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The article discusses on a study that determines the behavior of teachers and its implications to the performance of the classroom during 1960s in the U.S. The author emphasizes that the behavior of teachers can be reliably observed and it has some significant effect on the behavior of pupils. The author points out that the interrelation between the teacher and his student could be reflected to the student's achievement at a specific subject matter but not on the average achievement of the entire classroom handled by the teacher.

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The article presents a paper that attempts to summarize briefly and appraise the available information on educational achievement and family stability, with particular attention to divorce, and in addition offers some new findings drawn from a study of 4,648 divorces recorded in Atlanta and Macon, Georgia. The idea of family stability fundamentally refers to the unity of the family as a going concern. Although population census data have been widely used to show a relationship between family stability and education, very few researchers and textbook writers have inquired into the serious limitations and deficiencies of census data in this regard. The events themselves--namely divorce and desertion--have not been studied directly from official registrations. In line with the pattern of birth and death registration, the practice is not to ask for educational background in marriage and divorce registration in the United States. Academicians and other professional persons favor getting such information, but the state and local registrars are opposed to the idea because of anticipated resistance and resentment from the parties concerned.

This paper presents a rudimentary model of the public school system as an input-output process. The inputs are students' own abilities and attitudes, parental support, peer support, quality of the school system, community support, and society's posture with respect to education. Outputs are various categories of academic achievement as well as social competence, responsibility, self confidence, creativeness, ethics, and ambition. All these factors must be measured by index numbers or simple indicators. The model is a set of regression equations relating outputs to inputs. Some implementation of the model has been made possible by means of data gathered in the U.S. Office of Education's Equality-of-Educational-Opportunity Survey. [ABSTRACT FROM AUTHOR]

Comparative data on marital power structure for the United States, France, Greece, and Yugoslavia are discussed. Data on the United States and France show a positive association between husband's authority score and such variables as husband's educational status, occupational status, and income; data on Greece and Yugoslavia show a negative association on these variables. The contradictory findings are used to elaborate a ‘theory of resources in cultural context’—the distribution of marital power is seen to result from the interaction of (1) comparative resources of husband and wife and (2) cultural or subcultural expectations about the distribution of marital power. [ABSTRACT FROM AUTHOR]

The article discusses certain results of a survey conducted by the 1960 Project TALENT, a national survey of high schools in the U.S., and its implications for science education in the country. The paper also examines the progress made in the areas of science education which is said to improve in high schools along with the question of whether or not the said progress has stimulated any significant improvement in student achievement in science. Results showed that school practices were highly related to the size of the school and the general socioeconomic level of the community.

This article presents a psychiatric study and classification of poor school achievement among school children in the U.S. The failure of a child to achieve in school is increasingly a matter of deep concern to his parents, especially if they are of the middle class and view education as a necessity for their children to achieve equal or greater than that of their parents. The research paper grew out of the author's discovery that school achievement problems were present in a large number of patients.

This study assesses some of the more highly publicized and controversial conclusions of Equality of Educational Opportunity by James S. Coleman et al. The Coleman Report, published by the U.S. Office of Education in 1966, concluded that per-pupil expenditures and school facilities show very little relation to student achievement levels, and the effect of a student's peers on his achievement level is more important than any other school influence. The present paper scrutinizes the data and the statistical analysis on which these findings are based. It is suggested that because of poor measurement of school resources, inadequate control for social background, and inappropriate statistical techniques used in the presence of interdependence among the independent variables, many of the findings of the Report are not supported. [ABSTRACT FROM AUTHOR]

The article discusses issues related to subjective powerlessness in the U.S. The paper focuses on changes since 1952 in citizen efficacy or feelings of control over government for various sub-groups in the U.S. population such as blacks, blue collar workers, Southerners, Jews, young and old people. As with most issues in the study of social change, there is widespread disagreement on trends in citizen efficacy for industrial societies such as the U.S. Most theory predicts trends in objective powerlessness, rather than subjective powerlessness, although it is possible that trends in objective powerlessness do not match trends in subjective powerlessness. Within the U.S. at each point of observation, powerlessness does not vary much by stratum, except when education and race are used as indicators. And within the white population, some of the differences are heavily explained by educational differentials. It therefore seems fair to conclude that white subordinate interest groups are not oriented toward government as a result of what would seem to be objective powerlessness but more on the basis of their educational achievement.

