the wxrmr m wmmm cms am as80giate& with tmm …
TRANSCRIPT
mwTmmcm m THE wxrmr m wmmm cms AM
m.% AS80GIATE& WITH TMM SUCCESS m &&ASLTMSITS
OF VOCATIONAL A Q M E M W K
APFFTOVSB:
DR»4E*LE CIIIWILFII}
eZ^tt^rJL. FRWIMM
MILIAR FRAL ASUR
&AMI»IFCTE« 'MEMBER''
DIFFERENCES HI THE EXTENT TO WHICH CERTAIN FACTORS
ARE ASSOCIATE© WITH THE SUCCESS OF DEPARTMENTS
OF VOCATIONAL AGRICULTURE
wmmgiTAmm
Presented to the Graduate Council of the
Rtrth Texas State CoHefe i s Partial
r«tfiBowMt «C the R e c r e m e n t s
For the Degree of
DOCTOR m EDUCATION
By
Ridstey F. Sheltan, B. S. , M. S-
Denton* Texas
August, If SI
TABLE OF CONTENTS
I%g«
LIST OF TABLES, iv
Chapter
i. i t h t r o d u c t i o n i
H. EVOLUTION OF THE OBJECTIVES OF VOCA-TIONAL EDUCATION III AGRICULTURE. . . 2T
HI. IDENTIFICATION OF ACTIVITIES DEMOTING SUCCESS IN DEPARTMENTS OF VOCA-TIONAL AGRICULTURE 40
IV. SELECTION OF THE MOST SUCCESSFUL AMD THE LEAST SUCCESSFUL DEPARTMENTS OF VOCATIONAL AGRICULTURE SS
V. THE RELATIONSHIP OF CERTAIN FACTORS TO THE SUCCESS OF DEPAR TJMBENTS OF VOCATIONAL AGRICULTURE. . . . . . 74
VI. CASE STUDIES. I f f
VS. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . . 288
APPENDICES. 314
BIBLIOGRAPHY I f f
Hi
IJS*F OF TABLES
I. Rafcisgs as Activities JDenatiag $»ee##» U likS "WstiFSl
i m#Slw@PiPwF Wm W W^ms^Wmm^ '.4 m •
U. Im^oxtasce «f «n& Jtar C#nt -Is SUtiftaga *»* Jyeifcrtll®* Denoting
01. W«igM«<i Vila* &i Astlviii## BtatiilBg Smcmm in WmMiwait A^icmimxm
IT. Svakallsm *f Annual Vwrk Slaratartls tor j&£|MK3?$JIISl&3&$r& &i "VOCi fl4di tMPBKjl AgS^*
I# • » « » • • « » •
VF. Computation af AsMweisseat Scars* #1 Aeffcvifci©* Deiug|lti| Sac'ces# in Befnift»e»ls tf YmaMoaai Ag*i«
. . . . . . .
Vl. •< ttun B m m One si th* M M Succe* sful
ft*
VH. •*wna»«**fe8'«M»: wf j§j# Af MireMiBil SC9*e ftf Gtee el fb» i»ea«t Sac<s eaafcal 3De|»airt-yyis*rt*y V0C2tli0BltI ii
61
&?
m
VT3L AcM«ve»*©»i $eft*e» »fITU J>epa*rt3*»«at« YoeatlaHsai AgricaJtaire Ba#«4 ©a X&amNi Activitie# &ffiatk| Bmmmm 1» Department* «t Vocational Agjrieal*ar<t. . 4*§
tor
l»*g®
IE, sf the T**«£ui** wiife Cmmmm*
X. AsasMiiatilaai ffiC Teachers wUfc Gamtjaaa*
'• ''''' T»a&h«t 0 thTe^hersa f Other * # *
of i»€»n-
' tact iltil Hi® T&c«ttt»al Africaltuare .•• « # - • - *
nfcfti. WM«I*. tfee Fablie Ik <live» FaMicity Eeiattve to the fwrn^mt
K^«i©ltersf Radla &ad • • # • # • * •
MimtMvmmm wMi Whieh JPayeal® Are • Kept atbout Hi* Vscattamal
•r • * X¥l . Farm Experience of the Teachers
XWL W *PMr
•f T each#*« Whs Have ' Worked an Farms. . . , . . .
XVH. Frettt^acy with Which Warm of Te&eliei'e Km Seen Sup«pi#rae»te4
§;* it m *
XVJU, Fields la Whi#h Te«eh«yB UltA Fre-Servlce
Oil f t
2£IX. 8 m « sf CJwiati la T«ct*§eai Agriculture SfefmsA 'If1 Teacher# After Entering Teaching. • # • •
Table
30L. Mmxm U Credit in Agricaltarai. Education Earned by Teachers in Fra«S*rrie«
WmIi*- *'
XXI. Mwmfomx •»£ Ifetk* wf Practice ft*; Done Vy Teach©*# Before
|> * * » • -# *
3Q£Qt. Hamber «£ Agrletilt&raJi and f>3r9£ea«l&&ai Magasstafte Read Regularly fey
• * •
xxm. Educ ational Sn«titati on firwsa Whteh
X3&V. Length af Time top TWnJgik S&iMsrvised
&XT. fiaa* at WMisfc le Set
XXVI. Visitatloris by the leaehe*® tl*« Pnvali of Their Stadeafcs.
XXWM. Per €ex& 9-1 Hfcasieafcs Guided t» a &9&if)letian I»®Rg-fiasei Supervis ed Farm-
« • •
XXVIII. <*mr Gent ®f uatee that Meet the Reguiremente ft* 13m 'Fatara Farmer 1»egr eas . * • • ' •
•SOCHI, Pmt Cant #£ T i m that Studen |« Make ' far Crucial Units of
3S3PE. J*»r Cemt af Time the Written i m i Av« Uoed as a Guide for . 1*4*#4 WWmiS^-9W90mmm, % * % *
vl
f i i l f
xx<mu saf Teacfeesr# aatli© S»n
*• * Basi s far
ItGvml iti/n.
Maim
jflBBflL PerCent of the
at
Used far Future
of Stu~,. .
I l l
I IS
'llllMiUj fell-It Ma# Been Gouraea
Business Matter of
* * • •'
* . •
an the Extent tD Whteh t&e JU&ag*TiKi« Teaclilng f*i?3g;rais»
Hec&l the
I. jpi§* Cent Effectively in Con tmd
P i t Ceat ofSta&eats
t i l t
lit
Adequacy ni Inetructismal tlmm t® Establish IMfMhi In Fa3PHal»g While '
• -# *
XI*. ©£ Y e t c t o i 9®. 2H$tX'£bt3$i*m W ^ P P - a t i l i Tfgii- IRlBrro - >-> - .- 4B*iifri'-gtfrir BW&ifc A ,ny>rtf"iw-1*111*1 run# d
TMcwng TiBoe star Bw«iaf>t8g s i^rMf «»d W^-SalUme«*i
• * * * ait
*tt
*'<
W&rm AWed ta Estab*
r *
(I WMek Twang F a r m e r a l lEfca:topmcti®tt A r * Supplemented with
«a» Ar r aoigement af
S* improving the Wmm ttii*s*ii?» fa* f f f
.Utr
* "~p f ~i •# » »
ftMtM&jdl an4' Iai'ormed of Hi# V ch:^tionai A g ric ul -
* * f , -r w, p # » #
X1»VH, Fe 0f le Eespanaible imt BeUmg Hp -ami
tore Stwdea**• St • *- f * r \ j*- * # #
.. ;»»£&•## for *. * « * •
Problems Are S d t o r N * to the School #• 4k * ;: jf - *.
mAtib
, f i t l
Tafel* S&fp,
igft yy^jpi^f^y 'WlAsW1 Is^^tiSui# '• ' M&te^&d ta ihe Schi&l A4m&al&~ Z' fervt^r* |» Faasllclfate ia T«e»*
tional Agrie«ite© Aefctvlf&ss, . . 130
L.II. Fre%aeaef wtfii Which Mutual Agreement on -^ J L f niriifn # 4 V Jft attif-ttftir'-iS"' rfb' w T F ~ 'am r.^"rt*rir V J I i
WmM^f -It Reached with Seh#»l Admim»Wrafc®r a , . 131
jypBu Irani WmiCT xiBi^iraa^ A**© get Up ia &*»s Instrwefciiwa , . , , 132
unr . Jobs Are Pe*£ari»ed Aimually %y BmpmrtmsnU . . , . » .. # , . 13.1
V 3MF Tatar j P ^ ' |'ii niiai 4 fl*. |r|,. nj. iiiiiin j j ' if J f e flr aii 1 liffiffifih rr raJfeffcii- irtr iHr ' • tfnnf flj|" rrin
MmW* www %*£$•»- me v That Are Fauna Boys 134
«¥*&• mWw^$mmm^ mmM WMWM (M|P3JS> l,#WIJlIl||g Avis A*« Q««d Sm Hue Teaching P w r n ^ i M T ^ . . . . . . •. 13$
I»V9p~ ,Scsi^tEidfned''fay^aie Two €**©»$»» af -iRm-ni iMiii - A i*h iiii r * " fotr*iic-' .J&fEfe * _ a t* .® ' I f f iiiii "^r i l r i i i &***
- jjN£partm0&i:$ iflft m v i t s t certain ?«*efctaf4f4* 134
P a ¥&e &ct#at to Whfch l*o»g*Ti«Mt Teaching :S*3rt*grai3a8 Ay# Ardttsd Stt|»ea*vis@4 Farmiag Fragrams of
' flferiHi## , . . • , - * - . . » 'IS?
U3£. Air©i*ag« K u i W r a£ Ciaae-Time M:&«Ers UsaaJtt'y X7s«d la TxuMog Each Cim-t a l t Team / J 38
I.X, JMNffit id Which ifa* Tacatissiai Agflcsilttre ©apaaftmeat I t by &e Teachei' as He S««® the Ne ed 140
fac
f a k t *
hX t * A t t i tude Wh ich . Jwettv«iy # mmA
r|j|
ffce femchef i a IJevelaf tag
l ^ v e l #f fttf«ire#t l & k l M t e d t t t i r a te rs i n a W«tt*E®wwds#it ¥ te«r t t» i i t t
# • *
af Ks€Ottrag«meat Extea4®<i' Sek&ai Adml i t t s t r a t a * t » Uk© ITac&tisaal Agr tc^ faBNi leacfaesr i n
] 4|fcS
i * x r v . Marn ier i f t WMel i d i e ftctatil Js<imtei#l*al©r . Sispp3Tl.« tl»© 1N|«*#- F«rwtfe*» n£
A m e r i c a Chapter . . . » , . ,
3USCV. ESK&mi a£ ^ajrtfeeipatian by the Setaa i i n C e r t a i n
# #> * # #
L X Y I , c^mpt i t& t iaa ts€ Scwre* m f ^a f tSe i fa i i tm a€ Schaoi JMifflalMstratai'© i a Ce r t a i n
' Vt>cattma| Ag r i cu l t u re Sltaatioriar. .
S r t e n t t » W&tefe tfc® Adtdb^sfcrats? Kn aw s $*# Wtereabosit# of ft® Teacher of Vocat ional A g r i c a l t e r s A l t e r
.. wmk Each B a y * . ••- » * .
taw to the W e a t l a » a i J g v t *
* * *
CUveat t» t&e VtwaMHawsal T«a«i**r % ®*# Schawl
Adnats i * t *a to r . , . . , „ .
|4S
TaOst® s i ilitie® in
- £»* Temehl&g EeTtain Areas s i S*l»j«ct Se t te r* . * * !f&
IJCXIL, $$$»•» &;»»»$ by the f w a #r&«jwi sat l ^ g $ 3 4 ^ ill ilie* £»r Teaching Certain Subjects. . 155
SIOIIGU of Haasing tm VDcationtal AgflcuSta're BepeiftiBftmt , ' .*. . * , *' I f f
J£PE|&' ISkMw^Mfttwt " W ' « W l i #
SB^k IMbwoft JBMppBrMbwi|dfc» '* * l i t '
JUXXV. Quality af Furniture to Vocatta&al Agti#, f^^PPHlPP mm ^ f i p j ^ p p i ,
;«$& <£%*& s i ©Hi®# * . * I f f
fcaqrofc. Adequacy la. {&s* i w Accommsdating Largest Cl&is . . . Iftff
SuKKfSII*. Wv®qmumy mi&t, f M « l t&e To^atisiiat Ag*i* culture 0«partm-«itt: Is f^widwi wWx
-'" J**9|®rt Stew Facmil#s. ':. . . . | i |
UCXTD2. AdcMgoacy of #ao& Farming $Utta$i$Gui la -the OomtEMamly tv* €2Mt#«';to4f. * » S4&
LXXIX. Adequacy of Sch^l Farm in Size for aemanstiratloa and Class .
|*a|p4lKtaR taf ttue City |6§
LXXX£. Area *tf the School District in 8qtt»s» Milea. . 166
I*3CX33I. ifiM»k«sr of Stoieat® is. Mlglx Seitasi. * , . 16?
3LXXXXS. Agriciiltural JPogrc&a&att of the CommttEity. . 168
&ae$f$|¥V ;^ |(r^®aaiie P* t 6««t- #f Wimmmm Em§atg®&
_.i... _._.t CM M .v,v*. . *', .* t i f
LXXXV. Pattern #f fcnri €Nm«*»Mi> & ^ Community.. | ?0
mmWmWl
Wstemxn &£ Faj-aatog to ike _ OtRKVMMitf« . . » , ,
Pair Cent al jU&ui ta •• fear Tmmt#* * • r ••• ., . • *
IWKSklWlli# JPpf Oral: »f l i m l Population Bag-agjMt && Fall t i m Farming • W , a •
J*3DCXI3£, Ciiaiage# €Je«arrt«f t» Sl«e and M&mbe* $f Farms fen the L>ast Fifkeeu. Te&fa. » ,
C*afc #1 Employed Earal Papulation Bagaged In ltart»Tbn« Fmvmtmg* * »
XC$. Age Pattasra »f Farmers la the (Hammmdtf.
U Pattern ol Soil' Types to. the CgmmiaBlty. .
we Pmieaaimm t* ifee y®eiri gBiat •, In ft# C
3C€TV\ Frefaemey «f Methods Is I&teaded &» Ike Cammimity ,
XCV. Scores Estrued Irjr fcfe® 0j
Cotnmimities
jPSHfJ#- f5«ia®i«g; law VMsattanaI J^ppiewlt«.ra Tejusliftr ta**w in A» CSdmMpltyv * / . • t
of Vocataanal Agariieulfeai'e j Teacher Tttrsftsvar vigfc ffcat mi Other feaclaer P^ataset, „-• ,. ' . .
If®
m
174
ITT
I f f
trf the Scare fJ£f£ereaB&e* . ' - , ' Aaaociated with the Success a£ 2>epari~
; -..- ii&iiBt#, al""
nit
rm« Fag#
X€IX. Acfeltt*e«a*»| Sc area Earned by Case t t t l r Defmrtaieai Number One. « . , ig f t
€* Achievement Scores Sac*** hj ' $ t a # Jgtop*rtm«at Umsih&s Two, * . , $ |$ -
<3L A c M w a e n i Seares Earned by Olse Eteparit&eni Number Infer#®. , . ' g f$
CSC. AcltievtmeQi Scares Earned fey Case i t ia ly Depaytmeat Fa®*. . . . 142
Cap* Jkcbievemeai Scares Earned by Case Sfcaiy B^paartmeat Httmbej* Five. . . . . JS6
Achievement Scores Earned by Case Sta%- Depavfcjavnt Ma»be* Six. . . Zll
CHAPTER I
JNTRODU CTIGN
One »i Hie mast important of the major industries of the Culled
States Is agriculture. Without i ts products for sustenance the
nation would be economically weak. Saunders (1, p. 77), in Hie
Southern Planter states that, "Agriculture has become a dynamic
force in tike Americaa economy, lit this country has learned one eco-
nomic lesson it i s this: Empty pocket-hook® on the f a r m do not turn
the wheels of industry to our cities.M His statement i s well i l lus-
trated in the statistics of agricultural income and of national income
as shown by the economic index of the nation f rom If00 to the present
time.
Secretary of Agriculture Benson state® that
The objective of agriculture is to provide consumers with high quality food and fiber a t reasonable prices, improve the productivity of basic land resources, and contribute to higher levels of human nutrition and of living {2, p. 7).
President Eisenhower states that
Our agriculture has a far deeper meaning for the entire American people than is represented only in the abundant products of the soil. Our great ci t ies--our mighty industr ies--our business and professional ac complishments - - our educa-tional institutions - - our high living standards—are possible because of the efficiency and productivity of the American farm (4, p. 2).
The Hoover Commission, the bl|>«rtiiaa commission on organi-
sation of the Federal Services which was headed by former President
Hoover at the request of former President Truman, reported that
The soil is the source of America's economic strength and pBwtr. - Because more Americans are engaged in agri-culture than in any other single occupation, it is f rom this source that we derive our greatest purchasing power, it is here, too, that we get raw materials to keep the wheels turn- ' ing, because, except for the commercial fisherman, the farmer is the only producer of primary replaceable wealth.
Production and utilisation of food and fiber a r e important at any time, but during a period of war, or a threat of war,
they become even more vital (8, p. 1).
The many statements similar to these about agriculture that
have been made by prominent citizens of the country to indicate
the important position in which they place agriculture. They recog*
nize agriculture as the source of a major portion of fch<r natural
wealth and the basis for the Mgh standard of living and health enjoyed
by the people of America. The. maintenance of agriculture in this
high position should be one of the chief objectives of every American.
It also seems that it would be wise to give greater strength to the
agricultural program as it provides the food and fiber for nation
with its ever increasing population.
President Eisenhower states farther that
In the past half century our nation's population has almost doubled.
In the next six years our population will grow by the equiv-alent of the total population of oar great neighbor Canada, The promise that this rapid growth of our country holds out to all our people, and especially farmers , i s tremendous. It repre-sents 7, 000 more breakfasts—7, 000 more dinners—7,00# more suppers each day than tike day before <4, p. 2).
Many After people and, organizations a re v»Uiag the |r concern
about the problem of national population increase. Educational organ-
izations m t g n i x t the problem with reference to the increase la
number of scholastics in the nation. The 3W4 Delta Kappan recog~
nizes national population increase a s a problem by making a r e f -
erence to It in Its Ma|; 19 54,issue (3, p . U>3). It indicated that the
Population Reference Bureau, Washington, D. G. , predicts that tike
world's population may double within the next thirty years and that
more than one half of the people of the world a r e already underfed.
It i s evident thai the importance of agriculture as a leading
factor 4a the national economy is weU recognized. It is also recog-
nized that the problem of maintaining and strengthening the present
high standards of living of the people throughout the nation is associ-
ated with a strong national agricultural program.
Secretary Benson states that
I champion the interest of the fa rm people because 1 s in-cerely believe that it is the interest of national welfare. . . . The most important method of promoting the tang time welfare of farm people and the nation is the support of adequate pro-grams of research and education i s the production, processing, marketing, and utilisation of farm products and in problems of rural living. This program with freedom, has enabled f a rmers I t do their full share in providing the American people with the highest level of living .in the world {1, p. 7).
The Hoover Commission indicates the course for the success f t
American Agriculture when it states that
One of the primary reasons why American agriculture if the »3«t productive and effective in the world l» because oar nation has the mast efficient and effective system of training its future f a rmer s and of teaching new techniques to establish f a rmers through extension-type programs operated through our land-grant college* (8, p. 4).
The Hoover Commission farther indicate* that
It i s apparent why any program aimed at training future custodians of Americans productive farmland n u s t be strengthened and made move effective wherever possible, {8, p. 3-. - ' ;
It seems that the people who made the statements above recog-
nized that strengthening the educational programs in agriculture is
an urgent national need.
Che of the leading educational program* in agriculture i s voca-
tional agriculture. This educational program is conducted by 8694
secondary schools in the United States and its possessions and enrolls
•lightly more than 16), 000 student® <6, p„ 85). it is an integral part
of the total educational program and contributes to the general objec-
tives of the school |1E, p. 13}. This educational program is relatively
new. It became a par t of the secondary school curr iculum in 1918 a s
a result of the Smith-Hughes Act which was passed'by the United
States Congress in 1917 (10, p. 26.).
Significance of the Study
During the thirty*seven years that vocational agriculture has
been a pa r t of the secondary school curriculum in the United States,
many steps have been takes to eliminate its weaknesses. However,
there * r t m m y weaknesses that yet remain. One of te i t the
apparent ineffectiveness s»f the program of work la many local depart-
ments nrf vocational agriculture. Through studies of departmental
records the*# a*# indications that many departments of vocational
agriculture have never progressed beyond the lowest degree of devel-
opment, and that some have been abandoned. Others, however, have
been outstandingly successful to achieving those objectives by which
the program ol work fu vocational agriculture edaeatiim I* justified.
This wide variation that occurs between fee most successful and the
least successful departments is the result of mm yet unidentified
causes. Although it is recognized that the location of departments
in a reas of the state more favorable to agriculture may have an ..
important influence m. the success attained fey those departments,
records indicate that other departments in l e s s lavsrable areas a re
mare successful than some other departments that a r e located t» the
most favorable areas . It appears that there are other and less
spectacular factors that a r e responsible for the differences la the
success that i s attained by departments of vocational agriculture.
Statement of the Problem
The problem of this study Is to determine if certain factors
which may be associated with quality of programs of work a r e
significantly different in Hie most successful departments of vocational
agriculture In selected areas s£ teams f rom those In the least success**
departments la the same a r e a s .
A consideration of the following suh^problems i s involved in
solving tike mala problem.
1. Evolution of tiie objectives of vocational education i®
agriculture.
2, Identification of'activities denoting success ia departments
of vocational agriculture.
3. Selecting the most successful and' the least successful
departments of vocational agriculture.
4, Determining the relationship of certain factors to the
success of departments of vocational agriculture.
Scope of the Problem
This investigation is limited to an analysis of the departments
of vocational agriculture in vocational education in agriculture a r eas
five and s ix of the State of Texas. There a r e about two hundred
departments in these a r eas , hut only Chose that have been in opera-
tion for three years or more a r e considered.
The factors associated with the quality of programs of work in
departments of vocational agriculture that have bees investigated la
this study a r e limited to the following five. They a r e sab-divided
a s shown below.
1* The [email protected] of vocational agriculture.
A* Fersonal factors
B. Pre-adult background
C. Educational experience
0 . Work ncpei i tsc*
2* Teaching techniques used by the vocational agriculture
teacher.
A. Program organisation
B, CU8a«r»om procedure
€ . Fairs' and show*
&. Procedures outside the c lass-roam
1. The school administrator.
A, His attitude toward vocational agriculture
B. His attitude toward a well-balanced over-all school
program
4. Facilities available for conducting the program »f work.
A. Buildings and furniture
B. Shop and class-room equipment
C. Facilities outside the class*room
B. f a r m s , ranches aad other industries in the community
5. The community as a factor.
A, Size of town, csmmunity and school
B. Cooperation given the department by the community
i
C. Type of farming a m
P . Pattern of land ownership and tenancy
£ . Location relative to metropolitan areas
TftMi activities engaged la. toy departments of vocational agrieul-
tare for reaching the objectives of vocational education in agricul-
ture that have been Investigated, a re limited to eleven. Vocational
Agriculture Form* four* five, six and eight which a re reproduced
in Appendix C show these objectives. A ii#i of fife® eleven with an
explanation of each follows.
I . Developing State Farm Degrees~(I» Texas, the Lone Star
F a r m Degree).
A. Candidate requirements
1. Must have had a good record of work in voca-
tional agriculture preceding election to the State
Farm Degree
2. Must have held membership in the Future Fa rmers
of America Chapter for at least two years
- 3. Must have participated satisfactorily ia Future
Fa rmers of America Chapter activities
4. Must have completed at least two years of voca-
tional agriculture
5. Must have in operation an outstanding supervised
farming program (several farming enterprises)
4. Must be regular ly enrolled to a c lass of vocational
agricttlt are, or must have completed aU the voca«
tional agricul ture in the school l as t attended
' ?. Must be familiar with the state and national pro- '
visions of the Fa ture F a r m e r s of Amer ica Consti~
5. U u t be able to demonstrate proficiency in p a r l i a -
mentary p r o c w b r M
9. Must be able to lead a group discussion fo r fusty
minutes
19. Most pass some occupational or Fatare Farmers
of Amer ica lest (a t e s t in producing some livestock,
poultry or field crop enterprise)
11. Must have earned f rom Ms supervised farming
program at least $333.31 plus an amount to equal
$500.00 I r a n oti*er agr icul tural work and have If
deposited in a bank or- otherwise productively
invested
1H, Must show outstanding ability in leadership and
cooperation as shown by his Future Farmsrs of
Amer ica rep o rd
13. Mast have a satisfactory scholarship r ecord ce r t i -
fied to by his school superintendent or principal
10
14* Most have participated outstandingly in e o m w u i t y
and agricultural development (5, p. 17).
II. Developing American Farmer Degrees
A. The candidate mast
1. Have held the Skate Farmers Degree
2. Have been a member of the Future Farmers of
America lor at least thirty-six months contin-
uously
3. Have a record of satisfactory participation in the
activities of the local chapter and the State Asso-
ciation of Future Farmers of America
4. Have satisfactorily completed at leaat three years
of instruction in vocational agriculture
5. Have hem oat of school loir at ieaat twelve months
prior to the National Convention at which the
Degree is granted
6. Have in operation an outstan«&ng program of super-
vised farming that has shown comprehensive and
continuous growth
7. Have earned at least $666.66 on his supervised
farming program plus an amount to equal $1000.00
from other farming work and have it deposited in a
bank or otherwise productively Invested
I I
§. Show sstataadiag ability la leadership
9. Have a s&fcislaetory scholarship recordeer t i f ied
t e fey his school superintendent or principal
<S» p. 17).
SI. Farm enterprise projects developed per student
A. Examples of farm enterprise projects
1. Mmt calves for market
2. Beef cows for calf production
3. Boars far service
4. Barrows far market
5. Sow# fa r pig production
6. Hens for egg prodactiois.,
7. Com for feed
8. Cotton for Mai production
9. Oats for market
10. Grain sorghum for feed
11. Tomatoes for market
12. Peanuts for hay
IV.- Improvement projects developed per stndent
A. An improvement project is a large undertaking involving
a ser ies of jobs which a re done to improve the appear*
aace and sales value of the farm, to make more profit*
able and easier to operate, and to increase the comfort
or convenience of the farm.
I I
B. Examples of lmprsvtmeat projects
1. Developing an orchard
Z . Wising the tome (at electricity
3. Developing a pasture
4, Developing a purebred livestock pragnn.
V. Supplementary farm practices completed per student
A. A supplementary fartn practice is a farm jab under-
taken for experience or for the development of a skill,
and it is in addition to the practices included in a
pupil*s production or improvement project®.
B. Examples of supplementary fama practice jobs
1« Pruning fruit tress
2. Colling hens for egg production
I . Controlling insects
4. Controlling diseases
5. Dehorning cattle
6. Docking sheep
7. Planting shrubbery
VI. Improved farming practices completed by young and adult
farmer®
A. Examples of improved farming practices
1. Using improved sires
2. Controlling erosion of a«U
IS
3* Planting improved strains of plants
4, . Using certified seed
- 5. Culling herds and Hocks
4» Terracing farm land
7. Pianting legumes in crop rotation systems
8. Fertilizing pastures , • • ;
VII, Former students retaining membership in the local Future
Farmers of America Chapter
A. Active membership . -
Any male student regularly enrolled in ato all-day d a s a
In. vocational agriculture may be an active FFA member,
and he may retain that membership for three years after
fli# first National FFA Convention following Ma gradu-
ation from or leaving high school, or until he becomes
twenty *mxe years of age, whichever length of t ime is
greater p. 15}.
B. Associate membership ^
Following termination of active membership states, a
member automatically becomes an associate member
45, p. tt}.
VIH. Participation of the department in contests. These contests
a re f i r s t participated in by a department on a district or
are# level. Certain of fee winners on this level a r e
14
permitted to participate in the same contests a t a s ta te
level, and Hie first place state winners a r e permitted to
participate in the contest at the national level.
A. Judging contests. (These have been recognized by the
national Association of Secondary School Principals
as desirable and worthy o£ continuation.)
1. Dairy cattle
2. l ives tock
3. Poultry
4. Meats
5. Milk
6. Grass
7. Land
B. Leadership Contests
1 * Chapter Conducting • (-largely parliamentary
procedure)
1. F a r m SHU Demonstration
3. Future Fa rmer# of America Qui*
4. Radio Broadcasting
5. Television Broadcasting
4, Public Speaking {% pp. 3*7)
HI. Former students remaining in agriculture for a livelihood
A. Types of farming situati on*
IS
1* General — A situation la which livestock, poultry,
dairy products, fi«ld c r i ^ t , . t rack crops and frui t
may all be produced on the same farm.
Z. Dairy farming — Emphasis i s placed on the pro-
duction $1 dairy cattle and dairy products.
3. Livestock farming -* A situation in which emphasis
i s on the production of beef cattle, hogs, sheep or
goats as single enterprises or in combination with
each other and where most of the feed may be
grown for these enterprises on the same farm
4. Ranching -* A situation in which beef cattle, sheep
or goats may be produced in. relatively large num-
bers , as compared to the a n m b n indicated In
livestock farming, and where there is a sufficient
amount of land available to sustain the herds or
flocks by grazing when conditions are suitable
5. Poultry farming — A situation in which the emphasis
i s placed m the production of poultry for any of the
purposes practiced
6. Truck Crop Production- * Situations i» which the
vegetable crops may be produced as individual
crops o* as combinations of several crops
14
7. Fruit Production-- Situations la which the various
or nuts way be produced *• individual crops
or as combinations of a«v«ral af them
0. Nursery Stock Production — The production of
fruit, nut* or ornamental plants for sale
f • Grain forming -«• Situations In which emphasis i s
placed an the production &l any »i the grains an a
large scale
10, Cotton Farming-- Situations i» wbieh emphasis la
placed on the production of cotton on a large scale
X. Former1 .student# entering fields allied to agriculture
A. Examples of allied agricultural fields
1» HoH conservation work
2. Agriculture and extension work
3. Teaching vocational agriculture
4. Agriculture experiment station work
5. Agriculture representative® far civic and com-
mercial concern*
6. United States Department of Agriculture serviees
7. Feed manufacturers
8. Feed scientist
9. Feed salesmen
10* Agriculture produce merchants
17
II. Agriculture produce buyer#
I I . Agriculture newsmen and Journalists
13. Teachers Ia agricultural college® wit® teach ag r i -
co l ton l subjects
14. Trainers of teachers of vocational agriculture
15. Agricultural educational officials l a state depart-
ments of education
XI. Farmer students »»t employed i& any form of agriculture
A. These people, though not concerned directly with agri-
culture, are in a p&aitlaa to help guide the Jteal , state
and national agricultural policies la a mare sensible
manner than are those people who know little or noticing
trf the problems confronting the producer* of agricul-
tural commodities.
B, These people a re potential land owners, and as such,
should have at least a knowledge of the b u i e principles
which all land owners should know about their pMit i t lea* .
Definition of Terms
1. Areas—The tea ®e*ittaa» into which the State of Tessas i s divided
for supervising the programs of vocational education in agricul-
ture. Only two of the a reas will fee considered in this study. They
a re areas five sad six. The following counties are included in
these areas;
I$
A. Area Five—Collin, Cooke, Dallas, Denton, Fannin,
Grayson, Hunt, Kaufman, Montague, Pwker . Rockwall,
• ;: Tarrant, and Wis© • .
. B. Area Six—Bowie, Camp, Cass, • Delta, Franklin, Gregg,
Harrison, Hopkins, Lamar, Marian, Morris, Faaat&t
Rains, Red River, Rusk, Smith., Van Zandt, Wood, Titos,
and Opsher
2. Area leaders—The supervisor of vocational agriculture in each
area
3. Categories aegomplished—This has reference to the extent t§
which the local department* of vocational agriculture have par-
ticipated in lb© eleven educational activities listed i s the Scope
of the section of this ftudy .
4. l*east successful departments —Those departments that have par-
ticipated least in those educational activities by which the success
of a department is measured
5. Most successful departments - - Thos e departments &»t have par-
ticipated most la those educational activities by which the suc-
cess of a department I s measured
6. Records of &chievement —Those r ecords from each department
showing its accomplishments
7. V A —This i s an abbreviation t i fbe words "Vocational Agriculture.
If
Sources and Availability of Data ij»ifiiiiii)>ii)i|iiiii^m>ii«ifwi)ri»' iii.iiiiimi»wfifiijii. • iiM iwiiipiiiiiiifliiiKirtniii mi«ffwiiiiSftfwiiw(»iiiVLiijiiffl>L- iiijwwiiiiiiiiwiiiTO
Certain educational leaders provided pertinent data fur am in
the study. Among them were the fallowing: Tern# State' Comwiissioner
of Education Edgar, Assistant Stale Commissioner for Vocational
Education la Texas Browning* Acting State Mrector for Vocational
Agriculture in Texas Hart, and the Area Supervisors far Agrieul-
tural Education la which the study was made. Executive Secretary
at the American Vocational Association MoMey and Chief of the
Agricultural Educational Service Sgmatsn of the Federal Office of
Education contributed information for use Is the study.
Ottw#r swmtcm af Information include
1. JLocal de t r imenta l toifarmatioa from records an filt In
the Texas Education - Agency Offices at Austin, Texas
t» L»oeal departmental information from records on file la the
area offices of the Texas ©location Agency
3. Data from vocational agriculture teachers in areas five and
six* (This information was secured through case studies
of certain departments and through responses to a ques-
tionnaire by vocational agriculture teachers from certain
departments.)
4. Current literature in the Held of vocational education in
agriculture
5. Current literature t» the field of general education.
20
procedures Employed and Trutouttt of ©ata
I. An extensive study of the literature in both fields #1 education,
g « u n l and vocational, relative to curriculum development and •
curriculum administration was first made. • ^
Z. Area* State, and National officers of •vocational education -la •
• agriculture were contacted im recorded information relative
to achievements in fbe eleven selected activities of local depart-
ments of vocational agriculture.
3. Five factors, associated with quality of programs of work in
vocational agriculture were selected for investigation. They
included the fallowing! •
A. The teacher of voca&onal agriculture •
B. Techniques used in teaching vocational agriculture
C. The school administrator '
0 . Facilities available for use in teaching vocational agriculture
£ . The community in which the department of vocational agri-
culture lis located. • '
These factors have h e m stated in the Scope pi the •
4. A study of the records -of achievement la the eleven activities was
made of each of the local departments in lite- study area far the
purpose of determining the relative position of the various local
departments. The relative position of the departments was
determined by the evaluation they received when their
m
achievement score# were computed from their participation In
the eleven activities engaged in by departments.
§. The eleven activities used to locate the relative position of the
local departments of vocational agriculture were evaluated
according to the extent to which they help in achieving the
major objectives of vmmtiaaai education in agriculture. These
objectives are as follows:
1. Make a beginning and advance in farming
2. Market farm products advantageously
I . Produce farm commodities efficiently
4. ' Conserve sail and other natural resources
5. Manage a farm business
6. Maintain a lav arable environment #0, p. 21).
6. A questionnaire was set up for securing information from the
local departments am the five factor s associated with quality of
programs of work. A copy of this questionnaire was sent to
the teachers of fifty of the most successful and fifty of the least
successful departments of agriculture, as determined by their
record of achievement, for securing information to determine
if the f ive factors are sigadficaatiy different in the most suc-
cessful departments f rom those in the least successful
departments.
11
7. Case studies were mad# of three of the most successful and
three of the least successful departments of vocational agricul-
ture £9# the purpose of making "on the ground" studies of the
e j e c t s of the five factors associated with the quality of programs
of work on the success mi the department. -
8. The answers Id the questionnaires from the respondents in the
two groups of departments were analysed for determining if the
"certain factors" in the two groups -are significantly different.
9. The case study findings were analyzed to determine if there were
factors different in the two groups of departments.
10. 1%# atrmgftt and weaknesses indicated by the analysis of the
questionnaires and the case studies are tihe basis from which con-
clusions are drawn and recommendations are made.
Eelated Studies
A few books and many articles have been written. . » the subject
of improving the quality of programs of work in departments of voca-
tional agriculture, but most of them have been of a suggestive rather
than of an Investigative nature. However, the Federal Security
Agency through the Office af Education has mad* several surveys for
the purpose of evaluating departments of vocational agriculture. One
of these, An Evaluation of Local Programs of Vocational Education
13
in Agriculture, sets up certain standards by which departments «f
vocational agriculture may be rated.
' Perhaps the most closely related work la this study was that bf
C&mer at Michigan State College. . la ktl» investigation of the p r w *
tices of two groups of vocational agriculture teachers of varying
pjroflcieacy in conducting programs of supervised farming, he found
that there were many differences between the mast successful and the
leas t successful groups. l ie located famwtmm tme.hmi.tgms cha rac te r -
istic of &e programs conducted by tlw mas* successful ffcaeluKro
that were lacking ia thase of the least successful ' teachers . '7k#
teachers included m Ms study group were rated a r placed in rank
o*4er by applying a i m measures of effectiveness to recorded d»ta
of their local p ragrams of supervised farming (?, p. 1?).
Stephens investigated the {actors involved in the selection of
wp«irviaift| teachers of vocational agriculture in the State of Minne-
sota and found that ftett war# significant differences between the
training and experience background of the supervising teachers and
a random sample of agriculture instructors . There were also d if-
ferences between the character is t ics of the local p rograms of work,
the teaching procedures and the attitudes of the two group* f i t , p. 60).
While* also of Michigan State College, investigated die teach-
ing abilities of forty-f ive teachers and found that their educational
background was a very important factor in the efficiency that
24
they exhibited in teaching selected l ive stack eater prises { 13,
f>. SI ) .
Most »l the investigations that have been made have concerned
only one particular phase M the vacatiimal agriculture p ^ g » m 9!
wtMfk. ' Each has indicated a wide variation In the approach that
teachers have made la their attempts ta Had desirable' *e&itl»n* to
agricdLtaral education pr&btems. These investigations indicate
that there are many factors in a teaching situation that might
influence the effectiveness s>£ the program $1 w$rk in a department
of vocational education in agriculture.
CHAPTER JHBUQGRAFHT
1. Agricnltaral Mew# letter, "What W*xm l e t t e r s Are Saying, » . -' E, I. DuPont Nemours and Co., Inc.» Wilmington 98, -
Delaware, XXI ^September-October, 1953}» 77.
2, Benson, Ezra Taft, "Agriculture Today," The County Agent-Vo-Ag Teacher, IX (-July, 1955). 7.
3. Editorial Officer*. "Keeping Abreast in Education, " The Phi XXXV (May, 1954), 3$S. '
4, Faulkner, T. 1.., editor, Vo-Ag Teacher# IHreetory and Hand« bo0k, Auburn, Alabama, 1955.
§., Future Fa rmers of America, Official Mayrosal, Alexandria, Virginia, Future Farmer Supply Service, 1954.
. 6. Future Farmers of America* Proceedings gf the Twenty-Siagth Annual Convention of the Mational Association of Future Farmers »f America, French-Bray Go., Baltimore, i^ylUnd,^October, 1953.
7. Garner, Raymond Andrew, "Practices §£ Teachers of Varying Proficiency in Conducting Programs of Supervised Farming in Vocational Agriculture to Michigan," unpublished doctor4• thesis, Department of Agricultural Education, Michigan State College, l*an»ing, Michigan, 1951.
8. Hoover Commission# Heorganization of the department of Agri* . culture, Washington, Government F a t i n g Office* 1950*
9. national Association of Secondary School Principals, "National Contests for Schools,11 The Bulletin, XXXIII (October, 1949)* 3-7.
10. FMppe, JLIoyd J . , Handbook on Teaching Vocational Agriculture, Danville, Illinois, Interstate Printing "Go.* 19'^. .
11. Stephens, Glenn Z.» "Factors Involved in the Selection of Super-vising Teachers of Vocational Agriculture In Minnesota*»
25
26
unpublished doctor's thesis, DepurtaMttt vi Agricultural Education, University •&£ Minnesota, SI* Pwskt If 52.
12. T«mm8 Education Agency, The Texas Prpgr&ta of ¥acational Sduca-- Map m Agriculture, ^AagtiiiC~TSe Agency, if®*!*.
13. White, Paul Conrad, "Factors Associated with Certain Abilities Possessed and Jofog Taught in Sheeted I4vesfcsck Enter* prises toy Teachers at Vacations! Agriculture In Michigan, " unpublished doctor^ thesis, Department a< Agricultural Education, Michigan State College, I^ansmg, 1951.
CHAPTER II
e v o l u t i o n o w m m o b j e c t i v e s or v o c a t i o n * ,
e d u c a t i o n m
The purpose of this chapter i s to t race the development of the
objectives of vocational education m agricul ture, mod to indicate
the legislative enactments of the Congress of the United States f r om
which they a r e evolved.
Status of Vocational Education. F r b r to 1914
As a result of a fr iendly controversy which arswut between & •
f r iends of vocational education, a joint resolution fcy Congress was
enacted on January 20, 1914, which authorised the President of the
United States to appoint a Commission which should consider the
need and repor t a plan for National aid to vocational education (2,
p. 715). Pursuant to this act Pres ident appointed the following
nine persons to serve as metnhers of the Commission:
1. Senator Hoke Smith of Georgia
2. Senator Carroll S. Page of Vermont
3. Representative D. M. Hughes of Georgia
4. Representative S. D. Fess of Ohio
5. John A, i#app, Director of Indiana Bureau of l eg i s la t ive
27
I t
Information, Indianapolis, Indianaj Secretary of Indiana
Commission on Industrial Agricultural Education, 1912
6, Miss Florence M. Marshall, director of Manhattan Trade
Sctoti , New Turk City; member of Massachusetts Factory
Inspection Commission, 1910
?. Mis# Agness Nestor, President of International Qbve
Workers' Union, Chicago, Illinois; member,Committee on
Industrial Education, American Federation &£ JLabo*
S. Cbaybs A. Pros ser, Secretary,National Society far Hie
Promotion of Industrial Education, New York City, and
9. Charles H. Winslow, Special Agent, Bureau of Labor
Statistics, , Washington, B. G.; member of Massachusetts
Commission on Industrial Education, 1906-1969 (l,p. t ) .
The Commission investigated many sources lor determining the
need for national aid to vocational education in the various trades
and industries of the nation. Among those investigated were national
organizations, state superintendents of public instruction, city
superintendents of public instruction, county superintendents of
public instruction, trade unions mA employers in various businesses
(l» W* 121). Typical of the responses to inquiries sent by the
Commission were the following reports:
I . Resolutions of the national Association of Manufacturers,
eighteenth annual convention, Detroit, Michigan, May 19-21,1913:
2f
The National Association of Manufacturers to Convention assembled expresses l is judgment a s follows concerning voca-tional education: - . . . .
F i rs t , it i s ft© porpftse -&£ vocational education to save, educationally, that 50 per cent «f the children of the land who
leave school by the end of the sixth grade, undirected, unskilled, uninformed* and to train them and others of all ages •in the essential# of successful and happy workers i® their chosen occupations, in commerce, in manufacturing, in agri~ culture and in hwwem making. . . . . - • . - . .
Third. It is c h a t t y .necessary that State and local board# of control he established, consisting principally of employers
• and e m p l o y e e t h e vacations, thereby assuring that the instruction given shall justify the confidence and hope of students, parents and the vocational interests whose cooperation i s essential to proper outcome. Failure has p r i s e d every great attempt a t vocational education mot s® directed #* p. 101).
t Resolution of the National Metal facades Association, 1913.
Be It resolved, That the national Metal Trades Association i* convention assembled, recognising that fee future prosperity of t&is country and the welfare of i t s people i s dependent upon . ttwsir efficiency i» the house, the shop, and the farm, believe strongly that Federal aid of « substantial character for indus-tr ial household a r t s and agricultural training, fitting young people for all kinds of useful and wage-earning occupations should lie g r a c e d t*y toe National Government i t the earliest possible moment. . . . | I r p. 102).
3. Resolutions adopted at a recent meeting of the Southern
Education Association held at Houston, Texas, tf t l* demanded
that
Agricultural education should have its rightful place in the instruction of the rura l population, and we heartily com-mend the efforts of the many agencies now at work to give training in this and allied subjects to IJie children in the rural communities ft, p. 103).
so
4. Statistical findings relative to the movcn«nt of working
people from state to state within the nation indicate Suit voca-
tional education should be supported by the Federal
The responsibility of the Federal Government do## not
arise primarily from the feet that the resources of some
states are, relatiV* to the resources of other states and to
their own educational needs, insufficient to support good
schools, nor from the fact that so long as the schools are le f t
dependent upon general property taxes a s se s sed by the states
severally* the schools in some states aar# certain to he for
an indefinite period comparatively Inefficient. Th® responsi-
bility arise# from tike .fact feat there i s sach a large
age of the people who leave the state in which they were born
and reared and l ive and work in other states. Statistics indi-
cate that: in 1910 nearly 17, 000,000 natives of the United States
were found living in states other than 'A* state of their birth
<1» pp. 106-U0)*
5, County superintendents of public instruction indicated that
more than SO per cent of the farm toys, 1st school or oat;, were
without vocational training and that the school districts were
generally unable to provide coursas of instruction for them
pp. U0~I37>.
31
6, Reasons given by the states in favoring national grants fair
. v M t t i w a l education included: a, Education 4# * matter of
national importance; b* State and local fund® are not adequate;
c. Rural communities cannot afford vocational education; .
L Many states have the maximum rat® of taxation and are still
«®aM-e to provide vocational education; and g. It would equalise
. educational opportunities in all the states <1>. •
7. The Commission found that vocational education in agri-
culture was badly needed because a well trained farm population
is necessary to restore and maintain a dwindling supply of good
land which i s the basis of sustenance for an ever increasing
national, population ft* pp. 92-93}.
The Commission considered that the needs indicated- in the
responses to its questionnaire were of sufficient importance that
Fed«ral aid to the states for vocational education was justified and
reported its findings to the Congress on June 1, 1914,
The Commission reported in its findings that there i s a great
and crying need of providing vocational education that wilt prepare
workers for the more common occupation® in which the great mass
of our people find useful employment in every part of the United
States-—to conserve and develop our resources; to promote a more
productive and prosperous agriculture; to prevent it*e waste s»f
32
human labor; to supplement apprenticeship; to increase the wage*
earning power of tha productive workers; to meet the increasing
demand for trained workmen; to offset the increased east of livings
Vocational education is therefore needed as a wise business invest-
ment for this nation, because the national prosperity and happiness
a re at stake and the position fa the markets of the world cannot other-
wise be maintained. Vocational education is further needed to demo*
crat ise the education of five country, for its indirect but positive effect
on the aims and methods of general education, for the prevention ad
industrial and social unrest, for improving the standards of living im
the nation, and for satisfying public demand for vocational education
(1, pp. 12-29).
These findings, according to the Commission, justify the initiation
of programs of vocational education in agriculture, ham# economics
and trades, and industries. The findings also indicated that many
of the states would be unable to finance a vocational education program
adequately and that Federal cooperation in the program would be
repaired (1, p. 13). These were recommended to the Congress of
the United States as a basis upon which to develop legislation for
vocational education.
n
LegUI«tiv« Aets Providing for Vocational
Education i» Agriculture • .
