ED 124 847

TITLEINSTITUTION,PUB DATE-NOTE,AVAILABLE FROM

'EDRS PRICEDESCRIPTORS

DOCUMENT RESUME 4

CG. 010 035':

College Bcund Seniors, 1974-75.College Entrance Examination BoarU,'New York, N.Y.7537p.CollegeN rd Publications Orders, BOx 2815,Princeton, New Jersey 08540

MF-$0.83 Plus Postage. HC A ailable from EDRS.*Academic Ability; Academic A' ievement; *CollegeBound Students; *Comparative Analysis; HigherEducation; *High School Students; Self Evaluation;Seniors; *Socioeconomic Status; *StudentCharacteristics; Test Results -

ABSTRACTSome one million college bound students, who were

high school seniors during 1974-75 previouslT participated in theCollege Haan's Admissions Testing Program (ATP), which included theScholarship Aptitude Test (SAT) , the Test of Standard Written,English,, the. Studentrgescripeive Questionnaire, and the ATP-4\Achievement Tests..TEse tests created a wide range of'inforipation

About: (1) student sccioeconomic characteristics, (2) academicperformance in high school, (3) test scores, (4) student, plans foradvanced placement and advanced degrees, and (5) first choice

'intended field-cf study. The ATP; summary report cont 'butesinformatitn.to understanding'how various personal,_soci kandacademic factors are involved as college-bound seniors becoAffiliated with individual college and 6ystems of colXeges. Th6zeport,-prepared at a national, regional, and state level is usefulin comparison with institutional data. .(Author /KE)

A

*************************f*********************************************Documents acquired by ERIC include many informal unpuSlished *

* materials not available'froM other sources. ERIC makes try:effort ** to obtainc,the bitst copy available. Nevertheless, items o marginal *

.* reproducibility are often encountered and this 'affects the,quaiity *

* of the microfiche and hardcopy reproductions ERIC makes available *,

* via the ERIC Document Reproduction Service (EDRS) . EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.

AdmissionsTestingProgramof IkeCollegeEntrancee"ExaminationBoard

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The Admissions lestingProgram (ATP) is a service of the. College EntranceExamination' Board, a.nonprofit membership organization that provides tests andother educational serVilits for students, school's, and colleges. The membershipis composed:of more'than 2,000 colleges, schools, school systems, and educationassociations. .Representatives of the members serve on the Board of Trustees .

and advisory councils and committees that consider" the Board's programs andparticipate in the determination of its policies and-activities.

Copyright © 1975 .by Col1ege_Entrance Examination Board.'All rights reserved.Prinked in the Unite ates of America.

0

3

14

F nom the College roard ATP Summary Report on' .974 -75 Ce'lleie-Bound Seniors

HIG GHTS

(r.

1974-75 seniors earned more SAT scores-belay 400 and fewer scores ,at or above

660 as SAT-verbal and SAT-mathematical scoie,,averageejelleharply a.0_ and 8

points, respectively,- belqw their 1973-74 levels.

MoSt Achievemene Test score averages of 1974-75 seniors were lower than those

tf--1973-74 seniors, but Mathematics Level I scores di&not decline.

1974-75 seniors were the first'among whom more women than men took the SAT.

Men had higher SAT score's,' including higher SAT-Verbal*Scores, but women had

markedly 'higher scores on the Test of Standavd Written English.

15 percent of the.women and 13 percent of the men bqiong to an ethnic Minority:

About, one-tcird estimated theirparepts' income at less than $12,000.

About one-third estimated their parents' income at more than $20,000.

About One-third have-estimated parental contributions less than $625.

`About one-61*th have estimated parental'contributions more than $3,900.

About two-fifths pfan to seek help in college in findingioart-time work.

4.

Three-fourths were in the highest two-fifths of.their high-school class.

Their latest grades in six academic areas averaged 3:1 or 4,

By subject, the percentage of grades earned in advanced, aocelerated or honors

courses, ranged from 8.to15 percent.

45 percent of the men and 35'percent of the women reported postbaccalaure to

degree plans, and this sex difference was reduced as the level of aspirati

increased more rapidly among women for the second consecutive year. ,

More than, half plan to apply for placement in advanced courses,.course credit,

or exemption.fim required courses in college.

More than one-third of'the women intenB to major in education or healthLrelated

areas; more than one quarter of the men intend to major jp engineering or in

business and commerce.

About bne quarter prefer to live at home, about half prefer a college dormitory;

more men prefer a coed dorm4ory, and more women prefer a single-sex dormitory.o

4

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COLLEGE BOARD ATP S MMARY REPORTS

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HOW TO GET ADMISSIONS TESTING PROGRAM SUMMARY REPORTS

For colleges, consortia1 , and systems of'colleges. Colleges that want the

College Board to prepare an ATP Summary Report for their freshmen should

inform the College Boardipr egional office for their area (See back cover).v x

Reports are also available.for the other groups of students listed above and

for special student subgroups such as financial aid recipients, i ritV

applicants, engineering majors, etc.

ATP Summary Reports are also repared for consortia, and for systems

)!of colleges. Groups'of colleges tat want the College Board to prepare an

ATP Summary Report for all their freshmen combined, for their combined aid

applicarts'or in-state students, etc., should choose a coordinator to inform

the appropriate College Board regional office.

For high schgols, school districts, and school systems. Individual high

schools need not request an ATP Sudirtary Report for their college-bound seniors

because reports are released automatically to their principals.

Principals of two or more schools, superintendents of school districts,

and administrative heads of other systems of schools who want the College Board

to prepare an ATP Summary Report for all their schools' ATP participants should

inform the College Board regional office for their area (see back cover).

5

PREFACE

As this report is released, something less than half ,of the high school seniors

of 1974-75 are; in transition ty about three thousand colleges with the help of

several hundred scholarship ponsors. Some one million of these students previ-

ously participated in the ollege Board's Admissions Testing Program (ATP).

There they met the Scho rship Aptitude Test (SAT) and the Test of Standard

Writ ten -Efigig-h, the Student Descrip-tiv--quegt--ionnerie-, and, many --o£ -them, ATP

Achievement Tests: 's they did, they created a wide range of information about

themselves and asked the College Board to report it to their schools, to

colleges, and to scholarship sponsors.

Records kept by the College Board on that process permit the information

fil d for individual students to be filed also for the high schools Where those

stud nts were college-bound seniors and.for the colleges and scholarship spon-

SOO to which they were prospective applicants. Thege institutional files are

kept on a longitudinal basis for each high school class. Students may partici-

pate in the ATP as sophomores, juniors, or seniors, or more than once during

those years. The most recent of all information created by their participation

is stored for summary analysis toward the end of their high school careers.

Beginning in the summer following their graduation' from high school, the College

Board produces a series of ATP Summary Reports, as illustrated on the Opposite

page.

Through ATP Summary Reports, the College Board makes a contribution to

the information needed for the rational and responsible managetent of the' process

of college entrance andcomOletion. Such management requires schoolg and

colleges to understand how various personal, social, and academic factors are

involved as college-bound seniors become affiliated with individual colleges

and'systems of colleges. Each institution' and system sees reflected in its own

ATP 'Summary Report, however,'only a fraction of several larger populations-of

college-bound students. Reports are, therefore, also prepared at the national,

regional, and state level for use as backdrops against which institutional, data

can be viewed for comparative purposes.

The national ATP SummaryReport,'presented here, is the most comprehensive

of a It includes the records of all'1974-75 seniors, wherever located,

4"6

who registered for the "college boards" before April of their senior year.

Similar reports at the regional level are available for the areas illustrated

on the back cover of this booklet from the College Board offices listed there.

ATP Summary Reports prepared for schools and colleges and school and college

systems are released by the College Board only to those for whom they are

prepared.

'7

4

I

-w

ONE MILLION COLLEGE-BOUND SENIORS6.

4.

Smile one million college-bound seniors are described in the tables on' pages 19-33

and in the notes that follow. The majority oflphese seniors are scholast i=

cally apt and studied "ademic subjects extensively in high schOO. They have)

been ancrplan to be buti'y with extracurricular activities, and they are confident

of their social skills. They ate more modest about their academic skills but

seem eager for further schooling, if undecided in considerable numbers about

how far they want to go and about the field of study in which to concentrate;

Before characterizing these students in more detail, a cautionary note about

the limitations of the data .and about the contexts in which they occur is in

order. The students who take the SAT and are described here are numerous. But

they are equal in number to only about one-third of, all 1975 high schOol Iraduates

and about,two hirds of all those graduates who are going directly to college.

Those two gr Ups of students differ from the small group of students who take the

Scholastic/

naire wh

Aptitude Test (SAT) and respond `to the StudentDescriptive Quesaen-e .

, t.

.e they are in highschool. As a result, What is'repOrted here about -

..,

the 1974-75 seniors who took,the SAT cannot be taken as necessarily. rue of'all

1975/high school graduates or all 1975 college freshmen.

/WOMEN AND MEND/ if

Historically, women have been more numerous than men among high school gradUates,

but because the rate of college-going has been higher among men. high school, grad-7-,

uates, men have outnumbered women among college freshmen. There -have 416o, over

the years, been more men than women among the college-bound students taking the

College Board's Scholastic. Aptitude Test (SAT). But inrecent:years the percent-

age of women among all students taking the SAT has increased as the rate of

college-going has"decreased more rapidly among men than amonewdMen. And the

seniors of 1974-75 were the first among whom more women:than men took the'SAT.

e4.

