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This report which presents information on the postsecondary activities of spring 1968 graduates of Wisconsin high schools is based on data obtained by surveying one-twelfth of the 57,349 seniors who completed the 1968 Senior Survey Questionnaire. Comparisons are made between the students' first-year activities and their plans as seniors, and between their first and second year after graduation activities. Included in these comparisons is information on their occupational aspirations as seniors, choice of post-secondary institutions as seniors, occupation and education of fathers, family income, high school course, high school decile rank, and type of school attended first year after graduation. The report also discusses (1) the reasons why those who anticipated continued education did not attend, their high school decile rank and their fathers education; (2) post-secondary educational planning and characteristics of graduates continuing their education; (3) characteristics of graduates who interrupted their post-high school education; and (4) characteristics of graduates in school the second year after their graduation. (AF)

The purpose of this study was to investigate the actual and ideal roles of counselors as perceived by Wisconsin secondary school counselors and teacher counselors and to compare them with a counselor role model based on a consensus of Wisconsin counselor educators. An extensive review of the literature on counselor role determination and implementation is presented which suggests a current composite counselor role milieu. This is elaborated upon. The population of over 600 counselors, the procedures and instrumentation utilized in the study, and an analysis of the data are described. The results of the study suggest, generally, that the role of the school counselor is an individual matter, a product of the interaction between the individual counselor and the unique situation in which he is employed. More specific conclusions and implications are delineated. (TL)

THE AUTHORS STATE THAT A MORE COMPREHENSIVE APPROACH FOR DETERMINING PUPIL PERSONNEL AND RELATED SERVICES NEEDED IN A SCHOOL SYSTEM IS DESIRABLE. THIS STUDY TOOK PLACE IN THE WISCONSIN COOPERATIVE EDUCATION SERVICE AGENCY 13 AND INVOLVED 87 PERCENT OF THE TEACHERS IN 30 SCHOOLS. THESE TEACHERS IDENTIFIED 2,300 PUPILS IN NEED OF REMEDIAL HELP. FROM THIS NUMBER, A RANDOM SAMPLE OF 265 PUPILS STRATIFIED BY GRADE LEVEL WAS DRAWN AND THEIR RECORDS WERE TURNED OVER TO 10 DIFFERENT PUPIL PERSONNEL, HEALTH, AND ADMINISTRATIVE SPECIALISTS. THESE SPECIALISTS THEN CHECKED ONE OF SIX BEHAVIORAL CATEGORIES (RICE, 1963) TYPIFYING EACH PUPIL'S BEHAVIOR AND INDICATED WHAT SHOULD BE DONE BY MEMBERS OF THE VARIOUS SPECIALTIES FOR THE PUPIL. THE PUPIL AND TEACHER INFORMATION, THE SPECIALIST'S TREATMENT OF THIS INFORMATION, AND A SURVEY OF THE PERSONNEL AND RELATED SERVICES OF THE SCHOOLS AND COMMUNITIES WERE TURNED OVER TO FIVE CONSULTANTS FOR REVIEW. THE CONSULTANTS THEN MET WITH THE INVESTIGATORS AND THE AGENCY COORDINATOR TO DEVELOP GENERAL GUIDELINES FOR THE SCHOOL PROGRAM AND FOR FORMULATION AND IMPLEMENTATION OF THE PROGRAM, AND TO DETERMINE THE PUPIL PERSONNEL TEAM COMPOSITION, ITS COST, AND THE COORDINATION OF ITS MEMBERS. (PS)