The Congress af ter receiving the r ecommendationi of fee
Commission on National Aid to Vocational Education proceeded to
develop legislation that would effectuate the recommendations. The
first act of Congress providing Federal aid for vocational education
was the Smith " H u g h e s Act which was approved February Z3, 1917
(3, p. VHJ. This Act i s basic to the present national Vocational
Education Program because it contains provisions which apply to la ter
acts . It provides for t h e annual appropriation® of funds to be d i s -
tributed to fee state# for the promotion of vocational edueatiaa I®
agriculture, t rades and industries, and home economics, and for
the training of teachers for those fields, f t i s stil l in effect f f ,
p . VB). 'Hie Congress on March 10, 1924, extended the provision*
of Che Smith-Hughes Act to Hawaii, and continued f rom year to
year to adjust the Act for the purpose of providing for the changing
need® of vocational education. The George-Reed Act wa» approved
February §» 1929, an act extending the provisions of the Smith-
Hughes Act for Puerto Etc® March 3, If SI, the George-Ellaey Act.
May Zl, 1934, the ©ewge-JOewn Act June 8, If M, and the
Harden Act August 1, 1946 f l , p. VH). These acts , in every casa,
authorise practically the same provision® for vocational education.
m
The Gearge«&arde» Act* haweirar* pravided far new p i u u t t af waric,
including caunselUng and vocational guidance f3» p. VH).
Provisions Mm&mwl«ed far Vacatianal Education In Agriculture by Acts 0! GanfXttas
The remainder af thisitudy gives consideration ta vacatianal
«4sc«d>aa to «|tic«diar< w l y . Tha general p r w i i i a u for v » a t i » s i l
educati&n autharij6«d by acts of Congress apply 1$ tfewe ««vtr«l
field* af vacatianal education. The pravisians authorised Include
#1# fallowing: - -
1. Sducattan af less A M callage grade i t t» W f rov ld td .
2. Education la be gives la schaais ar d M i t t will be under
public aupwsrvisiam a* central only.
%. States bave primary responsibility fa r pramating, develap-
i» | , and aperatlag the education pragraa&s.
4. Instruction must be designed ta meet tbe needs af persans
over fourteen years af age wha a re preparing far farming
ar wha are engaged la farming.
5. Supervised practice in agriculture must be pravided fa r a t
leaat l i s mafcths in each year (3, pp.
These pravisians are mandatary in the aperatian at the pragram.
Purpas.es af Vacatianal Education
Several purposes af vacatiaaal education have emerged since
the Cammissian an National Aid ta Vacatianal Education presented
15
its recommendations to Congress. The purpose of vocational
• education i s to
1. Provide training /in trades and industr ies/ .
2. Develop skills, abilities, under standings, attitudes,
working habits* and appreciations /In those who participate
itt the program/ . -
' 3, Impart knowledge and information needed by workers to
enter and make progress in employment on a useful and
productive basis
4. Become an integral part ol the total educational program
5. Make a contribution toward the development o£ good ci t i -
zens, including their health, social, civic, cultural, and
economic interests
6. Fit student® lor useful employment
7. Meet the needs of persons over fourteen years ol age who a re
. ... preparing for*, or who have entered upon, work of various
occupations (3, p . 1).
Most of the provisions and purposes of vocational education have
evolved from the concepts of the Smith-Hughes Act. The vocational
education program of work was restricted to a very narrow range
of activities until the George-X>een and George-Barden Acts were approved
by Congress. These acts provided for more flexibility in executing
36
the provisions for vocational edaeatto®. The George-Deen Act pro-
vided for the "further developing of vocational education which pra-
vision extends educational opportunities to all wko wish to take
advantage ol them" (5» p. 1). The George-Harden Act provided lor
the "omission of some of the specific limitation# on the use of funds
and for the inclusion of vocational counselling and guidance, which
w e r e new phases of work in the vocational programs" {3, p . 2).
Objectives Developed for Vocational Education In Agriculture
Out of the provis ions of the various vocational education acts and
the purposes of vocational education have arisen the objectives of v©ea»
tional education in agriculture. These objectives have been and still
are very narrow in concept.
The original concepts of the objectives of vocational education In
agriculture seem to be rather restrictive as to their use in the total
educational program. It seems (hat these concepts of the objectives
of the course of instruction imply complete emphasis on the pro-
duction and marketing of agricultural products and on the manage-
ment of the farm business. No thought, apparently, was given in
the objectives to the relationship of agriculture to other industries
of the nation nor to the position of agriculture in the economic
structure of the nation. There were no implications In the original
concepts for the development of agricultural leadership above the
ST
ideal Am interpreted by Phipps from the statement of a
w t b a a l committee on vocational education in agriculture, "TIMI
major objective of vocational education in agriculture i s the objec-
tive that must be obtained to secure proficiency in farming on the
part of those now engaged in farming and of prospective farmers" -
(4, p. 21),
The Federal Security Agency indicate# that
The major objectives of vocational education in agriculture
are to develop effective ability to:
1. Make a beginning and advance in farming
3U Produce farm commodities efficiently -
%, Market farm products advantageously
4, Conserve coil and otibter natural resources
5. Manage a farm business, and to
4* Maintain a favorable environment {3, p. 18).
These objectives of vocational education in agriculture are
very important in the development of successful departments of
vocational agriculture. The originators af the objectives of the
program, and those who adhere strictly to the above objectives,
were and are l inking probably of the development of a strong local
program of work in vocational agriculture and not of the broader
concepts of the program as implied in the George-Been and the
George-Barden Acts.
u
Those abjective® »£ vocation*! edacatioa ia agriculture which,
have evolved firwai the vocational education acts aad from the pur-
poses of vocational education are the criteria by which activities
denoting success ia departments of vocational agriculture are idea*
ttfied to Chapter IE.
CHAPTER B1BJLIOGRAPHY
1, Commission on National Aid to Vocational Sdoeatioa, Report • ^ Commission an Rational A»4 to Vocational Bdnae&tioa,, VHhingtsiL, 0 .C .« I?. S. Governmeat Printing Office, 1914.
1* Congress of the United Stakes, Congressional Record# House ol Representatives, Washington, B. C . , V* S. Govern-ment Printing Office, December 22, l f | 6 ,
1, Federal Security Agency, Office of Education, Administration of Vocational Education, Vocational Education Bulletin No. U Revised 1948, Washington# D. C. , United States Government Printing Office, t f 4 f .
4. J . , A Handbook shr Teaching Vocational Agri-culture, Danville,"' Illinois /"Tnter state Printing Co, 7*952.
5, United States department of Hie Interior# Office al Education, Agricultural Edneatlon Organization and Administration, Washington, O. C . , U» S, Government* 1940.
m
c H A P T m m
IDENTIFICATION OF ACTIVITIES DENOTING SUCCESS Iff
BEPAXTMSNTS OF VOCATIONAit AGRICUL.TUEE
Tk* FWfMe of this ckift«r i t to tataUiA the identify ®f c«r»
tela activities and outcomes to teaching vocational agriculture which
denote success ia departments si vocational agriculture. These
activities and mUsbms are associated with the objectives indicated
ia Chapter II upon which evaluation of departments may he made.
Chaages **** develop 6a the behavior oflearners should he the
measure by which the success of a program of education id deter-
mined. If desirable change* ia behavior do not occur, it seems
that the program has little value,
Objectives aet up for courses ia vocational edacatioa ia agr i -
c altare may he identified aa chaages that are desired la the behavior
of students participating ia the atady. Many of these change* i a
behavior may he determined statistically, bat the extent of change .
cannot he ascertained t a t accurately.
The major objectives of vocational education ia agriculture
as shown la Chapter II a r e to develop effective ability to
40
41
1, Make a beginning and advance la. farmin g
Z . Produce far® commodities efficiently
3, ' Market form products adv aatageously
4." Conserve soil and other natural resources
5, ' Manage a farm business
6. Maintain a favorable environment $2* p. 38).
£Bdtt% fee physical and the social aspects af the ward
'•environment" are referred to In this study .J
The effectiveness of departments of vocational agriculture i s
U«i«d on the extent to which the major objectives of the course af
study have been attained, These objective® are of such na ture that
they may be unassured by the extent to which local depar tments of
vocational agriculture participate in the activities and achieve the
outcomes included in their teaching programs* Records a r e kept
by each department which indicate the extent to which it has partici~
pated in desirable activities and has attained the outcomes sought l»r
in vocational education in agriculture. These record# a re Mad in
the local departments or in the area or state offices of agricultural
education.
The eleven activities and outcomes In teaching vocational a g r i -
culture that have been selectdd for measuring the success of depart-
raents of vocational agriculture in this study have been Mated in
Chapter 1. They are also listed as Appendix B. They were selected
41
because records of their pmvi&twmmm by local departments pi voca-
tional agriculture are available, «ad because they are an indication
' a s to whelfeer the objectives of vocational education i& agriculture
have been attained by local departments. A summation of the score*
resulting from «a evaluation of ail the eleven selected activities and
outcomes far each department #f vocational agriculture indicate#
the arithmetical l e v # -wt attainment feat the department has achieved
relative *# fee abilities outlined by t&e objectives of vocational
education ta agriculture.
Identification of Activities Denoting Success in
Depar tments of Vacatitwaal Agr icul ture
. Identification of those activities which denote success in depart®
meats of vocational agriculture may be made most easi ly by indi*
eating the manner in which the activity serves to develop the abU«
i t ies that are needed in achieving the objectives sought for in the
program of study. They are further identified in several reports
af accomplishments that have to be made by each depar tment of
vocational ag r icu l tu re to the Tessas Education Agency. These
report forms are given in Appendix C,
Developing State Farmer pgyreea
The first of the eleven activities denoting success in depart-
ments of vocational agriculture i s developing State Farmer Degrees,
4 i
or L»one Star Farntr i as they are called la Texas. The require-
ments f a r these degrees indie ate that the candidate who has earned
such a degree has developed several, If nst all, of the abilities that
are set up as the obj ectives of the course 4m vocational agriculture.
The first of the objectives of vocational education in agriculture
is to "make a beginning and advance in farming," • - '•
The holder of the State Farmer Degree most have among other
qualifications the following:
1. Must have completed at least two years of vocational agriculture
2. Most have .had a good record of work in vocational agr i -culture preceding election to the State Farmer Degree
3. Must have in operation an outstanding supervised farming program (Several farming enterprises)
4. Must h a w earned by his own effort* f rom farming ar other agricultural work mmi have deposited ia a bank a r otherwise productively invested at leas t $506. §0, two-thirds of which must have been earned from Ms supervised farming program
5. Must be regularly enrolled in a class of vocational agri* culture, or mmt have completed all the vocational agri*' culture ia the school last attended {4* P* 17).
These five of Che fourteen requirements for the State Farmer
Degree indicate a beginning and an advancement in farming. When
a student enters vocational agriculture, he is expected to set up a
plan, that he desires to follow in developing a long-time farming
program |3 , p. 5). With the initiation of the farming enterprises
44
get up in thi« p rog ram, fee makes a beginning in farming. Mis
advancement in f a rming 1# indicated by h is c smfcinta&tion in the voca-
tional agr icul ture course and by Ms having developed Ms long- t ime
fa rming program to such am extent that fee has managed to ea rn and
have Invested at l ea s t $333,33 from the p rog ram. Having to
tion an outstanding supervised fa rming program I# further evidence
of M s advancement in farming.
The second and third objectives of vocational education in a g r i -
cul ture are "to produce farm commodities efficiently" and " to
market farm products advantageously. n These must hare been
demonstrated by the State farmer candidate in earning and in invest-
ing $500.00 while he developed his long-time farming program.
As a candidate achieves the twelfth requirement for the State
F a r m e r Degree* "to develop an outstanding ability in leadership and
cooperation*" he i s aiding in attaining the sixth objective of voca-
tional education in agriculture, "to maintain a favorable environ-
ment. " When a candidate has earned the respect and won the support
of M s assoc ia tes to such an extent that he has been success fu l in
developing outstanding ability in leadership and cooperation, he is
aiding in maintaining a favorable environment.
Developing American F a r m e r s
The second activity denoting success in departments » l voca-
tional agriculture i s that of developing Amer ican Farmer Degrees .
45
The requ i rements for these Amer ican F a r m e r Degrees a r e
the f ail owing*.
1. Me m m i have held the State Farm®* Degree preceding election to the Degree of Amer ican F a i m n ,
2. He m a s t l a v e been an active member of the Fu tu re F a r n u v i of Amer ica continuously for 36 t®o«tt*s.
3. He most have been out of high school fo r a t l e a s t twelve months p r i o r to the convention a t which the degree 1* granted.
4 . ' He » u » t have earned at l e a s t $1,000. 00 f r o m M s mtn f a r m -ing e f fo r t s and other agr icul tura l work and have i t deposited to a bank or otherwise productively invested. Two-thi rds of this amount w a s t have been earned" f r o m h i s supervised farming p rog ram.
5. He m a s t have in operation an outstanding supervised f a r m -ing p rogram, the productive p ro jec t s of which m u s t have shown continuous and comprehensive growth.
6. He m u s t have developed an outstanding ability In leadersh ip and coopera | ion a s shown by Ms Fu tu re F a r m e r s of Amer i ca activity r eco rd ' {4, pp. 17-18).
The requi rements for the American F a r m e r Degree indicate that
the success fu l candidate h a s attained all of the objectives of vocational
education in agr icu l ture except perhaps number four , which Is "to
conserve soil and other natura l r e s o u r c e s . " However, soil and
other na tura l r e s o u r c e s general ly conserved when a fa rming p r o -
g ram of sufficient me r i t to e a r n the Amer ican F a r m e r Degree I s
conducted. The candidate has definitely "made a beginning and has
advanced In f a r m i n g . " He has ' 'demonstra ted eff iciency l a the
production of f a r m commodi t ies ." He has "marke ted f a r m products
*6
advantageously." He teas Mdemonstrated that he can manage a f a r m
business." He has demonstrated these abilities by the continuous
growth of Ms farming p rogram and by having earned and invested
the amount of money required for the degree. He has aided in main*
taining a favorable environment because his Future Farmers of
America activities in leadership and cooperation indicate approval
f rom Ids teacher* school administrator, and c lassmates.
F a r m Ente rpr i se Pro jec t s Developed gear Student
The third activity denoting success in departments of vocational
agriculture i s .that of ! !£arm enterpr ise projects developed pe r student.H
This activity helps to develop the ability to "produce farm, commod-
i t ies efficiently'1 which i s the second objective set up for courses la
vocational agricul ture. It is acknowledged that the development of
f a r m en te rpr i ses does not necessar i ly indicate that the ability to p r o -
duce - f a rm commodities efficiently has been achieved, but the activity,
when properly supervised, does provide the conditions for developing
the objective.
Pro jec t s Peveloped Per Student
The fourth activity denoting success in departments of vocational
agriculture i s that of "Improvement p ro jec t s developed pe r student. *'
This activity, a s defined in Chapter I, is a l a rge undertaking involving
a series of jobs which a r e done to improve the appearance and sa les
41
.vain# oi the f a rm, to make the farm mare profitable and easier to
operate, and to increase the comfort or convenience :>£ the farm <5,
p, • 238}. Development of improvement projects could very well
develop the ability to perform any one or all of the last three objec-
tives of vocational education in agriculture. Those three objectives
a r e
1. To conserve soil and other natural resources
2. Manage a farm business
3. Maintain a favorable environment.
Each of these objectives is a large undertaking which may involve a
series of jobs. Ability to conserve soil and other natural resources
might involve the establishment of legumes, the improvement of
pastures, the development of crop rotation pract ices or the develop-
ment of a system of terraces. Ability to manage a farm business
might involve all die steps in conserving soil and other natural
resource* and in addition it might also involve the production and
marketing of farm products profitably. - Developing a system of
"farm accounting" might also be listed under the objective of manage
ing a farm business. The objective of maintaining a favorable envi-
ronment in a farm situation might well be that of increasing the com*
fort or convenience of the farm or of the farm home. These improve*
ment projects illustrate the manner by which the above listed fourth*
m
fifth, anid sixth objectives of vocational education in agricul ture
might be achieved.
F a r m Prac t ices Completed J*#r Student
The fifth activity denoting success in departments of vocational
^ricoihurt is that of ° supplementary f a r m pract ices completed per
s tudent ." This activity may be involved in several or all of the objec-
tives of vocational education in agriculture* Supplemeatary f a r m
pract ices a r e f a r m Jobs undertaken fo r experience or for the devel-
opment of a skill and are in addition to the practices included in a
pupil 's production or improvement projects (5, pp. 242*243). These
prac t ices may be used in attaining the vocational agricul ture objective
of "making a beginning and advancing in farming. " Attainment of this
objective i s illustrated when a student learns a skill, such as culling
poultry, so that he may become proficient in managing a f a r m enter*
pr i se that he wishes to add t o h is program. This same skill might
add to the "efficiestcy of producing farm commodities." The grading
of eggs, another supplementary farm practice, might improve the
"advantage in marketing f a r m products." The utilisation of barnyard
f e r t i l i s e r s , another supplementary f a r m practice, might be developed
as a skill in "conserving soil and other natural resources." Any of
these skills when applicable a r e good practices t o follow in the proper
"management of a farm business.M Farm p rac t ices which ass i s t in
49
"maintaining a favorable environment" include the iaetaHaMoa of a.
cooling mat for the home, the construction of a walk, or the plant-
ing of shrubbery in a home beautification program. These skQli
illustrate the application of farm practices la attaining the six major
objectives of vocational education! la agriculture.
^ > y a c ^ ' e e a . .. % ®Wf ami Adult Farmer®
The sixth activity denoting success in departments of vocational
agriculture is the somber of "improved farming practices completed
by y»ung and adult f a r m e r s . " This activity has approximately the
same explanation relative to the objectives of vocational agriculture
as that of supplementary farm practices. In this activity* however*
those performing the work are youag or adult farmers who a** out
of school* while activity number five is performed by public school
students. "Improved farm practices" are generally thought of as
being large* undertakings than "supplementary farm pract ices ."
Retention of Former Students as Members of the Local f u t u r e F a r X * ' m Chapter *'**'
The seventh activity denoting success in department# of voca-
tional agriculture is the "retention of former students as members of
the local Future Farmers of America chapter . n There a r e two types
of membership, active and associate. An active member may be
"any male student regularly enrolled in an all^day class of vocational
m
agricul ture.H He may retain thai membership f a r three years a f t e r
&* f i r s t National Future F a r m e r s of America convention fallowing
his graduation f rom or leaving high school, or uatil he becomes
twenty-one years of age, whichever length of t ime is grea ter (4,
P» 15). A member automatically becomes an associate member f a l -
1 owing termination of active membership statue (4, p. 16). It seems
that the sixth objective in vocational agriculture, "maintaining a
favorable environment, *' might be indicated for the chapter through
this activity. Apparently a favorable environment would have to fee
maintained by the department if It retained 'many fo rmer students
e i the r a s active or associate members of the local chapter of Future
F a r m e r s of America. The challenge to boys and young m*m th&t i s
created by a ' 'wide-awake" chapter of Future F a r m e r s of America
may be the source of i ts ability to r« ta in i ts fo rmer students a s
members . Sanders (1, p. 102) states that the great growth of the
Future F a r m e r s of America in size, strength, and service down the
years is due to the fact that the organisation offers almost unlimited
opportunities for the development of leadership on the pa r t of i ts
members . Chapters of Future F a r m e r s of America which develop
agricultural leadership for their communities aid in "maintaining a
favorable environment" for their members and others employed
in farming.
51
Part icipat ion of ill# ii limitmiOTftiMW iiiKiiiwiiiniliiitij WIWMIMIMMM- m m
The eighth activity- de&stlog anceess in departments aI T9akti(»al
agr icul ture i s "the participation of the department la judging and
leadership con tes t s . " The judging contests include the judging of
livestock, dai ry cat t le , poultry, mea ts , milk, g r a s s , ami land. The
leadership contests include chapter conducting, a r skit! in pa r l i a -
mentary procedure, f a rm skill demonstration, Future F a r m e r s of
Amer ica Quis, radio broadcasting and public speaking. These judg-
ing contests train students to became skilled 4a the identification and
selection of desi rable individuals or objects that a r e to be judged.
The leadership contests help to develop skills needed far agrlc«lt«ral
or other group leadership. This eighth activity, then,aids in attaining
all s i* of the objectives of vocational education in agr icul ture .
Judging contests aid a student to "make a beginning and advance
in farming" through the knowledge that he gains in the selection of
land or animal* for h is farming en te rpr i ses . Mm success could be
influenced to a great degree by these selections. They aid a student
to "produce f a rm commodities efficiently" when he has the ability to
select the most deiiraM® individuals in l ivestock or poultry and the
most productive land for the purpose that each one i s intended.- These
contests aid a student to market his f a r m products advantageously
when he has the ability to select the individual animals that will
bring top p r i ces on the marke t and to re ta in others for fu r the r
92
finishing. They aid him to "conserving sail" when the land judging
contest teaches him the pract ices t# he employed in res ta t ing and
maintaining the fertility of Me eoil. lie is aided by them in the
"management of Ms f a r m lm«im»»8** 'when al l of Che above skills a re
involved in farm management. They also aid Mm in "maintaining a
favorable environment" for agriculture and the community, state and
nation, when he ha t the ability to present the problems of agriculture
to other* in a sensible maimer through the media of m t e l e -
vision, the press, and through M* ability to address groups trvm
the speakers platform. Thus contests reader an important part la
attaining the objectives of vocational education in agriculture.
Former Students Remaining ia j^grteaiteire for a Livelihaod
The ninth activity denoting success in vocational education in
agriculture i s that of " fo rmer students remaining in agriculture for
a livelihood." The primary objective of vocational education ia ag r i -
culture is the "sat isfactory establishment of students in fa rming ."
The accomplishment of this activity is one of the principal objectives
f a r which the program" of Instruction to vocational agriculture was
devised.
SI
W'prmm Students Entering Allied Fields to Agriculture and Those Not Entering Agriculture
The tenth and eleventh activities denoting success la depart*
meats of vocational agriculture a r e " f jnner students e»t«rt»g field®
allied to agriculture" and "former students not employed l a any form
of ag r i cu l tu re . n These two activities-,, it seems, contribute l a the '
objectives of vocational education in agriculture only by aiding in
"maintaining a favorable environment" for agriculture. However,
Pres ident Roberts of Allis«Chalmers Manufacturing Company utates
that
From farm youths of today must come a great share tf ; our nation's leaders for tomorrow—not only in agriculture, but in business, the professions, and even in government i tself . Your F. F .A . and vocational agricul ture pract ica l and educational experiences will give you a solid base on which to build a successful c a r e e r la whatever direction your ambi -tion lead® yoa P , p» 4).
He indicates that national leadership for agr icul ture might come
f rom the ranks of those vocational agricul ture Future F a r m e r s of
Amer ica boys who may have an ambition to work in the field of
agricul ture on a level "higher than the local community.
The identification of the activit ies denoting success in depar t*
ments of vocational agricul ture is made for the purpose of showing
the relationship of these activities to the objectives of vocational
education in agriculture and for the purpose of developing a basis
upon which to evaluate the departments of vocational agricul ture t»
the study a r e a .
CHAPTER BIBLIOGRAPHY
1. Federal Security Agency, Office xd Edacatian, Adaiimiglrallaa VacatioBa-1 Education, V acattonat Education Bulletin
Hi). 1* Revised 1948, WasMagtaa* O. C. * Hailed S t i U i Gsvernment Printing Office, 1949.
2. Federal Security Ageacy, An Evaluation »f Local Pragram» M , Edacatian ia"Agricttltare.' WasMagt&m, D. C»T
G0verai^ak Pri»ting Of£ice, 1949.
. 3. Future Farnnera »l America, Official Manual for Future Farmer* America, Alexandria, W ^ C l K ^ w a w T
Service, 1954.
4. PMpps, jytsfi 1., AJllaadlioak an Teaching Vocational Agricul-tw»t Caviller" Bliafcle, Tfc«Tl®ter$fcate Printing €J»., If it.
i, Sanders, Marry W., ed., "The Future Farmer #1 America Stary,n Agricultural Education Magazine, XXVI (November, if S3).
United tolet Department of Health, Education and Welfare, Office of Education, Guiding Higb*School Studenfcs of Vocational Agriculture in Pevelaping Farroi Prggr^a, Wag ington, O. C., United States wmmwmmk Prtefing Office, 19S4.
U
CHAPTER IV
SEL.EGTIOM OF THE MOST SUCCESSFUL AND THE IM&ST
SUCCESSFUL DEPARTMENTS OF VOCATiOHAX.
AGRICULTURE
The purpose of this chapter is to select the fifty w a t t success*
fttl and the fifty least successful departments of vocational agricul*
tare in the study area through an evaluation of the several depart*
meats based on the eleven activities denoting a access in departments
of vocational agriculture. This selection involves the computation of
the achievement scores of each of the departments and the placing of
them in numerical order from the greatest score to the lowest score,
The achievement score is a summation of the value of all the eleven
activities in which the department participates.
evaluation of Activities
The selection of the most successful and the least successful
departments of vocational agriculture in the study area was hated
on an evaluation given to each of the eleven activities denoting success
la departments of vocational- agriculture. The evaluation was 'made
t»y a jury of sixteen leaders selected from the field of vocational
education in agriculture. The jury included six teachers of
55
54
vocational agriculture* two area supervisors of vocational education
in agriculture, seven college professors agricultural education
and the acting slat® director of vocational agricultural education to
Texas. Participants were sfelected f rom the several level® of leader-
ship « that the evaluation wtmid be a composite of the Oinking of
people f rom aU level# in the program of work. The evaluators were
asked to study the activities and then to indicate the weight or value
that should he assigned to each of them. Evaluations were to he made
on tike importance of each activity to the success of a program of work
in vocational agriculture. It was proposed that file maximum rating
that could be assigned to any activity would be five points, while the
minimum rating that could be assigned would be sera . After each of
the sixteen leaders had placed his evaluation on each of the eleven
activities denoting success in vocational education in agriculture,
the median of the evaluations for each activity was taken as the rating
for the activity. A reproduction of the rating sheet presented to the
sixteen leaders Is included in Appendix 0 .
T a b l e ! shows the procedure followed in determining the median,
which for further computation in this study is re fe r red to as the
rating, for each activity denoting success in departments of voca-
tional agriculture. The l is t of activities used in Table 1 is as
follows:
§7
I. Developing State Fa rmers
It, Developing American Fa rmer*
HL F a r m enterprise projects developed per student
IV. Improvement projects developed per student
V. Supplementary farm practices developed per student
VI. Improved Fa rm Pract ices completed per young and adult
f a rmer
VH. The percentage of former students retaining membership
in the local Future F a r m e r s of America chapter
VIII. Participation of the chapter in the maximum number of
contests
XX. The percentage of former students remaining in agriculture
for a livelihood
X. The percentage of former students entering fields allied to
agriculture
XI. The percentage of former students not employed in any form
of agriculture.
m
TABLE I
KATXHOS ON ACTIVITIES DEMOTING SUCCESS IN DEPARTMENTS Of* VOCATIONAL AGKICULTU&E
distribution of Activity Bteven ActivitJ ies Ratings
2 XI III IV V VI VII v i n IX 3d
§ 0 0 « 0 0 0 0 0 & ©' 1 1 0 1 0 1 1 2 1 i 0 I f 2 1 3 0 2 3 0 3 3 7 6 3 3 5 6 i ^ ' 5 3 11 § 2 5 3 4 6 3 2 2 2 3 1 4 2 3 0 5 4 3 13 4t 5 8 0 3 § 1 ©
' *T'wtal 16 16 16 16 16 16 .16" 16" 16' 16 i t Median 4 3 "i i " 3 4 3 % "3 3 1 ' "•
• Garner , of Michigan State College, used this same jury method
f a r evaluating elev en measu re s in Ms study relative to the develop*
ment of supervised farming programs in departments of vocational
agriculture <1* pp. 33-38).
Further use of the rating assigned to each activity for computing
the achievement score of departments of vocational agr icul ture was
necessary , t a d fa an effort to reduce the ar i thmetic s ize of the ulti-
mate achievement score Of departments i t was decided to convert
the number representing the rating of each activity to a percentage
value. Since the rating scale used by the evaluators included the
figures aero through five, an evaluation of 10-0 pe r cent for the act iv-
ities rating five teemed practicable, 30 per cent for those rating four.
5?
60 per cent for those rating three , 40 pe r cent for those rating two,
and '20 per cent f a r those rating one. Table H indicates fee value la
pe r cent as signed to the various activity ratings. The table also
indicates the importance of the various activit ies to &e vocational
agricul tural program of work when rated a t the suggested levels .
TABJUE H
IMPORTANCE OF AND PERCSMTAGE VALUE ASSIGNED TO EATINGS FOR ACTIVITIES DEMOTING SUCCESS
IN VOCATIONAL AGRICULTURE FKOGRAMS
Rating Importance of . Activity $3 Rated
Value im P e r Cent
i Extremely
Valuable 100
4 Highly
Valuable 80
$ Above Average
Value 60
t Below Average Value
40
I Limited Valu* m
0 No Value 0
Table HI gives a l i s t of the activit ies denoting success in depart*
meats of vocational agricul ture and shows the rating af each according
to the evaluation assigned by the jury of leaders . It ale a show* the
60
value of «ach of fte eleven activities afteff its jury rating to.* been
converted to per cent. It will be nsted that a rating of five point*
1»« a percentage value of 100. A® has keen stated previously, the
jury was requested to use a maximum of live points to indicate those
activities having fee greatest importance to the vocational agriculture
program. Through this plan of evaluation the activities that were
thought to be less important to the program should have evaluations
at lower levels but in proportion to a hundred according to the rating
assigned by the jury.
la determining the achievement score of each of the activities
denoting success in departments of vocational agriculture for each
department* a computation of the arithmetical value of each activity
was first necessary. The achievement score of the activity was then
computed by finding the product of the arithmetical value of the activ-
ity and the value of the activity in per cent. This procedure permits
the use of much smaller numbers in the computation of the achieve*
ment sc ore for the departments than does the use of the ratings
assigned by the members of the jury.
The achievement score for each activity denoting success ia
departments of vocational agriculture is based upon the average
amount of work in each activity that should be accomplished annually
by each department and i s further dependent, upon the percentage value
of tiie activity. The amount of work that should be accomplished by
6l
•itch, department annually i s the approximate average that several
leader* la the field agree should be the average accomplishment of
departments each year {Z, pp. 30*32j 3, pp. 10-15),
TABLE IK.
WEIGHTED VALUE OF .ACTIVITIES DENOTING SUCCESS IN VOCATIONAL AGRICULTURE PROGRAMS
Activity Number
I
U
m
IV
v
VI
VII
via
M
X
XI
Activity u Developing State F a r m e r s 4
Developing Americas Farmers 3
F a r m Enterpr ises Project® Developed per Students
Improvement Pro jec t s Devel oped per Student
Supplementary F a r m P r a c -t ices Completed per Student
Improved Farming Prac t ices Completed per Adult and Young F a r m e r
P e r Cent of Former Students Members of Local Chapter
4
Participation of Chapter in Maximum Number of Contests 3
P e r Cent of Former Students in Agriculture for Livelihood $
P e r Cent of Former Students in Fields Allied to Agri-culture
Per Cent of Former Students Not in Agriculture
Value of Activity in P e r Cent
m
60
100
40
60
80
60
60
60
60
10
6a
Annual Work-Unit or Work-Standard Evaluation - i i ) i i r B i i i i i i f f i i i f i i | - i i i i H n w m i M u t j i f i c n ' i . i m ^ B w r n m u i j i m T u r o m i i i i n n ' r n i ^ u • * * * » u i i u n a m m i . m i n u m . . m , - , . ,
A value of 100 was chosen to represent the work In each activity
thfct should be accomplished annually by each department. Two of the
activities require more than one year to accomplish. The develop*
men! of a State Farmer requires three year* and the development ol
an American F a r m e r requ i res more than another year in addition to
that required for . 'earning the State F a r m e r Degree, The SIM®
Farmer Degree then has a value of 300 points and the American
Farmer Degree a value of 200.
A minimum of two enterprise projects should be conducted
annually by each student of vocational agriculture. These projects
then have a value af 50 points each.
Three improvement projects should be developed by each voca-
tional agriculture student annually. Each of these projects has a
value of 33 points. (Fractions are eliminated at this level of compu-
tation. |
A minimum of ten supervised practices should be completed by
each student annually. The value of each of them i s then tea points.
When young and adult farmers enroll in courses of study, they
have an opportunity to put into operation improved farming p r a c -
t ices . These adult farmers should complete at least one improved
f a r m practice each year . These practices then have a value of
100 points.
63
Approximately twelve contest* a re available each year for
departmental participation. Each one has a value then of eight points.
t h e other four activities a re on a percentage basis, and therefore
each paint of per cent has a numerical value of one. Table IV show#
the value of all the activities in tabular fo rm.
' TABLE IV :
EVALUATION OF ANNUAL WORK STANDARDS FOR DEPARTMENTS OF VOCATIONAL AGRICULTURE
Activity •... JS* Annual V a S s _ " Number Activity Work
Standard of Work
Standard . I Developing State F a r m e r s 1/3 100
II Developing American F a r m e r s 1 /2 100 IH Farm Enterpr ise Project# Devel
oped per Student 1 1 2 100 i v ; Improved Pro jec t s Developed per
Student 3 100 V Supplementary F a r m Pract ice*
Completed per Student 10 100 VI • Improved Farming Prac t ices Coi
plated per Adult and Young « * • -
Farmer 1 100 VII P e r Cent of Former Student*
Members of Local Chapter 180 100 v a i Participation of Chapter in Max-
imum Number of Contests 12 100 m P e r Cent oi" Former Students
Is Agriculture for Livelihood 100 100 X P e r Cent of Former Students in
Fields Allied to Agriculture 100 100 M P e r Cent oi Fo rmer Students
Not in Agriculture 1 100 10C
64
These activit ies ay© accomplished by the various departments
at varying levels of attainment. When w « than the annual average
amount of work in an activity Is accomplished fey a department, or
when there i s lees than the annual average amount accomplished,
fee achievement ©care for that activity in the department i® increased
m decreased accordingly. In Table IV it will be noted that thei
m s a l work standard for each of the activities denoting success in
departments of vocational agricul ture i s equal to 100 points. When
the annual aceompli shment of a department i s more than the annual
work standard, or when i t i s less* the total value for the activity i s
determined by the relationship of the annual work standard to the
value of the work standard. This computation i s i l lustrated in
T®3»t« V.
Evaluation of Departments
Department evaluation includes a computation of the achieve*
ment score for each of the eleven activities denoting success in
departments of vocations! agricul ture, which i s i l lustrated in
Table V. and then finding the sum of the achievement scores of all
the activit ies. The achievement score in these computations i s the
product of the ar i thmetical value of the activity accomplished t imes
the value in per cent of the activity a s determined 'by the jury of
l eaders . Average annual accomplishments in the computations
4S
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66
indicate the amount of work done in each activity by a department
each year. Activities number one and two indicate the average
annual accomplishment based on the number of years that the depart*
meat has been in operation. Three years are required far devel-
oping the State Farmer Degree, which is a prerequisite to the Amer-
ican Farmer Degree. Almost two years additional are required for
developing an American Farmer Degree. Consequently, the average
annual accomplishment in these two activities is the number deriv«d
by dividing the number of years that the department has been in
operation into the number of State Farmers and into the number of
American Farmers developed by the department. Departments
tihat have been in operation for l e s s than three years have not bees
included in the study because three years or more are required to
accomplish activities number one and two.
The information used in determining the achievement score of
each department in the study area was secured from reports of
accomplishment from each department. These reports are on f i le
in the Area and State offices of the Texas Education Agency, and
in the local departments. The information relative to the employ*
rnent of former students from each department had to be secured
from the department f i les .
6?
TABLE VI
COMPUTATION OF THE ACHIEVEMENT SCORE OF ONE OF THE MOST SUCCESSFUL* DEPARTMENTS OF VQCiW
TlONAh AGRICULTURE W THE STUDY AK£ A
Activity Value of Department Value of Value of Achievement N u m b e r 0s© Item Annual Activity Activity Score a l
in Accom- Accom- in Act iv i ty Activity plishment plished P e r Cent Accompl i shed
I 300 2 .16 640 SO 518.40 II 200 .25 50 60 30. 00
HI 90 1 . 5 75 100 75.00 IV 33 . 5 16.5 m 9. 90 V 10 4 . 8 48 60 28. $0
VI 100 0 0 80 .00 va I 7 1 60 4 .20
VKI 8 1 . 6 6 13.28 60 7.96 IX 1 20 20 60 12.00 X I 35 35 60 21.00
M 1 45 45 J 20 9,§©
Achievement Score of Department 716. 26
When Hie -study of lacai departmental records had been com-
pleted, 172 departments were included in the study. Those depart*
ments in the s t u d y area no t included for t h e study w e r e those tShat
had incomplete records and those that had been established for l e s s
than three years. The total number of department* in the study
group included 90 per cent of all the departments in the study area.
The procedure followed in determining the achievement cc»re
for each of the departments included in the study gropp i s similar
68
TABLE ITU
COMPUTATION OF THE ACHIEVEMENT SCORE OF ONE OF THE LEAST SUCCESSFUL DEPARTMENTS m VOCA-
TIONAL AGRICULTURE IN THE STUDY AREA
Activity V<xm of Departments! Value oi Value of Achievement Number One Item Annual Activity Activity Scar©' of
ȣ Accont* Accom- in Activity Activity pj ishmeat plished P e r Ctont Accomplished
I 300 0 0 80 .00 a 200 0 0 60 .00
Kl 50 . 8 40 100 40.00 IV 33 . 5 16.5 60 9.90 y 10 2 20 60 12.00
VI 100 0 0 80 .00 vn I 0 0 60 .00 vm 8 0 0 60 ,00
oc 1 2 2 60 USD X 1 5 5 60 3 .00
XI , 1 93 93 20 . 18.6©
Achievement Score af Department $4.70
•to that found i» the l a s t five columns to Table V. Table' VI i l lus -
t ra tes the used in determining the achievement score
af each of the 172 departments im tiu study a r e a . It is * csmpBtft*
tiSMa of achievement score ȣ sue of the m a s t successful depart-
ments t»l vocational agricul ture in the study group. Table ¥H i s
another i l lustration af the procedure used in determiaing the
achievement sco re of each of the 171 departments in the study
m
a rea and is a compulation of the achievement scar© of mm &£ Urn
leas t successful departments of vocational agriculture.
SeI«cti8B of the Mast Successful and the Least Successful Departments of Vocational Agriculture
Computation of fee achievement scores f a r each of the ITS
departments in the study group resulted in the scores indicated ta
Table YIH. The sca res indicated in Table VHI a r e l is ted in descend-
ing order of value.
TABLE rm
ACHIEVEMENT SCORES OF 172 DEPARTMEMTS OF VOCA-TIONAL AGRICULTURE BASED ON ELEVEN ACTIV-
ITIES DEMOTING SUCCESS » DEPARTMENTS OF VOCATIONAL AGRICULTURE
Department Achievement Department Achievement Sating Scores Rating Score# •
1 1144* 10 16 570.57 1 765* 94 17 S? 0.56 3 762*17 18 567.08 4 716.26 If 557. f t 5 711.68 20 §54.0© 6 691.87 21 - §45,28 7 698.60 22 543.92 S 696.50 m 508.44 9 688.10 u 506.32
10 694. AO 21 487.80 l i 650.90 26 484,2® 12 644.50 27 482.16 13 607.41 IS 479.77 14 5*2.94 29 477.41 If 572.95 30 476.78
TABLE VHI fContlaaed*
70
Department Rating
Achievement 1 Dep&rimeat Acmevemnstt' Department Rating Scores Bating Score*
31 471.56 71 317.70 31 471,27 72 316.58 33 460.21 73 315.72 34 459.28 74 314. §6 35' 458.69 75 314.30 16 453.90 76 315.40 37 453.62 77 303.99 38 • 4 4 7 . f 4 78 303.42 39 447.40 79 301.50 40 443 .41 80 301.00 41 441.76 81 298.40 42 431* 36 §1 298.29 43 413.6© 83 294.58 '44 410.66 84 292.71' 45 405.50 85 292.65 44 398.20 86 287.74 47 397. 88 87 282.21 48 3 f 2 . 6 t 88 281.70 49 373.74 89 281.43 §0 372.70 to 277.13 51 371.99 91 268.53' S t 368,26 92 267.34 S3 364.80 93 265.41 §4 362.40 94 265.10 55 354.90 95 264.30 56 346.-75 96 264.18 57 341.70 97 263.60 SS 341»27 98 262.54 59 339.30 99 260.76 60 337.10 100 257.84 61 334.56 101 256.94 62. 332. | 0 102 255.75 63 332.10 103 255.44 64 125.50 104 255.00 65 324.15 10S~: 249.24 66 323.84 106 246.90 6? 323.24 107 246.00 6$ 31f. 81 108 245.96 6? 319.40 109 244.52 70 sts. to 110 244.11
TABLE Vin (Continued)
71
III in 113 114 m 116 in 118 l i t 120 m m 123 124 115 126 127 128 129 130. 131 132 133 134 135 134 13? 138 l i t 140 141
Scores
241.70 240.40 299.54 237.10 234.61 236.20 .23$, 90 235.30 235.14 133.24 232. 70 m . 50 228.68 225.30 119. SO 219.06 219. D1 218.09 216.24 215. Si 214. 88 214.30 211.-49 203.94 203. 07 202.99 200.SO 192.f© 189.11 185.35 185.08
Rating Achievement
Scares
180.11 178.21 176* 5© 176.4® 174.71 1 7 2 . f i 165.36 164.96 161.08 160.19 157.33 154.20 154.47 151.31 150.00 142.31 140,20 136.07 133.35 125.30 122.13 121.43 118.30 115.70 U3 .23 108.75 107.65 99.16 83.62 62.76 37.20
The fifty departments of vocational agriculture having the
highest achievement scores m indicated la the frequency dietribu-
ttMl *** m m e & a t * r * « * » M « r e d to be most »ttcce«»*ulr while the
72
fifty having the lowest scares are considered ta be the l eas t success-
fol, The group of fifty departments having the highest scares is •
designated a s Graup I, while the fifty having the lirweit scores Is
designated a s Group II* These groups will fee considered to -
Chapter V.
CHAPTER 8{Bl£OGRAFHY-
1. Garner, Raymond Andrew, Practices a| TeacSwtga of Varyla g Proficiency in " ' f f a r t f l j a g In Voeationar*Agricalturc fa Michigan7 UfifmMisrtied disser-tation, Lansing, MicMgan7*1952.
2. Texas Education Agency, Building A I»oc»l Program in Voca-tiarnal Agriculture, Austin, Texas, The Agency, If54.
3k U. S. Department of Mealtb, Education, and Waifare, G aiding High-School Students of Vocational Agriculture to Bevel" optnf 3fifcyggiiaaK"'"jral<SBgiiC'"'"'yoe'aiqeBjS"' j vlUri att B^etla' " No. 2S4» Washington, D.C.. United State® Government Printing Of&ce, 1954.
73
CHAPTER V
THE mmhAfiommiP or cmTAM FACTORS TO THE SUC-
CESS OF DEPARTMENTS OF VOCATIONAL
AOmiCU-LTOBE
Th« purpose of this c h i f t t r is fca show the relationship tf
certain £ u t o r i to the saccess s»f Ike two groups af departments of
vacatianal agriculture which axe designated la Chapter I f .as
©roup It the m s i t successful group, and Group H* the least success*
ful group. The ( w t a r differences relative to the two groups of
departments a rc considered also as * means of determining haw
closely the factors a re associated with tike success of departments.
Those factors which may he associated with the success of
departments of vocational agriculture tfiat have been selected for
consideration in this study a re limited to five. St is thought that^
those selected may have an important influence on the success of
departments of vocational agriculture, but it must he understood
that ather factors of equal importance may be present in the various
educational situations* One of those that prohably has considerable
influence on the success of departments i s the personality of the
teacher. It is not included In Che study because of the difficulty
74
75
involved in securing s c e a m t t measurements. Hurlock states that
"Measurement of Jp«r«Mal|ty at early levels i s extremely difficult
and lay from accurate. At the best, personality measurement at
the alder ages is nan* too satisfactory. . . , (10, p. 593)i' Stagner
states that "The study of the unique personality of each individual
i s extraordinarily difficult, If carried out logically, i t might iraply
writing a separate book about each person studied (14* p. It),"
Another difficulty involved in securing a measurement on the
personality of the "teacher of vocational agriculture" Is that of
collecting data on the subject from such a wide distribution of
sources, It would be a valuable addition to the study if reliable
measurements could be secured.
The Five Factors Associated with the Success of Departments of Vocational Agriculture
Thia study i s limited to fit# following five factors associated
with the success of departments of vocational agriculture:
1. The teacher of vocational agriculture.
2. Teaching techniques
3. Administration of the school
4. Facilities availaMe for conducting the vocational program
5. The community..
These factors are sub-divided as shown below.
1. The teacher of vocational agriculture
76
A, Perwnai factors
B. Pre-adult background
C« Educational experience
D, Work Experience
2. Teaching techniques used by the teacher of vocational
agriculture
A. Program organisation
B. Classroom procedure
C. Procedure® outside the classroom
3. The school adminis t ra tor
A. Mis attitude toward vocational agriculture
B. His attitude toward a well-balanced over-all school
program
4. Facilities available for conducting the program of work
A. Adequacy of facilities for conducting satisfactory
program of vocational agriculture
B. Classroom and shop and equipment far each
C. Facil i t ies outside the classroom and shop
5. The community as a factor
A. Sixe of town, community, and school
B. Type of farming in the community
C. Pattern of land ownership and tenancy
77
D. Recognition given to the department by the
community.•
The two groups of departments selected far study include the
fifty having the highest achievement scores in the group of 172 in
the study area and the fifty having the lowest achievement scores.
These two groups are separated by a group of seventy-two depart*
meats and by a score range of 229.50 to 371. f f» which extends from
the highest score in the group of least successful departments to
the lowest score in the group of mast successful departments.
Group number one, the group indicated as the most successful
departments, baa m score range of 372.70 to 1144.10» as indicated
4a Table VUI; whereas group number two, the group indicated as the
least successful departments,has a score range of 37.20 to 228.6S.
The range la score value between the two groups seems to be great
enough that important differences between the two groups will he
evident when evaluated in terms of the five factors associated with
the success of departments of vocational agriculture.
Collection of Data
Two procedures were ©m|4»yed for collecting data relative
to the factors associated with the success of departments of voca«
tional agriculture. In one a questionnaire was the principal infetru-
ment used, while in the other a case study was employed. The
78
questionnaire i s reproduced in Appendix A, The c a s e study
included Ike questionnaire as the principal ins t rument for securing
in format ion . la addition to the ques t ionnai re , a p e r sona l in te r*
view of people in the communi t ies and an investigation of the
depar tmenta l s i tuat ions were made. Case s tudies w e r e made of
only six d epar tment e - - three in the most successful group of depart*
stents and t h r e e i s the least success fu l group, The<« w e r e m a d e -
fo r the purpose of substant iat ing the informat ion r eco rded in the
ques t ionna i res by the respondents and fo r secur ing informat ion
about the depar tment not cal led fo r in the ques t ionna i res . The t i x
c a s e s tudies a l so provided an opportunity fox making a m o r e
detailed s tudy of these six departments than was possible through
the ques t ionnai res alone. *
The Questionnaire
Questionnaires are not the most desirable instruments for
gathering data; however.. Good m& Seates recognise Che practicality
of the questionnaire in c e r t a in situations. They indicate that
The quest ionnaire i s a major instrument f o r d a t a -gathering ia descriptive-survey studies, and i s used to secure information from varied and widely scattered sources , . » .
The questionnaire i s particularly useful when one cannot read i ly see personal ly a l l of the people f r o m whom he d e s i r e s
79
r e s p o n s e s or where there i s ao particular r e a s o n t» s ee ®te respondent personally. Tliia technique may be a i e d ta gather da ta f r o m any range of territory, sometimes international w national <9, pp. 606^60?}.
