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AUTHOR Flanagan, John C.; And OthersTITLE The Project TALENT Data Bank: A Handbook.INSTITUTION American Institutes for Research in the Behavioral

Sciences, Palo Alto, Calif.SPONS AGENCY National Institutes of Health gnum, Bethesda, gd.;

National Science Foundation, Washington, D.C.; Officeof Education (DREW), Washington, D.C.; Office ofNaval Research, Arlington, Va.

PUB DATE- Apr 72NOTE 122p.

EDRS PRICE MF-3.0.65 HC-$6.58DESCRIPTORS Aptitude Tests; *Data Bases; *Educational Research;

Guides; Information Storage; Interest Tests;*Longitudinal Studies; Performance Tests; PersonalityTests; Psychological Tests; Questionnaires; RatingScales; Research Projects; *Research Tools;*Secondary Grades; Self Concept Tests; StudentTesting; Tables (Data)

IDENTIFIERS Student Activities Inventory; Student InformationBlank

ABSTRACTProject TALENT is a large-scale, long-range

longitudinal study of a representative sample of students assessedwith a comprehensive set of psychological, educational, and personalmeasures. In 19(0, students in grades 9 through 12 were given abattery of tests and inventories. One-year, five-year, eleven-year,and twenty-year follow-ups of the same students by questionnairesconstitute the longitudinal aspects of the study. The Data BankHandbook is intended to assist researchers in deciding whetherProject TALENT data are suitable for their studies and in formulatinatheir final study plans. Information on the following is provided:(1) Project TALENT--measures used, sample, follow-up procedures,differential weighting of cases, sample sizes, special data files(Knox County saturation sample, 15-year-old sample, 4 percent sample,1963 retest); and (2) Project TALENT Data Bank--types of servicesprovided (printouts, work tapes, test use, contract research),follow -back studies, utilizing the data bank, cost and timeestimates, analysis programs, hypothetical examples. Appendicesprovide the 1960 student data, school questionnaires, follow-ups, andinformation about Project TALENT Data Bank projects. (KM)

rIN

1.1-1

(-7.14U S DEPARTMENT OF HEALTH

EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR 09GANIZATION 01111

C:1 iNATING IT POINTS OF VIEW OR OPINIONS ST"TED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDOCATION POSITION OR POLICY

I i

THE PROJECT TALENT DATA BANK:

A HANDBOOK

AMERICAN INSTITUTES FOR RESEARCH

Palo Alto, California

April 1972

.-r,

c)vi(-1N-ocmLui THE PROJECT TALENT DATA BANK:

A HANDBOOK

1 is

Project TALENT

American Institutes for Research

P.O, Box 1113

Palo Alto, California 94302

April 1972

The main support for Project TALENT has come from research grant,:of the United States Office of Education, Department of Health,Education, and Welfare. The data hank described herein is a hv-product of that research effort. The National Institutes ofHealth, the Office of Naval Research, and the National ScienceFoundation have provided additional financial assistance.

Preface

Boarding Project TALENT az> pilot in the eleventh of a twenty year journey

proved exciting. The five-year follow-up wa.: just being wound up with some

data, problems and studies still in need of guidance to their logical ends.

The eleven-year follow-up was just getting underway.

But TALENT's Data Bank particularly drew me to the Project. I am fascinated

by the design and maintenance of a living data file in common interests and trust.

The present publ cation invites your participation in the common endeavor

now marked by 110 prior Data Bank studies as well as the numerous studies con-

ducted by the Project TALENT staff itself. The Handbook stems from its pre-

decessor issued in 1965. Through revision and updating in the present Hand-

book we trust that we have made the Data Bank more useful to many additional

interested parties.

Project TALENT owes to many people its capacity to reveal anonymously the

careers of its participants for the benefit of those who seek good and better

was to work occupation into life. Not the least of TALENT's indebtedness is

to its 400,000 participants who first enrolled their data on its tones and sub-

seauently help us inscribe their life patterns along with their origins. TALENT

is additionally indebted to the Office of Education, Department Df Health, Educa-

tion and Welfare for major support throughout its existence. However, the Na-

tional Institutes of Health, the Office of Naval Research, and the National

Science Foundation have provided some financial assistance as well. TALENT

therefore truly celebrates the fact that citizens, government, and researchers

can create and maintain a national facility for research in education and the

behavioral sciences.

But an achievement such as TALENT perpetually tries the guts of people

who make it work. We who have the opportunity to work in the public interest

through Project TALENT gratefully acknowledge the steadfastnesb of interest

which stems from the Project's current monitorship by Laurence G. Goebel, Na-

tional Center for Educational Research and Development, U. S. Office of Fduca-

tion,and Justin C. Lewis, Science Education Study Group, National Science Foun-

dation. Special acknowledgment is also made of the encouragement and support

provided by Howard F. Hjelm and Susan S. Klein, National Center for Educational

Research and Development, and Alice Y. Scates, Office of Program Planning and

Evaluation, U. S. Office of Education.

Finally, no document springs full grown like Minerva from Jupiter's Fore-

head. A document takes shape from the thought and work of men. Since this

document takes its lineage from former TALENT publications, it has many authors,

so many in fact that authorship now extends beyond exact identification. We

therefore issue the Handbook as a staff document, not an individual document.

However, I would be remiss if I failed to single out three people due extra

credit in this document. TALENT was the brain child of John C. Flanagan. He

has steadfastly remained principal architect of its design and publications

ever since. In addition, TALENT has been nurtured from its inception by Marion F.

Shaycoft who originally contributed much of the writing assembled in the present

document. But this publication was primarily designed and brought into being

by John G. Claudy who now directs the Data Bank. Claudy and I particularly

invite your participation in exploiting the meaning of TALENT's data with the help

of this Handbook. We await your interest and inquiries.

David V. TiedemanDirector

Palo Alto, CaliforniaApril 1972

Table of Contents

Page

Introduction 1

Project TALENT 1

Overview 1

The Measures Used in Project TALENT 5

The 1960 Student Tests and Questionnaires 5

Project TALENT School Questionnaires 5

Project TALENT Sample 6

Follow-up Procedures 7

Differential Weighting of the Cases 10

1960 Weights 10

Follow-up Weights 11

Sample Sizes 12

Special Data Files 14

Knox County Saturation Sample 14

15-Year-Old Sample 14

4% Sample 15

1963 Retest 15

Project TALENT Data Bank 15

Types of Services Provided for Data Bank Users 15

Printouts 15

Work Tapes 16

Test Use 16

Contract Research 16

Follow-Back Studies 17

Utilizing the Data Bank 17

Cost and Time Estimates 19

Analysis Programs 20

Hypothetical Examples 22

Appendix A - 1960 Student Data 25

General Information 25

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Table of Contents (continued)

Page

Maximum Performance Measures 26

Information Tests 26

Language Aptitude and Ability Tests 29

Complex Intellectual Aptitude Tests 31

Visualization Tests 31

Mathematics Test 32

Clerical and Perceptual Aptitudes Tests 33

Composites Based on Maximum Performance Measures 34

Miscellaneous Tests 34

Preference Test 34

Themes38

Student Activities Inventory (SAT) 38

Interest Inventory 40

Student Information Blank (SIB) 46

Socioeconomic Index 46

Appendix B School Ouestionnaires 68

Appendix C Follow-ups 80

College Codes 80

Job Codes and Career Plan Codes 80

Follow-up Ouestionnaires 81

Appendix D - Project TALENT Data Bank Projects 106

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List of Tables

Table

1

2

Topics Studied by Data Bank Researchers

Data Bank Projects and Institutional Affiliations of Re-searchers, Classified According to Kind of InstitutionalControl

Page

2

3

3 Research Projects Which Have Used the TALENT Data Bank,Classified According to Discipline of Researcher 3

4 Project TALENT Follow-up Surveys and Schedule 4

5 Procedures Used by Regional Coordinators in Locating Non-respondents 9

6 Number of Project TALENT Cases Available 13

7 Summary - Maximum Performance Measures 35

8 Composites Based on Maximum Performance Measures 37

9 Student Activities Inventory Scales 39

10 Scoring Pattern for Project TALENT Student Activities In-ventory 41

11 Interest Inventor/ Scales 43

12 x'roject TALENT Interest Inventory 44

13 Means and Standard Deviations on Items Entering into P *801Based on a Sample of Grade 12 Boys 49

14 Student Information Blank 50

15 Student Information Blank Composites 62

Introduction

The Project TALENT Data Bank was established to make the large mass of

data collected by Project TALENT available to the general research community.

Since its formal inception in 1964 more than 100 projects have been carried

out. The Data Bank is a nonprofit service of Project TALENT And AIR.

The scope of topics studied and the institutional affiliations of the

researchers have varied widely. (See Tables 1 and 2.) About half of the

projects have been conducted by university faculty members or graduate stu-

dents who have small research grants to support their work. Through use of the

Project TALENT Data Bank, the researcher with only limited funds has access to

a data base far larger and more representative than his resources could other-

wise provide. In fact, a majority of the studies which have utilized the Pro-

ject TALENT Data Bank would not and indeed sometimes could not have been carried

out if it were not for this data resource. The Data Bank has in effect been

an interdisciplinary research medium- -at least in terms of the diccfplines

represented by its users. (See Table 3.) A complete list of Data !Ink pro-

jects can be found in,Appendix D.

It is the purpose of the Project TALENT Data Bank Handbook to assist t:e

potential Data Bank researcher both in deciding whether Project TALENT data are

suitable for his study and in formulating his final study plan, It is not in-

tended that this publication take the place of contacts with Dlta Bank staff,

but rather that it aid such contacts.

Project TALENT

Overview

Project TALENT is a large-scale, long-term educational research study

which is both longitudinal and cross-sectional in its methodology and implica-

tions. It is longitudinal in that tested subjects are followed up aperiodi-

cally; it is cross-sectional in that the longitudinal data arc available for

four successive grade groups, 12, 11, 10, and 9. The overall goal of Project_

TALENT is to understand the nature and development of the talents of America's

young men and young women. Within this broad context, Project TALENT has had

the following specific goals:

Topics Studied by Data Bank Researchers

Topics Number of Projects*

Airline stewardesses 3

Analyses of user data 2Athletics, effectf, of participation 2

Career plans and choice 10Clergymen 2

Cognitive style 1

College differences 5

College financial plans 3Draft system 1

Driver education and highway safety 5

Education attainment 2

Effects of socioeconomic status 4

Family and background effects 2

Family size]

Federal aid effects 1

Geographic regions comparisons 3Gifted students 2High school counselors 1

Home-economics students 1

Labor force entrance 2

Marriage 1

Medical dents 5

Mental patients 1

Military studies 3Negro male adolescents 1

Project PLAN 1

Project SUCCEED evaluation ]

Research methods 4

School dropouts 2

School inputs and outputs 14

Science vs. non-science students 3

8:,cial mobility 2

Student group comparisons 1]

Suicide 1

Teachers 3

Title I of ESEA evaluation 1

Upward Bound evaluation 1

Youth behavior problems 2

TOTAL 110

*Through December 31, 1971

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TABLE 2

Data Bank Projects aad Institutional Affiliations of Researchers,

Classified According to Kind of Institutional Control

Control of institutionNo. of

projects*No. of

institutions*

Governmental (Federal, state, local) 13 8

Universities 54 29

Private organizations (other) 43 19

TOTAL 110 56

TABLE 3

Research Projects Which Have Used the Talent Data Bank,

Classified According to Discipline of Researcher

DisciplineNo. oforos*

./iect ._

Communications 1

Economics 14

Education 49

Home Economics 1

Institutional ReFearch 1

Library science 2

Medicine 3

Psychology 29

Sociology 10

t

TOTAL 110

i *Through December 31, 1971

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1. To obtain a national inventory of human resources.

2. To develop a set of standards for educational and psychological mea-

surements.

3. To provide a comprehensive counseling guide indicating the patterns

of aptitude and ability which are predictive of success and satis-

faction in various careers.

4. To formulate a better understanding of how young people choose and

develop in their life work.

5. To identify the educational and life experiences which better prepare

students for their life work.

To achieve these goals, the initial phase of Project TALENT consisted in

giving a very large and representative sample of high school students a com-

prehensive battery of paper-and-pencil tests and inventories, That was in

1960. It was planned that members of the sample would then be followed up

periodically by questionnaires over a 20-year span. Thus Project TALENT con-

stitutes the first large-scale, long-range longitudinal study of a represen-

tative sample of students assessed with a comprehensive set of psychological,

educational, and personal measures.

The overall design of Project TALENT provided for follow-ups approximately

one, five, ten, and twenty years after each of the four classes was expected to

graduate from high school. The one-year and five-year follow-ups have been

completed, and first phase of the now eleven year follow-up is in progress at

the time of the preparation of this handbook. Table 4 shows the current fol-

low-up surveys and schedule.

TABLE 4

Project TALENT Follow-up Surveys and Schedule

Grade When Years for Follow-up StudiesTested in 1-Year 5-Year 11-Year 20-Year1960 Follow-up Follow-up Follow-up Follow-up

12 1961 1965 1971 1980

11 1962 1966 1972 1981

10 1963 1967 1973 1982

9 1964 1968 1974 1983

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The Measures Used in Project TALENT

The 1960 Student Tests and Ouestionnaires. The Project TALENT test bat-

tery yields a wide variety of scores. (More specific descriptions of the tests

and inventories and the scores and scales presently available from them appear

in Appendix A.) The tests can be grouped under the following headlrls:

1. An information test covering knowledge acquired in and out of school

(38 separate scores and 4 composites);

2. Mathematical aptitude and ability tests (3 separate scores and 3 com-

posites);

3. An English test (5 subscores and a total score);

4. Tests of speed and accuracy in various tasks (4 tests);

5. Various other tests of specific aptitudes and abilities (10 tests).

In addition to the tests, the following three questionnaires were admin-

istered in the Project TALENT battery:

1. The Student Information Blank;

2. The Interest Inventory, 17 scales;

3. The Student Activities Inventory, 10 scales (temperament scales).

In addition to these scores a large number of a priori scales and com-

posites have been developed.

One-year and five-year follow-up information has been obtained on all

four grades included in the 1960 sample and is now available for analysis.

These questionnaires included sections on high school education and educational

plans, .work experience, general information, and college. Copies of these Ques-

tionnaires are included in Appendix C.

Project TALENT School Ouestionnaires. The General School Characteristics

(GSC) Questionnaire provides information concerning the faculty (average age,

years of teaching experience, degrees held, etc.), as well as the principal of

the school. Questions were also asked about the type of school and school system

(grades included, accreditation, estimate of pupil-teacher ratio, grading system,

provision for special groups, etc.), and background of both the school and the

community. Another section concerned questions on school curriculum, advance-

ment policies (mid-year promotion and graduation policies, acceleration and

retardation programs, etc.), and information about extracurricular activities

in the school.

The Guidance Program (GP) Questionnaire concerns the kind of guidance

facilities in the school and information about the nature of this service.

I r

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Some specific questions concerned: (1) Existence of program; (2) Personnel-

number and background; (3) Facilities--space, equipment, etc.; (4) Recent

changes--personnel, tests, special programs, etc.; and (5) Plans. There were

also questions regarding the types of tests administered by the guidance person-

nel, the kinds of problems brought to the counselors, and the kinds of help

offered (tests, counseling, referral, conferences with parents, etc.). Data

from the General School Characteristics and Guidance Program questionnaires

are on tape and available for analysis.

Project TALENT Sample

The selection of the national sample surveyed in 1960 is described in

detail in Design for a Study of American Youth (Flanagan, Dailey, Shaycoft,

Gorham, Orr, and Goldberg, 1962, Chapter 3). In this handbook, therefore,

it will only be outlined briefly. The first step was to draw a stratified

random sample of all secondary school- the United States. Public, parochial,

and private schools were includeo. Stratification was on the basis of cate-

gory of control (i.e., public schools, paro6r5r schools, and private schools

other than parochial) and geography (region and state); and within the public

school category there was further stratification on the basis of retention

ratio (i.e., ratio of number of tenth-graders to number of graduates) and

school size.

On the basis of technical considerations concerning sampling methodology,

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

(underestimating the smallest public schools, overestimating the largest ones,

and correcting the resultant data through the use of differential school weights).

Accordingly, one-twentieth of the parochial schools, private schools, and medium-

sized public schools, one-thirteenth of the very large public schools (more

than 400 seniors) and one-fiftieth of the very small schools (fewer than 25

seniors) were selected.

About 93 percent of the initially selected schools agreed to participate

in Project TALENT. All students in grades 9-12 in these schools were in the

TALENT probability sample; also ninth-graders in associated junior high schools

were included in the sample. A total of 1225 schools constituted the probability

sample--987 senior high schools and 238 junior high schools. Altogether be-

tween 4 and 5 percent of all secondary schools in the United States were included.

There were roughly 400,000 students in grades 9 through 12 attending the par-

ticipating schools; t:hese students were the Project TALENT probability sample.

In addition to the schools in the probability sample, o.-ler schools par-

ticipated, either by invitation for the purposes of some special phase or sub-

study, or else at their own request. In either event, students in these sup-

plementary schools are not part of the Project TALENT probability sample, and

are excluded from those studies whose nature or purpose is such that they must

be based on probability sample cases only.

Follow-up Procedures-

Although somewhat different questionnaires have been used for each fol-

low-up survey, all questionnaires have included a common core of items tapping

information vital to the study of further education, jobs, and career plans.

In accordance with the life stage of the young men and young women who par-

ticipated in Project TALENT, the follow -up questionnaires emphasize questions

about entry jobs, long-range career plans, family establishment, college, and

military service. But in addition to questions on these topics, some other

series of questions have been included for one or two grades but not for all

four. These are questions on special topics which were judged worth investigat-

ing on a limited basis. The necessity of keeping the questionnaire short enough

that it would be easy to complete imposed restrictions on how many questions,

and what kind, could be included each year. Every effort was made to keep each

questionnaire direct, clear, and not unduly long. The questionnaires were

designed as simple factual data-collection instruments rather than as clinical

tools for psychiatric probing. Therefore they could be set up to be essentially

self-administering. (Copies of the regular questionnaires are included in

Appendix C.)

Though there were certain minor exceptions, especially during the one-

year surveys, the follow-up for a given grade usually included four mailings

or "waves" of the questionnaire. For each student in a given wave the compu-

*er printed an address label from the tape of names and addresses. The four

waves for each grade were spaced about one month apart, and a reminder card

was sent between the first and second waves. When a completed questionnaire

was returned, cards were punched containing information as to whether or not

usable information had been obtained from the student. These cards were then

used to control the preparation of mailing labels for subsequent waves, so that

a student did not receive another questionnaire after he had completed one.

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Questionnaires returned by the post office because the student had moved

from the address on the mailing label also were processed. If the post office

reported a new address, this change was made on the Project TALENT records

and used in the next mailing wave. Ouestionnaires returned with no new address

were coded to show the week received and the reason for the return--such as

no forwarding address or addressee unknown. The names of persons who had died

were, of course, removed from the mailing list.

Overall response rates to the four waves of follow-up Questionnaires varied

from 61.9% for 1960 twelfth-graders followed up one year after high school

(1961) to 31.9% for 1960 ninth- graders followed up five years after high school

(1968). In general response rates f11 off slightly each year. Since between

forty and sixty percent of the cases surveyed fell into the nonrespondent cate-

gory, it was necessary to make a correction for any bias resulting from this

nonresponse. In order to make this correction it was necessary to obtain re-

sponses from a representative sample of the nonrespondents. Therefore, special

surveys were carried out for each of the follow-ups. Each of these surveys

was based on a representative sample (generally about 4 percent) of all persons

who had not responded after having been sent four separate copies of the ques-

tionnaire, a month apart. The method of sample selection for this nonrespon-

dent sample was a simple one, and it guaranteed close-to maximum representative-

ness. The first step in the selection procedure was to arrange all nonrespon-

dents in testing number order (on the computer tape); this automatically ar anged

them by geographical region, state, city, and school, and within school generally

by classroom. Cases were then selected at regular intervals to give a nonrespon-

dent sample of the desired size. For instance, if a 4 percent sample were being

selected every 25th case would be chosen. Because of the order in which the

cases were arranged before sample selection, the sample was automatically re-

presentative (not merely random) with respect to region, state, city, school,

and in most cases, classroom. The nonrespondent sample is still random with

respect to characteristics that are statistically independent of region, state,

city, school, or classroom.

A special interview form, consisting of most of the items in the regular

questionnaire (an.:, it is hoped, all of the ones that are crucial for most

purposes) was prepared for use with the selected nonrespondent sample. Mem-

bers of the special nonrespondent sample were located, and contacted directly

to secure their answers to the questionnaire ite s. Project TALENT has a net-

work of consultants all over the country who, in their capacity as "regional

coordinators," handled the direct follow-up of those members of the special

sample of nonrespondents that are in their region; in this activity the regional

coordinators, in the interest of uniformity of procedure, operated under in-

structions received from the central TALENT office. Each regional coordinator

was sent an interview form for each member of the special nonrespondent sample

believed to be in his region of the country. The task of the regional coordi-

nators was to locate nonrespondents and collect follow-up data from those with-

in approximately a 100-mile radius of them. Interviews were generally, but

not necessarily, by telephone. A variety of procedures (listed in Table 5)

were suggested to the regional coordinators for use in locating members of the

special sample. Of course not all of these procedures were used for each person

to be located; however, the regional coordinators did make a conscientious effort,

using such procedures as seemed appropriate,to locate each nonrespondent. Even

so, not all cases were located by the regional coordinator. For the unlocated

ones, therefore, the names and last known addresses were sent to Retail Credit

Company, who utilized their resources to locate as many as they could.

TABLE 5

Procedures Used by Regional Coordinators

in Locating Nonrespondents

1. Check local telephone directory2. Check with telephone company information operator3. Check city directories4. Check with parents or relatives5. Check with last known (or former) employers6. Check with former neighbors7. Check with school last attended

A. Guidance counselorB. TeachersC. Alumni office

8. Check with chairman of class reunion committee9. Check with former classmates still living in community

10. Check with official at church last attended11. Check with Department of Motor Vehicles12. Check banks and/or finance companies13. Check with department stores14. Check voter registration records15. Check with wage tax or personal property tax bureau16. Check marriage license bureau records17. Check police department records

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Because Project TALENT began with a probability sample of the entire high

school population in the spring of 1960, these procedures yielded a sample

of respondents and nonrespondents that can be used, through proper weighting

and combining of results, to derive essentially unbiased estimates of the re-

sults for the entire grade. There may be a small amount of error resulting

from the characteristics of nonrespondents who could not be located by any

of our procedures. The only serious distortion that is likely to occur, how-

ever, is in the case of a category in a tabulation that contains few students,

many of whom are in the special nonrespondent sample and therefore are heavily

weighted.

Differential Weighting of the Cases

1960 weights. As has already seen indicated in the discussion of sam-

pling procedures, differential weights correcting for differential sampling

ratios were necessary in order to obtain estimates of various population parameters.

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.

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 12 boys in the sample

who plan to go to college should provide estimates of the corresponding means

for all such boys in the entire country.

Weight A is the same for all the students in a given 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 analyses of the data for a special

subsample of 15-year-olds (described later). For each 15-year-old in grade

9, 10, 11, or 12, Weight D is identical to Weight A. For each 15-year-old

not in any of these grades, Weight D is exactly ten times as large as Weight A

for the corresponding high-school cases. The multiplication by ten corrects

for the fact that a 10 percent subsample was used in determining the school

districts for the non-high-school cases.

Weights B and C, unlike Weights A and D, are primarily applicable to the

schools themselves, rather than to the boys and girls in those schools (or

resident in the corresponding school districts). When the Weight B and C

values are applied to a group of schools in the regular sample (e.g., all the

public high schools in cities with populations between 5,000 and 250,000) the

purpose is to get an estimate of statistics based on all such schools, whether

in the regular TALENT sample or not.

Weight B, like Weight A, corrects simultaneously for differentThl sam-

pling ratio and for differential acceptance rate. Weight B is identical to

Weight A except for the New York City and Chicago schools, in which the sam-

pling ratio differed for students and schools because of the fact that there

was sampling of the students within the schools.

Weight C also corrects for sampling ratio, but not for differential ac-ceptance rates. It is applicable to school questionnaire data when the re-

sponses of those few schools that declined to participate in the project are

incluied along with the responses of the participating schools. (Virtually

all the schools contacted did answer the school questionnaire.)

Follow-up weights. As was implied earlier, assignment of appropriate

weights to follow-up cases is a crucial step in data analyses whose results

are supposed to be accurate estimates of numbers of cases or percentage of

cases in specified categories in the corresponding segment of the national

population. In other words to get good normative data each case must be weighted

appropriately. For many other kinds of analyses, where what is sought is rela-

tional data and the answers to questions about relationships between variables,

weighting cases differentially is of far less importance and in some cases pro-

bably quite undesirable. Correlation matrices are an example of kinds of data

analyses in which the use of unweighted data is generally quite satisfactory.

However, for analyses requiring differential weights, it is important to

use weights that have been computed properly to give appropriate extra weight

to the special sample of nonrespondents. The regular weights for use with the

1960 data when no follow-up data are being used were described above under the

designation "Weight A." When these weights are applied to the 1960 data, the

resultant frequencies and percentages should give a good approximation of cor-

responding segments of the national population. To achieve the same end when

follow-up data are involved, special follow-up weights are required. For regu-

lar respondents to the mailed questionnaire, the follow-up weight is generally

identical to Weight A. For cases in the special nonrespondent sample, however,

it must be much larger, since each nonrespondent in the special sample represents

many nonrespondents who were not selected. For instance, if 4.2 percent of the

nonrespondents are selected for the special sample, the appropriate follow-up

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weight for these cases is Weight A multiplied by the reciprocal of .042. Among

the five-year follow-ups of special nonrespondent samples the only exception

to this procedure occurs for the grade 11 five-year follow-up survey. For

grade 11 a "stratified sample" was used. This was a special procedure whose

purpose was to maximize tne number of cases with five-year fonow-up data for

whom one-year follow-up data were also available. Among the nonrespondents

to the regular mailed questionnaire for the grade 11 five-year follow-up, all

of the ones who had been in the special sample for the one-year follow-up were

selected for the five-year special sample. These were the "Stratum 1" cases,

and their five-year follow-up weights were the same as Weight A. These cases

were supplemented by 2.5 percent of the nonrespondents to the five-year question-

naire who had been regular respondents to the one-year questionnaire. The five-

year follow-up weights for these special sample cases, therefore, were equal

to Weight A multiplied by the reciprocal of .025. These were the "Stratm 2"

members of the special sample.

