences appear, the "highs" exceed the "lows"

in 1) Non-Verbal mental ability (73rd to 49th centile average - 17

year old norms) and (27th centile to 18th centile averages - Juniorcollege norms, 2) reading vocabulary level (9.7 to 9.2), 3) reading

comprehension level (9.4 to 8.9), and 4) critical reading level

(9.3 to 7.8). intereetingly, the high and low groups both have 6

students with 2 year or more college potential.

B. Vdcational Aptitudes

I. The average aptitude scores in verbal, numerical, spatial, andfinger dexterity is below the 50th centile on working populationnorms, while at or above the 50th centile in form perception, clerical

perception, motor coordination, and manual dexterity.

2. The median for the total group on all aptitude measures, except "G"

and "V", are within one half standard deviation (10 centile points)

of the working population norm mean.

3. While about 13% were academically suitable by intelligence scorefor 2 or snore years of college, this does not hold for aptitude.

patterns. That is, none are high enough on combined scores toqualify for occupational areas related to the GATB necessitating4 or more years of college and only 2-5% qualify 2 year occupa-tional areas predicted by the GATB.

2 There don't appear to be significant sex or reading level differences.

C. Motivational

1. Both males and females (relative to national norms) tend to be aboveaverage in need for order and tendency to feel inadequate, whileshowing a low interest in the opposite sex.

Page 81.

2. Males tend to be above average in their need for deferring to others,sticking with things, and aggresion, while below average In their needfor dominance. Females have an above average need for change and belowaverage need for affiliation.

3. While both "highs" and "lows" need order and feel inadequate--"lows,"more than "highs," defer to others and tend to stick with things, whileshowing less interest in the opposite sex.

4. The interest inventory shows outdoor and mechanical interests to be lowfor all groups. in addition, males and highs have below average scienti-fic interests. Otherwise, above average interests are indicated for malesin computational, artistic, and clerical areas; for females in persuasive,musical, and social service areas; for highs in persuasive, musical,social service, and clerical areas; and for lows in computational areas.

5, Study Habits and attitudes are consistently but slightly lower' thancollege norms with females and "lows" being weaker than males and "highs."

D. Questionnaire Data Showed the Following:

1. The group averaged 18 years old, was 53%male, had 75% living withone or both parents, and had 25% living with 5 or more other personsin their residence.

2. As a group, 70% had decided on a major, with half making the decisionwithin the last year and with difficulty. Over half of the group wanted4 or more years of college, whiff is more than they felt would be requiredfor the job they wanted. However, most felt they would achieve the educa-tion necessary for their Job goal and for over 50% these Job goals wereat a professional level. Financial considerations and human relationaspects of the job are considered to be their most important job considera-tions.

3, The major source of financial support comes from parents for Mendfrom jobs for 35 %)with more "high" group and females receiving parentalsupport,

4, Most of these students expected competition for grades, expected mostproblems with their studies, and felt the purpose of college was to giveJob training.

5. Most of the students are from large urban areas, attended no more than 2high schools and elementary schools, lived in California for at least 3years (50% lived here for 10 or more years), and graduated from public,racially integrated high schools). Almost 3/4 graduated from Californiahigh schools, with almost 60% from Los Angeles city high schools. 45%ranked themselves in the upper half of their graduating class while 40%didn't know where they ranked.

4

Pagf 82.

6, Almost 90% stated that both parents were living but 40% were separated

or divorced. Most parents were in the skilled, semi-skilled, and

clerical category. Most mothers worked. Median reported income: was in

the $4000-$6000 range. Junior college graduation of the students was of

some importance to most parents, but more so to parents of "highs" and

females.

Comparison of the Spring 1964 and Fail 1964 Block groups were made on the GATB,

SRA HonVerbal, California Reading Achievement Test; SRA Reading Placement Test,

Edwards Personal Preference Schedule, ruder Preference Record, B-H Survey of

Study Habits and Attitudes. Comparisons of the Fall 1964 and Spring 1964

Block groups were made on the Mooney Problem Check List. All comparisons show

substantially similar results.

F. Enrollment statistics of the Spring and Fall 1964 groups show that out of

the original enrollment about 40% return for a third semester.

G. Comparison of "high" (A8 and up) and "low" (88 and lower) reading groups as

determined in the beginning of the semester showed:

1. Females.morb prevalent in the "high" group, 2) "high" group GPA exceeded

"low" group GPA (1.93 to 1.30), 3) more "high" group members had a"C" average

or better (22 to 5), 4) slightly more "lows" were from Los Angeles city schools

(61% to 53%), 5) total SCAT scores were higher for those getting 2.00+ than

for those getting .99 or less (median raw score 36 vs 32) with all 2.00+

above 31, 6) SCAT total seems to have predictive value for Alpha grades, while

Alpha grades may show more value in predicting Beta grades, 7) more "low"

group students earned 2.00+ in their second semester than in their first

(13 Beta) vs 5 (Alpha), while slightly less "high" group members earned Beta

2.00+ (17 to 22), 8) "high" group average on California Reading Test changed

from average of about 9.5 to almost 11th grade while "low" group went from

about 9.0 to 9.6, 9) while pre-test critical reading test scores were related

to getting an Alpha 2.00+, post-test scores of both "high" and "low" group

student getting Beta 2.00's are similar.

H. Anonymous student questionnaire data to evaluate the Alpha program indicated

1) very favorable reactions on the quality of instruction, academic freedom,

fairness, and opportunity for conferences; 2) difficulty in finding a place

to study, in studying, and in expressing themselves, but they felt that they

kept up on assignments; 3) importance is attached to grades; 4) generally

positive attitude toward LACC, concern of students for political, social,

economic issues, and willingness of students of differing backgrounds to

associate with one another; 5) mixed feeling about college's interest in them

as individuals; 6) over half felt that they had the aptitude to successfully

complete their studies.

