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DOCUMENT RESUME

ED 403 198 SO 026 964

AUTHOR Jamieson-Inderbitzin, Liselotte M.TITLE A Comparative Follow-Up Study of B.S. Graduates in

Criminal Justice.PUB DATE 96NOTE 100p.; Master's Research Field Study, Ferris State

University.PUB TYPE Dissertations/Theses Masters Theses (042)

Reports Research/Technical (143)

EDRS PRICE MFO1 /PC04 Plus Postage.DESCRIPTORS *Career Education; *College Instruction; *College

Programs; *Criminology; Higher Education; *LawRelated Education; *Undergraduate Students

IDENTIFIERS *Ferris State University MI

ABSTRACTThe purpose of this study was to determine if the

students who graduated from Ferris State University (Michigan) with abachelor's degree in criminal justice were satisfied with theireducation and career choices. A questionnaire was mailed to allgraduates of Ferris State University's Bachelor's program in criminaljustice between 1991 and 1994. The sample size was 520, and 207responded (40%). The criminal justice program has been one of thelargest at the University, with an average graduating class of 120per year through the 1990s. Students must maintain a grade pointaverage of 2.5 to gain admittance to the criminal justice upperdivision. Based on the findings of this research project, the studyconcludes that the graduates are very satisfied with their educationand career choices. The respondents would advise other individuals toattend the criminal justice program at Ferris State. Respondentsexpressed high regard for the academic quality of the faculty, theiravailability, their willingness to help students, and their classroomskills. Respondents expressed some dissatisfaction in the areas ofinstruction, interpersonal communication, writing skills, andhands-on (i.e. defensive tactics) training. (LH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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.4

A COMPARATIVE FOLLOW-UP STUDY OF B.S. GRADUATESIN CRIMINAL JUSTICE

A RESEARCH FIELD STUDY IN PARTIAL FULFILLMENTFOR A MASTERS OF SCIENCE

CAREER AND TECHNICAL EDUCATION DEGREE ATFERRIS STATE UNIVERSITY

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

1.:5 ea-10+-re M.0. to,14 Soy%

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOnrce of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Thrs document has been reproduCed asreceived from the person or organozationortgrnatrngMinor changes have been made to .morovereproduction quality

Points of view or agar-Irons stated in this docu-ment do not necessarily represent officialOERI positron or policy

Prepared byLiselotte M. Jamieson-Inderbitzin, B.S.

College of EducationFerris State University

Big Rapids, MI

2BEST COPY AVAILABLE

Research Field Study

EDUC 512

EXECUTIVE SUMMARY

The purpose of this study was to determine if the students who

graduated from Ferris State University with a bachelor's degree in Criminal

Justice were satisfied with their education and career choices.

A questionnaire was mailed to all graduates of Ferris State University's

Bachelor's program in criminal justice between the years 1991 and 1994.

The criminal justice program has been one of the largest programs

on the campus of Ferris State University with an average graduating class of

120 per year through the 1990's. These students must maintain a grade

point average of 2.5 to gain admittance to the Criminal Justice upper

division. This program is highly competitive due to the fact that there are

approximately 600 students as of this date on campus that are pre-criminal

justice and in the upper division criminal justice programs.

Descriptive statistics were computed for each variable;

interrelationships among the variable were cross-tabulated; and, where

appropriate, simple and partial correlations were computed.

i

TABLE OF CONTENTS

Chapter I: THE PROBLEM

Introduction to the Problem 1

Purpose of the Study 2

Research Questions 2

Scope and Limitations of the Study 2-3

Definition of Terms 3-4

Assumptions 4

Outline of the Remainder of the Report 5

Chapter II: REVIEW OF RELATED LITERATURE

Background 6-8

Chapter III: METHODOLOGY OR PROCEDURE

Description of Research Methodology or Approach 9

Research Design 9

Pilot Studies 9-10

Selection of Subjects 10

Instrumentation 10-11

Procedures 11

Data Collection and Recording 11

Analysis 11-12

Chapter IV: RESEARCH FINDINGS

Introduction 13

Description of the Analysis Procedures Used 13

Hypotheses/Research Questions and Results 13-14

Composite/Table of Question 1 15













Composite/Table of Questions 14-26 28




Composite/Table of Questions 30-39 32










Composite/Table of Questions 4 86 43 42


Composite/Table of Questions 4 8s 42 44




Summarization and, or Explanation of Findings 48

Link to Literature 48-49

Chapter V: SUMMARY AND DISCUSSION

Restatement of the Problem 50

Main Features of the Method 50-51

List of the Main Findings 51-52

iii 6

Conclusion Based on the Findings 52-53

Methodological Limitations 53

Recommendations for Future Study 53

BIBLIOGRAPHY 54-55

APPENDIXES 56

Cover Letter 57

Graduate Questionnaire 58-61

Follow-up Letter 62

QUESTIONNAIRE REPORTS AND ADDITIONAL INFORMATION

7iv

Chapter I

The Problem/Research Purpose

Introduction to background of the problem.

Ferris State University is a post-secondary institution with both two

and four year degree programs, as well as masters and two doctorate

programs. Ferris State University is located in Big Rapids, Michigan and

serves students from the whole United States as well as students from

various foreign countries. In the Fall semester of 1995, approximately

10,000 academic and skilled trades students were enrolled in courses and

programs on the Campus as well as various extension sites.

The criminal justice program has experienced a continued history

of growth and expansion from the program's inception in 1972 with one

instructor and 52 students. Presently in 1996 there are 599 students

enrolled and a full-time faculty consisting of seven members.

Graduates from the criminal justice program seek employment with

law enforcement agencies through out the State of Michigan as well as the

remaining 49 states. Ferris State University is committed to meeting the

needs of the students academically as well as ensuring the employability of

its graduates.

81

Purpose of the Study.

The purpose of this study was to survey graduates of Ferris State

University's Criminal Justice program in order to determine the employment

pattern and satisfaction level of their training.

Research Questions.

1. What is the level of satisfaction of the graduates withthe services offered at Ferris State University?

2.. What is the level of satisfaction of the graduates withthe quality of the instruction they received?

3. Is there a relationship between satisfaction level andemployment patterns?

4. What is the demographic profile of the graduates?

5. What is the labor market profile of the graduates?

Scope and Limitations of the Study.

The problems inherent in this type of research, as well as in the

methodology employed, place several limitations on the conclusions that can

be drawn from the findings of this study.

1. All the information gathered in this study was self-reported by

the respondents. Therefore, the accuracy of the information is unverified

and dependent upon the honesty and accurate memory of each of the

respondents. Although it can be argued that the respondents might be

2

reporting higher levels of success than more objective observations would

indicate, there is no reason to believe that this phenomenon would occur to

any greater extent in one group than another.

2. The fact that this research was based only on graduates from

Ferris States University's Criminal Justice program limits generalization

concerning the data to that school.

The graduate survey questionnaire was mailed on October 13,

1995, to 520 criminal justice graduates from the years 1991 through 1994.

A follow-up letter was mailed on November 10, 1995. The overall response

to the questionnaire was 207 students (40%).

Definitkm of Terms.

In an effort to clarify terms used in a particular manner in this

study, the following definitions are provided:

Criminal Justice: In the generic sense, criminal justice refers to the

entire process or system to which an individual could be exposed from the

point of commission of a crime to the point of rehabilitation. This includes

the police, the courts, and correctional agencies. These are referred to as

the criminal justice system. In terms of academic programs, criminal

justice refers to a unified program under which all the agencies and the

relationships are considered together.

Outline of the Remainder of the Report

Within Chapter II, is a review of selected literature related to the

content of the study. This chapter represents published information on the

success rate of law enforcement officials with higher education. There is a

correlation with college education and job satisfaction. Chapter III presents

information that describes the research design, methodology, which

includes the graduate subjects, instrumentation and data analysis.

Chapter IV provides analysis and interpretation of the data collected from

the survey. A brief summary of findings is also attached to each question.

Chapter V, Summary and Conclusions, contains a synopsis of the major

findings of this study and a discussion of the nature of the conclusions that

can be drawn.

Criminal justice education: The criminal justice system is designed

to facilitate the achievement of certain goals, which include; the

identification, the accusation, the conviction, the punishment, and the

correction of those who offend societal norms. In order to permit

achievement of these goals, the criminal justice system has been subdivided

into the crime prevention and control process; the protection and

enforcement process; the judicial process; the correction process; the

administration, management, and organizational change process; and the

research, evaluation, and planing process. Criminal justice education,

therefore, begins with the scientific study of crime and criminals and ends

with a holistic understanding of the criminal justice system and/or each

individual subdivision contained therein. (American Society, 1977).

Assumptions.

study?

The following assumptions are made with respect to this field

1. The survey instrument used is a valid document.

2. The survey respondents (graduates) are truthful and

accurate in their answers reflected within the

questionnaire.

3. The information will be helpful in enhancing the quality

of the criminal justice program.

Chapter II

REVIEW OF RELATED LITERATURE

Backgrou

Graduates from the criminal justice program seek employment with

law enforcement agencies within the State of Michigan as well as the

remaining 49 states. Ferris State University is committed to meeting the

needs of the students academically as well as ensuring the employability of

its graduates.

A computerized literature search was made using the following data

bases: Educational Resources Information Center (ERIC) and National

Criminal Justice Reference Service (NCJRS). This search covered the years

1972 to 1993, within this time frame I found 13 articles to be relevant to the

research.

Since the late 1960's and early 1970's criminal justice education

has been expanding emphasis on major events, two of theses are:

1. There has been a major increase on the emphasis of career

preparation in higher education.

2. There have been major increases in pay scales for various

careers in criminal justice.

There are currently three general trends or philosophies

represented in the various criminal justice programs across the country:

1. Humanistic-social, which attempt to develop the "whole

person" who understands the problems of society.

2. Technical-vocation, which stressed development of

competency in specific skills deemed essential for criminal

justice practitioners.

3. Professional-managerial, which stresses management skills

required of agency managers and tends to de-emphasize

social science and humanities perspective.

The report on criminal justice education prepared by John Jay

College further supported this contention and pointed out that their survey

results illustrated discrepancies between purported philosophy and actual

course offerings. It also suggested that it would be more appropriate to

describe existing philosophies on a continuum with agency-training-type

programs on one extreme and academic social science or theoretical

programs on the other. The John Jay College report also found a strong

trend in the field toward the theoretical or academic end of the

continuum.(Pearson, p 131-133). Ferris State University is clearly

representative of this trend and which strengthens the usefulness of these

research findings.

It is generally assumed that organizations are arranged in a

hierarchical fashion, therefore, positions within this structure are also

arranged in hierarchical or pyramidal order. Education then becomes a

proxy for qualities the employer values and also predicts a higher level of

performance without necessarily making any direct contribution to it.

Education, in effect, represents "a service, the supply of which automatically

creates its own demand by virtue of the flexibility of hiring standards for

jobs." (Blaug, 1972).

Other authors such as Taubman and Wales offered similar

arguments supporting Blaug. Arrow, on the other hand, presented a more

rigorous version of the screening hypothesis by suggesting that individual

productive ability is totally unaffected by education. (Arrow, 1973).

Taubman and Wales devised a test of the screening hypotheses by

estimating predicted occupational distributions by educational level under

the assumption of free choice into occupations and comparing those with

the actual distributions. They found that people with less education were

disproportionately underrepresented in high-paying occupations and

suggested that screening accounted for a substantial portion of educational-

earnings differentials (perhaps 50% or more). Research by others, however,

cast some questions about the extent of screening and its effect on earnings.

(Taubman and Wales, 1973).

158

Chapter III

METHODOLOGY OR PROCEDURE

Description of Research Methodology or Approach.

This research study is non-experimental and descriptive in nature.

The researcher will mail questionnaires to graduates of the Ferris State

University's Criminal Justice program from the years 1991 through 1994.

The independent variable in this study is the student satisfaction level of

their training program. It is also used to determine the employment pattern

of Ferris State University graduates.

Research Design.

Surveys are used in educational research for a wide variety of

purposes. Schools use surveys to evaluate their courses and programs.

The researcher will mail a questionnaire to Ferris State University graduates

of the Criminal Justice program to ascertain what impact the program had

on their job readiness, job satisfaction, etc. These graduates will be asked

to complete the survey and return it in the addressed, postage paid enclosed

envelope.