They f a r t h e r recognise the questionnaire as ba instrument that
has certain : des i r ab le qual i t ies . ' They indicate that , ..
These statements da not mean that questioanaires oar similar s p e c i e report® have a s place, or that such invest igat ions are invariably poor. . . .
The questionnaire tends to s tandardize and objectify the observations of different enumerators, by s ink ing out p a r -ticular aspects of thedtuation, and by specifying in advance the units and terminology for descr ib ing the observat ions |9»' pp.
The ques t ionnai re w a s se lected a s an instrument for data*
gather ing because i t would have been imprac t i ca l to s e c u r e m u c h
of the data in any other manner. The questionnaire has a l so
tended to make the data f r o m each depar tment m o r e objective..
Questionnaire Construction
At the outset of the study on differences in factors associated
with the success of departments of vocational agriculture* can-
sideration was given to the possibility of determining facto? d i f -
ferences through arithmetical computation. The questionnaire
was evaluated by several vocational agriculture t e ache r s and
officials before the final form was approved. As a result of
their suggest ions, many of the questions were reconstructed in
such a manner that the respondents could indicate one of three or
four l eve l s of accompl ishment in. si tuation* about whieh inquiry was m a d e .
80
An attempt was made to el iminate any warding in the quest ion-
na i re that might lead the respondent "to make a par t icu lar ly
des i red answer . " P e r a anal bias was also el iminated. Gtrtfd and
Scales Indicate that - r -
The ideal quest ionnaire mus t not be too suggestive# Dr on the other hand, too unstimulating. This i s especial ly t rue with r e f e r e n c e s to choices. One does not wish to put words into the mouth of the employee o r , by using enticing ph ra se s or names of courses , get h i m to check a lot of diem which he does not want. . . .
. A m a j o r problem of the questionnaire technique i s to make certain that the questionnaires are answered truth-fully (9, pp. 615-617).
Each question was ca re fu l ly worded so that e m b a r r a s s m e n t
of the respondent would be prevented.
The quest ions w e r e general ly constructed so that an a r i t h -
metical value could be assigned to the various levels of a c c o m -
pl ishment . These values were assigned on the bas i s of four
points for maximum or total accomplishment and proport ionate
values fo r the l eve l s of l e s s than maximum or total accomplish-
ment, Numerica l values were not assigned to some of the quest ions
because they called for a positive or negative response only. This
plan of evaluation is based on a ra t ing sca le devised by the
National Committee on Standards f o r Vocational Education in
Agr icul ture |12, pp. 3-4). The i t ems that the Commit tee considered
mos t des i rab le were evaluated a t f ive points in the rat ing sca le ,
whereas lite least desirable were evaluated at only one point.
SI
Those items receiving aa evaluation sȣ oae poiat were non-existent
ia lite departments. For purposes of evaluation ia this study each
level of quality has beea reduced oae poiat to value so that depart-
meats would receive credit «aif whea accomplishmeot of Activities
at some level was attained, la certain cases item evaluatioas a re
based oa levels of quality other tbaa those ia which the maximum
is lour poiats. However, all evaluatioas a re based oa the pattern
suggested by the Hatioaal Committee oa Standards lor Vocational
Education ia Agriculture (12).
Sources from Which Questions Were Drawa
The questions were drawa from three s ourc e s•«teaching situ-
ations, curreat l i terature relative to teachiag vocational agricul-
ture, aad the Evaluative Cri ter ia for Tacaiioaal Educatioa la
Agriculture {11). Maay si the qaestioae drawa f rom teaching situ-
atioas include those with which teachers aornoally have to contead.
Those f r®» curreat l i terature a re those that various leaders have
iadicated as beiag desirable ia teachiag vocational agriculture*
Those from the Evaluative Criteria were selected because they
conform very closely to the plan of the proposed study of "factor
differences associated with the success of departments of vocational
agriculture. " The major portion* of the questions a re drawn f rom
the Evaluative Criteria which were drawa up for the purpose of
vocational agriculture departmental study.
82
Response to the Questionnaire '
One hundred questionnaires were sent to teachers ox voca-
tional agriculture. Seventy-two per cent o£ those sent were
returned. It was expected in the outset that sixty to sixty»flve
per cent of the teachers would respond to the questionnaire. This
per cent was exceeded by seven, per cent.
Godd and Scales make the following summary of questionnaire
returns;.
The mean percen tage of questionnaire returns from a large number of different investigations were as follows: 170 masters theses at Indiana State College, 71.74 per cent; 204 doctoral dissertations at Teachers College* Columbia University, 70. 65 per cent; and 59 research studies reported in the Journal of Educational Research. 80.71 per cent <9. f>. 627).
Their statement indicates that the questionnaire return per -
centage in this study was slightly above the mean percentage for
the 204 doctoral dissertations at Teachers College, Columbia
University.
The seventy-two per cent return on the questionnaire in this
Study was unequally divided between the most successful and the
least successful departments of vocational agriculture. Seventy-
six per cent of those sent to the most successful departments were
returned, whereas only r :.6S . per cent af those sent to the
least successful were returned.
83
Credit need® to be given at- this point for a device that p o i s U
bly aided in Increasing the percentage of questionnaires returned.
Acting Texas State Director of Vocational Education in Agriculture
Hurt provided a le t te r that was sent with the questionnaires to the
teachers requesting their participation in the study. The letter Is
reproduced in Appendix A.
The Relationship of Certain Factors to tfee Success »f Departments of Vocational Agriculture
In order that there be equal representation of the most success-
ful and the least successful groups of departments in the analysis
of the questionnaires* thirty-four questionnaires or about 68 t
per cent were used from each group. This procedure provides
an opportunity for each group to have an equal number of response*
in the activity or situation represented by the various items is At
questionnaire. The responses to the items Indicate, howevtr,
that neither group participated in some of the activities or situa~
tions as much as they might have. This will be noted in certain
tables where score difference computation te made. Neither was
participation of each group always on the same level of accompli*)**
ment in the various situations.
The five factors associated with the success of department# af
vocational agriculture and the items included under each will fee con-
sidered in the same order m they appear in the questionnaire.
84
Questionnaire Analysis .
The maximum ar i thmet ica l value assigned to the questions
denoting act ivi t ies or situations la the quest ionnaire i s four points
unless otherwise specif ied. The levels of acoomplishment indicated
in each aire evaluated in proport ionate p a r t s of the specif ied value.
The total number of part icipat ions f r o m each group in each level
of acc ompliahment multiplied by the a r i thmet ica l value of the
leve ls indicated equals the sco re earned "by the group fo r the ac t iv -
i ty under considerat ion. The score earned by the m o s t success fu l
group of depar tments on each i tem compared with the s c o r e earned
by the l eas t successful group of depar tments on each i t em indi-
cates tfee associat ion of that par t icu lar i t em with the success of
the depar tments . The total of the s c o r e s earned by the Group 1
• depar tments on a l l the i tems in each factor compared with the
total of the s co re s earned by the Group II depar tments indicates
the associat ion of each fac tor with the succes s of depar tments of
vocational agr icu l ture . The sum of the sco res earned by the
Group I depar tments on al l of the five fac tors associa ted with the
s u c c e s s of depar tments of vocational agr icul ture compared with
the sum of the s co re s earned by the Group 11 depar tments indi-
ca tes the associat ion of the five fac tors combined to the success
of depar tments of vocational agr icu l ture . In each of the three
steps explained above, the factor differences associated with
85
the succes s of departments of vocational agriculture are
indicated.
It should fee emphasized at this point that the questionnaire
analysis indicates the association of the five factors with the suc -
c e s s of departments of vocational agriculture and not causal factors
of the differences in success .
The items in the questionnaire unless otherwise indicated have
been constructed largely from the Evaluative Criteria far Voca-
tional Education in Agriculture that were developed by a National
Committee on Standards for Vocational Education i s Agriculture (12}
and from An Evaluation of Local Programs of Vocational Educa-
tion in Agriculture |13).
Group I i s comprised of the most successful departments,
whereas Group XI i s comprised of the least successful departments.
The Teacher of Vocational Agriculture
Many of the i tems in the f irs t factor* the teacher of vocational
agriculture, are based on questions arising from teaching situ-
ations in departments of vocational agriculture. The leve l at which
each of the two groups of departments per iora l to relation to the
Items in the factor indicates the approximate extent to which the
item i s associated with the s a c c e s s of departments of vocational
agriculture.
86
TABLE IX
ASSOCIATION OF TEACHERS WITH COMMUNITY FARM ORGANIZATIONS
Position Situ-ation Value
Group I
No. Partici-patiag* Scare
Group n
No. Fa*tici< Scare
Officer 4
Committee Chairman 3
Committee Member 2
Attendant
None
I
0
11
12
12
3
33
24
12
0
' 9
16
4
20
21
18
14
0
Total
Score Difference: 22
97 7*
*Teachei*s may serve in more than one position.
In this situation there is a score difference of 22 points in
favor of Group I. Those teachers in the Group I departments
have been elevated to higher positions in the farm organizations
than those in the Group II departments. This activity apparently
is associated at a high level with the successful departments of
vocational agriculture.
8?
TABI,E X
ASSOCIATION OF TEACHERS WITH COMMtJMITY CIVIC ORGANIZATIONS
Situ- Group X Gromp H Position ation
Value No. Partici-
pating* Score Mo. Part ic i - •
pating * Jfetr#
Officer 4 24 II 44
Committee - Chairman 3 15 45 5 m Committee
Member 2 IS 30 f i t
Attendant 1 5 5 0 s
None 0 2 2 i 0
Total
Score Difference: If
104 89
•Teachers may serve in more than one position.
A »cor« difference nineteen points betweta the two grcrapa
of departments sm the association of the teacher with community
civic organisations seems to indicate that this activity i s highly
associated with the successful departments of vocational agr i -
culture.
m
TABLE XI
CO-OPERATION OF VOCATIONAL AGRICULTURE TEACHERS WITH TEACHERS OF OTHER DEPARTMENTS
IN THE SCHOOL
Situ* Group I Croup 11 Extent ation
Value Na. Partici-
pating Score No. P a r t i c i -
pating Score
Constantly 3 22 66 20 6®
Frequently 2 11 22 a 16
Occasion*-ally
r
i 1 1 6 6
Never 0 0 a 0 0
Total
Score Difference: 7
89
'
82
A scare difference of seven paints between the two groups of
departments on co-operation with other departments in the school
seems to indicate that this teacher activity i s more frequently asso»
ciated with the most successful group of departments. Phippa states
that a teacher of vocational agriculture should "co-operate with
other school personnel to help construct, build, and maintain a
strong school program f 14, p. 41), " It seems that teachers of
Group I departments may be slightly more active in this situation.
St
TABU: XU
FREQUENCY WITH WHICH IMPORTANT PEOPLE O F THE COMMUNITY ARE BROUGHT Hf CONTACT WITH THE
VOCATIONAL. AGRICULTURE DEPARTMENT
Group 1 Group II
Frequency ity Value
No. Farfcici~ pitting Score
ffo* ' l^rt ict* paiiftg Scare
Very Often 3 19 SI 13 3f
Often 2 11 ZL 12 M
Occasion-ally 1 4 4 9 t
Never 0 § 0 0 0
Total
Scare Difference: II
83 71
Teachers of Gnq> I department* appear t© have been n » r e
active in this situation than have the teachers of Group £E depart-
ments. Phipps again states that "The public cannot be expected t»
co-operate ta the fullest extent uales* they have a clear under-
standing of the aims and purposes and the possible achivements
of vocational agriculture (14, p. $0)."
TABLE x i n
FREQUENCY WITH WHICH THE PUBLIC IS GIVEN PUBLICITY RELATIVE TO THE VOCATIONAL AGRICULTURE PROGRAM
THROUGH NEWSPAPERS, NEWSLETTERS, RADIO, AND TELEVISION
Active G i w f I Group IX
Frequency ity Value
'No. Partici-pating Score
H», iNwrtiei* pating Score
Very Often 3 IS 45 ' 3 9
Often 2 10 20 11 m
Occasions-ally . 1 9 9 18 18
Never 0 0 0 2 0
Total
Scare Difference; 25
74 49
Teachers of Group! departments appear to have been mmtm
active than were the teachers of Croup II departments in the use
of these media in informing the public about vocational agriculture.
The use of11 several media far interpreting a school program to
the community usually will achieve the purpose better than any
single device (1, p. 275)." The greater use of these media i s
associated with the most successful departments.
91
TABLE MY
EFFECTIVENESS WITH WHICH PAJRJEHTS ARE .KEPT INFORMED ABOUT THE VOCATIONAL AGRICULTURE
p r o g r a m
Group IX
Extent Activ-
ity Value
<Sr»«p I
No. Par t i c i -pating Sear®
Ha, Part ici-pating Score
Well -Informed
Fairly Informed
P®otiy Informed
flat Informed 0
28
1
0
15
§4
1
0
22
»
0
m
44
%
0
Total
12bare Difference; 2
72 74
The seme difference between the tws groups of departments
on informing the parents about tlx© vocational agriculture program
is too slight to state wi& assurance that the activity ia a s s eclated
with the success of departments.
TABLE XV
FARM EXPERIENCE OF THE TEACHERS
92
Situations Group I Group H
Number Bora an -Farm 34 31
Average Age of Leaving Farm - 2 # . 8 . y e a r s 21 .7 years
Year# on Farm After 18th Birth Date 7. 3 years S. 7 year8
The iiational Standards Committee for Vocational Education
in Agriculture Indicates that the "very superior" and the " superior"
teachers of vocational agriculture are farm reared and have had
farm experience over at least one calendar year as a mature
individual (13, pp. 51-53). Table XV indicates that the teacher*
in these two groups of departments have had similar experiences
in so far as time spent on the farm I® concerned, although the
teachers in fee Group H departments left -the farm at almost a
year later, on the average, than did the teachers in Croup I depart-
ments. However, the teachers of Group I departments have lived
an average of one and six-tenths years longer on the farm after
their eighteenth birthday ton have the teachers of Group 0 depart-
ments, The National Standards Committee for Vocational
93
Education la Agr icul ture indicates that a be t t e r understanding 91
f a r m p rob l ems may be developed by those who l ive the great©*
length of t ime on the f a r m flS, pp. 51-53).
TABJLE XVI ' ' ;
FARMING STATUS O F TEACHERS WHO HAVE WORKED ON FARMS
Activ- Group X ©ifo«fi U
Status ity Vaitt#
Ho, P a r t i -eipatmg* Score
H o / P a r t i -cipating* $c#*e
At home with a de f -inite indefinite allowance 2 25 50 20 4®
F a r m l a b o r e r with wage® at home 1 9 9 f f
F a r m l abore r with wages away f r o m home I 11 11 U 11
At home with iocame f r o m one or more en t e rp r i s e s . 2 11 42 19 m
P a r t n e r a t home 3 8 24 9 27
P a r t n e r away f r o m home 1 1 3 1 1
!
6
3
R enter and ope ra -t a r of a f a r m 4 8 32
1 1 !
6 24
Owner and ope ra -to r of a f a r m 4 10 40 8 n
93
TAKLE XVI (Continued)
Activ- "#rotap"l Status ity
Value 14Of Part i -cipating* Score
No. Parti* cipating* Scare
Manager of farm belonging to another party 4 3 12 5 20
Engaged in part-time farming I a M S 24
Total
Score Difference: 19
24? U$
•Teachers served ia more than m e status.
It will be noted that the various items included in Table XVI
ha*e not ail been given the same value. Activities requiring
ffie greatest amount of managerial ability on A® part of the par*
former to carry to a successful conclusion have been assigned th«
greatest values. These -mo-re important positions- puovide desirable
opportunities for laarning the business of farming and of bee inning
thoroughly acquainted with problems of farm life, all of which
should be of graat value in developing a high state of proficiency
In teaching vocational agriculture.
The Group. I departments have a nineteen«point advantage 1st
litis situation.. This higher position of the Croup I departments
94
ca r r sbora tee the Evaluative Cr i te r ia for ¥oeatianal Education in
Agr icq! ta re when they iaapiy feat these expediences tend t® insprove
teaching ability (12, pp. 4&«47|.
TABLE XVH
FREQUENCY WITH WHICH FARM EXPERIENCE OF TEACHERS : HAS BEEN SUPPLEMENTED SBICE ENTERING
TEACHING
Aetiv* Group I Group H
Extent ity Value
No. Par t i* cipating Scare
No. F&rtf* eipatiag Scare
Twice or more yearly 4 m 80 9 36
Once yearly 3 $ 24 IS 45
Once every two years 1 4 8 6 11
Once every three years or l e s s 1 2 2 3 3
N an Participant 0 0 0 1 0
Total
Scare Difference: 18
114 96
The teachers in the Group I departments have an eighteen
point higher »cMevtai«r t rat ing a® this activity than da the teachers
95
of Htfwap H departments. Here the greater part ic i^t t iw 4a the
activity i s associated with the mast successful departments. Here
agaia fee Evaluative Criteria are corroborated in their recommeada*
tton that participation in skill schools and actual farming experience
improves teaching ability {12, p. 55). Apparently this activity is
associated to a relatively high degree with the successful depart-
asents of vocational agriculture.
TABLE XVIII
FIELDS IN WHICH TEACHERS HAD PRE-SERVICE AGR1CU LTll HAL, COURSES •
Fields Group I GrawpIX
Fields i f o . -par t i c i -pating
' ''ftfo.' Partief* pating
Soils 34 28
Farm Crops 31 29
Anaioaal Husbandry 34 30
Dairying S3 31
Farm Management 31 27
Agricultural Economics 32 28
Horticulture 34 • 3©
Farm Mechanic s 30 3©
Poultry 34 - SO
TABUS x v m (Continued)
96
Fie lds . ux&m I Group if
Fie lds . No. P a r t i c l e • pating
Mo. P a r t i c l e pating
Entomology 34 28
Plant Pathology 20 12
Range and P a s t u r e Management 22 m
Marketing Agricul tural Products 30 m
Natural Resources Conservation 23 16
Tatal
Difference in. Number; 54
422 368
la the field mi technical se r i cu l tu re the g r e a t e r number of
part ic ipat ions i© course study i s associa ted with the Group I
departments.
HAWUE XDC
HOURS OF CREDIT IN TECHNICAL AGRICULTURE EARNED BY TEACHERS AFTER ENTERMG TEACHING
Activ-Additional Hours ity - Value
Group I Ho. Parties.-
C f t r w l t
Scft*fr. c ipat iae Score
24 or more
1# t» 23 4
5
12
7
4-8
Zl
6
7
24
u
9?
TABLE XIX (Continued)
Additional Hoars Activ-ity
¥ alue
Group 1 _ . Group H . Additional Hoars
Activ-ity
¥ alue No, Pa r t i c i -
pating , Score No. Ba r t t -
cip»ti»g Score
8 to 15 2 - 10 5 10
7 or l ess , 1 9 9 16 14
Hon "Participants 0 i
i
0 0 0
Total
Score Difference: I?
88 71
la this situation the greater participation in coarse study &t
technical agriculture After beginning to teach is found among'
teachers ad the Group I departments. Fhipps states that "grad»
mute study is fce iBMt systematic type of professional improve-
m r a t program available to teachers" f!4, p. SO).
TABLE XX
HOURS OF CREDIT IN AGRICULTURAL, EDUCATION EARNED BY TEACHERS IN FR£~SSRVIG£ COLLEGE WORK
Activ- . &*mp 1' Number of Hours ity No. Pa r t i c i - No. P a r t i -
- Value pating Score. cipating Score
24 or more 4 ' - 13 52 7 m
16 to 23 3 10 30 18 54
f S
TABLE XX (C ontinaed)
Number af Hours Activ-
ity Value
Croup 1 Oroup-S ' Number af Hours
Activ-ity
Value No. P a r t i -cipating Score
No. P a r t i -cipating Score
S to IS I 10 2« 4 *
7 or l e s s I 0 © 1 1
H on-Par t ic ipants 0 1 9 4 0
T&fcal
Scare Difference: i l
202 m
Teachers in Group 1 departments have- an eleven point h igher
score than the t e a c h e r s in Group EC. The amount of c red i t in. a g r i -
cul tural education received by t eachers in p r e - s e r v i c e college work
is associa ted with the most successfu l depar tments .
TABLE XXI
NUMBER OF WEEKS OF PRACTICE OR APPRENTICE TEACHING DONE BY TEACHERS BEFORE ENTERING TEACHING
Actt<r«* Group I mrrnmB Number of Weeks ity No. P a r t i - $?&» P a r t i -
Value cipating Score cipating Scar©
12 or w a r e 4 10 40 7 28
8 to 11 3 7 21 7 % . 4 to 7 a 55 10 6 14 3 weeks or l e s s i 12 12 • id 10
N on-Par t ic ipants 0 0 0 2 0
Total S3 75 Score Difference: 8
99
The score difference in this situation i s only eight points, bat
the greater amount of practice or apprentice teaching i s associated
with the most successful departments.
TABLE XXII
NUMBER O r AGRICULTURAL AND PR OF ESSlON A L MAGA-ZINES READ REGULARLY BY TEACHERS
Number Activ-
ity Value
Group I i s i ro^f ir Number
Activ-ity
Value No. Par t i -
cipating Score No." Parti-cipating Score
6 or more 4 17 6§ U 64
4 to 5 3 16 48 i f 45
2 to 3 2 x 1 2. % 4
1 &x l e s s I 0 0 0 0
Kan»participants 6 0 © i ©
T Total
Score Difference: 5
IIS 113
The score difference in tibia situation i s only five points, but
the greater participation is associated with the most successful
departments. Phipps states that "selected professional hooks and
magazines should be available in a teacher's library and that all
teachers should have acces s to the new books in agriculture and
education" (14, p. 48).
100
TABUS XXOI
EDUCATIONAL INSTITUTION FKOM WHICH TEACHERS GRADUATED
Institution Group I Group H
1. Texas A. and M» College 18 16
2. Sam Houston State Teachers College 11 10
3, East Texas State College 4 3-
4. Oklahoma A. and M. College 1 I
5. Texas Technological College 0 z
6. Southwest Texas State College 0 I
7, University of Arkansas 0 I
Appar«oUy the place of graduation has li t t le effect on the »ac*
c e s s of the teachers . The proportion of teachers who graduated
f rom the various training institutions i s about the same in each
group of departments . The number involved i s so small in this
case that any conclusion reached a s to the success of the graduates
f rom the various schools w ould be f a r f rom valid.
The dates of graduation were so widespread among the teachers
of both groups of departments that there appeared to be no significance
attached to the pat tern. Consequently, f igures on date of graduation
have been lef t out of the study.
lot
la answer to the question a s to the number of years taught 1b
presen t position, the t eache r s in the Group I departments had
taught an average of s ix and five-tenths years in their p resen t l o c a -
tions, while the t eachers in the Group II depar tments had. taught an
average of six and eight-tenth a years. Chamberlain and Kindred
indicate that "a large per cent of turnover in teacher personnel i s
certain to produce a poorer educational product" (2, p. 242). There
' i s only a small difference between the two groups of departments in
this situation. However, teachers of the Group II departments
have had MigMty longer tenure.
The following figures on number of years experience in teaching
Vocational Agriculture were given. The teachers of Group I depart*
meats had taught an average of twelve and three-tenths years each,
whereas the teachers of Group 11 departments had taught an average
of only eight and nine-tenths years. In so far as the teachers involved
in this study wre concerned, i t s eems that longevity in the p r o f e s -
sion of teaching vocational agriculture i s definitely associated with
success . From the analys is of question number nineteen it was found tha.
that teachers in the Group Q departments had slightly longer tenare
in their present positions than had the teacher s in Group I depart-
ments.
102
Factor Summary
The analysis of the first factor associated with the success s i
departments of vocational agriculture, the teacher of vocational
agriculture, indicates that the teacher® of Group I departments in
*h® stiidy area have participated to a greater extent in those activ*
i t ies tend situations that tend to wake a department successful **«»«»
have the teachers of Group II departments. Ia only one or two cases
have the teacher s of Group H departments participated to a greater
degree in the activity or situation than have the teacher* of Group I
departments. The total score for droop I departments i s 1271
points, -whereas the total score for Group II departments i s only
1111, The evaluation of the situations and activities involved in this
factor indicates that the agricultural experiences and education of
the teacher of vocational agriculture are associated with the succes s -
ful departments of vocational agriculture.
Teaching Techniques
Most of the questions relative to the factor "teaching techniques, M
unless otherwise indicated, have been formulated from implications
l n to® Evaluative Criteria for Vocational Education in Agriculture <12)
An Evaluation of Local Pr a grams of Vocational Education ia
Agriculture (13). The participations by the two group® of depart-
ments at the various levfcls in the activities and situations l isted i s
103
fe® questionnaire indicate the extent to which the departments conform
to those standards that axe considered desirable. The answer to the
, question* "How extensively are teaching techniques associated with
the success M departments of vocational agriculture?" i s sought.
The level at which each of vthe two groups of departments performs
in relation to the activities and situations set up under the factor
indicates the extent to which it i s associated with the success of
departments of vocational agriculture.
TABJLE XXIV
USNGTH OF TIME FOR WHICH SUPERVISED FARMING PROGRAMS ARE SET UP FOR BEGINNING
STUDENTS
Group j-jf Length of ' Time
Activ-ity
Value No, Parti-cipating
Qtvmp I
Score eipating Score
4 years or more
2 or % years
-1 year or l e s s
N on» Part i -cipants
2
I
12
20
2
36
40
2
5
24
3
IS
48
3
Total
Score Difference: 12
?$ 46
104
This desirable teaching technique i s utilized to a greater extent
by the Group I departments than by the departments i s Group Q.
The greater length of t ime for which programs are set up apparently
i s associated with the most successful departments in this study.
TABLE XXV
TIME AT WHICH SUPERVISED FARMING PROGRAM IS SET UP FOR EACH STUDENT
Aetiv* - Group I . , , Group 11 . Time ity
Value tfo.' i a r t i -
eipating Set»re ~Wa," Par i l - -
cipating Scare
Early in the f irs t year 4 28 112 25 100
jLate in the f irst year 3 1 $ S IS
At the begin-ning of each year Z 5 . 10 a 6
Other time % 0 0 i 1
Total 125 122
Score Difference: 3
There is only a slight difference in th4 score between the two
groups of departments. The l e s s successful departments have
105
used the technique a t almost the same level of accomplishment a s
the moat successful departments . The score difference seems td
indicate that the activity i s associated only slightly with the success*
ful departments of vocational agricul ture.
TABLE XXVI
VISITATIONS BY THE TEACHERS WITH THE PARENTS OF THEIR STUDENTS
Activ- Groap I Group 12 Frequency ity
Value M®. Parti-"
cipating Score No. P a r t i -
cipating Score
More than one visit monthly 4 $ 12 4 14
Regular monthly visi ts 3 13 39 8 24
About four visi ts yearly 2 16 32 20 40
Visits twice a year or l e s s I 2 2 2 t
Total
Scare Difference: 3
8§ U
This sca re difference between the two groups of departments
on Ihe working relationship between the teacher and parents s eems
104
to ind ica te tha t the act iv i ty i s only sl ightly a s s o c i a t e d with t he s u c -
c e s s f u l d e p a r t m e n t s . Ph ipps s t a t e s that "Any confe rence cm a form
to ta lk over the needs and i n t e r e s t s of the pupil * . . should include
the f a t h e r , m o t h e r and the son. T h e r e i s no subs t i tu te fo r such a
confe rence {14, p. 262). "
Other f a c t o r s m a y i n t e r f e r e with the good e f fec t that i s deve l -
oped through the p e r f o r m a n c e of th is act iv i ty .
TABLE XXVH
PER CENT OF STUBENTS GtfXOED TO A COMPL.ETIOH OP THEIR LONG-TIME SUPERVISED FARMING PROGRAM*
Act iv- Group 2 Gr»up XI P e r Cent ity
Value No. Par t i -cipating Score
No. P a r t i -cipating Score
75 to 100 4 3 12 2 S
50 to 75 3 14 42 17 51
25 to 50 2 15 50 6 12
25 or l e s s 1 2 2 9 ?
Tota l
Score Di f fe rence : • 6
86 80
A s c o r e d i f f e r ence of s ix points be tween the two g r o u p s ot
d e p a r t m e n t s on guiding s tudents to a complet ion of s u p e r v i s e d
107
farming programs in favor of the Group I departments seems to indi-
cate that this activity i s associated to some extent with the success^
fill departments.
TABUE XXVII
CENT OF VOCATIONAL AGRICULTURE GRADUATES WHO MEET THE REQUIREMENTS FOR THE
FUTURE FARMER DEGREES
Activ* Group I Group H Degrees ity
Value No. Parti-cipating
(Per Cent) Score
Ho. 'Parti-' ' cipating
^Fer Cent) Score
American Farmer Degree 10 i . i 11 .26 2 .6
State Farmer Degree 5 8 .8 3 .7 IS, 5
Chapter Farmer Degree 1 68. 5 68. § 69.5 69.5
Greenhand Degree .1 14 .2 7 .4 75 .4 7 . 5
Total
Score Difference: 32. 8
130,9 n,i
A s ca re difference oI 32. 8 points between, tix© two groups of
departments in the development of degrees in the Future Faarwsers
of America program in favor of the Group I'department
108
indicate that earning the higher Future Farmer of America degrees
i s associated at an important level with the successful departments.
The requirement» for the various degrees tend to substantiate the
importance of this score difference (8, pp. 17 -18).
TABUS XXIX
PER CENT OF TIME THAT STUDENTS MAKE WRITTEN PLANS FOR CRUCIAL UNITS OF SUPERVISED
FARMING PROGRAMS
Activ- Group I Group II Per Cent ity
Value «W,1 ParS* cipating Score
" No."''Parti-'' cipating Score
75 to 100 4 2 8 0. ©
50 to 75 3 12 36 10 3§
25 to 50 2 8 16 10 20
25 or l e s s 1 12 12 13 1-3
Non-Participants 0 0 0 1 0 •
Total
Score Difference: 9
72 63
Phipps indicates that "many supervised farming programs fail
simply because pupils do not work oat in advance . • complete plans
for them. Instructors should consider the writing of planus a very
109
important phase a£ instruction {14, pp. 302*304)." Tit® grswp of
mast successful departments in this study lias a higher sc oar© an
accomplishments in this activity than does the l e a s t success fu l
group. This e e e m s to indicate that the activity i s assoc iated with
the success fu l departments to a moderate degree .
TABiLE XXX
PER CENT OF TIME THE WRITTEN PLANS ARE USED AS A GUIDE FOR DEVELOPING SUPERVISED
FAilMIMG PROGRAMS
P e r Gent 'Activ-
ity Value
Grmi|§ i G » « p II ^ ''' P e r Gent
'Activ-ity
Value No. Par t i -
cipating Score No. Parti*'
cipating Score
75 to 100 4 4 16 3 12
50 to 75 3 13 39 11 31
25 to 50 2 10 20 11 22
25 or l e s s I 7 7 9 ?
Total
Score Difference; 6
82 76
The scare difference between Gr aup I and Group II i s only s ix
paints in this activity, Only a slight association with the succ«ssful
departments is indicated. Phipps suggests that plans for gaiding
a vocational agricultural program are essential to s a c c e s s a * .
pp. 302*304).
11®
TABLE XXXI
OPINION OF TEACHERS ON THE ADEQUACY OF RECORDS OM SUFES VISED FARMING KEPT B¥ STUDENTS , AS A BASIS FOR CONTINUED PLANNING
Aetiv*"" ® r s » p l Adequacy - ity
Value No. PaartAci-
patiag Score No. p a r t i c i -
pating ScWf®
Mate than Adequate 4 0 0 0 0
Adequate 3 19 57 14 42
Fair ly Adequate Z 15 30 IS 36
Inadequate 1 0 0 1 1
Non-Partipants 0 © 0 1 0
Total
Score Difference: 8
8? 79
Supervised farming records seem to bo more adequate as a
basis for c ontinued planning in Group I departments than they a r e
in the Group II departments. Phipps states that "a teacher of
vocational agriculture has many opportunities for making effective
me of the farming program records kept by the pupils. If the record*
a re complete and accurately kept, they afford some of the moat valu-
able data attainable for use in the instruction of vocational agriculture '
(14, p. 320)."
I l l
TABLE XXXII
LEVEL, OF EFFECTIVENESS AT WHICH SUPERVISED FARMING RECORDS MADE BY STUDENTS ARE
USED FOR FUTURE PROGRAM PLANMWS
L««r«t ®f Activ- Group 1 G?a»p M Effec-
tiveness ity
. Value No. Parti-
cipating Score Ma. P w t i *
cipafcing Score
High 3 5 15 1 %
Medium t 29 58 %-n m.
Low I 0 0 6 6
Htm* P a r t i c i -pants 0 0 0 0 ©
Total
Scare Difference; 10
73 65
Group J departments have a superiori ty of ten points over
file gjkoup II departments in the effectiveness with which the super*
vised farming records of their students a re used for future p rog ram
pluming. The use of these records in program planning seems
to he associated with the successful departments to a moderate
degree.
I l l
TABJ-E M M
FEE CEHT OF THE TIME THAT SUPERVISED FARMING PROGRAMS OF STUDENTS ARE THE CENTRA!, SUB*
JECTS o r COUIIS&S o r STUDY "
Per Cent of -T i m
Activ-ity
Value
Group I ' Group Si ' Per Cent of -
T i m
Activ-ity
Value No, Part i -
cipating Score No* Par t i - .
Gipating Score
75 to 100 4 6 24 5 20
50 to 75 3 21 63 22 66
25 to SO a 5 10 3 6
25 or l e s s I 2 2 4 4
Total
Scare Difference: 3
96
The score difference between the two groopi of departastati itt
the use of supervised farming programs as the central subject for
study is only three points. This difference appears to indicate
that the activity i s associated with the successful departments at a
relatively unimportant level . The National Standards Conomittae
for Vocational Education in Agriculture states that u't'he typical
Very superior* course was built around the enterprises repre-
sented in the supervised farming programs (13, pp. 14-17)."
113
TABLE XXXIV
EXTENT TO WHICH IMPROVEMENTS HAVE SEEN MADE IN THE FARMING BUSINESS AFTER IT HAS BEEN THE
SUBJECT MATTER OF COURSES OF STUDY
' Ac&v* ' GrO'ttc 1' laisw -apF Extent tty
Value No. Parti-
cipafciag Score No. .Parti*
cipating Sewra
Greatly Improved i 6 15 6 18
Slightly Improved 2 29 58 25 50
They Remain the Same as 'Before 1 0 0 2 • 2
Non-par ticipante 0 0 0 1 0
Total
Score Difference: 3
7% 70
The scare difference between Ike Group I departments a»d Ike
Group II departments an using the improving of farm business as
the subject of study i s anly three paints. This seems to tsdieist®
that the activity is associated only slightly with the successful
departments of vocational agriculture.
114
TABLE XXXV
P E S GENT OF STUDENTS THAT PARTICIPATE EFFEC< TIVELY IN WORK OF THE FUTURE FARMERS
OF AMERICA CHAPTER
Per Cent Activ-
ity Value
i Grawp I t Per Cent
Activ-ity
Value •No, P a r t i *
cipating Scale No. Part i -
cipating Score
75 to 100 4 11 44 14 m
i© to 75 3 If 57 12 36
25 to 50 2 4 8 6 12
25 or l e s s 1 0 § § Z
Total
Score Difference; 3
109 166
The m a i l difference in scare between title two groups of
department8 an. the participation of students in Future F a n n e r
work seems ta indicate that the activity i s only slightly a s s o c i -
a ted with fee mast successful departments. Phipps, however,
states that one of the cha rac t e r i s t i c s of leading department* i s
that "all m e m b e r s participated to the ac t iv i t ies of their chapters '
fi4* p. 395; I I , pp. 30-32)."
l i s
TABJUE XXXVI
t h e o p i n i o n or t e a g b s e s o n thje e x t e n t t o w h i c h TOE LONG-TIME TEACHING PJtOGUAM USED IS
MEETING THE NEKDS OF THE COMMUNITY
Extent
Excellently
Fa i r ly Well
Poorly
It l a Not
Active ity "
Value
Group I' No. P a r t i -
cipating
4
$0
Score
12
60
0
0
G r o u p S Na. Parti*
cip&tiag
0
32
2
0
Score
0
64
Z
Q
Total
Score Difference: 6
72 66
A score difference of six points separa tes the two groups of
departments on the success 6f tfoeir long-time teaching programs
in meeting the needs of their communities. This activity seem*
to fee associated with the most successful departments to a
moderate degree*
U 6
TABLE XXXVU
PEE CENT OF STUDENTS THAT PARTICIPATE EFFECTIVELY IN COMMUNITY COOPER-
. ATIVE AN© LEADERSHIP ACTIVITIES
Act iv- • Grouja I • ":^ro«p i r r P e r Cent ity No. P a r t i - No. Par t i* '
Value cipating Score cipating Score
I S to 100 4 9 36 ? 28
50 to 75 3 16 48 12 34
25 to 50 2 9 18 U 22
25 or lea® 1 0 0 4 4
Total
Score Difference: 12
102 f0
The s c a r e d i f ference of tvrelve points In favor of the Orsnp I
depar tments re la t ive lot the effect iveness of student par t ic ipat ion
ia cooperative activities and leadership work in the CMBWiuaity
s e e m s to suggest that there is some associat ion of this teaching
technique wife the successful departments. Ten&enbaum s tre s se s
the good effect that "effective cooperation" and "leadership" as
demonstrated by Fu ture F a r m e r s of Amer ica members has in.
strengthening the fu ture of agr icul ture (15, pp. 29-30).
in
TABLE XXXVIII
FEE CENT OF STUDENTS REACHING THE INDICATED LEVELS OF PRGFICIEMCY IN FARMING
AS HIGH SCHOOL GRADUATES
Level
rv tw«psw Activity
Value
Group 1 • 0rjHxp.lX Level
rv tw«psw Activity
Value .Per .Gent -• if 7
Students * Scare
Per ' Cent of
Students * Scase
mgh- • 3 12 36 9 27
Medium t 66 132 59 118
Law % 21 21 32 32
Total
Score Difference: IE
189 177
•Fract ions aimtted.
A score difference of twelve points between the twa groups
af departments an the proficiency td their high schawl graduates
in farming indicates that the kind and quality of instruction offered
by the teachers in the Group I departments apparently lead to a
somewhat higher l ev t i of acesvmpli shment.
118
TABUS XXXIX
ADEQUACY OF INSTRUCTIONAL TIME TO ESTABLISH STUDENTS IN FARMING WHILE TAKING
VOCATIONAL AGRICULTURE
Activ- . fjhrtwtp • Oroup.ii... Adequacy ity
Value Mo. P a r t i -
cipating Score ifa, Pa r t i - "
cipating Score
More than adequate 3 2 6 1 3
Adequate 2 27 54 28 U
Inadequate I § § 5 §
Total
Scare Difference: 1
45 H
The s ca r e difference between &e two gyo&pi of departments
on the distribution of time for instruction is so small that it
seem* to be of no consequence. St indicates, h o w e v e r , that the
regulations that apply to teaching schedules operate equally in
both groups of departments.
119
TABLE XL
OPINION OF TEACHERS Oil DISTRIBUTION OF TEACHING TIME FOR DEVELOPING A STRONG AND 'WELL-
BALANCED VOCATIONAL AGRICULTURE PROGRAM
Distribafcism Activ- Group I Group 11
Distribafcism ity Value
R». T a r f f ^ dp« i i sg Score
Wo, Parti -cipating Score
Extra wel l 4 a S 3 12
Well fcal* aaeed 3 21 63 13 39
Fairly wel l balanced 2 ^ 9 18 15 30
Poorly d i s -tributed 1 0 0 0 0
Non»Parti-cipaat® 0 a © 3 0
Total
Score Difference: 8
89 Si
A difference of eight poiaU between the two groups of depart-
meats oa. the distribution of time f»r official duties apparently
indicates a more desirable distribution of time for teachers in
Group 1. This activity s e e m s to be associated with the successful departments to only a moderate degree.
120
TABLE X U
LEVEL AT WHICH FARMING PROGRAMS OF YOUNG FARMERS HAVE AIDED THEM TO ESTABLISH
THEMSELVES IN FARMING
Activ- Gr tap I Group H Level ity
Value No. Par t t*
cipating Score No. Par t i*
cipating' Score
Very high 4 1 4 I 4
High 3 19 5? 20 60
Low 2 9 1» 8 16
Very low 1 1 1 2 2
M on-parti-cipants 0 4 0 % 0
Total
Scare Difference; 2
SO m
A difference of only two points between the two groups of
departments on the contribution that the farming program* of the
young farmer® have made in progressively establishing them ia
farming seems to indicate that the activity apparently i s not a s so -
ciated with liie successful departments of vocational agriculture.
D e p e emphasises, however, that, "Young men who west directly
into farming af ter leaving high school were the ones with the most
eoropr ehensiv© programs of supervised farming ' (5, p. 159)*"
121
TABLE XIM
LEVEL AT WHICH YOUNG FARMER COURSES OF INSTRUCTION ARE SUPPLEMENTED WITH
SOCIAL, RECREATIONAL, AW© CITI-ZENSHIP ACTIVITIES
' Activ* Group I Sri iap 11. 'l m'° "" Level iiy
Value No. P a r t i -
cipating Score No. Pa r t i *
cipatisg • Score
Very high 3 t 6 0 0
High I 9 18 3 6
To Some Extent I 11 11 I? 17
None 0 0 0 0 0
}fon*Parti-» cipants 0 12 0 14 ' 0
Total
Scare Difference: IE
35 U
A score difference of Wi lve points on the Inclusion of social,
recreat ional , and citiaenship activities for young f a r m e r ins t ruc -
tions between the two groups of departments seems to fee l a rge
enough to be of some importance. The superiority- of the Croup I
departments suggests that the ex t ra -cur r icu la r activities used to
supplement the young f a r m e r courses of instruction may have con-
tributed to the g rea te r success of these departments . Cornaby
122
states that recreat ion in various fo rms helps ta stimulate "Ysung
r w a e r 1 * latere st (4, p. 122).
TABLE XLHI
XNSTRUCTORS* OPINIONS ON ARRANGEMENT OF TEACHING SITUATIONS FOR INSTRUCTING
YOUNG FARMERS
Activ- Group f " « * . | |
Arrangement ity Value
P a r t i -cipating Score
Mo, P a r t i -cipating Scare
Excellently Arranged 4 2 8 0 * 0
Well Arranged 3 6 IB 3 9
Fairly Well Arranged 2 13 26 11 26
Poorly Arranged 1 7 f 14 14
Nan-Parti-cipants 0 6 0 4 §
Total
Scare Difference: 10
59 m
A difference of tea paints between the two grasps af depar t -
ments an teaching situation f a r yatmg f a r m e r s s eems to he of
sufficient magnitude ta he nstewarthy. The superior teaching s i tu-
ations f a r young f a r m e r s in the Group I departments a r e influential
121
perhaps in developing those departments to a higher level of success
than i s reached by the Group U departments, The committee on
Standards far Vocational Education in Agriculture has indicated that
desirable teaching situations for young farmers tend to improve the
quality of the program (12, pp. 43-45).
TABLE X14V
EFFECTIVENESS OF ADULT EDUCATION PROGRAMS IN IMPROVING THE FARM SITUATION 1H COMMUNITIES
Activ- Group 1 0
H i
Level ity Value
Ho. Parti* cipating Score
No. Parti-cipating Score
Very high 4 2 8 0 0
High 3 10 30 6 18
Medium 2 IS • 36 • 20 40
Low 1 3 3 6 6
No**-Parti-cipants 0 1 0 2 0
TaUt
Score Difference: 13
77 44
It seems that a score difference of thirteen points between the
two g n t f s of departments on the effectiveness of adolt education
program# indicates that this activity definitely i s associated with
124
(he successful departments of vocational agriculture. The Group I
departments appear to be more successful la improving the farm
business and farm living in their communities than are the Groop U
departments. Kil ts indicates that the progress made by farmers
toward a higher and more satisfying level of farm living is the best
means of evaluating programs of adult agriculture education 111,
pp. 66*68).
TABUS XLV
PER CENT OF STUDENTS GENERALLY SELECTED FOR THE VOCATIONAL AGRICULTURE
DEPARTMENT '
Activ- 1 _ . . f l rp ip l l Pe* Cent ity
Value No. Parti*
clpating Score Mo. I%5rfci»
cipating Score
75 to 100 4 2 8 0 0
50 to 75 3 9 at 5 IS
25 to 50 I 4 8 a 16
25 or l e s s 1 11 11 18 18
Non-Parti-cipants 0 8 0 3 §
Total
Score Difference: §
54 4f
125
A di f ference of five points between the two groups on. the »elee*
tion of vocational agr icu l ture students s eems to be somewhat impor-
taut . The selection of students in vocational agr icu l tu re provides
an opportunity fo r depar tments to be rel ieved of d i s in te res ted s in -
dents who tend to de t rac t f r o m the successes that might otherwise
be achieved. The Group 1 depar tments perhaps owe rnnch of fteir
success to the selection of thei r students, especial ly since many of
the other technique® of teaching and depar tmental si tuations have &
much na r rower s co re d i f ference . Fhippa indicates that "s tudent
selection'1 i s one of the act ivi t ies that make a depar tments of voca-
t ions! agr icu l tu re s t rong fl4» p. 56).
TABLE XLYl
FEB. CENT OF STUDENTS CONTACTED AND INFORMED OF THE VOCATIONAL* AGRICULTURE PROGRAM
BEFORE ENTERING THE COURSE
Act iv- €*r»«p I _ Group &_ P e r Coat ity
Value No. P a r t i -
cipating Score If a* ~ P a r t i * . cipating Score
75 to 100 4 20 80 I f 76
50 to 75 3 9 ' 27 * i s
25 to 50 2 2 4 2 4
25 or l e s s 1 3 3 6 4
Hon-Par t i* cipants 0 0 0 1 0
Total ' Score Difference: 10
114 104
126
Th*t score dllfcreacc of ten points between the two groups of
departments on informing prospective students of the program indi-
that activity is associated at a somewhat important level
with the successful departments. This activity la practiced by the
most successful departments (13, pp. 5-8).
TABLE XLYH
PEOPLE RESPONSIBLE FOR SETTING UP AND DEVELOPING THE VOCATIONAL AGRICULTURE STUDENTS'
SUPERVISED FARMING PROGRAMS
Those Respon-sible
S i t v * Brs«|*: -
Those Respon-sible
^ tty Valme
Mo. PWtl* cipating Score
No. ParSl» cipatitig Sear®
The student, parents and teacher 4 25 100 23 92
The student • and parents 3 0 0 I 3
The student and teacher 2 9 18 10 20
The student 1 0 0 0 0
The teacher 1 0 0 0 0
Total Score Difference: 1
118 I IS
12?
The i c o r e difference of only three paints between the two
grasps of departments am Ihas® responsible for setting up super*
vise# farming programs aeems to have only a slight association
with the successful departments. Hie National Standards Committee
for Vocational Education in Agriculture emphasise* the "develop-
ment o£ the student's vocational agricul ture p rogram by the parent ,
the student and the teacher ' <13, p. 5|r An under standing among
these three people as to the aims of the p rogram adds great ly to
i ts effectiveness* This ar rangement seems to have had l i t t le effect
on Hie Group II departments, however 02 , pp. 8*10).
