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A STUDY OF THE RELATIONSHIPS AMONG THE FACTORS
OF FINANCIAL NEED, EFFORT. AND ABILITY
IN 581 HIGH SCHOOL DISTRICTS

IN MICHIGAN

By

Merton James Turck. Jr.

AN ABSTRACT

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in.partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

Department of Administrative and Educational Services

1960

Approved 11;Zi%::;;2éézf"Egé;:44;‘-'

The purpose of this dissertation is to determine the relationships
between acceptable measures of need. effort, and ability in Michigan
public high school districts and the adequacy of the Michigan state
financial plan.

To accomplish this. the literature and the research in the fields
of school finance and school administration were reviewed to ascertain
the elements of a good state support program.

The state support program of Michigan for the 1957-58 school year
was examined to determine the manner in which it provided for the elements
of a gpod.program. The assumptions concerning the characteristics of
local school districts in Michigan, upon which the state program rests,
seemed to be predicated upon some specific relationships among the three
key variables of need (size of district membership). ability (taxable
wealth), and effort (tax rate).

Three general hypotheses were developed and tested:

I. There is no significant relationship between financial need
and financial ability in school districts in.Michigan.

II. There is a positive relationship between financial need and
financial effort in school districts in Michigan.
{III:\ There is a negative relationship between financial effort
and financial ability in school districts in Michigan.

The Pearson product-moment correlation method was used to test
the hypotheses. The 581 high school districts were tested as one
sample. The 581 districts were also divided into low. medium. and high

groups for each variable and tested similarily.

The following results were obtained:

1. It was necessary to reject General Hypothesis 1. A statisti-
cally significant positive correlation was obtained for the total sample
and for two of the three grouped samples. In only the very small high
school district was there no significant relationship between need and
ability.

2. It was necessary to accept General Hypothesis II. For the
total sample and for the large high school districts there was a positive
relationship between need and effort.

3. It was necessary to reject General Hypothesis III. For the
total sample and for two of the three grouped samples there were no
statistically significant relationships. In only the low ability (poor)
high school district was there a statistically significant negative
relationship.

The following conclusions were reached:

(:lg?There is undoubtedly a relationship between size of membership
and taxable wealth.

(:ég; There is a tendency for a school district as it increases in
size of membership to expend more effort (tax rate) for the support of
its program.

3. There appears to be no consistent relationship between the
ability of a high school district and its effort.

h. The three variables studied are by themselves inadequate
predictors of the adequacy of a state support program.

5. The effect of sociological factors and various community
characteristics may account for the results of the analyses of the

variables used in this study.

A STUDY OF THE RELATIONSHIPS AMONG THE FACTORS
OF FINANCIAL NEED. EFFORT, AND ABILITY
IN 581 HIGH SCHOOL DISTRICTS

IN MICHIGAN

By

Merton James Turck. Jr.

A THESIS

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in.partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

Department of Administrative and Educational Services

1960

ACKNOWLEDGMENT

The writer here gratefully acknowledges his indebtedness to
those persons who by their continued inspiration. cooperation. and
guidance made this study possible. He is especially indebted to
Dr. Stanley E. Hacker, chairman of the committee, for his generous
encouragement and helpful criticisms.

To Dr. William H. Roe. Dr. Walter F. Johnson, and Dr. John Useem.
the writer wishes to express his thanks for their assistance and worth-
while suggestions.

Finally, the writer deeply appreciates the valuable assistance
of Dr. Karl T. Hereford and Mr. John J. Patterson in the statistical

and analytical phases of the study.

TABLE OF CONTENTS

Page
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST or ILLUSTRATIONS . . . . . . . . . . . . . . . . . . . . viii

CHAPTER
I. STATFMENTOFTHEPROBLIM............... 1
Introduction . . . . . . . . . . . . . . . . . . . . 1
Design of the Study . . . . . . . . . . . . . . . . b
General hypotheses to be tested . . . . . . . h
Population I I I I I I I I I I I I I I I I I I I I 5
Operational assumptions . . . . . . . . . . . . 6
Definition of terms used . . . . . . . . . . . . 6
Operational hypotheses to be tested . . . . . . . 8
The analysis . . . . . . . . . . . . . . . . . . . 10
Limitations of the study . . . . . . . . . . . . . 11
Conclusions and recommendations . . . . . . . . . 12
overV1" I I I I I I I I I I I I I I I I I I I I I 12
III FINANCIM’ m I I I I I I I I I I I I I I I I I I I I 1“
Introduction . . . . . . . . . . . . . . . . . . . . In
Need and Ability . . . . . . . . . . . . . . . . . . 15
Operational hypotheses for non-weighted
definitionfl.................. 15
Operational hypotheses for weighted definitions . 21
Nead and Effort I I I I I I I I I I I I I I I I I I 26
Operational hypotheses for non-weighted
definition of need . . . . . . . . . . . . . . . 29
Operational hypotheses for weighted definition of
need I I I I I I I I I I I I I I I I I I I I I I 3“

8mm I I I I I I I I I I I I I I I I I I I I I I “2

CHAPTER
III. FINANCIAL EFFORT . . . . . . .

Introduction . . . . . . .
Effort and Ability . . . . .

Operational hypotheses for

Effort and Need . . . . . . .

Operational hypotheses for

effort . . . . . . . .

effort I I I I I I I I

Operating Effort and Total Effort . . . . . . . . .

Summary . . . . . . . . . .
IV. FINANCIAL ABILITY . . . . . .
Introduction . . . . . . . .
Ability and Need . . . . . .
Operational hypotheses for
definitions . . . . . .
Operational hypotheses for
Ability and Effort . . . . .
Operational hypotheses for
definition of ability .
Operational hypotheses for
ability I I I I I I I I

summaryssssssesse

non-weighted

weighted definitions .

nonpweighted

weighted definition of

V. SUMMARY. CONCLUSIONS. AND SUGGESTIONS FOR.FURTHER

mm I I I I I I I I I I I
Summary . . . . . . . . . .

COnC1u810n8 s e s e s s s 0

Suggestions for Further Study . . . . . . . . . . .

BIBLIOGWHY I I I I I I I I I I I I I

APPENDIX A: Review of the Literature .

APPENDIE.B: Description of the School District of the City of

Detr°1t I I I I I I I I I

iv
Page
1+5

“5

5

61
6a
76
76
87
87
88
88
90
92

92
96

101

105
105
112
113
115

118

139

'"‘

 

;-—
.—.
O. s —-

APPENDIX C:

APPENDIX D:
APPENDIX E:
APPENDIX E:
APPENDIX 0:
APPENDIX H:

APPENDIX I:

Table C from Garrett's Statistics in ngchology
and Education . . . . . . . . . . . . . . . . .

Financial Need #1 Rank Order .

Financial Need #2 Rank Order . .
Financial Effort #1 Rank Order .
Financial Effort #2 Rank Order .
Financial Ability #1 Rank Order

Financial Ability #2 Rank Order

Page
1&2
ink
157
170
183
196

209

be

VI

0..

.L.

.\

Table

1.

9.
10.
ll.

12.

13.

1h.

15.

16.

Financial

Financial
Sample

Financial

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Need #1, Total Sample . . . . . . . . .

LIST OF TABLES

Need #l--Financial Ability #1, Grouped

Need #2, Total Sample . .

Need #2—-Financial Ability #2, Grouped

Need #l--Financial Effort #1.

Need #1—-Financial Effort #2.

Need #2--Financia1 Effort #1,

Need #2—-Financia1 Effort #2,

Grouped

Grouped

Grouped

Grouped

Summary of Need x Ability Operational Hypotheses .

Summary of Need x Effort Operational Hypotheses . .

Financial

Financial
Sample

Financial
Sample

Financial

Financial
Sample

Financial
Sample

Effort #1. Total Sample . . . . . . . . .

Effort #1--Financia1 Ability #1. Grouped

Effort #l--Financial Ability #2, Grouped

Effort #2. Total Sample . . . . . . . . .

Effort #2--Financial Ability #1, Grouped

Effort #2--Financia1 Ability #2. Grouped

Page
16

19
23

25

3o

35

37

#1

b3

”7

#9

52
55

57

62

Table

17.

18.

21.

22.

23.
2h.

25.

3°-

31.
32.
33-
3h.

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Financial

Effort #l-oFinancial Need #1. Grouped

I I I I I I I I I I I I I I I

Effort #1--Financia1 Need #2. Grouped

Effort #2—-Financial Need #1. Grouped

Effort #2—-Financial Need #2. Grouped

Effort #l-~Financial Effort #2. Grouped

Effort #2—-Financia1 Effort #1. Grouped
swple I I I I I I I I I I I I I I I I I I I I I

Summary of Effort x Ability Operational Hypotheses

Summary of Effort x Need Operational Hypotheses . .

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Financial
Sample

Ability #l--Financial Need #1. Grouped

Ability #2-~Financial Need #2. Grouped

Ability #l--Financial Effort #1. Grouped

Ability #1-—Financial Effort #2. Grouped

Ability #2—-Financial Effort #1. Grouped

Ability #2—-Financial Effort #2. Grouped

Summary of Ability x Need Operational Hypotheses .

Summary of Ability x Effort Operational Hypotheses

Summarisation of Correlations. Total Sample . . . .

Summarisation of Correlations. Grouped Samples . .

vii
Page

65

73

75

77

85
86

89

91

9h

97

99

102
103
102:
106

107

Figure

9.

10.

11.

12.

13.

1h.

15.

LIST OF ILLUSTRATIONS

Financial Need #1-«Financial Ability #1. Total Sample .

Medium Financial Need #1-«Financial Ability #1. Grouped
smple I I I I I I I I I I I I I I I I I I I I I I I

High Financial Need #l--Financial Ability #1. Grouped
smp 16 I I I I I I I I I I I I I I I I I I I I I I I

Financial Need #2-oFinancial Ability #2. Total Sample .

Medium Financial Need #2--Financial Ability #2. Grouped
smple I I I I I I I I I I I I I I I I I I I I I I I

High Financial Need #2-~Financia1 Ability #2. Grouped
Sample I I I I I I I I I I I I I I I I I I I I I I I

Low Financial Need #l--Financial Effort #1. Grouped
swple I I I I I I I I I I I I I I I I I I I I I I I

Low Financial Need #l-—Financial Effort #1. Grouped
smle I I I I I I I I I I I I I I I I I I I I I I I

Low Financial Need #2—-Financial Effort #1. Grouped
smple I I I I I I I I I I I I I I I I I I I I I I I

High Financial Need #2-mFinancial Effort #1. Grouped
sanple I I I I I I I I I I I I I I I I I I I I I I I

Medium Financial Effort #l--Financial Ability #1.
Groilp ed swple I I I I I I I I I I I I I I I I I I I

Medium Financial Effort #1-—Financial Ability #2.
Grouped Sample . . . . . . . . . . . . . . . . . . .

Financial Effort {film-Financial Ability #2, Total
Sample..................o....

High Financial Effort #2-Financial Ability #1. Grouped
ample I I I I I I I I I I I I I I I I I I I I I I I

Financial Effort #2--Financial Ability #2. Total
SW18 I I I I I I I I I I I I I I I I I I I I I I I

Page
18

20

22

2h

27

31

33

39

50

53

59

60

ix
Figure Page

16. High Financial Effort #2--Financial Ability #2. Grouped
Sample....................... 63

17. Low Financial Effort #l--Financial Need #1. Grouped
smle I I I I I I I I I I I I I I I I I I I I I I I 66

18. Medium Financial Effort #1--Financial Need #1. Grouped
Sample....................... 68

19. Low Financial Effort #1--Financial Need #2. Grouped
Sample.........o...o......... 7o

20. Medium Financial Effort #l--Financial Need #2. Grouped
Sampleeeeeeeeeeeeeeeeeeeeeeee 72

21. Medium Financial Effort #l--Financial Effort #2.
swple I I I I I I I I I I I I I I I I I I I I I I I 79

22. High Financial Effort #l-Financial Effort #2. Grouped
Sample....................... 80

23. Low Financial Effort #2—wFinancial Effort #1. Grouped
Sample....................... 81

2“. Medium Financial Effort #2—-Financial Effort #1.
Grouped Sample . . . . . . . . . . . . . . . . . . . 82

25. High Financial Effort #2--Financial Effort #1. Grouped
SWIG I I I I I I I I I I I I I I I I I I I I I I I 83

26. Low Financial Ability #l-uFinancial Effort #1. Grouped
smple I I I I I I I I I I I I I I I I I I I I I I I 95

27. Low Financial Ability #2--Financial Effort #1. Grouped
smple I I I I I I I I I I I I I I I I I I I I I I I 100

28. Regression Lines for Correlations between Need and
Ability in All Three Groups.of Need . . . . . . . . 108

29. Regression Lines for Correlations between Need and
Effort in All Three Groups of Need ... . . . . . . . 109

30. Regression Lines for Correlations between Ability and
Effort in All Three Groups of Ability . . . . . . . 110

31. Regression Lines for Correlations between Effort and
Ability in All Three Groups of Effort . . . . . . . lll

CHAPTER I

STATMENT OF THE PROBLEM

Introduction

Any method whereby public funds are distributed by a state agency

to the school districts of a state for the purpose of supporting public

education should be under constant and continuous study. Historically.

state school finance programs have been subjected to such research.

From the work of Mort. Strayer. Haig. Burke. and others.1 there

has evolved what are considered to be the elements of a good state

support program. These might be stated as follows:

1.

2.

3.

A good state program will guarantee to all children
within its borders a minimum program of educational
opportunity.

A good state program will guarantee that the support
of its school programs is based upon a state-local
partnership.

1 good state program will equalize throughout the
state the financial burden of supporting the public
schools.

A good state program will insure that state support
is accorded in relation to the financial ability of
each district so as to equalize for variation in
wealth.

The state support program of Michigan,2 whereby schools were

 

1For a review of literature. see Appendix A.

zflichigan. Public Acts of 1952. Enrolled Act No. 312. For a
statement of some of the provisions of this act. see Appendix A.

supported during the 1957-58 school year. provides for these elements

of a good program. Specifically. these elements were expressed through

the following provisions:

1.

2.

3.

Each child enrolled in a public school was guaranteed
a minimum expenditure of funds for his education.
This was accomplished through the "gross allowance"
method of distributing state funds and was. for the
1957-58 school year. $190.00 per pupil.

State-local partnership in supporting education was
guaranteed through requiring that a school district
levy a minimum millage for school operating purposes
for participation in the state plan. This is commonly
referred to as "participation millage“ and was. for
the 1957-58 school year. five mills for any participas
tion and seven mills for full participation.

In order that a school district be not penalized
because of size. and so that the burden of supporting
districts of all sizes be equalised throughout the
state. the “gross allowance“ referred to above is
distributed in Michigan on a pupil membership basis
rather than on a census. flat grant. or another basis.

So as to equalize the support of schools in relation

to ability. the Michigan.plan deducts from the ”gross
allowance“ an amount in direct proportion to the tax-
able wealth of the district. This is called “deductible
millage'I and was. for the 1957-58 school year. two and
three-fourths mills on the state equalized valuation

of the district.

These elements. described above. and the Michigan state support

plan containing them. seem to rest upon certain implicit assumptions

concerning the characteristics of local school districts in Michigan.

These assumptions are as follows:

1.

2.

The provision for a “gross allowance" seems to rest on
the assumption that a fixed level of support ($190.00)
guarantees the same minimum level of service in all
local districts regardless of the size of the districts'
membership or its local taxable wealth.

The provision for a "participating millage” seems to
rest on the assumption that the effort required of

local districts to attain ”partnership status“ with

the State in the support of a minimum program is the
same regardless of size of district membership or wealth.

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3. The provision for payment of "gross allowance“ on
a per-pupil in membership basis also seems to rest
on the assumption that the cost to the local districts
in order to support minimum and desired programs is
the same regardless of the size of the districts'
membership.

h. The provision for a "deductible millage“ (local share

in minimum program) seems to rest on the assumption
that local districts vary in their ability to sup art

a minimum program. and that the financial effort local
millage) required of poor districts should not be pro-
portionately greater than that of wealthy districts.

In terms of these assumptions. it seems clear that the Michigan
state financial program for public schools is predicated upon some
specific relationships among three variables: the size of local district
membership. the amount of taxable wealth available to local districts.
and the financial effort required of the local district to provide
minimum and desired levels of educational services for its membership.

Michigan is increasing in population. Its taxable wealth. from
industry and other sources. is also increasing overall but concentrating
unequally among the present school districts. The question to be re-
solved by this study is. “Are these assumptions warranted. now and in
the future. in the State of Michigan?“ If so. it would appear that the
provisions of the Michigan state plan may be considered to be adequate
or good. If not. it would appear that the broad approach of the plan
is unfounded and that other means for financing public education should
be sought.

The general problem with which this study deals is to determine

the relationships between acceptable measures of size of membership.

financial effort. and ability in Michigan local public school districts.

Design of the Study

General Hypotheses To Be Tested

Nine logical relationships can be attributed to the three

variables cited above. They are:

1. Reed is positively related to ability.
2. Need is negatively related to ability.
3. Need is unrelated to ability.

I;

. Need is positively related to effort.
5. Need is negatively related to effort.

6. Need is unrelated to effort.

7. Effort is positively related to ability.
8. Effort is negatively related to ability.
9. Effort is unrelated to ability.

The assumptions underlying the Michigan state financial plan.

however. provide a basis for choosing three hypotheses from among the

nine logically possible.

In the design of this study. therefore. the following three

general hypotheses and their

General Hypothesis 1.

Alternate.

General Hypothesis II.

Alternate.

General Hypothesis III.

Alternate.

logical alternatives are tested:

There is no significant relationship between
financial need and financial ability in
school districts in Michigan.

There is a significant relationship between
financial need and financial ability in
school districts in Michigan

There is a positive relationship between
financial need and financial effort in
school districts in Michigan.

There is not a positive relationship
between financial need and financial
effort in school districts in Michigan.

There is a negative relationship between
financial effort and financial ability
in school districts in Michigan.

There is not a negative relationship
between financial effort and financial
ability in school districts in Michigan.

Population

This study deals with the school districts of the State of
Michigan that were. during the school year 1957-58. offering instruction
in grades kindergarten through nine. kindergarten through ten. kinder-
garten through eleven. and kindergarten through twelve. The study is
limited to these districts for several reasons: (1) These districts
educate more than ninety per cent of all public school children in the
state. (2) These districts contain more than ninety per cent of the
total valuation of all districts. and (3) The reduction in total number
of school districts in the past fifty years from a.peak of 7.362 in 1912
to 2.553 in the school year 1957-58. and the annual reduction in this
number portends the fact that the school district offering instruction
in all grades is the district to receive the greatest attention for
future planning.3

There were. during the school year 1957-58. 582 such districts.
This study will deal with 581 of them. The district not included in
the main part of this study is the City of Detroit. It was eliminated
from the statistical computations and comparisons because of its unique-
ness. Its size. the laws under which it must operate. the special
provision of the state aid act relative to its deductible millage. and
all the other factors that set it apart and declare it to be different
from the rest of the high school districts are the basis for its ex-
clusion. A brief description of the data relative to the school district

of the City of Detroit will be found in Appendix B.

 

3Data obtained from Michigan Department of Public Instruction.

Operational Assumptions

The following are the assumptions upon which this study is based:

1.

2.

Some kind of unit measure of educational load such as pupil
membership or weighted-pupil membership is valid as a gross
measure of financial need of a high school district.

The operating tax rate (allocated and extra-voted) of a
high school district is a valid measure of its financial
effort: the total tax rate (allocated and extra-voted)
of a high school district is a valid measure of its
financial effort.

State equalized valuation as a gross measure of wealth and
some kind of unit measure of educational load such as

wealth per pupil or wealth per weightedrpupil is valid as

a measure of the taxpaying ability of a high school district.

Definitions of Terms Used

Several terms that are used quite generally in the field of school

finance must be somewhat narrowly defined for the purposes of this study.

agigh School District - A.public school district maintaining at least

grades kindergarten through nine.

State School Aid - The distribution of state moneys to school

districts on a state-wide basis.

State Equalized Valuation The final appraisal of the worth of the real

 

and personal property as established for tax

purposes by the Michigan State Tax Commission.

Mill - A mill is equal to one-tenth of a cent.

Allocated'ggg - The total number of mills levied within a
school district for the support of the
operation of the school under the authority
of the County Tax Allocation Board.

.Eggggezgtgg Tag - The total number of mills levied within a

school district in excess of the allocated

7

tax and under the authority of a referendum
of the electorate of the district.
Qperation‘ggzy - All taxes levied for the purposes of Operat-
ing the school district.
0421t81.923122.§222 - All taxes levied for the purposes of build-
ing and site funds and debt retirement
service.

It is of paramount importance to this study that three terms.
namely. need. ability. and effort be rigidly defined. However. to
further facilitate the several comparisons that are made. the afore-
mentioned terms must have‘tgg definitions. For the purposes of this
study. the following will be considered and referred to as the PRIMARY
definitions:

Financialifiggd t; - The total resident membership. expressed in I
number of children. of a.high school district.

Financial Ability.i_ - The state equalized valuation. expressed in
dollars. of a high school district divided by
the total resident membership. The figure used
is actually the number of dollars of state
equalized valuation behind each resident member.

financial.§££g£§ f; - The total tax rate (allocated and extra-voted).

‘ expressed in mills. levied in a high school
district for the purposes of the operation of
the school.

For the sake of comparison. so as to make for greater depth to
the study and so that recommendations and conclusions may be drawn and

made. a second set of definitions will be used. They shall be considered

and referred to as the SECONDARY definitions and are as follows:

Financial Need {3

Financial Ability.ޤ -

Financial Effort 1;

The weighted-pupil resident membership expressed
in number of weightedepupil units of a high
school district. The weighted-pupil membership
is obtained by multiplying the secondary resident
membership times a weighted factor-in this case
1.3 which recognizes the difference in the cost
of financing secondary education over financing
elementary educations-and adding it to the actual
elementary resident membership.“
The state equalized valuation of a high school
district expressed in dollars divided by the
total weighted-pupil resident membership
(secondary definition of need). The figure
used is actually the number of dollars of state
equalized valuation behind each weighted-pupil
unit.

