cooperative research project no. 566 - essays - gwern.net
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PROJECT TALENT
THE IDENTIFICATION, DEVELOPMENT, ANDUTILIZATION OF HUMAN TALENTS
Studies of a Complete Age Group - Age 15
Cooperative Research Project No. 566
Marion F. Shaycoft
John T. Dailey
David B. Orr
Clinton A. Neyman, Jr.Stuart E. Sherman
University of Pittsburgh
Project Talent Office
Pittsburgh, Pennsylvania
1963
The research reported herein was supported
by the Cooperative Research Program of the
Office of Education, U.S. Department of
Health, Education, and Welfare.
ii
FOREWORD
This report, which is the final report
on Cooperative Research Project No. 566,carried out by the University of Pittsburgh
under contract with the United States Office
of Education, is the third in a series of
technical reports dealing with Project
Talent. The firsttwo are:
1. Flanagan, Dailey, Shaycoft, Orr, Gorham,& Goldberg. Designing the study.
Pittsburgh: 1960. (Technical report toU.S. Office of Education, CooperativeResearch Project No. 635.)
and
2. Flanagan, Dailey, Shaycoft, Orr, &Goldberg. Studies of the American
high school. Pittsburgh: 1962.(Final report to U.S. Office of Educa-
tion, Cooperative Research Project
No. 226.)
Reprinted 1968, with minor corrections.
iii
ACKNOWLEDGMENTS
The project staff wishes to express gratitude to the many persons whowere instrumental in completing this project.
A conference on sampling procedures held on September 26, 1959, was
an important step in the plamning phase of the project. Our consultantsat that conference were:
William G. Cochran, Harvard UniversityMorris H. Hansen, Bureau of the Census
Phillip J. Rulon, Harvard UniversityFrederick Stephan, Princeton University
Their advice proved to be extremely helpful.
Dr. John T. Dailey was Program Director.
Isadore Goldberg, of the Project Talent staff, in his capacity asStudent Information Blank Editor, was in charge of the development ofspecial instruments prepared specially for use in this study, such-as theSupplement for the Student Information Blank.
Dr. William A. Gorham, formerly Supervisor for Special Studies onProject Talent, was in charge of the field collection of data for thisproject. This included planning and supervision of the entire undertak-ing of locating and arranging to test all 15~year-olds in the designatedareas who were not in high school.
Members of the Project Talent staff who played major roles in theproject include, in addition to those already named, Glenn E. Roudabush,Director for Analytical Research; and George R. Burket, Director for Data
Bank Research. Mr. Roudabush and Dr. Burket were responsible for the
computer programing phases of the analysis.
Special thanks are also due to Dr. Warren Findley, University of
Georgia, and to Mr. G. H. Fort, Director Testing and Evaluation Services,
Atlanta, for carrying out a pilot study on the feasibility of locatingmembers of the special non-high-school 15-year-old population to besampled. Mr. Fort was one of our Regional Coordinators.
iv
Thanks are due, too, to our other Regional Coordinators, who, work-ing in cooperation with Dr. Gorham, handled the field collection of data
at the local level. These Regional Coordinators include:
Carter Short, University of Arkansas
John Caffrey, Director of Research, Palo Alto Public Schools,Palo Alto, California
Frederick J. McDonald, Stanford UniversityAnthony C. Tucker, University of Denver
Cameron Fincher, Georgia State College for Business AdministrationRichard H. Kicklighter, University of FloridaWN. L. Gage, University of IllinoisTyman J. Smith, Illinois State Scholarship Commission
N. A. Fattu, Indiana UniversityH. H. Remmers, Purdue UniversityArthur Mittman, University of Iowa
Gordon J. Rhum, Iowa State Teachers CollegeHerbert M. Silvey, Iowa State Teachers CollegeCharles B. Watkins, Guidance and Personnel Service, Kansas
State Department of Public Instruction
Ernest McDaniel, University of KentuckyRobert N. Vidulich, Louisiana State University
Robert C. Lloyd, Baltimore Public Schools
Seth Arsenian, Springfield College
Claude L. Nemzek, University of Detroit
Buford Stefflre, Michigan State UniversityFrank B. Womer, University of Michigan
Ralph F. Berdie, Director, Student Counseling Bureau,University of Minnesota
Joseph L. French, University of Missouri
Robert #. Lefton, Clayton, MissouriWilliam A. Garrison, Fastern Montana College of EducationAlbert Thompson, Columbia UniversityVirginia Keehan, Department of Education, Santa Fe, New MexicoWarren W. Coxe, Delmar, New York.
Harold R. Howes, Albany, New York
John M. Skalski, Fordham University
Clarence M. Williams, University of Rochester
Roy N. Anderson, North Carolina State College
Junius A. Davis, University of North Carolina
Thomas &. Jeffrey, University of North Carolina
Howard B. Lyman, University of Cincinnati
Walter S. Nosal, John Carroll University
Ray Wood, Columbus, Ohio
W. R. Brown, University of OklahomaJ. Spencer Carlson, University of Oregon
C. Mauritz Lindvall, University of Pittsburgh
Frances #. Dunn, Brown University
R. L. Kalmbach, Columbia Public Schools,Columbia, South Carolina
V. Gregory Rosemont, Huron College
George E. Copple, Vanderbilt University
Louise W. Cureton, Knoxville, Tennessee
H. Paul Kelley, University of Texas
Saul B. Sells, Texas Christian University
Franklin L. Stovall, University of HoustonDavid F. Votaw, Sr., San Marcos, Texas
Richard L. Beard, University of Virginia
Donald J. Herrmann, College of William and MaryWalter Jarecke, University of West VirginiaElden A. Bond, Milwaukee Public Schools
Marion F. Shaycoft planned and directed the data analysis phase ofthe project, and in her capacity as principal author, wrote the major partof the report, and edited the entire report.
David B. Orr participated in the preparation of an early draft reporton the sampling procedures, data collection, and a preliminary analysis ofthe Student Information Blank Supplement and field reports from the region-al coordinators.
Clinton A. Neyman, Jr. drafted part of Chapter V, prepared Appendix D,and participated in the editing of the entire manuscript.
Stuart E. Sherman supervised the hand processing of the Student Infor-mation Blank Supplement and the hand computations that were done for thisreport.
We are also grateful to Dr. Francis A. Ianni and Miss Alice Y. Scatesof the Cooperative ResearchProgram of the U. S. Office of Education fortheir help and encouragement not just on the present project but on theentire Project Talent undertaking.
John C. Flanagan
Responsible Investigator
vi
TABLE OF CONTENTS
Foreword .
Acknowledgments .
List of Tables .
List of Figures .
Chapter I. Introduction .
A.
B.
C.
Purpose of the Research .
scope . .
Choice of Age Group .
Chapter II. Procedure .
A. sampling .
The concept. of "probability. samples"
The regular Project Talent Sample .
The special sample of 15-year-olds .
The supplementary sample . osWw
Pb
Data Collection for Special Sample .
1. Locating the 15-year-olds pehoneene in the special
sample . . .
2. Testing the 15-~year-~olas in ‘the “special sample .
3. Adequacy of the data collection . soe
Differential Weighting of the Cases .
Overview of the Kinds of Data Analysis .
Chapter III. The Fifteen-Year-Old Dropout .
Ho
Ow
> Size of Group and Definition of Group . .
Age and Grade at Time of Withdrawal from School :
Factors Resulting in Withdrawal from School .
The 15-Year-Old out of School .
Environmental Factors .
Summary and Conclusions .
Chapter IV. Analysis of Age-Grade Relationships .
HoOw
Introduction . . .
Definition of Group on which Data are “Based .
Age-Grade Patterns .
The Test Variables . . .
Relation of Test Scores to Age and Grade .
Summary and Conclusions .
1. Hypothetical and actual relationof grade to age :
Division of the regular sample into ten subsamples :
16
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Chapter V.
A.
B.
C.
D
Ryi
Chapter VI.
A.
2. Interaction of age-grade patterns and performancepatterns .
The Fifteen-Year-Olds .
Introduction . oo
Intercorrelations Among Test Scores .
Normative Data on Test Scores . .Relation Between Grade Placement and “Performance on
Selected Tests . . .Sex Differences in Patterns of aptitudes and Abilities .Student Background Factors . .
Reading activities and study habits .
Course grades . . oe
Health and related factors .
Family and home background .
Plans for education . .
Occupational plans and related educational “plans .
Plans for military service . .
Other plans and expectations: marital, financial, “ete.
Attitudes and values .\OCOAONFw—
Summary and Conclusions . .
1. Relation of grade placement of 15-y_year-~olds to.
their scholastic achievement level .
2. KHighth-grade 15-year-olds vs. ninth-grade 15-~year-“olds.
3. Background factors related to scholastic achievement
level . oo :
4. Sex differences in “test scores .
Summary and Conclusions .
Summary of Procedure . .
1. Sample selection and data collection .
2. Analysis of data . . .
3. Data available for future “analyses .
Results and Conclusions . . oo
1. Success of the data collection phase :
2. Suitability of Project Talent Battery below the “high
school level . . soe ee es oo
Sex differences in test scores .3.
4, The 15-year-old dropout . .5. The 15-year-old still in elementary school. .
6. ‘The age- grade distribution and its bearing on the
dropout situation .
7. A hypothesis concerning high school dropouts “who.
are capable of graduating . foe .
8, The dropout : mecapstuletion and possible partial
solutions . Se ee et ee ee9. Age, grade, and ability ce et ee ww th we ww ht
A Final Word... 1... eee we ew ew ee ew te te ee
vil
78
. 80
80. 80117
. 118
. L119
». Le)
. 122
122
, 123
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2124. 125
. 126127
. 126
129
. 129130
~ 130
' 131
.133
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135_ 135
vili
APPENDICES
Appendix A.
A-l.
A-2.
A-3.A-k.,
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Miscellaneous Reference Materials
Supplement for the Student Information Blank
Project Talent School Taxonomy Code for Public
Secondary Schools
Composition of the Project Talent Battery
Six a priori Composites of Talent Tests
Intercorrelations Among 60 Project Talent TestScores by Grade and Sex
Raw-Score~To-Percentile Conversion Tables and Means
and Standard Deviations, for 15-Year-Olds
Responses of 15-Year-Olds to 100 Selected Items of
Student Information Blank
Estimated Percentage Distributions of Selected
School Characteristics
ix
LIST OF TABLES
Table Page
IT-1 Number of Sampling Units that Participated or
Declined to Participate in Project Talent ...... 8
II-2 Tabulation of the Naming Units in the Special
Sample .... eee ew ee 18
It-3 Number of 15-Year- Olas in ‘the “Special Sample,
and Kinds of Data Obtained about Them........ 14
Tables on 15-Year-Olds not in School
ITI-1 Distribution of Age’ at Time of Withdrawal from
School... wee. LY
IIiI-2 Grade Placement with Respect to “hee, at “Time of
Withdrawal from School ..... » . . 20
III-3 Distribution of Talent Reading Comprehension Scores . . 22
III-4 Health of 15-Year-Olds Not in School..... . ee 23ITi-5 Distributions of Reasons Given for Leaving School
by Sex and by Last Grade Completed... . . . oh
TII-6 Joint Distribution of Responses to 3 SIB Supplement
Items; by Sex... . . 26III-7 Joint Distribution of Responses to ‘2 STB Supplement
Items (boys only) . e227ITI-8 Composition (by School. Taxonomy Group) of "Special:
Sample" of Non-High-School 15-Year-Olds ....... .28
Tables on Age-Grade Distributions by Sex
IV-l No. of Students in Project Talent Sample, Distributed
by Grade, Age,and Sex. ... . 3hIvV-2 Wo. of Students, by Age, Grade, and Sex, “Proportional
to Correspond:.ng Numbers in Total U.S. High School
Population... ee ee 35
IV-3 Theoretical Percentage Distribution of U. S, “High
School Students by Age, Grade, and Sex... .. ws. . 36
Iv-4 Weighted Means, Corresponding Standard Deviations,
and Corresponding N's, by Grade, Age,and Sex,on Selected Project Talent Tests ........... 39
Section A. Vocabulary Information (Part I) (R-102) . . 40Section B. Social Studies Information (R-105) .... .41Section C. Physical Sciences Information (R-107) .. . 42
Section D. Biological Sciences Information (R-108) . . 43Section E, Electricity and Electronics Info. (R-111) . 44Section F. Mechanical Information (R-112)..... . .45Section G. Home Economics Information (R-114) ... . .46Section H. Sports Information (R-115)........ 47Section I. Information Part I Total (R-190)..... 48Section J. English Total (R-230)........... 49Section K. Reading Comprehension (R-250)...... . 50Section L. Creativity (R-260) ............ .51
Table Page
Section M. Mechanical Reasoning (R-270)........ 52Section N. Visualization in 3 Dimensions (R-282). .. . 53Section 0. Abstract Reasoning (R-290)......... 54Section P. Mathematics I. Arithmetic Reasoning (R311). 55Section Q@. Mathematics II. Introd.high $School math
(R-312) . 0... Coe ee ee eee 256Section R. Arithmetic Computation "(P-1110) tee ee OT
IV-5 Estimated Means and Standard Deviations for Total
Population of 15-Year-Old Boys and Girls on
18 Selected Project Talent Tests... .. . 710IV-6 Age Group Means for Grade 9 Boys and Grade 9 Girls
on 18 Selected Project Talent Tests... ~.. £3
IV-7 Age Group Means for Grade 12 Boys and Grade 12 ‘Girls
on 18 Selected Project Talent Tests .......... 74
V-1 Composition of Project Talent Sample of 15-Year-Olds . . .81
V-2 Intercorrelations Among 111 Project Telent Variables
for 15-Year-Old Boys. . 2... ee ee ee ee ee eee 82V-2a. Boys in high school. ..........2.0... .82V-2b. Boys not in high school. ........... .86V-2c. Boys (all grades combined) ........... 90
V-3 Intercorrelations Among 111 Project Talent Variables
for 15-Year-Old Girls... .. 0... eee ee es GhV-3a. Girls in high school... .. 2. ee eee esV-3b. Girls not in high school. ........... 9V-3c. Girls (all grades combined) .......... 102
v-4 Intercorrelations Among 111 Project Talent Variables
for all 15-Year-Olds (boys and girls combined). . . . .106
V-5 Means and Standard Deviations for 15-Year-Olds
on 111 Project Talent Scores ... . Li
V-6 Estimated Means and Standard Deviations | on118 Selected
Project Talent Tests for 15-Year-Olds Classified
by Grade and Sex . 1 6 ee ew ee ew ee ee ee ww we 120
Table
A-3A-k
Mam
OONM
Composition of the Project Talent Battery.Six a priori Composites of Talent Tests .
Intercorrelations Among 60 Project TALENT Test scores,by grade and sex... .. . eee eee ee cae
1. Grade 9 boys .
2. Grade 9 girls.
~3. Grade 12 boys.
4, Grade 12 girls .
Means and standard deviations for 15-year-olds.Percentile conversion tables for 15-year-olds by sex.Percentile conversion tables for 15-year-olds (boys
and girls combined)
Responses of 15-Year-Olds to 100 Selected SIB Items(percentage distributions). soe ee
Estimated Percentage Distributions of Selected SchoolCharacteristics.
1. Types of Residences Served .
2. Type of Area Served.
~3. Minority Group Students. .
4. Male Teachers’ Starting Salary .
xii
Figure
IV-1 to IV-1e2
V-1 to V-3
LIST OF FIGURES
Relationship of TALENT scores to Age and Grade .
IV-1 R-102IV-2 R-107
3 R111Tv-4 R-112IV-5 R-190IV-6 R-230IV-7 R-250TV-8 R-260
Q R-282IV-10 R-290IV-11 R-311TV-12 R-312
Vocabulary (Information I) .Physical Seience Information .
Electricity and Electronics Information.
Mechanical Information .
Information Part I Total .
English Total .
Reading Comprehension .
Creativity .
Visualization in Three Dimensions.
Abstract Reasoning .Mathematics Part I. Arithmetic Reas.
Mathematics Part II. Introd. h.s. math.
Correlation of (name of specified test) test
score with other Project TALENT variables:
for 15-year-old boys .
<<<
GoWM
Page
58-69
. 58» 9960
. 61
. 62
. 114-116
Reading Comprehension (R-250).
Mathematics Part II (R-312).Mechanical Information (R-112) .
. 114
. 115
. 116
Chapter I. INTRODUCTION
A. Purpose of the Research
As a part of the larger program of research on the identification,development and utilization of human talents, a study was conductedunder Office of Education Cooperative Research Project No. 566, to lo-cate and test a sample of all members of a specific age group whetheror not in school. The larger study, which is still in progress, hasbeen fully described elsewhere.* The special study which is the sub-ject of the present report has several objectives:
1. To insure, by supplementing the data on high school students(collected under the main phase of the larger research program)with data on boys and girls of high school age but not in highschool, that the national inventory of talents would be trulycomprehensive.
2. To develop national norms based on a truly representative sam-ple of an age group--rather than just on those members of the
age group who are in high school, and who therefore do not
provide adequate representation of the seriously retarded.
3. To compare the following four groups of persons with regard to
various important characteristics:
a. School dropouts
b. Students who are in school but below the normal grade forage
*Flanagan, Dailey, Shaycoft, Orr, Gorham, & Goldberg. Designing thestudy. Pittsburgh: 1960. (Technical report to U.S. Office of Education,
Cooperative Research Project No. 635.)
Flanagan, Dailey, Shaycoft, Orr, & Goldberg. Studies of the American
high school. Pittsburgh: 1962. (Final report to U.S. Office of Educa-
tion, Cooperative Research Project No. 226.)
ec. Students who are making normal progress through school
d. Accelerated students
Among the important variables in regard to which these four
groups are to be compared are:
a. Aptitudes, abilities, and educational achievement levels
b. Background characteristics: family, home, activities
ec. Interests, goals, and aspirations--with particular emphasis
on factors related to choice of an occupation
h. To draw inferences concerning the factors that lead students to
drop out of school.
5. To provide a substantial body of data concerning the aptitudes
and abilities of a representative sample of members of a single
age group, so that later on, when follow-up data become avail-
able, these data can be used to provide answers to questions
such as the following:
a. How many dropouts have entered various trades and industrial
occupations?
b. What are the aptitude and interest patterns of the dropouts
who entered these trades and occupations?
c. What influence does the training acquired during the time
in school (e.g., training in shop work) have upon later oc-
ecupational activities?
d. How do dropouts compare in job progress and effectiveness
_on the job with persons completing their high school educa-
tion who entered similar occupations?
e. What are the chances for improving current teaching methods,
on the basis of inferring the effects of present methods,
by comparing the success attained by high school graduates
with the success attained by those who receive no education
beyond the eighth or ninth. grade?
B. Scope
The design of the research called for efforts to secure a sample
that would be as representative of a complete age group as possible.
This meant that the sample was to include not only high school students
in Grades 9-12 (who were the subjects used in the larger program of
3
research of which the present study is a part) but also members of the
selected age group who were in any of the following categories:
1. Still in school, but not in Grade 9, 10, 11, or 12
2. School dropouts
3. Not in school, because of serious illness or physical disability
4, Mentally retarded
5. In institutions
It was subsequently decided that the purposes of the project could
be furthered by providing a substantial body of data concerning the
aptitudes and abilities of 7th and 8th grade students. This would make
it possible later on, when follow-up data become available, to supple-
ment information concerning the out-of-school members of the selected
age group with information on another sizable group of persons who could
not be covered by the main Project Talent sample. This important sup-
plementary group would consist of those 7th and 8th graders who are
destined to drop out before reaching high school, and also a more repre-
sentative group at these grade levels with whom the dropouts can be
compared.
C. Choice of Age Group
On the basis of a preliminary survey of the situation, it was de-
cided to use 15-year-olds as the complete age group. The decision that
this would be the optimal group was dictated by both practical and theo-
retical considerations.
For practical reasons the selected age group had to meet two con-
ditions. First, almost everyone in the age group would have to still
be in school; and secondly, most of those in school would have to have
reached high school. The first of these conditions was important be-
cause those still in school would be comparatively easy to locate and
to arrange to test, while it was obvious that this state of affairswould not be generally applicable to those not registered in school.
Some of these out-of-school youth might be very difficult or impossible
to locate, and others, even if located might be difficult to persuadeto subject themselves to testing. And the second condition, the require-
ment that most of those in school have reached high school, would make
it feasible to use the regular Project Talent sample to provide a proba-
bility sample of members of the selected age group who were in Grades
9-12. This requirement that the vast majority of the population under
consideration be in high school meant that the selected group had to be
at least 15 years old, since a very sizable proportion of 14-year-olds
are in Grade 8.
By a convenient coincidence, the 15-year-olds turned out to be notonly the youngest group that would be feasible but also the oldest,
since it was the last age group for which, because of the compulsory
school attendance laws, almost all of the youth of the nation would
still be in school. (In most states it is legal to drop out of school
at age 16 but not before.)
Those were the practical considerations that dictated choice of the
15-year-olds as the age group to be studied. As for the theoretical
considerations, it must be borne in mind that one of the primary goals
of Project Talent was to secure a national inventory of abilities. For
this purpose the 15-year~olds seemed more suitable than a younger group
would be, since the 15-year-olds would be more like an adult group, and
therefore the data would provide a better basis for drawing inferences
about the distribution of various kinds of abilities among adults.
For these reasons, then, the 15-year-old age group was chosen as
the group on which to base the research described in this report. For
this study, 15-year-olds were defined as boys and girls who had passed
their 15th birthdays as of 1 March 1960 but had not yet reached their
16th birthdays.
Chapter II. PROCEDURE
Since a study of a large-scale nationally representative sample of a
single age group had never been carried out before, procedures had to be
developed from the beginning. In order to avoid expensive duplication
of effort, data collection for the present study was coordinated with that
for the larger study. While this procedure had the minor disadvantage of
making the present study somewhat dependent upon certain phases of the
larger study, to have done it any other way would have doubled or tripled
the costs.
A. Sampling
Having defined the population of interest, the next problem was to
select a sample for study. Since the sampling procedure was tied to that
for the main study, the latter will be summarized first.* But because
both the regular sample for the main study and the special sample for the
study of 15-year-olds are essentially "probability samples”, it seems
advisable to precede the description of the procedures used with a brief
discussion of the nature of such samples.
1. The concept of "probability samples”
By “probability sample” is meant a sample chosen in such a way thatthe following conditions are met:
a, For every member of the population the a priori mathematical
probability of inclusion in the sample must be known.
b. For every member of the population this a priori probability
must be greater than zero. In other words every member of the
population must have some chance of being included in the
sample.
Note that in a probability sample the probability of selection does
not have to be the same for all members of the population. The
*Full details about the sampling procedure are given in Chapter III
of Designing the study, (Flanagan. et al. op. cit.)
probabilities merely have to be known and greater than zero. In the
data analysis stage, it is possible to correct for differential prob-
abilities (i.e., differential sampling ratios) by appropriate differ-
ential weighting of the cases.
Use of a probability sampling procedure is the one best way of insur-~
ing that unbiased estimates of population values can be obtained.
The regular Project Talent sample
The regular Project Talent sample consists basically of all the
students in Grades 9, 10, 11, and 12 in between four and five percent of all secondary schools in the United States. The high schools
selected were a stratified random sample of all senior high schools,
and the associated junior high schools. The stratification variables
were:
a. Broad category of school
For this purpose the schools were divided into three broad
categories: public, parochial, and private.
b. Geographical area
For this purpose 56 strata were used, namely: the five
cities with populations in excess of 1,500,000 (New York,Chicago, Los Angeles, Philadelphia, Detroit); the District
of Columbia; and the 50 states (with the five large cities
named above removed).
ce. Size of senior class
This basis of stratification was used for public schools only.
The following four strata were used: (1) under 25 seniors;
(2) 25-99 seniors; (3) 100-399 seniors; and (4) 400 or moreseniors.
d. Retention ratio
This value, which was defined as ratio of number of graduates*
to number of tenth-graders**, was also used as a stratificationvariable for the public schools (out not for the private or
parochial schools).
On the basis of technical considerations con¢erning sampling method-
ology, it was decided that the most efficient sample of a given size
would be obtained by using differential sampling ratios for the
different school size strata (undersampling the smallest public schools,
oversampling the largest ones, and correcting the resultant data through
*In 1956-1959 school year
*¥¥In 1957-1958 school year
T
the use of differential school weights). Accordingly the following
sampling ratios were used:
Sampling
ratio
Public schools with fewer than 25 seniors 1:50
Public schools with 25-399 seniors 1:20
Public schools with 400 or more seniors 1:13Parochial schools 1:20
Private schools 1:20
Exceptions to this procedure occurred in New York City and Chicago,
where through special arrangements with the school authorities,
more schools participated but only a sample of the students in the
included schools were tested. In New York City every senior high
school and every junior high school participated; it was agreed to
test one out of 12 students in each school. In the case of Chicago's
38 academic and technical high schools, 20 of them were selected atrandom and one-tenth of the students in every grade in every selected
school were tested.
Throughout the sampling process, in every instance where randomiza-
tion was required, it was achieved through the use of random numbers.It might be mentioned in passing that for some of the sampling opera-
tions the random numbers were generated by an electronic computer
and for other operations they were found in a published table. The
distinction between the two sources of random numbers is of no real
importance, however. The important point is that no efforts were
spared to make the sampling process a genuinely random one.
The resultant sample consisted of 1063 senior high schools, together
with the associated junior high schools. Of the 1063 invited schools
987 agreed to participate. This amounted to an unusually large total
acceptance rate, 93 per cent. The breakdown of sampling units (senior
high schools) invited and accepting is shown in Table II-1l.
In summary, then, a probability sampling procedure was used, with
senior high schools constituting the sampling unit, to select the
regular sample. This sample consists of 987 senior high schools that
agreed to participate, together with 238 associated junior high schools--
a total of 1225 schools. This regular sample comprises public, paro-
chial, and private schools. A total of nearly 400,000 students inGrades 9-12 were tested in these schools. These 400,000 studentsconstitute the regular Project Talent sample.
Division of the regular sample into ten subsamples
For use in analyses where the total regular sample would not be re-
quired, the 987 high school sampling units were divided into ten
Table II-lL
Number of Sampling Units that Participated or Declined
to Participate in Project Talent
Number of senior high schools
Public Parochial Private Total
Participating 822 114 51 987
Declined 57 11 8 76
Total 879 125 59 1063 subsamples which were as close to equivalent in terms of the strat-
ification variables as could reasonably be achieved. Junior high
schools were assigned to the same subsamples as the senior high
schools with which they were associated. In the case of junior
high schools (such as those in New York City) which were not directlyassociated with any specific senior high school, the school was
assigned to a subsample on whatever other basis seemed reasonable,in order to maintain the qualitative (and quantitative) equivalence
of the ten subsamples to as great a degree as feasible.
The resultant ten approximately equivalent subsamples into which the
1225 junior and senior high schools of the regular sample were divided
were designated "Subsamples 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9." Aswill be seen, one of these ten subsamples ("Subsample 0") play: amajor role in the study of 15-year-olds.
The 76 schools which had been invited to participate in Project
Talent but had declined were likewise distributed among the ten
subsamples, for possible inclusion in special studies involving
school characteristics.
The special sample of 15~-year-olds
For the special study of 15-year-olds with which this report deals,
it was necessary to obtain a special sample of 15-year-olds not in
Grades 9-12, to supplement the members of this age group who were inour regular sample. This special sample was to consist of those 15-
year-olds not in high school who were residing in the school districts
corresponding to one-tenth of the "general-purpose public senior highschools" in our regular sample. (The term "general-purpose high school"will be explained a little later.)
9
For this purpose it was decided to use the school districts correspond-
ing to the general-purpose public senior high schools in "Subsample 0,”which is one of the ten subsamples into which the regular sample had
been divided (as described in Paragraph 3 above).
The use of school districts corresponding to general-purpose public .
senior high schools was based on the assumption that for every bit of
habitable area in the United States there is a general-purpose public
high school to which residents can send their offspring, and that there-
fore by using as the sampling units the geographical areas to which these
schools correspond, a probability sample can be obtained.
In order to simplify determination of the a priori probabilities of
inclusion, it was considered desirable to divide the country into
geographical sampling units in such a way that each member of the
population (non-high-school 15-year-olds) would be included in only
one sampling unit. Hence the decision that only "general-purposepublic high schools" would be used. General. purpose public high schoolswere defined operationally as the set of high schools meeting the require-
ment that together the districts defined as corresponding to them would
cover the United States completely and without overlap. This meant that
these schools would mostly fall in the category of comprehensive high
schools, and that non-public schools, vocational high schools, and otherspecial purpose public high schools (e.g., schools for the deaf) wouldnot be included. It also meant that some ad hoc redefinition of "schooldistricts" would be necessary for use in defining the special sample insituations where more than one general purpose high school was available
to residents of an area. For instance, let us consider the situation ina multi-school town where the high schools did not have specific areaboundaries. If there were N general-purpose high schools in such atown and n elementary or junior high schools, and if one of the N highschools were in Subsample 0, the area defined as corresponding to thishigh school would be that corresponding to the = elementary schools orjunior high schools closest to the "SubsampleO"” high school.
A slightly different procedure was necessary in New York and Chicago,
where the regular sample had not been defined as including 100 per
cent of the students in the included schools.
In New York City the geographical areas for the special sample of
15-year-olds were defined as the school districts corresponding to
five junior high schools chosen randomly within boroughs (one junior
high school for each of the five boroughs of the city).
In Chicago two elementary schools were selected randomly to define
the school district for the special 15-year-old sample.
In those sections of the South where segregated schools still exist,
when the school for whites was in Subsample O only whites were included
in the corresponding group of 15-year-olds not in high school. Likewise
LO
when the school for Negroes was in the subsample, only Negroes were
included in the corresponding non-high-school group. This was done
in order to maintain the "probability sample" feature, which wasdeemed very important from the point of view of subsequent statistical
analysis of the data.
Of the 88 public senior high schools in Subsample 0, 84 had partici-pated in Project Talent (the main study) and four had not. Three
of the 84 participating schools were eliminated from the special
study of 15-year-olds because they were vocational schools and one
was eliminated because it was a special school drawing its students
from the entire state, and thus did not define a school district.
Elimination of the seven Subsample O general senior high schools from
New York City and the two from Chicago left 75 school districts in
addition to the five junior high school districts for New York City
and the two. elementary school districts for Chicago. Thus altogether
there were 82 school districts comprising the geographic area for the
special sample. Of these 82, 78 were for schools that had partici-pated in the regular testing. Regional Coordinators were able to
secure complete cooperation from 75 of the 78 schools. ‘The other
three, like the four that had not participated in the main study,
found it administratively not feasible to cooperate in the study of
15-year-olds.
The supplementary sample
In addition to the regular sample of students (consisting of students
in Grades 9-12 in the regular sample of schools) and the special sample
of 15-year-olds, some other groups were also tested. ‘These groups,
which are excluded from all analyses of the "regular sample data" butare available for inclusion in special studies where appropriate,
include, among others:
a. The entire 8th grade in certain schools whose Grade 9-12 students
are in the regular sample.
b. A "saturation sample" of Knox County, Tennessee, including thecity of Knoxville. This saturation sample consists of every stu-
dent in every school (public, parochial, or private) in Knox
County, in Grades 8-12. Two Knox County senior high schools had
been chosen for inclusion in the regular sample. The supplementary
sample includes, in addition to the Grade 8 students in these
two sampling units, all the rest of the Grade 8-12 students in
Knox County.
ce. A few other schools, in which, by special arrangement, all stu-
dents in Grades 9-le were tested.
The first two of the three categories of supplementary sample cases
described above are expected to provide valuable auxiliary data to
11
that obtained in future analyses of the special sample of 15-year-olds.
The special value of the supplementary sample lies in the fact that it
will provide data on a very sizable group of 8th graders, and thus will
provide useful supplementary information on those students who drop out
of school without ever entering high school.
Thus the 1225 secondary schools of the regular sample were importantly
augmented by 123 supplementary sample schools. Five additional junior
high schools, which lacked a 9th grade but contained many 15-year-olds
below Grade 9 who were needed for the special sample, brought the total
number of schools in Project Talent up to 1353, about 5 per cent of all
secondary schools in the United States.
B. Data Collection for Special Sample
Locating the 15-year-olds belonging in the special sample
Regional Coordinators made intensive efforts to locate 15-year-oldsnot in high school (Grades 9-12) who lived in the 75 school districts.The first source of information consulted was the school system it-
self. In many communities accurate records were available at the schoolsuperintendent's office. The Regional Coordinators were thus able to
utilize the records of these school systems to identify the 15-year-
olds not in school as well as those in school below the 9th grade.
In most states there are rigidly enforced laws requiring students to
attend school until the age of 16, so that there were extremely few
15-year-olds not in school and these few generally were institution-
alized cases. Thus in most states, virtually all the 15-year-oldswere locatable.
In other communities various agencies and persons were helpful in
identifying and locating the 15-year-olds out of school. These in-cluded truant officers, visiting teachers, probation officers, police,sheriffs, and welfare agencies.
In some cases, after lists of possible 15-year-olds out of school“were obtained, the last known address was visited to try to determinethe status of the individual.
Testing the 15-year-olds in the special sample
Fifteen-year-olds who were in school but not in Grades 9-12 were tested
in a number of ways, depending on what procedure fitted best in the
local situation. Very often the 15-year-olds were brought to the high
school and tested along with the other students. In some cases, this
involved collecting students on a bus from several schools and taking
them to the high school on the testing days. School systems cooperated
fully in these round-ups. In other cases, it was administratively
easier to test the entire 7th and 8th grades of an elementary or junior
12
high school, in order to have all the 15-year-olds included in the
group tested. Non-public schools cooperated in testing 15-year-olds
below the 9th grade, either by sending them to the public high school
or by testing them in the elementary schools.
In cases where 15~year-olds were not attending any school at all, the
Regional Coordinators made special arrangements to try to test them.
Very often this entailed testing them individually. In other cases,
it was possible to test several at one location. In one case, a
high school principal drove around a county, collected twenty-six
boys and girls, and brought them in from miles around, for testing.
They were paid a modest fee to take the tests or to be interviewed.
The school superintendent personally assisted in this operation.
The standard Project Talent battery was used for the special sample.
One additional instrument, called Supplement for the Student Infor-
mation Blank,* was used only for the 15-year-olds not in any school.
Adequacy of the data collection
There is reason to believe that in almost all cases the Regional
Coordinators were very thorough in their efforts to collect the
required data. (Some specific examples of their intensive efforts
are described in Paragraphs 1 and 2 above.)
However, there were a few areas where such great difficulties were
encountered that even strenuous efforts to locate 15-year-olds out
of school met with only limited success. For example, in one south-eastern community where no compulsory school attendance law was ineffect, hardly any 15-year-olds out of school could be found. But
instances where something like that happened are only isolated inci-
dents, and therefore it seems reasonable to suppose that on the whole
the sample was fairly complete. Certainly there was some coverage of
most of the major groups known to contribute a sizable proportion of
the dropouts. Boys and girls of Mexican and Puerto Rican origin
(especially in Texas and New York City) and Negroes in the large
cities and the South were among the groups represented.
Unfortunately, however, though most 15-year-olds apparently were
located, it did not prove possible to test them all. A record formwas gathered for most, but test scores and other data were sometimes
impossible to get. Some 15-year-olds below the 9th grade but in
school apparently were not tested because of mix-ups or because it
proved impossible to make suitable arrangements. But many others
*Shown in Appendix A.
13
were not tested for the simple reason that- the Regional or Local
Coordinators found them incapable of taking the tests. Their read-
ing and writing skills were quite inadequate for the task.
Table IT-2 shows a breakdown of the 82 sampling units which define
the school districts for the special sample of 15-year-olds. For
slightly more than half of the schools cooperating there are appar-
ently no 15-year-olds in the district who are not in school.
Table II-2
Tabulation of the Sampling Units (School Districts)in the Special Sample
No. of
School Districts
A. Schools reportingno 15-year-olds out of school
1. Reporting some 15-year-olds below Grade 9 30
2. Reporting no 15-year-olds below Grade 9 10
Subtotal 40
B. Schools reporting some 15-year~olds out of school
1. Reporting some 15-year-olds below Grade 9 262. Reporting no 15-year-olds below Grade 9 9.
Subtotal 35
C. Schools for which no data are available 7
Total 82
Table II-3 shows the number of 15-year-olds not in school and in school
below Grade 9, separately for schools reporting no 15-year-olds out of
school, and for schools reporting some. In eachcase the estimated
total number of 15-year-olds belowGrade 9 is partially inflated sinceschools sometimes reported students as 15-year-olds who were outside
this age range. On the other hand some cases, particularly 15-year-olds
below Grade 9 in the non-public schools, may not have been located.
Table
I1-3
Number
of
15-Year-Olds
in
the
Special
Sample,
and
Kinds
of
Data
Obtained
about
Them
Number
of
15-Year-Olds
Below
Grade
9
In
In
Out
TypeA*
Type
B*
of
School
School
School
Kind
of
Data
Obtained
Dist.
Dist.
Total
(Type
B¥)
Total
Complete
test
data
22h
267
WoL
1350k
Partial
but
not
complete
test
data
52
L175
227
11
238
Partial
or
complete
test
data
276
khe
718
24
742
.SIB
supplements
a~n
—-e
103
103
SIB
supplements
and/or
partial
or
complete
test
276
Lhe
718
106
82h
data
No
data
159**
2T5**
Wghxx
Lh7x*
SB81x*
TOTAL
H35%X
TLT**®
1152%*
253%*
1hOS**
*School
districts
"Type
A"
means
district
for
school
reportingno
15-year-olds
out
of
school
"Type
B"
means
district
for
school
reporting
Some
15-year-olds
out
of
school
**Estimated
number,
based
mainly
on
Regional
Coordinators’
reports
14
1
It will be noted that the number of 15-year-~olds below Grade 9 who
were tested is somewhat smaller than the estimated population. This
is due to the difficulties involved in actually locating these stu-
dents, and getting them to report for the tests. Further reduction
of the number of 15-year-olds below Grade 9 for whom complete informa-
tion was obtained is due to the fact that some of the academically
retarded boys and girls were unable to complete the tests and fill in
the forms, or became discouraged in their attempts to do so.
The 15-year-olds out of school were even harder to locate, and the
103 Supplements for the Student Information Blank and the 22 partial
or complete sets of test data probably were all that could be obtained.
These boys and girls were even more reluctant in most cases to take
tests and fill out forms (and less capable of doing so) than those in
school below the 9th grade.
C. Differential Weighting of the Cases
As has already been indicated in the discussion of sampling procedures,
differential weights correcting for differential sampling ratios were neces-
sary in order to obtain unbiased estimates of means, standard deviations,
and other values for the national population represented by the sample.
Four sets of weights (designated Weight A, Weight B, Weight C, and
Weight D) have been developed for Project Talent, each suitable for a
different purpose, but since only three of these sets (Weights A, B, and
D) are applicable to the special study of 15-year-olds, only these three
will be described here.
Weight A, when applied to a group of students in the regular sample,
is intended to reproduce the national population represented by that group.
Thus weighted means obtained by applying Weight A to all Grade le boys in
the sample who plan to go to college should be unbiased estimates of the
corresponding means for all such boys in the entire country.
Weight A is the same for all the students in a school. It equals the
reciprocal of the sampling ratio, divided by the proportion of the invited
schools in its category (on the basis of the stratification variables) that
agreed to participate in Project Talent. Thus it corrects simultaneously
for differential sampling ratio and for differential acceptance rate.
Weight D is intended for use solely in analysis of the data for the
15-year-olds. For each 15-year-old in high school, Weight Dis identical
to Weight A. For each 15-year-old in the special sample, except in New
York City, Weight D is exactly ten times as large as Weight A for the
corresponding high school cases. This multiplication by ten corrects for
the fact that only one of the ten regular subsamples was used in determin-
ing the school districts for the non-high school cases. In the case of
16
four of the five junior high school districts used to define the specialsample in New York City, Weight D equals ten times the number of juniorhigh schools in the corresponding borough. (In the case of the fifthborough, Richmond, an additional adjustment had to be made to correctpartially for the fact that this borough is not fully covered by juniorhigh school districts.) A similar adjustment was theoretically necessaryfor the special sample cases in Chicago, but by coincidence the adjustedvalue for Weight D turned out to equal ten times Weight A, so that nospecial modification was needed for Chicago.
Weight B, unlike Weights A and D, is primarily applicable to theschools themselves, rather than to the boys and girls in those schools(or resident in the corresponding school districts). When the Weight Bvalues are applied to a group of schools in the regular sample (e.g,all the public high schools in cities with populations between 5000 and250,000) the purpose is to get an estimate of statistics based on allsuch schools, whether in the regular Talent sample or not.
Weight B, like Weight A, corrects simultaneously for differentialsampling ratio and for differential acceptance rate. Weight B is iden-tical to Weight A except for the New-York City and Chicago schools, inwhich the sampling ratio differed for students and schools because ofthe fact that there was sampling of the students within the schools.
D. Overview of the Kinds of Data Analysis
The remainder of this report deals with what was found out about the1l5-year-olds as a group and what was found out about 15-year-olds at dif-ferent levels of schooling-~including those who have been accelerated,those who have been making normal progress through school, those who area year or more behind in school, and those who have dropped out altogether.
Chapter JII deals primarily with the 15-year-old who has dropped outof school.
Chapter V deals with the total group of 15-year-olds at all levels
of schooling. Chapter IV, which is concerned with age-grade relation-
ships, and Appendix B of Chapter V, which presents correlational data,
deal with the high school student in general and are intended to provide
a background against which to view the data reported in Chapter V.
Both extensive correlational data and means and standard deviations
for a wide variety of variables are presented and discussed in Chapter V.
Percentile norms are also presented (in Appendix C) for over 50 test
variables.
Chapter III. THE FIFTEEN-YEAR-OLD DROPOUT
Fifteen-year-olds not in school who could not be tested were askedto supply the information called for by the Supplement for the StudentInformation Blank (SIB Supplement)*.
Supplements were obtained for 103 of the 253 15-year-olds not in
school (49 boys and 54 girls). The forms were designed to be filled outpartly by the 15-year-old himself and partly by the Regional Coordinator
or other interviewer.
A. Size of Group and Definition of Group
In addition to the 103 SIB Supplements received for dropouts, there
were SIB Supplements. filled out for 23 of the 15-year-olds whose self-
reports indicated they were still in elementary school. While some of
these SIB Supplements, which were intended only for 15-year-olds not in
school, were probably filled out through a mix-up, others were probably
filled out as a result of a real ambiguity in the status of the 15-year-
old. In other words, there is reason to believe that some of these boys
and girls, having been long-term truants, are regarded by the school
authorities as dropouts but that they still consider themselves students
in the sixth or seventh or eighth grade of the local elementary school.
Evidence of this ambiguity lies in the conflict between the report of
the Local Coordinator, who certified some of these boys and girls to usas not being in school, and their own reports on Record Form Z, in whichthey indicated clearly that they were still in school, in one of the
elementary grades. (There is enough redundancy built into Record Form Z
that when it is filled out consistently throughout, it is reasonable to
infer that the statement that the youngster is still in school was made
intentionally, and not a mere clerical error.)
This phenomenon of the "gray area” between "dropouts" and over-agestudents who are habitual truants seems to occur chiefly in certain
rural or semi-rural areas sizable segments of whose populations are dis-
advantaged groups. If efforts are made in these areas to enforce the
*This form is shown in Appendix A, Part 1.
18
compulsory education laws, these efforts are apparently unsuccegsfulin regard to the 15-year-olds who choose to absent themselves fromschool permanently.
{In a couple of schools there are apparently about a third as many15-year-olds still at the elementary school level who are in this nebu-lous "gray area" midway between truancy and formally recognized with-drawal from school, as there are 15-year-olds who are actually attendingelementary school with some degree of regularity. Or, to put it anotherway, there are certain rural regions where probably about one-fourth ofthose 15-year-olds who according to law ought to be attending elementaryschool are managing to by-pass the law.
Although there certainly would have been some justification fortreating these boys and girls as dropouts, since that is probably whatthey are in almost every sense except that of legal sanction, we havechosen, in the interests of consistency, to treat them in the data analy-sis as 15-year-olds still in elementary school wherever there was reason-able evidence that this was their legal status. This "reasonable evidence’was considered to exist whenever Record Form Z was filled out in a waythat was not only consistent with the elementary school hypothesis butalso was internally consistent, and therefore presumably bore a degreeof dependability that an internally inconsistent document would lack.
t
There is still another aspect to the difficulty of determining mem-bership in the "15-year-old dropout" group. It is necessary not only todistinguish between 15-year-olds in school and those not in school, butalso to decide, in the presence of conflicting evidence, whether the boyor girl is actually a 15-year-old. Some of those in the groups of drop-outs rounded up for testing and believed by the Regional or Local Co-ordinator to be 15 years old have reported their own ages to be 13 or 14or 16 or 17 and have given as their dates of birth, dates compatible withthese self-reported ages. While clerical errors in reporting one's ageor date of birth can occur in any group and at any level of ability, thefrequency with which inconsistency between self-reports and the Coordin-ator's report in regard to the age of the youth has occurred has, beentoo great among these disadvantaged groups with the truant-dropouts tobe attributable wholly to clerical error.
Part of the ambiguity is probably due to the fact that some ofthe boys and girls concerned really don't know exactly how old theyare. They may be members of a sub-culturenot attuned to the impor-tance of accurate records in our contemporary civilization; and evenmore relevant, many of them may be dependent for information abouttheir exact age on the vague and self-contradictory information thatmay have been provided by a mentally retarded mother who has a largenumber of children and a poor memory. This is not an unreasonablesupposition, since the majority of the boys and girls we are talkingabout are academically retarded and many of them, as will be seenlater, are functionally illiterate and presumably of only borderline-~normal intelligence at best.
19
Thus we fully recognize that the student's self-report of his age
may be wrong. Likewise the school's information about his age couldalso be wrong. Therefore we had to make an arbitrary decision as towhat reported age we should accept in the case of contradictory reports.
We settled on the policy of accepting self-reports when the reported
age and date of birth were compatible, even though this policy elimi-
nated from the study some of the boys and girls reported by the school
authorities (via the Coordinator) to belong in the special group of 15-year-olds.
So much for the factors that cut our group of "15-year-old dropouts"for whom SIB Supplements were available down to 103. Now let us turn
to a consideration of what the 15-year-old dropouts in our study are
like.
B. Age and Grade at Time of Withdrawal from School
Most of the boys and girls who are not in school at age 15 dropped
out when they were about 14 or 15 years old; very few of them
dropped out before age 13. This is shown in Table JII-1l. And as shown
Table III-l. Distribution of Age at Time of Withdrawal from School
(Based on 15-year-old Dropouts for whom SIB Supplements
Were Filled Qut)
Age Boys Girls Total
15 17 14 3114 12 13 2513 2 8 1012 1 3 411 ~ 1 110 1 2 39 - 1 1
Never entered 5 4 9
Subtotal 38 46 8hNo information 11 8 19
Total hg 54 103
in the bottom row of Table JII-2, no more than half of them got be-
yond Grade 6. In the case of most of the boys and girls who drop out
before reaching 16, the factor determining the exact point at which
they drop out appears to be age, not grade. Presumably in most
20
Table III-2. Grade Placement with Respect to Age, at Time of Withdrawal from School
Distribution Based on Fifteen-Year-01d Dropouts,
Divided According to Sex and Last Grade Completed
T letedStatus at time No Never Last grade completeof dropout* Sex [info. entered Ungraded 1 2 3 4 5 6 7] 8 9 10 Total
3 years ahead M -F
Total 1
2 years ahead M 1P -
Total 1
1 year ahead M
F
Total
bh
PrerPpreEtd
ine)
coc
At grade for age M -
F
Total 1
1 year behind M -~ JF
Total 1
b Wwb
MOrRrF
NPD!
KNFROM
-F-
1
NMF
Wwii
nr
hr
rm
bh
be i
Font
hh
HH
WO
2 years behind M
F
Total
3 years behind M
F
Total
4 years behind MF
Total
5 years behind M
F
- Total
No information M le 5 1 1 1 oi 21F 7 4 ~ 1 - il 13
Total
|
19 9 1 2 1 2 34
MRF
WrRHDMD
WNHEH
Pwr
EPS
J
MRE
FI
NFM
WNHHFAFM
WONMD-~A
mrrF
wnt
FWP1
Total M le
F TTotal 19 9 1 ‘m 1
6 4k 7 5 4 ho6 4 10 8 2» 5k2 8 17 13 3 103
Fw
1 1 i
WG
Po
OA
Ww 3
210 5 1
* Grade placement with respect to age; estimated on basis of last grade completed, date ofdropout, and date of birth. Estimates were based on the assumption that a child would beeligible to enter Grade 1 if his sixth birthday came before November of the year of entering.This assumption is of course not universally valid in all jurisdictions, but it is probablyclose enough to the facts that if the exact status at time of dropout were known for eachstudent, a few cases might be shifted up or down one year in this table, but the generalpicture presented by the table would be essentially unchanged.
el
of these cases neither the boys and girls themselves nor their parents re-
gard it as important to stay in school until some specified level of aca~-
demic attainment (e.g., Grade 6) is reached. But the compulsory education
laws do tend to keep boys and girls in school at least until they are
physically mature enough to have hopes of passing for 16-year-olds.
Since age at time of dropout is much less variable than grade at time
of dropout, there is a substantial negative correlation between last grade
completed and amount of academic retardation. In other words the lower
the grade, the greater the amount of retardation. This is shown clearly
by the bivariate distribution presented in Table III-e.
C. Factors Resulting in Withdrawal from School
In his write-in comments the interviewer in many cases provided in-
teresting insights into the nature of factors which may have loomed large
in the withdrawal from school. Some of these factors are discussed below.
1. Marriage and/or Motherhood
Nine of the. 54 girls for whom SIB Supplements were provided
reported they were married. Not surprisingly, none of the 15-
year-old boys indicated marriage. Fourteen girls, most of them
not married, reported that they had children.
2. Mental Retardation
Six of the boys and three of the girls were reported to be
mentally retarded. While a few of the others may also be mentally
retarded although not explicitly reported to be, it appears that
"mental retardation" accounts for only a small proportion of theschool dropouts.
3. Poor Scholastic Ability
Poor scholastic ability, unlike actual mental retardation,apparently is a significant factor in a very substantial propor-
tion of the withdrawals from school.
Table III-~2 gives direct evidence on this point, since it
shows that well over half of those for whom information on this
point was available were below the normal grade for their age,
and that over a third were at least two years behind.
As Table II-3 shows, for most of the out-of-school group itproved impossible to obtain test data. There is reason to believethat in most instances this was because these boys and girls just
could not read and write well enough to-cope with the test-taking
task--even though the pencil-handling requirements were minimal
for all of the tests, and the reading requirements were minimalfor some of them.
22
Some indication of the extent of "functional illiteracy" inthis group is obtained by inspecting the Reading Comprehension
scores for the 24 dropouts who took the test. The distribution
of these scores is shown in Table III-3.
Table III-3. Distribution* of TALENT Reading Comprehension
Raw Scores (R-250) and Grade 9 Percentilesfor 15-year-olds Not in School
Raw Score Grade 9 Number of
(R-250) Percentile** Cases
31 68 1
19 33 1
12 12 311 10 3
10 8 3
9 6 28 4 1
7 3 46 2 22 1 14 1 2
3 1 1
N oh
Median 9.0 6.0
Mean 9.6
* Based on all 15-year-olds not in school who took the TALENT Reading Com-
prehension Test.
** Tentative national norms, from "Project TALENT Counselors! TechnicalManual for Interpreting Test Scores", Washington, 1960.
The median score, 9.0, is only the 6th percentile for ninth-grade students. All but two of the group got scores no higher
than 12, which corresponds to a ninth-grade percentile of 12.
And even this very poor showing on the test might not fully indi-
cate the extent of functional illiteracy among those who drop out
of school at 15 or younger, since the 24 for whom scores are avail-able are probably not entirely representative of the total group
of 15-year-olds not in school. It seems wholly improbable that
these 2h boys and girls whoconsented to take the full battery arewel ee - weed Lent. TL weeDaa
23
more likely that any bias would be in the other direction (i.-e.,in the direction that those tested are better readers than thosenot tested).
Emotional Disturbances
None of the boys was explicitly reported to be emotionallydisturbed and only three of the girls were. Except for thesethree, no clear information was available on this point.
Health Problems
About two-thirds of the students for whom responses wereavailable on the relevant SIB Supplement questions reportedthat they had no serious health problems. Major health problemsor serious physical handicaps were reported for about 23 of thegroup. Presumably most of the remaining 29, for whom no responseis available, are in good health. The data are summarized inTable III-4.
Table ITI-4.. Health of 15-Year-Olds Not In School*
* The source of these data is the SIB Supplement.
Boys Girls Total
Tuberculosis ~ 1 1Hospitalized (other) - yh 4Poor health (other) 1 3 ye
Crippled - 2 2Otherwise disabled 7 5 le
Good health and no
physical disabilities 26 25 51
Subtotal 34 ho 7h
No responseor ambiguousresponse 15 14 29
Total ho 54 103 Table III-5 shows what reasons were given by the boys and girls then-
selves for having left school. (These reasons were given in response toQuestion 2 of the SIB Supplement.) In this table, the reasons are alsodistributed jointly with last grade completed,
Only about three per cent of the dropouts indicated that lowgrades or scholastic difficulties were at the root of their withdrawalfrom school; however it was undoubtedly a big factor, since about
Table
III-5.
Distributions
of
Reasons
Given
for
Leavin
(Basedon
15-Year-Olds
Not
in
School
forWhom
SIB
Supplements
Were
Filled
out)
&School*;
by
Sex
andby
Last
Grade
Completed
10.
ll.
le.
13.
Reason
for
Leaving
School*
Boys
Girls
Total|
Last
Grade
Completed.
No-
Never
Un~
Info.
Entered
Graded
23
42
10
Tliness
orphysical
handicap
a.Iliness
b.
Physical
handicap
To
help
out
athome
a.Help
with
housework
|b.
Take
care
of
children
c.Take
care
of
invalid
No
money
To
work
Marriage
and/or
pregnancy
a.
Marriage
b.
Pregnancy
c.
Marriage
andpregnancy
Disliked
school
or
school
staff
a.Couldn't
get
along
with
tchr.
or
prin.
b.
Didn't
like
school
Couldn't
do
the
work;
Low
grades
Was
expelled
Committed
toreform
school
or
training
school
Mental
hospital
"No
reason"
Other
No
answer
given
a.Interviewer
says
mentally
retarded
b. c.
Interviewer
says
functionally
illiterate
No
information
available
TOTAL
mn
CU OLN
t
OO AWN
yo5k
MAA A
18
4
4103
199
11
5
2
oN d
10
512
8
*Based
on
response
‘to
SIB
Supplement
Item
#2.
24
2)
60 per cent of them reported’ in response to Question 2 of the $IB Sup-=
plement that their school grades had been very low.
Desire to get a job was given as a reason by many. For how manyof these boys and girls a job was really a matter of desperate neces-sity rather than just an excuse for getting away from a hated schoolis problematical. There were at least one or two cases, however, inwhich desperate financial straits did seem to be the deciding factor;for instance a boy who withdrew because he couldn't pay the "bookfee", and hoped to return. There were also several who withdrew underparental pressure to help support the family or to stay at home andtake care of an invalid grandparent. Statements to this effect,written legibly and with grammatically correct wording, together withan expressed interest in returning to school, suggest that there areat least a few boys and girls of high school age who badly want aneducation and would be capable of profiting from it, but are deprivedof it by conditions beyond their control.
D. The 15-Year-Old Out of School
Once the student has left school, what is his life like? Does hemanage to get a job? Does he have any regrets? Does he ever considerreturning to school? The S1B Supplement throws some light on thesequestions. For most of the boys and girls who indicated that theirreason for dropping out of school was that they wanted to get a joband earn money, efforts in this direction appear to have been doomedto failure. Only seven of the 18 who explicitly stated that they haddropped out of school in order to get a job indicated they had beenworking regularly since then.
But few of them seemed to have much genuine interest in going backto school. About 30 per cent of them said they had thought about return-ing to school, but some of their replies to the question "Under whatconditions would you return?" suggested that they were not very eagerto do so. Some of these replies boiled down to an expressed willing-ness to return only if major changes were made in the school or itsstaff.
Joint distributions of responses to S1B Supplement Item 2 ("Whydid you leave school?"), Item 5 ("Have.you been working regularlysince you left school?") and Item 3 ("Have you thought about returningto school?") are presented in Table III-6, separately for boys and girls.
Table III-7 summarizes the relationship between working regularlyand interest in returning to school. This table is based on boys only,since the picture for girls is complicated by the fact that so many ofthem withdrew for reasons which would keep them out of the labor market(e.g., to help out in their om homes). While the data of Table III-7
Table
III-6
Joint
Distribution
of
Responses
to
3SIB
Supplement
Items
(#2,
#3,
#6),
by
Sex
(Based
on
15~Year-Olds
Not
in
School
for
Whom
SIB
Supplements
Were
Filled
Out)
h9
Boys
54
Girls
Reason
for
|#5.
Working
Regularly?—>
Yes
No
No
Ans.
Total
Yes
No
No
Ans.
Total
Leaving
#3.
ThoughtAbout|
TNo
No
No
No
vReturning
?Yes
No
Tot.|Yes
No
Ans.Tot.}
No
Ans.|
Yes
No
Ans.Tot.||
Yes
No
Tot.|/Yes
No
Ans.Tot.|
No
Ans.|
Yes
No
Ans.Tot.
Tliness
or
Physical
handicap
a.Illness
--
-1
141s
2-
14.
2~
+-
e@2
-4
12
21
5b.
Physical
handicap
--«
--a
--
-~
--
.~
1lo.
2
To
help
out
at
home
a.
Help
with
housework
-=
--
-«=
b.
Take
care
of
children
--
c.
Take
care
of
invalid
--
t
M44
4
'
No
Money
~—
-1
-.
1-
Leo.
1-~
.~
--
To
work
22
41
yo
5-
36
-9
-3
3-
6-
6-
-fs)
-9
Marriage
and/or
pregnancy
a.
Marriage
~-
--
-b.
Pregnancy
c.
Marriage
and
pregnancy
-=
-
wan
dq
INGA
WA
d
IN IND
'
WAN
at
N
q
q
[
1
1
t
t
!
t
Disliked
school
or
school
staff
a.
Couldn't
get
along
with
teacher
or
principal
~=
-2
-=
2-
2-
b.
Didn't
like
school
-2
]1
eo
3-
1yo.
5-~
=-
2lL
-3
-2
1-
3
Couldn't
do
the
work;
low
grades
-1
1-
eae.
2-
-3
Was
expelled
-2@
e@e;
hea.
5~
hoo30C
7
Committed
to
reform
school
or
training
school
--
-2
13
6-
21
36
-=
Mental
hospital
en
--
"No
reason"
-=e
-de.
o.-
-~ge
L
Other
--
eee
a-
-a>
ifl
--
=-=
|No
answer
given
a.
Interviewer
says
mentally
retarded
--
--5
5Ll
-5
L6
--
--
b.
Interviewer
says
functionally
illiterate
-~-
---
-1
_-
11
~.
__8
c.
No
information
available
--
--
TOTAL
2On
te
12
18
333
71425
10
ugl
25
T}1sb
25
1ho
716
30
[oe]
54
26
27?
Table ITI-7. Joint Distribution of Responses to S1B SupplementItems 5 ("Have You Been Working Regularly...?")and 3 ("Have You Thought About Returning...?")
Based on 15-year-old boys not in school.
#8. Thought #5. Working Regularly?About Returning? Yes No No answer Total
Yes 2 12 - . 14No 7 18 - 25No answer - 3 7 10
Total 9 33 7 hg
are based on too few cases to be significant, they do serve as sign-posts suggesting that among a substantial proportion of the dropoutsthere is at least an element of regret at having withdrawn from school.
E. Environmental Factors
It seemed likely that localities characterized by a relativelylarge number of 15-year-olds not in school would be different inimportant respects from other localities. As a preliminary check onthe degree to which this was true, the dropouts were classified accordingto characteristics of their neighborhoods. Considerable information onthe characteristics of the neighborhood served by each school partici-pating in Project Talent is provided by the General School Character-istics Questionnaire. A taxonomy system* for classifying public second-ary schools into 17 groups which was developed in another phase ofProject Talent is based in part on these characteristics, and thistaxonomy can be used to throw some light on the nature of the neighbor-hoods in which the school dropouts live. The 17 taxonomy groups aredescribed in Appendix A, Part 2. Four tables in Appendix E (Tables E-1,E-2, E-3, E-4) show the distribution of certain salient characteristics(kind of housing, character of neighborhood, percentage of "minoritygroup’ students, and teachers' starting salary) estimated for the totalgroup of public secondary schools in the United States (divided intofour categories of schools representing the combination of the 17 publicsecondary school taxonomy categories into four larger groupings).Inspection of these four tables will give some idea of the characterof these groups of taxonomy categories. For fuller information aboutthem, the reader is referred to the second technical report (Flanagan,et al., op.cit.). Table III-8 shows the distribution, according totaxonomy group, of the schools that the dropouts would be attending,
*Described in Studies of the American High School (Flanagan, et al., op. cit.Chapter 4
Table[[T-8
Composition
(bySchool
Taxonamy
Group)
of
"Special
Sample"
of
Non-High-School
15-Year-Olds
28
Public
Secondary
SchoolTaxonomy
Groups##
Kind
of
Code
H.S.
Region
Voc.
or
10
Trade
el
Other
22
"
31
n
32
tt
1"
N.E.
ho
ny"
Total
Kind
of
Pop.
Economic
Community
of
Community
Level
we
It
HY
Igst.City
1,500,000
upLow
ntn
n"
Mod-High
Lg.
City
250,000-1,499,999
Low
tttw
rtre
Mod-High
Urban
5,000-249,999
Low
Wwtt
unMod-High
Small
Town
ee
HH
Rural
HE
KE
Urban
5,000-249,999
Low
nn
TtMod-High
SmallTown
Oe
HK
Rural
He
ae
Urban
5,000-249,999
Low
nw
ttMod-~High
Small
Town
HE
HH
Rural
WHE
HE
Total
Reg.
Sample
S.H.S.
Districts
Students#
Grade
9
35 27 D9 221 h 47 31 22 ek hs ho
101 11 83 138
131
822
*Qne
of
the
5schools
is
not
included,
since
it
had
no
students
**Excluded
from
"Special
Sample"
school
districts
by
definition.
***NOot
afactor
in
classification,
for
this
taxonomy
group.
#Grade
9students
were
counted
in
schools
that
lacked
Grade
10.
##A
more
detailed
description
of
the
17
taxonomy
groups
is
given
A
Countsfor"
School
x QL LN d™m oOtmMmN YAat d
1 13 12
15
B
Grade
10
977
1953*
190
631 0
803
216
300
219
81
4O1
796
652
1922961
539
10641
above
Grade
8.
Below
105 29 29 30 46 193 35
216
104
15
1152
inAppendix
A,
Part
2.
C
Special
Sample"
15-Yr-Olds
15-Yr-Olds
D
Not
In
School
c/B
+097
Oho.
08k
073
062
486
-197
»269
-370
2115
eho
-054
.112
-108
.028
e108
D/B
2052
-013-
-026
021
005
-o42
e114
.000
.022
O46
.003
.029
O17
02k
&9Also shown in this table, for purposes of comparison, are the totalnumber of Grade 10 students (of all ages) in each taxonomy group inthe schools of the "special sample", the number of 15-year-olds belowGrade 9 in the same districts, and the number of special-sample schoolsin each taxonomy group. Table III-8 reveals considerable scatter ofthe dropouts in terms of school taxonomy group. The rural south (TaxonomyGroup 54) and poor neighborhoods in southern cities (Taxonomy Group 51)and in the very large northern cities (Taxonomy Group 21) account for morethan their share. Small towns in the Northeast also seem to have a bitmore than their share of dropouts. This is shown by the column labeled
"p/p", which presents the ratio of 15-year-old dropouts to number ofGrade 10 students of all ages. (Grade 10 was chosen for this purpose
because it is the normal grade for 15-year-olds. )
The c/B column shows the ratio of 15-year-olds below Grade 9 to
Grade 10 students. Comparison of this colum with the D/B column shows
some noticeable disparities. Taxonomy Group 52, for instance, accounts
for far more than its share of 15-year-olds below Grade 9 and fewer 15-
year-old dropouts. Differences among schools (and among categories of
schools) in regard to promotion policy and local differences in com-
pulsory education regulations probably account for many of the disparities.
There is only a slight positive correlation, not significantly different
from 0, between prevalence of dropouts among the 15-year-olds and preva-lence of 15-year-olds below Grade 9. (The Spearman rank-order correlationbetween D/B and C/B, for 15 "cases", i.e., 15 taxonomy groups, is .28.)
More light is thrown on the 15-year-old dropout by inspecting thecharacteristics of the four schools that account for over half of thedropouts. These four schools, in descending order of proportion ofdropouts, are:
1. A southwestern school (Taxonomy Group 62). About55 per cent of its students are Latin-American,
and about 5 per cent are Negro.
ce. A segregated school for Negroes in a southern city(Taxonomy Group 51).
3. <Asegregated school for Negroes in a rural area inthe South (Taxonomy Group 54).
4. A New York City school (TaxonomyGroup 21); aboutD2 per cent Latin-American, 15 per cent Negro.
These four schools apparently serve disadvantaged groups in large part.And adding just three additional schools brings the percentage of 15-year-old dropouts accounted for up to about 70 per cent. And thesethree other schools, too, serve substantial proportions of disadvantagedgroups, including in the case of one school in the West, quite a fewIndians.
30
F. Summary and Conclusions
As has been indicated, most of the 15-year-old dropouts who indi-cated they left school for economic reasons were unable to get regularjobs. This is hardly surprising, of course, to anyone who views thesituation realistically. There are very few jobs open to the 15-year-old dropout--and most of these boys and girls have three strikesagainst them in the competition for what few jobs there are. First, thetypical 15-year-old dropout lacks specific training amd job skills. Secondly
he lacks the basic tools of functional literacy--namely adequate reading
and writing skills. And thirdly the child labor laws and other legal
restrictions place sharp limitations on the kinds of work he may do.
It must be borne in mind that the group of dropouts we are talking
about now are not the boys and girls who leave high school at the age
of 17 or 18, after getting as far as, perhaps, the eleventh or twelfth
grade. A substantial proportion of this older group of dropouts pre-
sumably consists of boys and girls who are fully capable of graduating
from high school, and whose failure to do so is due primarily to deficient
motivation rather than to deficiencies in ability. The withdrawal of
these boys and girls from high school before graduation is undoubtedly
a loss not only to themselves but to society. But as far as the 15~-year-
old dropouts are concerned, our evidence strongly suggests that very
few of them, at present, have adequate reading and writing skills to
enable them to master high school work and meet any reasonable standards
for high school graduation. Thus, under present circumstances, most of
these boys and girls probably would not have graduated even if they had
stayed in school until they were 18.
While there is probably no pat solution to their problems, and to
the problem they create for society, concentration of efforts on bringing
boys and girls with reading deficiencies up to minimum standards of
literacy might be the most constructive single step that could be taken
in making it possible for them to profit from their schooling and to
acquire marketable skills. And any suctess that might be achieved in
raising their basic literacy level would also probably cut the number
of dropouts by making them more interested in staying in school a while
longer--perhaps even until graduation.
There are two hopeful aspects to the problem of the 15-year-old
dropout. The first of these is that the magnitude of the problem is
not great; only a very small percentage of the 15-year-olds are not
in school. And the second hopeful aspect lies in the fact that the
problem is apparently a relatively localized one--largely concentrated in
a few areas. This localization is fortunate because it makes it possible
“Oo concentrate remedial efforts rather than scattering and diluting them.
And although this may seem like a somewhat paradoxical statement, the
fact that the problem occurs primarily among underprivileged or dis-
advantaged groups is also a hopeful sign, because it increases the possi-
bility that remedial efforts will succeed. For instance it appears that
a substantial segment of the 15-year-old dropout group consists of Puerto
Ricans--many of them probably fairly recent arrivals in the United States
31proper and therefore severely handicapped in terms of English-languageliteracy. This handicap is not a genetically transmitted disability, and itcan be greatly reduced by training.
All things considered, the compulsory education laws in most statesappear to be fairly effective in keeping boys and girls from dropping outof school before they reach 16--but there are apparently scattered troublespots, here and there, where sizable groups are not receiving their quotaof free education. Steps can be taken to improve this situation.
Chapter IV. ANALYSIS OF AGE~GRADE RELATIONSHIPS
A. Introduction
To provide proper perspective for the interpretation of the data
for 15-year-olds it is necessary to know how the 15-year-olds as a
group fit into the total pattern. It is not enough to know merely
what grades these students are in and what kinds of test scores they
get, both as an overall group and in terms of the subgroups into which
they may be split on the basis of grade and sex. These sorts of data,
which are presented in Chapter V, tell us a great deal about the 15-
year-old. But what they do not tell us clearly is how the 15-year-old
compares with the 16-year-old, the 17-year-old, the 14-year-old, and
the rest of his schoolmates--not merely in regard to grade distribution
put also in regard to abilities and achievement, as measured by per-
formance on the tests of the TALENT battery.
It is the purpose of this chapter, therefore, to provide the re-
quired background of age-grade patterns and age-grade~score patterns,
for high school boys and girls, as a setting against which the data
for 15-year-olds presented in the following chapter can best be inter-
preted.
B. Definition of Group on Which Data are Based
All of the data presented in the present chapter (except Table
IV-5) are based on a ten per cent subsample of the Project TALENT
schools--more specifically, on that particular ten per cent subsample,
designated Subsample 0, which was also used to define the school dis-
tricts in which 15-year-olds not in high school were to be located and
tested. (The present chapter, however, is concerned only with the
Grade 9-12 population, not with the special sample of 15-year-olds not
in high school.)
An additional restriction, a very minor one, is that the data in
this chapter are limited to the age range 12 to "20+", where "20+"means ages 20 and 21 combined. This combining was done to simplify
computer processing. The two groups are so small that they have
33little weight in any event, and it was therefore felt that combining themwould not cause any major problems. Also in the interests of simplicity,a tiny handful of cases below age 12 (there were no more than three orfour such cases at most) were eliminated, as were the very few cases overel years of age. In defining the age limits of the group (12 to 21) agewas considered to mean "age at last birthday" as of the time of testing.
All the data analyses presented in this chapter are based only onthose students for whom complete data are available. There is no reasonto believe that these students are atypical in any important respect ofthe total group.
The total group on which the data of the present chapter are based,then, consists of 26,503 students.
C. Age-Grade Patterns
Table IV-1 shows how the 26,503 cases of our subsample are distri-buted, in terms of age, grade, and sex. In this table, the 2-year modalage interval is represented by the year immediately above the diagonalzigzag line and the year immediately below. Below the modal cases to-wards the bottom of the chart are the students who are above the normalgrade for their age. These include both the students who have been ac-celerated and the students who are ahead of their age group because theyentered the first grade a little younger than is customary. Likewise,above the modal group towards the top of the chart (Table IV-1) are thestudents who are below the normal grade for their age. These includestudents who have failed a grade or more sometime in their schooling,and perhaps also a few boys and girls who entered school a year or twolate or lost time because of illness.
The numbers of students shown in Table IV-1l are raw frequencies,which have not been weighted to correct for differential sampling ratios.
The corresponding weighted frequencies, which are approximately propor-tional to the numbers of students in these subgroups in the United StatesaS a whole, are shown in Table IV-2. The dropout rate is highest, of
course, for the group that is markedly below grade-for-age, but there is
apparently a holding of the line against dropout, in the case of studentswho are very much over-age for their grade but nevertheless stay in highschool considerably beyond the age when it would be easy for them to dropout. This is particularly true in the case of students who have reached
at least the eleventh grade, so that graduation seems almost within grasp.
But in making comparisons of this sort it is necessary to take ac-
count of differential birth rates in different years. For instance, when
we tested in 1960 there were about 15 per cent more l17-year-olds than 18-
year-olds in the United States. This difference was, of course, reflectedin the ratio of l7-year-olds to 18-year-olds in Grade 12, where these twoage groups encompass the modal age. For this reason the total U. §. popu-lation in different age categories is shown in the last column of Table Ivy-2.
The purpose of Table IVy-3 is to make direct comparisons simpler.
For this table, numbers of cases have been corrected to approximate
3h
Table IV-l. No. of Students in Project TALENT Sample, Distributed by Grade, Age and Sex(Ages 12 to 20+; Grades 9-12; Cases with Complete Data; Subsample 0)
Age* Sex Grade 9 Grade 10 Grade 11 Grade 12 Total
20-2). M 2 2 13 2k WyF -- 1 1 9 11
Total 2 3 14 33 52
19 M 2 6 32 136 176F 1 2 12 68 83
Total 3 8 Wy 20h © 259
18 M 6 h6 180 868 1100F 6 22 100 692 820
Total 12 68 280 1560 1920
17 M 79 290 1228 3285F 36 150 971 1923 3080
Total 2199 3611 6365
16 M 88 3553F 116 3492
Total 204 TO4K5
15 M 2 3208F 5 3375
Total T 6583
14 M 1719 91 1 -- 1811F 2110 113 1 1 2225
Total 3829 20k 2) 1 4036
13 M 96 1 -- -- 97
F 131 3 -- 1 135Total 227 4 =o 1 232
12 M 7 -- -- 1 8
F 3 -- -- -- 3Total 10 -- ~« 1 ll
Total M 3590 3540 3340 2807 13279F 3605 3447 3357 2615 13224
Total 7195 6987 6699 5622 26503
Note: The zigzag line represents the progression of medal age groupsfrom grade to grade.
* Age at last birthday at time of testing (Spring 1960).
35
Table IV-2. Numbers of students, by age, grade, and sex, proportional tocorresponding numbers in total U.S. high school population.*
N U.S.pop.Age** Sex Grade 9 Grade 10 Grade 11 Grade 12 Total in 1000's
20-21 M 413 430 2629 5328 8802 21k9F 0 500 221 2205 2926 2oky
Total 413 932 2850 7533 11728 4393
19 M 433 1259, 6764 28415 36871 ~Stsi«*2:208F 211 721 2408 i40h8 1.7388 1168
Total 644 1980 9172 hoh63 54.259 2276
18 M 1516 9642 39873 178064 229095 12h9F 1539 5204 20893 138607 166043 12k9
Total 3055 14846 60766 316671 395338 2h9817 M 17448 61238 259461 351171 689318 1457
F 8576 32653 202899 388105 632033 1415Total 26024 93891 462360 139276 1321551 2872
16 M 75505 270118 17433 745633 1450F 38211 212826 4A7O55 22331 720423 1389
Total 113716 482gkh 829632 39764 1166056 2839
15 M 275160 13559 320 6688h0 1435F 231308 KUSKEL 21473 84h 699086 1367
Total 506468 825268 35028 1164 1367928 2802
i4 M 360810 (17349 120 -- 378279 1403F 442366 21696 120 186 464368 1345
Total 803176 39045 2h0 186 84067 27h8
13 M 18142 120 -- -- 18262 1789F 25113 360 -- 200 95673 1726
Total 43255 480 -~ 200 43935 351512 M 1034 -~ -~ 220 1254 1825
F 360 -- -- -- 360 1758Total 1394 =~ -- 220 1614 3583
Total M 750461 739965 704979 580951 2776356 13865F 74768) 719421 695069 566526 2728700 13661Total 1498145 1459386 1400048 1147477 5505056 27526
* The frequencies in this table were obtained by weighting each case in Table IV-1by the appropriate value (School Weight A) to correct for differential samplingratio and for rate of participation in Project TALENT of the selected schools inthe stratum. These weighted frequencies, therefore, are approximately proportionalto the corresponding numbers of students in the total U.S. high school population.
** "Age at last birthday" at time of testing (Spring 1960).
¥¥* 1960 census.
Note; The zigzag line represents the progression of mojal age groups from grade tograde.
36
Table IV-3 Theoretical Percentage Distribution* of U.S. High School Students by
Age, Grade, and Sex (Ages 12 to 20+; Grades 9-12)
Est. % of Sample** -U.S.popAge Sex Grade 9 Grade 10 Grade 11 Grade le Total in 1000's
20-21 M -010 -010 061 6125 206 2149F -- .O11 .005 «050 .066 22k
Total .010 .021 066 0175 6272 4393
19 M .009 «030 156 649 Bly 1108 *F 004 015 .052 304 6375 1168Total :013 O45 208 +953 1.219 2276
18 M 030 0195 810 3.613 4,648 12h9F 030 ~105 Hoh 2.812 3.371 12h9
Total .060 +300 1.234 6.425 8.019 2498
17 M +303 1.064 4.513 . 11.988 1457F 0154 586 3.633 6.950 11.323 1415
Total 457 1.650 8.146 13.058 23.311 2872
16 M 1.319 4.720 «304 13.029 1450F .697 3.882 8.156 407 13.142 1389
Total 2.016 14.842 “711 26.171 2839
1 M 4,860 . Oko 005 11.811 1435F 4.287 8.258 399 6015 12.959 1367
Total 9.147 14.964 .639 .020 24.770 2802
14k oM 6.516 312 .002 -- 6.830 1403F 8.335 409 .002 OO} 8.750 1345
Total 14.851 .721 00} 004 15.580 2748
13 OM 256 .002 -- -- 258 1789F 368 .006 -- .003 °377 1726
Total 624 .008 -- .003 »635 3515
12 sM. O14 -- -- .003 .O17 1825F .006 -- -- -- .006 1758
Total »020 -- -- .003 023 3583
Total M 13.317 13.039 12.468 10.807 49.631 13865F 13.881 13.272 12.671 10.545 50.369 13661
Total 27.198 26.311 25.139 21.352 100.000 27526
Note: The zigzag line represents the progression of modal age groups fromgrade to grade.
*Based on same cases as Table [y-2.**The percentages are theoretical, not actual, because they have been corrected
for differential birth rate in different years.#*#*1960 Census.
37
age group. These corrected frequencies have then been converted topercentages of the total sample. It is these percentages that are pre-sented in Table IV-3. This method is intended to provide an indicationof what the age-grade bivariate distribution would be if the U. S&S.population were equal for all ages in the high school range.
From this table, then, although its development involves elementsof approximation and although in some of the cells around the fringesit is based on very small numbers of cases, it is possible to get someuseful information concerning acceleration, retardation, and dropout,and to draw some important inferences in these areas.
As an example of how the table may be used, let us look at thedata for eleventh- and twelfth-graders. From the data in Table Iv-3it may be inferred that 77.2 per cent of 18-year-old eleventh-gradersbecome 19-year-old twelfth-graders, and that 78.9 per cent of lf-year-old eleventh-graders become 18-year-old twelfth-graders. There seemsto be about as great a probability, then, that an 18-year-old eleventh-grader will become a 19-year-old twelfth-grader as that a 17-year-oldeleventh-grader will become an 18-year-old twélfth-grader.
If we take as one definition of a suitable normative group forhigh school students those students who are going to reach Grade 12right on schedule, in other words without any acceleration and withoutany retardation, and who therefore stand a very good chance of gradu-ating on schedule, we can infer from the Grade 12 column of Table TV-3that this group consists of 1/-year-olds and 18-year-olds in veryroughly a five-to-three ratio for boys and a seven-to-three ratio forgirls. Applying these same ratios in the lower grades we would infer,for instance, that when the twelfth-grade girls from this group werein Grade 9, 70 per cent of them were 14 years old and 30 per cent were15. Similarly in Grade 10, 70 per cent of them were 15 and 30 per centwere 16, and in Grade 11, 70 per cent were 16 and 30 per cent were 17.For convenience in the present discussion we shall call the groupdefined in this manner the "standard group". This group will be re-ferred to again later.
D. The Test Variables
Data are presented in this chapter for the following 18 testvariables*, selected to cover a wide variety of aptitudes, abilities,and areas of achievement and information.
R-102 Vocabulary Information (Part I)R-105 Social Studies Information
» R-107 Physical Science InformationR-108 Biological Science InformationR-lll Electricity and Electronics InformationR-l12 Mechanical InformationR-114 Home Economics InformationN
OWFW
MOH
ENhannnAsxa ND anna nnd ew ne. a7 wn
388. R-115 Sports Information9. R-190 Information Part’I Total
10. R-230 English Total
11. R-250 Reading Comprehension
12. R-260 Creativity13. R-270 Mechanical Reasoning
14. R282 Visualization in Three Dimensions15. R-290 Abstract Reasoning
16. R-311 Mathematics I. {emetic Reasoning)17. R-312 Mathematics II.({Introductory high school
mathematics)
18. F-410 Arithmetic Computation
E. Relation of Test Scores to Age and Grade
Table IV-4 presents weighted means and standard deviations on
18 TALENT tests or subtests, for boys and girls separately, for each
age-grade group. Corresponding means and standard deviations by grade
and sex, with all age groups combined, are also shown in the table.
To make direct comparisons among tests possible, Table Iv-4 also
shows, for the raw score mean for each age-grade-sex group, the corres-
ponding standard score based on the complete group of 15-year-olds.
The means and standard deviations used as the pasis for determining
these standard scores (in other words, the means and standard devi-
ations estimated for the total 15-year-old population on the 18 vari-
ables) are shown in Table IV-5, together with the corresponding means
and standard deviations for boys and girls separately.
For 12 of the tests the standard score means are also shown
graphically in Figures IV-1 to Iv-12. These 12 variables are:
R-102 Vocabulary Information (Part I) (Fig. IV-1)
R-107 Physical Science Information (Fig. IV~2)
R-1l1 Electricity and Electronics Info. (Fig. IV-3)
R-112 Mechanical Information (Fig. IV-4)
R-190 Information Part I Total (Fig. IV-5)
R-230 English Total (Fig. Iv-6)
( )))
R-250 Reading Comprehension » Fig. IV-7
R-260 Creativity | Fig. Iv-8R-282 Visualization in Three Dimensions Fig. IV-9
R-290 Abstract Reasoning (Fig. IV-10)
R-31l Mathematics I.(Arithmetic Reasoning) (Fig. IV-11)
R-312 Mathematics Il.(Introd. h. s. math.) (Fig. IV-12)
In these graphs, only five points were plotted for each grade, to elimi~
nate most of the means based on very small numbers of cases. Each
graph consists of four curves, corresponding to the four high school
39
Table IV-+. Weighted means, corresponding standard deviations, and correspond-~ing N's, by grade, age, and sex, on selected Project TALENT Tests
(For students in Grades 9~l2; ages 12 to 20+; cases with complete data only;Subsample 0)
This table consists of 18 sections as follows:
Section Variable
A R-102 Vocabulary Information (Part I)B R-105 Social Studies Information
Cc R-107 Physical Science Information
D R-108 Biological Science InformationE R-ll1l Electricity and Electronics Information
F R-112 Mechanical InformationG R-114 Home Economics InformationH R-115 Sports InformationI R-190 Information Part I Total
J R-230 English TotalK R-250' Reading Comprehension
L R-260 Creativity
M R-270 Mechanical Reasoning
N R-282 Visualization in Three Dimensions
0 R-290 Abstract Reasoning
P R-311 Mathematics I (Arithmetic Reasoning)Q R-312 Mathematics II (Introductory high school mathematics)
R F-410 Arithmetic Computation
The means and standard deviations are based on data weighted to provide anestimate of the values for the national population of high school students.(School Weight "A" was used for this purpose.) N is the correspondingweighted number of cases.
to the numbers of students in the population.The N's, thus, are approximately proportional
The notation used in this table is as follows:
N' = number of students in Project TALENT sample (unweighted)
N Nl
a
weighted number of cases
standard deviation of weighted cases
M= mean of weighted cases
N W standard score corresponding to M. Thestandard scores are based on the estimated
means and standard deviations for the totalpopulation of 15-year-olds (boys and girls
combined). (These means and standard devia-tions are shown in Table IV-5.)
(continued)
ko Table Iv-4% (cont.)
Section A- R-102 Vocabulary Info (Part I)
Boys Girls
Gr. Age N‘to Nin M oT z N' Nin M a Z1006's 100's
9 7 10 13.901 2.323 0.65 3 4 14.333 1.248 0.759 13 96 181 11.493 4.581 0.09 131 251 9-747 4.357 -0.329 1 1719 3608 11.771 3:822 0.15 2110 yeh 10.338 3.758 -0.199 315 1323 2752 «10.441 =4.109 -0.16 W141 2313 «9-115 3.909 -0.479 16 356 755 8.446 3.621 -0.63 177-382 6.695 3.419 -1.049 17 79 174 7.395 3.271 -0.88 36 86——«*“ BL 2.898 -1.229 18. 6 15 7.492 3.025 -0.86 6 15 5.018 2.059 -1.449 19 2 kh 7.557 3.500 -0.84 1 2 8.000 ,000 -0.749 20+ 2 4 2.453 1.499 -2.0h O 0
Tot 3590 7505 10.827 4.091 -0.07 3605 7477 9.693 3.931 -0.34
10 12 0 0 oO 01o 13 1 1 15.000 000 0.91 3 kh 12.000 3.742 0.2010 4 91 173 12.924 4.541 0.42 123 217.) «s«d11..940 44.219 0.191o 15 1810 3798 13.007 3.889 O:kk 2118 &h55) 11.561 3.951 0.1010 16 1294 2701 11.603 4.057 0.11 1038 2128 10.413 4.040 -0.1710 17 290 612 9.773 3.558 -0.32 150 327 8.198 3.309 -0.6910 18 46 96 8.433 3.472 -0.63 22 52 6.114 2.592 ~1.1810 19 6 13 7.583 2.645 -0.83 2 7 9.000 .000 -0.5010 20+ 2 & 7.454 2.500 -0.87 1 5 7.000 .000 -0.97
Tot 3540 7hoOo 12.153 4.083 0.24 3447 7194 11.035 4.056 -0.02
11 22 o 0 0 011 13 0 0 0 011 14 1 1 19.000 000 1.85 1 1 12.000 .000 0.2011 #15 73 136 14.748 3.640 0.85 111-215 s«*212.501 Sk. 490s 0. 3211 16 1815 3826 13.896 3.747 0.65 2161 bk7l 12.185 3.997 0.25ll 17 1228 2595 12.714 3.978 0.37 971 2029 11.047 4.0k5 -0.0211 18 180 399 10.039 3.970 -0.26 100 209 8.376 3.356 -0.6511 #19 32 68 8.586 4.509 -0.60 we ah 6.577 2.827 -1.0711 204 13 26 9.166 4.507 -0.46 1 2 9.000 .000 -0.50
Tot 3342 7050 13.191 4.012 0.48 3357 6951 11.728 4.09k 0.14
12 2 1 2 20.000 000 2.08 0 012 13 0 0 1 2 15.000 .000 0.9112 14 0 0 1 2 11.000 -000 -0.0312 15 2 3 10.750 968 -0.09 5 8 13.844 3.683 0.64le 16 88 17h 14.868 3.534 0.88 1160 223)0Cid22.554 217 «0.3412 17 1688 3512 14.717 3.501 0.84 1923 3881 13.047 3.941 0.45le 18 868 1781 13.121 3.787 0.47 692 1386 12.086 4.102 0.2212 19 136 «284 11.021 33.459 -0.03 68 140 7-947 3.530 -0.7512 20+ ah 53 9.170 3.4358 -0.46 9 22 7-830 3.008 -0.78
Tot 2807 5810 14.000 3.755 0.67 2815 5665 12.647 4.081 0.36
Note: For explanation of notation, see first page of Table IV.
Table Iv-4& (cont.) AL
Section B. R-105 Social Studies Information
Boys __ Girls
Gr. Age N'o Nin M o Zz N' Win M o Z100's LOO's
9 12 7 10 17.526 5.172 0.86 3 4 17.333 2.625 0.829 13 96 181 14.658 5.794 0.34 131 251 «411.579 5.479 -0.229 UW 1719 3608 14.110 5.402 0.2% 2110 heh 12.048 4.653 -0.149 15 1323 2752 12.2h2 5.482 -0.10 1141 2313 10.310 4.892 -0.469 16 356 755 9.363 4.503 -0.63 177. 382
)2=—
7-483) 4.182 -0.979 17 79 «174 7.387 4.288 -0.99 36 86 6.904 4.086 -1.089 18 15 8.261 3.733 -0.83 6 15 7-455 3.479 -0.989 19 2 h 9.621 7.499 -0.58 1 2 8.000 .000 -0.889 204 2 4 3.937 ~=—-1.999 -1.62 0 0
Tot 3590 7505 12.789 5.607 0.00 3605 7477 11.194 4.896 -0.30
10 12 O 0 0 O10 13 1 1 23.000 ..000 1.85 3 4
=
18.333, 4.497) =«21.0010 14 91 173 15.976 5.291 0.58 113° 0-217): 13.609 5.487 0.14lo 15 1810 3798 15.609 5.070 0.51 2118 4Wh55 13.097 4.851 0.0510 16 1294 2701 13.366 5.567 0.10 1038 2128 11.528 4.767 -0.2310 17 290 612 10.714 4.831 -0.38 150 327 8.696 4.184 -0.7510 18 46 96 8.853 4.92 -0.72 22 52 7-788 2.756 -0.9210 19 6 13. «11.905 5.427 -0.17 2 7 13.000 .000 0.0310 20+ 2 4h 8.944
=
3.000 -0.70 1 5 14.000 .000 0.22
Tot 3540 7hoo 14.297 5.497 0.27 3447 7194
=
=12.413 4. ghe -0.07
11 12 0 0 O 011 13 O oO O 011 14 1 1 23.000 000 2.85 1 1 22.000 .000 1.6711 15 73 136 18.313 4.548 1.00 1210-215) 14.258) =-5..537 0.26ll 16 1815 3826 16.991 4.914 0.76 2161 4472 14.744 4.918 0.3511 17 1228 2595 15.411 5.323 0.47 971 2029 13.174 5.112 0.0711 18 180 399 11.962 5.453 -0.16 100 209 9.942 4.033 -0.5211 19 32 68 11.047 6.450 -0.32 12 2h 7-387 3.074 -0.9911 20+ 13 26 11.953 6.497 -0.16 1 2 11.000 .000 -0.33
Tot 3342 7050 16.075 5.306 0.59 3357 6951 14.101 5.085 0.2312 le 1 2 21.000 .000 1.49 0 012 13 O O 1 2 13.000 .000 0.0312 14 O 0 1 2 19.000 .000 1.13l2 15 2 3. 15-375 4.357 0.47 5 8 16.557 2.907 0.6812 16 88 174 17.642 5.041 0.88 116 4223 «14.820 4.708 0.3612 17 1688 3512 17.481 4.525 0.85 1923 3881 15.032 4.705 0o.ko12 18 868 1781 15.670 4.971 0.52 692 1386 13.949 4.956 0.2112 19 136 «6284 =:13.229' 44.988 0.08 68 lo 9.883 4.450 -0.5312 204 oh 53 10.360 4&.4ko -0.45 9 22 8.563 4.919 -0.77
Tot 2807 5810 16.658 4.879 0.70 2815 5665 14.608 4.856 0.33
Note: For explanation of notation, see first page of Table IV.
ho Table Iv-4 (cont.)
Section C. R-107 Physical Sciences Information
Boys Girls
Gr. Age N'o Nin M co Z N' Nin M c Zz100's 100's
9 12 7 10 8.919 5.020 0.29 3 11.667 2.357 1.009 13 96 181 9.324 4.062 0.40 131 251 7-643 3.622 -0.0k9 14 1719 3608 9.163 3.750 0.36 2110 koh 7.290 3.412 -0.139 15 1323 2752 «8.031 * 3.738 0.06 124) 2313 6.539 3.355 -0.329 16 356 755 6.467 3.305 -0.34 177 362 4.634 3.011 -0.819 17 79 17h 5.197 2.850 -0.67 36 86 4.185 2.208 -0.939 18 6 15 4,606 1.554 -0.82 6 15 4.977 3.153 -0.739 19 2 4 3.557 3.500 -1.09 l 2 7.000 .000 -0.209 20+ 2 4 4.516 2500 -0.84 0 0
Tot 3590 7505 8.373 3.825 0.15 3605 7477 6.895 3.445 -0.23
10 12 oO 0 0 010 13 1 1 13.000 .000)=—-1.35 3 4 7-333 3.091 -0.1210 14 91 173 9-471 4.471 0.43 113.0 «217 7-753 3-547 -0.0110 15 1810 3798 9.608 3.769 O47 9718 455 7-462 3.416 -0.0810 16 1294 2701 8.361 3.864 0.15 1038 2128 6.663 3.419 -0.2910 17 290 612 6.838 3.409 -0.25 150 327 4.847 2.545 -0.7610 18 46 96 4.774 =93.119 -0.78 22 52 3.067 1.604 +1.2210 19 6 13 8.060 3.316 0.07 2 7 7.307 461 -0.1210 20+ 2 h 7-546 2.500 -0.06 1 5 7.000 -000 -0.20
Tot 3540 7400 8.854 3.908 0.28 3hh7 7194 7.084 3.447 -0.18
11 12 fs) 0 O 0li 13 0 oO 0 011 14 1 1 13.000 .000 1.35 1 1 10.000 000 86004511 15 73 136 410.807 4.162 0.78 1110215 8.020 3.964 0.011 16 1815 3826 10.246 4.038 0.63 2161 4471 7,287 3.652 ~-0.13ll 17 1228 2595 9.190 4.073 0.36 971 2029 6.541 3.671 -0.3211 18 180 399 7-107 3.544 -0.18 100 209 4.568 2.631 ~-0.8311 19 32~—Céisé«OSB 5.094 3.648 ~-0.70 22 oh 3.999 2.417 -0.9811 20+ 13 26 6.017 3.515 -0.46 1 2 4,000 000 -0.98
Tot 3342 7050 9.626 4.133 0.47 3357 6951 6.998 3.686 -0.20
12 12 1 2 17.000 000 2.38 0 012 13 0 0 1 2 11.000 000 §=0,8312 14 0 0 1 2 8.000 000 §=60.0512 15 2 3 6.500 1.936 -0.33 5 8 9.263 3.613 0.3812 16 88 17h 12.435 4.455 0. 9h 116.223 7.069 3.902 -0.192 17 1688 3512 11.018 4.242 0.83 1923 3881 7-524 4,030 -0.0712 18 868 1781 9.650 4.325 0.48 692 1386 6.765 3.874 -0.2612 19 136 «28k 7-530 3.920 -0.07 68 140 4.408 =62.513_-0.8712 20+ 2k 53 5.924 3.123 -0.48 9 20 3.495 2,381 -1.11
Tot 2807 5810 10.394 4.311 0.67 2615 5665 7.231 3.997 -0.14
Note: For explanation of notation, see first page of Table IV.