T A'ft If U* Yt Jl J&JL# w »!>•».&
- PEOPLE WHO COMPOSE THE ABVISOKY COMMITTEES ' ' FOR J^^A'RTMElfTg
Ae§v* .... Group H
Membership of ity Ko, Wo, Farti-Committee Value , cipating Score cipating Sfore
F a r m e r s , busi-ness men and school admin-istrators 4 17 68 11 44
Farmers and school admin-istrators 3 2 6 S If
Business men and school adminis fcratora 2 0 0 1 2
Farmers and business men 1 0 § « 0
No one 0 15 0 If 0
Total Score Difference: 13
74 41
128
A score difference of thirteen paints betwwa the twa groopi
of departments on advisory committee composition seems to be
important. The Federal Security Agency has indicated that for
mas t satisfactory results the advisory committees far vocational
agriculture departments should be "composed of laymen who r e p r e -
sent all community interests (?, p. £)." Advisory committees com-
posed of a wider representation of community interests are asso-
ciated with the most successful departments in this study.
TABUS XLIX
FREQUENCY THAT TEACHING AM© MSCIFUNABY PROBLEMS ARE REFERRED TO THE
SCHOGJU ADMINISTRATORS
Frequency Activ»
ity Value
\ ' ilroap I ...proupfa Frequency
Activ» ity
Value Mo. Prnm*
eipatm^ Scare Ha. Prntti"
eipating
Infreauentl v 3 8 24 8 m
When, forced 2 3 6 1 4
Always I 4 4 IS '• 18
Never i 19 19 6 4
Total
Score Difference: 1
53 m
A score difference of only cave point between the two gropps of
departments &m referral of teaching and disciplinary problems to
12$
admlalatratar • indicates that the acttvitf i t equally asso-
ciated with b»& groups wi departments. It seems thai a too frc^Mat
referral of t k m p r M t m i t» fte administrator v w l d iitdieat* a
weakness an She part of the vocational agriculture teacher 0 » pp. 281*
282). The teachers of Group II departments seem to use thie prac-
tice almost as effectively m the teachers of Group I departments.
TABLE JL
Y M M M M M T WITH WHICH CHAJ«C£S AHD MEW DSVCLOJ*. MLK&TS IM THE PRQQRAM OF WORK ARE BSSCUSSSD
WITH THE SCHOOL ADMIKISTFTATOFLS
'Mrvmgl'M Frequency
A e t i v ity
Value
OrtHtp I M»» Farti-cipatinp Score
No. Parti* cipatinff Scare
Always 3 12
Generally 4 2©
Seldom 2 2
Hever 1 #
36
90
4
0
15
IS
1
I
4S
60
4
I
Total
Score Difference: 8
12# m
The score difference of eight points between the two groups of
departments on discussion of changes and new developments in the
program with the administrator seems to he associated to some
extent with the successful departments.
130
T A B L E M
F8J5Q3ENGY WITH WHICH INVITATIONS ARE EXTBWSHED TO SCHOOL, ADMINISTRATORS PARTICIPATE IN YOGA-
' TIONAJL A G E l C m i l J R E PROGRAM ACTIVITIES
Frequency Active
ity Value
Group I ' , Group i i '"IJ" Frequency
Active ity
Value No. P a r t i -cipating Scare
No. Parti-* cipating Score
Always 3 19 57 18 54
Generally Z 14 28 14 m Seldom 1 I 1 2 %
Never 0 0 0 0 0
Total
Scare Difference: 2
S& «4
The score difference of only two points between the two groups
of departments on invitations to the adminis t ra tor to part icipate in
vocational agr icul ture activities seems to be ontaaportant. This
activity seems to have only slight association with the most s n o r e s -
ful departments of vocational agr icul ture . Part icipation of the two.
groups of departments in this activity i s pract ical ly at the same
level even Chough there is a wide difference in their lev«is of
success .
in
TABUS 1M
FREQUENCY TOPK WHICH MUTUAJL AGREEMENT ON ¥OGATIONAJU AGRICULTURE POJJCY IS
REACHED WITH SCHOOL ADMINISTRATORS • -
Frequency Acttv-
ity Vaiae
cirtwip n Frequency
Acttv-ity
Vaiae Ho* Par iS*'
cipating Score Fartiw'
cipating Score
Always 3 I? 31 I t S?
Generally 2 17 34 IS 26
Seldom K 0 0 * 1
Never 0 § 0 0 0 *
Total
Score Difference: 0
85
There ia a» d i f i h m c t in acore between Uu two group® of
dtptrtaMaU on mutual agreement with the administrator* on voca-
tional agriculture palley. X* seems that the teachers in bath groups
of departments recognize that a mutual agreement between them and
their administrators as to policy in operating the department is
wise. Phipps indicates that fee success of the department is depen-
dent on a well developed plan that has the approval of the schaal
administrators as to it# operation (14, pp. 60-64).
132
TABJLE IMl
FMEQU&NClt WITH WHICH TEACHING OBJECTIVES ARB SET XJP BY TEACHERS
Frequency jCcttv-1*'
ily Value
|Jri3s»p I. ' <QNP9«P II ' "" Frequency
jCcttv-1*' ily
Value Ma* Par t i -
eipatiag Score No. Parrt*
kipcUai! Score
Always 4 6 24 § 32
Generally 3 If 81 24 I | 72
Seldom 2 1 1 2 4
Never 1 0 0 0 0
Total
Score MUereacet 1
l o t 108
The score difference of only one paint between the two groups
taf departments on setting «p teaching objectives seems to indicate
that the activity- has be en performed equally well by bath groups of
departments in this stddy. Indications are that "the first step in
teacher "Student planning is the development of objective1 (14,
pp. U 5-120; 13, pp. 14-1?^"
TABUS M¥
FREQUENCY WITH WHICH COMsMVNITY SERVICE JOBS AKE PERFORMED ANNUAULY BY DEPARTMENTS
153
.Activ * , € l * a ^ I . Frequency' ity
Value No« Pa r t i -cipating • Score
No. cipattea .Se»*».
30 times or •more; 4 m §6 - 16 44
20 to 36 times ' 1 i 11 ? 21
10 to 20 times 2 3 6 7 14
10 t imes or less I 0 0 - S $
Nsn«Farti» cipaate 0 0 0 1 0
Total Score Difference; 2«
123 102
The scare difference »f twenty-one points between the two
groups of departments on community service job* done asnai&y by
fee department stems to indicate thai this activity is associated
with the successful departments of vocational agriculture to a high
degree. The Qroap 1 departments apparently perform outstanding
•ervice lor their communities. This type of service has loflf been
recognised as one of the most successful mean# of interpreting fee
vocational agriculture program to the cammuaity.
TABJUE LV
PER CENT OF VOCATIONAL AGRXGUX/TURE STUDENTS THAT ARE FARM BOYS
1M
'Ae«*~ \ . I " Pmt Gaol i t f
Value Ha ,
cipating Score 'Ho, F a r t l *
cipating Score
75 to 100 4 IS 52- 10 40
50 to 75 3 16 48 13 i f
asgto 50 % - 3 6 7 14
25 or l e s s I 2 2 3 3
N on •* Par t i c i— pants 0 0 0 1 0
Total
Scare Difference: II. l©t Hi
The score difference of twelve points between the two groups of
departments on the per cent of f a r m bays in their c lass membership
seems to indicate that this Item i s ratt ier closely associated with
the successful departments of -vocational agricnlture. The Group I
departments apparently have been m a r e selective of their students
than have the Group 11 departments. The National Standards Com*
mit tee fo r Vocational Education in Agriculture indicates that a very
Mgh percentage of vocational agricul ture students should be f a r m
bay* <11, pp. 35-37 J.
I t s
TABJL.E JLVI
F a i ^ U E N C Y WITH WHICH CERTAIN TEACHING AIDS A B E USE© IN THE TEACHING PROCEDURE - •''
roap Mem s Very wp&* Sel
Textbooks & bulletins
F a r m maga
F i 4 4 trip*
V i w a i aide
Demonstrat ion
Lecture
Q « m debate
Individual study
Contests
Project shows
12
Show wia iaw exhibits
Project tours
Local speakers I I I
Annual teaching plan
3
1T5 IMS
tu
TABfeE J»yn
SCORES EAEMEI3 BY THE TWO GROUPS OF DEPART-MEKTS OH THE BSE OF CERTAIN
TE ACHING AI0S '' -
" Xcttv- ©Y9®p3 *»#»»»«, _ . kkwwmW Frequencies ity
Value K»." Parti**' , cipating Scare
Ho. FUTti^'" ftipating Score
Very F r e -quently 3 117 351 10t 324
Often 2 210 420 175 350
Seldom I 125 123 143 143
Never 0 14 0 43 0
Total
Scare Difference: 11
SI?
The score difference of t«v#Bty-kvm points between the two
groa^a of departments in the use of various teaching «tar£esrs indi-
cates that this activity Is apparently highly associated with the
most successful departments. The Group 1 departments seem to
he using these teaching- devices more frequently than a re the Group H
departments. Fhipps <13, pp. 81&-826) -states that the wise use of
teaching devices adds to th4 interest that students have in the subject
of study and that the use of a variety of devices prevents the students
f rom becoming bored with the presentation and solving of problems.
13?
t a b l e mm .. .
THE EXTENT TO.WHKat LONG-TIME TEACHING PROGKAMS AEE BWII*T ABOUND SUPERVISED FARMING
. PROGRAMS OF STUDENTS
Actxv* Ifrostp M'. Per Cent ity
Value No. Sftwrti-""
cipating Score • No. 'J*artt.
cipatiag, .Sks»*«
75 to 100 4 14 56 1© 40
SO to 75 3 19 57 If i f
I f to 50 2 1 2 4 i
25 or l e s s 1 0 Q 1 i
TotA&
Score Difference: f
115 106
The score difference of nine points between the two groups of
departments an the inclusion of supervised farming programs as the
basis of long-time teaching plans suggests that this practice is asso-
ciated to some extent with the most successful departments. The
National Standards Committee for Vocational Education in Agricul-
ture (13, pp. 14*17) indicates that very superior long-time teaching
plans are built around the supervised farming program.
9fU»sr» - t t r 1 .: - . ' 11 .71
9fU»sr» - t t r ls». l^SSE* Score eipatiafi : - " t o r #
Hi at mare ' l 1 I 1 1
2@ ta 3d % I 6 4 i
I© tt» u 1 I t 30 19 45
I t sr ies* 4 29 80 I Ml #
Total I f f
iaesntesta
A dtffeyeisge ol mwmi .point* exiate Im^wmh Hi# few® gysup#
• s» the aiaauat laf tiios m*ed ta triklsiiig. jadgiog
»«•«* * * »« i ft «B»*« desirable time «&afc»
student e w®«I4 be left wttkant mqp«»vf«lmt ®ve* .|«ag
i we te devoted t» <mti$®91 wills,
line# #1% a fear ft&deats enter emtmtm.. Wfaifp* {14, pp. 4g&*||0)
indicates t&at cunftesta 4# l»ve value when tfcey »j?e carefully selected
and caadaetdd and when. * teacher uses souad judgment ia Hut
aC time used fa ptep&riag esmtestsmts. The use af t»» much f i f t y
t4*e ia not advisable.
ftf factor Bunaber isr**
M * « « M iaferiut *»
ftll^- OGH&Y tW Of
wfeat extent have th« •
ay«
ysung faamaesra aided
& « « t» ftragr«s#4v«ly themselves i» tKrwIag'?» and "8»w
»v •*» teaching abjectlve# set: up ,
• • ysm i&Usm y w r
cn these two teaching techniques «*• rated
• a 1
m the first and m e f»tet ©»• toe M c s a i t k i difference
f a these tw» teacM&g
• M m to be equally j&raficieat
in gprawpai
ieelmii|"wmM: "I• • # sm&Utli&t %fif!t
In thei^ IMMfc
two *f *afe» flit same score
one teaching tcchm^e, which is H8wr often 1» mutual agreement
. • • • " - • • • . . . . . . . . . . .
Of the ©the* JMtty-tw# items 'scatty*-i$ the iact&r teaching
fl** #tiMgi I d«p«rtme»i» «r« .oqpiaHtar fc» tin# Gfrwp U
Tim differences i s scares range frtHja one i» Mmmtey*
m w m p&iats. Th» tot«d scare difference m &* factor teaching
between the Group I departments and the Group B
140
4«purtok*ats, i s 13? f t i a t i , TM» wide *a»g« to *«««» MUeweme
between the mmI aaeeeasfcil and tl*« least auceeaaful Aefammmts*
m m m is> indicate that mart s i #10## activities and situatiang which
h*v« been c$a*i4#i?«*i de#t*afcte te teaching t«ciw*i<pe# a i » ass aelated
with fte successful d«parfc»«&fce ol 'v®eati®»al
Administratis*! »jf the School
;tf 't%MB Items relative t» the factor "adtninistratitra al the »ch»s>i'
feave ke«a fsrmalafced frap*. the Evaluative G v t M * far Va««Aiw*aI ,
III) and f r m i Aa Evaluation of Local Pra-
)• The Scws$ at
in the iriertiMii items wbSmh each 1
according 19 * b » « «la«fciaaNI» that « f* *»»*td«7«di 4*ftt*l$*.
fABi*® UC
OHAX* A< TEACHBR
xacxsti? 99 wmm tm mmmmrmm SKNATMKKT IS € © W e f E B SY $B
AS HE SEES THE NEED
Frequency ' A ^ s r *
ftjr Value
; ^ ... Gv&iip- if ' :*'u
Frequency ' A ^ s r *
ftjr Value
Mq. p a i n * ci|>&ting SCttST#
Ha. I%»il*r
Always Z 1§ s« 17 H Generally 1 18 S4 11 $.1 O^eaaionally 1 1 1 9 0 K«v«* 0 0 0 t . © -
Tslal Sttvtm 4
8§
141
titeir
A ini®## tHF u o » &ic item lee tes fa
teachers af the two groups nf departmettte appairex^ly conduct
• W & T •** o< this a4mlatster*|lve item.
TABLE LXX
1 8 w m m T m *c*a&u A m m i u t o E ACTIVIST SUPPORTS, G©tJNSEl*S, AW© EU€®¥RA©ES THE TEACHER IH
mvmLomm turn v o c a t i o m a j u Mmmmmjmm m c H u u c
Active %
Tula® f a t
Scare
JiffMi® II
eipating Sea**
En&iialasiiealty $
I»dlff«*eiaily 1
US* mrti 'iTa itt'lftnifr H
i
*«4«UMMi 0
mm*mm* cipants
TataJ
Scwr« 5
25
f
2
§
14
m «
i
t
4 t
14
i
0
1
f t
A scare difference of five points between the two g rea t s «f 4fffrart-
m < m t s 311 t W s ^ ^ t e i s t r a t l v e item seems t» indicate that It is taly
slightly with: the mast Bttcees sful ^ JPMpps
414, pp. 917-94$) state# that adaaiaisiifata#* y m m l t y as sist in the
i4a
vocational agricul ture program imard i i ig
that &«y kave afeowt the p rogram. • Group I . t a f p a t m * * U*&mm
asffa,*«ttHy have & anww desiraMe rapport wltli the i r adminis t ra tors
than && those in Group II department®.
TABLE I-XII
I » E V a OF JMTfiRJSST EXHIBITED BY SaHOOI, AOMIMISTBA. - t g e s w i t vm&TmwAz*
mamam
. 1 Group I ' """^ Orfnin if L m l tty
Value mm* WWmm**
6ett*ar* M®, p*«&» " cipating Sewre
«Kgk 3 M m •• I t SI
I | - - I t 24 i s 26
%am 1 1 I 3 t
Mon« 0 ' « t i 0
Total 88 §©
Scare &U&Mr«we*£'• 8
A sca re difference af eight paints ^etwees. Hi* two group* #1
4«partmeats an the in teres t «x3M14tfe& % the scltaal admiai»trat&r
to *««t»g Hat* aU »choal programs *r« dewelojKKl witli #i|«al in te res t
seems to b« impartant . Ptiipps f i t , pp. 9$7*943) indicates thai most
af acfeoisls th is* 1st t e rms sf a well-roimded t»MI
•cfc##& prtngraws..
SfS
TASUE t .wm
IMWWL OF EWCOT?EA€IEME!f$ KXTEKBKD BY THE SCHOOL, m m m m m m . m m m r-mmmmh- m m m m m m '
TEACHER IN YOUNG AM® ADULT W&BMMB. E©UGA ,flOil
" M R I*ev«l
Value
TSBSFI
rfri imm 'tril "kht Score
Jligfc
I*»w
Hon®
1
2
I
t
$
H
4
24
11
#
f
IS
6
6
21
W $
ft
Tatal
Sc»*« MMere&cm $
m •it
A mtmtm 4Wkmmmm if £iv» pa#®!s between tit© tws> gr#a|»» af
* » •
tt*« meatis****! Hpflcatotre tMudmr i» dev*l*pi*g jtmsg and adult
fa rmer edafiattaa seems to indicate that tfe# lte«a i s *»»»<£-
ated witfx flie 8»ce«*«fttl <U|*rtm**U. Yh* flasieml Staadasd* 4Smm+
wiittee far Yaeafclanal Edacatiaa ia Agrieu&u*® H$, pp. $4W1|| indi-
cates tfcat «he ixlaateistratai's tf ilie *««ugjit»e
young audi adult f a rmer educa&ian. as an integral pwst of ike v®ea*
titmal - a&rie'sltiire program.
144
:HJE SCHOOL A: mmmrn wmmmm m.
ftr Value '
h' r.i... '. * : ' r ' - ' \
ftr Value '
m. M t U * eipatiog ' Scare
' Ha. WwM* cipating • Sc®»
fa m rfyi'" «*' * 3 , 26 78 2 5 IS
fnMffmi' ently 2 i 14 i J&
RdbveiMftf , f 0 6 § 0
Daea at>t 0 0 0 i 0 ..
Tatat -
Scare Oif£eren«e: 3
jPr
score irf ody Har«* paiate fcetw««s th« tw#
graofa af departments t» f&e of WB gaaet ^ i m Uses Fatmr#
Farmers of JteNfttftsm Chapter %f the admiMttratar iqp Muwtttfy Indi-
cate# that tet tt«m I* aai ts>t* ciaaety as sociated with the atsc€««* a
defMirfcmeats. It wiH be noted, however, that th* Grasp I depart«-
meats have adirfmistratar# wht» s^pp&rt Fatare Farmer# £hapt
more straiigly than d» the admint strator s of Ort>up U department®.
There arc Iffiaftieatiaas that most taecessfttl Future Farmera *f
America chapters have the approval of school adifiiaiatratar#
04, pp. SS4-S*lx » # pp. M~27).
MS
ta*Uttxf .. . KfUff Of PAMTtCIPATlom m THE SCHOOL ABMWIS-
' • TMATm m GX&ta ik rac&- iwmM* •• • • . j y n g m m s s w m n ,
Biillliitiil
Qsoup 1. No. F a r tic Ipa tog
£u2.
* O-
| £
$hrtw£'ll J to . •'. P^rtieipatiag
U J? - #*itf -# #
#
Attmd W. W* Jk* mm4 ¥Jfc mt'ifi- if. igiij TR' ia|i
«Jk| , -Ct* wSMW* Ma&e mmm twips _
with the class
- Going wtfh t&e bays m ' i u M ^ i f ts;tfts amd eacatiB^tEs-eiits
§f>. see that liPP.. wm^mmWmms^mSk', 8iwW§ ££Mi MrMW "IpNpr ''HP' HJ WW'KP ^
vi4ed
S iiPFttilstiE jt sdbsti-^ IMS# HE ttfe0 , * . te&eker a«m fee if *«rvlee fco tfee
nf aaalliex place
Providing adequate I»r
- Il&fcl ft###*' felss -JVyPT Sn R^W7'' "OP
and slsows 2?
18
IS
f
H
If
10
i t
m
10 12
* t
14
I t
6
I f
IS
I#
0
If
MMe
144
mmM wkH: it %,r*r - 4 «_» , JIA
TABIJE mXw
St I '
Us. ^artlc^atlmg
«N a
•P» ji
|K m n
Wo. FarkclpSfctlng
$ *
ft* a*
ffee T,A. »ifiMKaifii# MriS tSwB' witfa t&e V.A, teacher
"fe#eki«f in- see llt&t
the ela#s*st»f» atad Bh&p m® a&eqaatsiy *&ea»a*£»' heated and
uu, flie '®teBls affi le
§
achievements as is glvaa $$ thmrn I f
16
Mi® V.~A,'
abreast af new devet-opments te V. A. and r-W "A"-"-
« Jm « 'OT |
Eocoaragiag the V.A.' students t» i«rrel9|j Iduad supervised
IS
1$
11
12
ti-
l l
1%
4 4
II
12 16
14
f
I I 6
4
LrXV (Continued}
', Ctroi >. Ifcaart
ip$ acipat lag Ha. Participating
Situations Jf
# S *t *f
ft*
n «»* 0©
i i
h * a i
K £
£ i* . g i t
* «
a
In & j i
#
a
H i** J #
...JO.Jt.
1# * - >
m
V. A, students | # earn M0mm F . F . A , 4«g*e«« 7 9 11 7 i S I© t
Admiaaietertag -all Mgfc *ck«*t 4«pa»t# raerats impafttally 14 I f i 1 20 t 3 4
©Iviag proper **$$£«* nition la Y« A. sla*
wfc® aeM#y© aufcstaadiag records i s I t § 2 1# 9 t I
Eacouragiiiig V»A» teachers aad sta* 4ent 4el«gmtes to &$mm& ?,A, and F . f . A . meetings If 12 1 I I t 14 m 1
Keeping f a tha carrest V,A, *»d F , SVA.' <Jevei» fifiwaDti ' t 14 6 J 4' 17 i t 1
Totals 1$$ 185 M4 87
, , 175 161 i# i m
148
• • • XAB&& J-XVI • •
COMPUTATION O F SCORES ON THE PARTICIPATION O F TMM cmtAW rom*
TlOMAh AC&ICUJUTURE SITUATIGM3 •
Frequencies ity ¥a lu«
. \
Frequencies ity ¥a lu«
Nto.' P&yti*. Scs re
Nd. P a r t i -cipatlng Sca re
Always 3 155 46 S I7§ 525
CteneraHy '2 t i $ 37© 161
Occ*8iaaaIly I 144 141 141
If ever 0 87 0 im
Tata!
Scare Difference: f
A s c a r e d i f i e reaee s£ nis* between tw® group* s i
4ej3art®^»fcs mm these miscel laneous Item* mmmm
to liwiieat© that a c t e i ^ t r a i s r s $» the twa grsraps s€ depar tment*
par t ic ipate ff* approximately the eame- extent in viMtailoaal ag r i*
cul ture s i t a ^ i o n t .
149
TAJII*£ LXfU
EXTENT T© WHICH THE ACMH8STRATOE KMOWS THE 3U0CA-TIOM OF THE TEACHEE OF VOCATIONAL ACHU*
GtJLTURE AFTER CLA8SV0KK EACH BAT, ..
A«liv» "Y"'«*»«! r i l ." Bxis&f ity No. Par t ic i - Mo.
¥aliae pating • Score clpating Score
Always 3 11 ,
33 11 '33
Generally ft. 20 40 If I t
Occasionally 1 ' 3 3 4 4
Nearer 0 § 0 0 0
Total
Score Difference: 1
74 ?S
A score difference @1 only mm paint between the groups of
departments on the knowledge of the administrator a s to the .
location id the vocational agricnltare teacher af ter Ms classroom
duties a re over seems to he unimportant. The activity seems to
have a very slight association with Hie most successful depart-
ments.
150
xabjuc i*mm
W & m m m CREDITS OFFERED »
Monitor ni , ,
JMSiW» _. .. ©rsep X II. ~ ; • Monitor ni , ,
lly ^ VM u« ' , ;#c«3rns
ffsi« 'JNtttt*'"' Se&re
6o m mmm 4 Z i e
40 to 6© 3 * I •f.
14 ts? 40 2 2© 40 t « l i t e m I 8 I i t If
0 2 0
i
5 • • @ •
Jfc IffHIlii
Scare 2®
4* 481
A scare dl0#r#ac« af twenty p»tate the two groups af
4*p**taaastft » t&* aaafatr w£Mgk school credits wfib"r*A seems to
to MgMy ti*|)«*«iaft. Tto number »£ credits ifcat ft* schoolo&ere
®#®®8 tatoclftMiiy-iwrociated with the mast successful 4cp«*tment«.
Almost 6ft |NS* cent »f the Group 8 4*p«»tiB«aM» *#* t»esta* fat
&avi»g the smallest atufttor of e»«4tt*«
151
TABI-E LXIX
TO W3E VOGATOOftAX, AtiattCnUUTBltE JSf THE '•'
A.c£lv*» • " " ^ 5 T " ™ Assigajaasgats ity -
Value fts* #wsfcU
cipatia^ Scare | j£k iri&rti* 1 mp&tinu
Three V.A. •'' cla»8«s 4 26 ' tm IS 151
Tws» V.A. classes 3 m 7 21
Twa ¥»A, . classes and
astodiy^hall t 0 § 6 l i
Twnir.A*' classes asd o»e other class , • 1 • 4 4 2 2
Hm«i%rtiei~ fNUtis § 0 0 t $
Total f w p i s -
#©>*# ,|Jr. 120 m .
A mmrn difference M tMrteea paints between the tws» grauf** d£
<lepart«&e»te aa ft# teaching m%4# to the v&catiaaal agri.
culture teacher % the admln.istrat.or seems to fee r a f t e r clssifty
associated with the mast successful departments.
152
A*nJ&
mmm a s s i g n m e n t s mvm to t h e wmAwmAt, mm~ m'ummm tmmm m t h e s c a o o i * a d m i w i s t r a t o r
Activ»* • - •'..'P— AetiviifcM Ity
Val^ie tit*'PwHft»
cipating JN#**r ''"'Itm., ffciifci#- .
cipating Score
School ground 4 15 44 14 44
Schsal faeil -ity and equip-
C^UBttUC tioa and repai: r 4 11 44
TP* ^ i I I
&ea»«*up jabs abotttthe 4NAMRK pWWM isea
*
I 4 4 14 10
Moa-FaiMei-fNMtt# 0 2 0 0 #
Score Difference: 4
l i e 106
Jt s c o n dijKereace oi lour points between the two groups &I
departments mi school premises assignments for the vocational agri-
culture teachers seems to indicate that the activity i s only slightly
associated wif3a the most successful departments. The activity value
for the assigned activities are at the levels indicated because Hie
first two axe learning situations while Hie third ia a menial task.
153
Factor Summary
. The summary »£ t&e infarmatlon on -ills- factor, . administxa£isi&
*C &e ac&aal,. alums iltat t&ere Is only ®ne t>f the administrate:;
tteas is wMM* titer® is ao dMlewmKce between 'tip two grtmps la
m m * valae, This tttafc Is," "Is fts l . A , department conducted by
ftm T.A. tedus&er as fee sees Hi# need?" . Eftdk gfoup of departments
Jmms a »care af eigWf*live points on the Item.
Tkmm im watf mm mm in which the Grcmp H~ 4epairtm«Bta sx*
*sp«ris)r t» the Graup> I departments. Group II departments have »
sear© »f f i t paints sm th« f»rtielpa£i.{*a 9I ttfee administrat&r lei *
group Items, whereas «t© Qnmp I department#
hmvte a £«*# rf wiy f?9 points.
The 8c®xe between tke twro grsmps »£ departeMSisi# sn
Hfty p&Mtm. Wtrn0mm$t'
departmaats -hm& & • «ni|N«iwr rating. This difference In ®e#*®
vm&me mmm tt> indiem® feat fee faet»rife#W:W#ticatl»a »£ th« «Si#si"
is #a»ae.il«N^'^i mmm mtimit wifi* the success af departmentb *f
vocational agriculture.
Fac.Hitie« AvatlaM© fa* GsnduetSng the ' ^ I d P f t a j i i ( farjh . * » ^*1 rfjrTr - j f t tMfc •»** .W- .1- .AU, .
wwmmmm www^RWmm
Mm®* Mm A# factor "facilities conducting Hie
vacatta***! agrfewJt®r« program*' have be«m drawn ®rw» the
I ill-
EvaAnatira Criteria fapr Vocational Education in Agriculture and iw@m
teaching situations* The position that the two groups of departments
maintain, in the .various items wilt indicate the association of the item
with the snceess of departments of vocational agriculture.
TABIX I*3AA
' mm&mm OF FACULTIES m THE ©BPAKTMEIST r o a » A € I » © CERTAIN AREAS OF. SUBJECT M A T T ®
;. ,ll« firftMp J-
I*- JNftij&KiMM tog
Areas '
* *
m ^
2
I JS *0 <4 ,
M 1
I
* • SI
h cisS z .
j t e P I
i f a
*
• i <
1 1
.»
SI I * KS £ s
Yjwr*
Soil* 4 12 i 1 3 20 11 0
Wmsm Crops % n f I 1 26 6 I
Animal Husbandry 4 22 7 I 3 4 1
Dairying 3 If U 0 1 m 12 0
Farm Management 4 El 1 11 2 24 6 0
Agricultural Economies 4 17 I t 2 % 24 ? I
Horticulture 3 16 14 1 1 26 ? 0
Farm Mechanics
I£uep:eint Watk • 2 5 IS ! 0 8 t§ II
Fittiag Tools 1 13 II 4 1 12 ' i t *
1S4A
mwm jLxx i mmmw*m <
Grt>u| p i l lr iMffl l i -,,.,11-# fcSeijsat3
N l . -... ; / Hi ** "Pm.
H 0 #
J ?
i -. • cf
i .... .. «,..*V'.>\
$ I c
«s
1 >St s » N 1 «&««* iSr ,
l l * *
assi
•
i 0*
• 4 <
43
I O4
a»
• :
« St Sat
3 ft
Ga.Toen.tw § m I f © 3 , n t %
Glaring 0 6 17 t . 0 i i ' 14 f
Pa ia t iag m» l ottusr' ~ «»*«&»«
i 11 U ft 1 19 8 - 6
E l e c t r i c we ld ing I f 12 3 5 17 & 6
A e e t y i e a e w e l d i n g 4 I I I I 7 4 i l
1 • ' H •
I i t
I S M M # > wfl#fc. * I f f * 4
i l
1 • ' H • 6 i
Fa.ifmci«€tsifi<jatio3R * i f I S 2 3 I S & $
Rope and l e a t h e r # * * § & ' ' ' '"' ' f n • 15 5' 4 10 s i t
Sheet wietal work 1 s l i I « 2 8 I S i i
F o r g i n g 0 I S t 11 $ XI 6 I S
€t>M- «emtal work I 11 i f 7 3 13 I # 8
W&m» «iac'liiBery repatir • ' • :; a- 12 it 3 1 17 9 7
.F-sttlfcry: ' : ' ' ' • ; 4 19 9 0 1 27 ' 0
Eataaaalagy. * • m 13 0 1 U ' f 9
P l a n t I»»tlii»I»gy ' 2 - 9 21 2 1 , >
12 14 $
155
1U3CXI '
wp«
H# H # § #«§ s 5
s « a 3T *0 <
t <0 S 15 #»
u #«
«li5 25
<t 9) Jf *• fif • f •* J< 0-*2 %<
I 3 4
I St «*» # • §*2 0w* sc.
Raage ai*d Pasture "9feJuK£|&. «Mft*diNfc fae dtlhMk
cultural prsdocts
Wild jLife Conger-
Leader sMp training
4
4 1?
15
IS
I t
1*
1
1 29
22
3 0
0
Totals T* m
?MMmM IMKU Bmmm mmrnwrnt mm im^mmm o f o e p a e t m e n t s m
mm. o r FAGCLmss wm teaamm cmtrnm §mtmm
Grmw t 0T»ttp B* L~,llllllf*w::J,l,)lU
Adequacy ity Na. Fartici- Nt>. . f te t td^ ,,,_..W0m psMrng, . . . . . . . . . jSks&re Scare
Mare Tfaaa Adequate 3 76 228 56 U S
Adequate . ^ • t • 422 844 526 l i s t
156
m w m x-xxn fCtm.titttfta*)
..,'.'wltm»-%'... •"
Adequacy qaacy Val»e Scare
it 3. '-w&m*';
I 346 346 Ml 221
Mo Facilities 0 • f l 0 135 0
Totals
Differences 1$
1418
A mmm dl0«r«ac« af twenty-three paints &etw#e» the groups
rf dap&jrtaumts oa the item »f labilities seems fca indicate tibat facil-
ities are mot M^ily associated with the most successful defartmeofc#
ofvaMeatioaai agrlettltare* since the Croup USmp&%tm®ntB have the
superior rating. Chase states, however, that
Physical facilities a r a iwportaat f t a gos4 department. Tfc@ hest department eould 1m severely handicapped without adequate shop, laboratory, aad classroom IttttMft*. I C a f p&tw ^epairiiaesiis fear® closed because oC lack of facilities
is,. P , a n .
M groups of departments appear, a s tedieated la ITafcle 3UXXZ,
to he inadequately provided wilds many facilities for teaching.
157
T A B L E LXXIH
MtcAmom or rnmmm mm am VOCATIOKAI. AGHICWJUTUME DEPARTMENT
<&*»«*' ' • &r*sip &" ' • location ti#&
Valwe Ma. Parti-cipating Scaf-•..
if0. tipmting - SCSF**...
l a a separate M M t s g ta tfa© high schsal 4 26 104 13 f t -
On the graund
M m m af M g k sch^ai buildlaag I & I t 6 18
J& the basement • af high sehaal
' t £ 4 3 6
Ik »ame atfcer laeatian , . 1 0 I 1 -
Total
SEA**-
A scare difference «f eight paints between the tvra gra«p® a£
, departmeats an lamttm ®f hatusteg f«* the vwcagtmrtl agrtcultare
department seems it indicate that laeatiaa »i faaa«i&g is associated
with ft® mast successful departments. The dratip I departments
seem ta be samewhat mare desirably lacated. Fhipps |14, pp. 7$Z»
7B4) indicates that a separate btdMiag fyt&m the U ^ i schaal
153
i s y«rf a&d desirable. St will sated tfea* Hup m j w r t t r
in both groups si departments are hou*ed it
fxam lit#' high school building.
T A B L E L X X I V
AMMMMM OWVOCAWOMAL T H A T IN
' SM&MTMMMM ARE m o w s i ^ -
Sittta- „ ^ . n ^ _ sJ^rf'^Jr^ TJ .ISf ,rs-..
CoKtstraeliais t t s s No. flMftS- !***&•
... cip&tlisg diBfr Jte. n-"!1- nfli
Mare desirably eatftstrseted '. s- 12 2 4
BqeaJ. cwiJNfcriie* tioa X 21 42 %« 42
L w » desirably
constructed - 1 ft ft I f ' - -it- -
cipants 0 X 0 I 0
•faiti
S e # m Differ eaees 4
A .flcoaf# difference of four poitsis betwe«n ft# two groups .$&
departments -max quality o£ hcmsteg constructiot* «©««« -t» iedicafce
tills item Is slightly associated with the wont successful d«f^rte«art#.
t h e C*rottp 1 departments seem ft? &§ iDanwwluii huttsed
i f f
' -Z<MUUB&XXY •.
OVAJURTY O F FURKTCQRE m VOCATIONAL ASRic iwLt^m BEFAETMIMT AS COMPARE® WITH THAT OF
' o m u i s p j a t i i a i T s ••• •
©waJity ity Value
. . . .
©waJity ity Value
Ma. | M « ... cipatinK .
Na. JNmfH*" cipatitig -
Better quality 1 2 • 9 15
Equal la quality * 13 46 22 44
P a a r o r fat quality 1 f f 7 ... f
Tatai
A «car« 4tffer«ttc« »£ five palate between. Sie jNrs groups s i
4«partaa«nt» on the quality of fizroitur« aiuS equipment seems t»
toiMpsto that M s ifcwn Is list closely associated with tfee success M
departments, since Use #ffe»p H dep&wtmmits !bave a slightly
rating ©a this i tem.
160
TABLE LtXXVl
ADEQUACY ® SK&B OF CLASS-ROOM FOR ACCOM-MODATIMG LAEGEST Ci*ASS . .
\; w l W l ; ' iSrsm$:ii" "UJ
Size quacy . Va|**#
litrSNaSff^K
cipating Scmr© .. eiipatfaa^ ... . Scare.
Mare Tham ) « 24 ^ *1 36
Adequate * 23 46 If 38
Inadequate i . 3 3 3 3
Sc are 4
n 77
A score dilfereaee .»! {«tr ftaiais between the two group® af.
departments the i»f the aisse «f the c fau t raam fswr
:a«-c aiRmadattiig" the largeat cias.gea seemss to i-adieate fha* tM© item
i t »»t eiasely as*:^lated with the saccess 1»£ dep&rtisiejits af v®ca»
agriGaltere, « t e t $*# 0roa|» It department® ha<re the *«perf#*-
rating in &U sitaatlMu ' It will be noted* ksrwever,: that a» equal ,
number of departments frsm each group have dUtssrasma that are
a^ jjwat® ar sssar® than adequate to s i te for the largest clas«ee.
ix&m-
DEPARTMENTIS PROVIDES WITH PROJECT • «|CDV FACaWCOB&f
Fveepeaey ». Bagtt*'' ci
«». Par t i cioatin l l l i i
Alwaja *
(dte&evaJly lft
•Never . . .
f a t a l
Score X$£&*«8£t& 35
4#
A score d i l £ « « e . »f thiirty-fiv« , * * . fe«tw««a the tw» f r a u d s
9 f d c p a r t m e a t s 3 , 1 & e project Show facilities *eew* *»
female that th t se facilities a re clasely associated with she *t»6«*u»"
M v ^ a t i a m l agricaltare dapaxtewats. The Qraup 1 departmentts
haV® & e « P « * « r a t i a « - * wiU be aated that there a re seveatee* '
a r a o P 1 1 **?***»«»*« t h M a r e »»* provide* wltfc praject sh®w ffctfl*
»ti«» k that t w i a# project shaws as caiapared with « ^ r « « * « ^ '
ft* OfcMp 1 4i*MtiNK*t» fe t f » same
w w wwwwm MMMmtm L*&3kvllk
>OD FARMING S! COMMUNITY FOB CLASS STUDY
Adequacy §SMU;'
- ati a»' Valtt®
0)T»119 » Clrtm] UU (J
Adequacy §SMU;'
- ati a»' Valtt®
R»," eipatiag Score ita,
cipating S e w #
Mare Tfc*a . Adequate 3 . 5 •, IS. * ; . 24
Adequate . 1 » - 46 • m 42
laade^ttate I 6 6 s i
6?
8cwr« DifferenGe; 4
A scar® difference erf tour pstots &efcw#«s» fixe tws- grtiupe ssf
departments »a tiae number af g&M farming itteatttoaa fur c lass
study seems to indicate t&at they are ast toa elasely associated
wife the «ucce«sful departments af vocational agriculture, s tees
the Group II departments have the safwiaswr rating.
163
TABIX UCXXX
ADEQUACY OF SCHOOL FARM XN SIZE FOB. 0EMOWS YEA-H O N AM© CIoASS PROJECTS
Situ-' fxraup 2.;. C#r0«plli "** Size ation
Value Mo. ItartU' cipating Score '
Mo. Part i -' cipating Sea®® .
More Than ' Adequate % I 3
. * 3
Adequate t * 4 S *#
Inadequate I 6 ft 1 t
Have no farm # 25 « l i ©
II on-Partieipamts ft . 0 0 1 t
Total
Set>*« ©Iff®*®®©®: 2
I I IS
A score difference of two points between the two groups' of
departments o® the adequacy la siae of school farutt far
tions and class projects seems to indicate that this item is not closely
ass Delated with lite most successful departments., since the ©r&®(* It
departments h a w the superior rating in this situation. It wlfi tw
noted that twenty»five departments oat of the thirty-four in ejt$$i .
group of have a s school farms.
m
Facts*. Summary
The score difference between lit® two groups of departments
far the factor facilities available for cjmdacting tike vscat!anal agri-
, cultatt program of work I# only nine paint®. Tfe« ©roup-1 depsft*
meats are only slightly aaperior in rating.
The summary -&£ the factor facilities available f « cswiaelteg
the vocational agriculture prog*»®a of work indicates that facilities
of certain kind** such as furniture and equipment quality, stale ©f
classroom to accommodate largest classes, number of good larking
situations, and the ownership of fetanfc % departments
have little influence aa the quality of programs of work. " in each
of theae facilities .the ©roup U depari&sent® are superior In' ratimg
to the ©roup I departments. These seem not to he associated wi&
-fee successful defMirtH&enta. On the other hand, the provision #f
project stow facilities and ffee location of the housing facilities for
the department seem to be noticeably associated with the »ue*i©s« of
the departments.
The Community
I tems on the factor the community are. drawn large ly
Evaluative Cirtt# r ia for Pepartimettts of Vocational &grieulta#e and
from teaching situations. Many of these itenos are pf' <uch natoye
165
flkM they mm emhmHd fr»m 3, comparative staadfatol g#iy» ©» Hbm
ather hand, same are evaluated from the standpoint af scare di£*
ferewee# between fee twa graups of departments.
TABLE I*XX3£
jPOPUJLATXON THE CITY
Population Wo. of departments No. of Bepattmen#*
10,000 or piore 6 2
5, 000 to 10, 000 > 1
2,000 to 1,000 11 5
BOO to 2 , 000 4 T
ifit wr leas f i f
Jfoa-Partieipaat t 0
A coraparis&ri af the •p&fwal&tl'w* size t>f the cities in which the
various departments are located indicates that fh® majority af &©
l e s s successful department# are located in towns of 800 people ®t
!«#«. Fifty-six per cent of the least successful d#p&rti»imtB ®ar«
located in towns of that si«e. Only , 20 per c&nt
mentn ia'>og) 1 mim in towns of 800 people or les«. The wmifcer of
grow* progressively **pijl«r mm th* tkx&so&f
the e l t i t i to wfcteh they are located growlarger, Tit* .Isas^ftft number
i» the Grawp f departments 1#- tumidI la cities of 2,Of© to 5, t # t
H wfB %m noted, luvwera, that the mitmber ofC*r&tt|» I departments
in approsteiately the same to cities of 10, 000 or more people as | |
fg.i» towns of 800 people a* lies-#, It seems that size af the city »*
ifw® may bt associated with the success af * vocational agriculture
TABLE ^XXXJ
Sipare MUen l § i § w # l
Mm. af Pepiartmefflts 1
Mo. af I>epai?tme»fcs
600 <wr mare 4 0
400 or 600 §
200 to #00 i 11
200 or less 14 16
Ni»*Partici|}attts — , — 4 I
fi ie pattern of "department location" relative to t*>* #f#f- $£
square miles of school districts %& ®im£k&x fyr feoth gr&tqm •
departments. There is, however, a larger cone ent rati on M
0xm& U depasrtaaeats la the smaller 4i«ti$«ib§* - f h e tiggwy $
167
departments # « # » to fee mm® evenly distributed throughout the
#l«e range of school districts. Siste of school district seems to "
be associated to same extent with the most successful department#.
: TABLE IJCXXU
NTJMBER OF STOBXarTS IK HIGH SCHOOL . ..
Number Grasp I
No. of £tef>artments Graupll
No. of Departments
1, ©fit m more 1 •• o.' •
§m t® i,m& 6 I
wm ** s§r - II ' a
268 or i«i« I f 22
Won-Participants I 3
These seems to be & greater concentration of the l ess success -
ful department® Is the schools that have enrollments of 100 students
or l e s s than there i s of the inore successful group of departments.
The reduction in number of departments a a the e l se of A# stadent
hody increases la size i s more abrupt in the flrettf* V. departments
than it its in Group 1 departments. It seems that sJ*e &£ student body
ia associated to some extent with the success of department#" nf
TABLE LXXXIH - .*
AmmXJ-LTVnAb POPULATION OF THE
0 r oup I ' j fawipj i ' "' '
p a p * U H 0 B No. of
Departments No. of
I>epartments
2, 608 or m o r e & . 1
1,000 ta a* @00 f 1
200 to 1,000 15 IS
200 or l e s s 1 10
Man-Participants 3
ft will be ootid in this eommBiiily that twenty *ej$ht of
the leas t successful departments a r e located in communities that
have agricultural populations of 1, SOU pasple tar l e ss , whereas there
* f # only sixteen of the most successful departments located In *"«*•»
mmitities sf that s ise . There a r e fifteen of the mas t successful
departments located im communities that have agricultural a sp i r a -
tions of 1» 000 or more people, whereas only four of the l eas t -nwef«t#-
ful departments are located in the l a rge r communities. The fits# of
the agricultural population of a community appears to be ag#ociate4
to some degree with the success M departments of ^g^itiiiHXil
*69
TABLE LXXXIV
APPROXIMATE PER CENT OF FARMERS Xtt&MXBD IN
Kind of Farming Per Oeai
Sag ©1 Farmers " ;aged Kind of Farming
<3**991 '©iSpii' '•
General 52 s i
Dairying 14 it
Cattle Ranching IS 16
Truck Farming % 3
Orcharding 0 0
C»tt«a Fariaijag - s f
C o n Farming G 0
Small d r a i n I t e s a i a g -4 4
T i n k e r l^odttetitm 0 0
Oth«r 4 3
The distribution pat tern re is t ive to the kinds «f farming
I s by th© f a r m e r s to the communities i s approximately the «aaBB# f t *
both-gr sups of departments of vocational agr ic a l ta r e, ; Apparently .
kind -»f farming i s not as soci ated with" gmece 3 s £«I department®; ; @f
vocational agricul ture. , , - .
170
TABUS LXXXV
PATTERN OF LAMB OWNERSHIP IN THE COMMUNITY
Mil*' Pattern _ - €5rs>up I Gx»u$'lg
Most s£ the l&ad -awaed-by a few people II 10
Land abmit equally divided among; many people 15 16
I<aad divided abaut equally asasng large farms and other farms ? $
The pattern of la»d twaersMp ia a c$m«2tmity apparency la -. ,
»9fc Msociatcd with. s«c<c«#8f:»l d«part»8enls of vacaliaaaJt agirleultere,
The patter* In apprt^isately the lastti la the a whteh
htfih group « departments aye located.
t a b l e i j o a c m
PATTESM OF FARMING OPERATIONS IK 5ffl® COMMUMTY
. CSr aup I Xt
Most farming operation* conducted by • fee land owners 8 m. Mast farming operations conducted by
tenants - 8 t
' Farmiag opeyatiaas caaiusted about equally by owner® and by tenants
Msro-JPairtlcipliiitfi • •' • '
14- . 2
i t • 0
Ifl
Tkm pattern ©I farming operations i* * community apparently
is mmI a«»«Nelated, wifi* (be most saeeessiM
^Tktiltere. Tk« pattern of farming operations is•
the same in the communities In which both groups of department#
are located.
TABLE LXXXYIX
FEE CENT OF LAND IN C O M W I f t OPERATED BY TENAK
Per Cent No. of
Per Cent Group II
75 to lOfi t I
50 to ?5 16 ' ;41i
2S«»90 9 •" li
2S or leas 6 8
Non "Participants 1 ©
The percentage a£ land la a community operated by tenants apparently
ie not associated with the most successful departments of vocational
agr icul ture , Nineteen of the Group II departments are located in
communities to which tenants operate SO per cent or lest of the land*
whereas there are only fifteen of the Group I departments IpefcM In
similar situations. There are eighteen Group I departments
I f f
Sr commtmi tie& i s whick operate SO y w e«st ay more gf f -fr
!*»## wtierea* tt«pt *»*
TAJBL.E LXXXVUI
CENT OF RURAL POFULATIOK ENGAGED IN. FULL TIME FAHMIHG
Per 'Gent ifm. af q."
