tus of Minnesota young feofle a 

 year following their graduation? 

 From the professional end of the 

 occupational scale to the unskilled 

 labor end, (1) employment increased, 



(2) unemplo)Tnent increased, and 



(3) the proportions of graduates 

 continuing their training decreased. 

 From this study of the Minnesota 

 high school graduate of June 1938. 

 it would seem that the probability of 

 college attendance for a graduate who 

 is the son or daughter of a father 

 employed in a professional or mana- 

 gerial group is several times greater 

 than that for the son or daughter of 

 a farmer or of an unskilled laborer. 

 Among the June 1938 graduates, 

 children of the unemployed were 

 themselves unemployed in greater 

 proportion than children of fathers 

 at work" (p. 36). 



Many able high school graduates 

 were not enrolled for further educa- 

 tion. "It is no longer safe to assume — 

 if it ever was — that the most intelli- 

 gent high school graduates go to col- 

 lege. It is of fundamental importance 

 for all the people of the State to 

 know how generally young people 

 who would make the best teachers, 

 lawyers, accountants, doctors, engi- 

 neers, and statesmen are able to at- 

 tend colleges and universities. It has 

 been assumed traditionally that the 

 most capable high schol graduates 

 go to college. It is suggested by this 

 study, however, that geography and 

 the economic resources of the family 

 are perhaps as closely related to col- 

 lege attendance as is intellectual fit- 

 ness" (p. 39). 



— "What Happens to High School 

 Graduates?" by G. Lester Anderson 

 and T. J. Berning. Studies in Higher 

 Education. Biennial Report of the 

 Committee on Educational Research 



1938-40. University of Minnesota, 

 1941. 



"It is possible to investigate the 

 availability of educational opportu- 

 nity '^ '^ "^ in various parts of the 

 countr\'. For example a study of 

 youth in Pennsylvania was conducted 

 about a decade ago by the State De- 

 partment of Public Instruction and 

 the American Youth Commission. 

 The socio-economic status and edu- 

 cational history were ascertained for 

 a group of 910 pupils with intelli- 

 gence quotients of 110 or above. It 

 is generally assumed that pupils with 

 intelligence quotients above 1 10 are 

 good college material. This group 

 of superior pupils was divided into 

 two subgroups on the basis of socio- 

 economic status. Of the upper socio- 

 economic group, 93 percent gradu- 

 ated from high school and 57 percent 

 attended college. Of the lower socio- 

 economic group, 72 percent gradu- 

 ated from high school and 13 percent 

 attended college. Further study of 

 the data in Table II will show even 

 more clearly that the group with 

 below-average socio-economic status 

 had relatively less educational op- 

 portunity than the group with above- 

 average socio-economic status, al- 

 though both groups were about equal 

 in intellectual abihty" (p. 51). 



"A similar conclusion must be 

 drawn from a study made by Helen 

 B. Goetsch on 1,023 able students 

 who graduated from Milwaukee high 

 schools in 1937 and 1938. These stu- 

 dents all had I. Q.'s of 117 or above. 

 The income of their parents is di- 

 rectly related to college attendance, as 

 is shown in Table III. The higher 

 the parents' income, the greater is 

 the proportion who went to college" 

 (p. 52). 



172 



