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Author: Olenski, Jay

Title: Determining the Post High School Academic Career Paths of Ashwaubenon

High School Graduates

The accompanying research report is submitted to the University of Wisconsin-Stout,

Graduate School in partial completion of the requirements for the

Graduate Degree/ Major: MS Career and Technology Education Coordination

Research Adviser: Dr. Carol Mooney

Submission Term/Year: Spring, 2012

Number of Pages: 53

Style Manual Used: American Psychological Association, 6th

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Graduate School and that an electronic copy of the approved version will be made

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materials have been used with the permission of the original authors), and as such,

it is automatically protected by the laws, rules, and regulations of the U.S.

Copyright Office.

X My research adviser has approved the content and quality of this paper.

STUDENT:

NAME Jaymie A. Olenski DATE: 5/29/2012

ADVISER: NAME Professor Carol Mooney DATE: 5/29/2012

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This section for MS Plan A Thesis or EdS Thesis/Field Project papers only

Committee members (other than your adviser who is listed in the section above)

1. CMTE MEMBER’S NAME: DATE:

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This section to be completed by the Graduate School This final research report has been approved by the Graduate School.

Director, Office of Graduate Studies: DATE:

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Olenski, Jay. Determining the Post High School Academic Career Paths of Ashwaubenon

High School Graduates

Abstract

After numerous conversations with parents and teachers at Ashwaubenon High School

there appears to be the perception by many that Ashwaubenon High School has put a large

emphasis on students continuing on to a four year college degrees. There are many articles and

books on the subject of high school students in the United States continuing on to four year

institutions in growing numbers every year, yet the number of actual good paying jobs that

require a four year degree is shrinking according to employment predictions (Gray, 2004). The

purpose of this research is to look at the actual chosen career paths of Ashwaubenon High School

graduates and to determine their perceptions of whether they felt influenced to continue their

education beyond high school and what type of institution they choose to enroll in. The

questions this study attempted to answer include:

1) What were the post-high school paths taken by graduates of AHS?

2) What were the influencers to the selection of identified career paths?

3) What, if any changes did students make in their original career paths?

4) If students changed their original career path, what influenced that decision?

5) Was there an identifiable trend or practice of students being directed to a four year vs.

a two year or other educational options following high school graduation?

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Acknowledgements

I would like to take the time to thank the many people who helped in this endeavor.

While I may forget some, I need to especially thank my loving wife Barb who has endured many

times going alone while I was working through this research. Then there is the forever positive

and energetic Professor Mooney, who definitely was one who encouraged me to continue on

when it seemed like there was no end in sight. Then of course there is Mrs. Herzog, (A.K.A. the

Hatchet Lady), whose patience and corrections kept my grammar and formatting in line. There

were many others who pitched in over this endeavor with bits of information or suggestions or

even encouragement who are too many to mention. To all of these people I am truly thankful

and appreciative of their help. Thank you so much from the bottom of my heart.

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Table of Contents

.................................................................................................................................................... Page

Abstract ............................................................................................................................................2

List of Figures ..................................................................................................................................6

Chapter I: Introduction ....................................................................................................................7

Statement of the Problem .....................................................................................................9

Purpose of the Study ............................................................................................................9

Assumptions of the Study ..................................................................................................10

Definition of Terms............................................................................................................11

Methodology ......................................................................................................................12

Chapter II: Literature Review ........................................................................................................13

Table 1: Career Stages ………………………………………………………….………14

Chapter III: Methodology ..............................................................................................................19

Subject Selection and Description .....................................................................................20

Instrumentation ..................................................................................................................21

Data Collection Procedures ................................................................................................22

Data Analysis .....................................................................................................................22

Limitations .........................................................................................................................23

Chapter IV: Results ........................................................................................................................25

Results of Research ...........................................................................................................26

Chapter V: Discussion ...................................................................................................................38

Limitations ........................................................................................................................39

Conclusions ........................................................................................................................39

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Recommendations ..............................................................................................................42

References ......................................................................................................................................46

Appendix A: Copy of Questionnaire ............................................................................................50

Appendix B: Copy of Letter Sent to Ashwaubenon High School Graduates….………….….….52

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List of Figures

................................................................................................................................................... Page

Figure 1: Graduation Year ………………………………………………………………………28

Figure 2: Current Career Path Status ……………………………………………………………29

Figure 3: Reason for Pursuing Career Path ……………………………………………………..30

Figure 4: Are You on Your Original Career Path? ……………………….…………………….31

Figure 5: Reason for Career Path Changes ………………………….………………………….32

Figure 6: Most Influence on Career Path Selection ……………………………………………..33

Figure 7: Did You Receive Career Counseling at AHS? ……………………………………….34

Figure 8: Did Graduates Receive Information on Employment Predictions ……………………35

Figure 9: More Influence Toward a Four Year College ……………………………………….36

Figure 10: More Influence Toward a Two Year College ……………………………………….37

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Chapter I: Introduction

Background Information

One of the most important tasks of a high school student according to Mei (2008) is

deciding on a career path. After numerous conversations with students, parents and faculty,

anecdotal evidence suggests that Ashwaubenon High School has been putting a major emphasis

on students going on to a four year college and that little assistance is given to students who are

interested in two year or Technical Colleges, or other chosen career paths. During a Career and

Technology Education meeting, the principal even mentioned that the school has the goal of

sending at least eighty percent of Ashwaubenon High School students on to college. He quickly

added that this did not mean only four year colleges, though after looking at the school’s web site

this goal is not listed. McLester (2005) writes about how choosing a career path can help a

student to succeed in high school and bring up student scores and some schools help students

develop skills for immediate employment or post-high school education (Wilcox, 1991). While

Brown (2010) talks of, “meeting United States President Barack Obama's college graduation

goal” (p. 3 ), but the public needs to understand that the President’s goal includes two year and

technical colleges also, not just the four year colleges. Currently, approximately one of every ten

high school freshman graduates with a four year degree from college and is able to find

employment within that degree field (Gray & Herr, 2006). If Ashwaubenon High School has in

fact been emphasizing four year college career paths and directing students away from two year

and technical colleges, then those students may not have received proper counseling. By not

receiving suitable counseling, these students are headed for failure. Does the percentage of

Ashwaubenon High School students who go on to four year colleges show evidence of this

trend?

