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School and Early Employment Experience of Youth A REPORT ON SEVEN COMMUNITIES, 1952-57 Bulletin No. 1277 UNITED STATES DEPARTMENT OF LABOR James P. Mitchell, Secretary BUREAU OF LABOR STATISTICS Ewan Claguc, Commisstontr School and Early Employment Experience of Youth A R e p o rt on S e v e n C o m m u n itie s, 1952-57 Bulletin No. 1277 August 1960 UNITED STATES DEPARTMENT OF LABOR James P. Mitchell, Secretary BUREAU OF LABOR STATISTICS Ewan Clague, Commissioner For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington 25, D.C. - Price 50 cents PREFACE T h e n u m b e r and p r o p o r t io n o f young p e o p le in the U nited S ta tes w ho attend s e c o n d a r y s c h o o ls and c o l l e g e s h a ve b e e n ste a d ily r is in g f o r m an y y e a r s , and the le v e l o f e d u ca tio n o f the g e n e r a l p o p u la tio n is c o n s id e r a b ly h ig h e r than it w a s in the d e c a d e o f th e 1930*s. N e v e r t h e le s s , s u b s ta n tia l p r o p o r t io n s o f you n g p e o p le s t i l l te r m in a te t h e ir fo r m a l e d u c a tio n b e f o r e g ra d u a tio n f r o m h igh s c h o o l, and m any n e v e r c o m p le t e e v e n the 8th o r 9th g r a d e . T h is g r o u p , g e n e r a lly 1 6 -1 8 y e a r s o f a g e w hen th ey d r o p ou t, p lu s h igh s c h o o l g ra d u a te s w ho do not g o on to c o l le g e o r to o th e r s p e c ia liz e d tr a in in g , w ho a r e g e n e r a lly 18 o r 19 y e a r s o ld w hen th ey g ra d u a te , c o n s titu te the bulk o f the new en tra n ts in to the la b o r f o r c e e a c h y e a r . O v e r the y e a r s , young w o r k e r s h av e e x p e r ie n c e d h ig h e r r a te s o f u n e m p lo y m e n t than h ave any o th e r a g e g r o u p s . F o r th is r e a s o n , a m on g o t h e r s , the U .S . D e p a rtm e n t o f L a b o r h as a k e e n in t e r e s t in th e ir p r e p a r a t io n f o r w o r k . T h e D e p a r tm e n t’ s s p e c i f i c r e s p o n s i b ility in the fie ld o f m a n p o w e r u tiliz a tio n s tim u la te s its in t e r e s t in and c o n c e r n w ith the tra in in g and a b ility that young p e o p le a r e b rin g in g f r o m s c h o o l to the w o r ld o f w o r k , and p a r t ic u la r ly w ith th e ir c a p a c it y to p r o v id e the n e c e s s a r y s k ills to m e e t the N a tio n ’ s ch a n g in g t e c h n o lo g ic a l n e e d s in the y e a r s a h ea d . T h e c u r r e n t p r o b le m s o f young p e o p le in g ettin g s u ita b le tra in in g and fin d in g s u ita b le w o r k w ill be c o m p o u n d e d in the n ext d e c a d e by the in flu x into the la b o r f o r c e o f the m illio n s b o rn d u rin g the 1 9 4 0 's and 1950*s. M o r e o v e r , th e s e m u ch g r e a t e r n u m b e r s o f i n e x p e r i en ce d you n g p e o p le w ill be e n te rin g the la b o r m a r k e t d u rin g a p e r io d o f r is in g d em a n d f o r w o r k e r s w ith m o r e ed u ca tio n and tr a in in g . In a n tic ip a tio n o f th is e x p e c te d u p s u r g e o f young w o r k e r s , the D e p a rtm e n t o f L a b o r u n d e rto o k a s e r i e s o f p ilo t s u r v e y s to fin d out how w e ll a s u b s ta n tia l g r o u p o f young p e o p le ju s t out o f s c h o o l w ho had c o m p le t e d no m o r e , and o fte n l e s s , than a s e c o n d a r y ed u ca tio n a d ju s te d to the w o rk in g w o r ld d u rin g the f i r s t few y e a r s a ft e r th ey le ft s c h o o l. T he fin d in g s b rin g into fo c u s s o m e o f the p r o b le m s that c o n fr o n t e d u c a t o r s in planning s c h o o l c u r r ic u lu m s and g u id a n ce p r o g r a m s , e m p lo y e r s in se ttin g t h e ir sta n d a rd s f o r h ir in g , and youth t h e m s e lv e s in m ak in g th e e a r ly d e c i s i o n s that w ill a ffe c t so c r u c ia l l y th e ir su b seq u en t w o rk in g c a r e e r s . A c k n o w le d g e m e n t is m a d e f i r s t to the s c h o o l o f f i c e r s o f the s e v e n a r e a s c o v e r e d by th e s e s u r v e y s f o r th e ir c o o p e r a t io n in m ak in g a v a ila b le the s c h o o l r e c o r d s o f the y ou n g p e o p le stu d ie d . T h e s u r v e y s w e r e c a r r ie d out by c o l l e g e s o r u n i v e r s it ie s , and in o n e c a s e by a p u b lic s c h o o l s y s t e m , u n d er c o n t r a c t w ith the B u re a u o f L a b o r S t a t is t ic s . T h e B u re a u p r e p a r e d the in t e r v ie w q u e s tio n n a ir e s and in s tr u c tio n s and the ta b u la tio n p la n s in o r d e r to in s u r e c o m p a r a b ilit y o f the fin d in g s . A b a s ic , d e ta ile d r e p o r t f o r e a c h a r e a s u r v e y e d w a s w r itte n by the p r in c ip a l in v e s t ig a to r w ith the e x c e p tio n o f the p ilo t study in w h ich o n ly the in te r v ie w in g w a s don e by the c o n t r a c t o r . T h e p r in c ip a l in v e s t ig a t o r s w e r e M ary B a s s o , D i r e c t o r o f G u id a n ce and P la c e m e n t , P u b lic S c h o o l S y s te m o f P r o v id e n c e , R .I .; P r o f . D ean L o n g , v i c e p r e s id e n t o f E v a n s v ille C o lle g e (In d ia n a ); D r . W illa r d A b r a h a m and D r . R o b e r t L . B a k e r , S c h o o l o f E d u ca tio n , A r iz o n a State U n iv e r s it y ; D r. S tew a rt C . H u lsla n d e r, S c h o o l o f E d u ca tio n , U n iv e r s ity o f M ich ig a n ; D r . L e o n a r d P . A d a m s , S ch o o l o f In d u stria l and L a b o r R e la t io n s , C o r n e ll U n iv e r s ity ; and D r . G e r a ld G . S o m e r s , In stitu te o f In d u s tr ia l R e la t io n s , W e s t V ir g in ia U n iv e r s it y . T h is b u lle tin w a s p r e p a r e d by M a r g a r e t L . P lu n k ett and N a o m i R ic h e s o f the D iv is io n o f M a n p ow er and E m p lo y m e n t S t a t is t ic s , B u re a u o f L a b o r S t a t is t ic s . M a r ie S h ep h ard had r e s p o n s ib ilit y f o r th e ta b u la tio n s . M is s P lunkett w a s r e s p o n s ib le f o r th e plan n in g and c o o r d in a t io n o f the e n tir e stu dy. iii CONTENTS Page C h apter I. In tro d u ctio n and su m m a r y o f fin d in gs 1 S u m m a ry o f m a jo r f i n d i n g s ---------------------------C h apter II. C h a r a c t e r is t ic s o f s c h o o l l e a v e r s w hen they le ft s c h o o l 10 10 10 10 13 13 16 17 19 19 P e r s o n a l c h a r a c t e r i s t i c s -------------S e x ------------------------------------------------A g e .......................................................... L e v e l o f m e n ta l a b i l i t y -------------H igh est g r a d e c o m p le t e d ----------S c h o o l r e t a r d a t i o n ---------------------R e a s o n s f o r d ro p p in g o u t -------------G ra d e r e t a r d a t i o n ---------------------D is s a t is fa c t io n w ith s c h o o l -----W o r k ---------------------------------------------M a r r i a g e -------------------------------------M ilita r y S e r v i c e ------------------------H e a lt h ............................................. T ra in in g f o r w o r k w h ile in s c h o o l V o c a tio n a l e d u c a t i o n - ----------------V o c a tio n a l c o u n s e lin g ----------------- 21 21 22 22 22 22 23 C h apter III. W o rk e x p e r ie n c e o f s c h o o l l e a v e r s W o rk e x p e r ie n c e w h ile in s c h o o l ------------------------------------------F a m ily statu s at tim e o f in t e r v ie w ----------------------------------------L a b o r f o r c e e x p e r ie n c e a fte r le a v in g s c h o o l ---------------------P r o p o r t io n s e n te rin g the la b o r f o r c e --------------------------------E n try j o b s -------------- • --------------------------------------------------------------J o b s at date o f in t e r v ie w -----------------------------------------------------M ethod o f ob ta in in g jo b h e ld at the tim e o f the in te rv ie w W a g e s -------------------------------------------------------------------------------------H ou rs o f w o r k ------------------------------------------------------------------------U n e m p l o y m e n t ---------------------------------------------------------------------P o s t -h ig h s c h o o l tra in in g and jo b a s p i r a t i o n s ------------------U n a c c o u n te d -fo r t i m e -------------------------------------------------------------- 24 24 24 25 25 28 30 31 32 33 33 38 39 TABLES 1. A g e o f g ra d u a te s at date o f g ra d u a tion , by a r e a and s e x ----------------------------------------- 11 2. A g e o f d r o p o u ts at date o f le a v in g s c h o o l, by a r e a and s e x ------------------------------------ 12 3. IQ ’ s o f g ra d u a te s and d r o p o u ts , fiv e a r e a s -------------------------------------------------------------- 14 4 . H igh est g r a d e c o m p le te d by d r o p o u ts who c o m p le te d 8th g ra d e o r a b o v e , by a r e a and s e x ----------------------------------------------------------------------------------------------------------------- 15 5. G ra d e r e ta r d a tio n o f d r o p o u ts , by a r e a and s e x ------------------------------------------------------ 17 6. A g e and h ig h e st g r a d e c o m p le te d by d r o p o u ts , a ll a r e a s -------------------------------------- 18 iv T A B LE S - - C ontinued Page 7. R e a s o n s f o r le a v in g s c h o o l a s sh ow n on s c h o o l r e c o r d s , by a r e a and s e x --------- *9 8. R e a s o n s f o r le a v in g s c h o o l a s g iv e n by d r o p o u ts w ho w e r e in te r v ie w e d , by a r e a and s e x ------------------------------------------------------------------------------------------------------------------- 20 O p in io n s o f g r a d u a te s and d r o p o u ts on v a lu e o f w o r k e x p e r ie n c e and e a rn in g s w h ile in s c h o o l, a ll a r e a s , by s e x ----------------------------------------------------------------------------- 25 M a r ita l and p a r e n ta l status o f g r a d u a te s and d r o p o u ts at tim e o f in t e r v ie w , s ix a r e a s , by s e x -------------------------------------------------------------------------------------------------------------- 26 N u m b e r o f w e e k s e la p sin g a ft e r le a v in g s c h o o l, b e f o r e g ra d u a te s and d r o p o u ts sta r te d to lo o k f o r a r e g u la r jo b , a ll a r e a s , by s e x -------------------------------------------- 27 N u m b e r o f w e e k s it to o k g ra d u a te s and d r o p o u ts to fin d f i r s t r e g u la r jo b , fiv e a r e a s , by s e x ---------------------------------------------------------------------------------------------------------------- 28 13. O u tm ig r a n ts , s e le c t e d data, a ll a r e a s , by s e x ---------------------------------------------------------- 29 14. F i r s t r e g u la r jo b s o f g r a d u a te s and d r o p o u ts , i r r e s p e c t i v e o f e m p lo y m e n t status at tim e o f in te r v ie w , a ll a r e a s , by s e x ------------------------------------------------------- 29 R e g u la r jo b s o f g ra d u a te s and d r o p o u ts e m p lo y e d at tim e o f in t e r v ie w , a ll a r e a s , by s e x ---------------------------------------------------------------------------------------------------------------- 30 16. W a g e s o f g r a d u a te s and d r o p o u ts at tim e o f in te r v ie w , by a r e a and s e x ------------ 33 17. H o u rs w o r k e d p e r w e e k by g r a d u a te s and d ro p o u ts e m p lo y e d at tim e o f i n t e r v ie w , by a r e a and s e x ------------------------------------------------------------------------------------------------- 34 T o ta l w e e k s o f u n e m p lo y m e n t o f g ra d u a te s and d r o p o u ts in the l a b o r f o r c e at t im e o f in t e r v ie w , s ix a r e a s --------------------------------------------------------------------------------------- 36 A v e r a g e n u m b e r o f w e e k s o f u n e m p lo y m e n t o f g r a d u a te s and d ro p o u ts e v e r in la b o r f o r c e , s ix a r e a s , by s e x ---------------------------------------------------------------------------------- 37 U n a c c o u n t e d -fo r t im e o f g r a d u a te s and d r o p o u ts , th r e e a r e a s , by s e x --------------- ^ 9. 10. 11. 12. 15. 18. 19. 20. CHARTS 1. R e a s o n s d r o p o u ts g a v e f o r le a v in g s c h o o l ------------------------------------------------------------------ ^ 2. G ra d e and age at w h ich d ro p o u ts le ft s c h o o l ------------------------------------------------------------- ^ 3. E xten t to w h ich g r a d u a te s and d r o p o u ts w e r e behind the n o r m a l g r a d e f o r th e ir a g e --------------------------------------- ------------- - ................................... ...................................................... 5 4. R e g u la r jo b s o f m a le g r a d u a te s and d r o p o u t s ------------------------------------------------------------- ^ 5. R e g u la r jo b s o f fe m a le g ra d u a te s and d r o p o u t s ------------------------------------------------------- 6. W e e k ly e a r n in g s o f g ra d u a te s and d r o p o u ts on the jo b h e ld at tim e o f in te r v ie w 8 7. P r o p o r t io n o f g r a d u a te s and d r o p o u ts u n e m p lo y e d at t im e o f in t e r v i e w -------------- 9 ■7 v A P P E N D IX E S Page A . T e c h n ic a l n o t e -------------------------------------------------------------------------------------------------------------------B . D e s c r ip t io n o f in d ivid u a l a r e a s s u r v e y e d ------------------------------------------------------------------C . F o r m s and q u e s tio n n a ir e s ----------------------------------------------- -------------------------------------------F o r m fo r tr a n s c r ip t io n o f data fr o m s c h o o l r e c o r d s ------------------------------------------Que s tio n n a ire s : S ch edu le A . P e r s o n a l i n t e r v i e w -------------------------------------------------------------------------S ch ed u le B . In q u iry to fa m ily m e m b e r s ----------------------------------------------------------D . T a b le s : D -l. 43 46 51 51 52 60 U n iv e r s e , s a m p le , and c o m p le te d in te rv ie w s o f g ra d u a tes and d r o p o u ts , by a r e a and s e x ------------------------------------------------------------------------------------------- 63 D -2 a . IQ ’ s o f g r a d u a te s , fiv e a r e a s , by s e x ----------------------------------------------------------- 64 D -2 b . IQ ’ s o f d r o p o u ts , fiv e a r e a s , by s e x -------------------------------------------------------------- 64 D -3 . H igh est g r a d e c o m p le te d by d ro p o u ts , by a r e a and s e x ---------------------------- 65 D -4 . R e a s o n s f o r le a v in g s c h o o l as g iv en by d ro p o u ts , by h ig h est g ra d e c o m p le t e d and by a r e a and s e x ----------------------------------------------------------------- 66 D -5 . R e a s o n s f o r le a v in g s c h o o l a s g iv e n by d r o p o u ts , fo u r a r e a s , by IQ ------ 68 D -6 a . A ll v o c a t io n a l c o u r s e s c o m p le te d by g ra d u a tes and d r o p o u ts , s ix a r e a s , by s e x -------------------------------------------------------------------------------------------------------------- 69 D -6 b . C o m m e r c ia l c o u r s e s c o m p le te d by g ra d u a tes and d r o p o u ts , s ix a r e a s , by s e x -------------------------------------------------------------------------------------------------------------- 70 D -6 c . In d u stria l c o u r s e s c o m p le te d by g ra d u a tes and d ro p o u ts , s ix a r e a s , by s e x ------------------------------------------------------------------------------------------------------------ 72 D -7 . E m p lo y m e n t e x p e r ie n c e o f g ra d u a tes and d ro p o u ts du rin g s c h o o l y e a r s , by a r e a and s e x -------------------------------------------------------------------------------------------- 74 D -8 a . M a r ita l status o f g ra d u a te s and d ro p o u ts at tim e o f in te rv ie w , by a r e a and s e x --------------------------------------------------------------------------------------------------------- -- 75 D -8 b . P a r e n ta l status o f g ra d u a tes and d ro p o u ts at tim e o f in te r v ie w , by a r e a and s e x ------------------------------------------------------------------------------------------------------------ 76 D -9 . E m p lo y m e n t s e a r c h o f g ra d u a te s and d ro p o u ts betw een lea v in g s c h o o l and f i r s t r e g u la r jo b , by se x , a ll a r e a s ------------------------------------------------- 77 D -1 0 . T y p e o f f i r s t r e g u la r jo b held by g ra d u a tes and d ro p o u ts , i r r e s p e c t i v e o f e m p lo y m e n t status at tim e o f in te rv ie w , by a r e a and s e x -------------- 81 D - l l . T y p e o f r e g u la r jo b h eld by g ra d u a tes and d rop ou ts at tim e o f i n t e r v ie w , by a r e a and s e x --------------------------------------------------------------------------------- 82 D - l 2 . R e g u la r jo b s o f g ra d u a te s and d ro p o u ts e m p lo y e d at tim e o f in te r v ie w , s e le c t e d data, by se x , a ll a r e a s -------------------------------------------------------------- 83 D - l 3. E m p lo y m e n t status o f g ra d u a te s and d ro p o u ts at tim e o f in te r v ie w , by h ig h e s t g r a d e c o m p le t e d , by a r e a and s e x ---------------------------------------------- 88 vi SCHOOL AND EARLY EMPLOYMENT EXPERIENCE OF YOUTH CHAPTER I. INTRODUCTION AND SUMMARY OF FINDINGS A b ou t o n e -t h ir d o f a ll stu d en ts w ho en ter s e c o n d a r y s c h o o l in the U nited S ta tes d r o p out b e f o r e g r a d u a tin g .1 N e a r ly t h r e e - f ift h s o f th o s e w ho g ra d u a te do not go on to any s c h o o l o f a d v a n ce d le a r n in g o r tr a in in g , fu ll t im e , in the s u m m e r o r autum n f o l l o w ing th e ir g r a d u a tio n . F o r th e p u r p o s e s o f th is stu d y, th e s e tw o g r o u p s to g e t h e r h ave b ee n d e fin e d a s s c h o o l l e a v e r s . W ith few e x c e p tio n s th ey a r e b e tw een 16 and 21 y e a r s o f a g e , h a ve fin is h e d t h e ir f o r m ill e d u ca tio n and a r e p r e s u m a b ly r e a d y to a s s u m e adult r e s p o n s ib ilit ie s e ith e r in the la b o r f o r c e o r as h o m e m a k e r s . A m o n g a ll p e r s o n s in the la b o r f o r c e , young p e o p le h a v e c o n s is t e n t ly had h ig h e r u n e m p lo y m e n t r a t e s than any o th e r a g e g r o u p . In A p r il 1957, w hen t h e s e s u r v e y s w e r e in p r o c e s s , u n e m p lo y m e n t fig u r e s f o r the N ation a s a w h o le sh o w e d that n e a r ly 10 p e r c e n t o f t h o s e a g e d 1 4 -1 9 and n e a r ly 7 p e r c e n t o f t h o s e 2 0 -2 4 y e a r s o f a g e w e r e u n e m p lo y e d c o m p a r e d w ith l e s s than 4 p e r c e n t o f the a g e g r o u p 2 5 -3 4 . T h e s e high u n e m p lo y m e n t r a t e s , th ou gh th ey v a r y in d e g r e e o v e r t im e , but n ot in k in d, add to the g e n e r a l c o n c e r n abou t young p e o p le . In the d e c a d e ah ead p o p u la tio n ch a n g e s ca n be e x p e c te d to a c c e n tu a te r a th e r than r e l ie v e th is situ a tio n . In 1958, out o f a to ta l p o p u la tio n o f 174 m illio n A m e r ic a n s t h e r e w e r e abou t 14 m illio n you n g p e o p le a g e d 16 th ro u g h 21 * both in and out o f s c h o o l. W ithin the n ext fe w y e a r s , h o w e v e r , the high b ir th r a t e s o f th e 1940*s and 1 9 5 0 ’ s w ill be fe lt , and by 1970, th is a g e g ro u p w ill h a v e in c r e a s e d to a lm o s t 22^ m illio n . A lth ou gh not a ll o f t h e s e you n g p e o p le w ill be in th e la b o r f o r c e , th ey a r e a ll p a rt o f th e N a tio n ’ s la b o r f o r c e p o te n tia l and a p r im a r y s o u r c e o f n a tio n a l e c o n o m ic stre n g th . W hat w o r k w ill th ey fin d to do ? 1 Retention in High Schools in Large Cities, 1957, U.S. Depart ment o f Health, Education, and Welfare, Office o f Education, Bull. No. 15, 1957. W ill th ey be tra in e d f o r the kind o f w o r k that s o c ie t y n e e d s to h ave d o n e ? T h o s e w ho g o on to c o l le g e w ill p r e s u m a b ly be b e tte r a b le to ta k e c a r e o f th e m s e lv e s in th e la b o r m a r k e t than th o s e w ho do n ot, s in c e th ey w ill h a v e , i f not p r o fe s s io n a l o r te c h n ic a l tr a in in g , at le a s t a h ig h e r le v e l o f g e n e r a l e d u ca tio n . But th o s e w ho g r a d u ate f r o m h igh s c h o o l and do not h ave a d d i tio n a l tra in in g and th o s e w ho d r o p out o f s c h o o l b e fo r e g ra d u a tio n m a y w e ll b e l e s s a b le , f o r v a r io u s r e a s o n s , to a d ju st s u c c e s s fu l l y to the w o r ld o f w o r k . M any s u r v e y s h ave b een m a d e by e d u ca tio n a l and o th e r a g e n c ie s o v e r the y e a r s , but th ey h a v e b e e n c o n c e r n e d m a in ly w ith the r e a so n s f o r d ro p p in g out o f s c h o o l o r f o r not g oin g on to c o l l e g e ; few h a v e fo llo w e d s c h o o l le a v e r s into the la b o r f o r c e to s e e w hat happ en ed to th e m a ft e r th ey le ft s c h o o l . It is th is a s p e c t o f the m a tte r w ith w h ich th e D ep a rtm en t o f L a b o r is p r i m a r ily c o n c e r n e d . State la w s h a v e m a d e s c h o o l a tten d a n ce v ir t u a lly c o m p u ls o r y to a g e 16, and both State and F e d e r a l la b o r le g is la t io n h av e g r e a t ly r e s t r i c t e d fu l l- t i m e e m p lo y m e n t p r i o r to th is a g e d u rin g the tim e that s c h o o l is in s e s s i o n . H o w e v e r , high s c h o o l g r a d u a te s not g o in g on to c o l le g e a r e u s u a lly 18 o r o l d e r ; the g r e a t m a jo r it y o f d ro p o u ts a r e 16 o r o ld e r and e lig ib le f o r fu l l- t i m e e m p lo y m e n t, e x c e p t in c e r t a in h a z a rd o u s o c c u p a tio n s w h e r e a g e 18 is the m in im u m f o r h ir in g . T h e r e f o r e , w ith r e s p e c t to m in im u m a g e f o r e m p lo y m e n t, sta tu tory r e q u ir e m e n t s d o not u s u a lly p re v e n t e ith e r g ra d u a te s o r d r o p o u ts f r o m taking jo b s . T h e ir d iffic u lt ie s a r e lik e ly to a r i s e , r a th e r , f r o m d e f i c i e n c i e s in tra in in g and la c k o f w o r k e x p e r ie n c e . T h is study o f the e a r ly e m p lo y m e n t e x p e r ie n c e o f young p e o p le w a s u n d erta k en , t h e r e f o r e , in an a ttem p t to id e n tify s o m e o f the m a jo r fa c t o r s in the w h o le c o m p le x o f E n g la n d , M id d le A tla n tic , South A tla n tic , and M ountain R e g io n s ; and t h r e e in the E a st N orth C e n tra l R e g io n . In p o p u la tio n , th ey ra n g e d fr o m abou t 4 0 ,0 0 0 to 3 5 0 ,0 0 0 . In e a c h o f tw o s u r v e y s , an e n tir e cou n ty w a s c o v e r e d b e c a u s e it c o n s titu te d a s in g le a d m in is tr a tiv e s c h o o l a r e a . In fo u r o f the s u r v e y s , p a r o c h ia l s c h o o ls w e r e in c lu d e d . N one o f the a r e a s had a s ig n ific a n t n o n w h ite s c h o o l p o p u la tio n , but in o n e a r e a , th e r e w a s a c o n s id e r a b le p r o p o r t io n o f S p a n is h -A m e r ic a n s and tw o o t h e r s had e x p e r ie n c e d h e a v y i m m i g r a t i o n f r o m so u th e rn E u r o p e , P o la n d , and the U nited K in g d om p r i o r to the 1 9 2 0 ’ s . P o p u la tio n in tw o o th e r a r e a s w a s m a in ly A n g lo -S a x o n . No e n tir e ly r u r a l a r e a and no m a jo r m e t r o p o lita n c e n t e r w e r e a m on g the s e v e n . A l l w e r e in d u s tr ia liz e d in v a r y in g d e g r e e , but n on e w a s a s in g le -in d u s t r y a r e a . T h ey v a r ie d c o n s id e r a b ly in th e ir m a jo r e c o n o m ic a c t iv it y , f r o m th o s e w h ich w e r e p r i m a r i ly d is tr ib u tio n p o in ts f o r w h o le s a le and r e t a il tr a d e w ith s o m e m a n u fa c tu r in g , to t h o s e w ith e x te n s iv e h e a v y in d u s tr y . S e v e r a l w e r e a r e a s o f su b s ta n tia l la b o r s u rp lu s d u rin g and p r i o r to the p e r io d c o v e r e d in the s u r v e y s .3 y o u th ’ s a d ju stm e n t to w o r k .2 W hat p r o p o r tio n lo o k e d f o r jo b s and what p r o p o r t io n found jo b s ? H ow lon g did it ta k e , how did th ey g o abou t the s e a r c h , and w hat k in d s o f jo b s d id th ey g e t ? H ow m u ch did th ey e a r n ? D id th e g r a d u a te s do b e tte r than th e d r o p o u t s ? W as the im p a c t o f u n e m p lo y m e n t d iffe r e n t on g r a d u a te s and d r o p o u t s ? W hy did th e d r o p o u ts le a v e s c h o o l ? D id s u c c e s s in s c h o o l c o r r e l a t e w ith s u c c e s s o n the jo b ? T h e fin d in g s , w h ich p r o v id e at le a s t s o m e a n s w e r s to th e s e q u e s tio n s , h a v e b e e n d e r iv e d f r o m tw o s e t s o f d a ta . O f fic ia l s c h o o l r e c o r d s p r o v id e d c e r t a in b a s ic i n fo r m a t io n on ab ou t 2 2 ,0 0 0 young p e o p le , su ch a s a g e w h en th e y le ft s c h o o l, h ig h e s t grade c o m p le t e d , in t e llig e n c e q u otien t, v o c a t io n a l c o u r s e s c o m p le t e d , and r e a s o n f o r le a v in g a s r e c o r d e d by the s c h o o l . In fo r m a t io n on p o s t - s c h o o l w o r k e x p e r ie n c e w a s o b ta in e d by d i r e c t in t e r v ie w w ith a su b s a m p le o f 4 ,0 0 0 s c h o o l le a v e r s w ho had re m a in e d in t h e ir h o m e c o m m u n it ie s . C e r tain s u b je c t iv e q u e s tio n s w e r e a ls o a s k e d p e rta in in g to p la n s f o r fu tu re tr a in in g , jo b a s p ir a t io n s , and h ow s c h o o l c o u ld h a v e b e e n m o r e u s e fu l, a s w e ll a s q u e stio n s o n p r e s e n t m a r it a l sta tu s and n u m b e r o f c h ild r e n . F iv e o f th e s e v e n s u r v e y s c o v e r e d t h e t h r e e s c h o o l y e a r s b e tw e e n S e p te m b e r 1953 and June 1956. O ne c o v e r e d th e p e r io d S e p te m b e r 1951 to June 1955, and o n e the s in g le s c h o o l y e a r o f 1 9 5 5 -5 6 . F or the c o n v e n ie n c e o f th e g e n e r a l r e a d e r , the m a jo r fin d in g s o f the s u r v e y s in th e s e s e v e n a r e a s a r e s u m m a r iz e d , w ith s o m e o f the m o s t s ig n ific a n t d e ta il, in th is c h a p te r . M o r e c o m p le t e a n a ly s is o f the data f o r a ll a r e a s c o m b in e d and f o r the in d iv id u a l a r e a s a p p e a r s in c h a p te r s II and III. T h e s e v e n a r e a s s e le c t e d f o r study w e r e lo c a t e d a s f o l lo w s : O ne e a c h in th e N ew SUMMARY OF MAJOR FINDINGS 1 • N o n u n ifo r m ity A m o n g S c h o o l L e a v e r s . It is n ot a c c u r a t e to th in k o f s c h o o l le a v e r s , e ith e r g r a d u a te s o r d r o p o u t s , a s h o m o gen eou s g ro u p s. S ch ool le a v e r s a r e c h a r a c t e r i z e d by in n u m e r a b le p e r s o n a l d i f f e r e n c e s . F o r e x a m p le , s o m e o f th e g ra d u a te s c o v e r e d by the s u r v e y s w ho did not g o on to c o l le g e had s c h o o l r e c o r d s s im ila r to th o s e who did g o , and s o m e d r o p o u ts had IQ ’ s a s h igh , b a s e d on sta n d a rd in t e llig e n c e t e s t s , a s th o s e w ho g r a d u a te d . W o r k h i s t o r i e s , lik e w is e , v a r ie d w id e ly a m on g in d iv id u a ls in m o s t g r o u p s . H o w e v e r , the m a le g r a d u a te s n ot g o in g to c o l le g e p r e s e n t e d a ra th e r u n ifo r m p i c t u r e - - t h a t o f young m e n f a i r ly co n tin u o u s ly e m p lo y e d . T h e e x p e r i e n c e o f m a le d r o p o u ts , on the o th e r hand, sh ow ed m o r e v a r ia t io n . S o m e had jo b s , con tin u ity o f e m p lo y m e n t, and w a g e s that a p p r o x im a te d th o s e o f the m a le g r a d u a te s , w h e r e a s o t h e r s w e r e i r r e g u l a r ly o r n e v e r e m p lo y e d . T h e g i r l s , both g ra d u a te s and d r o p o u ts , w e r e d iv id e d m a in ly b etw een th o s e w ho e n te r e d the la b o r f o r c e and had r e m a in e d th e r e up to the tim e o f the s u r v e y s , and t h o s e w ho had m a r r ie d e a r ly and e ith e r had n e v e r w o r k e d in p a id e m p l o y m en t o r w h o s e la b o r f o r c e a tta ch m e n t w a s v e r y ir r e g u la r . 2 For description o f survey plan and methods, see appendix A, page 43. 3 46. - 2 - For detailed description o f areas, see appendix B, page b . E a r ly M a r r ia g e A m o n g G ir l D r o p o u t s , E a r ly m a r r ia g e w a s a n o th e r m a jo r r e a s o n g iv e n f o r d ro p p in g o u t. G ir ls w e r e m u ch m o r e lik e ly than b o y s to g iv e th is a. D is s a t is fa c t io n W ith S c h o o l , T h e r e a s o n , but it m a y w e ll h a v e b een a h idden m a jo r s in g le r e a s o n g iv e n by th e stu d en ts r e a s o n f o r b o y s who d ro p p e d out “ to go to f o r d ro p p in g out b e f o r e g r a d u a tio n w a s w o r k ,’ * not b e c a u s e o f the n eed f o r s e l f d i s s a t is fa c t io n w ith s c h o o l . T h is w a s u n su p p o rt, but a s a p r e lu d e to c o u r ts h ip and d o u b te d ly du e, in p a r t, to the fa c t that about m a r r ia g e . 85 p e r c e n t o f a ll d r o p o u ts w e r e behind c . E c o n o m ic N e e d . T h is did not s e e m to th e ir n o r m a l g r a d e by at le a s t 1 y e a r . T h is be a m a jo r r e a s o n f o r d ro p p in g ou t, i f that r e ta r d a t io n u s u a lly b eg a n in g r a m m a r p h r a s e is in te r p r e te d to m ea n that the s c h o o l. T h e d r o p o u ts in te r v ie w e d d id not fa m ily o f the d ro p o u t c o u ld not su p ply h im m e n tio n th is f a c t o r a s a c a u s e f o r d i s w ith the n e c e s s i t i e s f o r s c h o o l a tte n d a n ce . s a t is fa c t io n w ith s c h o o l, but e x p r e s s e d T h e s ta te m e n ts o f the d ro p o u ts th e m s e lv e s b o r e d o m w ith s c h o o l s u b je c t s , d is lik e o f and th e ir s c h o o l r e c o r d s , a s w e ll, a tte s t t e a c h e r s , o r o th e r g e n e r a l c o m p la in t s . T h e that r e a l e c o n o m ic h a r d s h ip w a s p r e s e n t s c h o o l r e c o r d s sh o w e d that o v e r 45 p e r c e n t in fe w in s t a n c e s . T h is m igh t a p p e a r to be o f a ll the d r o p o u ts had IQ ’ s o f l e s s than 90 e x p la in e d by the g e n e r a lly h igh n a tion a l and a bou t 33 p e r c e n t had IQ ’ s o f l e s s than 85. A c c o r d in g to e d u c a tio n a l e x p e r t s , th is le v e l s o f e c o n o m ic a c t iv it y . N one o f the a r e a s s u r v e y e d , h o w e v e r , w a s an a r e a o f m e a n s , a m on g o th e r th in g s, that th is g ro u p had p r o b a b ly not a c q u ir e d the d e g r e e o f la b o r s h o r ta g e and s e v e r a l o f the c o m m u re a d in g a b ility w h ich w ou ld have m ad e n itie s had su b s ta n tia l la b o r s u r p lu s e s du rin g s c h o o l in t e r e s t in g and m a n a g e a b le . the p e r io d c o v e r e d . 2 . P r in c ip a l S c h o o l, R eason f o r D ro p p in g Out o f C h a r t 1. REASONS DROPOUTS GAVE FOR LEAVING SCHOOL ale ' Inc lu de s 3 % o f b o ys w ho gave m arriag e as a re a so n . 562565 0 - 60 - 2 - 3 - 3. A g e o f D r o p o u ts and H ig h e s t G ra d e C o m p le t e d , A g e 16 w a s the s in g le y e a r o f a g e at w h ich m o s t d r o p p in g out o c c u r r e d . N e a r ly 30 p e r c e n t o f th e d r o p o u t s , h o w e v e r , w e r e 18 o r o l d e r at th e t im e th ey le ft s c h o o l - o ld en ou gh to h a v e g r a d u a te d . I r r e s p e c t iv e o f a g e , abou t 40 p e r c e n t o f a ll the d r o p o u ts had c o m p le te d a y e a r o r m o r e o f s e n io r h igh s c h o o l w o r k (10th g r a d e o r a b o v e ). T h e o th e r 60 p e r c e n t le ft at v a r io u s y e a r s in the ju n io r h igh s c h o o l. GRADE AND AGE AT WHICH DROPOUTS LEFT SCHOOL* 9th Grade 10th Grade 11th G rade 12th Grade M ale School Dropouts A ll A ge s 26% 33% ; 22% , ;\>'V > ;1%y Includes o n ly those w h o had com p lete d the 8th grade or above. Based on scho ol re c o rd s of all d ro p o u ts in 7 areas. 4 . M en tal A b ilit y and C on tin u ation o f E d u c a tio n . T h e s o c i a l w a s te r e s u ltin g f r o m f a ilu r e to p u r s u e an a c a d e m ic e d u c a tio n b ey o n d h ig h s c h o o l w a s not fou n d to be n u m e r ic a lly h igh in th e c o m m u n it ie s stu d ie d . O nly 16 p e r c e n t o f the g r a d u a te s w ho did n ot g o on to c o l l e g e and w h o s e IQ ’ s w e r e k now n had IQ ’ s a b o v e the n o r m a l r a n g e , i . e . , 110 o r o v e r . T h e r e w e r e d i f f e r e n c e s a m o n g c o m m u n it ie s , o f c o u r s e . A p p ly in g the so m e w h a t s t r i c t e r sta n d a rd o f a s c o r e o f at le a s t 115, w h ich is o fte n u s e d by e d u c a t o r s in e s tim a tin g a b ility to c o m p le t e c o l l e g e s u c c e s s f u ll y , the p r o p o r t io n o f the g ra d u a te s w ho did n ot g o t o c o l l e g e , d r o p p e d to 8 p e r c e n t . T h e d r o p o u ts sh o w e d e v en l e s s c o l l e g e p o te n tia l than th e g r a d u a te s . O n ly a bou t 6 p e r c e n t o f th e m had IQ ’ s of 110 o r a b o v e and o n ly 2 p e r c e n t o f 115 o r a b o v e . H e r e , a g a in th e r e w e r e School Dropouts A ll A ges d iffe r e n c e s veyed. a m on g the c o m m u n itie s s u r T h u s, the m a jo r p r o b le m w ith r e s p e c t to th e s e d ro p o u ts m a y not h a v e b een s o m u ch the l o s s o f p o te n tia l c o l le g e stu d en ts a s th e lik e lih o o d that m an y o f th e m c o u ld not h a v e p r o fit e d f r o m s e n io r h igh s c h o o l c o u r s e s . S u c c e s s fu l c o m p le t io n o f m o s t s e n io r high s c h o o l s u b je c t s r e q u ir e s r e a d ing a s a t o o l, and abou t o n e -t h ir d o f th e d r o p ou ts had IQ ’ s w h ich e x p e r ie n c e has sh ow n a r e u s u a lly to o lo w f o r a c q u ir in g a d eq u a te r e a d in g a b ilit y . On the o th e r hand, the f a i l u r e o f the re m a in in g t w o -t h ir d s o f th e s e d r o p o u ts to c o m p le t e s e n io r h igh s c h o o l m a y h ave r e p r e s e n t e d a s e r io u s l o s s o f p o te n tia l c r a ft s m e n w h o, i f th ey had fin is h e d , m ig h t h ave q u a lifie d f o r a p p r e n tic e s h ip o r o th e r tra in in g f o r s k ille d o c c u p a t io n s . - 4 - EXTENT TO WHICH GRADUATES AND DROPOUTS WERE BEHIND THE NORMAL GRADE FOR THEIR AGE by 1 or m ore y e a rs by 2 or m ore y e a rs Based on sc ho ol records o f all d ro p o u ts and g ra du ate s in 7 areas. 5. V o c a tio n a l E d u ca tio n , A lm o s t a ll the g ra d u a te s, both b o y s and g ir l s , had c o m p le te d at le a s t on e v o c a tio n a l c o u r s e , e ith e r c o m m e r c ia l o r in d u s tr ia l. T h is w as a ls o tru e f o r n e a r ly t w o -t h ir d s o f both boy and g ir l d r o p o u ts . But th e r e w as an im p o rta n t d iffe r e n c e b etw e e n the gra d u a tes and the d ro p o u ts in the n u m b e r o f c o u r s e s taken. F o r e x a m p le , t h r e e -fift h s o f a ll the boy g ra d u a tes had c o m p le te d fo u r o r m o r e in d u str ia l c o u r s e s , c o m p a r e d w ith le s s than o n e -fift h o f a ll the boy d r o p o u ts . The tra in in g o f g i r l s c h o o l le a v e r s w ith r e s p e c t to c o m m e r c ia l c o u r s e s fo llo w e d a g e n e r a lly s im ila r p a tte rn . T w o -t h ir d s o f a ll g ir l g ra d u a te s had taken fo u r o r m o r e c o m m e r c i a l c o u r s e s , c o m p a r e d w ith on ly 15 p e r c e n t o f the g ir l d r o p o u ts . C o m p le tio n o f v o c a tio n a l c o u r s e s by the b oy s s e e m e d to h ave lit t le e ffe c t on the ty p e o f en try jo b s th ey ob ta in ed , and d r o p ou ts and g ra d u a te s fa r e d not to o d iffe r e n tly in th is r e s p e c t . F o r the g ir l s , h o w e v e r , h igh s c h o o l g ra d u a tio n , in clu d in g c o m m e r c i a l c o u r s e s , op en ed the d o o r to the t y p i s t -s t e n o g r a p h e r -b o o k k e e p e r o c c u p a tio n s , w h e r e a s fe w o f the g ir l d ro p ou ts w e r e a b le to get su ch jo b s . T h is r a is e s the q u e stio n w h e th e r it w ou ld be p o s s ib le o r p r a c t ic a l to plan v o c a tio n a l c o u r s e s f o r b o y s w h ich a r e as d ir e c t ly re la te d to the n e e d s o f e m p lo y e r s in th e ir r e s p e c t iv e co m m u n itie s a s s e c r e t a r i a l c o u r s e s a r e to the n e e d s o f th o s e who e m p lo y g i r l s . 