Table Iv-& (cont.) re
Section D. R-108 Biological Sciences Information
Boys GirlsGr. Age N' Nin M c Zz N' Nin M o Z100's 100's
9 12 7 10 7.652 1.801 0.86 3 h 4.333 2.055 -0.499 13 96 181 5.543. 2.286 0.00 131 251 4.617 2.338 -0.389 14 1719 3608
=
5.752, 2.326 0.09 alio
=
bkok
«=
HES 2.206 -0.329 15 1323 2752 5.235 2.455 -0.12 1141 2313 4.k98
=
22h 6-0, he9 16 356 755 4.231 2.128 -0.53 177-382 3.379 1.898 -0.889 17 79 «174 3.997 2.072 -0.63 36 86 2.584 1.656 -1.209 18 6 15 4.707 1.002 -0.34 6 15 3.265 1.462 -0.939 19 2 k 3.524 1.500 ~0.82 L 2 5.000 -000 -0,229 20+ 2 4 1.000 -000 -1.85 oO oO ;
Tot 3590 7505 5.360 2.403 -0.07 3605 7h77 4.567 2.233 -0.ho
10 12 0 oO 0 010 13 1 1 7.000 000 0.59 3 h 3.333 ~943 -0.9010 14 91 173 6.702 2.187 0.47 113-217 2-372 2.305 -0.0710 15 1810 3798 6.798 2.286 0.51 2338 by5s5 5.895 2.196 0.1410 16 1294 2701 6.136 2.42h o.2h 1038 2128 5.490 2.309 -0.0210 17 290 612 5.163 2.225 -0.15 150 327.0 4.378
=
1.995 -0.4710 18 46 96sKO3s-2. 289-0. 46 22 «52 3.334 1.573 -0.9010 19 6 613 5.582 2.950 0.02 2 7 5.307 -461 -0.1010 204 2 4 5.472 1.500 -0.03 l 5 3.000 .000 -1.03Tot
=
3540 Thoo
=
6.385 2.392 0.34 ahh 79h
©=—
5.668) 2.256 0.05
11 12 0 O 0 011 13 0 oO O 011 14 1 1 10.000 -000 =61.81 Ll 1 7.000 000 0.5911 15 73 136 7-350 2.086 0.74 lll 215 6.158 2.442 0,2511 16 1815 3826 6.901 2.198 0.55 2161 4471 5-827 2.170 0.121l 17 1228 2595 6.486 2.265 0.38 971 2029 5.570 2.152 0.0111 18 180 399 5.484 2.327 -0.02 100 209 4.211 2.013 -0.5411 19 32 68 5.098 2,372 -0.18 12 oh 3.810 1.717 -0.7011 204 13 26 4,601 2.113 -0.38 L 2 5.000 .000 -0,.22Tot
=
33427050 6.651 2.267 0.45 3357 6951 5.706 2.191 0.0712 1 1 2 10.000 000 861.81 0 012 13 0 0 L 2 8.000 .000 1.0012 14 0 0 1 2 ‘7-000 -000 0.59 |12 15 2 3 8.000 .000 1.00 5 8 6.090 1.933 0.2212 16 88 17h 6.597 2.221 0.43 116-223 5.652 2.350 0.0512 17 1688 3512 1-033 2.139 0.61 1923 3881 5.930 2,184 0.1612 #18 868 1781 6.560 2.255 O.41 692 1386 2-753 2.254 0.0912 19 136
09
2B 5.568 2.254 0.01 68 iho 4456 1.83h -O. 4h12 204 2h 53 5.547 2.185 0.00 9 20 4.097 1.788 -0.59Tot 2807 5810 6.791 2.215 0.51 gis 5665
«=
5.834 221K 0.22Note: For explanation of notation, see first page of Table IV.
yh Table Iy-4 (cont.)
Section E. R-111 Electricity and Electronics Information
Boys Girls
Gr. Age N' Nin M g Zz N' Nin M og z100's 100's
9 12 7 10 7.29k 4.597 0.15 3 h 4.667 1.700 -0.559 1B 96 181 7.972 4.052 0.33 131 251 5.44u 2.683 -0.349 1729 3608 8.167 3.977 0.39 alo Wek 5.337 2.500 -0.379 45 1323 2752 7.512) 3.847 0.21 141 2313 5.017 2.531 -0.459 16 356 755 6.572 3.499 -0.04 177-382 4.230 2.277 -0.669 17 79 174 5.369 3.014 -0.36 360 86—(ié«‘iCCKB 1997-0619 18 6 15 5.945 3.198 -0.21 6 15 2.749 1.655 -1.069 19 2 4 5.573 4.kgg -0.30 1 2 4.000 .000 -0.729 20+ 2 4k 2.906 2.999 -1.02 0 0
Tot 3590 7505 7.686 3.916 0.26 3605 7477 5.169 2.516 -0.41
10 12 0 0 0 010 13 1 1 8.000 .000 860.34 3 4 3.333 472 -0.9010 14 91 173 9.127 4.781 0.64 113.9 217)“ 337) 2473 -0.3710 15 1810 3798 9.159 4.1kbh 0.65 2118 4h55 5.561 2.481 -0.3110 26 1294 2701 8.517 4.175 0.48 1038 2128 5.266 2.518 -0.3910 17 290 612 7.514 3.585 0.21 150 327 4.853, 2.340 -0.50lo 18 46 96 6.251 4.049 -0.12 22 52 3.583 1.946 -0.841o 19 6 13 7.596 4.346 0.23 2 7 4.307 «461 -0.6410 20+ 2 4 10.000 .000 0.87 1 5 1.000 .000 -1.52
Tot 3540 7400 8.748 &.16h 0.54 3hh7 ugk 5.415 2.495 -0.35
11 12 0 0 0 011 13 Oo O 0 012 #14 1 1 14.000 000 §=61.94 1 l 5.000 000 -0.4611 15 73 136 9.425 4.309 0.72 1110025 5.648 2,822 -0.2811 16 1825 3826 9.942 4.197 0.86 2161 4471 5.662 2.610 -0.2811 17 1228 2595 9.546 4.141 0.75 971 2029 5.248 2.672 -0.3911 18 180 399 7.856 4.031 0.30 100 209 4.885 2.357 --0.4911 19 32 68 6.813 4.280 0.03 12 oh 4.341 ©2.638 -0.6311 20+ 13 26 6.721 4.785 0.00 1 2 6.000 .000 -0.19
Tot 3342 7050 9.627 4.213 0.78 3357 6951 5.513 2.637 -0.32
12 12 1 2 15.000 000 «2.21 0 012 13 oO 0 1 2 11.000 .00O)§=61.1412 ik 0 0 ‘y 2 10.000 .000 0.872 15 2 3 8.375 3.389 O.4k 5 8 4.308 2.357 -0.6412 16 88 17% 10.814 4.621 1.09 116-223 5-893 2.604 -0.2212 17 1688 3512 10.953 4.309 1.13 1923 3881 5.910 2.812 -0.2212 18 868 1781 10.102 4.513 0.90 692 1386 5.612 2.807 -0.2912 19 136 284 8.465 4.370 0.47 68 140 4.459) 2.464 -0.6012 20+ 2h 53 6.304 3.000 -0.11 9 22 445k 2,145 -0.60
Tot 2807 5810 10.524 4.436 1.01 2815 5665 5.796 2.806 -0.25
Note: For explanation of notation, see first page of Table ry.
Table Iv-% (cont.) hs
Section F. R-112 Mechanical Information
Boys _ Girls
Gr. Age N') Nin M Co Zz N'o Nin M Co Zz100's 100's
9 12 7 10 9.625 2.994 0.17 3 \ 5.667 1.700 -0.869 13 96 181 10.265 3.352 0.34 1310-2510“ 6.953 2.937 -0.529 14 1719 3608 11.039 3.273 O.54 2110 yoy 7.205 2.747 -0.469 15 1323 2752 10.409 3/616 0.37 41 2313 6.711 2.728 -0.599 16 356 «9755 8.934 3.713 -0.01 177. -382.0—'s«5 271) 2437 «—-0.969 17 79 17h 7-657 3.329 -0.34 36 86 4.931 2.117 -1.059 18 6 15 7.433 2.718 -0.40 6 15 3.953 2.584 ~-1.319 19 2 k 7.589 5.499 -0.36 1 2 6.000 .000 -0.779 20+ 2 h 4.969 1.000 -1.04 0 0
Tot 3590 7505 10.485 3.539 0.39 3605 7477 6.911 2.773 -0.54
10 12 0 0 0 010 13 1 1 11.000 .000 60.53 3 k 5.667 2.055 -0.86lo 1 91 173 4%+13.241 3.392 0.59 113.217 6.898 2.566 -0.54lo 15 1810 3798 12.030 3.297 0.80 2118 4h55 7-632 2.781 -0.3510 16 1294 2701 411.612 3.421 0,69 1038 2128 7-415 2.826 -0.4010 17 290 612 10.529 3.640 o.41 150 327 6.157 2.715 -0.7310 18 46 96 9.248 4,064 0.07 22 52 6.370 2.578 -0.6810 19 6 13 6.909 3.422 -0.54 2 7 6.693 +462 -0.5910 20+ 2 4 8.981 1.001 0.00 1 5 5 .000 .000 -1.03
Tot 3540 7hoo 11.688 3.428 0.71 3hh7 719k 7-466 2.803 -0.39
li 12 Oo Oo O O11 13 0 oO 0 011 14 1 1 10.000 000 0.27 1 1 6.000 .000 -0.77ll 15 73 136 11.621 3.208 0.69 111 215 7.798 3.164 ~-0.3011 16 1815 3626 13.181 3.007 1.10 92361 4471 8.119 2.922 -0.2211 #17 1228 2595 12.669 3.271 0.96 971 2029 7.794 2.881 -0.3111 18 180 399 11.172 3.672 0.57 100 209 «4 761 2.818 -0.5711 19 32 68 10.041 4.652 0.28 12 ah 5.691 2.2h0 -0.8511 204 13 26 9.366 4.727 0.10 1 2 8.000 -000 ~-0.25
Tot 3342 7o50 12.804 3.237 1.00 3357 6951 7.965 2.927 -0.26
2 1 2 16.000 000 §=6:1.83 0 012 13 O 0 1 2 10.000 000 0.2712 14 0 0 1 2 7.000 .000 -0.5112 15 2 3. 14.000 3.873 1.31 5 8 6.507 1.663 -0.64-12 16 88 174% 13.352 2.639 1.14 116 223 8.157 3.294 -0.2112 417 1688 3512 13.910 2.903 1.29 1923 3881 8.801 3.036 -0.0k12 18 868 1781 13.316 3.257 1.13 692 1386 8.476 2.992 -0.1312 19 13606284 s11.913 3.356) 0.77 68 140 7.326 2.997 -0.4312 204 24 53 10.473 3.502 0.39 9 20 6.766 2.634 -0.57
Tot 2807 5810 13.583 3.089 1.20 2815 5665 8.648 3.047 -0.08
Note: For explanation of notation, see first page of Table Iv.
46 Table Iv-4 {cont.)
Section G. R-114 Home Economics Information
Boys . Girls
Gr. Age N' Nin M c Zz N' Nin M G Zz100's 100's
9 2 7 10 6.420 2.770 -0.86 3 kh 11.667 1.700 0.519 13 96 181 7.556 2.979 -0.56 131 251 10.333 3.132 0.169 1b 1719 3608 7-710 , 2.730 -0.52 2110 4yok 8=611.482 33.2h0) «0.69 15 1323 2752 87.320 3.032 -0.62 4342 2313 121.049 3.397 0.359 16 356 755 6.335 2.720 -0.88 177. -382.~—Ss«8 717 3.354 -0,.269 17 79 «17h 5.952 2.773 -0.98 36
—
BG 8.201 4,0k2 -0.399 18 6 15 6.505 1.970 -0.84 6 15 48.725 2.492 -0,269 19 2 & 6.032 2.000 -0.96 1 2 12.000 .000 0.609 20+ 2 \ 4.031 1.000 -1.48 0 0
Tot 3590 7505 7-377 2.887 -0.61 3605 7477 11.125 3.375 0.37
10 12 O O 0 O10 13 1 1 9.000 .000 -0.19 3 4 9.000 2.944 -0.1910 14 91 173 8.573 3.251 -0.30 113.0 217.)—S 112.894 92.882 80.57lo 15 1810 3798 8.472 2.931 -0.32 2118 kk55
|
12.458
=
3.273 «0. 7210 16 129h 2701 8.142 2.997 -0.41 1038 2128 12.2hh 3.314 0.6610 17 290 612 7-137 2.673 ~-0.67 150 327 «611.021 93.232) 0. 3h10 18 46 96 6.446 3.147 -0.85 22 52 10.911 3.730 0.321o 19 6 13 5.276 2.239 -1.16 2 7 12.226 1.845 0.6610 20+ 2 4 5.509 500 -1.10 1 5 11.000 .000 0.34
Tot 3540 Thao 8.210 2.977 -0.39 3447 7194 12.298 3.291 0.68
11 12 O oO 0 011 13 0 0 0 011 14 1 21 10.000 -000 .08 1 1 16.000 .000 =1.64hn 15 73 136 8.878 2.566 -0,22 111-215) 12.593, 3.453 s«O0 75ll 16 1815 3826 9-150 2.897 -0.15 2161 4471 13.164 3.203 0.9011 17 1228 2595 8.518 2.923 -0.31 971 2029 12.685 3.208 0.7811 18 180 399 7-626 2.536 -0.54 100 209 «610.535 3.271 +320.2211 19 32 68 6.990 3.253 -0.71 12 ak 8.775 2.800 -0.2h11 20+ 13 26 7-509 3.635 -0.57 1 2 9.000 .000 -0.19
Tot 3342 7050 8.799 2.924 -0.2h 3357 6951 12.912 3.258 0.84
12 12 1 2 14.000 000) §=61.12 O 012 13 0 0 1 2 15.000 000 §=61.3812 1 0 0 1 2 15.000 000 §=61..3812 15 2 3 7.250 .968 -0.64 5 8 10.393 899 0.1812 16 88 174 9.184 2.806 -0.14 116 223 «4«12.886
=
3.659 «0.8312 17 1688 3512 9.488 2.878 -0.06 1923 3881 13.929 3.120 1.1012 18 868 1781 8.861 2.879 -0.22 692 1386 13-303 3.255 0.9412 19 1360-284 8.076 2.487 -0.43 68 iho 11.819 3.313 0.5512 2h 2k 53 7.307 2.137 -0.63 9 22 0611.289 44.278 SooTot 2807 5810 9.198 2,884 -0.13 2815 5665 13.668 3.219 1.03
Note; For explanation of notation, see first page of Table [V.
Table Iv-4& (cont.) Lz
Section H. R-115 Sports Information
Boys _ Girls
Gr. Age Nt‘ Nin M o z N' oN in M o Z100 's LOO's |
9 le 7 10 7.509 2.027 O44 3 4 5.000 .816 -0.409 13 96 181 7.388 3.059 0.ho 131 251 4.284 2.280 -0.639 14 1719 3608 7477 3.030 0.43 2110 44yoh 4.936 62.287 -0.429 15 1323 2752 6.509 3.007 0.11 1141 2313 4.375 2.295 -0.609 16 356 755 4,928 2.624 -0.42 177-382 3.370 1.839 -0.949 17 79 #17h 4.201 1.830 -0.66 36 86 3.240 1.644 -0.989 18 6 15 4.930 2.478 -0.k2 6 15 4.022 62.468 -0.729 19 2 4 2.540 2,500 -1.21 1 2 3.000 .000 -1.069 20+ 2 4 1.453 1.499 -1.57 0 0
Tot 3590 7505 6.776 3.090 0.19 3605 7477 4.639 2.302 -0.51
10 12 0 O 0 010 13 1 1 8.000 000 0.60 3 4 3.667 2.495 ~-0.8410 14 91 173 7.998 2.708 0.60 113 «217 5.036 2.472 -0.3810 15 1810 3798 8.212 2.996 0.67 2118
=
bh55 5.478 2.357 -0.2k10 16 1294 2701 7-291 3.016 0.36 1038 2128 5.047 2.358 -0.3810 17 290 612 6.115 2.795 -0.03 150 327 3.675 1.906 -0.831o 18 46 96 4.772 «2.350 -0.47 22 52 3.159 2.056 -1.0110 19 6 13 5.025 1.313 -0.39 2 7 8.080 1.383 0.6310 20+ 2 4 4,u72 1.500 ~-0.57 1 5 5.000 000 -0.40
Tot 3540 7hoo 7.645 3.059 0.48 3447 7194 5.240 2.381 -0.32
ll 12 0 oO 0 011 13 0 oO 0) 011 14 1 1 9.000 000 0.93 l l 2.000 000 -1.3911 15 73 136 9.233 2.966 1.01 ili 215 5.400 2.402 -0.2611 16 1815 3826 8.711 2.921 0.84 536) 4h7i 5-809 2.416 -0.1311 17 1228 2595 7.871 2.906 0.56 971 2029 5.165 2.4eh -0.3411 18 180 399 6.194 2.903 0.00 100 209 4-287 2.248 -0.6311 19 32 68 5.567 2.820 -0.21 2 ok 3.572 2.295 -0.8711] 204 13 26 5.453 3.840 -0.25 1 9 1.000 .000 -1.72
Tot 3342 7050 8.227 3.006 0.67 3357 6951 5.553 2.4hh -0,.21
2 Pw 1 2 14.000 .000 2.59 0 012 13 0 0 1 2 8.000 -000 0.6012 14 0 0 1 2 5.000 000 -0.4012 15 2 3 8.250 2.905 0.68 5 8 5-927 2.089 -0.0912 16 88 174 9.42 2.765 1.07 116 223 5-597 2.545 -0.2012 17 1688 3512 9.215 2.762 1.00 1923 3881 6.137 2.527 -0.0212 18 868 1781 8.288 2.989 0.70 692 1386 5.745 2.422 -0.1512 19 136 ©28h 6.896 2.857 0.23 68 ~=1h0 3.982 2.159 -0.7312 20+ 2h 53 5.845 2.463 -0.12 9 22 2.683 2.276 ~-1.16
Tot 2807 5810 8.794 2.916 0.86 2815 5665 5.953 2.527 -0.08
Note: For explanation of notation, see first page of Table Iv.
48 Table Iv-4 (cont. )
Section I. R-190 Information Part I Total
Boys Giris
Gr. Age N' Nin M Cc A N'o6ON in M g Zz100's 100's
9 12 7 10 144.67 32.60 0.66 3 h 134.50 16.33 0.389 13 96 181 2127.76 40.82 0.20 131 251 109.09 34.67 -0.309 1 1719 3608 127.56 35.44 0.20 2110 hhh 112.29 29.02 -0.219 15 1323 2752 115.12’ 36.79 -O.14 141-2313 102.38 30.69 -0.489 16 356 755 94.93 30.46 -0.68 177-382 79.96 27.02 -1.089 17 79 17h 82.51 28.57 -1.02 36 86 73.14 927.21 -1.279 18 6 15 82.86 17.14 -1.01 6 15 71.76 21.97 -1.309 19 2 h 80.23 4h.99 -1.08 1 2 94.50 0.00 -0.699 20+ 2 & 4.19 10.00 -2.04 0 0
Tot 3590 7505 118.53 37.35 -0.05 3605 7477 106.94 30.88 -0.36
10 12 oO 0 0 O10 13 1 1 174.50 0.00 1.46 3 4 121.17 33.00 0.0210 W 91 «173 142.82 4O.71 0.62 113. («217 122.48 32.94 0.0610 15 1810 3798 142.48 35.15 0.57 2118 bh55 122.93 30.63 0.0710 16 1294 2701 127.92 37.28 0.20 1038 2128 113.86 32.24 -0.1710 17 290 612 108.97 31.89 -0.30 150 327 92.80 2,81 -0.7410 18 h6 96 92.91 34.60 -0.74 22 52 81.49 17.51 -1.0410 19 6 13 101.74 29.01 -0.50 2 7 121.43 4,63 0.0310 20+ 2 y 99.22 15.00 -0.57 1 5 94.50 0.00 -0.69
Tot 3540 7hoo 133.15 37.44 0.35 3447 7104 118.54 31.47 -0.05
ll 12 0 oO oO 011 13 0 oO 0 011 14 1 1 194.50 0.00 1.99 1 1 154.50 0.00 0.92ll 45 73 136 155.35 35.59 0.94 lll 215 131.00 36.60 0.2911 16 1815 3826 151.82 35.66 0.85 2161 hk71 129.24 32.13 0.2hll 17 1228 2595 140.12 37.36 0.53 971 2029 118.66 32.79 -0.0411 18 180 399 114.82 34.44 -0.15 100 209 94.24 24.68 -0.70ll 19 32 68 103.33 45.16 -0.46 12 ok 77.11 23.97 -1.1611 20+ 13 26 102.07 42.00 -0.49 1 2 104.50 0.00 ~0.42
Tot 3342 7050 144.85 37.86 0.66 3357 6951 124.97 33.18 0.13
12 12 L 2 214.50 0.00 2.53 0 012 13 0 oO L a 154.50 0.00 0.9212 WwW 0 0 1 2 134.50 0.00 0.3812 15 2 3 129.50 19.36 0.25 5 8 134.62 25.64 0.3912 16 88 174 161.04 35.78 1.09 116 223 129.85 34.95 0.2612 17 1688 3512 160.22 33.98 1.07 1923 3881 135.31 32.97 O.ho12 18 868 1781 145.07 37.50 0.67 692 1386 127.18 33.90 0.1912 19 136 284 122.65 33.70 0.06 68 ko 96.98 26.60 -0.6312 20+ 2h 53 104.42 ohh - 143 9 22 88.32 29.05 -0.86
Tot 2807 5810 153.25 36.74 0.89 2815 5665 131.98 33.87 0.32
Note; For explanation of notation, see first page of Table IV.
Table Iv-4 (cont. ) ho
Section J. R-230 English Total
Boys Girls
Gr. Age N' Nin M oc 2 N'o oN in M o Zz100's 100's
9 le 7 10 87.00 6.82 0.60 3 4 90.34 10.28 0.829 13 96 181 76.56 16.55 -0.07 131 ©6251 80.04 13.16 0.159 ib 1719 3608 75.95 13.22 -0.11 2110 yhok 81.44 11.60 0.249 15 1323 2752 71.08 ‘15.09 -0.42 1141 2313 76.80 13.7% -0.069 16 356 755 61.66 15.38 -1.03 177-362 68.22 13.49 -0.619 17 79 17h 58.57 13.98 -1.23 36 8 62.70 9.19 -0.969 18 6 15 59-44 8.46 -1.17 6 15 55.63 11.59 -1.429 19 2 4 52.54 15.00 -1.62 1 2 77.00 0.00 -0.049 204 2 k kh 26 7.50 -2.15 0 0
Tot 3590 7505 72.29 15.08 -0.35 3605 7477 79.02 13.03 0.09
10 l2 0 O 0 010 13 1 1 g2.00 0.00 0.92 3 in 82.00 10.80 0.2810 WW 91 173 79.70 15.70 0.13 113-217 85.74 12.11 0.5210 15 1810 3798 79.36 13.28 0.11 2128 4455 84.88 112.10 0.4610 16 1294 2701 74.22 1h.1k -0.22 1038 2128 81.04 12.58 0.2210 17 290 612 67.14 13.12 -0.68 150 327 71.57 12.51 -0.3910 18 46 -96 60.04 17.32 -1.13 22 28=«5§2 69.96 12.23 -0.501o 19 6 13 67.96 15.36 -0.62 2 7 76.60 6.92 -0.0710 20+ 2 4 61.90 5.00 -1.01 1 5 77.00 0.00 -0.04
Tot 3540 7hoo 76.20 14.32 -0.09 3447 7194 83.05 12.11 0.35
11 12 0 0 0 O11 13 0 0 0 011 14 1 1 102.00 0.00 1.57 1 1 87.00 0.00 0.6011 615 73 «136 83.59 11.28 0.38 ln «215 86.10 11.82 0.5411 16 1815 3826 82.10 12.62 0.29 2161 4471 87.22 12.14 0.6111 17 1228 2595 78.15 13.22 0.03 971 2029 83.88 11.72 0.4011 18 180 399 69.88 14.14 -0.50 100 209 74.10 11.40 -0.23ll 19 32 68 65.61 21.04 -0.78 12 ak 64.80 12.90 -0.8311 20+ 13 26 64.56 18.46 -0.84 1 2 77.00 G.00 -0.04
Tot 3342 7050 79.76 13.51 0.13 3357 6951 85.73 11.70 0.52
12 12 1 2 87.00 0.00 0.60 ) 012 13 0 O 1 2 77.00 0.00 -0.0412 1 0 0 1 2 82.00 0.00 0.2812 15 2 3 77.62 7.26 0.00 5 8 92.84 11.35 0.9812 16 88 174 85.46 12.22 0.50 116-223 89.43 13.10 0.7612 17 1688 3512 84.77 12.88 0.46 3923 3881 89.88 10.67 0.7912 18 868 1781 80.06 13.86 0.15 692 1386 86.98 12.36 0.6012 19 136 284 71.50 14.27 -0.40 68 iho 77.62 11.28 0.0012 204 2k 53 66.94 9.16 -0.69 9 22 72.90 13.16 -0.31
Tot 2807 5810 82.53 13.70 0.31 2815 5665 88.78 11.48 0.72
Note: For explanation of notation, see first page of Table IV.
50 Table Iv-4 {cont.)
Section K. R-250 Reading Comprehension
Boys Girls
Gr. Age N!' Nin M e Z N’o Nin M o zZ100's 100's
9 12 7 1o 34.86 7-33 0.69 3 4 38.50 1.63 1.029 13 96 181 27.71 10.99 0.05 131 0-251 26.48 11.52 -0.069 14 1719 3608 26.58 10.72 -0.05 2110 khok 27.11 9.74 0.009 15 1323 2752 22.85 10.81 -0.38 1141 2313 23.71 10.15 -0.319 16 356 755 16.92 8.42 -0.92 177-382 17.76 8.69 -0.849 17 79 #174 15.36 7.51 -1.06 36 86 15.18 7.34 -1.079 18 6 15 14.97 5.53 -~1.09 6 15 9.50 4.10 -1.589 19 2 h 17.65 9.00 -0.85 1 2 26.50 0.00 -0.069 204 2 h 11.47 1.00 -1.41 0 0
Tot 3590 7505 23.98 11.00 -0.28 3605 7477 25.39 10.22 -0.16
lo 1 0 0 0 O10 13 1 1 4h 50 0.00 1.56 3 4 30.50 9.09 0.3010 4 91 173 30-40 10.76 0.29 113-217 33.06 9.63 0.5310 15 1810 3798 29.92 10.40 0.25 29218 bh55 30.47 9.68 0.3010 16 1294 2701 26.10 11.01 -0.09 1038 2128 27-49 10.18 0.0310 17 290 612 20.05 9.09 -0.64 150 327 20.37 8.62 -0.6110 18 46 96 16.55 8.94 -0.95 22 52 16.16 6.08 -0.9810 19 6 13 18.01 9.55 -0.82 2 7 24.95 3.69 -0.2010 20+ 2 14.43 4,00 -1.14 1 5 12.50 0.00 ~-1.31
Tot 3540 7hoOO 27.52 11.00 0.04 3447 7194 29.09 10.12 0.18
11 12 0 0 0 O11 13 oO 0 0 011 14 1 1 4h .50 0.00 1.56 1 1 38.50 0.00 1.02ll 15 73 «136 33.68 10.43 0.59 11.0215 33.19 10.40 0.54ll 16 1815 3826 32.51 9.98 0.48 21612 4471 32.09 9.54 0.451l 17 1228 2595 29.17 10.62 0.18 971 2029 28.98 9.90 0.1711 18 -180 399 22.17 +10.68 -o. ky 100 209 22.48 9.19 -0.4211 19 32 68 21.42 11.67 -0.51 12 2h 16.06 6.22 -0.9911 20+ 13 26 23.40 9.55 -0.33 1 2 22.50 0.00 -0.42
Tot 3342-7050 30.58 10.66 0.31 3357 6951 30-87 9.91 0.3412 2 1 2 4h 50 0.00 1.56 O 012 13 O 0 1 2 34.50 0.00 0.662 14 0 0 1 2 36.50 0.00 0.8412 15 2 3 32.25 48h 0.46 5 8 39.43 6.50 1.1012 16 88 «17h 35.20 9.55 0.72 1160-223 33.60 8.73 0.5812 217 1688 3512 34.75 9.32 0.68 4923 3881 34.19 8.95 0.6312 18 868 1781 30.14 10.62 0.27 692 1386 31.83 10.02 0.4212 19 136 ©6284 24.51 9.90 -0.23 68 1h0 23.22 8.26 -0.3512 204 2h 53 19.08 6.44 -0.72 9 22 17.90 6.57 -0.83
Tot 2807 5810 32.71 10.23 0.50 2815 5665 33.26 9.43 0.55
Note: For explanation of notation, see first page of Table Iv.
Table Iv-4& (cont.) 51
Section L, R-260 Creativity
Boys —< Girls
Gr. Age N'o Nin M c Zz N' Nin M o Z100'3 100's
9 12 7 10 «11.232 33.330 «0.86 3 h 9.667 3.400 0.469 13 96 181 8.289 3.757 0.10 131 251 7.006 3.517 -0.239 W 1719 3608 8.076 3.711 0.05 2110 4yok 7.434 3.402 =-0.129 15 1323 2752 7.240 3.746 -0.17 1141 2313 6.704 3.321 -0.329 16 356 755 5.559 3.169 -0.60 177 362s 7TH 2.713 -0.819 17 79 #174 5.101 2.126 -0.72 36 86 4.075 2.040 -0.999 18 6 15 6.278 3.504 -o.he 6 15 5.520 1.955 -0.619 19 a 4 866.524 1.500 -0.35 1 2 7.000 .000 -0.239 20+ 2 4 4.547 «1.499 -0.87 O 0
Tot 3590 7505 7.450 3.742 -0.11 3605 7477 7.016 3.408 -0.23
10 12 O 0 0 010 13 1 1 13.000 . .000 1.32 3 4 5.000 2.160 -0.7510 14 91 173 8.946 4.235 0.27 113 217. «8.364 3.915 0.210 15 1810 3798 9.0h2 3.969 0.30 21238 by55 8.225 3.586 0.0910 16 129k 2701 8.182 3.979 0.08 1038 2128 7-470 3.587 -0.1110 17 290 612 6.345 3.404 -0.40 150 «327.—f—«3 606 2.914 -0.5910 18 46 96 5-933 3.072 -0.51 22 52 3.943 2.49h =1.0210 19 6 13 5.098 3.973 -0.72 2 7 6.693 462 -0.3110 20+ 2 kh 5.472 1.500 -0.63 1 5 3.000 .000 -1.27
Tot 3540 7400 8.454 4.0112 0.15 3447 7194 7.849 3.628 -0.01
11 2 0 0 0 O11 13 0 0 0 01 14 1 1 9.000 -000 0.29 1 1 13.000 .000 1.3211 15 73 136 10.105 3.861 0.57 1.215. 8 BHA 3.856 0.2511 16 1815 3826 89.979 4.058 0.54 21161 4h7i 8.748 3.769 0.221117 1228 2595 9.047 4.0h9 0.30 971 2029 7-939 3.643 0.0111 18 180 399 6.819 4.006 -0.28 joo 209 6.000 2.824 -0.49ll 19 32 68 6.211 4.058 -0.43 Pp oh 4.816 2.606 -0.80ll 20+ 13. 26 6.087 3.501 -0.47 Ll 2 8.000 .000 §=0.03
Tot 3342 7050 9-409 4.138 0.39 3357 6951 8-419 3.755 0.14
12 12 1 2 15.000 -000 1.84 0 012 13 0 0 1 2 11.000 .000 0.80le 14 0 0 1 2 4.000 .000 -1.0112 15 2 3 5.375 48h -0.65 5 8 8.829 1.619 0.2h12 16 88 174 10.339 3.821 0.63 116-223 9.341 3.716 0.3712 17 1688 3512 10.844 4.054 0.76 1923 3881 9.469 3.842 O.4112 18 868 1782 9.352 4.132 0.38 692 1386 8.673 3.758 0.2012 19 136 284 7-490 3.313 -0.10 68 iho 6.628 3.596 -0.3312 20+ 2h 53 6.363 3.509 -0.h0 9 22 4.338 2.833 -0.92
Tot 2807 5810 10.165 4.152 0.59 2815 5665 9.177 3.854 0.33
Note: For explanation of notation, see first page of Table Ivy.
52 Table Iv-4 (cont.)
Section M. R-270 Mechanical Reasoning
Boys ec Girls
Gr. Age N'o Nino M CG zZ N' Nin M Co Z100's 100's
9 12 7 10 11.017 3.295 0.28 3 h 7-000 1.414 -0.679 13 96 181 10.543 4.023 0.17 131 251 7-802 3.376 -0.489 1b 1719 3608 11.722 3.859 0.4% ar30 bhek 8.055 3.299 -0.h29 45 1323 2752 #+%11.009 4.015 0.28 1141 2313 7416 3.232 -0.579 16 356 755 9.570 3.934 -0.06 177. 3625-8250 2.7K -0.959 17 79 #174 8.327 3.557 -0.36 36 «686
)—
4.876 =—-1.996 -1.179 18 6 15 10.478 5.315 0.15 6 15 5.512 1.598 ~-1.029 19 2 k 6.524 1.500 -0.78 L 2 3.000 000 ~1.619 204 2 4
=
7-000 000 -0.67 0 0Tot 3590 7505 11.127 4.002 0.30 3605 7477 7.691 3.298 -0.51
10 12 0 O O Olo 13 1 1 14.000 .000 860.98 3 h 6.000 1.633 -0.90lo WwW 91 173 411.964 4.406 0.50 113.0217 8.199 3.370 -0.39lo 15 1810 3798 12.433 h.og2 0.61 2128 4455 8.423 3.479 -0.3310 16 29h 2701 11.851 4.174 0.47 1038 2128 7.930 3.539 -0O.4510 17 290 612 10.186 4.049 0.08 150 327 5.882 2.836 ~0.93lo 18 46 96 9.171 4.131 -0.16 22 52 5.936 2.479 -0.9210 19 6 13 9.908 1.677 0.02 2 7 8.000 000 -0.4310 20+ 2 4 7.565 3.499 -0.54 1 5 3.000 000 -1.61
Tot 3540 7hoo 11.974 4.184 0.50 3447 7194 8.132 3.508 -0.ho
ln 2 0 O O O1l 13 O oO O 011 1b 21 1 13.000 000 0.75 1 1 6.000 .000 -0.9011 15 73 136 11.975 4.061 0.50 1120 215° 8.799 33.663 -0..2511 16 1815 3826 13.295 3.907 0.81 2161 4471 8.713 3.449 -0.2711 17 1228 2595 12.557 4.069 0.64 971 2029 8.222 3.516 -0.381 18 180 399 10.810 4.216 0.23 100 209 6.265 2.963 -0.8h1l 19 32 68 10.051 4.925 0.05 12 2h 5.860 3.965 -0.9411 204 13 26 8.894 4,184 -0.22 1 2 7.000 .000 -0.67
Tot 3342 7050 12.810 4.065 0.70 3357 6951 8.488 3.497 -0.32
12 12 1 2 14.000 000 0.98 O 012 13 O O 1 2 16.000 000 «1.4512 14 0 oO 1 2 7.000 000 ~-0.672 15 2 3 10.125 1.452 0.07 5 8 8.455 4.860 -0.3312 16 88 174 13.318 3.548 0.82 116-223 9.054 3.521 -0.1912 #17 1688 3512 13.757 3.795 0.92 1923 3881 8.921 3.489 -0.2212 18 868 1781 13.122 4.014 0.77. 692 1386 8.390 3.625 -0.3412 19 136 28h 11.046 3.703 0.28 68 1ho 6.677 3.168 -0.7512 20+ 24 53. 11.401 3.506 0.37 9 22 5.988 3.026 ~-0.91
Tot 2807 5810 13.393 3.901 0.84 2815 5665 8.731 3.546 -0.26
Note: For explanation of notation, see first page of Table IV.
Table Iv-& (cont.) 53
Section N, R-282 Visualization in Three Dimensions
Boys Girls
Gr. Age N'§o Nin M ¢ z N' Nin M o Zz100's 100's
9 12 7 10 8.321 2.300 .09 3 A 6.333 2.055 -0.539 13 96 181 7.961 3.108 -0.02 131 251 7.022 2.928 -0.319 1 1719 3608)
=
8.246
=
3.132 0.07
Ss
00s2k
|=
7.575 2.886 -0.149 15 1323 2752 7.874 3.254 -0.,05 1141 2313 6.992 2.812 -0.329 16 356 755 7.048 3.166 -0.32 177 382 6.145 2.381 -0.599 17 79 17h 6.313 3.195 -0.53 36 86 5.658 2.790 -0.7h9 18 6 15 7.255 2.317 -0.2h 6 15 4.867 1.830 -0.989 19 2 4 5.048 3.000 -0.93 1 2 5.000 000 -0.949 20+ 2 4 448 500 -1.10 0 0
Tot 3590 7505 7-932 3.209 -0.03 3605 7477 7.274 2.870 -0.2k
10 12 0 0 0 010 13 1 1 12.000 000 §=61..23 3 4 5.000 816 -0.9410 14 91 173 7.952 3.154 -0.02 113. 217 8.000 2.931 -0.01lo 15 1810 3798 8.962 3.355 0.29 2118 bh55 7-924 2.988 -0.0310 16 1294 2701 8.562 3.406 0.16 1038 2128 7.676 3.040 -0.1110 17 290 612 7.572 3.210 -0.14 150 327 6.014 2.835 -0.6310 18 46 96 7.567 2.749 -0.14 22 52 4,514 1.685 +1.0910 19 6 13 7-835 1.576 -0.06 2 7 6.533 2.305 -0O.4710 20+ 2 4
=
6.056
=
3.000 -0.61 1 5 10.000 .000 0.61Tot 3540 7hoo 8.656 3.375 0.19 3447 7194 7-740 3.026 -0.09
ll 12 oO oO 0 011 13 oO oO 0 011 14 1 1 8,000 000 -0.01 1 1 10.000 .00OO0 §=60.6111 «#15 73 136 8.902 3.207 0.27 10. 215 7-752 3.052 -0.0911 16 1815 3826 9.576 3.289 0.48 2161 4471 8.174 3.043 0.041l 17 1228 2595 9.185 3.300 0.36 971 2029 7.843 2.981 -0.0611 18 180 399 8.050 3.484 0.01 100 209 6.187 2.517 -0.57ll 19 32 68 7.429 3.586 -0.19 12 2h 6.396 3.315 -0.5111 20+ 13 26 7.131 3.043 -0.28 1 2 7.000 000 -0.32
Tot 3342 7050 9.303 3.334 0.40 3357 6951 7-999 3.034 -0.01
12 12 1 2 15.000 .000 2.17 0 oO12 13 0 O 1 2 12.000 000 §=.1.2312 ih 0 0 1 2 9.000 .000 0.3012 15 2 3 7.500 1.936 -0.17 5 8 8.803 2.453 0.2k12 16 88 174 9.639 3.208 0.50 116-223 8.399 3.113 0.11212 17 1688 3512 9.931 3.367 0.59 1923 3881 8.497 3.073 0.1412 18 868 1781 9.478 3.408 0.45 692 1386 8.196 3.094 0.0512 19 136 ©6284 8.541 3.284 0.16 68 lho 6.976 3.044 -0,3312 20+ 2k 53 8.814 2.758 0.2h 9 22 5.861 2.353 -0.67
Tot 2807 5810 9.706 3.384 0.52 2815 5665 8.373 3.091 O.L
Note: For explanation of notation, see first page of Table fv.
54 Table Iv-4& {cont.)
Section O. R-290 Abstract Reasoning
Boys eo Girls
Gr. Age N'oNin M o Zz N'o Nin M o Zz100's 100's
9 12 7 10 9.304 1.517 0.30 3 mn 9.333 2.055 0.319 13 96 161 8.616 3.027 0.09 131 251 8.026 3.562 -0.109 1 1719 3608 8.585 2.958 0.08 2110 bhoh 8.413 2.976 0.02
9 15 1323 2752 7-79L 3.126 -0.17 41h) 2313 7-333 3.199 -0.329 16 356 755 6.356 3.234 -0.62 177. 382.0 9322 2.92 -0.959 217 79 17h 4.906 2.347 =-1.08 36 86 5.495 3.077 -0.89
9 18 6 15 5-798 2.325 -0.80 6 15 5.890 3.548 -0.779 19 9 i 3.000 000 -1.68 1 5 9.000 000 0.219 20+ 9 4 2.031 1.000 -1.98 0 0
Tot 3590 7505 7.973 3.152 -0.11 3605 7477 7.870 3.175 -0.15
10 12 0 0 0 010 13 Ll 1 12.000 .00O0)=—-11015 3 h 7.333 2.868 -0.32
10 14 9. «173 8.712 2.878 0.12 113 217. 8.669 3.024 0.1110 35 1810 3798 9.013 2.952 0.21 2218 4455 8.707 2.928 0.1210 16 1294 2701 8.2hh 3.162 -0.03 1038 2128 7.869 3.136 -0.15
10 17 290 612 6.949 2.981 -0O.44 150 327 5.989 3.051 -0.74
1o 18 46 96 5.761 2.887 -0.81 22 52 5.085 2.825 -1.0210 «#19 6 13 7.227 2.053 -0.35 2 7 6.693 462 -0.52
10 204 2 y 6.546 2.500 -0.56 1 5 11.000 .000 =O. 84
Tot 3540 7hoo 8.508 3.104 0.05 3447 7194 8.307 3.077 -0.01
11 22 0 0 0 Oll 13 0 0 0 012 14 1 1 9.000 000 0.21 1 2 11.000 .000 60. 8411 15 73 136 9.196 3.058 0.27 ll. 215 g.211- 2.783 0.2811 16 1815 3626 9.547 2.858 0.38 2162 4471 9.018 2.955 0.2111 #417 1228 2595 8.969 3.061 0.20 971 2029 8.130 3.080 -0.0611 18 180 399 7.450 3.338 -0.28 100 209 5.788 2.772 -0.8011 19 32 68 6.304 3.524 -0.64 2 oh 5.986 3.698 -0.74ll 204 13 26 6.265 3.501 -0.65 1 2 5.000 ,000. -1.05
Tot 3342 7050 9.165 3.038 0.26 3357 6951 8.656 3.058 0.10
12 12 1 2 14.000 .000 1.78 O O12 13 0 0 1 2 11.000 .000. =O. 84le 14 0 0 1 2 11.000 .000. «0. Bh
12 15 2 3 4.625 3.389 -1.17 5 g 10.559 2.061 0.7012 16 88 174 9.734 2.815 O.44 116 223 9.432 2.962 0.35le 17 1688 3512 9.887 2.747 0.49 4923 3882 9.292 2.763 0.3012 18 868 1781 9-148 2.959 0.26 “G92 3386 8.572 3.190 0.0712 19 136 284 7.495 3.000 -0.26 68 140 6.660 2.945 -0.5312 204+ 24 53 6.250 3.372 -0.66 9 20 5.060 2.161 -1.03
Tot 2807 5810 9.504 2.912 0.37 2815 5665 9.043 2.935 0.22
Note: For explanation of notation, see first page of Table IV.
Table Iv-& (cont.) 55
Section P, R-3l1l Mathematics I, (Arithmetic Reasoning)
Boys _ Girls
Gr. Age Nt Nin M o Zz N'ooO6ON in M g Zz100's 100's
9 12 7 1O 11.563 3.438 1.13 3 4 7.333 .943 -0.079 13 96 181 7.911 3.404 0.09 131 #251 8=6066.90h 33.577 --0.199 14 1719 3608 8.033 3.379 0.13 2110 kok 7.456 3.181 -0.0k9 15 1323 2752 6.983 * 3.380 -0.17 1141 2313 6.505 3.190 -0,319 16 356 §=755 5.396 2.702 -0.62 177. 382 4.795 2.478 -0.809 17 79 #174 4.401 1.998 -0.91 36 66 4.771 2.489 -0.809 18 6 15 5.606 .885 -0.56 6 15 4.891 946 -0.779 19 2 4 3.032 2.000 -1.30 1 2 2.000 .000 -1.599 20+ 2 4 3.421 2,499 -- 1.19 O 0
Tot 3590 7505 7.290 3.424 -0.08 3605 7477 6.970 3.236 -0.18
10 12 0 0 oO O10 13 1 1 13.000 .000 =—1.54 3 4 4,333 943 -0.9310 14 91 173 8.704 3.716 0.32 113 «217 8.336 3.873 0.2110 15 1810 3798 8.780 3.364 0.34 2118 4kss 7.997 3.390 0.1210 16 1294 2701 7-766 3.397 0.05 1038 2128 7.185 3.341 -0.1110 i7 290 612 6.170 2.874 ~-0O.ho 150 327 5.331 82.574 -0.641o 18 46 96 5.219 2.872 -0.68 22 52 4.592 1.814 -0.8510 19 6 13 7.027 3.095 -0.16 2 7 5.693 462 -0.5410 204+ 2 4 5.509 500 -0.59 1 5 8.000 .000 0.12
Tot 3540 7hoo 8.141 3.444 0.16 3[hk7 Tigh 7-617 3.416 0.01
11 12 0 0 Oo O11 13 O 0 0 011 14 1 1 15.000 000) §=62.11 1 1 11.000 .000 0.9711 #15 73 #136 9.326 3.723 0.50 lll 215 8.482 3.917 0.2611 16 1815 3826 9.622 3.462 0.58 2362 4h71 8.326 3.467 0,2111 17 1228 2595 8.717 3.383 0.32 971 2029 749k 3.404 -0.0311 #18 180 399 6.565 3.057 -0.29 100 209 5.487 2.913 -0.6011 19 32 68 6.085 3.820 -0.43 12 2h 3.983 2.235 -1.0311 20+ 13 26 5.930 2.901 -0.47 1 2 4,000 000 ~-1.02
Tot 3342 7050 9.063 3.518 0.42 3357 6951 7.987 3.508 0.11
12 12 1 2 14.000 .000 1.83 0 012 13 0 0 1 2 7.000 .000 -0.1712 14 0 0 1 2 6.000 000 -0.4512 15 2 3 7-875 2.421 0.08 5 8 11.341 2.205 1.0712 16 88 174 10.311 3.577 0.78 116-223 8.668 3.692 0.3112 17 1688 3512 10.400 3.462 0.80 1923 3881 9.071 3.502 O.4e12 18 868 1781 9.277 3.456 0.48 692 1386 7-976 3.678 0.1112 19 136 28k 6.752 3.262 -0.24 68 140 5.851 2.774 -0.4912 20+ oh 53 5.614 2.583 -0.56 9 22 5.452 2.397 -0.61
Tot 2807 5810 9-831 3.579 0.64 9815 5665 8.695 3.598 0.32
Note: For explanation of notation, see first page of Table Ivy.
56 Table Iv-4 (cont.)
Section @. R-312 Mathematics II (Introd.high school math)
Boys ns Girls
Gr. Age N'o Nin M Cc zZ Ni WN ia M o Z
100's 100 's
9 le T 10 11.294 3.916 0.36 3 4 9.333 1.886 -0.089 13 96 181 10.524 4.053 0.19 131 251 9-607 4.241 -0.029 14 1719 3608 10.151 4.124 0.10 2110 4hok 9.923 3.746 0.059 15 1323 2752 8.839 ‘3.934 -0.19 DAL 2313 8.744 3.768 -0.229 16 356 755 6.395 2.961 -0.75 177. 382 )—Ss«i HAL 2.931 -0.749 17 79 174 5.883 2.524 -0.86 36 86 5.676 2.407 -0.919 18 6 15 5.087 2.213 -1.04 6 15 4.723) «1.551 -1.139 19 2 4 3.52h 1.500 -1.40 l 2 9.000 .000 -0.169 20+ 2 h 2.453 1.499 -1.64 0 0
Tot 3590 7505 9.185 4.119 -0.12 3605 7477 9.310 3.841 -0.09
10 12 O 0 O 010 13 1 1 14.000 -0€00 0.98 3 4 7.667 2.625 -0.4610 14 91 173 11.969 5.240 0.52 113. 217.)—Ss-2..049) 44.183 0.31lo 15 1810 3798 11.269 4.590 0.36 2118 4455 10.402 4.177 0.1610 16 29h 2701 9.619 4.447 -0.02 1038 2128 9.284 4.047 -0.0910 17 290 612 7.379 3.175 -0.53 150 327 7-240 2.775 -0.5610 18 46 96 6.492 3.020 -0.73 22 52 6.544 1.888 -0.7110 19 6 13 8.542 2.944 -0.26 2 7 9.307 461 -0.0910 20+ 2 4 8.528 1.500 -0.26 1 5 10.000 .000 0.07
Tot 3540 7khoo 10.293 4.611 0.14 3hh7 71igh 9.917 4.156 0.05
11 12 0 O 0 011 13 O 0 0 011 14 1 1 20.000 000 2.34 1 1 =12.000 000 0.52ll 15 73 #136 13.424 5.789 0.85 12.00«2150ssd12.4560 4.8950. KO11 16 1815 3826 12.430 5.407 0.62 2161 4h71 10.380 4.628 0.161l 17 1228 2595 10.759 5.057 0.2% 971 2029 9.343 4.368 -0.0811 18 180 399 7.591 3.903 -0.48 100 209 6.913 2.712 -0.6311 19 32 68 7.710 4.398 -0.45 12 24 6.731 1.924 -0.6711 204 13 26 6.274 3.743 -0.78 1 2 9.000 000 -0.16
Tot 3342 7050) 11.4oh 65.374 = 0.4K 3357 6951 9993 4.575 0.07
12 12 1 2 22.000 .000 2.79 0 O12 13 0 0 1 2 6.000 .000 -~0.8412 14 O 0 1 2 8.000 .000 -0.382 15 2 3 10.500 5.809 0.18 5 8 13.280 3.427 0.8112 16 88 174 14.222 5.773 1.03 116 «2230S («10 45K 5.364 0.1712 17 1688 3512 13.090 5.691 0.77 1923 3881 10.487 4.745 0.1812 18 868 1781 11.169 5.232 0.33 692 1386 9.390 4.615 -0.0712 19 136 28k 8.314 4.025 -0.31 68 ho 7.826 3.286 -0.4212 204 2h 53 6.707 2.992 -0.68 9 22 6.411 1.547 -0.74
Tot 2807 5810 12.245 5.643 0.58 2815 5665 10.137 4.743 0.10
Note: For explanation of notation, see first page of Table IV.
Table Iv-4
Section R. F-410 Arithmetic Computation
(cont. )
Boys Girls
Gr. Age Nt Nin M o Zz N'o Nin M o Zz100's 100's
9 7 10 26.60 11.50 0.09 3 4 25.00 14.14 0.039 13 96 181 17.60 35.80 -0.28 131 251 22.86 30.23 -0.069 1b 1719 3608 23.53 23.99 -0.0} 2110 kok 28.75 20.67 0.189 15 1323 2752 18.50 29,30 -0.24 1141 2313 23.57 23.42 -0.039 16 356 =—755 7.88 31.66 -0.68 177-382 10.30 30.46 -0.589 17 79 174 3.18 31.66 -0.87 36 8B 3.64 31.18 -0.859 18 6 15 4,87 41,09 -1.20 6 15 4.4o 4k 20 -0.829 19 2 4 10.24 15.00 -1.42 1 2 20.00 0.00 -0.189 20+ 2 y 51.32 37.48 -3.11 0 0
Tot 3590 7505 19.38 28.00 -0.21 3605 7477 25.66 23.27 0.05
10 le 0 0 oO oO
10 13 1 1 30.00 0.00 0.23 3 4 28.34 6.24 0.1610 14 91 173 26.13 18.16 0.07 1130217 31.48 15.24 0.2910 15 1810 3798 27.36 §=21.32 0.12 2118 4k55 31.02 17.74 0.271o 16 1294 2701 21.69 23.74 -0.11 1038 2128 26.22 21.10 O.10 17 290 6612 9.46 30.58 -0.61 150 327 15.20 23.56 -0.3810 18 46 96 5.59 31.04 -0.77 22 52 12.04 30.35 -0.5110 19 6 13 25.77 9.48 0.06 2 7 31.54 2.31 0.2910 20+ 2 y 15.10 5.00 -0.38 1 5 35.00 0.00 O.4y
Tot 3540 7ho0 23.49 23.80 -0.04 3447 7194 28.76 19.52. 0.18
11 (2 Oo 0 O 011 13 oO oO 0 01. ol 1 1 30.00 0.00 0.23 1 1 35.00 0.00 O441115 73 136 30.62 20.78 0.26 lll 215 29.50 18.11 0.2111 16 1815 3826 31.20 19.56 0.28 2761 4471 32.99 17.40 0.3511 17 1228 2595 26.84 21.72 0.10 971 2029 29.44 18.22 0.2111 18 180 399 18.15 24.21 -0.26 100 209 18.68 24.38 -0.2311 19 32 6B 11.41 27.27 -0.53 1 ook 1.82 25.43 -0.9311 204 13 26 10.34 33.20 -0.58 1 2 40,00 0.00 0.64
Tot 3342 7050 28.58 21.20 0.17 3357 6951 31.31 18.24 0.28
12 12 1 2 65.00 0.00 1.67 0 012 13 0 0 1 2 x % *12 14 0 0 1 2 15.00 0.00 -0.39l2 15 2 3 23.12 16.94 -0.05 5 8 41.35 13.82 0.70 -12 16 88 17h 34.26 17.88 0.41 116 223 34.64 17.08 O.he12 17 1688 3512 34.92 17.78 0.43 1923 3881 35-38 §=616.72 0.4512 18 868 1781 28.24 22.59 0.16 692 1386 31.54 19.33 0.292 19 136
=.
284 20.06 21.09 -0.18 68 ho 18.58 24.71 -0.2h12 20+ 2453 12.54 12.10 -0.49 9 22 19.08 13.34 -0.22
Tot 2807 5810 31.93 20.02 0.31 2815 5665 33.92 17.90 0.39
Note: For explanation of notation, see first page of Table IV.*Data not available.
xeroog prepueyg uesy
Fig,
IV-1
Relationship
of
TALENT
scores
to
Age
and
Grade
R102.Vocabulary
(Informatron
I)
154
KEY GRADE
A,——
12*Standard
scores
arebased
O—ih
on
15-year-old
population
ft]——10
V—9
—~—Grade
mean
seeneeeStandard
group
-1.0—
-1.5.
1314
1516
1718
1920
13
1415
1617
1819
20Age
Age
58
¥eI009 prepuBig uBay
Fig.
IV-e
Relationship
of
TALENT
scores
to
Age
and
Grade
R1O?,Physical
Science
Information
*Standard
scores
arebased
A—12
on
15-year-old
population
-1.0—
w1.54
23
1h
1516
17
18
1920
13
1h
1516
1718
1920
Age
Age
59
¥eLO0g prepueyg uesy
1.57
-1.0-4
Fig.
IV-3
Relationship
of
TALENT
scores
to
Age
and
Grade
Rlll.Electricity
andElectronics
Information
*Standard
scores
arebased
on
15-year-old
population
~----Standard
group
13us
1516
Age
113
1h
1516
17
18
19
20
60
xeL00g prepueig usey
Pig.
Iv-h
Relationship
ofTALENT
scores
to
Age
and
Grade
R-112.Mechanical
Information
1.54
KEY GRADE
A—12
Q—1ll1
C]-——10
v—
9
~—Grade
mean
------Standard
group
“Standard
scores
are
based
on
15-year-old
population
1.0~
~5a
-1.04
~1.54
Age
61
KeLODG pPIepueig usay
Fig.
IV-5
Relationship
of
TALENT
scores
to
Age
and
Grade
R-190.Information
Part
ITotal
1.5
KEY
|GRADE
A——
12
Q——11
“Standard
scores
are
based
on
15-year-old
population
-EI———10
VY9
~-—Grade
mean
sece
esStandard
group
-1.0
+
W1.5
2
1T
TT
TT
1T
TT
TT
TT
113
ah
62
xOT0D5 PIepueig ueay
1.04
-1.0.
-1.54
Fig.
IV-6
Relationship
of
TATENT
scores
to
Age
and
Grade
R-230,English
Total
KEY GRADE
A——i12
Q——
11
cj——
10
Vv9
——Grade
mean
-+-eeStandard
group
1314k
*Standard
scores
are
based
on
15-year-old
population
20+
63
21009 prepueys urea
Fig.
IV-7
Relationship
of
TALENT
scores
to
Age
and
Grade
R-250.Reading
Comprehension
1.54
KEY GRADE
A\——
12*Standard
scores
are
based
O——l11
on
15-year-old
population
1.044
fH}——
10
V—9
—~Grade
mean
++»Standard
group
-.54
-1.0“
64
1314
1516
1718
1920
1314
1516
1718
1920
Age
Age
Fig.
IV-8
Relationship
ofTALENT
scores
to
Age
and
Grade
R-260,Creativity
1.54
GRADE
“Standard
scores
arebased
A12
on
15-year-old
population
1.0
:@Q——~11
[J——10
VW.
9
——Grade
means
seeseee Standard
group
xeToag prepuers ueay
-.5-
-1.0.4
13Th
1516
1718
1920
1314
1516
1718
19
20Age
Age
65
%el00g pPTepueia usBoy
1.5~
1.04
on
~1.0
-1.524
Fig.
IV-9
Relationship
of
TATENT
scores
to
Age
and
Grade
R-282Visualization
in
Three
Dimensions
KEY GRADE
A——12
Q——11
cj——-10
Vv9
-~—Grade
mean
++
Standard
group
*Standard
scores
are
based
on
15-year-old
population
aybb
13
wh
1516
17
18
1920
66
xaLODg PTepueys ueay
Fig.
IV-10
Relationship
of
TALENT
Bcores
to
Age
and
Grade
R+-290Abstract
Reasoning
1.5~
KEY GRADE
1.0]
A—
Q—~I11
(-J——-10
vy—~
9
——Grade
means
.--+-Standard
group
-1.0-4
-1.54
13 14 1516
1718
i920
Age
“Standard
scores
are
based
on
15-year-old
population
67
K%eIODG prepueqeg uesayy
4.57
-1.5-
Fig.
IV-11
Relationship
of
TALENT
scores
to
Age
and
Grade
R-311,Mathematics
Part
I.
GRADE
A--——
12
©——
11
E)——
10
\W-—9
——Grade
means
seveeeeStandard
group
Arithmetic
Reas.
*Standard
scores
are
based
on
15-year-old
population
1314
b16
ly18
1920
68
%2T009 Prepueqg wesw
Fig.
IV-12
Relationship
of
TALENT
scores
to
Age
and
Grade
R-312,Mathematics
Part
IT.
Introductory
high
school
mathematics
1.5
“Standard
scores
arebased
on
15-year-old
population
1.0“
-.54
~1.0~4
20
11h
116
118
120
13
1h
1516
Age17
18
19
35
Age
79
69
70
Table IV-5. Estimated* means and standard deviations for total population of15-year-old boys and girls on 18 sclected Project TALENT tests
Weighted numbers of cases (approx.)Boys : N= 787,600 ,Girls : N= 832,100Total : N =1,619,700
Test Boys Girls Total
M o M og M o
Rel02 Vocabulary Info. Part I 11.68 4.27 10.61 4.17 11.13) 4.25
R-105 Social Studies Info. 13.69 5.74 11.99 5.12 12.82 5.50
R-107 Physical Science Info. 8.78 3.98 6.86 3.52 7.79 3.87
R-108 Biological Science Info. 5.91 2.52 5.19 2.35 5.54 2.46
R-111 Elec. Information 8.30 4.17 5.22 2.53 6.72 3.75
R-112 Mech. Information 10.95 3.72 7-10 2.90 8.97 3.84
R-114 Home Economics Info. 7.67 2.98 11.64 3.5) 9.71 3.83
R-115 Sports Information 7.33 3.15 5.12 2.44 6.19 3.02
R-190 Information Part I Total 127.05 39.78 113.89 33.40 120.29 37.22
R-230 English Total 74.06 15.98 81.08 14.29 77.66 15.54
R-250 Reading Comprehension 26.26 11.53 27.95 10.69 27-13 12.14
R-260 Creativity 8.15 4.ok 7-65 3.67 7.89 3.87
R-270 Mechanical Reasoning 11.64 4.20 8.13 3.50 9.84 k.ak
R-282 Visualization in 3 Dim. 8.46 3.38 7.63 3.00 8.03 3.22
R-290 Abstract Reasoning 8.40 3.21 8.28 3.14 8.34 3.18
R-311 Math. I. Arithmetic Reas. 7.78 3.56 THO 3.45 7-59 3.51R-312 Math. II. Introd. h.s.math. 9.82 4.59 9.58 .ok 9.70 4.41
F-410 Arithmetic Computation 21.25 26.64 27-35 21.60 24.39 2h.37
*These estimates are weighted means and standard deviations based on all15-year-olds in the Project TALENT probability sample. Weight D was used.
71
grades; and these four curves are intersected by a dashed line and a
dotted line. The dashed line connects the grade means. Now let us
return, for a moment, to the concept of the "standard group”, discussedin Section C of this chapter. The dotted line on the graphs represents
this standard group. It connects the four "standard group points”, oneon each grade curve. Each of these four points is located between the
points corresponding to the two modal age groups. Each point is closer
to the younger of the two modal age groups for the grade than to the
older group, and the ratio of the split is supposed to be, at least
roughly, three~to-five for boys and three-to-seven for girls in
Grade 12. Applying these ratios to the lower grades probably results in
a slight underestimate of the actual "standard group" means for these
grades, since the lower the grade the more non-standard
the group ot students «xaculy su grade TOY digs Comcdsin,
non~standard-group cases probably include more students at the Low V.
of the scale (e.g., those who will become dropouts, and those who will
lose a year before graduating) than at the high end of the scale (e.g.,
students who will complete the four years of high school in less than
four years). Nevertheless, the ratios of the younger to the older
modal age group for the grade (five-to-three for boys and seven-to-
three for girls), when applied to the corresponding means, provide
estimates of the "standard group" means for the lower grades that areprobably useful even though not exact.
In every case the dotted line is systematically above the line
connecting the grade means. This probably reflects to some extent the
reluctance of many schools to encourage acceleration of the brightstudents. As a consequence of this policy, the students who are right
at grade-for-age are actually a somewhat superior group instead of
being average. The data of Table IV-4 and the corresponding graphs
tell us, among other things, the old familiar story about differences
among the students in a grade being vastly greater than differences
among grades. But for most tests, they tell the story even more
emphatically by making it clear that differences among different age
groups in a grade are far greater than differences among grades. ~
Reading Comprehension, English, and Mathematics Part II are among the
tests that differentiate most sharply among different age groups within
a grade. It can be seen from Table IV-} that the general pattern for
these three tests is very similar. Figure IV-7 makes it apparent that
the difference among Reading Comprehension grade means for boys within
a grade is about twice as great as the difference among grades; and
for girls about the same situation holds, to perhaps an even greater
degree. The typical Grade 12 student who is one year older than his
classmates in the "standard group"--in other words the student who isone year behind his age group in regard to grade placement--is reading
at the level of a "standard group” student about three years youngerthan he; and the Grade 12 student who is two years older than his
classmates is reading at the level of a standard group student six
years younger on the average. (It is necessary to extrapolate the
dotted line representing the standard group downward to see this, )
72
The student who is handicapped in reading is also bound to be handi-
capped in any efforts he may make to learn academic material.
Figure IV-2 shows the relationships for Physical Science Information,
and here too the picture is much the same as for Reading Comprehension.
The same thing is true for Social Studies Information (a graph for
which is not among those presented here).
Perhaps a word of caution should be injected at this point. It
must be recognized that these somewhat startling-looking amounts of
retardation that have been cited (e.g., six years in Reading Compre-
hension for students whose grade placement is two years behind that of
their contemporaries in the standard group) may be misleading if the
reader does not keep firmly in mind the familiar fact, already pointed
out, that differences within grade are vastly greater than differences
between grades, and also the implication of this fact for psychometric
methodology. To be specific, the minimal nature of inter-grade dif-
ferences in comparison with intra-grade differences means that grade
norms and other inter-group norms are rather unsatisfactory devices
for evaluating performance. Intra-group norms such as percentiles or
standard scores are far more useful and informative.
Why, then, are we devoting time and space to a discussion of
degree of retardation in terms of number of years of retardation
instead of relative standing within grade, and why will we discuss
acceleration in the same terms? The answer is that this approach
seems useful as a means of providing some notion of normal growth
patterns for different levels of ability. It is certainly not intended
to imply, however, that just because Grade 12 students who are cO years
old are reading at the level of 14-year-old boys who are making normal
progress, the 20-year-olds should be pushed back to Grade 8 or 9. That
would be a ridiculous conclusion, of course, but one which sometimes
follows from misunderstanding of grade norms.
Now that the reader has been duly warned to guard against the
possibility of misinterpreting the procedure of expressing deviations
from the norm as a function of number of years of grade placement let
us resume the discussion (cautiously!).
In order to facilitate comparison of the patterns for all tests
directly, the mean standard scores shown in Table IV-4 have been sum-
marized for Grade 9 in Table IV-6 and for Grade 12 in Table IV-7.
In all the areas mentioned thus far in the present discussion--
Reading Comprehension, English, Mathematics II, Physical Sciences,
Social Studies--not only are the older students even further behind
in their achievement levels than their grade placement would indicate,
but the accelerated students are further advanced in ability and
achievement than their grade placement would indicate. Students who
are one year accelerated not only read better and know more, on theaverage, than unaccelerated students of the same age, but they also
read better and know more than their one-year-older classmates who
73
Table IV-6, Age group means* for Grade 9 boys and Grade 9 girls (Subsample 0)
on 18 selected Project TALENT tests
Mean Standard Scores*
Code Age Age Age Age Age Age Age Age Age Tot. Range**
# Test eb Ww bb wb Ww 8 19 20+BOYS
R-102 Vocab.(Info. I) 65 .09 1.15 -.16 -.63 -.88 -.86 -.84 -2.04 -.07 1.03R-105 Soc. Stud. Info. 26006 634) .2h -110 --.63 --.99 --.83 -.58 -1.62 .00 1.33R-1LO7 Phys. Sei. Info, 29 HO. 36 .06 -.34 -.67 -.82-1.09 - .84 .15 1.07R-108 Biol. Sei. Info. 86 .00 .09 -.12 -.53 ~.63 -.34 -.82 -1.85 -.07 .72R-111 Elec. Info, 150 £330.39 21 -.04 -.36 -.21 -.30 -1.02 .26 275R-112 Mech. Info. 17) «34 54 637) -.01 -.34 -.40 -.36 -1.04 .39 88R-114 Home Ec. Info. -.86 -.56 -.52 -.62 ~-.88 -.98 -.84 -.96 -1.48 -.61 46R-115 Sports Info. He uO 43 wll 6-42-1660 -.42-1.21 -1.57 119 1.09R-190 Info. Part I Tot. 66 .20 .20 -.14 -.68 -1.02 -1.01-1.08 -2.04 -.05 1.22R-230 English Total .60 -.07 -.11 -.42 -1.03 -1.23 -1.17-1.62 -2.15 -.35 1.16R250 Read. Comp. 69 .05 -.05 -.38 -.92 -1.06 -1.09 -.85 -1.41 -.28 1.11R-260 Creativity 6 .10 .05 -.17 -.60 -.72 -.42 -.35 - .87 -.11 .b2R-270 Mech. Reas. 28 17 28 -.06 -.36 1.15 -.78 - .67 .30 .80R-282 Vis. in 3 Dim. .09 -.02° .07 -.05 -.31 -.53 -.24 -.93 -1.10 -.03 60R-290 Abst. Reas. 230 .09 .08) «6-.17 ~-.62 -1.08 -,80-1.68 -1.98 -.11 1.17R-311 Math. I.(Ar.Reas.) 1.13 .09 .13 -.17 -.62 -.91 ~-.56-1.30 -1.19 -.08 1.04R-312 Math. II.(Introd.) .36 .19 .10 -.19 -.75 ~-.86 -1.04-1.40 -1.64 -.12 1.05F-410 Arith. Comput.’ .09 ~,28 -.0h -,2h -.68 -.87 -1.20-1.42 -3.11 -.21 .83
NW'XK* 7 96 1719 1323 356 79 6 2 2 3590
GIRLS
R-102 Vocab. (Info. I) 75 ~.32 -.19 -. 87 -1.04 -1,22 -1.44 -.74 - 234 1.03R-105 Soc. Stud. Info. 2 -.22 -.14 -.46 -.97 -1.08 -.98 -.88 - -.30 OhR-107 Phys. Sci. Info. 1.00 -.O4-.13 -.32 -.81 -.93 --.73 -.20 - ~-.23 89R-108 Biol. Sci. Info. --49 -.38 -.32 -.42 -.88 -1.20 -.93 -.22 - -.40 .88R-1ll Elec. Info. -.595 -.34 -.37) ~.45) -.66 ~.61 -1.06 -.72 - -.41 32R-112 Mech. Info. -.86 -.52 -.46 -.59 -.96 -1.05 -1.31 -.77 - -.54 £59R-114 Home Ec. Info. 251 616 235 -.26 -.39 -.26 .60 - .37 85R-115 Sports Info. -.40 -.63 -.42 -.60 -.94 -.98 -.72-1.06 - -.51 £56R-190 Info. Part I Tot. .38 -.30 -.21 -.48 -1,.08 -1.27 -1.30 -.69 - -.36 1.06R-230 English Total 82 (15 .2h -,06 -.61 -.96 -1.42 -.oh - .09 1,20R-250 Read. Comp. 1.02 -.06 .00 -.31 -.84-1.07 -1.58 -.06 - -.16 1.07R-260 Creativity 460 -,23 -.12 «0-31 «6-81 -.99 -.61 -.23 -) -.23 87R-270 Mech. Reas. ~.67 -.48 -.42 -.57 -.95 -1.17 -1.02-1.61 - -.51 275R-282 Vis. in 3 Dim. ~.53 -.32 -.14 -.32 -.59 -.74 -.98 -.94 - + 60R-290 Abst. Reas. 231 -.10 .02 -,32 -.95 -.89 -.77 .21 - -.15 97R-311 Math. I.(Ar.Reas.) -.07 -.19 -.04 -.31 -.80 -.80 -.77-1.59 - -.18 76R-312 Math. een -.08 -.02 ,05 -.22 -.7h ~.91 -1.13 -.16 - -.09 96F-410 Arith. Comput. .03 -,06 .18 -.03 -.58 ~-.85 -,82 -.18 - .05 1.03
N'x** 3 132 2110 #14. #2177 36 6 1 0 3605
*These means, which are extracted from Table IV-4, are based on weighted cases. School
Weight A was used. The means are expressed as standard scores based on the. total
population of 15-year-olds. :
**Range of Standard Score Means (for ages 13-17)
***V' is the same as in Table Iv-4 ~
7h
Table IV-7. Age group means* for Grade 12 boys and Grade 12 girls (Subsample 0)on 18 selected Project TALENT tests
Mean Standara Scores*
Code Age Age Age Age Age Age Age Age Age
# Test w 13 1k 15) 16 17, 181g aoe Tot. RangewsBOYS
R-102 Vocab.(Info. I) 2.08 - - -0,09 0,88 0.84 O.47 -0.03 -0.46 0.67 1.34R-105 Soc. Stud. Info. 1.49 - - oO.47 0,88 0.85 0.52 0.08 ~0.45 0.70 1.33R-107 Phys. Sci. Info. 2.3% - - -0,33 0.94 0.83 0.48 -0.07 -O.48 0.67 1.42R-108 Biol. Sci. Info. 1.81 - - 1.00 0.43 0.61 O.41 0.01 0.00 0.51 .61
lll Elec, Info. 2.21 - - oO.44 1.09 1.13 0.90 O.47 -0O.11 1.01 1.24R-112 Mech. Info, 1.83 - - 1.31 1.14 1.29 1.13 0.77 0.39 1.20 .90R-114 Home Ec. Info. 1.12 - ~ 0.64 -0,14 -0.06 -0.22 -0.43 -0.63 -0.13 57R-115 Sports Info. 2.59 - - 0.68 1.07 1.00 0.70 0.23 -0.12 0.86 1.19R-190 Info. Part I Tot. 2.53 - - 0.25 1.09 1.07 0.67 0.06 -0.43 0.89 1.52R-230 English Total 0.60 - - 0,00 0.50 0.46 0.15 -0.40 -0.69 0.31 1.19R-250 Read. Comp. 1.56 - - 0.46 0.72 0.68 0,27 -0.23 -0.72 0.50 1.44R-260 Creativity 1.84 - - -0.65 0.63 0.76 0.38 -0.10 -O.40 0.59 1.16R-270 Mech. Reas. 0.98 - - 0.07 0.82 0.92 0.77 0.28 0.37 0.84 64R-282 Vis. in 3 Dim. 2.17 - ~ ~0.17 0.50 0.59 0.45 0.16 0.24 0.52 243R-290 Abst. Reas. 1.78 = - -L.17 O.44 0.49 0.26 -0.26 -0.66 0.37 1.15R-311 Math. I.(Ar.Reas.)1.83 - - 0.08 0.78 0.80 0.48 -0.24 -0.56 0.64 1.36R-312 Math. II.(Introd.)2.79 - - 0,18 1.03 0.77 0.33 -0.31 -0.68 0.58 1.71F-410 Arith. Comput. 1.67 - - -0.05 0.42 0.43 0.16 -0.18 -0.49 0,31 92
N'*** 1 0 0 2 88 1688 868 136 2h 2807
GIRLS
R-102 Vocab. (Info. I) - 0.91 -0,03 0.64 0.34 O.45 0.22 -0.75 -0.78 0.36 1.23R-105 Soc. Stud. Info. - 0.03 1.13 0.68 0.36 O.40 0.21 -0.53 -0.77 0.33 1.17R-107 Phys. Sci. Info. ~ 0.83 0.05 0.38 -0.19 -0.07 -0.26 -0.87 -1.11 -0.14 1.04R-108 Biol. Sci. Info. - 1.00 0.59 0.22 0.05 0.16 0.09 -0O.44 -0.59 0,12 -75R-111 Elec. Info. ~ 1.14 0.87-0.64 -0.22 -0.22 -0.29 -0.60 -0.60 -0.25 £38R-112 Mech. Info. - 0.27 -0.51-0.64 ~0,21 ~0.04 -0.13 ~0.43 -0.57 ~0.08 253R-114 Home Ec. Info. - 1.38 1.38 0.18 0.83 1.10 0.94 0.55 O.41 1.03 .69R-115 Sports Info. - 0.60 -0.40-0.09 -0.20 -0.02 -0.15 -0.73 -1.16 -0.08 1.14R-190 Info. Part I Tot. - 0.92 0,38 0.39 0.26 0.40 0.19 -0.63 -0.86 0.31 1.26R-230 English Total - -0,04 0.28 0.98 0.76 0.79 0.60 0.00 -0.31 0.72 1.10R-250 Read. Comp. - 0.66 0.84 1.10 0.58 0.63 0.42 -0.35 -0.83 0.55 1.46R-260 Creativity - 0.80 ~1.01 0.24 0.37 O.41 0.20 -0.33 -0.92 0.33 1.33R-270 Mech. Reas. - 1.45 -0.67-0.33 -0.19 -0.22 -0.34 -0.75 -0.91 -0.26 .72R-282 Vis. in 3 Dim. - 1.23 0.30 0.24 0.11 O.14 0.05 -0.33 -0.67 0.11 .81R-290 Abst. Reas. - 0.84 0.84 0.70 0.35 0.30 0.07 -0.53 -1.03 0.22 1.38R-311 Math. I.(Ar.Reas.) - -0.17 -0.45 1.07 0.31 0.42 0,11 -0.49 -0.61 0.32 1.03R-312 Math. ri(Tatoos, § - -0,84 -0.38 0.81 0.17 0.18 -0.07 -0.42 -0.74 0.10 .92F-410 Arith. Comput. - WRE -0,39 0.70 O42 0.45 0.29 -0,24 -0.22 0,39 .69
Ntxe* 0 1 1 5 116 1923 692 68 9 2815
weighted cases. School*These means, which are extracted from Table IV-4, are based on
The means are expressed as standard scoresWeight A was used.
population of 15-year-olds.**Range of Standard Score Means (for ages 16 to 20+)
***N' is the same as in Table IV-4
*¥eXData not available
based on the total
05constitute the standard group. As a matter of fact, in these terms thestudent who is one year ahead of his age group in regard to grade place-
ment is about two years ahead of them in regard to reading ability,
achievement in English and high school mathematics, and information in
academic areas such as physical science and social studies.
But, interestingly enough, this pattern breaks down on some
of the tests. It begins to break down on Abstract Reasoning, which is
shown in Figure IV-10, and on Arithmetic Reasoning (Figure IV-11). Forthese tests students who are one year accelerated tend to get raw
scores that are hardly higher, or not higher at all, than those achieved
by their classmates who are in the "standard group" of students at grade -for-age. The accelerated students do better than unaccelerated students
of their own age but no better than unaccelerated students a year older
than they, and in some cases they actually do slightly worse. Whatever
the factors that result in a student's becoming accelerated, they areapparently more closely associated with superior skill in reading than
with superior ability in arithmetic reasoning or abstract reasoning.
Or looked at another way, perhaps the failure of the accelerated group
as a whole to do as much better than their classmates in abstract
reasoning and arithmetic reasoning as in reading comprehension is
primarily the effect of acceleration. Conceivably growth in the kinds
of mental skills involved in abstract reasoning and arithmetic reasoning
is considerably more dependent on maturation of ability than on scholas-~
tic experience, at least in the age range involved here (early teens).
Thus the fact that the accelerated students have lived a year less than
their unaccelerated classmates, and therefore have had a year less forthese skills to mature, is predominant over the fact that they are
being exposed to scholastic experiences at a higher grade level than
most of their contemporaries. Skill in reading, on the other hand, is
of course very much dependent upon the availability of the opportunity
to read widely and extensively in a great many areas, and interest in
taking advantage of that opportunity. In other words, it is quite
dependent on practice and experience in. reading. Insofar as students
who are a year accelerated are those who have tended to do more reading,
whether as a result of this acceleration or as an underlying factor
leading to it, they may thus: have somewhat better achievement in reading
than would be expected solely on the basis of their scores on Abstract
Reasoning. This is sometimes referred to as “over-achievement in readingcomprehension” (over-achievement in relationship to abstract reasoning).
This so-called "over-achievement™ in reading is of particularinterest because it appears to fit in neatly with one of the previous
findings of Project TALENT, to the effect that students in vocational
high schools tend to "under-achieve"” in Reading Comprehension in com-parison with their Abstract Reasoning scores. This finding has beeninterpreted to indicate that the vocational students are "under-achieving”because they are getting too little formal instruction in English and too
little experience in coping with the printed word. Our present data,
dealing with the joint relationship of age and grade to performance, is
the opposite side of this same coin. Here, apparently, we see a situation
76
where the accelerated students, unlike the vocational students, are"over-achieving” in reading comprehension because they are gettingextra experiences and extra emphasis in this area. Whether the extra
experiences are part of the formal scholastic program or whether they
are obtained outside of school is somewhat immaterial to the interpre-
tation. The effects are the same either way. In any event, the fact
that these accelerated students perform better in reading, English,
and high school mathematics than their unaccelerated classmates, eventhough they do not score markedly higher in abilities such as abstract
reasoning, growth in which depends more on maturation than on formal
training, may be regarded as strong evidence that school performance
does not suffer as a result of moderate acceleration of better-than-
average students.
Other tests on which accelerated students tend to score only
slightly higher than their unaccelerated classmates are Creativity
and Electrical and Electronics Information. And then there are a
handful of tests in which there is an actual and sizable reversal of
the accelerated students' superiority over their wnaccelerated class~
mates. Visualization in Three Dimensions falls in this category, and
Mechanical Reasoning and Mechanical Information are perhaps even more
spectacular instances of it. Also in this category in which theaccelerated students do not sparkle especially brightly are specialized
areas of information such as Home Economics, and Sports Information
(especially in the case of girls).
Let us recognize, however, that even though the accelerated
students are not as good as their classmates in the standard group in
these areas the converse is not true, that the over-age students are.
better informed or have better aptitudes in these particular areas.Just as the over-age students are very much below average in academic
skills, they are also substantially below average in mechanical infor-
mation and mechanical reasoning. The men who can repair automobiles
satisfactorily, and keep the jets flying, are not likely to come from
the over-age group.
On Visualization in Three Dimensions*, however, the very over-age
students make a better showing, relatively, than on most of the other
tests. Evidently students are not accelerated merely because they are
superior in three~dimensional visualization, and they do not fall
behind merely because they are poor in it. Spatial visualization is
apparently a skill which is very much dependent on maturation andhardly at all dependent on formal scholastic instruction.
The range columns of Tables IV-6 and IV-7 are worth particularattention. The tests where the range of standard score means for age
groups is smallest within a single grade are those on aptitudes and
abilities that we have already pointed out have very little association
with success in school. Visualization in Three Dimensions, it will benoted, falls in this category.
*Table Iv-4, Section N.
1.
TTF. Summary and Conclusions
Hypothetical and actual relation of grade to age.
In our sample of 15-year-olds (i.e., students who had reachedtheir fifteenth birthday but not their sixteenth by March 1 of the
year in which they were tested), students who started Grade 1 at the
usual age and have progressed at the normal rate should be in either
Grade 9 or Grade 10, depending on the exact month of birth and the
age at which they became eligible to enter Grade 1, in the area where
they were living at the time. Presumably, if all students progressed
normally in school and there were no dropouts, the ratio of students
in the higher of the two modal grades (e.g., Grade 10) to students in
the lower one (e.g., Grade 9) for a single age group (e.g., age 15)would be somewhere in the vicinity of two-to-one after correction for
the effects of differential birth rates in different months. Like-
wise, under these same hypothetical conditions the ratio of students
in the younger of the two modal age groups within a grade to the
older would be roughly two-to-one. For instance, the ratio of 14-
year-olds to 15-year-olds in the ninth grade, the ratio of 15-year-
olds to l6-year-olds in Grade 10, the ratio of 13-year-olds to lh-year-olds in Grade 8, etc., would be about two-to-one.
Departures from this simple hypothetical situation are of course
the normal state of affairs. These departures are due in part to
differential birth rates in different months and in different years.
But much more significant from the viewpoint of educational policies
and practices, they are due to dropout (a problem of major scope),
acceleration, entrance into the first grade substantially before the
sixth birthday, and retardation. Since policies of 100 per cent
promotion and grade placement strictly on the basis of age are not
universal practices, universally applied without exception, there are
some students (their number is unknown at present) who require more
than l2 years to complete Grades l-le,and some other students (un-
doubtedly a far smaller number, although their exact count, too, is
unknown) who are permitted to complete Grades 1-12 in less than le
years, or to get a head start through admission to Grade 1 at age five.
The effects of these widely variable factors--dropout, scholastic
retardation, early admission, and scholastic acceleration--on age-
grade interrelationships are quite complex. The age~-grade distri-
bution resulting from this complex interaction has been shown in
Table IV-2. Table IV-3 shows the corresponding percentage distri-
bution that would result if the effects of differential birth rate
were eliminated. It appears from these tables that the great majority
of the departures from normal grade placement with respect to age are
in the direction of retardation, rather than in the direction ofacceleration or early admission. While the picture is not quite
clear because of the fact that some students of a particular age
belong in one grade and some in another (on account of different
78months of birth), the data suggest that at the Grade 9 level there is
well over three times as much retardation as acceleration, but that by
Grade 12 the number of retarded students has been so greatly reduced
(presumably by dropout) that it is almost down to the number of ac-celerated students. A very substantial part of the dropout seems not
to occur until after the student has passed his seventeenth birthday.
We can carry the analysis one step further by classifying the
students in terms of their own patterns of grade-to-grade progression
in relation to their aptitude and achievement levels. This approach
is applied in the next section (Section 2, below), in which the inter-
relationships of age-grade patterns and aptitude-and-achievement pat-
terns are discussed briefly.
Interaction of age-grade patterns and performance patterns.
Very detailed information about the interrelations of age, grade,
and test performance are presented in this chapter primarily in Tables
Iv-4, Iv-6, and IV-7, and in Figures IV-1 through IV-12, and are notrepeated here. The primary purpose of the discussion below is to sum-
marize briefly a few salient points. For this purpose, the high school
population can be thought of in terms of five segments:
First: the accelerated students, who tend to be superior to their
classmates in academic skills, in achievement in school
subjects, and in most kinds of information; but much less
so or even not at all, in non-school-related aptitudes such
as visualization in three dimensions, and in certain speci-
alized non-academic areas of information such as mechanics.
There is some evidence, primarily in the far greater superi-
ority of these students in certain school-related subjects
such as reading and English and high school mathematics than
in intellectual skills such as abstract reasoning which are
not directly related to the high school curriculum, that the
superiority of the students is at least partly a result of
their acceleration and not entirely a cause.
Second: the students who are at the normal grade for their age,
particularly those of them who are likely to continue to be
at grade-for-age until they graduate. They will constitute
a useful normative group--particularly when follow-up data
become available on them.
Third: students who are potential dropouts primarily because they
are about one year behind their age group in regard to grade
placement. While some members of this group resemble those
in the fourth group, described below, many of them are
qualitatively more like those in the second group, mentioned
in the paragraph above, and are not in that group primarily
because they are victims of circumstance. The circumstance
that has victimized some of these members of "Group 3" is a
date of birth just a month or two too late to qualify them
Fourth:
Fifth:
19to enter the first grade when they are nearly six years old.
Contributing to this "victimization" is the circumstancethat they live in a jurisdiction where the date of birth
that has been decided by law, ordinance, or local school
regulation to qualify a child for admission to the first
grade is so early and so rigidly enforced that many children
who were born exactly the same day as these boys and girls
we are now discussing, but who live in a different area,
start the first grade one full year earlier. Boys and girls
who do not start the first grade until they are nearly seven,
and then are lock-stepped in a rigid one-year-at~-a-time pro-
gression regardless of their ability, are nearly 18 before
they become eligible to enter Grade 12. A substantial pro-
portion of them therefore feel under considerable pressure
to get out of school, even without a diploma, and to do some
of the things they become eligible to do at age 18--e.g.,
get a job; join the Army; get married. Thus, this group con-
tributes too many boys and girls to the unfortunately large
group of young people who are capable of graduating from high
school but do not. Doing something about the situation of
these boys and girls to enable them to earn their high school
diplomas without having to stay in high school until they areabout 19 could help to reduce the dropout rate and alleviate
the dropout problem.
the students who are from one-and-a-half to about three years
behind their age group in regard to grade placement. The
myth that while boys in this category may not be good in
academic skills they are really better than average in
electronic and mechanical aptitude seems clearly to be just
a myth--at least as a generalization applying to this group
as a whole--though there may be and probably are a few indi-
vidual exceptions. This group has a very high dropout rate.
the students who are more than three years behind their age
group in regard to grade placement, but who nevertheless
stay in school. Members of this group almost certainly have
some special merits in terms of persistences-and there is
some hint in the data, though nothing conclusive on this
preliminary analysis, that they may be superior in basic
ability to the potential dropouts who are only moderately
over~age for their grade. It seems probable, although we
do not have any real evidence on this point as yet, that
many of these very much over-age students are ex-dropouts
who have returned to school after having been out for a
couple of years.
Chapter V. ‘THE FIFTEEN-~YEAR-OLDS
A. Introduction
In Chapter III, characteristics of that comparative rarity among
dropouts, the 15-year-old dropout, were discussed. In Chapter IV, the
i5-year-old still in school was placed against a background of students
in various age-and-grade categories (with particular emphasis on the
high school grades). The present chapter has as its function to present
and interpret data based on all the 15-year-olds in the study (or on a
probability sample of them),against the backdrop provided by Chapters
III and IV. Chapter V, thus, is intended to tell us something about the
characteristics of a very varied group of boys and girls, constituting
an across-the-board sample of 15-year-olds. Membership in the popu-
lation represented by this sample is delimited by only two requirements;
its members are 15 years old and resident in the United States. These
data, then, are largely of a census type, designed chiefly to throw some
light on what aptitudes and abilities, both individually and in combi-
nation, are available among the total group of Americans born in a given
twelve-month period (March 1944 through February 1945).
The composition (in terms of grade and sex) of the sample of 15-
year-olds on which the data presented in this chapter are based is sum-
marized in Table V-1. It should be observed that by far the largest
group of 15-year-olds are those in Grade 10. Grade 9 provides the next
largest group. Boys and girls who enter Grade 1 at the normal age
(about six) and make normal progress would normally be in Grade 9 or 10(mostly the latter) on the March 1 when they are 15 years old. Which of
the two modal grades they would be in would depend, of course, on their
exact date of birth, and on local regulations concerning the exact age
at which children become eligible for admission to Grade 1.
The group below Grade 9 consists mostly of Grade 8 students,
although there are a few who are in Grade 6, or even lower.
B. Intercorrelations Among Test Scores
Intercorrelations among 111 Project TALENT score variables are pre-
sented in Tables V-2 to V-4 inclusive. These intercorrelations are based
81
Table V-1 Composition of Project TALENT Sample of 15-Year-Olds
Cases With Complete Data*
Corresponding Weighted****
No. of Cases in Sample No. of Cases (approx. )
Grade Boys Girls Total Boys Girls Total
12 36%* Bye TO** 600 600 1,200
11 g1l1** 1,242%* 2,153%** 16, 300 22,900 39,200
10 19,92h** eh, 517e* Ab Whpxx 418,500 507,800 926,300
9 13, 724%* 12,591** 26, 315** 292,600 265,800 558,100
8 217 120 337 45,100 26, 300 71,400
7 37 26 63 7,900 5,200 13,100
6 or below 10 2 12 2,100 400 2,500
Not in School 4 ane 10*** 800 1, 300 2,100
Subtotal 3h , 863 38, 538 73,401 783,900 830,300 1,614,200
Grade Unknown 15 9 oh 3,700# 1,800% 5,500#
Total 34,878 38, 547 73,425 787,600 832,100 1,619,700
*These are the cases for which the "master tape file" (complete cases only,at present) has been completed.
**A representative 10 per cent sample of these Grade 9-12 15-year-olds wasused, together with the entire special sample of non-high-school 15-year-olds, in the correlations, means, and standard deviations presented inTables V-2 to V-5 inclusive; these correlations, means, and standarddeviations are based on unweighted cases (complete cases, only). ‘The1O per cent sample of Grade 9-12 15-year-olds consisted of all those with"3" as the terminal digit of the six-digit testing number.
***This number does not agree exactly with the corresponding number in TableIT-3, because of anomalies in the computer processing.
*x*a**Weight D was used, Fora description of this weight, see Chapter II,Section C,
#Estimated.
Table V-28 .2 Intercorrelations Among II] Project Talent Variables
for !5-Year-Old Boys
Table V-2a. I5-year-old boys in high school ({0% Subsample. N-3373)
. & ’e & x Lf
sy “so er ae eo PH a% < Y6 . oe eL 6 sv Ys s of S et
Or ot e RS . at + io ~ { ‘ ay
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T 3 RYU “nifo Tr Screening 3 263 499 398) 369 503° 325; 38L 384 3941 309 313 43c; 419 368 421 [379 342 411, 382 237 2797 3C1 232
2 R102" Yooab I 4 306 459 713! 63 721 668; 642 645 596} o24 595 6Cli 532 474 562) 640 S90 633) 526 460 5571 SUB 463
~b-- 5_R-103_ "Literature 5.346|498TLD a peEh 106. 6 4 556 443 421! 395 39 Sk2 655_ 959 568; 418 477 5461 588 4b4
6 R-Toh . Masie 6 255 369 631 651 6c8 491 442 386) 336 405” ATS) Sah 463 $08; 39EFIN” SIIT SiS4
5 7 R-lO5 Soc Studies 7 282 $03 721 706, 6ca 562 492 499, 480 441 5H4] 614 583 606; 471 45H 5351 602 481
6B_ROGethA338...1325.668 641) 576. 230.2) BSL 349 _ BL j81 532542. 438) 3724 537 515 5354 423_ 431i 2 Reior i" Pays.Set 9 194 381 692 590, 534 655 615” 67h 5344 466 42¢
- o Sed 10-304 369 649 $73, 494 543 $13 53C! 508 sot!
9R109"SedAttitude 2 Lt 1276 344 396 5141 443 439 ata 45al 41t 483 es| 305
io ~“i2- B-llo ™ hero kSpace 12 165. ~~ «309 624 556, 491 Se2 BIS 54345g“SOSS141 376 7 497” GAG7 TEST GIO
bj Rll * Elec & Electron 13. lol 313 595 443! 442 618, 405 432. 442 4361 451 308 361, 368
12 M4 Rell2_ "Mechanical,4Ayo |430Obb 421) 386. (55 407 424 4651 478 246 355) 369
IZ” “5” R113 Farming iS (176 419 532 395] 336 6 5567 a7 UCT B50BESEM HTTSTS5 7567
1h 16 R14" Home Ee 16 203 368 474 391) 405 441 443) 42C 436 373; 362 400 444) 410 321 $80 358 426! 348 280 334! 314
15 17 R135 Sporte 17 260 421 562 512) 474 584 4525 424 Att 461; 389 298 374) 362 32) 466 455 446! 339 333 4551 687
1S HI3I Ingo TrArt 18 256 379 U4G 655, 595 G14 S37; 539 SLL 483) 497 432 4CT] 359 580 466 545 570) 456 443 5224 967
lav bd 243 362 590 559, 483 583 515) 503 475 475, 480 442 424) 4OL 358 455) 545 536! 446 387 4901 476
_ Health 20, 296.0. HLL 639.5685 50S 006.535) S37 _36). 484). 465 436 4691430426 446) 270 536 475, 397 4751 GATEngineering 21. 206 382 526° 418; 396 471 4231 464 451 393) 430 451 4781 403 348 339/456 446 47513173793e2” 338
Architecture 22 «1a9 237 «ot 477] 432 458 431! 3ab 386 342; 363 308 296! 274 280 333) 443 387 3974 319 3ol + 408
23R136 "Journalism 23 226|279 _ 952 _ 5461 513 535 47o| 436 417 Ath] 430 361 359! 313 336 455) 922 490 4754 379 361 1444
oh 137 ~*~ PorelgmTrevel 247 "236 FOL ~Sba SSA T BIS COTUBT S057 “AIT “EIRP 2dB~ JaO™ FSTIG THETA] oT “STS “GUTFe27 GOTeae ~ TAT
25 R138” Military 25 189 232 463 484) 405 4H1 462! 389 342 315] 403 293 289) 256 23d GOL) 438 404 372) 330 360 3921 411
___ 26 R139" __AcetBus,Salee _26 _ 23 __|_340_ 302539.) 487 _ 544 506, 466438 449] 432 407 4051 392 $64 A24oT" R-iko ~ Pract “Knowl: 27 239 4E2 537 “4Tay 432 518 48h 420 412 4327 382 “364” B2E1 346” FOO
28 R-lH Clerical eu 267 281 412 388) 344 378 462! 340 324 300) 293 262 3Ca! 260 296
29BeBible27200d 33 AD 5874d 572, 9861 SRL SBT 944 416 322 Bat! ae _ 33330 “R183 7 Golors 30” O82 Th “267 254, 252 235 2i2 195, 195 216 tat" 159 179 237; 180 200 194! 237
31 Relby Etiquette SL 154 190 4296 265; 250 273 214 259, 211 269 195] 184 185 2531 217 208 233! 230 208
RNS”Bunting32_ 039 | 192 214 108)079 Lea 279 184, Let 199333) 358 154 1871 228 10) O82 1 149 _k2k
Ty 7A ” Aebing 53081 Ziq ~o™ 2S | 179” 212 Zea “210; 246 “230 3c2I 3G ZIV 2277 24a2621 265 166ibs T bed “156
34 Rb] O" Qutdr Act(Other) 34 226 428 995 507, 443 544 S14 464) 470 449 490 | GAT 404 456) 518 494 562) 695 365 426! 450 455
_35 RlWB "| __Photoaraphy__35 295(451393, 368 415, 3521 355 368 337; 283 281 324! 422 369 428) 349 283 348 | 350 258
36 RK Canes 6° 199 314 4587 454 | 416 443 Fez ME WHT IST TV TIC THT ART 98 WAT B07FIT 35ST ToT TT
37 Rel5O * Theater,ballet 37-268 350 G02 599/560 548 $c8! 451 446 sy 452 377 386 ! 335 554 450] 601 537 530, 402 190 Sz0!4n7 408
BB RNS"Foods2)4372, 3914 382 320 Bhb He 256 242] 279203 230 14k Bad 267 $53. 283 302) 234 262 292 1978 264
$ R-1§27 ~~ “"Wiacellenedus yy 258 W917 OOF BOT 5267 SOA SIH 533 “ATE 4504 47H” 4aC 41G) 365 365” 456 SEIT STS Seat 288LeeTPOOaa?
ko R162 Vocabulary II 40240 4C1 713 6471589 669 595! 59G 57C 5294 924 489 494, 445 446 507 671 629 boo dB 443 6521 SOL 4dl
WL R-172 Vocab Tot. (1 & 11) 41 323 470 960 T4GT Gel 754 GEYT TOS GEG O14) O3t SAF GCF SIT 49H 582] TOO O49 6904 She FBR 625 1608 443
16-2190 Info I Total 42337 553 O80 799) 724 847 741! 819 The G74, 723 723 Tr ' 620 54 445 656 69! 580 $09 S9LE E31 Sc4
43 R-192 Info 11 Total 43 329 501 400 764; 677 771 690! 68C BEC B15) 625 559 S7H1 524 SCT 596 739 760! 633 577 6954 687 990
4h R-100 Info Total (1 & I) 4a 344 $50 877 Ald, 728 844 778! 793 743 6721 7CY 686 UBC) 603 280 646 704 735! 615 547 634 669 _5d6
i745" R-2]1 Memory for Sentences 45 045 149 213 164 132 161 174) 163 ts T87/ 155 1ST 183; 194 Th} 154 19a 198) 154 1G Ist 177 Tes
18 46 R212 Merory for Words 46 80 208 388 363. 536 378 S16] 35t 298 2¥2{ 753 214 Zhy, 278 215 312 323 331] 244 261 2764 300 247
19 _4T_R-220 Dinguised Words 47264 328 554 $32! 509 474 494) 438 4CO 412) 369 335 3d¢ 305 303 4tl 425 457, 34) 345 420 1 44T BIB
20° WE R-B3T English:Spelling ae 265 350 485 472) 423 G68 475) 388 353 S271 270 255 27oy 308 255 419 369 432, 303 303 387, S91 2a
aloug -R-232"* Capitalization 4) 209 354 599 362/302 398 396, 350 322 3314 267 263 324) 300 260 341 3L9 360, 289 219 234, 296 407
2250R233 "| _Punctuation50285|358 382 540, 477 Sob GUL SIL456 460, 394 3871 3674 953 3 30 473349 424 430 320
a3 5A R-23h age sr at 5367 59t BI07 BS aTSg AT “erat SET ISSBae T7073 aa 352° 308 467 790
ah 52 R235" Eff. Exp. be 268 a16 446! 34) 45H 434, 394 38C 4341343 297 3361327 301 392] 408 403 4834 925 276 307 1355 766
% 53 Re Total 93321 636 5911513 612 663, 540 450 504! 424 401 4321 421 364 505 (530 509 554) 425 374 474 461 Jot
Sh R-240 Word Auctions 54 249 S37 5181 4657 506 618+ 480 446 425) 379 362 314] 320 293 404) 426 427 454,°326 374 3427 397 326
a1 55 R20 Reading Comprehension 35 324 742 6981 589 710 647) 622 559 595 564 ASC 496, 474 420 540/632 $94 614, 482 445 5501573 400
2B. 260 eativity§ soeK 575 5161 485 401905 495 467 446) 478 497 474 386 376 360) 507 454 466) 431 362 410 Glo 337.