1. The students in the Block were compared with a randomly selected group

of non-block, but "block-eligible" students. In general, 1) block

students tended to exceeded non-block in retention and performance,

2) block students completing two semesters performed as well duringthe first semester and better in the second semester than the non-

block students 3) block students, while comparable to non-block stu-

dents in performance over two semesters, have a retention of twice

the number of students after one year.

VI, CONCLUSIONS

A. Generalizations Regarding Characteristics --

Independent evaluations of two samples of "lod -ability" students

at LACC by means of psychological tests, inventories, and questionnaires

during two semesters indicates that the characteristics described in the

first report can be considered hypothetically representative of this

group.

In general, the data was congruent in the following areas:

1) rank in lower 25% of general population in verbal intelligence,while average in non-verbal measures, 2) 8th to 9th grade readinglevel, 3) below average in acaddemic aptitudes (verbal, number, spatial)

while about average ;n non-intellectual aptitudes (fora and clerical

perception, motor coordination, manual dexterity) ,1.) job potential below

junior college semi-professional level, with more possibilities In skilled

and semi-skilled range, 5) above average in need for order, tendency to

feel inadequate, need to defer to others, need for variety, need to stick

with things, and below average In interest in the opposite sex and theneed to be regarded as a leader or stand up for a point of view, 6) low

interest in areas of outdoor, mechanical, and scientific (somewhat), while

high in areas of clerical, social service, and art 7) low in study habits,

8) have major problems in academic adjustment to college, personal -psychological relations, life goals, and financing yhilt in school,9) the primary purpose for college attendance is indicated as vocational

preparation.

B. Differences Within the Group Re:ated to Learning Potential

I. There appears to be possible sex differences in academic potential,motivational and interest patterns, and environmental and homebackground factors that seem to have relationship to academic en-deavors.

I

Page 840

The students falling in the lowest docile on the SCAT total score,while on the average not appearing to have the aptitude or achlem

vement level for college work, do ,moo appear to be a homogeneous

group in terms of junior college potential. While the SCAT prom

vides some potential for differentiation of these two groups, other

measures are also necessary°

36 Some students appear to have initial ability that might be more

profitably developed in the present junior college institutional

frame work than do cherso

C. Conflict between Personal Needs and College Expectations

The need patterns of this group of students is reflected in immediate

(and indicative of future) conflicts within the college environment. ThiS

tends to superimpose personalmsocial difficulties upon the learning prom

blems already existing as a result of their inadequate academic compem

tames. That is, their difficulties relating to independence, reality of

goals, self=discipline, self confidence, motivation, study skills, etc.

are dissonant with the expectations and demands of the institution.

D. Need for Counseling

1. This group has need for the.availability for extensive and meaning-

ful counseling and referral services as indicated by 1) high goal

aspirations relative to present.iow academic functioning level and

knowledge of Jobs 2) felt problem areas of personalm.piychological,adjustment to academics, financial resources, home and study condi-

tions , success in life, etc., and 3) 2/3 to 3/4 desire icounseling,

job potential as predtctcd by GATB may reflect the inadequacy of the

test for this student and the narrow range of occupations predicted to,

as well as weak potential on the pert of some students.

2. While lower level readers and males appear to be more likely, thanfemales and higher level readers, to have difficulty in matching

their aspirations with their abilities and motivations, they seem tohave less faolly support and more financial, academic, and emotional

factors against them.

E. Value of the "Block" Program

10 Aptitude and achievement variables, seem to have predictive value

to first semester success. *Never, they appear to be of somewhat

lesser value than first semester performance in predicting second

semester success. There are indications that 105 rather than 200

(4.0 point scale) may be a better measure of first semester "success,"

as related to obtaining a second semester 2.00 average.

2. Evidence of the value of a special "block" or "core" program for the

"lowmability" student Is indicated by a) a generally favorableattitude toward the school, faculty, and prOgram b) a general

personal attitude that "someone cares," c) the 2:1 ratio ofretention into the third semester in favor of the "block" approach

Pag.., 85,

over a limited list of courses from which a program may be made for

comparable low ability students, d) better CPA performance over a

years time and a 3:1 advantage of the block group in numbers ofstudents with a cumulative "C" or better after one year (about 20%of original block enrollment to about 514; of original comparable

group), e) results showing that those of the block control groupstudents completing one year, a larger percent of those initiallyenrolled in the block do better, grade-vise, the second semesterthan the controls even though the controls and btock students per-

form in a similar fashion during the first semester.

VII. RECOMMENDATIONS

On the basis of evidence In this report, observations of the program, and

Its effects on the students and the campus community, the following recom-

mendations ere offered:

A. Insofar as the description of student characteristics and performance

in this report further support the evidence presented in the First

Report B64-14 and in the followup study B65-2, the recommendations of

the previous reports should be more actively followed through. They

are summarized below, with comments related to this tudy added. (More

detailed aspects of these broad points may be found in the earlier reports).

1. "Continuing study and thought should be given to the place of a

program such as this in the junior college," Including its place in

alternative agencies or under coordinated auspices and the meaning of"remedial" as intended and realistically possible at the junior college

level.

2. "The purposes and objectives of the program should be carefullydelineated" e.g. individualized remedial, group remedial, apprecia -

tion , appreciation-counseling, remedial-counseling, or combination

of proceeding. Functions, authority, and responsibility should beformally delegated and assigned.

3. "Methods other than just using SCAT Total score cutoff should beexplored for selecting students for the program," and for differen-

tiating them by probability of success within several tracts.Particular emphasis should be placed on finding motivational andlearning probability measures.

