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DOCUMENT RESUME
ED 366 787 CE 065 668
TITLE High School Followup Survey. Looking Back: Analysisof Student Views, Outcomes, and Recommendations.
INSTITUTION Salt Lake City School District, Utah.PUB DATE Oct 92NOTE 41p.PUB TYPE Reports Research/Technical (143)
Tests/Evaluation Instrumdmts (160)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Educational Attainment; *Employment Patterns;
Followup Studies; Graduate Surveys; *High SchoolGraduates; High Schools; Job Satisfaction; Outcomesof Education; *Program Tmprovement; *Relevance(Education); *School Attitudes
IDENTIFIERS *Salt Lake City School District UT
ABSTRACTA study examined the views, outcomes, and
recommendations of members of the graduating classes of 1986-87,1989-90, and 1990-91 of Salt Lake City School District's highschools. Of the 3,990 survey instruments mailed to potentialrespondents, 1,010 were undeliverable and 1,292 surveys were returnedfor an overall district response rate of 43.36%. Of the respondents,53% were in school and working, 197. were in school without a job, and197. were worki g and not in school. Fifty-two percent had pursued acollege preparr.tory program while in school, and 64.3% had completedsome postsecondary education below the bachelor's level. When askedhow well high school had prepared them for their present job, 17%responded "more than adequately," 34.47. responded "adequately," and13.9% sponded "less than adequately." On a 5-point scale, therespon..?nts rated their satisfaction with their job's location,working conditions, and career potential as 4.09, 3.88, and 2.86,respectively. The respondents offered the following recommendations:increase practical "real-life" courses, increase career guidance inplanning for the future, raise teacher expectations for students,increase college preparatory/advance placement programs, and increaseemphasis en developing writing skills. (Appended are the surveyinstrument, survey-related cor 'espondence, and a survey cost summary.Seventeen figures/tables are ,ncluded.) (MN)
************************************************************************ Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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kNoNDND
Looking Back
Analysis of Student Views, Outcomes, and Recommendations
U 5 DEPARTMENT OF EDUCATIONOtbee of EnoCaherna, ReSean n and 3enprovemeni
1EUCATIONAL RE SOURCE S INFORMATION
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Ih3S document has b.e^ "or ' ^4as ed asref en,e0 Iron, ihe person or ft pan./ at.,prvnattng rt
: Minor changes have been made te ...proneteDrodurbon (want,
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PornIS 01 view Or opmtons staleo u
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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
9BEST COPY MAI=
High School
Followup Survey
Looking Back
Analysis of Student Views, Outcomes, and Recommendations
Salt Lake City School District
October 1992
1
01992 Salt Laxe City School District
ACKNOWLEDGMENTS
This study was conducted and made possible through the combined efforts of the following individuals. Without
their continued help and assistance a study of this size and scope would not have been possible. Their efforts
have been greatly appreciated.
East High School Kay Petersen, Principal
Betty Kerr, Dianna Fanner, Sherry Powell, and Paul Smith
Highland High School Ivan Carder*, Principal
Adele Collipriest, Carol Hall, Kathryn Hayes, Debbie Robinson, and Jetmy Williams
Salt Lake Counnisnky High School James Andersen, Principal
Barbara Floisand, and LaVon Urinal
West High School Harold Triune!, Principal
Shirley Anderson, and Joyce Durrant
Salt Lake City School District Mary Jean Johnson, Assistant Supnintendest
Richats. Boyden, Leans Ells, Jan Keller, Mike Marelli and Gary Smith
Special thanks to East High School, Toni Kemp's ahernative education students and the following student office
aides: Carolyn Adams, James Burson, Candice Cock, Joshua Denison, Lauren Elsworth, Annette Evans, Ann
Gates, Forest Harrison, Chris Heyn, Toya Liggins, Canny Preece, Meagan Potter, Dan Rogan, Colby
Ryder, Tanya Sauter, Tracy Shiotani, Amy Sing ley, Jennifer Tones, and Amy Udall.
I would like to express my appreciation and thanks to the Survey Services - Research Division of ACT,
specifically, Randy McClanahan who continues to provide an extraonlinary degree of support and technical
assistance and to Debbie Spaffonl for her assistance in preparing survey material to be mailed and in providing
initial data analysis.