For this grade in addition to the regular follow-up weights, special weights

.tre available for use in studies which investigate the relationship between one-

year and five-year responses to specific questions, and therefore can use only

cases for which both one-year and five-year follow-up data are available. For

such cases from the grade 11 sample, Strati 1 follow-up cases have joint one-

year five-year weights equal to Weight I.; the Stratum 2 cases have joint weights

equal to Weight A divided by the product of .025 and tue sampling ratio used

for the special sample in the one-year follow-up.

These special follow-up weights (1960 Weight n. for regular respondents

to the questionnaire and 1960 Weight A times the raAprocal of the sampling

ratio for the special nonrespondent sample cases) are available for each fol-

low-up file and are usually referred to as "one-year follow-up weights" and "five-

year follow-up weights." Equivalent weights will be added to the eleven-year

follow-up files as the surveys are completed. Use of these follow-up weights

is of course optional and is left up to the researcher.

Weights B, C, and D are used only with 1960 data and have no follow-up

counterparts.

Sample Sizes

Table 6 presents the sample sizes for the various components of the 1960,

one-year follow-up, and five-year follow-up files. This table provides a com-

1

Tql1,1.1 6

Number of Project rALLNT Cases Available

1960 Master Files

One-Year Follow-Up Files

rive-Year Follow-Up Piles

Regular Respondents

Special Sample

Respondents

Total

Regular Respondents

Special Sample Cases

Total

Probability Cases

1---

Grade

Sex

Proba-

Non-

Total

Proba-

Non-

Total

Proba-

Non-

101

om.-

Proba-

Non-

Total

8_,._

Non-Re- Total

.I-

Total

Five-

bility

Proba-

Cases

bility

Proba-

Regular

bility

Proba-

Special

Nxar

bility

Proba-

Regular

spond-

spond-

Special'

t--

Special

Year

Cases

bility

Cases

bility

Cases

Cases

bility

Samrlc

iol-

Cases

bflity

Cases

dent

ent

Proba-

,.t..v

Ca4s

Vol-

Cases

Cases

Cases**

Re-

low-up

Cases

Cases

Cases

bility

te-

low-up

spond-

ants

C,.ses

tases

.pond-

ents**

Cases

12

M39692

3s25

43017

23178

1237

24415

661

--

6e1

25076

15108

1486

16594

867

**

51

918

17512

F41483

2630

4411,

27061

1207

28268

609

--

609

28877

15616

1130

16746

936

**

41

977

17723

,

Total

81175

5955

87130

50239

2444

52683

3170

--

1270

53953

30724

2616

33340

1803

**

92

1895

35235

t

.11

M45443

3949

49392

20307

020307

1388

--

1388

21695

15718

1540

1'258

1201

80

1281

--

1281

18539

F47060

2807

49867

23175

023175

1318

--

1318

24493

16703

1038

17741

1164

101

1265

1265

1900f

Total

92503

6756

99259

43482

043482

2706

--

2706

46188

32421

2578

34999

2365

181

2546

2546

37545

10

M50654

4441

55095

20915

2256

23171

1017

79

1096

24267

15599

1720

17619

1060

286

1346

--

1346

18965

F49195

3206

52401

21567

1583

23150

1095

51

1146

24296

15367

1178

17045

984

324

1308

1308

18353

Total

99849

7647

107496

42482

3839

46321

2112

130

2242

48563

31766

2898

34664

2044

610

2654

2654

37318

9M

50133

5024

55157

21181

321184

1127

--

1127

22311

13202

1624

14826

798

447

1245

--

1243

16071

F51462

3638

55100

23637

623643

1018

--

1018

24661

13884

1117

15001

777

509

1286

1285

16'87

Total

101595

8662

110257

44818

944827

2145

--

2145

46972

27086

2741

29827

1575

956

2531

2528

32358

Grand Total

375121

29020

404142

181021

6292

187313

8233

130

8363

195676

12199/

10833

132830

7787

1747

9534

92

9623

142456

*For all one-year and the 12t

grade five-year follow-up surveys "special sample"non-respondents were omitted from the follow-up

files.

**Non-probability cases were omitted fron the "special sample" for

most follow -up surveys.

-14-

piete picture of the numbers and sorts of cases currently available on the

Project TALENT files.

Within each file type (1960, one-year, and five-year) there are separate

sub-files for each grade and sex combination. Thus there are eight separate

1960 probability case sub-files, eight one-yea, follow-up sub-files, and eight

five-year follow-up sub-files. As the eleven-year follow-up data become avail-

able the same sort of file organization will be maintained. All 1960 non-pro-

bability cases are maintained on a single combined file, but members of a given

grade or sex can be broken out if desired. All one-year follow-up cases having

usable 1960 master data are on a single file for a given grade and sex. Also,

all five-year follow-up cases having usable 1960 master file data are on a

single file for a given grade and sex. The corresponding one-year follow-up

data are included on the five-yoar follow-up file when they are available. Anal-

yses can be carried out on combinations of files, single files, or subsets of files.

Special Data Files

In addition to the regular Project TALENT files (1960 and follow-up) a

number of special sample files are also available. Non-probability cases in

these groups are excluded from all analyses of the "regular sample data" but

are available for inclusion in special studies where appropriate.

Knox County Saturation Sample. This saturation sample consists of almost

every student in virtually every school (public, private, and parochial) in

Knox County and Knoxville, Tennessee, in grades 8-12. Two Kno County senior

high schools had been chosen for inclusion in the regular sample. The supple-

mentary sample includes, in addition to the grade 8 students in these two sam-

pling units, all the rest of the grade 8-12 students in Knox County. The total

size of this sample is about 16,000 cases.

15-Year-Old Sample. A sample representing all 15-year-olds in the United

States was established. This sample consisted of roughly 4.5 percent of all

15-year-olds in grades 9-12 and slightly less than .5 percent of all other 15-

year -olds. The grade 9-12 segment of the sample was tested as part of the

regular testing. A concerted, effort was made to locate all members of the

other segment and test them if possible. If they were not in school, an at-

tempt was made to determine at what point in their school careers they had

dropped out, and why. A special questionnaire, the Student Information Blank

Supplement, was used to elicit this information and other salient facts about

-15-

the dropouts. 15-year-olds were selected for inclusion in this sample because

school attendance in most states is compulsory to age 16. It should be noted

that information on the few 15-year-olds in the sample who were not in school

is no longer available. Studies of a Complete Age Group--Age 15 (Shaycoft,

et al., 1963) provides a more complete description of the sample.

4% Sample. In addition to the regular Project TALENT data which are avail-able on all cases, complete item response data has been retained on a 4% sampleof cases in the probability sample. TI,'s allows the development of special

scales or composites at the request of the resear,her. This sample consists

of all cases whose six-digit test numbers end in "00," "25," "50," or "75."1963 Retest. In order to assess changes occurring over the last three

years of high school a sample of over 100 of the original Projecc TALENT high

schools was contacted and their seniors retested in the spring of 1963. As-

suming normal class progression, individuals originally tested as 9th-graders

in these high schools were seniors in 1963. The -e seniors were retested with

the original 1960 tests. The original inventories were also used except in

the case of the Student Information Blank, which was considerably abridged

and had other slight modifications.

The 1963 retesting was performed in one rather than two claw:, thus making

differential testing necessary. Although each test measure was taken by many

individuals, each individual took only one half of the original battery.

The High School Years: Growth in Cognitive Skills (Shaycoft, 1967) pro-

vides a complete description of this study and sample.

Project TALENT Data Bank

Types of Services Provided for Data Bank Users

Basic policy and guidelines regarding data utilization have been formu-

lated by a panel of behavioral, social, and educational researchers. This

panel serves in an advisory capacity and may be called on to develop additional

policy. The utilization guidelines are administerea by a local committee of

scientists. Each request for utilization of TALEN.i data will be screened by

the local committee to insure compliance with the policy guidelines.

Printouts. The standard procedure in Data Bank projects is for the analyse-,

to be carried out by Project TALENT staff members and the researcher to be sup-

plied with summary computer printouts from which he draws his own conclusions

-16-

and writes his own report. Prior to the start of any computer work, the re-

searcher has specifie,' in detail the analyses he wants run. Copies of all

printouts are maintained in the project files in the event that questions or

problems arise.

Work tapes. In certain limited cases work tapes containing raw data may

be provided so that the researcher can carry out the desired analyses at his

own institution. All such work tape requests, including a written supporting

justification for the request, must be reviewed by the local Data Bank Policy

Review Committee. If the request is approved the researcher must agree to a

stipulation that the data are to be used solely by the researcher and his as-

sociates directly involved in the study outlined in the request and that anyone

else who wishes to use the data must request and receive the permission of

Project TALENT. Upon approval by the Review Committee a work tape containing

only such data as are necessary for the study is prepared and sent to the re-

searcher. However, such work tapes contain no identifying information. Names,

ID numbers, school codes, and state codes are all removed before the work tape

is sent.

Test use. A limited number of reusable sets of test materials were re-

covered after use by the schools in 1960. Under certain conditions these

materials are available for use by Data Bank researchers. Such conditions

fall into three general classes: (1) calibration of non-Project TALENT tests

with Project TALENT tests: (2) studies which have as a major purpose the com-

parison of newly-collected data with Project TALENT data; and (3) studies for

which there is no commercially equivalent alternative to a Project TALENT test.

When tests are made available, it will be on a loan basis, with a fee to cover

cost of transportation, inspection, storage, and handling. Complete specimen

sets for all data-gathering instruments are available in limited quantity to

properly qualified persons. With permission, from Project TALENT it will be

possible for Data Bank researchers to reprint test booklets and answer sheets.

While Project TALENT can and will furnish test booklets and answer sheets, it

cannot assume any responsibility for test scoring. Because of equipment changes,

Project TALENT's answer sheets are now scorable only by hand methods. For most

small scale studies this would pose no serious problem; however, it is suggested0

that individual answer sheet adaptations be considered before seeking to admin-

ister any Project TALENT measures.

Contract research. Upon request Project TALENT staff members will design

and carry out studies on topics of interest to individuals or organizations.

-17-

Full reports will then be prepared and submitted to the requesting individual.

Naturally the requester will play a role in conceptualizing the study, but he

won't have to involve himself with the details. This sort of study should be

of special interest :o organizations which don't maintain their own research

staff.

Follow-Back Studies

u. , of the most useful applications of the information contained the

Project TALENT Data Bank is for what are termed follow-back studies. SiaL.2

the schools tested in 1960 constituted approximately a probability sample

of all 1960 high schools, it is fair to say that approximately 4.5 percent of

all 1960 high school students are included in the sample. The follow-hack

method allows a researcher who has the names to obtain information on a sample

of persons who would have been in high school in 1960. The list of names is

prov,ded to the TALENT staff who then search the TALLNY files by name, and any

other information that is available, to find ma'ches. Any researcher-supplied

information is added to the TALENT data and the analyses carried out. Once the

TALENT data is merged with the researcher-supplied data it is of course not per-

missible to return the combined information to the researcher.

An example of such a study is one completed by a major airline. Using

the follow-back procedure it was possible to locate the scores of 120 girls

who participated in the 1960 testing and who later were hired and trained by

the airline as stewardesses. The airline had data on 45 variables including

scores from the airline's selection battery, training scores, performan,e

ratings, and reasons for termination. The goal of the research was to 'ise

the extensive information on high school activities, interests, and test

scores to obtain an understanding of the background characteristics of suc-

cessful airline stewardesses.

Utilizing the Data Bank

The procedure for utilizing the Project TALENT Data Bank has sevel 11 checks

built in to assure that the researchers' ideas are being correctly interpreted

and tra-slated into action by the Data Bank staff. Initial contact is almost

always in the form of a letter or phone call to the Director of the Data Bank

(who iq also a regular Project TALENT research staff member) to inquire about

the availability and suitability O'rProject TALENT data for a possible study

-18-

The Director of the Data Bank car usually tell the researcher immediately if

the sort of data he desires is available and in what form. If potentially

suitable data are available, the researcher is urged to consult the appro-

priate sections of published Project TALENT reports, and if necessary he is

sent copies of the test booklets or other materials so he can determine for him-

self whether the Project TALENT data will meet his needs.

Then follows a period in which the researcher decides whether or not he

wants to carry out the Data Bank project and organizes his final research plan.

During this period there are usually letters, phone calls, and an occasional

visit which help to answer questions about the data and about the analyses.

If the researcher determines that TALENT data are suitable for his stutly

he is then asked to provide the Data Bank staff with a detailed description

of his project including the variables he wants to use and the analyses to be

carried out. Based on this information the Data Bank staff prepares cost and

time estimates for the project. These are submitted to the researcher in

the form of a contract letter which he and the appropriate person in his in-

stitution's accounting department are requested to sign. This contract letter

has six major provisions:

1. Work is done on a cost-reimbursable basis;

2. Project TALENT will maintain work tapes for 60 days after completion

of all analyses;

3. Project TALENT is to receive two copies of any reports resulting from

the study;

4. Acknowledgment of Project TALENT supplied data is to be made;

J. Orly the researcher and his associates are to use data provided by

Project TALENT;

6. A prepayment (usually one-fourth of the estimate) must be received

before work can begin.

The signed original of the contract is then returned to the Director of the

Data Bank. Upon receipt of the signed contract and prepayment, a detailed

set of final specifications, in the terminology used by the computer progr. Aer,

describing the variables and the analyses to be conducted is prepared and sent

to the researcher for his approval. Thus the researcher has a final check

on how his research plan will be executed. When the specificatiors have been

approved, the Data Bank project is carried out and the output sent to the re-

searcher. The entire process may take anywhere from a month or more, mostly

depending on the speed of the researcher's response and the complexity of the

study.

r

-19-

When the initial Project TALENT testing was done in 1960, assurances were

given that the data collected would not be released in such a manner that the

individual students, schools, school systems, cities, or states could be iden-tified. The smallest intact units for which data that permits comparison by

name may be provided are geographical regions combining several states. In

the light of these assurances, the standard policy has been for Data Bank per-

sonnel to carry out the analyses, as formulated by the researcher, and provide

summary computer printouts so that he can make his own interpretations and

write his own reports. In certain circumstances the Data Bank may supply the

researcher with raw data on cards or tape after removing all information which

would allow identification of individual students, schools, school systems,cities, or states. Requests of this sort must be made in writing and accom-

panied by supporting justifications. Historically, an adequate justification

for providing the researcher with a raw data tape has been a lack of cut rent

capability on the part of Project TALENT to carry out the required analyses.

The request must then be approved by the Data Bank Policy Review Committee,

which is charged witl the responsibility for seeing that the assurances are

not violated and that good research practice will be followed. When a raw

data tape is provided, an additional provision of the Data Bank contract letter

is that the data be destroyed (scratched) by the researcher upon completion

of all analyses. The purpose of this provision is to avoid misuse of the data

by other researchers who have had no contact with TALENT staff and are there-

fore unfamiliar with the special nature of Project TALENT data and the condi-

tions under which the tape wis made available to the original researcher.

These other researchers, operating in good faith, and with no intention of

making unauthorized use of the tape, might nevertheless do so.

Cost and Time Estimates

Almost all Data Bank projects have been carri.:(i out on a cost-reimbursa-

ble basis. In a cew special cases, however, at the reauest of the researcher,

fixed-price contracts have been arranged. Based on experience there is one

distinct advantage for the researcher of a cost-reimbursable _ontract: he can

change his plans during the course of the study. Thus the researcher is free

to add new variables or specify new analyses after the contract is signed.

Under a fixed-price contract virtually all changes in the rec:enrrh T,I,,,, rfl,7ire

a coange in the contract for the study.

1

-20-

Without knowing the details of a project, it is virtually impossible to

estimate costs since they have ranged from less than one hundred dollars to

more than seven thousand dollars. The median project cost is in the vicinity

of fifteen hundred dollars, though the figure for the past two years is some-

what lower. Costs are a function of a number of. factors, all related to the

complexity of the study. These include: the number of grades, cases, and

variables involved; the amount of variable recoding and the number of tape

merges necessary; and the type of analysis or analyses required. However,

experience indicates that the greatest part (around 80 percent) of the cost

of a Data Bank project is incurred during the data selection and preparation

phases which take place prior to the actual analyses. Once the data are ready

for analysis most of the work has been completed since pre-existing analysis

programs are almost always used for the final steps. Thus the savings to be

realized by requesting a raw data tape are at best marginal and often non-

existent, especially if the time factor is taken into account.

Researchers are urged to develop their plans as carefully as they can

before the study starts, since changes that are decided upon after a study is

already under way can increase the cost substantially. For instance, the cost

of including a single extra variable is usually negligible if it is planned

for at the beginning of a study, but if this same decision were not made un-

til the work tape had already been prepared it would add a sizable amount to

the cost. Researchers are advised of this in advance, since it is our policy

to cooperate fully with their efforts to keep their costs down.

Time estimates, like cost estimates, can only be prepared after details

of a project are fairly definite, since the time required depends on the com-

plexity of the project and the current Data Bank work load.

Analysis Programs

Project TALENT has developed a large number of computer programs especially

well-suited for processing large numbers of variables and large numbers of data

records. Programs are available for virtually all types of standard statistical

analyses as well as for record sorting, merging, and recoding. Included in the

library are programs for:

Canonical correlation

Cell classifications

-21-

Cluster analysis

Correlation for complete or missing data matrices

Cross tabulations

Discriminant analysis

Distributions

Factor analysis

Croup means and standard deviations

Item analysis

Mann-Whitney U test

Matrix extraction

Multiple regression and beta weights

Partial and part correlation

Point biserial correlation

Principal components analysis

A number of programs and program libraries obtained from other sources

are also available. These include:

The complete BMD series

The complete SPSS series

The complete SSP series

The SRI Regression package

A special file checking, recoding and merging program called DACON has

been developed by TALENT programmers. It is especially designed for handling

large files of records and variables.

Although a fairly complete statistical program library is available,

occasionally analyses are desired for which programs are not available. The

Project TALENT programming staff is available for developing needed programs,

but the researcher will have to bear the cost of this programming time.

A potential problem with any Data Bank study is that of missing data.

A great deal of information was collected on each participant in 1960 and vir-

tually every case is missing a few data items. In correlation and related

types of analyses these missing data can seriously affect the results. There

are several Yays that researchers handle this problem: (1) completely eliminate

from the study any case with missing data on the variables of interest; (2)

base the individual summary statistics on all cases for whom the variables of

interest are available (e.g., use a missing data correlation program); (3) sub-

stitute the sample or population mean, median, or some other value for the

missing value. The researcher also has the option, of course, of specifying

some other procedure.

i

Hypothetical Examples

^ r

-22--

^.- - -V

In order to provide the potential Data Bank researcher with some ideas

of the sorts of projects which are feasible using Project TALENT data, the

following examples have been developed.

Case A. A scholarship program wishes to know the percent of the seniors

who took their test who are in each decile relative to national norms on some

composite of the aptitude tests included in the TALENT battery. This study

could be approved, but some of the data would have to be reported by region

and not by state.

Case B. Several groups who have conducted special programs of various

sorts and have accumulated good criterion data are interested in matching names

to tie in 5 percent of their subjects to Project TALENT in order to obtain the

Project TALENT data on this part of their sample for validation and research

purposes. These research purposes will often fit in well with the Project

TALENT plans for "follow-back" studies by name matching.

Case C. A government agency has expressed interest in obtaining special

tabulations from Project TALENT based on those items in the Student Information

Blank which deal with military service plans in relation to sociological vari-

ables.

Case D. Groups in some of the larger states are likely to be interested

in the possibility of making special studies of Project TALENT data for their

state, concentrating on a number of issues of particular interest to that state.

Such studies would be possible if they do not lead to publication of direct

state-to-state comparisons of normative data.

Case E. Another government agency has expressed a great deal of interest

in data in the general area of manpower and occupational statistics.

Case F. A number of requests have been received from individuals wanting

to make studies of the student themes. Some wish to study them as samples of

writing as such, and others wish to study them as expressions of values or as

samples of handwriting. The themes are a new experimental approach and their

limitations as well as possibilities have not'yet been explored. It should be

remembered that they are short and very hastily written without any chance for

rewrite. Eventually, the theme might be a fruitful source of data to analyze

for special groups for which unusually good criterion data are available. It

is planned to preserve all the themes indefinitely.

Case G. An individual wished to use the Project TALENT test intercor-

reltions for a dissertation. He wished to determine whether the specificity

of mental functions increased with age. He was provided with a set of inter-

correlations for this purpose.

Case H. Many groups would like to use the deck of IBM cards for the Pro-

ject TALENT sample of schools in part or whole as a convenient sample for the

collection of new data. Since assurances were given to the schools that they

would not be loaded up with extra work in the future as a result of participa-

tion in the project, they need to be protected from demands of this sort.

Case I. A number of users or developers of tests have expressed interest

in calibrating their tests against the Project TALENT tests. Several studies

of this sort have already been initiated. After suitable calibration, the com-

mercial tests can be used by counselors and interpreted in light of the norms,

to some extent the validities, and the research findings for the Project TALENT

analogue tests. These calibration studies can be accomplished either by ad-

ministering the TALENT tests and the co,1r2rcial tests to new samples or by

matching the records for subjects who have already had both sets of tests.

For many widely used tests, this latter procedure might be adequate. In these

calibration studies it will be possible to administer various combinations of

Project TALENT tests and subtests. (Entire subtests or scales should be used,

not just selected items). It will also be possible to have distributions ob-

tained for weighted combinations of various Project TALENT tests which parallel

other tests or test composites.

Case J. A student is planning a Ph.D. dissertation based on an investi-

gation of dimensions of occupational preference. He also wishes to collect

aptitude and ability data and relate these scores to his primary analysis.

He wishes to use several of the Project TALENT tests, including the Informa-

tion Test, in his study. These might be used if their use would contribute

new data of material importance to achieving the objectives of Project TALENT.

Validity data for important criteria and for adequate samples are most likely

to fit in this category. The criteria for judging the importance of new data

in achieving Project TALENT objectives must be rigidly applied. Those request-

ing use of tests in other than calibration projects should include full justi-

fication of the importance of the anticipated results.

Case K. A student is working on a doctoral dissertation in the area of

education for the gifted at the senior high school level. He wishes to use

the Disguised Words Test in his study. He would be advised to use the Carroll

Modern Language Aptitude Tests instead, since this was the prototype on which

the Disguised Words Test in Project TALENT was based.

-24-

These examples are intended to serve as guides only. For information con-

cerning a specific study the interested researcher is strongly urged to consult

the Director of the Data Bank prior to formulating his research plans fully.

-25-

APPENDIX A

1960 STUDENT DATA

General Information

The data collected on Project TALENT participants in 1960 can be divided

into several broad categories:

1. Maximum performance measures (aptitude and achievement tests, includ-

ing information tests)

2. Composites based on maximum performance measures

3. Miscellaneous tests

4. Student Activities Inventory scales

5. Interest Inventory items and scales

6. Student Information Blank items and composites

The nature and availability of the data in each of these categories will be

discussed below. However,certain background information is relevant to the

variables in all categories.

The code name for a variable consists of a three-digit number prefixed

by a capital letter indicating the kind of score, i.e., method of calculation

of the score. The capital letters used as prefixes for' variable numbers have

the following meanings:

number of Right responses

number of Wrong responses

number of items Attempted

This means the number of items to which some response is marked.

Items that are deliberately omitted and items that are not reached

are not included in this count.

number of Omitted items

Correction-for-chance score (estimated number Known)

Per-item score

P* = Standardized Per-item score

F = Other Formula score

This score is usually a function of the R and A scores, or of R

and W, or of variable weights for item responses. The F scores may

represent either empirical or a priori scoring formulas.

L = item number of Last item marked

C = Composite score

R =

W =

A =

0 =

K =

P =

-26-

Maximum Performance Measures

Information Tests

Information Test: Part I

This test contains 252 items which are divided into 15 subscales. A total

score and scores for each subscale are available. Individual item responses

are not available for the items in Part I of the Information Test.

Screening (R-101). This scale contains questions which are extremelysimple and basic knowledge to all elementary school children. It was de-

signed to help in identifying mentally retarded students, others who are func-

tionally illiterate, and those who took the test with a flippant or apatheticattitude.

Vocabulary (R-102). This score gives some indication of the relative

size of the student's general vocabulary.

Literature (R-103). The purpose of this score is to measure familiarity

with the world of literature. Both prose and poetry are included. Some, but

not all, of the literary works on which test items are based are required read-

ing in many schools, and they are on recommended reading lists in other schools.

However, the items are not limited to reading that is likely to have teen done

in school. The test's broad coverage makes it likely that a student who has

acquired the habit of recreational reading will get a reasonably good score

regardless of what specific books are required reading in his school.

Music (R-104). This score is intended to indicate amount of musical in-

formation, not musical talent. Those who enjoy going to concerts and opera,

or listening to serious music on radio and phonograph, are as likely to get

a good score as those having formal training in music.

Social Studies (R-105). This scale covers facts and concepts from the

fields of history, economics, government and civics, geography, and current

affairs.

Mathematics (R-106). These items are concerned with definitions, the

vocabulary of mathematics, mathematical notation, other kinds of factual in-

formation, and the understanding of mathematical concepts. None of the items

requires computation or reasoning or calls for solving a problem, since these

abilities are covered by other tests in the battery (the Arithmetic Computa-tion Test and the Mathematics Test).

-27--

Physical Sciences (R-107). This scale includes items about chemistry,

physics, astronomy, and other physical sciences. Many of the items cover in-

formation that might readily be acquired in other wa "s than through formal

instruction.

Biological Sciences (R-108). This scale includes items anout botany,

zoology, and microbiology. A few items about nature lore are included, though

most of the items are concerned with more formal aspects of biological science.

Scientific Attitude Scale (R-109). These items provide a subscore which

should be indicative of how the individual views the wo!d--whether he views

it as a place where there are logical cause-and-effect relationships, or whether

he regards it as a place where consequences are illogical and arbitrary. In

the latter category fall the modern-day equivalents of the primitive beliefs

that have been called "sympathetic magic." Also in the category of illogical

and arbitrary consequences are the premises of palmistry, astrology, and numer-

ology.

Each item consists of a description of a phenomenon or an occurrence.

Five explanations are presented, and the task is to select the "best" one.

Only one of the five explanations is reasonable and logical. Of the other

four, some involve common superstitions, magic, concepts incompatible with the

scientific viewpoint, or belief in the occult. Selection of other distractors

may primarily imply muddled thinking on the part of the examinee.

Aeronautics and Space (R-110). Thee items are on such topics as flying

technique, navigation, jet planes, and space exploration. Much of the information

that the student has in this area is likely to have been acquired out of school.

Electricity and Electronics (R-111). These items stress information that

is acquirable through direct experience in the construction and maintenance of

electrical and electronic equipment. Students who have worked on radios, hi-fi

sets, or other electronic equipment, or on mechan4.sms with electric motors,

should get good scores. Since the range of content covered is fairly broad,

it seems likely that the average high school student will be able to answer

many of the questions if he is at all interested in the area.