4. "Creativity and experimentation in instructional method should be

encouraged." (it should also be made more feasible by a commit-Went on the part of the state, the college, and the district asrepresented by allocation of funds and time (clerical, instructional,counseling, conference, preparation and planning, evaluation, etc.),

personnel, consultants, etc.

,

50 "Creativity and experimentation in counseling and guidance techniquesshould be encouraged" with wore individual analysis as opposed togroup analysis. This should also be made feasible as indicated in(4) above.

6. ."Explore additional methods for evaluating the progr4sm" includingthe student self perception as wall as measures of aohlevaill.,Iv

. savings, effect on campus, and other organizational variables. Thevariables and criteria utilized in evaluation must indicate considerawtion of several points suggested by these studies.

a) predictor variables may be valid for first semester success,but not for the second semester and beyond.

b) predictor variables y be valid for one subject field orcategory of student but not for others. Predictors for successof the "culturally deprived" may differ from those of theacademically weak, "non deprived."

c) predictor variables and criteria may be influenced by characteris-tics of the teacher, method used, classroom climate developed,community attitudes, etc.

d) academic criteria of success e.g., reading gains, may not be asmeaningful to the student as personal criteria e.g., findingrealistic goals.

e) follow -ups should be continued in terms of courses and programs-in which these students are successful, activities after leavingschool, attitudes about the program, recommendations of studentsfor changes, etc.

7. The program should be coordinated with other local agencies interestedin the problem' of theimneduseted," and Aziattymlat,

44,0e-m-...eda44-01Develop methods of data collection, .storage, retrieval analysis, pub 1 ass.

tion, and distribution that will permit further research on the scope

necessary and access to the data by professional personnel.

Develop a battery of tests, inventories, and questionnaires that will allow

for obtaining generalizations regarding group or subgroups, as well as

differentiations within groups and between individuals. This may nacos-

andsitate the use of individual, group,/projective methods. Group adminis-

tration and ease of scoring should be considered important where the dee,

vice is to be used with groups. Consideration should be given to adapting

individual tests to grails use.

a

Page 87.

D. Conduct a survey to determine the projection for future enrollment of

this "lowebility" student at LACC. This will also require knowledge of

*meliorative efforts now being made (and projected for the future) by

other agencies, e.g., those 1) at the lower educational levels designed to

remove the academic deficiencies of this student and to provide adequate

and appropriate counseling, 2) at the department of employment for Job phloem

went and training programs for high school graduates, 3) established by

government and industrial organizations.

E. Develop an instructional program to allow for the differences existing

within this group e.g., 1) two or more tracks as was suggested by the

differential first semester performance of students between the O"5 centile

and the 6A0 centile. For example, a partial effort at remediation might

be attempted, that is, the higher performing members of the lower decile

group may be given more in a remediation effort the first semester while

'the lower group is given a 'general education" program (hopefully with

materiali and methods that are appropriate with extensive terminal and

vocational counseling, 2). flexible programming with a staff of instructors

who work with the group on a year basis. This might allow for more fluidity

in moving from one subject skill to another at anytime during the year,

but with standards which must be met by the end of the year in order for

credit to be received, 3) counseling-oriented learning programs which might

Include 4 weeks of counseling followed by 16 weeks of instruction .

The counseling phase might Include:

a. administration of a diagnostic test battery to Include measuresof scholastic achlevenent, study habits, nom-verbal ability,motivational or personality measures, listening, and. Interests

The purpose would be to identify, as much as possible, the learningproblems and regroup students according to types of learning dif-ficulty in order to facilitate effective learning groups.

b. Group for counseling sessions according to type 'or category ofproblem and in group sizes that might be most effective forworking with it.

c. These counseling sessions might run 3 to 5 days a week for 2 hours"a day and be concerned with educational-voqational goals and motio.vation. The remaining hours of the program might include schoolorientation; lecture series on subject and vocational fields; libraryor study skills worig.community, business, and Industry visitations,and other general cultural activities.

The instructional phase might include:

a) Assigning students to skills classes, laboratories, study skillscenter, vocational information laboratories, interview ofsignificant persons in the community.

Continued counseling or guidance on group or individual basisfor remainder of semester periodically, depending on the natureof the problem and the objectives.

c) Development of a means of teaching and evaluating of performancethat is less dependent on writing or reading at the beginningbut requiring more academic performance measures at the end.

d) Keeping-students on a rigid schedule in the beginning with theirstudying kept under the control and guidance of school personneland with gradual "weaning" occuring over a year, so as to requiremore self-responsibility at the end.

i4 Opehing library facilities for more evening hours and week endhours and seeking study facilities in the area from which studentscome. Assistance might be provided by the community members-whereQualified.

f) Providing systems of rewards for students that are meaningful, i.e.,Roney, equipment, materials, subscriptions, tickets, free profes-sional vocational guidance, tuition to technical or trade school,scholarships. (A cooperative effort of various funding agencies,schools and/or organizations.)

F. Broad-student Personnel Services should be developed to help pro-

vide experience and programs on and off campus that would aid the student

in his "ecculaturation."

For example:

1, Counseling and guidance services should be provided to this

group, whether integrated with the curriculum, as in E 3c

above, or separately. It is particularly needed with respect

to the areas of vocations, personal values and goals, inter-

personal relations, study, educational objectives, and part-time

employment and financial assistance. Individual, small groups

and classroom techniques should be developed according to pro

blem areas. A pointed effort should be made to locate and keep

contact with referral resources that might help the large number

of students who are here because they know of no other place to

go for training or jobs.

Efforts should be made to include psychologists in the

counseling service and/or provide for psychologist-consultant

time..

2. The placement function might: work through department of em

ployment, Economic Opportunity Act Agencies, busin ess, and in-

dustry, and place students in "community service interest areas"

for experience a couple of hours per week, or for pay for more

hours a week in order to provide more realistic knowledge of oc-

cupational fields.