loSalt Lake City School District
440 East First South
Salt lake City, Utah 84111-1898
(801) 322-1471
2
Bo Hall, Project Coordinator
4
Table of Contents
Cover Page
Acknowledgments
Table of Contents
introduction
Survey Overview
01
02
03
05I. Instrument Selection 06II. Procedures 07HI. Response Summary 08IV. Preliminary Considerations 09V. Background Information 10
A. What students are presently doing 10B. Course of study selected by students 11
C. Grade point average 12D. Highest education level 12
VI. Continuing Education 13
A. Post secondary plans 13
B. Relevance of high school for continuing education 13
VII. Employment History 14A. Work Experience 14
B. Relevance of high school for employment 14
C. Relevance of present position 15
D. Job satisfaction 15
VIII. High School Experience 15A. Satisfaction with high school 15
B. Students quality rating of high school courses 16IX. Questions of Local Interest 17
A. How well students applied themselves in high school 17
B. When students chootx a career 17
C. Most and lent valuable aspects of high xhool 18X. Student Recommendations 19
A. Increase Practical "Real Life" Courses 19
B. !mem Career Guidance in Planning Your Future 19
C. Raise Teacher Expectations for Students 20D. Increase College Prep/Advance Placement Programs 20E. Increase Emphasis on Developing Writing Skills 21
Appendix :;:3ntents 22Survey Instrument 23Locally Developed Questions 27Com letter for First Mailing 29Mailing Envelope 30Follow-Up Postcard 31Cover letter for Final Mailing 32Cost Summary 33
53
Introduction
Evaluation studies that assess and report student opinion and outcome data areseldom used and their findings reported by school systems. However, thisinformation represents an important component in determining how wellschools are performing. Therefore, the goal of this study was to determine whatformer Salt Lake City School District students were doing since leaving highschool and to ascertain what values they placed on different aspects of theirhigh school experience.
The findings reported here represent an analysis of student views, outcomes,and recommendations. These fmdings should validly reflect student percep-tions of the learning environment and their attitudes about the quality andeffectiveness of the schooling they received while students in this district.
-
.
4
Survey Overview
Figure 1: Distribution ofpotential survey respondents
Salt Lake City School District has consistently gathered information to help evaluate itsprograms in order to better meet the needs of the students it serves. During the last decade,information demands have expanded sharply, requiring more and varied types of data. Theincreasing costs of education, combined with the call for higher educational stindards, haveled to increasing demands to assess the quality of students' education. The views of formerstudents play an important role in the review process. This information pmvides an additionalsotute of data concerning the district's success in accomplishing its educational mission.
This report presents the results of a six -month study conducted by Salt Lake City SchoolDistrict staff during the winter and spring of the 1991-92 school year. The report examines theopinions, impressions, and concerns of former students who attended high school in thedistrict
The study included three waduating classes. Any student who was a member of the 1986-87, 1989-90, or 1990-91 senior class and was entullixl after October 1 in their respective yearwas targeted as a participant for the study. To give every former student an opportunity torespond to and eliminate research problems assmiated with sampling size and bias, the surveyinstrument was sent to every former student.
Presently, the Salt Lake City School District operates three comprehensive high schools(East, Highland, and West) and one alternative high school (Salt Lake Community High).Daring the 1986-87 school year some former students attended a fourth comprehensive highschool, South, which was permanently closed by the Board of Education after the 1987-88school year. Follow-up with former South High students was accomplished by geographicallyassigning students to one of the three remaining high schools. The distribution of thepopulation used in this survey is represented in Figure One and represents a total of 3,990potential participants.
1450
1400
1330
1300
1250
1200
1150
DISTRIBUTION OF SURVEY POPULATION BY YEAR
1404
1999-47
7
11=3,990
1330
19119-90
1254
5
6
I. Instrument Selection
Several discussions were held regarding the relative advantages and disadvantages of usinga locally developed instrument versus a commercially developed instmment. During the initialplanning stages a careful review of available survey instruments was conducted. Theconsensus was to select a commercially developed survey instrument produced by theAmerk.an College Testing Program (ACT) Evaluation and Survey Services Department andto supplement this instrument with additional questions of local concern and interest Thisdecision vies based upon three major considerations: (1) the time and cost of developing alocally valid and reliable instrument was prohibitive; (2) the district lacked the appropriatehardware and software to appropriately score, analyze and report the results of the survey; (3)the potential to compare the district results with a national comparison poop was consideredbeneficial.
The High School Follow-up Survey, an instrument designed by ACT, was selected for thestudy (a complete copy of this instrument may be found in the Appendix of this report). Thepurpose of the High School Follow-up Survey is to examine the opinions, impressions andconcerns of former students. This instrument is four pages in length and may be opticallyscanned. It requires approximately .5 minutes to complete and contains the following sections:
Section One contains a variety of demographic and background items including socialsecurity number, age, sex, ethnic group, present status and level of education completed.
Section Two addresses students' post-secondary educational plans and experiences(respondents who have not attended college , and do not plan to attend soon, are directed toskip this section of the instrtnnent). This set of items includes questions regarding thereasons students are attending college, college major, the type of college attended, and thenumber of years of college they have completed.
Section Three includes a series of questions related to the employment history ofstudents. Subsections me included for students who are unemployed, currently employed,or who have held at least one full-time job since graduation. The items in this section dealwith job satisfaction, salary, problems in obtaining employment, and the value of the jobpreparation received in high school.
