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THIS REPORT ON RECRUITMENT TO HIGHER EDUCATION IN PUERTO RICO EXAMINES, IN PART 1, THE DIMENSIONS OF THE EXPANSION OF HIGHER EDUCATION AND SOME OF ITS CONSEQUENCES FOR THE CHARACTER OF THE HIGH SCHOOLS AND FOR THE PATTERN OF RECRUITMENT TO THE UNIVERSITY. PART 2 DESCRIBES IN DETAIL THE PATTERN OF RECRUITMENT TO HIGHER EDUCATION AS IT EXISTED IN 1960. THE DATA CAME FROM A SAMPLE SURVEY OF HIGH SCHOOL SENIORS AND COMPARED THE PUERTO RICAN RECRUITMENT PATTERN WITH THAT OF THE UNITED STATES. ITS MAIN FINDING WAS THAT THE RECRUITMENT PATTERNS ARE REMARKABLY SIMILAR. (LP)

Dichotomous poverty is defined by taking an arbitrary standard of consumption capability as a dividing line between rich and poor. An investigation into dichotomous poverty below the 2000 dollar level will be worthwhile, since, in 1953, the Planning Board announced as a goal the attempt to lift all families above this margin. In 1953, 78 percent of the families had an income below the 2000 dollar dichotomous poverty threshold. Forty-six percent did not reach it in 1963, and 39 percent did not reach it in 1969. The reduction in the percentage of dichotomous poor from 1963 to 1969 was not sufficient to keep up with the population. Between 1963 and 1969, population grew faster than economic progress. Continuous poverty classifies as poor those who fall in a specified bottom percentage of the population in terms of capability to consume. In terms of the distribution of income, the greater the inequality, the greater the amount of continuous poverty. While between 1953 and 1963 the poor earned more, the rest of the society earned even more than proportionately more. Agricultural workers, slum dwellers, families with unemployed or subemployed heads, and recipients of welfare are the groups who have progressed at the lowest rates--the lowest groups have progressed at the slowest rate. [Several pages in this document are not clearly printed and contain editorial markings.] (Author/JM)

The Conference on Ecological and Cultural Factors Related to Emotional Disturbance in Puerto Rican Children and Youth was the primary attempt to bring together a group of behavioral scientists, medical doctors, and educators, so that the scientific findings of the former--behavioral and medical scientists--may be used by the latter--educators--in the designing and implementation of a curriculum plan for the education of emotionally disturbed children in Puerto Rico. All participants at the Conference were Puerto Ricans actually engaged in dealing with emotionally disturbed children in Puerto Rico. Contents include the following papers: "Introduction," Roberto E. Moran; "Machismo versus Momism in Puerto Rico," Efrain Sanchez Hidalgo; "The Puerto Rican Child with Emotional Disturbances," Nectar R. de Torregrosa; "The Emotionally Disturbed Child in the Classroom," Alba N. Lebron de Ayala; "Experiences with Emotionally Disturbed Children at the Day Care Center, Psychiatric Hospital, Puerto Rican School of Medicine," Cira V. Romera de Uriarte; "The Puerto Rican Family: Psychological Approach," Antonio Martinez-Monfort; "Social Structure and Child Development," Raul A. Munoz; "The Impact of the Family on the Child's Emotional Development," Estelia Munoz de Lopez de Victoria; "The Puerto Rican Community: Sociological Approach," Juan J. Maunez; "The Impact of Some Factors of the Puerto Rican Community on the Development of Our Children," Guillermo Santiago; and, "Summary of Group Reports," Aida S. Candelas. (Author/JM)

In 1958 a project was begun in a small, isolated, rural farm community in Puerto Rico to provide nutrition education and improve other conditions of home and community living. Preliminary meetings, interviews, and examinations revealed the interest and great need of the 100 families. Progress reports were made after 1 year, 2 years, and 5 years. The 90 children were given 3 meals a day at the 2-room elementary school, along with instruction about good foods. The families were given information and demonstrations on home food production and nutrition. Housing, school, and public facilities (such as roads and water supply) were repaired or newly constructed. The community attitude toward self help was raised considerably. Although all problems were not solved, many deficiencies began to be corrected. Partly because of the on-going improvements at Dona Elena, the Governor of Puerto Rico in 1960 established a Commission for Improvement of Isolated Communities to administer other programs similar to the Dona Elena Project. (JAM)