3. Provide campus "retreats and cultural events" and on campus

"special programs" to help the student build a "growth through

learning " orientation.

G. "Community contact" programs should be developed that would reach

into community to secondary schools, parents and family, business,'

and community organizations.

1) This would envourage their participation in school functions on

campus.

2) informationair, discussion, and counseling sessions in rented, donated,

or public school facilities in a centrally located community locations

from which the students come might be of use in furthering this goal

and helping to develop a favorable home climate for the student.

3) Closer efforts at articulation with secondary schools would aid in

developing continuity in instruction and counseling.

41 Major attempts to get at reasons and expectil.tns in college attendance

would help find out what is really desired by the community and reduce

the probability of developing "paper" programs based on narrowly

viewed idealism, inappropriate value orientations, or ignorance.

1

Page 91).

For example, it is commonly:assumed that college attendance for these

students' status oriented. While this may be so, the question arisesas to what needs this status gain is intended to satisfy, whether theseunderlying needs can be met in another fashion, and whether satisfyingstatus needs by attendance at college is not only a mere temporarygain, but in addition, creates more long term frustrations and pro-blem areas. Are the desires of the student and the community forcesincongruent? How does he profit? Is he being pressured? That is,would a special division, campus, or program --whose main purpose wouldbe intensive remediation of skills--really be so frustrating to the statusneed that students would not attend and that thu communiWwould be up-set? Is it the program or its method of introduction and implementationthat Is the problem? This area need s looking into.

H. Develop a program to aid in reducing intmpersonal conflicts of students,

faculty, and administrators within the college. These conflicts, it is hypo-

thesized, result from perceived discrepancies, between aspirations, expectations,

and realities relative to personal and institutional motives, goals, capacities,

and behaviors. Therefore,

1. Recognition must be given to the fact that:

a. The student described in this study has characteristics (reflectingintellectual, motivational, economic, ethnic, policital, historical,social, or technological factors) different in many,ways from thosefor whose needs the junior college had originally established itspurpose, objectives, organizational structure, personnel, andcurriculum. The college climate and expectations create pressuresthat this student is unprepared to cope with.

It shOuld be particularly noted that viewing the situation ofculturally deprived and the Negro (and his progress with increasingopportunity) as being similar to that of other ethnic minoritygroups who made progress out of the 'inflating !At" may' not be avalid comparison for one or more of the following reasons:

1) the visibility factor-ftcolor creates extreme difficulty inbreaking the housing, education, economic, and social barriers.

2) lack of family unity and frequent absnece of the father.3) opportunity being greater for females than males--and lack of

"identity" in the male ttudent.4) lack of "cultural heritage" value orientation (learning as being

significant and Important)a5) economic conditions of automation and requirements of higher

level training for entry job against a background of minimal,restricted, and inadequate educational opportunity that was notas extreme during the assimilation of the previous ethnic groups.

t.

b. Faculty training, experience, and role expectations, re notcongruent with instructional and personalupsychological demandsmade on them by the growing pressures of the "new remedialstudent." it is true that recognition must be given to the aspira-tions and needs of students and that the responsibility of thefaculty to the community, the college, and the student is to dowhat must be done to provide educational opportunities in ac-cordance with the law, professional ethics, and social conscience.It Is also true however, that recognition must be given to facultyin terms of their high level of training, compentance areas, andpersonal aspirationc If the needs of the faculty are not alsoconsidered, the loss to the Students, college, and community willbe great.

c. The concept of "remedial" upon which the junior college has beenoperating successfully in the past has not yielded a curriculum,organizational arrangement, or faculty to meet the "remedial" prot;,blem as represented by this current "loot-ability" student body.The first wort (#65-14) compared the "low-ability" student witha sample of "regular" students, While in some respects the groupswere not dissimilar, the areas in which they were (e.g., back-ground and achievement level) allowed the regulars to compensatefor their weaknesses under the old concept of the "remedial"function of the junior college.

d. There must be an effort toward a 4meeting of the minds" between thejunior college, other institutions in the educational structure,parents, community, industry, and government regarding the role ofthe junior college. A beginning should be made by clearly puttingforth the expectations of each regarding the junior college and a"hard headed" understanding taken of the discrepancies between theexpectations, the alearastri-cs, and the possibilities.

Ae.24.44.ea)

e. The problem is a community problem, not a college problem. Thesolution must come from the community, not just the college. Whatis needed is a coordinated attack on the problem by the variousresponsible agencies of the community - -.not isolated "fire fighting"attacks by specialized but uncoordinated agencies. We need to getthe conflicts In the open and come to some resolution,.

scoie of Bch t nt-c01142=1112ed2E11.110.311121 ,chin r to handl = th train! d edu tion of, . thisItgfilate ftrasolt the machinery and program Is MalasheLl tohandle the problem---whether in the regular Junior college program,In extension division of Junior college, extended adult, schools,specialized community developmental centers, short-term governmentor industry programs, private schools, centralized testing, counseling,and selected referral procedures for high school graduates, orcoordinated agenciesthe authority, funds, and necessary specializedpersonnel, materials, and facilities must be allocated to matchthe scope of the responsibilities assigned.

Pegs 91.

2: A single, clearly delineated lino of authority and responsibility shouldbe established for the program within the school. The administrativelevel of the person responsible and the facilities and resources madavailable for the program shauld represent the ccomitment of the insti-tution to, and be in accordance with the purpose, scope, 4ind adminiss.trative relationships necessary for the success of the program.

Consideration should be given to placing this program in a separatedepartment or division of the college, in which case the responsibleauthority should hold a department chairman or dean position.

3. An attitude and opinion survey of faculty, administrators, and studentsshould be conducted to evaluate and aid in developing a program to

a-4044,2 artternlate any discrepancies between the school climate, expectations,goals, and accomplishments as perceived by these groups.