Section Four contains items that permit students to evaluate their high school with thequality of services and programs offered by the school. Students are asked to identify theirlevel of satisfaction with a variety of characteristics of the school environment This sectionalso requests students to evaluate the overall quality of their high school courses and the helpthey received in specific ability and skills areas.
Section Five requests the current mailing address of students and of someone who willbe able to forward mail to them.
Section Six contains answer spaces for up to 30 additional items designed by the district.
Section Seven provides space for comments and suggestions concerning the school andits programs.
A sheet of additional items of particular interest in th e. district accompanied each mailedquestionnaire. This set of additional items comprised eight multiple choice questions and twoopen-ended questions. A complete copy of these additional questions may also be found in theAppendix of this report.
II. Procedures
Since former students are no longer available as a group the standard methods available toobtain follow-up information include using the mail, phone or face-to-face interview. Theextent of information requested was too long to be conducted over the phone and this approachwould limit responses to only those individuals who have phones. The cost of ccnducting directinterviews combined with the potential risks of sampling errors eliminated this method fromfurther consideration. It was determined that the most appropriate and cost-effective approachwould be to collect follow-up information through the mail.
Using the mail to conduct this follow-up survey had several advantages. First, everyindividual in the target group could be sent a survey. This eliminated a possibility of samplingerrors. Second, it produced a higher response rate for a lower cost when compared wit'a theother available methods. Finally, the initial research design identified a variety of proceduresfor insuring a high response rate while minimizing potential response biases. The preliminaryplanning of the design of the study along with the generation of a Computerized ManagementInformation System took eight weeks to complete.
A computerized file of relevant data from fonner students was created by Salt Lake CitySchool District's Department of Data Processing and Child Accounting. Data originated onthe district's mainframe computer was downloaded and converted to a micro computerenvironment. A data base file was created to recad and track all participants, their responsestatus, and to record additional address changes. This file allowed fa the generation of mailinglists, labels, and reports and for the processing of individualized form letters.
Lists of potential respondents were sifted by zip code, school, year, and last name. Mailinglabels and personalized form letters were developed for each potential respondent. For the firstmailing, packets consisted of: an individualized cover letter printed on school stationary andsigned by the high school principal (see Appendix for example); a survey instrument and a one-page insert of locally developed questions; a lead #2 pencil; and a postage-paid returnenvelope.
Each packet was mailed in a 9-inch by 12-inch envelope (see Appendix for example).Printed on the outside of each envelope was the notation "IMPORTANT DOCUMENTSRESPONSE REQUESTED." Packets were mailed at a third-class nonprofit rate with thefollowing instructions: Do Not Forward, Address Correction Requested, and Return PostageGuaranteed. Numerous address corrections were received. Updated information was :alteredon the computer file and potential respondents were mailed a new packet.
7
A follow-up postcard was developed to remind individuals who had not returned theirsurvey (see Appendix for example). This postcard was mailed to every former student whohad not previously responded. At the same time, staff at each school was provided a list ofstudents who had not responded. Phone calls conducted by parent and student volunteersencouraged former students to respond. Wrong addresses were corrected and new packetswere mailed.
After completion of postcard mailings and telephone contacts, a third and final mailing wasundertaken. The contents of the third mailing consisted of: a revised personalized cover letterfrom the high school principal (see Appendix for example), a survey instrument, a one-pageinsert of locally developed questions, a #2 lead pencil, and a postage-paid return envelope.
All responses were collected for nine weeks after the mailing of the last packet Everyreturned response was reviewed to ensure that the answer sheet could be optically scanned andcomputer scored. Lightly written responses or those completed in pen were darkened with asoft lead pencil. Stray marks on timing lines were erased.
Initial analysis for the High School Follow-up Survey was accomplished by ACT in IowaCity, while a comparative analysis and an analysis of open-ended responses were conductedby Salt Lake City School District staff. The High School Follow-up Survey was scored andcomputer reports were produced that provided fmdings for each item. Fifteen subgroups werepreviously identified and reports produced a cross-tabulation of the response patterns of eachsubgroup. Open-ended questions were coded and analyzed using standard quantitativetechniques and statistics. Then, the qualitative content of the group questionnaires wasanalyzed. This involved "sifting" the responses to each question until major themes emerged.The number of times that each theme appeared among the group respo ses was then recorded.This method of scoring tries to capture the inner experience of former students' comments. Theinformation is reported in a way that is directly reflective of what former students have told us.Reports were compiled for every high school and broken down by each of the three yearsstudied (1986-87, 1989-90, and 1990-91). Each high school report was then combined todevelop a district level composite report.
