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FACTORS RELATED TO SELECTION AND PLACEMENT IN STATE TEACHERS' COLLEGE, JERSEY CITY, NEW JERSEY

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2941
F a c t o r s r e l a t e d t o s e l e c t i o n and
.R7
p lace m en t m S t a t e t e a c h e r s ' c o l l e g e ,
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Ed u c a t i o n
i n t h e School o f f i u c a t i o n o f New Yorh U n i v e r s i t y
P L E A S E NOTE:
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T a3 le
Contents
of
CHAPTFR
I.
PAGt
Introduction
1
1. S t a t e i e n t o f t h e c r o b l e i
S. F ac k gr o un d o f t h e Study
?. R e l a t e d S t u d i e s .
.
.
.
.
.
C
0. S o u r c e s o f F a t a .
.
.
.
.
4
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.
.
r . Vethod of I n v e s t i g a t i o n
IT. The S e l e c t i o n o f S t u d e n t s
.
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1
r*
s
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i
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e
1. F a c t o r s R e l a t i n g t o S e l e c t i o n i n G e n e r a l
P
S. F a c t o r s R e l a t i n g t o S e l e c t i o n a t S t a t e T e a c h e r s ’
C o l l e g e , J e r s e y C i t y , Few J e r s e y .
a . The A d ir is s ic n o f S t u d e n t s
(1)
(Si
(S)
(4)
Cr e - F n t r a n c e S e l e c t i o n .
Dr e - c r o f e s s i c n a l S e l e c t i o n
Dr o f e s s i c n a l S e l e c t i o n .
P la c e ie n t Selection
10
10
.
14
1?
17
17
b.
The A b i l i t y o f Freshiran S t u d e n t s
c.
G e o g r a p h i c a l and F n v i r o n i r e n t a l F a c t o r s c e l a t i n £
1?
t o S e l e c t i o n a t New J e r s e y S t a t e T e a c h e r s '
C ollege
.
.
.
.
.
.
?. S u n a r y
.
.
.
.
.
.
.
III.
The ^ l a c e i e n t o f G r a d u a t e s .
.
.
.
.
1. The P r o b l e i i n G e n e r a l
.
.
.
.
S. P l a c e m e n t o f G r a d u a t e s f r o i S t a t e T e a c h e r s ’ C o l l e g e ,
J e r s e y C i t y , F. J.
«r. S u n a r y
.
~ .
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.
.
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.
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.
SI
S9
F o i e A d d r e s s e s o f A l u i n i and S t u d e n t s
FI
S. P o s t - G r a d u a t i o n O c c u p a t i o n s o f A l u i n i
R7
?. P r o p o r t i o n o f Ven and F o i e n G r a d u a t e s
4. C o n c l u s i o n s
.
.
.
.
•
os
.
•
V. S c h o l a s t i c F a c t o r s A f f e c t i n g P l a c e i e n t .
i . S c h o l a s t i c R e c o r d s o f A l u i n i and S t u d e n t s
5. F i v i s i o n s o f S tu dy Chosen by A l u i n i and S t u d e n t s
?. S u n a r y
.
.
.
•
-i-
A6 7 8 6 0
SI
?1
IV. F c o l o g i c a l f a c t o r s A f f e c t i n g P l a c e m e n t .
i.
SC
so
.
.
1?
•
•
•
0?
00
00
07
4P
-i iCHAPTTR
VT.
PAGF
S o c i a l and Fconoiric F a c k g r c u n d o f A l u i n i and S t u d e n t s
1. F a c i a l F a c k g ro u n d o f A l u i n i and S t u d e n t s
F. Fconoacic S t a t u s o f A l u i n i and S t u d e n t s .
F. S u n a r y
.
.
.
.
.
.
.
VTI. P e r s o n a l F a c t o r s A f f e c t i n g Dl a c e i e n t
.
i . P e r s o n a l i t y P a t i n g s o f A l u i n i and Dr e s e n t S t u d e n t s
P. S t u d e n t L e a d e r s h i n F h i l e i n C o l l e g e
?. Suarirary .
.
.
.
.
.
VTII. C o n c l u s i o n s
.
.
.
.
.
FO
<- V-’
F*
FF
FT
F7
FF
.
.
.
PF
1. C e n e r a l Sumirary o f t h e b i n d i n g s o f T h i s I n v e s t i g a ­
tion
.
.
.
.
.
.
rOrr
F. S p e c i f i c Pe co ar ir en d at io n s F a s e d cn These F i n d i n g s
P7
c ifcliography
.
1. S e l e c t i o n
F. P l a c e i r e n t
A p pe nd ic e s
I . F a t a Card T1sed i n C o l l e c t i n g T n f c r i r a t i o n P e g a r d i n g
A l u i n i and c r e s e n t S t u d e n t s o f t h e S t a t e Teach­
e r s ’ C ollege,
II.
Jersey City, v.
P erso n al Eata Scale
.
.
.
7«
7?
J.
.
.
77
L ist
Ta s l e s
of
TAPLT
T.
PASF
A nalysis of th e R e s u lt s of th e F ntrance Fxaminations in
'New J e r s e y Ft a t e T e a c h e r s ' C o l l e g e ,
1G?G
•
•
•
•
I T.
Vay and S eptemb er,
»
,
#
IF
P e r i o d o f Tiire ^ l a p s i n g Fet w een S t u d e n t s ’ G r a d u a t i o n froir
T e a c h e r s ' C o l l e g e and Appointment t c a T e a c h in g P o s i ­
tion
Inclusive)
.
.
.
.
9n.9a
ITT. Comparison o f Number o f G r a d u a t e s Dl a c e d and Unplac ed
..........................................................
(19GC-1GGP I n c l u s i v e )
IV. F t a t e T e a c h e r s ' C o l l e g e , J e r s e y C i t y , X. J . , F n r c l l m e n t
by C o u n t i e s , Pecember G, 1GFF .
.
.
.
V. R e p o r t on k i n d e r g a r t e n G r a d u a t e s r l a c e d i n T e a c h in g P o s i ­
tio n s .
.
.
.
.
.
.
.
VI.
A d d r e s s e s o f Alumni and S t u d e n t s F h i l e A t t e n d i n g C o l l e g e
VTI.
A d d r e s s e s o f Alumni and S t u d e n t s X h i l e A t t e n d i n g C o l l e g e
(Cn t h e P a s i s o f Towns) .
.
.
.
.
V III.
S t r e e t A d d r e s s e s o f Alumni and S t u d e n t s L i v i n g i n J e r s e y
City
ix.
X.
.
.
.
.
.
.
.
.
XIV.
9?
FI
Fi -F?
A n a l y s i s o f A d d r e s s e s o f Alumni and S t u d e n t s (by C o u n t i e s
i
Summary o f ^ i r s t P l a c e m e n t s o f Alumni
F?
XI. L oc a ti i on s o f F i r s t P o s i t i o n s o f Alumni .
7T I. A n a l y s i s o f l o c a t i o n s o f ^ i r s t T e a c h in g P o s i t i o n s c f
X III.
97
FG-4C
Alumni (by C o u n t i e s )
.
.
.
.
.
Number o f Alumni Fho Fngaged i n F u s i n e s s I n s t e a d o f
41
Teaching
.
.
.
.
.
.
.
S t a t i s t i c s w i t h De f e r e n c e t o t h e V a r r i a g e o f Alumnae
41
41
XV. A n a l y s i s c f Sex o f Alumni ( F x p r e s s e d i n P e r c e n t a g e s )
XVI. A n a l y s i s o f S c h o l a s t i c R e c o r d s o f Alumni
XVII. A n a l y s i s of P i g h S c h o o l R e c o r d s o f Alumni w i t h R e f e r e n c e
to Placements
.
.
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.
.
A
n
a
l
y
s
i
s
.
o
f
C
o
l
l
e
g
e
pe
c
o
r
d
s
o
f
Alumni
w
i
t
h
F
e
f
e
rence to
XVITT.
placem ents
A
n
a
l y s i s o f Alumni w i t h R e f e r e n c e t o L i v i s i o n s o f Study
XIX.
XX. A n a l y s i s o f P r e s e n t S t u d e n t Pody w i t h R e f e r e n c e t o T i v i s i o n s o f S tu dy
.
.
.
.
•
•
A
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l
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f
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a
c
i
a
l
F
a
c
k
g
r
o
u
n
d
o
f
Alumni:
Number
o f Fach
XXI.
N a t i o n a l i t y Tfco G r a d u a t e d f a c h Year .
-iii-
4F
44
4F
4F
4P
4F
FI
TABLI
7711.
A n a l y s i s o f P a c i a l B ac kg r ou nd o f A l u i n i ’. P e r c e n t a g e o f Fach
N a t i o n a l i t y i n Fach C r a d u a t i n g C l a s s
77TTI, A n a l y s i s o f P a c i a l Bac kg ro un d o f A l u i n i : P e r c e n t a g e o f Fach
C r a d u a t i n g C l a s s i n Fach o f Feven P a c i a l Croups
77IV.
A n a l y s i s o f P a c i a l Backg ro und o f A l u i n i : N u i b e r o f P r e s e n t
F t u d e n t s i n Fach o f Feven P a c i a l Croups
.
77V. A n a l y s i s o f Dl a c e i e n t s o f A l u i n i w i t h P e f e r e n c e t o P a c i a l
B ack gr oun d .
.
.
.
.
.
.
.
77VI. A n a l y s i s o f A l u i n i and P r e s e n t F t u d e n t Body w i t h pe f e r e n c e
to Pconoiic F ta tu s
77VTI.
.
.
.
.
.
.
A n a l y s i s o f A l u i n i and Dr e s e n t S t u d e n t s w it h P e f e r e n c e t o
P e rso n a lity patin g s
.
.
.
.
.
.
77VITI. P e r s o n a l i t y P a t i n o s o f A l u i n i and P l a c e i e n t s i n T e a c h in g
Do s i t i o n s
.
.
.
.
.
.
.
.
L ist
of
Ch arts
CHART
FACIR3 PASI
T. A n a l y s i s o f A d d r e s s e s o f
College, Jersey City,
I I . A n aly sis o f Addresses of
on t h e F a s i s o f Towns
I I I . Analysis o f Addresses of
the C ollege,
IV. A n a l y s i s o f
College,
V. A n a l y s i s o f
College,
VI . A n a l y s i s c f
A lu in i of F t a t e 'Teachers'
P. J . , on t h e F a s i s o f Towns
19
P re s e n t F tu d en ts of th e College,
.
.
.
.
.
.
19
Alumni and P r e s e n t F t u d e n t s o f
on t h e F a s i s o f C o u n t i e s
lo catio n s of
on t h e F a s i s
Locations of
on t h e F a s i s
iri r s t Do s i t . i o n s o f Aluirni o f t h e
o f C i t i e s and Towns .
F i r s t P o s i t i o n s o f Aluirni o f t h e
of Counties
.
.
.
.
Figh F cho ol P e c o r d s o f Aluirni with P e f e r e n c e
to Placem ents
.
.
.
.
.
.
.
VII.
V III.
A n a l y s i s o f C o l l e g e Qe c o r d s of Aluirni w i t h P e f e r e n c e t o
Placem ents .
.
.
.
.
.
.
.
IP
f0
F9
if
4F
A n a l y s i s o f Qa c i a l ba ck g r o u n d o f t h e Aluirni and F t u d e n t
Pody,
F?
C l a s s i f i e d a s American and Non-American
17.
A n a l y s i s o f P a c i a l b a c k g r o u n d c f t h e Alumni and F tu d e n t
7.
Fody, Fhowing Feven P a c i a l C ro up s
.
.
.
.
A n a l y s i s o f P a c i a l Backg ro und o f t h e Alumni w i t h P e f e r ­
ence t o Placement .
.
.
-7 -
.
.
.
.
FF
FF
L ist
of
D iagrams
DIAGRAM
FA.CIRG
1. S t u d e n t F n r o l l i r e n t by C o u n t i e s a t P u t t e r s U n i v e r s i t y ,
-tOce_-ioc7
U t .cf *
•
•
•
*
.
#
9.
S t u d e n t F n r o l l i e n t by C o u n t i e s a t v ew J e r s e y C o l l e g e
fo r Toien, i? P ? -l9 P 7
........................................................................
?. T o t a l S t u d e n t F n r o l l i e n t by C o u n t i e s a t P u t g e r s U n i v e r ­
s i t y and New J e r s e y C o l l e g e f o r F c i e n , 199P-1997
4. P l a c e i e n t o f C l a s s e s ,
S ta te T eachers'College, Jersey
f.
C i t y , N. J . faE o f Tee eir ber , 1 ? c ? ) .
F i p l o y i e n t S t a t u s , C l a s s o f J u n e , 1°P7
.
.
.
#
PAGI
19
IP
1?
97
97
?. F n r o l l i e n t by C o u n t i e s , S t a t e T e a c h e r s ' C o l l e g e , J e r s e y
C i t y , 7 . J . f a s o f Ueceirber, 1PFP) .
.
.
.
7. P e p o r t on U n p la ce d G r a d u a t e s i n
J e r s e y C i t y , N. J .
97
9?
P. Dl a c e i e n t by C o u n t i e s , G r a d u a t e s o f S t a t e T e a c h e r s '
C ollege, Jersey C ity, v . J.
.
.
P. F i n d e r g a r t e n - P r i i r a r y E e p a r t i e n t O r a d u a t e s P l a c e d i n
Teaching P o s i t i o n s
.
.
10. P e l i g i o u s A f f i l i a t i o n s o f S t u d e n t s ,
- 7i -
.
.
.
1?? 7_ i o 4°
99
.
99
9?
L ist
Va p s
of
map
FACIF3 PA3IT
I . P l a c e s o f P e s i d e n c e o f Aluirni o f 19??, and L o c a t i o n o f
Their F i r s t P o s itio n s
•
•
TT. Dl a c e s o f P e s i d e n c e o f Aluirni o f 1 ? ? ? , and L o c a t i o n c f
Their F i r s t °o sit.io n s
•
•
Dl a c e s o f P e s i d e n c e o f Aluirni o f 1??4, and L o c a t i o n o f
Their ^ i r s t P o s itio n s
•
•
IV. Dl a c e s o f P e s i d e n c e o f Aluirni o f 1 ? ? c , and L o c a t i o n o f
Their 'i'irst P o s i t i o n s
•
•
F7
?7
III.
V. P l a c e s o f P e s i d e n c e o f Aluirn
of 1??f,
Their F i r s t P o s itio n s
Their F i r s t P o s itio n s
VITI. P l a c e s o f P e s i d e n c e o f Alunrn
and L o c a t i o n c f
c f 19FT,
?7
if 1-
•
•
and L o c a t i o n o f
•
•
of 1?A?, and L o c a t i o n o f
?7
•
T h e i r Ti r s t P o s i t i o n s
VTI. ^ l a c e s o f P e s i d e n c e o f Aluirn
?7
Their F i r s t P o s itio n s
17. D1 a c e s o f F eB id e n ce of Aluirni o f 1P??-1?*C , I n c l u s i v e
7. ° l a c e s o f P e s i d e n c e o f t h e Dr e s e n t F t u d e n t Pody
71. L o c a t i o n s o f F i r s t - o e i t i o n s o f Aluirni, 19 F F - t ? * A, I n c l u sive
.
.
.
?7
•
•
an: L o c a t i o n c f
•
VI. ° l a c e s o f R e s i d e n c e c f Aluirn
F7
.
.
-vii-
.
?7
F7
A?
CHAPTER- I
I NTRODUCTI ON
1.
S t a t e m e n t o f t h e Probl em
C u r i n g t h e s e p r e s e n t d a y s , when t h e f u n c t i o n s o f t h e t e a c h e r s ’
c o l l e g e a r e b e i n g li or e c r i t i c a l l y exam ine d t h a n e v e r b e f o r e , i t i s w e l l
t o s u b j e c t ea ch i n d i v i d u a l i n s t i t u t i o n t o c a r e f u l s t u d y and e v a l u a t i o n .
The main pr ob lem i n t h i s s t u d y i s t o d e t e r m i n e w h e t h e r t h e F t a t e Tea ch­
e r s ' C o l l e g e a t J e r s e y C i t y , N. J . ,
i t s task.
h a s o r h a s n o t b ee n s u c c e e d i n g i n
The work o f t h i s c o l l e g e i s t o b e ex am in ed , w i t h s p e c i a l
r e f e r e n c e t o t h e s e l e c t i o n and p l a c e m e n t o f s t u d e n t s .
The d i s t i n c t i v e
f e a t u r e s o f a S t r o n g t e a c h e r s ' c o l l e g e a r e t o be ke p t i n mind a s a b a s i s
of evaluation.
The a d m i n i s t r a t i o n o f F t a t e T e a c h e r s ' C o l l e g e a t J e r s e y C i t y i s ,
inevitably,
much c o n c e r n e d w i t h t h e pr ob lem o f t h e i n s t i t u t i o n ' s r e l a t i v e
success or f a il u r e .
c o lle g e in g en eral,
Put t h i s
i s o n l y p a r t o f t h e problem, o f t h e t e a c h e r s '
a s s e e n i n t h e w o r ld o f t o d a y .
d eal of c r i t i c i s m of th e se i n s t i t u t i o n s .
" s tr a n g e antagonism" t h a t
There h a s b e e n a good
T her e a r e r e f e r e n c e s t o t h e
"seems t o h av e d e v e l o p e d b et w ee n t e a c h e r s and
t e a c h e r s ' c o l l e g e s , " and t o " t h e l a g o f t h e t e a c h e r s ' c o l l e g e b e h i n d t h e
c u rr e n t elementary p r a c t i c e . " 1
I t i s o b v i o u s t h a t no f a c t o r y ca n lo n g c o n t i n u e i n s u c c e s s f u l b u s i r ">ss u n l e s s t h e a r t i c l e which i t m a n u f a c t u r e s c a n be d i s p o s e d o f r e g u l a r l y
and a t a p r o f i t .
The f a i l u r e t o make p r o p e r d i s t r i b u t i o n w i l l l e a d t o
d isastro u s re s u lts .
The l e a d e r s o f t h e f a c t o r y must u n d e r s t a n d t h e n e e d s
and demands f o r t h e i r p r o d u c t i n t h a t p a r t i c u l a r t e r r i t o r y .
I n t h e same
way, t h e s t a f f o f a t e a c h e r s ' c o l l e g e must s u r v e y t h e t e r r i t o r y
i n which
th e te a c h e rs are to be placed.
I t i s n e c e s s a r y t o know t h e s o c i a l r e ­
q u i r e m e n t s , t h e c u l t u r a l b a c k g r o u n d , and t h e e d u c a t i o n a l q u a l i f i c a t i o n s
w hich w i l l be demanded by t h e community.
Faving surveyed th e s e needs,
t h e a d m i n i s t r a t o r s o f a t e a c h e r s ' c o l l e g e must s e a r c h d i l i g e n t l y ,
lig en tly ,
and o b j e c t i v e l y so f a r a s may be p o s s i b l e ,
in tel­
f o r th e kind of
s t u d e n t s whose p e r s o n a l q u a l i t i e s and b a c k g r o u n d w i l l e n a b l e them t o
meet t h o s e r e q u i r e m e n t s .
Then, h a v i n g fo un d s uch s t u d e n t s , t h e y must
t r a i n them so t h a t t h e y may be a b l e t o p e r f o r m t h e i r work s u c c e s s f u l l y .
T h a t t h e l i f e o f t h e R e p u b l i c , and t h e c o n t i n u e d e x i s t e n c e o f de­
m o cra cy i t s e l f ,
must depend upon t h e c h a r a c t e r o f o ur p u b l i c s c h o o l s ,
and t h e v a l i d i t y o f t h e work dene t h e r e ,
i s a commonly a c c e p t e d b e l i e f .
Bobert Hush Morriaon, " D ls tin o tir e Maaturea o f a Modern Teaohera* C o l l a t e ,» School
and S o c i e t y , V ol. XLVII
pp. 7SB -784..
1.
The f o u n d e r s o f o u r go ve rn me n t t h o r o u g h l y u n d e r s t o o d t h e v a l u e o f e d u c a ­
t i o n , and t h e i r b e l i e f s h av e b e e n a c c e p t e d a s f u n d a m e n t a l t h r o u g h o u t t h e
e x i s t e n c e of o ur n a t i o n .
T e a c h e r s h av e b e e n a c c e p t e d a s t h e means by
which t h e i d e a l s c f t h e R e p u b l i c c o u l d b e k e p t a l i v e and t h e f o u n d e r s '
w i s h e s c o u l d be c a r r i e d o u t .
The i m p o r t a n c e o f t h e t e a c h e r i n o u r n a ­
t i o n a l l i f e t h e r e f o r e becomes t h e measu re c f t h e r e s p o n s i b i l i t y o f t h e
te a c h e rs ' college.
T h e r e i s a v e r y d e f i n i t e need f o r f u r t h e r s t u d y o f t h e methods o f
p l a c e m e n t u s ed by t e a c h e r s ' c o l l e g e s t o d a y .
T h e r e i s much l e s s knowledge
o f t h e t y p e o f t e a c h e r s n ee d e d t h a n t h e o u t s i d e r would o r d i n a r i l y s u p p o s e .
Fo f a r a s t h e c u r r i c u l u m i s c o n c e r n e d ,
i t i s known t h a t t e a c h e r s a r e b e i n g
ex p o s ed t o a l a r g e r number o f c o u r s e s ,
co v erin g a lo n g e r p e r io d of time,
than ever b e fo re .
And y e t t h e t e a c h e r s who have un d e r g o n e t h i s t r a i n i n g
h a v e , a l l t o o f r e q u e n t l y , f a i l e d tc- be a c c e p t a b l e when t h e y went o u t i n t o
service.
T h e r e h a s come t o b e a g e n e r a l b e l i e f t h a t s k i l l i n s e l e c t i o n
o f f u t u r e t e a c h e r s i s more o r l e s s a m a t t e r o f c o n j e c t u r e .
i s t h u s s e e n t o b e a d i f f i c u l t on e .
The s i t u a t i o n
T her e i s a d e f i n i t e need f o r t h e p r e s e n t i n v e s t i g a t i o n ,
w i t h t h e F t a t e T e a c h e r s ' C o l l e g e a t J e r s e y C i t y , N. J .
in connection
The a d m i n i s t r a t i v e
o f f i c e o f t h e c o l l e g e n e e d s t o know i n adv an c e t h e t y p e o f g r a d u a t e s t h a t
w i l l b e a c c e p t a b l e t o e m p lo y in g o f f i c i a l s w i t h i n t h e n a t u r a l t e r r i t o r y
surrounding the c o lle g e .
little
In th e p a s t ,
t h i s i n s t i t u t i o n has given too
a t t e n t i o n t o t h e a l l - i m p o r t a n t p ro b le m o f s e l e c t i n g ,
as s tu d e n ts ,
young p e o p l e who h a v e t h e t y p e o f p e r s o n a l i t y , t h e s o c i a l b a c k g r o u n d , and
t h e a t t i t u d e s which w i l l be r e q u i r e d c f f u t u r e t e a c h e r s .
FTc r hav e t h e t r a d i t i o n a l me thods o f t e s t i n g t e e n p a r t i c u l a r l y s u c ­
c e s s f u l in s o l v i n g t h i s problem i n t h e p a s t .
i n s t a n c e , h a s n o t a l w a y s b e e n fo und a d e q u a t e .
The i n t e l l i g e n c e t e s t ,
for
T. H. R y le h a s p o i n t e d o u t 1
t h a t i t s p r a c t i c a l v a l u e i n p r e d i c t i n g t h e s u c c e s s o f a t e a c h e r h a s b ee n
very sm all.
He s u g g e s t s t h a t o t h e r f a c t o r s ,
such a s a t t i t u d e s ,
human
r e s p o n s e s , e n t h u s i a s m f o r o n e ' s c o u n t r y , and l o v e o f c h i l d r e n , a r e t o be
r e g a r d e d a s o f p ar am o un t i m p o r t a n c e .
P. P a o h i r o u n d of t h e S t u d y
F t a t e T e a c h e r s ' C o l l e g e a t J e r s e y C i t y , N. J . , i s t h e t e a c h e r - t r a i n i n g
i n s t i t u t i o n e s t a b l i s h e d t o s e r v e Hudson County and s u r r o u n d i n g c o u n t i e s i n
?Si"
te h £ l
e n i C o n siste n t
Cl>uie k
wood
C c « " P e r.c na l l t , «
‘ D e fin ite
Dee In I lu o e tio n 5? C o n t r i b u t i o n s t o Education, Wo. 58, 3eorge P eeboiy C ollege
fo r T eeohere, 1959.
t h a t p a rt of the s t a t e .
I t s sp e c ific re s p o n s ib ility is the se le c tio n
and t r a i n i n g o f e l e m e n t a r y t e a c h e r s f o r t h e p u b l i c s c h o o l s o f t h e s t a t e .
For t h e f i r s t seven y e a r s o f i t s o p e r a t io n ,
of a tw o-year c o lle g e .
Since t h a t tim e,
i t f u n c t i o n e d on t h e b a s i s
t h e p e r s i s t e n t demand f o r a
l i b e r a l a r t s background f o r t e a c h e r s has led to th e e s ta b lis h m e n t o f a
tw o-year term in al course in l i b e r a l a r t s ,
and t h e t e a c h e r - t r a i n i n g c o u r s e s
h a v e b e e n s h i f t e d t o t h e t h i r d and f o u r t h y e a r s o f t h e c o l l e g e c o u r s e .
At t h e end c f t h e f o u r y e a r s o f t r a i n i n g ,
ence i s c o n fe rre d .
th e degree of F achelor of S ci­
Under t h i s a r r a n g e m e n t , t h e r e i s a s e l e c t i o n o f a p p l i ­
c a n t s who a r e a d m i t t e d t o t h e t w o - y e a r c o u r s e , w i t h t h e maximum number t o
b e a d m i t t e d b e i n g d e t e r m i n e d by t h e f a c i l i t i e s c f t h e s c h o o l .
At t h e end
o f t h e f i r s t two y e a r s , t h e r e i s a f u r t h e r s e l e c t i o n o f t h o s e who a r e t o
b e a d m i t t e d t o t h e l a s t two y e a r s o f s p e c i a l i s e d t r a i n i n g ,
and h e r e t h e
q u o t a i s d e t e r m i n e d by t h e p r o s p e c t s o f p l a c e m e n t when t h e f u t u r e t e a c h e r s
h a v e f i n i s h e d t h e i r p r e p a r a t o r y work.
?.
Related St ud ies
The s t u d i e s o f F o y c e , 1 K n i g h t , ? Fom.ers,8 K h i t n e y , 4 J a c o b s " and Cden-
w e l l e r * have shown t h e c o r r e l a t i o n b e t w e e n a ca d em ic and p e r s o n a l i t y f a c t o r s
o f t e a c h e r s and t h e i r s u c c e s s i n t e a c h i n g .
Thes e s t u d i e s , ho w eve r,
do n o t
a c c o u n t f o r t h e l a r g e number o f s t u d e n t s who m a t r i c u l a t e i n t e a c h e r - t r a i n i n g
i n s t i t u t i o n s , b u t n e v e r become t e a c h e r s .
Doudna* r a i s e s t h e q u e s t i o n of
what might h a v e h a p p e n e d t o t h o s e who were n o t s e l e c t e d , i f t h e y t o o had
b e e n a d m i t t e d and t r a i n e d .
K r i n e r ? found t h a t , o f 17 s t u d e n t s o u t o f 111
who d i d no t s e c u r e p o s i t i o n s t o t e a c h , n o t one was ir. a group o f t h o s e a d ­
m i t t e d t o c o l l e g e on p r o b a t i o n b e c a u s e o f low s c h o l a r s h i p .
s p i t e of th e f a c t t h a t
1? who were a d m i t t e d on p r o b a t i o n , and who f i n i s h e d
t h e i r work an d were p l a c e d i n p o s i t i o n s ,
scholarship,
T h i s was i n
"had s c a r c e l y e x e m p l i f i e d enough
eve n by t a k i n g e x t r a work i n t h e summers, t o s e c u r e t h e two-
year te a c h e r 's c e r t i f i c a t e . "
1. A. C. Boyoe, "Method® fo r Measuring Teachers’ I f f i c i e n e y , " Fourteenth Yearbook o f the
Xat tonal S o c ie ty fo r th e Study o f education, Part .1 1 . 1915.
2 . F. B. X night, C u a lttte s Related to Success in Teaching. We® York: Contribution® to
Id u o a tio n , T eaohers’ C o lle g e , Columbia U n iv e r s it y ,.19??.
p. S. f . Somers, Pedagogical Prognosis, P red ictin g the Success o f Prosp ective Teachers .
New York: Buraau o f P u b lioation ® , Teacher®’ C o lle g e , Columbia U n iv e r sity , 19P8.
.
4 . F. L. Whitney, "The P r e d ic tio n o f Teaching Suooeaa, * Journal o f educational heseartn
Monographs, Wo. 8 , P u b lic Sohool Publishing! Company. Bloom ington, 1 1 1 ., 1??4.
", C. l ' Jaoob®, The R elation o f the Teacher's education to Her e f f e c t i v e n e s s . New York:
Bureau of P ub lioation ® , Teaohers.’ C o lle g e , Columbia U n iv e r sity , 1989...................................................
g, a. L. Odenw eller, P r e d i c t i n g t h e Q u a l i t y o f Teaching. New York: Bureau o f Publioation® ,
Teacher®1 C o lle g e , Columbia U n iv e r sity , 1988.
T- . + 4
7 . aulnoy Doudna, "The S e le c tio n o f Candidate.® .fo r Admission to T eaoher-W uoation I n s t i ­
tu tio n ® ," e du c a ti o n a l A d m i n i s t r a t i o n and S u p e r v i s i o n , A p ril, 1989,
» Mwinistrao. h! L. F rin er, "Five-Year Study o f Teaoher C ollege Admission®," ed u c at io na l Admtntst ra
t i o n a*ii S up e r v i s i o n , V ol. XXIII (March, l98Vl* pp* 198-199.
-4A.
S o u r c e s o f d at a
A l l t h e d a t a u se d i n t h i s s t u d y were o b t a i n e d from t h e a lu m ni f i l e s
o f t h e F t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , w. J . ,
f i l e s i n t h e g en era l o f f i c e s , th e placement f i l e s ,
e x te n sio n department.
and t h e l a r g e number o f d i f f e r e n t
p e o p l e who h av e h a n d l e d t h e al um ni f i l e s ,
I m p o r t a n t d o cu m en ts ,
l a c k i n g i n some c a s e s ,
and t h e f i l e s i n t h e
P e c a u s e o f t h e r a p i d growth o f t h e s c h o o l , t h e
c h a n g e s i n p e r s o n n e l and a d m i n i s t r a t i o n ,
to be complete.
and from t h e c u r r e n t
t h e s e f i l e s w ere n o t al w ay s found
such a s a p p l i c a t i o n b l a n k s ,
were
w h i l e i n o t h e r s t h e f i l e s were f i l l e d w i t h p a p e r s
which were no l o n g e r o f any v a l u e .
The p l a c e m e n t f i l e s were i n c o m p l e t e
and d i f f i c u l t t o u s e .
Fo r y e a r s t h e y had bee n k e p t by a p e r s o n who had
an e x t r a o r d i n a r y p e r s o n a l knowledge o f t h e a l u m n i ,
upon h e r u n u s u a l l y a c c u r a t e memory.
and who r e l i e d l a r g e l y
Though s h e p e r s o n a l l y was f a m i l i a r
w i t h e v e r y d e t a i l o f t h e c a r e e r s and l o c a t i o n s c f t h e g r a d u a t e s c f t h e
c o l l e g e , t h e s e v a l u a b l e d a t a were i n l a r g e p a r t l o s t t o t h e i n s t i t u t i o n
upon h e r r e t i r e m e n t .
A b l a n k was p r e p a r e d ( s e e Appendix I ) ,
i
i n c l u d i n g c e r t a i n p o i n t s of
i n f o r m a t i o n which would s e r v e as a b a s i s f o r t h e s t u d y .
t h e d ate of the s t u d e n t ’s e n te r in g th e c o lle g e ,
These i n c l u d e d
'
the date cf graduation,
r e c o r d c f work, l o c a t i o n o f f i r s t p o s i t i o n , h i g h s c h o o l r e c o r d ,
race,
b i r t h p l a c e o f f a t h e r , v o c a t i o n a l s t a t u s o f f a t h e r , economic s t a t u s , p e r ­
s o n a l i t y r a t i n g o f t h e s t u d e n t , and l e a d e r s h i p i n c o l l e g e .
The v a l u e o f
t h e s t u d y i s l i m i t e d by t h e l a c k c f c o m p l e t e d a t a r e g a r d i n g a l l t h e alumni
and t h e whole s t u d e n t body .
*?. V e t h o l o f I n v e s t i g a t i o n
The r e c o r d c f p l a c e m e n t i s r e g a r d e d a s one c f t h e b e s t s i n g l e c r i ­
t e r i a fo r judging the success of a t e a c h e r - t r a i n i n g i n s t i t u t i o n .
investigation,
an a t t e m p t w i l l b e made t o s t u d y t h i s ,
In t h i s
and a l s o t o s e c u r e
p e r t i n e n t f a c t s concerning t h e p ro c e d u re s of s e l e c t i o n used in t h e c o l le g e .
The d a t a a r e t a k e n from t h e r e c o r d s f o r 1???-194C,
number o f s t u d e n t s , c o v e r i n g t h e s t a t e ,
in clu siv e.
for t h i s period i s
The t o t a l
The norma­
t i v e method was u s e d i n an a t t e m p t t o d e t e r m i n e t h e norms o f f a c t o r s r e ­
l a t e d t o s e l e c t i o n and p l a c e m e n t .
I n a d d i t i o n t o an e x a m i n a t i o n o f t h e
p l a c e m e n t r e c o r d and t h e me th od s o f s e l e c t i o n ,
factors,
a s t u d y was made o f aca demic
i n o r d e r t o d i s c o v e r how f a r t h e s c h o l a s t i c r e c o r d i n h i g h s c h o o l
and c o l l e g e might have a b e a r i n g on p l a c e m e n t .
b e e n mapped and g r a p h e d ,
The a r e a s s u r v e y e d have
s c t h a t a d e f i n i t e p i c t u r e may b e o b t a i n e d o f t h e
a c t u a l s i t u a t i o n during th e e ig h t years to be in v e s t ig a t e d .
The c o n c l u s i o n s t o be r e a c h e d i n t h i s i n v e s t i g a t i o n w i l l b e u s e d i n
t h e F t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , hT. J . ,
to determ ine th e f u tu re
p o l i c y o f s e l e c t i o n and p l a c e m e n t .
The s p e c i f i c p r o b l e m s of p l a c e m e n t
a r e i n e v i t a b l y bound up w i t h t h e w i d e r p r o b l e m s o f t h e s o c i a l and e c o ­
nomic a r e a s t o b e s e r v e d .
C o n s e q u e n t l y , some o f t h e c o n c l u s i o n s r e a c h e d
h e r e may n o t be o f u n i v e r s a l a p p l i c a t i o n .
They may, ho w ev er , s e r v e t o
r e v e a l in n er r e l a t i o n s h i p s of v a rio u s f a c t o r s ,
and t o s u g g e s t t e c h n i q u e s
by which t h o s e r e s p o n s i b l e f o r s e l e c t i o n may b e b e t t e r a b l e t o . s e r v e t h e
t e r r i t o r y i n which t h e y a r e l o c a t e d .
The a d d r e s s e s o f t h e s t u d e n t s ,
throughout , t h e i r c o lle g e c a r e e r ,
and maps.
From t h i s i n f o r m a t i o n ,
a t t h e t i m e o f t h e i r a d m i s s i o n and
hav e b e e n r e c o r d e d and shown on g r a p h s
c o n c l u s i o n s h av e b ee n drawn r e g a r d i n g
t h e s o c i a l background of t h e s tu d e n t s ,
and even r e g a r d i n g t h e p a r t i c u l a r
p a r t s o f t h e c i t y from which t h e y h ad come.
Vaps and c h a r t s h a v e a l s o
b e e n i n c l u d e d t o show t h e l o c a t i o n o f t h e s t u d e n t s f o l l o w i n g G r a d u a t i o n ,
a t l e a s t in t h e i r f i r s t appointm ents.
has a l s o been ta k en i n t o c o n s i d e r a t i o n .
The s p e c i f i c number o f a p p o i n t m e n t s
The s c h o l a s t i c r e c o r d s o f t h e
a p p l i c a n t s b e f o r e t h e y e n t e r e d c o l l e g e h a v e b ee n exam ine d, and g r a p h s
h a v e b e e n p r e p a r e d t o show t h e i r s u c c e s s i n c o l l e g e .
Th is m a t e r i a l h a s b e e n compared w i t h t h e d a t a on p l a c e m e n t ,
to determ ine th e r e l a t i o n s h i p of th e v a rio u s f a c t o r s .
in order
A ll t h e i n f o r m a t i o n
a v a i l a b l e i n t h e f i l e s o f t h e c o l l e g e w i t h r e g a r d t o r a c e , economic s t a t u s ,
number o f d e p e n d e n t s , and p r o f e s s i o n a l s t a t u s o f t h e p a r e n t s h a s b e e n i n ­
clu d ed in th e stud y,
and c o n c l u s i o n s h a v e b e e n r e a c h e d t h r o u g h t h e u s e o f
su ch d a t a a s t h e i n v e s t i g a t o r h a s b e e n a b l e t o s e c u r e .
In a d d i t i o n to the
f a c t o r s m e n t i o n e d ab ov e, t h e s t u d e n t s ’ p e r s o n a l i t y r e c o r d s f o r t h e l a s t
f o u r y e a r s h a v e b e e n r e v i e w e d ( such r e c o r d s were n o t k e p t p r i o r t o t h a t
t i m e ) , and an a t t e m p t h a s t e e n made t o d i s c o v e r t h e i m p o r t a n c e o f t h e s e
r e c o r d s w i t h r e f e r e n c e t o p l a c e m e n t , and t h e i r p r o b a b l e u s e f u l n e s s i n t h e
future.
C om pa ri s o ns hav e b e e n made by t h e d ra w in g c f t a b l e s ,
c h a r t s , diagrams
and maps, and t h r o u g h t h e a c c u m u l a t i o n and p r e s e n t a t i o n o f d a t a .
It is
h o pe d t h a t t h e r e s u l t s o f t h i s i n v e s t i g a t i o n may be o f v a l u e i n d e t e r m i n i n g
th e f u tu r e p o l i c i e s of th e i n s t i t u t i o n .
0HA°TE3 I I
T he
1.
Se l e c t i o n
of
St u d e n t s
f a c t o r s Q e l a t t n i t o S e l e c t i o n i n Gener al
Soire r a c e n t p r o n o u n c e m e n t s w i t h r e g a r d t o t h e i m p o r t a n c e o f t e a c h e r
s e l e c t i o n may b e su mmarized and d i s c u s s e d a t t h e b e g i n n i n g o f t h i s c h a p ­
ter.
The work o f t h e i n d i v i d u a l i n s t i t u t i o n may be b e t t e r e v a l u a t e d
a g a i n s t t h i s general background.
Tha Committee on T e a c h e r F d u c a t i o n o f t h e / s s o c i a t i o n o f C o l l e g e s
and U n i v e r s i t i e s o f t h e S t a t e o f Yew York h a s made some v e r y p e r t i n e n t
o b s e r v a t i o n s on s e l e c t i o n . 1 Th es e a r e summed up a s f o l l o w s :
At t h e o u t s e t t h e C o m m i t t e e a f f i r m s t h e c o n v i c t i o n t h a t f r e e h
a n ! e a r n e s t c o n s i d e r a t i o n s h o u l d be g i v e n i n a l l o u r i n s t i t u t i o n s
t o th e program of s t u d i e s which q u a l i f y fo r t h e t e a c h e r ' s c e r t ifisate. . . .
Tt i s f u r t h e r h o p e d t h a t e v e r y a s p e c t o f t h e p r o g r a m o f t e a c h e r
e d u c a t i o n ma y p r o f i t b y t h e c o u n s e l a n d a s s i s t a n c e o f d e p a r t m e n t s
a n d i n d i v i d u a l m e m b e r s o f t h e f a c u l t y w h o , t h o u g h t h e . ? m3 y n o t b e
d i r e c t l y r e s p o n s i b l e , r e c o g n i z e t h a t t h e r e c r u i t i n g and p r e p a r a ­
t i o n of s o u n d t e a o h e r s i s a m a j o r s e r v i c e r e n d e r e d t o s o o i e t y by
the college. . . .
O n l y w h e n we h a v e v i s u a l i z e d t h e r e s p o n s i b i l i t i e s o f t h e t e a c h e r
c a n we d e t e r m i n e how b e s t h e C3 n b e ma d e r e a d y f o r t h e m . . . .
Th e f i r s t t a s k o f e d u c a t i o n i 3 t o t r a n s m i t t o t h e y o u n g t h e
v a l u e s a n d v i r t u e s o f t h e s o c i a l o r d e r , t h a t wa y o f l i f e w h i c h
r e p r e s e n t s t h e v i t a l i t y of t h e s t a t e and n a t i o n or of t h e c i v i l ­
i z a t i o n t o w h i c h a p e o p l e c o n s c i o u s l y b e l o n g . T h i s c a n h a r d l y be
g a i n s a i d , 3 i n c e i t would be s u i c i d a l f o r s o o i e t y t o e s t a b l i s h and
m a i n t a i n o r g a n i z e d i n s t r u c t i o n w h o s e a i m *33 t h e d e s t r u c t i o n , o r
t h e r e v o l u t i o n a r y m o d i f i c a t i o n , o f i t s own i n s t i t u t i o n s . . . .
It has always been t r u e t h a t o h ild re n are born in to a s o c ia l
group and t h a t by b e l o n g i n g t o t h e group t h e i r d e s i r e s and a o t i o n s
g a i n meaning. . . .
S d u o a t i o n a l t h i n k e r s have i n c l i n e d in r e c e n t y e a r s to emphasize
the in d iv id u a l to the p oint of n e g le c tin g the values in h e re n t in
o r g a n i z e d s o o i e t y . Sometimes t h e y have seemed t o g i v e s u p p o r t t o
an e x t r e m e i n d i v i d u a l i s m , d e a l i n g w i t h t h e p u p i l as i f he l i v e d i n
a w o r l d o f h i s own a n d c o u l d b e t o a l l i n t e n t e a n d p u r p o s e s i n d e ­
p e n d e n t o f t h e d e s i r e s and t h e d e s t i n i e s o f o t h e r p e o p l e . The t r u t h
i s , o f c o u r s e , t h a t when t h e i n d i v i d u a l a c t s , a s a p u p i l i n c h i l d ­
hood or l a t e r a s an a d u l t , i t i s a l w a y s i n a community and i n
a s s o c ia tio n with others. . . .
Ca mp u s l i f e a n d t h e . c o m m u n i t i e s a t h a n d o f f e r e v e r y i n s t i t u t i o n
t e a c h i n g t e a c h e r s what a re in e f f e c t l a b o r a t o r i e s f o r th e s o c i a l
3t u d ie s. . . .
1. In i t s mimeographed rep ort
The members of the oommittee are: Fdmund I . Tay,
P r e s id e n t, C o rn ell U n iv e r s ity , chairman; Samuel P. Capen, C hancellor, U n iv e r sity o f B u ffalo;
Hermann Cooper, A s sista n t Commissioner of fd u cation ; W illiam F. Cowley, P r e sid e n t, -am ilto n
C o llea e; Harry P. Handers, Dean, Sohool of Fducation, Syracuse U n iv e r sity ; l e s l i e R. Gregory,
P r in c ip a l, Fredonia S ta te Normal Sohool; Charles W. Hunt, P r in c ip a l, Oneonta S ta te Normal
Sohool; Joseph C. McCain, P r in c ip a l, Oneonta Senior High Sohool, oh airaan, committee on
Teacher fd n o a tio n , S ta te Teaohers' A sso cia tio n ; James L. Meader, P r e sid e n t, R u s s e ll i-age
C o lle c e ; Rev. John P. O 'S u lliv a n , S . J . , Teen, C anisius C ollege; John M. S a y le s, Aotinff
P r e s id e n t, New York S ta te C ollege fo r Teaohers, Albany; Harold f . B. S p e ig h t, F xeeutive
S eo r e ta r y , C o rn ell U n iv e r s ity .
-7Th e t e a c h e r a n d t h e a o h o o l n e e d t h e h e l p o f t h e c o m m u n i t y , w h i c h
c a n p r o v i d e a f a v o r a b l e and s y m p a t h e t i c a t m o s p h e r e , and t h e ' h e l p of
l o c a l o r g a n i z a t i o n s a nd o f p a r e n t s . The t e a c h e r i n s e r v i c e w i l l n ot
make t h e f u l l e s t u s e o f s u c h a s s i s t a n c e u n l e s s , d u r i n g h i s p r e s e r v i c e e i u o a t i o n , h e h a s l e a r n e d how t o e s t a b l i s h h e l p f u l r e l a t i o n s
w i t h t h e c o m m u n i t y t o w h i c h h e b e l o n g s , o n a n d o f f t h e c a m p u s . Ee
w i l l n o t l e a d h i s p u p i l s I n t o e f f e o t i v e c i t i z e n s h i p u n l e s s he knows
a n d u n d e r s t a n d s t h e i r b a c k g r o u n d a n d o u t o f h i s own e x p e r i e n c e c a n
show them where t h e i r i n i t i a t i v e and t h e i r u r g e t o be u s e f u l can
f i n d e x p r e s s io n in s e r v i c e . . . .
