One true measure of successful training in trade preparatory classes is the ability of the former students of these classes to obtain and persist in employment in the trades or allied occupations for which they received training The value of a similar study of the former students of Monroe Trade School in Lynchburg has long been recognized. In 1952 steps were taken to review the activities of the students who attended the school during the period of 1940 to 1950. This report represents a study of the scholastic progress of the six hundred seven students who attended Monroe Trade School and a follow up study of 34.67 per cent or 190 of the 548 students who successfully completed at least one semester of work Although only slightly more than one third of the total number of students were contacted, the study portrays conditions which may be representative of the entire group. Because of early drop-outs, defense employment opportunities, enlistments into the armed services of our country, and steady draft requirements, the enrollment for Monroe Trade School changed continually. The percent of students followed up represents a random sampling of the entire group of students distributed over the ten year period. / Master of Science

M.S.

M.S.

Master of Science

The Problem.- To determine occupations entered by Agricultural Education graduates of Virginia Polytechnic Institute from 1948 through 1958, their financial advancement, and relationship of undergraduate success to success, after graduation. Purposes.- To determine fields of employment, beginning salaries, number who have changed jobs, reasons for job changes, educational advancements, relationship of quality credit average and co-curricular activities to occupational choices and advancement, and curriculum changes graduates thought desirable. Method.- Study was based on student records and on objective questionnaire which was mailed to each of the 333 living individuals to secure additional data. Returns were received from 272 (81.7 percent) of the graduates. Findings.- The 236 Bachelor's degree graduates entered 24 different occupations immediately after graduation, but in 1958 they were employed in 50 different occupations. Beginning salaries for all occupations averaged $3,211, while the 1958 salaries averaged $5,235. Salaries averaged $3,076 for 144 beginning teachers of vocational agriculture. In 1958, 82 teachers of vocational agriculture received salaries averaging $4,643. One hundred and ninety (69.9 percent) graduates changed jobs one or more times since graduation. Better opportunity to advance and to obtain a higher salary were the major reasons for not teaching vocational agriculture and for leaving the profession. Less than 15.0 percent of the graduates earned advanced degrees. There was no definite relationship between quality credit averages or participation in co-curricular activities and fields of employment, but an apparent relationship existed between these factors and success and advancement. Six areas of increased course offerings were suggested. / Master of Science

Master of Science

The purpose of the study was to decide whether the present business curriculum of Lane High School, Charlottesville, Virginia, is adequately meeting the needs of its business students. In gathering the data for this study, the questionnaire method of research was used. A questionnaire, a letter, and a sheet, “Definition of Job Titles,“ were sent to the business graduates. Data compiled from the questionnaires revealed the following findings: 1. Lane High School, Charlottesville, Virginia, had 31 boys and 147 girls, a total of 178 business graduates during the five-year period 1945-49. 2. A total of 103 questionnaires were completed and returned, which makes a 57.9 percent return from the 178 graduates to whom these questionnaires were sent. 3. At the time of the survey 35, or 45.5 percent, of the 77 female respondents were married. 4. The business graduates who are employed at the present time are in four main fields: Stenographic, 20, or 19.4 percent; General Clerical, 15, or 14.5 percent; Bookkeeping, 6, or 5.9 percent; and Others Employed (outside business field), 23, or 22.3 percent. 5. A total of 39, or 27.8 percent, are now taking additional training, have married, or are unemployed. 6. The business graduates feel that typewriting is extremely important. Ninety-nine, or 23.7 percent, of the total business course enrollments were in this subject. 7. Of the 20 business graduates in the Stenographic group, only 15 took Shorthand I while in high school. The others secured their shorthand training in private business colleges. 8. The survey points out that 74, or 27.2 percent, of the business graduates who responded found typewriting as the most useful on the job. 9. The most frequent means of securing initial employment were through friends and relatives. Personal applications ranked second. Only 2.4 percent secured their initial position through the high school office; yet, 14.1 percent secured them through the business teachers. 10. Thirty-nine of the graduates, or 37.9 percent, have held only one position since graduation. Twenty-four, or 23.2 percent, have held two positions; and 27, or 26.2 percent, have not held any position whatsoever because they went on with their education or they did not desire employment. 11. Eleven of the graduates who gave reasons for changing positions did so because of promotion. Only 3, or 6.5 percent, changed because of dissatisfaction or ill health. 12. There were more graduates who received beginning monthly salaries within the low salary level of $75-100 than any of the other four brackets. A total of 25, or 24.3 percent, of the 103 respondents received their beginning salary within this bracket. The second bracket, $101-125, ranked next in the number of graduates with 17, or 16.5 percent, of the 103 respondents. 13. More respondents received current monthly salaries within the $126-150 bracket than any other bracket used in this table. 14. After graduating from high school, 46, or 44.7 percent, of the graduates took additional training. 15. When asked to rate their business and non-business subjects taken after graduation which proved to be helpful to them on the job, the graduates rated shorthand first in the business group with accounting and office machines as their second choice. English received the highest score as a non-business, followed by psychology. 16. When the business graduates were asked to check the subjects they wished they had taken in high school, shorthand ranked first. Office machines and accounting were their second and third choices. 17. Only a few respondents felt that any of their business subjects were of little value to them on the job. Bookkeeping ranked first, followed by business mathematics and typewriting. / Master of Science

Much information is available in the field of Apiculture, some technical and some practical. It would appear, however, that there is justification for an attempt to provide information of a practical nature for use in high school Vocational Agricultural classes. Available publications either are too comprehensive or do not contain sufficient material for students of Vocational Agriculture who wish to study beekeeping. It is the intent of this thesis to consolidate and organize factual information for class use by teachers, to suggest a few student problems and activities, and to develop a course calendar of units for study. A detailed discussion of only one type of honey production is presented; but from this type (bulk-comb honey) any other form of honey production may be developed. / M.S.

The purpose of this study to bring into clearer focus problems incident to articulation and of seeking ways by which to solve some of those problems, specifically related to the transition from elementary to high school. To serve as a subject for such a study, a complex of schools was chosen which included a number of elementary schools associated with one central high school. / M.S.

The influence of systematic information interventions on black high school students in Virginia was examined in this study. The State Council of Higher Education in Virginia (SCHEV) sponsored a series of information intervention activities since 1982 to influence black high school student aspirations for college. This study was designed to examine influences on college aspirations attributable to the SCHEV activities. A survey originally designed by SCHEV and the Department of Education was modified to collect data from 1151 black graduating seniors from representative high school districts in Virginia. The data were analyzed by cross-tabulation and chi square procedures. Results of the analyses suggested that one information intervention—Better Information Workshops—had more influence on college aspirations than other interventions, including published brochures, videotapes/cassettes, and public service announcements. Respondents indicated that their aspirations were influenced significantly by parents, other adults, guidance counselors, peers, and teachers. Almost 70% of the respondents would be first generation college students. In addition, fewer males than females were found to aspire to college attendance. / Ed. D.