6. L a b o r F o r c e P a r t ic ip a t io n . A lm o s t a ll b oy s c h o o l le a v e r s who had re m a in e d in the a r e a s s u rv e y e d (and f o r w h om , t h e r e f o r e , th is in fo rm a tio n w a s a v a ila b le ) had e n te re d the la b o r f o r c e , and about t h r e e fo u rth s ob ta in ed jo b s fa ir ly q u ick ly . O f th o s e w ho e n te re d the la b o r f o r c e , m o r e than h a lf o f the boy g ra d u a te s and t w o fifth s o f the d ro p o u ts a ctu a lly found jo b s in l e s s than a w eek a fte r sta rtin g to lo o k . On the o th e r hand, 10 p e r c e n t o f the boy d r o p outs had lo o k e d f o r 14 o r m o r e w e e k s b e fo r e th ey had found jo b s , c o m p a r e d w ith on ly 5 p e r c e n t o f the b oy g r a d u a te s . A p p r o x im a te ly 90 p e r c e n t of the g i r l g ra d u a te s in te r v ie w e d had e n te re d the la b o r f o r c e and m o r e than h a lf had found jo b s in l e s s than a w eek a fte r sta rtin g to lo o k . In c o n tr a s t, o n ly about 70 p e r c e n t o f the g i r l d ro p o u ts in te rv ie w e d had e v e r e n te re d the la b o r f o r c e , and o f th e s e , tw o -fifth s had found jo b s w ith in a w eek a fte r sta rtin g to lo o k . S even p e r c e n t o f the g i r l d ro p o u ts - 5 - in the s u m m e r o f 1957. W hen o n ly the 1,500 ou tm ig ra n t m a le s w e r e c o n s id e r e d , the r o l e o f the A r m e d F o r c e s a s an “ e m p lo y e r ” w as ev en m o r e o b v io u s . A b ou t 80 p e r c e n t o f the boy g ra d u a tes and 75 p e r c e n t o f the b oy d ro p o u ts who had le ft th e ir a r e a s by the tim e o f in te rv ie w , and w h o s e status w as known, w e r e in m ilit a r y s e r v i c e . had lo o k e d f o r 14 o r m o r e w e e k s b e fo r e fin d in g a jo b , c o m p a r e d w ith 4 p e r c e n t o f the g i r l g r a d u a te s . 7. O u tm ig r a tio n . T h e g e n e r a lly fa v o r a b le situ a tio n w ith r e s p e c t to gettin g jo b s in the a r e a s u r v e y e d m igh t h ave b e e n d iffe r e n t, had it not b e e n f o r the su b sta n tia l o u t m ig r a t io n o f young p e o p le , e s p e c ia lly b o y s . F o r t y -e ig h t p e r c e n t o f both b oy d r o p o u ts and b o y g r a d u a t e s - - a to ta l o f about 1,500 in d iv id u a ls - -h ad a lr e a d y le ft th e ir h o m e c o m m u n itie s by the tim e o f the in t e r v ie w s , thus r e d u c in g c o m p e t it io n f o r a v a ila b le jo b s . It is s ig n ific a n t that, o f a ll th e s e b oy s who le ft th e ir h o m e a r e a s , about h a lf o f the g ra d u a te s and m o r e than h a lf o f the d ro p o u ts had n e v e r had a r e g u la r jo b b e fo r e le a v in g . A lo w e r p r o p o r t io n o f the g ir ls had m ig r a te d f r o m th e ir h o m e c o m m u n itie s ; a g a in , a c o n s id e r a b le p r o p o r t io n o f th e s e , e s p e c ia lly the d r o p o u ts , had not w o rk e d b e fo r e le a v in g . 10. J obs at T im e o f In te r v ie w . A b ou t 60 p e r c e n t o f a ll the s c h o o l l e a v e r s e m p lo y e d at the tim e o f in te rv ie w w e r e s t ill in th e ir fir s t jo b s . Many o th e r s w e r e out o f the la b o r f o r c e , and s o m e few w e r e u n e m p lo y e d . H o w e v e r, f o r the 40 p e r c e n t w h o se jo b s at the tim e o f the in te r v ie w w e r e d iffe r e n t fr o m th e ir f i r s t jo b s , s o m e p r o g r e s s had a lr e a d y been m a d e by both g ra d u a tes and d r o p o u ts . A t the sa m e tim e , a w idening gap in the s k ill le v e l o f the jo b s held by g ra d u a tes and d ro p o u ts w a s b e co m in g a p p a ren t. N e a rly h a lf o f the b oy g ra d u a tes w e r e in s k ille d o r s e m is k ille d jo b s , w h e re a s o n ly a th ird had s ta rte d in th e s e c l a s s i f i c a t io n s . M o re than a th ird o f the boy d ro p o u ts w e r e in s k ille d o r s e m i s k ille d w o r k at the date o f in te r v ie w , c o m p a re d w ith a little m o r e than a fo u rth o f th em at the tim e o f th e ir f i r s t jo b s . T he p r o p o r tio n o f g ir l g ra d u a tes in o f f i c e w o r k had in c r e a s e d to o v e r 70 p e r c e n t , c o m p a re d w ith 60 p e r c e n t in th e ir f i r s t jo b s ; and am ong g ir l d ro p o u ts , the p r o p o r tio n in o ffic e w o rk had i n c r e a s e d to 16 fr o m 11 p e rce n t. 8. F ir s t J o b s . A m o n g th o s e in te r v ie w e d , su b sta n tia l p r o p o r t io n s o f the f i r s t (o r en try ) jo b s o f both the b oy and g i r l d r o p ou ts and o f th e b o y g ra d u a te s w e r e u n s k ille d . T h e p r o p o r t io n s o f the young p e o p le w h o se f i r s t jo b s w e r e in u n sk ille d w o rk ran g ed f r o m 33 p e r c e n t fo r b o y g ra d u a te s to 55 p e r c e n t f o r g i r l d r o p o u t s . T h e p r o p o r tio n sta rtin g in s a le s jo b s ra n g ed f r o m 12 p e r c e n t f o r b o y d ro p o u ts to 23 p e r c e n t fo r g i r l d r o p o u ts , w ith the g ra d u a te g r o u p s fa llin g in b etw e e n . A s m igh t be e x p e cte d fo r you n g in e x p e r ie n c e d w o r k e r s , m any f i r s t jo b s w e r e o f a ty p e w h e r e a d v a n c e m en t s e e m e d lim it e d , f o r e x a m p le , th o s e o f fillin g sta tio n atten dan t, r e t a il c l e r k , and d e liv e r y t r u c k d r iv e r . In s e v e r a l a r e a s , s iz a b le p r o p o r t io n s w e r e found in s e m i s k ille d fa c t o r y jo b s . T h e m a jo r it y o f the g ir l g ra d u a te s found e m p lo y m e n t in o f f i c e w o r k , w h e r e a s g i r l d r o p o u ts w e r e m o s t lik e ly to be e m p lo y e d a s w a it r e s s e s o r in o th e r u n sk ille d w o r k . S om e o f e a ch g ro u p w e r e f a c t o r y o p e r a t iv e s in the a r e a s w h e re su ch jo b s w e r e a v a ila b le f o r w o m e n . 11. E a r n in g s . T he g ra d u a te s w e r e earn in g c o n s id e r a b ly m o r e on the jo b s th ey h eld at the tim e o f in te rv ie w than w e r e the d r o p o u ts . A m on g the b o y s , on ly 3 p e r c e n t o f the g ra d u a tes w e r e ea rn in g l e s s than $ 40 a w e e k , c o m p a r e d w ith 15 p e r c e n t o f the d r o p o u ts . In o th e r w o r d s , fiv e tim e s as m any d ro p o u ts as g ra d u a te s w e r e found to be at the lo w e r end o f the w a g e s c a le . N e a rly a fifth o f the g i r l g ra d u a te s w e r e earn in g $ 6 0 o r m o r e a w e e k , c o m p a r e d w ith l e s s than a tenth o f the g i r l d r o p o u ts . 9. M ilita r y S e r v i c e . In the c a s e o f b o y s , m ilit a r y s e r v i c e o fte n a p p e a r e d to be a su b stitu te f o r c iv ilia n e m p lo y m e n t. O f the 3,015 m a le s w ho w e r e in clu d e d in the o r ig in a l in te r v ie w s a m p le , o n e -t h ir d w e r e found to be in the A r m e d F o r c e s at the tim e w hen in te r v ie w s w e r e c o n d u c te d . T h is w as a c o n s id e r a b ly h ig h e r p r o p o r t io n than the 20 p e r c e n t o f a ll m a le s in the N ation, ag ed 17 to 21, w ho w e r e in m ilit a r y s e r v i c e The jo b s and w a g es o f a ll the s c h o o l l e a v e r s , o f c o u r s e , r e fle c t e d d iffe r e n c e s in the e co n o m y o f the a r e a s w h e r e they w ork ed as w e ll a s d iffe r e n c e s in th e ir e d u ca tion . A b o y ’ s ch a n c e s o f ea rn in g $ 8 0 a w eek so o n a fte r le a v in g s c h o o l d ep en d ed f i r s t on w h eth er he liv e d in an a r e a w h e re in d u stry w a s paying su ch w a g e s to b e g in ning w o r k e r s . H o w e v e r, i f he had grad u ated fr o m high s c h o o l and $ 8 0 -a - w e e k jo b s w e r e - 6 - C h a rt 4. C h a rt 5. REGULAR JOBS OF MALE GRADUATES AND DROPOUTS F ir s t lo b Jo b a t T im e of I n t e r v ie w Dropouts B ased o n in te r v ie w s in 7 areas. REGULAR JOBS OF FEMALE GRADUATES AND DROPOUTS F ir s t Jo b Jo b a t T im e of I n t e r v ie w S a le s S e r v ic e O c c u p a t io n s , 60 ^ 4% O ffic e W o r k 1 1 % p:::::::::H 4%^ 3 % I , .. . 3% J S k i ll e d a n d S e m is k ille d (M a n u ^ 6 % fa c t u r in g a n d itte] 9 % N o n m a n u f a c t u r in g ) 8% MM. W /th Based on in te rvie w s in 7 a re a s . ... U n s k i ll e d O th e r G raduates Dropouts - 7 - : 8% w ith th e ir tra in in g in s p e c i f i c o f f i c e w o r k , had a v e r y d e fin ite o v e r the g i r l d r o p o u ts f r o m the s in c e o f f i c e s k ills w e r e in h ig h a lm o s t e v e r y c o m m u n ity . a v a ila b le in h is c o m m u n ity , he w a s m o r e l ik e ly to g e t o n e than i f he w e r e a d r o p o u t. G e n e r a lly sp e a k in g , the b o y g r a d u a te s got th e b e tte r jo b s o p e n to in e x p e r ie n c e d w o r k e r s . O b v io u s ly , th e g i r l g r a d u a te s , s k ills f o r a d v a n ta g e b eg in n in g , d em a n d in WEEKLY EARNINGS OF GRADUATES AND DROPOUTS ON THE JOB HELD AT TIME OF INTERVIEW f r o m 10 to 26 p e r c e n t . T h e m o r e fa v o r a b le e x p e r ie n c e o f the g ra d u a te s m a y h a v e b e e n due in p a rt to the n a tu re o f t h e ir jo b s , s in c e th ey co u ld be m o r e s e l e c t i v e - - m o r e a b le to c h o o s e th o s e jo b s lik e ly to be p e rm a n e n t. 12. A m ou n t o f U n e m p lo y m e n t. G ra d u a te s and d r o p o u ts e x p e r ie n c e d s h a r p ly d iffe r e n t a m o u n ts o f u n e m p lo y m e n t. A s a lr e a d y n o te d , it to o k so m e w h a t l o n g e r , on th e a v e r a g e , f o r d r o p o u ts to o b ta in jo b s in the f i r s t p l a c e . A t th e t im e o f th e in t e r v ie w s , the u n e m p lo y e d b oy g r a d u a te s a s a p r o p o r t io n o f t h o s e th en in the l a b o r f o r c e , ra n g ed f r o m 3 to 9 p e r c e n t in th e v a r io u s c o m m u n it ie s , but a m o n g th e d r o p o u t s , th e p r o p o r tio n ra n g e d f r o m 10 to 27 p e r c e n t . A m o n g th e g i r l g r a d u a t e s , the p r o p o r t io n o f t h o s e in th e la b o r f o r c e w ho w e r e u n e m p lo y e d at th e t im e o f in t e r v ie w ra n g e d f r o m 1 to 12 p e r c e n t , but a m o n g th e g i r l d r o p o u ts , th e r a n g e w a s f r o m 10 to 50 p e r c e n t . 13. U n a c c o u n te d -fo r T i m e . In a d d itio n to u n e m p lo y m e n t, w h ich is d e fin e d a s tim e sp en t u n e m p lo y e d but a c t iv e ly lo o k in g fo r a jo b , the am ount o f “ tim e u n a cco u n te d f o r ” w a s o f c o n c e r n in t h e s e s u r v e y s . U n a c c o u n te d -fo r t im e w a s d e fin e d a s tim e w hen the s c h o o l l e a v e r w a s not w o r k in g o r lo o k in g f o r w o r k ; w a s n ot in m ilit a r y s e r v i c e , o r , in the c a s e o f g i r l s , not m a r r i e d ; had no d is a b lin g i ll n e s s o r a c c id e n t ; w a s not r e q u ir e d to a s s u m e r e s p o n s i b il i t ie s at h om e b e c a u s e o f h a r d s h ip t h e r e ; and, fin a lly , w as not in s c h o o l . F o r su ch p e r i o d s , the s c h o o l l e a v e r s g a v e no s p e c if i c r e a s o n f o r bein g out o f th e la b o r f o r c e . T h e r e s p o n s e s w h ich b e s t d e s c r i b e d th is situ a tion w e r e lik e ly to b e , f o r b o y s : “ I w a s tr y in g to m a k e up m y m in d what to A m o n g th e b o y s w ho had e v e r b e e n in th e l a b o r f o r c e , th e g r a d u a te s had b e e n u n e m p lo y e d an a v e r a g e o f f r o m 5 to 11 p e r c e n t o f t h e ir t im e s in c e le a v in g s c h o o l , w h ile th e d r o p o u ts a v e r a g e d f r o m 6 to 27 p e r c e n t . F o r g i r l s , the situ a tio n w a s c o m p a r a b le - - g r a d u a t e s w e r e u n e m p lo y e d f r o m 4 to 11 p e r c e n t o f t h e ir tim e and d r o p o u ts - 8 - C h a rt 7 . PROPORTION OF GRADUATES AND DROPOUTS UNEMPLOYED AT TIME OF INTERVIEW M a le F e m a le Dropouts Based on in te rvie w s in 7 A re a s . d o ” ; and in the c a s e o f g i r l s : ‘ ‘ My fa th e r d o e s n ’ t w ant m e to w o r k ,” o r “ I d o n ’ t h ave to w o r k .” O nly t h r e e o f the a r e a s s u r v e y e d p r o v id e d data that c o u ld be u s e d a s a b a s is f o r o b s e r v a t io n on th is p o in t. In t h e s e a r e a s , u n a c c o u n t e d -fo r tim e did n ot a p p e a r to be a s e r io u s p r o b le m f o r m o s t b oy g r a d u a te s , e v e n th ou gh s o m e fe w a p p a re n tly did sp en d m on th s d oin g n oth in g. F o r th e b o y d r o p o u t s , the p r o b le m w as m o r e s e r i o u s . E v e n th ou gh a lm o s t a ll o f th em had b e e n in th e la b o r f o r c e at s o m e tim e , n e a r ly o n e -t h ir d had u n a c c o u n te d f o r t im e , and th is a v e r a g e d w e ll o v e r 6 m on th s f o r t h o s e w ith su ch t im e . T h e s e m on th s w hen the b oy d r o p o u ts w e r e not e v e n lo o k in g f o r w o r k w e r e not n e c e s s a r i l y c o n s e c u t iv e , but th ey r e p r e s e n t e d , on the a v e r a g e , a lm o s t o n e -fo u r t h o f th e tim e s in c e th is s c h o o l. g ro u p had d ro p p e d out of F o r the g i r l s , both g ra d u a te s and d r o p o u ts , th e in fo r m a tio n on u n a c c o u n t e d -fo r t im e w a s m u ch l e s s p r e c i s e . M a r r ia g e w a s c o n s id e r e d a fu l l- t i m e jo b , and in the a b s e n c e o f m o r e s p e c i f i c in fo r m a tio n , the d ate o f m a r r ia g e w as a s s u m e d to be the d a te o f le a v in g s c h o o l. T h is la s t a s s u m p tio n p r o b a b ly r e s u lt e d in an u n d e rsta te m e n t o f th e a m ou n t o f u n a c c o u n t e d -fo r tim e am on g g i r l s w ho had m a r r i e d . E v e n s o , about o n e -fift h o f the g i r l g ra d u a te s had u n a c c o u n t e d -fo r t im e , a v e r a g in g a lm o s t a h a lf y e a r , o r a fifth o f th e ir tim e s in c e g ra d u a tio n . T h e g i r l d r o p o u ts had ev en m o r e u n a c c o u n t e d -fo r t im e . A b ou t a fo u rth o f th em a v e r a g e d n e a r ly a y e a r in th is c a t e g o r y , o r m o r e than a th ird o f the to ta l t im e s in c e th ey le ft s c h o o l. - 9 - CHAPTER II. CHARACTERISTICS OF SCHOOL LEAVERS WHEN THEY LEFT SCHOOL 3,931 w e r e w ith the s c h o o l l e a v e r in p e r s o n (2 ,3 1 9 g ra d u a te s and 1,612 d r o p o u t s ). R e l a tiv e s and fr ie n d s su p p lie d s o m e i n fo r m a tio n f o r a n oth er 2 ,3 8 0 s c h o o l l e a v e r s (1 ,2 4 7 g ra d u a te s and 1,133 d r o p o u ts ) w h o, f o r one r e a s o n o r a n o th e r, w e r e n ot c u r r e n t ly liv in g in th e ir h o m e co m m u n ity and t h e r e fo r e co u ld not be in te r v ie w e d p e r s o n a lly . In fo r m a t io n f o r th is g r o u p d id not in clu d e th e ir d e ta ile d la b o r f o r c e e x p e r i e n c e . (See ta b le D - 1.) In o r d e r to ev a lu a te p r o p e r ly the m a t e r ia l p r e s e n t e d in th is stu d y, the r e a d e r n e e d s to k e e p in m in d the b r o a d d im e n s io n s o f the tw o s e ts o f data on w h ich the v a r io u s c o n c lu s io n s a re b a s e d .4 In the s e v e n a r e a s s u r v e y e d , th e r e w e r e 2 1,887 s c h o o l l e a v e r s , o f w h om 12,382 w e r e g ra d u a te s and 9 ,5 0 5 w e r e d r o p o u t s . T h e s e c o n stitu te d the u n i v e r s e f o r the stu d y. F r o m th is u n iv e r s e , a sa m p le o f 6 ,8 3 0 w a s s e le c t e d f o r p e r s o n a l in te r v ie w , o f w h om 3 ,8 3 0 w e r e g r a d u a te s and 3 ,0 0 0 w e r e d r o p o u t s ; 3,311 w e r e b o y s and 3 ,519 w e r e g i r l s . H o w e v e r , not a ll s c h o o l l e a v e r s in the sa m p le co u ld be tra ced . L a ck o f a c o r r e c t cu rren t a d d ress w as one r e a s o n ; o t h e r s had m o v e d aw ay , le a v in g no c l o s e fa m ily o r fr ie n d s w ho co u ld sp ea k f o r th e m ; a fe w had d ie d , and a few w e r e in in stitu tio n s . S h rin k a ge in the s a m p le f r o m a ll th e s e r e a s o n s to ta le d 500 p e r s o n s o r 7 p e r c e n t f o r a ll a r e a s c o m b in e d . T he s c h o o l r e c o r d s o f the n e a r ly 2 2 ,0 0 0 in d iv id u a ls f o r m the b a s is f o r the c o m p o s ite p r o f i l e o f the s c h o o l le a v e r a s p r e s e n te d in th is c h a p te r , a p r o f i l e w h ich sh ow s age at le a v in g s c h o o l, s e x , l e v e l o f m e n ta l a b ility , h ig h e s t g ra d e c o m p le t e d , the s c h o o l ’ s r e c o r d e d r e a s o n f o r d r o p pin g out, and the n u m b e r o f v o c a t io n a l c o u r s e s c o m p le t e d . T h e d r o p o u t s ’ ow n r e a so n s f o r le a v in g w e r e th o s e g iv en to the in t e r v ie w e r by the in d iv id u a ls in the s a m p le . C o m p le te d in t e r v ie w s t o t a l e d 6 ,311 (3 ,5 6 6 g ra d u a te s and 2 ,7 4 5 d r o p o u t s ); o f t h e s e , PERSONAL CH ARACTERISTICS S e x .- - I n a ll a r e a s but o n e , m o r e g ir l s than b o y s g ra d u a te d f r o m h igh s c h o o l but d id not g o on to c o l le g e . T h e r a t io s ra n g ed f r o m 62 g ir l s to 38 b o y s out o f e v e r y 100 in one a r e a to 49 g ir l s and 51 b o y s out o f 100 in a n o th e r . In e v e r y a r e a , h o w e v e r , m o r e b o y s than g ir l s d r o p p e d out o f h igh s c h o o l b e fo r e g ra d u a tin g . T h e d ro p o u t r a t io s ra n g ed f r o m 52 b o y s and 48 g ir l s out o f e v e r y 100 in on e a r e a to 60 b o y s and 40 g ir l s in tw o o f the o th e r a r e a s . T h e s e r a t io s a c c o r d with o b s e r v a t io n s m a d e by m an y s c h o o l a d m in i s t r a t o r s .5 A g e . - - T h e u su a l a g e at g ra d u a tio n w as 18. T h e p r o p o r t io n o f the g ra d u a te s in th e s e s u r v e y s w ho fin is h e d h igh s c h o o l at th is age ra n g e d fr o m 57 to 73 p e r c e n t in s i x a r e a s . (S ee ta b le 1.) T h o s e who g ra d u a te d y o u n g e r ra n g e d f r o m 6 to 12 p e r c e n t , and th o s e who w e re 19 o r o v e r ra n g e d f r o m 20 to 37 p e r c e n t in the sa m e s ix a r e a s . In the sev en th a r e a , stu d en ts w e r e y o u n g e r at g ra d u a tion : 47 p e r c e n t w e r e u n d er 18 and o n ly 9 p e r c e n t w e r e p a st that a g e . T h is a ty p ic a l age d is tr ib u tio n m a y be due to the fa c t that th is a r e a w a s a sin g le l a r g e c ity w ith w e l l - e n f o r c e d s c h o o l a tten d a n ce la w s . S in ce in m ig r a tio n had not b een c h a r a c t e r i s t i c o f th is c ity f o r m a n y y e a r s , it is p r o b a b le that a la r g e p r o p o r t io n o f its h igh s c h o o l g ra d u a te s had e n te r e d s c h o o l at age 6, w h e re a s in the o th e r s u r v e y e d a r e a s , m an y m a y h a v e c o m e f r o m f a r m 4 For more detail, see appendix A, page 43. 5 A genuine dropout rate, that is, the proportion of students who entered high school but did not finish, can be computed only from total enrollment figures in a school system. Only two of the area reports supplied these figures; their rates were 26 and 32 percent, compared with an average of 29 percent for large cities. The rate of 29 percent is the “ voluntary withdrawal rate** for cities of 200,000 to 1 million population. This rate is not com puted by comparing the number who entered the 9th grade and the number who graduated 4 years later. Instead, it follows the actual first-year class through the 4 years, omitting from the base in each succeeding year the new students who came in by transfer from other cities, and, in counting voluntary withdrawals, sub- - tracting from the base those who left the school because they moved away, or were disabled or institutionalized. “ Voluntary withdrawal** closely corresponds to the definition of dropout used in this study. For details on this method of computing the dropout rate, see Retention in High Schools in Large Cities, op. cit., p. 7. 10 - TABLE l.--Age of graduates at date of graduation, by area and sex (Percentage distribution) Age at graduation Total graduates Area and sex Number Percent Under 16 16 17 18 19 20 and over 10 8 11 64 59 68 19 24 16 6 9 4 All areas------------ 1 12,344 Male -----------------5,459 Female-------------6,885 100 100 100 (*) (2 ) 1 (2 ) 1 Area A -----------------Male -----------------Female-------------- 2,880 1,459 1,421 100 100 100 (*) (2) (2 ) (2 ) (2 ) (2 ) 7 6 9 71 66 76 17 21 12 5 7 3 Area B-----------------Male -----------------Female-------------- 2,547 1,100 1,447 100 100 100 (2 ) (2 ) 1 1 1 5 4 6 57 49 62 25 31 21 12 15 10 Area C-----------------M a le-----------------Female-------------- 2,026 882 1,144 100 100 100 (2 ) (2) (2 ) 1 1 1 6 9 4 73 65 79 17 20 14 3 5 2 Area D-----------------Male--------Female------- 796 333 463 100 100 100 (2 ) (2 ) — — (2 ) (2 ) 8 6 10 65 59 69 20 25 17 7 10 4 Area E-----------------Male--------Female------- 1,305 495 810 100 100 100 __ (2 ) — 1 12 8 14 61 54 65 23 32 17 4 6 3 Area F--------Male--------Female------- 2,106 896 1,210 100 100 100 1 (2) 1 11 9 13 62 57 66 20 25 16 6 9 4 Area G--------Male--------Female------- 684 294 390 100 100 100 2 1 2 45 35 51 44 47 42 8 15 4 1 2 1 (2) — — (2 ) (2 ) — __ _ — — 1 Excludes 38 for whom age was not reported. 2 Less than 0.5 percent. a r e a s and m a y h a ve e n te r e d s c h o o l at the m a n d a to r y age o f 7, r a t h e r than the p e r m i s s iv e age o f 6. In O c t o b e r 1946, ro u g h ly the tim e when the stu d en ts s u r v e y e d w ou ld h ave b e e n e n te r in g the f i r s t g r a d e , o n ly 88 p e r c e n t o f the r u r a l fa r m 6 - y e a r - o l d s in the U n ited S ta tes w e r e e n r o lle d in s c h o o l, c o m p a r e d w ith 96 p e r cen t o f the u rban 6 - y e a r - o l d s . 6 T he age o f d ro p o u ts at le a v in g s c h o o l is o f m o r e c o n c e r n to e d u c a to r s and the c o m m u n ity in g e n e r a l than is the a g e o f g r a d u a te s . It im m e d ia te ly r a i s e s the q u e s tio n o f how d ro p o u ts a r e o c c u p y in g th e ir tim e and what th e ir jo b fu tu re m a y b e . T h e sin g le y e a r o f age at w h ich m o s t d ro p p in g out o c c u r r e d w a s 16. T h e ra n g e w a s f r o m 25 to 39 p e r c e n t in s ix a r e a s ; in the sev en th , it w as 65 p e r c e n t . (S ee table 2 .) But b e c a u s e s c h o o l r e ta r d a tio n u su a lly o c c u r s e a r ly in a stu d e n t's c a r e e r , m any 6U.S. Bureau of the Census, Current Population Reports, Population Characteristics, Series P-20, No. 1, table 1. 562565 0 - 60 - 3 11 - TABLE 2.— Age of dropouts at date of leaving school, by area and sex (Percentage distribution) Age at date of leaving school Total dropouts Area and sex Number Percent Under 14 All areas---------Male------------Female----------- 19,454 5,418 4,036 100 100 100 Area A ------------Male------------Female----------- 1,347 696 651 100 100 100 Area B------------Male------------Female----------- 3,179 1,894 1,285 100 100 100 Area C------------Male------------Female----------- 1,454 855 599 Area D------------Male------------Female----------- 20 and over 14 15 16 17 18 19 1 1 (2 ) 2 2 2 8 6 10 34 32 38 27 28 26 16 18 15 5 6 4 7 7 5 (2 ) (2 ) 1 1 1 7 3 10 39 36 43 30 32 29 16 18 14 4 6 2 3 4 1 1 2 1 3 3 4 12 11 14 25 23 26 24 25 23 14 14 13 5 5 5 16 17 14 100 100 100 0 0 (3 ) 2 1 3 8 5 12 32 33 32 32 34 29 21 21 20 4 5 3 1 1 1 564 312 252 100 100 100 0 0 0 1 1 2 9 9 10 28 23 33 33 34 31 20 22 19 7 9 4 2 2 1 Area E------------Male------------Female----------- 691 416 275 100 100 100 — — — (2 ) — — — (2 ) 1 (2 ) 2 33 25 46 29 31 25’ 23 27 18 10 12 7 4 5 2 Area F------------Male------------Female----------- 1,199 668 531 100 100 100 — 2 2 2 7 7 9 34 31 37 29 28 30 20 23 16 6 7 4 2 2 2 Area G -----------------------------------Male------------Female----------- 1,020 577 443 100 100 100 __ _____ __ — — — — — 23 24 22 9 10 8 3 3 2 (2 ) (2 ) — 65 63 68 — 0 0 — 1 Excludes 51 for whom age was not reported. 2 Less than 0.5 percent. 3 Included in age 14. stu d en ts r e a c h a ge 16 w ith ou t c o m p le tin g e v e n the 7th g r a d e . T h is g r o u p w ould not have b e e n d i s c o v e r e d in th e se s u r v e y s , b e c a u s e in fo u r a r e a s o n ly th o s e w ho had c o m p le te d at le a s t the 7th g ra d e w e r e in clu d e d and, in t h r e e a r e a s , on ly th o s e w ho had c o m p le t e d the 8th g ra d e o r a b o v e . T h u s, the to ta l n u m b e r o f 16 - y e a r - o l d d r o p ou ts in a g iv e n a r e a w ou ld p r o b a b ly be la r g e r than th e s e s u r v e y s in d ic a te . A su b sta n tia l p r o p o r t io n o f d r o p o u t s , on the o th e r h and, w e r e as old a s m an y h igh s c h o o l g r a d u a te s . T h e 18- y e a r and o ld e r age g r o u p co n stitu te d f r o m 23 to 37 p e r ce n t o f a ll d r o p o u ts in s ix a r e a s , but o n ly 12 p e r c e n t in the sev en th . V ie w in g the age o f the d ro p o u ts a s a w h o le , the a b s o r p tio n o f the m a jo r it y , i .e . th o s e 16 and o v e r , in to the la b o r f o r c e w ou ld n ot be h a m p e r e d by the e x t r e m e you th that 12 - w ou ld r e q u ir e m it s ,7 th e m to s e c u r e w o r k p e r In s p ite o f the s c h o o l a tten d a n ce and la b o r la w s , a rou n d 10 p e r c e n t o f the d r o p outs le ft s c h o o l b e fo r e age 16 in fo u r o f the s e v e n a r e a s . T h e la b o r la w s m a y o r m a y n ot h ave b e e n w e ll e n fo r c e d , but th o se w ho d r o p p e d out and n e v e r a p p lie d f o r a w o r k p e r m it w ou ld be n o t ic e d on ly by the s c h o o ls * a tten d a n ce o f f i c e r s . E n fo r c e m e n t v a r ie d w id e ly . In on e a r e a , t h e r e w as n o e ffe c t iv e fo llo w u p o f s c h o o l a tte n d a n ce . In a n o th e r , n o a c tio n w as taken if the d ro p o u t w a s w ith in a fe w m on th s o f age 16 by the tim e the s c h o o l o f f i c e r in v e s tig a te d . M any studen ts who s im p ly fa ile d to a p p e a r when s c h o o l r e o p e n e d in the fa ll w ou ld thus have had the s u m m e r m o n th s , p lu s the tim e b e fo r e the o f f i c e r in te r v ie w e d the p a r e n ts , in w h ich to m o v e c l o s e r to age 16. S ch o o l a tten d a n ce la w s a re d iffic u lt to e n fo r c e u n le s s the p a r e n ts c o o p e r a t e , o r the d r o p out c o m e s to the a tten tion o f the p o l i c e , a cou rt, or a s o c ia l agen cy. G e n e r a lly , fe w e r g i r l s than b o y s d r o p p e d out o f s c h o o l, but th o s e w ho did ten d ed to le a v e at y o u n g e r a g e s . (S ee ta b le 2 .) In the s e v e n a r e a s s u r v e y e d , 50 p e r c e n t o f the g ir l d r o p o u ts w e r e u n d e r 17, c o m p a r e d w ith 40 p e r c e n t o f the b o y d r o p o u t s . At the sam e tim e , th ey w e r e m o r e lik e ly to have k ept up w ith the n o r m a l g ra d e f o r th e ir a g e . L e v e l o f M en ta l A b ilit y .- -A lt h o u g h e x t r e m e youth is n o t, in g e n e r a l, a p r o b le m f o r d r o p o u ts w ith r e s p e c t to a v a ila b ility f o r e m p lo y m e n t, m a n y o f th em have o th e r lim it a t io n s . T h e le v e l o f m en ta l a b ility , f o r e x a m p le , is o fte n a f a c t o r . A lth ou gh e d u c a t o r s a r e not in e n tir e a g r e e m e n t on a s a t is fa c t o r y m e a s u r e o f in t e llig e n c e o r on the r e la t io n s h ip b e tw e e n the in t e llig e n c e qu otien t and d r o p p in g out o f s c h o o l, it is t Dropping out of school is no longer entirely a voluntary matter. Social concern with the welfare of young people has pro duced a body of legislation designed to protect health and provide education. In all six States in which these surveys were made, school attendance was obligatory until age 16. However, under the law in five of these States, permits could be issued for work during school hours to those 14 and over, under specified condi tions. In two States, employment certificates were required to age 18, although full-time school attendance was not obligatory after age 16. In one State, no work permits were issued to those under age 16, and school attendance was required to age 16 ex cept in a few exceptional cases. The Federal Fair Labor Stand ards Act prohibits the employment of children under 16 during school hours in the production or handling of any product for interstate commerce, thus further reducing the potential employ ment of those under 16. n e v e r t h e le s s tr u e that the in t e llig e n c e q u o t i e n t s 8 o f d r o p o u ts in th e s e s u r v e y s w e r e d e fin ite ly lo w e r than th o s e o f the g ra d u a te s n ot g o in g to c o l l e g e . (S ee ta b le s 3, D -2 (a ) and D - 2 (b ).) T h is s u g g e s ts on e r e a s o n why d r o p o u ts d is c o n tin u e th e ir e d u ca tio n . A qu otien t o f 85 is the p oin t b e lo w w h ich s u c c e s s f u l c o m p le tio n o f m o s t h igh s c h o o l s u b je c t s is r e g a r d e d by e d u ca tio n a l a u th o r it ie s a s g e n e r a lly d iffic u lt , s in c e u s e fu l re a d in g a b ility is not u su a lly a c q u ir e d b e lo w th is p oin t. T h o s e w ith IQ*s b etw een 85 and 89 a r e u su a lly s lo w l e a r n e r s ; 90 to 109 r e p r e s e n t s the n o r m a l r a n g e ; and 110 o r a b ov e is r e g a r d e d by e d u c a to r s a s the le v e l o f a b ility n e e d e d f o r c o l le g e w o r k . A d m itte d ly , an in d iv id u a l’ s m o tiv a tio n , study h a b its , and p e r s o n a lit y t r a it s can p a r tia lly o f fs e t h is in t e llig e n c e q u otien t, r e s u ltin g in p e r fo r m a n c e b e tte r o r w o r s e than the IQ it s e l f w ould in d ic a te . W h a tev er the lim ita tio n s o f an IQ te s t m ay be in a s s e s s in g the a b ility o f any g iv e n in d iv id u a l, su ch a te s t d o e s in d ic a te what a g ro u p a s a w h ole is c a p a b le o f a c h ie v in g . In the fiv e a r e a s r e p o r t in g IQ ’ s, o n ly f r o m 4 to 16 p e r c e n t o f the g ra d u a te s had IQ ’ s un der 85, but f r o m 23 to 35 p e r c e n t o f the d ro p o u ts w e r e r e c o r d e d u n d er th is l e v e l . G ra d u a te s w ith IQ ’ s o f 110 and o v e r ra n g e d f r o m 9 to 22 p e r c e n t in the fiv e a r e a s , c o m p a r e d w ith on ly 4 to 8 p e r c e n t o f the d r o p o u ts . If a ll th o se who d r o p p e d out b e fo r e th ey r e a c h e d the 8th o r 9th g ra d e had b e e n in clu d e d in th is s u r v e y , an e v e n l a r g e r p e r c e n ta g e o f lo w IQ ’ s m igh t h a v e b een found am on g d r o p o u ts . A c c o r d in g to th e se data, then, the n u m b e r o f q u a lifie d y ou n g p e o p le w ho did not g o on to c o l le g e w as r e la t iv e ly s m a ll, p a r t ic u la r ly a m on g the d r o p o u t s .9 F a c t o r s o th e r than in te lle c tu a l a b ility a r e a ls o in v o lv e d in d e c is io n s n ot to con tin u e fo r m a l e d u ca tio n . N ot a ll you n g p e o p le w ith c o lle g e le v e l IQ ’ s want to attend c o l le g e , n o r d o they n e c e s s a r i l y m ak e g r a d e s in h igh s c h o o l w h ich w ould be a c c e p ta b le f o r c o lle g e e n tr a n c e . In a d d ition , th e r e a r e the g ir l s who p r e f e r e a r ly m a r r ia g e and the b o y s w h o s e in t e r e s t s a r e not a c a d e m ic . H ig h e s t G ra d e C o m p le t e d .- - O n e o f the p u r p o s e s o f th is study w as to ob ta in m o r e 8 The Otis Mental Ability Group Test was the most widely used in the areas studied. 9 For an evaluation on this point based on rank in class, rather than on IQ, see Dael Wolfle, Guidance and Educational Strategy (in Personnel and Guidance Journal, September 1958, p. 18). 13 - TABLE 3.— IQfs of graduates and dropouts, five areas Area Total school leavers for whom IQfs were reported1 110 and over Number Num ber Percent Per cent 90-•109 Num ber Per cent 85-•89 Num ber Under 85 Per cent Num ber Per cent Graduates All areas2---Area Area Area Area Area A — ---- — D-------E-------F-------G-------- 3 7,161 100 1,186 16 4,489 63 784 11 702 10 2,581 786 1,253 1,861 680 100 100 100 100 100 575 134 190 168 119 22 17 15 9 17 1,584 436 909 1,131 429 61 55 73 61 63 202 94 107 300 81 8 12 8 16 12 220 122 47 262 51 9 16 4 14 8 Dropouts All areas2---Area Area Area Area Area A-------D------ — E------- F--- ---G----- — - 3 4,032 100 256 6 1,945 48 601 15 1,230 31 1,177 475 628 798 954 100 100 100 100 100 94 36 30 32 64 8 8 5 4 7 599 214 349 344 439 51 45 55 43 46 163 60 106 149 123 14 12 17 19 13 321 165 143 273 328 27 35 23 34 34 1 Based on Otis Mental Ability group test in 4 areas, and on Teman-McNamar in 1. 2 Data for areas B and C were insufficient to warrant presentation. 3 Excludes 612 graduates and 794 dropouts for whom IQTs were not reported. in fo r m a t io n abou t the g r a d e l e v e l and a g e s at w h ich d r o p o u ts le ft s c h o o l. (S ee ta b le s 4 and D - 3 .) A lth o u g h data f o r s o m e o f the s e v e n a r e a s stu d ie d in c lu d e d p e r s o n s d r o p p in g out w h ile th e y w e r e s t ill in the 7th o r 8th g r a d e s , da ta in ta b le 4 a r e c o n fin e d , f o r a ll a r e a s , to t h o s e w ho d r o p p e d out a ft e r c o m p le tin g at le a s t the 8th g r a d e .10 E v e n on th is b a s is , the s u r v e y s in d ica te that a su b s ta n tia l p r o p o r t io n o f the d r o p ou ts n e v e r c o m p le t e d any y e a r in s e n io r h igh s c h o o l (1 0 th g r a d e and a b o v e ). A b ou t a th ird o f the b o y s d r o p p e d ou t d u rin g th is f i r s t s e n io r h igh s c h o o l y e a r , le a v in g th e m w ith the 9th g r a d e a s th e ir h ig h e s t a c a d e m ic a c h ie v e m e n t . O f th is g r o u p , m o r e than o n e th ir d w e r e age 16, the le g a l s c h o o l - le a v i n g a g e ; 7 p e r c e n t w e r e y o u n g e r , but 57 p e r - cen t w e r e 17 o r o v e r . A b ou t the sa m e p r o p o r tio n o f g ir l s le ft s c h o o l a fte r co m p le tin g the 9th g r a d e , but th ey w e r e so m e w h a t y o u n g e r than the b o y s . H a lf w e r e age 16, 12 p e r c e n t w e r e y o u n g e r , and o n ly 37 p e r cen t w e r e 17 o r o v e r . T h e age d is tr ib u tio n o f th o se w ho le ft s c h o o l d u rin g the 10th g ra d e s u g g e s ts that the attain m en t o f age 16 w a s not n e c e s s a r i l y the d e c is iv e f a c t o r in th e ir d ro p p in g ou t. P e r h a p s the d iffic u lt ie s o f the g r a d e i t s e l f - - t h e f i r s t y e a r o f s e n io r h igh s c h o o l - w e r e at le a s t in p a r t r e s p o n s ib le f o r the c o n c e n tr a tio n o f d ro p p in g out at th is p o in t. T h o s e d ro p o u ts w ho c o m p le t e d on e o r tw o g r a d e s at the s e n io r h igh s c h o o l ' l e v e l ra n g ed f r o m 33 to 52 p e r c e n t in the s e v e n 10 For complete coverage of those surveyed, see table D-3, This a r e a s , but in e a c h o f fo u r a r e a s th is g r o u p includes data for three areas where those who dropped out during to ta le d about t w o -fift h s o f a ll d r o p o u ts . the 8th grade were included and for one area where a large T h e r e w e r e no c o n s is te n t d i f f e r e n c e s by “ ungraded** group was classified as having completed less than s e x in any o f the g ra d e c o m p le tio n d a ta . the 8th grade. - 14 - TABLE 4.— Highest grade completed by dropouts who completed 8th grade or above, by area and sex (Percentage distribution) Highest grade completed Total dropouts Area and sex Number Percent 8th 9th 10th llth All areas— --------------Male--- ---- ------- ----Female— ------- ---------- 1 8,829 5,009 3,820 100 100 100 27 27 26 32 33 31 21 19 24 20 21 19 Area A-------------------- — Male— ------------------- — Female-- ----------------- 1,347 696 651 100 100 100 18 20 15 30 31 28 31 26 37 21 23 20 Area B---------------------Male— ----------------- -— Female-------------------- 3,179 1,894 1,285 100 100 100 35 36 25 25 24 11 10 13 29 30 27 Area C---- ----------------Male— -------------------Female-------------------- 1,319 769 550 100 100 100 18 17 19 38 44 31 30 27 34 14 12 16 Area D---------------------Male---------------------Female-------- ----------- 543 302 241 100 100 100 13 14 12 44 45 43 28 27 30 15 14 15 Area E------------ ---------Male-------------- ----- — Female-------------------- 674 405 269 100 100 100 27 21 37 33 35 31 26 28 21 14 16 11 Area F----------- --------- Male---------------------Female------------------- - 1,065 572 493 100 100 100 33 37 28 32 32 33 23 20 26 12 11 13 Area G---------------------Male— -------------------Female------------------- - 702 371 331 100 100 100 20 22 18 47 45 49 23 22 24 10 11 9 35 1 Excludes 630 who completed less than the 8th grade and 46 for whom grade completed was not reported. A s a lr e a d y n o te d , h o w e v e r , g ir ls ten d ed to d r o p out at s o m e w h a t y o u n g e r a g e s than b o y s , and at the sa m e tim e th ey ten ded to be fou n d m o r e o fte n in the n o r m a l g ra d e f o r th e ir a g e . T h e p r o p o r t io n o f d r o p o u ts w ho c o m p le te d the 10th o r 11th g ra d e is show n in the fo llo w in g ta b u la tion : A reas D E F A B G c T o t a l ------ 52 M a l e ------ 49 F e m a l e - - 57 40 40 40 44 39 50 43 41 45 40 44 32 35 31 39 33 33 33 F r o m the p o in t o f v ie w o f k e e p in g th o s e you n g p e o p le in s c h o o l w ho m ig h t p r o fit f r o m h ig h s c h o o l g ra d u a tio n , the o n e s w ho d r o p p e d out in the 12th g r a d e ( o r w ho fa ile d to r e tu rn to s c h o o l a fte r c o m p le tin g the 11th g r a d e ) a re o f p a r t ic u la r in t e r e s t . F r o m 10 to 15 p e r c e n t in fiv e a r e a s and o v e r 20 p e r ce n t in tw o o th e r s d r o p p e d out at the t h r e s h old o f o r d u rin g th e ir fin a l y e a r , p r e su m a b ly w ith in rea ch o f h igh sch ool g r a d u a tio n . (S ee ta b le 4 .) O v e r - a g e w as u n d ou b ted ly a f a c t o r f o r m a n y , but n ot fo r the t w o -t h ir d s w ho w e r e on ly 18 o r y o u n g e r 15 - in the 12th g r a d e . It is th is g r o u p w h ich p r o b a b ly sh ou ld get m o r e e n c o u r a g e m e n t f r o m t e a c h e r s and c o u n s e lin g o f f i c e r s to r e m a in in s c h o o l lo n g en ou gh to g r a d u a te . S c h o o l R e t a r d a t io n .