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Without question entering the workforce directly out of high school is difficult, both

financially and emotionally for young adults. Rosenbaum (2001) writes about the difficulties of

those students who enter the workforce directly out of high school. In today’s manufacturing

fields, unlike those of the 70’s and 80’s, there is a need for more technical education that is not

available from a high school setting. College graduates with an associate`s degree are earning at

least 30 percent more than those who attended only high school (Kanter, 2011). However, many

parents and students hold steadfast to the cultural construct that a four-year degree is the only

way to secure a rewarding and fulfilling career (Hemmelman, 2010). Beyond question

employers say there is a need to hire about 22 million workers with at least an associate degree

as a result of the recovery of the United States economy from the recession, but these are by and

large two year degree positions, not four year. Carnevale (2010) in his article in the ERS e-

bulletin talks of the number of positions requiring some post secondary education growing from

25 million in 1973 to 91 million in 2007, and one can only expect that number to grow when

accounting for the increased technology being developed and used by today’s employers.

According to Pallack (2010), “The largest share of jobs in 2018 will require some college,

possibly a certificate, or an associate's degree” (p. 1) which would indicate that a four year

college degree would actually over qualify those individuals. Subsequently with Wisconsin

having one of the largest per capita manufacturing industries, (Wisconsin Department of

Revenue Report, 2010) with jobs that require an associate degree or a certificate of qualification,

encouraging Ashwaubenon High School graduates to pursue careers outside the four college

track would be positive, not only to the student, but to Wisconsin industry also. Another detail to

consider would be the fact that 27 percent of the people with a post secondary certificate or

license are actually earning more than the average bachelor’s degree, (Symonds, Schwartz, &

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Ferguson, 2011) and yet these certificate holders have only a fraction of the student loans

involved with the average bachelor degree. According to the Wisconsin Technical College

System (2008), the median wage of technical college graduates is currently at $40,000 with the

top of the scale at $46,000 which was actually in the service sector.

Statement of Problem

There are many studies and surveys that show, both a lack of qualified people to fill jobs

in the manufacturing industry in Wisconsin, and that many of these positions equal that of many

four year college degree career paths. After having conversed with both parents, students and

faculty at Ashwaubenon High School, there appears to have been emphases by the school to have

students pursue a four year college career path over other possible career options. As to dispel

any misconceptions, there is a need to study the actual career paths of Ashwaubenon High

School (AHS) students to see if there is a correlation between the counseling they received at

AHS and the actual career paths chosen. To answer these questions there is a need to do a post

graduate study of Ashwaubenon High School graduates, looking at their choice of post

secondary education or other career paths, and their perception of how they were directed for

those careers at AHS.

Purpose of the Study

The purpose of this study is to assess the actual academic and career paths of

Ashwaubenon High School graduates. By assessing the actual academic and career paths we are

able to see where Ashwaubenon High School students perceived they were counseled to go and

where their actual career goals took them. This study will help the school district to understand

both the career aspirations of Ashwaubenon High School students and the actual careers that

these students are working in. With a clearer understanding of the career paths being pursued

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and taken by Ashwaubenon High School graduates, the district will be able to counsel students

with greater effectiveness on career paths that will fit with the student’s aspirations.

Research Questions

This research study attempted to answer several questions about post-high school paths

taken by graduates of Ashwaubenon High School. The questions include:

1. What were the post-high school paths taken by graduates of AHS?

2. What influenced the selection of identified career paths?

3. What, if any changes did students make in their original career paths?

4. If students changed their original career path, what influenced that decision?

5. Was there an identifiable trend or practice of students being directed to a four year vs. a

two year or other educational options following high school graduation?

Assumptions of the Study

1. The researcher for this analysis assumes that the Ashwaubenon School District will

cooperate by allowing the researcher to obtain the needed graduate contact information to

conduct the survey.

2. The researcher for this analysis assumes that all contacts for past Ashwaubenon High

School graduates will be current and updated.

3. The researcher for this analysis assumes that the graduated students of Ashwaubenon

High School are willing to participate in the survey.

4. The researcher for this analysis assumes that the Ashwaubenon High School graduates

will respond to the survey to the best of their ability, truthfully and honestly.

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Definition of Terms

Articulation – the action or manner of jointing or interrelating (m-w.com 6/23/11) –

example: a working relationship between a high school and technical college.

Associate’s Degree – an undergraduate academic degree awarded by community

colleges, junior colleges, technical colleges, and bachelor's degree-granting colleges and

universities upon completion of a course of study usually lasting two years (Wikipedia 6/23/11).

Bachelor’s Degree – an academic degree awarded for an undergraduate course or major

that generally lasts for three or four years (Wikipedia 6/23/11).

Diploma – a document bearing record of graduation from or of a degree conferred by an

educational institution (m-w.com 6/23/11).

Career paths - Career pathways are an integrated collection of programs and services

intended to develop students’ core academic, technical and employability skills; provide them

with continuous education and training; and place them in high-demand, high-opportunity jobs

(Wikipedia 6/23/11).

Certificate - a document containing a certified statement especially as to the truth of

something; specifically : a document certifying that one has fulfilled the requirements of and

may practice in a field (m-w.com 6/23/11).

Position - an employment for which one has been hired: JOB (m-w.com 6/23/11).

Technical College - a designation employed in a wide range of learning institutions

awarding different types of degrees and operating often at variable levels of the educational

system: also may refer to a secondary education school focused in vocational training (Wikipedia

6/23/11).

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Technology – the making, usage and knowledge of tools, techniques, crafts, systems or

methods of organization in order to solve a problem or serve some purpose (Wikipedia 6/23/11).

Methodology

This research was descriptive in design and quantitative in methodology using an

electronic questionnaire. The online survey was mailed out to Ashwaubenon High School

graduates. In the following chapters this paper will look at the importance of post secondary

education, whether it is one, two or four year colleges. A clearer description of the survey and

methods used to conduct the research will then be covered in Chapter Three. The results of the

survey will be compiled and reported in detail in Chapter Four. Once the details of the research

are reported, then the results and effects of the results will be discussed in further detail in

Chapter Five.