B

5

Al4

MINORITY AND MAJORITY

. The percentage o students whO take the "College boards"-and desCribd themselves

in the Studentiscriptive QueStionnaire as belonging to a minority ethnic group

has remained virtually constant at about 14 percent from 1971-72, when the

questionnaire was introduced, through 19'74i75 (Table2). Roughly 8 perce nt ofII

the-19-7-4-75-seniers---.--9,1 percent-of the f omen-an4-6-16-pement-o-fthe-men

Indicated that they were.black. Two perc pt, and.a slightly larger percentage .

of men than women, described their ethnic lbackground'as orieptal. Smaller per-.

centages indicated that- they were "otherl (1.8%), Mexican Americeiuor Chicano

(1.4%), Puerto Rican (0.77), andAmericapI vIndian (0.3(9.

RICH AND POOR'

I

About two-thMr-of the 1974-75 coalege-bOund seniors who too the SAT answered

the Student Descriptive Questionnaire item about their estimat of their parents'

income. Their responses divide them into three roughly equall numerous-groups:

thOse reporting annual parental incomes below $12,000, those r porting incomes

between $12,000 and $20,000, and those reporting incomes more hail $20,000.

Parents' incomes (Table21) are combined wi...th other info atlon that stU-

';+ is repOrt about how many brothers and sisters they have and bout how many of

t ose wil be9i?n college when they enter. From such combinations, estimates of

he amount of money that patents can be expected to contribute toward the costs'7-

f the 1974-75 seniors' rther education are calculated and summarized in

ablp 20. The parents contributions of somewhat Diore than one,-third of all

esponding students are estimated to be less than $625, those of about ote-.--

ourth are between $625 and $1,500, those of about one-fifth are between $1,500

and $3,900, and about one-sixth have estimated parents' contributions of more

than $3,900.

These estimated parents' cOntributions,are diStributedteparetely in

Table 20 for: students in the various ethnic groups. It is apparent that sIgnif-

icantly larger amounts of financial aid must be offered to minority students if

they are not to have their freedom of college choice m9re severely restricted

ti

6

1'

Y. families' financial circumstances.-"About three-foUrths-cf the black and. _

A Mexican American students, for example, have eati ted parental contributions _

less than $625, and more than half have such contributions less than, $200.

Table 20's rough estimates of the femily-finanCial situations of a large..

number of 1974-75 cellege-bdund seniors can be compared wit the estimated costs

of college attendance in 1975-76. Those average costs, as eporttd to the College

Scholarship Service (CSS), range from about $2,100 for public two-year institu-

tio f(Co muter budget) to about $4-,400 fdr priVete-four-year-thErtitutions

(residen udget) .

The lower of these two student.expense budgets is, however, about twice. the

estimated parents' contribution of about half of the 1974-75 coil g ound seniors

who took the SAT. ,Many students must, therefore, rely at least inN -art on self-

help. And in this connection it is interesting-to note (in Table 11) tha any

students who'-take the SAT evidently antiCipatem etifig some of theik.c011 e costs

out of, their own income while they erein colle e.. About two-fifths of the

Student Descriptive QuestLnhaire respondentS diceted that they planned to seek.

help'in college in' finding, a part-tim job.

ACADEMIC PtRFO

v .

GH SCHOOL

-Students are asked several questions on the ATP questionnaire about their ace-

'

dbmic performance in high school -- their class rank, their latest grade in eac

:. of six academic subject7matter areas since beginning the ninth` grade, whether

that-grade was earned in an "honor-s, advanced, or accelerated-dourse," how many.

yeaxs they expected to study in come4\academic area in high school,,4nd how many

. scholastic honors or award 'they received.

The average of the gr'ades reporttd by 1974-75 seniors in'the six areas

listed across the top of Table 3, converted to the common four-point .scale And

weighted by the number of expected years of study in Table 4, was 3.09% In texps

of letter,grades, this is a "B" average for both sexes in all subjects. By

subject,-mAtter area; the averages for both sexes ranged from 2.82 for mathematits

to 3.25 for social studies. Other than irk mathematici and in the physical

scienceii,:the weighted averages of the grades reported by 4pmen,are higher

than the corresponding averages for men. In each of the six areas, 1974-75

1 07

J

seniorsAf each sex reported slightly higher grades then the 1973-74 seniors, who

'had in turn repotted high& grades then 1972-73 sen ors.

It was in:mathematics that the largest percentage of respondents, 16 percent

of the men and 13 percent of the women, indicated that their latest grade had -

beep earned.in an "honors, advanced or accelerated course:" The corresponding

percentages for English Oere 12 percent for men and 15 percent, r women, and

,these were about double the Corresponding percentages forsforei .fanguages (in

Table 3 }= FoT _each_ o_fr_tke__0,4c__acardeLtajcareas, the percentage of latest gradesreported as earned in such courses wasCubbtantially the Same as among 1 73-74

seniors. "-And slightly more than half Of the seniors from each class reported

receiving onkor more scholastic honoreAtr awards (Table 17)..

The average number of expeCted years of high school study for all six

academic areas. combined was 16 years. Nine out. of every-10*(3f the 1974-75

' seniors iedicateA th4t they expected to have studied English for four 'or more

years before graduating. Fewer; but mote thinhalf of the men and more than one-

third, of the Women,_ expected to have studied mathematics for the equivalent of

fOur or more yearsCompared With

-umber OE years ofphysical- sciences ,

before graduating from high school. (Table? 4).

1973-74 seniors, the 1974-75 seniors reported an:increas,4e,

d/g

study in athematics, in the biological sciefideq, and in the

the rn ease in' the physical sciences bei9 m*e martedifor%

women. FeWer years of study, by contrast, were reported in the social studfiese

.and in the foreign languages (Table 4). Similar shifts, the increase in m the

matics excepted, were previously observed between the college-bound senio s of

1972-73/and, 1973-74. _

About three - fourths of the 1974-75 seniors reported themselves to b in.the

highest two- fifths of their high school class, and nearly all the redt stimated

that they were in the middle fifth (Table 5). Esdentially the same distribution. .

of class ranks was previously observed for the 19,3-74 seniors. I

NEW SAT READING.COMPREHENSION AND VOCABULARY SCORES

SCoree on the verbal sections of the Scholastic Aptitude Test (SAT) are derived

from four types of questions. Two of those types are vocabulary questions --

analogies andilantonyms; and two are reading comprehensionNuestions sentence

'4

8

cop! etions" and questions on prose passages' presented in the test. Students'

.

answers to all four types of questions combine -)-.o produce an SAT - verbal score

A,

that is reported ad an overall measure.of studints' .developed verbal reasoning

. ability. .0 #..., 1

BeginnAng)with the October 1974 administration of the SAT, the-reading corn-

prehension and vocabulary qUestions have also been scored separately.,/These

verbal subscores -- Reading Comprehension and Vocabulary scores -- are reported,

... ,

in two digits, ou a 20-to.L.80 botli

'reports. But 1.scores Were reported, only for 1974-75 seniors who took the .---.

,SAT as seniors,in 1974 -75: subscores were not repOrted and cannot be summarized .

for the a 30Q,000 1974-75 seniors' who took the SAT only as juniors in 1973-74.

As a result, subscores are summarized in'Table-7B for bout 720,000 students,

rat r than ibr the full SAT population of about/1,000,000. .

he Reading Comprehension average for men, 43.5 or 435 if-placed on the

faTiliar College Board score of 200,to 80Q, scale is,slightly higher than the

,

correspbnding average, 43.3 or 433,.for women.' The seX,difference in the

Vecabulary'verages, 43:5 or 435 for men and 42.7 or 427,for women, is rela-

tively large. seems, therefore, thai the men who take' the SAT have higher

(overall) SAT-verbal scores than the women who take the test largely because

the men do better on the questions that prbduce the Vocabulary score -- the,

analogies and the antonyms.

TEST-OF STANDARD WRITTEN ENGLISH SCORES

The Test of Standard Written(English was placed'in experimental,use in 1974-75

for purposes of placement. The new English test is intended to }help colleges,

particularly those with diversified 'studefit bodies, place entering freshmen'in

the courses most appropriate' for them. Althoughiin experimental use as a supqe-

ment to the SAT, the Test of Standard Written English is not itself an experi-..

mental test but rather a conventional test of conventional skills that students,

are normally. .expected to use in writing Tapers for most college courses.

The new English test measures writing skills by asking students questions:

about,errors in EngliSh usage. Fifty questions of two types are used in the

12in

4

/ 4

/Test of Standard-Written English,-,From research previously reported in The

Measurement of Wr'ting 'liZyi a' monograph published by the College Board, .

verforinOnce on que tion cy .ech type iwknown to be highly associatedewith.

students' ability to write essays, 'Essay questions are not included bn the ,

test, which is an indirect as well as only.a partial measure of students'

writing abilities:, The test makes/no atteur,,for example, to assess the

ability to w te "creatively." ,

. 441 : , ' .

At its si plest level, the test deal6 with such matters as agreement'of. . ,.. 1r ,

.

subject and verb (John, and Mary walks). At more sophisticated levels, theit

.41..

test asks about such matters as the logic of comparisons (Eloise drives'faster

than her neighbor's car), or the appropriate subordination or coordination ofvideas within a sentence (Maria will retur4io San Francisco next year; and she' .

P.

W s botn there). The terminology of grammar is not tested, spelling and capi-.

t lization,are not osked about, and only in a few, questions are punctuationI - . .

arks important in arriving at the answer,

'4 The Test of Standard Written English is adMiniStered,in 3O minutes,, as one

114 of six.sectiorki In the SAT test booklet. Scores onthe test are reported in

two digitsonthe 20-to-80 scale,,but Tes,t of Stinderd Written English scores

are reported only to 60+.