III. Response Summary
Any student who was a high school senior during the 1986-87, 1989-90 or 1990-91 schoolyear received a survey packet Surveys were initially distributed to 3,990 previous Salt lakeCity School District students. Table One, contains information concerning the responseformer students made to completing the survey. Data used to generate initial address lists wereeither one, two or five years old. The disuict does not update student addresses after a student'ssenior class has graduated. Therefore, 1,421 students (35.6% of the population) could not becontacted at the address they had as high school seniors. Of these 1,421 we identified 411individual address changes. Each address change was recorded on the computer and a newsurvey packet was mailed. The remainder, 1,010 (25.3%) students, had their survey materialreturned by the post office as being undelivetable and despite extensive follow-up procedures,it was not possible to locate updated information on individuals in this category.
0
Table 1: Survey responserates
NUMBER MAILED
NUMINER RETURNED AS
UNDELIVIVAILE
APPROXIMATE NUMIER
CONTACTED
NUMBER SCORED
RESPONSE RATE
RESPONSE SUMMARY BY SCHOOL
HI(.N,V,D T WE ST S,CH SLCSD
1,340 1,160 565 405 3,990
294 273 193 2E0 1,010
1,046 907 672 355 2,990
$14 423 251 93 1,292.
49.14% 46.64% 37.35% 26.2096 43.36%
ISICLIANS 11 AbOT01101.1.111ANIMMOIMP011113
The number undeliverable was subtracted from tie total number of surveys mailed (3990- 1,010 = 2,980). The remaining number represents '.he approximate number of students whoactually received a copy of the suvey. An effective response rate is calculated by dividing thenumber of returned serveys by the approximate number of students who received the surveypacket (1,292 I 2,980 =4336%). The overall response rate average for the district was 43.36%and ranged from a low of 262% at Salt Lake Community High School to a high of 49.14% atHighland High School.
IV. Preliminary Considerations
Before discussing the results of the survey, several considerations regarding the survey dataand comparisons presented in this summary should be considered. Based on the relatively lownumber of items omitted by former students, one can assume they took the survey seriously andprovided thoughtful and complete information.
As a group, the individuals who responded to the survey should not be viewed as constitutingthe random sample that is necesary to draw conclusion about all former high school students.Table 2, provides data indicating the demographic differences found when comparingcharacteristics of the study population with the response group. The larger the difference, thegreater the potential risk of a response bias error. For example, the number of individuals withdisabilities responded at somewhat similar rate, given their representation in the originalpopulation. By compatison, females are somewhat over-represented in the response sample.Although there are some differences, the respondents represent a significantly large and broadrange of student views, opinions and outcomes.
1111.1.76.17.96.13[24.
9
Table 2: Demographiccharacteristics of the studypopulaton and the responsegroup
10
RESPONSE SUMMARY BY SUB-GROUP
..NI, i ( ,,C, ,
MALI
.
49.4 %
747
41.3%
FEMALZ 50.9 % 58.7 %
DISASLZD 124% 11.1%
14/P0Ittrf 21.9% 14.3 %
147 CLASS 3.5.t % 29.1 %
1990 CLASS 33.4% 34.1 %
1991 CLASS 31414 35.9 %
The ethnic distribution of students who responded to the survey indicates that the majoritywere Caucasian / White (85.7%); followed by Asian American / Oriental / Pacific Islander(6.0%); Mexican-American / Mexican Origin (3.6%); Pueito Rican / Cuban / Other Latino orHispanic (1.9%); African-American / Black (1.2%); Native American / Indian / Alaskan /Hawaiian (1.0%) and Other (.6%). Females responded at a greater rate (58.7%) than did males(412%).
In each of the following sections a brief narrative will describe the key findings for eachsection of the survey. This narrative is based on the district composite report. It should be notedthat percentages throughout this report have been corrected to eliminate the effects of missingdata. Thus, the reported percentages are based only on respondents who actually marked anitem and the percentages of missing &at' are not reported. This provides a much clearer pictureof the attitudes and outcomes of those who actually responded to the survey items.
V. Background Information
A. What Students Are Presently Doing
Demographic and background information providesi by former students responding to thesurvey indicates that most students (53%) were in school and working. The number of studentswho were in school without a job (19%) was identical to the number of students who wereworking and not in school (19%).
2
Figura 2: What former studentswen: doing at the time theycompleted the survey
Figure 3: How former studentswould describe their incividualcourse of study during highschool
WHAT ARE STUDEN1S PRESENTLY DOING 7
s=1280 (12 WM)
3%2% 4%
19%
,19%
11%
Hi SCHOOL *OJOS (19%)
121 SCHOOL WORION4 (53%)
WORM.* (19%)
o HOME/FASHLY (3%)
13 um:unarm (2%)
D OTHER (4%)
B. Course of StLdy Selected By Students
A majority of students described their individual program of study during high school ascollege preparatory (52%) while the next highest group of students (35%) not seeing their highschool studies as business/commercial, vocational/occupational or college preparatory, optedto describe their high school program as "other."