- - M o s t stu d en ts e n r o l l in the f i r s t g r a d e o f e le m e n t a r y s c h o o l b e tw e e n t h e ir s ix th and se v e n th b ir t h d a y s , and if th ey p r o g r e s s at the a n tic ip a te d ra te o f on e g ra d e a y e a r , th e y sh ou ld c o m p le te the 12tH g r a d e b e f o r e th e ir 19th b ir th d a y . 11 In t e r m s o f th is s c h e d u le , o v e r f o u r - f i f t h s o f a ll d r o p o u ts in th e s e s u r v e y s w e r e b eh in d th e ir n o r m a l g r a d e by 1 y e a r o r m o r e , the p r o p o r t io n s in s ix a r e a s ra n g in g f r o m 81 to 94 p e r c e n t , w ith a lo w o f 73 p e r c e n t in the one o th e r a r e a . T h u s , m o s t o f th e s e d r o p o u t s , h a d th e y r e m a in e d in s c h o o l, w ou ld h a ve b e e n at le a s t 19 y e a r s o ld w h en th ey g r a d u a te d . (S ee ta b le 5 .) In the sa m e s ix a r e a s , f r o m 4 9 to 68 p e r c e n t w e r e r e t a r d e d by at le a s t 2 y e a r s . Had th ey r e m a in e d in s c h o o l and p r o g r e s s e d at the n o r m a l ra te o f one g r a d e a y e a r , th e y w ou ld h ave b e e n at le a s t 20 y e a r s o ld w hen they g ra d u a te d . T h e s e s tu d ie s sh ow ed a d e fin it e s e x d i f f e r e n c e in t e r m s o f k e e p in g up w ith the n o r m a l g r a d e . In e v e r y a r e a stu d ie d , h ig h e r p r o p o r t io n s o f b o y s than g i r l s w e r e r e ta r d e d , p a r t ic u la r ly a m o n g th o s e w ho w e r e r e t a r d e d by at le a s t 2 y e a r s . It is a p p a re n t f r o m a v a r ie t y o f data and f r o m o b s e r v a t io n that m u ch r e t a r d a t io n o c c u r s b e f o r e the student r e a c h e s s e c o n d a r y s c h o o l . 12 T h is w a s a ls o tr u e in the p r e s e n t s u r v e y s . (S ee ta b le 6 .) F o r t y - f i v e p e r c e n t 11 Eleanor H. Bernert gives a more detailed scale. “ Expected grades completed” for 18-year-olds are grades 12 to 13 (first year of college). Eighteen-year-olds “ retarded by 1 year” are those in the 11th grade and “ by more than 1 year” in grades 1 to 10. See Eleanor H. Bernert, America's Children, New York, John Wiley & Sons, 1958, p. 66. 12 “ Retardation appears to be a cumulative process, starting at a relatively low rate (about 5 percent) among the 8-year-old pupils, increasing steadily with each increase in age, and reach ing a peak of over 25 percent for 15-year-olds. After age 15, a slight drop occurs in the percentage of pupils in retarded grades (24 and 22 percent for the 16- and 17-year-olds, respectively). At age 18, a slight increase in retardation is apparent (23 per cent).” Bernert, op. cit., p. 69. o f the 1 6 - y e a r - o ld d r o p o u ts had c o m p le te d on ly the 8th g ra d e o r l e s s . T h o s e w ho had c o m p le te d the 8th g ra d e w ou ld be at le a s t 20 y e a r s o ld at the tim e o f g ra d u a tio n , if th ey had re m a in e d in s c h o o l . O n e -fift h o f a ll 1 7 - y e a r - o ld d r o p o u ts c o v e r e d by the s u rv e y had c o m p le te d o n ly the 8th g ra d e o r l e s s . T h ey w ould have b e e n at le a s t 21 y e a r s o f age b e fo r e g ra d u a tin g f r o m h igh s c h o o l, had th ey sta y ed in s c h o o l and p r o g r e s s e d at the r a te o f a g ra d e a y e a r - - w h i c h o b v i o u s ly had not b e e n th e ir ra te in the p a s t. A s E le a n o r B e r n e r t w e ll e x p r e s s e s it, “ T he r o a d to g ra d u a tion is a lo n g o n e , and p e r h ap s a lo n e ly o n e , f o r the m a jo r it y o f th e ir age m a te s h ave a lr e a d y b e e n g r a d u a te d .” 13 T h e g ra d u a te s in th is s u r v e y w e r e a ls o to s o m e exten t r e t a r d e d . O n e -fo u r t h o f th e m w e r e age 19 o r o v e r and 6 p e r c e n t w e r e at le a s t 20 w hen th ey fin is h e d high, s c h o o l. T h e r e s u lt s o f th e s e s u r v e y s b e a r ou t, f o r s p e c if i c c o m m u n it ie s , the o b s e r v a t io n s on g ra d e r e ta r d a tio n that M is s B e r n e r t m a d e on a n a tion a l b a s is . In w ritin g o f the e n tire s c h o o l p o p u la tio n , not o n ly the d r o p o u ts , she s a y s , “ T h e p r o b le m o f r e ta r d a tio n in th is N ation is n ot a s m a ll o n e ; o v e r 4 m illio n p u p ils 8 to 18 y e a r s o ld w e r e r e ta r d e d in th e ir a g e - g r a d e s c h o o l p r o g r e s s in A p r il 1950. A b ou t 1.6 m illio n w e r e tw o o r m o r e g r a d e s beh in d th e ir e x p e c te d p e r f o r m a n c e l e v e l s . At the h ig h s c h o o l a g e s , o v e r o n e -fo u r t h o f the s c h o o l y ou th s w e r e e n r o lle d in g r a d e s b e lo w the on e e x p e c te d o f th e m ; 8 5 0 ,0 0 0 o f th e m , o r a p p r o x im a te ly 12 p e r c e n t, w e r e e n r o lle d in g r a d e s that w e re at le a s t tw o o r m o r e g r a d e s b e lo w the e x p e c te d p e r fo r m a n c e o f th e ir age m a t e s . T h u s, f o r e v e r y 8 s c h o o l y ou th s 14 to 17 y e a r s o f a g e , tw o w e r e la g g in g behind in th e ir s c h o o l p e r fo r m a n c e , and on e o f th o s e tw o is at le a s t tw o o r m o r e g r a d e s behind h is age m a te s w ho h ave m a in ta in ed e x p e c te d l e v e l s o f a g e -g r a d e p e r fo r m a n c e . T h is is ev id en t d e s p ite s o c i a l p r o m o t io n , the a ctu a l ex ten t o f w h ich is n ot k n o w n .” M 13 Bernert, op. cit., p. 70. MBernert, op. cit., p. 65. - 16 - TABLE 5.— Grade retardation of dropouts, by area and sex Dropouts retarded— 1 Area and sex Total dropouts By 1 or more years By 2 or more years Number Percent Number Percent All areas-----------------Male--------------------Female------------------- 2 9,-408 5,386 -4,022 7,893 4,691 3,202 84 87 80 4,985 3,203 1,782 53 59 44 Area A --------------------Male--------------------Female------------------- 1,347 696 651 988 562 426 73 81 65 473 314 159 35 45 24 Area B --------------------Male--------------------Female------------------- 3,179 1,894 1,285 2,577 1,569 1,008 81 83 78 1,673 1,094 579 53 58 45 Area C--------------------Male--------------------Female------------------- 1,428 837 591 1,203 741 462 84 89 78 736 480 256 52 57 43 Area D --------------------Male--------------------Female------------------- 561 309 252 478 271 207 85 88 82 276 175 101 49 57 40 Area E --------------------Male--------------------Female------------------- 674 405 269 633 392 241 94 97 90 456 280 176 68 69 65 Area F --------------------Male--------------------Female------------------- 1,199 668 531 1,084 621 463 90 93 87 748 476 272 62 71 51 Area G--------------------Male--------------------Female------------------- 1,020 577 443 930 535 395 91 93 89 623 384 239 61 67 54 1 Defined as behind the normal grade for their age. This does not necessarily mean that they were '’mentally retarded” in the technical sense of the term. 2 Excludes 97 for whom age and/or highest grade completed were not reported. REASONS FOR DROPPING OUT E d u c a t o r s , and the p u b lic in g e n e r a l, a r e p r o b a b ly m o r e in t e r e s t e d in r e a s o n s f o r d r o p p in g out o f s c h o o l than in any o th e r p h a se o f the d r o p o u t p r o b le m . A lth ou gh th ese s u r v e y s , lik e m o s t o t h e r s d e a lin g w ith th is s u b je c t, a r e in c o n c lu s iv e in th is r e s p e c t , th ey d o p o in t up c e r t a in f a c t o r s ra th e r sh a r p ly and su g g e st o t h e r s that in vite fu r th e r e x p lo r a t io n . One u n u su al a s p e c t o f th e se stu d ie s is that tw o d is t in c tly d iffe r e n t s o u r c e s o f in fo r m a t io n on r e a s o n s f o r d r o p p in g out w e r e u se d : F i r s t , the r e a son s a s r e c o r d e d by the s c h o o l f o r the “ u n i v e r s e ” 15 o f d r o p o u ts and s e c o n d , th o s e g iv e n by the g ro u p o f d r o p o u ts w ho w e r e p e r s o n a lly in te r v ie w e d in 1956 and 1957. (S ee ta b le s 7, 8, D -4 , and D -5 .) N e ith e r s o u r c e , h o w e v e r , is e n tir e ly s a t i s fa c t o r y . T e r m in a l in te r v ie w s w ith d r o p o u ts w e r e not the g e n e r a l r u le in m o s t 15 The term “universe** means the entire number in the category under survey. 17 - TABLE 6*— Age and highest grade completed by dropouts, all areas Highest grade completed Total dropouts 8th grade or less Age at leaving school Number Number Percent 9th Percent All areas All areas Number 7-area range All areas Percent All areas 7-area range All ages-------- 1 9,408 100 2,964 31 17-45 2,777 30 25-42 Under 16-------Age 16---------Age 17---------Age 18---------Age 19 and over— 971 3,220 2,572 1,543 1,102 100 100 100 100 100 662 1,447 529 153 173 68 45 21 10 16 37-83 22-59 11-30 5-19 4-21 249 1,169 884 340 135 26 36 34 22 12 16-63 31-59 25-43 12-31 10-22 Highest grade completed— Continued Age at leaving school 10th Number All areas 11th Percent All areas Number 7-area range All areas Percent All areas 7-area range All ages-------- 1,900 20 11-31 1,767 19 7-29 Under 16-------Age 16---------Age 17---------Age 18---------Age 19 and over— 24 480 707 475 214 2 15 27 31 19 2-8 8-32 18-39 20-42 9-44 36 124 452 575 580 4 4 18 37 53 1-17 4-11 7-26 22-52 30-60 1 Excludes 97 for whom age and/or highest grade completed were not reported* o f the a r e a s stu d ied and in deed the s c h o o ls did n ot a lw a y s know that a g iv e n student w as a d rop ou t until he fa ile d to a p p ea r w hen s c h o o l r e o p e n e d a fte r the s u m m e r vacation* T he n ota tion s m ade on the s c h o o l r e c o r d s s o m e tim e s a p p ea r to have b een e n te re d w ithout m u ch k n o w le d g e o f the in d iv id u a l c a s e . F o r e x a m p le , “ r e a c h e d age 16“ o c c a s io n a lly a p p e a re d on the r e c o r d s o f stu den ts who w e r e , a c c o r d in g to the sam e r e c o r d s , 17 o r o ld e r w hen they le ft s c h o o l. In so m e o f the su rv e y e d a r e a s the r e c o r d s w e r e c o m p le t e , w ith a r e a s o n r e c o r d e d f o r e v e r y student w ho d r o p p e d out, but in tw o a r e a s su ch r e c o r d s w e re m is sing f o r about o n e -t h ir d o f the d r o p o u t s - - a fa c t o r w hich m igh t a ls o p r o d u ce s o m e b ia s in the o v e r a ll data. R e lia b ilit y o f the in te r v ie w data is a ls o op en to q u e stio n in s o m e c a s e s . W hen a d rop ou t w a s a sk ed by an in te r v ie w e r why he le ft s c h o o l, he m igh t g iv e s o m e v e r y s p e c if i c r e a s o n su ch a s , “ I le ft to get m arried ,** o r “ I w anted to enlist,** although the age o f the in d iv id u a l at tim e o f le a v in g b e lie d the r e a s o n g iv en . F o r e x a m p le , a fe w b o y s who le ft s c h o o l at age 14 r e p o r t e d that they le ft to g o into m ilit a r y s e r v i c e , and a fe w g ir ls o f the sa m e age r e p o r te d m a r r ia g e as the r e a s o n . The r e a l r e a s o n f o r m an y, i r r e s p e c t iv e o f th e ir a g e , m ay w e ll have been a c o m p o s ite o f things w hich m a d e continued s c h o o l attendance l e s s a ttr a c tiv e than v a r io u s a lte rn a tiv e p la n s. A n oth er fa c t o r in flu en cin g the in te rv ie w r e p l i e s w ould be the n o r m a l sh ift in a p e r s o n ’ s ow n in te rp re ta tio n o f h is r e a s o n a fte r the p a s s a g e o f tim e . S in ce the p e r son al in te rv ie w o c c u r r e d n o l e s s than 1 y e a r - 18 - and in so m e c a s e s as m u ch as 4 to 5 y e a r s a fte r the p e r s o n d r o p p e d out o f s c h o o l, what had a ctu a lly h app en ed to h im in the m e a n tim e m igh t have b e c o m e the r e a lit y f o r h im but a quite d iffe r e n t r e a lit y f r o m what had in flu e n ce d h im at the tim e he m ad e h is o r ig in a l d e c is io n . G ra d e R e ta rd a tio n . - - I r r e s p e c t i v e o f what the s c h o o l r e c o r d s sh ow ed o r what the s c h o o l le a v e r s th e m s e lv e s m a y e x p lic it ly have sta te d , the fa c t o f gra d e r e ta r d a tio n w as n o doubt a con trib u tin g r e a s o n fo r d ro p p in g ou t. N ot a ll d ro p o u ts had lo w IQ ’ s, although a la r g e p r o p o r t io n did have IQ ’ s b e lo w 90. It s e e m s r e a s o n a b le to a s s u m e , h o w e v e r , that w h a tev er the ca u se f o r r e ta r d a tio n , m o s t 1 7 - y e a r - o ld b o y s o r g ir ls w ould be relu cta n t to r e m a in in c la s s e s w h e re the a v e r a g e student w as 14, n o r w ould they want to r e m a in in h igh s c h o o l until age 21 in o r d e r to g ra d u a te . E ven the 16- y e a r o ld s w ou ld be s e n s itiv e to the age d i f f e r e n ce betw een t h e m s e lv e s and th e ir 1 4 TABLE 7.— Reasons for leaving school els y e a r - o ld c la s s m a t e s , and the p r o s p e c t o f staying in h igh s c h o o l until age 20 would p r o b a b ly s e e m d is c o u r a g in g . D is s a tis fa c tio n W ith S c h o o l.--W h e n the s c h o o l r e c o r d s and the p e r s o n a l in te r v ie w data a re a n a ly z e d , one m a jo r r e a s o n f o r le a v in g stan d s out c l e a r l y - - d i s s a t i s fa c tio n w ith s c h o o l, d e s c r ib e d h e re as “ a d v e r s e s c h o o l e x p e r i e n c e .’ ’ T h is te r m in clu d e s a n u m b er o f th in g s, su ch a s fa ilu r e w hich r e s u lt s in g ra d e r e ta r d a tio n , d is lik e o f in d ivid u a l t e a c h e r s , and g e n e ra l la c k o f in te r e s t. A c c o r d in g to the s c h o o l r e c o r d s , it is the m o s t im p orta n t sin g le r e a s o n f o r d ro p p in g o u t - - m o r e im p o rta n t than le a v in g to g o to w o rk o r to en te r m ilit a r y s e r v ic e f o r the b o y s o r m a r r ia g e f o r the g i r l s . O f the m o r e than 7,000 d ro p o u ts f o r w hom the s c h o o ls had in fo rm a tio n on r e a s o n s f o r le a v in g , n e a r ly o n e -fo u r th w e re r e c o r d e d as having le ft b e ca u se o f d is s a t is fa c t io n w ith s c h o o l. T he p r o p o r t io n s in in dividu al a r e a s ra n g ed f r o m 3 to 11 p e r c e n t in fo u r , and fr o m 32 to 58 p e r c e n t in the o th e r s . shown on school records, by area and sex (Percentage distribution) Reasons for leaving school Total dropouts Area and sex Number Reached Percent age 16 Work Mar riage Moved Mili within tary service area Adverse school experi ence Adverse home Health circum stances Other All areas-----------Male--------------Female------------- 17,622 4,268 3,354 100 100 100 17 18 15 18 22 13 (2) 1 21 (3) 14 (4) 5 4 5 22 24 20 4 3 5 5 4 9 11 10 12 Area A--------------Male--------------Female------------- 1,347 696 651 100 100 100 __ — — 14 19 10 (2) 1 38 (3) 8 (4) 1 1 1 48 55 40 2 1 3 4 2 6 8 13 2 Area B--------------Male--------------Female— --------- — 1,846 1,033 813 100 100 100 __ — — 26 35 14 (2) 1 23 (3) 23 1 __ — — 3 4 3 1 1 1 13 7 21 33 29 37 Area C-------------- Male— -------------Female----------- — 1,444 853 591 100 100 100 58 64 50 9 9 10 (2) 1 10 (3) 3 (4) 13 12 16 4 5 2 1 (4) 3 3 3 5 3 9 Area D--- ---------- Male--------------Female------------- 483 272 211 100 100 100 29 33 24 11 14 9 (2) (4) 19 (3) 14 1 24 20 29 8 10 5 2 1 2 2 1 3 7 7 8 Area E--------------Male--------------Female------------- 646 393 253 100 100 100 14 7 25 24 28 18 (2) 1 8 (3) 20 1 1 1 32 34 28 11 9 14 3 1 6 Area F--------------Male--------------Female------------- 836 444 392 100 100 100 25 26 24 18 24 13 (2) 2 37 (3) 27 1 4 2 5 11 14 7 4 2 7 4 3 6 — - Area G--------------Male--------------Female------------- 1,020 577 443 100 100 100 18 20 16 (2) (4) 3 (3) 7 1 1 (4) 58 58 59 15 12 19 3 3 3 — 1 2 3 4 562565 0 ___ — — — — Excludes 1,883 for whom reasons for leaving were not reported, of which 1,333 were in area B. Because of small number of boys involved, total for both sexes is not shown* Because of small number of girls involved, total for both sexes is not shown. Less than 0.5 percent. - 60 - 4 - 19 - ___ ___ — ___ ___ S om e o f the w ide v a r ia t io n in th e se p r o p o r t io n s m ay be due to d iffe r e n t c r it e r i a u sed by the s c h o o l o f f i c e r s who k ept the r e c o r d s . A lth ou gh so m e b ia s m ay a ls o be ca u se d by la c k o f in fo rm a tio n f o r about o n e -fift h o f a ll d r o p o u ts , it is sig n ifica n t that the tw o a r e a s h avin g the m o s t c o m p le te data a ls o r e c o r d e d the h ig h e st p r o p o r t io n o f students le a v in g s p e c if ic a lly b e ca u se o f d is s a t is fa c t io n w ith s c h o o l. It is a ls o p r o b a b le that a c o n s id e r a b le p r o p o r tio n w ho w e r e r e c o r d e d as h avin g le ft b e c a u s e th ey had “ r e a c h e d age 16“ a ctu a lly le ft as so o n as they co u ld b e ca u se th ey s im p ly d id n ’ t lik e s c h o o l. (See ta b le 7 .) T h e p o s s ib ilit y that the s c h o o l r e c o r d s a ctu a lly u n d e rsta te th is r e a s o n is su p p o rte d by the fa c t that 35 p e r c e n t o f the d ro p o u ts w ho w e r e in te rv ie w e d c la im e d a d v e r s e s c h o o l e x p e r ie n c e as th e ir r e a s o n , ra n g in g , again ra th e r w id e ly , f r o m 15 to 18 p e r c e n t in th re e a r e a s to f r o m 28 to 63 p e r c e n t in the fo u r o t h e r s . (See ta b le 8 .) The q u estion n a tu ra lly c o m e s to m ind w h eth er th o se students w h ose IQ ’ s fa ll b elow the n o r m a l ran g e le a v e m o r e f r e quently b e ca u s e o f a d v e r s e s c h o o l e x p e r i e n ce than do th o s e with IQ ’ s ab ov e the n o r m a l ra n g e . A n a ly s is o f the in te r v ie w data f o r fo u r a r e a s in d ic a te s that o f a ll the d ro p o u ts d ir e c t ly in te rv ie w e d and w h ose IQ ’ s and r e a s o n s f o r lea v in g w e r e know n, 46 p e r c e n t gave a d v e r s e s c h o o l e x p e r ie n c e as th e ir r e a s o n f o r le a v in g . (See table D - 5.) O f th ose with IQ ’ s o f l e s s than 90, 53 p e r cent gave th is as th e ir r e a s o n , and o f th o se with IQ ’ s o f 110 and o v e r , 39 p e r c e n t gave the sa m e r e a s o n . H o w e v e r , the n u m b er o f th o se with high IQ ’ s w ho gave th is r e a s o n w as s m a ll. A d e fin ite r e la tio n s h ip a p p e a re d b etw een h ig h e st g ra d e c o m p le te d and a d v e r s e s c h o o l e x p e r ie n c e as a r e a s o n f o r d ro p p in g ou t. A s h ig h e r g r a d e s w e re c o m p le te d , the p r o p o r tion o f d ro p o u ts w ho gave this as th e ir TABLE 8.— Reasons for leaving school as given by dropouts who were interviewed, by area and sex (Percentage distribution) Reasons for leaving school Total dropouts Area and sex Num ber Per cent Reached age 16 1 1,559 7-49 810 100 100 100 5 6 4 18 25 12 (2) 3 27 (3) Area A---- — Male-----Female---- 264 109 155 100 100 100 1 2 1 25 43 13 (2) 6 47 (3) 6 — Area B-----Male-----Female---- 235 113 122 100 100 100 __ — — 15 19 11 All areas--Male----- Female---- Work Military service Marriage 6 (4) (2) 3 29 Moved within area Adverse school experience Adverse home Health circum stances Other (*) (*> (4) 35 38 32 8 7 9 6 5 7 10 10 9 1 28 32 25 4 5 5 8 6 8 __ — — (4) 1 8 6 11 38 41 35 — 1 (3) 11 2 __ — — 16 20 11 (3) 2 __ — — 15 18 13 8 7 9 6 7 5 11 11 11 (3) 7 — Area C-----Male-----Female---- 213 119 94 100 100 100 23 28 16 18 23 11 (2) 4 35 — Area D-----Male-----Female— -— 130 60 70 100 100 100 18 18 18 20 32 10 (2) — 31 — __ — — 18 20 16 8 8 9 5 2 7 11 13 9 Area E-----Male-----Female-- — 196 95 101 100 100 100 — — — 28 33 23 (2) 3 14 (3) 13 — — — 42 40 44 4 3 5 5 2 8 6 6 6 Area F— ---Male-----Female-- — 166 66 100 100 100 100 __ — — 11 21 5 (2) 1 33 (3) 12 — 38 44 34 8 6 10 10 8 12 5 5 5 Area G-----Male— — -Female---- 355 187 168 100 100 100 __ 13 15 11 (2) — 6 (3) 1 63 66 60 17 14 19 2 3 2 1 1 2 1 2 3 4 2 3 1 — — Excludes 50 for whom reasons for leaving were not reported. Because of small number of boys involved, total for both sexes is not shown. Because of small number of girls involved, total for both sexes is not shown. Less than 0.5 percent. - 20 - th e ir r e a s o n f o r le a v in g , but in tw o a r e a s th is p r o p o r t io n w a s on ly 6 and 14 p e r c e n t ; in the fiv e o t h e r s , the ra n g e w a s f r o m 29 to 47 p e r c e n t . In a ll but one a r e a , the p r o p o r tio n who g a ye th is r e a s o n w a s s u b s ta n tia lly h ig h e r than the s c h o o l r e c o r d s in d i c a te d . T h is s u p p o rts the su p p o s itio n that “ rea son s** g iv e n in the in t e r v ie w s r e f l e c t what had a ctu a lly h a p p en ed a fte r the student le ft s c h o o l, r a th e r than the p r e c i s e m o t iv a tio n at the tim e o f le a v in g . r e a s o n ra n g ed s te a d ily d ow n w a rd , f r o m a lm o s t h a lf w ho had c o m p le t e d no m o r e than the 8th g ra d e to o n e -fo u r t h o f th o se w ho had c o m p le te d the 1 1th g r a d e . T h is s u g g e s ts a c o n n e c tio n w ith g r a d e r e ta r d a tio n , w h ich in m a n y c a s e s is r e la t e d to lo w e r i n t e ll i gen ce le v e ls . W o r k .- - T h e secon d m ost im p o rta n t s p e c if i c r e a s o n g iv e n f o r le a v in g s c h o o l w as to go to w o rk . A lm o s t o n e - f ift h o f a ll d r o p outs f o r w h om th is type o f in fo r m a tio n w as a v a ila b le le ft f o r th is r e a s o n , ra n g in g a m on g the a r e a s f r o m 9 to 2 6 p e r c e n t a c c o r d in g to the s c h o o l r e c o r d s , and f r o m 11 to 28 p e r c e n t a c c o r d in g to the in te r v ie w e d d r o p ou ts t h e m s e lv e s . T h e r e w a s little v a r i a tion in the p r o p o r t io n s who le ft s c h o o l tow a rd the end o f th e ir 4 y e a r s in o r d e r to go to w o rk and th o s e w ho d ro p p e d out in the e a r l i e r y e a r s f o r th is r e a s o n . O f a ll the d r o p o u t s , b o y s and g ir ls c o m b in e d , about 20 p e r c e n t in e a c h g r a d e f r o m the 9th th rou g h the 11th gave w o rk as th e ir r e a s o n f o r le a v in g , c o m p a r e d w ith on ly slig h tly l e s s (15 p e r c e n t ) o f th o se w h o se h ig h e st g ra d e c o m p le t e d w as the 8th o r lo w e r . (S ee ta b le D -4 .) B e c a u s e o f the age f a c t o r , the p r o p o r tio n s w ho g ave m a r r ia g e a s th e ir r e a s o n f o r le a v in g in c r e a s e d w ith g ra d e c o m p le te d , ra n g in g s te a d ily u p w ard f r o m 14 p e r c e n t o f th o se who had c o m p le te d l e s s than the 9th g ra d e to o v e r h a lf o f t h o s e w ho had c o m p le te d the 11th. T h e in c r e a s e is p a r t ic u la r ly g r e a t b e tw e e n th o se c o m p le tin g the 10th and 11th g r a d e s - - f r o m 34 to 53 p e r c e n t . A lth ou gh the data t h e m s e lv e s show m a r r ia g e a s an im p o rta n t r e a s o n f o r q u itting s c h o o l, it is p o s s ib le that th is c o m p le x m o tiv a tin g ca u se is a ctu a lly u n d e r s ta te d . S ta tis tic a l data f o r 1956 f o r the N a tion a s a w h o le in d ica te that o n e -fo u r t h o f a ll w om en now m a r r y b e fo r e age 1 8 - -w h ic h is the u su a l a g e o f g ra d u a tio n . T h e b r o a d e r im p lic a t io n s o f th is fa c t a re w e ll e x p r e s s e d by D r . E li G in z b e r g : “ If m o r e and m o r e y ou n g w o m e n b e c o m e e n g a g e d at 17 o r 18, and m a r r y at 19 o r 20, the o th e r s a r e in e v ita b ly u n d er p r e s s u r e to fo llo w s u i t - f i r s t to e s t a b lis h to t h e m s e lv e s and th e ir f a m i li e s th e ir a b ility to w in a su ita b le m a n ; and s e c o n d ly , to p r o t e c t th e ir p o s itio n by in s u rin g that th e ir fr ie n d s d o not p ic k o ff the m o s t d e s ir a b le m en .**16 S in ce m o s t g ir l d r o p o u ts a r e o ld e r than th e ir c l a s s m a t e s , th e ir in t e r e s t in m a r r ia g e m ig h t w e ll take p r e c e d e n c e o v e r m ak in g the n e c e s s a r y e f f o r t to stay in s c h o o l and g ra d u a te . G e n e r a lly sp e a k in g , e c o n o m ic in c e n tiv e s a p p e a r to be l e s s im p o rta n t c u r r e n tly a s a ca u se f o r le a v in g s c h o o l than h a s b e e n the c a s e in the p a s t. It is r e a s o n a b le to a s s u m e , f o r e x a m p le , that b oy d r o p o u ts w ou ld be w o rk in g , o r at le a s t lo o k in g f o r w o r k , as so o n as they le ft s c h o o l u n le s s th ey had le ft b e c a u s e o f ill-h e a lt h . But a c c o r d in g to th e ir sta te m e n ts to the in t e r v ie w e r s , m an y d e la y e d f o r a c o n s id e r a b le tim e b e fo r e sta rtin g to lo o k f o r w o r k . F r o m 7 to 30 p e r cen t in the v a r io u s a r e a s sa id they w aited a m on th o r lo n g e r b e fo r e sta rtin g to lo o k , and f r o m 3 to 24 p e r c e n t sa id they w a ited 10 w e e k s o r lo n g e r , e v e n though so s im p le a thing a s m a k in g in q u ir ie s o f r e la t iv e s and fr ie n d s w as c o n s id e r e d “ looking.** (S ee ta b le D - 9 .) In the c a s e o f the b o y s , r e la t iv e ly fe w a p p e a r to h a v e le ft s c h o o l in o r d e r to m a r r y , the p r o p o r t io n s n e v e r r is in g a b o v e 2 p e r c e n t in any a r e a , a c c o r d in g to s c h o o l r e c o r d s , and e x c e e d in g 4 p e r c e n t in o n ly one a r e a , a c c o r d in g to the in t e r v ie w s . H o w e v e r , in v ie w o f the c u r r e n t c u ltu ra l p a tte rn o f e a r l y datin g and e a r ly m a r r ia g e , m any o f the o l d e r b o y s w ho w e r e beh in d th e ir n o r m a l g r a d e m a y h ave b een re lu cta n t to stay in h igh s c h o o l lo n g en ou gh to g ra d u a te , th e r e b y M a r r ia g e . - - B oth sch ool records and in te r v ie w data in d ic a te that, f o r the g i r l s , m a r r ia g e w a s an im p o rta n t r e a s o n f o r le a v in g s c h o o l, but the p r o p o r t io n s v a r ie d w id e ly by a r e a in b o th s e t s o f data. A c c o r d ing to the s c h o o l r e c o r d s , th o s e le a v in g to get m a r r ie d ra n g e d f r o m 23 to 38 p e r c e n t in th re e a r e a s , but o n ly f r o m 3 to 19 p e r c e n t in the o th e r f o u r . In te r v ie w data sh ow ed s i m i la r w ide d i f f e r e n c e s am on g the a r e a s . F o r a ll a r e a s c o m b in e d , o v e r o n e -fo u r t h o f the g i r l s in te r v ie w e d gave m a r r ia g e as - 16 Eli Ginzberg, The Changing Pattern of Women’s Work: Some Psychological Correlates, (in American Journal of Orthopsychi atry, Vol. XXVIII, No. 2, New York. April 1958, p. 318). 21 4 p e r c e n t o f th ose who had c o m p le te d no m o r e than the 8th g ra d e to 13 p e r c e n t o f th ose w ho had c o m p le te d the 1 1th. p o stp o n in g the tim e w hen they co u ld e s ta b lis h fa m ilie s o f th e ir ow n . It is not i m p ro b a b le that le a v in g “ to go to w o r k ” w as m o tiv a te d in m any c a s e s by th e ir w ish to m a r r y as so o n as p o s s ib le r a th e r than by the p r e s s u r e o f e c o n o m ic n eed in th e ir p a re n ta l h o m e s . An im p orta n t fa c t o r about m ilita r y s e r v ic e is its r o le in co n n e ctio n w ith the la b o r m a rk e t adju stm en t o f s c h o o l le a v e r s . T he high p r o p o r tio n o f b o y s in the o r ig in a l in t e r v ie w sa m p le who cou ld not be in te rv ie w e d b e ca u s e they w e re in m ilit a r y s e r v i c e in d i ca te s that e n lis tm e n t o ffe r e d an a c c e p ta b le a lte rn a tiv e to continuing in s c h o o l o r g ettin g a jo b . The p r o p o r tio n o f o u tm ig ra n t boy d ro p o u ts who le ft th e ir h o m e co m m u n itie s to e n ter the s e r v i c e , as r e p o r t e d by th e ir fa m ilie s o r fr ie n d s , g iv e s fu r th e r in d ica tio n o f this c h o ic e . In the v a r io u s a r e a s , f r o m 39 to 82 p e r c e n t o f a ll the o u tm ig ra n t boy d rop ou ts w h ose c u r r e n t a c tiv ity w as know n w e re in m ilita r y s e r v i c e at the tim e o f the in te r v ie w s . (See table 13.) In the a b s e n c e o f d ir e c t con ta ct w ith the b oy s th e m s e lv e s , h o w e v e r , it is d iffic u lt to sa y to what exten t they d rop p ed out of s c h o o l b e c a u s e they intended to e n lis t o r w h eth er a su bsequ en t d e c is io n to e n lis t w as r e a c h e d w hen they found that su itable c iv ilia n e m p lo y m e n t w as d iffic u lt to ob ta in . M ilita r y S e r v i c e . - - I t is v e r y d iffic u lt to get a co m p le te s t o r y f r o m the s u r v e y s on how m u ch d ro p p in g out w as a ttrib u ta b le to v o lu n ta ry e n lis tm e n t in the A r m e d F o r c e s . S c h o o l r e c o r d s t e ll so m e th in g . O v e r a ll, th ey in d ica te that o n ly 14 p e r c e n t o f the b o y s le ft f o r th is r e a s o n - - r a n g in g f r o m le s s than 10 p e r c e n t in t h r e e a r e a s to about o n e -fo u r th in tw o o t h e r s . A g e , o f c o u r s e , w as a fa c t o r h e r e s in c e the lo w e s t e n lis tm e n t a g e , f o r a ll the s e r v i c e s , is 17 y e a r s and S e le c tiv e S e r v ic e p o lic y f o r s o m e y e a r s h as b een a u to m a tic a lly to d e fe r b o y s in h igh s c h o o l until they r e a c h age 2 0 . C o m p a r is o n o f the in te r v ie w data w ith the s c h o o l r e c o r d s h a s little v a lid ity , sin ce on ly th o se b o y s w ho had co m p le te d th e ir m ilit a r y s e r v i c e and had r e tu rn e d to th e ir hom e c o m m u n itie s co u ld have b e e n in t e r v ie w e d .17 T h e in te r v ie w data, t h e r e fo r e , a r e in e v ita b ly an u n d e rsta te m e n t on th is p oin t. O f a ll the in te r v ie w e d g ro u p , on ly 6 p e r c e n t gave m ilit a r y s e r v i c e a s th e ir r e a s o n f o r h a vin g le ft s c h o o l. A m o n g th o se who le ft s c h o o l at age 16, o n ly 3 p e r c e n t gave th is a s th e ir r e a s o n , c o m p a r e d with 8 p e r c e n t o f both the 1 7 - and 18- y e a r - o l d s and 11 p e r c e n t o f th o se 20 o r o v e r . T he g ra d e c o m p le tio n p a ttern c o n fo r m s w ith the age p a tte rn , ra n g in g ste a d ily u pw ard f r o m H ealth. - - P o o r health w as a c o m p a r a tiv e ly m in o r r e a s o n f o r le a v in g s c h o o l. A c c o r d in g to the s c h o o l r e c o r d s , 5 p e r c e n t le ft f o r th is r e a s o n and a c c o r d in g to the d ro p o u ts th e m s e lv e s , 6 p e r c e n t o v e r a ll, but in one a r e a as m any as 10 p e r c e n t gave th is as th e ir r e a s o n . A lthough in m o s t a r e a s m o r e g ir ls than b oy s gave th is ex p la n a tion , the p r o p o r tion fo r both s e x e s w as h igh f o r an age g ro u p as young as th is . TRAINING FOR W ORK WHILE IN SCHOOL V o c a tio n a l E d u c a tio n . --H o w m u ch v o c a tio n a l p r e p a r a tio n did the s c h o o l le a v e r s have w hen they te r m in a te d th e ir s c h o o lin g ? The le v e l o f th e ir g e n e r a l e d u ca tio n (h igh est g ra d e c o m p le t e d ) has a lr e a d y b e e n d i s cu ssed . T h is, h o w e v e r , is not the w h ole s to r y . A s p a rt o f th e ir high s c h o o l t r a in ing, m a n y b o y s had taken v o c a t io n -r e la t e d c o u r s e s su ch a s m a ch in e sh op, m e t a lw o r k ing, w e ld in g , w o o d w o r k in g , g e n e r a l shop, m e c h a n ic a l d ra w in g , p rin tin g , and auto m e ch a n ic s ; g ir l s to o k c o m m e r c ia l c o u r s e s su ch as typin g, ste n o g ra p h y , and b ook k eep in g.18 In the six a re a s f o r w h ich th is in fo r m a tion w as a v a ila b le , a lm o s t a ll g ra d u a te s w ho did not g o on to c o lle g e had taken at le a s t one v o c a tio n a l c o u r s e - - f r o m 92 p e r c e n t in one a r e a to 100 p e r c e n t in th re e oth ers, (See t a b l e D - 6 ( a ) , ( b ) , ( c ) . ) The b oy g r a d uates w ho had taken su ch c o u r s e s ra n g ed fr o m 84 to 100 p e r c e n t, and the g i r l g r a d u ates ra n g ed fr o m 93 to 100 p e r c e n t. L e s s e r p r o p o r tio n s , h o w e v e r , had had m o r e than a m e r e in tro d u ctio n to v o c a tio n a l e d u c a tion . In one a r e a on ly 1 p e r c e n t of the boy g ra d u a tes w ho had taken in d u s tria l c o u r s e s had c o m p le te d fo u r o r m o r e su ch 17 18B e ca u s e of d iffic u ltie s o f c l a s s i f y i n g c o u r s e s , v o c a t io n a l ed u ca tio n as u se d here in clu d e s c o u r s e s in trade and in d u stria l ed u ca tio n and in d ustrial a rts. F o llo w u p for p e rs o n a l in te rv ie w w a s c o n fin e d to the area sur v e y e d . Inform ation on w h eth er a b oy w a s cu rrently in th e s e r v ic e w a s ob ta in e d from parents or n e ig h b o rs . - 22 - c o u r s e s w h ile in a n oth er a r e a , at the o th e r e x t r e m e , 88 p e r c e n t o f the boy g ra d u a tes with any v o c a tio n a l ed u ca tion had taken fo u r o r m o r e su ch c o u r s e s . F o r a ll a r e a s co m b in e d , the p r o p o r t io n w as 71 p e r c e n t, w h ich eq u a ls t h r e e -fift h s o f a ll the boy g ra d u a te s. O f the g ir l g ra d u a tes who had co m p le te d c o m m e r c ia l c o u r s e s , th ose c o m p le tin g fo u r o r m o r e c o u r s e s ra n g ed fr o m 11 p e r c e n t in one a r e a to 87 p e r c e n t in a n o th e r, o r 70 p e r c e n t f o r a ll a r e a s c o m b in ed . T h is is tw o -t h ir d s o f a ll the g ir l g ra d u a te s. T he d ro p o u ts had taken fe w e r v o c a tio n a l c o u r s e s than the g ra d u a te s. T h is is not s u r p r is in g , sin c e v o c a tio n a l c o u r s e s a re g iv en m o s t often in the la t e r g r a d e s w h ich w e re n e v e r r e a c h e d by the e a r ly d r o p o u ts . The p r o p o r t io n o f d r o p o u ts , both s e x e s c o m bin ed, w ho had c o m p le te d at le a s t one v o c a tion a l c o u r s e ra n g e d f r o m 54 to 88 p e r c e n t, the boy d r o p o u ts ra n g in g fr o m 54 to 91 p e r cen t and the g ir l d r o p o u ts f r o m 50 to 83 p e r ce n t. H o w e v e r , th o se w ith m o r e su b stan tial tra in in g w e r e r a r e r than am ong the g r a d u a te s. O f the b oy d ro p o u ts who had taken in d u s tr ia l c o u r s e s , the p r o p o r tio n w ho had c o m p le te d fo u r o r m o r e su ch c o u r s e s ran ged f r o m 4 p e r c e n t in one a r e a to 51 p e r c e n t in a n o th e r. F o r a ll a r e a s c o m b in ed , th is w as 28 p e r c e n t, o r l e s s than a fifth o f a ll b oy d r o p o u ts . The g ir l d rop ou ts c o m p le tin g fo u r or m ore c o m m e r c ia l c o u r s e s ra n g e d fr o m 6 to 54 p e r c e n t o f th ose w ith su ch c o u r s e s , o r l e s s than a th ird fo r a ll a r e a s c o m b in e d . T h is co n stitu te s about 15 p e r c e n t o f the g ro u p as a w h o le . E v id e n tly , the a v a ila b ility o f v o c a tio n a l c o u r s e s and th e ir “ r e q u ir e d ” status v a r ie d w id e ly in the d iffe r e n t s c h o o l s y s te m s s u r v e y e d . F o r th o se s c h o o l le a v e r s in the sa m p le who w e r e d ir e c t ly in te rv ie w e d , som e in fo rm a tio n on the a v a ila b ility o f v o c a tio n a l c o u r s e s w a s fo r t h c o m in g , a r is in g out o f the q u e stio n , “ H ow co u ld s c h o o l h ave b een m o r e u s e fu l to y o u ? ” A lth ou gh on ly sm a ll p r o p o r tio n s o f stu den ts re sp o n d e d to th is q u e s tion (abou t 40 p e r c e n t o f the gra du a tes and 30 p e r c e n t o f the d r o p o u ts ), a fo u rth o f the boy d ro p o u ts w ho had an o p in io n and slig h tly m o r e am on g the g ir l g ra d u a tes said th ey w o u l d have lik e d m o r e in d u s tria l and c o m m e r c ia l c o u r s e s . O nly in s ig n ifica n t p r o p o r tio n s o f the boy g ra d u a tes and g ir l d ro p o u ts m ade any co m m e n t on this p o in t. V o c a tio n a l C o u n s e lin g .