Taking into account the differences in societal context and system of educational tracking, this paper explores the interrelated influences of social class origins and parental interest on the educational plans of American high school and Norwegian ungdomsskole students. Data were obtained from 1396 Norwegian and 2313 Kentucky-West Virginia graduating seniors with the American phase focusing on college plans and the Norwegian on gymnas plans. Perceived parental interest is measured by a summated scale, and academic achievement level is introduced as a control. Although the educational plans of girls appear to be only slightly affected by parental interest, this variable emerges as an especially important factor among lower-class Norwegian boys and among high achiever American boys. The findings shed so the light on the structuring of educational opportunities in both countries. [ABSTRACT FROM AUTHOR]

Certain aspects of the opportunity structure paradigm were operationalized in a study of delinquent gangs in Chicago. Negro and white lower-class gang boys were compared with lower-class nongang boys from the same neighborhoods, and with middle-class boys, of the same race. The ranking of the six race-by-class-by-gang-status groups on official delinquency rates corresponded more closely to ranking on perceptions of legitimate opportunities than to ranking on perceptions of illegitimate opportunities, which is consistent with the assumption that illegitimate opportunities intervene after legitimate opportunities have been appraised and found wanting. Gang members perceived legitimate opportunities as available less often than nongang boys, lower-class boys, less often than middle-class, and Negro boys, less often than white. Differences in perceptions of illegitimate opportunities were in the reverse direction, as expected. [ABSTRACT FROM AUTHOR]

The article presents findings of a study on the performance of Southern African American veterans of World War II on nine tests administered under the vocational guidance program of the U.S. Veterans Administration. Findings show that the scores tend to be concentrated toward the lower end of the scale so that a large portion of the subjects receive scores approaching simple guesswork or the lower limit of possible scores. It is evident that the counselor and employment officer must be extremely cautious in making vocational decisions involving tests with African American veterans. The data, in general, indicated that a positive relationship existed between test performance of these veterans and level of education completed.

The article focuses on the results of a test on a scientific thinking in the U.S. It is noted that the average total scores for the successive grades increase with considerable regularity from the eighth to the twelfth. The widely different scores made by the pupils of the same grade level on the several exercises of the test and the very different rate of improvements in their skill in the use of several elements and safeguards as progress are made from the lower grades to the upper. It appears that the ability to think scientifically is a complex of a number of component abilities and that it develops at varying rates and different communities. The test has been printed merely to facilitate gathering the data needed as a basis for its revision, improvement or replacement.

The article presents the fact that an analysis of the effect of intelligence on the relationship between socio-economic status and academic achievement. Academic achievement can be defined as success in learning and using the subject matter as defined and taught by the public and private school in the United States. This success is usually measured by a system of assigning particular values or grades to certain comparative levels of achievement. Emphasis in the past has been on attempting to affect the results of a student's early social environment in order to improve his school success and, subsequently, his later opportunities. The basic problem is one of reaching an adequate definition of intelligence The various tests available today purport to measure the intelligence based on the assumption that it is an innate capacity which everyone possesses in varying amounts, and which is "obscured" by environmental factors. If the determinants are environmental, the problem becomes one of isolating them and then controlling them.

The article focuses on the application of the pencil-and-paper Minnesota Tests of Creative Thinking to measure the primary creative abilities using complex tasks with non-specialized content simplified for use at all educational levels in the U.S. The absence of satisfactory criterion measures has been a major obstacle to research on creativity. Concomitant purposes of the studies were to investigate the relationships between measures of creative abilities and standardized measures of intelligence, school achievement based upon teacher's grades, school achievement based upon standardized tests and teacher ratings of selected personality characteristics.

The author comments on the Annual Science Talent Search which aims to discover young scientists in their pre-college years. The author observes that students who have applied for and taken the examination believed that they have a good opportunity in winning the competition if they have high grades, good personality, the ability to express themselves and special interest in book science. He points out that three students from the Forest Hills High School in New York City could not win in the competition for they cannot express themselves well in English.

The article focuses on the problems on information retrieval and education as a result of the growth of scientific publication and materials related to biological sciences in the U.S. The author looks at the problems from 1900 to 1930 and realized that new biological sciences have existed such as heredity and in the field of nutrition due to educational achievement. He notes that the tremendous amounts of scientific discoveries of studies is impossible for a researcher to retrieve a specific study. He suggested that international cooperation is needed to save important materials and scientific studies of being lost or forgotten.