Pilot Studies.

The questionnaire will be reviewed by three experts: (1) a

researcher, (2) a content expert, and (3) a data entry person. Following a

916

review by these experts the questionnaire will be pilot tested by an upper-

level criminal justice class.

Selection of Subjects.

Of the approximate 10,000 enrolled students at Ferris State

University with the beginning of the Fall semester of 1995, approximately

120 of those students graduated from the criminal justice program.

The subjects for the study will be from a Registrar's list of all

graduates of the Ferris State University's Criminal Justice program from the

years 1991 through 1994. The overall response to the questionnaire was

207 graduates (40%). The majority (75%) of graduates completed the Law

Enforcement track, were predominately male (77%), from middle class

backgrounds, and were between the ages of 21 to 28 years old.

Instrumentation.

The instrument used will be a self developed questionnaire with

multiple choice items and Likert type items. The questionnaire will be

reviewed by three experts: (1) a researcher, (2) a content expert, and (3) a

data entry person. Following the review by these experts the questionnaire

will be pilot tested by an upper-level criminal justice class.

To ensure the validity of this survey the graduates were not asked

to identify themselves by name or indicate whom they were on any part of

this questionnaire. All graduates were informed as to the purpose of this

survey.

Procedures.

The survey will be mailed to the subjects around the middle of

October 1995. A personalized letter will explain the significance of the

study, and will ask that the respondents consider their experiences in and

out of the classroom when answering the questions. Subjects will be

requested to return the survey within a two-week period. A stamped self-

addressed envelope will be included for return of the survey.

Data Collection and Recording.

The survey was mailed to each participant at the address provided

by the Registrar's office. The survey's were numbered only to keep track of

return and not to send follow-up letters to individuals that had already

replied.

Analysis.

After the results of the survey have been received, it will be

tabulated. The data will be analyzed by calculating means, frequencies, and

percentages, as appropriate for each data item. Charts and graphs will be

prepared to illustrate the findings. Chi-square analysis will be used to

compare profiles.

CHAPTER IV

Research Findings

hitroduction.

The research study will be of a non-experimental descriptive design.

This research project attempted to place some light on the following

questions: Are graduates of the criminal justice program satisfied with their

career choices? Are the graduates satisfied with their education? Would

they choose this field of study if they had to start over? etc.?

Description of the Analysis Procedures Used.

The instrument used was a questionnaire developed by myself

using as a base, a questionnaire produced by Northeast Missouri State

University. The questionnaire was pilot tested by an upper level criminal

justice class at Ferris State University, and was reviewed by the criminal

justice faculty, as three experts: (1) a researcher, (2) a content expert, and

(3) a data entry person. The survey was then mailed to the subjects with a

letter of explanation.

Hupotheses/Research Questions and Results.

What is the profile of the respondents? Gender, age-group, and

ethnic origin can be determined from this survey, (questions 42, 43, 44 and

13 20

45). Questions 40 and 41 were used to determine the type of degree and the

year of attainment.

2114

Question 1: Are you employed in the Criminal Justice arena?

Working Full-time 164Working Part-time 8Looking for a job 9Enrolled in Grad SchoolMilitary Service 2No Pursuit of CJ 1

Another Field 10Voluntary no CJ 9No Opinion 0Total 207

Seventy nine percent (79%) of the respondents are employed full-time. Fourpercent (4%) are employed on a part-time basis within the criminal justicearena.Four percent (4%) are still looking for a job in this field.Ten percent (10%) have decided not to pursue a career in criminal justice.

Question 2: What kind of agency are you employed by?

Police Department 117Private Investigation 2Probate Court 3Juvenile Corrections 2Adult Corrections 21Contract Security 1

Proprietary Security 5College/University 2Federal Law Enforcement 1

State Investigative 1

Consulting Service 1

Other 45No Opinion 6Total 207

Fifty-six percent (56%) are employed in police departments.Thirteen percent (13%) are employed in either a juvenile or adultcorrectional setting.Three percent (3%) are employed in security work.

Question 3: How satisfied are you in your career?

Very Satisfied 132Somewhat Satisfied 52Unsatisfied 19No Opinion 4Total 207

Sixty four percent (64%) of the respondents are very satisfied with theircareers.Twenty five percent (25%) are somewhat satisfied.Nine percent (9%) are unsatisfied.

Question 4: What was your GPA upon graduation from FSI7?

3.75 4.00 153.50 - 3.74 243.25 - 3.49 403.00 - 3.24 452.75 - 2.99 582.50 - 2.74 21Below 2.50 3No Opinion 1

Total 207

Nineteen percent (19%) of the graduates achieved a3.50.Nineteen percent (19%) of the graduates achieved aTwenty-two percent (22%)of the graduates achievedTwenty-eight percent (28%) achieved a GPA of 2.75Ten percent (2%) achieved a GPA of 2.50 2.74.One percent (1%) was below a GPA of 2.50.

2518

GPA of greater than

GPA of 3.25 3.49.a GPA of 3.00 3.24.- 2.99.

EST COPY AVAILABil

Question 5: Was there any relevance of your academic performanceto being hired in your position?

Yes 88No 62Do Not Know 54No Opinion 3Total 207

Forty three percent (43%) felt that there was a relevance between GPA. and being hired.

Thirty percent (30%) felt that there was no relevance to GPA and beinghired.Twenty six percent (26%) did not know if GPA played a role in beinghired.

Question 6: Indicate your rating of MU at the time you applied foradmission.

It was my first choice 162It was my second choice 37It was my third choice 7It was my fourth choice 1

Na Opinion 0Total 207

Seventy eight percent (78%) of respondents stated that FSU was theirfirst choice of school to attend.

27

20

Question 7: What were your three (3) most important seasons forattending FSU?

Reason #1 Reason #2 Reason #3Cost 12 20 27Admission Standards 9 6 12Social Atmosphere 1 4 14Location 6 16 18Type-program available 23 19 11Academic reputation 4 7 15Available Financial Aid 4 7 7Advice Parents/ Friend 3 7 7Advice High School Personnel 1 6 3To Be with Friends 3 5 9Advice of CJ Professional 8 15 6Reputation of CJ Program 78 35 12Other 5 2 5No Opinion 50 58 61Total 207 207 207

Reason #1 = Thirty eight percent (38%) chose FSU for the CJ program.Reason #2 = Seventeen percent (17%) chose FSU for the CJ program.Reason #3 = Thirteen percent (13%) chose FSU for the Cost factor.

BEST COPY AVA1LABLL

2821

Question 8: Would you recommend FSII to another studentinterested in Criminal Justice?

Definitely Yes 138Probably Yes 53Uncertain 5Probably No 7Definitely No 2No Opinion 2Total 207

Ninety two percent (92%) of the respondents would recommend FSU's CJprogram to other students.Two percent (2%) of the respondents are uncertain about recommendingFSU's CJ program to future students.Four percent (4%) of the respondents would not recommend FSU's CJprogram to other students.

Question 9: Would you recommend Mrs other programs topotential students?

Definitely Yes 56Probably Yes 88Uncertain 50Probably No 8Definitely No 4No Opinion 1

Total 207

Seventy percent (70%) of the respondents would recommend other FSUprograms to future students.Twenty four percent (24%) of the respondents are uncertain aboutrecommendation to FSU.Six percent (6%) of the respondents would not recommend FSU to futurestudents.

3023

Question 10: Approximately how many hours per week did youspend on criminal justice homework?

Never 56 10 hours 8811 15 hours 6216 - 20 hours 3621 - 25 hours 1026 or more hours 3No Opinion 3Total 207

Two percent (2%) of the respondents never spent any time on CJhomework.Forty three percent (43%) of the respondents spent 6 - 10 hours on CJhomework.Thirty percent (30%) of the respondents spent 11 15 hours on CJhomework.Five percent (5%) of the respondents spent 21 - 25 hours on CJhomework.One percent (1%) of the respondents spent 26 or more hours on CJhomework.

3124

Question 11: How often were term papers, reports or major writingassignments required in your criminal justiceclasses?

Never 3Not very often 137Often 60Very often 6No Opinion 1

Total 207

Sixty eight percent (68%) of respondents stated that they did not writeterm papers very often.Thirty two percent (32%) of respondents stated that they wrote termpapers often.

Question 12: How many hours per week did you spend in outsideemployment and/or doing child care while attendingMU?

0 - 9 Hours 7110+ Hours 3620+ Hours 6130+ Hours 1940+ Hours 17No Opinion 3Total 207

Thirty four percent (34%) of respondents worked less than 10 hours perweek on other than school.Seventeen percent (17%) of respondents worked less than 20 hours perweek on other than school.Twenty nine percent (29%) of respondents worked less than 30 hours perweek on other than school.Nine percent (9%) of respondents worked less than 40 hours per week onother than school.Eight percent (8%) of respondents worked 40 hours per week on otherthan school.

33

26

Question 13: How could the criminal justice program be improved?

Agee Disagree No Opinion TotalMore writing courses 141 58 8 207More Sociology courses 55 143 9 207More Psychology courses 63 136 8 207More interpersonalcommunication courses

185 17 5 207

More hands on experience (i.e.:Defensive Tactics

183 16 8 207_

&gee_Sixty eight percent (68 %)of the respondents wanted more writingcourses.Twenty seven percent (27%) of the respondents wanted more sociologycourses.Thirty percent (30%) of the respondents wanted more psychology coursesEighty nine percent (89%) of the respondents wanted more interpersonalcommunication courses.Eighty eight percent (88%) of the respondents wanted more hands ontraining.

DisagreeTwenty eight percent (28%) of the respondents did not feel more writingcourses would be beneficial.Sixty nine percent (69%) of the respondents did not feel more sociologycourses would be beneficial.Sixty five percent (65%) of the respondents did not feel more psychologycourses would be beneficial.Eight percent (8%) of the respondents did not feel more interpersonalcommunication courses would be beneficial.Seven percent (7%) of the respondents did not feel more hands ontraining would be beneficial.

3427

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36

35

Question 27: Were you employed on a full-time basis prior toobtaining your bachelor's degree?

Yes 34No 172No Opinion 1

Total 207

Sixteen percent (16%) of respondents were employed full-time prior toobtaining their bachelor's degree.Eighty three percent (83%) of respondents were never employed full-timeprior to obtaining their bachelor's degree.

Question 28: How many years did you attend this university beforeobtaining your degree?

1 year 1

2 years 393 years 274 years 1185 or more years 20No Opinion 2Total 207

Nineteen percent (19%) of respondents attended FSU for two years priorto obtaining their degree.Thirteen percent (13%) of respondents attended FSU for three years priorto obtaining their degree.Fifty seven percent (57%) of respondents attended FSU for four yearsprior to obtaining their degree.Nine percent (9%) of respondents attended FSU for five years prior toobtaining their degree.

3830

Question 29: What was your enrollment status while attendingFSII?

Full-time 204Part-time 2No Opinion 1

Total 207

Ninety eight percent (98%) of respondents were full-time students whileat FSU.

39

Que

stio

ns 3

0 -

39: T

he f

ollo

win

g st

atem

ent r

efle

ct g

oals

of

man

y co

llege

stu

dent

s.H

ow m

uch

help

do

you

feel

the

expe

rien

ces

at th

is u

nive

rsity

gave

you

in r

each

ing

thes

e go

als?

(1)

Thi

s w

as n

ot a

goa

l of

min

e(2

)T

his

univ

ersi

ty g

ave

no h

elp

(3)

Thi

s un

iver

sity

gav

e ve

ry li

ttle

help

(4)

Thi

s un

iver

sity

gav

e so

me

help

(5)

Thi

s un

iver

sity

gav

e ve

ry m

uch

help

12

34

5N

/OT

otal

To

incr

ease

my

know

ledg

e in

my

acad

emic

fie

ld1

26

7112

43

207

To

satis

fy jo

b an

d ca

reer

req

uire

men

ts1

726

7693

420

7to

obt

ain

a de

gree

or

cert

ific

ate

00

1044

149

420

7to

lear

n sk

ills

that

will

enr

ich

my

daily

life

1016

6880

294

207

to b

ecom

e ac

tivel

y in

volv

ed in

stu

dent

life

and

activ

ities

3231

6350

283

207

to d

evel

op g

reat

er a

ppre

ciat

ion

of c

ultu

ral

even

ts47

3668

3716

320

7

to im

prov

e m

y se

lf-i

mag

e18

2650

7831

420

7to

impr

ove

my

lead

ersh

ip s

kills

416

4482

574

207

To

incr

ease

my

earn

ing

pow

er3

1546

7860

520

7T

o ge

nera

lly im

prov

e m

ysel

f0

1230

103

593

207

40

Nin

ety

four

per

cent

(94

%)

of r

espo

nden

ts s

tate

d th

at in

crea

sing

thei

r kn

owle

dge

in th

eir

acad

emic

fie

ld w

as a

maj

or g

oal a

nd th

e un

iver

sity

hel

ped

them

gre

atly

.E

ight

y tw

o pe

rcen

t (82

%)

of r

espo

nden

ts s

tate

d th

at jo

b an

d ca

reer

req

uire

men

ts w

ere

maj

or g

oals

and

the

univ

ersi

ty h

elpe

d th

em g

reat

ly.