- - V o c a t i o n a l g u id an ce and co u n se lin g p r o g r a m s as w e ll as v o c a tio n a l ed u ca tion c o u r s e s p lay an im p orta n t p a rt in a stu d en t’ s p r e p a r a tio n f o r ea rn in g a liv in g . In v ie w o f th is , the p e r cen ta g e o f th o se w ho r e p o r te d having had v o c a tio n a l gu id a n ce o r co u n se lin g is o f in te r e s t. T h e lo w e r p r o p o r tio n o f d ro p o u ts who had b een co u n s e le d w as p ro b a b ly due to the fa c t that m any o f th em did not stay in s c h o o l lon g enough to r e a c h the g ra d e le v e l w h ere co u n se lin g p r o g r a m s w e r e a v a ila b le . When a sk ed how s c h o o l cou ld h ave been m o r e u se fu l, n e a r ly a fo u rth o f the boy g ra d u a tes who e x p r e s s e d an op in ion su g g e ste d m o r e v o c a tio n a l c o u n s e lin g , and in tw o a r e a s both boy and g ir l d ro p o u ts m e n tion ed that v o c a tio n a l co u n s e lin g w ould have been h e lp fu l. It is not p o s s ib le to t e ll f r o m the in te r v ie w q u e s tio n n a ir e s w h eth er the s c h o o l l e a v e r s who m en tion ed a gu id an ce p r o g r a m had r e c e iv e d little v o c a tio n a l c o u n se lin g o r w h e th e r, having had s o m e , th ey wanted m o r e . T he n u m b er o f s c h o o l le a v e r s in te r v ie w e d and p e r c e n t who r e p o r te d h avin g v o c a tio n a l co u n s e lin g is show n in the f o l l o w ing tabu lation : G ra d u a te s D rop ou ts A rea1 N u m b er A ........ B ........ C ........ D ........ E ........ 4 26 302 343 270 482 P e r c e n t N u m b er 63 54 54 49 70 272 235 245 140 196 P ercen t 27 31 26 24 42 ^-Data on v o c a tio n a l co u n se lin g not a v a il a b le f o r 2 a r e a s . - 23 - CHAPTER III. WORK EXPERIENCE OF SCHOOL LEAVERS W O R K EXPE R IE N CE W HILE IN SCHOOL M any s c h o o l le a v e r s had w o r k e d in g a in fu l e m p lo y m e n t w h ile s t ill in s c h o o l , e ith e r d u r in g s u m m e r v a c a tio n s o r d u rin g the s c h o o l y e a r - - a f t e r s c h o o l h o u r s o r on w e e k e n d s . M u ch h i g h e r p r o p o r t io n s o f g r a d u a te s than o f d r o p o u ts r e p o r t e d su ch w o r k e x p e r i e n c e - -7 0 p e r c e n t c o m p a r e d w ith 40 p e r c e n t . G ra d u a te s w e r e g e n e r a lly o l d e r d u rin g th e ir s c h o o l y e a r s than d r o p o u ts and t h e r e f o r e w e r e m o r e e lig ib le f o r w o r k in t e r m s o f a g e . A p p r o x im a t e ly 90 p e r c e n t o f th e m w e r e 18 o r o v e r w h en th ey c o m p le t e d h ig h s c h o o l , c o n t r a s t e d w ith o n ly 28 p e r c e n t o f the d r o p o u ts w h o w e r e 18 o r o v e r w h en th ey le f t . B o y s , both g r a d u a te s and d r o p o u t s , r e p o r t e d w o r k e x p e r ie n c e m o r e fr e q u e n tly than d id g i r l s . T h e p r o p o r t io n o f b oy g ra d u a te s w ho had w o r k e d ra n g e d f r o m 45 p e r c e n t in on e a r e a to 86 p e r c e n t in th r e e o t h e r s , c o m p a r e d w ith 35 to 79 p e r c e n t o f the g i r l g r a d u a t e s . T h e p r o p o r t io n o f boy d r o p o u ts w ho w o r k e d ra n g e d f r o m 27 to 69 p e r c e n t , and o f th e g i r l d r o p o u ts f r o m 18 to 42 p e r c e n t . (S e e ta b le D - 7 .) M o st r e p o r t e d that t h e ir jo b s w h ile in s c h o o l had la s te d at le a s t a m o n th . No in fo r m a t io n w a s c o l le c t e d on h ow th e s e jo b s w e r e o b ta in e d , w h e th e r by in d iv id u a l in itia tiv e , th ro u g h the p u b lic e m p lo y m e n t s e r v i c e , o r th ro u g h the s c h o o l ’ s v o c a t io n a l o r p la c e m e n t p r o g r a m s . In a ll a r e a s , b oth g r a d u a te s and d r o p o u ts h eld a b ou t the s a m e ty p e s o f jo b s w h ile th ey w e r e s t ill in s c h o o l . A ll s u c h jo b s n e c e s s a r i l y had to be ada pted to p a r t - t i m e s c h e d u le s - -w o r k d u rin g s u m m e r m o n th s , o r a ft e r s c h o o l h o u r s , o r on w e e k e n d s . T h e b o y s u s u a lly w o r k e d at c o m m o n la b o r jo b s , a s s a le s c l e r k s , at fillin g s ta t io n s , and in on e a r e a , in a g r ic u lt u r e . T h e g i r l s m o s t c o m m o n ly h eld s a l e s c l e r k and w a it r e s s jo b s w h ile th ey w e r e s t i l l in s c h o o l , i r r e s p e c t iv e o f w h eth er th ey b e c a m e g ra d u a te s o r d r o p o u ts . In tw o a r e a s , f o r m a l s c h o o l - w o r k p r o g r a m s w e r e in o p e r a t io n . T h e s e p r o g r a m s c o v e r e d t r a d e s , in d u s tr y , o f f i c e tra in in g p r a c t i c e , and m e r c h a n d is in g and d i s t r i b u tiv e e d u ca tio n ( r e t a il s a l e s ) . In on e o f th e s e a r e a s , s ix c o o r d in a t o r s and on e s u p e r v is o r and in the s e c o n d and s m a l l e r a r e a , th r e e c o o r d in a t o r s w e r e o p e r a tin g the p r o g r a m s . O f a ll the g ra d u a te s in t h e s e tw o a r e a s w ho w o r k e d w h ile in s c h o o l, 200 ( o r m o r e than 40 p e r c e n t ), w o rk e d in th e s e c o o p e r a t iv e p r o g r a m s . S in ce , w ith fe w e x c e p t io n s , th e s e p r o g r a m s w e r e o p en o n ly to s e n i o r s , th ey had lit t le e ffe c t on the w o r k e x p e r ie n c e o f d r o p o u ts . A lth ou gh w o r k e x p e r ie n c e is g e n e r a lly c o n s id e r e d im p o rta n t and c o n s t r u c t iv e in the g r o w in g -u p p r o c e s s , m an y o f the stu d en ts w ho had w o rk e d w h ile in s c h o o l w e r e n e g a t iv e abou t the v a lu e o f t h e ir w o r k e x p e r ie n c e . A b ou t t h r e e -fift h s o f both the b oy g ra d u a te s and the boy d ro p o u ts w ho had w o r k e d , and o v e r h a lf o f both the g i r l g ra d u a te s and g i r l d r o p o u ts fe lt , f o r e x a m p le , that th e ir w o r k e x p e r ie n c e had not h e lp e d th e m in fin d in g jo b s a fte r le a v in g s c h o o l . (S e e ta b le 9 .) W ith r e s p e c t to e a r n in g s , o v e r (60 p e r c e n t ) o f both b oy g ra d u a te s and d r o p o u ts , 72 p e r c e n t o f the g i r l g r a d u a te s , and 55 p e r ce n t o f the g i r l d r o p o u ts sa id that th e ir e a rn in g s w e r e not an im p o rta n t fa c t o r in en a b lin g th em to sta y in s c h o o l . F a m ily p r id e m a y h ave c a u s e d stu d en ts to be r e lu cta n t to sa y th ey “ h a d ” to w o r k . O r p e rh a p s th e ir r e s p o n s e s m a y be a n o th e r in d ica tio n that e c o n o m ic p r e s s u r e w a s not fe lt by m o s t s c h o o l l e a v e r s . F A M IL Y STATUS A T TIM E OF INTERVIEW O ne o f th e c o m m o n ly o b s e r v e d s o c i a l p h e n o m e n a o f th e p o s tw a r y e a r s h as b e e n th e r a p id ly s t e p p e d -u p m a r r ia g e r a te o f you n g p e o p le . In 1957, m o r e g i r l s w e r e m a r r y in g at 18 and m o r e b o y s at 21 than at an y o th e r s in g le y e a r o f a g e . In v ie w o f th is g e n e r a l situ a tio n , the ex ten t to w h ich you n g p e o p le in th e c o m m u n it ie s s u r v e y e d w e r e a ss u m in g r e s p o n s ib ilit y f o r f a m ilie s o f th e ir ow n is o f in t e r e s t , On the b a s is o f in te r v ie w s w ith s c h o o l le a v e r s o r th e ir fa m ilie s in s ix a r e a s , it is c l e a r that th e s e young p e o p le a s a g r o u p sh ou ld not be lo o k e d u pon a s ju v e n i le s . W ithin a fe w y e a r s a ft e r le a v in g - 24 - TABLE 9.— Opinions of graduates and dropouts on value of work experience and earnings while in school, all areas, by sex All areas Number reporting on value of work experience or value of earnings Those reporting work experience or earnings not helpful Number Percent Work experience: Graduates----- ---- -----Male-------------------Female------------------ 1 1,544 570 974 824 332 492 53 58 51 Dropouts-----------------Male-------------------Female----- ------------ 1 601 340 261 345 204 141 57 60 54 Earnings: Graduates— --------------Male------- -----------Female-------------- --- 2 1,546 572 974 1,050 350 700 68 61 72 Dropouts-----------------Male-------------------Female------------------ 2 603 342 261 363 219 144 60 64 55 1 Excludes 68 graduates and 21 dropouts who did not report whether or not work expertence helped in getting a job later. 2 Excludes 66 graduates and 19 dropouts who did not report whether or not earnings helped them to stay in school. s c h o o l, t w o -fift h s o f b oth g r a d u a te s and d ro p o u ts had m a r r i e d . (T h e a r e a in w h ich a ll th e s c h o o l l e a v e r s w e r e in t e r v ie w e d o n ly 1 y e a r a ft e r te r m in a tin g th e ir s c h o o l ing w a s o m itte d f r o m th is ta b u la tio n .) H alf o f the m a r r ie d g r a d u a te s and o v e r t w o th ir d s o f the m a r r ie d d r o p o u ts had c h ild r e n . (S ee ta b le s 10, D -8 ( a ) , and D -8 (b ).) M uch h ig h e r p r o p o r t io n s o f the g ir l s than o f the b o y s had m a r r ie d by th e tim e o f in t e r v ie w . H a lf th e g i r l g r a d u a te s w e r e m a r r ie d , and o v e r h a lf o f t h e s e had c h ild r e n ; t w o -t h ir d s o f the g i r l d r o p o u t s w e r e m a r r ie d , and n e a r ly t h r e e - f o u r t h s o f th e s e had c h ild r e n . A b ou t 30 p e r c e n t o f the m a r r i e d g i r l d r o p o u ts had tw o o r m o r e c h ild r e n , c o m p a r e d w ith on ly 12 p e r c e n t o f the m a r r ie d g i r l g r a d u a te s . If th e s e g i r l d r o p o u ts fo llo w , in th e ir m a tu r ity , the r e c e n t la b o r f o r c e b e h a v io r o f the m a r r ie d fe m a le p o p u la tio n in g e n e r a l, th ey w ill p r o b a b ly be se e k in g jo b s in th e ir t h ir t ie s , a ft e r th e ir y o u n g e s t c h ild r e n a r e in s c h o o l . It w ill be at the tim e o f a ttem p ted e n try in to the la b o r f o r c e that th e ir in a d eq u a te s c h o o lin g and la c k o f w o r k s k ills w ill b e c o m e m o r e s h a r p ly a p p a re n t, and p r e s u m a b ly , i f c u r re n t data on the r e la tio n s h ip b e tw een e d u c a tio n and e m p lo y m e n t p r o s p e c t s a c c u r a t e ly r e f l e c t the fu tu re , w ill p r e v e n t th e ir g ettin g any but u n s k ille d jo b s . LABOR FORCE EXPE R IE N CE A F T E R LEAVING SCHOOL T h e m o s t s ig n ific a n t q u e s tio n s in the s u r v e y , in t e r m s o f m a n p o w e r u tiliz a tio n , r e la t e to the d e g r e e o f s u c c e s s and s ta b ility a c h ie v e d by s c h o o l l e a v e r s in th e la b o r m a r k e t a ft e r th ey le ft s c h o o l. H ow m any o f the s c h o o l le a v e r s e n te r e d the la b o r f o r c e ; did th ey s ta r t lo o k in g f o r w o r k p r o m p tly a fte r le a v in g s c h o o l; w hat m e th o d s did th ey u s e in tr y in g ; how lon g did it tak e th em to g et th e ir f i r s t jo b s ; what w e r e th e s e f i r s t j o b s ? D id th ey g et b e tte r jo b s l a t e r ? W hat d id th ey e a r n ? How m u ch u n e m p lo y m e n t did th ey e x p e r i e n c e ? P r o p o r t io n s E n te rin g th e L a b o r F o r c e . - A lm o s t a ll m a le s c h o o l l e a v e r s , both - 25 - TABLE 10.— Marital and parental status of graduates and dropouts at time of interview, six areas, by sex (Percentage distribution) Total graduates and dropouts1 Parental status Marital status School leavers Number Percent Graduates--------Male------------ 3 2,720 1,117 100 100 60 76 Female---------- 1,603 100 49 Dropouts----- ----Male------------ 3 1,888 1,058 100 100 59 79 F e m a l e -------- - 830 100 34 Single Percent with children Number married Married2 40 24 Range, 12-33 51 Range, 38-57 41 21 Range, 13-29 66 Range, 45-77 1,079 270 809 770 222 54-8 51 50 Range, 31-90 52 Range, 36-81 68 56 Range, 31-71 73 Range, 65-92 1 Corresponding data for those reporting status in the 7th area, which covered only 1 year after leaving school: Boy graduates, 112, 3 percent married; girl graduates, 173, 12 percent married; boy dropouts, 245, 2 percent married; girl dropouts, 193, 18 percent married. Of the 56 married girls, 17 had 1 child. No reports, 126. 2 Includes 1 percent or less in each area who were widowed, divorced, or separated. 3 Total includes both outmigrants and nonmigrants except for areas C and D where data for outmigrants were not reported (416 graduates and 222 dropouts). Total also excludes 89 graduates and 127 dropouts for whom marital status was not reported in the other 4 areas. g ra d u a te s and d r o p o u t s , w ho w e r e d i r e c t l y in te r v ie w e d w e r e o r had b e e n in th e c iv ilia n la b o r f o r c e 19 at s o m e t im e a ft e r le a v in g s c h o o l (95 p e r c e n t o f the b o y g r a d u a te s and 91 p e r c e n t o f the b o y d r o p o u t s ). (S ee ta b le D - 9 .) T h e p r o p o r t io n o f fe m a le g r a d u a tes e v e r in the l a b o r f o r c e w a s s lig h tly lo w e r than that o f the m a le s , but a m on g fe m a le d r o p o u ts , the p r o p o r t io n e n te rin g the la b o r f o r c e w a s o n ly 70 p e r c e n t . T h e f o l lo w in g ta b u la tio n sh ow s the la b o r f o r c e p a r t ic ip a t io n o f g ra d u a te s and d r o p o u ts a ft e r le a v in g s c h o o l. is Labor force participants include those whoever looked for a job as well as those who found jobs. A regular job was defined for the purposes of this study as one which lasted a month or longer, full or part time. Dropouts Graduates Per cent Number Per cent 772 737 100 95 1,54-3 1,411 100 91 783 712 8 35 1 5 16 132 1 9 39 71 Number Total interviewed------In labor force-------Looked for but never found regular jobs1Never in labor force-- Percent based on number in labor force. - 26 - Female Male Female Male Number Number Per cen 100 91 826 576 100 70 5 9 42 250 7 30 Per cent the p r o p o r t io n w ho found jo b s in a s h o r t tim e m igh t h ave b e e n d iffe r e n t . F r o m in te r v ie w s w ith r e la t iv e s o f the ou tm ig ra n ts it w a s found that su b s ta n tia l p r o p o r t io n s o f the ou tm ig r a n t s - - n e a r l y h a lf o f th e g ra d u a te s and l a r g e r p r o p o r t io n s o f the d r o p o u t s --h a d not had a r e g u la r jo b b e fo r e le a v in g h o m e . (S ee ta b le 13.) T h is m e a n s that th e ir o u tm ig r a tio n p r o b a b ly did not c r e a t e m an y jo b v a c a n c ie s , and had th ey r e m a in e d in th e ir h o m e c o m m u n itie s th e r e w ou ld h a v e been m u ch m o r e c o m p e titio n f o r e x is tin g jo b s and co n s e q u e n tly m o r e d iffic u lty f o r the s c h o o l le a v e r s a s a g ro u p to g et jo b s s o o n a fte r sta rtin g to lo o k . T h e g r e a t m a jo r it y o f a ll s c h o o l le a v e r s w ho e n te r e d the la b o r f o r c e sta r te d to lo o k f o r jo b s w ith in a m on th a ft e r le a v in g s c h o o l . A ll g r o u p s w e r e abou t e q u a lly p r o m p t e x c e p t the g i r l d r o p o u ts w ho w e r e s u b s ta n tia lly s l o w e r , (S ee ta b le 11.) In the fiv e a r e a s f o r w h ic h th e s e data w e r e a v a ila b le , o v e r h a lf o f both the boy and g i r l g r a d u a te s fou n d t h e ir f i r s t jo b s a fte r l e s s than a w e e k 's s e a r c h , and t h r e e fo u r th s had fou n d jo b s w ith in 3 w e e k s . T h e d r o p o u ts did not fin d r e g u la r w o r k qu ite as q u ic k ly . O nly abou t 40 p e r c e n t o f the boy d r o p o u ts o b ta in e d jo b s w ith in 1 w e e k and 70 p e r c e n t o b ta in e d jo b s w ith in 3 w e e k s . O f the g i r l d r o p o u ts w ho g ot jo b s , t w o -fift h s w e r e a ls o s u c c e s s f u l in the f i r s t w e e k , and t h r e e -fo u r t h s got jo b s w ith in 3 w e e k s . Only s m a ll p r o p o r t io n s o f any o f the s c h o o l l e a v e r g r o u p s w e r e lo o k in g f o r w o r k a h a lf y e a r o r l o n g e r . (S e e ta b le 1 2.) T h e r e p o r t e d p r o m p t n e s s w ith w h ich m o s t s c h o o l l e a v e r s found th e ir f i r s t jo b s a ft e r sta rtin g to lo o k m ig h t s u g g e s t that jo b s w e r e p le n tifu l in s p ite o f the fa c t that m o s t o f the a r e a s stu d ied w e r e know n to h a v e la b o r s u r p lu s e s d u rin g th is p e r io d . On th e o th e r hand, th is q u ick “ s u c c e s s " in the jo b hunt m a y r e f l e c t on e a s p e c t o f the b e h a v io r o f in e x p e r ie n c e d e a r n e r s ju s t e n te r in g the la b o r f o r c e , s in c e th ey m a y n ot h a v e c o n s id e r e d t h e m s e lv e s a s “ l o o k i n g " f o r w o r k u n til th ey h e a r d that s o m e f i r m w a s h ir in g . S om e d e ta ile d fig u r e s w ill illu s t r a t e th is p o in t. F o r t y -e ig h t p e r c e n t o f a ll b oy g r a d u a te s had le ft th e ir h o m e a r e a s by the d ate o f in t e r v ie w . O f t h o s e w h o s e p r e v io u s w o r k e x p e r ie n c e w a s know n, f r o m 27 to 65 p e r ce n t had n e v e r b een r e g u la r ly e m p lo y e d in the a r e a s f r o m w h ich th ey had m ig r a t e d . M ost o f the o u tm ig ra n t g ra d u a te s w h o s e r e a s o n s f o r le a v in g h o m e w e r e know n had le ft to e n te r m ilit a r y s e r v i c e ( f r o m 68 to 94 p e r c e n t in the v a r io u s a r e a s ) . A b ou t h a lf o f the boy d r o p o u ts a ls o w e r e o u tm ig r a n ts . O f t h e s e , 18 to 71 p e r c e n t in the v a r io u s a r e a s had n e v e r w o r k e d , and f r o m 39 to 82 p e r c e n t w ent in to m ilit a r y s e r v i c e . L o w e r p r o p o r t io n s o f g i r l s than o f b o y s had le ft th e ir h o m e c o m m u n it ie s . T h e ir p r in c ip a l r e a s o n s f o r le a v in g w e r e to a c c o m p a n y th e ir h u sb a n d s o r t h e ir p a r e n ts . L e s s w a s know n in t h e ir h o m e c o m m u n it ie s If the s c h o o l l e a v e r s w ho had le ft th e ir h o m e a r e a s c o u ld h a v e b e e n in t e r v ie w e d , TABLE 11.— Number of weeks elapsing after leaving school* before graduates and dropouts started to look for a regular job* all areas* by sex Graduates Number of weeks between leaving school and beginning of job search Male Dropouts Female Male Female Num ber Per cent Num ber Per cent Num ber Per cent Num ber Per cent Total who looked for work1------ 711 100 1,381 100 696 100 555 100 Less than 4 weeks--- ----------- 599 84 1*130 82 588 84 337 70 4-9 weeks----------------------- 57 8 123 9 33 5 58 10 10 or more weeks— -------------- 55 8 128 9 75 11 110 20 1 Does not include 26 boy and 30 girl graduates* and 16 boy and 21 girl dropouts for whom this information was not reported. 562565 0 - 60 - 5 - 27 - TABLE 12.--Number of weeks it took graduates and dropouts to find first regular job, five areas, by sex (Percentage distribution) Total graduates and dropouts Number of weeks to find first regular job Area and sex Nunber Percent All areas:1 Male graduates--Female graduatesMale dropouts--Female dropouts— 538 1,042 498 429 100 100 100 100 Area A: Male graduates-— Female graduatesMale dropouts--Female dropouts— 167 232 101 104 Area B: Male graduates--Female graduatesMale dropouts--Female dropouts— Less than 1 10-13 14-26 1-3 4-9 51 52 39 41 23 25 31 36 13 12 12 11 4 4 5 3 2 2 5 2 100 100 100 100 60 55 42 33 19 21 28 39 12 12 13 8 3 7 3 6 2 3 6 2 101 163 81 54 100 100 100 100 35 29 27 32 22 33 25 33 9 14 19 11 4 4 7 3 3 4 7 Area E: Male graduates--Female graduatesMale dropouts--Female dropouts— 138 322 86 70 100 100 100 100 48 54 47 33 31 30 36 52 13 13 9 10 4 1 5 4 1 2 2 Area F: Male graduates-— Female graduatesMale dropouts--Female dropouts— 76 180 57 52 100 100 100 100 54 48 36 54 10 17 14 17 17 14 12 11 8 9 11 2 Area G: Male graduates-— Female graduatesMale dropouts--Female dropouts— 56 145 173 149 100 100 100 100 54 73 38 47 32 21 39 34 12 4 10 13 2 1 4 2 — 27-52 1 1 3 2 1 1 2 3 2 1 2 2 6 — 1 4 5 3 3 2 1 — 5 2 2 6 1 — 1 1 — — — — — 3 3 11 4 — 4 4 5 8 — 3 1 26 15 11 9 — 2 — 4 5 11 4 4 1 No report 1 2 5 2 — — More than 52 1 — — — — 1 1 2 1 Data for areas C and D were not available. abou t t h e ir p r e v io u s w o r k e x p e r ie n c e than abou t that o f th e b o y s , but a g a in the a v a i l a b le data in d ic a te that su b s ta n tia l p r o p o r tio n s , e s p e c ia l l y a m on g th e d r o p o u t s , had n ot w o r k e d b e f o r e le a v in g . E n try J o b s .- - I n f o r m a t i o n on the e n try jo b s o f the you n g p e o p le w ho r e m a in e d in th e ir h o m e c o m m u n it ie s w a s o b ta in e d by d i r e c t in t e r v ie w w ith th e m . (S e e t a b le s 14 and D - 1 0 .) A m o n g th o se w ho e v e r w o r k e d , o n e - t h ir d o f the b oy g ra d u a te s and a lit t le m o r e than a fo u r th o f the b oy d r o p o u ts w e r e s u c c e s s f u l in o b ta in in g , as th e ir f i r s t r e g u la r e m p lo y m e n t, jo b s w h ic h r e q u ir e d s k ille d o r s e m is k ille d w o r k e r s . T h e s e jo b s w e r e t y p ic a lly th o s e o f o p e r a t iv e s in f a c t o r i e s o r r e p a ir m e n in auto r e p a ir s h o p s , and o f d r i v e r s o f d e liv e r y t r u c k s . O nly a fo u rth o f the b o y g r a d u a te s w e r e f i r s t e m p lo y e d a s u n s k ille d w o r k e r s w h ile n e a r ly t w o fifth s o f the d r o p o u ts w e r e so e m p lo y e d . T h e u n s k ille d w o r k e r s in c lu d e d th o s e in o c c u p a t io n s su ch a s cle a n u p m e n in f a c t o r i e s and a s c o m m o n l a b o r e r s in n o n m a n u fa ctu r in g . T r a d e jo b s in clu d in g th o s e o f r e t a il c l e r k s and s t o c k c l e r k s w e r e h e ld by n e a r ly a fifth o f the b oy g r a d u a te s , but by o n ly a lit t le m o r e than a ten th o f the b o y d r o p o u ts . T h e ty p e o f jo b o b ta in e d r e f le c t e d the d if f e r e n c e s in the la b o r m a r k e t o p p o r t u n i t ie s o f the v a r io u s a r e a s a s w e ll a s the s k ills o f the young s c h o o l l e a v e r s . F o r m o s t o f the g i r l s , g ra d u a tio n m ea n t the o p p o rtu n ity f o r o f f i c e w o r k . E n try jo b s o f th r e e ou t o f fiv e g i r l g r a d u a te s w ho w e r e e v e r e m p lo y e d w e r e o f th is ty p e , c o m p a r e d w ith o n ly 1 in 10 o f the e v e r - e m p l o y e d g i r l d ro p o u ts * T h is r e f l e c t s the e f f e c t i v e n e s s o f th e v o c a t io n a l tra in in g that w as g e n e r a lly ta k en by the g i r l s w ho c o m p le t e d 4 y e a r s o f h igh s c h o o l . In c o n t r a s t , o v e r o n e -fo u r t h o f the g i r l d r o p o u ts w ho e v e r w o r k e d had e n try jo b s in s e r v i c e o c c u p a t io n s , u s u a lly a s w a i t r e s s e s , c o m p a r e d w ith l e s s than 10 p e r c e n t o f the g i r l g r a d u a te s ; a lm o s t a n o th e r 30 p e r c e n t o f the - 28 - TABLE 13.— Outmigrants, selected data, all areas, by sex Area All areas Outmigrants A B C D E F G Number: Male graduates------ Male dropouts-------Female graduates----Female dropouts------ 718 736 522 392 160 1<45 68 99 68 137 33 46 107 62 142 33 78 <48 82 54 91 107 40 26 128 137 92 61 86 100 45 53 Percent of outmigrants to all school leavers: Male graduates------Male dropouts--- ---Female graduates--- — Female dropouts----- - <48 <48 25 32 <48 56 21 38 38 33 22 27 47 31 39 34 <47 41 31 43 40 53 10 20 62 67 31 38 59 35 23 24 Percent of outmigrants who left for military service: Male graduates— ----Male dropouts----- — - 80 72 79 76 84 80 85 56 78 39 94 82 74 74 68 66 Percent of outmigrants with no work experience before leaving: Male graduates1--- -Male dropouts2------Female graduates3- — ■Female dropouts4----- <47 54 4-6 63 44 57 36 70 36 60 49 72 35 18 50 60 45 27 47 58 27 46 18 21 59 71 55 66 65 58 46 47 1 2 3 4 Excludes Excludes Excludes Excludes 13percent 23percent 18percent 38percent whose previous whose previous whose previous whose previous work work work work experience experience experience experience was was was was not not not not known. known. known. known. TABLE 14.— First regular jobs of graduates and dropouts irrespective of employment status at time of interview, all areas, by sex Graduates Occupational group1 Male Num ber Dropouts Female Per cent Num ber Male Female Per cent Num ber Per cent Num ber Per cent All areas-- ------- ----- 729 100 1,395 100 673 100 534 100 Sales----------------Service occupations-— — Office work-- ---- --Skilled and semiskilled manufacturing----- — Skilled and semiskilled nonmanuf acturing---Unskilled manufacturing and nonmanufacturingOther--------- ------- 124 55 53 17 8 7 247 130 843 18 9 60 79 75 14 12 11 2 124 146 56 23 27 11 127 18 41 3 95 14 11 2 119 16 8 1 86 13 6 1 185 66 25 9 38 88 3 6 259 65 38 10 148 43 28 8 1 For kind of jobs included in each category, see footnote 1, appendix table D-10. - 29 - d ro p o u ts w e r e f i r s t r e g u la r ly e m p lo y e d in o th e r u n sk ille d o c c u p a t io n s , c o m p a r e d w ith l e s s than 5 p e r c e n t o f the g r a d u a te s . F o r the b o y s , the r e la tio n s h ip b etw een th e ir v o c a t io n a l e d u ca tion and the ty p e o f e n try jo b s th ey got w as le s s c l e a r - c u t and d e fin ite than f o r the g i r l s . It is no doubt m o r e d iffic u lt f o r s c h o o ls to tra in b o y s in the v a r io u s s k ills r e q u ir e d in jo b s op en to m e n in in d u stry than it is to p r e p a r e g ir l s f o r o f f i c e w o r k . In on e a r e a , th is p r o b le m w a s s p e c if ic a lly r e c o g n iz e d in a co m m u n ity su r v e y o f in d u s tr ia l m a n p o w e r r e q u ir e m e n ts m a d e at about the sa m e tim e as the s c h o o l - le a v e r stu d y. In a study t0 p r e p a r e d by the A r iz o n a State E m p lo y m e n t S e r v ic e in c o o p e r a t io n w ith l o c a l in d u stry , it w as r e c o m m e n d e d that a d v is o r y g rou p s fr o m in d u stry and c i v i c o r g a n iz a tio n s k e e p the s c h o o ls a b r e a s t o f ch a n g e s in t e c h n ic a l n ee d s and te c h n iq u e s and that the p h y s ic a l s c h o o l f a c i li t i e s be expan ded by in sta llin g m a c h in e -s h o p and e le c t r o n ic eq u ip m en t. J ob s at D ate o f In te r v ie w . - - A t the date o f in te r v ie w , the t im e span du rin g w h ich p o s t - s c h o o l w o r k e x p e r ie n c e co u ld have b ee n a c q u ir e d m igh t have b e e n a s lit t le as 20Manpower Requirements and Training Needs, Phoenix, Ariz., Arizona State Employment Service, 1957. 40 pp. 1 y e a r o r as m u ch a s 4| y e a r s , dep en din g on w hen an in d ivid u a l had g ra d u a ted o r d ro p p e d ou t. The o c c u p a tio n a l d is tr ib u tio n , t h e r e fo r e , r e fle c t s a fa ir ly w id e ra n g e o f tim e in w h ich w o rk e x p e r ie n c e co u ld h ave been a c q u ir e d and it should be ev a lu a ted in that lig h t. W hen in te r v ie w e d , a lm o s t h a lf the e m p lo y e d boy g ra d u a tes and m o r e than o n e th ird o f the boy d ro p o u ts w e r e e m p lo y e d a s s k ille d o r s e m is k ille d w o r k e r s . O n e fifth o f the boy g ra d u a tes w e r e e m p lo y e d a s s e r v i c e o r u n sk ille d w o r k e r s , c o m p a r e d w ith t w o -fifth s o f the d r o p o u ts . M o re than 10 p e r c e n t o f the boy g ra d u a te s but u n d er 10 p e r c e n t o f the d ro p o u ts w e r e in s a le s w o r k . A m on g the g i r l s , o v e r 70 p e r c e n t o f the g ra d u a tes w e r e e m p lo y e d in o f f i c e w o r k , c o m p a r e d w ith 16 p e r c e n t o f the d r o p o u ts ; 7 p e r c e n t o f the g ra d u a tes w e r e s a l e s c l e r k s , c o m p a r e d w ith 15 p e r c e n t o f the d r o p o u ts . (S ee ta b le s 15 and D - l l . ) O f s p e c ia l in te r e s t w ith r e s p e c t to young w o r k e r s is th e ir ra te o f a d v a n cem en t f r o m the s k ill and ea rn in g s le v e l o f th e ir f i r s t r e g u la r jo b to a h ig h e r s k ill and e a rn in g s l e v e l. One w ay to d e te r m in e th is w ou ld be to c o m p a r e fi r s t jo b s and jo b s held at a su bsequ en t point in t i m e - - i n th is c a s e , at the tim e o f the p e r s o n a l i n t e r v i e w s - - f o r TABLE 15.--Regular jobs of graduates and dropouts employed at time of interview, all areas, by sex Graduates Occupational group1 All areas— --------- ---Sales--- -------------Service occupations--- Office work-----------Skilled and semiskilled manufacturing----- -Skilled and semiskilled nonmanufacturing— — — Unskilled manufacturing and nonmanufacturing— Other— ------ — -- -— — Male Dropouts Female Male Female Num ber Per cent Num ber Per cent Num ber Per cent Num ber Per cent 683 100 1,092 100 553 100 320 100 86 13 51 13 2 7 73 46 786 7 4 72 45 36 11 8 6 2 47 50 50 15 16 16 200 29 58 5 119 22 30 9 135 20 9 1 78 14 1 125 73 18 11 32 88 3 8 193 71 35 13 120 22 (2) 1 For kinds of jobs included in each category, see footnote 1, appendix table D-10. 2 Less than 0.5 percent. - 30 - 37 7 the same group of people. In surveys of this type, however, such a comparison does not permit a full evaluation of indi vidual progress. The nonuniformity of the time period covered has already been m en tioned. A second element of noncompara bility between the two sets of data arises from the fact that almost 700 more indi viduals had held “ first job s” than were employed at the time of interview. The difference was caused mainly by girls who had left the labor force, usually b e cause of m arriage, and by those of both sexes who were unemployed when the inter views were held. the number in service jobs had declined from 27 to 16 percent. Although these shifts do not appear to be dramatic, it must be remembered that even those school leavers with the longest exposure to the labor market had scarcely had time to reach their occupational stride, and the difference between the type of job which graduates and dropouts might be ex pected to hold eventually would scarcely have had time to become fully apparent. In spite of these variables, a comparison of the two sets of job distribution data yields some useful information. Of con siderable importance, for example, is the fact that the jobs held by around 60 percent of the school leavers at the time of inter view were identical with their first jobs. This was true for about three-fifths of the boy graduates and of the dropoyts of both sexes and for two-thirds of the girl grad uates. This suggests stability of em ploy ment if not advancement, but it undoubtedly also reflects the presence in this group of large numbers who had been working for only a limited time and were still in their initial jobs. The difference in distribution between first and current jobs, therefore, reflects only the job changes of the 40 p e r cent who had remained in the labor force as employed persons but had changed their jobs at some point between their first and current employment. Even though only 40 percent of the entire group had changed jobs, some upgrading was already apparent. The proportion of boy graduates doing skilled or semiskilled work had increased from 34 to 49 percent, and those in unskilled work had decreased from 25 to 18 percent. The boy dropouts had made some progress, too, but not re la tively as much. While 27 percent reported first jobs in the skilled or semiskilled class, 36 percent held such jobs at the time of the interview. The proportion of boy dropouts holding unskilled jobs remained about the same, 38 percent in their first jobs co m pared with 35 percent at the time of inter view. Among the girls, the proportion of graduates in office work had increased from 60 to over 70 percent and in service o ccu pations had dropped from 9 to 4 percent. Girl dropouts had raised their participation in office work from 11 to 16 percent, while - 31 Method of Obtaining Job Held at the Time of the Interview. --P a rt of a person’ s success in getting a job lies in his knowledge of how to go about it, how well he uses services available for this purpose, and how well he presents his own case to a potential em ployer. In this survey, school leavers were asked how they obtained the job they held at the time of interview, since this experience, rather than how they got their first job, was likely to be recalled m ore accurately. Most reported having found their present jobs through personal application or through friends and relatives. (See table D-12.) Dropouts tended to rely most frequently on the latter method. R eferral by the school was likely to be important only to those just graduated, and the area in which the survey covered only the first year after leaving school showed the highest proportion of school referra ls. This area is also known for its well-established school placement service. Comparatively low proportions said they obtained their current jobs through the public employment service, but since only the principal job-finding method was tabu lated, the role of the employment service may be understated. For example, if the service referred a person to an employer and he then applied for that job in person, he might have reported “ personal applica tion” as the way he got his job, forgetting that the employment service made the initial referral. In many areas, the employment service holds conferences and gives tests at the schools for senior class members who wish job placement, and the graduate may have identified his subsequent job referral with the school. In any event, those who registered with the employment s e rv ice but who found their jobs by other methods are not shown here as having had any con tact with the service. In these surveys, m ore girls than boys reported obtaining their jobs through the employment service and this agrees in general with data co m piled by the employment service itself. W ages.--H ow much were these school leavers earning on the jobs they held at the date of interview when they had accumulated, at the least, about 1 year’ s work experience ? Were there measurable differences between what graduates and dropouts were earning? Although the jobs held by the boy grad uates and the boy dropouts were often described by them in sim ilar term s, their earnings already differed considerably. Judging by available data relating to age and education, this early difference will tend to become greater for the two groups as a whole as the years out of school in crease. Rough estimates of life-tim e earn ings for males at age 25 show an expected future income, for the same number of years of work, of about $ 155,000 for high school graduates and $ 110,000 for those who co m pleted only the 8th grade.21 While there will be many individual e x c e p t i o n s to this pattern, boys who have graduated from high school have a better financial prospect than do dropouts. In the seven communities surveyed, only 3 percent of the boy graduates earned less than $40 a week, compared with 15 percent of the boy dropouts. Thus, five times the proportion of dropouts as of graduates were found to be at the lowest end of the wage scale. About 45 percent of the boy dropouts were earning less than $ 50 a week, co m pared with only 15 percent of the boy grad uates. On the other hand, 31 percent of the boy graduates were earning $ 80 or m ore a week, compared with 20 percent of the dropouts. (See tables 16 and D-12.) There was, of course, a considerable range in earnings by area. In two areas, only 1 percent of the boy graduates were earning less than $40 a week, but in another area 9 percent of them were found in this low-wage group. In one area, with a concentration of light industry, no boy graduate was earning $ 80 or m ore a week, 21See Stuart Garfinkle, Work-Life Patterns and Educational Levels (in Occupational Outlook Quarterly, December 1958, pp. 16-18). but in another area, characterized by heavy industry, 51 percent were in this wage bracket. Boy dropouts also showed widely different earnings patterns among the com munities surveyed. Those earning less than $ 40 a week ranged from 3 percent in one area to around 20 percent in three others, while those in the $ 8 0 -and-over w a g e bracket ranged from none to 37 percent, again reflecting wages in the dominant in dustries. A sim ilar pattern of wage differences existed between graduates and dropouts among the girls. In all areas combined, only 6 percent of the employed girl grad uates, but m ore than 20 percent of the employed girl dropouts were earning less than $30 a week. Only 14 percent of the girl graduates earned less than $ 40 a week, compared with 39 percent of the girl dropouts. Nearly half of the girl graduates were in the $50-$ 79 wage bracket, com pared with only 16 percent of the dropouts. As in the case of the boys, earnings levels varied among areas for the same kinds of work. The proportion of girl graduates earning less than $ 30 a week ranged from less than 1 percent in one area to 20 p e r cent in another; for girl dropouts, the range was from 1 to 64 percent. The highest p ro portions of these low earners in each group were found in the same area. Although graduation from high school made a substantial difference in earning power among the girls, their overall earn ings levels were lower than those of boys. For example, 70 percent of the boy grad uates earned $60 or m ore a week, while 82 percent of the girl graduates earned less than $60. Among dropouts, over half the boys earned $ 50 or m ore a week, while 82 percent of the girls earned less than $ 50. Even when earnings of boy dropouts and girl graduates were compared, the traditional wage advantage of men was still apparent. F ifty-six percent of the boy dropouts earned $ 50 or m ore a week, compared with 50 percent of the girl graduates. Since total weekly earnings, not wage rates, were obtained in these surveys, part-tim e workers (less than 35 hours per week) no doubt contributed to the percentage reporting low earnings. This was especially true of girl dropouts, 7 percent of whom reported regular working hours of less than 35 a week. - 32 - TABLE 16.