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Chapter II: Literature Review

Introduction

Choosing a career path is an important task for high school students according to Mei

(2008). Statistics have shown that students with chosen career paths are more successful in their

high school careers (McLester, 2005). Many consider having a career path chosen an absolute

must for success in postsecondary preparation and pursuits (Gray et al., 2006). Some in

academia wonder if we as educators, counselors, and administrators are shortchanging our

students whose plans do not include a baccalaureate degree (Gewertz, 2011).

While some schools like Lee’s Summit, a large district of 17,400 students ,located in

suburban Kansas City, has made a commitment to raising the priority of career planning for

students about 10 years ago (Metcalf, 2010), other schools put more emphasis on college bound

classes, regardless of the student’s chosen career path, by having policies such as weighted

grades for college prep courses (Gray et al., 2006). Still others use career assessment surveys,

using them more or less depending on the school district, to provide career counseling for the

students, while trying to keep the parents involved in the process as well (Newell, 2004).

Background Information

Students. Super (1957) and other theorists of the career developmental theory, see that

as students grow, mature, and experience life, they form their own self concepts. Career choices

are decided by socioeconomic issues, mental and physical aptitudes, personal traits and other

opportunities to which these students are exposed (Abernathy, 2000). These students will seek

career satisfaction through this chosen career path and express themselves through their work in

their futures (Turner, 2009). Super described the stages and development of tasks over the

normal life span as:

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Table 1

Career Stages

Career Stages (Super, 1957)

Stage

Age

Characteristics

Growth

Birth to 14 or 15

Form self-concept, develop abilities, outlooks,

curiosities, and needs, and form a general understanding

of the world of work.

Exploratory

15 to 24

"Try out" through classes, work experience, hobbies.

Gather important information. Tentative choice and

connected skill maturity.

Establishment

25 to 44

Entry skill constructing and stabilization through work

experience.

Maintenance

45 to 64

Continual change in method to improve position.

Decline

65+

Decreased productivity, plan for retirement.

This chart shows the importance of students selecting a career path early on to be

successful later in their lives.

Parents/Family. While at home, parents are essential in a young adult’s career choice,

children are made aware of the importance of education (Adragna, 2009). Parents’ expectations

were found to be the best predictor for whether students went on to a four year college after

graduation from high school (Hossler & Stage, 1992). Parents and students still hold steadfast to

this cultural construct that a four-year degree is the only way to achieve a rewarding and

fulfilling career (Hemmelman, 2010). Parents read that college graduates earn 83% more over

their lifetimes and conclude that a four year college degree is the only hope for their children

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(Gray et al., 2006). While many expect parents to expose their children to different types of

occupations and postsecondary opportunities, and also be willing to consider other alternative

occupations that their child expresses an interest in, however many do not (Gray et al., 2006).

Some parents go as far as to say, “I think the 4 years of college is where you kind of start to

figure that out because [at ages] 17, 18 -- you don't have to know what you want to do” (Rowan-

Kenyon, Perna, & Swan, 2011, p. 336). So these parents are basically encouraging students to

find a career path that interests them once in college.

School Counselors

Some schools tended to focus on getting ready for college rather than getting ready for a

career. One counselor at a high-resource school shared, "This is the college and career center. If

you look at my materials and more of my files, about 99% is college. We do very little for career.

To be honest, it's a downfall" (Rowan-Kenyon et al., 2011, p. 339).

By focusing on all students as college bound, many students are not served and get left

behind (Gray et al., 2006). Anecdotal evidence suggests, after talking with parents, students, and

other CTE faculty, that Ashwaubenon High School has put a large emphasis on students going

on to post secondary education at a four year college, while under-emphasizing technical

colleges or other types of career paths. There is a need to find the administration’s and

counselors’ perceptions of the Ashwaubenon High School graduates post secondary education

plans or career paths.

Teachers

Richard K. Vedder, director of the Center for College Affordability and Productivity and

professor of economics at Ohio University says, “A large subset of our population should not go

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to college, or at least not at public expense.” while citing the diminishing number of jobs in the

workforce that are requiring a college degree (as cited in Steinberg, J., 2009, p. 1).

Peers. Friends, peers, group leaders, and even society may add pressure to conform, to

do things a certain way (Walker, 2010). According to Adragna, interactions amongst young

adults or adolescents allow for discussion of career goals with friends of similar interests, getting

feedback from friends on those goals (2009).

Society. Brown (2010) mentions that employers will need to hire workers with an

associate’s degree while discussing United States President Barack Obama's college graduation

goal. Currently, approximately one of every ten high school freshman graduates with a four year

degree and is able to find employment within that degree field (Gray & Herr, 2006). Society

would be wise to heed the caution of Lester Thurow, an economist from the Massachusetts

Institute of Technology, who points out that while college graduates as a whole may appear to

earn more, a large number are paid less (2003). According to Carnevale (2010) the number of

positions requiring some post secondary education has grown from 25 million in 1973 to 91

million in 2007. Particularly, Wisconsin has one of the largest per capita manufacturing

industries, with jobs requiring an associate degree or a certificate of qualification (Wisconsin

Department of Revenue Report, 2010). In addition, employers say there is a need to hire about

22 million workers with an associate’s degree as a result of the recovery of the U.S. economy

from the recession (What’s working, 2010) and Pallack (2010) says, “The largest share of jobs in

2018 will require some college, possibly a certificate, or an associate's degree.” Still American

workers scorn manual labor, while these career fields are paying wages that are comparable to

those college graduates are taking home, without the high expense of college (Reynolds, 2012).

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Wisconsin Comprehensive School Counseling Model

The Wisconsin Comprehensive School Counseling Model defines school counseling for

high school as,

the process of leading, directing, and advising students through a program of experiences,

which provides information, support, instruction, and encouragement to assist in

developing academic, personal/social, and career development skills. Academic,

personal/social, and career development skills….. better prepared for postsecondary

options upon graduation” (Wisconsin Department of Public Instruction, 2012, p. 1).