The total tax rate (allocated and extrarvoted)
expressed in mills levied in a high school

district for the purposes of operation and

capital outlay of the school.

Operational Hypotheses To Be Tested

Eighty operational hypotheses were constructed in an effort to

test the general hypotheses. These are developed in the three analysis

1.

Records are not maintained in.Michigan which permit computation

of the specific differences in these costs. Accordingly. cost data from
the State of New York were used to determine the weighting.

chapters.

9

For the purpose of illustration. a model consisting of the

general hypothesis and its operational hypotheses is presented below.

General Hypothesis 1.

There is no significant relationship between

financial need and financial ability in high
school districts in Michigan.

Operational Hypothesis 1.

Alternate.

Operational Hypothesis 2.

Alternate.

Operational Hypothesis 3.

Alternate.

Operational Hypothesis h.

Alternate.

Operational Hypothesis 5.

Alternate.

Operational Hypothesis 6.

There is no significant relationship between
financial need #1 and financial ability #1 in
581 high school districts in Michigan.

There is a significant relationship between
financial need #1 and financial ability #1 in
581 high school districts in Michigan.

There is no significant relationship between
financial need #1 and financial ability #1 in
the low need high school districts.

There is a significant relationship between
financial need #1 and financial ability #1
in the low need high school districts.

There is no significant relationship between
financial need #1 and financial ability #1
in the medium need high school districts.

There is a significant relationship between
financial need #1 and financial ability #1
in the medium need high school districts.

There is no significant relationship between
financial need #1 and financial ability #1
in the high need high school districts.

There is a significant relationship between
financial need #1 and financial ability #1
in the high need high school districts.

There is no significant relationship between
financial need #2 and financial ability #2
in 581 high school districts.

There is no significant relationship between
financial need #2 and financial ability #2
in 581 high school districts.

There is no significant relationship between
financial need #2 and financial ability #2 in
low need high school districts.

10

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 in
low need high school districts.

Operational Hypothesis 7. There is no significant relationship between
financial need #2 and financial ability #2 in
medium need high school districts.

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 in
medium need high school districts.

Operational Hypothesis 8. There is no significant relationship between
financial need #2 and financial ability #2 in
high need high school districts.

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 in
high need high school districts.

In order for the general hypothesis to be valid. it is assumed that
all operational hypotheses shall be demonstrated to be valid. The operas
tional hypotheses are tested by means of a 95% confidence interval around
the obtained value which is assumed to be the parameter value. The same
is done with zero. If the distributions overlap. there is no significant
correlation. If the general hypothesis is rejected. the alternate
hypothesis is accepted and the resulting relationship or lack of relation?

ship is specifically stated.

The Analysis
Tests of the general hypotheses involve two distinct and separate
steps. The first step deals with the entire sample of 581 school
districts. The product-moment method of correlation is used to obtain
a coefficient of correlation for each of the following pairs:
1. Primary definition of need and primary definition of ability.
2. Primary definition of need and primary definition of effort.

3. Primary definition of ability and primary definition of effort.

11
For the directional hypotheses (predicting a positive or negative

relationship) a one—tailed test is used; for the non-directional
hypotheses (predicting no relationship) a two-tailed test is used.

where applicable. the secondary definitions of each of the ele-
ments are introduced and a coefficient of correlation by the product-
moment method is computed. The secondary definitions are introduced
and used mainly for the purpose of comparison with the primary definitions.

In the second step. the 581 high school districts are divided into
three groups for each factor. For example. the total sample is divided
into low. medium. and high groups according to their financial need
(total resident membership). Similar divisions according to ability and
effort are made.

The ”low" group is composed of the lower 27% of the total sample
and the “high“ group the upper 27% according to a method reported by
Kelley.5 The remaining middle h6% is the l"medium" group.

The product-moment method of correlation is used with each group
of each of the three factors. An enumeration. description. and complete
discussion of the many correlations computed are found in the chapters

dealing specifically with each factor.

Limitations of the Study
This study has been delimited in the following ways:

1. It is limited to the 581 high school districts of Michigan
excluding the school district of the City of Detroit.

2. It is limited to the consideration of two definitions of
each of the three key variables (need. effort. ability)

 

5Truman L. Kelley. ”Selection of Upper and Lower Groups for the

Validation of Test Items.” Journal of Educational Psychology. XXX
(January. 1939). 17-2h.

12
underlying the Michigan state financial plan.

3. It is limited to the data officially reported from each
of the 581 districts to the Michigan Department of Public
Instruction for the school year 1957-58.

a. There is no consideration given to the variations among
school districts as to what constitutes good education
or what is needed in education.

5. There is no consideration given to the sociological
differences between school districts.

6. The nature of the research is limited to exploration and
description.
Conclusions and Recommendations
It is anticipated that the study will yield results upon which
some conclusions concerning the adequacy of the assumptions upon which
the Michigan state financial plan rests may be drawn. Inferences. based
upon these conclusions. are developed for the improvement of the state

financial plan and recommendations are reported.

Overview

In Chapter II. tests of the general and operational hypotheses
concerning financial need and ability. and financial need and effort
are reported.

In Chapter III. tests of the general and operational hypotheses
concerning financial effort and ability. and financial effort and need
are reported.

In Chapter IV. tests of the general and operational hypotheses
concerning financial ability and need. and financial ability and effort
are reported.

In Chapter V. the conclusions and inferences for further study

are reported.

13
In Appendix A. pertinent literature is reviewed.

In Appendix B. the school district of the City of Detroit is
described.

In Appendix C. the table for the conversion of ”r" to "2" will
be found.

In Appendixes D through I. the original data in the form of

rank orders will be found.

CHAPTER II

FINANCIAL NEED

Introduction

In this chapter. two of the three general hypotheses are tested.
Operational hypotheses are presented for each of them. The operational
hypotheses are tested twice: first. in terms of the total sample of 581
districts; and second. in terms of the low. medium. and high grouped
samples as defined in Chapter I.

The specific operational hypotheses of the general hypotheses are
tested by the Pearson product-moment correlation method. After the
Pearson "r“ is computed. for the total sample and for the grouped samples.
the “r's' are converted to R. A. Fisher's ”z.“ The standard error of
Fisher's "2” function is also computed.6

The "2's” are then converted back into 'r's” to obtain an estimate

 

6Henry E. Garrett claims that this is a more defensible method
of testing the significance of an "r“ when the coefficient is either
very high or very low in his chapter on “Inference and Prediction“ in

Statistics in Ps cholo and Education (New York: Longmans. Green and
Co.. 1958). The conversion is accomplished through the use of a table
that can be found in Appendix C. The formula used for the computation
of the standard error of "z“ is stated thus:

SE of s = l
N - 3

of the reliability of the true “r.”7

In order to describe and portray each correlation. they are

presented in both graphic and tabular form.8

Need and Ability
General Hypothesis I. There is no significant relationship between
financial need and financial ability among high
school districts in Michigan.

Alternate. There is a significant relationship between
financial need and financial ability among high
school districts in Michigan.

Operational Hypotheses for Non-Weighted Definitions
The hypotheses for the non-weighted definitions of need and

ability are as follows:

Total ngple.

Hypothesis 1. There is no significant relationship between
financial need #1 and financial ability #1 among
high school districts.

Alternate. There is a significant relationship between
financial need #1 and financial ability #1 among
high school districts.

From Table 1 it can be seen that the coefficient of correlation

15

 

7After the conversion. the obtained value is multiplied times
.1. 96 (for the 95% confidence interval). and the resultant product is
added to or subtracted from the estimate of the correlation converted
to a '2" value. This. then. gives the .95 confidence interval for the
true "2." By converting the "2's” back into ”r's" through the use of
the table found in Appendix C. it can be stated that the fiduciary
probability is .95 that this interval contains the true "r."

8The regression line is determined by solving the equation
I = a + bx. when "a” is equal to the mean of Y times "b” times the
mean of X; and "b" is equal to "r” times the quantity of the standard
deviation of Y divided by the standard deviation of X. The standard
error of estimate is also presented graphically. The formula used for
this computation is stated thus:

= spY\f—f-:_;2'

16

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm.na m~.enuunm.m we anodes addendeaa
m~.+ in oa.+. me. mH.+
oma.a Hom.mmcumm as soon echoedeaa
nn.oa ma.m~.unm.m he seamen ”recesses
an.+ us ma.+ mo. n~.+
ome.a Hom.nmuume Ha econ Heaoeoeaa
mom.oa mem.aaun~ee.~ He aoaaapa Heuoeecaa
mm.+ s- o~.+ mo. a~.+
emu.“ aom.mmt-me he sees Heaoeoeaa
a mo HepaoanH a no Hm
secondmeoo mmm need» mm.a a use: swarm asepomh
aamzqm q<aoa

H% Gama Adaozdzmh

H aamda

 

 

 

 

 

 

17
is +.27 and that the 95% confidence interval is from +.20 to +.35. The

regression line and its standard error of estimate of 5.808 dollars of
ability can be found in Figure 1. Conclusion: It is necessary to
reject Hypothesis 1 and accept the Alternate.

Groged Sampl es.

Hypothesis 2. There is no significant relationship between
financial need #1 and financial ability #1 among
low need high school districts.

Alternate. There is a significant relationship between
financial need #1 and financial ability #1 among
low need high school districts.

from Table 2 it can be seen that the coefficient of correlation
is -.08. The level of significance of this group is .14. Conclusion:
It is. therefore. necessary to accept Hypothesis 2.

Hypothesis 3. There is no significant relationship between
financial need #1 and financial ability #1 among
medium need high school districts.

Alternate. There is a significant relationship between
financial need #1 and financial ability #1 among
medium need high school districts.

From Table 2 it can be seen that the coefficient of correlation
is +.13 and that the 95% confidence interval is from +.Ol to +.25. The
regression line and its standard error of estimate of “.448 dollars of
ability can be found in Figure 2. Conclusion: It is necessary to
reject Hypothesis 3 and accept the Alternate.

Hypothesis h. There is no significant relationship between
financial need #1 and financial ability #1 among
high need high school districts.

Alternate. There is a significant relationship between
financial need #1 and financial ability #1 among
high need high school districts.

From Table 2 it can be seen that the coefficient of correlation

is +.l9 and that the 95% confidence interval is from +.03 to +.35. The

18

 

l9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mao.na mem.eauuana.a Ha aaaaapa Heaeeeeaa
nm...-- mo.+ ea. ma.+
ana.e Hom.nn--amm.a He soon Heaocdena ream
mem.c Hem.anau~wa.~ He aaaaaae ”encaseda
m~.+ -- ao.+ ma. na.+
mam omm.altean a$ coon Heaoedeas scape:
a~h.¢ ooa.onatemm.~ Ha aaaaeps Heeeadeau
8:. .. at 3. 8..
man mamtnme ha coon Hedoeoena sea
a mo ~973qu a mo Hm a are owed no on
ooceoaeeoo “no oosaa mo.a : m a a

 

 

 

 

 

 

 

nausea nnmpomc
Ha waHaHma aqaoz<zam--H* name n<aozszaa

N Handy

 

 

 

 

 

21
regression line and its standard error of estimate of 7.7h8 dollars of

ability can be found in Figure 3. Conclusion: It is necessary to

reject Hypothesis h and accept the Alternate.

Operational Hypotheses for Weighted Definitions

The hypotheses for the weighted definitions of need and ability
are as follows:
. ta]. 10s

Hypothesis 5. There is no significant relationship between

financial need #2 and financial ability #2 among
high school districts.

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 among
high school districts.

From Table 3 it can be seen that the coefficient of correlation
is +.28 and that the 95% confidence interval is from +.20 to +.36. The
regression line and its standard error of estimate of 6.08# dollars of
ability can be found in Figure h. Conclusion: It is necessary to
reject Hypothesis 5 and accept the Alternate.

Grouped Samples.

Hypothesis 6. There is no significant relationship between
financial need #2 and financial ability #2 among
low need high school districts.

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 among
low need high school districts.

From Table h it can be seen that the coefficient of correlation
1' -.11. The level of significance of this group is .lh. Conclusion:
It? is necessary. therefore. to accept Hypothesis 6.

Hypothesis 7. There is no significant relationship between

financial need #2 and financial ability #2 among
medium need high school districts.

22

 

23

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm.ma m~.emrimm.m «a arcade nonessena
m~.+.uu 0H.+ mo. mH.+
Hme.a mam.onatma «a poem adaoedeam
ma.oa ma.m~-.mm.m He enemas Heaoeecau
Rf.-- ma... mo. no}.
Hmm.a cam.omuuma ma eooz Heaoeeena
mme.m oa:.asntam~.m ma seeaape acaocoeaa
em.+ -- om.+ mo. m~.+
amm.a cam.mnnnma we soon Heaoeoeaa
a no Hm>aoasH a me am
oesoeamsoo wmm coed» mm.H a use: owdmm naoaomh
mamz<m aqaoa

N$ mama Adaozdznh

n Hflmda

 

 

 

 

2L:

 

 

25

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

oa~.ma eac.aeuuaaa.m «a aaaaaae Honoeoaaa
mn.+.us mo.+. ca. ma.+

an~.n can.amti~ma.a «a poem Hoaoedeaa swam

Hmm.m awe.a~--am~.~ «a aeaanpa adaodddaa
em... -.. mo.+ NH. if,

who.a oaa.auuamm «a poem adaoedeaa scape:

mea.m ~mm.m~uum~m.~ we aaaaape Hoaoedeaa
mo.+ .. am.. he. a~.-

awn Hmmtuma ma coon Henoedaaa son
a mo Heaaopau a mo Hm u use on one o
.oeooaeeoo “mm nose» em.a : com a on

 

 

 

 

 

 

 

 

fingm 99593
N... hamgumd fiHoSHhIIN.‘ g duo—admum

a «mafia

 

 

 

26

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 among
medium need high.school districts.

From Table u it can be seen that the coefficient of correlation
is +.lh and that the 95% confidence interval is from +.02 to +.26. The
regression line and its standard error of estimate of 3.968 dollars of
ability can be found in Figure 5. Conclusion: It is necessary to
reject Hypothesis 7 and accept the Alternate.

Hypothesis 8. There is no significant relationship between
financial need #2 and financial ability #2 among
high need high school districts.

Alternate. There is a significant relationship between
financial need #2 and financial ability #2 among
high need high school districts.

From Table h it can be seen that the coefficient of correlation
is +.l9 and that the 95% confidence interval is from +.03 to +.35. The
regression line and its standard error of estimate of 7.002 dollars of
ability can be found in Figure 6. Conclusion: It is necessary to
reject Hypothesis 8 and accept the Alternate.

Conclusions. When the entire sample of 581 high school districts was

 

examined. regardless of the use of the weighted or non-weighted defini-
tions. it was apparent that the general hypothesis of no relationship
between the size (need) of a high school district and its wealth is
invalid. The same was found to be true for both the medium size and

large size districts. The only exceptions in which the general hypothesis.
holds true is in the small high school districts. In these districts.

no relationship was found between size and wealth.

Need and Effort

General Hypothesis II. There is a positive relationship between financial
need and financial effort among high school

 

 

 

 

29
districts in Michigan.

Alternate. There is not a positive relationship between
financial need and financial effort among high
school districts in Michigan.

Operational Hypotheses for Non-Weighted Definition of Need

The hypotheses for the non-weighted definition of need and both
operating and total effort are as follows:

Total Sample.

Hypothesis 1. There is a positive relationship between financial
need #1 and financial effort #1 among high school
districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #1 among
high school districts.

From Table 1 it can be seen that the coefficient of correlation
is +.23. The level of significance is .08. Conclusion: It is
necessary to accept Hypothesis 1.

Grouped Samples.

Hypothesis 2. There is a positive relationship between financial
need #1 and financial effort #1 among low need
high school districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #1 among
low need high school districts.

From Table 5 it can be seen that the coefficient of correlation
is -.25 and the 95% confidence interval is from -.hl to -.09. The
regression line and its standard error of estimate of 3.86 mills of
Operating effort can be found in Figure 7. Conclusion: It is necessary
to reject Hypothesis 2 and accept the Alternate.

Hypothesis 3. There is a positive relationship between financial

need #1 and financial effort #1 among mediwm need
high school districts.

30

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

n~.Hfl mm.-nnoo.a Ha enemas announce»
30+: ~H0+ 0H0 80+

ama.s How.mmauamm.a “a seam aesoeeeaa swam

em.m om.--uom.e Ha enemas Heaoqeeaa
n~.+ :. Ho.- NH. H~.+

mna omm.atuwan fie seen Heaueeeaa sense:

no.0H m~.a~::mm.n He esoeaa_aeaoquaaa
mo.- -u He.- ma. m~.-

mam manusmw He sees Huaoeseaa sea
a we antenna a me an a use: swam uaoaooh
eonoeameeo mam moans ma.a

 

 

 

 

 

 

 

g. among amoguhllafi GE AdHoaHh

32m agoma

m nam<a

 

 

 

31

 

 

 

32

Alternate. There is not a positive relationship between
financial need #1 and financial effort #1 among
medium need high school districts.

From Table 5 it can be seen that the coefficient of correlation
is +.ll. The level of significance is +.12. Conclusion: It is
necessary. therefore. to reject Hypothesis 3 and accept the Alternate.

Hypothesis h. There is a positive relationship between financial

need #1 and financial effort #1 among high need
high school districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #1 among
high need high school districts.

From Table 5 it can be seen that the coefficient of correlation
is +.28.and the 95$ confidence interval is from +.12 to +.bh. The
regression line and its standard error of estimate of 2.88 mills of

operating effort can be found in Figure 8. Conclusion: It is necessary

to accept Hypothesis 4.

Tgtal Sggplg.

Hypothesis 5. There is a positive relationship between financial
need #1 and financial effort #2 among high school
districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #2 among
high school districts.

From Table 1 it can be seen that the coefficient of correlation
is +.18. The level of significance is .08. Conclusion: It is necessary

to accept Hypothesis 5.

Grguped §§pples.

Hypothesis 6. There is a positive relationship between financial
need #1 and financial effort #2 among low need
high school districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #2 among
low need high school districts.

33

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

15

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3h
From Table 6 it can be seen that the coefficient of correlation

is -.08. Conclusion: It is necessary to reject Hypothesis 6 and
accept the Alternate.

Hypothesis 7. There is a positive relationship between financial
need #1 and financial effort #2 among medium
need high school districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #2 among
medium need high school districts.

From Table 6 it can be seen that the coefficient of correlation
is +.12 and that the 95% confidence interval is from .00 to +.2h.
Conclusion: It is necessary to accept Hypothesis 7.

Hypothesis 8. There is a positive relationship between financial
need #1 and financial effort #2 among high need
high school districts.

Alternate. There is not a positive relationship between
financial need #1 and financial effort #2 among
high need high school districts.

From Table 6 it can be seen that the coefficient of correlation

is +.02. The level of significance is .16. Conclusion: It is necessary

to reject Hypothesis 8 and accept the Alternate.

Operational Hypotheses for Weighted Definition of Need
The hypotheses for the weighted definition of need and both
operating and total effort are as follows:

Total Sgpple.

Hypothesis 9. There is a.positive relationship between financial
need #2 and financial effort #1 among high school
districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #1 among
high school districts.

From Table 3 it can be seen that the coefficient of correlation

35

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

om.aa ms.~mI-oa.m «a enemas denounces
-.+ II oH.I ma. mo.+
ama.e Hom.mnIIamm.H He soon Haaoqeeaa swam
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e~.+ an oo. «a. NH.+
mam omm.aIIon H+ use: denounces sense:
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”Os-T lulu :NOI 0H. 80-
man mamIamw He soon aeaoesaaa son
a mo Hobaeuam a mo Hm a use: ownsm enouosh
eeqoeamaeo «no ..saa we.a

 

 

 

 

 

 

 

 

fingm amaomo
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36

is +.23. The level of significance is .08. Conclusion: It is necessary
to accept Hypothesis 9.

Grouped Sggples.

Hypothesis 10. There is a positive relationship between financial
need #2 and financial effort #1 among low need
high school districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #1 among
low need high school districts.

From Table 7 it can be seen that the coefficient of correlation

is -.26 and that the 95% confidence interval is from -.h2 to -.10. The
regression line and its standard error of estimate of 3.8h mills of
operating effort can be found in Figure 9. Conclusion: It is necessary
to reject Hypothesis 10 and accept the Alternate.

Hypothesis 11. There is a positive relationship between financial
need #2 and financial effort #1 among medium
need high school districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #1 among
medium need high school districts.

From Table 7 it can be seen that the coefficient of correlation

is +.ll. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 11 and accept the Alternate.

Hypothesis 12. There is a.positive relationship between financial
need #2 and financial effort #1 among high
need high school districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #1 among
high need high school districts.

From Table 7 it can be seen that the coefficient of correlation

is +.28 and that the 95% confidence interval is from +.10 to +.hh. The

regression line and its standard error of estimate of 2.95 mills of

operating effort can be found in Figure 10. Conclusion: It is necessary

37

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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to accept Hypothesis 12.

Total Sample.

Hypothesis 13. There is a.positive relationship between financial
need #2 and financial effort #2 among high school
districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #2 among
high school districts.

From Table 3 it can be seen that the coefficient of correlation

is +.18. The level of significance is .08. Conclusion: It is necessary

to accept Hypothesis l3.

grouped §gpp1es.

Hypothesis 1“. There is a positive relationship between financial
need #2 and financial effort #2 among low need
high school districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #2 among
low need high school districts.