DESCRIBE YOUR INDIVIDUAL COURSE OF STUDY DURING HIGH SCHOOLxis (27 IHAPHO
35%
4%
13
9%
12%
o 9USINE5SOCOSIMERC1AL (4%)
90CATIONAL-OCCM(1011AL (9%)
COLLECE PREr (52%)
o OTHER (39%)
11
C. Grade Point Average
Most audents (81.8%) reported a high school grade point average (GPA) of B- or higher.
Rgure 4: High school GPA ofincividuals who responded tothtv survey 450
400
350
Rgure 5: Highest level ofeducation completed by formerstudents given the year of theirgraduation ciass
12
300
250
200
150
100
SO
394
OVERALL HIGH SCHOOL GRADE POINT AVERAGE
240
A- TO A I TO A-
8- 1,267 (25 &Ala)
161
4421 25
4
3- To C TO B- C- TO C
D. Highest Education Level
To C- BLANK
Most students (64.3%) had completed some post secondary education below the bachelor'slevel. Twenty- four percent indicated that their high school diploma was the highesteducational level they had completed. Of the 377 former students in the 1986-87 class whoresponded to the survey, twenty-one percent reported graduating with a bachelor's degree fiveyears after they left high school.
350
300
250
200
150
100
HIGHEST EDUCATION LEVEL COMPLETED
8=1,253 (39 BLAME}
307
711
HS No*COMPLILTEA
HS GRAD Liss TIAN
SAMS
COLLEGE
CMD
1966-87
0 1989-90
El 1990-91
t 1 0
Figure 6: Type of post-secondary institution formerstudents attend or plan toattend
Figure 7: How well foffnerstudents believed high schoolprepared them to continue theireducation
VI. Continuing Education
A. Post-Secondary Plans
A large majority of former students (83.4%) indicated they had attended or planned to attend
a post-secondary institution. Most fonner students (74.5%) indicated they are continuing their
education to obtain a four-year degree or higher.
TIPE Cf POST-SECONDARY INSTITUTION RECENTLY ATTENDED OR WILL ATIEND
11. IAN (IN NNW
7%
74%
0 4 Tit Duna (7410
151 2 TR MUNI (IRS)
NC TIM (7/6)
Former students indicated Health Science (14.3%), Business Management (12.5%), andSocial Science (9.8%) were their most frequently planned area of study or college majors. Theleast frequent areas were: religionfphilosophy/theology, foreign language, mathematics, homeeconomics, and agriculture.
B. Relevance of High School for Continuing Education
Over one-third (38.6%) of former students indicated they were "very well" or "mom thanadequately" prepared to continue their education while, 41.5% said they were "adequately"prepared, and 16.7% indicated that they were "less than adequately" or "very poorly" preparedto continue their education.
HOW WELL DID HIGH SCHOOL PREPARE YOJ FOR corrninmic YOUR
EDUCATION?
No. 1.124 INN Swint)
19%
15 13
Figure 8: The sourca whoassisted former students obtaintheir first full-time job
Figure 9: How well high schoolprepared students for theirpresent occupation
14
VII. Employment History
A. Work Experience
A majority of fonner students (62%) reported they have held at leastone full-time job sinceleaving high school. Over half of these former students (51.7%) indicated that a parent, friend,or relative had provided them the most help in obtaining their first job.
WHO PROVIDED THE MOST HELP IN OBTAINING YOUR FIRST FULL-TIME JOB
AFTER HIGH SCHOOL?
N. DOS (411111Ww)
2%
IS
1%
o moem scnom MAT (4%)
rutenrnua-nnwinuano (52%)
PunucKnon (12%)
odrtorrat (S%)
El EMPLOYER AMMO' (2%)
a omen (20%)
Former students looldng for their first full -time job expressed finding major problemswithfinding a job that paid enough; finding the kind of job they wanted to do; and deciding whatthey wanted to do. Conversely, they reported no problems with completing a job application;age, race, or sex discrimination; or scheduling interviews.
S. Relevance of High School for Employment
Seventeen percent of former students indicated that they were "very well" or "more thanadequately" prepared for their present job, while (34.4%) said they were adequately preparedand (13.9%) reported they were "less that adequately" or "very poorly" prepared.
HOW WELL DID HIGH SCHOOL PREPARE YOU FOR YOUR PRESENT
OCCUPATION?
MS
016
,r
007 (385 BLANK)
0%
35%
16
%Ton' gnu. (616)
CI moor man MUMMY (3%)
ROM %AMY (35%)
LEIS Mak ADEQUATELY (10%)
13 VERY PCP/RLY (4%)
13 no *ninon (34%)
Figure 10: How closely relateda former student's job is to theoccupation planned in highschool
C. Relevance of Present Position
Some former students (10.1%) found a high relationship between their current job and theoccupation they planned in high school while (44.4%) reported finding no relationship.
