Georgia annual narrative report, 1962-1963

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GEORGIA 1962.-1963 ANNUAL NARRATIVE REPORT
Local Programs Of Guidance, Counseling, And Testing Title V-A Of The National Defense Education Act Of 1958

STATE DEPARTMENT OF EDUCATION CLAUDE PURCELL, SUPERINTENDENT
ATLANTA, GEORGIA

D~C- 63

GEORGIA 1962-63 ANNUAL NARRATIVE REPORT LOCAL PROGRAMS OF GUIDANCE, COUNSELING, AND TESTI:OO TITLE V-A OF THE NATIONAL DEFENSE EDUCATION ACT OF 1958
State Department of Education Division of Instruction
Guidance, Counseling, and Testing Services
September 1963

CONTENTS

SURVEY OF POST-GRADUATION PLANS OF HIGH SCHOOL SENIORS

Background Information

3

Purposes of This Study

3

Methods of Consolidating Data.

4

Definitions of Special Terms .

4

Results

Summary of Post-Graduation Plans . . . . .

5

Post-Graduation Plans by Sex. . . . . . .

7

Post-Graduation Plans and Ability Levels.

7

Post-Graduation Plans and Median Educational Level of the Community

12

Post-Graduation Plans and Size of High School . . . .

17

Post-Graduation Plans and Median Family Income . . . .

17

Post-Graduation Plans of Seniors and Certification Level of Counselors.

17

Discussion of Results

Summary of the Post-Graduation Plans for Georgia High School Graduates.

22

Implications from This Study. . . . . . . . . . . . . . . . . . . . . .

23

A SURVEY OF THE ACTIVITIES WHICH ARE REGULAR FUNCTIONS OF THE GUIDANCE PROGRAM IN THE STATE OF GEORGIA

Purpose of This Study.

31

Methods of Consolidating Data.

31

Procedure .

31

Results

Summary of Activities Performed by Counselors . . . . . . .

31

Differences in Activities Performed as Related to Counselor

Certification - Negro . . . . . . . . . . . . . . . . . .

36

Differences in Activities Performed as Related to Counselor

Certification - White .

36

Summary of the Results . .

40

Implications from the Study.

. 41

A SURVEY OF WHAT COUNSELORS CONSIDER TO BE THE STRONG AND WEAK POINTS OF THEIR GUIDANCE PROGRAMS

Purposes of This Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Methods of Consolidating Data . . . . . . . . . . . . . . . . . . . . . . . . 45

Results

Summary of Strong and Weak Points of Guidance Programs as Listed by

Counselors. . . . . . . . . . . . . . . . . . . . . . . . . . .

46

Difference in Strong Points Listed as Related to Counselor Certification. . 47

Difference in Weak Points Listed as Related to Counselor Certification. . 48

Difference in Strong Points Listed as Related to Counselor-Student Ratio. 48

Differences in Weak Points Listed as Related to Counselor-Student Ratio 48

Summary of Results . .

49

Implications from the Study.

49

TABLES

SURVEY OF POST-GRADUATION PLANS OF HIGH SCHOOL SENIORS

Numbers and Percentages of High School Seniors Planning to Enter the Various

Categories . . . . . . . . . . . . . . . . . . . . . . . . .

6

Numbers and Percentages of High School Seniors by Sex Planning to Enter the

Various Categories ( Percentages compiled separately by sex) .

8

Numbers and Percentages of High School Seniors by Sex Pl anning to Enter the

Various Categories ( Percentages compiled on total population)

9

Percentages of Total Number Entering Each Category That Are Male and Female 10

Numbers and Percentages of Graduates Located in Each Ability Level. . . .

ll

Percentages of the Total Number That Are Male and Female in Each Ability Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Percentages of White Graduates in Each Ability Level Planning to Enter the Various Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Percentages of Negro Graduates in Each Ability Level Planning to Enter the

Various Categories . . . . . . . . . . . .

. . . . .

. . . . . 15

A Comparison by Percentage of Post -Graduation Plans of Seniors from Counties

Located in the Lower and Upper Quartile on Median Education Level of

Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 16

Percentages of Seniors Entering the Various Categories from Different Sizes

of Graduating Classes.

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

. . 18

Comparison by Percentages of Post - Graduation Plans of Seniors from Co~nties

Located in the Upper and Lower Quartile on Median Family Income . .

19

Average Size of Senior Classes and Certification Levels of Counselors

20

Comparison by Percentages of the Post-Graduation Plans of Seniors by

Certification Levels of Counselors . . . . . . .

. . . .

. . 21

A SURVEY OF THE ACTIVITIES WHICH ARE REGULAR FUNCTIONS OF THE GUIDANCE PROGRAM IN THE STATE OF GEORGIA

Proportion of Counselors Performing Activities . . . . . . ... .

. . 33

Items Showing a Significant Difference in Activities Performed by SC- 4 and

SC-5 Counselors - Negro. . . . . . . . . . . . . . . . . .

. . 37

Items Showing Significant Differences in Activities Performed and

Certification Levels of Counselors - White . . . . . . . .

. . . . . . 39

A SURVEY OF WHAT COUNSELORS CONSIDER TO BE THE STRONG AND WEAK POINTS OF THEIR GUIDANCE PROGRAMS

Strong Points Named by Counselors Classified Under Guidance Services and

Other Conditions . . . .

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

. . . . .

50

Proportion of Strong Points Listed Under the Different Guidance Services.

51

Weak Points Named by Counselors Classified Under Guidance Services and Other

Conditions . .

53

Proportion of Weak Points Listed Under the Different Guidance Services.

54

Proportion of Strong Points Listed Under the Different Guidance Services by

Counselor Certification. . . . . . . . . . . . . .

. . 56

A Comparison of Strong Points Named by White Counselors and Counselor

Certification Level. .

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

. . . .

. . . 58

Proportion of Weak Points Listed Under the Different Guidance Services by

Counselor Certification.

. . . . . . .

. . . . . . . . . . . . . 59

A Comparison of Weak Points Named by Counselors and Counselor Certification

Level. . . . . . . . . .

. . . . . . .

..... ......

61

Proportion of Strong Points Listed Under the Different Guidance Services by

Size of the High Schools .

. . . . . . .

. . . . . . . . .

62

A Comparison of Strong Points Named by Counselors and Counselor-Student Ratio 64

Proportion of Weak Points Listed Under the Different Guidance Services by

Counselor-Student Ratio (White). . . . . . . . . . . . .

65

A Comparison of Weak Points Listed by Counselor-Student Ratio

67

A Comparison of Counselor Dissatisfaction by Counselor-Student Ratio.

68

SURVEY OF POST-GRADUATION PLANS OF
HIGH SCHOOL SENIORS

It is the purpose of this s ection of the Annual Narrative Report to summarize, in both statistical and narrative form, three separate surveys
conducted during the 1962-63 school year by the Guidance, Counseling, and
Testing staff of the State Department of Education. The first survey is a compilation of post-graduation plans of s eniors by ability l evel . The second survey is a summary of the activities carried on by couns elors . The third survey is a listing by counselors of what they consider to be the strong and weak points of their guidanc e programs.
Many people had an active part in making this study a reality . Dr. Dolph Camp and Dr. Jack Martin of the U. S. Office of Education were extremely helpful in providing consultative services t o the Advisory Committee for Guidance, Counseling, and Testing as they helped the staff of Guidance, Counseling, and Testing Services move into the study . Directors of Guidance and public school counselors throughout the State, of course, were extremely generous in providing the data necessary for compilation. The accumulated information was then interpreted by Mr . J ames E. Bottoms , Consultant of Guidance, Counseling, and Testing Services, with the assistance of the staff, members of the Advisory Committee, and under the direction of Dr. Hugh F. Moss .
H. S . Shearouse Director Division of Instruction

SURVEY OF POST-GRADUATION PLANS OF HIGH SCHOOL SENIORS
BACKGROUND INFORMATION
In r ecent years counselors wer e asked to submit annually t o the office of Guidance, Counseling, and Testing Services a narrative description of their guidance program . The opinion was express ed by many educators that such a report did not communicate the worth of the program nor did the data l end itself to statistical compilation and yearly comparison . These were but a few of the criticisms toward the old narrative report; however, with these things in mind, the State Advisory Committee for Guidance, Counseling, and Tes ting was asked to consider evaluation of guidance s ervices and suggest means of collecting data which would be useful for developing an Annual Narrative Report. This report would meet a t wo -fold objective-first, it would be meaningful and useful to counselors and other school personnel, and s econd, it would include data needed by the U. S . Office of Education and by the State Department of Education as a basis for improving their services to counselors.
The Committee worked t oward the goal of developing a form for r eporting which would (l) illustrate the effects that counseling had in the lives of students and (2) help counselors to evaluat e their progress toward adequat e programs. After several meetings, the Advisory Committee developed both a short-range and a longrange Annual Narrative Report that would fulfill the above goals . For the 1962- 63 school year, only part of the Annual Narrative Report was carried out, and the remainder will be added in the future. The parts of the Annual Narrative Report that were carried out are the ar eas being reported in this study. The form, "Post-Graduation Plans of Seniors," was completed by all systems participating in NDEA Title V, and the form, "Consultant's Evaluation Report " was completed by most counselors as a statewide survey of guidance activities performed for the 1962-63 school year only. The second part of the form, "Consultant's Evaluation Report," was a survey of what counselors consider to be the strong and weak points of their guidance programs. Each of the instruments used in the 1962-63 Annual Narrative Report are described in greater detail further in the report.
PURPOSES OF THIS STUDY
Rapid economic and social changes in Georgia are resulting in population shifts and changes in cultural patterns which have many implications for counselors. Only as counselors become aware of these constant changes can they help students to plan realistically in order to utilize their maximum potentials. Through a study of the plans of graduating seniors and the variables influencing those plans, information can be made available to counselors that will help them understand the factors operating in the community which influence the development of the individual's s elf-concept and, consequently, his career role . The first purpose of this survey is to summarize the post-graduation plans of Georgia high school seniors:
(l) The number planning to enter a four -year college
~Gl~2) The number planning to enter a two-year college The number planning to enter t echnical and vocational schools The number planning to enter other schools
5) The number planning to enter occupations

- 4-
(6) The number planning to enter marriage (7) The number who are undecided about their post-graduation plans
The second purpose is to compare the relationship between post-graduation plans of seniors and the following variables: (l) sex, (2) ability level, (3) size of graduating class, (4) median income level of the community, (5) median education level of adults in the community, and (6) certification level of counselors. The third purpose is to search for other pertinent information needed for consideration in the light of trends shown by current data.
METHODS OF CONSOLIDATING DATA
Subjects. The population was composed of 25,000 white high school seniors from 272 high schools and 8,500 Negro high school seniors from 145 high schools for the 1962-63 school year.
Instrument Used for Gathering Data. The post-graduation form was used by high school counselors to report the number of seniors by ability level planning to enter the various levels of education, jobs, marriage, and also those who were undecided about their plans.
DEFINITIONS OF SPECIAL TERMS
Ability Levels. Three criteria could be used by high school couns elors to divide students into upper, second, third, and fourth quartiles: (1) class rank based on academic achievement, (2) local norms based on a standardized ability test, (3) national norms based on a standardized test.
Certification Levels. An SC-4 Certificate is acquired by credit for three graduate courses in guidance and counseling beyond the B. S. Degree . An SC-5 Certificate is acquired by completing the Master's Degree in guidance and counseling, and the SC-6 Certificate is acquired by completing two years' graduate study in guidance and counseling.
Median Income Level. Median income level of adults in each county was obtained from the 1960 census data. The post-graduation plans of seniors from high schools located in the counties whose median income was in the lower quartile were compared to the post-graduation plans of seniors from high schools located in counties whose median income was in the upper quartile.
Median Education Level. Median education level of adults in each county was obtained from the 1960 census data. The post-graduation plans of seniors from high schools located in counties whose median education level was in the lower quartile were compared to the post-graduation plans of seniors from high schools located in counties whose median education level was in the upper quartile.
NDEA Title V-A . The purpose of Title V-A of the National Defens e Education Act of 1958 is to provide financial assistance to the states to establish and maintain: (1) a testing program in secondary schools to identify students with

- 5-
outstanding aptitudes and abilities and (2) a program of guidance and counseling in the public secondary schools to encourage students to complete their secondary school education in preparation for their entrance into institutions of higher education and to enter such institutions.
RESULTS
I. SUMMARY OF POST-GRADUATION PLANS
Examination of Table I reveals the following summary of the post-graduation plans for Georgia high school graduates:
1. Sixty-one per cent of Georgia high school graduates are planning to continue their formal education beyond high school with 32 per cent entering four-year colleges, 10 per cent entering two-year colleges, 10 per cent entering technical and vocational schools, and 9 per cent entering other schools.
2. Thirty-three per cent of Georgia high school graduates are planning to enter occupations direc~ly after high school.
3. Five per cent of Georgia high school graduat es are planning to marry after
high school.
4. Nine per cent of Georgia high school graduates are undecided about their
next step beyond high school.
Examination of Table I indicates little difference in the post-graduation plans of whit e and Negro graduates with the exception of three items:
l. Eleven per cent of the white graduates and three per cent of Negro graduates are planning to ent er junior colleges .
2. Eight per cent of the white graduates and 15 per cent of the Negro gradu-
ates are planning to enter vocational schools.
3. Eight per cent of the white graduates and 13 per cent of Negro graduates
are undecided.
In all probability this difference is due to the availability of school facilities and job opportunities . Further examination of the Table I indicates that 62 per
cent of white graduates and 56 per cent of Negro graduat es are planning to continue
their education beyond high school. Pr evious follow-up of high school graduates as reported by the Board of Regents of the University System of Georgia indicates that this large a percentage of high school graduates do not continue their education beyond high schooi. Only eight per cent of white graduates and 13 per cent of Negro high school graduates are undecided about a plan of action beyond high school; however, thes e low percentages may represent not how well counselors have. helped students work out their next step beyond high school, so much as the desire of students t o claim completed plans.