Nin

ety

thre

e pe

rcen

t (93

%)

of r

espo

nden

ts s

tate

d th

at b

eing

abl

e to

get

cer

tific

atio

n w

as a

maj

or g

oal a

nd th

eun

iver

sity

hel

ped

them

gre

atly

.T

hirt

y ei

ght p

erce

nt (

38%

) of

res

pond

ents

sta

ted

that

bei

ng in

volv

ed in

stu

dent

life

was

impo

rtan

t and

the

univ

ersi

ty h

elpe

d gr

eatly

.Fo

rty

perc

ent (

40%

) of

res

pond

ents

sta

ted

that

cul

tura

l eve

nts

wer

e no

t a p

rior

ity.

Fort

y ni

ne p

erce

nt (

49%

) of

res

pond

ents

sta

ted

that

impr

ovin

g se

lf-i

mag

e w

as a

maj

or g

oal a

nd th

e un

iver

sity

was

help

ful i

n th

at.

Sixt

y se

ven

perc

ent (

67%

) of

res

pond

ents

sta

ted

that

impr

ovin

g le

ader

ship

ski

lls w

as a

maj

or g

oal a

nd th

eun

iver

sity

was

hel

pful

in th

at.

Sixt

y si

x pe

rcen

t (66

%)

of r

espo

nden

ts s

tate

d th

at im

prov

ing

earn

ing

pow

er w

as a

maj

or g

oal a

nd th

e un

iver

sity

was

hel

pful

in th

at.

Seve

nty

eigh

t per

cent

(78

%)

of r

espo

nden

ts s

tate

d th

at s

elf

impr

ovem

ent w

as a

maj

or g

oal a

nd th

e un

iver

sity

was

mos

t hel

pful

in th

at.

41

Question 40: which year did you graduate from FSII?

1991 261992 531993 601994 67No Opinion 1

Total 207

Thirteen percent (13%) of respondents graduated in 1991.Twenty six percent (26%) of respondents graduated in 1992.Twenty nine percent (29%) of respondents graduated in 1993.Thirty two percent (32%) of respondents graduated in 1994.

Question 41: What was your major?

Generalist 38Specialist 155Both of the above 2Security Administration 8No Opinion 4Total 207

Eighteen percent (18%) of respondents are generalists (corrections)graduates.Seventy five percent (75%) of respondents are specialists (lawenforcement) graduates.Four percent (4%) of respondents are security administration graduates.

SI

aretti44.1

v41,r,apti

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ral),

% cict

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`F*1.1043

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Question 43: What is your perception of the socioeconomicbackground and environment in which you wereraised?

Upper class 2Upper middle class 47Middle class 126Lower middle class 22Lower class 7No Opinion 3Total 207

Twenty four percent (24%) of respondents classify themselves as uppermiddle class.Sixty one percent (61%) of respondents classify themselves as middleclass.Fourteen percent (14%) of respondents classify themselves as lowermiddle class.

45

36

Question 44: How old are you?

21-24 6925-28 . 12129-32 1133-36 1

37-40 041-44 245-over 0No Opinion 3Total 207

Thirty three percent (33%) of respondents were in the age group of 21-24.Fifty eight percent (58%) of respondents were in the age group of 25-28.Five percent (5%) of respondents were in the age gourp of 39-32.

46

37

Question 45: Which of the phrases below best describes yourracial/ethnic background?

African-American/Black 5American Indian, Alaskan Native 1

Caucasian-American/White 190Mexican-America/Chicano 1

Asian-American, Pacific Islander 0Puerto Rican, Cuban, other Hispanic origin 1

Other 1

Multiracial 0Prefer not to respond 5No Opinion 3Total 207

Two percent (2%) of respondents classify themselves as AfricanAmerican/Black.Ninety two percent (92%) of respondents classify themselves asCaucasian-American/White.

47

Question 46: Which state was your permanent residence prior toattending FSU?

Illinois 1

Michigan 202New York 1

Other Country 1

No Opinion 2Total 207

Ninety eight percent (98%) of the respondents are from Michigan.

48

39

Question 47: Which state is now your permanent residence?

Arizona 1

California 1

Colorado 1

Florida 1

Georgia 2Illinois 2Michigan 184Nevada 1

North Carolina 1

Ohio 2Pennsylvania 1

South Dakota 3Tennessee 4Texas 1

No Opinion 2Total 207

Eighty eight percent (88%) of respondents claim Michigan as theirpermanent residence.One percent (1%) of respondents now claim South Dakota as theirpermanent residence.Two percent (2%) of respondents now claim Tennessee as theirpermanent residence.

Question 48: Did you transfer credits from another college oruniversity to FSII?

Yes 109No 95No Opinion 3Total 207

Fifty three percent (53%) of respondents transferred college credits toFSU from another institution.Forty six percent (46%) of respondents had no transfer college credits.

5041

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

43: I

s G

PA a

ref

lect

ion

of s

ocio

econ

omic

back

grou

nd?

(IPA

UP/

CL

ASS

UP/

MD

/CL

ASS

MID

. CL

ASS

LO

/MD

/CL

ASS

LO

WE

R C

LA

SST

OT

AL

3.75

- 4

.00

11

121

015

3.50

- 3

.74

04

127

023

3.25

- 3

.49

06

282

339

3.00

- 3

.24

012

301

144

2.75

- 2

.99

117

317

258

2.50

- 2

.74

06

113

121

Bel

ow 2

.50

01

11

03

No

Opi

nion

(4)

(4)

Tot

al4

247

125

227

199

CH

ISQ

= 3

2.71

3df

= 2

4Pr

ob =

.110

26 (

no s

igni

fica

nt d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

no

sign

ific

ant d

iffe

renc

e be

twee

n so

cioe

cono

mic

back

grou

ndan

d th

e gr

ades

atta

ined

in th

e ed

ucat

iona

lsy

stem

.

BE

ST C

OPY

AV

AIL

AB

LE

51

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

44: I

s G

PAa

refl

ectio

n of

age

?O

PA21

-24

25-2

829

-32

33-3

641

-44

TO

TA

L

3.75

- 4

.00

411

00

015

3.50

- 3

.74

1113

00

024

3.25

- 3

.49

1717

31

038

3.00

- 3

.24

1031

30

044

2.75

- 2

.99

2530

20

158

2.50

- 2

.74

217

20

021

Bel

ow 2

.50

02

10

03

No

Opi

nion

(4)

(4)

Tot

al4

6912

111

11

199

CH

I8Q

= 3

0.32

9df

= 2

4Pr

ob =

.174

08 (

no s

igni

fica

nt d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

no

sign

ific

ant d

iffe

renc

e be

twee

n st

uden

tag

e an

d th

e gr

ades

atta

ined

in th

e ed

ucat

iona

l sys

tem

.

5354

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

42: I

s G

PAa

refl

ectio

n of

gen

der?

GPA

Mal

eFe

mal

e

3.75

- 4

.00

133.

50 -

3.7

417

73.

25 -

3.4

930

93.

00 -

3.2

436

82.

75 -

2.9

948

102.

50 -

2.7

411

10B

elow

2.5

03

No

Opi

nion

(3)

Tot

al3

158

46

4,C

HIS

Q =

11.

184

df =

6Pr

ob =

.082

84 (

no s

igni

fica

nt d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

no

sign

ific

ant d

iffe

renc

e be

twee

n st

uden

tge

nder

and

the

grad

esat

tain

ed in

the

educ

atio

nal s

yste

m.

0056

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

41: I

s G

PAa

refl

ectio

n of

maj

or?

GPA

Gen

eral

ist

Spec

ialis

tB

oth

Secu

rity

Adm

inT

OT

AL

3.75

- 4

.00

114

00

153.

50 -

3.7

45

161

022

3.25

- 3

.49

831

00

393.

00 -

3.2

47

351

144

2.75

- 2

.99

1242

04

582.

50 -

2.7

45

150

121

Bel

ow 2

.50

02

01

3N

o O

pini

on(5

)5

Tot

al5

3815

52

720

7

CH

ISQ

= 2

8.78

9df

= 2

4Pr

ob =

.228

15 (

no s

igni

fica

nt d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

no s

igni

fica

nt d

iffe

renc

e be

twee

n st

uden

t's m

ajor

and

the

grad

esat

tain

ed in

the

educ

atio

nal s

yste

m.

5857

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

40: I

s (S

PA a

ref

lect

ion

ofye

ar o

f gr

adua

tion?

OPA

1991

1992

1993

1994

TO

TA

L

3.75

- 4

.00

43

35

153.

50 -

3.7

43

68

724

3.25

- 3

.49

27

1713

393.

00 -

3.2

49

139

1445

2.75

- 2

.99

616

1620

582.

50 -

2.7

41

86

621

Bel

ow 2

.50

10

02

3N

o O

pini

on(2

)2

Tot

al2

2017

2045

2052

2061

207

CH

ISQ

= 1

8.63

6df

= 1

8Pr

ob =

.414

51 (

no s

igni

fica

nt d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

no

sign

ific

ant d

iffe

renc

e be

twee

n st

uden

t'sye

ar o

f gr

adua

tion

and

the

grad

es a

ttain

ed in

the

educ

atio

nal s

yste

m.

5969

Cor

rela

tion

of Q

uest

ion

4 w

ith Q

uest

ion

45: I

s G

PA a

ref

lect

ion

of e

thni

city

?

GPA

Afr

ican

/Am

er.

Am

er/I

ndia

nC

auca

sian

Mex

.Am

er/C

hic

His

pani

c O

rig.

Pref

er n

o an

s.O

ther

TO

TA

L

3.75

- 4

.00

00

150

00

015

3.50

- 3

.74

10

210

02

024

3.25

- 3

.49

10

380

00

393.

00 -

3.2

40

042

01

00

432.

75 -

2.9

90

154

00

30

582.

50 -

2.7

43

017

10

00

21B

elow

2.5

00

02

00

01

3N

o O

pini

on(4

)(4

)T

otal

45

118

91

15

119

9

.A.

CH

ISQ

= 1

05.6

44df

= 3

6Pr

ob =

.000

00 (

sign

ific

ant d

iffe

renc

e)

Thi

s co

rrel

atio

n sh

ows

that

ther

e is

a s

igni

fica

nt d

iffe

renc

e be

twee

n et

hnic

ity a

nd th

e gr

ades

atta

ined

in th

e ed

ucat

iona

l sys

tem

.

6162

Summarization and, or Explanation of Findings.

When the area of socioeconomic background was examined, it was

found that the majority of graduates came from similar backgrounds. It

was also found that it there was no significant impact on age or gender

when these variable were compared to the graduates overall GPA. The

education track also showed no significant impact on the overall GPA of

the graduates, nor did the year that they graduated.

The only significant impact was the ethnic background, which

showed a significant difference in GPA attained. Overall this study shows

that there is no significant impact on where an individual comes from in

order to attain the level of education to be a law enforcement professional.

Link to Literature Review.

There has been an abundance of research in the police area of the

criminal justice system investigating the relationship between education

and police performance. A major sophisticated study by Cohen and

Chaiken found, however, that college-educated police officers generally

rose through the ranks faster than non-college-educated officer. (Cohen

and Chaiken, 1972). Since job satisfaction is associated with promotions,

it is reasonable to assume an interrelationship between education and

earnings in this area.

63

48

Thinking in terms of individual prosperity, it is suggested that

education should be treated as an investment in human capital.