4. Recognition mutt be given to the need for specialized faculty in thisprognsm. An experimental approach of assigning students and facultybased on perSonality, motivational, attitudinal, and/or intellectualcharacteristics might have value in establishing a positive learningclimate.

Involve faculty in special training, program development, and evalua-tion activities, e.g.,

a) develop in-service training programs on school time for facultymember to receive special training in the teaching and counselingof these students.

b) develop "group sessions" of faculty members working in this pro-gram to "air" and develop means to handle cannon problems; feelingsand attitudes about this group; feelings and attitudes about theirown asperations and roles; develop ideas and procedures; and makerecoxamendat ions and evaluations .

C) conduct area-wide seminars, symposia, workshops.

1, Finally, it is recommended that research be carried out, using "Models" of

broad scope, that will include the student, the college, and the community ---

recognizing that the three are intricately intertwined. The study of isolated

problems in courses and colleges is useful, but quite limited where social, as

well as psychological, amelioration is required. Eventually, each study must be

tied into its larger context.

1 There is need for coordinated research projects both within colleges andbetween colleges. The education at the junior college level of the "lowtested ability" student is a complex problem, The mythical typical studentdescribed by the "average" on the vaious variables utilized in this studyis a composite of several types.. Among these types are included for ex-ample --- the one who "doesn't not but "might later," who "could" but"wonut," whe "can't" but "tries," and who "can't" and "won't".

initial studies need to be done in establishing intermediate and long rangecriteria for evaluation and the broad range of variables affecting studentperformance.

2 The studies on the problem of academic achievement have taken at leastthree approaches:

a. Emphasis on the individual: suggesting that those who have internalizedthe attitudes, motives, and behaviors appropriate to the academic systemtend to be more successful in school,

b. Emphasis on cultural factors: suggesting the significance of parentaland family background, early training, and support end of the congruenceof parental student, and school values during the development phases oflife. Further, the student's achievement is considered to be a measure ofthe degree of his acculturation i.e,, the degree to which one derives asignificant portion of his gratification from cultural accomplishments,

c. Emphasis on interacting factors suggesting that college achievement ierelated to the interaction of students' needs with the college expecta-tions and pressures. More specifically, the factors in achievement inciudeethe college environment; immediate classroom cues; the student (motives,habits, skills); the teacher and the learning procedures; and the criteriafor evaluation (tests).

3, The data on this group refleets much relating to these areas.

a. The effect of the factors in the individual as related to achievementis reflected in such items as the discrepancy between lower verbal scoresand higher non-verbal scores, as well as between the lower intellectual

rs-

Page 94,

aptitude scores and higher non-intellectual and performance scores, hightendency to feel inadequate and inferior, low need to take the lead andsupport a point of view, low study habits and attitude scores, low valueon college as a place for intellectual development. previous low academicachievement or high grades where standards were low.

b. The effett of the second factor of cultural background is reCectedpartially in the lower socio- economic background, working mothers, divorcedparents, large numbers of persons living in the home, lack of study .

facilities, and.for the majority of students In this group, the racialfactor -- segregated background and being negro.

c. Since the students don't come to us with positive interne -ized valuesregarding education, appropriate "grade earning" and "student" behaviorsand "adequate cultural background," and since the law states that they areentitled to be here and entitled to a program from which they can profit,we are obligated to do something toward developing meaningful learningexperiences. while they are at L.A.C.C. Information regarding the studentcharacteristics must be related to factors in the learning process.

4. Mc Keachie (1961) suggests relationships in college learning that, if con-sidered, might lead to more effective learning in the classroom.

a. The following diagram is suggested as representing the` relationship be-tween the factors mentioned by Mc Keachie. From this, ideas can be gleanedthat might relate to progroM development.

FIGURE I

5. Achievement

InstrumentalHabits

Motivationto Achieve

SubjectiveProbability of

Success

1

4. MeasUredAchievement

3. Learning Test-TakingSkill

2. Motivation tob perform

College &. Classroom cues

1. LearningBehaviors

Motivation Habits(Personal) (Skills)

TeachersProgram

- - -

4Io

Page 95,

1) initial personal motivationsinteracting with earlier learned

skills are reflected in the intial behaviors necessary

for all future learning, i.e., reading, listening, speaking,

Writing, study methods, etc.

2) The ...2m jcurchInta in the classroom (or fustration derived

from classroom performance) results from the learning behaviors in

interaction with the climate of the college and classroom.

3) .etsta.iital in the classroom results from the interaction of the

motivation to perform, learning behaviors, and the material and

program presented by the teacher.

44 tataimdAarient (evaluation process) is dependent upon the

interaction of learning, testtaking skill, and motivation to

perform.

5) The student's perception of his measured achievement interacts with

his motivation to perform to yield a motivation to achieve. This

may have a positive or negative basis i.e., either to do one's best

to reach a preferred goal or to aspire to a goal so as to avoid

a negative goal. One's'achievement is based, then on one's motivation

to achieve, the habits he has developed, and his own feelings re-

garding the probability, of his success. (again, en interactional effect)

b. A suggestion regarding program development that comes out of this model

might be to:

1) Developorganizational structure, procedures, and techniques for

initially evaluating and training students in the basic academic

learning behaviors, the underlying habits and skills, and the motiva-

tion for attendance and participation. in addition, there should be

researched and provided relevant environmental college and classroom

cues in order to develop academic motivation.

2) Combine this motivation with the appropriate learning behaviors

and program to yield learning.

3) Develop test taking skills and apply these skills to the learned

material under optimum motivational conditions to get a measure of

achievement.

4) Counsel with the student regarding the meaining and significance

of his measured achievement and its relationship to a, motivation to

achieve that is realistic and positive.