-6-
TABLE I NUMB&~ A1~ PERCENTAGES OF HIGH SCHOOL SE1~0RS PLA1~~~G TO
ENI'ER THE VARIOUS CATEGORIES

WHITE

NEGRO

TOTAL

PostGraduation
Plans

Total No. Per Cent Seniors Entering
Fields

Total No. Seniors

Per Cent Total No . Per Cent

Entering Seniors Entering

Fields

Fields

Four-year College

8500

34

2465

29

10965

32

Two-year College

2750

ll

255

03

3005

10

Technical and Vocational Schools

2000

08

1275

15

3275

10

Other Schools

____ 2250
.._

~---------

TOTAL FORMAL EDUCATION

15500

---------- -----

Occupations and

8250

Military Service

Marriage

1500

09
----
62
----
33
06

765

09

3015

09

------ ----- ------ -----

4760

56

20260

61

------ ----- ------ -----

3060

36

11310

33

340

04

1840

os

Undecided

2000

08

1105

13

3105

09

TOTALS

272501

109 2

92653

1092

36515

109 2

ACTUAL NtWillER REPORTED

25000

8500

33500

1 Approximately 2)00 students wer e r eported in more than one category. 2 Appyoximately 765 students were reported in more than one category.
3 The overlap in percentage is due to the fact that 84% of seniors planning to marry are listed under jobs or education and 11% of seniors entering jobs are also under education or marriage. This information was found from a 5% sample in which each post-graduation form was carefully analyzed.

- 7-
II. POST-GRADUATION PLANS BY SEX
The sex composite of Georgia high school graduates was 47 per cent male and 53 per cent female. Examination of Table IIa reveals the following summary of
post-graduation plans by sex:
1. Sixty per cent of Georgia male high school graduates are planning to continue their education beyond high school as compared to 61 per cent of the female graduates. Forty-five per cent of male graduates are planning to enter college as compared to 39 per cent of the female graduates. Eleven per cent of the males are planning to enter technical and vocational schools, while 13 per cent of the girls plan to enter other schools.
2. Thirty-eight per cent of male graduates are planning to enter occupations as compared to 30 per cent of female graduates.
3. Two per cent of the male graduates are planning to marry directly after
high school as compared to 9 per cent of female graduates.
4. Nine per cent of the male graduates are undecided about their future
plans as compared to 10 per cent of the female graduates.
The sex composition of Georgia white high school graduates was almost equal,
with 49 per cent male and 51 per cent f emale, while the sex composition of the
Georgia Negro high school graduates was not as nearly equal, with 44 per cent males
and 56 per cent females.
Examination of Tables IIa and III indicates two distinct differences in the post-graduation plans of Negro and white students. First, a larger percentage of male white students are planning to continue their education beyond high school than of Negro male students; also, a larger percentage of Negro male students are planning to enter a job upon graduation. Second, a larger percentage of Negro girls are planning to continue their education beyond high school than are white girls; and a larger percentage of Negro girls than of Negro boys . This trend of more Negro females than Negro males planning post-high school education should be investigated by the Negro couns elor .
Some differences can be obs erved in the post-graduation plans between males and females among white graduates. A larger percentage of males are planning to continue their education beyond high school while more females are planning to enter jobs. More males plan to attend f our-year and two-year colleges, and technical and vocational schools. More females plan to attend other schools, such as business and nursing.
III. POST-GRADUATION PLANS AND ABILITY LEVELS
The percentages of high school graduates located in each ability level are almost equal. This is due to the fact that 60 per cent of the white high schools
reporting and 75 per cent of Negro high schools reporting used class rank and local

TABLE IIa
NUMBERS AND PERCENTAGES OF HIGH SCHOOL SENIORS BY SEX PLANNING TO ENTER THE VARIOUS CATEGORIES
(PERCENTAGES COMPILED SEPARATELY BY SEX)

Post-Graduation Plans

WHITE

MALE

FEMALE

Total No. % Total No.

Seniors

Seniors

NEGRO

MA.LE

FEMALE

% Total No. % ['otal No.

Seniors

Seniors

COMBINED

MA.LE

FEMALE

% Total No . % Total No . %

Seniors

Seniors

Four-year College

4500 37 4000 31 1020 27 1445 30

5520 35

5445 31

Two - year College

1500 12 1250 10

85 02 170 04 1585 10 1420 08

Technical and Vocational Schools 1250 10

750 06

510 14 "765 16

1760 11

1515 09

Other .Schools
-----------

500 04
------

1750 14 170 05 595 14
------ - ----- -- ------

670 04
------

2345 13
-- - -----

co

TOTAL FORMAL EDUCATION

7750 63 7750 61 1785 48 2975 63

9535 60 10725 61

----------- ------- ------ - ------- ------ ---- -- --------

Occupations and Military Service

4250 35 4000 31 1870 50 1190 25

6120 38

5190 30

Marriag e Undecided

250 02 1250 10 1000 08 1000 08

85 02 255 05
425 11 680 14

335 02
1425 09

1505 09 1680 10

TOTALS 1

13250 53 14000 56 4176 49 5100 60 17415 109 19100 110

ACTUAL NO . & PER CENT REPORTED

12250

49 12750

51

3740

44 4760 56

15990

47

17510

53

1 The overlap in percentage is due to the fact that 84% of seniors planning to marry are listed under jobs or education and 11% of seniors entering jobs are also under education or marriage. This informa-
tion was found from a 5%sample in which each post-graduation form was carefully analyzed.

- 9-

TABLE lib
NUMBERS AND PERCENTAGE OF HIGH SCHOOL SENIORS BY SEX PLANNING TO ENTER THE VARIOUS CATEGORIES
(PERCENTAGES ~;ILED ON TOTAL POPULATION)

PostGraduation
Plans

\illiTE

MALE

FEMALE

Total No . % Total No. %

Seniors

Seniors

MALE
Total No . Seniors

NEGRO FEMALE
% Total No . % Seniors

Four-year College 4.500 18

4000 16 1020 12

144.5 17

Two-year College 1.500 06

12.50 0.5

8.5

01

170 02

Technical and

Vocational Schools 12.50

0.5

7.50 03

.510

06

76.5

09

Other Schools

.500 02

17.50 07

170 02

.59.5

07

---------- -------- ------- - -------- ---------

TOTAL

FORMAL EDUCATION 77.50

31

77.50

31

178.5

21

297.5

3.5

--------- r-------- ------- ------- --------

Occupations and

Military Service

42.50

17

4000

16

1870

22

1190 l4

Ma r r i a g e

2.50

01

12.50 0.5

8.5

01

2.5.5

03

Undecided

1000 04

1000 04

42.5

0.5

680

08

TOTALS1

132.50

53

14000

56

416.5

49

.5100 60

ACTUAL NUMBER & % 122.50

49

127.50

.51

3740

44

REPORTED

4760 56

1 The overlap in total number and percentage for both Negro and white is due to the fact that 84% of s eniors planning to marry are listed under jobs or education and ll% of seniors entering jobs are also under education or marriage. This informa-
tion was found from a .5% sample in which each post-graduation form was carefully analyzed.

- 10 -
TABLE III PERCENTAGES OF TOTAL NUMBER ENTERING EACH CATEGORY
THAT ARE MALE AND FEMALE

Pos t-Graduation Plans
Four- year Col lege
Two -year College
Technical and Vo cational Schools
Ot her Schools
Occupations and Military Service
Marriage
Undecided
TOTAL NUMBER AND PER CENT REPORTED

WHITE

Total No.

Per Cent

of Seniors Mal e Female

8.500

.53

47

NEGRO

Total No.

Per Cent

of Seniors Male Female

246.5

38

62

27.5 0

.58

42

2.5.5

33

67

2000 22.50

.59

41

2.5

7.5

127.5 76.5

39

61

19

81

82.50 1.500 2000

.51

49

17

83

.52

48

3060 340 110.5

64

3.5

23

77

40

60

12.5000

49

.51

18.500

44

.56

1 This number i s the actual number of seniors r eported and will not equal the total of the columns above, becaus e certain students are listed in more than one category. For example , 84% of s eniors planning to marry are listed under jobs or education, and 11% of s eniors enter ing j obs are also under education or marriage . This infor mation was f ound from a .5% s ample i n which each post-graduation form was carefully analy zed.

- ll -
TABLE IV
NUMBERS AND PERCENTAGES OF GRADUATES LOCATED IN EACH ABILITY LEVEL

ABILITY LEVELS Upper Level Second Level Third Level Lower Level No Ability Data

WHITE

NUMBER OF SWDENTS

PER CENT OF STUDENTS

6250

25

6750

27

6250

25

5250

21

5oo

02

NUMBER oF SWDENTS

NEGRO
PER CENT OF STUDENTS

1870

22

1955

23

2210

26

2040

24

425

05

- 12 -
norms to divide their senior classes into equal fourths . No ability data were
obtained on 500 white students and 425 Negro students, a small proportion of the
t otal number. Examination of Table V indicates that a larger percentage of females for both Negro and white are located in the upper and s econd quartiles with a larger percentage of males in the lower quartiles . The low percentage of male Negroes in the upper and second fourths may be explainable in several ways; however, this problem may have implications for study by the Negro counselor and by other school officials.
Tabl e VI seems to describe a positive relationship between ability levels and plans to continue formal education beyond high school for both the white and Negro graduates. Eighty-four per cent of Georgia white high school graduates in the upper ability l evel are planning continue formal education beyond high school, while only
67 per cent of thos e in the second ability level, 53 per cent of those in the third
ability level, and 41 per cent of those in the fourth ability l evel are planning
t o continue formal education beyond high school. Eighty-seven per cent of Georgia Negro graduat es in the upper ability level are planning t o continue formal educa-
tion beyond high school , while 68 per cent of those in the second ability level, 49 per cent of thos e in the third ability level, and 38 per cent of those in the
fourth ability level are planning to continue formal education beyond high school.
Tables VI and VII seem t o describe a positive relationship bet ween the ability levels and plans to attend four -year colleges for both the Negro and whit e graduates . A larger percentage of white students who are planning t o attend two-year colleges and technical and vocational schools are located in the second and third ability levels. A positive relationship also exists for both white and Negro between ability l evels and the percentage planning to enter occupations and military service , marriage, and those who are undecided . Fewer students are located in these areas in the upper fourth, but the percentage gradually increases with a larger percentage located in the lower fourth .
IV . POST-GRADUATION PLANS AND MEDIAN EDUCATIONAL LEVEL OF THE COMMUNITY
The 159 counties in Georgia were ranked from data on median educational level of adults taken from the 1960 census . The upper fourth (39 counties ) was compared with the lower fourth (39 counties ) on median educati onal level of adults. In
holding the percentage from each race constant , counties were matched upon this basis
and only 34 counties from each group were selected. Thirty-one counties out of 34 in the upper quartile of educational l evel were participating in Title V. These 31 counties contained 104 schools and 12,131 students. Only 23 counties out of 34 in the lower group, composed of 28 schools and 1, 842 students, had schools partici-
pating in Title V-A.
Examination of Table VIII indicates that some relationship exists between post- graduation plans of students and the educational background of adults in the community in which the school is located. Sixty-five per cent of those graduates in counties in the upper quartile in education are planning to continue formal
education beyond high school as compared t o 56 per cent of those graduat es in
counties in the lower quartile in education. The most significant difference between graduates from communities in the upper and lower fourth on median educa-
tional l evel of adults is that 40 per cent of the graduates in the counties in
the upper fourth in education are planning t o attend four-year colleges as compared

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TABLE V
PERCENTAGES OF THE TOTAL NUMBER THAT ARE MALE AND FEMALE IN EACH ABILITY LEVEL

ABILITY LEVELS

TOTAL NO. SENIORS

WHITE
PER CENT MALE FEMALE

TOTAL NO. SENIORS

NEGRO
PER CENT MALE FEMALE

Upper Level

6250

46

54

1870

38

62

Second Level

6750

47

53

1955

41

59

Third Level

6250

49

51

2210

46

54

Lower Level

5250

54

46

2040

48

52

No Ability Data

500

55

45

425

49

51

TOTAL NUMBER AND

PER CENT REPORTED 25000

49

51

8500

44

56

- 14 -
TABLE VI
PERCENTAGES OF WHITE GRADUATES IN EACH ABILITY LEVEL PLANNING TO ENTER THE VARIOUS CATEGORIES

POST-GRADUATION PLANS

UPPER FOURTH

SECOND FOURTH

ABILITY LEVELS

THIRD FOURTH

LOWER FOURTH

NO ABILITY DATA

Four-year College

63

38

21

11

18

Two -year College

10

13

12

09

06

Technical and

Vocational Schools

04

07

10

10

06

Other Schools

07

09

10

11

11

-------------------- ------------- ----------- ----------- ---------- ----------------

TOTAL

FORMAL EDUCATION

84

67

53

41

41

-------------------- ------------- ------------ ----------- ---------- ----------------

Occupations and

Military Service

18

31

39

46

39

!Marriage

05

06

07

08

11

!undecided TOTAL PER CENT

04 1111

o6 1110

10 1 109

09 1104

16 1107

TOTAL NO. REPORTED

6250

6750

6250

5250

5oo

l
This overlap in percentages is due to the fact that certain students are listed in
more than one category. For example, 84% of seniors planning to marry are listed under jobs or education, and 11% of seniors entering jobs are also under education
or marriage. This information was found from a 5% sample in which each post-
graduation form was carefully analyzed.