This seems to clearly state that there is more than one preferred career path.

The Money

It has been found that students who have earned an associate`s degree are earning at least

30 percent more than those who attended only high school (Kanter, 2011). While college

graduates as a whole may statistically earn more, many earn less (Gray et al., 2006). Also,

people with a post secondary certificate or license have been found to earn 27 percent more than

$52,000 which is what the average bachelor’s degree holder makes (Koncz & Gray, 2011;

Symonds et al., 2011; Turner et al., 2010). Though the average median income of a Technical

College graduate with an associate’s degree is in the high $35,000 range another thing to

consider is at the same time these certificate holders have less than a third of the cost involved

with the average bachelor’s degree (Wisconsin Technical College System, 2011; Lewin, 2009).

Selecting a Post Secondary School

Studies have shown that the percentage of students who have worked on preparing a

career path plan with guidance counselors at their school is small (Robarge, 1998). Yet many

high schools are helping students focus on getting into colleges by sponsoring activities such as

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college fairs, campus visits, financial aid and college choice workshops, and hosting college

recruiters to name a few (Gray et al., 2006). There are also magazines that feature articles

recommending the steps that should be taken when choosing a college, and what is needed to

successfully apply and be accepted at the college of your choice (Russell, 2004). Then there are

even companies like the New York Stock Exchange and AIG, who have employer-sponsored

consulting service that help employees who are parents of teen-agers with choosing a college and

the admissions process as part of their benefit package (Burtley, 2000).

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Chapter III: Methodology

Introduction

This chapter will describe the techniques and process used to answer the research

questions identified in this study. The purpose of this study was to answer the questions posed in

Chapter One.

1. What were the post-high school paths taken by graduates of AHS?

2. What influenced the selection of identified career paths?

3. What, if any, changes did students make in their original career paths?

4. If students changed their original career path, what influenced that decision?

5. Was there an identifiable trend or practice of students being directed to a four year vs.

a two year or other educational options following high school graduation?

In summary, this research study wanted to determine if Ashwaubenon High School

graduates are going on to further education, if the graduates feel that there was an emphasis

placed on one type of institution over another, and if students were aware of future job forecasts.

The data collected in this study could possibly be used to help Ashwaubenon High School better

serve its students when counseling them for future education in a chosen career path. This was a

personal quest of the researcher.

Design

There was an attempt by some Ashwaubenon High School faculty some years back to

assess the career paths and success in attaining those chosen paths, but the results were

unavailable to this researcher. The design for this research was a descriptive study that used an

online questionnaire (Appendix A) to answer the research questions from chapter 1 and restated

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at the opening of this chapter. The descriptive design was chosen as it lends itself to reporting

the results of the survey in this study in a usable, easy to understand format to convey the results.

The questionnaire was designed by the researcher based on a literature review for the

pilot study and then the literature review for this study specifically, and approved by the

Ashwaubenon High School principal for distribution to school graduates.

Pilot Study

A pilot study was conducted to determine the readability and effectiveness of the study

instrument. The objective of the study was to determine the perception of importance of post

high school education plans for use by the administrators and counselors at Ashwaubenon High

School. The pilot was used to inform this researcher and look at post secondary education and

career paths from another perspective. The pilot study was conducted with participation from

the administrators and counselors at the Ashwaubenon High School, through a brief phone

interview. The pilot study disclosed that the purpose of the pilot study was to find out if the

survey instrument was readable, easy to respond to, as well as verify if both administrators and

counselors seem to have a grasp on the percentages of students continuing educational trends.

Neither group was aware of the types of education needed for the future forecast employment,

not only within Wisconsin, but nationally.

Subject Selection and Description

The population for this research consisted of Ashwaubenon High School graduates, one,

three, and five years out, from the graduating classes of 2007, 2009, and 2011. The sample was

chosen to get responses of those students who had recently graduated, to check on any possible

changes a few years out of high school, and to see how those far enough out had faired or had

changed their career path focus. A notice for the survey was sent to all graduates via United

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States Mail from those years listed above. The contact information for the Ashwaubenon High

School graduates was supplied by student services. Home addresses were chosen as the method

for contact as that information had been the most successful for contacting graduates in the past,

as phone numbers and email addresses are changed more frequently. After having chosen to

cover the past five year it was reasoned that covering all five years would not be able to give any

additional accuracy to the research. So it was decided to use alternating years getting the

research information from those three selected graduating classes.

Instrumentation

A survey questionnaire was developed for this research to answer the research questions.

The following questions were asked of the AHS graduates:

1. Numbers of years since graduation.

2. Current career path status:

3. What was the reason for pursuing your chosen career path after graduating from

AHS?

4. Is your current career path the one you started on when graduating from AHS?

5. If you changed career paths, what was the reason?

6. Who had the most influence on your original career path choice?

7. Did you receive counseling on career choices at AHS?

8. If you received career counseling, were you made aware of future employment

predictions and where the job opportunities were expected to be?

9. While at AHS did you feel you were more so encouraged to attend a four year

institution/college?

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10. While at AHS did you feel you more so encouraged to attend a two year college or

technical college?

The ten item questionnaire was voluntary and anonymous. The first question was to

determine the percentage of one, three, or five year respondents. Questions two through six were

to find out about students’ career choices and what influenced them in those choices. The last

four questions dealt directly with the perceptions of the students about how they thought the

counselors and administrators emphasized or did not emphasize certain career or educational

paths over others.

Data Collection Procedure

The questionnaire was administered through the online site Survey Monkey. The

graduates were notified through a consent form (Appendix B) sent to their last known contact

address when enrolled at Ashwaubenon High School, with approval from the principal. Notices

were mailed to the graduates’ contact addresses through the postal service with directions to the

web address. The researcher had no direct contact with the respondents, when they were (or

were not) taking the online survey. Graduates were able to go online at their leisure and take the

brief ten question multiple choice answer survey. No official follow up was done, such as

phone calls, due to the lack of any other contact information, except the mailing addresses, due

to the cost of the mailing. Unofficially, the researcher did meet some of the graduates locally

and reminded them and asked them to remind others they knew in the hopes of receiving a larger

number of responses.