29 Fe eitsnlea! ReaoaLig oT TY 534 it Ju 432” 485] 849° 478 420] S17 “SHI 939 46S 342 “F107 SegTE“$5670 “SOF TIVTT 340" VEH”
56 R261 Vie. in 2 Dinens 9B 187 312 2541 251 274 316) 312 252 276 755 262 290, 228 2b1 252/274 228 237, 256 205 2c9t at? 175
31 «99 «R-282 Vis. in 3 Dimens 5? b62 407 338/331 364 444! 427 344 309, 358 425 366 ' 269 273 207| 340 299 297) 326 268 2o71 285 200
32, 60 R-290 Abstract Reasoning 60 223 482 427! 396 453 493! 458 404 394! 385 377 34H! 294 272 362 400 358 378) 326 265 3224 352 451
33 Gl K-31 Fath T al en 603 526 | Gb? 5576331 532 477 505 | 446 456 4471395 373 461 458 485 483 391 367 4347 420 347
y= 62_—«R-312 Mota IT v2 302 595 968) 495 572 746] 556 473 472) 44 432 3824 352 357 458/473 471 496, 382 369 4331 424 367
35 63 «R320 Math I & IT od 315 653 600/527 618 760, 525 520 530) 403 483 447; 40> 347 SOL) S09 520 53o! 421 402 4731 46t 3m
3% «G4 OR-333° Math III os 322 34i 358; 317 304 sc7| 321 29C «2794 270 261 18H, 168 191 268) 308 283 24961 225 241 24u| 256 220
37. 65 _R-340_ Math Total(I+II+ III) 65 348 b41 601, 927 601 F721.589 918 520, 478 476 428) 395 389 492] SUE S16 534) 415 399 464) 456 3u4
ko 66° R-410 “Arith Computation b6 219 sie 349) 316 4C3 G17) 297 253 331, 196 204 2374, 274 252 433] 316 SIT 355, 281 245 2H3, 273 22h
43 67 ~R-K2O Table Reading oT «152 134 156) 155 115 146) 094 Geb 149, USE Cod UTZ} O46 65 153] 138 109 129! 104 106 CHS, 129 «89
uh GB_—-R-430 Clerical Checking 6A 135 v66 109! 125 063 C&S! 018 -CC6 038 =C20 -009 -O015 C30 632 099/096 046 059) 032 O74 O87u LY G55
\ 69 R-hkO Object Inspection bo 1t2 Lis 138! 160 108 112) 109 084 094, CAB 078 1CC, 037 O78 113] 199 092 wat! abr 097 O71 125079
LOB 7 i? 180 19OT 178 26S 294 150 O40 160 GTS CAT ORd) 131 117 258] Les” 158 186, 152 145 Taq 139 132
47 Ts «AwN2@O Table Reading TL 036 -075 -064 -028 ' 003 -084 -0G6 -o70 =~05t -047 |-U5A -C66 ~064 |-082 -U38 -029 [-037 -G56 -Ud4 ,~058 012 -054 -C7H ~ull
QB 72 ~A-K30 Clerical Checking 72 O77 032 -030 022! 048 -027 005 +054 ~0B83 -040 G79 -064 -U7H Lowi -018 015/016 -027 -025 ,-030 O19 ~olt Keul -005
i 73 A-4HO Object Inspection 73 087 046 032 060! 089 022 0421034 063 OG7'G1A 025 024 -O13 029 O47] 085 O18 O8L, O59 052 O08] 655 635
38 EO Computation"744A Jee 35H 30a tT aT) 378 335 | aTT es 1G 21k S12 266 066 748Pee PIG AT 27 20T 2b3 cba 84
39 75.«F-M20 ‘Table Reading ts 172 255 249 242/210 244 207, 200 183 rye! 4a 162 brcl is? 455 239/227 207 2314 202 133 172! cos 136
lo 76 -F-430 Clerical Checking 76 204 233 253 254,240 237 226! ivi te? ty7t ize tbo 134 d2t 129 241) 233 109 221, IST 164 Lhe! 224 16H
we F-kWO Object, Inspection 17134 155 [78 180/197 166 1564 160 bol 92!) 13a a7? 15%! 083 113 15h 198 142 166! 152126 1131 166 167
50 a K-500 Preferences 73-019 TizZ -o28 -O2T01s -038 -016 -Oo2 -059 -058060 “C46"-021 | O05 -020 CIB] 00% “G3G O07; DO) -003 -010 - C22 24
51 79 R-GOl SKI:Sociability Fy 166 21 TTS OFS TAG TIO OSS USO OSH UIST CTT CCS OB OAT Tee ae 13b OBS TSS Tis O78 le CO” OFT
52 80 R-602 Soc.Sensitivity go tk3 189 180 203! t76 177 Lez! 143 131 133! 096 095 085! 006 149 164) 211 126 182; 124 130 tor} 13a 139
53. _81_ R603," _Impulatvenessbt048cag 045 072! 046 032 27!o11_o23_ 013! 022015 040 064 063, _056_ 049 026 _ 036. 0451. U40. 099.BR” F-OOH vigor a2 O92 192 “Tea Vee T Tse” Tse” 139) 131 147 1340inb 146 266[ 174 4G 191, lod LOL 187, 123 194
55 83 R605 ” Calmness 43 105 222 245 219! 21k 223° 2454 202 189 LOL L764 187 216 218) 233 iA2 231, LAT 154 200, 154 175
ShOh R606 |”Tidinews8TT $0. 149J is b1C Loatca_ c9e 0921099 145 160] 18)tbe 182, 133 129 194) LT 104
57. & ROOT “~ Gulture as oat Veo] 1l2 U9? 9317s O91 UTZ F OVE 135 140] 176 126 1531 120° 144 1377 UIT Ich
58 06 ROS" Lendersbip 46 021 055 G64 092, 112 064 12} 040 O18 0344 040 -002 -0251 016 U2 145] 103 cou 0591 G24 063 1G0 | U54 U9
59 87 R609 "Self-Confidence a? 100 225 219 ATS; ATL Ly 2C7, LTT 163 149] 175 182 E81 147 175 178) 190 165 190! 169 143 bbty 167 449
205 205 196, 192 208 232,174 146 146,133 167 14C] 137 160 184] 191 168 207) 169 1594 egy tae ide
TOSR -225 -202 7215 ~215 “345-314-240 - 168 -273 -296 -150 PTOS 146 -162 Fig2 -179 -179 Pye9 -15) -175 =£56 - 142
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042 068 -006 024 Cea 16C, O72 -OCL -018 018 036 Y29] Cbd 00> ~022 | u37
028 ~026 ~103 7113-037 ~t65 Los OLS 036. 036 -064 614 109 -019 -U3> '045 ~090 -058 -056
VIE MUSTOTSTaS 0897-0307 VF TIO 7 3b CLT337 BIL EGIAT 50> V37TT 377-008” OU TOIT “VETE04 ~041 ~054 1-056 -089 -057 -032 -034 ~C65 G3? C69 004 +00H ~025 -320 ;-068 -054 -062 I-51 -043 -085 -u4a7
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101 F-713 "Office Work 7 dy se tor er “rie ies “ie? ied Pret 1637 t77 F Lb4” 096” LIS TEST 136 129, 119 687 075) Leo 1Co
302 F-T1h) 0" Mech-Tech ova 153 2231 16> 160 1341094 O8f 1201065 =C53 -074 002 030 131] 179 128 129; 013 090 1359) 872 132
103 P-715_ "_ SkiliedTrades103 . [133° 256 248! 20624d2tal 214 187 200)262 161 318 flol 09) £82,229 192 195, 129422 io! 220138
toh F776 ~~ Farming Pos 127 PoETAO” TIO STP tie “e3G “G67 Vor “093 “OTFist” Di0” O72] 148 oar “086 TOs“O76 “TTS FPi8eoes
05 F-D7 "labor 190 290 2791247 278 294, 245 238 226' 221 198 LOGI LIL 154 194 280 230 246) 175 lou 2oot 252 173
106 C-O001 Composite: I.Q.Comp. 106” 335 4237546911 599 —T14 MER E54 STL 612 575” $30 5231 480° 435 557 O25 Syo 6141 493 446 545! 564 447
107 c-002 ” Gen, Acad.Apt. 107 364 460 743 720) 628 735 786 678 62¢ 1S71 542 5341494 456 584 O4t 617 6481512 468 SE9t O77 456
108 ¢-003__"_ Verbal _ Wa 363 | 494 810 780, 639 739 703! 6 ya 1554 507 5251.495 447 585}OL 615 6S71509_ 468, 503! 592_ 655,"697E0h ~7 “quantitative ~ "MT ~ 383"~ HES ETT ~E3S SES GI BEE] S 14 $10 444 | 396 404 513) 538 534 5531433 426 445! 484 408
110 C-005 =" Technical LLo 239 434 764 608] 562 668 666) 643 TAt | B47 784{ 564 499 451) 56d 557 592] DOL 414 ATL] 523 408
ee 111 0-006 "Sci. Apt. Hil 340 448 HLL 715,639 742 807; 781 TCL 636 76O 654) 537 497 558] 646 G25 O52) 955 476 5571 583 467
continued on next page
Table V-2a (continued)
83
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Wg or ge 7P F SLY wy wr PL y s OOS v ys v vw Code
26 27 «628 29) 30 3h 32) 33 34 35; 36 37 38139 sot 41 42 3 ab aif 48 aT
_
Sa ASSST
53, 239 200 082 154 0397 O81 226 191, 199 268 1427 258 290] 323 337 329 344) 095 180 Zeal 265 209 @EST 241 268 “F2t[ 249 326 2247, TTS
1 : 1 |
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562; 527 412 543; 267 296 2141 266 595 451! 458 602 372! 602 713] 960° BBO BOO B77} 213 388 554| 485 3949 582, 538 476 636) 537 742 57>! 534
539) 476 388 9724254 265 _ 1981 205_ 507 3931 454 999.Jolt _5aG_ 647 W16438 t DLS. 698
S16!
397 _ Rede
“GSTOMT W3GT 4491-252 250 0731 179 443 3681 416 3821 $26 589 132 336 e777 G20 465 589 4851 380
549) 512 378 972! 235 273 LB4t 212 544 GIST 443 320' 58H 669 1a) 378 398 4651 495 458 612; 506 710 481! 432
506] 468 402 486!256 307 lea! 185_ 492 3881 451208 346 L475 356vOL, 489 434_ 603] 618 647. 56>) 485
~BEOITAIO” BTT™ GALT 246° 256 raz0 239° $22 37¢c! 411 350 ~STb 459 344° S40] 480 622° 47515497 ~R07
436! 412 324 467] 212 214 2791 288 514 3501 358 321 456' 427 380 496) 446 599 4o7! 478
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450_529)O14O74O156721BT292Ale!
327331 460) 419. 434 504] 425 595 446! 420
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364! 360 296 333, 179 185 254! 239 404 365 446) 498 594 507 SAL 215 303] 255 240 427, 300 301 364| 243 42U 376, 342
424! 424 319 386} 168 254 1231 197 456 3241 397 450 456 567] 582 645 596 646 342. 412] 419 34L 430 388 342 505; 404 540 360; 310
“SoMSoeSTB 4941 260 263 120, 227 518 422) $26 601 S6l 671) 700 693 790 747 336 507] 405 342 470! 439 408 530) 426 632 STi 389
523! 485 368 “80! 228 242 177 244 494 369, 396 537 513 629] 649 656 739 7C4 323 425] 369 319 4681 429 403 509] 427 5494 4543 376
504! 521 38H 479! 237 203 tur! 202 542428, 411
5303021546.956]699_691.160_235)198_331_
431). 432_ 380. 437). 463. 3
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ait! 322 280 372, 200 208 109, lee 365 2631445 362! 289
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454] 237 230 1491 160 450° 35t 136i3491 168 268 428; 156 355 258! 315 460 337! 206
we lee 353.5281 214264140! 213 soa 352! 40% 567 4311 _354
o 308 422) 190° 215 tert «04! 381 370 474 531 414) 353Bi
320; 156 193 030 134 245 339 247 355! 300 272 388 402 3334 273
28, 422320 203) 227152, 2Ul
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36 TA9253, 3 8c _ 2e 5.306. 387) 363 _ 3C0_ 464) 404 357 488) 443
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2444215 193 2271 103 041, L731 247 267 ass 192 238 197 267 225 239° 295 403 2524 244
140! 287 090 15219 L237U2 3C{155 _190)220 249° 291 272i)u99 O81079, 068 101. 1col_ 151 _168_ 138) wee lead 227
“2131 266 “Ter 201 084 ica” 3501 gt; 186 19 151 212 262/ 284 310 382 083 108 i72[ 126 118 144; 154 135 170 2472477 240°
4681526 361 445, 184 265 255! 244 397; 418 486 280! 447 624] 651 658 727 193 297 417] 353 336 433, 429 4C2 501 573 459! 447
352) 377 29) B49LT. 172. J23'190. a bh DLO, 4OL212! 54 A467] 4H 488 544 | tea 231 339] 309 266 348. 323_ 30%_ 397) SLL447_ 3984 292.
“Seeos “31D eT! 176 112! 186 alct «iL 2581 434 462/ 474 516 583 125) 275° 355] 363° 236 «(3738 418 298 392 456 360; 311
5341475 374 4491 230 252 1031 197 466 4ctt Atk 362] 534 668| 673 634 737 174 316 497/ 431 316 455, 414 404 514 604 47by 343
323.1256 218 5280 2121 258 362) 329 315| 228. 140. 256 236 218 271 346 2937 2U7
“BL483” 364 497 Boal 434” 534° ZS, 7 ate 327 4761438 379 S23 ~ 5627 46517355" 2
6571 565 406 267 199, 262 624 447! 462 668 364) O18 aso 825 215 368 546} 480 391 563) 518 48C 623 705 538!) 449 Rrib2
Seip 581 440 DIAL 284 306 220, 284 651 483° 494 G73 397; 655 880 370 229 409 592; 519 426 O61? 4970 513 618 783 653; 940 R-1T2
621' 578 455 603! 295 327 249; 310 658 488; 516 634 393! 666 759) 498 ce: 229 421 576) 513 447 6341 578 924 690 796 6314 608 R-190
7eB! 674 520 TLS! 341 365 2¥l! 382 727 Shay $N3 737 4491 Th B25] 70 237 424 $91] 519 429 609, 562 514 675 793 620, 522 R-l92
670, 628 491 660; 319 35u 27E! 344 TOL 2b, 554 688 424' Ti 804| 713 9 pa 238 434 $97] 529 453 663 589 536 704 B16 645, 595 R100
Ti2t Tle 134 175) 095 Ua> O99T UBS 193 1e4, 125 17% Cor LAE O15
|
229° 229 237 238 791 161) 154 222 226! 242 218 277 243 243) 162 R-2l)
2921 273 265 3061 192 192 Col, 1CB 2v7 23t, 275 316 207! 328 3ob) 409 421 424 434) 291 346| 356 277 408) 346 310 435 427 3091 254 R12
4CO | 393 339 387! 248 238 O79) 172 417 335, 395 497 315, 408 S4al 592 576 S91 S97] Lal 346 521343 426) 482 417 SRO 604 4921 409 R-220
$51, 342 343 365T 214 228 C68, 126 353 SCV; 303 SSF 228, 414 “SBC S19 513 519 529] 154 356 Sel 435 583; 497 423 735 522 370, 238 “R-B3T
goa] 341 247 3001137 197 LGL, LEB 336 2661 236 Flo 240, 327 3d) 4260 447 429 453| 222. 277 343} 435 524, 200 428 757 430 304! 324 R-232
425444 _ 395,564, 227 264 106, 134 433. 3401919 455.256) 470 _ 1 383. 5248.1B 542, 857] oll 636. 413) 426) Rep.
385 |7381 300 404, 162 225 151, b54 “429 3231 318 414 2341 438 497 400 413) $28 BC4 574 433, 393 R-23'
950) 370 272 3571 149 239 Cal t35 402 304) 24A 404 2181 374 d13 524 514 536) 22a 423 428 54? S2B 769 soo 409! 355 R235
404] 474 388 4881 232 295 138t £70 501 397, 342 514 27h! 523 G78 690 675 704) 277 635 586] 735 757 457! 804 709 594 695 511! 451 Re2D
G04 T 336.325 4431 186 266 O92; 150 394 3177 347 418 245, 451 360 594 56? 601, 198 388 477/403 “S27” Oily 4b7 430 “594 620 483 425 R-2L0
567! 531 462 5841 239 303 Lez] 247 273 447! 456 464 3467 58? 763 796 793 bd] 243 427 604] S22 430 435! 574 560 695| 420 6441 527 R250
ABLE 4th 933 400) 225 202Lahi247 4593 063 631 626 6491 243309492] 370 309 473) 433 409 SLL) 48d bS4 ' 233. -BoRS0.
TSESET TO TTT TV VIG Ba AAT 240 44 22 , 43 1 SEO
7
BOR SIS SIS
T
Led
7
354 Os Tye WIZT AVE F997 3887 BSL] WIE “S27 SST Rei
2347 234 183 216! 156 194 lus! LEB 285 447; ZEA 225 13, 23% 322 362 336 363! 113 283 325/ 203 237 298! 259 259 325) 300 357 358! 459 R282
soe! get 2es dul! 276 253 bil 139 324 2354 277 286 17Cy 3CH 366] 421 472 4th 4651 136 228 326) 21H 255 3784 B41 BAC 379) 402 453 459, 597 R282
305! 346 251 340! 189 238 O97) Lal 367 289! 305 366 234; 374 4>U| 525 939 492 53R] 1o4 304 416) 325 352 682) 405 4G2 508 455 542 4525 570 R290
TaTTELG UE 452, 1946 26T LSTT 18? 460 $4e* 371 448 2711 457 S59) SST 669” G25 GTZ 227 376 442) 445° OT eGa S09 484 634) S57 632 S0bT 487 RH
4654-402 370 457) 213 317 O86! 150 457 367! 417 465 310! Sea $55} O22 678 629 O80) 215 424 456] Ad2 423 644 SIB 4) 652} 614 626 483! 466 R-312
5231446 393 4961 223 332 424) LBL 900 352) 453 499 319! sig 600] 083 736 684 738] 241 440 491} 509 458 G86} Sol StA 703] 641 686 $36) 518 Re320
2851 200 234 273) 146 190 dd1, CPL 254 22H} 268 ZE9 195, 294 244) S4B 400 374 GEA] 110 248 263) 306 226 373, 274 248 366) 382 356 286, 261 2-333
Sib, 429 392 4891 222 33G 17]; £75 49) 38b1 433 441 321! 517 589] p68 727 676 730; 235 437 487, 508 450 e718 547 5G¢ 690 662 67) 528) SUT RoZh0
TIA] 33B 26 2971 133 232 072; 112 335 2E7) 286 322 1537 335 355( 393 431 431 443, 237 341 381) 447 425 4881 403 349 5>0/ 593 428 3661 235 R-lio
130! 156 LL? C934 065 O72 OCbs C34 125 O54) 120 179 CPi 155 156} 150 147 165 158} O84 136 313] Loo Lat 1551 154 116 109] 135 160 Len! 153 ReKeO
065; y7H LLS J831 054 O7U ~055! OCO C53 O44) CAZ C93 Coli O95 O6E, U?L 063 098 O77) O46 103 315] 178 C71 ic2} 076 039 419} G46 043 0781 054 R-K3d
IO? ISL tb2 £80) 084 O84 O20! O45 12C vel O49 125 102' 142 130) 132 140 Lol Loi] 084 120 258) luo 137 127; 112 tau 1551 14} Los 13! 251 _Rekho
rat attetsi Tio 1e9T O68 135 O25) Gua 171 isCT le? 166 Ori) 19C We?! Vee 21 227 228) 143 229 266) 2th 265 27k 3211603201 237 217 156t 116 A-K10
334 |-083 09 -U37! 005 -OU1 -036,-G17 -099 -D41!-G20 -a26 C13 )-O1L -025 -U65 -C70 -052 ~066) O01 37 244{-06 -u58 -L50/-050 -088 -064/-015 -ce6 -007! GO3 A-420
Ol Oba 056 G17! O22 O21 -O771-Oz2 -O27 -L23, OLY GE C22; 023 -O2G -u3L ~038 -V0G ~028| IS C38 226} 084 ~0C) GUAF-016 -050 007] OLA -917 005'-919
—
AnkgO
osa 957 092 c1Sl 954 056 -OGy! Fie O47 622) 048 C57 C67: OBC 046 040 044 067 053) 040 (63 206) O54 069 435, 045 016 0431 uth oshiiil160 a-bho
ZIT S40 236 253) 124 194 O81) C¥e 313 2621 239 248 1531 288 349. SL 402 391 410) 192 246 262) Bul 332 349) 357 34H 46t| 319 398 2841 223 F-MO
2134 295 152 166, 085 100 044} Ges 232 to) ids 264 093! 725 26h 272 273 289 283) Lis 144 283) 237 253 cos] 262 248 324] 201 287 228, 207 Feheo
3071299 197 195, bla $49 Ol¥j Gd2 iL 127] WY? 225 126) 2E6 247 270 2ol 287 278) 10h 373| 3hU 2G 265, 249 222 315| 227 300 210' 179 F-K30
1661265 127 120) 098 1OL 0531) G63 165 1331 129 163 114) 173 186; 194 203 217 214) 104 262| 139 187 1681 179 193 229] 189 228 218! 289 Pollo
TOSST OTD CIT 0131-036 022 9011 G>4 008 -GiCi-0u4 “CO -001) O14 7053-040 O41 002 ~Oe7
|
vis 0561-008 -002 -.86|-052 -109 -C63|-086 -080 ~035'-076 AA
Tati. Tis biol oss 081 oael oes a2 i2uT raz 27 CAPT 135 142° 134 122 1Te 146) G48 158] 136 115 «49! O67 O70 126/075 117 O85! O11
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tos! 160 152 198, 048 085 O18; 045 158 isa! nae 172 Ca7! 472 190 198 199 229 20u| 180 116 LS2] 112 097 170] 163 195 1531 O67 R602
074249 GOO C80006 O29 025, 062 052 O38) CN} 076] _042_C11 ~y14 008 2331 004} 000 037 02812005 _ R-60
1567192 152 t?3{ 050° 096 O81, 127 222 "14t, ia? 179 12d 141) 125 114 Vtel ris 197 1421 087
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221° 211 AGL 240, 045 214 0621 GBB 246 2tCI Lt 125 to? 16 118 188) 179 254 2ibl 156
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L411 168 167 1665044 085 -OC1) O38186 17714371931C6) i572 Leb,
185177Zils193)
tontlee. 201 1416>) 138 112 195] 14h 175 tse! OTL R606
136, 152 Lee “181 04S” OFF -OO1, O29" 145 iSs1 145” 14a” C94, 1ST ITLL LoG” MLO” V3] 109
~
066 E53) 132 153 136 O50
7
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080; 058 126 1181 013 039 003) 048 C73 057, C¥H LEZ COs: 097 GAe) 976 O16 11} Gy2)~U13 126{ 0¥0 ul? G52) 036 013 054] 976 O71 GoLll~O1d R608
U7T, 264 152 196! 069 LOZ 067; G74 226 2CC} 204 172 LIL! £94 196: 226 247 258 258) G79 194] 149 119 295; 148 126 1791 150 224 170! 133 R-6o9
21a! 189190 236! 040 098 936; UFO 708 1821 179 182 214) 204 224 242 268 258) O55 136 207] 226 112 189° 138 112 199{ 204 226 tea! Ici R-610
=192 E126 -135 -180;-093 -086 OAH I=O08L “166 ~1i6-229 140 - TIT Hrat THIER TPG 246 PAE O8G 1el @TAl[-1ol G86 ~eC5]-L3? “113 “Le 256 “227-219 "25ST PhpOL
126 O97 -124 -160;-055 -050 O14!-053 ~116 -O72 )-149 ~112 ~105 7135 =162 «188 -185 -193/-068 -124 =L16[-115 -U42 -133 -049 -O76 -119[-170 -163 -1431-095 F702
093 022 -CIL -UA4p7027 ~OG2 060} O18 = 006 -0C34-072 -O51_~054 (O24=023
3B~028~yos704217009~Cb6
—O3E)= 095O61 21.26}019 013 ~018|-Go0 -057 -O18. 064FLT
=101 Fa20 13-026 1-089 ~t16 ~CBb 1-072 @ =096" 049 -049 ~Ce2 [-143 -137 -O83! 045 nae
065 1036 -OGi -G531 012 023 G53 G43'-O17 ClO c53 029 ozo -.231 024 O14 ~O10;-veo 912 Orc! 090 p.TDS
053 O26O249831057, 902 _ B4_ GLE 2C34j 2015 OLE019 [-072 053-093,7060
_
FP.706
aT 0646" CIS -usat-dic 023 N48 -016 -O22| OLA COs GOs 043 O47 O43 (=838 O11 -008 054 ~ FT
~049 J-08> -059 ~ud2! O13 -~04G -058!-Ga2 “OSC [-118 -062 -C16 I-07 -UoL|-C52 -G76 -104 -088]-u46 -CB7 -O7L[-105 -C71 -.52'~033 -067 ~CA5|-b60 ~099 ~025)-920
_ O34[028014 Ober OLE. OLE 22281-2 35 1 OCS 1-018 C32, C65! 005. _O1G! O15 _-003_~029 =O12|-052 OIL O07] O29 =CLE G32;OLL _005_ O15) 969 2026 022,071
-93T Obs O62 -C10! 008 O13 058, u2i 012 =do1 CT O34 Ove! uss G55 O12 O41] 003 -O36 Oli]-029 G27 O05, 055 034 O2Z0)-ule O14 B2hy oad
~ul6 | 041 026 026! 027 008 056; 031 059 O47!-007 lo -026! NH1 O24} V2 CTI 039 063) 003 -C13 026|-021 034 G03! 043 025 020}-306 040 0521 O46
2064 J-OFL7004 e251 002-049_ O74) 037OL \ 2000 -C15 !~034 -028[-GO% 7031 -U25 -036)-032 -C76 -Ol2|—c7C —Ch8 ~o9T1} "O18 rCoLbat)T 2032-0
iT] 436 043 “CHET OST “065 O#Ft 059 17 ing "Geet 137 198) 193 197 “177 195] G26 634” tO3] 045 “C90 GBs 128 125 1B] veo tel Leet kes
117163 Ge 149! 029 077 -LO4t-029 CB? 0931 0YO 250 1281 146 157) 166 129 165 145] L286 106 155) 132 110 153] 134 149 LPL
|
146 467 o60!-023
159) 262 136 157) O57 104 1 oso277 16i! 242185 1241208 213) 298255 240 _ 2571 655118 183) 143 143 19h 188 186 216) 178 225 ta7t ico
“OT VBE™ DFS “IT VST “04S HO Wer “oes Wee 122 “a22p 132 LOI ZT V2 tb’ LiS;-Olz CTF Lat} O88 Lb? ACT 049 “U72 “111
|
120 093 “045NT
222/238 176 190! 091 146 O01] 029 229 2Cu, 192 222 1481 244 270] 364 305 303 313] 080 139 214) 169 i170 232] 213 2c6 255| 208 261 197} 149
SECT ESG ELT STTE PSE SIO ATS ZBL OTT EET, BEE STS SST SB TIO] 793 621 79% 635] 253 449 GOB) 532° 475 689; O04 SBT 140) 058 yea bo, 616
592 | 55G 452 coo! 272 353 7b) 233 ODL 47ki 491 617 3631622 74L| 24 855 A2t B67] 285 490 637] $58 4C¥ 214 724 643 693] 701 B81 673: 5BO
580 |557_447 585! 277 326 170! 227600 4651 477 632. 3594 624 108] B>4_ 847. 822 862) 274 468 oat | tbh 079 s30l 775 087 949| 038 799_ S46! S16.
S33 peal 414 5097 244 339 TIT] 186 509 “aceT Zon” SIT 342, 944 Ste] FOO W72 7OB TIL) 227 452 SIL $24 442° C86] 955 502 698
|
bb5 693 S44) 52t
517] 487 376 485, 262 279 292; 318 600 425) 424 503 3141 be 643) 7173 898 Tho B70) 205 329 481) 307 380 430, 499 436 STL] 560 o81 618) 7b5
604} 546 4&3 $80] 282 348 224f ZE3 O27 47} 497 GO2 373] O2H 732] #40 919 B35 91S] 259 450 S99f S22 478 L981 oll 566 7381669 364 722] TIB E.pog
Table V-2a (continued)
84
ob coos Oa
rd re * “ . gee ee . oea> am ae iad $ SK so ie ee so
s ” “ ¢ a * ” 3 o Kg ot s e oO oe s c
Yart Var Code Description SP LR PR PA ST SM PLS FS OM &5g 59 ect 6h 6263 66 8? 6B ef 7D 71727 77a 7980 e823T Grade ko VST b62 223) 27P 302 “31S 322 348] 219 “TSF 135° itz) ti? 036 O77 Cer] 198 if2 204 134|-o19] 106 113 048) 092 105
2 Sex (1M, 2=F) 2 ‘T $3 R-YOl Info I: Screening 3 aGs 25tf 315 314 343° 167 334] 394 130 110 113] 200 ~-075 032 046] 364 255 233 155, Ll2|) 214 189 089" 193 2222 & R02" Vocab I 4 4312 482 595 653 3st 641] 372 134 O66 LLB} 180 ~G64 -030 032) 358 2449 253 178/-0281 114 160 045! 188 2453 5 _R-103_ "Literature5258 338 42? |349_ 256 _ 109 138] 290-028 022 060] 308 242 203_o72! 166 219TR "6 ROU " Wusie 316° 155° 125° 160) 178° 003° 048 089) 271 2107 [Orel124 ~ 1767 O46 “S05 “ZiT5 T R105" Soc. Studies 403 £15 063 108} 203 -084 -027 022] 378 244 177 032! 186 2236 8 R-106 mth 417 112 O42) 335 207 62 oz7! 139. 225E07HLF 78Pays el” r TC =B54" O47 277” G00 “TIL ~TTO ~ isy obr3n> 2eF78 10 RRB * Bo. Bel 479 475 520 003| 284 183 131 o23l 247 489
lL 38094) 160-047 -040 007]319 _ bs: e133 013! 148 194T4967 “OE ~020" 45°" ced 7 096 “O27!” 117 “179 ~
O87 066 -U64 025) 212 162 095 02a! 073 19139, O72 -015 100 | 089 =069_-078_ 024) 266 170 135_ 155 080085 0221134 176.
[2 131 +082 -091 -013] 266 “147117-038 ~O18 0249] 248 155 129 113/-020} 120 149 a40r 146 214258 -029 O15 047] 354 239 241 151] O18] 242 164 O64! 286 218164-037 016 085) 286 227 233° 1487 004) 136° ZTL 063 174 “F353
9 __l1 R109.” Sei Attitude LL 276Id ~~ IgH-L0~ ~*~ “Aero &Space TT 7 2351.613 RD" Blec & Blectron is 26212k Riz * Mechanical 14 290TTTR-DT~
16 RL" Bowe Ec te 201
505 472 530 2749 526“aseBBS) ARELEO™” BEIBTC 4G
377; 456 432 483 261 476348| 447 382 447 188 428
“245 [F957 Ts ~ 4035 ~ eA” 595272| 373 357 397 191 489362} 461 458 501 268 472ATG, 458 FTF SOT SOs STI
19 Razz" lav 19-228 354] 485 471 520 2863 516 158-056 -027 018) 290 207 189 142|/-030] 086 126 056! t40 Luz20 Rel , Health, 2222220 237297378) 483) 496 535_ 296 531) 186 7054 025 OGL! 323_ 231 221 166] 003]135 182O49! Lon232
woesar" R-13h "Engineering ~~" ~ 217 “243 yi “SEF RU [ t52°-0se" -030 “Ose V7S~ ZO7F VST" USIPOST Lis "126" OFALés eT”22 R135 2" Architecture 22, 205 145 C12 019 052] 202 133 126/-003] 078 130 o36' 1c) 15423 R-136__ “ Journalisa 23209) 473,240,$64)283 _ 085 057 _ O71)41442094 rOb1_ 068] 263 172 _ 186 113/010) 110 162 045, 157 _260__
SBRAYS7 VorefgnSravel~~24 "S17 FES” FSDTONS 439-028 -001 0557°254 705 166)~022[ 060 136” O30' “123 15425 R13" Military 25° 175 L32 -018 -005 139 090) 13h 17526 R139 __" AcctBus,Sales 26 234 296 365| 447465523.285 SE Oral t56
TTT TBR RATROTOOPract Knowl.~~ ZT ~ 39” 3817 348] 1S” WOR” 446 BOT 8 128 R141” Clerical 28 (183 251] 348 370 393 234 392] 286 117 115 162] 170 009 056 Ooo! 152 20129 Rlk2 _* Bible 29 216 PAG 52 457 £96 273 489]297 _ 093 _083_ O80] 169-637O17 _ O15]253 166 195 120 10198ool, 173_240 _
TO" SORTE3 TT dolorWT TOOGT TSG 1891194" 213 227 “Tae TZ2P 133 Des "059" aay V6s “005” G22 O54) 124 O85 114 ~O98 048 Ove! 050 045RL R-lbh” Etiquette L193 236] 287 $17 332 £90 330] 232 072 070 084) 135 -001 023 050) 194 100 149 Lot 085 o29! 096 114
Reiks_ _* Inating. 32 LOK VEL O97]tal 086 126 _ O51 121) 072_ 006-055_ O20] 25 -036 -O77-009) O81244 019053 O18. 025! oat062 -T7735 “Kime "7 “Fishing 33° Te i4i[ 187 150 Lat 09% 175) 112 034 O60 045] Uses O16] G92 vb4 052 063 045 Oe2" 127 088de RAT" Outdr Act(Other) 34 285 367) 46G 457 S00 254 491] 335 125 053 120] 171 -059 -027 15a o52l 222 246
ae2-he- yw = FootogramyboAGT22% 282] 348_ 367 392 224348) 287 098 044 088] 150°Re ~~ Gaines 3600-214 277 3C5] 371 AL? 433° 264 433] 246 120 082 099] 167 -020 019” 048
37 R-150 Theater,ballet 37 225 286 366) 448 465 499 264 491] 322 129 093 125) 166 -026 016 057 172 057! 146 2103 R152” Foods 3a 103) (470234)274 310 319195 3217 153 078 O68} 102] 07) 013 922 067 097 ovat owl i3t
TIS R-ISE ~ 7” ~ Mlacellaineatis™ ~37 7 35 499 GBF “S197 299" S17] 335 ~ 1557 0947 1424 190 “Gil ~ 0237 080 “HIS” OSS” TaTATho R162" Vocabulary IT 40 529 $53 606 294 589 355 150 066 130} 167 -055 -028 046 190 0411 208 243WY R-Y}E Vooas tot. (1 & Tiy a1 o3l 622 683 348 668[ 3493 150 O71 t32] 188 -G65 -031 040 198 Gl 210 262
16 KS R~190 “Info I Total 42 669 678 736 400 727] 431 147 063 140} 218 -070 -038 044 199 048! 209 28043 R-192 Info II Total a3 625 629 684 379 616] 431 165 098 161] 227 -052 -00b 067 229 ond) 238 29744 R-100 Info Total (I & 11) 44 672 680 738 404 730] 443 158 O77 15t] 228 -066 -028 053 215 064) 225 294
Tf WS R-3i1Mesory for Sentences 45 227 215 241 lle 235, 237 084 Gee Of4| 143 O01 O15 040 036-024, O81 G6418 46 =R-212 Memory for Words 4h 376 424 440 248 437] 34E 136 103 420] 229 037 038 063 115° O17, 125 128
A_R- acd Vords 47 442 456 491 283 487] 381 313 315 258] 266 144 226 204 200 076 188 21720 “MO R-29L Engliah:Spelling 48 4465 482 509 304 5081 447 {66 178 100) 271 -008 084 034 160 O42 179 178a og R232" 417 423 458 220 4901 425 Lol O71 137] 265 -058 ~0OL 049 Lie o8t 1230 22522 6086446 27] 291-080 008035, 152 ~014' Lat 16733°Sy" $69 516 221-050 “G16 025 1127 Bost ~T25 Taoe 52 R095 Eff. Exp. 52. 259 484 461 514 248 Sv0] 349 116 039 160 -088 ~05C O14 097-031) 114 11825 53 R23 Total 53325 379 SC8} 634 652 703 366 690] boo 489 119 320-0604 007 043 l7o O04! 176 188
R-260 Word Functions 54 300 462 4557 553 614 Shi 382 642] 393 135 096 237-015 O16 O78 163 O01 tis 17927 $5 R-250 Reading Comprehension bo 357 453 542] 642 626 686 350 O71] 428 166 093 217 -066 -017 058 2 195 O37] 197 2548-HRR-Eyer fa oe aOePDSF, A521506483 538 286528) 306161078 183)156-007004 LIN]286 228210218|-035} 085 153 028)142216rR cal Beascding ST 459 S97 SIC 4u7 466 518 “261° 507] 235° 153 O54 251) Lie 003 C13 Leo] 223 co? 179” 289]-076] “Gli ~O6T -005|” O87 1563-58 «R-26) Vis. in 2 Dimens 5B 460 411] 317 328 352 165 342] 272 218 201 301] 179 069 141 236] 202 228 244 311] 012] 066 069 00%) 095 14131-459 -R-262 Via. in 3 Dimens oy 460 53b{ 428 439 474 235 464) 227 149 O74 264] O94 -016 005 170] 232 2270 144 302}-048]-U20 040 -035{ 043 11932___60_R-290_Abatract Reasoning 60 41). 938 SIh 904 544 270 929) 314 179 098 251) 135 -0467 O10 13R1 322 243 25) 3141-120] 029 085 -014) 0493 13133 1. R-312 Math T ot 31? 428 451 675 890 380 854] 464 135 055 045] 268 ~041 -026 OLY] 391. 227 213 1549/-095] CaS i127 007, 149 1d0ye G2 RQ Math I 62 328 439 $04] 675 937 474 91H] 510 149 08S LL4) 316-036 000 O28] 402 741 238 173-078} 093 147 Ol! 146 200350 -63.«R-320 ath TAIT 352 474 544] 890 937 4Tu OTL] 534 156 O78 11S] 322 -042 -O12 O2L| 433 256 248 182{~093] 098 151 O04, LoL 20936 6h OR-333 Math IIT 165 235 27C} 380 479 476 646] 286 102 112 090) 209 034 070 064] 183 ICS 153 LOL}-040} 033 113 033, 075 136
65 R-30 Math Total(I+II+TIt) 342464 529] 854 918 971 646 p26 197 095 123] 326 -078 007 037] 414 244 250 %62|-089} 091 157 O12! 156 212R510 Arith Computation 272 227 314464 S10 534 286 526 307 281 220/773) 126 203° Vee] SOF 293 33T S277 Ta0p 218 180 Oba 219208
43 67 -R-K2O Toble Reading 218 149 179] 135 149 156 102 157] 507 485 451] 303 685 432 4461099 v72 385 378) 213] 123 104 od7! 138 142hh 68 R-K3D Clerical Checking 20t O74 098) 055 085 078 112 095] 261 485 448] 339 424 944 462] O12 232 675 334] 254] 149 109 08s! 129 1398 £9 R-hhO Object Inspection 3U1_ 264 251) CIS 114 115 090 123] 220 451 448 212 272 400 885] U78 341 354 916) 1431 106 079 Oot, 123 il2
JO A-KiO Arith Computation 179° C99 135/268 316 322 207 326 [773 303. 339 2te2 333 343 262 |-052 O77 “183 132] 223 166 139 103 144 15547 71 A-HQD Table Resding 069 -016 ~O47 |-Col -036 ~042 034 -028] 126 685 424 272] 333 411 429|-224 -u79' 130 090) 278! 078 049 O92! a47 O7648-12 A-R3O Clerical Checking 141 005 O10]-026 000 -c12 070 O07] 203 432 344 400] 343 471 4ao|-t14 113° 393 268) 2881 122 0846 to2! 095 Lk2ye ArkkO Object Inspection 236 2170 1311 009 028 C21 064 037] 168 456 482 885] 262 429 486 G66 175 259 656] 222) 103 073 09s! 106 097
R F-h10 Arith Computation 2020 232 3227391 402 “433” 183 414] 593 «095 O12 O7el-052 224 -114 -066 3o4 289 193)-064) 127 104-030" 160 12739 75 -PehOO ‘Table Reading 228 220 293) 227 241 256 105 244) 293 672 232 Bet] O77 -079 1139 175] 364 394 427/ OC9} 089 092 -ol6! L460 117WO 76 P-KD Clerical Checking 244 2894 25L) 213 238 248 153 250] 331 385 675 3541 183 130 393 259] 289 394 378] C62] 138 14 006, 165 138AD Fak Object Inspection BLL 302 314) 159 173 182 1Ol 182) 227 378 334 916] 132 090 248 656| 193 427 378 O47] 080 068 006, 113 09750 4-500 Preferences O%2 -098 -120 |-095 -078 -093 -040 -089| 140 213 254 143] 223 278 266 222 |-064 009.062 O4T 169115249, 115 146sr” R-G01 ¢ i y 066-020 O29, 085 093 098 O33 OFT] Zé 123 149 106] 166 O78 22 i63| 127 cad 138 060 S13 293, 525 45552 8 R602 0" «Bor. Sensitivity 069 040 084) 127 147 $54 113 157] 180 104 109 079] 139 049 084 073 tl4 068 513 273; 487 579P} 81 Ao ° Ispsiveness UC? -035 -016] Ou7_OOL COs 033 293273 4 265200
Vigor” 1497 46” “O77 156 525 487 ~2o5T a7?“BS K ~*" Vigor 2 0957 063 0937 169° 146° el O75 53 teh 219 432] 180 200 209 136 127 117 138 097] 146} 455 579 200] 477
137 120 276120) Vet) 433_544 192)451 536127 “0947 Vid” G99 198-078) “TSP F437" Sas "725, TST SiG
008-014 OCF} 043 080 070 073 O79] 108 Ll 154 118 151 091 |-006 030 087 O38] 183) 366 437 3LL 412 342L1L 090 122] 151 184 186 090 178] 161 113 096 029 057 O65] 123 124 139 083] 086] 357 296 123! 284 430O90 090 108] 180 208 216 135 215] 262 133 160 ht] 20f 065 129 104| 156 116 156 090] 148] 450 613 2621 545 601
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93 F-705 ” Soc.Berv. 93° 050 046 020] 019 -C21 -COA -034 -~009 -065 -050 -097 -016 010/~065/-143 -200 -024 -095 -114F-706 "Artistic #4 035-132 -O91 |-010 -036 -027-038 -031 | 042 ~029-036-072 | 012 ~021 -035 UL9 7020 -056|-028/-048-140_ 029_-085 _
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F-709. __"_Outdr Rec. 97_ 046 -003 -032/ O17 051 039 052 O48 | -v14 ~003 -00 [7409 ~048 -0631-158-060 *JE—- -- -- OAL D4B~ O12 F OOS ~ FLT” BLE GTa™ “Wi =038 =047 ~087 =200 -163 ~076) 162 =10099 F-Tll =" Gales 99 067 064 O22] 031 022 028 O17 029 028 -037 -078 ~OL7} 012 -008 -O14 “128 +100 -063)-043 -038100 F-712 __"_ Computation 100-031 ~069 -064 F112—139 -139 ~078 -134F142 -090 -090 -044 [pb23_-067 -087 ~053 [365 =095 055 -026)-056]24 A151024720997128
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lOA 349 426 550 685 703 758 402 74615 164] 296 -064 001TS LOFT 3B TITSTE POT “SOF “RT ESE™ FG TSMeTO9813S x
iLO 392 540 5381596 574 637 331 626] 298 113 156/ £30 -669 -072 063LiL 437 5830 681} 801 790 867 486 859] 469 1732 077 185] 248 -657 ~029 073[ 425 296 241
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continued on next page
Table V-2a (continued)
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= 492) 225 Jil123 4:2017 _ 004 =024 007 O24} O21O18029)016 O20022_ 1.8482 1s5737 R603451, 457 GI2~ 28% 5,014 O00 “025 Fogg O74) 187 199 206) 58 "137 Lao Oh536, 910 381 430 601 |-182 -182 -112 1-109 ~114 -085 1-029 ~164 ~060!-100 -038 -128; 007 O21 055! 026 il] 242 249 2361 224 227 259
eppyt DEE350319 636 ]a125 =110 = 1022107-132 ~O9R j-055_-120-061 (=118 ~063 —138)-015 _057_ 969! 042 130/172.2002041 164 LI7_ 169_468392 “04 321 592 ]=171 -238 18417225 -214 -187 168-144 -G10 {160 ~104 ~166|-036 066 O46 O49 Til] 144 171 175; 162 103 15h350| 4c4 242 464 )—144 -195 LYE 1-195 -174 -113/-O4L ~158 “O40 1-166 -LL7 ~L62;-067 037 -0091 038 043/057 O75 O741 089 010 057319; 321 242 395|-092 -048 -055 1-033 -052 -003! 026 -077 -039!-030 O17 -0Z8} O82 O61 1021 045 144] 210 224 2111 196 210 228 4.8485 2.3519 R609636, 552 404 395 7208-220 ~147 1-137 ~-167 -086 (042 -144 -045 1-115 -65G -L73[-O2L 012 O57 C12 17] 214 26h 2281 230 180 230 10.1556 bet398 R610
-T251-TTT -14% ~092 ~208]~ 714 4137 S14 478 4665299 384 «1981 423 379 616) 349 43L 339071 148 173-266 -279 -220 '-333 -318 -332 48.4162 12-7406 {F-701~1701-238 -195 -c98 -220] 714 4021571 $3h 461) 352 364 1771 434 356 4941 309 237 2561 108 100 ;-161 -175 ~155'-198 ~16L -189 25.8811 7.0508 “fF -702Loz t-164 ~19t ~055~147] 415_ 462 __"616S22 _ 4104309 _ 351137)654.509 494! 394 190 3455 122 1821-043 -045 -c38!-062 054 -017 35.9386 _ 12-2761. F=703,-TOTT-225-= 195 03d -137)] Sie” STL ata 669 63314554 415 148, 650 585 5541 500 2217 429; 169 “288 TEL? =113 5-220 O18 -O79 53.6084 LL 6274 “pe-132|-214 -174 -052 ~-167| 478 $31 5211 669 4861412 395 167, 611 533 668! 557 333 487) 250 364 001 OCT y-OL7? ALL C43 40.5497 A.tS2G fF -7057098{287= 113-003 -C86) 466 461siol633496'SOL 268 1535500. 428426)612 313 _ 32 2 F276,~055/-168 -O91 026 -C42]~299° 352 3097554 412 S01! 133 "0081 340° 307 330, 350 155 ' ° 7“120 j-144 ~198 -G77 -144] 384 364 3511415 395 2681133 SL4! 434 317 339] 282 327 3724 352 274 -089 ~080 1-068 -004 -Ool 19.9689 6.6782 F-708TOS LOle049 -039 =045] 198 U77 1374 148 167 1531008 514| 25015 109,160 365 3475 935 280}-019 014 024! 056-034 -0U6 __ 7.1536 _ _ 320095F.709~ELB ~£69 ~166 =G30-115] 4237 436° “6941650 “Gil $007 340 “434 250) Tee “v42 4 596” 396™ 346 27H “S327 014 “O20 Os a1s his 054 44.2241 4.8764 F-0~0631-104 -117 017 -050/ 329 356 5091585 533 428,307 317 155! 706 SOLt 592 333° 540, 238 409] 039 035 030; 027 133 075 20.2200 260463 eT138i $2 7028-173) 616 494494 1554 008424|4330339.109, 642 581__ _ | 636 367 474; 187_ 333|-067-088 -O46 (-243 _O0C6 -O6833-9131 724190 F-m12-O15 |= 6? “ae ~O27 394F “309° 3441 S00 “SST 4I2) 350° 282°" 601 596 591° 567 $09 685) 3247 Bir] T5d" 150 to9 116 200 174” 26.2078 5.2301) PFF3”O57, Q68 G37 ol O12] 432 237 1901 221 333 3134155 327 365! 396 333 3671 509 762,522 657] 147 174 2001 150 002 166 48.1328 11.3588 F-T1h069! 046 009 102 657| 330 256 3451 429 4a? 4281 273 3 347! 506 540 4741685 72 562 258) 218 199 23264,5016 11.3864. -F}O42) 049 038 Gas ~Oi2] 148 £08 “L22T18s "256" 203]oe 352° 53S} "27a —v3a Lar! 3247 S22 ~Se7T 158) 138" "065" loz” 20.9787 6. 708G tf Te130) 21t 043 144 117] 173 100 LBLt 288 364 2791 215 274 280, 432 469 333! 611 657 7aol 5c2 Zo 291 302, 259 247 282 38.8168 $3684 lrt72! 144 057 ~2TO 214 [=266 -Fer -0e3 F113 O18 -062 1028 -096 “O19, O14 639-067, 150 147 2177 091 26t 935° 830) THT T3939" 158.0080 84.1935 Cool200} L7L O75 224 241 ]-279 ~175 -O45 [-117 OOL -047 1030 -089 O14; 020 035 ~uBB, 150 174 244; 124 291} 935 944, 888 735 942 4TLZ179 123.2249 Googe204) 173_ O14. 228 zh 90 45_)035_-080_024) 025. 1 159 _200 _298 | 138 302} 830 944767_ 697 B4o, 165.2627 _ 22.3211 00164] 162” 0897 230 -19 43 Pole 6a” 056, O15 at Tt6 “i560 “218 | 138 2597 797 “eas Fe7 657 “Bal SY 39.1802“aO0HLT] 263 O10 210 180)-328 -161 G54) 018 111 -039 | 067 -004 -034; 118 133 006, 200 O02 1991065 247] 730 735 O97; 659 886 S16 7B54 16.3840 C005169] 151 057 228 230 ]-332 -189 -OLT F079 043 -059 | 038 -061 -0064 O54 U75 -068; 174 106 2324; 102 282] 939 942 846; 881 BBs 432.5903 137.4748 G.cos
Rote:
Decimal pointe have been onitted from the correlation coefficients.
6
Table V-2 (continued)
86 - wpeV-2, All. 15-year-old boys not in high school (N=233)
7 4 s 4 7yy 7 7 7 7 /
7 ’ ey “eg y 4 : € Le5¥4 Ss YO ab 5 SAS gh OF 1h oe, a
Ore of ee” gh eg re FY oe we Oe ot as+ “8 Sr Ph ee no ee es oe PLE gg PASE SO SOS
vart Yar et oe CM ae f wr ge Ya - wi Z L SF Ls si “ , 1g? eo 9 ", 78 »”
~~. 1 2 3 4 s! 6 1 Big toa 2a aS 8 16 Tf 18 9 20] 2k 2223p 2K
i t 755 168 OF6T O57 193 O30+ Et 198 158) 138 148 210, 73s Tel” 176] 106 “172 188) 129 088 Oz5t 145 0242 2 $ Ll i
z 3 3 255 ae5 407 253 528 342, 401 422 430; 269 442 SIT ' S31 478 S2if S71 325° S47) 405 “222 TdeT 27 154
2 & 4 168 445 584} 416 648 490, 640 4H9 Sb} 562 609 635 [ 675 477 509) 491 359 5541 394 248 1941 362 263
2-3 $ i 490,483 450_459)478 509 476, 516 342 _S3L] 526 338 _ 4841 393 364 307! 361 3574 e 401, 361 290 223; 380 377 328,330 296 435) Set 233 471 236 196 LH CSS 2245 1 463! 992 S30 489, 496 S12 d1T 1639 495 537] 557 463 5881 406 283 2634 412 3306 8 1436 3¢6 300) 352 475 _ 363! 328 367 379[ 340 273 369! 318 133. 219) Zi7_ zen
7 J R107 ~ Sei” 592° S3e TT TTT WT S3S1 ROT S927 SRST $10 ATS 425 [S9T BF” 4333407 Bu Qha352276
8 20 3CO1 47L 419! 320 456 4961505 353 377] 439 319 398] 364 168 105) 240 ¢479 489 300) 436 419 1 370 485 SLE] S16 434 476] 371 349 3751 361 227 223) 235 167107 “1 Fao 352) 7480" “320 3VOT ~~ ~%GZ6 HAG] 35G™ TST BETS” VIE 3037 FOS “24s~ Zao, HT “eZll 613 R \ 4U5) 426 577,597 460 448] 411 315 390; 373 187 14d, 299 407
a2 ok R12 4 1B p2h_ 473] 367, 277_ 3901 376 263264) 352_ 14
137 “15 “RIG 516, 356 557 678 6a 498 @vy “20s Tas) 3517 210” 367' 473° 353 4341 359 460 521! 487 444 329° 134 «177! 360) 206° 3791 425 377 4761 443 448 4731 494 446 371 260 2ua! 272 248
3l Info ficart 1c) FIT S2Oy SEL SST a0, Ge SIT SIT 32a TY SGT] 481 545 428 421 187 Toe 414 822" law fe) 359-338, 233 463 273; 347 319 349, 274 315 277; 31K 340 337 347 192 148! 348 261
~—feete20 188 554 484, 417_ 588 _ 369, 433_ 398 375, 363_ 390 390, 449 393 481] 1w Engineering at 394 393, 236° 406 318 340° 364° 361, 305-373 376) 411 329 371 | ?" Architecture 22 283 133! 200 245 187 263! 245 434 Zoo} 187 192 163! 162 200' 149 «174" Journalien 23 280. 195 244! 185 177 280} 194 148 258) 168 206 1243132
37 "ForeignTravel ~ “24 © 1 [243° “299 IS2T TST 366 ~ZT~Ta “sens “YESBESaT" Military 23 330 269! 276 247 187, 226 207 174] 210 206 298/ 222 261 216] 227 17H 1324 193
. Acct,Bue,Sales 26 W475429, 250 447323) 338 344 Bd1 320 422 4801 445 392 329) 44) 386 36, 336 257 _ 1991 302 70)y "PractKnowl~ ~ 277 «OF 445, 322 533° 337; 435 372 4497 345 404 454] 441 382 493/503 “450 501) 393 (199 277) 322 146
* Clerical 28 233251!) 210 307 216, 305 232 254| 195 228 232, 270 296 211/ 308 279 1dL) 21t 138 098, LoL 151
7Bible 29 070} 265 275 348 | 217 402_ 310° 355 _ 314 222) 235 259 363" 298 246 243) 322_ 264. 364 31%17e_ 174 | ag? 307,ORG” 7 “colors 30 082 225 155 T6e] 216 1v9 Lez ie2” Zod 185, 1T2 17 2cu) 438 101 “1d6S| 1827 1547 GTC 7a” 100 106) u73 089
« Etiquette th 36 LOL 2th 139) 026 195 143; 130 1d2 127) O¥y 208 232] 174 105 176] 130 055 1401 174 062 043] Obl 231
: Bunting 32056 ft 2tb 289 247, O47 259_ O64, 209 261 2711 230, 165 3214 294 225285) 68 213 197) 202) 15) 16, 138 150"~ "Hoebing ~ ~~ 33 “099 278 2 aia tot 2537 17a|2e9 “2a? 233, 208° 239 2864 292 220 226] 252 215 203) 192 118 v4 b 1397 Tos” Outdr Act(Other) 34 047 427 528 446] 335 502 276| 468 312 450, 302 399 451, 48G 393 432] 472 397 495,337 266 326] 354 150"Photography35, 060 193 358 312) 209 295. 226) 251 20> 287! 234 312297! 255 279 340 265 219 312, 218 121 245] 244 1c
TT Games ~ 36 “O87 ~~ ae “VRS “HSE TZS “TTT 267 ZTO™ ZoT ~ 3421 DEB ~ 383 “FORT sod “TIO “ITP 3007 S13 Teo P46 1407 Toe HTST" Theater,ballet 37 127 323 346 4611344 445 332[ 358 BLP 317[ 311 393 344] 272 339 340] 465 320 406! 324 150 206! 346 227
~-- 8 -Rtg --- _ Foods 38 age_03k 086 0731 127 ANT 4134 O76 C71 -0U3)C32 _CB3_ 114 062_095__ 003] 1510431201045056 046! 092. c69Rel "Miscellaneous sa OTL 385 423 360 | 314 437 318. 3697 331 299, 278 349 371; 307 261 343) 393 297 4607 37C 182 2401 300 228
ko R162" Yocetulary IL 4y 108 395488 457/375 553 366! 430 414 413! 432 427? 48%] 441 332 421] 537 445 499] 419 224 384) 476 146Gi R-172 Vocab fot. (T& 1) al 168 488 939 616 GbE 702 4¥OT O47 S28 S827 590 B23 GOAT ETE GET S46) STA” G44 “G10; 400 273° 246 458° 754
16-2 R-190 Info I Total 42 229 663 035 740! sea Bia byB, 735 646 bu5] G21 142 TTL) 769 G70 492 601 464 615 S10 320 309° 443 34243 R-192 Info II Total 43 182 531 601 6671467 733 483! 605 533 548, 483 $60 606! 610 533 588] 723 636 099! 5a1 300 396] 529 424
My R-100_Info Total (I & IL) 44 222 G46 Ulb 7465543 823 baal 122 634 653! goo 712 747[ 749 651 685 667 541 669' 555354 3511 490 384if” WS W201 Mesory for Sentences 45. «174 Jo? 423 358, 144 38? 214] 310 366 41ST 2AL 360 313) 375 252 316] 285 3525335 229 213 115, 142 12918 46 R-212 Memory for Words 46 O57 292 423 323! 224 327 224, 356 341 206) 236 264 2301283 172 225) 279 266 3711208 183 022! 147 Get19 ft R-220 _Disgutsed Yords 41 le? 286 536 4381287 424 311, 403 344 379, 352 390 3991 390 342 3791 386 248 412) 261 220 194) 291 16420 R-231 English:Gpelling 4a 119 368 380 266 | 301 383 “254-284 346 SIT TSE 2eT IST y S62 ebT 406) 269 “Tal 31] 199 160 O65 134 Ie21 * Capitalization 44 143 415 382. 3841305 424 265! 327 399 3991 273 363 333[ 403 302 423] 341 254 360, 270 221 O92] 272 tBt
ge v_.. Pusctuation __ _ 20_ 44 327 46d_ 342 243 453 a9! 375 460392] 366390 343, 390 250 201]294 271 398 4256 132 0601 169 | 195,33 Usage 17 190 R30 Toe ATK ZHOV GOS SCS 475] 303 422 abet QuF G00 “AT9] 424 “3817 B91 30 BAO 102] Zon 183
ak " Eff. Exp. 52 356 1521239 262 363, 223 255 3041 302 233 308] 268 341 362! 225 157 tog) 1ey 138
2 53 R23” Tote 43 535 328} 419 488 498) 322 438 ALT; 492 349 473) S18 349 466 | 922 233 093) 268 746
5h R-240 Word Finctions 54 FAL UIST TTT LTS TIO Tes eT Te TSEOFT TIT OVO, OSS GNF OSG, TEL 105
2T 55 R250 Reading Cowprehension 55 614 315] 488 467 460! 396 440 a92[5u9 362 466] 467 379 579/326 219 2331 478 297
2B_ Re Grostivi 5 samme — ie ACL 3234423, 342 350] _333_ 378 4524 402_303 364] 361 212 4081247 _ 207 247.1 358 _ 155,2 TR-27) “Wechanical Reasoning “7 372 237; 443 4C3 450] 355 445 444, 387 295 296] 292 200 243] 200° 058 1001 303 O493% «456 -R-281 Vie. in 2 Dimens 58 180 130) 136 168 275, OAD Aid 2121 214 136 103] LAO 114 LEB] 177 004 O23 | 196 U55
SL 99 -R-282 Vis. in 3 Dimens 59 143 054! 207 214 275, 148 179 234{ 191 060 153] 167 122 169, G60 009 O74; 175 U2
32 __60 R-290Abstract Reasoning 20, 385 153! 294 324 368! 277 309 267, 229 Los 307] 261 230 284 240 108 179 208 07333° G1 R-311 Math T ol 440 2771 370 328 3911 349 352 327° 374 ZBL S48[ 295 507 2861 26T 130™ B21) 185 15934 62 R-312 Math TT v2 334 229] 266 272 esol 177 203 2341 264 293 208] 242 266 3101259 179 003 163 18335-63 «R320. Math Ib TT o3 4BL 315; 395 374 3421 325 344 3561 397 358 345] 334 357 3734 324 194 O7L) 217 244
3% G64 OR-333 Math DIT 64 002 052-042 032 067;-C39 G48 -027, OLB 047 -C94 [-022 -OB1 014 003 -O14 -043 Lose -00537.65 R-3hO Math Total(I+IUIIT) 65 178 237 4123031255 425 298! 332 342 372! 272, 322 297! 356 334 266) 206 283 334 | 287 165 050! 176 18742 "G6 R-410 “Arith Computation 66 282 496438269] 284 421 2307 310 342 309) 220 WOT 370) 432 325 371] 258 Sil 388) 307 188 Oo2T in Tee43° 67 R-h2O Table Reading of -v3? 122 168 104/163 147 1571 121 O57 O94; UTI 126 136) 208 146 O96{ OF? 120 073, 17> O42 0384 114 UBl
My 68 -R-49O Clerical Checking 6d 030 04? ~0L6 O91 | 077 003 O76 {002 -047 -046,-G27 -024 ~Gi2 056 101 090 j-082 -O18 -040 -O21 O11 -0541 009° ONS
45 69 RMWO Object Inspection eo? 068 147 137 105,084 tot 040, 124 037 153! 075 066 cgzl 132 170 168] 040 059 085 | 023 -012 073) 137 -007
Jo A-N10 Arith Computation to “TT TH T3S 0697 1z0 1S TST! tel O98” O68 CAT 15S TBS] 192 TSS oz] O47 727-135, 150 089 ALS) tit 174
47 TL Ah20 Table Reading fh 033 035 -vB0 -10u -024 -089 U24l-G15 -129 -1¢51-074 -C4as 7005, O14 V4D -062 |-070 -093 -129 -064 O19 ~ULT | O74 096
48 72 A-43O Clerical Checking 2 042 Loos -116 ~053 Looz -135 049 -Co? -174 -127 1-126 -073 -07> 020 044 ~026 |-152 -LO2 ~161 Loa2 -020 -O77 ;-031 020
4g 73 AsMKO Object Inspection Th 932 039 -U36 -040'041 -033 042; 031 -086 OUR j-C70 ~O67 -O21! 023 127 067 |-059 001 -UI5 +088 -058 01d) 074 095
Bh PRO Arith Computation 7% O93 S336 358 7 162-330 024 14l 254 254, 163 147 2027236 Li? 27 224” TIO” 258 | 152° 097” 049 G98 - 238
39° «75 «~P-hOO Table Reading 75-071 140 234 209,157 228 1201 113 212 209! 157 155 112] 142 000 194] 451 2146 2231218 007 0521-009 -u62
4-76 F-k30 Clerical Checking 1 096 221 223° 289,159 278 O58) 131 257 164! 199 C99 129, 154 112 232] 142 LOY 164, 123 064 0471 DBD 13t
4D P-4O Object Inapection i7__(067 169 216 175 082 165 G21, 144 12z 2011 159 145 143, 16t 129 175] 102 080 127, 103 O31 O88 | 127-479
oS 4 AcieD Preferences 78058 1957129 153 T1090 132 248 | 180 O52 101) 062 179 169' 221 245 2631139 070 086! 204 122 052) 57 190
Si 79 R-601 : Boeiability tT? 138 297 288 217 244 316 322| 062 263 211) 288 298 343! 361 323 324] 252 216 2701225 166 0554 112 153
52 8 R602 " SBoc.Senaitivity so 102 2z1 197 o92'29e tea 216, 169 147 165! 185 221 290) 277 782 182} 096 110 1591179 129 025; 120 196
53_._ 81 R-603_ _"__ Iepulsiveness HL O77 123 120 075 | 170 089 203, 099 055 0571 107C93 14h) _149_212 1161096O47 0561065 O37 O70, DIS 121a R ~~ Figor B27 DITae 28SBi Sol 2727 2471 223 181 LTA 285 280 360 328 345 324) 227 205 190, 224 t20 061 157 LaT
55 83 R605" Calmnese us 139 275 zie 157,207 242 3471 182 129 129, 177 260 2731 273 314 224) 183 181 157, 26C 126 -027! 123 184
56 Bh R66 =" CTidivessND 187 183_ 178, 265 225 304) 218 192, 052! 2o1 264 279202 244185] 158 158 195) 157 421 O67!124 24d.
ST 65 R4OT Cult 7 85 ~ 065 ~~xeVTS” Mea 216 "F396 “25 218 “Tso “131] 248 “240” 344, 2587 260° ZhST T1664 152 214 164 (ORK 100 149
58 86 «ROB 0" Lesderahip 86-070 bo7s -ing ~118! 105 -o22 097-015 -O4H =127, 032 006 -022 |-043 uz8 027 |-035 019 -0041 080 -027 -O71 1 U61 146
59 87 R609 0" Self-Confidence aT 108 319 267 2521134 225 247] 248 21¥ Odt! 160 226 262, 290 266 264] 231 160 168] 238 145 921 tik 129
88 R610 "Mature Personality 065 253 148 0921238 195 324, 150 167 065, 146 216 258! 241 257 1561 157 094 128 246 102 -0341 095 196
89 ¥-70l Int Inv: Phys Sci 89-007 003 041 083 FOL? -053 -LO1 -029 -G16 086 066 -C37 O07! OL -028 -C39 [-034°-179 -087 -093 -046 -016 | 979 - 87
go F-T2 " 90 037 035 BL 082 030 044 -119 4043 -033 1131 068 022 0801 076 -D>4 -044 003 -125 -072 “oa3 -018 -0¥6 , UbY -1C4
9. FP " _ dL -Olk 056159 081,016 057 _v09| 089 0Ce 086] G86 _105 083) 094 -001 000 043 -052 044F014 -017 048 Lhe- 64,
F- 92 092 113” (G67 595 poze” OTT -059| 6607 Gis T1747 TH Ces “1384 13T OLS ~005 O36 “OIE “O14 Os O72” VAI" 173-088
93 F-TO5)” 43098 089 199 180! 083 086 ~OU7, 146 O91 197[ 175 100 195, 146 046 030] 109 -038 007} 0349 G19 O22" 185 -U
— AL Fb” aie086 | 134 193 075 | 058 36-062! 041 2006 145) 126 C69 122, 126. O12 _068 O80 -039) UL>O47 O15 7034! 048
9 F-707 "Musical 7" 95 (00 142° 277 2341052 159 O93 141 211 222' 156 169 1967 Zit 084 099] 285 073 136 029 -052 0534 148
9% P-708 "Sports ¥& 060 Lovo ~020 -035 F1G4 -L12 ~112 C30 -130 -012 f-065 -099 -094 1-068 -093 -213 |-041 -237 -141 L164 -072 -042 G09
9 FTO” _OutdrReo 97 _ 2072 32 21207093 F12518) 2075_p103 ~bs? 5135 7082 Tek Te 83 irh24 257 -276(165 -075 70469 ;7G88 =:4 F-T10 * “Bus. “gat. 98” “029 G42 “173” VOR (058 066 “Gia; O83" O30 152 “E67 “OFF 142) 110 033 06 G4 047 024-075 ~003S "155
9 F-Tll "Sales 97 uel 076 175 202! 103 152 O16, 130 094 1e7!i79 128 tea! 147 Gos 042] U62 -125 027' COS -004 069" L4l
— 100 Fofl2 " Computation ___ 100 _ 07%| 423 240_203 1082 156 017) Abd 129 _ 147)206 123 Leo]172 oe 100] 122-033 0521 G13 028 _oo5 | t75 -o34,10. F-713 * “Office Work ToT 142 T2d 254233 P1s7 21a 0501225 113” Mhz’ 261 “158™ i9Z; 19S” Liz “166 168” 058 “125 | 054 -005 066 | 254
102 F-Tlh =" Mech-Tech 102-001 Loos 047? 148) 091 064 ~053] O71 O12 091] 093 009 -023, 009 ~019 027 0BY -069 -029 |-037 039 024; 079
—— 13 PRS _"__ Seilied Teades_ 103133] 140, 262 244 096 189 063, 177 1C4 2631 276 13h _20C1 VT t21_ 139 249. 025_ 949,980_ 080 _ 37, 126 _ 030108 “F-71 * 104 “502 S27 067 068} 797 G6F =Odet OST “OOE ~OF2] C97 023 007)-060 -011 005-006-129 -038 Loe2 O18 131) 040 -O0Aa
205 F-T17_"__ Tabor 105 193 1653022491 151 281 92! 223 127 2711 269 179 278) 246 241 208) 209 068 235/117 106 0671 263 vic
if C-00l Composite: 1.Q.Comp. TER 141 413633 483] 261 640 3231 509 498 528, 441 482 4901496 357 495 [464° 401 5387361 209 2651 380 259
107 C-002 =" Gen.Acad.Apt. lor 199 521 681 565; 408 683 446; 556 568 S82, 448 Sab 543] 593 446 5561522 442 594 | 412 274 1864 371 306
308 0-003 "Yorba988 544688 635 438 657426 538 560 581 450_ 551 $39) 606 435 565} 528 417 3061 408294. 183 362 ~499109 “6-008 *™” Quantitative 109" (oF 284 $64 ~FI8 326 ATT BOUT Sag ~T72~ Sef l Bie” 392 342, 385 386 JVF 329 “FOW 3ae 330 180 069) 264 731
}0 ¢-005 "Technical 110 229 525 777 604| 423 666 4784754 682 611] 632 1773 B05! ous 556 545] 515 379 4871430 241 2551613 248
** 1 6-006 "Sed. Apt. til 208 496 165 602| 404 TIT $93] 679 631 619; 570 674 GBr| 640 513 559] 539 431 75] 443 257 260) 419 284
Table V-2b (continued)87
: y y
4 4 7sf at
“ “ “ & 7 4 y+ + * 2 Ab4 4 / & Sf 2 a” Aer
te SM we LG Oe os & SP PAPE gg oe " SF OP gfRoa , sf o “ye & r) a é “3 $f 3” o” . ‘30 .49 ? ra & “eg: . & = 4"
Og SLE SF oS OF os PS AP BP MLE BSA SE ot oF code 30.3132) 3334 ab!) 6 7 38! 3g sof 4k 42 43 4f 45 46 ATE 48 49 se} saz 53 54 55 56) 57152) 148 160 070] 042 036 O56! 099 O97 GéuT Ges” 127 “OOGT OTT “del les 229" 187 222; 174 OST ie7| 119 183 144, 190 067 194] O46 O65 14) 155
‘ A |323° 424 210 265, 225 191 215) 278 427 1931 316 323 C31) 285° 345] 468 663 531 646] 367 297 286] 368 415 329° 506 252 488] O72 416 235° 267 Rel0l475! 494 233 275! 155 214 289] 270 528 156; 364 346 CB6l 423 48] 939 835 661 Bll] 423 423 536/ 380 382 465° 438 321 510! 146 613 465! 515 R-1024291 415 251 34g! [88 139 _2471211 446312° 356 461, 073) 360 457] 616740 667 746] 358 323 436] 266 384 342!) 453. 288455) 067 504 441; 346 R103
“3501 322210 2t?T 218 026 “O47, Lol 335° 2Co] 325° 344 127, 314 3757 4587 S48 “487 S457 144 228° 287] 501 F057 “2AT Fe “2007 356] Tak Zar 26 Yo” Rios447, 533 307 402] 199 195 259) 253 S02 295, 371 445 117) 437 553| 702 818 733 623| 387 329 424; 383 424 453! 474 356 535| 221 614 401! 372 RelOS323)_337_ 216 310] _182_ 143 064, 178 276 226! 267 332,113) 318 366] 480598 483 564] 214 224311) 254 245 309! 280 152 328{ 095 315 323!237 R106
"338 635 305) 555, 1227 Tio” 203 “2d9 7 F687 Mri 270° F5G “OTe” Fad 4307 BAP” 795 0057 W227 316 ~IbG ~4OF) Bsa G27 SIS AOR” VIO” ALOT 77 Ase” 42317 413” ROT3441 472 232 314; 200 152 20%! 287 342 205+ 261 3LF OF1' 33L 414] 528 646 533 6346] 366 341 314] 346 399 460] 405 262 488) 113 467 3421 403 R-lOA3511 449 254 251185 127 P7il 233. 450 287) 342 317-003! 294 413| 282 665 548 653/ 415 266 379] 311 399 392; 473 363 498| 130 460 356° 450 R-109
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“0465 -G62 O13} C78 ICL 109 LOG] 144] 197 133 0841 180 221033 070009 045049 ~614. 026-050} 035} 124 109 1301146 22a148 -630 -074 024] G97 “170 O71 059| le0] 219 144 102! 223 139
” Theater,ballet 1246 096 894] 203 246 28t O34 2633T38 B15 _ U40_086-0C6|-057 ~C47 -065 065-051 [=IgE =~ Hece limes” O35 088 113] 142 095 #53 045° 153
yo R162” Vocabulary IT 230 272 374] 341 241 361 028 307 047 -166 -160 -Ov6| 260 270 208 Les] ola] 185 128 -047' 221 134= oc it. (1 & Ti) 282 309 426] 458 333 492 -O10 429 642 153 -O2? ded 118 -125 ~150 -065/ 339 ZAL 2468 226) 104/288 197 0737 299 212
16 2 R-190 Info I Total 241 241 390/476 357 518 005 458) 494 187 035 155] 189 -064 -093 OGL] 308 227 258 211) 229] 410 286 1701 379 32243 R-192 Info II Total 221 195 3731379 336 446 OC2 393] 439 145 -O2¥ Ltt] 146 -067 -135 -006| 240 199 214 156] 262] 367 242 142i 322 29844 R-100_Info Total (I & II) 244 235 460] 462 365 515 004 455] 496 1981 015 146] 199 -068 -11L -0U2) 2498 227 254 261] 229] 412 283. 168, 375 327WWRessry Tor Sentences 276 228 335) 322 277 373 O12 334] 385 121-045 bl2] 153-049-145 Gi7]) 233° 157 202 139] O27] 14k 084 O05, OB? 12315 46 R-212 Memory for Words 139 €00 299| 2b2 228 317 G4 298| 359 127 057 O75] 160 M12 003 O31; 197 Of? 107 O77} O92] 197 133 067 083 1181 47 _R-220 _Disquised Words 214 232 346] 330 224 344 076 333] 284 175 175 180] L¥y O97 110 130] Cel ous 127 140] 14>] 251 248 ona! 201 17020 4S” R-231 English:Spelling Oo8 104 22] 312203 320 09% 319] 355 O48 068 O32| 185 -075 -O15 -O26| 16l 142 167 064)|-G20] 211 131 O2dP tzy 141al 4g R22 CO” Capitalization 193 230 327) 236 299 371 O75 357] 439 060 -004 ibe] 116 -123 -143 028) 346 706 280 185)-008/ 198 147 -006, 116 197
50 5-233 . Punctuation7 266 361) 420 259 421 203 _4o2| 333 052 -024 078] 054 -197 -168 -108] 297 797 29) 125)-096| Loo121 7016, 052 _ 175
337 5h TR-B3h 7age ~ “45 247 TST] F737 278 7402 ~OT0 "3607 393 4G “ois ida) it -146 “11d “oU2T ZIT P20" ZSe™ Las1cs7 1e77 133 =085 | O71 es”
2h 52 R235” Eff. Exp. 173) 210 316/323 294 385 C3 3460] 288 C38 -040 038] U94 ~223 -124 -093} 200 219 17h 127[-056] 120 118 -051, O74 04925 53 R20" Total 220 27a 418] 424 363 490 ids 475| 474 056 009 iB 128 -192 -153 -O3L| 361 273 326 186!-020] 230 166 -044! Lig 2b
= tions TT 208 "Fee 248 2OF Bt 14 293] Til 086 131 1487 G66 -Cid O90 The; C4l chs 0a2 975) O17) 059 O78 O1L” eG 114
27 55 R250 Reading Comprehension 278 289 402] 465 261 414 ~Olu 300] $73 147 049 137] U¥s -C63 -077 O29] 202 95 255 163] Loa! 231 184 O17! 226 177
B- 5H p-x60 Greatavity_258 $01 342] 256 221 297 _047_ Qui] AYO 120 _ 05 067) 038 -009 -029 -0sg) Lol Les 162 131] go7] 215 191 ozo! 221 19357 R-27) Mechanical Reasoning 3o9 $19 "4857 313 "277 367 061 34a] Zee” 146~ O91” “SZ (109 =CoG “O04 “147 [77 157 “Te 3227 OT] ~163 “092 “OLa] 1937 130
30-56 «R281 Vie. in 2 Dimens 423 353) 197 112 2GL 034 bez] 166 149 035 238 |-027 -084 -032 vst! 148 229 136 2761-039] U22 -038 -146, 033 0782-459 -R-262 Yi. in 3 Dinens 423 418, 256 51 252 ~O2. 215, 114 O07 028 164-063 -109 -034 O17! 20L t47 125 238|-153]-029 -O71 -158, OLL -02232. &_R-200_Abetract Reasoni 353 418 ° 383 263 4C1 -039 338] 252 027 -037 240) U4 -165 -106 G19] 258 235 140 3LL{-160| 056 -045 -126; OLB O7133ST R-311 Meth T Ly? 256 383 262. 788 G74 124) 4G7 138-028 032/154 -119 -lG2 -O75| 256 261 150 165]; 005] 196 092-008 Le2 “151x 62 R-312 Kath IL 112 151 263] 282 813 080 748| $42 035 -008 -O21| 149 =G60 -064 ~O¥7] 213 1Ch 114 049|~O08] 116 103 059! 153 15835 63 R-320 Math I & IT 19h 252 404] 798 813 09h 9191 479 107 -022 OUG| 189 -111 -103 -167} 292 226 164 095/-000] 193 122 033! t96 1933 G4 OR-333, Math TIT 034 -C20 -039] 074 O80 C46 4BU [-025 696 O08 -082] 053 076 090 048 |-v9z -375 -009 -L51}-082] 099 023 004; 034 0303 65 _R-340_ Math Total(I+II+ 112) 162.215 338) 724 748 G19 480 412 132 ks ~027| 187 -068 ~055 -o7e| 221 1867, L4i 024{|-033] 210 117 031, 166 182
By on tle tie 252) 407 362 479-025 412 232 242 Lil] 633 O73 120 i260] 31? G83 244 158) L79][ 217? 216 TiS; 257 24343-67 _R-KO0 Teble Reading 147 007 G2?) 138 €35 107 096 152] 232 402 245} 353 641 406 376 |-L79 -065 -015 028) 414] 223 209 185, 216 279My 68° R-430 Clerical Checking 035 O28 -037|-G28 -008 -022 UAG O14] 242 402 340 351 417 877 486 [-166 -233 236 009| 274| 128 165 105! 146 AT?45 -69_—RKAO Object Inspection 238 184 246 032 -021 C06 ~082 -o27| 191 245 340 144 102 255 6hd| 026 C55 168 806] 122] 150 057 062! 037 095Lo 0-0 Frith Computation -02T -063 O14, 154 (49 189 O53 187} 633 353 351 149 434 394 360 |-533 -29) -OvL -089| 31B| 265 205 1871 263 30247 T_=s«Aeh2O Table Reading ~ObB -109 -LOo/-119 -U6O -LtL G76 -OGH] 0737 B41 4? 102) 434 $27 480 |-45t ~v08 -232 -250| 448] 160 172 219! 144° 22948 T2 A-b30 Clerical Checking -032 -034 -1G6|-102 -064 -103 090 -05>] 120 406 877 255) 394 529 5031-352 -+76 -260 -061) 334] 135 147 biol 139 19049-73 -A-HhO Object Inapection g6l_ 017 019 ]-075 -C97 -1C7_ v48 -O76 126 376 486 685] 360 480 503 364 -335 -040 1221 329) 206 157 186) 135 18630h FRO” Arith Computation 146 001 258) 256 213 292 -092 221] 31? -179 -TéG O26 )-533 -45T ~352 -3C4 GAG 377 282 |-195{-O14 -O15 -103 1-042 -10539 «75. Pek «Table Reading 229 147 235| 261 106 226 -025 184] UB3 ~Cb5 -233 055 1-293 -808 ~376 ~335 449 2490 347/265 |-036 -064 -143!'-085 -083ho F-h30 Clerical Checking 136 125 146] $50 {14 164 -00% i4L] 244 -015 236 168|-091 -232 -266 -040| 377 290 261|-123}-015 -006 -024! 012 -029AL 17 F-4kO Object Inspection 276 238 311] 165 049 C95 -151 024] 158 024 069 806!-G89 ~25C -O6) 122) 282 347 264 =100 G37 -049 -066 ,-099 -022
X-50) Preferences =039 -153 -160] 005 -CCG -000 -082 -O33] 179 414 274 127 448 334 329 |-195 -265 -123 -100 348 363 374° 320 4225L aL 2 Gocial y O22 -029 U56[196 116 193 O99 210 217 223 126 15¢ Te0 135 206-014 -c36 -Ols O37] 348 580 4957 Sua 58052 % R602 "“ Soc.Sensitivity -038 -071 -045/ 092 103 122 023 Li? 216 209 145 057 172 147 UST }-OL5S -u64 -006 -049) 363) 580 543! 438 650R- 81 R603" Iepulsiveness == -146-158 =126]-008 059_ C33 _004_ 031] 115 _ 185 _105 062 187 219 116_ 186 484 423,
8h OSs OT “OLE 162 “153° 196 “034” Tet 257° 216 “146 “037 oy 1397 135 r 77 57455 O78 -u22 O71] ti 258 193 O30 192] 243 279 17? O95 229 190 1x6 650 4231 5796 “031 -G42 0C6] 084 119 127 Obl tO] 219 208 104 075 HBL 099 097 566 652 503! 628 59457 de =oaL -T3F Lee “Cs07 “159 “OUT WLT3TW547 2Fe" TOL” TOTP ese” 15% ~ [03 TZ07T- | 6207657 4701647 ‘BIL58 -209 -179 -L74|-027 -C42 -043 O11 -034} 052 220 LLE -044 293 189 107 |*21L -212 -160 -141 310 460 414] 485 41559 87 R609 " Self-Confidence 003 006 O48; C87 131 137 -V0S5 ILO] 186 O72 105 184] G90 060 067 160] U92 -N23 O75 12k 391 267 273, 205 340& 88 R610 "Mature Persopality -050 -G694 -u47}| 034 10L 685 O76 105) 164 160 146 O53) 4592 151 151 136)-056 -073 -012 -039 575. 690,499) 599 654
8 F-7OL Int Inv: Pays Se 046 005 -054|-024 -140 -105 -O22 -lul [-177 -O21 -096 050 [-232 =C3? -G70 -114/ LY 132 -051 161] OU9|~031 -073 030-154 -16990 F702 Biol Sci. tea 102 131 043| 044 -L87 -029 -043 -043 135 -009 -107 0551-236 -083 -130 -1uH| 141 16t 049 163/-077|-076 -117 010-124 ~138
AOL FePOR 098 _042 |[-OL -094-061 ~095 -O74 |-119_ 032_-080 -065[-186 ~G31-107 O97 865 057 _114|-014|-u65 -070 -OLLI-10LFe ” “Oa “085 [045 =635" GOS “0007 cos ued “Cid -124 "O60 |-184 040-125 159” Lee “003 194[-014[-005 -073 “O3U|-108
93 F-TOO |” Serv. 106 126] 083 -026 634 -048 OLL [-251 -OL6 -132 063-203 -078 -170 193 U9 080 210)-034|~024 -04? 025,-098 +133Me F-106 038 -O15 013 074 120 -075-088 145 168 -016 036 ~056 ~112
9 Yes 11S ZT 1137-090=162 = VIF 1a 632 “084-diel-O597-lot ~96 -006 HERZL -24b -164 +232 -062 -077 -000 -236 001 -047 u3> =u49 -060 092}-044{-188 ~134 -O18!-211 -192
— — PMOL 2 feee 2DO42 ~175j-108“127-197 ~O43 7146 |h2ke 023-003-038 [139 106037~064 [Oi =121 2072 060 [-03G (LTT 29 2039j-bo316998 F-710° * 087 G78] O13 -040° -017 -T2i” 028-1057 040 [=195 -O72 -11a Les [107 ~ 116 ~G2T 174 [=076|=038 “072 “O25)-085 -i419 FT 088 109] G38 -G15 O14 L056 072 -049 070 -t46 -G60 -073 -118] 118 LO? 049 [E91 ]-O56[-O71 -025 005;-078 -122
—— 00 pe _& 099 bee] 1o9 ~002_ 065 -005 055)063 OOL-131_ 045-231—100 -1o4-Ly2] 203 _L3L_ 948 _ 2171-049 1-006_-064 _04Tor F-713 2t7 ise 0677 139 mul2 004 -126 G78 ies -095 -153 -130| 1493 127 654 2ti|-041| 039 -024 03joo Femh OO" 063 063|-027 -G28 -034 ~004 -034 LIB1 035 -143 053 |-263 ~CO3 -128 -078| 125 030 -030 136|-037|-075 -095 o16!-087 ~137
__ 103_F-715_ _""_ Skidled Trades! 092 136] 048 O1L G66 -O12 054 F052 045 115 -O74 -155 -1U6 ut 220 0-039 ~006 1-045 -093rene * “7 UTO™ TIF ~ 059] B20 F027 -0N1 -OcF =d045 -deT ~ Hei -T2% ~ me -100 055 y~-t12 840
105 F-1T" 148 107 19L] 129 112 150 -O72 1u4] O41 038 -092 040-163 -089 -148 -12z] 245 145 115 153] 0531-015 -002 -002, 005 -O41106 G00] Composite: I,Q,Comp. 363 412 751) 655 337 614 -006 540443) 135 007 189} 1o2 -136 -116 066] 347 280 249 253) O01) 212. 116-043) 185 174
17 coe” JOL SOT 553] GOS Si? 698 O82 647 535 lee O16 133] 158-166-143 ~037[ 391 310 322 212] O26] 282 195 ~0Cc3! 213 252108 0-003." Verbal’ 266 316 457] 467 393 536 085 _ 506 191159-046) 391 319 449.220) 030) 273 _185 -0071_193_ 233
~- E-ER “Quantitative TEI V9F ~H321 OST VET eae ATH OT 45-029 ~Ob4] 19L 183 133 OLS] O29) 262 154 083; 225 247110 ¢-005 =" Technical 290 375 452] 454 327 485 O12 $32} 419 175 008 185] 173 -048 -098 006] 245 197 213 247] 249) 356 248 120, 346 262 ** 2) 0-006 "gel. Apt. 354 424 635] 656 478 705 Lt2 665} 482 183 O20 867) 17G -C92 -103 -O11] 314 260 249 236; OTT) 326 206 057; 302 260
89Table V-2b {continued}
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too -G2T CAT C34i-026 044 -dGL) 045° 08S OFR 165 ~lel -1081 O13 CIB 098 020 129) 655° 603° 4671 653 454" 656 442226 2.2715 R-ZAL19, Cou -062 13% ALLi~L4u -O87 -044!-035 -026 ~o15| 115 -14b -2127)-040 <ul» otrl-ozo EL2] 337 SL? 393, 761 327 478 5.3074 2.4044 R-312127! {54 -U43 137 085]-105 -O29 -Vol] 005 034 O15 74 ~tO4 -taTl-ot7 ate Oo6)-001 150} 614 6v8 536! ABS 485 705 9.5300 3.7447 R320OLl! 083 ChE -C05 0f6]-022 -003 -055 COO -048 -052!-u16 018 O43) G22 HO -4O%}-044 -009 ~012!-008 -o72]-0046 082 Ou5 | 479° Gi2 112 261625 1.4800 R333L164) £73 -034 119 105}-10L -043 -uT6 | 004 Olt -09%; 147 -152 ~146'-007 036 055 105 -034 054{-064 1041 540 64? SU6 969 432 665 1b.6926 4.2694
—
R-340219) 254 Gy2 “TB6 L64)-177 -135°=T19 -062 -057 -UG2’ C33 -230 “216 ]-Tet -056 -- 637-012 “181 ~G52,-LOl O41) 451 535 500] 413 4IY Gaz 23.6643 1u.C648 -R-HIO™208 224 220 U%2 160;-02t -009 O32! O19 -oL6 -057| 008 -l62 023. oz# G72 UGE 004 335 O45] Vat 038] 135 122 O43, Wel bt 183 6.3675 329022 R-H20tos! aici tik tus 146/-096 ~LUT -Us0[-124 132 -O74)-LL3 -077 -oo3t-acs wCAd -13bT-be6 -143 ~LiS5|-624 -U92} 007 O16 O14, 037 OCA O20 27.5372 13.3558 A-430975! oC} -040 184 053} Ube 055 TU9) 060 063 OlbI-G?21 -000 -038/ U3IG L7G vid] O78 053 102, 058 9401 189 133. 135 C2] 18s 167 16.9717 1627)6 Rebho278° 236 219 G90 lu2]-232 -2356 -186'-184 -204 L2G)-103 +236 -159,-195 -146 -231 jr bes 7263 -1o1' oul -i63} 102 158 1327 213° 473 470 32.6855 15.0520 A-G10tarl 156 293 coo 151] -037 ~083 -u31]-C40 ~078 -o75!-049 001 LO6!-O72 -040 -100'-045 ~o13 7074) U34 ~089/-136 -166 -191 1-045 -048 -092 19,0035 ty.9738
9
A-le0CH9E ACS tod COT LSEP-O7U ~L4G ~tU7,-125 -1L70 -0801-142 -G4? 032|-1t8 wut} ~1941~-153 -12a +155 -uce -148 ~LLO 143 -159'-029 ~09H -103 BT.TADE 47.9223 AWk30GIT, bees? 460 t36f-116 -108 neg l-i3e rib} -O75'-151 -114 -064 -164 -t18 ~172|-t30 -078 -tsol-056 =122) 006 -037 -054l-05% cy -olt 21.2367 8.6748 Abo
150 694 118. 078t2t" 2ig “0207 156
“POLiGh? 202 GH2°-CS6T OST L4T wary 159 093 T4S], 175 035 -04TT icy lis 213” 193 1295 tal) 045 245) 347 A4t ayvt| 19t 2hy 318 73399 36.8683 F-bio7075 j~U24 =212 -623 -073} 032 161 U65' 066 UBY GbR, 123 ~049 chaty bie tur 13tf a27 O30 131 ute 145] 266 310 3n49! 183 197 260 726268 19.3579
—
F-leo910 -OCu ~160 Of5 -012/-051 Cay uS7] 003 uso 040) 049 ~O60 -072! 027 vAg aH] 054 -030 082/-031 ALS] 249 322 3491 33002130 249 ~.C1L96 20.6190 FhO23'-094 -161 121-639] 161 ios 116!) 194 210 00; O94 092 Goul 174 191 giz! aay 436 220, 425 1531293 212) 220] 015 247 236 12/067 Ly .6825, bo
U5) 347 216 31S 383] Coe -u77 ~via t-o14 -034 -034![0G2 -cH4 -036'-Ule -uos 471 -u4] 2037 cOLSt O24 053) 00) 028 830] 029 14) C77 58.1307 30.0289566" 626° 310 39F ~S75[-O31 =-07e -065]-005 ~O24 =O15] 03) ~ 188 -1 TIT 2038 2C7T ~006) 039 -075 -020T-uva -O1b] 212? 282 273; 262 356 326 4.3463 2.4042 ix6>2[ 657 460 207 690-075 -147 7u10 4-073 ~087 ~016;~ub4 -E94 -129)-072 -G25 ~eG4 | -026 7095 ~0391-100 -002] ite 195 145, 158 248 206 2eh65T 1.9954 R-602Od, AIC 41h 273 499] 435 O10 welLy 930 _025_ 03647016 Bai G08) 055 -002|-043 003 ~0077 083120 O57 _ 1.4364 _ 1.6619 R-603628" 647 “4S “209“S59l-TSeSAT oe =u5e" 0561 O59 045 “112 0057 185 213 “1837 2257 346
~
302 244044 V.ti20” RBOh554 6iL 415 340 654) -169 ~138 ~145/-106 -133 ~112[-101 -093/-160 -051] 174 252 233f 247 262 260 2.5548 1.8868 R-605678 _515 209 6%6|-093 -133 093-094 -073056-054 Me OLjrO10| Oly] OOF boy _t47, 180. 256 212 _ 3.9053. 242430 R606
o i ° w ° XQ e c 6 +
“192 -169)-141 SHIT )~)o1
81 |002-0:
Cre, ~ 397 786 OST~ Tie TiSd =1s7T- 196 T19N ~Theare 215 ii2t-ou7 O79; 166-012) 133 215 ~zoTl “221 275° "242 3.5018 2.1278 R-€07515 393 083 478) -160 =117 -1i6[-204 ~146 =163;-191 ~U49 -OG0)-137 -127 -161[=t41 ~043 -142!-073 -193]-118 -110 -1371/-006 -053 -o75 1.3958 1.2795 R-£08209] 786 ou3 335] -053 -O/4 -658)=013 ~063 -020' 013 -110 -138!-095 -u75 TULY(-032 -086 -092[-v92 -u52] 156 203 292; 168 283 250 3.5866 1.8416 R6561 64> 478 335 sibs why 1232125 -i1> 063] ~C69 -132 -11il-1G5 -195 ~117 1-123 =177 -677;-162 ~086| ovo 172 169! 162 214 174 7.8233 4 .07He R610-093!=114 ~1e0 -053 164 86 0511 195” 751 643) 99> 570 328] 14a Goa TuBt TUN 765 689" 496 53912082 <125 cOTeTo1D2 008 -O7L 49.1979 42.1409 F-ROT-133'=153 -177 -079 -179) Tae ely TS) 729 642) wut $58 316, 747 o57 Bot 677 614 654! 426 547]-008 -055 “O17|-O78 O61 004 25.6431 be381n FeT02593] 55t 418 739_ 248 087) 587__50U_ $23/ 400 468] 043 -033 -015 -073 122_ 14,2580
O56835 706 etd, 144 623° 753) 490 S841 053 “000 u2?l-Ol7 1437 Ou?