5) Further counsel with him regarding his probability of succeeding

andAthe habits and behaviors that would be instrumental in achieving

his goal.

a Srir

Page 96.

6) It is to be noted that motivation and subsequent performance can

be closely related to personal needs and goats, habits and skills,

and environmental climate and cues.

Areas mentioned in 1) through 5) above could be used as signifi-

cant departure points for research within the broader context. There

are implications for research on student characteristics, learningbehaviors, teaching methods, programmed learning, teacher personality,

college expectations, goals, and pressures, counseling methods and

techniques, administtative organization and procedures. (Maeachle,for example, has demonstrated that where a need for affiliation exists

in a student group, and the teacher provides a classroom climate for

satisfying this need, those with this need perform better than those with

other significant needs).

5. A second model that might have a bearing is that of Haslow,s (1954) hierachy

of needs. He postulates five needs which, in order of prepotency, are:

physiological, safety (order and stability), love (relating to others and be-

longing to a group, rather than feeling rejected and isolated), esteem (self-

respect and respect from others), and self actualization (fulfilling one's

potential). Further, he suggests that earlier needs must be gratified before later

ones can be. As earlier needs become gratified, they become less potent. Then

the next need in order becomes more potent and the one upon which behavior pri-

marily operates. All needs are present and functioning at all times, however one

may be more significant at any point in one's lifetime.

The Idgmone has re.afisicIE the need level upon which he is operating.

Perhaps this will give clues as to what must be done to chance values --- i.e.,

provide satisfaction to the need level that this value represents. Another point

Is that differences of values between individuals and groups do not so much ref

flect "right" and "wrong" ways of thinking, but rather that some individuals are

at different need levels and have experienced more gratification in some areas

than others have.

The value of college as a place for job training seems to reflect the physio-

logical and safety need level. The safety need is also reflected for students in

this group iwitittAr high need for order and need to defer to others.

The low need for affiliation score may reflect a defensive reaction to pre-

vious rejections; while the feeling expressed in class by these students that

"someone now cares" reflects the real need. This also suggests the need for a

faculty that.can express this. Can this be done by a faculty that is "assigned

one of these classes in order to share the load in a department"?

The Idea of attending college for its prestige value may reflect the at-

tempt to get symbolic esteem. This is symbolic in the college world because the

lack of performance doesn't allow real esteem, but it may be real to the student

in his own community because attendance, not performance, may be the standard.

But what of their self-esteem in this conflict of two worlds? Are they seeking

this esteem from others by college attendance because this is the current currency

with which a sense of belonging and identify is found. In addition, can one who

does not feel accepted use esteem or prestige to gain a sense of belonging and

acceptance? Maslow suggests not. He suggests the opposite occurs.

0

Page 97.

The questions in this motivational area are very complen. Perhaps thismodel will give some ideas regarding the motives, values, and behaviors ofthis student group and some insights useful in resolving conflicts betweenindividuals and groups whose differences reflect their level in tire Awl hierarchy(faculty, students, negroes, caucasian, etc.) . it also suggests that unlessone obtains satisfaction at the physiological, safety, love, and estee.levelshe is unlikely to fulfill his potential. Maslow also suggests that the "freedomto act" is a need underlying all of the others. One may be so concerned withthis need that he may appear to be foregoing satisfaction of.the others tosatisfy it.

In more specific terms, this model suggests the broad goals of (1) helpingthe student become aware of Jobs that are open and opening, with specific informa-tion about curricula and experience opportunities in the jobs. (2) helpinghim see himself for what he is (vocationally, educationally, personally) so thathis motives, .behaviours, and goals are compatible and effective, and 0) settingup procedures for allowing and entouraging individual differentiation withingroups so as to allow him to optimize his own development and potential. This.may help him work, basically on the needs of "freedom to act," physiological,and safety, while providing a basis and a start toward satisfying those at ahigher level.

6. One of the college's objectives with respect to the provisional studentsthen, should be to develop an environmental situations organizatipnal stricture,appropriate activities, and evaluative procedures so as to ;induce, as much aspossible, the physical and psychological actistetibm and the academic nearLime the students. This would be done to ttiioand that' they come to betterunderstand themselves and the world they live In and ar-,capable of makingmeaningful decisions regarding their life activities.

The following "model" taken from March and Simon (1958) and placed in aneducational frame-work is an example of how a "broad scope research model" mightprovide a useful starting reference-point for-thinking.in this area of academicparticipation and production.

a. Participation in college and learning activities

1) Figure 2 suggests theof psychological, as wellfunction of the degree togreater than the costs toetc.)

following relationships. The student's degreeas physical, particiation in learning is awhich the inducements to his learning arehim(e.g., In energy, anxiety, time, money,

2) The ratio of indupement over cost is greatest when the Ftudantperceives it difficult to leave the college (because of limitedoutside alternatives) and also finds it undesirable to leave eollege(because of his satisfaction with the' college and the transferabilityand choice options within the college setting.)

FIGURE 2.

ivationto

4°.cipate

In4ME4PIntcost

FIGURE 1.

Perceiveddesirability of.leaving school

FACTORS IN PARTICIPATION

Perceived easeof leaving

college

4. PerceivedN...4eeieabi1 i4em

of leavingsc. eol

falternativestavailable out-side co/leg

Self conceptin

student-role

Satiefaction 4 predictabilityof instrumentalrelationships

compatabliityof student rolewith other

Trangorabiiii molesty within andoutside organIeWon

771- ...-,,71777

Page 93,

{...

independence,competence,worth,interest

eacherexpectations,study,postponegratification

These categories of perceived ease and desirability of leadingsuggest a way of measuring student motivatibn and relating alto hislater learning. The ;cur- ay table below suggests motivationalcategories in which students might be hypothetically placed.(Requires developing an instrument for measurement in this areal)

Perceive4 ease of

4131LmMex=larallnMAM=2g==CM=VMM=174.MW1.101MCINWOMILIIIMICIM=.1=VIIM=I=MM.c .