— Wages of graduates and dropouts at time of interview, by area and sex (Percentage distribution) Weekly wages Total, graduates and dropouts Area and sex Less than $30-$39 $30 $90 and over $40-$49 $50-$59 $60-$69 $70-$79 $80-$89 1 10 8 18 12 29 36 43 15 10 32 9 20 14 13 4 19 12 4 3 15 10 1 1 1 8 10 19 8 7 37 10 14 14 29 7 22 20 14 5 24 22 2 — 22 14 2 — 10 18 29 17 17 12 40 13 11 16 14 8 22 11 2 4 14 12 6 21 7 2 4 19 12 1 — 8 10 20 3 9 16 17 15 9 45 20 17 14 12 7 13 15 11 3 17 20 1 -- 34 17 1 " 3 5 13 --- 7 16 23 38 15 7 25 6 11 20 17 12 19 13 7 19 7 1 --- 20 27 1 6 — 2 1 18 6 7 34 36 9 12 42 21 38 31 19 5 21 21 4 12 12 15 -5 2 4 20 64 3 15 16 14 17 28 31 9 19 19 20 4 20 8 6 9 13 7 11 2 --- 19 7 — --- 7 15 12 20 63 77 82 78 26 2 4 1 — 5 1 1 — — Num ber Per cent All areas:1 Male graduates--Male dropouts---Female graduates— Female dropouts-- 665 529 1,075 312 100 100 100 100 2 5 6 21 Area A: Male graduates--Male dropouts---Female graduates— Female dropouts-- 152 71 158 4-2 100 100 100 100 1 7 6 59 Area B: Male graduates--Male dropouts---Female graduates— Female dropouts-- 96 64 126 24 100 100 100 100 7 12 6 33 — Area C: Male graduates--Male dropouts---Female graduates— Female dropouts-- 105 87 149 30 100 100 100 100 1 8 4 33 — Area D: Male graduates--Male dropouts---Female graduates— Female dropouts-- 70 44 114 16 100 100 100 100 6 5 13 38 Area E: Male graduates--Male dropouts---Female graduates— Female dropouts-- 127 83 275 61 100 100 100 100 1 1 (2 ) 3 Area F: Male graduates--Male dropouts---Female graduates— Female dropouts-- 69 47 123 22 100 100 100 100 Area G: Male graduates--Male dropouts---Female graduates— Female dropouts— 46 133 130 117 100 100 100 100 — 8 5 --- 2 2 1 — — — — — — 1 — 16 10 (2 ) 1 8 8 — --- 13 11 — — — — 1 Excludes 18 male graduates, 24- male dropouts, 17 female graduates, and 8 female dropouts for whom wages were not reported. 2 Less than 0.5 percent. Hours of W ork.--Inform ation was o b tained on hours usually worked per week on the jobs held at the time of the interview. The heaviest concentration, of course, was at 40 hours, but in most areas, higher p r o portions of graduates than of dropouts worked these “ normal** hours. In all but one area, higher proportions of dropouts than graduates worked longer hours, i.e ., 41 to 48 hours and 49 hours and over. At the same time, m ore dropouts than grad uates worked only part time: 5 percent of boy dropouts to 2 percent of boy graduates, and 7 percent of girl dropouts to 4 percent of girl graduates. There was considerable variation among the areas, especially for girl dropouts; as many as a fifth of them worked part time in two areas, but less than 10 percent elsewhere. (See tables 17 and D-12.) Unemployment. - - The fact that y o u n g people get jobs does not tell the whole story. Are they able to keep them, or to get other jobs without undue loss of time if they are laid o ff? How much unemploy ment do they experience and what difference does high school graduation make in their unemployment record ? Overall, in the communities surveyed, there was less unemployment among young TABLE 17.— Hours worked per week by graduates and dropouts employed at time of interviev^r, by area and sex (Percentage distribution) Total, graduates and dropouts Weekly hours worked. Area and sex Less than 35 35-39 40 41-48 49 and over 2 4 5 7 3 19 3 8 70 66 63 67 16 10 18 12 9 1 11 6 100 100 100 100 1 4 1 9 3 3 6 9 68 81 50 40 12 11 19 26 16 1 24 16 83 118 64 24 100 100 100 100 2 2 3 8 1 12 2 8 64 73 51 59 31 13 36 25 Area C: Male graduates--Female graduates— Male dropouts---Female dropouts-- 108 146 92 30 100 100 100 100 3 1 4 20 15 3 70 70 58 50 17 11 21 17 10 3 14 3 Area D: Male graduates--Female graduates— Male dropouts---Female dropouts-- 69 115 48 16 100 100 100 100 4 11 4 7 2 14 4 31 64 62 52 31 23 10 19 31 7 3 21 Area E: Male graduates--Female graduates— Male dropouts---Female dropouts-- 130 279 86 62 100 100 100 100 1 3 5 6 5 36 1 16 83 58 73 65 6 3 18 10 Area F: Male graduates--Female graduates— Male dropouts---Female dropouts-- 69 123 47 22 100 100 100 100 1 9 9 18 12 25 4 4 52 38 30 14 22 25 30 23 Area G: Male graduates--Female graduates— Male dropouts---Female dropouts-- 48 130 135 118 100 100 100 100 2 1 6 2 13 4 3 92 85 87 97 4 1 2 Number Percent All areas:1 Male graduates--Female graduates— Male dropouts---Female dropouts-- 662 1,073 546 315 100 100 100 100 Area A: Male graduates--Female graduates— Male dropouts---Female dropouts-- 155 162 74 43 Area B: Male graduates--Female graduates— Male dropouts---Female dropouts-- — — — — 2 — 8 — — 5 — 3 3 13 3 27 41 — — 1 — 1 Excludes 21 male graduates, 19 female graduates, 7 male dropouts, and 5 female drop outs for whom weekly hours worked were not reported. - 34 - people than might have been expected, since all but two of the areas were c la s s i fied as having a surplus of w orkers. How ever, the amount of unemployed time reported may have been minimized first by the tendency of boys to enlist when they could not find work and second, by the tendency of the girls to consider them selves out of the labor force if jobs were not available. These surveys provide several measures of the impact of unemployment. The first measure relates to the number of individuals in each of the graduate and dropout groups who were unemployed (but looking for work) at the time they were interviewed. This measure does not involve the dura tion of current unemployment or whether or not there had been previous employment. When applying this static measure, unem ployment at a specific point in time, the difference between graduates and dropouts was marked. The incidence of unemploy ment at the date of interview was three times greater among boy dropouts than among boy graduates, and over four times as great among girl dropouts as among girl graduates. Differences in the magnitude of unemployment rates existed among the various communities, but in every com munity much higher proportions of drop outs than of graduates were unemployed. (See table D-13.) Unemployed graduates and dropouts at time of interview, by highest grade completed, all areas, by sex Male Highest grade completed Female Number in labor force Percent un employed Number in labor force Percent un employed Graduates (12th grade)--- --- 725 6 1,151 5 Dropouts, all grades— -----11th grade---------------- 10th grade---------------9th grade--- ------------Less than 9th grade— — -— - 683 83 123 222 255 19 10 14 16 27 412 49 105 139 119 23 20 16 27 25 Among the boy dropouts, unemployment at the time of interview appeared to be related to the amount of their education, i.e., the proportion of those unemployed decreased steadily with each higher grade completed. An age factor, however, was also probably involved. The proportion of boys who were 17 or over when they dropped out rose from one-third of those who finished less than the 9th grade to over 90 percent of those who completed the 11th. Age, in addition to m ore schooling, apparently gave them an advantage in get ting and keeping jobs. This is in line with Census data for October 1957 which give rates of unemployment by age, for males not enrolled in school, as 15 percent for 16- and 17-yea r-olds, about 11 percent for 18- and 19-year-olds and a n o t h e r marked drop to 6.6 percent for those 20 to 24 years old. Among girl dropouts there appeared to be little correlation between unemployment rates and grade completed. 562565 0 - 60 - 6 Other factors, such as irregular participa tion in the labor force because of m arriage, might have affected their ability to retain their jobs or might have made them seem less desirable as employees because of their lesser work experience. A second measure of unemployment deals with the proportion of individuals in the labor force at the time of interview who had experienced specific amounts of un employment since leaving school. The data relate to both those who were employed and those who were unemployed when interviewed. (See table 18.) In the combined six areas for which such data were avail able, m ore than half of the graduates but less than a third of the dropouts had experi enced no unemployment, or only a trifling am ount--less than a week. The substantial difference between graduates and dropouts in this favorable experience was marked, not only overall, but in every area. There - 35 - TABLE 18.--Total weeks of unemployment of graduates and dropouts in the labor force at time of interview, six areas (Percentage distribution) Area Total, graduates and dropouts in labor force at time of interview Number Weeks of unemployment None or less than 1 week 1-3 4-13 14-26 More than 26 weeks Percent All areas:1 Graduates----------Dropouts------------ 2 1 ,6 4 3 2 977 100 100 53 32 19 21 16 19 3 6 9 22 Area A: Graduates----------Dropouts------------ 331 155 100 100 45 14 24 24 21 30 5 14 5 18 Area C: Graduates----------Dropouts------------ 278 177 100 100 47 32 26 11 8 9 (3) 1 19 47 Area D: Graduates----------Dropouts------------ 214 92 100 100 56 21 15 13 7 13 1 5 21 48 Area E: Graduates----------Dropouts------------ 425 165 100 100 43 29 22 27 25 23 5 10 5 11 Area F: Graduates----------Dropouts------------ 209 97 100 100 70 40 5 5 16 16 5 10 4 29 Area G: Graduates----------Dropouts------------ 186 291 100 100 75 44 15 31 7 19 2 3 1 3 1 Data for area B were not available. 2 Excludes 5 graduates and 7 dropouts for whom weeks of unemployment were not reported. 3 Less than 0.5 percent. was little difference, however, in the p ro portions of graduates and dropouts who experienced short-term unemployment, i.e., from 1-13 weeks, but in long-term unemployment, there was again a sharp difference. Over twice the proportion of dropouts as of graduates had been unem ployed 14 or more weeks. In two of the areas, this ratio was substantially greater. Although the weeks of unemployment were not necessarily consecutive, the cumulative effect of periods of no earnings is a serious matter for young people just starting their working careers. In addition to the unemployment rates and the total weeks of unemployment for those individuals in the labor force at the time of interview, a third evaluation of the compara tive impact of unemployment on graduates and dropouts can be made on the basis of group averages of weeks of unemployment for those who had ever been in the labor fo rce . This information was available for considerably larger numbers than for those shown in table 18, because all those ever in the labor force were included rather than only those who were in the labor force at the time of interview. - 36 - From this measure of unemployment, the unfavorable experience of dropouts co m pared with that of graduates is again clearly evident, (See table 19.) Boy graduates who had ever been in the labor force had averaged 7 weeks of unemployment or 8 percent of their average time in the labor force; boy dropouts ever in the labor force had a v er aged 11 weeks of unemployment, or 15p e r cent of their average time in the labor fo rce --a lm o st twice as much as graduates. The girl graduates had averaged 6 weeks of TABLE 19.— Average number of weeks of unemployment of graduates and dropouts ever in labor force, six areas, by sex Graduates Dropouts Area All areas:1 Number ever in labor force--- — -----Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------Area A: Number ever in labor force-----------Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------Area C: Number ever in labor force-----------Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------- Male Female Male 633 7 1,248 6 622 11 516 11 8 7 15 22 169 5 238 7 106 17 113 12 6 8 16 22 112 6 186 4 124 6 60 16 3 4 6 26 79 8 167 9 60 10 54 6 7 10 11 13 138 8 326 4 89 10 80 9 9 4 9 10 79 10 186 11 64 30 57 16 11 11 27 23 56 5 145 4 179 6 152 8 11 7 14 18 Area D: Number ever in labor force-----------Average total weeks unemployed-------Percent of time unemployed to time in labor force----- ------------------Area E: Number ever in labor force----- ----- Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------Area F: Number ever in labor force-----------Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------Area G:2 Number ever in labor force-----------Average total weeks unemployed-------Percent of time unemployed to time in labor force------------------------- 1 Data for area B were not available. 2 Survey in this area covered only 1 year after leaving school. - 37 - Female unemployment or 7 percent of their average time in the labor force and the girl dropouts, 11 weeks of unemployment or 22 percent of their average time in the labor force--th ree times as much as the graduates. Since many who were included in these averages had ex perienced relatively little or no unemploy ment (under 1 week), these data do not show the full impact of unemployment on those individuals who had actually experienced it. It is evident from an evaluation of all the survey data on work history that dropouts had from two to three times as much un employment, on the average, as did grad uates, whether unemployment was measured on the basis of total amount for those cu r rently in the labor force, average unemploy ment for those ever in the labor force, or rates of unemployment for those in the labor force at a given point in time. POST-HIGH SCHOOL TRAINING AND JOB ASPIRATIONS Most of the school leavers were inter viewed in the summer of 1957, just before national unemployment rates began to climb to the high levels reached during 1958. Also, during most of the period of their recorded work history, the general e c o nomic situation of the country had been improving, after the 1953-54 recession. Their employment situation when inter viewed, as well as their total work experi ence, was therefore probably m ore favorable than it might have been had they been interviewed 6 months later. Even when economic conditions are good, however, young people just entering the labor market can, on the basis of historical experience, anticipate a series of economic ups and downs during their working life. In the light of labor force projections and predictions of the demand for a more highly skilled work force, young people who have term i nated their e d u c a t i o n without completing high school need to be thinking in terms of what they can do to improve their relatively disadvantaged position. To what extent are young people aware of this situation? Are they preparing to improve their skills ? To what extent are they aspiring to better jobs? Is there any evidence from these surveys that the young people studied realized their educational deficiencies and planned to do something about them? After some experience at*work, did they develop any ambitions as to what they would like to be doing that was substantially different from what they actually were doing? Three questions in the interviews yielded some impressions on these points. The school leavers interviewed were asked about any training they had taken since they had graduated or dropped out of school, and about training that they planned to begin in the near future. A third question asked what kind of job the school leaver would most like to have. Although the ques tions were not considered primary ones in these surveys, they did yield some rather interesting impressions of what was going on in the minds of these young members of the labor force whose work experience was still limited. The proportion of the graduates who r e ported that they had taken additional train ing after they left school was nearly one in five in all areas combined, with m ore girls than boys reporting post-high school train ing. Almost a third of the boy graduates who reported any training had taken some type of college extension work, and a s l i g h t l y smaller proportion had taken training in some type of mechanics such as auto, diesel, radio, and television repair work. About two-thirds of the girl graduates who had taken additional training took it in com m ercial courses. Plans for future train ing were concentrated on the same types of study. Only 12 percent of the graduates had plans for further training. Among the boys in this group, more than half expected to take college courses, with training in mechanics next; over two-fifths of the girls with plans for future training were thinking in terms of com m ercial courses, with those planning on college making up the next largest group. Only half as many dropouts as graduates (1 in 10) had taken additional training after leaving school, the boys concentrating on mechanics or work toward completing high school and the girls on com m ercial courses. The proportion who had definite plans for future training was the same as among the graduates--12 percent. Of this small p ro portion, two-fifths of the boy dropouts but less than a third of the girl dropouts had in mind courses which would lead to a high school diploma; over a fourth of the boys planned to take training in mechanics and two-fifths of the girls planned to take com m ercial courses. - 38 - It would appear that the great majority of both graduates and dropouts regarded their exit from high school as the termina tion of their education, rather than as an interruption. This attitude was borne out by their job aspirations at the time of inter view. When asked what kind of work they would most like to do, they mentioned, with few exceptions, jobs which were already within reach. Both the boy graduates and dropouts usually said that they would like to be mechanics or welders or some other type of skilled manual worker. The girls, both graduates and dropouts, wished to be secretaries. In one community, about 10 percent of the girl graduates and dropouts who reported any job aspirations men tioned nursing or hospital work, but this was unusual. Almost no one mentioned teaching. The glamour occupations - -a ir plane pilot, airline hostess, or those con nected with stage, radio, or television -were not mentioned, nor were the fields of music, the graphic arts, or writing. U N A C C O U N T E D -F O R TIME Although the principal focus in these surveys was the employment and unemployment experience of the young people sur veyed and its relationship to their educa tional attainment, the interview data did provide the basis for some further analysis of how these young people had invested the entire span of time since they had finished their schooling. A point of interest in the analysis was the amount of time spent in unspecified kinds of activity. The term ‘ •unaccounted-for time*’ was used to define this concept. The calculation of such time was based only on what the young people themselves reported to the interviewers. The amount of unaccounted-for time was a residue arrived at by subtracting from the total period since leaving school the sum of all time spent in the labor force and all time out of the labor force for certain specific reasons. These reasons were m ili tary service, marriage for girls, further schooling, definite home responsibilities connected with parental family need, and personal ill health. The assumption was made that such uses of time outside the labor force should be considered on a par with work. Time that was spent out of the labor force for other than these specific reasons constituted time unaccounted for. Such periods of time are of special con cern to those interested in the welfare and development of young people. In order to avoid too strict an interpreta tion of the term “ time unaccounted fo r ,” an interval of 2 weeks or less between jobs was disregarded even though the school leaver reported he was not actively looking for work during such periods. Time spent actively looking for work was always counted as time in the labor force even though the period extended to a year or more and the method of actively looking was only making inquiry of friends and relatives. Employ ment in short-time jobs--those which lasted less than a month--and all part-time work were counted as time in the labor force. All female school leavers who were married were considered out of the labor force by reason of marital status, unless there was positive evidence that they were actually working or looking for work. The date of marriage was not asked for on the interview schedule and therefore it was assumed, for this purpose, that the date of marriage was the date of leaving school, unless otherwise specified. Thus, time unaccounted for is understated for most married girls, co m pared with that for unmarried girls and for all of the boys. Since this attempt to account for total time was in the nature of an experiment and the organization of the data for this purpose was complicated, only three areas gave reports complete enough to be used. Even on this limited basis, however, the results have interest. (See table 20.) Sum marizing the data for the three areas co m bined, 13 percent of all the boy graduates had some time unaccounted for, and for those with such tim e, the average was 21 weeks, or 19 percent of their time since graduation. Almost 2 j times as many boy dropouts (31 percent) had time unaccounted for, and for these the average was 34 weeks,* or 24p e r cent of their time since dropping out. In general, the girls a c c u m u l a t e d more unaccounted-for time than the boys. Eighteen percent of the girl graduates averaged 25 weeks, or 21 percent of their time since graduation; 23 percent of the girl dropouts averaged 49 weeks, or 36 percent of their time since dropping out. As has already been noted, it is probable that girls who found themselves unemployed tended to consider themselves out of the - 39 - TABLE 20.— Unaccounted-for time of graduates and dropouts, three areas, by sex Experience of those with unaccounted-for time Graduates and dropouts Area and sex Number Those with unaccounted-for time Number Three areas:1 Graduates Male------------Female----------Dropouts Male------------Female----------Area A: Graduates Male------------Female----------Dropouts Male------------Female----------Area D: Graduates Male------------Female----------Dropouts Male------------Female----------Area E: Graduates Male------------Female----------Dropouts Male------------Female----------- Percent Average weeks of unaccounted-for time Percent of elapsed time since leav ing school 392 798 51 145 13 18 21 25 19 21 274 360 86 84 31 23 34 49 24 36 174 252 24 59 14 23 23 24 22 23 113 159 45 47 40 30 40 53 29 41 138 344 8 18 6 5 19 23 19 19 95 101 22 11 23 11 25 28 16 24 80 202 19 68 24 34 20 26 17 19 66 100 19 26 29 26 31 51 20 35 1 These data for areas B, C, F, and G were not available. labor force rather than actively seeking work, and by this attitude alone would produce a less favorable record for them selves than the boys in term s of unac counted-for tim e. Altogether, the d r o p o u t s accumulated almost twice as much unaccounted-for time as the graduates. This loss is in addition, of course, to the time that was spent genuinely unemployed by all dropouts and graduates, time when they were out of a job but reported themselves as actively looking for work. These relationships are based on a com paratively small number of cases (about 1,200 graduates and 600 dropouts in three areas) and further testing on a broader base might well yield m ore definitive con clusions. Nevertheless, the fact that the graduates had a better record than the dropouts in this respect as well as in em ployment continuity, in earnings, and in types of jobs obtained, strengthens the basic conclusions of these studies of indi vidual experience--that there is a clear, measurable economic advantage in the possession of a high school education. - 40 - APPENDIXES Appendix A . Technical Note Appendix B. D escription of Individual A re a s Surveyed Appendix C . F o rm s and Questionnaires Appendix D. T ables APPENDIX A. TECHNICAL NOTE This study was made in seven areas selected prim arily because of their labor market classification, but also because of their geographical distribution, and the availability of educational institutions to carry out the fieldwork. The study as a whole was developed as an experimental pilot project, and the areas selected are therefore not necessarily representative either of the United States as a whole, or of communities of sim ilar size. The results, however, were sufficiently consistent among the areas with respect to a number of sig nificant labor force measures to suggest that the overall findings may be m ore generally representative than the method of selection would imply. METHOD 3. Students known to have died. Construction of the U niverse The universe for each area was estab lished separately through the use of the basic school records for all school leavers between specified dates. School leavers were defined as high school graduates who did not go on to college or other form al training immediately after graduation, and those who dropped out of junior or senior high school before graduation. The grades covered were the 8th through the 12th in four areas and the 9th through the 12th in the remaining three areas. Five of the surveys covered 3 school years, from September 1953 to June 1956; one covered 4 years, from September 1951 to June 1955; and the remaining survey, 1 year, from September 1955 to June 1956. Parochial schools were included in four areas. The first overall step was to obtain cooperation of the schools in making avail able the names and addresses of their school leavers. A card file carrying this information was set up. These cards were carefully screened to remove the following: 1. Duplicates, i.e ., students who had left one school in the area and later entered another in the same area. The card ca rry ing the most recent record of such students was retained. 2. Students who had left school before graduation because their families had moved away from the area. Since their subsequent school status was unknown, they could not be considered bona fide dropouts. The remaining cards became the universe of school leavers, from which the sample to be interviewed was drawn. Construction of the Sample In selecting the sample, varying propor tions for both graduates and dropouts were used in the seven areas, depending upon the size of the universe. The proportions ranged for graduates, from 1 in 2 to 1 in 5, and for dropouts from 1 in 2 to 1 in 6. (See table D -l.) The method used in selecting each sample was to arrange the universe cards separately for graduates and drop outs for each school, then to arrange them by sex and, finally, alphabetically. Cards were drawn to give the previously deter mined number for the sample, e.g., if a sample of 500 had been decided on, every fifth card in a universe of 2,500 was drawn. The first card drawn to start this count of five was determined by the selec tion of a random number. This stratifica tion of the universe cards automatically gave the same proportional representation in the sample for each school and for each sex as in the universe. Because the size of the universe of graduates and the universe of dropouts in some areas differed considerably, it was sometimes necessary to use a different ratio in order to provide group samples of approximately the same size. Whenever data on graduates and dropouts within an area were combined in the tabulations, the two groups were properly weighted. - 43 - The actual number of interviews held was Less than the number in the designed sample, owing to the deletion of ou t-of- scope cases and a limited number of refusals. The shrinkage was caused by some inac curacies and lack of current information in the school records, and no doubt by some errors made in copying the records. In correct addresses resulted in some school Leavers who could not be located, or whose family m em bers or form er neighbors, if Located, could supply no information about them. During personal interviews, some students who had been classified as drop outs were found to have entered another school; some had left school or graduated at a date which placed them outside the scope of the survey; a few were in institutions, and a few had died. Only a limited number refused to be interviewed. The shrinkage from all causes ranged from none in three areas to about 10 percent in three others. However, in the seventh and largest area, which was also an area of considerable mobility, the shrinkage came to almost 20 percent and was in about the same propor tion for both graduates and dropouts. No substitutions ^ e re made for shrinkage. Interview Schedules Two interview schedules were prepared; the principal one was for the interviews with school leavers in person, and the second for briefer interviews with family members or neighbors o f those school leavers who had left the home areas. The schedule for the personal interview with the school leaver concentrated on questions designed to get the complete labor force history of every school leaver who had re mained in the home area and whose name was drawn for the sample, from the time he left school until the time of interview. It included detailed information on each job held, the dates employed, the specific job and industry, method of obtaining the job, wages paid and hours worked on the job held at the time of interview, all periods of unemployment and time out of the labor force, with reasons therefor. In addition, some background information was collected, such as present marital status and family composition, own reason for leaving school, opinions on how school could have been m ore useful; work experience while in school; vocational counseling; additional training taken or planned; and job aspira tions. The second, briefer schedule used for interviews with family m em bers or neigh bors asked for the absent school leaver*s current labor force status, whether he had ever been employed in the home area, his reasons for leaving the area, and his m a ri tal status. The m ajor schedules, i.e ., those used in interviews with the school leavers them selves, differed from area to area in minor details, either because of local area in terest in some additional information, or because experience in the areas first sur veyed showed that certain questions were of little value. (See schedules in appendix C.) Schedules were pretestedbefore the first survey started, in a community that was not included in the study. C overage School records were transcribed for a total of 21,887 school leavers, of whom 12,382 were graduates and 9,505 were dropouts. (See table D -l.) There were 3,931 personal interviews with school leavers, of whom 2,319 were graduates and 1,612 were dropouts. In addition, family m embers or neighbors supplied some in formation about the 1,247 graduates and 1,133 dropouts who had left their home areas after terminating their schooling. PROCEDURE The Bureau of Labor Statistics conducted the initial survey as a pilot study. It deter* mined the type of data to be drawn from the school records and supervised tran scription of these data to cards. It p re pared the interview schedules and the tabulation plans. A university in the area conducted the personal interviews. In six other areas, the entire survey was made for the Bureau of Labor Statistics on a contract arrangement with universities or school system s, using the Bureau’ s sched ules, procedures, and tabulation plans. The Bureau furnished technical assistance throughout. - 44 - Transcription of Records F o llo w in g the c o n s t r u c t io n o f the u n i v e r s e , c e r t a in b a s ic data f r o m the s c h o o l r e c o r d s w e r e t r a n s c r ib e d on a s e p a r a te c a r d f o r e a ch g ra d u a te and d r o p o u t. T h e s e data sh o w e d a g e at t im e o f le a v in g s c h o o l, s e x , h ig h e s t g r a d e c o m p le t e d , r e a s o n f o r le a v in g s c h o o l , IQ , and n u m b e r o f v o c a tio n a l c o u r s e s c o m p le t e d . T h e in fo r m a tio n on th e s e c a r d s fu r n is h e d the b a s is f o r the ta b u la tio n s sh ow in g the s c h o o l e x p e r ie n c e o f the u n iv e r s e o f s c h o o l l e a v e r s , and f o r c r o s s ta b u la tio n s w ith the w o r k e x p e r ie n c e data f r o m the in t e r v ie w s c h e d u le s o f th o se in the s a m p le . Interviews B e fo r e in te r v ie w in g b e g a n in any g iv e n c o m m u n ity , a p p r o p r ia t e e x p la n a tio n s o f the p u r p o s e and g e n e r a l pla n o f the s u r v e y w e r e p u b lic iz e d in the l o c a l p r e s s and r a d io . T h e c o o p e r a t io n o f the l o c a l e m p lo y m e n t s e r v i c e w a s o b ta in e d and v o lu n ta ry a g e n c ie s w e r e a s k e d f o r c o o p e r a t io n in p u b lic iz in g the su rveys. I n t e r v ie w e r s w e r e g ra d u a te stu d en ts, t e a c h e r s , o r s o c ia l w o r k e r s , s e le c t e d by the c o n t r a c t o r s . E a ch g r o u p o f in t e r v ie w e r s w a s h e a d e d b y a s u p e r v i s o r , and i n s t r u c tio n s w e r e g iv e n to a s s u r e u n ifo r m ity o f a p p r o a c h and u n d e rsta n d in g o f t e r m s . T h e s u p e r v is o r m a d e s u r e that e v e r y s c h o o l l e a v e r r e m a in in g in the a r e a w ho w a s in the sa m p le w a s in t e r v ie w e d in p e r s o n . R e p e a t v is it s w e r e m a d e , i f n e c e s s a r y , to co n ta c t the e m p lo y e d s c h o o l l e a v e r s a fte r w o r k in g h o u r s , o r th o s e t e m p o r a r ily aw ay fr o m h o m e . In s o m e a r e a s , a p r e in t e r v ie w c o n ta c t w a s m a d e by te le p h o n e o r p o s t c a r d to in fo r m the p e r s o n s in the s a m p le o f the p u r p o s e o f the s u r v e y and to s e c u r e th e ir c o o p e r a t io n . T h e s u p e r v is o r w ith n e ig h b o r s o f le ft th e ir a r e a s in te r v ie w s w ith m a d e s u r e that in t e r v ie w s s c h o o l le a v e r s w ho had w e r e n ot su b stitu te d f o r fa m ily m e m b e r s i f the la t t e r w e r e s t ill a v a ila b le . T h e s u p e r v i s o r s o th e r m a jo r r e s p o n s ib ilit y w a s ed itin g ea ch s ch e d u le a s it w a s tu rn e d in , to be s u r e that in fo r m a tio n w a s c o m p le t e and in te r n a lly c o n s is t e n t . If it w a s n ot, s c h e d u le s w e r e r e tu r n e d to in t e r v ie w e r s f o r fu r th e r in q u iry and c o r r e c t i o n . T h e in t e r v ie w s in e a ch a r e a to o k p la c e a p p r o x im a te ly 1 y e a r a fte r the m o s t r e c e n t g ra d u a te o r d r o p o u t w ith in the s c o p e o f the s u rv e y in that a r e a c o u ld h a v e g ra d u a te d o r le ft s c h o o l. T h e r e f o r e , the tim e span c o v e r e d f o r in d iv id u a ls c o u ld h a v e b e e n as s h o r t a s 1 y e a r , o r a s lo n g a s 4 j y e a r s . In fiv e o f the s e v e n a r e a s the ra n g e w a s fr o m 1 to y e a r s . In te r v ie w s in s ix a r e a s w e r e c o n d u c te d in the s u m m e r o f 1957, and in on e a r e a in the s u m m e r o f 1956. Tabulations E a ch s c h o o l r e c o r d c a r d w a s g iv en a s e r ia l n u m b e r , u sin g a s e p a r a te s e r i e s f o r g ra d u a te s and d r o p o u ts . T h e s a m e s e r ia l n u m b e r w a s e n te r e d on the in dividual* s in te r v ie w s ch e d u le in o r d e r to c o o r d in a t e in fo r m a tio n f o r e a ch in d iv id u a l f o r c r o s s - t a b u la t i o n p u r p o s e s . T h e data f r o m the b a s ic s c h o o l r e c o r d c a r d s w e r e ta b u la ted f o r the e n tir e u n iv e r s e to p r e s e n t the o v e r a ll s c h o o l b a c k g r o u n d o f a ll s c h o o l le a v e r s in the a r e a . T a b u la tio n s on the w o r k e x p e r ie n c e and o th e r p o s t s c h o o l ite m s on the in te r v ie w s c h e d u le s w e r e c r o s s ta b u la ted w ith the s c h o o l r e c o r d c a r d data f o r th e s e s a m e in d iv id u a ls . T h e s e c r o s s -t a b u la t io n s w e r e d e v is e d to fin d out the r e la tio n s h ip s b e tw e e n s c h o o l e x p e r ie n c e and su b se q u e n t a d ju stm e n t to the la b o r f o r c e . T h e r e w a s no w e ig h tin g by a r e a w hen the ta b u la tion s f o r the s e v e n a r e a s w e r e put to g e th e r f o r the p u r p o s e o f a n a ly s is , but in th o s e in s ta n c e s w h e r e th e r e w a s a w id e v a r ia t io n o f r e s p o n s e , th is w a s n o te d in tex t c o m m e n t . A ll a p p en d ix ta b le s sh ow data f o r e a ch a r e a s e p a r a t e ly . - 45 - APPENDIX B. DESCRIPTION OF INDIVIDUAL AREAS SURVEYED SOURCES OF D A T A F o r p o p u la t io n : U .S. B u re a u o f the C en su s 1956 ( s p e c ia l c e n s u s e s ) and E d ito r and P u b lis h e r M a r k e t G u id e , E d it o r and P u b lis h e r C o ., N ew Y o r k 1957, e s tim a te s f o r 1956. D ata a r e f o r cou n ty and co m m u n ity s u r v e y e d . F o r r a c e and n a tiv ity : U .S. (N o la t e r data a v a ila b le .) B u rea u of the C en su s, C e n su s o f P o p u la tio n 1950. F o r e m p lo y m e n t : C ounty B u s in e s s P a tte r n s , U .S. B u re a u o f the C e n su s and U.S. D e p a rtm e n t o f H e a lth , E d u c a tio n , and W e lfa r e , B u rea u o f O ld -A g e and S u r v iv o r s I n s u r a n c e - - F i r s t q u a r t e r 1956. D ata a r e f o r e n tir e cou n ty in w h ich a r e a is lo c a t e d . CONTRACTORS AND PRIN CIPAL INVESTIGATORS A rea A. V a n d e rb u rg h C o u n ty , Ind. E v a n s v ille C o lle g e . P r o f e s s o r D ean L o n g , v ic e p r e s id e n t . A rea B. P h o e n ix , A r i z . A r iz o n a State U n iv e r s ity , S ch o o l o f E d u ca tio n . P r o f e s s o r s W illa r d A b r a h a m and R o b e r t L . B a k e r . A rea C. S a g in a w , M ic h . U n iv e r s ity o f M ich ig a n , S c h o o l o f E d u ca tio n . P r o f e s s o r S te w a rt C . H u ls la n d e r . A r e a D. P o r t H u ro n , M ic h . U n iv e r s ity o f M ich ig a n , S c h o o l o f E d u ca tio n . P r o f e s s o r S te w a rt C . H u ls la n d e r . A re a E. U tic a , N. Y . C o r n e ll U n iv e r s ity , S ch o o l o f In d u s tria l and L a b o r R e la t io n s . P r o fe s s o r L eon ard P. A dam s. A rea F. H a r r is o n C ou n ty, W . V a . W e st V ir g in ia U n iv e r s ity , In stitu te o f In d u stria l R e la t io n s . P r o f e s s o r G e r a ld G . S o m e r s . A re a G. P r o v id e n c e , R . I. P u b lic S c h o o l S y ste m o f P r o v id e n c e , D e p a rtm e n t o f G u id a n ce and P la c e m e n t. M a ry D. B a s s o , d i r e c t o r . N o te : E x p la n a tio n o f s y m b o ls u s e d in a r e a la b o r m a r k e t c l a s s i f i c a t io n P r i o r to M ay 1955 I. L a b o r s h o r ta g e II. B a la n c e d l a b o r su p ply III. M o d e r a te la b o r su rp lu s IV . S u bstan tial la b o r su rp lu s F r o m M ay 1955 to p r e s e n t U su al u n e m p lo y m e n t r a t e 1 (in p e r c e n t) D e s c r ip t io n A. B. C. D. E. F. O v e r a ll la b o r s h o r t a g e s ----------------------------------------------------L o w la b o r s u p p l y --------------------------------------------------------------M o d e r a te l a b o r s u r p l u s ----------------------------------------------------R e la t iv e ly su b sta n tia l l a b o r s u r p l u s ------- -- --------------------R e la t iv e ly su b sta n tia l la b o r s u r p l u s ------------------------------R e la t iv e ly su b sta n tia l la b o r s u r p l u s ------------------------------- L e s s than 1.5 1.5 to 2.9 3.0 to 5.9 6 .0 to 8.9 9.0 to 11.9 12.0 o r m o r e iRatio of unemployment to area's total labor force. Source: U.S. Dept, of Labor, Bureau of Employment Security, Area Manpower Guide Book, 1957, p. XXVIII. - 46 - AREAS A rea A , V a n d e rb u rg h C ou n ty , Ind. L o c a t io n : E a s t N o rth C e n tra l R e g io n , T h e s c h o o l l e a v e r study in c lu d e d the e n tir e cou n ty . P o p u la tio n o f co u n ty : 189,23 0 (e s tim a te d ). M a jo r c ity : E v a n s v ille , 157,500 ( e s t i m a te d ). T o ta l w h ite , 94 p e r c e n t ; N e g r o , 6 p e r c e n t ; adult f o r e i g n - b o r n , n e g lig ib le . E m p lo y m e n t: 5 5 ,1 2 4 . O f t h e s e , h a lf w e r e e m p lo y e d in m a n u fa ctu rin g , c h ie fly n o n e le c t r ic a l eq u ip m e n t (g a s r e f r ig e r a t o r s ) and tr a n s p o r ta tio n eq u ip m e n t. T he n ex t la r g e s t e m p lo y e d g r o u p w a s in w h o le s a le and r e ta il tra d e and the th ird , in s e r v i c e s . T h e c it y is an in d u s tr ia l and tra d in g c e n t e r f o r a la r g e a g r ic u ltu r a l r e g io n . A co m m u n ity c o l le g e g iv e s u n u su al a tten tion to c o u r s e s f o r a d u lts. L a b o r M a r k e t C l a s s i f i c a t i o n :1 Jan u a ry -----------M a r c h -------------M a y -------------------J u l y -------------------S e p t e m b e r --------N o v e m b e r --------- 1952 1953 1954 1955 1956 1957 III III III III III II II II II III III III III III IV IV IV IV IV IV C C C C D D D D D D D E E E E D 1958 D E E E E E iSee explanatory note, p. 46. The Evansville labor market area, beginning with May 1956, was defined as Vanderburgh County, Ind. and Henderson County, Ky. A rea B . P h o e n ix , A r i z . L o c a t i o n : M ou n tain R e g io n . T he s c h o o l l e a v e r study in c lu d e d o n ly the c ity o f P h o e n ix . P o p u la tio n o f M a r ic o p a C ou n ty o f w h ich P h o e n ix is the m a jo r c it y : 51 0 ,0 0 0 ( e s t i m a te d ); g r e a t e r P h o e n ix , 3 5 0 ,0 0 0 (e s tim a te d ). A r iz o n a S ta tis tic a l R e v ie w 1956. T o ta l w h ite , 94 p e r c e n t ; N e g r o , 4 p e r c e n t ; o th e r r a c e s (c h ie fly A m e r ic a n In d ia n ), 2 p e r c e n t ; adu lt f o r e i g n - b o r n , 9 p e r c e n t . S p an ish su rn a m e s in M a r ic o p a C ou n ty c o n stitu te 13 p e r c e n t , and in P h o e n ix , 10 p e r c e n t . E m p lo y m e n t : 9 6 ,7 0 2 . O v e r o n e -t h ir d w e r e e m p lo y e d in w h o le s a le and r e ta il tr a d e . T h e n e x t l a r g e s t g r o u p , a b ou t 2 1 ,0 0 0 , w a s e m p lo y e d in m a n u fa ctu rin g , n ota b ly a i r c r a f t and p a r t s . T h e s e r v i c e g ro u p n u m b e r e d m o r e than 1 4,000 . T h e c it y is an o v e r la n d sh ip p in g p oin t f o r c o tto n and v e g e ta b le s and is s u r r o u n d e d by an ir r ig a t e d a r e a p r o d u c in g c it r u s fr u it s and v e g e t a b le s . T o u r is t tra d e is im p o r ta n t. T h e a r e a is on e o f in c r e a s in g p o p u la tio n , ow in g to in m ig r a tio n . L a b o r M a rk e t C l a s s i f i c a t i o n :1 1952 Jan u a ry -------------- Ill M a r c h ----------- ----- Ill M a y ----------------- - - III J u l y .................... - - III S e p t e m b e r ------ - - III N o v e m b e r ------ - - III iSee explanatory note, p. 46. 