From Table 8 it can.be seen that the coefficient of correlation

is -.01. Conclusion: It is necessary to reject Hypothesis lb and
accept the Alternate.

Hypothesis 15. There is a positive relationship between financial
need #2 and financial effort #2 among medium
need high school districts.

Alternate. There is not a positive relationship between
financial need #2 and financial effort #2 among
medium need high school districts.

From Table 8 it can be seen that the coefficient of correlation
is +.11. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 15 and accept the Alternate.
Hypothesis 16. There is a positive relationship between financial
need #2 and financial effort #2 among high need
high school districts.

Alternate. There is not a positive relationship between

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financial need #2 and financial effort #2 amonguz
high need high school districts.
From Table 8 it can be seen that the coefficient of correlation
is +.06. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis l6 and accept the Alternate.
gpnclusion . When the entire sample of 581 high school districts was
examined. regardless of the use of the weighted or non-weighted defini-
tions of need and with both definitions of effort. it was apparent that
the general hypothesis of a positive relationship between the size (need)
of a high school district and its effort is valid. .The same was not
found to be true in the operational hypotheses dealing with the
grouped samples. The only exceptions are in the high need districts.

With either definition of need. these districts correlate positively

with operating effort.

Bummggy

General Hypothesis 1 which hypothesized no relationship between
need and ability was rejected and found invalid.

A summarization of the rejection or acceptance of the operational
hypotheses for the relationship between financial need and ability can
be found in Table 9.

General Hypothesis II which hypothesized a positive relationship
between need and effort was rejected and found valid.

A summarization of the rejection or acceptance of the operational
hypotheses for the relationship between financial need and effort can

be found in Table 10.

“3

 

 

 

TABLE 9
SUMMARY OF NEED I ABILITY OPERATIONAL
HYPUI'HESES
Hypothesized
Hypothesis Factors Relationship Accept Heject

1. Need #1 x Ability #1 None 1
2. Low Need #1 x Ability #1 None x
3. Medium Need #1 3 Ability #1 None x
4. High Need #1 x Ability #1 None x
5. Need #2 x Ability #2 None I
6. Low Need #2 x Ability #2 None 1
7. Medium Need #2 x Ability #2 None 1
8. High Need #2 1 Ability #2 None 1

 

 

 

 

TABLE 10
SUMMARY OF NEED X HF FORT OPERATIONAL
HYPOTHESES
Hypothesized
Hypothesis Factors Relationship Accept Reject

1. Need #1 x Effort #1 Positive 1

2. Low Need #1 x Effort #1 Positive x
3. Medium Need #1 x Effort #1 Positive x
h. High Need #1 x Effort #1 Positive x

5. Need #1 x Effort #2 Positive 1

6. Low Need #1 x Effort #2 Positive x
7. Medium Need #1 x Effort #2 Positive x

8. High Need #1 x Effort #2 Positive x
9. Need #2 x Effort #1 Positive 1
10. Low Need #2 x Effort #1 Positive x
11. Medium Need #2 x Effort #1 Positive x
12. High Need #2 x Effort #1 Positive 1

13. Need #2 x Effort #2 Positive x

1h. Low Need #2 x Effort #2 Positive 1
15. Medium Need #2 x Effort #2 Positive 2
16. High Need #2 x Effort #2 Positive x

 

CHAPTER III
FINANCIAL EFFORT

Introduction

In this chapter, the third of the three general hypotheses is
tested. Operational hypotheses are presented for testing it. The
operational hypotheses are tested twice: first, in terms of the total
sample of 581 districts: and second, in terms of the low, medium. and
high grouped samples as defined in Chapter I.

The specific operational hypotheses of the general hypotheses
are tested by the Pearson product-moment correlation method. After
the Pearson “r” is computed, for the total sample and for the grouped
samples. the “r's” are converted to H. A. Fisher's ”z." The standard
error of Fisher's “2“ function is also computed.9

The ”2's" are then converted back into 'r's' to obtain an estimate

 

9Henry E. Garrett claims that this is a.more defensible method
of testing the significance of an "r“ when the coefficient is either
very high or very low in his chapter on “Inference and Prediction” in
Statistics in Ps cholo and Education (New York: Longmans, Green and
Co.. 19585. The conversion is accomplished through the use of a table
that can be found in Appendix C. The formula used for the computation
of the standard error of “z” is stated thus:

SE of s = 1

a???

 

of the reliability of the true ”r.“10

In order to describe and portray each correlation, they are

presented in both graphic and tabular form.11

Effort and Ability
General Hypothesis III. There is a negative relationship between

financial effort and financial ability among
high school districts in Michigan.

Alternate. There is not a negative relationship between

financial effort and financial ability among
high school districts in.Michigan.

Operational Hypotheses for Effort

The hypotheses for operating effort and the nonrweighted defini-

tions of ability are as follows:

Total Sggplg.

Hypothesis 1. There is a negative relationship between financial
effort #1 and financial ability #1 among high
school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #1 among
high school districts.

From Table 11 it can be seen that the coefficient of correlation

 

10After the conversion, the obtained value is multiplied times
31.96 (for the 95% confidence interval). and the resultant product is
added to or subtracted from the estimate of the correlation converted
to a ”2" value. This, then. gives the .95 confidence interval for the
true ”2." By converting the "2's“ back into ”r's' through the use of
the table found in Appendix C. it can be stated that the fiduciary
probability is .95 that this interval contains the true "r.”

11The regression line is determined by solving the equation
Y = a + bx. when “a“ is equal to the mean of Y times “b” times the
mean of X; and "b" is equal to 'r' times the quantity of the standard
deviation of 1 divided by the standard deviation of x. The standard
error of estimate is also presented graphically. The formula used for
this computation is stated thus:

8E6”. = SDyV 1 " 1‘2

u?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mn.ma m~.omuumm.m we seamen Heaoaeaaa
23+ .... an? mo. not.

ma.oa ma.m~aunm.m Ha agenda Heaoqseaa

mmo.m was.Hetuam~.~ «a asaaapa Haaogunaa
oo.+ u- oH.- mo. «0.-

nH.oH ma.m~uumm.n Ha shaman Heaoquaaa

mom.oH Nem.¢=samwz.~ Ha asaaapa Hedogsgaa
no.1. ..u 2... mo. no.

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a mo am>hoanH a me an

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1:8
is 9.03. The level of significance is .08. Conclusion: It is necessary

to reject Hypothesis 1 and accept the Alternate.

Grouped Samples.

Hypothesis 2. There is a negative relationship between financial
effort #1 and financial ability #1 among low effort
high school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #1 among
low effort high school districts.

From Table 12 it can be seen that the coefficient of correlation
is +.0h. Conclusion: It is necessary to reject Hypothesis 2 and accept
the Alternate.

Hypothesis 3. There is a negative relationship between financial
effort #1 and financial ability #1 among medium
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #1 among
medium effort high school districts.

From Table 12 it can be seen that the coefficient of correlation
is +.13. The regression line will be found in Figure 11. Conclusion:
It is necessary to reject Hypothesis 3 and accept the Alternate.

Hypothesis b. There is a negative relationship between financial
effort #1 and financial ability #1 among high
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #1 among
high effort high school districts.

From Table 12 it can be seen that the coefficient of correlation
is -.16 and that the 95% confidence interval is from -.32 to .00.
Conclusion: It is necessary to accept Hypothesis #.

The hypotheses for operating effort and the weighted definitions

of ability are as follows:

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m~.+ is Ho.+ NH. na.+

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mma.oa noo.¢~-.onn.n Ha asaaap< ”unusuaaa
o~.+ .. ~H.- ma. so.+

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51
Tptal Sgpple.

Hypothesis 5. There is a negative relationship between financial
effort #1 and financial ability #2 among high
school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #2
among high school districts.

From Table 11 it can be seen that the coefficient of correlation
is -.02. The level of significance is .08. Conclusion: It is
necessary to reject Hypothesis 5 and accept the Alternate.

Grouped Samples.

Hypothesis 6. There is a negative relationship between financial
effort #1 and financial ability #2 among low
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #2 among
low effort high school districts.

From Table 13 it can be seen that the coefficient of correlation
is +.0h. Conclusion: It is necessary to reject Hypothesis 6 and

accept the Alternate.

Hypothesis 7. There is a negative relationship between financial
effort #1 and financial ability #2 among medium
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #1 and financial ability #2 among
medium effort high school districts.

From Table 13 it can be seen that the coefficient of correlation
is +.13. The regression line will be found in Figure 12. Conclusion:
It is necessary to reject Hypothesis 7 and accept the Alternate.

Hypothesis 8. There is a negative relationship between financial

effort #1 and financial ability #2 among high
effort high school districts.

52

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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5h
Alternate. There is not a negative relationship between
financial effort #1 and financial ability #2
among high effort high school districts.

From Table 13 it can be seen that the coefficient of correlation
is -.16. The level of significance is .16. Conclusion: It is necessary
to accept Hypothesis 8.

The hypotheses for total effort and the non-weighted definition

of ability are as follows:

Total Sppple.
Hypothesis 9. There is a negative relationship between financial

effort #2 and financial ability #1 among high
school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #1 among
high school districts.

From Table 1“ it can be seen that the coefficient of correlation
is -.l7. The regression line will be found in Figure 13. Conclusion:
It is necessary to accept Hypothesis 9.

Grouped Sgpples.

Hypothesis 10. There is a negative relationship between financial
effort #2 and financial ability #1 among low
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #1
among low effort high school districts.

From Table 15 it can be seen that the coefficient of correlation

is +.16. Conclusion: It is necessary to reject Hypothesis 10 and
accept the Alternate.

Hypothesis 11. There is a negative relationship between financial
effort #2 and financial ability #1 among medium
effort high school districts.

Alternate. There is not a negative relationship between

financial effort #2 and financial ability #1
among medium effort high school districts.

55

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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58
From Table 15 it can be seen that the coefficient of correlation

is -.0h. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 11 and accept the Alternate.

Hypothesis 12. There is a negative relationship between financial
effort #2 and financial ability #1 among high
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #1
among high effort high school districts.

From Table 15 it can be seen that the coefficient of correlation
is -.29 and the 95% confidence interval is from -.lh to -.ha. The
regression line and its standard error of estimate of 4,000 dollars of
ability can be found in Figure 1h. Conclusion: It is necessary to
accept Hypothesis 12.

The hypotheses for total effort and the weighted definition
of ability are as follows:

Total Sppple.

Hypothesis 13. There is a negative relationship between financial
effort #2 and financial ability #2 among high
school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #2
among high school districts.

From Table 1“ it can.be seen that the coefficient of correlation
is ~.16. The regression line can be found in Figure 15. Conclusion:
It is necessary to accept Hypothesis 13.

Grouped Samples.

Hypothesis 14. There is a negative relationship between financial
effort #2 and financial ability #2 among low
effort high school districts.

Alternate. There is not a negative relationship between

financial effort #2 and financial ability #2
among low effort high school districts.

 

60

 

61

From Table 16 it can be seen that the coefficient of correlation
is +.16. Conclusion: It is necessary to reject Hypothesis 1h and

accept the Alternate.

Hypothesis 15. There is a negative relationship between financial
effort #2 and financial ability #2 among medium
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #2
among medium effort high school districts.

From Table 16 it can be seen that the coefficient of correlation
is -.01. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 15 and accept the Alternate.

Hypothesis 16. There is a negative relationship between financial
effort #2 and financial ability #2 among high
effort high school districts.

Alternate. There is not a negative relationship between
financial effort #2 and financial ability #2
among high effort high school districts.

From Table 16 it can be seen that the coefficient of correlation
is -.29 and the 95% confidence interval is from -.lh to -.h3. The
regression line and its standard error of estimate of 3,305 dollars of
ability can be found in Figure 16. Conclusion: It is necessary to
accept Hypothesis 16.

Conclusions. It is necessary to accept the General Hypothesis III
because for the entire sample and for some of the grouped samples
there was a negative relationship between the effort (tax.millage)
and the ability (taxable wealth). In only the high effort group was

there a significant correlation with ability.

ggfort and Need

General Hypothesis II dealing with the relationship between

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mm.+ .u 00. ea. ma.+

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63

 

on
financial need and effort was tested in Chapter II. The operational

hypotheses constructed to test it divided the districts into groups
according to financial need. The general hypothesis is further tested
here by testing operational hypotheses constructed with the districts

grouped according to financial effort.

Operational Hypotheses for Effort
The hypotheses for operating effort and the non-weighted defini-
tion of’ need are as follows:
Total Sppple. The hypothesis for this sample was tested on page 29.

Qropped apples.

Hypothesis 1. There is a positive relationship between financial
effort #1 and financial need #1 among low effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #1 among
low effort high school districts.

From Table 17 it can be seen that the coefficient of correlation
is +.19 and that the 93% confidence interval is from +.03 to +.35. The
regression line and its standard error of estimate of 2H9 pupils can
be found in Figure 17. Conclusion: It is necessary to accept Hypothesis
1.

Hypothesis 2. There is a positive relationship between financial
effort #1 and financial need #1 among medium effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #1 among
medium effort high school districts.

From Table 17 it can be seen that the coefficient of correlation
is +.21 and that the 95% confidence interval is from +.O9 to +.33. The

regression line and its standard error of estimate of 3.116 pupils can

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67
be found in Figure 18. Conclusion: It is necessary to accept Bwpothesis

2.

Hypothesis 3. There is a.positive relationship between financial
effort #1 and financial need #1 among high effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #1 among
high effort high school districts.

From Table 17 it can be seen that the coefficient of correlation
is -.05. Conclusion: It is necessary to reject Hypothesis 3 and accept
the Alternate.

The hypotheses for operating effort and the weighted definitions
of need are as follows:

Total Sample. The hypothesis for this sample was tested on page 36.
GthE .d 82221 e. e

Hypothesis h. There is a positive relationship between financial
effort #1 and financial need #2 among low effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #2 among
low effort high school districts.

From Table 18 it can be seen that the coefficient of correlation
is +.l9 and that the 95% confidence interval is from +.03 to +t35. The
regression line and its standard error of estimate of 880 pupils can be
found in Figure 19. Conclusion: It is necessary to accept Hypothesis h.

Hypothesis 5. There is a.positive relationship between financial
effort #1 and financial need #2 among medium effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #2 among
medium effort high school districts.

From Table 18 it can be seen that the coefficient of correlation

1‘ *n.21 and that the 95% confidence interval is from +.O9 to +.33. The

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4
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69

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

:mm.n oow.m~-nmod ~$ coon Hmdoaaaan
”H.u -- HN.- ma. mo.u
ma.:a wu.m~-umm.oa H* anommn Hudoqaadh gnaw
Hmm.a mum.mmuuoma ~* coon ”adequndn
nm.+.i mo.+ NH. 3....
:H.m nm.od.uoo.m H$ »uomma Hugonandu aaauuz
sum www.munmu ~$ coon Hadoquadh
mm.+.u- no.+ ma. m~.+
5:.5 oo.muunm.m H$ puomma Huaouauaa you
a mo Habuoouu a mo Hm
oodouwwaoo &mm noauu om.a A ado: owaam chewedh

 

 

 

 

 

 

 

 

aqmz<m nnmpomo
~* mama A<Hom<sznufi* among“ A<Hoz<zHa

ma gash

 

 

 

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71
regression line and its standard error of estimate of 3,h77 pupils can

be found in Figure 20. Conclusion: It is necessary to accept Hypothesis
5.

Hypothesis 6. There is a.positive relationship between financial
effort #1 and financial need #2 among high effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #1 and financial need #2 among
high effort high school districts.

Irom Table 18 it can be seen that the coefficient of correlation

is -.05. Conclusion: It is necessary to reject Hypothesis 6 and accept
the Alternate.

The hypotheses for total effort and the nonrweighted definition
of need are as follows:
Tgtal Sggplg. The hypothesis for this sample was tested on page 3“.

{21'0di 332213..

Hypothesis 7. There is a positive relationship between financial
effort #2 and financial need #1 among low effort
high school districts.

Alternate. There is not a.positive relationship between
financial effort #2 and financial need #1 among
low effort high school districts.

From Table 19 it can be seen that the coefficient of correlation
is +.10. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 7 and accept the Alternate.

Hypothesis 8. There is a positive relationship between financial
effort #2 and financial need #1 among medium
effort high school districts.

Alternate. There is not a.positive relationship between
financial effort #2 and financial need #1 among
medium effort high school districts.

From Table 19 it can be seen that the coefficient of correlation

is +.1l. The level of significance is .12. Conclusion: It is necessary

72

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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7h
to reject Hypothesis 8 and accept the Alternate.

Hypothesis 9. There is a positive relationship between financial
effort #2 and financial need #1 among high effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #2 and financial need #1 among
high effort high school districts.

From Table 19 it can be seen that the coefficient of correlation
is +.lO. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 9 and accept the Alternate.

The hypotheses for total effort and the weighted definition of
need are as follows:

Total Sample. The hypothesis for this sample was tested on page hO.
grouped Samples.

Hypothesis 10. There is a positive relationship between financial
effort #2 and financial need #2 among low effort
high school districts.

Alternate. There is not a positive relationship between
financial effort #2 and financial need #2 among
low effort high school districts.

From Table 20 it can be seen that the coefficient of correlation
is +.ll. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 10 and accept the Alternate.

Hypothesis 11. There is a positive relationship between financial
effort #2 and financial need #2 among’medium
effort high school districts.

Alternate. There is not a positive relationship between
financial effort #2 and financial need #2 among
medium effort high school districts.

From Table 20 it can be seen that the coefficient of correlation
is +.lO. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 11 and accept the Alternate.

Hypothesis 12. There is a.positive relationship between financial

75

 

 

 

 

N* ceez Hmaoaesah

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

oma.~ moa.m~u-maa
a~.+ .. mo.u ma. HH.+
om.- m~.mm-.om.m~ we unseen Hesoqaaae seam
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was.“ mam.mn-:am we econ ”masseuse
a~.+ .. mo.- 0H. HH.+
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u we Hm>heuqH a mo Hm
ecceuamneo “mm‘uosuu ma.n u use: ownem shovesh

 

 

 

 

 

 

 

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Na new: A<Hoz<zaa:.m* emommm aaHoz<zHa

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effort #2 and financial need #2 among high effoZi
high school districts.

Alternate. There is not a positive relationship between
financial effort #2 and financial need #2 among
high effort high school districts.

From Table 20 it can be seen that the coefficient of correlation
is +.ll. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 12 and accept the Alternate.
anclusion . The General Hypothesis II is accepted by this further
exploration of the relationships between effort (tax millage) and need
(resident pupil membership). When the high school districts were
divided into groups according to effort. in only the low and medium
groups were there significantly positive correlations with need.
However. because the positive relationship did exist for ahmost all the

operational hypotheses, the general hypothesis is found valid.

49perating_Effort and Total_§ffert

There are no hypotheses concerning the relationships between
these two definitions of effort (tax millage) included in this study.

The facts are reported for informational purposes only. Table 11
indicates a significant correlation of +.62.for the total sample.
Tables 21 and 22 indicate significant correlations in the grouped samples
regardless of whether the districts are grouped according to operating
effort or total effort. Figures 21 to 25 inclusive portray the regression

lines and the standard error of estimate lines.

Summary
General Hypothesis III which hypothesized a negative relationship

between effort and ability was rejected and found invalid.

77

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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8h
A summarization of the rejection or acceptance of the operational

hypotheses for the relationship between financial effort and ability can
be found in Table 23.

General Hypothesis 11 is further accepted and found valid upon
examination of the sample grouped according to financial effort.

A summarization of the rejection or acceptance of the operational
hypotheses for the relationships between financial effort and need can

be found in Table 21+.

81

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.1
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1'6
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. . . . -.., a .1. . ... .
.. .U . .. ... ~...H » r .. H. rt . ..

 

 

 

 

 

 

 

 

 

 

 

TABLE 23

SUMMARY OF EFFORT X ABILITY OPERATIONAL

HYPOTHESES

85

 

 

 

Hypothesized
Hypothesis Factors Relationship Accept Reject
1. Effort #1 x Ability #1 Negative
2. Low Effort #1 x Ability #1 Negative
3. Medium Effort #1 x Ability #1 Negative
N. High Effort #1 1 Ability #1 Negative
5. Effort #1 1 Ability #2 Negative
6. Low Effort #1 1 Ability #2 Negative
7. Medium Effort #1 2 Ability #2 Negative
8. High Effort #1 x Ability #2 Negative
9. Effort #2 1 Ability #1 Negative
10. Low Effort #2 x Ability #1 Negative
11. Medium Effort #2 x Ability #1 Negative
12. High Effort #2 x Ability #1 Negative
13. Effort #2 3 Ability #2 Negative
1“. Low Effort #2 2 Ability #2 Negative
15. Medium Effort #2 1 Ability #2 Negative
16. High Effort #2 x Ability #2 Negative

86

 

 

 

TABLE 21+
SUMMARY OF EFFORT X NED OPERATIONAL
HYPOTHESES
Hypothesized
Hypothesis Factors Relationship Accept Reject
1. Low Effort #1 x Need #1 Positive x
2. Medium Effort #1 x Need #1 Positive x
3. High Effort #1 x Need #1 Positive x
a. Low Effort #1 x Need #2 Positive x
5. Medium Effort #1 1 Need #2 Positive x
6. High Effort #1 1 Need #2 Positive x
7. Low Effort #2 2 Need #1 Positive x
8. Medium Effort #2 2 Need #1 Positive 1
9. High Effort #2 1 Need #1 Positive x
10. Low Effort #2 x Need #2 Positive 1
11. Medium Effort #2 x Need #2 Positive x
'12. High Effort #2 x Need #2 Positive 1

CHAPTER IV
FINANCIAL ABILITY

I ntroduct ion
In this chapter. two of the three general hypotheses are tested
further. Operational hypotheses are presented for each of than. The

Operational hypotheses are concerned only with the grouped samples as
defined in Chapter I.