- 15 -
TABLE VII PERCENTAGES OF NEGRO GRADUATES IN EACH ABILITY LEVEL
PLANNING TO ENTER THE VARIOUS CATEGORIES

Post-Graduation Plans

Upper Fourth

ABILITY LEVELS

Second Fourth

Third Fourth

Lower Fourth

No Ability Data

Four-year College

68

36

18

09

14

Two-year College

03

04

02

02

02

Technical and Vocational Schools

08

16

21

17

13

Other Schools
-----------
TOTAL FORMAL EDUCATION
-----------
Occupations and Military Service

08

12

08

10

----- ------ ------ -----

87

68

49

38

----- ------ ------ -----

22

34

44

37

10
-------
39
-------
37

Marriage

02

04

05

05

06

Undecided TOTAL PER CENT

07 1118

12 1118

14
1112

10 1100

24 1106

TOTAL NO . REPORTED 1860

1955

2210

2040

425

1 This overlap in percentage is due to the fact that certain students are listed in more than one category. For example, 84% of seniors planning to marry are listed under jobs or education and 11% of seniors entering jobs are also under
education or marriage. This information was found from a 5% sample in which
each post-graduation form was carefully analyzed.

- 16 -
TABLE VIII A COMPARISON BY PERCENTAGE OF POST-GRADUATION PLANS OF SENIORS FROM COUNTIES LOCATED IN THE LOWER AND UPPER QUARTILE
ON MEDIAN EDUCATION LEVEL OF ADULTS

Post-Graduation Plans
Four-year College

MEDIAN EDUCATION LEVELS

Upper

Lower

40

23

Two-year College

09

14

Technical and Vocational Schools

07

11

Other Schools

09

08

------------------ ------------------------

Total Per Cent Formal Education

65

56

~----------------- ------------------------

Occupations and Military Service

31

34

Marriage

07

07

Unde c i ded

07

08

TOTAL PER CENT

1 110

1105

TOTAL NO . OF STUDENTS

12131

1842

TOTAL NO . OF SCHOOLS

104

28

1 This overlap in percentage is due to the fact that certain students are listed
in more than one category. For example, 84% of seniors planning to marry are listed under jobs or education, and 11% of seniors entering jobs are also under
education or marriage. This information was found from a 5% sample in which
each post-graduation form was carefully analyzed.

- 17 -
to 23 per cent of the graduates located in the lower fourth. However, more high school graduates from the counties located in the lower quartile on median educational level plan to attend two-year colleges and technical and vocational schools.
V. POST-GRADUATION PLANS AND SIZE OF HIGH SCHOOL
A total of 274 high schools were reported in this study with 28 schools having 20 or less students in the senior class, 67 schools having between 21 and 45 students in the senior class, 93 schools having between 46 and 99 seniors, and 86 schools having over 100 seniors.
Examination of Table IX indicates that a positive relationship exists between the size of the senior class and the percentage entering colleges. Dr. Conant suggested in his book, The American High School," that a class must be composed of at least one hundred before the community can adequately provide a program needed by the students for advanced education . This suggestion seems to be supported by the evidence given in Table IX.
VI. POST-GRADUATION PLANS AND MEDIAN FAMILY INCOME
The 159 counties in Georgia were ranked from data on median income level from the 1960 census. Thirty-nine counties were located in each of the upper and lower quartiles of median family income. Post-graduation plans of seniors were available for 35 of the counties located in the upper quartile and for 25 of the counties in the lower quartile on median family income. One thousand students were reported from the counties in the lower quartile and 14,699 students were reported from the counties in the upper quartile.
Examination of Table X indicates that a relationship exists between median family income of a county and the post-graduation plans of seniors located therein . The most striking difference is observable in t he post-graduation education plans of seniors. Thirty-nine per cent of those located in the upper quartile are planning to attend college as compared to 28 per cent in the lower quartile. A larger percentage of the seniors in the lower quartile plan to attend junior college, technical and vocational schools, and other schools. Sixty-four per cent of those students from counties located in the lower quartile on median family income are planning to further their education beyond high school as compared to 59 per cent from the upper quartile on median family income. This difference is probably due to the difference in the number of occupations available in the different quartiles.
VII. POST-GRADUATION PLANS OF SENIORS AND CERTIFICATION LEVEL OF COUNSELORS
Table XI provides some insight into the size of high schools in which aounselors of different certification levels are located. It is significant to note that a positive relationship exists in the certification level of counselors and the size of the senior class. Furthermore, approximately one-half of the students reported in this survey are in schools where the counselors hold SC-5 Certificates.

- 18 -
TABLE IX
PERCENTAGES OF SENIORS ENTERING THE VARIOUS CATEGORIES FROM DIFFERENT SIZES OF GRADUATING CLASSES

-.

< I

+

POST-GRADUATION PLANS

0-20

SIZES OF GRADUATING CLASSES

21-4.5

46-99

100-0VER

Four-year College

2.5

26

27

39

Two-year College

13

09

11

11

Technical and

Vocational Schools

12

12

09

06

Other Schools

10

09

10

09

-------------------------- -------------- -------------- -------------- ----------------

TOTAL PER CENT

FORMAL EDUCATION

60

56

57

6.5

~------------------------ ------------- -------------- -------------- ----------------

Occupations and Military Service

31

36

41

30

Marriage

07

08

09

05

Undecided TOTAL PER CENT

04 1102

09 1109

07 1114

06 llo6

TOTAL. NO. OF SCHOOLS

28

67

93

86

TOTAL NO. OF STUDENTS

500

2250

6750

1.5500

' .
1 This overlap in percentage is due to the fac t t hat certain students are listed in more than one category. For example, 84% of seniors planning to marry are listed under jobs or education and 11% of s eniors entering jobs are also under education or marriage . This information was found from a .5% sample in which each postgraduati on form was carefully analyzed;

- 19 -
TABLE X
COMPARISON BY PERCENTAGES OF POST-GRADUATION PLANS OF SENIORS FROM COUNTIES LOCATED IN THE UPPER AND LOWER QUARTILE
ON MEDIAN FAMILY INCOME

Post-Graduation Plans
Four-year College

MEDIAN FAMILY INCOME

Counties Located in- Counties Located in

Upper Quartile

Lower Quartile

.

39

28

I

Two-year College

-=1 - 09-- ----...

------ 13

Teclmical and Vocational Schools

05

- 1 -~'n

f'it

l J'

) ;

I
I

Other Schools

06

I -'
10

-------------------- ~--- - --------- -----

TOTAL PER CENT FORMAL EDU~TION

59

---
' 64

------------------- -----------------------

Occupations and Military Services
-

____ 34 __ ,

28 ---!

Marriage

07

05

Undecided

08

10

TOTAL PER CENT

1108

1 107

TOTAL NO. OF STUDENTS

14699

1615

TOTAL NO. OF SCHOOLS

113

35

1 This overlap in percentages is due to the fact that certain students are listed
in more than one category. For example, 84% of seniors planning to marry are
listed under jobs or education, and 11% of seniors entering jobs are also under
education or marriage. This information was found from a 5% sample in which
each post-graduation form was carefully analyzed.

- 20 -
TABLE XI AVERAGE SIZE OF SE~ITOR CLASSES MID CERTIFICATIO N LEVELS OF COUNSELORS

Certification Level
Pennits and Uncertified SC-h SC-5
4
<

Average size of Senior Class
39 68 112 121

- 21 TABLE XII
COMPARISON BY PERCENTAGES OF THE POST-GRADUATION PLANS OF SENIORS BY CERTIFICATION LEVELS OF COUNSELORS

Post-Graduation Plans

CERTIFICATION LEVELS OF COUNSELORS

Uncertified

SC-4

SC-5

sc-6

Four-year College

27

28

39

33

Two-year College

07

12

10

12

Technical and Vocational Schools

14

09

07

07

Other Schools

08

10

10

08

--------------------------- ----------------------------------------------------------

TOTAL PER CENT FORMAL EDUCATION

56

59

66

60

-O--c-c-u-p-a-t-i-o-n-s--a-n-d-----------
Military Services

----------------------------------------------------------

41

35

32

35

Marriage

16

06

05

07

Undecided

09

07

08

06

TOTAL PER CENr

1122

__1107

1111

1108

1 This overlap in percentage is due to the fact that certain students are listed in more than one category. For example, 84% of seniors planning to marry are listed under jobs or education and 11% of seniors entering jobs are also under education or marriage. This information was found from a 5% sample in which each postgraduation form was carefully analyzed.

- 22 -
Table XII summarizes the difference in graduation plans of seniors in schools with counselors holding different certification levels. More students with SC-5 and SC-6 counselors are planning to attend four-year colleges; whereas, more students in schools with an SC-4 counselor are planning to attend technical and vocational schools and two-year colleges. A larger percentage of students in schools with uncertified counselors are planning to get married or attend technical and vocational schools. It seems probable that several of the variables studied are dependent upon the characteristics of the comm~ity rather than that a causal relationship exists between the several variables.
DISCUSSION OF RESULTS
SUMMARY OF THE POST~RADUATION PLANS FOR GEORGIA HIGH SCHOOL GRADUATES
I. What are the post-graduation plans for Georgia high school graduates?
1. Forty-five per cent of Georgia white high school graduates are planning to enter college while 64 per cent are planning to further their education
beyond high school, and approximately 8 per cent of Georgia white high
school seniors are undecided about their next step beyond high school with the remainder entering some type of employment.
2. Thirty-two per cent of Georgia Negro high school seniors are planning t o
enter college while 56 per cent are planning to further their education
beyond high school, and approximately 13 per cent of Georgia Negro high school seniors are undecided about their next step beyond high school with the remainder entering some type of employment.
II. What is the relationship in post-graduation plans of seniors between the different community, school, and individual variables for the State of Georgia? The data presented in this research study strongly indicates that post-graduation plans are related to:
1. The sex composite of the different ability levels, with more females being found in the upper and second ability levels and more males in the lower ability level.
2. The sex of the individual, with more males planning to enter college, technical and vocational schools, and jobs while more females are planning to enter other schools and to marry.
3. The ability of the individual, with more students in the upper ability
levels planning to continue their education beyond high school while more students in the lower ability levels are more likely to seek jobs.
4. The educational background of adults in the community, with more students from the higher educational background planning to- attend four-year colleges; and more students from the lower educational background planning to enter two-year colleges, technical and vocational schools, other schools, and jobs.