U n d e rs ta n d in g th e p u p i l in v o l v e s a knowledge of h i s b a s i c c a p a - c i t y f o r e f f o r t , h i s i n d i v i d u a l p a t t e r n of p e r s o n a l i t y and b e h a v io r ,
and h i3 p r e v a i l i n g a t t i t u d e s . Such knowledge i s o f t e n g a i n e d e a s i l y ,
and w i t h o u t an u n d e r s t a n d i n g of t h e o r i e s of p s y c h o l o g y , by p e r s o n s
w h o a r e " b o r n t e a o h e r s , " o r who h a v e g r o w n up i n s u c h i n t i m a t e c o n ­
t a c t w i t h o t h e r c h i l d r e n t h a t t h e y a p p r a i s e c h i l d r e n i n t u i t i v e l y .................
Tt h a s b e e n s e e n t h a t a n i n s t i t u t i o n p r e p a r i n g t e a o h e r s h a s a n o b l i g a t i o n t o p ro v id e t h o r o u g h l y r e a l i s t i o c o u r s e s of s t u d y i n c h i l d de­
v e l o p m e n t , s u p p o r t e d by " l a b o r a t o r y e x p e r i e n c e s " o f d i r e c t c o n t a o t
w i t h c h i l d r e n . Wa h a v e e m p h a s i z e d a l s o t h e c o n d i t i o n s c o n t r i b u t i n g
t o t h e p r o s p e c t i v e t e a c h e r ' s sound m e n t a l h e a l t h and s p i r i t u a l de­
v e l o p m e n t a s a m a t u r e p e r s o n . . . . The p r o s p e c t i v e t e a c h e r s h o u l d
have an e x p e r i e n c e of i n t e l l i g e n t guidance d u rin g h i s y e a r s of p re p ­
a r a t i o n , n o t m e r e l y i n t h e i n t e r e s t o f h i s own w e l l - b a l a n c e d d e v e l ­
o p m e n t , b u t i n o r d e r t h a t , when i n t u r n h e c a r r i e s r e s p o n s i b i l i t y a s
a t e a c h e r , h e may s e n s e h i s o p p o r t u n i t y a n d h i s o b l i g a t i o n t o b e a
f r i e n d l y and w is e g u i d e t o h i s p u p i l s . . . .
We 3 h o u l d e x p e c t o u r s t u d e n t s n o t t o t r a i l u s b u t t o s u r p a s s u s .
We 3 h o u l d t r e a t a t u d e n t 3 c o n s t a n t l y a s t h o u g h we e x p e c t e d t h e m t o
become f u l l y our e q u a l s and q u i t e p o s s i b l y our s u p e r i o r s . . . .
The h e a l t h o f t h e p r o s p e c t i v e t e a c h e r , h i s e m o t i o n a l m a t u r i t y ,
h i s c a p a c i t y f o r c o o p e r a t i v e e f f o r t , and h i s a p p r e c i a t i o n o f t h e
f a c t o r s o f s o u n d c o m m u n i t y l i f e w i l l a l l go f a r t o d e t e r m i n e h i s
f i t n e s s f o r t h e e x a c t i n g p r o f e s s i o n a l t a s k s he e x p e c t s t o u n d e r t a k e .
The B e n n i n g t o n C o n f e r e n c e ( O c t o b e r ,
1P4C) f o r t h e s t u d y o f s e l e c t i o n
and e d u c a t i o n o f t e a c h e r s made t h e f o l l o w i n g s t a t e m e n t :
Tn a l l t h e s t a g e s of s e l e c t i v e p r o c e d u r e s o b s e r v e d , o b s t a c l e s
t o e f f e o t i v e p r o g r a m s a p p e a r e d i n t h e f o r m of p r e s s u r e s f r o m o u t ­
s i d e t h e c o l l e g e , d e s i r e on t h e p a r t o f 3ome i n s t i t u t i o n s t o h a v e
l a r g e e n r o l l m e n t s , and t h e l a c k o f k n o wl e d g e o f wha t c o n s t i t u t e s
t h e p e r s o n a l q u a l i t i e s mos t l i k e l y t o b r i n g s u c c e s s i n t e a c h i n g .
B e s i d e s t h e s e o b s t a c l e s t h e r e i s c o n c e r n o f f a c u l t y members f o r
h e l p i n g t h e i n d i v i d u a l s t u d e n t , which outw eighs t h e i r f e e l i n g of
r e s p o n s i b i l i t y fo r p r o t e c t i n g c h i l d r e n from inc o m p e ten t t e a o h e r s .
A. ?. F a r r ,
in a d i s c u s s i o n 1 of f a c t o r s p r e d i c t i v e of te a c h in g suc­
cess, reaches th e se conclusions:
" A b ility of s tu d e n ts i s not c l o s e l y r e ­
l a t e d t o i n t e l l i g e n c e above t h a t n e c e s s a r y f o r g r a d u a t i o n .
A b i l i t y of
s t u d e n t s in t e a c h in g i s not c l o s e l y r e l a t e d t o achievement in s p e c i a l
su b jects."
Fe fo und t h a t n e i t h e r c o m p r e h e n s i v e t e s t s ,
g i v e n by s p e c i a l i s t s ,
nor exam inations
were o f v a l u e i n p r e d i c t i n g a b i l i t y .
Fe p o i n t s
o u t , h o w e v e r , t h a t w h i l e c o r r e l a t i o n s were low, t h e y were a l s o p o s i t i v e ,
1
A S. Barr, "Raorultment fo r Teaoher Trainina and P r ed io tio n fo r Suooeaa," Educa­
tio n a l Research, V ol. X, No. P f June, lPNO’V, pp.
showing t h a t t h e good s t u d e n t i s s l i g h t l y more a p t t o s u c c e e d a s a t e a c h e r
t h a n t h e poor s t u d e n t .
I f th e s tu d en t has a n a tu ra l a p titu d e for teach ­
ing, t h i s g e n e ra lly r e v e a ls i t s e l f during h is p re p a ra to ry p e rio d .
B a r r p o i n t s o u t t h a t r a t i n g s o f s t u d e n t s b a s e d on i n t e r v i e w s o f s h o r t
d u r a t i o n , even when c o n d u c t e d by a number o f r a t e r s , a r e n o t s u f f i c i e n t l y
r e l i a b l e t o be u s e d f o r p r o g n o s i s .
Experienced i n s t r u c t o r s a re unable to
d i s t i n g u i s h e f f e c t i v e l y t h o s e who w i l l p r o v e s u c c e s s f u l t e a c h e r s from t h o s e
who w i l l n o t .
I t i s , however, e a s i e r t o s e l e c t t h e s u p e r i o r s tu d e n t s th a n
i t i s to e lim in a te th e i n f e r i o r ones.
From an e x a m i n a t i o n o f t h e l i t e r a t u r e on t h e s u b j e c t c f t e a c h e r s e l e c ­
t i o n , B a r r draws t h e f o l l o w i n g c o n c l u s i o n s 1 :
(l)
T h s r e i 9 w i d e s p r e a d i n t e r e s t i n t h e s e l e c t i o n , g u i d a n c e , and
r e c r u i t m e n t o f t e a c h e r s . Vany i n s t i t u t i o n s h a v e a l r e a d y p u t i n t o
e f f e c t plans for th is purpose.
( ? ) T h e r e i s a t e n d e n c y t o u3e more o b j e c t i v e me a ns i n t h e s e l e c ­
t i o n , g u i d a n c e , and r e c r u i t m e n t of t e a c h e r s .
( 3 ) T h e r e i s n e e d f o r more o b j e c t i v e s t u d i e s of t h e v a l i d i t y and
r e l i a b i l i t y of t h 9 v a r i o u s m e a s u r e s c o n s i d e r e d t o hav e p r e d i c t i v e
v a l u e i n t h e s e l e c t i o n o f p r o s p e c t i v e t e a c h e r s i n t e r m s o f more a d e ­
q uate c r i t e r i a of t e a c h i n g e f f i c i e n c y .
( 4 ) The r e s u l t s t o d a t e a r e , on t h e w h o l e , d i s a p p o i n t i n g a s f a r
a3 any s c i e n t i f i c v a l i d a t i o n of p r e - t r a i n i n g s e l e c t i o n , g u i d a n o e , and
recruitm ent p ra c tic e s are concerned.
( 5 ) Vuch more and much b e t t e r r e s e a r c h i s n e e d e d i n t h i s f i e l d ,
p a r t i c u l a r l y l o n g - t i m e 3 t u d i e 3 a n d s t u d i e s w h e r e i n t h e v a l i d i t y and
r e l i a b i l i t y of p r o p o s e d c r i t e r i a may be s t u d i e d u n d e r c o m p a r a b l e
conditions.
C l i f f o r ! P.
Archer,
o f t h e U n i v e r s i t y c f Vinr.esota, has s u p p lie d th e
i n v e s t i g a t o r w i t h a s h o r t mimeographed a r t i c l e e n t i t l e d " F e e e n t Trends i n
Teachers’ F e le c tio n .n
Fe p o i n t s o u t t h a t s e l e c t i o n i s t h o u g h t o f nowadays
a s a p r o c e s s c o v e r i n g a p e r i o d o f y e a r s b e g i n n i n g w it h t h e p u b l i c s c h o o l
and c o n t i n u i n g t h r o u g h c o l l e g e ,
t h e f i r s t few y e a r s o f t e a c h i n g .
i n c l u d i n g t h e s t u d e n t t e a c h i n g p e r i o d and
Through t h i s c u m u l a t i v e r e c o r d ,
complete
i n f o r m a t i o n i s s e c u r e d c o n c e r n i n g t h e i n d i v i d u a l and h i s b a c k g r o u n d .
t . See a ls o the fo llo w in g : "Problems in T ea eh in g ," V ol. X, Pr oc ee di ng s o f the
String
Conf erence o f t he ra s t e r n P ress f s s o c i a t i o n f o r f l i Teachers, ed ited by P ro fesso r Alonso F.
Myers, New York U n iv e r s ity . "Teaohers fo r Democracy," Year Pook TV, John Dewey, a sso cia ted
w ith the D. Porden Company. New York, Chapter 7TT. H. A. Ftoddard, "One Hundred Thousand
New Teaohers Fvery Year," The Educational Fecord, A o ril, 1?PQ. Pen D. Wood, in Educational
T-ipest, V ol. VI, No. ? (O otober, 1.9A0), op. P0-P1. *. S. Learned, "Tested Achievement of
P r o sp e c tiv e T ea o h ers,n Carnegie Foundation fo r the Advancement o f Teaching,
f n n u a l *tet o r t P u b l i s h e d by t h e Carnegie Foundation, .13SS, op. P9-F1.
Educational / i i i n i s t r a t i o n and S u pe r vi si o n, V ol. YXITT, No. ? (March, i ? f 7 l , c o n ta in s a
rep o rt on a f i v e y ea rs' study o f te a o h e rs' c o lle g e adm issions, by Harry 1. F r in e r, o f ^ tate
T each ers' C o lle g e , C a lifo r n ia , P ennsylvania. He has k ep t, sin c e i9 P i, a very c a r e fu l reoord
o f the p ersonal in terv iew and o f the s c h o la s t ic ra tin g during the period th a t the student
was in c o lle g e . A fter g iv in g a la r g e number o f examples to show th a t in d iv id u a ls may suooeed
when th e p r e d ic tio n i s th a t they w i l l f a i l , and v ic e v er sa , he conclui3 8 th a t: (11 No s in g le
f a c t o r i s a r e lia b le index to p r e d ic tin g tea o h er s' s u c c e s s . (Pi S in g le fa c to r s are more imo o r ta n t in some o a ses than any o th e r s. High rank in the academic o la s s ourrioulum u su a lly
means more than high rank in the general ourrioulum . A lso, the s ig n if ic a n c e o f th e t e s t s
v a r ie s with t e s t f r ig h t and e a se of t e s t ta k in g . Thus, a l l d e t a i l s should be known.
Archer p o i n t s o u t t h a t c a r e f u l s u r v e y s have c l e a r l y shown t h a t no
on e s i n g l e f a c t o r ca n be u se d a s a p r e d i c t i o n o f t e a c h i n g s u c c e s s .
s h o u l d be c l e a r e v i d e n c e a s t o s c h o l a r s h i p ,
ings,
p h y sical exam inations,
etc.,
the g re a te s t p red ic tiv e value.
m a tte r of mental a d ju stm e n t.
have r e p o r t e d
us e o f l a n g u a g e , p e r s o n a l r a t ­
and a l l t h i s s h o u l d b e combined t o g i v e
C r e a t e m p h a s i s s h o u l d be p l a c e d on t h e
C h a r l e s if. Bor den and U. P a t t e r s o n ,
1
of th e U n iv e rs ity of Vinnesota,
*
on t h e use o f a c h i e v e m e n t i n e x a m i n a t i o n s a s a c r i t e r i o n
i n s e l e c t i n g s t u d e n t s t o be t r a i n e d a s t e a c h e r s .
v e r s i t y of V innesota,
e x a m i n a t i o n s which a l l
The f a c u l t y o f t h e U n i­
i n 19FP, a g r e e d t o t h e i n a u g u r a t i o n o f a program o f
s t u d e n t s were o b l i g e d t o p a s s b e f o r e t h e y c o u l d be
adm itted to t h e i r sen io r year at co lleg e.
Exam inations,
There
These were known a s P u a l i f y i n g
and c o n s i s t e d o f a b a t t e r y o f f o u r a c h i e v e m e n t t e s t s :
(1)
A s u r v e y o f t h e c o n d i t i o n o f t h e h i g h s c h o o l l e v e l i n t h e s t u d e n t ’ s ma jor
teaching f ie ld ;
college lev el;
( ? ) A s u r v e y o f t h e c o n d i t i o n i n t h e same f i e l d on t h e
(?) A p r o f e s s i o n a l exam ination co vering re q u ire d ed u c a tio n a l
courses taken during th e ju n io r year;
(A) An e x a m i n a t i o n d e s i g n e d t o t e s t
t h e use of c o r r e c t E nglish.
Ehen t h i s program ha d b e e n i n u s e f o r f i v e y e a r s , t h e co m m it te e o f
e x a m i n a t i o n i n t h e U n i v e r s i t y o f V i n n e s o t a a t t e m p t e d an e v a l u a t i o n .
It
was found t h a t t h e s c h o l a s t i c p e r f o r m a n c e i n t h e t h r e e y e a r s ’ work i n t h e
m a j o r - f i e l d was a b e t t e r p r ' s d i c t i v e f a c t o r t h a n any o f t h e a c h i e v e m e n t
tests.
I t t h e r e f o r e ap pears t h a t th e s c h o l a s t i c performance during the
f i r s t t h r e e y e a r s o f c o l l e g e work i s t h e b e s t m e asu re s o f a r found f o r
t h e e x c e lle n c e of f u t u r e te a c h e r s during t h e i r s e n io r year at c o lle g e .
School a n i S o o i e t y f o r J a n u a r y ?C, 1?AC, c o n t a i n s a b r i e f r e p o r t on
a new p l a n c f t e a c h e r s e l e c t i o n i n a u g u r a t e d a t Pue ens C o l l e g e .
The c o l ­
l e g e f a c u l t y h a s d e c i d e d t o make t h e f i r s t s t e p i n s e l e c t i o n w h i l e t h e
s t u d e n t i s i n t h e u p p e r sophomore t e r m .
an a p p l i c a t i o n ,
At t h a t t i m e t h e s t u d e n t f i l e s
upon which he l . i s t s h i s d e s i r e d s p e c i a l f i e l d o f t e a c h i n g .
Fe i s a l s o c a l l e d b e f o r e t h e f a c u l t y members, who i n t e r v i e w him w i t h
regard to h is scho larsh ip ,
personality,
and c h a r a c t e r t r a i t s .
The s t u ­
d e n t i s a d m i t t e d by t h e c o m m it te e a f t e r t h e s e f a c t o r s h a v e b e e n r e v i e w e d .
F inally,
t h e l a s t s t e p i n e l i m i n a t i o n t a k e s p l a c a when t h e s e n i o r s t u d e n t
a p p l i e s f o r e n t r a n c e i n t o t h e c o u r s e i n s u p e r v i s e d o b s e r v a t i o n and p r a c ­
t i c e teaching.
D. 5. B and s, o f t h e N a t i o n a l Committee on T e a c h e r E x a m i n a t i o n s , h a s
d is c u s s e d 5 th e b alan ce of exam inations in th e s e l e c t i o n of te a c h e r s .
i . School trni Society, v»y a, 1959, P.
p . School ani S o c ie ty , O otober F, 1940.
Fe
-10p o in ts out t h a t th e s e l e c t i o n of te a c h e r s i s n e c e s s a r i l y a complicated
process,
i n v o l v i n g many and v a r i e d f a c t o r s .
p ic tu r e of the can d id ate i s re q u ire d ,
Therefore,
a co m p re h e n s iv e
^and p o i n t s o u t t h a t t h e f o l l o w i n g
h e a d i n g s s h o u l d be u s e d i n d e t e r m i n i n g t h e s e l e c t i o n o f a t e a c h e r t h r o u g h
exam inations:
( 1) S o c i a l and p e r s o n a l c h a r a c t e r i s t i c s : a g e, a p p e a r a n c e , p e r s o n a l
adjustm ent, o r g a n is a tio n of p ersonal c o n ta c ts , e tc .
( f ) I n a r t i c u l a t e a b i l i t i e s and a c c o m p l i s h m e n t s ; a b i l i t y t o e x p r e s s
and u n d e r s t a n d i d e a s g e n e r a l l y o f c u l t u r a l knowledge.
special a b i l i t i e s
( O Experience.
(?) T rain in g .
in th e te a c h in g f i e l d ,
etc.
( ?) Do t e n t i a l i t i e s f o r p r o f e s s i o n a l gr ow th.
( 7) Dh y s i c a l f i t n e s s .
^ a n d s d e s c r i b e s t h e e x a m i n a t i o n s g i v e n i n V ar ch , 194?, i n t w e n t y t h r e e s e p a r a t e c i t i e s o f t h e U n i t e d U t a t e s , t o a t o t a l o f U7T? a p p l i c a n t s .
T h i s i s t h e f i r s t a t t e m p t which h a s b e e n made t o p r o v i d e and a d m i n i s t e r a
comprehensive s e t of ex am in atio n s.
I t i s , ho w eve r,
very b e s t type of s t u d e n t s took t h i s examination;
a u i te l i k e l y t h a t the
therefore,
se v e ra l years
must p a s s b e f o r e s u f f i c i e n t d a t a or e x p e r i e n c e c a n be a c c u m u l a t e d from t h e
n a t i o n a l exam inations t o give m a te r ia l of very g r e a t im portance.
t y p e o f e x a m i n a t i o n , h o w ev er ,
This
i s not r e a l l y of th e s e l e c t i v e kind, as
thought of in co n n ec tio n with the p re s e n t i n v e s t i g a t i o n .
I t i s m e re ly
an a t t e m p t t o e v a l u a t e an i n d i v i d u a l a f t e r g r a d u a t i o n and b e f o r e p l a c e m e n t .
T h ile t h i s exam ination has i t s advantages,
i t comes t o e l a t e t o p r e v e n t
many h a r d s h i p s , d i s a p p o i n t m e n t s and p e r h a p s d i s a s t e r s .
Ur. Pen T. f o o d h a s d i s c u s s e d t h e work o f t h e N a t i o n a l Committee on
T e a c h e rs' Examinations.
Pe w r i t e s a s f o l l o w s 1 :
The t h e s i s o f t h i s p a p e r i s t h 3 t o b j e c t i v e e x a m i n a t i o n s a n a n d
s h o u l d be u se d a s a p h a s e of t e a c h e r s e l e c t i o n , b u t n o t a s t h e s o l e
b a s i s f o r s e l e c t i n g t e a o h e r s , o r f o r p l a c i n g c a n d i d a t e s i n o r d e r on
e l i g i b i l i t y l i s t 3 . Common s e n s e h a 3 l o n g t o l d u s , a n d r e o e n t r e 3e a r c h
h a s c o n f i r m e d t h e f a c t , t h a t o b j e c t i v e e x a m i n a t i o n s do n o t
a n d c a n n o t m e a s u r e t h e t o t a l s u b t l e c o m p l e x w h i c h we s a i l t e a c h i n g
a b i l i t y . When we a r e c o n c e r n e d w i t h a c o m p l e x t h a t i n c l u d e s s u c h
fundam entally d i f f e r e n t f a c to r s as in t e l l i g e n c e , general c u ltu r e ,
p r o f e s s i o n a l i n f o r m a tio n , s p e c i a l su b .le c t-m a tte r m astery, moral
c h a ra c te r, i n t e r e s t in c h ild re n , emotional s t a b i l i t y , p e rs o n a lity ,
p h y s i c a l h e a l t h a n i e n e r g y , e t c . , i t i s or ought t o be obvious t h a t
n o one t y p e o f m e a s u r e m e n t , s u c h a s t h e e x a m i n a t i o n , c a n b e an a d e ­
q u a t e b a s i 3 f o r s e l e c t i o n or e l i g i b i l i t y r a n k i n g .
1. The American A s s o c i a t i o n , Teaohers* C o lle g e , Nineteenth Yearbook, 1840, p . !<-•
-11When t h e s u p e r i n t e n d e n t , o r h i 3 p e r s o n n e l o f f i c e r , i s c o n f r o n t e d
w i t h t h e t a s k o f s e l e c t i n g new t e a c h e r s , h e i s i n t e r e s t e d i n m e a ­
s u r e s o f t e a c h i n g a b i l i t y . Tf t h e e x a m i n a t i o n c a n n o t m e a s u r e t e a c h ­
i n g a b i l i t y , why a d d t h e e x a m i n a t i o n t o t h e p r e s e n t b a s i s o f s e l e c ­
t i o n ? P e c a u s e e x a m i n a t i o n s c a n and do m e a s u r e e s s e n t i a l e l e m e n t s o f
t e a c h i n g a b i l i t y m o r e a c c u r a t e l y a nd e c o n o m i c a l l y t h a n t h e y c a n be
m e a s u r e d b y a n y o t h e r p r e s e n t l y k n o wn d e v i c e s o r m e t h o d s .
The p h y s i c i a n i s i n t e r e s t e d i n m a i n t a i n i n g a n i i m p r o v i n g t h e
h e a l t h a n d p r o l o n g i n g t h e l i f e o f t h e p a t i e n t . Re k n o w s t h a t t h e
t h e r m o m e t e r a n d s t e t h o s c o p e do n o t m e a s u r e h e a l t h o r l o n g e v i t y , b u t
e v e r y good p h y s i c i a n u s e 3 t h e t h e r m o m e t e r a n i s t e t h o s c o p e b e c a u s e
t h e y g i v e h i m s o me u s e f u l i n f o r m a t i o n a b o u t t h e p a t i e n t w h i c h c a n n o t
b e s o e a s i l y a n d a c c u r a t e l y s e c u r e d b y a n y o t h e r known m e a n s .
Food p o i n t s o u t t h a t t h e e x a m i n a t i o n c a n n o t r e v e a l t e a c h i n g a b i l i t y ,
but
i n d i c a t e s t h a t s c h o l a s t i c a b i l i t y i s n e c e s s a r y up t o a c e r t a i n p o i n t .
P u t he does not s t a t s w i t h any c l e a r n e s s t h e s t a n d a r d o f knowledge which
is required.
Fe i r e r e l y p o i n t s out t h a t t h e t i n e i s p a s t when s u p e r f i c i a l
knowledge was enough-.
De a l s o corrirent.s or. t h e p r e s e n t t e n d e n c y to w a r d
c u r r i c u l u m o r g a n i s a t i o n , and b r e a k i n g dowr. t h e o l d n ar r ow s ys te ir c f
spbject-iratter divisions.
F x a i r i n a t i c n s , he p o i n t s o u t , can ir ea su r e s i g ­
n i f i c a n t and e s s e n t i a l a s p e c t s o f t h e s e need ed d u a l i t i e s ircre a c c u r a t e l y
a n d m e c h a n i c a l l y t h a n any o t h e r ireans y e t known.
Tt s e e n s c l e a r t h a t
t h e v a l i d i t y c f t h e e x a m i n a t i o n s h o u l d be j u d g e d by t h e a c c u r a c y w ith
which i t sceas ur es c e r t a i n p h a s e s c f t h e s t u d e n t ' s e d u c a t i o n a l and c u l ­
t u r a l background.
*
R. T. F t e i n e r and P. I . Von Fa d en , o f t h e U n i v e r s i t y o f W i s c o n s i n ,
a r e t h e a u t h o r s o f an a r t i c l e
i n t h e J o u r n a l c f F i u c c t i o n c l Re s e a r c h ,
i n which a t h o r o u g h a n a l y s i s i s irade c f t h e p r e - t r a i n i n g s e l e c t i o n and
guidance of te a c h e r s .
s c ie n tif ic selection,
* f t e r a c a r e f u l s u r v e y o f t h e whole p r c b l e i o f
t h e s e a u t h o r s w r i t e as f o l l o w s :
Wood w o u l d e x c l u d e s i x t y p e r s e n t o f t h o s e now i n t e a c h e r t r a i n ­
i n g by r e f u s i n g , w i t h r a r e e x c e p t i o n s , t o a d m i t t o p r o f e s s i o n a l
e d u c a t i o n t h o s e who a r e a t e n t r a n c e t o c o l l e g e b e l o w t h e i n t e l l e c ­
t u a l l e v e l o f t h e a v e r a g e l i b e r a l 3 r t s f r e s h m a n . 'Re s t r e s s e s t h e
im portance of t r a n s f e r r i n g a t t e n t i o n in the s e l e c t i o n of both pro ­
f e s s i o n a l s t u d e n t s a n d t e a c h e r s from u n i t s o f work and t i m e r e ­
quirements to the a p p lic a n ts themselves.
The a u t h o r s s u g g e s t ( f o l l o w i n g P a r r ) t h a t t h e s e f a c t o r s a r e t o be
c o n s i d e r e d i n waking a c h o i c e o f s t u d e n t t e a c h e r s :
i n t e l l i g e n c e o r g e n e r a l ac ad em ic a p t i t u d e s ;
stab ility ;
( l ) The s t u d e n t ' s
(?) th e s t u d e n t 's eirotional
( ? ) h i s s o c i a l p r o f i c i e n c y and a d j u s t m e n t ;
p h y s i c a l e n e r g y and v i t a l i t y ;
(F) h i s knowledge o f t h e s u b j e c t - l a t t e r
f i e l d c o n c e r n e d , and h i s c u l t u r a l b a c k g r o u n d ;
(7) h i s i n t e r e s t in te a c h in g .
(4) h i s h e a l t h ,
(?) h is s k i l l in expression;
F r a n k A. P u t l e r , who ha s s t u d i e d t h e p r o b le m s o f p r o s p e c t i v e t e a c h ­
ers,
i s quoted in t h e a r t i c l e as fo llo w s :
"Scholarship is a highly r e l i ­
a b l e o b j e c t i v e m e as u r e o f s u c c e s s i n p r a c t i c e t e a c h i n g .
P ig h s c h o l a r s h i p
g e n e r a lly s i g n i f i e s sonirensurate p o sse ssio n of necessary teaching t r a i t s . ”
P. L. ^ r i n e r s u g g e s t s ' 1 t h e f o l l o w i n g c r i t e r i a f o r d e t e r m i n i n g s u c c e s s
in te a c h i n g :
( I ) No s i n g l e f a c t o r l a a r e l i a b l e i n d e x t o - p r e d i c t s t e a o h e r
3 U 3 3 Q3 3 .
(?) A l l d e t a i l s c o n c e r n i n g s i n g l e " f a c t o r s s h o u l d b e k n o wn .
(31 A w i d e s p r e a d o f k n o w l e d g e i s d e s i r a b l e .
(i ) A b i l i t y i n m a t h e x a t i c s , L a t i n , a n d t h e s c i e n c e s i s m o r e r e ­
l i a b l e for p r e d i c t i n g sucoess th an i s a b i l i t y in the s o - c a lle d
"arts.*
( 5 ) S e l e c t i o n c a n n o t be m e c h a n i z e d .
(?) M a t u r i t y of th e a p p l i c a n t f a c i l i t a t e s s e l e c t i o n .
( 7 ) E m o t i o n a l s t a b i l i t y i s e s s e n t i a l f o r s u c c e s s and i s most
d i f f i c u l t to e v a lu a te .( 9 ) C a r e f u l i n t e r v i e w i n g a n i s t u d y o f t h e c u m u l a t i v e r e c o r d im­
proves se le c tio n .
( 9 ) T h e s tu d e n t ' s f a m i l y life, c o m mu n i t y life, and d ee p - Be a t ed
b e l ie f s
a p pe ar
signif ic ant .
(10) P e r s o n n e l work i n c o l l e g e i s i m p o r t a n t .
(II) Teacher success ani teaching success are highly v ariab le
t erm s.•
(15?) T h e w e l l - i n f o r m e d , p r o p e r l y e d u c a t e d s t u d e n t w i t h t h e
p r o p e r n a t i v e a b i l i t y w i l l become a s u c c e s s f u l t e a c h e r .
(13) I t i s u s e l e s s t o t a l k of s u c c e s s w ith s t u d e n t s r e c e i v i n g
l e s s than four or f i v e y ears of t r a i n i n g .
( 1 4 ) Pound e d u c a t i o n i n t h e c o l l e g e s i s of g r e a t s i g n i f i c a n c e .
D. F a n d i f o r d p h a s made an e x c e l l e n t summary o f t h e s t u d i e s c a r r i e d
o u t by h i m s e l f a n i o t h e r s w i t h r e g a r d t o t e a c h e r s e l e c t i o n ,
and h a s r e a c h e d
th e follow ing conclusions:
( l ) A b i l i t y of s t u d e n t s in te a c h in g i3 not c l o s e l y related : to
i n t e l l i g e n c e above t h a t n e c e s s a ry f o r g ra d u a tio n . In o th e r words,
i f a stu d en t has s u f f i c i e n t i n t e l l i g e n c e to complete hi3 un iv er­
s i t y c o u r s e s u c c e s s f u l l y , h i g h e r i n t e l l i g e n c e d o e s n o t s e e m t o be
n a c e s s a r i l y of value in te a c h in g .
(?) A b i l i t y o f s t u d e n t s i n t e a c h i n g i s n o t c l o s e l y r e l a t e d t o
achievement in s p e c ia l s u b je c ts . N either the comprehensive t e s t s
n o r t h e s p e c i a l i s t ' s e x a m i n a t i o n s p r o v e d t o be o f v a l u e i n p r e ­
dicting teaching a b ility .
"
#
(3)
Tt m u s t n o t b e f o r g o t t e n , h o w e v e r , t h a t w h i l e t h e c o r r e l a ­
t i o n s were a l l low, t h e y were a l s o p o s i t i v e , showing . t h a t th e a b i l ­
i t y i n p r a c t i c e t e a c h i n g i s n o t m e a s u r e d by p e r s o n a l i t y t e s t 3 . I n
f a c t , c o n s i d e r a b l e doubt e x i s t s as to what, i f an y th in g , th e s e
t e s t s do m e a s u r e . M e a s u r e m e n t o f p e r s o n a l i t y t r a i t s i s o f no v a l u e j
i f t h e s e t r a i t s a re a r b i t r a r y and u n r e l a t e d to o t h e r a s p e c t s of
j
human l i f e .
|
1.
Second Keport on * Five-Y ear Study o f Teaohers' C ollepe Adm issions, Fducational Ad­
... .......... .. «oeol
m i n i s t r a t i o n and Fut>ervision, V ol. XXI (January,
l»p. •
p . " F o r e c a s t In T e a o h i n p A b i l i t y , " Hementary Fchool Journal, FXFVTII ( J a n u a r y , 1 - E . l ,
pp. SP6-8P9.
( 4 ) The t e a o h i n g a v e r a g a s o b t a i n e d i n t h e f i r s t t e r m a r e o n l v a
i -ai r i ndex of t h 9 f i n a l t e a c h i n g a v e r a g e .
( 5 ) I mp r o v e me n t d u r i n g t h e p e r i o d o f t r a i n i n * i s n o t c l o s e l y r e ­
l a t e d t o i n t e l l i g e n c e a s m e a s u r e d by g r o u p t e s t s .
( ? ) Tf a 3 t u i e n t ha3 n a t u r a l a p t i t u d e f o r t e a c h i n g i t shows up
9 AF 1 y • ^
p e r t a i n i t e m s o f i n f o r m a t i o n a3 d e t e r c ^ n e d by a q u e s t i o n n a i r e
a p p e a r t o be Oi v a l u e i n s e l e c t i n g s u c c e s s f u l t e a c h e r s . T h e s e i t e m s
h a v e n o t a s y e t b e e n s t a n d a r d i z e d b u t may be u s e d a s i n d i c a t i o n s of
t h e v a l u e of c e r t a i n i n f o r m a t i o n i n s e l e c t i n g t e a o h e r s .
( ? ) T h e r e i a o l o a e a ^ r e e a a n t amon2 t h e o p i n i o n s o f d i f f e r e n t
r a t e r s , b u t e v e n a v e r a a e r e t i n a s do n o t a a r e e c l o s e l y w i t h c r i t i c
t e a c h e r s * mar k3.
(9) f x p s r i e n c e d i n s t r u c t o r s a re not a b l e s u c c e s s f u l l y t o choose
t h o s e who w i l l or w i l l n o t do w e l l i n t e a c h i n g .
( 1 0 ) The ma r ks o f c r i t i o t e a c h e r s a r e s u b j e c t t o t h e v a r i a n c e of
individual subjective evaluations.
L. F h i t n e y and S’. J . Ca ln ey h av e s um m a r iz ed 1 a c l i n i c a l t e c h n i q u e
f o r t h e s e l e c t i o n of p r o s p e c t i v e t e a c h e r s .
They p o i n t o u t t h a t much d i s ­
s a t i s f a c t i o n i s f e l t w i t h p r o f e s s i o n a l me tho ds o f h e l p i n g s t u d e n t s who
a r e t o become o u r f u t u r e t e a c h e r s .
Few i f any r e l i a b l e t e s t s hav e y e t
a p p e a r e d w i t h which i t i s p o s s i b l e t o i s o l a t e and m e asu re p r o f e s s i o n a l
teaching a b i lit y .
They s u r e s t
t h a t t h o s e who i n t e r v i e w t h e f u t u r e t e a c h e r
s h o u l d t h i n k o f h e r p r i m a r i l y i n t e r m s o f t h e r e a c t i o n on t h e p a r t o f h e r
pupils.
This, of c o u rse , emphasizes p e r s o n a l i t y .
Above a l l , t h o s e who
have th e r e s p o n s i b i l i t y of s e l e c t i n g te a c h e rs should r e a l i z e t h a t teach in g
i s an a r d u o u s t a s k , which makes heavy demands upon t h e p h y s i c a l and emo­
t i o n a l r e s o u r c e s o f t h e p e r s o n whc u n d e r t a k e s i t .
Unless the p r o s p e c ti v e
te a c h e r gives evidence c f s u p e rio r p e r s o n a l i t y ,
t h e r e w i l l be an e m o t i o n a l brea kd ow n.
f i n d th e te a c h e r not only a l i a b i l i t y
t h e r e i s much d a n g e r t h a t
Thus, t h e F o a r d o f F d u c a t i o n would
t o h e r s e l f , b u t a problem f o r t h e
s c h o o l sy ste m which employs h e r .
The U n i v e r s i t y o f Utah h a s d e v e l o p e d a t e c h n i q u e f o r t h e e x c l u s i v e
s o l u t i o n o f each, p r o b le m i n t h e l i g h t o f v a l u a b l e d a t a , b o t h q u a n t i t a t i v e
and q u a l i t a t i v e .
Tt employs a b a t t e r y o f s t a n d a r d i z e d t e s t s .
t h e m a t e r i a l has been s e c u re d ,
a co m m it te e r e v i e w s i t ,
a p erso n al in terv iew with th e ca n d id a te .
This,
A f te r a l l
and t h e n c o n d u c t s
they f e e l ,
i s much more
s a t i s f a c t o r y t h a n h a v i n g one o f f i c e r o f t h e c o l l e g e make t h e o f f i c i a l de­
cision.
F i n c e t h i s p r e f e c t was f i r s t u n d e r t a k e n a t t h e U n i v e r s i t y c f Utah
i n 1 ?? ? , a t o t a l o f
cases has been surveyed.
Tt i s t r u e t h a t t h e r e
a r e many i m p o r t a n t f a c t o r s o f c h a r a c t e r and p e r s o n a l i t y which t h i s system
dees not cover.
A lso , b e f o r e making a f i n a l d e c i s i o n ,
it
is necessary
t o s e e t h e t e a c h e r a t work i n an a c t u a l c l a s s r o o m s i t u a t i o n .
1, Fchool and S ociety, > a? o « t
1.3?9.
-14r.
f a c t o r s P e l a t i n i t o S e l e c t i o n at S t a t e Teacher s' C o l l e i e ,
Vew J e r s e y
a.
The A d m i s s i o n of- S t u d e n t s
Jerseu City,
The f a c t o r s d e a l i n g w i t h s e l e c t i o n and a d m i s s i o n o f s t u d e n t s t o t h e
vew J e r s e y F t a t e T e a c h e r s ’ C o l l e g e s h a v e b e e n s e t f o r t h by Dr. C h a r l e s P.
F llio tt,
Co mm iss io ne r o f F d u c a t i o n f o r t h e F t a t e c f Few J e r s e y ,
a n n u a l r e p o r t d a t e d Ju n e ?C,
1?4C.
J ersey F ta te T e a c h e rs ’ C olleges i s determ ined,
on t h e b a s i s o f p r e d i c t e d n e e d s .
in h i s
The a d m i s s i o n o f s t u d e n t s t o t h e Few
so f a r a s may be p o s s i b l e ,
The D e p a r tm e n t o f Du b l i c I n s t r u c t i o n
f i x e s a q u o t a f o r ea ch c u r r i c u l u m i n ea c h o f t h e s i x T e a c h e r s ’ C o l l e g e s .
The r e c o r d s which must be s u b m i t t e d i n c l u d e t h e s t u d e n t ’ s h i g h s c h o o l
r e c o r d , a c e r t i f i e d s t a t e m e n t showing t h e p l a c e and d a t e c f b i r t h , t h e
h e a l t h r e p o r t and form r e q u i r e d b y t h e D e p a rt m e n t o f P u b l i c I n s t r u c t i o n ,
two t e s t i m o n i a l s c f good mo ral c h a r a c t e r , and a c e r t i f i c a t e from t h e h ig h
s c h o o l p r i n c i p a l t e s t i f y i n g t o t h e s t u d e n t ’ s c h a r a c t e r and p r c b a b l a s u c ­
c e s s in ta k in g th e course fo r t e a c h e r s .
t a k e an e n t r a n c e e x a m i n a t i o n .
The s t u d e n t i s a l s o r e q u i r e d t o
This i s u s u a l l y a s t a n d a r d i z e d ex am ination,
so t h a t a c o m p a r i s o n may be made c f t h e s t a n d i n g o f t h e s e s t u d e n t s w i t h
t h o s e in o t h e r i n s t i t u t i o n s in v a r io u s s e c t i o n s of t h e United F t a t e s .
In ad d itio n ,
t h e s t u d e n t must u n d e r g o a p h y s i c a l e x a m i n a t i o n , an d, u n l e s s
h e can s u b m i t a c e r t i f i c a t e t e s t i f y i n g t h a t he i s f r e e from t u b e r c u l o s i s ,
he must a l s o b e s p e c i a l l y examined f o r t h i s by t h e c o l l e g e p h y s i c i a n .
P u o t a s a r e t h e n f i l l e d on t h e b a s i s o f e x c e l l e n c e ,
as shown by ex am in a­
t i o n s c o r e s and by t h e h i g h s c h o o l r e c o r d s s u b m i t t e d .
T a b l e I (p.
1F)
g i v e s an a n a l y s i s o f t h e r e s u l t s o f t h e e n t r a n c e e x a m i n a t i o n s f o r t h e
y e a r 1???.
The p r e s e n t method o f p r o c e d u r e i n t h e s e l e c t i o n o f t e a c h e r s i n t h e
J e r s e y U i t y F t a t e T e a c h e r s ’ C o l l e g e i s now t o b e ex am in ed .
The s e l e c t i o n
of p r o s p e c tiv e t e a c h e r s in t h i s i n s t i t u t i o n extends through four w e lld e f i n e d s t a g e s , t h e c r i t e r i a o f s e l e c t i o n g r a d u a l l y becoming more s t r i c t
as the stud ent p ro g resses.
ig n a te d as follo w s:
selection;
For c o n v e n i e n c e , t h e f c u r s t a g e s may be d e s ­
( 1) P r e - e n t r a n c e s e l e c t i o n ;
( c) p r o f e s s i o n a l s e l e c t i o n ,
pre-professional
and (4) p l a c e m e n t s e l e c t i o n .
( 1) Pre-fntrance Selection
The f i r s t s t e p s i n p r e - e n t r a n c e s e l e c t i o n a r e t a k e r a y e a r b e f o r e t h e
d a t e when t h e s t u d e n t e n t e r s t h e c o l l e g e .
Th ere i s a s o c i a l - p r o f e s s i o n a l
g a t h e r i n g c f a l l g u i d a n c e and c o u n s e l l i n g o f f i c e r s from t h e h i g h s c h o o l s
in th e s erv ice area of the c o lleg e.
At t h i s t i m e , c o l l e g e o f f i c e r s p r e s e n t
- 1 ? -
TABLE
I
Analysis of the Results of the Entrance Examinations in New J ersey Ctate Teachers ' Co lleses ,
Vay ano Eeptevber , 19?°
LOCATION OF COLLESES
ENTRANCE EXAVlNATIONS
3LASS90R0 JERSEY CITY VONTOLAIR NEWARK PATERSON TRENTON TOTALS
Vay.
Fxatination
Number axamined
Number q u a l i f y i n g f o r c o l l e g e o f f i r s t ohoioe
Number q u a l i f y i n g f o r c o l ­
le g e o? se e o n i e h o io e
T o t a l number q u a l i f y i n g
Number n ot q u a l i f y i n g
Fettevher, ?Qc(3, Fxatination
Number examine!
Number q u a l i f y i n g f o r c o l le g e o f f i r s t ohoioe
Number not q u a l i f y i n g
T ran ! t o t a l examine! i n Vay
a n ! September
Orand t o t a l Q u a lif y in g by
e x a m in atio n an! t r a n s f e r
Orand t o t a l a i m i t t e i a3
freshm an s t u d e n t s
P e r c e n ta g e o f g ra n ! t o t a l
a d m itte d
195
174
34g
IF?
193
1?P
10?
35?
1974
91
?3?
F90
10?
\6&
—
---
10?
?3
144
30
117
310
39
1 ??
?®
91
11
41
?73
95
15P
104®
995
7
31
—-
10
«*0
—
10°
7
—
9?
e
~
—
9
1
F4
a
—
Cfl
1?
13?
?0?
340
133
1??
3?F
13P9
109
170
310
137
145
?73
1144
190*
10 F
135
1?9*
153*
?09
934
13.
1?.
IP.
17.
IP.
_
??.
100.
♦The t o t a l number a d m itte d as freshman s t u d e n t s a t S l a s s b o r o . Newark and P a te r s o n exceeds
t h e number mho q u a l i f i e d in t h o s e o o l l e y e s , b ecau se many who q u a l i f i e d a t V o n t o l a i r and
T re n to n were t r a n s f e r r e d t o O la ssb o ro , Newark and P a te r s o n .
an o u t l i n e o f t h e pro gr am o f o p p o r t u n i t i e s a t t h e c o l l e g e , and answer q u e s ­
t i o n s r a i s e d b y -th e r e p r e s e n t a t i v e s of the high sch o o ls.
Turing V ocational
Tfeek i n h ig h s c h o o l s , c o l l e g e r e p r e s e n t a t i v e s d i s c u s s w i t h t h e s t u d e n t s i n
t h e i r h ig h s c h o o l s t h e o p p o r t u n i t i e s o f f e r e d by t h e c o l l e g e .
S tu d e n ts b e g in t o f i l e a p p l i c a t i o n s in Ja n u a ry .
At t h i s t i m e t h e
f o l l o w i n g forms a r e m a i l e d t o t h e s e who make a p p l i c a t i o n :
blank,
an a p p l i c a t i o n
a c e r t i f i c a t e o f h e a l t h t o be f i l l e d c u t by t h e f a m i l y p h y s i c i a n ,
a form f o r c e r t i f i c a t i o n o f h i g h s c h o o l c r e d i t s , and a p e r s o n a l i t y r a t i n g
s c a l e t o be f i l l e d o u t by t h e h i g h s c h o o l a d v i s e r .
As s co n a s t h e a p p l i c a t i o n b l a n k s h av e b e e n r e t u r n e d t o t h e c o l l e g e ,
fo r the student to p resen t him self th e re .
^
an a p p o i n t m e n t i s made
At t h i s t i m e , p r e - e n t r a n c e
s e l e c t i o n d a t a a r e o b t a i n e d by t h e f o l l o w i n g a g e n c i e s :
( 1 ) A dm iss ion s C o m m it t e e .