~
Soc3aza
"y93'-151 -116 ~058 -123] 651 621 La?7
3391 790 705 777) 751 G46 770, 927 616) 104 040 O74)-002 211 143 37.7703
OSB123) OS bel — 08h-0991-136 -206 -013 1257 795 ~57 75 Bit-O73[-133 -144 -G63 -115] 751 729 6431 BLL
7006 {-O71_-163"C20 C63) 643 647 9834 743 660 329] o8be cbtt 635536.645! 639, 3161 O16 -910 O2o'-029 168 044 27.5372“O54 O75 -THV C13 -C69) 595 bot 551! 713 4347 625) 389 196) 677 49) 653" GOT 447 5581 3127 448] 212 185 176; 147 228 241” 16.6996-O73,-155 -0469 -110 -132] S70 558 418] 528 S61 409, 389 $72; $92 492 44931 512 S567 SCL] 462 4597 )-153 ~L?6 -126]-162 -u9a ~132
9
22.0212 FrOS24-154 ~OGO 2138 =AlL) 328316 294) 320 339 329) 198 5720 22k 343 UST235 413 366) 694 300-239-258 =232,-149 -175 2226 720763 de Ads-066/-135 “197 -095 ~105] 146° Te? “7359, "a35 790° “Gua S77 “S92
7
F5y “TPT AT IS S70 P64) GIO “BIT
I
"O5T “DoT “02342004 “153 O74 42.7845~023 -097 -127 -G75 =105| 466 657 4598! 706 704 S461 494 492 393] VT 73a! 728 674 756! 502 650] 094 042 095; 034 21 146 19.2191 4AYSOT PeTLBLL TIT
_
661s 053 493 318] 819138 L166 669769) S11 639 7102"O44 2im 13h _ 3265088 Teotag | Fem703 G77) GUT) 74m 75917 6351 GOR” SIF 285 755 728 Tob) 722 Tal | 507 734 179, 098 262 231 23.2049 5.7938 F713705 614 200| 623 646 536| 447 567 ail 670 679 683° 722 m7, 596 683{ 037 -024 COL -043 O47 C23 44.1590 1C.4536 F-71b
iL | 689 654 6234 753 776 $45) 558 501 366) 794 756 269] 791 771 yT4 TOL EST 104 135) 056 237 184 56.1095 tb. a453 FHT=O1 496° 424" SCO' RGD “S27~ GAT" S127 FOF Bae Se ~5GE7 BAT $O7™ SHE THAT — BRST OATOSTTET 027” O47O16 ~~ 19.9223 ~ “STRAT” OFTO19 {=O12 =i93 =052 -086) 539 947 4681 584 616 Sibl 453 397 300! o71 659 039! 736 683 781) 524 204 176 i194) 109 288 243 33.9576 6.9530 F-N7O97; 133 ~118, 156 C8Ol~O8e ~O08 G43) 053 104 ols T 212-153-2397 O57 G94 (O57 201 037 147, 023" 204 843 692) S28 OTF GUI TB. 8269 -T>.8438~ C-0OLto7) 2l> -110 263 172]-125 -055 -033
|
000 048 “OD, 185 ~174 -258) OOL O62 G87, tot ~v24 104,-051 176] a43 Yee 073 Tle 683 277.4276 Be. 7ady C002W187, 207 -137. 292. 1e9|=074 -017~015 |027 074 020) 176 -126_ 32023095 102' 179 001 aast-use 194) 692) 948 J_545_ 693 7/3, 66.7962 12.9144 6-003tao" 221-006 Toe “1e2/=122 “078 -073 rolt -002 “o791 147 B]-0l4 036 US4] 048 -943~ OS6T-O27 100] S28 “CTd S45
~
~~haaGOS S0a597 “ITTITTS” Ccoob256] 275 -053 289 214) 004 O62 122° 243 21t tus] 228 -c9B -t75! 166 zil 21a! 262 047 237; 047 288] 679 7ie 645! 4B8 B42 27.4823 11.4000
=
6-005 2Ubp 242 -075 250 L?4]{-O71 004 O56] O82 143 O44, 241 ~152 -226! O94 146 1811 231 923 1B4, U6 2431) 905 883 7731 445 age 2?a.8Qnt Pa Ale y Aa
Table V-2 (continued)
90
Table V-2c. 15-year-old boys Irrespective of school status (Poputatlon from Tables V-2a and V-2b combined) (N=3656)
7 ¢ 7 7 “ 4
‘ ¢ e 7 c wee |” * & > 7 x
fo Se SL Pe PSOP Pb oe os Pit Speo 2 4°+ LF SF EF So” FP y Oe FY Sg & > < se
Yart Yar Cote Description & # ee > Uf gs Le v~ YF , wf ro oe BD é e
L 2 3 4 546 I bio 30 gl yz 13 4! is 16 arf 18 19 20) 2) 22 at 2425
T trade 389604 372298 380 333) 303 395 3541 254 259 349° 324 288 351/327 310 368 296 217 260; 284 190
2 Sex (20H, 25F) | | | \ 1
ToS F-YOL Info 1: Screening sag 326 456 | 407 559 3741440 448 4641 358 378 510; 497 432 480| 439 413 467 “S41 276 3227 346 2642 k Race ° Vocab I 404 526 Ta2 656 757 6881124 679 644) 652 634 659, 599 525 G16) 675 620 6751570 478 S71 59a 440
~~ 9 -RelOd _ fT _ Adterature, 2 az2)jb142614 135 086 628 669_ 561 589 494 490 1 463 442 565) 684 589 6091470 499 5761608 C2
4 6” R-i04 . Husic 298 407 656 874! 638 662°568 TL S2d “S82” BATT 392 T42 “S20]e2t $12 545, 436" 449
~
532) 5398 425
2 7 R105 Soc Studies 380 559 T5T 7351 638 600; 597 541 566, 544 496 633| 654 G17 O52, 521 478 559) 623 499
6 8 8-106Mth 333.._ _|_ 3274. 688 666 1 602 656 “576 539) 561_ 574 484, 421 441 532] 568 542 567) 461 447 SOL, 518 _ 423
7 303 bi $56; 640" 695 582 SIL TOF ~4BF| SEF F329 “S96 506 406 “Abd Fesag
7
4
355. 5401568 550_ 5771 555 478 468] 544 515 5961 494 406 444 [499 588
364 1 5404BY471 S20SST S51 520] 529 515 533) 448 371
_
445, 452343
254 | { Sou 481 | eva S51 425 “4047 4421-550 ~ 50F “SURSbO” SEY 855 309° “42T
lk aa * a 349 378 3 494 M82 SAL aT oes ae TT EE guy Leta. sol _as3| 7 sts. sen, 55 _336_ aol! 421 32337 IERAT Koning 324 GOT S99 4631392 544” 421) S2i S557 BL425 Go2~ SIFT ~ 7 466 ~ 439] 4297 4507 i935] se0~ 3117 3571 S7i 293"
dk 16 Rellk * Bome Ec 288 432. 525 442] 442 496 4415469 478 431{ 404 445 S5OLy 466 387} 429 404 473, 397 306 370! JoL 272
L 391 480 616 $65 520 633 532 | 483 468 520; 442 367 455 439 387 $20 500 5081 404 366 489) 456 427
327 439 675 684 621 654 568; 982 544 529, 530 “479 ATLT AZT 429" 520 579 6081 503 459 543) S91 455
310 413 620 589/512 617 5421539 515 $15, 509 480 4731450 404 500] 579 572, 485 407 508° 505 429
— 20_ Al BOB|467. G15 009, 545652 507
|
596 596 _ 533!50% 484 5244493473508 |G08 572_, 520 417 504! o18 394“Er FL 296 4st $70 “470 | 436 521 461 | 506 494 448 466 “ol 525, 460 397 404| 503 485 520; 365 4101 G6 357
217 276 478 499) 449 478 447,406 406 371! 387 336 336, 3LL 306 366] 459 407 SILTY 345 3arl 42 372
_
.
23 RH "_
_
Journelisa 260 322. $71 $70,532 $59. 901 | 468 444 4451 459 397 401! 357 370 489
|
543. 508 504; 410
_
381 [467
_
406
~ pi RAG7 7 Forefgntravel ~ 2847 ~ "| "3407 G92 “608 S38 “623 G18 , 534 “450° “452 1 E09 “E25 “21 T STL “Bl 4561991” 3057 518, 416 421 467! 425°
a Riz" Military 190 265 480 502! 425 499 423,414 348 343! 421 323 323] 293 272 427] 459 429 396) 357 372 406) 475
_ 26 _Prl39_ "Acct,Bus,Sales 319 | 399 604 19 591 5381 509 463 4951 470 455 470, 418 414 476) SOL 555 545, S51
_
397 503), 468 _4EL
aT Re 7 Pract.know] 359 524 S767 456 SET RIZ” BOOT 43S
~
4257 BIG ETE™ ZIG ~ GST SEL “5327 OTE 510” 5539 453 ATT IST
26 Rk." Clerical 280 322 448 4231377 420 4308382 364 3451328 373 952) 3B2¥ 337 362] 416 G2 4ET) 349 302 377! 347 798
2gRelWe Bible20 |__| 979875 601) $82_ 603. p18
|
520. 503 _473.1_$50_ 370 402isia 376 435) 529 510 517, 419 _393 454] 418 42t
0 Rhy Colors 094 173 269 260 | 260 243 260, 250 224 208, 203. 223 206) 173 LA? 180} 265 235 240! 194 204 208 174
3l A-ldh "Etiquette 179 228 327 293 272 305 328/284 246 2851 237 241 234, 222 213 286; 290 265 282] 249 223 252! 250 231
3 RAMS "Hunting=ze | 233 261 _ 158! LLL 230 1394 230 3ee_ 228) 216 230_ Jos 388 _193 176) Loo214 227] 260 137 118 F480. 15933 F-1se Htahing 142 3497 298 236 Zo7T 250 “2ts, 2TL 315 245, 270° 259° F2v7 326 265 233] 259 270 289) 286 186 1901 188 176
3 oR-1N7" Outdr Act(Other) 325 SBT 644 557' 488 597 529/569 553 525, 507 497 554) 509 455 515] 565 535 590) 535 395 4651 488 379
—RAM". Photography238 18. 17 406 _ 385. 392! 305 _ 385, 3ael au 323, 372
|
452_ 399 400, 382. 303. 377 L372 274
Relig” ~~~ Bases 254 3997 4090 774 372 3601 305 $49 440 462 432 4531 398 319 344] 392 334
37 R150 “
=
Theater,ballet
=
$11 600 628 6281585 586 5381493 485 4881 484 424 442, 389 4u0 444] 629 563 5651 444 $08 541] 532 426
_ 3B RSL Foodp| 168 375 394,389 332 956 1300 eTy _2o31289_ 278 251 173 295 _ 279 | 462,294 41K 1247 267 300) 314_ 289
“3 B-153 ~~ Miscellaneous” x9 439 637 611 555 624 565 | 569 SIT 4957 See 482° 472 | 424° 410 $05 593542Sas, 4al “433 496) 525° 439
KO R-162 "Vocabulary IT 353 461 138 677) 617 703 622 625 66> 5/31 559 532 5534 503 488 558
|
699 654 686, 558 462 648, 590 463
GL R-172 Vocab Tot. (TF & 11) 4i2 536 965 766 TOES 186 7108 734 696 659, 660 636 662, 602 546 634
|
129 674 P24) O03 503 O30 G31 405
16-2 R190 Info I Total 436 616 497 B20 741 B68 748! 436 77H M13, 739 747 TSE bo75 G35 696| 725 680 727) 621 523 614) 649 $20
43 -R-192 Info II Total 409 557 924 789; 700 BOL 710! 714 691 657! 652 602 6341585 53 647
|
B10 754 7861 667 586 670f 142 59K
4h R-100 Info Total (I & IJ) 431 6U9 494 829 744 865 787! 812 765 TEL! 726 115 7294 S06 622 694) 772 724 7651 652 558. 648) O83 6)
T7” WS R-2il Mexory for Sentences 199 336 28S 2257178 249 ZIT 1 238 238 2967204 187 2431 259 alo 217] 227 254 257! 207 169 1B, 172 137
18 MG -R-212 Memory for Words 219 265 429 418,367 416 4404; 389 345 3331290 258 273) 279 254 3521372 357 374) 285 284 3uo! 427 z65
i 47 _R-220
_
Diaguised Words 316 379597 $71 540523 528) 485 451 461) 413 347 S17) 370 355 464
|
545 hb? 503! 390 372 450 | 477344
2 rs R-231 English:Spelling 327 414 538 514] 464 S2t S¢B! 11 392, 321 B17 3537 376 316 476 [454 413 484] 358 332 415] 422 323
al KG Rezo” Capitalizetion
=
338 443 470 424 357 466 390 406, 323. 329 4001 384 304 414] 404 371 425, 352 261 328) 345 246
22 50_R-233 "Punctuation399| 626. o29_ san!514 612 6241535 Sil. 515 Leal 442. 447) 626. 382 4881517907, 543! 427, 3144924 461 _ 359.237 517 R-3ak Usage 347 439 5d9 5471 464 552 BL 485) 426 413 462) 445 361 456] 494 475 viv) 410 341 4161 443 321
ae 52-2350" Eff. Exp. 306 376 919 4861427 503 463] 424 479) 382 347 399, 305 348 442
|
449 445 so1l 373° 304 3941 388 293
25. 53 R20 Total 422 $27 684 6321 590 662 623 552 567) ATL 462. 14 50] 427 967 578 948. 6051 482 40) 496) 511 590
7 one 254 35355077535 484 526 629 SUZ 4bL 447! 405 397 353 | 394 325 633/450 44H 473 355 384 412) 418 14?
2T 55 R250 Redding Comprehension aL 4a9 770 725! 617 742 6691657 634 6521595 536 557,532 468 590/665 623 655! 525 464 572; 547 480
8. _# R-260 Creativity 2 2 aah} 38h GOT 952 |513 523 534] 532 5C2 4861907 528 $20 436. 415 413} 540_ 483 nO7! 464 384. 4394 450 _ 359
29 R-2W “Mechanical Reasoning 282 349 542450! 421 487 3141983 514 4761 945 590 SLT 400 390° 375
|
439 417 445] 456 313 3ayt ane 293
30 «556 «R281 Vie. in 2 Dimens 210 245 357 302! 202 317 343! 344 29L 321, 283 299 $381 276 239 292] 312 264 278) 293 222 237, 254 197
«O59 -R-BB2 Via. in 3 Dimens 222 21 Shi 3754359 396 462, 452 382 352° 365 448 397 312 302 258] 374 331 336, 351 283 286! 316 220
32 60 _R-250 Abstract Reasoning 325 433 $38 4771435 511 $20.02 996 495! 428 427 418! 303 327 4261451 407 437!302 296 3641 Juz 290
330
CL
Rae Tes ST) O37 SEL S00 $997 853) 569 518 544) 483 496 497] 449 416 S08] SOL 519 5237 435 389 4614 450 470
3b 62 R32 Math IT 337 362 625 599! 528 605 755) 587 S12 $69, 473 471 437, 405 SUL SOL] SIL 505 5351427 393 458) 453 490
35 63.—« RO Mth TET 360 398 685 632] 560 654 172) 628 557 569] 519 524 SCS, 461 443 548) 550 Sod 575) 46B 425 499, GL AIS
36 «6 OR333. Math LIT 224 168 336 356, 319 305 497 320 296 284,273 270 206 183 203 270) 308 241 297, 232 242 241, 256 222
65 R-340 Math Total(I+1I+112) 363 383 669 630/558 635 71! 819 Sho 597! 510 515 480! 4a7 432.536
|
548 She Sh7! 458 420 4uh' 48a 406
he - tation 335 MET UGB ADT 369 ROB AEST 362 325-3951 258 274 33271357 «317 486
|
374 368 42h) 345 281 3211 322 zat
43 «67-«R-M@O ‘Teble Roading 173 177) 188) 197, 193) 167 Lee! HO LAL 155) 105 113 13K] 106 126 195] 178 150 vizl ies igo ito lex uns
hy
«=
6B_—sR-H3O Clerical Checking Lea 160 167 143, 152 102 1151656 O3L C73' O14 O27 034; 020 C69 135] 122 O77 090; 064 092 O80 | 104 76
ys 69 R-WhO Object Inspection 69 169 174 1815193 159 1481155 127 1461 126 120 153 O97 125 164
|
195 432 17h, 153 20 LOR) Led iGe
ie oh T34 SUT 221 217 206 235 274! 189 U32 192, 110 129 {47 Lol Lol 284] 193 194 220 172 bbe 165) 16a (59
47 TL AKO Table Reading -O1L? -088 -ves -053 Lola ~101 -022 F081 -1G¥ ~072 -073 -078 -081 -Cu7 -C46 -052 -058 -075 -079!-074 000 ~064 ~033 -at2
AQ —-T2._—« AHO Clerical Checking 065 028 -020 0271052 -021 O15 FO41 -U7> ~C44 ‘O71 -052 -G60 I-064 -004 022
|
014 -021 -023'-G23 022 -007 'Q05 002
i 73 A-MMO Object Inspection 989 072 056 077; 104 O46 0621057 021 0531033 C62 O49) O18 O57 073
|
097 938 0791 069 058 O28 J? 53
Ea i) 273 GIE—S12 “356, S10 426 SST H2E 333 3671 260 260° 3271 324 266 393
|
33> 374 372) 316 228 2881 285 204
39 TS.«FeAOO Table Beading 739 Ble 327 305) 264 316 257) 261 252 ZI 2C9 223° 2494 2z5 209 302) 287 267 300, 267 166 2t7| 241 169
io 0-76. P+k30. Clerical Cuecking 282 307327 318! 289 312 271, 237 24C 2u5! Lea Laz 7zZO) 20Z 190 307/290 248 265, 220 196 226 | 263 LCI
4 TT F-khO Object Inspection 205 219° 243 2311233 225 194 210 192 2ULL 177 167 215) Lol 162.209
|
241 185 218 198 15) toa 764 Leh
0
1S
_K-500Preferences DOT TIS SST MOTE HOS TORT LOSS CORT TOs) ~038 C48 —C29 Obi O27 005 0341 015-019 Ol T O70 oos -004 —n13 o4A
31 f aeriity Tee Se TI0 141 [163 164 0991 063 114 144, 067 C56 1427 isc 1646 278) 178 ize Lez; 157 10F 138 Toe 118
52 x R602 " Soc-Sensitivity 140 216 210 2224204 208 186! 171 169 1601125 126 133fF 139 18L 192) 228 151 207, 154 146 176 | 160 199
53. S1_R-603_ _"__ Inpuladvencas (028| 079 941 063, 066 027 028] OL O27C26 0231020 46 058 1057 _049_ S21 O24 OF 0411029. UBT
5h 77 B27 8-604" ~ Vagor~~ var 230 254° 2037 Toe “22F Te | TTS Ne TWH. 206 “res “G7 P21r 177 2261 205 126 lek) 156 157
55 83 R-605 " Calmness to2 252 274 2661237 255 253 231 216 21 205 220 216° 224 2465 249) 259 210 2561719 173° 214, 1TH 194
BaR66" _Tidipess 228 203_ 1791 206 192 193! 154140 143!121 135. 1set 144 180 196] 212 _ WSL Phe) LSE SL 158 tse 13.57 U5 “R-07” ' “culture 2if 1737 Ter] 2va “17d “WR3T eS he ee PC] 12k 122, 237 166 LTE} 200 15k 177, 150 160 rot ria 124
53 086 «ROBO —sLenderabip -032 O16 u29 061,094 037 084! 020 ~0CL 005] O26 ~C15 -O41 -005 044 114/075 O42 036 GIT 047 O79) G41 O87
59 87 -~—R6O9 =“ Self-Confidence dos 262 258 212,200 237 2361 2t4 260 200, 263 ate 22>, 193 210 218) 225 196 224[ 205 166 177, 174 «170
& 88 R610 —"__—Mature Pernonality 136 233 232 220! 218 236 256, 201 176 172' 160 194 18,
i
174 191 2121 217 J9l 230, 399 ATL iss tos 172
G F-7Ol Int Inv: Phys Sci =046 55, TST Ties CROL W198 2326 2289 221-147 F251 ~276 141 096 137 -151 F179 -176 -169 ~t6l ~145 ~165 Pisa ~157
90 F-702 " Biol Sci bMed -036 -038 132 -159 L175 -137 -207 183 -174 ~086 -149 -118 -03u [-052 -i10 -110 F153 ~118 ~145 L109 -106 -148 Fill -129
_ 91 Fei _."_ Pub Serr, ___ 008 | O17 001-055 FO50_053 -052° O14 O20 067.1 O34 _Coe_ L100, 063 22 034-040 002 1029_-052 =O10-U9= uIe
32 Fs *
~
Tit-Ling a2 O62 -G22 -134 7133-073 -ic9 +023 “0021-010 ~c5e 139 Fo7t 1 =067 FO9L ~064 ~027) 015 -086 ~110 1-053 -115
53 F-705 ="
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Table V-2c_ (continued) 9
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~ S097 Fax“3625201250286° 230127 S60" FCG) UHR GUT “300T SOT G25 VT—— BIh TT4 BAZ] DIB THI Sad Teo ~ TOB~ BEST GOS” 43S SBE] Boo”G57hod Bay Riot483, 472 364 9031224 246 306; 315 553 385! 349 48> 27G1 517 605| 696 776 691 765] 238 340 45t/ 411 490 4104 481 424 552] 467 634 $021 519 R108495 500 345 _4734 208 285 _ 228, 245 225 3921 469 4882531495 573] 659__713_657TLL} 254 333. 461] 392 406 b15 ~ O32 _ 4864 476aOIBTZTI2T “50 205 2377 216) 270° SOT “38ST 376 “484 2897 SCG 554 [G60 739° 652 726] 206” 290° 4LSP 321 “323 44T | 428 595 507] 545 “RIO455] 425 323 370, 223 241 230, 259 497 3851 372 424 278; 482 532) 636 747 602 Tid} 187 258 387) 317 329 442 413 347 536 $28) 590 R-11)420 495_ 352405 206 239 _364, 329 554 3851 360_ 442 251) 412, $53] 602751 636 729] 244 273_ 417] 353 400_ 442! 462 39941a 326 509 331) 305” 489 173, 424~
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Table ¥-2c (continued)
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5859 66, 61 62 63 6% 65| 66 67 68 o9| yo 7t 72 731 74 76 76 77) 78| 79 80 81) 82 83
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3 3 _R-10 . Literature 302, 375 477] 562 599 632 356 630] 407 197 _ 143_ 181) 217_-053_ G27. 0771 356 105318 231}-O12) 14) _ 222 063,203 266
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6 8 Recs "Math 343 462 520) 653 755 772. 497 Tat| 453 184 115 148) 274 -022 015 062] 395 257 271 2 186 174
FO TROTTT PayaSed 44 W427 FoI Soa SBI" SAT “320eT9] Sez TAT “OSe™ 155) “159-6TO81 ~ob7] 3217 261 “237 “710 TTL
8 10 R108 “ Bio. Sci 291 382 456] 518 Si2 559 294 554] 325 ILL O31 127] 132-109 -075 O21] 333 252 240
9 U_Rd . Bel Attitude 321-352 «455/544 509 569 284 557) 395_ 155O73 146] 192~O72 -036_ 0331 367 271 _265_ 211)
JO~ ‘ie Nelo ~*~ ~ Aero& Space 2837 «857 428) 4E3 “SIT S19 “27H S10) "25a Los” “GT 126] “110-073 “oT 633) 260 209 1Bhb oak —" WlecbElectron 299 448 427) 496 47% 524 270 515] 276 113 O27 120} 129-078 ~052 042) 260 223 182
4 Re: . cal 333 397 418 497$37 503 200 490] 332, 130 034_ 153) _147 -08] -060_ 069) 327 249 220 215)4-H —™a ~7 2Fe7 HiT “Fes|TaGo™ GOS For “T8s “4e7[ 357 106™ O20 G97) ii ~087 -a069 018] 324 (225 202
vho6 RA" Bowe Kec 239 302 327| 416 401 443 203 432] 317 128 069 125] 161 ~046 -004 O57| 286 209 190 162] 005} 164 18k O46! 189 245
15 4 R15" Spo 292 258 426| 508 SOL 548 27C 534| 486 195 135 164] 284 -052 O22 073| 393 302 307 209) 034] 278 192 0581 317 249
YS K-13) into TiArt 3l2 374 451] 501 S11 550 308 9468] 374 176 122 895| 193-058 O14 O9T| 335 767 290 2ar[ O1ST 178 228° O57; 211 259
19 R132" lav 264 331 407} $19 505 555 281 546] 368 150 O77 132] Lvs -O75 -02} 038] 324 267 248 285|-O19} 129 15} 049; 177 210
2 R-) " Bealth 27a 336 437] 523 535 575 297 567] 421 172. 090 ATE) 220 -C79 -023 074] 372 300 285 218) O1L| 182 207 2,226 256
BL Fhe TT Righneerlng 293 7 BY WSBT TIF AZT ASR TWIIT AST ITSI Tok THF) TZ 0TH=02T~ doyis “oT #20 “1Fay TWO] TST “1S4~ G24 265° 219
22 R135“ Architecture 222 283 296| 389 393 425 242 420| 281 130 092 120/ 164 G00 O22 058] 228 166 196 151) 008/ 107 148 033' 126 173
23 Re) “| _Journalisa 237 286 364] 461 458 499 241 4u8| 321 119 080 108 165 -064 -007 028] 288 217 228 154]-004) 138 176 O41! Lal 214
TOBETT Tyorelgntravel” 7 F5T “3Te™ 397) 4507 457 “HoT “2507 4B] TET 1S3Toe “ibyTee -o33- 605 “OTe 128524) “26S” Foe |-OT3 [d9se” Ted “0297 Tse W787
25 R13" Military 197 220 280] 370 390 414 222 406| 261 115 G78 102] 159-012 003 O53| 204 160 201 12i/ 038) 118 159 OBT! Is? 19h
26 R-139 "Acct,Bus,ales 275933 41d) 530 501 558 291 549] 373, 168 094 145) Ly1 -055_-008 057 336270 265 192/013) 175 _ 186 064) 192_246_7 BP B-ThO”7 “Pract Knowl. 289325 SIZ} BOS $49 “SUF ~ZOG SFE] IT AS “TT “Lay? 195 -110~014 078 387 360 32k 262] O21] 2i7 187 037, 230 239
28 Rk.” Clerical 215 236 291] 378 398 423 24% 421] 329 146 140 £28] 199 -CO2 063 U6al 259 189 235 153) 034] 150 169 O57 179 219
29 _Rike ” Bible 253 296 389] 484 489 529 27) 520] 348 133 112 117) 195 -O51 023 036] 292 722 247 162) 025] 146 219 073! 200 263
TRTT Gotore 165 7 BT G20 2217 BT VAS” ZBL VT "OFT “0ST OVS I-00 01 “O57 140 Oe 137 Tid |-058 [usd “O55 ~OOe1 063” O62
3. R-lse Etiquette 210 224 265] 306 340 353 {91 349] 261 097 O88 106] 156 002 029 O66 208 123 LTE 126] 035} 106 099 O24; LL? 136
— Fa "Bunting= £30 137 gu) 2v3 _129_ 270 O6C 163] 127 035-034 049) 058 ~C46 O71, Ou4| 123 UH? O62 087] O06) O77 O40 025) 105_ 08433 R- ™ Ficbing 1581597 THs] 216 “181 243 “loz ~206] 151 "060 O17 G73] 090 -01e -019 O36] T21 09S das O9t] 0671 043 066 O64, 14d 112
3h R-lN7 Qatar Act(Other) 319 359 427/ 5U4 500 545 263 533] 400 168 086 163) 204 -079 -022 O62 362 296 276 218) O15} ¢2t Las 048! 259 269
35 Rake" Photography 231 263 330] 38 395 423 226 416] 321 125 U6? 125] 164 -063 -024 036; 290 224 227 176 {-QUb] E52) 173 O34] LIL 226
— 7 3B WIig * Denes EY T3506 567 Fok GAG MBO FPG “ROT T3T LST OS™ Tie] 208cat T2t Kes Zee ZFF” TIF LIS) WOR TIF “eT O82 M19 Zea”
37 R150 CO” Teater,ballet 261 318 41i| 482 499 534 275 524] 372 1o4 L119 LOL] 197 -044 O19 O74) 126 £54 773 204) O14) 164 193 052, 180 237
BDL "Foods NGETB 246) 280 317 _327_ 198 324 172 _097_ 073 114) 085 O10 O25 O75) 159 thy 140 Les) 002| ogy to 073! 101 14439 R152. ~ “Miscellaneous PIT F367 T2T| ToT “ST “S497 For S45 [390 “VO” Tee 179] V22--033 Ges VT] Fee” Vee “26H 2ST O29] 17 19 “Odi | 214 238
ko p62" Vocabulary II 32L 404 5¢2] 5492 584 638 295 619| 415 191 698 173] 197 -082 -024 062] 392.327 310 237 [-043 182 212) 020, 24) 267
—“LhinteaB-lf2 Voceb fot. (I & IT Joo 456 S60] G02 651 Ti? 345 694] 465 201 111 185] e27 -090 -023 062| 432 348 342 257|-024/ 186 225 039° 253 289
16 A2_R+190 Info total * 399 497 $89] 646 700 754 38a 745)5ct 202 104 1496] 258 -090 -024 O71 444 349 338 265|-016| 183 23¢ 0451 256 369
3. R-192 Info IT Total 374 445 546] 655 OSA 713 372 Toe] 494 213 133 20H] 263 ~073 -000 OBY| 442 347 352 270] OLF]) 224 254 OTA] 277 322
4h R-100 Info Total & IZ 400 491 58a] 699 702 7T6t 342 748] dik 211 120 205) 266 ~086 -O17 0791 454 356 351 273|-005} 202 244 O57, 270 32h
it 5 R-2ll Memory for Sentences Ter ttt 219] 21% sso “Fae” 121 29] 293 11S 066 116] 271-019 OOF 053] e37 Le? 159 [44] O17] CBT GEi -O2%, 108 “O92
18 6 R-212 Memory for Words 240 259 345| 407 4449 468 253 4U3] 379 1O4 124 147 245 O19 O41 OFTG] 2777 140 238 LPT] O27) 129 135 O17, 148 151
. . Wo) 355358 464] 484 493 531 291 525] 426 338 329 287| 267 110 218 212/298 319 402 294] O61) 193 219 06>! 219 242
2 8 B-23) Engliah:Spelling 2aF 261 382] 468 S16 S47 309 543] 491 201 20% Ll] 294 -C34 083 O53 349 242 354 1861-007) 178 202 0344) 2kL 2uTR-232 Capitalization 279 298 414] 455 458 496 226 404] 481 177 102 183] 280 ~CBT -006 O/1 390 315 280 240}~O01] Lol 148 004, 161 165
2 2-8- “ _ Puctuation 335413. 530] 637 663. 707 _ 376 699] >30_ 195 132 _1h8)_343 =0B3_007 _On1] 436 332. 33)_237 xo79| 136 ire -o18! 176 zor23 517 R-2 Ww “Ueage Joo 349 4647 5457 547 593 275 577] 462 LO 110 159/247 -080 -013 048] 403 326 ALT 230|-032] 19 143-005) 162 176
a 52 R235 " EE. Bp. 243 342 440] 516 494 546 251 530] 399 ESL 068 154] 1HY -216 -045 O28) 377 312 275 232|-O98] 109 125 -035 146 147
R-2 * Total 465417 Sez] 68 069 722 359 7u7| $46 229 152 205] 334 -100 006 066) 900 394 487 _284|-051] 179 200 -006] 214 225
z z ato Word Functions 320-420 476| 569 627 654 383 655/415 163 129 277) 246 -028 O27 094, 33} 236 258 215]-O76| 102 178 -002, 137 148
2 55 R-250 Roading Coxprehensioa 393 481 583] 660 652 712 353 645| 482 204 129 208) 245 -083 -008 OHO) 435 345 358 275)-O41| 163 219 027 234 279
_ PED . Croats 5,488 4901 534 523 567 291 596] $52 _ 194 107 212) 279-624 _OLO_ ALB] 348 273 260252 |-025) 125 174 O25 ATT 238
29 HER wean freascning 482 615 604] 522 SOL 554 268 Sal] 304 194 090 289( 155 ~G18 -002~ 175] 275 “266” 242 “3351 [-OSs| 061 098-00) TIT TsS~30055 -R-281 Vie. in 2 Dimens 480 442] 348 354 382 174 370] 363 239 210 320]; 184 035 130 2331736 2649 275 336} 0UB8) v90 083 -006 117 16031 «59 «~R-282 Vis. in 3 Dimens 480 5581454 460 497 237 486/268 172 096 244, 115 -038 009 172] 268 258 233 326|-099/ Gio 057 ~o4slo70 13632 60 _R-200 Abstract Reasoning 442358 531 537 580 264 Soz|375 211 125 288) 166 ~C78 O11 142 370 349 306 356{/-115 075 107 -0261 130 14233° 61 R-311 Math T 348 454 S531 t91 897 372 663] 506 175 066 135] 280-063 -020 O27] 419 288 268 204[-082] 127 151 O02, 184 2c83h 62-«R-322 Math IE 394 460 537] 691 939 471 921] 542 184 114 150} 324 -054 000 044] 425 290 787 222)-068) 130 170 -oo1! 179 22635 63 R320 Math Ta Il 382-497 38C] B97 934 468 973] 272 196 L1G 195] 337 -063 -006 O40] 4549 314 303 226]-080] 140 175 OOU| 197 2373% 6% R-333 Math II 174 237) 267) 379 471 468 637] 242 117 122 096] 206 030 O7> OF1] 177 118 LOL LOL ]-043] vd2 LLB O24, 087 14237___65_R-340_ Math Total(I+1I+ 112) 370 &86 562] 863 921 973 637 559196 124 159]; 339 -047 O13 054] 436 29a 300 221 |-079) 132 180 008 191 238ko” 66 R-LI0 Arith Computation 303. 268 375) 566 $42 571 280 559 334 302 255] 758 O91 196 180 593 333 378 268] 138] 248 207 Gol 25d 73743 67 ROO Teble Reading 239° 172 2b1/] 175 184 196 LLP 196] 394 49L 4541 320 640 477 465/115 2> Bel 374) 223) 149 126 O61! to2 1674h «68 R-K3O Clerical Checking 210 v6 125] O86 LIS 120 822 224) 302 SOE 457] 351 402 932 487] 029 218 642 3249! 252] 163 E24 084! 146 15645 69 R-bhO Object Inspection 320284 288] 13S 150 155 096 199) 255 454 452 226 233 387 87] 112 343 365 907] 140] 131 095 O58! 140 13046 70 A-RiO” Arith Coaputation 164 115 1€6] 288 328 337 206 339) 758 320° 51 226 332368 261 Pare G73 1s 134] 236] 16? Loo LOB, 17% Tes47 71 A-420 Twble Reading 035 -038 -078 063 -G54 -063 Udy -047) CYL 640 402 233] 332 4TL 424-270-199 055 027) 303] G73 053 104’ O50 UTYkB T2 AKIO Clerical Checking 130 009 OlL fF C20 ChB -0C6 O7> O13/ 196 427 932 BHT] 344 471 448-129 v6? 322 219] 292] 126 092 1031 G2 120
kg 73 A-AWO Gbject Inspection 233 172 lai] 027 C44 040 O71 054| 180 445 487 867| 24i 424 408 cod i339 241 605{ 233] 120 088 10st 119 Lietation 236268 STC] SIS 825 S59 TIT a TS TTS OST TZ Y=0TH PTO 127-069 aZt 350 246 |-0F8 146 TIT Ost, 1 138
39 «TS Fek2O ‘Tble Reading 267 258 349} 268 290 314 118 278] 333 625 218 343] O73 -1979 UOT 139] 421 429 450-023] 115 106 ~032, 156 132io 76 -P-43 Clerical Checking 275 233 3C6} 268 287 303 16t 300] 378 38l O4t 365] £44 O55 322 241] 390 422 400] 0391159 129-001! 167 15542 F-keO Object Inspection 336 326 350| 204 212 226 101 221 268 374 329 907] 134 O27 219 605] 246 450 400 030 104 080 -004 126 11350 Te 1-500 Prefers C8 -099 -115 F082 -C68 -080 -043 -O77 138 203 252 140] 234 303 292 233 Fo78 -023 039 030 Tet f37 262° 131165SLBeatyTOTOOTSeT—“S0 eS Se KE AT eS aT 18? OTF 126 Teo 146 11S 159 104) 181 $24 300° 538 47152 8 R&2 "“ Soc.Sensitivity 083 057 1G7] 15) LTO 175 113 180] 207 126 124 O75] 160 053 092 OhB| EL? 106 129 OBC] 137) 524 289! 5c4 589
_ 81 23 __" Inpuisivesess 006 -045 ~026| O02 -COL 000 029 OUB 061 Obl 084 O58} 106 108 103 104F041 -u32 001 7004] 262 300 289 § 275 210“BSR w Vigor LIT Ofo~ Tat Pred Pes Ther War Var) 2537 fer “ise 7 Gee) ie7 0507 YOO 114 536 504 2787 4ae
55 83 R605 ” Gnluness 160 136 162} 208 226 237 142 238) 237 16? 156 130 079 1200 112 589 2104 492
HhBhR606"Ddinesa dGOTT 2a 170 tee 193,093 138) 260 169 183 _ 165 1452 597 _ 209 472 54557 5 R-6OT “Culture 095” O46 “LOIT Tee “VII Tes “toa 172 ete” Leo S97 105 "S957 241, 476 522°
58 86 R608 " Leaderabip -018 -034 -021] 023 USB 046 064 056] 044 107 143 058 153 088 O48 012] 185] 350 430 319 405 37259 «87 ROO 0" Self-Confidence LBL 213 247] 182 284 217 094 20a] 214 132 tL 112 022 062 082 166 112] 1G4] 372 306 1281 295 436
6 88 R610 “Mature Personality 104 104 131 200 229 235 143 234 279 152 172 126 062 133 11s loo 163{ 165] 466 622 2731 $56 610B F-701 IntInv:PhysSciL1G 218-202 226-285 “282-200 ~2us 155 -077 -070 -0S7 |-126 -020 -047 -053 ~O84 047 [-010 [-090 -154 -023 ;~158 -14290 F-702 "Biol Sci & Med -040 -069 -056 [-166 -173 -L46 -14) -167 |-095 -U66 -090 -055 |-U89 -020 -077 ~O41 -U71 ~035 |-065 |-131 -200 -O6t j-165 -180
_ 90. F-jo3__ "Pub Ser. | _ 045026 015-017 -C48-C37 -043 ~038|-u52 -039 -087 -010 35-091 -030 -034 017 |-063 |-159 -157 -053 -091 -168
ge” Fe * “Lit-Ling 0527 O25 ~O124-O27 “CTT -059 To “071-013 -026 -O7FT “OTS (use [e466-075 -O17 =3527 O47 [=026|=088 ~171 ~O67 “ove “098”
93 F-705 " Soc.Serr O71 067 055] C47 005 025 -026 019]|-010 -030 -075 009 |-u63 -U58 -100 -037 018 047 |-061 |-119 ~179 -O21 OBL ~1GL
__ O F-706 _ artigtic = _ 2023 -109 -O61) oF 053 -G20 -031 - 009 ~030 -038 -058|G72 _uu5_~000 ~03) |-028 |-038_-125 -035|-022 -U78
9 FT "| Mwical O57 “old 055 Ts~ 016 OT) G32 TOS: 035 Tos2 id8 G72040" TIT) 004 [C22 -086 -025) 038-021"9% F-708 ” Sports =066 002 -U92 -108 -155 -023 -O91 -073 +696 ~f05 ~LL7 ~067J-107 [-276 -154 -083 )-30R -174
. ‘9 =030_-O14 O38O147005-47hyd9 ~53_7026-058|-067 [121-060-060 165 2074
#6 "Bus. -Nepat. b =039 -078 048 ~0527-086 -039 O74 “UU -O1T 023]-064 182 -151 -068 |-094 -046599 F-Tl1"~—s Sales 076 U75 045] 045 G34 042 U25 043 |-0G2 -G18 -054 015 |-G30 -C40 -076 -021 Us6 C18 007 046 |~050 |-115 -UBB -059 ~037 -036
100 Fegi2 _"_ Computation. _ __010 7947 -028 [Owl -112-107 -067 -105 [114-075-086 —028 [124-74 -091 -O61_ F019 2:21 -030__ 007 )-055 [-t07_=137 =019 l-og6 -119_101 F-71} "” Office Work [IZ OIE VT 1507 Ted 53 Fe MIST OT“OL SIE “G52 Koo O76 Toba G16| Tad C91 1G3~ O981-G43 [002 =o14 “01ST O33 023102 F-71h 0" Nech“Tech 046 002 093) 108 167 153 106 157] 105 055 052 072] 031 -v23 006 024] 124 O94 125 096-036 G05 045 0041 007 024
103 F-M15 _" SaivtedTraden, __. 109 _109 166] dvi 231232 130 232) 159_ 059 02) _ 083] U62 ~095 ~03¥_ G17] 167 131 138 124[+047lok F-T2 7 “Parning G2 TIT “UST] BIS “L307 (237 Das “TBF Pleo” Get “G07 O54) O47 “OIG 054° 0381859 C59 O97 O57) O43) VIS u2e Old yroat
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94
Table V-3
Intercorrelations Among 111 Project Talent Variables for 15-Year-Old Girls
Table V-3a. tntercorrelations Among 111 Project Talent Variables for [5~Year-Old Girls\5-year-old girls in high school (10% Subsample. N=3829)
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987; 07C O62 v6} 072 073 OU2! U3? coo Got) Co3 088 Cat! x76 Gol Bul O75 126] LLL GIA 3H9 4 053 035 O77; 1638 U75 O64! O34 Rr608L115, 1s¥ 092 1161073 099 O54! God 118 163, 082 T1Y cel ize tse O7G 102 167) 126 59B isc M12 074 thee 122 137 124] O97 R09266; 159 158 1H3 4 128 t17 O46} uri 154 13y! 699 177 130] 186 214 lin_165 195 230 169 229 | ror 218 ete ci? 227 171 | OF R610E46 7049-043 -2EE -LEC -O40 -025 [~O21 -C48 -O3S CIE -O97 -Cé5 156 -]30 wUBT -133 -084 [LOG UG4 =-133 {-U86 -064 =C9T 208 -199 -163 ply F701wEGE y-081 ~044 -1849 fuer ~O93 -060 CEL 148 -959 1-033 -127 -13G =18( -106 2907 =L39 -123 -E32 -u2H -226 fr93 -097 -120 F179 -2EL -155 =432 F+202. yayaOby_-024_ OCG OUI 004CLL j-U34 -U35 -CC6 '-U53 -O¢7 925 ~G41 -018 -050 vat --16 308 0C3_0v4 toa -046 -oa1! 019 F703-182 1-093 -0%3 ~OLD -02T -1TL -169075 TAZ TPE16 TTS 6 (S92 7159 [pee F165 -THe “160° [189 S196=IEOF A257 Ae-OVT ~ F704369 7037 -033 100 024 -029 013 Lue2 7036 C22 -056 -640 |-055 -O46 7042-058 -054 FOYT ZL -.7L G95 O47 -070 FIle -O78 -039 1 O29 F-7052143umt 17 =190 Fi4l 2082~oc3 | 2127-166 =199 288-170 150 bial ~eol -poz folds -131 ~162 ELIT - 230-199 ples _ F706U7 e [=O 30" “ATL 044 -029 Ces | ~CIT 087-006 [-034"- CHS “OGF Ford tba S97 OTE =O-O74 EPaTea TOI8 FOG F7077039 -0T6 -057 ~14? 069 -054 -056 [-a42 ~053 124 -tus -057 -(86 -082 boas ~v4s ~iue [-oa3 -058 -098 F131 -tes -122 bieg Fé708= 2933-017 _-003, 091use-915_-997 237~€36022 Foy> ule- 22? 17006 -O11-OL7Rue-vaT_-104 bigo _ F-709_“937 063" “04% -U15 | 004 023 0204 “OC? “Ove -1 Hu33 “C16 “Oly Fouz “cay - cy1Oit Foc cle Ke2l “006 =c2s]0zF F=7I0-94t O13 002 ved -001 044 ooo ots 517 Cle! O16 362 wU3 -CO4 0631037 LSB std | 040 026 O44} vee 013 “O93, 031 PTLroth dus -047 0211034 027 mGt3 -(¢2_ 056 bool 029 -221 937 033 017 usd 035 -o03!-ae2 FH712
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47,0211 034 027 013 G59 048 0341 009 cae _o7t! 032 024 _FePA2120, 068 -030 “iT [711 O83 1ST “O47 j 08s “18S “RIT TST 162 726 G54 TOR” TiT Oa69 3Ne OIE OTe Ca! TA197 rT Tee F713210, 050 O47 G1 | O27 O62 -023 ~U16 034 G4 Caz C76 CdS] IF! Oru] O27 O16 d46 O27) GI6 Cie 043/057 Lé& Los! Usd 053 CHT! S17 04G -dU> 019 FHTLA_ 049) 074036 27 949055 ouT -ciZ a7 G50 |029 C89683,O61 O23] 077 073 089 ORL} v37 €35 08d doy cao .ey | ab? Ode 090 44 068 074) O22 _ F-715_“O39 OUT O28" —sB7 Puls -015"-072 F030 -O81 [O24 “cus -G2F eta Koso-67 FS73 = 104“UT “O97 1-O1T 2025 “G27 Oss” CIT Pele Y-S127-O1F ~ B02F038TEOeTie FeO78 125 959. 049 | 647 055 -020 G13 G69 oor! ors 112 Gee! 093 Iye 16h C88 ite Int] 032 654 121| G71 (09 39} | 08C O71 169/673 105 055. 034 Fe7ITHOB) SBC 382 HST | REE GIF OGT O42 S34 OCT 347 606 440] 581 6/1 790 B22 UO) BIBT 393 SPT Oly] S85 ATA TGS S82 SAT TST TRE UST OTT STE CUT583) 493 408 97147448 412 Ic7 1 O4A 549 aC y 315 826 450, 6Co 7io 426 AOL 824 873) 3HB 570 649] 667 of8 a2b | 702 O17 BKB E732 BB3 O47! S52 C-0025791496 426.9541 447 348 LoL]049 536 412! 371043 ano! ocr 742 [955 969 430 866] 373 558 o5ul riz c7?. oes 1783652 944 664 8046 5751 4aq | C-003_SiS CTBT 322° BT j 29T7 355 ONT Uae “GO” SFT5a” Sie SRO] S2e STS sO THT “207 177 [328 WS 811 S2t age” Gs [HI abe SIT |i” Gea” “S31 Fda” F00%4961 41G 332 ol 374 333 158! #2 549 311] 317 494 372, 534 Sa] ze A77 729 ast! 288 409 461] 376 358 Sa] p44 366 945/520 655 Seay FER C+0055)0 | 483 3¥0 565) 448 402 L¥L} 3e2 SB1 3H2, 378 Ole 456, 613 Pez] az? 913 837 911! 363 537 Boal sac 474 Tla 4585 512 739 714 B7G M7, 99 C005
Table V-3a {continued}
7‘
4
ofYer* Yer Code Description 1
56.59 60] 61 62. 63 64 65] 66 6T 68 69] 7023S 76 7} 78] 79) 80 B28ft Grade 126.139 199] 197 197 217 215 245] te8 182 129 1337 127 093 Cas Ibe] 164 195 [88 137) OLS TIe 147 O57, O97 Tié2 Bex (14, 25F) |
r 3 R-101 Info I: Screening 193 tet 255]; 257 243 275 Lid 269 359 165 081 tél] 287 059 O23 127/304 201 Tes 170) 127; 19h 197 097, 145 1712 4 R102" Vocab I 329 402 491| 617 595 668 293 653| 422 118 049 130| 324 017-026 Oe4| 376 169 203 169) 008] G76 190 159! 162 122 5 R10] "___Ldterature 271360 460] 539_550 601 319601) 365 130. O71136) 284 G25 000 O81} 319. 181208 170) O14) 065_ 182 151! 132)14277 8" Roh 7 Music 280 362 437] 484 503 545 256 535| 355 118 043 138] 271 028-019 O82/ 320 158 170 172) Oo? [108 201 iasT Ti Iie
5 7 R105 =” Soc Studies 2497 382 477/595 591 654 277 638) 438 120 O41 $18; 340 G18 -O3L O60] 385 171 190 152] 002] 059 173° 122] 124 1606 8 R106 Meth2k 12 482] SHL C5721 438 732] 460 131 089130) 363 054 O27 O76) 353_153200 165F779 RAT 7 F 7 Pays. Bed ~ 3727 37 WaT Tl ste 522° S69" 264 “sest Jet 076 603” o87{ 268 -001 -048 649) 305 122 1268 10 R108 =" Bio. Sei 254 349 394) 478 474 525 245 S52L; 312 096 O18 115] 233 016 ~034 O74] 284 136 129
|253 022 7032 046) 316 L5t157 134)Ya -001 “003 “O56; 140 089 UKs193 006 002 036] 183 084 {02176 012-048 O65) 221 100U74 109)258 -039°-f1o” 038] 328 “136” “074231 O11 -036 095{ 299 163 134284 652-022 100) 291 ist E5t267 037 -003 163| 313 201 196
19 R132" lav 228 289 332; 439 422 474 224 467; 273 08% 030 O47] 209 OL -O17 O44] 245 127 126R " Health233289 397 45h al GOL -016 O71] 39% 184 te? 176] O22|_098 179 O78, 1d41 “Engineering 22? 275 28t] 347 T3 “O24 “008 “O8i [2737 TAT TOT15ST O42 [usa™ O9F WOT, TAT
22 R-135 =” Architecture 196 245 301] 341 GO4 -003 068] 198 i101 %29 112} 020] 035 087 094, 06~Hfas “ _Journaliga 196242 3211 408405 448 188 435] 314 108 053 106] 249 018 -004 O61} 269 152 265 129) O16) O77 ATL 103) Lill wi
~~ R-137, Foreign Travel 226 264 “339 [402 037 O08 Out) 23¥ “1347 “TSS~ 123] OTS] O40 127 120toe2 A138" Military 130 163 206] 271 O31 O16 048] 145 144 090 087} 045] 030 087 097! Coa26 R139" Acct,Bus,Sales 236 290 358/484 432 503. 253__ 500] 257_ 024003 0531 3] u79 147123 104
— "er iw” 777 Prect-knowl. 253 248 336 [7369 he2 O12 006 ~10L 320 “194 “175 19] O32] 143 “1S27 O76 TH28 Realy” Clerical 2Gl 189 255} 300 048 023 084] 243 203 175 132] Oo6] 044 144 085! 10129 R-lke 0" Bible 215 282 342] 4st 440 486 470] 312. 076 003 O62] 242 LL2 -O41 O17] 275 108 104 09>] O21] O26 141123! Los 12TROTcolors Zor 815y30T BSE TS TTTeT S697 F367 OFF “Toe “1057 Yeu 6227 O22~ Ov9T ZiT OF4” VES12a] DidT O&O 124° ObeT 046
3 Rud ro Rulgpette 210 232 291] 328 315 354 154 347] 262 096 046 104] 201 O10 007 Obv| 235 142 122 125| 0Ge| LY? 104 065! 1c2-_— on yan74091 065 084 086 994 v7100]082 055 O14 061| 083 021 007 O46] O43 649. 039_066| 039 064 009_ 0411053. 044 |
53 Wee ~~" Wabing 032 “C14 005; C42 C33 O41 035 0497 054 C39 03: 014/051 C23 O24 Coz] U35 339 034° G09] O40} L34 044 033) O30BORAT" Outdr Act(Other) 245 318 376/426 422 468 217 42! 339 143 027 142] 259 013 -027 vas] 306 165 141 167) 029] C49 132 1k, 172
_ — RM" __ Photography 201 201, 256] 241 282.316 124 311] 264 106 038 113] 195. 023 -00y 44 _13t 134] 028] 116 133_ 085) 123_ 16BRN Tasea 221.214 «248 278 307 324 207 332) 265° 104 Cas 093] 218 028 O0e Toy “Vis 010] 074° 107° 104, 073 a37 R150" Theater,ballet 243 303 389] 456 453 502 243 4¥b/ 332 149 075 b42] 250 655 003 212 169; 043] 092 183 152 129
_. BR 8 6 a we BA 225, 3CC| 345 314 362 176 358] 235 LILO 072 110] 173 051 023 loi 1t9} ov4| 83 _ L340 oa7l o97WRG” ~' AfscelLaneous 236 315 393 [403 475 S18 229 ~SO7]364 120 “O33 “BACT 261025 “037 G86) 322 ies” Lee” Tor] O24] oea” 154 “Loa1s3 ~ 135"ho _R-162 Vocabulary IL 274369 463] 544 516 583 223 563] 399 149 042 137{ 290 021 -031 C65! 379 213.193 180 |-010] 096 191 10K! 158WY R-ife Vocab Tot. (I & Il) 334 422 $20) 639 613 689 290 67t[ 447 139 050 143| 337 G20 -030 O70] 4G7 199 216 187] G02] G90 206 152° 173
X62 R190 Info I Total 37> 480 S61] 679 680 750 352 740/490 143 Usb Lot} 3HL O71 ~034 096) 430 204 213 203] O20] usB 206 156) Yd43 R-192 Info IT Total 362 431 529) 633 618 690 321 679] 477 AFL O72 181] 369 G38 ~009 Loo] 42t 233 232 228) O36] LkE 220 LPL! 176lu R-100 Info Total (I _& It) 3UL 476 $69) 681 677 749 35) 739) 499 157 O57 173] $67 028 -026 1u2| 439 220 226 2151 026) 098 217 Lodi 184
if US" R-2i emory for Sentences 162 162 238{ 313 291 332 127 323] 300 C98 044 O78] 250 ©30 005 O4C] 238 124 it? LOO] 030] G73° 099” OST1 08316 46 R212 Memory for Words Z2tL 282 368] 445 455 497 232 Avi] 388 121 OTL 140] 3ZL 066 O14 O82] TIE 12h 178 166] O24] uo2 130 72! 04819 _k7_R-220 Disguised Words 34) 342 463) 451 450 4698 244 4921 430 282 299 289] 359 153 218 235) 342 293 379 2921 0791 134 203 110) 15520 R231 English:Spelling 214 242 376| 496 446 519° 217 5031499 169 153 143] 4G1 G6& C73 Obs} 417 199 2812 169] 032] 113 185 0464 134a 6g R-232 Capitalization 220 238 372] 400 4th 448 L72 4334 454 124 O5t 128] 363 COS -012 O65] 384 140 180 171] OOL) 123 125 O22! 16622 _50_ R233"Punctuation339. 414 5431599. 624 676 291. 624] 929 _ 155 981 165/422 630 -009_ 073] gon215 _ 249 2062027] 164 _ 185_ O61) 143B37 “ST” R-2 w Usage 269) 310 4301 487 485 536 294 5247 4tt the 039 1137320 CLO -031 O41] Ser 172 «187 Le2]-o26] O98 155° O51, 133ah 652 «R235 Brr. Exp. 227 288 396] 430 402 457 179 446} $3L 087 O15 046) 234 -028 -05G O31] 325 1645 158 140]-059) u76 132 044! Ovo2 53 R23” Total 334 392 552] 615 629 687 284 668/584 170 087 165) 460 G23 -007 O77] SC3_ 245 273 222 |-017| 136 203 0591 160
Sh R-AO” Word Rnctions 36H 431 S23] 604 626 680 322 674| 449 146 097 167] 364 O47 032 103) 371 [83 212 200|-Gzu] O78 156 O73" 1262T 55 R-250 Reading Comprehension 369 482 505] 638 605 644 286 667] 443 172 O8f 202; $24 G21 -O07 120) 419 249 256 247/-016) Uh3 207 118! 154
R-260_Croativit; me oe TDAD TO] 4491 464 526 253 518] 353 161 095 218) 244 064 032 164] 296 191 205 241) O41] C78 137 O84!126T R-2R)”WecbaniceReazoriuig 457 955 530] 447 437 “AOT 2667 Gd37 PPB” 1387 OTL” 7347 Bis F4271 176 [2h6" Le 7 OB TSF]-OFBT 86 O84 OFSIT “OV
0 56 R281 Vie. in 2 Dimens 472 422] 327 339 368 203 360) 311 208 La? 302[ 267 100 106 259; 243 227 191 302] 066] Ub8 065 063! 10231 «59-R-282 Vie. in 3 Dimens 412 535 430 438 479 233 476/262 137 OTL 249] 200 Gat O18 ta? 237 176 165 266]-057|-uol 073 066! 098
60_R-290_ Abstract Ressoning 422935 §08 510 $62 256 S51 366 143 073 240] 259 C14 -006 153) 358 2ib 229 282-0721 952 112 027! 14233 = 327. 430 =5C8 638 885 30) A469] 475 il? 025 Ii3s[ S72 O24 -043 O37) 413 Let 169 153]-039[ 064 “144” O96T LU234 62—*R-312 Math IT 339° 438 S10} 638 924 409 G4] 230 143 056 145] 439 052 -O10 GBS) 424 175 186 1Y4]/-015] 059 147 O761 128 Let35 63-—«R+320 Math I & IT 368 479 562] 845 924 401 970] 558 145 047 144] 451 046 -027 O69! 463 146 197 LB? |-029] O67 Lot O961 128 1693% 064 OR-333 Math DOL 203 233 25U1 309 409 401 StT| 244 098 10% 121] 232 C89 OBL U2] 149 [67 b34 Ltd] O20] O37 077 0474 054 104
65 R30 Math Total(I+Ii+Iil) 368. 476 951 849 904 970 577 54% 150 066 153] 449 059 -O07 053| 440 179 206 191 [0201 072 164 0496, 124 174thee Reith Cosputation 311 262. 3667 475 530 558 244 544 285 «195 242] 685 184 130 200| 716 766 276 254] 158] 262 195 O72, 191 26243-67 -R-b20 Table Reading 208 137 43] LE? 143 245 098 150] 265 549 445] 286 TA9 414 446] 154 799 370 386] 227] 125 115 O69, 120 1224h 68 R-49O Clerical Checking 147 O71 C73} 025 C56 C47 1O¥ 066| 199 449 420} 250 425 956 449] 024 789 190 336] 232} 107 106 066} 089 12545 69 RKLO Object Inspection 302 249 240) 1i3 145 144 12t 153] 242 445 420 254 338 344 ois] 112 167 555 931] 213] 133 092 0521 168 1664G” 70 A-SIO Arith Computation 262 200 d59| 372 439 451 232 446) 885 286 250 25% 2s 220 257, 30d 19? 23 227 220 186 Tes” 088) 185 20747 TL «A-W2O Table Reading 100 O4E LS} 024 052 044 089 Ory) 184 789 425 338] 263 447 416{-018 261 228 222] 246| ust 089 O77! O88 0994B 72 AN3O Clerical Checking 1G6 018 -0CS 1-043 -UlO -C27 O81 -OC7| 130 414 956 384) 220 447 443 ]-b64 214 924 2801 264} 093 G6 073; 077 109i 73 A-WhO Object Inspection 259. 187 353] 037 cas coo 102 093] 260 440 449 914) 257 416 443 024 264 308 779 266| 12¥ 091 059) Itt tl
on 243 237 358] 443 424 463 149 440] 716 164 024 112] 309 -018 -084 024 260 216 178)-006| 133 L2k O16" 112 10239 «T5.-«F-420 Table Reading 229 176 2th] lel 175 186 067 Lf4y| 268 799 2ay 367] 192 261 214 264] 260 359 389] 1177; 108 094 033' 164 046iO 76 Fk Clerical Checking kyl £65 224] 169 186 197 134 266; 276 370 750 355] 232 228 52% 300] 216 357 345] O80} 1c4 115 Ozu! ov7 tLeul TT_F-ARO Cbject Inspection 302266 2821 153 184 187 Lid tat] 254 386 336 931| 227 222 280 779) 178 389 345 tat] b25 079 042" 1C5 102
T-3O0 Preferences 066 -G57 -072 [-039 -015 -C29 02C ~O2u{ 158 227 232 213] 220 246 264 266 |-006 Ti? 080 14T 185145 2161 144 13351 3 058 -001 052] 064 C59 COT O37 O72] 2cz 125 TOT “YS3] 186 O9T 093 127; 13s Ich 104 Tes[ tes 525 2481 536 43252 8 R62 " Goc Sensitivity 065 O73 12) 144 147 LOL OFF 164} 295 125 106 O92] 1B4 O89 086 OVE] L2f #5 115 O79] 145] 525 2201 455 6665 81 R603" Iepuladvenesa 063 066 027] 096 O78 C96 047 O16] O72 069 066 O92] 088 O77 073 O54} Ole C33 __028 Q42[ 218) 248 220 1 252132TRER-BORVTgor —~" "162098 “Li2| 1627 128 “128° 054 “E24[ tor “120° Day “ICAT Tad “068 O77 Tit[i2 “ice 08?” TOs [14a] "536° 485 2527 ai?
55 33 R605 " Galaness 096 097 ICG] 146 161 169 104 174] 202 122 125 166] 207 O99 {L09 LOL] U2 196 118 102] 133] 432 606 L324 417Mdiness«036 ¥t3 0501078C87 Col 03 O87] 198 118 116 099] 186 09C 101 O47] 12664a Lt2 087] 135] 403_ 526 O75 1460526 _
“8eeCulture” 063 068 1L6| 1727 £80 “195 “O91 “1937 202 lol “1047 OTe] te? “c7Y “Os?” O71] 132 ues 1097 076 (148, S517 B24” 200) a9" S73" Yeadership 038 C41 O44] 086 106 {107 O68 iO] £45 tot 135 O78] 167 118 13% 095[ 547 C4} O47 O61, 153] 370 402 259, 396 341
5 e Res "Self-Confidence Get o7o o7H}| iil 119 128 O71 128! Lob CBB 127 O91] 156 U1 L1G 084] 096 479 105 O87) 104) 403 302 127) 322 41288 R610 "Mature Personality 083 070 121 2ui 246 250 126 2>1/ 266 117 131 087] 256 090 114 044] 158 C97 127 076) 150) 396 607 162) 48l 663By re Int Inv: Phys Sei ~1C? -192 139 [206-254-256 -166 259 |-095 -009 -033 -O12 |-G94 -Ce7? -025 -005|-052 GT2 —O40 ~OTS]-013] 043 ~C64 -O70T-1L6 -1l49 "Biol Sci b Med =. 055 ~113 113 [149 ~184 -166 -122 -168|-079 -029 -053 -034 |-v76 -O21 -G34 -050|-048 -u24 ~O74 -035 |~O24 /-C55 -148 7072 1-178 -14e -9 _— $e ~ — U202 O87 041 -OL4 =036 -005| 0C6 629-031-006 |-04 094 -072'-078 :
—--2 a —® ~062 ~104 -099 |-180 -190 -205 =103 ~204|=tU2 -006 -O31 -018 “CHT -010 “0S -026893 F-T05 “Soc. Serv. 004 -O1L -027 {-073 ~107 -101 -06U ~104 |-G90 -036 -061 -034 659-635 -089 -039
a.A FRG "Artistic =004 -014 -0H7 oend14 7059-099 ~1049 F-707” ©Musical 2-387 DOF “CBF 65 103)9% F-708 “ Sports -1US ~123 034 -019 -C54 {1-093 -025 “046 -059 091 ~106 1-234
—-—90 Fro _” __OutarRee:_054 =107_-07U 106.906 012-022| 000_ GO5_ 013 -010] Git _365 008 ~024 | 013 7031 -085 1-135 -030 |Se P-TIO” ~*~ Bus.“Heat. OS “015 5-025 -024 -027 “O17 ~028|-025 002 ~922 -010|-033 -00% -O18 -004 [-302 J12 -023 7-013 |-038 ]-140 ~1o1 ~062 "O6899 F-Tll oo" Sales OAL O19 024 -00? -CL& -017 -021] LIS 039 003 013] 00¥ 019 002 oVd] 17 442 005 015|-o1L|-v29 -010 -051 +021
_100 F-n2“Computation 046-063 -G20 |-O71 =C6R_~O77 -O24 -075 |-108 -036 —046 -022 I-iue ~042 ~042_-Ote [Cob -ulS _-039 7021) 022-014 041 {-033-064_—""301” F-FI37” CrFice work tr2 "140 141097) 145 [+007 -012 -017 000-008 -G00 -018 -062 [+003 -LlB -007 006
102 F-Th "Mech: -CO3 008 GG3 -O1L OCT] O81 654 029 058] 066 006 016 G49] 066 479 050 042103 F-T15 _"__ SkilledTrades _ O11 2. 49 _042 O17 O45) OTL 045 O18 033) G51 _ Q09_ 007 024| 069_ C63 _ 039_ O4L
—~ Toh F-7i6- ~*~ Farsing ~044 -C65 ~O24 ~097) 039 043 070 ~000] 032 037 065 O101 631 43% 058 -003205 F-717 "Labor 635053. 649 028 052] 093 050 049 082] U74 G00 034 062] 080 (74 066 092 003 042 077308 C-0Ol Composite: [email protected]. 795 680 808 326 784) 498 176 O77 221) 368 G23 -O1? 127[ 465 253 265° 271 |-041 082 14 152 TI107 coe” Gen-Acad.Apt. 795 OCB FAG 377 B64) 594 186 086 201] 464 037 -O11 109] 518 256 277 255]-020] 108 Lost isk 199108 c-oo3,” [ 68l 684 753 327 736, 572,174 084 173] 446 U26 -013 O8S| S60 249 276 228}-007| 125 224 Abi! 17a
me So7Ganttears ~~ 805 919” 5587594 976, 547 “155” O78 “158 [454 O63d06 O9OT 440” Lal ~ 214” 197 ]-015 069 102T 136C405" Pechnical SH2 574 G3T 304 632] 366 118 035 165{ 300 OL4 -028 113] 338 [73 166 247} 006) 043 L2Ly 147 155
ae in c-006 "Bed, Apt. 453 584 809 787 a79 434 B72] d30 174 O76 214] 413 039 -OLL LIL] 464 235 249 259 |-O17] O17 120, 163 191 ” Be mae
97
(continued)
ov / L , L a /
o “ 4 / Z 4Z > 7 7 7 e
‘ se Ro ¥ 7 & 4 ea va 0eo oe x & + gt . sag 7PE aHh e PS os #9 Pe eg” AePS we “Ao i 4 ar Ag ~ Py & eg” preee Pov PPLE PBS SAR FS PO a we ee SF
: ’cae! Bo 86; 97 88| ey 90 a1, 92 93 _96f 45 96 97] 98 99 100,101 102 103; 104 105] 106 107 eB’ 109 11¢ BLt Fran Sous
| t28 O43; "a97 127-046 -092 7020-066 “039 -045/-012 -039 ~003 030 ~O12 004 "044 O31 032, 019 O73; 29b 303 3267 259 Tes 276 10.4772 «5398Hi . | 2.6CUC 200Uu
179" 184° OFC “T12” Tes] 043 -004 055 }-026 -017 -025" 023 -037 0291051 065 048 039 141 109] O42 Lis] 358 381 404, 270 305 352 11.5T6T 1.0996 RIOT079 085] 756 792 19! 4a3 714 80 10.8524 4.0485 R-102
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98Table V-3 (continued)
V-3), All. [5-year-old girls not in high schoo! (N=163)
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1 Grade 135 O71 O2iT 121 215 2551 173 O75 165; 048 246 BT 14Y ESE 136] 076 168 984 ;-032 O56 O35 199 0572 Bex (1H, 2=F) \ j i
37 Ri0) Info 1: Screening 135 491 Set, 347 512 381; 479 485 42sl CHS 326 4eqT S26” 56 288] 414 283 470; 16s 288 201" 129 iii2 & Rdloo " Yocad I o7k 395) 362 478 2861 490 389 408! 098 382 45451 482 463 286] 389 351 445; 250 211 196! 216 0573 2 2a579.3701 412_ 369 4401 240_ 358437) $13_ 373. _273| 460_ 300 _383) 7
—€5 vast. 464 “ZOOT 3637 Zoo “192. C55” “366-337, 188 307 “341f 308” 212° 299)5 7 ® Boe Studies 215 512 478 579) 464 471, 451 476 SOC) C91 370 484) 519 $05 432) 435 406 43346. 8 Z Meth 2556k286 370, 260471 | 39K478 366) 152 341 385) 326264 238) 263211 314! 4a7 O53 ~~ BayesBel iB 415 W9T “OUZ' 363” G51 35T, 328 377; 094 338° “GLE 482 “477” 280) “FOF 326 STN 205° tee8 Bio. Set 075 485 389 399, 266 476 1761 328 367; CB2 227 3971 376 374 236) 365 212 2518 }
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372.2307 21 139 143 166! u283 279! 238 240 314) 126 rat! 78
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continued on next page
Table V-3b (continued)
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001 147 002) 093 _A-5002851 270 147 “SSE ] O96 298 OZIT2UZ ez "251 | Zi 277 195! 312 2T7
|
349 4107 4054271 020 16 324
|
194 269 251
|
217 130 288 [rout 165 O77) 248 R-601212) 199 271 7531066 225 0961238 286 173,251 124 1771 25C 2461336 462 414 466/168 182 317] 223 260 287
|
304 084 327/124 293 0444105 R602WoT 7059233.eT rlas Wel 127) 266 131 _ 076)COTC76 157{ O84 ley 3 5 1 tO6090, 038
|
0480137053 role | R-603_300! 215 2507 0267 THe “oad 1327 230 NT 230152 252) 286 a 18? 044 239-004 “18a O88
|
Tes
~
R-G0%263; 233 287] 022 277 Oda 175 223 2zi! 256 223 191! 345 348) 398 438 468 469] 072 167 382] 264 256 288
|
285 O49 3b9| 120 280 O75 | 023 R605- £99235 | 2991090 156o21 |250 2401071317165 233!256_ Zal OL483 649 493) 134 226 385
|
237 3c2_ cea! 291 128 345] O71 259 "022 080 _ Rr606336 268 3 FAB UIT Bos Tos} 112” 288 TVET 280 TAT TeV 276 293 [3aT 484 “SIT “ASO OTt 159° 3237 198 dq” 310 T Ze1 284] daa 225° 038 131” R-607O67 -139 069 093 j~107 -093 026) 110 ~024 -071 j+047 -C96 197) 140-045 FO1S O31 O16 027 F124 -015 046 O46 -037 -Ca4 {7027 -262 -096 |-0G5 -129 -o20 Lo13. R-608139; 239 150 228 049 275-0041 153 244 28L | 103 149 227! O94 253} 335 349 332 3591136 059 201
|
119 229° 24t | 283 126 275] 113 269 -064] O51 R+609166, 10) Oot 196) 054 135 049! 178 131 031) 143 Glo 2251 184 iso] 173 331 270-324] 088 160 222
|
142 132150 1355 -002 160] 131 115 020) 117 R-61017, 244 [30 “TUS ZOE 096 -Ole Fos? (eT 130, 308 114 193; 0% HOT ES? 137233 178 T945 66S 126) Vo2 vad 399) laa i72 139-05. 104 2003, O97 FL70T135) 169 076 O15 194 200 006 |-072 098 25k; 245 04 C73) 006 O17] US? 097 136 {16 boT® 027 1131 OSH -u29 914! 077 084 032-0346 02a o2t!i35 F-702HLT 155_ 062,O60 Ba7b48 124 yOL2_ 191 138
|
230143-021! 085Lye) 113 092. 116 126FOSi C42 148) do1_ vos137 | o70_ 096 198|-u36_it9 -01a lice | F:703_O17, 002 OG> -12aT 218 O66 038-010 155 “Ost j Ler “085 t 049 “000 F153 -008 “Oly Fol 002-27 [-048 -032 ~024|-018=O1é “002 TTC?
7
F-704O29; O76 150 65] 103 O7s 174-217 138 142 141 080 -028| 0C3 ~008 Lo1z -032 6a 003 F177 -018 026 P0G7 -G67 ~ca7 |-049 -109 ~C84 |-063-:-027 -040 O61 FH70579321021 900-9911130 004 903, v20_095043 | o79 -003_ 007j-094042 094 -090 -007 ~064 PA76 053 -t14 p11 018 -169 -092 -057 -094 | 082
_
FL706O42; 086 O22 134) 263 O40 O29 -O7T7~ 205 057] 165 -003~ TiO =071 G2 OST ~a4 TOO” ObS™ L012 Coe-048 ;-009 O197-O11 O32OuF ~056 | ofa F-707-050;-081 ~029 -0881096 o78 italoz7 030 ogo F022 034 o47i-o2t ov3 bite ~099 -015 -074 boy3 -103 -055 kG75 -026 -073 [rO9t -052 -073
|
030 -063 -088 124 F-708160) 023 O77 2007} 155_ 172 025F040208 089178177 1075-035 175
|
ua3_ 075 200 124 [025 138 0281 ¢99 039 O76 tos160119~0041 064 O97 TOLS) E37 055 O27 rose TS Tae 260 tee “G23 OF Bez POTI7 OVE” T2T OIE Puss” OIE “O23 F015029“91s | O40 “old 14 Fore -0491 139 193) v78! tae 059 073 or? toe tk 1261 129 ceot-oox 096] 064 122 156 140 F008 C13 108-038 Lat O19, 097 Liv 059] 965 064 002) 043 F-71)089! tse 183077|10¢123 oot Losa itr 2G1202 164 201] 076 1t7
|
180 200 215 214 bo3x4 77 131] 033 050 ou? L232 LTE 123 [068 136 0u4 | LO? F712023T 084-069
|
Okb | 14s ~“0777 030 [037 “Ize” Det | TS9 “O64” Gs [08S ~OIT
|
OBT~ 136" “LG 14d FIoo dss “O36 KORS“OTSIT
|
B13Logs03 HOTT O39TIEOFT” F713129, 265 LTL IL? | 25B 142 ~053 -u29 14a 232 j 358 220 cae 08s 168) 192 © 220 298 258} 096 125 117/110 190 1571 188 210 226 /-049 153 OST ICT F+714OTT, 182. O15, O85
|
246132 004 -o22 151 149} 284 1a4 cos} ogo 129/135 147 234 185 +008 133 L6t O45 155 107, 163, 201 177 j-053 -086 ~036 063° Fr715_tert 197" OT2"” Tsé [2587 O61 “OOS ROIs “2027 ISL Pess7 132 ide) EF “YSU P20 1607 278 “2ie 7 ideBF “ds TPT VEE1S 199" “467 209FUT “097 046+ O90” FACLy 27i 118 1661 268 144 OOly O21 147 227) 358 282 113-128 262
|
278 295 346 326
|
143 1471951 48 254 200) 278 230 297. Just 213-006 1113 F717227, yer 82° 2hL 134 225° 127 O25 “313 371 314 406-012? 378 461
|
603” 890 552 609
|
399° 331 S1E [515 446 506) 422 414 $93] 290 867 296310 t-Aer260) 453 222 3704; 185 314 LeT!o7a 398 sett aoq 426 CAT} 423 4497
|
665 732 671 143} 478 476 577] 645 773 735! 705 $76 926/242 760 3931-243 6-002279) 383257400 4215 310 1241105 404 3201325406 110) 416 _515-| 97 750 694 764| 470 409 S79} 685_ 424759! 264 592. 971) 204 644 _ 276 | 1786-003 _197 209° LOT” “208 ("054 305" ZeT |} O34 Pas 22 T i727 2397 092,258 “264
P
34a “Kab “ROT SBE 19D 26a 313/356 34a yar T 364 2ae 453) 167 381 3681 2i2”” C-004333, STL 286
©
380) 193 31s LOT Lae 488 326 | 322 404 132! 295 332] 579 846 “699 832/276 276 421] 342 477 427) 37h 291 524/277 571 3251565 C-005304, 407 227 346, 162 323 221, 079 444 3851293 431 C631 392 442] 632 781 676 7781369 356 $281 505 $31 947! G71 414 653] 307 780 4871451 c.006
Table V-3b (continued)
\00
‘ ~~> or ge 0oe & ae ~ S ,
vwo e* ’ a ig - oe ro oe ro 4se oe
oe EK & SG PLE FY x Ss ¢ LF.~~ oY & we KP <! fe APPP PSP PPP PLS FT KS er PSYYar Yar Code Description ee AP " e ¢58 59 8G 61 62 63 64 65 66 61 68 &9 70 7 72 73 4 791 76 83
x Grede 2is 037 Ge7/ 133 127 lez Gat tbe] 109 08% 134 O92] 143 fez 180 i37/-049 -086 O14 O24] G25 [066 046 O54) 027 0052 gex (154, 2-F)
i 3° R-101 Info I: Screening 26) 5 227) 265 352 379 -LEL 294] 557 210 261 296] 306 G66 193 210] 254 159! 239° 254} 363 430 183) 370 393
2 & Reo2 "~~ Yocub I 226 115 167] 209 318 335 -Lke 252] 338 161 099 110] 168 O72 028 069] 200 4B! 187 101] 215 296 039! 232 310p---j-Bagh--7- -ene---- =!205._090122] 208213 263 -025 223] 371 115 118 220] 219001068 175) _152_ 125,191 175) 187} 288254 260! 236269
R-104 " Music 134 E75 -GL7] 147 178 205 036 194 097 055 O61 O35; 034 O47, -O1L OOO} 193 302 0941 226 341?
5 7 R105 " Soc.Studies 248 191 O78] 259 309 358 -017 309 153-008 053 049] 303 422! 181 108| 220 297 1031 289 3¢36__ 8 R106"Met.05908021 | 196 _238274 unt 234 [27 7] OBu113 B26_ 028 | 132]229_214232)208 201 |7"9 R107. ° Phys. Sci 290“561 "0ITF~VEEL TTT” O70” VOR “TTL Vis 3e5~ [66,266 2478 10 R108 " Bio. Set 192 -G30 -017 LOUf 134 131 U6 142] 239 270 -078; 195 220
Rel09. _"_ SetAttitude 167 G21 -042 020] 255 Coy 083 178) 217] 250268 056) 235
iz [ O12030-045"“OG9]" 020-051-050OTFT O1813 Rell2 "Elec & Electron 370 214 097 O74] 374 236 162 188/-035 -133 -103 -040| 221
394 229 055 172
365 194 162 237
13. LT Res" 234 099 117 077 V6S -G04 036 O31] 18318 8-131 “Info IT:Art 304 106 O73 139 246 145 tot 133] 275 289 0207 30919 R320" lay 020 070 083 279° 155 183 220 197 Lib 198 233] 163 153 -034! 176
oa203"eat142. 076. O8121 R1jh ” Bogineering ol4 179° «16922 R-135 0" Architecture 422 -G29 072 333 226 «098 218 147 027 ~023!-00323 R1% Journalism. OL7_-040. 006]. 16l 052, 1L6 071] 092 O1l oB7! 147 090_
7BeR-I3T”7 8" 7 Yoreigp frevel” 300 123° 237 157 078 036 094 007 -039 V13F “205Fat Ter “1972 R13" Military -032 -046 004 -024 087 140 048{ 105 104 162 049|-152 -via 005 -009{ 152] 028 027 0391-020 O71
~- 6R39 _"_ _ AcctBus,Seles __189-034_ 035 296 692 161 G87] 243 140089113/039 -053__161 035] 142] 85212167! 300. 263oT Rl ™ Pract.Knowl. 217° 107 268 ["37F~BIg “103 ~ 1827-206 025" “O12” 060] “174 290 232-209 252] VIO 19F ~OFT VIS 23328 R-tkl Clerical 033-089 (115 265 228 098 206] 210 79 095 169) C44 C54 040 160] 243) La? 271 233) 208 168
a 29ReeBibleO76_ 910~004) 286 _ 156_O70_195) 259_~019-O07_ 120) 129 192190 _ 125] 376) 258 253067,250 287 |jo R143 Colors rel 228 140 226 077 0277 1251 020 -149 -058 -037/ 228 u7B° 190 204] 0401094 046 -183' 026 O22jl Rbk” Etiquette 093 003 073 3E4 2320 160) ALLY 194 «207 «237 O72] 122 028 108 LOL) 169] 298 225 141) 138 277
~~ —RNSating0OUT0c} -A27339025_061]267 3th 093 198) — LST ~ 192, 137-094) 156 029_ 096 127)-042_ 058|33 Ra Fishing 009° G36 O21 ]~057 030 ~O13 “Civ -Ofe] 170° O87 “20S O30] 313 “173 192 “197 ]-184 -094 “LOL ~109 ove 202” 238° 206, T1327 17s
" Outar Act(Other) 096 082 145] 134 235 235 O76 235] 314 075 043 085| 142 050 039 O61] Leo c2e' O24 O72| 216] 82 286 131) 2300 223~~. Balbo.Photomraphy. 13616154)218 167238-086 74] 277267 O57 176| LO7_ 125033 125] 18l 157”O7L 151) 203) 251173076) Lid 22h.