HOW CLOSELY RELATED IS YOUR CURRENT OCCUPATION TO THE OCCUPATION
YOU PLANNED IN HIGH SCHOOL?
as.11115 (297 Sum)
10%21% .......,11,frmr,..11%
D. Job Satisfaction
11%
When asked to indicate their satisfaction with different aspects of their present job,responses ranged from a high of 4.09 to a low of 2.86 on a five point scale (5= very satisfied,3= neutral, 1=very dissatisfied). Former students expressed the most satisfaction with location(mean (m)=4.09) and working conditions (m=3.88) and reported being least satisfied withcareer potential (m=2.86).
VIII. High School Experiences
A. Satisfaction with High School
Former students were asked to indicate their level of satisfaction v, A variety of highschool experiences. This section consisted of 36 items grouped under fivt mdings: services,activities, academics, facilities, and general aspects. Scores ranged from a high of 4.04 to alow of 2.98 on a five-point scale (5 = very satisfied, 3 = neutral, I = very dissatisfied).
/ 7 15
Table 3: Level of satisfactionwith different aspects of thehigh school experience
Figure 11: Mean rating givento the quality of different highschool courses
16
FIVE MOST AND LEAST SATISFIED ASPECTS OFFORMER STUDENT'S HIGH SCHOOL EXPERIENCE
057 SA- S, ED
PHYSICAL EDUCATION FACIUTIES
RANK
I
-LAS: SA:
CLASS SUE
FINE ARTS ACITYMES 2 VOICE IN DECISION MAKING
SPECIAL ACADEMIC PROGRAMS 3 PRACTICAL WORK EXPERIENCE
SPORIS-RELATED ACTIVMES 4 SPECIAL TUTORIAL ASSISTANCE
FLEXIBILITY TO SELECT YOUR OWNCLASSES
5 AVAILABILITY OF ADMINISTRATORS
Former students found their high school experience most helpful in the following areas:writing effectively (m = 3.15) and understanding written information (m = 3.15) and leasthelpful in the area of managing personal/family finances (m = 2.16).
B. Students Quality Rating of High School Courses
Former students rated the quality of their high school courses. The figure below displays theaverages for the course ranldngs. Scores are on a five point scale (5 = Excellent, 3= Good, 1= Poor)
ENCUSH (3.18)
FINE ARTS (3.57)
VOCATIONAL EDUCATION
(3.33)
NATURAL SCIENCES (3.11)
SOCIAL STUDIES (3.15)
PHYSICAL EDUCATION (1.14)
MATH (3.11)
FOREIGN LANGUAGES (2.56)
QUALITY RATING OF HIGH SCHOOL COURSES
Figure 12: How well formerstudents reported applyingthemselves in high school
Figure 13: When students haddecided on a career choice
Questions of Local Interest
A. How Well Students Applied Themselves in HighSchool .
When asked how well they applied themselves in high school a majority of students (80.6%)said ti...ty were "average" or above, while (19.4%) reported "less than average" or "not verywell."
HOW WELL DID YOU APPLY YOURSELF IN HIGH 30100L1
R.1215 (77 11(38W)
I I%
6%23%
--109......'"^'.'
22%
0 Iva ma (23%)
13 YORE NMI ANOMIE (22%)
aeovr AYSRASC (36%)
o LGIS THAN WISRMSG (1 1%)
Disarray mu. (6%)
B. When Students Choose A Career
Fifty-one percent of former students surveyed reported they had a definite career goal, whilethe remainder indicated they were either somewhat uncertain (42.5%) or had no career goal(63%). When asked at what point they had made a career choice (36%) indicated it wasfollowing their graduation.
31%
WHEN DID YOU MAKE YOUR CAREER CHOICE?m=1207 (95 KANO
5%
36%
19
12%
12%
o REFORE ENTERING NIGH SCHOOL (9%)
El too* ENTERING HIGH SCHOOL (12%)
AT GRADUATION (12%)
FOLLOWING GRADUATION (36%)
STILL MOT SURE (3 1%)
17
Table 4: What former studentsreported as being the five mostand least valuable high schoolexperiences
C. Most and Least Valuable Aspects of High School
Sixty-three percent of all former students who responded to the survey also completed theopen-ended questions which had been inserted into each survey packet. The table belowillustrates the five most and least valuable high school experiences based on the frequency theywere found within students' written responses.
FIVE MOST AND LEAST VALUABLE ASPECTS OF
FORMER STUDENTS' HIGH SCHOOL EXPERIENCE
POST VAL,AS'.3E
TEADIERS
GANol
1
LEAST 1.AiA@,1
TEACIfEllf
FRIEMDSPSOCIAL LIFE 2 FRI DIDS/SOCIAL LIFE
ADVADCE PLACEI1017 COURSES 3 1.71YSICAL EDUCATICAI COUREES
EPODLISH COURSES 4 AMINISTRATORS
SPOILID
(TIE)AS IUTY 70 DEVELOP SOCIAL SKILLS
5 MATH OSURSES
20
X. Student Recommendations
This section presents recommendations from former students who completed the survey.The recommendations listed are in rank order, tased on the frequency they were found in thecomment sections of the survey.