Education enhances the productivity of the individual, and this increased

the productivity subsequently reflected in increase in earrings. Therefore,

a person contemplating ways of enhancing his future income should

consider an investment in education as one of the alternatives.

6449

Chapter V

Summary and Discussion

Restatement of the Problem.

The mission of the Ferris State University Criminal Justice higher

education program is to educate students to be critical thinkers who can

communicate their thoughts effectively in oral and written from, as well as

to instill a comprehensive knowledge of the field. The program strives not

only to familiarize students with facts and concepts relevant to the field of

criminal justice but also, more importantly, to teach students how to apply

this knowledge to related problems and changing facts and situations.

Finally, the program attempts to foster the development of critical thinking

and communication skill in our students, along with the ability to

conceptualize ideas.

Main reatwres of the Method.

The graduate survey questionnaire was mailed to 520 criminal

justice graduates from the years 1991 through 1994. The instrument used

was a questionnaire developed by myself using as a base, a questionnaire

produced by Northeast Missouri State University.

The questionnaire was pilot tested by an upper level criminal

justice class at Ferris State University, and was reviewed by the criminal

justice faculty, as three experts: (1) a researcher, (2) a content expert, and

(3) a data entry person. The survey was then mailed to the subjects with a

letter of explanation.

List of the Main Findings.

The data from the survey questionnaire was analyzed to determine

the satisfaction level of the graduates from Ferris State Universities

Criminal Justice program and how this program has helped the

respondents in their chosen career. Five research questions were

presented in Chapter I, and the results were reported in Chapter N. The

following is a summary of the main findings for each research question

addressed in this study:

Question 1: What is the level of satisfaction of the graduates with

the services offered at Ferris State University?

The overall satisfaction with the services of the graduates is very

high. The only problem reported is the limited resources available at

Timme Library.

Question 2: What is the level of satisfaction of the graduates with

the quality of the instruction they received?

The graduates rate the quality of instruction very high. The

problem areas that should be looked at is more instruction in

interpersonal communication, writing courses and more hands on (i.e.:

defensive tactics) training. These are job specific areas of instruction.

Question 3: Is there a relationship between satisfaction level and

employment patterns?

There is a direct correlation between satisfaction level and the

employment patterns. Sixty-four percent (64%) of the respondents are

very satisfied with their careers.

Question 4: What is the demographic profile of the graduates?

The demographic profile of the graduates is predominantly male,

from middle class backgrounds, and between the ages of 21 to 28 years

old.

Question 5: What is the labor market profile of the graduates?

Seventy nine (79%) of the respondents are employed full-time in

the criminal justice arena.

Conclusion Based on the Findings.

Based on the findings of this research project, it can be concluded

that the graduates of the Criminal Justice program are very satisfied with

their education and career choices. The respondents would advise other

individuals to attend Ferris State Universities Criminal Justice program.

The overall conclusion expresses high regard for the faculty in the area of

academic competence, positive regard for students, availability and

willingness to help students and classroom skills.

The areas of some degree of dissatisfaction are the areas of

interpersonal communication, writing skills and hands-on skill

preparation. All the surveys emphasized the excellent reputation of the

Criminal Justice program and the availability of the MLEOTC and MCOTC

certifications as significant in their decision to attend Ferris State

University.

Methodological Limitation&

This study was limited to graduates from the years 1991 through

1994. The sample size was 520 and only 207 responded (40%). There

were some questions that should have been more clear, specific, and

restricted in number.

Recommendations for Future Study.

Future studies should include follow-up research on how many

graduates have attained advancement in their careers. What the income

level is of the graduates? These same graduates should be studied in

another five years to determine career satisfaction, due to job stress, or

other influences of this type of career.

BIBLIOGRAPHY

American Society of Criminal Justice Arts and Sciences From theCommittee on Accreditation and Standards, August 1977.

Arrow, K. 'Higher Education as a Filter." Journal of Political Economy 2(1973), p193-216.

Becker, G. S. Human Capital: A Theoretical and Empirical AnalysisWith Special Reference to Education. 2nd ed. New York:National Bureau of Economic Research, Inc., 1975.

Blaug, M. "The Correlation Between Education and Earnings: WhatDoes It Signify?" Higher Education 1 (1972), p53-76.

Cohen, B., and Chaiken, J. M. Police Background Characteristics andPerformance: Summary Report. Washington, D.C.: U.S. LawEnforcement Assistance Administration, 1972.

Criminal Justice Education Directory 1978-80. Gaitersburg, Md.:International Association of Chiefs of Police, Inc., 1978.

Griliches, Z., and Mason, W. M. "Education, Income and Ability."Journal of Political Economy 80 (1972), pS74-S103.

Pearson et al. Criminal Justice Education. John Jay College, n.d.

Sherman, Lawrence W., and The national Advisory Commission on HigherEducation for Police Officers. The Quality of Police Education. SanFrancisco: Jossey-Bass, Inc., 1978.

Taft, P. B. "College Education for Police - The Dream and the Reality."Police Magazine 4 (1981), p8-12, p17-20.

Taubman, P., and Wales, T. "Higher Education, Mental Ability andScreening." Journal of Political Economy 81 (1973), p28-55.

Wanous, J. P., and Lawler, E. E. "Measurement and Meaning of JobSatisfaction." Journal of Applied Psychology 56 (1972),p95 -105.

Wiles, P. wrhe Correlation Between Education and Earnings: TheExternal-Test-Not-Content Hypothesis (ETNC).' HigherEducation 3 (1974), p43-57.

APPENDIX

Survey Handouts:

Cover Letter 57

Graduate Questionnaire 58-61

Follow-up Letter 62

Questionnaire Reports and Additional Information

71

56

FERRIS STATE UNIVERSITY

October 13, 1995

Dear Criminal Justice Graduate:

The Criminal Justice Program at Ferris is currently undergoing a comprehensivereview of our program in order to identify areas or means in which we canimprove the quality of education being dispensed through our program. In orderto do this, we have to collect a great deal of information from our graduatesconcerning how they are doing. Any ideas you may have concerning theCriminal Justice Program at Ferris will be appreciated.

Therefore, we are requesting your cooperation in filling out the enclosedquestionnaire. Please be as honest and frank as possible while filling out thisquestionnaire. We realize this is probably not your most favorite activity;however, it is very important and will assist us in reflecting the changing needsof society and providing the best possible service to our students.

The number written on the bottom of the first page of the questionnaire identifiesyou only for the purpose of indicating your return of the questionnaire so you willnot be bothered by unnecessary follow-up reminders. Your responses will beheld in the utmost confidence.

We would also like to know where you are employed for alumni records only. Ifyou choose to tell us about your employment, please submit that on a separatesheet of paper.

Thank you for your assistance in this matter. We wish you success in yourcareer endeavors. As always, if the program or its faculty can be of service toyou, please do not hesitate to contact us.

Since'rely,

//2Terry M. Nerbonne, Ph.D.Academic Coordinator

Enclosure 72COLLEGE OF EDUCATION

CRIMINAL JUSTICE PROGRAM1349 Cramer Circle, 501 Bishop Hall, Big Rapids, MI 49307-2737

Phone 616 592-3652

57

GRADUATE QUESTIONNAIREFERRIS STATE UNIVERSITY

CRIMINAL JUSTICE GRADUATES

(1.) Are you employed in the Criminal Justice arena?1. Yes, working full time.2. Yes, working part time.3. No, but I am looking for a Job.4. No, but I intend to look for a job in the next six months.5. No, I am currently enrolled or plan on enrolling In graduate school.6. No, currently in the Military Service7. No, decided not to pursue a career in Criminal Justice.8. No, at another career, unable to secure employment in the field.9. No, voluntary career change to a non-criminal justice career.

(2.) What kind of agency are you employed by?01. Police department (local, county, state)02. Private investigative agency03. Probate court04. Juvenile correctional agency05. Adult correctional agency06. Contract security agency07. Proprietary security organization08. College or university09. Federal law enforcement or investigative agency10. State investigative or enforcement agency11. Consulting service12. Other (specify)

(3.) How satisfied are you in your career?1. Very satisfied2. Somewhat satisfied3. Unsatisfied

(4.) What was your GPA upon graduation from FSU?1. 3.75 - 4.00 3. 3.25 - 3.49 5. 2.75 - 2.99 7.Below 2.502. 3.50 - 3.74 _4. 3.00 - 3.24 6. 2.50 - 2.74

(5.) Was there any relevance of your academic performance to being hired in your position?1. Yes2. No3. Do not know

(6.) Indicate your rating of FSU at the time you applied for admission.1. It was my first choice.2. It was my second choice.3. It was my third choice.4. It was my fourth choice or lower.

(7.) What were your three (3) most important reasons for attending FSU?(Place a 1, 2, or 3 next to the appropriate number.)

01. Cost 07. Availability of Scholarship/ Financial Aid02. Admissions Standards 08. Advice of Parents or Relatives03. Social Atmosphere 09. Advice of High School Personnel04. Location 10. To be with Friends05. Type of Programs Available 11. Advice of Criminal Justice Professional06. Academic Reputation 12. Reputation of Criminal Justice Program

13. Other(Specify)

(8.) Would you recommend FSU to another student Interested in Criminal Justice?1. Definitely Yes2. Probably Yes3. Uncertain4. Probably No5. Definitely No

(9.) Would you recommend FSU's other programs to potential students?1. Definitely Yes 3. Uncertain 5. Definitely No2. Probably Yes 4. Probably No

(10.) Approximately how many hours per week did you spend on criminal justice homework?1. Never 3. 11 -15 hours 5.21 - 25 hours.2. 6 -10 hours 4. 16 - 20 hours 6. 26 or more hours

(11.) How often were term papers, reports or major writing assignments required in your criminal justice classes? (Pleasemark only one)

1. Never2. Not very often3. Often4. Very often

(12.) How many hours per week did you spend in outside employment and/or doing child care while attending FSU?1. 0 to 9 Hours 3. 20+ Hours 5. 40+ Hours2. 10+ Hours 4. 30+ Hours

(13.) How could the Criminal Justice program be improved?Aare Disaaree

1. More writing courses2. More Sociology courses3. More Psychology courses4. More interpersonal communications courses5. More hands on experience (i.e.; Defensive Tactics)Comments:

74

59

What is your impression of FSU at the present time? Please mark your feelings about the various aspects listed. Thehigher the number you choose, the more you agree with the statement on the right; the lower the number you chose, themore you agree with the statement on the left. Leave blank any item about which you do not know.

Example: low quality food service 1 2 3 4 (5) high quality food serviceIf you felt the food was of very high quality, you would circle (5).

(14.) low quality programs(15.) unfriendly school(16.) difficult admission process(17.) high cost(18.) poor social life(19.) poor residence halls(20.) classes inaccessible(21.) limited programs(22.) poor faculty(23.) poor library(24.) poor facilities(25.) large school(26.) low quality athletics

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

high quality programsfriendly schoolsimple admission processlow costgood social lifegood residence hallseasy to attend(accessible)diverse programsgood facultygood librarygood facilitiessmall schoolhigh quality athletics

(27.) Were you employed on a full-time basis prior to obtaining your bachelor's degree?1. Yes2. No

If yes, how many years were you employed full-time? (Do not include summer jobs.)

(28.) How many years did you attend this university before obtaining your degree?(Check to the nearest year.)

1. 1 year 3. 3 years 5. 5 or more years2.2 years 4.4 years

(29.) What was your enrollment status while attending this university?1. Primarily full-time (12 semester/quarter hours or more)2. Primarily part-time (less than 12 semester/quarter hours)

The following statements reflect goals of many college students.university gave you in reaching these goals?

This university gave very much help

This university gave some help

This university gave very little help

This university gave no help

This was not a goal of mine

(30.) To increase my knowledge in my academic field(31.) To satisfy job and career requirements(32.) To obtain a degree or certificate(33.) To learn skilli that will enrich my daily life(34.) To become actively involved in student life and activities(35.) To develop greater appreciation of cultural events(36.) To improve my self-image(37.) To improve my leadership skills(38.) To increase my earning power(39.) To generally improve myself

(40.) Which year did you graduate from FSU?1. 1991 3. 19932. 1992 4. 1994

How much help do you feel the experiences at this

7560

BEST COPY AVM r BLL

(41.) What was your major?1. Generalist2. Specialist3. Both of the above4. Security Administration

(42.) What is your sex?1. Male 2. Female

(43.) What is your perception of the socioeconomic background and environment in which you were raised?