* Games O9L UBS O76, O46” IHL “150-010 129] 367 146” O73” O74 218 ~bas -O14” 307 TTL “2207 2i2” Od] 3377 ZT4~ Tol” OT, 7307 256" Theater,bellet 117 073 O44] 214 249 292 ~082 227] 267 254 213 290] G¥7? 044 123 158] 203 231 270 286] 329] 277 124 O76] 152 223
~~ — 38RAL. Pode,2006 2027139)019425 096-009O81] 007_089 _123 -029] O71126083_043)-078 -O41 131-073] 146] 195 177 857) 232 131R-i§20" Miscellaneous 221 206 {86| 209° “201° 256 -038 212] 2k?” 085 O70 “OST] 1ST -b1e “Oso 622] 140 “111” O90” TOS) BF] BIZ” 250” Oud 286 343
io pig Yocabulary IL Lis. 09g 143] 261 238 311 -080 245] 364 266 263 241] 116 040 143 216] 266 248, 351 250) 182] 277 244 149) 283 34841” R-172 Vocab Tot. (I & 11) 222 126 192] 281 348 397 “125 305/426" 249 203 200) 165 OF2 092 108) 278 195, 311 198] 246] 349 336 103f 309 398
16 kB «RRQ. Info I Total 278 24) 173) 327 413 467 -053 3493] 563 194 156 219/310 06% 094 156) 256 [46 187 189) 346] 410 462 177! 409 43843 +192 Info II Total 222125 1571 244 382 398 -024 342] 544 265 222 242] 294 GAZ 128 162] 255 202 281 216) 431] 405 416 122, 403 4684h e100 Info Total (7 & IT) 271 290 175) 312 421 464 -045 392) 582 228 187 237) 318 OTE 11d 165] 267 173 229 207) 392] 427 466 165) 625 469
1745 R-211 Memory for Sentences 104-003 167/239 168 “251 -144 169] 3127 079 000 259] 04% -1a9 -125 Gd2| 295 2493 266 346] O61) 020 168-186; 0C5 O7218 46 R-212 Memory for Words 083 059 163] 266 227 307 -vBC 241] 381 CBO 193 209] ts -O77 116 049] 229 172 235 256] 143| 156 182 O87] 113 16719 _-47_R-220_ Pisguised Words 273 359 2591 252 262 322 -021 276) 310 242 297 205] 264 120 23a ez] 149 925 233 164) 216] 324 347 128! 213 38250 FZg} Englich:Gpelting OT? 138 270) 377 74 “SHG “023-3327 360 «O54 OST OTT[ 175 -151 -032 -053] 192 225 218 tai] 092] 154 223 0397 214 244BL ag Re 3 Capitalization 266 216 221] 233 358 377 -077 304] 560 229 132 227] 244 -110 048 053] 331 372 225 279] 295] 269 280 O15! 241 254B- -2EER - ~~ ~ Punctuation. 242_ 472 250] 362) 289404 -O5U_ 337) 464 032 123088) 250 -132 O31 -009/ 218180!241130] 1¢2| 251287 058) 153_ 208.237 51 R-2 . Ueage 137-002 i28/ 281 363 407-026 365] GIS “i7i” 166” 173] UTE”DO2 “080”O47) 369 tay 242° 197) 229) 217” Foe 106) 187 285oh 52 R235” Bit. Exp. 177 109) 214] 256 208 288 044 276] 389 -03L 121 140] C90 -180 030 -023| 325 163 237 214{-013} 130 084 -090! 044 0492 53-230" Total 248186 2791 375 462 488-051 4tt| 602 158 161 2031 261 -14t 066 0741 381 322° 300 266| 2291 2e8 327 93a! 239 309
Sh R-2h0 Word nctions O23 693 131) 184 106 178 -099 121] 279° O81 699 1357208 13@ 092 210] Us2 -vo2 052 O29] DOL -ouL 124 a44!-004 120a 55 R-250 Reading Comprehension 210 255 235] 351 373 454 ~101 364] 452 $62 087 231] 206 -029 -011 tub) 256 710 241 242] 147] 165 293 013) tua 280
- PEO Grams: wry oe24GHY 282 BLOO7209 dot] 248. 05) 7088 O16 |084-C44-128 -Od4] 276104,054 086 O62 | uT7 044-053) 088 O75_29 TB ERIweesaaa.cg ty8 202 200) 130 210 217 O8F 272) 241 003 -058 134 104 -Gi9 -083 “OTEP TTL 523 O37 “W2e O43) 240° “105 ~O14) 165 0233056 R-2BL Vie. in 2 Dimena 247 118) 16C 252 263 -C?4 205] 348 135 155 313] 124 -023 O78 177/ 266 174 220 303) 164] 218 131 ~035; loz O47RL «59 -R-282 Vis. in 3 Dimens 247 252]; 139 066 121 -LOL O71] 123 097 O47 L¥L|-vlA -098 ~004 044/ 154 214 125 234] O18 |-O1L 123-104, 009 O1132 60 R-290 Abstract Reasoning Lg 252 185 U86 loS Obl 149} 281 173 -O14 O81 168 ~CLC -O2U -O20] LIL zat ~O01 128}-049| 064 066 ~018 Ob 02533. OY R-3il Math T 160 133° 185 272, 760 043 685] 346° 194-006 110] 252 125 -OOr O42) G84 76 013 122]; 071] 187 086 165'-021 Le3 «62:—R-}02 Math IT 252 066 O86| 272 832 18U 798] 403 207 112 146] 221 O4t O26 119] 185 142 225 L42{ 193] 195 21@ 049! 21a 29535 63 R-320 Math I & II 263° 121 b65] 760 432 146 934] 471 251 072 176] 294 100 O17 105] 173 166 144 166| 171] 240 197 128) 135 29136 «0G OR-333° Math IIT -u74 -100 O11] 0463 180 146 441 ]-053 -122 -097 -135| 048 082 -C5H -033]/-117 -225 ~118 -164]-674 LET -147 ~032!~020 -172Fe 65 F-340 Math Total(I+IU+I11) 205 07] 149/645 798 934 491 396177 029 106] 277 118 -006 ovo] i110 165° 084 087] 124] 169 320 302! 132 194
BRIO Keith Computation 318 123° 281] 346 403 471 -053 396 3100236 «328/626 U76 140 229] 305 757 290 285] 333] 350 242 o7el 234 30043 67 ~R-AGO Table Reading 135 O97 273] lye 207 251 -b22 1771 310 378 479) 116 585 322 452] 206 459 257 3261 349] 184 GOH OO7! O26 LAskh 68-30 Clerical Checking 155 O47 -O18]-066 E12 C72 -097 O29] 236 378 474] 18l 369 918 443) O47 HLL 536 246} 2991 229 058 217) 153° 2444g 69 RelhO Object Inspection 313, 191 O81) 110 166 176 ~135 196] 328 479 438 U59 140 361 7231 2494 373.324 850} 454] 265 090 059! o7; 1404670 “A-Rio “Arith Computation 124 ~O14 %68) 252 221 294 O48 277) 626 116 LBL 059 269 224 272;-497 -la? -028 -t25/ 192] 237 117 ell 119 Lag47 TL A-H20 ‘Twble Reading -023 -028 -O10/ 125 041 ito O82 ibe] O76 585 369 140] 269 495 452|-247 -453 -134 -149/ 198] 124 001 312) OD? 13748 T2 Ark3O Clerical Checking O78 ~004 -O2U}-U1 026 O17 -O58 -OUG] 140 322 918 361] 224 445 5gBi-112 -1a8° 158 095] 31594) 199 Use 297) ELT 243
A-lhO Object Inapection 177 044 -020] 042 119 105-035 080] 229 452. 483723) 272 452 538 ~070 G02 058 250] 404] 144 023 b9ti O70 19338 F-410 Arith Computation 2c6 154 Lil] 084 185 173 -1k7 LO] 365 206 O47 294 [-497 -237 -L12 -070 486 396 465) t42 LCT 430 -i32t 118 15639 75 F-h2O Table Reading 174 214 2CL) C76 182 166 -225 Ond!| 257 459 O11 373 |-167 -453 -188 OU2} 486 429 521] 167 V66 005 -2461-035 052lo 76. F-430. Clerical Checking 220 125 -OOL{-013 225 144 =118 O84] 290 257 $36 324|-024 -134 158 058] 356 429 410} 074] 146 047 ~0931 132 080
t4on 303 234 128] 122 142 166 ~165 087] 285 326 246 850 |-125 -149 095 256] 465 4Z1 410 327] 23) 109 -0041 046 g775Q___78_A-500_ Preferences 164018 -043| O71 493 JT) -074 124] 333 349 299 454] 192 198 315 404[ 142 167 074 327 400 257 313!" 285 36551 79 R60) SAL:Bocisbility 218 -O1l O64] 187 195 240-117 lov] 350 184 229° 265] 237 «+824 «2199 184] 1c? d66 146 231] 400 531 437 517 56952 80 R602 " Soc.Bensitivity LBL 123 066] O86 288 197 -147 120] 242 006 058 OVC} 117 OOL C46 023] 130 005 O47 109] 257] 531 352, 559 675
018 3, 312 1 =246 -093 356 314igor 081 496
55 83 R605 “ Calmness O25] Lol 295 292-172 194) 300 184 214 160} 249 197 243° 193 675 B14} 446~~ Ah R606” _Tidiness182 _ 091 060) 141244 _ 246-105 179] 368.129263. 232) 209 082 227. 173) J £306973391 562 764 |
57 85” R-6O7 Culture 094) iG4” 203° 197-14 122, 284 “1i6 239° 191] 137 128" 205) 143 722” 421 646 641“OCT{-050 -066 -O73 -049 -082[-065 023 ~G57 -O4H |-OLL 180 035 -019“O45} O87 214 183 -089 129] 230 242 229 229] 121 108 203 2u6=022) O71 189 169 ~095 114] 217 O75 215 181} 125 062) 226 431058) 085 C84 105 -065 068/ 208 110 070 [88] 079 O78 022 185
Lesderahip52C 163; 280 5C6
604 242) 563 63)208 Oust 125 204
90 F702 " Mol Sct & Med O54} 141 050 115 -022 073] 105 200 -041 146] 022 110 ~Ob1 173 126 027) 023 115——-- FQ3_-—. — -LT8bOCB OLO 102C74004O61) 154 [32_052_ASL {-GLO_ 165.933. 466| AGT 200_1005 LiL 188B ERs Bye.Bey: 033}-029 -075 -Cb7 034 -O047) O24 094 05 189-004 138 096 0891 067 019
044 1821-07 -037 93 F*75 " Boc.Gerv.mh F706 “Artistic
-047 243-042 131
O12 147036 doit ~C€28 020
9 FT” Vasical 3 030 162 004 0569 F708 =" Sports OCA -067 -044| 053 -034 CoB 039 217 -006 088 1071-047 053
~~~ FMP. J Outees195 =112 -054] 056 _ 136 _ 124 146_ O44) 108 179F710 Bus. get. 067 C29 062} 020-010 005 3% Pri2 V94™ SY] Led T479 Fe7ll ”" Sales 090 019 035| 008 -001 oc4 154 L424 167
~ —10_F-N2_ *_ Computation __244070 _0C7|070 _036_ 065 ~064 _034| 4 - 170 ATL) igJol” F713” *" “Orfice Work 032 047 038)-040 000-023 - ~Tz,-Te3T 0 O81 139 15S) 197aa102 ~F-Tih “ Weeb-fech 224 142 124! 072 100 410 202 18) 241 032! 133
_— 104. F-T1§___"_ Suibled Trades 1 082, 052 182186064! 139iok F716 030" “037 t 1927 0607 13s"105 _F-17__"__ labor 250 045 147 163 173 144| 206 O71 234 132 234 174] iyo 241106 C-O0l Composite: I.Q.Comp. 234 311 614] 596 363 589 500{ 515 234 050 219 C77] 241 244 157 248| 099] 190 248 049; 153 244
068] 365 319 296 261) 229] 364 347 064] 256 356
2597100 066065] 385 322 325, 280] 261| 342367074) 208 366O91] 118 O82 Lie O79) 147} 200 160 136] 16% 222
164] 177 G80 069 157] 330] 398 375 Lt?) 3420 312
Vth} 240 487 $44 215] 2137 293° 313° 100; 260 369
292 240 341) 539 577 700 6097 651 223 14m 238
~ 21h 189 _ 281} 384426 SLL7069 _ 429TH” 0587 1217 BOE B21 “903243 259 219{ 309 347 412284 297 442] 617 578 746 0548 -007 TOL] 600 228 O51 214
continued on next page
123
Table V-3b (continued) 0
* “ oe s4 sh , “ “ a s, ‘ ’ 4 4’ & 4 ? ‘ Yo + ’ eo, x" ie
4 oO s ew 4 Sa Q
2 & - se : ee . eo Lf ‘ oo ge oa ee F' - is fg& & & S$ gm AS Foy oy Pe SF YS OS gyPe LE PP PO SM BSS SO OS OF SF SP EK gt oO POS oF orPPP BLS Pe EP FLO Le PLE OS ge eg a: ’ &
os’ 205 96 87 Bef By 90 91) 92 93 94] 95 46 97! 98 99 1co¥ iv 102 103; 104 105] 106 167 1¢a] to9 ito tat KEAK S.v.DIS} Tes -128 “Gos O50 ]-Ols Sze Gea “Gar 054 O35 “VOU 190 oes! Tas O42 IVT 122 O87 063, O37 LOS LO1 t36 O97] 201 234 2i2 7.7663 75136
1 t' i 2.0000 +0000527] 462 -021 348 313] 232 156 155\-O22 -060 ~O8Z] 022 -O27 2151 090 144 2267 O¥i 282 217, 261 301/402 556 577) 354 S52 516 GAGlT 2.4497 R-10L305; 305 010 303 136] 113 067 G20|-106 -01) ~101 -098 -158 -006'-Ol0 023 168! 094 149 098, 062 204] 515 576 6ca! 294 572 569 SedTSL 2.6185 R102330) 317-004 197 251) y Y44 7080 OOT 066043 Lb}134 129 _ 930 O53 ASI) 609 Soh 533.) 284 579512 536503 246670 R-103348) 257 108 237 264 C16 O10" 094 ver 120) 138 O91 O64 055 192) 276 321 “322 237 435° 373 2.8098 1.8776 R-106”361, 307 -cz22 240 268} 043 058 O17I-036 -109 -1031 O72 -128 1231 032 045 129, 101 153 096, 133 225] 472 578 583] 388 589 589 5.6196 343393 RHLO5
207 |-090 -055 ~0301-058 -117 ~084 |-904 -089 O15 1-062 -520 -132|-072 -003 C34, U68_ 044] 222. 421 417] 447 _419_ $65 _3,4847_ 1.9095 R-1064 089. OL 20.627820 2132 7072 903 7034 GOB 0646) 222 421 417 | AST419 4056
“28s “053” TE” 207| OOF -O57 t 006-037, 062 O83 “GST; 092 091 oat 097 1591 443 “S617 556] 353 686 60 3.5031 R-107
Lie tO 089! 022 -065 -042! 064 -10L 042; 100 O89 120; 137 Les 130! 125 178] 373 439 440] 240 572 489 2.7362 R-108030}160 2024 VIL} O54 137 _ 1744260 297.158! 146 192] 439 302_ 516 _522__ 2.9202 __ 1.651 R-109118) Cao 002 ~00%T 063 “ued” G26 060 OBT O38 O75 O22 “R110
177] 197 168 113, LOS 032 117, 099 O76 1371 BOM 146 1581 162 209 USL] 184 295 Rll)116 032 ~001 630j-046 -020 -140' 059-026 017'-039 _942185!059 064066! vi2 156]
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| “Table “V-3_.{continued)102
Tabie_V-3c, 15-year-old girls irrespective of school status (Population from Tables V-3a and V-3) combined) (N=3992)
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* 3 RelOl- Info I: Screening 303° 3793567347 399 2647 293 295 358) 152° 23) 298" 362 432 294) 348° 272 GIT, 244 255 268, 234 LetYoosb I+ 310 379. tai! 670 733 658! 630 619 588;°429 410 Sit! 598 553 545/678 560 610! 446 454 5465 571 395
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: [2656580421587 638 _ | 575 922442) 351 374° 386, 449 402) 4781593 445 468 360.400 442! 455 330°aN . 293 630° 551] $22” 624" 575) STY 462) 395 498 448" S16” 440 447 510” Fak “K79T 369 349 4041 460 293Bio. Sci 296 619 571) 506 S40 522; 577 497! 330. 363. 4541 531 459 425/509 464 516) 363 349 404) 442 783
Sei Attitude Abz 457___ | 267 _289__ 404] 465_462 3891 504421 4801 325322 397" 410 248I 395336 2877 340326) 391 268 312] Sac 312 "297, 267 255° 297 335 233
356 344 389 3741498 363 289| 340 377, 336 298 308/329 270 3241313 228 283; 368 170| 296Sur stot ai? 452396) 448 454 404) 326377 |526 aoa: 394] 407 AthANIL39 "276 338) 39d 232,
497, 475 $61 447. 516 53L 465) 301 336 5201 520 453) 487 414 4997 386 349 346; 407 20aa7] nei St9 402! 440 457 462; 268 298 464) 520 390} 451 385 497! 366 332 347) 360 226504,514 540 678! 447 425 389, 312° 308 394, 455 3490 477409 435 | 345 332 412) 420,006751613 653 5337510 5¢9 504! 380 329 407! 437 45t 477 504 552) 397 446° 508T 552 tat5121455 932 445) 424 44 4211 312 270 34m! 414 345 409] 504 437)°326 341 412) 418 246
372,362 446} 425 <70554 suo! LBZ302 446
yz 280 323) 308 19LO 554 527_576468, 479 916446 389) 369. 4Ci 360] 389 383 3251
454 4651 415 445 400} 3469 349 322] 255 225 274; B49 446 341 362! 280 320, 372 25323 RM. Jourmalian 224_ | 208 546 524] 481 525_ 4421 404 404397]297 283 338) 396 [50a412 4461 323 320 oyai772TT R-BY WT ForelanTravel ~ 347 234 TL 561, 510 519 455, 480 442 410, 335° 308 339!a0T 552418 4251 3067 372° 417 | 37v7 25 R138. Military 142 tee 395 3751339 347 330! 293 23 248! 233 170 232! 260 226 300] 341 290 2701219 253 272, 303
AcctBusSales 253| 302575 539] 512 569 406] 436. 421 439! 316 29d 376]41a422. 413 [534466 4701 329 352 426) 442 105PractKnowl." 275 41M BG 447) G21 G64 “368, 349° 37H hee 36” 2497” 355 378 Ta [491 340” 477 T 324 ~30L SPTVSI 222Clerical 334 316 447 383/367 «cv 326! 285 4317 4151175 226 304] 328 399 ach 412! 27k 240 «3334 297 Zht
Bible45. | 209355 $414 460_ 557 457] $28 448 438] 278 246 31A]O47 |492° 444 4401305 349 345!392 298"colors 193 207 441 471 424° QGY “384 348 3957” 321] 214 206 255) 322 396 “333 306 1264 287 Faz I~ FETEtiquette 201 267 381 330) 333 367 3371 314 295 348; 154 186 254] 326 3300277) 3651 228 207 «259! 278 Ley
— Bunting LL oT5_ 975128 088 07aow8 aa! i12131 642, CHy 105 157]193_ 130_128 [106 O92 412 | 152) 087 O81 077 099“Webing a3t «| «OFZ 063| 064 “04d 063! L82 05d” O47! 070” CAS” “TOT 085” 060 080 064051 Gos | TL2 O73 ~O3at Ga? UATOutar Act(Other) 237 315 493, 4BG 523 406 | 464 462 4441 310 323 412) 466 458 452) 522 409 4841 363 311 373! air 253
—— Photography __ 208 | 272 394 3521332_375 28> 26027134l) 169 220 2814 32u 323 274) 384 299 377) 277 _230_ 298! 278 165Games 372) 340° 371 3597 267 “265 299T 187 “199° 2377 260 Fes 330] 363 277 325 | 243 247 BAT 273 CaF
rt 25kTheater, ballet 247 339 G25, 592 S4YT 504 442 430 404]°330 280 35/1 432 420 481] 623 440 519, 344 388 489, 496 323
Li __Foodstert26 489 678! ary AEs 390 4 327 324 330) 243"209 263) BLU 359 3421 476 _347_ 387259_~ 294 360 380 241,39 R152" Miscellaneous 275 346 593 SBLT 544 586 SCA) 486 461 405] 3307 316 4hT 426) 576 441 516) 3460 387) 447 abu 302ko R162." Vocabulary IZ 321 371763 637, 601 659 553! 521 $23 536, 348 323 444) 525 532 494| 673 548 439! 403 403 Seal 503 415$i R-172 Vocab Tot. (I & II) 338 405 964 744° 695 “760 6681 637” 632 G12) 430 406 324 OTe SET SéTT Ter 598 66T] 464 G69 GUS] 588 S74
16. 42 R-190-- Info I Total 351 476 375 8201769 854 771] 766 72H 669) 90% 944 437) 710 672 657| 727 593 673] 508 503 586) 620 4¢9“+ 43° R-192 Info II Total 367 450 622 778, 721 786 667; 627 631 623° 436 417 528) 625 GCL 604] B1G 673 735, 545 55u 3b) 697 46244 R-100 “Info Total {i & It) 366 479_a7a_aze! 771 854 753 735 Tit seat 492 512 ral ova 6ex 655] 777 636 7121534 535 617! 649 438
I777 WS R-2iT-“Hemory for Sentences Ta? eat 326 FVIT 245 SCT PIT 289 26a GET Sz TTS ~2OST 855 250 214] 260 247 265] 187 189 2i1! 221 14018 46 R212 Memory for Words 241 266 492 478; 422 471 453! 402 399 3/0, 203 233 254) 363 323 339) 423 352 403; 256 290 3231351 03719 A7_R-200_ Disguised Words 292 336 980° 545 524 514 490 | 394 404 4>11 269 242 3421 383. 409 3791 5395 363° 448 313 348 4191 625 76520 R-23) English:Spelling Oat 348 527 Gb] RSE SCO ATR j Sat HE2° 977 | 2Ce 225 262 345 457 37 453 337 459! 276 324 3h421. 49 R232 0." Capitalization 265 AOL 440 407, 364 434 343, 338 347 393, 186 230 283] Bol 388 321] GOL 310 GUT; 256 256 341me50”R233." -Punetuation 324| 376 637 a0! 540_6it 595!502 491 5.7! 282 284 393] 469 461 421] $41 421 511) 333 364 426|B37 Ved “R-2 ~~ “Usage Bit 371 “958 S03[ 4527 $25 “eral” 61s 458, 2247255"F204 4227T3069] Bie STF9591 29e™ 320 aTBh 52 R95” Eft. Exp. 2b BAL AGG 440) 412 452 394] 339 G47 439) 211 188 266) 396 374 306] 432 349 407 | 244 2TH 33925.53 R20 Total 314 441066 608) 557 636 5761 502 Scz_550! 20 303 37a! a9y 963 453] 578 452 563 358388 aco!2654 R-2lo Word Finetions 254 257 ool 566) 4694 STL 675 47a a7t 479] 269 265 31u! 422 376 421] 42 426 451 318 350 402 |27 55 -R-250- Reading Comprehension 337 4C6 164 721) 642 757 Berl $74 S44 6LO, 364 338 4451570 4528 509] 684 543 6101423 437 542]28 _ 56 R-260 Creativity 223[272at7, 912] 489 522, 481470 441 443! 342 _ 320 S32) 470 45) 425] 510 4% 57 | 368 #40629 «ST «-R-270 Mechanical Reasoning 210 234 497 414, 422 448 G61 453 “428 GUBT 327 2667 “GOUy 607 “404 “375/628 ~350 70} 545° Tus30. 58. R-281- Vis. in 2 Dimens ry 237 se0 302! 300 329 3391 293 281 304 [ 183° 188 ‘272 ) 260 320 276] 321 269 242 246 zie!31 «59 «R-282 Vin. in 3 Dimens 186 262 424 382) 384 405 423] 394 371 366) 231 245 337) 352 373 SEL} 383 306 319] 295 257 25Bf z"32°, 60. R-200° Abstract Reasoning 271 3U2 922, 489 461 504 496) 441 41 464! 263 247 331) 397 -414 376 469 355 435 | 316 326 344)33«OlsSOR-312 ath T 252 298 634 560) 505° 613 BCT 525° 490° 5267 301 318 396, 485 458 457] 501 453 478) 368 359 426340 62-s«R-312 Math II 254 202 616 571, 523 Oil Tit | 440 496 445] 296 317 344 Vagos oie 447] 502 442 477) 344 355 423!35 «63. R-320 Math I a IT 278 324 686 622) 564 672 727) 586 546 544) 328 349 Gid} 5t4 479 4961551 491 42413490 392 466!36. 64 R333 Math IIT 74 ba 294 3204 262 2a 436) 267 244 234, 165 175 1754176 175 230) 25@ 22H 211) 148 197 195]7 ss RHO Math Total(I+I+III) 28? 313670 626! 555 055 737! 579 541 Saez! 324 350 407, 494 462 485| 544 483 SIL 1378 390 453)42°. 66: R-410° Arith Computation 263 421 463 407) 388 477 4601393 “351 3891 175 259 279° 390 375 379] 391 309 429.294 272 3aclo43 67 “R-420 Table Reading 140 197 150 157, 140 168 i699} 200 121 1131 vee C74 O84! 092 tea 442] 176 Ice 4501107 oBy 127 |ky - 68> B-430. Clerical Checking 198 128 Yel 096) Deb CTL 167) 028 042 0561 038 C53 -O1d |-62¥ 058 058] 0849 057 O81] C63 059 Cidus 69 R-AMO” Object Inspection L74 208 loa 17Gy 162 15C 190) E3144 1461 C94 CTH LN?) E39 86 162] 195 127 166,133 124 12916. 30 A-GYO Frith Computation THs 323-7346 309 290358 374 308 «258 2H} 130 217 21, 262 267 301] 288 226 305 228 215 264 |47 TL A-420 Table Reading 083 058 020 024; O29 O87 Ldstiluul vis -Gi7 yoo2 cia -uce lost 10 053] 034 00» -uozlois 005 cz4B 72 A-430 Clerical Checking rot O57 -OC7 171-005 -O12 O37 J-032 -~C2e -O16) VU2 L16 -034 084 -012 -006| O12 OC6 O06] C18 009 aie |4g 73 A440. Object, Inspection 127 15{ C84 100} O46" O78 087 | 064 093 Cos! CO2 CSL 075) Gob Lie Ji2] 119 G65 689 085 O82 073;
387 Th F-GI0Arith Computation 234 TST 409 352, 342 ST SST 326” Sie 357) 156 19S Zor THT 349 310] 351 27? 4uu | 247 225 2897 239. .75 F+h20> Table Reading 2u9 243) 210 2161 186 2C¥ 177 152 17 1b9] LO2 O46 136) 171 214 166] 235 158 2317145 132 L7a|§o 78 (F-N30 Clerical Checking 224 240 246 244) 20k 250 223, 154 163 198; 104 116 Lh Bt7 492 176] 224 1o2 22u] 146 151 191) 180 {C7bi. -TT-"P-4lO"" Object Inspection Lea 226 208 207, 198 169 185! 151 27> 1941 105 C92 142! ibm 215 180] 233) 159 2171153 138 155) 151 LOL507 %5_K-500 Preferences OST 165 G34" O36T O28 O27 “O14 | O15 035 -OU3T COO 046 O57] O51 038 C82] 045 024 048 | 053 042 029! 027 ul¥51. 7) R-OOl SAI: Bociability 134 237 TTS 104; 138 098 CF, G42 “Cel TITS O3L 058 O68; Tol 134 1317 109 054 TAT, 094 059 Lol] u6? UAe5e .8 R602 “ SGoc.Senaitivity 175 244 224 212, 2249 206 180| 144 173 b¥B' 102 112 LOS! LoL 196 145) 216 136 2te1 424 105 tg | -15U Ico53 81 R603" Impulsiveness 58 =| 107 158 56h iar 126 116) 102 164 162 093_ C75 _ O9L O42UBS _125| 135 102 083 | ca2 094 107! 119 _G98_tb ee Reo “Vigor Br TIO™ VSS fE3T VE" TSP 1587 T25~ 14s re OBI™ BIS 47 as” VT Tes rs77 Gof isi 7165 “oe” T3397 109 “ceo55 83 R605 ” Calmnesa 136 207 209 169; tye 186 ie9' ies 149 Le2liok 126 1377) 159 192 154] 182 134 199) 152 102 64) 126 LL56. 84 R606 _ "_ Tidiness tat _ _ [228he 121, 150 138 115] 095 052 102 035 c90__ v6 E79, 110 085 4ur| ero £63,57” 8S R607 ~*~ “Cuiture Us3 231 “ebS~ Zsi Jae “QE VAT NF “26a THe Tz 22uT Si 165 Gos] Tor 13558 486 R608 =" Leaderabip 031 Ob7 103 105) 146 099 1341 067 Gel CHL] C36 C3B 0321044 O56 0991 084 051 466] Gol 063 GIL} G57 L4059 87 R609 " Self-Confidence 103 145 158 isa! ira a7 453) 099 412 1331 084 103 Lib y1z0 424 131} 138 118 bas 116 080 114, 109 u7@60 88 R610 "Mature Personality 141 197255 229] 243 243 266) 204 15> 179/133 244 142) 171 2u6 170/213 156 2ty! 167 143 1911) 161 {38
"89 F701, int Inv: Phys Sei G03 OTT -186 -174)-138 -194 =285 -2T6 =3CF TUS 146 -114 ~094 |-089 -04t -112]-132 -122 -O7e -O88 ~109 -107|-118 -113gO F-702 " Biol Sch & Med “066 “003 -215 -210,-193 -199 -242 [-208 239 -120|-121 -094 -114 pi22 -102 -138|-169 -121 -166 [+124 -126 -143 J-134 -12491 F-7Oz:_ "-_ Pub Seqy. = 33L019G37 068 ~040 -076 -086 1-031 -038 O12 O21-008 O21 O19 055 -037]-c29~045 29 003~027 -046 433-739,
TOT GE PTO oPeaLinig ~~ ~~ “TyZe “022-220 +246] 208 = 226 =224 1-160 - THe = 146 128-695-082J-1 6-08 “V4T-20l 187 “134 2091-141 =a Fist -i2693 F-T05 =" Soc.Serv. +332 -028 ~052 -048)-050 -067 ~106l-031 -v50 7051, CHL -004 022 ;-029 -039 -040/~035 -020 -048 F026 -037 -003|-O17 -\ 51
2-222 243 )-205-210 =199 [188-220-167 =138 099 ~11/ ptoo ~115-113 [237-124 -152 £132 -160-170E171 -100= 34-18 123-191 -1CT M145 1197 =10F “0391-080062-62t-O7T Tos -S50T-O68 =054 OAT ors -067 =0647-G66 = 456"
9% F-TOR ° Sports -007 "034 ~134 -141)-121 -\36 -154 [7125 -L4> 084-108 ~C67 -096 |-126 -G62 -196|-118 ~0718 080
LET -10C -103 '-109 -095
97 F-T9 —-" Outdr Rec. O23 _ | 049 2676 _-090]-054 -062 -075 -093-132 O28[104-Go7Lhe 1be7048-070 |-07 7926boas -oaLTOR PATLO™.BusSRget.~ 55 OIT “O13 008" Die-G67--G23 T CAS~ Oe ~ereT Cz7-G03~ O31 Maze “G45 Coat OIF “O67 GAeT O1T 399 F-7l1l "Sales 034 O46 U6 024! 031 0¢4 -011|-000 415 024] O12 -c08 vor] 030 ys0 -003| 031 004 435! Ci3 -O16 Que} Cle G00
(200, F.72-___" _ Computation a2 L972 054 106] O77 023 -o2y O13 _633_ 0271 039CloGC3041 ues17] aL C34 053! 020 _o4z os, GOL _u3L~~ YOI” F-7IgFRice Work~~ "04E ~ PO4s” Soe Beal 207 200° 19a; 175 17S” 138), 130 “CHL” O83) Veo 055 140] 198 “1457 119 [070 “124 “V34eT 262 “113
102 -F-7l4 0". Mech-Tech 119 192 G58 068; O79 065 U2 Gié O14 C7S!+000 027 O0C, 047 Ob6 054| 084 OF tle / 050 026 vert 056 Gori __""_ Skilied Trades iol 151 099 101, 113 163 c66l G6? G46 cH3| U52 654 o4e | 059 bao 078] 115 073 121 071 041074) 089938103, F-715
Faring ~ 7 7O35 ~Th64 =coxdSal-O92 =04 F TOe1]-077 -TeT -O40 095 -€43 ~T15133 048-0511-046 065 ~G0F Foe -a27 2070 Ces utd
Labor 148 \7é_ 129 1501 151 432 0924 C78 O71 128) Gd4 C61 036) O45 79, O94] 156 1GL 140) CO7 O72 103, 111 G68O01. Composite: 1.Q.Comp. “345 SOT TTY IVT 6aT~ Ta5” 873 COT BCE O35 TST 355" 483 581 354 530] O74 546 G14) S38 646 S33 539 348
“" Gen.Acad Apt. 372 443 907 736) 672 769 7To2) 634 O21 6431.377 383 476 Isa 473 555] 686 560 640) 426 464 Soul 555 360"Verbal - 399__ | 476 829 797, 616 755 076] v2 ocs_ 923) 972375 4641 583 469 5431 700557950 |43) 467 Soll S60_ 387,"~ Quantitative” 294 STs” 698 6867 S92 “EBT BAA) GOS “5587 549° 347-370 “iT 1502 See S07] 567 496 523, 389 411 4734 479” 335
“Technical 263 359 131 6321608 643 636, 819 735 5481573 658 713] 623 957 535| 603 497 s67! 495 409 416) 530 337"Sei. Apt. 337 4G2 G13 742; OH3 777 1761 728 688 6431 465 487 5754630 She 279] 68H 570 4391486 47 551) 574 376
continued an next nage
Z ¢ “y
Table V-3c (continued) 103
’ 7 \ cy 4 4
va a & ” y » 7 oe Ge7 x Ps) xf ~y ao 2 “Ss4, 3 e . é > SX Fd YZ
& SSge gte oe at PE SM SO PLEiY or Ae oO ° ¢ e . . ‘ s .Soe “d & 1g GP rx/ ¢ a / se es e’ ge § we Ke & oe
‘30 AL 324 33 34 33 ! 36 37 38 : 34. 40 41 42 4344 45 46 47 48 49 50 ! Si $2 33. 5a 55 561 572521 275 334 2051193 201 075 | O31 237 2Cc8 wi 297 187 5275) 321, 338 351 367 366) 1467 24t 292 [291285 3247 SIT 285° 374] 251 «337 «2231 270
i | t
27 28 22.
|
302[ 414 316 2691 207 267 0751072 315 277 1 251 339 206 | 34% 3717 465 476 450 479) 231 266 336) 348 401 376) STL 311 461) 257 406 272° 234 R-101
O75 | 446 417 555 | 441 382 128! 073 553 394 372 650 489,593 703} 464 875 822 878] 326 491 580|527 440 637 | 558 486 666] GOL 764 577 | 497 -R-l02
539) 447 303, 541)417_ 330 0981 003_ 493 352° 372 625478 581_ 637) 744. 620778 8261 279 478 545| 446 407 580) 503 440 608] 566 721 512 414 R103,912] 421 367 4604, 424 333 O78! 064 480 33213450 592 479 p 744 601) 695 769 T2L 77L [248 422° S291 4h 9b4~ SGN” SS27 ST27 SST) 49S” 64T we eae Re}
569} 464 409 557, 401 367 pee | 048 523 3751371 597 434 586 659| 760 859 786 654/ 361 471 514/500 434 611! 523 452 636] S7L 737 522; 448 R-105
486 | 368 326 4597, 384_ 337_ 063)963 466 2854 329_ 504 390! 504 _ 5531 68 771_ 967_ 7531 478 343 5951 467 394 576)625 627 481) 61 BuO“43967 349° 285 89428 | 346 314 112] 062 464 266, 287 442° 327 Tape” 521] 637 766 627 735 381 338 502 | 12 339 "S02 F478 SI 470 4ST R-107
42t4 376 317 448, 357 295 131, 058 462 271 265 436 324 [461 S29] G32 728 63h TLE 3820 349 491° 485 347 502] 471 595 447] 428 R108
AIG} 424 315, 4381 32E 348 092) 047 444 341 | 299 330 465 536] 612 669. 623. 669 377 393 317! 458 439 550] 475 610 3] 437 R-109R.se C236 Pre 278 214 ~Tha7 OBS GO Bid “Led, tar 2ai tT3O7 4a4] VIO” BOe” VO” GHD [ 266 “(8 282 ~ Tze Fi SHO] Feo Fos “ISI
2901243 226 2461206 186 165] 085 323 zac | 199 280 209 | 316 323) 408 544 417 512 225 23G «284! 255 186 303] 265 338 326, 286 R-111~ 3741355 304 318) 255_ 204 OL 412 201, 237 397 7444 — 837 528 |262 ACO Ree4181378 9328 44) 922 326 466° 320 "260 ~432 42 375" T10~ 625 365 4C7 “R113
357 388 461 | 407 374 5063] 376 528 sol] 404 R-114
371 321 421! 369 306 453) 421 509 425, 375 R115
453 401 S41 PT 474 432° 578 482 684 SIG asi R131
337 310 4214 377 349 452] 426 543 420[ 350 R-132
459 407 _>11, 453 _ 407 _ 563] 451 _610_ 457)370 Rela3276 258 3334 294 244 358; 318 423 368
324 256 364 1 320 276 384} 350 437 349! 286 R+135
384 SLi, 526, 379 339 460] 402 542400)303 R136.356 294 430 { F17 340” F527 427 5447 430 369 R-137
229° «169 «(27k I 235 193 276) 296 348 2ai | 228 R-138
37T 334 460 395 367 445), 449 576 434) 353 R139
4
422] 439 374 377; 346 346 130! GeO 458 323 268 420 359! 447 532) 587 672 G01 664413/374 315 _$69 309 277 128! 090 452 2741330 48t 342 | 426 494| S07 657604 655534, 491 399 "492396 F396” LOH] G64 522384 363 623 ATO, D7 OTS T2T 27 Ble TTTseo! 3gu 30: 6441333 277 095, 051 409 299! 277 490 347) 441 54H! 548 593 673 636
fALT. 412440! 360 365 112! 065 484 3771 325 519 _387'516 639; 607 673 _735_ 712)Brat B54" 27 305T Bo4 220 “YS2T 112 383 277) 243 “4s “259 | F466 403" 464 “508 545° 534gs2l 301 240 349! 298 207 087! 073 311 230' 2460 388 2944387 403! 469 503 558 5354561373 333 _385)_322_259 OBL938_ 373 _ 296 |_254_ 489_ 360) 447 584, 603. 586 _ 631 OL?“a2 yer” DOF 39213936 2S OFT, OKT FIL 278 273” A¥e” FO wSe SOS 548 620° 657 “bh93054222 211 298; 203 169 050, 033 253 1é5' 1a? 323 241! 302 315) 394 409 462 438
423368 430, 333 304 076 046 415 336) 342 529 3801 471 624] O48 627 106 671
aes Seg Feu hae “FT97 OBI OT aa7SHE TT “ba” BIH] 447 STAT 5527 543 7 625 "S85 [355 “YS BI9 | SBA SII TOT GAO STZTee Ize$68: 369 275] 226 267 104 | 062 348 2ec | 235 390 268, 357 424) 450 462 526 497 Bol 368 381 336 302 424) 274 419 3201 255) R-Lb)
430366 2758L2U8 294 O16) 908 9832NI gem 431 273! ATL pug] S77 _599_ 995 649 366 319 9811 401 330 482] 461 590 407) 329 Rolle.533] 276 226° 296) 236 068t uls 303° 231 20 382 3211372 413] 464 478 513° 503 343 254 3841 310 285 3981 359 422 346
304 | 319 267 294° 236 O74, 026 336 224: 224 334 251 | 3ki 368) 405 430 469 455 285 271 389} 32t 291 396) 336 395 2914
216, 083 104076! oaO74 __ | O77 _129 0851 O7Y 075 053, 098 ong] 123 148 191_ 167 489,975046 1 Ori 062” Gée1 OTs “U26 O77 UBT O82] 042 C2? C35 \ OTA O56) O72 O92 141 Lt2 G34, O31
415 I 427) 348 3834 303 336 123] OsT 3231335 467 353° 461 574] 662 629 G6Bi 663] 226 327 403) 337 340 447 383 352 «470 424 459] 109 251 334] 297 302 348 3bl 40
GIT ASSP Tem 359~ SOL B85 350" GIT "ABT “TT Ba670 754 717) 2468 402 522) 446 376 sort 462 420 553
W213 _ 504 _ 563 538) 163 290 403] 315 242 348]312 307_ 379)66k 729 JO3| 264 406 456] 422 JRL 209 | 409 “3797 3536
747 805 787] 294 450 553] 494 436 579! SiO 460 622
289; 231 224 045) 087 323
~ Loh OZ“WPGT9 Oat BTS ~ Fad46B 3490 431; 38% 334 O75, 027? 467 352,
1325 208, 273) 32 251 053! 035 353 244Qa7 “357 470, 3%2~ FIT O98 T OFT Gor ~3zs
O54! Sti 421 502, 413 368 087) 056 57S 4661 364 643
3364 325
Jib 532
Baal sae a50 577! 464 40S 123, OF2 602 428] S¥7 697 513] 641 868 893 878 FIG] 339° STS G14] 594 472 “Gos! 582-513 TOO] 624 800 599]6271543 462 2¥9| STH 430 148) O92 629 424, 421 670 5C4, O61 747} B93 897 98E] 554 SIL 6031 553 493 087) 590 S10 716} G46 B13 6357661625 526 695) 513 469 LYLE al O8l 493 479 754 $03 729° 805) Bra 897 gst] 390 519 628/555 49t 665! 58L S19 709] 615 B16 625OTL | 566 497 649, 503 455 167) 1120 663 459) 4930 717 53a! 703 787} 910 986 958 362 540 627 5u7 905 696 | 602 526 731} O5t 835 648268) 24d TTL ZOO OC 176 Ose OST eee Teg 178 248 163] zb4 294 339 354 350 562 397 “266 205 “Sue 362, 325° 287 399) 2a7 361 298]3474367 260 371, 331 267 O76 O26 327 2511 259 402 290) 406 Sou] 413 53k SLY 540) 307 433] 453 358 SiG) 420 373 535) 471 516 405421,401 363 394! 388 383 073! 06d 403 334, 3U2 522 403 456 553] 614 603 628 677) 266 433 sei 396 469! o1b 452 622] 524 633 508 R-220377, 355 351 SBET IAS PES OTT USE SST LIT OF aaG TIS Tae a4) 556 553555 567[ 289 453” 581 ou2 oat 528 460” FEL SOF S59 Seay OTT “RBH334,395 308 319) 254 271 O71, 048 340 32! 250 376 242) 38 436] 472 493 491 505/ 308 358 396] 442 2791 542 462 766/357 480 352, 300 R-2324601433 381 481, 3846 389 Ow) G34 447 S$5)1 95t 501 348) 505 574) G63 687665 696| 362 516 969) 613 579__ O41547 877) 626 676 499) 459 R233
“3987 Jaaaie" “SOT NO” F217 OTST OS BAT S48 23” 462 sey 40) “S1G] S82 $90" S81 602 526 542 G41) 529 814] 478 581 4311375 RoR3o7 37F 302 330; 285 291 O58) OUT 342 BLE, 248 420 307) 379 480) 913 S10 S19 576 460 462 547! 929 7e8| 418 S51 373] 334 RA235485! 493 424 482! 398 396 095, 044 470 4Cel 34a 553 379! 530 622) TOO 716 709 731 Tol 786 377) Bi4 708 603 to 515) 445 Rao449! 360 274 4611 359 336 054 O2¥ 412 292, 290 460 378T 450 S40l 024 646 615 651 509357 “620 | S78 S18 603 665 4911 440 “ROI516! 512 419 290) 422 395 163! 058 945 430, 365 644 449) 59u 707] 800 813 Ble 83d 599 480 675, SH 551 TIS} 665 627] 523 R250434 | 398 O 407). 346_ 291 1391 Uo? 44 298) 300 479, 2 464 521] 599 635 625 648 JER 352 _aaal 431_ 373 515) 491 627° StL Be“HFTH26 255° 329) 292 2H7 Ch, O26 429 “25c] 275° 377 2827 39> 435) SIL 566 523 5652631290 233 239) 227 233 084, 038 308 229, 243 293 201, 270 36] 367 406 393 4i1407 | 280 2186 300! 294 251 ovel O21 337 229 235 328 240! 342) Zhi 443° 499 452 494
3u3.1386 299 369! 352 319 073] 014 399 2521 278 422 315, 426 495) $51 588 561 $93S0OTSOL 333° 459) 353 393 OF3, OAT 447 321) 302 G62 360° 484 565) 656 693 650 645452 [376 307 461) 364 342 095! O41 446 313, 332 4BL 3331 499 540/ 434 696 640 694420/426 351 06) 395 GUL 103] 048 491 348, 350 529 379) 343 G06] FCB 764 TOY 7632581476 168 202° 183 163 084, C3? 225 135] 21t 247 LAL 234 227) 291 350 322 349ott! ot3 347 489] 366 373 110, 655 484 341) 355 522 3741 534 Sus! 6a 752 6497 PotBI3T@U2 33F 545) 267 299 0931 066 375 304, 303 376 257! 404 443] 490 533 522 542140] t6B 87 1G1! Ova 422 053! G4s 136 135 126 179 126] Lae 182} 173 176 205 191og2 {097 164 v27l oa2 a70 O24! bat o51 O61! 063 105 cB9, Ot O8U, UA? G82 108 094135,195 152 O9Ly 126 128 066, 020 167 i42t ii? 17a 125! 167 175) Lei ive 218 210281. 294 267 261, 194 225 O37, 068 279 219; 241 275 188] 304 313) 560 404 393 410o3t!ort 054 11! O14 O20 036; OS! 016 O29; C23} 053 054, 024 O23] O23 023 039 029o1gf{oz3 oso -ceal o28 o22 013, 033 -o12 OC) O16 O21 33-013 -0v6/-007 -010 O14 -0020704118 104 635, 667 074 0561 013 103 cac! cos 107 cas! tou 087| ovi 117 126 123
"326 ' 363 280 e299 24F OQ O4Z | OSL 334 261] 266 340 24927 353 415] 442 461 455 471166/245 233 t43! 126 to? 046' 039 192 L7T, 170 22k 44o | 201 255] 242 246 274 263193,227 210 140) 173 153 040] O43 LT2 163! 145 253 103! 205 ae} 206 259 280 2731631236 172,127! 156 153 966) CLO 194 167, 142210 1434! 201 223) 229 244 762 257O32 {06s O81. ¥45] O21 025 047] 045 050 O48 O17 G69 019[ Ose O18! 030 050 067 057biz! 464 lz? 59, t02 127 Olf, 045 129 t4el ic3 130 105) 123 UST) 135 35 TST 186174] tay 17a tee! 142 131 018! 055 163 tou) 135 211 iso! 187 224] 24b 2485 257 255
wt 28) O77 095, _ 125] O8F O73 O45) O40) Bbd 489) 105 152, Aor | wie itsL346] THT Yas TEST TER" 125 056) G57" VOT” ide isa Via yp ies 17166 184 153 152] 106 144 O50! O81 163 172 110, 164 208
277. 360-4591 375° 334 445) 440 523 STi =245 262 370! 304 263 369] 328 396 389) 471 R-281273° 273° 4355 334 3h& 416) 444 500 464° 583 R-282
415 410 570; 466 431 $62] 530 609 497] 546 R250460 426 618, 913 457 631) 616 656 510, 466 —Re3IT-510 440 6401 516 431 644] 037 626 486! 458 R-312546 477 6931 565 487 TCL} 690 703 546 507 R+320222 173 292. 237 189 280) 323 288 260, 252 R-333528 458 bo?) 551 474 680| 683 684 539! 5c2 _ReghO529 502 564, 460 382 622, 470 484 384) 312 RMD192 163 batt a2 113 204] 164 200 180, 156 Rk173, 090 112) 078 O50 126] 116 110 110) 087 R-bID172173 188' 155 133 208] 18a 233 2351 252) Rbk@i4 363 436] 339 260 472/375 348 298] 234 ABIO054 ~GO5 322, YIl -035 Of3/ 048 019 058, 039 a-hanO81 Gil «14 j-007 -028 O17} 043 09 038, 025 A-k3—DLoc 045 690, 065 069 098| 116 137 Loaliza 4-dho4460 43b 473) 412 373 5397 381 448 32271 274 Far240 253 255! 221 2c? 299| 204 285 217] 201 F-H2O315 234 291] 239 208 324] 236 295 231) 195 F430207 227 243!) 210 186 2731 220 282 261 272 F-KhOO51 056 -CUL| O10 ~032 022 ;-014 009 052/010 “A-500eT oy 146 TeT ELS Pes] 102 121" 1047 087 Wer2i6 ETL £20. 197 163 245] 478 239 i59! ith R02054 _031_ 6g! 060 046 |076 120. 086! 076. ER
R
146 185” 1481 151LIL 204 260; 113 R605
1420 148 192 ATL 124
O49, $020 143 O88) 1t6 _ 162] Aga 151 17el 138, tie 197] 122_ 145 097, 946 R606gy G5? LTé 176 2060 241 22b 169 230 | 186 159 210° 247 Val Lay ROT
Oyil[ gee 068 099; O71 O73 003] 035 Or2 064 069 o97 | O82 Os2} 103 $15 fL¥ ELD 100 073 G49, O87 032 410 O76 O671 038 R608
142 124 1601 137 094 170{ 134 157 133] 109 R609246 436 237] 185 137 239) 230 245 185) Ld R610
“O77 625 TES -O57 -038 -062 |-1S1T -168 -145°-T5a° F-POl~130 -035 ~126 l-091 ~095 ~116 |-178 -205 154 l~129 F-70e
t29 | 178 1tO L3l, OB2 106 036, 044 136 095 136 CO9| 13> £55} 169 £83 189 190221 181 476 199° {4b 134 O51! O77 172 138 194 146) 20H 233) 266 285 278 290
-123 rots =023 -189'-O91 -026 -022 |-019 -077 -015 j-067 -075 -051 =L3T -108f-I7E -208 -155 ~194-136 076 ~065 -1871-122 -05) -o40 JrOUd ~144 ~G5> -C79 -126 -12H 1-172? -1o2)-211 -232 -207 -224
5 2085(2006 045O12 ,-0G7 G22 _UO7InOL3 -C12 00317031 =00}/-G26_-037 -026 2034) ={ F-713241 [=104 077 O17 |-026 -101 ~1CLi-006 ~198 ~11aj-16> -178(-221 -232 -229 -230 F-7O¥
O51 1-038 -032 -103,~024 -030 O17 j-026 ~O07 ~035;-O21 -058 -C43 ;-05A -045/-U53 -058 -06T -063 -100 +622 =C75 ;-060 -055 LAT 044] 020 P-T05 $6LG ~083 =192 139 -086 ~009 O29 ~IL6~AL2 ~O75-194 —129 rlTe =199| ~230 =239 +232 =243 22302071 2185 r14l 71337165 1807230-201Leo. F7060; 006-019 =160 f-029 -020 026-015 -027 -018 Edis “088 “O22 |-074 -OS0/-Lul -127 -092 -117)-027-G79 -054|-076 075 “Lui |-056 -022 “105 =103°-088 046 FUT
U9 -O71 -055 ~b29/-064 ~064 ~OD2 -O4L -128 ~O70 j~O9L ~108 -O51 -173 ~LU2/~142 ~166 ~15> -166/-057 -G86 -080!~0a4 -41 -162 ,-080 -057 -127 136 -11)'=132 F708z02i bare 006 -vez/-036-005-o42!053-o80_-022 -0y4 037 -016 |-voy -045|-y70_-103980 -097|-430026-014|006 cz3_-cio! ogous_gog |-u45_-077-096 1c? F-709022] O17 7022 -vOZT 019 035 O23-uly O40 “Oil, O24 005 GIT! O03” O24) 018 OI? Ole O17/-024 -coz 034] O15 G60 o16' O32 011037 |-008 014-009! 037 ~ F270025/036 023 O21, O13 O17 o1it-oca 032 026! 035 021 -oon! o21 031) 023 020 024 022! 013 008 077) O49 064 «47! U59 039 O66] 016 031 010! 043 F-71129054 O23 ~O27,_ 030, O43 037 _O164-039_ OB 0471C23 106 0801043 038] 052 O40 O67 _O51)-G07__G08_ 066/_012 G42-905 1 095. 049 036 [-U22_ 048 006|-908 F-712.148] O7G -C24 154° 113 OBL 029)-038 131 dss y O89 180 157] 147 138) Lye “218 198” 216] 050 cas 10y/"ase car O41, 096 O76 O93) 143 toe ital ice Foyuss! iso oa zz! 059 o¥2 -a14l-otv 070 096) ovo 116 C17, 067 095) O76 068 099 OBL) 043 045 117] OF? 151 Los! 108 099 143] U44 084 O25] 016 FeTh274 ALT Cot0921 O75_ 080 013 (067 095 084, 089 120098 090115] 113_110_ 128 119/053 C60 _1}o) O89 136 _1C0y 106 091133| ves 100 047)O47 Foms“026 [O10 O37 G73 4-001 -OLT -069 '-029 “O64 -VIC! 005 -O15” “OT6 037-030-055 =O83"-054 “O74 |=O01“O18 “036/47 L339 “JOO, OO? O01 O22 T-O50 -OST “OVE 1 PeLLL, 173 098 081, 079 086 -012|-066 103 icsl 112 152 1051 129 Lb2 137165 Sif] vet C84 156] 113° 154 138, 133 118 167/098 146 083) 066 F-7I'SATIS OTT BAS RIG 106, O51 557 425) 376 632 452] eOT Tz S35 BIB B50] 378 “Sad Baa) S78 51S Tea BTS STZ TSB) TIO 943 651) SIT con598,539 451 S8a! 464 441 117, 058 573 442 408 652 461 632 735 873 844 885} 414 588 673| 694 645 439/730 647 899) 734 B91 669! 570 coo2592! 548 469 5711 463 429 111 [L060_ 561 447! 404 415 62a 9 862845 8771 463 $76 672| 795 713.897] 780 680 952|667816 5931 505. £203
43 ~192!-139 -086 -90>
S317 421 357: 5067407 381 109) 056 “S02 340] 376 792 722, 786/339 519 536] 544 453 649, 556 473 688] 700 7oC Ss0l 517516) 449 372 484[ 398 362 162) 090 571 345) 347 524 3895 557 616 884 747 B57) 312 433 492] 413 464 970) 482 404 578) 539 677 041 723 C.005605; 522 430 983] 465 430 139; O72 GOL 426) 406 636 462) 634 720 919 850 917] 386 556 634{ 572 512 738!) 616 545 754] 723 B79 718; 672 C.~Os
continued on next page
Table V-3c (continued)
104
~: SM GS eS & oe
ES acs ew AS x
oooP Se oF FO ot 8 La SS* x “ SP co ge ef & yeve
wie PF A & FS * ge eh ow ey x we”ae gh Pee 2 rd feSE oe OLE MEF PseM SK OA SK - Ser eS FF SF & OSE FS,
Yer* Description
58.59 6o| 61 623 S| 66 6? = | 70k 273 74 75 =H =| 78{ 79 90 ail 82 83Grade 199 186 27l| 252 254 278 174 2871 263 190 158 Ile] 195 083 101 27] ese 209 225 THe] O51] 159 175 O58 138 136Sex. (lM, 2=F) I
Info I: Screening 237 202 302] 296 292 324 214 323] 42h 197 2828 208] 323 G58 O57 151) 359 243° 240 226) 1651239 244 1071 190 207"Vocab I 360 424 522] 634 616 686 294 670| 463 150 O81 164] 346 020 -007 084/409 210: 246 208] 034] 119 224 154! 194 209
- |_ddterature_ 3.02, 382 _ 489) 560 S72 622320 _ 620] 407. _157 098 170]309 _024O17100| 352. 216, 244 207| 036] 104 212 1541163 169.we use Jee 383” 461) 505 $23 566 262 555( 388 140 068 ie2] 290 c29 -003 096 342 186 201” 198] 028] 138 229 1471 196 196" Soe Studies 329 405 564] 613 611 672 Z8l 655, 477 148 O71 150] 358 017 -012 078 417 209 230 189] 027] 098 206 126) 157 186"eth a - BBL 423_ 496]SOL Tt) 727 4367374 O14] 089 _ 160_ 1lel 158 _1a9_
~ oe Phys. Sct 293 396 461| 525 540 586 267 579 OUST O427 Tae To2r 125 “Tas* Bio. Set 261 37k 418] 498 496 546 268 541 035| 061 173 104) 144 149
NL Set Attitude 304 366 464) 526 485954 234 542 003, 215, 198 2O2t 144172To" ~ Ta7R-lo” “© “aeroaSpace” "a3 “2317 263 TOL 246” 32a “Les 37% “oae7 GH To 093 oe oTll " Blec & Blectron 188 245 247! 318 FLT 349 17> 350] 259 074 053 075/217 018 016 O51; 195 O46 116 092] 046) 058 112 075! O92 1261 "e _ Mechanical p72, 337. 33) |.394 366 _415_ 175. 6071 279.084 O12 117] 201 008-034 078 257_ 136 110 162) 057) 6a100 _ogdl 147 137Zw "5 * Farming 260 352 397| 485 454 514 176 495{ 390 O92 -029 113] 282-031-089 058 357 U7i 11 158] OST|OI Tél ~0921 185 15974 "Home Ec 320 373 414| 458 418 479 175 462/375 268 058 186] 267 O10 -a12 116] 349 214 192 215] 038] 134 196 083! 171 1921537 R115 Sporty 21h 31) 370] 452 447 494 230 485/ 379 142 058 162 301 053 -000 112/310 166 178 180] 082] 131 145 125! 192 154
18 R-131 Info Ii:Art 321 383 469} 501 5C2 551 258 944] 341 176 089 195] 288 034 O12 119] 351 235 229 2337 045] 109 216 1357 157 1é219 R13" Law 249 406 355) 453 441 491 228 683| 309 106 O57 127] 228 005 000 065/277 158 162 159] O24{ 054 136 102! o¥1 134R133" Health 242 319 435/478 477 $24 _ 24k Sli] 429150 081 168 305 002 006 089} 400 _ 231 220 217} 048) 141 218 083; 191 199
- ~~ 2 BBE -7 “Engineering "246«295 ~<S10| 368 34647 390” Lea” 37a] 294° 107 063 133] 228 “019 ate 08d 247 145 14d “V5S) O53] O94 “124 082) Tes 12°22 R135 " Architecture 215 257 320] 359 355 392 197 340] 272 089 059 124] 215 005 009 082] 225 132 151 138] 042] 059 105 094, o81 10223 R136" Journalisn 218 258 344) 426 423, 466 195 493) 362 127 O75129] 264 _O20_ O10, O73 | 289 174 91 455] 029) 10L 489 _ 107,133 Loa
77" RE TK-T37"7" 7 “ForeignTravel 254-283 «365/421 425° 465 212 458) 299 “127 065” 125] 229” 638° G02” O70] B57 157 “180 TSsif G27 usr Tso 119; 169” 12625 R138" Military 144 174 223] 286 294 319 159 317] 200 075 036 O89] 166 035 -001 059/152 Gal 107 101] 019] 046 100 098) 080 iit26-139" sce,Bus,Sates 263 307 303] 5U0 452 $20 258 517| 373 140 082 135] 261 031 018 O70] 326 184 193 163] 032] 112 174 1281. 134 166
"OTRTFT Bactknowl. 72907 “2607 3847 401 376 7 S26 "L787 S13 SOT ee W097 1FS| THATT OBS Tie 03 ~ 4; ZT ZITOBST TGS BTOT,Ie aa28 RK) "Clerical 233° 216 294{ 333° 307 «352 168 347] 339 187 104 152] 267 054 040 104] 280 233° 210 172) OBL} 127 176 O9d) 133 193
to Beane Bible 239100. 362]459 461 506 202 489) 345 BOL 027 avi 261 Ob ~G28 035) 299 143 140 127] 045] 059 168 225;131 152 _WLS ~ Colors 227 244 352[ 353 364 395 18} 506] 267 Cae” Dad Tee] 19s “OE “OZ OeT Zed12O- T7T WSBT C2L] Tok “V42~ GsT 1713 16RR" Eriquette 233 2>1 319] 353 342 381 16s 373] 299 122 O7C 128] 225 020 022 074] 262 167 153 153] 025) 127 131 O73; 125 144RS Buntingit083 046,073]093C45 103 084 1101093 053 024 066] 097 036 013 056 {042 Ub 040 066] 047/ O11 018 045, 056 050
337 Re” abing 038 O21 O14] O47 O41 048 037 055/068 045 “O41G20oeOTL OII~ COLI] DIT —CIT VAI O1T] VES [045 “OSS O40 O37 ToT34 ReliT . Outdr“het (Other) : 447 446 225 484] 375 136 O51 167] 279 O86 -022 103] 334 192 172 194] O50] 129 163 115! 197 163
| 305 135 06 142) 219 629 005 080| 281 1t77 163 167] O44| 146 160 aay! 146 132
126 “66S “LTT Fel 7 T2T “OTS” “Gea Peee7 O14 ST) DIV] Ted 7 135 “TST OOTI37 R150 * Theater, ballet 293 328 422 479 105 178) 275 O53 O21 107} 340 221 253 210] 069] 130 211 152] 15a L72
a RL Poods, tut240 35] 300 334 979 Lek 126089 175] 1868 054 033 084 232 140 183 134) 019] 105 150 102)Lie blo39 -R-192 "~~ AisceT1anéous 210 342 428 aay sso 40s 7146der 169 Boe O24O13 Tod SSS" DoT VOS FOLT O67 123 7 TdF Team Tee
ko R-1620 Vocabulary II 306 39) 495 192, 080 175] 313 023 -006 0871 415 255 244 223] 018] 137 224 214; 191 268WI R-Ifé Vocab Tet. (1S 1) 367 443° 951 634 173 08% I6L} 36u 623 ~007 O71 442 242 264 224[ 030/135 24t 153; 207 224
16 42_-R-190 Info I Total 4L6 499 5E8 696 176 082 198] 404 G23 -O10 117] 46h £46 259 244] 050] 135 245 158; 216 23243 R-192 Info II Total 393° 452 d6t 640 205 108 288] 393 039 O14 126] 455 274 280 262] 0671 157 257 170; 215 2364 R-100_Info Total (i & II) 411494 5931 695 694 1yt 094 210] 4tO 629 ~002 123] 47h 263 273) 257] O57) 146 255 167, 221 239
i = ry Yor Sentences 183. 179 265) 333 SUL tis 059 168] 257 O17 O07 O51] 271 5? 192 140) O42) 091 122 045" 099 07918 46 R-212 Memory for Words 235 30k 352] 465 474 141 045 165] 334 059 027 094/334 157 209 198] O40] 089 155 o77! 118 13619___ 7 R-220 Diaguised Words 368 366 492] 418 478 298 315 309] 375 146 224 243] 368 313 402 315] 096| 168 232 115! }a2 19520 UB R-231 English:Spelling 245 273 415} 480 510 92 (73 P72) 414 O54 OBY TCO Tsao 40 SES” FOOT OSLT 147 “216 Osa Tes 182a 2 R2je | Gapitalization 442 273 410) 426 440 163 090 173] 383 -005 O11 085/431 253 234 227] 046) 169 171 O34! 147 14822 R-233 Punctuation 470.435 970} 618 640_ bel 112 188] 438 022. 014 090] 473_ 755 291 243 |-001] 146 220 vex! 175. 192357RZUsage3g 334 Geb] 513 514 565 237 S51] 460 152 078 155] 339 CLL-007 ~065 7) 412” 221 237 ~ 210} OID] A9L~19T~OeoT Ted AT
ah 52 R235 BEE. Exp. 263 314 431] 457 43h 113 050 133] 200 -035 -028 049/373 cur 208 186|-032/ 113 163 0461 120 12425 53 R20 Total 469 416 571 631 446 204 126 208/472 O13 O17 0981 539 299 324 273] C22] 1a5 245 066! 200 209
ct ionE 328 444 53] 616 637 164 $16 188] 375 046 043 116] 381 204 238 220 ;-O14)/ 102 178 OFeT 146 L7Ta g #250 ReadingComprehension 346 500 6C9| 656 626 200 116 233] 348 019 00% 137] 448 285 295 282] 009] 121 239 1201 185 2¢428. _ 6 Re ativity — 309 464 492] 510 986 546 260 559) 190_1G 235] 298 58 036 toe 322 217 231 261] 052] 104154 086! 14a 1602957 R-2% “Wechanical Rée¥ortingg atl 563 540| 406 458 SE SGTORT B53284 73SBaF ey eTe VoL T9d "27eEST] Osr— TT “OMe WSTis3 «56 -R-281 Vie. in 2 Dimens 484 442| 351 364 224 165 321] 278 092 113 2654274 253 221 $23) 081] 088 092 O64! 125 11532 «459: R282 Wie. in 3 Dimens aah saa! con 453 155 080 266] 214 036 O27 ivi} 264 204 193 286 [-040/ U26 099 0651 117 14332 _60_-R-290_ Abstract Reasoning 442 548 53b 531 1t2_ 097 262 286 014 009 Lol 3¥6 24 759 308 [-051] 088 144 033; 142 13033°C IT eaT 351 446 53t 652 144050 142 7387 028 -027 053 425 Ty2 200° 185-0197 096 170 103) 126 1663h 62_—«R-32 Meth II Jo4 453 531] 652 169 082 173] 458 O51 005 100] 440 769 223 214] 007; G92 176 0831 156 18435 63 R-320 Math I & IT 394 494 584] B89 427 174 076 175] 462 044 -O10 087] 476 221 234 221 |-006; 103 191 toi! 156 19336 «—-GOR-333 Math ITI 207 235 255] 313 41t 402 LOO $1G 421] 232 088 080 163] 14d G7 136 118] O2L) 043 OBL O47! O62 1053765 _R-340_ Hath Total (I+II+I1) 392, 490 572| Bh5 908 972,975 L7e ogo iat] 458 059 oor 099[ 453 zio 238 220] 001] 105 191 1001 151 196ho” 0 R-RIO AS Cony 344 242 4CH| S02 554 583 246 308 219 274[ ATO ~A72 Lat ats] tc? 3Ca SUS SOT Tey ear 227 OTR 220 2743 67 R-l20 Table Reading 224 155 tie] 144 169 174 100 454 457) 291 765 412 4457 185 7B8t 380 395] 239! 144 128 O73, 133 137bh 68.-—s«R-K30 Clerical Checking 165 089 097] 050 cB2 O74 116 454 431] 260 417 952 455] 056 7A? 741 343) 242] 127 LLY O76, 106 1404 69 RHO Object Inspection 321266 262] 142 173 175 12h 457 431 261 321 387 903] LAG 245 372 (7264 234) 157 112 056, 125 1246pen70 K-BIO KriteComp 27a 214 286) 387 448 462 232 291 260 «261 260 227 267) 266 193 251 225) 205] 208 201 0971 200 21947 T1_«<AeK2O ‘Table Reading uy2 034 O14] 028 C5E C44 O88 765 417 321) 260 449 GUT PC38 Lah 196 168] 242] G42 0B3 Oot! O85 09948 T2 «A-43O Clerical Checking 113 C27 OC9{-027 COS -CLO OBC 412 952 387) 227 449 45) G49 194 SOL 273] 270) LOS O91 086, 086 11D49 a A-W4o Object: Inapection 265 19k boi} 053° 100 Ca? tos 445 455 903 267 417 45) w3T 27S 302743 278] 142 098 0681 118 11238 Th F-RIO eputatiori 274 264 386| 425 440 476 14y 185 056 i160] 266 -038 -049 037 318 269-245 C261 16s 155° O14, 143 13039 75.—«F-420 Table Reading 253 204 248{ 192 209 271 067 7at 287 385] 193 196 194 275] 348 38a 42] 23h] 130 b15 O23" Leo 13to 7%6.-—s«P-K3OClericel Checking 221 193° 2591 200 223) 234 136 380 741 372] 241 196 502 302] 269 408 374] 092) 132 137 O27) 113 136ab WhO Object Inspection 323, 286 3c8{ 185 24 221 11a 395343 926 225 188 273 743] 245 421 374 1641154 105 O41 | 124 1192 4 00 Preferences OBL -040 -O051[-019 007 -C06 Ol 239 242 234] 225 242 276 278) 026 131 092 164 203 158 224 157 1495, 79 R-GOl SAIS bockabyiity 088 624 Ges 098 O92 103045 a4 127" 157 {208 CH? 165 42 16s 130 132 154] 203 536° 258 S4a 44552 80 R602 ” Goc.Senaitivity 092 C49 146) 170 176 291 082 i28 bid 1b2] 20k O83 O91 OB} 155 115 197 105) 158) 536 227! 468 61453-12h a Avd 083, 101 047 _ 100] O73 076056) OFT G91 086 Qub ule C23 O27 OFL{ 224) 258) 2271258) 14O_sh 82 RF “~ Wigor 125 117 t42] 126 “156 156 vbe 133 “106125 ]°200 085 086 118/143 120 11S T24 PEST] 54a” “Goa” B5H1 42855 83 Rf0$ " Calmness LES 413 230] 166 184 193° 105 137 140 124) 219 099 119 2124 430 149 136 119] 149] 445 B14 LAUT 42856 Oh * ___Tidiness — 062 036 O80) 103 115 121 035dba 228 132) 135 _ 126 203689 112 VAL 454 Ale 136 FIZ) USd | &eb 940 089 1 415 940,576.RomCHEETTTT ST OTL VAAL T92™ FOF PLT CHS NT “re3 TET] 2017-080 “O99 “OBa 61 Tee” T34 TOs] 6a] G67 6395” A117 465 “Sal58 R608 " Leadership G42 O41 O52] OHB 166 108 067 TOL 130 0767 160 120 132 093) O47? G38 G79 O57) 156] 367 399 264' 398 34159 «BT: «R609 —sSelf'-Confidence 096 081 0931 125 136 144 072 103 134 07] 165 064 ALB O95} 113 C94 120 164] 121] 411 386 130! 327 420
88 R610 " Mature Persomlity 102 107 141] 217 262 265 126 328 145 105] 262) 088 123 O94 1175 Lit 142 O97) 16i 408 612° 167) 491 66989 F-7ol Int lav:PhysSer =085 =TIO “11s = 182 227 — 227 -157 002°-027" 6e4]-074 -020 -019 068 Fi23 723 -020 “002-0027 056 -046 -065 |-040 -CaT90 F702 " Biol Sci & Med -O52 -110 ~L2b|-146 -181 -181 ~121 -028 -055 -O31 |-074 -O15 -036 625 FL&5 ~L24 074 ~034 |-024 |-052 -142 -069 [-L75 ~143
w+ZB FeTO3_ _"_ Pub Servs027=004 024 [7031 055 - 069 -U4E O17 -027_ 010 [O27 -003-028 0G7| 03529O12 O11 “W492 =072 063 17062 -073F-70h” “Tdt-Ling- =058 =097 “092 [FITL 182 195 098 ~002 “030-015 [-093 “GIO -013 OU2 PUsB -CIy -055 ~088 +703 139 =
33 F-705 " Soc.Serv. OCL -O16 ~G29|-074 -108 -102 -050 -035 -065 -037|-G85 -006 -04U -011 FL64 -U47 -094 -163 -207 029'-345 -174F-706 _"_—_—Artiatic ~ble -206 ~186 j-i7L -172 -189 -102 -187 -008 -018 68 -G26 066 -100 pagg Se
T°" > gs” RTT~ eletcal~~ =OAT =066 O37]-000 -098 =08F-067~058|- OS “G4y ~00T yoy9 F-708 Sports -LCL -120 ~1C0 j-t11 ~130 -133 -08) ~153 |-G98 -031 -019 -051 j-u86 -O12 -004 -034 Looy -635 -045 7123-085 -049 |-228 ~083TPO wn OHS AOL 7066 [7093-059 ~CO2_~035 -059) 022OleO22 ~O172) O12 014 020 -006| v25_ sus _920 -O16 | O22 _-020 -079 ~123_-020_
~~ 9B F-TLO ~*-SFGE 77 TZB~-OUL “SSF BGR 008 C09 OTe ~OTI-004" O13 -013 “G2 |-O18 002 -Gi2 Oa7 Ci? 1A -012 120 -080 ~052 '-O71 ~06899 F-mll =o" Sales G53 -607 033{-009 CO? 000 -012 ~005/ 035 C51 013 028] O23 031 009 O24 036 G44 O17 “O14 005 -042 !-0C6 -0U2
100 F712" Computation 7028 -050 -0G7 [-056 ~054 ~C60 -026 -060[-0A4 ~C24 -035 -007 |-0490_-627_~033 -003 -U35_-UL0 -U24 -007 |-008 -001 047 1-022 -057" oi” Figg” 77Ofeework ~~ 7 O2T TOO GaT io 1IFWa ~ Tou™ 1427-doe -ol0 -015 01 |-005 0097-015 000 Fact 124 -009 cal
joe F-7lh ==" Mech-Tech 040 -017 O76] 033 045 C4} -002 043] 128 O78 050 O85] OFL GIL O25 Cox] 119 ic? 8B 056103 F-715 "Skilled Trades O41 003 O73] 059 cG7i O72 025 G73]1U8C67 040 058}068O18 020 039] 414UB5 O70 O71|
~~ oh PeOT Being”OOFORtTZ OSE RCS=CIT -OST = 02t =0447 B54 "050° O74 “OOF [G40 043 “06S OTe Gay “36 08 O67305 F-17 "Labor 072 034 110} O71 088 088 034 oa7| L4t 074 O71 108] i63 608 044 078 12u 167 LO 12k 010; 068 049106 C001 Composite: 1.q.Comp. CoS STS TST [80s 69 B18 327 795/537? 206 107 22 syl C23 001 142 [489 292 303 305 108; 184 203107 C002 0" Gen-Acad Apt. 446 S41 693} 802 814 889 373 B66] o29 218 121 238/479 032 O11 128/544 30L 322 297 ise! 2u6 223
~~ 208 6-003Verbal396 462 619 92 697 764322 _ 744| O13 _ 209 126 216 462 G19O12 108.1535 300. 327 278 14 gh109 C-OO% “ Quntitative 4tO 496 “y8C| Bly 92279597 SOL” OTT] 572 FT “VOL (185 [464 “062° 019 105 [452 213, 246 225 107} “Lezi0 ¢-005 =” Technical 416 526 548] GOL 594 656 307 650) 428 146 062 195] 327 GET -O1L 129] 368 07 203 230 125, 178 181 ak ll 6-006 "Bel. Apt. 476 596 T2T] BL? 797 BBG GIL 878} 966 203 105 249] 432 038 006 147 487 272 287 292] OOO; 119 223° 2235 195 2t7
continued on next page
Table V-3c (continued)
‘ A . 7 4 7 7y e , e / / Yo o7 . ee¢ / ’ a)oo oe ¢ of Z sR Pe? cs4 eo Poe s/ we x oe soy > es ve § 3 4 f ¥ VE .OP PP PEM PSE PEE E SR ¢ ER ESE Phe BP EG g 2 set&-~ ee od e SP Fe LP oe re oe 8 ft08 tic tid MEAN Seu.
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Table V-4
106Intercorrelations Among 111 Project Talent Variables for |5-Year-Olds
(Population from Tables V-2c and V-3c)N=7648
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Yor Yar Cole Description L2[ 3 4 st 6g 7 al 9g te ibd 21a at 15 gat a tg of 2k 22 af 24 asGrade - OTT [HSE 344 “35ST 289 925 2B9T Pi? 3C5 318 145 «157 2037 262° 287 247 315 264 356) P15 200 2421 234 150sex (aM, 227) O77 £29 ~130 ~O12) LL1 -158 -117 F245 -149 02) F408 ~417 “Ste l-127 514 -367 054 -130 124j-211 -002 012 i-tas -196‘Into Ir Screening tyes 129 433 404385 458 306 332 953 “ATS 1 205 242 2967 408 423 330] 397 330 451] 313 264 2941 270 194" Yocab I 344-130 1433 126 | 639 749 678) 683 656 6U7 1 DSL 533 566; 604 391 583] 663 597 616) 519 462 5521 589 452“ _ldterature ~ Be8 Ole404 726663721 6514 975 $855461 460 396 392; 478 _373502]775495761 422482 546! 563436.Bh mae — “Music ~~ 7eT TTBS C39 G63 OT 513 497 “S95 4741 362 "3287 35) 415° 442 434 [O18 462 S42, 367 424 SORT 499 G5L* goe, Studtes 325-158 [458 7469 721! 617 6531670 631 5651519 492 517: 560 345 601'635 586 5831 480 457 5331 610 456“Math £89217 1306 478 651) 573 653 _|633 558 505[476491 435) 442 294 512 538 5Ud_ 4971 424 422467! 496 394Beioyhyn SolOT 245 PISS” GBT SST 497 C70 “e33 | 63348) OTP” GhZ” SOT! GIG 247 SIT 91s S00 SeaT 477 —SeT A20t Bid “Soy® Bio. Set 305 -149 [353 656 5851 493 631 558! 633 490, 483 483 S17, 551 318 466 SIL 472 5281 455 374 417! 4a2 358"Sot Attitude . 31@_021 1413 007 546] 474 565 505/499490 | 343_ 365, 389) 406 393418 516462505! 372 346 4201“WO herobSpace| «145 4087205 SSL 460) 362 519 4767 577 483 343 biz “S77, 382° 046 484” 394 4a0 3241 422 “300 “346" BeckRlectron LD7 417] 242 433 396) 328 492 491) O42 483 345) 612 647, 412 065 445 346 412 3211 452 261 305; 392" cal 203LBL276566392) 309 _ 517 495, 561 S17 _ 369) 577 647___520_079_533 346 422 337)49526331~~ —PRM 5s ar aoe boa TIBt SiS” S80 eR Soe SET TeRt Sed AL” BSS 356° GBA RAB GAO 472435" Bome Be 287 514 1423 391 3731 442 3465 2948 267 3ha 393! Gao 065 A791 336 114 405 264 475! 209
161 Rell5 _"_—Sports 257-3671 330 583 502i 436 601 S12 | 511 466 418! 484 445 533) 454 114 440472 392! 41618” R-13) info II:Art 315064 [397 O83 677) 618 635538 515 S11 5167394 346 346, 448 405 440 $29 S811 426wy Rize” Lev 264 -130 330 597 549! 462 586 505' 500 472 4621 440 412 422; 440 264 472 529 443| 42220 Re)’ " Bealth ~~ 336 124 451 ele S76) 542_583_ 497! 489_ 528 $051524 321 337) 472 475 392 5814835 406 387
~--RE+~-Bie 215-210 P3TS S19 422, TOT” GUO” B24) BIT 455" 3727 WET” 452 895 9 POT “4 “ZEW VIQ™ BOE22-135 4" «Architecture 200 002 254 462 482) 429 457 422, 367 374 346) 300 261 265! 3e8 272 326 451 372 387) 306 350, 39423 R-1%__"__ Journsliam242O12| 294 552546 504 533. 467) 420 417 420)346305 3tol 373_ 321 _415_ 524455 472! 35535032.wo ph R137 777 7 Foreigntravel 234-145 270 589° 583] 499 610 4967 513° 482 423) 447 392 398 [sol 23074557 556 477 wast 379° 394 432,25 R138 "~~ Military Uo0 ~196 194 452 436] 391 456 3944 391 35d 268) 392 320 ASLy 293 LU 414 380 383 305] 321 311 352, 38926-139” Acct,Bus,Seleg 285 012 | 347 586558)S11 574 _ 369) 462444466 369349 3691 416 + 404. 356.
~~ “or “Retho ~ © 7 “Pract. Knowl 406° 454° 504 4C2, 369 409 4637 290 290 333. 387 406 S27 452 5334 393 3, 405 27628 A-lkl oo" Clerical 3901 JHA 366 340! 264 297 326] 143 156 166! 242 4U6 408 342 427) 251 263 34a! 240 20329 Blk? "Bible, [330 355_ 5701 472 5664nd! 451 464. 4561324 268 291)423341 360510 4668 4791 345. 371 419! 424 348,77 "397 BKZ "Colors 329 {Se “270 202 [220 244” 265) C79 079 OG; 213 357 124 338 240” 324) 167 245 ~200T 2427 129iL Rls} oO“ Btaquette 305; 318 297 3034 240 237 347, 102 113 ERL) 249 337 189 319 239 339) 191 211 2531 232 15732, RedkS Bunting we 062 AZO, 039.248 193) 26126842) 3dL 330 437 304_-093_ 286)100 202. 107, 275 _105_ 046)181 182,-~ Fie= —aise 15et 10s" 200175) 240 234 Tea! Bad ~293 “Fea Qe1 013 2581 147 207 MaT) 255-131 L359 16a
Outar Act(Other) 270 -127/ 367 605 522! 463 570 566 530 Siu 477! 433 432 Gael aay 320 496/531 464 4i3l 472 351 4131459 437Photography 248 044 1310 431 _391l 367 403 347! 317 32c 407!251270267| 316. 297_ 2 268. 3371320 _ 214
3 209 -168 [290-450 4301370 448 “4351 401 359 “3481340346 348) 247 Lud” % 364{ 348 279° 3151352 296Taeater,ballet 311 162) 380 605 6161 595 549 490, 406 424 47Z[ 302 248 252) 343 430 384) 625 442 450) 344 392 5081477 331Foods UTZ AN2 192 414 433) 444 358 394) 273 270 294) 192 170 157! 230 327 241 423 300 300) 222 279, 331) 436235
“39° R527 Aiacellanedus™"351 “076[38SGLa SIS, SIS GOT “S40! S32” AGS™ OTT 42a” “406 421 457 385° 464] STF” 560 "5377 420 410 469! 446 324io pp162 “Vocabulary II 341 065 424 705 655 Oli 661 576) 542 551 5541 400 375 3961 5u0 468 466] 68> 589 465! 456 432 6171531 375hl R-172 Vocab Tot. (I & IT) 369-065 46S 963 TS4T OT T72 90) CHT 665 633) 535 “S13 S44] 610 450 582] 722 634 “GB1] 534 486 618} 611 456
16 42 R190 Info I Total 376 -1H1 520 886 807) 714 867 788! BLL 759 615) 653 oTt 685; 645 490 6H7/ 700 649 661, SA3 S05 587) 643 441k3 R-192 Info II Total 386-033) 5C2 B19 783, TOO 7a9 669] 661 659 639' 52a 491 421! 602 474 595] ao8 716 751! Lol $72 6491 676 5344k R-100_Info Total (I & 11) 389 -134 528 86 820 729 864 774) 780 744 6801 626 626 b4ol O41 47L 6731 756 690 710| 604 $42 624! G72 419
i745 R-2ll Menory for Sentences TEV 125 24h 284 249 224 “OKT P2BT 221 228 el tlt CT 12n) 237 264 152/259 228 282, 164 168 1761 175 1¢918 46 R-212 Memory for Words 237 1511 274 433 4421 406 468 4194 340 339 351) 157 149 Kel) 299 328 257/ 403 325 399) 228 283 310) 310 211
Jen _b 78.3931 542 4603 500! 319 357 43tl 429 278
R-220_Disguised Vords 1308096 362 548 553) 539 493 690, 399 465 455 272246 27220 48 R-231 English:Spelling F319 2251 399 485 485, 467 456 4521394 349 379T 149 Isc 1431 329 $47 305] 453.335 464! 254 320 3927 342 7232 0 RB aeeerom
|
321 157) 437 425 408 370 41S 346) 322 338 B¥TL ITY 196 215) 344 373 287) 404 316 4271 263 255 317, 290 176
22 50 R233” Punctuation | 349 195 $536. b61 570 455 4963401 249247 233, 419. 458 343] 529426 536[ 322 362 452) 404 261“By ~SYF-Byh~~Oaage™ ~ Y3T Y64 [465 A9B 4654 4030 414 468) 241 243° 2521 GOs “GER” 3237 485
~
399 “MHF 306 “3267 So4T 377 catah 452 «R235 Eff. Bxp. JOS tbl] 361 S71 456 429 442 43, 3360 354 ao71 215 10a 204! 342 365 293] 442 37L 446, 265 287 363! 333 cto2 R230" Total 406 221
|
509 24 6021 56h 541 $96! 463 476 $691 257 258 264) 454 SUL 387] 574 458 993! 354 385 4681 433 776sh R- Wo: etions 259 1457284 S47 5431 497 SIL S96) 431 436 499] 242 230 204) 365 375 3347470 467 «OT 293 361 GOST 392 27827 55 R-250 Resding Comprehension
=
359 O71
|
455 744 7201 631 TL? 634' 580 596 621) 421 379 394! 536 402 486] 675 569 O36) 447? 450 556) 553 3968. G R~260 creat emerge me SAE 2062 4 BLL594.032] 489 _525_ S11] 802479 462) 421 426 44) 426337 410] 520 456470) ALL 367_ A184 443_ 328,&- 7 R-270 “Mechanical Reasoning 198-400
|
223° 543° 401, 337 48a 4937 565° ASL S97! Sag" “See GOST Gaq LUl 4671] 373 404 3231 445” 2767 2914 399 BE?3 «56 «R261 Vis. in 2 Dimens $90 153) 215 37k 306) 272 339 352) 343 3C2 306] 277 248 3361 242 Lol 316] 304 27E 251, 292 217 223) 270 1963h -459-«R-282 Vie. in 3 Dimens t94 -ELB/ LOL 441 377, 352 412 452) 439 387 353) 33¥ 38t 376! 34t 226 302] 368 330 304; 339 269 208, 312 217R-: Abatract Reason: ANd 526 483) 445 562505) 4659 433 459,925 (318 325] 378 318 375| 459 379 $32,339 308 3547 3575 49 2oo m
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2 R-3ll Math I 32H 6360 5611493 6C4” OeBT S4i SCY 553" 385 397 407; 469 350 463] 497 4BB 490° 402 373 442, 437 3333h 62s«R-312 Math IT 274-030} 324 619 585] 518 605 732, 555 C3 476] 375 380 3617 429 333 454] 503 475 4991 383 3TH 440, 439 54635 63 R-320 Math I & IT JIT -042 356 G84 627, 554 660 749 600 552 560) 415 424 GUT) 448 372 500] 247 525 S4ul 428 408 481) 479 3713% GA_OR-333. Math IIT ly3 -069] 132 323 339! 278 303 474! 308 281 256, 244 247 207! 148 113 266] 276 265 242] 205 220 210! 244 9073765 _R-340_ Math Total(I+1I+II1) 322-057 341 070 6241 545 644 760) $45 549 547! 416 427 Gil 473 351 496] 540 519 527, 420. 405 449! 473569ho 66 BLG Arith Computation 305 ULL] 449° 435° 4037T 387 445° 437-3935 315° 3927 153 188 201; 355 354 360] 386 319 433! 286 274 3311 289 20243° 67 R-H20 Table Reading tH5 062) 190 159 L76] 172 146 159] 102 165 435 055 Col O61! 090 1449 1436] £80 120 LoTf ti2 110 1231134 vadbh 6B R-K3O Clerical Checking fG6 L225] 147 G76 118, 12h G65 095 O18 G17 Co7l-030 -c20 ~C45/-a2t 117 C46! LIL 049 100) 035 075 O78; 064 G3269 R-4hO Object Inspection 177 090) 196 195 174) 186 138 1371 108 12¢ 1461 C65 C54 O74, Gy2_ 180 117] 198 116 17)! 120 121 Lid] ice U6ti 70 A-M10 Arith Computation 198 0557278 273 261, 252 281 312) 224 bbe 237) Cee 21 117) 2230 214 “ZAG [263° 201 2661 183 188 214) 188 14AR47 71 A-K@O Table Reading G2t -O41 |-038 -C33 ~019 -001 ~044 0141-035 -044 -048 ~C27 -G25 ~024!-056 -036 004|-019 -035 -050 1-023 002 ~027) 0L4 Li448 72 A430 Clerical Checking 0y8 08t| O50 -024 o21] 033 -0z9 ote|-u56 -059 -623!-070 -c57 -0s3l-osa 935 -G21| 018 -022 001(-019 O15 00z 008 -ci»\ A-bhO Object Inspection 110 058] 111 G62 088) 106 051 066; 044 G47 049] C17 ClO C22] 036 105 062] 110 043 040) 063 070 050! usa 433 i F-hiO Arith Computation 263 «LiBT 4C4 387 349,332 394 339) 2820 301 Sel) 152 163 192) 317 326 2a9] 344-283 392] 25C 224 2861 249 15439 «75 «~FeK@O ‘Table Reading 2330 b2H] 298 25t 260° 237 243 2C4! 176 162 253' 102 109 Ice! 1749 240 183] 265 200 274) 178 149 tool ivo iceF-430 Clerical Checking 264 165) 293 259 2761 258 240 2241 149 174 232) 070 C70 059} 135 245 169] 264 181 266/139 171 2095193 121Ay TY PANO Object Inspection 203 O99 231 210 2171 224 189 276) 152 166 204' 694 C83 105° 1s? 211 145) 240 158 227! 150 144 155. 162 490A-500 Preferences O25 ~O19 132° 012 Olli O08 04 -022(-Gd6 -0L4 -O22T-CI? CCS 0307 041 009 057] 028 OU2 u26] 039 024 O11 C08 33351 + wociability T7E UB6] 262 TES 118, Ter O48 O70 Gis O57 AST IMOST “C28 -Oce; 097 219 122) 149 065 180, 080 O80 1197 US1 O4452 8 R602 " Goc.Bensitivity 17) 245) 248 177 207, 236 158 147] C87 123 180 j-CO1 -00O -031, 114 283 O61] 228 165 234! 079 12k 180 Utd (75
53, $1 BO —— Tepulatreneas_044 020) 092 099 110, 101 073 68075| 099 072 085! G49_ 064 O76' UT2 Cobsh” G2 OF Vigor “Tad GFa7 VTL T2OF7 Veet ToTeT 230] 163 129 “209 1757 1037 Tse ize iva55 83 R605 “ Calnnese 149 081] 236 226 204! 222 203 2cal 161 166 196{ 1cB 125 1co 176 225 157) 22k 199 234; 162 135 LOT; 437 134R-G06 _ ~~ TASS LOL 244 144 144) 194 129 122/0720821235-004 C22 -008, O49 244 _ 065 e075218, O91 11> 1361076 058,57 85 RO? " “W906 ~ 3627 -28F “Lid “2Tol Vee Tor ree) OT faa 159 |-Uo7 “co2 021 1227 2s 086/222 112 2261 Gad 149° 176) C98 (eo58 86 R608 6" Leadership | 003 037] 043 C62 0831 125 062 104! 033 025 046, 012 ~c10 -c25! 016 063 085/ 081 041 ud6l 031 055 O86! Ga3 C7959 «87 R609) "Self-Confidence
|
130 038] 2068 198 U7ey dvb taz La7l lat 146 tos) UL9 ASL At] EAT 157 boBl 179 150 185] 146 121 143 132 1146 88 R610 "Mature Personality! 143 079| 222 231 223) 238 223 249] 176 171 176! 100 120 097, tol 216 148} 218 162 231, lol 156 187) 147 136“SY FAL Int Inv: Phys Sei O15 4b0] 059 ~229 =164T-O9F “244-324-352 -254 104 1-355 -363 -330t-140 U?2 2791-11) -193 ~053 -206 =T14 = 116 182 21090 F-To2 “Biol Sei Med
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[-042 118-006 -188 -185|-169 ~184 -235!-217 -223 -161 [7169 =143 ~118y-094 ~029 -156]-154 =132 -139 138 -116 -143 L139 -t45
064-017 -099 70941~066 -044 O14 -087 ~C67 -O7G' 009 141 ~137|-018 -072 044 Lo38 7039 ~053 |-06089-189123=TAS1-058 [OEE Cas “OTs” GOT “VT [-OzF <7re-O51 [159 “0a 7103 Obed “a9 er? ~saO
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G63 004-053 ,-171 ~“ot7 —o4a! “Gzd O62” 021, O64 CBI” T43 "048=080 ~ 1029 F-T6 * Sports “OLL 354 [~O28 -141 -106/~054 -L7L ~149!-168 -149 -C7L 211-151 =23b 1-146 137 ~357/-078 -130 -035 [-165—-. 21 FeT9_ _*_ Outar Ree. 831 037-105-039, O44 -113 ~0701-166 -263 -027!-247 -220 -326 1-181 211 -229|-v09 -099030-180~036 _ ou9 F-flo™Bua.=Heat - w22~ Oi2T O31 ~O15 “O22; WIS “DTV” ~O40T-OC7Cos ~DTe] O31 Lvs O80, O25 “O12 v3 -00T “0199 Femi" Sales 031 026] 046 G6 -010) 003 031 054 j-000 -007 -01d; 039 117 ~c64| 044 -002 966! ove100 Frm2 _ * _ Computation _ _ 69__G38__052{ 035 -004-077)-021 02/ 032 ;-003_~031 -00U, 042 035 ~044| 052 0C2 433! VOLior” F-73 "Office Yor! 0 "254270, 115 2a” 20 2A 33920 ie isa ~ Fel 156” TSyeTeyoz F-7h " Mech-Tech G13 118) 172 009 3321-049 362 -145| 145 -co9 178 ;-097~~ Png "Skilled Trades __ 154 1a3! 196 Lar &] 065 227 0261 194106 200, 052 O91 129! Laz :lou F-72 , Farming " O49 “011 7 O47" Des -Ois 2 157 “1557Td2
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064-0707 O79t-ba2 O52 FLT 7047Fe '__labor 199220! 233 191 126 137 C58 005° O80 226 OBL} 242 151 235, 090 1o8 jy 161087106 C-001 Composite: I.Q.Comp. TET TiaT 636 733 689) 621 615 422 G3GT S55 460520] 668 S78 634, 471 551, 554 396107 C002” Gen.AcadApt. TL TSO! 666 746 757) 635 621 423 426, 563 498 529] 683 590 668! 475 51G 560 460~~ 108-003 "Verbal A 534 801 _785| 673 _ 129 _671) 593599 _631 BO. 391; 520 920 503] 697 574 6791 453 473 576! 557384,Tog ¢ “TY “Quantitative 39 “659; 578 67% asl 629 571 59 ABL, 479 349° 527563 S36 “S420 IT saa [490 393110 ¢-005 =" ‘Technical 724 57h) 474 682 634| 833 722 832 a26[ 596 172 603] 508 545 474! 572 426} 540 434se 11 C006 "Bed. Apt. 358-180] 432 426 732, 637 762 199) 777 716 644] 622 641 638; 617 378 614] 660 625 624! 560 475 553) 60 459
continued on next page
Table V-4 (continued) 107
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soi si $2 53{ 54 55 56! 5726 iC 2728; 29! 30 31 32% 33 34 351 36 37 38] 39 40 4b 42 43 44 452851325 314) 2401 158 2000 O62) G76 270 2267209 “311 i73 [291 341) 369° 376 386 3a9] Lat
~Ol2 ' O79 205) O38! 267 479 -419 j-2al -127 044 [1-168 162 112 O76 065{1-G65 ~181 ~033 ~134] 125347 683 331 330° 210 259 LOZ; 138 S8F 310) 290 380 192° 384 424) 462 520 502 S28] 244sao !523 391 555f 314 323 235) 225 605 431) 450 605 416 le1a 705] 963 bb 81y 886] 2845o8 1488 399 d70f 329 305 120° 258 S22 Bot) 430 616 433,595 695] 754 807 783 826) 2493SIT S54 Faq “4 72p eT Sie” oy9T [OS 4S3~FET” 570 S95 aq b S357 BIT Ie TTS 100 ~Fz9T 22%
Jol 349 1337 304 8061259 “359 247 T 1981ST 195 1164 164 2211145 071 ~062 !-40043? 414 [420 361 509] 284 455 SLIT 223 R101425 $90 1539 47 6244547? 749 $941 543 R-102
Lo 408 vor [516 456 602 543_ 720 _ 592 | 401 payor4677370 5361 X65 425 “S6E [4977 F317 5897 337 R104
5741504 366 266; 270 247 218! 200 470 40)! 448 549 358 (609 661) 772 867 789 863) 249 46 415 561 [498 442 SOL] SIL TL7 525) 488 R105
1091 402 340 480) 282 303 153) 175 506° 347435 490. 3941540 91/6] 690788 689 774) _228_ 439. 490 452346.870,465 6035581596 636 511, 493 go106
6 334322 4b 403 336 463 431 S80 5021 565 R-107
4481409 297 464, 264 237 208; 234 $18 3201 353 424 276, 495 S51] 665 759 659 Th4| 228 349338 4561414 354 476] 636 596 479! 492 R108
466 463 326 456) 265 347 b42, 144 477 3671 348 472 294 pait_ 924| 633_ 675 639 68u} 261 379 397 St 468 457 549 [459 621 462! 397 R-J09°~ Tt “24 4U0] 538 653° 526 626( LLL 157 222] 1497 TTT Zev ea” TS SST a2” GAT “427 1549 Reo“SE9T 290° 143 Ize, O7902> TIL, FaT ATI ST] 340 302" TSE
3491290 156 268, 079 113 330, 293 432 276, 346 248 1701466 375] 513 B71 491 O26] 107 196 247: $243 188 258) 230 379 426] 566 R-1LL
3094333 166 291,060 111 437 I 444 480 267) 348 2521574023¥6] 544685 521 646] 128tal272 | 163215 233 1 252 205 264 204 394 441) 604
«16 FBT 292" “SY ATT” Wh FOR Fok “a5 Fist 2VT “Tas “VIO, 437 sO0t G10 695 602 6Bi| 237 29 344 4101403 S42 454] Joo S36 4507 Fae RR
Bot) 406 466 341) 357 337 -093013 320 297} 169 430 327 p 32> 468) 450 450 474 471 264 373 4581408 365 501| 375 462 337! tot Rina
41a! 363 230 $60; 124 189 286! 258 494 289, 424 384 241 464 466) 382 687 595673) 152 287 341 | 323 293 387 334 486 410] 467 p15
546) 527 408 10) 336 319 LCO1 14? S31 449) 39? 625 4237 577 646] 722 700 a0B 756} 259 ane 4297485 442 S74] 470 675 $20; 379 Rash
suatas2 312 468! 240 2349 262, 207 484 3441377 492 300 | DOG SE9] 639 649 716 690) 228 HG 426,399 371 $58) 407 569 456, 404 R332
402 [533 427 479, 324 339 107) 147 513 422 |364 550 360, 537 665/661 S01 751 710] 262 399 500] 484 42753h 497 446. 593) 470636 4101 323.R133
"3G 39S" B91 TIE TST TIES 8s STS FT, JET SBWITT ATU SETS3F SBS “SOL ena ee 27 243 322 7306 2937 a7 “atot Tas R134
475] 327 263 371! 245 2th C5, 13h 352 268 279° 392 27947 41L 432) 446 505 572 542] Loa 255 362 | 226 361 450 367! 276 R135
SIX{ALS 348. S19! 266 233 086) 113° 413 _ 337! 315_ 08 531,469 817) 618 587649624! 190 310 4311 392 3RT 4324394 363 468 | ~£93_ 556 $18] 291p96461) 405 280 “BEAT ZeF 232° TEL TT 459 3204 952 477 436 Pogue” Sst ett Gay 676 6721175 3920553 443) 399 p-197
356. 276 203 348) 129 157 182, 168 337 214, 296 394 2351 484 375) 456 49L 534 SIY¥] 109 278 396 328, 317 R-138
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2810 290 27L 277) 218 “O13, G21 2733 214 Td 328 234] 271 337] $93 344 414 37H] 1LO6 ze? 367 309 330 368 267! 179 Rel4d
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2 382, 37a 29H 334) 207 214 OV! 156 372 1 2Ho) 390 2371 357 445) 969 460 531 _ 497] _ Lyd 324 s10_373 359_ 326 421.345 457363! 259BUR357 374 242 SB TRSTE TOTATS TT 349” 242° GCF Gio) 47l StL 550 539] 15 242 328] 293 264 3451 294 415 3571 358 R149
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7B 8 Feache [STE TST STS SAT GTTET EwRas Sli] 664 680 —7h7™ 722)"278
4947465 351 467( 275° 271 170) 185 y07 357] 407 5247 357446 5901539 493 639} 528 72k 541! $02 R162 5U8t 567 432 S3L) 347 337 1261 1h) 604 445) 415 664 418! oL/ §70 739 819 a7} 286Hel; $66 436 daTl 360 353 2uby Zi? 650 4645, 471 673 4471 664 BTL @)7? 88t S15) 306 465 635 960 S15 “8TT] SEU TOS OTST S30R-172
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719 669 515 727 404 414 200) 242 719 4531[ 950 736 498, 747 Bia; nat 888 953) 347 461 6371583 526 688] 463 B10 637 514 R192
oso! 621 4663 654; 358 378 204] zag 7oT 497 539 673 455! yoo 7a7{ 915 986 953 310 482 0431 586 519 6851 594 816 660! 602 gino 313 541) 328 291 388] 256 336 280!) 149 p771
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483! 417 244 4294 162 204 4071 346 594 3461 447 386 254! 549 546] 714 868 693 830] 194 275 403] 263 312 468 384 322 $23] 368 584 S811 B10 cogs
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continued on next page
Table ¥-4 (continued)
108
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v 4 x cea ys - e
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28 59.60 6) 2. 63 64 65 66 67 68 je} to) it 72te 5 te tf ref 79 ao 83€ 190 194 297) 284 296 317 195 32273905 185 lee tr7] 198 O21 088 110] 263 233 264 203] O75} 171 171 sett i ray2 Sex (lett, 2=F) 153 =118 -0C6j-048 -030 -042 -084 ~O57{ 111 062 125 090] 055 -041 081 058] 118 124 165 099]-019| 186 245 020; 024 0811 3 K-01 Ynro I: Screening ety LOT SL, 328324 386° ERP TST aT TSO” US? 194 278-038 O50 TIT 408 SON ZIT SITE TST ESTT2 4b R020" Foca I 371 441 S26] 636 619 OHS 325 BIL] 435 159 O76 155] 273 -033 -024 062) 387 251 259 210] O12] 115 177 099% 2cB8 226gp-2-EiO) — 3. -- Mtemmture 490_317 _ 404) 20585027339 624}403176216 11s] 261.7019 92 06H; 349 260 276217, 8.2071101182204R-2 » iusic 2720352 445) 693° 518 554 273 5651 3B? 172 221 tBEF 252-001 033 106, 332 237 250 224 236 VOLT 197 2225 T R105 339° 412 5C2] 60% 605 666 303 644/445 146 U5 138] 261 -044 ~029 O51 394 2463 260 189 1580731 186 2036 | 8R106 | B22 452 _ 202) 628. 132 _ 149. 4U4 WHOL497, 322 095. 137) 342 014 OLA 0661339206224176 070.147 970) Laz _208_7 9° R-107 343 639° 459) 54k 555 600 368 545° 335 102 OLL 108; 224 -035 -056 044] 282 176 {49 152 087 0469) 138 “Let8 10 R-108 362 387 433) 5U9 503 552 28 544%, 315 105 OL? 120! 182 -048 -059 O47) 301 142 1T4 166 123 060; 158 1669 R109 Seu 352459) 533 496. 56G 256. 5511 392 13507 }46) 237-048 023049| Jol233232204 w131 180 059) 166 196(0 ~ Te” RLS ~ 277) 339° 325) 385 375 415 244 4161 153° 055 -030 065] 084 -C?7 -070 O17] 1527 102 6767 09%|-O17 -031 ~5071 427 O96 ios":21 13) Rl 286 (381 318) 397 380 426 247 427) 188 O61 ~020 054) 121 -025 -057 O16] 163 1C9 U70 083) 005 |~028 -000 031; O84 12513-48 - ENF - wa — BRO B16 322) 807 3OL ALT 207 SEL] 204 061 -045 070; 117-024-083,027] 192 ica 059 109] 030|-006-031_ 036)132 Loy -3 = 292 34) 378] Soy 429 “488 TBE” 4TH, 355” GIO ~OZT “O72 "223-056-089" O30 SLT “179 “135 1397 Ost oor 114 0554 190 176wh 16 Re Jol 226 31B) 350 333° 372 243° Bo | 354 149 LIT 180! 214 -036 035 10d) 326 240 265 211] 009] 219 283 068, 165 225182 es 316 302 375] 463. $54 500 266 446 360 136 066 117/259 004 -021 Oo2| 249 163 169 165] O57] 122 061 O75] 230 1571G R-13) Info Fi:art 304 368 459) ANF SCF SAT 276 540) 36 T8O Til 198) 243 -O1T OLS 110] 3a 265 264 240] O2B] 1469 228 099, 183” 22119 R-13200=O” lav 271 330379) 488 475 525 265 519] 319 120 049 116] 201 -035 -022 063] 283 con 181 158} 002] ves 105 OFZ, 129 1592 R-1330 =" Bealth 251 308 432) 490 499 540 262. 527 | OWL sg? 279 268 227) 0261 180 234 0654209234,TT OT” RATE 7 7" ~~ Engineering ~ 292 339 339] 4020 383) 428° 205° 420 063 UB0 079 049) 17522 R-135 Architecture 217 269 368) 373° 374 408 22c 405 070 L2L O64t 10323 R-1% Journalian 223, 268 354/ 442 440 481 210 469| 331 823 078 119 050] 180 O74! 156TOT RE TRISUT Yoredgn Seaver” 7 TOT SLR VST TAIN BIT MTGBHETT 2597 GT 56R T787 ~ Ces “UT3™ OT2T F267 T35772 R13” MLS $96 2t7 249] 333 346 371 207 309] 203 083 u32 O76 043 075 086! 143
- ~ AcehBua,Seles 9 267 319 399) 515 477 939 274 532] 309 153 086 138) 234-016_ 004 Ubdi 138 _ wn 097!nekPract Knowl. 273) 293 “42] 430° “AT2” “459 “184 44T 410 18e “LTs "203 3st? 286 200° 058! 203Clerical 185 194 287] 356 336 367 183 361) 348 176 143° 155 2us 227 247 178) O51] L7L 214 080) ts6
OMeow. 237 29) 377) 469 473 51S 237 sot] 348 119 073 108] 229-025 000 638 296 (BA 198 149] 033] 106195 lol)165 _2ceColors TVSE TOSETE Pe WATT “295 196“ 254) 253 GH ~VOF “129 144-008 “SZ OPE ZTO~ 197 “189 “1S27-“01F] 12S~ TS9 O80 T O95 ,Etiquette 188 210 288) 316 329 353 156 344) 295 119 U9 131) 197 003 039 076] 240 161 186 156{ O26] 147 155 055) 126
_ Bunting _ Lot 157 bC2{ 154 Lte 145 iO. _15U] ud} _Gt3 -060 013] 044 003 -065 O01] 033 915 -022 029] 028|-036 -077 0221 065. 027_Fishing ~~ SY TIO OS Ms TLEaT 9] ISVSBT OOF “OFIT GEL “OLE TIS Gee TOT” VIS” GIT WO3F] WEI UIs OLY “044 086” Gel3h R-1NT Outdr Act(Other) 327 358 410] 477 473 519 253 SLL] $68 163 O5t 151] 232 -032 -027 O73/ 328 229 200 192] 033] 166 136 O791 222 2c1
_ Photography 220_ 260 Sil] 349 Jos 385 _ 177 317] 315 132 _069 _ 136) 192 ~026 000 _asy| 288 2u6 201 i7>| O17 ib4_ 172. 0631159 180tenesSea 289 TTTeT Jeo FoF “63 255° “SET eas” 128 Oey M0) 207 006 “O04 ose] 2346 “Yat too alos Tos {Ol 088] 155” 143Theater,ballet 240 246 GIC) SOB 4TT SLT 24t 505] 385 179 130 18E] 242 -006 033 099] 342 252 242 218) O37] ETL 233 toa, 170 2uk
— Foods ~ ish toe _2ee| 2 Be_ ATT Ba? —AZB) 163025 038 08%) 203 19TATT 138) 008) 121455. O91) 112199,Miscelianeous ~ ~~ 278 “344 “424 5aT 27S” 540 166] 256 -CO6 000 073! 324 235 222 199] D367 132 “Tee Oac' Bia 143Yor u 299 386 497 559618 256 597] 432) 190 096 19] 256 039 -o10 OFF] 4O4 299 285 235/-017| 148 227 0731 218 240Ri R-172 Yocad fot. (T & Ii) STL “453 S55) 660 643 TIT “S27 G92 466 18S 090 176[ 287 -038 -020 O72] 423 2H9 288 235] O07) 144-209 096] 227 24826 42 R+190 Info 1 Total Sir 507 578] 689 byl 756 38G Teo] 482 175 O71 176) 309 -036 -032 O79) 422 276 263 232] 015 120 181 094, 228 25043 R-192 Info II Total 343° 499 552; 653 650 TIL 351 700) 499 7U6 116 209} 422 ~025 003 104] 434 308 308 2e2] O40] 181 238 123; 244 etebh Re. ° 417 500 58>] 695 695 759 38U 744 201 191 089 tv2] 322 -033 -020 070} 437 275 286 249] 024) 145 206 1071 239 2b45 R-211 Memory for Sentences USO VED LACT 295 OTT NETS BOO] SAO TAZ OTT TET AB O08 OTT 059 262 TS TITS ORE TOS AT OTs 68 G9518 -MGR-212- Memory for Words 2CB 256 365) 425 450 479 225 470) 409 158 124 167] 295 U3} O45 O47; 313 £87 24t 198, O30) 132 177 053° 133 143= 341344 4 7o] 4/3 479 520 257 oth] 452321 330 304) 334 120 227) 232[ 336 321 40 31u} ors] 196 242 094! 2oL_ 222
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Rote.- Decinsl points have been omitted from the correlation coefficients,"See footnote on Table V-2a.
** See footnote on page A-15.
110
on a representative ten per cent sample* of the Project TALENT 15~-year-olds in Grades 9-12 (regular sample), and all of the Project TALENT15-year-olds below Grade 9 or not in schoolat all. Only complete casesare used, and the cases are unweighted. The groups of 15-year-olds onwhom correlations are based, and the corresponding numbers of cases(unweighted, of course), are as follows:
Table V-2a. Boys in high school N=3373Table V-2b. Boys not in high school N= 283Table V-2c. All boys N=3656Table V-3a. Girls in high school N=3829Table V-3b. Girls not in high school N= 163Table V-3c. All girls N=3992Table V-4. Total group N=7648
The corresponding means and standard deviations are summarized inTable V-5.
Comparison of the means and standard deviations shown in Table V-5,based on unweighted data, with the corresponding values in Table IV-5,based on weighted data, shows enough Similarity to suggest that the cor-relations in Tables V-2 to V- are probably fairly close to the valuesthat would have been obtained if Weight D had been applied. (Use ofWeight D would have yielded estimates of the correlations for the com-plete population of 15-year-olds,)
For 60 of the 111 variables, four correlation matrices are shown inAppendix B. They are for Grade 9 boys, Grade 9 girls, Grade 12 boys, andGrade 12 girls, respectively. No weights have been applied to the cases.The correlation coefficients for 15-year-old boys and girls in school(Tables V-2a and V-3a respectively) are quite like the ones for Grade 9boys and Grade 9 girls (Tables B-1 and B-2 respectively). This, ofcourse, is not surprising, since there is a tremendous amount of overlapbetween the age groups and the grade groups.
Figure V-1 shows the correlation of key tests with Reading Compre-hension (R-250) for the 15-year-old high school boys, for the 15-year-old boys not in high school, and for the two groups combined. The cor-relations tend to be lowest for the group not in high school. The cor-relations for the two samples combined tend to run slightly higher thanthose for high school students only, because combining the samplesincreases the range. Similar graphs are presented in Figures V-2 andV-3, which show correlations of key tests with Mathematics Part II(R-312) and Mechanical Information (R-112), respectively.