Per 'Gent Group I Craaft ff
wmim 4 s
'50<to?5 14 ' IS
25 to 50 9 # 25 or l e s s 7 *
Sto paontige 9f ratal erapl„y«d papalmUM engaged In M l - t i m e
agriculture apparently i s nat associated very c t M ^ j with t l iemset ~ - -. , i-
successful departments f f v&catis&ai ag*ic«Jlltt?e. There a m only
eighteen of * • Graap S department* ideated in mmmmmrn®# where
5® per cent or mare of the rarai, employed population is engaged fa
f**ll«tim# agriealtare, while in the same pattern of employment
twenty of the Group II departments are located. In communities
where SO per cent or l e s s of the rural,- employed population |«. .
engage*!. !»> full-time farming, sixteen of the group i departments ' ' •
m
*** Sweslsd, white as*® tmly {durteea af the (irau S d*|Murt~
meats in similar sitea&ta&s.
TABI.E JLXXXIX
mm- m mzm m m TMm LAST FIFTEEM
W FARMS
Situation Jfcht ...#f '
Situation
ginr* .gtwrn li«eg«r in •!»• and fewer In number If 25 .
Mmm grvwa mmMm In mim and greater In number I 2
H«r« remained about the M m * siae an# about & « s am« nwrntmr z 5
Hoii-Participaiits I J|
Changes s ettwft»f i» eiae m i number af tews «w«m to be m&f
with the mast succ«ss£ul dftftiurtmesifci pi srmm*>
1departments are
lacked la cdmmanities where iarwciB have grown large# in. sise *®d few«ap la number, whereat there ***
-1 seated ia #i wittar
174
•tm h Ifrir W* V/* JL JMmmm a Q
FEE CKNT o r EMPLOYES RURAL POPULATION ENGAGE0 m wmt*
Situatisn Value
....'.' ',./i|ir«»p x"1 •Cl aup IT Situatisn
Value cipatmg Scar# W&'W&lffl*
cipatiag . .. ftsMNft
75 ta 100 ' 4 5 20 1 4 '
mm ib 3 ? 21 11 i s
25 t» SO 2 n 14 10 m
25 »* l«a« 1 9 9 10 i t
Nan-Participant 0 I i 2 #
fa ta l
$ W * ©Ifferencej
T4 6?
A scare difference a£ seven paints between the two groups *$
departments Wit the per seat »£ tmxal ©mplayed papulation engaged
t» part-time farming seems to indicate i&at this type of farwsing
migM be slightly associated with the es>«t d<^*tKwsats
#£ vneatiumal agricsltare, sine* the Qroup I depar&rarats **e
superior in this situation.
m
T A & I M X C I
mm p a t t e r n o f wmmmm m t h e c ^ n M u w n r
A g e P a t t e r n
L f l r t N S t p I . G r o u p a
A g e P a t t e r n F e a r J h M r ' . © • S i * '
T m a a g m e n j u s t
e n t e r i n g f a r m i n g f 8
Y o u n g t s m i d d l e -
a g e d f a r m a r a 3 4 3 ?
M W t U e » a g e d t s
a i d i a r a a a r e
• ' W & A Z 1 J S * L ~ L _ . J ? _ . ' i 1 1 , a .'* " S " " ' " " " l W , W u l » J
S f 5 5
p e r c e n t a g e o i f a r m e r s t i t e a c h a g e p a t t e r n .
s i m i l a r i t y to a g e p a t t e n * p £ f a r m e r a i s t l a w s c s m m m l t i M
i m w M c f a flit t w o g r a s p # a f d e p a r t m e n t # a # e 1 s e a t e d t « e a » I n
i m U U s a t a t b t t ttcn l i a s . l i t U t a r n s 8 « s s s c i a t i s n & w i t h . ft*
i t i c e e s i f o l d e p a r t m e n t * .
. m m ' m m m m w *
Sail, f y f « • Hj*.. .$i JP>e®>ati«aeirts X,,'
Sail, f y f « • G * W 1 '
Sand l i t ?
Clay 36 51 ,
Loam m f i
Mixture t>£ s&nd M i clftjr m 1#
m m r . , , ,..,
t T
ffee tab|« sai pa.tl«*» odf sail typ«s Is * c#»»aMty preheat*
tm evM«iie« Hufct any sue type s i its# -Is t& smtrtfc«r far
varcmtiaaal agjleu&terai jn«r|»»se»# aHjer things being eqsal.. Pattera
af sail types ««eo» aat to be associated with the m»st 0tsces««iA
departmeats ol vocational atgrieultttre.
I f f
TAB3LE X C m
APPEAL, O F OTHER INDXJSTEIES OR PROFESSIONS
AGRIC UX*Tt?RE GRADt?AT£S
Extent a i Appeal -
Appeal Value
. ; i fe9#5t sit*** Tr..sTS?^.\ . . . *. ... Extent a i
Appeal -Appeal Value
Ho. F»x t i -. eipati»g Score
Ms. cipafcing S © » e
Very s t rong V 1 i® 19 13 IS
Strong •' i 16 32 14 l i
Weak 3 i l i 6 - l i
Ma' appeal 4 * i 1 4
Nua-jParticipaiit . # • 1
0 0 " t
Tota l
Scar© IMffereacei $
i f 4S
A ȣ aarfity tw# f&iattt between ffe# twrg> groove gf
depar tmen t s an th* appeal a£ s ther indus t r i es and p ro fe s s ions in
••ffafet#iwtmittltir t t the vs-catismat i^pttsid&ur* gradua tes t « e n « i s
indica te that th is i t em l i a a l e i ase ly associa.te4 wit!i the mtwsfc
«*«**•«££ 4tgNU*MN**4f vocational aprtcMltare.
TABLE XCIV
FREQUENCY OF METHODS BY WHICH RECOGNITION IS EXTEMPED TO THE DBPABTMKlfT
* * H f f i COMMUNITY
178
C a m g on the depart •swat for in£oriti&> fcitm
11 i-i
f»«c*pis - participating fa A # functions &{ fcfe«4«partmeat
fee V.A. shop for eaastraeii tm md mp*it jobs
Calling an the depart aenrtee
Complimenting the work of the depar t -ment
Encouraging the department to pat »a other shows
Contributing money »ar tther pvimm f»r project shews
m
TUMLM x c . i v icwrnmmm
.'. • PartlciimttRK
Ways '•
: - -i 6l*®u§> I tfettmp M
Ways '• K 0 I" o> m u h
JK
0 **#
1 u *
* •'
' S 0 1 m
1 i &
1 *
S3 «
0 1
8 a 1 «t
Ik
1 Pravidiiig project
»ht>w facil i t ies I f 9 6 4 3 6 11 . 14
ipwritii^ -mmnt fca p r e s e t civic cl&b m aikex' programs 7 I f 4 4 t 13 « 8
faviliag Ike depart* *6WSBt to c-oafetibttte art ic les lor news*, papers \ 1# 10 2 1 8 1® 5 3
Par tic xpa ting in adait _ e$»#satl» 11 14 4 1 ? 15 12 0
Gtlier ways 11 f 1 13 6 10 1 *
' Total 16$ 153 St 10 9? 16® SI 68
180
TABLE XCV
mmmmm m mm *w# moms m wmmmmms m m m ' m c T ' O W METHOB m WHICH COM-
Frequency -If re* :
quency Value ,
, v Group II Frequency -
If re* :
quency Value ,
. it®, H»rit» cipstliig : Scare,
No. P a r t i -. cipatiag .Score
Frequently ; 3 163 489 97 291
Occasionally 2' 153 306 160 320
Seldom I 52 52 82 32
Never 0 I f 0 S2 ©
Tatal
Score M O r n e m m 154
mi 613
A ict>r« difference of 114 paints Iwtweea the twa groups s>|
departments mt the attitude that the eomnaunity has toward the
tlwaal *«iic«4tar« department t e e m s i# indicate that the rec. agnifcion
given t© the department by the community i s defini tely associated
with the success of departments of vocational agr icul ture . The
Group I departments -hare the superior rating* The various s e m e s
in this i tem an the factor community have not bees r e c c e d ta the
value «C a single i tem in the factor . " •... They a** actually
ite®wi by which the community indicates fee value It places on the
depa r tG©ent of vocational agr icul ture . ' ' -
181
TAB&EXCV* • • , • : '
CAUSES. FOB VOCATX0NA3L AGEIC0L1TOE TEACHES PERSONNEL- TUEMOVER IN THE COMMUMXTT'
, 0raaf> I O m r A
salary 3 ' 0
Better jaba in vocational agriculture 7 7
Better jdb*«9th«r fields 6 1
World Wa* II ' 3 0
Went toto business 2 0
Death I 0
A dmiaisttr&tiv© partible*!*.* 5 6
D^tuskeaness i ©
Poox e immunity Interest 1 5
TtM* mueli werk I 0
Quit field I 0
Pdi t i c i 1 0
fs-or land 0 • I •
Weak ¥. A„- teacher ® I
Living coBditltwas 0 I
I«S
T h a i r t i #eem* ts be as m t pattern mm Id- turnover in vocational
agriculture teacher perttwiael, hut adtniaistratire ftirslritaKft *»*l
l» secure httter JsAmi seem tt> the the chie£ causes.
Poor community ix&ereet seems ta be the most important cause in
Giroop II departments, other than those already listed. It is to he
nated that there has beeaa leas turnover io vocational agriculture
teach*** persasiaet lit Utriwp XI departments than in Group I 4iep»s?t«*
®y^n|0#
TABLE XCVIl •
cQMPmwQM o r v o m m m m * m m m i a m m ? a e M a T3IUSQYZ& WITH » f OF OTHER t b a c h x k g •
PERSONNEL
Extent
u 'flys^'IT" departments
' W r m $ M • Departments
Greater ' f I
-Equal to that of other teachers 10 3''
Less H i f
N on»Patric ipaats 0 1
Ifcia is m&f a comparative situation. It seems, I w e v e r , that
&ere Is .less turnover to vacafcioa&I agriculture teacher personnel
than there i» ia oi&er teaching personnel i t schaols where &?oup 0
l&S
departments a re Ideated than in schools where Graup X departments
are l o c t N i .
Factor Summary
The lanauury am the factor the cammanity indicates th»t such
characterist ics af the community as kinds af farming prevailing in
the community, pattern af land ownership, pattern af farming oper-
ations, percentage of land operated by tenants, peccaitagd af people
employed in full-time Arming and ranching, and type of sail a re
nat closely associated with the mast successful departments »i
vocational agriculture* When considered from tike standpoint i f the
items indicated above, the twa groups af departments have & « f a « e y
distributions that a r e approximately equal f a r each situation. Kmr~
ever, association with the mast successful departments seems to
he indicated by such cammunity characteristics as papulation of
the town ar city, number af square miles in sehaal district , number
af students in high school, sisse af agricultural population af the
community, the change in size af farms in die community, per e«mteige
a4 rura l papulation engaged in part- t ime farming, age pattern af
farmers in the community, and the recognition | i v e s to the voca-
tional agriculture department hy the community.
A score difference af 14# points between the two groups af
departments an the factor community seems ta indicate that it is
184
closely au9«i«tod with the most i n c e « » « M of Tsetttraal
agriculture, since the Group 1 departments have the superior x«tla$.
SNsmmnmtjt
The Ft*# Factors Compared
The analysis of the questionnaire on the rdAttMudtip of certain '
f i c t e w la the succes s *f d e p a r t m e n t s &£ r m m U w m I mgrtemtewtm seems
to indicate that Ami five factors considered are related to the success
•f departments of vocational agriculture. Three »~the teacher of v r n *
tional agriattllore, teaching techniques, and the community- -are very
associated with departmental e«e©«»% but two, adminis-
t f t t iwi of Worn school and facil it ies available for conducting the program
of work* s e e m to he l e s s important. The Group I departments are
saperior In rating on all f i re sf the factors. The fallowing score dif«
lereaces between the two greats of departments indicate the superiority
of 'the droup I departments over fee Group II departaseats:
I* The teacher of vocational agriculture, 160.0
2. Teaching techniques. , . , . . 315.0
1. AdmimstratioB of the schaal. 4 7 . 0
4, Facil it ies available far conducting the
program of v t n i . .
5. The community. . . . . . . I4S« 0
Total score difference on factors, , . . . (t$%. 0
1 if
ma*». di&ereaeea seem I t vary fi* slate ws&m
but when they a re equalized by reducing the -mwm difi'ere«e«| gf
ead i & $ t t r la proportion to the number »f f t e » a emsldereS la
.feet**, they 4» as t m r y «» greatly. This is indicated fm the
teg reduction prtjeedisre.
t A U K XCVHI
OF THE * 1 * * t9Uft §® « T 1M0O&
f a c t o r Scare Bi&erenee
p s s e s s s s s s s . Miimher
9f • Itewmi .
• Equalised Seore
Difference
The teacher t»f vaca-» tf«Mi agric-ultttre
Teaehiag ieehaiqiaes H i * #
i t
mi
8
' $
Administration a£ the school 47.0 • 10 <*.?
Facilities availaMe
' va«atitiaal agrical* ta re program s* 0 a 2.0
The community 148, © i f 9»§
The
lowing order
success »f
places the five M t a m in the |&i*
relative t» their as 0 ociatioa t ) f t the
i agrictillair#t
184
I . • Tfe* 4mm®mrnr
•ju tm*mm •
I, f t«*e!ie;r 9* va«atld«^ ag*ic»ta;r«
4, AMnfetcttta* s>f tfe» selmal
§* f&eilttie# avallatil* ftp*. caadactfaig Hie vsestttmal
pragram
Jto c omparison i»f &•** •«**• ^ff®reac«#
te<Iie»te 'fevtfce* ft»t i&» «** teaching fcrnteMp*** Wk4
the t«acfa** rfiNarttortI m» -*» :as related mm tlm §m«
c&ss ^ptoilwr# t&*
gTrff>- degree, ao»d that *fe* wfamsi® trails® »* Ifc® school aad laufejJtti#*
available fgr e»&wstt«y| lb© vaeatiaoat agriculture program aiNi
associated wife fee. iw®iS«#» «* <•*****«»** ** » Ss»»#w3mt i ^ *
degree.
ItMM of IiM|»otfla»fee in Each .Facta*
A coa»id**ati*». «f some af the **•»» «» «*«* ^ «*« five £•**»
awl the extent to wMcfc they appear t» "be associated with tlx® g>««titt*£
ol departments t>f vocational agriculture is jgiif«« la f»itawi»g
analyses.
187
- T h e
T b w items that ss$pmx t& he m»«t closely associated wiik
the success of department!* of vocational agriculture ia the factor
the coimmmity include '
1, Developing * program of work that meri ts recogaition
"by
3U Ifcrretofiai programs af work that a re attractive t» etna*
mtmities having large limning populations *» well as
3. ©eveloping agricultural education programs that meet
the needs of part- t ime as well a s fa l t* i l»e & n i « f 8 .
Same item®. relative t» the community that appear t» he <ndy
moderately associated wilk the soccess of departments include
1. The size t$ the town a* «ity
2. - The natnhear si sfcatre miles to Om school dis tr ic t -
lifc1 •****•- -aiTiftf • -ift-Mitirrvt HIhi • iii - g>-a «£i& ,fc> ifcii.i *M1T -.frrrtTft 4h tfifrt •»• ftteJI nirffits -m - mi
*• jfclM£ WL^W^m:^W wm %M> • JS&kf0m 0^MAfWm
4h> r ka,r>g ft f§3fcii In itijjiibar abME s i&e $f I&mmmi
Ib.As sstow#i4ly
5, The age pattern of fa rmers ia the community.
S m e Ifla®# t$ Jis^r# ISttSNi wt SH- wUSi
the success of departments i&elstde
* 1. ' The Muds of ftmwlug i t tfess ctMasMBiiBity
t , The pattern o f laad ownership
188
3. The pattern of forming operations
4* The per cent of land a e r a t e d by tenants
§* The type* af 19U.
These seem t» indicate the imp octane e of the community to
the success of departments of vocational agriculture.
Teaching Techniques
TMrty*five items are considered to the facta* teaching tech-
niques. Same of those items that seem to be cloaely assoc lated
with the success of departments of vocational agriculture include
i- The freqaent use of a variety §1 teaching aids in class
wsrk
3.. A large percentage mi graduates meeting the requirements
fa r the State and American Farmer degrees
3. A large percentage s i the vocational agriculture students
being farm bays
4* Frequent performance of community service jobs
i . Improving the farming situation of the community through
effective adult education
4, Developing an advisory committee composed of people
who represent ail community interests.
Som# of the items that appear to be only moderately associated
wife &e success of departments include
189
I. Keeping &f adequate supervised farming records''
t. . Mf@,nging teacfeiag time adequately etitmgh to establisfe
a «trd&g attA well-balanced vocational agricttitur© program
S. Using a mlnimatn amouat af class time far training
judging teams
4, Meeting & e agrlcaifcttre -edacatisa. needs si &e c smmtmity
thnmgi*«*« long-time t^aeMug program
5, Using wrlttes plan* -as a gaide iter d^veispiag w f r r % m $
fwrrn^pm^mms
6, Gttidiag a large p&xmmage af ft# students tra, eamptfttifce
«f their Jtmg*titR« supervised lasrwiag 3H*9gv*m*
7- Selection af a larg« percentage «f iriH^toaft agrieaitar#
students.
Oal? three item* appear t » | « associated wtHi the success
af departments lor tl*i* stady. ffeey ar«
1. %e&£Mng mtttmal agr ee meat wtffc «ms admialetrator d*
vaeatiaaal afpricultere policy
I* Setting up teaefeiag objectives fa class instruction
S. Establishing ysrang farmers la fartj&ing through the aid
^ Hwst* farming prisgragjas.
if©
l l w Teacher af Vatc»tiaiial Agytcuttare
Same a# tike i tems Hast seem t o fee rattier strongly associated
v i & the success s i departments aire
1. Studying same course* i s technical agriculture studied
by the teacher before he begins ts teach
2. Using several mmlia f a r giving publicity- abmit the depar t -
ment t» the csmmaoity as frequently as »e«4«»i
3. Participating in community fa rm organizations aa as
high a level as passible
4. Participating la community civic arganisatians a s much a#
possible bat at such a level that no conflicts with the voca-
tional agriculture pragram will be created
5. Securing aft the agricultural, management training in
actual farming experience ^ M i t U c Iwlofie beginning ts>
teach
4, Securing supplementary farming experience as aften as
possible a l ter beginning to teach.
Some oi the i tems that seem to be moderately associated wife"
the success a£ departments of vocational agriculture a r e
1. Cooperating with other departments #f lite #eht»oi as ^ften
as possible '
Z* ' Using every means possible to improve the quality hi
# # € » JTOKP
i n
3, K««j»iag- abr*a#t .p» ofe«* total «ad *§*|(Nlt«sfl|
xnent« .
4 , Broadening fwctlesat farming experienceB t© the maximtsm
extent whether farm mmxisA vv not •
5, Securing. MV«MI «Mfla| ftf f*f»et§g© sr apprentice
before beginning Its teach. . . .
Tfe**« items • that apparently * f « mat appreciably as aociated
with fee success trf departments tttetttil#
1. Inlornsteg- par eats abtmfc the voealiMal agrtew&totre p*9$mm
1. laying frwn a very ywrng age ta aduith®t»d tm * l a m -
3. Teaching; tenure to®g dmratism.
• • ' 1 . , • Aimimstration of the Seh0ol
The. factor adrnteistratian s>£ the sch®»i apparency to n#t a»
clfr»«3y associated with the success at dep&3rtments of v»c*«l»Mit
agricaltare as « « same pi the other factors.. However, Ut««e gy^
#«»« items within the factor that are rather #troagly
with the *uce«**. »f departe*©mts oi vocational agriculture. S&me
of these are
i . •- The number of credits offered by the high school
t» Tha Imm srf interest exhibited fey sch aol administrators
' -to developing an well r»tmded a program o* vocational a f t i *
• l» developed to ather department* '
Iff
S* &M*igamwiU made is* t k * vaea&naal agr icu l ture teacher
* tb«r tSiaa teaching assignments
4* Teaching ms ignmmtM asade by the admin is t ra tor ta the
vseatiaoial agticwiltare ;ts®«h«f
§» The quali ty a l act ive suppati extended by the
ta the vocational agr icu l ture t t&cher In fee development t€
Ma pt&fgmm * f v i s i t
l«ve l a l e»e:m*agem«mt extended by the ad»in4sfcrattr
vae&tiiia&J agrtcsallwi?e teacher l a the development
<HT y««ng and adult educafciaa.
T h e * « * * * * • i tems Wmt apparently m e associated w i m
the oaccesf af departments.
Those that apparently i t r$ ns>t associated w l fh the sneceai af
departments are
I * IHi® extent to the schaoi adtsiislatif ator part ic ipates
l « development -aitg prtmxatidi&al act iv i t ies re lated to f t e
- vsicafto&al agr iet t l ture aad Fot»*e i^Mra^-ir-pr»g*iawi ttf
3U The fre<pieiicy w i t h which the vajeatioaal. r i c o l t a i e
department i s conducted by fee teacher a* be sees ft»
need., - .
m
gfecilitiee AvaHaht# far Canductias fee
gram of y ^ /
f lAs M t a r seems t» 1# fee least taopartaat *f fee Am i t •#
far a* assaeiaiism wife success I# eaaeer&ed, The se&re differ#®©#'
betwaen fee 1mm grasps of 4cpartna«ats »n this factor I* misty tigfe*
paints.
Those items feat appear ta 1ms associated wife fee sinensis ®£
departments t& v m m t i m u A agricultare la this f m t m m m
1. The provision of facilities far project shows
2. The location af homing far fee vacations! agricuttore
3. The «js*slity af hasutteg f«p fee viseatimal ag*leuJfere
tis|isrtSBetit -
Tfc&se items feat appear not to fee associated wife fee •«*«*••
#1 department® af *g*ie«dtuar« in. this factor au»
' 1. Adequacy a£ fee school farm in size for conducting fee
f ragmwa &t work
Z . Adequacy af good farming situations la fee cotnnraniftf lair
class study
3. Adequacy sf fee classroom in si*e £#* atfcaotmftdttttag
large&t classes
4, ©oSttlty of furniture ia fee vocational agriculture depart*«e»t
If*
I , Adequacy of facilities la the department far teaching
' rwtim& subject matter areas* ' '
analysis of the fitctor on facilities for conducting ike pro*
g#*»i s f w w k seems f t indicate that the inadequacy of £a«ilities te
a department mi$i t fee counter-balanced with a Mgh degree of
efficiency ia the use of those facilities possessed by the department.
I'M# analysis of |b# factor* associated with the success of depart*
• meats of vocational agriculture shows the approximate extent to
which ea«h one i s associated with the successful departments «f
vocational agriculture, The analysis apparently indicates also the
relative position of each factor la Its association with the sue©#*#*
t m departments of vocational agriculture* '
A further investigation of the five factors associated with ihe
a««ee»* of departments of vocational agriculture from the standpoint
i f "case studies5' i s analyzed in Chapter ¥1, •
OIAPTE1.
I« American Association ;>£ Schs»$l Administrators, Public Rela.-&«»« |»* America's $£SmU* Twenty-Eighth Yearbook, Washington, D. C., Mat! anal Educational AisvcUttoa, Iff#*
1, Chamberlain, l,®t> M., and Kindred, Leslie W.» The Ttttlwr aad Schaal Q*gwa«»itwt, &a*«4.-« iiwlfrici Prentice-
,» 1950.
3. Chase, H award G.t "Services are Revealed Through Evaluation,"
' t h m I f e i i i t i i f f Magaaiae, XX*I (As«tt#t* I f § %
4. Carnafcby, Fred H.» "ITasng Farmer Program Pre«wi*a Chal-lenging P r o b l e m s , " The Agricul tura l E d u c a t e XXV fNoveeatox* '•,n"' — '
Peya®, P* , r tlsapr^viiig Supervised Fa rming , M
Agyiculteral Education Magazine, i s r a E s r ^ ~ ~ ~
8#rllt. , Org&aissatiom and AdcoiHil&tratioa, if H ©vised Edifcitm, S N » ^ i m a a d "Wompaay^
194S.
1. Federal Security Ageaey» The Advisory Ctroaeil fay a H , , .
* ! * * $£ VfWiflWMll J§kwmktmm» YaNMHtftttI Divilian Bulietm . Mo. 243, WashiagtooT averameat Printing ©ffiee, MSI.
,f,. Future Farmers » l America, Official ttwwwl i g g Fu&are of America, Alexandria, Vtrgiaia,
.. t lervi^*, 1954.
9. Good, . C a r t e r , mad Scates, Douglas E ., Methods g»I I t _____ Mew York, Appietoii-CeJitttry-Crafts,' 'feg. #
W . lliss&lfffc» Miasabeth B., Child Bevel opmeat, flew Hftwie* McClmW' J£$& Book eampany , ' 'Sc.« 1950.
Iff
19$
II* Harry W., "Warirtag with F a r o « r « , " ^ 4M««iiHNft
xaa?r«0*iM*«*» 0SmrfsStit""* mmm
IS.- Mmtimal Committer nm Stamfords for Vaca.tta»aj iitew«»*rifefrf| in Agvtcultar*, Hf j f rwl f r* fag Education to Agriculture,' A t f e m , j toaaiU-
' Xt4£* - ' '•
1%. JfatldwM Standards &*»«£»•« fa* Vocational E4«catiaa I s Agri, Culture, J® gyajiaMitm Laeat Programs of Vac&tleaal
j ^ j g t f f d f r a j * - Federal Seesttrf ®* W®tmt$koM ©faeattaa. Bulletin R». 240,
0©v«r»m«nt PriBtmg 0£f'te«» 1949.
14. Ffcipp** lAoyd J , , A jjaadbggfe m Teaching ¥ ^ ^ 1 J»g*l itfe ~2&ia»it, IbI# relate #»•.». %95Z
* New Yt>rk, U 15» Stag&ex, 'R.&-bs, jPgygfa.a3.3gY t>f JM1 B$ak C -o^KMay, toe."7
fajaaeabaam* M l , "Risral Yoath Education and the Ag-r t^-' ***** Agrteirftuwfl E l M o H m 1
3QCVJ ^iMagttet, Jf§3$» 29«
CHAPTER VI
GASE STU&IE& .
Departments Selected far Study
Six. departments &f .wcational agricialtttre are investigated in
the case stable a. I'll##® studies include fhre# from the group of
most-successful departments and three £r $*&'&• group of least sac-
cetiM departments. 1*he most s*ee«s#fal group, $h&«gi I» is mm*'
prised of the fifty departments having the highest scores baaed oa
accomplishment of Hie. eleven activities denoting success in depart-
ments of vocational agriculture, whereas the least successful group,
Group 11, is comprised of the fifty departments fearing the lowest
scores. Those departments selected from the most sacC-essfiil
group include numbers one, tea and farty-three i& descending ®rder
from tike department having the highest score la Hie entire itodf
group, while those selected from the least successful group include
numbers 170, 164, and 153 la ascending order from the department
having the lowest scare. This selection provides two examples
near eaeh end af the score range of .the. 172 departments, and one la
each of the two groups near the group of sevemty»-two departments
lSh,at separate #i« in!>st successful from the least sttccessfttl depart-
Iff
I f f
' •. Purposes vi the Case Studies
• The objectives »l these case stadias u« to secure information
t&v substantiating and strengthening the findings relative I t the five
factors associated with the success of departments of vocational
agriculture as reveal edthrsugh the questionnaires and to sect*®#
additions*! information concerning the association af Hie Sire fttctsr*
with the success of departments si vocational agriculture.
Achievements af Case Study Departments
Identification §>f conditions related to success is the first step
fa making a study of the selected departments. These conditions are
revealed by the a®M#v*ww®»t8 ^ the departments 'in the eleven activ*
t t i » that #»»•§«' aaecM* in deparfcaaeata vocational agriculture.
The activities denoting success in departments of vocational
agriculture are listed in Afpcniist- B. They are listed fcelow for
convenience in studying achievements of the case study departments.-
. •. . Activities and Outcomes in Teaching Vocational Agriculture
$ta*e Farmers
American Farmers
1. Farm enterprise projects developed per student
4. Improvement {Hrojeeti developed per student
5. ' Supplementary farm practices
m
&, farming pract ices completed pe r young mmA adult
i u m c r
1.- The percentage of f a rmer students retaining membership in
the local Future F a r m e r s ©I America chapter
8. Participation 0! the chapter la the maximum number af
contests •
9. The percentage af former students remaining in the field af .
agriculture for a livelihood
I t . The percentage af f a r m e r students entering fields allied with
agriculture
11, The percentage of former students not employed la any form
of agriculture.
• The procedure far measuring the success of a department of
vocatlonal agriculture i» illustrated in Chapter IV, Table ¥1. The
success &£ the case study departments ia based on their
ia Hie eleven activities denoting success in departments gf v9<sy«Mii
agriculture. The achievement score of each of these departments
U computed • and • wm®rd«d in thU chapter.
Each case study department Is considered from the standpoint
&f the five Sartors associated with the success of departments $£
vocational agriculture and other observable factor#. The Eve
factors are'
too
I . The teacher vocational agriculture
2». Teaching techniques
3„. Administration of. the sehaat ' ;
4, Facilities available for conducting the vocational
agriculture program• • •
5. The e&mmuuaity,
Caefc Study Naaiber One
Caae study number one ha* fee highest rating in the entire
study area.. Thl» departs-ient was organized to IfS? and has had
smiy two teaeher changes with a tenure of ten and eight years* ' '
respectively. A sectmd teacher was added to the ileparf2»ie»| i s
Iff#.,. IStile 2CCI3C indicates that this department ha t a
program &£ work.
TABLE XCIX
ACHIEVEMENT SCORES EARNED »Y CASE STUDY M Jr% «P* -i JfcHi %? «iJCF J&jJsL
1
. . • < # # < § - «
mj, /- inm
Activity #r , Outcome
& S j
a. *& c**
f i l l r i g s < < <
4~* i • 1 N
§k
S 8 * !
2 l S * U < * t f t ..
Bevel t>pmg State 300 au-94 BB2 ; . m
200 .•#1; - -Ift : ^ 60 •• '4M§
TABJLE XCDC iConttome&\
9t .
1 I $1$ <,»!-
s 4» &
- 8f . ^ i « s 2, #3 # S3 Sl £1 Jta11,
#
J *g • © *4
i Jill I P * 9* Kl, ® ' t*Q Ttfiw s§ tj ® « *
&ibA. SB I S 8 6 . 1 3 " ft# -*%u
# * * » enterprise projects developed per student 50 2 ,3 - 115 100 115.00
Jmprwement project* developed per «t&4«at IS 2.1 S9.3 40 41.58
Sttpplem«*tfcary farfia, fwste* fcic@s esmpleted per
• S T O D E N T 10 14. 2 142. 0 40 8- 5. 20
Jfeprov## farming prac-. tieea completed young •
auad adu.lt' farmer ISO + % % f$. i® m.4®
Fer Cent of former #ta* dents refc&iaing member* «Mp to the F.JV'A.-
" .chapter - I g 8 4© 4. J
Part!cipati 011 af the chap-Uf in the maximum attaober of contests 8 7 §4 60 v
.Pur coat of former *ta* dents remaining in agriculture .fe^-a. live* iftaotd- 1 IS II 4® f.©§
Pwr &s®&' firfT farmer stu-dents entering allied
!• 25 m- - 40 .
TAB2JE XCIX (Continued)
161
Activity 9T Outcame
© a
3 ft*
a £
1 A < « ^ #p§
I I I » *fl < <
4* **
0.
fa tii I I " ht
| i • «« is a
Per cent af farmer students net employed in agriealtare 1 m 40 20 11.00
Achievement Sear# af Department 1144.1©
This department has an especially high rating In &e develap-
ment af State Fa rmers , having developed an average af 2.94 each
year. The department to* developed an- average af . 41 American
Fa rmer s each year since it was arganized. On the average* 2. %
enterprise pra|#cts» 2 .1 impravement projects, Maul 14.11
sapplementary farm practice* a r e caropleted by each af its
students every year , Each, wt i ts ya«rag and adult f a rmer students
completes an average af .92 impraved farm practices annually. ,
Eight per cent af i ts f a n n e r students retain membership in the local
Ftttare Farmers af America chapter, the department participates
in an average af seven contests aut af a passible twelve each year .
F fteea per cent af its f a rmer stadents enter agriculture far a
I d s
livelihood, while t% per cent enter fields Allied i t agr icul ture .
Sixty pe t cent enter o t b r fields &£ employ-meat. Ht« total mM&vm**
meat s ca r e of this d«fMHrtMM|rt i« 1144.10.
C^aesliaamaire Analysis of Caste Study Departmeat Number One
f f c* records of wsrk mcc&m^tisbM in the eleven act ivi t ies
deaotiag success la departme&ta of vacatlaaal by ca se •;*r
Stady department number osus emphasizes the Mgh <palifcy s»f ft*
program vt work. These iNNUMftfei 4# aat» however, ' eaEplaim %Ww
this high level ®l accamplishmest was attained.
An analysis of Use queaiioimaire received f r o m this c a se study
d e p a n m e a t reveals same sf the reatsaos l « i t* high level of accom-
plishment. The «staly»4# indicates that * ve ry high percentage i f
the ninety* one item# included in the questioxraaire a r e maintained fcy
the department a t A # highest <jaality level. However, the i tems In
f l a w i n g l i s t which a r e numbered a s in the ^aest ioanaire have
not heea achieved at tt»t Ugh level .
4s Twenty-five per cent »r l e s s af the students a r e guided to
a completion a£ their l»»g*time supervised Arming
p rograms .
£04
• 4.' Wirittea punas for crucial job® or waits la their supervised
ffcrmin g programs, are made -by the s tud ent a $$ ytr cmt
ft tit© time ar -less„
?, Developed taai are used by the student's as a guide far
developing supervised farming programs 25 p«* ««wt of
the rtinsC or Me**.. • • • "' '•
II. • Mast of the students upon graduation §z®m high tchosl have
a law level of proficiency la farming.
A&mimztwmthm Hi the School
^ The- administrators of fee school seldom m sever mate
-fWMI trips with the class, go am summer tripi, or check
$*•« vaeational agriculture program andplawt with the
tional agriculture teacher.
Facilities Available f jjsr Conducting the
•' MfStt
• i»'' • The department has no s -9c&S«dpft.
14- Other Industrie# or profession* appeal strongly to the
seven Items upon which low achievement level* ipse main-
tained are important but teem to he leas important than many tthars
205
ineladed la the questionnaire. If appears thai I»w scopes » these
•even items have reduced the effectiveness «f tbe pr$gra&i bat v*«y
little.
Observed &fc£t«¥*
On the haaia of pmrwmM interviews with the teachers of vs>ca*
ttQ® al agrleultes* and other citizens and of aa extended afcserva-
titm »£ the department* the fallowing • conditions were nated fa the
ftve factors;
1. There are only a lew industries other than agriculture la
the cammanity.
- t . " Dairying I# the mmt important agriettltarai M t u f r U t .
3» Over S#® farm people a*» engaged to dairying,
4. tte esmmsinity has many herds af fin# registered da#i?f1
cattle, ranging in siase f rw» a. few c i w i t» eighty 3* more
In the milking herds.
§* "The herds apparently are well cared fat.
M&ny »* the herds are an aHleiiii dairy herd
aesoei&tisn teat for the s£ farther twprsv-ejpaeitt.
?. The 'gMNMe&tte a£ H « m succeeding fattier" it- the dairy %»«!.#.
ness is fceeaming a cammoa aeetjrrenee la M a «enwua%,
S- The typography * f the awe* t« gmMf r idling w#ttt a minimum
amaunt of steep slopes.
206
9- Quite a number of small creeks a re present.
1$. The *oil I® sandy and responds readily to soil Improvement
practices.
11. Muck of the land Is damaged from leaching of plant
nutrients and from sheet erosion.
12-.. Only a small percentage af" tkc land Is seriously gullied.
13. Oft«r improved farm practices include improved pastures,
the planting of legumes, the us# of silage in dairy cattle
feeding, the construction of fa rm ponds, the -use of soil
conservation measures, the use of farm manures, the
mowing of harmful weeds in pastures, the retirement of
land from cultivation and planting it to sod, and the devel*.
opment of rotated grazing of pastures.
The Teacher of Vocational Agriculture
1. It appears that credit for many of the agricultural improve-
ments is given to -fee teacher of vocational agriculture by
the local people.
Z . He was named "man of the year" by the Chamber of Commerce
in 1954.
3. This teacher has as an assistant one of his former students
who is a graduate of the local department.
207
Teaching f ac i l i t i e s
1. Two rooms of suitable size and a well-e quipped shop a r e
provided.
2. The office for the vocational agricul ture teaehe^s i s la rge
enough far the two teachers without crowding.
3. The office is furnished with adequate equipment, including
a telephone,
4. A heavy two-wheeled t ra i l e r belongs to the department.
5. A grain dr i l l has recently been purchased by the school for
the department.
4. It seems that the department i s adequately equipped tftrith
•11 necessa ry facil i t ies for conducting a suitable p rogram
of work in vocational gagriculture.
The Administration of the School
1. The principal of the school was at school on a Saturday
morning to check equipment f a r the vocational agr icul ture
department.
2. He inquired about the recovery of one of the teachers who
had tt*em ill .
Case Study and Questionnaire Summary
The case study mmda of fids d ^ » r t n * a t lias substantiated fit®
information provided through responses to the questionnaire and in
addition has broaght out information that indicates why tMs depart-
ment is the m n t successful in the study area . The department
apparently has attained this high position because of the following
reasons:
1. The teacher of vocational agriculture
a. He has "sold" the community on the continued support
of dairying and other agricultural enterprises.
h. Me has secured the assistance of the local Chamber
of Commerce in developing the dairying industry.
c. Me has led the local Future Fa rmers of America chapter
to ass i s t in improving the agricultural enterprises of
jute 3&k lilfi JMtoafek -fetf iw wfltom
1110 0 .
d. He has developed the vocational agriculture depart*
ment into an integral part of the total school program.
2. Teaching techniques
a. The teaching techniques provide for setting up super-
vised farming programs early in the f i rs t year of high
school which extend over a period of four years of
more.
zm
b. They include procedures for instructing high school
students, young farmers, and adult farmers.
c. They designate the school administrators as the
leaders of the educational program.
d. Through these techniques parents of the students are
recognised as necessary parties to successful super-
vised farming programs*
e. Through them students are led to participate effectively
in Future Farmers of America chapter and community
work*
f. Through them an adequate amount of time is permitted
for developing a strong vocational agriculture program.
g. Through these techniques a high percentage of the voca-
tional agriculture students are selected by the depart-
ment and are informed of the program before they
enter the course#
h. Through them farmers and school adminis t ra tors are
used as members of the advisory council for the
department.
1. Administration of the School
a. The vocational agriculture teacher is permitted to
conduct the department as 1ms see# the need.
MO
b. The administrators of the school actively support the
development of the vocational agriculture department
and exhibit a high level of interest in developing as
well rounded * vocational agriculture program as
there is in other departments.
c. The administrator strongly encourages the development
of young and adult f a rmer education and of an effective
Future Farmer program.
d. The administrator provide* optimum conditions for
developing the vocational agriculture program.
e. The teacher of vocational agriculture i s assigned class
work in vocational agriculture only.
f. Custodial work for the school is not assigned to the
vocational agriculture department.
Facilities available for conducting the vocational agriculture
program of work
a. Facilities a r e adequate for teaching all phases of
vocational agriculture.
b. H o u s i n g and equipment for the department a r e com-
parable to tfcoee of other departments of the school.
c. Adequate space is provided for teaching all c lasses .
d. Project show facilities a re always provided lor the
4SpS™YtWkSSS'*
211
e. The number of good farming situations far c lass study
are more than adequate.
i . The community
a. The papulation of the city i s 10,000 to 20,000; the
school dis t r ic t is 200 to 400 square miles in area;
the high school enrolls between 500 and 1,000 students;
and the agricultural population of the community i s
2,000 to 3, 000.
b. The community has several well developed types of
farming,
c . Many people own the land.
d. Land owners conduct most of the farming operations.
e . A high percentage of the rura l population is engaged in
agriculture.
f . Fa rms have grown la rger to siste and fewer i s number.
g.. A high percentage of the city workers wht live in rural
areas is engaged la par t - t ime farming,
h. Soil is easily improved.
f..„ The community indicates a high regard for the depar t -
ment by its frequency of contact,
j . Mutual high regard is expressed by the teacher of voca-
tional agriculture and the c ommu&ity by the frequent
turnover of teacher personnel.
212
The case study of flats department indicates that £b.e high success
experienced by the department is tike result of well defined abjective*
Chat mvm mutually desired by the community, the school administrators
and the teacher of vocational agriculture. la addition ts> the mutually
desired abjective a the vocational agriculture tea«$»*» have acquired
effective teaching techniques, and the community through ttie school
sdminis fcr a tion provides adequate facilities for conductingthe p ro-
gram of work. These five factors operating cooperatively have
been closely associated with, the high degree of success enjoyed by
this department of vocational agriculture.
Case Study Number Two
It will be noted in Table C that the achievement scare of case .
atady department number two is somewhat smaller than feat of case
study department number one as shown in Table XCIX. It will be
noted further that the size of the scores earned by Ifefe two depart-
ments other than that for developing state and American Farmers
is only slightly different for each of the activities that denote success
in departments pi vocational agriculture. The two departments com-
pare very favorably, department number two has the tenth highest
score in the study area.
This department was organized in 1937. It has had four different
teachers. These teachers had tenure of six and one-half years,
11%
one hall year, one yea*, and nine years, respectively. Table C
show a the achievement scare determination far case study depart-
ment number two.
' TASXJS C
AGHI &V.EMEMT SCORES EARNED BY CASE STUDY DEPARTMENT MUMBEB. TWO
Activity »r Outcome
K 4# > » 3gj|
w
m 0 # 0 H
s5I SI'S 41 fif wt
m Jf §#
i s • H
a**
I S.I S g S u&
Developing State Farmers 300 1* 23 $69 80 m$.w
Developing American Farmers 200 0 0 60 .00
Farm enterprise project® developed per student m 3 ISO 10® ISO.00
Improvement projects developed per student 3$ 2 66 60
Supplementary larm prac« tie## completed per student
I
10 12 110 60 n.oo
Improved farming prac-tices per student 100 1 too S® i t . o o
Per cent former students members F. FA. 1 10 10 60 6,00
TABhE C (Continued)
214
Activity ar Outcome m
Vs mm <§>
1 J i « ® © *rL
u eS > vR
1 0,
#
s S l 33 tS 3< ** %«P
! 6 f * | » § r % Z&u
Participation of chap-ter in Hie maximum number af contests 8 25 m 12.00
P e r cent ®£ former st»« dents in agriculture 1 10 10 60 f . 0 0
Per ©eat »£ former s tu-dents in work allied to agriculture 1 15 i s fee 9,00
P e r cent of fo rmer s tu-dents not in agriculture 1 ?S 75 20 15. 00
Total Achievement Score of Department 6S4. SO
Case t t a % department number two has developed am mmml
averagfe of I. IS State Farmers. Mo American F a r m e r s have been,
developed in IM» department. Three enterpr ise projects , two
improvement projects , and twelve supplementary f a rm pract ices
a re developed annually by each student in the department. One
improved f a r m practice i s completed annually by each adult and
young fa rmer student. Ten per cent of the f a r m e r students retain
sis
/
membership la the Future Farmcra »{ AiMricit chantey. The average
annual participation of the department la contests has been 2U 5.
Ten par cent of its fonwr students eater farming as a livelihood;
15 per cent enter fields allied to agriculture; and 75 per cent do
apt eater agriculture. The total achievement scare for this depart*
meet i s 684.8 fa ia ta .
Questionnaire Analysis of Case Utttdy Department Number Two
The responses to the questionnaire f rom this department indl*
cate that a very high percentage of the ninety-one items have been
achieved a t a high level of aceomplishmeat. However, the following
Items which are numbered a s ia the questionnaire have mot been
achieved on this high quality level.
The Teacher of Vocational Agriculture
10. He has had farm experience In only two minor responsi*
biiity levels.
Teaching Techniques
4., Only 15 to SO per cent of the students a r e guided to a com-
pletian of their long-time supervised farming programs.
6. Written plans for crucial jobs in supervised farming pro-
grams a re made only 25 to 50 per cent of the time.
216
S. Supervised farming records are only fairly adequate as a
baais for continued planning.
14. Daly 25 la SO per cent of the students participate effectively
in cooperative and leadership work in the community.
I?, The time arrangement is only fairly well balanced for
developing a strong program of vocational agriculture.
19. Ifo young farmer courses of instruction are given.
21. Only a medium level of effectiveness has been reached in
the adult education program.
25. There is hd advisory council.
32. Twenty-five per cent or l e s s of the students are farm boys,
33. Class debate, show window exhibits, project tours, and
local speakers are seldom used in the teaching procedure.
34. Ten to twenty hours of class time are used in training
each contest team.
Administration of the School
6. Only occasionally does the administrator go on field trip# *
provide transportation for trips., and see that the voca-
tional agriculture classroom and shop are adequately
cleanaed, heated and lighted.
21?
Faci l i t i es Available for Conducting the Vocational Agvl~ cul ture P r o g r a m of Work
1, Faci l i t ies a r e inadequate for teaching blueprint work,
tool fi t t ing, ca rpen t ry , glazing, painting and other f inishes ,
acetylene welding, rape and lea ther work, sheet metal
work, f a r m machinery r epa i r , entomology, wild l i fe con-
servat ion and leadersh ip training.
8, There i s no school f a r m ,
The Community
9. Only 25 pe r cent or l e s s of the r u r a l people a r e engaged la
full-time agriculture.
14. Other indust r ies and profession® appeal to the vocational
agr icul ture graduates very strongly.
15. The people of the community seldom use the vocational
agricul ture shop, provide pro jec t show faci l i t ies , or
par t ic ipate in adult education.
Eighteen, of the ninety-one questionnaire i t ems are maintained
by this department at a low level of achievement. Some of the
eighteen items are important to the success of the department and
probably could reduce the effectiveness of the program of work if
other fac to rs p resen t did not help to offset the det r imenta l influence
that these eighteen have on the total p rog ram of work.
218
Observed Factors
On file bas i s of personal interviews with the teacher of voca-
tional Agriculture and other citieens and of «& extended observation
of the department the following conditions were nated: •
Tfee Community
1« The soil in this community i s of three types »»river bottom
loam, high quality sand, and fertile black clay.
2. The black clay and the river bottom loam are highly
fertile in their natural state.
3. The sand responds readily to fertilization.
4. Several large dairies are located in the community.
5. Fruit and nursery industries are loeated on the sand.
6. Vegetable industries a r e located on the river bottom loam.
7. Several hog breeding farms are maintained in the com*
m unity.
8. Grain, cotton and hay a r e produced on the black clay.
9. JLarge markets for local agricultural products are located
in the community and in nearby large citi4s.
10. Almost two million people l ive within a twenty-iour mile
radius of the community.
11. Only a small percentage ill therural people a r e engaged in
fttli»time agriculture. . .
m
12* The encroachment of industry into the good farm land has
caused laad values to increase to such an extent that
agricultural income from the land can no long** finance
its purchase.
13, The appeal that industrial and prafessianal jobs i s the near*
by cit ies have for the vodational agriculture graduates
almost prohibits the establishment of these graduates in
agriculture.
y e aching Techniques
1. The program of work in vocational agriculture i s supported
by a strong chapter of Future Farmers of America.
2. The constitution and by-laws of the local chapter are the
product of the thinking and desires of the chapter members
and of the vocational agriculture teacher.
3„ The members of the chapter are required to conform to the
constitution and by-law* of the chapter in order to partici-
pate in the chapter honors and awards.
Facilities Available for Conducting the Vocational Agriculture Program ilii<iiwHMiiiii iii iiMftiii»i*iaW!i<i iiii«ai'ii»i'iini' •. wln<rw«wiwil iww.*gi»»e»i«r*»-
1, Am agricultural college i s located in the community.