Data Analysis

The independent variables in this research were the number of years out of high school,

gender, family income and career path education completion. The dependant variable was the

23

number of students influenced to select one particular career path over another, in this case a

higher number of students perceiving a preference of a four year college education over other

career paths by Ashwaubenon High School career counselors and administration. In the survey’s

first question respondents had the choice of selecting whether they were a one, three, or five year

graduate of Ashwaubenon High School. In questions two through six the respondents selected

from multiple choices (normally four choices) as to their career path selection and their current

stage of completion of education toward their chosen career. There were selections for those

who were already employed in their chosen career paths. Questions seven through ten dealt

more directly with the graduate’s perception of how they were counseled at Ashwaubenon High

School and if they felt that there was an emphasis toward any particular career or educational

path over another.

All analysis data was derived from the Survey Monkey web site where the Ashwaubenon

High School graduates completed their surveys. All responses were recorded and tallied by the

web site and percentages for each question’s response were figured automatically by the web

site. The researcher did find that graduates could select more than one response, which could be

confusing if not understood. As a result, all statistics recorded in this study came directly from

the Survey Monkey survey service.

Limitations

There are limitations to this study and the researcher acknowledges this. The first

limitation was that this study was sent to only one, three and five year graduates of

Ashwaubenon High School. Collecting data from a larger graduate population would increase

the study’s generalization of results. Another limitation of the study was the response rate of

graduates. While a number of notices were sent out, only a limited number of responses were

24

recorded. A third limitation of the study was the contact information for the Ashwaubenon

graduates was from their last year of enrollment at the school, and the possibility of the student

or their family moving would not be unusual.

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Chapter IV: Results

Introduction

The purpose of this research was to identify, according to past graduates, whether or not

there was a perceived preference toward a four year educational career path by Ashwaubenon

High School counselors and administrators. Even more important than that question would be is

Ashwaubenon High School encouraging graduates to pursue a career field that may lead those

graduates to a lower earning potential than other projected job fields not requiring a four year

degree. The data collected in this research may lead to suggestions to change the way students

are counseled and other career information is disseminated at the school.

Career path selection by high school students is extremely important as it can have a

lasting effect on their livelihood, their employability, and even their health. There is anecdotal

evidence, in talking with students, parents, and teachers, that there is a preference in counseling

students to pursue a four year college career path over other possible, and equally profitable,

career paths. This research will help to explore if there is a true perception by past students that

they believe there was more emphasis by the Ashwaubenon High School counselors and

administration to pursue a four year college career path over other possibilities.

Participants in the survey were Ashwaubenon High School graduates of one, three, and

five years, representing graduates from the classes of 2007, 2009, and 2011. The spread in years

was to see if there is a perception of preference, has it been just recent or over some time.

Graduates were notified of the study through a mailed letter notifying them of the online

questionnaire. The online questionnaire was set up on Survey Monkey and made available for

graduates to log on and complete. Of the 761 notices mailed out, 63 were returned, leaving the

researcher to believe that the other 699 notices arrived at the graduates’ home of record. Of

26

those 699 notices received, only 136 graduates responded to the survey, which leaves this

research with only a 19.5 percent return to draw data from. Responses were from 63 one year

graduates, 46 three year graduates, and 27 five year graduates.

Results of Research

The research results from the questionnaire responses of Ashwaubenon High School

graduates are summarized in the following charts and tables. Each question and the percentages

of responses will be shown as well as a summary of the findings.

Number of Years Since Graduation and Response Rate

This first question was put in the questionnaire to be able to assess how many of which

year graduates had responded. The total population that survey notifications were sent to was

761 Ashwaubenon High School graduates. As expected the further out from graduation, the

fewer responses were received. Results show the highest number of respondents being from the

graduating class of 2011. The total number of responses was 63 from the class of 2011, 46 from

the class of 2009, and 27 from the class of 2007. Thus the study yielded a response rate of 19.5

percent. Figure 1 presents a graphic representation of these findings.

27

Figure 1. Graduation Year

Current Career Path Status

This question was in the survey to see if responding Ashwaubenon graduates were

continuing their education beyond high school and, if so, what type of education they were

pursuing. Responses revealed that 103, or 75% of the respondents, of Ashwaubenon graduates

were currently attending a four year institution; 16, or 10% of the respondents, were enrolled in a

two year institution; 8, or 5% of the respondents, had joined the military, and 16, or 10% of the

respondents, had gone directly into the workforce. Figure 2 presents a graphic representation of

these findings.

2011 2009 2007 Responses

Year of Graduation

28

Figure 2. Current Career Path Status

Reason for Choosing Career Path

This question was added to the questionnaire to look for any possible unexpected

responses to particular reasons for the graduates to select their chosen career path. Responses for

career path choices were 37, or 27 percent of the respondents, chose their career path for the pay.

Seventy six graduates, or 55 percent of the respondents, were looking at the job opportunities

when selecting a career path. Another 85 graduates, or 62 percent of the respondents, selected

their career for the enjoyment of that field, and 8 graduates, or 6 percent of the respondents were

honest enough to admit that they just couldn’t think of anything else at the time. This particular

5 %

10 %

10 %

75 %

29

question also had the most multiple answers by respondents. Table 4 presents a graphic

representation of these findings.

Figure 3. Reason for Pursuing Career Path

Are You on Your Original Career Path?

The answer to this question helps us to look at the accuracy of the responses as to where

the respondents are currently with their chosen career path. With 104 graduates, or 76 percent

of the survey respondents, still on their originally chosen career path, 32, or 23 percent of the

respondents, had changed career paths since leaving high school. Figure 4 presents a graphic

representation of these findings.

What was the reason for pursuing you chosen career path after graduating from AHS?

30

Figure 4. Are You on Your Original Career Path?

If you changed your career path, what was the reason?

This question was a follow up to the previous question. The selections were change of

interests, better employment opportunities, money, and finished original career path. Of the

responses received, the largest number of 30 graduates, or 22 percent of the respondents,

changed career paths due to a change of interests. Eleven, or 8 percent of the respondents,

changed career paths for better job opportunities, and 10, or 7 percent of the respondents,

changed career paths for better income possibilities. Lastly, 7 graduates, or 5 percent of the

Is your current career path the one you started on when graduating from AHS?