Mechanics (R-112). These items tap a wide range of information. Yam,

of them are concerned with automobiles. others are concerned with other common

machines and tools with which people who are interested in m,chanical activities

are likely to be familiar. The emphasis is on information that is likely to

be acquired through direct experience with tools, engines, and motor,. :le

W....7w 1r --1.1111/ --......- ---.....-....- ml..1111.,111

-28-

scores should also be influenced by the amount of experience and training in

mechanics the student has had.

Farming (R-113). These items are intended to give some representation

to the information that children who grow up on farms or ranches are likely

to acquire. The items might give some advantage to those who have an interest

in rural life.

Home Economics (R-114). These items test information on cooking, sewing,

caring for babies, clt ming, and other activities of a domestic nature. Stu-

dents who have engaged in such activities, whether as a chore, or part-time

job (e.g., babysitting), or just because they enjoy them, as well as students

who have had formal instruction in home economics, should have an advantage

on these items.

Sports (R-115). These items are intended to measure general familiarity

with a wide range of sports and sports terms. Knowledge of specific sports

figures is not required.

Information Test: Part I Total (R-190). The 15 scales described above

are combined to give a Part I total score.

Information Test: Part II

This test consists of an additional 143 items which can be divided into

23 subscales mainly testing information acquired out of school. These subscales

are numbered R-I31 through R-152, and R-162. Scale R-162 partially overlaps

some of the other scales. See Table 7 for the scale names. Part II Total score

is R-192. Individual item response data are available for Part II of the Informa-

tion Test and a set of correction-for-chance scores,K-l31 to K-152. K-162,

and K-192 can be calculated from these items. The K scores are not currently

available on the data files.

Information Test: Parts I and II Combined

Total Vocabulary (R-172). Vocabulary scales from Part I and Part II are

combined to yield an overall vocabulary score.

Information Test Total (R-100). The total score, which represents breadth

of general information, is based on the 395 items in Part I and Part II. Total

score on an information test may be regarded as one very good indicator of gen-

eral ability to learn, something called "intelligence," at least in the case of

students whose cultural and educational backgrounds have been normal. However,

-29-

students from extremely deprived backgrounds, who have not had average oppor-

tunities to acquire a broad range of information, will probably have more

general ability than is indicated by their score on this test.

Langua,7c Aptitude aNd

Memory for Sentences (R-2111

This score indicates one kind of memory- -the ability to memorize simple

descriptive statements and recall a missing word when the rest of the sentence

is provided sometime later. It is important to recognize that only one very

specific kind of memory is tested, and to avoid assuming that the score indicates

how well the student can do in all kind,, of memory tasks,

Memory for Words (R-212)

The purpose of this test is to measure another kind of rote memorythe

ability to memorize foreign words corresponding to commor English wori,,. This

ability is obviously directly relevant to the learning of a foreign language.

It is also presumably related to the ability to learn many other kinls of ma-

terial.

Disguised Words (R-220)

This test is designed to measure the ability to form connections between

letters and sounds. This is believed to be related to the ability to puzzle

out from context and appearance the meaning of a word which is probably reminis-

cent of a familiar English word. This abili is probably one aspect of apti-

tude for learning shorthand or a foreign language.

English Test

The purpose of this test is to measure ability to express oneself ade-

quately in English. A total score and five separate subscores are repo ed:

spelling, capitalization, punctuation, English usage, and effective expression.

The test is primarily concerned with written English, but presumably some gen-

eralization to spoken English on the basis of the English Usage and Effective

Expression subscores is justifiable.

Spelling (R-231). This score is intended to indicate ability to spell-

not size of vocabulary. Students who do not have especially large vocabularies

-30--

t-ut who are able to spell most of the words they have encountered should get

good scores.

Capitalization (R-232). This score indicates degree of mastery of the

rules of capitalization.

Punctuation (R-223). The purpose of this test is to measure knowledge

of the appropriate use of all standard punctuation marks. Considerable emphasis

is placed on whether the student has mastered the concept of what constitutes

a sentence.

English Usage (R-234). This score measures knowledge of preferred usage.

Effective Expression (R-235). This score is intended to measure recogni-

tion of good prose expression--in other words, recognition of whether an idea

has been expressed clearly, concisely, and smoothly.

English Total (R-230). This score is the sum of the five subscores de-

scribed above. It indicates overall achievement in various aspects of English

expression which can be measured by objective test items.

Word Functions in Sentences (R-240)

This test is intended to measure the student's sensitivity to grammatical

structure. The fact that the terminology of grammar is not used at all in the

test helps reduce the effects of formal training to a minimum. To score well,

one must understand something about structure of a sentence and recognize the

function of each word or phrase in the sentence. This ability is probably

also related to the ability to learn the formal rules of English grammar. The

test was made difficult deliberately, since there is reason to believe that a

hard test would predict ability to learn foreign languages better than an

easier one.

Reading Comprehension (R-250)

The purpose of this test is to measure the ability to comprehend writ-

ten materials. The ability measured is the ability to read with comprehension,

rather than mere ability to mouth or recognize the printed word without under-

standing the fact, idea, or concept that the writer is attempting to convey.

The test includes passages on a wide range of topics. The student reads the

passage and then answers a number of questions about it, referring back to the

passage as often as he likes. None of the items is answerable without reading

the passage. The ability measured by this test is a good predictor of school

-31--

success in an academic or liberal arts curriculum. In the unusual situation

where a student scores low -n the reading comprehension test, but obtains good

scores on other types of intellectual tests, he may have a specific re -iding

disability that can be corrected by special remedial training.

Comr7i-x Arttuit

Creativity (R-260)

The purpose of this test is to measure the ability t ) find ingenious

solutions to a variety of practical problems. score-z on this te,t should

be interpreted as indicating inventiveness or creative ingenuity.

Mechanical Reasoning (R-270)

The purpose of this test is to measure the ability t. visualize the ef-

fects of the operation of everyday physical forces (such as grayitatiLn) and

1),e-tic kinds of mechanisms (for instance gears, pulleys, wheels, sprini:s. levers).

\ kind of reasoning which is related to mechanical aptitude is involved. Al-

though all of the items can be answered without experience in woodworking or

other crafts, oi in wo-king with motors, past training and experience must

nevertheless be borne in mind in interpreting the results.

Abstract. Reasoning (R-290)

Thi.; is a non-verbal test to meastre one kind of abstract reaconin ability-

the ability to determine a logical relationship or progression among tilt' element,

of a complex pattern, and to apply thi; relationship to identify an element

that belongs in a specified ,osition in the pattern. Some \oungsters who have

had little schooling or who have had serious cultural or environmental handicaps

which result in low scores in vocaLulary ani reading comprehension may make

a high score on the abstract reasoning test, indicating greater potenti31 for

academic work than has been developed. Among typical st4dents, who have had

a normal environmental background, the abstract reasoning score should hp con-

sidered just another element in the general domain of intellectual ahilit-.

Viruallization ?'cats

The general purpose of these tests is t( measure spatial visualizati

The two tests are described briefly below.

-32-

Visualization in Two Dimensions (R-281)

This test measures the ability to visualize how diagrams would look after

being turned around on a flat surface, in contrast with the way they would look

after being turned over.

Visualization in Three Dimensions (R-28_21

This test measures the ab.lity to visualize how a figure would look after

manipulation in three-dimensional space (more specifically, how a two-dimen-

sional figure would look after it had been folded to make a three-dimensional

figure).

Mathematics Tect

The Mathematics Test has three parts. It yields six scores (three part

scores and three composite scores), discussed below.

Mathematics Part I (Arithmetic Reasoning) (R-311)

This test is designed to measure the ability to do the kind of reasoning

required to solve arithmetic problems. Computation, except at the very simplest

level, is excluded from the test.

Mathematics Part II (Introductory High School Math) (R-312)

The purpose of this subtest is to measure achievement in all kinds of

mathematics generally taught up to and including 9th grade, with the exception

of the areas covered in the Arithmetic Computation Test and in Mathematics

Part I (Arithmetic Reasoning). The primary emphasis of this test is on elemen-

tary algebra; other topics include fractions, decimals, percents, square roots,

intuitive geometry, and elementary measurement formulas. While the topics

covered are taught in Grade 9 or earlier in most schools, curricula differ

considerably in regard to grade placement of various topics.

Mathematics I (R-320)

This score is the sum of the two tests described above. It should be in-

dicative of aptitude for further work in mathematics.

-33--

Mathematics Part III (Advanced High School Math) (R-333)

This subtest covers topics normally taught in Grades 10-12 in college-

preparatory courses. The items are intended primarily to test understanding

and application of basic concepts and methods, not rote memory. A wide range

of subjects is included: plane geometry, solid geometry, algebra, trigonometry,

elements of analytic geometry, and introductory calculus. It should be noted

that some of these subjects are not offered in moss .qh schools. However,

students who have taken college preparatory mathematiLs beyond the Grade 9

level, and have really understood it, should be able to score well.

Mathematics II + III (R-334)

This is a measure of high school math achievement.

Mathematics Total (I + II + III) (R-340)

This is the total mathematics score. It is a comprehensive measure of

achievement in mathematics.

Clerical and Perceptual Aptitudes Tests

Arithmetic Computation (A-410, R-410, F-410)

The purpose of this test is to measure speed and accuracy of computation.

The test is limited to the four basic operations (addition, subtraction, mulzi-

plication, and division), and to whole numbers. The aptitude measured is an

important one. However, a student does not necessarily need an outstandingly

good score on this test in order to do well in mathematics in high school and

college. The scoring formula is F-410 = R 3W = 4R - 3A.

Table Reading (A-420, R-420, F-420)

The purpose of this test is to measure speed and accuracy in a non-com-

putational clerical task, involving obtaining information from tables. This

kind of clerical aptitude is somewhat more complex than that measured by the

Clerical Checking Test described below. The scoring formula is F-4-0 = R - W =

2R - A.

k

-34-

Clerical Checking (A-430, R-430, F-430)

This test is designed to measure speed and accuracy of perception in a

very simple clerical task. The test involves comparing pairs of names to

determine whether they are identical. The scoring formula is F-430 = R - 3W =

4R - 3A.

Object Inspection (A-440, R-440, F-440)

The purpose of this test is to measure speed and accuracy in perception

of form. More specifically, the test is intended to measure the ability to

spot differences in small objects quickly and accurately when comparing them

visually. The scoring formula is F-440 = R W = 2R - A.

Composites Based on Maximum Performance Measures

In addition to the individual information, aptitude, and ability tests

described above (and summarized in Table 7), a number of a priori composite

variables are available. These are described in Table 8.

Miscellaneous Tests

Preference Test (A -500)

One purpose of this test--frankly an experimental one--is to measure the

speed with which a person can reach at least one kind of decision.

The test, with a time limit of three minutes, contains 166 items, each

consisting of a pair of adjectives describing a person. The student is required

to select the adjective from each pair that he would prefer to have applicable

to his friends. The two characteristics are intended to be about equal in social

acceptability.

In considering the results derived rom this test, bear in mind that the

test was still in the e;:perimenta.1 stage of development when given. We must

remember, too, that only one limited kind of decision-making is being tested.

This trait may, or may not, be important. It is hypothesized that the test

locates the individual on a continuum that has "snap judgments" at one end and

"indecision" at the other.

-35-

TABLE 7

Summary

Maximin Performance Measures

Variable # Code

Part I

Subscales

nnt1 PCotr

:tem

5

No. ofItems

(395)

'2'.2)

No. of

minutes

corkingtime*

(125)

90

No. ofscale,

(431

(16)

(151

Kind

of

score

3

digit#

R 101 1. Screeni.g 12 1

R 102 2. Vocabulary 21 1

R 103 3, Literature 24 1

R 104 4. Music 13 1

R 105 5. Social studies '. 1

R 106 6. Mathematics 23 1

R 107 7. Physical science 18 1

R 108 8. Biological science 11 1

R 109 9. Scientific attitude 10 1

R 110 10. Aeronautics and space 10 1

R 111 11. Electricity and electronics 20 1

R 112 12. Mechanics 19 1

a. Tools and construction** (10)b. Motors and mechanisms** (9)

R 113 13, Farming 12 1

R 114 14. Home economics 21 1

a. Cooking** (11)b. Other** (10)

R 115 15. Sports 14 1

R 190 Part 1 Total (252) I

Part II 5 (143) 35 (25)

Subscales (J2)

R,K 131 1. Art 12 1

R,K 132 2. Law 9 1

R,K 133 3. Health 41

R,K 134 4. Engineering 6 1

R,K 135 5. Architecture 6 1

R,K 136 6. Journalism 3 1

R,K 137 7. Fore:g- ::avel , 1

R,K 138 8. Militar.. ' 1

R,K 139 9.; Accounting, hu,iness, sales 10 1

R,K 140 10. Practical knowledge 4 1

R,K 141 11. Clerical 3 1

R,K 142 12. Bible 15 1

R,K 143 13. Colors 3 1

R,K 144 14. Etil,ette1

R,K 145 15. Hunting 5 1

R,K 146 16. Fishing 5 1

R,K 147 17. Outdoor activities (other) 9 1

R,K 148 18. Photography 1 1

R,K 149 19. Games tsedentory) 1

R,K 150 20. Theater and ballet e 1

R,K a. Theater** (,-,1

R,K b. Ballet** (..

R,K 151 21. FoodsR,K 152 22. Nis .11anecus

0-erlt-r1.,-. .h ,a,..

R,I., 162 Vocal-- (o.erlapping ot%er scale4)R,l, 163 Outdoor activities (Hunting + Fishing

+ other) .1' :

R,K,L 192 Part 71 Total (inc. 10 mist items) 1,

Parts 1 + II combined (39 . ,125)R 172 Vocab...ffy scale (Variables 102 + 162) (3o,

R 100 Grand Total ,)

***

-36-

TABLE 7 (continued)

Variable i Code Optionsper

item

No. ofitems

No. ofminutesworkingtime*

No. ofscales***Kind

of

score

3

digitit

R 211 Memory for sentencesStudy (40 sen- 6

tences)

Test 5 16 10 1

R 212 Memory for wordsStudy - (24 words) 2 -

Practice (24) 2 -

Test 5 24 4 1

R 220 Disguised words 5 30 3 1

English (113) 52 (6)

R 231 1. Spelling 5 16 1

R 232 2. Capitalization 2 33 1

R 233 3. Punctuationa. Punctuation marks** 3-5 (16)

b. Sentence structure** 3 (11)

R Punctuation Total 27 1

R 234 4. English usage 3-5 25 1

R 235 5. Effective expression 3-5 12 1

R 230 Total (113) 1

R 240 Word functions in sentencesDirections - - 21Test 5 24 15

21

R 250 Reading comprehension 5 48 30 1

R 260 Creativity 5 20 20 1

R 270 Mechanical reasoning 3-5 20 11 1

R 281 Visualization in 2 dimensions 5 24 4 1

R 282 Visualization in 3 dimensions 5 16 9 1

R 290 Abstract reasoning 5 15 11 1

Mathematics (54) 50 (6)

R 311 Part I. Arithmetic reasoning 4-5 16 1

R 312 Part II. Introductory h.s. math 5 24 1

R 320 Subtotal (Parts I + II) (40) 1

R 333 Part III. Advanced h.s. math 5 14 1

R 334 H.S. Subtotal (Parts II + III) (38) 1

R 340 Total (Parts I + II + III) (54) 1

R,A,F 410 Arithmetic computation 5 72 9 1

R,A,F 420 Table reading 5 72 3 1

R,A,F 430 Clerical checking 2 74 3 1

R,A,F 440 Object inspection 5 40 3 1

*Does not include the time used for giving directions except where otherwise indicated. (The exceptionsoccur where comprehension of directions is considered an integral part of the testing time allowance.)

**In the regular TALENT testing (1960), scores on this variable are available for the "4% Sample."

***The term "scale," as used in this table, means set of items. The nt-nbers appearilig in the "No. of Scales"

column represent the number of scales, including composites, for which scores are available routinely forthe Project TALENT cases in general.

TAB1E 8

Corposites Based

Oasimum Performance ".ea ore-

(ode for

(o. po ;te

Components

Max.

Raw

Relaticc

Code for

(omposite

(..pc

Rau

Score

Fffectiv,

Composite

Score

Weight

Weight(For

(k)

Cr. 12)*

( v.

"4)0

111:

11(

Max

Raw

Relative

Paw

Score

Fffective

score

Weight

Weight(for

(k)

Gr. 12)*

C-001

IQ (omposite

R-250 Reading Comp.

48

3.r1

R-290 Abstract Reasoning

15

525

C-006

Scientifi,

Aptitude

C-001 IQ Composite

283

1.25

(-004 Quant. Composite

:56

1.24

R-311 Math

116

'4

Composite

(-005 Technical 'omposite

98

3.27

C-001

Total

283

1.00

R-260 (reativity

20

12

.24

C-006

Total

1(161

1.00

(-00_

(en. Academic

R-106 Math Info

23

2.08

Apritud.

R-172 Vocab.

I + II

30

1.04

C-007

High School

R-103 Literature Info

24

3.15

(, omposite

R-230 English Total

113

3.28

Academic

R-105 Social Studies Info

24

2.11

R-250 Reading Comp.

48

3.20

Achievement

R-106 Math Info

23

213

R -26(( Creativity

20

2.06

Composite

R-I07 Physical .]. Info

3.14

R-290 Abstract Reasoning

15

2.04

K-108 Biological Sci.

Int.

.10

R-311 Math

116

-.12

4-I!' Math II

24

-1,.

4-230 Fng11311 Total

1.14

k-312 Math 11

.:1

it- '20 Mitt(

I-,

TI

40

5---

P-I31 Math III

.12

-,"12

Total

8,9

1.b9

--00-

T t.,1

1.00

(-003

V.iha)

R-101 Literature Info

:4

IC-008

I -00, HS Al

1.1

.(or

.64

Composite

R-172 Vocab.

I + II

30

iI

Achievement

R-250 Reading t.,,p

8.17

R-230 English Total

113

1

C-003

Total

167

/0

(curriculum-

linked)

R-311 Math

I6

.19

C -008

Total

1.00

C-904

Ounnt1tative

R-106 Math Info

23

'.21

C-009

Foreign

4-212 Memory for ,ords

24

2.18

Aptitude

R-311 Math

116

3.20

Language

R-2.:0.Disguised Words

30

2.23

(..; R-I12 Math 11

24

419

Aptitude

P-210 Engli

1It3

1.23

R-33I Math ITT

14

4.20

Composite

P-240 Word Fun,.

n Sell.

'4

2.19

C-004

Total

246

1 00

F-250 Reading (

-.

.8

1.17

( -004

"1,0

'R- I,16 Math Info

23

27

C-(-0(

Total

117

1.00

r*

*1(-111 Math

16

.2.

C-010

lechnicil

0-110 Aero.5p,

.13-

R-)l 2 Math 11

24

.24

(omposite

F-111 Ile:. h

,

.Ig

R-111 Math Ill

14

.25

(non-academic,

k-112 Mech.

Int

,1-0

t.16

R-270 Mechanical Reasonin,'

4.2

Ch.

Tot 11

198

1.00

R-281 Vig. in 2 Dimension,

.1

.0n

C-005

le(bei.al

P-1'17 Fhysical Ski. Info

18

1.20

R -'82 is. in

3l'ir.nsien

'.18

315

11101ogicil Sot. Info 11

1.11

,it ***

F-1I0 Acre. Space Info

10

1.11

1-010

Iotal

'35

1.00

lc-Ill flee. Info

20

20

C-011

composite 7

R-110 Aero.5pa .

Int-

IO

1.16

F-112 Mech. Info

19

.8

R-111 flee. Info

20

1.29

R-270 Mechanical Reasoning 20

2i

- --

R-112 Mech. Info

19

1.26

(-005

Total

98

1.00

R-270 Mechanical Reasoning 20

I.29

-00",

IrebilCal

R -107 Phys. Sci. Info

18

.29

(-011

Total

69

1.00

R-140 Aerospace Info

10

16

lerposite***

R-111 Flee

Info

1.29

C-012

(it'

(-00. Ouant. lc-p0,11e

24S

1.47

(-005 lechnical .ompos1t,

98

3.53

R-112 Mech. Info

19

.26

(-012

iota!

1.00

C"005

Total

6,

1 00

*P/OpOtti

14

k:here

is the standard devlition for a

1(1'

subsample of 12th grader,

tnd k

:, tb.

raw score uelgbt.

The ,t ,.:ard deviations are in

Arer,

oieh ',,hool Student (Flanagan et al., 1964. 1 ible 3-1).

**(omnao

)0. (Math Composite) and C-004 (Quantitative Aptitude Composite).

***(omp

c005 (Technical Information Composite) and C-005 (Technical AptitudeCompositt

-38 -

Themes

Two five-minute themes were included in the test battery: My views about

an ideal occupation; What high school means to me. These themes were included

for three reasow_,-,

1. They can provide some insight into the student's values, attitudes,

personality., motivations, and plans.

2. They provide la sample of the ability of the student to write coherent

and correct English, free of mechanical errors (spelling, punctuation,

grammar, etc.), well expressed, and logically organized. It is fully

recognized, however, that themes as brief as these, for which only

five minuted were allowed, provided an inadequate basis for evaluating

the student's ability to produce a well-organized composition.

3. They provide samples of the student's handwriting.

(Because of their qualitative nature these themes are not available for computer

analyses.)

Student Activities Inventory (SAI)

This inventory consists of 150 self-descriptive terms dealing with as-

pects of the student's personality. One purpose of including a personality

inventory in the Project TALENT battery was to gather information about how

personality differences help to account for differences in the accomplishments

of equally talented people. No attempt has been made to diagnose or measure

severe personality disorders. On the contrary, the inventory was intended

for normal individuals in an effort to provide information about the way people

use their talents and abilities. Another purpose was to obtain information

about the employability of individuals with low academic aptitude. There is

evidence to suggest that the employability of such individuals depends to a

considerable extent on their personality traits. Jobs that do not demand a

high level of academic aptitude nonetheless often require their holders to be

mature, self-controlled, vigorous, etc.

Previous work in personality measurement plus careful theoretical analysis

provided a foundation for defining a number of narrow, but relatively homogene-

ous, aspects of the behavior of high school students. These were not designed

to cover all of the activities of high school students but merely to sample

these activities. Each trait was defined by grouping adjectives that describe

similar mes of behavior. For example, a trait such as impulsiveness is

typified by 'hasty," "impulsive," "rash," etc.

-39-

Item statements were usually derived from such adjectives; the adjective

"calm" might lead to the statements, "I am usually calm," "I rarely lose my

temper," or "I get easily upset." A group of such statements formed the basis

f" measuring each trait. The students responded to the item statements in

accord with the following directions:

"Regarding the things I do and the way I do them, this statement d,sribes

me

A. extremely well.

B. Quite well.

C. fairly well.

D. slightly.

E. not very well."

The SAI items have been grouped into the 13 scales given in Table Q.

TABLE 9

Student Activities Inventory Scales

Scale No. of Scale NameCode Items

R-601 12 SociabilityR-602 9 Social SensitivityR-603 9 ImpulsivenessR-604 7 VigorR-605 9 Calmne,sR-606 11 TidinessR-607 10 CultureR-608 5 LeadershipR-609 12 Self-ConfidenceR-610 24 Mature Personality

R-611 4 ConventionalityR-612 8 TheoreticalitvR-613 6 Group Centeredness

Individual scale scores on scales R-601 to R-610 are available on all

Project TALENT participants; however, scales R-611 to R-613 were ext,krim(ntal

and are not available except on the 4% sample. With the exception of cases

in the 4% sample, individual item responses to SAI items are not available.

-40-

Reproduced in Table 10 are the actual SAI items. The "+" or "-" found in

the column headed "scored" indicates how this item was combined with the others

in each scale to determine the scale score. When the item is marked "+" it

is scored as a +1 when either option A or B is chosen; 0 when option C, D,

or E is chosen. When the item is marked "-" it is scored as a +1 when either

option dr E is chosen, and 0 when option A, B, or C is chosen. Items rot

marked either "+" or "-" are not included in any of the 13 scales.

Scores on a scale are found by summing the scores on the items included

in that scale. Thus scores range from zero to a value equal to the number of

items in the scale.

Interest Inventory

As a part of Project TALENT, an inventory was developed for the purposes

of surveying the interests of high school youth and of obtaining data for re-

search on subsequent educational and vocational choices. The Interest Inven-

tory :s made up of 205 items dealing with 122 occupations and 83 activities.

The directions emphasized that the student should respond in terms of how well

he would like or dislike the work or activity disregarding educational require-

ments, salary, social standing, or other factors. The item format is a five-

point rating scale on which the student indicated:

A. I would like this very much.

B. I would like this fairly well.

C. Indifferent or don't know much about it.

D. I would dislike this a little.

E. I would dislike this very much. .

In addition to the individual item responses which are available for all

Interest Inventory items, two sets of 17 a priori composite scales have been

developed. These scales, designated F*701 to F*717 and P-701 to P-717, are

designed to measure interest in the 17 broad occupational areas given in Table 11.

Item Scale Scored ItemNo.

-41-

TABLE 10

Scoring Pattern for Project TALENT Student Activities inventory

Item :-ale Scored ItemNo.

I. R6082. R600

3. R606

4. R6I05. R6106

7. Roll

8. R601

9. R6I010. R608

11. R610

12. R6n4

13. Roul

14. R602

15. 1107

16. R612

17.

18.

19. R605

20. R606

21. R6Og

22. R60-

23. 9603

24. 8610

25. Rf13

26. R6A27. R609

28. R60o

29. Ro10

30. R61031. 9601

32. R611

33. R601

34. R610

35.

36. R61037. 9604

I am the leader in my 38. R601I am confident.

I am never sloppy in my ;. zsL,mal 39. R602ppearance.

I make good use of all my Arne. 40. R607I never seem to get things done on time.I talk a lot. 41. R612I am a strong believer in customs and 42.

traditions.I like to spend a good deal of time 43.

by myself. 44. R605I work fast and get a lot done.I am influential. 45. R606When I say I'll do something I get itdone. 46. R609I can work or play outdoors for hourswithout getting tired.

I'd rather be with a group of friendsthan at home by myself.I like to tease people. 49. R610I enjoy beautiful things.I work better with ideas than things. 50. 11613

I believe that most things work outfor the best in the end. 51. R608

I get along well with most people. 52. R609

I often lose my temper.I have a definite place far all of 53. 8606my things. 54. R610

I'd enjoy speaking to a club grotto 55. 86I0on a subject I know well.I feel that good manners ate vetsnecessary for everyone.I like to do things on the spur of 57. R611

the moment.It bothers me to leave a task half dcn.e 58. R609

I do what the group decides to do even 59. R602

if I don't particularly like itI have held a lot of elected offices. 60.