Students in Blotk A would be most likely to leave college whilethose in D might be yeast likely to /eave. Those in C and 8 mighthave motivational conflicts, i.e., C finding it desirable, but dif..ficult, to leave and 13 finding it easy to leave, but undesirable.Those in Blocks C and D are most likely to stay In college and thislikelihood compounded with aptitude limitatiens creates quite acounseling problem.

Students might even move from one block to the other while in

school eug., from "B"to '"Cis as "reality" increases. A student

in block "C" might be a particular problem as he feels it desirable

to leave, but hard to leave (Ho here to go) .

Dissatisfaction with one's situation might ordinarily lead to

search behavior for alternatives (other programs, how to improve,

a job, etc.) . However, as March and Simon point out, if the environ-

ment is perceived as malevolent and/or barren, search behavior does not'

necessarily follow from a decrease in satisfaction, but rather aggres-

sion, withdrawal, and regression may beiobserved. CA possible result

of the suggestion made by some to "put these students in regular classes

and let them flunk out. They'll learn this is not the place for them.")

3) Ease of leaving is shown as related to outside alternatives available.

Figure 2) . This suggests the need for counseling referral, since this

person might not stay in college if he knew of somewhere else to go to

gain objectives he might have ---particularly for the student in block C.

4) Desirability of leaving is inverseley related to two factors--satisfac-

tion and transferability.

'Satisfaction is further related to a) an adequate self concept in the

student role based on feelings of independence, competence, worth, and

interests; b) predictability of instrumental relationships based on such

things as teacher enpectations, study, postponement of gratification, etc;

and c) compatebility of the student role with other roles of family

member, worker, father, etc.

Transferability refers to the possibility of movement within the college

(variety In programs) and is related to its size. Transferability might

also refer to movement in the educational system or between systems.

The date in this study would suggest that low satisfication and high

desirability of leaving college combined with difficulty in leaving, in

terms of a place to go would characterize this group.

5) A critical problem is indicated for this group in the term "perceived."

For what is "perceived" and What is "real" may be, and for these students

frequently is, incongruent and yet motivationally relevant. This suggests

a need for a) definitive college objectives and programs, b). developing

means of communicating them to interested parties, c) developing programs

within them, and 4) making referrals to those-agencies more capable of

handling those problems not within the junior college province.

b. Production in college and learning settings.

important in one's learning is that he actively produce. Dissatisfaction

in the organization can lead one to do one of several thingsee-leave the

organization, conform to production standards, or seek satisfaction in

non-productive areas. Since the student stays in school, the alternatives

remaining to him are staying and producing or staying and not producing.

s.

Page 100.

That is, he may stay and obtain satisfactions from non-production related

activities e.g socializing, saying he is a college student, etc.

(Parenthetically, this brings up the point that if the college considerscoecurricular activities e.g., athletics, lectures, social affairs, student

governmeati)as educationally defensible, than they shoed be included among

the areas in which a student "may profit" from attendance. But what of the

student who has very limited capatilities in the Academic sphere, but pro-

fits. from co-curricular activities? For many of the provisional student groupthe cc curricular activities may be of greater immediate worth than the academic)

yet the students are evaluated on academics. Should students be evaluated on

gains In these co-curricula areas and should these be used as inroads to

academic learning? Or; perhaps a program should be set up that is more co-

curricular with minimal academics for one semester (or a summer) and then the

situation reversed the next semester -- credit being given upon successful

completion of the year? Has the high level of importance assigned to coo.

curricular activities been based on an implicit assumption of its educational

value to the academically able, while it has been assigned low value to the

academically unable? Again, are the assumptions upon which the junior college

"Institution?" was founded such that the type of provisional student now at-

tending was not considered to be one of the potential recipients of its benefits?

Are we at the amictalk of either lielskg, attendance to those for whom the

junior college was implicitly assumed to provide for originally 21114MIA9.

the organization to a new aliminclusive releV

"Metivation to produce stems from a present or anticipated state of dis-

content and a perception of a,direct connection between individual production

and a new state of affairs." (March and Simon p. 51) 0

1) Figure 4 indicates.that the motivation to produce in the learning

situatiom.would be maximized if the alternatives to production avail-

able to the student were minimized, the consequences he perceives ,as

resulting to him by selecting the Various productive alternatives

were maxiMized)and the goals of the indivudal in terms of which he

evaluates the alternatives were instituti6nally.related. More .

specifically, the following pertains:

a) Academic production can be maximized only If non-productive

alternatives are minimized. The alternatives relatedAo academicproduction then depend upon and can be maximized by doing the

following:

(1) Minimize the objective availability of outside of school

opportunities as alternatives to school production (This

is.not to negate the value or need of outside school

activities, but forces us to realistically establish ale,

jectives of the academic program in lql#st of them0

(2) Maximize the degree to which the student feels himself aparticipant In decisions made about him by such means as the

instructor's showing his awareness of students' problems,

utilizing the student's ideas in program development,utilizing "graduates" of program as aides, incorporatingInfluences of the comminity from which the students come,etc.

(a)

I) Motivati

.

to

produce

evoked set of alternatives

b) perceived consequenCe

of alternatives

c)

individual goals

(in terms of which

alternatixes are

tidaluata4).

E&C70RS IN PRODUCTILN

objective availability of external

alternatives

supeOVisory practices and

felt participation

programming & supervision relative to complexityof task

and ability of participant

reward tied to behavior

task orientation of work groups

alternatives to participation

group pressure

operationality of criteria

reward and mobility based on performance

Based uNin the

group with which

identim

alification is made.