31

respondents, were finishing their original career paths. For some unknown reason 86 graduates,

or 63 percent of the respondents, chose to skip the question completely. Figure 5 presents a

graphic representation of these findings.

Figure 5. Reason for Career Path Changes

Who had the most influence on your original career path choice?

The question of who had the most influence on career path choice shows who or what has

had the most influence on Ashwaubenon High School graduates. According to 96, or 70 percent

of the respondents, parents or family members had the most influence on their choices in career

path selection. Twenty-two, or 16 percent of the respondents, answered that their friends had

8 %

5 %

7 %

22 %

If You Changed Career Paths, What Was the Reason?

32

the most influence, and 41 graduates, or 30 percent of the respondents, selected teachers as the

most influential in career path selection. Only 7, or 5 percent of the respondents, answered that

the school counselors had the most influence. Figure 6 presents a graph representing these

findings.

Figure 6. Most Influence on Career Path Selection

Did you receive counseling on career choices at AHS?

This question leads in to the more direct questions about Ashwaubenon graduates’

perceptions of counselors and administration. This question shows how many respondents felt

they received counseling while at Ashwaubenon High School for their career path choices.

Who Had the Most Influence on Your Original Career Path Choice?

33

Responses showed that 39 graduates, or 29 percent of the respondents had received counseling,

while 97 graduates, or 71 percent of the respondents said they had not received any career

counseling while at Ashwaubenon High School. Figure 7 presents a graphic representation of

these findings.

Figure 7. Did You Receive Career Counseling at AHS?

Did You Receive Counseling on Career Choices at AHS?

34

If you received career counseling, were you made aware of future employment predictions

and where the job opportunities were expected to be?

The answer to this question gives the researcher a look at whether or not those who

received counseling, which graduates had actually been made aware of employment/job

predictions and trends. Responses were 31 graduates, or 23 percent of the respondents, said they

had received information on employment predictions and job opportunities, while 44 graduates,

or 32 percent of the respondents, said they had not. Lastly, 62 of the respondents chose to skip

this question entirely. Figure 8 presents a graphic representation of these findings.

Figure 8. Did Graduates Receive Information on Employment Predictions and Job Opportunities

If you received career counseling, were you made aware of future employment predictions and where the job

opportunities were expected to be?

35

While at AHS did you feel you were more so encouraged to attend a four year

college/institution?

This question only had three answer options available: yes, somewhat, or not at all.

Responses showed 94 graduates, or 69 percent of the respondents, answered that yes they felt

more encouraged to attend a four year institution over other options. Thirty-two graduates, or 24

percent of the respondents answered that they felt somewhat encouraged to pursue a four year

college career over other paths, and 10 graduates, or 7 percent of the respondents, did not feel

that they were encouraged to attend a four year institution over other career paths. Figure 9

presents a graphic representation of these findings.

Figure 9. More Influence Toward a Four Year College

While at AHS did you feel you were more so encouraged to attend a four year college/institution?

36

While at AHS did you feel you were more so encouraged to attend a two year college or

technical college?

This question was designed to be the exact opposite of question nine. This allowed for

graduate respondents to be able to respond if they felt that the school administration and

counselors had a bias toward a two year technical college degree or certificate. Responses

showed that 12 graduates, or 9 percent of the respondents, felt they were encouraged to attend a

two year college/institution over a four year institution. Fifty-three graduates, or 39 percent of

the respondents, answered that they felt somewhat encouraged, and 71 graduates, or 12 percent

of the respondents, answered that they did not feel encouraged at all to attend a two year

college/institution. Figure 10 presents a graphic representation of these findings.

Figure 10. More Influence Toward a Two Year College

While at AHS did you feel you were more so encouraged to attend a two year college or technical college?

37

Summary

Overall, the results of parts of the survey displayed similarities to statistics reported by

the United States Department of Labor and the United States Department of Education (United

States Department of Labor, Bureau of Labor Statistics, 2011, U.S. Department of Education,

2011). While a higher response rate than 19.5 percent would have been preferred, there are

many inferences that were able to be made from this survey.

The numbers of students going on to further education or college was a bit higher than

the national numbers. The reasons for selecting the current career paths of the graduates were

very representative of reasons given on the national surveys. While a majority of graduates

responded that they were still on their original selected career path, it is important to remember

that a majority of the respondents were also last year’s graduates. The influences of family and

friends, being more influential than that of school counselors is not unusual, in fact it is the norm

nationally. With 71 percent responding that they had not received counseling while at

Ashwaubenon High School, that was a number not expected by the researcher. Only 32 percent

of the respondents had not been aware of job forecasts, which was encouraging. A resounding

69 percent of graduates had felt encouraged to attend a four year college career path, while only

9 percent felt that they had been encouraged to pursue a two year or technical college career

path. Chapter Five will further discuss these findings, and make recommendations to improve

understanding by Ashwaubenon High School graduates in career path selection.

38

Chapter V: Discussion

Introduction

The purpose for this research was to determine the perceptions by Ashwaubenon High

School graduates of any career path preferences by the administration or counselors. More

specifically the study attempted to determine if there was a preference and emphasis placed on

four year college versus two year technical colleges as a way to move forward on a career path.

The information collected in this study may be used to make recommendations to better serve the

Ashwaubenon High School student population in their career searches.

Previously, in this paper a brief background was presented on the importance of setting

career path goals while in high school. The information provided to students at this stage can be

crucial to their success or failure in any chosen career. The literature review revealed that there

has been a cultural construct that the only way to have a fulfilling career is through a four year

degree (Hemmelman, 2010). American workers look down on manual labor, yet the largest

number of jobs through 2018 will only require some college, and associates degree, or possibly a

certificate (Pallack, 2010).

The survey for this research consisted of ten questions and was created to answer the

following questions:

1. What were the post-high school paths taken by graduates of AHS?

2. What influenced the selection of identified career paths?

3. What, if any, changes did students make in their original career paths?

4. If students changed their original career path, what influenced that decision?

5. Was there an identifiable trend or practice of students being directed to a four year vs.

a two year or other educational options following high school graduation?

