need for special training today the fact that two-thirds of the persons replying had no special vocational training should be a matter of concern to responsible leaders.

TABLE 5.-Number and percent of high-school graduates and nongraduates who had no special vocational training, by States

One means of determining the effectiveness of a vocational education program is the extent to which it is an asset in securing employment. The percentages of those who had vocational training indicating that it was helpful or had no effect in securing work are shown in table 6. Although these data are subjective, they represent the honest opinion of the respondents and should have significance for school officials and teachers in suggesting the need for studying the reasons why special training was not helpful to graduates and nongraduates in securing employment. In some cases there may not be an opportunity to use the training received because of the absence of related occupations; in other cases the training received may not be adapted to needs; while in still other cases there may be a change in occupational objective. Such information as indicated above should be useful to school administrators, teachers, and counselors, and its proper use in a guidance program should be helpful in making vocational training more effective, not only in securing work, but in making progress in it.

Relation between job and grade attained.-The percentages of men holding given jobs the longest who left school at certain grade levels. are presented in table 7. Calculations were made for only a selected. number of occupations for which the numbers seemed sufficiently large to validate conclusions. About the same proportion (40 percent) of

farmers left school in the ninth grade or earlier and in the eleventh and twelfth grades, respectively. Approximately 60 percent of the carpenters remained in school until the eleventh and twelfth grades, and 18 percent left in the ninth grade or earlier. Seventy percent of the auto mechanics remained in school until they reached the eleventh or twelfth grade, while the corresponding percentage for plasterers was 74.

TABLE 6.-Number and percent of high-school graduates and nongraduates indicating whether their vocational training helped or had no effect in securing work, by States

Such facts as are given in table 7 may be helpful to counselors in advising students concerning the grade level usually required for retention on given jobs. While nothing in the table suggests the degree of success reached by persons engaged in the various occupations who left school at certain grade levels, the chance one has of remaining in the occupation with given grade attainments is implied.

TABLE 7.-Percentage of male high-school graduates and nongraduates who held given jobs the longest and who left school at certain grade levels

Relation between curriculum pursued and job. For the average person the requirements for effective occupational adjustment indicate the need of a closer relation between his schooling and the type of work he expects to follow. While rapid changes in modern society make it difficult and unwise to attempt to train for prospective employment in specific details, that education should prepare one for effective occupational adjustment seems to be a reasonable demand. A knowledge of the relationship of schooling to the job for a large group of graduates and former students should be of value to school administrators in studying curriculum revision and adaptations, and to counselors in advising students concerning the need of planning and prosecuting their educational programs on the basis of a definite purpose. Data concerning the jobs held longest and the curriculums pursued in high school for persons included in this study are shown in table 8. Apparently few persons pursued curriculums designed definitely to prepare them for their work. For example, only 15 percent of the farmers pursued an agricultural curriculum and 13 percent of the carpenters and 15 percent of the dressmakers, a trade or industrial arts curriculum. Thirty-seven and 34 percent of the

auto mechanics and shoemakers, respectively, pursued trade and industrial arts curriculums.

The lack of relationship between curriculum pursued and job held longest may be due to the same factors suggested as influencing the effectiveness of vocational training in securing work, namely, lack of adaptation of training to needs, and changed occupational objective. In addition it should be remembered that, according to all available studies, the majority of Negro students pursue academic curriculums, and that they pursue them (1) because of the absence of other curriculums and (2) because of a lack of guidance. The lack of relationship, therefore, between the curriculum pursued and the job held longest may not be so much a reflection on the individual, as a challenge to the school.

TABLE 8.-Percentage of high-school graduates and nongraduates holding given jobs the longest who pursued certain curriculums in high school

Occupational Maladjustments

As the length of time a job is held is not always a criterion of success in the job, so also the number of times one changes one's job is not always a measure of maladjustment. However, in general, such changes are expensive in both time and effort, and often in the use of materials. It is important, therefore, to know the extent to which the school's products change jobs and the reasons for the changes in order to determine what can be done to reduce the number of changes, to minimize their deleterious effects, and to reeducate those who make the changes.

Reason for changing job.-The reason given by respondents for change of job held longest were: "Discharged," "work temporary, "to take better job," "dissatisfied," "unqualified," "maladjusted to work," "business failed," "to continue education," and "other." (See table 9.) Among the men a larger percentage of nongraduates than of graduates changed job held longest because they were discharged and because they were dissatisfied. The differences between the graduates and nongraduates who changed job because they were either unqualified or maladjusted are negligible. Among the women a larger percentage of nongraduates than graduates changed because of each of the following reasons: "Dissatisfied," "unqualified," or "maladjusted." The school should have a particular interest in reducing the number of cases of maladjustment. This may be done to a great extent by giving attention to personality traits and particularly by developing in students the art of getting along with people.

TABLE 9.-Percentage of high-school graduates and nongraduates who changed jobs held longest for given reasons