Comparison of Figures V-1 and V-2 reveals that the discrepanciesbetween correlations for the high school cases and those for the non-high school cases are even more extreme in the case of MathematicsPart II than for Reading Comprehension. ‘This is probably due to thefact that even students who do not get to high school can learn to read
*The ten per cent sample consists of students whose six-digit testingnumbers end with the digit "3",
Table
y-5
Means
and
StandardDeviations
for
15-Year-Olds*on
111
Project
TALENT
Scores
(Based
on
Same
Groups
as
the
Correlation
Matrices
in
Tables
vV-2,V3,
V-4)
Vari-
able
AN MSN OMODA
10
Grade
Sex
R-101
R-102
R~103
R-104
R-105
R-106
R-107
R-108
R-109
R-110
R-111
R-112
R-113
R-114
R-115
R~131
R~132
R+133
R-134
R~135
R-136
R-137
R138
R-139
R-1h0
R-141
R-142
R143
R-144
R~145
R-146
R-147
R-148
R-149
R-150
R-151
R-152
R-162
R-172
R-190
Grades
9-12
Test
Mean
10.40
1.00
11.23
12,20
11.50
5.56
(1=M,
2=F)
Screening
Vocabulary
ILiterature
Music
Social
Studies
14.32
Math
8.47
Physical
Sciences
9.12
Blol.Sciences
6.12
Sci.
Attitude
Aero
and
Space
Elect
&Electro.
Mechanical
Farming
Home
Economics
Sports
Art
Law
Health
ERSWtOO MO NnTN MANANNt NWO,
AM ANOOM
Engineering
Architecture
Journalism
Foreign
Travel
Military
Acct,Bus,Sales
Pract
Knowl.
Clerical
Bible
Colors
Etiquette
Hunting
2
Fishing
1
Other
Outdr
Act.
4. 1 2
TUN DMO PNM OF NOMN DOMNDOOOMNGD OO
SERS
Photography
Games
Theatre
&Ballet
Foods
Miscellaneous
Vocabulary
II5.41
Vocab
Tot
(I+II)
17.61
Info
ITotal
131.79
N=3373
b Aaa DAinrd V-+t © teat NW WINN Md
.DOO At AMA++t DOMDA
OMmDANI MO.AMNAAM+t ad ©
AMt NUNSTMOMN ANTON UNMNAN AA daa a 1.86
2.34
5.90
36.92
Boys
Non-High-
School
N=283
Mean
Combined
N=3656
Mean
Cc
Grades
9-12
N=3829
Mean
Cc
6
10.22
1.03
1..0
0.0
011.04
1.70
11.72
4,28
11.07
4,58
9+3
313.72
8.11
8.76
9-90
5.41
AML
°N
Nn
10.48
54
2.00
.00
11.52
1.10
10.85
4.05
11.19
4,28
6.12
2.87
12.28
499
7.20
4,28
6.99
3.51
5.27
2.33
5.61
1.97
2.63
1.63
5.23
2.49
g
88g
ed A
ton
NUNAO
NNO WNCVO UNO b-4
mama
DO nA od
9°
stwo
N
QHROOO
WOMAN MADDON DNTMN NHAARAD AO
NON FAStNN TD AANMN NANAAe
rHAOAY
.WN Mat INO
DOe-AROM AnA ASBSSE NAD NAO
uNan
uN
+tDOoQd
mM—OmMAOM +TtONM
C—-OMN OMNEO HnAAODAY MM
MW ONMMOA DO CUNO WIN
Oo vn~-
DOADAN VOMTM AAtOt trmaaad dd
NASA ANtMA amMada daa
aa°oq
a maada da
INron~-
INat-t ING Ao
4
NNO
atin dte
coXO
oO-
ad
da
LN UNOt
iomq
.
UNAON
SARA AA KHAO tT OMMO AMMIN HAtAatNnNNO ™mMMOMmO
ddd
Qaa
4a
.
Nho bk
1.92
1. 85
3.32 85
.69
1.22
1.59
1.22
4.53
2.03
1.14
‘77
2.33
1.24
3.51
1.72
751.06
96
4,50
1.94
5.18
2.43
16.89
6.30
127.04
39,80
3.22
me EE NnAMN ANNANNTO
~h
.
iuN
aat
NON
DM uno + OnNato HDMNOO
IN UNNANAt ANAROddA
A
fe°o
‘°ad
-92
»90
1.87
.68
1.01
1.74
1.02
1.69
2.17
5.76
32,14
Dd4tooD daaAANA mmotdadt dz Ae
Onat 0
uNdad
continued
on
next
page
Girls
Non~High-
School
N=163
Mean
Co
Combined
N=3992
Mean
All
Cases
N=7648
Mean
o
6
nNuN
A
ite
10.37
2.00
11.43
10.61
10.97
5.98
12.00
7.04
6.85
59517
65
5.50
222.59
De17
7.00
6.61
11.57
5.08
5.81
10.30
97
1.52
50
11.2
511.14
11.02
5.67
12,83
7.55
7.76
5+52
5.46
3.46
6.67
8
8
In
MNXO
Ql
td
RERBY Y
aOn
ad
ANDO
th MONO TONG
g4
NAMOAIN
nN
O+MDd oOMm dO dst
X~ HAONAN NOD
NO wt At UOWOAOO F- OM M4
NANDAztONO DOAN HRHOWSD MODOMO TVW
Ant na aamna Amada dA
qovwo
d dd aw * 9ABSHOS ADHD SOIMBVS AFBHS RVSABS B
MADRE AKRMMA AdMtN Odaaa da
AO Ost +MAAN M OY
da
od \oNe)
q
LN
2qd
Ae-UNND HOODOO
da
m0odaa
te oD &- ANO=e OAMADWN
ddd
~mht 8
1.07
61
“77
2.12
80
73
39
57
«85
75
-81
+75
-97
1.54
-52
57
1.05
+85
1.25
.56
-71
1.30
1.82
3.63
521.17
113.57
33.38
atOo
ad
NOOADN ZandeOtFNMANO UNIN &
HDOMNsaN UNANG+t ANTOd
nuON
NOM ntACO NOOO
NANAS NAOd Ad
2.45
7.36
63.83
Hy
Means
and
Standard
Deviations
for
15-Year-
TableV-5(continued)
Olds*on
111
Project
TALENT
Scores
(Based
on
Same
Groups
as
the
Correlation
Matrices
inTables
v-2,
y-3,
v-4)
Vari-
able
43 ks 46 hy
Test
R-192
R-100
R211
R-212
R-220
R~231
R+232
R-233
R-234
R-235
R-230
R-2h0
R-250
R-260
R-270
R-281
R~282
R-290
R-311
R-312
R-320
R-333
R340
R410
R~420
R-430
R-4h0
A-410
A~420
A-430
A-Lho
P-10
F-420
Info.IITotal
Grades
9-12
N=3373
Mean
66.04
Info.Tot,
(I+II)
197.81
Men.for
Sent.
Mem.for
Words
Disguised
Words
Spelling
Capitalization
Punctuation
Usage
Effective
Expr.
English
Total
Word
Functions
Reading
Compre..
Creativity
Mechanical
Reas.
Vis.
in
2Dimen.
Vis.
in
3Dimen.
Abstract
Reason
MathI
Math
II
Math
I+II
Math
ITI
MathTot.I+IT+III
Arith.Comp.
Table
Reading
Clerical
Checkng
Object
Inspect,
Arith.Com,
Table
Reading
Clerical
Checkng
Object
Inspect.
Arith.Comp.
Table
Reading
8.75
10.42
13.63
8.17
28.23
16.17
15.65
7.84
76.06
8.89
27.46
8.42
11.93
13.33
8.59
8.65
8.10
10.24
18,34
2.94
21.28
35.46
11.39
34.80
21.84
39.50
15.72
39.69
23.67
23.30
7.04
oT
20.66
56.00
3.08
4.99
6.67
OD WINN ASUAN® moObo
reatt mc 4nd mat am
WN ONNO BON PO Ot st
.
MA+t UOIN IN=t OW
Mt wD
atOn
uN4
Not -a
ze\O9
6
10.71
12,12
16,02
7.89
25.27
11.92
Boys
Non-High-
School
N=283
Mean
34.66
105.02
6.41
6.68
6.61
4,64
21.5
910.2h
10.9
85.11 Nd Mon
NOnNAo
aw aAa
an+t yea~eOst MMA EIN
NM-M toa a min NA
+t MO Ost AO awwWW oO
36.87
15.36
Combined
N=3656
Mean
63.63
190.65
8.57
10.13
13.09
7.90
27.72
15.72
15.29
7.63
Th.26
8.59
26,32
8.13
11.57
12.99
8.38
8.35
7.80
9.85
17.65
2.88
20.53
34.5
11.00
34,23
21.47
38.98
15.98
39.54
23.48
21,24
6.01
o 21.89
60.25
3.16
4,99
6.76
27.29
12.72
Grades
9-12
N=3829
Mean
63.33
179.01
9.46
11.97
14.77
9.47
29.58
17.89
16.71
8.58
82.23
10.36
28.54
7.80
8.30
11.42
7-73
8.48
7.62
9.78
17.40
2.58
19.98
37.49
12.17
38.32
23.03
4o.5h
15.07
4228
2kkg
28,32
9.26
continued
on
next
page
o
18.49
49.28
3.06
5+55
6.91 Sanny
qdNata ma MINS MCN AO*
ANOAAM boUINAN MINUINE-=tO DAO
Anwmat FarestO dh 6.
97
715
9.58
Girls
Non~High-~
School
N=163
Mean
32.2h
96.06
7.03
6.74
6.23
5.54
22,48
10.95
11.37
5.40
55.74
5.06
13.18
4ok
4.87
6.13
5.07
4,32
gRSgsse Od MtatLa Dts ANSAMM MM
Ag at A+0ON0 MNtO
AN Od
Combined
N=3992
Mean
62.05
175.62
9.36
11.75
14.42
9.31
29.29
17.60
“16.49
8.45
81,14
10.15
27.92
7.64
8.16
11.20
7.62
8.31
ThE
9.58
17.04
2.55
19.59
36.90
11.96
37-97
22.81
40.17
15.06
42.10
2h.37
o
19.28
51.39
3.11
5.58
7-03
2.96
kiko
4.73
3.44
2.34
14.38
5.56
10.8
03.
743.52
5.68
7.08
10.34
15.26
7-23
21,66
9.96
All
Cases
Mean
62.81
182.82
8.98
10.98
13.78
8.63
28.54
16.70
15.92
8.06
77.85
9.40
27.15
7.87
9.79
12.06
7.99
8.33
7.62
9.71
17.33
2.71
20,04
35.78
11.50
36.18
22.17
39.60
15.50
40.87
23.94
2h29
7-50
o
20.58
56.28
3.16
5.37
6.93 tds et Met eK QO
ASSaSK RAsvee eee eyMINS MN WIAD Mt IN MM
aor
NattdOnUNS DMMat MHA
10.58
7.86
14.96
74h
10.80
11.35
15.76
7.61
2k.69
11.46
H2
tere
**
See
footnote
on
page
A=15,
Vari-
able
Test
continued
Means
and
Standard
Deviations
for
15-Year-Olds’on
111
Project
TALENT
Scores
(Based
onSame
Groups
asthe
Correlation
Matrices
inTables
V-2,
v-3,
v-4)
Grades
9-12
N=3373
Mean
76F-430
Clerical
Checkng
20.10
77 F
-hho
Obje
ctIn
spec
t.78
A-500
Preferences
19.94
58.66
21.50
26.78
Stud
ent
Activities
InventoryScales
719
R-601
Sociability
80R-602
Soc.Sensitivity
81
R-603
Impulsiveness
82R-604
Vigor
83
R-605
Calmness
BkR-606
Tidiness
85
R-607
Culture
86R-608
Leadership
87R-609
Seif-Confidence
88R-610
Mature
Personal.
InterestInvento
R-701
Phys.
Science
90R-702
Blo.Sci
&Med
91
R-703
Public
Service
92R-704
Lit~Linguistic
93
R-705
Social
Service
ohR-706
Artistic
95
R+707
Musical
96
R-708
Sports
oT
R-709
Outdr
Recrea.
98
R-710
Bus~-Mangmt.
99
R-711
Seles
R-712
Computation
R-713
Office
Work
R-714
Mech-Tech
R715
Skilled
Trades
R716
Farming
R-717
Labor
101
102
103
104
105
APrioriComposite
C~OO1
IQ
Composite
C-002
Gen.Acad.Apt.
C-003
Verbal
C-0O4
Quantitative
C-005
Technical
106
107
108
109
110
112
*Cases
notweighted.
5.93
3,80
1.85
3.55
3.7h
4.89
4,37
1.16
4.85
10.16
51.78
2.91
2.21
92 BESSot UMMM
+t ONMAKK Inq yoo
INN MO And bt54.19
123,22
22,32
39.15
16,38
c~006
Scientific
Apt.
432.59
137.47
Boys
Non-High-
School
N=283
Mean
o
~.02
26.62
12.71
10.68
58.13
36.03
MO A= uN INIA
FBBES VIRHS
INOtdiwn oO as ANuN
AaAMAANAN MMAM-
ANdAdds
49.20
25,64
34.26
50.34
37.77
22.54
16.70
22,02
7.88
42,78
19.22
32.51
23.20
MAG
58.11
19.92
33.96
at ©am
NARLY DAMDIM™ NWatINnNn MHAAI
qed Font ON AK Wn.
0 dtat ONO
oOondwnNd
6.95
78.83
277.43
66.76
50.0k
27.98
226.
59
35.84
82.7
519
.92
17.1
811.40
79.8
1
Combined
N=3656
Mean
18.30 AN
oO tt8 XO UNato
+
NOD iNnwdMm MAN
WNONAMM stds Nn
48.48
25.22
35.81
53.36
40.33
23.66
18.15
20.13
7.21
kh
20.14
33.80
25.98
47.82
64.01
20.90
38Ay
151.88
456.22
102.28
90.56
hg.9h
416.64
AA NODA OwotoANINOM MAAM
NNTANN NNTeo
2g SsdhB SSSds AdeS
57.07
131.22
2hko
39.68
17.27
144.77
Grades
9-12
N=3829
Mean
26.44
21.43
57.97
ONANOaagned datanm
Matd at WNINd=t ©
o
20.06
7.80
2
9-
.2
NANAOS a4
.AN TN MNAY
*
Hoeinom
ANHAA AdKAW*
Min ROADS AGRKRRS SSS NUNNo
52.44
114.10
20.83
35.11
11.58
118.22
Girls
Non-~High-
School
N=163
Mean
5.26
13.85
50.32 INDOWN
Mao FiO
atMANN stat HMO
INE DOONOONd
58.04
27.89
37.87
48.79
33.25
22.52
15.12
25.50
10.21
4h29
20.37
33.44
20.48
57.09
64.10
2h32
36.68
75.8
2280.64
68.75
45.02
20.88
195.60
Cc
25.81
11.06
29.87 NhMOoWWn oes
AAOMm AN aN
ANAaad ANA
atmaed
«
10.72
2°75
10.70
10.86
7-90
2+32
4,22
5.58
2.78
8.81
k.4e
7.04
4.69
9.91
11.75
5.18
6.58
28.71
76.58
18.68
16.08
7.06
57.20
Combined
N=3992
Mean
25.58
21,12
57.66 WBw SZESERS
DANO tN AM
WOtdmt NNnd+toOpasty
atON
QNe) 2
6.94
41.67
49.06
32.18
21.06
16.13
25.40
10.66
47.40
21.88
34.97
20.91
63.81
70.20
25.37
41.27
155.12
474.63
108.26
84.98
34.94
367.86
Cc
20.7
58.10
22.7
1
.
NntANMe YeasyAMO GIN EN Mat
NNANN AUNT
BAKO BSRQHONIN
EMAtM AAAAll
Cases
N=7648
Mean
22.10
20.29
58,12 AMA
cA oD uN MONA OC +t
CGtamnm vtdatoa
tAMNO
153.57
465.83
105.40
87.65
42.17
391.18
oT
22.05
8.78
25.1
7
*
oDwnadA NO
d2+t EMMtoindam
NAVAN ANdaWAmaqd 1
2.29
12.66
9.18
6.42
5.26
7.45
3.57
10.02
2-07
7.36
6.13
12.96
11.19
6.78
6.40
55.61
125.67
23.52
37.66
16.47
135.41
113
(0GZ-U) Uolsueysadwio0g Surpeay UVM I
1.00
11h
o———o
All15-year-oldboys
4----4
15-year-oldboys
inhighschool
f--.-.015-year-oldboys
not
inhigh
school
Ooco
Socc
Qoa
20
R102
R103
R106
R107
R108
R11i
R112
R145
R231
R230
R250
R260
R270
R290
R311
R312
Voc
Lit
Math
Phys
Biol
Elec
Mech
Hunt
Spell
Eng
Rdg
CreatMech
Abst
Ari
Math
Sci
Sci
Tot
Comp
Reas
Reas
Reas
iat
Information
FigureV-1.
Correlation
ofReadingComprehension
(R-250)score
witheach
of16
otherProjectTalentVariables:
for15-year-oldboys.
(ZTg-4) II sotyemoeyyeyy ym 4
1,00
.80
o————o
All15-year-oldboys
Q&----4
15-year-oldboys
inhighschool
Oe--+.-O
15-year-oldboys
not
inhighschool
R102
R103
R106
R107
R108
R111
R112
R145
R231
R230
R250
R260
R270
R290
R311
R312
Voc
Lit
Math
Phys
Biol
Elec
Mech
Hunt
Spell
Eng
Rdg
CreatMech
Abst
Ari.
Math
Sci
Sci
Tot
Comp
Reas
Reas
Reas
I
Information
FigureV-2.
Correlation
ofMathematics
Part
II(R-312)score
witheach
of16
otherProjectTalentVariables:
for15-year-oldboys.
115
(ZII-Y) volyeuzojsul Teotweyoow; YIM 4
1.00
o———o
All15-year-oldboys
&~--0
15-year-oldboys
inhighschool
O--+--O
15-year-oldboys
not
inhighschool
.80
R102
R103
R106
R107
R108
R111
R112
R113
R231
R230
R250
R260
R270
R290
R811
R312
C-001
Voe
Lit
Math
Phys
Biol
Elec
Mech
Farm
Spell
Eng
Rdg
CreatMech
Abst
Ari
Math
1Q
Sei
Sci
Tot
Comp
Reas
Reas
Reas_
IIComp
Information
Correlation
ofMechanicalInformation(R-112)score
witheach
of17
otherProjectTalentVariables:
Figure
V-3,
for15-year-oldboys.
jv
CN
117
but they are not likely to learn Grade 9 mathematics, which is whatmost of Part II of the Mathematics Test is based on. ‘Thus, since mostof the scores on Mathematics Part II for the non-high-school cases areconcentrated at the low end of the scale, the range is quite restricted,with a corresponding shrinkage in correlations involving this variable.
Mechanical Information scores, on the other hand, are far lessdependent on secondary school instruction than are scores in eitherMathematics Part II or Reading Comprehension. Consequently, as isapparent from Figure V-3, there is far less discrepancy between the cor-relations for high school cases and non-high-school cases when one of thevariables correlated is Mechanical Information score than there is foreither \ the other two measures (Reading Comprehension and MathematicsPart II).
Table V-5 provides data that support this hypothesis as to why thecorrelations are lower on the whole for the non-high-school group thanfor. the high school students. It is clear from Table V-5, and in ac-cordance with reasonable expectation as well, that the 15-year-olds notin high school score very much lower on the tests than do those studentsof the same age who are in high school (most of whom are in Grade 10).
C. Normative Data on Test Scores
Appendix C presents percentiles, means, and standard deviations for2& test variables separately for 15-year-old boys, 15-year-old girls, andall 15~year-olds combined. Means and standard deviations are also pre-sented for an additional 22 variables. These norms in Appendix C arebased on all 15-year-olds in the regular sample for Grades 9-12, supple-mented by those in the special sample of 15-year-olds not in high school.Weighted distributions were obtained, (using Weight D¥) to get an esti-mate of what the distribution would be for the complete population of15-year-olds in the United States. It is these weighted distributionsthat the statistics presented in Appendix C are based on. The 5e vari-ables for which percentiles are presented may be summarized as follows:
Code Designation No. of
Variables for Variable Scores
Information Part I: scales R-101 -- R-115 15
Information scales (other) R-131, R-139,R-142,R-162,R-172 5Information Part I Total R-190 1English Test R-230 -- R-235 6Miscellaneous verbal abilities R-211, R-212, R~220, R~240, R-250 5Other special aptitudes " R-260, R-270,R-281, R-282,R-290 5Mathematics Test R-311, R-312, R-320, R-333,R-340 5Arithmetic Computation F-h10 1Tests of perceptual speed and accuracy F-420,F-430,F-hho0 3Speed of decision-making (preferences) A-500 1A priori composite scores** C-O01 -- C-005- 5—
TOTAL 52
*Described in Chapter II, Section C**The a priori composite scores that are mentioned in this report are
described in Appendix A, Part 4.
118
Inspection of the norms for these 52 variables not only throws lighton the abilities of 15-year-olds but also, quite incidentally, shows thatthe TALENT battery is useful for this purpose, in that its tests provideadequate "ceiling" and "floor" for the general group, except in the caseof those few tests whose special purposes dictate that the ceiling orfloor should be appropriate for a special subgroup. ‘These exceptions in-clude the Screening scale of the Information Test, Mathematics Part III,and the Aeronautics and Space scale of the Information Test.
The Screening scale has a very low ceiling because of its specialpurposes*, which require that all its items be extremely easy, so thatalmost anyone who is neither mentally retarded nor illiterate would beable to answer all of them correctly. And as is apparent from Table V-5;the Screening scale does meet this standard. ‘The average 15-year-oldhigh school student gets a nearly perfect score while the average scorefor 15-year-olds not in high school is far lower.
Part III of the Mathematics Test was intended primarily for thatsomewhat select group of high school students who take college-preparatorymathematics courses beyond the ninth grade. Because of this special pur-pose the test is useful mostly for this group, and does not have theextremely easy items that would be necessary to differentiate among thatunfortunately large segment of the high school population that lacksinterest, training, and ability in any mathematics beyond the eighth- orninth-grade level.
The Aeronautics and Space scale was one of the scales that was ex-pected to be primarily useful for boys and of only negligible importancefor the vast majority of girls, who could be surmised to have a massivedegree of indifference to the area, and lack of information in it. ‘Thedata turned out just that way. The scale differentiates effectivelyamong boys at all percentile levels and has enough easy items to distin-guish among girls in roughly the top half or two-thirds. (The bottomthird of the girls score at just about the chance level.)
D. Relation Between Grade Placement and Performance on Selected Tests.
In Table V-4, which shows the intercorrelations for a 10 per cent
sample of the combined 15-year-olds (boys and girls, in school and not in
school), the correlations of the various tests with grade placement are
revealing, although because most of the 15-year-old students are in either
Grade 9 or 10, the variance in grade is quite slight. The following are
the variables that have correlations of at least .35 with grade:
English TotalReading Comprehension
Sereening -230( ) (R-230)( ) Literature Information (R-250)(R-133) Health Information (c-001)**1Q Co +
: - * mposite
( information Part I Reed (C-002 )**General Academic CompositeInformation Part II Total (¢_993)x#yerbal Composite
(CcInformation I + II Total ~006)**Scientific Aptitude Composite
*The purposes of the Screening scale are described in Designing the Study
(Flanagan, et al., op. cit.)**These are a priori composites. They are defined in Appendix A, Part 4,
119
The highest correlation, .432, is with the Verbal Composite (C-003).
This is in line with the observation made in Chapter IV, to the effect
that performance in some of the verbal areas (notably Reading Compre-
hension) is closely related to scholastic acceleration and is also re-
lated to scholastic retardation.
‘able V-6 shows means and standard deviations on 18 tests for 15-
year-olds classified by grade and sex. The 18 test variables in these
tables are the same ones that were discussed in Chapter IV. The means
and standard deviations for 15-year-old boys, 15-year-old girls, and
all 15-year-olds, are shown in Table IV-5, which presents data compar-
able to that in Table V-6 except that in Table IV-5 the 15-year-olds
are not classified by grade. Fifteen-year-old students in different
grades are quite different in terms of test performance. In general,
the higher the grade the higher the average test score. The gradient
is especially steep for the Reading Comprehension and Mathematics
Achievement tests.
E. Sex Differences in Patterns of Aptitudes and Abilities
Inspection of the means in Table vV-6 and the percentile norms pre-
sented in Appendix D makes it apparent that the fact that the girls in
a given grade tend to be slightly younger than the boys does not account
for all of the difference. between boys and girls in regard to mean
aptitude level at different grades, although it does probably account
for a small portion of the difference.
The point biserial correlations of the various tests with sex
(positive r indicating high scores for females, negative r indicating
high scores for males) that are shown in Table y-4 for the total group
of 15-year~olds are high and sharply structured. They show essentially
the same pattern that occurs for any mixed group at the high school and
near-high-school levels for these tests. The following correlations,abstracted from Table V-4, are typical:
r with sex
R-110 Aeronautical and Space (Information) - 41R-111 Electricity and Electronics (Information) - 42R-112 Mechanics (Information) ~ 52R-114 Home Economics (Information) 51R-115 Sports (Information) - .37R-104 Colors (Information) 125R-145 Hunting (Information) ~ 42R-146 Fishing (Information) ~ .28R-147 Other Outdoor Activities (Information) -.13R-270 Mechanical Reasoning ~ 40R-602 Social Sensitivity (S.A.I.) 24
120Table V-6 Estimated* Means and Standard Deviations on 18 Selected Project TALENT Tests
For 15~Year-Olds Classified by Grade** and Sex
I
Raw Score Mean* Standard Deviation*
No.of “tr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr. Gr.Test Items Sex 7 8 9 10 LL 2 1 8 9 10 an 12
R-102 Vocab.Info.Part I 21 4,66 6,62 10.75 13.02 14.18 16,2h 2.47 3.41 3.99 3.71 4.08 3.513.90 5.31 9.47 11.51 12.49 12,16 1.64 2.49 3.86 3.94 4,32 4,26
R-105 Soc.Studies Info. 2h 64 7.48 12.51 15.36 17.29 20.23 2.27 4.35 5.51 5.10 5.22 3.40-43h 6.46 10.384 12.88 14.70 14.80 2,42 3.56 4.92 4.86 5.37 5.25
R-1O7 Phy. Sci. Info. 18 3.93 4.85 8.38 9.57 10.81 13.55 1.92 2.82 3.81 3.79 4.40 3.793.15 3.86 6.70 7.13 7.51 6.70 2,06 2.01 3.46 3.50 4.02 4,23
R-108 Biol. Sci. Info. 11 2,62 3.55 5.23 6.71 6.91 7.50 1.78 1.89 2.38 2.29 2.31 1.762.64 2.91 4.39 5.74 5.92 5.41 1.31 1.65 2.18 2.25 2.26 2,63
R-l1l Elec. Info. 20 3.88 4.63 7.87 9.09 9.92 11.59 1.79 2.60 3.94 4,12 4.61 4.622.79 4.09 5.14 5.36 5.27 5.61 1.52 2.03 2.57 2.49 2,60 2.77
R-112 Med. Info. 19 5.08 7.12 10.38 11.93 12,01 12.65 2,56 3.38 3.64 3.27 3.32 3.023.54 5.03 6.65 7.48 7.48 6,18 2,13 2.59 2,81 2.86 2.94 3,23
R-114 Home Ec. Info. 21 4,12 5,28 7.22 8.33 8.71 9,50 2.30 2.53 2.84 2.84 2.86 2,406.15 6,66 10.96 12.32 12.32 10.76 2.81 2.99 3.46 3.25 3.30 3.40
R-115 Sports Info. 14 2,92 4,05 6.72 8.21 8.63 10.15 1.61 2.35 2.98 2.89 3.07 2.562.54 3.23 4.61 5.52 5.34 4.86 1.29 1.88 2.34 2.40 2.48 2,50
59.82 76.33116.90 HO. 36152.92175.86 18.42 28.65 36.28 34.57 39.96 32.5456.62 69.43 104.35 121.29128 87 123.27 19.35 21.35 30.99 31.14 36.39 41.82
50.95 53.71 70.62 79.20 82.92 93.02 12.59 15.79 *** ¥%* 14,82 10,755h.91 57.44 77.36 84.42 87.61 88.33 12.48 15.57 ¥e* #% 12,63 12,26
10.21 13.44 23,34 29.92 33.38 40,86 L.77 7.64 10.82 10.41 10.71 6,1411.68 14.20 24.70 30.40 33.39 31.57 5.23 6.95 10.30 9,82 10.52 11.57
R-190 Info.Part I Total 252
R-230 English Total 113
R-250 Rag. Comprehension 48
R-260 Creativity 20 4,78 4.94 7.40 9.08 10.08 11.36 2.14 2.92 3.77 3.99 4.36 4.693.72 4.33 6.91 8.23 8.75 8.48 1.52 241 3.47 3.63 4.02 4,64
R-270 Mech. Reasoning 20 6.36 7.71 11.16 12.55 12.63 14.20 2.92 3.55 4.08 3.97 4.27 3.90he7h 5.22 7.64 8.58 8,62 8,21 2.27 2.38 3.35 3.49 3.61 4.13
R-282 Vis. in 3 Dimen. 16 6.14 6.14 8.08 9.04 9.26 10.55 3.16 2.78 3.28 3.33 3.30 3.735.39 5.05 742k 7.99 8.00 7.77 2.27 2.19 2.88 3.00 3.13 3.20
R-290 Abstract Reas. 15 4.70 5.11 7.96 9.15 9.68 10.83 3.46 2.99 3.15 2.87 3.02 2.544,72 44g 7.67 8.81 9.25 8.97 2,00 2.47 3.17 2.93 2.97 3.64
R-311 Math I. 16 4,29 4.43 7.10 8.68 9.60 12.09 1.84 2.46 3.36 3.40 3.68 2.763.21 3.99 6.70 7.96 8.61 8.85 1.8L 2.14 3.26 3.38 3.68 3,36
R-312 Math IT ak 5.78 5.53 8,82 11,00 13.22 17.08 2.56 2.44 4,00 4.56 5.81 5.904.78 5.10 8.79 10.23 11.0% 12.27 2.23 2.48 3,81 4.21 5.31 5.97
12,54 3.00 18.60 26.25 29.58 36.89 48,30 35.78 ee ¥** 19.95 13,00F-410 Arith.Computation 7212,05 14 24.99 30.40 31.60 29,21 53.08 32.36 4K ee xe 22,0W
HS8S
7S
FE
PS
FE
PE
SE
PE
PSEYE
PE
PE
PE
PE
PE
Ee
TE
Note:- ‘The numbers of cases on which the means and standard deviations in this table are based areshown in Table V-1.
*These estimates are weighted means and standard deviations based on all 15-year~olds in the
Project TALENT probability sample. Weight D (described in Chapter II, Section C) was used,so that the resultant means and standard deviations are estimates of what they would be for
corresponding segments of the total 15-year-old population.
**The means and standard deviations for 15-year-olds in Grade 6 and below and for those not in
school are omitted from this table because the numbers of cases are too small.
Data not available,
1é1
Several of the Interest Inventory scales have appreciable correlations
with sex. For instance:
r With sex*
R-701 Physical Science Interest - 46R-705 Social Service Interest AhR-708 Sports Interest = 35R-709 Outdoor Recreation Interest ~ 48R-713 Office Work Interest AL.R-714 Mechanical-Technical Interest -.62
The correlation for Mechanical-Technical Interest (r= -.62) is thehighest correlation with sex found in the entire matrix. Among the six
composite scores, only one--the Technical composite (C-005)--correlatedover .20 with sex. Its correlation was -.46, indicating higher scoresfor the boys.
F. Student Background Factors
For 100 items in the Student Information Blank, weighted percentage
distributions of responses by grade and sex for all 15-year-old students
in the Project TALENT probability sample are presented in Appendix D.
Weight D was used, so that the resultant distributions are approxi-
mations of the percentage distributions for corresponding segments of
the national population of 15-year-olds. The 100 SIB items are ones
that were selected because results for them in prior analyses madefurther analysis appear worthwhile.
The Student Information Blank was designed for high school students.
Therefore poor readers, seriously below Grade 9 level in reading compre-
hension, may be giving invalid responses in some cases. Examination of
the patterns of results on the various items, however, indicates that
the proportion of random-appearing responses is fairly small even for
those below Grade 8 or not in school. For example, very few of them
indicated that their fathers were in white collar occupations. Thus,
while the substantial positive correlations of the test scores of the
1l5-year-olds with their grade placement may account for a part of the
correlation between Student Information Blank responses and grade place-
ment, it seems probable that they do not account for all of it.
Much, though not all, of the discussion that follows is based on
the assumption that grade placement of students who are all the same
age (e.g., 15) is correlated to some degree with their scholastic per-formance. The data of Chapter IV support this assumption. It is re-
cognized, of course, that the correlation is far from perfect. The
*Note that the signs of these correlations are the opposite of those
in Table V-4. The signs in Tables \-2 to V-4 are misleading for theInterest Inventory variables because: in the computation of these corre-
lations the Interest Inventory scales were oriented backwards (highscores representing lack of interest).
122
relationship is attenuated by the effects of the "100-per-cent-promotion"
policy that has been in effect in some school systems, "social promotions",
the prevalence of a policy against the acceleration of bright students,
wide differences among schools in type of student body, and consequently
in standards, and other factors which have tended to increase the homo-
geneity in chronological age within a grade, by making the group more
heterogeneous in achievement level. The fact that schools differ widely
in the extent to which these resistances to grade placement strictly on
the basis of achievement prevail serves only to complicate the situation.
But despite this recognized defect of grade placement as an index of
achievement level, and thus, indirectly as an index of scholastic ability
level of 15-year~-olds, there is still sufficient correlation between
achievement level and grade placement that the latter has considerable
utility as an index of the former. This being the case, when the
relation of grade placement to responses to a particular SIB item is
examined, implicit in the discussion that follows is the assumption that
whatever relationship is found is quite likely to be a useful, though
somewhat attenuated, indication of the correlation between the SIB
responses and scholastic achievement level.
1. Reading activities and study habits
There appears to be little relation between number of books reported
to have been read (SIB Item 56) and grade placement of the 15-year-
olds. The girls, particularly those in high school, report reading
more books than do the boys. But the modal response for both boys
and girls is still only one to five books per year. This is true
at all grade levels.
Responses to same of the SIB items on study habits also show a re~
lationship in the expected direction, though a slight one, with
grade placement.
Among these items showing a relationship to grade placement are the
following ones (for which the options range from "Almost always" to
"Almost never"):
66. I have a difficult time expressing myself in written reports,examinations, and assignments.
70. I seem to accomplish very little compared to the amount of
time I spend studying.
77. My teachers have criticized me for turning in a sloppy assign-
ment.
81. I get behind in my school assignments.
82. My grades on written examinations or reports have been lowered
because of careless errors in spelling, grammar, or punctuation.
2. Course grades
The students! reports of their grades (Items 106-113) also show some
relationship.to grade placement, at the high school level (Grades
9-12). The magnitude of the relationship is greater in the academic
123
areas than in vocational courses. However in most areas the re-
lationship between grade placement and self-report of grades re-~
ceived seems to break down below Grade 9. The students in Grade 8
and below report grades that are about as high as those reported
by the Grade 9 students.
Health and related factors
In regard to the student's usual health in the past three years(Item 243), there is a tendency for those in the higher grades toreport better health. They also tend to report slightly less illness
during the previous year (Item 241). Responses to questionson eyesight (Items 248-250) show no relationship to grade placement.However, there may be some sex differences in the responses to these
questions. Wearing glasses at all times (Item 248) is reported by a
few per cent more girls than boys. Wearing glasses for special pur-
poses (Item 250) is reported by far more girls than boys (27 percent and 31 per cent of ninth- and tenth-grade girls respectively,
and only 17 per cent and 18 per cent, respectively of the boys).
Furthermore, fewer boys reported having any trouble seeing at a
distance (Item ekg) than girls. The percentages of Grade 9 and
Grade 10 students reporting this difficulty were 35 per cent and
36 per cent respectively for girls, and only 22 per cent and 23 per
cent for boys.
In response to Item 255 ("Is your speech easily understood?"), thehigher the grade placement the more likely the student is to answer
affirmatively. There seems to be quite a marked relationship (not
necessarily causal) between speech handicaps and academic retar-
dation.
Family and home background
Responses to the SIB items on the value of the home (Items 171-172)do not show much relationship to grade placement, nor do the re-
sponses to items on family income (Items 173-174). About hO per
cent of the students either say that they are unable to estimate
the family income or omit the item. Neither the item on the valueof the home nor the one on family income seems to be particularlyuseful as a socio-economic variable. However, responses to theitem on occupation of the father (Item 206) show a pronounced re-lationship to grade placement, as do the responses to the items on
education of the father (Item 218) and education of the mother(Item 219). It would appear that father's occupation plus mother'seducation would give a very satisfactory.index of socio-economic
status, and that it would not be necessary to use any other itemsto supplement these two for that purpose. Likewise, father's
occupation by itself has been found to be very useful as a socio-
economic indicator. Responses to some of the items on articles
in the home (Items 191, 193) also show a definite relationship
to grade placement.
12hIt appears from the responses to Item 220 that a considerably largerproportion of the 15-year-olds in high school come from homes not
broken by divorce, or by death of a parent, than do those still in
elementary school or those not in school at all.
Number of children in the family (Item 221) is negatively correlated
with grade placement, as is number of people living in the home
(Item 226).
Plans for education
Two items (Items 297 and 304) provide information on whether thestudent expects to graduate from high school. Item 297 asks, "Doyou think you will quit high school before you graduate?" andItem 304, which asks "What is the greatest amount of education youexpect to have...?" has as Option 1, "I don't expect to finish highschool". Responses to both items shov a relationship, in the ex-pected direction, to grade placement. The percentages of students
that expect not to graduate are quite small for the 15-year-olds in
Grade 9 or above, but they take a big jump for the students in
Grade 6 and below. As has been shown in other of the analyses, thereis very little dropout among those who are within the normal two-
year age span for the grade or are younger. Most of the dropouts
are those who are old for their grade. The dropout expectation for
those 15-year-olds who are in Grade 8 or lower is far higher thanfor those who are in high school. As one 15-year-old girl in the
eighth grade wrote in her theme on "What High School Means to Me":"Tt doesn't mean very much because I am afraid I will never get
there."
Responses to Item 301, which is concerned with whether the student
plans to attend college, show a definite relationship to grade place-
ment. This relationship is greatly sharpened by Item 302, which dif-
ferentiates between plans to attend a four-year college and plans to
attend junior college. For four-year college there is a very close
relationship to grade placement, while for junior college the re-
lationship is virtually non-existent for girls and actually negative
for boys, since the proportion of eighth-grade 15-year-olds who say
they are likely to go to junior college is about twice as great as
the proportion in Grade 9 and above.
For Item 303 ("When do you plan to start college?"), choice of
Option 2 ("...right after high school") shows a pronounced positive
correlation with grade placement, both for boys and for girls. The
other options, e.g., Option 1 ("I don't plan to go..."), Option 4
("...after I have worked a few years"), Option 5 ("...my plans are
not definite"), and Option 3 ("...after completing military service")
show a negative relation to grade placement.
Item 304, like the other items on educational plans, shows that the
higher the grade placement of the 15-year-olds the more education they
tend to expect to have. Furthermore, the higher the grade placement
of the 15-year-old, the more willing he is to borrow money to go to
125
college (Item 306). Item 337 asks how much education the parentswant the student to have. Responses to this item correlate fairlywell with grade placement for the boys, but not for the girls. Whenthe distribution of responses to this item is compared with that for
Item 304, which asks the student how much education he expects to
have, it is seen that more students expect to drop out of high school
without graduating than report they have parents who do not care
whether they stay in school or not. Likewise, fewer students expect
to graduate from college than say they have parents who want them to.
But more students plan to get graduate degrees than have parents who
expect them to. Nevertheless, there is some degree of correspondence
between the expectations of the parents and the expectations of the
students.
Occupational plans and related educational plans
Responses to the items on occupational and educational plans (Items
210-212) indicate high relationships in many areas to grade place-
ment. For instance, planning to major in education and planning to
be a teacher are positively correlated with grade placement for
girls but not for boys. Apparently, teaching tends to attract the
brighter girls but just average boys. Furthermore, far fewer boysthan girls express an interest in this area. The boys above modal
grade for age tend mostly to plan to go into engineering, physicalscience, medicine, and law (Item 211). Engineering, unlike theother professions, is a popular goal among 15-year-old boys at all
grade levels.
Responses to the item on type of college the student plans to attend(Item 237) show considerable relationship to grade placement. Aswould be expected, choice of Option 1, "I do not expect to go tocollege", is negatively related to grade placement, as is choice ofOption 9, "I have no plans regarding the type of college I willattend". The attractiveness of teachers colleges to boys isnegatively related to their grade placement, but it is positively
related to the grade placement of girls. This is in line with the
previously mentioned findings about the attractiveness of teachingas'a profession to the brighter girls and its lack of attractiveness
to the brighter boys. Boys in Grades 9 and 10 heavily preferengineering college to liberal arts college, whereas almost as many
of the Grade 11 15-year~olds lean towards liberal arts college as
towards engineering college, and those in Grade le heavily preferliberal arts college to engineering college. The same pattern is
true regarding university versus a liberal arts college. The type
of college most favored by boys in Grades 9 and 10 is engineering
college. "University" is the choice favored (by a small margin)by those in Grade 11, and liberal arts college is overwhelminglythe most popular choice for those in Grade le.
Among the girls, the most popular responses for the 15-year-olds
in Grade 9 are "some other type of college" or "no plans regardingtype"; for those in Grade 10, "some other type of college"; for
126
Grade 11, "university"; and for Grade 12, the modal response of thegirls, like that of the boys, is "liberal arts college".
Agricultural college and colleges specializing in fine arts or music
show negative relationships with grade placement. It is the liberal
arts college that has the most positive pronounced relationship for
the boys. Choice of engineering college also positively correlatedwith grade placement, but the relationship is far less pronounced.
If Options 4, 5, and 7 (engineering college, liberal arts college,
and university) are combined, the gradient representing the re-
lationship with grade placement is very steep indeed. For boys it
ranges from 26.3 per cent in the eighth grade to 71.5 per cent in
the twelfth grade. For girls it is slightly less pronounced, since
engineering school draws fewer girls.
Plans for military service
Item 232 asks the boys what they expect to do about military service,
and then gives a choice of 12 options. Three-fourths of the 15-year-
old boys indicate they have made up their minds on this question.
Of this group, boys in the two modal grades favor enlisting rightafter high school, with a greater tendency towards this choice among
the ninth-graders than the tenth-graders. A little over ten per cent
of them say that they would work for a commission through a college
program. The next largest group favors enlisting right after college.
Students in the higher grades seem almost as likely to say they planto enlist as those in lower grades. The chief differences are that a
greater proportion in the higher grades than in the lower grades plan
to enlist later, after college. It is interesting to note that theexperience of the armed forces has been that these students rarelyenlist after college, but instead are either voluntarily inducted -when drafting is imminent, or are drafted. Presumably, those boysin the sixth, seventh, and eighth grades who answered this question
with "Never serve because I am a girl" did not understand thequestion, or did not read beyond the first two words.
Item 235 asks "In which branch of the service do you expect toserve?" There is a slight tendency for the Army to be more popularwith 15-year-olds in the higher grades than with those in lower
grades. For the Marine Corps, the trend is reversed. For the Air
Force and Navy, the relationship with grade placement is less clear.At all high school grade levels (Grades 9-12),however, Army, Navy,and Air Force all seem to outstrip the Marine Corps in popularity
among 15-year-olds. Items 342-346 use a different approach indetermining the relative popularity of the various branches of the
armed forces. On the basis of the resultant means, the Air Force
appears to be most popular, although its margin over the Navy is
not large.
The girls' choices for Item 235, outside the two "I do not expect
to serve..." options, do not exceed 15 per cent, except below theninth grade. The most popular choice among the 15-year-old high school
girls is the Navy, by a rather slight margin over the Air Force.
127
As far as motivation of the boys for a permanent military career isconcerned, it appears to be negatively related to grade placement.
This is indicated by the responses to Items 339 and 340. The modalresponse of the boys to Item 339 at all high school grade levels
(Grades 9-12) was "Dislike very much", and the higher the gradeplacement the larger the percentage making this choice.
Other plans and expectations: marital, financial, etc.
Responses to Item 238 indicate, not too surprisingly, that the boys
expect to marry at a later age than do the girls. The number of
children expected (Item 362) does not bear much relationship tograde placement, but the girls apparently expect more children, onthe average, than the boys do.
SIB Item 239 asks boys and girls how much money per year they wouldexpect to be earning 20 years after graduating from high school.
Responses to this question involving expected earnings are affected
by most high school students’ lack of actual experience withsalaries. The same factors that cause lack of ability to estimatefamily income (Item 173) also result in some unrealistic responsehere. The lack of familiarity with income is reflected in the
numbers of omits on Items 239 and 240, which run from 23 per centand 22 per cent for ninth-grade boys and girls respectively, to
12 per cent and 22 per cent for leth grade boys and girls re-
spectively. However, the boyst means on Item 239 (expected earnings)
do seem to have a slight positive correlation with grade placement.
The relationship is most noticeable in the case of Option 11
("$25,000 or more") and Option 1 ("$2,500 or less"). Choice ofOption 11 is positively related to grade placement in the case of
boys, apart from the fact that it is the very unrealistic modal
response of the small group of boys in Grade 6 and below. Choice
of Option 1 is negatively related to grade placement, in the case
of the boys. For the girls, the picture is somewhat less clear cut,
because of the substantial proportion of girls at all grade levels
who expect to be housewives and, therefore choose Option 1
("$2,500 or less").
The same observations apply to Item 240, "/what/ is the least amountof earnings that would satisfy you...?" as far as the unrealistic-ness of estimates of income is concerned. Both boys and girls in
high school give a lower estimate for amount of earnings that would
be satisfactory than for expected earnings.
Both boys and girls set their sights lower than their expectations.
The level of financial success they say they hope to achieve(Item 363) is not as high as that they expect to achieve (Item 364).Both boys and girls regard it as important for the head of a family
to have life insurance (Item 365). The degree of importanceattached to it is correlated with grade placement, especially in
the case of the boys. Also correlated with grade placement are theamounts that the boys expect to invest in life insurance (Item 366)
128
and in savings accounts (Item 367). Plans for investing in stocksand bonds (Item 368) show no gradient with grade placement, and forreal estate investments other than one's own home (Item 369), thecorrelation with grade placement appears to be negative. This is
probably an artifact, however, due to the fact that the boys in the
higher grades plan to put a smaller percentage of their savings in
real estate than in certain other forms of investment, whereas theboys at the lower grade levels may be less capable of these niceties ofdistinction, and therefore tend to mark roughly the same option
(e.g., "up to an amount equal to three months! salary") for allitems in this series (Items 367-369).
Students in the higher grades expect that the ratio of their cash
purchases to their credit purchases will be higher than do students
in the lower grades (Item 370). This is particularly true in thecase of the boys. Boys at the higher grade levels also report
saving slightly more of their income than do boys at the lower
grade levels (Item 371). No such gradient is apparent for the girls.Neither the boys nor the girls appear to expect to change their
present practices on savings during the first five years after they
start to earn a living (Item 372). For both boys and girls, the
typical response to both Item 371 (amount being saved) and Item 372
(expected policy on savings) appears to be about halfway between
"I [expect to/ save a definite amount and spend whatever remains",and "T [expect to/ save whatever remains after I have bought mostof the things I want".
In regard to the purposes of saving currently (Item 373) and aftercompleting their education (Item 374), current savings are reported
to be mostly for college or a car in the case of the boys, and forcollege in the case of the girls, while future savings are expected
to be mostly for marriage and family, in the case of both boys and
girls.
Attitudes and values
Items 350-361 seek to find out what job features are regarded as
most important. Thus the responses throw some light on the students!
attitudes and values. Most of the job features that are investigated
in these items (e.g., good pay, job security, work that seems impor-
tant, interesting work, freedom to make one's own decisions, oppor~
tunity for advancement, congenial co-workers, good supervisor) turn
out to be regarded as of considerable importance, e.g., somewherebetween Option 3 ("Important") and Option 2 ("Very Important").Not too surprisingly, major differences are apparent between the
boys! attitudes and the girls' in regard to the relative importance
of various desirable features. These differences are undoubtedly
due, at least partly, to the fact that many girls regard a job notas a career or as a necessity, but rather as a fill-in before mar-
riage; as a way of supplementing a husband's income after marriage,
in order to raise the standard of living; or as a way of passing
time more enjoyably and profitably than in housework. Girls seem
129
to place a somewhat higher value on congenial co-workers (Item 355)
than boys do, although the evidence is not clear on this point, since
Item 360, which also deals with co-workers shows no marked difference
between the attitudes of boys and girls in this respect. Size of pay
check (Items 350, 356) seems slightly more important to the boys than
to the girls, and job security (Item 351) seems markedly more impor-
tant, when just those students in Grade 10 and above are considered.
The girls, like the boys, place considerable value on work that seems
important (Items 352, 358). The value placed on the following job
features shows a much closer relationship with grade placement in
the case of the boys, than in the case of the girls:
Interesting work (Item 357)Job security (Item 351)
Freedom to make decisions (Item 353)Work that seems important (Item 352)Opportunity for advancement (Item 354)
For girls, as for boys, the value placed on work that seems impor-
tant (Item 352) is positively correlated with grade placement, thoughto a lesser degree.
G. Summary and Conclusions
Relation of grade placement of 15-year-olds to their scholastic
achievement level .
Among the total group of 15-year-olds in the United States, scores
on almost every test in the TALENT battery show a clear and sharp
gradient with respect to grade placement. This gradient, which
starts with the Grade 12 students at the top, and runs downward to
those in Grade 6 and below, and to the 15-year-olds not in school
at all, is particularly pronounced in the case of reading level,
mathematics achievement, and achievement in other academic areas.
Thus, in the case of students who are all the same age (e.g., 15),
grade placement has considerable-utility as an indirect index of
scholastic achievement level. This relationship between grade
placement and scholastic achievement has somehow managed to survive
despite the attenuating effects of all the policies designed to make
the grade groups very homogeneous with respect to age that have been
imposed in many schools--e.g., 100 per cent promotion, social pro-
motion, no acceleration--and despite the wide differences among
schools in type of student body and consequently in standards. All
these factors have operated in the direction of making the students
in a grade more heterogeneous in scholastic achievement and thus
have definitely reduced the relationship of grade placement to
achievement level--but the relationship still exists, and is still
sizable.
130
In order to utilize grade placement effectively as an index of scho-
lastic achievement, the student's grade placement must be considered
in relation to his age. Reference back to the data of Chapter IV
makes this apparent; performance of the 14-year-old ninth-grader in
most scholastic areas is vastly better than the performance of the
16-year-old ninth-grader.
Eighth-grade 15-year-olds versus ninth-grade 15-year-olds
There is a particularly large difference (in test scores and other
factors) between the 15-year-olds still in Grade 8 and those in
Grade 9. This is probably because nearly all those in Grade 8 have
failed one year or more, while those in Grade 9 are for the most
part late starters in the first grade, who have never failed a
grade.
Background factors related to scholastic achievement level
The following are among the many factors that have been found to
have a substantial relationship to the grade placement of the 15-
year-old, and thus are tentatively inferred to have a relation to
his scholastic achievement level.
a. Father's occupation, father’s education, and mother's
education.
b. Plans to complete high school. However the relationship
is noticeable primarily at the ninth-grade and below.
(Hardly any of the 15-year-olds in Grade 10 or above
indicate they expect to become dropouts. )
c. Plans to go to a four-year college (rather tnan a junior
college); plans to get graduate degrees; plans to start
college right after high school (rather than postponing
it to work for a while or to complete military service);
plans to go to a liberal arts college, as opposed to an
engineering college. (On this type-of-college-planned
scale, which is related to grade placement of 15-year-
olds, "university" is about midway between liberal arts
college and engineering college. )
d. Plans to prepare for and enter any of the following
occupational fields: physical science, medicine, law,
engineering. Plans to become a teacher ere positively
correlated with grade placement among 15-year-old girls,
but the correlation is negative for boys.
e. Plans for military service. (Boys at the higher grade
levels express a preference for postponing completion of
their military obligation until they have graduated from
college; boys at the ninth-grade level are more likely to
plan to enlist right after high school.) Interest in a
permanent military career is negatively related to grade
placement.
131
f. Economic plans and expectations: willingness to save
money; expected ratio of cash purchases to credit pur-
chases; degree of importance attached to having life
insurance; expected income; proportion of income expected
to be saved (and particularly the proportion to be put
into life insurance or a savings account). It should be
noted that the relationship of practically all of the
above factors to grade placement occurs primarily for the
boys; for the girls the relationships are non-~existent,
or at best very slight.
g. Value the student places on the following job character-
istics: job security, opportunity for advancement, free-
dom to make decisions, interesting work, work that seems
important. For most of these factors, like those discussed
under the heading "economic plans and expectations", thereis a much closer relationship to grade placement for the
boys than for the girls. In fact hardly any of these
factors except value attached to "work that seems impor-
tant" has more than a negligible relationship to gradeplacement for the girls.
Sex differences in test scores
Normative data obtained in the present study has tended to confirm,
and has also augmented, the findings of previous research in regard
to differential aptitude and achievement patterns of boys and girls.
Of particular noteworthiness is the fact that very pronounced differ-
ences are found between boys' means and girls' means in many areas
of information; the boys are better informed in some areas and the,
girls in others. Not only are many of the differences quite large,
but, being based on large and carefully established samples, they are
also very stable, and indicative of real population differences. It
seems clear that these differences in information profile reflect
differing interest patterns. Evidence to this effect is provided
by the fact that differences in information scores are accompanied
by corresponding differences in scores on the Interest Inventory scales.
Boys score considerably higher than girls, on the average, in techni-
cal information (information about aeronautics and space, electricity
and electronics, mechanics, and engineering), in scientific informa-tion, and in the vocabulary of mathematics. They also score much
higher than girls in information about sports and various outdoor
activities (hunting and fishing in particular). Moreover boys appear
to know a little more about social studies, law, and things military.
Girls, of course, know more about home economics. They also appar-
ently have more information about music and art (particularly the
former), theater and ballet, and names of colors. They know moreabout clerical practices, a fact which is entirely compatible with
13 nyc
Work Interest
the fact that that
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on the Creativit
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score somewhat“higher then a
y Test, Mechanical Reasoning, V
sualization in Three Dimension:ra
Girls, on the other hand, score higher than boys in English, reading
comprehension, and most of the other strictiy verbal skiils. They
also do better on rote memorization tests (Memory for Words and Mem-
ory for Sentences) and on-the various tests of speed and accuracy
(for instance, Arithmetic Canputation, Clerical Checking, Table Read-
ing, and Object Inspection).
Of particular interest is the fact that boys and girls turn out to
be about equal in the Abstract Reasoning Test. This serves to con-
firm the utility of that test as a control variable, a purpose for
which it is being used quite extensively in Project TALENT data anal-
yses.
2.
Chapter VI. SUMMARY AND CONCLUSIONS
A. Summary of Procedure
Sample selection and data coilection
A probability sample of all 15-year-olds in the United States was
established. This sample consisted of roughly four and one-half
per cent of all 15-year-olds in Grades 9-le and slightly less thanone-half of one per cent of all other 15-year-olds. The Grade 9-12segment of the sample was tested as part of the regular Project
TALENT testing. A concerted effort was made to locate ail members
of the other segment, test them if possible, and if they were not in
school, to find out at what point in their school careers they had
dropped out, and why. A special questionnaire, the "Student Infor-mation Blank Supplement" (SIB Supplement), was used to elicit thisinformation and other salient facts about the dropouts.
Analysis of data
Appropriate analyses (summarized briefly below) were carried out for
the following groups:
@. The sample of 15-year-olds as a whole. Most of the analyses
in this category were done for 15-year-olds classified by
grade and sex, as well as for the total group.
b. The 15-year-olds not attending school.
e. The regular Project TALENT sample. For most of these analyses
the students were classified by age, grade, and sex.
In brief, the data analyses were as follows:
a. For the sample of 15-year~olds.
1) Percentile norms were established for 15-year-old boys,15-year-old girls, and the total 15-year-old population,for 520 test score variables.
2} Corresponding means and standard deviations were obtainedfor the same 52 variables and also for 22 additional vari-ables.
134
Data
As &
data
3) Intercorrelations based on a ten per cent subsample wereobtained among 111 score variables, for 15-year~old boys in
high school (Grades 9-12), for 15-year-old boys not in high
school, and for 15-year-old boys in general; also for thecorresponding three categories of 15-year-old girls; also
for 15-year-old boys and girls combined.
4) Distributions of responses to 100 SIB items and scores on18 test variables were obtained, jointly by grade and sex
(with the dropout group arbitrarily treated as a "grade").Along with the distributions, means and standard deviationswere also obtained.
For the 15-year-olds not attending school.
1) An effort was made to determine whether very many 15-year-
olds have dropped out of school, and how many of them might
have been able to graduate from high school had they not
dropped out.
2) Special analyses of the responses to the SIB Supplements
were carried out.
3) An analysis was made, in terms of public secondary school
taxonomy groups, of school districts in which the 15-year-
old dropouts resided. For purposes of comparison, a similar
analysis was also carried out for the 15-year-olds in ele-
mentary school (Grade 8 and below), and for Grade 10 students
(whatever age).
For the regular Project TALENT sample.
In addition to analysis of the data for the sample of 15-year-
olds, special analyses were made of the regular Project TALENT
sample (Grades 9-12, all ages), in order to provide a background
of facts against which the data for the 15-year-olds could be
interpreted. These special analyses consisted primarily of age-
grade-sex distributions, determination of means and standard
deviations of test scores within grade categories and age-grade
categories (separately for boys and girls), and intercor-
relations by grade and sex.
available for future analysis
result of this study of 15-year-olds, the regular Project TALENT
have been augmented by the following important sets of data:
Project TALENT data on the entire eighth grade in certain schools
which were in the special sample and accepted the option of
testing all eighth-grade students along with the 15-year-olds,
instead of just testing the l5-year-olds.
135
b. Project TALENT data on a sizable probability sample of l5-year-olds in elementary school.
c. SIB Supplements on a comparatively small but informative groupof l5-year-olds not attending school. Information acquired byinterview has been incorporated in these documents. Test
scores are also available for a few of these boys and girls butproved not to be obtainable for most of them.
All of these data have been added to the Project TALENT master tape,and thus will be available for use in any special analyses carriedout in the future in which such inclusion would be appropriate.
B. Results and Conclusions
Success of the data collection phase
The 15-year-olds in Grades 9-12 who were included in this study werean integral part of the regular Project TALENT sample. As such, thereseems to be no reason to doubt that they provide accurate informationabout that segment of the 15-year-old population that they are as-sumed to represent, since the sample selected was an extremely largeone, carefully established on probability principles, and accuratelyweighted in accordance with these principles, and since the acceptancerate among the schools invited to participate was phenomenally high(about 93 per cent), with no evidence that the remaining seven percent were systematically biased in any important way (other than theadministrative considerations which in most cases underlay their de-clination of the invitation).
True, most of the analyses were based on complete fully processedcases only (in other words, the cases tabulated in Table V-1), butthis is the same procedure that has been followed thus far in mostof the Project TALENT analyses, and careful scrutiny of the data hasyielded no reason to suspect that these fully processed complete casesare systematically different in any important way from the other casesin the sample.
In the case of the 15-year-olds in Grade 8 and below, our informationon the proportion of the ones who should have been in our sample thatwere actually located and tested is considerably less clear cut. Weknow we do not have all of them, of course, but it does seem likelythat we have a very substantial proportion of them, particularly at theGrade 8 level. This inference is based in part on the 1960 censusdata. The same data suggest that we may have a somewhat smallerproportion of the cases at the Grade 7 level. Here, too, most ofthe data analyses were of necessity limited to the complete fullyprocessed cases. Under the circumstances, it is difficult to knowjust how representative the cases for which scores are available are,but it seems likely that the results are reasonably sound. The very
136low scores typicaily obtained by these elementary school students
are certainly compatible with expectation, in view of the fact thatmost of these boys and girls are at least two years behind the
normal grade for their age.
As for the 15-year-olds who are not attending any school, whatever
independent evidence we know about (e.g., census data, compulsory
education laws, etc.) suggests that there are very few of them andthat most of the few there are, are concentrated in a few "pockets".We found (or identified) some of them--certainly not all of them,and probably not as big a percentage of them as was found for the
15-year-old eighth graders, but still an appreciable number. Ap-
proximately 40 per cent of those located were interviewed and SIB
Supplements were filled out for them. Most of them were apparently
unable to take the tests.
Suitability of Project TALENT Battery below the high school level
The Project TALENT Battery is apparently reasonably appropriate for
Grade 8 students, and possible even for most Grade 7 students,although not designed for these levels. But it is clearly far too
difficult to be handled successfully by most of the boys and girls
who have dropped out of school by age 15. (Some evidence on these
points is mentioned in Paragraphs and 5 below.)
Sex differences in test scores
Many researchers have studied differences between boys and girls of
high school age in aptitude and achievement levels, but these studies
have usually compared boys and girls in the same grade. The present
study has provided one of the first large-scale sets of data suitable
for a comparison of boys and girls of the same age. Of course, there
is bound to be a tremendous degree of similarity in results between
studies based on age-matching and studies based on grade-matching,
because of the fact that most boys and girls in high school have
never been either accelerated or retarded during their school
careers, so that to a considerable extent the same boys would be
compared with the same girls regardless of the basis of matching.
Nevertheless, it is of interest to note that the results for the 15-
year-olds are essentially quite similar to results for grade groups
falling, in general, somewhere between Grade 9 norms and Grade 10
norms. ‘The patterns of sex differences in mean scores are quite
similar to those usually obtained-when grade groups are compared.
Boys turn out to be slightly better in mathematics and considerably
better in technical areas. Girls are better in English and in
various linguistic and verbal skills; also in perceptual speed and
accuracy.
Boys in a given grade are a little older, on the average, than the
girls. Therefore, a small part of the advantage boys gain on tests
137in certain non-curriculumlinked areas (e.g., Sports Information,Mechanical Reasoning, Creativity) when grade groups are comparedvanishes when age groups are compared because the boys no longerhave the benefit of the very slightly greater maturation with whichtheir added months of age endow them.
The 15-year-old dropout
Outside of a very few localities, there are hardly any 15-year-oldswho are not enrolled in school. The localities where there are sub-stantial numbers of 15-year-olds who do not attend school seemprimarily to be areas with appreciable numbers of such disadvantagedgroups as Negroes, Latin-Americans, and Indians.
Most of the l5-year-olds not in school who were located could not betested, although many of them were interviewed and provided theinformation called for by the SIB Supplement.
Those that were not tested were either unable to take the tests(presumably because of inadequate reading and writing skills, thoughthe demands many of the TALENT Battery tests make in these areasare minimal) or unwilling to try. And hardly any of the few who weretested were able to perform at much better than the chance level onthe tests. of 2k boys and girls who took the Reading Comprehensiontest, only two scored above a ninth-grade percentile of 12, and themedian was a ninth-grade percentile of 6. Although actual scoresare available for so few of the dropouts, the inability of so manyof these boys and girls to take the tests speaks for itself, to someextent. It seems not at all unreasonable to infer, at least tenta-tively, that almost all of these dropouts are very poor readers.
At_least half of these boys and girls, and probably even a largerproportion, do not complete Grade 8, and well under a fifth of themreport having completed as much as one year of high school. Further-more despite the enforcement in many schools in recent years of a
policy which, if not exactly "100 per cent promotion", is somethingquite close to it, well over half of the 15-year-olds who dropped
out were below the normal grade for their age when they did so.
Some of them were several years behind their age group.
This scholastic retardation, considered in conjunction with theapparent inability of almost all of these boys and girls to cope
with the TALENT Battery or to fill out the Student Information Blank--tasks that most ninth graders cope with successfully--strongly sug-
gests that most of the 15-year-old dropouts stand very low in the
distribution of scholastic aptitude, and are at a very low level ofachievement in areas requiring information, reading ability, reasoning,
or other components of scholastic ability.
138
The 15-year-old still in elementary school
Relatively few boys and girls who have reached their fifteenth birth-day by March 1 have not reached Grade 9 by then.
In general the 15-year-olds who have not reached Grade 9 are very poorreaders and are seriously retarded in educational achievement. This
is not surprising since those that manage to finish at least eight
grades will require, at the very minimum, nine years to do so, and
in most cases ten years, or maybe even more. And some will neveroo Grade 8. They will drop out of school as soon as they reach
16.
Nevertheless many of them are able, in general, to perform at betterthan chance level on some of the tests, and a few of them get quite
good scores.
The age-grade distribution and its bearing on the dropout situation
At every grade level there are two age groups that account for most
of the students; for instance ages 14 and 15 account for most of the
Grade 9 students; ages 15 and 16 for Grade 10; ages 16 and 17 for
Grade 11; ages 17 and 18 for Grade 12. (This is true for both boys
and girls, although the girls in a given grade are a bit younger on
the average than the boys.) These age groups should include, among
others, all of the students who started Grade 1 at the normal age and
have made normal progress in school. For these normally progressing
boys and girls, the ratio of the younger of the two age groups in
the grade to the older should be approximately two-to-one. The
Project TALENT age-grade data suggest quite strongly that accelerated
students are more likely to graduate from high school than students
who started Grade 1 at the normal age and have made normal progress;
and that the normally progressing students are less likely to become
dropouts than students who have had to repeat a grade. The latter in
turn are less likely to drop out than students who have failed several
grades, who, the evidence indicates, are quite unlikely to graduate.
Furthermore, there is some evidence that even within the two-year
span of ages that encompasses all normally progressing students,
students in the older of the two age groups are considerably more
likely to become dropouts than are those in the younger group, almost
all of whom will graduate. The excessive dropout among students at
the upper end of the normal age range undoubtedly is due in part to the
fact that the older group would include some boys and girls who have
had to repeat a grade, while the younger group might include a few who
have gained a grade (either through early admission into Grade 1 or
through acceleration).
But acceleration, early admission, and retardation do not seem to be
the whole answer. Apparently, the phenomenon of greater dropout among
139
the older students applies even within the group that has been making
normal progress right along. While we do not know the reason, some
very preliminary exploratory data analysis seems to support an ex-
planatory hypothesis, which was discussed briefly in Chapter IV,
Section F-1l and is broached again in Section 7 below. The results
of the exploratory data analysis themselves will not be presented
here, because they are too rough and preliminary in nature, and
because they are tangential to the purposes of the present study.
But the resultant tentative hypothesis is being mentioned, neverthe-less, mainly because it concerns an important problem--and therefore
may be worth future research , that would either confirm or disproveit. The problem of the slightly over-age student who drops out of
high school derives its importance in part from the fact that these
are the dropouts who have the greatest potential, and therefore the
ones who have the most to lose by dropping out, and in part from the
fact that the dropouts in this category are so numerous. While boys
and girls in this category (very slightly over~age, or towards the
top of the normal age range) are not nearly so likely to drop out as
the boy or girl who is several years retarded, the former category,
because it contains far more students to start with, contributes a
vastly greater proportion of the high school dropouts than does the
latter group.
A hypothesis concerning high school dropouts who are capable of
graduating
Analysis of the Project TALENT data suggests that within the l2-
month span of ages that constitutes the normal age range for the
students in a given grade in a given locality, there may be a
definite gradient of likelihood of graduation, with those at the
younger end of span being considerably more likely to graduate than
those at the older end. Many of the boys and girls who have made
normal progress through school but are near the older end of the
age span of approximately 12 months into which normally-progressing
students fall are apparently under considerable temptation to drop
out when they get to be 17 or 18 years old. One contributing factor
is the fact that at age 17the youngster becomes eligible to enlist
in the Armed Forces. Also many more job opportunities open
up after 18. A sizable proportion of the girls who are not planning
to go to college drop out to get married. Students who are a year
or two older than many of their classmates require an unusual amount
of motivation to stay on in high school after friends graduate who
may be only a month or two older but are a year ahead of them in
school.
Most of this discussion about motivating factors is just inference,
of course, (or perhaps "educated guess" would be a more preciseterm) but the extremely sharp drop in numbers of high school students
from age 17 to 18 to 19 is a fact. Evidence to this effect is pro-
vided not only by the Project TALENT data but also by data aboutschool enrollments from the 1960 census. It is a fact that relatively
1ho
few students stay in high school past the age of 18 and it is a factthat much of the dropout occurs after Grade 11. All these facts seem
compatible with the hypothesis suggested above that with the admini-
strative policies currently prevalent in the schools, month of birth
is a non-negligible factor in determining likelihood of graduation.
Insofar as this hypothesis is valid, it probably even extends to the
students who lose a year somewhere along the line, instead of making
normal progress all the way. Consider, for instance, two hypothetical
students, Fred and Joe. Fred, having been born in October, was per-
mitted to start Grade 1 one month before his sixth birthday. Joe,
on the other hand, having been born in November, just one month later
than Fred, had to wait one full year longer, until he was nearly
seven, to start Grade 1. Let us assume that both Fred and Joe have
to repeat the eighth grade, and that both of them then go on to high
school. When Fred starts Grade 12 he will be nearly 18, just about
the same age as some of his classmates who have never had to repeat
a grade. Fred is far from a brilliant student (otherwise he would
probably not have had to repeat a grade), but he plugs along doggedly,
and graduates in June, at the age of 18 years and eight months. Joe,
likewise, is not an especially good student, but he is at least as
capable as Fred. However Joe, unlike Fred, is only ready to start
Grade 11 when he is nearly 18. Most of his classmates are not even
17 yet; some of them, not markedly better students than he, have not
even reached their sixteenth birthdays. Joe realizes he will be an
old man of nineteen-and-a-half when he graduates. He gets disgusted,
and after a few months in Grade 11 he drops out of school and enlists.
Joe could have graduated from high school. He had the necessary
ability; we know that, because we have hypothesized that he was as
capable as Fred, who did graduate. This little tale about Fred and
Joe illustrates our hypothesis about the effect of month of birth.
The student who is close to his seventh birthday when he starts
Grade 1 enters with a built-in disadvantage that decreases the pro-
bability of his graduation from high school. A corollary is that
if by chance or otherwise he loses another year chronologically
somewhere along the line (as Joe did), the odds against his gradu-
ating become very large. Applying our hypothesis to our sample of
15-year-olds, we would conclude that the boy born in September or
October 1944 is somewhat more likely to graduate from high school
than the boy born in November or December 1944. Time will tell
whether this supposition is correct. Or, to put it a little more
precisely, time and our follow-up of the Project TALENT students
who were in Grades 9 and 10 when tested will tell.
The dropout: recapitulation and possible partial solutions
A great deal of confusion about "dropouts" has occurred because the.
term covers such a wide range, including both seriously educationally
retarded students who leave school at age 16 or earlier without ever
having reached senior high school, and the "near misses" who stay in
141
school until they reach an age when many boys and girls are graduatingfrom high school--about 17 or 18--but do not themselves graduate.
Generalizing about "the dropout” without making this distinction hasled to confusion. The non-entrants into high school and the highschool dropouts must be considered separately. It is being widelyquoted that "/O per cent of the dropouts have normal or above-normalintelligence". Project TALENT results have shown that boys and girlsare about equally likely to drop out of school, and that most non-graduates leave school at age 17 or 18 and finish at least the tenth
grade; a large proportion of them finish the eleventh grade. Mostsuch students have enough aptitude that they could finish high schoolif they remained a year or two longer. However the most that can beexpected from many of them is that they will stay in school as long
as the average graduate, or at the very most until about age 18.
The situation is aggravated by the fact that school systems with
midyear entering classes and midyear promotions are rare. This
means that boys and girls whose sixth birthdays fall just after thecut-off date for admission to the first grade have to wait a whole
year instead of just half a year. It means, furthermore, that if achild has to repeat a class he loses a whole year instead of halfa year. Possibly, then, same reduction in the number of high schooldropouts could be achieved if schools that are large enough to makesuch an action economically feasible resumed the once popular practiceof having midyear entry and midyear promotion.
Another approach that might be helpful, whether the school system has
midyear entry or not, would be to attack the problem of the "nearmisses" from the other end, by enabling them to obtain high schooldiplomas without staying in school much past their eighteenth birth-day. Of course it is possible to do this now, but more explicitprograms, designed especially for those who are a little older thanmost of their classmates and yet seem to have the ability to finisha high school course of study by the normal age of 17 or 18 ifallowed to make up for lost time, might have an important impact-in
lessening the.amount of non-graduation of these "near misses".
Approaches that might be incorporated into these "extra-effort"programs might include special remedial instruction (perhaps of a
programmed nature) to supplement normal instruction, and special
scheduling. For example, if a student of at least average ability
is close to seven years old when he starts the first grade, it mightbe entirely possible during the next 12 years to schedule his grade
progression in such a way that he has a chance to graduate at age
17 like the luckier boy who was six when he started. The same
thing might be done for those who lose a year somewhere along theway but seem to have sufficient ability that they would profit fromthe special scheduling.
A concerted effort to keep in touch with the "near miss" youngsterswho, despite ell efforts to keep them from doing so, leave school
142
at age 17 or 18, after having reached Grade 11 or 12, and to encourage
them to finish the work for a high school diploma, through corres-
pondence courses, night school, or other special programs, might also
prove worthwhile.
Furthermore, these special approaches might even help some of those
who are more than just one year behind their age group in grade
placement, since this group of youngsters who have had to repeat
a couple of grades, and thus may be regarded as being chronologically
retarded to a serious extent, may include some boys and girls who do
have the ability to reach the minimum 12th-grade-performance level if
they are given a special schedule and extra help, practice, and re-
medial instruction. Even among the 15-year-old group in Grade 8,
perhaps as many as ten per cent might be salvageable in such a way.
It is recognized, of course, that many chronologically retarded
youngsters are so educationally retarded because of unfortunate en-
vironment and other factors that they would probably not be able to
be brought up to the l2th-grade-performance level that would justify
a high school diploma. Most of those dropping out of school earlier
than age 17 are very seriously retarded in basic skills and educational
achievement.
The ones who drop out before high school are typically 16 years old
and in the eighth grade, where the modal age is 13; their basic
skill and achievement level is seriously below the Grade 8 level.
There appears to be hardly any dropout at the elementary school level
among those who enter school at age six, can read at their grade level,
and appear to have the potential to graduate at age 17.
Perhaps the greatest impact on the early dropout problem might be an
all-out effort to improve the reading skills and other basic educa-
tional skills (the "three R's", in other words) of the weaker students
in the elementary grades.
Age, grade, and ability
It has frequently been pointed out in the past that the variability
of students within a grade, not only in aptitudes but in scholastic
achievement, is far greater than the variability among grade means.
The present study has confirmed this, showing that many students score
much higher than the average student several grades above them. The
study has also shown that the variability within an age group is
enormous, in comparison with the variability among group means.
The means for 15~year-olds fall somewhere between the Grade 9 means
and the Grade 10 means. 0m most tests the 15-year-old population is
neither markedly more variable nor markedly less variable than the
Grade 9 population or the Grade 10 population.nm.This is not at all
surprising, of course, since grade and’ age are quite closely linked
143
in most schools-~a situation brought about by the fairly widespreadadministrative policy of lockstepping students in a one~grade-per-year progression, with relatively little retardation and even lessacceleration or early admission to Grade l.
Nevertheless these factors (acceleration, retardation, etc.) dooperate to some limited extent, sufficient to eliminate the perfectcorrespondence between grade and age. The outcome is a very closeinverse relationship between age and performance on some tests,within a single grade group, accompanied by an even more pronounceddirect relationship between grade placement and test performancewithin a single age group (e.g., 15).
But it is advisable to avoid falling into the trap of mistaking themean for the individual. If we know a student's age and what gradehe is in we may have a fairly good idea as to whether he will dowell or poorly on certain aptitude and achievement tests, but we
won't know how well, or how poorly, since even within groups thatare. homogeneous with respect to both grade and age there may stillbe tremendous variability in test scores.
C. FinalWordOne of the most important outcomes has been the development of national
norms on a very wide variety of aptitude and achievement variables, on the
basis of an extremely large sample (close to 75,000 boys and girls), re-presenting a complete age group. Since the particular age group on which
the study was based was age 15, some of our readers may wonder whether this
doesn't open up 2 need for parallel studies on other age groups~-age 16,
age 17, age 18, etc. The answer to this is that the data we have amassed
on the 15-year-old, together with the supplementary information on high
school students of all ages in all grades, provide us with the basis for
extending the data analysis to get useful estimates about the distributionsof the variables under consideration, for complete age populations other
than age 15. In other words inherent in the data collected for the presentstudy and for the main Project TALENT study, are the answers to questions
about what our 15-year-old population was like when it reached age 16, what
it was like at age 17, and what it will be like at age 18.
The answers to these questions are embedded in the data, and methodswill have to be developed for extracting them. It is anticipated that
such methods can be developed, thus greatly extending the utility of the
present data, “Dy making it yield information about the distribution of
various aptitudes, and achievement in various areas, for a population of
young adults.
Part 1.
Part 2.
Part 3.
Part }.
APPENDIX A
MISCELLANEOUS REFERENCE MATERTALS
Supplement for the Student Information Blank
Project TALENT School Taxonomy Code for Public SecondarySchools _
Composition of the Project TALENT Battery
Six a priori Composites of TALENT Tests
A-1
A-10
A-15
A-2 Appendix A: Part 1
SUPPLEMENT FOR THE STUDENT INFORMATION BLANK
Directions:
l. Fill in the information below.
2. If you are not enrolled in any school, answer only questions 1 = ll.
3. If you are a high school graduate answer only questions 12 - 18.
4. Do not answer questions 19 to 33. These are for the interviewers use only.
Name
Last First Middle
Testing number Sehool code number
Name and address of the last school you attended.
Name of school
City State
DO NOT WRITE IN THE SPACE BLOW.
FOR INTERVIEWERS USE ONLY
Additional Identification Data for 15-Year=-Olds Who do not Appear for Testing
Street & house number
\ House number Street
City Zone: State
Father? name
Last First Middle
Mother's maiden nameLast ° First
Date of interview
Age Date of birth Sex: M F
(Directions for the interviewer appear on page 7.)
3
QUESTIONS 1-11 FOR THOSE WHO ARE NOT ENROLLED IN ANY SCHOOL
When did you leave school?
Month
Year
Why did you leave school?(Write in your answer.)
Have you thought about returning to
school? ( Place an X in theparentheses.)
( ) 1. Yes() 2. Xo
If yes, under what conditions would
you return to school?
How many different jobs have you hadsince you left school?
( ) 1. None( ) 2. One
( ) 3. Two( ) 4. Three( ) 5. Four( ) 6. Five or more
Have you been working regularly
since you left school?
( ) 1. Yes( ) 2. Wo
6.
co
How much of the time have you been
out of work since you left school?
(Mark one.)
( )} 1. All the time. About 3/4 of the timeAoout 1/2 of the timeAbout 1/4 of the timeNone of the time
eei
MeeMaat
uwFW
MY
FR
What kind of work are you doing?
(If you are not working, what didyou do last?) Write in
Mark one:
( ) 1. Farm or ranch worker( ) 2. Worker or laborer( ) 3. Private household worker( ) 4. Service worker( ) 5. Semi-skilled worker( ) 6. Skilled worker( ) 7. Clerical worker( ) 8. Sales( ) 9. Manager or owner( )l0. Professional or technical
Who is your employer? Write in
Mark one:
1. A large company or industry
A small local company or
industry
» A vetail business
. Ao individual employer
. I am self-employed.
The Local or community govern-
men
. A school or collegeThe state or national govern-
ment (except schools)9. I am not working now, and I
have not worked since I left
school.
onooco
On
Fou)
Nh
o-~
))
))))
))
)
((
(
A-4
9.
10.
ll.
le.
13.
14.
How much money do you make in a week? 15.
( ) 1. Less than $20 a week( ) 2. $20 - $39 a week( ) 3. S40 = $59 a week( ) 4. $60 - $79 a week
( ) 5. $80 - $99 a week( ) 6. $100 or more a week
Qn the average, how many hours a
week do you usually work? 16.
( . None( 2 1 to 10 hours a week( ) 3. 11 to 20 hours a week( ) 4. 21 to 30 hours a week( ) 5. 31 to 40 hours a week( ) 6. More than 40 hours a week
In your last year in school, how 17.
good were your grades?
( ) 1. All A's( ) 2. Mostly Ats( ) 3. Mostly Ats and B's( ) 4. Mostly B's and C's( ) 5. Mostly C's and D's( ) 6. Below D
STOP HERE. Pass in your booklet.
QUESTIONS 12-18 FOR HIGH SCHOOL
GRADUATES ONLY.
When did you graduate from high
school? 18.
Month Year
How old were you when you graduated
from high school?
Years Months
What was your position in yourhigh school graduating class?
( ) 1. First in my class( ) 2. Not first in my class, but in
the top 5%( \ 2. Ta the ton 6% to 10%
About how many students were there
in your high school graduating class?
. Under 10
» Ll» 25
26 = 50» 51 = 100
- 101 =~ 250
- Over 250ONFw
Fr
What is the name and location of
the college or university you are
attending (or expect to attend)?
Name
City
State
What type of college or university
is this? (Mark one.)
1. A teachers college
2. An agricultural college
3. An engineering college
4. A liberal arts college5. A college specializing in
music or fine arts
6. A university which includesmany of the above colleges
None
Other type (specify)
( )( )( )( )( )
( )
( )() a
n
What is your college major? If
you have not yet chosen a major,
in what do you expect to major?
STOP HERE. Pass in your booklet.
19.
20.
FOR THs INTERVIEWER ONLY A-5
If you are taking the tests at school, do not answer these questions.
What was the highest grade in school 23.
that you completed? (Obtain to thenearest semester. )
How old were you when you started
the first grade?
With whom do you live? (Ask aboutparents, brothers, sisters, other
relatives, boarders, roomers, etc.
If not living at home, ask who livesin their home as well as with whom
they are living. )
Number of people in the home.
Who is the breadwinner in your
family? (Mark one.)
) 1. Father) 2. Mother ah.) 3. Step-father
( ) 4. Male guardian( ) 5. Step-mother( ) 6. Brother( ) 7. Sister
( )8 . Other (specify)
What is the breadwinner's occupa~-
tion? Write in
Place an X in one:
. Farm or
manager
. Farm or
Farm or
su) ranch owner and/or
ranch foreman
ranch worker
Workman or laborer
. Private household worker
Protective worker
Service worker
Semi-skilled worker
Skilled worker or foreman
Clerical worker
Salesman
Manager
official
Proprietor or owner
Professional
Technical
Doesn't know and cannot
obtain
eelgetagitMagMetettMetMetMetettNetcetcetcetSgtMegi
OHoBRBrPWeryrmHhoaan
oO
LOLOOLONOOOO
ONOni,nyfn,fn,in,nyof,ay
oO“—-_™
For whom does the breadwinner work?
Write in
Place an X in one:
( ) 1. A large company or industry) 2. A small local company or
industry
- A retail business
An individual employer
He (she) is self employed.The local or community
government
A school or college
Military services
The state or national govern-
ment (except military services
or schools)Doesn't know and cannot obtain
Onn
iaatia
NeelSeat
ae”
‘OoCO-
( )1o.
A-625.
27.
How much education does your father
(or guardian) have?
“ns
a
ON
WoeWNP None, or some grade school
Completed grade school
Some high school, but did
not graduate
Graduated from high school
Vocational or business
school after high school
Some junior college or regu-
lar college after high school
Graduated from a regular
heyear collegeMaster's degree
Some work toward PhD. orprofessional degree
‘Oo@M
wN
)10. Completed PhD. or profes-sional degree
)11. Doesn't know
How much education does your mother
guardian) have?
» None, or some grade school
Completed grade school
- Some high school, but did
not graduate
Graduated from high school
Vocational or business
school after high school
- Some junior college or regu-
lar college after high school
Graduated from a regular
heyear college8. Master's degree9. Some work toward PhD.
professional degree
ONwn
WN
Er
—~]
or
jlo. Completed PhD. or profes-
sional degree
)ll. Doesn't know
dow many rooms are in your home?
Count bathrooms, bedrooms, kitchen,
living room, enclosed porch, etc.
( ) 1. One( ) 2. two( ) 3. Three( ) 4. Four( ) 5. Five( ) 6. Six( ) 7. Seven or eight( ) & Nine or ten( ) 9. Bleven or twelve( )LO. Thirteen or fourteen( )lL. Fifteen or sixteen( )l2. Seventeen or more
Interviewer, Ask Number 28 and 29 ofBoys Only.
28.
29,
30.
What do you expect to do about themilitary service?
( )1.2.
((
)) F
w
Enlist as soon as I am of ageEnlist after I have worked fora few years
Wait until I am draftedNever serve because I do notthink I can pass the physicalexaminationNever serve for other reasonsOther (specify)
In which branch of the service doyou expect to serve?
a bh
bh
OO
Co
s“
ONTFu
Air Force
- Army
Navy
Marine Corps
Coast Guard
Air Force Reserves or
National Guard
Army Reserves or NationalGuard
« Navy Reserves
Marine Corps Reserves
Coast Guard Reserves
How old do you expect to be when
you marry?
ONSONONONONONOONONNN
5
(If not married:
oer
OOONNYFWP
.F
- 17 years
« 30 to 35
I am already married
old or younger
old
old
old
years
years
years
years
years
36 or older
I don't expect
16 years19 years
20 years
21 or 2223 or 2425 or 2627 to 29
old
old
old
old
old
tO Marry.
Are you engaged?)
31.
32.
33.
How many children do you expect to
have after you marry?
» None
- One
» Two
. Three
- Four
» More than 4 (specify)
)1)e2
)3y4)5)6
How would you describe your health
for the past 3 years?
( ) lL. Excellent( ) 2. Very good( ) 3. Good( ) 4. Average( ) 5. Poor( ) 6. Very poor
Do you have any physical disability?(If yes, list.)
INTERVIGWSR DIRECTIONS
Questionnaire for 15-Year-Olds
School Drop-Outs
High School Graduates
Fifteen-year-olds to be interviewed are school drop-outs and high school
eraduates wno do not agree to appear for testing. The reason for not being
tested should be indicated below and entered on Record Form Z.
In some cases in which school drop-outs do appear for testing, it may be
necessary to interview them if they have difficulty in completing the question-
naires by themselves.
Fill in all of the information on page 1. Ask questions 1 through 11 of
school drop-outs; questions 12 through 18 of high school graduates; and questions
19 through 33 of both groups.
Assign each fifteen-year-old a testing number. Give him an Identification
Card, and explain the purpose and nature of the follow-up. After the interview
has been completed, fill in Record Form 4 from the information on the first page.
Please try to interview the 15-year-old. If this is not possible, interview
the parent, a guardian, a relative, or anyone else who would have first-hand
information on this person. Information from public records should be obtained
whenever possible. Recorc each answer as indicated in the item. In most items
this will be by placing an "XK" in the parervheses to the left of the option. Inother items you are to write in the answers.
Respondent
The 15-year-old - Step-mother
Father Female guardian or foster
Mother mother. Brother or sister. Step-father. Other (specify). Male guardian or
foster father
OO
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Comments (Continue on page 3, if necessary.)
Reason for not being tested:
Information from public records:
Information from other sources (specify):
Appendix A: Part 2 A-9
Project Talent School Taxonomy Codefor Public Secondary Schools
10. Vocational high schools
All vocational and trade high schools
21-64. Non-vocational high schools: (General comprehensive, academic or collegepreparatory, university high schools, and schools for superior students)
21-22. Cities "A": Largest cities (1,500,000 or more)
21. Low economic level*22. Moderate and high economic level*
31-32. Cities "B": Large cities (250,000-1,499,999)
31. Low economic level*
32. Moderate and high economic level*
41-4, Northeast: U.S.O.E. Regions 1 and 2 (Me., N.H., Vt., Mass., R.I.,Conn., N.Y¥., N.J., Pa., Del., Md., D.C.)
41. Urban (5,000-249,999) - low economic level*42, Urban (5,000-249,999) - moderate and high economic level*43. Small town4. =Rural
51-54. Southeast: U.S.O.E. Region 5 (Va., W.Va., N.C., S.C., Ga., Fla.,Ky., Tenn., Ala., Miss., Ark., La.)
51. Urban (5,000-249,999) - low economic level*52. Urban (5,000-249,999) - moderate and high economic level*53. Small town
54. Rural
61-64, Midwest and West: U.S.0.E. Regions 3, 4, 6, 7, 8, 9 (All statesother than those listed above)
61. Urban (5,000-249,999) - low economic level*62. Urban (5,000-249,999) - moderate and high economic level*63. Small tow64. Rural
*Economic level is based on response to Item 87 of the General School Characteris-tics Questionnaire.
"Low" means responses 3, 6, 7."Moderate or high" means responses 1, 2, 4, 5, 8, 9.
Item 87 is as follows:87. The residences in the area served by your school are best described as
primarily
()1 - low-rental apartments.
. low-income areas.
- expensive private homes.
- moderate-priced homes.
low-cost homes. - about equally apartments and homes.» high-rental apartments. - Students are resident students -- Moderate-rental apartments. cannot estimate.N
ONON
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es
WiFw
NNR
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A-10
Appendix A: Part 3
Composition of the Proje¢t TALENT Battery
Options No. of No. of. No. of Scoringper item items minutes secres Formula
working RHEtime*
APTITUDE AND ACHIEVEMENT TESTS
Varjable Information Test:¥
Part I 5 (252) 90 (16)Subscales (15)
101 1. Screening 12 1 R102 2. Vocabulary al 1 R103 3. Literature ak 1 R104 k. Music 13 1 R105 5. Social Studies ek 1 R106 6. Mathematics 23 1 R107 7. Physical Science 18 1 R108 8. Biological Science 11 1 R109 9. Setentific Attitude 10 1 R110 10. Aeronautics and Space LO 1 R111 dl. Electricity and Electronics 20 1 R112 12. Mechanics 19 1 R
113 13. Farming 12 1 R.114 ‘14. Home Economics 21 1 R
115 15. Sports 14 1 R190 Part I Total (252) 1 R
A-11
Composition of the Project TALENT Battery (Continued)
Options No. of No. of No. of Scoringper item items Minutes scores Formula***
working
time *Variable Information test
i ** Part II 5 (143) 35 (25)eeSubscales (22)
131 1. Art 12 1 R132 2. Law 9 1 R133 3. Health 9 1 R134 4. Engineering 6 1 R135 5. Architecture 6 1 R136 6. Journalism 3 1 R137 7. Foreign travel 5 1 R138 8. Military T 1 R139 9. Accounting, business, sales 10 1 R140 10. Practical knowledge 4 1 R141 ll. Clerical 3 1 R1he 12. Bible 15 1 R143 13. Colors 3 1 R14h 14. Etiquette 2 1 Rhs 15. Hunting 5 1 R146 16. Fishing 5 1 R147 17. Outdoor activities (other) 9 1 R148 18. Photography 3 1 R149 19. Games (scdentary) 5 1 R150 20. Theater and ballet 8 1 R
151 21. Foods h 1 R152 22. Miscellaneous 10 1 R
Overlapping Subscales (2) #4e%
162 Vocab. (overlapping other (9) 1 Rscales)
163 Outdoor activities (Hunting (19) 1 R+ Fishing + other)
1ge Part II Total (including 10 mise. (143) 1 Ritems)
172 -Parts I + II combined (395) (125) (2) texVocabulary scale (Variables (30) 1 R
102 + 162) ,100 Grand Total (395) oo - oR7
A-12
Composition of the Project TALENT Battery (Continued)
Options
per itemVariable
jf +e
211 Memory for Sentences -
tcudy
Test 5
212 Memory for WordsStudy -
Practice -
Test 5
220 Disguised Words 5
English
231 1. Spelling 5232 2. Capitalization 2233 3. Punctuation 3-5
234 h. English usage 3-5235 5. Effective expression 3-5
230 Total
2h0 Word Functions in SentencesDirections -
Test 5
250 Reading Comprehension 5260 Creativity 5270 Mechanical Reasoning 3-5281 Visualization in Two Dimensions 5282 Visualization in Three Dimensions 5290 Abstract Reasoning 5
Mathematics311 Part I. Arithmetic Reasoning 5312 Part II. Introductory 5320 Subtotal (Parts I + II)333 Part III. Advanced340 Total (Parts I + II + III)
410 Arithmetic Computation 5420 Table Reading 5430 Clerical Checking 2ho Object Inspection 5
MISCELLANEOUS
500 Preferences Test 2
Themes
My views about an ideal occupation
What high school means to me
No. of
items
(40 sen-tences)
16
(2kwords )
(2k)ak
30
(113)
1633ev
25
(113)
2k.
4820202h1615
No. of
minutes
working
tite*
6
10
tOWwFN
52
- of Scoring
Formula*¥* *scores
WWwWwwWPREP
RPMPEPPPP
PY
‘Ne
wYJawa
v p>>>
Ne
Dmdy
oyDO
tgBadwodw
wIoo
Ne
PIES
PRERKEE
PRES
PRERKE
INVENTORIES
Composition of the Project TALENT Battery (Continued)
Options
per item
Variable Student Activities Inventory 5wfWw
Regular Seales
601 Sociability
602 Social Sensitivity603 Impulsiveness -604. Vigor605 Calmness606 Tidiness607 Culture608 Leadership609 Self-Confidence610 Mature Personality
Miscellaneous
Interest Inventory 5
Part I. Occupations
Part II. Activities
Seales: ("core items")
701 Physical Science,
engineering, math
702 Biol. Sei. and Medicine
703 Public Service
704 Literary-linguistic705 secla. service
706 Artistic707 Musical
708 Sports709 Outdoor recreation
710 Business-Management711 Sales
712 Computation713 Office Work
714 Mechanical-Technical715 Skilled trades
716 Farming717 Labor
Miscellaneous:
"non-core items"
Student Information Blank 2-36
No. of No.
he
205
(122)(83)
(173)
(32)
(39)
of
items minutes
working
time*
20
20
80
PRP
RPRPEPRPEPRPRPEPBPEPPPB
~_
oe oO
ad
PRRPRPRPRPBPHPP
HE(17)
A-13
. of Scoringscores. Formula***
mofo
bobo
dood
hooooo
PRK
POEPIOPIEPIEPKPISPIEPREPIEPIGS
PEPREPHSPIO
_ FaneFIORE
A-14
NOTES
Composition of the Project TALENT Battery (Continued)
Does not include the time used for giving directions except whereotherwise indicated. (The exceptions occur where comprehension ofdirections is considered an integral part of the testing timeallowance. )
The code for a variable consists of the variable number prefixed bya letter representing the scoring formula. The scoring formulaletters have the following meanings:
= no, of right responsesno. of wrong responsesno. of items attemptedformula score, where the formula is a function of R andW, or R and A, or of variable weights for item responses,
oP=
tof
This column shows the kinds of scores that have been obtainedroutinely for all Project TALENT cases.
The scoring of Information test: Part II and the Interest Inventoryis extremely flexible since each student's responses to the individualitems were punched on cards. Items can (and will) be combined to formadditional scales besides those indicated in this table.
F-h10 = R-3WF-420 = R-WF-430 = R-3WF-4u0 = R-W
Interest Inventory Scores (F-701 to F-717)
Each item is scored as follows:
Response Option Item Score
A Like very much 1B Like fairly well 2C Indifferent or don't know 3D Dislike a little 4E Dislike very much 2
Omit3
A-15Appendix A: Part 4
Six a priori Composites of TALENT Tests
Approx.
Stand. RawComposite No. of Score ScoreCode Composite Test items Weight Weight
C-001 IQ@ Composite R-250 Rdg. Comp. 48 2 3R-290 Abst. Reas. 15 1 5R-311 Math I 16 1 ye
C-0O01 Total 283
C-002 Gen. Academic R-106 Math Info 23 2 2Aptitude R-172 Vocab. I + II 30 1 1Composite R-230 English Total 113 5 3
R-250 Rdg. Comp. 48 ye 3R~260 Creativity 20 1 2R-290 Abst. Reas. 15 1 2R=311 Math I 16 3 -R312 Math II oh 4 -R-320 Math I + II ho - 5
C-002 Total 829
C-003 Verbal R-103 Lit. Info ou 1 1Composite R-172 Vocab. I + IT 30 1 1
R-230 English Total 113 2 1
C-003 Total 167c-004 Quantitative R-106 Math Info 23 1 2
Composite R-311 Math I 16 1 3R-312 Math II ok 2 yeR=333 Math III 14 1 4
C-004 Total 2h6
C-005 Technical R-107 Phys.Sci.Info 18 2 1Composite R-108 Biol.Sci.Info 11 1 1
R-110 Aero.Sp. Info 10 1 1R-111 Elec. Info 20 2 1R-112 Mech. Info 19 2 1R-270 Mech. Reas. 20 2 1
C-005 Total 98
C-006 Scientific C-001 1Q Composite 283 1 1Aptitude C-OO4 Quant. Composite 246 1 1Composite C-005 Tech. Composite 98 1 3
R-260 Creativity 20 1% 12 %
C-006 Total 1063
*For Tables V-2, v-3, V-4, and V-5, the raw score weight used was 3 insteadof 12, making the standard score weight approximately 1/4 instead of 1.