RECENT LEGISLATION IN PUERTO RICO HAS VALIDATED THE 2-YEAR REGIONAL COLLEGE CONCEPT, AND THE CHARACTER OF THE PROGRAM COMBINING LIBERAL ARTS TRANSFER CURRICULUMS AND VOCATIONAL EDUCATION HAS BEEN SET. TO IMPLEMENT THE PLANNING PHASES, THIS STUDY PREDICTS STUDENT ENROLLMENT BY REGION. TWO INDEXES ARE USED TO ESTIMATE STUDENT DEMAND--COLLEGE INTEREST, BASED ON THE NUMBER OF STUDENTS TAKING THE COLLEGE ENTRANCE EXAMINATION BOARD TESTS AND APPLYING FOR ADMISSION AT ONE OF THE FIVE UNIVERSITIES, AND VOCATIONAL TRAINING INTEREST, BASED ON APPLICATIONS TO THE SEVEN VOCATIONAL SCHOOLS. GROWING NUMBERS OF HIGH SCHOOL GRADUATES ARE SEEKING ADDITIONAL EDUCATIONAL OPPORTUNITIES. URBAN CENTRALIZATION OF HIGHER EDUCATION INSTITUTIONS IS CREATING TRANSPORTATION PROBLEMS FOR POTENTIAL STUDENTS AS WELL AS REGIONAL IMBALANCES. IT IS RECOMMENDED THAT A DIRECTOR BE APPOINTED TO COORDINATE AN IMMEDIATE PROGRAM OF PREPARATION INCLUDING STAFF APPOINTMENTS, ESTABLISHMENT OF SCHOLASTIC STANDARDS, ALLOCATION OF ECONOMIC RESOURCES REQUISITE FOR DEVELOPMENT, AND CURRICULA DESIGNATION. THE DOCUMENT IS WRITTEN IN SPANISH. (AL)

A SURVEY WAS ORGANIZED AND CONDUCTED TO DETERMINE THE FEASIBILITY AND DESIRABILITY OF USING TELEVISION FOR INSERVICE TEACHER EDUCATION PROGRAMS IN PUERTO RICO. VARIOUS QUESTIONNAIRES WERE CONSTRUCTED AND SENT TO TEACHERS AND EDUCATIONAL SUPERVISORS THROUGHOUT PUERTO RICO. GROUP MEETINGS WERE HELD WITH SCHOOL SUPERINTENDENTS IN STRATEGIC AREAS TO OFFER ORIENTATION IN THE SURVEY OBJECTIVES. FINDINGS EMPHASIZED AN URGENT NEED OF INCREASING FACILITIES AND RESOURCES FOR THE EDUCATION OF TEACHERS IN SERVICE. NO PROBLEMS WERE ANTICIPATED IN REGARD TO SECURING NECESSARY PERSONNEL, TECHNICAL EQUIPMENT, OR BROADCASTING TIME FOR ESTABLISHING SUBJECT EDUCATIONAL PROGRAMS IN MOST AREAS. RECOMMENDATIONS FOR FUTURE IMPLEMENTING ACTION WERE OUTLINED IN DETAIL. (JH)

THE MAIN PURPOSES OF THE PROJECT WERE TO DEMONSTRATE A NEW TECHNIQUE FOR HANDLING THE TEACHING OF CREDIT COURSES, TO DEMONSTRATE THE ADMINISTRATIVE SETUP NEEDED FOR ESTABLISHING PERMANENT ORGANIZED EDUCATIONAL TV PROGRAMS, TO DETERMINE THE COSTS OF OPERATION, AND TO ENLIST THE INTEREST OF PEOPLE NOT DIRECTLY CONCERNED WITH THE PROJECT. THE REACTIONS OF TEACHERS, TV PROFESSORS, AND DISCUSSION-GROUP LEADERS WERE DETERMINED. NINETY LESSON-PROGRAMS (TWO THREE-UNIT COURSES) WERE RECORDED ON VIDEO TAPE AND TRANSMITTED BY STATIONS WIPR-TV AND WIPM-TV. THE REACTIONS OF THE VARIOUS GROUPS AND PERSONS PARTICIPATING WERE OBTAINED THROUGH THE USE OF A QUESTIONNAIRE. ALL GROUPS WERE FAVORABLY IMPRESSED WITH THE SERVICE OF THE PROGRAMS. THE PROFESSORS FOUND THE TV MEDIUM DEMANDING, BUT BELIEVED THE EXPERIENCE HELPED IMPROVE THEIR OWN CLASSROOM TEACHING. THE HIGHLY FAVORABLE REACTION OF ALL GROUPS SUGGESTS THE FOLLOWING--(1) ESTABLISHMENT OF UNIVERSITY TV WOULD BE MOST WELCOME AND (2) UNIVERSITY TV CREDIT COURSES WOULD BE AN ACCEPTABLE METHOD OF PROVIDING INSERVICE TEACHER EDUCATION. (AW)