The Test of Standard WritEen English was introduced at he October 1974th,

administration' of the SAT, the first administration from. whic verbal subscores

were reported. Thetefore, the 1974-75. seniors who took the SAT only as juniorsr '

in 1973-74 did*riot take the new English test. As.a result, Test of Stoddard

Written English scores are summarized in Table 7C onlyjor 1974-75 seniors who

took the test as seniors. (These are.the same students as those for whoT the

newly reported Reading Comprehension and Vocabulary sco'res,are summarized in -

Table 7B.)/

VIn the distributions of Test of Standard Written English scores (in

Table 7C), the sex differences that appear are more marked than those noted

in the Reading Comprehension and Vocabulary scores. Furthermore, the direction

of thedifference is reversed.: it is the women who have'highbr Scores on the

new English test. Thus 4 percent bf the women and 3 percent of the men earned

''the highest score reported (60+), 63 percent of the women and 57 percent of

the men eatned scores between 40 and 59, and_32 percent of the women and'40

percent of the men earned scores below 40.

1 310

All such differenotS in the'4

'rtSCJof-Standard-Pritten English

' ,

distribution 'of these two -digit scores produced

score averages for women (44.3) 'and men (42.a,

that differ by 2.1 points, or by 21 .points ineterms of the: more familiar College

Board score scale of 200 to 800.. The advantages enjoyed by men.on the scores

from,the-Verbal sectiodS of the aptitude test were relatively slight- at'2)p.hts

(Readinvgomprehension);And 8 points. (VOcabulary)..

2-SCHOLASTIC APTITUDE TEST (SAT) SCORES

.

If all students -- more than three million -- took the SAT late in high school,'

two-thirdS or about two million would earn SAT-verbal scores between 200 and

400. About 376,000 of the 1974-75 seniors who took 'the' SAT roughly one-sixth

ofgaIlwho might have -- did in fact earn such scores.. Similarly a third ok,

all students or-about one million would earn SAT-verbal score's between 400 and'

600. About 541,000 of the 19'74-75 seniors who took the SAT -- roughly half of

all who might have -- did take the test and earn.such scores. Finally, a small

petcentage (about three percent) b.fall students -7 more than 100,000 - -- 'would.

earn 8AT,verbalscores of 600 or highet. And about 79,000 of the 1974-75

seniors, a substantial majority of all who might have, did cake the SAT.and earn

scores, that high.

Estimates 6f the fraction and number of all students whd would earn various

SAT scores are necessarily imprecise. The estimates' are good,enough, however,

for thepopulation of student& currently taking the SAT to be seeiAlearly as

broadly based but also highly selected in terms of developed verbal reasoning-

ability. EsSentiailly the same situation obtains With .reference to the SATJs-

mtasure of developed,mathematicar_reasoning ability.

Aithough.the. approximately due million 1974-75 seniors who took the. SAT,

were relatively apt compared to' students generally, they nevertheless had sub:-

stantially lower SAT scores than the 1973-74 seniors who took the SAT. Approx-.

imately 98,800 of the 1973-74 seniors,,for example, had SAT-verbal scores at or

above 600., while 79,100 -- 2Q percent fewer -- of the slightly more numerous

1974-75 seniors had verbal scores that.high. In the 200 - 40Q range, by con-.,

-trast, the number Of SAT- verbal scores InOtased by 8 percent In the middle

Of the score range, from 400 fo 600, a slight increase of 1 percent was..

registered. As a'resadt of all such shifts, the SAT-Verbal average dropped.by

10 points, -from 444 amongthe 1973-74 seniora'to 434 among the 1974-75 seniors.

A smaller decline, froM 480 to 472, was'observed in the SAT-mathematical

average, and-Somewhat different shifts oecurred in the diStribuLion of mathe-

matical scores.' The number at or above 600 decreased by about 8 percent, the

number in the 200 - 400 range increased!by 13 percent-, and the number in the

middle of the score range, between 400 and 600, decreased by 1 percent.

Both SAT-verbal and SAT-mathematical score averages have declined since

1962-63, when they stood at 478 and 502 respectively. 'The declines seen by

1968 Were small compared to the declines of more.recent years, and the declines

noted'above between the 1973-74 and the 1974-75 cohorts are the largest so far

observed. Singe 1968, at the latest, SAT score averages have declined partly

because of an increase in the number of relatively lciw scores and partly because

of .a decrease in the number of relatively high scores. Since the beginning,

the dvtline in the verbal scores has been larger than the decline in the mathe-

matical scores. And since 1968, the decline in the verbal scores has been

larger for women than for men. The decline in the mathematical scores has

`tended-to be larger for men than for women, but this tendency has been.rela-

tively weak, and among 1974-75 seniors woman had larger mathematical score

declines..

Table'A. SAT Score Averag &s for College -Bound Seniors, 1966 -67. - 1974-75

.

Verbal ,MatheMatical

, -

Male Female Total Male Female Total

1966-67 463 46,8 466

1967-68, 464 466 466

.1968-69 459 466 , 463

1969-76 459 . 461 460

1970-71 454 457 455

1971z-72 454 452 453

1972-73 446 443 445

1973-74. 447 442 444

1974-75 437 431 434

15

12

514 467 492

512 470 492

513 470 493

509 465 488,

507 466 488

505 461 484

502 446() 481

501 459 480.

495 449 472

0

The SAT score averages given in the four rows of Table A for college-4 ,

'bound-seniors of 1971,-72- through:19747.15 are 'from Table 7 of successive editions

OCthe College -Bound Seniors series of reports, which began;in',1974. The averages

fq0.966-67 thrOugh 1970-71 are estimate's of the averages that would have been

reported for college-bound seniors of those years such reports had been pro-

duced for those years.-

One of the more pervasive-myths about'SAT scores is that a score of 500 is

average. In fact, the most red0k dotimate is that If,ak-Idniors47-Setiors-

took the SAT, their SAT-verbal-average.would be.abaut'368, and the SAT-:verbal

average for the college-bound seniors of 1974-75 who actually took the test is

seem in Table'Ato:be 434.

ACHIEVEMENT TEST SCORES

r`

The ATP Achievement Test series includes pne-hour objective tests in 14 academic

subjects. About one-fourth=of the students who take the SAT also take one or

more Achievement Tests. The students who take the Achievement Tests typically

take three, one of which is(nearly always the English Composition Test. A

-second popular subject js mathematics, which is tested at two levels. Relatively

few students take Mathematics Level II the more advanced level,) ,.'',but more than

two- thirds of,,Ahe students who take Achievement Tests.incIude MathematitS Level I

in their Series. The AchieVement Test in,American History aftCSocial Studies is'

next in popularity: over a fourth thqose it. The remaining 11 Achievement

Tests.eniqy much smaller volumes as' candidates round out their series of three

with a test in z subject. in whith theYfeel better prepared, ar with one specif-

ied by a college they want-to attend.

-ATP- Summary Reports incIUde-(in Table 8) Achievement Test score distributions

for the seven.most frequently chosen tests and a store distribution for Achieve-

ment Test averages that include scores from all'Achievement Tests taken. Score

'averages accbmpany each distribution.

For 1974-75 college-bound seniors, TablelB includes national score averages

and the numbers-, (in thousands) of candidates nationally for each Achievement

'Teat. 'Comparable figures for previous high school classes are available only in"

the case of the more.popular tests.1613

The score average for all Achievement Tests taken increased slightly (to 527)'

among college-bound seniors of 1972-73 and increased markedly (0 533) among !

1973-74 college-bound seniors. This score average declined slightly (to 531);.

however, among the1974-75 seniors. Their averages were lower for the BiolOgyt

Test by 1 point, for the English Composition Test by 2 points, for the American

History and Social Studies Test by 4 points, the French Test by 7 points, for

the Chemistry Test by 12 points, .and,for theSpanish Test by 16 points. Mathe-'

matics Level r scores, by cuut.rastdid'not decline. Xong1974=75 seniors.

Table B. _Achievement Test ScoreAVerages, 1971-72 1974-75

SUBJECT

(Numbers in thousands)

1971-72 1972-73 1973-74 1974-75

N AV AV N AV N AV

Average for allAchievement Tests 335

English' Composition 315Mathematics Level:1 240American History,. and

526 294 527 - 247 533 228

`..,...---t--516 275 517149" 22.8 517 212.541 211 537 ,.172 545 158

531

515545

EoCial Etu,dieS 105 492 87 498 71 498 64 494Biology

. 51 535 i 51 532 46 545 46 544French ''' 52 539 47 544 38 560 34 553Chemistryk -48, 568 43 572 37 581 33 569Mathematics Level II n/a n/a n/a 29 660Spanish ' .34 530 33 539 28 560 26 544Literature n/a- n/a rite 21 522Physics n/a n/a_ n/a 12 601German . n/a n/a n/a 7 542:EUropean History and,

WOr1d Cultures n/a n/a n/a 5 NO.Latin nia n/a -n/a- 2 514.Hebrew n/a n/a n/a 1 X577

Russian n/a n/a , n/a 1 540.

STUDENTS' SELF - ASSESSMENT OF THEIR SKILLS AND ABILITIES

The ATP-questionnaire provides college-bound students with an opportunity t

rank.themselves among others of their age with reference to 14 skills and

14

17

fgt

abilities. About one -fifth of the 19747775 seniors ranked themselves In the top

1 percent in `ability to get along wi.theethera,and aboui104erCent ranked tfie

selves -in the.top I percent-in leadership: Only in mechanicai, music', and art

did appreciable percentages gip, 20, and 19 respectively) of 1974-75 seniors

rank themselves as below aver

The 1974-75 seniors rated; t emselves more highly'than the 1973-74 seniors

_rated themsell;es. Among men, there were significant' increases in ratings on

acting, art, athletics) leadership, mathematics, and sales. Among women, sig-.

nificant increases were observed inacting, leadership, and sales.