2. The college personnel and the college facil it ies may be
utilized by the vocational agriculture department.
tw
3. The callege provides a convenient opportunity far fee
department to keep ab reas t of the l a tes t agricultural
develop meats .
Most of the responses to the i tems of the questionnaire were
substantiated by a personal study of the number two ca se study depart-
ment. Several situations relative to the five factor# trader consider-
ation w e r e observed.
Four situations that appear to improve the quality of the p rog ram
of work to vocational agriculture we re observed. 'These include the
soil of the community, the near -by markets, the Future Farmer#
of America chapter, and aa agriculture college and it® facilities in
the community. Three other situations Mem to be detrimental to
the quality of the p r o g r a m of work. They a r e the email percentage
of rural people engaged la farming, the location of two large cit ies
only a short d is tance away, and the indust r i all z&ti on of the local
eomwMwitf.
Case Study and Questionnaire Summary
The case study made of this department has substantiated the
information provided thr ough the response to the questionnaire,
and to addition it has brought out information that helps to explain
why this department holds a high position on the score range of
departments.
221
Industr ial izat ion af the community, the appeal of other industries
and profess ions to the vocational agr icu l ture graduate#, the smal l
percentage of r u r a l people that a r e engaged in foil t ime Camming,
and the change of in te res t in the community f r o m agr icu l ture to
other indus t r ies a r e perhaps the most det r imenta l influences to a
s trong vocational agr icul ture p rog ram ia this depar tment .
Those fac tors that s e e m to strengthen the depar tment a r e the
following:
1. The teacher of vocational agr icul ture
a. He is a commit tee member In his f a r m s r g u t l t a t i o a and
a committee chairman in h i s civic organization.
b . His depar tment cooperates constantly with other
depar tments in the school.
c. Important people in the community a r e brought into
frequent contact with Ms vocational agriculture program.
d. Publicity re la t ive to the vocational agr icul ture pro-
gram i s given frequent ly through severa l media.
e . Parent® of vocational agr icul ture student# a r e kept
f a i r ly well informed about the vocational agr icu l ture
p rogram.
f. The teacher was b o m and r e a r e d on a f a r m and lived
there for th ree yea r s following his eighteenth bir thday.
221
g. He supplements Me f a rm experience once year ly by
in-service training ox by actual farming experience,.
h. He had pre-service training in fourteen agricultural
f ie lds .
i . He has earned sixteen to twenty»three hours credit in
technical agr icul ture since he began teaching.
j . He has earned sixteen to twenty-three hours of credi t
In agr icul tura l education since beginning to teach.
k . He did twelve or more weeks of p rac t i ce teaching.
I. He reads low to five agr icul tural and profess ional
magazines regular ly .
m. He holds a M a s t e r ' s Degree.
a . He h a s taught for seventeen years , '©leTeR of which
have been in Ms presen t location.
2. Teaching techniques
a. Supervised farming programs are set up early in the
student's f irst year of vocational agriculture for a
period of four years or more.
b. Regular monthly vis its a r e made to supervised farming
programs-.
c . Distribution of Future F a r m e r of Amer ica degrees among
the graduates of the department approximates the following*.
ZZl
A m e r i c a n F a r m e r , Z p e r cent; State F a r m e r , 8 p e r
cen t ; Chap te r F a r m e r I3egre@s, 80 p e r cent ; and
Greenhaad Bmgrmm, 90 p e r cen t .
d» Developed p lans a r e used 50 to 75 p e r cen t of the
t i m e a s a guide fax developing supe rv i s ed f a r m i n g
p r o g r a m s .
e , Superv ised f a r m i n g r e c o r d s m a d e by the s tudents of
vocat ional a g r i c u l t u r e a r e used a t a high l eve l of
ef fect iveness for future program planning.
f» Superv ised f a r m i n g p r o g r a m s a r e the c e n t r a l or m a s t
important subject for the course of study 50 to 75 per
cent of the t ime.
g. A f t e r f a r m p r o b l e m s have been s tudied, f a r m conditions
have been improved slightly.
h« F i f ty to 75 per cent of the students participate e f f e c -
l ively la c o m m i t t e e and p r o g r a m work in the F u t u r e
F a r m e r s of America c h a p t e r .
i . The l o n g - t i m e teaching p r o g r a m i s meet ing the educa -
t ional and a g r i c u l t u r a l n e e d s of the communi ty f a i r l y
wel l .
j . Only 35 pe r ' cen t -o f the vocational a g r i c u l t u r e g r a d u a t e s
r e a c h a medium or high l eve l of p r ofici*s»p y in f a rming .
224
k. The distribution of time is adequate for permitting
students! to grow into farming while they are students
of vocational agriculture.
1, Farming programs of young farmers have aided them
to a good extent to progressively establish themselves
la farming,
oil. Seventy-five to 100 per cent of the vocational agricul-
tural students are selected by "the department,
a. Seventy-five to 100 per cen t of the vocational agricul-
ture students are contacted and informed of the program
before they enter the course.
o. The student* parent, and teacher are responsible f»t
setting up the vocational agriculture student's super-
vised farming program.
p. Teaching and disciplinary problems are generally
referred to the school administrator.
<1. Changes and new developments in the program are
generally discussed with the school administrator,
r. Invitations are generally extended to administrators
to participate in vocational agriculture and Future
Farmers of America activities.
UB
8, Mutual agreement on vocational agr icu l ture policy is
generally reached with the school admin is t ra to r .
t. Teaching objectives are generally e et aft for each
separate section of the teaching plan as the c la s se s
are taught.
a. Community service jobs a r e pe r fo rmed th i r ty or m o r e
times annually.
v . Most of the teaching aids a r e used frequent ly in c l a s s
wark.
w. Fif ty ta 75 per cent of the long- t ime teaching plan i s
built around the supervised f a rming p rog rams of the
student®.
Adminis t ra tor of the school
a . The vocational agr icul ture teacher coadacts M* d e p a r t -
ment generally as he sees the need.
b. The administrator of the school act ively iuppor t s the
vocational agriculture teacher enthusiastically is. devel-
oping h i s p rog ram of work.
c . The adminis t ra tor of the school exhibits a high level
of interest in seeing that a well-rounded vocational
agricul ture p rogram is maintained.
ttk
d. The administrator gives a medium level of encourage-
ment to tit® vocational agriculture teacher ia developing
young and adult farmer education programs.
e. The administrator of the school enthusiastically
supports the Future Faemers of America program.
f. The administrator generally provides the matt desirable
situations possible for conducting fee vocational agri*
culture program,
g. The teacher conducts three vocational agriculture
c lasses .
4. Facilities available for conducting the vocational agriculture
program
a. Facilities are adequate for teaching about 50 per cent
of the subject matter area®,
b. The vocational agriculture department i s housed in
a building separate from the high school.
c. The building and furniture are of comparable construct
tion and quality to that for other departments.
d. The classroom is adequate for accommodating the
largest c lasses .
e . The number of good farming situations ia adequate
for class work.
zrt
5, The community
a . The city population i® 10, 000 to 20* §00) the high »ch99l
student body is 500 to I, 000; and the agricultural popu-
lation of the community is 800 to 1,200.
b. The school d is t r ic t is small .
c. Fifty to 75 per cent of the land in the community is
farmed by tenants.
d. The land of the community is 'divided about equally
betwenn large farm® and other f a r m s .
e. F a r m s have giown la rge r in size and smal le r in number.
t , Seventy-live to 100 per cent of the employed* r u r a l
population is engaged in par t - t ime farming.
g, The community only occasionally recognises the v»ca*
tional agricul ture department by contacting i t fu r
services .
It seems that a very active Future F a r m e r s of America chapter
aader the direction of a vocational agricul ture teacher who has out-
standing leadership ability may be largely responsible f a r the success
enjoyed by this number two case study department of vocational agri-
culture. Other situations and fac tors that contribufee to making the
department strong are a school adminis t ra tor who generally fMSSrwttfi
the vocational agricul ture department to be conducted a s the teacher
228
the need, the use of techniques timI develop leadership «bUitf
i» the students, & community that has an abundance of fer t i le soil
and agricul tural industries, and a desirable system of market®
located i» nearby ci t ies . Fac tors that appear to be detrimental to
the program a r e industrialization of the a rea and the appeal that
other industr ies aad profess ions have fa r the vocational agriculture
graduates .
Case Study Number Three
Case study numbsr three concerns the department of voca«
ttonat agricul ture that ranks number for ty- three in the study a r e a
a s determined by i ts achievement score on the eleven activi t ies
denoting success in departments of Vocational agricul ture.
This department was organized in 1937 aod has had five dif»
ferent teachers. The tenure of the t e a c h e r s was two# seven, three ,
one, and four f e a r s respectively. There were two years during
which the department was without a teacher and was inactive.
Table CI shows the achievement score determination for
case study department number three.
TABJLE Ct
Ammrmummr SCORES e a r n e d b y ® M ® s t u d y d e p a r T M E N t n u m b e r
tWREE
229
Activity or ©atcoiiMs
I I y «<
«
. .44
si fig It » g « « § > u 6
o
*4 o<
®&S s « o i u h >o ©
> .
I I |
Developing State Farmers
Developing American r t r a a e n
F a n a enterprise projects developed per student
Improvement projects developed per student
Supplementary f » m practices completed per student
Improved farm prae« tices completed per farmer
Per cent of former stu-dents retaining member-•Mp in local Wm-W.Jk¥
chapter
Participation of the chap-ter in the maximum «tti»i»er of contests
300
2®®
50
33
10
1§0
.26
.OS
2
12
8
78
J«
100
64
110
100
1.-5
4
12
s i
60
t«0
60
80
60
60
62.40
6.00
!©©*§©
39.60
71.00
S0*M
2 .40
7 ,20
TABLJC CI {Continued}
110
Activity or Outcome
e
1 >
£ > f 0 <
"it a •
11 < tt
*» & e 0 >• u < <
m «f§ -m &
8k
V"'J
m U 8 J*
f £ •
IS
n? * 1
fl i l < »
Per cent of fa rmer students remaining in agriculture for a livelihood 1 IS IS 60
P e r Cent of former students In fielda allied tn agriculture S 41 4S m zi*m
Per cent of former students not in agriculture 1 4# 40 20 8.00
Achievement Scare of Department 419*49
Case study department number three has developed an annual
average of only . 24 Stale Fa rmer , and only . 05 American Fa rmer .
fw® farm projects, torsi improvement projects, and
twelve supplementary fars* practices a re completed annually by
each student. One improved farm practice Is completed annually
by each young and adult fa rmer . Four per cent of the department
graduates retain membership in the local Future Fa rmers of
America chapter.
231
The department pa r t i c ipa tes in an average of one and five-tenths
contest* annually out of a possible twelve. Fifteen per cent of the
graduates of the department en ter agr icu l tu re for » livelihood; 45
per cent enter fields allied to agriculture, while only 40 per cent
enter work unrelated to agriculture. These accomplishments give
to this department an achievement score of 413. 6 point*.
Questionnaire Analysis o£ Case Study Department Number Three
The level of achievement In the eleven activities denoting suc-
c e s s in departments of vocational agriculture by case study depart*
roent number three is considerably lower than that of case study
department number two. Its record, however, i s g s M enough lor
it to be included in the group of most successful departments.
The items which were accomplished by this department i t a
low level have placed it near the lower l imits of the group of most
successful departments. These Items are presented in the following
l i s t t a the order that they appear in the questionnaire:
The Teacher of Vocational Agriculture • w n w i m m i M w w f c . n i i n i t i u i m m , m m S u i n n n ' r r t v mum mmmmmitM' <*wmm . i . w n w m m u m m -
9. He has l ived «n a farm only one y e a r s ince he was
eighteen years old.
13. He has earned seven or l e s s hoars of credit l a technical
agriculture since he began teaching.
232
14* He earned only eight to fifteen hours of credit In agr i -
cultural education before beginning to teach,
16* Me did only three weeks or less of practice teaching b e f s t c
beginning to teach.
Teaching Technique &
6. Written plans lo r crucial jabs tnt units in. supervised f a rm*
Ing programs a r e made fey the students only 25 per cent
m U M s i the time.
7. Written plana a r e used as a guide for developing supervised
farming programs by the students only 2§ per cent m l e s s
of the t ime.
8. "The records an supervised farming ffcat are kept by the
students a r e only fairly adequate a s a bas is for continued
program planning.
16. The distribution of time for instruction i s inadequate for
permitting students to grow into farming while they a re
students of vocational' agriculture.
18*20. No regular c lasses of young f a r m e r s have been organized.
21. The adult education program has succeeded in improving
the farming situation of the community to only a moderate
level of effectiveness.
133
22. None of the vocational agr icul ture students a r e se lected
by tile depar tment .
25. The depar tment has no advisory commit tee ,
30, Teaching objectives a r e seldom se t up fo r the var ious s e c -
tions of the teaching plan.
32. Only 25 to 50 per cent of the boys in the depar tment a r e
f a r m boys.
Administrat ion of the School
2. The adminis t ra tor of the school supports , counsels and
encourages fee vocational agr icu l ture teacher in the deve l -
opment of the vocational agr icu l ture p r o g r a m reluctantly.
3. The adminis t ra tor of the school ha s only a modera te level
of interest in seeing that a wall rounded vocational a g r i -
cul ture p r o g r a m 1* developed.
4. The administrator gives no enetmregemeat to the voca-
tional agr icu l tu re teacher la the development of young and
adult farmer educational p rogram#,
5. The adminis t ra tor supports the Fu ture F a r m e r s of Amer i ca
chapter reluctantly.
6. The adminis t ra tor particulates in the following only
occasionally;
234
b. Making Held t r ips with the c lass
c . Going 0.11 summer tr ips or encampments with the vac**
tional agriculture boys
d. Chackixig to see that the departmental need* a r e
adequately provided.
h. Checking to see that the c lassroom and shop a re ade-
quately cleaned, heated, cooled and lighted
i. Informing the public on the achievements of the
department
j . Giving equal recognition to department achievement
as is given to those of other departments
k. Encouraging the vocational agricul ture teacher to keep
abreas t of developments in his subject a r ea
0. Giving proper recognition to vocational agriculture
students who achieve outstanding records .
7. The administrator never part icipates in the following
situations:
1. Encouraging the vocational agricul ture students to
develop sound supervised farming p rograms
m. Encouraging vocational agricul ture students to ea rn
higher Future F a r m e r s of America degrees .
235
Facilities Available far Conducting the Voca-tional Agriculture Program of Work
I . The facilities ia the department a re inadequate for teaching
fee following a r e a s of vocational agriculture: ttiUa, horti-
culture, and mast o£ the farm mechanics work.
3, The vocational agriculture building ia less desirably
constructed than is the high school building.
8. The department has no school farm.
The Community
1. The ppuiation of the city is 800 or less .
9. Only 25 per cent or l e s s of the rural population ia engaged
in full-time agriculture.
M, Other industries or professions appeal very strongly to
-the vocational agricultural graduates.
IS. The people o£ the community seldom use the vocational
agriculture shop.
Case study department number three has a low level of achieve-
ment on twenty-eight o£ the ninety-one items of the questionnaire.
These twenty-eight items of low quality achievement might have had
considerable influence ia reducing the effectiveness of the program
of work conducted by the department. However, this department
maintains a relatively high score of achievement in the eleven
236
activities denoting success in departments of vocational agriculture,
in spite of the fact that it is obliged to operate under the adverse
conditions mentioned above.
Observed Factors
JMany of the questionnaire item responses from Ifee teacher o(
l&is department were verified through personal interviews and
observations in the community. These interviews and obse.rvatiloas
brought out several situations relative to the five factors *hn a t #
not revealed by questionnaire responses . Among these situations
the following conditions were noted:
The Community
1. Local service clubs and many individual citiaens of the
community have a high interest in the department..
2. Registered hogs and dairy cattle chains have been im&mmeeA
for the department by the civic clubs and by individuals
in the community.
3. A local citizen provides space near the school for the
depar tment!s annual project show.
4. Another citizen has contributed enough lumber for the con-
struction of pens and gates for the project show.
237
§. Other citizens of fee community ass is t in the necessary
work for the project show.
6. Several ra ther l a rge dair ies a re located In the community.
?, Beef cattle ami "hog* are second in importance to dairying.
8. The production of bay seems to hold third place ia impt>r«
tance agriculturally in the community.
9. Much of the soil in the community is low in ferti l i ty.
10. Much of the land in the community is severely eroded.
11. The soil types of the community tend to add to the severity
of drought.
12. Drought damage in the community is very severe during
dry years .
Teaching Technique s
1. The department utilises a well-developed, and an extensive
system of supervised farming programs.
2. An outstanding local project show is included in the teaching
program.
3. A strong local chapter of Future F a r m e r s of America
participates effectively in the program of work.
4. Three students in this department have earned more than
$2,000 each an their farming programs.
ZM
5. Supervised farming p rog rams tend to "be made up l a rge ly
of l ivestock ra the r than c raps ,
6. Supervised fa rming p rog rams a r e developing purebred
l ivestock through purebred da i ry and purebred pig chain*.
7. These l ivestock chains a t e set up on a long-time "basis
and a re sponsored by in teres ted groups or individd&li in
the community.
8. In the 1955 pro jec t show 188 animals were exhibited.
9. The students groomed and exhibited thei r live stack
effectively.
10. P r o j e c t show faci l i t ies were constructed by the vocational
agr icul ture students.
11. This depar tment h a s a very active and s trong Future F s r a c r i
of Amer ica chapter .
12. The chapter has earned severa l s tate awards in leadership.
13. The chapter publishes a monthly newsle t ter .
Ml The chapter was highly complimented by i t s tJnited Slates
Congressman recent ly.
15. The m e m b e r s of the F u r u r e F a r m e r s of America chapter
di rec t and operate thei r local pro jec t show.
16. They also plan and provide recrea t ion fo r the m e m b e r s
throughout the yea r .
*39
Administration of the School
I, The president of the school board exerts as much influence
in the development of vocational agriculture as any other
administrative officer.
1. The department is evaluated as one of the group i f most
successful departments.
Facilities Available for Vocational'
1. Jt mew classroom and shop building was recently completed
for the vocational agriculture c lasses .
2. The department is accumulating tools and equipment for
tfc« shop.
S» Equipment £m electric welding, concrete work* f a r m e lec-
trification, and rope work a r e already adequate.
4. Facilities for teaching other areas of work in vocational
agriculture are generally adequate.
The Teacher of Vocational Agriculture
1. The teacher of vocational agriculture his wwrk to .
a businesslike manner.
2. He i s modest about the success Oat he enjoys as a teacher
of vocational agriculture.
M i
3, Ha apparently wishes the achievement of hi* program »f
work Is "speak for I tself . n
4. Hi« program of work seems fee organised effectively.
$, If® is respected by those people of the community, students
and adults alike, who were interviewed.
Case Study and Questionnaire Summary
The apparent indifference of the schawl administrator toward
fee department i s perhaps Ike m»»t detrimental facto* t» to success.
Douglass states;
The administrator is under constant temptation »f being so drawn into the details of his daily routine as to fail to see W y « d M« immediate task# and the local comm«alty» and that the ignorance of Ms constituency in matters of technical Phases of administration make It easy to procrastinate and to let well enough suffice (I, pp. 562-563).
It i« possible that this condition exists within the administration of
tiu# department.
The low fertil i ty and droughty condition of the soil are two
additional conditions that obviously are detrimental to a well-balanced
and healthy program t»f work in vocational agricttlt»re. YIMMW two
problems are being solved by stressing the development of dairy
and livestock enterprises which aid in improving the fert i l i ty of the
SHU and at the same time provide income for the fa rmers throughout
the year .
m
A well-developed and an extensive system of supervised farminj |
p rograms am sag -the vocational agricul ture students, an outstanding
Jseal project show and a. strong local chapter of Futere F a r m e r s s i
America seem to make important contributions to fee success of
case study department number three. The students in the depart*
meat under the guidance of file teacher of vocational agr icul ture are
largely responsible for the success of these activit ies.
These situations perhaps a re influential in offsetting the effects
of. flie twenty-eight low level achievement i tems noted In the t«fp«BMS
to the questionnaire.
Case Study Number Fttur
Case study number four i s the study of a department of vaea- -
ttiaal igrlcoltarfl in the group of l eas t successful depar tments . This
leas t successful group consists of the fifty departments located at
the lower end of the scale of achievement scores based on Che eleven
activities denotiag succeas In departments of vocational agricul ture .
Case study department number four Is number 153 f rom the upper
end of the scale and number twenty frs>m fee lower end of the scale.
TUg department was organised in 1937 and has had five teachers .
The tenure of the teachers was two, four, one, one, and six years ,
respectively. There was a period t l law* years between the .feature
of the fourth and fifth teachers in which -Hie department was inactive.
242
table CH show* Hi# achievement score determination for case
department number four.
TABLJSCO
A O T E T M B M f 1 SCORES EARNED # T CASE STUDY DEPAB TMBJf T MUMBEE - FOUR
Activity or Outcome
& •r*0 SSI M
_ <<s
t M m
# 1 W .jft.
fl s i i s # | t#f J5 f i
•fli o jg fl •* &
S i S fi 2 $ . mp & JE3$ if S v O
& i
1 *g 4t£fl 1 1 1
Developing State Farmers 100 a s 45 80 36* 00
DsveXagteg American Farmers 200 © § 60 . t o
f a r m enterprise projects developed per student 50 .8 40 100 40.00
Improvement prsjweftg developed per student 33 1 3$ $0 i f . i o
Supplementary farm practices completed, per abated 10 5 1© 60 I t . 00
Improved farm practices completed per stadeat 100 0 0 80 .00
Per cent of former, stu-dents retaining ©ember* ship in l»cal F. F. A. elwptffir 1 0 0 60 ,0©
TtAWJJfr C H
A c t i v i t y o r
O u t c o m e
1
2 >
£ > 13 «* 4
*f§ ^ Ij • H , * f
^ u • o - < <
i
l
f
i d ^3 <**
fi > s I I P J S < *
US©0«
!"",";:"'"i'
«ei
ii 1 3
|s 40 0 H i t < « o
P a r t i c i p a t i o n a£ t i te
c h a p t e r i a H i e m a * -
i m a m n u m b e r a f
c a a t e e t e 8 . 5 i 4
1 6 0 2 * 4 0
P e r c e n t a f f a r m e r
s t u d e n t s r e m M a i a g
i a a g r i c u l t u r e f a r a
l i v e l i h o o d 1 7 - 6 1 6 0 4 ; 1 © '
F e r c e a t a f f a r m e r
• i d m U l a f i e l d s a l l i e d .
t a a g r i c u l t u r e 1
/
- $ . . . i 4 . 8 0
F e r c e n t a f l a r i a t * *
e t t t d e n t % f a a t i a
a g r i c u l t u r e I . . « » .
!
M 2 9 t ? . 0 ®
A e M e v e i n e a t S c a r e a f l i e p a r t m e a t 154.20
T k U t d e p a r t m e n t Joaa d e v e l o p e d a n a a a u a l a v e r a g e a f a n l y . 1 5
S t a t e F a r m e r * a n d » » A m e r i c a n F a r m e r s . O n l b # a v e r a g e . 8 a l -;'-
« m f a r m e n t e r p r i s e , s u e i m p r a v e o a e a t p r o j e c t , aad n a i f fin
s u p p l e m e n t a r y £ a m p r a c t i c e s a r e r e c o r d e d t a h a v e b e e n c o m p l e t e d
a a a u a l l y b y mk s t u d e n t . R e c a r d a indicate tb&t a a i a a p r o v e d { a r m
244
practices a r e completed «8d«r the program of work 91tbts depart*
ment in the community, No former students retain membership
la Ike Ideal Fottts* Farmers of America ch»pt«r after graduation.
The department participates in an average of only . 5 coxites!
annually out of a possible twelve. Smmm, per cent of the former
students remain i» agriculture for a livelihood! S per cent eater
fields allied t s agriculture; while i f per cent enter fields of
employment unrelated to agriculture. These acc omplishments
give to this department an achievement score of only 154.2 points.
Questionnaire Analysis of Case Study Department Number Four
A study of the responses to Hie questionnaire from case study
department number four indicates that conditions associated with
Ibis department are very favorable for a high score of achievement
In the eleven activities denoting success In departments of voca-
tional agriculture. However, the recorded information on the
department reveals a low level of accomplishment.
The low-level accomplishment items hrhich have placed this
department in the lower limits of the entire group of departments
In the study area are presented in the fallow lag list in the order
that they appear in the questionnaire:
245
The Teacher §£ Vocational Agriculture
I . He faun no association with farm organizations to Ms
community,
ft. He lived on a farm until he was only nightman ymmtB a£ age-.
9, He has not lived ait a farm since he was eighteen years of
age.
10. ISaeh farming status that he has experienced required
responsibility of a minor nature only.
1ft. M# earned waly eight to fifteen tears of credit lis agricultural
education in pre-service c allege work.
M. He had only three wastes or less of practice a r apprentice
teaching before he started to teach.
4. Oaly 25 per cent ®r leas ©£ the vocational agriculture students
a r e guided to a completion tdf their long-time supervised
terming programs.
5. None of the graduates of the department meet the require-
ments far Uie American Farmer Degree.
6. The students make written plans far crucial joh® or units
in their supervised farming programs only 25 to 50 per
cent of the time.
246
7. The written plans a r e used by students aaly 25 to SO per
cent of the time i s developing their supervised farming
programs,
15. The levels of proficiency in farming that the students »f
this department reach at graduation f rom high school at*
m fallow®: % per cent reach a high level, 50 per cent a
medium level, and 48 per cent a low level.
I f . There a r e no young f a r m e r programs of farming.
20. The teaching situation for instructing young f a r m e r s ha*
not been arranged.
21. The adult f a r m e r education program that has been developed
is succeeding in improving the fa rm situation only to Ik
moderate level of effectiveness.
25. There i s no advisory committee.
33. Viaual aids, show window exhibits, and local speakers a re
seldom used in the teaching procedure of the department.
Admini* tration ®f the School
6. The school administrator seldom »ir never makes field
t r ips with, the vocational agriculture c lass , goes with the
c lass m summer trips, checks the vocational agriculture
program and plans with the teacher, encourages the v^ea*
tional agriculture boys to develop doumd supervised
U1
forming programs or to earn higher Future Farmer of
America degrees.
Facilities Available for Conducting fib# Tofffttgaat "mn:"":jr-mi"1 ''^gtlcStere'l^rtgrasft s i Work
1. Facilities for teaching the following area* vf subject
matter in vocational agriculture are absent or inadequate:
fa) soila; |b) farm management; (c) horticulture; (d) blue- •
print work; fe) painting and other finishes; farm e lec-
trification; ig) sheet metal work; (h) forging; (i) cold metal
work; ( | | farm machinery repair; (k) poultry; (1) entomology?
<m) 'Pant pathology; (n) range and pasture ttia^gement; and
(o) wild l i fe conservation. • •
3. The vocational agriculture building is l e t s desirably <£«***
•trueted fiian, the rest of the high school buildings.
4. The furniture and equipment la the v$eat|iWisi
department are poorer in quality than that ;•»! high
school departments. ' \
4. Project show facilities are never '^?rsvid«^l'fi|*;^« <y#e»*
ttoaal agriculture department. , >,
8. The department has no school farm. . '
24S
The Cammualty
2. Tlwr® a r e m t y 200 square mile# or l ess of t e r r i t o ry
la the school d is t r ic t .
4. Most of the It®# is owned by only & few people.
f , Most farming operations are conducted lay tenants .
9. Only IS p$v cent or I### -wf lite rural, employed population
i s engaged in M i - t i m e farming or ranching.
14. Other industr ies and professions in the community appeal
very strongly to the graduates of the vocational agr icul -
ture department.
15. The people of the community seldom m e fee vocational
agriculture shop for construction and repa i r jobs.
Gas* study department number four has attained a low level
of accomplishment on twenty-eight of the ninety»9»e questionnaire
i t ems . It will he noted that this i s the same number, bat not identical
items# that mm maintained at a l»w quality level of ace omplishment
by case study department number three. However, the achieve- ,
ment s ca r e of the two departments m the eleven activities denoting
success in departments of vocational agricul ture a r e vastly different .
Case study department number three ha# an achievement *e»«* of
413.6 points, whereas case study department number four has an
achievement score of only 154.2 points. In the seale gf scores
249
the 172 departments in fee study area* t h e r e aire 110 departmental
•cores between the third asuI fourth case study departments, and
yet each one has a t>Ul of twenty-eight law-level achievment Items
as revealed te the response t© the questionnaire, Many of the low •
level achievement i tems are- characteristic of both the third and
fourth case study departments. There a re certain ones, however,
which a re characteristic of case study department number four
only, and which may have contributed to the greater redaction of
effectiveness of this department. Thsae that are characteristic of
case study department number four only a re the following:
1. The teacher of vocational agriculture
a. He has no association with farm organisations in his /
community.
b. He has not lived on a farm since he was eighteen years
of age.
c. Each farming status that he has experienced required
responsibility of a minor nature only.
2. The teaching techniques
a. Only 25 per cent or less of the vocational agriculture
students are guided to a copnpletion of their long-time
supervised farming programs.
b. None of the graduates of the department meet the
requirements for the American Fa rmer Degree.
• . C. There are »» young f a rmer programs of farming,
•d. The teaching iltoatioo for i n s t m c t t o | yoong fa rmer#
has not been arranged.
3. The community
a» There a r e aaly 200 square miles wt les s of t e r r i to ry
in the school dis tr ic t .
h* Mast of the land is owned by a few people.
c # Moat of the farming operations a r e conducted by t
Evidence is unavailable a# to whether -th® ten I#w-level achieve »
wamak items l isted above a re of sufficient importance in a tamyMfwg
program to reduce fee achievement s ca re of a department f rom the
relatively high achievement scare of 413.6 points earned by case study
department number three to fee relatively lifts' achievement scmr# ®f
IS4* Z paints earned by ease study department number four, bat the
records an accomplishment indicate th® wide icwrc difference
hmtw&mn ffcte twt> depErfittMts»
In considering the responses t o the questionnaire m this ease
•tttdy department, it is found that the superintendent of this school
Is highly in favor of properly developing all phases of the program
of vocational agriculture. Records indicate, however, that the
program of work in this department is not very effective.
zsx
Observed Factors
Substantiation of the questionnaire responses through observa-
tion wa» made of only a few of the items. There was tittle to indi-
cate that a department of vocational agriculture existed la this com-
munity. The following conditions and situations pertaining to the
five factors wmm observed:
The Teacher of Vocational Agriculture
1. The teacher has no association with local farm organisa-
tions.
2. Two or three pictures of vocational agriculture work was
shown during the interview.
3. The teacher was at home by four o*clock in the afternoon.
4. The teacher demonstrated excellent skill in making repairs
on his residence preceding the interview at foar o'clock.
5. His responses to the questionnaire were completed daring
the interview.
6. He seldom attends district meetings for teachers of voca-
tional agriculture.
Teaching Techniques
1. The teacher scales grain for farmers as he works at a
grain elevator during harvest season.
252
2. Parents tf contest team fweHBfeers consider c»nteit
participation ȣ l e ss value than work at home.
3. Only one member of t i e team appeared to participate in
the contest,
4. Adult f a rmer* call specialists when assistance i# needed
i& salving f a rm problems.
5. F a r m e r s a r e generally well educated and a re able t» salve
their problems without the assistance of the teacher of
vocational agriculture.
6. There iu little evidence to indicate that a Futar© F a r m e r s
chapter exist* in the community.
7. The materials and equipment in the c lassroow and
were in a state of disorder.
Administration of the gfimat
1. The administrator of the school advises the teacher to
re f ra in f rom developing adult f a rmer education coarse*
of instruction.
2. The schost administrator permits the vocational agriculture
teacher to perform any kind of agriculture education work
that does not direct cr i t ic ism toward the administration of
the school.
zm
3. The school administrator permits another department to
use the vocational agriculture equipment and room.
4, The administrator does not encourage the vocational
agriculture bays to develop sound supervised farming
programs toward higher Future Farmer degrees.
Facilities Ava.i3.aMe for Conducting the VtcMiapayi Agriculture Frograrn of Work
1. The vocational agriculture department is housed in a
frame building that is far below the high school building
in quality.
2. Furniture for the department is of very poor quality.
$. Another department uses the vocational agriculture class-
room, shop awl equipment.
4. Most of fin® material and equipment are ia poor condition,
5. The facil i t ies »f the department appear to "foe poorly kept.
t h e Community
1. The community i s adjacent to a very large city.
2. A large part of the land area of the community i s divided
into sub-divisions for homes.
3. Many of the farmers are men who use farming as a "side-
line" or hobby.
254
4. The school district is small.
1. The toi l is g«MxaU)r very fertile and u** eroded.
6. There axe several large dairies in tbe community.
?. Many large industrial plants a re located m a r the community.
i . A large grata elevator is located in fee community.
Case Study and Questionnaire Summary
Practically all of the observed factors, it seems, tend to be
detrimental to the effectiveness of the program of wmk conducted
by case study department number imr. According to the questionnaire
responses, the school administrator is highly in favor of developing
a successful program of work in vocational agriculture; however,
Ms attitude toward the department i s of such nature that a high
degree of effectiveness in the program is never realised. The
teacher, it seems, also tends to detract from the effectiveness of
the program by accepting the conditions resulting from the adminis-
trator 's lack of interest. The absence of an active f u t u r e F a r m e r s
of America chapter also tends to reduce the effectiveness of this
department's program of work.
Under the influence of an indifferent administrator, a teache r
who is lacking in initiative, and a Future Fa rmer s of America chap-
ter that i s not very active, It seems only natural far the department
to be weak.
m§
Another fac tor that may have contributed to the ineffect iveness
I*f this eat® study depar tment i s the pa t te rn of teacher tenure . The
patter® of tenure indicates that the third and fourth teacher# remained
l a the depar tment only one year each and that a period of four y e a r s
e lapsed during which the depar tmeat had a® teache r . The present
t eacher ha* held the position f o r f i x year®. The f requent b reaks
occurr ing in the pat tern of teacher tenure and the adverse conditions
existing in the depar tment as l is ted above have operated to reduce
the s c o r e earned by the depar tment .
C a s e Study Number Five
Case study somber f ive i s the study of another depar tment «f .
vocational agr icu l ture in the group of least , success fu l depar tments .
It i s number 164 f r o m the upper end «f fee s c a l e of 172 depar tments
i» the study a r e a and number eight f r o m the lower end of the sca le . . •
H i t s depar tment was organised in 1930 and has had f ive t eache r s .
The tenure of the t e ache r s was one-half year for the first* th ree
and. one-half yea r s for the second, one y e a r for the third, ten y e a r s
and eight y e a r * ( w the fworth separa ted by a period of two y e a r s
lit which the f i f th teacher taught. It i s unlikely that the two per iods .
of tenure during which the fourth teaehe r taught w e r e different in
so far a s the p r o g r a m of work i s concerned.
*56
TaM« CBS shaws the acMevemeat.seair# determination fa r ens#
study number five.
TA«l.ir. sppg.
ACMETEMEMT SCOMES mmMMB BY CASE STXJ&T ' - DEPARTMENT MEMBER FJVE
// f: i f l
Activity »r Outcome
m 3 11
P* 40 1 V o <
1
I * 8 ••"g. a} Sf « % 5 O® < < *
** J
1 4
I* >£ w h» Q
• 3 ^ 1 Mill* jp ip*f
# ^
v § j# 4«i*l
Developing Stat©.-Farmers .16 48 80 S i . 4#.
Developing American Fa rmers 200 0 0 60 .00
Farm- enterprise prajecte developedper student id . 8 40 100 40. #0
Improvement projects developed per student S3 «5 16,9 60 f.9&
Supplementary farm practice# completed per students 10 a- m m 12.00
Improved Mid®. pract ices - campieted per farmer 100 0 0 80 .00
. p f i w r « a « # ' «ta-dents' retaining member-ship in the local F . F . A.
cfefcpter 1 0 0 6S .00
257
TABUS CJH (Continued)
Activity or Gatcom©
1
2 • £ u * u
711 f a 8.0 < 3 ~ ««#
# i §4 0 # * > # <«§
. ii |
4* § i n Pi
! , & I 2? s
i
l l 7
S 3
1 " It
ft m CI ti-
Participation of tfee chapter in the max-imum number of contests i 1 S M #.S0
j
Per cent of former stst«-dents remaining in agricoltture for -m live* lihood 1 3 3 #0 1.86
Per cent of former stu-dents in fields allied to agriculture I S
i
5 m J -**
P e r cent of former stu-dents not in agriculture 1 92 91 20 l« .4«
Achievement Score of jDepartment l i s . id
This department has developed an annual average @1. 1$ of one
State Farmer aad no American Fa rmers . Eight-tenths »{ one
farm enterprise, only .S of one improvement project, and an
average of anly two supplementary farm practices a re shown to
be completed annually by each student. Adult f a rmers in the adult
258
education program complete no Improved £arm practices. ff»
farmer students retain membership in fee local Future Fa rmers of
America chapter alter gaaduation, The department participates In
an average of only one contest annually out of a possible twelve.
Three per cent of the former students of the department remain in
agriculture for a livelihood; 5 per cent enter fields of employment
allied to agriculture; and 92 per cent enter fields of employment
unrelated to agriculture. These accomplishments give to this case
study department an accomplishment scar® of only l i t . $ points.
Questionnaire Analysis of Case Study Department Number Five
A study of the responses to the questionnaire m case study
department number five indicates generally that conditions and
situations associated with the department a r e very favorable for a
high score of achievement in the eleven activities denoting success
in departments of vocational agriculture. However, recorded infor*
mate on on the department reveals a low level of acc ompli shment.
The situation in this department i s similar to thai in ca#e study
department number foor.
The following low-level accompli shment item# revealed through
the questionnaire may have operated to reduce the achievement
score of this department. Items a re numbered as they appear in
the questionnaire.
m
The Teacher of Toeat imal
11, Hi© teach©? had na pre-service agriculture courses in
range and pasture management, marketing agricultural
products, and natural resouraes conservation.
I f . Only eight to fifteen additional hoars of c redit have been •
earned in technical agriculture since h@ began teaching.
14. He did only four to seven weeks of pract ice 0* apprentice
teaching before starting to teach.
Teaching Techniques
3. Students and parents a r e visited only twice a year or l e s s .
4. Twenty-five per cent or l ess of the vocational agriculture
students are guided to the completion their long-time
supervised farming programs.
5. Mo high aetata! graduates meet the requirements f a r the
degree of American F a r m e r .
i . The records kept by the students on supervised farming
a r e only fa i r ly adequate as a basis for continued planning.
I f . Young fa rmer courses a r# supplemented on^r t» n a n *
extent with social, recreational, and citizenship activities,
20. The teaching situation for instructing young f a r m e r s has
been only fair ly well arranged.
260
ttk liwMW-iiii M sjtemt j lJLr^ i i ' ^ S l L a w mm i a H n a n imaf M\"fernm n i ahfc-Jt
s lOteH #* W$0& mM p$ mm0
active i ^ v r t , caaaaei and «aeiiata§«ast«Bf «t AMI v»ea-
tiaa&i agrieolttKre t»a«i»«r i» developing 0n» vtiea*4»aaJ
iprlealtairt piragaram *f w»zk.
i . Hm® adadbalatrafc©* i s ia^ifferetii f» Mb atsppairt al Hie Fstaire
W**mmw* wi A*M»fi«a Chapter.
4 . T h e riwtHrtrit>y # f l ike s c h o o l fw&*t i€ ipate« ®aty ftccasioa*
•Sly tar meve* to the following equations:
l». - fMd trips with the elae#
e. #Pt« wMfc fh* feoy® m mmmm trips »* encampmeats
4 . Cycles t» »ee Hn»t Hit# d e p a r t m e & t needs *sr* jweiaviied
£$$* n4#yi%#giy
«. JbravMe* a- sabstitote teacher If the voeatioaal agri*
mktmM teaehe* can 1# sf to rv l i t ta flu* <ipM$aMHt
g. Cheeks the vtcatiiKaal agirieafciaare plana and pt>mm
witfe UMI- V9CStl9IIAl agfie$t$ttt?e feKSRftbH#
h. IPNEfffef* tp e«e $»#$ the ela*8x,s>&&& ph§ alMift are ade»
quately ele«ae<t» heated, esaied awl lighted
I* ItiissiES Ik# jtiil(iS$ an Hi# #f the
M l
-ft* ®mky sixteen is. IweRty-fansr' Mglt askant credits are Dfiieted
bythescboa1. '•'
nullities AirallaMe far Conducting the Vocational Agriculture wwwi»«fliiWiw^ - Kpnronmwlffift.iijjiii(ijitfi#i • **» nwtmnaiiiiJtinr:
I, Facllite® ISMP trntfoimg tike I M 1 9 subject matter area*
in m<yy itlf||y a'rgt IteaiitaMaMMfctijE mm
W MO*i i%| tern M®m$mmm&% |$| agrtci&tiiral economics.
(Q fcai^sattare; Cg) blueprint wife* <fc) tool fitting; |l| ««*»
' peltry; |J| #a*t»gi #t| faiatlag sad atfeer iiaisliesj $| rape
«•* 1—flier warki slteet metal wifk$ <a} isrginfs
<0$ cold metal warfc; l a m wagfctaavy repair; 4# pNfetf}
<*l f») flaat patteiiagy; (t) agri-
cultural prttocta;' and f »| wiM Ille' emmmwmtitm,
i* The department has no school farm.
l. Use population »f ffee city is leas that* 8©®.
S. W m school Hctrifit I* 200 la 406 ifttft miles in « m .
3. Tfcere are ®aly 190 t® 500 sitidewts la itigh ecfcaal.
4. the agricultural population of tlwe community la- aaXy
200 to 1,000.
W. ©taker ln£eafcrie*.*Ml prafeaeiaaa la the community appeal
strongly to the vaeatiaaat agriculture gradates.
242
15. tkm ®f the community seldom encourage Hie dttjwrt*
lIMKHfc'fi&'ttlttiL yi-y^4i3fcr»f -mmfcdl AlMri- ^WlMirihAlfcirilMfc-^Wi(|' »^P*^P®p§P* 'ppgpgp pjF^Pisww |p&- pjj: ^ s p ^ p s p f i ^ j ^ j F T p w c f l p ^ p ^ p p ' p * ^ p * j *
. pri»*s or other prizes for prajcet showe, or provide
y y rii^rf i#|#^ - #&artifii^A: - ; •PiWP 5PP^F^P^1VP;';W_ 4|^pPI,i8Pf,IWw' r ,
study tHifflNSjy fiT6 t^^ffftfy^piT ttf'Hmf
s&BSty*l#iS -j pip lf- fyyl'Y-ff it&f&s&t si ls>w v ; :'
ibamrnm: &TB ' is#' a. fgttir Ifeflflttftfcj: i»# ' ftfa. -apfr IpiWir#. -£|R^PK ^**r W ^ppc. *^F^pls "iWP^Mr^y jm4P'wyPP'Wwwf ~
n|g^|p three Miffi ifttfji^i iHit vhmT sWi4y * '
fi^r^ li## 35 • 9 fewWf p&iiits Ite 'it'll 3i4Sfei&ir0f i#t3,t
iteGiWyw "iSBsn M$^mmMf "flltffi iMs&iss&i
I t l * % f # # - Hi. fawMfr* tjatyal W p>aap M&mMm* ^
greater f^jr ginBiMlMfe tiia^ 40 i!kil#ii &eMev&d srt/ii Jr®#'
level l y ea«e etody department number four, or «l«# there a re
* lyf y-y 0 &&$ 0ci&t#d witti C&00 #t$ill|F -ftiNk
ireditc^ e f f € € t I T # n£ it# pT^gr^1^ of w^llfc#
ItlyftM "teaa fc a^UmimdL at it iiiw t^v^l Iter gfcudhr *laateiMNBM*«fcii " # p i t ^ f f P r ^ l F ^ F ' * P ' J ^ ifl!ill|JP
,J|ljr ^ ^pr-^Pf»- ' wr-jUfF **f ~ ^P§^PF P^^ar- Hwr wlp w^W^9f^ i ^TW^WP^^Jp ^ P w P j p , ' P , l r Br » f • * ' | p i w W
Wfl kBS5 ffyft ofh f T 'Sksnw tttffrttf^ni!^ by c^S0 0^§^y
12. Dui teacher had a#- prc-service agriculture c&ttlf;#es in
&#§
U . ©aly «lg^t to additional af credit hmvm been
earned In' technical agricultui» since he began teaching.
». Student# and parents are visited futy twice ayear &* leas.
$* fk» leaMiMtapi' ft?'ft* students m farming
«?• »aly feStfljr * « • « • * • a» afeasi* fay continued planning.
!*• iNwtfyuftv* per cent m U m «f the vocational agriculture
**« selected fey the ' •'.
U , Th« vocational agriculture M U t - *ad students perform
community service Jtfeft <wly.«•»times «* less each ^ i r .
11. Only 25 to 50 per cent of the vocational agriculture atudents
I . n m -frtt the achool I» tadliferaft in hie
Bupport, counsel and encouragement of the vocational
JjWrtKrfMHM teacher Sa 4«r«i»piag hi# program of w»*k.
5- f M p M w t p r I* fat fcU s«pf>fc*t *f ike
Future Far me r® of America chapter.
$, . ©sly sixteen to toMms?,.**!* high achool credits are
«4BmA % A*' school. .
244
I . mm «£<&• eliy la less than St®.
»* t l t t * * it** aaly 26© Io500 studente in high echool.
4, ' Yfe* agricultural population «f the community f« only
"HA- thirteen low-level achievement Mmm Ifam Ik*
' * * • * « ^ r # m*§f account & # tfe# f& ' f point difference U a cares
between case study department number £tv* and case study depart-
ment number four.
* • * im favorably ky it# • M a U m * * * would wMmm a
Wg!»# rating t&an an© Hi&t is i&dillexmtiy fey it# admin*-'
i»trat»*. $ also seems tagteal H**t« i|«pftfti»«afc conducted fey a
*•««*•* who to grawa **» little s»*^»#iimalJy to el#ife*a years of
tmpiwr# wouldfee Ims *4gactftv» Mian a department conducted %y a
t«ac^r wfc© ha« attained maximum y r t i t o f i M l l y . f each-
ing techniques that pcyni* * email v ocational agric ulture da* a to
have a minority of its members farm bo**,, that select lees than
» per eeat o£ the m r t w i i f tfe# c I i m and that provide I f *
4^4£2Mp«nrte«6 iatusfasg programs only twice a year «r less wt>aM
tend, tt seem®, to prevent the development «f an effective program
• f w»*k. tkmm weaknesses, l» additia® to observed
* • • * * * * — # * * * te «*« *®w «#«t* * * • *«« fey cas e study
department number five.
- # #
Ofescrved fiwrtiar* " ' - '
Many of the questiommre response® v?«ere substantiated through
ifoservation. oi the department and o£ 0m community. Several other
^ noted duruxg the *isit la the department and com-
munity. Th« following eaa4MIa&# and fifccftSlan* jNbtffcHr t» 9m fcf*
factors w***'
1. The M#-ir«ifraw#« -t# A# ^NtfVtaNiibNi
at the ttott o £ tfea lote rview.
jjU Jtt A t «®$ «f A * w*» h* d>Uf«d teaching positions
tot t# the s»I4 pMlttoai af ter tar* j f i m %««•«»•
the posiU on to wM#h he aa»v«<i mm Imm catisfying.
) . X# stat#4 that h« was diec&tiraged with th« m m m m s4 f k t
af«iealtai?« program.