1. Upper class 3. Middle class 5. Lower Gass2. Upper middle class 4. Lower middle class

(44.) How old are you?_1.21 or 24 3. 29 or 32 5. 37 to 40 7. 45 or over

2. 25 or 28 4. 33 to 38 _6.41 to 44

(45.) Which of the phrases below best describes your raciaUethnic background? Please select only one response.1. African-American/Black2. American Indian, Alaskan Native3. Caucasian-American/White4. Mexican-American/Chicano5. Asian-American, Pacific Islander6. Puerto Rican, Cuban, other Hispanic origin7. Other8. Multiracial9. Prefer not to respond

State Code Number List

01. Alabama 15. Indiana 29. Nevada 43. Tennessee02. Alaska 16. Iowa 30. New Hampshire 44. Texas03. Arkansas 17. Kansas 31. New Jersey 45. Utah04. Arizona 18. Kentucky 32. New Mexico 46. Vermont05. California 19. Louisiana 33. New York 47. Virginia06. Colorado 20. Maine 34. North Carolina 48. Washington07. Connecticut 21. Maryland 35. North Dakota 49. West Virginia08. Delaware 22. Massachusetts 38. Ohio 50. Wisconsin09. District of Columbia 23. Michigan 37. Oklahoma 51. Wyoming10. Florida 24. Minnesota 38. Oregon 52. Other Country11. Georgia 25. Mississippi 39. Pennsylvania12. Hawaii 26. Missouri 40. Rhode Island13. Idaho 27. Montana 41. South Carolina14. Illinois 28. Nebraska 42. South Dakota

(46.) Which state was your permanent residence prior to attending FSU? (Code #)

(47.) Which state is rim your permanent residence ? (Code #)

(48.) Did you transfer credits from another college or university to FSU?1. No2. Yes3. If so, Name of Community College you transferred from4. or, Name of University you transferred from

THANK YOUIPlease use the return-addressed, stamped envelope to mail your responses by November 15, 1995.

61 76

FERRIS STATE UNIVERSITY

November 10, 1995

Dear Criminal Justice graduate:

Approximately three weeks ago we mailed you a survey for the Criminal Justice Programat Ferris as we are undergoing a comprehensive review of our program.

We requested your cooperation in filling out the questionnaire. To date we have notreceived your reply. Would you please take a few moments to complete and return thequestionnaire. If you did not receive one and would like to help us review and improvethe program, please call Helen Bacon at 616-592-3519 and request a questionnaire.

Thank you for your help and consideration in this matter. We wish you the best ofsuccess in your career. As always, if the program or its faculty can ever be of assistanceto you, please do not hesitate to contact us.

Also, would you let us know where you are employed for our alumni files. If you chooseto tell us about your employment, we ask that you submit that information on a separatesheet of paper.

Sincerely,

Terry N. NerbonneCoordinator Criminal Justice Program

17-APR-9b CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:39 YA 17 LJAM16SPS

S N IT

VALID CASES" 206TOTAL 207 10060 100.0

MISSING CASES

CJ EMPL OYOIENT?... ..

UAL ID -CUMVALUE LABEL VALUE FREQUENCY PERCENT PERCENT. PERCENTWO RK ING........FUL L . TIME .1 . 164 79.2 . ,.. , 794.. - '.. .7942: : . .. .:',...;.....:.,,,.WORKING PART TIME 2 8LOOKING FOR A JOB 3 9ENROLL GRAD SCHOOL 5 4MILITARY SERVICE: :. 2NO PURSUIT OF CJ 7 1 65 ,c 9068.ANOTHER FIELD 8 10 4.8 46.8 95.7 ..VOLUNTARY NO CJ 9 9 4. 3 ... 463 100.0....:.

.. - . ... .... ...... .;

369 3,9 83,14.3 4.3. 8784 ...1.9 1.9 89.4

TOT ALVALID CASES 207 MISSING CASES

Q2

207 100.0 "100.0

EMPLOYMENT AGENCY '?

VALUE LADEL VALID CUMVALUE FREQUENCY PERCENT PERCENT PERCENT

58.2

-.. nil

POLICE DEPT 1' 117 5665PR IVATE INVEST I GA T IO 2 2 160PROBATE' COURT 3 3 164 145JUVENILE CORRECTION 4 2 1.0 1.0ADULT CORRECTIONS S 2.1 10.1CONTRACT SE CUR:TY 6 1 .5 10.472.6PROPRIETARY SECURITY 7 5 2.4 245....

:

75.16CLLEGE/UNI VERS I TY 8 2 1.0 1.0FEDERAL LAW ENFORCE 9 1 65 .5 7666-STATE INVESTIGATIVE 10 1 .5 .5 77.1-CONSULTING SERVICE II 1 .5 .5 77.6OTHER 12 45 21.7 22.4

269 MISSING100.0

6

VALID CASES

Q3

TOTAL 207 100.10 100.0201 MISSING CASES

YOUR SATISFACTION

6

VALID CUMVALUE LABEL VALUE FREQUENCY PERCENT PERCENT PERCENT...,...

VERY SATISFIED .

1 132 63.8 65.0 65.0SOMEWHAT SA TISFIED 2 52 .25.1 2566UN SA TI SF I ED 3 19 92 964 100,0. .. 4 ... 1 9 .::. . MISSING

TOTALVALID. CASES 203 MTSSING CASES,

207 100.0 100.0

78

BEST COPY AVAILABLE

.17-APR..-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:39 Y A 17 LJAMi .sf's

VALUE .L AZ EL

3.75 - 4.033.50 - 3.743.6 25 3.493.00 - 3.242.75 2.992,50 - 2 .74_DELow_zAsa

cilniAr IOW. 'CPA:

VALID CASES 206

VALID CUMVALUE FREQUENCY P ERCENT P E RCEN,T Pg.Rtglitj:

1 15 762 763 T. 3 ...2 14 11.6 11 .7 1 8. 93 40 19a 3 , .., , 19.64. 3-86,34 45 21.7 21.8 60.25 58 28.0. 28.2 88.. 3 :

6 21 10.1 10.2. 98.57 3 ka4 1 6.5.. ......... .....;

1 .5 MISSINGTOTAL 207 100.0 1000

MISSING CASES 1

Q5 ACADEMICS RELATE TO J08

VALID CUMVALUE LADEL VALUE FREQUENCY PERCENT PERCENT. PERCENTYES 1 88 42.* 5 -1--- 43.61, . ... 41. 1 :.:.'NO 2 6' 30.0 30,4 73.5DO NOT KNOW 3 54 26.1 26.5 .100.0.

. 7 1.4 MISSING

TOTAL

VALID CASES 204 MISSING CASES

FSU RATING AT ADMIT

VALUE LABEL

207 100,0 1CO 0

3

VALID CUMVALUE FREQUENCY PERCENT PERCENT PERCENT

FIRST CHOICE 1 162 73.3 78.3 78.3SECOND CHOICE 2 37 17,9 17.9 96.1THIRD CHOICE 3 7 3.4. 34 . 9q5FOURTH CHOICE 4 1 .5 .5 100.0

TOTAL 207 100.0 100.0VALID CASES 207 MISSING CASES C

79

17- APR -9609:59:39

CRIMINAL JUSTICE GRADUATE QUESTIONNAIREYA 17 LJAM1SPS

QT-T-77. -7REASONS-FOR"F SU

....V.A LUE .LA BEL

41

51

7:

COSTADMISSION STANDARDSSOCIAL ATMOSPHERELOCATIONTYPE -PROD AVAILABLEACADEMIC REPUTATIONAvArLAarLE FIN AID'..:.AD VICE PARENTS/FRIENADVICE' HS PERSONNELTO BE WITH FRIENDSADVICE OF CJ PROREPUTATION OF CJ PROOTHER

VALID CASES

VALID CUMVALUE FREQUENCY PERCENT' PERCENT:J.. P..gR.P.MT.

1234567.89

10111213

TOTAL

12 5.89 4.31 .5..6 ---2,..9 '1';-6 -ft;ii

23 11. 14.6 -32454 149 ' ' ' . .

4 1.9'3 1.41 .53

7.6 '7.65.7 13.4

1494a

1. 4 1.9 42.0a

78 37.7- 49.7 96485 2.4 3.2 100.0

50 24.2 MISSING

207 10.040. 100.0157 MISSING CASES 50

k.

REASONS FOR FSIJ

VALUE LA8EL

COSTADMISSION STANDARDSSOCIAL ATMOSPHERELO'CATIONTYPE -PRIG AVAILABLEACADEMIC RF:PUTAT IONAV AI LABILE FIN AIDADVICE PARENTS/ERIE NADVICE HS PERSONNELTO BE KITH FRIENDSAREPUTATION0 VI CE OF CJ PRO

OF CJ PROOTHER

VALID CASES

VALID CUMVALUE FREQUENCY PERCENT PERCENT PERCENT

1 20 9.7 13.4 13.42 6 2.9 4,0 17.43 4 1.9 2.7 20414 16 7.7 1041 30..95 19 9.2 12.8 43.66 7 344 4 7 48.3...7 7 3.4 4.7 53.0a 7 3.4 447 57.79 6 2.9 4.0 6147

10 5 2.4 3.4 654111 15 7.2 10.112 35 16.9 23.5 98.713 2 1 . 0 1.3 100.0

58 2840 'MI SS ING

TOTAL 207 100.0 10040

149 MISSING. CASES

80

17APR96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:39 YA 17 LJAM1SPS

RrA-S1404. 51.;

VALUE LABEL

COSTADMISSION STANDARDSS D.C..I.AL A IMP S PH ER ELOCATIONTYPEPROG AVAILABLEACADEMIC REPUTATION.

. ... A t, A.ILA 8:1AD VICE PARENTS/FR /ENADVICE HS PERSONNELTO BE WITH FRIENDSADVICE OF C./ PRO.' .

REPUTATION OF CJ PROOTHER

.v.A.Lue FREQUENCY PERCENT.

1 2712

34 185 116 1578.

7..7

9 310 911. 612 1213 5

61

TOTAL 207VALID CASES 146 MISSING CASES 61

13.05.868.8.75.37.2

VALID CUrPE R.C.E.4T. ..P E./LC:EAT. .-

18.5 18456.2 26.712.3 48.6.7 5 566.2.10.3 66.4

-:.--.4 ilt- 71:A..4.2:': .t- L3.4 443 76,0I4 21: 78, I:4.3 6,2 84.22..:9,- 4.4,,L, . , ... . ,..,...8,3.4.z71:::..5.8 8.2 96.62.4 3.4 .100,0

29.5. MISSING

100,0 100.0... .... ,

R EC OMME FSU -

VALUE...LABEL

DEFINITELY YESPROBABLY YES

NCERTAINriR °BADLY rktODEFINITELY NO

VALID CASES 205

VALUE FREQUENCY

1 138

345

TOTAL

MISSING CASES

Q9 .. RECOMMEND FSU

VALUE LABEL

DEFINITELY YESPROBABLY YES

. .UNCERTAINPROBABLY MODEFINITELY NO.

VALID CASES 206

VALUE

1

2a45

TOTAL

535722

VAL IDPERCENT PERCENT

667 67,325.6 25,924 2,43.4 3,41.0 1.01.0 MISSING

207 100.0 100,0

CUMPERCENT

67,3.93,29910

/00.0

VALID CUMFREQUENCY PERCENT PERCENT PERCENT

56

SO

41-------

207MISSING CASES 1

27,1 27.242.5 42,7 69,9244.2 24.3 94,2.3,9 3.' .98,1

1 9 1.9 100.0.5 MISSING

100,0 100;0

81

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:39 YA 17 LJAM10SPS

77.7.Q.1.0.117.7----":- 01) R ...1.71.10 M E W.0 R

VALID ,C UNVALUE _LABEL VALUE FREQ.UENCY PERCENT, PEROENI -..-e,Eit,C,ENT

NEVER I6-10 HOURS 2

...1 1 .1.5.....H.0 U RS a.... .

16-20 HOURS 421-25 HOURS 526 OR MORE HOURS 6

TOTAL

5 2,4 .Iss 28588 42, 5 4.361. 45,662.. , 3.0...036 17.4 17.6 93.610 .46.8 _4...9 . 9..8i.5.