B-1
APPENDIX B
INTERCORRELATIONS AMONG 60 PROJECT TALENT TEST SCORES
BY GRADE AND SEX
For Grades 9 and 12, boys and girls
Based upon Subsample 0
(Students in approximately 10 per cent of the schools in
the regular Project TALENT sample)
Complete cases only; unweighted
Table No.of
No. Group Cases Page
B-1 Grade 9 boys 3915 B-2
B-2 Grade 9 girls 3864 BeyB-3 Grade 12 boys 3027 B-6B-4 Grade 12 girls 3061 B-8
Table
B-1
Intercorrelations
among
60
Project
Talent
Test
scores
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=3915)
from
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4.7922 10.28782
.7473
222314
1.3126
2.3697
409988
Decimal
points
omitted
B-5
Table
B-3
Intercorrelations
among
60
Project
Talent
Test
scores
Boys,
Grade
12
(N
=3027)
for
Subsample
0
¥
Description
23
10
li
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
MEAN
52D.
2328"
280”
406]
252
293
260
324
250
260
371
312
278
~326[°437
097
1144
275
292/332
278
278
244
3631
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373
253
201
1086
11.5534
1.1055
721
666
7171
688
743
603
589
631]
629
567
422
469
531)
884
158
353
539
4421]
377
567
528
476
607/546
738
582
519
272
13.9802
3.8096
1669
7341
630
650
527
495
555|
472
390
307
388
547/
811
128
347
522
455
|
340
534
478
433
569/530
702
495
358
184
13.8041
4.6653
6669
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367
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382
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527
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517
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455
426
313
333
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646
149
255
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423
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484
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13.5296
3.1735
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13
312
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307
260
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358
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313
311
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296
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272
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267
375
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9.2213
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152.9422
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204
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18
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344
219
255
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166
160
178
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292
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277
404
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237
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11.1639
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280
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620
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4.5611
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23
278
528
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340
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272
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24
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325
290
239
242
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26
204
546
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368
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155
3890
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10.1348
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253
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29
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276
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32
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34
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617
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ILF-CONF.
31
36
oO 41
correlati
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n (N
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)
(Continued)
60
Project
Talent
3027
for
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scor
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es
MEAN
S-Q-
093
375
276
274
316
666
586
525
625
174
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O31
O31]
O17
O29
104
109
118
062
118
116
149
149]
131
155
094
083
125]
11
O77
105
£08
168
157]
151
167
O83
O79
115
069
O92
116
155
153]
106
152
1210
2O93
105
122...152
227
264
2741
218
279
2190
10)
257
4 2 4 9 4 2 129°
1107
127
117
220
415
126
439
146°
492°
332/315
359
339
385
325
72-2901
2.8987
1 0 1 1 1 1 1 1
1 8 0 2 2 2 1 5 Z-047
O00
-006
~007
-OG7/-007
~008
O78
114
#2108]
097 1 2 1 8 4 L 6 5 Z
wexitted
tDecimal
peinta
oO
C-1
APPENDIX c¢
RAW-SCORE-TO-PERCENTILE CONVERSION TABLESAND MEANS AND STANDARD DEVIATIONS
BASED ON 15-YEAR-OLD POPULATION*Separately for boys, girls, and total group
Percentiles, Means, and Standard Deviations for 53 TALENT Variablesand Means and Standard Deviations for 21 Additional Variables
Table
No. Page
C-l Means and standard deviations on 74 variables C~2C-2 Percentile conversion tables on 53 variables:
for 15-year-olds by sex caC-3 Percentile conversion tables on 53 variables:
for 15-year-olds (boys and girls combined) C.22--- Explanatory notes for percentile conversion tables C-31
*Estimates of the population values were obtained by the use ofWeight D to weight the cases differentially.
Table Cel.
For 74 variables
(Based on weighted cases*)
Means and standard deviations of 15-year-old population
Page nos.("c-") for
No.of Boys Girls Total tile tablesItems Mean o Mean o Mean o KYTt”
Info.Part I subscores
R-101 Screening 12 11.03 1.71 11.44 1.23 11.24 1.50 4h 5 22R-102 Vocabulary I 21 11.68 4.27 10.61 4.17 11.13 4.25 4h 5 22R-103 Literature ek 10.98 4.54 10.90 4.30 10.94 ike 6 JT 28R-104 Music 13 5.28 2.90 5.94 2.93 5.62 2,94 6 7T 23R-105 Social Studies 2h 6-43.69 5.74 11.99 5.12 12.82 5.50 6 JT 283
R-106 Mathematics 23 8.02 4,69 6.94 4.16 7T.4u7 446 6 7 23R-107 Physical Sciences 18 8.78 3.98 6.86 3.52 7.79 3.87 6 T 28R-108 Biological Sciences 11 5.91 2.52 5.19 2.35 5.54 2.h6 6 T 28R-109 Scientific Attitude 10 5.42 2,09 5.52 2.01 5.47 2.05 6 TT 28
R-110 Aeronautics & Space 10 4.35 2.39 2.58 1.62 3.44 2,20 8 9 akR-lll Electricity, electronics 20 8.30 4.17 5.22 2.53 6.72 3.75 8 9 ekR-112 Mechanics 19 10.95 3.72 7.10 2.90 8.97 3.84 8 9 ahR-113 Farming 12 7.34 2.63 6.75 2.64 7.04 2,65 8 9 2aR-114 Home Economics 21 7.67 2.98 11.64 3.54 9.71 3.83 8 9 2hR-115 Sports 14 7.33 3.15 5.12 2.44 6.19 3.02 8 9 ak
Info.Part II subscores
R-131 Art 12 5.46 2,62 5.78 2.64 5.62 2.64 10 ll 25R-132 Law 9 4.35 1.86 3.91 1.65 k.l2@ 1.77 -- -- --R-133 Health 9 5.10 2.2h 5.65 2.11 5.38 2.19 -- a- --R-134 Engineering 6 2.90 1.33 2.40 1.29 2,64 1.33 -- -- anR-135 Architecture 6 2.43 1.35 2.43 1.28 2.43 1.31 -- -- --
R-136 Journalism 3 1.47 0.99 1.49 0.98 1.48 0.98 -- -- --R-137 Foreign travel 5 2.50 1.35 2.12 1.31 2.30 1.34 -- oe --R-138 Military 7 2.26 1.46 1.72 1.19 1.98 1.36 -- -~ --R-139 Acct.; bus., sales 10 3.96 1.92 3.98 1.85 3.97 1.88 lo 11 25
R-140 Practical Knowledge 4 2.75 1.12 2.91 0.97 2.83 1.05 -- ~~ --R-141 Clerical 3 1.32 0.85 1.70 0.92 1.52 0.90 -- -- =.R-142 Bible 15 6.34 3.32 6.66 3.2% 6.51 3.28 10 11 25R-143 Colors 3 1.07 0.84 1.49 0.93 1.09 0.91 -- -- «=.R-144 Etiquette 2 0.80 0.69 1.06 0.74 0.93 0.72 -- -- =~»
R-145 Hunting 5 OT 23 1.06 0.90 1.55 1.19 -- -~- --R-146 Fishing 5 1.63 1,22 0.99 0.90 1.30 1.12 -- -- «-R-147 Outdoor activities(other) 9 4.54 2.03 kok 1.88 4.28 1.97 -- -- --
R-148 Photography 3 1.13 0.76 1.21 0.70 1.17 0.73 -- -- --R-149 Games (sedentary) 5 2.29 1.22 1.94 1.02 2.11 1.124 -- -- --R-150 Theater, ballet 8 3.48 1.73 4.06 1.79 3.77 1.78 -- -- «+R-151 Foods 4 1.03 0.96 1.27 1.01 1.15 0.99 -- -- «=.
R-152 Miscellaneous 10 WW 1.96 4,20 1.72 4.32 01.85 -- -- --R-162 Vocabulary II 9 5,12 2,h2 5.48 2,2h 5.31 2.34 ho 5 Be
Info.Test composite scoresR-172 =Vocab.Total (I+II) 30 16,80 6.27 16.09 5.93 16.44 6.11 h 5 22
R-190 Info. I Total 252 126.73 39.78 113.80 33.40 120.09 37.22 4% 5 22R-192 Info. II Total 143° 63.32 + 62.07 ** 62.65 ** ~- eeeR-100 Info. Total (I+IT) 395 190.05 ** 175.87 182.7 ax -- -- oe
(continued on next page)
Table C-1 (cont. )
For 74 variables
(Based on weighted cases*)
C-3Means and standard deviations of 15-year-old population
Page nos.("c-" ) for
No.of Boys Girls Total hile tablesItems Mean o Mean Co Mean Cg M F Tt
R-211 Memory for Sentences 16 8.52 3.12 9.32 3.10 8.94 3.14 10 ll 25R-212 Memory for Words 2h 610.03 4.95 11.70 5.46 10.89 5.29 10 11 25R~220 Disguised Words 300=« 12.92 6.72 1b.2eh 6.95 13.60 6.87 10 11 25
English Test
R-231 Spelling 16 7.82 3.13 9.34 2.96 8.60 3.14 12 13 26R-232 §=©Capitalization 33. 27.71 «25.38 29.26 4.48 28.50 ** 12 13 26R-233 Punctuation 27 15.61 4.84 17.61 4.72 16.64 4.88 12 13 26R-234 Usage 25 15.25 3.79 16.42 3.40 15.85 3.64 12 12 26R-235 Effective Expression 12 7.60 2,66 8.39 2.34 8.01 2.53 12 13 26R-230 English Total 113. «-73.9915.98 81.0214.29 77.6015.54 12 13 26
R-240 Word Funct. in Sentences 24 8.62 4.99 10.13 5.5k 9.40 5.33 12 13 26R-250 Reading Comprehension 48 26.26 11.53 27.95 10.69 27.13 11.14 12 13 26
Miscellaneous AptitudesR-260 Creativity 20 8.15 4rok 7.65 3.67 7.89 3.87 14 15 27R-270 Mechanical Reasoning 20 4611.64 4.20 8.13 3.50 9.84 4.oh 1h 15° e7R-281 Vis. in 2 Dimen. 2h 13.11 5.83 112.25 5.61 12.15 5.79 14 15 27R-282 Vis. in 3 Dimen. 16 8.46 3.38 7.63 3.00 8.03 3.22 14 15 e27R-290 Abstract Reasoning 15 8.40 3.21 8.28 3.14 8.34 3.18 14 15 27
Mathematics Test .R-311 JI Arith. Reasoning 16 7.78 3.56 7.40 3.45 7.59 3.51 16 17 28R-312 II Introd. H.S. math oh 9.82 4.59 9.58 4.eh 9.70 4.4. 16 17 «28R-320 I+ II ho =617.60 7.49 16.98 6.98 17.29 7.04 16 17 28R-~333 III Advanced 14 2.82 1.96 2.49 1.72 2.65 1.85 16 17 28R-340 Math Total (I+II+III) 54h 20.42 8.60 819.47 7.85 19.94 8.24 16 17 28
Tests of speed and accuracy
F-L10 Arith. Computation 72 21.25 26.64 27.35 21.60 24.38 24.37 18 19 29F-420 Table Reading 72 6.08 *® 8.86 xx 7.51 x 18 19 29F-430 Clerical Checking 7h 17.79 25.090 xx 21.54 x 18 19 29F440 Object Inspection ho 19.45 x* 21.09 x 20.30 x 18 19 29
A-500 Preferences 166 58.64 x 57.66 xx 58.14 x 18 $19 29
A priori composites
C-00l IQ composite 283 151.87 ** 154.86 xx 153.40 ¥% 20 21 30C-002 Gen.Acad.Apt.Comp. 829 450.40 ** 469.30 x 460.10 « 20 21 30C-003 Verbal Comp. 167 101.84 ** 108.07 105.04 xx 20 21 30c-004 Quant. Comp. 2h6 89.97 ** 84.36 xe 87.09 x 20 21 30C-005 Tech. Comp. 98 9.92 x 35.08 x 42,30 20 21 30C-006 Sci. Apt. Comp. 1063 489.40 ** 436.26 xe h62.07 x* we we ee
No. of cases 34,878 38, S47 73,425Weighted N 787 , 600 832,100 1,619, 700
*Cases weighted by Weight D, to provide estimates of the population values of the meansand standard deviations (and of the percentiles shown in Tables C-2 and C-3),.are those represented by the botton row in Table V-1l.
Data not available
The cases
Table C-2
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Old Boys
ile Raw Score %ile Raw ScoreR-190 [R-101 [R-1027R-162 TR-172 R-190 [R-1O1]R-102]R-162/R-17/2
100 216-252 21 30 50 12899 1206-215 20 29 hg 127 1798 201-205 28 48 12697 1196-200 19 47 125 596 193-195 9 27 h6 12495 [189-192 AS 12394 187-188 18 26 yh 122 1693 184-186 43 121g2 182-183 ‘ he 120 1191 1180-181 41 1118-11990 |178-179 25 Lo 11789 176-177 17 39 11688 |174-175 38 115 1587 173 37 11486 {171-172 8 oh 36 11385 [169-170 35 112Bh 168 34 [110-111 10 h83
|
166-167 16 33 109 1482 165 , 32 10881 1163-164 23 31 10780 162 30 10679 161 29 {LO4-105 11 1378 1159-160 28 10377 158 22 27 102 976 157 15 26 [L00-10115 156 25 99TH 154-155 ok 98 1273 153 7 23
|
96-9772 152 22 95 371 151 el 21} 93-94 8{0 150 20 92 1169
}
148-19 12 19} 90-91 1068 147 14 18} 88-8967 146 17 86-8766 145 20 16{ 84-85 1065 1A 15 83 764, 143 14} 81-8263 142 13 79-80 9 2 962
|
140-141 12
|
77-7861 139 11} 74-76 660 138 6 19 10] [2-73 359 137 13 9} 69-7158 136 8} 67-68 8 557 135 71 64-66 756 134 6} 61-63D5 133 18 5 57-60 y 154 132 4h} 53-56 753 131 3} 48-52 3 552 130 2} 4onu7 6 O iH51 129 12 L} 27-41} 45 2 3
0 0-26] 0-3] O-1 0-2
*See Table C-1 (on pages C-2 and C-3) for names of tests corresponding to thetest codes, and for the means, standard deviations, and numbers of cases,For other information about Tables C-2 and C-3, see page C-31.
Table C-2 (cont. ) C-5Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Old Girls
hile Raw Score ile Raw ScoreR-190
|
R-101]R-102 [R-162 [R-172 R-190 |[R-101 {R-102 |R-162 |R-172100
|
198-252 el 29-30 5099
|
187-197 20 28 hg 112 1698
|
181-186 19 27 48 11197
|
176-180 7 11096
|
173-175 18 g 26 46 109 1095 [169-172 Ks 10894
|
167-168 uh 10793
|
165-166 17 25 43 106 1592
|
162-164 ho 105Ql
|
160-161 ML90 1158-159 ou LO 104 589
|
156-157 16 39 10388 155 38 102 1487
|
153-154 37 101 986
|
151-152 8 23 36 10085 150 35 9984
|
148-1h9 34 9883 147 15 33 9782 {145-146 22 32 1381 144 31 9680 143 30 9579
|
141-140 29 gh 878 140 28 93TT 139 14 21 27 ge 4 1276 138 26 9115 137 25 907TH 136 eu 8973 135 23 8872
|
133-134 20 22 87 1171 132 7 el 86 770 131 13 20 8569 130 19 84 1168 129 18 8367 128 17 82 1066 127 19 16
|
80-81 365 126 15 79 664 125 12 14 7863 12h 13
|
76-77 962 123 12 12 7561 18 11 7460 122 10
«|
72-73 10 8D9 121 9
|
70-71 558 120 8
|
68.69 257 119 7
|
65-67 T56 118 6
|
63-64 9] -55 117 6 17 5
|
60-62 h54 116 11 4 157-59 8 653 115 3
|
52-56 3 1 552 114 2
|
46-51 7 u51 113 L
|
34-45 6 2 0 30 0-33] O-5] O-1 Q-2
*See footnote on page C-h.
c-6 Table C~2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-0Old Boys
%ile Raw Score $ile Raw ScoreR103 [R104 [R105 R106 [R107 [R108 [R109 R1O3 R104 |'R105 [R106 R107 R108 R109
100 (23-24) 13 ee-23 10 16 50 699 22; 12} 24 20-21} 17) 12 kg 14 798 21 19 4897 20/ 11} 23 18] 16 9 4796 4695 19 17 10 45 10gh yy 13 893 10} 22 16} 15 4392 18 | he91 15 yl90 ho 6 589 17 21 14 8 39 1288 9 38 4
87 9 14 37 586 36 9 T85 16 3584 20 13 34 1183 13 3382 32
81 31 5
80 15 8 12 3079 19 29 1078 28 8TT 12 27 676 8 2619 11 25 3 k hy74 14 ey 913 18 23Te 7 22T. 21 h70 7 20 7 569 lo} 12 19 868 13 1867 17 17re 16? 15 7 3
6h 14 6 363 9 1 13 2 3 462 6 1261 12 16 10 12 660 1029 9 558 6 8 5 3a7 7 2 256 8 6 222 15 5 4 1 y54 4 223 il 3 3 3 152 9 2 0 2 1 1dL 2 1 2 1 0 1 0
0 O-1 0 0 0
*See footnote on page C-4.
Table C~2 (cont. )
Percentile Corresponding to Fach Raw Score on Selected TALENT Tests*
For 15-Year-Old Girls
Cf
%ile Raw Score hile Raw Score
RLO3 [R104 [R105
|
R106] R1O7 [R103 [R109 R103 [RLO4 [R105 [R106 [R107 ]R1OS [R109
100 |23-24| 13) 24 \20-23116-18} 11 50
99 22 23 {18-19 15 10 hg 6
98 21} 12] 22 17 10 48 5
OT 20 16 14 9 47
96 19 21 46
95 11 15 U5 10 11 6
9h 13 9 hy
93 18 20 14 43
92 ho
gl KA 590 17} lo] 19 13 12 ho
89 8
||
39 588 38 10 5
87 16 12 37
86 18 11| 8 36 9
85 3584 3h 5 Tt
83 9 ll 3382 15 32
81 17 31 9
80 10 30
19 29 4
78 10 28
77 14 27 8 4
76 16 7 26
D t 27h 8 2h 8 4
13 9 23 4
72 9 22
71 15 21
70 13 20 3
69 19 768 18 3 7
67 17 3
66 16
65 14 8 8 15
64 7 14 3
63 12 6 13 6
62 12 6 3
61 11
60 10
59 9 2 5 2
58 13 7 8 2
57 6 7 5 2
56 6
55 7 5 i 2
54 11 4 4
53 6 3 1}oo3, ol 152 12 2 3 2 1 1
51 1 2 0 1} 600 0-1 0 0 Oo} 60
#See footnote on page C-4.
c-8 Table C-2 (cont. )
Percentile Corresponding to Each Rew Score on Selected TALENT Tests*
For 15-Year-Old Boys
hile Raw Score tile Raw ScoreR110] R111 [R112 R113] R114 RI15 R110] R111 [R112 [R113 R114 R115
TOO 20 19 16-21 1h 5099 10 19 18 12 15 hg98 18 14 131 48 497 17 47 11
96 9 17 13 46 t9 4ok 16 ll dy
93 12] 4392 15 16 12 ho 7 791 8 4a 790 4089 14 3988 3887 11 37 1086 13 15 3685 , 11] 35 684 7 10 3483 33 3 682 3281 12 3180 30 619 10 29 678 14 28 9TT 10 2776 ll 26
1 6 25 ?Th a4
13 23 )72 2271 21 870 9 20 569 10 19 568 13 9 18 267 9]) 17 466 16 765 15 h64 Wy
63 ? 1362 12 461 9 11 6 460 10 3D9 9 358 12 8 5a7 8 7 1 356 8 625 5 4 3 254 8 4 2 223 3 0 352 8 2 1 2 1dL 1 1 1-2 1
0 0 0 0 0 0 *See footnote on page C-4,
Table C-2 (cont. ) c-9
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Old Girls
ile Raw Score %ile Raw ScoreR110 Rlil Rii2 [RII3 RIIET R15 R110 R111 R112 [R113 |R2I4 [R115
TO ~10 [1420 T15=19 20-21 le-1k 50 5 7 599 7 |12-13 14 12 19 114 4998 11 4897 6 13 18 10} 4796 10 11 46
9) le 594 17 dy
93 9} 439e 2 9 he lL91 AL90 il LO 289 10 16 3988 38 687 8} 37 686 8 36o 35 48h 3 h83 10 3382 15 32 1081 4 31BO 3019 2g78 9 28TT 7 Ti 27 576 2615 25 5Th 9 oh73 14 23 9(2 2271 21 370 2069 19 368 1867 17 1 466 16 865 6 6 15 i64 8 14
63 3 8 13 1362 12
61 1160 10 3 7 259 9 258 8 357 7 056 6 65D 5 254 4 5 153 le 3 1 252 2 151 7 1 0 1 3 0
0 0 0} 0-27 *See footnote on page C-4.
C-10 Table C-2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Old Boys
ile Raw Score hile Raw Score
R131 [R139 [RI42 [Rel] R212 R220 R131 R139 R142 R211 Re12 RE20100 12 10 15 16 30 5099 9 1b 2h 29] 49 1298 1 8 14 22-23 28 48 997 21) 27 4796 lo 13 14 26 4695 20 h5oh 19 25) ky 593 7 12 2k 43 8 1192 13 18 hegl 23 4190 9 17 to 589 ln 22 39 888 38 1087 16 3786 12 21 3685 358h 6 10 15 34
83 20 33 382 32 981 8 31 4 780 1k} 619 30 719 2g78 9 28TT 11 18 27 876 26
15 13 2574 ek
73 17 2372 22 671 21 6 770 1 5 8 12 20 369 16 1968 1867 10 17 266 16 3 665 15} 15 .64 14 5 563 11 1362 1261 T lu 2 560 14 1029 958 8 2 4 457 6 7 456 10 6 155 9 13 5 354 1 3 323 3 1 252 4 2 0 2 2 151 6 1 0 0 1 1 0
0 0 0
*See footnote on page C-4.
Table C-2 (cont. ) C-11
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-0Old Girls
hile Raw Score ile Raw ScoreRi3l R139 R42 [Rell [Re1e fRe20 R131 R139 R42 [Rel] [R212 [R220
100 12 9-10 15 30 50 1199 16 ay 29 kg98 11 8 14 15 28 4897 47 696 13 23 27 46 1395 ea 45 994 10 7 14 26 44 .93 12 21 - 43 1092 25 ke91 4190 20 2h 40 1289 39 988 9 ll} 13 19 3887 23 3786 36 985 6 18 35 5 TI84 22 34 883 10 3382 32 381 17 21 3180 30 1019 12 2978 8 16 28 8TT 20 27 476 9 26 9
15 2574 19 oy
73 15 23 4 772 227 21 7 870 5 18 |}2069 1968 1} Ww 1867 8 17 3 T66 vi 16
65 17 15 2 6 66h 1463 13 13 3 662 . 1261. 16 2160 10
59 9 e ) ) 558 7 8aT lo} 12 756 15 6 2 4
5) 5 1 4 in54 4 3
23 3 152 6 4 2 1 3 3 251 14 1 0 0 1-2 1-2 1
0 0 0 0 0
*See footnote on page C-4,
c-12 Table C-2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests *For 15-Year-Old Boys
file Raw Score ile Raw ScoreR230 [R231 [R232 [RE33 R234 IR235 RekO [R250 R230 (R231 [R232 (R233 TRE34 [R35 fRE40TRO50
100 (104-113; 16 27 pl-25 23-24! 4850 899 {102-103} 15] 33] 26 23 22] Ti ko 7698 |100-101 25 22] 12 21; 46} 48 2697 98-99 14 20; 451 4796 9T 24 21 19 46 5 29 7
95 96 TAT 45 2)gh 95| 13 23 18 yy 74 15
93 oh 43} 43 15 ohge 32 20/ 11] 17 | 4291 93 key 41 13 t90 ge| 12 22 ho 2389 16 3988 91 41] 38 72 2287 15 37 786 90 21 Koll 36 7 28 14 685 89 19 35 218h 1 14 34 70
83 39] 33 14 2082 88 3281 20 38|| 31 6980 87 10 13 30 1919 29 68} 6 1378 86 371 28 27 18TT 31 12 e7 6776 18 36|| 26 65 85! 10 19 25 66 5| 1774 2h 65 1373 84 11} 35) 23 12 1672 22 64 267 21 1570 83 3h 20 6369 19 62 568 18 10 18 61 25 5 1467 82 33] 17 11; 1266 17 16 60 Ki 1365 9 9 32} 15 59 2h64, 81 14 58 263 13 57 10! 1162 9} 32} 12 56 23 161 80 lu 55 4 460 30) 17 10 53-54 22
59 30} 9 52 9| 10 1058 19 8 50-51 el 357 7 48-49 20 3 956 29, 6 46-47 3; 19; 8 955 78 8 5] kh-ks 18 B54 16 hi 41-43 16-17 T 8 2 753 8 28] 3) 38-40} 2 (13-15 6} Ti 2 652 TT 16 2/ 32-37} =| 3-22) 5] 6 }oo551 27 1! 2-31 1} 0-2 1-4} 1-5 1} Oo} 1-4
QO O-1 0 Oo} o| oO 0 *See footnote on page C-h,
Table C-2 (cont. ) C-13
Percentile Corresponding to Fach Raw Score on Selected TALENT Tests*
For 15-Year-0Old Girls
ile Raw Score Raw ScoreR230 (R231 [R232 [R233 R234 [R235 [R240 [R250 Sile| R230 [R232 R232 [R233 fRE34 [R235 [ROLO [RE50
100 [L07-113 16 27 [24-25 eh RB 50 83 999 (104-106 23 23, ATi 4g 2898 103; 15 26 22} h6}) 4897 102 33 22} 12 4s 4796 101 25 21 46 82 2795 100 WaT ks 9ok 99] 14 20 yy 893 21 43 81 17 2692 98 2h 43 4e 3091 97 19 Ad 1690 hol ho 8089 96] 13 39 2588 11} 18 38 887 23 20 1 37 71986 95 36 16 7 2h85 17 35 7884 oh Ol} 3483 32 33 2382 93 39 32 77} 881 22 16 31 2280 12 30 76 1519 92 38 29 29; 1578 15 28 6} 21TT 19 27 1576 gl 37 2615 25 7h 7 20Th 21 14 2h73 90 36 23 73 1972 10 22 7 147 21 72 28 1470 ll 13} 35]] 20 1869 89 19 71 568 18 1767 20 34 17 70 1366 88 18 12 16 69 6 1665 15 68 2764 33
||
14 1363 87 13 67; 6 1562 12 66 26} 12 1461 31 ll} 32/) 65 460 10 6h 1359 86 19 9 63 25] ll} le 558 10 31] 8 |61-62 1257 10 7 60 5 ok ll56 85 6 [58-59 23; 10/ 355 30 5 155-57 22 q 1054 y 152-54 4}20-21| 9] 10 953 84 17 3 148-51 18-19} 8] 9 3
«20
al:~S lB52 29 2 [41-47 3113-17; 7] 8 6-751 18 9 1 j24-4O) 1-2) 1-12} 3-6) 5-7| 1-2) 1) 1-5
0
|
0-23 0 O| 0-2} O-4} Of oO] oO *See footnote on page C-4.
c-14 Table C-2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-0ld Boys
hile Raw Score hile Raw ScoreR-260 [R-270 [R-281 [R-282 [R-290 R-260 R-270 R-281 |R-282 R-290
100 19-20 16 151 5099 18 20 oh kg98 17 19 23 15 14 48
97 16 4796 6 895 22 14 13 45 13oh 15 18 dy93 43 1192 el ho 791 14 4a 890 13 ho89 17 39 1288 20 12] 3887 13 3786 36
85 35 10 784 3483 16 19 12 33 6 1182 3281 12 31 780 30
19 2g 1078 18 28 9
TT 1l|| 2776 15 26 61) il 11 25Th 2h > 973 23 672 17 227 21 8 870 2069 1968 10 14 18 7
67 17 >66 16 4 565 16 10 10}; 15 7 664 v463 1362 12 561 11 460 9 10 6 429 13 ib 7 9 3 458 8
a7 7 > 356 6 3
5) 9 ? e 354 4 h 2 253 352 14 9 2 1 3 1 2 151 8 12 1 0 1-2 0 1 0
0 0
*See footnote on page C-4.
Table C-2 (cont. ) C-15
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-0Old Girls
ile Raw Score ile | Raw ScoreR-200 |R-270 |R-281 [R-282 |R-290 R-260 [R-270 [R-281 [R-282 [R-290
100 18-20 18-20 ol 16 15 50
99 17 Li 23 15 4 hg98 16 16 22 14 48
97 15 7 ll96 15 21 13 46 795 Le 13 aS9h 14 20 hy 7
93 4392 he 891 13 19 12 AL 190 13 9) 10
89 12 3988 3887 12 18 3786 36 6
85 12 lL 35 98h 3483 17 3382 32 6 781 a 3180 30 6 819 11 16 11 2978 28TT 10 2716 26 5
15 25 77h 10 2h 6
13 15 2372 227 10 21 670 20 5
69 19 368 9 1867 14 10 17 4 5 566 16
65 9 1564 1463 13 462 9 12 461 11 4 460 13 10 359 9 358 8
57 7 356 8 8 6 3
55 5 2 2 354 9 4 253 12 3 152 8 2 1 2 2 151 1 0 1 om 1 )
0 0 0
C-16 Table C-2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Qld Boys
hile Raw Score hile Raw ScoreR-311 R-312 R-320 R-333 R-340 R-311 R-312 R-320 R- 333] R-340
100 16 23-24 33-40 10-14 46-54] 5099 22 36-37 9 42-45] ho 1998 15 21 34-35 8 4o-41 48 997 20 33 7 391 4796 19 32 38 46 1695 14 31 36-37 45 18oy 18 6, 351 by 793 30 4392 17 34/1 ke91 13 29 33t) 1590 28 ho89 16 321; 39 8 1788 27 31 38
87 9 37 286 le 15 30 36 1485 26 358h. 29} 34 6 1683 3382 25 3281 14 28 3180 30 7 1379 11 ay 27 29 1578 28
7 13 2776 23 26 26
1 4 25 5 1274 oh 1473 22 25 2372 10 2271 12 21 670 20 1169 el ak} 19 1 1368 1867 1766 23 16 4 1065 20 15 1264. 12 14 563 9 1362 22 12 9 1261 19 1160 10 059 - 9 3 1058 3 21 8 4 857 LO 756 18 6 935 2 754 8 20 4 2 3 853 3 6 732 17 2 - 1 2 5 6a1 1 L} 2-4 1-5
0 0 0 O-1 0 *See footnote on page C4.
Table C-2 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Old Girls
C-17
hile Raw Score ile Raw ScoreR-31L |R-312 [R-320 [R~333 [R340 R-31l [R-312 [R-320
|
R-333
|
R-340
100 16 [22-2 736-40
|
9-14 143-54 50
99 15 |20-21
|
34-35
|
7-8 |39-he hg 7 9 16
98 19
|
32-33 37-38 48 18
97 14 31 36 7
96 18 30 6 35 6
95 34 hs
oh 17 29 33 hy
93 13 32 43 15 17
92 16 28 5 he 2
91 31 41
90 27 " ho
89 12 30 39 6 8
88 15 26 38 14
87 2g 37 16
86 25 36
85 28 358h 14 3h
83 2h 27 3382 11 32 13 15
81 4 31
80 23 26 30 7
79 13 2978 28 5
17 25 2776 22 26 7 14
19 10 297h ok ok
73 12 23
72 21 22
7 21 6 11 1 13
70 23 20
69 1968 20 18 ye
67 9 17 1266 11 22 16 10
65 1564 19 3 14
63 13 5 11
62 el 12 9 0
61 1
60 10 3
59 18 9 10
58 8 10 8 4 8
57 20 7 9
56 6
35 2 754 17 ye 2 3
53 19 3 6 7
22 2 1 2 5 5-6
51 1 1 2-4 1-40 0 0 O-1 | 0
MARR Pantuntni nn nora oh
c-18 Table C-2 (cont. )
Percentile Corresponding to Each Raw Score onFor 15~Year-0ld Boys
Selected TALENT Tests*
hile Raw Score $ile Raw ScoreF410] F420 F430 F440 A500 F410 F420 F430 Fulo [A500
100 [59-72 |62-72 4 165-166 50 19 5499 |54-58 136-61 |69-73 |39-40 [152-164 49 e7 19 5398 51-53 |27-35 |66-68 38 1135-1511 48 7 1897 50 |23-26 |62-65 37 (125-134) 47 5296 4g} 22 159-61 36 [117-124 46 2695 [47-48 |20-21 [55-58 35 1110-116] 45 17 51co) 18-19 (53-54 34 |106-109 Ay 2593 46} 17 (51-52 33 {101-105 43 18 5092 5 48~50 321 97-100! 4e oh 1691 Wh} 16 46-47 93-96 41 6 ho90 43 15 44-45 31] 91-921! 4o 15
89 43 30} 88-90] 39 23 4888 ho 1-4 86-87 38 1487 14 [39-40 29 8 37 22 17 4786 WL 38 28 B4 3685 37 82-83 35 21 13 468h ko 13 36 80-81 34 5
83 39 35 27| 78-79] 33 le )82 34 771 32 2081 75-76 31 11 16 an80 38; 33 26 THI 30 1919 32 73) 29 18 4 1078 31 72\) 28 43TT 37 71li) 27 17 976 30 25 7O|| 26 16 8 15 ho15 36 69]) 25 374 11 29 68 2k 15 7 WL73 67 23 14 6 ho72 35 28 ok 22 13 2 5 Vy7 66} 21 12 3?70 3h 27 65 20 11 in 3869 10 19 10 1 368 26 23 64 18 9 2 13 3767 33 17 8 0 166 25 16 7 0 36
65 63], 15 5-6 72-1 3564 32 22 62]; 14 4 -1 =3 1263 2k 13 2-3 “2 -k 3462 9 61] 12 0-1 -6=5 11 3361 31 23 60}) 12 -2-1 =3 -7 3260 " 10 =5=3 ~5-4 -9-8 10 3159 21 591 9 -7-6 -6} -11-10 3058 30 22 8 ~12-8 -8-7] ~-13-12 9 2957 58 7 -17-13 -10-9| -16-14 8 2856 57], 6 -23-18 ~-13-11 ~19-17 T 2755 29 8; 21 5 -32.0% |-17-14 -23-20 5-6 25-2654 20 56 4 ~45-33 -23-18 ~-29-2h en 23-2)53 20 3] -60-46 -30-24 ~36-30 O-1 21-2252 28 55 2 ~ 83-61 -38-31 -47-37 -4-1 16-2051 1 -118-84 -46-39 -67-48 -14-5 9-15
QO -216-119] -72-47 -222-68 -ho-15} 0-8 *See footnote on page C-4.
*See footnote on page C-},
Table C-2 (cont. ) c-19
Percentile Corresponding to Each Raw Score cn Selected TALENT Tests*
For 15-Year-0Qld Girls
$ile Raw Score %ile _ Raw Score
_ F410 F420 F430 |F44O A500 Fh10 F420 F430 FiO A500100 60-72 58-72 7 40 [163-166 50 9
99 65-59 35-57 |70-73 39 {131-162 hg al 5498 54 27-34 167-69 38 |117-130 48 31 2597 52-53 2h-26 66 37 [108-116 47 5396 51 22-23 [62-65 36 {102-107 46 2495 50 20-21 [59-61 35 97-101 45 30
94 19 58 34 93-96 dy 5293 hg 18 |55~57 33 90-92 43 23 2092 48 53-54 32 88-89 he 29 8 5191 47 17 (51-52 86-87 4190 50 31 85 ho 28 22 5089 46 16 148-49 83~84 3988 47 30 81-82 38 21 19 hg87 45 15 46 80 37 2786 45 29 78-79 3685 hh yy 76-77 35 26 20 4884 43) 28 1 34 783 43 14 ho Th 33 25 19 18 4782 4D 73 3281 ho ho 27 72 31 ok 18 4680 39 71 3019 13 70 29 17 4578 41 38 69 28 23 611 27 16 17 dy76 37 26 68 26 221 ho 36 67 25 21 15 43Th 2h 1473 39 12 35 66 23 2072 65 22 19 5 13 16 he7 3h 21 4170 25 64| 20 18 1269 38 33 19 17 11 ho68 18 16 4 10 1567 63 17 b 9 3966 37 11 32 16 14 8 3865 2h 62 15 13 3 7 14h64 31 61 14 12 6 3763 36 13 10-11 5 | 3662 30 | 12 9 2 3-4 13 3561 60 ll 7-8 260 35 10 5-6 1 O-1 12 34
59 29 23 59 9 2-4 0 -1 3358 10 8 0-1 =3-2 1 3257 3h 28 58 7 ~2-1 ~l ~5-4 30-3156 6 -6-3 -2 -8-6 10 29
5D a1 5 -ll-7 ~3 -11-9 9 2854 33 27 22 4 -18-12 -6-4 | -15-12| 7-8 26-2753 56 3 ~29-19 -9-7 -20-16} 4-6 23-2552 . 2 -50-30 |-16-10} -28-21) 0-3 20-2251 32 26 55 1 -86-51 -36-17| ~-46-29) -7-1 11-19
QO |-216-87 -72-37 -222-47|-40-8 0-10
C-20 Table C-2 (cont. )
Percentile Corresponding to Bach Raw Score on Selected TALENT Tests*
For 15=Year-Qld Boys
ile Raw Score hile Raw Scorec-001 c-002 c-003 c-004 c-005 C-001 C-002 C-003 c-004 c-005
100 265-283 74-82 |152-167| 209-246 90-981] 50 1154-155 104 83 5099 256-264 72-73 147-151} 191-208 86-89]) 49 152-153 45 8298 251-255 70-71 144-146} 181-190 B4-85]] 48 150-151 103 81 kg97 246-250 69 141-143 173-180 82-83]) 47 149 102 8096 j243-2h5 67-68 lho 167-172 80-81} 46 [147-148 dy 79 4895 |239-2h2 66 137-139} 162-166 79 45 1145-146 101 78Qh. 236-238 65 136 158-161 77-78]) 44 143-144 43 4793 233-235 135 154-157 761) 43 ihe 100 7792 |231~232 64 134} 150-153 To ke {140-147 99 76 4691 228-230 63 133 147-149 TAL 4a [238-139 ho io)90 226-227 62 132} 144-146 7311 40 137 98 Th 4589 22h-225 131] 141-143 721} 39 (135-136 97 7388 221-223 61 130 139-140 TL} 38 1133-134 72 hy87 |219-220 129} 136-138 7O]] 37 [131-132 4D 96 val86 |217-218 60 128 134-135 69} 36 130 95 70 4385 [215-216 59 127 131-133 35 |128-129 4084 1213-214 126 129-130 68 34 |126-127 oh. 69 ho83 |211-212 58 125 127-128 67]| 33 124-125 39 93 6882 |209-210 12h 126 32 122-123 67 AL81 [207-208 57 124-125 66]} 32 [120-121 92 6680 205-206 123 122-123 651} 30 |118-119 38 91 ho79 {203-204 122 120-121 29 |116-117 90 6578 |201-202 56 121 119 64} 28 1124-115 37 6h, 39TT 200 117-118 63] 27 |112-113 89 6376 1198-199 55 120 115-116 26 {110-101 88 62 3875 |196-197 119 113-114 621 25 |108-109 36 87 61Th 194-195 54 112 24 106-107 86 60 3773 193 118 110-111 61]} 23 104-105 35 85 3672 1191-192 117 109 22 |102-103 59Ti _|189-190 53 108 60] 21 99-101 3h 84 58 3570 1187-188 116 106-107 20 97-98 83 5769 186 52 115 105 5911 19 94-96 33 81-82 56 3468 |184~185 104 18 92-93 80 55 3367 |182-183 114 102-103 58 17 90-91 32 79 5466 181 51 101 16
|
88-89 78 53 3265 |179-180 113 100 57]| 15 85-87 31 76-77 32 3164 |177-178 112| 98-99 V4 83-8) 30 vb) 5163 |175-176 50 97 561} 13 80-82 Th 50 3062 174 lit 96 le 71-79 29 72-73 ho 2961 _|172-173 ho 95 55] 1
|
75-76 28 TL
|
47-48 2860 {170-171 110 9h 10
|
7e-7h 69-70 46 2759 169 92-93 54 9 70-71 27 [67-68 Hu-W5 2658 1167-168 48 109 91 8
|
67-69 26 164-66] 43 2557 166 108 90 53 7
|
64-66 25
|
62-63
|
41-4o 2h56 [164-165 89 6 61-63 24 158-61 39-40 2355 162-163 7 107 88 52] 5 57-60 23 [55-57 37-38 2254 1160-161 87 k 52-56 22 53-54 34-36 20-2153 159 106 86 51 3 47-521 21 49-52 31-33 1952 |157-158 46 105 85 2 40-46 19-20 43-48 25-30 16-1851 156 8h 1} 25-39 12-18 26-42 12-24 12-15
-O |On2h |O-11 |0-25 |0-11} O~11 h,**See footnote on page C-4,
Table C-2 (cont. ) c-21
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*For 15~Year-0Old Girls
file Raw Score hile Raw Scorec~OO1
7
G-002 [C~003 1C-008 G-005 C-OO1
|
C-002 [c-003
|
c~0o4
|
c-005100 263-283
|
73-77 [154-167 [192-246 {70-98
|
50 1157-158 110 7999 j254~262
|
71-72 |149-153 [173-191 |64-69
|
ho 155-156 47 7898 |248-253
|
69-70 |146-148
|
164-172 |61-63
|]
48 154 109 7797 je4h-2h7 68 j144~145
|
157-163 [59-60 47 4152-153 76 3396 [240-243 67 [142-143
|
152-156 58
||
46 151 46 108 7595 [237-239 66 U4 [148-151 [56-571 45 [149-150 10794 1235-236 65 |139-140
|
145-147 55) Ab} 147-148 74 3293 [232-234 64 138
|
141-144 54 43 146 45 106 7392 1230-231 137
|
138-140 53], 4e |1h4y-145 7291 227-229 63 136
|
135-137 52] 42 {142-143 105 790 1225-226 135 [133-134 5111 ho hi 4h 3189 1223-22) 62 134
|
130-132 39
|
139-140 104 7088 [221-222 61 133
|
128-129 50;| 38 1137-138 103 6987 [219-220 132
|
126-127 ko} 37 |135-136 43 68 3086 |217-218 60 131
|
124-125 36 134 102 6785 |215-216 122-123 48j} 35
=:
|132-13384 |213-21) 130
|
120-121 WT 3h 131 he 101 6683 211-212 59 leg
|
118-119 33. 1129-130 100 65 2982 1209-210 116-117 46
||
32 [127-128 6481 |207-208 58 128 115 31
«|
125-126 Ay 9980 [205-206 227
|
113-104 45
||
30 |123-12) 98 63 2879 |203-204 57 126 122 29 122 6278 202 110-111 AN} 28
|
120-121 ko 97 61T7 (200-201 125 109 27
=|
118-119 9676 1198-199 56 107-108 43
||
26 |116-117 39 60 2719 197 12h 106 25
|
114-115 95 59Th 1195-196 123
|
104-105 24 1122-113 ou 5873 j193-194 55 103 42 23°
|
110-111 38 93 57 2672 192 122 102 22 |108-109 567L j190~191 54 121
|
100-101 hi
|]
21
|
106-107 37 927O 7188-189 99 20
|
104-105 91 55 2569 187 120 98 19
|
102-103 90 5468 |185-186 53 96-97 4O}] 18
|
100-101 36 89 5367 184 119 95 17 97-99 88 52 2466 1282-183 94. 39
||
16 95~96 35 87 5165 181 52 118 93 15 93-94 86 50 2364 1179-180 92 14 90-92 34 85 hig63 1177-178 aly) 91 381) 13 88-89 84 4862 176 51 90 12 85-87 33
|
82-83 eT 2261 [174-175 116 89 11 82-8) 32 81 4660 |172-173 88 371) lo 80-81 79-80 AS 21a9 171 50 115 87 9 11-79 31 78
|
43~hy58 |169-170 114 86 8 73-76 30
|
76-77 ho 207 168 85 36]} 7 70-72 29 The75 4o-41 1956 [166-167 hg 113 8h 6 67-69 28
|
71-73
|
38-3955 165 83 5 63-66 27
|
68-70
|
36-37 1854 |163-164 112 82 35 4 58-62 26
|
64-67
|
33-35 1753 162 48 81 3 92-57
|
2he25
|
59-63
|
30-32 |15-1652 |160-161 111 2 45-51
|
21-23
|
52-58
|
25-29 13-1451 159 80 34 1 29-44
|
15-20
|
35-51 |13-24 [10-22_ 0 0-28 O-14 0-34
|
0-12
|
0-9 *See footnote on page C-,
C-22 Table C-3
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*For 15-Year-Olds (boys and girls combined)
hile Raw Score gile Raw ScoreR190 RLO1l
|
R102 |R162
|
R172 R190
|
RLO1
|
R1LO2 {R162
|
R172100 [211-252 21 29+ 30 50 11999 {200-210 20 28 hig 11898
|
193-199 19 h8 117 1197 |188-192 27 7 11696 [185-187 9 6 115 1695 }181-18h 18 26 qs 11494 {179-160 j yh 11393 [176-178 43 112 592 1173-175 . 25 ho lllQl {171-172 17 ML 110 1590 1169-170 LO 109 1089 |167-168 39 10888 1165-166 ok 38 10787 164 37 10686 1162-163 16 8 36 105 1485 [160-161 35 tok84 159 23 3h 10383 [157-158 33 10282 156 32 101 981
}
154-155 31 10030 153 15 30 99 y 1379 |151-152 22 29 9878 150 28 OTTT 149 27 9676 }147-148 26 9515 1h6 25
|
93-98 8 12Th 145 el oh ge 1173 14h 23 9172 {142-143 14 7 22 9071 TAL el 89 1170 140 20
|
87-8869 139 20 19 86 368 138 18 85 767 137 17
|
83-84 1066 136 12 16 8265 135 13 15
|
80-8164. 134 14 19 1063 |132-133 19° 13
|
77-78 6 962 131 12 7661 130 11
|
74-7560 129 10
|
72-73 9 2 859 128 9
|
7O-7158 127 18 8
|
67-69 557 126 12 6 7
|
65-66 756 125 6
|
62-64 855 12h 5
|
59-61 y 654 123 4
|
55-58 l53 122 3
|
50-54 T 3 552 121 17 2
|
4h-hg 451 120 1
|
31-43] 5-6 2 0 30 0-30} o-k
|
o-1 0-2 %See footnote on page C-h,
Table C-3 (cont. ) C=23
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Olds (boys and girls combined)
%ile Raw Score ile Raw ScoreR103 [RLO# [R105 R106 [R107 R103 [RLO9 R1O3 RLOL [R105 [R106 [R107 [R108 |R109
100 ak) 13] 2h le2-23] 18 10] 5099 22-23] 12 20-21} 17] 121 kg98 21 23 (18-19 16 4897 20 17 10 OH 4796 11| 22 15 46 5 795 19 16 5 10 12 6Oh dy .
93 18 21 15] 14 43 5
ge ho91 10 9 al90 17 14 4089 20 13 8} 39 11 5
88 3887 13 37 686 16 36 985 9 35 5Bu 19 j2 3h
83 12 33 4} 1082 8 3281 15 3180 3079 18 11 29 k
78 11 2817 8 27 8 9 576 14 26
15 Ti) 25Th 17 10 2h 4 4
73 2372 22 8
{i __10 al 370 7 2069 13 16 19 768 7 9 18 467 17 7 366 1665 15 36h 1463 15 9 13 662 j2 12 6 361 8 11 2 360 10
59 958 8 5 5 257 6; 14 6 7 256 6 6 2
55 8 5 4 4 254 11 4 1
53 7 3 3 1 1
52 2 3 1 1
51 13 1 2 QO} 1+2 00 0-1 0 Oo; Oo 0
*See footnote on page C-4.
C-2h. Table C-3 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*For 15-Year-Olds (boys and girls combined}
%ile Raw Score hile Raw ScoreR1LO] RUT [RITZ TRIT3] R114
|
R115 R110
|
R111
|
R112 [R113
|
R14] R115100
|
10 20 19 20-21 WAIT 5099 18-19 18 le 19 13]1 49 698 9 17 17 18 48 397 16 17 796 15 16 12} 46 795 8 14 il nS 9gh 16 An93 13 15 43 892 11] 4e91. 1 ha90 12 15 ho89 14 3988 38 587 11 10
||
37 586 6 10 3685 14 35 88h 34 683 10 13 33 782 3281 OH 3180 3019 13 29 278 28TT > 9 le 2T76 26 1 41 25 k74 9 a 673 23 572 12 8
|}
22{i 2170 8 2069 ll 1968 18 667 17
65 4 15 y64 11 14 | 363
1362 7
{|
12 161 10 ll 560 7 8 10 ha) 9 358 8 257 7 256 6 4D5 10 5 0 354 y 253 3 3 1De 9 2 1 2 151 6 1 0 1 2 0
0 0 0
|
O-1 *See footnote on page C-h,
Table C-3 (cont, ) C-25
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Olds (boys and girls combined)
hile Raw Score %ile Raw Score
R131 R139 [R142 [Re11 Re12 R220 R131 R139 RL42 R211 R212 R220100 12 9-10 15 16 30 50 9 1399 ah} 2g] 4g 6 1098 11 8 14 15 28 48
97 23 27 4796 13 22 4695 10 wy} 21 26 45 12Oh 7 indy93 12 20 25 4392 ho 5gl 19 24h Wt 990 13 ho89 9 11 23 39 ll88 18 38 887 37 ?86 22 36
85 6 17 3)8h 34 1083 10 21 33 882 12 16 32 381 3180 8 20 3079 2g 4 978 15 28
77 9 19 27 776 26 71) 25 \74 14 a4 873 ll 18 23(2 2271 21{0 2 2069 8 13 17 19 768 7 18 3 6 667 1766 16 265 16 15 364 14 663 12 1362 12 561 10 11 560 15
|}
10 2 DD9 7 958 8aT il 7 2 4 456 6 455 6 wait 5 154 4 1 3 353 3 352 4 2 0 1 2 2 251 1 0 1 1 1
0 Oo} 0 0 0 *See footnote on page C-4,
C-26 Table C-3 (cont. )
Percentile Corresponding to Fach Raw Score on Selected TALENT Tests*
For 15-Year-Olds (boys and girls combined)
$ile Raw Score ile Raw ScoreR230 [Re31 [R232[RO33 R234 (R235 ROLO [Re50 R230 [R231} R232 [R233 [R234 [R235 [REKO [RE50
100 |106-113/ 16 27 Ph-25 2h] 48ii 50 3099 |103-105 26 23 22-23 TI 4g 898 102} 15] 33 22] 12 46}} 48 19 2797 |100-101 25 21) 45H 47 1696 99} 14 4695 98 21 20} Abt bs 78 2694 2h yh 16 8
93 97 19} 43}) 4392 96 he 771 ~8 2591 13 18 a 790 95 23 11 hall ko89 20 39 76 ek88 94 17; 421] 38
87 32 37 15 29 2386 93 36 15| 1585 12 22 16} hol 358h 92 34 4 2283 39|| 3382 91 15 32 73 681 19 31 7 7 2180 al 38) 30 7219 90 14 29 14 2078 28 28TT 89 37|| 27 71 1476 1 10 26 1915 13 25 704 88 20 36] 2h 18
73 23 69 13Te 35 22 68 27 5} 1771 87 18 12 al 670 20 67 669 32 34]1 19 66 13 1668 86 1867 19 11 17 65 26} 12 1566 10 3311 16 6465 85 15 63 1464 14 6263 3211 13 61) 5 25; 11] 12} 5} 4} 1862 8h 10 12 6061 11 59 24 1260 9 3111 10 5859 83 18 17 9 57 23| 10] 11 1158 8 |55-56] 4 \57 301 7 153-54 22 3] 1056 82 9 6 |51-52 21 9} lo55 5 |49-50 19-20 3 954 9 29] & l45-48) 3 18; 8 9 8.53 81 3 |41-4) 15-17 7 8 2| 752 2 136-40 2| 8-14 6 7 2 1} 651 80 17 28], 1 935 1] 1-7] 1-5] 2-6} 1] Oj] 165
0 0-8] O O| O|}0-1} 0 0
*See footnote on page C-},
Table C-3 (cont. ) 0-27
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Olds (boys and girls combined)
ile Raw Score $ile Raw Score
; R-200 R-270 [R-281 R-282 R-290 R-260| R-270} R-281 R-282 R-~290100 19-20 20 16 15 5099 17-18 19 oh 15 14 4g98 16 23 4897 18 22 14 4796 15 46 1295 13 45 9gh. 17 el Ay 793 14 13 4392 ho 8gl 16 20 41g0 hO 11 789 13 3988 12 3887 19 12 37 886 15 36
85 35 1084. 12 3h 683 18 3382 32 781 14 3180 11 30 9
19 29 678 11 17 11 28 717 2776 : 2615 13 25 5 8Th oh73 23 672 16 22 77 10 10 2170 20 669 12 19 568 18 667 17 4 566 15 10 1665 1564 14 563 9 13 562 9 1261 11 11 4 4 460 14 10 3
69 958 8 4 3
af 7 356 6
55 5 2 2 354 8 10 4 3 2
53 13 9 352 2 1 2 1 2 151 8 1 0 1 0 1 0
0 0 0
*See footnote on page C~4,
c-28 Table C-3 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Olds (boys and girls combined)
ile Raw Score hile Raw Score
R=311] R-312 [R-320 [R-333 |R-340 R- 311 |R-312 |R-320 |R-333 |R-340100 Jo} 23-24 |37-40 [10-14 [A5-541 5099 15| 21-22
|
35-36 8-9
|
41-HE
|
bo 9
98 20 33-34 71 39-40}; 48 1697 19} 32 37-38|| 47 796 14 31 36
|
46 1895 18 6) 35145oh 30 3h] ob93 17 29 33) 4392 13 ho 1591 28 324, 41 1790 16 ho 2
89 27 5 31]| 39 888 301) 38
87 12 15 26 37 6 1h
86 29
||
36 1685 3584 25 3483 14 28 ||3382 32
81 1l eu 27H 31 13
50 30 7 1519 2978 13 23 4 26] 2817 27
76 26 5 Lb15 22 25 25 1474 10 oh13 2372 12 2k 227 21 21 6 1170 20 1 1369 1968 23|| 1867 20 17 466 16 10 1265 9 11 1564 22 |}1463 13 562 19 12 9 161 3 11 060 21/) 10
29 | 9 3 1058 18 8 4 857 10 7
56 8 20 6 929 5 754 4 2 3 853 17 3 6 722 2 1 2 5 5-6
a1 19} 1 1L| 2-4 1-40 0 0} O-1 0
*See footnote on page C-4.
Table C-3 (cont. ) C-29
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15-Year-Qlds (boys and girls combined)
$ile Raw Score ile Raw Score
FLLO[ F420 F430 FhLOT A500 F410 F420 F430 F440 A500100 59-721 59-72 Th 165-166 50 5499 55-58] 35-58 70-73 39-40 142-164 ko 2298 53-54] 27-34 66-69 38 127-141 48 29 8 20 5397 51-52 23-26 63-65 37 116-126 4796 50 21-22 61-62 36 109-115 46 28 el 5295 49 20 58-60 35 104-108 hsgk 48 19 55-57 341 99-103 yy 20
93 47 18 53-54 33 95-98 43 27 19 5192 17 51-52 32 92-94 he91 46 49-50 89-91 4d 26 7 19 5090 16 |47-48 31] 87-88 ||4o89 45 46 30 &5-86 39 18 4g88 yy 15 45 84 38 25 1887 43~ 4d 29 82-83 37 17 4886 43 ho 80-81 36 ok85 14 yy 28 719 35 16 4784 he ho (7-78 34 23 6
83 39 76) 33 h682 41 38 27 1 32 15 1781 13 73-74 31 22 4S80 ho 37 72 30 el Wh
19 36 71}, 29 hy78 35 26 701 28 20 5 13TT 39 27 12 1676 le 3h 69 26 19 431 38 68 25 174 33 67 2k 18 he73 32 25 23 17 4 1072 37 66 22 16 9 15 4171 31 65 21 15 8 ho70 ll 20 369 36 30 64 19 14 7 3968 ok 18 13 6 14 3867 17 12 2 566 35 29 63 16 10-11 4 3765 621, 15 9 1 2-3 13 3664 28 23 14 8 163 34 10 61 13 6-7 0 0 3562 27 12 yond ~1 12 34,61 60} 11 2-3 ~1 73-2 3360 33 10 0-1 -h 11 3259 26 22 59 9 -2-1 -2 -6-5 3158 8 -5=3 ~3 ~8-7 10 3057 32 2) 58 7 -9-6 “5-4 -11-9 9 2956 9 57 6 -14-10} -7-6} -14-12 8 2855 5 -20-15| -10-8] -17-15 7 26-2754 31 ok 21 56 4 -30-21; -14-11} -22-18 5-6 2h-2553 3 -46-31] -21-15 ~-28-23 2-4 22-2352 55 2 ~69-47) -32-22
|
-38-29}) -1-41
|
18-2151 30 23 1 -103-70| -43-33] -58-39] -12-2] 10-17
O |-216-104] -72-4h -222-59} -40-13} 0-9
%See footnote on page C-4.
C- 30 Table C-3 (cont. )
Percentile Corresponding to Each Raw Score on Selected TALENT Tests*
For 15~Year-Olds (boys and girls combined)
pile Raw Score %ile Raw ScoreC-001 C-002 C-003 C-004 C-005 O=001 c-002 |[c-003 c-00% c-005
100 |26k-283 [74-82 1153-167 |202-2h6 [88-981] 50 156 107 81 Lo99 255-263 71-73 148-152 1183-201 83-87} 49 154-155 46 8098 249-254 69-70 1145-147 173-182 79-82]) 48 152-153 106 1997 245-248 68 |143-144 1166-172 77-78) 47 151 78 3996 2he-2hy 67 [141-142 160-165 74-76) 46 149-150 ks 105 1795 [238-241 60 1139-140 [155-159 73, 45 147-148 76 389k 236-237 65 138 }151-154 71-72}) 44 146 104
93 233-235 137 147-150 69-70], 43 Lhk-145 Wh} 103 15 3792 230-232 64 136 144-146 681) #2 1hO-143 Th91 228-229 63 135 [141-143 67] 41 Tho-141 102 7390 225-227 62 1133-134 1138-140 65-661! ho 139 43 72 3689 223-22) 132 1136-137 - 641) 39 137-138 101 7188 221-222 61 133-135 631| 38 135-136 100 70 3587 219-220 131 |131-132 621 37 134 ho86 217-218 60 130 |129-130 61]| 36 132-133 99 6985 215-216 129 [127-128 35 130-131 98 68 3h84 213-214 59 128 125-126 60]}) 34 128-129 kL 6783 |211-212 127 |123-124 591] 33 127 97 66 3382 209-210 58 121-122 58] 32 125-126 ho 9681 207-208 126 119-120 57] 32 123-124 6580 1205-206 57 125 117-118 30 121-122 95 64 3279 203-204 116 5611 29 119-120 39 9k 6378 202 124 124-115 55 28 117-118 93 31T7 200-201 56 123 112-113 27 115-116 6276 {198-199 111 54]) 26 113-114 38 92 6175 1196-197 55 122 109-110 531) 25 112-112 91 60 30Th 195 121 108 2k 109-110 37 90 5973 {193-194 107 52|) 23 107-108 58 2972 |191-192 54 120 105-106 51} 22 105-106 36 897 190 119 104 21 103-104 88 57 2870 |188-189 102-103 50|) 20 101-102 35 87 5669 |186-187 53 118 101 19 98-100 86 5568 185 100 kg 18 96-97 34 85 54 2767 |183-184 52 117 99 17 93-95 84 5366 |181-162 116 97-98 48 16 91-92 33 83 52 2665 180 96 15 89-90 81-82 5164 }178-179 51 115 95 h7 14 86-88 32 80 50 2563 |176-177 9h h6 13 84-85 79 Te)62 175 114 93 12 81-83 31 77-78 48 ok61 [173-174 50 92 5 11 78-80 30 76 4760 |171-172 113 91 10 716-77 The75 [45-46 2359 170 lle 90 9 13-75 29 72-73 hy 2258 |168-169 kg 89 yi 8 10-72 28 70-71 42-4357 167 111 87-88 7 67-69 27 67-69 kL 2156 1165-166 86 431 6 64-66 26 64-66 39-40 2055 164 48 110 85 5 60-63 25 [61-63 36-38 1954 |162-163 ho if 55-59 232k 157-60 34-35 1853 |160-161 109 8h 3 hg-5h 22 152-56 31-33 1752 159 47 83 hi 2 43-48 19-21 14651 25-30 15-1651 |157-158 108 82 L 28-42 118 29-45 113-24 11-14
0 0-27 O-13 0-28 0-12 0-10
*Gee footnote on page ¢-4
C-31
EXPLANATORY NOTES FOR PERCENTILE CONVERSION TABLES
Tables C-2 and C-3 are based on. the same cases as Table C-1.
Unlike most tables, these percentile conversion tables are to be
read from right to left. They are designed primarily to tell
the percentile corresponding most closely to each raw score,
rather than the raw score corresponding most closely to each
percentile. Therefore to find the percentile corresponding to
a given raw score, the raw score is located in the appropriate
column of the table and the corresponding percentile is then
read from the column to the left of the bank of raw scores.
The nearest percentile is given for every raw score. The stated
percentile value represents the midpoint of the interval. Thus,
for instance, any percentile value computed to lie between 63.50
and 64.50 would be called a percentile of 64. The percentilevalue 50 represents the range from 49.50 to 50.50.
In accordance with the procedure stated in Paragraph 3 above, a
percentile of "100" means anything above 99.50.
Similarly, a percentile of "0" means anything below 0.50.
D-1
APPENDIX D
RESPONSES OF 15-YEAR-OLDS TO 100 SELECTED ITEMSOF STUDENT INFORMATION BLANK
Percentage distributions by grade and sex
(with cases in sample weighted to provide estimates of percentages
for the total 15-year-old population in the U.S.) -
Page
Explanatory notes D-2
Distribution tables p-4
D-2
EXPLANATORY NOTES
This appendix contains the distributions of responses of 15-year-olds
to 100 selected items from the Student Information Blank (SIB). Sepa-
rate distributions are presented for boys and girls, at each grade
level, and for those 15-year-olds not in school.
Because of the limitations on computer programing, options to all
questions have been designated numerically rather than alphabetically.
Each cell shows the estimated proportion of those in the grade giving
a response to the item who marked that particular option. These pro-
portions are given to three decimal places with the decimal point
omitted. These estimated proportions were obtained by applying
School Weight D. (See Chapter II, Section C, for an explanation of
these weights. ) Those omitting the item were not included in the base,
in computing the proportions selecting each option. Thus the sum of
proportions in each line add up to 1.000 if only the numbered options
are included.
The column headed "N” is roughly: proportional to the total number of15-year-olds in the population who are represented by the respondents
to the question. Note that the 15-year-olds represented by those who
omitted the items are not included in N.
The colum headed "X" indicates the ratio of those who omitted thequestion to those who answered the question. This figure, like the
proportions marking the options, is given to three decimal places,
with the decimal point omitted. Thus if the figure in Column X is
100, it means that approximately one-tenth as many 15-year-olds
omitted the question as responded to it. Likewise, if the Column X
figure were 3000 it would mean that approximately three times as
many 15-year-olds omitted the question as responded.
Each line is labeled with the corresponding grade except that the
line marked "5" is for 15-year-olds not in school, and the linemarked "6" is for 15-year-olds in Grade 6 andbelow.
The column headed "M" contains the mean of the distributions. Meansare computed on the basis of the option numbers and expressed in
terms of the option number scale. In cases where the option numbers
do not constitute any sort of ordinal scale, means are not presented,
since such values would be wholly meaningless.
The actual numbers of 15-year-olds in Project Talent on whom these
data are based are as follows:
D-3
Boys Girls
Out of school y 6Grade 6 and below 10 2
"7 37 26" 8 217 120
"9g 13, 724 12,591"10 19,924 2h, 517"41 911 1,2h2"212 36 34
Total 34, 863 38, 538
9. The Student Information Blank contained the following directions:
"These questions are about yourself, your family, and
your plans for the future. This is not a test, and
there are no right or wrong answers. Answer each
question sincerely and thoughtfully as it applies
to you. Inno way will your answers affect your
grades in school. All answers are strictly confi-
dential.
"Answer every question. For each question you are tomark one answer and only one answer. Be sure to read
each question carefully, and then mark your answer in
the appropriate space on your answer sheet. Some of
the questions may be difficult for you to answer. Do
not spend too mich time on these questions, but mark
the one best answer, and go on to the next question.
You should have enough time to answer all the ques-
tions if you move along steadily."
D-4
56. How many books have you read (not including those required for school)in the past 12 months? Don't count magazines or comic books.
1. None 4h, 11 to 152. 1to5 5. 16 to 203. 6 to 10 6. 21 or more
Boys
1 2 3 4 5 6& Xx N M5 517 234 249 8550 326986 225 542 L114 119 108 18530 2202477 166 277 216 161 186 78630 3.21228 119 359 166 64 139 154 30 437570 322059 166 388 181 98 64 104 16 2880853 2.818
10 143 392 186 98 63 117 15 4124052 2.898ll 121 370 195 103. &7 144 22 159769 3.05812 92 373 153 142 43 197 22 5799 3-262Girls
1 2 3 4 5 & x N M
5 335 335 171 159 12950 223136 518 482 4270 4.4477 118 343 206 38 118 176 5208C 3.2238 182 338 141 132 58 148 18 258360 229929 103 364 188 116 86 143 13 2624940 3.148
10 80 372 198 118 89 143 13 5012322 3.191
ll 69 335 217 135 98 145 14 225479 34294
12 57 275 159 214 210 85 5759 32501
Items 65-82. For the following statements indicate how often each one
applies to you. Please answer the questions sincerely. Your answers will
not affect your grades in any way. Mark one of the following choices for
each statement.
65. I do a little more than the course requires.
1. Almost always h. Not very often2. Most of the time 5. Almost never
3. About half the time
, Boys
l 2 3 4 5 x N M
5 500 500 934 4420 22500
6 108 108 413 166 206 20530 32254
7 164 142 244 291 159 28 76520 3.139.
8 83 218 272 285 142 40 433190 3.184
9 80 166 268 341 145 18 2874299 34304
10 94 171 267 345 122 15 4123420 3.230
ll 133 166 261 306 134 15 160779 32142
12 213 159 277 297 54 5929 2.2821
Girls1 2 3 4 5 X N M
5 171 665 164 12950 3-653
6 518 482 4270 1.482
7 87 510 135 136 132 87 47920 22/15
& 66 163 283 323 165 46 251300 32358
9 78 #192 274 %348 108 14 2620719 3-215
10 88 192 293 336 91 14 5005723 32149
ll 122 240 279 280 78 15 225226 20951
12 160 4176 4312 209 143 5759 2.997
Note--See page D-2 (Notes To Appendix D)
D-5
66. I have a difficult time expressing myself in written reports, exami-nations, and assignments.
1. Almost always hk, Not very often2. Most of the time 5. Almost never3. About half the time
Boys1 2 3 4 5 x NN. M
5 337 ~ 663 305 6550 323256 311 108 366 108 108 20530 22594T 122 218 215 361 84 27 76570 3.0688 159 187 267 240 147 24 440370 3.0289 143 184 224 292 157 19 2872567 3.136
10 119 #167 204 321 #190 17 4114111 34295ll 97 165 137 354 247 22 159683 3.48912 38 69 164 301 428 5929 4.611
Girls2 3 4 5 X N M
5 171 164 330 335 129506 3.26596 482 518 4270 1.5187 147 392 99 301 60 254 41540 2.7358 165 252 189 266 128 55 249190 2-9399 127 189 207 309 168 14 2620627 3.201
10, 110 169 203 322 «195 14 5006310 32323ll 95 145 147 346 267 10 226279 3.54512 93 117 100 255 435 5759 3-824
67. Being a fast reader helps me complete my lessons quickly.
1. Almost never 4, Most of the time2. Not very often 5. Almost always3. About half the time
Boysl 2 3 4 5 x N M
5 675 325 305 6550 4.23256 119 352 230 114 184 108 18530 2.891T 266 225 306 143 60 87 72350 2-5058 148 228 245 246 133 27 438830 2.9889 156 240 216 226 161 45 2799872 2.995
10 145 244 195 223 193 43 4011010 3.€751L 104 200 193 252 250 37 157434 3234512 13159 195 198 36 412 5929 34346Girls
2 3 4 5 x N M5 500 159 171 171 12950 223546 518 482 4270 424827 89 286 177 310 138 89 47810 3.1228 158 219 207 256 160 26 256360 32039
9 #129 226 193 249 203 34 2570118 3.16910 118 230 189 252 @211 33 4916814 | 3.26711 112 180 180 250 278 32 221540 3.240212 216 79° 2132 «6277 «#302 5759 3.383
Note--See page D-2 (Notes To Appendix D)
D-6
68,
69.
My grades reflect my ability fairly accurately.
1.2.
3.
Almost never
Not very oftenAbout half the time
I make sure that I understand
assignment.
1.2.
3.
Almost never
Not very oftenAbout half the time
4. Most of the time5. Almost always
Boys
1 2 3 4 5 X N M5 337 337 325 305 6550 2-6506 30i 318 323 58 20530 3.1397 71 228 361 257 83 26 76630 3.0538 110 218 290 265 i117 33 436380 3.0619 112 210 277 268 133 31 2837967 3.098
10 120 223 255 275 128 25 4084169 3.068ll 116 237 232 271 «144 29 158588 3.08912 137 280 156 312 115 46 5669 2-987
Girls | 2 3 4 5 x N M5 164 171 500 164 12950 3.3306 518 482 4270 2.2930T 343 142 361 154 194 43600 323268 141 244 264 232 119 71 245500 2-9449 62 171 260 333 175 30 2579901 3.387
LO 66 174 253 339 168 25 4954864 3.369ll 64 171 253 347 165 28 222329 3.37712 21 135 80 350 414 5759 4.001
what I am to do before I start an
h. Most of the time
5» Almost always
Boys
l 2 3 4 5 X N M5 663 337 305 6550 3.6756 205 311 210 274 20530 3.5537 57 155 128 43) 229 57 74400 326198 95 86 271 291 257 37 434720 3.25299 47 101 198 365 288 25 2855485 3.746
10 34 84 189 394 298 22 4096047 3.839Ll 30 61 139 381 389 2l 159868 4.03912 42 56 76 324 561 5929 4.186
Girls 5 3 4 ‘4 x N M
5 164 506 330 12950 2.8256 482 518 4270 3.5187 46 261 216 188 288 87 47910 344128 85 7T 185 341 312 29 255470 3.7179 24 61 147 393 375 19 2609034 4.035
LO 16 52 145 410 377 17 4993885 4.081Ll 20 45 125 401 409 13 225640 4.13312 73 21 85 319 503 5759 4.157
Note--See page D-2 (Notes To Appendix D)
70. I seem to accomplish very little compared to the amount of time Ispend studying.
D7
1. Almost always
2. Most of the time
3. About half the time4, Not very often5. Almost never
Boys
1 2 3 4 5 xX N M5 500 500 934 4420 2.CC06 418 205 377 20530 2.9587 164 250 179 256 151 28 76520 2.9818 140 174 297 249 141 23 440410 3.0779. 88 176 242 321 173 44 2802920 32316
10 73 «138 «6214 «373 «6202 34 4046778 34493Ll 66 118 156 395 264 27 158979 3667212 94 152 465 289 5929 3.950
Girls 2 3 4 5 x N M5 330 171 335 164 12950 3.3346 518 482 4270 2.9307 91 433 233 188 55 137 45810 2.6838 162 220 322 194 102 58 248560 2-8569 91 17l 227 351 160 37 2561877 32317
10 78 143 205 400 174 30 4931459 32449Ll 73° #113 169 404 241 27 222484 3.62712 82 43 506 369 36 5559 42162
77. My teachers have criticized me for turning in a sloppy assignment.
(same options Boysas above) 1 2 3 4 5 X N M
5 337 663 305 6550 3.9886 311 108 108 210 264 20530 3.0087 54 212 111 366 256 54 14630 3.5588 44 149 202 248 356 87 414500 327239 57 96 145 324 378 28 2847890 3.870
10 39 69 117 347 428 20 4103488 4.656ll 29 52 95 341 483 20 159951 4.19612 121 21 429 429 46 5669 4.2165
Girls2 3 4 5 X N M
5 341 164 494 12950 4.1536 518 482 4270 229307 46 9L 182 202 479° 137 45810 3.9788 19 68 124 231 498 35 254130 4.0009 23 27 44 227 679 14 2621178 4.511
10 13 15 30 215 727 13 5014780 42629Ll ll 20 26 200 743 13 225641 426451? 27 124 Raa 4759 4. TAR
D-8
19+
81.
WIFOMR
(same optionsas above)
Almost always
- Most of the time
About half the time
» Not very often
Almost never
I have aifficulty with the mechanics of English composition.
I get behind in my school assignments.
Boys
1 2 3 4 5 X N M5 337 663 305 6550 4.6636 181 230 354 236 12) 18320 346457 118 218 314 166 184 26 76630 3.0808 176 203 279 202 140 76 418800 229279 155 181 257 271 137 29 2844616 3.055
10 143 160 240 294 162 20 4102813 34172ll 141 142 190 298 229 24 159316 3233212 96 43 170 372 320 22 5799 3.777
Girls1 2 3 4 5 Xx N M
5 341 494 164 12950 324826 1000 4270 2.0607 188 223 178 179° «#232 87 47920 3.0448 85 248 255 284 129 67 246360 321249 96 124 222 342 217 26 2591108 3.461
19 86 108 213 350 244 19 4981778 3.559ll 78 103 166 355 298 16 224908 3.69212 T2 75 106 328 419 5759 3.2948
Boys
l 2 3 4 5 x N M5 337 337 325 305 6550 226386 114 239 239 342 65 lle 18470 3.C047 107 242 277 109 266 26 16630 321868 120 168 265 262 184 64 423590 322239 62 104 167 378 289 24 2859294 3-730
10 45 82 149 403 321 18 4111150 3.872ll 27 81 138 377 376 18 160398 32992l2 94 152 433 321 5929 32981
Girlsl 2 3 4 5 X N M
5 171 #171 494) 164: 12950 346536 518 482 4270 2.9657 86 46 264 190 414 87 47920 3.8018 67 85 215 352 281 26 256260 3-6959 30 51 96 374 449 16 2616734 4.162
10 22 36 83 407 453 14 50053885 4.234ll 17 34 82 407 460 13 225643 4.25812 60 21 277 642 5759 4.443
82. My grades on written examinations or reports have been lowered
because of careless errors in spelling, grammar, or punctuation.
VIFwWPe
Items 106-113.
Almost always
Most of the time
About half the time
Not very often
Almost never
D-9
Boysi 2 3° 4 5 x N M
5 _ 337 663 305 6550 4.3256 208 210 420 161 20530 225357 152 #113 213 223 £4300 57 74420 3.4078 154 191 267 277 110 50 429160 2.9999 91 152 244 %%328 185 25 2854403 3.363
10 74 130 221 357 217 20 4104124 34514ll 73 #114 #=%181 388 244 Ll? 160471 32615i2 43 128 289 207 333 22 5799 3.658
Girls1 2 3 4 5 X N M
5 171 159 670 12950 4.3296 518 482 4270 2.9657 129 133 264 234 239 89 47810 343228 109 155 187 306 244 34 254260 3.4209 50 ‘85 175 378 313 16 2615905 3.818
10 38 71 164 387 339 15 5001478 3-91911 41 56 125 387 390 ll 226150 4.030l2 36 6103 79° 3329 «454 5759 4.063
skip the item.
All A's or
Mark your answers as follows:
equivalent
Please considerif you have not taken any courses in the topic,
the In these|questions choose the one answer that best de-scribes your grades.
The following questions ask you to report your gradesin courses you have taken in the ninth grade or later.only semester grades.
ONFufh
Mostly A's
Mostly A's
Mostly B's
Mostly C's
Mostly D's
or equivalent
and B's or equivalent
and C's or equivalent
and D's or equivalent
or below or equivalent
(If your school does not use letter grades, please use the followingequivalents:
For
For
For
For
For
@ grade
@ grade
@ grade
@ grade
of A:
of Bs
of C:
of D:
@ grade below D:
Exeellent; 90-100Good; 80-89Average 3 ‘70-79
Fairs 60-69Failing; 59 or lower)
Note--See page D-2 (Notes To Appendix D)
D-10
106. My grades in mathematics have been:
1. All A's or equivalent
2. Mostly A's or equivalent3. Mostly A's and B's or equivalent4. Mostly B's and C's or equivalent2+ Mostly C's and D's or equivalent6. Mostly D's or below or equivalent
Boys1 2 3 4 5 & X N M
5 506 500 934 4426 3.5006 109 121 230 299 121 l2l l2l 18320 3.5637 136 118 350 197 100 98 241 63360 3.3008 143 #2110 #2211 187 180 169 533 294070 3.6579 96 114 232 288 194 75 46 2797120 3.595
10 91 112i 250 313 184 40 25 4084075 3.499ll 158 133 230 298 160 2l 25 159257 3.232L2 244 143 273 #190 130 20 5929 2-879
Girls ;2 3 4 5 6 X N M
5 257 257 487 504 8610 209736 0TY 129 271 272 #135
=
130 63 641 31740 3.0538 64 170 323 152 174 #118 1029 129640 3.5559 105 100 238 299 191 66 49 2532531 3.569
10 93 112 257 324 180 35 28 4939336 3-491ll lll 145 273 290 154 27 32 221560 3231412 293 140 295 109 162 82 5325 221708
107. My grades in science courses have been:
oys(same options 2 3 4 5 6 x N Mas above) 5 1000 2869 2210 5.000
, 6 115 175 121 477 112 121 1832C 3.4097 145 159 300 325 71 327 59260 3.0168 126 91 348 177 181 76 «679 268500 324249 93 127 250 287 170 7306151 2542934 3.2532
10 99 143 270 303 152 34 68 3917701 3-369ll 145 162 276 287 109 22 36 157508 3.12012 160 239 425 B82 93 39 5704 2.709
Girlsl 2 3 4 5 6 X N M
5 204 204 387 204 197 10820 3.5916 07 71 #225 212 356 136 745 29846 3.42628 55 153 412 208 150 22 1327 1130106 3.3119 96 117 254 286 185 63 250 2126908 3.535
10 97 129 275 318 149 31 75 4723319 3.386Ll 121 186 292 285 99 i7 45 218644 3.10312 228 203 156 303 110 5759 2-865
Note--See page D-2 (Notes To Appendix D)
Plu
108. My grades in foreign languages have been:
1. All A's or equivalent2. Mostly A's or equivalent3. Mostly A's and B's or equivalent
4, Mostly B's and C's or equivalent5. Mostly C's and D's or equivalent6. Mostly D's or below or equivalent
BoyeL 2 3 a) 6 X N M
5 500 500 934 4420 4.0006 400 338 135 126 258 16320 2.7147 Lll2 172 #315 180 Lil 111 371 57360 3-3368 115 194 196 183 184 128 987 226810 3.5129 113 117 215 246 174 136 707 1714104 3.659
10 100 112 226 278 185 99 446 2893985 32634ll 136 167 229 240 133 95 312 124389 3.35212 268 151 188 132 188 73 89 5444 36042
Girls .2 3 4 5 6 X N M
5 333 333 333 953 6630 323336 07 100 97 510 94 199 1459 21180 321958 73. 202 306 174 143 101 1968 88600 324189 167 121 238 245 150 79 1087 1273422 3.329
10 138 131 266 271 #139 55 584 3204962 3.30711 182 166 249 233 122 49 323 172779 3.093l2 244 232 262 178 54 30 460 3944 2.657
109. My grades in history and social studies courses have been:
(same options Boys 1 2 3 4 5 6 x N 4
as above) 5 500 500 934 4420 4.5006 121 66 236 345 233 121 18320 3.5047 148 74 266 253 188 72 «377 57090 3.4758 129 135 301 173 129 134 689 266810 3.4409 91 133 252 280 171 73 260 2322203 3.525
10 101 139 269 304 153 34 103 3795494 3.372ll 152 181 262 257 115 34 33 157993 3.10412 188 143 384 229 56 5929 22822
Girls2 3 4 5 6 x N M
5 204 197 599 197 10820 223956 1000 1073 2060 1.0007 164 154 535 74 72 877 27740 3.7368 42 130 321 305 140 62 1425 108450 3.5569 112 133 272 279 153 52 371 #1938598 3.384
10 119 141 284 299 131 26 118 4541420 - 3.259lL 140 165 315 253 106 21 47 218233 3.0841? 271 IRA D2Agew ya) ThA 27 eco1 D7 aan
D-12
110. My grades in English courses have been:
1. All A's or equivalent2. Mostly A's or equivalent3. Mostly A's and B's or equivalent4, Mostly B's and C's or equivalent2+ Mostly C's and D's or equivalent6. Mostly D's or below or equivalent
Boys2 3 4 5 6 X N M
5 500 500 934 4420 4.0006 241 121 301 337 121 18320 2.1347 72 364 #185 175) 135 69 286 61150 3.1448 80 137 287 198 149 149 746 258210 3-6469 72 123 248 291 190 76 66 27144365 3.630
10 68 134 277 324 163 33 41 4018924 3.481ll 98 177 281 303 122 18 33 157966 3223012 152 196 407 117° #127 5929 2-871
Girls2 3 4 5 6 X N M
5 401 395 204 197 10820 2.8036 07 169 98 245 245 245 1032 25630 3.2998 58 268 332 151 167 24 1540 103520 3e1729 132 141 288 278 127 33 68 2488958 3.228
10 124 174 329 272 89 Ll 42 4872584 3.063ll 154 229 320 230 59 T 33 221272 2-83212 316 214 281 117 T2 5759 2-413
lll. My grades in vocational courses have been
. Boys
\eaneopsione 1 2 3 4 5 6 x N M5 663 337 305 6550 2.3506 228 181 471 121 121 18320 3.2577 161 145 292 284 78 40 486 52930 3.0928 155 129 237 207 122 149 1182 206550 3.4619 111 155 280 259 135 60 644 1780545 3.333
10 111 166 296 296 104 27 621 #2581413 3.198ll 146 237 261 262 #79 «2115 678 97294 2.93712 156 57 436 294 57 1810 2110 3.038
Girls1 2 3 4 5 6 X N M
5 333 333 333 953 6630 320006 07 89 190 363 87 187 84 1199 23680 343458 56 310 165 152 198 118 2393 77510 324809 122 154 278 266 130 52 1632 1009908 34284
10 110 170 322 286 86 27.1390 2124742 3.14811 123 228 307 263 62. &«17 1374 96270 2.96512 53 354 199 53 247 94 1564 2246 32370
D-13
lle. My grades in business or commercial courses have been:
1. All A's or equivalent2. Mostly A's or equivalent3. Mostly A's and B's or equivalent4, Mostly B's and C's or equivalent5. Mostly C's and D's or equivalent6. Mostly D's or below or equivalent
Boys1 2 3 4 5 6 X N M
5 500 500 934 4420 4.5006 373 129 369 129 199 17120 343847 221 192 215 240 45 86 611 48820 2.9528 200 43 219 202 142 195 1212 203800 3.6269 103 144 239 265 155 95 1C15 1452525 32509
10 92 126 269 323 145 45 959 2136438 32439ll 128 145 244 297 #151 35 878 86925 3230512 168 452 65 199 177 2188 1860 3.780
GirlsL 2 3 4 5 6 xX N M
5 6671 333 953 6630 3-6676 C7 #199 202 209 192 199 1459 21180 327908 209 129 252 155 90 164 2698 T1110 3.280
9 125 143 254 274 143 61 1694 986478 3.34910 107 145 294 312 118 26 813 2800821 3.266ll 149 222 284 258 70 17 549 147559 2292712 271 174 %(4305 127 60 63 720 3348 2-719
113. My grades in all courses starting with the ninth grade have been:
8(same options Boy 1 3 3 4 s 6 x N M
as above) 5 = 1000 934 4420 3.0006 399 74 252 274 2714 1611C 3.277T 221 284 191 #2177 84 43 614 48710 2-1498 206 172 150 175 154 142 1154 209260 323259 73° #131 262 «6324 172 37. «119 2616406 3250210 54 121 296 376 138 16 63 3935819 3.470ll 69 171 312 341 94 12 58 154320 3.25612 91 153 432 178 125 22 5929 32158
Girls 12 3a 8 N i5 204 591 204 197 10820 3.000
6 0T 239 97 251 82 86 245 1020 25780 324128 181 150 216 83 215 155 2694 71200 364659 75 129 298 336 140 22 125 2362483 32403
10 55 127 336 368 107 8 59 4794591 3-36811 48 181 363 328 14 5 65 214659 3-21412 43 366 415 82 95 21 5639 2.819
D-14
137. Were your parents born in the United States?
1. My father was born in the U.S. but my mother was not.
2. My mother was born in the U.S. but my father was not.
3. Both my parents were born in the U.S.
4, Both my parents were born outside the U.S.
5. I don't know whether my father or mother was born in the U.S.
Boysl 2 3 4 5 X N
5 258 508 234 8550
6 228 241 295 236) «6121 18320
7 27 139 632 81 1l2l 26 76630
8 31 106 663 124 TT 65 423350
9 36 57 82l 59 27 46 279867910 31 49 857 51 13 30 4061748ll 35 88 787 TT 13 30 158499
12 74 59 702 165 2l 5809
Girls2 3 4 5 X N
5 469 190 197 204 197 10820
6 482 518 4270
T 710 «211 19 52080
8 50 67 638 147 98 15 2446509 24 38 869 471 22 37 2563545
10 24 42 884 40 9 28 4939957ll 30 75 821 66 8 20 22410012 23 67 787 100 23 37 5553
171. If your family is renting your nome or the place where you live,
about how much are they paying each month?
1. Less than $60 h. $100 to $1192, $60 to $79 5. $120 or more3. $80 to $99 6. We have bought (or are buying) our home.
Boys
1 2 3 4 5 6 x N
5 258 234 258 249 855G
6 148 283 138 282 148 377 14910
T 166 95 167 78 53 441 26 16630
8 203 101 148 97 34 417 207 373520
9 131 87 64 40 34 644 84 270067810 95 68 52 29 25 731 63 3937898
ll 105 89 64 40 52 650 75 151853
12 57 168 83 64 21 605 61 5589
Gtris
1 2 3 4 5 6 xX N
5 247 753 504 841C
6 482 518 4270
~ 318 9 93 54 48 478 132 46020
8 224 86 46 68 54 521 14 244790
9 151 83 46 22 19 678 19 246229310 103 69 40 22 20 7146 68 41755893ll 123 83 ‘57 30 44 664 67 21425512 170 71° 17 47 47 557 1346 504A
D-15
172. If your family has bought (or is buying) your home, what is the present value?
1. Under $6,000 4. $15,000 to $22,0002. $6,000 to $10,000 5. More than $22,0003. $10,000 to $15,000 6. We are renting our home
Boys
7 1 2 3 4 5 6 Xx N5 325 675 305 65566 290 148 148 138 134 142 377 1491C7 172 86 171 150 193 228 57 744208 137 138 182 193 77 274 183 3810909 98 174 201 167 #129 231 4133 #2582431
10 72 #174 #205 188 162 199 104 378935111 64 136 163° 191 150 297 126 14491312 211 205 217 367 44 5679
Girls
1 2 3 4 5 6 x N5 341 318 341 998 64806 518 482 42707 373 100 50 102 375 239 420208 158 162 123 102 67 387 170 2247169 104 166 172 #152 121 285 201 2213769
10 75 164 193 185 154 229 172 4331452ll 79° «135 155 182 147 302 191 19194512 294 138 136 144 75 213 164 4948
173. Please make the best estimate you can of your family's total income for lastyear (1959). Include money earned by both parents or anyone else in the house-hold who worked.
1. Less than $3,000 4. $9,000 to $11,9992. $3,000 to $5,999 5. $12,000 or more3. $6,000 to $8,999 6. TI can't estimate this.
Boys
1 2 3 4 5 6 x N5 258 249 258 234 85506 137 128 405 131 199 274 161107 136 55 152 164 91 401 26 766308 142 135 121 123 106 373
=
«149 3924109 7 #197 #190 102 85 352 72 2730726
10 44 199 218 110 107 322 47 3996512
ll 61 #192 185 106 141 315
~~}
83 15064912 224 315 97 118 246 44 5679
Girls
1 2 3 4 5 6 X N5 257 743 «504 861G6 1000 4270T 332 53 103 96 103 314 244 418608 151 61 113 68 44 563 94 2403409 62 134 115 56 51 581 65 2495836
10 40 145 134 66 63 552 43 4867130ll 52 144 161 75 T2 497 75 21258612 37 208 57 85 100 513 5759
Note--See page D-2 (Notes To Appendix D)
D-16
174. Which of the following best describes your family's finances?
1. Barely able to make a living 4. Well-to-do2. Have the necessities 5. Wealthy3. Comfortable 6. Extremely wealthy
Boysl 2 3 4 5 6 X N M
5 508 234 258 855C 227366 128 205 274 255 137 274 16116 322057 479 58 536 169 57 116 10450 2-8668 B7 179 409 167 83 75 137 396440 3-2079 41 147 565 181 43 23 54 2776183 3.107
LO 22 129 639 170 27 12 31 4057751 3-086lil 10 114 654 178 29 16 34 157837 3-150l2 125 643 198 34 5929 3.2141
Garis 1 2 3 4 5 & X N M5 239 247 257 257 504 8610 3.531
6 518 482 4270 1.482
7 #125 230 187 #2121 #172 ~=~«2166 42 49970 3-485
8 81 247 373 143 79 76 99 239360 32122
9 40 159 603 152 30 17 41 2552337 3.025
10 19 #137 674 139 23 8 22 4966946 3.033
11 21 128 688 138 17 8 28 222348 3.027
L2 93 94 7712 100 5759 2.819
Items 190-193. How many of the following articles are in your home?
191. Telephone, television set, radio, phonograph
1. None Two 5. Four
2. One Three
Boys
l 2 3 4 5 X N M5 344 344 312 332 6420 322796 131 137 252 480 274 16110 3.813T 170 227 146 224 234 98 71630 321248 68 252 193 207 279° 142 394830 3.3779 32 97 109 178 583 46 2798471 4.183
16 15 49 62 160 715 27 4076539 4.51111 9 36 69 150 736 13 161173 4.56912 22 22 170 786 5929 4.677
Girls1 2 3 4 5 x N 4
5 ‘492 508 2091 4190 2-5086 482 518 4270 225187 39 6298) =6©63320)0«:163—=COo189 8 51680 321253 42 197 193 236 333 52 249890 3-6229 17 71 96 189 628 26 2589178 4.341
Lo 8 33 58 152 750 15 5062397 4.602ll 4 39 8l 141 736 18 224559 4.56612 113 303 584 5759 4.357
Note--See puge D-2 (Notes To Appendix D)
D-17
193. Musical instruments, hi-fi or stereophonic set, classical records,art equipment, photo developing equipment
1. None 4, Three2. One 5. Four
3. Two 6. FiveBoys
1 2 3 4 5 6 X N M
5 344 344 312 332 6420 2.935
6 186 629 186 725 11900 2-814
7 #238 201 381 2121. «59 131 69516 | 2.2963
8 266 284 216 110 68 57 142 39477C 22662
9 235 238 232 #157 82 55 53 2779238 2/778
10 197 238 243 186 89 52 30 4064842 2-883
LL L7S 217 244 193 118 él 26 159046 3.026
12 142 248 186 251 132 42 5929. 3.110
Girls2 3 4 5 6 X N M
5 492 508 2091 4190 1.508
6 518 482 4270 1-482
7 280 479 103 49 89 144 45520 22429
8 321 274 155 135 57 57 78 243860 22905
9 235 259 229 164 71 42 33 2574026 2-700
10 198 243 249 183 87 40 19 4985119 2.839
ll 185 231 250 187 106 41 16 225082 2-921
la 58 244 218 252 106 122 5759 32469
D-16
206. Which one of the following comes closest to describing the work of your
father(or the male head of your household)? Mark only one answer. If
he works on more than one job, mark the one on which he spends most of
his time. Tf he is now out of work, or if. he's retired, mark the one
that he did last.
1.
13.
14.
1.
16.
17.
I don't know
Farm or ranch owner and/or manager
Farm or ranch foreman |
Farm or ranch worker
Workman or laborer--such as factory or mine worker, fisher-man, filling station attendant, longshoreman, etc.
Private household worker--such as a servant, butler, etc.
Protective worker--such as a policeman, detective, sheriff,fireman
Service worker--such as a barber, beautician, waiter, etc.
Semi-skilled worker--such as factory machine operator, busor cab driver, meat cutter, etc.
Skilled worker or foreman--such as a baker, carpenter,electrician, enlisted man in the armed forces, mechanic,plumber, plasterer, tailor, foreman in a factory or mine(but not on a farm), etc.
Clerical worker--such as bank teller, bookkeeper, salesclerk, office clerk, mail carrier, messenger, etc.
Salesman--such as real estate or insurance salesman, factoryrepresentative, etc.
Manager-~such as sales manager, store manager, offite manager,business manager, factory supervisor, etc.
Official--such as manufacturer, officer in a large company,banker, government official or inspector, etc.
Proprietor or owner-=such as owner of a small business, whole-saler, retailer, contractor, restaurant owner, etc.
Professional--such as actor, accountant, artist, clergyman,dentist, engineer, lawyer, librarian, scientist, etc.
Technical--such as draftsman, surveyor, medical or dentaltechnician, etc.
D-19
Boysl 2 3 4 5 6 7 8 9 10 ll
5 344 656
6 174 162 166 166
7 232 100 53 183 135 33 35 63 33
8 244 a7 22 76 «189 L2 30 10 74 #101 22
9 lel 88 13 26 184 6 19 16 67% 176 27
10 81 85 7 16 164 2 19 12 7G «186 30
ll 82 14 3 10 «149 3 13 16 66 183 32
12 105 22 71 36 22 255 59
Girls1 2 3 4 5 6 q 8 9 10 ll
5 1000
6 1000
7 312 376 265 46
8 255 57 52 76 216 19 21 37 #6111
9 1LT2 87 9 29 201 3 14 14 55 171 20
10 119 78 6 19 172 2 16 ll 62 184 27
Ll 96 52 8 15 158 1 18 9 66 203 30
12 i179 126 23 23 109 130
Boys
12 13 14 15 16 17 Xx N M
5 332 6420 4.967
6 331 617 12700 7.958
7 29 33 70 244 63190 52405
8 ll 26 27 46 Ll ll 213 371650 52927
9 43 61 23 51 52 27 95 2671537 5.003
10 51 15 2l T2 67 36 55 3968887 Be IDS
Ll 37 64 36 83 101 48 54 154911 9487
12 41 41 21 143+ 183 21 45809 102523
Girls
12 13 14 15 16 l7 & N M
5 2091 4190 1.006
6 1073 2060 1.000
7 94 417620 2.2809
8 8 23 42 27 55 201 219000 6.073
9 35 58 16 54 43 20 73 2477512 71.372
LO 45 71 2l 15 61 30 57 4805546 8.520
ll 40 61 24 100 82 37 59 215889 92284
12 87 45 109 171 B2 5325 92682
D=-20
208. Which one of the following comes closest to describing the work of your
mother(or the female head of your household)? Mark only one answer. Ifshe does housework in addition to outside work, count only the outside
work. If she works on more than one job, mark the most important one.
If she usually works, but is now out of work, mark the one that she did
last.