1* Saperviised farming programs *y* small and of | « « r
quality. ;
2. fltie gtetav* Farmers «f America chapter is a®t wary *<ttgy«»
3. Efforts to 1«&4 the farmere t» utilize 0m? late* t agricultural
pr&ctices through c l ^ t s s I t e t e F S iMMBI
* 6 *
^ 111*" %||y^ b iCli fflljfljf fiUP tf T r%tt1l| '
the p**ctifi«i #1*. 8# farming.
m w n * w ^ w w f s f f f w ^ . mi*m!^w£*!m,m-m:*!&r^™fc- *jj "*^« f w p ? # • ^pwff^WEPw« ' " P "pi!Jp^'J*1 _*«'mm:
' .- ' ' etration and actual participation fey members. af tt« class.
6, - The teacher ha* leased a farm oi several hundred acres
mmS: fm fpft^fftjf %nt& •mmrnm&it&mm Mkmmm nra-Ctic M wtdhsfc ^~&m& in jflpijw\ jpipiptl* W- iw^ -jPJPU^ 3B^ ?WR' '*•*; jifippp *p^l|i'|nPllp9PlF IP^I^ 1
0U€C0@# fii
7* A «l*®p U S ^ d f l« being €s3wtsraet©d by She teacher ait&
Ms H t » M ^
8. Feeding p*aetle*# ten tam demonstrated through * coop-
erative pigfeeding program within the department,
f , Damages caaldl fey l i f t -mms&m are taught ittl te ti,«E«®<i.
10. fj§p»iwir# are MS«iXfKg*i t» utilize w i l l * land for dairying
of the School , .
I . • $fa» ftctaMt- *dMM*f»4** t* tedlfleTeat $rawpt A®
>? 'v. ijrf^wiiailiMil i QFiEldlimS** • ^ ' " •**»:»-j»-»'ilL -w *s"i' * T * j • ^ ' I p w ^ ~ ^mM
Mm & m m * m v * m*m &mrn$mm& te $mi$mr department M
• the jm!w& iMNhCI &e fe«y» are
' -' I M i l g l» ctmitanact a fepMiag t» accommodate thrtr program
« f ntxAf. • •
i* hm
4# *fit*
im % m
e eld am •
K#eds.
©fth
5. , Most #f tise iottitef# *1
jRtg&is
6. Tfce cttxi meat f»ir tfee
is is jkkj® eaiwlifclm.
f. jH l«fli-«NMr«te« l» po&* In the v&cattdaal ®g*ic«lfciJMS
1. Sfe.o s au:eiffl Isy m «ffectiv« farm
sittt&tlsms aye «earise Ik fter *fiMKmi£tsr#
4. K&aala leading ta t&« vmfisms f*&:rt« of f&e e»«Basaalty aar#
5. Tb« . is patrly liMiNi4«
268
I . tfc* achoo| ttft*f«t 1» to iNHTf ctfMtttla* MmmAaBf.
% Water erosion has seriously damaged or destroyed
approximately f $ cent a€ the laiwi.
S* M y * for * f the farm situations appear % be modern ft*
5 |N|t3N SSN6l»
4. f * m and f»ell*ii«» *f the mrnmrntef m$&mm
t» be sM *aA im p m t condition generally. ,
I A large percentage of the land that is being cultivated
appears tot w mxiw&r damaged by eroeion and Ulglty
depleted in fertility.
&» A i**i@ P W y i *<•«*' fwrm population I * employed in
non-agricultural trades.
Attempts liii SS made ta '« ft§m6 dairying
p&0K$m *» *«aww*|tjr and * |«w dai*y*»«» have m i s
high quality dairy cattle.
t* . A i M I I M f t l w iglrtfldfeitil produce is set up on the
main rifeMt 0 mm %»»£»«** * Ui« tmm.
% H o t * MM W> tatefttttal plants 4a the camsn unity.
I t * mm mmmaMttgt Imfimmm mm < M t t and g«»#ral|y q p r *
"ffS- JpF wiF> jjws aBP" fc
I I , The IhmI te the ^wmma^f *h»t I * fotft* i *
found in a relatively narraw river valle y Ifeai extends
aero as the school district.
12. Tk© wto have tmmm&Y into th« area §«*•*-
'ii'iiiTli iht fgiir lift
Wmmfm
tk© »is##t faetar fed wa# fefrfcrv-e*! #a Hi#
visit t» ca» e
-gj£ fjayryt ffjijt f t'ka.fc
f0a«*. 10ta§
"bm
» WHIP
$fe» mmmwMf IMm* ' the « * A i are
f M f f crop sua! livga&tck' .
a ittnlg i' ' irtii-itti-iL ..^. rJf| ... 'jie^Bfc lifer irfTmlaE - **"** -S gE -riVif1 niiTi" rlrTM flff r'fiilllAtf 'Mk.
M 4KKMRS mmlmmffi w #
trnmrntti %m Kcfed&l equipment Is
q*&ted; tmmmm imm * '&ap«t«#a
ilwsfciMsk and p&ulfcry ay«
&««« ®lf€®:t8 3t««r
by tfe« >
are
and In ft ypyy gt&t& #i c&ala**
aaad la many ««•** aatt-
fay {tofe* tutuxm lew young
sckaol; a&<t
Si •fffifffofi
Ga»e
EvMieace# W# abundant Hu*t tlie teacher of voeatian&l
fca*e fea* warked Jbard au<
*f ws>irk in ttii® esaiaa«Muaity.
In pre^eisfctaig
if®
f a rmers and the students sf the community. After finding thase
methods inadequate, he has undertaken I s tatag I n p f t w S farming
practices to the rttoot&m 9* H* « M » I » % providing examples that
return suitable t t to f t t i a e t f t . Theseexamples may
effective in devetdpfng m mm® profitable agriculture §991 %*>•#
H «««o» *«* '«* Sarfltttrafc administrator and the ravages «f
m a l a * m M t e m a m a m y have been m t t a f t a # * * * t« deafcrtyiag
*** the 'har#.w«feing *f' vocational «gr |*
©alter© hae- tr ied ' to develop to hi# pragtam s»« wark. • -
#*## Study Number Six
®mm m M f numbe* ®lm I t the study i t imtiOMr «f
ap i cu l tu re In the g * ^ p leas t gHftftMMmfat department*.
H is department number |6 f grata the upper end sf the scale ®f
H i departiaaeats la ih# study area «sd number three tzvm the %mrmt
'w£. til# s c ali?i.
TU* department was argaalaed l a 1936 and has had eight
tmAmm* •. f f e t tenure of the teachers was '*aa jmm tor the Stat*
aaa pmx tm the second, ane-half <y#a* eswsh I®* the third and faurth,
A n * ywfir* tor m fifth, one-half y m tot t t » aisth, twt> years * »
•eveath* m d P*9 year# t m the eighth tafec&asr* 10h**« waaa
«*#* ye**« the tenure a* th» sixth and seventh teachers 1»
The as Ireipeisfc changes 9f
m
teachers iai fte P»i» to wMefc the department was inactive
probably had caaeideraMe influence on «h» effectiveness «f .*» ,
s£ ww* eMatM the
& i i » : 4 & £ « J * » w s * e f e i 4 n r « m « o t t e r n 4 « * e r « R l i M H I m f o r e a s e
I S P
j M S m m & i S l f T S $ © & » S - m i S f l S O S i f € A S B S T 1 W * M m i «
M E N T N U M B E R S E C
. j M d & r & f ' « ?
O w t e a m e '
I 1
1 *
i t M 9
rtttl m £ „ ; , m
, j | | l f
11 M ^ l f e
JW^ 'Jf™"% © • e v ^ S ^ i u g . S t a t e
- F i s j M i c r K ' ; '
*»
3 0 0 0 «• . . m . 0 0
© e y ^ a j H b a g r
F a r ® < f c * S ' - WQ 0 0 • m . 0 0
Wmtm p e r s e t a d e n t m . t m m 4 t , 9 *
"TfjUifflhiMfci'*<Mfrffflti''iifirtfii itoiiM' ffliTwHh' 'a, y 4 v ^ - -
^ ^ p o P r ^ P I S W - J H r O I J # P m i l l i i & M ^ [ ^ i i ¥ l ; i l l i - . 5 1 6 . 5 6 0
1
%m J f ^ K ^ y | F w w
p r a c t i c e s c t s m p l e t e d
wJp k f t s 2 0 6 9 m*m
f f , " # '''MM '
jM*#* f ' f**-f ' •t* % m -
i ' • ' ' s |H
i t j£ i # ,
?8 i << V 4$
. fi: J|p»& .
larm |n*ac-^ w y%l '
4Mfc. 4fcvv#ttfc |lffr*m ' imfc/afaii-
jw? liOTSpi |©0 • t # •6 ^
F©y «eat tt imtaex «ta * jfalaiaadrag member-
%%£,**** *'*'*' i 0 ' # 60 • .00
|>airti«;ipa.tA ai g£ the r.t>«.p» - |#3f fill t&e wtavigfMiHn
"tiiHlh%flr iMfciittii mlfr Whi'Mffr —. 'Jk . ULaijMn,..w>
• srampei? it etmtem ta § 0 60 • I#
|ta» «nt of fojE-mer stul- . dents retnaintng In ''' '
- agriculture t l I 1# 1.20
P®g mmt fti former stu-' dents in fieMs allied to agricalture i s § 60 t *m
f*e* east &{ £&mmx •!»« dents »0t in '*§*£«*
l n JLJ
m - m ' *«»*$
: Set*® III
275
Thia dtfirteMAl has dev#loped no Stale F m i m m or American
farmer*. It tea ticrtl^d an annual average of aaty . § farm
enterprise project, , 5 improvement project, and two supplementary
farm practices per student. Ma improved farm practice# have
been completed by adult farmers participating in educational
programs conducted by the teacher of vocational agriculture.
Former students da not retain membership in ftt local chapter
of Future Fmwmmm of America. There i s no rqgord of partici-
pation fey the department in vocational agriculture contests, t w o
per cent of the former students of the department eater agricul-
Mire for a livelihood; § per cent enter Held# of employment allied
to agriculture; and f $ per cent water field# of employment not
related to agriculture. These accomplishments give to this case
study department an accomplishment score of only S4.7 points*
Questionnaire Analysis of Case Study Department Ifumber Six -
A study of the responses to the questionnaire on case study
nfflssWr s ix Indicates that conditions and situations «** generally
not very favorable for the development of an effective program of
work in vocational agricMtare. The following low-level accomplish*
meat i tems revealed fiurcwgh the responses to- the questionnaire
114
wmmm a §m$&Wm W& tM@
ifliii _ ,
f . The teacher s£ vocationati: agrieultare in art a*t«a£»«ti $aip
«i farm &rg&n$mM®m to Ms camrotisity. .
5. JWblleltf relative i s the vacatJaimi agricaita*e department
i« given to ibet fmMic ©sty sccasioaaliy.
8. He lived an ft form antil he was aaly ®iscteea yei|rs of «f*»
f* He h*» upt lived oa & ismm after be was eigMeea yestrs t»£
*S*. _ _ _ '
J§6« ISIs ass DciatiDxi wlftt Is&isftfoi ham 1MM& in.
i calling If# a taw level of re«poa«ifcttity o»ly.
II . He kad bo pre-»iB03rvice agficidtarai csWsss to inyfn
€0IXDJ!riiC3, 6Bt TO&jtegyf |fljfrflt
paroductf,
. *mmmmm
16. Mm h®& | i f th*®« weeks «r lesa of paraetlce or apjmsEiic©
tescMag.
' ItfelwiMag T®etoig,«.es
5. Basse of the bi^i schoal graduates meet Hie reQ«irem«iits
" '. f j r tke jtattesittfeft Faaaeaer Degree, -
6, Written pian# £or crucial Jain* ar unit® t» «upearvi»«d farm
tag fwragmms **• made by ft* students aply I f p«r c«at
. . . . . .
|L • Eec®xda made toy tk© tadeiit® an sstpervisid farming'
pr ograms arc acojy fair ly adequate as a totli i m conttoued
14. CMlf ta §0 jwa? cent af tint stsdents participate effec*
ttwgy In- cooperative activities « t i leadership w&xk i s
i s . Only a law tevisl sf proftele&cy to i » m i a | i s rmclwrt toy
f t , The time awrraagesReat af Hie teacher in fwm&f dl«tr£toi«d
., f Kr devafapiag a gteong and weli»l»alaac««i program §M
vavaMma& agficwltwire*
If*. Young imxmmx couraes »2 instruction «*• supplemented"«*
B%§0u& titttir wltih s#si*sslistoril
sictiviti«8»
20. 13*« U*sMb$ 1iituatian f#r young fa rmers | » poorly arranged.
§1* The adult ismmm- ©iacatisa .program that has bmm dev^la^ed
in tin* «:9se«3ntt2rf.t:y has succeeded in iwprwljig. the farm situ*
the «o«HMnklftf s»Ay to a madearate level « | effec-
tiveness. . . . ' ,
22. Only 25 ts> 50 jmmt ceat »£ lb®
. are selecte4 by tbe
24. afcmim& «*A teguefeas *s« geaeraUy
tettiiig w$> the student*« •
,25. ©i^ine»smeii » ^ *chaal ^mirii»tratore cami»a#e
iU« ftnr
pT:Ogirajsi.
stdvisajry esMaauaaittee.
32. 0«iy .2.5 p«r cest m $**• af tbe steisate are farm toys.
ȣ tbe Sekoal -
Z. Tke admtei#tr«.ts»i? supports, c»«s»el* and encmiragee tfe©
Sllil
I f s g m m i» a» imEffereat j^na©**,
3. f t » adaaiai«t»atl0.sr e«biMts »» mter^st i» develag&ig a
w .-ifO'tiOKied. vacati&nai agricuitu*e program.
4* tbm iadmimistratar gives M « eae »jag®«*#a£;. tt> Hi#
t eaeiieie i s •
paeagtams.
5. ffe® &e Ww^imm Mmmmm ®i it*
ireittct&iitly.
6. T&e seldom esdaMts lua iste*«#t i s flto
277
Facilities Pm
1. l«r tftu&lsg & r t t «&t*p work a*© either a|»»«dfcl|*
tent Of itiadeqasfte,
! • Vseasonal agriculture building® mr« less egft*
strut ted than .*ir* buildings lot' other ȣ gie
oe&frat*
4. I'ttjMtiture far the vocational agrictiltttre department I#
$®mm in quality than. tot for ofiser departments of the
school.
4, The department has .no project show,
7. The number $£ gotd farming situations fe the eiM^emiiitt?'
a re inadequate for clas3 study.
$« The department has m scfeool far m.
Th# Community
1, There ar« less than 200 square mite* of ar»a to the school
distr ict .
4. The agricultural population of the community i s 100 wr
less .
9. Only &5 per cent or less of the city employed rura l pspatib*
tion i& engaged in full-time agriculture*
m
I t Only $$ pex' ee&t'm less #f tbe city employed.fwifist- papula-
tia» 3< fee community is engaged .la part-time farcBiwg. .
14, Other tada.^r|#s ta€e»»ltna® appall t£> the vtfMtttMfll
agrleultaral graduates very sirstigly,
tS, Tlfe© pteapie. fef t3» community seldom ree$gai«e tfvs *fMSife»
*i®&al agrslcaitttre by participating la, the
fiwefttno® that £*» iated with Its -program a£ w$xiu
Tbaae fchitty-eight low-level achievement ifc©*»s IM*t #f & •
»i»ety*s»e saa fch« %aestt»aaiir« seem to indicate why the i^bi«v«N»
w*** mmm vd this ««'« *t»4y department l» lour. It I® difficult t»
ffwiclff any » # «C fib® Jtoc feetswr* at being w*t* imps riant t&an
any artfcser ixt reducing the effectiveness of Use program wiitit la
«fci* department n£ vocational agriculture, because important weak-
nesses tot each, are indicated.
Observed Factors
»tiBiy of the qtMftMM&fe responses were substantiated through
sbaeirvatiDn mi 0m 4epa,rtKMmt and af the community* Observed e m *
d i t to s and. s i tett#«» within the five tmtmm **• incladei to the
foil swing llait
f f f
l ip. 0- t Jkmka&mtm
I, Me stated thai, t*e was mmzgetYi&me&d la the £iel4 @1
S* He expressed atssatlslacfcttm wifii &d saSataigfeiiitt** laek
t l interest la vocations! a$rt$«i£$ig$«.- ...
3U Several project programs were painted out. . .
4, lis mentioned disciplinary pr stole ms in the fdtE*3t tltatft
wily &e csmlcj handle.
S# He stated that the evaluation that was placed sin the ¥'se*»
agriculture department by the was
depJoraMe, . ' '
Teaektog; Teclmi-qaes
1, T&e teschex id vocational mfi4c«fttoafe attempts iy teaeii
by wing correct procedures as examples m& fey leading
the students to use thase same procedures in their
programs of work.
2. Attempt a are made ta develop a sense of respaaeiMJity |m
students by providing oppartaiilties for the students to •t* '
assume classroom aiid eht>p roatetenaaee dftlies..
4. Students are advanced fat their csSftf®e*.«« rapidly as INsi*
abilities permit.
zm
% ar« 1*4 to develap «ifttl£tal' by yftltt*
ctpatlng tr* co-mrmmifcy sales campaigns.
ft# Supervised farming program© ate u#ed as learB&ag gituatitwis.
7,- The Future Farmers cfaapta* is poorly developed.
8» Supervised farming programs are small a»d teaiefuate.
4>4*a^»ty*>l$aa fee School,
!• th* vacations*! agriculture departeteafc i* poorly housed.
$* Equipment far ftae department i s a£ fmas pja8l$jr»
9. Fwraitsire far the department i* M poar ipaMty. • '
4* A mm Mgk aefeaoi building fea* j»»t been casapleted,
S* The TOcafcioital agriculture bay® piaafeed seed f«r devei*
* * » » ««I *#* sfcrobbery * m a £ the new Mgh school
Ibstil&ig*
6. AU teachers as?« required to assist la. atMetae . m i Vthm
•elko.ctlI pxmpmmm,
f , A aua&e* af teachers a## leaving the m*mI* M o t e * ft*
taaKfcftr #f vocational, agriculture.
f . The admiMatriwtor was eampRmenfcary »f the
agriculture teacher in hi® handling problems af d l f d ^ a e *
281
ff&gllltles Avtalafale lay C.sadttctini the Yocattnna.1, . fJeisitwfe f ^ a g m m af ^^,",'t:'i:!l"L-?r,°,',::'-': •
M I L ? ' I > I » J | I W I , N I N I N M I U M W . J U P J J T I I I F U I I T O * I * W » I < I I W • » • « * R J J » R A J I I « W N » I W R .
1. f h « v^catiamal agrirailture department i t pasrly housed,
t» The furniture in the vacations^ agriculture t«
s*f poar quality.
$. The eqpaipm&at for conducting the &ur*n tftsKp frag*!®* |*
inadequate.
4, Materials for conducting the program of w»rk a re taade»
qttate.
I , Farming situations far class study $*-« in&de«|«a.te,
4. The vocational agri««it»re classroom m*4 shop building
are apt conveniently located.
7. There ie »& schaolfcrm.
The Community
I. The community includes a part of a large city,
3. There a r e only a few people engaged in. farming m
ranching.
3. Hie land is highly ferti le.
4. Most &f the land is divided into plots of only » lew ncxt&«
5. The schoil district is small.
6. ' • ^rieuttural papulation i s only a few hundred fHMjf&iv
X In^iaStri^ developments are located only a short 4$ftgra*MI
' . ' :c»pamaastoy« - ••
2il paw pf
€ « * • Study m & tiMtfii&mmmtam Summary
V M t a g * l a b » & & e quest ionnaire reap i ia * *^ 'au&'tti# case study
ft** s i m i l a r . • Frequent changes l a vocat ional ag r i cu l t u re tea&hexs
have a*SC&rred. Indus t r ies have been developed la, aear»by * * $ * # , '
Only a p«$ple a re employed i© ag r i cu l t u re . Peapl# have became
WMf# In teres ted l a the prsfesslaais and indus t r ies than i a agx ie i i l *
*»*«* en te rp r i ses , t hm administer**®* #1 the scbsoi apparent ly to .
develapmg h is «duca* ion* l c u r r i c u t e m t » ®a«e* the needs #1 f t e
c&mmuai ty based m the new i n d u s t r i a l g rowth . A g r l c u l t a r e to -
p l * ce4 f » $ v e r y min;>r p w i t l a i i , These co&di t ion i have probabUjr
a e r a t e d ta place vocat ional ag r i cu l t u re i n fee low pos i t ion l a wh ich
i t to found In fiil» ease study depar tment .
- Summary of Caee Studies
,fh# 1?«iwsfo»r a£ Ymrntimmj. Ag r i c» l t oy«
• #*®lM0r» of vocat ional agrieuAture f r o m t i t * twt* graapa t f
depar tments d i f f e r i n the fo l lowing ways:
1%« fvttMi i h x m department# i n the mos t • * « « • * • «
M group ef fect ive leaders and have the i r superv ised
p rog rams mid chapters af Fo-tare f a r m e r ® stf A m e r i c a w e l l •.' "'
0»rgaa£ssed a&4 'Operating a t a h igh l e v e l of success. On Hw dtttfltiP
hand* the pirgi|pra®W and chapter# under A e d i r ec t i on of the teachers
m
Is ti*» ||»#«\ls§*st mmsmsMk departments' are ptmvtf argaaiKed »##
are aerating at & law level trf success. Agrieialtaral employment l
a 8K&3$ responsible nature ha# been experienced hy the teSM^#fl§'
&•&<&# three mmt ftee&isi&ii department® than by fit© Irs
the ffer®#- least successful departments. The teachers in the Hare#
naast i ^ e n i j U t departments have had more agric^ttmiS aad
fesaismal ©ducatim than have the fere® from the l®®m "
hfog Techniques
The ftiJlawiiig differences between. the i-wa group®
ments la teaching £echai<g|&8 haw been fauad:
Strong chapters af Future .Farusers :>£ America and ai$«qfy$
project shows are t«cht»g devic.es that k v < been developed la the
tnost sacees sfel dej^artmeate. These two devices ar# either
tively used or absent in the three least successful department*.
Student selectisn, high Future Farmer degree work,
supervised l&rrmag program development, awl adult education
Igarsgiram work are practiced extensively in the three m&wt #neiee£'#*
In! departments, whereats in the three least successful departments
th®»'e mM&tfhi-M are practiced to a very limited eastsat*
284
Administration of the School •" . . • mm** mm**,
It will be noted in file f irst and second case s t e iy d*f
that the administrators gtf the »cfc»al« are very fmrora&te tttilMtv
attitude vocational agriculture, wherea® fto:«£miari*fttorii»* • :
Q£ the third ease study I# indifferent i» the department. • These • -
departmshts are three of those that are mo«t successful, £ * $ ! -
be noted further that the administrators of the fifth afed sixth «a*#
»t«%' departments are indifferent »r hostile toward the vocational
ag*t^t«r*i departments, whereas the administrator *f the ifcwffc
<W« ©ttt% department has a favorable attit»de if nothing i« 4s^@ | »
invs&ve -Mm la additional problems.
Facilities* Ayaaj&Mfe far ^psAyigfliiii |h© ^#jesl|ss#l . . A l i i " ' ^ ,wr"J"'J"'"' :":jl1--
Facilities available for conducting programs in. wmhm*
t&mttl agriculture seem to he more ade^wate in the three depart-
ment® selected- from tine group of most successful
Many §f the facilities thai are inadequate in the Hire# departments
selected from fixe group of least successful departments ar* also
inadequate in the three departments selected from the groap i f
most 'S^cesffol. departments.
Hi# eammiaaity &«A H* agricultural and industrial development
«MMR* to be »f considerable importance fa & • development «|
•tmg programs of work in vocational agriculture. Tht tbrie
departments a elected from the group of ertost
meats have favorable agricultural situations that tea# t* «®e«a^te«
the vocational agriculture program. The after three departments
have p&ase agricultural sitttations which tend to place vocational
agriculture in an inferior position Is the community. file seimpa*
flm vt mm rural popwlatiom of the three departments from the gnmp
t*f most tiiacfcei'nf«ti departments are agriojltuiral to a greater ffflbpftt
«h*» Aft population of the <rtb*r three departments. High«* student
. etrrollraent, greater etoamimity popalatlone, and larger school
districts &ff« n»*e «ii»r»<rt»#Isrfi« of the three departments selected
the -grswip iNf raost successful departments fern «*f fere®
l&t&t successful depsrtments. These MeMBt
to be the outstanding differences between the three most ifweemu m
§ia& and the three least aueewisfat €eparl't«*tits of vocational g.ri-
culture considered tn the ease «ta£tett.
These ease #tw31as have rubjrtatttiatedi many of the
tespmzm wad have revealed co«®Mer©Me additional
«## '^s,vm^,tmnuiite responses, The indtiatyi
"N,/-
fftt
4mlapMwstf m % community, the imOimmm# a£ sott «jr»»tes a* & ©
Wie a# * cammaaity, tku> «£fec&veae$s al lacal p*3j€ct shows and
Faarmers si America wosfc on f**t|««St*ig wm&m&m late- f®«§*
USUMI iea4exeWf> ay* aatf * few examples a£ i&e weime&l
Uurwigh c«tse stewlies, A *wu&«aa*i»tioA a£ the informafclsai tem-
fii$* «*# estiaaaai*© responses aa-el ft* caae studies will be g l m
in oaapter -yji*
CHAPTER BIBLIOGRAPHY
1 * Ilimgite, H&rl R . , Organisation aasi ^gdb^b^ra^aaa of Secondary
CHAPTER ¥11
FlMDttJGS, CONGl*y'SIOMS# AKD HECGMM EMBATIOMS
*Tha probiem of thi» study i s #0 deffarteilie If «*y*iAigr Wm
n a a f associated with Hie auecess of p rograms s$ wiMelfe t ? « s ignif-
icantly different 4a the most successful departments af vocational
agricul ture fa selected a rea# of Texas f rom those in the leas t
siicces sful departments la tfee sanae aawsau fe solving fjkia p r a f c ^ t ^
ewaaideratisKi of several sub-praMems has been i&v^lved, $%#•« funw
1* Evalatio® s*| She abjectiveg af vocattaNg. education t»
agr icul ture .
1. Meiitificatiaa a£ activities denoting success % departments
af vocational agriculture
Seleetiaa af the j»a#t ati.d the l e u t slsiifceEsfai
departments a£ vacatioaal agricul ture tu the study a r e a
Qet©rn&i&.&tiofi si the r elatisoship of the selected
tm 'Hie *ticc«** of departments af irfSteaitsMtt i^prieidiiMfe.
fix sbjectiveis of vocational education f» agric^sltttre b v * evaivedL
I . • Make a beginning and advance to fa rming
Ik •• -ifctfaat c$mmadities efficiently
z m
S. Market farm producte advantageously
4. Oaaserve soil aad a&er natural resources
S,. Manage a farm tsasiaess
4. Maintain favorable eavirosimeaf. • '
4ta»$£iftg #occ«8g in departments al- vocational
agriculture are recognised. Tfcey are:. '
. - I, , Devel&ping Stat# Farther Degrees • •
2. Develaprng American Farmer Hegxee*'
.. 3, Farm enterprise projects developed per student -
4* Imprawmeafc pr0$ects id»«laf>©d per student
5. Supplementary larm practices #®napl©ted per student
6. Improved farming practices completed by yooag and
farmer s
Former students retaining m e m b e r s h i p la Che local Future
Farmers of America chapter
8* Parfci-cip&tioa ȣ the departnaeat iaesmtesfc*
9. Farmer stademfcs remaim&g la. agriculture for a ifreliteiid
• 1#, Former stadejits entering fields .allied to agrlctslture
il» • Former students mat employed te m t f f » * m of « p r £ e t t l g » x * *
, Jaa si the activities denoting success t» #*f^ti»i3i-s
M vacational agriculfcure wfe* aged as it basis far determining fee
relative |>3«itioa a>£ the If Z departments In &e *toady .aarea. Flltf
m
departments at the upper end of the resulting dlatrifetttian 9f depart.-
masts were designated as the grapp af most suceess&d departfineni®,
and fifty at the lower end of the distribution were designated as &&
group of least successful departments.
MsruiaME® was secured• from • the Isro gfuttft#, of de$*artn»eiitg
by means of questionnaires and ease studies. The information « l i
related to five factors associated with the success of departments
of vocational agriculture. The fire factors are: .
1. Tfce teacher of vocational agriculture
& Teaching techniques
3. The admimistr&tion of the school
4 . Facilities available for conducting the vocatitmal agri-
culture program of work
5* The community.
Responses from the two groupa of departments to the
and data .obtained from the case studies were used in determining
tb« wtiMftt to which the factors .were associated with ^ © s u c c e s s of
degfc&rtroents of vocational agriculture in each group.
Find lags
The findings relative to the five factors associated -with the
•occre«8 of departments of vocational agriculture are presented ia
Hi# m4mx la which the factors appear in the questioKmire., They
tectosde th©se £x&m balk the *ieetiaaftaire reapaases a»d fx®m the
ca#e studies* -Cm*e, ntwly findings have geaemlly Hwft
f<6f|>S|tuie» to the quesfcitmaaire «nd in addition have been |»Htan4«
mental la securing important new iaformalitm far the study.
Ail five of the factors are shown, to be associated with the
success of departments of voc&tl?H3tal agriculture*. but association
with success is nut indicated for aH the itmm® within the fact#*#*
The itensts te each factor are grouped lata three levels according t®-
Hiei* a«*tjciati@n with -tike success of departaaeats of vocational,
agriculture. _ These levels include those items that are associated
to a high degree with success, those that are associated to a caoder-
fete degree* and those that 3mve little .or mo association with success.
Withte each factor items are arranged ia descending arder of scox*
difference®. .
Twenty items sure mcluded in the factor teacher &£ vocational
agriculture. These items are about equally distributed among the
three level® of association.
292
Items Associated to a High. Degree with Success wummwuin.11 *$*«* mm mm wmipiwicn.ninjlii.r -jj^Wi^ii'ipwitlirtiiilif.
12. Tli® teachers of Group I departments have had more pre-
servlce courses In technical agriculture than have the
" teachers of Group II departments.
5. Cfeottp I teachers provide publicity to the community o»
their programs »f wark msar©. frequently than 4s the •
Group II teachers.
1. Teachers w£ €tet»g$ I departments are mare active in cai©*
m unity farm argimimtisms than are thaae ol Group S
departments.
I . Teachers 0! Group I department® are mare '»e|twi lit #4Mfc*
munity divic orgaaissatim® than are tha#e »l Group l l
departments.
10. - Teachers &£ Group I debasements have had Xarmi&g e^NSf*
• iences - requiring mare responsibility than have the t e e t e r *
from Hie Group H departments. '
II. ' teachers of Group I departments have supplemented their
• farm experience with courses a£ instruction IHT with ,
. farming experience to a g rea te r extent since starting la
•, " teach thai#"have the teachers of Group IX department•
"v--:
mt
13* Te&ehers af I departments fe*v« earned m a m fcddi*
ticsnal hours ofeal lege credit i& technical agricalture since
begiJMtmg to teach tea hay® me teachers oC #fM8f
naetits..
Ifceaag Associated to a Moderate Se^ree with Success
4* Administrative officers, school board members, and *&**
important p«9ple of the c^mmtsnity are brought la €0*MMc&
with the vocational agriculture program mate £re%ta@»tly
"by teachers trf Group I departments than by thai*# of
Hfftftg* B departments,
14. M w e credit in agricultural education in pre-service
.. .. mwMogm work is yarned by teachers, ȣ Oroup 2 departmeats
. than by those of Group XI departments.
15. credit In practice or apprentice teaching i s earned "
by teachers of Group I departments than by those from
©raap II departments,
3. witfe other departments of the school Is p«t«»
ticed by the teacher# of Graup I departments mare than
by those of Group H departments.
1$. . Mare extensive reading of agricultural and professional
., magazines and periodical® i# done by the teachers of j&rottp I
than by those ox Gro»p II departments*.
20. A greater average number of years have been taught by
te&citera. of Group I departments than % those ol Gr oop 22
departments.
Items Having MM® m Ho Association y$|jt Succea s
7. AH teachers of the Group I. departments w«#a beta, on
toil w3mmm» three teachers of the Graap S
were not born an fa rms .
6. Parents of students f rom Group I departments a** Icaa
effectively informed about the vocational agriculture pro*-
gram than are ftase from the Group XI departments,
' t . A slightly longer average es^riencse in teaching luur been
' by teachers of Group I departments than fey
teachers of Grasp U departments.
if . . On the average, teachers of Group 1 department# have
taught f o r a somewhat s h o r t e r period o f time t a I t a l y p r e s e n t
itecatfeas than have the teacher s in the Groap II departmenta,
8 * T e a c h e r s of Groap II departments h a v e lived an average
of mme»tenttis of one year longer on. the fa rm than have
- t h e t e a c h e r s o f G r o u p I departttieM®.
17. and 16. Apparently no importance. for eacpes® Is .«tteck«4'
•. •_ to £he educational m®iltutiou f r am which the teacfee* ha#
L-»ot '£»-&« year .of -&$*-
S9B
Teaching Techniques
m the factar teacxiiiig techniques are abmit e^aaJly
distributed among the three l«v^ls »f associaiitm with the saecesgs
of departments of vocational agi-iculturc.
Items Associated t» a Hirf* Degree with Sitcee&slul Depart-
$$• Besirable ietmcMng aids are ated more a&en by temhem &i
<$3fdof» I departments tfeaa by Hi# teachers of Ursmf It
...
i1PWV*|Im!J f"P^!PP3^Ft -irr^iw iP1 pr ^ '*W V
5. A higher pereeatage of students meet A# ret irements
for the State Farmer and the American Farm#* S c r e e s ia
Group X department*, than in fee Grasp $ departments.
t& A higher percentage $1 fee students is selected. by
' Group I department* than is selected by Group depart-
31. Cammttoit'f -service jobs are performed mare oftea fey
£*r»«p X department© than by Cfcroup H departments. • .
21. The adult farmer educatiaa program has been more efitae*
tive - i» improving the farm-situation in Group I departmeiit
csi33i»tiH.ities than la Group U department co®m»aitie®.
m
cdtmstittfefts far 1 •%$$%. csih^SMMI
af Jwa«B* «fc# «*• W W tNpwMOtelt** o£ Hi# inter efe fcs «£
the * w i M m & p than mem »£ the Uraap' IX 4«p£fic»iii».
I . • Smpetviied ferwiag programs for beglwaiiig students mm
set up f a r a longer periad «£ time la the $**19 I Aqp*rt*
• meats than. £»r fee Clrmifj H aefmti»nfcs .
14, A higher pereenfc&ge of students participate® «$ivtivit)r in
casfwratlv* activities and leadership wwrk in Hue. community
ia IfeMWBfc X :4<yffca.*teMfc«tai than l» JStMtww ,
•It* A higher level 9< pr»ficleocy la farnaia g i s reached aft
graduation imm high achat?! by »te4«»ts £rom I2m» Cfcrmip. I
departimaiis 'Ham % th»»e to® A# Q f w j r t l departments.
If* •t'mm.g far me* c«tts»M of ImaimsMm or* *s>
* y m t t e * exfceat with »ssel$|» fecyeational, and
activities im $£•*)$ I departments thaa fe I •iefiisf••
meats.
St* A higher pereeatage of the clan* membership .fa Orgmp I
Is imem h»f» than ia ftrap II department*.
Items Jta#adtefcfe& In a Mtwtefai# Sagrae with Buecem
f . ' Supervised farming records kept fey students in $««qp X
4qptfiNMii|* mm mm® effectively tused by litem f t * future
program plimaiag Hum « r « i m kept % stadenfci in Graup H»
situations Hr instructing farmers k m
keen mm®- effectively arranged 4» 4gfe«Bgt1 depatftmestar
-ffcttJi in Graap It iepaMmetit:#.
23< A tdglMKr percentage ©f the students Is c0wtacte^ &«m£ tafsrBsed
of the v»cati"»nal a$He«itajre program af wstuti iMtfaff* #my
enter this etmrae te irrtrap 14«$Martcn»stiNP item ?-iss> i»-#rs«jp St
6. Stwcteats make writtea plaits for eru«si«l joW «*• wit# lit
time i t a t
the
34. Tlie Mftf 4 A J TFijL 1T*% "ajuTfrffi 1 iff Writ jSMT 'tfttfr'tt AtlliftfriifN<iflr afir" fflir (ffllr
1» -9MtSK .|Wqpl#1 ||iSil
fcs a larg.#r peree«tfcg© #1 time in Gi
• 8. Idar kept i f - students m
&um mm-'Am##
programs at-e mare
I f , H&# I£am mwmmgmmm® few 4*wifag»igKg % strong and *itt .
program M vm^kmmi ag)Hkr« »Mf I* mow#
&ist*$l»ut«Ml k
I f f
15. Fewer class-t ime hours are used for training judging
teams in Group I departments than mm used to Group H
departments.
4. A higher percentage of i tadtata is guided to completion of
their supervised farming programs in Group 1 departments
than in Group H departments.
?. Oeveioped plans are used as a guide lor farther developin g
supervised farming programs a greater percentage of time
Ivy students In Group I departments than by those in Group Q.
13. Long-time teaching programs are meeting the educational
and agricultural needs of the community more effectively
in Group I departments than in Group H departments.
Hams Having Little or Ha Association with Success
Group I ratings m some itmm were t t t t i r inappreciably higher
than Group II scores or were csscatiaUr t&e same.
H , Changes awl new developments Is the program of work are
more frequently discussed with the administrator in
Group I departments than in Group II departments,
tt. Referral of teaching and disciplinary problems to school
administrators i s handled equally well in both groups of'
departments.
m
"91 iijr-Mjirg <rJr liw ina .« • ar'fn • ltfmiimfintftf f laiin unr- nm* ihMi iiir i% -i-jfeitiih hum' lur tfwr'jfe iia mt Jm aiib m\•
m>- p#1 |pr«M MMI *£t IRfl #f ft m # mMBWBMm
time t»r &« stowleEstB in Itewap I&epartmeists ika® fcr $ta§*
la llraup II depMfiw®*#*.
3 , A aiighlAy m a r e J&$4 W®rkittg ipmAtfk y t f t t pay^Tf; ®
, of «taad©a*t« exists in Graup | lltaa to Group II
I®. Supervised fa.«*iia*g program* §1 St® stude&ts a-re the central
tar M t important «td»|ect a£ the coarse sf steely a greater
frit the time to Gx^up % ft)#** fm
#r$»p l l dep<mme»ts. 1
11. Wh«r» farm problems imve hmu the subject mattey £«*> Ht*
coarse of iiwpyo-reoaeats taws beea made to a greater
&xt&r*t |» -#*#- .im GktikH& I - Hfomm
ia Qarat Q departments.
II*.• A «lightly Mgirnx per cent of the atttdemts to Group 1 depart
- meats participates effectively ia c oromittee and program
wanefc la sf America dhofiter ttraij la
Use Qraup | | dep&rtaiea&e.
24. W&vmdts of Group I students participate to a
greater extea* to develaping the students* supervised tast-
ing program tihan do the parents ia Group H departments.
18. tovitattjsas are extended to adrnteiefcratoris fa participate
. to^rtiiiitoiiaS agrfc«lfcar« and Fttiare- W&wm&m tf America
$6#
16, # n w p I &e$&mrnmkta k m * i lgkf tr panae* adequate i§#*
tritmtism of time fwr iastrtietiaja f t permit the ' students
to grow Jfcfc farming wttl« the^ are students itf tritettlpuii
AfptMOta** thgra d* tibe Oraap II departments.
I t . Mutual agreement between the teacher and lb© «©kt»»l
tdtt&alstr"stem urn. wevftfaMl agvicitU&re frittey i» r eaehed
at appro^mately the same 1 m l of effectiveiiese in lb*
two groups #f de|»a*tmeiMts.
3ft. Te*«t&ag ofejeetive® «s» a«t «p less &««•««£? te i M # I' '
departments far «*s$i division of &• teaching f lan tfe*n.
in Ort>up II department s.
II* ffcmliag frigumm t&, yamag immmm teft Immb 1**s «(G»e«
It*# ta eetaMishteg ^ m . to farming ia f towp I departments
than in Group II departments.
Administration ȣ the
The items fat Hits factor are distributed ahottt equally mmmtg
the three categories which indicate ifee lerfel at which thfcy are asso-
ciated with flte c access departments t»f rwaftfoml
'&#** 'tePve&faAft £ High
. %. MSftf# Mgh ftcfetftft gi gwiiiis are «0taw4 i s sch oola
f departments arc located tttati 'fa 'ttritaft* W%mWm
II def®rtw4***s are located.
301
S* |n 1I10 ou|» %
yK^Kli' j ^ Xev^l oi SSSBSSS% £ft g fT?g tfaEt& w^li*
p|*0g| a,l . $& d.0Volop^d
<J0 'Sks D£ ffo* schawls in
&mm%m It 4#il# rt • lUPv'w1 fpK-*«»*awF ww»*-3wif
W l »% Jfc- •jJbt -fltfi-Mir ty-ityi at iwrf" i*rti ll^ i'Mii Hrf*i iHim «fai m ^ *•*-- ^tkafc,, <Jk . ^ l ^ •gin imp « iMifri Ar Wrfi rt*s- .Jk* n»j- ifi r gfrtiiiHi :ra .-i-iumaftM"_aftL j±^«- jin .ntfrar tflihT/
«©;» OS 4L WS0mmkr
^ alrg &m th& ^mautthsmmm n£ W'StiltlSSEl, SriESto^iS- A&m Jim Am*
f:# - S i # -$f£ Gxoup 2 m^jre
desirable »Gb&du3.&® f*£ w»rk to tlieir teacher® ttf'«$ei**
MisiitsS iigriciiiiiMf© fHyw ^ a ty>it>i.pf-.f f. .f>jji gj JJ
depaytmeiits,
• ft#sg@Mg Asgociated to a Mp^tat# Degree with Staccese
&. A&mtaisi^&rca »f Gj?3«i> I depsrtmeats manifest •~ moire
4@8ira&I« a,ttll»i«s as they actively support* coanBel, ami-
eacDo^age 'His teachex*a In clevelopitig
-vacationai agsricalfcffip^ ftragSiusfti wf waxk tiuta are maM-
fesl&d by i&b sSto^lSWsSBWs in the Gr oup II 4 # y # f p ^ n i # t *?*
4, ^ AdTOiiaistrators ia Graap 1 d®p&ztm®M» give & higkertiegr©©
• «.jicQjpr&gemeTittQ vmMimaX agriculture teachers in
(ievdaptag ysaag audi a<3«lt farmer edueatim Wtau da tfee
, . ,rtrolEAstiF«.|»r«' In <Srt&» II departineats.
5, Tit# Ftitme F a r m e r s ®f A w e t f e t chapter I* s«pporte*i
m a r e effectively l»y MiaiaAstrator® of tcliKMi* fa, I
d e p a r t m e n t * than In U r o w p B
_ m H»._.-. MWgitir fimm •—»*«* 4mm
f« *£h® hm&tihm thm w m a M m m k agriculture teachmm after
• to toi0wn b y the
administrator a£ ftft «u»i«»ail te
M s d a s * w » r k is
of th«
often than is I m m m
1. T h e
a s h e s e e s tlte w e e d a s
a® in G r o u p II departments. -
i» Aiteinlstratars »f €irotip I 4eparti®«al« participateintlse
SI *.
Facilities Availabl e for Caas.<itt.ctteg tfoe VocatisnaJ: ag W s r k ' '
Tbi* J*©t9fr fiftttf t# fee associated tt> m lesser 4 e g * « e wiUi tia®
success of -ieparlaaaeiwfc# of vocational agriculture than imp* a n y «f tike
sMuar four. M a s t of the d e p a r t m e n t s in toe t w o f r M f M S a p p e a r la
b e v e r y similar in this respect. 'Only a few *f the i t e » s larltMa & t
factor #e«s& to bm different in Am tar# g r o u p s
&• Project sUow lae&iiies -ax© provided iw: 'QraMp' J 4tf|Grfc**
meats m»-sre £s«<ju^atiy t&*a fcaey are for Crrfufi U •
department#, .- .
2, Group I deparftaeafc; iiauj»e4 ia more de#iraliis ! * • > •
tiaos tkaii are Group It d«pairtiiieiit&.
IMma Aagt>^ifeted to
t* SutotoBES i& ll^iiwi 1 s s s i f "* -• ' )- ! -l'' -.w' ""•v" .J "•*'• i!^. r f ^ g y _ •'••>.* *"'.-jg|.' W". |a,w ^ | f r '-ipiw HF- WW Pf- ippgwpp^sp -apptyBr
Amm mmm $b*m. im
which. Clr»»p U 4eparfcmeat» are hspi«i.
S. There is no appreciable diftereace beteeea ih© I * # groups
ǣ 4epaj^iisals an fcke adb joacy ȣ seteaj, farms available
lair use by ft# departments at Ttea^waal a§*ig«itelP«f»-
department ar« m&m ade<pate la* &« Ornpp l |
?, 9 » « l farming *$|mb&mmi are smaller in aueaker fa:#*
Cfe&tsg* I department commumfcie* than in Cirooj* H d«|«Ltt»
4. WmtMm® awl e^iupmeat are a£ p#SMe«e «pality ia CSrsup I
departments than m Grasp IZ department;*.
304
1. Group 1 de^aaytoerits mm lea# ade^aateijr f*r:&vid«d w%&
frcSlli«• for conducting programs af work la vaca i faKl
agriculture fik&a are Ike Claroop H d«$^rteemfc».'
The Community
• ' The community seems to be arte »£ the Ha0»| l a c t a »
associated with success la department* of uo$£#ama& agrfealtiwre.
Til© items are af sacli nature, l w w t l » l$»ai.i§ is dilltealfc im * a » e
instances to assign them mathematical values. ' Same the Item*
in the factor seem to be very defisifcely associated wife tb* «access
9f d e t r i m e n t s t»f vscational agriculture, whereas o&*r*
have little or »o association.
IS,. iNMpAHte trf the depaj*me»t of v*e*tUnMil agric ulture
I# given more irmp&mMf I f communities i s wbifih #Pi@P I
<lefwa:rt«iemts lyre located than by cot*u*Mmiti»# tewhldi
# r*«p S departmeata aire located.
1. T r e a t y l i t taif I gepsftxacata »*• l a e a M is. eitie# having
gf 2, 000 «mp tisarfe* iSM»»s a#* ataa!***-
4epai t» i» t» located t» cMe# of S0G pesple m
This imnwmp tei fif*
have a h i# .er percentage of the G r o ^ I de|ta*,t«aeai» and
tjl&t yntHfH ;fNf HI
305
?» _ CJraap 1 4 e p a r t e « a t » a « leifi concentrated in, the #®»J1
- 4tigk achaola than a r e the Group U department®. Eigh*-
teen Group I departments a r e located in sefcoots having
student populations of 20© or mare , whereas tweatf*tsr&
Group U departments a r e located In schools having stwdent
populations a£ 200 or l e s s .
4,- Fewer <8*a«f• I departments a r e located in the e»mro»nitteis
having smal l agricul tural pagmMtm* than a r e Group £g
departments . Fi f teen Group I departments « « located te
eammamtles of 1, 000 population
- eight qC the Groap I t departments «*« t a c t t a * i n c s m N f f M *
. ^.l»:®oe:p'afw|srtisfia or 'leas,
feaas jUgftsiajfrd | p a Moderate Degree v i f t ' & s j B c m
11. A spraewhat l a rge r percentage of the ®mpi$y@d smsaj p&pm*
la t iaa is engagied in pa r t - t ime farming in the communities
where the Groaj* I departments a r e loeafctad. than la eom* .
muaiti^g where the Group XI departments a r e located,,
12. t 'There a r e mare f a r m e r s who a r e "middle-aged to old*' ta
the communities where the Gropp I departments a r e
thaa in the communities where Group $1 3e$ttrtw^Mf i&fe
located, , • .