The article reports on the crisis facing the high schools in the U.S. According to experts, there would be no crisis in American schools if education in America enjoyed the insulation and isolation from public interest and debate which it once enjoyed. The purpose of education, then, in America would seem to be education to get somewhere, education for useful production, and equally useful and stimulating consumption. This is the education of economic man, and it has long been central to America's philosophy of education.

The article reports on a study which looked at the factors influencing the success on certified public accountants (CPA) examinations in the U.S. The research provides information on the correlation of certain variables with test scores on each of the four sections of the examination and with average test scores for all the sections. Results indicated that scholastic record in college, inherent academic ability, as indicated by the scores on the College Entrance Examination Board's Scholastic Aptitude Test, were correlated with success on the CPA exam.

Data are presented showing possible differences in direction, magnitude, and kind of academic influences on students as exerted by the college teaching faculty and by Greek-letter social fraternities. These possible differences are attributed to the distinct kinds of relations that students have to these two college substructures. In the discussion of theoretical implications of the findings, the hypothetical and general picture offered is of student organizations that compete against each other in several arenas simultaneously. [ABSTRACT FROM AUTHOR]

The article investigates the father's influence on the intellectual level of Black ghetto children in the U.S. National interest has shifted on black ghetto children, especially upon their educational achievement and relationships between that achievement and family background on one hand and new educational programs on the other. Particular efforts have been made to identify a constellation of family variables that may account for a documented gap between the level of intellectual skills shown by these children and the level shown by white, middle class children of the same age.

Duncan's model of status attainment in the U.S. used as a point of comparison for analyzing the process of educational attainment, using several American and English data sets. The overall amount of father-to-son mobility is very similar in the two countries, and so are the relative contributions of social origin and ability to the son's attainment. Although the two educational systems differ greatly, their division of pupils into academic and non-academic segments reflects almost identically the effects of social origin and ability. These findings are interpreted in relation to Lipset's analysis of the two countries' value systems and Turner's contrast between "sponsored" and "contest" mobility patterns. To a great degree, the two countries appear to use quite different mechanisms to bring about the same outcomes. [ABSTRACT FROM AUTHOR]

The article discusses a study which evaluates educational innovations in the U.S. The objective of the study was to investigate a comprehensive evaluation plan that includes behavioral, attitudinal, and achievement measures for the use in larger scale studies of educational programs. It focuses on the differences between an open and traditional classroom and the kinds of students who are most successful in each classroom environment. It suggests the differences in the two classrooms might be primarily accounted by children's data who higher on achievement measures in the open classroom.

Previous studies by American rural sociologists found, lower levels of educational aspirations among farm than among nonfarm high school students, Farm boys planning in farm tended to have lower educational aspirations than other farm boys. This orientation was hypothesized as attributable in part to low evaluation of education by farm people. However, information from a statewide study of students in 30 rural high schools in Washington does not confirm earlier findings. On the contrary, more farm than nonfarm boys. aspired and expected to go to college and to obtain a college degree. Farm boys planning to farm did not have lower educational aspirations. and expectations than other farm boys. The aspiration levels of farm and nonfarm girls, did not differ significantly. Changes in reference group values, appear to provide a partial explanation for the unexpected findings. Possible reasons for changes in educational values of farm parent's are suggested. [ABSTRACT FROM AUTHOR]

A number of surveys and conferences have been conducted over the past decade dealing with the educational problems of migrant farm laborers in the U.S. Many found that the amount of horizontal mobility manifested by families is directly related to the children's retardation in school. This relationship seems quite understandable in view of the migration patterns shown by these families, in which the children must move from school to school, often after the school year has started and/or before it has ended. It is doubtful, however, that horizontal mobility is the sole or even the most important, factor associate with the children's age-grade placement. Several studies have shown that factors such as the educational attainment levels of parents and their expectations regarding theft children's education tend to be positively related to the children's academic performance. The purpose of this study was to analyze relationships between migrant children's academic performance and certain socio-educational factors.