3 _1 , 4 1,5 100A o.. 3 1.4 PIISSLNG...

207 100,0 100.0..VA LI D .CA.S.ES £04 . MISSING CASES . 3

(411 FREQUENCY OF MAJ ASSIGN

VALUE LABEL VALUE

NEVER 1

NOT VERY OF 17 E N...OF TEN 3VERY OFTEN 4

..

TOTAL

FRE:41.1ENCY PERCENT.

PERCENT..

PERCENT. , . ...

3 1,4 11.5_,_ 1.5.68.6-:37, 66. 2 66.5, ...

60 29.0 29.1 97,16 2,9 2,9, ,: 100..01 .5 MISSING

.

.. ..... ...

207 100.0 100.0, VALID CASES 206 MI SSING CASES 1

, Q12 HOURS 6i0P.K/CH ILD

VALUE LABEL

CARE

VALUE

0 TO 9 HOURS 110+ HOURS 220+ HOURS 330+ HOURS 440+ HOURS 5

TOTAL

FREQUENCY PERCENTVALID

PERCENTcurl

PER:CENT

71 34.3 34.8 344836 17.4 17.6 52.561 29.5. 29.9 82.419 9.2 9,3 91,717 8, 2 8.3 100.0

3 1.4 MISSING

207 100.0 100.0VALID CASES 204 MISSING CASES 3

MORE 14R TT TNG COURSES

-

VALID CUM.. VALUE LABEL VALUE FREQUENCY PERCENT. PERCENT ....PCRCC.NT

AGREE . 1 14-1 68.1 70.5 .....70.5DISAGREE 2 50 28,0 29.0 99,55 1 65 .5 10040, "": :.

. 7 3,4 MESSING

TOTAL 207 100.0 100.0VALID CASES 200 MISSING CASES 7

82BEST COPY AVAILABLL

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:39 Y A 17 LJAM1 SPS

-M ORTE-SOCTOL-OG Y.-COL:FRS

VALID CUMVALUE LABEL : VALUE FREQUENCY P:ERCENTIERc47, ?g ic,g 47.____AGREE 1 c5 26.6 27.8 27.8DISAGREE 2 143 69.1 72 .2 100.0

9 4 3 MISSING-------

TOTAL. 207 100.0 : 100.0

VALID CASES 1448 I MISSING.:CASES 9

Q1 3_3 MORE P YCHOLO GY COURSES

VALUE LA BEL

AG REET SA.G.R EE

VALID CUMUAL UE FREQUENCY PERCENT PERCENT PERCENT

1 63 30,4 31 .7 31.72 136 65.7 68.3 100.0

8 3.9 MISSINGTOTAL 707 100.0 100.0

VALID CASES 199 MISS I NG CA ES 3

13_4 MORE INTERPERSONAL C OURS

\.,,

°ALTO CUMVALUE LABEL VALUE FREQUENCY PERCENT PERCENT PERCENTAGREE 1 IRS 9.4 91 .6 91.6DI SAGREE 2 -, 17 8. 2 3.4 100.0

. 5 2.4 MI SS ING

TOTAL 207 100.0 100 .0

c.

VA LID CASES 202 MISSING CASES 5

Q1]_5 MORE HANDS ON FXP

VALUE LABEL- .

AGREE-D I SAGREE

VALID CUMVALUE FREQUENCY Y PERCENT PERCENT PERCENT

1 153 83.4 92.0 92.0'2 16 7.7 8.0 100.0

8 3.9 MISSING

TOT AL 207 100.0 100.0VALID CASES 199 MISSING CASES 8

.. . ..

BEST COPY AVAILABLE

..

17- APR -96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 YA 17 LJAMI.SPS

QCrAcrry- :PRO-GRA PI S-

VALUE 'LAIAEL

LOW QUALITY PROGRAMS

NE.UTRALt

HIGH QUALITY PROGRAM

VALID CASES. .

VALID CUMVALUE FREQUENCY PERCENT -PERCENT ' P.ERCE

1 2 1,0 1.0 1.02 6 2.9 3.0 4.03 40 19.3 20..1 24.14 109 52.7 54.8 78.95 42 20.3 21.1 100.0

8 3.9 MISSING

TOTAL

199 MISSING CASES

207 100.0 /00.0

115: . FRIENDLY SCHOOL

VALUE.. LABEL.VALID 'CUM

VALUE. FREQUENCY PERCENT PERCENT 'PER,C5AT_.

UNFRIENDLY SCHOOL 1 3. 1.4 1.5 1.52 14 6.8 6.8 8.3

NEUTRAL_ 3 34 16.44 16.6. 24.94 101 48.8 49.3 74.1

FRIENDLY SCHOOL 5 53 25.6 25.9 100.01.0 MISSING

TOTAL 207 100.0 100.0

VALID CASES 2C5 MISSING CASES

. j1Q" ADMISSION PROCESS

:VALUE LABEL

DIFFICULT ADMIT PROC

NEUTRAL

SIMPLE ADMIT PROCESS

VALID -CUMVALUE FREQUENCY PERCENT .P.ERCENT. PERCENT

1 6 2. 9 2.9 2.92 12 5.8 5.9 8.83 47 22.7.4 47 22.7 23.0 54.9

92 44.4 45.1 100..03 1.4 MISSING

TOTAL 207 100.0 100.0

VALID CASES 204 MISSING CASES 3

1 7-APR .96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 VA 17 LJAM1 SPS

41.1 7 -77- .7. -C11s. r -77

. VALUE. L ADEL

HIGH COST

N.E.UT RA L.....

LOW COST

C

TOTAL 207

VALUE FREQ.UENC Y

1 22 213 1064 635 12

3

VALID CASES 204 MISSING CASES 3

UAL IDPERCENT .

1.0 14010.1 1041_

-30.4 30,9

5.8 5 a 9 .

_1. 4 MISSING

100.0 100.0

CUMPER CENT

la 011.363.2.94.1

100.0

Q1.8 SOCIAL. LIFE,

U ALU E L AB JIL

POOR SOCIAL LIFENE UT RAL

GOOD SOCIAL L /FE

VA LID CASES 203

VALID CUMVALUE FREQUENCY P E.RCE NT P. ER C.EN.T. . ,P,ERCE NI. ...,,,,

5

TOTAL 207 100.0

1 5 2.4 2.5 2.52 10 4.8 4.9 7,43 36 17,4 , J7.,7. 25.0,14 81 39.1 39 .9 65.0

71 3463 35.0 100.04 1.9 MISSING

100.0MISSING CASES

41 9_ .

RESIDENCE HALLS

4

VALID CUM. VALUE LABEL VALUE FREQUENCY PERCENT. PERCENT PERCENT ...

POOR RESIDENCE HALLS 1 122 22

NEUTRAL 3 694 58

GOOD R,,,S1010E HALLS 5 29a 17

,

TOTAL 207VALID CASES 190 MISSING CASES 17

.. ... ... ..

85

5.8 6,0 6.310.6 11. 17.933..3 36 .3 54.228.0 30.3 84.714.0 15.3 1000.08.2 MISSING

10080 100 a0

BEST COPY MALAWI,. ..

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 YA 17 LJAM1 a SPS

17 77-7. E r. -yr y2(

I ..... ...L. A i3E.L.61 CLASSES INACCESSIBLE

234

VALID CUMVALUE FREQUENCY P

4'

NEUTRAL. ...

EASY TO ATTEND

VALID CASES

1.1.1

201

Q21.22123!241

34101

592

1,0 1.0 1.04.3 4.4 5.4

1,6*4 -, - .. ..1,0-a.6,-: 22,...048.8 49.3 71.25 28,5 213.8 100.0. 1.0 MISSING

TOTAL 207 100.0 10040."

MISSING CASES 2

PROGRAMS DIVERSITY

VALUE LABEL

LIMITED PROGRAMS

NE VIRAL.

DI VERSE P R 0 GR A MS

VALID CASES 201

VALUE FREQUENCY

1

345

VALID cumPERCENT .. PERCENT ... PERCENT

6 2.9 38011 5.3 5.553 2526 26.487 42,0 43.344 21.3 21.9

a 6 2.9 MISSING

TOTAL 207 100,0MISSING CASES 6

109.0

3.03.5

34.878.1

100.0

Q22 FACULTY

VALUE LABEL

POOR FACULTY

NEUTRAL

GOOD FACULTY

VALID GASES 2024-1

VALUE

1I345

TOTAL

FREQUENCY PERCENT

4.

1

38.376

5

MISSING CASES

88

1.9.5

18.440.136.7

2.4

VALID CUMPERCENT PE.R.CENT.

2.0,5

18.841.137.6

MI 55 INC

07 100.0 1 00 , 0

5

2.02.5

21.362.4

100.0

17-44 PR -96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 YA 17 LJA11 SP5

7717170,"3:- .. 7-LI BRARY -777

. ..vALLIE..4.4aEL

POOR LIBRARY

NEUTRAL.

GOOD .LIDRAR Y

VALID CASES

VALUEVALID CUM

FREQUENCY PERCENT PERCENT ... .f.)K.R OE NIL._

1 30 14.5 14.8 .14s,82 35 16.9 17.2 32.03 584 54 26.1 26 .6 87.25 26 12.6 . 12..8. ...... 1.000.0 .. ..... ,.....

4 1 a 9 MISSING

TOTAL

203 M I SSING CASES

- FACILITIES

.., ....207 100.0 100.0

4

VALID CUM

VALID CASES 201 MISSING CASES F.

SCHOOL SIZE

TOTAL

VALUE.- LAD..CL . - _. VALUE FREQUENCY. PERUNT...i PgRCENT.:. RgkENT .

POOR FACILITIES 1 6 2.9 .3. 0' 3..0 ..

2 20 9.7 10.0 12.9tiE...UTR AL: 3 67 32484 33....:3 . .1...

4 82 39.6 40,8 87. 1GOOD FACILITIES 5 26 1286 . 12.9.. 10_0.0

8 6 2.9 m r ss INC

207 100,0 100.0

VAL ID CUMVALUE'. LABEL VALUE FR':.:QUENC Y PERCENT PERCENT: PFR CENT

......

VA LID CASES 205 M I SS G CASES 2

LARGE SCHOOL 1 2 1.02 15 7. 2

1.0 1.0 1.07.3 8.3

88.8NEUTRAL 3 114 55.1 55..6

4 51 1466 24.9SMALL SCHOOL s 23 11.1 11 .2. ,

a 2 1.0 MISSING-

TOTAL 207 100.0 100,0

. . . .

-

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 VA 17 LJAM1 SPS

AZ-b AT tiLETT CS:

VALUE LABELLOW QUALITY ATHLETIC 1

1 2, ... - NEUTRAL 3

45HIGH QUALITY ATNLET I

TOTAL

VA LID CASES

VALUE

192 MISSING

.4a7-

VALID CUMFREQUENCY PER.CE.N.T PERCE.NT.

9 1.4.3 4.7 4.7: - 1.

20 9.7 10,4_ _15.191 , 44....0 . : ... 474..4L ..... .,; : ; 6 ..:5:,...::::::.L.L. ,..:.57 27.5 297 92.215 7.2 . 7.8 ... 10.0..0.115 7, 4 MISSING

1.

207 100.0 loO.O-CASES 15

FULL TIME. JOB < .A..

VALUE LADEL

YE SNO

VALID CASES 206

VAL In CUMVALUE FREQUENCY PERCENT_ RERCENT: ... :PERCENT-

1 34 16.4 16.5 .16.52 172 33.1 83 ,5 100.00 1 5 .

TOTAL 207 100.0 100.0

MISSING CASES

Q27_1 HOW LONG

VALID CUMVALUE LABEL VALUE FREQUENCY PERCENT PERCENT PERCENT

. .

1 2 1.0 b,3 6.32 5 26,4 15.6 .2.1493 7 3.4 21.9 43.84 6 2.9 13.8 62.55 7 3,4 21.9 84.46 2 1.o 6 .3 90.6. ..

7 -. 1 .5 3.1 93.810 1 .5 3 1 96.935 1 .5 3.1 100,0

a 175 84..5 MISSING ..., . ..:

TOTAL 207 100.0 100.0

VA Li D1 CASES. MISSING OASES 175

. ...