EXTRACURRICULAR ACTIVITIES

The confidence that students who take theSAT 'have in their social skills may

result'in part from th eir extensive and intensive-experiences with extra-.

curricular Activities. Large numbers report active-participation in community

and religioCs groups .(Table 14), athletics (Table 15), high school clubs and

organizations (Table 16), and other extraaurricular activities of all sorts '

(Table 18). 0ne-fourth_i.eport themselves as leaders in.community or religious

groups, and more than one-third indicate that they held at least one major

office in a high schooltClub or organization.

More thali half of the men 'acid a quarter..of the wothen indicate having been

on a varsity athletic team, and *lost of each- report winning at least'onevarsity

letter. The percentage of-woliten reporting varsity participation in recent years

has increased steadily.frOm 20 percent among'the college-bound seniors of 1972 -73., G.

to 26 perden amang_the 1974-76 cohort. Over the same years, the percentages of

college-bound students of both sexes reporting no.. participation in athletics has

declined slightly (Table 15).

PLANS FOR ADVANCED PLACEMENT AND ADVANCED DEGREES

4

In response to a question about the highest level of education they plan to

'complete, roughly a quarter -- but a smaller fraction than among previous

15*

18

-seniors indicated that they were undecided. Only small. perCentages, 8 percent. 1

of the women and 5 percent of the ten, indicated plans to complete oqy a two-__year Program, but 45 percent of-the men and 35 percent of the Women lanned to

*

completea postbaccalaureate degree. Women report less ambitious degree plans

than men, but this sex difference decrelsed among both 1973-74 and 974-75

seniors as-in coisecutive years -the level of aspiration increased'

women than among men..

. Students registering tb ta6 the "college boards" are also asked whether

they plan to apply-Tor "placement in advanced courses, course cre it, 'or exemp=

tion from required courses." About three-fifths of-the.responde is planned,

such application in -at least one of these areas: English (24%), science (23%),

mathematics (22%), history (17%), and foreign languages (14%). he percentages

6E seniors-with such plans in at least one area increased bath 4m9ni the 1971-74

seniors and among:the 1974-75 seniors.

re among .

COLLEGE HOUSING PREFERENCES

1

Students can indicate on the questionnaire where they would prefer-to live

during the first two years of college. About a quarter of the 1974-75 seniors

indicated that they preferred to live at.home (Table 13). About half would

prefer to' livd in a dormitory, and only stall percentages, especially among

women,-prefer a fraternity or sorority house, an on- campus apartment, or an

off-campus apartment. Three out of five men who preferred a dormttory'pre-,

ferred a "coeducational0 one, but most of the women whd preferrdd a dormitorT

preferred a-single-sex one.

FIRST CHOICE INTENDED FIELD OF STUDY IN COLLEGE

Nearly 200

curriculun,

indicating

specific fields of college study,'" grouped under nearly 30 jiroad

areas, are listed in the ATP questionnaire. Students respond by:

their first and second choices. The first choices of the 1974-75

seniors are distributed by broad area (e.g., agriculture) in Table 10A and

1 916

4and by specific fields:-(e.g., dairy science) in. Table 10B.

The most popular broad curriculum areas; with,he percentage of "1974-75

seniors choosing them (in parentheses), are health and medical (14.9P,_business

and commerce (11.5%), education (9.1%), biologicalS;ciences (8.0%), social

sciences).(7.7%), and engineering (6i7 %). it should benoted, however, that the

area of education owes its relativelyAligh rank for both sexes combined_to its

popularity among wottn (13.8%). Similarly, engineering is a popular. area among

men (12.9%) but is the first choice of a relatively small percentagelof women

(0:9%).

Disregarding area groupings, some relatively popular specific fields of

'study (and the percentages choosing them) were premedicine (4.1%), nursingt

registered (4.0%), business management and administration (3.2 %), ,accounting

(3:1%),-mathlmatics (2.0%), political 'science (2.0%), physical education (1.9%),

elementary education (1.8%), secretarial studies (1.6%), and-electricaYengineer-:

ing (1.5%) .

HELP WANTED

The ATP,questionnaireincludes an item about help that students may want to.re-

ceive Outside regular course work in college. About two - fifths of the respon-

dents from among 1974-75 seniors indicated that they wanted help in finding

.part-time work. .About one-third indicated that they wanted.counseling about

educational and vocational plans and opportunities. Only 3 percent wanted coun-

seling about personal problems.

A large fraction of the students said they wanted help,-outside regular

course work, in' academic areas'-: Roughly a fifth of the questionnaire respon-

dentsiefor example, wanted help in developing.good study habits. SimAarly,

17 percent of the students *anted help outside regular course work in improving.

xheir.mathematical ability, 13 percent wanted such help in increasing reading

ability, and 11.percent wanted help in improving their writing ability.

2O

17

4

ACCOMPLISHMENT AND AMBITION

It seems clear from the data in the tables that follow that the majority of the,

1974-75 seniors who took the SAT are scholastically apt and studied extensively

in academic subjects in high school. These students have been and Plan to be

busy with extracurricular activities and are confident of their social skills.

They also seem eager for further schooling; even though they are undecided in

considerable numbers about the extent of their degree ambitions.

2 1

18

COLLEGE BOARD ATP SUMMARY REPORT ON 1974-75 HIGH SCHOOL. SENIORS

THIS REPORT SUMMARIZES THE COLLEGE BOARD ATP RECORDS ON

1974-75 SENIORS WHO REGISTERED

FOR SAT OR ACHIEVEMENT TESTS

= DURING THEIR SOPHOMORE, JUNIOR,

OR SENIOR YEARS. THE APRIL '75 ADMINISTRATION IS THEMOST RECENT ONE FROM WHICH

'

RECORDS ARE INCLUDED.

V.)

MALE

NUMBER REGISTERING FOR ATP .

'

531,-474.

NUMBER TAKING SAT

496,876

NUMBER TAKING AT LEAST ONE ATPACHIEVEMENT TEST

11.8,711

NUMBER RESPONDING TO STUDENT DESCRIPTIVE QUESTIONNAIRE

415,802

FEMALE

TOTAL

533,065

A,064,540-

499,576

996,452

109,404

228,115

439,068

854,871

TABLE 1:

TYPE OF HIGH SCHOOL (1974-75 SQQ QUESTION 2)

NUMBER

PCT

PUBLIC

688,814

82

PRIVATE

151,510

18

NUMBER RESPONDING :

840,324

II.

ETHNIC BACKGROUND

Iv' IN:

TABLE 2:

ETHNIC BACKGROUND (1974-75 SDQ QUESTION 24)

sa

AMERICAN INDIAN

BLACK

.

MEXICAN AMERICAN

ORIENTAL

PUERTO RICAN

WHITE

OTHER

NUMBER RESPGNQJNG

MINORITY STUDEN

-TS

,

MALE

FEMALE.

NUMBER

,PCT

NUMBER

1,184

0.3

1,262

0.3

26,242

6.6

38,696

9.1-

5,896

1.5

5,511

1.3

8,357

2.1

8;178_.

1.9

2,658

0:7

2,747

0.6

348,083

87.0

362,010

85.1

7,766

1.9

6,918

1.6

400,186

425,322

52,103

13.0

63,312

14:9

TOTAL

PCT

NUMBER

PCT

2,446

0.3

64,938

.7.9

11,407

4.4

16,535,

2.0

4,405

0.7

740,094

86.0

14,684

1.8

825,509

100.0

115,415

14.0

III.

HIGH SCH001. RECORD

.

,TABLE 3:

LATEST, SELF-REPORTED GRADES BY SUBJECT (1974-75 SDQQUESTIONS 6-

,ENGLISH

'

'MALE FEMALE

PCT

PCT

MATHEMATICS

MALE FEMALE

PCT

PCT

A (4.0)

29

45

27

26

B (3.0)

50

45

,38

38

C (2.0)

19

928 .

28

D (1.0)

21

77

F (0)

0011--

144.4

1

NO GRAD COURSES

00

0

..;;,-..

...,/.0

NUMBERRESPONDING

400099

423584 398359

422129

EAN ORADC(BY SEX)

3.05

3.34'

2.83

2.82

ENL,-

MEAN GRADE (BOTH SEXES)

3.20

2.82

PCT HONORS COURSES

12

15

16

13-

FOR. LANGUAGE BIO.

. MALE FEMALE

MALE

PCT

PET

PCT

25

390

31

36

38

43

28

N,,,18

22

84

21

0

00

.D

SCIENCE

NY. SCIENCE

SOC. STUDIES `

FEMALE

MALE FEMALE

MAIE FEMALE

PCT

104

.43

PT 1

43 22

PCT28

4522 3

PCT.

'PCT.

40

44

43

42

15 '

12

21

0.0

00

353049

390009 378840

406393 360686

358867 396364

420530

2.76

3.11

3.01

309

3.01

2.99

3.22

2.29

. 2.95

3.05'

3.00

3.25

7a

lo10

88

8

ti

'TABLE 4:

NUMBER OF YEARS OF STUDY BY SUBJECT (1974=75 SOQ QUESTIONS

12-17)

NO COURSES

ONE YEAR

TWO-YEARS

THREE YEARS

FOUR YEARS

---1,7_,IIFIVE

OR MORE YEARS

'

NUMBER RESPONDING

-

MEAN NUMBER OF YEARS

ENGLISH

MALE FEMALE

.%

%

k

MATHEMATICS

FOR. LANGUAGE

gib. SCIENCE..

1HY.

MALE FEMALE'

MALUEMALE

MALE F

LE

LE

'r,..

PCT

PCT

PCT

PCT4

*PCT_

PCT

.PCT

PCT

'

PCT

01

0'

0-11

f8

5-\4

9

00

2'

'

312-

10

''58:

58

34

11

10

20

-42

'36

28.

304

34

10

928

- b 39

21

-\21 `

6'

.a

17

81

80

50

34

11

89

9,17

2`

--

2\a

4_,

.3

54

1..