1953 1954 1955 1956 1957 III III III III III III III III III III III III III III C C C C c c c c c c C C C C C C 1958 C C C C C C A rea C . S a g in a w , M ic h . L o c a t io n : E a s t N o rth C e n tr a l R e g io n . T h e s c h o o l l e a v e r study in c lu d e d on ly the c ity o f S agin aw . P o p u la tio n o f (e s t im a t e d ). 10 p e r c e n t . Saginaw C ou n ty : 178,000 (e s tim a te d ); o f Saginaw C ity , 107,000 T o ta l w h ite , 94 p e r c e n t ; N e g r o , 6 p e r c e n t ; adult f o r e i g n - b o r n , E m p lo y m e n t : 4 9 ,2 2 8 . A b o u t 2 7 ,0 0 0 w e r e e m p lo y e d in m a n u fa ctu rin g o f w h om m o r e than a th ir d w e r e in ir o n and s te e l fo u n d r ie s and a lm o s t a n o th e r th ir d in t r a n s p o r t a t io n e q u ip m e n t. W h o le s a le and r e t a il tra d e and p u b lic u t ilit ie s w e r e the n ex t l a r g e s t in d u s tr ia l g r o u p s . T h e r e is a f o r m a l s c h o o l - w o r k p r o g r a m w h ich in c lu d e s t r a d e s , in d u s tr y , o f f i c e o c c u p a t io n s , r e t a ilin g , and s a le s (d is tr ib u tiv e e d u ca tio n ). T h is p r o g r a m is u s u a lly op en on ly to 12th g r a d e stu d e n ts. L a b o r M a r k e t C l a s s if ic a t io n : 1 Jan u ary --------M a r c h -----------M a y ----------------J u l y .................... S e p t e m b e r -----N o v e m b e r ------ - - 1952 1953 1954 1955 1956 1957 III III III II II II II II II I I I II III III III III III III II B B B B B B C C C C C C C C C C 1958 c D E E E D i See explanatory note, p. 46. A re a D. P o r t H u ro n , M ic h . L o c a t io n : E a s t N o rth C e n tr a l R e g io n . T h e s c h o o l l e a v e r stu dy in c lu d e d on ly the c it y o f P o r t H u ron . P o p u la tio n o f St. C la ir C ou n ty in w h ich P o r t H u ron is lo c a t e d : 108,00 0 (e s tim a te d ); P o r t H u ro n , 4 1 ,2 0 0 (e s t im a t e d ), the s m a lle s t o f the a r e a s s u r v e y e d . T o ta l w h ite , 98 p e r c e n t , a d u lt f o r e i g n - b o r n , 15 p e r c e n t . T h e l a r g e s t f o r e i g n - b o r n g r o u p s a r e 48 p e r c e n t f r o m C a n a d a , 9 p e r c e n t fr o m P o la n d , and 8 p e r c e n t f r o m G e r m a n y . E m p lo y m e n t: 1 8 ,7 0 8 . O f t h e s e , m a n u fa ctu rin g e m p lo y e d abou t h a lf. O f th o s e in m a n u fa c t u r in g , m o r e than t w o -fift h s w e r e in p r im a r y m e t a ls . T h e n ex t l a r g e s t in d u s tr ia l g r o u p s w e r e w h o le s a le and r e ta il t r a d e , and s e r v i c e s . P o r t H u ron h a s a f o r m a l s c h o o l - w o r k p r o g r a m w h ich in c lu d e s t r a d e s , in d u s try , o f f i c e tra in in g p r a c t i c e , m e r c h a n d is in g , and r e ta il tra d e (d is tr ib u tiv e e d u ca tio n ). T h is p r o g r a m is o p e n to 12th g r a d e stu d en ts o n ly . L a b o r M ark et C la s s ific a t io n :1 1952 Jan u a ry --------- - - (2) M a r c h ------------ - - IV M a y ----------------- - - IV J u l y .................... ----- IV S e p t e m b e r ------ - - IV N o v e m b e r ------ - - (*) 1953 1954 1955 1956 1957 1958 (2) (2) (2) (2) (2) (2) (2) IV IV IV IV IV IV IV (3) (2) (2) (2) (2) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) (3) iSee explanatory note, p. 46. 2Small areas, of which Port Huron is one, are listed only if a substantial labor surplus (6%or more) exists. In such case only the general designation S.L.S. is used rather than a specific unemployment rate as described by the symbols D, E or F. sSubstantial labor surplus (S.L.S.) - 48- A re a E. U tic a , N . Y L o c a t io n : M id d le A tla n tic R e g io n . T h e s c h o o l l e a v e r study in c lu d e d o n ly the c ity o f U tica . P o p u la tio n o f O n eid a C ounty in w h ich U tica is l o c a t e d : 2 2 2 ,8 5 5 (1950 C en su s): U tica : 114,2 7 4 (e s t im a t e d 1956). T o ta l w h ite , a lm o s t 100 p e r c e n t ; adu lt fo r e ig n b o r n , 16 p e r c e n t . T h e la r g e s t f o r e i g n - b o r n g r o u p s a r e 41 p e r c e n t f r o m Italy 19 p e r c e n t f r o m P o la n d , and 12 p e r c e n t f r o m the U n ited K in g d om and E i r e . E m p lo y m e n t : 5 6 ,8 7 0 . A b o u t 3 0,000 w e r e e m p lo y e d in m a n u fa ctu rin g o f whorr a p p r o x im a t e ly o n e - f ift h w e r e in p r im a r y m e t a ls and a b ou t o n e -s ix t h in e le c t r ic a l m a c h in e r y . T h e tw o n e x t l a r g e s t e m p lo y e d g ro u p s w e r e in w h o le s a le and retail t r a d e , and s e r v i c e s r e s p e c t iv e l y . T h e s iz e o f th is tow n h a s r e m a in e d sta tio n a ry f o r 30 y e a r s . L e a d in g c it iz e n s o r g a n iz a t io n s a r e m a k in g a d e t e r m in e d e ffo r t to c o n v e r t its m a n p o w e r s k i ll s , o n c e ir t e x t ile s , to n ew in d u s t r ie s su ch a s fa b r ic a t e d m e ta ls and lig h t m a c h in e r y . A C om m unity A c t io n C o m m itte e h a s o r g a n iz e d r e tr a in in g c o u r s e s f o r the u n e m p lo y e d , and p ro v id e c lo a n s f o r th o se stu d yin g e l e c t r o n i c s . L a b o r M a r k e t C l a s s i f i c a t i o n :1 1952 Jan u a ry ---------— M a r c h ----------- M a y ----------------- J u l y -------------- -- S e p t e m b e r ------ N o v e m b e r ------ - - m - IV IV IV IV IV 1953 1954 1955 1956 1957 IV IV III III III III III III IV IV IV IV IV IV D D D C c c c c c c C C C C C C 1951 D E E E E E lSee explanatory note, p. 46. The Utica-Rome labor market area includes all of Oneida and Herkimer Counties, N.Y. A rea F . H a r r is o n C o u n ty , W. V a . L o c a t io n : South A tla n tic R e g io n . T h e s c h o o l l e a v e r study c o v e r e d the e n tir e co u n ty . P o p u la tio n o f the co u n ty : 8 4 ,1 5 0 ; o f C la r k s b u r g , the c h ie f c it y : w h ite (c o u n ty ), 98 p e r c e n t ; adult f o r e i g n - b o r n , 5 p e r c e n t . 3 4 ,3 5 0 . Total E m p lo y m e n t : 2 0 ,5 7 2 . N e a r ly 7 ,000 w e r e in m a n u fa c tu r in g , o f w h om ne.arly tw oth ir d s w e r e in s to n e , c l a y , and g la s s . W h o le s a le and r e t a il tra d e e m p lo y e d the n ex t la r g e s t g r o u p . S o m e 3,0 00 w e r e in m in in g . H e a v y o u t m ig r a t io n h a s c h a r a c t e r iz e d th is co u n ty . M in in g is a d e c lin in g in d u stry L a b o r M a r k e t C l a s s i f i c a t i o n :1 Ja n u a ry --------- M a r c h ------------ " M a y ----------------- J u l y ----------------- ’ S e p t e m b e r ------ " N o v e m b e r ------ - " - 1952 1953 1954 1955 1956 1957 195$ (2) (2) (2) (2) (2) <*> (2) (2) (2) (2) (2) (2) (2) IV IV IV IV IV IV IV (3) (3) (3) (3) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (2) (3) (3) (3) (*) lSee explanatory note, p. 46. 2Small areas, of which Harrison County is one, are listed only if a substantial labor surplus (6% or more) exists. In such case onl the general designation S.L.S. is used rather than a specific unemployment rate as described by the symbols D, E or F. sSubstantial labor surplus (S.L.S.) - 49 - A rea G, P r o v id e n c e , R , I, L o c a t i o n : N ew E n g la n d R e g io n . T h e s c h o o l l e a v e r study in c lu d e d o n ly the c ity o f P r o v id e n c e . P o p u la tio n o f P r o v id e n c e C ou n ty : 9 5 6 ,8 7 6 ; P r o v id e n c e C ity (lo c a l e s tim a te ) 2 2 3 ,0 0 0 . T o ta l w h ite , 98 p e r c e n t ; adult f o r e i g n - b o r n , 23 p e r c e n t . T h e l a r g e s t f o r e ig n b o r n g r o u p s a r e 35 p e r c e n t f r o m Ita ly , 21 p e r c e n t f r o m the U nited K in g d o m and E i r e , and 11 p e r c e n t f r o m C an ad a. E m p lo y m e n t : 1 9 4 ,8 8 2 . O f t h e s e , n e a r ly 110,000 w e r e in m a n u fa c tu r in g . O f th o se in m a n u fa c tu r in g , m o r e than a fo u rth w e r e in t e x t ile s and m o r e than a fo u rth in m i s c e lla n e o u s m a n u fa c tu r in g (c o s tu m e je w e l r y ). W h o le s a le and r e ta il tra d e e m p lo y e d 4 1 ,0 0 0 and ab ou t 14,000 w e r e in s e r v i c e s . T h is w a s the m o s t h igh ly in d u s t r ia liz e d a r e a s u r v e y e d , c h a r a c t e r iz e d by lig h t ra th e r than h ea v y in d u s tr y . L a b o r M a rk et C la s s ific a t io n :1 Jan u a ry --------M a r c h -----------M a y ----------------J u l y ----------------S e p t e m b e r -----N o v e m b e r ------ - - 1952 1953 1954 1955 1956 1957 1958 IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV IV E D D D D D D D D E F F F E E D D D E E E E iSee explanatory note, p. 46. The Providence labor market area covers Bristol County and parts of Providence, Kent, and Washing ton Counties, Rh. Is., as well as sections of Bristol, Norfolk, and Worcester Counties in Eastern Massachusetts. - 50 - APPENDIX C. FORMS AND QUESTIONNAIRES FORM FOR TRANSCRIPTION OF D A TA FROM SCHOOL RECORDS Serial Number U. S. Department of Labor Bureau of Labor Statistics Budget Bureau No. 44-560$ Expires June 30, 1956 School Code grad. Student Category D dropout □ 1. 2. Name of pupil (last, first, middle) 3. Sex M □ Date of birth Mo., day, yr. F □ 4. ___________________________________________________________________________________ Most recent address of pupil (street, town) 5. _____________________________________ IQ 6._______________________________ Permanent physical disability 7 .________________________________________ Date of leaving school Mo., yr. 9. None □ Less than 8th 8th 8. Highest grade completed □ □ 9th, □ 10th □ 11th □ 12tl □ Reason for leaving_____________________________________________________________________________________________________ 10. Number of courses taken: Commercial_______________________________ Industrial__________________________________ 11. Name of father or guardian (last, first, middle)___________________________________________________________________________ If known to school 12. Pupil’s telephone number_____________________ 13. Did pupil move from area since leaving school? Yes □ No □ - 51 - Not known □ J. S. D e p a rtm e n t o f L a b o r bureau o f L a b o r S t a t is t ic s B u d get B u rea u N o . 44 R - 108.4 A p p r o v a l e x p ir e s Jan. 3 1 , 1959 SCHEDULE A PERSONAL IN TER VIEW QUESTIONNAIRE On the W o rk H is t o r y and S c h o o l E x p e r ie n c e o f S c h o o l L e a v e r s , 1 9 5 2 -5 7 . ic h o o l C o d e ___________ I. Student C o d e ___________ S e r ia l N o .____________ PERSONAL DATA 1 . _________________________________ N e e ________________________________________________________ N am e (la s t , f i r s t , m id d le ) If m a r r ie d , g iv e m a id en n am e II. 2 . _______________________________________________ C u r r e n t h o m e a d d r e s s ( s t r e e t and tow n) 3 . _____________________________________________ T e le p h o n e n u m b e r 4. D ate o f b ir th ____________________________ 5. m on th year S o c ia l S e c u r ity n u m b er_____________________ 6. a. M a r ita l sta tu s: S in g le __________M a r r i e d __________ O th er d i v o r c e d ) _________ b. N u m b e r o f c h ild r e n : (w id o w e d , s e p a r a te d , N on e____ O n e _____ T w o _____ T h r e e o r m o r e ________ 7. If s in g le , d o y o u liv e w ith y o u r im m e d ia te f a m i ly ? 8. S ib lin g s : Y e s _______N o _______ W hen you le ft s c h o o l, how m any b r o t h e r s and s i s t e r s d id y ou h a v e ? _____ SC H O O L E X P E R IE N C E 9. l(h 11. a. D ate y o u le f t s c h o o l (m on th , y e a r ) _______________________________________________ _ b. D r o p o u ts le a v e ? c. D r o p o u ts O n ly: d. G r a d u a te s O n ly: If you g r a d u a te d , did y o u r fa m ily u rg e y ou to con tin u e so m e N o _______ f o r m o f s c h o o lin g ? Y e s _______ e. In what w a y s d o y o u think y o u r s c h o o l co u ld h ave b een m o r e u s e fu l to y o u ? a. W e r e y o u e n r o lle d in any f o r m a l s c h o o l - w o r k tra in in g p r o g r a m (d is tr ib u tiv e e d u c a tio n o r o th e r s c h o o l - e m p l o y e r p r o g r a m s ? ) Y e s __________ N o _________ b. If s o , what ty p e o f jo b o r jo b s did y o u h o ld in c o n n e c tio n w ith su ch p r o g r a m ? Spe c i f y __________________________________________________ _________________________________ on ly : If y ou le ft b e fo r e c o m p le tin g the 12th Did y o u r fa m ily u rg e y o u to stay in s c h o o l ? g r a d e , why d id y ou Y e s ____ N o _____ D id y ou h old any o th e r paid jo b s w h ile y o u w e r e in s c h o o l o r d u rin g s u m m e r v a c a t io n s ? Y e s ______ N o ________ - 52 - If y o u did: (a ) In what g ra d e ? 12. d. D id th is w o r k e x p e r ie n c e h e lp y ou g et a jo b w hen y ou le ft s c h o o l ? Y e s ________________ N o _______ e. Did the e a r n in g s f r o m y o u r w o rk h e lp y ou to sta y in s c h o o l ? Y e s ________________ N o _______ a . W h ile you w e r e in s c h o o l, did y ou h ave a d v ic e f r o m y o u r s c h o o l about tra in in g f o r a jo b o r about p o s s ib le jo b o p p o r tu n itie s a fte r le a v in g s c h o o l ? Y e s ________________N o _ b. F r o m w h o m ? C h e c k the one w ith w h om y o u had m o s t c o n ta c t about th is: (1) (2) (3) (4) (5) 13. (b) W hat kind o f jo b o r j o b s ? (c ) Did th is jo b la s t a m onth o r lo n g e r ? W rite y e s o r no S c h o o l p r in c ip a l □ V o c a t io n a l c o u n s e lo r o r gu id a n ce o f f i c e r □ H o m e ro o m tea ch er □ A c la s s r o o m tea ch er □ O th e r ( s p e c i f y ) _______________________________________________________________________ c. W hen y o u w e r e in s c h o o l, what jo b o r o c c u p a tio n did y o u p lan to fo llo w a fte r le a v in g s c h o o l ? __________________________________________________________________________ d. S in ce le a v in g s c h o o l , have y ou fo llo w e d a d iffe r e n t o c c u p a t io n ? Y e s ______ N o _______ N o r e s p o n s e ________ e. W hat kind o f w o r k w ou ld y o u m o s t lik e to d o ? _______________________________________ (in clu d e m a r r ia g e as an o c c u p a tio n but not m ilit a r y s e r v i c e , u n le s s y ou plan to r e m a in w ith the A r m e d F o r c e s . ) D id y o u take any kind o f v o c a t io n a l, t e c h n ic a l o r p r o f e s s i o n a l tra in in g a fte r y ou le ft s c h o o l ? Y e s _______N o _________ If y o u d id , g iv e n a m e o f tr a in in g a g e n cy o r s c h o o l (a) W hat w a s the tra in in g ? (b) D a tes begun (S p e c ify s e p a r a t e ly f o r e a c h kind o f tra in in g ) - 53 - D ate ended (c ) Com] p leted Y es No II. d. D o y o u h ave any d e fin ite p la n s to take any fu r th e r t r a in in g ? Y e s _______ N o _________ e. If a n sw e r is Y e s , s p e c if y k in d __________________________________________________________ f. If a n sw e r is Y e s , what date d o y o u e x p e c t to b e g in t r a in in g ? ______________________ D IS A B IL IT Y N O T E : U se ju d g m e n t and d o not a s k an yon e with an o b v io u s d e fe c t the n a tu re o f the d e fe c t su ch as an a m p u te e , the c r ip p le d , a s p a s tic o r a s tu tte r e r . In s te a d , r e c o r d y o u r o b s e r v a t io n . 14. a. D o y ou have a p h y s ic a l d is a b ilit y w h ich h a s la s te d f o r 6 m on th s o r lo n g e r o r w h ich is lik e ly to la s t that l o n g ? Y e s ______ N o ________ If n o , d ra w lin e th ro u g h b to g and go on w ith q u e s tio n 15. If y e s , a sk the fo llo w in g : b. S p e c ify ty p e (h e a r t a ilm e n t, T . B . , n e p h r it is , e t c . o r r e c o r d y o u r ow n o b s e r v a tio n ). c. H ow o ld w e r e y o u w hen the d is a b ilit y b e g a n ? d. H as the d is a b ilit y p r e v e n te d y o u r g ettin g a j o b ? Y e s _______N o _________ e. H as it lim it e d the kind o f jo b y ou ca n t a k e ? Y e s _______ N o ________ (If d e fe c t o b v io u s ly d o e s , r e c o r d y o u r o b s e r v a t io n w ithout a sk in g the q u e s tio n .) f. D o y ou know the n a tu re o f the s e r v i c e s o ffe r e d by the State V o c a tio n a l R e h a b ilita tio n a g e n c y in p r e p a r in g h a n d ica p p e d p e r s o n s f o r paid e m p lo y m e n t? Y e s _______ N o _________ H as h e a r d o f it but no d e fin ite in fo r m a t io n ________ g. W ou ld y o u lik e to h a ve h e lp in p r e p a r in g y o u r s e l f f o r w o r k ? (1) Y e s ______ (2) N o ________(3) F e e l s v o c a tio n a l tra in in g is i m p o s s ib le f o r h im f o r p h y s ic a l r e a s o n s _______ (4) D o e s not e x p e c t to be in la b o r f o r c e f o r r e a s o n s not c o n n e c te d w ith d is a b ilit y (m a r r ia g e , e t c .) . (5) N o c l e a r r e s p o n s e . [V. E M P L O Y M E N T A N D U N E M P L O Y M E N T E X P E R IE N C E SINCE L E A V IN G SCH OOL N O T E : A R E G U L A R JO B IS A JOB H E L D F O R 1 M O N TH O R M O R E , F U L L O R P A R T T IM E . A S H O R T -T IM E JOB IS A JOB H E L D F O R LE SS TH AN 1 M O N T H , W ITH A M IN IM U M O F 3 D A Y S , F U L L O R P A R T T IM E . 15. P r e s e n t jo b A . D o y o u h a ve a jo b n o w ? Y e s _______ N o _________ B . If a n s w e r i s Y e s , a sk w hen he s ta r te d on th is jo b . If in te r v ie w e e is now w o r k ing on a r e g u la r jo b (a s d e fin e d a b o v e ) o r h as a r e g u la r jo b but is not a c tu a lly w o rk in g th is w e e k , o r h a s a n e w jo b w h ich he b e lie v e s to be a r e g u la r jo b , e v e n though he h a s w o r k e d on it l e s s than 1 m on th , f i l l in a ll ite m s f o r p r e s e n t jo b . If a n sw e r is N o, o r Y e s , but is on a s h o r t -t im e j o b , e n te r “ not e m p lo y e d ” u n d er “ p r e s e n t j o b ” and f i l l in o th e r sh e e ts on jo b e x p e r ie n c e s in c e le a v in g s c h o o l. If in t e r v ie w e e n e v e r h eld a r e g u la r jo b s in c e le a v in g s c h o o l, w r ite “ n e v e r h e ld a r e g u la r j o b ” a c r o s s s h e e t, a n sw e r q u e s tio n 16, d is r e g a r d q u e stio n 17, and a n sw e r V . - 54 - P r e s e n t r e g u la r jo b ( c o l . 1) D e ta ils on jo b e x p e r ie n c e a. What d o y o u do on th is j o b ? b. What date did y o u sta r t w o r k on j o b ? c. XXX d. x x x e. What is the n a m e o f y o u r c o m p a n y or e m p lo y e r ? f. A d d r e s s o f c o m p a n y o r e m p lo y e r (to w n ). g. T y p e o f b u s in e s s o r p r o d u c t . h. How did y o u o b ta in the j o b ? (C h e c k m o s t d i r e c t m e a n s o f p la c e m e n t ). 1. C on tin u a tion o f jo b h e ld w h ile in s c h o o l. 2. S ch ool r e fe r r a l. 3. P u b lic e m p lo y m e n t s e r v i c e o ffic e . 4. F e e - c h a r g in g e m p lo y m e n t agen cy. 5. R e la tiv e o r fr ie n d . 6. A d v e r t is e d in a n e w s p a p e r . 7. A n s w e r e d n e w s p a p e r o r r a d io a d v e r t is e m e n t . 8. A p p lie d in p e r s o n at p la c e o f b u s in e s s . 9. O th er ( s p e c if y ) . i. What a r e y o u r p r e s e n t w e e k ly w a g e s (b e fo r e ta x e s o r o th e r d e d u c tio n s ) ? j. R e g u la r h o u r s o f w o r k p e r w e e k k. x x x 1. xxx m. xxx n. xxx o. xxx p. xxx q. xxx r. xxx - 55 - 16. E x p e r ie n c e b e tw e e n le a v in g s c h o o l and f i r s t r e g u la r j o b , if any. a. W hat date did y o u le a v e s c h o o l ?_________________________________ b. A ft e r y o u le ft s c h o o l, d id y o u lo o k f o r w o r k ? Y e s _______N o _________ c. H ow m a n y w e e k s a fte r le a v in g s c h o o l did y o u s ta r t lo o k in g f o r w o r k ? _________ d. If th is w a s m o r e than 9 w e e k s , w hat w e r e the r e a s o n s y ou w e r e n ot lo o k in g f o r w o r k d u rin g th is tim e ? ________________________________________________________________ e. D id y o u fin d a r e g u la r j o b ? _________________________ f. H ow m a n y w e e k s d id it tak e y ou to fin d th is f i r s t r e g u la r j o b ? __________________ g. D id y o u h a v e any s h o r t -t im e jo b s (la s tin g l e s s than 1 m on th but m o r e than 3 d a y s ) w h ile y o u w e r e lo o k in g f o r y o u r f i r s t r e g u la r jo b o r i f y ou n e v e r got a r e g u la r j o b ? Y e s ______ N o _________ If a n s w e r is Y e s , how m a n y ? _____________ 17. h. In h ow m a n y w e e k s w e r e y o u w ork in g in th is (th e s e ) s h o r t -t im e j o b ( s ) ? _______ i. D id y o u r e g is t e r at the p u b lic e m p lo y m e n t s e r v i c e o f f i c e b e fo r e y ou g ot y o u r f i r s t r e g u la r j o b ? Y e s _______ N o _________ J o b e x p e r ie n c e , f i r s t r e g u la r jo b to p r e s e n t jo b F i r s t r e g u la r jo b a fte r le a v in g s c h o o l ( c o l . 2) D e ta ils on jo b e x p e r ie n c e a. W hat did y o u d o on th is j o b ? b. W hat date d id y o u s ta r t w o r k on j o b ? c. W hat date d id y o u le a v e the j o b ? d. D id y o u u su a lly w o rk l e s s than 35 h o u r s p e r w eek? W hat w as the n a m e o f y o u r c o m p a n y o r e m p lo y e r ? f. A d d r e s s o f co m p a n y o r e m p lo y e r (tow n ). T y p e o f b u s in e s s o r p r o d u c t . h . H ow did y o u o b ta in the j o b ? (C h e c k m o s t d i r e c t m e a n s o f p la c e m e n t .) 1. C on tin u a tion o f jo b h e ld w h ile in s c h o o l. 2. S ch ool r e fe r r a l. 3. P u b lic e m p lo y m e n t s e r v i c e o f f i c e . 4. F e e - c h a r g in g e m p lo y m e n t a g e n c y . 5. R e la tiv e o r fr ie n d . 6. A d v e r t is e d in a n e w s p a p e r . 7. A n s w e r e d n e w s p a p e r o r r a d io a d v e r t is e m e n t . 8. A p p lie d in p e r s o n at p la c e o f b u s in e s s . 9 . O th e r ( s p e c if y ) . l. XXX j- XXX - 56 - D e ta ils on jo b e x p e r ie n c e k. W hy did y o u le a v e th is j o b ? l. H ow m an y w e e k s e la p s e d b etw een le a v in g th is r e g u la r jo b and s e c u r in g y o u r n ex t r e g u la r jo b , i f a n y ? F i r s t r e g u la r jo b a fte r le a v in g s c h o o l ( c o l . 2) m . In how m a n y o f th e se w e e k s w e r e y ou lo o k in g f o r w o r k ? n . In h ow m an y o f th e se w e e k s did y ou h ave s h o r t - t im e j o b s ? o. Did y o u d ra w u n e m p lo y m e n t c o m p e n s a t io n ? 1. N u m b e r o f w e e k s . p. If, d u rin g the p e r io d b e tw e e n th is r e g u la r jo b and y o u r n ext r e g u la r jo b , you w e r e not lo o k in g f o r w o r k f o r m o r e than 1 m on th , why w e re y o u not lo o k in g ? q. D id y o u e v e r g et a n o th e r r e g u la r j o b ? r. W h ile y o u w e r e lo o k in g f o r y o u r n ext jo b , did y o u r e g is t e r at the p u b lic e m p lo y m e n t s e r v i c e o f f i c e ? [A b o v e q u e s tio n s w e r e r e p e a te d f o r e a c h s u c c e e d in g r e g u la r jo b to a c c o u f o r a ll tim e b etw een f i r s t r e g u la r jo b and date o f in t e r v ie w .] V. C U R R E N T U N E M P L O Y M E N T E X P E R IE N C E N ote: 18. D o n ot a sk fo llo w in g q u e s tio n s o f p e r s o n s who now h av e a r e g u la r j o b . A r e y o u lo o k in g f o r w o r k ? Y e s _______ N o _______ . If a n s w e r is Y e s , f i l l in secti< A . If a n s w e r is N o , f i l l in s e c t io n B . A . If y ou a r e n ot w o rk in g n o w , o r h ave o n ly a s h o r t -t im e jo b and a r e lo o k in g f o r regi la r w o r k , but h a v e not o b ta in e d it: 19. a. F o r h ow m an y w e e k s have you b een lo o k in g f o r a j o b ? _________________________ b. W hat k in d o f jo b a r e y o u lo o k in g f o r ? S p e c ify ___________________________________ - 57 - c. W hat a r e y ou d o in g to t r y to g et a j o b ? ( F i ll in on e o r m o r e ) Date o f m o s t r e c e n t u se o f ___________ th is m eth od ______ (1) C h e c k at the l o c a l p u b lic e m p lo y m e n t s e r v ic e o ffic e . _______________________________ (2) C h e ck at a f e e - c h a r g i n g e m p lo y m e n t agen cy. _______________________________ (3 ) In q u ire o f f r ie n d s and r e l a t iv e s . _______________________________ (4) A n s w e r n e w s p a p e r o r r a d io a d v e r t i s e m e n ts . _______________________________ (5) P u t a d v e r t is e m e n t s in n e w 20. s p a p e r s . _______________________________ (6) A p p ly in p e r s o n at e m p l o y e r ’ s p la c e o f b u s in e s s . _______________________________ (7) O th e r ( s p e c if y ) . _______________________________ D u rin g y o u r p r e s e n t s e a r c h f o r a jo b , w as th e re a s p e c i f i c jo b o r jo b s that you a p p lie d f o r , but w h ich y o u d id not g e t ? Y e s _______N o ________. If a n s w e r is Y e s : 21 . a. W hat w a s the m o s t r e c e n t j o b ? _______________________________________________________ b. W hat r e a s o n d id the e m p lo y e r g iv e y ou f o r not h ir in g y o u ? S p e c ify : (1) D id n ot h a ve s k ill q u a l i f i c a t i o n s ................................................... □ (2) D id n ot h a ve e d u c a tio n a l q u a l i fi c a t i o n s ..................................... □ (3) T o o y o u n g .......................................................... ....................................... □ (4) D id n ot h ave p h y s ic a l q u a l i fi c a t i o n s ........ ................................. □ (5) O t h e r ....................... ••••............................................................................. □ (6) N o s p e c i f i c r e a s o n ................................................................................ □ D u rin g y o u r p r e s e n t s e a r c h f o r a jo b , w e r e y ou o f f e r e d a s p e c if i c jo b f o r w h ich y o u w e r e q u a lifie d but w h ich y o u d id not a c c e p t ? Y e s ____N o _____ If a n sw e r is Y E S : a. W hat w as the j o b ? ____________________________________________________________ b. T h e r e a s o n y o u did not a c c e p t it. S p e c ify : (1) W a g e s w e r e to o l o w ............................................. ............................... □ (2 ) T r a n s p o r t a t io n w a s d i f f i c u l t ............... .......... ................. ••••........ □ (3) D id n ot lik e w o rk in g c o n d itio n s •••••..................... ....................... □ Spe c i f y ___________________________________________________________ (4 ) O th e r ( s p e c i f y ) .................................. ...................................................... - 58 - □ B . If in t e r v ie w e e is not w o rk in g at p r e s e n t , and is n ot lo o k in g f o r a jo b : 22. If y o u a r e n ot lo o k in g f o r w o rk , what is the c h ie f r e a s o n ? a. O c c u p ie d fu ll tim e in k e e p in g h o u s e .................................................. □ b. P e r m a n e n t d i s a b il i t y .................................................................................. □ c. H ave a new jo b sta rtin g w it h in _____ d a y s ......................................... □ d. E x p e c t to be c a lle d b a ck on old jo b w ith in _____ d a y s ................. □ e. In s c h o o l, a p p r e n t ic e s h ip o r plan to e n te r w ith in _____ d a y s .. □ f. I l l n e s s ...................................... □ g. D o n ot h ave s k ills f o r w o r k a v a ila b le ................................................. □ h. T o o you n g f o r w o r k a v a ila b le ................................. □ i. D o n ot h ave p h y s ic a l q u a lific a tio n s f o r w o rk a v a ila b le •••••••• □ j. O th e r ( s p e c i f y ) ......................................................................................... □ - 59 - SCHEDULE B INQUIRY TO F A M IL Y M EM BERS OF SCHOOL LEAVERS NO LONGER LIVING IN A R E A T h e s e fe w q u e s tio n s a r e to be a sk e d to get s o m e lin e on what h a s h app en ed to the u tm ig r a n ts a m on g s c h o o l l e a v e r s . T h e q u e stio n s a r e lim it e d and g e n e r a l b e c a u s e in lan y c a s e s fa m ily m e m b e r s d o n ot r e a lly k n ow m u ch abou t th o s e w ho h ave m o v e d aw ay. H o w e v e r , s in c e a n u m b e r o f you n g p e o p le m a y be le a v in g the a r e a , it is n e c e s s a r y , in v a lu a tin g the to ta l situ a tio n , to have s o m e b a s ic in fo r m a tio n about th em . Q u e s tio n s on f i r s t pa ge sh ou ld be a d d r e s s e d on ly to adu lt p e r s o n s - -p a r e n t s o r o th e r Lose r e l a t i v e s - - w h o m igh t be e x p e c te d to h ave r e a s o n a b ly a c c u r a t e in fo r m a tio n . D o ot in t e r v ie w n e ig h b o r s o r o th e r n o n fa m ily m e m b e r s f o r a n s w e r s to q u e s tio n s 1 -9 . If the fa m ily o f the s c h o o l le a v e r h a s a ls o m o v e d a w a y - - t r y to fin d out f r o m a n e ig h b o r h e th e r the s c h o o l l e a v e r le f t the a r e a and w h e re he w en t, if p o s s i b le . In su ch c a s e s , 11 out “ In q u iry o f N e ig h b o r s ’ * o n ly . ch o o l C o d e ____________________ Durce o f in fo r m a tio n : Student C o d e ____________________ __ S e r ia l N o . ________________ N a m e _______________________________________R e l a t i o n s h ip ________________ (la s t , fir s t, m id d le ) . PERSON AL D A TA 1. __________________________________ ________________ N ee j ________________________________________ N am e o f s c h o o l le a v e r ( f i r s t , la s t , m id d le ) (If m a r r i e d , g iv e m a id e n n a m e ) 2. D ate o f b i r t h :_______________________________ __ m on th year 3. a. M a r ita l Status: b. N u m b e r o f c h ild r e n . 4. S ib lin g s : a. S in g le _________ M a r r i e d _________ O th e r ___________ N o n e _______ O n e _______ T w o ________T h r e e o r m o r e ___________ W hen he le ft s c h o o l, h ow m an y b r o t h e r s and s i s t e r s did he h a v e ? _________ D o e s he h a v e any p h y s ic a l d is a b ilit y w h ich h a s la s te d f o r 6 m o n th s o r lo n g e r o r w h ich is lik e ly to la s t that lo n g ? Y e s _______ N o _________ If y e s : b. S p e c ify ty p e (h e a r t a ilm e n t, T .B ., n e p h r itis , e t c .) ___________________________________ c. H ow o ld w as h e w hen the d is a b ilit y b e g a n ? ____________________________________________ d. H a s the d is a b ilit y p r e v e n te d h im f r o m gettin g a j o b ? e. D o e s he k n ow o f the s e r v i c e s o f f e r e d by the V R a g e n c y in p r e p a r in g p e r s o n s f o r p a id e m p lo y m e n t ? Y e s ______ N o ________P a re n t d o e s n ’ t k n ow __________ Y e s ______ N o ________ P R E S E N T A C T IV IT Y 5. W hy did he le a v e the a r e a ? _____________________________________________________ - 60 - 6. W hen d id he l e a v e ? _______________________ m on th year 7. W h e re is he liv in g n o w ? ___________________________ (tow n and State) 8 . Had he w o r k e d at a r e g u la r jo b o r jo b s b e fo r e le a v in g the a r e a ? Y e s ______ N o _______ If Y e s , f o r how lo n g a lt o g e t h e r ? 9. Is he w o rk in g n o w ? M o n th s ______________ Y e a r s ____ Y e s _______ N o ________ If Y e s , a. W h e r e ? ____________________________ (tow n and State) b. O c c u p a t io n ? __________________ _ ( if a v a ila b le ) INQUIRY OF NEIGHBORS F i l l out o n ly if both s c h o o l le a v e r and fa m ily a r e n ot at g iv e n a d d r e s s . N am e o f S c h o o l l e a v e r ________________ Student C o d e _______________S e r ia l N o. D o you k n ow w h e re he now l i v e s ? Y e s _______N o ________ W h ere ? ______________________________________________________ (a s c o m p le te an a d d r e s s as p o s s ib le ) D o y ou know w h e re h is fa m ily now l i v e s ? Y e s ______ N o _______ W h ere ? _______________________________________________________ ___________________ (a s c o m p le t e an a d d r e s s as p o s s ib le ) N o te : If s c h o o l l e a v e r is s t ill liv in g r e g u la r ly in the a r e a , not ju s t h o m e on v a c a tio n c o n ta c t h im at n ew a d d r e s s and f i l l out sch e d u le A . If s c h o o l l e a v e r h a s le ft the a r e a , but fa m ily s t ill liv e s t h e r e , c o n ta c t th em and fill out s c h e d u le B . If n e ith e r ca n be c o n ta c te d , in d ic a te by an “ X ” , □ and a s k n e ig h b o r what he k n o w s about s c h o o l l e a v e r ’ s p r e s e n t status - 61 - A P P E N D IX D T A B L E S D - l to D -1 3 - 62 - TABLE D-l.