88

17- APR -96 CRIMINAL JUST ICE GRADUATE QUESTIONNAIREIRE09:59:4C Y A 17 LJAM1 oSPS

-YE-A RS-FOR7A-DES RE E

VALUE -LA5EL. VALUE

1 YEAR 1

2 YEARS 23 YEARS . 34. YEARS 45 OR MORE 5

52

TOTAL

VALID CUMFREZUEMC Y PERtENT PERCEN

1 5 o5 . .539 18,8 18.9 19.427 13. 0. 13.1. . . 329.5,,,.,.,.

118 57.0 57.3 89.820 9.7' 2 7 99. 5

1 .5 .5 100.0I

VALID CASES .206. M I SSINO CASES,

207 100.0 100.0_

Q29 ENROLLMENT STATUS

VALIDVALUE LABEL VALUE FREQUENCY PERCENT PERCENT

' .CUM

PERCENT

FULL TIME 1 204 98.6 99.0 99.0PART TIME 2 1.0 .a

.5 lm ss rNG

TOTAL 207 100.0 100.0


Q30 INCREASE KNOWLEDGE

.


1 o.

.5 .. 5

24. 1 o 0 1.0 1 956 2 a 9 2.9. 464

71 34.3 34.8 39.2124 59.9 60.8 100,0

3 1.4 MISSING

TOTAL 207 100.0 100.0

NOT:A GOAL OF MINE 1

UN IV GAVE NO HELP 2FSU VERY LITTLE HELP 3FSU SOME HELP 4FSU VERY MUCH HELP 5

VALID .CASES 204 Mr ssI NG CASES 3

+01 SATISFY CAREER REQUIRE

---

VALUE LABEL VALUE

uPT- A: .ZP.A.4 0 F:ml.NE 1

UN IV GAVE NO HELP 2FSU VERY LITTLE HELP 3FSU SOME HELP 4_Fs..P.,Mc.R.Y. .MUCH .11g.1...P 5

VALIDFREQUENCY PERCENT PERCENT

CUMPERCENT

1 57 3.4 3 o4 3.9

26 12.6 12.8 16.776 36.7 37.4 54.293 4.441.9 45.8 1 00..0_

4 1.9 MISSING

TOTAL 207 100.0 100.0

VALID CASES..... 203 MISSING CASES 4

8 9 BEST COPY My LA M.

17-APR-9609:59:40

CRIMINAL JUSTICE GRADUATE QUESTIONNAIREYA 17 LJAM1.SPS

1BT AINTA7DE:G WE-S10E kn. FI CA

VALUE_LAZIEL

FSU VERY LITTLE HELP.FS U SOME HELPFS ,U VERY KELP. . . .

VALID CASES 63 MI

VALUE FREQUENCY

3 104 44S. .149

4

TOTAL 207

SING CASES 4

(43.3 SKILLS TO ENRICH LIFE

VALUE. LABEL.

NOT .A GOAL OF MINEUN IV GAVE NO HELPFSU VERY LITTLE HELPFSU SOME HELPFSU VERY MUCH HELP

VALID CASES 203

C

VALIDPERCENT. PVICENT

4.8 4,9....21.3. 21.7

.. 734.41,9 MISSING

100.0 100.0

. _

CUMFEREWCI,

.

26.6

VALUE FREQUENCY

10

PERCENT

4.82 16 7.73 68 32,94 80 38.65 29 14.0

4 1.9TOTAL 207 100.0

MISSING CASES 4

VALID Cult,PERCENT PERCENT

.:97.9 12.833,5 46,3

3q.4 85.714,3 1.00,',0

MISSING

100.0

Q34 INVOLVE IN STUDENT ACTIV

VALUE LABEL

NOT A.., GOAL. OF. MINE.UN IV GAVE NO HELPFSU VERY LITTLE HELPFSU SOME HELPFS U. H HELP

VALIDCA5ES- 204,

VALUE FREQUENCY

1 322 313 634 50S 28

TOTAL

MISSING CASES

PERCENTVALID CUM

PERCENT PERCENT

15.5 19.7 15,715.0 15.2 30.930.4 30.9 61.824.2 24.5 86.313.5 13.7 10Q.

3 1.4 MISSING

207 100.0 100.0

Q35 APPRECIATE CULTURAL EVENTS

VALUE LABELVALID

VALUE FREQUENCY PERCENT PERCENT

NOT A GOAL OF MINE 47. 22.7UN IV GAVE NO HELP 2 36 17.4FSU VERY LITTLE HELP 3 68 32.9FSU SOME HELP 4. 37 17.9ECU VERY MUCH HELP 5 16 7.7

1 1.4TOTAL 207 100.0

VALID CA S.F:S 204 MISSING CASES 3

90

curPERCENT

23.0 23e017.5 40.73.3.3._ 74,0.18.1 92.2

" 7..8 10040 ..MISSING

100.0

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40

.7-(.

YA 17 LJAMI.SPS

MP.RPVE MMA_

GE

.V.A A B.EL....

NOT A GCAL OF MINEUN IV GAVE NO HELPF.S.0 ....V E.R .Y .... L I TT.L.E ,..

FSU SOME HELPFSU VERY . MUCH HELP

. .

VALID CUMVALUE FREQUENCY PER.CENT. PERCENT:..:.,RER.CENT.,:...- '.1.:::,,L.,..

1 18 .887 8.9 ....... Se.9.....2 26 12. 6.. ...I2 .8 _21..7.4 504 78 37.7 3884 84.75 31 15.0. . 15.3 .........10.0..0. ..

4 1.9 rt I 5S ING'-:::.:...,.-:.:,:.:.:-:,-.

TOTAL 207 100.0 100,0VALID CASES 203.. MISSING CASES 4

I.,M.f.!R 0 EADE R P SK ILLS

...V.A.LUE LAB.EL..VALID CUM

VALUE FREQUENCY .PERCENT.. . ..... PERCENT

NOT A GOAL CF MINE 1 4 1,9UN IV GAVE NO HELP 2 16 787. 789 96 9

.........FS U.-VERY LITTLE HELP. 3 44 21.3 . 21.7 31.5FSU SOME HELP 4 82 39.6 40.4 71.9FSU VERY MUCH HELP 5 57 27.5 28,1 100..0 . ... ...

4 1.9 MISSING

TOTAL 207 100.0 100.0VA LIZ) CASES 203 MISSING CASES 4

43.8. INCREASE EARNING POWER

VALID CUMVALUE LABEL VALUE FREQUENCY PERCENT PERCENT PE.RCENT

.1.5NOT A GOAL OF MINE 1 3 1.4 1.5UNIV GAVE NO HELP 2 15 7.2 7.4 8.9FS.0 . VERY ...LITTLE HELP.. 3 46 22...2 22.0 31..5.FSU SOME HELD 4 78 37,7 32-1.4 70.0FSU VERY MUCH HELP 5 60 29.0 29.6 99.5

55 1 .5 .5. 4 1...9 M I SS I NG

100.0

TOTAL 207 100.0 100.0VALID CASES 20.3. MISSING CASES 4

, . .

....

BEST COPYAVAI

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 VA 17 LJAM1 SPS

ENc.RAL---SEL:r ---I PIP R OVE M E NT

(VALUE LABEL

VALID CUMVALUE FREQUENCY PERCENT PERCENT p ,c.Ni,...,,,,.;,, ,,,.;

12 5.8 5.9 5.930 14.5 14,7 20.6

10359 28,5 28.9 1. Ci be 03 1..4 MISSING

UNIV GAVE NO HELP 2FSU VERY LITTLE HELP 3FSU. SOME HELP 4FSU VERY MUCH HELP 5

.

TOTAL 207 100.0 100.;IA LI D CASES 204 MISSING CASES

...

Q40 YEAR OF GRADUATE. . . .

VALUE LAE:EL

19921993

VALUE FREQUENCY

1 262 533 604 67

1

VALID. CUMPERCENT PERCENT PERCENT

12,6 12.6 12,625.6 25.7 38.329,0 29.1 67,532.4 32,5 100.0

.5 MISSING

TOTAL 207 100.0 100,0.....VALIDCASE S 206 MISSING CASES 1

Q41 MAJOR


74,938 18,6 18.6

155 76,0 94.62 1.0 1.0 95.68 :3.9 3,9 99.51 .5 .5 . 100.0 ....3 1.4 MISSING

TOTAL 207 100.0 100.0VALID CS E3 204 MISSING CASES

GENERALIST 1SPECIALIST 2BOTH OF THE ABOVE 3SECURITY ADMINSTRAT I 4

5

Q42 GENDER


MALE (._

1 15R 76.8 77.6 77,6.:FEMALE 2 46 21.2 22.4 130.0

2 1.0 MISSINGa .... ... . ............

A LID CASESTOTAL 207 100.0 100.0

205 MISSING CASES

92EST COPY AVAl 'a SLk

17-APR-9609:59:40

CRIMINAL JUSTICE GRADUATE QUESTIONNAIREYA 17 LJAM1,SPS

'''SVC7713.:Ec.ON 0111;7 B ACKG.ROU N . .

LABEL VALUE FREQUENCY

--qC-3

VALUE PERCENT

_ . .

VALIDRERC E NT

. .

PER

_

.

CUP!CENti

UPPER CLASS 1 2 160. 1.1D.. 1.0UPPER MIDDLE CLASS 2 47 2247 23.0 24.0. .. .MIDDLE CLASS 3 126 6049 ; . 61.8 ..... .....,....L ....44.8_ .,....,..L....,,_..._LOWER MIDDLE CLASS 4 22 10.6 1068 96,6LOWER CLASS 5 7 3,4 3.4 t 0..0....0.3 1.4 MISSING

TOTAL 207 100, 0 100.0VALID CASES 204 MI SSING CASES

(144 AGE

VALUE LADEL VALUE. FREQUENCY'''VALID

PERCENT PERCENTC

PER CE NT

21 - 24 1 69 33.3 33.8 33.825 - 23 2 121 5865 59.3 93,129 - 32 3. 11 5333 - 3641 44

4 1

6 2.5

1 4 0.5

1.099,0

1 o o.,. o. :3 1.4 MISSING

TOTAL 207 100,0 leo .0VALID CASES 204 MISSING CASES

Q45 RACE

vAL/n cum.VALUE LABEL VALUE FREQUENCY PERCENT PERCENT PERCENTAFRICAN-AMERICAN 1 5 2.4

. 2.5 2.5AM ER INDIAN/ALASKAN 2 1 .5 .5 2.9_CA UCAS IAN/4111 T E 3 19C 91...8 93.1., .....90...1. . .....ME XICANAMER/CH ICANO 4 1 .5 1.51 96,6HISPANIC ..ORIG.IN. 6 1 .5 . . 6.5.. 97.1,OTHER 7 1 .5 .5 97.5PREFER., NOT TO RESPON...... 9 S .2.4_ -2.5 100Aq.:.?......:

3 1.4 MISSING

TOTAL 207 100.0VALID CASES 204 MISSING CASES 3

93

. . . . . .

.... . . .... ..... ...... ....

BEST COPY AVAILABLk- ,

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:40 YA 17 LJAM1SPS

TO. 6 R S ID EN Cg- FSU

VALID CUMVALUE LA3.EL.. VALUE FREQUENCY PERCENT PERCENT PERCENT - L.ILLINOISMICHIGANNEW YORKOTHER COUNTRY

14

3352

TOTAL

1

2.0211

2

207

.597..6

,

.51.0

.5S

.5MISSING


.59960

loo.o

Q47 ?RESENT RESIDENCE

VALID CUMVALUE LABEL VALUE FREQUENCY PERCKNT_PERcg.NT PERCENT

.5. 1.01.5

2.9. 3.9.

93,794.194.695.6_96.1

99.5...1.00.0

ARIZONA 4 1 .5 .5CALIFORNIA 5 1 *5 .. .5COLORADAO 6 1 .5 .5FLORIDA ., to 1GEORGIA 11 2 1.0 1.0ILLItiors 14 1 1.0 1.0MICHIGAN 23 184-- B8.9 89.8WEVA0A. 29 1. .5 .5...NORTH CAROLINA 34 1 .5 .5OHIO 36 2 1.0._ 1.0.PENNSYLVANIA 39 1 .5 .5SOUTH DAKOTA 42 3TENNESSEE 43 4 1.9 2.0TEXAS 44 1 s5 .