403123

428632 402850

3,94-

3.96

3.55

428264. 399707

426422-399446

424147 394

3.15

2.17

2.49

'1.44

1.45

1

SCIENCE

SOC. STUDIES

FEMALE

MALE FEMALE

PCT'

15 44_

;,

29 '9 3% O.

82 :414223'

.79'1: 1.44

PCT 1 4 17

.07

PCT 4

18 4,01

-

37

33

54'

40.0587

425819

'3

%21

3.14 --

.

o'

TABLE 5:

SELF-REPORTED CLASS RANK (1974-75 SDQ QUESTION 5)

- TOP

'

SECOND

SECOND

1THIRD

FOURTH

TENTH

TENTH

FIFTH

FIFTH

FIFTH

PCT

PCT

PCT

,PCT

30

.

APCT

.

PCT.0

Make

-

21

25

FEMALE

23

27

29

20

10

TOTAL

22

26

29

2i

20

TOTAL PCT WITH THIS

22.

48

-77.

98

100

100

RANK OR BETTER

J.%

--e

-;-

LOWEST

TOTAL

NUMBER

FIFTH

RESPONDING

TABLE 6:

ESTIMATED HIGH SC GOL GRADE POINT AVERAGE (1974-75 SDQ QUESTIONS 6-17)

3.75-4.00

3.50-3.74

3.25-3.49

.00-3.24

.75-2.99

2.50-2.74

2.25-2.49

2.00-2.24

) r.75-1.99

1.50-1.X4

MALE

NUMBER

54,701

43,754

50,516

70,493

50,227

51,909

34,824

26,595

8,899

5,141

PCT14

,11

.13

18

13

.13 9

,

r4VV-

2 ''.4

1

TOTAL,

F MALE

.

man

PCT

NUMBER

PCT

PCT

100

100

100

39.5,013

409,520-

,.

804,534

77,089

18

131,790

1 1

76,784

61,619

*1\4

61,33.8

14

4 459

.12

4 ,691

''''*-1

7,318

5,351

,137

18 6 4=

1.

\111,854

1

,

105,373

1

147,277

1

97,601'

60,961

99,786

43,913

14,250

,

2,860

18,001

4,782

1.50

3,125

11,657

0UNDER

NUMBER

400,184

MEAN

3.01

STD DEV

..61

'

il

425.403

825,58

3.16

'

3.0

.57

.5

C.

1- -1

IV.

TEST SCORES

'

TABLE 7A:

SCHOLASTIC APTITUDE TEST (SAT) SCORES

VERBAL

Y

I.-

MATH

Te

MA

LEFEMALE

TOTAL

%MALE

FEMALE 1.,

TOTAL

NUMBER

tt i

NUMBER

PCT'

'''NUMBER

PCT

SCORE

NUMBER

pc.i.

N MBER

.1;CT

NUMBER

PCT

1,11B.:

819

0;i11,937

0750-800

8.055

-;;---2

,3261 "

0'

9,38T

1

5-053

1'

-

4,290

1'(% 9,443

1700-749

18,290'

-4

',334.:

123,624

2

11,965

210,112

'

222,077

,2

650-699

30,073

-- - 6

1 ,967

343,040

4

24,495

5;181

4, ..45,676

'

5'600-649

50,219 ,

10.

2 , 252

.--6

79,471

8

40,593

.8

967

7,77,560.

8550-599

61,421

1.2

4.,012

9 -

107,433

".11

63,219

13

'

62,054

12

125,273

13

500-549

77;804

- 16

7 ,046

' 14

149,850.____

15

78,211

16

81,407

16

159,618

16

450 -499

74,514

'

15

8 0848

17

157,362 .---16' ,

86,493

17

91,904

18

178,397

18

.400449

63,235

13

7 ,931

'- 16

142,166 .

14

78,008

16

80,428

16

158.436

16

350-399

56,581

. 11

8 ,894

16

137.475

'

' -

14

59,425

12

60,450

12

119;875

12

300-349

36,621

75,816

11

'

93,437.'

'

9

32,202

632,903

7=,65,,105

7250-299

17,157

,3

2 ,235

645.392

5..

15,97#"

317,053

33-

.-t031

3'

200-249

2,873

11,87

17,780

1

496,860

499,568

.43T.

996,426

"

.NUR

`496,843

437

434

NA,

495

111

108.

109

'

STD DEV

119

0

499,548'

"996,391

449;±;;

472

107

115.

.

t

of

TABLE 7B:, SAT - VERBAL SUBSCORES

.14.

4. 'r4

,-

,READIWG

COMPREHENSION:-

.

MALE

c

, NUMBER

PCT'

FEMALE.

.

NUMBER' P

CT

TOTAL

NUMBER

-PCT

838

-0'.

-

523

0:,

1,361

..

0'

3,929,

.-

1,

'3,019

1--

c-:6,948

.1.

9,651'.`

3.

8,102

2-

17,753.

2'

15,205

4'

13,648.

4.

28,853

,4

29,862

8..

28,852

858.,714

8

'4

51,217 .-

14

52,358

.10.3,575-

.14

'56%658

16

.15

59,479

17

116,137

'16

58,25,6.

.16

60,404.

17

1.18,660

-

16

49,512.

.14

48,766

14

-'

,98,278'

.14

45,323

13

45,575

.,.

13

-90,898

la-

24,796

' 7.

24,156

.

748,952

.7

15,150

414,419

-

4_

29,569.

.

.4

360,397

359,301

.

719,698

-

-

43.,5

4-3.3

-143.4

1143

11..0

11.2

4.

MALE'S

(

FEMALE

'`

TOTAL

SCORE

-NUMBER -

PCT

NUMBER _

PCT

NUMBER

PCT

,75-80

',1,799

0ilt

--1,643

,..

0 -

3,442

0

70-74

"..

3,260

la2,832

,,

-1

6,092

1

6.5-69

10,700

39,436

.3

20,136

.3

60-64

23,491

7,

19,692

543,183

-N,,

6

'55-59

'28,556

825,330

753,886

.''

7

50-54

41,560

12

3D,887 ,

.11

81,447

11

45=49

60,635

17

40,457

17

- 1'21,092

17

40744

'. 56;583

16,

59,240

16

115 ;$23

16

35-39

'

,48,324.

la51,121,

14

°

99,4'45

14

30,34

41,441

11,

- 41,749

12

83,19a

12

25 -29

22,525

623,829

1'46,354

6

20-24

21,529

624,083-

'7

45,612"'

-6

.NUMBER :.

TABLE 7C:

TEST OF STANDARD WRITTEN ENGLISH (TSWE)*

Af

LE'i

FEMALE

.

_ 'MEAN

'STD DEV -

-TOTAL

360,403

43.5

11.9

SCORE

NUMBER

PCT

NUMBER

PCT

-UMBER

PCT

60+

10,986

3'

15,972

426,958

.4

15

4549

50-54

3 51,948

.65,003

14

55,176.

'15'

-

18

a120,009

17

107,124,

55-59

8,928

11

,150,317

14

89,245

12

55,006

15

35-39

0-34

151,298

14

44,267

12

.95,565

13

115,492

16

40-44

58,588

16

'

56,9Q4:

16

39,645

11

31,766

9' .71,411

,10 -.

5-29

27;426

820,741

648,167."

7

. 20724

; 26,593

719,157

5, 45,750-

6

NUM

ER

,I

360,418

359,303-

MEAN

42.2

44.3

STD D.EV

110.9

10,6

I

*THE TEST 9F STANDARD WRITTEN ENGLISH

ISIN EXPERIMENTAL USE FOR PURPOSES OF PLACEMENT

719,721

432

10.8

359,2 9

427.

11.8

719,702

43.1

11.9

4

S.

t

1

TABLE 8:

ACHIEVEMENT TEST SCORES

AVERAGE OF SCORES

ENGLISH COMPOSITION

SORE

1,833

7,744

17,450

29,693

40,310

44,253

40,495

28,26Q-

13,574

3:,913

475

,115.

PCT 3 8

13 18

19

18

12' 6 2 0 0

- _F

.,.NUMBER

2,771

7,562.

16,156

.

24,206

t:31,500

.35,602

34,197

30,092,.

,19,641

.8,255

1,754

116

PCT 1 4 8

1.1

155

17

.;16

14

'9

'4 1 0

750-80A

7Q0 -749

650-699

600-649

'550-599

500-549

450-499

400-449

350-399

300-349

.250:-299

200-249

2.228,115

211,852

NUMBER ZV"'

-531

515

MEAN

95

101

STD DEV

,.

BIOLOGY

FRENCH

.SCORE

NUMBER

PCT

NUMBER

PCT

-,

2,004

4.

1,721

5750-800

3,123

7'

2,060

'6

700-349

4,556

10

3,197

914

650-699

6,026

6,756

13

15

4,069

5,386

12

16

600-649

.

55D-599

7,581.

16

-5,897

17

-500-549

6,427,

14

5,996

-18'

450-499

57127

11

-4,264.

_.

13

400-449

3,'188

71,229

,.,

* "

4350-399

1,287

349

0300-349

"-294

10

0250-299

14

0'

00

200-249

46,383

33,868

'NUMBER

544

553

ME

AN

115

1.05

STD DEV

MATHEMATICS LEVEL -1

NUMBER

3,376

,8

,

PCT 2.

.5

16,182

.10

24,196

15

24,671

29;151

18

24,866:

16

16;760

1-1

7,690

5.

2,664

2

333

,0

11

'0

158,061

545

102

' AMERICAN -HISTORY

NUMBER

PCT

994

2

1,620

3.

2,903

5

'5,451

97,860

12,

10,742

17

'1;1,811

1811,902

19

7,185

,-1.1

3,060

5

?35

1

26.

