- It was the purpose of this study to investigate the educational,
occupational, and personal experiences of the 1967 graduates from the
Roseville Joint Union High School District over a five year period
(1967-1972). Also, the study was designed to secure data concerning
the attitudes of these graduates concerning their perception of the
district's curriculum and guidance program.
The sample consisted of 443 1967 graduates of the Roseville
Joint Union High School District, Roseville, California. In addition,
for comparative purposes, the Roseville class of 1972 was surveyed
with a pre-graduation questionnaire. The study itself was a five
year longitudinal survey. In 1967 a pre-graduation questionnaire was
administered followed by a first-, third-, and fifth-year post-graduation
questionnaire. Each of the questionnaires was designed to elicit
Approximately two-thirds of the 1967 graduates, with relatively
equal percentages of females and males, attended a post-high school
educational institution. Ninety percent of the graduates who continued
their education were satisfied with the first school they attended and
65 percent of this group felt that their high school education had adequately
prepared them for further schooling. However, nearly half
of these subjects received a first-term college GPA of less than 2.0.
The high school courses most highly valued were English and
business. The courses for which a higher priority was assigned five
years after graduation, compared with value given at time of graduation,
are: mathematics, industrial arts, and homemaking. The
graduates believed their greatest dificiencies to be English (for males)
and mathematics (for both sexes). Responses indicated that personnal
contact with teachers ranked highest as the school experience which
had the greatest affect on the subject; athletics was second; and a
specific course third.
The 1967 graduates expressed a strongly felt need for counseling
assistance in making educational plans, selection of high school
courses and vocational counseling, but believed little counseling was
needed in the areas of personal problems and self-understanding.
The data indicated that a review of the role of the counselor
should be made to determine how it can be augmented to make it a
service which is perceived by students as an essential part of the
information regarding the subjects' post-high school educational
training, occupational experiences, personal experiences, and an
evaluation of the school's curriculum and guidance program. Also,
the transcript of each subject who attended college the fall term of
1967 was obtained. Response to the first-year questionnaire was
nearly 90 percent while the questionnaires mailed three and five
years from the time of graduation yielded a two-thirds response.
Questions that subjects were asked to answer involved these
1. Occupational experiences and satisfaction
2. Post-high school educational experiences and degree of satisfaction
3. Marital and residential status
4. Evaluation of high school guidance and counseling program
5. Evaluation of high school curriculum
The data obtained were analyzed to discover if pertinent differences
regarding these aspects existed between and/or among:
(1) females and males, (2) subjects who had taken a college preparatory
program and those who had pursued a non-college preparatory
course of study, and (3) top quartile, middle half and bottom quartile
subjects (as determined by high school GPA).
A high degree of agreement between the 1967 graduates'
anticipated and actual course of action the year following graduation
was evident. Nearly 90 percent of the first-year respondents indicated
they were satisfied with their educational-vocational choices
and three-fourths of the fifth-year respondents repeated this view.
educational program. Since the subjects of this study indicated
parents are the greatest influencing factor upon a student in making
educational and vocational decisions, it is suggested that more
counseling contact with parents be one of the functions that receives