A survey in 1950 of students who dropped out before completing high school reported that 36 percent preferred to work; 15 percent needed the money to help at home; 11 percent were not interested in school; and the remainder cited various reasons, such as failure, poor performance, ill health, or dislike of a subject or teacher. A majority of students called for more work-experience opportunities, specific vocational training, and smaller class sizes to provide increased individual attention. Those requests played into the hands of educators who stressed the life-adjustment curriculum.