- 23 -
5. The income level of the community, with more students from communities with higher income level planning to enter four-year colleges, marriage, and jobs; and communities with lower income level having more students entering two-year colleges, technical and vocational schools, other schools, and undecided.
6. The size of the graduating class, with more students from schools with graduating classes over one hundred planning to attend college and fewer students planning to ~entet. two-year colleges, technical and vocational schools, occupations, and marriage than smaller high schools.
7. The certification levels of counselors, with more students from schools
with SC-5 and SC-6 counselors planning to attend college than from schools with uncertified and SC-4 counselors; and fewer students under SC-5 and SC-6 counselors planning to enter technical and vocational schools, jobs, marriage, and undecided than under uncertified and SC-4 counselors.
IMPLICATIONS FROM THIS STUDY
l. The proportion of seniors planning to attend college is larger than the proportion who have actually attended college in the past. This information has implications for the high school counselor. This study indicates that the "ideal plans" of a large number of Georgia high school seniors are to continue their education in college. Counselors should concentrate upon what happens to the individual students through adequate follow-up to determine why some students are unable to fulfill their plans.
In understanding why students are unable to fulfill their "ideal plans," counselors may be able to initiate a course of action for future students that may help to alleviate some of the obstacles. For example, counselors may find it necessary to work with students at an earlier level in high school to aid them in formulating realistic plans. Various reasons may be found for the seniors not fulfilling their goals of attending college such as lack of funds and lack of planning. These reasons may lend themselves to certain categories or patterns of conditions, the study of which will enable the counselor to work more effectively with future students.
College administrators may be ~nterested in the growing desire that Georgia high school graduates are expressing to attend college. Furthermore, it is noticeable that these students are located in each ability level and that 20 per cent of the students located in the lower ability level state that they are planning to attend college. This means that in the future there will be two types of increases in college enrollment . The increase in ~igh school enrollment will bring about a natural increase in college attendance, even if no larger percentage of the high school graduates will be desirous of attending college . This further shows that colleges will need more dormitory space, facilities, instructors, classrooms, scholarships, and diversified curricula, because students in the different ability levels will require a vari~d type of program.
Thts growing demand is a reflection of what society considers to be an ideal

- 24 -
life. Society emphasizes and stresses the need for a college education in order to have the "better life;" however, college education may be unrealistic for some students. Society must become aware of this and accept each individual for his own dignity and worth . There is need for closer articulation between the high school and the college in terms of how each can meet the needs of the other as they work with students.
There is also implication for high school principals and school faculties who plan the curriculum for high school students. There should be continued consolidation of educational facilities in order for the high school to offer a broad diversified program that will meet the needs of all the students.
Dr. Conant, in his book, "The American High School:," made the assumption that a graduating class should be composed of at least 100 students before the community can adequately provide a program of higher education. This assumption is supported by the data presented in this study. Communities with high schools which have less than 100 students in each class will have to provide more local effort than present, if they plan to provide their children with the academic background needed to operate effectively in today's society.
A higher proportion of Negro females are planning to continue their education beyond high school than males, while more Negro males are planning to enter occupations. The Negro counselor should study carefully the reasons why more Negro females than males are planning to attend college. They should study possible action that could be taken by the school to help increase the number of males attending college. Negro counselors should encourage males to enter critical occupations which require advanced training. Counselors should familiarize their students with the many fields available to them at the present time, supporting such choices of fields by strong curricular arrangements leading toward interest in and prerequisites for critical areas.
2. The number of seniors who are planning to attend technical and vocational schools seems to be too low in the fact of current demands for technical and skilled labor in Georgia. Counselors should become more familiar with the opportunities for technical and skilled labor in Georgia and the industries in which employment opportunities are available.
A recent report released by the Georgia Department of Labor informs us that;
Georgia will need~ in the next five years, 65,581 new employees trained in the
technical, skilled, and clerical areas. This .represents 13,100 job openings yearly for trained workers that industry will need. In addition, changing technology will develop the need for 31 new technician types not now employed in Georgia. As more and more ma~e high school graduates have difficulties competing for jobs with older and more experienced workers, counselors are gradually becoming, as they should, the catalysts in helping the school and the community understand the need for technical and skilled labor and in encouraging high school graduates to enter these fields.
If the technical and vocational schools are to attract a larg~r number of high school graduates and maintain a high level of acceptance by ~ociety, administrators of these schools must provide high quality programs and instructors. Failure on the part of technical and vocational scpool administrators to recognize this need will result in failure to provide technical personnel and a loss to the State. Administrators of technical and vocational schools should note

- 25 -

that they receive a larger percentage of the students from: smaller high schools, counselors who are uncertified or with SC-4 certification, and from counties in which the adult level of education and income is located in the lower quartile. This would indicate that a lower percentage of the students plan to attend technical and vocational schools from higher socio-economic level communities. Counselors and'~other educators in such communities should continue to take the lead in familiarizing the community with the value of technical and vocational education in their state, and of the opportunities afforded in the State technic~l and vocational schools. There is need for close articulation between technical and vocational school administrators and high school counselors.

Planners of high school curricula should recognize that a larger percentage of their students will attend technical and vocational scho0ls and provide in their curriculum the necessar.y background needed by their students to enter technical and skilled fields. For example, they must make available certain academic courses such as mechanical drawing and technical mathematics needed by students before entering technical and skilled fields. In addition to certain courses which would better prepare students for technical studies, the comprehensive high schools must continuously examine the internal organization of courses for more effective and suitable teaching toward technical training.

3. Plans of one-third of the seniors to enter occupations directly after high
school is a realistic expectation as long as these graduates have the skills needed to be successful. The number of seniors planning to enter jobs has implication for high school couns elors. As Georgia moves more into the age of automation, the high school graduates will increasingly find stiff competition when seeking employment as an untrained worker and an inexperienced member of the labor force. Counselors should note that a larger percentage of those students located in the lower half of their senior classes are seeking employment. The inexperienced youth will be competing for fewer and fewer unskilled and semi-skilled jobs against a group of unemployed experienced workers. Even tod~ the male high school graduate is having greater difficulty finding employment than are females. The educational level for all jobs is being constantly raised. Counselors should follow-up closely the types of occupations their students are entering and analyze these in terms of future trends and implications. Through constant follow-up and evaluation of each individual's accomplishment, the counselor will be able to detect negative trends and encourage change.

The increase of automation will absorb many of the jobs held by high school graduates. They will be stranded without jobs or a saleable skill, and many will have to return to colleges or technical and vocational schools for training in order to acquire the necessary skills needed for employment.

4. The number of seniors who are undecided about their plans beyond high school

i~ lower than had been expected. Counselors help students work out their next

~tep beyond hiih echool, such as further education or immediate employment;

howeTer, they do not stop here. They help the students see the many avenues

o~ to thea beyond this ~tep and their implications for life. Coun~elors do

--

not belp ~tudent~ make a final and complete choice in high school about their

future occupational goals, but rather they help students select a flexible

plan of action. Counselors help students to realize that a decision made in

- 26 -
high school need not be final since it is know that individuals may change occupations several times during their lives. Since most of the undecided students are in lower ability levels, counselors should start earlier with these students. The high school faculty must recognize the importance of familiarizing students with their own local community and with the society on a much larger scale, for each has trends and implications for their lives.
5. The number of seniors planning to marry immediately after high is small in
relation to the total number of graduates. However, 83 per cent of those
planning to marry are females and in face of recent trend toward early marriages, the number of marriages immediately after high schools will probably i ncrease. For the female who marries in or immediately after high school, her high school curriculum must provide her with two types of background. First, she should acquire some job skill, if possible, because often during the early part of her marriage she will be called upon to help provide part of the family income; secondly, she must acquire the skills needed to be a successful homemaker.
According to the Bureau of Labor, at least nine out of every ten women are likely to work outside the home during the course of their lives, and about six out of every ten women now working are married. The relationship of vocational planning to marriage planning is a reality that must be accepted and given careful thought by the counselor. Many females re-enter the labor force during their thirties; therefore, vocational planning becomes as essential for them as for males. With the increasing importance of women in the labor force, the increasing need of society for their talents in the various vocations, and the increasing need of women to find additional self-respect and self-c onfidence i n some activity outside the home, it is important that women be encouraged t o engage in education beyond high school. It is also desirable that more qualifi ed college women be encouraged to take graduate work.
The vocational counseling of girls involves the necessity of facing what will be for them a dual role--that of homemaker and that of a career worker for s ome major part of her life in an occupation outside the home. The girl who marries and later works not only has two lives, a life in the home and a life in a job, but she has two relationships with her husband--one as a wife and one as contributor to the family income. This calls for a kind of marriage reality for which girls may be partially prepared for before marriage. As the marriageplus-job relationship develops, it calls also for additional counseling assistance to young adults . Si nce many students plan to marry immediately after high school, more family l iving courses should be made available to high school students.
6. A higher proportion of white males are planning to attend colleges andt technical
and vocational schools than females, and more females are planning to enter other schools and marriage. Since more girls are planning to enter business, nursing, and other types of private schools, counselors must constantly familiarize themselves with the quality of these schools so that they can work with the students more effectively. With the increased demand for competent individuals in professional and certain technical and skilled occupations, counselors should encourage career-minded females to explore the opportunities in these fi elds. Technical and vocational administrators should open courses such as electronics and drafting to qualified females.
Si nce several variables which appear to be related to post-high school plans are

- 27 -
obviously inter-related in a complex pattern, it is difficult to determine what is cause and what is effect. The high school counselor is in a peculiarly crucial position in that he has the possibility for inquiring into influences on the individual student and hs personal planning, and for devising ways to counteract forces which interfere with the individual's growth and the development of his plans.
It is well recognized in studies of education that income level and educational level of adults, size of school, expenditure per pupil, and level of training of school staffs are inter-related factors producing excellence in education and high aspirations of graduates. These data support this generalization in various ways and demand continued attention to each of these factors by educators and by the State.
As expected, post-graduation plans are related to the ability of the individual with more students in the upper ability levels planning to !continue their education beyond high school while more students in the lower ability levels are more likely to seek jobs or be undecided about their future plans. By studying students in several ability levels counselors ca~ more adequately understand the needs of each individual student. This also will enable counselors to begin counseling earlier with students in the lower ability levels. The increased number of students from all ability levels planning to continue their education should indicate to counselors the opportunities for all students. The high school must provide a sufficient curriculum for the varied ability groups.
Post-graduation plans are related to the educational background of adults in the community with more students from the higher educational backgrounds planning to attend four-year colleges, and more students from the lower educational backgrounds planning to enter two-year colleges, technical and vocational schools and to enter jobs. The educational level of adults in a community indicates the level of aspiration students will seek. The educational level of many communities in Georgia is not high enough to meet the demands of automation and a complex industrial society; therefore, students in these communities must gain higher aspiration levels and insights into the types of training students will need in the immediate future to be successful. Counselors can help counteract the low educational and occupational aspiration a student may gain from interacting with his environment so that his concept of himself as it relates to the total environment is more accurate. All counselors are aware of factors that influence the aspiration levels of their community and are involved in counteracting factors in both a negative and po~itive manner depending upon the individual situation. High school curricula in all communities must offer students the opportunity to explore many fields and at different levels within the different fields.
The various civic clubs and community leaders should stage campaigns to upgrade the value placed on education and the relationship of educational level to the economic success of the community.
Post-graduation plans are related to the income level of adults in the community with more students from the higher income level communities planning tQ attend four-year colleges and enter,' jobs and more students from the lower economic backgrounds planning to enter two-year colleges, technical and vocational schools and other jobs. The income level of adults in a community is another indication

- 28 -
of the aspiration level students will seek. The high school students' postgraduation plans are formed by his interaction with his environment. If the high school student's environment is a large urban area with many levels of jobs, the experiences that he has as a basis for making post-graduation plans are broader than that of a student from a small town or rural area. In areas where the student does not have the necessary experience for making post-graduation plans realistic for today1s society, the counselor must provide these students with the experience needed to fill this gap. Many high school graduates from smaller urban and rural areas will move to the larger urban areas of the State in order to benefit from the economic and cultural advantages located there. Counselors provide the leadership in helping students to realize the necessary adjustment that will be demanded. They also help students plan a course of action beyond high school that will make them an economic asset to these larger urban areas. Too many people today are migrating to the large urban areas who become a liability rather th~n an asset.
According to this study, the post-graduation plans are related to the certification level of counselors with more students from schools with SC-5 and SC-6 counselors planning to enter college than from schools with uncertified and SC-4 counselors, and fewer students in schools with SC-5 and SC-6 counselors planning to enter technical and vocational schools, jobs, marriage, undecided than under uncertified and SC-4 counselors. "It is the responsibility of the counselor to help students sharpen their sense of personal reality and broaden their horizon of present and future environment. The present generation of high school graduates are facing greater technological, economical, and cultural changes than any previous group. Counselors who help students think in terms of changing conditions cannot depend upon their own vocational experience or on the accumulated experiences of their generation. Experience is of less importance as the rate of change accelerates and the past more rapidly becomes remote. Counselors can help students .only on the basis of the projected conditions and terms of the future--the future which is almost the student's present. Counselors must think in terms of the future, or they will be of diminishing value to students of the sixties and seventies."l
1 C. Gilbert Wrenn, The Counselor in a Changing World. Washington, D.C.: American Personnel and Guidance Association,-1962, page~,and 20.