— Universe, sample, and completed Interviews of graduates and dropouts, by area and sex Type of interview schedule All interviews Complete sample Universe A schedules1 Area and sex Total All areas— Male-----*Female— — Grad uates Drop Total outs Grad uates Drop outs Total 6,311 3,015 3,296 21,887 12,382 10,939 5,487 10,948 6,895 9,505 5,452 4,053 6,830 3,311 3,519 3,830 1,648 2,182 3,000 1,663 1,337 B schedules2 Grad uates Drop outs Total Grad Drop uates outs 3,931 1,557 2,374 2,319 773 1,546 1,612 784 828 2,380 1,458 922 1,247 719 528 1,133 739 394 Grad uates Drop outs Total 3,566 1,492 2,074 2,745 1,523 1,222 Area A-— — Male----Female— — 4,227 2,155 2,072 2,880 1,459 1,421 1,347 696 651 1,183 598 585 657 336 321 526 262 264 1,170 ^ 592 578 654 334 320 516 258 258 698 287 411 426 174 252 272 113 159 472 305 167 228 160 68 244 145 99 Area B— Male----Female— - 5,762 3,021 2,741 2,583 1,127 1,456 3,179 1,894 1,285 1,040 537 503 516 225 291 524 312 212 841 428 413 423 178 245 418 250 168 537 223 314 302 110 192 235 113 122 304 205 99 121 68 53 183 137 46 Area C----Male----Female--- 3,526 1,767 1,759 2,026 882 1,144 1,500 885 615 1,074 531 543 660 286 374 414 245 169 952 432 520 592 229 363 360 203 157 588 263 325 343 122 221 245 141 104 364 169 195 249 107 142 115 62 53 Area D----Male----Female--- 1,365 649 716 796 333 463 569 316 253 684 286 398 437 167 270 247 119 128 684 286 398 437 167 270 247 119 128 410 156 254 270 88 182 140 68 72 274 130 144 167 79 88 107 51 56 Area E-- -Male— --Female--- 1,998 912 1,086 1,307 496 811 691 416 275 1,050 482 568 692 265 427 358 217 141 949 433 516 617 230 387 332 203 129 685 235 450 486 139 347 199 96 103 264 198 66 131 91 40 133 107 26 Area F----Male----Female-— - 3,305 1,564 1,741 2,106 896 1,210 1,199 668 531 950 444 506 527 223 304 423 221 202 866 411 455 502 208 294 364 203 161 448 146 302 282 80 202 166 66 100 418 265 153 220 128 92 198 137 61 Area G---— Male-----Female— — 1,704 871 833 684 294 390 1,020 577 443 849 433 416 341 146 195 508 287 221 849 433 416 341 146 195 508 287 221 565 247 318 210 60 150 355 187 168 284 186 98 131 86 45 153 100 53 1 Interviews with school leavers in person. 2 Interviews with family or neighbors of school leavers. 63 TABLE D-2a.— IQ's of graduates, five areas, by sex IQ's of graduates Area and sex Total reporting IQ Number Under 85 Percent Number 90-109 85-89 Percent Number Percent 110-114 Number Percent Number 115 and over Percent Number Percent All areas1---Male-------Female--- -— 2 7,161 3,201 3,960 100 100 100 702 373 329 10 12 8 784 355 429 11 11 11 4,489 1,973 2,516 63 62 64 624 264 360 9 8 9 562 236 326 7 7 8 Area A — -----— Male-------Female— ---- 2,581 1,317 1,264 100 100 100 220 139 81 9 10 7 202 115 87 8 9 7 1,584 814 770 61 62 61 285 129 156 11 10 12 290 120 170 11 9 13 786 324 462 100 100 100 122 58 64 16 18 14 94 34 60 12 11 13 436 172 264 55 53 57 66 30 36 8 9 8 68 30 38 9 9 8 Area E-----— Male--- ---Female------ 1,253 479 774 100 100 100 47 19 28 4 4 4 107 41 66 8 9 8 909 352 557 73 73 72 126 46 80 10 10 10 64 21 43 5 4 6 Area F— ---Male---- ---Female— — 1,861 790 1,071 100 100 100 262 140 122 14 18 11 300 137 163 16 17 15 1,131 451 680 61 57 64 92 29 63 5 4 6 76 33 43 4 4 4 680 291 389 100 100 100 51 17 34 8 6 9 81 28 53 12 10 14 429 184 245 63 63 63 55 30 25 8 10 6 64 32 32 9 11 8 Area D— — — Male-------Female— — - Area G— — Male-— — Female— — 1 Data for areas B and C were insufficient to warrant presentation# 2 Excludes 612 graduates for whom IQ's were not reported. IQ's based on Otis Mental Ability Group Test in 4 areas and on Terman-Mc Namor in 1. TABLE D~2b.— IQ's of dropouts, five areas, by sex Area and sex Total reporting IQ IQ's of dropouts Under 85 Number 90-109 85-89 Percent Number Percent Number 115 and over 110-114 Percent Number Percent Number Percent Number Percent All areas1--- — Male--------Female---- --- 2 4,032 2,225 1,807 100 100 100 1,230 714 516 31 32 28 601 334 267 15 15 15 1,945 1,046 899 48 47 50 165 81 84 4 4 5 91 50 41 2 2 2 Area A--------Male--- ----Female-— — -- 1,177 602 575 100 100 100 321 189 132 27 31 23 163 94 69 14 16 599 275 324 51 46 56 63 29 34 5 5 6 31 15 16 3 2 3 Area D--- ----— Male-— — ---Female— — -— - 475 261 214 100 100 100 165 96 69 35 37 32 60 31 29 12 22 14 214 116 98 45 44 46 18 7 11 4 3 5 18 11 7 4 4 3 Area E-- ------Male---------Female-------- 628 384 244 100 100 100 143 84 59 23 22 24 106 56 50 17 15 21 349 227 122 55 59 50 26 16 10 4 4 4 4 1 3 1 (3) 1 Area F— — — --Male— ------ Female------- 798 436 362 100 100 100 273 158 115 34 36 32 149 86 63 19 20 17 344 176 168 43 40 47 16 8 8 2 2 2 16 8 8 2 2 2 Area G— ------ Male--------Female— ----- 954 542 412 100 100 100 328 187 141 35 35 34 123 67 56 13 12 24 439 252 187 46 46 45 42 21 21 4 4 5 22 15 7 2 3 2 12 1 Data for areas B and C were insufficient to warrant presentation. 2 Excludes 794 dropouts forvwhom IQ's were not reported. IQ's based on Otis Mental Ability Group Test in 4 areas and Dn Terman-Mc Namor in 1. 3 Less than 0.5 percent. 64 TABLE D-3.— Highest grade completed by dropouts, by area and sex Highest grade completed Total dropouts 11th Area and sex 10th 9th Ungraded1 7th 8th Per cent Num ber Per cent Num ber Per cent Num ber 4 225 151 74 Per cent Number Per cent Num ber Per cent Num ber Per cent All areas--------Male-----------Female---------- 2 9,459 5,420 4,039 100 100 100 1,768 1,035 733 19 19 18 1,902 976 926 20 18 23 2,814 1,645 1,169 30 30 29 2,345 1,353 992 25 25 24 405 260 145 5 4 Area A-----------Male-----------Female---------- 1,347 696 651 100 100 100 288 157 131 21 23 20 422 183 239 31 26 37 399 215 184 30 31 28 238 141 97 18 20 15 __ — — __ — — __ — — — — — Area B-----------Male-----------Female---------- 3,179 1,894 1,285 lo o 100 100 930 576 354 29 30 27 358 192 166 11 10 13 772 469 303 25 25 24 1,119 657 462 35 35 36 __ — — __ — — __ — — __ — — Area C-----------Male-----------Female---------- 1,474 867 607 100 100 100 177 90 87 12 10 14 396 210 186 27 24 31 506 335 171 34 39 28 240 134 106 16 16 18 155 98 57 11 11 9 __ — — __ — — Area D-----------Male-----------Female---------- 566 313 253 100 100 100 80 43 37 14 14 15 154 82 72 27 26 28 237 134 103 42 43 41 72 43 29 13 14 11 23 11 12 4 __ — — __ — — __ — __ — —- — __ — — __ — — 22 26 17 Area E-----------Male-----------Female---------- 674 405 269 100 100 100 91 63 28 14 16 11 172 115 57 26 28 21 Num ber 226 142 84 33 35 31 185 85 100 27 21 37 __ — 3 5 Area F-----------Male-----------Female---------- 1,199 668 531 100 100 100 131 65 66 11 10 12 238 112 126 20 17 24 343 182 161 29 27 30 353 213 140 29 32 27 134 96 38 11 14 7 __ — — Area G-----------Male-----------Female---------- 1,020 577 443 100 100 100 71 7 7 7 162 16 331 41 30 82 80 14 18 168 163 32 29 37 138 80 58 14 14 93 55 38 9 10 8 225 151 74 13 2 3 2 1 Only one area had this classification. Students were placed in this classification by the school authorities in ths area if they failed to earn promotion for 2 years. 2 Excludes 46 for whom grade completed was not reported. 65 TABLE D-4.— Reasons for leaving school as given by dropouts, by highest grade completed and by area and sex Highest grade completed, by sex 11th All grades Area and reasons given for leaving Male Tot 9.1 Female Male 10th Female Male 9th Female Male L e s s than 9th Female Male Female Per cent Num ber Per cent Num ber Per cent 5 100 5 18 15 3 (2) 743 43 187 19 48 2 100 6 25 3 6 (2) 807 30 96 218 2 3 100 4 12 27 (2) (2 ) 88 2 27 6 11 — 108 2 13 57 1 — 132 10 42 5 12 — 217 12 27 73 — — 244 22 65 5 15 2 254 11 31 57 1 2 279 9 53 3 10 — 228 5 25 31 — 1 534 35 279 38 255 32 27 21 37 53 73 84 142 97 Number Number Number Number Number 11 areas-----------Reached age 16----Work--------------Marriage----------Military service--Moved within area-Adverse school experience------Adverse home circumstances------Health------------Other-------------- 1 1,550 73 283 237 50 123 95 150 8 6 10 52 36 77 7 5 10 71 59 73 9 7 9 3 3 9 3 4 7 8 7 11 20 15 17 22 16 24 31 13 24 19 10 33 17 27 25 rea A--------------Reached age 16----Work--------------Marriage----------Military service--Moved within area-Adverse school experience------Adverse home circumstances------Health------------Other-------------- 264 4 67 78 7 2 100 1 25 30 3 1 109 2 47 6 7 — 100 2 43 6 6 — 155 2 20 72 — 2 100 1 13 47 — 1 21 — 7 2 1 — 39 1 8 23 — — 25 — 12 3 2 — 61 — 6 29 — — 35 1 16 1 2 — 38 — 3 15 — 1 28 1 12 — 2 — 17 1 3 5 — 1 74 28 35 32 39 25 9 5 6 16 11 12 9 6 12 20 — — — — — — — rea B--------------Reached age 16----Work--------------Marriage----------Military service--Moved within area-Adverse school experience------Adverse home circumstances------Health------------Other-------------- 235 — 35 39 14 — 100 — 15 17 6 — 113 — 21 4 12 — 100 — 19 3 11 — 122 — 14 35 2 — 100 — 11 29 2 — 16 — 4 1 3 — 37 16 23 20 14 11 1 1 20 89 (2) 8 38 rea C--------------Reached age 16----Work--------------Marriage----------Military service--Moved within area-Adverse school experience------Adverse home circumstances------Health------------Other-------------- 206 45 36 37 3 — rea D --------------Reached age 16----Work--------------Marriage----------Military service--Moved within area-Adverse school experience------Adverse home circumstances-------Health------------Other-------------- 5 7 4 8 5 6 5 8 7 13 ... 7 46 ... 6 41 100 22 17 18 1 114 30 27 5 3 100 26 24 4 3 — — — — — — — 1 13 43 1 11 35 92 15 9 32 100 16 10 35 — 14 — 4 — 1 — 27 — 2 13 — — 25 — 1 1 4 — 33 — 5 10 1 — 58 — 12 2 4 — 48 — 4 9 — — 2 1 2 4 2 17 8 ... — 7 ... 2 3 ... 2 6 1 ... 3 12 ... 3 12 ... 2 21 ... 8 19 12 2 2 3 1 19 — — 12 25 7 8 1 1 47 14 12 19 3 2 7 30 7 5 1 23 3 2 9 14 — 3 3 1 — — 17 13 23 8 7 11 8 8 13 7 7 11 9 5 10 10 5 11 130 24 26 22 4 100 18 20 17 3 60 11 19 100 18 32 70 13 7 22 100 18 10 31 — — — — — — — — — — — 23 18 12 20 11 16 11 6 14 8 5 11 5 1 8 8 2 13 6 5 6 9 7 9 66 — — 13 — 1 — 12 — 2 2 — 18 7 2 5 — 20 4 1 3 — 16 — 4 6 — 32 — 1 1 1 1 — — See footnotes at end of table. 1 1 3 1 — 4 2 3 1 2 4 2 4 2 7 5 17 3 7 24 3 2 8 26 7 6 7 — 1 — 1 — — — — — 6 — 4 1 — 3 9 1 — — — 2 2 8 9 31 9 5 4 3 — . . . — 3 — 3 4 3 2 3 2 — — — — — 4 1 2 2 6 31 8 3 7 9 1 2 6 1 2 — — — — — — — — 2 6 1 3 3 1 1 — 4 2 — 4 — 9 2 3 2 — — — — — — 4 1 2 — TABLE D-4.— Reasons for leaving school as given by dropouts, by highest grade completed and by area and sex— Continuec Highest grade completed, by sex All grades Area and reasons given for leaving Total Number 11th Male Per cent Num ber Female Per cent Num ber Per cent 100 — 23 14 100 Area E-------------Reached age 16---Work-------------Marriage---------Military service-Moved within area— Adverse school experience-----Adverse home circuinstances-----Health-----------Other------------- 194 — 54 17 .12 — 100 — 28 9 6 — 94 — 31 3 12 — 100 — 33 3 13 — 81 42 37 39 44 44 8 10 12 4 5 6 3 2 6 3 2 7 5 8 6 5 8 6 Area F-------------Reached age 16---Work-------------Marriage---------Military service-Moved within area— Adverse school experience-----Adverse home circumstances-- ---Health-----------Other------------- 166 — 19 34 8 3 100 -— 11 21 5 2 66 — 14 1 8 2 100 — 21 1 12 3 100 --5 33 — 1 100 63 38 29 44 34 34 1A 17 8 8 10 5 4 5 3 6 8 5 10 12 5 10 12 5 Area G-------------Reached age 16---Work-------------Marriage---------Military service-Moved within area— Adverse school experience-----Adverse home circumstances-----Health-----------Other------------- 355 100 187 100 168 100 — — — — — — 46 10 2 — 13 3 1 — - 28 — — — — 15 1 2 — — 23 14 18 — 5 4 7 1 — 1 1 1 6 — — — — — — — _____ 224 63 123 66 101 60 60 9 4 17 2 1 27 6 1 14 3 1 33 3 19 2 2 3 3 1 — — 9 1 — — 1 2 2 2 3 1 3 1 4 1 24 _— — 12 — — 18 — 6 — — 2 31 — 3 8 — 1 28 — 6 __ 2 — 36 — _ 2 6 — — 4 8 7 10 15 15 1 1 2 1 1 1 1 1 6 3 2 2 1 2 8 3 31 — 5 3 1 _____ 9 1 _____ 16 1 — 61 — 11 3 1 — — — — _____ _____ _____ 27 5 2 — 108 — 9 4 12 16 1 2 68 — — — _____ — 57 — 1 Excludes 59 for whom reasons for leaving and for highest grade completed were not reported. 2 Less than 0.5 percent. 67 — 37 2 1 1 3 — — 18 — 5 — 2 — 2 — — 34 — 6 6 21 16 5 36 — 12 3 4 — Number 7 — 1 2 2 — Number 15 — 8 — Male Femal 1A 13 — 1 1 5 — — Less than 9t Female 4 9 1 3 Male 12 — — — — — — 1 1 7 1 — — 11 6 1 — — — 7 4 — 1 1 19 — 7 4 — Female 22 — — 9th Number — 1 3 7 — 18 10 Male 10 — — 5 33 — 1 Female Number — — — Male 10th 35 84 17 10 2 1 — 3 45 11 1 — TABLE D-5.— Reasons for leaving school as given by dropouts, four areas, by IQ IQ's of dropouts Area and reasons given for leaving school Total dropouts Under 85 85-89 90-109 110 and over Number Number Number Number Percent Number 1 areas1------------------ ------Reached age 16— ----------------Work-----------------------------Marriage-------------------------Military service-----------------Moved within area---------------Adverse school experience-------Adverse home circumstances------Health---------------------------Other----------------------------- 2 840 4 161 118 20 4 386 85 44 18 100 1 19 14 2 1 46 10 5 2 289 3 47 20 5 2 158 36 17 1 117 383 — — ■ea A ----------------- -----------Reached age 16-------------- ----Work-----------------------------Marriage--------------------- ---Military service----------------Moved within area------ ---------Adverse school experience-------Adverse home circumstances------Health--------------------------Other-- ---------------------- ---- 229 4 57 69 4 2 64 11 18 100 2 25 30 2 1 28 4 8 30 — 12 5 2 — — 75 3 18 11 2 1 28 5 7 — ea E-----------------------------Reached age 16-------------------Work-----------------------------Marriage------------------------ Military service--------------- — Moved within area-------------- — Adverse school experience— ---- — Adverse home circumstances— ----Health--------------------------Other---------------------------- 170 — 47 15 8 74 8 9 9 100 — 28 9 5 — 43 5 5 5 44 — 8 1 — — 27 3 4 1 ea F-----------------------------Reached age 16------------------— Work-----------------------------Marriage-------------------------Military service-- --------------Moved within area---------------Adverse school experience— ----- Adverse home circumstances-- ---— Health---------------------------Other----------------------------- 111 100 14 24 6 2 40 11 8 6 13 22 5 2 36 10 7 5 9 5 3 1 14 2 5 — 7 2 1 3 4 14 2 1 17 6 2 1 ea G-----------------------------Reached age 16-------------------Work-----------------------------Marriage-------------------------Military service----------------Moved within area---------------Adverse school experience--- ----Adverse home circumstances------Health---------------------------Other----------------------------- 330 — 43 10 2 — 208 55 9 3 100 — 13 3 1 — 63 16 3 1 131 — 12 3 -— — 89 26 1 — 38 — 1 — 1 — 30 4 1 1 140 — 26 5 1 — 78 23 5 2 — 58 8 4 5 — 68 82 73 8 2 150 37 21 10 — 109 — 23 47 — 1 24 4 10 — 30 — 7 5 3 — 12 1 1 1 87 — 29 7 5 — 31 4 4 7 — 9 1 1 39 — L Data for areas B, C, and D were not available for this cross tabulation, 2 Excludes 149 for whom reasons and/or IQ's were not reported. 21 14 7 19 1 4 1 — — 20 4 2 2 15 1 4 6 — — 3 1 — — 9 — 3 2 —— -— 4 — — — 6 47 — — 51 1 11 11 — — 1 — — 2 1 — 2 21 — 4 2 — 11 2 2 — TABLE D-6a.— All vocational courses completed by graduates and dropouts, six areas, by sex Sex Total graduates and dropouts Number Number of students who completed no vocational courses Percent Number Percent Unduplicated total of students who completed vocational courses1 Number Percent Total graduates and dropouts Number Percent Number of students who completed no vocational courses Number All areas2 Percent Unduplicated total of students who completed vocational courses1 Number Percent Area A Total----Male---Female— 3 19,755 9,930 9,825 100 100 100 3,489 1,886 1,603 18 19 16 16,266 8,044 8,222 82 81 84 4,227 2,155 2,072 100 100 100 483 238 245 11 11 12 3,744 1,917 1,827 89 89 88 Graduates— Male---Female— 11,075 4,990 6,085 100 100 100 370 215 155 3 4 3 10,705 4,775 5,930 97 96 97 2,880 1,459 1,421 100 100 100 139 93 46 5 6 3 2,741 1,366 1,375 95 94 97 Dropouts— Male---Female-— 8,680 4,940 3,740 100 100 100 3,119 1,671 1,448 36 34 39 5,561 3,269 2,292 64 66 61 1,347 696 651 100 100 100 344 145 199 26 21 31 1,003 551 452 74 79 69 19 23 15 2,858 1,364 1,494 81 77 85 2,026 882 1,144 100 100 100 45 46 43 832 482 350 55 54 57 Area C Area B 28 Total----Male---Female-- 5,762 3,021 2,74-1 100 100 100 1,634 892 742 30 27 4,128 2,129 1,999 72 70 73 3,526 1,767 1,759 100 100 100 668 403 265 Graduates— Male---Female-- 2,583 1,127 1,456 100 100 100 166 67 99 6 6 7 2,417 1,060 1,357 94 94 93 2,026 882 1,144 100 100 100 — ____ — — — — Dropouts-— Male--- Female-- 3,179 1,894 1,285 100 100 100 1,468 825 643 46 44 50 1,711 1,069 642 54 56 50 1,500 885 615 100 100 100 668 403 265 Area F Area D Total----Male---Female— 1,365 649 716 100 100 100 Graduates— Male---Female— 796 333 463 100 100 100 Dropouts-Male---Female-- 569 316 253 100 100 100 10 4 14 1,235 621 614 90 96 86 3 3,171 1,468 1,703 100 100 100 392 225 167 12 15 10 2,779 1,243 1,536 88 85 90 ___ __ — — — 100 100 100 2,106 896 1,210 100 100 100 10 8 2 (*) 1 — 796 333 463 (*) 2,096 888 1,208 100 99 100 23 9 40 439 288 151 77 91 60 3 1,065 572 493 100 100 100 382 217 165 36 38 33 683 355 328 64 62 67 130 28 102 130 28 102 Area G Total----Male---Female-- 1,704 870 834 100 100 100 182 100 82 11 11 10 1,522 770 752 89 89 90 Graduates— Male---Female-- 684 293 391 100 100 100 55 47 8 8 16 2 629 246 383 92 84 98 Dropouts-Male---Female— 1,020 577 443 100 100 100 127 53 74 12 9 17 893 524 369 88 91 83 1 The unduplicated total counts a student only once even though he completed both commercial and industrial courses. It includes also 182 graduates (66 percent girls) in area A and 180 graduates (60 percent girls) in area F who had com pleted courses in distributive education (retail trade). 2 Excludes area E for which data were not available by number of vocational courses. Registration by type of cur riculum was as follows: General— 130 graduates, 131 dropouts; college preparatory— 353 graduates, 79 dropouts; busi ness— 616 graduates, 220 dropouts; industrial— 206 graduates 240 dropouts. Twenty-three did not report type of curriculum. 3 Excludes 134 dropouts in 8th grade for whom data on vocational courses were not reported. * Less than 0.5 percent. 69 TABLE D-6b. Commercial courses completed by graduates and dropouts, six areas, by sex, Commercial courses Number of courses taken Area and sex Total talcing commercial courses Number Two One Percent Number Percent Number Three Percent Number No commercial courses Four Percent Number Percent Number Percent1 All areas2---Male-------Female------ 311,258 3,682 7,576 100 100 100 2,278 1,359 919 20 37 12 2,262 1,135 1,127 20 31 15 1,257 351 906 11 9 12 5,461 837 4,624 49 23 61 4,940 4,327 613 30 54 7 Graduates----Male-------Female------ 8,652 2,887 5,765 100 100 100 1,307 933 374 15 32 7 1,555 921 634 18 32 11 1,016 304 712 12 11 12 4,774 729 4,045 55 25 70 2,052 1,888 164 19 40 3 Dropouts-----Male------- Female------ 2,606 795 1,811 100 100 100 971 426 545 37 53 30 707 214 493 27 27 27 241 47 194 9 6 11 687 108 579 27 14 32 2,888 2,439 449 52 75 20 Area A — — ---Male-------Female------ 2,64-5 819 1,826 100 100 100 324 204 120 12 25 7 439 247 192 17 30 10 117 49 68 4 6 4 1,765 319 1,446 67 39 79 1,099 1,098 1 29 57 (4 ) Graduates----Male------- Female------ 2,056 682 1,374 100 100 100 206 156 50 10 23 4 285 203 82 14 30 6 80 38 42 4 5 3 1,485 285 1,200 72 42 87 685 684 1 25 50 (*) 589 137 452 100 100 100 118 48 70 20 35 16 154 44 110 26 32 24 37 11 26 6 8 6 280 34 246 48 25 54 414 414 — 41 75 — Area B-------Male-------Female------- 2,952 1,095 1,857 100 100 100 407 247 160 14 23 9 676 405 271 23 37 15 250 113 137 8 10 7 1,619 330 1,289 55 30 69 1,176 1,034 142 28 49 7 Graduates----Male-------Female--- — 2,116 794 1,322 100 100 100 155 114 41 7 14 3 454 321 133 22 41 10 165 95 70 8 12 5 1,342 264 1,078 63 33 82 301 266 35 12 25 3 Dropouts---- — Male-------Female—--- —— 836 301 535 100 100 100 252 133 119 30 44 22 222 84 138 27 28 26 85 18 67 10 6 13 277 66 211 33 22 39 875 768 107 51 72 17 Area C-------Male-------Female----- - 1,909 537 1,372 100 100 100 425 213 212 22 40 15 417 190 227 22 35 17 212 38 174 11 7 13 855 96 759 45 18 55 887 795 92 31 58 6 Graduates-----Male-------Female------ 1,485 417 1,068 100 100 100 252 150 102 17 36 10 278 145 133 19 35 12 170 31 139 11 7 13 785 91 694 53 22 65 540 465 75 27 53 7 Dropouts---- — Male-------Female------ 424 120 304 100 100 100 173 63 110 41 52 36 139 45 94 33 38 31 42 7 35 10 6 12 70 5 65 16 4 21 347 330 17 42 68 5 Lrea D -------Male-------Female------ 809 229 580 100 100 100 247 154 93 30 68 16 120 35 85 15 15 15 48 14 34 6 6 6 394 26 368 49 11 63 420 389 31 34 63 5 Graduates----Male-------Female------ 586 152 434 100 100 100 133 96 37 23 63 9 66 23 43 11 15 10 29 10 19 5 7 4 358 23 335 61 15 77 210 181 29 26 54 6 Dropouts-----Male-------Female------ 223 77 146 100 100 100 114 58 56 51 75 38 54 12 42 24 16 29 19 4 15 9 5 10 36 3 33 16 4 23 210 208 2 48 72 (4 ) erea F -------Male-------Female---- — 2,176 797 1,379 100 100 100 633 418 215 29 53 16 408 202 206 19 25 15 361 111 250 17 14 18 774 66 708 35 8 51 603 446 157 22 36 10 Dropouts-----Male-------Female------ See footnotes at end of table. 70 TABLE D-6b. Commercial courses completed by graduates and dropouts, six areas, by sex— Continued Commercial courses Number of courses taken Area and sex Total taking commercial courses Number One Percent Number Two Percent Number Three Percent Number Four or more Percent Number Graduates----Male-------Female--- — 1,884 695 1,189 100 100 100 441 330 111 23 48 9 348 192 156 18 28 13 333 107 226 18 15 19 762 66 696 Dropouts-----Male-------Female------ 292 102 190 100 100 100 192 88 104 66 86 55 60 10 50 20 10 26 28 4 24 10 4 13 — Area G-------Male-------Female------ 767 205 562 100 100 100 242 123 119 32 60 21 202 56 146 26 27 26 269 26 243 35 13 43 — Graduates--- -— Male-------Female------ 525 147 378 100 100 100 120 87 33 23 59 9 124 37 87 24 25 23 239 23 216 45 16 57 — Dropouts-----Male-------Female------ 242 58 184 100 100 100 122 36 86 51 62 47 78 19 59 32 33 32 30 3 27 12 5 15 1 2 3 * Percent Number 12 212 193 19 10 22 2 4 391 253 138 57 71 42 755 565 190 50 73 25 104 99 5 17 40 (4 ) 651 466 185 73 89 50 6 12 54 7 — 10 54 8 42 — 11 42 5 12 — 12 Percent1 41 9 59 — Percent based on unduplicated total of those who completed vocational courses. See table D-ba. See footnote 2, table D-6a. Excludes 68 for whom number of courses taken were not reported. Too few to compute percent. 71 No commercial courses 6 T A B L E D-6c. - -Industrial courses completed by graduates and dropouts, six areas, by sex Industrial courses Number of courses taken Area and sex Total taking industrial courses One Number Two 3 10,008 7,083 2,925 100 100 100 2,500 1,333 1,167 25 19 40 2,240 1,328 912 22 19 31 977 659 318 10 9 11 4,291 3,763 528 43 53 18 6,182 923 5,259 38 11 64 Graduates---Male------Female----- 6,066 4,104 1,962 100 100 100 923 396 527 15 10 27 1,230 512 718 20 12 36 552 279 273 9 7 14 3,361 2,917 56 71 23 4,636 670 3,966 43 Dropouts--- — Male------Female----- 3,942 2,979 963 100 100 100 1,577 937 640 40 32 66 1,010 816 194 26 27 20 425 380 45 11 13 5 930 846 84 23 28 9 1,546 253 1,293 28 8 56 Area A------Male----- — Female----- 1,606 1,576 30 100 100 100 108 90 18 7 6 60 210 203 7 13 13 23 86 83 3 5 5 10 1,202 1,200 2 75 76 7 2,138 341 1,797 57 18 98 Graduates---Male---- -— Female----- 1,117 1,091 26 100 100 100 39 24 15 3 2 57 87 80 7 8 7 27 36 34 2 3 3 8 955 953 2 86 88 8 1,624 275 1,349 59 20 98 Dropouts---- Male--- ---Female— — — 489 485 4 100 100 100 69 66 3 14 14 (*) 123 123 25 25 50 49 1 10 10 (*) 247 247 51 51 514 66 448 51 12 99 Area B-— ----Male------Female--- — 2,780 1,905 875 100 100 100 669 474 195 24 25 22 493 257 236 51 55 41 1,348 224 1,124 33 11 56 Graduates-- — Male------Female----- 1,545 946 599 100 100 100 124 43 81 8 5 14 249 77 172 16 8 29 Dropouts----Male------Female----- 1,235 959 276 100 100 100 545 431 114 44 45 41 244 180 64 Area C------Male------Female----- 1,299 1,148 151 100 100 100 193 133 60 15 11 40 Graduates---Male------Female---- - 854 738 116 100 100 100 104 63 41 Dropouts----Male------Female----- 445 410 35 100 100 100 Area D------ Male— ---- Female— --- 628 586 42 Graduates— — .Male------F e m a l e Dropouts— — Male— — — Female— — — Area F— — — — Male-- — --Female— -- - — 206 123 83 7 6 — 1,412 1 1,051 361 — U 67 10 | 92 30 62 6 3 10 1,080 796 it 284 70 84 47 872 114 758 36 11 56 20 19 23 114 93 21 9 10 8 332 255 77 27 26 28 476 110 366 28 10 57 315 249 66 24 22 44 99 91 8 8 8 5 692 675 17 53 59 11 1,496 184 1,312 52 13 88 12 9 36 159 102 57 19 13 49 53 48 5 6 7 4 538 525 13 63 71 11 1,170 144 1,026 58 16 90 89 70 19 20 17 54 156 147 9 35 36 26 46 43 3 1C 10 9 154 150 4 35 37 11 326 40 286 39 8 82 100 100 100 66 57 9 10 10 21 113 90 23 18 15 55 48 45 3 8 8 7 401 394 7 64 67 17 594 29 j 565 48 5 92 349 316 33 100 100 100 21 16 5 6 5 15 37 17 20 11 5 61 19 18 1 5 6 3 272 265 7 78 84 21 446 16 430 56 5 93 279 270 9 100 100 100 45 41 4 16 15 (4) 76 73 3 27 27 (*) 29 27 2 11 10 (4) 129 129 46 48 148 13 135 34 5 89 2,507 1,159 1,348 100 100 100 780 326 454 15 14 16 531 390 141 272 84 188 10 7 12 31 28 34 812 278 534 See footnotes at end of table. 18 14 27 Percent Number Percent ,Number Percent1 Percent — Percent Number Four or more Number All areas2-— Male-------Female— -- - Percent Number Three industrial courses - 72 - 33 24 40 384 165 219 — — 21 34 10 T A B L E D - 6c. - -Industrial courses completed by graduates and dropouts, six areas, by sex--Continued Industrial courses Number of courses taken Area and sex Total taking industrial courses Number Two One Percent Number No industrial courses Percent Number Four or more Three Percent Number Percent Number Percent Number Percen Graduates---Male------Female----- 1,879 825 1,054 100 100 100 389 138 251 21 17 24 634 172 462 34 21 44 341 138 203 18 17 19 515 377 138 27 45 13 217 63 154 10 7 13 Dropouts----Male------Female— -*— 628 334 294 100 100 100 391 188 203 62 56 69 178 106 72 28 32 25 43 27 16 7 8 5 16 13 3 3 4 1 55 21 34 8 6 10 1,188 709 479 100 100 100 684 253 431 58 36 90 297 251 46 25 35 10 154 152 2 13 21 (5) 53 53 4 8 334 61 273 22 8 36 Graduates---Male------Female— — — 322 188 134 100 100 100 246 112 134 77 59 100 64 64 20 34 — 11 11 3 6 (5) 1 307 58 249 49 24 65 Dropouts— --Male------Female— — — 866 521 345 100 10C 10C 438 141 297 51 27 86 27 3 24 3 (4) 7 Area G------ Male— ----Female----- 1 2 3 * 5 : | : — 233 187 46 27 36 13 — 143 U 1 2 ---16 27 1 — — 1 1 — — 52 52 - Percent based on unduplicaT,ec total of those who completed vocational courses. See table D-6a. See footnote 2, table D-6a* Excludes 76 for whom number of courses T-aken w as not reported. Too few to compute percentage. Less than 0.5 percent. 73 6 10 — - TABLE D-7*— Employment experience of graduates and dropouts during school years, by area and sex Dropouts Graduates Area and employment experience Number Female Male Total Per cent Number Per cent Number Per cent Male Total Number Per cent Number Female Per cent Number Per cent LI areas------------No work experience-Worked at some time— 1 2,312 700 1,612 100 30 70 770 162 566 100 24 76 1,542 516 l',024 100 34 66 1 1>567 965 622 100 61 39 770 414 356 100 54 46 617 551 266 100 67 33 rea A---------------No work experience— Worked at some time— 4-26 114312 100 27 73 174 24 150 100 14 66 252 90 162 100 36 64 272 137 135 100 50 50 113 45 66 100 40 60 159 92 67 100 56 42 pea B---------------No work experience— Worked at some time— 302 165 117 100 61 39 no 60 50 100 55 45 192 125 67 100 65 35 235 161 54 100 77 23 113 61 32 100 72 26 122 100 22 100 62 16 pea C----------------No work experience— Worked at some time— 34-0 70 270 100 21 79 120 21 99 100 16 62 220 49 171 100 22 76 223 106 117 100 46 52 126 51 77 100 40 60 95 55 40 100 56 42 pea D---------------No work experience— Worked at same time— 270 54 216 100 20 60 66 12 76 100 14 66 162 42 140 100 23 77 UO 67 73 100 46 52 66 21 47 100 31 69 72 46 26 100 64 36 pea E------- --------No work experience-Worked at some time— 462 90 392 100 19 61 136 19 119 100 14 66 344 71 273 100 21 79 196 96 100 100 49 51 95 33 62 100 35 65 101 63 36 100 62 36 pea F---------------No work experience— Worked at some time— 262 120 162 100 43 57 60 26 52 100 35 65 202 92 no 100 46 54 166 115 51 100 69 31 66 46 20 100 70 30 100 69 31 100 69 31 pea G— -------------No work experience-Worked at some time— 210 67 143 100 32 66 60 16 42 100 30 70 150 49 101 100 33 67 355 263 92 100 74 26 167 137 50 100 73 27 166 126 42 100 75 25 1 Excludes 3 graduates and 22 dropouts for whom data were not reported* 74 TABLE D-8a.--Marital status of graduates and dropouts at time of interview, by area and sex Graduates Area and marital status Total Male Number Percent 1 3,005 1,901 1,091 13 100 63 36 1 1,229 958 267 4 612 360 249 3 100 59 41 (3) Area B--------Single------Married4----Other2------- 423 259 164 Area C--------Single------Married-----Other2------- Dropouts Female Total Male Number Percent Number Percent Number 100 78 22 (3) 1,776 943 824 9 100 53 46 1 1 2,326 1,515 795 16 100 65 34 1 1,303 1,074 223 6 309 229 79 1 100 74 26 (3) 303 131 170 2 100 43 56 1 441 210 223 8 100 48 50 2 100 61 39 178 139 39 100 78 22 245 120 125 100 49 51 418 266 152 338 176 160 2 100 52 47 1 121 81 40 — 100 67 33 --- 217 95 120 2 100 44 55 1 Area D--------Single------Married-----Other2------- 269 150 118 1 100 56 44 (3) 87 59 27 1 100 68 31 1 182 91 91 --- Area C--------Single------Married-----Other2------- 602 432 169 1 100 72 28 (3) 225 199 26 — 100 88 12 — Area F--------Single------Married-----Other2— .... - 476 264 207 5 100 56 43 1 197 142 53 2 Area G--------Single------Married-----Other2------- 285 260 24 1 100 91 9 (3) All areas-----Single------Married-----Other2------_____ Single------Married-----Other2------- 1 (46 was 2 3 4 Number Percent Female Number Percent 100 82 17 1 1,023 441 572 10 100 43 56 1 223 159 61 3 100 71 28 1 218 51 162 5 100 24 74 2 100 64 36 250 205 45 100 82 18 168 61 107 100 36 64 245 152 89 4 100 63 36 1 141 111 28 2 100 79 20 1 104 41 61 2 100 39 59 2 100 50 50 — 140 68 71 1 100 49 50 1 68 48 20 — 100 71 29 --- 72 20 51 1 100 28 71 1 377 233 143 1 100 62 38 (3) 311 232 78 1 100 75 25 (3) 193 167 26 --- 100 87 13 118 65 52 1 100 55 44 1 100 72 27 1 279 122 154 3 100 44 55 1 333 188 143 2 100 56 43 1 183 144 38 1 100 79 21 (3) 150 44 105 1 100 29 70 1 112 109 3 100 97 3 100 91 9 — 245 240 5 100 98 2 — 193 159 34 — 100 87 12 1 438 399 39 — 173 151 21 1 100 82 18 — — — Percent — Includes both outmigrants and nonmigrants except for areas C and D where data for outmigrants were not available graduates and 222 dropouts). Total also excludes 145 graduates and 197 dropouts in all areas for whom marital status not reported. Other includes widowed, divorced, or separated. Less than 0.5 percent. Data on widowed, divorced, and separated included with married. 75 TABLE D-8b.— Parental status of graduates and dropouts at time of interview, by area and sex Graduates Area and parental status Total Num ber Dropouts Male Female Total Male Female Per cent Num ber Per cent Num ber Per cent Num ber Per cent Num ber Per cent Num ber Per cent 1 1,104 545 416 73 70 100 49 38 7 6 273 136 96 21 20 100 50 35 8 7 831 409 320 52 50 100 49 39 6 6 1 809 270 348 142 49 100 33 43 18 6 227 100 96 16 15 100 44 42 7 7 582 170 252 126 34 100 29 43 22 6 Area A-------------------------No children------------------One child--------------------Two children------------- ----Three or more children-------- 252 154 82 16 — 100 61 33 6 — 80 52 22 6 100 65 27 8 — 172 102 60 10 100 59 35 6 — — 230 87 92 42 9 100 38 40 18 4 63 28 32 2 1 100 44 51 3 2 167 59 60 40 8 100 35 36 24 5 Area B-------------------------No children------------------One child--------------------Two children-----------------Three or more children-------- 164 28 65 8 63 100 17 40 5 38 40 4 17 2 17 100 9 43 5 43 124 24 48 6 46 100 19 39 5 37 152 32 72 21 27 100 21 47 14 18 45 13 19 3 10 100 29 42 7 22 107 19 53 18 17 100 18 49 17 16 Area C-------------------------No children------------------One child— ------------------Two children-----------------Three or more children-------- 162 73 77 8 4 100 45 48 5 2 40 17 19 2 '2 100 42 48 5 5 122 56 58 6 2 100 46 47 5 2 92 16 52 21 3 100 17 57 23 3 29 11 14 3 1 100 38 48 10 4 63 5 38 18 2 100 8 60 29 3 Area D --------------------------No children------------------One child--------------------Two children-----------------Three or more children-------- 119 53 45 20 1 100 44 38 17 1 29 15 7 6 1 100 52 24 21 3 90 38 38 14 — 100 42 42 16 — 72 24 32 12 4 100 33 44 17 6 20 10 6 2 2 100 50 30 10 10 52 14 26 10 2 100 27 50 19 4 Area E-------------------------No children------------------One child--------------------Two children-----------------Three or more children------- - 170 110 52 7 1 100 65 30 4 1 26 18 7 1 --- 100 69 27 4 144 92 45 6 1 100 64 31 4 1 79 36 27 13 3 100 46 34 16 4 26 18 5 3 100 69 19 12 — 53 18 22 10 3 100 34 41 19 6 Area F-------------------------No children------------------One child--------------------Two children-----------------Three or more children-------- 212 109 88 14 1 100 51 42 7 --- 55 29 22 4 100 53 40 7 — 157 80 66 10 1 100 51 42 6 1 145 50 59 33 3 100 34 41 23 2 39 17 18 3 1 100 44 46 8 2 106 33 41 30 2 100 31 39 28 2 Area G-------------------------No children------------------One child--------------------Two children-----------------Three or more children-------- 25 18 7 — 100 72 28 — 3 1 2 22 17 5 — 100 77 23 — 39 25 14 — 100 64 36 — 5 3 2 — (2) (2) (2 ) — — — — — — — — — — 34 22 12 — — 100 65 35 — — (2 ) (2 ) (2 ) — — All areas----------------------No children------------------One child--------------------Two children-----------------Three or more children-------- — — — — 1 Includes both outmigrants and nonmigrants except for areas C and D where data for outmigrants were not available (4-16 graduates and 222 dropouts). Total also excludes 145 graduates and 197 dropouts in all areas for whom marital status was not reported, and 2 dropouts for whom parental status was not reported. 2 Too few to compute percentage. 76 T A B L E D -9 . --E m p lo y m e n t search of graduates and dropouts between leaving school and fir s t regular job, by sex, all areas Graduates A re a and employment search M ale F em ale Number Percent Number Total school l e a v e r s ---------------------------------------------------------Number who never looked for em ploym ent (out of labor fo rc e) -----------------------------------------------------------Number who looked for em p lo ym en t------------------------Number who found regular j o b s --------------------------------- 772 100 1, 543 100 35 737 729 5 95 i 99 132 1, 411 1, 395 9 91 1 99 E lapsed time before starting to l o o k --------------------------L e s s than 4 w e e k s ---------------------------------------------------------4 -9 w e e k s -------------------------------------------------------------------------10 or m ore w e e k s --------------------------------------------- ' ----------No report -------------------------------------------------------------------------- 737 599 57 55 26 100 81 8 7 4 1 ,41 1 1, 130 123 128 30 100 80 9 9 2 Length of time to find fir s t regular j o b --------------------No t im e -----------------------------------------------------------------------------L e s s than 1 w e e k -----------------------------------------------------------1 -3 w eek s------------------------------------------------------------------------4 -9 w eek s------------------------------------------------------------------------1 0-13 w eek s---------------------------------------------------------------------1 4 -2 6 w eek s----------------------------------------------------------------------2 7 -5 2 w eek s---------------------------------------------------------------------M ore than 52 w e e k s -----------------------------------------------------No report -------------------------------------------------------------------------- 2 538 96 177 123 66 21 11 8 8 28 100 18 33 23 13 4 2 1 1 5 2 1 ,0 4 2 115 429 261 122 42 25 9 12 27 100 11 41 25 12 4 2 1 1 3 Percent A L L AR EA S Dropouts M ale Number F em ale Percent Number Percent Total school l e a v e r s ---------------------------------------------------------Number who never looked for em ploym ent (out of labor fo rc e ) -----------------------------------------------------------Number who looked for em ploym ent ----------------------Number who found regular j o b s --------------------------------- 783 100 826 100 71 712 673 9 91 1 95 250 576 534 30 70 1 93 E lapsed time before starting to l o o k --------------------------L e s s than 4 w e e k s ---------------------------------------------------------4 -9 w e e k s -------------------------------------------------------------------------10 or m ore w e e k s ------------------------------- -------------------------No report -------------------------------------------------------------------------- 712 588 33 75 16 100 83 5 10 2 576 387 58 110 21 100 67 10 19 4 Length of time to find fir s t regular j o b --------------------No t im e -----------------------------------------------------------------------------L e s s than 1 w e e k -----------------------------------------------------------1 -3 w e e k s -----------------------------------------------------------------------4 -9 w e e k s -----------------------------------------------------------------------10- 13 w e e k s ---------------------------------------------------------------------1 4 -2 6 w e e k s ---------------------------------------------------------------------2 7 -5 2 w e e k s ---------------------------------------------------------------------M ore than 52 w e e k s -----------------------------------------------------No r e p o r t -------------------------------------------------------------------------- 673 40 223 205 76 36 36 21 13 23 100 6 33 31 11 5 5 3 2 4 534 18 184 184 62 18 17 11 18 22 100 3 35 35 12 3 3 2 3 4 See footnotes at end of table. 