Data from a three generational survey of Japanese Americans indicate that the occupational and educational attainments of the first generation (Issei) are reflected in the achievements of the second and third generations. Findings suggest that two different currents flow in the Japanese American community, one relatively traditional, the other more assimilationist. It is expected that only assimilationists will survive—but in a modified fashion. The majority of the Sansei queried indicate an interest in Japanese ways while still embracing the primary goals of American society and its emphasis on socioeconomic success in particular. Although the ban on outmarriage is breaking down, a majority of Sansei have married or intend to marry within the fold. While the Japanese Americans have successfully accommodated to the American situation—especially by correctly gauging the great importance of education, there is little evidence that the subculture will soon wither away. [ABSTRACT FROM AUTHOR]

Correlates and consequences of African as compared to American identity of Negro Americans in a remedial junior college program were investigated. The major findings were: (a) males were more likely than females to identify themselves as coming from an African family background, and (b) those who identified themselves as American achieved higher grades than those identifying themselves as African. The major explanations concern the ambivalence of the African "protest identity" and issues concerned with the criterion variable of achievement. It was suggested that a positive identity will be related to successful socialization or achievement in a particular culture only when the identity is congruent with the core values of that culture. [ABSTRACT FROM AUTHOR]

This article discusses the issue of achiever personality and academic success among disadvantaged college students in the U.S. Encouraging efforts are being made to extend opportunities for collegiate education to increasing numbers of Negro youth from disadvantaged backgrounds. Many colleges and universities are actively recruiting not only students who meet specific entrance requirements, but also high risk students whose qualifications fall short of conventional admissions standards. In spite of these beginning efforts, Negroes are seriously under-represented in colleges as a whole, and the scarcity of Negro students attending academically selective institutions is especially pronounced.

This article describes the characteristics of a group of Negro and white freshmen at a major public university in the U.S., their expectations of, and their experiences during their initial year of school. One of its purposes is to highlight those characteristics, expectations, and experiences which differentiate the Negro students in the sample from the white students and to determine which of these elements appear to be most relevant to academic, personal, and social development. White students comprise a random sample of white freshmen who entered the university's liberal arts college in the fall of 1966. The Negro sample is randomly selected from students brought into the college under a program specially designed to provide disadvantaged minority group students with the opportunity to pursue higher education.

This article examines the effect of Upward Bound programs on the attitudes, motivation, and academic achievement of Negro students in the U.S. Project Upward Bound is a precollege enrichment program sponsored by the Office of Economic Opportunity (OEO) for high school students from low-income families. The purpose of Project Upward Bound as stated in the guidelines is to generate the skills and motivation necessary for college success among young people from low-income backgrounds and inadequate secondary school preparation. Students selected for the programs are required to meet the OEO poverty criterion.

This article examines the relative influence of school and of classroom desegregation on the academic achievement of ninth grade Negro students in the U.S. There are several studies which have shown that the academic growth of Negro secondary students is affected by the degree of racial or social class segregation which has characterized their schooling. The Office of Education report of its 1965 nationwide Educational Opportunities Survey shows that the social class segregation which accompanies racially segregated schooling accounts for more of the variation in the achievement of Negro high school students than did any of the differences in school facilities, curriculum, or teaching staff which are measured by the survey.

The purpose of this article is to explore the role of women in one's culture, in academia, in a few professions, and in the field of sociology. There are suggestions in some of the sociological literature that women are in a difficult and sometimes unspecified role. Age and Sex in the Social Structure of the United States, analyzes the various avenues of expression available to women domesticity; glamour; and good companion, as expressed in such pursuits as humanitarianism and club activities. Much literature, academic and otherwise, has been devoted to a survey of the opportunities and joys of the domestic role. The foregoing material can serve both as an indictment of, and a cause for, restricting the role of academic women, as well as an accounting of the reasons why women withdraw from the professions. To label the interplay of variables as discrimination is not wholly accurate, but neither can the material be taken as cause for maintaining the status quo. Research continue to be faced with the facts that good intellectual ability among women is being wasted as a social and national resource and that lack of clarity about the female role may be productive of personal unhappiness.

This article discusses research on the stability of teacher effects in the U.S. upon student achievement. This article reviews and discusses nine studies concerned with the generality of teacher effects across two instructional periods. One purposes of writing the review is to call attention to existing research in this area, and to the problems in interpreting the results. This review also focuses on the stability or consistency of teacher effectiveness. The term "teacher effects" refers to residual class mean achievement scores in which a measure of prior achievement or student aptitude is used to adjust posttest scores by regression. It is hoped that future studies will be conducted to replicate the existing studies and to help resolve some of the issues which the authors raise.