A SURVEY OF THE ACTIVITIES WHICH ARE REGULAR FUNCTIONS OF THE GUIDANCE PROGRAM
IN THE STATE OF GEORGIA

A SURVEY OF THE ACTIVITIES WHICH ARE REGULAR FUNCTIONS OF THE GUIDANCE PROGRAM IN THE STATE OF GEORGIA
PURPOSE OF THIS STUDY
Many educators continue to express diverse oplll~ons as to the role the counselor should play in the school. It was the purpose of this study (1) to accumulate a statewide summary of how many counselors were performing regularly each of the activities listed, (2) to determine how effectively counselors have used Title V-A funds to purchase guidance materials needed, (3) to determine the relationship between the activi-
ties performed by counselors and their certification levels, and (4) to determine if
there were any areas of the six guidance services not being performed by a sufficient number of the counselors.
METHOffi OF CONSOLIDATI1U DATA
Instrument Used for Gathering Data. The consultant 1:s evaluation check sheet was developed by the State Advisory Committee for Guidance, Counseling, and Testing to be used by State Department of Education consultants in Guidance, Counseling, and Testing when visiting a counselor. This instrument obtained certain basic information about the counselor's guidance program which has been summarized in this report. The counselor was required to check from those activities listed, the activities that were a regular function of the guidance program. Over half of these reports were completed or initiated by the consultant during a school visit. The remainder were mailed to counselors requesting them to complete the form and return them to the consultant. The
consultant' s evaluation check sheets were received from 327 white counselors and 133
Negro counselors.
PROCEDURE
The number of counselors performing each activity was compiled and was converted into per cent for both Negro and white counselors. A comparison was made ~n the activities performed cy Negro counselors between different certification levels. Also, a comparison was made in the activities performed by white counselors between different certification levels. The chi-square test of comparison was used to determine whether a significant difference existed in the certification levels of counselors and the activities performed.
RESULTS
I. SlJMlvlARY OF ACTIVITIES PERFORMED BY COUNSELORS
Table I summarizes the percentage of the Negro and white counselors performing each activity.
Testing programs in approximately 60 per cent of the schools are set up by a committee and the remainder are set up by guidance directors, counselors, or principals. The testing program in approximately 90 per cent of the schools is coordinated

- 32 -
by the counselors, and, in over half of the schools, teachers are used to administer-
ing the tests. Over half of the counselors are involved in scoring, with 25 per cent
of the white schools reporting that tests are scored by teachers, and 56 per cent of
the Negro schools. More white counselors than Negro counselors have tests scored by machine. Tests are used by 90 per cent of the white counselors for individual interpretation, vocational counseling, parent conference, and identification of low achievement. Tests are used by 80 per cent of the white counselors for identifying ability groups, course selection, teacher interpretation, advanced education, counseling utilization by teachers. A smaller percentage of Negro counselors make use of tests in all areas than white counselors.
A larger percentage of white counselors than Negro counselors deal with each of the areas mentioned under individual counseling with the exception of personal-social adjustment. Approximately half the Negro counselors perform individual counseling in the following areas: job placement, drop-outs, and adult relations. Twenty-three per cent and 17 per cent of the Negro counselors do not deal with education beyond high school or career plans, resp.ectively.
Each of the following areas was dealt with in group guidance by over 60 per cent of counselors: orientation to school, testing, college, military, employment, test interpretation, career planning and personal and social adjustment, with more college day programs being conducted by white counselors and more career days and assembly programs being conducted by the Negro counselors. Study skills are included by bnlf half the counselors in group guidance activities.
Between 40 per cent and 60 per cent of counselors do not include the following items in pupil records: 'Ork experience, interview reports, anecdotal reports, ~elf ratings, autobiography, interest inventories, expressed interests and student profiles.
Each of the following types of informational materials were reported to be available in over 80 per cent of counselors' offices: college bulletins, scholarships and other aids, vocational school materials, college guides, and military services. Over 80 per cent of the white counselors also have Occup ational Outlook Handbook and occu-
pational file kits and high school programs of studies. Approximately 50 per cent
of the Negro counselors operate guidance programs without the occupational file and Occupational Outlook Handbook.
Faculty participation is provided for by over half of the counselors in the following areas: case conferences, relating subject matter to educational and occupational materials, organized ref~rral procedures, providing information on students, planning and evaluating guidance programs, and in-service education in guidance.
The following community resources are used by less than half of the counselors: guidance clinics, psychologists and psychiatrists. This is probably due to the lack of availability of these resources in all communities. More than half of the Negro counselors are making no use of the State Employment Services.
Follow-up Services are conducted for graduates by 70 per cent of counselors;
however, only 50 per cent conduct follow-up studies on school drop-outs.

- 33 -
TABLE I PROPORTION OF COUNSELORS PERFORMING ACTIVITIES

Total Number of Counselors
I. Testing Program A. Who selects and sets up programs? Conmdttee Director Counselor Principal
B. Who administers the testing program? Counselor Pr i n c i p a l Direct or Teacher
C. How are tests scored? Counselor Teachers Princip als Machine (local) Machine ( cont r act) Conmdt tee
D. How are test results used? Individual interpretation Group interpr etati on Identify ability groups Course selection Teacher interpretation Curriculum study Advanced education couns eling Vocational counseling Parent conference Prediction charts Identify low achievement Identify talents Utilizat ion by teachers Scattergrams Local norms
II. Which of the following do you deal with in individual counseling? Orientation Course selecti on Education beyond high school Career plans School achievement Personal-Social adjustment

WHITE

NEGRO

327

133

Percentages Performing

59%

64%

32

23

58

83

38

26

93

90

20

5

19

8

55

61

59

63

25

56

2

2

17

13

43

15

2

15

90

88

67

68

87

77

87

53

86

54

66

51

87

61

91

80

92

68

39

16

91

82

77

65

86

78

19

12

54

41

76

68

96

62

94

77

96

83

95

74

66

76

- 34 -
Peer relations Adult relations Job placement Parent conferences Test interpretation Drop-outs Incoming transfers Referrals by staff Self referrals
III. Which of the following group activities are dealt with in your guidance program? Orientation to school Testing College Military Employment Test interpretation College day or night Career planning Career day or night Assembly program Course selection Audio-Visual aids How-to-study skills Personal-Social adjustment
IV. Do the school's pupil records provide the
following information? Test results School activities Work experience Health Interview reports Attendance Anecdotal reports Self ratings Achievement and honors Family information Autobiography Interest inventories Expressed interests Vocational plans Educational plans Personal information Entrance and ltlithdrawal Student profiles
v. Are these informational ~aterials available?
College bulletins Scholarships and aids High school programs of studies High school handbook Dictionary of occupations titles

WHITE
80 76 67 95
97
88 79 94 90
82 99 87 69 63 78 70 76 42 47 74 47 53 61
99 91 50 76 57 70 62 20 87 97 59 65 61 77 81 86 93 63
98 95 91 51 69

NEGRO
68 49 47 69 77 61 57 74 74
82 94 83 71 61 83 35 77 63 74 57 58 48 74
94 74 56 86 56 86 49 37 82 90 53 58 57 77 73 72 83 45
97 98 73 35 54

- 35 -

WHITE

Occupational Outlook Handbook

80

Vocational School materials

95

College Guide

86

Jr. College Guide

62

Military Services

93

Personal-Social

76

Occupational File Kits

81

VI. Does your program provide for s taff participation

in these areas?

Case Conferences

74

Relating subject matter to Educational and

Occupational materials

64

Organized referral procedures

60

Providing information on students

71

Planning & Evaluation of guidance program 71

In-Service education in guidance

55

VII. Which of these Community Resources are used in

your program?

Welfare Department

82

Private Physician

80

Visiting Teacher

94

Guidance Clinics

45

Public Health Services

81

Civic Clubs

73

Psychologist

48

Psychiatrist

37

State Employment Service

76

Personnel offices of industry

55

Colleges

76

:Hinis te;rs

60

VIII. Follow-up

Graduates

75

School drop-outs

46

NEGRO
56 93 80 34 92 72 54
62
59 94 73 70
79 74 94 22 86 41 24 23 46 30 44 67
71
54

- 36 -
II. DIFFERENCES IN ACTIVITIES PERFORMED AS RELATED TO COUNSELOR CERTIFICATION
NEGRO
Table III lists the percentages of activities more likely performed by Negro counselors with SC-5 certificates as compared to those with SC-4 certificates. Seventy-five SC-4 and forty-nine SC-5 counselors reported. No compilation was made for the SC-6 and uncertified counselors because of the small number. A significant difference exists in thirty-eight activities performed by counselors with SC-5 certificates as compared to SC-4 counselors. The summary indicates that significantly more SC-5 than SC-4 counselors are:
(1) involved in scoring tests and in using machines for scoring tests, and also in using prediction charts and scattergrams
(2) dealing with all areas mentioned under individual counseling (3) making the following informational materials available: high school
handbook, college guide, Jr. College guide, personal-social, and occupational files (4) providing staff participation in organizing referral procedures, planning and evaluating guidance programs, and providing in-service education in guidance (5) providing follow-up programs for graduates
III. DIFFERENCES I N ACTIVITIES PERFORMED AS RELATED TO COUNSELOR CERTIFICATION
~TRITE
Table IV lists the percentages of activities performed by uncertified, SC-4, SC-5, and SC-6 counselors. There were 30 uncertified counselors, 126 SC-4 counselors, 144 SC-5 counselors and 22 SC-6 counselors reported. A significant difference existed in 30 activities performed between uncertified, SC-4, SC-5, and SC-6 counselors. These differences are pointed out in Table III.
The summary indicates a significant difference between uncertified, SC-4, SC-5, and SC-6 counselors in the percentage performing the following activities: counselors scoring tests, teachers scoring tests, developing scattergrams from test results, dealing with employment in group activities, and pupils records providing attendance data. These activities were being performed more frequently by uncertified and SC-4 counselors than by SC-5 and SC-6 counselors.
A significant difference exists between uncertified, SC-4, SC-5, and SC-6 counselors in the following activities, with more SC-5 and SC-6 counselors than SC-4 and uncertified counselors performing these activities:
(1) U.e of machines to score tests, use of test results for teacher interpretation, and use of self referrals in individual counseling.
( 2) Pupil records provide the following information on the student: work experience, self ratings scale, autobiography, expressed interests, and vocational plans.

- 37 -

TABLE II

(NEGRO COUNSELORS)

ITEMS SHOWING A SIGNIFICANT DIFFERENCE IN ACTIVITIES PERFORNED BY SC-4 A:tvrn SC-5COUNSELORS

Total Number of Counselors Counselor selects and sets up testing program

SC-4
75
100%

Tests are scored by:

Counselor

56

Machine (local)

8

Machine (contract)

9

Tests results are used for:

Prediction charts

11

Scattergrams

7

Items dealt with in individual counseling:

Orientation

56

Course selection

47

Education beyond high school

69

Career plans

72

School achievement

63

Personal-Social adjustment

62

Peer relations

49

Adult relations

41

Job placement

36

Parent conferences

55

Test interpretation

69

Drop-outs

52

Incoming transfers

43

Referrals by staff

61

Self referrals

64

Items dealt with in group guidance:

Employment

45

Test interpretation

76

Career day or night

57

Course selection

49

Items listed in accumulative records:

Entrance and Withdrawal

77

Informational materials available:

High School handbook

28

College Guide

68

Jr. College Guide

20

Personal-Social

60

Occupational File Kit

47

SC-5
49
61%
73
20
24
27 22
90 86 88
96 92 98
98 63
65 94
92 82 76 96 92
86 98
76 67
94
51
100 61 92
65

- 38 -
Staff participation in: Organized referral procedures
Planning & evaluation of guidance programs
In-service education in guidance
Community resources used: Psychologist Psychiatrist Personnel offices of Industry
Follow-up of graduates
*All items are significant at the .05 level.

SC-4

SC-5

49

80

67

86

65

73

17

37

16

37

23

45

63

88

- 39 -

TABLE III

(WHITE COUNSELORS)

ITW..S SHOWING SIG~lJ:FICAJ\l'J' DIFFERENCES IN ACTIVITIES PERFOR11ED AND CERTIFICATION LEVELS OF COUNSELORS

Uncertified SC-4 SC-5 SC-6

Total Number of Counselors

30

126 144

22

Counselor administers tests

83%

98% 95%

82%

Tests are scored by: Counselor Teacher Hachine (local) Machine (contract)

67

69

52

45

43

60

34

18

7

10

22

.36

50

40

42

59

Tests are used for: Teacher interpretation Curriculum Study Identify low achievement Scattergrams

87

69

79

86

67

75

56

77

83

94

89

96

30

24

15

9

Items dealt with in individual counseling:

Orientation

83

Personal-social adjustment

83

Adult relations

90

Drop-outs

77

Incoming transfers

70

Referrals by staff

87

Self referrals

80

79

68

96

27

91

100

71

78

77

92

87

91

76

81

96

97

93

100

90

91

96

Items dealt with in group guidance:

Employment

73

Audio-Visual aids

33

63

62

55

49

34

91

Items listed in accumulative records:

Work -experience

53

Attendance

97

Anecdotal reports

37

Self ratings

13

Autobiography

30

Expressed interest

53

Vocational plans

63

45

90

59

91

46

77

39

78

41

2.0

19

36

56

61

73

63

62

64

74

67

100

Informational materials available

, High School Handbook

4J

.

l .

.

Staff participation in:

Case conferences

77

Providing information on students

87

40 c 58

77

70

74

96

36

94

91

Community resources used:

Guidance Clinics

63

Personnel offices of Industry

57

*All items are significant at the .05 level.