A NEED FOR AN ADEQUATELY DEVELOPED AND STANDARDIZED INTELLIGENCE SCALE IN THE WHOLE OF LATIN AMERICA RESULTED IN THE WAIS PROJECT WHOSE AIM WAS TO TRANSLATE INTO SPANISH, ADAPT TO SPANISH CULTURE, AND STANDARDIZE THE WECHSLER ADULT INTELLIGENCE SCALE IN PUERTO RICO. FOLLOWING A DISCUSSION OF THE FOUR GENERAL GOALS, THE PROJECT REPORT OUTLINES THE NINE PHASES BY WHICH THE GOALS WERE ACCOMPLISHED. IN THE SECTION THAT FOLLOWS, THE RESULTS OF THE STATISTICAL ANALYSES, SUPPORTED BY NUMEROUS TABLES, ARE PRESENTED IN DETAIL. DATA COVER (1) ANALYSES OF THE TOTAL POPULATION REPRESENTED, (2) THE GUATEMALA EXTENSION OF THE PROJECT, (3) THE DEVELOPMENT OF THE NEW MANUAL, (4) THE STANDARDIZATION SAMPLE OF THE TOTAL POPULATION REPRESENTED, (5) THE PROBLEM OF PREDICTING THE RATE OF CHANGE OF IQ AND THE NEED FOR AUTOMATIC ADJUSTMENT OF NORMS OR RESTANDARDIZATION, AND (6) THE PREDICTION OF NORMS FROM A RELATIVELY SMALL SAMPLE. A DISCUSSION OF THE SERIOUS QUESTIONS THAT CAN BE RAISED ABOUT THE QUALITY OF THE TEST PRECEDES A SECTION CONTAINING CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS. EXTENSIVE APPENDIXES INCLUDE A SPANISH TRANSLATION OF THE TEST MANUAL AND A PAPER ON RANDOM SAMPLING FROM TOTAL POPULATIONS. (AB)

THIS STUDY ATTEMPTED TO DEVELOP A GROUP TEST OF GENERAL ABILITY WHICH WILL ACCURATELY ASSESS THE INTELLECTUAL CAPACITIES OF ELEMENTARY AND SECONDARY STUDENTS IN THE PUERTO RICAN SCHOOLS. THE OBJECTIVES WERE--(1) TO DETERMINE WHAT COMMON INTELLECTUAL TASKS INDICATE MENTAL ABILITY IN SPANISH-SPEAKING PUERTO RICAN AND OTHER ENGLISH-SPEAKING AMERICAN CHILDREN, AND (2) TO ASCERTAIN WHAT CULTURAL DIFFERENCES INFLUENCE INTELLIGENCE TEST SCORES TO DISTORT RESULTS IN FAVOR OF OR AGAINST SPANISH-SPEAKING PUERTO RICAN CHILDREN. THE FIRST STEP WAS A SURVEY AND ANALYSIS OF PUBLISHED TESTS OF INTELLIGENCE AND OF THE LITERATURE IN THE FIELD TO ASCERTAIN THE COMMON FACTORS GENERALLY INCLUDED IN TESTS OF INTELLIGENCE. A POOL OF TEST ITEMS MEASURING DIFFERENT ABILITIES AT DIFFERENT GRADE LEVELS WAS PREPARED. THESE ITEMS WERE TRIED OUT FOR VALIDITY AND RELIABILITY, AND SOME WERE SELECTED FOR CONSTRUCTION OF A PROVISIONAL SCALE. A SECOND ITEM SAMPLE INCLUDED AT LEAST 500 CHILDREN FROM PRIMARY, INTERMEDIATE, AND ADVANCED GRADE LEVELS SELECTED ON THE BASIS OF NORMAL AGE AND AVERAGE ACHIEVEMENT FOR THE GRADE. THE SCHOOLS WERE SELECTED AT RANDOM FROM THE FOUR GEOGRAPHICAL REGIONS IN PUERTO RICO. A BALANCED SELECTION OF BOYS AND GIRLS FROM SMALL, MEDIUM, AND LARGE COMMUNITIES WAS USED. IN VIEW OF THE RESULTS OBTAINED BY COMPARING THE PERFORMANCE OF PUERTO RICAN CHILDREN IN NEW YORK SCHOOLS AND THE CHILDREN IN PUERTO RICO, WHERE THERE WERE SIGNIFICANT DIFFERENCES IN FAVOR OF THE LATTER AT ALL THREE LEVELS OF THE EXPERIMENTAL EDITION OF THE TEST, IT IS CONSIDERED ADVISABLE TO MAKE ANOTHER COMPARISON USING THE FINAL EDITION OF THE TEST WITH A MORE REPRESENTATIVE SAMPLE FROM NEW YORK. (GC)