This article presents a research review on manpower planning and its role on the age of automation in the U.S. In the light of the persisting uncertainty inherent in educational planning, the only general conclusions that can be drawn from the social demand approach is that an appeal must be made to all educational decision makers to adapt a structure, method and content of technical education to the new situation of fluctuating labor market requirements. Somehow, the system of vocational training and higher technical education must provide a continuous educational spectrum to match the continuous occupational spectrum.

This article evaluates the factors in the improvement of educational and psychological tests in the U.S. Selection measures have improved with reference to noncognitive behavior and specialized abilities in areas of technical competence. Proficiency measures have developed for the purpose of assessing achievement of learning objectives and knowledge of content in terms of the practical applications to assigned duties. Reference has already been made to sources of information with respect to developments in testing programs on the college level.

This article focuses on the development and use of the tests of educational achievement in schools and universities in the U.S. Because validation studies and applications of achievement tests often include validation an tests of intelligence, aptitude and personality, some overlap with such topics will be inevitable. The external statistical relationships of achievement tests as criteria for test evaluation were discussed. Lastly, a final problem facing workers in the measurement field concerns the better utilization of achievement tests.

This article discusses the research about the trends in social education in the U.S. The February 1943 issue of this journal presented analyses of research bearing on this field. A mounting belief in the importance of direct participation in school and community living as planned phases of education for democratic citizenship continues to be reflected in educational literature. Chapters six and seven were planned to cover important lines of research in teaching the social studies. All of the studies reviewed might have been included in single, logically organized chapter, but for purposes of emphasis it seems better to treat separately research bearing on the topics included in the seventh chapter.

This article determines the value of innovation in experimental groups by initial and final measurements of status of educational achievement in the U.S. The adequacy of objective tests for evaluating hypothesis in education is obviously much inferior to that in the more basic sciences. Thus, educational research is in dire need for more objective and more adequacy methods of testing great mass of unproven theories. Lastly, in a study of variations in educational accomplishments in a number of school subjects among children of normal intelligence, it was reported that although the intelligence quotients of children may be normal, its is clear that they are not as rule homogenous in other traits.

This article focuses on the achievement tests in colleges and universities in the U.S. The characteristics significant for an achievement test are determined in any particular case by the uses to which the test is to be put and the effect resulting from such uses. In the selection and guidance of college students, achievements tests as well as aptitude tests are frequently used. Nevertheless, few studies have been made to evaluate this practice. The effects of testing are undoubtedly significant and varied. They are probably depended upon the nature of the test, the procedures employed giving the test, the use to which the test results are put and the traditions of the college as well as the attitude of the individual student.

This article discusses research done in Brazil employing the projective technique for the measurement of human motivation developed in the U.S. The general purpose of the research was to evaluate the technique by applying it to individuals who belong to a culture different from the one in which the method was developed. The results confirm the hypothesis that the projective method of measuring achievement motivation under study yields results similar to those obtained in the U.S. More specifically, giving Brazilian students experiences of success and failure has similar effects on their achievement imagery, when it is defined in terms of competition with a standard of excellence. In spite of the cultural determination of such standards, the scoring definition is apparently sufficiently general to detect the same experimental effects on fantasy in Brazil. Of course the universal applicability of the scoring definition can only be admitted after satisfactory results have been obtained in a number of cultures. On the other hand, the results of the present study are sufficiently encouraging to support the belief that it will be possible to study the intensity of the achievement motive itself as it varies from culture to culture.

The article discusses the report on students who achieve in science, which was presented at the meeting of Section Q of the American Association for the Advancement of Science held December 29, 1961 in Denver, Colorado. It explores the problem of the origin of scientific talent. The authors speculate that certain kinds of experience in one's early life, school and peer association might be of primary importance. The article examines the biographical life history information of 600 senior high school students.

The article discusses the report on achievement in high school chemistry, which was presented at the meeting of Section Q of the American Association for the Advancement of Science held December 30, 1961 in Denver, Colorado. It reports on the use of factorial design and covariance in the study of several factors and their relationship to achievement in high school chemistry. The article details the results of the Anderson Chemistry Test, the ACS-NSTA Cooperative Examination: High School Chemistry Form 1959, and the School and College Ability Tests.