0

64,089

494.

103

CHEMISTR'-

I

MATHEMATICS LEVEL 2

NUMBER

PCT

,'NUMBER

PCT

1,655

56,712

.23

2,693

8'

5,147

18

3,9.53

12

5,965,

20

4,778

14.

\5,090

17

'

5,549

17

2,874

10

5,696

17

;1,357

5

4,752

14

944

3

2,866

9585

.971

3410

138

0203

1

30

38

0

00

90

33,056

29,384

569.

660

103

102

V.

COLLEGE OVERVIEW

TABLE 9:

EDUCATIONAL G0fLS (1974-75 SDQ QUESTION 23)

NUMBER RESPONDING:

TWO-YEAR TRAINING PROGRAM

ASSOCIATE IN ARTS DEGREE

BA OR BS DEGREE

MA"OR MS DEGREE

MD, PHD, OTHER PROFESSIONAL

UNDECIDED

TABLE 10A:

INTENDED AREAS OF STUDY- FIRST CHOICE (1974- 75 .SDQ QUESTION 48)

DEGREE

897,307 MALES

PCT 4

26

21 24

24

421,149 FEMALES

..

818,457 TOTAi.

PCT

.PCT

.5

sb

3

32

29'

21

21'

T4

19'

25

24

NUMBER RESPONDING:

393,237 MALES

'

PCT

AGRICULTURE

3.4

3.4

4RT

2.0

-BIOLOGICAL SCIENCES

9.3

BUSINESS AND COMMERCE

13.5

COMMUNICATIONS

3.1

COMPUTER SCl/SYS ANAL

2.1

EDUCATION

'4:1

ENGINEERING

12.9

ENGLISH/LITERATURE

1.5.

ETHNIC STUDIES

0.1

FOREIGN LANGUAGES

0.4

*FORESTRY/CONSERVATION

1.8

*GEOGRAPHY

0.0

HEALTH AND MEDICAL

8.1

HnTORY AND CULTURES

1.8

/

HOME ECONOMICS

0.1

*LIBRARY SCIENCE

0.0

MATHEMATICS

2.8

*MILITARY SCIENCE

1.2

MUSIC

2.1

PHILOSOPHY AND RELIG

0.9

'

PHYSICAL SCIENCES

4.4

PSYCHOLOGY

2.1

'

SOCIAL SCIENCES

8.2

*THEATER ARTS

0.5

TRADE AND VOCATIONAL

1.9

*OTHER

2.0

UNDECIDED

'

7.2

419,645 FEMALES

PCT

1.5

0.6

5.5

6.7

9.6

2.3

1.1

13.8

0.9

3.3

0.1

2.3

0.5

0.0'

21.3

1.1

0.2

1.9

0.1

%0.5

1.2

5.0

7.3

1.5

0.9

1.3

5.9

*THE PCTS. FOR'THESE AREAS ARE BASED ONLY ON 1974-75 SOO RESPONSES BECAUSE THEYAERE NOT IN TH

812,883 TOTAL`

PCT.

'

2.4

2.0

3.8

8.0

11.5

2.7

1.6

9.1

6.7

2:4

0.1

1.4

1.2

0.0

14.9

1.4

1.0

0.1

2.4

0.6

2.2

0.7

2.8

'3.6

:

7.7

1.0

1.4

1.7

6.5

1973-74 SDQ.

\\It

TAB,E 10B, PART 1: 'INTENDED SPECIFICFIELDS OF STUDY - FIRST CHOICE (1974-75 SOQ QUESTION

48)

I

INCLUDES THE 607,819 STUDENTS WHO RESPONDED

TO THESDQ.IN THEIR SENIOR YEA

NUMBER

PCT

NUMBER

BUSINESS AND COMMERCE

ACCOUNTING

18,561

ADVERTISING

929

BUS MGT AND ADMIN

19,5,29

COURT REPORTING

°826

FINANCE

-1,711

HOTEL ADMIN

1,378

AGRIC LTURE'

AGRI ULTURE ECON

328

0.1

AGRO

MY.

-499

0.1

ANIMA

SCIENCE

4,727

0.8

DAIRY

CIENCE.

183

0.0

FISH. A.D GAME

4,539

0:7

FOOD SC ENCE

307

0.1

HORTICULTURE

1,023

0.2

'LANDSCAP NG

516

0.1

OTHER, U SPECIFIED

3,528

0.6

ARCHITECTURE/ENV DES

ARCHITECTURE

8,202

1.3

CITY PLANN

G279

0.0

URBAN.DEVEL PMENT

209

0.0

OTHER, UNSP

IFIED

ART

3,265

0.5

ART HISTORY

314

0.1

COMMERCIAL AR

0;4865

0 5

'

DESIGN

50T,

949;1.

FASHION DESIGN

Is'2,732

0.4

CC

+GRAPHIC ARTS

'

793

0.1

CD

INTERIOR DEC

2,813

0.5

PHOTOGRAPHY

2,045

0,

PRINTING

237

O.

STUDIO ART

,\

1,504

0.2

OTHER, UNSPECIFIED`',

8,016

1.3

BIOLOGICAL SCIENCES

BACTERIOLOGY-,

440

0.1

BIOCHEMISTRY

2,233

0.4

BIOLOGY

6,404

1.1

BIOPHYSICS

227

0.0

BOTANY

-502

0.1,

ECOLOGY

1,141

0.2

MARINE BIOLOGY

5,482

0.9*

PHYS1OLOGy

1,019

0.2

ZOOLOGY*

2,524

0.4

OTHER, UNSPECIFIED

20,21'9

3.3

1.

PUT .

4,

NUMBER'

PCT

ENGINEERING

3.1

AEROSPACE/AERON

4,527

0.7

0.2

AGRICULTURAL ENG

372. 0.1

3.'2

AIR-CONDITIONING

,304

0.1

0.1

ARCHITECTURAL ENG

!,759

0.3

0.3

CERAMIC ENG

56

0.0

0.2

CHEMICAL ENG

,564

0.4

CIVIL' ENGINEERING

,629

0.6

CONSTRUCTION/TRNSP

641

0:1

734

0.1

DRAFTING

,273

0.2

1,947

0.3

ELECTRrCAL ENG

9,097

1.5

9,8 ?0

1.6

ENGINEERING AIQE

68

0.0

367

0.1

ENGINEERING DESIGN.

462

0.1

14,578

2.4

ENG SCIENCES

L620

0.1

INDUST MGT ENG

874-

0.1

1,018

0.2

INDUST LAB TECH

121

0,0

750

0.1

INSTRUMENTATION

106

0.0

8,173

1.3

MATERIALS SCIENCE

.39

0.0.

4,367

0.7

MECHANICAL ENG

14,395

0.7

2,606

0.4

METALLURGICAL ENG

.188

0.0

7`'

MINING AND MINERAL

185

0.0

X3,363' 0.6

NAVAL ARCH/MARINE

709

0.1

12,743

0.5

NUCLEAR, TECHNOLOGY

644

0.2

664

0.1

PETROLEUM ENG

,270

0.0

33,855

0.6

PLASTICS TECH

31

0.0

QUALITY CONTROL

26. 0.0

168 0.0

SURVEYING

'155

0.0

959

0.2'.

TEXTILE ENG

65

0.0

9,220

0.2

*

OTHER, UNSPECIFIED 12,603

2.1

91,286

0.7

ENGLISH AND LIT

g,880

0.5

CREATIVE ,WRITING

4,011

0.7

:11,579

0.3

*,

ENGLISH

2,144

0.4

A,..90,P

0.8

LITERATURE

1,118

0.2

363

0.1

5,39

6.0.9

.

INDUSTRIAL MGT `-.N...e404

0.1

MARKETING

0.2

REAL ESTATE

SALES AND RETAILING

SECRETARIAL STUDIES

TRANSPORTATION

OTHER, UNSPECIFIED

COMMUNICATIONS

COMMUNICATIONS

FILM

JOURNALISM

DIO AND TV

THER, UNSPECIFIED

COMPUTER SCl/SYS ANAL

COMPUTER SCIENCE

DATA PROCESSING

SYSTEMS ANALYSIS

OTHER, UNSPECIFIED

EDUCATION

AGRICULTURAL EDUC

ART EDUCATION

BUSINESS EDUCATION

CHILD DEVELOPMENT

ED OF EXC CHILDREN

EDUC OF DEAF

ED OF MENT RETARDED

-ELEMENTARY EDUC

GENERAL EDUCATION

HEALTH EDUCATION

HOME ECONOMICS. ED

INDUSTRIAL ARTS ED

'MUSIC EDUCATION;

PHYSICAL EDUCATION

RECREATION

SECONDARY EDUCATION

SPEECH ANDHEARING

VOCATIONAL/IND EDUC

OTHER, UNSPECIFIEp

1J.,2054'1.8

SPEECH

1,426' 0.2..

OTHER, UNSPECIFIED.