Identification inCreas

with prestige, inter-

action, shared goals,

need satification, and

essening of compe-

tion within the group

extra organizational groups (deprived community

other community

organizational group

family, or job)

(school community).

task group (class

(teaching faculty)

subgroup (students In classy other

students

subgroups)

.clubs)

congruenceof group pressure

4 0 O

(3) Optimize task complexity-supervision ratio. The learning materials

should be more closely programmed, the supervision closer (by

teacher or aide) end the groups smaller as the task becomes morecomplex relative to the weak abilities of the student.

(4) Rewards should be tied directly to the behavior desired andshould be meaningful and available to the student (it may benecessary for rewards to be material and concrete at first, with

gradual reward training taking place toward more normative rewards). Rewards may have to be different for different types ofstudents e.g., those in Block D (tow-easeeelow desirability ofleaving) in Figure 3 might take more normative rewards ("grades","good work") while those in Block C (low ease-high desirability of

leaving) may need more concrete rewards.

Maximize task orientation of groups and minimize task-irrele

vant behavior. Assign individuals to groups by their "susceptabilityto contagion" in order to reduce negative effects of the group on

individuals.

b) The student will see the consequence' of academic production maximallyif the following factorsare accounted for and controlled.

(1) The fewer the alternatives to academic production the moreimportant will be the consequences of performing in school.

(2) The utilization of appropriate group pressure. A system thatmaximizes the value and goals of the groups within which theindividual finds himself will probably be more effective (at

least in the beginning until the individual begins differentiating

himself from the group). Group pressures increase in effectivenesswith strong identification, uniformity of opinion, the range of

control the group has over the environmental circumstances, and

the interact ion in the group.

Looking again at Figure 3, those in block "0" (perceiving it un-

desirable to leave school) might be treated differently from thoseIn block "C" (perceiving it desirable to leave school). That is,

those perceiving it undesirable to leave school may be more likely

to benefit by incoporation into or having more contact with the

general student body, take on their norms, and ward off conflicting

norms of the outside group. On the other hand, those perceivingit desirable to leave may find student body norms and behavior

in the academic reality outside their value system, tend to partici-

pate In outside activities, and obtain less benefit from counseling

and training.

(3) OPeratlenality of criteria. Academic productivity will be in-creased to the extailt that Its consequences include rewards and/ormobility within the organization or within the larger social"occupational system of which the college is a part.

To be effective, algal end awcrisall must be gssuaL,A21 to thestudent and gplimaILL104. He must learn "student behavior" andmutt see this as an acceptable way to behaved

c) individual goals. It is suggested by March and Simon that individualsevaluate themselves in relation to others and take on the goals of groupswith which they identify. identification, they propose, increases withprestige, interaction, shared goals, need satisfaction, and lessening ofcompetition within the organization. They indicate targets for identification.

1) Extra-organizational groups: e.g., family, community, ethnic groupsjobs, etc.

2) Organizational group: e.g., the college, The, identification maylead only to the symbolic behavior of attending classes, carryingbooks, attending activities, etc., since the organization representsa value system different from that of the student. Being placedon probation may be viewed more as a rejection than as a provi-sional acceptance, leading the student to physical or psychologicalavoidance. Since the school is not satisying personal goals, thissituation may lead to less identification.

There may be a point here for a separate probationary organizationor division of the school. That is, perhaps its better to be afull fledged student In a skill development and guidance program,than a provisional student backing into college so that when pushedout, he can run away fast.

3) Task groups (e.g., class and teacher) and subgroups (social groupsand clubs) within the school are two other types of target groupswith which identifications are made and by whose values alternativesto action are evaluated.

4) Tit'/ significant point about individual goals as they relate to academicproduction, Is that groups with which the individual identifiesinfluences his actions. In so far as the various groups' valuesare congruent, or complementary (at least not antagonistic), theindividual will have less conflict. Furthermore, insofar as extra-organizational (outside college) and subgroups values (within thecollege) are congruent or complementary with those of the organiza-tion (callege) and the task groups (teacher and class), theindividual will have less goal and value conflict, Where collegeand classroom values differ from extra organizational and sub-group values, the individual goals may be conflicting and his majoremphasis will be in the direction of the greatest identification.

The school then must account for and compensate for forcesacting on the student when he is outside the academic sphere ofinfluences by showing awareness of outside forces, interacting withthem, and creating a situation in the college that will increasethe students identification with the college and educationalvalue system and his consequent academic production. The question-naire item showing mixed reaction to "the college consideration ofthe students as individuals" and the obvious lapsing into "Sub-group colloquial behaviors after class" is an Indication of needsin the areas just described.

In summary, academic production appears related to minimizingalternatives to productive behavior, maximizing meaningful andattainable consequenses of productive behavior, and controllingfor organizational, extra-organizational, and intra-organizationalforces with which the student identifies and which affect his goalsas an individual.

7 The purpose for describing these 'hodels" Is not to suggest them as being

all inclusive or the ideal models to be used. Rather, they are suggested to

indicate the direction in which it is felt that college research should go.

Amens must be found to incorporate limited studieS into the larger scope

of living societies. These are examples of broad scope.models which provide the

means for studying the "student" and the "learning processes", and In addition,

have the breadth to handle some of the relevant "context" variables that affect

andmotivation and leerning)Wh;ch are so frequently omitted in the.typical

limited studies.

It I suggested that college, district, and state educational leaders

and administrators commit themselves and their resources to synthesis, as well

as analysis, in research and furthermore, that they view and handle this proPm

blem in the breadth and depth within which it exists. Education and training

must be viewed in its broader social context and the concern of the community

(Including its members, "institutions ", and agencies) should be for the analysis9

allocation, and integration of functions and resources to realistically meet

the educational needs of the community.

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