The operational hypotheses of the general hypotheses are tested
by the Pearson product-moment correlation method. After the Pearson
"1‘" is computed. the "r's' are converted to R. A. Fisher's "z.“ The
“Ward error of Fisher's "2“ function is also computed.12

The “2's" are then convered back into "r's' to obtain an estimate

of the reliability of the true "r."13

 

12Henry E. Garrett claims that this is a more defensible method
of testing the significance of an "r” when the coefficient is either
Very high or very low in his chapter on "Inference and Prediction“ in
Statisti s in Ps cholo and Education (New York: Longmans, Green and
CO. . 19585. The conversion is accomplished through the use of a table
t can be found in Appendix C. The formula used for the computation
of the standard error of "z" is stated thus:

SEofz= 1
VN-B

13After the conversion, the obtained value is multiplied times
h-96 (for the 95% confidence interval), and the resultant product is
ed to or subtracted from the estimate of the correlation converted
0 a “2" value. This, then, gives the .95 confidence interval for the
true "2.” By converting the ”2's“ back into "r's" through the use of
the table found in Appendix C. it can be stated that the fiduciary
Probability is .95 that this interval contains the true "r."

88
In order to describe and portray each correlation, they are

presented in both graphic and tabular form)“

Ability anfleed
General Hypothesis 1 dealing with the relationship between
financial need and ability was tested in Chapter II. The operational
hypotheses constructed to test it divided the districts into groups
according to financial need. The general hypothesis is further tested
here by testing operational hypotheses constructed with the districts
grouped according to financial ability.
Operational vaotheses for Non-weighted Definitions

Tgtal Smle. The hypothesis for this sample was tested on page 15.

.401. a“ @2163.

Hypothesis 1. There is no significant relationship between
financial ability #1 and financial need #1 among
low ability high.school districts.

There is a significant relationship between
financial ability #1 and financial need #1 among

low ability highschool districts.

Alternate.

From Table 25 it can be seen that the coefficient of correlation
1' +.16. The level of significance is .16. Conclusion: It is necessary

t0 reject Hypothesis 1 and accept the Alternate.

There is no significant relationship between
financial ability #1 and financial need #1 among
medium ability high school districts.

Hypothesis 2.

1"‘The regression line is determined by solving the equation
I = a + bit. when "a" is equal to the mean of Y times “b" times the
mcan of x; and "b” is equal to "r" times the quantity of the standard
deviation of Y divided by the standard deviation of X. The standard
eI'ror of estimate is also presented graphically. The formula used for

this computation is stated thus:

anest. = QDYV 1 “ 3'

89

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

936 Homfimuummfl Q 252 33:38
a”... .. no... 2. D...

wanna New.3-.m§.- a. 3:34 H3283.“ ream

in; comedian 1. e82 H3882
as... lis wool. NHs 80+

Sim m3.m7..mmo.a 1 .3224 H388: 53.:

3.64 38671.... 2. con: ”Scene;
mm.+ .... 8. 2. on...

mmmfi Rofiuumwaé Q .3334 Henceefia :3
a me 3:35 a mo Hm a do own 93 em
ooaogmdoo Rmm mead» 0&4 a x mm a .m

 

 

 

 

 

 

 

 

33m @593
a. QB :Hozdzuhllafi 23.254 .2405th

mm as:

 

 

 

90

Alternate. There is a significant relationship between
financial ability #1 and financial need #1 among
medium ability high school districts.

From Table 25 it can be seen that the coefficient of correlation
is +306. The level of significance is .12. Conclusion: It is necessary
to accept Hypothesis 2.

Hypothesis 3. There is no significant relationship between
financial ability #1 and financial need #1 among
high ability high school districts.

Alternate. There is a significant relationship between
financial ability #1 and financial need #1 among
high ability high school districts.

From Table 25 it can be seen that the coefficient of correlation

is +.13. The level of significance is .16. Conclusion: It is necessary

to accept Hypothesis 3.

Operational Hypotheses for Weighted Definitions

Total Smle. The hypothesis for this sample was tested on page 21.

grouped Samples.

Hypothesis h. There is no significant relationship between
financial ability #2 and financial need #2 among
low ability high school districts.

Alternate. There is a significant relationship between
financial ability #2 and financial need #2 among
low ability high school districts.

From Table 26 it can be seen that the coefficient of correlation
1| +316. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 1+ and accept the Alternate.

Hypothesis 5. There is no significant relationship between
financial ability #2 and financial need #2 among
medium ability high school districts.

Alternate. There is a significant relationship between

financial ability #2 and financial need #2 among
medium ability high school districts.

91

 

 

 

 

 

 

 

 

 

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mNslTvs' mOs' WH- an+

32.3 Siaeanmid NH, .333... 13222 swam

in; 8.131%. «a. 3.2 33533
2%-- 8.- 2. no...

no; 51:10.36 «a .3234 3852a 53.:

no”; «9.5-.on 2. e32 anaemia
«mil 8. 3. 2...

«.86 Snduémma Na. 3:34 33:33 33..
a mo Hd>uo»:H a mo Hm
concedmsoo Rmm mesa» mm.H a use: omqem maouomh

 

 

 

 

 

 

 

 

figm2<m nfimbbmc

N* mafia H4H024ZHMIIN$ waaqumd A<Hoz4th

wm mafia

 

92
From Table 26 it can be seen that the coefficient of correlation

is +.O6. The level of significance is .12. Conclusion: It is necessary
to accept Hypothesis 5.

Hypothesis 6. There is no significant relationship between
financial ability #2 and financial need #2 among
high ability high school districts.

Alternate. There is a significant relationship between
financial ability #2 and financial need #2 among
high ability high school districts.

From Table 26 it can be seen that the coefficient of correlation
is +.13. The level of significance is .16. Conclusion: It is necessary
to accept Hypothesis 6.

,Conclusign. It is still necessary to reject General Hypothesis I inas-

much as all operational hypotheses were not accepted.

Ability and Effort
General Hypothesis III dealing with the relationship between
:financial effort and ability was tested in Chapter III. The operational
hypotheeee constructed to test it divided the districts into groups
according to financial effort. The general hypothesis is further tested
here by testing operational hypotheses constructed with the districts

grouped according to financial ability.

Operational Hypotheses for Non-Weighted Definition of Ability
The hypotheses for nonvweighted ability and operating effort are
3»! follows:
lflptal Sggple. The hypothesis for this sample was tested on page #6.

H_Grogped Smles.

Hypothesis 1. There is a negative relationship between financial
ability #1 and financial effort #1 among low
ability high school districts.

Alternate.

93

There is not a negative relationship between
financial ability #1 and financial effort #1
among low ability high school districts.

From Table 27 it can be seen that the coefficient of correlation

is -.22 and that the 95% confidence interval is from -.38 to -.06. The

regression line and its standard error of estimate of 3.51 mills of

effort can be found in Figure 26. Conclusion: It is necessary to

accept Hypothesis 1.

Hypothesis 2.

Alternate.

There is a negative relationship between financial
ability #1 and financial effort #1 among medium
ability high school districts.

There is not a negative relationship between
financial ability #1 and financial effort #1
among medium ability high school districts.

From Table 27 it can be seen that the coefficient of correlation

is +.07. Conclusion:
accept the Alternate.

Hypothesis 3.

Alternate.

It is necessary to reject Hypothesis 2 and

There is a negative relationship between financial
ability #1 and financial effort #1 among high
ability high school districts.

There is not a negative relationship between
financial ability #1 and financial effort #1
among high ability high school districts.

From Table 27 it can be seen that the coefficient of correlation

is +.07. Conclusion:

'accept the Alternate.

It is necessary to reject Hypothesis 3 and

The hypotheses for non-weighted ability and total effort are as

follows:

Jr tal Sample. The hypothesis for this sample was tested on page 514.

W-

Hypothesis h.

There is a negative relationship between
financial ability #1 and financial effort #2
among low ability high school districts.

9h

 

 

 

 

 

 

 

 

 

Ho.oH nm.ma-umm.m Ha eschew assesseaa
m~.+ u- mo.- 0H. ao.+

mmm.mH mam.q:unwas.ma Ha aaaaapa assessaaa swam

mm.m ma.mmuuom.o H* anomam Hmaoasnaa
ma.+ :. mo.- NH. uo.+

mm:.m maa.mauummo.a Ha anaaapa "whoasaam eases:

om.oH n~.a~-uom. a* shaman Haaoasaaa
mo.- -- mn.- ma. ~N.-

mam.“ mao.a-.~wa.~ Ha apaflapq Heaonanah zoq
a mo HdbhouuH a mo Hm a use am: who on
ooaoeaeeoo «no mean» mm.a : am a a

 

 

 

 

 

 

 

 

fiAm=<m nfimDoma
H* BMOhmm Admoz<zmhllfl$ MBHAHmd H<Hoz<th

kw namqa

 

 

96

Alternate. There is not a negative re1ationship between
financial ability #1 and financial effort #2
among low ability high school districts.

From Table 28 it can be seen that the coefficient of correlation
is -.07. The level of significance is .16. Conclusion: It is necessary
ts) reject Hypothesis h and accept the Alternate.

Hypothesis 5. There is a negative relationship between financial
ability #1 and financial effort #2 among medium
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #1 and financial effort #2
among medium ability high school districts.

From Table 28 it can be seen that the coefficient of correlation
is -.06. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 5 and accept the Alternate.

Hypothesis 6. There is a negative relationship between financial
ability #1 and financial effort #2 among high
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #1 and financial effort #2 among
high ability high school districts.

From Table 28 it can be seen that the coefficient of correlation
is +.02. Conclusion: It is necessary to reject Hypothesis 6 and accept

the Alternate.

Operational Hypotheses for weighted Definition of Ability

The hypotheses for weighted ability and operating effort are as
follows:
‘2'” tal Smle. The hypothesis for this sample was tested on page 51.

1‘0 Cd S 19.0

Hypothesis 7. There is a negative relationship between financial
ability #2 and financial effort #1 among low
ability high school districts.

97

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ma.aa mm.s~-unm.m «a shaman aeaoamcaa
23...... if 3. No.1.
-m.m~ ~2m.¢s-.eaa.ma Ha asnaap< Hanoqaaaa awam
~m.ma ms.~mu-oo.a «a ”comma Hanoaueaa
oo.+.-- mH.- «a. mo.-
ama.m m:a.~au-mmo.a Ha aasflap< assouuaaa asaeox
mm.aa n~.mnu.ma.m «a shaman Hesoqseam
ao.+ .. m~.u ma. ao.u
mmm.m mao.auu~wa.~ a* aaaaaa< Heaoqeeaa use
a .«o Hmtoosa a mo Hm
Cogvdfinfiflcu “mm 308%“ mmsH on 50: 028 .HOOOQ.“

 

 

 

 

 

 

 

nam=<m namuomo
Na amoaaa qaaozezaau-aa wanamma q<Hoz¢zHa

Q Ham:

 

 

 

98

Alternate. There is not a negative relationship between
financial ability #2 and financial effort #1
among low ability high school districts.

From Table 29 it can be seen that the coefficient of correlation
is -.22 and that the 95% confidence interval is from -.38 to -.O6. The
regression line and its standard error of estimate of 3.hh mills can be
found in Figure 27. Conclusion: It is necessary to accept Hypothesis 7.

Hypothesis 8. There is a negative relationship between financial
ability #2 and financial effort #1 among medium
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #2 and financial effort #1
among medium ability high school districts.

From Table 29 it can be seen that the coefficient of correlation
:is +.06. Conclusion: It is necessary to reject Hypothesis 8 and accept
the Alternate.

Hypothesis 9. There is a negative relationship between financial
ability #2 and financial effort #1 among high
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #2 and financial effort #1 among
high ability high school districts.

From Table 29 it can be seen that the coefficient of correlation

18 '+.06. Conclusion: It is necessary to reject Hypothesis 9 and accept
the Alternate.

The hypotheses for weighted ability and total effort are as

follows:

lotal Sml . The hypothesis for this sample was tested on page 58.
Gr ed 3 les.

Hypothesis 10. There is a negative relationship between financial
ability #2 and financial effort #2 among low
ability high school districts.

Alternate. There is not a negative relationship between

99

 

 

 

 

 

 

 

 

 

mo.oH mm.maanmm.m ma phones Hanoqaasa
~N.+ a- on.. ma. mo.+

maq.oa was.ma--mma.aa Na apnflapa Hsnoaacaa swam

Hm.m ma.mmunom.w Ha gnomes Hanoqeqaa
ma.+ .: mo.- NH. mo.+

mma.m ama.aauuomm.m ma aaaanp< assessesa asses:

am.oa m~.e~uuma.m as shaman assoasnsa
mo.- -- mm.- ma. NN.-

mao.m mam.wuuam~.~ «a assaspa Hmaoasnaa son
a mo Hm>aounm a me am
endowmmnoo *mo ocean mm.H a use: ommmm aseposh

 

 

 

 

 

 

 

 

fiqmz<m QfimDOM¢
at amommfi A<H02¢2Hhalm* waHAHm< A<Hoz<znh

mm figm<a

 

 

100

 

101
financial ability #2 and financial effort #2
among low ability high school districts.

From Table 30 it can be seen that the coefficient of correlation
is -.O7. The level of significance is .16. Conclusion: It is necessary
to reject Hypothesis 10 and accept the Alternate.

Hypothesis 11. There is a negative relationship between financial
ability #2 and financial effort #2 among medium
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #2 and financial effort #2
among medium ability high school districts.

From Table 30 it can be seen that the coefficient of correlation
is -.06. The level of significance is .12. Conclusion: It is necessary
to reject Hypothesis 11 and accept the Alternate.

Hypothesis 12. There is a negative relationship between financial
ability #2 and financial effort #2 among high
ability high school districts.

Alternate. There is not a negative relationship between
financial ability #2 and financial effort #2
among high ability high school districts.

From Table 30 it can be seen that the coefficient of correlation
18"*.06. Conclusion: It is necessary to reject Hypothesis 12 and accept
the Alternate.

Eonglusions. It is still necessary to reject General Hypothesis III

ilutamuch as all operational hypotheses were not accepted.

Summary

A summarization of the rejection or acceptance of the operational
' hTPOtheses for the relationship between financial ability and need can
be found in Table 31.

A summarization of the rejection or acceptance of the operational
hypotheses for the relationship between financial ability and effort

can be found in Table 32.

102

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hm.aa mm.:~u.mm.m «a eschew assessesa
aa.+ .. nH.- ma. no.+
mHa.eH was.aanumma.aa Na massage assonsasm swam
am.ma ma.~n.noo.a «a gnomes asaoqaasa
oo.+ .. ma.- «a. mo..
no:.m HNH.Hauconm.o «a apaaaa< Hasoasaaa semen:
a~.aa m~.wnusma.e ma pecans asaoeaaaa
mo.+ a- m~.u ma. no.1
mao.m nan.mcuam~.~ «a massage aeaoasaaa sea
a mo daemons: a mo Hm
00:03.38 *3 was: 004 a sac: owadm maoooch

 

 

 

 

 

 

 

 

namzam cannons
«a amoaaa AaaozazHa.c~* saHaHma a<Hoz<zHa

on :93.

 

 

 

103

 

 

 

TABLE 31
SWABY OF ABILITY X NEED OPERATIONAL
HYPOTHESES
Hypothesized
Hypothesis Factors Relationship Accept Reject
1. Low Ability #1 it Need #1 None I
2. Medium Ability #1 1: Need #1 None 1
3. High Ability #1 x Need #1 None 1:
1:. Low Ability #2 x Need #2 None 1
5. Medium Ability #2 1 Need #2 None 1:
6. High Ability #2 1: Need #2 None 1:

10h

 

 

 

TABLE 32
SUMMARY OF ABILITY X EFFORT OPERATIONAL
HYPOTHESES
Hypothesized
Hypothesis Factors Relationship Accept Reject
1. Low Ability #1 x Effort #1 Negative 1
2. Medium Ability #1 x Effort #1 Negative 1
3. High Ability #1 x Effort #1 Negative 1
h. Low Ability #1 x Effort #2 Negative x
5. Medium Ability #1 x Effort #2 Negative x
6. High Ability #1 x Effort #2 Negative x
7. Low Ability #2 x Effort #1 Negative x
8. Medium Ability #2 x Effort #1 Negative x
9. High Ability #2 x Effort #1 Negative 1
10. Low Ability #2 x Effort #2 Negative x
11. Medium Ability #2 x Effort #2 Negative x
312. High Ability #2 x Effort #2 Negative x

CHAPTER V
SUMMARY. CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY

Summary
The purpose of this study is to examine the relationships that
exist among the factors of financial need. financial effort, and
financial ability.
Based upon certain implicit assumptions concerning the relation-

ships among these three factors that seem to underlie the Michigan state

financial plan, three general hypotheses were developed. This summary

will consist of a statement of each general hypothesis and the results
of the testing of the operational hypotheses. A summarization of the
correlations for the total sample of 581 high school districts can be
found in Table 33. A summarization of the correlations for the grouped

samples can be found in Table 31:.

General Hypothesis 1. There is no significant relationship between
financial need and financial ability among
high schooldistricts in Michigan.

On the basis of a coefficient of correlation of +.27. it was
necessary to reject this general hypothesis. For the total sample
there is a relationship between size and ability, for as a high school
diatrict increases in size its taxable wealth behind each resident
Pupil member increases. In Table 3'4 it can be seen that in

neit-her of the two groups of medium-sized or large-sized school

districts did the general hypothesis prove valid. As can be seen in

 

TABLE 33

SUMMARIZATION OF CORRELATIONS
TOTAL SAMPLE

 

 

 

 

 

 

 

 

 

 

r4 cu
r4 cw as as
H N “z a”: h P.
‘l: =9: 4: a 4.: +3
a a .4 .4
'U 'U 0 O H H
8 3 23 ‘H 33 3'3
:a z: E! E5 ‘4 «4
H H H H H H
s m m m m s
H H 0H H or! 3H
g 0 g D O O
s 3 a 3 § E
H 1'. H 0H 0H «II
he a. a. a. a. a.
Financial Need #1 +.23‘ +.18‘ +.27’
Financial Need #2 +.23’ +.18‘ +.28"I
Financial Effort #1 +.23* +.23‘ +.62* -.O3 -.02
Financial Effort #2 +.18"l +.18"I +.62‘ -.l7‘ -.16‘
Financial Ability #l +.27* -.03 -.l7'
Financial Ability #2 +.28' -.02 -.16‘

 

 

 

 

 

 

 

 

 

 

'statistically significant

106

TABLE 3n

SUMMARIZATION OF CORRELATIONS

GROUPED SAMPLES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m.4 ecu s=e: m=e= m a
tags «44a *4 a. -H h. «ata
O U U 4’ O 9 O +3 O +3
s: '0 c: 'd c: t. r: h c: «4 c: «r:
«1 a) s3 0 a: o a! o a H as H
S: 0 F: m :3 'H G M :2 «4 :3 H
H z «4 :2. 0H 9-. q-c CH ..4 .0 a .0
a. a. ficfil fiafil &.<: a.<:

Low Financial Need #1 -.25‘I -.08 -.08

Low Financial Need #2 -.26"' -.01 -.11

Liedium Financial Need #1 +.ll +.12"I +.l3'

hiedium Financial Need #2 +.ll +.ll +.lh’

Iiigh Financial Need #1 -I-.28"l +.O6 +.19’

Iiigh Financial Need #2 +.28’ +.06 +.l9‘

Low Financial Effort #1 +.19"' +.19" -l-.16"l +.Olb +.Ol:

Low Financial Effort #2 +.10 +.ll 45140" +.l6" +.16“

liedium Financial Effort #1 +.21"I +.21' +.26' +.13‘I +.l3*

Medium Financial Effort #2 +. ll +. 10 +.20"' -.Ol: -.01

High Financial Effort #1 -.05 -.05 +.hl" -.l6" -.16‘

High Financial Effort #2 +. 10 +.ll +.h3“ -.29"' -.29"'

Low Financial Ability #1 +.16’ -.22’ -.07

Low Financial Ability #2 +.l6’ --.22"' -.C7

IMedium Financial Ability #1 +.06 +.07 -.06

Medium Financial Ability #2 +.O6 +.06 -.06

High Financial Ability #l +.l3 +.07 +.02

High Financial Ability #2 +.13 +.O6 +.03

 

 

 

 

 

 

‘statistically significant

107

 

’r‘

 

 

108
Figure 28, there is no significant relationship in districts with from 69

to 515 pupils. a positive relationship in districts having from 516 to

11.580 pupils and in districts having from 1,581 to 35,801 pupils.

FIGURE 28

REGRESSION LINES FOR CORRELATIONS BETWEEN NEED AND ABILITY
IN ALL THREE GROUPS OF NEED

 

 

 

I l
l I
A r ’
3‘3 1 I
3 r I
3: I
o I
S I I
3: : :
>.
:1 -.08 : +.13 1
:3 ~j
4: I y
l l
J J
Small Medium Large

Need (Resident Membership)

(leneral Hypothesis II. There is a positive relationship between financial
need and financial effort among high school
districts in Michigan.

In Table 33 it can be seen that for the total sample of 581 high
school districts. there is a positive correlation between the size

of a district and tax rate for operation. From Table 34 it can be seen.

however, that only for the large districts (the districts having from

1.581 to 35.801 pupils) the general hypothesis is valid. For the

109
medium-sized districts, there is no significant.corre1ation. For the small

district having from 69 to 515 pupils. there is a negative correlation.

Irxfdgure 29 these relationships are presented graphically.

