This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact ecommons@luc.edu.vice and support was invaluable. A special thanks must also go ta Dr. Gratitude for the cooperation of the members of the Council For Student Development of the American Association of Community and Junior Colleges is hereby gratefully expressed. Equal gratitude is felt toward all the directors and guidance personnel who gave of their personal time to complete the study. The cooperation of all of the above meshed the mechanics of this dissertation into a viable study. The support of Joan and daughters Laura, Lois, and Laverne made it possible.

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Perceptions of Southwest College Personnel Services by Feeder High School Guidance Personnel

review of the classifications of guidance services presented in recent texts indicates that agreement as to the basic services is not common While some of that disagreement can be dismissed as merely semantic, there would be differences among guidance programs based on divergent views of the basic services Combining placement and follow-up into one basic service has been a popular strategy and there are classifications of guidance services which combine these activities1 Placement and follow-up are presented as distinct services by other authors,2 while one list of "consensus" guidance services omits both3 Including the follow-up service as a type of research and the placement service as an information service resulted in the omission of these terms from another list of guidance services4 The latest revision of a guidance text which has enjoyed continuing popularity presents placement as one of four basic guidance services and includes follow-up as a type of research5 More extensive review of the location of placement and follow-up in classifications of guidance services would only continue to demonstrate that agreement as to such location is not common An investigation of guidance programs based on the services approach will at its best result in guidelines which provide a constant reminder of the fact that any effective program meets client needs,6 while such an approach at its worst will result in a fragmented view of the work of counselors and cause clients to be seen as problem types rather than persons The following discussions of placement and follow-up will be goal oriented and will attempt to include all the outcomes typically attributed to the service in question Services are outcomes that can result from variant procedures and processes7 Trends and issues, as well as current practices related to the role of placement and follow-up in secondary school guidance programs are reviewed

Placement and Follow-Up: What Role in the Guidance Program?.

The conventional way for colleges to furnish high schools with the college performance information on their former students is to send grade reports on these students. This practice raises some important questions regarding the ethics, utility, and reliability of releasing the grades without the student's permission. The purpose of this paper is to describe an expectancy table method of communication which surmounts many of the limitations associated with the traditional practice of providing individual grade reports.

E. G. Bogue

Papers

Feedback of college grades to high schools