A. Increase PraCtical "Real Lif-" Courses
I would suggest more practical courses along with regular classes. You need morecomputer, financial, math and budgeting classes.Class of 1987
Provide a class or workshop every year (for seniors especially) that would teach jobhunting and resume writing along with a career search workshop. Give options, how dowe know what to do if we don't know what options are available.Class of 1987
My only suggestion would be to include more vocationaltype training.Class of 1990
I would recommend a lot of apprentice-type programs so students can really experiencewhat they might want to do for a career.Class of 1991
la
Prepare students for college placement tests such as AC'T and SAT throughout high schoolnot just the senior year. There was no college guidance and preparation given to mebefore my senior year, even though I needed it.Class of 1987
The least valuable experience I had was the career testing that "told" us what we wouldbe best at. I felt somewhat confined by this and I didn't change that until I spoke with auniversity counselor.Class of 1987
There did not seem to be an organized system of letting students bow about college orscholarships even from in-state schools.Class of 1990
21.19
20
Maintain the tight curriculum that I went through l' d hate to see it slip for my ownkids (i.e., math and humanities requirements).Class of 1987
More intense and complex assignments, also an honest look at the real world.Class of 1987
High School is too easy to just breeze through without acquiring any aspirations.Class of 1990
Probably just more teachers that were enthusiastic about teaching, who love what they aredoing and who love the people they' re teaching. A curriculum that is slightly morerigorous with enthusiastic teachers would do the trick.Class of 1990
AP classes must be made more rigorous and more difficult to prepare students for collegeclasses.Class of 1991
Maybe being harder on kids to graduate. Let them see how hard it is without a high schooldegree.Class of 1991
Increase College Prep/Adyance Placement Programs 4
AP Courses I took were of the most academic valueUS History, European History,English, CalculusChemistry. However, the business courses I completed were of aninfinitely practical value that have made my ly'e easier, especially in finding temporaryjobs and in typing papers for college. These were accounting, typing and word processing.Class of 1987
I would recommend requiring chemistry, physics, biology, and calculus. Without a highschool introduction, college courses are extremely difficult. The U of U assumes basicproficiency in these subjects, even in their introductory courses. I found Physics andChemistry to be very difficult at the University level.Class of 1987
22
Increase Emphasis on Developing Writing Skills
High School Students need more emphasis on writing skills (mostly essay writing) anddefinitely study skills. It would also be helpful to let studems know how to register forcollege classes and how all the credit sue-works, because it can be so confusing.Class of 1991
I recommend a more comprehensive writing program. We are continually reminded at theuniversity about how many students can graduate from high school without really knowinghow to write competently.Class of 1987
1 kd hi k
I lahl IEll
Appendix Contents
Survey Instrument 23
Locally Developed Questions 27
Cover Letter for First Mailing 29
Mailing Envelope 30
Follow-Up Postcard 31
Cove Letter for Final Mailing 32
Cost Summary 33
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AB
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OPEN-ENDED QUESTIONS
1. Looking be* what trom raw high school experience was:
ingstaluable
leastssduaklet.
2. From the experiences you have had since leaving high school. what changes kt high schcolwoukl you recommend to beaer prepare &Wants iOf college andfor employment?
Turn Over33
27
SECTION VI ADDITIONAL QUESTIONSCircle your responses on this sheet and then copy yaw responus for Items 1-9 on past 4,
Section VI-Additional Qatestions on the nswer sheet.
1. How wdl did you apply yourself in highkhool?
A. not wry well16. Ws than averageC. about averageD. more thee averageR may've!'
2 Did you pardepate in the Special Educationprogram while in high school?
A. yeaB. no
3. Have you deckled on your future career?
A. pm, have a definite area goal.IL 1 am somewhat uncertain about my
career goal.C no, I do not have a career goal.
4. When did you make yaw career choke?
A before entering high schoolB. upon entering high schoolC M the time of my high *Stool
graduationD. following my graduationE OM not sure
5. Since leaving this school, have you appliad foradmiral= to any institution of higher education(for example, Melting schools, area Nankaicenters, consramity colleges or univenitiml.
A. yes, and I few been ManlikeR. yes, but 1 bora not been admitted.C ysMIMve.snedmfttedto
nd completed my crane of study atthat iselitution.
D. no, but 1 Mend to apply in the nenyeer.
E nu and 1 don't intend to apply inthe coming year.