The s t u d e n t i s g i v e n a p e r s o n a l i t y r a t i n g ,
b a s e d on an i n t e r v i e w .
(?) P e a l th S e rv ic e Department.
i n a t i o n by t h e s c h o o l p h y s i c i a n .
The s t u d e n t i s g i v e n a p h y s i c a l exam­
O c c a s i o n a l l y a s t u d e n t i s as k ed t o p r e -
\
s e n t r e p o r t s on f u r t h e r p h y s i c a l e x a m i n a t i o n s by t h e f a m i l y p h y s i c i a n and
o t h e r s b efo re com pleting h is a p p l i c a t i o n .
The s t u d e n t i s g i v e n v i s u a l
and a u d i t o r y t e s t s by members o f t h e P e a l t h D e p a r t m e n t .
(?) F n g lish Department.
The s t u d e n t i s g i v e n a d i a g n o s t i c s p e e c h t e s t .
-1*(0
Personnel Cepartment.
At t h e end o f t h e s e i n t e r v i e w s t h e s t u ­
d e n t i s g i v e n f u r t h e r i n s t r u c t i o n s by t h e F e g i s t r a r r e g a r d i n g t h e t i m e
and p l a c e o f t h e e n t r a n c e e x a m i n a t i o n .
The e n t r a n c e e x a m i n a t i o n , which h a s p r e v i o u s l y be en p r e p a r e d by a
c o m m i t t e e wor king i n c o n j u n c t i o n w it h t h e S u p e r v i s o r o f T ea ch er F d u c a t i o n
and
u n d e r t h e a u s p i c e s o f t h e S t a t e Fo ard o f F d u c a t i o n ,
the
l a t t e r p a r t o f Vay.
T h i s e x a m i n a t i o n v a r i e s from y e a r t o y e a r i n de­
t a i l s , but covers th re e general f i e l d s :
inform ation; cu rren t public a f f a i r s .
the
i s g iv e n d u r i n g
F n g l i s h and F n g l i s h u s a g e ;
general
The r e s u l t s a t t a i n e d on t h e e n t r a n c e e x a m i n a t i o n ccur.t FC p e r c e n t i n
t o t a l s c o r e f o r e n t r a n c e ; t h e p e r s o n a l i t y r a t i n g s c c r e from t h e h i g h
school,
and t h e r a n k i n t h e g r a d u a t i n g c l a s s ,
c ou n t FF p e r
Fhen t h e s e r a t i n g s h av e a l l t e e n c o m p i l e d , t h e l i s t
S u p e rv is o r of Fgacher F d u ca tio n .
cent each.
i s sent to the
Th at o f f i c e t h e n s e n d s t a c k t h e names o f
t h e s t u d e n t s who hav e p a s s e d t h e e x a m i n a t i o n .
For d i s t h e n s e n t c u t by
t h e F e g i s t r a r t o e ac h s t u d e n t , t e l l i n g him on what day t o r e p o r t f o r r e g ­
istratio n .
At p r e s e n t a s m a l l gr oup o f p r o s p e c t i v e t e a c h e r s iE b e i n g s e l e c t e d
at the f i r s t interview .
through the c o lle g e ,
Th es e a r e s t u d i e d v e r y c a r e f u l l y a s t h e y p r o c e e d
and o n ly t h o s e who meet a l l r e q u i r e m e n t s a r e e n c o u r ­
aged t o go on f o r t h e d e g r e e .
S t u d e n t s whc a r e n o t a c c e p t e d as p r o s p e c t i v e
t e a c h e r s at th e beginning of t h e i r c o lle g e c a re e r pursue a general c u r­
riculum .
(?)
pr e - Pr o * e s 3 t o n a l
Selection
All s t u d e n t s a d m i t t e d t o t h e c o l l e g e meet w it h t h e T i r e c t c r o f P e r ­
sonnel p r io r to r e g i s t r a t i o n ,
t o hav e t h e i r i n d i v i d u a l s c h e d u l e s a p p r o v e d .
A v e r y e a r n e s t a t t e m p t i s made t o f i t each s c h e d u l e t o t h e n ee d s and p o s s i ­
b i l i t i e s of th e i n d i v i d u a l s tu d e n t .
A fter s tu d e n t s have been ad m itted , the F i r e c t o r of ^ e r s c n n e l adm in is­
t e r s a s e r i e s of guidance t e s t s .
These i n c l u d e two p s y c h o l o g i c a l t e s t s ,
one p u b l i s h e d by t h e American C o u n c i l on F d u c a t i o n and one p u b l i s h e d by
t h e T e a c h e r s ’ C o l l e g e De r s o n r . e l A s s o c i a t i o n .
p r i n t e d each y e a r .
vew fo r m s f o r t h e t e s t s a r e
T e s t s a r e a l s o g iv e n in r e a d i n g , p e r s o n a l a d j u s t m e n t ,
and p e r s o n a l i n t e r e s t s .
On t h e b a s i s o f t h e s e t e s t s a ’’p r o f i l e ” i s made f o r each s t u d e n t ,
which g i v e s him h i s r e l a t i v e l o c a t i o n i n h i s c l a s s .
th is
Fach s t u d e n t r e c e i v e s
’’p r o f . i l e " i n o r d e r t h a t he may d i s c o v e r and remedy h i s own w e a k n e s s e s .
-17-
(?) P r o f e s s i o n a l P.election
The s t u d e n t s who have b e e n a d m i t t e d t o t h e Te a c h e r F d u c a t i o n Cu r­
riculum are observed c a r e f u l l y ,
years,
ership.
for sch o larsh ip ,
t h r o u g h o u t t h e i r fr es hm an and sophomore
so c ia l adjustm ent,
At t h e end o f t h e sophomore y e a r ,
emotional m a tu r ity ,
and l e a d ­
s t u d e n t s i n t h e T e a c h e r F du ca -
t i o r . C u r r i c u l u m who wis h t o o b t a i n a F i n d e r g a r t e n - ° r i m a r y c e r t i f i c a t i o n
make a p p l i c a t i o n t o a co m m it te e f o r t r a n s f e r .
Thi s c o m m i t t e e s t u d i e s t h e
s c h o l a s t i c r e c o r d s of th e c a n d i d a te s , .including th e r e p o r t o f a s p e c ia l
c o m m i t t e e on p i a n o a c h i e v e m e n t .
Ftudents tr a n s f e r r e d are re q u ire d to
m aintain t h e i r s c h o la r s h ip in th e upper h a l f c f the c l a s s .
At t h e end o f t h e sophomore y e a r ,
s t u d e n t s who h av e p u r s u e d t h e
g e n e r a l c u r r i c u l u m may l i k e w i s e a p c l y f o r a d m i s s i o n t o t h e T e a c h e r Fdu­
c a t io n Curriculum .
4 co m m it te e on t r a n s f e r t o t h e Te a c h e r F d u c a t i o n
Curriculum c o n s id e r s th e s e c a s e s ,
the tra n s fe r.
and t h e n a p p r o v e s o r d i s a p p r o v e s of
Th es e s t u d e n t s must m a i n t a i n s c h o l a r s h i p i n t h e u p p e r
h a lf of the c l a s s ,
show more t h a n a v e r a g e s o c i a l d e v e l o p m e n t , and g i v e
p r o m i s e o f becoming s u p e r i o r t e a c h e r s .
Tf c e r t a i n s t u d e n t s w i t h i n t h i s gr oup wish t o o b t a i n ^ i n d e r g a r t e n Primary c e r t i f i c a t e s ,
t h e y make a p p l i c a t i o n t c t h e s e c o n d c o m m i t t e e ,
and
r e c e i v e t h e same k in d of t r e a t m e n t a s s t u d e n t s who have p u r s u e d t h e
Teacher F d u c a tio n Curriculum.
In some c a s e s i t i s n e c e s s a r y f o r s t u d e n t s t r a n s f e r r i n g from t h e
C e n e r a l Cu rr ic u lu m , t c t h e T e a c h e r F d u c a t i o n C u r r ic u l u m t o make up a few
s p e c if ic courses req u ired for the elementary c e r t i f i c a t e .
All s t u d e n t s who have b ee n a d m i t t e d t c t h e j u n i o r y e a r a r e a g a i n
observed c a r e f u l l y fo r s c h o la r s h ip ,
and l e a d e r s h i p .
s o c ia l adjustment,
em otional m a tu rity ,
C t u d e n t s o f v e r y low s c h o l a r s h i p a r e a s k e d t o w ith dr aw
from th e c o l l e g e .
Tn t h e s e n i o r y e a r t h e s t u d e n t e n g a g e s i n t h e i m p o r t a n t work o f p r a c ­
ti c e teaching.
F t u d e n t s who do no t m e a s u r e up t o t h e s t a n d a r d s c f t h e e e l
l e g e i n t h i s work- w i l l not be g r a d u a t e d w i t h t h e i r c l a s s .
( 4 ) Placement
P s l e c t ion
Fach f a c u l t y member f i l e s w it h t h e Cean c f I n s t r u c t i o n s p e c i f i c
r e c o m m e n d a t i o n s f o r s t u d e n t s who g i v e p r o m i s e o f becoming good t e a c h e r s .
Thes e r e c o m m e n d a t i o n s a r e c o m p il e d f o r e ac h s t u d e n t ,
ment i n t e r v i e w s .
is,
of c o u r s e ,
and used, i n p l a c e ­
The f i n a l s e l e c t i o n c f t e a c h e r s f o r s p e c i f i c p o s i t i o n s
made by t h e s u p e r i n t e n d e n t s o f t h e v a r i o u s s c h o o l s y s t e m s .
-■JO .
Tt i s t h u s s e e n t h a t s t u d e n t s who p u r s u e t h e g e n e r a l c o u r s e may be
s e l e c t e d a t t h e end o f two y e a r s t o e n t e r t h e r e g u l a r Te a c h e r F d u c a t i o n
Curriculum .
Only t h e s e who a r e deeir.ed wor thy and c a p a b l e o f becoming
s u c c e s s f u l t e a c h e r s a r e s e l e c t e d f o r t h e j u n i o r and sen ior? y e a r s ;
those
s t u d e n t s who a r e u n a b l e t o i r a i n t a i n a s a t i s f a c t o r y s t a n d a r d a r e d r o p p e d .
Tn commenting on t h i s p r o c e d u r e , Com m iss ion er F l l i o t t s a y s 1: "Put
t h e p r i n c i p l e o f d e l a y e d s e l e c t i o n and t h e e n r o ll m e n t , c f a l a r g e r s t u d e n t
bod y t h a n t h e group f i n a l l y s e l e c t e d f o r t h e j u n i o r y e a r i s sound, and, I
t h i n k , w ill prove i t s e f f i c a c y in th e f u t u r e .
Fe s h a l l c o n t i n u e c u r e x ­
p e r i m e n t w i t h t h e s e c u r r i c u l a and make a d d i t i o n a l r e c o m m e n d a t io n s i n t h e
near fu tu re ."
6.
,phe A b i l i t y o f f r e s h ma n R t u i e n t s
The o p e r a t i o n o f t h e s e l e c t i v e s yst em c f a d m i s s i o n d e s c r i b e d above
t e n d s t o b u i l d up a s u p e r i o r body o f s t u d e n t s .
The t r a n s c r i p t s s u p p l i e d
by t h e h i g h s c h o o l s n o t o n l y g i v e t h e s t u d e n t ' s g r a d e s f o r t h e s u b j e c t s
s t u d i e d , b u t a l s o i n d i c a t e t h e a u a r t e r o f t h e c l a s s i n which he g r a d u a t e d .
The p e r c e n t a g e o f s t u d e n t s r a n k i n g , i n t h e h i g h e s t q u a r t e r c f t h e i r
graduating c la sse s at s i s t e r
i n s t i t u t i o n s w i l l b e fo un d t o v a r y , r a n g i n g
from 40 p e r c e n t a t P a t e r s o n t o P? p e r c e n t a t V c n t c l a i r .
The p e r c e n t a g e
i n t h e l o w e s t q u a r t i l e i s s m a l l i n ea ch o f t h e s i x c o l l e g e s : a t V o n t o l a i r
and Newark t h e r e i s o n l y 1 p e r c e n t i n t h e l o w e s t q u a r t e r ;
a t Classboro
? p e r c e n t , a t T r e n t o n ? p e r c e n t , a t P a t e r s o n 4 c e r c e n t , ar.d a t J e r s e y
C ity ? per cent.
At t h r e e o f t h e t e a c h e r s ' c o l l e g e s , V o n t c l a i r , Newark,
an d T r e n t o n , t h e f o l l o w i n g p e r c e n t a g e o f s t u d e n t s i s found i n t h e up p e r
h a l f of th e graduating c l a s s e s :
respectively.
P° p e r c e n t , ?£ p e r c e n t ,
and ? ? p e r c e n t
The r e c o r d s f o r t h e o t h e r i n s t i t u t i o n s , th o u g h n o t a s h ig h
a s t h e s e , a r e s u p e r i o r t o t h e r e c o r d s of many c o l l e g e s .
These d a t a war­
r a n t t h e a s s e r t i o n t h a t t h e s t u d e n t s who e n r o l l as f r e s h m e n i n t h e Few
J e r s e y T e a c h e r s ' C o l l e g e s a r e r e c r u i t e d from t h e v e r y b e s t s t u d e n t s i n
t h e Few J e r s e y h i g h s c h o o l s .
An oth er measure o f t h e t y p e o f s t u d e n t r e c r u i t e d i s t o be fo und i n
t h e s c o r e s made i n t h e e n t r a n c e e x a m i n a t i o n s .
s t u d e n t s , w ithout e x c e p tio n ,
In th e se exam inations the
made v e r y much h i g h e r s c o r e s t h a n t h e a v e r a g e
made by l a r g e numbers o f c o l l e g e s t u d e n t s who h av e t a k e n t h e t e s t .
The
e x a m i n a t i o n s g i v e n a r e r a t e d h i g h by r e s e a r c h w o r k e r s and c o l l e g e o f f i ­
cials,
and from t h e s c o r e s i t
i s e v id e n t t h a t th e s tu d e n ts adm itted in
t h e f a l l of 13E3 a r e d i s t i n c t l y s u p e r i o r t o t h e a v e r a g e c o l l e g e f r e s h m e n .
1 . Er. Charles H. F l l i o t t . C o M issio n er o f M noation fo r the S ta te o f New J e r e e y , in a
pam phlet, Quarterly Report on t h e Ftatus o f Wucati on, A p ril, 10S0.
JERSEY CITY
BAYONNE
UNION CITY
HOBOKEN
WEST NEW YORK
WEEHAWKEN
NORTH BERGEN
GUTTENBERG
PLAINFIELD
WOODCLIFFE
FAIRVTEW
ENGLEWOOD
NEWARK
SECAUCUS
GRANTWOOD
TEANECK
DUMONT
PALISADES PARK
RUTHERFORD
TEN/FLY
ARLINGTON
CLIFFSIDE PARK
ELIZABETH
HILLSDALE
HACKENSACK
HARRISON
LODI
PERTH AMBOY
RIDGEFIELD PARK
BERGENFIELD
BAGOTA
CRANFORD
EDGEWATER
GARFIELD
NEW MILFORD
PASSAIC
RAMSAY
RIVER EDGE
2 ONLY FROM
CRESKILL
FORT LEE
HASBROUCK HTS
HILLSIDE
KEARNEY
LEONIA
N. ARLINGTON
ORADELL
PATERSON
RIDGEWOOD
W. ENGLEWOOD
CHART I
ANALYSIS OF ADDRESSES OF ALUMNI
(Tqwns From Which 8 o r M ore A lum ni Ceme)
NEW JERSEY STATE TEACHERS COLLEGE - JERSEY CITY
(rJC
JERSEY CITY
BAYONNE
N. BFRGEN
UNION CITY
NEWARK
HOBOKEN
WEST NEW YORK
WEEHAWKEN
CLIFFSIDE PAPJ
FAIRVIEW
TEANECK
ARLINGTON
ELIZABETH
TENAFLY
ENGLEWOOD
HILLSIDE
LYNDHURST
PALISADES PAR
RAHWAY
BELLEVILLE
CRANFORD
DUMONT
GRANTWOOD
KEARNEY
MFTUCHEN
N. PLAINFIEL.
PLAINFIELD
RUTHERFORD
SECAUCUS
TRENTON
WOODRIDGE
TOTAL
271
CHART I I
ANALYSIS OF ADDRESSES OF PRESENT STUDENTS
(Towns From W hich £ o r More S t u d e n ts Ceme)
NEW JERSFY STATE TEACHERS COLLEGE - JERSEY CITY
J
HUDSON
BFRGEN
UNION
ESSEX
PASSAIC
MIDDLESEX
MONMOUTH
MERCER
MORRIS
SOMERSET
CEkRT I I I
ANALYSIS OF ADDRESSES OF ALUMNI AND STUDENTS
BY COUNTIES
NEW JFRSEY STATE TEACHERS COLLEGE - JFRSEY CITY
MIDDLFSEX
ESSEX
UNION
HUDSON
BFRGEN
MERCER
MONMOUTH
SOMFRSET
PASSAIC
MORRIS
.ATLANTIC
CAMDEN
CUMBERLAND
BURLINGTON
HUNTERDON
CAPE MAY
OCFAN
SALEM
SUSSEX
WARREN
GLOUCFSTFR
NEW JFRSEY (TOTAL) l , 2 ? 0
DIAGRAM 1
STUDI’NT ENROLLMENT BY COUNTIES, 1 9 ?6 -7
RUTGERS UNIVERSITY
2
y 'j'
fo
MIDDLFFFy
FFSFX
UNION
HUDSON
BERGEN
MERCER
SOMERSFT
MORPIS
MONMOUTH
PASSAIC
CAMDEN
OCEAN
HUNTERDON
BURLINGTON
ATLANTIC
CAPE MAY
SALEM
SUSSEX
WARREN
GLOUCFSTIR
CUMBERLAND
NEW JERSEY (TOTAL) 962
DIAGRAM 2
STUDENT ENROLLMENT BY COUNTIES, 19 S 6 -7
NEW JERSEY COLLEGE FOR WOMEN
MIDDLESEX
ESSEX
UKI ON
HUDSON
BFRGEN
MERCER
' SOMERSET
MONMOUTH
PASSAIC
MORRIS
CAMDEN
ATLANTIC
HUNTFEDON
BURLINGTON
OCEAN
CAPE M A Y
CUMBFRLANr
SALEM
SUSSEX
WARREN
GLOUCESTER
NFW JFRSEY ( TOTAL) ? ,0 9 ?
DIAGRAM ?
TOTAL STUDENT ENROLLMENT BY COUNTIES, 1 9 ? 6 -7
FUTGFES UNIVFFSITY AND NEW JERSEY COLLEGE FOR WOMEN
-19t»
S e o l r a r h t o a l a n i E n v i r o n m e n t a l *a c t o r s f e l a t i n i
. Jersey S ta te Teachers1 'Jollefe
t o S e l e c t i o n a t Keui
T h i s c h a r t e r w i l l c o n c l u d e w i t h a s u r v e y o f g e o g r a p h i c a l and e n v i r ­
o n m e n t a l f a c t o r s r e l a t i n g t c s e l e c t i o n o f s t u d e n t s a t Few J e r s e y P t a t e
T e a c h e r s ’ C o lle g e in J e r s e y C it y .
It
i s f e l t t h a t perhaps too l i t t l e
a t t e n t i o n has been p a i i t c th e se f a c t o r s in prev io u s s tu d ie s of te ach er
s e l e c t i o n and p l a c e m e n t ,
t h e y w i l l a l s o s e r v e t c f u r n i s h a b a c k gr o un d
f o r p r o bl em s t o be d i s c u s s e d i n t h e s u c c e e d i n g c h a p t e r s o f t h i s i n v e s t i ­
gation.
C h a r t T ( f a c i n g p. 1 °) p r e s e n t s an a n a l y s i s o f t h e a d d r e s s e s o f t h e
alumni c f t h e 'Tew J e r s e y S t a t e T e a c h e r s ’ C o l l e g e ir. J e r s e y C i t y , on t h e
b a s i s o f to w n s .
The enormous pred o m in an ce o f J e r s e y C i t y ,
ti v e ly le ss but s t i l l
to w n s ,
and t h e r e l a ­
o u ts ta n d in g importance of c e r t a i n e t h e r a d ja c e n t
such a s P a y c n n e , Union C i t y and Poboken, w i l l be n o t e d h e r e .
C h a r t TT ( f a c i n g
of present students at
p.
19) s i m i l a r l y p r e s e n t s an a n a l y s i s o f t h e a d d r e s s e s
the co lleg e,
on t h e b a s i s o f t c w r s .
Again, t h e home
to w n , J e r s e y C i t y , a c c o u n t s f o r by f a r t h e g r e a t e s t p r o p o r t i o n c f s t u d e n t s .
C h a r t ITT ( f a c i n g
t h e al um ni and p r e s e n t
p.
19) p r e s e n t s an a n a l y s i s
s tu d e n ts of the c o lle g e ,
of th e a d d resses cf
on t h e b a s i s o f c o u n t i e s .
The a lu m ni and t h e p r e s e n t s t u d e n t s a r e s t u d i e d s e p a r a t e l y .
The r e l a t i v e
i m p o r t a n c e o f Hudson County i s t h e most s t r i k i n g f e a t u r e ir. t h i s c h a r t .
A s i m i l a r s i t u a t i o n fo r c e r t a i n o th e r e d u c a t i o n a l i n s t i t u t i o n s in
Few J e r s e y i s r e f l e c t e d
i n Di agrams 1 - ? ( f a c i n g p .
19).
Diagram 1 p r e ­
s e n t s t h e s t u d e n t e n r o l l m e n t by c o u n t i e s a t F u t g e r s U n i v e r s i t y i n l ? ? f 1S?7.
V i d d l e s e x County p r e d o m i n a t e s , f o l l o w e d i n t h e o r d e r c f i m p o r t a n c e
by F s s e x , Union , Hudson, F e r g e n , V e r c e r and t h e o t h e r s .
Uiagram ? shows t h e s t u d e n t e n r o l l m e n t by c o u n t i e s i n t h e Few J e r s e y
C o l l e g e f o r Fomen,
Again, t h e o u t s t a n d i n g c o u n t i e s a r e V i d d l e ­
sex ( w hic h i s by f a r t h e most i m p o r t a n t ) , K'sssx, Union, F uds on , F e r g e n ,
and V e r c e r .
Diagram c p r e s e n t s t h e t o t a l
s t u d e n t e n r o l l m e n t by c o u n t i e s a t F u t g e r s
U n i v e r s i t y and t h e Few J e r s e y C o l l e g e f o r Fomen, com bin ed, i n 1 9 c ? - 1 9 ? 7 .
The s i x c o u n t i e s which h av e b e e n l i s t e d
above a r e a g a i n found t o be t h e
most f u l l y r e p r e s e n t e d i n t h e s t u d e n t body.
Th e s e g e o g r a p h i c a l and e n v i r o n m e n t a l f a c t o r s s u g g e s t t h e enormous im­
p o r t a n c e of t h e im m e d i a te t e r r i t o r y
te a c h e rs ’ college,
a s 3 s o u r c e o f new r e c r u i t s f o r t h e
and t h e n e c e s s i t y f o r t h e a d m i n i s t r a t o r t o u n d e r s t a n d
t h e c o n d i t i o n s and n e e d s p r e v a i l i n g i n t h a t t e r r i t o r y .
F ith o u t a thorough
kn o w led ge o f t h i s b a c k g r o u n d , he w i l l be b u t p o o r l y e q u i p p e d t o d e a l w i t h
t h e n e e d s and p r o b l e m s o f h i s s t u d e n t s a s t h e y may a r i s e .
P.
Summary
C e r t a i n f a c t o r s r e l a t i n g to s e l e c t i o n in g e n e ra l have b e e r surveyed
in th i s chapter.
The i m p o r t a n c e o f t h e t e a c h e r ’ s r e l a t i o n t o t h e com­
m u n i t y i n which he works h a s b e e n s t r e s s e d .
search in t h i s f i e l d ,
but i t
T h e r e i s nee d o f f u r t h e r r e ­
a l r e a d y seems c l e a r t h a t no one f a c t o r a l o n e
may b a t a k e n a s t h e c r i t e r i o n f o r J u d g i n g t h e c a n d i d a t e ’ s f u t u r e s u c c e s s
in te a c h in g .
it
S cholastic a b i l i t y
i s n e c e s s a r y up t o a c e r t a i n p o i n t , b u t
do es not seem n e c e s s a r y f o r t h e t e a c h e r t o h a v e more t h a n t h e a v e r a g e
i n t e l l i g e n c e re o u ire d t c com plete a c o lle g e course s u c c e s s f u l l y .
o f c h a r a c t e r and p e r s o n a l i t y a r e h i g h l y i m p o r t a n t .
Factors
C ertain in s ti tu ti o n s
h a v e worked c u t a c l i n i c a l t e c h n i q u e f o r t h e s e l e c t i o n o f p r o s p e c t i v e
t e a c h e r s , u s i n g a number o f t e s t s ,
decisions.
t o g e t h e r w it h i n t e r v i e w s and group
The v a r i o u s s t e p s t a k e n i n t h e s e l e c t i o n o f s t u d e n t s f o r t h e Few
J e r s e y F t a t e T e a c h e r s ’ C o l l e g e i n J e r s e y C i t y hav e a l s o b e e n s e t f o r t h .
C e r t a i n t e s t s a r e mads b e f o r e t h e s t u d e n t e n t e r s t h e c o l l e g e , a g a i n b e ­
f o r e he e n t e r s the p r o f e s s io n a l curriculum ,
p l e t i n g t h e work i n t h a t c u r r i c u l u m .
and a l s o w h i l e he i s com­
Pec ommendations and i n t e r v i e w s a r e
i m p o r t a n t ir. d e t e r m i n i n g t h e s t u d e n t ’ s f i n a l p l a c e m e n t .
I t i s i m p o r t a n t t c n o t e t h e enormous s i g n i f i c a n c e c f t h e imm edi ate
a r e a s e r v e d by t h e c o l l e g e .
Fy f a r t h e g r e a t e r number c f s t u d e n t s have
b e e n f o un d t o come from t h e a d j a c e n t c o u n t i e s , and from J e r s e y C i t y and
t h e n e a r - b y to w ns .
T h i s s i t u a t i o n i s p a r a l l e l e d by t h a t found a t o t h e r
e d u c a t i o n a l i n s t i t u t i o n s i n t h e same s t a t e .
I t s u g g e s t s t h e g r e a t need
f o r t h e e d u c a t o r and a d m i n i s t r a t o r t c become f a m i l i a r w i t h t h e home
te rrito ry ,
and t c u n d e r s t a n d i t s p r ob le m s and n e e d s .
CHA°TE9 I I I
T
he
P
lacem ent
of
g raduates
1. The Probl em i n Gener al
Following th e d is c u s s io n c f th e s e l e c t i o n of s tu d e n ts (Chapter I I ) ,
t h e p r o b le m o f t h e p l a c e m e n t o f g r a d u a t e s nay now be c o n s i d e r e d .
Various
w r i t e r s h av e p o i n t e d o u t t h e i m p o r t a n c e o f p l a c e m e n t , and h a v e g i v e n s u g ­
g e s t i o n s which may a f f o r d v a l u a b l e g u i d a n c e ir. t h i s m a t t e r ,
a r e now t o be r e v i e w e d b r i e f l y .
A few o f t h e s e
P i c h a r d A. F a m e s , i n a r e c e n t a r t i c l e , 1 p o i n t s c u t t h a t t h e f i v e
i t e m s o f i n f o r m a t i o n which i t i s most i m p o r t a n t f o r a c a n d i d a t e t c g i v e ,
in w ritin g a l e t t e r of a p p l i c a t i c r f o r a p o s itio n , a re th e se :
( 1 ) Te a ch in g
e x p e r i e n c e ; (?) academic q u a l i f i c a t i o n s ; (?) e x t r a - c u r r i c u l a r a c t i v i t i e s ;
( 4 ) m a r i t a l s t a t u s ; ( ? ) home a d d r e s s .
These a r e t h e i t e m s most f r e q u e n t l y
r e q u e s t e d by t h o s e t o whom such l e t t e r s
investigation.
Fe a l s o s t a t e s t h a t t h e f o u r t y p e s c f r e f e r e n c e s most
d e s i r e d by s u p e r i n t e n d e n t s ,
superintendent,
in th e o rd e r of im portance, a r e :
i f t h e a p p l i c a n t h a s had t e a c h i n g e x p e r i e n c e ;
te a c h e r during a p p re n tic e te ach in g ;
ma.ior s u b j e c t ;
a r e a d d r e s s e d , a s shown i n F a m e s ’
(1) P r e v i o u s
(?) th e c r i t i c
(?) th e p ro fe s s o r in th e a p p l i c a n t ’ s
(4) t h e d i r e c t o r o f e x t r a - c u r r i c u l a r a c t i v i t i e s .
F a m e s a l s o fo un d t h a t 71 p e r c e n t o f t h e s u p e r i n t e n d e n t s i n t e r v i e w e d
e x p r e s s e d a w ish t o h a v e i n c l u d e d i n t h e c o n f i d e n t i a l r e p o r t s a s t a t e m e n t
as to th e r e l i g i o u s p re fe re n c e s of th e c a n d id a te .
Few, i f any, s u p e r i n t e n d ­
e n ts c are p e rs o n a lly about th e r e l i g i o u s . p r e f e r e n c e s , but they are forced
t o keep i n mind t h e p r e v a i l i n g b e l i e f s i n t h e community t o which t h e c a n d i ­
d a t e may b e a s s i g n e d , i n o r d e r t o p r e v e n t c r i t i c i s m and d i s s e n s i o n .
The t e n most d e s i r a b l e t e a c h e r c h a r a c t e r i s t i c s , i n o r d e r c f p r e f e r e n c e ,
a r e l i s t e d by F a m e s a s f o l l o w s :
(1) C h a r a c t e r ;
(?) a b i l i t y to m aintain d is c ip lin e ;
train in g ;
(a ) h e a lth ;
(?) h o n e sty ;
( ? ) ac a d e m i c p r e p a r a t i o n ;
(4) c o o p e r a t i o n ;
(?) t a c t ;
(?) p r o f e s s io n a l
(?) lo y a lty ;
(1C) p r o f e s ­
sional in te r e s t.
T h i s l i s t o f q u a l i t i e s was c o m p i l e d from t h e r e s u l t s o f a q u e s t i o n ­
n a i r e s e n t t c ?07 s u p e r i n t e n d e n t s .
This i n d i c a te s c l e a r l y t h a t a t e a c h e r s ’
c o l l e g e should t e s t s tu d e n t s very c a r e f u l l y with re g a rd to th e s e q u a l i t i e s ,
a t th e tim e of e n tra n c e ,
and s h o u l d u s e e v e r y p o s s i b l e means t o t r a i n them
i n such d e s i r a b l e c h a r a c t e r i s t i c s d u r i n g t h e c o l l e g e y e a r s .
1. R ioharl A. Barnes, " I n s t it u t io n a l Teaoher Placement and S e r T io e ," H e r.e n ta ry School
Journal, V ol. XXXVIIT, No. 7 fWaroh, 1SS?>.
-21-
Vaughn C. W al la c e h a s d i s c u s s e d 1 t h e i m p o r t a n c e o f t h e p l a c e m e n t
b u re a u , s t a t i n g t h a t i t can be enormously s i g n i f i c a n t both t o t h e gradu­
a t e and t o t h e e m p lo yi n g o f f i c i a l s .
He recommends t h a t t h i s o f f i c e
s h o u l d be m a i n t a i n e d a c c o r d i n g t o t h e b e s t b u s i n e s s t r a d i t i o n s .
Tt s h o u l d
be c o n d u c t e d b* a f a c u l t y member who h a s an o u t s t a n d i n g p e r s o n a l i t y , and
commands t h e r e s p e c t o f s u p e r i n t e n d e n t s b e c a u s e o f c u l t u r e and s u c c e s s f u l
a d m in istra tiv e experience.
Too o f t e n , t h e r e i s a f e e l i n g o f d i s t r u s t on
th e p a r t of th e s u p e rin te n d e n t, because of h i s b e l i e f t h a t the c o lle g e
i s p r e s s e d f o r a p l a c e m e n t r e c o r d by l e g i s l a t i v e c o m m i t t e e s c r t h e F t a t e
Foard of F d u catio n .
know t h a t t h e
reliab ility .
However, most p l a c e m e n t o f f i c e r s a r e wise enough t o
s u c c e s s o f an i n s t i t u t i o n d ep en d s
Q u a l i t y w i l l pay d i v i d e n d s i n t h e
Tt seems
clear,
from i n s t i t u t i o n a l r e c o r d s
on l o n g - t e r m h o n e s t y and
long ru n .
and from t h e v a r i o u s
s t u d i e s r e v i e w e d , t h a t t o d a y more and more c o m m u n i t i e s a r e a c c e p t i n g l o c a l
g ra d u a te s as te a c h e r s .
T h i s t e n d e n c y h a s b e e n p a r t i c u l a r l y marked s i n c e
t h e d e p r e s s i o n c f 1??9.
The p o l i c y may b e a w is e one from t h e economic
v i e w p o i n t , b u t i f p e r s i s t e d i n f o r a number of y e a r s i t may n o t b e b e s t
f o r th e school system.
Tt w i l l b e shown l a t e r i n t h i s c h a p t e r t h a t t h i s
t e n d e n c y h a s b e e n o b s e r v e d i n t h e s e c t i o n o f New J e r s e y which i s now u n d e r
in v estig atio n ,
and t h a t i t r e q u i r e s t h e F t a t e T e a c h e r s ’ C o l l a g e t o use
p a r t i c u l a r c a r e and j u d g m e n t i n s e l e c t i o n and t r a i n i n g o f t e a c h e r s .
W allace p r e s e n t s a p r a c t i c a l p h ilo so p h y r e g a r d i n g t e a c h e r placem ent,
which may b e su mmarised a s f o l l o w s .
t0
i n s i s t t h a t a l l t e a c h e r s recom­
mended a r e ’’s u p e r i o r ” I s u n t r u e and a b s u r d .
C a r e f u l a n a l y s i s b a s e d on
d a t a i s t h e o n l y p r o c e d u r e which any p l a c e m e n t b u r e a u s h o u l d p r a c t i s e .
Ccod b u s i n e s s p r to c e d u r e s demand t h a t e v e r y s t a t e m e n t made by a c o l l e g e
c o n c e r n i n g a s t u d e n t s h o u l d be so c a r e f u l l y p h r a s e d t h a t i t c a n n o t p o s s i b l y
be m i s i n t e r p r e t e d .
C onstant good-w ill a s s u re s the continuance c f r e q u e s ts
from e m p lo y in g o f f i c i a l s .
W a l la c e c o n c l u d e s :
"Anyone a p p l y i n g f o r a
t e a c h i n g p o s i t i o n s h o u l d a p p l y o n ly when c e r t a i n t h a t a vac a n cy e x i s t s . ”
T h i s p r o c e d u r e may be s u c c e s s f u l i n t h e s t a t e o f V i c h i g a n , b u t i t
would n o t p r o v e e n t i r e l y
s a t i s f a c t o r y i n t h e F a s t e r n s e c t i o n c f New J e r s e y .
A g r e a t many s u p e r i n t e n d e n t s a r e a n x i o u s t o have on f i l e a l o n g l i s t c f
applicants.
They even w r i t e f o u r o r f i v e d i f f e r e n t c o l l e g e s f o r r e s e r v a ­
t i o n s when a v a ca nc y o c c u r s , i n o r d e r t o h a v e a wide r a n g e f o r s e l e c t i o n .
W a l l a c e recommends t h a t t h e F t a t e T e a c h e r s ’ C o l l e g e a d v i s e t h e s t a t e
s u p e r i n t e n d e n t s t h a t i t w i l l have a c e r t a i n number o f t e a c h e r s a v a i l a b l e ,
p e rh a p s in February or Varch.
T h i s seems t o be a n e c e s s a r y p r o c e d u r e i t
1 Vauahn C. W allace, "Some P ro b le a e i n th e F i e l d o f Teaoher P l a o e n e n t , " School and
Society, Vol. XLTII f S a tu rd a y , Vay IP, 19SP1.
o r d e r t o keep t h e f a c t s b e f o r e t h e l o c a l Hoards o f F d u c a t i o n and S u p e r ­
intendents.
O f t e n c h a n g e s t a k e p l a c e i n t h e l o c a l p e r s o n n e l which r e ­
q u i r e t h a t a p r o f i t a b l e new S t a t e T e a c h e r s ’ C o l l e g e s h o u l d a d v e r t i s e
rath e r fully.
W a l l a c e m e n t i o n s t h e s e r v i c e r e n d e r e d by i n s t i t u t i o n s which r a i s e
t h e i r sta n d a rd s for adm ission to p ro f e s s io n a l t r a i n i n g .
The e x p e r i e n c e
of th e in v e s t i g a t o r i s in l i n e with t h i s statem ent.
Superintendents
have been heard t o say, very f r e q u e n t l y , t h a t i t i s th e r e s p o n s i b i l i t y
of th e E t a te T e a c h e r s ’ C o llege to accept only th e very b e s t s tu d e n ts ,
and r e f u s e t c r e t a i n t h o s e who c a n n o t meet t h e h i g h e s t s t a n d a r d s .
S u p erin ten d en ts a r e in favor of r e q u i r i n g a l l te a c h e r s to pass
e x a m i n a t i o n s f o r t h e i r h e a l t h and p h y s i c a l f i t n e s s .
This has been the
p o l i c y c f a l l s u p e r i n t e n d e n t s i n a l l s e c t i o n s c f New J e r s e y f o r a number
of years.
S t u d e n t s a r e r e g u l a r l y examined by a p h y s i c i a n w h i l e i n t h e
c o l l e g e , and a r e g i v e n a t h o r o u g h c h e c k i n g - u p b e f o r e t h e i r g r a d u a t i o n .
Tr.. C h a r l e s F. F l l i o t t 1 h a s r e p o r t e d on t h e p l a c e m e n t o f g r a d u a t e s
o f t h e s i x t e a c h e r s ’ c o l l e g e s i n New J e r s e y ( i n c l u d i n g t h e i n s t i t u t i o n
w hic h for ms t h e b a s i s f o r t h e p r e s e n t s t u d y ) .
Ee w r i t e s :
In J u n e , 1939, t h e s i x t e a c h e r s 1 c o l l e g e s g r a d u a te d £7? s t u ­
d e n t s . Of t h a s e J u n e g r a d u a t e s , 8 1 7 w e r e e m p l o y e d i n r e g u l a r
t e a c h i n g p o s i t i o n s on o r b e f o r e N o v e m b e r 1, 1 9 3 9 . O n ly 92 o f t h e
g r a d u a t e s w ere e m p lo y e d i n n o n - t e a c h i n g p o s i t i o n s . C u r in g th e
p e r i o d N o v e m b e r l , 1 9 3 9 , t o N o v e m b e r l , 1 9 3 9 , 2 5 ? p e r s o n s who
h a d b e e n g r a d u a te d from t h e t e a c h e r s ’ c o l l e g e s p r i o r t o J u n e ,
1 9 3 9 , w e r e e m p l o y e d i n r e g u l a r t e a c h i n g p o s i t i o n s i n New J e r s e y .
T h u s t h e t o t a l n u m b e r o f p l a c e m e n t s b y N ovem ber 1, 1 9 3 9 , was o n l y
99 f e w e r t h a n t h e t o t a l nu m b er o f g r a d u a t e s . The p la c e m e n t o f
s u o h a l a r g e n u m b e r o f g r a d u a t e s f r o m p r e v i o u s c l a s s e s e a c h y e a r , '*
w h ile th e c u r r e n t y e a r '3 c l a s s is b e in g e le c te d to te a c h in g p o s i­
t i o n s , i n d i c a t e s t h a t w i t h i n a r e a s o n a b l e tim e m ost o f th e g ra d u ­
a te s of th e te a c h e r s ' c o lle g e s w i l l r e c e iv e p o s itio n s .
Comm iss ione r F l l i o t t f u r t h e r o b s e r v e s ,
in h i s r e p o r t ,
th a t those
g r a d u a t e s who h a v e s p e c i a l a b i l i t y t o do s o m et h in g c u t E i d e t h e i r r e g u l a r
m a j o r and minor f i e l d s w i l l f i n d t h a t t h i s s p e c i a l a b i l i t y i s o f r e a l
a s s i s t a n c e t o them i n o b t a i n i n g a t e a c h i n g p o s i t i o n .
F o r ex am pl e, t h e
e l e m e n t a r y g r a d u a t e who h a s a b i l i t y and i n t e r e s t i n g u i d a n c e , o r who i s
w ell equipped in p h y sical ed u ca tio n ,
m u s ic o r a r t ,
i s more l i k e l y t o be
s e l e c t e d t h a n t h o s e who a r e l a c k i n g i n s p e c i a l a b i l i t i e s .
1. Annual Report o f Or. C h a rle s H. F l l i o t t , C oam issioaer o f M u o a t i o n , S t a t e o f New
J e r s e y , June SO, 1040.
- ? 4 -
9. P l a c e m e n t o f 5 t a i u a t e 3 f ror, S t a t e T e a c h e r s ' C o l l e i e , J e r s e y C i t y ,
jr. J.
The r e p e a t on p l a c e m e n t o f g r a d u a t e s f r o i t F t a t e T e a c h e r s ’ C o l l e g e ,
J e r s e y C i t y , N. J . , may b e s t be p r e s e n t e d i n a s e r i e s o f t a b l e s and d i a ­
grams w i t h accompanying e x p l a n a t i o n s .
Tn s t u d y i n g t h e p l a c e m e n t c f s t u d e n t s f o r t h e t e r . - y e a r p e r i o d 1999
t o 1??? i n c l u s i v e , a l i s t was made o f c i t i e s and towns i n New J e r s e y which
had employed t h e i r own r e s i d e n t s , a f t e r g r a d u a t i o n , a s t e a c h e r s .
These
t o w n s , w i t h t h e number o f r e s i d e n t s employed by e a c h , a r e as f o l l o w s :
F ay on ne , 9; C l i f f s i d e Da r k ,
e n s a c k , .9;
Jersey City,
1?1;
?; C l i f t o n ,
9; Tumont, F; Englewood, 7; P ac k -
Newark, ?; O ra ng e,
9; Da s s a i c , 9; P e r t h Amboy,
9; Dl a i n f i e l d , 9; F id gew ocd , 9; Tea neck, F; T e n a f l y ; 9; Unicr. C i t y , ?9;
Veehawken, 7; Yest New York, IF; t o t a l , 971.
I n a d d i t i o n , t h e r e a r e F?
home d i s t r i c t s e m p lo yi n g o n l y one g r a d u a t e e a c h .
T h i s makes a g r a n d t o t a l
o f ?99 s t u d e n t s whc have b e e n employed i n t h e i r home to w n s .
A l i s t was a l s o made o f c i t i e s and town s em p lo y in g n o n - r e s i d e n t s from
t h e c l a s s e s o f 19 99 -1 9 ?? i n c l u s i v e .
New J e r s e y ,
971; o u t s i d e o f t h e s t a t e ,
1; C o n n e c t i c u t ,
C arolina,
These a r e :
1; O e o r g i a ,
9; V i r g i n i a ,
17, d i s t r i b u t e d a s f o l l o w s :
1; New York F t a t e ,
9; t o t a l ,
p l o y e d o u t s i d e t h e i r home t o w n s ,
towns i n s i d e t h e s t a t e o f
9; P e n n s y l v a n i a ,
Alabama,
1; Couth
17; and t h e g r a n d t o t a l o f s t u d e n t s em­
? ?? .
Tt t h u s becomes a p p a r e n t t h a t ?99 of t h e g r a d u a t e s d u r i n g t h e p e r i o d
u n d e r c o n s i d e r a t i o n o b t a i n e d employment i n t h e i r own to w n s , w h i l e 9°F were
employed i n towns o t h e r t h a n t h o s e from which t h e y came; t h e g r a n d t o t a l
being ?17.
Th ere i s a f e e l i n g f r e q u e n t l y e x p r e s s e d i n v a r i o u s q u a r t e r s
t h a t i f a l a r g e p e r c e n t a g e o f t h e c a n d i d a t e s w e r e p l a c e d i n t h e i r home
c o m m u n i t i e s , t h e r e would b e a much g r e a t e r c h a n c e o f p o l i t i c s e n t e r i n g i n t o
the appointm ent.
A s t u d y was n e x t made o f t h e p e r i o d o f t i m e e l a p s i n g b e t w e e n t h e
s t u d e n t s ’ g r a d u a t i o n from t h e c o l l e g e and t h e i r a p p o i n t m e n t t o t e a c h i n g
p o sitio n s.
The p e r i o d c o v e r e d was a g a i n t h a t from 1999 t o 19?? i n c l u s i v e .
The r e s u l t s c f t h i s s t u d y a r e p r e s e n t e d i n T a b l e I I , b e l o w .
TABLF
°
erio o
of
T
ime
El a p s i n g Betw een ^
to
a
1!
dents'
Cr a d u a t i o n
Te a c h in g P o s i t i o n
( 1 9 2 9 —1 9 3 9
from
T e a c h e r s ' Co l l e g e
and
Ap p o i n t m e n t
In c l u s i v e )
APPOINTED BEFORE GRADUATION
NUMBER OF STUDENTS APPOINTED
2?