.52 1.0 MISSING

TOTAL 207 100.0 100.0VALID CASES 205 MISSING CASES

44 TRANSFER .,CRFD ITS

VALUE'. LA D

2

VALID CUMVALUE FREQUENCY PERCENT PERCENT .PERCENT

NO 1 109 52.7 53.4 .53.4YES 2 95 45.9 46.6 100.0...._ . . _ __..... a 3 1_84 .: MISSING '.. .....

TOTAL 207 100.0 1.0060

VALID CASES ,20,4 MISSING CASES 3

..

... ..

94 BEST COPY AVAI BL

17-APR-96 CRIMINAL JUSTICE GRADUATE QUESTIONNAIRE09:59:47 VA 17 LJAM I 0SPS

7----Ci4------GRADVATI7ON77-GP-A77-73Y Q43 -50C l'OE-C ON OA I C.-BACK

( +143C OU NT I

IUPPER CL UPPER MI MI ODLE CIASS DOLE CLA LA SSI I I 2 I 3

414 + + .4.1 I 1 1 . 1 . r 1213, 75 - 4, 00 I I I

+ + +2 I I 4 / 12

3.50 - 3, 74 I I I+ + +

3 I I 6 I 283.25 - 3.49 I I I

+ f--------+4 I I 12 I 303.00 - 3. 24 I I I

4.- + +. . . 5 1 1 I 17 I 312.75 - 2.90 I I I

+ + +6 I I 6 I 112.50 - 2.74 1 1 1

+ +7 I 1 1 I 1

BELOW 2..30 I I I+ + +---

COLUMN 2 47 125TOTAL 1.0 23.2 61.6

GROUND ,......:... i..,.,:. ,.......: ....., :. i. i.L..L.j.,..:::.. L.L...

'PAGE 1 OF 1LOWER MI. LOWER,LCA,DDLE CLA ASS ROWI 4 I 5 I TOTAL* + +iI 15I I r .7-.4

+ +

,..........,.._.

.:: %. ..,.,..

.,-

....... .. ..

+I 7 I I 23I I I Et 1,-3:

.:-. '

F -------------1 2 I 3 I 39I

. I I 19.2fI 1 I 1 / : - .

4.4I I 1 21.7+ + +I 7 :1 2 I 58I I I 28.6* .1' +I 3 I 1 1 21I- 1+ + --------+

I 10.3I 1 I r 3

I I 1 . 5+ + +-

22 7 20310.8 3 4 100,0

CHI-SQUARE VALUE BF SI GNIF I CANC

PE ARSON 328 71372 24 .11026KEL I HOOD RATIO 31.31968 24 .14478

IA NTEL-HAENSZEL .82498 I 936373'

MINIMUM EXPECTED FREQUENCY- - .030CELLS WITH EXPECT ED FREQUENCY < 5 24 OF 35 ( 684k6%)

NUMBER OF MISSING OBSER VA T I ONS : 4

BEST COPY AVAiLA L

17-APR-96 CRIMINAL JUSTICE GRADUATE QUEST IONNA IRE09 :5 9: 47 Y A 17 LJAM1 .SPS

4 GR AP/TAT I ON. GRAT:' r-BY:.:71144-74kGE--k- q44 PAGE I. IT -. I '

COUNT I1. -121......; 7 24 25 - 28 29 - 32

I ROWI. .1 I 2 1 3 1 4. I 6 I TOTAL

Q4 + + + + + +1 . I 4 I 1.1 I. I I -- 1,-. -::: .15..::......, .3.75 - 4.00 I I I I I I 7.4*

. . +. + 4. + +2 I 11 I 13 I .1 I I 24

3.50 - 3..74' l' I I I . . I ......_

4. + + 4 + 1-3 I 17. I 17 I 3 I 1 I I 383.25 - 3.4) I I I I .1 I 18.7

+ + + + + +4 1 10 1 31 I 3 1 I I 443.00 - 3. 24 I I I I I I 21.7

+ + + + + +I 2.5 I 30 I . 2 I. I2.75 - 2.99 I I I I I I 286+ + + + * 4 ..

6 I 2 I 17 I 2 I I I 212,1,50 - 2..74 1 I I I I I to. 3

.4 + + f + +7 I ... I. 2 1 1 I I I ... 3 . .

BELOW 2.5C I I I I I 1 .5--...---- -:-.-+--------+ -÷ + +

COLUMN 69 121 11 1 1 203TOTAL 34,0 59.6 5 a 4 5 . a 5.... 1.0040

CHI-S qUARE VALUE DF .srcNrFxc4NcE

ARSON.KELIHOOD RATIO

MANTEL-HAENSZEL

30.32921 24 .1740831.31602 24 .144883.17575 1 .07474

MI NI MUM EXPECTED FREQUENCY - .015CELLS WITH EXPECTED FREQUENCY < 5 - 23 OF 35 65.7%)

NU MBER pF ISS ING OBSERVATIONS: 4

96 BEST COPY AVAI 4fr BILL

17-AP;4-96 CRIMINAL JUSTICE GRADUATE QUEST IONN AIRE09:59:47 YA 17 LJAM1 SPS

Q ABU Pal N -GF14.77.7BY -q4.2 74E NDER

V°.

. Q.42 PAGE 1 OFCOUNT .1

F EMALE::: , .

a.

I ROW1 1 I 2 I. TOTAL+ + +1 I .. , 13.. 1.3,75 - 6.00 I I 1 7.4

I 1.7 r... 7. I 24. .

346.50- 3.74+ + +

3.. I .30 I . 9 . I. 393.25 -- 3.42 I I I 196..1+........- +

4 I 36 I 8, I 443400. ,..r 34.24 .1 I .. . I 214.6+ + +

.5: ..I. 48. 1. .1.0. I. .5 a2.75 - 2.99 I I I 28.4+ + +

6 I 11 I 10 I 212.50 -. 2.74 I I I 10.3+ + +7.1 3 I I 3

_ BELOW 2.50 r 1 I t . 54.

COLUMN 153 46 204TOTAL 77.5 2265 100.0CHI--SQUARE VALUE

PEAR SONKELIHOOD RATIONT EL-HAEN S ZEL

11.1844110677397

.49966M I NIMUM EXPECTED FREQUENCY - .676CELLS 1ITHCXPECTED.. FREQUENCY < 5 -

NUMBER. OF. MISSING.. OBSERVATIONS: 3

. . -

4 OF

97

OF SIGNIFICANCE

6 .082846 6096621 .47965

.... .

14 ( 2.0.46%.)

EST COPY MAI BL,k

17-APR-96 CRIMINAL JUST ICE GRADUATE QUESTIONNAIRE09:59:47 YA 17

.RAPPATIP.r.C. .. ...............COUNT

LJAM1.SPS

Q41I

IGENERALI

.$7! 4PR ... ... .

SPECIAL I

.. .. ..

BOTH

.

OF

.

'ST Sr THE A 80V1 I 2 I 3

141.

'4600I I t4

1,75 - I I

5 I 16 I

II 8 I 31 I

3625 - 3.49 I I I4.

4 I 7 t 35 I 1

JO 00 1,24 I I I

4.

S I 12 I 42 I

2.75 - 2,99 I I I

6 r 5 1 15 I

2.50 -2.74 I4.

7 I I 2 I

DEL OW 2,50 I

4. 4-

COLUMN 38 155 2TOTAL 18,7 76.4 1 0

.... ........ .

PAGE 1 OF I-1:

SECURITYADMI NST

I 4 I S I

I

ROWTOTAL

7.423

I

+ +

+ + 4.I I I 39I I I 19.2

4-

I 1 I 44I 2167

4 I 58.I I I 28,6

-+I r 21

I 10,3

I 1

I I I 1.5+ 4.

7 2013.4 5 10060.

CH I-SQUARE VALUE OF SIGNIFICANCE

PF 'RSON 28.76949 24 622815L( :LIHOUD RATIO 23632120 24 650091Mr,..TEL-HAENSZEL .307"l 65795Z.

MI NI MUM...EXPEC TED FREQUENCY - .015CELLS. WITH EXPECTED FREQUENCY < 5- 26 OF 35 ( 74617S)

NUMBER OF MI SSI NG OBSERVATIONS :. .

4

98BEST COPY AVM

I

17-A PR -9609:59:47

CRIMINAL JUSTICE GRADUATE QUESTIONNAIREYA 17 LJAMI.SPS

--744-77G R A D UAT T13NTGP AY q 4-cr -Y EAR -13-F-G R-A DU A TE .,',Q40 PAGE 1 OF 1_

COUNT I

11991. 1992 1993I.

-

ROWI 1 I 2 I 3 I 4 I TOTAL

Q4 4- + 4. 4- +k I 4 1 3 I 3 I 5 I 15

3.75 4.00 1 I I I I 7.3+ + + 4- +

2 I 3 I 6 I 8 I 7 I 24,4650 "" 3.14 I I I I 1 11,7

+ 4- + +3 I 2 I 7 I 17 I 13 1 39

3.25 - 36 49 I I I I I 19.c)+ + +I 13 I 9 I 14 I 49

3.00 3,24 I I I I I 22.04- 4- + +

S I 6 I 16 1 16 I 20 I 52.75 - 2.99 1 r I I I 2H.3

+ + + + +6 I I I 8 I 6 I 6 I 21

2.50 - 2.7. 1 r I I I 10.2+ + + + +

7 r r I r 2 1 3kIELOW 2650 I I I I I 1.5

4- + + f +COLUMN 26 53 59TOTAL 12.7 2569 28,0

CM I -S 'UARE VALUE

67 20532.7 10060

OF SIGN IF ICANC.

PEARSON 186 63675 18 .41451( .rKELrH000 RATIO 19. 4776 4 18. _ 36298

MA NTEL -1-1AENSZ EL 07000 1

(

MI NI MUM EXPECTED FREQUENCY - .380.CELLS_ 4I TN EXPECT ED FRE qUENCY < 5 - it OF

NUMBER OF M I SS ING OBSERVATIONS: 2

99

28 ( 3)3%)

17-APR-96 CRIMINAL JUSTICE GRADUATE 4 UEST IONN A IRE09:59:47 YA 17 LJAM1.SPS

7.4.KAXWAT LON. .RA ...

Q45COUNT I

IAERICAN- AMER I ND CAUCA SIA MEXICAN- HISPANIC OTHER PREEiIAME. R I CAN IAN/ALAS N/NIHI TE AMER/CHI ORIGIN OT TrI 1 1 2 / 3 I 4 I 6 I 7 I

q4 + + + 4 + -------- 4.-----I . I / I 151 I3,75 - 4.03 r r I I I I I

+ + + 42 I 1 1 I 21 / I I I

3150 - :3 .74 ..t. . I I 1 L+- --+ + + + + +

3 I 1. 1 I 33 I3.25 - 3.49 I I I I I I I+ +-- -1-

4 I r r 42 r 1 I3.00 -. 3.24 I I I I 1 I I

+ + + + -4-

5 I I 1. I 54 I , I2.75 - 2.99 I 1 / I I I I+ + 4.-. + + .+ +

6 I 3 I 1 17 I 1 I I I2. so - 2.74- L /.. I I ,

+ + + + +7 I 1 I 2 1 I 1 1 I

BELOW 2.50 I I I I I r r+ + + + ..+, +

COLUMN 5 1 1H9 1 1 1

TOTAL 2.5 .5 93.1 .5 .5 5 2.

.C1.1.17-.5.QUARE VALUE OF St GN IF I CANC:

---r"E ARSON 105.64453 36 .00000( IKELIHOOD RATIO 40.5106b 36 .27801

41A NTEL-HAENSZEI. .03414 1 .85341

MINIMUM EXPECTED FREqUE NCY - .015.CELL5 WITH. EXPECTED FRE qUEN.CY < 5 43 F 49 1

'NUMBER OF MI SS ING 'OBSERVATIONS: 4

. .

.100

ERIC U.S. DEPARTMENT OF EDUCATION

Educational ilesoulces Information Center (ERIC)

REPRODUCTION RELEASE (Specific Document)

I. DOCUMENT IDENTIFICATION

Title' A COMPARATIVE FOLLOW-UP STUDY OF B.S. GRADUATES TN CRTMTNAT, JUSTME

Author(s)' LISELOTTE M. JAMIESON-INDERBITZINCorporate Source (if appropriate)

Publication Date- MAY 96

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