Being around strangers makes me ill- fl. R6I1

at-ease. 62. R604

Before I start a task, I spend ,ome 63. 8601

time getting it organized. 64. R602

I can turn out a lot more .cork :hr.n

average. 65. R607

I am hard-working. 66. R612

People considet me the qt.iet type.People consider me an individualist. 67.

People seem to think I make new friends 68.

more quickly than most people do. 59. R605

People consider me an efficient Jorker. 70. 9606

My teachers say I'm "bossy." 71. R609

I do my job, even when I don't 14;,.e it.I am a fast walker.

47.

48. R603

56.

I couldn't get along without havingpeorle around me most of the time.I never hurt another person's feelingsit 7 -ft- +oid it.I think culture is more important thanwealth.Philosophy interests me.I can't find much to he a cheerful aboutthese days.I get along very well with as teachers.I can usually keep my wits about meeven in difficult situationsIt bothers me to be with someone whodresses carelessly.I'm troubled by people making fun ofme.

I know what is socially proper.I usually act on the f:rst plan thatcomes to mind.I find it hard to keep working towardlong-range goals.I'd give up my place on a team if thawould insu.e that the team would win.People naturally follow my lead.People seem to think my feelings arehurt too easily.I like to do things systematically.I am productive.As soon as I finish one project orassignment,. I always have somethingelse I want to begin.I am talkative.People say I tend to do things in thetraditional way.I am usually at ease.I seem to know how other people willfeel about things.I am a forceful person.I never volunteer for a tough job.I am full of pep and energy.I enjoy getting to know people.I sympathize with my friends and en-courage them when they have problems.I enjoy cultural things.I'd rather build things than developtheories.I am an optimist about most things.I like to help people get things done.People seem to think 1 get angry easily.My work suffers from lack of neatness.People seem to think I am easily dis-couraged when criticized.

-42-

TABLE 10 (continued)

Item Scale Scored Item Item Scale Scor-, ItemNo. No.

72 I know the right thing to wear forsocial occasions.

73. R603 + I feel that I'm impulsive.74. R610 + I think that if something is worth

starting it's worth finishirg.75. R613 I enjoy helping my group gel ahead.76. R610 + I do things the best I know even

if no one checkrup on me.77. R604 + People seem to think I lead a vigorous

life.78. R601 + I like to be with people most of the

time.79. R602 + People consider me a sympathetic

listener.80. R607 + I am a ctitured pereon.81. R612 + I spend a lot of time thinking.82. Most of the time I'm in a light-hearted

mood.83. I go out of my way to help my friends.84. R605 + People seem to think I have good self-

control.85. R606 + People consider me very careful about

my personal appearance.86. R609 I am often self-conscious.87. R607 + People seem to think that I have good

taste.88. R603 + People seem to think I sometimes make

decisions too quickly.89. R610 T lose interest in most projects before

I get them done.90. R613 If I don't agree with the group's de-

cision, I go my own way.91. R610 + People seem to think they can count on

me.92. R604 + I am active.93. R601 + I go out of my way ', be uith friends.94. R602 + People consider me very tactful in deal-

ing with other people.95. R607 + I take part in the cultural activities

in my community.96. R612 I'd rather read a book than go to a

party.97. I tend to look on the bright side of

things.98. People seem to think I work well with

others.99. R605 + People consider me level-headed.100. R606 + I am tidy.101. R609 People consider me shy.102. People consider me courteous and polite.103. R603 + I am impulsive.104. R610 + People (-molder me persistent.105. 12613 + I take great pride in the accomplish-

ments of my group.

106. R610 + I am dependable.107. R604 + I am vigorous.108. R601 I prefer reading a good book to going

out with friends.109. R602 I am sympathetic,110. R6n7 I tend to have good taste.111. R612 People say that I tend to be a "thinker"

rather than a "doer."112. R601 + People consider me good-natured.113. I am cooperative.114. R605 + 1 am even-tempered.115. R606 + I am neat.116. R609 I am sensitive.117. R607 + I am refined.118. R603 I don't believe in rushing into things.119. R610 People have criticized me for leaving

things undone.120. R613 + I am a team-player.121. R610 + I am conscientious.122. R604 + I am energetic.123. R601 + People consider me sociable.124. R602 + I am considerate.125. I get enthusiastic over the things I

do.126. R612 + I tend to be theoretical.127. I am happy.128. People consider me helpful.129. R605 4 I am calm.130. R606 + I am orderly.131. R609 I am often worried.132. 8607 I am sometimes crude.133. R603 I am cautious.134. R610 + I am persistent.135 I am quiet.136. R610 + I am reliable.137. R608 + I like to make decisions.138. R601 + I am friendly.139. R602 + People consider me understanding.140. I get eager and enthusiastic about

each new pro),ct I start.141. R612 + I am imaginative.142. I am cheerful.143. R605 + I am stable.144. R605 + I am usually self-controlled.145. R606 I tend to be untidy.146. 8609 + People seem to think I usually do a

good job on whatever I'm doing.147. R603 + When I have a problem. I make up my

mind and don't worry about it.146. R603 It takes me quite a while to come to

a decision.149. R6lo + People consider me determined.150. R611 + Mos: of 7V opinions and beliefs are

In line with those of everyone else.

ScaleCodes

TABLE 11

Interest Inventory Scales

No. of Scale NameItems

F*701, P-701 16 Physical science, engineering, mathF*702, P-702 8 Biological science and medicineF*703, P-703 11 Public serviceF*704, P-704 16 Literary-linguisticF*705, P-705 12 Social serviceF*706, P-706 7 ArtisticF*707, P-707 5 MusicalF*708, P-708 8 SportsF*709, P-709 3 Hunting and fishingF*710, P-710 14 Business managementF*711, P-711 6 SalesF*712, P-712 10 ComputationF*713, P-713 7 Office workF*714, P-714 15 Mechanical-technicalF*715, P-715 18 Skilled tradesF*716, P-716 7 FarmingF*717, P-717 10 Labor

The P scores are recommended for most purposes. In these two Interest

Inventory scoring systems each item is scored as follows:

Item Score (w) WeightF*701 P-701 for Answer-

) Through Through ing ItemtResponse Option F*717 P-717 (w')

X A Like very much 4 40 1B Like fairly well 3 30 1C Indifferent or don't know 2 20 1D Dislike a little 1 10 iE Dislike very much 0 0 1

Omit2 0 0

.14Scoring formula.1.4 --,w,

If an individual omits all items contributing to a given scale (iw' = 0)

the corresponding P score is indeterminate and is therefore represented on thedata tape by a blank.

Reproduced in Table 12 are the 205 items included in the Interest Inven-tory.

-44-

TABLE 12

Project TALENT Interest Inventory

Item

No.

P or F*Scale

Item Item

No.

P or F*

ScaleItem

1. 712 Bookkeeper 54. 715 House painter2. 712 Bank teller 55. # Mail carrier3. 702 Surgeon 56. 717 Building superintendent

4. 701 Chemist 57. 710 President of a large company

5. 701 Civil engineer 58. 704 Author of a novel6. 702 Dentist 59. 704 Librarian

7. 714 Toolmaker 60. # Economist

8. 714 Automobile mechanic 61. 1/ Actor or actress9. 715 Butcher 62. 708 Professional athlete

10. 715 Tailor or dressmaker 63. # Policeman

11. 715 Dietitian 64. 705 Clergyman

12. 717 Cab driver 6). 712 Certified Public Accountant

13. 717 Longshoreman 66. # Spaceman

14. 710 Foreman 67. 702 Biologist

15. # Army officer 68. 701 Electrical engineer

16. 710 College president 69. 701 Mining engineer

17. 711 Insurance agent 70. 713 Typist

18.

19.

711

704 .`Foreign

salesman:Foreign correspondent

71.

72.

714

714

Laboratory technicianRepairman

20. 704 Editor 73. 715 Beautician

21. 707 Musician 74. 715 Railroad brakeman

22. # Aviator' 75. 715 Shoemaker

23. 716 Rancher 76. 717 Factory worker

24. # Air line hostess or steward 77. 717 Delivervman

25. 705 Social worker 78. 717 Truck driver

26. 712 Statistician 79. 710 Building contractor

27. 70] Astronomer 80. # Marine Corps efficer

28. 701 Research scientist 81. 711 Real estate agent

29. 713 Office clerk 82. 704 Interpreter

30. it Store clerk 83. 704 Writer

31. 714 Plumber 84. 707 Musical composer

32. 714 Electrician 85. 706 Architect

33. 715 Fireman 86. 706 Decorator

34. 717 Dish washer 87. 708 Sports umpire or referee

35. 717 Maid 88. 705 Guidance counselor

36. # Naval officer 89. 712 Accountant or auditor

37. 710 Personnel administrator 90. 701 Mechanical engineer

38. # Credit manager 91, 701 Mathematician

39. 704 Lawyer 92. 713 Switchboard operator

40. 704 Reporter 93. 714 Machinist

41. 706 Sculptor 94. 714 Welder

42. 716 Forester 95. 715 Paper hanger

43. 705 Elementary school teacher 96. 715 Carpenter

44. 705 Nurse 97. 715 Type setter

45. 701 Chemical engineer 98. it Draftsman

46. 702 Doctor 99. it Housewife

47. # Pharmacist 100, # Air Force officer

48. 701 Aeronautical engineer 101. 710 Office manager

49. 713 Secretary 102. 710 Banker

50. 714 Technician 103. 711 Salesman

51. 714 Electronics technician 104. 704 College professor

52. 715 Bricklayer 105. 705 Poet

53. 715 Riveter 106. 706 Artist

-45-

ItemNo.-

P or F*Scale

TABLE 12 (continued)

Item ItemNo.

P or F*Scale

Item

107. 706 Designer 158. 708 Track108. 716 Farmer 159. 716 Operate farm machinery109. 705 High school teacher 160. 712 Operate a calculating machine110, 705 Religious worker 161. 702 Physiology111. 705 School principal 162. 701 Chemistry112, 1/ Psychologist 163. 701 Play chess113, 703 Member of President's cabinet 164. 701 Solve puzzles114. 703 Judge 165 713 Do clerical work115. 703 U. S. Senator 166. 714 Repair an auto116. 703 Politician 167. 715 Operate a crane or derrick117. 703 U. S. Congressman 168. 717 Work in a steel mill118. 703 Mayor 169. 710 Hire a person119. 703 President of the United States 170. 710 Give orders to we:kers in a120. 703 Vice President of the United factory

States 171. Buy stocks121. 703 State governor 172. 711 Sell furniture122. 703 Public administrator 173. Watch TV123. 705 Take care of members of family 174. Act in plays124. 712 Make out income tax returns 175. 709 Trap wild animals125. 702 Biology 176. 704 Foreign language126. 701 Physics 177, 705 Teach children127. 702 Study muscles and nerves 178. 705 Help the poor128. 701 Calculus 179. 712 Keep accounts129. 713 Keep records for a ,,tore 180. 701 Algebra130. 714 Invent new tools 181. 702 Learn about diseases131. 715 Fix furniture 182. Become a millionaire132. 715 Work on an automobile assembly 183. 711 Sell merchandise to stores

line 184. 704 Literature133. 717 Wash and iron clothes 185. 704 Write themes134. 710 Plan work for other people 186. 1t Co to school135. # Own your own business 187. 707 Symphony concerts136, 704 Reading 188. 709 Hunting137. # Sociology 189, 708 Swimming138. 709 Fishing 190. 716 Feed hogs and cattle139. 708 Basketball `191. Sell tickets for a railroad140. 708 Tennis or airline141. 716 Raise sheep or cattle for market 192. 714 Shop work142. 705 Help your parents 193. 715 Do odd jobs with small tools143. 712 Work arithmetic problems 194. 710 Direct people144. 712 Prepare cost estimates 195. 710 Arrange a strike settlement145. // Fortune telling with management146. 713 Typewriting 196. Invest money147. 714 Make a radio set 197. 704 Poetry148. 714 Fix a clock 198. 707 Play an instrument149. 715 Operate a power machine 199. Studying150. 710 Fire a person 200. 706 Visit museums151. 710 Manage a large store 201. Exploring152. 1/ Save money 202. Military drill153. # Work for myself 203. 708 Baseball154. 704 Write letters 204. 716 Gardening155. 707 Practice music all day 205. 703 Campaign for politiciA office156. 706 Art galleries157. 708 Football //Item not included in any scale

-46-

Student Information Blank (SIB)

This 396-item inventory was used to obtain data on students' background

and plans, including: personal experiences involving hobbies, organizational

and club memberships, dating, and work experiences. There were questions re-

garding school and study habits. Students were asked about their parents'

occupations, parents' education, and general questions regarding financial

situations. There were questions regarding the state of the student's health.

Another important section of this questionnaire concerned plans for college,

military service, marriage, and careers.

Reproduced in Table 14 are the 396 individual items included in the SIB.

The boxed numbers to the left cf each item are the numeric tape codes assigned

to each option. In addition to the individual item responses which are avail-

able for all SIB items, 18 composite subscales have been developed. The com-

position of the socioeconomic index (P*801) is given below and the 17 additional

scales are described in Table 15.

Socioeconomic Index P*801

Variable P*801 is a socioeconomic index computed for each student on the

basis of nine Student Information Blank (SIB) items. These items are listed

below, the weight assigned to each response appearing to its left in paren-

theses. A dash (-) appears before options that were not applicable. Items

to which a student gave a non - applicable response were not included in the

computation of his P*801 socioeconomic index.

Item 172. If your family has bought (or is buying) your home what is

its present value?

(1) Under $6,000(2) $6,000 to $10,000

(3) $10,000 to $15,000(4) $15,000 to ".!,000(5) More than $2.,000(-) We are renting our home.

Item 173. Please make the best estimate you can of your family's total

income for last year (1959). Include money ea-ned by bot% parents or

anyone else in the household who worked.

(1) Less than $3,000(2) $3,000 to $5,999(3) $6,000 to $8,999(4) $9,000 to $11,999(5) $12,000 or more(-) I can't estimate this.

-47-

Item 176. How many books are in your home?

(1) None, or very few (0-10)(2) A few books (11-25)(3) One bookcase full (26-100)(4) Two bookcases full (101-250)(5) Three or four bookcases full (251-500)(6) A room full--a library (501 or more)

Items 190, 191, 195. How many of the following articles are in your home?

Item 190. Automatic washer, automatic clothes dryer, electric dishwasher,electric or gas refrigerator, vacuum cleaner, home food freezer (separatefrom refrigerator)

(1) None(2) One

(3) Two(4) Three(5) Four(6) Five or six

Item 191. Telephone, television set, radio, phonograph

(1) None(2) One(3) Two(4) Three(5) Four

Item 195. A room of my own, my own study desk, a typewriter

(1) None(2) One(3) Two

(4) Three

Item 206. Which one of the following comes closest. to describing thework of your father (or the male head of your household)?

(1) Farm or ranch ,Jorker

Workman or laborerPrivate household worker

(2) Service workerSemi-skilled worker

(3) Farm or ranch foremanProtective workerSkilled worker or foremanClerical worker

(.,) Farm or ranch ownerSalesmanProprietor or ownerTechnical

(5) OfficialProfessional

(-) I don't snow

-48-

Item 218. Mark the one answer indicating the highest level of educationyour father reached.

(1) None, or some grade school(2) Completed grade school(3) Some high school, but did not graduate(4) Graduated from high school(5) Vocational or business school after high school(6) Some junior or regular college, but did not graduate(7) Graduated from a regular 4-year college(8) Master's degree(9) Some work toward doctorate or professional degree

(10) Completed doctorate or professional degree(-) I don't know

Item 219. Mark the one answer indicating the highest level of educationyour mother reached.

(1) None, or some grade school(2) Completed grade school(3) Some high school, but did not graduate(4) Graduated from high school(5) Vocational or business school after high school(6) Some junior or regular college, but did not graduate(7) Graduated from a regular 4-year college(8) Master's degree(9) Some work toward doctorate or professional degree

(10) Completed doctorate or professional degree(-) I don't know

Each student's response to each of these items (excluding those items which

he omitted or to which he gave a "not applicable" response) were converted,

on the basis of a sample of Grade 12 boys (N = 2946), to standard scores (z)

with a mean of 0 and a standard deviation of 1. The means and standard devia-

tions used in computing these standard scores are shown in Table 13.

The usual formula for converting the raw score (X) on each item to a standard

score (z) was used:

-X. X.Z. = 1 - 1

1a .

1

(In this formula the subscript i identified the item.).

Inordertobeabletoconvertthestmofeachstudent'sz.values to1

an overall score (P*801) on a standard score scale it was necessary to have

an approximation of the standard deviation of the sum of n items. This alproxi-

mation, kn

, was computed separately for each possible value of n (the number

TABLE 13

Means and Standard Deviations on Items Entering into P*801

Based on a Sample of Grade 12 Boys (N = 2946*)

ItemNo. -k.

1aico

172 3.21 1.25173 3.04 1.13176 3.29 1.16190 4.29 1.34191 4.57 .86195 2.82 1.01206 3.06 1.26218 5.07 2.13219 4.97 1.65

*Somewhat fewer cases than the total number (2946) were usedin determining the means and standard deviations, since onlythose cases with applicable responses to an item could be in-cluded in the computation of the statistics for that item.

of items entering into the sum) from 1 to 9. The formula used was:

kn

= i-17+ n(n-1)c-

where r was the mean of the 36 intercorrelations among the nine items, for

grade 12 boys in the subsample, with each of the correlations based on only

those boys who had applicable responses for both of the items involved in it.

This formula gives an e'act value of the standard deviation of the sum of the

standard scores on n items if all the correlations on which r is based are

exactly equal, and a good approximation otherwise.

Eachstudent'sx.values for all n of the items to which he had applicable1

responses were then used to compute his P*801 score, by means of the following

formula:

+ 10

P*801 is thus an approximation of a standard score with a mean of 100 and a

standard deviation of 10. The possible range turns out to be from 58 to 135.

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age

- 16

167

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long

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u ho

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mun

its7

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168

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unity

in w

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ase

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172

173

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175

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uta

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167

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ntic

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pers

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188

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in y

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190

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183

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184

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186

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stim

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on to

the

next

pag

eF

list

- 17

-19

4 T

enni

s ra

cket

golf

club

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untin

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uipm

ent,

skis

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hing

equ

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one

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eelo

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195

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oom

of m

y ow

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desk

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pew

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one

B O

mC

Tw

oD

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ee

196

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man

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ols

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hor

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11 to

twen

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iy o

n, to

twen

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ive

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ix o

r m

ore

197

How

man

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tool

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aw,

drill

san

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you

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me,

AN

one

BO

neC

Tw

oD

Thr

eeF

Fou

rF

Fis

t err

mor

e

198

How

man

y ca

n or

sta

tion

wag

ons

does

you

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mily

own'

Do

not i

nclu

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ur k

r In

clud

e yo

ur o

wn

as w

ell

a an

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vent

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ster

shi

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tar

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one

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bratta

t

F1r

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ft

199

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s

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Cro

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the

next

pag

e

4141

1114

.

- 18

-T

he n

ext q

uest

ions

are

abo

ut e

duca

tion

alte

rhi

gh s

choo

lE

duca

tion

afte

r hi

gh s

choo

l can

be

any

one

of th

e fo

llow

ing

Voc

atio

nal S

choo

l. su

ch a

s sc

hool

, for

bar

bers

beau

ticia

ns, c

icct

ncta

ns. m

echa

nics

. tec

hnic

ians

,et

,th

e pr

ogra

m m

ay la

st fr

om a

few

mon

ths

totw

o or

thre

e ye

ars

Alth

ough

thes

e sc

hool

s ar

ese

man

tics

calle

d a

colle

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or th

e pu

rpos

e of

this

qu,d

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aire

trun

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them

as

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mer

cial

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such

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sec

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prog

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few

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e so

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naire

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two-

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s 20

1-20

5 F

or th

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llow

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tions

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kyo

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AI h

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Fou

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201

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man

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sch

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duat

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202

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man

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you

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ster

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neev

er a

t-te

nded

a ,o

catio

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choo

l',

203

How

man

y of

you

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ster

s ha

vem

er a

t-te

nded

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usin

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or c

omm

erua

l sch

ool'

204

How

man

y of

you

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ster

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veev

er a

t-te

nded

a r

umor

col

lege

"

205

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man

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you

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ster

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veev

er a

t-te

nded

a fo

ur y

ear

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lege

'

Go

on to

the

neat

par

t

Par

r Ill

Dire

ctio

ns T

he q

uest

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in th

is p

art a

re s

imila

rto

thos

ein

tom

e of

the

earli

er p

arts

Ans

wer

eac

h qu

estio

n si

n-ce

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and

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ghtfu

lly E

ach

ques

tion

has

one

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r an

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ts. o

ne u

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ome

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ese

ques

tions

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aga

in a

bout

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quc

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210

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206

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ive,

she

riff,

firem

anS

ersi

ce w

orke

rsuc

h as

bar

ber,

bea

utic

ian.

writ

er. e

tcS

emi-s

kille

d w

orke

rsuc

h as

fact

ory

mac

hine

oper

ator

. bus

or

cab

driv

er. m

eat c

utte

r. e

tcS

kille

d w

orke

r or

fore

man

such

as

bake

r.ca

rpen

ter,

ele

ctric

ian

enlis

ted

man

inth

ear

med

forc

es, m

echa

nic

plum

ber,

pla

ster

er,

tailo

r, fo

rem

an in

ts:r

ory

or m

use

(but

not o

n a

farm

I. e

tcC

leric

al w

orke

r su

ch a

s ba

nk te

ller,

boo

k-ke

eper

, sal

es c

lerk

, mS

ce c

kfl.,

Mal

iar

tier,

mes

seng

er, e

tcS

ales

man

suc

h as

rea

l est

ate

or in

sura

nce

sale

sman

fact

ory

repr

esen

tativ

e. e

tcM

anag

r su

ch a

s sa

les

man

ager

, sto

re m

an-

ager

offic

e m

anag

er b

usin

ess

man

ager

. 1. c

tors

sup

ers

1501

etc

Oth

cial

such

as

man

ufac

ture

r, o

ffice

r in

ala

rge

com

pany

ban

ker,

gov

ernm

ent o

ffici

al o

rin

spec

tor.

etc

Pro

prie

tor

or 0

.I/C

r su

ch a

s ow

ner

of a

sm

all

busi

ness

. who

lesa

ler

reta

iler,

con

trac

tor,

res

-ta

uran

t ow

ner

etc

Pro

less

rona

lsuc

h as

act

or, a

ccou

ntan

t. ar

tist

cler

gym

an, d

entis

t, -t

igin

cer,

law

yer,

libr

aria

nsc

ient

ist,

etc

Tec

hnic

al s

uch

asdr

afts

man

,su

rves

orm

edic

al o

r de

ntal

tech

nici

an e

tcI d

on t

scow

Go

on to

the

next

pag

e

( on

tlnue

d)

207

If N

OLO

lath

er to

rm

ale

head

01

oyff

hous

ehol

dshi

spr

otes

srun

ai it

re,

nit.s

ai U

<-

.pai

Wn

you

1114

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u o

r P

ID th

e P

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OU

a 4

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al o

iccm

ucal

occ

umst

ioo

mar

e A

stn

you

ran

swer

she

et a

nd g

o on

to th

e ne

xt q

uest

ion

Whi

ch o

ne o

f MC

toltO

w11

11,

,tcal

ionI

or

L401

11ic

occu

patio

ns to

me'

tore

nsc

riDin

g yo

ur fa

ther

occu

pairo

n

4 8

10 11 12 13 14 :3 3- 1-1

AM

s fa

ther

has

an

s.p.

own

curle

rN

an p

usle

suon

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ch!

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au,

oC

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ttar

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icia

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r r

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mis

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inis

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rgym

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tist

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rafts

man

M E

cono

mis

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Edi

tor

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epor

ter

OE

lect

ed o

r ap

poin

ted

offic

erm

ayor

sen

ator

,ju

dge

el'

PE

ngin

eera

eron

autic

al. c

ivil,

che

mic

al, e

lec.

:mat

mec

hani

cal.

etc

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wye

r lo

ot e

lect

ed o

r ap

poin

ted

offic

ial/

RLi

brar

ian

Shl

athe

man

cran

TN

urse

U.

Opt

omet

rist.

oste

opat

h, c

hlro

prac

tor

phar

ma-

cist

Phy

sici

an o

r su

rgeo

nW

Phy

sici

stX

Ps,

cho

logi

stY

Soc

iolo

gist

2S

ocia

l or

wel

fare

woi

tor

AA

stal

orsi

anB

BS

urve

yor

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cher

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men

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term

anan

GG

A te

chni

cal o

ccup

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t lis

ted

abov

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H A

s,ic

niin

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suo.

,ti, n

ot h

ated

abu

seA

pro

fess

iona

l sr.

..441

.M n

ot li

sted

abo

ve

1404

- le

-

whi

ch V

WI

1'4

IOU

tthrh

ig c

omes

CiO

N.1

1 to

&st

ain-

114

ion

won

i was

mot

her

foe

the

fem

ale

bead

of

your

Mas

k an

ti i .

se n

l.ver

If s

he d

oer

naar

emor

k nn

aa.

as to

oar

rare

ork

cas

ual o

nly

the

uann

arA

II sh

e .0

,4, o

n 4/

4044

rho

s on

e lo

bT

O/4

the

Tal

i Oho

, too

t One

II a

nt ia

trua

lly .0

01k1

,b.

r 0

non

ow

of t

.tor

mur

k th

e O

ne M

a A

I did

tart

1 A

I 10 // 1: 3 le L

II. u

s. w

ilt s

ous

has

not w

orke

d fo

r pa

yfir

tr.,

.. um

s.r

rsis

I,n

or la

ncn

owne

r an

d or

man

ager

t o II

of '

dn.:1

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r

K. .,.,

r,k.

..7,..

.eet

cuoie

rsuc

h as

cha

rwom

an, N

un-

EP

ro a

te.

hous

ehol

d w

orke

rsuc

h as

hou

se-

keep

er, m

aid.

laun

dres

s, e

tcF

Pro

tect

ive

wor

kers

uch

as p

olic

ewom

an, e

tc.