32

51

59

49

56

73

- 40 -
(3) Provide a high school handbook for the student and furnish case conferences and information on students for the faculty.
Further, it is significant to note that differences exist in the following activities between uncertified, SC-4, SC-5, and SC-6 counselors, with more sc-6 counselors performing these activities than SC-4 and sc~5 counselors: using test results t o study the curriculum and identify low achievement, dealing with individual counseling in orientation, personal-social adjustment, adult relations, drop-outs, incoming transfers, and referrals by the faculty, and also use of community resources and personnel offices of industry.
The data indicates that counselors with higher certification levels are less likely to be directly involved in the mechanics of the testing program, while making more extensive use of test results. Also, counselors with higher certification levels are more likely to deal with a larger number of areas through group guidance and individual counseling, expecially personal-social adjustment. This is probably due to extensive training.
SUl1r1ARY OF THE RESULTS
1f.hat activities are being performed by Georgia counselors?
1. Counselors are providing leadership in helping the faculty select, administer, score and use test results.
2. Counselors deal with a wide range of students' problems both in individual and group activities.
J. Counselors provide leadership in helping the faculty maintain an
adequate record of its pupils.
4. Counselors provide students and faculty with a wide range of printed materials acquaintance with a variety of community resources that will be useful to the student, faculty, and community.
5. Counselors provide follow-up services on graduates but not on school
drop-outs.
6. Counselors coordinate faculty participation in the total guidance program.
7. Counselors work closely with a number of resource persons in the
school and the community, such as, the visiting teacher and the Welfare Department and Health Department.
~~at is the relationship between the activities performed by counselors and their certification level?
1. Fewer counselors with higher certification deal with the mechanics of the testing program, but more are involved on a wider scale with the various guidance services.

- 41 -
IMPLICATIONS FROM THE STUDY
1. There is some indication that Negro counselors ~hould place more emphasis upon occupational and educational counseling and make more extensive use of vocational materials and community resources related to this area, such as the State Employment Service.
2. From this study it is indicated that many counselors are spending valuable counseling time scoring tests.
). It is observed from this study that some counselors are failing to work with the potential drop-out.
4. It is evident from this study that more counselors should provide an organized
follow-up program for graduates and school drop-outs in order that the school might more effectively evaluate its program.

A SURVEY OF WHAT COUNSELORS CONSIDER TO BE THE STRONG AND WEAK POINTS
OF THEIR GUIDANCE PROGR.f\.MS

A SURVEY OF WHAT COUNSELORS CONSIDER TO BE THE STRONG AND WEAK POINTS OF THEIR GUIDANCE PROGRAMS
PURPOSES OF THIS STUDY
Title V-A provided the necessary catalyst needed in establishing a large number of guidance programs in this State. The number of qualified counselors in Georgia today, as compared to six-years ago, is astounding. This rapid development of guidance programs in a few short years brings us to a point where we should take a comprehensive look at how counselors view their programs. The first purpose of this survey was to summarize what counselors consider to be the strong and weak points of their program. This purpose would serve a two-fold objective--first, it would be meaningful and useful in evaluating and upgrading their guidance programs. Second, it would become one means used by the State Department of Education for improving their services to counselors. The second purpose was to see if a relationship existed in what couns.elors consider to be their strong and weak points between different certification levels, and also counselor-student ratio.
METHODS OF CONSOLIDATIID DATA
INSTRUMENI' USED FOR GATHERIID DATA: The Consultant's Evaluation Report was developed by the State Advisory Committee for Guidance, Counseling, and Testing to be used by State Department of Education Consultants of Guidance, Counseling, and Testing when visiting a counselor. This instrument obtained certain basic information about the counselor's guidance program which has been summarized in the preceding report. However, the cover sheet to the Consultant's Evaluation Report obtained personal information about the counselor. On this cover sheet counselors were asked to respond to the following open-end questions: (1) What do you consider to be the strong points of your guidance program (2) what do you consider to be the weaknesses of your guidance program? This report is a consolidation of counselors' responses to these questions. All counselors completing the Consultant's Evaluation Report also replied to these questions. Replies were reviewed from 327 white counselors and 133 Negro counselors.
PROCEDURE: The first step in consolidating counselors' responses to what they
consider to be strong and weak points of their program was to conduct a 5 per cent
sample of Consultant's Evaluation Reports in order to list counselors' responses to the two open-end questions. From this, sample items were grouped into different categories, and a form was developed to be used in consolidating counselors' responses to the two questions. The second step was to compile counselors' responses to the two questions, and tables were made showing the general breakdown. The third step was to compile the number and percentage of strong and weak points for white counselors, and a comparison was made between different certification levels. A comparison was also made between counselor-student ratio. The Chi-square test was used to see if a significant difference existed in the number of strong and weak points listed between different certification levels, and also between different counselor-student ratios.

- 46 -

RESULTS

I. SUMMARY OF STROID AND WEAK POINTS OF GUIDANCE PROGRAMS AS LISTED BY COUNSELORS

Table I lists the items most frequently mentioned by counselors as strengths of

their programs. The strengths, in the order named, are: Cooperation and rapport with

others concerned with guidance, study of individual students, counseling, informational

services, and physical facilities. These five items rank within the most frequent

among both Negro and white counselors with a slightly different order. White counse-

lors list cooperation within the school as their primary strength, while Negroes list

individual study. Both groups claim counseling as a second strength. Informational

services are given third place by Negro counselors, and individual study services are

given third place by white counselors.

-

Table II provides a more detailed breakdown of what white and Negro counselors consider to be the strongest points of their guidance programs. The 327 white couns~ lors listed 531 strong points classified under 29 activities, and the 133 Negro counselors listed 194 strong points classified under 16 activities. Thirty-seven per cent of the strong points listed by white counselors dealt with the area of cooperation and understanding of the guidance program by the administrator, faculty, students and community. Only 15 per cent of the strong points listed by Negro counselors was in this area.

Providing counseling services was the second largest area in which strong points were listed by white counselors. vfuite counselors listed 23 per cent of the strong points under counseling services as compared to 17 per cent of the strong points listed by Negroes. Most white counselors considered counseling students with educational and vocational problems as their strongest area in the counseling services.

Thirty-two per cent of the strong points were listed under individual study services by the Negro counselor as compared to 18 per cent by the white counselors. The
strong point listed most often under individual study services for both Negro and white counselors was the testing progr~with 21 per cent of the strong points being listed
in this area by the Negro counselors and 9 per cent of the strong points being listed
in this area by the white counselors. It is observable that the Negro counselors place more emphasis upon the testing program than the white counselors.

Sixteen and seven per cent of the strong points, listed by Negro and white counselors respectively, were in the area of informational services. Six and eight per cent of the strong points, listed by white and Negro counselors respectively, considered physical facilities the strongest area of their guidance programs.

Table III lists the items most frequently mentioned by counselors as weaknesses of their program. These weaknesses, in the order named, are the following items: physical facilities, time free from other duties for counseling, individual study, cooperation, and counseling. All of the five points mentioned most often as strengths were also mentioned as weaknesses, with the exception of informational services.

Table IV provides a more detailed breakdovm of what white and Negro counselors consider to be the weakest points of their guidance program. The 327 white counselors

- 47 -
listed 477 weak points classified under 34 activities, while the 133 Negro counselors listed 2o6 weak points classified under 20 activities.
Over half of the weak points listed by both white and Negro counselors were not in the area of the six guidance services (informational, student analysis, counseling, orientation, placement, follow-up) but were in areas that affected the quality of the six guidance services. For example, 38 per cent and 46 per cent of the weak points, listed by the Hhite and Negro counselors respectively, dealt with such factors as lack of time for counseling, counselor-student ratio too high, and lack of clerical assistance. Also, thirteen per cent of the weak points listed by white counselors selected physical facilities as being inadequate for guidance programs, and 18 per cent of the Negro weak points were listed in this area. Lack of cooperation and understanding of the guidance program by the school and community absorbs only 3 per cent of the weak points listed by Negro counselors, and 13 per cent of the weak points listed by white counselors fall into this area. This could indicate that white counselors have more difficulty in getting their guidance programs accepted by the school and community than the Negro counselor.
Examination of the distribution of the weak points among the different guidance services by white and Negro counselors emphasizes the area with which each is most concerned. The counseling service was the most frequently selected weak area by white counselors, with 11 per cent of the weak points being in this area as compared to only 4 per cent for the Negroes. Individual study services were the most frequently selected weak area by the Negro counselor, with 14 per cent of the listed weak points being in this area as compared to 9 per cent for the white counselor. Seven per cent of the weak points iisted by Negro counselors selected inadequate use of test results to be the weakest area under individual study services. Both white and Negro counselors indicated some awareness of inadequate follow-up program.
The frequency with which counselors mention certain items under strong and weak points is no doubt a reflection of the importance attached to these aspects of the program. In summary, almost half of the strong and weak points listed by counselors did not deal with the six guidance services, but rather with other environmental conditions such as. acceptance of the program by the school and community and physical facilities. From examination of Table I and II it becomes apparent that, of the six guidance services, white counselors are more concerned with counseling and individual study services, whereas the Negro counselors are more concerned with informational and individual study services. It is noticeable that three essential services of a guidance program-follow-up, orientation, and placement activities--are infrequently mentioned by counselors as strengths and ueaknesses. It may be that these are considered less important than those more frequently mentioned, or that the standards by which these services are evaluated are not clearly defined. Growing interest in follow-up seems indicated, however, in the proportionately higher frequency of mention among weaknesses than among strengths. Recent activities of the State Department of Education concerning follow-up should direct attention of counselors to this evaluation procedure.
II. DIFFERENCE IN STRONG FOINTS LISTED AS RELATED TO COUNSELOR CERTIFICATION
In testin[ the hypothesis that there is a true difference in the strong points listed by counselors of different certification levels, the null hypothesis was set up. In accepting or rejecting the null hypothesis, Table V-Awas developed showing a comparison of strong points by major areas bet1veen SC-4 and SC-5 counselors. This comparison table was tested by the chi-square test.

- 48 -
Examination of data in Tables V and V-A indicates no significant difference in the strong points listed by SC-4 counselors as compared to those of SC-5 counselors. There was no major area of difference within each category.
III. DIFFERENCE IN WEAK POINTS LISTED AS RELATED TO COUNSELOR CERTIFICATION
In testing the hypothesis that there is a true difference in the weak points listed by counselors and their certification levels, the null hypothesis was set up. In accepting or rejecting the null hypothesis, Table VI-A shows a comparison of weak points by major areas between SC-4 and SC-5 counselors. This comparison table was tested by the chi-square test.
Examination of Tables VI and VI-A indicates no significant difference in the weak points listed by SC-4 and SC-5 counselors. There was no major area of difference within each category.
IV. DIFFERENCE I N STRONG POINTS LISTED AS RELATED TO CCUNSELOR-STUDENT RATIO
In testing the hypothesis that there is a true difference in the strong points listed by counselors and their counselor-student ratio, the null hypothesis was set up. In accepting or rejecting the null hypothesis, Table VII-A was developed to show a comparison of strong points by major areas between counselor-student ratios. Four levels of counselor-student ratios were established as shown in Table VII-A. This comparison table was tested by the chi-square test.
There was no significant difference in the strong .points listed by counselors with different counselor-student ratios.
V. DIFFERENCES IN ir!EAK POH.TS LISTED AS RELATED TO COUIJSELOR-STUDENT RATIO
In testing the hypothesis that there is a true difference in the weak points listed by counselors and their counselor-student ratios, the null hypothesis was set up. In accepting or rejecting the null hypothesis, Table VIII-A was developed to show a comparison of weak points by major areas between counselor-student ratio. Four levels of counselor-student ratio levels vrere established as sho-vm in Table VIII-A. This comparison table was tested by the chi-square test.
There was no signific ant difference in the weak points listed by counselors between different counselor-student r ati os . Further ex~1ination of Table VIII-A reveals that true difference could exist in the ccunselor-student r atio and the nmnber of weak points listed under counselor dissatisfa.ction. The chi-square test -vras used to test the observed number of weak points listeJ acc or ning to counselor -s tudent rat io . under counselor dissatisfaction and 'vas compared to the expected frequency for the total ropulation. In Table IX a signi-
ficant difference was found a.t t he .05 level. Therefore, counselors 1-rith higher counselor-
student ratio listed significantly more often: diss atisfaction ~vith lack of time for counseling, high counselor-student ratio, perfon.1ing non-counseling duties, and no clerical assistance than did counselors with lower counselor-student ratio.