39

Though the graduates did not reply to the survey in the numbers hoped for, the researcher

believes that a reasonable amount of inference can be made from the results acquired.

Limitations

There were 761 notices for the questionnaire sent out, and 63 of those notices were

returned as undeliverable. There were 136 graduate responses to the survey, which leaves the

response rate at just under 20%. There are also the facts that as graduates move on in education

or career over time, they tend to distance themselves from their high school ties as they meet new

friends and become established in their new environments. The researcher understands that a

larger response would be desirable; however, there are reasonable conclusions that can still be

made from the responses received.

Conclusions

While numbers fluctuate depending on the certain statistics of race, income, and area

studied, the chart shows the initial numbers into a four year degree do follow the national

average of 70% (U.S. Department of Education, National Center for Education Statistics, 2011).

With 103 of Ashwaubenon graduates responding as currently attending a four year institution,

the percentages stay close to the national average. With approximately 85 percent, a little above

average, of students going on to college for further education, of the 85 percent, 75 percent are

attending a four year college and 10 percent are attending a 2 year or technical college.

Nationally approximately 72 percent of high school graduates attend college within two years of

high school graduation. With Ashwaubenon at 85 percent this could be considered a bit on the

high side. Also, about 5 percent joined the armed forces and are currently serving their country.

Lastly, about 11 percent chose to go directly into the work force whether this was to take a break

40

from school or a choice to noto further their education is unknown and could be the subject of a

future study.

Reasons for career path selection would be considered normal by most researchers.

Respondents were given four selections for this question: pay, job opportunities, enjoyment of

occupation, and didn’t know what else to do at the time. Enjoyment of the occupation had the

most responses at about 45 percent. Job opportunities came in second with about 35 percent.

Pay only came in at about 8 percent, which the researcher thought would be higher. The

selection of didn’t know what else to do, came in at a meager 2 percent. When reading research,

enjoyment of the occupation is normally the highest, while job opportunities and pay come in

fairly equal in the second place slot. There are other possible selections but the researcher chose

to keep the selections few so as to not overwhelm the respondents.

What percentage of Ashwaubenon graduates are currently on the same career path that

they embarked on when graduating from high school? It seemed at times that Ashwaubenon

could be a model school for some of the national averages that it so closely seems to follow, with

76 percent of the respondents still on their originally started career path and 24 percent having

changed since leaving school. Though the average holds pretty close to 30 percent depending on

the study and location, the respondents are staying fairly close to the national average (Symonds,

et al., 2011). About 50% of college student’s change majors due to change of interests. The

largest number of Ashwaubenon High School graduates responded the same. The next largest

response was for better employment opportunities, which seems to imply that those graduates are

having a reality check and looking at where the jobs actually are and the pay associated with

those jobs. Because of this they are now working toward fulfilling the requirements to achieve

those occupations.

41

The greatest amount of influence on the graduates’ choice in career paths is another

norm. The largest number of respondents, 60 percent, chose family as having the largest

influence on their choice in career paths. This falls in line with most researchers that list parents

and family as the greatest influence in students’ career choice (Adragna, 2009; Robarge, 1998).

The next highest selection was that of teachers having influenced approximately 20 percent of

the graduates on their choice of career paths. Next, apparently about 15 percent of the graduates’

friends had the greatest influence on their career choice, which is actually a little high when

compared to the national average. Lastly, the career counselors influenced approximately 5

percent of the graduates in their career path selection. This is fairly close to the national average

and possibly a sad reality that someone who had trained to help students in this important

decision apparently had the least influence.

When it came to Ashwaubenon graduates being made aware of job predictions and career

opportunities, the results, unfortunately, were not impressive. Approximately 60 percent of the

respondents replied that they had not received any counseling on job predictions or career

opportunities. While 40 percent responded that they had been informed of the future job

predictions, it makes the researcher wonder why such a small number. With job predictions and

employment forecasts being so important when selecting a career path, that this information

should be widely distributed and often, so as not to miss any students.

The perceptions of Ashwaubenon graduates of the administration and counselors

encouraging students to pursue a four year college bound career over another comes out pretty

clearly. Graduates responded at a rate of 69 percent believing they were encouraged to pursue a

four year college career path over others. Twenty-four percent believed they were somewhat

encouraged to pursue a four year college career path, and only 7 percent didn’t feel they were

42

being persuaded to attend a four year college. In order to balance out the question of a four year

college preference, the graduates were asked if they felt they were encouraged to attend a two

year college or technical college. Only 9 percent felt they were encouraged to pursue a two year

or technical college career path. Forty percent said they felt they were somewhat encouraged to

pursue a two year or technical college career path. Then a resounding 51 percent responded that

they did not feel in any way that they were encouraged to pursue a career path through a two

year or technical college. The results of this research indicate that there is a perception of

Ashwaubenon High School graduates of a preference by the school administration and

counselors toward a four year college career path over other career path options. The four year

college preference isn’t the only perceived preference, but it is the majority perception by the

graduate respondents.

While these are the responses to the survey provided the researcher the information

required to answer the questions that this research is addressing, this in ways leaves other

questions unanswered. Those questions do not affect the accuracy of this study or the relevance

of this study in any way.

Recommendations

Based on the results and conclusions drawn from the study, the researcher is making the

following recommendations:

1. The prime subject or concern of this study was whether or not there was a bias or

preference toward a four year college career path by Ashwaubenon High School

administrators and counselors, as perceived by Ashwaubenon High School graduates.

According to the survey the response was a resounding yes. The researcher would

recommend that the counseling staff and administrators become more familiar with the

43

future job forecast to be able to better understand where students might be better directed.

Knowing the job predictions could help counselors to better direct students to a career

field that not only interests them, but also would be financially beneficial to them.

Though this may mean that Ashwaubenon High School may direct more students to a two

year or technical college instead of a four year college, it also would mean that the school

is helping students to a career path that not only interests them, but also would help those

students to become contributing world citizens as is part of the Ashwaubenon School

District mission statement.