GS

ervi

ce w

orke

rsuc

h as

bea

utic

ian,

wai

tres

s,et

cH

Sem

i ski

lled

wor

kers

uch

asfa

ctor

y m

a-ch

ine

oper

ator

cab

driv

er, e

tcI

Ska

ted

wor

ker

or fo

rew

oman

_ -s

uch

as b

aker

,in

sp. '

tor

etc

Ck

mai

wor

kers

uch

as b

ookk

eepe

r, s

ecre

-ta

ry ty

pist

, sat

es c

lerk

, sto

re c

lerk

. etc

KS

ales

such

as

real

est

ate

life

insu

ranc

e, e

tcL

Man

ager

such

as

sale

s m

anag

er, s

tore

man

-ag

er o

thce

man

ager

, bus

ines

s m

anag

er. f

ac-

tory

sup

ervi

sor

etc

Offi

cial

such

as

man

ufac

ture

rof

ficer

in a

larg

e co

mpa

nyba

nker

, gov

ernm

ent o

ffici

alor

insp

ecto

r et

cN

Pro

prie

tor

or o

wne

rsue

h us

ow

ner

of a

sm

all

busi

ness

, who

lesa

ler,

ret

aile

r, r

esta

uran

t ow

n-er

etc

OP

rofe

ssio

nals

uch

as a

ctre

ss a

ccou

ntan

t, ar

-tis

tde

ntis

tph

ysic

ian,

eng

inee

r, la

wye

r, li

-br

aria

n sc

ient

ist.

etc

PT

echn

ical

suc

h as

dra

ftsm

an, m

edic

al o

rde

ntal

tech

nici

an. e

tcQ

I don

t kn

ow

Go

on to

thi n

ext p

age.

-20

209

If yo

ur m

othe

r (o

r th

e fe

m,d

e he

ad o

fyo

ur h

ouse

-ho

ld)

has

a pr

ofes

sion

al o

r te

chm

eal

occu

patio

n (t

hat

it if

you

mar

ked

0 or

P in

the

prec

edin

g qu

estio

n I.

answ

er th

is q

uest

ion

II yo

ur m

othe

r do

es n

ot h

ave

apr

ofes

sion

al o

r te

chni

cal o

ccup

atio

n, m

ark

A o

nyo

uran

swer

she

et a

nd g

o on

to th

e ne

xt q

uest

ion

Whi

ch o

ne o

f the

follo

win

g pr

ofes

sion

al o

r te

chni

cal

occu

patio

ns c

omes

dot

e T

r to

des

crib

ing

sour

mot

her

Soc

cupa

tion'

1"

A B C F G 1 J K L M N 0 P Q R S T. U V X

AA

BB

CC

DO

EE FF

(aG

SIM

Ms

mot

her

has

an o

supa

tion

othe

r th

anpr

o-fe

soon

al o

r te

chni

, it

Acc

ount

ant o

f aud

io,.

Act

ress

muw

ran

t Olt

Arc

hite

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rtis

t di s

igne

r sc

ulpi

ti.,,

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logi

e .1

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mis

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dor

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dam

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Ele

cted

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may

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enat

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e. e

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all,

end,

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mic

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cted

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appo

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raria

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nial

icia

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urse

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omet

rist o

steo

pah,

chi

ropr

acto

r, p

h.11

111.

1-C

otoe

ian

or s

urge

onP

hs A

L ,t

Pss

ehol

ogis

tS

ocio

logi

stS

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elfa

re w

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ache

t Jcm

anta

it sO

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l1

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ai o

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up n

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ase

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pro

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...1

own

not l

iste

d ,h

is,

TA

BU

. 1..

fcco

tInue

d)

210

In w

hich

one

of t

ht fo

llow

ing

prog

ram

s do

you

expe

ctto

spe

cial

ize

in c

oLle

ge r

Sta

rk o

ne a

t the

se e

sen

sou

hair

net d

efira

tels

sta

tic u

p yo

ur m

ind

'1

AI d

o no

t exp

ect t

o at

tend

col

lege

BB

rolo

gmal

sci

ence

s (b

otan

y, p

hysi

olog

y, T

O-

"logy

CN

owel

l sci

ence

s (c

hem

istr

y, g

eolo

gy, p

hys-

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st a

noni

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neen

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hem

aim

Fus

e r,

adna

lG

the

dem

aIt

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law

II3

u,in

ess

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rrio

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lduc

atio

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iolo

gs o

r ps

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logy

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oliti

cal s

eism

t of

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norn

ms

M fo

reig

n la

ngua

ges

NO

ther

libe

ral a

rts

(phi

loso

phy,

lite

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ia-

tun

etc

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OF

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arts

(m

imic

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PA

pr, u

lture

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sing

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SP

re th

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nalis

mU

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rogr

am n

ot li

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ate

no p

lans

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aren

tylie

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rogr

ams

Go

oil t

o th

e ne

at p

age

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:it. t

he fo

llow

ing

list o

f us.

cupa

tions

, mar

k th

e on

eoc

cupa

tion

you

expe

ct to

mak

e yo

ur c

aree

r af

ter

you

have

com

plet

ed s

our

educ

atio

n If

your

cho

ice

isno

t on

the

list,

mar

k m

e on

e th

at is

clo

sest

to It

Mac

kon

e of

thes

e ev

en r

f you

hos

e no

r de

fintte

ls m

ade

upyo

ur m

od

10 12 /2 IS IS It 71 2 . St

A B C D F H L M N 0 P S U V V

AA

BB

CC

DD

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FF

GG

HI1 JJ

e,ou

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tB

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Law

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hem

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rnia

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chem

ist

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55 Bat

t,r

h, J

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trl f

SA

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111

or

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ter,

jit

pape

rh t

eft.

th,

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rent

from

any

112

Whi

ch o

ne o

f the

follo

win

g oc

cupa

tions

wou

ld y

oum

ost l

ike

to e

nter

? If

vour

cho

ice

As

not o

n sh

e Ilv

t,m

ax*

the

one

that

is c

lose

st to

it M

ax*

One

01

thes

eev

en if

you

hav

e nu

t dep

nite

ly m

ade

up y

our

min

d

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ccou

ntan

tB

Bio

logi

cal c

oent

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t. bo

tani

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hysi

-ol

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t too

loos

t ch.

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oll c

c pr

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sor

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emo,

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tical

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her

side

Go

on to

the

neat

pag

e

Par

r IV

Dir

ectio

ns T

he q

uest

ions

in th

is p

art a

re s

imila

r to

thos

ein

som

e of

the

earl

ier

part

s A

nsw

er e

ach

ques

tion

sinc

erel

yan

d th

ough

tful

ly E

ach

ques

tion

has

one

answ

er a

nd o

nly

one

Ott

Inee

Som

e of

thes

e qu

estio

ns a

rc a

gain

abo

utyo

ur p

aren

ts o

rth

e he

eds

of y

our

hous

enol

dIf

you

use

in a

n in

stitu

tion,

slip

to q

uest

ion

22"

21.1

For

who

m d

oes

your

lath

er w

ork'

Mar

k on

ly o

nean

swer

. 1/ h

e w

orts

on

mor

e th

an o

ne lo

b, m

ark

the

mos

t Im

port

ant o

ne I

I he

is n

ow o

ut o

f w

oek,

or

tf h

eis

ret

ired

, mar

k th

e on

e th

at m

a, h

is lu

st e

mpl

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larg

e co

mpa

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r in

dust

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aMpa

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A r

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l bus

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D A

n m

dmid

ual a

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oser

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e is

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The

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DA

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next

pag

e

296

Did

you

take

sin

ker

trai

ning

at

hoot

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esB

Iso

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cou

rse

is n

ot ..

stab

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but I

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o ta

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e am

use

in a

late

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Dire

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he q

uest

ions

in th

is p

art a

rc a

bout

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plan

s fo

r th

e fu

ture

Eac

h qu

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n ha

s on

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ts.,

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d on

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n si

ncet

els

and

thou

ght-

ful!,

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tm,e

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e no

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and

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',

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catio

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The

nex

t que

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e ab

out y

our

plan

s fo

r ed

u-ca

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afte

r hi

gh s

choo

l Ple

ase

rem

embe

r th

at e

duca

-tio

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er h

igh

scho

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an b

e an

y on

e of

the

follo

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gV

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iona

l Sch

ools

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.as

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lot b

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rs,

beau

ticia

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, tec

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, etc

The

pro

gram

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last

from

a fe

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. sch

ools

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thin

k of

them

as

\man

oria

l Sch

ools

Bus

ines

s or

Con

ner

ciat

Sch

ools

such

as

scar

e-to

nal a

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ing,

or

book

keep

ing

scho

ols

The

pro

-gr

am m

ay la

st Ir

on a

few

mon

th; t

o tw

o or

thre

eye

ars

Alth

uagh

thes

e sc

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c so

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t the

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re th

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usin

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rtim

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Juni

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o se

at ,0

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pro

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r ye

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g to

uit

-

gr.,

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as

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rt. B

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ngin

eerin

g et

cN

ow, g

o ah

ead

and

answ

er th

e qu

estio

ns

297

1)o

you

thin

k )e

au a

ll qu

o' h

igh

scht

y4 M

ore

sou

grad

uate

'A

i dch

nitc

h si

ll La

seB

1im

alm

ost s

ure

to I.

a.,

CI a

nt o

ksts

to 'c

ase

DI a

m n

ot K

oh n

o Is

ase

EI a

fehn

uels

will

nor

Ica,

298

Alte

r so

u is

.or

loch

,,h0

5I a

t. yo

u lik

sfi t

o go

to a

scho

ol '

AI d

conn

al 'a

id p

iB

alro

k,t s

in. t

o 55

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I ani

loks

Is to

toD

I am

like'

.se

a

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d.hm

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.td

2.9r

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lter

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1F

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5h,o

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to g

o to

ahu

ones

, or

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A B C 121

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511

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to s

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- 27

-30

0 A

lter

you

leas

e hi

gh s

choo

l are

you

like

ly to

go

to a

rum

or c

olle

ge o

r a

lour

-se

ar c

olle

ge p

art h

it?1

AI d

efin

itely

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go

BI a

m a

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to to

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m 1

11.1

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goD

I am

not

like

l ti

goE

.,I d

enno

, is

will

its

t 'to

301

Afte

r yo

u te

as n

ocb

scho

ol a

re y

ou, !

Act

), to

go

to a

ptni

ttt c

olle

ge o

fs

lour

)ca

t col

lege

lull

- ha

te'

r UD

I deh

rote

ls w

ill g

oI a

m Ir

uiro

sur

e lo

goI a

m li

krls

in g

o1

an, s

bkel

ls to

co.

I def

inite

!. w

ill n

et g

o

392

V, h

l h 's

raI,o

llegs

are

nor,

'AC

'S to

AI

1MM

ir au

lB

/uni

on11

.,

CI d

i,1

whi

ch I

will

atte

ndD

I do

is...

Teo

to g

o to

col

lege

303

Whe

n do

)ea

u pl

an to

,tan

,olIc

ger

I-

A B C

I don

t pl

an to

ice

in c

olle

geI p

lan

to s

tart

col

lege

rig

ht a

fter

high

sch

ool

I pla

n io

Lot

.olle

ge a

lter

com

plet

ing

mili

tary

serv

o"I p

lan

tist

art c

olle

ge a

fter

I hav

e w

orke

d fo

ra

few

sta

rI m

a. g

o to

col

lege

som

etim

e in

the

futu

rebu

t no,

pl m

, 'c

not o

lsto

nne

304

SS

via

l 1. t

he g

real

ea n

ioun

i of e

duca

tion

you

expe

ctto

has

e du

ring

sour

bre

'-1

AI d

on t

c xp

ea t

ill li

nl.h

hig

h .0

,0.4

Ble

vet t

to iJ

astu

ate

from

hig

hs s

hool

CI e

xpos

e to

Mai

n vo

shon

al, b

ustn

ess

scho

olor

Jun

ior

colle

ge tr

awlin

gD

I exp

ect t

o ob

tain

som

e Ile

s, th

an 4

ser

regu

lar

,alle

ge tr

aini

ngE

I a tr

eat

s 'a

ctua

te fr

om a

reg

ular

four

-yea

r

FI e

gois

t r, s

tuds

for

adsa

need

4.

lege

deg

rees

0

305

Bas

e so

u ta

ken

or d

o so

u ei

rce,

t ta

take

the

S 'm

ina'

Mer

it S

ChO

larit

op te

sts

AN

o 1

has,

not

take

n no

r do

I ex

pect

to ta

m:

thes

e te

t.B

Yes

Ia

apcs

1 to

lake

thes

e te

st,

Clc

.I h

os ta

ken

thes

e se

cts

306

II th

ere

wer

e no

Oth

er s

ac fo

r so

u o

som

a co

llege

,w

outd

too

tie w

dlm

c to

lake

out

a I

'an

whi

ch )

ouw

ould

has

e to

pas

0,1

dte

r so

u gr

daai

r7,

Ale

aB

'G

o on

to th

e ne

xt p

age.

- 28

-lie

n. ?

07-3

1e If

sou

are

no.

pla

nnin

g co

llege

, of r

fyo

u th

ink

you

mig

ht n

og g

o, h

ow im

port

ant w

ould

eac

h of

the

follo

win

g be

in c

hang

ing

sour

min

d in

favo

r of

goi

ngto

col

lege

'

If so

u ar

e pl

anni

ng to

drge

or

if W

u th

ink

you

may

go.

how

impo

rtan

t to

You

is c

ash

of th

e fo

llow

ing

as a

rea

son

for

goin

g to

col

lege

'

Mar

k yo

ur a

nsw

ers

as Io

llow

sA

Ext

rem

ely

impo

rtan

tB

Art

y im

port

ant

CIm

port

ant

?Nei

ther

Impo

rtan

t nor

uni

mpo

rtan

tE

Uni

mpo

nant

FN

ot a

rea

son

307

A c

olle

ge d

egre

ra

flEC

C42

11 s

ir th

e ki

nd o

f wor

k I

wan

t to

do30

8 M

s W

het w

ants

me

to g

o to

yol

lcgc

309

M. m

othe

r w

ants

me

to g

o to

tone

r('

310

I wou

ld h

e ab

le to

ear

n m

ore

mon

ey a

s a

"'Urg

egr

adua

te31

1I w

ant t

o ba

rn m

ore

abou

t the

car

eers

I m

ight

em

s r

312

I wan

t It

nite

r th

e ki

nd o

f pirs

on I

wou

ld li

ke to

0121

1)11

1I e

njoy

lear

ning

314

My

teac

hers

thin

k th

at I

shou

ld g

o to

col

lege

315

I exp

ect t

o ge

t int

o co

llege

ath

letic

sal

b M

any

of m

s fr

iend

s ar

e go

ing

to y

olle

gc31

7I w

ant t

o pa

rtic

ipat

e ac

ttsel

y in

col

lege

sos

ial f

ife31

6I w

ant t

o m

ake

good

per

sona

l "w

atts

for

busi

ness

or

an o

ccup

atio

n

Item

s 31

0. i3

2If

tea

arc

&no

m "

'lieg

e or

tl y

outh

ink

you

mas

go

how

impo

rtan

t wou

ld e

ach

of th

e fo

l-lo

win

g be

in s

hant

ung

your

min

d ab

out g

oing

to c

olkg

e'

It so

u ar

e no

t pla

nnin

g to

llege

or

if so

u th

ink

you

mtg

l'no

r go

how

impo

rtan

t to

you

is e

ach

of th

e ki

llow

ine

asre

acon

for

rem

goi

ng to

col

lege

'

Va

k yo

ur a

nsw

ers

as

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ely

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y im

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port

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, tin

ting.

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Uni

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nant

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gra

win

319

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ings

that

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ini..

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320

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t to

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and

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ning

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a li

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in o

lder

to s

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wou

ld c

oci m

ore

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cn

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ld c

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ome

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pnt

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t mat

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hig

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ae r

oo32

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lip

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mo1

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ant n

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on I

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(con

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hem

, 333

-336

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eac

h of

the

follo

win

g st

atem

ents

in.

dkat

e ho

w m

uch

you

agre

e or

dis

agre

e M

ark

one

of th

efo

llow

ing

choi

ces

for

each

sta

tem

ent

AA

gin

sito

ngly

BA

gree

CN

eith

er a

gree

nor

dis

agre

eD

Dis

agre

eE

Dis

agre

e st

rong

ly4

333

Suc

cess

in li

fe d

epen

ds u

pon

abili

ty a

nd e

ffort

, not

how

muc

h ed

ucat

ion

one

has

334

Girl

s sh

ould

go

to c

olle

ge o

nly

if th

ey p

lan

to u

seth

eir

educ

atio

n or

. a jo

b33

5 M

ore

girls

sho

uld

go to

col

lege

bec

ause

the

coun

try

is g

oing

to n

eed

mor

e tr

aine

d ss

onic

n to

fill

impo

rtan

t)o

hs33

6It

c no

t nec

essa

ry to

has

e a

colle

ge e

duca

tion

in o

rder

to e

arn

a go

od )

4121

% o

r be

a tr

ader

in th

e co

mm

units

337

How

muc

h ed

ucat

ion

do y

our

pare

nt. o

r gu

ardi

an.

1621

1I y

ou to

ha.

c"

AT

hey

dont

car

e w

hol

ier

I sta

y in

...w

.iB

Hig

h sc

hool

oils

Csc

hool

. Moi

ne"

scho

ol o

r )s

enio

rco

llege

A c

olle

ge d

egre

eE

Pro

fess

iona

l or

grad

uate

sch

ool

FI d

on t

know

":11

How

muc

h ed

ucat

ion

are

mos

t of y

our

frie

nds

plan

-ni

ng to

obt

ain'

IA

The

y ar

em

qui

t hig

h sc

hool

BT

hey

are

plan

ning

to c

ompl

ete

only

high

scho

olC

The

y ar

e pl

anni

ng to

obt

ain

soca

tiond

sch

ool

busi

ness

sch

ool,

or ju

nior

col

lege

trai

ning

4 D

The

y ar

e pl

anni

ng to

obt

ain

four

-ye

ar c

olle

getr

aini

ng6

Eth

e. a

re p

lann

ing

to o

btai

n pr

ofes

sion

al o

rgr

adua

te tr

aini

ngI d

on t

know

Mili

tary

Pla

ns

339

Do

thin

k 'O

lt co

o w

ould

like

to m

ake

a lif

etim

eca

reer

in r

ho m

ilita

ry y

ersi

ce'

1A

B C D E

I .e

sets

muc

hI I

ke D

ols

wel

lIn

still

. ren

tD

islik

e a

little

Dis

like

scis

muc

h

340

Do

you

thin

k yo

u w

ill m

ake

a lif

etim

e ca

reer

in th

em

ilita

ry S

ertk

e

4

A'C

lefir

mel

y w

ill D

MLi

Ver

y un

likel

yC

Unl

ikel

yD

Like

lyE

Ver

y lik

ely

FD

efin

itely

will

Go

on to

the

nei p

age

rr

341

Und

er w

hich

one

of t

he fo

llow

ing

cond

ition

s w

ould

you

be m

on li

kely

to c

onsi

der

the

mili

tary

ser

vice

for

ahf

etun

e ca

reer

"r-

A.

I wou

ld c

onsi

der

it un

der

pres

ent c

ondi

tions

B.

IfI

beca

me

elig

ible

for

com

mis

sion

as

anof

C.

If I w

ere

gree

n de

sira

ble

duty

or

trai

ning

4 D

.III

adv

ance

d ra

pidl

yI E

.If

the

sala

ry w

ere

bette

re

F.

I wou

ld n

ot c

onsi

der

it un

der

any

cond

ition

s.

Iren

e 34

2-34

6 W

hat i

s th

e lo

nges

t per

iod

of a

s T

he d

uty

time

for

whi

ch y

ou w

ould

con

side

r en

listin

g in

eac

h br

anch

of th

e se

rvic

e? M

ark

your

ans

wer

s as

follo

ws

3 9

A.

I wou

ld n

ot c

onsi

der

enlis

ting

in th

is b

ranc

hB

Six

mon

ths

C T

wo

Yea

tsD

Thr

ee >

cars

EF

our

%%

%%

%F

Six

yea

rs

342

Arm

y34

5 N

ary

344.

Aug

For

ce34

5. M

anx

Cor

ps14

6. C

oast

Gua

rd

Occ

upat

ions

347

How

gam

y di

ffere

nt o

ccup

atio

ns h

are

you

serio

usly

cons

ider

ed e

nter

ing'

1 A

.N

one

B.

(Mc

'C

.T

wo

4 D

.T

hree

EF

our

e P

Foe

or

mor

e

346

How

def

inite

is .o

ur p

rese

nt c

hoic

e of

an

occu

patio

n?

rAC

ompl

etel

y de

cide

dB

Iry

defin

iteC

.F

airly

def

inite

DF

aith

indc

hnite

E's

ets

insk

igni

teF

.C

ompl

ete!

. und

ecid

ed

349

Wha

t gra

de w

ere

you

in .1

4 r,

sO

u de

cide

d up

on y

our

pres

ent c

hoic

e of

an

osup

AI h

a, n

ot d

e,i

n oc

cupa

tion

hth

erad

s or

ree

l ci

C1t

h O

r.0

11D

9th

e, `

.1,

EF

1"17

hhor

sqr

;rad

e

- 29

-lie

n. 3

,0-3

55 H

ow im

port

ant w

ill e

ach

of th

e fo

llow

-in

g be

to y

ou to

you

r ch

oice

of a

rob

' Mar

k yo

ur a

nsw

ers

as fo

llow

s AE

xtre

mel

y im

port

ant

BV

ery

impo

rtan

tC

Impo

rtan

tN

eith

er im

port

ant n

or u

nim

port

ant

EU

mm

Ixa6

n1F

Not

at a

ll im

port

ant

350

G3o

d in

com

e to

sta

rt o

r w

ithin

a fe

w y

earn

351

lob

secu

rity

and

perm

anen

ce35

2 W

ork

that

see

ms

impo

rtan

t to

me

353

Fix

ed.=

to m

ake

my

own

deci

sion

s35

4 O

ppor

tuni

ty fo

r pr

omot

ion

2114

1 ad

vanc

emen

t in

tile

tone

run

355

Mis

ting

and

wor

king

with

soc

iabl

e. fr

iend

ly p

eopl

e

Item

,M

r 'm

art-

, tha

t you

hav

e be

en w

orki

ng fo

ran

em

ploy

er fo

r c

y.1,

flow

mpa

rtan

t do

you

thin

k ea

ch o

f the

fiilm

wo

cond

ition

s w

ould

be

m tn

fluto

eing

you

to q

uit t

oto

'soi

l lot

ano

tbet

ens

pioy

er7

Mar

k yo

ur a

nsw

ers

Ji Is

AE

nter

, ly

impo

rtan

tB

Ver

y im

port

ant

CIm

port

ant

Nei

ther

impo

nant

nor

uni

mpo

rtan

tE

Uni

mpo

rtan

tF

.N

ot a

t all

impo

rtan

t

356.

II c

ould

get

bet

ter

pay

at a

noth

er p

lace

357.

Ith

e w

ort w

as n

ot in

tere

stin

g en

ough

3S6.

II c

ould

do

mor

e im

pona

nt w

ork

else

whe

re35

9I

I had

poor

sup

ervi

sor

360

Ill d

idn'

t lik

e m

y co

-wor

kers

361

IfI d

id n

ot te

rn, e

tpoc

ted

prom

otio

ns o

f sal

ary

its r

ears

Oth

er p

lans

362

Ill,*

man

y ch

ildre

n do

you

exp

ect t

o ba

se a

lter

you

mar

ry AN

one

BO

neC

1 w

o11

3T

hree

EI o

urF

Foe

of m

ote

363

I ow

wel

l oil

finan

cial

ly d

o yo

u ho

pe to

be

in y

ou.

lifet

ime

A-

Abl

e to

(+

Ron

k th

e ne

cess

ities

BC

omfo

rtab

leC

.W

ell r

odo

D.

Wea

lthy

EV

ery

wea

lthy

364

How

wel

l off

finzo

cial

ly d

o yo

u re

ally

elp

ecr

to b

e in

your

life

time'

f Afln

ely

al -

k to

III A

r a

livin

g11

Abl

e to

or.

, ide

the

nece

ssiti

esC

Com

fort

tole

DS

hell-

tis d

oE

Wea

lth.

iI

I xtr

ennl

. wea

lthy

Co

on to

the

next

pag

e

tis 3

0 -

As.

For

a m

an w

ho h

as a

wif

e an

d ch

ildre

n. h

avin

g a

life

insu

ranc

e po

licy

isA

.B C D E F.

estr

cmcl

y im

po.ta

ntve

ry im

port

ant

Impo

rtan

tne

ither

impo

rtan

t nor

uni

mpo

rtan

tun

impo

rtan

tno

t at a

ll im

port

ant

366.

Com

pare

d to

you

r (o

r yo

ur f

utur

e hu

sban

d's)

yea

rly

sala

ry, w

hat i

s th

e re

arm

am

ount

of

Ide

insu

ranc

eyo

u ex

port

(or

exp

ect h

im )

to h

ave

with

in te

n ye

ars

afte

r yo

u co

mpl

ete

high

sch

ool'

A. U

p to

at a

mou

nt e

qual

tom

y (h

is)

year

lysa

lary

B.

Up

to a

n am

ount

equ

al M

my

(his

) ye

arly

sala

ryC

.U

p to

an

amou

nt e

qual

to tw

ice

my

(his

)ye

arly

sal

ary

D.

Up

to a

n am

ount

equ

al to

thre

e It

mes

my

(his

)ye

arly

sal

ary

E.

Up

to a

n am

ount

equ

al to

fou

r or

mor

e tim

esns

y (h

it) y

earl

y sa

lary

F.I

do n

ot e

xpec

t (or

exp

ect h

im)

to h

ave

a W

ein

sura

nce

367.

Com

patc

d to

you

r (o

r yo

ur f

utur

e hu

sban

d's)

mon

lhly

sal

ary

wha

t is

the

:eau

am

ount

of

mon

ey y

ou e

x.pe

er (

or e

xpec

t him

) to

hav

e in

a s

avin

gs a

csou

ntth

e te

nth

year

aft

er y

ou c

ompl

ete

high

sch

ool'

A.

I do

not

exp

ect f

or e

xpec

t him

) to

hav

e a

savi

ngs

acim

unt

H.

One

mon

th's

sal

ary

or k

siC

lip to

1 m

onth

s' s

alar

yD

l'p to

6 m

onth

s' s

alar

yp

to I

sca

t s s

alar

yF

Mor

e th

an 1

yea

r s

sala

ry

4

368.

Com

pars

d to

you

r to

t you

r fu

ture

hus

band

st n

iont

hly

sala

rs w

hat t

s th

e le

ast ,

mou

nt o

f m

oney

you

i s

4v(.

1 to

, env

( it

Inns

to ti

is, '

mem

od m

ts..1

1111

Itt

I st

int,

or b

ond

the

t, .1

01 la

ir J

IM y

oll

t inn

rack

. hig

h w

hin.