FIGURE 29

REGBESSION LINES FOR COERELATIONS BETWEEN NEED AND EFFORT
IN ALL THREE GROUPS OF NEED

 

 

 

 

 

 

I
I
I
I

’3 I

.p

“ I

(I:

g I

1" E: I
\
j: '95 I ~:&
.2 I
I E +. 11
I I
I I
I I
Small Medium Large
Need {Resident Membership)
(}eneral Hypothesis III. There is a negative relationship between financial
/J effort and financial ability among high school
districts in Michigan.

On the basis of a coefficient of correlation of -.03. it was
necessary to reject this general hypothesis. For the total sample.
there is no relationship between the taxable wealth of a district and
its tax rate for operation. This data can be found in Table 33.

From Table 3b it can be seen that for the districts having a

110
state equalized valuation of from 2.b62 dollars to 7.079 dollars behind

each resident pupil. there was a correlation of -.22. This means that

as the districts within the low ability group (poor) increased in wealth
from $2,162.00 to $7,079.00 SEV per resident pupil, they expended less
effort (smaller tax rate) to support education. However, in the districts
having from 7,098 to 12.“!8 dollars behind each pupil (medium ability)

and the districts having from 12,1I76 to 1415,8142 dollars of SEV behind each

 

resident pupil. there was no significant relationship between their ability
to support education and the effort expended. These relationships can be

seen in Figure 30.

FIGURE 30

 

i REGRESSION LINES FOR CORRELATIONS BETWEEN ABILITY AND EFFORT
IN ALL THREE GROUPS OF ABILITY

 

 

 

 

I

1; I

*3 I

"‘ I
a

E: ‘ I

I. ~<°e I
s.

o I
(H

J 9,3 I +. 07 I +. 07

I I

I I

I I

Poor Medium Rich

Ability (Taxable Wealth)

111
The data in Table 3b and in Figure 31 seem to further substantiate

the above findings regarding ability and effort. When the districts are
grouped. there is no significant correlation between effort and

sibility in the districts levying from 5.53 to 8.00 mills (low effort
égroup). a.positive correlation between effort and ability in the districts
levying from 8.00 to 10.95 mills (medium effort group), and a negative

correlation between the factors in districts levying from 10.95 to

 

25.78 mills (high effort group).

FIGURE 31

REGRESSION LINES FOR CORRELATIONS BETWEEN EFFORT AND ABILITY
IN ALL THREE GROUPS OF EFFORT

 

+.ou

 

Ability (Taxable Wealth)

 

 

 

 

Low Medium High

Effort (Tax Rate)

As the tax rate increases from 10.95 to 25.78 mills in the group

of high effort districts, the wealth of these districts decreases.

 

 

 

 

112
Conclusions

On the basis of the summaries previously cited, it seems reasonable
to draw the following conclusions:

1. If the Michigan state financial plan for the support of public
schools is based upon the assumption that there is no relationship between
the financial need (size) of a high school district and its financial
ability (wealth), it is necessary to conclude from the results of this
study that this assuription is invalid. The existence of a statistically
significant correlation between these factors seems to indicate that such

an assumption is unrealistic. It would also appear reasonable to conclude
that one explanation for such a positive relationship would be that where
there is a high concentration of people-~and as a result a large public
school enrollment--there is also a concentration of taxable wealth. In
other words. where industry locates, people tend to locate.

2. Also. if the Michigan plan is based upon the assumption that
there is a +1.0 relationship between financial need (size) and financial
effort (tax rate). the results of this study indicate that for this state
this assumption is valid. It must be noted. however. that although the
correlation between these factors is significantly positive from a sta-
tistical standpoint. the correlation is not +1.0. The Michigan plan, if
assuming such a correlation, tends to be somewhat less than completely
adequate in this regard.

3. Further. the assumption that there is a -1.0 relationship
between financial ability (wealth) and financial effort (tax rate) appears
to be invalid when operating tax rate is used as the definition of effort.
Inasmuch as this is the definition used in conjunction with the "deductible

millage" provision of the Michigan plan, it seems reasonable to draw

 

 

 

 

A

113
conclusions based upon this definition. There is a statistically signif-

icant negative correlation when the total effort (tax rate for operation
and building) is used; however, from a practical standpoint it does not
empear to be significantly negative to warrant consideration.

h. It would also seem reasonable to conclude from this study, and
especially the three previous conclusions, that the three factors studied
are not the only factors that influence the adequacy of a state financial
plan. They appear to be only symptoms of conditions within local school
districts that determine the adequacy of such a plan. Such factors as
type of taxable wealth, administrative leadership, density of population,
ethnic concentration, type of community, community attitude toward educa-
tion, geographical location, and undoubtedly many others, might have a
tremendous effect upon the adequacy of the plan. Inasmuch as each communi-
ty has a certain amount of uniqueness, the sociology of communities must
be considered in any state financial plan.

5. It would seem reasonable to conclude that although this study
tends to indicate that the Michigan state financial plan is somewhat

inadequate, it should not be considered wholly inadequate without con-

siderably more study.

_Sll_ggestions for Further Study
It is readily apparent from the results of this study that further
investigations must be made in seeking ultimate answers to the public
school financial problems of the State of Michigan. These investigations
should include consideration of the following:
1. The three factors investigated in this study should be the

subject of further consideration. A study of the combined effect of

—-—=w.-—-.--_m -~. '

 

 

11h
two of the variables upon a third should yield worthwhile results.

2. Other factors, such as those mentioned in Conclusion No. u
should be similarily investigated. For example: A study of districts
similar in both ability and need but which exert considerably different
effort would make possible the investigation of community characteristics
and their effect upon the effort accorded public education.

3. The costs of an adequate elementary educational program should
'be compared with that of an adequate secondary program to determine the
existence, if any, of a difference in costs. Such a study might result

in a return to the use of a weighted-pupil definition of need in Michigan.

115

BIBLIOGRAPHY

Barr. H. Monfort, American Public School Finance. New York: American

Book Co.. 1960. #06 pp.

Burke, Arvid J., Defensible Spending_for Public Schools. New York:

Teachers College, Columbia University, 19h3. 378 PP.

Burke. Arvid J., Financing Public Schools in_the United States.
New York: Harper and Brothers, 1957. 57h pp.

Cubberly, Elwood P.. State School Funds and Their Apportionment.
New York: Teachers College, Columbia University, 1905. 255 pp.

Garrett, Henry E., and Woodworth, R. 8.. Statistics in Psychology and
Education. New York: Longmans, Green and Co.. 1958. #78 pp.

(huilford, J. P.. Fundamental Statistics in Psychology and Education.
New York: McGraw-Hill Book Co.. 1956. 565 pp.

.Iohns. Roe L., and Morphet, Edgar L., Financinthhe Public Schoolg.
Englewood Cliffs, N. J.3 Prentice-Hall, Inc., 1960. 566 pp.

lielley, Truman L., ”Selection of Upper and Lower Groups for Validation
of Test Items," Journal of Educational Psychology, XXX (January,

1939) 0 17-21;.

iiiller, Van, and Spalding, Willard.B., The Public Administration of
American Schools. 2d. ed. New York: World Book Co.. 1958.

Tillie, Robert L.,IégMethod of Measurigg_the Financial Ability of
Kentucky School Districts to Support an Educational Program.
Bulletin of the Bureau of School Service, College of Education.
Lexington, Kentucky: The University of Kentucky. XXIV (September,

1951). 101 pp.

Moehlman, A. B.. School Administration. 2d. ed. revised.
Houghton-Mifflin Company, 1951. 51k pp.

New York:

MoI'phet, Edgar L., Johns, Roe L., and Reller, Theodore L., Educational
Administration: Conceptsl Practices and Issues. Englewood Cliffs,
N. J.: Prentice-Hall, Inc., 1959. 556 pp.

 

lWort, Paul 3., State Support for Public Schools. New York: Teachers

College. Columbia University, 1926.

116

Mort, Paul R.. and Reusser, Walter C., Public School Finance. 2d. ed.

revised. New York: McGraw-Hill Book Co.. 1951. 639 pp.

Mort, Paul R.. and Ross, Donald H.. Principles of School Administration.
2d. ed. New York: McGraw-Hill Book Co.. 1957. #51 pp.

 

National Conference of Professors of Educational Administration,
Problems and Issues in Public School Finance. New York: Teachers

College, Columbia University, 1952. h92 pp.

National Education Association. Guides to the Improvement of State
School Finance Programs. Washington, D. C.: The Association. 1958.

31 PP-

National Education Association, State School Finance Systems.
Washington. D. C.: The Association. 19h2. at pp.

National Education Association, Statuatory Bases of State Foundation

Programs for Schools. Research Bulletin No. 26. Washington. D. C.:
The Association, 19h8. 53 pp.

National Education Association, What Everyone Should Know About
Financing Our Schgolg. Washington, D. C.: The Association, 1960.
63 pp-

lioe. William 3.. Financing Michigan's SchooIg. East Lansing, Michigan:
College of Education, Michigan State University. 1957. 27 pp.

Schultz. William J.. and Harries, C. Lovell, American Public Finance.
New York: Prentice-Hall, Inc.. 1949.

Strayer. George D.. Jr.. and Haig, Robert M.. The Financing of Education
‘ig the Statggqf New York. Publications of the Educational Finance
Inquiry, Volume I. New York: The MacMillan Company. 1923. 205 pp.

Tatro, Don Ortho. "A Critical Examination of the State Aid Formula for
Support of Michigan Public Schools." Unpublished Ed. D. dissertation,

Michigan State University, 1958. 368 pp.
Territorial Laws of Michigan, 1806-1820, Vol. 2.
Territorial Laws of Michigan, Vol. 1+. February 26. 1909.

Tfioe University of the State of New York, Summary Rgport of 1952:58
Studies in State,§id to School Districts. Albany, New York: The

State Education Department, 1958. 111 pp.

 

Thurston, Lee M., and Roe, William 3.. State School Administration.
New York: Harper and Bros.. 1957. “27 pp.

United States Department of Health, Education and Welfare. Public School

Finance Programs of the Forty-Eight States. Washington. D. C.:
'United States Government Printing Office, 1953. 110 pp.

117

Updegraff, Harlan, Financial Supporti_Rura1 School Survey of New York
State, Vol. III. Ithaca, New York: Joint Committee on Rural
Schools. 1922. 233 pp.

APPENDIX A

REVIEW OF THE LITERATURE

REVIEW OF THE LITERATURE

Introduction
In order that a basis might be established for the consideration
of the three factors to be dealt with in this study. and for the manner
in which they are statistically altered and treated. prominent research
and literature on school finance and school administration were reviewed.
An effort has been made to consider only those writings which

seem to indicate the positions of the authorities in the fields of school

finance and school administration. This review of the literature is not

intended to be an historical resume of the development of the recognition

and importance of the factors of financial need. financial effort. and

financial ability as they relate to high school districts. Instead. its

purpose is to clearly establish the importance of such factors in the
consideration of a state school aid formula and the consequences of in-
adequate and improper consideration of the relationships between and
among them.

It would be almost impossible to discuss the literature relative

to the three factors without some consideration of the principle of the

equalization of educational opportunity. It is too closely tied in with

all that is written or that has been done in the area of school finance.
The need for this concept. according to Burke. arose from “the product
0f decentralization. unequal tax—paying capacity. and the extreme

differences in educational provisions."15 The school aid 18" 0f the
\

. 15Arvid J. Burke. Defensible Spendigg for Public Schools
We»: York: Teachers College. Columbia University, 191:3). p. 117.

 

120
states of New York (1851). Massachusetts (187“). and New Jersey {1881)

were some of the first to incorporate equalization features in their
distribution of state moneys for education.

Strayer and Haig also recognized the importance of this principle
of equality of educational opportunity in 1923. Their statement. which
has well stood the test of time and experience, clearly defines said
principle:

There exists today and has existed for many years a movement
which has come to be known as the "equalization of educational
opportunity." or the ”equalization of school support.“ These
phrases are interpreted in various ways. In its most extreme
form the interpretation is somewhat as follows: The state
should insure equal educational facilities to every child with-
in its borders at a uniform effort throughout the state in
terms of the burden of taxation. The tax burden of education
should throughout the state be'uniform in relation to tax-
paying ability, and the provisions for schools should be uni-
form in relation to the educable population desiring education.
Most of the supporters of this proposition. however. would not
preclude any particular community from offering at its own
expense a particularly rich and costly educational program.
They would insist there be an adequate minimum offered everyb
where. the expense of whicg should be considered a prior claim
on the state's resources.1

The principle of the equalization of educational opportunity is
so fundamental to the theory of American democracy and education that
no further discussion of it seems necessary at this point. The writers
in the field of school finance. both those quoted here and those covered
quite extensively by Tatro.17 agree that a primary responsibility of a

state government is the provision of an equal educational opportunity

‘.

16George D. Strayer, Jr. and Robert M. Haig. The Financigg of
Ifiucation in the State of New qug, Publications of the Educational
IFinance Inquiry (New York: The Macmillan Co.. 1923), I, 173-75.

 

17Don Ortho Tatro. "A Critical Examination of the State Aid
:Formula for Support of Michigan Public Schools" (unpublished Ed.D.
dissertation. College of Education. Michigan State University. 1958).
Pp. 1011-11.

121
for all youth within the state. The same writers seem to conclude that

the distribution of state funds to school districts (plus local funds
derived from a uniform effort) should be sufficient to pay all the costs
of a reasonable program of education for all the youth in the state.

The Michigan state financial plan for the support of schools
includes a provision aimed at equalizing financial burden. It uses a
factor referred to as "deductible millage":

To every school district in the state, except as otherwise
provided in this act. there shall be apportioned where the same
is required to meet the provisions of this act, a sum which.
when taken with the amount of the apportionment from the primary
school interest fund, plus a sum equal to 2 B/h mills on the
valuation of the property in the district. will equal a sum
obtained by computing the number of pupils at $190.00 each in
membership. plus the amount allocated for transportation . . .1

There is also a provision for a minumum uniform effort referred

to as ”participation millage“:

No school district. except those coming under the provisions
of section 20 of this act shall be allotted or paid any sum under
the provisions of this act in any year unless it has voted to
raise and there has been levied in the fiscal year in which allot-
ment is made. at least a 5 mill tax on the state equalized valua-
tion of the property within said district. for the purposes
included in the operation cost of said district as defined in
section 1“ of this act. and has certified such fact to the super—
intendent of public instruction: Provided. That if the district
does not levy at least a 7 mill tax for the above purposes. the
amount allotted or paid shall be reduced to an amount which bears
the same proportion to the total amount allotted or paid as the
actual levy bears to 7 mills.19

Literature on the Factor of Need

It seems that it is essential. in order to implement the principle

of equality of educational opportunity and the principle of the equali-

\

18Michigan. Public Acts of 1252. Enrolled Act. No. 312, Sec. 8.

19Michigan, Public Acts of 1352. Enrolled Act. No. 312, Sec. 35.

122
zation of the financial burden. that there be some measure of the need

of a school district for funds from the state in order to support edu-
cation within its borders. Johns and Morphet concur in this point of

view:

One basic step in developing a satisfactory foundation
program plan is to establish objective, equitable, and valid
measures of education need. If the measures of need are
subjective. the determination of need is likely to be in-
fluenced by the Judgment of state officials, and this. of
course. might introduce inequities. If the measures of need
are invalid, they would also be inequitable and would have
adverse effects on the educational program.

In.this section of this review, consideration is given to the definition
of need which forms a basis for the apportionment of state school aid
funds.

In the very earliest of days of state school aid. the annual
school census was used as a basis for the distribution of funds. There
are many disadvantages to this basis. all of which are stated very
completely by Tatro21 and to which Burke22 attributed a decline in their
‘use as a basis for equitable distribution of state aid.

The measures of attendance and enrollment are in many ways superior
‘to the census measure as a method of measuring need. The use of these
methods measures need in terms of the number of children actually in
school on a particular day or number of days. Throughout the years.
and throughout the use of these enrollment and attendance methods, many

refinements have been made which seem to cause them to more adequately

2°Roe L. Johns and Edgar L. Morphet, Financi the Public Schools
(Englewood Cliffs, N. J.: Prentice-Hall, Inc.. 1960;, p. 277.
2II-Tatro. op. cit.. pp. 112-13.

22Arvid J. Burke. Financin Public Schools in the United States
(New York: Harper & Bros.. 19575. PP. 269-71.

 

123
meet the test of a reasonable measure of need. However, the use of

either enrollment or attendance as of some specified date is still sub-
Ject to the same limitations as census. For example, movements to or
from another district are not allowed for in this method. Therefore,
to say the very least, the per-pupil counting as a measure of need
leaves much to be desired.

When used properly, membership is somewhat of a further refine-
ment over attendance and enrollment. If the membership is taken as of
a.specified date, there are some limitations placed.upon it: but these
seem to be of rather minor consequence except in extremely isolated
cases. The use of membership, as opposed to attendance, seems to
further insure the school district against financial loss as a result
of an epidemic or an extreme of weather. Additionally, if the enroll-
:ment is taken on more than one specified date throughout the school
year and these dates are separated by a reasonable span of time, the
measure is that much more accurate.

The need to which the foregoing refers is purely a quantitative
factor. This is very clearly explained by Mort and Reusser:

The base educational task that is measured by such a
measuring stick is generally known as educational need.
The measuring stick is known as the educational need measure
or the index of educational need.

It should be clear from the above that the measure of
educational need is an index of quantity, not quality.23

Such a quantitative factor is used in Michigan. A.portion of
‘the act'under which the state school aid is distributed is quoted here

30 that the exact wording of the definition.of need. as used in.Michigan,

\

23Paul R. Mort and Walter C. Reusser, Public School Finance
(New York: McGraw—Hill Book Co.. 1951). p. 1#90.

th
may be ouite clear:

”Membership” as used in this act shall be construed as
registration plus receipts by transfer, plus returns, minus
losses. as defined by the superintendent of public instruction
in the Michigan child accounting system.

As used in this act a "pupil" is defined as a child in
membership in a public school.

"Full-time membership" shall be construed as all membership
in kindergarten to twelfth grade, inclusive, for those actually
enrolled in regular daily attendance on September 28, 1957.

”Elementary pupils” are defined as pupils in school member-
ship in grades from the kindergarten to the eighth grade,
inclusive, in districts not maintaining classes above the
eighth grade, and in grades from the kindergarten to the sixth
grade, inclusive, in districts maintaining classes above the
eighth grade.

"High school pupils" are defined as pupils in school
membership in grades 7 to 12, inclusive, except in districts
not maintaining grades above the eighth.2

The method whereby Michigan distributes its state school aid,
although it may not appear so from the differentiation made between
elementary and high school pupils in the law quoted above, is in a
manner which makes no fiscal or support distinction between the two

kinds of pupils. There is no provision which would apportion greater

 

'upport or aid to the high school pupil. It can also be seen that in
Order for a pupil to be counted in “membership,” that pupil must

llave been enrolled in a school district on the fourth Friday

 

Ifollowing Labor Day (the day upon which September 28 fell in 1957).
Most of the writers in the area of school finance feel that
some measure of need. other than merely attendance or membership, must
be used if an accurate and defensible measure is to be used.
One of the most commonly used methods of refining the membership

method of defining need is through some process of "weighting.” One

 

ZhMichigan, Public Acts of 1952. Enrolled Act No. 312, Sec. 12.

 

 

 

125
such process is referred to in the literature as the "weighted-pupil"

Ineasure. The use of such a measure is defended by Morphet, Johns. and

Reller:

Many states have used crude measures of need in
developing their finance programs. Every study of the
subject has shown that such measures as the school census
and even average daily attendance are inequitable. The
weighted pupil, if properly developed, provides a valid
unit for measuring need for most aspects of the program.25

Mort and Beusser concurred in this notion:

The weighted pupil (or its mathematical equivalent--
the weighted classroom unit) is the most systematically
refined of all measures of educational need and has been
in practical use for a quarter of a century in state-aid
laws. in expenditure comparisons of various types of
districts. and in comparisons of ability to support
schools. During this period it has been subjected to
continuous refinement. It still falls considerably short
of the demands of a perfectly satisfactory measure of
educational need but apggoaches these demands more closely
than any other measure.

Johns and Morphet, one year later, also called attention to the

need for some measure other than straight enrollment:

The pupil-teacher ratio is necessarily much smaller
and the cost per pupil in attendance or in membership is
much greater in small schools, in certain types of classes.
and for certain grade levels than for regular classes in
larger schools. It is therefore necessary to develop
either a weighted pupil unit or an adjusted classroom unit
for use in measuring educational need and in arriving at
the foundation.program cost.27

In correspondence with.Mr. Paul A. Hedlund, a state aid analyst

for the State of New York, the writer was able to determine that after

‘

25ndgar I. Morphet, Roe L. Johns, and Theodore L. Reller,
Educatioggl Administration: Concgpts, Practices, and Issues (Englewood
Cliffs, N. J.: Prentice-Hall, Inc.. 1959). pp. 506-7.

26Mort and Beusser. cp. cit.. p. #91.

27Johns and Morphet, op. cit.. pp. 278-79.

 

 

126
a considerable number of years“ experience with the use of the weighted-

pupil basis for determining fiscal need, the State of New York intended
to continue using it. The law which was passed in the State of New York
in 191:5 allowed a weighting of 1.30 to secondary pupils. Since that
time, this weighting has varied all the way from a high of 1.50 to a
low of 1.25. Mr. Hedlund goes on to state that:

There is no doubt a cost differential between elementary

and secondary education based primarily on class size and

teachers' salaries. . . . This can be defended on two

grounds: (1) these are the actual areas where cost dif-

ferences between the elementary and secondary schools are

the most obvious, and (2) other cost differences are

probably positively correlated with these noted differences.28

Hedlund is substantiated in his statements by a report of studies
of state aid to school districts in New York during the 1957-58 school
year.29 One of the studies is summarized in a table and shows that the
median elementarybsecondary salary cost ratios for the school years
1955-56 and 1956-57 for some 118 districts ranged from a high of 1.32
for nine union free districts to a low of 1.25 for twenty-nine village
districts with the median ratio for all 118 districts falling at 1.29.30
The development of realistic definitions or measures of need are

absolutely essential if there is to be any progress made in the direction
01‘ an equitable distribution of the financial burden of supporting

public education through research studies. Mort and Reusser call

¥

28Letter from Paul A. Hedlund, State Aid Analyst, State of
New York Bureau of School Financial Aid Planning, Albany, N. Y..
February 2, 1959.