7
3
Q
42
TEARS
MONTHS
1
y
4
c
TABLE
Pe r io d
of
T
ive
11
(co n tIn u ed )
El a p s i n 3 B e t w e e n S t u d e n t s ' S r a o u a t i o n
TO A TEACHIN3 POSITION
Te a c h e r s ' Co l l e g e
frov
(1929-19P 9
an d
INCLUSIVE)
APPOINTED AFTER 3RADUATION
NUMBER OF STUDENTS APPOINTED
TSARS
MONTHS
F i r s t Year
0
1
2
se
21
24
cc
9
4
c
29
B
g
4
17
1S
i?
7
c
0
10
11
5
e
250
Second Year
17
a
5
20
17
3
1
4
12
2
1
1
1
1
1
1
1
1
1
1
0
1
2
o
4
5
p
e
9
11
*94
Third Year
4
1
2
12
19
3
3
3
3
=
1
2
2
2
2
2
2
2
2
2
2
2
0
1
2
3
4
C
7
e
0
10
59
Fourth Year
4
3
1
3
22
3
<5
4
9
7
2
O
3
3
0
1
3
4
B
o
o
6
3
10
44
Fi f t h Year
3
17
1
10
1
33
4
4
4
4
4
4
0
9
4
K
£
10
Ap p o i n t m e n t
TA9LF I I
Ter t o o
of
T
ive
Fl a p s i n s B e tw e e n
to
students'
Teach
a
(c o n c lu d e d )
ins
graduation
Po s it io n
frov
Te a c h e r s ' C o l l e s e
YEARS
VONTHS
5
r\
C
A
Yixth Year
1
1?
a pp o in t m en t
APPOINTED AFTER 3RADUATION
NUV8F3 OF S T U 3 F N T 9 A PPGlNTFft
17
and
I n c l u siv e )
.
0
30
Fevent-h Year
a
«
a
a
1
1?
n
10
0
A
e
/•
30
’-ighth Year
1
10 '
?
11
p
7
7
7
7
—
c
c
c
0
10
g
A
A
c
pa
Yinth Year
■3
a
1
A
10
Tenth Year
1
7CAV0 TOTAti
a17
Tt s h o u l d be n o t e d t h a t irdfst o f t h o s e who w a i t e d f o r months o r y e a r s
b e f o r e o b t a i n i n g a p p o i n t m e n t l i v e d at home w h i l e s u b s t i t u t i n g i n t h e ho se
system
Turin? t h i s period
i n c l u s i v e ) t h e c o l l e g e G r ad ua te d a
t o t a l of ° 71 s t u d e n t s .
T a b l e I I I , be l o w , p r e s e n t s a c o m p a r i s o n c f t h e number o f G r a d u a t e s
p l a c e d and u n p l a c e d ,
d u r i n ? t h e y e a r s 1PF0-193P i n c l u s i v e .
taplf
111
COVPAR 1 SON OF N'UVBER OF G r a d u a t e s ° l a c e d
and U n p la c e o
NUVRER OF 3RADUATES
1?
1?3
5C
"7
53
3°
DC
3-4
=p
•Jan u ary, 1 9 3 0
June, 1930
Jan u ary, 1931
Ju n e, 1931
June, 193?
January, 1933
Ju n e, 1933
January, 1934
June, 1934
January, 1935
•June, 1 9 3 5
January, 1933
June, 1933
June, 1937
June, 193°
TOTALS
.•
??
17
r~
e
45
36?
514
354
°5
.
10
101
3?
e
unplaced
1?
39
4®
19
00
.
PLACED
I n c l u siv e )
13
23
°5
1°
?0
15
43
50
43
45
23
es
94
30
.
(19FC
40
15
33
1?
43
41
A?
JAN. . NO. GRADUATES
1920 NO. PLACED
JUNE NO. GRADUATES
1920 NO. PLACED
M .
F
A t
JAN. NO. GRADUATES
^^BBKssMMSssssssssai
1921 NO. PLACED
JUNE NO. GRADUATES |
1921 NO. PLACED
1
JUNE NO. GRADUATES
1922 NO. PLACED
H P
1
JAN. NO. pRADUATES
1922 NO. PLACED
JUNE NO. GRADUATES
1922 NO. PLACED
JAN. NO. GRADUATES
1924 NO. PLACED
JUNE NO. GRADUATES
1924 NO. PLACED
JAN. NO. GRADUATES
1925 NO. PLACED
JUNE NO. GRADUATES
1925 NO. PLACED
I
JAN. NO. GRADUATES
1926 NO. PLACED
JUNE NO. GRADUATES
1926 NO. PLACED
JUNE NO. GRADUATES]
1927 NO. PLACED
JUNE NO. GRADUATES
1923 NO. PLACED
DIAGRAM 4
PLACEMENT OF CLASSES, 1920-1928 '
(As o f D ecem ber, 1928)
/ •*
/J t£
/'
3*
PLACID AS TEACHFRb
OTHER IMPLOYMENT
CANDIDATES FOR TEACHING
MISCELLANEOUS*
GRADUATE WORK
DIAGRAM 5
UJPLOYMENT STATUS
CLASS OF JUNE, 19S7
Number o f G ra d u a te s - 91
* N ot C a n d id a te s f o r B nploym ent
3*
NUMBER OF STU
HUDSON
BERGEN
ESSEX
MORRIS
MONMOUTH
EBESBMEN
HUDSON
BERGEN
UNION
HUDSON
BERGEN
UNION
ESSEX
SENIORS
HUDSON
BERGEN
UNION
MORRIS
SOMERSET
OUT OF STATF
TOTAL OF SCHOOL
NUMBER OF ST
HUDSON
BFRGEN
UNION
ESSEX
MORRIS
SOMERSET
MONMOUTH
OUT OF STATE
DIAGRAM 6
STATE TEACHERS COLLEGE AT JERSEY CITY
ENROLLMENT BY COUNTIES
As o f D ecem ber, 1928
Does n o t I n c lu d e N u rse s
-97-
I t s h o u l d be n o t e d , i n c o n n e c t i o n w i t h T a b l e I I I , t h a t 91 p e r c e n t
of t h o s e narked " p la c e d " a r e so counted because th e y a r e te a c h in g as sub­
s t i t u t e s i n P ay o nn e, J e r s e y C i t y , u n io n C i t y and Poboken, f o r ICC days
o r more each y e a r .
The d a t a p r e s e n t e d i n T a b l e I I I hav e b e e n p i c t c r i a l l y
summarized i n Diagram 4 ( f a c i n g p . 9 7 ) .
The c l a s s o f J u n e , 1997, a f f o r d s a sample o f what o c c u r r e d in t h e
r e c o r d of p l a c e m e n t s .
I t is f a i r l y re p r e s e n ta tiv e of th e other c la ss e s
also.
T he re were 91 g r a d u a t e s i n t h i s c l a s s .
T h e s e were d i s t r i b u t e d a s
f o l l o w s : P l a c e d , f -j ; found o t h e r employment, 94; t o o k g r a d u a t e work, 1;
became a p r i e s t , 1; m a r r i e d , 1; c o l o r e d , 9; r e m a i n i n g a s c a n d i d a t e s f o r
placem ent,
11.
The c o l o r e d s t u d e n t s a r e l i s t e d s e p a r a t e l y h e r e b e c a u s e
i t i s v e r y d i f f i c u l t , i f n o t i m p o s s i b l e , t o p l a c e them i n t h e s c h o o l s y s t e m .
Such g r a d u a t e s g e n e r a l l y e n t e r s o c i a l s e r v i c e o r some o t h e r k i n d o f work,
o r i n some c a s e s go South and become t e a c h e r s t h e r e .
The d a t a f o r t h e
c l a s s c f J u n e , 19?7 have bee n su mmarized i n Diagram F ( f a c i n g p . 97) .
T a b l e TV, b e l o w , shews t h e e n r o l l m e n t i n t h e S t a t e T e a c h e r s ’ C o l l e g e
a t J e r s e y C i t y , by c o u n t i e s ,
a s o f December 9,
19SP ( n o t i n c l u d i n g n u r s e s ) .
TASLC IV
Ptate T eachers ' Colle 3 e , J ersey1 C i t t , n. j . , enrollment b y Co u n t ie s , December 9, 19F9
FRESHMEN
O u t3 i.d e t b s s t a t e
PuSson County
39r39n County
Union County
mssex County
v o r r i e County
Somerset County
Vonmouth County
T1
a
1
SOPHOMORES
JUNIORS
5C
15
52
15
4
1
7?
75
4
1
FO
SENIORS
TOTAL
1
58
15
1
242
55
12
7
2
1
1
521
4
1
1
S4
These d a t a a r e a l s o summa riz ed i n Diagram P ( f a c i n g p . 9 7 ) .
has been very l i t t l e
ch a n g e a t any t i m e ,
Th ere
s in c e th e founding c f th e c o l le g e ,
w i t h r e g a r d t c t h e r e l a t i v e numbers o f s t u d e n t s drawn from t h e v a r i o u s
counties.
4s o f December 9 ,
o f t h e so p h o m o r es ,
1 9 ?? ,
F? p e r c e n t o f t h e f r e s h m e r ,
fp p er cent
PC p e r c e n t o f t h e j u n i o r s and P9 p e r c e n t o f t h e s e n i o r s
w ere from Pudson Cou nt y , and o f t h e t o t a l c o l l e g e e n r o l l m e n t PI p e r c e n t
was from t h a t c o u n t y .
P e r g e n County had 11 p e r c e n t o f t h e f r e s h m e n ,
p e r s e n t of t h e s op h om or es ,
the seniors.
1?
1? p e r c e n t o f t h e j u n i o r s , and 1* p e r c e n t o f
The r e l a t i v e i m p o r t a n c e o f t h e v a r i o u s c o u n t i e s has r e m a in e d
l a r g e l y t h e same,
in t h i s r e s p e c t ,
le g e 's existence.
Diagram 7 ( f a c i n g p.
t h r o u g h o u t t h e w hol e p e r i o d o f t h e c o l ­
? ? ) sum ma riz es t h e f i n d i n g s c f a s t u d y o f a l l
u n p l a c e d g r a d u a t e s who s t i l l
s a y d e f i n i t e l y t h a t t h e y would a c c e p t a p o s i ­
t i o n a s t e a c h e r s anywhere i r t h e P t a t e o f Few J e r s e y .
T h i s dia gram snows
4S
NUMBER OF GRADUATES
REPORTED UNPLACED
IN BUSINESS
REGULAR SUBSTITUTION
NO RECORD
ALL OTHERS
DIAGRAM 7
REPORT ON UNPLACED GRADUATES IN JERSEY CITY
STATE TEACHFRS COLLEGE AT JERSFY CITY
(Up t o end I n c lu d in g J u n e , 19S7)
NUMBER PLACED
HUDSON
BFRGEN
ESSEX
UNION
OUT OF STATEl
MONMOUTH
PASSAIC
SOMERSET
HUNTERDON
MIDDLESEX
MORRIS
SUSSEX
CAMDEN
ATLANTIC
CUMBERLAND
OCEAN
4c
DIAGRAM 8
STATE TEACHERS COLLEGE AT JERSEY CITY
PLACEMENT BY COUNTY
NUMBER OP GRADUATES
JUNE NO. GRADUATES
19?0 NO. PLACID
9
JAN. NO. GRADUATES
19?1 NO. PLACED
JUKF NO. GRADUATES!
19?2 NO. PLACED
|
JAN. NO. GRADUATES
19?? NO. PLACED
JUNF NO. GRADUATES
19?? NO. PLACFD
JUNE NO. GRADUATES
19?4 NO. PLACED
JAN, NO. GRADUATES
19?5 NO. PLA CED
JUNE NO. GRADUATES
19,?? NO. PLACED
JAN. NO. GRADUATES
19?6 NO. PLACED
JUNE NO. GRADUATFS
19?6 NO. PLACFD
JUNE NO. GRADUATES|
19?7 NO. PLACED
DIAGRAM 9
KINDERGARTEN GRADUATES
PLACED IN TEACHING POSITIONS
a* .
/*
rr-
all
g r a d u a t e s fro® 1930 up t o and i n c l u d i n g J u n e ,
1937.
T h i s t a b l e was
p r e p a r e d i n O c t o b e r , 1937.
At t h i s t i ® e , t h e P l a c e m e n t T e p a r t i r e n t . a c t u ­
a l l y c o n s i d e r e d t h a t i t had PF a v a i l a b l e c a n d i d a t e s , b u t ®ost o f the® were
e® plo yed t e ® p o r a r i l y i n so®e o t h e r k i n d o f work.
t h 9 graduates liv in g in Jersey C ity.
Of t h e s e ,
The d ia gr a® shows o n l y
PF were r e p o r t e d u n p l a c e d ;
p l a c e d i n r e g u l a r s u b s t i t u t i o n , 77; i n b u s i n e s s , i f ; ® a r r i e d , ?; no r e c o r d
9; a p p l i c a n t s f o r p o s i t i o n s , 4; t o t a l , p f .
I t i s very d i f f i c u l t t o p e r­
s u a d e any of t h e s e l o c a l g r a d u a t e s t o c o n s i d e r a p o s i t i o n o u t o f town.
Diagra® ? ( f a c i n g p .
7P) shows a r e c o r d o f a l l g r a d u a t e s p l a c e d by
t h e c o l l e g e fro® 1930 t o 193?,
inclusive.
C cipared with o th e r t a b l e s ,
t h i s shows t h a t t h e r e i s a v e r y c l o s e r e l a t i o n s h i p between t h e g e o g r a p h ­
i c a l p o i n t o f s e l e c t i o n and t h e g e o g r a p h i c a l p o i n t o f p l a c a ® e n t .
The f i g ­
u r e s f o r t h e v a r i o u s c o u n t i e s , w i t h t h e nuffber o f g r a d u a t e s p l a c e d i n ea ch
a r e a s f o l l o w s : A t l a n t i c , 1 ; P e r g e n , IFF; P u r l i n g t c n , 0; Ca®den, 1 ; Cape
Vay, 0; Cu®b9 r l a n d , 1; Jfssex, 3F; G l o u c e s t e r , 0; Hudson, ?1F; H un te r do n,
7 ; y e r c e r , 0; M i d d l e s e x , 7; V o n i o u t h , 1?; V c r r i s , P; Ocean, 1; P a s s a i c ,
1 1 ; Pale®,
C; P o ® e r s e t ,
11; S u s s e x , p; Union,
31; F e r r e n ,
1; o u t s i d e o f
t h e s t a t e , IF; t o t a l , F l f .
T a b l e V, b el o w , shows 8 r e c o r d o f t h e p l a c e w e n t i n t h e F i n d e r g a r t e n P r i f f a r y D e p a r t i e n t fro® 1931 t o 1937, i n c l u s i v e .
TA9LP V
Peport on ^ indersarten Graouates Placeo in Teach ins Po s it io n s
YEAR OF 3RADUAT10N
Ju n e, 1£20
J a n u a ry , 1231
Ju n e, 1232
J a n u a ry , 1233
Ju n e, 1233
June, 1934
J a n u a ry , 1235
Ju n e, 1935
Ja n u a ry , 1933
June, 123?
Ju n e, 1937
TOTALS
.
PLACED
is
IE
p
7
g
0
0
4
14
10
11
11
10
1
,11
13
13
K
117
97
20
2
11
c
u
11
12
11
1
.
T h i s s u f f i a r y , ®ade
.
.
UNPLACED
NUVSER 3RA0UATE0
in October,
4
2
0
1
1
0
3
193?, r e v e a l s t h a t PS
per cent of the
g ra d u a te s of th e P in d e rg a rte n -P ri® a ry C e p a r t ie n t , f o r th e p e rio d surveyed,
had b e e n p l a c e d ,
and 17 p e r c e n t w e r e s t i l l u n p l a c e d .
The p e r c e n t a g e o f
p l a c e ® e n t s h e r e i s ®nch h i g h e r t h a n i n t h e G e n e r a l F l e i e n t a r y D e p a r t ® e n t .
The f i g u r e s i n d i c a t e s t h a t t h e P i n d e r g a r t e n - ? r i ® a r y D e p a r t i e n t g r a d u a t e ,
i n t h e y e a r s 1 9 3 1 - 1 93 7, h a s had an P o u t o f 10 c h a n c e f o r p l a c e i e n t i n
th e school syste®.
The
s u® ® ari ze d i n Diagra® 9
d a t a p r e s e n t e d i n T a b l e V have be en g r a p h i c a l l y
(f a c in g p. ?P).
/•» %
c u s s
1927
OF
T
CLASS OF 19 S3
I
C U SS OF 1929
c
I
CLASS OF 1940
■
■(
f
TOTAL OF CLASSES
D
P u p i l s D e s ig n e te d b y A - P r o t e s t e n t
■ -—
"
"
" B = C e t h o lic
■ —
"
"
"
c = J e w is h
DIAGRAM 10
RELIGIOUS AFFILIATIONS OF STUDENTS
1 9 2 7 -1 9 4 0
/o
JERSEY CITY
UNION CITY
TliNFCK
WEST NEW YORK
DUMONT
N. BERGFN
Pi.LISADES PAFK
GUTT1NBERG
BERGENFIELD
FAIEVIEW
HACKENSACK
PLAINFIELD
RARITAN
FNGLFWOOD
MAYWOOD
FIDGFWOOD
WEEHAWKFN
BA.YONNF
HOBOKEN
LINDEN
£ . ORANGE
CLIFFSIDE PARK
MONTCLAIR
tr
J a
J*
2 ONLY IN
ALLENDALE
CHATHAM TWP.
CLOSTER
CRESSKILL
DH’A.REST
IDGEWATER
KEARNEY
NORWOOD
PI’RTH AMBOY
RED BANK
ROSELLE PARK
FEEDINGTON TWP.
RUTHERFORD
SCOTCH PLAINS
SECAUCUS
S . BOUND BROOK
S . PLAINFIELD
TENAFLY
TEWKESBURY TWP.
THREE BRIDGES
UNION
newa fk
NFW! MILFORD
WAREIN TWP.
ARLINGTON
BEIDGEV.7 TFR TWHA.REISON
HOHOKUS
NE°TUNE
NOFTHVALE
ORADELL
WHITEHOUSE
NEW YORK CITY
CHART IV
ANALYSIS OF LOCATIONS OF FIRST POSITIONS 1 9 2 2 -1 9 4 0
(Towns in Which More Then 2 Alumni Heve T eupht)
NEW JERSIY STATE TEACHERS COLLEGE - JERSEY CITY
t* Z
JL*%
30 Z
4C0 Z
HUDSON
UNION
ESSEX
HUNTFPDON
SOMERSET
SUSSEX
PASSAIC
CUMBERLAND
ANALYSIS OF LOCATIONS OF FIRST TEACHING
POSITIONS OF ALUMNI BY COUNTIFS
I9 S 2 -1 9 4 0
NI7r JERSEY STATE TEACHERS COLLEGE - JERSEY CITY
SaZ
- C
Diagram 10 ( f a c i n g p .
o
-
? ? ) shows t h e p e r c e n t a g e o f P r o t e s t a n t s ,
C a t h o l i c s and Jews i n t h e c l a s s e s f o r 19F7-1P40 i n c l u s i v e .
The i n f o r m a t i o n caste f r o * a p e r s o n a l h i s t o r y w r i t t e n by e ac h s t u d e n t when he e n t e r e d
college.
The s t u d e n t s w e r e n o t r e q u e s t e d t o g i v e t h e i r r e l i g i o n ,
so i n w r i t i n g a b o u t t h e m s e l v e s .
but did
The r e l i g i o u s a f f i l i a t i o n s o f t h e s e c l a s s e s , e x p r e s s e d i n p e r c e n t a g e s ,
were a s f e l l o w s : C l a s s o f 19P7, Dr o t e s t a n t , pc p e r c e n t ; C a t h o l i c , fC p e r *
c e n t ; J e w i s h , ?0 p e r c e n t .
C l a s s o f i ? ? ? , o r c t e s t a n t , ?7 p e r c e n t ; C a t h ­
o l i c , Ff p e r c e n t ; J e w i s h , 01 p e r c e n t .
C l a s s o f 19F9, P r o t e s t a n t , PI
p e r c e n t ; C a t h o l i c , f o p £ r c e n t ; J e w i s h , PC p e r c e n t .
C l a s s o f 1P4C,’
P rotestant,
P°
per cent; C atholic,
fp
per cen t;
J e w i s h , PC p e r c e n t .
t o t a l p e r c e n t a g e s f o r t h e f o u r c l a s s e s t o g e t h e r a r e : Cr c t e s t a n t ,
cent; C atholic,
p e r c e n t ; J e w i s h , P1 o e r c e n t .
The r e l i g i o u s b a c k g r o u n d
The
pp p e r
of t h e s e i n d i v i d u a l s may have scire e f f e c t
on t h e i r p l a c e m e n t as t e a c h e r s , p a r t i c u l a r l y when t h e y a r e r ec om r en d ed
f o r work i n o t h e r c o m m u n i t i e s from t h e one in which t h e y were r e a r e d .
T h i s m a t e r i a l i s a l w a y s k e p t c o n f i d e n t i a l , and i s n e v e r g i v e n c u t t o s u ­
p e r i n t e n d e n t s who may b e s e e k i n g c a n d i d a t e s .
f i n a l l y , an a n a l y s i s h as been wade i n c h a r t f e r n o f t h e l o c a t i o n s o f
t h e f i r s t p o s i t i o n s o f al um ni o f t h e c o l l e g e .
C h a r t TV ( f a c i n g p.
PC)
p r e s e n t s an a n a l y s i s o f t h e l o c a t i o n s o f t h e s e p o s i t i o n s on t h e b a s i s o f
c i t i e s and t o w n s .
C h a r t V ( f a c i n g p.
th e b a s i s of c o u n tie s .
( s e e C h a r t s I-TTT,
Fere,
fa c in g p.
F9) p r e s e n t s a s i i r i l a r a n a l y s i s on
as in th e study of s e l e c t i o n of stu d e n ts
1° ) ,
t h e encri rou s i m p o r t a n c e o f t h e home
to w n s and c o u n t i e s c o n s t i t u t e s t h e most s t r i k i n g f e a t u r e o f t h e summary.
?.
Summary
f o l l o w i n g t h e s u r v e y o f t h e pr o bl em o f s e l e c t i o n o f s t u d e n t s ( i n
Chapter I I I ,
an a t t e m p t h a s now b e e n made t o s u mm ar ize t h e s i t u a t i o n w ith
r e g a r d t o placement of g r a d u a t e s .
Dome o f t h e l i t e r a t u r e on p l a c e m e n t
h a s b e e n su m m a r iz ed .
The v a r i o u s i t e m s o f i n f o r m a t i o n g e n e r a l l y r e q u i r e d
by s u p e r i n t e n d e n t s o f p r o s p e c t i v e t e a c h e r s hav e b e e n m e n t i o n e d , and t h e
d e s i r a b l e c h a r a c t e r i s t i c s of t h e p r o s p e c t i v e te a c h e r l i s t e d .
Character,
t e a c h i n g e x p e r i e n c e , and a ca de m ic c u a l i f i c a t i o n s have b ee n found o f g r e a t
im portance,
i n t h e o p i n i o n o f a number o f s u p e r i n t e n d e n t s .
The work o f
t h e p l a c e m e n t b u r e a u h a s b e e n m e n t i o n e d , and i t h a s b e e n n o t e d t h a t many
c o m m u n i t i e s t o d a y h av e an i n c r e a s i n g t e n d e n c y t o a c c e p t l o c a l g r a d u a t e s
a s t e a c h e r s , p a r t i c u l a r l y s i n c e t h e d e p r e s s i o n o f 1909.
Commissioner
C h a r l e s P. P l l i o t t h a s r e p o r t e d f a v o r a b l y on t h e p l a c e m e n t o f g r a d u a t e s
o f t h e s i x t e a c h e r s ’ c o l l e g e s i n t h e s t a t e o f New J e r s e y , p a r t i c u l a r l y
t h o s e who h a v e s p e c i a l a b i l i t i e s i n a d d i t i o n t o t h e i r r e g u l a r t r a i n i n g .
On t u r n i n g a g a i n t o t h e F t a t e T e a c h e r s ' C o l l e g e , J e r s e y C i t y , N. J
one f i n d s t h a t a r a t h e r l a r g e number o f g r a d u a t e s d u r i n g t h e t e n - y e a r
p e r i o d 1 9? 9 - 1 9 ? 9 hav e s u c c e e d e d i n o b t a i n i n g p o s i t i o n s i n t h e i r home to w n s .
D e t a i l s have b e e n p r e s e n t e d ( s e e T a b l e IT, pp.
0n t h e amount, o f
t i m e e l a p s i n g b e t w e e n t h e s t u d e n t s ' g r a d u a t i o n and t h e i r s u b s e q u e n t p l a c e ­
ment.
I t i s s e e n t h a t t h e l a r g e r p r o p o r t i o n o f t h e s t u d e n t s who o b t a i n
p o s i t i o n s s e c u r e them d u r i n g t h e f i r s t y e a r a f t e r g r a d u a t i o n , t h e p r o p o r ­
t i o n dropping s h a rp ly t h e r e a f t e r .
P u t t h e s i t u a t i o n i s by no means a l t o ­
g e t h e r d i s t r e s s i n g f o r t h e s t u d e n t who h a s b e e n o u t o f c o l l e g e a number
of y e a rs,
since the
fig u res reveal th a t
s t u d e n t s do sometimes o b t a i n
p o s i t i o n s even a f t e r a p e r i o d o f t e n y e a r s h a s e l a p s e d .
The home c i t i e s and c o u n t i e s a r e found t c b u l k v e r y l a r g e i n t h e c o l ­
l e g e e n r o l l m e n t a s w e l l as i n t h e f i n a l p l a c e m e n t .
The f i g u r e s would s u g ­
gest th a t the ty p i c a l g rad u ate, a f t e r leaving the c o lle g e , r e tu rn s e ith e r
to the geographical
p o i n t from which he came,
i 3 re la tiv e ly close
t o h i s home.
still
or t o seme o t h e r p o i n t which
While t h i s c a n n o t be s a i d o f a l l s t u d e n t s ,
i t i s e v i d e n t t h a t t h e l a r g e r body o f s t u d e n t s and g r a d u a t e s i s geo­
g r a p h i c a l l y homogeneous.
Two o t h e r p o i n t s a r e t o be n o t e d in c l o s i n g t h i s p o r t i o n o f t h e s t u d y .
F i r s t , t h e r e c o r d s f o r a l i m i t e d p e r i o d o f t i m e ( 1 9 C 1 - 1 ? ? ’7) i n d i c a t e t h a t
t h e g ra d u a te of t h e P in d e r g a r t e n - P r im a ry Department of t h e c o l l e g e h a s a
much b e t t e r c h a n c e o f p l a c e m e n t t h a n t h e s t u d e n t who h a s been g r a d u a t e d
from t h e G e n e r a l F l e m e n t a r y D e p a r t m e n t .
Second, i t seems q u i t e c l e a r t h a t
t h e r e l i g i o u s a f f i l i a t i o n s o f t h e g r a d u a t e s w i l l h av e some i n f l u e n c e on
t h e i r f i n a l placement.
Fuperintendents,
i n g e n e r a l, have l i t t l e
o r no p e r ­
s o n a l p r e f e r e n c e i n t h e m a t t e r o f a c a n d i d a t e ' s r e l i g i o n , but t h e y f i n d i t
n e c e s s a r y t o t a k e l o c a l b e l i e f s and p r e j u d i c e s i n t o a c c o u n t i n s e l e c t i n g
a teacher.
The enormous i m p o r t a n c e o f p e r s o n a l f a c t o r s — g e o g r a p h i c a l , r e l i g i o u s ,
and so on—becomes i n c r e a s i n g l y c l e a r as t h e i n v e s t i g a t i o n p r o g r e s s e s .
i s t i m e now t o t u r n t o a s u r v e y o f t h e s e f a c t o r s i n f u l l e r d e t a i l .
It
CHAPTER IV
ECOLOSICAL
7.
c ACTORS
AFFECT IN3
°LACEVENT
none 4 d d r e s s 3 s o f H u m n i and F t u d e n t s
I t h a s seemed d e s i r a b l e t o ex am in e, i n irore d e t a i l , t h e hone a d ­
d r e s s e s o f a l u ir n i and s t u d e n t s i n t h e E t a t e T e a c h e r s ’ C o l l e g e , J e r s e y
C i t y , V. J . , i n o r d e r t o l e a r n , i u s t where t h e ir.eir.bers o f t h e s t u d e n t
body hav e come from. and where t h e y hav e b e e n l i v i n g w h i l e i n a t t e n d a n c e
at the college.
The s t u d e n t s ’ a d d r e s s e s were t a k e n froir t h e a p p l i c a t i o n b l a n k s which
t h e s e p e r s o n s f i l l e d o u t when s e e k i n g a d m i s s i o n t o t h e c o l l e g e .
In a few
c a s e s , where t h e s e a p p l i c a t i o n b l a n k s were n o t i n t h e f i l e s , t h e a d d r e s s e s
were t a k e n from t h e e n r o l l m e n t b l a n k s f i l l e d o u t by t h e s t u d e n t s a t t h e
tim e of t h e i r e n tra n c e in to the c o lle g e .
T a b l e s have b e e n made f o r e a c h y e a r ,
g r a d u a t e s f o r t h a t y e a r had come.
s t u d e n t bo d y .
showing t h e towns from which t h e
Another t a b l e was made f o r t h e p r e s e n t
Tor t h o s e coming from J e r s e y C i t y i t s e l f ,
made o f t h e s t r e e t a d d r e s s e s ,
on t h e b a s i s o f y e a r s ,
an a n a l y s i s was
i n o r d e r t o show t h e
t r e n d s and s h i f t s .
These f i g u r e s a r e t o be p r e s e n t e d i n t h e t a b l e s and
maps i n c l u d e d i n t h e p r e s e n t c h a p t e r .
T a b l e VI, b e l o w ,
shows t h e numbers and p e r c e n t a g e s o f s t u d e n t s i n t h e
c o l l e g e who h a v e come f r o # J e r s e y C i t y , d u r i n g t h e y e a r s 19??-1C4C.
TA9LE VI
Ptudents Th il e attending College
addresses of aluvni and
.'
.
.
.'
.'
^ a ro e n ta S a from .Jersey
C ity
.
C
O,
*o !
'O
19??
J e r s e y C ity
New j e r s e y ( o u ts id e of
J e r s e y C ity )
New York
TOTALS
PRESENT
ALUVNI
nJVt AUUiluOdtO
31
4?
35
59
19?4 19°5
CK
50
30
100
1
19P6 19?7 19P9 194C
53
35
53
TOTAL
STUDENTS
43
37
339
171
50
45
475
3
300
1
aa
111
110
15?
133
95
95
73
909
371
.5 5
.39
.4 5
.3 5
.4 9
.3 9
.4 =
• 37
.4 1
.4 9
I*
CD
>
0)
h e r e t h e r e l a t i v e pr op o: • t i o n o f s t u d e n t s
I t i s i m p o r t a n t - t o obs
coming from J e r s e y C i t y i t s e l f a s t h e y e a r s have p a s s e d .
T a b l e VII (p p . ?? f f . ) w i l l show t h e home a d d r e s s e s o f alumni and
students,
on t h e b a s i s o f t o w n s .
in d i f f e r e n t p la c e s .
The c o n d i t i o n s a r e found t o v a r y w i d e l y
Cumont, Fnglewood, C u t t e n t e r g , Fo boken, P l a i n f i e l d
and Union C i t y a r e i n t e r e s t i n g e x a m p l e s .
someone must r e s i l e
I t would seem, f o r ex am pl e, t h a t
i n f l o c d c l i f f e who i s e s p e c i a l l y i n t e r e s t e d i n t h e c o l ­
lege.
-
3 1
-
TABLE V I I
Adoresses OF Alumni and S tudents TVh l e Attend ins Collese ( on the Ba s is of T owns)
ALUVNI
inOQP^PQ (fk
AUJKByOCw
V®v
' 1ynllyi
19??
19?4
19?5
3
18
13
27
1
1
19??
A rlin g to n
Bayonne
B e lle v ille
B e r i e n f i e ld
B lo o m field
Bogota
D aldw ell
D a r ls ta d t
D l i f f s i d e P a rk
O lo s te r
C ran fo rd
C re s a k ill
Delawanna
Dem arest
Dover
Dumont
E a s t O ranie
fire w a te r
v l lz a b e t h
im eraon
Enilew ood
H airview
T o rt Lae
C a r f ie ld
G lad sto n e
B len R id ie
Crantwood
3o tte n b e ri
paokensaok
pasb ro u o k H e iih ta
Hawthorne
p a r r i3 o n
H ills d a le
H ills id e
Hoboken
Hudson H e ig h ts
I r v in g to n
K earney
Kejrport
L eo n ia
L in d en
L i t t l e P e rry
Lodi
L y n d h u rst
Maplewood
vratawan
Maywood
v e tu o h en
v o n to la ir
pewark
pew Brunsw iok
pew M ilfo rd
P o r th A rlin g to n
p o r th B e rie n
P o r th P l a i n f i e l d
p u tle y
O ra d e ll
p a l i s a d e s P a rk
P a rk B id ie
p a s s a io
P a te r s o n
P e r t h Amboy
P la in fie ld
p o rta n p e o k
Hahway
Ramsey
Riohmond P i l l
B i d i e f l e l d P a rk
BidSewood
B iv e r E die
1
19?S
9
16
PRESENT
19?7
19?9
1940
17
e
9
1
TOTAL
STUDENTS
5
108
4
35
y
1
1
2
s
1
1
1
r*
r
l
1
2
2
2
1
K
7
1
1
2
3
1
2
1
1
1
1
2
1
1
l
l
?
2
3
2
2
1
1
7
1
2
1
1
2
1
1
3
K
4
1
0
1
3
1
10
2
3
1
1
1
1
1
2
2
1
3
7
1
P
?
1
1
1
r*
<
O
1
1
1
1
«
2
1
o
i
a
1
1
3
te
*
..
2
1
1
1
1
0
1
1
2
1
3
1
4
5
1
1
7
c
K
1
1
1
1
1
1
1
S
K
1
3
Q
4
1
1
1
4
2
41
1
1
1
1
7
i
4
41
41
1
1
1
1
A
1
1
1
<3
1
42
1
11
A
1
16
2
•1
3
9
3
i
14
2
S
2
1
1
41
3
o
2
1
?
r
r*
.
2
1
2
4
1
9
A
d
7
15
ij
7
cfl
i
1
A
?
1
1
O
1
2
3
10
A
1
i
1
2
34
1
1
i
i
1
1
1
2
2
1
2
1
1
14
4
2
4
2
3
1
1
1
1
(CONTINUEO)
T ABL E V I I
Addresses
of
Alumni
Students Wiile Attend ins Collese (on the 9 as is of Towns)
ALUMNI
PRESENT
1989 198? 1984 1985 1986 1987 1989 1940 total STUDENTS
and
ADDRESSES (BY TOWNS)
R o c h e lle Parle
R o s e lle
B u th e r f o r i
Seoaucus
Sonar v i l l a
S o u th Palm ar
T eaneck
T e n a fly
T re n to n
Union Peach
U nion C ity
Upper V o n to la ir
V erona
w a llin g to n
Weehawken
w est in g le w o o i
w est New B ritfh to n
West New York
West Orange
w estw ooi
W o o io liffe
Wood R i i i e
4I.
1
3
1
1
1
j
9
3
C
9
1
1
1
9
4
3
1
1
2
1
o
u
1
<$
2
2
c
©
5
6
4
2
7
7
3
1
1
1
*3
1
1
4
e
o
i1
1X
1
a
3
1
9
2
9
1
9
1
2
l
g
3
?
41
17
15
o
2
c
3
E
1
3
9
3?
1
g
9
1
9
1
14
10
1
1
2
An a n a l y s i s was a l s o irade o f t h e p e r m a n e n t a d d r e s s e s o f t h e a l u ir n i
and s t u d e n t s .
The to w ns i n which a l u i r n i r e s i d e d , w it h t h e nuirber r e s i d i n g
i n e a c h , a r e a s f o l l o w s : J e r s e y C i t y , F99; Pe y on ne , 108; Union C i t y , 4?;
Hoboken, F4; West Vew York, 96; Weehawken, 17; N o r th P e r g e n , IF; G u t t e n b e r g
14; P l a i n f i e l d ,
14; W o o d c l i f f e ,
14; P a i r v i e w ,
10; Fnglewood, 9; Newark, 9;
P e c a u c u s , 9; G ra ntw ocd , P; T ea n ec k , 8 ; Turnont, 7; P a l i s a d e s P a r k , 6 ; P u t h e r
ford,
8 ; Tenafly,
dale,
F; H a c k e n s a c k ,
4; H a r r i s o n ,
°ark,
4; P e r g e n f i e l d ,
?; P o g o t a ,
yew V i l f o r d ,
Lee,
?; P a s s a i c ,
9; O r a d e l l ,
F; C l i f f s i d e P a r k ,
4; L o d i ,
9; P a t e r s o n ,
?; F d g e w a t e r ,
P; P i v e r Fdge,
9; H i l l s i d e ,
F; F l i z a b e t h ,
F; H i l l s ­
4; P e r t h Airboy, 4; P i d g e f i e l d
?; C r a n f o r d ,
?; P a i s e y ,
9; P a s b r o u c k H e i g h t s ,
A rlington,
It
6 ; A rlington,
F; G a r f i e l d ,
?; C r e s s k i l l ,
p;
?; F o r t
9; K ea r ne y, 9; L e o n i a , ?; North
9; Pidgewood,
9; West Fnglewood, 9.
i s i n t e r e s t i n g t o n o t e h e r e t h e nuiiber o f towns l y i n g o u t s i d e o f Hudson
C o u n t y , t h e hoire c o u n t y o f t h e c o l l e g e ,
which have p r o v i d e d f o u r o r wore
stu d en ts.
The town s i n which t h e p r e s e n t s t u d e n t s r e s i d e , w i t h t h e nuirber r e ­
s i d i n g i n e a c h , a r e a s f o l l o w s : J e r s e y C i t y , 171; Payonne, PF; N o r th P e r g e n
1 p ; Union C i t y , IF; Newark, 11; Hoboken, 1C; West New York, 10; Weehawken,
p; C l i f f s i d e ° a r k ,
7; F a i r v i e w ,
T e n a f l y , 4; Fnglewood,
Pahway, ?; P e l l e v i l l e ,
yetuchen,
F; A r l i n g t o n , 4; F l i z a b e t h ,
4;
F; H i l l s i d e , ?; L y n d h u r s t , F; P a l i s a d e s P a r k , P;
9; C r a n f o r d , 9; U u i o n t , 9; Grantwood, 9; K ea r ne y, 9;
9; N o r th P l a i n f i e l d ,
9 ; Trenton,
7; Te a n e c k ,
9; Woodridge,
9.
9; P l a i n f i e l d ,
9; R u t h e r f o r d , 9; P e c a u c u s ,
The sanse o b s e r v a t i o n nay b e wade h e r e t h a t
was Bade on t h e l i s t o f hoire to w n s o f t h e a l u w n i , a b ov e.
TABLE VI I I
Street Addresses of Alumni and Students L iv in s in J ersey C ity
STREET ADDRESSES
IN JERSEY CITY
A nderson Avenue
A rlin g to n Avenue
Arm strong Avenue
A tla n tis S tre e t
Audubon Avenue
B a r th o ld i S t r e e t
Sayview Avenue
S eason Avenue
Belmont Avenue
B e lv id e re Avenue
B e n tle y Avenue
B ergen Avenue
B id w e ll Avenue
Bond S t r e e t
Boaroem Avenue
B ostw iok Avenue
B oulevard
Bowers S t r e e t
Boyd Avenue
B ra m h ill Avenue
Broadman Barkway
Broadway
Brown B la se
Cambridge Avenue
C a r lto n Avenue
C arm ita Avenue
C a r t e r e t Avenue
C e n tr a l Avenue
C larem ont Avenue
C lendenny Avenue
C le rk S tr e e t
C l i f t o n B la se
C lin to n Avenue
C o le s S t r e e t
Colum bia Avenue
Communipaw Avenue
C o n iis t S t r e e t
C o tta g e S t r e e t
C o u rt Bouse B la se
C raw ford S t r e e t
C re so e n t Avenue
D a n fo rth Avenue
De Kalb Avenue
D elaw are Avenue
Duncan Avenue
Dunoan C ourt
Dwight S t r e e t
Tge Avenue
E ig h th S t r e e t
E le v e n th S t r e e t
Enoe B laoe
E r ie S t r e e t
B airm ount Avenue
B airm ount T e rra c e
E a irv ie w Avenue
E if th S tre e t
E irs t s tre e t
v ie e t S tre e t
E o rre st s tr e e t
v o u r th S t r e e t
T ow ler Avenue
E r a n k lin Avenue
B u lto n Avenue
S a r f i e l i Avenue
S ard en Avenue
S a r r e ta o n S t r e e t
S a r r ia o n Avenue
S a u t i e r Avenue
Slenwood Avenue
C ray S t r e e t
S re g o ry S t r e e t
Drove S t r e e t
ALUMNI
19??
19??
19°4
]9 ?5
A
i
p
1996
PRESENT
1997
19?9
1940
1
?
p
3
\
TOTAL STUDENTS
i
14
1
1
1
1
1
1
1
P
1
1
1
1
3
1
3
1
1
l
?
5
1
1
1
1
P
l
1
3
1
3
1
3
5
1
1
1
?
1
4
P
14
1
1
?
3
1
1
C
e.\
3
3
1
1
1
1
1
1
1
1
p
1
1
1
?
3
?
3
1
1
1
1
2
2
1
1?
?
1
1
3
1
1
1
1
1
1
1
1
2
1
1
3
1
1
e
1
1
P
P
1
1
1
l
1
1
1
1
1
1
1
1
1
1
1
1
1
<>
l
1
?
1
1
1
i
1
1
1
1
1
41
A
1
4
4I1
1
O
r
c.
1
?
1
2
1
1
a
7
Q
41
P
1
1
3
A
y.
Q
o
i
«1
41
1
41
41
•J
2
2
o
1
i.
j
*f!
1
o
2
1
1
1
A
2
Q
41
A
£
p
o
41
41
1
2
1
2
t
■_
T a?LF VIII ( conti nued )
Street AodresiSES OF ALUVNI AND STUDENTS LlVlNQ IN JERSEY ClTY
STREET ADDRESSES
ALUMN1
PRESENT
IN JERSEY CITY
19
??
19°4
1995
19?? 19?7 19°9 1949 total STUDENTS
19??
Srand Street
1
1
o
3rant Avenue
1
1X
5
Hilhland Avenue
1
l
1
g
P
Hiifhview Road
Hoboken Avenue
1i
H olliiay Street
■(
Hamilton Plaoe
1
1
Hanoock Avenue
1
1
1
Harrison Avenue
t
1
1
l
1
1
Henderson Street
1
1
1
Homestead Avenue
l
T
Hopkins Avenue
1
1
Hudson Street
l
1
Jaekson Avenue
6
1
1
1
2
l
a
g
Jersey Avenue
1
1
1
jesett Avenue
2
2
3
Jones Plaoe
1
1
Jones street
1
1
vensiniton Avenue
1
1
2
1
Laillaw Avenue
1
1
1
Lembeek Avenue
P
1
1
t,exiniton Avenue
P
1
1
1
3
Liberty Avenue
1
2
1
1
Tiineoln Street
1
1
1
Linden Avenue
2
1
1
yadison Avenue
1
1
VaSnolia Avenue
1
1
Mallory Avenue
1
l
1
Maple Street
1
VoAdoo Avenue
1
ycDougall Street
1
1
1
2
veroer Street
l
1
1
1
Milton Avenue
o
P
V
1
wontioello Avenue
1
l
2
1
Vontiomery Street
1
1
2
Myrtle Avenue
1
1
2
1
Melson Avenue
1
1
Heptane Avenue
1
o
1
1
1
Hewark Avenue
1
P
1
Hew York Avenue
1
1
1
ninth Street
1
1
normal Plaoe
P
Hostrand Avenue
P .
Oak street
1
Oakland Avenue
12
A
1
1
1
1
1
2
1
Ooean Avenue
2
l
1
02den Avenue
1
1
Old Bergen Road
2
1
1
Orobard Street
1
1
1
Orient Avenue
1
1
Oxford Avenue
1
1
paoifio Avenue
M
Q
74
1
l
1
1
1
1
1
Palisade Avenue
1
1
pamrapo Avenue
n
oc.
r.
park Avenue
A
4
1
I
1
Park Street
Q
1
1
1
pavonia Avenue
o
c
1
1
Pearsall Avenue
•
4
1
1
Pine Street
4l
e
.
1
1
Randolph Avenue
4l
1
Ravine Avenue
4
1
1
Read street
4
2
JL
1
Romaine Avenue
3■
Rutgers Avenue
4
J.