) '

AI

do n

ot s

(xst

tor

,spe

lt tu

n» to

bas

e in

.,S

tskt

an

s".U

fIlis

I k

tOk.

k an

d bo

nds)

11O

n; m

own

s s

tsar

s ar

less

CI

O 3

0 l r

kt.ti

ttsit

itsD

1it

to n

mon

ths

s da

pE

Iit

to I

se

it s

sala

ryF

Mor

e th

in 1

)ca

r k

sala

ry

369

Com

pare

d to

sou

r 10

1 so

ur f

utur

e hu

sban

d si

mon

thly

sal

ary

how

touc

h m

onsv

do

you

.spo

rt (

or e

sixs

thi

nt!

to h

as, t

oses

isd

m it

0 C

ita.C

.no

t 'tu

bule

kOW

hA c

411) F

I do

nis

isp

est (

or c

spes

t hun

t to

hake

inr

se s

red

m f

k tl

coat

sot

her

than

put

s ba

sing

our

own

hom

ep

to o

n am

ount

equ

al to

my

(his

) m

onth

lysa

lary

p to

in a

mou

nt e

qual

to 3

mon

ths'

sal

ary

I 15

,o a

n ,,,

,, w

nt (

quai

l to

6 m

onth

s' s

alar

yp

lo f

inI

to I

)ea

5 sa

lary

NIO

IC tl

af,

So. k

f,a

l II)

TA

BL

E 1

4 (c

ontin

ued)

370

Whi

ch o

ne o

f th

e fo

llow

ing

tells

ben

how

you

exp

ect

to p

ay f

or th

ings

you

buy

aft

er y

ou h

ave

stat

ed to

earn

a li

ving

?A

.1

cape

s' a

lway

s to

pay

cas

h fo

r ev

eryt

hing

Ibu

y.B

.I

expe

ct to

pay

cas

h fo

r ev

eryt

hing

exc

ept

larg

e pu

rcha

ses,

suc

h as

hous

e,ca

r. e

tcC

.I

expe

ct to

mak

e la

rge

purc

hase

s (h

ouse

, car

,et

c I

and

som

e sm

alle

r pu

rcha

ses

on th

e in

.Se

gmen

t pla

n

Part

VII

PL

AN

S FO

R C

OL

LE

GE

Dir

octio

ns7

hese

que

stio

n, m

ust b

e ai

ls...

e'er

!by

11th

and

1:th

gra

de s

tude

nts

If y

ou a

le in

the

9th

or lo

thgr

ade

skip

to q

uest

ion

391

If y

ou d

efin

itely

will

nor

go

to c

olle

ge (

that

is,

if y

oum

arke

d E

for

que

stio

ns 3

00 a

nd 3

01)

skip

to q

uest

ion

J95

4D

.I

capl

et to

buy

man

y th

ings

on

the

tris

tallm

ent

plan

.H

owev

er, o

f th

em is

any

pos

sibi

lity

that

yor

e w

ill g

o to

colle

ge (

that

11,

if y

ou m

arke

d A

. 13.

C. O

f D

to q

uest

ion

E.

Iex

pect

to b

uy a

lmos

t eve

thin

g (e

xcep

t30

0 or

301

) an

swer

the

follo

win

g qu

estio

ns A

nsw

er e

very

need

s su

ch a

s fo

od, r

ent,

etc.

) on

the

mst

all

asen

t pla

nqu

estio

n ev

en if

you

r an

swer

is n

ot d

efin

ite

371.

Whi

ch o

ne o

f th

e fo

llow

ing

stat

emen

ts te

lls b

est w

hat

you

do a

bout

sav

ing'

4

.111

1

A.

I sa

ve e

very

cen

t I c

an. e

ven

ifI

have

to d

ow

ithou

t som

e th

ings

1 n

eed

B.

I sa

ve w

hate

ver

rem

ains

alte

rI

have

bou

ght

mos

t of

the

thin

gs lw

a.si

C.

I C

ave

a de

fini

te a

mou

nt a

nd s

pend

wha

teve

rre

mai

ns.

D.

I sa

ve o

nly

afte

r I

have

bou

ght e

very

thin

gI

wan

tE

.I

save

link

of

noth

ing

372

Whi

ch o

ne o

f th

e fo

llow

ing

stat

emen

ts te

lls b

est w

hat

you

expe

ct to

do

*Fou

l usi

ng (

or th

e fi

it S

yea

rsaf

ter

you

star

t to

earn

a li

ving

"A

.I

expe

ct to

sav

e ev

ery

cent

I ca

n, e

ven

11I

have

to d

o w

ithou

t som

e tl

ngs

I ne

edB

.I

expe

ct to

sav

e w

hate

ver

rem

ain.

aft

erI

have

bou

ght m

ost o

f th

e th

ing%

I w

ant

C.

I ex

pect

to s

ate

a de

l mac

-m

ount

and

spe

nd.o

hate

ver

rem

ains

D.

I ev

es(

to s

ave

only

aft

er I

hav

e ev

eryt

hing

Iw

ant

EI

(IO

W(

expe

ct 1

0 sa

ve s

ely

muc

h w

hen

I st

all

earn

ing

a liv

ing

F.

I do

not

e w

est 1

0 sa

ve a

nyth

ing

373

Am

on, t

he f

ollo

win

g oo

h it

it th

; one

mus

t im

pom

int

thin

ea

5511

01)0

0 ar

e no

w s

tyin

g'

4 4

AC

olle

geII

NI

linag

eC

A t.

.trI)

('lot

he(

or r

ecre

atio

nal e

quip

men

tI.

Som

ethi

ng n

so li

sted

alto

se1

am n

ot s

as to

g no

w

374

Am

ong

the

follo

win

g. w

hat i

t the

one

wit

tori

potta

rath

ing

for

whi

ch y

ou e

pe(.

1 to

exe

c al

ter

com

plet

ing

sour

edu

satto

n"A

A h

ouse

or

IUM

OU

ICII

A e

arC

Inve

stm

ent

I)M

arri

age

or f

amily

ESo

met

hing

not

list

ed a

bove

.F.

I do

not

exp

ect t

o sa

te

Tur

n th

e pa

ge a

nd g

o on

to U

ie 'm

at p

art

Cos

t of

colle

go

375.

If

ther

e w

ere

no o

ther

way

for

you

to a

ttend

any

sol

lege

. wha

t is

the

larg

est a

mou

nt o

f m

oney

you

wou

ldbe

will

ing

to b

orro

w f

or a

ny o

ne y

ear

of c

olkg

e"sa

me

that

you

wou

ld h

ave

to r

epay

the

lean

aft

erco

mpl

etin

g co

llege

A.

I w

ould

not

bor

row

to a

ttend

col

lege

B.

Abo

ut $

250

each

yea

rC

.A

bout

$50

0 ea

ch y

ear

D.

Abo

ut $

750

each

yea

rY

Abo

ut 5

1000

eac

h ye

arF.

Mor

e th

an $

1000

eac

h ye

ar

376.

11

ther

e w

ere

no o

ther

way

for

you

to a

ttend

col

lege

,w

hat i

s th

e la

rges

t am

ount

of

mon

ey y

ou w

ould

be

will

ing

to b

orro

w to

ord

er to

com

plet

efo

urye

arco

llege

deg

ree?

A.

I w

ould

not

bor

row

to a

ttend

col

lege

.B

.U

p to

110

00C

.U

p to

120

00D

.U

p to

$30

0l)

E.

Up

to 1

4000

F.M

ore

than

$40

x0

377.

If

you

wer

e to

bor

row

for

col

lege

, for

eac

h 11

000

borr

owed

wro

ch o

f th

e fo

llow

ing

plan

s w

ould

you

pref

er f

or r

epay

ing

the

loan

aft

er c

olle

ge (

inte

rest

not

incl

uded

)/

4

A.

I w

ould

not

bor

row

to a

ttend

col

kge

Btw

enty

yea

rs a

l $50

year

Cle

n ye

ars

at 1

100

year

D.

Five

yea

rs a

t 120

0 a

year

ItT

wo

year

s at

95(

9)ye

arF.

One

yea

r at

910

00 a

yea

r

378

Iyo

u w

ere

its b

orro

w f

or s

olle

ge, w

hat i

s th

e hu

gest

amou

nt o

l "lo

ne, y

ou w

ould

pre

fer

to r

epay

eac

h ye

araf

ter

colle

ge"

A.

I w

ould

not

bor

n,w

to a

ttend

sol

lege

LI

Up

to 5

100

yeas

CU

p to

920

0 a

sear

D.

Up

to 5

1(91

a ye

arE

l p li

t MO

a y

ear

FM

ore

than

S(0

.1 a

sta

r

- 31

-37

9If

ther

e w

ere

no o

ther

way

for

you

to a

ttend

any

colle

ge. w

hat i

s th

e Ju

rgen

par

e...w

age

ett "

It,,,

,, yo

uw

ould

be

wili

ng to

pay

in o

rder

to o

btai

n a

loan

"

4

A.

B C.

D.

E.

P

wou

ld b

orro

w o

nly

if n

o in

tere

st is

cha

rged

wou

ld p

ay a

s m

uch

as 2

5l in

tere

stw

ould

pay

as

muc

h us

3%

inte

rest

wou

ld p

ay a

s m

uch

as 5

91 in

tere

stw

ould

pay

mor

e th

an 5

% in

tere

stw

ould

not

bor

row

to a

ttend

col

lege

380.

If

you

wer

e to

bor

row

for

col

lege

. you

mig

ht h

ave

topa

y in

tere

st o

n th

e lo

an T

he f

ollo

win

g sh

ows

the

amou

nt o

f m

oney

that

inte

rest

wou

ld c

oat y

ou a

t 3pe

r an

t on

$100

0 lo

an f

or d

eem

s* le

ngth

s of

tim

eW

hat p

erio

d of

tim

e w

ould

you

pre

fer

to ta

ke to

re-

pay

the

loan

, in

annu

al u

ssia

llmem

s af

ter

colle

ge.

coan

denn

g th

e am

ount

(ha

l int

eres

t wou

ld c

ost y

ou'

4

A.

I w

ould

not

bor

row

to a

ttend

col

lege

B0.

1v y

ear

lout

cos

t of

inte

rest

-330

C.

1...

Vta

ilfL

oral

CO

O o

f on

eres

t-14

5D

.I

lye

yells

tota

l cos

t of

tnte

ress

:90

EC

.Is

n s

ears

tota

l cos

t of

inte

rest

-516

5F.

fift

een

Lan

tota

l cos

t of

inte

rest

-524

0

31. T

he f

ollo

win

g sh

ows

the

amou

nt o

f na

me"

than

inte

r-es

t wou

ld .1

555

at 6

per

out

tote

m*

as a

5I0

0C lo

anlo

t dif

fere

nt k

ngth

s of

tune

. Wha

t pan

ed o

f tim

ew

o u

l d

you

refe

r to

take

t o

n pa

y th

e lo

an a

fter

col

-le

ge. t

rig

the

mou

e th

at a

sler

at w

ould

coa

tyo

u? A.

I w

ould

not

bor

row

to M

ead

colle

ge.

B.

One

yea

rto

tal c

oo o

f m

eres

tNO

C. T

wo

year

sto

tal c

ost o

f ra

eree

-119

0D

.fi

ve y

ears

tota

l cos

t ei m

eter

est-

1180

Z.

Ten

yea

rsto

tal c

oo o

f in

tere

st-1

330

P.Fi

ftee

n ye

ars,

tota

l coo

of

iver

ana-

4480

182.

How

muc

h m

oney

will

you

nee

d So

one

sple

te o

ne y

ear

colle

ge''

Do

not c

ount

bun

g ex

pens

es I

nclu

de o

nly

the

con

of li

aiso

n, b

ook:

, and

leer

Inc

luek

the

lull

cust

ount

eve

n it

you

expe

ct to

obt

ain

som

e of

the

mon

ey f

rom

so

hi/lo

is/u

ps o

r ot

her

sour

ces

A.

B C.

D P

Les

s th

an $

200

5200

to $

399

$400

to $

599

1600

its

$799

59(9

) to

599

911

000

or m

ore

383.

I o

w m

uch

mon

ey d

o yo

u ex

pect

you

will

nee

d fo

rlo

ving

exp

ense

s in

you

r fi

rtu

year

of

colle

ge"

Incl

ude

the

lost

of

room

, boa

rd, :

pend

ing

mon

ey, t

rave

l, et

c.In

ckw

k al

l exp

ense

s

2,

A.

B.

C D.

P

Les

s th

an 5

500

5500

10

9999

5101

70 tr

$149

951

500

in $

1999

520(

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$74

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re

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-62-

TABLE 15

Student Information Blank Composites

Code Scale No. of SIB Response* Weight ** Scoring Possiblefor items item Bklet. formula range ofScale # Option w w' scores

D-802 H.S. 1 91 A 0 Ew 0-1curriculum B 1

C 0

D 0E 0F 0

Omit -

MD

F-803 H.S. 7 91 A 4 Ew 0-90courses B 10taken C 2

D 0

E 0

F 3

Omit -

MD

98-99 A 0104-105 B 4

C 8

D 10E 12F 16

Omit 0

MD

101-101 A 0B 2

C 4

D 5

E 6

F 8

Omit 0

MD -

P-820 H.S. 7 106-110 A 100 2 Ew 0 -SOgrades 113 B

C

80

602

2Ew'

D 40 2E 20 2

F 0 2

Omit 0 0

MD

-63-

TABLE 15 (continued)

Codefor

scale

Scale No. ofitems

SIBitem11

Response*Bklet.

Option

Weight ** Scoringformula

Possiblerange ofscoresw w

112 A 50 1

B 40 1

C 30 1

D 20 1

E 10 1

F 0 1

Omit 0 0

MD -

F-822 Guidance 10 114-117 A 0 Ew 0-80

received 125-126 B 4

in H.S. C 5

D 6

E 7

F 8

Omit 0

MD

118-121 A 0

B 0

C 5

D 6

E 7

F 8

Omit 0

MD

F-823 Guidance 6 122-124 A 0 Ew 0-30

received 127-129 B 1

elsewhere C 2

D 3

E 4

F 5

Omit 0

MD

P-827 Study habits 16 97 A 0 2 Ew 0-40

& attitudes B 8 2 iw'

C 24 2

D 40 2

E 56 2

F 80 2

Omit 0 0

MD - -

-64-

TABLE 15 (continued)

Codefor

Scale

Scale No. ofitems

SIB

item//

Response*Bklet.

Option

Weight ** Scoringformula

Possiblerange ofscoresw w'

69-71

73-7880-81

85-86

A-Eor

E-A

0

1020

30

1

1

1

1

88 40 1

Omit 0 0

MD

65 A 40 1

B 30 1

C 20 1

D 10 1

E 0 1

Omit 0 0

MD - -

P-828 Self-pelcep- 4 66 0 1 EN.; 0-40tion of 72 A-E 10 1 Zw'writing 79 or 20 1skills 82 E-A 30 a

40 1

Omit 0 0

MD -

P-829 Self-percep- 6 67 0 1 Ew 0-40tion of 83-84 A-E 10 1 Ew'reading 87 or 20 1

skills 89-90 E-A 30 1

40 1

Omit 0 0

MD

F-830 Amount of 5 56 A 0 Ew 0-90extra- B 10curricular C 20reading D 30

E 40F 50

Omit 0

MD -

58-61 A 0

B 4

C 5

D 6

E 7

F 10

Omit 0MD

Code Scalefor

Scale

P-831 Variety ofextra-

curriculargroupactivities(exceptsports)

F-832 Degree ofparticipa-tion inextra-curricularactivities(exceptsports)

F-833 Variety ofhobbies(except

sports)

F-834 Degree ofactivity inhobbies(exceptsports)

-65-

TABLE 15 (continued)

No. ofitems

SIB

item#

Response*Bklet.

Option

Weight **

w w'

10 1-10 A 100 I

B 100 1

C 100 1

D 100 1

E 100 1

F 0 1

Omit 0 0

MD

10 1-10 A 10

B 3

C 6

D 2

E 1

F 0

Omit 0

MD -

15 14-26 A 100 1

28 B 100 1

C 100 1

D 100 1

E 0 1

Omit 0 0

MD - -

30 A 100 1

B 100 1

C 100 1

D 100 1

E 100 1

F 0 1

Omit 0 0

MD

15 14-26 A 6

28 B 4

C 2

D 1

E 0

Omit 0

MD -

30 A 6

B 5

C 3

D 2

E 1

F 0

Omit 0

?d -

Scoring Possibleformula range of

scores

Ew 0-100Ew'

Ew 0-100

Ew 0-100Ew'

Ew 0-90

-66--

TABLE 15 (continued)

Code Scale No. of SIB Response* Weight ** Scoring Possiblefor items item Bklet. formula range ofScale # Option w scores

F-835 Participa- 4 27 A 6 :A7 0-24tion in B 4sports C 2

D 1

E 0

Omit 0

MD

31 -33 A 6

B 5

C 3

D 2

E 1

F 0

Omit 0

RD

F-836 Leadership 3 11,13 A 0 Zw 0-50roles B 12

C 14

D 16

E 18

F 20

Omit 0

MD

12 A 0

B 6

C 7

D 8

E 9

F 10

Omit 0

MD

F-837 Social life 5 51 B 30 Ew 0-83C 25D 20E 15

F 10A 0 ...

Omit 0

MD

-67-

TABLE 15 (continued)

CodeforScale

Scale No. ofitems

SIB

item

#

Response*Bklet.

Option

Weight ** Scoringformula

Possiblerange ofscoresw

F-838 Workactivities(chores &jobs)

5

52,55

53

54

34

36-37

49

35

A

B

C

D

E

F

OmitMD

F

E

AB

C

DOmit

MD

AB

C

D

E

F

Omit

MD

AB

C

D

E

F

OmitMD

AB

C

D

F

OmitMD

0

5

7

9

12

16

0

0

4

7

9

11

15

5

0

2

4

6

6

6

0

0

3

4

5

6

7

0

0

6

5

4

3

2

0

sw 0-34

*"Omit" indicates that a given item was not answered by the participant while "MD"stands for missing data and indicates that no information regarding the item is available.**A dash (-) where the weight is indicated means that the item is unscorable and that anycomposite into which the item enters cannot he computed and the composite must thereforebe treated as missing data.

-68-

APPENDIX B

SCHOOL QUESTIONNAIRES

A National Inventory of Aptitudes and Abilities

SCHOOL QUESTIONNAIREGeneral School Characteristics

NOTE

The figures in the boxes to the left of

each question are the composite percent-

ages for all high schools includiag public,

parochial, and private. The estimateswere obtained by approximately weight-

ing of the questionnaire responses ofschools participating in Project Talent.

General Directions:

Sections I, II, and III of the questionnaire should be filled outby tne principal (or, if not available, the assistant principal or dean)of the school. If desired, Section IV, the checklist of courses offeredby the school, may be given to an administrative assistant to fill out.Answers are to be marked directly in the booklet, in the spaces provided.

It is suggested that the principal should review such parts of thequestionnaire as are not filled out by him in order to assure himself thatno important information has been omitted.

hulled In U.S.A.

0 Copyright MO. All rights reserved

University of Pittsburgh

Pittsburgh, Pennsylvania

-2'

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0' ( ) St_de its cu tier2 1 ( , .... -, s. I .....+1, . -. - l . ,s .

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,. ( ) .6-4.44-. studen, :4 4. 15 .....ty .v'4 . 5 ) c-. is -v. 5 MEW ' ..., 1,

1

4 , ) i .- (s,ecir,)2 Both rep. a 11141/15,5 Sort.

21( )at ( )

2li

I 7

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II 73. 9

17 0

111 14

1 7

( )

user

1 .:C11..

causes e-c .closent - .r.

schaoleo

c As, 6,--:real:, ...oat. no- 3,,seS

c u-sesc -rtes, 3,3-v o- -.

-70-

v. (

t e c, 1.,u_ 5)5 esa roviae far

) des, the ran...1u C.,T1C,.,..2) 1.s, by release) 'lac, f, JAs t .14

( .! les. by -elesed time, hi. pat.::a

ire au.se. 'ries ex, -cites .niceare olie t. .3elr tea,.

( ) to

If 4 .3...cretin languue is stalled b, a pup.., ears wra is oss.3ari.,rec-red f.,r in t., ,bbesin graduat. n crest: to a,3-54.3,e

Nan,

)( ) 1,,

3

V.)

,j

1/, 0. sore

: 5.515- sf 'he f.1,-ce sc., er

5 7

1. 4

11

7 114 I

1

o

a .o - 1 Sc -CI ...xer :nf 51.1, Sal 5..3^:c

I 5,

2

133 ,,,c1c3ce3. -514 ci,

_ , , satc-_e t . is .3. epecisl, us e8.-5. 58

err. o-3.-scie'nth .esce

2 1

12

scierce --1- 1 sole -.c ^,

, eq2. c. e

ic .1 )e 103.13..isg satent.t., 54. , < 33.3of e noc`ines to cr . : ,es e o'intiv12.44. selfr-s`-uct u a. de +Ices .rto . slly leort!rk

rre.: ansve-s to s rot sse "e. I oot e usual educ al slides, ed,ca.lo-a1 ,

1 117e4 are no. ono used, .3 .re f,resee- .11 13 e ear -r s' 1 2 rho/ she not n04 used, Ise se.le o expo i-ant 54143

treir i.e the next ,e ,

They are tot being used spori 4,.,, a- exe-mental tests) o They .se sou being used -e591.r1, 10, a lee cases.

?:eye re now heir., used -eiTllarly in mazy Instances' ) C, Other (specifh

28 31:c0 tee (011,i tes describes the Cato.ies ot Ica occur,: intrades y12, c.aren octlye eorollne, as cospared to this tine lasso eeo

( )

" ( )

7, about 1 17by 11,70 al- 50 rive

About t' e , ear as last sear:Kan, to 40,0,4 1-19Jn, by stout 11 20 i`7ovs, by Pl: or core

29 -Allstate the average daily percents., of absenteeism to grades 912 in yourschool over the current school sear

16.146 02,

1 4

' ) . or lest( (2.( ) 3. 6'31( 9-11;( ) 5. 12.144

) ,

2rd(

) 9 :4-271) 10 2.?4 or =Ore

30 title, of the rollovlog best aescribes the tenure situation in your scoll ote ,f the Ca eear., 0,-r.000 ,s-r '1SStee

, 4

36.2

( 1 True is no Carnal tenure system I. thts33, :enure is *yarded to some teachers, st the discretion of sc.00l

officials) 3 It is tee policy to place teachers on telare, after a "5'1 f

utich depends on the case 153 quest:an1 . :e.chers are autcrvoticolk placer e- _re 41 er cervas 41/501

pe-sod of .ine prescribed tr oc001 s rer.-.Ictians

1 In shin.rod near

17. 725 271. 255. 345.822. 9

( ) 2.( ) 2.( ) 3.( ) 4.( ) 5.( ) 6

follouing areas do you feel ..ot -0.7o1-dditIonal staff mezle-s". a.'

strativeSupervisoryCounseling nodMuss.. teacersClericalJanitorial mailtenal

32 About hoe Natty books does your school tour its litur2. 56 85. 35.97 4

14 912 46 14.19. 45

--__-3 919,

I

1 1

( ) 1. Less than 3441,3 ) 2. 309-519

) 3 (.4)c( ) 4. 900 229v( ) 5. levy-14,,

A 37 45

6 64

42 41

)

( )( )

L. 1s,;:s 1,11.0o-2 55

1, Xu on sore

;.tout hew old is the main buIlliur, of your school ?Lir,

( 1. less than 5 years old. 5.9 jeers

I . 3 10-10 years- 15.0 years

( 1 5 20-2. jeers

2,

12.69,470

9

(

( )

)

(

.ears

I-. e.,. sore

About hov long since you-- school pl.-1 re elved 1.4 533- ren3voilO,Inclade painting If no recols.r.action tare vas done.,

1 less thin 3 yen,( ) e. 3.5 years ago( 3 6 3 years( ) 4 9 /a years ago

) 5 1.-1+ years raw

62

1

11 7

1 ,- 1 e- 5.,g;

1 a6,-1- -a-t >,n

ago-3 a nay

35 In 56Ic 5 of the fa:loving seas 1.ye 'our set, e 're csupcviso-s tla.r0 t oppl..

27 .1

15 I12 41

'as.:ht 1112

rrt1

.,...e e

.se ,,, Si. ,,,., ol L .1 rit 40 51 idalry

)

rel.;

101, 612

I2 1

I 3

Pro-e. 6.5.4

- Pr: a e, not re3ig:ous o'f. 'ate.CI. nes x .3

x,e , .r ton.- tsar eve stlyear .45

:

( ncyr.e

2

,our stost: Mar. 45 'S La,.. 4_3211,i.

70 6 ( 534-

,7 ( .37 nage r r92,548,1 ( )67 ( ,62 1 )

69,7 0-onetra v ., 54.

1 2

(

1./.4 ,

e, ,1,2. 3 3( )3.'

2 (V

1

au "c.41 ty

n - 2 "r1o ere .r 104.

17 214 J

1..22013

o

2. 2

: 3-- AL O.,c

.9...L. 5., -enc:1.1,

. '^ , ~ ~^ ~~ . our Craries L

c , co, 1,, coonielor admit:tiro-Avett 2-11 .ne es...991en.s rf 4a9t, are tecters

- -3 I. 5

1410 '1.

-1 1 r ' r2

fr 1 Ne a, J.

r ow. f -4 n '

- .

. _ _

rscsl4 e e

-1.

r-nI 1 11

` 1

1 1

2 1

19 4

15 1I ,

.1 .

r 2.2. 1, r we -t tL our gr..,. ..e.r, C C 012 selors anC 91 2

cl..tos.lerts

773 7

91

1- ,1.

1 0

- 10 -

t99.14.14.49. o-e Or ore of e 001,4e: 'nutter r e

of rs...r f..11 .1.ze

) 5.

7LA

r

1r ulic of t . ress rave s e or r../re --teac4inz sten ...se Pt more c' tle :

a:offered t-e ..:ctence F0,41.:." , t 1

tion ACt cf ly56^

) only 171 )( r. Science onay

) , 2o,socelin4 and e-4.14.9...-e t' ) Science *no

e91 Jar Ce only -

if a' Is annual s tar 15., . "..ar

ers e1crq ree-re 11.1,4 o- cx,c114

77 .. less tr. $1.r 7-1')

,,

f.) X-1 r.