29SummaryReport of 1957-58 Studies in State Aid to School
Districts (Albany, New York: The University of the State of New York,
The State Education Department, 1958). pp. 22-26.

3°Ibid.. p. 2n.

127
attention to this fact:

The development of measures of educational need has
made possible (1) progress toward a sensible assessment
of the demands of equality of educational opportunity,
(2) the comparison of rural schools with villages and
with large cities, (3) the achievement of a realistic
notion of what the relationship of educational quality
to expenditure may be, and (h) the adjustments of fiscal
relationship between states and localities that facilitate
the provision of the kind of a program desired in the
poorer districts of the state without doing injustice to
the individuals or communities anywhere within the
state.

There is no question that the measure of need used by'a state is
the better than the manner in which it is used. The weighted-pupil
Inethod would be no more accurate or worthwhile a measure than any other
if used improperly or used without consideration for its relationship
‘boiother factors involved in state school support. Morphet agrees with

this idea:

The relationship of measures such as those discussed
above to fiscal need depends to a certain extent on how
they are used. If they are used merely as a basis for
distributing funds, without any reference to local tax-
paying ability, they generally have little relationship
to fiscal need. If, however, some local effort is re-
quired and valid measures are applied to determine the
local funds which should be provided toward the cost of
the program, the more refined measures of educational
need--such as weighted pupils or classroom units-may be
integral aspects of reasonably valid measures of fiscal
need.

 

 

Literature on the Factor of Effort

Some recognition of the factor of effort has been a.part of

 

31Mort and Reusser, op. cit.. pp. #90-91.

323dgar L. Morphet, "Characteristics of State Support Programs,"
Problems and Issues in Public School Finance, ed. R. L. Johns and
I. L. Morphet (New York: Bureau of Publications, Teachers College,
Columbia University, 1952, pp. 170-71.

 

 

 

128
state school aid plans for more than half a century. The first

:recognition of the importance of effort as a legitimate activity of
the state was made in 1905 by Cubberly. Cubberly clearly stated his
belief when he insisted that state support for education "should bear
some direct relationship to the educational efforts made by a community,
as well as to its valuation or its tax rate. "33 History will show that
(hibberly was certainly not without support for his ideas. One of his
advocates was Updegraff. He substantiated almost everything that
Chfbberly said when he stated that the state support program for educar
‘tion should be positively correlated to the rate of taxation levied
‘within the local district for the support of education within that
diatrict.3“

There were, of course, dissenters to the ideal advanced by
(fiubberly. Among these were Strayer and Haig who found, Just one year
ilater in 192“, that this idea was in conflict with the principle of
equalization.35 This is most meaningful when one looks at the
examples that they use in order to prove their point. They ezqalain
tkwm a.rich district, operating under the idea of ”reward for effort,"
would be better able to produce a given sum of money than a poor
district.

Cubberly was, however, not without his supporters as were Strayer

. 33Elwood P. Cubberly, State School Funds and Their A ortionment
\New York: Teachers College, Columbia University, 19055.
3“Harlan Updegraff, Financial Support: giraL School Survey of

New York State. Vol. III (Ithaca, New York: Joint Committee of Rural
Schools, 1922.

35George D. Strayer, Jr. and Robert M. Haig,-The Financing of
Education in the State of New York, Publication of the Educational
Finance Inquiry (New York: The Macmillan Co.. 1923), I, 173-75.

129
and Haig not without their dissenters. Prominent among these was

Am B. Moehlman. It was Moehlman's point of view that a program which
provided for some type of rewardefor-effort was indeed sound and, in
fact, he insisted that state grants distributed in this way stimulated
local school districts to improve educational programs beyond the
minimum foundation program.36

There are still those writers in the field of school finance
and in the field of educational administration that feel strongly
against reward-for-effort. Burke points out that payment-for-effort
plans unnecessarily increases local tax rates and thereby increases
competition among local governmental agencies for property tax dollars.
This, so says Burke, tends to make school districts subordinate to
other governmental units because of the over-emphasis on local
support.37

The near unanimous agreement voiced by the writers quoted
above and many others too numerous to mention, and whose arguments
would only tend to be redundant, seems to solidify a.position which
would hold that the use of reward-for-effort as a method of distributing
state funds certainly tends to discredit this concept as a factor
worthy of consideration in the evaluation of the formula of a state
school support program. However, Tatro found that such a factor or

some modification of it was operative in many of the states and seemed

 

36Arthur B. Moehlman, Sch ol Administratiqg (2d ed. rev.: New
York: Houghton Mifflin Co.. 1951;, pp. hZO-Zl.

37Burke, op. cit.. pp. 210-11.

' 130
to be an important part of most school finance programs.38

In l9h2 the National Education Association's Research Division
reported that fortybfour of the states did provide aid which could
be considered to be reward-for-effort.39 This same division, in
19h8, reported a growth in these rewardrfor-effort grants among the
states. 140

It would seem, from the evidence reported, that there is still
a great tendency upon the part of state legislatures and many state
officials to believe in the principle of rewarding for effort
inasmuch as it seems to form a part of so many state school aid
programs.

Most of the reward-for-effort that has been so far discussed
has dealt with the 'stimulative” type of grant. Although there is
no doubt but what this type of grant will continue to be a.part of
our educational finance systems for some time to come, it is not the
only type of recognition for effort having importance.

As stated in the previous chapter, the State of Michigan has
within its state school aid program a provision that rewards a school

district of exceptionally low taxrpaying ability by recognizing

 

38Tatro, op. cit.. p. 128.

39National Education Association, State School Finance 8 stems,
A Report Prepared by the Research Division {Washington, D. C.: National
Education Association, 1942), pp. l72-7h.

“oNational Education Association, §tatutory Bases of Statg
Foundation Pr ams for Schools, A Report Prepared by the Research
Division (Washington, D. C.: National Education Association, l9h8),

p. 46.

 

131
extraordinarily high local effort. The section of the act dealing with

this reward is self-explanatory:

From the amount appropriated in section 1 of this act,
there is hereby appropriated to school districts experiencing
financial hardship the sum necessary to provide additional
state aid to such districts in an amount to be determined by
the superintendent of public instruction under the provisions
of section 15 of this act: Provided, That not more than
$3,000,000.00 shall be so used. 1

The conditions under which the aid may be distributed are ex-
plained fully in another section of the act:

A school district experiencing financial hardship and
eligible to receive additional aid.under the provisions of
section 6 of this act shall meet all the following require-
ments: (a) The total tax rate levied in the district for
operating and debt retirement purposes for the fiscal year
in which such additional aid is allowed shall be at least
20 mills on the state equalized valuation of the district.
(b) Of the tax levied by the district no more than 13 mills
on the state equalized valuation for debt retirement shall
be included for purposes of this section. (c) In order
that millage levied for debt retirement may be counted as
contributing to financial hardship, such millage must hays
been voted for a period of at least 10 years. (d) Of the
tax levied and as herein limited no more than 30 mills shall
be counted for the purposes of this section.

A district meeting the foregoing conditions shall be
granted additional aid as follows: Each district having a
state equalized valuation of $3,000.00 or less on the basis
of its resident pupil membership shall be granted an additional
sum computed by multiplying its resident pupil membership by
$5.00 times the number of mills or fraction of a mill levied
over 20 mills. Each district having a state equalized valua-
tion of at least $3,001.00 but less than $5,001.00 on the
basis of its resident pupil membership shall be granted an
additional sum computed by multiplying its resident pupil
membership by $h.00 times the number of mills or fraction of
a mill levied over 20 mills. Each district having a state
equalized valuation of at least $5,001.00 but less than
$7,001.00 on the basis of its resident pupil membership
shall be granted an additional sum computed by multiplying
its resident pupil membership by $3.00 times the number of
mills or fraction of a mill levied over 20 mills. Each
district having a state equalized valuation of at least
$7,001.00 or less than $9,001.00 on the basis of its resident

 

“luiohigen, Public Acts of 1952. Enrolled Act No. 312. Sec. 6.

132
pupil membership shall be granted an additional sum computed
by multiplying its resident pupil membership by $2.00 times
the number of mills or fraction of a mill levied over 20 mills.u2

It appears from the foregoing that the State of Michigan is making
an attempt to reward effort. Its rewards, however. seem to be in inverse
proportion to the taxrpaying ability of the school districts. Although
its reward-for-effort plan is tied very closely to the actual dollar
ability of a district to support education, its rewards increase as the
taxrpaying capacity of the district decreases. This is not consistent
with the findings of several of the writers in this field. In fact,
it seems to completely ignore such findings as those reported by Johns:

Myers . . . made a study of certain phases of local tax
effort in relation to taxpaying ability in Florida's sixty-
seven county school districts. He found that prior to 19h?
there was no correlation between tax effort and taxpaying
ability, but that subsequent to 19h? the correlation between
tax effort and ability was .h2 or more. In seeking for an
explanation of no correlations between effort and wealth prior
to 19h? and substantial correlations thereafter, he noted that
the state more than doubled its contributions in l9h7. He
concluded that prior to 1947 the poor counties had to make a
substantial tax effort to have any kind of schools but that
after receiving substantial increases in state aid, the poorer
counties were satisfied with the state minimum foundation pro-
gram and so did not keep up their effort. The wealthier
counties, on the other hand, were not satisfied with a.minimum
program and kept up their local effort deepite afiso receiving
substantially increased grants from state funds. 3

Johns and Morphet make a plea for some relationship between effort
and ability when they say, ”No foundation program can be considered sat-
isfactory unless provision is made for uniform local effort based upon

taxpaying ability."uh

 

“21bid.. Sec. 15.

“3R. L. Johns, "Local Ability and Effort to Support Schools,"
Problems and Issues in Public School Finance, op. cit.. p. 237.

uQJohns and Morphet, op. cit.. pp. 29l~92.

133

It would appear, then, from the facts reported here and from
the sources quoted, that much additional research is needed into the
factor of effort and its relationship to taxpaying ability and the
total area of state support for education. Johns states this quite
eXplicitly in his eleventh conclusion:

If one believes that defensible theories of taxation and
a uniform system of education are of paramount importance in
determining school support, he will accord but little value
to local tax effort for schools. On the other hand, if one
believes that local initiative, experimentation, and a large
measure of home rule in education are of greater importance
than tax theory and educational uniformity, he will place

great value upon the desirability of local freedom to tax
for school support.“5

In concluding his discussion of the subject of effort, Johns
makes it very clear that there is much work to be done in this area:
Much additional research is needed in the whole area of
ability and effort. Federal, state, and local ability and
effort to support education are closely related problems.
. . . the factors causing communities to make high or low
effort to support education; the effect of legal limitations
on local ability and effort are all interrelated problems
and deserve further study.
Literature on the Factor of Ability
One of the problems that faces any program of state support of
education is to determine an equitable contribution of money, usually
in terms of a local uniform tax effort, to support the foundation pro-
gram. In the partnership plan, the amount of school support that any
local unit can supply depends upon the wealth subject to taxation within
and by such unit.

The importance of a measure of the financial ability of local

 

“5Johns, op. cit.. p. 2&0.

uéihié.. pp. 237-38.

13U
units of government has been emphasized by numerous writers in the

field of public finance, and of more immediate concern to this study,
by writers in the area of school finance. One of the earlier statements
of this concept was made by Strayer and Haig and is a part of the quota-
tion found on page 120 of this thesis. Mort“? also very early
emphasized the need for, and the importance of, a measure of ability to
pay taxes. Schultz and Harries, in a discussion of a list of factors
governing the distribution of state aid to local units of government,
said that "the relative ability of the various localities to support
the function in question out of their own fiscal revenues must enter
into an equalization basis of state aid distribution."h8
Mort and Reusser further point up the importance of a measure of
the ability to pay taxes and begin a discussion of the type of measure
to be used:
Measures of relative ability of school districts are needed

in order to assess the vigor of local support and to determine

an equitable basis for distributing state aid. For these pur-

poses the measure of ability must be in terms of the community

to pay taxes under the tax system as established by the state.

If the property tax is the sole or chief tax base available

to the community, the ability measurement must be either a

direct or an indirect measure of the ability 8f that tax base

to pay taxes when a uniform rate is applied.“

A recent report of the National Education Association Research

Division referred to the measure of local ability as a “prerequisite

 

“TPaul R. Mort, State Support for Public Schools (New York: Bureau
of Publications, Teachers College. Columbia University, 1926), p. 16.

h§William J. Schultz and C. Lowell Harries, American.Public
Finance \New York: Prentice-Hall, Inc.. 19h9). p. 722.

“9Mort and Reusser, 0p. cit.. p. 509.

135
to the realization of the equalization goal."50

Although there is a considerable amount of time and space de-
voted, by the writers in the area of educational finance, to the subject
of the need for additional sources of revenue for schools. it is quite
commonly accepted as inevitable that the local property tax will remain
as the major source for many years to come. Johns makes this position
quite clear:

It seems reasonable, therefore, to conclude that property taxes
will in the foreseeable future continue to be the chief source
of local school support. If local taxes are to consist almost
exclusively of property taxes, then the relative value of proper-
ty is about the only practical measure of local taxpaying ability
for schools.

Throughout the history of school finance, and especially during
the more recent past, there has been considerable concern for the
deveIOpment of a theoretical basis for the measurement of ability to
support education. As early as 1926 Mort perhaps suggested the most
practical solution to this problem:

We need only determine ability to pay under the tax system
actually to be used. Since we must deal with communities
which have no power over their tax systems except through
state action, we cannot consider their ability as it would
be under an ideal tax system. To build our system of state
aid on such a foundation would throw excessive burdens upon
the actual taxpayers in some communities, simply because
there happened to be wealth in those communities that was
not taxable under the existing system of taxation. . . . As
a.matter of fact, we need only to obtain the value of taxable
preperty to have a measure of the relative ability of a
locality to pay local taxes for supporting schools.52

There hays been numerous studies made of the variations that

 

50National Education Association, §§atutory Bases of State
Foundation.Prog;ams for Schoglp, p. 79.

51Johns, op. cit.. p. 222.

52Mort, op, cit.. p. 222.

136
exist in the taxpaying ability of local school districts. Johns makes

reference to this when he states that "nearly all of these studies have
used property valuation as a gross measure of wealth and some kind of
unit measure of educational load, such as wealth per capita, per pupil,
per teacher, and per weighted pupil.“53
Barr substantiates this point:
The ability of many local school districts to provide funds

for public schools is closely related to the property tax base.

It is also dependent on tax and debt limits imposed by the state

constitution or by statute. A commonly used measure of taxpaying

ability is the ratio of the valuation of taxable property to the

number of public school pupils for whom the district must provide
educational services.5

Burke states that the result of studies with which he is familiar
merely substantiates that which others have professed to be true:
A measure of state or local taxpaying ability which will

reflect ability to raise property taxes, noneproperty taxes,
or a combination of both must meet certain criteria. These

include:
1. Reliability or Dependability.
2 Currency.

3. Applicability.
h. Validity.

5. Universality.

6. Equity.

7. Objectivity.

8. Weighting.

9. Stability.

10. Acceptability.55

Although there have been, over a period of more than fifty years,
innumerable attempts to discover a method of measuring the ability of a

School district to support education that would not use the property

53Johnc, 9p. cit., p. 223.

5“w. Monfort Barr, Aperican Public School Finance (New York:
American.Book Co.. 1960), p. 276.

553urke, Financing Public Schools in the United States, p. 636.

137

available for taxation, it seems that none have been found that are
completely satisfactory. Burke confirms this when he says that "there
is no substitute for the property tax in measuring local ability to pay
for schools."56 He explains the reasons for his position by claiming
that ”it is the one tax that can be administered by even the smallest
local units.”57

Johns and Morphet state another reason for using this measure of
ability when they say that "a much better case can be made for using
property as a measure, or in connection with a measure, of local ability
to support schools than as a measure of state ability."58

Burke also states earlier in his book on school finance that
"the use of good equalized (full) valuation of real property to compute
the hypothetical yield of a specified tax rate in a local unit probably
conforms to more of the criteria of a satisfactory measure than any
other that has been used."59

Mort and Reusser agree with Burke as to the use of the property
tax, but add another factor to the total determination of the measure
when they say that "the fairest index for comparing the relative ability
of two or more communities is the amount of taxable property, fairly
assessed, back of each weighted-pupil unit."60 I

That the determination of an adequate, equitable, correct, and

 

 

58Johns and Morphet, op. cit.. p. 15:».

59Burke, Financinngublic Schools in the United States,
Pp. 6Wh1e

6oMort and Reusser, op. cit.. p. 509.

138
workable measure of the ability of a school district to support education

is important is no longer an issue. Johns says this so clearly and con-
cisely in the sixth conclusion of his chapter when he states that "the
accurate measurement of local taxpaying ability is vital to the success-
ful operation of the equalization.p1an for the distribution of state
school funds."61

The literature suggests that there are several ways in which the
relative taxpaying ability of a governmental unit may be measured.
Most of the authorities in the areas of school finance and school ad-
ministration seem to agree that at this moment in our history and in
the development of such measures, the hypothetical yield of the local
property tax is the best method. As quoted earlier, Mort and Rsusser
add that the measure of relative ability between school districts should
be the valuation behind each weighted-pupil unit. Whatever the unit,
membership pupil or weightedspupil, the valuation of preperty is
suggested as the other part of the measure.

Burke sums this up in good fashion when he says "for local units
the only practical measure of taxpaying ability is the potential yield

of the taxes authorized by the state."62

61Johns, op. cit.. p. 239.

62Burke, Financing Public Schools in the United States, p. 659.

APPENDIX 5

DESCRIPTION OF THE SCHOOL DISTRICT
OF THE CITY OF DETROIT

1&0

With a total resident membership of 281,677 pupils in the
1957-58 school year, the school district of the City of Detroit has
slightly in excess of twenty per cent of the total resident membership
of all high school districts in the state. Of this number, 101,479
or approximately forty-one per cent are high school students.

The state equalized valuation behind each resident pupil is
$18,5h5.00, whereas the mean state equalized valuation behind each
resident pupil for the other 581 districts is $10,806.00. When a
weighted-pupil definition of need is used, the weighted membership
becomes 312,121 and the state equalized valuations, as stated previous-
ly, become $17,937.00 and $9,689.00 respectively.

The operating tax effort of the City of Detroit for schools is
11.60 mills, compared to a mean effort of 10.13 mills for the other
districts. Its total tax effort is 12.80 mills, slightly below the
15.93 mills which is the mean total tax effort of the other districts.
(On April 6, 1959 the voters of the City of Detroit gave the schools
an additional 7.50 mills at a special election. This additional
millage was "unassigned," that is, it could be used for operation,
debt retirement or building and site purposes as the board of education
saw fit. For the 1959-60 school year 2.7h57 mills was levied for
building and site purposes.)

For the 1957-58 school year, then, the school district of the
City of Detroit exceeds the means of the other districts in state
equalized valuation behind each resident pupil and in operating tax

effort. Only in total tax effort does it fall behind the other

lhl
districts. This is due, undoubtedly, to its levying only 1.20 mills

for building and site, whereas the other districts levied a mean of

5.80 mills for purposes other than Operation.

APPENDIX 0

TABLE C FROM GARRETT'S STATISTICS
IN PSYCHOLOGY AND EDUCATION

1&3

 

 

 

 

 

 

 

 

 

 

.m..|su op pqoaozdco as some» on. .38 mm. .393 at"...

me.a mam. -.H em. mm. mm. om. am. He. mm.

:5.” cam. mH.H mm. am. mm. mm. mm. oz. on.

oa.H mam. mH.H mm. am. mm. mm. mm. mm. an.

we.” omm. nH.H am. on. we. on. an. mm. on.

~0.H mum. oH.H ow. mm. mm. mm. on. mm. mm.

ma.~ mam. mm.a omm. ao.a ma. ea. am. an. as. um. um.
mm.~ com. mm.H mam. mo.H we. as. mm. mm. ma. an. mm.
::.~ mam. mm.” cam. mo.” nu. me. me. an. an. um. um.
on.~ 0mm. om.fl mom. oo.H on. am. am. on. me. «m. an.
mad mum. SA om. mm. mm. mm. om. ma. me. an. on.
mo.~ cam. ~:.H am. mm. as. mm. mm. as. as. on. mm.
Ho.“ mom. mn.H mm. no. me. mm. mm. me. me. mm. mm.
mm.H 0mm. nn.H so. am. «a. me. an. we. as. mm. um.
mm.a mam. m~.H mm. mm. He. no. em. as. as. aw. mm.
nm.~ omm. m~.H mm. am. on. «0. mm. «a. on. mm. mm.
N .n N H N .H N h N .H N k

5333.303
w. alonmg wsfiucommonnoo a ca: m. sowssom s we sedoao>soo o "393.