77 TABLE D-9.— Employment search of graduates and dropouts between leaving school and first regular job, by area and sex— Continued Number of graduates Number of dropouts Area and employment search Male Female Male Total school leavers------------------------------- -— Number who never looked for employment (out of labor force)-------------------------------------------Number who looked for employment-------------- -----Number who found regular jobs----------------------- 174 252 113 159 5 169 167 14 238 232 7 106 101 46 113 104 Elapsed time before starting to look-----------------Less than 4 weeks----------------------------------4-9 weeks------------------------------- ----------10 or more weeks------- ----------------------------No report------------------------------------- ------- 169 150 9 10 238 193 17 28 106 85 3 18 — — 113 54 11 48 — Length of time to find first regular job------------- No time----------------------- ---------------------Less than 1 week----------- ------------------------1-3 weeks------------— ----------------------------4-9 weeks------- ----------------------------------10-13 weeks------------------- --------------------— 14-26 weeks-------- — ------- ----------------------27-52 weeks----------- -----------------------------Mere than 52 weeks---------------------------------No report------------------------------------------- 167 96 4 32 19 5 4 2 2 2 — 101 40 3 28 13 3 6 1 2 5 104 18 17 41 8 6 2 4 6 2 Female Area A 232 115 15 48 28 16 6 — 4 Area B Total school leavers--------------------------- -----Number who never looked for employment (out of labor force)-------------------------------------------Number who looked for employment-------------------Number who found regular jobs--------------------- — 110 192 113 122 6 104 101 29 163 163 23 90 81 62 60 54 Elapsed time before starting to look-----------------Less than 4 weeks--- — ----------------------------4-9 weeks— -- — — ----------------------------------10 or more weeks------------ -------- --------------No report-------------------------------------------- 104 62 10 6 26 163 95 19 24 25 90 64 7 10 9 60 32 8 15 5 [length of time to find first regular job-------------No time---------------------------------------------Less than 1 week--------------------- --------------1-3 weeks------ — -— ---- ------------------------- 4-9 weeks— ---------------------------------------10-13 weeks------------------------------------ ---14-26 weeks----------------------------------------27-52 weeks----------------------------------------Mere than 52 weeks— ------ --- ---------------------No report---------------------------------------- --- 101 163 — — 36 22 9 4 3 — 1 26 81 — 25 — 54 — 22 20 15 6 3 4 2 9 47 53 22 7 5 4 17 18 6 — 4 1 3 5 Area C ?otal school leavers---------------------------------Number who never looked for employment (out of labor force)------ --------------------------------- ----Number who looked for employment-------------------Number who found regular jobs---------------------- - 122 221 141 104 10 112 112 35 186 186 17 124 118 44 60 57 [lapsed time before starting to look--------------- -— Less than 4 weeks----------------------------------4-9 weeks-----------------------------------------10 or more weeks-----------------------------------No report------------------------------------------- 112 91 12 9 186 148 17 18 3 124 113 5 3 3 60 45 3 .2 10 — See footnotes at end of table. 78 TABLE D-9.— Employment search of graduates and dropouts between leaving school and first regular job, by area and sex— Continued Number of graduates Number of dropouts Area and employment search Male Female Male Female Area 0— Continued Length of time to find first regular job-- ------------No time---------------- ----------------------------Less than 1 week— --------------------------------- •— 1-3 weeks— ---------------- -----------------------4-9 weeks------------------------------------------10-13 weeks------- ---------------------------------14-26 weeks-------------------------------------- ---27-32 weeks-------------------------------------- ---Mere than 52 weeks---------- ------------------------No report---------------------------------------- ---- c> (x) (X) n (x) (x) (x) (x) (x) (x) (x) (x) 118 — 59 27 11 4 7 3 2 5 57 — 15 15 9 2 3 — 2 11 Total school leavers----------------------------------Number who never looked for employment (out of labor force)--------------------------------------------Number who looked for employment--------------------Number who found regular jobs------------------------ 88 182 68 72 9 79 79 15 167 167 8 60 57 18 54 48 Elapsed time before starting to look------------------Less than 4 weeks----------- ----------------------- 4-9 weeks------------------------------------------10 or more weeks------------------------------------No report-------------------------------------------- 79 75 1 3 — 167 157 9 1 — 60 49 4 7 — 54 42 4 5 3 Length of time to find first regular job--------------No time---------------------------------------------Less than 1 week--------------------------- ---------1-3 weeks— --- — -----------------------------------4-9 weeks-------- ----------------------------------10-13 weeks--------------- -------------------- ----14-26 weeks------------------- ----------------------27-52 weeks------ ----------------------------------More than 52 weeks----------------------- ----------No report-— — --------------------------------------- (X) (X ) (X) (X) (X) (X) (X) (X) n ( x) (X) (X) (X ) (X) (X) (X) (X) (X) ( X) ( X) 57 11 25 5 5 5 1 3 2 48 — 14 14 7 3 4 2 3 1 (X) (X) (X) (X) (X) (X) (X) (x) Area D — Area E Total school leavers----------------------------------Number who never looked for employment (out of labor force)---------------------------------------- -----Number who looked for employment-------- -----------Number who found regular jobs------------------------ 138 344 95 101 — 138 138 18 326 322 6 89 86 21 80 70 Elapsed time before starting to look------------------Less than 4 weeks-----------------------------------4-9 weeks------------------------------------------10 or more weeks------------- ----. ------------------No report-------------------------------------------- 138 109 17 12 — 326 268 39 19 — 89 80 3 6 — 80 59 10 11 — Length of time to find first regular job--------------No time---------------------------------------------Less than 1 week-------------------------------------1-3 weeks— --------- -------------------------- ----4-9 weeks------------------------------------------10-13 weeks------------------------------------------14-26 weeks-----------------------------------------27-52 weeks-----------------------------------------Mere than 52 weeks----------------------------------No report-------------------------------------------- 138 — 66 43 18 5 1 3 2 — 322 — 174 99 41 2 5 1 86 — 40 31 8 4 2 1 70 — 23 36 7 3 -r 1 — — — See footnotes at end of table. 79 _ __ TABLE D-9.— Employment search of graduates and dropouts between leaving school and first regular job, by area and sex— Continued Number of graduates Number of dropouts Area and employment search Male Female Male Female Area F Total school leavers----------------------------------Number who never looked for employment (out of labor force)--------------------------------------------Number who looked for employment--------------------Number who found regular jobs-----------------------Elapsed time before starting to look------------------Less than 4 weeks--------- --------------------------4-9 weeks------------------------------------------10 or more weeks------------------------------------No report-------------------------------------------- 80 202 66 100 1 79 76 16 186 180 2 64 57 43 57 52 79 64 6 9 186 133 19 34 64 45 4 15 57 29 6 22 — 57 21 8 7 6 6 6 3 — — 52 — 28 9 6 1 2 2 4 — — Length of time to find first regular jobs-------------No time---------------------------------------------Less than 1 week----- -------------------------------1-3 weeks------------------------------------------4-9 weeks---------------------------------------- — 10-13 weeks-----------------------------------------14-26 weeks-----------------------------------------27-52 weeks-----------------------------------------Mere than 52 weeks----------------------------------No report-------------------------------------------- — 76 — — 180 — 41 8 13 6 3 2 3 — — 87 31 26 15 9 4 8 Area G Total school leavers----------------------------------Number who never looked for employment (out of labor force)--------------------------------------------Number who looked for employment--------------------Number who found regular jobs------------------------ 60 150 187 168 4 56 56 5 145 145 8 179 173 16 152 149 Elapsed time before starting to look------------------Less than 4 weeks-----------------------------------4-9 weeks------------------------------------------10-or more weeks------------------------------------No report-------------------------------------------- 56 48 2 6 — 145 136 3 4 2 179 152 7 16 4 152 126 16 7 3 Length of time to find first regular job--------------No time--------------------------------------------- Less than 1 week------------------- -----------------1-3 weeks------------------ -----------------------— 4-9 weeks------------------------------------------10-13 weeks------ -----------------------------------14-26 weeks--------------------------------------- -— 27-52 weeks-----------------------------------------More than 52 weeks----------------------------------No report-------------------------------------------- 56 — 30 18 7 1 145 173 149 — — — — — — — - — — 1 Based on number who looked for employment. 2 Data for graduates in areas C and D not available. 106 30 5 2 80 2 67 66 17 8 7 5 1 2 70 51 19 3 2 1 — 3 TABLE D-10.— Type of first regular job held by graduates and dropouts, irrespective of employment status at time of interview) by area and sex Graduates First regular job1 Male Dropouts Female Male Number Graduates Female Number Male Dropouts Female Male Number All areas Female Number Area A Total..... -............ ----- ----------------------- 729 1,395 673 534 167 232 101 104 Sales----------------------------------------------Service occupations--------------------------------Office work----------------------------------------Skilled and semiskilled manufacturing--------------Skilled and semiskilled nonmanufacturing-----------Unskilled manufacturing and nonmanufacturing-------Other----------------------------------------------- 124 247 130 843 41 8 38 88 79 75 14 95 86 259 65 124 146 56 11 6 148 43 50 4 12 27 36 35 3 53 13 125 6 1 11 23 16 2 2 16 23 42 -- 33 31 5 6 -26 3 55 53 127 119 185 66 Area B Total........... ........................ ............ Sales----------------------------------------------Service occupations--------------------------------Office wor|k----------------------------------------Skilled and semiskilled manufacturing--------------Skilled and semiskilled nonmanufactur^ing-- ---------Unskilled manufacturing and nonmanufacturing-------Other--------------------------------------------- r- Area C 101 163 81 54 112 186 118 57 5 15 7 — 30 23 21 17 39 64 2 5 6 30 12 19 — 1 17 17 15 15 12 10 — 4 8 5 7 10 10 42 -29 14 41 17 120 5 -3 5 30 3 35 -30 15 20 20 8 — — 8 1 Area D Area E Total--- ---- ---------------------- ------------------ 79 167 57 48 138 322 86 7°( Sales----------------------------------------------Service occupations--------------------------------Office work------- ---------------------------------Skilled and semiskilled manufacturing--------------Skilled and semiskilled nonmanufacturing-----------Unskilled manufacturing and nonmanufacturing-------Other----------------------------------------------- 10 17 7 21 — 18 6 34 36 87 1 — 3 6 4 10 3 25 — 14 1 8 31 6 1 34 5 11 33 30 22 3 28 9 271 8 1 4 1 23 5 5 17 27 9 18 29 17 3 2 1 — 2 ““ Area G Area F Total......... ----------------- --------------- ----Sales----------------------------------------------Service occupations--------------------------------Office work----------------------------------------Skilled and semiskilled manufacturing--------------Skilled and semiskilled nonmanufacturing-----------Unskilled manufacturing and nonmanufacturing-------Other----------------------------------------------- 76 180 57 52 56 145 173 149 9 66 16 55 19 1 6 17 1 -1 1 11 35 8 10 19 2 1 -6 14 9 4 6 — 2 23 12 8 -121 — — 5 11 18 9 — — 8 112 26 20 4 8 — — 97 20 — — 4 21 35 7 1 These job classifications are made up as follows: Sales includes retail clerk, stock clerk; service occupations in cludes waitress; office work includes general office worker, typist, stenographer, bookkeeper, business machine opera tor; skilled and semiskilled manufacturing includes factory operatives (except area G); skilled and semiskilled non manufacturing includes auto repairman, filling-station attendant, delivery truckdriver; unskilled manufacturing and non manufacturing includes common laborer, factory operative (only for area G); other includes telephone operator, nurses' aid, professional, semiprofessional, managerial, and agriculture-forestry-fishing. 81 TABLE D-ll.— 'type of regular job held by graduates and dropouts at time of interview, by area and sex Graduates Regular job1 at time of interview Male Dropouts Female Male Number Graduates Female Male Number Female Service occupations— — ------- ------------Office work--------------------------------Skilled and semiskilled manufacturing------Skilled and semiskilled nonmanuf acturing---Unskilled manufacturing and nonmanuf ac turing • Other---- ---------------------------------- Number 683 1,092 553 320 157 162 76 45 86 13 51 200 135 125 73 73 46 786 58 9 32 88 45 36 11 119 78 193 71 47 50 50 30 1 120 22 33 1 9 48 42 17 7 22 3 106 7 1 5 18 8 1 1 23 16 25 2 14 7 1 6 Total----------------------------------------- Sales---------------------------- — -------Service occupations— ---- -— -— ---------Office work-— ---- — — --- -----— --- -----Skilled and semiskilled manufacturing---- -— Skilled and semiskilled nonmanufacturing---Unskilled manufacturing and nonmanufaeturing* 126 64 24 109 150 95 30 5 8 4 92 1 4 1 16 4 2 2 8 4 6 10 62 6 14 114 9 2 14 3 45 4 13 4 2 9 — 38 18 25 — — 19 15 26 — — — 13 14 7 5 119 48 17 5 6 7 38 — 12 6 10 14 82 6 2 11 3 7 5 2 20 — - 2 5 Sales--------------------------------------Service occupations------------------------Office work--------------------------------Skilled and semiskilled manufacturing------Skilled and semiskilled nonmanufacturing---Unskilled manufacturing and nonmanufacturing' Other--------------------------------------- 70 123 8 19 6 42 27 2 13 14 - — — 6 18 31 7 1 For coverage of occupational groups, see footnote 1, table D-10. 82 23 8 6 1 Area E 74 — — 5 2 13 2 — — — - 130 279 86 62 25 4 5 237 8 2 16 3 6 28 23 8 2 8 12 19 18 1 2 2 133 137 120 4 9 7 1 10 2 11 — 9 46 34 13 3 — 23 Area F Total----------------------------------------- 11 6 95 — *------------------------ -— — Area C Area D Total------ -— -— Female Area A Area B Sales------------- ------------------------Service occupations------------------------Office work--------------------------------Skilled and semiskilled manuf acturing------Skilled and semiskilled nonmanufacturing---Unskilled manufacturing and nonmanuf acturing ■ Other--------------------------------------- Male Number All areas Total---------------------- ---------------- — Dropouts Area G 47 22 4 6 7 2 2 — — 3 12 17 11 — 2 3 48 6 — — 7 113 3 — — 21 11 — 6 10 8 92 20 — — 92 5 TABLE D -1 2 . --R e g u la r jobs of graduates and dropouts employed at time of interview, selected data, by sex, all areas Graduates Selected data and area Total Male Female Number Percent Number Percent Number Percent Method of obtaining j o b ----------------------------Continuation of school j o b --------------------School referral ----------------------------------------Public employment s e r v i c e ------------------F ee-charging employment agency--------Relatives or f r i e n d s ------------------------------Advertisem ent in n ew spaper----------------Answering newspaper or radio a d ------Personal application--------------------------------Other ----------------------------------------------------------- 1, 775 167 202 147 34 472 11 64 58 5 93 100 9 11 8 2 27 1 4 33 5 683 61 37 34 8 249 2 18 238 36 100 9 5 5 1 37 (M 3 35 5 1, 092 106 165 113 26 223 9 46 347 57 100 10 15 10 2 21 1 4 32 5 Weekly w a g e s ----------------------------------------------L ess than $ 3 0 ------------------------------------------$ 3 0 -$ 3 9 ............................................................... $ 4 0 -$ 4 9 ............................................................... $ 5 0 - $ 5 9 ............................................................... $ 6 0 - $ 6 9 ...................... - ..................................... $ 7 0 - $ 7 9 ..................- .......................................... $ 8 0 -$ 8 9 ............................................................... $90 and over ------------------------------------------- 2 1 ,740 79 100 461 437 272 170 108 113 100 5 6 26 25 16 10 6 6 665 15 9 78 101 134 122 97 109 100 2 1 12 15 20 18 15 17 1, 075 64 91 383 336 138 48 11 4 Hours of work ------------------ -------------------------L ess than 35 a w eek ------------------------------35 -3 9 ...................................................................... 4 0 ....................................... - ................................... 4 1 -4 8 ...................................................................... 49 and over ----------------------------------------------- 3 1 ,7 3 5 56 227 1, 177 206 69 100 3 13 68 12 4 662 13 22 467 103 57 100 2 3 70 16 9 1, 073 43 205 710 103 12 100 6 8 36 31 13 5 1 (M 100 4 19 66 L0 1 Number of weeks unemployed between last regular job and present regular job L ess than 4 ----------------------------------------------4 - 9 ............................................- ............................ 10 or m o r e ----------------------------------------------No weeks unem ployed----------------------------- 4 1 ,373 711 104 129 429 100 52 8 9 31 558 286 51 62 159 100 51 9 11 29 815 425 53 67 270 100 52 7 8 33 Number A L L AREAS Dropouts Total Number Male Fem ale Percent Number Percent Percent Method of obtaining j o b ----------------------------Continuation of school j o b --------------------School referra l ----------------------------------------Public employment s e r v i c e ------------------Fee-charging employment a g e n c y ------Relatives or f r i e n d s ------------------------------Advertisem ent in n ew spaper----------------Answering newspaper or radio a d ----Personal a p p lic a tio n ------------------------------O th e r ------------------------- ---------------------------------- 873 27 15 79 100 3 2 9 553 18 8 38 100 3 1 7 320 9 7 41 100 3 2 13 — — — — — — 380 16 56 269 31 43 2 6 31 4 277 7 20 169 16 50 1 4 31 3 103 9 36 100 15 32 3 11 31 5 Weekly w ages------------------------------------------------L e ss than $30 ----------------------------------------$ 3 0 -3 9 .................................................................... $ 4 0 - 4 9 .................................................................... $ 5 0 - $ 5 9 ............................................................... $ 6 0 -$ 6 9 ............................................................... $ 7 0 -$ 7 9 ........................................................- - $ 8 0 - $ 8 9 ..............................- .............................. $90 and o v e r --------------------------------------------- 2 841 97 109 287 79 88 72 55 54 100 12 13 34 9 10 9 7 6 529 31 52 153 51 75 63 51 53 100 5 10 29 10 14 12 10 10 312 66 57 134 28 13 9 4 1 100 21 18 43 9 4 3 2 Hours of work --------------------------------------- -----L ess than 35 a w e e k ------------------------------3 5 -3 9 ...................................................................... 4 0 ............................................................................. 4 1 - 4 8 ..................................................... - .............. 49 and over ----------------------------------------------- 3 861 46 45 553 135 82 100 5 5 64 16 10 546 25 19 342 97 63 100 5 3 63 18 11 315 21 26 211 38 19 100 7 8 67 12 6 Number of weeks unemployed between last regular job and present regular jo b ----L e ss than 4 ----------------------------------------------4 - 9 ........................................................................... 10 or m o r e ----------------------------------------------No weeks unem ployed----------------------------- 4 725 401 83 92 149 100 55 11 13 21 470 239 53 65 113 100 51 11 14 24 255 162 30 27 36 100 63 12 11 14 See footnotes at end of table. 83 n TABLE D-12.— Regular jobs of graduates and dropouts employed at time of interview, selected data, by area and sex— Continued Number of graduates Number of dropouts Selected data and area Total Male Female Total Method of obtaining job----------------------Continuation of school job-----------------School referral----------------------------Public employment service------------------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper-----------------Answering newspaper or radio advertisement— Personal application-----------------------Other--------------------------------------- 317 20 35 27 10 88 156 10 12 7 2 54 121 2 1 4 — — 9 124 4 4 65 2 161 10 23 20 8 34 — 5 59 2 57 5 5 42 5 41 2 1 27 3 16 3 4 15 2 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------------------------------$70-$79------------------------------------$80-$89------------------------------------$90 and over-------------------------------- 310 10 18 71 67 55 40 36 13 152 1 2 12 21 33 37 33 13 158 9 16 59 46 22 3 3 — 113 30 14 9 13 16 15 10 6 71 5 6 5 10 14 15 10 6 42 25 8 4 3 2 — — — Hours of work--------------------------------Less than 35 per week----------------------35_39--------------------------------------40-----------------------------------------41-48--------------------------------------49 and over--------------------------------- 317 9 9 237 36 26 155 2 4 106 19 24 162 7 5 131 17 2 117 5 8 54 25 25 74 1 4 37 14 18 43 4 4 17 11 7 Number of weeks unemployed between last regular job and present regular job------Less than 4--- -----------------------------4_9----------------------------------------10 or more---------------------------------- 318 294 17 7 156 141 11 4 162 153 6 3 119 114 4 1 76 71 4 1 43 43 — — Method of obtaining job----------------------Continuation of school job-----------------School referral---------------------------- Public employment service------- -----------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper------------- ---Answering newspaper or radio advertisement-Personal application-----------------------Other---------------------------------------- 223 9 23 14 10 70 — 4 75 18 96 5 6 4 4 37 127 4 17 10 6 33 61 3 1 2 — 30 1 — 20 4 25 2 __ 1 — 9 2 2 7 2 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------------------------------$70-$79------------------------------------$80-$89--------- ---------------------------$90 and over-------------------------------- 222 14 7 47 66 29 24 16 19 Hours of work--------------------------------Less than 35 per week----------------------35-39---------------------------------------40-----------------------------------------41-48--------------------------------------49 and over--------------------------------- 201 4 15 139 41 2 Male Female Area A — 76 2 45 — 1 4 — — — — Area B 2 45 10 96 7 10 16 11 21 13 18 126 7 7 37 50 18 3 3 1 88 16 13 15 11 12 8 5 8 64 8 8 11 8 10 7 4 8 24 8 5 4 3 2 1 1 — 83 2 1 53 25 2 118 2 14 86 16 — 88 4 3 47 29 5 64 2 1 33 23 5 24 2 2 14 6 — — — See footnotes at end of table. 2 30 8 86 5 1 3 — 39 3 2 27 6 84 — TABLE D-12*— Regular jobs of graduates and dropouts employed at time of interview, selected data, by area and sex— Continued Number of dropouts Number of graduates Selected data and area Total Male Female Total Male Female Area B— Continued Number of weeks unemployed between last regular job and present regular job------Less than 4 -------------------------------- 4-9----------------------------------------10 or more---------------------------------- 230 155 35 40 101 64 18 19 129 91 17 21 89 49 14 26 65 36 9 20 24 13 5 6 Method of obtaining job----------------------Continuation of school job-----------------School referral----------------------------Public employment service------------------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper------ ----------Answering newspaper or radio advertisement— Personal application-----------------------Other--------------------------------------- 259 40 13 8 1 68 5 16 92 16 109 14 7 4 — 38 — 3 38 5 150 26 6 4 1 30 5 13 54 11 125 5 4 — 53 2 4 53 4 95 4 — 2 — 47 1 3 35 3 30 1 — 2 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59----------------------- ------------$60-$69------------------------------------$70-$79------------------------------------$80-$89------------------------------------$90 and over-------------------------------- 254 7 14 27 83 36 30 20 37 105 1 149 6 14 24 67 18 16 2 2 117 17 13 13 14 14 14 17 15 87 7 7 8 8 12 13 17 15 30 10 6 5 6 2 1 — Hours of work— -------------------------------Less than 35 per week----------------------3 5-39 --------------------------------------40-----------------------------------------41-48--------------------------------------49 and over--------------------------------- 254 5 22 178 34 15 108 3 76 18 11 146 2 22 102 16 4 122 10 3 71 24 14 92 4 3 53 19 13 30 6 — 18 5 1 Number of weeks unemployed between last regular job and present regular job------Less than 4 --------------------------------4 -9 ----------------------------------------10 or more---------------------------------No weeks unemployed------------------------- 259 32 21 27 179 109 17 8 15 69 150 15 13 12 110 125 14 12 23 76 95 11 8 15 61 30 3 4 8 15 74 9 Area C — 3 16 18 14 18 35 — — — 6 1 1 18 1 — Area D Method of obtaining job----------------------Continuation of school job-----------------School referral----------------------------Public employment service------------------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper-----------------Answering newspaper or radio advertisement-Personal application-----------------------Other--------------------------------------- 193 33 9 8 — 52 1 4 83 3 2 — 24 — 1 36 2 119 24 9 6 — 28 1 3 47 1 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------------------------------$70-$79------------------------------------$80-$89------------------------------------$90 and over--------- ----------------------- 184 19 17 31 39 28 21 14 15 70 4 2 5 11 8 13 13 14 114 15 15 26 28 20 8 1 1 — See footnotes at end of table. 85 67 4 1 50 3 — — 7 — 29 2 3 20 2 4 — 25 1 1 16 — 61 8 2 14 4 11 6 3 13 45 2 2 8 3 9 6 3 12 17 1 — 3 — 4 1 2 4 2 16 6 — 6 1 2 — — 1 TABLE D -1 2 .—Regular jobs of graduates and dropouts employed at time o f interview, selected data, by area and sex— Continued Number of graduates Number of dropouts Selected data and area Male Total Female Total Male Female Area D— Continued Hours of work--------------------------------Less than 35 per week----------------------35-39--------------------------------------40-----------------------------------------41-43------------------------------------- ~ 49 and over— -------------------------------- 184 16 17 115 28 8 69 3 1 44 16 5 115 13 16 71 12 3 64 3 7 30 14 10 48 2 2 25 9 10 16 1 5 5 5 — Number of weeks unemployed between last regular job and present regular job------Less than 4 --------------------------------4-9— --------------------------------------10 or more---------------------------------No weeks u n e m p l o y e d ------------------------ 192 65 12 26 89 74 26 5 12 31 118 39 7 14 58 67 13 15 9 30 50 11 10 4 25 17 2 5 5 5 Method of obtaining job----------------------Continuation of school job-----------------School referral----------------------------Public employment service------------------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper-----------------Answering newspaper or radio advertisement-Personal application-----------------------Other--------------------------------------- 409 41 37 49 8 100 3 16 123 32 130 11 4 12 1 48 2 5 37 10 279 30 33 37 7 52 1 11 86 22 148 4 2 27 — 62 3 8 36 6 87 4 1 10 — 45 2 1 22 2 61 — 1 17 — 17 1 7 14 4 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------ ------------------------$70-$79-------------------------------------$80-$89-------------------------------------$90 and over-------------------------------- 402 2 4 99 127 100 39 15 16 127 1 — 7 12 49 27 15 16 275 1 4 92 115 51 12 — — 144 3 13 28 23 29 24 15 9 83 1 2 6 10 26 17 12 9 61 2 11 22 13 3 7 3 — Hours of work-- ------------------------------Less than 35 per week----------------------35-39--------------------- -----------------40-----------------------------------------41_48---------------------------------------49 and over--------------------------------- 409 8 107 270 18 6 130 1 7 108 8 6 279 7 100 162 10 — 148 8 11 103 21 5 86 4 1 63 15 3 62 4 10 40 6 2 Number of weeks unemployed between last regular job and present regular job-------Less than 4 ---------- ----------------------4 -9 ----------------------------------------10 or more---------------------------------- (4 ) (4 ) (4 ) (4 ) (4 ) (4 ) (4 ) (4 ) (?) (?) (4 ) (4 ) (4) (4) (?) ( 4) (4 ) (4 ) (?) (4 ) (?) (4) ( 4) ( 4) 193 12 7 37 2 39 1 70 123 7 69 1 1 11 47 1 1 6 Area E Area F Method of obtaining job----------------------Continuation of school job---------------------------------School referral-----------------------------------------------------Public employment service-----------------------------------Fee-charging employment agency-------------------------Relative or friend-----------------------------------------------Advertisement in newspaper---------------------------------Answering newspaper or radio advertisement----Personal application--------------------------------------------Other------------------------------ ------------------------------------------ 5 2 3 — 23 — 2 27 8 5 75 15 See footnotes at end of table. 86 5 34 2 16 1 3 48 7 — — 30 — 5 — 7 23 — 1 23 2 22 — — — 1 14 1 — 9 1 TABLE D-12.— Regular jobs of graduates and dropouts employed at time of interview, selected data, by area and sex— Continued Number of dropouts Number of graduates Selected data and area Total Male Male Female Total 47 2 7 13 9 4 4 5 3 47 4 2 14 14 13 Female Area F— Continued Weekly wages---------------------------------Less than $30------------- -----------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------------------------------$70-$79----- -------------------------------$80-$89------------------------------------$90 and over------------------------------- - 192 26 22 50 37 22 15 7 13 69 1 2 12 13 14 9 5 13 123 25 20 38 24 8 6 2 — 69 16 10 15 10 6 4 5 3 Hours of work--------------------------------Less than 35 per week----------------------35-39--------------------------------------40-----------------------------------------41-48--------------------------------------49 and over--------------------------------- 192 12 39 83 46 12 69 1 8 36 15 9 123 11 31 47 31 3 69 8 3 17 19 22 Number of weeks unemployed between last regular job and present regular job------Less than 4 ----------------------------- --4-9----------------------------------------10 or more---------------------------------No weeks unemployed------------------------- 193 8 11 13 161 70 3 5 3 59 123 5 6 10 102 68 2 5 18 43 Method of obtaining job----------------------Continuation of school job-----------------School referral----------------------------Public employment service------------------Fee-charging employment agency-------------Relative or friend-------------------------Advertisement in newspaper-----------------Answering newspaper or radio advertisement-Personal application-------------------- ---Other------------------------------ -------- 181 12 78 4 3 55 1 10 13 5 48 7 6 2 1 25 133 5 72 2 2 30 1 9 8 4 257 6 10 23 Weekly wages---------------------------------Less than $30------------------------------$30-$39------------------------------------$40-$49------------------------------------$50-$59------------------------------------$60-$69------------------------------------$70 and over-------------------------------- 176 1 18 136 18 2 1 130 1 15 107 6 1 249 7 44 193 4 Hours of work--------------------------------Less than 35 per week------------------ ----35-39--------------------------------------40 ---------------------------------------------41-48--------------------------------------49 and over--------------------------------- 178 2 18 155 3 — Number of weeks unemployed between last regular job and present regular job— ----Less than 4 --------------------------------4-9----------------------------------------10 or more---------------------------------- 181 157 8 16 22 14 3 2 1 2 — — — 22 4 1 3 5 9 47 21 2 — 5 15 27 — 3 16 Area G — 1 5 1 46 — 3 29 12 1 1 48 1 1 44 2 — 48 35 4 9 — 110 1 33 68 6 — 137 1 5 14 120 5 5 9 — — 66 13 35 3 44 1 20 33 3 132 6 20 102 3 117 1 24 91 1 — __ ____ 1 1 135 8 6 117 3 1 4 114 — 253 8 10 231 3 1 133 122 4 7 257 209 33 15 137 110 17 10 120 99 16 5 — 130 1 17 111 1 — 118 — — — j------------ 1 Less than 0.5 percenti 2 Excludes 35 graduates (18 males and 17 females) and 32 dropouts (24- males and 8 females) for whom data were not reported. Excludes 40 graduates (21 males and 19 females) and 12 dropouts (7 males and 5 females) for whom data were not reported. 4 Data for area E not available. 87 TABLE D-13.— Employment status of graduates and dropouts at time of interview, by highest grade completed by area and sex Dropouts Graduates Area, present employment status and sex Total completing grades less than the twelfth Number completing Ninth grade Less than ninth grade 140 106 17 17 253 187 35 31 288 185 70 33 113 39 10 64 218 88 17 113 257 101 38 118 232 89 30 113 100 67 19 14 22 16 1 5 26 19 5 2 36 22 9 5 29 19 6 4 159 45 16 98 100 28 10 62 41 12 2 27 63 20 6 37 38 8 6 24 17 5 2 10 100 86 3 11 113 64 24 25 100 57 21 22 16 10 2 4 14 9 2 3 25 16 3 6 58 29 17 12 192 126 7 59 100 66 4 30 122 24 13 85 100 20 10 70 14 6 2 6 27 7 2 18 33 5 3 25 48 6 6 36 Male--------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 122 109 10 3 100 89 8 3 137 94 29 14 100 69 21 10 16 10 3 3 32 22 5 5 52 44 6 2 37 18 15 4 Female------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 218 148 11 59 100 68 5 27 100 28 15 57 100 28 15 57 21 5 2 14 29 11 3 15 23 6 4 13 27 6 6 15 Male--------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 87 73 7 7 100 84 8 8 67 50 11 6 100 75 16 9 11 11 17 14 2 1 29 19 5 5 10 6 4 Female------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 181 118 16 47 100 65 9 26 71 17 17 37 100 24 24 52 25 7 4 14 30 7 9 14 Eleventh grade Number Percent Number Percent Male-------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 1 771 682 43 46 100 88 6 6 2 7?7 553 130 94 100 71 17 12 96 75 8 13 Female-----------------------Employed-------------------Unemployed-----------------Out of the labor force------ 1 1,539 1,089 62 388 100 71 4 25 2 820 317 95 408 100 39 11 50 Male-------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 174 157 6 11 100 90 3 7 113 76 21 16 Female-----------------------Employed-------------------Unemployed-----------------Out of the labor force------ 252 162 8 82 110 64 3 33 Male--------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 110 95 3 12 Female-----------------------Employed-------------------Unemployed-----------------Out of the labor force------ Tenth grade All areas Area A Area B Area C Area D See footnotes at end of table. 88 — — 10 3 1 6 — 6 — 3 3 TABLE D-13.— Employment status of graduates and dropouts at time of interview, by highest grade completed, by area and sex— Continued Dropouts Graduates Area, present employment status and sex Total completing grades less than the twelfth Number Number completing— Percent Eleventh grade 100 90 10 18 17 1 Number Percent Male-------------------------Employed-------------------Unemployed-----------------Out of the labor force---- — 138 130 7 1 100 94 5 1 — — Female------ -----------------Employed-------------------Unemployed-----------------Out of the labor force------ 344 279 9 56 100 81 3 16 100 61 8 31 100 61 8 31 10 7 1 2* Male-------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 80 70 6 4 100 87 8 5 66 47 16 3 100 71 24 5 7 7 Female-----------------------Employed-------------------Unemployed-----------------Out of the labor force------ 202 123 10 69 100 61 5 34 100 22 12 66 100 22 12 66 Male------ -------------------Employed-------------------Unemployed-----------------Out of the labor force------ 60 48 4 8 100 80 7 13 187 137 20 30 100 73 11 16 6 4 1 1 Female------------------------Employed-------------------Unemployed-----------------Out of the labor force------ 150 133 1 16 100 89 1 10 168 120 14 34 100 71 9 20 8 6 1 1 Tenth grade Less than ninth grade Ninth grade Area E 94 85 9 — — 36 30 6 22 21 1 18 17 1 — — 19 14 34 17 6 11 37 23 1 13 18 14 3 1 28 15 24 7 1 16 31 10 3 18 36 5 7 24 16 10 6 57 42 3 12 108 81 16 11 31 22 1 8 68 48 7 13 61 44 5 12 — 5 Area F 13 11 2 — — — 9 — 1 8 n 2 Area G — 1 Excludes 1 male and 4 female graduates for whom employment status was not reported. 2 Excludes 6 male and 6 female dropouts for whom grade completed was not reported. - 89 U. S. G OV E R N M E N T P R IN T IN G O F F IC E : I96 0 O 562565
@FedFRASER