1
saokett Avenue
1
Sanford Plaoe
4
X
1
Seoond Street
P
1
1
Seidler Street
4
1
*eeenth Street
4JL
1
Sheffield Street
1
1
1
Sherman Avenue
1
1
1
Sherman Place
TABLE V I I I
( c o n c l u d e d ’)
Street Addresses of Alumni and Stuoents L iv in s in J ersey C ity
STREET ADDRESSES
IN JERSEY CITY
Skillman Avenue
Skillman Place
Sip Avenue
South Street
Spruce Street
Stagg Street
Stegman Parkway
Stegman Plaoe
Stegman Street
Sterling Avenue
Stevens Avenue
Storme Avenue
St. Paul's Avenue
Summit Avenue
Sussex Avenue
Thirteenth Street
Toaele Avenue
Union Street
Van Cleef Street
Van Voatrani Avenue
Van Rsipen Avenue
Van Vorst Street
Van wagenen Avenue
Van Wagenen Place
Van Wagenen Street
Van Winkle Avenue
Varick Street
Virginia Avenue
Virginia Terraoe
Vroom Street
Waie Street
Warner Avenue
warren Street
Washburn Street
Waverly Street
Wayne Street
Webster Avenue
Wegaan Parkway
Westervelt Plaoe
West S iie Avenue
Wilkinson Avenue
W infieli Avenue
Wooilawn Avenue
Wooiwari Street
York Street
Zabriskie Street
Table V I I I,
19?? 19?? 19?4
1
1
1
1
1
1
p
2
1
1
1
1
1
1
l
1
1
1
1
O
1
1
1
1
1
T
ALUMNI
PRESENT
19?S 193* 19?7 19S9 1940 total STUOENTS
1
1
1I
1
1
3
1
P
1L
1
1
1
?
5
1
l
5
g
1
o
1
l
1
1
1
?
1
p
3
1
7
2
P
1
1
?
1
1
i
1
1
1
1
i
5
l
1
1
1
2
1
1
1
2
1
1
1
3
?
1
1
2
1
1
2
1
1
1
l
2
2
1
1
2
1
2
1
1
1
1
1
2
1
1
1
3c
1
1
2
1
1
1
1
?
1
c
1
1
1
1
2
1
1
1
1
1
l
g i v i n g t h e s t r e e t a d d r e s s e s o f t h o s e a t hoire i n J e r s e y
C i t y , w i l l b e i n t e r e s t i n g and i r e a n i n g f u l t o anyone who i s w e l l a c q u a i n t e d
w ith the c i t y .
I t way p e r h a p s for® a b a s i s f o r f u t u r e s t u d i e s o f t h e
v a r i o u s s e c t i o n s o f t h e c i t y fro® which t h e s t u d e n t body i s l a r g e l y r e ­
cruited.
T a b l e I T , b e l o w , p r e s e n t s an a n a l y s i s o f t h e a d d r e s s e s o f a l u ir n i and
s t u d e n t s , by c o u n t i e s .
The f i g u r e s r e p r e s e n t p e r c e n t a g e s .
TABLE IX
Analysis of Addresses of Alumni and Students ( by Counties )
PRESENT
ALUMNI
counties
lo o p 19*?
l9 «
I9 ? e 1 9 3 / T 939 194U TOTAL STUDENTS
.W
.7 4
.Tfe
.7 7
.7 9
.7 7
.S I
.7 4
.7 0
Hudson
• S2
• i 13
.1 5
.1 9
.1 9
.2 2
.1 9
.u
.1 9
.2 3
.1 4
B ergen
.0 3
.0 3
.0 5
• 02
.0 2
.0 1
.0 4
.0 5
.0 3
.0 2
U nion
.0 7
.0 2
.0 1
.0 5
.0 4
.0 1
.0 1
Be sex
.iO1
1 p e r o e n t: V e ro e r, M iddlesex,
C o u n tie s n o t i n o lu ta a , eaoh h a rix ig lo a i th a n
V oaaonth, Morr i s , Pas s a i o . Soner* e t .
N E W JERSEY
Stott
TiachttS
Colh
umrti
Locations o f F irst Tositi,
e sih o n s
IN D EX
CLEARTYPE
NEW JERSEY
Loc.a.tu>%s af 7"irst Jos thews
^
VTULDCk
IN D E X
'ATiAsru:
CLEARTYPE
!
NEW JERSEY
IN D E X
CLEARTYPE
NEW JERSEY
uynm
Locations of Tirst Tesitic
/
IN D E X
C LEA RTY PE
NEW JERSEY
L o ca tio n s o f F i r s t T o s iti of t s x X t \
IN D E X
CLEARTYPE
NEW JERSEY
A lu m n i - 1 9 3 7
IN D E X
CLEARTYPE
NEW JERSEY
..L o o a T ia yjs of. F i r s t T o sitic y js^ n '\^
IN D E X
Atlantic
CLEARTYPE
MAP
Vev «ws«y SbJk Teachers CoUajt - Jersey C'dy j
<
Alum>u - f t i O
Places o f TfestdUnce «»•
Locatioy$s o f F irst TottttoxsgxK
IN D E X
IMA*
not imo
b-v. .. .lM.m
iUMtlt.....
M
a
.......
—
W.Kl
M O ...U T .S M
TO—I I
04. mJOO.UI
tOM........
U.Ut
B-T...........IT,M O
tt,ai
i.oti ,m
yj
077
NEW JERSEY
NEW JERSEY
.■mm
IN D E X
CLEARTYPE
NEW JERSEY
IN D E X
’’ATLANTIC
CLEARTYPE
T a b l e IX ( p .
ing ly fro* other
c?) r e v e a l s t h e t r e n d o f
the stu d en ts to cose in c re a s ­
t h a n t h 9 home c o u n t y , w i t h t h e p a s s i n g o f t i m e .
While
i n 19?? . 8 ? p e r c e n t o f t h e g r a d u a t i n g c l a s s came from Hudson Cou nty, i n
1940 t h e p e r c e n t a g e was . 7 4 .
This in d i c a t e s t h a t th e c o lle g e i s tending
f ro ® y e a r t o y e a r t o r e n d e r s e r v i c e t o a w i d e r a r e a .
T h i s i s shown g r a p h i c a l l y i n t h e s e r i e s o f t a p s numbered I - V I I I
( f a c i n g p.
?7).
Here a r e shown t h e p l a c e s
o f r e s i d e n c e of t h e alumni,
and t h e l o c a t i o n o f t h e i r f i r s t p o s i t i o n s ,
yap I p r e s e n t s t h i s i n f o r m a ­
t i o n f o r t h e al um ni o f 1 ? ? ? ; Vap I I , f o r 1 ? ? ? ; Vap I I I , f o r 19?4; Yap IV,
f o r 1 9 ? F ; Vap V, f o r 1 9 ? ? ; Vap VI, f o r ' l 9 ? 7 ; Vap V I I , f o r 1 9 * o ; y ap V I I I ,
f o r 1940.
Vap IX shows t h e p l a c e s o f r e s i d e n c e o f t h e alum ni f o r t h e
e n t i r e p e rio d 19??-1949 i n c l u s i v e .
Vap X shows t h e p l a c e s o f r e s i d e n c e
o f t h e p r e s e n t s t u d e n t body ( 1 9 4 C - 1 9 4 1 ) .
I t i s c l e a r from t h i s s e r i e s o f
maps t h a t , y e a r by y e a r , t h e c o l l e g e h a s drawn s t u d e n t s from t o r e d i s t a n t
and more s c a t t e r e d p o i n t s .
A f u r t h e r a n a l y s i s o f t h e a d d r e s s e s o f alumni
and p r e s e n t s t u d e n t s h a s b e e n g i v e n i n C h a r t s I - I I I
( f a c i n g p.
19).
From t h i s s t u d y o f t h e home a d d r e s s e s o f alum ni and s t u d e n t s , t h e
f o l l o w i n g c o n c l u s i o n s may b e drawn:
( 1 ) T he re i s a c o n t i n u i n g i n c r e a s e ,
from y e a r t c y e a r , i n t h e s i z e
o f t h e a r e a from which s t u d e n t s a r e drawn t o t h e New J e r s e y S t a t e Tea ch­
e r s T C ollege at Jerse y C ity.
( ? ) S t u d e n t s come from much g r e a t e r d i s t a n c e s t h a n would b e e x p e c t e d ,
i f one c o n s i d e r s t h e number o f t e a c h e r s * c o l l e g e s i n New J e r s e y ,
and t h e
l o c a t i o n o f t h e c o l l e g e u n d e r i n v e s t i g a t i o n a t t h e e x t r e m e e a s t e r n edg e
of the s ta t e .
( ? ) The d i s t r i b u t i o n i s more s c a t t e r e d t h a n would b e e x p e c t e d , i n
vi e w o f t h e f a c t o r s s t a t e d a b o v e .
i n most i n s t a n c e s ,
The s t u d e n t s from o t h e r c o u n t i e s come,
n o t from a s i n g l e l o c a l i t y , b u t from s e v e r a l
(as in
Vonmouth C o u n t y ) , o r ( a s i n B er g en Co unty) from many d i f f e r e n t to w n s .
(4) Strang s a y s 1 t h a t approxim ately o n e -f o u r th of a l l c o lle g e s t u ­
d e n t s a t t e n d c o l l e g e o u t s i d e o f t h e i r own s t a t e .
I t i s i n t e r e s t i n g to
o b s e r v e t h a t t h e S t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y draws j u s t a b o u t
o n e - f o u r t h o f i t s s t u d e n t s from o u t s i d e i t s own c o u n t y .
?.
P o s t - O r a i u a t ion O c c u p a t i o n s of Aluvni
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n i s t o f i n d o u t a s much
as p o s s i b l e about t h e o c c u p a tio n s of t h e alumni a f t e r g r a d u a t io n .
The
p a r t i c u l a r p o i n t s t o be i n v e s t i g a t e d were: what p r o p o r t i o n o f e a c h c l a s s
l . F u th S tr a a s , Behavior and Background o f Stud ents i n College and Secondary School
fWew Y ork: H arper and B r o th e r s , 1SSV V pp. 515 t t .
h a d o b t a i n e d t e a c h i n g p o s i t i o n s , where t h e s e p o s i t i o n s were l o c a t e d , and
what t h e p e o p l e who had n o t o b t a i n e d such p o s i t i o n s were d o i n g .
D i s t r i b u t i o n t a b l e s w ere f i r s t made, showing t h e l o c a t i o n o f t e a c h i n g
positions.
F i r s t p l a c e m e n t s o n l y were g i v e n .
On t h e b a s i s o f t h e s e
statistics,
pared.
t h e t a b l e s t o be i n c l u d e d i n t h i s p a r t o f t h e s t u d y were p r e ­
The town s i n which s t u d e n t s o b t a i n e d t h e i r f i r s t p o s i t i o n s ( i n New
J e r s e y o n l y ) , w i t h t h e number o f s t u d e n t s o b t a i n i n g p o s i t i o n s i n e a c h ,
w ere a s f o l l o w s : J e r s e y C i t y , ??; Union C i t y , ? ? ; T ea ne ck , IP; T e s t New
York; 14; Dumont, 1?; N o r t h P e r g e n , 11; P a l i s a d e s P a r k ,
P e r g e n f i e l d , 9; F a i r v i e w , P; H a c k e n s a c k , 9; P l a i n f i e l d ,
11; O u t t e n b e r g ,
P; P a r i t a n , P;
10;
Fn glewood, ?; Yaywocd, P; Pidgewood, 7; Neehawken, 7; P ay on ne, ?; Hoboken,
P; L i n d e n , P; Couth O r a n g e , P; C l i f f s i d e P a r k , 4; V o n t c l a i r , 4; Newark, 4;
New Y i l f o r d ,
H arrison,
f;
4; F a r r e n Tow nship,
?; Hohokus,
A llendale,
4; A r l i n g t o n ,
?; N e p t u n e ,
?; P r i d g e w a t e r Township* ?;
?; N o r t h v a l e ,
?; Chatham Tow nship, P; C l o s t e r ,
?; C r e s s k i l l ,
?; Fdgewater,
?; F e a r n e y ,
P o selle Park,
?; P e d d i n g t o n Town sh ip, ?; P u t h e r f c r d ,
Secaueus,
?; Norwood,
?; O r a d e l l ,
P; S o u th Pound P r o o k ,
?; N h i t e House,
?; D em are st,
?; P e r t h Amboy, P; Fed Pank,
?; S c o tc h P l a i n s ,
P; South P l a i n f i e l d ,
b u r y Tow nship, ?; T h r e e F r i d g e s , ?; Union, P.
?;
P; T e n a f l y ,
?;
?; Tewkes­
I n a d d i t i o n , New York C i t y
had ? p l a c e m e n t s .
T a b l e X, b e l o w , g i v e s a summary o f f i r s t p l a c e m e n t s o f t h e alumn i f o r
t h e y e a r s 1PPP-1940 i n c l u s i v e .
T A 9L F
X
c UNWARY OF P IRST PLACEMENTS OF ALUMNI
PLACEMENTS
T each in g
p o s itio n s
P erm anent
aubstt& butes
S u b s titu tin g
B u s in e s s
L ib ra ria n
M a rrie d b e fo re
any p o s i t i o n
or s u b s ti­
tu tin g
u e r o s n ta g e o f
e a c h y e a r 's
s l a s s p la c e d
i n te a c h in g
1932
1933
1924
19?5
1936
1937
19^9
1940
TOTAL
31
51
57
e2
30
50
43
33
407
7
21
47
3
3
43
7
2
K
43
18
a
51
289
28
4
2
2
1
1
.5 2
.4 3
.4 8
.3 4
3
13
o
52
1
1
.5 5
.4 3
3
1
O
3
s-
.4 3
.4 5
.5 0
T a b l e 71 (p p. F? f f . ) shows a l l t h e to w ns and t o w n s h i p s i n which
t h e f i r s t p l a c e m e n t s were made, w i t h t h e number o f p l a c e m e n t s i n ea ch
tow n e ac h y e a r .
included.
Towns o u t s i d e a s w e l l a s i n s i d e o f Few J e r s e y h av e b ee n
T ABL E
XI
Locations of F ir st P o s it io n s of Alumni
ALUMNI
TftANS
OF ruRwcincn
PLACEMENTi
i yn Hv wr
193?
A lle n d a le
Andover
A rlin g to n
Asbury
E a p tis to w n
Bayonne
B e lo o v ille
B e lv iie re
E e r g e n f ie ld
B ethlehem Township
E is s e ll
B la irs to w n
B lo o m fie ld
P r a n o h v ille
B rid g e to n
B rid g e w a te r Township
C a ld w e ll
C a r1 s t a i t
C edar Crove
Chatham Township
C l i f f s i d e B ark
C lo s te r
C ra n fo rd
C re s s k ill
D elaw are
D em arest
Dumont
E dgew ater
E lis a b e th
Englewood
H airv iew
P in e s v ille
E o r t Lee
fre e h o ld
C a r f ie l d
C le n C ardner
C o r io n s v il l e
Brantwood
C u tte n b e rg
H askensaok
H a rrin g to n Bark
H a rris o n
H asbrouok H eig h ts
Haw orth
H ills d a le
H ills id e
HOboken
Hohokus
J e r s e y C ity
(perm anent s u b s t i ­
tu te s )
K earney
L in d en
L i t t l e E e rry
Long B ranoh
L y n d h u rst
M a n v ille
Matawan
Maywood
M idland B ark
M iddletow n Township
Mine H i l l
Moonaohie
M o n to la ir
M o rris County
Mount A iry
M o u n ta in v llle
N eptune
Newark
New M ilfo rd
New p ro v id e n o e
♦Perm anent s u b s t i t u t e .
193?
1934
1935
PRESENT
1917
1
1
1
1
1936
1939
1940
ix
1
1
1
2
2
1
1
1
4
2
2
l
1
1
1
1
1
T
1
1
l
2
1
1
1
.*
1
1
1
1
2
1
2
1
2
1
2
12
2
1
1
1
o
1
2
a
1
1
2
1
2
o
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
1
2
3
2
£
2
1
1
a
1
o
1
1
1
1
1
1
a
a
U)
(7)
2
a
(7)
1
i
3
c
( 17 )
2
2
e
2
1
7
1
(? )
O)
\
2
1
2
2
e
1
1
1
2
1
1
1
1
t
2
1
4
1
1
1
i
i
i
1
1
1
1
1
1
Q
1
1
1
7
6
1
2
38
(44)
1
1
1
8
1
1
1
1
1
1
10
8
1
1
2
1
o
2
1
1
1
3
1
1
1
2
4
1
1
g
2
2
2
1
STUOENTS
c
-4
av
1
X
1
a
i
1
§
1
1
1
TOTAL
1
i
i
A
4
1
i1
1
0Q5
4
4
41
.*
-40-
TABLE XI
(C O N T 1 NUED)
L o c a t io n s of F ir s t P o s i t i o n s of alumni
TOWNS OP PLACEMENT
New V illa d e
N o rth B ergen
N o rth Branoh
N o rth d a le
N o rth v a le
Norwood
Cldwiok
O ra d e ll
P a lis a d e s P a rk
p a rk Bidtfe
P e r th Amboy
P la in fie ld
P le a s a n t CTove
P o r t V o rris
Ned Bank
P a rita n
P id d e f ie ld P a rk
Piidew ood
R iv e r Ydde
P o s e lle P a rk
p e a d in d to n Township
R u th e rfo rd
P a d d le R iv e r
S e o to h P l a i n s
S ecauous
Shrew sbury
S o u th Bound 3rook
S o u th H aekensaok
S o u th P l a i n f i e l d
S o u th Orande
S te lto n
S tillw a te r
S t i l l w a t e r Township
Summit
Teansok
T e n a fly
Tew kesbury Township
T h ree B rid d e s
Totowa
T ra n q u illity
Union
Union Beaoh
U nion C ity
W a llin d to n
w a rre n Township
weehawken
West Hempstead
West New York
Westwood
W hite House
Woodbridde
w o o d o liffe
Wood F id d e
Wyokoff
A tla n ta , 3a.
B a ltim o re , Md.
HBmpstead, L. T.
H o n esd ale, Pa.
y i l l Neok, L. T.
Newburgh, N.Y.
New York C ity
P o o k v ille , Conn.
T h i e l l a , N.Y.
T u sk e ie e , Ala. •
♦Perm anent s u b s t i t u t e .
ALUMNI
PRESENT
39?? 39?? 39?4 1935 1996 39?7 3939 1940
3
4
1
2
1
1
11
1
1
1
1
1
2
1
4
1
2
1
1
3
1
1
1
4
1
1
2
2
2
1
1
1
1
2
2
1
1
2
1
3
2
1
1
1
1
2
2
1
7
1
1
1
1
1
1
1
1
1
1
2
1
2
«
1
1
1
1
(*
2
1
1
1
1
1
1
5 .*
3
2
2
1
1
1
1
2
..*
1
1
1
4
2
6
1
1
1
1
1
2
2
1
1. *
2
2
1
1
1
1
7.
2
1
1
1
2
2
2
1
1
2
1
22. . . *
1
4
7.
1
1
1
1
1
1
1
13
14.
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
2
2
1
2
2
1
2
©
1
1
1
1
2
1
1
2
e
i
T
2
3
11
1
2
1
1
total
1
1
1
1
3
1
1
1
1
1
1
1
1
1
1
3
1
1
1
STUDENTS
The n e x t t h r e e t a b l e s a l s o d e a l w i t h v a r i o u s a s p e c t s o f t h e p r o b l e *
of placem ent.
T a b l e 7 1 1 , b e l o w , shows t h e n u x b e r o f p l a c e m e n t s and t h e
p e rc e n ta g e of t o t a l placem ents in each county.
Table 7 I I I , below, giv e s
an a n a l y s i s o f t h e number o f a lu m n i who went i n t o b u s i n e s s i n s t e a d o f
teaching.
T a b l e 7IV, b e l o w ,
m a r r i a g e o f a l u m n ae .
gives th e s t a t i s t i c s with r e f e r e n c e to th e
TA3LF
X I1
An a l y s is of Lo c a t io n s o f p i r s t T e a c h in s do s i t i o n s of Alumni
COUNTY
NUMBER OF PLACEMENTS
PERCENTA3E OF TOTAL PLACEMENTS
14?
150
.2 2 «
.3 3 5
. 087
.0 4 7
P a r ia n
Hudson
Union
?4
P339X
17
I 1?
IS
10C
H unterdon
PomerBet
Vonmouth
W arran
M iddlesex
Sussex
M o rris
Cumberland
P a s s a io
Number of
ALUVNI
v irst position:
Women
Ven
After substituting:
Women
ven
( by Co u n t ie s )
.0 4 4
• 03?
.0 2 P
.0 1 4
.0 1 1
.0 0 3
.0 0 3
.0 0 3
.0 0 3
&
<3
Q
1
1.
TABL? XIII
Alumni ’/.‘ho ?N3A3ED in Business Instead of Teaching
19®? 198? 19?4 19?? 19?? 1??7 1°?9 1940 TOTAL
*
1
3
19
19
1
3
1
1®
1
F
3
4
1
17
o
1
PER CENT
3
1
a
1
*4
a
.03
• 03
a
1
1
39
7
.3 9 *
.3 3 *
3
* * P e ro a n ta g a o f s u b s t i t u t e s .
TABLF XIV
Ctatistics with I eference to the Varriase of Alumnae
19?2 igcc 19?* 1995 19?? 19?7 1939 1940
alumnae
7
i
13
19
33
17
33
Married
General elementary
s
10
39
30
16
13
course
Windergarten3
1
1
3
4
3
5
priaary course
With teaching
c
9
o
7
10
positlone
10
9
1
3
3
7
30
7
Substituting
a
6
1
3
3
In bueinsas
1
i
3
3
1
Vo job
TOTAL
PER
113
CENT
.1 8
93
.1 5 2
19
.1 7 3
43
.1 3
.1 ?
.6 ?
.2 1
45
15
6
F r o * t h i s p a r t o f t h e i n v e s t i g a t i o n t h e f o l l o w i n g c o n c l u s i o n s way
b e drawn:
( l ) F i r s t p l a c e m e n t s i n t e a c h i n g p o s i t i o n s w ere made i n I t ? d i f f e r ­
e n t towns and t o w n s h i p s , d u r i n g t h e p e r i o d u n d e r i n v e s t i g a t i o n .
4 o r more p l a c e m e n t s were made i n ?P to w n s ,
s i d e o f Hudson C o un ty .
Of t h e s e
and o f t h e s e ? ? , I f a r e o u t ­
I t i s p a r t i c u l a r l y n o t e w o r t h y t h a t more g r a d u a t e s
-4 ? -
f o u n d t e a c h i n g p o s i t i o n s i n P e r g e n Co un ty t h a n i n Hudson County.
The
d e t a i l s hav e b ee n shown i n t h e v a r i o u s maps i n c l u d a d i n t h i s c h a p t e r .
T h e r e were 51 g r a d u a t e s who were r e p o r t e d as b e i n g p e r m a n e n t s u b ­
stitu tes.
On t h e c a r d s o f ??9 g r a d u a t e s , " s u b s t i t u t i n g " was t h e o n l y
item o f i n f c r e a t i o n given i n r e g a r d t o p l a c e e e n t .
(?) I t i s p a r t i c u l a r l y noteworthy t h a t ,
of th e t o t a l nueber of
g r a d u a t e s f r o * I P ? ? t o 1940 i n c l u s i v e , e x a c t l y o n e - h a l f were p l a c e d i n
t e a c h i n g p o s i t i o n s a t t h e t i e e when t h i s i n v e s t i g a t i o n was * a d e .
( ? ) With r e g a r d t o t h o s e who d i d n o t s u c c e e d i n o b t a i n i n g a p o s i t i o n
t o t e a c h , i t was f o u n d t h a t ? p e r c e n t o f a l l t h e woeen and ? p e r c e n t o f
a l l t h e *en had gone i n t o b u s i n e s s f o r t h e i r f i r s t p o s i t i o n .
On t h e
o t h e r hand, ?9 p e r c e n t o f t h e women who s t a r t e d o u t t o s u b s t i t u t e ( n o t
periranent s u b s t i t u t e s )
and ? ? p e r c e n t o f t h e *en who s t a r t e d t o s u b s t i ­
t u t e ch a n g e d o v e r i n t o b u s i n e s s l i f e s o o n e r o r l a t e r .
( 4 ) Of t h e women g r a d u a t e s , c n e - s i x t h were known t o h av e m a r r i e d .
The f i g u r e s a s t o r e l a t i v e p r o p o r t i o n s t a r r y i n g w h i l e h o l d i n g a t e a c h i n g
p o s i t i o n , while s u b s t i t u t i n g ,
and w h i l e i n b u s i n e s s , g i v e t h e g r e a t ad­
v a n t a g e i n m a r r y i n g t o t h o s e who a r e i n b u s i n e s s ; t u t t h e numbers a r e t o o
s m a l l f o r t h i s t o hav e much s t a t i s t i c a l s i g n i f i c a n c e .
I t i s probable th a t
a number o f o t h e r alumnae a r e m a r r i e d , b u t have f a i l e d t o i n f o r m t h e al um ni
office.
P eferenees t o placement w ill occur a g a in in t h i s i n v e s t i g a t i o n in
c o n n e c tio n with s t u d i e s in r e g a r d t o sex, d i v i s i o n s o f stu d y , s c h o l a s t i c
r e c o r d , r a c i a l background,
5.
and p e r s o n a l i t y r a t i n g s .
P r o p o r t i o n o f Ven a n i Woven Gr a d u a t e s
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n was t o a s c e r t a i n t h e
r e l a t i v e p r o p o r t i o n o f men and women who h a v e b e e n g r a d u a t e d f r o * t h e
c o l l e g e each y e a r ,
body.
o ffice.
and t h e p e r c e n t a g e o f e ac h se x i n t h e p r e s e n t s t u d e n t
The d a t a were t a k e n f r o * t h e s t u d e n t s ’ c a r d s i n t h e r e c o r d i n g
A t a b u l a t i o n was made, showing t h e number o f men and women i n
e a c h c l a s s o f a l u m n i , an d i n t h e p r e s e n t s t u d e n t bo d y .
I n some y e a r s t h e
men w ere so few t h a t p e r c e n t a g e s were more t e l l i n g t h a n n um be rs.
Table
yV ( p . 4?) shows t h e p e r c e n t a g e o f e a c h sex i n e ac h y e a r .
I t a l s o shows
t h e p e r c e n t a g e o f t h e t o t a l al um ni o f ea ch sex who were p l a c e d i n t e a c h i n g
positions.
The r a t i o o f men t o women h a s ,
year.
in gen era l,
i n c r e a s e d from y e a r t o
I n 19?? t h e p e r c e n t a g e o f men i n t h e g r a d u a t i n g c l a s s was . 0 4 ;
i n 19?5 i t was . ? ! .
The men c o n s t i t u t e . 1 ? p e r c e n t o f t h e t o t a l al u m n i,
b u t th e y c o n s t i t u t e .19 p er c e n t of t h e p r e s e n t s tu d e n t body.
N E W JERSEY
“ ’“ m x ,
CLEARTYPE
TASLE XV
Analysis of Sex of Alumni (Expressed in P ercentases)
alumni
p e ro e rita tfe o f women
P e rc e n ta g e o f men
19?? 19?? 19?4
19?5 19?5 1937 1939 1940
.9 6
.04
.9 9
.9 9
. 0?
.9 4
.06
. 12
.8 7
.1 3 -
• 84
.16
.7 9
.21
The p r e s e n t s t u d e n t body i s d i v i d e d a s f o l l o w s :
iran, 1 ? p e r c e n t .
.9 4
.16
total
.9 8
• 1?
PLACED
.50
.50
fomen, PI p e r c e n t ;
D e s p i t e a s s u m p t i o n s t o t h e c o n t r a r y on t h e p a r t o f anyon e g i v i n g a
c u rs o ry exam ination t o the d ata c a rd s,
t h e men had no b e t t e r f o r t u n e a t
f i n d i n g t e a c h i n g p o s i t i o n s t h a n d i d t h e women.
It is interesting that
t h e number o f p l a c e m e n t s i n such p o s i t i o n s was e x a c t l y h a l f o f t h e t o t a l
o f women a l u m n i ,
and t h e same h e l d t r u e f o r t h e men.
This p e rc e n ta g e i s
f o r t e a c h in g p o s i t i o n s o n ly , not c o u n tin g s u b s t i t u t i n g , b u s i n e s s or
marriage.
From t h i s p a r t o f t h e s t u d y t h e f o l l o w i n g c o n c l u s i o n s may b e drawn:
( 1 ) The c o l l e g e i s a t t r a c t i n g a n , i n c r e a s i n g number o f men s t u d e n t s .
( ? ) The men ha ve no a d v a n t a g e o v e r t h e women i n t h e p e r c e n t a g e o f
placem ents.
4.
Conclusions
These c o n c l u s i o n s may be r e a c h e d from t h e d a t a i n c l u d e d i n t h e
p re se n t chapter:
( l ) The New J e r s e y P t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y i s c on ­
t i n u a l l y p l a a i n g i t s g r a d u a t e s i n a w i d e r and w id e r a r e a y e a r by y e a r .
( S e e Vap 71, f a c i n g p. 4?, and showing t h e l o c a t i o n s o f f i r s t p o s i t i o n s
of alum ni.)
( ? ) P l a c e m e n t s a r e made a t g r e a t e r d i s t a n c e s t h a n would be e x p e c t e d ,
i f o ne c o n s i d e r s t h e number o f t e a c h e r s ’ c o l l e g e s i n New J e r s e y ,
location
(?)
and t h e
o f t h i s c o l l e g e a t t h e e x t r e m e e a s t e r n edge o f t h e s t a t e .
P l a c e m e n t s h a v e b e e n made i n a g r e a t e r number o f d i f f e r e n t l o c a l ­
i t i e s t h a n would h a v e b e e n e x p e c t e d , i n c o n s i d e r a t i o n o f t h e l o c a t i o n o f
t h e c o l l e g e , and t h e number o f s i m i l a r c o l l e g e s i n t h e s t a t e .
( 4 ) N e v e r t h e l e s s , i t i s a m a jo r p r o b le m o f t h e c o l l e g e t h a t c n l y h a l f
o f i t s g r a d u a t e s have been a b l e to f i n d t e a c h i n g p o s i t i o n s .
( f ) V a r r i a g e o f o n e - s i x t h o f t h e women, and a b u s i n e s s c a r e e r f o r
about o n e - tw e lf th of th e alumni, account f o r approxim ately o n e -fo u rth of
th e graduates.
T h i s l e a v e s one o u t o f e v e r y f o u r a l u m n i now u n o c c u p i e d ,
s o f a r a s t h e a v a i l a b l e r e c o r d s show.
CHAPTER V
S c h o l a s t ic
7.
^ actors
Af f e c t i n q
P lacem ent
S c h o l a s t i c S a c o r i s o f Al umni a n i S t u i i n t s
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n i s t o s t u d y t h e h i g h
s ch o o l r e c o r d s o f t h e alumni with r e f e r e n c e t o t h e i r achievem ents in c o l ­
l e g e and w i t h r e s p e c t t o p l a c e m e n t ,
to placem ent.
and t h e r e l a t i o n s o f c o l l e g e r e c o r d s
The f i l e s o f n e a r l y a l l t h e a l u m n i c o n t a i n e d a t r a n s c r i p t o f t h e
high school r e c o r d , along with th e a p p l i c a t i o n bla n k .
Vost o f t h e s e
t r a n s c r i p t s gav e t h e h i g h s c h o o l Q u a r t i l e .
Th ere t h i s i n f o r m a t i o n was
la c k in g in th e i n d i v id u a l’ s reco rd ,
a l e t t e r was s e n t t o t h e h i g h s c h o o l ,
under th e d i r e c t i o n of th e r e g i s t r a r of th e c o l le g e .
t o ?1 h i g h s c h o o l s i n a l l ,
L e t t e r s were s e n t
r e c u e s t i n g t h e q u a r t i l e s t a n d i n g o f 49 al u m n i.
N e a rly a l l o f th e hig h s c h o o ls answered th e s e r e q u e s t s very prom ptly.
An a n a l y s i s was t h e n made, showing f o r e ac h y e a r how many s t u d e n t s
from each h i g h s c h o o l o u a r t i l e were g r a d u a t e d from c o l l e g e i n e a c h c o l l e g e
q u a r t i l e , how many o f t h e s e o b t a i n e d t e a c h i n g p o s i t i o n s , and how many en­
ga g ed i n b u s i n e s s .
students,
b od y ,
The a n a l y s i s was made s e p a r a t e l y f o r men and women
and t h e n f o r a l l t h e al um ni com bined.
For t h e p r e s e n t s t u d e n t
a t a b u l a t i o n was made w i t h r e f e r e n c e t o h i g h s c h o o l q u a r t i l e s .
T a b l e 7VI, b e l o w , s um m a r iz es t h e s c h o l a s t i c r e c o r d s o f t h e a l u m n i ,
giving,
f o r e x a m p le , t h e number who had a r a n k i n t h e u p p e r m i d d l e q u a r t i l e
i n h i g h s c h o o l and t h e n s u c c e e d e d i n r a n k i n g i n t h e h i g h e s t q u a r t i l e i n
college.
TABLE XVI
analysis of
H ig h e st
H ig h e s t
H ig h e s t
H ig h e st
q u a rtile
q u a rtile
q u a rtile
q u a rtile
in h ig h
i n h ig h
i n h ig h
i n h ig h
Echolastic P ecoros of Alumni
school
sc h o o l
so h o o l
sc h o o l
ani
ani
and
3nd
h ig h e s t q u a r t i l e i n c o lle g e
upper m iddle q u a r t i l e i n c o lle g e
low er m iddle q u a r t i l e i n c o lle g e
lo w e st q u a r t i l e i n c o lle g e .
.
14 0
90
32
87
Upper
Upper
Upper
Upper
m iiile
m iiile
m iddle
m iddle
q u a rtile in
q u a rtile in
q u a rtile in
q u a rtile in
h ig h
h ig h
h ig h
h ig h
sch o o l
so h o o l
school
so h o o l
ani
ani
and
ani
h ig h e s t q u a r t i l e i n c o lle g e
.
upper m iddle q u a r t i l e i n c o lle g e
low er m iddle q u a r t i l e i n c o lle g e
lo w e st q u a r t i l e i n c o lle g e
42
65
76
79
Lower
Lower
Lower
Lower
m iddle
m id d le
m iddle
m iddle
q u a r tile in
q u a r tile in
q u a rtile in
q u a rtile in
h ig h
h ig h
h ig h
h ig h
school
so h o o l
school
sohool
ani
and
and
and
h ig h e s t o u a r t i l e i n c o lle g e
.
upper m i i i l e q u a r t i l e i n c o lle g e
low er m i i i l e q u a r t i l e i n c o lle g e
lo w est q u a r t i l e i n c o lle g e
12
Low est
Low est
Low est
Low est
q u a rtile
q u a rtile
q u a rtile
q u a rtile
i n h ig h
i n h ig h
in h ig h
i n h ig h
school
so h o o l
school
so h o o l
ani
ani
ani
ani
h ig h e s t q u a r t i l e i n c o lle g e .
upper m i i i l e q u a r t i l e in c o lle g e
low er m iddle q u a r t i l e i n c o lle g e
lo w e st q u a r t i l e in c o lle g e .
40
32
54
9
17
20
T h ere were 774 alum ni whose d a te s a r i s c o n ta in e d b o th th e h ig h so h o o l q u a r t i l e and
__________________________
th e o o lle g e q u a r t i l e .
-4 4 -
/
/• 7 -
4*7*
f* %
t*7*
HIGHFST QUARTILE
UPPER MIDDLE QUARTILE
LOWFR MIDDLE QUARTILE
LOWFST QUARTILE
ANALYSIS OF HIGH SCHOOL RECORDS OF ALUMNI
/»7*
f*7»
xilGHFST QUARTILE
UPPER MIDDLE QUARTILE
LOWER MIDDLE QUARTILE
LOWEST QUARTILE
PERCENTAGE OF ALUMNI WITH HIGH SCHOOL RECORDS
IN EACH QUARTILE WHO WERE PLACED
CHART VI
NEW Ji:RSEY STATE TEACHERS COLLEGE
JERSEY CITY
ۥ%
Hig
h e s t
q u a r t il e
U P P E R M ID D L E
Q U A R T IL E
L O V E R M ID D L E Q U A R T IL E |
L O W E S T Q U A R T IL E
A N A L Y S IS O F
CO LLEG E R EC O R D S O F ALUM NI
7»%
H IG H E S T
Q U A R T IL E
U P P E R M ID D L E
Q U A R T IL E
LO W ER M ID D L E
Q U A R T IL E
LO W EST
Q U A R T IL E
PERCENTAGE O F
IN
E A C H Q U A R T I L E WHO W E R E P L A C E D
T E A C H IN G P O S I T I O N S
CHART V I I
NEW J E R S E Y
STA TE TEACHERS
JE R S E Y C IT Y
COLLEGE
J
45-
Table m i ,
below,
g i v e s an a n a l y s i s b a s e d on t h e h i g h s c h o o l
o u a r t i l e and i t s r e l a t i o n t o p l a c e m e n t .
s e n t s t h e same m a t e r i a l i n g r a p h i c f o r a .
C h a r t VI ( f a c i n g p. 4F) p r e ­
TABLE XVII
An a l y s i s
H ig h Bc h q o l R e c o r o s
of
Al u v n i
of
w it h
Re f e r e n c e
°
lacenefts
QUARTILES IN HIGH SCHOOL
ALUVN1
HIGHEST
N um ber w i t h e a c h r a n k in g i n h i g h
sch o o l
P e r c e n t a g e w it h e a c h r a n k in g i n
h ig h s c h o o l
P e r c e n t a g e o f w om en w i t h e a c h r a n k ­
in g in h ig h s c h o o l
p e r c e n t a g e o f m en w i t h e a c h r a n k ­
in g in h ig h so h o o l
P e r c e n t a g e o f a lu m n i w i t h e a c h
r a n k in g i n h ig h s o h o o l w ho w ere
p is s e d in te a c h in g p o s it io n s
P e r c e n t a g e o f a lu m n i w it h e a c h
r a n k in g i n h ig h s c h o o l w ho w en t
in t o b u s in e s s
p r e s e n t stu d e n t body
The number o f alum ni
h ig h ao h o o l was 120, o r
p la c e d .
The number o f alum ni
h ig h s c h o o l was 257, o r
p la c e d .
The number o f alum ni
h ig h so h o o l was 397, o r
p la c e d .
UPPER MIDDLE
LOWER MIDDLE
LOWEST
231
13®
43
.4 2
.3 4
. 1®
• 03
.4 3
.3 4
.1 3
• 04
.1 9
.3 3
.3 2
. 15
.4 7
. 53
.5 2
.4 5
.1 2
.4 7
.1 0
.3 4
.0 9
.1 5
.0 4
.0 4
whose s c h o l a s t i c ra n k in g was h i g h e r i n c o lle g e th a n i n
1? p e r c e n t o f th e t o t a l . Of th e s e , S3 p e r c e n t were
whose sc h o la s tic ranking wa3 t h e same in co llege a s in
33 p e r cent of th e t o ta l. Of these, 32 p e r cent w ere
whose s c h o l a s t i c ra n k in g was loiter i n c o lle g e th a n i n
51 p e r c e n t o f th e t o t a l . Of th e s e , 37 p e r c e n t were
/ n a n a l y s i s b a s e d on t h e c o l l e g e q u a r t i l e s ,
me n t,
to
i s g i v e n i n T a b l e XVIII, b e l o w .
g r a p h i c a l l y in Chart VII ( f a c i n g p.
with r e f e r e n c e to p la c e ­
The same m a t e r i a l i s p r e s e n t e d
4 F ).
4 c o n c i s e summary o f t h e h i g h
s c h o o l r e c o r d s o f t h e p r e s e n t s t u d e n t t o d y h a s b e e n g i v e n i n t h e lo w er
p a r t o f T a b l e XVII, ab ove .
TABLE
An a l y s i s
of
Co l l e g e R e c o r d s
of
X V I 11
Al u m n i
w it h
Re f e r e n c e
QUARTILES
ALUMNI
HI3HEST
p e r c e n t a g e o f w om en i n e a c h
q u a r tile
' p e r c e n t a g e o f m en m e a c h q u a r t i l e
P e r c e n t a g e o f a l l w o m en w h o r e ­
c e i v e d e a c h r a n k in g
p e r c e n t a g e o f a l l m en w h o r e c e i v e d
e a c h r a n k in g
p e r c e n t a g e o f 3 1 1 a lu m n i w i t h e a c h
r a n k in g w ho h a v e r e c e iv e d t e a c h ­
in g p o s it io n s .
p e r c e n t a g e o f a l l a lu m n i w i t h 9 a c h
r a n k in g w ho h a v 9 g o n e i n t o
b u s in e s s
UPPER MIDDLE
to
P lacem ents
1 N COLLEGE
LOWER MIDDLE
LOWEST
.® e
.1 2
.9 0
• 10
. P5
.1 5
.e 5
.1 5
.2 5
.2 ®
.2 3 5
.2 3 5
.2 4
.1 9
.2 8
.2 9
.3 5
.5 5
.4 3
.3 3
.1 1
.1 4
.0 9
.1 3
\
-4P -
* io n g t h e f i g u r e s i n T a b l e m
fp.
dd) a r e sove t h a t a r e o f g r e a t
in terest.
The l a r g e s t g ro u p o f a l l i s c o r p o s e d o f p e r s o n s who w ere i n
t h e h i g h e s t q u a r t i l e b o t h i n h i g h s o h o o l and i n c o l l e g e .
The s eco nd
l a r g e s t gr ou p r a n k e d i n t h e h i g h e s t q u a r t i l e i n h i g h s c h o o l and i n t h e
upper Kiddie q u a r t i l e in c o l l e g e .
The t h i r d l a r g e s t group were i n t h e
u p p e r f i d d l e q u a r t i l e i n h i g h s c h o o l and i n t h e l o w e s t q u a r t i l e i n c o l ­
lege.
Of t h o s e a d f i t t e d w i t h a h i g h s c h o o l r a n k i n t h e l o w e s t q u a r t i l e ,
a s vany a s 3 were a b l e t o a t t a i n u p p e r f i d d l e r a n k i n c o l l e g e , and 17
r e a c h e d lo w er f i d d l e r a n k i n g i n c o l l e g e .
I t was f ou nd t h a t
1 ? p e r c e n t of a l l
t h e a l u f n i were a b l e t o a t t a i n
a h ig h e r q u a r t i l e in c o l l e g e th a n in high s c h o o l.
c e n t were p l a c e d i n t e a c h i n g p o s i t i o n s .
Of t h i s g r o u p , p ? p e r
£ l v o s t as fany p l a c e i e n t s ,
in
p r o p o r t i o n t o t h e n u f b e r s i n v o l v e d , were f a d e i n t h e l a r g e r gr ou p ( o n e t h i r d o f a l l t h e a l u f n i ) who had t h e s a f e r a n k i n g i n s e c o n d a r y s c h o o l and
in co lleg e.
J u s t a few v c r e t h a n h a l f o f t h e a l u f n i were lo w er i n c o l l e g e
ra n k in g th a n in high school ra n k in g .
c e n t obtained teaching p o s itio n s .
T a b l e XVII ( p .
Of t h i s l a r g e s t g ro u p , o n l y ? 7 p e r
d f ) shows t h a t d? p e r c e n t o f t h e a l u f n i and d7 p e r
c e n t o f t h e p r e s e n t s t u d e n t body c a f e t o t h e c o l l e g e f r c f t h e h i g h e s t
q u a r t i l e in t h e i r r e s p e c t i v e high sch o o ls.
The woven were p r e d c v i n a n t l y
f r o f t h e h i g h e s t and t h e u p p e r f i d d l e q u a r t i l e s i n h i g h s c h o o l .
Of t h e
wen, o n e - t h i r d c a v e f r o v t h e u p p e r f i d d l e q u a r t i l e , c n e - t h i r d f r o t t h e
lower f i d d l e q u a r t i l e ,
and t h e r e f a i n i n g t h i r d was a bo ut e q u a l l y d i v i d e d
b e t w e e n t h e h i g h e s t and l o w e s t q u a r t i l e s .
yc p o s i t i v e c o r r e l a t i o n a p p e a r s b e t w e e n h i g h s c h o o l q u a r t i l e and
success in o b tain in g teach in g p o s itio n s .
Tor e x a v p l e ,
d7 p e r c e n t o f a l l
t h e a l u f n i i n t h e h i g h e s t q u a r t i l e were p l a c e d i n t e a c h i n g p o s i t i o n s ,
d? p e r c e n t o f t h o s e i n t h e l o w e s t q u a r t i l e were p l a c e d .
and
I t s h o u l d be
n o t i c e d , how eve r, t h a t t h i s l a s t group o f s t u d e n t s was v e r y s v a l l .
'
£ very d i f f e r e n t s to r y appears in regard to the percentage of p la c e f e n t s fade in th e v ario u s co lleg e q u a r t i l e s .
Tith s tr ik i n g r e g u l a r i t y ,
t h e n u f b 9 r and p e r c e n t a g e o f p l a c e v e n t s d e c r e a s e d w i t h t h e lo w e r r a n k i n g
of t h e group.
h ighest,
The p e r c e n t a g e s o f p l a c e v e n t s i n t e a c h i n g p o s i t i o n s i n t h e
upper f i d d l e ,
lo w e r f i d d l e , and l o w e s t c o l l e g e q u a r t i l e s were
PF, FF, &c and ?? p e r c e n t r e s p e c t i v e l y .
This unusual degree of r e g u l a r i t y
would i n d i c a t e a v e r y h i g h p o s i t i v e c o r i r e l a t i o n b et we en c o l l e g e q u a r t i l e s
and p l a c e a e n t s .
A s l i g h t l y l a r g e r p e r c e n t a g e of woven t h a n of ven a t t a i n t h e h i g h e s t
q u a r tile in co lleg e.