 

 

 

 

.4

 

 

APPENDIX‘D

FINANCIAL NEED #1
RANK ORDER

 

 

165
170

185
186
187
189
190
196
203
206
207
209
211
213
213
21a
215
216
216
223
220
22“
225
239
2&2

FINANCIAL NEED #1

Ability #1

10.8u6
9.356
h.h98
11.761
9.960
23.502
9.892
15.279
16.739
8.565
0.656
20,332
n.228
16.302
8,516
10.050
6.526
9.017
8,211
6.966
26.7u8
h,601
3.330
10,652
30.706
8.383
7.237
0.136
0,178
7.437
5.125
0,066
11,281
5.30?
13.625
8.629
9.2h0
21,988
0,071
7,200
8.826
6.333
11.853
h,368
6.079

RANK ORDER

Effort #1

7.00
7.50
11.80
21.01
7.08
9.00
7.10
16.70
7.49
25.78
23.50
13.00
7.00
8.00
7.00
7.75
8.70
10.80
23.00
6.50
18 O I“
10.00
8.00
8.56
9.25
7.00
7.10
21.50
16.50
7.00
10.00
12.70
20.01
8.20
8.00
7.00
9.50
7-50
20.00
7.19
7.50
7.7“
9.50
1h. 75
7.10

Effort #2

10.50

7.50
11.80
21.01

7.08
15.00

7.10
16.70

7.h9
25.78
23.50
13.00

7.00
10.00
15.00

7.75
17.20
10.80
25.50
10.00
18.1h
15.00

8.00
In. “3
13.75
15.85
12.10
21.50
16.50

7.00
10.00
12.70
20.u1

8.20
12.00
23.00
10.11

7.50
20.00
13.26

7-50
13.hl
18.50
10.75

7.10

Ability #1

29.037
8,701
6.855

20,603
8.585
6.192
6.198
0.200

20.719
6,001

13.793

13.850

13.100

12,800.
5.791
9.783
7.098

11.837
7.067
6.972

11.083
6.155
6.637
0.683
5.959
8.302

10,102
5,200
0.563
5,212
6.079
6,002
3.957

22,058

11.698
6.705
6.268
5.555
8.975

12,076

10, 606

10,155
6.070

13.092

13.876
8.655
9.535
6.33?

10,667
9.811

10,963

Effort #1

7.00
19.00
7.60
7.38
7.00
10.10
19.00
10.30
13.37
11.05
7.10
5.53
7.70
10.91
9.00
7.00
7.29
10.00
17000
8.80
12.52
7.50
8.33
17.70
7.00
9.00
8.00
11.10
12.18
8.00
8.50
6.9“
20.25
7.20
7-50
7.20
11.25
8.15
10.75
8.77
7.38
7.50
15.00
8.75
8.90
7.83
8.00
7.20
10.00
13.16
7.51

Effort #2

10.70
19.00
13.69
10.79
10.00
10.10
19.00
10.30
13.37
2“. as
10.70

5.53
15.00
10.91
16.90
22.00
20.09
13.00
22.00
13.80
12.52
18.50
19.01
17.70
19.00
15.75

8.00
11.10
12.18

8.00

9.50
10.81
36.25
12.70
10.52

7.20
18.35
18.90
23.25
15.38
19.38

9.50
15.00
15.60

8.90
10.01
13.00
18.20
22.00
13.16
12.58

Ability #1

11,068
6.633
9.376
7.100
8,006
9.375

13.097

11,600
6,022
6.570

10,223

13,010

14.259
9,036
3.053
3.872
7.188

13.984
5.730
2,984

13.515
5.706
9.1183
5.078
1‘.135

22,269
8.595

12,876
7.754
0,697

16,258
6,069
5,810

16,060

10.383
5.597
6,810
8.655
0.936
7.157

12,630

28,006
9.938

11.328
3.673
9.971
6,682
6,187
6,263
6,139
8.635

Effort #1

8.60
8.50
8.10
7.00
9.00
7.00
10.00
9.50
9.27
9.50
11.00
8.00
8.00
9.80
15.00
117.50
10.70
8.00
7.00
8.15
8.50
17.60
12.00
7.20
13.25
7.77
8.00
7.00
7.08
7.50
11.50
7.95
8.10
10.00
13. “'9
12.00
8.00
8.70
7.05
8.00
7-50
9.00
11.70
8.50
7.70
7.79
7.00
8.50
6.90
7.50
7.00

Effort #2

15.10
11.50
15-35
13.50
20.00
18.00
13.00
18.50
10.02
12.63
16.00
160 93
11.80
19.06
30.00
10.50
10.70

8.00
17.67
17.15
11.08
25.10
17.00
15.20
28.25
11.69
12.50
15.00
12.18

7.50
11.50
10.30
18.00
10.00
13.85
12. 00
17.30
12.70
13.05
18.70
11.70

9.00
11.70
15.30

7.70
10.62

7.00
10.00

6.90
12.50
10.10

 

Need #1 Ability #1 Effort #1 Effort #2
092 0. 728 8. 10 10. 95
#93 7.905 10.05 20.05
096 9.706 9.50 10.50
097 9,520 8.30 8.30
097 5.061 7.00 7.00
#97 16.966 7.38 11.35
510 8.063 8.00 15.95
513 20.731 7.50 12.96
515 9.527 9.25 15.25
515 5.556 8.00 13.00
516 8.080 7.00 19.00
522 5.610 9.00 10.60
523 12.963 7.75 10.35
52“ 5.701 10.00 18.00
52“ 11.709 8.50 12.00
525 11.505 7.10 7.10
525 7.829 11.75 22.25
525 13.032 8.00 12.00
526 10.775 7.99 13.65
527 7.256 8.71 13.71
528 11.275 9.07 13.76
533 3.556 8.91 13.15
535 26,001 8.00 10.50
504 10.073 8.75 12.25
505 6.955 7.50 10.50
508 6.731 9.00 17.00
589 “.934 9.25 22.25
551 13.061 7.10 12.00
551 12.235 9.00 26.00
553 8.003 8.00 17.50
565 7.613 9.25 10.25
566 0.759 12.25 25.25
566 6.403 10.75 17.75
570 13.901 8.20 12.82
571 10,006 8.50 10.50
571 8.513 8.00 18.17
572 7.196 17.95 23.95
573 8.552 7.00 15.50
577 10.103 8.75 15.75
579 6.328 7.50 11.50
579 10.055 7.90 12.60
580 8.018 8.00 10.90
595 19.085 17.18 17.18
600 10.026 15.50 21.70
602 11.326 22.86 22.86
603 8.678 7.00 7.00
616 9.802 7.25 10.06
623 7,800 11.00 20.00
625 0.772 8.10 8.10
628 10.900 8.00 13.00

Need #1

631
635
635
600
601
605
6U9
653
650
655
655
656
660
660
661
663
663
660
667
669
678
682
682
683
691
692
690
707
712
710
718
720
720
721
722
720
725
729

Ability #1

9.853
10.205
11.680

7.933

5.577

6.800

5.50“

7.309

9.171

9.362

2.709

7.251

0,802

3.911
10,127

7.193

9.663

7,021

7.689
19.790

8.598

9,100

8.188
11.391

9.276

7.073

8,805

5.115

8.316

0.756

6.179

6.912
11.985

6.003

5.165

5.830
16.050

6.599

9.106

7.970

8.200

7.332

9.533

7.666
12.700

5.258

6.032

8.036

7.110
10,171

7,669

Effort #1

7.50
9.50
8.50
8.50
6.75
10.00
9.50
8.10
9.00
7.00
10.27
8.77
19.87
12.10
7.00
8.10
8.10
9.05
8.60
7.00
9.75
10.50
8.00
8.75
8.75
8.70
7.09
8.00
9.60
9.25
7.90
10.50
7.32
9.75
9.00
8.50
8.00
10.h0
8.10
9.10
10.00
7090
8.90
8.00
9.80
8.00
8.07
8.00
9.25
8.50
7-75

Effort #2

13.25
10. 10
13.50
16.70

6.75
19.00

9.50
18.60
13.25

9.20
27.27
17.57
19.87
12.10
17.28
15.06
10.10

9.05
15.60

9.96
16.07
10.50
11.00
10.75
16.98
10.70

7.89
23.00
10.60
22.25
10.20
23.20
12.59
15.08
20.00
15.50
10.00
10.00
10.50
18.10
27.00
17.90
13.90
11.75
18.70
11.00
10.23
13.80
15.25
10.00
20.55

109

150

Need #1 Ability #1 Effort #1 Effort #2
779 10,036 9.25 15.85
781 5.639 7.00 10.50
780 16.938 9.70 10.21
786 10,971 8.07 12.07
788 7.923 8.75 13.05
791 10,016 9.00 11.60
792 9.016 10.00 17.50
793 11.873 9.00 17.00
793 11.512 8.25 10.75
795 11.879 10.00 15,211
799 11.827 7.50 18.80
800 12.607 9.00 10.09
808 5.951 9.50 19.00
809 12,007 8.00 11.80
810 0.609 8.10 18.60
810 6,168 8.00 13.00
815 6.596 6.89 16.89
823 8.501 10.00 17.00
829 5.882 10.90 20.90
830 11.857 8.00 13.80
830 6.225 8.50 15.50
803 10.769 7.75 10.50
805 18.853 7.80 9.89
805 10.263 7.00 11.00
851 12.350 7.00 19.90
851 15.583 9.00 13.53
852 9.000 7.50 16.80
853 12.097 8.90 11.90
855 7.079 9.27 19.27
862 12.997 8.90 11.90
862 6.605 10.20 10.20
868 7.520 7.80 13.30
872 8,070 8.00 13.00
876 9.967 10.00 21.00
879 5.677 8.10 10.50
881 6.610 9.75 15,55
883 12.653 8.50 8.50
887 6.339 9.60 17.60
890 8.016 8.80 13.80
895 0.636 9.00 20.00
895 30.337 8.90 10.00
897 15.330 8.00 16.00
900 7.503 8.50 15.87
901 6.160 8.55 18.27
901 10.185 7.20 9.90
902 8.175 8.50 15.50
909 8.833 6.50 10.00
917 7.057 7.00 13.50
917 11.769 9.00 10.10
922 8.009 11.50 17.90
929 7.169 8.53 17.93

Need #1

932
936
903

950
950
956
956
956
959
962
960
960
965
968
969
972
980
982
993
1,002
1,010
1,016
1,023
1,023
1,025
1,030
1,032
1.036
1,003
1,052
1.052
1.055
1.059
1.059
1.060
1.079
1.083
1.085
1,087
1.089
1.101
1,110
1.110
1.118
1,122
1.128
1.129
1.129
1.131
1.136

Ability #1

0.092
3.790
0.592
8.513
10,781
10.370
21.326
12.995
12.927
12.352
17.530
10.516
8.680
5.872
8.633
5.056
8.962
5.238
7.708
0,021
2.062
10,007
6.622
15.620
8,822
8.937
10,712
7,190
9,022
17.983
19.039
13.179
11.728
7.970
9.873
9.729
6.738
5.787
9.039
11.610
10,087
17,128
8,180
10.973
9.826
6.966
10.330
11.297
8.879
6.510
5.393

Effort #1

9.00
17.10
16.00

8.50

7.00

7.00
10.60

7.00
11.50
11.20

8.00

8.00

80 79
10.95

9.00
13.00
12.05

9.60

8.75

8.00

8.39

8.75
10.50

8.95

7.56

7.00

7.90
13.00
15.00

8.50

9.90
13-75

9.00
12.10

9.00

7-30
22. 62
12.00

8.60

8.09

9.50

9.50

8.00
11.07
11.75

8.50

9.00

8.50

7.00
10.60

9.25

Effort #2

16.00
20.50
22.00
13.06
10.00

9.20
18.60
13.00
15.35
12.51
11.00

8.00
13.29
21.33
10.00
13.00
20.89
16.80
13.15
16.00
12.89
11.22
19.00
10.89
15.02
10.00
12.00
18.50
20.00
13.50
10. 90
16.75
1h. 50
12.10
10. 00
11.75
22.62
25. 00
15.32
10.78
12.78
11.80
15.50
16. 07
18.75
21.50
13.50
13.50
11.50
17.20
21.25

Ability #1

7,889
8.268
12.680
11.900
8.311
5,666
5.730
0,280
7.780
13.672
15.066
22.006
0,020
9,228
6.069
6.766
0.609
21.859
13.079
7.081
7.951
6.167
13.337
10.051
11.207
10.690
25.395
8.779
11.062
37.861
7.861
16.881
13.396
7.120
17.066
10,230
15.337
10,908
11,762
8,710
7.256
11.090
0.290
8.851
16.270
11.109
8.355
9.275
5.031
9.691
6.793

Effort #1

8.00
9.00
13.00
9.10
10.50
9.01
7-85
10.85
8.75
9.80
19085
7.51
10.00
8.10
10.50
9.30
8.00
11.09
7.75
7.75
8.10
12.50
8.60
7.90
8.50
8.51
10.00
9.50
9.00
8.93
7.50
7.35
7.75
8.75
13.09
11.70
7.50
9.89
8.25
8.15
13.02
8.50
8.77
10.00
15.00
8.00
10.00
9.00
9.60
9.38
12.00

Effort #2

11.61
13.88
19.00
13.63
15.22
23.01
10.10
23.85
15.75
18.00
23.85

7.51
27.70
13.85
22.00

9.30
12.50
16.09
10.50
15.13
12.10
22.70
13.10
17- 90
13.50
17.09
22-53

9050
21.00
12.68

8.25

9.10
10.33
19.75
17.36
12.70
10.50

9.89
13.95
13.15
26.02
10.50
16027
18.90
23.00
13.00
22.00

9.00
27.10
16.66
33.03

 

Reed #1 Ability #1 Effort #1 Effort #2
1.385 6.187 9.67 22.00
1.387 9.961 12.60 10.60
1.007 8.712 10.00 19.86
1.008 13.602 9.00 19.00
1.010 9.217 9.62 12.93
1.018 8.926 8.50 16.50
1.055 10,705 12.52 25.52
1,072 9.310 9.50 22.00
1,072 12,200 17.50 21.00
1.082 22.208 9.76 10.60
1.080' 7.580 7.95 10.75
1, 501 13,882 9.50 18.79
1.512 7.070 9.10 9.10
1.516 10,302 10.00 15.50
1.526 10.275 8.75 10.75
1.526 11,019 8.85 10.85
1.527 11.298 7.22 11.85
1.552 5.526 10.95 22.95
1.556 10.608 9.00 10.50
1.576 8.327 11.50 20.82
1.576 3.020 8.52 22.02
1.580 7.386 7.90 20.90
1.581 11.677 12.30 12.30
1.592 12.872 12.25 19.75
1.600 8.038 7.00 15.30
1.600 12.567 10.60 12.90
1.605 12,010 9.00 19.99
1.606 11,505 10.00 22.00
1.620 21.650 7.00 11.10
1.620 9.033 17.00 26.50
1.600 9.960 8.75 19.25
1.608 7.830 9.00 17.00
1.685 6.527 9.00 22.00
1,685 8,102 11.50 20.00
1.697 6.963 8.95 10.95
1.699 8.689 9.00 15.00
1.701 03.139 9.00 10.00
1.708 16.926 7.21 12.59
1.728 7.379 9.25 10.25
1.735 12.357 12.31 19.81
1.702 7.893 10.15 19.18
1.756 10.060 8.50 12.93
1. 770 6 . 297 10. 05 27. 05
1.866 10.620 9.20 10.95
1.900 5,001 8.10 15.10
1.905 15.052 7.07 10.51
1.917 8.060 7.60 12.60
1.921 7.930 8.00 13.00
1.925 8.112 9.25 15.25
1.926 9.665 10.00 15.00
1.931 11,052 9.02 10.12

Need #1

1.908
1.950
1.971
1.972
1.972
1,986
1.987
2,001
2,006
2,056
2,060
2.061
2.068
2.081
2,102
2.103
2.131
2.153
2.166
2.223
2.231
2.262
2.292
2,296
2.307
2.387
2,026
2,031
2,062
2.071
2.558
2.560
2.596
2,596
2.598
2,611
2.678
2.723
2.736
2.700
2.750
2.752
2,769
2.790
2.815
2,826
2,827
2,808
2.905
3,010
3,020

Ability #1

5.725
9.660
00.802
8.017
7.767
13.661
11.060
10.300
13.672
20,086
8.373
9.550
8,605
12,008
5,020
17.019
6.896
13.182
10,809
8.102
13.030
10.639
6.980
17.890
13,090
6.608
11.081
25.098
8,062
8,807
8,658
16.872
11.028
0.973
16,009
22,603
6,621
12,318
15.52“
18,126
10,000
15.731
7.653
23.581
6.012
8.333
12.207
10.208
7.109
5.660
12,167

Effort #1

8.60
12.07
8.52
8.75
9.25
7.00
20.09
8.30
10.95
7.60
9.25
9.00
10.05
8.00
15.10
12.00
15.95
7.79
8.50
9.08
15.95
10.75
11.12
11.00
10.00
9.00
12.72
11.81
9.00
8.18
8.75
13.50
7.00
11.86
8.00
9.50
9.25
8.00
10.50
9.20
10.00
10.10
9.00
9.59
8.50
10.00
9.00
7.00
12.10
8.85
10.60

Effort #2

10.60
19.32
18.52
18 e 75
16.65
12.80
20.09
12.91
18.00
11.50
18.55
10.00
13.01
15.90
26.00
12.00
28.95
13.06
13.80
10.08
22.95
17.25
26.12
16.79
11.80
19.00
16.99
18.61
15.50
15.28
16.65
20.25
13.43
20.86

9.90
10.00
16.75
16.00
17.90

9.20
15.58
10.60
10.00
10.70
13.50
20.00
13.70
10.58
18.60
16.05
10.98

Need #1

3.037
3.105
3.175
3.205
3.231
3.303
3.903
3.013
3.025
3.838
3,002
3.059
3.503
3.516

3.500
3.611

3.621
3.661
3.700
3.710
3.869
3.899
3.905
0.016
0.081
0.101
0.112
0.193
0.265
0.279
0,306
0.307
0.323
0.329
0.338
0.600
0.602
5.217
5.304
5.008
5.073
5.589
6.108
6.169
6.190
6.297
6.332
7,201
7.077
7.093
7.716

Ability #1

5.722
26,600
7.058
9.427
9.269
01.097
15.950
37.700
00.882
9,002
8.437
11.113
5.800
17.035
36.216
5.951
5.789
9.550
939146
7.800
12.093
11.520
10,865
17.203
18.396
18.335
13.334
5.883
30,060
10,909
16.277
30.391
21.363
11.021
0.152
18.560
6.081
23.275
10.987
8.305
12,197
13.095
10.516
16.251
29.728
8,290
15.955
13.513
9.713
7.736
20.675

Effort #1

9.00

8.52
11.20
12.50
10.75

8.75

8.10
10.70

8.95
10.20

8.10
10.95

9.00
10.00
11.95
10.00
12.55

8.10
13.60
10.60

9.25
13.50
10.50
10.00
11.95
10.05

8.90
17.00
10.95
12.50
12.35
13.00

9.90
22095
17.52
13.00
11.17
12.75
10.12
12.81
10.92

9.00
12.10
11.86
12.95
16.05
11.95
11.50
18.00
20.95
12.35

Effort #2

22.00
18.52
20.20
22.80
19.25
10.00
10.10
16.00
10.05
17.20

8.10
13.65
15.00
10.00
1h. 95
21.30
28.55
12.60
18.60
20.83
17.27
21.00
22.90
19.30
19.05
21.95
12.90
30.00
10.95
17.00
19.60
18.70
13.63
32.05
30.52
20.27
20.17
17.00
21.12
21.31
19.92
11.77
20.30
17.00
12. 95
28.20
20.75
15.00
22.20
28.70
20.95

155

Need #1

7.738
7.911
7.968
8.031
8.007
8.502
9.098
9.898
10.019
10.070
10.177
10,276
10.020
10.071
10.583
10.951
11.385
11.021
16.098
16.900
17.767
18.315
19.009
21.020
20.509
35.801

Ability #1

6,020

8.987
15.220
16.907
12.792
20.160
18.152
21.500

8.069

6.507
10.811
16.863

7.032
10.162
19.025
16.707

7.317
17.809
19.273
11.837
10.117
19.006
19.910
30,090
23.300
18,900

Effort #1

15.95
17.00
13.95

8.00
13.00

8.90
13.05
17.95
12.50
19.95
12.00
11.60
13.20
17.27
11.92
10.81
13.15
12.00
10.00
15.00
10.27

9.95
17.05
10.05

9.96
10.00

Effort #2

27.00
20.85
23.75
12.00
20.05
13.03
17.21
20.95
18.50
30.00
22.50
1h. 60
25. 60
29.27
17.03
23.31
22.51
16.50
16.07
19.00
10.27
15.95
17.05
19.00
11.96
10.50

APPENDIX E

FINANCIAL NEED #2
mm: 01101111

FINANCIAL NEED #2

RANK ORDER
Need #2 Ability #2 Effort #1 Effort #2
78 9.595 7.00 10.50
90 8.659 7.50 7.50
108 0,000 11.80 11.80
118 10.565 21.01 21.01
126 8.935 7.08 7.08
101 13.762 16.70 16.70
100 8,720 7.10 7.10
108 19.809 9.00 15.00
109 15.503 7.09 7.09
159 7.650 25.78 25.78
166 3.821 7.00 7.00
168 0.129 23.50 23.50
169 18.006 13.00 13.00
176 7.839 7.00 15.00
180 5.909 8.70 17.20
181 6.350 6.50 10.00
185 7.323 23.00 25.50
186 8.353 10.80 10.80
187 13.861 8.00 10.00
187 20. 316 18 .10 18 . 10
189 8.671 7.75 7.75
207 0,090 10.00 15.00
207 9. 571 8. 56 10.03
211 2.919 8.00 8.00
210 26.832 9.25 13.75
210 3.836 7.00 15.85
216 6,500 7.10 12.10
221 3.668 21.50 21.50
223 3.800 16.50 16.50
230 6.507 7.00 7.00
236 3.955 12.70 12.70
237 0,076 10.00 10.00
239 9.960 20.01 20.01
200 0,710 8.20 8.20
200 7.690 7.00 23.00
200 8. 277 9. 50 10. 11
203 3.970 20.00 20.00
209 5.697 7.70 13.01
250 7.908 7.50 7.50
251 11.562 8.00 12.00
253 18.772 7.50 .50
255 6.297 7.19 13.26
259 10, 297 9. 5o 10. 50
260 3.950 10.75 10.75
267 6.239 7.60 13.69