2. The major influence on a student’s choice in career paths comes from family, primarily

parents. The school is in business to educate young adults. The school must also now

take on the role of educating parents to the reality of job predictions and career paths that

will lead to those jobs. This could be done as easily as putting articles in the school

newsletter that goes home to parents. This should also be done for newsletters in the

grade schools and middle schools so the parents have time to see the materials and look

into the prospects themselves, so they can help their kids choose wisely. There are other

possible ways to disseminate this information such as school conferences. The problem

with large group meetings are too many distractions and parents may feel too intimidated

to ask questions. By allowing parents to read the information in a newsletter, and then

ask questions, either to a school counselor, via the internet, or to other knowledgeable

officials, it would allow parents to be educated in areas of their concerns or interests for

their children.

3. Another large influence on a student’s career choice as shown in this study and others are

their teachers. Teachers also need to be educated as to the job predictions and career

44

fields that lead to those jobs. Schools conduct numerous days of required in-service each

year for teachers to be trained to better educate their students and serve their needs. By

requiring some of that in-service time to be set aside for career education for their

students would only seem wise. If teachers are to have a positive influence on their

students and be an influence in their career choices, teachers need to better understand the

career paths that lead to employment, financial security, and the ability to be productive

members of a community.

4. Lastly, and probably the most difficult is to break the accepted false belief that for a

student to be happy and successful they must choose a four year college career path. The

studies and literature show the truth of just where the jobs are and how the educational

system is failing its students in encouraging them to pursue one of these paths. The truth

is out there and educating the rest of the population to throw out an old belief or norm

and change to a new one is extremely difficult. As educators the school systems must

take on this challenge and be successful in their task of educating the parents and general

public that there are other career paths to success that not only cost less in time and

money, but pay as well and have the career potential equal to, if not better than, many of

the four year college career paths.

5. There are numerous studies that could be done as follow up to this study. The first being

a study of 5, 10, and 15 year out graduates to see how they fared past the college years.

What percentage of college graduates found employment in their field of study?

Conclusion

Has there been a perceived preference toward a four year college degree career path over

other career path options, by administration and counselors, at Ashwaubenon High School? The

45

answer is definitely yes. A majority of graduates resoundingly said that they had felt pressured

to attend a four year institution over other choices. In light of the real numbers showing that this

career path choice has not been a successful choice as of late, means that as responsible

educators, administrators, and counselors, the school needs to make some serious changes in how

it counsels students on their future career path choices.

46

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50

Appendix A

1. Numbers of years since graduation.

a. One

b. Three

c. Five

2. Current career path status:

a. Four year college

b. Two year college/Technical College

c. Military

d. Work force

3. What was the reason for pursuing your chosen career path after graduating from AHS?

a. Pay

b. Job opportunities

c. Enjoyment of occupation

d. Couldn’t think of anything else at the time.

4. Is your current career path the one you started on when graduating from AHS?

a. Yes

b. No

5. If you changed career paths, what was the reason?

a. Change of interests

b. Better employment opportunities in new path

c. Money

d. Finished original career path chosen and am employed in chosen career.

6. Who had the most influence on your original career path choice?

a. Parents/Family

51

b. Friends

c. Teachers

d. School Counselors

7. Did you receive counseling on career choices at AHS?

a. Yes

b. No

8. If you received career counseling, were you made aware of future employment

predictions and where the job opportunities were expected to be?

a. Yes

b. No

9. While at AHS did you feel you were more so encouraged to attend a four year

college/institution?

a. Yes

b. Somewhat

c. Not at all

10. While at AHS did you feel you were more so encouraged to attend a two year college or

technical College?

a. Yes

b. Somewhat

c. Not at all

52

Appendix B

Title:

Determining the Post High School Academic and Career Paths of Ashwaubenon High School

Graduates

Investigator:

Jay Olenski

Power Technology Instructor

Ashwaubenon High School

2391 S. Ridge Rd.

Green Bay WI 54304

(920) 492-2950 ext. 5145

Description:

This letter is to ask you to please go on line to http://www.surveymonkey.com/s/RRCQQZ5 and

complete the short survey. The survey is ten questions and should take you less than five

minutes to complete. This research is being conducted to determine the actual career paths of

Ashwaubenon High School graduates. The research will help AHS to serve it’s student

population better in advising them for careers and education in the future.

Risks:

While there are risks in all surveys the risks accompanied with this survey are extremely minute.

The benefits to be able to help counsel and prepare students better in the future definitely

outweigh any possible effects.

Confidentially:

Your name will not be included in any way on any documents. As this is an online survey your

response is totally anonymous.

Right to withdraw:

While your help with this survey is greatly appreciated your participation is totally voluntary and

in no way are you obligated to complete the survey. You have the right to not participate

without any adverse consequences. If you wish to later withdraw your survey there is no way to

identify your responses after your responses have been recorded. If you are participating in an

anonymous online survey, once you submit your response, the data cannot be linked to you in

any way or be withdrawn.

53

IRB Approval:

This study has been reviewed and approved by the University of Wisconsin-Stout’s Institutional

Review Board (IRB). The IRB has determined that this study meets the ethical obligatinos

required by federal law and University policies. If you have questions or concerns regarding this

study please contact the Investigator or Advisor. If you have any questions, concerns, or reports

regarding your rights as a research subject, please contact the IRB administrator.

Investigator: IRB Administrator Jay Olenski Sue Foxwell, Director, Research Services

Power Technology Instructor 152 Vocational Rehabilitation Bldg.

Ashwaubenon High School UW-Stout

2391 S. Ridge Rd. Menomonie, WI 54751

Green Bay WI 54304 (715) 232 2477

(920) 492-2950 ext. 5145 foxwells@uwstout.edu

jolenski@ashwaubenon.k12.wi.us

Advisor:

Professor Carol Mooney

UW-Stout

(715) 232-

MooneyC@uwstout.edu

Statement of Consent:

By completing the following survey at http://www.surveymonkey.com/s/RRCQQZ5 you agree

to participate in the project entitled, Determining the Post High School Academic and Career

Paths of Ashwaubenon High School Graduates