.» l a r g e r p e r c e n t a g e o f woven t h a n o f wen a r e r a n k e d
i n th e upper f i d d l e q u a r t i l e in c o l l e g e .
C o n v e r s e l y , f o r e f e n t h a n w ot en ,
-
in p ro p o rtio n to t h e i r nusbers,
q u artiles.
47 -
a r e f o u n d i n t h e lo w er s i d d l e and l o w e s t
Th es e f i g u r e s s e e s t o i n d i c a t e t h a t t h e c o l l e g e i s n o t s e ­
l e c t i n g s e n s t u d e n t s who h a v e t h e s a s e a v e r a g e c o s p e t e n c e a s i t s wosen
students.
This se e ss t o i s p l y t h a t th e s u p e r io r sen s tu d e n t s are not
a t t r a c t e d to th e f i e l d of e le se n ta ry education.
Po do u bt t h e r e a r e san y
f a c t o r s w hich.aid in c r e a tin g t h i s s i t u a t i o n .
?ose of th e s e perhaps are:
( 1 ) inadequacy of o p p o r tu n i ty in th e e l e s e n t a r y f i e l d ; (?) th e f a c t t h a t
secondary education o f f e r s g re a te r a t t r a c t i o n s ;
o p p o r tu n ity in b u s in e s s than in te a c h in g .
(?) sen fin d a b e t t e r
Fros t h i s p a r t of th e i n v e s t i g a t i o n th e fo llo w in g c o n c lu sio n s say
be drawn:
( 1 ) The g r e a t s a j o r i t y o f t h e a l u s n i and p r e s e n t s t u d e n t s o f t h e
Pew J e r s e y F t a t e T e a c h e r s ’ C o l l e g e , J e r s e y C i t y , N. J . , c o s e f r o s t h e
upper h a lv e s of t h e i r high sch o o l c l a s s e s .
( ? ) Of t h e s e , h a l f r e c e i v e a lo w er r a n k i n c o l l e g e t h a n i n h ig h
school;
o n e - t h i r d r e c e i v e t h e sase rank in c o l l e g e as in high school,
and o n e - s i x t h r e c e i v e
a h ig h e r rank in c o lle g e th an in high school.
T h i s would s e e s t o i n d i c a t e t h a t h i g h s c h o o l q u a r t i l e s
have l i t t l e value
i n p r e d i c t i n g t h e a c h i e v e s e n t of an i n d i v i d u a l i n c o l l e g e .
( ? ) High s c h o o l q u a r t i l e r a n k i n g s were fo und t o hav e no p r e d i c t i v e
v alu e in th e s a t t e r of p la c e s e n t a f t e r g rad u atio n .
This conclusion b ears
o u t t h e f i n d i n g s o f a l a r g e n u s b e r o f s t u d i e s r e p o r t e d by H t r a n g . 1
(i)
I t would a p p e a r t h a t t h e g r a d i n g s ys te m u s e d i n t h e c o l l e g e i s
e s s e n t i a l l y sound,
s i n c e t h e r e i s so h ig h a c o r r e l a t i o n between c o l l e g e
r a n k i n g and p l a c e s e n t .
(5)
The c o l l e g e r a n k i n g s show t h e r e v e r s e o f t h e f i n d i n g s i n sany
s t u d i e s t o t h e e f f e c t t h a t s e n t e n d t o show g r e a t e r v a r i a t i o n t h a n wosen,
r e l a t i v e l y s o r e r e c e i v i n g t h e l o w e s t and h i g h e s t r a n k i n g s . 1
r.
d i v i s i o n s o f S t u d y Chosen t y A l w n t and S t u d e n t s
The p u r p o s e o f t h i s s e c t i o n o f t h e s t u d y i s t o a n a l y z e t h e c h o i c e s
s a d 3 by t h e a l u s n i o f
t h e v a r i o u s y e a r s , and by t h e s e s b e r s
of the
p r e s e n t s t u d e n t bo dy , i n r e g a r d t o d i v i s i o n s o f s t u d y .
T u rin g t h e p e r io d under i n v e s t i g a t i o n , t h e r e q u i r e a e n t s f o r gradua­
t i o n f r o s t h e c o l l e g e have been r a i s e d s e v e r a l t i s e s .
Fose o f t h e
e a r l i e r a l u s n i were f i r a d u a t e d a f t e r t h r e e y e a r s ’ s t u d y , w h i l e t h o s e o f
t h e l a t e r p e r i o d h av e c o s p l e t e d f o u r y e a r s o f work.
However, d e s p i t e
s a n y c h a n g e s i n t h e c u r r i c u l u m , t h e s a i n d i v i s i o n s o f s t u d y h av e r e s a i n e d
1 . Rtth St ran?, P e r s o n a l levelopw.ent. and G uid ance i n C o l l e g e and S e c o n d a ry S chool
(Hem York: Barpar ani B rothers, 1984).
-< !? -
t h e same u n t i l t h e l a s t few y e a r s .
The s t u d e n t s i n p a s t y e a r s hav e
c h o s e n b e t w e e n 3 e n e r a l E l e m e n t a r y and K i n d e r g a r t e n - P r i m a r y t r a i n i n g .
The p r e s e n t s t u d e n t body h a s had two more d i v i s i o n s from which t o c h o o s e :
P e a l t h E d u c a t i o n and N u r s i n g ,
and a g e n e r a ] c o u r s e i n which t h e s t u d e n t
nay r e c e i v e a c e r t i f i c a t e a f t e r c o m p l e t i n g two y e a r s o f g e n e r a l c o l l e g e
work.
The d i v i s i o n o f s t u d y was i n d i c a t e d on each d a t a c a r d .
These c a r d s
w ere o b t a i n e d from t h e f i l e s o f t h e a l u m n i and o f t h e p r e s e n t s t u d e n t
bo d y .
A d i s t r i b u t i o n t a b l e was made, showing t h e number o f each c l a s s
o f t h e a l u s n i who e l e c t e d e a c h d i v i s i o n o f s t u d y .
T h i s was a l s o done
f o r th e p r e s e n t s tu d e n t body.
T a b l e 7T7, be lo w, shows t h e p e r c e n t a g e s
o f ea ch y e a r ’ s c l a s s i n e ac h d i v i s i o n .
T A 9L F
X IY
A n a l y s IS OF Al u m n i WITH PEFERENCE TO D i v i s i o
ns
Pt u d y
of
IS??
]9??
19?4
1935 19?? 19*7 19?9
1940
P e r o e n ta S e o f
a lu m n i t a k in g
G e n e r a l-E le ­
m e n ta r y C o u rse
.9 4
.9 4
.9 0
.9 5
.9 9
. 99
• 91
.9 9
.9 5
.4 5
p e r e e n ta ie o f
a lu m n i t a k in g
E in ie r S a r te n P r im a r y C o u rse
.1 ?
.1 6
.1 0
.1 5
.1 2
• 17
.0 9
.1 7
.1 4
.7 5
ALUMNI
TOTAL
PERCENTA3E PLACED
T a b l e 77, b e l o w , shows t h e number o f men and t h e number o f women i n
t h e p r e s e n t s t u d e n t b o dy e l e c t i n g e a c h of t h e f o u r d i v i s i o n s o f s t u d y
now a v a i l a b l e ,
and t h e p e r c e n t a g e s c h o o s i n g ea c h d i v i s i o n .
T A 9 L P YY
An a l y s i s
of
P r e s e n t S t u d e n t ? ody
w it h
NUVBER
to
D iv is io
VEN IN T H IS
D IV IS IO N
WOVEN IN T H IS
D IV IS IO N
D IV IS IO N OF STUDY
P eference
NUMBER
PER CENT
PER CENT
ns
of
Ot u d y
TOTAL STUDENTS
IN T H IS D IV IS IO N
NUMBER
PER CENT
G e n e ra l E lem entary
g e n e r a l (tw o -y e a r e e r t i f i e a te )
K in ie rtfa rte n -P rim a ry
p e a l t h E iu o a tio n ana
V u rsin a
191
. 43
4?
• 57
173
.4 7
°5
30
.2 9
.1 0
25
——
.3 7
—
110
30
.3 0
. 09
59
.1 9
—
—
59
.1 5
TOTALS
304
1 .0 0
67
1 .0 0
371
1 .0 0
•
•
.
•
*
Of t h e t o t a l number o f g r a d u a t e s ,
ta k e n th e General Flem entary c o u rse.
teaching p o s itio n s.
Of t h e s e ,
4? p e r c e n t had o b t a i n e d
Only 14 p e r c e n t o f t h e a lu m n i had t a k e n t h e K i n d e r ­
g a rte n -P rim a ry co u rse , b u t of th e s e ,
positions.
i t was f o un d t h a t ?? p e r c e n t had
75 p 9 r c e n t had o b t a i n e d t e a c h i n g
i
-
49 -
I n t h e p r e s e n t s t u d e n t b od y , 47 p e r c e n t h a v e c h o s e n t h e G e n e r a l
F l e n e n t a r y c o u r s e , and o n l y ? p e r c e n t a r e t a k i n g t h e K i n d e r g a r t e n Prim ary course.
However,
?C p e r c e n t o f t h e p r e s e n t s t u d e n t s a r e e n ­
r o l l e d f o r t h e g e n e r a l t w o - y e a r c o u r s e , and i f p e r c e n t f o r H e a l t h Fdu c a t i o n and N u r s i n g .
A l l o f t h e ven s t u d e n t s a r e w o rk ing i n t h e S e n e r a l
F l e i e n t a r y and t h e S e n e r a l ( t w o - y e a r ) d i v i s i o n s .
Fro m t h i s p a r t of th e i n v e s t i g a t i o n ,
be drawn:
t h e f o l l o w i n g c o n c l u s i o n s way
( 1 ) I n p r o p o r t i o n t c t h e i r nu m b e rs , t h e alumnae who c h o s e ^ i n d e r g a r t e n - P r i r r a r y t r a i n i n g were much wore s u c c e s s f u l i n o b t a i n i n g t e a c h i n g
p o s i t i o n s t h a n were t h e s t u d e n t s who t o o k G e n e r a l F l e m e n t a r y work.
( ? ) A c a r e f u l s t u d y s h o u l d be irade, f i v e y e a r s from now, t c a s c e r t a i n
w h e t h e r t h i s t r e n d i s s t i l l i n e v i d e n c e , and what t h e p e r c e n t a g e s of
p l a c e m e n t w i l l be i n t h e new H e a l t h F d u c a t i o n a n i N u r si n g d i v i s i o n and
i n t h e new g e n e r a l t w o - y e a r p r o g r a ir .
(?) In t h e p a s t , a l a r g e m a j o r i t y of t h e s t u d e n t s chose th e General
Flem entary c o u rse.
In t h e p r e s e n t s t u d e n t b o d y , t h e new c o u r s e s o f f e r e d
have reduced t h i s p re p o n d e ra n t emphasis.
?.
Pawwary
Prow t h e f i n d i n g s p r e s e n t e d i n t h i s c h a p t e r ,
i t i s c l e a r t h a t irost
a l u i t n i and p r e s e n t s t u d e n t s o f t h e c o l l e g e came f r d
t h e i r high school c l a s s e s .
little
the upper h a l v e s of
High s c h o o l q u a r t i l e s , how eve r, seem t o hav e
v a l u e i n p r e d i c t i n g t h e a c h i e v e m e n t o f an i n d i v i d u a l i n c o l l e g e ,
and t h e y h av e no p r e d i c t i v e v a l u e w i t h r e g a r d t o f u t u r e p l a c e m e n t .
There
i s , ho w ev er , a h i g h c o r r e l a t i o n b e t w e e n c o l l e g e r a n k i n g and p l a c e m e n t .
I t was a l s o fo und t h a t t h e s t u d e n t s who t o o k t h e K i n d e r g a r t e n - P r i m a r y
c o u r s e were much more l i k e l y t o o b t a i n p o s i t i o n s t h a n t h o s e who t o o k t h e
G eneral Flem entary course.
I t i s t o o e a r l y t o s a y what may be t h e r e ­
s u l t s o f t h e newly i n s t i t u t e d P e a l t h F d u c a t i o n and N u r s i n g d i v i s i o n ,
t h e new g e n e r a l c o u r s e which c o v e r s two y e a r s o n l y .
and
CHAPTER VI
S
7.
oc ial
and
economic
B
ackground
of
Al u m n i
and
St
u d e n t s
f a c i a l fackfrou nd o f tlumnl ani Stud ents
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n was t o a n a l y z e t h e
a v a i l a b l e f a c t s concerning t h e r a c i a l background of th e a l u s n i o f th e
c o l l e g e and o f t h e p r e s e n t s t u d e n t bo dy , and t o n o t e any t r e n d s which
s i g h t emerge f r o s t h i s a n a l y s i s .
The f i l e s o f t h e c o l l e g e show s o r e o r l e s s c o s .p le t e r e c o r d s f o r
e v e r y s t u d e n t who h a s e v e r a t t e n d e d t h e c o l l e g e .
There th e s t u d e n t ’ s
a p p l i c a t i o n b l a n k i n c l u d e d t h i s i n f o r s a t i o n , h i s own an s w er was u s ed ,
e x a c t l y a s he had w r i t t e n i t .
F cw ev er , t h e a p p l i c a t i o n b l a n k s u sed i n
c e r t a i n y e a r s (1 9P 1, 19??, 1 ? ? ? , 1?F4 and 19?F) d i d n e t a s k f o r t h i s
inforsaticn.
I n s uch c a s e s ,
t h e o u e s t i c n was ans we red cn t h e s t u d e n t ’ s
health record.
Tf t h i s a l s o was l a c k i n g , t h e ans we r on t h e e n r o l l m e n t
b l a n k was u s e d .
I n t h e c a s e o f c e r t a i n t r a n s f e r s t u d e n t s , no p e r t i n e n t
d a t a were a v a i l a b l e .
I t must be n o t e d , how eve r, t h a t t h i s m a t e r i a l was n o t a t a l l s a t i s ­
f a c t o r y as a b a s i s f o r s t a t i s t i c a l a n a l y s i s .
F or ex a m p le ,
in a s tu d e n t’s
f i l e one document might s t a t e t h a t h e had an American b a c k g r o u n d , a n o t h e r
m i g h t s a y h i s r a c i a l b a c k g r o u n d was J e w i s h , w h i l e s t i l l a n o t h e r might
r e f e r t o him a s R u s s i a n .
Under t h e s e c i r c u m s t a n c e s , t h e b e s t one c o u l d
do was t o d e c i d e a r b i t r a r i l y
which an sw er was t o be u s e d .
a p p l i c a t i o n b l a n k s (when r e q u i r i n g t h i s i n f o r m a t i o n a t a l l )
Fince the
as k e d a b ou t
t h e b i r t h p l a c e o f t h e f a t h e r , t h e combined i n f o r m a t i o n seemed t o be most
dependable.
C o n s e a u e n t l y , t h e a p p l i c a t i o n b l a n k was r e l i e d upon a s most
i m p o r t a n t , when a v a i l a b l e .
I t i s p r o b a b l e t h a t t h e w o u l d - b e e n t r a n t ’ s answer t o t h i s q u e s t i o n
was more sound p s y c h o l o g i c a l l y t h a n p r a g m a t i c a l l y .
I t was, p e r h a p s , a
s y n t h e s i s o f what t h e p e r s o n knew o f h i s r a c i a l b a c k g r o u n d and what he
wo uld l i k e t o t h i n k was h i s b a c k g r o u n d — what he was a cc us t om ed t o t h i n k
of him self as being.
A l a r g e d i s t r i b u t i o n s h e e t was f i r s t made,
showing t h e y e a r s of
g r a d u a t i o n and t h e t w e n t y - f o u r n a t i o n a l i t i e s named b y t h e a l u m n i.
Th is
d i s t r i b u t i o n s h e e t formed t h e b a s i s f o r T a b l e 771 ( p . F l ) .
The numbers
w e r e t h e n e x p r e s s e d i n p e r c e n t a g e s , and T a b l e 7711 ( p . F i ) was p r e p a r e d ,
s how in g t h e p e r c e n t a g e o f e a c h n a t i o n a l i t y i n t h e c l a s s o f each y e a r .
P e r c e n t a g e s w ere n o t g i v e n when t h e y were l e s s t h a n o n e - h a l f o f one p e r
cent.
- 5
0
-
-
51 -
TABLE XXI
An a l y s i s
Ra c i a l B a c io r o u n o
of
ALUMNI
.
Al u m n i :
Nu v b e r
E ach N a t i o n a l i t y Who Gr a d u a t e o
of
each
193?
1934
1935
1935
1937
1939
1940
TOTAL
IS
49
e4
71
4®
32
4®
90
Ww
333
K
i
i
1
1
2
1
j
o©
?
i
1
1
1
4
3
o
4
1
2
a
c
1
i
7
1
1?
4
2
7
7
11
14
7
4
2
7
2
1
11
i
4
1
1
2
g
g
2
5®
1
1
7
47
74
1
3
11
11
32
a
c
7
27
0
13
p
4
3
1
4
c
1
1
C
2
4
1
a
g
2
g
£
2
1
2?
1
3
p
1
3
g
c
2
2
4
r.
q
g
1
c
1
1
104
2
14
32
25
11
7
1
2
2
1
1
1
1
.
Ye a r
1 9 ??
American
A rabian
Armenian
A u s tria n
B e lg ia n
Bohemian
Czech
fn ^ lie h
B ranch
Berman
B reak
H u ngarian
Iris h
Ita lia n
Jew ish
L ith u a n ia n
N eJro
P o lis h
R u ssia n
S c a n d in a v ia n
Sootoh
Sw iss
S y r ia n
U k ra in ia n
TOTAL
of
1
a
1
.
794
TABLE XXII
An a l y s i s
Ba c i a l B a c k s r o u n o
of
of
Al u v n i :
°
e r cen ta se
of
E ac h N a t i o n a l i t y
in
E a c h Gr a o u a t i n s
Cl a s s
Amerioan
A rabian
Armenian
A u s tria n
B e lg ia n
Bohemian
Czech
$ n 4 1 ish
B ranch
Berman
B reak
H u n g arian
T ris h
Ita lia n
je w i3 h
L ith u a n ia n
ftegro
e o lis h
R u ssia n
S c a n d in a v ia n
Sootoh
Sw iss
S y r ia n
U k ra in ia n
19®?
1993
1934
1935
1936
1937
1939
1940
TOTAL
2 9 .5
t
43. 4
5 7 .7
4 5 .2
4 0 .0
.5
3 7.2
5 2 .9
5 2 .5
4 5 .6
.9
.9
.9
3 .2
•5
.5
1 .2
2 .3
1 .2
2 .2
.9
4 .5
.6
9 .0
1 0 .3
3 .3
5. F
9 .7
1 2 .4
3 .1
a. 3
4 .5
.3
1 .9
7 .0
7 .0
2 0 .4
1 .5
4 .4
5 .3
1 -7
1 .5
•9
.9
5 .4
2 .7
1 .5
2 .7
2 3 .5
9 .0
2 .2
4 .5
1 3 .3
2 .2
1 .5
3 .3
3 .3
.9
1 .9
2 .5
1 .9
.6
5 .F
.5
9 .2
1 .4
4 .7
1 .1
2 .6
10.5
1 0.8
7 .3
5* ®
3 .4
9 .2
9 .2
?• 5
p .e
l* 4
1* 4
1.1
5 .0
5 .5
2 2 .5
13.5
15.1
3 .3
4.1
.5
.5
2 .3
3 .5
2 .3
4 .7
.3
.3
.3
1 .1
V)
•
no
ALUMNI
!• 1
1.1
2 .3
4 .3
1 1 .1
IP . 5
1. 4
•9
5* 9
9* 3
15.1
S. 9
1* 4
1* 4
1 .7 3
4*0
3 .2
1* 4
.5
1* 1
1 .1
S i n c e so d !8 o f t h e c a t e g o r i e s n e n t i o n e d had so few r e p r e s e n t a t i v e s as
t o b e s t a t i s t i c a l l y i n s i g n i f i c a n t , t h e t w e n t y n a t i o n a l i t i e s i t e n t i o n e d above
were n e x t a r r a n g e d i n t o s i x r e l a t e d g r o u p s , w i t h a group which was l a b e l l e d
’’t t i s c e l l a n e o u s ” f o r s u ch r a r e n a t i o n a l i t i e s a s A r a b i a n and Armenian.
Table
77111 ( p . 5 ?) g i v e s t h e p e r c e n t a g e o f t h e a l u i n i i n e a c h o f t h e g r o u p i n g s
± 47.
ALUMNI 19??
19??
19?4
19 ?5
19?6
19?7
19?9
1940
TOTAL ALUMNI
PEESMJT STUDENTS
AMERICAN □
NON-AMEKICAN ■
CHART V I I I
ANALYSIS OF RACIAL BACKGROUND OF
ALUMNI AND STUDENT BODY
N-JFRSIY STATE TEACHERS COLLEGE - JERSEY CITY, N
CHART T L
NEW JERSEY STATE TEACHERS COLLEGE-JERSEY CITY NT
ANALYSIS OF RACIAL BACKGROUND OF
ALUMNI W STUDENT BOD/
WON-AMERrGAN
Snt$»k
GeTm&f
Italian
J e w is h am / J ^ u s s v o i
A lum m V ittak - Enm iisk, fr is k , S&oteJx. (7L)
StuJmyfa- - ~
..............
</2)
hiu*tw -QttjnaM—A u stria n f
-
StuioJt-
S t'J - A -
-
'■
••
5/UdA-
:. (-730
laN)
^TU tsk, JjusstmM,
( ko)
(SS)
(rV«AH' 3
5C m 4ent*-tfitc. U )
ftofl
( 9}
{<x>tf74)
Stt*L>&~ •’
.........
£&#<»*• -a
ftAfNMtN'/
Cm c A -i
-
Afcf «>-/*
5ea)i^in*>'u>M' //
Swi ss ~ 1
5ir^<an -A
*3
(17)
Aium m Jcwiak a*^W us*uut (It f)
StuJaJsfiTj
*•
CHAM X
-,'i
*
NEW JER5EY STATE TEACHERS COLLEGE-JERSET Citr, NT
A
NALVSES OFRACIAL BACKGROUND OF A L U H N I
”
.i
|5
WITH R E F E R E N C E TC
PLACEMENT
P E h C E u (* 3 E O f TOTAL A L U H N I
' ,
P E R C E N T A G E OF TOTAL T L A C E M E N T S "
JUL
t» i
:.i i
I*
i $
•|
i i
B R IT ISH
■
.
GERMAN
•
P E R C r E N T M E OF EACH CJ-H--JLT p l a c e d
Arr/erieon
BRITISH
GERMAN
ITAt.iAN
tI E
WISH
fn
t e a c h i n g p o s itio n
i
..
mentioned above.
T a b l e 77IV ( b e l o w ) p r e s e n t s an a n a l y s i s o f t h e r a c i a l
b a c k g r o u n d s o f t h e p r e s e n t s t u d e n t body .
T a b l e 77V ( b e l o w ) g i v e s an
a n a l y s i s of t h e p la cem e n ts o f alumni with r e f e r e n c e t o r a c i a l background.
This m a te ria l i s a l s o p re s e n te d in graphic f o r t in th e c h a r t s included
in t h i s chapter.
C h a r t VTTI ( f a c i n g p . FT) g i v e s an a n a l y s i s o f t h e
r a c i a l b a c k g r o u n d o f t h e a l u m n i and s t u d e n t b o d y , on t h e b a s i s o f two
g r o u p s o n l y — American and n o n - A m e r i c a n .
C h a r t i y ( f a c i n g p . FT) g i v e s
a f u l l e r a n a l y s i s o f t h 9 r a c i a l b a c k g r o u n d o f t h e a l u i r n i and s t u d e n t bod y,
showing s e v e n r a c i a l g r o u p s .
C h a r t 7 ( f a c i n g p. F?) p r e s e n t s an a n a l y s i s
o f t h e r a c i a l b a c k g r o u n d o f t h e a l u ir n i w i t h r e f e r e n c e t o p l a c e i r e n t .
TABLB XXI 11
A n a ly sis o f F a c i a l Background o f Alumni: P ercentA 3E o f Bach Sraduatins Class in Bach of
Beven P acial Croups
aluvni
American
B ritis h
merman
Ita lia n
Jew ish
R u ssia n
v i s c e ll a n s o u 3
19??
19??
19?4
19?F
19?6
19?7
19?9
1940 TOTAL
9 9 .5
11. 9
90
? 0 .5
90
9 0 .3
.5
49. A
19.4
1 1 .5
19.4
9.1
9 .7
4 .9
5 7 .7
1 3.5
30
3 .3
3. a
9 .1
4. a
45. 0
9 .3
c. a
70
99.4
4 .5
5.1.
490
1 9 .5
9 .1
50
99.5
50
7.1
3 7 .9
1 9 .5
19 .5
1 9 .5
1 5.1
5 .9
1 9 .5
5 9 .9
5 .9
1 3 .9
9 .9
9 .9
3. 9
9 .5
5 9 .9
4 .9
4 .9
11.1
1 9 .5
9 .7
5 .»
45 .5
9 .3
9 .3
9. 3
1 3.1
7 .3
5 .7
TAPLB XXIV
Analysis of P acial 9 ack3 round of Aluvni : N'umber of ° resent Students in Bach of Beven
pa c ia l Croups
NUV3ER
RACIAL 3R0UP
PERCENTA3E OF TOTAL
993
19
94
97
59
American
B ritis h
German
Ita lia n
.Jewish
M is c e lla n e o u s
.3 1 9
• C03
07?
05
. 194
015
TABLB XXV
Analysis of ° lacevents of aluvni with Reference to Racial Backsround
RACIAL 9ACK3R0UND
American
B ritis h
German
Ita lia n
•Jewish a n i R u ssia n
M is c e lla n e o u s
TOTALS
NUVSER
OF
ALUMN1
NUVBER PLACED
IN TEACH INS
POSITIONS
PERCENTA3E PLACED
IN TEACHIN3
POSITIONS
333
73
79
74
134
45
919
45
43
39
40
99
.5 9 3
.5 9 9
.5 9 7
.5 9 7
.9 4 4
.4 9 5
794
491
------------------------
.5 0 5
PERCENTA3E
OF TOTAL
ALUVNI
.4 5 9
093
.0 9 3
.0 9 3
.9 0 4
.0 5 7
PERCENTA3E
OF TOTAL
PLACEMENTS
.5 3
.1 1
.1 0 7
.0 9 7
.1 0
.0 5 5
T w e n t y - f o u r d i f f e r e n t o r i g i n s were r e p o r t e d b y t h e a l u ir n i and s t u d e n t
body,
" r a c i a l b a c k g r o u n d " b e i n g i n t e r p r f e t e d by irany a s w ea n in g n a t i o n a l i t y .
Those m e n ti o n e d a r e :
A me ric an , A r a b i a n , Armenian, A u s t r i a n , B e l g i a n , Bohemian,
C z e c h , F n g l i s h , F r e n c h , German, Greek, H u n g a r i a n ,
Irish,
Italian ,
L i t h u a n i a n , Negro, P o l i s h , R u s s i a n , B c a n d i n a v i a n ,
F c o t c h , Bwiss,
Jewish,
Fyrian
an d U k r a i n i a n .
Th es e were combined i n t o t h e f o l l o w i n g l a r g e g r o u p s f o r
p u r p o s e s o f t h e p r e s e n t s t u d y : American, B r i t i s h , German, I t a l i a n , J e w i s h ,
Russian
and m i s c e l l a n e o u s .
The l a r g e s t g r o u p ,
o f c o u r s e , was American,
w i t h a t o t a l o f BPS, w h i l e a t t h e o t h e r e x t r e m e t h e r e was one s t u d e n t who
r e p o r t e d h im se lf as A rabian.
The p e r c e n t a g e s r a n from AF.R p e r c e n t
American t o l e s s t h a n o n e - h a l f o f one p e r c e n t f o r a number o f n a t i o n a l ­
i t i e s mentioned.
Vore p e r s o n s r e p o r t e d t h e m s e l v e s a s b e i n g American i n t h e p r e s e n t
s t u d e n t body t h a n i n any y e a r ’ s g r a d u a t i n g c l a s s .
I t was f ou nd t h a t P 1
p e r c e n t o f t h e p r e s e n t s t u d e n t s were American, as compared w i t h ?9 p e r
c e n t i n 19?? and F?.B p e r c e n t i n 194C.
In
g e n e r a l , t h e American gr o up ha s i n c r e a s e d i n s i z e from y e a r t o
year.
The P r i t i s h h a s f l u c t u a t e d be t w e e n 1 ? p e r c e n t i n 19F4 and e p e r
c e n t i n 1940.
The German h a s s t a y e d c l o s e t o 9 p e r c e n t , e x c e p t i n 1940,
when i t f e l l t o & p e r c e n t .
The I t a l i a n b e g a n w it h ?0 p e r c e n t i n 193?,
d r o p p e d t o ? p e r c e n t i n i 9 ? 4 , a n d h a s a v e r a g e d 9 p e r c e n t , t h e same as
t h e German.
Bi nc e most o f t h e R u s s i a n s were o f J e w is h e x t r a c t i o n ,
i t is
i n t e r e s t i n g t o o b s e r v e t h a t t h e F u s s i a n - J e w i s h g r o u p s hav e v a r i e d from
?9 p e r c e n t
i n 1 9 ? ? t o 11 p e r c e n t i n 1 P ? 4 , a v e r a g i n g ?9 p e r c e n t o f
the to ta l.
The German, B r i t i s h ,
American and I t a l i a n g r o u p s , i n t h e o r d e r men­
t i o n e d , had t h e l a r g e s t p e r c e n t a g e s o f p l a c e m e n t s .
group f e l l a l i t t l e
bel ow t h e a v e r a g e ,
The m i s c e l l a n e o u s
and t h e J e w i s h - P u s s i a n gr o up d i d
n o t h av e h a l f a s many p l a c e m e n t s a s i t s s i z e would l e a d one t o e x p e c t .
L e s s t h a n one o u t o f e v e r y f o u r i n t h i s l a s t group o b t a i n e d a p o s i t i o n
to teach.
T h i s may h 9 l p t o e x p l a i n t h e f a c t t h a t t h e h i g h e s t q u a r t i l e
o f h i g h s c h o o l s t u d e n t s showed no s u p e r i o r i t y i n p l a c e m e n t s .
From t h i s p a r t o f t h e i n v e s t i g a t i o n , t h e f o l l o w i n g c o n c l u s i o n s may
be drawn:
( 1 ) The New J e r s e y Ft a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y h a s t e e n
c a r r y i n g on a l a r g e A m e r i c a n i z a t i o n program w i t h o u t s a y i n g much a b o u t i t .
Less
t h a n h a l f o f i t s a l u m n i ha ve
an American i n h e r i t a n c e .
The o t h e r s
come
from many o r i g i n s , making o f
the college a "m eltin g -p o t."
Buch
cosm opolitanism i s of d i s t i n c t advantage in g iv in g s t u d e n t s b r e a d t h of
v i e w p o i n t and i n o v e r c o m in g p r o v i n c i a l i s m .
( ? ) German, B r i t i s h , American and I t a l i a n b a c k g r o u n d s seem f a v o r a b l e
t o th e secu rin g of te a c h in g p o s i ti o n s .
d i s t i n c t l y unfavorable.
R u s s i a n and J e w i s h b a c k g r o u n d s a r e
-F4?.
Kc o n o t t c S t a t u s o f i l u n n i a n i S t u d e n t s
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n was t o i n q u i r e i n t o
t h e economic s t a t u s o f t h e a l u s n i and s t u d e n t t o d y , and t c d i s c o v e r
w h e t h e r t h e r e was any d i s c e r n i b l e r e l a t i o n b et w ee n economic s t a t u s and
s u ccess in f in d in g a te a c h in g p o s i t i o n .
Less than h a l f o f th e a p p l i c a t i o n b la n k s o f th e a l u s n i co n ta in e d a
q u e s tio n about t h e v o c a t i o n a l s t a t u s o f th e s t u d e n t ’s f a t h e r .
The b l a n k s
u s e d i n c e r t a i n y e a r s M9F1, 1 ? ? ? , 1 ? ? ? , 19F4 and 1PFP) d i d n o t ask f o r
th is info rsatio n .
However, t h e s e s b e r s o f t h e p r e s e n t s t u d e n t body, and
o f s e v e r a l c l a s s e s o f t h e a l u s n i , had an sw ere d such a q u e s t i o n when t h e y
f i l l e d o u t t h e P e r s o n a l T a t a P c a l e , c o s p i l e d by J . C. F e i l s a n and copy­
r i g h t e d by t h e C o l o r a d o F t a t e C o l l e g e o f F d u c a t i o n , C r e e l e y , C o l o r a d o .
(A copy o f t h i s
scale,
s c a l e w i l l b e found i n Appendix IT.')
Cn p a g e 3 o f t h a t
f iv e c a t e g o r i e s are used f o r d e s ig n a tin g th e f a t h e r ' s o c c u p a tio n —
p ro fessio n al, business,
skilled,
sesi-sk illed ,
and u n s k i l l e d manual l a b o r .
Under ea ch c a t e g o r y a number o f o c c u p a t i o n s a r e l i s t e d .
The s t u d e n t
c h e c k e d t h e m a jo r c a t e g o r y i n which he f e l t h i s f a t h e r ’ s o c c u p a t i o n s h o u ld
be c l a s s i f i e d .
sp ecifically,
I n c a s e s where t h e a p p l i c a t i o n b l a n k s gave t h e o c c u p a t i o n
t h i s s c a l e was u s ed t o c o d i f y t h e r e s u l t s .
This s c a l e i s
f a r from b e i n g e n t i r e l y s a t i s f a c t o r y , b u t i t i s a l s o t r u e t h a t i t s d e f e c t s
a r e s h a r e d by e v e r y o t h e r s c a l e o f a s i m i l a r n a t u r e known t o t h e i n v e s t i ­
gator.
The p r o b le m i s a v e r y d i f f i c u l t and c o m p l i c a t e d o n e , and t h e
s c a l e i s t o be a c c e p t e d m e r e l y a s a b a s i s f o r c o d i f y i n g t h e d a t a .
The
r e t u r n s must be c o n s i d e r e d v a l u a b l e o n l y on t h e a s s u m p t i o n t h a t t h e alumn i
a b o u t whom t h e s e f a c t s were fo rt h co m in g , were t y p i c a l o f t h e e n t i r e number.
A t a b u l a t i o n was made showing t h e number o f men, t h e number o f women,
t h e number o f men who had t e a c h i n g p o s i t i o n s ,
h ad t e a c h i n g p o s i t i o n s ,
and t h e number o f women who
i n e ac h o f f i v e economic c a t e g o r i e s ,
f o r each y e a r .
A s i m i l a r t a b u l a t i o n was a l s o made f o r t h e p r e s e n t s t u d e n t b o d y .
The num­
b e r s were t h e n e x p r e s s e d i n p e r c e n t a g e s , and t h e r e s u l t s a r e p r e s e n t e d i n
T a b l e 77VI, be l o w .
TAPLE XXVI
A n a ly s is o f Aluvni and P r e s e n t P tu d e n t
P odv
w ith R eferen ce t o Economic P ta tu s
PRESENT STUDENT BOOT
ALUVN1
ECONOMIC
CATEGORY
k
3
D
H
PERCENTAGE.
CLASS OF 19?-
PERCENTAGE,^
CLASS OF 1930
PERCENTA3E
OF TOTAL
.11
.1 0
. 0=
.3 3
.4 3
.1 5
. 29
.4 4
.1 3
.0 3
c*r*
.4 0
=
.1
.01
PERCENTASE,
ALL WOVEN
.3 3
.3 9
.3 1
. 1?
.0 3
PERCENTAGE,
ALL MEN
.2 1
. 24
.4 3
.0 9
.0 3
PERCENTAGE,
ALL STUDENTS
.2 3
.2 7
.3 3
.1 5
.0 2
The most i m p o r t a n t f i n d i n g s h e r e were n e g a t i v e .
The f i r s t t a b u l a ­
t i o n m e n ti o n e d a b o v e , even when e x p r e s s e d i n p e r c e n t a g e s , d i s c l o s e d no
p erceptible trends.
The p e r c e n t a g e s o f s t u d e n t s r e p o r t i n g t h a t t h e i r
f a t h e r ’ s v o c a t i o n f e l l w i t h i n t h e group d e s i g n a t e d by C, f o r exam ple ,
f l u c t u a t e d m e a n i n g l e s s l y from y e a r t o y e a r .
F or was t h e r e any d i s c e r n ­
i b l e r e l a t i o n s h i p b e t w e e n t h e economic s t a t u s and s u c c e s s ir. s e c u r i n g a
t e a c h i n g p o s i t i o n i n any y e a r , o r i n t h e t o t a l s i n v o l v e d .
I n T a b l e 77 VT
t h e c l a s s e s o f 19? ? and 1940 h av e bee n t a k e n a s e x a m p l e s ,
t r e n d s , o r r a t h e r l a c k o f t r e n d s , found t h e r e may a l s o be
th ro ughout th e p e rio d under i n v e s t i g a t i o n .
T h i s may a l s o
t h e t o t a l s found i n t h e t a b l e , and o f t h e p r e s e n t s t u d e n t
veyed t h e r e .
It
is in terestin g ,
t u t t h e same
observed
be s a i d o f
bo d y , a s s u r ­
h o w ev er , t o n o t e t h a t ? p e r c e n t o f t h e al um ni
r e p o r t t h e i r f a t h e r s ’ occu p a tio n s as f a l l i n g w ith in categ o ry A ( p ro fe s ­
s i o n a l ) , w h i l e 9? p e r c e n t o f t h e p r e s e n t s t u d e n t body r e p r e s e n t them­
s e l v e s a s coming from t h i 3 g r o u p .
Tn c a t e g o r y F ( b u s i n e s s ) t h e r e a r e
? ? p e r c e n t o f t h e a lu m ni and ?7 p e r c e n t o f t h e p r e s e n t s t u d e n t s .
The
a l u m n i a r e l a r g e l y p l a c e d i n t h e m i d d l e c l a s s , c a t e g o r y 0 h a v i n g 3? p e r
c e n t , w h i l e i t h a s ?? p e r c e n t o f t h e p r e s e n t s t u d e n t s .
r e p o r t 15 p e r c e n t i n t h e f o u r t h c l a s s ,
Fcth groups
c a t e g o r y P, w h i l e t h e l o w e s t
g r o u p , c a t e g o r y F, i s h a r d l y r e p r e s e n t e d a t a l l .
From t h i s p a r t o f t h e s t u d y t h e f o l l o w i n g c o n c l u s i o n s may b e drawn:
( 1 ) The v ew J e r s e y F t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y draws i t s
s t u d e n t s from t h e m i d d l e - c l a s s econom ic c a t e g o r i e s .
Vore o f them come
from t h e h i g h e r m i d d l e c l a s s t h a n from t h e l o w e r m i d d le c l a s s , and t h e r e
a r e more o f t h e h i g h e s t econom ic s t a t u s t h a n o f t h e l o w e s t .
( ? ) No c o r r e l a t i o n , e i t h e r p o s i t i v e o r n e g a t i v e , was i n d i c a t e d b e ­
t w e e n economic s t a t u s and s u c c e s s i n o b t a i n i n g t e a c h i n g p o s i t i o n s .
Thi s
i s i n l i n e w i t h t h e c o n c l u s i o n r e a c h e d by P t r a n g , 1 t h a t e x t e r n a l f a c t o r s
a r e n o t so s i g n i f i c a n t f o r s u c c e s s a s t h e more s u b t l e and i n t a n g i b l e r e ­
l a t i o n s h i p s i n t h e home.
p.
Summary
The r e c o r d s on which t h i s p a r t o f t h e i n v e s t i g a t i o n was b a s e d were
n o t always f u l l or s a t i s f a c t o r y ,
and f o r t h i s r e a s o n t h e c o n c l u s i o n s
r e a c h e d must b e r e g a r d e d a s somewhat t e n t a t i v e i n n a t u r e .
I t becomes e v i d e n t t h a t t h e C t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y
i s s o m e t h i n g o f a ’’m e l t i n g - p o t , " s c f a r a s t h e r a c i a l ba c k g r o u n d o f t h e
1 . P a th S tra n g , behavior and Background of Students in College and Secondary School
(Hem Yorks H arper a n i B r o th e r s ,
_ fa_
a l u m n i and s t u d e n t s i s c o n c e r n e d .
Twenty-four d i f f e r e n t n a t i o n a l i t i e s
were r e p o r t e d f o r t h e p e r i o d u n d e r i n v e s t i g a t i o n .
Thes e were c l a s s i f i e d
f or i p u r p o s e s o f t h e p r e s e n t s t u d y i n t o t h e f o l l o w i n g l a r g e g r o u p s : A t e r i c a n , P r i t i s h , German, I t a l i a n , J e w i s h , P u s s i a n , and m i s c e l l a n e o u s .
The
p r e p o n d e r a n t group was, n a t u r a l l y , American, t h e group so d e s i g n a t e d
h a v i n g i n c r e a s e d i n s i z e froir y e a r t o y e a r .
The l a r g e s t p e r c e n t a g e o f
p l a c e m e n t s i n t e a c h i n g p o s i t i o n s was found i n t h e German, P r i t i s h , / m e r i c a n and I t a l i a n g r o u p s , i n t h e o r d e r m e n t i o n e d .
P t u d e n t s who were
c l a s s i f i e d as of m i s c e ll a n e o u s n a t i o n a l i t i e s ,
and t h e J e w i s h and R u s s i a n
g r o u p s , were n o t p a r t i c u l a r l y s u c c e s s f u l i n o b t a i n i n g p l a c e m e n t s .
A s t u d y was made o f t h e economic s t a t u s o f t h e a lu m n i and s t u d e n t s ,
u s in g th e o c c u p a tio n s o f t h e i r f a t h e r s as c r i t e r i a .
were f a r from s a t i s f a c t o r y .
served,
except as fo llo w s.
Pere th e r e s u l t s
T her e were no p e r c e p t i b l e t r e n d s t o be ob­
I t was c l e a r t h a t t h e alum ni and t h e p r e s e n t
s t u d e n t s a r e drawn l a r g e l y from t h e m i d d l e o r u p p e r m i d d l e c l a s s , w i t h
r e s p e c t t o economic c a t e g o r i e s .
F u r t h e r m o r e , t h e r e was no c o r r e l a t i o n ,
e i t h e r p o s i t i v e o r n e g a t i v e , be tw ee n economic s t a t u s and s u c c e s s i n ob­
ta in in g teaching p o s itio n s .
CHAPTER VI I
Pe r s o n a l
c aotors
Affecting
Placement
1. P e r s o n a l i t y P a t i n l s o f A l u v n i a n i P r e s e n t P t u i e n t s
The p u r p o s e o f t h i s p a r t o f t h e i n v e s t i g a t i o n was t o s t u d y t h e p e r ­
s o n a l i t y r a t i n g s g i v e n t o t h e a l u m n i and t o t h e p r e s e n t s t u d e n t b o d y , and
t o d i s c o v e r what r e l a t i o n t h e r e m i g h t be b e t w e e n t h e s e r a t i n g E and t h e
in d i v id u a l s ’ u ltim ate success in obtaining teaching p o s itio n s .
I n t h e f i l e s f o r t h r e e - f o u r t h s o f t h e a l u i t n i , and f o r most o f t h e
p r e s e n t s t u d e n t bo dy , t h e r e a r e b l a n k s g i v i n g t h e p e r s o n a l i t y r a n k i n g o f
the individual,
as r a t e d by seme member o f t h e f a c u l t y o r a d i r i n i s t r a t i v e
s t a f f a f t e r an i n t e r v i e w .
able,
T a b u l a t i o n s were made from t h e r a t i n g s a v a i l ­
on t h e a s s u m p t i o n t h a t t h e s e were t y p i c a l o f t h e w h o l e .
These t a b l e s
showed f o r ea ch y e a r t h e number o f men ( p l a c e d and u n p l a c e d ) i n e ac h r a n k ­
ing,
and t h e number o f women ( p l a c e d and u n p l a c e d ) i n e a c h r a n k i n g .
num be rs were t h e n c o n v e r t e d i n t o p e r c e n t a g e s .
y e a r was c o n f u s e d and showed no t r e n d s .
in percentages,
These
The p i c t u r e from y e a r t o
The t o t a l s were t h e r e f o r e e x p r e s s e d
as shown i n T a b l e YYVII, be l o w .
Ta?LE XXVI1
Analysis of Alumni and Present ° tudents with Reference to ° ersonality Ra tin ss
ALUVNI
personality
RAT 1NS
OF
STUDENTS
PERCENTA3E,
ALL WOMEN
A
o
. 0®
D
. AS
. 0?
/"I
S
.47
PERCENTAGE,
ALL VEN
.3 ?
.40
.5 0
. 0*
PRESENT STUDENT BODY
PERCENTAGE,
ALL ALUVNI
PERCENTAGE,
ALL WOVEN
. 0?
. 4?
.44
. 0?
PERCENTAGE,
ALL VEN
PERCENTAGE.
ALL STUDENTS
.? 4
.31
• SS
• 1?
.£>«
. ?•?
.3 1
.3 3
. 11
• os
T h i s t a b l e r e v e a l s t h a t none of t h e a l u m n i ,
• SI
.3 0
. 1?
.0 1
and o n l y 1 p e r c e n t o f t h e
p r e s e n t s t u d e n t bo d y , were g i v e n t h e l o w e s t r a t i n g
(F).