- 49 -
SUMl'!ARY OF RESULTS
rfuat do counselors consider to be the strong and weak points of their Guidance Programs?
1. White counselors listed the acceptance of their guidance program by the school and community as their strongest point.
2. Negro counselors listed individual study services as their strongest point.
3. Both white and Negro counselors listed counseling services as their second
strongest point.
4. Over half the weak points listed by both white and Negro counselors were
not in the area of the six guidance services, but were in areas that affect the quality of the six guidance services, such as: lack of acceptance of the guidance program by the school and coimllunity, lack of time for counseling, counselor-student ratio too high, and performing clerical duties.
5. \'fuite counselors listed counseling services as their second weakest, while
Negro counselors listed individual study services as their second weakest point.
rlhat is the relationship in strong and weak points of the guidance program, as listed by white counselors, between the different certification levels of counselors, also between the different counselor-student ratio of counselors?
1. There was no difference in the strong and weak points listed and certification level of the counselor.
2. There was no difference in the strong and weak points listed and counselorstudent ratio of each counselor; however, there was a significant difference in counselor-student ratio and the following weak points: time alloted for counseling, counselor-student ratio too high and performance of other duties. The larger the counselor-student ratio, the more frequently were these listed as weak points in the guidance program.
IMPLICATI01~ FROM THIS STUDY
1. This study indicates that the Negro counselor is over emphasizing the testing program while de-emphasizing the counseling program.
2. This study indicates that the State Department of Education should stress that school systems participating in Title V-A programs comply with the minimum requirement for counseling facilities.
3. Counselors indicate in this study that they could improve the quality of
their guidance programs if provided with more counseling time and a lower counselor-student ratio.
4. This study reveals a growing interest in follow-up services by counselors;
recent activities of the State Department of Education concerning followup should direct counselors' attention to this evaluation procedure.
5. Information obtained in this study shows that counselors see their greatest
weaknesses as: lack of time, high counselor-student ratio, and no clerical assistance. It seems that the State Department of Education, along with the Georgia Association of School Counselors and Teacher Educat ion Ins~itution, should continue to provide stronger leadership to help alleviate these conditions.

- 50 -
TABLE I STRONG POINTS NAMED BY COUNSELORS CLASSIFIED UNDER
GUIDANCE SERVICES AND OTHER CONDITIONS

GUIDANCE SERVICES

WHITE

NEGRO

TOTAL NO. RANK ORDER

Individual Study

95

60

155

2

Information

36

31

67

4

Counseling

121

33

154

3

Placement

17

6

23

11

Follow-Up

2

7

15

----------------------------------- ------------------------------------------------~

Orientation

12

0

12

13

OTHER CONDITIONS

Physical Facilities

30

19

49

7

Cooperation and Rapport with: 199

28

227

1

a. Students

58

58

6

b. Faculty

58

4

62

c. Administration

43

43

9

d. Community Resources

14

14

12

e. Total School Program

24

24

48

8

Counselor Satisfaction with:

16

15

31

10

a. Time for counseling

5

10

14

b. Counselor-Student Ratio

4

6

10

14

c. Counselor Training

7

7

16

d. Sufficient Curriculum

4

4

17

Number of Responses

531

194

725

Number of Counselors Responding 327

133

460

- 51 -
TABLE II PROPORTION OF STRONG POINTS LISTED UNDER THE
DIFFERENT GUIDANCE SERVICES

TOTAL NUMBER OF COUNSELORS

WHITE J27

NEGRO lJJ

I. Providing Individual Study Services l. Providing adequate cummulative records 2. Holding group guidance sessions J. Use of test results 4. Testing Program
TOTALS
II. Providing Informational Services l. Providing college and occupational information 2. Conducting career and college days
TOTALS

No. %

No. %

22 04

9 05

10 02

7 OJ

15 OJ

4 02

48 09

40 21

------------- ---------------

95 18

60 Jl

------------- ---------------

J 01

20 10

28 05

J 02

5 01

8 04

-------------
J6 07

--------------Jl 16

IIII. Providing Counseling Services

l. Counseling students with per.sonal problems 17 OJ

2. Counseling students with educational and

vocational problems

60 ll

J. Counseling students to help gain an under

standing of their strength and weakness

lJ OJ

4. Counseling
5. Parent Conference

26 05
5 01

6. Counseling potential drop-outs

Jl 16 2 01

TOTALS

121 2J

JJ 17

IV. Providing Placement Services l. Placement for education and occupations 2. Placement in curriculum

6 01 ll 02

6 OJ OJ

TOTALS

17 OJ

6 QS

V. Providing Follow-Up Services l. Follow-Up Services 2. Follow-Up drop-outs

4 01

l

0

2 01

TOTALS

5 01

01

VI. Providing Orientation Services 1. Orientation of New Students

12 02

0

0

TOTALS

12 02

0

0

----------------------------------------------------- -------------

- 52 -

WHITE

NEGRO

-------------------------------------------------------Jl~~----J{ _______J[~~----J(________

VII. Physical Facilities 1. Adequate facilities, space and equipment for guidance programs

30 o6

19 08

TOTALS

30 o6

19 08

~------------------- -------------------------------- ----------------- ------------------VIII. Cooperation and Rapport with:

1. Cooperation from faculty

60 11

4 02

2. Cooperation from administrator

43 08

3. Cooperation from students

58 11

4. Cooperation from community resources

14 02

5. Total School Program

24 05

24 12

----------------- ------------------------~---------------------------TOTALS

199

37

------28~----1--4------

IX. Counselor satisfaction with:

1. Sufficient time for counseling

5 01

5 02

2. Sufficient Gounselor-student ratio

4 01

6 03

3. Sufficient counselor training

7 01

4. Sufficient curriculum

4 02

---------------------------------------------------TOTALS

------1-6------0-3---

-------------------
15 07

GRAND TOTALS

531 100%

194 100%

- 53 -
TABLE III
WEAK POINI'S NAMED BY COUNSELORS CLASSIFIED UNIER GUIDANCE SERVICES AND OTHER CONDITIONS

GUIDANCE SERVICES

WHITE NEGRO

TOTAL NO.

RANK ORDER

Individual Study

45

28

73

5

1----------------------------------- -------------------------------------------------

Information

15

8

23

12

1--C--o-u-n-s-e-l-in--g-----------------------

------------------------------------------------

51

9

60

7

1--P-l-a-c-e-m--e-n-t--------------------------1-0----------1-1-------------2-1-------------1-3--------

1--F-o-l-l-o-w---U-p------------------------- -3-9----------1-3--------------5-2-------------8--------

1----------------------------------- -------------------------------------------------

Orientation

12

12

15

OTHER CONDITIONS

Physical Facilities

64

100

2

---L-a-c-k--C--o-o-p-e-r-a-t-io-n--&--R--a-p-p-o-r-t--w-i-th--: -6-2------------7-------------69--------------6--------

---a-.---S--tu-d--e-n-t-s-------------------- -1-0--~--------1-------------1-1-------------16---------

b. Faculty

--26-------------------------2-6------------1-1--------

c. Administration

--9--------------------------9-----~-----1-8---------

---d-.---C--o-n-u-nu-n-i-ty--------------------

-------------------------------------------------

7

7

19

---e-.---T--o-t-a-l-S--c-h-o-o-l-P--ro-g-r-a-m--------- -1--0----------6-------------1--6------------1-4--------

Counselor Dissatisfaction with:

--------~----------------------------------------

179

94

273

1

a. Time for counseling

55 94 ------------3-9------------------------~---3--------

---------------------------------b. Counselor-Student Ratio

--57----

-------------------------------------------

23

80

4

----c-.--C--o-u-n-s-e-l-o-r--T-r-a-in--in-g----------- -1--0-----------------------1--0------------1-7--------

~---------------------------------- -------------------------------------------------

d. Non-Counseling and Clerical
~------~~~~ ~-- ------------ -------
e. No Clerical Assistance

25

9

34

10

--23----------1--6-----------

------------------------

39

9

~--f-.---N-o--O--r-g-a-n-iz-e-d--E--v-a-l-u-a-t-io-n---------5--------------- ----------5-------------2-0--------

~--g-.---L-a-c-k--o--f-O--r-g-a-n-i-z-a-t-io--n-- ---------4-------------------------4------------2-1--------

h. Limited Funds

7

7

19

Number of Responses

477

2QS

Number of Counselors Responding 327

133

- 54 -
TABLE IV
PROPORTION OF WEAK POINTS LISTED UNDER
THE DIFFERENT GUIDANCE SERVICES

TOTAL NUMBER OF COUNSELORS

-
WHITE 327

NIDRO 133

I. Providing Individual Study Services
l. Inadequate Testing Program
2. Inadequate use of Test Results
3. Inadequate cummulative records
4. Too much time spent in scoring and
administering tests
5. No occupational or educational group
guidance

No.

%

9 02

7 01

6 01

4 01

19 04

No.

%

8 04

14 07

6

03

TOTALS

45 09

-----------------------------------------------------------------
II. Providing Informational Service

1. Lack of occupational material

10 02

2. Lack of educational material

2

0

3. No organized method of dissiminating
__________:~~~~~!~~~!-~~-~~~~~~~!~~~!-~~~:~!~!__ __

-3-------01-----

TOTALS

15 03

28 14 8 04

8

04

III. Providing Counseling Services

l. Inadequate counseling provided students concerning separation plans

2

0

2. Lack of time for counseling non-college bound students

15

03

3. Lack of time to work with all students

9

02

4. Lack of individual counseling

12

03

5. No organized system of referrals

11 03

6. Working with discipline problems

2

0

TOTALS

51 ll

7 03

2

01

9

04

IV. Providing Placement Service 1. No organized placement service

10 02

ll 05

TOTALS

10 02

11 05

--------------------------------------------------- -----------------------------------V. Providing Follow-Up Services

l. No follow-up program on graduates

24 05

7 03

2. No follow-up program on drop-outs

15 03

6

03

TOTALS

39

08

13 06

--------------------------------------------------- ------------- ~---------------------
VI. Providing Qrientation Services

1. No orientation program

12 03

-----------------------------------------------------------------

TOTALS

12 03

----------------------------------------------------------------- ----------------------

- 55 -

WHITE

NEGRO

-------------------------------------------------

No. %
~----------------

----~~!----~-------

VII. Physical Facilities

1. Inadequate facilities for counseling 29

06

2. No private quarters

10

02

9

04

6 OJ

J. Inadequate space and equipment for the guidance program

25

05

21 11

~------------------------------------------------
TOTALS

64

lJ

18

~-~----------------------------------------------
VIII. Lack of Cooperation and Understanding

with:

1. Administration

9

02

2. Faculty

J2

06

J. Students

10

02

4. Community
5. Guidance Committee

7

02

4

01

6. Total School Program

1

0

6 OJ

TOTALS

62

lJ

7 OJ

IX. Counselors Dissatisfaction with:

1. Lack of time for counseling

55

12

2. Counselor-Student Ratio too high

57

12

J. InsUfficient training of counselors 10

02

4. Non-counseling and clerical duties

25

05

5. No clerical assistance

23

05

6. No organized method for evaluating
guidance programs

5

01

7. Lack of organization

4

01

8. Limited funds

J9 19 23 11
9 05
16 08
7 03

TOTALS

179

J8

94 46

GRAND TOTALS

477 100%

100%

- 56 -
TABLE V
PROPORTION OF STRONG POINTS LISTED UNDER THE DIFFERENr GUIDANCE SERVICES BY COUNSELOR CERTIFICATION

WHITE SC-4
No-.- %

SC-5
No:- %

I . Providing Individual Study Services

1 . Providing adequate cumrnulative records 14

06

2. Holding group guidance sessions

5

02

J . Use of Test Results

9

04

4. Testing Program

19

08

4 02
5 02 5 02
26 11

TOTALS

47

20

40 17

I-I~.----P- -r o--v-i d--i n-g---I n-f-o-r-m--a-t-i o--n-a-l-S--e-r-v-i c-e--s ---~----------J-------0-1-------------------------

1. Providing college and occupational

information

14

06

12 05

2. Conducting career and college days

2

01

J 01

-T-O-T-A-L-S-------------------------~-------------------1-9-------08------------1-5------0-6------

III. Providing Counseling Services

1. Counseling students with personal problems

8

OJ

2. Counseling students with educational and vocational problems

J2

lJ

J . Counseling students to help gain an

understanding of their strength and

9

04

wealmess

4. Counseling
5. Parent Conference

9

04

4

01

8 OJ

22

09

4 02
15 o6 1 01

TOTALS

62

25

50 21

-I-V--. --P--ro--v-id--in-g--P--la-c~e-m--e-n-t-S--e-r-v-ic-e-s----------------------------------------------------

1. Placement for education & occupations 0

8 OJ

2. Placement in curriculum

4

02

6 OJ

-------------------------------------------------------------------------------------

TOTALS

4

02

14

V . Providing Follow-Up Services 1. Follow-Up Services 2. Follow-Up drop-outs

2

01

0

0

2 01

1

01

TOTALS

2

01

J 02

VI. Providing Orientation Services 1. Orientation of new students

7

OJ

5 02

TOTALS

7

OJ

5 02

- 57 -

SC-4

WHITE SC-5

No. %

No. %

VII. Physical Facilities

1. Adequate facilities, space, and equipment

for guidance program

10

04

15 QS

TOTALS

10

04

15

VIII.