1'2 1:;,..:1,74:' rf": is e <ratan: "~^ °^' 1

tenet ere 1,14 Isacne1oric , to; t

1. Less tr,4120, ,r2,. -142.-5AA.-

ft :. 1:t t.-reo. '211 Ole

771 ) =~ res.4I

1 ,er.r11 ce,sL1: 1. .e9 s

_1J t ,ears .r

tve re. 2,c.

e 'e

.J .

e

-72-

SPX-31C15 : VOLS. scoz. (Cont

Atc,.. vast Students

4 '.o1 As Please we: ti ir the ntrster of lusgetts On Csnrittt active TC511In ,, sc.-54; I - , hts, 11.b, and 150-. grdes by boys andgirls, In the sp,5ce_ Lei°, (flue crop. It in Colton 11 Intech cse where boas en: girls are taught It eparate claitt4 )

Crnie tepar e "Itcs

Jues,1 s re'c

SC. CA ;- ,-.s

P.e;

hO of boys No o;:111rls Total in. woC,.t.3.11tc

1

2

3 6

A 2

61, re, 1. pupils 7.r 11171001 tZ1.sc`.001 year t 71"c '.n Cu 1 1W 'ear (or net -elude pu0/11s.taco ittarted Ir the 1 . te .05,, sate,: tta ye777-

( 41 1.5

( ) 1 1 4

4 )

4

.5or ..e

5.1 AL..: Oat 5.5 .4' the , -.a, A. ptr;11s .40 attended , &no 1 ...Vtc jeer .e 41 1."c-e no .2 (sr cl.de graduates )

227

1

1

7121

1 2

II: '7

11, 9

17

17

11

L.L

Cl 1

20 .12u

2s ,

5.0 CC

122

3

J

) 4-4

1 1.41.1

( 04

. -

1 1

c ...eee

A Ir.

r7

- AC.

r

J

.

.er ere' .1 1 4 .7ter ,'41ave

Is 144

I, 44

. gc.

0. 794

.rrt pc:Cet'Ve yur 44.4e. c 77. 't - eep.st cg so .00 ed7411up or .1,171146 of VII0 Clod Ot Cr Van te.sus.A3.4...tor college or . yea, college rettr (or. not Include g1111ary sortIceCr r.45. -1e0 csoal s re

A. Lea, tsgn 'CS( ) 2 5 51( ) 3 10.14( ) 1, 19%

) 5 214

0/A211 3

27

) .34) 7 so-A.4

( ) 6 35-39f( ) 9 t( ) 10 955 or aore

6,2616,, on. percentage of 1 grades 9-12 students suu go .a speolfIctlejjunI, 'eSettor or CI they Intend to continue t college Corkelsewhere la er)

( 1 ..es. ((st. 5i, ?1,

) 1.)-1.t1 le,

6

2S1 ( A 6.(

( ) 0 35 39%

2 11

(

u. 9.6. Or 170re

ts1-.al,1 ,

5. 1

: e

0', IC

.! 1' CI 2 11

Z. t

1 1 :I2

US 1 1 *11 I

II I'

_

1. vr, t,

4

1421

2 3 1 1

- s I , 7 s er 1 tee 1 all -6 6. 1 , . h 7 .,

, ' 6......11 .., 2_ .7 13CA 14.1f ( , ' 6' .h.t. r

. 2 r, 4

C

h(24 or more

II ow 61 rah re.p....15nt. to tuts] 1i-5 rIt.., 11 Itil, 1. P

A.

;.-Ire '0.1 11.5 -....,1,2.1 .

1 1,l ,

. , 1. '...e17...--- L.J..-LL..2-' '-"' r

1,

II

1 IC

C go 7-s . t L100r.0 ,:efr e, 1 4.4 I 4.1

4 0 ts1, . a u 991

( 1,16 US

I .1( t (1, I , ,t dr ssre

7* Or at perc-ntage Of Ire grade. 9 1. girls are /.11,3 ofsJr.,,es

3

.1Cllst

... 14

'( 6 (4

.4 -1( 65-4( 12 ,O '.3( , or sore

et, . tint per.ertace Ft:. a - stukt....11 take nev vork

JI1 -1 2 t

12A. sar

-

lF2 s 1 .) .1

7 1: s

."4 2

-.I

4, t tee, 4,, ter-pcp... aa 44-ar. 144 rt thede4

. a is the curre .S2..._:91 ...A a c I.) ,fl- Oct 1

. . p, : cVt.fl . It blaIr dr, Wart

; year ,e af

,e cc (.4g, fr,41e1

-2- /mate:" Otis, ;4.A le... 4J, a your 7404:4 C4t tn...e It or riore .e ner .a114. are re...era, 1;

orx

,

1.3 11. JC,./9.3 ,

1'. 4.22roxl.ately 'drop p.rcetaie of school astlyport 15 JO rained frac localcoa-.y, 7^.1 d.sthic SAirre,"

, I. Coreal

e 3. 1,4

31S.%0 003

32

19 -

7. '4712( C. 00. Cni

) Y 70- rx, ) 10. 30-19

) (p7.99.( 12. AO

-73-

.Nie....--

74s, s a:, .e .7.1.. 5, - ..4e

or ..... 4

1..1.1.3.1

%ote A,1 Pr op.° n ore 4v7r. I., 1.440.5e /1,01, 'Plan on,'- o- r., rInett... - ,- '

r ,t ;a e. 4 cert.ert ..' , o'.%o PI 1771

11- 'o 1

nn

,tot roe a se. o7 ,,ortte ew,

ttif file eve, 0' cesisout or at eye, ^1., ate.t

t anc ever sir res

r

14 JI*

la 1, ra.r croo.

-oughli, noo old is int 1.,,Ler t.ottneDos of your school', 0(1.11.. lo g-eoes

Less that t ace-s .1.15-o yeas

or spas tarn -e M) -are 1.1,411

1 .4, a ;ears old3 ieers

11 2

2. 10 lo years old 3 43 as (ear, cli17 1 4 iYlj Jeer> .S4 4 2 ) 10 o or -ore year: 11

yect.ra 111 11. .JI1.1.:11 1 a awe tha.len[13 t 7.4... years 0.1 CL.t.rt^t ,tlitAtr

e 7 7r'< res.dencet It the ilta tte'fr"rtILL__11_4/1

1, 'a- tCC,00I ale Or delterited as

, ' 1. eXperlil or [qt.', t Me E. ET ,. ,- -, 'el 11.74-treenta---.

1 '.3 ' ( ) ,), male-ate p-lced .00nes 1.. 7 ...,- incase .re.,

:3 2 ( 1 :ow cos: tone". , ab , rtit:14.1), ap4r4asect.t. a: 1 ran,.,i,( ) 4 high rec.,: .., srcoec, ' 3 7 v. Students are resident stude-14, ) 5 notiers, ree ti apatze 1 . tan,. es teat e

10

:tare cri throug. yo refer . Ina f011oaing tile 'Vick tee rrec percentagefo, escr, t ;lac , er tne ; .... Ices.' ,ne oproprlane ;lace V he

,bo,t IL pewor rad,. ,., ;..,lli as.

ce4'' t

yy. 7.e, ino-t.ce.; (petIt'-

122 1

Cl I 13 0 1 4 1

a 2 20 4 2 4 1 2 1

2

Jut. of .....eaose curlier ri otro

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et's iegre%`000.00.1

A National Inventory of Aptitudes and Abilities

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-80-

APPENDIX C

FOLLOW-UPS

I

In addition to the responses to the items of the follow-up questionnaires,

two special sets of codes have been developed: one for colleges and one for

jobs and career plans.

College Codes

The degree-granting, or last, college and graduate school attended by the

TALENT participant is available in the form of a five digit code. The first

two digits indicate the s=ate in which the school is located and the last three

digits the college within the state. Four year collegeF receive numbers below

500 and junior colleges receive numbers equal to or greater than 500. This

college code is unique to Project TALENT and there is no direct correspondence

to any other system of college codes.

Job Codes and Career Plan Codes

For codir responses to questions about jobs held and long-range career

plans a very detailed expandable code, containing nearly a thousand categcLies

at presert, each identified by a four-digit number,has been developed. This

coding scheme was us:d in both the one-year follow-up and Lhe five-year follow-

up. This code was set .gyp in such a way that if more detail is needed or seems

desirable in subsequent tallow -ups it will be very easy to add a fifth digit

after the present four, without changirg what the first four digits repre,ent.

In developing the code originally, many sources were referred to, including the

c. de developed by tie Department of Labor for use in the Cictionary of Occu-

pational Titus; that code was developed for an entirely different set of pur-

poses, which it serves admirably. in Project TALENT research, however, a dif-

ferent emphasis was needed, with far less detail in certain areas and somewhat

more in others; hence the need to develop our own coding system. nne of the;

special requirements of the Project TALENT code was that it has to provide the

-81-

capability of handling incompletely developed career plans; e.g., something as

vague as the statement by the respondent that he wants to "work with people;"

or perhaps that he wants to "work for the government."

Since the nearly 1300 categories of the four-digit code are far more than

can be handled conveniently in most data analyses it was recognized at the out-

set that some subsequent collapsing of categories would be necessary. One of

the most heavily used ways of combining job or career-field categories is re-

presented by a three-digit coding system which reduces the number of categories

from about 1000 down to about 250. This preliminary condensation was carried

out on a judgmental basis, as the first step in reducing the number of cate-

gories for potential use in educational and career guidance of high school

students. In addition a procedure has been developed for collapsing these

three-digit codes into a small set of categories which correspond to the cate-

gories in the career plans item asked n 1960 (SIB 211). This is Quite useful

in the study of the stability of career plans. C:her combinations can of course

be developed at the request of Data Bank researchers.

Follow-Up Questionnaires

Reproduced on pages 82-105 are the four one-year follow-up Questionnaires,

the four five-year follow-up Questionnaires, and the 12th grade elevan-year

follow-up ouestionnaire.

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14 May 15,6e

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,

Dear Pr,ject TALENI Partic.;ant-

First, we want to than:. each Jf you :

y or help .1.

1,-.1 testing phase

of Pro.,ect TALENT _n Nlarh 1;6(-

We have h.ar from ma /

the students

that the ten to twelve

testing aa:. hard wort b

t,iot.ng.

It

vas vital to thc natiJr.'s welfare t

:L.2n tress facts ""N at cc's Sri yak::

schools,

In Dec tuber 196(,) we :Art lists of yoo.r scores or the Projrt TALENT

tests t, yo.r school.

The results are now being studied at cur Computing

Center, and the first in a series of reports of talent&

their develop-

ment has been released.

But this describe

,2

t2- beginning of this

important research program.

Your help 1

tt

get the :acts for the

next chapter in the story.

We need to know what has happened to you in the past two

rela and what

your plans are now.

The questions on our questionnaire have been prepared

so that most of them can be answered by just checking the choice that

de-

scribes what you've been doirg.

P-ease write in comments wherever you think

some exlianation is needed.

Your answers will, of course, be kept in complete

confidecct.

Neither yvo nor your school will be identified inany way when

ve public,h our findings.

//her you finish marhing the choices for the questio.n.o,ploase sign your

name on page three, fold the booklet so that ""or name and ad_zens

are on the

outside, and mail it back t. us.

The stamp has aireany been attached.

The memrrs of the "reject TALENT staff greatly appree

te your personal

help in this prJgram.

no wish you success 1. carrying out I

plans.

Sincerc3y,

/1

Jphn C. Flanagan

Professor and Director of Project TALENT

PLE

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112

11

Aug

ust 3

, 196

4

Dea

r P

roje

ct T

A L

EN

T A

l' m

nus

Do

you

rem

embe

r P

roje

ct 1

ALE

NII

We

ha%

en'

tfo

rgot

ten

you'

Firs

t, w

e w

ant t

o th

ank

you

agai

n fo

r yo

u: h

elp

in th

e W

orm

;ph

ase

ofP

roje

ct T

ALE

NT

in M

arch

196

0.W

e ha

ll he

ard

from

nos

y of

tne

stud

ents

that

the

ten

to tw

elve

tour

s of

test

ing

was

har

d w

ork

but

inte

rest

ing.

It w

asvi

tal t

o th

e na

tion'

s w

elfa

re to

gat

her

the

Sc

fact

s ab

out

you

and

your

sch

ools

.ho

w w

e w

ant t

o kn

ow-F

oTy

you'

re d

olnb

.

In D

ecem

ber

1960

we

sent

list

s of

your

sco

res

on th

e P

roje

ctT

ALE

NT

test

s to

you

r sc

hool

.T

he r

esul

ts a

re s

till b

eing

stu

died

at o

urC

ompu

ting

Cen

ter,

and

the

first

six

rep

orts

on

tale

nts

and

thei

rde

velo

pmen

tha

ve b

een

rele

ased

.B

ut th

ese

desc

ribe

only

par

t of t

his

impo

rtan

t res

earc

hpr

ogra

m. Y

our

help

is n

eede

d to

get

the

fact

s fo

r th

e ne

xt c

hapt

er In

the

stor

y,0,

We

need

to 1

,now

wha

t has

hap

pene

d to

you

in th

e pa

st fo

ur y

ears

and

wha

t you

r !L

ions

are

now

You

can

ans

wer

mos

t of t

he q

uest

ions

by

chec

k-in

g th

e ch

ow&

that

des

crib

es w

hat y

ou'v

e be

en d

oing

.P

leas

e w

rite

in r

..m

eats

whe

reve

r yo

u th

ank

som

e ex

plan

atio

n is

nee

ded.

You

r an

swer

s w

ill. o

f cou

rse,

ho k

ept a

n co

mpl

ete

conf

iden

ce.

Nei

ther

you

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12th

Grade Five-Year Follow-up

UN

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RS

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OF PITTSBURGH

PIT

TS

BU

RG

HP

EN

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7LV

AN

IA 1

5113

November 19, 1965

- I C

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12th Grade five-Year Follow-up

PROJECT

TALENT

roL

Low

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NC

1di

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--...

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0 N

CI

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thro

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redo

13

but d

id n

o oi

ridi

plon

Dear Project TALENT Alummus:

Early In October we sent a copy of this

questionnaire to all those

who took part on lioject TAUNT

as 12th graders in 1960.

We have been

most pleased with the splendid cooperationof your former classmates.

The queetionnaires poured it and theytool. like they will be very help -

141 in Improving our schools.

There is only one problem.

We haven't

heard from you.

Maybe you did not receive it at all

because your address bad not

been changed cn our records.

Perhaps you returned the questionnaire

70XX I 2 3 4 3 7

100

to us but it arrived too late forus to remove your Maw from this

pre-

sent mailing.

If you recently returned the

questionnaire to us, it is

not necessary that you complete this

one.

If you have not done sO,

please take ten minutes or so to

complete the questionnaire.

We are interested in eachone of you and vent to Iolow what has

happened to you in the last fig-

years -- whether you have continued your

education, the Jobs you'e Leld, whetheryou are married or single, etc.

Most o: he luestions can be answeredty checking the choice that describes

what you have been doing, but if

you think additional exp-aaation is needed

on some of the questions, feel free

to write in your ccamente, or

even en-

close an additional piece cf

paper.

As we mentioned in the first

,,uestionnalre, we do want to emphasize

that your answers to this

questionsalr, are strictly confidential;they

wall be used for re.'earch

purposes onl:.

We hope you'll answer all the

questions, because the more c3mp,.et-your replies are, the more helpful

they will to In this very vital

retarct..

The members u: th, Project TALE::.,toff ar most appreciative of

your

personal help, and wish you success

in carrying out your p.ane.

Sincerely,

C. :lanagan

Professor and Director of Project TALENT

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12th Grade FiveYear Followup

Pro

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GE

11th Grade Five -Year Follow-up

UNIVERSITY OF PITTSBURGH

PITTSBURGH. PENNSYLVANIA

1321

5

October 10, 1966

Dear Project TALENT Alumnus:

In the spring of 1960, you participated in a national survey of high

school students called Project TALENT.

This study

part of the current

national effort to improve American education.

In 1')62 you received a

questionnaire from us.

We want to thank you for your replies to our earlier

questionnaire.

Now we are calling on you again for ne:p.

Never before in our country's history has eduction been such a major

national concern.

With your help, Project TALENT is trying to determine

the strengths and weaknesses of our nation's schools so that recommenda-

tions for improvement can be made.

To do this, ve need to loam What has

happened to you in the last five yr.:2'o.

We vould like to know if you have

continued your education, or intend to, what jobs you've held; vue'tber you

have entered the military service; your career plans, etc.

You can ansver

most of the questions by checking the choice that describes What you've

been doing, although you should feel free to write in comments wherever

you think some explanation is needed.

We want to emphasize that your answers to this questionnaire are

strictly zonfidential; they will be used for research purposes only.

We

hope you'll answer all the quee'ons, because the more complete your

replies are, the more helpful they will be in this very vital research.

Many Project TALENT participant; have written us that they are in-

terested in learning more about the findings from the original Project

TALENT tests and tho one-year follow-up questionnaires.

We try to seep

Project TALENT participants informed through the Project TALENT News.

We

would w,Diome Lugge,Liwn, 1,00 you

asto the sorts ol things you would be

int,re..ted in seeing in thi

publieation.

Your next ropy of the Project

TATINT News should reach y,a :n a l,w lays,

The member-, or the_ Project TALENT staff are most appreciative of your

personal help.

W, wish you success in carrying out your plans.

Jul-

Cincertly,

John C. Flanagan

Irofe,sor and Director of Project TALENT

Mall CORRECT YOUR ADDRESS

If yo

ur p

rese

nt o

ddne

ss o

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nns

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at o

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11th trade FiveYear Followup

PR

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LEN

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967

Dea

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roje

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ALE

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Alu

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In th

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prov

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mer

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edu

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ank

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r yo

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sous

par

-tic

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in th

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port

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atio

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roje

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on

you

once

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lp.

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alre

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incl

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s of

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stio

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llow

-ups

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are

calli

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roje

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ALE

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men

datio

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r im

prov

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t can

be

mad

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this

we

need

to k

now

wha

t has

hap

pene

d to

you

in th

e la

st fi

ve y

ears

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wou

ld li

ke to

kno

w if

you

hav

e co

ntin

ued

your

edu

catio

n, o

r in

tend

to, w

hat j

obs

you'

ve h

eld,

whe

ther

you

hav

e en

tere

d th

e m

ilita

ry s

ervi

ce. y

our

care

er p

lans

etc

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can

ans

wer

moo

t of t

he q

uest

ions

by

chec

king

the

choi

ce th

at d

escr

ibes

wha

t vou

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been

doi

ng. a

lthou

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oo s

houl

d fe

el fr

ee to

writ

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com

men

ts w

here

ver

you

thin

kso

me

expl

anat

ion

is n

eede

d

wan

t to

emph

asiz

e th

at Y

vt,r

ans

wer

s to

this

que

stio

nnai

re a

re s

tric

tlyco

nf.u

entia

l. th

ey w

ill b

e us

edre

sear

ch p

urpo

ses

only

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hope

you

'll a

ns.,Y

er a

llth

e qu

estio

ns, b

ecau

se th

e m

ote

com

plet

e ,o

ur r

eplie

s ar

e, th

e m

ore

help

ful t

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will

be to

this

ver

y vi

tal r

esea

rch

Man

y P

roje

ct T

ALE

NT

par

ticip

ants

hav

e w

ritte

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they

are

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he fi

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e or

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roje

ct T

ALE

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test

s an

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to k

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tect

TA

LEN

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artic

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h th

e P

role

(t T

1I E

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wel

com

e su

gges

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from

you

as

toth

e so

rts

of th

in,:s

u vo

,uld

be

tote

re,

ted

in s

eein

g in

this

pub

licat

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You

r ne

xtco

py o

f the

P.o

jeo

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arm

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ach

you

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few

day

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mem

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roje

ct T

ALE

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sta

ff ar

e m

ost a

ppre

ciat

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our

pers

onal

hel

pW

e w

ish

you

succ

ess

in c

arry

ing

out y

our

plan

s

Sin

cere

ly,

JCF

/c

C.

John

C. F

lana

gan

Dire

ctor

of P

roje

ct T

ALE

NT

PLE

AS

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AD

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sent

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10th

Grace rive-Year Fellow-up

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12th Grade Eleven-Year Follow-up

If yo

u no

vel a

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col

lege

plea

se s

kip

to q

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28

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spee

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all t

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12th Grade Eleven-Year Follow-up

29 M

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eopl

e ha

vese

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thou

ghts

late

r on

abou

t som

e de

cisi

ons

they

har

e m

ade

Wha

tw

ould

you

hat

e do

ne d

iffer

ently

in th

e lig

ht o

fM

ut y

ou n

ow k

now

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as m

any

a, a

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icra

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ave

grad

uate

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dro

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gO

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ould

nav

e lik

en a

acat

iona

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gram

inst

ad

of a

n aC

ader

a c

trig

airn

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ould

nav

e lik

en a

dlii

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t pc.

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amgn

51,

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rons

tne

one

1 to

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prog

ram

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nave

take

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adem

icco

llege

pre

p pr

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1

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nav

e C

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wor

k an

d sc

hool

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p,11

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wor

ked

and

gone

to S

choo

lat

the

sam

e lim

e01

wou

ld n

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take

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ditio

nal e

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lter

lion

srno

ril le

, sue

Par

e m

e fo

ra

bette

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bW

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h..,

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col

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gone

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nave

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flele

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omth

e on

e I a

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d na

ve r

nose

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gt g

iaiu

r 1

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in c

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wou

ld n

ot h

aw d

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91 w

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nav

e go

, to

grad

uate

scr

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s. /i

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12th Grade Eleven-Year

Fol

low

-up

33 T

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are

doi

ng o

r tin

e do

ne g

recl

usto

ssoe

ksh

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e at

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te

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12th Grade Eleven-Year Follow-up

35 P

leas

e in

dica

te h

ow m

uch

colle

ge y

ou h

ave

com

plet

ed0

Less

than

one

yea

r of

und

a/9/

act

uate

wor

k®

One

yew

but

less

than

two

Q A

t lea

st tw

o ye

ars

but h

ave

not e

arne

d a

bach

elor

s d

egre

eel

hav

e ea

rned

a b

ache

lor's

dee

p, b

ut h

ave

not

done

any

gra

duat

e w

ork

el h

ave

done

som

e gr

odue

t wor

k bu

t hav

enre

ceiv

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gra

duat

e do

pes

0I h

ove

earn

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mas

ter

s de

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G)I

haw

aw

ned

an M

oane

d 16

rea

l) ce

rtifi

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radu

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I ha

ve e

arne

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II yo

u at

tend

edfo

ur y

eer

colle

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as th

eP

rogr

am y

ou to

ok in

tend

ed to

pre

pare

you

for

spec

ific

occu

potio

n th

at y

ou c

ould

go

into

imm

edia

tely

afa

r co

llege

]

C)

Vey

it w

as in

tend

ed to

pre

pare

me

for

(occ

upat

ion)

® N

o it

was

inte

nded

to p

repa

re m

e fo

rgr

adua

te o

r pr

ofes

sion

al s

choo

l whi

chW

ould

pre

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me

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locc

uPat

iOnl

0 N

o, it

was

not

inte

nded

to (

earl

to a

nysp

ecifi

c oc

cupa

tion

(Ski

p to

que

stio

n 37

a i

36b

Old

you

Wan

take

a lo

b in

the

field

you

stud

ied,

Wor

k es

man

y as

app

ly I

a® N

o, I

coul

dn t

find

a lo

b in

that

fiel

d an

dI

are

now

in a

dill

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l Fel

dC

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t I a

ils s

till I

lyrt

Irt t

o0

No

I dec

ided

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e to

a M

ftwan

t foo

d0

Yes

but

then

I de

cide

rsJ

if, a

d ile

rent

fiel

dO

fv..,

,irn

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I

fI

',eve

ads

«

37e

Did

you

atte

nd c

ol/r

ep c

ontin

uous

ly fr

om th

etim

e yo

u fir

st in

tern

ist u

ntil

you

got a

bach

elor

's d

oves

?

0 ye

sI w

as a

full

tine

stud

ent d

urin

g th

e en

tire

perio

d (S

kip

to c

oalit

ion

38®

Yet

, I w

asPart

time

stud

ent t

hem

e th

e en

tire

perio

d (S

kop

to q

uest

ion

38 )

0 Y

es s

omet

imes

as

a fu

ll on

e st

uden

t som

eto

wn

pert

tine

(S

kop

to q

uest

ion

381

Q N

o, I

drop

ped

out o

f col

lege

and

hav

en't

grad

uate

d1

don

t cip

ect t

o re

turn

Q N

oI d

ropp

ed o

ut o

f col

lege

and

hav

en t

grad

uate

dI e

xpec

t to

go b

ack

and

finis

hfp

No

for

at le

ast o

ne s

emes

ter

or q

uart

er(o

ther

then

sum

mer

) I w

in o

ut o

f col

lege

alto

geth

er b

ut I

retu

rned

late

rI a

m s

till a

n un

derg

radu

ate

and

have

boo

n in

C01

1egt

con

tinuo

usly

sin

ce 1

lint

ent

ered

(Ski

p to

que

stio

n 38

1

37b

Wha

t vie

rs y

our

wai

nmesons

for

drop

ping

Out

of c

olle

ge?

Mer

e *m

ew r

yan

if yo

u le

erre

turn

ed o

e co

llege

1 D

o no

t mar

k m

ore

than

twee

0 T

o ea

rn e

noug

h m

oney

to b

e ab

le to

go

back

to c

olle

ge()

Had

fina

ncia

l diff

icul

ties

© W

as o

ffere

d a

rob

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whe

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Researcher and Organization

The Institute for Defense

Analysis

Arlington, Virginia

Robert Veit

George Washington University

Stanford Research Institute

W. Donald Hubbard

Harvard University

David Balzer

Pennsylvania State University

APPENDIX D

PROJECT TALENT DATA BANK PROJECTS1

Project Summary

Evaluated the draft system using follow-

up data about students' attitudes toward

military careers.

Studied Student Information Blank items

relevant to parental background to deter-

mine the characteristics of the families

who produced prospective teachers.

Col-

lege respondents who indicateda prefer-

ence for a teaching career were compared

with all other freshman respondents.

Received analyses of Project TALENT

school data regarding the relationship

between characteristics of the schools

and amount of impact aid received.

Questions answered concerned what types

of schools received impact aid, what

they do with this aid, and what dif-

ference this aid

ear

in terms of

school output.

Was provided with 205 Interest Inventory

Item responses for tenth grade college

males.

The data were used in a methodo-

logical design for the purpose of deter-

mining the ways in which interest

mea-

sures could be predictive of career

choice.

Studied the influences of selected

per-

sonal and situational characteristics

on shifts in preferences for teaching

careers.

Analyzing data from Project

TALENT and college information from the

state department of education, subjects

were classified on the basis of shifts

in vocational interests between eleventh-

grade and the end of their freshman

year

in college.

Researcher and Organization

Jesse Burkhead

Economics Department

Syracuse University

The American Medical Association

Joseph French

Pennsylvania State University

Thomas Ribich

Brookings Institution

The Division of Operation

Analyses

U.S. Office of Education

The Measurement and Evaluation

Institute

American Institutes for Research

The Institute for Research on

Organizational Behavior

American Institutes for Research

1Through December 31, 1971.