Only one o u t o f
f i f t y o f t h e alumni was g i v e n t h e n e x t t c t h e l o w e s t r a t i n g
( P ) , b u t one
o u t o f e i g h t o f t h e p r e s e n t s t u d e n t body r e c e i v e d t h i s r a t i n g .
t h e alum ni and among t h e p r e s e n t s t u d e n t s ,
Poth among
a s l i g h t l y la rg e r percentage
r e c e i v e d t h e s eco nd r a t i n g ( ? ) t h a n r e c e i v e d t h e t h i r d ( C ) .
A l a r g e r p e r c e n t a g e o f women t h a n o f men r e c e i v e d t h e to p r a t i n g
Among t h e a l u m n i ,
second r a t i n g
(P).
(A).
a l a r g e r p e r c e n t a g e o f women t h a n o f men r e c e i v e d t h e
Among t h e p r e s e n t s t u d e n t s ,
an e q u a l p e r c e n t a g e o f
women and o f men r e c e i v e d t h e s e c o n d r a t i n g ( P ) .
A s t u d y was a l s o made o f t h e p e r s o n a l i t y r a t i n g s o f t h e alumni w ith
r e f e r e n c e t c t h e i r placements in te a c h in g p o s i t i o n s .
T a b l e m i l l ( p . FP)
shows t h e p e r c e n t a g e s o f a lu m ni w i t h each p e r s o n a l i t y r a t i n g who had bee n
placed in te a c h in g p o s i t i o n s .
-5 7 -
_crO_
TABLE XXVI I I
°ERSONALITY 9ATIN3S OF ALUVNI AND PLACEMENTS IN TEACHING °OSITIONS
personality
PER CENTA3E OF ALUVNI WITH EACH PERSONALITY RATIN3 MHO MERE PLACED AS TEACHERS
RATIN3S
OF
PERCENTA3E OF ALL WOVEN
ALUVNI WITH EACH RAT INS
ALUVNI
A
Q
PERCENTA3E OF ALL VEN
ALUVNI WITH EACH RAT INS
. 73
. 5?
<^i
n
.5 0
.5 0
.9 7
.O
• 71
T
PERCENTA3E OF TOTAL ALUVNI
WITH EACH RAT INS
, 5?
.
<?0
i 50
Among t h e a lu m ni a s a whole t h e r e was found t o he s h ig h p o s i t i v e
c o r r e l a t i o n b e t w e e n h i g h r a t i n g i n p e r s o n a l i t y and p l a c e m e n t .
Cf t h e s e
who r e c e i v e d t h e h i g h e s t p e r s o n a l i t y r a t i n g , ?E p e r c e n t were p l a c e d ; c f
t h e s ec ond h i g h e s t ,
F? p e r c e n t ; o f t h e m i d d l e r a n k ,
women a l o n e , t h e c o r r e s p o n d i n g p e r c e n t a g e s were 70,
The women, l i k e t h e t o t a l
group o f a l u m n i ,
aa
per c en t.
For
FF and 40 r e s p e c t i v e l y .
showed a h i g h c o r r e l a t i o n b e ­
tw e e n high, r a t i n g i n r e g a r d t o p e r s o n a l i t y and s u c c e s s i n o b t a i n i n g t e a c h ­
in g p o s i t i o n s .
F or men a l o n e , t h e s t o r y i s d i f f e r e n t .
highest p erso n ality ra tin g ,
e x a c t l y FO p e r c e n t r e c e i v e d p l a c e m e n t s .
o f men r e c e i v i n g t h e s e c o n d h i g h e s t r a t i n g ,
in o b ta i n i n g p o s i t i o n s as t e a c h e r s .
FO p e r c e n t o f t h e t o t a l
Of t h e s e men who r e c e i v e d t h e
Again,
e x a c t l y FO p e r c e n t s u c c e e d e d
I t w i l l be remembered t h a t e x a c t l y
group o f a l u m n i , r e g a r d l e s s o f p e r s o n a l i t y r a t i n g s ,
succeeded in o b ta in in g p o s i t i o n s .
F cw eve r, among t h e men r a n k e d i n t h e
m i d d l e c a t e g o r y o f p e r s o n a l i t y r a t i n g s , p l a c e m e n t s were o n l y made f o r ?7
per cent,
and none a t a l l were made f o r men who were r a n k e d low er t h a n t h e
middle group.
The lo w e r r a n k i n g s do n o t confo rm t c t h e p i c t u r e p r e s e n t e d by t h e
th re e highest rankings.
I n t h e e n t i r e group c f a l u m n i , more o f t h e p e o p l e
i n t h e n e x t - t o - t h e - l o w e s t c a t e g o r y were p l a c e d t h a n o f t h o s e i n t h e m i d d le
c a t e g o r y , and a l m o s t as many as i n t h e n e x t - t o - t h e - h i g h e s t c a t e g o r y .
From t h i s p a r t o f t h e s t u d y t h e f o l l o w i n g c o n c l u s i o n s may b e drawn:
( 1 ) The p r e d i c t i v e v a l u e c f a h i g h p e r s o n a l i t y r a t i n g w a r r a n t s t h e
c o n t i n u a t i o n o f t h e p r a c t i c e o f g i v i n g su ch r a t i n g s .
( ? ) The l a c k o f p r e d i c t i v e v a l u e o f lew p e r s o n a l i t y r a t i n g s would
p o i n t t o t h e n e e d o f a f u r t h e r s t u d y o f t h e methods o f e v a l u a t i o n .
2.
S t u d e n t L e a d e r s h i p i h i l e in C o l l e g e
The s t u d e n t s ’ d a t a c a r d s i n c l u d e d a l i n e which r e a d :
C ollege:
A
F
C
made a l o n g t h i s l i n e ,
_T
F
"Leadership in
_, n and i t was hoped t h a t some s t u d y might b e
sh owing what r e l a t i o n s h i p e x i s t e d ,
l e a d e r s h i p i n c o l l e g e and l a t e r
success.
i f an y , b et w ee n
-F 9 -
Very few d a t a , h o w ev er , were fo u nd i n t h e f i l e s o f t h e a l u m n i which
h ad any b e a r i n g on t h i s q u e s t i o n .
The a d m i n i s t r a t i o n f e l t , a f t e r much
d i s c u s s i o n w i t h v a r i o u s t e a c h e r s and s t a f f members o f t h e c o l l e g e , t h a t
mere e l e c t i o n t o a c l a s s o f f i c e d i d n o t n e c e s s a r i l y i n d i c a t e s t u d e n t l e a d ­
ership.
Puch e l e c t i o n was more o f t e n t h e r e s u l t o f group o r c l i q u e p o l i ­
t i c s t h a n an e x p r e s s i o n o f t h e r e c o g n i t i o n , on t h e p a r t o f t h e c l a s s o f
q u a l i t i e s of le a d e r s h ip in th e person e l e c te d .
C o n s e q u e n t l y , t h e r e was
h a r d l y any o b j e c t i v e body o f d a t a t o be u se d a s t h e b a s i s o f a s t a t i s t i c a l
study.
I t was t h e r e f o r e d e c i d e d t h a t f u r t h e r r e s e a r c h would be n e c e s s a r y
along t h i s l i n e ,
and t h e i n v e s t i g a t o r u n d e r t o o k t o examine t h e l i t e r a t u r e
which h a s a p p e a r e d i n e d u c a t i o n a l and p s y c h o l o g i c a l m a g a z in e s f o r t h e p a s t
f i f t e e n y e a r s o r s o , cn t h e s u b j e c t o f l e a d e r s h i p w h i l e i n c o l l e g e .
A survey of t h i s l i t e r a t u r e le a d s to t h e co n c lu sio n t h a t t h e r e i s very
g r e a t d i s a g r e e m e n t eve n i n t h e d e f i n i t i o n o f l e a d e r s h i p .
P till
greater
d i f f e r e n c e s e x i s t among t h o s e who t r y t o l i s t t h e c h a r a c t e r i s t i c s o f a
l e a d e r , and a l s o among t h o s e who t r y t c d i s c u s s methods o f t r a i n i n g f o r
lead ersh ip .
C o u n t l e s s b o o k s and a r t i c l e s have p r e s e n t e d t h e i r a u t h o r ’ s
c a r e f u lly considered d e f in itio n of le ad ersh ip ,
and h i s more o r l e s s t h o u g h t ­
f u l l y s e le c te d l i s t of the c h a r a c t e r i s t i c s of a le a d e r,
as i f t h a t l e a d e r ­
s h i p were t o be e x e r c i s e d i n a vacuum, w i t h o u t r e f e r e n c e t o t h e s i t u a t i o n
i n v o l v e d , and i n some c a s e s w i t h o u t any r e f e r e n c e t o t h e s o r t o f p e o p l e
who a r e t o be l e d .
And t h e s e p r o n o u n c e m e n ts do n o t a g r e e .
I t i s i n t e r e s t i n g t o o b s e r v e t h a t t h e w r i t e r s who hav e done t h e most
e x p e r i m e n t a l work i n t h i s
f i e l d a r e i n most c a s e s l e a s t w i l l i n g t o commit
t h e m s e l v e s t o a d e f i n i t i o n o f l e a d e r s h i p and t o a l i s t i n g o f e s s e n t i a l
characteristics.
S e v e r a l d e f i n i t i o n s which a r e o f s p e c i a l
i n t e r e s t follow:
L e a d e r s h ip i s p e r s o n a l i t y in a c t i o n u n i e r group c o n d i t i o n s . 1
Any p e r s o n who i s m o r e t h a n o r d i n a r i l y e f f i c i e n t i n c a r r y i n g
p s y c h o - s o c i a l s t i m u l i t o o t h e r s and i s th u s e f f e c t i v e in c o n d i­
t i o n i n g c o l l e c t i v e r e s p o n s e may b e c a l l e d a l e a d e r . p
The l e a d e r i s a 3 t i m u l u 3
b u t he i s a l s o a r e s p o n s e .
The l e a d e r i s , t h e n , t h e
o n e who i s s e l e c t e d b y t h e m r o u p t o
c a r r y o u t i t 3 j u d g m e n t . Yet
s o c i a l groups are always in c o n tin u a l
re a c tio n with th e ir lead ers. 4
T h e c a p a c i t y t o i n t e r p r e t t h e n e e d s o f o t h e r s a n d i n s o me s e n s e
t o r e p r e s e n t o t h e r s and t h e c a p a c i t y t o i n i t i a t e a c t i v i t y a r e
s t r e s s e d i n many s t u d i e s . 5
L e a d e rsh ip i s th e a c t i v i t y of in f l u e n c i n g people to c o o p erate
t o w a r S s o m e S o a l w h i c h t h e y c o me t o f i n d d e s i r a b l e . "
1. Bogardus, le a d e r s and Leadership, p. 8.
!>. Bernard, Jn I n t r o d u c t i o n t o F o e t a l P s y c h o l o g y , p. 523.
,
8. Person, "Leadership as a Response to .In v iro n a en t, " E d u c a t i o n a l Record, XT, 10-^1.
4.
Fllwood, The P s y c h o l o g y o f Human S o c i e t y . p.
,
r, Murphy. Mnrphy, and Wewooab, E x p e r i m e n t a l S o c i a l P s y c h o l o g y , p. 5 ,2 .
6. Tead, The t r t o f L ea de rsh ip , p. PO.
-?0T h e s e d e f i n i t i o n s , w h i l e i n t e r e s t i n g , do n o t g i v e many c l u e s a s t o
how l e a d e r s h i p may be r e c o g n i z e d and t r a i n e d .
?ve n more v a r i e d a r e t h e
q u a l i f i c a t i o n s t h a t l e a d e r s must h a v e , a s d e s c r i b e d by d i f f e r e n t w r i t e r s .
Th es e w r i t e r s h av e l i s t e d anywhere from two t o t w e n t y - t w o s o - c a l l e d " e s ­
s e n ti a ls of le a d e r s h ip ."
I t i s v e r y d i f f i c u l t t o summarize such a cum­
b e r s o m e mass o f d i v e r g e n t o p i n i o n s .
P a y e r1 s i n g l e s out s e l f - r e l i a n c e as the f i r s t e s s e n t i a l fo r every
leader.
Pogardus? says t h a t le a d e rs h ip a r i s e s cut of energy, i n t e l l i g e n c e
and c h a r a c t e r .
P a n d e r s 5 l i s t s some " m u s t s " f o r a l e a d e r ’ s e q u i p m e n t , such
as s e l f - c o n t r o l ,
fairness,
p a t h e t i c im agination,
tact,
decisiveness,
dignity, frie n d lin e s s ,
sym­
and t h e wisdom n o t t o l e t h i m s e l f i n f o r r e v e r s e s
w hich w i l l l o w e r h i s p r e s t i g e .
number o f g e n e r a l t r a i t s ,
On t h e e t h e r h an d,
yarn* h a s m e n ti o n e d a
r a n g i n g from c o n c e n t r a t i o n t o t h e w o r s h i p o f Pod.
Vany, i f n o t m o s t, o f t h e s e t a b u l a t i o n s o f o p i n i o n s would do e a u a l l y w e l l
t o d e s c r i b e a c i t i z e n o f U t o p i a , a d o t i n g m o t h e r ’ s o n ly c h i l d , o r a d e ­
c e a s e d r e s i d e n t o f Vain P t r e e t .
All t h e c h a r a c t e r i s t i c s a r e d e s i r a b l e
f o r e v e r y b o d y ; t h e y do no t b e l o n g o n l y t o l e a d e r s .
V es t o f t h e o b j e c t i v e s t u d i e s o f t h i s problem have b e e n made i n
n u r s e r y s c h o o l s , k i n d e r g a r t e n s and e l e m e n t a r y s c h o o l s .
C o m p a r a t i v e l y few
o f them, d e a l w i t h t h e c o l l e g e l e v e l .
One o f t h e b y - p r o d u c t s o f t r . l e t a
C. P o l l i n g w c r t h ’ s work w i t h g i f t e d
c h i l d r e n i s her co n clu sio n t h a t a le a d e r i s u su a lly possessed of s l i g h t l y
h i g h e r i n t e l l i g e n c e t h a n t h e a v e r a g e o f t h e gr ou p, t u t n o t a g r e a t d e a l
higher.
I f t h e d i v e r g e n c e i s n o t i c e a b l y wide, t h e b r i g h t e r c h i l d i 3 n o t
s u f f i c i e n t l y w e l l u n d e r s t o o d by t h e g r o u p ,
and t h e y a r e n e t l i k e l y t o
c h o o s e him a s l e a d e r .
VcCuen made a s t u d y o f t h e c h a r a c t e r i s t i c s o f c o l l e g e l e a d e r s , which
was p u b l i s h e d u n d e r t h e t i t l e
" l e a d e r s h i p and I n t e l l i g e n c e . "
he sums up
as follow s:
P r o b a b l y n o d o u b t b a t w h a t t h e l e a d e r a n d t h e common ma n p o s s e s s
t h e s a m e q u a l i f i c a t i o n s o r c h a r a c t e r i s t i c s . Th e d i f f e r e n c e b e t w e e n
t h e l e a d e r a n d t h e c ommon man l i e 3 i n t h e ? a o t t h a t t h e f o r m e r p o s ­
s e s s e s t h e n e c s 3 3 a r y d u a l i t i e s t o a g r e a t e r d e g r e e and i n d i f f e r e n t
c o m b i n a t i o n s . Th e c o m b i n a t i o n s o f q u a l i t i e s a n d t h e d e g r e e o f e a c h
w i l l depend on t h e t y p e of l e a d e r and on t h e p o s i t i o n o r s i t u a t i o n
i n w h i c h he f i n d s h i m s e l f .
1
. " S e le c tio n of Leaders Through Claes and School A c t i v i t i e s , " P e n n s y l v a n i a S ch oo l J o u r ­
n a l , LWTTTT,^159.
|* "Sonroee o f L e a d e r e h io ," N a t i o n ' s S c h o o l s , S I T , 8?..
4 . "What Does a Leader Do?" E d u c a t i o n a l Rec o rd, IT, 5-9.
5. E ducat ion, L, 99-95.
-P lA n o th e r s t u d y o f c o l l e g e l e a d e r s was mada by T e u t s c h , 1 who r e a c h e d
what h e c a l l e d t h e t e n t a t i v e c o n c l u s i o n t h a t t h e s t u d e n t who d i s p l a y s
a c t i v i t y in c o lla g e a f f a i r s ,
p l u s a b r i l l i a n t a c a d e ir ie r e c o r d , i s l i k e l y
to succeed.
However, o f t h e c l a s s o f
at the U niversity of C alifo rn ia,
f i f t e e n a r e now i n M o ' s f h o , and o f t h e s e f i f t e e n , o n l y t h r e e were r a n k e d
by t h e i r c l a s s m a t e s as l e a d e r s .
C i v i n g due w e i g h t t o s t u d i e s and d e s c r i p t i o n s o f l e a d e r s h i p , one i s
i n c l i n e d t o f e e l t h a t t h e t r e n d o f t h i n k i n g on t h i s s u b j e c t l e a d s to w ar d
t h e concept of th e s p e c i f i c i t y of l e a d e r s h i p .
Smith and Wr ueg er 2 £&y t h a t
most o f t h e t h e o r e t i c a l e v i d e n c e on t h i s p o i n t t e n d s t o show t h a t l e a d e r ­
sh ip i s s p e c i f i c with r e f e r e n c e t o a given ty p e of s i t u a t i o n .
They i n s i s t
t h a t c e r t a i n l y t h e t r e n d s i n t h e p r e s e n t s o c i a l , ec on om ic, p o l i t i c a l , and
b u s i n e s s worlds a re in th e d i r e c t i o n of t r a i n i n g l e a d e r s f o r a s p e c i f i c
situation.
The r e s u l t o f t h i s s u r v e y i s t h e f e e l i n g t h a t v e r y much r e m a i n s t o be
do n e i n t h e s t u d y of t h i s q u e s t i o n ,
and t h a t t h e c o l l e g e a d m i n i s t r a t i o n
n ee d f e e l no e m b a r r a s s m e n t b e c a u s e no a d e q u a t e measurement f o r l e a d e r s h i p
in t h e c o l l e g e has y et been found.
?. Suwwarv
While t h e p e r s o n a l i t y r a t i n g s c o n t a i n e d i n t h e o f f i c e f i l e s f o r s t u ­
d e n t s and al um ni were n o t e n t i r e l y c o m p l e t e ,
i t was f e l t t h a t a r e p r e s e n ­
t a t i v e c r o s s - s e c t i o n o f t h e whole might be o b t a i n e d .
F o t h among t h e alumni
a n d among t h e p r e s e n t s t u d e n t s , t h e m a j o r i t y r e c e i v e d what m ig h t b e c a l l e d
a v e ra g e or h ig h e r th a n average p e r s o n a l i t y r a t i n g .
Among t h e alumn i t h e r e
was f o u n d t o be a h i g h p o s i t i v e c o r f r e l a t i o n b et we en h i g h p e r s o n a l i t y r a t i n g
and p l a c e m e n t .
The p r e d i c t i v e v a l u e o f a h i g h p e r s o n a l i t y r a t i n g i s t h u s
f o u n d t o be c o n s i d e r a b l e .
The s t a t i s t i c s a s t o s t u d e n t l e a d e r s h i p w h i l e i n c o l l e g e were so un ­
s a t i s f a c t o r y t h a t d e f i n i t e c o n c l u s i o n s c o u l d n o t be drawn.
Instead, a
s t u d y was made o f r e c e n t l i t e r a t u r e on t h e q u a l i t i e s o f l e a d e r s h i p , b u t
h e r e t o o t h e r e s u l t s were somewhat b a f f l i n g .
ment i n t h e d e f i n i t i o n o f l e a d e r s h i p ,
of the necessary q u a litie s .
Th ere i s v e r y g r e a t d i s a g r e e ­
each w r i t e r s u b m i t t i n g h i s own l i s t
I t seems c l e a r , ho wev er, t h a t t h e s e q u a l i t i e s
must n o t f u n c t i o n i n a vacuum.
The l e a d e r must be a b l e t o a d a p t h i m s e l f
t o t h e s p e c i f i c s i t u a t i o n i n which h e i s r e q u i r e d t o e x e r c i s e l e a d e r s h i p .
I t i s d i f f i c u l t t o p r e d i c t u l t i m a t e s u c c e s s on t h e b a s i s o f c o l l e g e and
campus a c t i v i t y .
1.
Vuch r e m a i n s t o be done a l o n g t h i s l i n e o f s t u d y .
" S u a l i t i e s o f L e a d e r s h i p , " C a l i f o r n i a C u a r t e r l y o f S e c on d a ry E d u c a t i o n , V o l .
A*Brief Buaasry of L ite r a tu r e on L eadership, Indiana OnivMrsity B u l l e t i n .
IX , p p .
CHAPTER VIII
CONCLUSIONS
T h i s c h a p t e r F i l l be d i v i d e d i n t o two p a r t s .
In t h e f i r s t
sec­
t i o n , a g e n e r a l summary o f t h e f i n d i n g s o f t f c e r p r e s e n t i n v e s t i g a t i o n
w i l l be g i v e n .
In t h e s eco nd s e c t i o n w i l l be found c e r t a i n s p e c i f i c
r e c o i r a r e r d a t i o n s wade on t h e b a s i s o f t h o s e f i n d i n g s ,
t s n a i l amount
o f o v e r l a p p i n g w i l l i n e v i t a b l y o c c u r : t h a t i s , c e r t a i n Btater.er.tB w i l l
b e made ir. t h e s u e n a r y , and t h e n r e f e r r e d t o a g a i n i n t h e recommendations.
T h i s n e t h o d h a s b ee n a d o p t e d f o r t h e s a k e o f c l e a r n e s s .
7. Gener al S u t v a r y o f t h e * i n i i n i s o f T h i s T n v e s t i i a t i c n
The p u r p o s e o f the- i n v e s t i g a t i o n h a s b e e r t o a s c e r t a i n w h e th e r t h e
P t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , v.
h a s b e e n s u c c e e d i n g or
f a i l i n g i n i t s work.
I n o r d e r t o answer t h i s a u e s t i o r . , s p e c i f i c f a c t o r s
r e l a t i n g t o s e l e c t i o n and p l a c e m e n t o f s t u d e n t s hav e t e e n s u r v e y e d .
Thi s
p r o bl em i s o n ly a p a r t o f t h e l a r g e r Q u e s t i o n as t o w h e t h e r t e a c h e r s ’
c o l l e g e s i n g e n e r a l a r e c a r r y i n g out t h e i r t a s k s u c c e s s f u l l y i n t h e s e
t i n e s o f g r e a t d i f f i c u l t y and g r e a t o p p o r t u n i t y .
The t e a c h e r s ’ c o l l e g e ,
l i k e a s u c c e s s f u l f a c t o r y , must u n d e r s t a n d t h e
n e e d s o f i t s community, and t h e p r i n c i p l e s o f p r o p e r d i s t r i b u t i o n .
I t nust
t r a i n te a c h e r s fo r th e v i t a l p a r t they a re to play in th e e d u c a tio n a l sy s­
tem which i s so a l l - i m p o r t a n t f o r t h e p e r p e t u a t i o n o f t h e p r i n c i p l e s o f
d em o cr ac y.
The work o f t e a c h e r s ’ c o l l e g e s i n g e n e r a l , and o f t h e i n s t i t u ­
t i o n surveyed here in p a r t i c u l a r ,
i s i n n ee d o f c r i t i c a l r e v a l u a t i o n .
The ? t a t 3 T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , hT. J . , o f f e r s a t w o - y e a r
te rm in a l course in l i b e r a l a r t s ,
two more y e a r s ,
f o l l o w e d by a t e a c h e r - t r a i n i n g c o u r s e o f
le a d in g to th e degree of F achelor of Ecience.
Th ere i s a
c a r e f u l s e l e c t i o n and l i m i t a t i o n o f a p p l i c a n t s who a r e a d m i t t e d t o t h e
prelim inary course,
and a f u r t h e r more r i g o r o u s s e l e c t i o n b e f o r e t h e s t u ­
dents begin t h e i r period of s p e c ia liz e d t r a i n i n g .
A number o f e a r l i e r s t u d i e s , r e f e r r e d t o i n t h e body o f t h i s i n v e s t i ­
g a t i o n , hav e shown t h e c o r r e l a t i o n be t w e e n ac ad em ic and p e r s o n a l i t y f a c t o r s
o f t e a c h e r s and t h e i r s u c c e s s i n t e a c h i n g .
I n an e f f o r t t o u n c o v e r t h e
p e r t i n e n t f a c t s w i t h r e f e r e n c e t o t h e alumni and t h e p r e s e n t s t u d e n t body
o f t h e P t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , V.
a b l e i n t h e f i l e s of t h a t
su m m a r iz ed .
J . , th e inform ation a v a i l ­
i n s t i t u t i o n h a s b e e n ex am in ed , c l a s s i f i e d ,
A s t u d y h a s b e e n made o f s e l e c t i o n and p l a c e m e n t .
g r a p h i c a l and e n v i r o n m e n t a l b a c k g r o u n d o f t h e s t u d e n t s ,
by t h e c o l l e g e , h av e b e e n mapped and c h a r t e d .
-? ? -
and
The geo­
and t h e a r e a s e r v e d
V arious f a c t o r s r e l a t e d to s e l e c t i o n in g e n e r a l,
e a r lie r studies,
h a v e b e e n s t u d i e d and s um ma riz ed .
as d e sc rib e d in
I t h a s b ee n fou nd,
for. e x am p le , t h a t a b i l i t y o f s t u d e n t s i s n o t c l o s e l y r e l a t e d t o i n t e l ­
l i g e n c e above t h a t n e c e s s a r y f o r g r a d u a t i o n .
F a ti n g s of s t u d e n t s based
on b r i e f i n t e r v i e w s , e v e n when t h e s e a r e c o n d u c t e d by a number o f d i f ­
ferent raters,
a re not s u f f i c i e n t l y r e l i a b l e to be used f o r p ro g n o s is .
I t seems c l e a r t h a t no one s i n g l e f a c t o r c a n be u s ed a s a p r e d i c t i o n o f
teaching success.
I m p o r t a n t f a c t o r s t o be c o n s i d e r e d a r e s c h o l a r s h i p ,
use of language, p e r s o n a l r a t i n g s ,
p h y s i c a l c o n d i t i o n , m e n ta l a d j u s t m e n t ,
p o t e n t i a l a b i l i t y in a s p e c ia l f i e l d ,
and i n t e r e s t i n t e a c h i n g .
These
a n d o t h e r s s h o u l d be co m bi n ed and u s e d a s c r i t e r i a f o r d i s c o v e r i n g t h e
s t u d e n t ’s probable li k e li h o o d of f u tu r e success in te a c h in g .
The p r o c e d u r e s g o v e r n i n g t h e a d m i s s i o n o f s t u d e n t s t o t h e P t a t e
T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y , F. J . f h a v e b e e n d e s c r i b e d .
Fecords
and e x am in atio n s c o n s t i t u t e th e p r e r e q u i s i t e s f o r e n t r a n c e t o t h e c o l le g e .
The s t u d e n t i s c a r e f u l l y o b s e r v e d and g u i d e d d u r i n g t h e two y e a r s o f h i s
pre-p ro fessio n al course.
Pe must u n d e r g o r i g o r o u s t e s t i n g b e f o r e he i s
adm itted to th e tw o-year p r o f e s s io n a l c o u rse.
observed c a r e f u l ly for s c h o la rs h ip ,
and l e a d e r s h i p .
T u r i n g t h i s Course he i s
so cial adjustm ent,
em otional maturity.,
I n h i s s e n i o r y e a r he i s r e q u i r e d t o engage s u c c e s s f u l l y
i n t h e i m p o r t a n t work o f p r a c t i c e t e a c h i n g .
Pe com me nda ti ons and c o n f e r ­
en ce s a re th e n e c e s s a r y p r e l i m i n a r i e s to th e placem ent of g r a d u a te s .
The d a t a a v a i l a b l e w i t h r e f e r e n c e t o t h e a b i l i t y o f f re s h m e n s t u d e n t s
i n t h i s c o l l e g e i n d i c a t e t h a t t h e y h av e b ee n r e c r u i t e d from among t h e b e s t
s t u d e n t s i n t h e Few J e r s e y h i g h s c h o o l s .
Prom an a n a l y s i s c f t h e a d d r e s s e s c f a lu m n i and p r e s e n t s t u d e n t s ,
it
i s c l e a r t h a t t h e P t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y h a s drawn i t s
s t u d e n t s v e r y l a r g e l y from i t s own i m m e d i a te g e o g r a p h i c a l a r e a .
This f a c t
s u g g e s t s t h e enormous i m p o r t a n c e o f a t h o r o u g h kn owledge o f t h a t a r e a on
th e p a r t of the a d m in is tr a t iv e s t a f f of the c o lle g e .
The problem o f p l a c e m e n t o f g r a d u a t e s h a s a l s o b e e n s u r v e y e d ,
from a g e n e r a l v i e w p o i n t ,
and t h e r e a f t e r from t h e v i e w p o i n t o f t h e i n s t i ­
t u t i o n which i s b e i n g s t u d i e d .
academic p r e p a r a t i o n ,
with o th e rs ,
first
C ertain q u a l iti e s ,
such as c h a r a c t e r ,
a b i l i t y to m aintain d i s c i p lin e ,
professional train in g ,
good h e a l t h ,
a b i l i t y to cooperate
and many o t h e r s , have
b e e n f ou n d t o b e i m p o r t a n t f o r t h e g r a d u a t e who i s s e e k i n g h i s f i r s t
teaching p o sitio n .
literatu re,
T h e s e a s s e r t i o n s a r e b a s e d on a s t u d y o f t h e a v a i l a b l e
and on a q u e s t i o n n a i r e s e n t t o s c h o o l s u p e r i n t e n d e n t s , a s k i n g
them, t o i n d i c a t e what t h e y c o n s i d e r e d d e s i r a b l e p h a r a c t e r i s t i c s i n a
p rospactive teacher.
-«4Tt h a s b e e n f o u n d t h a t t h e p l a c e a e n t b u r e a u c a n be e n o r a o u s l y h e l p ­
f u l b o t h t o t h e g r a d u a t e s and t o t h e e a p l o y i n g o f f i c i a l s .
I t seeas c le a r,
f r o a i n s t i t u t i o n a l r e c o r d s and f r o a t h e v a r i o u s s t u d i e s r e v i e w e d , t h a t
t o d a y a o r e and a o r e c o a a u n i t i e s a r e a c c e p t i n g l o c a l g r a d u a t e s a s t e a c h e r s .
T h i s t e n d e n c y h a s b e e n p a r t i c u l a r l y a a r k e d s i n c e t h e d e p r e s s i o n c f 19??.
I t h a s b e e n o b s e r v e d t h a t t h o s e g r a d u a t e s who have s p e c i a l a b i l i t i e s , o u t ­
s i d e o f t h e i r r e g u l a r a a . io r and a i n o r f i e l d s , w i l l f i n d t h e s e a b i l i t i e s
of r e a l a s s i s t a n c e t o th e a in o b t a i n i n g t e a c h in g p o s i t i o n s .
S t u d i e s have b e e n a a i e o f t h e p e r i o d o f t i a e e l a p s i n g b et w ee n t h e
s t u d e n t s * g r a d u a t i o n f r o a t h e S t a t e T e a c h e r s 1 C o l l e g e a t J e r s e y C i t y , F. J . ,
and t h e i r a p p o i n t a e n t t o t e a c h i n g p o s i t i o n s ;
p l a c e d and u n p l a c e d ;
of th e nuaber of gradu ates
of th e nuaber of grad u ates fro a the Y indergarten-
P r i a a r y t e p a r t a e n t who h a v e b e e n p l a c e d i n t e a c h i n g p o s i t i o n s ; o f t h e g e o ­
g ra p h ic a l lo c a tio n of the f i r s t p o s itio n s of th e alu an i of the college;
and o f v a r i o u s o t h e r f a c t o r s which a a y be i a p o r t a n t i n t h e p r c b l e a c f
placeaent.
In s u a a a riz in g t h e fin d in g s of t h i s p a rt of the i n v e s t i g a t i o n ,
been observed t h a t a r a t h e r la r g e nuaber of g r a d u a te s ,
i t has
during th e period
1 9 ? ? - 1 ? ? 9 , h av e s u c c e e d e d i n o b t a i n i n g p o s i t i o n s i n t h e i r h c a e to w n s .
It
h a s b e e n f o u n d t h a t t h e l a r g e r p r o p o r t i o n o f t h e s t u d e n t s who o b t a i n p o s i ­
t i o n s secure th ea during the f i r s t year a f t e r g rad u atio n , th e pro p o rtio n
dropping s h a rp ly t h e r e a f t e r .
Yet s t u d e n t s do s o a e t i a . e s o b t a i n p o s i t i o n s
a f t e r t h e y h a v e b e e n o u t o f c o l l e g e f o r a l o n g t i a e — i n s o a e c a s e s , even
a f t e r a p e rio d of te n y e a r s has elap se d .
The r e c o r d s o f t h e c o l l e g e ,
for a l i a i t e d period c f t i a e ,
indicate
t h a t t h e g r a d u a t e c f t h e F i n d e r g a r t e n - P r i a a r y T e p a r t a e n t h a s a auch b e t t e r
c h a n c e o f p l a c e a e n t t h a n t h e s t u d e n t who h a s b e e n g r a d u a t e d f r o a t h e Cene ra l Tleaentary T epartaent.
I t also seeas q u ite c le a r th a t the r e lig io u s
a f f i l i a t i o n s o f t h e g r a d u a t e s w i l l hav e s o a e i n f l u e n c e on t h e i r f i n a l
placeaent.
The e c o l o g i c a l f a c t o r s a f f e c t i n g p l a c e a e n t o f s t u d e n t s h av e a l s o b e e n
exaained.
The a d d r e s s e s o f a l u a n i and s t u d e n t s w h i l e a t t e n d i n g c o l l e g e
have been c l a s s i f i e d — th e s t r e e t a d d re s s e s of th o s e l i v i n g in J e r s e y C ity ,
t h e c o u n t y and town a d d r e s s e s o f t h o s e o u t s i d e J e r s e y C i t y .
n e n t hoae a d d r e s s e s ,
Their p eraa-
when t h e s e d i f f e r e d f r o a t h e t e a p o r a r y r e s i d e n c e s ,
have a ls o been ta k e n i n t o c o n s id e r a tio n .
There i s a c o n t i n u i n g i n c r e a s e , f r o a y e a r t o y e a r ,
i n t h e s i z e of
t h e a r e a f r o a w hich s t u d e n t s a r e drawn t o t h e P t a t e T e a c h e r s * C o l l e g e a t
Jersey City.
P t u d e n t s c o a e f r o a auch g r e a t e r d i s t a n c e s t h a n would be
e x p e c t e d , i n view o f t h e n u a b e r c f t e a c h e r s * c o l l e g e s i n t h e P t a t e o f New
•Je rs ey .
The d i s t r i b u t i o n i s found t o be q u i t e w i d e l y s c a t t e r e d .
*n i n v e s t i g a t i o n h a s b e e n aa d e o f t h e p o s t - g r a d u a t i o n o c c u p a t i o n s o f
th e aluani of th e co lleg e.
P u a a a r i e s have b e e n aa d e o f t h e s t a t i s t i c s
d e a l i n g w ith t h e i r f i r s t p l a c e a e n t s ,
the lo c a tio n s of th e se placeaents,
t h e n u a b e r o f a l u a n i who h av e engag ed ir, b u s i n e s s i n s t e a d o f t e a c h i n g , and
t h e n u a b e r c f a l u a n a e who hav e bee n T a r r i e d .
F i r s t p l a c e a e n t s i n t e a c h i n g p o s i t i o n s ware a a d e i n 14° d i f f e r e n t ,
towns and t o w n s h i p s d u r i n g t h e p e r i o d u n d e r i n v e s t i g a t i o n .
Cf t h e t o t a l
n u a b e r o f g r a d u a t e s f r o a 1S c? t o 1940 i n c l u s i v e , e x a c t l y o n e - h a l f were
placed in te a c h in g p o s i t i o n s ,
a t t h e t i a e when t h i s s t u d y was a a d e .
There
were T1 g r a d u a t e s who were r e p o r t e d a s b e i n g p e r a a n e r t s u b s t i t u t e s , and
t h e r e were ?? ? who a e r e l y r e p o r t e d t h a t t h e y were s u b s t i t u t i n g .
Cf t h e s e
who d id not s u c c e e d i n o b t a i n i n g t e a c h i n g p o s i t i o n s ,
? per cent cf a l l the
woaen and P p e r c e n t c f a l l t h e aen had gone i n t o b u s i n e s s i n o r d e r t o s e ­
cure t h e ir f i r s t p o s itio n s .
t o h av e a a r r i e d .
Cf t h e woaen g r a d u a t e s ,
o n e - s i x t h were known
P s t u d y was aa d e c f t h e r e l a t i v e p r o p o r t i o n o f a e n and wcaen who have
been g ra d u a te d f r o a th e c o l l e g e each y e a r ,
and t h e p e r c e n t a g e o f ea c h sex
i n t h e p r e s e n t s t u d e n t bod y.
The r a t i o o f aen t o woaen h a s , i n g e n e r a l ,
increased froa year to year.
The a e n c o n s t i t u t e 1? p a r cent, o f t h e t o t a l
a l u a n i , b u t t h e y c o n s t i t u t e 19 p e r c e n t o f t h e p r e s e n t s t u d e n t bo dy .
The
a e n had no b e t t e r s u c c e s s i n f i n d i n g t e a c h i n g p o s i t i o n s t h a n d i d t h e woaen.
The s c h o l a s t i c f a c t o r s a f f e c t i n g p l a c e a e n t have a l s o b e e n e x a a i n e d .
The s t u d e n t s ' h i g h s c h o o l and c o l l e g e r e c o r d s were s t u d i e d w i t h r e s p e c t
t o t h e i r subsequent p la c e a e n t as te a c h e r s .
The g r e a t a a j o r i t y o f t h e
a l u a n i and p r e s e n t s t u d e n t s o f t h e c o l l e g e hav e co ae f r o a t h e u p p er h a l v e s
of t h e i r high school c l a s s e s .
le g e th a n in high sch o o l.
little
Of t h e s e , h a l f r e c e i v e a lo w er r a n k i n c o l ­
High s c h o o l q u a r t i l e s h av e b e e n found t o have
v a l u e i n p r e d i c t i n g t h e a c h i e v e a e n t c f an i n d i v i d u a l i n c o l l e g e ,
and t h e y h a v e b e e n fo un d t o hav e no p r e d i c t i v e v a l u e i n t h e a a t t e r o f
subsequent p la c e a e n t.
I t would a p p e a r t h a t t h e g r a d i n g s y s t e a u s e d i n
t h e c o l l e g e i s e s s e n t i a l l y sound,
fo r t h e r e i s a high c o r r e l a t i o n between
c o l l e g e r a n k i n g and p l a c e a e n t .
The n u a b e r s o f s t u d e n t s e l e c t i n g t h e v a r i o u s c o u r s e s c f s t u d y o f f e r e d
by t h e c o l l e g e have a l s o b e e n e x a a i n e d .
to date,
i t was f o u n d t h a t
Of t h e t o t a l n u a b e r o f g r a d u a t e s
p e r c e n t had t a k e n t h e O e n e r a l F l e a e n t a r y
c o u r s e ; and o f t h e s e , 4s p e r c e n t had o b t a i n e d t e a c h i n g p o s i t i o n s .
Only
14 p><r c e n t o f t h e a l u a n i had t a k e n t h e F i n d e r g a r t e n - P r i a a r y c o u r s e , b u t
-p«-
of th ese,
75 p e r c e n t had o b t a i n e d t e a c h i n g p o s i t i o n s .
Of t h e p r e s e n t
s t u d e n t b od y , 4 7 p e r c e n t a r e t a k i n g t h e G e n e r a l E l e m e n t a r y c o u r s e , P
per cent the F in d erg arten -P rim ary course,
?0 p e r c e n t t h e g e n e r a l tw o -
y e a r c o u r s e , and 1c p e r c e n t t h e new c o u r s e i n H e a l t h E d u c a t i o n and N u r s i n g .
It
i s s u g g e s t e d t h a t a n o t h e r s t u d y be made, a f t e r a p e r i o d o f f i v e y e a r s ,
t o a s c e r t a i n t h e t r e n d s in evidence a t t h a t time with r e f e r e n c e t o choice
o f c o u r s e s , and p e r c e n t a g e s o f s u b s e q u e n t p l a c e m e n t s .
The s o c i a l and economic b a c k g r o u n d s o f t h e a lu m ni and s t u d e n t s have
a l s o been c o n s id e re d .
A s t u d y o f r a c i a l b a c k g r o u n d s was f i r s t made.
The
s t u d e n t s and a l u m n i were found t o r e p r e s e n t t w e n t y d i f f e r e n t n a t i o n a l i t i e s .
T h es e were a g a i n c l a s s i f i e d ,
l a r g e groups, as fo llo w s:
Pussian,
American, P r i t i s h ,
and m i s c e l l a n e o u s .
from y e a r t o y e a r .
f o r con v en ien ce of t a b u l a t i o n , i n t o seven
These g r o u p s ha v e,
inevitably,
v aried in size
I n g e n e r a l , t h e American g ro up h a s i n c r e a s e d i n s i z e
with th e p assing of tim e.
The F r i t i s h h a s f l u c t u a t e d be tw ee n 1? p e r c e n t
i n 19?4 and 4 p e r c e n t i n 1940.
e x c e p t i n 1940, when i t
90 p a r c e n t i n 19?? ,
The German h a s s t a y e d c l o s e t o 9 p e r c e n t ,
f e l l to 4 per cent.
The I t a l i a n group b e g a n w ith
d r o p p e d t o a p e r c e n t i n 19F4, and h a s a v e r a g e d 9
p e r c e n t , t h e same a s t h e German.
Jewish e x t r a c t i o n ,
German, I t a l i a n , J e w i s h ,
it
P i n c e most o f t h e F u s s i a n s were o f
i s i n t e r e s t i n g to observe t h a t th e pussian-Jew ish
g r o u p s h av e v a r i e d from ?9 p e r c e n t i n 1 ° ? ? t o 11 p e r c e n t i n 1 9 ? 4 ; a v e r ­
a g i n g ?0 p e r c e n t o f t h e t o t a l .
The German, P r i t i s h , American and I t a l i a n g r o u p s , i n t h e o r d e r men­
t i o n e d , had t h e l a r g e s t p e r c e n t a g e s o f p l a c e m e n t s .
The m i s c e l l a n e o u s
group f a l l a l i t t l e
b el ow t h e a v e r a g e ,
and t h e J e w i s h - Pu s s i a n g ro u p did
n o t h a v e h a l f a s many p l a c e m e n t s as i t s s i z e would l e a d one t o e x p e c t .
An i n q u i r y was made i n t o t h e economic s t a t u s o f t h e alumni and s t u ­
d e n t bo dy , i n o r d e r t o d i s c o v e r w h e t h e r t h e r e was any d i s c e r n i b l e r e l a ­
t i o n s h i p b e t w e e n economic s t a t u s and s u c c e s s i n f i n d i n g a t e a c h i n g p o s i ­
tion.
I t was f o u n d t h a t t h e c o l l e g e draws i t s
c l a s s economic c a t e g o r i e s ,
s t u d e n t s from t h e m i d d l e -
and r a t h e r more from t h e h i g h e r m i d d le t h a n
from t h e lo w er m i d d l e c l a s s . . P u t t h e r e was no c o r r e l a t i o n , e i t h e r p o s i ­
t i v e o r n e g a t i v e , b e t w e e n economic s t a t u s and s u c c e s s i n o b t a i n i n g t e a c h ­
ing p o s i t i o n s .
L a s t l y , a s t u d y was made o f t h e p e r s o n a l f a c t o r s a f f e c t i n g p l a c e m e n t .
Tor most o f t h e p r e s e n t s t u d e n t s , and f o r t h r e e - f o u r t h s o f t h e a l u m n i ,
r e p o r t s a r e a v a i l a b l e on p e r s o n a l i t y r a t i n g s , a s j u d g e d by members o f t h e
fa c u lty a f te r interview s.
The l e t t e r s
A, P, C, D and F were u s ed i n
" g r a d i n g ” t h e s t u d e n t s on t h e s e p e r s o n a l f a c t o r s .
The r a t i n g s o f P and
C w e r e t h o s e most f r e q u e n t l y fo u n d , b o t h f o r al um ni and f o r p i i e s e n t s t u d e n t s .
-?7_
Among t h e a lu m n i a s a t h o l e ,
t h e r e was found t o b e a h i g h p o s i t i v e c o r ­
r e l a t i o n between high r a t i n g
i n p e r s o n a l i t y and s u c c e s s i n p l a c e a e n t .
P u t i n t h e e n t i r e group o f a l u a n i , t o r e o f t h o s e who had r e c e i v e d a r a t i n g
o f C were p l a c e d i n p o s i t i o n s , t h a n o f t h o s e who h ad r e c e i v e d a r a t i n g o f
C, and a l m o s t a s many a s o f t h o s e who had r e c e i v e d a r a t i n g o f P.
Th is
s u g g e s t s t h a t a h i g h p e r s o n a l i t y r a t i n g h a s p r e d i c t i v e v a l u e , b u t a low
p e r s o n a l i t y r a t i n g , s t r a n g e l y en oug h, h a s l i t t l e o r no p r e d i c t i v e v a l u e .