Cooperation and Rapport with: 1. Faculty
2. Administration 3. Students 4. Community
5. Total School Program

26

11

19

08

30

12

5

02

6

02

25 11
20 08
23 09 6 03 14 06

TOTALS

86

35

88 37

-------------------------------------------------------------------------------------

IX. Counselor satisfaction with:

1. Sufficient time for counseling

3

01

1 .005

2. Sufficient counselor-student ratio

2

01

1 .005

3. Sufficient counselor training

0

5 2

TCJrALS

5

02

7 03

GRA"l'JD TOTALS

242 100%

237 100%

- 58 -
TABLE V-A A COMPARISON OF STROID POINI'S NAMED BY vJHITE COUNSELORS
AND COUNSELOR CERTIFICATION LEVEL

Number of Strong Points Listed Under Each Major Area Individual Study Services Informational Services Counseling Services Placement Services Follow-Up Services Orientation Services Physical Facilities Cooperation with School and Conununity
Counselor Satisfaction
Chi2=9.75 df =8 p =.30-.20

Counselor Certification

SC-4

SC-5

47

40

19

15

62

50

4

14

2

3

7

5

10

15

86

88

5

7

- S9 -
TABLE VI
PROPORTION OF vJEAK POINTS LISTED UNDER THE DIFFERENI' GUIDANCE SERVICES BY COUNSELOR CERTIFICATION

1-IHITE

SC-4

sc-S

No-.-%

No-.-%

I. Providing Individual Study Services l. Inadequate Testing Program 2. Inadequate Use of Test Results 3. Inadequate Cummulative Records 4. Too much time spent in scoring and
s. administering tests No occupational or educational group guidance
TOTALS

6 03 4 02
3 01
4 02
4 02
21 10

3 01 3 01 3 01

0

0

lS 07

24 10

II. Providing I nformational Services 1. Lack of occupational material 2. Lack of educational material
3. No organized method of dissiminating
educational and occupational material
TOTALS

6 03 6 03

3 01 2 01 3 01
8 03

III. Providing Counseling Services
l. Inadequate counseling provided
students concerning separation plans 2. Lack of time fer counseling ncn-c ollege
bound students 3. Lack of time for students to 1vork
with other students
h. Lack of individual counseling
5. !~o organi zed system of referra ls
6. t-.forking Hith discipline :rrcblems

2 01

13 o6

1 .oos

2 01

"'.J

OLI

1 . 005

2 01
7 03 10 05
3 01 1 01

TOTALS

27 13

23 11

DT. Providing Placement Services
1. l!o or ganized placement services

03

3 01

TCTALS

(:

03

3 01

V. Froviding Follow-Up Services l. :r.;o follow-up program on graduates 2. No follov.1-up pr ogram on dr op-outs

14 07
6 03

5 02 9 04

~-------- --- -------------------------------- ------ -----------------------------------

TOTALS

20 10

lh c6

~-------- ---- --- --- ----- ----------- ---- ---------- -- -- ---------------------------------

- 60 -

l-.:'HITE

SC-h No- . -%

SC-5 No- . -%

VI. Froviding Orientation Services l. 1;o orientation program

02

5 02

--------------------------------------------------------------------------------------- ~

TOTALS

02

5 02

VII. Physical Facilities l. Inadequate facilities for counseling
2. No private quarters
3. Inadequate space and equipment for
the guidance program

9 Oh
6 03
13 o6

16 07
3 01
9 Oh

TOTALS

28 13

28 12

VIII.

Lack of cooperation and understanding with:
l. Administration
2. Faculty
3. Students
h. Community
5. Guidance committee

TOTALS

L'C. Counselors dissatisfaction 11ith:
1. Lack of time for counseling
2. Counselor-student ratio too high 3- Insufficient training of couns elors
h. Non-counseling and clerical dutie s
5. No clerical assistance 6. No or ganized methcd f or evaluating
guidance progr ams 7 . Lack of orgdnizaticn
8. Limited funds

2 01 12 o6
h 02 h 02
1 01
23 12
22 11 25 12
7 03 9 04 5 02 2 01
2 01

h 02
19 09 6 03
3 01 3 01
35 16
30 13 23 10
2 01
13 06
14 07
3 01
2 01

TOTALS

72 34

87 39

GRAND TOTALS

207 1001.

227 100%

- 61 -
TABLE VI-A A CONPARISON OF r.'EAK POINTS NA1lED BY COUNSELORS
AND COU1~ELOR CERTIFICATION LEVEL

.!\"!umber of 'tt!eak Points Listed Under Each Major Area

Counselor Certification

SC- L.

SC-5

Individual Study Services

21

24

Information Services

6

8

Counseling Services

27

23

Placement Servic es

6

3

Follow-Up Servic es

20

lh

Crientation Services

L.

5

Physical Facilities

28

?8

Lack of coor er ati on ui th School and Corn."llunity

23

35

Counsel or Dissatisfaction

~ ....
IL

87

Chi2=4. 86 df =8 p =. 80

- 62 -
TABLE VII PROPORTION OF STRONG POINTS LISTED UNDER THE DIFFERENT
GUIDANCE SERVICES BY SIZE OF THE HIGH SCHOOLS

Below 500

Size of High Schools

% SOl-

(;if fO

751-

750

1000

%

Over

<11 i"

1000

I. Providing Individual Study Services
1. Providing adequate cunmrulative records
2. Holding group guidance sessions
J. Use of test results
4. Testing prograr.1

1 1 10 5

1

1

6

3

2

2

7

3

7 8 17 8

10 7

3

2

3

2

14 10

1 1
2 3 10 13

TOTALS

11 12

19

30 21

13 17

II. Providing Informational Services

1

0

1. Providing college and occupational information

5

5

7

3

2. Conducting career and college days 1

1

5

2

1

1

10 7

1 1
6 8

TOTALS

6 6 13 5

11

8

7 9

III. Providing Counseling Services

1. Counseling students vdth personal problems

2

2. Counseling students with educational

and vocational problems

9

3. Counseling students to help gain an
understanding of their strength and h

wealmess

h. Counseling

3

5. Parent Conference

2

2 5

2

10 24 11

53 1

38 4

2 3

1

5 4 57 12 8 15 19

4 3 8 5

2 3 7 9

TOTALS

20

22 43 19

29 20 29 38

IV. F'roviding F'lacement Services

1. Placement for education and occupations

1

14 2

1

1

2. f lacement in curriculum

1

1 2

1

h

3

5

TOTALS

2

2

3

5 4

5

V. Providjng Follow-Up Services

1. Follovr-Up Services

2

1

1

1

1 1

2. Follow-Up drop-outs

1

0

-----------------------------------------------------------------------------------------------

TOTALS

3

1

1

1

1 1

----------------------------------------------------------------------------------------------VI. Providing Orientation Services

1. Orientation of nevr students

9 4

2 1

1 1

-----------------------------------------------------------------------------------------------

TOTALS

9 4

2 1

1 1

-----------------------------------------------------------------------------------------------

- 63 -

Below % 501- %

500

750

751-

at
fO

Over %

1000

1000

VII. Physical Facilities

1. Adequate facilities, space and equipment for guidance program

7

8 11 5

12

90 0

======------------------------
TOTALS

----------------------------

7

8

--1-1-------5------1-2-------9-----0-----0-

---------------------------------------------------------------------------------------------
VIII . Cooperation and Rapport with:

1. Total School Program

6 07 12 05

5 04 1 01

2. Faculty

12

13 23 10

20 15 5 6

3. Administration

15

16 15

8

10 7 3 4

L.. Students

9

10 ?5' ~- 3

9 6 11 lL.

5. Comnunity resources

1

1 8 4

2 134

TOTALS

L.3 47

L.o

46 33 23 29

IX. Counselor satisfaction with:

1. Sufficient time for counseling

2

2. Sufficient counselor-student ratio 1

3. Sufficient counselor trainine

2

2 01

1

2 01

5 02

1

1

1

1

2

1

TOTALS

3

3

9 04

3

GRA1'D TOTALS

100% 221 100% 140 100% 78 10(

- 64 -

TABLE VII-A
A COl:iJ>ARISON OF STRONG POH'I"TS .NA}lED BY COUNSELORS A~~ COU~BELOR-STUDE ~~ RATIO

rumber of Strong Points Listed Under Each Major Area
Individual Study Services
Informational Services
Counseling Services
Placement Services
Follovr-Up Services
Orientation Services
Physical Facilities
Cooperation 1-lith school and co~munity Counselor s atisfaction
Chi2=23.22 df =2 4 p =. 70-. 50

Number of Students Per Counselor

Below 500

501750

751- 1000
1000 & Over

ll

40

6

13

20

43

2

6

0

3

0

9

7

ll

30

13

ll

7

29

29

5

4

l

l

2

l

12

0

1~ 3

8 "I'

3

9

h6

23

L.

0

- 65 -
TABLE VIII PROPORTION OF \VEAK POI NTS LISTED U11DER THE DIFFERENT
GUIDANCE SERVICES BY COUNSELOR-STUDENT RATI O-vllii TE

Belo
500
No. %

501750
No. %

751 -
1000
No . %

1000above
No . %

I . Pr oviding Individual Study Services

1. Inadequate Testi ng Probr am.

2 02

3

02 2 01 2 03

2. Inadequate Use of Test Results 2 02

2

01 2 01 1 01

3. Inadequate Cummulative Recor ds
4. Too much time spent in scoring
and administering tests

h

02 1 01 1 01

3 02 1 01

5. No occupational or educational
------------g--r -ou-p---gu--i -d-an--c-e------------------

oLJ

8

Oh 5 Oh 2 03

-------------------------------------------

TOTALS

8 08 17

09 13 09 7 09

II. Providing Informational Services

1. Lack of occupational rr.a terial

1 01

(:

03 2 01 1 01

2. Lack of educational materi al

2

01

3 . Nc org2nized method of dissimi-

nating educational and oc cu -

2

01 1 01

pati onal material

TOTALS

1 01

10 05 3 02 1 01

III. Pr oviding Counseling Services

1. Inadequate counseling provided students concerning separation

1 01 1 01

plans

2.

Lack of tirr.e for counseling noncollege bound students

h

04

6

03 3 02 2 03

3. Lack of time for students to work 1 01

h

02 2 01 2 03

4 . Lack of individual counseling

6 07

5. No organized system of referrals 2 02

6,.,
c

03 02 5 04 2 03

6 . '\:Jorking with discipline problems 1 01

1

0

---------------------------------------------------------------------------------------

TOTALS

lh 15 19

10 11 08 7 10

IV. Providing Placement Services

1. No organized placement services 1.1 04

3

02 3 02

TOTALS

oh

3

02 3 02

---------------------------------------------------------------------------r-----------

- 66 -

Below
500
No. %

501-
750
No. %

751-

lOCO-

1000

above

No. % No. %

V. Providing Follow-Up Services 1. No follow-up program on graduates 7 08
2. No follow-up program on drop-outs 4 oL~

6 03 7 05 4 05 6 03 1 01 4 05

TOTALS

11 12

12 06 8 06 8 10

VI. Providing Orientation Services 1. No orientation program

1 01

02 5 04 2 03

TOTALS

1 01

02 5 04 2 03

VII. Physical Facilities

1. Inadequate facilities for coun-

seling

7 07

2. Inadequate space and equipment for the guidance program

2

02

3. No private quarters

1 01

9 05 6

2 03

11 06 7 05 5 07 3 02 5 04 1 01

TOTALS

10 10 23 13 18 13 8 11

VIII. Lack of cooperation and understand-

ing with:

1. Administration

2 02

2. Faculty

8 09

3. Students

1 01

h. Community Resources
5. Guidance Committee

1 01

2 01

13 07

5 s

03 03

2 01

3 02 8 07 2 Ol 2 01

2 03
3 04
2 03
2 03 2 03

TOTALS

12 13

27 15 15 ll 11 16

-------------------------------------------------------------------------------------1

IX. Counselors' dissatisfaction with:

1. Lack of time for counseling

L 04 24 13 19 14 8 11

2. Counselor-Student ratio too high 5 05

17 09 25 19 10 13

3. Insufficient training of

l 01

5 03 3 02 1 01

counselors

s h. Non-counseling & clerical duties 1 01

S. No clerical assistance

05

9 05 9 07 6 08 lh 08 2 01 2 03

6.

No organized method for evaluating guidance programs

1

01

2 01 2 03

7. Lack of organization 8. Limited funds

17 19

1

0 2 01 l 01

TOTALS

34

70 38 62 45 30 40

GRAND TOTALS

95 100% 185 lOO% 138 ioo% 74 100~

- 67 -

TABLE VIII-A
A COMPARISON OF vlEAK POINTS LISTED BY COUNSELOR-STUDE1~ RATIO

Major areas weak points were listed under
Individual Study Services
Informational Services
Counseling Services
Placement Services
Follow-Up Services
Or ientation Services
Physical Facilities
Cooperation with school and community Counselor Dissatisfaction
Chi 2=32.SO df =24 r =. 20

Counselor-Student Ratio

Soo and below

SOl7SO

7511000

1000
& over

8

17

13

7

1

10

3

1

14

19

11

7

4

3

3

0

11

12

8

8

1

h

s

2

10

23

18

13

12

23

17

10

17

70

62

30

- 68 -
TABLE IX A COMPARISON OF COUNSELOR DISSATISFACTIO N
BY COUNSELOR-STUDENT RATIO

Frequencies
Observed Frequencies
Expected Frequencies
X2=7.13 df=3 r =.05 to .02

Counselor-Student Ratio

500 and

501-

751 -

1000 and

below

750

1000

over

17

70

62

30

29

68

53

29

l ll~~~~~"l~ll~i~~~ilill~l~il~Ill

3 2108 05732 8687

'

r