This list does not include projects begun prior to the fall of 1964.

Project Summary

Utilized Project TALENT school means on

aptitude and achievement tests, school

characteristic* items, guidance program

items, and census data to study a number

of economic relationship* between school

system inputs and outputs.

Utilized items regarding family back-

ground, finances, grades, etc., to com-

pare high school students interested in

medicine as a career with students of

comparable ability not interested in

medicine.

Compared the background characteristics

of high ability dropouts with those of

a sample of twelfth-grade Project TALENT

participants who scored in the upper 25

per cent on a specified ability measure.

co

rn

Studied the relationship between school

expenditures and various school output

variables such as test scores, college

attendance rate, and high school drop-

out rate.

The data were stratified by

Office of Education regions and socio-

economic indices,

Used General School Cha4cteristics

items for the purpose o

analyzing the

relationship between certain school

practices and the achievement of atudent6.

Used personality and achievement data to

compare twelfth-grade girls indicating

an interest in becoming airline steward-

ess.

Conducted an examination of 16,000 Knox

County, Tennessee students who were in

grades 8-12 when tested by Project TALENT

in 1960.

The purpose of this study was

to determine the relationship

etween

test results and criterion information

regarding truancy, dropout, mental health,

delinquency, and similar behavioral pro-

blems.

Researcher and Organization

Helen Astin

Commission on Human Resources

and Advanced Education

The American Medical Association

The High School Science Research

Program

University of Pittsburgh

John K. Folger

The Commission on Human Resources

and Advanced Education

Washington, D. C.

Ann Martin

University of Pittsburgh Graduate

School of Library and Information

Sciences

John K. Folger and Alan E. Bayer

Commission on Human Resources

and Advanced Education

Project Summary

Conducted a study of ninth-graders to

identify variables that were predictors

of career choice.

Conducted a follow-back study of Project

TALENT data by providing us with the

names of medical students who had been

tested by Project TALENT in 1960.

The

records of these students were then

pulled from our Master File.

The ini-

tial AMA study using these data involved

a comparison of the following three

groups:

(1) medical student; who plan-

ned medicine as a career, (2) medical

students

'ho planned something other

than medicine as a career, and (3) stu-

dents who planned medicine as a career

but did not enter medical school.

Used the Interest Inventory, the Student

Activities Inventory and the Creativity

test from the 1960 TALENT Battery in a

testing program of science and non-sci-

ence students.

The purpose of the study

was to compare the test results of both

groups to see in what ways science stu-

dents differ from the non-science.

Studied the career plans, verbal and

quantitative scores, and interests of

the Project TALENT students attending

senior and junior colleges in the United

States.

Described the characteristics of

students in these various colleges and

the differences among colleges.

Analyzed a sample of

tiu responses to two

items in the Counselor's Questionnaire.

The purpose of this analysis was to deter-

mine the counseling duties of the indivi-

dual answering the questionnaire and to

find out how each would set up programs

if free to develop ht

own schedules.

Analyzed items from the Student Informa-

tion Blank, aptitude composite,., tempera-

ment scales, the socioeconomic-environ-

mental index, and post-high school educa-

tion, as related to birth order and

family size.

Researcher and Organization

Research for Better Schools, Inc.

Pennsylvania

John K. Folger

Commission on Human Resources

and Advanced Education

Helen Astin

The Commission of Human Resources

and Advanced Education

The Rocky Mountain Educational

Laboratory

School of Education

George Washington University

Wallace J. Knetz

Human Resources Research Program

American Institutes for Research

The Aerospace Medical Division

Air Force Systems Command

United States Air Force

Project Summary

Compared the characteristics of Project

TALENT schools from two regions with

the characteristics of all Project

TALENT schools.

Studied characteristics of colleges and

junior colleges that Project TALENT

students are attending.

Colleges were

classified according to type of insti-

tution, size, cost, and quality of stu-

dents.

Analyzed five career groups, Business,

Teaching, Engineering, Professions and

Sciences.

These groups have been further

broken down into:

(a) those who had the

same career plan in twelfth-grade as they

had in ninth-grade, (h) those who left

a career group duling that period, and

(c) those who joined a new career group.

Studied the characteristics of schools in

the Rocky Mountain area using data from

the General School Characteristics file.

ti;

Used Project TALENT Test Booklet A (In-

formation section and Student Activities)

for testing program in conjunction with

its contract on the ezaluation of Title

I of the Elementary and beeondary School

Act of 1965 (District of Columbia).

Received Project TALENT data from the

1960 testing for all students in selected

schools that had participated in the

National Science Foundation Summer Sci-

ence Training Program.

The purpose of

this research was to compare SSTP stu-

dents with non-SSIP students.

Analyzed the performances of various

occupational, college major, and branch-

of-military-service subgroups on opera-

tional Air Force tests.

Estimates of

the Air Force test scores were computed

for each twelfth-grade student in the

Project TALENT sample, and these score

estimates were converted to Air Force

percentile scores.

Researcher and Organization

Dale Prediger

Education Department

University of Toledo

Dr. J. Cohen

Uriversity of Pittsburgh

Ann Martin

Graduate School of Library

and Information Sciences

University of Pittsburgh

Raymond Hummel

Learning Research and Development

Center

University of Pittsburgh

Helen Astin

Commission on Human Resources

and Advanced Education

Eastern Regiondl Institute for

Education, Inc.

Glenn R. Roudabush

Department of Psychology

University of Pittsburgh

Harry Bredemeier

Sociology Department

Rutgers University

Project Summary

Studied the effects of socioeconomic

level, academic ability, and

college

grades on college persistence.

He used

data collected from

young men In the

original 1960 testing when t.!.ey were

twelfth - graders and in tte

one-year

follow-up study.

The Data Bank Service

computed canonical

correlations on data provI4ed

by

Dr. Cohen.

Compared aptitude, achievement, and

family background items for six )ost-

high-school groups.

A second study

utilized data from the General School.

Characteristics file to determine

the influence of

type of school, or,tA

structure, senior class size, percentdge

of dropouts, numberattending college,

remedial reading

program, housing, and

type of district (rural or urban) on

school characteristics.

Administered Project TALENT tests

to

eleventh-grade students in the Upward

Bound Program and to 22 educ--nrs

par-

ticipating in Project SUCCEED

shops.

These test scores were then

used for a self-appraisal conference

between the educators and the

Upward

Bound students.

Studied career plan changes from

ninth-

grade to one year after high school.

Compared all schools in New York State

(excluding New York City) and selected

Pennsylvania schools with all Project

TALENT schools in the nation.

Conducted a study to

compare several

procedures for predicting college

grades.

Used the retest data to

measure the

relationship between academic growth of

high-school students and selected school

characteristics.

He also studied the

relationship between personal character-

istics of the student and his intel-

lectual growth.

Researcher and Organization

Dr. Robert F. DeHaan

Programmed Instruction Project

Great Lakes Colleges Association

Hope College, Michigan

Rerbert J. Kiesling

Department of Economics

Indiana University

William J, Asher

Purdue University

James C. Burrows

Bureau of the Budget

Alex Ducanis

State University of New York

Alan E. Bayer

Ccmmisslon on Human Resources

an

Advanced Education

Waihlagton, D. C.

Project Summary

The Data Bank Service computed factor

analyses and multiple regressions on

data provided by Dr. DeHaan,

Studied the relationships of coot and

size to the quality of perfcrmance of

the Project TALENT high schools.

Se-

lected aptitude and intelligence

scores

and information blanks fora 10 per cent

sample of all grades were matched with

information concerning the high schools

these students attended.

Conducted a study to determine the dif-

ferences in personality, social char-

acteristics, habits, grades, and intel-

lectual abilities among fourgroups of

twelfth-grade students with respect to

driver education programs.

Analyzed Project TALENT school means on

selected aptitude and achievement

tests,

the average socioeconomic- environmental

index of the pupils in the school,

items

from the General School Characteristics

questionnaire, and census data to deter-

mine the relationship between school

in-

puts and outputs.

Examined Project TALENT data on New

York State high-school students.

His

purpose was to provide the New York

State Regents with information about

students' college plans and their fi-

nancial arrangements for post-high

school

education.

Studied the twelfth-grade five-year

follow-up data to examine aptitude,

so-

cioeconomic level, dating experience,

and college experience as related

to

age at marriage.

Researcher and Organization

The Measurement and Evaluation

Program

American Institutes for Research

Emil Bend

Social Systems Program

American Institutes for Research

Dosia Carlson

University of Pittsburgh

The National Advisory Commission

on Selective Service

John K. Folger

Commission on Human Resources

and Advanced Education

Catherine M. Sobota

Department of Counselor Educltion

University of Pittsburgh

Raymond Hummel

Learning Research and t5'.

tep-

ment Center

Pittsburgh

Project Summary

Received distributions of

responses for

Student Activities Interest scales, In-

terest Inventory items, Student Informa-

tion Blank items, aptitude and achieve-

ment scores, and five-year follow-up

data for females who indicated they

were

airline stewardesses at the time

they

answered the five-year follow-up

ques-

tionnaire.

These analyses compared the

scores of stewardesses with those of

ether twelfth-grade girls in the Project

TALENT sample,

Studied the twelfth-grade five-year

follow-up data to examine the possible

differences in grades, career plans,

Personality measures, and other area,

for high school boys who participated

to varying degrees in athletics.

Studied the characteristics of the people

who in twelfth-grade and/or in the five-

year follow-up study indicated clergy-

man as their career plan.

The charact-

eristics of these people wcre comparz.ct

with those of people who had

career

plans in other areas.

Used Project TALENT data to

compare the

cutoff scores on the Selective Service

Qualification Test (SSOT) with estimated

Armed Force. Qualification Test (AEU)

national population distributions.

Studied the five -year follow-up data

for

students in junior and senior college

and

at various levels rf higher education,

and compared college major, grades,

aca-

demic aptitude, and socioeconomic level.

Studied the relationships among selected

personality variables, level of aspira-

tion, perceived academic achievement,

and socioeconomic level in a sample of

ninth-grade male Negro adolsents.

Received analyse; prediting career

occupations for tenth-grade males from

their Project TALENT test scores.

Researcher and Organization

College Placement Council

Bethlehem, Pennsylvania

Alan E. Bayer

Commission on Human Resources

and Advanced Education

Robert G. Spiegelman

Stanford Research Institute

The American Mc.acal Association

Eugene Lee

Emo'v University

Edward Haurek

Sociology Department

University of Illinois

Herbert J. Kiesling

Department of Economics

Indiana University

Project Summary

Received analyses of career plans and

training, jobs held, grades, and type of

college attended for students who

res-

ponded to the five-year follow-up puce-

tionnaire.

Studied background factors affecting

educational attainment.

The five-year

follow-up data were used to determine

educational attainment, and school and

1960 test scores were the background

factors.

Estimated the prob4bilitv of a person

attaining a certait level of education

and of being emplo'.o ol unemployed

when

he enters the labor force by

means of

sets of regression equations using the

Project TALENT tenth- and twelfth-grade

fol./ ow-up surveys and the 1960 school

and student data.

Compared medical students in the United

States, medical students in foreign uni-

versities, and pre-mcd majors not :,ttend-

ing medical school, using Project TALENT's

follow-up surveys and a follow-back

sur-

vey of all medical students in the

United States attending schools in the

1960 Project TALENT sample.

Factor

scores and the socioeconomic index were

the bases for these comparisons.

Received discriminant analyses using the

one-year and five-year s,llow-up data

for twelfth-grade males.

He examined

migration in and our of seven

career

groups in the fields of mathematics, sci-

ence, and secondary school teaching.

Received tapes containing tenth- and

twelfth-grade one-year follow-up data

and school data.

These data were used

on a study of educational aspiration

and achievement as related

to socio-

economic level.

This project was a continuation of

an

earlier project and Included recoding of

the Student Information Blank item,

Father's Occupation.

Researcher and Organization

Michael Decker

Yardstick Project

Cleveland, Ohio

The Measurement and

Evaluation

Program

American Institutes forResearch

Emil Bend

Social Systems Program

American Institutes foz Research

Thomas E. Hutchinson

Information System for Vocational

Decisions

Harvard University

The Program Planning and

Evaluation Office

U.S. Office of Education

Dr. Samuel Bowles

Harvard University

Protect Summary

Received multiple stepwise

regression

analyses with school characteristics

as

the criteria and census data

as the

predictors.

Obtained data for agroup of United

Air Line stewardesses who

had been

tested in Project TALENT.

Criterion in-

formation regarding each

girl's airline

training record and performancewas also

obtained.

Characteristics of the UAL

stewardesses were compared with

steward-

esses from other airlines, a random

sample of girls of the same

age group,

and a model

group assumed to have de-

sirable stewardess

characteristics.

Continued his study of the

differences

among twelfth-grade males who

participated

to varying degrees in athletics

and extra-

curricular high-school activities.*

Socio-

economic level and academic

aptitude were

also used as control variables.

Received a tape of

Project TALENT twelfth-

grade data for subjects who indicated

on

the one-year follow-up

that they held

jobs in sales, or were

secretaries, elec-

tricians, mechanics,

carpenters, or un-

skilled laborers.

Variables of number

of hours worked, amount of

money earned,

and test scoreswere included in this

study.

Received separate analyses of

Project

TALENT tenth-grade

one-year follow-uo

data, and twelfth-grade

one-year and

five-year follow-up data.

The purpose

of the study was toanalyze the educa-

tional level, job plans,

abilities,

career plans, and socioeconomic level

of

students in general and

vocational high-

school programs.

Conducted a study to explain

public

school outcomes in terms of

Project

TALENT's aptitude and achievement

test

batteries and post-high school

exper-

ience as measured in the five-vear

follow-

up questionnaire sent to 12th-grade

boys.

He controlled on

measures of school

inputs and measures of the social

back-

ground of the students and their

com-

munity.

Researcher and Organization

Dr. Raymond Hummel

Learning Research and

Development Center

University of Pittsburgh

Dr. Patricia Sexton

Professor of Sociology

New York University School

of Education

Clifford P. Hahn

Human Resources Research Program

American Institutes for Research

Dr.

Cureton

American Institutes for Research

Dr. John C. Hause

Department of Economics

University of Minnesota

Dr. William Asher

Graduate Educational Research

Training Program

Purdue University

Dr. William Asher

Undergraduate Research Training

Program

Purdue University

Dr. Eugene C. Lee

Education Department

Emory University

Project Summary

Borrowed Project TALENT tests and in-

ventories for use by Project SUCCEED

in its Coordinated Information and

Guidance System.

Studied the status, problems, and

characteristics of 9th-grade boys.

She

contrasted the characteristics of the

highest achieving boys vith those at

lover levels of achievement to deter -

nine the strengths and weaknesses of

boys who do not succeed in school, as

well as the kinds of school

programs

that might be best adapted to their

success.

Compared SST? (National Science Founda-

tion Summer Science Training Program)

students with non-SSTP students by using

the Project TALENT follow-up data.

Was provided with one-year follow-up data

foi her study of students in grades 9

through 12 in the Knoxville sample,

Used TALENT data for a systematic analysis

df the relationship of earnings, ability,

and education of male respondents to the

11th -grade five-year follow-up.

He

also used the 1960 test data and the

one-

year follow-up data from Project TALENT.

Conducted a study of characteristics of

schools which do and do not offer driver

education.

He used distributions on

several items from the General School

Characteristics Questionnaire.

Used TALENT data to examine the nature of

driver factors in automobile accidents.

He utilized

2th -grade one-year follow-

up data an well as related data in the

original 1960 testing.

Conducted a study to determine and

de-

fine career paths of certain

teachers

who never carried out

plans for teaching.

He was provided with discriminant

ana-

lyses using the

one-year and five-year

follow-up data for 12th-grade

girls.

This was similar to a

previous study

done on the boys in this

sample.

Researcher and Organization

Lewis J. Peal

University of California at

Berkeley

Project Summary

Conducted a comparative study of

higher

education and other post-high

school

activities of students from California

high schools and other high schools.

Dr. William W. Cooley

Was provided with 1960 Project TALENT

Department of Educational Research

10th-grade test data and the

one-year

University of Pittsburgh

follow-up data on females to develop

acareer taxonomy.

Miss Dee Burton

American Institute of Physics

Mr. Howard Vincent

U. S. Office of Education

Mr. Bruce Blacl,

Psychology Department

Wisconsin State University

Dr. Peter Voigt

U. S. Office of Education

Was provided with data analyses based

on

the TALENT 12th-grade 5-year

follow-up

data, which she used in a study to deter-

mine the reasons so few students

choose

physics as a major or career.

Studied student, school, and follow-

up variables, in order to evaluate the

significance of the following differences:

(I) differences among high school

gradu-

ates from different programs (i.e.,

gen-

eral, college preparatory, commercial,

vocational, agricultural); (2) differ-

ences between high school graduates and

dropouts; (3) differences among non-

college-going high school graduates,

first-year college dropouts, and

college

students wh'6 don''

drop out the first

year; (4) differeaces among six

groups

of junior college 'students; and

(5) dif-

ferences among 11

groups of college and

university students.

Was provided with biographical

history

data gathered in 1960 which he used

to

predict ability changes over a 3-year

period.

Data from the 19ni retesting

constituted the criteria.

Incorporated 11th- and .2th-grade TALENT

data in a study of the etfects c.f

Fed-

eral scholorships,

grants, and loans on

higher education.

Independent variables

under

cOnsideratIon

include income,

ability, place o

residence while

attending college; source of college

financing, family size, and number cf

colleges attended.

Researcher and Organization

Dr. Austin Swanson

State University of New York

at Buffalo

Dr. Stephen Hoenack

Institute for Defense Analysis

Dr. William Asher

Department of Education

Purdue University

Dr. Christopher Jencks

Economics Department

Harvard University

Dr. Alan Kerchkhoff

(directing Mr. James Porter)

Department of Sociology

Duke University

Mr. Lewis Berl

University of California

at Berkeley

Dr. Robert Eisner

(directing Mr. Robert 6allace,

doctoral candidate)

Department of Economics

Northwestern University

Project Summary

Conducted a study to predict the ean

factor scores for 150 school districts

on 22 factor scores after partialing

out mean socioeconomic index for the

school district.

He used as his pre-

dictors economic data he had collected

about the school district.

Was provided with 1960 data and 10th and

12th-grade follow-up data for use in

comparing abilities and income of indivi-

duals in the armed forces with those in

other occupations.

Received data to study the characteris-

tics of people involved in and those

not involved in traffic accidents.

This

was a continuation of an earlier Datii

Rank project.

A data tape was prepared for Dr. Jericka

who studied the relationship b-tween

school "inputs" and school ",.utputs"

using school characteristics data, 1960

test scores and background information,

1963 retest data, and one-year follow-

up data.

Received data on which to perform a

multi-variate analysis of the factors

which determine the positions in the

social system ultimately occupied by

persons who began life in different

parts of the social system.

Received data enabling him to show the

relation between success in college and

students

personal and school character-

istics, using 12th-grade 1960, 1-year,

and 5-year data.

Received school data and 11th -grade

student data for use in a study evaluat-

ing the effects of the school on the

students' attainment.

In the second

phase of this study they received data

on the 9th-grade retest sample.

Rher and Organization

Dr. Helen S. Actin

Bureau of Social Science Research

Washington, D. C.

Mr. Louis F. Bush

Assistant Director of Testing

Services,

San Diego Unified School District

Dr. Stuart H. Altman

Department of Economic.

Lrown University

Dr. Joel M. Cantor

National Institute of Mental

Health

Mr. James C. Byrnes

Office of Program Planning

and Evaluation

Department of Health, Education,

and Welfare

Dr. Richard B. Darlington

Cornell University

Mr. Joe L. Spaeth

NORC

University of Chicago

Project Summary

Studied the career choices

among women

using follow-up date for 12th -grade

girls.

The analyses included

compari-

sons between those whose career choices

changed and those whose career choice

remained stable.

Dr. Actin was sent

both crosstabulations and

discriminant

analyses.

Obtained data on cards to conduct

a study

to determine whether or not interrela-

tionships exist between the size of

afamily and the degree to which indivi-

dual members of the familydevelop

their porentielities, with differences

of racial-ethnic backgrounds and

other

variables taken into account.

Conducted several studies

using

grade 11 girls.

The first two analyses

provided crasstabulatione on socio-

economic status and family

income, job

and education level oneyear aftet high

school, and career expectations five

years after high school.

We are cur-

rently awaiting further requests in

this continuing study.

Carried out an exploratory study

feasibility of using TALENT data

study factors related to suicide

young adults.

of the

to

s.tang

Was pto/ided with data analysts for

use

in a study of the characte:istics

of

college students, dropouts, vocational

students, semi-professionals, and

high

school graduates with no further educa-

tion, according to sex, socioeccnomic

index, and aptitude.

Received SIB item

responses and 5-year

follow-up responses for use in methodo-

logical studies in the theory of

pre-

diction.

Conducted an evaluation of the effect

of college entry on prestige

expecta-

tions using 12th-grade males.

Researcher and Orunisation

Mr. Howard Vincent

U. S. Office of Education

Miss Margaret E. Backman

Columbia University

Dr. David Wilder

(continuing the work of

Dr. Harrington Cooling)

Biometries Research

Nev York City

Dr. Lloyd C. Humphreys

Psychology Department

University of Illinois

Dr. John C. Flanagan

Project PLAN

Dr. William Paisley

Stanford University

Dr. John T. Dailey

Allington Corporation

Dr. Patricia Cross

Education Testing Service

Project Summary

Was provided with numeroum dimtribu-

tions and croastabulations for a sample

of 11th - -ad 12th-grade females.

His

study focused on comparisons of ability

and test scores, socioeconomic status,

and present job and income among stu-

dents in different types of educational

prograxs after high school.

Was provided with data for use in com-

paring characrersatics of student. from

different ethnic and socioeconomic

backgrounds.

Conducted a follow-back

Study of New

York residents wt., arc in New York

mental institute - "s.

Dr. Wilder was

provided with a da's tape

containing

selected informatiro on Net York

men-

tal patients who .rre

part of the Pro-

ject TALENT sample.

Received intercorrelations of test

scores for groups of 9th-grade boys

who scored in the top or bottom

quartile on socioeconomic status and

general academic ability.

Dr. Humphreys

also received frequency distributions of

the mocioscosomic status and ability

variables.

Received (1) frequency distributions on

17 TALENT tests for retest cases at

9th- and 12th-grade levels and (2) mul-

tiple correlations on 17 variable. for

use in predicting

group member-

ship.

Received a raw data tape of selected

variables for use in methodological re-

meatch on correlational analysis and

the convergent-discriminant matrix.

Used TALENT battery in a project to

prepare inner-city youth for apprentice

programs.

Received an extensive set of cross-

tabulations for use in a study of col-

lege attendance, especially at jurior

colleges, by low-achieving students.

Researcher and Organization

Project Summary

Dr. William Asher

Purdue University

Dr. John McCall

Southern Illinois University

Hiss Anne Crowley

The American Medical Association

Dr. John Bishop

New York University

John Holland

The Johns Hopkins University

Rupert N. Evans

University of Illtnol.

James

The Ohio St ae University

Conducted a follow-back study of Prcject

TALENT students who were later killed

in Indiana traffic accidents.

Dr. Asher

provided us with a list of traffic

fatalities and after searching our files

we provided him with a data tape contain-

ing selected information.

Received a data tape containing selected

information for use in a study of re-

lationships between ability scores,

family size, and birth order, control-

ling for socioeconomic status.

Conducted a follow-back study of Pro-

ject TALENT students who have applied

to and/or entered medical school.

Th

AMA provided a list of 82,000 persons

and the TALENT fi'es were searched to

find matches.

Analyses of TALENT data

for these matc:.:rd cases were carried

out to determine the characteristics of

various groups of potential and enrolled

medical students.

Is conducting a study of the t.ctive-

tress of college scholarshl plovrams

Ind the potential effects

,hIr

modifications.

Wae supplied data for use in a rtudv to

estimate the influence of education and

background factors

n the ent,v o.

students Into the labor matt,t

,the

effects of their entry.

Conducted a large -stale study of the

backlutulal characteet.tics and outcomes

for students who wqre in different cur-

ricula in high school.

Ot particular

interest wete students In vocational

and technical education programs.

Among

the variables investigated were socio-

economic status, acndemtc as.rtude, and

education since high school.

19h0,

lqb3 retest, one-vear folew-un

and

five-year follow-up data ,Vg.

,J in the

study.

A follw-back study of

iIt:NT

participants who later tered dental

or pharmacy schools was conducted.

Analyses of TALENT data for these

matched cases were cirried out

to de-

termine the ch.-tractetistl s of various

groups of dental and p'arma-v students.

Researcher and Organization

Cletus Brady

Catholic University of America

Barbara Spaulding

Purdue University

Peter H. Plantec

Operations Research. Inc.

Zachary F. Lansdowne

Mathematica, Inc.

David H. Kamens

Northeastern University

Peter H. Plante,

Operations Research, Inc.

Herbert

I. Krsliny

Department of horn

s

Indiana University

Carl F. Wiederahn

Psychology Dep.rt.....t

C.U.N.Y.

Project Summary.

Was supplied with tables and printouts

based on a follow-back study of Catholic

males who were stable in, defected from.

or were recruited to a choice of the

clergy for their career plans.

Was supplied with discriminant analysis

printouts which compare college home-

economics majors with a sample of non-

home-economics majors.

Ninth-grade data

were used.

An analysis of differences between gifted

and average students, and differences

between gifted students in schools with

programs for the Rifted and in schools

without programs for the gifted.

Was provided with tables to be used in

the refinement of an enrollment-student

aid model for hi4her education.

Is studying college effects on drop-

outs.

He is concerned with such vari-

ables as social class, ability, and the

type of college the student attended as

these variables jointly effect the

probability of dropping out.

Carried out an additional analysis of

the differences between gifted and

average students as was done in p-ep,t

88861.

However, a different selection

variable was used.

This project was

small extension and

-ontinuation of hi two prior projects

which studied the relationships of costs

and size to the quality of performance

tt.e Project TAUNT high schools.

Dr. Wiedemann corni,cten a theoretical

fttor-analvtic .tt.dv of ".-ognitive

style" In tack lhavior.

He was pro-

vided with a selected set of test

scores for use in this study.

Current Project TALENT Staff

Director:

Associate Director:Director of the Data Bank:

Computer and Research Staff:

Administrative Staff:

David V. TiedemanMarion F. ShaycoftJohn G. ClaudyJoan AltickWendy B. BartlettArdys J. BloomauistGary V. FulscherRichard T. JohnsonYungho KimMary B. WillisJay A. WoodsNancy K. BrunstetterEmily CampbellPaulette Doudell