A f u r t h e r s t u d y o f t h e irethod o f e v a l u a t i o n i s t o be recommended.
An i n v e s t i g a t i o n was made o f s t u d e n t l e a d e r s h i p w h i l e i n c o l l e g e ,
b u t t h e d a t a w ere i n c o m p l e t e and u n r e l i a b l e .
I t was f e l t t h a t mere e l e c ­
t i o n t o a c l a s s o f f i c e d i d net. n e c e s s a r i l y i n d i c a t e s t u d e n t l e a d e r s h i p .
I n an a t t e m p t t o c a s t some l i g h t on t h i s q u e s t i o n , a s u r v e y was a a d e o f
l i t e r a t u r e on t h e s u b j e c t of l e a d e r s h i p .
The v a r i o u s s t a t e m e n t s d i f f e r e d
w i d e l y i n t h e i r d e f i n i t i o n o f t h e q u a l i t i e s o f a l e a d e r , and t h o s e who
w er e most e x p e r i e n c e d seemed l e a s t w i l l i n g t o commit t h e m s e l v e s t o a
l i s t i n g of e s s e n t i a l c h a r a c t e r i s t i c s .
A few o f t h e q u a l i t i e s m e n ti o n ed
are s e l f - r e l i a n c e , energy, i n t e l l i g e n c e , c h a r a c te r , s e l f - c c n t r o l , f a i r n e s s ,
tact,
decisiveness,
dignity,
friendliness,
ar.d so c n .
o f c o l l e g e l e a d e r s a r e even more v a g u e l y d e f i n e d .
The c h a r a c t e r i s t i c s
I n some c a s e s t h e c on ­
c l u s i o n h a s b e e r r e a c h e d t h a t t h e s t u d e n t who d i s p l a y s a c t i v i t y
in c o lle g e
affairs,
and who a l s o a c h i e v e s a b r i l l i a n t a c a d e m i c r e c o r d ,
is lik e ly to
succeed.
T h e r e i s need o f f u r t h e r s t u d y o f t h i s p r o b l e m .
V e a n w h il e , one
d e f i n i t e s u g g e s t i o n may be mads: i t
seems c l e a r t h a t t h e p r e v a i l i n g t r e n d
to d a y i s toward t h e t r a i n i n g of l e a d e r s fo r s t e c i f i c
?.
situations.
'■'pacific S e c o t t e n i a t i o n s Eased on T h s s e ^ i n i i n i s
On t h e b a s i s o f t h e f i n d i n g s o f t h i s i n v e s t i g a t i o n ,
a s summarized
i n t h e f i r s t h a l f o f t h s p r e s e n t c h a p t e r , t h e f o l l o w i n g s u g g e s t i o n s may
b e made:
(1) I t has been found t h a t the en ro llm e n t in th e P t a t e T e a c h e rs '
C ollege at J e rs e y City is lo c a l i z e d .
h i s t o r y of th e c o l l e g e ,
ment.
T h i s h a s beer, t r u e t h r o u g h o u t t h e
and i t c o n s t i t u t e s a s e r . i o u s d i f f i c u l t y i n p l a c e ­
The p r o s p e c t i v e t e a c h e r , w i t h a c e r t a i n t y p e o f l o c a l r a c i a l ,
s o c i a l and economic b a c k g r o u n d ,
i c e s r e t r e l i s h t h e cha ng e t o a new and
e n t i r e l y d i f f e r e n t t y p e c f community.
T h i s d i f f i c u l t y ca n b e r e m e d i e d ,
a t l e a s t i n p a r t , by two s t e p s t o b e t a k e n by t h e c o l l e g e f a c u l t y and
th e State o f f i c i a l s .
F i r s t , t h e f a c u l t y s h o u l d s e e k t o make more e x ­
t e n s i v e c o n t a c t s , a c q u a i n t i n g h i g h s c h o o l p r i n c i p a l s and g u i d a n c e d i ­
r e c t o r s t h r o u g h o u t t h e s t a t e w i t h t h e o p p o r t u n i t i e s o f f e r e d by t h e c o l ­
lege.
T h i s work mi gh t a l s o b e e x t e n d e d beyond t h e b o u n d a r i e s c f t h e
-is o -
state.
to rily
/ n e f f o r t s h o u l d be trade t o a r r a n g e c o l l e g e s c h e d u l e s s a t i s f a c ­
f o r t h o s e s t u d e n t s who h av e t o commute Io n * d i s t a n c e s .
Second,
t h i s s u r v e y s h o u l d be p r e s e n t e d t o S t a t e o f f i c i a l s ,
w i t h t h e recommenda-
t i c n t h a t t h e S t a t e p r o v i d e d c r i r i t o r i e s f o r t h o s e who w is h t o a t t e n d c o l ­
l e g e i n J e r s e y C i t y , t u t who c a n n o t do so on a c c o u n t o f t h e d i s t a n c e .
( ? ) Tt h a s b e e n f o u n d t h a t a b o u t o n e - h a l f o f t h e g r a d u a t e s o f t h e
c o l l e g e have b e e n p l a c e d i n r e g u l a r f u l l - t i m e t e a c h i n g p o s i t i o n s ; a b o u t
o n e - s i x t h o f t h e woaen g r a d u a t e s have be9n m a r r i e d and a r e no l o n g e r
a c t i v e l y i n t e r e s t e d i n t e a c h i n g ; a b o u t o n e - t w e l f t h o f t h e g r a d u a t e s have
f o u n d r e m u n e r a t i v e and g e n e r a l l y s a t i s f a c t o r y b u s i n e s s p o s i t i o n s , and
p e r h a p s c n e - f o u r t h have b e e n l e f t t o h a p h a z a r d employment, which g e n e r ­
a l l y y i e l d s s m a l l r e s u l t s , b o t h f i n a n c i a l l y and in t h e amount o f p e r s o n a l
s a t i s f a c t i o n involved.
Tt seems f i t t i n g t h a t two p l a n s s h o u ld be made
f o r c o r r e c t i n g t h i s s i t u a t i o n at once.
s h o u l d i m m e d i a t e l y be l i m i t e d ,
T irst,
s c t h a t t h e s u p p l y c f g r a d u a t e s say be
mor?e n e a r l y i n a c c o r d a n c e w i t h t h e demand.
s h o u l d be l i m i t e d ,
the in tak e cf students
Fecond, t h e inc oming s t u d e n t s
so f a r a s may be r e a s o n a b l e ,
to th o s e ty p e s of persons
who hav e r e a d i l y fo un d employment d u r i n g t h e p e r i o d c o v e r e d by t h e s t u d y .
Tt i s u s e l e s s ,
and u n f a i r t o t h e i n d i v i d u a l s t u d e n t ,
fo r the F tate to
pretend th a t o p p o rtu n itie s e x is t for prospective te ac h e rs,
in those cases
wher9 e v i d e n c e i s a v a i l a b l e t o d i s p r o v e t h e a s s u m p t i o n .
( ? ) The c o l l e g e g r a d u a t e s r e l a t i v e l y few men as compared w i t h women.
I n 1 ? ? ? t h e men c o n s t i t u t e d a p p r o x i m a t e l y o n e - t w e n t i e t h o f t h e s t u d e n t
bo d y ;
i n 19?? t h e y c o n s t i t u t e d a p p r o x i m a t e l y o n e - f i f t h .
t h a t men h av e no a d v a n t a g e o v e r women i n p l a c e m e n t .
The r e c o r d s show
Tt i s recommended
t h a t t h e g r e a t e s t c a r e be e x e r c i s e d i n p e r m i t t i n g men s t u d e n t s t o e n t e r
th e college.
They must be o f h i g h c a l i b r e p e r s o n a l l y ,
and must show
g r e a t p o t e n t i a l i t i e s f o r p l a c e m e n t and s u c c e s s i n t h e t e a c h i n g f i e l d .
( 4 ) High s c h o o l s c h o l a r s h i p h a s t e e n s t u d i e d i n r e l a t i o n t o c o l l e g e
work and t o s u b s e q u e n t p l a c e m e n t .
Tt i s g e n e r a l l y b e l i e v e d t h a t t h o s e
who s t o o d w i t h i n t h e h i g h e s t q u a r t i l e o f t h e i r h i g h s c h o o l c l a s s may
expect to find teaching p o s itio n s .
The p l a c e m e n t o f g r a d u a t e s c f t h e
F t a t e T e a c h e r s ’ C o l l e g e a t J e r s e y C i t y showed a d i f f e r e n t r e s u l t .
Cf
t h o s e g r a d u a t e s who had b ee n i n t h e h i g h e s t q u a r t i l e i n h i g h s c h o o l ,
47 p e r c e n t were p l a c e d ; o f t h o s e i n t h e u p p er m i d d l e q u a r t i l e ,
cent;
of t h o s e i n t h e l o w e r m i d d l e q u a r t i l e ,
in th e lowest q u a r t i l e ,
p or c e n t .
F? p e r c e n t ;
f? per
and o f t h o s e
These d a t a a r e c o n t r a r y t o t h e
general b e lie f .
They s u g g e s t t h a t many q u a l i t i e s which empl oy ing o f f i ­
c i a l s r e g a r d a s s i g n i f i c a n t a r e n o t t h o u g h t o f a s i m p o r t a n t by t h e c o l ­
l e g e c o m m it te e o f s e l e c t i o n .
-?9Eut when t h e c o l l e g e r e c o r d s a r e e x a m in e d , a v e r y d i f f e r e n t t r e n d
i s shown.
class,
Of t h o s e who were i n t h e h i g h e s t q u a r t i l e o f t h e i r c o l l e g e
*F p e r c e n t were p l a c e d ;
cir p e r c e n t ;
o f t h o s e i n t h e upp er i r i d d l e q u a r t i l e ,
of t h o s e in t h e lower middle q u a r t i l e ,
th o s e in th e lowest q u a r t i l e ,
F? p e r c e n t .
43 p e r c e n t ; and o f
Tt becon.es e v i d e n t t h a t ,
th e cases surveyed during t h i s i n v e s t i g a t i o n ,
in
high school q u a r t i l e ranking
h a s had no p r e d i c t i v e v a l u e i n p l a c e m e n t , w h i l e c o l l e g e q u a r t i l e r a n k i n g
h a s had a v e r y d e f i n i t e v a l u e f o r t h a t p u r p o s e .
Tt i s t h e r e f o r e recom­
mended t h a t t h e c o l l e g e c o m m it te e s h o u l d c a r e f u l l y i n v e s t i g a t e t h e r e a s o n s
why a s t u d e n t nade a low r e c o r d i n h i g h s c h o o l , b e f o r e r e f u s i n g him ad­
m i t t a n c e t o c o l l e g e on t h a t b a s i s .
(F) The a n a l y s i s shows t h a t t h e c o l l e g e h a s g r a d u a t e d , d u r i n g t h e
period studied,
many s t u d e n t s o f v a r y i n g r a c i a l b a c k g r o u n d s .
be c l a s s i f i e d as follow s:
Italian ,
neous,
. EEC p e r c e n t ;
.018.
American,
Cerman,
, fl1? p e r c e n t ; J e w i s h ,
per cent; P r i t i s h ,
These nay
.18 4 p e r c e n t ;
.OFP; m i s c e l l a -
The c o l l e g e r e p r e s e n t s a c r o s s - s e c t i c n c f t h e community i n
which i t i s l o c a t e d ,
so f a r a s r a c i a l b a c k g r o u n d s a r e c o n c e r n e d .
Tt i s
recommended t h a t t h e c o l l e g e s h o u l d c o n t i n u e t o e n r o l l s t u d e n t s c f a l l
r a c i a l b a c k g r o u n d s , b u t s h o u l d p o i n t o u t t h e d i f f i c u l t i e s which c e r t a i n
r a c i a l g r o u p s h av e e x p e r i e n c e d i n o b t a i n i n g p l a c e m e n t s .
T h i s would p r o ­
v i d e an o p p o r t u n i t y f o r a l l who a p p l y , b u t a t t h e same t i m e would c l e a r l y
show t h a t o t h e r f a c t o r s b e s i d e s s c h o l a r s h i p a r e i m p o r t a n t i n s e c u r i n g a
teaching p o sitio n .
( P) The i n f o r m a t i o n c o n c e r n i n g economic s t a t u s o f a l u m n i and s t u d e n t s
was n o t c o m p l e t e , b u t t h e a v a i l a b l e d a t a i n d i c a t e t h a t t h e r e i s no c o r r e l a t i o n b e t w e e n econ om ic s t a t u s and s u c c e s s i n f i n d i n g a t e a c h i n g p o s i t i o n .
The p r obl em i s w o r th y o f f u r t h e r s t u d y , and t h e l a c k c f c o m p l e t e r e c o r d s
on t h i s p o i n t c o n s t i t u t e s a s e r i o u s d e f e c t i n t h e c o l l e g e ’ s system o f
keeping re c o rd s .
Vore d e t a i l e d i n f o r m a t i o n s h o u l d be o b t a i n e d from t h e
i n c o m in g c l a s s e s ,
i n a l l f u t u r e y e a r s , on t h i s m a t t e r ,
and f u r t h e r s t u d i e s
may be made.
( 7 ) The r e c o r d s on p e r s o n a l i t y r a t i n g s a r e l i k e w i s e i n c o m p l e t e , and
t h i s d e f e c t s h o u l d be r e m e d i e d i n t h e f u t u r e .
available,
ho w ev er , t h e s e were t h e f i n d i n g s :
On t h e b a s i s c f t h e d a t a
Cf t h o s e s t u d e n t s who had
r e c e i v e d a p e r s o n a l i t y r a t i n g o f A, *8 p e r c e n t were p l a c e d ; o f t h o s e
w i t h a E r a t i n g , f ? p e r c e n t ; o f t h o s e w i t h a C r a t i n g , 40 p e r c e n t ; and
of th o s e with a D r a t i n g ,
a p e r s o n a l i t y r a t i n g o f F.
PC p e r c e n t .
*Tone c f t h e al um ni had r e c e i v e d
The l a r g e p r o p o r t i o n c f p l a c e m e n t s (FO p e r
c e n t ) among t h o s e w i t h a E r a t i n g may c a l l f o r a word o f e x p l a n a t i o n .
-70I t must b e rem embered t h a t o n l y a v e r y s i r a l l number o f s t u d e n t s r e c e i v e d
a p e r s o n a lity r a t i n g of t .
ratin g
F o r ex am pl e,
i f four stu d e n ts received th i s
snd i t hap p en e d t h a t two o f t h e s e s t u d e n t s were s u b s e q u e n t l y
p l a c e d , t h i s would g i v e t h e s t a r t l i n g l y h i g h f i g u r e o f FO p e r c e n t f o r
t h e placement of g r a d u a te s in th e V group.
r a t i n g s hav e b e e n f o u n d t o be v a l u a b l e .
f u l l y and a c c u r a t e l y ,
in th e f u tu r e .
f o u n d t o be p a r t i c u l a r l y
In g e n e r a l , t h e p e r s o n a l i t y
They s h o u l d be c o n t i n u e d ,
more
g h i g h p e r s o n a l i t y r a t . i n g h a s bee n
im p o rta n t in p r e d i c t i n g f u t u r e t e a c h in g s u c c e s s .
The r e c o r d s o f s t u d e n t l e a d e r s h i p d u r i n g t h e c o l l e g e y e a r s a r e
meagre and u n s a t i s f a c t o r y , and t h i s d efe ct , s h o u l d be r e m e d i e d .
The l i t ­
e r a t u r e on t h e s u b j e c t a l s o shows d i s a g r e e m e n t
in d e fin in g le a d e r s h ip .
The problem i s a d i f f i c u l t b u t w o r t h - w h i l e o n e , and f u r t h e r work i s needed
h e r e , w i t h r e f e r e n c e t o h i g h s c h o o l as w e l l a s c o l l e g e y e a r s .
/II that
c a n b e done a t t h e p r e s e n t t i m e i s t o i n d i c a t e t h i s n e e d .
( ? ) F i n c e t h i s s t u d y h a s r e v e a l e d t h a t a v e r y l a r g e p e r c e n t a g e of
t h e a lu m n i c f t h e c o l l e g e f a i l t o f i n d f u l l - t i m e t e a c h i n g p o s i t i o n s ,
and
s i n c e i t seems u n l i k e l y t h a t t h e c o l l e g e i n t h e f u t u r e w i l l be a b l e t o
p l a c e a l l of i t s g r a d u a t e s ,
i t may be w ise t o o f f e r a few e l e c t i v e c o u r s e s
w hich w i l l p r e p a r e s t u d e n t s t o be b e t t e r t e a c h e r s ,
and w i l l a t t h e same
t i T e a s s i s t , them i n f i n d i n g p o s i t i o n s i n b u s i n e s s , i f n e c e s s a r y .
For
ex a m p le , c o u r s e s i n e c o n o m i c s , co m me rci al s u b j e c t s , and t y p i n g would h e l p
t o make b e t t e r t e a c h e r s , and would a t t h e same t i m e pr ov e i n v a l u a b l e i n
c a se th e te a c h in g p o s i t i o n s should f a i l to m a t e r i a l i z e .
( 10 ) f i n a l l y , i t i s e x p e c t e d t h a t any w o r t h - w h i l e s t u d y s h o u l d have
some u n i v e r s a l v a l u e s , and s h o u l d i n c l u d e c e r t a i n r e c o m m e n d a t io n s which
may be a p p l i c a b l a bey ond t h e t e r r i t o r y o f i t s im m ed ia te c o n c e r n .
In the
c a s e o f t h e F t a t e T e a c h e r s ’ C o l l e g e a t -Jersey C i t y , how eve r, p a r t i c u l a r
d i f f i c u l t i e s are ancountered.
Th i s c o l l e g e i s n e t r e p r e s e n t a t i v e o f t h e
g e n e r a l a v e r a g e of c o l l e g e s i n t h i s c o u n t r y .
m etropolitan area,
Tt i s l o c a t e d i n a g r e a t
on t h e o u t e r i n d u s t r i a l edge c f A7ew York, i n t h e m i d s t
o f a p o p u la tio n com prising a la rg e p e rc e n ta g e of r e c e n t l y a r r iv e d fo re ig n
peoples,
and i n a c i t y which i s now a c c e p t i n g o n ly a s m a l l p a r c e n t a g e o f
t h e c o l l e g e ’ s g r a d u a t e s a s members o f i t s t e a c h i n g s y s t e m .
Ftudents
coming from s uch a community n a t u r a l l y p o s s e s s c e r t a i n r a c i a l and s o c i a l
t r a i t s which a r e d i f f i c u l t t o overcome i n c a s e t h e y a r e c a l l e d upon t o
a p p l y f o r p o s i t i o n s o u t s i d e o f t h e im m e d i a te m e t r o p o l i t a n s e c t i o n .
The
geographical lo c a tio n of th e college o ffe r s special d i f f i c u l t i e s , for
t h e i n v e s t i g a t o r c a n n o t r e c a l l any o t h e r c o l l e g e whose s i t u a t i o n o f f e r s
an e x a c t p a r a l l e l t o t h i s on e.
-71From. t h e s t u d y o f t h i s i n s t i t u t i o n ,
then,
one must f o r m u l a t e b r o a d
g e n e r a l p r i n c i p l e s r a t h e r t h a n s p e c i f i c methods f o r u n i v e r s a l a p p l i c a t i o n .
Thes e may be m e n t i o n e d b r i e f l y .
Through, c a r r y i n g o u t t h i s i n v e s t i g a t i o n ,
one i s l e d t o f e e l t h e nee d c f a c a r e f u l s t u d y and e v a l u a t i o n o f t e a c h e r s ’
c o lle g e s in a l l p a r ts of th e country.
p a r t i c u l a r n e e d s o f t h e community,
ing th o se needs.
T h er e s h o u l d be e x a m i n a t i o n o f t h e
and o f t h e c o l l e g e ’ s s u c c e s s i n meet­
In th e t e s t i n g of p r o s p e c tiv e t e a c h e r s ,
b e p l a c e d on p e r s o n a l a s w e l l a s a ca de m ic f a c t o r s .
emphasis i s t o
The c o l l e g e s s h o u l d
c o n d u c t t h e s e l e c t i o n and p l a c e m e n t o f s t u d e n t s e f f i c i e n t l y an d, a s f a r
as p o s s ib le ,
scien tifically .
portant part here.
The p l a c e m e n t b u r e a u nay w e l l p l a y an im­
The c o l l e g e may, w h e r e v e r f e a s i b l e ,
c o n s t a n t l y widening g e o g r a p h i c a l a r e a ,
a s may be p r a c t i c a b l e ,
publicized,
and t o draw i t s s t u d e n t s ,
from r e l a t i v e l y re m o t e d i s t r i c t s .
o ffe rs superior f a c i l i t i e s
for tra in in g ,
s t u d e n t s w i l l b e drawn t o i t
In a l l t e a c h e r - t r a i n i n g
in stitu tio n s,
t h e r a c i a l backgrounds of s tu d e n t s ,
such backgrounds,
seek to serve a
so f a r
I f the c o lle g e .
and i f t h e s e a r e s u f f i c i e n t l y
even from c o n s i d e r a b l e d i s t a n c e s . .
i t may b e w e l l t o t a k e i n t o a c c o u n t
and t h e l o c a l p r e j u d i c e s r e g a r d i n g
in o rd e r to p r e d ic t th e s t u d e n t s ' probable success in
f in d in g p o s iti o n s as te a c h e r s .
There s h o u l d be a f u r t h e r s t u d y c f t h e
i m p o r t a n t b u t e l u s i v e p r ob le m c f s t u d e n t l e a d e r s h i p d u r i n g t h e c o l l e g e
years.
F u r t h e r m o r e , t h e t e a c h e r s ' c o l l e g e may w e l l c o n s i d e r t h e a d v i s a ­
b i l i t y c f o f f e r i n g some t r a i n i n g in co m m er ci al o r o t h e r u s e f u l s u b j e c t s ,
in a d d itio n to the r e g u la r p ro fe s s io n a l course.
P r e c a r i o u s t i m e s may l i e
ahead f o r t e a c h e r s ,
a s f o r members o f o t h e r p r o f e s s i o n s .
From t h e view­
p o i n t o f economic s e c u r i t y ,
a d e c u a t e p r e p a r a t i o n i n two p r o f e s s i o n s , r a t h e r
t h a n o n e , may be a d v i s a b l e .
Tf t h i s p o l i c y seems t o imply a r a t h e r gloomy
vie w o f t h e f u t u r e ,
i t must be remembered t h a t t h e s u c c e s s f u l American
te a c h e r has te e n ca p a b le of adapting h im se lf to th e e x ig e n c ie s of h is
own p a r t i c u l a r s i t u a t i o n , e v e r s i n c e t h e d ays when c o l o n i a l s c h o o l m a s t e r s
s u p p l e m e n t e d t h e i r meagre e a r n i n g s by s e r v i n g as town c l e r k s , s e x t o n s ,
' g r a v e - d i g g e r s , and b e l l - r i n g e r s .
The i d e a l t e a c h e r , i n t h e d ays t o come, w i l l be t h o r o u g h l y p r e p a r e d
and f u l l y e f f i c i e n t i n h i s own major s u b j e c t c f s t u d y and i n a number of
related field s.
its
The t e a c h e r s ' c o l l e g e o f t h e f u t u r e w i l l c a r e f u l l y o b s e r v e
s t u d e n t s and t h e t e r r i t o r y
own a c h i e v e m e n t s .
it
s e r v e s , and w i l l a n a l y z e and e v a l u a t e i t s
Only i n t h e s e ways c a n t h e t e a c h e r and t h e t e a c h e r s ’ c o l
l a ^ g be f i t t e d f o r t h e i r i m p o r t a n t r o l e s i n m a i n t a i n i n g and e n r i c h i n g t h e
t r e a s u r e d h e r i t a g e o f American dem ocracy.
I BLl OoRAPHf
AND
APPENDI CES
? IBL I 0 9 RAP HY
7.
Selection
A n de rs on , C. A., " P t u d e n t R e c r u i t i n g a s a Form o f G u i d a n c e . "
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Farr,
A. ? . ,
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Farr,
A. S . ,
and D o u g la s , t o i s ,
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Christian
J . Y.,
7 (June,
1FF-199,
"The Dr e - T r a i n i n g S e l e c t i o n o f T e a c h e r s . "
Re s e a r c h ,
YYVIII ( O c t o b e r ,
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pp. 9 0 7 - 9 1 ? .
1940), pp.
Thirty-fifth
N ational S ociety
r e a r b o o k , Da r t T r c,
1???,
F e n t , R. 7 . , " R e l a t i o n s h i p s c etween Q u a l i f y i n g F x a m i n a t i c n s and V a r i o u s
O t h e r F a c t o r s and S t u d e n t Te a ch in g Rerfcriran.ee a t t h e H r . i v e r s i t y c f
Journal of Fxcerimsntal
T isccnsin."
C a m p b e ll ,
Doak P . ,
structing
Selecting,
Education,
V (V ar ch , 1 9 ? 7 ) , pp.
Ad mi s s i o n ar.d Cui danc e c f S t u d e n t s .
Ed u c a t i o n T h r o u i h Re s e a r c h .
Recon­
O f f i c i a l R e p o r t o f t h e ',° ? e
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Y as h in g tc r . ,
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D un kl e,
J. L.,
" F t a n d a r d s i n 19c0 f o r P e l e c t i c n and O r a d u a t i o n c f F t u d e n t s
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c a t i o n a l A d m i n i s t r a t i o n and S u p e r v i s i o n , 77 ( S e p t e m b e r , 1 ? ? 4 ) , pp.
4 4 ? - 4 c p.
F l i a s s e n , R. P . ,
"R ecruitm ent f o r Teacher T r a i n i n g . "
R e s e a r c h , VI I ( J u n e ,
F r a s i e r , Oeorge Y i l l a r d ,
Revi ew o f F d u c a t i o n a l
1 ? ? 7 ) , pp. ?4 7 - ? 5 F .
"The T e a c h e r s ' C o l l e g e F a c e s t h e F u t u r e i n t h e
S e le c tio n of T e a c h e rs."
Peabody J o u r n a l o f F d u c a t i o n ,
Nil (Jan u a ry ,
1 9 ? ? ) , pp. 1 ? ? - 1 F fl.
P a g i e , C. F . , S e l e c t i v e A d m i s s i o n t o T e ac he r P r e p a r a t i o n .
Unpublished
m anuscript.
D i s s e r t a t i o n ( P h . D . ), New York U n i v e r s i t y , 1???.
- 7
9
-
-7 ? -
F atcher, V attie I . ,
" C u a l i t i e s o f P e r s o n a l i t y Compared w it h F u c c e s s i n
P ra c tic e T eaching."
p p. ? 4 P - ? 5 ? .
Peabody J o u r n a l o f f d u c a t i o n ,
71 fVay,
1 9? 4) ,
School and S o c i e t y ,
Hoffman, F. F . , " P r e d i c t i v e F e l e c t i v e A d m i s s i o n s . "
XLV ( J une 1?, 1 9 ? 7 ) , pp. ? ? 9 - P ? l .
F r i n e r , F. L . , " T i v e - Y e a r Ftudy o f T e a c h e r C o l l e g e A d m i s s i o n s . " Educa­
t i o n a l A d m i n i s t r a t i o n and S u p e r v i s i o n , YYTII (V ar ch , 19?7);, pp.
19P-199.
L a z e n t y , J . C . , " F e l e c t i n g Tomorrow’ s T e a c h e r s . "
YIV (Vay, 1 9 ? ? ) , pp . ?P4-?PP.
Ludeman, f .
F.,
C h i l d h o o d Ed u c a t i o n ,
"Academic and P e r s o n a l D u a l i t i e s c f F i g h - F c h o c l P r a d u a t e s
D e s i r e d by T e a c h e r - l r a i n i n g I n s t i t u t i o n s . "
rducational Administration
and S u p e r v i s i o n , YYII f A p r i l , 1 9 ? ? ) , pp. ? ? ? - ? ? 4 .
V o f f e t t , V. Ledge, The S o c i a l Pa c k i r o u n d and A c t i v i t i e s o f T e a c h e r s ’ Co l ­
lege S t u d e n t s ,
^ew York: P u r e a u o f P u b l i c a t i o n s ,
Colu mb ia U n i v e r s i t y , 1999.
T eachers' College,
Agnes, The Val ue o f C e r t a i n Measurement s in t h e T r a i n i n i o f Teach­
Fnyder,
ers.
Vd.:
J o h n s P o p k i n s U n i v e r s i t y F t u d i e s i n F d u c a t i o n , No. 9 .
J o h n s Hopkins U n i v e r s i t y , 19?? .
Fomers, C. T . , P e d a i o i i c a l P r o g n o s i s : F r e d i c t i n f
F altim cre,
the Success of Pros pec ti ve
Teachers.
Yew York: P u r e a u o f P u b l i c a t i o n s , T e a c h e r s ’ C o l l e g e , Colum­
b i a U n i v e r s i t y , 1P?F.
F tou ffer,
F. V.,
" F e l e c t i n g and T r a i n i n g T e a c h e r s . "
LVI (November,
Tiegs,
I P ? 2 ) , pp. ? ? - ? ? ,
Frnest F a lte r,
tion.
Success.
Food, Pen U .,
114.
An E v a l u a t i o n o f Some T e c h n i q u e s o f T e ac he r S e l e c ­
Flocm ington,
Ullatan, P. P . ,
School E x e c u t i v e ,
1 1 1 . : Du t l i o Fchool P u b l i s h i n g Company, 19 ?? .
The P r o g n o s t i c Val ue o f C e r t a i n ?a c t o r s P e l a t e d t o T e a c h i n i
A sh la n d, C hi c : The A. L. P a r b e r Company, 1??1.
" T e a c h e r F e l e c t i o n , T e s t e d I n t e l l i g e n c e and Achievement o f
T eachers-in-T raining."
? 7 4 - ?? 7 .
E d u c a t i o n a l Pecord,
YVII ( J u l y ,
1 9 ? ? ) , pp.
Food, C la u d e P o d c l p h u s , Coes ”P e r s o n a l i t y " Pave a C e f i n i t e end C o n s i s t e n t
fJse i n E d u c a t i o n ? C o n t r i b u t i o n s t o F d u c a t i o n , No. F2 , P e c r g e Peabody
C o l l e g e f o r T e a c h e r s , 12?9.
Y e a g e r , T r e s s a C . , An A n a l y s i s o f C e r t a i n T r a i t s o f S e l e c t e d P i t h School
S e n i o r s I n t e r e s t e d in T e a c h i n i .
T ea ch ers’ College C o n trib u tio n s to
F d u c a t i o n , No. 22P.
1???.
York: T e a c h e r s ' C o l l e g e , Columbia U n i v e r s i t y ,
-74?.
Pl acement
P e n n s y l v a n i a School J o u r n a l ,
Ade, I . P . , " F a r i r a r k s o f a Cood T e a c h e r . "
r.yyxVTTT ( P ove irb er, 1 9 3 ? ) , pp. 7 ? - 7 c .
Alirack, J . C . , " S e l e c t i o n c f T e a c h e r s . "
LTy (November, 1 ?? C ) , pp. ? ? - ? ! .
An d er s o n , F. F . ,
Amer i can Sc hool Board J o u r n a l ,
" P e t t i n g Vest Aid froir App ointm ent O f f i c e s i n S e l e c t i o n
fducational
of T eachers."
pp. 14«-149.
Pe s e ar c h b u l l e t i n ,
A n d er s on , F. F . , " T e a c h e r O p p o r t u n i t i e s i n 1 9 P 9 . "
Book, yVITT (V ar ch , 1 ? ? ? ) , pp. ? ? - 7 1 .
Fenson,
Charles F .,
A. C.,
<A p r i l ? ,
fducational
19??),
Pes ear ch
The Ou t p u t o f P r o f e s s i o n a l S c h o o l s f o r T e a c h e r s .
F u r e a u c f Du b l i c a t i o n s ,
Foyce,
VIII
T e a c h e rs ’ C ollege,
Columbia U n i v e r s i t y ,
" V e th o d s f o r V e a s u r i n g T e a c h e r s ’ F f f i c i e n c y . "
1???.
fourteenth
Yearbook o f t h e N a t i o n a l S o c i e t y f o r t he S t u d y o f f d u c a t i o n , P a r t TT,
191?.
Frogan,
Whit,
"Placement S e r v ic e in T e a c h e rs ’ C o l l e g e s . "
Ameri can As s o­
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C r a b b , A. L . , "The C o l l e g e Dl a c e ir e r. t O f f i c e ir. t h e L i g h t o f t h e ’’r e s e n t
S e v e n t h Annual Me e t i n i o f t h e N a t i o n a l A s s o c i a t i o n o f
S ituation."
Pl acement o f P e r s o n n e l O f f i c e r s ,
T i f f e n b o u g h , P. J . ,
1??0, pp.
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r u a r y , 1 9 ? l ) , p p . 1 1 ?- 1 1S .
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Pev i ew o f f d u c a t i o n a l P e s e a r c h ,
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C. L . ,
ness.
17-1?.
School L i f e ,
yVT (Feb­
" T e a c h e r S u p p ly and Fernand."
VTI ( J u n e ,
1 9 F 7) , pp. ? F ? - ? 4 ? .
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Pew York: F u r e a u o f P u b l i c a t i o n s ,
U niversity,
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1??P.
" F i r i n g of T e a c h e r s i n Small S c h o o l S y s t e m s . "
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F n i g h t , F. P . , Q u a l i t i e s P e l a t e d t o S u c c e s s i n T e a c h i n i .
Pew York: Con­
tr ib u tio n s to F iucation,
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F. P . ,
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of P u b lic a tio n s ,
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Alonzo F.
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(editor),
P r obl e ms in T e ac he r T r a i n i n g .
t i c e - P a l l , 1???.
C d e n w e l l e r , A. L . , P r e d i c t i n i t h e Q u a l i t y o f T e a c h i n i .
19?9.
Pew York: P r e n Pew York: F u r e a u
o f P u b l i c a t i o n s , T e a c h e r s ' C o l l e g e , Colui rb ia U n i v e r s i t y , 1 ? ? ? .
t " P r o c e d u r e s i n t h e S e l e c t i o n and App oin tm ent c f T e a c h e r s . "
Pev i ew, 7YYIY ( J a n u a r y ,
1 9 F 1 ) , pp.
1- 4.
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-7f, T e a c h e r P l a c e m e n t : A Phase o f Tea cher P d u c a t i o n .
H arrisb u rg , Pennsylvania:
1
U nstattd,
rp.
T e a c h e r Pl a c e me nt i n One Pundred S i x t y - s i x Pducat . i onal
J. P .,
J. 3 .,
P n iv e r s ity of V innescta, February,
and Hanson, F. V.,
Teacher S e l e c t i o n . "
p . 17.
W h i tn e y , P. L . ,
S t a t e Department o f P u b l i c I n s t r u c t i o n ,
c^.
Institutions.
U rrstattd,
F u lletin If?.
1? ?? .
Pp. Ff.
" P re feren ces of S up erin ten d en ts in
Mi nn e s o t a J o u r n a l o f P d u c a t i o n , V ar ch ,
The P r e d i c t i o n o f Te a c h i n g S u c c e s s .
t i c n a l P e s e a r c h V o n o gr ap h s , Ho.
P u b l i s h i n g Company, 1P?4.
Plcoiringtcr.,
NEW YORK UNIVERSITY
SCHOOL OF EDUCATION
•
HORARY
•
1PF7,
Jo u rn a l of Fduca111.: r u b l i c Schccl
D at a
C ard
U sed
in
Collecting
T e a c h e r s '
!
J ersey
Regarding
Co l l e g e ,
I nforvation
Appendix
C i t y ,
Alumni
V.
and
J.
Present
''t u d e n t s
of
the
St a t e
Ap p endi x
11
PERSONAL DATA SCALE
J. D. HEILMAN, Director of Personnel
Colorado State College of Education
Greeley, Colorado
v
Name_________________________________________________________________ Raw Score.
(Last name)
(First name)
A g e :_____y ea rs______ months. Male_____ ; Female----------
Percentile.
Location of college you are entering________________________________________________
DIRECTIONS: Under each of the following thirty items check those of the listed responses which most
accurately apply to your case. Please be as accurate as possible.
1. During my college course I intend to major in:
1._______
□ (a) Commercial or business education
□ (k) Music
□ (b) Economics
□ (1) Physical education
□ (c) English
□ (m) Psychology
□ (n) Science
□ (d) Fine arts
□ (o) Sociology
□ (e) Foreign languages
□ ( f ) Geography
□ (p) School administration
□ (g) History and political science
and supervision
□ (h) Home economics
□ (q) Education major (Rural
□ ( i ) Industrial arts
education, Elementary
□ (j ) Mathematics
education, etc.)
2. The organizations to which I have belonged and the activities in which I have engaged are: 2□ (a) Instrumental music (Band, orchestra, etc.)
□ (b) Boy or Girl Scouts (Camp Fire Girls, etc.)
□ (c ) Church organizations
□ (d) Dramatics
□ (e) Forensics (Public speaking and debating)
□ (f) Vocal music (Glee dubs, choruses, etc.)
□ (g) Honor societies—either national or local
□ (h) International Relations Clubs
□ ( i) Interschool athletics
□ (j ) Journalism (School annual and paper staff)
□ (k) Masonic orders (DeMolay, Rainbow Girls)
□ (1 ) Pep dubs
□ (m) Student council or other student government organization
□ (n) Y.M.C.A. or Y.W.CA. (Hi-Y, Girl Reserves)
□ (o) I have not belonged to any organizations
3. I have hdd the following offices in organizations listed above:
3..
(On the line In front of a name write the number of organisations In which yon have held that office.)
□ (a) President
□ (b) Vice-President
□ (c) Secretary
□ (d) Treasurer
□ (e) Business Manager
4. My home is in:
□ (a) A city of 6000 or more
□ (b) The country or a town or less than 6000
Copyright 1937, Colorado State College of Education
- 77-
□ ( f ) Editor
□ (g) Reporter
□ (h) Committee, Council or
Cabinet Member
□ ( i ) No offices hdd
Page 2
B astL M M t
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
7. I like the high school subjects in general:
□
□
□
□
a)
b)
c)
d)
Very well
Well
Neither like or dislike
Dislike
8. The number of hours per week which I devoted
to the preparation of my lessons during the last
year in high school was:
□
□
□
a) 0-4 hours
b) 5-24 hours
c) 25 or more hours
9. My age at high school graduation was:
□
□
□
□
□
a)
b)
c)
d)
e)
15 or under
16-17
18
19
20 or over
□
□
□
□
□
□
□
□
□
□
□
□
□
□
a)
b)
a)
b)
c)
d)
a)
b)
c)
d)
a)
b)
c)
d)
Less than one
One or more
lt o 49
50 to 99
100 to 199
200 or more
Very high
High
Average
Low
Very high
High
Average
Low
The three school subjects which I like best are:
(In the column labeled “Beet” place a "1” in front of the
subject which yon like heat; “S” in front of the subject
liked next beat; and “8" in front of the subject liked third
beat).
6. The three school subjects which I like least are:
(In the column labeled “Least’* place “1” in front of the
subject which yon like least; “1” in front of the subject
liked next to the least; and T in front of the subject
liked third from the least).
10. The number of years which elapsed between my
high school graduation and college entrance was:
11. The number in my high school graduating class
was from:
12. My admiration of the capable student is:
18. My admiration of the industrious student is:
□
□
□
14. In comparison with the other high school pupils,
the efficiency of my work was reduced or inter­
rupted:
□
(a) On account of physical ill health
□
□
□
(b) On account of physical defects
□
□
□
(c) On account of emotional upsets
□
□
15. Did you do any reading supplementary to your □
assigned dasswork?
□
□
□
□
( j)
(k)
(1)
(m)
(n)
Art
Biology
Chemistry
Commercial
English and literature
Foreign language
General science
History and civics
Home economics
Industrial arts
Mathematics
Music
Physics
Sociology
5 ...
6.
_____
7.
..... .
8. . .
.
9...
10........
11........ ........
1 2...............
18................
14.
1. Less often
2. About as often
3. More often
1. Less often
2. About as often
3. More often
1. Less often
2. About as often
3. More often
(a) None
(b) Very little
(c ) Some
(d) Much
(e) Very much
(a)_
(b)_
<c)15_
16. Even when there are no external distractions I
find it difficult to keep my mind on my studies:
□
□
□
(a) Rarely or never
(b) Fairly often
(c ) Very often
16-
17. The ONE type of problem on which 1 most felt
the need of aidvice during my high school course
was:
□
□
□
□
□
□
□
□
(a) Educational
(b) Family relations
(c ) Financial
(d) Health
(e) Moral
(f) Religious
(K) Sex
(h ) Vocational
17.
18. Of the followincr traits the TWO which were most helpful
in high school are:
□ (a) Ambition
□ (b) Character and personality
□ (h)
□ (i )
□ (c) Friendliness
□ (j )
□ (d) Health
□ (k)
□ (e) Industry
□ (1)
□ (f) Initiative
□ (m)
□ (g) Interest
to me for successful work
Interest in reading
Native ability
Promptness and regularity
Sincerity and honesty
Study habits
Willingness and cheerfulness
19. Of the following traits the TWO which handicapped me most in doing successful
work in high school are:
□ (a) Deportment
□ (b) Dislike of teachers or subjects
□ (k) Lack of selfconfidence
□ (c) Distance from school
1) OutBide interests
m) Overconfidence
□ (d) Finance
n) Poor in some subject
□ (e) Health and physical defects
o) Poor study habits
□ ( f ) Impatience
□ (g) Lack of effort
P) Procrastination
□ (h) Lack of initiative
Q) Shyness
r) Slowness and carelessness
□ ( i ) Lack of interest
s) Stubbornness
□ ( j ) Lack of natural ability
20. I decided upon my lifework at the age of:
21. The grade level on which I am planning to do
most of my teaching is:
22. I am planning to attend college:
28. Financial provision for my attendance at college
has been made for:
24. The degree of interest shown by my parents in
my high school work was:
26. The grade or g r a d e group last attended by my
father was:
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
18.
19-
a)
b)
c)
d)
e)
15 or under
16-17
18-19
20-21
22 or over
20
a)
b)
c)
d)
Below the fourth grade
Grades 4 to 8
The high school
Not planning to teach
21
-
a) One year
b) Two years
c) Three years
d) Four or more years
22
a) Two years or less
b) Three years or more
28
a) High
b) Average
c) Low
24
a)
b)
c)
d)
e)
f)
26
Grades 0-7
8th grade
Grades 9-11
12th grade
1-3 years of college
4 or more years of college
Pace 4
26. My fa th e r’s principal occupation belongs to th e following group:
26.
O (a) Professional— Owners, officials and managers of companies, banks and industrial enter­
prises; scientific workers such as architects, chemists, civil and electrical engineers; teach­
ers, authors, musicians, doctors, lawyers, etc.
D (b) Business—Business and minor supervisory occupations, nurses, actors, apprentices and
assistants to professional persons, etc.
I~~) (c) Skilled— Farm owners and tenants, building trades, electricians and mechanics, dress­
makers, beauty operators, clerks, stenographers, bookkeepers, mall clerks and carriers,
sheriffs, detectives, telephone and radio operators, boarding and lodging house keepers,
practical nurses, operatives in factories, etc.
□
(d) Semi-skilled— Operatives in mines, cement works, paper mills, steel mills, etc.; firemen,
policemen, guards, street car and bus conductors, R.R. yardmen, truck drivers and chauf­
fers, housekeepers, laundry workers, waiters, etc.
□
(e) Unskilled m anual— Farm laborers, lumbermen, deliverymen, Janitors, gangsmen, news­
boys, soldiers, sailors, servants, cleaners, etc.
27. My hobbies are:
□ (a) A rt, photography
□ (b) Collecting
□ (c) C rafts, mechanics, woodworking □ (d) Dancing
□ (e) Dram atics, debating, oral English
□ ( f ) Group athletics
□ (g) Home arts, sewing, cooking, etc.
□ (h) H orticulture or raising anima *.
□ ( i ) Individual sports
□ ( j ) L iterature, creative w riting
□ (k) Movies
□ (1) Music
□ (m) Radio, electricity o r other aspects of science
□ (n) Reading
□ (o) Social life, games
□ (p) Travel
□ (q) I have no hobbies
27-
28.
28
The kinds of literature which I like very much a re :
□ (a) A dventure and detective stories
□ (b) Biography
□ (c) D ram a
□ (d) Essays and philosophy
□ (e) Fiction
□ ( f ) H istory and current events
□ (g ) H um or
□ (h) Inform ation
□ ( i ) Poetry
□ ( j ) Science
□ (k) Travel and geographical inform ation
□ (1) I do not like any kind of literature
29. My ONE m ost im portant reason fo r going to college is to :
□ (a) Engage in college athletics
□ (b) Enjoy social life a t college
□ (c) S atisfy th e desire of parents, relatives or other persons
□ (d) Improve m y social standing in life
□ (e) Improve m y opportunity fo r earning a living
□ ( f ) Fulfill m y desire fo r learning
□ (g ) Prepare fo r some worth-while life activity
29
SO. The m ethod which I use m ost frequently in studying m y lessons is :
□ (a) Reading only once
□ (b) Reading several tim es
□ (c) W riting a sum m ary o r outlining
80
/y
NEW YORK UNIVERSITY
SCHOOL OF EDUCATION
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