390

0.1

ETHNIC STUDIES

954,0.2

AMERICAN INDIAN

519

0.1

BLACK STUDIES

2,508

0.4

MEXICAN AMERICAN

11,717

1.9

SPANISH AMERICAN

977

0,2

, OTHER, UNSPECIFIED

3,562

0.6

1,758

0.3

305

0.1

7-,599 \11.3

115

'165 4833

:140

0.0

0.0

0.0

0.0

0.0

-,

TABLE 10B,

PART.2:7:INTENDED SPECIFIC FIELDS OF'STUDY

INCLUDES THE 607,819 STUDENTS WHO

- FIRST'CHOICE (1974-75 SDQ QUESTION 48

RESPONDED TO THE SDQ IN THEIR. SENIOR YEAR

FOREIGN LANGUAGES

NUMBER

PCT

HOME ECONOMICS

NUMBER

PCT

CLASSICAL LANG

157

0.0

CLOTHING

1,153

0.2

EASTERN LANGUAGES

87

0.0

FAMILY RELATIONS

124

0.0

FRENCH

1,722

0.3

FOOD AND NUTRITION

1288

0.2

GERMAN

517

0.1

CHILD CARE

271

0.0

ITALIAN

91

0.0

INSTITUTIONAL MGT

101

J0.0

LINGUISTICS

361

0.1

OTHER, UNSPECIFIED

2,106

0.3

USSIAN

.168

0.0

LIBRARY SCIENCE

729

0.1

SP

H1,955

0.3

MATHEMATICS

OTHER, oN5PECIFIED

3,137,

0.5

STATISTICS

509

0.1

FORESTRY AND

OTHER, UNSPECIFIED

12,326

2.0

CONSERVATION

GEOGRAPHY

74078

199

1.2

0.0

MILITARY SCIENCE

AIR SCIENCE

1,493

0.2

HEALTH/MEDICAL PROF

MERCHANT MARINE

268

0.0'

DENTAL. ASSISTING

1,317

0.2

MILITARY SCI-ARMY

785

0.1,0

DENTAL HYGIENE

4,503

0.7

NAVAL SCIENCE

748

0.1

DENTAL TECHNOLOGY

1,699

0.3

OTHER, UNSPECIFIED

593

0.I

HEALTH AND SAFETY

120

0.0

MUSIC

LAB TECHNOLOGY

2,219

0.4

COMPOSITION /THEORY

1,007.

0.2

MEDICAL ASSISTING

1,360

0.2

INSTRUMENTAL MUSIC

4,734

0.8

MED RECS LIBRARIAN

289

0.0

MUSIC HISTORY

101

0.0

MEDICAL TECHNOLOGY

.4,974

0.8

VOICE

;-

2,111

0.3

NURSING-PRACTICAL.

1,449

0.2

OTHER, UNSPECIFIED

4,983

0.8

NURSING-REGISTERED

24,341

4.0

PHILOSOPHY AND RELIG

OCCUPATNL THERAPY

4358

0.2

PHILOSOPHY

607

0.1

OPTOMETRY'

1,019

0.2

RELIGION

1,495

0.2

PHARMACY

4,181

0.7

SCHOLASTIC PHIL

32

0.0

PHYSICAL THERAPY

6,443

1.1

THEOLOGY

959

0.2

PREDENTISTRY

3,827

0.6

OTHER, UNSPECIFIED

951

0.2

PREMEDICINE

25,212

4.1

PHYSICAL SCIENCES

_RADIOLOGY /X -RAY

2,586

0.4

ASTRONOMY

911

0.1

OTHER, UNSPECIFIED

12,053

2.0

,CHEMISTRY

2,934

0.5

HISTORY AND-CATURES

EARTH SCIENCE

227

0.0

AMERICAN-

2,9500.

'

GEOLOGY

679

0,1

ANCIENT

.626

0.1

METEOROLOGY

541

0.1

WREA'AND REGIONAL

123

0.0

OCEANOGRAPHY

1,962

0.3

EUROPEAN

659

0.1

PHYSICAL SCIENCES

550

0.1

OTHER, UNSPECIFIED

3,937

0.6

PHYSICS

`1;937

0.3

OTHER, UNSPECIFIED

5,801

1.0

NU

-PSYCHOLOGY

CHILD PSYCHOLOGY

4,601

EXPERIMENTAL PSYCH 1,132

GENERAL PSYCHOLOGY 3,763

SOCIAL PSYCHOLOGY

3,385

OTHER, UNSPECIFIED 9,992

SOCIAL SCIENCES.

4BER

PCT

0.8

0,2

0.6

_.-0.11

1.6

ANTHROPOLOGY

1,167

0.2

CORRECTION ADMIN

611

0.1

ECONOMICS

1,224

0.2

FIRE SCIENCE

,277

0.0

FOREIGN SERVICE

658

0.1

INDUSTRIAL REL

13b

0.0

INTERNATIONAL REL

1,100

0:2

POLICE SCIENCE

,6,412

1.1

POLITICAL SCIENCE 11,946

2.0

PUBLIC ADMIN

471

0.1

SOCIAL WORK

.6,447

1.1

SOCIOLOGY

2,894

0.5

OTHER,UNSPECIFIED 12,532

2.1

THEATER. ARTS

DANCE

1,215

0.2

DRAMA

2,432

0.4

THEATER ARTS

1,258

0.2

OTHER, UNSPECIFIED 1,262

0.2

TRADE AND VOCATIONAL

AIRLINE HOSTESS

1,601

0.3

AUTO MAINTENANCE

803

0,1*

AVIATION MAXNT

'278-

0.0

BUILDING CONSTRUC

306

0.1

CARPENTRY.

388

0.1

COSMETOLOGY

209

0.0

MORTUARY.SERVICE

181

0.0

OTHER, UNSPECIFIED 1,347

0.2

OTHER

10

UNDECIDED

30,604

5,0

ce

VI.

COLLEGE PLANS

A

TABLE 1r:

PLAN TO ASK. COLLEGE FOR SPECIAL ASSISTANCE, BY AREAS OF NEED ANDETHNIC GROUP (1974-75 SDQ QUESTIONS

24, 3

EDUC/VOG t

UNSELING

MATHEMAT

AL SKILLS

READING S ILLS

-WRITING SKILLS

STUDY SKILLS.

PART-TIME WORK

PERSONAL COUNSELING

TOTAL REQUESTS

-NUMBER SEEKING ASSISTANCE

AMERICAN

INDIAN

BLACK

MEXICAN

AMERICAN

ORIENTAL

PUERTO

RICAN

WHITE-

OTHER

769

19;040

4,872

7,181

1,846

231,782

4,972

643

20,896,

3,098

3,116

1,227

110,237

3,142

385

10,586

2,021

3,608

970

86,952

2,447

395,

9,600

, 1,909

3,393

925'77,544

2,369,

642

18,419

2,919

3,490-

1,217131;089

3,240

1,086

35,914

5,511

7,435

2,536

284,689

- 6,657

137

3,339.

494

849

277

19,156

740'

4,057

117,794

20,824

29,072

8,998

941,449

23,567

2,167

61,g10401,6=t

14,599

4,860

558,799

12,754.

NO RES

THNIC

ONSE

TOTAL

PCT SDQ'

RESPONSES

2,

47

273,109

32

1,

93

143,652

17

92

107,961

13

83

97,118

11

- 1,

34

162,350

;19

3,64

347,592

41

23

25,315

3

11,036.1,157,097

, 6,538

672,258

7S

TABLE 12:' PLAN TO APPLY FOR ADVANCED PLACEMENT OR COURSE CREDIT (1974-75 SDQ

QUESTION18)

861,875 REQUESTS BY.496,897 STUDENTS, WHO REPRESENT 58PCT'OF THE STUDENTS RESPONDING TO THE SDQ

211,052 ENGLISH

189,291 MATHEMATICS

118,502 FOREIGN LANGUAGES'

196,605 SCIENCES

146,425-HISTORY

r

'TABLE 13:

HOUSING PREFERENCES (1974-75*SDO QUESTION 30)

NUMBER RESPONDING

381,159 MALES

410,208 FEMALES

791,368 TOTAL

PCT

PCT.

PCT

AT HOME

25

27

...+46

-

SINGLE-SEX DORM'

20

33.

- 26

RED DORM

34

.25

. 29

FRATERNITY OR SORORITY

4.

33

'ON-CAMPUS APARTMENT

96

8

OFF-CAMPUS APARTMENT

86

-7

VII.

ACTIVITIES

TABLE 14:1PARTICIPATION IN COMMUNITY AND CHURCH GROUPS

(1974-75 SDQ QUESTION 19)

yNO PARTICIPATION

NOMINAL PARTICIPATION

ACTIVE

VERY ACTIVE

LEADER

MORE THAN NOMINAL

NUMBER'RESPONDING

cec,

TABLE 15:

PARTICIPATION

(1974-75 SDQ

IN ATHLETICS ,

-

UESTION 20)1'

MALE

PCT

FEMALE

PCT

TOTAL

PCT

aMALE

PCT

FEMALE

PCT

TOTAL

PCT

19

20

14

16

16,

18

NU PARTICIPATION

11

INDIVADOAL, INTRAMURAL

32

28.

.46

2039

28

31

30

VARSITY; BUT ND LETTERS

16

-

912

10

.13

11

-r`

VARSITY LETTER IN 1 SPOR 22

11

16

22

27

25

VAR LTRS /2 OR MORE SPORT' 19

6'

13

60

71

66

VARSITY PARTICIPANTS.

57

26

41.

394,759

421,139

815,899

NUMBER RESPONDING

396,964

418,883

815,848

TABLE 16:

PARTICIPATION IN H.S. CLUBS AND ORGANIZATIONS

(1974-75 SDQ QUESTION ,21)

MALE

PCT.

FEMALE

-PCT

.TOTAL

PCT

NO PARTICIPATION

20

914

MEMBER

51

52

-

52

1-2 MAJOR OFFICES

22

28

25

3-4 MAJOR OFFICES.