F. no, but 1 may apply sometime the'the coming year.
G. no, and Ida not plea to apply.
6. Indicate which of the statements listed belowbest describes )our current kb?
A. I ant currently unemployed.11. my current job has encellent Meer
potential for meC my current job Ism some career
potential for me.D. my crane* job is temporary until 1
End a job in my held.E my current job is temporary until I decide
what 1 would like Y3 do for my Ora work.F. other
7. Ulnae fonds were available to me, 1 wouldbe
A. doing exactly whet Tnt doing now-t ettending a fourlwC numsdiag a giffernii bui-yeat
=OWD. Moab% junior coliege.E. attending trasle/tedusical schoolF. other
& What is the primary language spoken in yourparents' home?
A. English& Chinese or JapaneseC &meanD. SpanielsF. TonpnF. VietnameseG. a language not listed above
Turn Cover
2834
EASTHIGH
SCHOOL
February 21, 1992
Mary Jones960 East First SouthSalt Lake City, Ut 84102
840 Soish 1300 EastSalt Lake aty.thsh $4102(801) 5834661(801) 584-2927 FAX
Dear Mary:
East High School is interested in your opinions about our programs, services,and others aspects of our high sthool. We need your help! Please take the timeto complete the enclosed questionnaire.
The questionnaire will take approximately twenty minutes to complete. Yourthoughtful and candid responses to each of the items will be of great value to us.Be assured that the information you provide will be kept confidential. ACT willprovide our school district with a summary report Neither your name norindividual responses will be identified.
East High School thanks you for your willingness to partidpate in this importantproject Please return your completed questionnaire by friday,March 6th in theenclosed, postage-paid envelope.
We wish you continued growth and success.
Sincerely,
R. Kay Petersen,Principal
Principal: R. KAY FEMZSEN ASA Principal: BRENT FACKREIL Asa Principal: VICKIE INGRAM
Salt lake aty School Disukt
35
Salt Lake City School District
440 East First South
Salt Lake City, Utah 84111-90935
Do
Not
For
war
dA
ddre
ss C
orre
ctio
n R
eque
sted
Ret
urn
Pos
tage
Gua
rant
eed
IMPO
RT
AN
T D
OC
UM
EN
TS
RE
SPO
NSE
RE
QU
EST
ED
Non
-Pro
fit O
rgan
izat
ion
U.S
. Pos
tage
PAID
Sat
: Lak
e C
ity, U
tah
Per
mit
No.
192
6
36
You
Hav
e be
en s
elec
ted
Hav
e yo
u ru
shed
you
r co
mpl
eted
sur
vey
form
bac
k to
us?
II yo
u ha
ve, t
hank
s! O
ur c
orre
spon
denc
e ha
s si
mpl
ypa
ssed
in th
e m
ails
.
lf yo
u ha
ve n
ot, w
ill y
ou p
leas
e ta
ke th
e tim
e to
res
pond
toth
e ite
ms
on th
e su
rvey
and
then
ret
urn
it to
us
as s
oon
aspo
ssib
le?
You
r In
put I
s vi
tal t
o us
. Our
hig
h sc
hool
is In
the
proc
ess
of p
lann
ing
new
pro
gram
s an
d se
rvic
es fo
r fu
ture
sti.
klen
ts,
and
your
res
pons
es w
ill a
ssis
t us
In th
is e
ffort
.
Tha
nks
for
your
hel
pl
4r*,
(W
. Iva
n C
ende
sa,
Prin
cipa
lH
ighl
and
Hig
h S
choo
l
WEST HIGH SCHOOL
Ralph Mitchell2983 S 1400 W #27Salt Lake City, Ut 84117
241 North 300 WestSalt Lake City, Utah 84103
Telephone 355-5347
May 15, 1992
Dear Ralph:
PLEASE DONT throw this letter away without reading it Several weeks ago,we requested that you complete and return a questionnaire about the educationand services you have received while a student at our high school. As of thisdate, we have not received your reply, and we sincerely want your opinions andobservations included in the findings of this study.
If you have completed and returned the questionnaire, we thank you for yourcooperation and ask that you disregard the enclosed materials. If the originalmaterials did not reach you or if you have misplaced the packet, would youplease now take about 20 minutes of your time to complete the enclosedquestionnaire. You can be assured of complete anonymity.
You can also be assured that your participation in this study can contribute to theimprovement of programs and services available at West High School. Thankyou, in advance, for completing the questionnaire and returning it to us in theenclosed, postage-paid envelope. Your assistance is appredated.
Sincerely,
/-14/1-rfr--4/
Harold J. Trussel,Prindpal
32 4 0
SURVEY COSTS
PRINTING AND DUPLICATION $ 2,627.42
MAIL PREPARATION AND POSTAGE $ 3,594.38
SURVEY INSTRUMENTS AND SUPPLIES $ 2,756.80
SCORING, ANALYSIS AND REPORT SUPPLIES $ 758.83
TOTAL COST $ 9,737.43
4 1
33
