employed in a professional or managerial position. Only a small minority of students attending trade and technical schools can rely upon their parents or personal savings to pay for their entire schooling. For example, more than two-thirds of the students enrolled at a large technical school, which has been granted recognition for transfer of credits to several colleges and universities, are compelled to work on a part- or full-time basis. 14 The school owners' practice of accepting deferred payments is a useful, albeit limited, form of financial assistance that is available in most schools. Under this practice, students may elect to pay their tuition in installments throughout the year rather than in one or two lump-sum payments.

Despite financial pressures, the student dropout rate is only approximately 20 percent in these schools-lower than the dropout rate in most high schools and colleges. This is at least partially due to student selection of courses which satisfy individual vocational interests. Financial problems are the major reasons for student failure to complete courses. The next most important reasons cited-the presence of family problems and securing a full-time job-also suggest the presence of financial difficulties for at least some of the students. School owners report that only a minor percentage of students fail to complete their courses due to lack of ability.

Prospects for Private Vocational Schools

Private vocational schools are likely to experience a consistent growth in enrollments and greater general acceptance as an important training resource for persons who do not attend college. Moreover, the congressional recommendation for use of the schools under provisions of the Vocational Education Act could lead to joint ventures with public high schools.

The types of courses offered in these highly flexible schools will be a function of at least four factors. In the first place, the schools will continue to adapt to those areas of the economy undergoing expansion and innovation. For example, the schools were among the first to offer courses in the allied health fields, computer programming, and commercial flying. Second, and especially within a specific community, the private schools will offer those courses that are either not taught in the public schools or else are unavailable in sufficient number to meet the desires of students. The third factor is the extent to which public schools, and even colleges throughout the country, will decide to subcontract with the private schools for those vocational education courses which they cannot provide for their students. A fourth factor is both the increased corporate subcontracting of training with the

14 Belitsky, op. cit., p. 106.

schools plus the significant expansion in corporate purchase and operation of the schools. This factor is also likely to have an independent influence upon the general growth of the schools.

The types of courses offered and the educational requirements for admission determine, to a great extent, the nature of the student bodies in the schools. In all probability, the students' average level of formal education has risen faster than the average educational requirement for admission to the schools during recent years. This conclusion is based on the author's study comparing admission requirements with actual qualifications of students. The greater educational preparation of most students could lead more schools to raise the level of sophistication in many of their occupational training courses.15

On the other hand, since most trade and technical schools have unused capacity and an interest in enrolling more students, their programs might be broadened to accommodate the large number of people who need initial training, upgrading, or retraining. This would involve accepting more persons with lower educational attainment. The author recommends a government loan-grant program as an equitable means for enabling these persons to attend private vocational schools.

Toward Equality of Educational Opportunity

16

It would be operationally desirable to have a government loan- grant program for all persons seeking employment-related training in private vocational schools. There is, however, a more important reason for universalizing the program-namely, an impressive growth in social concern for and commitment to "free public education."

The goal of equality of educational opportunity must naturally also provide more persons in low-income families the option of securing a college education. Nevertheless, equality (or, more accurately, equity) will not be achieved by placing an exaggerated emphasis upon college preparatory programs in high school. Many students simply lack either the interest or the ability to attend a college or even a junior college. Also, a community college, public technical institute, or area vocational school may not always

15Only a minority of trade and technical schools have thus far applied to colleges and actually received partial transfer credits for students desiring to attend college. Business schools may possibly have been more active in this regard.

16 Belitsky, op. cit., pp. 144-150, for a more detailed discussion.

be available. Even where "free" schools are available, the courses that a prospective student wants may not be offered; or else, the course length and its contents may differ from his preferences.

In view of the free or heavily subsidized education that is accessible to a sizable and rapidly increasing number of students in universities, colleges, and other public institutions, it would be equitable to improve the opportunities of students who choose to attend private vocational schools. The realistic and economically sound recognition and usage of the private schools could be a major means for expanding the laudable goal of equal educational opportunity.

Bibliography

The Accrediting Commission for Business Schools. Directory of Accredited Institutions and Operating Criteria, 1967-1968. 1730 M Street, N.W., Washington, D.C. 20036: ACBS.

American Trade Schools Directory. Queens Village, New York: Croner Publications, 1967.

Barlow, Melvin L. History of Industrial Education in the United States. Peoria: Chas. A. Bennett Co., Inc., 1967.

Primarily a history of public industrial education.

Belitsky, A. Harvey. Private Vocational Schools and Their Students: Limited Objectives, Unlimited Opportunities. Cambridge: Schenkman Publishing Company, Inc., 1969.

Clark, Harold F., and Harold S. Sloan. Classrooms on Main Street. New York: Teachers College Press, 1966.

Hoyt, Kenneth B. An Introduction to the Specialty Oriented Student Research Program at the State University of Iowa Iowa City: State University of Iowa, 1962.

Dr. Hoyt has surveyed the impressions of students in more than 50 specialty schools for several years.

Johnson, Eloise L. A Descriptive Survey of Teachers of Private Trade and Technical Schools Associated with the National Association of Trade and Technical Schools. Doctor of Education dissertation submitted at The George Washington University on February 22, 1967.

Kincaid, Harry V., and Edward A. Podesta. "An Exploratory Survey of Proprietary Vocational Schools," in Quirk and Sheehan, eds., Research in Vocational Education: Proceedings of a Conference, June 10-11, 1966. Madison: The University of Wisconsin, 1967.

Lovejoy, Clarence E. Lovejoy's Career and Vocational School Guide. New York: Simon and Schuster, 1967.

Milady State Board Cosmetology Guide, 15th ed. Bronx: Milady Publishing Corp., 1967.

National Association of Barber Schools, Inc., Research Reports Nos. 3A State Barber Laws; 5A Barber Schools in U.S.A.; and 6A Barber Schools, Barber Students & Barber Statistics. Columbus, O.: NABS, 1968.

National Association of Trade and Technical Schools Directory, 1969. 2021 L Street, N.W., Washington, D.C. 20036: NATTS.