5-7

MORE THAN 4 OFFICES

23

2,

MAJOR OFFICE HOLDERS

29

39

34

NUMBER RESPONDING

398,879

425,658

824,538

40

TABLE 17:

HIGH SCHOOL-HCNORS AND AWARDS

(1974-75 SDQ QUESTION 22)

NONE

MALE

PCT

51

FEMALE

PCT

45

TOTAL

PCT

1-2

30_

-33

31

3-4

13

12

5-6

45

4MORE THAN 6

-

44

4AT LEAST ONE

49

55

51

NUMBER RESPONDING

,394', 913

419,594

814,508

ohe

TABLE 18:

EXTRACURRICULAR ACT I ITIES IN HIGH

SCHOOL AND.PLANS

WJNBER RESPONDING TO AT

LEAST

lE ACTIVITY:

TN

41THLETIG5i INCL INTRAMURAL AND COMMUNITY

ETHNIC DRGANIZATIONg

JOURNALISM,,DEBATING, DRAMATICS

INCL BAND, ORCHESTRA, CHORUS

,jDEPARTMENTAL OR PREPROFESSIONAL CLUBS

,RELIGIOUS ORGANIZATIONS

ASOCIASOCIAL.OR COMMUNITY CLUBS

AL OR

VIII.

SKILLS AND ABILITIES

391,153

FOR COLLEGE

MALES

(1974-75 SDQ QUESTIONS 32-33)

416,571 FEMALE$

807,725 TOTAL.

ACTIVE

IN H.S.

PCT

WILL BE

ACTIVE

PCT

ACTIVE

.

IN H.S.

PCT

WILL BE

ACME

PCT''

ACTIVE

IN H.S.

PCT

SWILL BE

ACTIVE

PCT

80

68

56

.

44

68

55

6_

78

10'

7 -

8

25

22

35

32

30

27

26

18

41

28

34

23

11

18

21

'

24,

'16

21

30

20

41

e28

36

24

38

3g

54

56:

47

23

20

29.

26.

.23

TABLE 19:

SELF- REPORTED SKILLS AND ABILITIES (1974-75 SDQ QUESTIONS

34-47)

NUMBER RESPONDING TO

AT LEAST ONE AREA:

ABILITY TO GET

399,789.MALES

TOTAL,

PCT

TOP

1%

,

PCT

TOP

10%

PCT

ABOVE

AVERAGE

PCT

AVERAGE

PCT

BELOW

AVERAGE

PCT

TOP.

1%.

PCT

ALONG WITH OTHERS

21

36

30

13

0100

23

ACTING

411

25

48

-13

100

4

ART

10

23

43

20

100

4

ATHLETICS

12'

28

32

25

3100

5

CREATIVE WRITING

518

33

37

7100

5

LEADERSHIP

11

29

,32

26

2100

9

MATHEMATICS

10

26

'

.28

29

7100

5

MECHANICS

719

31

35

9100

1

MUSIC

613

21

34

26

100

6

ORGANIZIFFOR

WORK

722

37

32

2100

9

SALES

616

31

40

7100

5

SCIENCE

722

32

.33

5100

3

SPOKEN EXPRESSION,

'7

21

35

34

3100

7

WRITTEN EXPRESSION'

'7

22

35

33

4100

8

423,679 FEMALES

OP

10%

'CT

ABOVE

1

AVERAGE

PCT

AVERAGE

PCT

BELOW

AVERAGE

PCT

35

30.

12

0

10

23

53

10

12

.24

43

18

15

28

44

7

17

33

38

.6

'

25

30

33

3

18

27

.40.

11

516,

48

31

15

27

37

14

23

37'

31

1

14

28

46

'7

13

27

47

10

19

'34

37

3

22

.35

32

3

N

IX. ,FINITCES

TABLE 20:

ESTIMATED PARENTAL CONTRIBUTION TOWARD APPLICANTS' EDUCATION,BY

ETHNIC GROUP

(CALCULATED FROM 1974-75 SDQ QUESTIONS 24, 26 -28)

f

AMERICAN

INDIAN

BLACK

PCT

PCT

MEXICAN

AMERICAN

PCT

PUERTO

ORIENTAL - RICAN-

PCT

PCT-

WHITE

PCT

'01HER

PCT

NO ETHNIC

RESPONSE

PCT

ALL

STUDENTS

PCT

UNDER $

625

59.2

76.9

74.1

47.5

69.1

33.4

41.8

38.5

$625-

899

6.3

4.4

5.7

7.1

5.0

8.0

6.4

7.4

7.6

900-1,199

7.6

4.6

5.9

93

5.6

10.5

8.1

9.4

9.8

1,200-1,499

5.3

2.9

.3.8

6.0

3.5

7.6

5,3

6.8

7.0

1,500-1,799

2.1,

1.2

1.5

3.6

1.9'

3.9

2.6

3.5

3.6

1,800-2,099

2.8

1.7

1.5

3.4

2.1

4.8

3.2

3.9

4.4

C.;1

2,100-2,399

3.0

2-,400-2,699

0.5

1.6

0.3

1.5

0.4

3.6

1.1

- 2.0

-0.7`

'4.7

1.3

4.1

0.9

1.1

4.3

1.1

2,700-2,999

2.2

1.2

0.8

2.6

1.2

3.4

2.1

2.7.

3.1

3,000-3,299

0,8

0.3

0.3

0.7

0.5'

1.0

0.6

1.0

0.9

3,300-3,599

0.5

0.3

0.3

0.8

0.4

1.1

0.7

0.8

1.0

3,600-3,899

1:7

0.8

0.8

1.7

0.9

'

2.4

1.4

2.0

2.2

3,900-4,199

,0.6

0.2

0.8

0.5

0.9

0.7

0.9

0.8

4,2 -00 -4,499

0.1

0.1

0.1

0.3'

0.0

0.3

0.2

0.2

0.2

4,500-4,799

0.6

0.3

0.4

0.9

0.4

1.1

0.7

0.8

,1.0

4,800 OR OVER

6.7

3.3

2.6

10.7

6.2

15.9

10.4

13.6

14.4

TOTAL

'

100:0

fbm

100.0

100.0

100:0

100.0

110.0

100.0

100.0

NUMBER RESPONDING

2,096

56,730

10,368

14,346

4,753

597,704

12,232

4,993

703,222.

MEAN CONTRIBUTION

$ 1,314

$72

661

$667

$ 1,794

$ 1,057

$ 2,523

$ 1,581

$ 2,155

$ 2,301

MEDIAN CONTRIBUTION $

414

$1

$194

$721

$258

$ 1,145

$529

$925

$ 1,019

MEAN INCOME

-$13,932

$10,093

$11,280

$16,812

$12,589

$20,007

$15,763 $18,389

$18,860

MEDIAN INCOME

$11,368

$ 8,210

$ 9,824

$13,881

$ 9,433

$16,277

$12,551

$15,156

$15,465

ti

TABLE 21:

ANNUAL PARENTAL INCOME BY SAT AVERAGE, BOTH SEXES COMBINED (1974-75 SDQ QUESTION 28)

674,320 STUDENTS RESPONDING (PERCENTAGES IN THIS'TABLE BASED ON THIS NUMBER)

SAT AVERAGE

750-800

700-749

650-699

600-649

-

550-599

500 -549.

450-499

400-449

350 =399

300-349

250-299

g00-249

..,

TOTAL

MEAN SC

UNDER

$6,000

PCT

0.0

0.0

0.1

0.2

0.4

0.6

0.9

1.1

1.2

Q1.2

1.1

0.4

7.1

393

$6,000-

$8,999

PCT

0.0

0.0

0.1

0.3

0.7

1.1

1.5

.1.7

1.7

1.4

0.9

0.2

9.7

422

$9,000-

$11,999

PCT

0.0

0.1

0.2

0.6

1.2

2.0

.

2.7

2.8

2.5

1.6

'

0.8

0.1

14.7

442

$12,000-

$14,999

RCT

0.0

0.1

0.3

0.8

1.5

X2.4

3.0

3.0

2.4

1.5

0.6

0.1

15.6..

454

.$15,000-

$19,999

PCT

0.0

0.2

0.5

1.2

2.2

3.2

3.9

3.8

2.9

1.6

0.6

0.1

20.2

464

$20,000-

$29,999

PCT

0.0

0.2

'

0.7

1.6

2.6.

3.6 N 2

. 1.4

0.5

0.1

21.2

479

30,000

R OVER

CT

.0

'..5

.6

2.1 .T

1.8

1.5 94

.2

.6

.2

.0

t

*.'

'

TOTAL.

PCT

MEAN

INCOME

0.1

$27,999

0.8

2.5

$25,708

$24,353

4c

5.7

$23,069

10.2

$21,706

15.0

$20,671

'

18.1

$19,571

18.0

$18,574,

e14.4

$17,052

.9.3

$15,263

4.7

$12,384

/

1.0

$ 9,583

100.0

$18,952

457

..

Areas Seryed byCollege Board Offices

Middle States Regional OfficeCollege Entrance Examination Board05 East, Elizabeth Avenue -Bethleheill, Pennsylvania 1 tu8(215-691-5906) .

Midwestern Regional OfficeCollega Entrance Examiriation Board990 Grove Street.Evanston, Illinois 50201(312.8(i-1840) '

; New England Regional OfficeCollege Entrance Examination Board470 Totten Pond Road .

Waltham, Massachusetts 02154(G17-890-9150)

Soutkern Regional OfficeCollege Ent-rance Examination BoaidSuite 00 ,17 Eitecuilive;Parh Drive, N.B.Atlanta..114otIgia'30329 -4'

(404-630-0405)Southwe8tern Regional Office

College Entrance Examintition BoardSuite 119, 3810-Medical Parltiviik.Austin, Texas 78750(512454-7791)

Western Regional Office .College.Entrance Examination Board

%800 Welch RoadPalo Alto, California 943041-415 321-5211)

Suite 23, 2142 South nigh StregtDenv(;r, Colorado 80211)(-303-777-4434)

Puerto Rico OfficeCollege Entrance Examination BoardThe New Banco Popular i'enterSuite 1201Luis 51unozItiverit AvenugMato Rey, Puerto Rico(809405 .5870)

'Mailing-address: Box 1275Flato itcy, 1)o/to Rico 00919

3,1 202891