1. I don't know
2. Housewife only; she has not worked for pay in the last three
years
3. Farm or ranch owner and/or manager
h, Farm or ranch worker
5. Worker or laborer~-such as charwoman, laundry worker, etc.
6. Private household worker--such as housekeeper, maid, laundress,etc.
7. Protective worker--such as policewoman, etc.
8. Service worker--such as beautician, waitress, etc.
9. Semi-skilled worker--such as factory machine operator, cab
driver, etc.
10. Skilled worker or forewoman--such as baker, inspector, etc.
ll. Clerical worker--such as bookkeeper, secretary, typist, sales
clerk, store clerk, etc.
12. Sales--such as real estate, life insurance, etc.
13. Manager--such as sales manager, store manager, office manager,
business manager, factory supervisor, etc.
14. Official--such as manufacturer, officer in a large company,
banker, government official or inspector, etc.
15. Proprietor or owner--such as owner of a small business, whole-
saler, retailer, restaurant owner, etc.
16. Professional--such as actress, accountant, artist, dentist,physician, engineer, lawyer, librarian, scientist, etc.
17. Technical--such as draftsman, medical or dental technician,etc.
Note--See page D-2 (Notes To Appendix D)
D-21
1 2 3 4 5 6 7 8 g9 10 115 5006 303 159 148 152 152 867 75 455 71 36 38 36 35 698 130 435 24 69 66 24 46 27. 29 79 86 532 10 11 44 32 8 43 39 #416 479
10 60 552 4 5 37 27 4 41 45 16 10611 61 530 8 2. 32 15 2 37 45 11 12412 59 317 41 69 «39 257
Girls2 3 4 5 6 7 8 g 10 11
5 492 5086 10007 #133 695 43 42 428 142 558 9 10 44 67 29 21 8 199 91 533 5 6 39 38 2 48 50 1.1 B87
10 66 535 3 3 32 29 2 45 55 13 111ll 58 462 4 5 34 47 2 33 65 10 13112 558 38 136 210
Boys
12. 13 =14 15 16 17 X N5 500 934 4420b 477 139007 36 113. 360-359 57850ga 17? 41 ll 62 12 256 358830g li 16 9 ll 47 6 104 2650155
10 12 «15 8 13 52 4 56 396334211 21 #20 #17 13 ~«676 2 36 157600612 21 21 176 22 5799
Girls12 13 14 #15 #16. #217 x N
5 2091 41906 42707 44 96 475208 10 9 23 30 19° 196 219930g 10 13 9 13 40 5 70 2482932
100=«(« 10-115 6 15 56 4 39 4889245ll 12 27 #10 #17 83 3 43 21922912 58 23 5629
Note--See page D-2 (Notes To Appendix D)
D-22
210. In which one of the following programs do you expect to specialize in college?Mark one ofthese even if you have not definitely made up your mind.
1. I do not expect to attend college. 12. Political science or economics2. Biological sciences (botany, physi- 13. Foreign languages
ology, zoology) 14. Other liberal arts (philosophy,3. Physical sciences (chemistry, geolo- literature, history, etc.)
gy, physics, astronomy) 15. Fine arts (music,art,ballet,etc)4, Engineering 16. Agriculture5. Mathematics 17. Nursing6. Pre-medical 18. Home economics7» Pre-dental 19. Pre-theology8. Pre-law 20. Journalism9. Business administratio 21. <A program not listed above
10. Education / 22. I have no plans regardingll. Sociology or psychology college programs.
Boys
1 2 3 4 5 é 7 8 9 10 1l 12 135 500 5006 318 148 152 86T 432 79 84 368 335 29 97 77 38 24 31 1 54 33 6 249 272 28 60 186 44 32 14 32 27 22 5 6 7
10 6216 39 64 201 45 41 16 35 38 24 5 4 5ll 202 38 105 168 60 58 9 44 53 29 11 6 612 T2 z0 97 194 113 120 42 140 76 37 20
GirlsL 2 3 4 5 6 7 8 9 1c Ll 12 13
5 5086 1000
7 426 132 47 47 428 413 2k 20 2l 31 40 62 9 9 299 314 L4 16 3 19 25 4 11 85 72 L5 3 15
10 291 19 13 3 24 25 4 8 93 101 26 2 18ll 233 36 20 3 31 37 2 15 83 141 39 2 3712 230 21 21 21 38 37 259 82 21 23
Boys14 15 16 17 18 19 20 21 22 x N
5934 4420
6 152 144 477 139007 83 82 41 80 Bl 534 512608 37 33 6 6 6 75 87 318 3418609 5 16 35 6 3 5 4 82 110 127 2595668
10 10 18 36 3 l 5 6 84 103 58 395511511 16 19 10 2 7 7 61 89 43 15645512 67 5929
Girls14 15 16 17 18 19 20 21 22 x N
5 492 2091 41906
42707 43 42 22? 96 475208 21 29 24 89 182 205 2181709 9 36 2 116 27 1 LO 86 114 74 2474455
10 15 39 2 105 24 2 10 77 100 37 4897784ll 36 33 1 68 18 1 15 64 85 29 22207612 21 44 21 101 58 23 5629
Note--See page D-2 (Notes To Appendix D)
ell.
D-23
In the following list of oecupations, mark the one occupation you expectto make your career after you have completed your education. If your choice
is not on the list, mark the one that is closest to it. Mark oneOfthese
‘even ifyyou have not definitely made upyour mind.
1. Accountant
2. Biological scientist (biologist, botanist, physiologist,
zoologist, ete.3. College professor
hk, Dentist5. Engineer (aeronautical, civil, chemical, mechanical, etc.)6. Elementary school teacher7. High school teacher
8. Lawyer9. Mathematician
10. Pharmacist
ll. Clergyman (minister, priest, rabbi, etc.)12. Physical scientist (chemist, geologist, physicist, astronomer, etc.)
13. Physician14. Political scientist or economist15. Social worker
16. Sociologist or psychologist17. Armed forces officer
18. Artist or entertainer19. Businessman
20. Craftsman
2l. Engineering or scientific aide
ee. Forester
23. Medical or dental technician24. Nurse25>. Pilot, airplane
26. Policeman or firemanef. Secretary, office clerk or typist
28. Writer29. Barber or beautician
30. Enlisted man in the armed forces
31. Farmer
32. Housewife
33. Salesman or saleswoman
34. Skilled worker (electrician, machinist, plumber, printer, etc.)35. Structural worker (bricklayer, carpenter, painter, paperhanger, etc.)
36. Some other occupation different from any above
Note-=See page D-2 (Notes To Appendix D)
Boys
1 2 3 4 5 6 7 8 g 10. 11 12 1356 213 124 2187 46 44 137 3644 47 44 98 958 41 33. 31 46 132 41 #44O 31) 42 13 35 34 439 23 23 8 25 191 9 26 36 18 14 13 36 24
10 27 31 5 23 204 6 37 138 #17 15 16 41 33ll 53 29 14 12 180 5 42 48 36. 21 18 74 £4112 44 22 22 #422 «134 78 #154 41 145 132Girls
1 2 3 4 5 6 7 8 9 10 11 «12 1356 5187 52 127 54 56 568 16 12 20 10.10 1060 32 ~«23 1¢9 15 12 4 3 4 68 51 13 8 7 3 9 13
10
»=
16 15 4 3 3 84 63 8 8 6 4 9 13ll 9.23 14 3 7 2 128 75 13 12 7 2 17 2012 21 76 139 171 37 «21 21 4038Boys
14.15 16 17 18 19. -20,—o 2k 22) 23 HA 265 344 3446
7 123 44 478 26 63 21 33 13.0 2 78 69 3 8 3 65 21 #32 13 14 30 6 2. 4T 20
10 2 5 3 56 18 37 «12 12. 30 5 L 35 17ll 5 10 7 42 19.29 17 13.0 13 7 1 23 llL2 22 61 41Girls
14 15 16 17 18 19 20.—~— 21 22, 230¢« 24'S 265 160667 52 106& 29. 2k ll 103 Lu 249 l 2 8 13. 28 4 1 1 12 139 t 2
10 1 25 14 10 30 5 Ll 1 13. 122 & 211 4 23 24 8B 460 3 1 2 25 289 é l12 37. 44 21 21 21Boys
27. 28 29 #39 31.32 33. 343536 X N5 312 332 64206 218 228 1119 96907 47 47 44 47 47 742 451568 18 69 7 13 15 7 81 391 3239309 6 3 7 #19 61 2 6 35 15 136 149 2546383
10 3 5 7 20 &«57 1 7 42 9 123. 68 391886111 10 7 8 13. 47 2 31 8 lll 45 15622912 42 39 «98 5399
Girls 27 28 29. 30 31 32 33 34 3536 x N5 2091 41906 482 42707 171 51 56 161 56 327 392608 146 37 14.35 22 31 203 100 277 2058809 242 9 45 2 5 137 4 l 1 106 78 2466576
10 265 10 42 2 3 113 3 l 98 38 4890426ll 249 6 31 l 69 2 1 l 94 33 22135412 114 21 137 58 23 5629
Note--See page D-2 (Notes To Appendix D)
D-25
2lé. Which one of the following occupations would you most like to enter? if yourchoice is not on the list, mark the one that is closest to it. Mark one ofthese even if you have not definitely made up your mind.
OR
.FON”COAAWEw
Accountant
Biological scientist (biologist, botanist, physiologist, zoologist,ete.)College professor
Dentist
. Engineer (aeronautical, civil, chemical, mechanical, etc.)Elementary school téacherHigh school teacher
LawyerMathematician
Pharmacist
Clergyman (minister, priest, rabbi, etc.)Physical scientist (chemist, geologist, physicist, astronomer, etc.)Faysician
Political scientist or economist
Social worker
Sociologist or psychologist
Armed forces officer
Artist or entertainer
Businessman
Craftsman
Engineering or scientific aide
Forester
Medical or dental technician
Nurse
Pilot, airplane
Policeman or fireman
Secretary, office clerk or typistWriter
Barber or beautician
Enlisted man in the armed forces
Farmer
Housewife
Salesman or saleswoman
Skilled worker (electrician, machinist, plumber, printer, etc.)Structural worker (bricklayer, carpenter, painter, paperhanger, etc.)Some other occupation different from any above
Note--See page D-2 (Notes To Appendix D)
D-26
Boys
1 2 3 4 5 6 7 8 9 1¢ ll 12 135
6 186 101 173 3557 87 42 39 42 47 91 42 47 928 50 67 20 75 97 38 1 39 22 12 20 54 79 20 27 7 26 ~183 9 26 39 21 l2 15 41 26
10 25 34 5 23 196 7 33 42 17 14 16 44 3511 43 41 10 12 179 5 42 53 23 14 19 75 4912 43 22 22 24 245 36 6151 142 129
Girls1 2 3 4 5 6 7 8 9 1c ll 12 13
5
6 5187 145 60 64 1258 10 39 19 10 41 39 30 2 169 13 14 5 4 4 70 49 20 9 8 4 12 16
10 14 20 4 4 4 79 54 17 1c 7 5 13 18ll 18 23 4 7 2 115 59 29 13 8 3 18 3112 21 76 118 127 37 21 21 38
Boys
14 15 16 l7 18 19 20 21 22 23 24 25 265 344 3446
7 44 118 45 398 13 33 51 15 20 13 22 12 7 38 139 2 7 4 67 23 29 15 15 36 6 4 64 19
10 2 4 4 57 23 31 ll l2 38 6 2 52 1811 4 12 9 44 22 31 14 12 19 4 1 39 1712 22 24 41 40
Girls14 15 16 l7 18 19 20 2l 22 23 24 25 26
5 10006
7 58 60 608 19 51 25 ll 161 9 239 2 23 10 18 41 4 1 l 12 149 10 3
10 2 32 19 14 47 5 1 1 15 127 9 3ll 2 25 35 8 58 T 1 4 21 90 § 212 59 89 43 58 21
27 28 29 30 31 32 33 34 35 36 Xx N5 312 332 64206 186 725 119007 45 89 45 45 668 471408 25 25 54 6 21 7 121 406 3205309 4 4 7 15 56 3 6 32 14 116 147 2552088
10 3 7 7 15 54 1 7 39 10 106 68 3919640ll 7 5 T 13 38 5 37 7 89 50 15543712 61 72 5529
27 28 29 30 31 32 33 34 35 36 X N5 2091 41906 482 42707 #125 58 183 64 508 345408 164 39 29 10 100 21 10 129 224 214790g 218 13 51 2 6 108 5 2 1 94 78 2466463
10 221 16 49 2 5 88 3 92 38 489088711 201 14 32 1 68 2 1 l 96 37 22040812 T7 21 37 101 36 23 5629
218.
Note--See page D-2 (Notes To Appendix D)
D-27Mark the one answer indicating the highestt level of education your father
“Mark the one best answer even if you are not sure.reached.
POW
OATOAWFw
hp
LY
an
I don't knowNone, or some grade schoolCompleted grade school
Some high school, but did not graduate
Graduated from high school
Vocational or business school after high schoolSome junior or regular college, but did not graduate
Graduated from a regular 4-year collegeMaster's degree
Some work toward doctorate or professional degree
Completed doctorate or professional degree
Boys
1 2 3 4 5 & 7 8 9 ge ll5 525 475
6 311 159 148 144 152 86% 192 295 36 108 102 137 136 348 263 116 101 166 128 87 12 38 44 20 259 161 69 131 191 226 42 51 71 22 7 28
10 lO7 47 125 189 255 53 64 87 21 13 38ll 113 48 111 196 223 47 62 92 37 14 5612 21 40 360 255 65 21 100 37 102
Girls2 3 4 5 6 7 8 9 10 ll
5 492 508
6 1000
~ 261 179 270 86 158 47B 351 195 69 230 2 19 36 21 25 589 196 84 138 206 198 36 39 52 12 6 33
10 135 60 126 202 235 49 58 70 1? 10 39ll 131 72 106 210 209 43 6&4 78 18 15 55l2 79 195 126 133 —~=«129 88 92 132 25
Boys x N M5 1631 4210 22425
6 477 13900 5.2762
7 283 61280 3.9108 335 337590 3.883
9 1l2 2631921 4.34310 &4 3934081 4.807
ll 46 156000 4.990
12 35 5729 5.640
Girls x N M
5 2091 4190 3.0176 1073 2060 3.0007 99 47410 2.8878 233 213330 3.2589 86 2447664 4.023
10 56 4810615 4.552ll 49 217840 4.718l2 103 5221 4.977
D-28
219.
12
34
De6.
Te
8.9.
10.ll.
Note--See page D-2 (Notes To Appendix D)
I don't know
None, or some grade schoolCompleted grade school
Some high school, but did not graduateGraduated from high school
Vocational or business school after high school
Some junior or regular college, but did not graduateGraduated from a regular 4-year collegeMaster's degree
Some work toward doctorate or professional degree
Completed doctorate or professional degree
Mark the one answer indicating the highest level of education your mother
reached. Mark the one best answer even if you are not sure.
Boys
1 2 3 4 5 6 7 8 9 10 ll
5 1000
& 157 340 162 174 166
T 239 112 225 #111 58 75 73 35 T2
8 246 123 82 182 151 53 53 46 6 26 31
9 141 44 104 187 320 47 45 75 14 9 13
10 90 25 92 173 375 62 56 89 16 8 14
11 83 29 81 171 #359 66 63 83 29 ll 25
L2 34 42 370 149 212 135 20 37
Girls2 3 4 5 6 7 8 9 10 ll
5 492 508
6 1000
T 222 413 £4130 42 105 42 478 292 213 134 192 85 10 ll 12 2 499 132 56 123 238 277 55 40 46 9 5 19
10 82 34 105 224 323 79 55 64 ll 7 lb11 76 36 114 212 294 T6 62 72 26 10 22l2 75 60 120 381 64 162 58 43 36
Boys N M5 1031 4210 1.000
6 617 12700 5.201
7 377 57090 3.762
8 348 334300 3.938
9 li2 2631113 4.453
10 58 3955772 4.834
il 43 1564995 5.007
12 5929 6.139
Girls x N i
5 2091 4190 3.0176 1073 2060 5.0007 96 47520 2-8028 244 211360 3.1009 68 2487667 4.270
10 40 4883257 4.688ll 36 220612 4.85312 5759 5.485
220. With whom are you now living; that is, who are the heads of the house?
D-29
1. Mother and father
2. Mother only
3. Father only
4, Sometimes with my mother, sometimes with my father
5. Mother and stepfather
6. Father and stepmother7. Grandparents, aunt, uncle, or cousins
8. Brother or sister9. Foster parents (not relatives)
10. Someone not listed above
Boys1 2 3 4 5 6 7 8 9 10
5 525 4756 311 86 3G7T 152 144T 319 165 64 98 157 164 338 534 117 54 38 67 34 48 48 17 419 T5L 85 28 14 44 17 et 12 8 15
10 «=—831 T2 l7 7 32 10 15 5 3 7ll 823 92 19 6 26 15 13 3 312 819 41 22 118
Gris 12 3 eH ag5 1000
6 518 482
7 592 189 43 1768 645 143 53 22 41 33 27 9 299 716 99 16 7 49 ll 22 7 5 10
10 +819 84 14 3 43 10 15 4 3 5ll 828 83 9 1 39 9 15 5 4 712 920 58 23
Boys xX ny
5 1031 421¢
6 477 13900
T 241 63380
8 252 36001C
9 93 2677165
10 45 4005629
ll 27 158967
12 21 5809
Girls X N
5 2091 4190
6 4271C
7 96 475208 138 231040
9 51 2527865
10 26 4949636
ll 20 224213
12 5759
D-30
eel. What is the total number of living children in your family?
self, together with all full brothers and sisters, half-brothers and sisters,Inelude your-
stepbrothers and sisters, and foster brothers and sisters. Tnelude those not
now living in your home.
1. One 7. Seven
2. Two 8. Eight3. Three 9. ‘Nine
4, Four 10. Ten5. Five 11. Eleven
6. Six 12. Twelve or more
Boys2 3 4 5 6 qT 8 9 16 Ll 12
5 525 475
6 350 . 217 227 206qT oT 123 211 70 #135 #121
=
«2137 68 33 36
8 46 120 114 186 168 161 54 70 52 17 6 66
9 85 193 195 170° Leal 19 56 36 23 14 LO 19
10 97 246 228 164 103 63 37 23 14 9 6 ll
Ll 130 292 229° 133 90 48 32 10 8 9 5 14
12 259 321 206 114 23 39 37
Girlsl 2 3 4 5 6 qT 8 9 10 ll 12
5 508 492
6 518 482
T 46 100 49 137 143 137 46 248 95
8 62 110 174 #167 #101 68 1Ll2 Ll 28 38 9 19
9 73. 26193 0«208)«#6167
=
«6115 19 55 38 26 18 L2 17
10 88 230 229 171 #2107 66 42 24 16 Ll qT 10
ll 106 299 204 134 92 59 31 at L2 22 10 5
12 83 179 427 63 58 35 58 15 23
Boys x N M
5 1031 4210 9.475
6 111¢€ 9730 1.524
7 281 61380 5.714
8 263 356770 5.314
9 103 2652491 4.176
LO 49 3989443 32675
ll 33 157982 3.360
12 35 5729 2.898
Girls x N M
“5 2091 4190 524586 4270 4.895
1 146 45450 6.822
g 2038 217760 5.027
9 58 2512792 4.2236
10 29 4933983 3.778
Ll 27 222477 3.597
12 5759 3.105
224, Where did you live just before moving to this community?— HOOOANUFWwh . [ have lived here all my life.
. New England States (Me., N.H., Vt., Mass., R.I., Conn.)
. Middle Atlantic States (N.Y., N.J., Pa.)South Atlantic States (Del., Md., D.C., Va.
. East North Central States (
. West North Central States (Minn., Iowa, Mo.(Ky., Tenn., Ala.
West South Central States (Ark., La., Okla.East South Central States
Ohio, Ind., Ill.)
3
3
)
W.Va., N.C.» Mich., Wis.
D-31
S.C., Ga., Fla.)
N.Dak., S.Dak., Neb., Kan.)Miss.)Texas)
Mountain States (Mont., Idaho, Wyo., Colo., N.Mex., Ariz., Utah, Nev.)
In a foreign country
. Pacific States (Wash., Ore., Calif., Hawaii, Alaska)
. United States possessions (Puerto Rico, Guam, etc.)le.
Boys
l 2 3 4 5 6 7 8 g 10 1] 125 525 475
6 159 159 86 152 292 152T 415 68 34 70 37 73 73 90 36 1048 408 28 #137 72 #113 58 67 18 Ll? 40 5 359 532 30 50 68 86 46 35 51 29 45 7 21
10 563 33 Tl 56 79 46 27 38 21 48 4 15ll 610 31 6120 32 58 18 35 25 12 35 7 1é12 517 172 105 36 56 56 58
Girls2 3 4 5 6 7 8 9 10 11 4
5 1000
6 518 482
Y 565 121 48 50 102 53 60
8 560 35 63 124 55 31 10 44 77
9 596 23 41 65 13 35 34 46 26 40 5 16
10 596 33 63 52 78 42 25 35 19 43 3 ll
11 630 40 116 37 59 15 33 18 6 18 3 24
12 804 42 21 37 37 23 37
Boys x N
5 1031 4210
6 471 13900
7 321 59520
B 289 349730
9 123 2606931
10 62 3941640
ll 41 156863
12 5929
Girls x N
5 5286 2060
6 4270
T 259 41350
8 297 202800
9 79 2463713
10 4G 4882618
ll 4C 2197711? 45759
D-32
225. How many rooms are in your home?
kitchen, living room,‘
Count all rooms; bedrooms, bathrooms,
dining room, recreation room, enclosed porch, etc.
1. One 7. Seven or eight
2. Two 8. Nine or ten3. Three 9. Eleven or twelve
hk, Four 10. Thirteen or fourteen5. Five ll. Fifteen or sixteen
6. Six 12. Seventeen or more
Boys
l 2 3 4 5 6 T 8 9 16 ll L2
5 475 525
6 159 152 86 148 144 159 +152
7 #104 #105 34 125 72 #113 196 36 109 36 72
8 43 21 51 120 157 213 192 98 27 18 6 55
9 8 ll 21 46 98 163 298 179 87 42 22 26
LG 3 4 12 33 786 144 322 209 105 46 21 23
Ll l 2 18 57 111 183 308 180 68 38 17 17
12 22 131 148 62 263 147 8&8 39 100
Girls2 3 4 5 6 7 8 9 10 ll 12
5 1000
6 1000
7 141 305 195 99 97 162
8 25 98 122 171 166 249 60 57 33 18
9 2 5 13 45 167 175 325 189 80 34 12 14
10 l 2 7 31 82 156 345 211 94 38 17 14
Ll l l 12 54 113 166 331 176 97 26 14 10
12 114 2h 78 412 #174 «135 21 45
Boys x N “
5 1031 4210 2.050
6 477 13900 6.427
7 323 59420 52806
8 336 337430 6.055
9 125 2602176 7.014
10 66 3924976 7.2793
ll 46 156070 6.917
12 82 5479 72099
Girls x N M
5 5286 2060 7.000
6 4270 32000
T 205 43210 5.2516
8 207 217870 52967
9 69 2485436 6.957
10 39 4885885 1.195
ll 46 218636 6949
l2 5759 72289
226.
D-33
How many people live in your home? Include yourself, brothers, sisters,
parents, relatives, boarders, roomers, servants, ete.
1. Two 7. Eight
2. Three 8. Wine3. Four 9. Ten
4. Five 10. Eleven5. Six il. Twelve
6. Seven 12. Thirteen or more
Boys
1 2 3 4 5 6 7 8 9 10 1l 125 475 5256 86 159 148 311 296t 70 33 103 168 297 34 72 189 338 18 li? 194 123 148 180 55 63 31 17 17 369 24 138 235 210 149 94 59 36 22 l2 & 13
10 20 149 271 231 144 82 46 24 16 7 5 6ll 32 176 292 235 105 62 40 17 16 9 8 T12 43 257 353 180 39 34 57 37
Girls1 2 3 4 5 6 7 8 9 10 ll 12
5 10066 518 4827 49 145 104 148 98 51 94 94 49 116 518 81 85 160 161 151 128
=
«137 64 19 4 99 19 130 241 224 155 95 54 36 21 10 6 8
10 18 147 267 230 153 85 45 25 13 7 5 5ll 21 166 296 205 128 18 34 30 18 11 7 712 83 272 337 #175 23 35 75
Boys x N M5 1031 4210 4.6256 477 13900 524847 278 61520 522288 299 346940 5.1069 130 2590908 42412
10 65 3928497 4.113ll 62 153670 3292412 21 5809 32557
Girls x N M
5 5286 2060 9.0066 4270 524827 208 43100 5.6188 220 215470 4.26959 67 2492003 4.369-
10 36 4902754 4.125ll 34 220984 4.07212 5759 4.263
Note--See page D-2 (Notes To Appendix D)
D-34
232. What do you expect to do about military service?
1. Never serve because I am a girl 7. Enlist after I have worked
2. Quit high school to enlist for several years3. Enlist right after high school 8. .Enlist in the Reserves or4. Work for a commission through a college National Guard
ROTC program, military school, or one 9. Wait until I am draftedof the service academies 10. Never serve because I do
5. Enlist after I have completed some not think I can pass the
college training physical examination
6. Enlist after I have graduated from ll. Never serve for other reasons
college 4 i2. TI have no idea what I will do
about military service.
Boys
L 2 3 4 5 6 7 8 9 10 il 125 525 4756 152 159 459 144 867 71 261300 «298 73 T6 38 37 13 72 35 968 41 84 197 121 68 103 59 19 30 38 26 2149 11 29 273 «115 63 110 28 33 65 21 19° «233
10 6 1l 240 145 59 124 24 31 68 18 22 251ll 6 10 158 4175 50 124 27 32 92 21 36 26912 40 143 81 273 59 105 42 258
Girls1 2 3 4 5 6 7 8 9 10 Ll l2
5 10006 518 4827 8601 51 48 1008 698 38 48 13 25 26 11 12 10 1219 835 4 22 T 10 ll 4 2 2 2 T 94
10 887 1 14 3 7 7 4 1 1 1 5 69ll 892 l 11 4 6 7 6 1 1 3 6812 977 23
Boys x N5 1031 4210& 477 139007 370 574108 334 3377609 159 2524045
10 88 384810211 74 151944i2 44 5679
Girls X N
5 5286 20606 42707 207 431508 367 1924009 89 2441204
10 43 4866593ll 31 22171212 5759
Note--See page D-2 (Notes To Appendix D)
235. In which branch of the service do you
1.
hmONWTFU
D-3)
expect to serve?
I do not expect to serve, for {. Coast Guardphysical reasons. 8. Army Reserves or National GuardI do not expect to serve, for 9. Air Force Reserves or Nationalreasons other than physical GuardArny 10. Navy ReservesAir Force ll. Marine Corps ReservesNavy 12. Coast Guard ReservesMarine Corps
Boys
1 2 3 4 5 6 qT 8 9 10 ll 125 10006 86 152 159 148 311 1447 69 267 106 72. ~=«130 35 108 104 13 368 103 94 150 183 117 165 45 34 51 25 13 209 39 60 206 253 210 120 33 29 18 Ll ll 10
10 32 96 224 254 235 104 32 25 14 8 8 7Ll 37 78 267 249 212 17 26 18 1c qT 15 412 63 46 331 298 182 80
Girls1 2 3 4 5 6 q 8 9 10 11 l2
5 10006 518 4827 510 194 99 97 51 498 317 344 2 86 82 79 14 13 24 24 159 259 598 23 39 46 16 3 4 5 2 3 2
10 257 646 15 29 35 ll 2 1 1 1 1 lll 337 576 13 26 26 14 4 1 2 2 112 207 766 2T
Boys x N5 2869 22106 477 139007 324 594108. 366 3298709 184 2472380
10 104 3790644ll 73 15216012 44 5679
Girls x N
5 5286 20606 421707 266 432008 500 1753309 157 2297831
10) «(10G 4617121ll 126 202957
4742
D- 36
237. Which one of the following best describes the college you expect to attend?
OM
FooWO
I do not expect to go to college.
A teachers college
An agricultural college
An engineering college
A liberal arts college
A college specializing in music
or fine arts
7. A university which includes many
of the above colleges
8. Some other type of college9. I have no plans regarding the
type of college I will attend.
Boysl 2 3 4 5 6 7 8 9
5 10006 189 1063 180 «176 180 L1717 368 56 69 76 107 106 72 103 1038 336 47 73) «154 45 34 64 102 1449 293 27 54 174 44 29 127 «#113 —=~«©139
10 244 33 42 190 55 21 160 125 129ll 209 30 27 181 136 16 189 114 97le Te 210 351 154 155 59
Girls1 2 3 4 5 6 7 8 3
5 10006- 10007 568 103 57 2728 515 22 13 41 92 36 23 87 1709 377 87 7 3 36 24 127 163 170
10 344 96 5 5 64 25 146 176 138ll 276 1lile2 1 5 160 18 186 131 1L11t12 257 100 396 22 «167 22 37
Boys x N
5 1031 42106 756 11690T 324 594108 405 3208409 187 2465903
10 102 3796344ll 2 15218712 5929
Girls x N
‘5° 5286 20606 4270T 341 388308 465. 1872309 103 2410290
10 53 4822428Ll 46 218467l2 38 5547
D-37
238. How old do you expect to be when you get married?
1. I am already married. 7. 23 or Oh years old2. 17 years old or younger 8. 25 or 26 years old3. 18 years old 9. 27 to 29 years old4, 19 years old 10. 30 to 35 years old5. 20 years old 1l. 36 or older6. 21 or 22 years old 12. I don't expect to marry.Boys
1 2 3 4 5 6 7 8 9 10 ll 125 525 4756 148 159 152 311 2307 75 37 73° 249 38 40 147 37 3038 13 62 93 117 106 222 69 91 56 16 13. 1439 12 14 34 54 114 242 206 119 40 15 8 143
10 qT 9 18 40 102 261 240 134 42 13 5 128ll 2 13 10 25 96 244 263 161 56 20 5 105l2 21 22 219 243 268 84 142
Girls ;2 3 4 5 6 q 8 9 10 ll l2
5 10006 482 518qT 51 94 49 51 189 272 99 100 47 478 36 68 115 157 217 207 44 23 36 Ll 879 6 39 85 128 180 281 157 52 14 3 2 52
10 3 31 80 108 179 313 179 54 ll 3 l 39Ll l 27 59 83 185 339 194 60 L5 5 2 2912 38 21 162 468 201 37 13
Boys x N M5 1031 4210 624256 477 13900 7.2377 376G 57410 724568 458 309090 6.4749 211 2417496 7.080
10 114 3755703 7.173Ll 16 151713 7.25212 21 5809 7.801
Girls X N M
5 5286 2060 6.0006 4270 4.5537 211 42990 526458 427 184320 3924389 1608 2398700 5.156
LO 56 4808597 5.797ll 52 217282 5.916l2 21 5639 6.396
D-38
239. If all your plans work out as they should, how much money per year would
you expect to be earning twenty years after you graduate from high school?
OWFwWm
$2,500 or less 7. $15,000 to $17,500$2,500 to $5,000 8. $17,500 to $20,000$5,000 to $7,500 9. $20,000 to $22,500$7,500 to $10,000 10. $22,500 to $25,000$10,000 to $12,500 11. $25,000 or more$12,500 to $15,000
Boys1 2 3 4 5 6 7 8 9 1C6 11
5 525 4756 102. 175 187 187 3497 252 142 106 73 £469 #112 #235 37 £468 34 738 167 122 104 +.+(73 123 65 #90 26 80 7 1429 48 82 134 152 130 100 76 62 #52 £33 130
10 29 60 128 4172 #4144 #107 81 65 £56 33 126ll 12 57 #105 135 138 115 70 86 $71 #4233 17812 81 132 145 90 11? 196 23 23 192
Girls 2 3 4 § 6 7 8 9 10 115 10006 10007 543 68 64 68 65 62 130B 243 267 #49 37 #42441 117 +51 217 17 11 499 148 177 169 133 89 69 £444 £43 #35 25 67
10 108 172 202 151 103 69 47 «+42 #33 #17 551l 78 149 223 138 125 #70 #47 +42 #39 #18 «7112 171 241 #53 102 106 86 27 +47 «+72 #47) 47
Boys x N M5 1031 4210 3.3756 741 11790 8.0257 324 59410 464558B 432 314800 5.2139 275 2295631 5.731
10 173 3567078 5.882ll 123 145282 6.46912 135 5226 6.170
Girls X N | M
5 5286 2060 11.0006 1073 2060 3.0067 608 32390 3.5238 566 167980 4.0809 291 2058693 4.361
10 229 4133222 4.32811 207 189394 4.62012 276 4514 42468
2ho,
D-39
How much money is the least amount of earnings (per year) that would satisfyyou in the twentieth yearearafter you graduate from high school?
AWEunp
$2,500 or less 7. $15,000 to $17,500$2,500 to $5,000 8. $17,500 to $20,000$5,000 to $7,500 9. $20,000 to $22,500$7,500 to $10, 000 10. $22,500 to $25,000$10, 000 to $12, 500 11. $25,000 or more$12,500 to $15,000
Boys:
l 2 3 4 5 6 7 8 9 10 ll5 525 4756 311 245 152 2927 229 #60 #38 #113 #157 +60 76 #77 36 39° 1158 220 93 207 #+=+71 #20 1061 48 28 44 27 1429 81 142 193 159 111 68 #60 £41 35 24 86
10 57 128 213 183 «132 72 #59 40 30 19 66ll 46 110 176 186 149 82 71 51 33 17 #7912 24 100 301 164 275 44 £22 «24 47
Girls 2 3 4 5 6 7 8 910 115 10066 10007 610 68 64 62 68 65 628 282 164 68 £63
~~
52 38 103 105
#
£37 12 739 224 214 169 117 #277 +445 £33 #232 ~«22 17 49
10 195 229 205 127 +175 £43 £33 £426
~
20 ll 3511 160 221 209 139 98 44
=
41 18 17 ll
=
4312 319 150 119 #82 201 27 3847 27 »3=—29
Boys N M5 1031 4210 8.3756 477 13900 5.6267 427 55100 5.1828 501 300310 4.7979 259 2324018 4.796
10 161 3603394 4.706ll 118 146018 5.01712 83 54177 4.284
Girls x N 4
5 5286 2060 11.0006 1073 2060 4.0007 613 32280 2.6748 589 165490 4.3919 282 2073179 3.680
10 214 4182181 3.5221l 193 191562 3.70612 276 4514 3.325
D-40
ahi,
2h3,
How many different times have you been sick in bed (as much as a day) inthe past year?
i.
2.
3.
three years?
i.
2.
3.
None h. Five or sixOne or two 5. Seven or eight
Three or four 6. Nine or more
sPoy L 2 3 4 5 6 X N M
5 525 475 1031 4216 1.475
6 148 159 230 463 477 13900 3.007
T 245 286 252 37 180 324 59410 3.090
8 256 279 154 97 95 119 394 323260 2.851
9 284 380 Ilfe 71 31 62 167 ™~ 2507635 20312
10 299 418 163 60 24 35. #19, 3879482 2.197ll 303 450 143 52 24 28 39 157090 2-128
12 137 #553 219 57 34 5929 22298
Girlsl 2 3 4 5 6 xX N M
5 LOOG 5286 2060 6.000
6 L000 LO73 2060 2.000
7 #173 «432 57 181 54 103 343 3878C 2.820
8 182 363 214 80 55 LlOr 435 183310 2.183
9 213 378 196 87 41 B5 85 2448815 2-620
10 209 405 197 83 41 65 34 4910734 2-939
ll 200 420 183 96 39 61 34 221105 2-535
12 172 506 145 95 59 23 2l 5639 22433
Which one of the following best describes your usual health in the last
Excellent 4. fverage
Very good 5. Poor
Good 6. Very poor
Boysl 2 3 4 5 6 x N M
5 525 475 1031 4210 3.9006 186 278 359 177 725 1190C 325287 141 #214 304 306 35 324 59410 228808 195 323 196 194 42 50 463 308050 201159 304 358 201 110 Zl TY 181 2477901 2.204
10 344 392 171 79 10 3 85 3857285 22029ll 365 398 145 T5 13 4 42 156705 1.98212 369 456 137 38 5929 1.843
Girls1 2 3 4 5 6 x N M
5 1L0OG 5286 2060 1.0006 merere) 1c73 2060 2-0007 123 317 #179 «204 58 119 504 34620 3.1128 i115 366 213 244 61 433 183510 2.7709 218 394 207 153 25 4 93 2432430 22382
10 272 410 185 114 18 1 38 4891326 2.199ll 289 396 175 121 16 3 36 220695 2-18612 257 422 #177 #144 61 5426 22208
Items 248-283.
ahs,
2ho.
1.
Ce
1.
2.
Yes
No
Do you wear glasses all the time?
Yes
No
For the following questions, mark your answers as follows:
D=41
Boys
1 2 X N M5 1000 1031 4210 2.0006 86 914 477 13900 1.914T 202 798 372 57310 1.7988 137 863 466 307420 1.8639 158 842 194 2450677 1.842
10 167 833 93 3830535 1.833ll 159 841 45 156123 1.841l2 174 826 5929 1.826
Girls1 2 Xx N M
5 1000 5286 2060 2.0006 1000 1073 2060 2.0007 267 733 343 38780 1.7338 213 787 474 178380 1.7879 184 816 101 2414100 1.816
10 182 818 42 4873654 1.818ll 159 841 41 219495 1.84112 68 932 61 5426 1.932
Do you have trouble seeing things from a distance?
1. Yes
2. No
Boys
L 2 X N M
5 1000 1031 4210 2.000
6 841 159 477 13900 1.159
T 361 639 424 55200 1.639
8 336 664 481 304400 1.664
9 221 779 190 2458432 1.779
10 231 769 90 3837926 1.769
ll 250 750 51 155296 1.750
120 275) =—725 5929 1.725
airls
1 2 X N M5 1000 5286 2060 1.0006 1000 1073 2060 2.0004 171 829 420 36680 1.8298 354 646 500 175340 1.6469 353 647 100 2415162 1.647
D-42
:-250. Do you wear glasses for special purposes (reading, TV, ete.)?
1. Yes
2. No
Boys
1 2 X N M5 1000 1031 4210 2-0006 10L 899) 725 11900 1.8997 #119 881 481 53090 1.8818 193 807 458 309150 1.8079 170 8306 192 2455602 1.830
1G 181 819 92 3831976 1.819ll 229 771 51 155274 1.77112 100 900 5929 1.900
fi Girls
1 2 xX N M5 1000 5286 2060 2.0006 1000 1073 2060 2-0007 231 769 420 36680 1.7698 333 667 465 179510 1.6679 269 73Ll 102 2411020 1.731
10 311 689 44 4866142 1.689ll 326 674 40 219877 1.674l2 373 627 61 5426 1.627
251. Do you have trouble hearing people talk?
1. Yes
2. No
Boysl 2 x N M
5 1000 2869 2210 2-000
6 543 457 734 11840 1.457
7 288 712 372 57310 1.712
8 213 787 459 308890 1.787
9 82 918 193 2452201 1.918
10 55 945 93 3827625 1.945
11 53 947 52 155219 1.947
L2 67 933 5929 1.933
Girls
1 2 X N M
5 1000 5286 2060 2000
6 1000 1073 2060 2.000
7 61 939 504 34620 1.939
8 lll 889 482 177400 1.889
9 176 924 104 2407519 1.924
10 58 942 43 4866843 1.942
ll 58 942 40 219763 1.942
12 98 902 61 5426 1.902
Qe.
255.
Are you hard of hearing?
1.2.
Is your speech easily understood?
1.2.
Yes
No
Yes
No
D~43
Boysl 2 X N M
5 475 525 1031 4210 1.525
6 10c0 6725 11960 2.000
T 235 %765 481 53100 1.765
8 160 840 470 306550 1.840
9 64 936 241 2358173 1.936
10 36 964 129 3705654 1.964
ll 41 959 84 150540 1.959
12 1000 37 5717 2.000
Girls
l 2 X N M
5 1000 5286 2060 2.000
6 1000 1073 2060 2.C00
7 #4109 891 420 36680 1.891
8 74 926 486 176980 1.926
9 39 961 149 2312420 1.961
10 27 973 78 4710172 1.973
ll 34 966 T0 213698 1.966
l2 23 977 102 5226 1.977
Boys 2 X N M
5 1000 1G31 4210 1.C00
6 852 148 477 13900 1.148
7 575 425 424 55210 1.425
8 615 385 486 303300 1.385
9 743 257 200 2438588 1.257
10 785 215 97 3815989 1.215
ll 792 208 56 154521 1.208
12 812 188 39 5709 1.188
Girls
l 2 X N M
5 1000 5286 2060 1.000
6 1000 1073 2060 1.000
7 623 377 606 32420 1.377
8 725 275 504 174880 1.275
9 792 208 106 2402774 1.208
10 828 172 44 4861742 1.172
ll 832 168 47 218281 1.168
l2 655 145 61 5426 1.145
De hy
274. Do you often get severe headaches?
295,
1.2.
Do you have a car of your own, or one that is mostly for your use?
1.2.
Yes
No
Yes
No
Boys
l 2 X N M5 1000 3275 2000 1.0006 899 101 734 11840 1.101T 604 396 616 48670 1.3968 271 729 52) 2964206 1.7299 164 836 25] 2338869 1.836
lO 120 880 125 3719409 1.88011 101 899 72 152268 1.899l2 123 877 5929 1.877
Girlsi 2 X N M
5 1000 5286 2060 2.0006 1000 10673 2060 2.0007 473 527 846 28210 1.25278 608 392 546 170110 1.3929 280 720 138 2335383 1.720
10 236 764 64 4774395 1.764ll 232 768 55 216738 1.76812 151 849 ol 5426 1.849
Boys
1 2 X N M5 1000 3275 2000 1.0006 148 852 477 13900 1.8527 200 800 917 41020 1.8008 254 746 659 271650 1.7469 167 833 324 2209986 1.833
10 163 837 156 3619711 1.837ll 166 834 94 149159 1.83412 103 897 5929 1.897
girlsl 2 x N M5 1000 5286 2060 2-000
6 1000 1073 2060 2-000T 100 900 1607 19980 1.9008 85 915 793 146690 1.9159 92 908 179 2253445 1.908
10 94 906 75 472483] 1.906ll 99 -901 60 215666 1.90112 147 853 61 5426 1.853
297. Do you think you will quit high school before you graduate?
\
I. I definitely will leave.
2. Tam almost sure to leave.
3. I am likely to leave.
h, I am not likely to leave.
p-45
5. I definitely will not leave.
Boys1 2 3 4. 5 x N M
5 1000 3275 2000 3-CC0
6 311 689 477 13900 4.CE8
7 230 173 «LL? 358) 122 1216 35580 2-969
8 133 165 184 124 394 573 286560 3.481
9 338 41 65 162 694 328 2204258 4.433
10 19 14 24 105 838 164 3595920 4.730
ll 10 7 19 77 887 90 149793 4.823
l2 56 944 5929 4.775
Girls1 2 3 4 5 X N M
5 1600 5286 2060 52CQ0
6 1000 1073 2060 3.G00
7 374 626 1369 21980 3.626
8 63 97 109 341 390 708 154010 3.906
9 26 19 38 170 746 184 2245550 4.591
10 i? 9 19 «1L3) 842 TT 4716851 4.753
ll 14 6 3 98 880 57 216264 4.823
l2 39 961 103 5220 4.842
298. After you leave high school, are you likely to go to a vocational school?
1. I definitely will go.
2. I am almost sure to go.
3. I am likely to go.
hk. I am not likely to go.5. I definitely will not go.
Boysl 2 3 4 5 x N M
5 1000 3275 2000 5.000
6 459 296 245 477 13900 3.2786
7 176 232 356) 237 1210 35580 32653
8 59 198 242 268 233 635 275680 3.415
9 ras) 75 154 339 355 371 2134323 3.821
10 54 53 124 359 412 187 3525194 4.022
ll 46 34 74 #313 534 107 147385 4.2254
12 22 105 173 #701 5929 42552
Girls1 2 3 4 5 X N M
5 100G 5286 2060 5.000
6 1000 1073 2060 5.000
7 91 490 419 1369 21980 4.146
8 v7 89 119 369 346 784 147400 3.817
9 58 65 136 393 347 224 2171336 3.905
10 51 56 108 388 397 102 4609501 42025
ll 40 43 86 331 501 81 211499 4.210
1? 80 41 425 454 103 5220 4.134
D-46
299. After you leave high school, are you likely to go to a business or com-
mercial school?
1. I definitely will go. 4, I am not likely to go.2. I am almost sure to go. h, I definitely will not go.3. I am likely to go.
Boys2 3 4 5 X N M
5 1000 3275 2000 3.CC06 466 304 144 86 477 13900 1.937
T 56 236 242 345 121 1210 35580 32239
8 129 137 214 +295 225 648 273500 36352
9 54 67 146 373 360 366 2143079 3.917
10 34 40 108 394 424 184 3534278 4.1341l 38 43 61 334 523 107 147440 4.262
12 22 207 771 5929 4.128
Girls
L 2 3 4 5 X N M
5 1000 5286 2060 5.0006 1000 1073 2060 4.C007 91 182 192 308 227 1369 21980 323998 88 73 #197 382 261 786 147250 346569 74 91 186 373 275 209 2199169 3.684
10 64 85 177 366 308 89 4661220 34768Ll 54 76 138 333 400 6T 214188 3.948
l2 80 25 83 360 452 103 5220 4.080
300. After you leave high school, are you likely to go to a junior college or
a four-year college part-time?
1. I definitely will go. 4, I am not likely to go.2. I am almost sure to go. >. I definitely will not go.3. I am likely to go.
Boys2 3 4 5 x N M
5 1000 3275 2000 4.600
6 307 152 152 389 477 13900 3.623
7 179 239 404 178 1210 35580 3.580
8 121 124 231 307 217 563 288360 3.377
9 102 105 184 %320 289 354 2161946 3.588
10 B4 §9 175 352 300 180 3546209 3.694
ll 74 66 143 343 374 108 147323 3.878
12 84 20 304 591 5929 42402
Girls
1 2 3 4 5 X N M5 1000 5286 2060 5.000
6 1000 1073 2060 4.000
7 91 91 500 318 1369 21980 3.9558 82 70 91 470 287 757 149650 3.809
9 70 79 #157 361 333 203 2208856 3.809
10 54 67 138 376 362 86 461715355 3.917
il 47 60 141 360 392 15 212607 3.99017 199 “ny “aber In? ra cCMAan ” nn
D-47
301. After you leave high school, are you likely to go to a junior college or
a four-year college full-time?
1. I definitely will go. 4. I am not likely to go.2. I am almost sure to go. 5. I definitely will not go.
3. I am likely to go. ~
Boys
1 2 3 4 5 X N M5 1000 3275 2000 3.0006 101 356 169 373 734 11840 3.3567 66 185 367 381 1356 33370 3.9988 145 116 204 331 205 643 274370 323359 217 160 183 228 212 364 2145289 3.059
10 258 185 182 201 174 183 3539303 2-848ll 365 165 147 #178 145 #111 146969 2257312 578 186 108 95 34 5929 1.822
Girls1 2 3 4 5 X N M
5 1000 5286 2060 3.0006 1000 1073 2060 4.0007 91 182 101 399 227 1369 21980 3.24908 116 72 91 395 326 805 145730 3-7449 170 137 160 265 268 208 219.9850 3.323
10 201 158 141 229 271 86 4674617 3-212ll 289 185 123 185 218 70 213618 2-85712 488 303 148 61 103 5220 1.991
302. Which type of college are you more likely to attend?
1. Four-year college 3. I don't know which I will attend.2. Junior college 4. I don't expect to go to college.
Boys
1 2 3 4 X N M5 1000 3275 2000 4.0006 101 169 365 365 734 11840 2-9937 136 64 342 458 1507 31370 3.1228 170 156 240 433 655 272290 229369 375 84 230 311 363 2146948 2-478
10 489 70 193 248 182 3539406 2-198ll 578 72 #4130 220 #107 147448 1.99112 780 81 67 72 5929 1.431
Girls2 3 4 x N M
5 1000 5286 2060 1.0006 1000 1073 2060 4.000 -7 91 467 442 1369 21980 323518 116 60 185 639 810 145330 3.3479 291 63 272 374 202 2211026 2-729
10 #351 71 #232 345 85 4680438 2.57)ll 482 85 159 274 70 213581 22226i2 711 41 148 101 103 5220 1.638
Note--See page D-2 (Notes To Appendix D)
DAB
303.
304,
When do you plan to start college?
1. I don't plan to go to college.2. I plan to start college right after high school.3. I plan to start college after completing military service.ke oT plan to start college after I have worked for a few years.5. I may go to college sometime in the future, but my plans
are not definite.
Boys
1 2 3 4 5 X N5 1000 3275 20006 187 458 356 734 118407 245 189 129 314 123 1348 334908 397 207% 193 97 106 633 2760509 273 417 129 57 124 375 2128605
10 229 517 #100 42 112 188 352266511 205 640 54 27 74 116 14622012 T2 «#835 37 56 5929
Girls
1 2 3 4 5 x N5 1000 5286 20606 1000 1073 20607 432 376 101 91 1369 219808 477 240 64 103 116 805 1457309 365 457 16 38 125 208 2199410
10 341 517 8 31 103 88 4669004ll 279 601 7 31 82 67 21433812 110 819 44 27 203 4786
What is the greatest amount of education you expect to have during your life?
1. I don't expect to finish high school.2. I expect to graduate from high school.3. I expect to obtain vocational, business school, or junior college
training.4. I expect to cbtain some (less than } years) regular college training.5- I expect to graduate from a regular four-year college.6. I expect to study for advanced college degrees.
Boys
1 2 3 4 5 6 x N M5 1000 3275 2000 2-0006 187 525 187 101 734 11840 343047 #194 198 200 204 TO 133 1503 31420 3.1598 177 385 162 138 70 68 657 271960 2-7449 595 288 109 107 #288 154 389 2106882 3.747
10 22 222 106 97 359 194 196 3498012 4.131ll ll 190 78 75 328 317 «118 146044 4.46912 72 126 325 477 5929 5.136Girls
1 2 3 4 5 6 x N M5 66 1000 1073 2060 1.0007 203 586 111 100 1607 19980 2.23088 161 492 181 45 75 45 886 139440 2-5179 53 319 188 106 252 81 220 2177641 32429
10 23 253 233 107 #291 93 92 4648997 3.66711 18 195 207 76 307 #197 78 212039 4.04912 184 25 64 384 344 103 5220 4.678
Note--See page D-2 (Notes To Appendix D)
D-49
305. Have you.taken, or do you expect to take, the National Merit Scholarship tests?
1. Wo, I have not taken, nor do I expect to take these tests.
2. Yes, I expect to take these tests.
3. Yes, I have taken these tests.
Boys
l 2 3 x N M
5 1000 3275 20009 3.000
6 365 280 356 734 11840 1.991
7 327 336 336 1507 31370 © 22009
8B 442 299 259 676 268960 1.817
9 515 390 95 420 2060607 1.579
10 455 475 70 06211 3455276 1.614
ll 379 424 197 124 145164 1.818
12 253 114 #4634 5929 22381
Girls
1 2 3 bs N M
5 1cd00 5286 2066 22600
6 LoOOG 1673 2060 1.000
7 241 641 #=118 1979 17480 1.877
8 661 236 103 836 143270 1.443
9 615 358 2% 251 2123852 1.412
10 546 420 34 109 4578427 1.488
ll 445 340 215 82 211264 1.770
l2 489 199 312 150 5009 1.823
306. If there were no other way for you to attend college, would you be willingto take out a loan which you would have to pay back after you graduate?
1. Yes
2. No
Boys
1 2 X N 45 1000 3275 2000 1.0006 458 542 734 11840 1.5427 415 585 2129 25130 1.5858 374 626 671 269690 1.6269 580 420 405 2083487 1.420
10 663 337 205 3473623 1.337ll 714 286 120 145752 1.28612 832 168 5929 1.168
Girls2 X N M
5 1000 5286 2060 1.0006 1000 1073 206G 1.0007 422 578 1369 21980 1.5788 459 541 830 143670 1.5419 592 408 233 2155360 1-408
10 625 375 102 4608359 1.375ll 697 303 91 209550 ~- 1.30312 762 238 150 5009 1.238
Note~-See page D-2 (Notes To Appendix D)
D-50
337. How much education do your parents or guardians want you to have?
1. They don't care whether I stay in high school.
2. High school only.
3. Vocational school, business school, or junior college.
4. A college degree5. Professional or graduate school
6. I don't know.
Boys
1 2 3 4 5 6 Xx N M5 1000 3275 2006 6.0006 198 208 5 188 406 930 10640 3.8027 329 508 82 82 2113 25260 2-9988 75 273 240 192 50 171 1126 211970 3-3839 32 144 133 429 79 182 678 1744312 32926
10 16 93 109 526 94 161 382 3027965 4.07411 13 77 105 488 193 124 274 128114 4.214312 555 421 24 190 4984 42469
Girls
1 2 3 4 5 6 X N M5 1000 5286 2060 5.0006 G7 329 347 154 170 3012 12980 3.28378 31 235 166 178 124 266 1694 125580 3.9259 20 134 181 340 54 271 416 1876763 4.087
LO ll 112 228 380 53 215 209 4201166 3.997ll 12 69 205 480 84 150 172 194986 4.00612 127 90 616 100 67 1590 5009 3.891
339. Do you think that you would like to make a lifetime career in the militaryservice?
1. Like very much 4. Dislike a little2. Like fairly well 5. Dislike very much3. Indifferent
Boys
1 2 3 4 5 x N M5 1000 3275 2000 4.C006 198 406 396 930 10&40 3.9997 166 245 330 91
=
168 2108 25300 248498 150 263 245 189 153 1146 209980 2.9329 141 175 214 162 308 697 1724394 3.320
10 125 166 215 157 337 393 3005159 3.413ll 97 158 L771 169 404 275 127983 3.462512 43 131 24 161 641
=
162 5104 4.225Girls ,
l 2 3 4 5 x N M5 1000 5286 2060 5.0006 07 170 501 329 3012 12980 4.1598 161 109 167 111 453 1170 121170 3.5859 58 85 191 99 568 476 1800081 4.034
10 41 70 190 95 604 252 4055237 4.150ll 35 5T 211 93 604 214 188265 4.17412 97 55 848 208 4769 4.751
Note-=See page D-2 (Notes To Appendix D)
D=51
340. Do you think you will make a lifetime career in the military service?
1. Definitely will not 4, Likely2. Very unlikely 5. Very likely
3. Unlikely 6. Definitely will
Boys
l 2 3 4 5 6 X N iM
5 1000 3275 2000 3.G00
6 500 244 256 1376 8640 3.267
7 77 304 154 150 161 153 1873 27370 © 32474
8 85 240 241 167 134 133 1320 194310 32424
9 303 18L 234 134 87 62 106 1715127 2.105
10 338 197 243 #109 T2 4t 398 2992841 2.6503
ll 419 223 184 82 63 30 6297 125878 22235
l2 749 96 44 66 44 190 4984 1.560
Girls
l 2 3 4 5 6 X N M
5 1LO00 5286 2060 1.000
6 0
7 617 201 182 3743 1098C 2.332
8 266 58 228 152 172 #1125 1327 113000 3.282
9 617 132 130 45 36 38 483 1791990 1.870
10 681 131 #2110 28 26 24 255 4046282 1.560
11 693 127 #115 22 17 26 218 187666 1.622
12 723 44 207 25 208 4769 1.560
Items 342-346. What is the longest period of active duty time for which you would
consider enlisting in each branch of the service? Mark your answers as follows:
342. Army
1. I would not consider enlisit:ing in this branch. 4, Three years
2. Six months 5. Four years
3. Two years 6. Six yearsBoys
l 2 3 4 5 6 X N M
5 1000 3275 2000 6.000
6 188 406 406 930 10640 32624
T 333 79 «#505 82 2125 25160 3.419
8 173 201 216 144 100 165 1154 209290 3-292
9 346 164 246 109 73 63 759 1663850 22587
10 379 160 257 91 67 46 446 2894011 22445
Ll 375 184 251 97 48 45 306 125018 22393
l2 377 321 252 50 245 4764 2.077
Girls1 2 3 4 5 6 X N M
5 1000 5286 2066 1.00G
6 0
7 617 201 182 3743 10980 1.566
8 549 149 20 80 99 103 1286 115060 22340
9 TT4 71 16 2? 21 31 546 1718853 . 1.541
10 819 56 68 19 L2 26 297 3915761 1.426
ll 821 49 14 13 l2 30 «6268 180247 1.437
12 803 32 32 29 104 412 4078 1.766
D-52
343. Navy
3hh. Air Force
1. I would not consider enlisting in this branch. 4, Three years
2. Six months 5. Four years
3. Two years 6. Six years
Boys
L 2 3 4 5 & x N M
5 1000 3275 2000 6.009
6 198 198 396 208 930 1064C 4.018
7 167 19° 248 91 249 165 2112 252706 32672
8 202 220 260 138 96 85 1206 204290 22960
9 300 162 235 121 95 87 Vil 1647352 2-808
10 316 136 248 115 109 76 456 28174382 2-192
ll 329 134 281 104 85 66 325 123185 2-682
12 370 220 297 113 245 4764 22380
Girls | 2 3. 4 5 6 xX N M5 1000 5286 2060 1.000
6 G
7 799 201 3743 1098C 1.403
8 561 188 21 13 81 77 1239 117430 2-156
9 714 81 100 40 27 38 560 1703619 1.700
10 749 72 94 31 24 30 312 3870699 1.598
ll 784 66 15 22 20 32 273 179518 1.525
12 803 32 29 136 412 4078 1.771
1. I would not consider enlisting in this branch. 4, Three years
2. Six months 5. Four years
3. Two years 6. Six years
Boys
l 2 3 4 5 6 BS N M
5 1000 3275 2000 5.000
6 614 198 188 930 10640 2-138
7 419 163 173 165 79 2112 © 25270 32322
8 11? 211 265+ 184 93 131 1166 208080 30317
9 280 143 223 125 ll 118 779 1645054 2.997
10 291 119 235 124 127 #104 461 2864358 2.990
1. 325 Lill 251 111 108 94 329 12278C 2.8471
12 246 266 303 70 116 245 4764 2.661
Girls
l 2 3 4 5 6 X N M
5 1000 5286 2060 1.006
6 0T 617 201 182 3743 10980 2.332
8 546 212 102 96 40 4 1331 112810 1.882
9 732 70 90 38 28 41 564 1699072 1.685
10 766 61 82 33 25 32 313 3867936 1.586
11 790 D1 83 26 21 29 284 178037 1.525
12 803 61 32 104 412 4078 1.678
345.
346.
Marine Corps
1.
2.
3.
I would not consider enlisting in this branch.
D-53
4. ‘Three years
Coast Guard
1.2,3.
Six months 5. Four yearsTwo years 6. Six years
Boys
l 2 3 4 5 6. xX N M
5 100C . 3275 2000 3.2000
6 208 198 396 198 930 10640 3.377
7 82 415 254 84 165 2112 25270 32836
8 215 100 231 209 &3 162 1180 206780 — 3.329
9 369 148 203 122 B4 75 782 1642069 22629
10 424 133 205 98 82 5T 464 2859288 22451]
11 483 117 189 99 57 56 325 123139 22297
12 482 175 222 122 245 4764 2.227
Girls
1 2 3 4 5 6 X N M
5 1000 5286 2060 1.000
6 0
7 818 182 3743 10980 1.1828 621 84 151 15 49 20 1284 115120 1.905
9 770 63 14 36 20 36 6567 1695710 1.580
10 822 53 59 26 15 25 315 3862633 1.434
11 831 48 60 22 16 23 288 177466 1.413
12 603 64 29 104 412 4078 1.644
I would not consider enlisting in this branch. 4, Three years
Six months 5. Four years
Two years 6. Six years
Boys1 2 3 4 5 6 X N M
5 1006 3275 200C 5.000
6 198 614 188 93C 10646 32167
7 #166 171 91 328 79 «©1165 2112 25270 32478
8 245 219 180 179 91. 85 1214 203550 22906
9 412 170 192 101 67 59 793 1632498 2-418
10 449 154 194 85 69 49 462 2862314 2.319
ll 473 153 199 82 39 53 320 123612 20221
12 580 300 70 50 245 4764 1.691
Girlsl 2 3 4 5 6 x N M
5 1000 5286 2060 1.000
6 C
7 1000 3743 10980 1.000
8 583 129 93 104 52 39 1327 113010 2.029
9 6810 61 56 25 17 30 572 1690735 1.468
10 858 47 45 19 9 22 «314 3865588 1.338
11 869 45 4] 13 14 18 286 177785 1.310
12 .832 32 136 412 ~ 4078 1.712
D54
347. How many different occupations have you seriously considered entering?
1. None 4. Three2. One 5. Four3. Two 6. Five or more
Boys
1 2 3 4 5 6 x N M
5 1000 3275 2000 4.000
6 198 198 396 208 930 10640 32820
7 75 388 77 =307) «©1152 1873 27370 4.073
8B 157 180 242 221 103 97 1216 203430 32222
9 126 185 298 231 71 89 801 1625214 3.203
10 90 153 320 271 76 89 465 2856140 3.358
ll 67 147 320 282 95 90 325 123187 32460
l2 7> 130 227 516 26 26 6303 4550) 34368
azirlsl 2 3 4 5 6 x N M
5 1000 5286 2060 1.0006 0T 329 324 193) 154 3012 12980 2-1728 300 281 327 34 18 40 1205 119270 223109 113 172 352 238 67 58 498 1773662 32150
10 57 155 369 287 69 63 255 4046218 3.345ll 39 141 375 290 85 69 203 189943 3-447le 44 172 228 404 99 52 259 4575 3.499
348. How definite is your present choice of an occupation?
1. Completely decided 4. Fairly indefinite2. Very definite 5. Very indefinite3. Fairly definite 6. Completely undecided
Boys
l 2 3 4 5 6 X N M
5 1000 3275 2000 6.000
6 198 415 198 188 930 10640 3.366
q 17 81 537 73° 232 1873 27370 4.144
8 151 174 172 206 30 266 1192 205640 3.2589
9 106 161 351 162 89 131 826 1602870 3.359
10 85 146 384 173 92 119 476 2836006 32397
Ll 89 157 367 158 1067 +123 «331 122643 3.4405
l2 187 177 489 #119 29 303 455C¢ 22655
Girls2 3 4 5 6 x N M
5 1000 5286 2060 1.0006 U7 351 478 170 3012 12980 3-1598 120 252 254 99 52 223 1163 121580 3.3809 107 %173 369 132 83 137 512 1758181 3.322
10 108 180 394 137 .84 96 262 4023394 3.19811 128 189 417 129 73 63 205 189672 3.01912 107 270 376 125 19 44 259 4575 22929
349. What grade were you in when you decided upon your present choice of an
occupation?
1. I have not decided wpon an occupation. %. 9th grade2. 6th grade or earlier 5. 10th grade3. th or 8th grade 6. lith or 12th grade
Boys
1 2 3 4 5 6 X N M
5 1000 3275 2006 3.000
6 397 396 208 930 1064G 4.414
7 152 233 223 155 84 153 1873 27370 34245
8 190 136 323 181 75 95 1260 199430 3.099
9 209 107 +%}305 312 33 34 836 1593958 22955
10 227 65 166 306 220 18 487 2814070 3.280
ll 214 42 112 148 259 225 333 122472 3.871
l2 15 110 53 223 158 381 303 4550 4.423
Girls 2 3 4 5 6 xX N M
5 1000 5286 2060 3.00G
6 0
7 590 182 228 3743 10980 1.638
8 337 201 273 110 3 75 1244 117210 22466
9 20f 122 341 304 14 ll 520 1748074 2-829
10) «6182 91 191 317 209 9 266 4009723 3.307
ll 159 89 122 181 253 196 208 189237 34867
12 44 125 45 203 150 433 259 4575 4.590
Ttems 350-355. How important will each of the following be to you in your choice
of a job? Mark your answers as follows:
350. Good income to start or within a few years
1. Extremely important 4. Neither important nor unimportant2. Very important 5. Unimportant
3. Important 6. Not important at all
Boys
i 2 3 4 5 6 X N M
5 1000 3275 2000 5.000
6 415 198 386 930 10640 1.971
7 77 157 152 235 148 231 1873 27370 3.911
8 141 219 290 99 186 66 1377 189650 32166
9 309 229 271 99 45 47 876 1559782 2-484
10 312 263 288 77 32 29 #517 2758767 22340
ll 313 251 293 79 30 34 370 119125 2.2363
l2 311 165 314 181 29 338 4430 22483
Girls
1 2 3 4 5 6 x N M5 1000 5286 2060 1.0006 0
Y 261 504 236 5142 8480 2e21l8B 276 266 273 35 74 74 1243 117270 2-5879 285 239 323 89 31 34 559 1704699 —- 22443
10 252 247 344 97 33 28 289 3939329 22496ll 238 229 349 102 47 35 226 186486 2259412 146 99 327 151 181 96 259 4575 3.2410
Note--See page D-2 (Notes To Appendix Dp)
D-56
351. Job security and permanence
1. Extremely important hk, Neither important nor unimportante. Very important 5. Unimportant3. Important 6. Not important at all
Boys
l 2 3 4 5 6 Xx N M5 L006 3275 2006 1.0006 250 262 237 250 1435 8430 3.7257 136 217 211 #2143 222 70 1677 29370 3.3098 131 336 228 160 22 123 1404 187450 2.9779 293 284 246 94 40 43 894 1545367 2.433
10 335 321 233 59 25 27 528 2738638 2219911 359 307 225 53 31 25 377 118506 206165t2 308 396 165 104 2? 338 4430 2.173
Girls ,l 2 3 4 5 & x N M
5 1000 5286 2066 1.0066 07 228 201 370 201 3743 10986 225458 234 $358 126 131 156 1241 117330 2.7569 279 313 286 67 25 29 #576 1686208 2.335
10 271 330 290 84 22 23 295 3922692 22305ll 270 322 279 80 29 19 «236 184879 2.33412 219 296 208 52 126 98 259 4575 2-866
352. Work that seems important to me
1. Extremely important 4, Neither important nor unimportant2. Very important 5. Unimportant3. Important 6. Not at all important
Boys
l 2 3 4 5 6 x N M5 L000 3275 2000 2.0006 198 198 396 208 930 10640 4.6137 87 242 340 165 166 2112 25270 342478 191 222 245 176 65 102 1352 191640 3.0089 331 276 230 86 37 40 900 1540290 22342
10 380 309 214 56 20 22 535 2427275 2.094ll 439 304 #4182 52 7 16 372 118958 1.93012 497 133 247 123 338 4430 1.996
Girls1 2 3 4 5 6 X N M
5 1000 5286 2060 1.0006 07 429 571 3743 10980 1.5718 184 392 202 54 19 150 1246 L17080 2.781"9 411 303 205 44 15 22 575 1687056 22014
10 449 315 184 32 8 12 297 3914164 1.87211 483 319 161 22 8 8 236 184952 1.77712 549 381 26 44 259 4575 1.452
Note=-See page D-2 (Notes To Appendix D)
D-57
353. Freedom to make my own decisions
1. Extremely important 4h, Neither important nor unimportant
2. Very important 5. Unimportant
3. Important 6. Not important at all
BoysL 2 3 4 5 6 - X N M
5 1000 3275 2006 6-0006 406 198 396 930 10640 4.3857 225 233 155 77 235 76 1873 27370 3.0908 185 226 267 122 131 70 1414 186730 | 2.9979 303 256 245 106 46 44 908 1534037 2-468
10 296 294 260 91 28 30 536 2724108 2-35211 326 274 281 81 20 19 382 118144 22251]12 266 208 169 179 #125 52 338 4430 22845
GirlsL 2 3 4 5 6 X N M
5 1000 5286 2066 1.0006 07 410 201 389 3743 10980 25698 211 289 213 134 152 1330 112860 2.8819 284 273 283 104 30 27 581 1681048 2-403
10 252 286 291 119 31 21 302 3900312 26456ll 265 299 258 139 22 17 239 184558 2-40512 L170 398 333 28 26 44 259 4575 22474
354. Opportunity for promotion and advancement in the long run
1. Extremely important 4. Neither important nor unimportant2. Very important 5. Unimportant
3. Important 6. Not at all important
Boys2 3 4 5 6 Xx N M
5 1000 3275 2000 6.0006 406 198 396 930 10640 4.1787 163 167 332 339 2112 25270 2-8478 195 154 296 204 81 70 1405 187380 3.0319 331 261 222 95 45 46 924 1521258 22402
10 370 288 208 70 29 36 6545 2709426 2.205ll 427 266 197 55 22 32 «373 118885 2-07412 217 387 217 48 132 338 4430 2-622
Girlsl 2 3 4 5 6 X N M
1000 5286 2060 1.00056 0— 228 188 383 201 31743 10980 2.17608 160 330 287 89 56 78 1239 117480 2-7879 303 280 251 96 35 35 586 1675953 22385
10 305 289 252 98 29 27 306 3889188 2.33911 315 287 252 95 30 20 238 184579 2029712 127 269 201 250 109 44 259 4575 ~ 3.4077
D-58
355. Meeting and working with sociable, friendly people
1. Extremely important 4, Neither important nor unimportant
2. Very important 5. Unimportant
3. Important 6. Not at all important
Boys 2 3 4 5 5 xX N M
5 1000 3275 2000 6.000
6 198 386 208 208 930 10640 4.4257 #165 163 250 173 83 166 2112 25270 3.346
8 177 269 237 133 «136 48 1391 188520 22926
9 282 251 245 12] 51 50 930 1516014 22557
10 293 271 261 104 34 37 6549 2701431 22428
ll 313 266 241 106 38 36 ©6380 118242 2-401l2 86 179 450 233 52 338 4430 22987
Girls1 2 3 4 5 6 _Xx N M
5 1000 5286 2060 1.000
6 0
7 429 201 370 3743 1098C 22512
8 281 213 249 138 57 62 1324 113170 2-663
9 410 270 219 60 19 23 592 1669720 2-076
10 435 275 209 49 15 16 306 3888184 1.98311 440 278 196 60 16 10 234 185301 1.964
12 407 237 148 85 122 296 4445 2-400
Items 356-361. Imagine that you have been working for an employer for several years.
How important do you think each of the following conditions would be in influencing
you to quit to go to work for another employer? Mark your answers as follows:
356. If I could get better pay at another place
1. Extremely important 4, Neither important nor wimportant
2. Very important 5. Unimportant
3. Important 6. Not at all important
BoysL 2 3 4 5 6 X N M
5 1000 3275 2000 4.0006 406 386 208 930 10640 4.009
7 253 163 335 85 164 2150 24960 2.909
8 187 193 326 144 79 72 1407 187270 229529 223 215 328 124 57 54 952 1499340 2.738
10 206 221 370 117 49 38 565 2674590 2.697
ll 193 199 419 105 46 38 398 116767 2.72612 211 237 360 719 86 27 338 4436 22674
Girls ;2 3 4 5 6 X N M
5 1000 5286 2060 1.000
6 0)7 201 201 415 182 3743 10980 2.760
8 149 213 356 119 82 80 1364 111260 3.012
9 192 210 370 129 56 42 609 1651644 2.714
10 167 206 394 142 #57 34 317 3856464 2-814
ll 155 188 397 146 15 39 259 181529 2-91412) 167 179 289 209 56 99 296 4445 3.105
357. If the work was not interesting enough
B59
1. Extremely important 4. Neither important nor unimportant2. Very important 5. Unimportant
3. Important 6. Not at all important
Boys
l 2 3 4 5 6 X N M5 1000 3275 2000 5.000
6 198 802 930 10640 | 52405
7 167 82 332 252 168 2112 25270 3-341
8 133 151 298 155) 168 95 1417 186450 3.3619 210 245 286 133 62 64 962 149194C 2-182
10 247 277 299 99 42 36 572 2661928 22519
ll 309 298 266 73 24 30 400 116604 24293
12 466 323 157 27 27 338 4430 1.853
Girls2 3 4 5 6 xX N M
1000 5286 2060 1.0000
7 228 463 182 188 3743 10980 2-3308 91 208 338 172 56 135 1319 113420 3-2989 239 264 308 100 46 44 621 1639734 22584
10 271 297 301 72 31 28 323 3837042 2.381ll 268 326 289 67 24 26 269 180082 233012 315 300 311 29 45 296 4445 20235
358. If I could do more important work elsewhere
1. Extremely important 4, Neither important nor unimportant
2. Very important 5. Unimportant
3. Important 6. Not at all important
Boys1 2 3 4 5 6 X N M
5 1000 3275 20090 4.0006 198 406 396 930 10640 3.9897 #151 230 316 151 78 73° 1683 27270 2-9968 188 266 210 212 93 30 1603 173180 2-8469 237 255 268 129 60 51 973 1483530 2.673
10 241 289 279 113 41 36 6579 2650658 22533
ll 264 300 256 113 32 34 407 115983 22453
12 350 174 158 4150 2111 56 338 4430 2.667
Girls
L 2 3 4 5 6 Xx N M5 1000 5286 2060 1.c006 0T 429 182 188 201 3743 1098C¢ 2-5648 160 369 322 62 45 42 1565 102520 2.5889 267 268 285 105 43 32 629 1631287 2-484
10 277 300 268 98 33 24 327 3827426 2.38111 294 274 278 99 36 19 272 179760 22365
12 362 223 295 48 72 296 4445 22364
D-60
359.
360.
If I had a poor supervisor
1. Extremely important 4, Neither important nor unimportant2. Very important 5. Unimportant
3. Important 6. Not at all important
Boys
l 2 3 4 5 6 X N M5 1000 3275 2000 6.0006 198 386 208 208 930 10640 4.2277 77 #152 381 17 238 75 1873 27370 3.4738 176 189 296 138 85 116 1625 171690 3.1169 196 236 271 155 68 75 975 1482151 2-886
10 195 240 310 153 55 47 583 2643171 22775ll 175 229 335 163 62 36 «6410 115760 2.81812 234 161 282 167 50 106 338 4430 2-957
Girlsl 2 3 4 5 6 X N M
5 1000 5286 2060 1.0006 07 201 201 188 410 3743 10980 4.4038 184 342 153 140 78 102 1416 108850 2.8919 232 240 300 127 56 45 634 1626165 22670
10 227 263 306 121 45 39° 329 3819512 22609ll 198 254 311 145 62 30 283 178194 2.109
12 75 355 212 110 176 72) «296 4445 3.174
Tf I didn't like my co-workers
1. Extremely important h. Neither important nor unimportant
2. Very important 5. Unimportant
3, Important 6. Not important at all
Boys1 2 3 4 5 6 X N M
5 1000 3275 2000 6.0006 208 397 396 930 10640 3.9797 167 262 413 158 2113 25260 325558 192 221 281 104 138 65 1594 173760 22-9709 178 209 285 167 78 83 1002 1461449 3.007
10 182 229 310 163 65 52 593 2627881 2.857ll 201 221 313 162 51 51 419 115023 2-79612 260 236 228 169 27 79) (338 4430 2.705
girls1 2 3 4 5 6 X N M
5 1000 5286 2060 1.0006 07 201 370 429 3743 10980 3.8848 203 181 284 144 106 82 1459 106940 3.0139 169 216 314 162 76 63 660 1601437 22949
10 175 228 %315 170 #64 50 345 3774190 2.869lL 182 245 315 143 79 37) =—293 176835 2.80212 103 196 316 137 128 120 296 4445 32353
D-61
361. If I did not receive expected promotions or salary increases
1. Extremely important 4, Neither important nor wmimportant
2. Very important ‘5. Unimportant3. Important 6. Not important at all
Boys ;1 2 3 4 5 6 xX N M
5 1000 3275 2000 4.0006 604 188 208 930 1064C 3-2077 252 323 175 168 82 2112 25270 © 3.5048 197 160 240 240 110 52 1562 175930 3.0639 214 231 280 138 66 70 995 1467215 2-820
10 218 257 303 129 56 43 593 2627820 22665ll 252 265 292 121 34 37 =6432 113938 2253212 283 181 301 129 27 79-338 4430 22674
Girlsl 2 3 4 5 6 x N M
5 1000 5286 2060 1.0006 0T 201 201 188 182 228 3743 10980 3.832B 144 302 137 231 «103 82 1370 110960 3.0929 158 202 329 172 80 59 649 1611641 22992
10 152 207 334 182 71 54 339 3791800 2.975ll 154 181 369 172 77 47 289 177317 2298112 174 185 158 206 2066 T2296 4445 3.361
362. How many children do you expect to have after you marry?
1. None 4, Three2. One 5. Four3. Two 6. Five or more
Boys
12 3) mG 5 UG N M5 1000 3275 200C 6.0006 208 198 208 386 930 10640 325657 #177 276
~=«
190 89 177 89 2395 23160 3.0808 113 129 276 285 92 106 1428 185650 324349 118 80 324 269 128 81 1008 1457390 3.452
LO 95 52 337 309 141 66 610 2599596 32546ll 86 45 383 278 144 63 426 114420 3.537l2 81 28 449 227 138 77 379 4300 34544
Girlsl 2 3 4 5 6 xX N M
; 1c00 5286 2060 3.000
0qT 188 812 3743 10980 2-812B 156 90 401 147 147 60 1320 113360 32219y 49 56 338 234 229 94 all 1649847 3.821
10 36 40 292 268 255 110 322 3841866 32996ll ' 33 25 281 284 244 133 257 181885 © 4.08012 V7 216 455 127 125 332 4325 3-930
D-62
363. How well off financially do you hope to be in your lifetime?
1. Able to provide the necessities 4, Wealthy2. Comfortable 5. Very wealthy
3. Well-to-do
Boysl 2 3 4 5 X N M
5 1000 3275 2000 2.0006 812 188 930 10640 32376qT 89 86 460 365 2379 23270 3.162
18 112 237 332 164 156 1497 180540 3.0159 74 320 374 143 88 1020 1448973 2.850
10 45 338 425 133 59 603 2611401 2.823ll 34 326 407 169 64 428 114288 2-90212 135 410 379 7? 379 4300 3.397
Girls
l 2 3 4 5. X N M5 1000 5286 2060 3.cC06 07 1000 4839 8920 2.000
}8 186 234 426 101 52 1513 104630 2-598| 9 67 470 338 84 41 623 1637707 2256310 37 506 356 T2 28 325 3832493 2.547Ll 39 465 375 87 35 248 183183 2261412 95 395 345 165 332 4325 2-578
364. How well off financially do you really expect to be in your lifetime?
1. Barely able to make a living 4, Well-to-do2. Able to provide the necessities 5. Wealthy
3. Comfortable 6. Extremely wealthy
Boys
1 2 3 4 5 6 x N M5 1000 3275 2006 1.0006 208 397 396 930 10640 3.3757 165 334 173 «328 2112 2527C 2.6638 120 173 324 241 92 50 1693 167340 3.1629 39 141 435 267 TL 47 1023 1446425 3.330
10 23 11? 495 282 53 28 609 2601182 3.310ll 18 76 523 278 14 30 426 114442 3240412 27 421 392 86 74 338 4430 3.760
Girlsl 2 3 4 5 6 xX N M
5 1000 5286 2060 3.0006 07 176 «224 4839 8920 342248 85 311 321 146 96 40 1414 108940 2.9779 20 155 576 192 36 21 633 1627510 3.132
10 15 #135 627 188 24 10 331 3815037 3.1021l 13 116 631 203 30 T 263 180948 3.14012 28 222 508 212 30 332 4325 22994
D-63
365. For a man who has a wife and children, having a life insurance policy is
1. extremely important 4. neither important nor unimportant2. very important 5. unimportant3. important 6. not important at all
Boysl 2 3 4 5 6 x N M
5 1000 3275 2000 4.0006 198 208 188 198 208 930 10640 3.8117 258 162 249 249 82 2112 25270 2.8178 293 246 209 85 84 84 1534 177850 2-6749 614 161 169 57 33 26 1059 1421267 1.811
10 734 151 66 2?t 11 ll 634 2562024 1.465ll 77?) 141 56 15 5 5 452 112396 1.34412 729 156 115 338 4430 1.386Girls
l 2 3 4 5 6 xX N 45 1000 5286 2060 4.0006 0T 528 472 4839 8920 1.9448 443 244 125 103 44 41 1522 1042906 221869 T27? 168 70 17 8 10 660 1600691 1.441
10 784 153 47 8 3 5 348 3767503 1.305ll 786 159 47 2 3 2 278 178855 1.283l2 792 178 29 293 4455 1.324
366. Compared to your (or your future husband's) yearly salary, what is thegreatest amount of life insurance you expect (or expect him) to have withinten years after you complete high school?
1. I do not expect (or expect him) to have a life insurance policy.2. Up to an amount equal to 3 my (his) yearly salary3- Up to an amount equal to my (his) yearly salary4. Up to an amount equal to twice my (his) yearly salary2+ Up to an amount equal to three times my (his) yearly salary6. Up to an amount equal to four or more times my (his) yearly salary.
Boys
l 2 3 4 5 6 X N M45 1000 3275 2000 1.0006 396 198 208 198 930 10640 2.2097 #161 83 256 249 251 2112 25270 3-3458 220 139 189 204 135 114 1626 171660 3.2359 56 196 269 258 134 88 1273 1287557 3-483
10 39 191 299 257 123 92 808 2315363 3.510ll 34 183 334 245 100 104 608 101529 3.250512 719 60. 508 130 30 193 376 4310 3.551
Girls 1 3 3 4 5 6 x N 4
5 1000 5286 2060 2-0006 0
7 #496 280 224 4839 8920 1.729
8 169 186 253 270 79 43 1529 104000 3.035
9 40 278 295 226 a7 74 898 1400067 32263
10 27 257 341 228 82 64 530 3318892 3.274
11 30 240 330 227 104 69 487 153745 3-344
12 140 88 282 268 187 35 530 3764 3.377
Note-=-See page D-2 (Notes To Appendix D)
D-64
367. Compared to your (or your future husband's) monthly salary, what is the least
amount of money you expect (or expect him) to have in a savings account in the
tenth year after you complete high school?
1. I do not expect (or expect him) 4. Up to 6 months’ salary
to have a savings account 5. Up to 1 year's salary
2. One month's salary or less 6. More than 1 year's salary3. Up to 3 months! salary
Boysl 2 3 4 5 & X N x
5 1000 3275 2000 6.000
6 208 198 198 396 930 10640 3.376
7 79 336 334 168 83 2112 25270 3.761
8 194 227 185 111 123 161 1596 173590 32225
9 92 141 230 187 140 211 1304 1270343 3e774
10 63 106 208 187 179 257 843 2271243 4.083
ll 71 67 153 219 210 280 634 99914 4.270
12 51 291 272 386 376 4310 4.992
Girls2 3 4 5 6 X N M
5 1000 5286 2060 1.000
6 0
T 344 656 7112 6420 2.967
8 7i #198 343 114 65 209 1586 101690 32531
9 71 #125 178 $169 #188 $270 897 1400860 4.087
10 46 95 158 190 219 293 516 3362876 4.319
11 39 72 133 209 253 295 418 161258 4.449
12 58 97 97 310 73 #365 680 3428 4.336
368. Compared to your (or your future husband's) monthly salary, what is the least
amount of money you expect (or expect him) to have invested in securities
(stocks and bonds) in the tenth year after you complete high school?
1. I do not expect (or expect him) 3. Up to 3 months! salary
to have invested in securities 4. Up to 6 months' salary
(stocks and bonds). 5. Up to 1 year's salary2. One month's salary or less 6. More than 1 year's salary
Boys .
1 2 3 4 5 6 X N M
5 1000 3275 2000 5.000
6 406 208 198 188 930 10640 2-950
7 79 82 245 427 167 2112 25270 3.690
8 157 222 214 266 63 79 «#1725 165410 3.092
9 202 195 241 162 96 105 1345 1247929 3.069
10 236 181 226 161 93 103 884 2222032 3-003
11 245 153 215 4176 #107 103 670 97736 3.056
12 384 81 296 84 79 77 376 4310 22622Girls
1 2 3 4 5 6 X N M5 1000 5286 2060 6.0006 0
7 500 500 10783 4420 1.5008 212 234 308 89 22 134 1731 96290 2-8779 289 185 192 141 87 106 931 1376322 2.871
10 301 183 187 144 99 85 536 3305956 2-814
ll 295 179 181 162 107 715 437 159074 2-83512 378 86 62 267 174 34 485 3879 2.873
Note-~See page D-2 (Notes To Appendix D)
369.
370.
D-65Compared to your (or your future husband's) monthly salary, how much money do you expect(or expect him) to have invested in real estate? Do not include your own home.
1.
OWNFw
I do not expect (or expect him) to have invested in real estate, other than pur-chasing our own home.
Up to an amount equal to my (his) monthly salaryUp to an amount equal to 3 months! salary
Up to an amount equal to 6 months! salaryUp to an amount equal to 1 year's salaryMore than 1 year's salary
Boys
1 2 3 4 5 & X N M5 1000 3275 2006 6.0006 208 198 198 188 208 930 10640 3.1977 161 500 171 168 2112 25270 3.6848 314 153 167 158 142 66 1763 163140 2-8609 319 176 4192 129 76 109 1365 1237562 2.79%
10 427 153 144 LOY 62 105 898 2204933 2.542ll 589 79 #112 77 68 75 680 97132 2.17912 707 28 60 77 81 46 376 4310 1.937
Girls
1 2 3 4 5 6 X N M5 L000 5286 2060 4.0006 C7 656 344 7112 6420 1.3448 176 271 205 109 47 192 1786 94380 3.1569 494 177 115 73 53 83 943 1367937 2-273
10 594 131 93 66 51 66 547 3283212 22045ll 646 110 84 52 50 59 442 158541 1.927L2 598 $86 178 139 440 3999 1.996
Which one of the following tells best how you expect to pay for things you buy after youhave started to earn a living?
1. I expect always to pay cash for everything I buy.2. I expect to pay cash for everything except large purchases, such as a house, a car,
ete.
3. I expect to make large purchases (house , car, etc.) and some smaller purchases onthe installment plan.
4. oT expect to buy many things on the installment plan.Do. I expect to buy almost everything (except needs such as food, rent, etc.) on the
installment plan.
Boys
1 2 3 4 5 Xx N M5 100G 3275 2000 5.C006 614 198 188 930 10640 2.1487 241 169 175 247 168 2112 25270 2.9318 255 304 141 197 103 1658 169570 2.5899 219 444 168 110 59 1250 1300694 2-346
10 220 525 146 77 32 792 2335229 2-176ll 274 558 86 53 30 575 103614 2.007l2 333 528 138 408 4210 1.805Girls
l 2 3 4 5 Xx N M5 1000 5286 2060 5.0006 07 298 373 329 6762 6710 3.0318 257 330 203 141 69 1923 89970 224369 196 585 126 61 33 852 1435279 2-150
Note~-See page D-2 16, «1710 «6623 133 54 19 470 3454632 2126(Notes To Appendix D) ll Il76 633 135 46 il 362 167837 2-.C82
l2 114 667 30 156 33 446 3999 2-326
3fl.
3Te.
D-66Which one of the following statements tells best what you do about saving?
1. I save every cent I can, even if I have to do without some things I want.2. I save whatever remains after I have bought most of the things I want.3. I save a definite amount and spend whatever remains.
h. I save only after I have bought everything I want.5. I save little or nothing.
Boys
a 1 2 3 4 5 x N M5 1000 3275 2000 L.ccc6 198 406 396 930 10640 2-1977 184 L777 460 92 86 2395 23160 2.7198 121 328 262 196 93 1798 161090 2.8149 144 369 288 122 78 #1295 1275186 2.4626
16 31 418 302 99 50 818 2301759 20526ll 7l1 499 285 101 44 603 101812 2.5484 50 633 260 57 408 4210 22324Girls
1 2 3 4 5 Xx N M5 1000 5286 2C6G 5.CCO0é 07 298 329 373 6762 6710 22-4478 202 418 127 98 154 2065 85800 2-5849 160 373 307 81 78 872 1419759 22544
10 127 399 337 65 71 488 3413348 22554ll 106 423 336 75 60 385 165609 2256012 86 583 222 30 80 440 3999 2-436
Which one of the following statements tells best whatthe first 5 years after you start to earn a living?
you expect to do about saving for
1. TI expect to save every cent I can, even if I have to do without some things I need.2. I expect to save whatever remains after I have bought most of the things I want.3. I expect to save a definite amount and spend whatever remains.4. I expect to save only after I have everything I want.2+ I don't expect to save very much when I start earning a living.6. I do not expect to save anything.
Boys
L 2 3 4 5 6 x N M5 1000 3275 2000 1.0066 198 406 396 930 10640 3.3847 #187 443 189 180 2395 23160 2-5438 138 285 209 175 90 103 1655 169770 3-1029 171 321 314 106 53 35 1315 1264351 2-656
10 164 362 336 75 43 20 836 2279471 2.931ll 120 400 353 65 49 14 609 101467 2.965l2 195 334 386 29 57 408 4210 22419Girls
1 2 3 4 5 6 x N M5 100G 5286 2060 6.0006Q
7 702 298 6762 6710 4.5968 210 309 225 88 23 145 1842 92530 22842.9 189 290 414 56 37 14 908 1392855 2.50510 156 297 461 41 35 9 513 3355689 2252911 125 309 480 41 37 9 418 161204 2258212 584 363 53 521 3786 2.575
Note-~See page D-2 (Notes To Appendix D)
D-67
373. Among the following, what is the one most important thing for which you are
now saving? S
1. College 4k, Glothes or recreational equipment2. Marriage 5. Something not listed above
3. Acar 6. I am not saving now.
Boys2 3 4 5 6 X N
5 1000 3275 2000
6 604 396 930 106407 89 177 468 175 91 2395 23160
8 148 205 226 203 123 94 1689 167640
9 288 129 255 102 2111 115 1315 1264126
10 384 BT 244 70 «lll 104
=
837 2278468
11 4511 61 162 64 94 108 636 99776
12 645 50 157 29 62 57 408 4210
Girls1 2 3 4 5 6 x N
5 1000 5286 2060
6 07 373 627 6762 67108 192 257 152 97 118 184 2028 868409 288 117 74 #155 128 238 900 1398579
10 312 107 60 147 147 227 509 3364379ll 387 90 40 135 129 219 400 16323612 668 _ 32 98 85 118 521 3786
374. Among the following, what is the one most important thing for which you expect
to save after completing your education?
1. A house or furniture 4. Marriage and family2. A car 5. Something not listed above3. Investment 6. I do not expect to save.
Boys
1 2 3 4 5 6 Xx N
5 1000 3275 2000
6 406 188 406 930 10640
7 %2tf2 366 180 181 2395 23160
8 201 163 185 204 192 54 1684 167900
9 215 146 133 299 151 55 1327 1257397
10 213 110 111 384 150 32 853 2258879
11 210 88 87 435 159 22 639 99587
12 229 32 86 487 167 453 4080
girlsl 2 a 4 5 6 x N
5 1000 5286 20606 07 298 329 373 6762 67108 299 117 89 308 92 94 1854 921309 196 83 58 444 176 43 926 1379678 .
10 «#4175 79 47 500 172 28 527 3325129ll 171 78 43 518 173 lf 430 15986012 286 32 431 251 521 3786
Note--See page D-2 (Notes To Appendix D)
APPENDIX E
ESTIMATED PERCENTAGE DISTRIBUTIONS
OF SELECTED SCHOOL CHARACTERISTICS
E-1
For Public Secondary Schools in Various Categories
Types of Residences Served
Table
No. Abridged Title
E-1
E~2 Type of Area Served
E-3 Minority Group Students
E-4 Male Teachers’ Starting Salary
Page
E-2
E-3
E-4
E-5
E-2 Table Eel
Estimated¥* Percentage Distribution of Types of Residences Served
(For Public Secondary Schools in Various Categories)
Non~ Vocational Schools
Vocational Large Other
Schools Cities Southeast NE & W
Tax.Gre¥—> (10) (21-22) (51-54) (41-hh)Type of Residence (31-32 (61-64)
Low-cost homes 21.9 7.2 33.0 26.2Low-rent apartments 1.5 1.4 -- 0.4Low-income areas 6.6 19.3 21.3 Tou
Moderate-priced homes 45.6 55.1 39.8 59.8Moderate-rent apartments -~ 1.6 ~- 0.4
Expensive private homes -- 5.2 -- id
High-rent apartments -« 3.3 O.4 --
Equally apartments andhomes 12.2 6.4 1.9 2.0
No estimate available 12.2 0.5 3.6° 2.7
Total 100.0 100.0 100.0 100.0Approximate number of
TALENT schools 35. 108 212 LG
*See Appendix A, Part 2, for a description of the Taxonomy Groups.
**Estimates were obtained by applying School Weight B. (See Chapter ITI,Section C, for an explanation of these weights. )
E=3
Table E-2
Estimated** Percentage Distribution of Type of Area Served(For Public Secondary Schools in Various Categories)
_ Non- Vocational SchoolsVocational Large Other
Schools Cities Southeast NE &WTax. Gr. %¥—> (10) (21-22) (51-54) . (41-44)
Type of Area (31-32) (61-64)
Urban Residential 1.0 39.3 3.3 5.4Urban Industrial 21.5 7.5 1.2 0.5Urban Commercial 1.5 1.0 -- 0.4
Suburban Residential 10.0 17.8 4.3 7.3Suburban Industrial 10.0 ~~ 1.9 2.1Suburban Commercial -- 3.0 0.4 0.2
Scattered over city 21.0 14.9 12.6 7.8(greater than 5000)
Small town 25.0 3.0 18.6 33.2(less than 5000)
Rural--farm -- -- 52.9 38.6
Other “= 13.1 3.6 2.9No estimate available 10.0 0.4 1.2 1.6
Total 100.0 100.0 100.0 100.0Approximate number of
TALENT schools 35 108 212 467
*See Appendix A, Part 2, for a description of the Taxonomy Groups.**Estimates were obtained by applying School Weight B. (See Chapter II,
Section C, for an explanation of these weights. )
E-4Table E-3
Estimated** Percentage Distribution of Percentage of Minority Group Students
(For Public Secondary Schools in Various Categories)
latin-American Negro
Non-Voc Schools Non-Voc Schools
Voc. Large Other Voc. Large Other
schls. Cities DE NE & W Schis. Cities SE NE & W
Tax.Gr.%¥-» (10) (21-22) (51-54) (41-44) (10) (21-22) (51-54) (41-44)% (31-32) (61-64) (31-32) (61-64 )
None 46.8 1O.7 89.4 66.0 31.9 35.5 70.7 71.4
0-9% 43.7 51.4 9.7 27.6 57.6 26.6 3.3 23.2
10-19% 2.5 6.5 -- 3.0 3.5 7.5 1.3 2.6
20-29% 3.0 0.5 -- 0.6 3.5 Ill.l we 0.2
30- 39% 2.0 0.9 -- 0.6 1.5 0.9 -- 0.2
ho~Lo% 0.5 _- -- 0.6 1.5 0.5 -- --
50-59% 1.5 -- -- 0.8 0.5 -- -- --
60-69% -- -- a 0.2 -- -- -- 0.2
70% + -- -- 0.9 0.6 ~~ 17.9 2.7 2.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Approximate
number of
TALENT Schools 35 108 212 L67 35 108 212 L67
*See Appendix A, Part 2, for a description of the Taxonomy Groups.
(See Chapter II,*XEstimates were obtained by applying School Weight B.
Section C, for an explanation of these weights. )
Table E-4E-5
Estimated** Percentage Distribution of Male Teachers! Starting Salary(For Public Secondary Schools in Various Categories)
Non- Vocational Schools
Vocational Large Other
Schools Cities Southeast NE & WTax.Gr.%#—> (10) (21-22) (51-54) (41-4)
Salary (31-32) (61-64)
$5000 or more -- 5.9 -- 0.9$4500-5000 4O 5 22.7 0.4 6.8
$4000-4500 46.0 4O.1 0.4 53.4$3500-4000 11.5 13.9 10.4 2h.6$3000-3500 -~ 8.4 34.0 13.5$2500- 3000 ~~ -- 47.7 --
$2000-2500 -« -- Tel 0.4$1500-2000 -- -- -- --$1000-1500 -~ -~ -- 0.4Under $1000 ~- “= -- =e
Total 100.0 100.0 100.0 100.0
Median $4418 $4282 $2950 $h10hApproximate number of
TALENT schools 35 108 212 467
*See Appendix A, Part 2, for a description of the Taxonomy Groups.**Estimates were obtained by applying School Weight B.
Section C, for an explanation of these weights. )(See Chapter II,