14,. g j g h * * fcvfoflttia*-**4 i&. t h e c&mmxmlty
t » a p p e a l t j t h e g r a d u a t e * s £ G r a a p X
strongly than they d» |» fee graduates si
I*- Mare. - w v
thsua a*e Gr dt*$» 0 departments.
5, The kind al farraiag in
«&gage »&$«&* to Ins equally
of tbe
tit
,4. X h * pattera of U « 4 • w a m & p U ab a* t h « same f * r ^
f . T h e f a t t e r n M i a r i i s t o g s p # m t l s a e i s t h e
same te hath groups of
&. ffaf percentage oflaticl
s a a a e i n batik g r o « | » s af
?. The paEestage at rural
c a l t i a f e j H g e & a * to fee afcoiat 0 m s a m e l a fcoHi g r $ 3 t p » ® f
mm
wbmxm the fienw top® grown ia :*ia©
number,, wlwerea* ti&ere is «. large*
307
U departments la tvmmmtiMtea where the farms
Im*m remained the same or grown smaller to siss®.
13.. Soil types seem in fee equally representative of both
groups of departments.
M. Vocational agriculture teacher personnel turnover *mn»*
• to be similar to both groups of departments.
The#* finding® indicate that a g**at many of the U m m l» the
five factors are associated with the success of department# of
vocational agriculture.
Concltutte&s
Within the limitations of this study and in the light of the
presented ia, chapters Eve and l i s the following conclusions seem
to-fee warranted:
1. The level of professional add technical education (hat
teachers of vocational agriculture have limit® the success of depart-
ments of vocational agriculture.
2. The extent to which publicity relative to the program of
work in vocational agriculture i s given affects the i a c f « u of the
department. •
3. Participation of the teacher of vocational agriculture to
civic and agricultural organisations in the community i s associated
with the success of departments of vocational agriculture.
4. Pract ical experience fey the teacher of vocational agr icul -
ture in farming based m the degree of responsibility required fo r
performance is associated with the success of departments of voca-
tional agriculture.
5. Teaching experience by lite teacher of vocational agr icul-
ture on both the apprentice and professional levels tends to improve
the department of vocational agriculture.
6. Effective cooperation of the teacher of vocational agr icul-
ture with other departments in the school is associated with the
success of departments of vocational agriculture.
7. la-service training of the teacher of vocational agriculture
tends to improve the department of vocational agriculture.
8. Developing effective arrangements for instructing young
f a r m e r s and supplementing their courses of study with social,
recreational, and leadership activities aid the sta dents in their
effort to establish themselves in farming while continuing in the
course of study.
9. The careful selection of students on the basis of their
interest and background in farming aid© departments of vocational
agriculture in developing a higher degree of proficiency in their
graduates.
% m
10. Students a r e mare frequently led t# complete their proposed
supervised farming programs when guided by effectively developed
supervised farming records .
11. A higher percentage of vocational agriculture students earn
the State and American Fa rmer degrees when they a r e led to com-
plete desirable supervised farming programs and to develop effec-
tive participation !» community cooperative activities and leader -
ship work.
12. Youth and adult education programs in agriculture a r e
more effectively developed when they a r e under the direction of
advisory committees representing the major interests of the com-
munity.
13. Vocational agriculture student mortality may be reduced
when frequent use Is made of desirable teaching aids la the
titm*! procedure.
14. More desirable public relations resul t when well-developed
supervised farming programs and valuable community services a r e
conducted.
15. Excessive use of c lass t ime for training judging teams
reduces the over-all effectiveness of c lass instruction.
16. Desirable schedules of work for the teacher of vocational
agriculture aid in improving the department of vocational agriculture.
110
17. High sehoo%» that offer Hie grtateit number of elective
credits tend to have the most successful departments of vocational
agriculture.
IS, Programs that include all phases of work in vocational
agriculture tend to improve the department,
19. Effective support, counsel, and encouragement extended
by the administrator to tile teacher in the development of voca-
tional agriculture and Future Farmers of America programs tend
to improve the department ®f vocational agriculture.
20. Success in departments of vocational agriculture is depen-
dent on effective utilization ralh©r than on the quantity of facilities
available.
21. Facilities for project shows and separate buildings for
departments of vocational agriculture are associated with fl*e suc-
cess of departments of vocational agriculture to a high degree.
22. Communities may aid in the improvement of departments
of vocational agriculture by extending recognition when worthwhile
achievements have been accomplished or when the department
renders valuable service to the community.
23. Consolidation of small school districts tend® to improve
the department of vocational agriculture.
311
24. The number of people to a community engaged la agr icu l -
tare, foil or pa r t - t ime , i s associated with the success of depar ts
meats s i vocational agricul ture.
. R ec ommendati ons
On the bas i s of the foregoing conclusions, i t i s recommended
that
1. Teachers of vocational agricul ture be encourage# to u t i l -
ize as much time as practicable in securing additional education,
both professional and technical.
2. All prac t ica l procedures for providing favorable publicity
for departments of vocational agricul ture be employed
3. Teachers of vocation®! agriculture be encouraged to
assume as many responsibilities in civic and agr icul tural organ-
izations of the community a s they can effectively direct without
detracting f rom their professional or personal obligations.
4. A wide range of teaching tecbnfcjjjoss be employed in order
that more satisfactory attainment of the objectives of vocational
education in agricul ture be reached.
5. Teachers of vocational agriculture be encouraged to keep
abreas t of vocational agricul ture and Future F a r m e r s of America
developments
$11
6. Hie teacher* of vocational agriculture seek Hi® support of
properly a elected sad organized advisory committees for improving
their departments to. the maximum level of success;
?. Dep&rtmeists render practical service# to the people of
fee community at frequent intervals;
8. Administrators extend active support and guidance to the
departments of vocational agriculture when needed;
$. Administrators fee encouraged to • elect vocational agricul-
tare teachers who wish to remain in the field and to aid them in
developing long-time teaching programs for improving the &gri£tfl»
ture of the communities;
It . Students of vocational agriculture fee encouraged to asaum*
an increasing amount of responsibility in developing plans for
department and community improvement*,
11. Communities be encouraged to improve the efficiency of
school systems by consolidating groups of small and inefficient
districts or by consolidating inefficient districts with those that
are financially and operatively sound;
12. Communities provide facilities for aiding the departments
of vocational agriculture in reaching their maximum degree M
success; and
m
13. Further investigations and studies be made relative ts> .
factors that may be associated with the success of departments of
vocational agriculture.
APPENDIX
AFFEMM3E A
TEXAS S j m * l M l AGENCY Aastia, ^ ! « s i TO^fc-iiitrna Sk- m* ^llal am -+*• •^m.-^St, mt a E • & * , - - & * . • A ' P irtf art
wmm JBWWP® 0* JpEfUC&tiDXX {Seal) State C«infBi®*ioae* af Education
State Xlepartmei*t~&£ Edacatisa
February I, JfSi
Strengthening tbe ffffgfMft «f wark In the ftdid i f Agricul-tural Educati-m Ik «r objective feat we should constantly strive fa achieve, All @f u* bave it part t» ^»jr regpurtflasa »f mx famzMm pm position, Tim part we play a n y seems insignificant but #t» success *t ike program &£ WmmMwmA Agricali**ral Education ie dependent apsa fee contributions made fey each tsf « • taward fiie tatal gytgtaasu
Mr. Eodaey F. Shelfcon, teacher #f f«c«tf«R4 agriculture, Grapevine, Te*»s, is maklag a stttdy s i ftr# factor* ass&eiated with tbe success
lacal departments i f vacatiaaai agriculture. We Relieve Hiat the &adi«gs f r » His study will assist in ftthU^ same t l 13* problems that caalmat as. We believe that lit* study has same v«rf important points fas* yaar consideration.
We wish t® extend |» you an invitation* to participate in the study that i s belag made by Mr. Sbeltoa. Yo«r participation to Ibis study wQI r«%oira appraxteately tw» feasts in pravidiag information that relates to fWMt department. Y&e data that will fee nrraalatf,. as a mmfe i f y&ar parttclpatteii, will be held to strict confidence.. Only the tabu-lated tatals at all the departments cooperating wilt be made available f®r f t i i e study*.
We W i t v e tbat this study Is an important area ®£ research and the M^ber the percentage al participation % local departments the more valuable it wi&be. Therefore, we will appreciate yaar cooperation ia csnspleiiag the enclosed questionnaire aad returning ft f» Mr. Sheltsa at yaar earliest eaavesdaoe*.
¥at*rs very truly, s / George Hurt Gearge Hart, Acting ©irectar Agricaltwral Education
GH:tsm
m
315
T H E mmtwm&mm
Ju Tbe Teacber *g Vocational Agriculture I, What is yoar ass delation wi8* farm argaai&ations la yaar
»• Offlcw ; b. C m n l t t M Ghalrmaua ; e. Com-mittee *wi»twr i 4. Attendant i •» Heme
2. wfeiEt is your association with ^|ivic organisations in yoai' cwnawitty? a. Officer : . .i b. CiMMBttlM Chairman | e. € • » « mittee member ; 4 Attendant
3. f a what extent does y»*r department cooperate with ffeear departwientB of yotir school ia das# STWI es$ra«*ciirriciiXar activities? a* caanaBtty ; a. ay##tentiy i c. OecagisM^aliy ' ' ; 4. Never , . " " / ,«
4. Mmt often do yon bring administrative officers, school beard members and st i^r itsspwortani people in the school and coaimamity in contact with yaw vocational agriculture
-ihL tL.Uti-
a, Very often . f %, Often j c. Occasionally "" , <j# jjaytar" ''; " " '""'"' ^
5. Haw often is publicity relative fea p e r YA department given to the public through newspaper®, asv t letters, ehmm window displays ar radio and television? a* ?# f f ®tt«a i b. Often s c. Qi^asAgE»liy'' "'' 'J"" u ' 'i d. M « m 1',
&• i i w effectively arc parents of vocational agricultare students kept informed by yon about the vocaitvafcl agricaltere program? a. Well informed , , ; b. Fairly well informed c. Poorly informed . ; d . Hot Informed
t . Vara yi« butm am a farm?
8. From wbat age to what age did you live an a farm? Age ^ g e
9. How away calendar years f § months w n«r«) bar* yon lived on a farm since yo» were eighteen years aid?
$16
The Teacher »f Tt*caii®aa3i A g f t o d t u « - CaartlHmed
10. each farming sfsa tu8 In t t f jtattavtag l is t in which fNna )»v t wwked #» a. term. &. At tow with & definite »r indefinite allowance . > b. Farm laborer with v « | e » at home ; c . Fa rm labsref
wage* away fr»m haaae ; 4. At himm with income firam one ** more enterprises ; e. f ter taer at home | f. f*ariner M i f from hsme ^ ' s g . Beater and operatar of a &rm • . ? h. Owner a^Tfl^«^Mt»r of a farm ; tM'fdfSwii'iiiii aa*fc- '«MR tfkaJm 'mf&k wfa iMfcT iB ianh aitfig ittiih i l l Miifc M'titrTrhii an. iMli tf>i u S "fc MM m
• PI iswro B0i3iigixtg §f$ 4HmKPMNt iwifirjf j . Engaged la part-t ime farming .
11. To what extent tarn yarn supplemented yimr farm experience through «kitt school© and actual farming experience since
a. Twice »r mare yearly j, fc« Once yearly ; c. 0»ee « w y tw» years i d. {$mb* every three years or l e s s .
12. Check the fields La the fallow log l ist la which you had 4tre» service agriculture p a r s e s . a. Soils . b. Farm craps '(including important crops In your common*
e . A ^ - S r a S Z a r r itwdtadtog taapwrU* Mad. of t lv^ tock in your community) _
Dair^in^ * P W J P I F - P f s w w _.v. , -
e. Farm management f. Agricultural ,. g. Horticulture (Important 'kinds I r ait and vegetables la your
community} ti* Farm mechanics 4. Poultry j . Entomology k. Plant "IJ. « I . Range and pasture management
». Natural resources conservation
IS. What i s the number «{ additional hoars of credit that you have received nn technical agriculture since fm began teaching f a. 24 or more | b. 16 t« 13 i e , I t e H i d. ? m l e s s
317
Tfc# tmrnchmr of Yaeaii&nat Agriculture » Cttrtlmwfed
14. What i t the s w i f f of hsmr* »f credit la agricultural tlon (prefeaalanal cawraesj that y®» have earned la p r e -•erviee college wwrfkf a , 24 or mvrm ; b. IA |o» 13 ; c , ,. . " ' I <i» ? « r Uut*
1$. What Is fch«s wmmbmv tears »f credit it* agricultural edaca-tUa fprMeaataaal emxmm} that yau have n m d to par#* Mrvtee c»lleg« w m k t a. a t » © « ; b. t£ t» 23 , , , . i e . i f» IS j 4* 7 « lea#
14. Haw B»ay week® »£ practice 9? apprentice teaching did yau do hefare irtawtfaig to teach? a . 12 ®r mare week* j Is. 8 to U week# c. 4 t» 7 * « k » . "r d, 3 weeks «* i®#«:
17. H®w many agrieiiltarai and professional magaasines and ' periodicals <i» yau read regularly?
a . 4 »r #apr* s fe. 4 tt» 6 . % • - c . 2 t » 3 . .'. J d. 1 wr loss ~ _ *
IE. From what teacher training institution did yw» graduate?
I f . lax what year w«ra you .gradjfc&ted?
20. Hwr i m s f years have ya»* taught 3» yswr present location?
21. How many years ha^e you taught Vocational Agriculture?
T.fuicMjsltiCf <S£liBAii$»a£: '> -< .•; •.;-=
1. For how long a time is the supervised farming program gpiBssslSy #^t ixgi few #$cii $£ #te^ints ;f a. Four year* or mare t b. Twa years or tkr©e f t t r t ; c . One year «r les» *
2. When i s the above supervised farming program of each VA student set up? a. Sar ly in the f i r s t year ; b. Jbate in fee &r» | year
I e . At fkm beginning ol each yea*. . .. ; d . Other
318
S. What la the nature ®f the working relationship between yaw and the parent «f each, «f yaur students? ». !§#*•« than «a« viatt ai*B&fe&y % b. Regular monthly t i i i t t i c. Atert four vtatdTymiSr . t d. Ttsits twice a year »r less . 1 :nr "*'"r:
4. About what per cent a£ ytmr students 4# yds guide t» a earn-9I tfaelf ij»g«ttase supervised pr&grafiR?
a. 75 fcs» 100% jb. m w i m i c. 25 t& ' ' ~.i d. 25% m imm'nr' ~ «
5. Indicate l ie pear cent of your high schdad graduates that meet fet requirements £ar, ast necessarily get, each s>f til* FFA a. American Farmer Degree $ b. State Farmer Degree ; c. Chapter Fariner Zkrgfee i d . GreSSS"Degree or less . n""
6. What per cent »f the time d& yaur students snake written Ilan« far crucial jabs wr units to their supervised farming programs? t5 to loo* jb. s»t»?5% e. IS to r a. -
7. What per. mmst uf the time d» they use the develsped flams as a guide &r developing their supervised farming programs? a. 75 t» 109* ; b. 50 to 75% t c. 25 t» 50% •tuiiu-j.:. -n '-.i.i ^ ^ 25% ar kiii"T'" : i ' '"L ,
8. Haw adequate* as a basis for continued planning, are the recsrda an supervised terming that are kept by the students 1& year classes?
Mtre than adequate ; b» Adequate s c. Fairly adequate •u"-1-tJ"l'T•" ^ ^
§» At what level «f effectiveness are the supervised far using records, which are made % ytrnr students, used by them in fmtmre planning? a. High . ; b. Mediaaa j c. lanr >
s i t
Teaching ?echa£0»* * Caatlftaed
10. What per cent t>£ the lime are Hie supervised terming program* t*f ywar students the ctaiarat »r mast important ject yatir csnrse 0f sta4y? a. 7 S f » I 0 t » - l b . §tt»T$H , . . , _,i c* ES t® S0% • JL"J'r": . JX "'"'"'"".t «*. XS% m tmm ' ".,
II . f t wlmt extent hare taapr^vemeais been made to the farmiag enterprises and farming problems af 5 ^ f ««B* aiinlty after tbey have been used as svbfme* matter i&t yamx cMtit? a. ttMMraved t b. Slightly improved «. f h e y *#»»&*• tfc* same as befare ; . . . .
II . Abaut what par cent t*£ ym» students participate effectively In committee and program wark in yaur FFK chapter? a. f § i s mm } b. 50 ta f i t ,. i c. 15 to $0% ":" '!1 4. %%% m less . „' +
II. Haw well i s the long-time teaching program that f i » aae meeting the ed&eatianal asd agricultural need# ®f year am* Ji» -ftr-Miiti mMJift. i.a mi m tl" fl-.II ' -T
CDmmm:issjr r a. 6lf-#iifjy i b. Fairly well , g b. Paarly . ^ t 4# It i s aoi .' .
14. What per cent ©I yaur students participate effectively la csuperattve activities smd leadership work in DM cmmmm* ity? a. 75 to 100* » b. 50t» ff% . i c. ZS to 50% "J" ' Y 4 . 25% ar less' ' •:,r'",vl"r:i:rmr"-"T^
IS. Indicate the per cent &f yaar students that would reach tihs fttiswlsg lw#S# nf to &£ tlisli* gradttatiaa fram high schaat. High ; b. Medium . ... ; c . tour
14. Haw adequate Is the distribiiti&& trt lime for iaatractiaa - , in class periods and la years w®rli» ta permit y»»r students ta grsw **»*$ fa.Tvmivtg wMIe they are af vocational agriculture? a. More Mm adequate ; b. Adequate %
318
17. Wem "well distributed i$ tlie tee arrangement ®f ife© taacba* is dM« «»rk, axtra^uxricalar duties, ami ithir official duties for deveiofdxtg * atroxig and well balanced t&gr&m -of vocational agriculture t -a. JCxtxa Witt _____ J b. W41 c. Poor j ©4 Y«jy t»ar
18. To what extent fctv* the farming programs of fwnr fwssg farmers aided them Id progressively establish fh®M»elvet ixi farming? a. V«ry good , ; b. 0»94 ; e» Foor " " " ; c. V«y fit®*
If. To what exteat are yotir ymtag farmer coaraea tf inatrt&ctlott supplemented wftia social. recreational and cltis aship
- activities ? a. ¥ery high . , . ; b. tti h _ ; , i c. Ta «o«a« extent ; e. Kane
26. Haw well 'bat- !&e teaching ettuatiau {-meeting place* teachiag facilities, attE&ber of moatihs «£ the year fur taaeh&g, aad tatchiai plane J for instruction sf yoar young furotwra bean arranged? a. EaceeMealif ; b. Well arranged c. Fairly wett arranged , ,1 d,
21. To what level «C effectiveness ha® tbe adult farmer edftca** tion program Sat you have developed succeeded la • improving the farm business and farm Uvte| to jmax
a. Very high ; b. High, b. WeMmm- ; c. jUswr *"
22. What pat cent of the VJt students are generally selected by the VA departmeatt a. 75 to 100% 1 b. i t i» 7S» 1 «. 25 to SCH, T m d. 2$$ ar r" nr''1-----Jrt'<
23. What per c«rt- of yswsr students are contacted and informed of the VA program of work before they eater vocational agriculture? a. 75 to 100% ; b. SO to 7S* , j c. *1to i^|L'rJ'rri;" "'''s c. 25 % or 1«S» ' ::;'TtJ"
S*1
Teaching Tmtmb09* *
24. W m is generally mfMoSU* £»r setting up wad developing the **cattmua a§ricultare student** supervised fencing program? a. The student* parent and teacher ,% fe. Th» stttdeat and parents ; c. e . . j 4. Yfc* -teacher .
2$. Of whom la the following list i« yawr advisory committee composed? a. Farmers, tmslaes* « m , and school adnsif*.istrafa»r» .... n$ b. Farmer# and school <Mt«dal<tl5itMf» .. I c. Bttsiaeas mem and ichont a4otlnis***to*« s"X l & M M i and basinegsment . . . : e. H« t*« «
26. How often. 4» yva refer f#mr teaching and diseipHnariaa problems to your selwisl administrator? a. always ... . f fe. generally .1«» seldom i 4. never
2f. K»w often 4# y«* dlseass changes and new 4*^^«MN«»<-ift fmm department with jrwr school admfni«£r*t»r 1? a* Always d e n e r a H y e. Seldom . . *4. Kever .. " *
28. How often d# ytm extend invitations to y««r adisaiaistrator to participate la VA and WWA activities: a. Always •> h. Generally . , i e. Seldom ' » 4. M w m . . *
29. How site® la agreement reached ©a vocational agriculture policy hy fwt a&ndWstrators? a. Always , . ; ¥. generally j. 1 -c. Seldom"" . . " s d. Kever ... " '..«
SO. How often mm teaching tractive* set tip for ea«h separate section or division as yam fallow yaar teaching plan to instructing yawar classes* a. Always ... ^ | ; fc. Generally . ,, ; c. $s4«®i» """ ' ' '. ' ; d. ffevesr . .." »
322
Tracking Techniques - CkwtfawMMl
31. Mow many times & year 4$ you and yon* fJk defsartment ymttaaa j&bii i& the st, 30 times »y more ; b« 20 to 30 time# j 1i. 10 t& 10 time# v :'J i i I© ttmm& m l##**"
31. What fMW c«a* of ysmr bay* k m ffttm &»f•? f 5 t» 100% . j K 50 *9 75% c. 25 to S0% ". s 4. 25% air tot*
33. Haw often m-% the foBswing «®ed in' f n t %m*chke% fttmmimtml V#ty
Items MmM&mwrn
bolletlsis 4 4 y ».«•«»«. | 4»«|fr«e' 4 ) It* Farm mmgrninme *- t 4 4 1 e. $!«$& 4 4 4 1 4. Visaal i «
«*«»*» « ^ $ I*, m m 4 ) e. J0«Ba.sai»tra.tt®*s >•—
i « |( 4»*n»«8s*k 4 1 *•*•#* 4 f. JUefeture 4 | #'<*<***• I «.*,*> f ft -m-mm 4 g. CSa** < * 1 4 h. Individual study**** i 4 ^ * , f 4 1
i J 4 1 4 i !• fteo^Kt t J|1 mm-mm 4 1 «*«**..» # 1 ^mm 4 > !&• *lltapif w£&&$w
(*:*»• •*» «>r »-*$» •» m 4 y «»«.«»«*» w J % 1 «N»W 4 1 1. JPr»|#ct «Jysw#»<*-» i J 4 J m.rn.m ** 1 I 4 > m. JUiMsal speaker#-- t 4 J f 1 i I s* Y^ut &hhu&1
plan « 1* m-mmm **:•** 4 J m,m >m 4 1
34,: Wfca* ptr ceat si ymat laag-time te&cMmg plan Is M i l araund thse supervised filming programs til p e r students? S» 7 5 to 100% ' I h. $9 t» 75% j «. *St»H*.J'. 7 " ; c. t9% «r !#•« : .'" ' • ,
35. Haw many tewmm trf class S m e da f m usually »»e {®a an average fur training each etntett team? m* 30 mm mare ; &. 20 to 50 j c. 10 to i t . " ' """, '"" i 4, 10 w l««s V '"' " ' • 1 \
C. A l ^ i ^ i r a t i ^ ^ r t t i e School
1. I» the VA Department conducted by %m ¥A teacher a s fee sees the need? a . Atamy . . i b. general ly , . , $ «• 1,1 •1"""JI-"":I"r,L""""M'| ^ Jf ey ey -rr-j-r-'morrr-' j-rT.uj .U.rra
2. la what- manner 4m* the administratar of the school actfariy auppart, cmmael, a»d east mirage the ¥A teacher 4» devel-spiog the VA program? a . jfo^uslaatteally . ; %. Indifferently. . I e . &etttctat*lly • ,'• ; 4. E r f u w i rOT 'vwt 'w"CTl
3. What level of interest 4Utott the admiaistxator @1 tke school exhibit ia seeing that as well*«»umded a TA pvsgram i t 4evdLa$M»di andmaintained mm fttre I t ather 4«pariaM*a&» uf Shs scfeool a , gl^> - j b. Medium ; c . I«aw t 4. MOtte . . ' ' rrurr'-inir j ' vrmimmmv
4. What Is the level «f eacomragemeiit that the a4s*iM«t*at#y f ive* t i e VA teacher la developing young fa rmer awi « l d t fa rmer edacatlLstt pragrama? a . High - ; %. Medtaca . ,- ; c . l iwr . . $ 4. titsme ... .
5. Ia what maaaer d?e* the a t e i p l a t f a t a r n f p t t the FFA ^Aaap fcyy
. a , Ea|lmaia«lleaaiy ; b» ls*diflere»tty ; c, Reluctantly ' " ' 4» Does aat ^ l^'n r n m»™
6. Indicate lh© administrators participation ia the fottowiag actuations by making a cheek mark In the appropriate column.
WtoaatfiMi Always Clenerally Oeaas. I f e w r
a. Attending FFA and VA | j C ) | | i| J
b. Making field t r ips with the class*•**•»»«#«•»••». { ) | ) ^ )
c . CSstng with the hoys » sucmner encampment Of ^ ) t J ( ) f I
d. Checking to see that die dept. needs a re ade^sately ft*flnrf4*ft mmw | 4 ^ ( |[ ^ |[
324
Thm M&mdmfatrmt&mi, af Seh&st * Ctm&aueA £t\
Mmmm %m* Qcca. Merer
«, Providing a mbfi i ta t* teacher if the VA teacher ca» fee af service ta tihe department at u ^ t e place ^ | | | | | ^
f. I»rt*vi<ie adequate t raaa-p&rtati&a far £iel4 trips, fairs , a»d —»• | | < ) ( ) 4 I
g. Checking lite VA pragraua. «su§ pism# wife te VA teacher ~ | ) | > « > ( )
It. Cheeking t» »«• Unit te cla«#r»oa& jmt sfc&p are adequately deatied,
H g ] ^ l ; e 4 l « » | | ( ) | | i . Infarmiag tfce public 9m.
UjH gg the I kl ' < > < | t )
j . Givtflg «fnal to department achteve-ment m 4» givea t» fhase a£ other depts. —- { ) < ) < ) ( )
k,1 Ensoui'agiag the VA toadMf to keep aferaast 1»f aew developments in YA and f f A — . . . | > | ) ( } | >
1* ipifeit fjfrai Iffjl,
program* ~ ~ — ~ •— | Ui ( } i ) I i m. Uacsttraglag VA rtwie&t*
ta earn higher FFA d ® g r « e « * » — ^ ( > | | | |
a . Administering ail high •ehaal depta. impar-t i a l l y — - - t ) < > ( > < I
9. Clivteg proper recagal-tioa t» VA students who t c U i v t a«tata»d« >• ing — — — | I# I ) I > I I
3t§
Ateiaisimfcttm of lite- Sehtrel - Continued
mmm^rn Always Gen. O c e u . N « m nmmiini inrnnnmwitowitr 'iiiwnw»M.wifc<ii»- i»ni>Miir'W.»iW' iri(»iiiiiiiiiiiili>i>,>faiiiioiiiipit- wrt». mniffltu p. Sacamraglixg VA
teacher and ffaMtaat; delegate* io attend VA aad FFA meeting®— $ } ( ) ( ) { \
% Keef»iaj| Informed m • the ©arreiii VA *msi
WW A deveXopme&ta - ( } ( } { ) ( )
?. Alt®* fee VA teacher completer Ms «Aa»# work taeh day, doe* ffee administrator of the school know where he works? a. Always ' ; b. Generally ; e. Occasionally ; &. Never
&. How m»ny high school credits are offered toy ft®* i cbMl t a. 6© or more . .. a b. 4© to &0 ; e. 34 'In 40 ''"J: " 'r 'r: : n"'": s 4* 14 to W& '' ' r .
f , What school assigame&ts does the VA teacher have that have heea made by the administrator of the schawl? *. Three VA cU«w« ; b. Two VA classes e. Two VA classes a ^ ' a'stody^haU ; "n"°""rt™m"" 4. Two VA classes asd oae other class
I®, Ate any *1 the following assigned to the VA departixwaatf *. Schawl gr««ad lajadscaplag . . •» b» School £acility and equipment c»n.»trtictlan. axid repatir j • c. Glean-up jobs about the school? premises '.
J&. F^iHtiiiAXvaitaMfe^£Cf6caaa3iB:^DigE'"lti-eiy3Si€ldBl^iA"gs^s^Msfi-'.' Bi^gi,'arnl-of:..W'.axlt
1. How adequate are fee facilities in ysmr department for teaching the fallowing areas of subject matter i» v w i t t w a l agrieulttte©?
More Than . Ho Areas Adequate-Adeq, »Inadeq. * Fa.-cil,
( J « ) < 1 i I b« y&nxi < 1 > < } < I e. Animal husbandry-—-~- < > < 1 < I f s
32*
Jhtt>gram Work - Cgnttmawl
A*«a»
I,
J.
e. Farm «ta£^«me&t**->» I. Agricultural Economics g. K<»rti««ltare fc, teift
ft| Blueprint m m % U ) Fitting toris ttlCayp H ) Glaring 4§| Painting and «Hw>r
m,m * * *
# | X&aetfric welding— (7) A«eiyleme Welding-— |S) Concrete w#rJk-»«--* 4f§ Farm «lect-r4fi€ati&a»— 4I®| Hap# and leather wark {11} Sheet metal work. •*»*>•»
Fargiag^^**-»»-»« itt) Ca&d Metal w«rk«.*»* fMJ Farm machinery repair- 4
Fault* y <w «# «#-***«« w , « r * «
Entamkagy k. H«it Ffcfcbalagy 1. Sange and Faster© manage
ment - «- *<** Ha. Marketing agprteuitoural
product* mm***:** mm m-m-mmm ,mmm m
». Wild ZMm e m^er^atism.----o. L-eadership training
2. Where ia yw*r department housed? a. & a separate building from the high school &• On the ground So®*- #1 the high school Imildiag c* la A m basement of the high sctioai building g d. b same other location . - " , M W i
3» How does the V A ba&ding compare to. coasfcrttctisn with the building in which the majority »£ Hie other high school departments are housed?
a* liore desirable construction , ; b. B%«al eanstrac* **aa I «• *«*•• desirable construction
h* Vocational Agriculture
More than Nt> Adeq. Adeq. . • iad Fac^
1 1 4 1 4 4 ) 4 > 4 1 4 i 4 ) < 1 4 )s 4 i • 4 1 4 1 4 i < i 4 )
( J 4 * < 4 i 4 > « 4 i 4 1 4 » 4 > 4 i 4 1 4 1 4 1 4 > 4 1
4 1 4 1 4 i 4 » 4 4 1 4 > 4 $ 4 1 4 * 4 4 1 > f > 4 i 4 1
f 1 4 > 4 > 4 1 i 1 4 4 > 4 f 4 4 * 4 1 4 1 4 ) 4 1 4 > 4 1 4 1 4 > 4 > 4 1
•m | i 4 1 4 } 4 I 4 > 4 1 < 1 4 * 4 t » 4 !• 4 1 ( > 4 i 1 4 1
4 i 4 1 4 1 4 I
4 ) 4 1 4 1 4 1 4 * t ) 4 I 4 > 4 > 4 > 4 1 4 1
•iwa'iiiiniii
32?
Facilities Available f a r Cand«£tiag the Vacatianal Agricvltere »f Wwrk • Gaatiaued
4. Haw dues the furniture «ad e^alpmeatt' to the VA department tttfopft** in quality to that i* the majarity «{the «d»T departments af the schaal? a* Better ; b. Equal in qaality , , <, P w t r i»
§« Haw adequate is the size af yaur VA clasaraaBa far aceam-madating yaur terfctt e las tee f a. More flu**. adequate ; b. Adgqwfa s c . Inadeqaat® . • 1 '
6. Are praject shaw facilitiesp provided far yau* VA department? a* Al-waya ; Is. Generally $ e. Seldam_ d. Ncv t t w p r^ec t ' i iw i r , «
7. Haw adequate is &* number of gaad farmfag situations In fam* eammuaity far' elms* study? a. Ma*® titan adequate . ? b. Adequate . i c . Inadequate
t . Haw adequate in s ise i s p o r schaal far-® far demaastratiaii and c lass pwajw&isf a. Mare than adequate ; b. Adysqaaftt,. ; c . laadequate a"""""T"; iff.: B aire aa faxtsi. .
IE,
What In the papulatian af yaur city? a. 10,000 ar mare j b. 5,000 ta 10, c . a , ©00 ta 5, 000 ,-i"rr:-;jJ'-":T 800 ta 1,000 e. 800 ay
2. Haw raaay square miles ace there in yaur schaal dis tr ic t? a, 600 m mare ; b. 460 ta 600 . c. 200 | a 460.. '"""". "•';"-lllu";-I:"| ^ ^00 a r Se®iT" ™~"~~
S.» Haw many high schaal students a re fixer® im yaur schaal? a. 1000 ar mare ? b. 500 ta 1,000 ; K 200 ta § m ;ly- : "L :;' -m-'"3 d, a*
326
Cammasity • C^ftaoed
4, Approximately wbat is ft# agricultural population nf y&tsr community? a* 2» 000 a*- mare ; b* I,000 t® 1,00®, c. 100 fef>j,0§0 ' ' I <L a t § »r !«««
Jadieate ifc* approximate peace nt a€ f®mr funftftiw wfc» **» engaged In each kI the fattowiag kinds of farming: a. OiMTii i b. Safanrtag , ; c . Cattle Tancbing * I _
5 4, farming . , ; e, Orcharding I. Cottm . . ; &. Cora ... Saaatt g ^ i » t I. t imber ' . i j . ®wwr .
4. Wins! U the pattern «f laud ownership la y&»r commaaity? su Hol t fcf tbe land ttsratd by a few people i b. l aud abaut equally divided amtrng iwasiiyf^g^e . . .I c. Land divided about among large farm# and nHm* IteMw #
7. What la tbe patters af farming ayaratimi* i s y»«r eami®»)Bity? a. Moat farming operations conducted by land ****** ; .. .1 b. Mast CarmMg operation® eoadocfced by tenant* ... „ .i c# Farming operations conducted about « | 8 i % by owners and tenants. ,
t . About what per cent »£ t&© land in ysar community if operated fey twii>t< f a. W to 100% |b» m u i m c. IS to fC% . ., ; 4. 25% or teas" " ., .» .
9. Approximately wbat per cent s i your rmral, emp|»ywl population is enggged in ftdl-time agriculture (farming «
a . f I to 106% . > b. SO to 75% . e. 25 to S0% . . . . '.,i d, ftS£ #* t<w " . . • ,
10. Whit baa happened I t Hm» sine and number of I k n u in yonr community daring tb© laet fifteen year* f a. Have grown larger la »i*e and Umvt in namber i b. Have grsma smaller aiae and greater l» fwmber , t .i e. Have remained about the same else Mid about Ami •ism® awmsbe*
m
n**. i i f ^ " i a mkift \*m*m li<i flai inf ftlii w ^ ^ m L ^ j ~i • J&
II. JOkamt what per cent «C pwur employed, rural population Is engaged Im part-time &nDb« (tlw« «&»•« income l i laggaiy 4tmk matt-agtlcaltttral 83***<ee8)? a. tst*100% t c. ~ i i U.;::1:•";,«
I2« Indicate in the space far percentage the age pattern fcf fy&WB&itB te. ysss sstom®S^» a. Y&aag raea juat entering farming . % fe. Ytwag to a M b aged finmifi .. ." ' \ % ## MMIIf i|pMl §# fHi. itoiwES
II. Indicate the put- eest of yarnr community that If mad* «p af each af 8te faiiawiiig cat! types or wMa aemm. a. Iteat . <n t». Clay Si c. Lamm ^ Hi 4. Mixture of aaa* mod ciiy . %i m, mm_ „ ,•
14. Hsw appealing are ather tedustriee *>T |>1T&£&£$£0£10 in ?«» cansmastty t® y&uw vmmtimml agriculture graduates f *. TNary strongly . i lb Strongly . . $ • c. W»aifrr ' . "U1": '"' t c. M« tw>wl',°',"'' 7".'J","T:»
1$. la the following ways, te^ieate the £**$u^y by wkieh fb« community recognise® the department of Yacatfawud Ag icaltiMre.
Way»
S# an Umi dspiUFlmhS S for itdotvemti^n
.Ate functions adt the department *•»«**»»•
c. Using the VA shop for
ttptir 4. Calliag »f fhe 4epsrt-
fjftest ftr terrlcei #« &# w&ilb
9f the department—--I. ItaetHavaglug the depart*
aaent to pot an project and atlier ahtwa--
I )
< I
* I
I I
( I
4 I
« I
I )
i I
C I
< I
< >
« I
( )
I I
t I
< )
4 I
33©
1 ^ * a * mm8M ayiaMfc! m c j | r * iftfc- -fcTTfrtfiiIS"IMIUL.HI JJ »_<ji3
JTll# l^PMMrawly *»
A m u Fv*«. Oc«a«. Sel&vm Never
g. CgnMMlag «o»ey prises ar atfae* p-risse# l8Rf project sttaws-—* ( 1 * > < 1 < >
b. Providing project shmr 1 J i » 4 I i i
1. Inviting the 4«p*tte«M9i t» present dlivic club «r ©tk«r pr»fr*ua(B**- 4 J 1 1 ( > < 1
| , fovtt* tfee t t coatrtlmte article* $m &e aewspapers-.-- ( } < 1 I I « 1
tu PsyfTirlp"1lflrfTig {a e^itcati®®*" »*»»—— < 1 < 1 < J f t
< 1 1 * ( > I I
16. State torUAjb aec?**<!i»g t» y©uir opinion, wh*t Hie tm$m cmm® m m m m teav« beea fa* tfc® turnover in v®c aggftptiM&r* teactter personnel in yews* e»au»asity.
I f . Haw lam ike ta*nov#r o€ vocatisiial agriculture t m l w jN&rgstiaei i» yotur community compared to that ®tf #$»«f
&. G r e a t e r i fe. £§s i l ta tiuU af 9ttt»y i c. j*fea»
APPEMDIX B
• ACTIVITIES AM© OUTCOMES
I . Developing State F a r m e r s
1. Developing American Far me* s
3. Fa rm Enterprise Projects Developed Pe r Student
4. Improvement Project# Developed P e r Student
5. Supplementary Farm Practice Jabs Completed Pe r Stodent
$, Improved Farming Practice* Completed P e r Young and
Adult Fa rmer
7. The Per Cent of Former Students Retaining Membership
in the l*»cal Fatare Fa rmers of America Chapter
8. Participation of the Chapter in the Maximum Namber of
GseISSIS
9i 1 The Per Cent of Former Students Entering Fields Allied to
Agricnltare
19. The Per Cent of Former Students Remaining ia Agriculture
for a livelihood
11. The P e r Cent of Former Undents Not Employed in Any
Form of Agriculture
531
VA«.
APPENDIX C
IKX AS IOOCATION A A M C Y
DIVISION OF VOCATIONAL INSTRUCTION SERVICES Vocational Agricultural Education Service
Austin, Texas
TEXAS ASSOCIATION OF FUTURE FARMERS OF AMERICA Please prepare in triplicate. Send two copies to Area Office on or before May 1*
A. ORGANIZATION
Report of *-he rhapter SohArtl
Post Office Address
County State
Date Chapter was Chartered Charter ttnmhtti*
OFFICERS
President Reporter
Vice-President Sentinel
Secretary Local Advisor
Treasurer
EXECUTIVE COMMITTEE
(1) Chairman _ _ _ _
(2 ) (3)
Approved this day of » 1 9 _ : — , Principal or Superintendent
SIZE OF CHAPTER
1. Total number of students enrolled in all-day classes: \
2. Number of active F.F.A. members;
B. MEMBERSHIP DISTRIBUTION AND STATUS
PRESENT DISTRIBUTION OF ACTIVE MEMBERSHIP BY DEGREES:
1. Total number of active members now holding Green Hand Degree, . • »
2. Total number of active members now holding Chapter Farmer Degree » 3. Total number of active members now holding Lone Star Farmer Degree 4. Total number of active members now holding American Farmer nograg . 5. TOTAL active membership* • . . . , 6* Total number of Associate members (local) _ _ _ _ _ 7. Total number of Honorary members (local) • . -8• GRAND TOTAL membership MM.
332
333
TEXAS (DUCAT10N AOCNCY DIVISION or VOCATIONAL IDUCATION
V«e«tiM«l Africwltvrvl C 4 M H m Austin, T m i
County.
White_
P . 0 . Address
FINAL REPORT
of
PRODUCTIVE ENTERPRISES AND OTHER SUPERVISED PRACTICE
Completed f o r the p r e v i o u s Year 19 .-10
School I n s t r u c t o r _
P l e a s e p r e p a r e In t r i p l i c a t e . Send two cop ies to the above address on or before Januar> 1.
SUPERVISED FARMING ENTERPRISES
RECORD OF SUPERVIi SED FARMING ENTERPRISES
PRODUCTIVE ENTERPRISES S ize A.-Hd
T o t a l Income >
T o t a l Expenses
Net Income
Value of Self Labor
Labor Income YIEIjn
Feed ing f o r Beef Br««dlnx Beef cows Breed ing Beef B u l l s
B reed inz Beef H e i f e r s D a i r y Cows Dai ry B u l l s Dai ry H e i f e r s Feedlnjc f o r Pork
G i l t s Brood Sows Boars
B r o i l e r s or F r y e r s Hens f o r E JSJE P r o d u c t i o n C apons
Feed ing f o r Mutton
Breed ing Ewes Breed ing Rams Kid P r o d u c t i o n
Breed ing Nannies Breed ing B i l l i e s Turkeys f o r Egg P r o d u c t i o n Turkeys f o r Beef
Rabbi t s C ot ton
Corn
Wheat
Oats Gra in Sorghums
Hay and Roughage P e a n u t s Tomatoes
I r i s h P o t a t o e s Sweet P o t a t o e s Melons V e g a t a b l e p l a n t s
Home Garden Bees
F r u i t s
1
1
1
-
TOTALS
T o t a l number of s t u d e n t s e n r o l l e d in V o c a t i o n a l A g r i c u l t u r e for the year covered by th i s r e p o r t .
T o t a l number of s t u d e n t s t h a t have comple ted P r o d u c t i v e Rntemrist-s.
334
OTHER 8UPERVI8KD PRACTICE
IMPROVEMENT PROJECTS Ruibcr of projects Size
Farm Buildings Constructed No.
Farm Eauipment Constructed No.
Fences Constructed Yds.
Landscaping Home Orounds No.
Installing Home Conveniences No.
Pasture improvement A.
Forest Improvement A.
TOTAL IMPROVEMENT PR0JECT8 COMPLETED
SUPPLEMENTARY FARM PRACTICES Number of practices Site
Farm Buildings Repaired No.
Farm Equipment Repaired No.
Fences Repaired Yds.
Castrating Hd.
Vaccinating Hd.
Dehorning Hd.
Culling Poultry No.
Controlling Animal parasites Hd.
Controlling Animal Diseases Hd.
Butchering Hd.
Curing Meat Lbs.
Testing Milk for Butterfat Hd.
Controlling Plant Insects A.
Controlling Plant Diseases A.
Controlling Rodents No.
Mowing pasture A.
Strip Crop or Contour Lines Run A.
Sodding Terrace Outlets No.
Building Terraces Yds.
Seeding Pastures A.
Pruning Trees
Budding and Grafting Trees
Fertilizing Farm Ponds No.
TOTAL SUPPLEMENTARY FARM PRACTICES COMPLETED
PLACEMENT FOR FARM EXPERIENCE
(Indicate type of farm for each boy placed)
Total number of students that have completed other Supervised practice.
Superintentiont or Principal
TEXAS EDUCATION AGENCY Division of V«c«tlM«| Edvcotlon
County School Yeor_ White
335
ANNUAL RETORT OP ADULT EDUCATION IN AGRICULTURE
P loo to Prepare In Triplicate Send Two Capiat to Atiovo Address on or Sefoto July 1.
Name of School
Number of Persons Enrollod
Address Name of Teacher
RECORD OF GROUP INSTRUCTION
No. of
Moot* in§s
Doto of
Moot* iAft
Hours per
Moot-ing*
Members in
Attend-onco
JOB OR PROBLEM DISCUSSED (Bo os rptcific c i possible in listing tke job or problem.)
1
2
3
4
5
6
7
8
9
10
11
12
13
U
15
16
17
18
TOTALS
335 A
REPORT OP ENROLLMENT AND IMPROVED PRACTICES COMPLETED
Nut •! Minbtri N*. Improved Practical
Cmpltdi by mmi •tfW
Nam •( MiMbtri No. Improved Practical
Completed by •tid •1 war
1 17
2 21
3 29
4 30
S 31
6 32
7 33
8 34
9 35
10 36
11 37
T2 38
13 19 .
U <0
15 41
16 42
17 43
18 44
19 45
20 46
21 47
22 48
23 49
24 50
25 51
26 52
336
ctf X3 T3 G cfl CO 00 0)
13
bo c OJ
a? v
§ I 55 «<
iao^«i|inSJio 0 uj dp|»»qaiaui •*
put pi»q » » B ° W 1
\
11 s
11 os»uoa Mino «•
11 »i»no) <**v 5 11 jooqafl S n i o M l J
11 iw]3 i n i u - t n j S
1 ! JB S
(•»a»V) »t|g S
| N • «•» &
$
JtqiO 5
X^«d 4»l||OU« 0 JO uuvf JO jufvavH *
— - !
JOf
UMOJ J« fu«du pu« j i i u t o •
— - !
JOf au«# jo
t«JOdO pu« i»)U»g
i! auioq tuoij Xvmv *"
i! euioq i v *
IN)J(U*}U» m o o jo »uo moaj m
•mojui q i i * « m q »v
P» ir
•aioq tucMj I*my « P» ir •atoq | v m
•»i«
wjirwMO||« •?|u(j*pa| jo •*
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H V ' i l * 1 i
•
APPENDIX D
ACTIVITIES AM& OVTCMMM M IMCWMM
VOCANOM-L AMMU^MM
Aa attempt is being made, through the method, to weight
the following activities a»d outcomes fa teaching w A w l agriculture.
la the apace at the right please iadic&te Ike weight or value that
you would give to each of the followiag activities and outcomes la
vocational agriculture. It Is proposed that the maximum
value be ftv* and the mlaiMim value he *ero. Hesse rate them ®a
that basis.
ACTJWIJSS J O T O P T C O M E S YAJ-OK
1. Developing State
1. ©eveiopiag Americas .
}. Farm Eaterprise Projects Developed per Student-
4. Improvemeafc Project® Developed per Student—
5. Supplementary Farm .Practice Jebs Completed per ~m** m •*»****« ** ** «*«*»* **»*•# «*** **** ****** «**•**» m m **** ***
6. Improved Farmiag Practices Completed per Youag y n y ^ ^ y mrnrnm m ^ ~ m m -mm mmmm m —mm m** .»*» m m .mm m**m
t. The Per Cent of Farmer Students Retaiaiag Member-ship in the Local FFA Chapter-
S. Participatioa of the Chapter fa ffce Maximum Hum&er of Contests-
33?
H i
9. The Per Cent of Former Students Entering Field* Allied to Agriculture
10. The Per Cwt of Former Stedrate Kemainia g la ApicvUsrc for a UteUkaod*—
11. The Per Ce&t of Farmer Student® Mot Employed la Any F&rm of Agri€«*li*ire»-«
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