Need #2

270
271
273
270
276
277
280
281
283
286
28?
290
292
297
298
299
302
303

Ability #2

21,500
22,151
7.780
5.369
7.710
5.566
5.511
5.003
12,028
3.700
18,192
11,560
12,200
5.103
6.791
6.362
8.609
10.507
11,115
6,018
5.525
6.190
0.190
10,179
0,111
5.205
0.697
”.578
7.205
12,106
5.389
3.620
10.538
5.559
6.017
5,662
0.965
18,788
11,202
7.895
12,500
9.871
13,010
5.721
12,100
8,652
8.909
7.708
5.660
8.671
13.017

Effort #1

7.00
7.38
19.00
7.10
7.00
10.10
19.00
11.05
7.10
10.30
13.37
10.91
5.53
9.00
17.00
7.29
7.00
10.00
7.70
8.33
7.50
8.80
17.70
12.52
12.18
7.00
8.00
11.10
9.00
8.00
8.50
20.25
7.50
6.90
7.20
11.25
8.15
7.20
8-77
10. 75
8.90
10.00
7.38
15.00
8.75
8.00
7.50
7.83
7.20
13.16
7.51

Effort #2

10.70
10.79
19.00

7.10
10.00
10.10
19.00
20. 05
10.70
10.30
13.37
10.91

5.53
16.90
22.00
20.09
22.00
13.00
15.00
19.01
18.50
13.80
17.70
12.52
12.18
19.00

8.00
11.10
15.75

8.00

9.50
36.25
10. 52
10.81

7.20
18. 35
18.90
12.70
15.38
23.25

8.90
22.00
19.38
15.00
15.60
13.00

9.50
10.01
18.20
13.16
12.58

551

Ability #2

8.h33
5.922
7.28“
9.832
6.306
8.007
5.97“
5.380
10.315
9.117
2.828
11.021
11.076
12.618
8.130
3.452
6.010
5.165
2.703
12.001
5.100
20.115
4.555
11.980
3.710
7.751
11.591
7.097
8.379
5.835
10.532
0.181
5.236
5.000
10.268
6.125
9.093
h.h27
6.393
7.632
11.210
25.355
8.852
10.112
3.276
7.190
8.810
5.508
5.938
5.566
5.h59

Effort #1

8.10
8.50
9.00
8.60
7.00
7.00
9.50
9027
9.50
11.00
15.00
10.00
8.00
8.00
9.80
10.50
10.70
7.00
8.15
8.00
17.60
7.77
7.20
8.50
13.25
8.00
7.00
7.08
12.00
7.05
11.50
7.50
8.10
12.00
10.00
8.00
13-“9
7-“5
8.00
8.70
7.50
9.00
11.70
.50
7.70
10.05
7.79
8.50
7.00
6.90
7.50

Effort #2

15.35
11.50
20.00
15.10
13.50
18.00
12.63
10.02
18.50
16.00
30.00
13.00
16093
11.80
19.06
10.50
10.70
17.67
17.15

8.00
25.10
11.69
15.20
11.08
28.25
12.50
15.00
12.18
17.00
10.30
11.50

7.50
18.00
12.00
10.00
17.30
13.85
13.95
18.70
12.70
11.70

9.00
11.70
15.30

7.70
20.05
10.62
10.00

7.00

6.90
12.50

160

161

 

Need #2 Ability #2 Effort #1 Effort #2
552 8.757 9.50 10.50
552 15.276 7.38 11.35
553 7.683 7.00 10.10
556 0.180 8.10 10.95
560 0.807 7.00 7.00
560 8.389 8.30 8.30
574 7.519 8.00 15.95
570 7.267 7.00 19.00
576 0.968 8.00 13.00

4581 8.000 9.25 15.25
581 5.000 9.00 10.60
583 11.629 7.75 10.35
580 10.502 8.50 12.00
580 10.190 9.07 13.76
587 5.125 10.00 18.00
589 6.978 11.75 22.25
590 6.081 8.71 13.71
591 17.995 7.50 12.96
591 3.207 8.91 13.15
595 11.098 8.00 12.00
596 9.509 7.99 13.65
603 9.008 8.75 12.25
603 6.117 9.00 17.00
603 0.092 9.25 22.25
606 9.967 7.10 7.10
610 6.173 7.50 10.50
619 11.626 7.10 12.00
622 . 10.838 9.00 26.00
626 7.059 8.00 17.50
627 22.186 8.00 10.50
627 5.266 8.00 16.30
630 0.276 12.25 25.25
632 6.806 9.25 10.25
638 6.052 17.95 23.95
638 9.125 7.90 12.60
639 12.036 8.20 12.82
600 8.963 8.50 10.50
600 9.108 8.75 15.75
600 7.609 7.00 15. 50
606 5.610 10.75 17.75
652 7.089 8.00 10.90
659 7.376 8.00 18.17
659 5.560 7.50 11.50
677 12.030 15.50 21.70
681 17.020 17.18 17.18
687 7.617 7.00 7.00
692 9.853 22.86 22.86
693 8.713 7.25 10.06
695 0.291 8.10 8.10
699 6.952 11.00 20.00
699 10.610 8.50 13.50

Need #2

701
705
707
712
721
723
727
727
731
731
733
73“
73“
737
738
739
703
700
707
759
755
756
760
769
775
779
780
786
787
792
790
799
799
801
802
802
800
805
817
821
820
825
827
831
801
851
853
862
867
869
872

Ability #2

9.801
7,202
5.056
8.732
6.083
2,090
8.913
0.913
8.205
12.774
6.511
6.081
6.097
8.320
8.681
3.093
0.266
6.893
6.596
17.563
7.676
10.291
8,030
6.725
8,003
7.880
7.159
6.903
0.595
5.829
7.457
0.250
5.553
5.273
6.205
10.760
10.076
7.521
8.180
5.860
7.080
0.520
8.502
6.863
0.721
11.098
11.210
5.798
5.506
9.355
6.347

Effort #1

8.00
8.50
6.75
7.50
10.00
10.27
9.50
9.50
9.00
7.00
8.10
8.77
8.10
7.00
8.10
12.10
19.87
8.60
9.05
7.00
9.75
8.75
8.75
8.70
10.50
7.09
8.00
7.90
8.00
9.75
9.60
9.25
7.90
8.50
10.50
7.32
8.00

Effort #2

13.00
16.70

6.75
13.25
19.00
27.27
10.10

9.50
13.25
17.28
18.60
17.57
15.06

9.20
10.10
12.10
19.87
15.60

9.05

9.96
16.07
10.75
16.98
10.70
10.50

7.09
11.00
17.90
23.00
15.08
1h. 60
22.25
10.20
15.50
23.20
12.59
10.00
27.00
10.50
10.00
18.10
20.00
13.90
11.75
11.00
15.20
18.70
10.23
19.00
15.85
15.25

162

Need #2

870
879
880
881
883
880
885
889
890
890
891
893
893
895
902
905
912
910

Ability #2

7.100
10.386
12.958

7.087
12.086

6.081

6.750

8.389

9.689
10.579

0.903
10.582
11.276
11.269

0.175

5.598
10.561

5.335

7.682
10,703

5.571

9.699
12.790
11.078
13.929

7.999
11.100

5.955

6.778

6.279

7.292
16.057
10.151
11.056

5.102

8.909
27.621

0.212

5.910

7.581

6.830

5.639
11.161

9.077
10.675

5.080

7.229

7.212

6.276

1‘.176

7.713

Effort #1

8.00
8.25
9.00
8.75
8.50
6.89
7.75
10.00
8.07
9.00
7.00
7.50
8.00
9.00
8.10
8.00
9.70
10.90
10.00
8.00
8.50
7.75
7.00
7.00
9.00
7.50
8.90
10.20
7.80
9.27
8.00
7.80
8.00
8.90
8.10
10.00
8.90
9.00
9.75
8.80
8.50
9.60
8.50
7.20
9.00
8-55
8.50
11.50
7.00
16.00
6.50

Effort #2

13.80
10.75
11.60
13.05
10.00
16.89
20.55
17.50
12.07
17.00
10.50
18.80
11.80
10.09
18. 60
13.00
10. 21
20.90
17.00
13.80
15.50
10.50
11.00
19.90
13.53
16.80
11.90
10.20
13.30
19.27
13.00

9.89
16.00
11.90
10.50
21.00
10.00
20.00
15-55
13.80
15.87
17.60

8.50

9.90
10. 1 0
18.27
15.50
17.90
13.50
22.00
10.00

Need #2

1.000
1.005
1.052
1.053
1.055
1,061
1,065
1,066
1.072
1.075
1.076
1.076
1.077
1,078
1.078
1.079
1.079
1.089
1.093
1.099
1.112
1.130
1.135
1.101
1.103
1.106
1.107
1.109
1.150
1.155
1,162
1.168
1.172
1.183
1.192
1,193
1.200
1.200
1.210
1.212
1.215
1.231
1.233
1.237
1.201
1,208
1.250
1.251
1.253
1.257
1.259

Ability #2

19.528
6.373
7.672
3.622

11.775
3.393
9.657

11.593
9.229
7.770

15.673
0.553
9.013
5.256
8.081

10.978
7.758
0.710
2.257
6.923
3.908

12,605

10.078
6.506
5.886

17.800
7.986
8.095
7.808

13.120

11.932

16.058
8.921
8.751

10.380
5.253
8.173
6.038
6.976
9.022

10.387
9.930

15.290
6.319
7.303

11.552
8.789
8.013
3.979

10.107
0.866

Effort #1

10.60
8-53
8.50
9.00
7.00

17.10
7.00

11.50
7.00
9.00
8.00

13.00
8.00

10.95

12.05

11.20
8.79
9.60
8.39
8075
8.00
8.75
8.95

13.00

10.50
9.90
7.00

15.00
7.56
7.90

13.75
8.50
9.00
7.30
9.00

12.00
8.60

22.62

12.10
9.50
8.09

11.07
9.50
8.50
8.00

13.00

11.75
7.00

10.85
8.50
9.25

Effort #2

18.60
17.93
13.06
16.00
13.00
20.50
10.00
15.35

9.20
10.00
11.00
13.00

8.00
21.33
20.89
12.51
13.29
16.80
12.89
13.15
16.00
11.22
10.89
18.50
19.00
10.90
10.00
20.00
15.02
12.00
160 75
13.50
10.00
11.75
10.50
25.00
15.32
22.62
12.10
12.78
10.78
16.07
11.80
21.50
15.50
19.00
18.75
11.50
23.85
13.50
21.25

Need #2

1.265
1.265
1.266
1.270
1.273
1,276
1.280
1.292
1.293
1.299
1,306
1.307
1.307
1.307
1,318
1.332
1.332
1.301
1.343
1,306
1.347
1.351
1.35“
1.355
1.361
1.372
1.379
1.381
1.399
1.002
1.010
1.010
1.016
1.019
1.933
1.007
1.055
1,062
1.070
1.070
1.072
1.075
1.475
1,081
1.080
1,085
1.098
1.505
1.510
1.517
1.522

Ability #2

9.215
.508
5.819
5.135
7.000
7.367
10.655
5.127
0,006
8.326
5.825
6.900
12.197
13.001
19.085
19.709
23.736
7.170
5.560
11,679
0.138
6.689
5.931
12.008
12.607
10.039
9.538
6.603
12.170
30.050
7.795
10.218
7,012
15.096
15.327
6.600
13.320
10.083
12.072
7.732
3.880
13.518
7.596
10.291
7.962
10.663
8.182
0.557
5.675
9.801
8,227

Effort #1

9.00
10.50
10.60

9.01

8.00

9.00

9.10

7.85
10.00

8.10
10.50

8.75

9.80
19.85

7.51
11.09
10.00

8.10
12.50

7.75

8.00

7.75

9.30

8.60

7.90

8.50

8.51

8.75

7.75

8.93

9.50

9.00

7.50

7.35
13.09
13.02

9.89

8.25
11.70

8.15

8.77

7.50
10.00

8.50
10.00
15.00
10.00

9.60

9067

8.00

9.00

Effort #2

13.50
15.22
17.20
23.01
11.61
13.88
13.63
10.10
27.70
13.85
22.00
15.75
18.00
23.85

7.51
16.09
220 53
12.10
22.70
10.50
12.50
15.13

9.30
13.10
17.90
13.50
17.09
19.75
10.33
12.68

9.50
21.00

8.25

9.10
17.36
26.02

9.89
13.95
12.70
13.15
16.27
10.50
22.00
10.50
18.90
23.00
19.86
27.10
22.00
13.00

9.00

165

 

Need #2 Ability #2 Effort #1 Effort #2
1.529 6.100 12.00 33.03
1.538 8.605 9.38 16.66
1.559 8.119 8.50 16.50
1.566 12.229 9.00 19.00
1.573 8.262 9.62 12.93
1.583 8.727 12.60 10.60
1.589 8.628 9.50 22.00
1.625 9.585 12.52 25.52
1.650 10.920 17.50 21.00
1.661 6.772 7.95 10.75
1.666 19.790 9.76 10.60
1.668 12.092 9.50 18.79
1.680 9.296 10.00 15.50
1.685 10.301 8.85 10.85
1.700 10.120 7.22 11.85
1.705 12.776 8.75 10.75
1.710 6.250 9.10 9.10
1.722 10.767 10.00 22.00
1.728 0.963 10.95 22.95
1.732 13.120 9.00 10.50
1.737 7.555 11.50 20.82
1.700 3.098 8.52 22.02
1.752 6.661 7.90 20.90
1.759 11.650 12.25 19.75
1.767 8.669 17.00 26.50
1.770 10.006 12.30 12.30
1.776 7.602 7.00 15.30
1.791 11.121 9.00 19.99
1.793 11.202 10.60 12.90
1.818 7.102 9.00 17.00
1.828 19.186 7.00 11.10
1.831 8.906 8.75 19.25
1.807 5.955 9.00 22.00
1.870 39.157 9.00 10.00
1.877 7.273 11.50 20.00
1.887 6.262 8.95 10.95
1.900 7,750 9.00 15.00
1.922 7.150 10.15 19.18
1.931 6. 603 9.25 10. 25
1.938 11.063 12.31 19.81
1. 909 5. 732 10. 05 27. 05
1.957 10.772 7.21 12.59
1.962 12.587 8.50 12.93
2.077 9.501 9.20 10.95
2.111 13.583 7.07 10.51
2.118 0.522 8.10 15.10
2.130 7.317 9.25 15.25
2.130 01.016 8.52 18.52
2.136 7.593 7.60 12.60
2,100 7.105 8.00 13.00
2.150 8.602 10.00 15.00

Need #2

2.158
2.160
2.166
2.188
2.195
2.202
2.216
2.221
2.270
2.278
2.279
2.293
2.290
2.325
2.301
2.357
2.372
2.000
2.020
2.030
2.067
2.081
2.515
2.568
2.610
2.621
2.705
2.738
2.702
2.765
2.836
2.800
2.879
2.892
2.909
2.901
2.900
2.997
3,018
3.033
3.071
3.075
3.081
3.087
3.110
3,126
3.136
3.200
3.255
3.325
3.303

Ability #2

9.889
5.163
8.715
7.225
12.360
6.956
9.304
9.895
8.670
22,100
7.800
12.199
7.519
0.900
11,065
15,185
6.195
11.805
9.711
6.576
12.105
7.259
9.568
15.999
11,770
6.055
9.938
22.280
7.238
7.906
7,809
15,208
0,080
10.258
10.298
20.102
6.022
10,172
11,110
10,273
6.901
16.152
8,102
8.909
21.158
11.076
5.755
6037”
8.932
5,120
5.198

Effort #1

9.02
8.60
12.07
8.75
7.00
9.25
8.30
20.09
9.00
7.60
10.05
10.95
9.25
15.10
8.00
12.00
15.95
7.79
8.50
11.12
15.95
9.08
10.75
11.00
10.00
9.00
12.72
11.81
9.00
8.18
8.75
13.50
11.86
7.00
8.00
9.50
9.25
10.50
8.00
10.10
9.00
9.20
10.00
10.00
9.59
9.00
8.50
12.10
7.00
8.85
9.00

Effort #2

10.12
10.60
19.32
18.75
12.80
16.65
12.91
20.09
10.00
11.50
13.01
18.00
18.55
26.00
15.90
12.00
28.95
13.06
13.80
26.12
22.95
10.08
17.25
16.79
11.80
19.00
16.99
18.61
15.50
15.28
16.65
20.25
20.86
13.03

9.90
10.00
16.75
17.90
16.00
10.60
10.00

9.20
20.00
15.58
10.70
13.70
13.50
18.60
10.58
16.05
22.00

Need #2

3.362
3.062
3.082
3.572
3.581
3.669
3.703
3.760
3. 770
3.836
3.838
3.801
3.805
3.852
3.895
3.923
3.936
0. 000
0, 060
0, 090
0. 208
0.308
0.35“
0. 009
0. 509
0. 528
0.608
0. 668
0.692
0. 750
0. 768
0. 781
4.785
0.786
0.820
5.028
5.006
5.776
5.801
5.998
6.009
6. 11.0
6.667
6.865
6.867
6.900
6.973
8. 050
8.157
8.201
8.35“

Ability #2

10.900
20.201
6.036
8.059
8.363
37.358
10.501
37.239
34.093
33.022
8.060
10.008
7.552
5.278
15.738
5.303
5.060
9.191
8.615
7.076
10.090
10.861
10.320
15.670
13.029
12.109
16.318
5.285
13.633
10.703
3.777
27.378
30.715
10.330
19.100
17.131
5.590
10.165
20.932
11.129
7.511
12.336
9.630
10,603
10,721
26.532
7.086
12.155
7.106
8.812
5.580

Effort #1

10.60

8.52
11.20
12.50
10.75

8.75

8.10

8.95
10.70
11.95
10.20
10.95

8.10

9000
10.00
12.55
10.00
13.60

8.10
10.60
10.50

9.25
13.50
10.00
11.95

8.90
10.05
17.00
12.50
12.35
17.52
13.00
10.95
22.95

9.90
13.00
11.17
10.12
12.75
10.92
12.81

9.00
12.10
11.86
11.95
12.95
16.05
11.50
20.95
18.00

15.95

Effort #2

10.98
18.52
20.20
22.80
19.25
10.00
10.10
10.05
16.00
10.95
17.20
13.65

8.10
15.00
10.00
28.55
21.30
18.60
12.60
20.83
22.90
17.27
21.00
19.30
19.05
12.90
21.95
30.00
17.00
19.60
30.52
18.70
10.95
32.05
13.63
20.27
20.17
21.12
17.00
19.92
21.31
11.77
20.30
17.00
20.75
12.95
28.20
15.00
28.70
22.20
27.00

168

Need #2

8.581

8.720

8,825

8.950

8.986

9.019
10.639
10.777
11.033
11.105
11.170
11.361
11.056
11.508
11,560
12,097
12.500
12.609
17.700
18.583
19.709
20.366
20.969
23.709
27.130
39.376

Ability #2

18.591

8.153
13.702
11.501
15.110
18.201
16.205

7.873

5.902
19.133

9.807
15.253

6.763

9.210
17.011
15.120

6.665
16.116
17.529
10.765
12.726
17.051
18.009
27.037
21.087
17.180

Effort #1

12.35
17.00
13.95
13.00

8.00

8.90
13.05
12.50
190 95
17.95
12.00
11.60
13.20
17.27
11.92
10.81
13.15
12.00
10.00
15.00
10.27

9.95
17.05
10. 05

9.96
10.00

Effort #2

20.95
20.85
23.75
20.05
12.00
17.21
18.50
30.00
20.95
22.50
10.60
25.60
29.27
17.93
23.31
22.51
16.50
16.07
19.00
10.27
15.95
17.05
190 00
11.96
10.50

APPENDIX E

FINANCIAL EFFORT #1
RANK ORDER

Effort #1

5.53
6.50
6.50
6.75
6.89
6.90
6.90
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.00
7.08
7.08
7.10

Need #1

258
165
909
601
815
087
310
150
206
087
097
603
655
950
1.025
208
950
2.808
202
805
1.620
1.129
956
2.596
360
917
092
69
781
162
015
1.600
573
189
661
002
365
283
516
851
267
210
113
019
127

FINANCIAL EFFORT #1

RANK ORDER

Need #2 Ability #1
292 13.850
181 6.966
1.001 8.833
707 5.577
880 6.596
508 6.263
357 6.002
166 0.228
23“ 70 “37
508 6.682
560 5.061
687 8.678
737 9.362
1,072 10.370
1.107 8.937
276 8.585
1.065 10.781
3.255 10.208
270 20.037
902 10.263
1.828 21.650
1.251 8.879
1.055 12.995
2.892 11.028
003 7.100
1.031 7.057
553 8.635
78 10.806
891 5.639
176 8.516
061 12.876
1.776 8.038
600 8.552
210 0.303
731 10,127
“46 5.730
007 9.375
320 5.959
570 8.080
909 12.350
302 9.783
200 8.629
126 9.960
061 7.750
100 9.892

Ability #2

12.200
6.350
7.713
5.056
6.081
5.566
5.559
3.821
6.507
5.938
0,807
7.617
8,320
9’ 229
7.986
7.710
9.657
8.932

21.500

12.790

19.186
8.013

11.775

10.258
6.306
6.276
7.683
9.595
0.903
7.839

11.591
7.602
7.609
3.836

12.770
5.165
8.007
5.205
7.267

11.078
8.609
7.690
8.935
7.007
8.720

Effort #2

5.53
10.00
10.00

6.75
16.89

6.90
10.81

7.00

7.00

7.00

7.00

7.00

9.20

9.20
10.00
10.00
10.00
10.58
10.70
11.00
11.10
11.50
13.00
13.03
13.50
13.50
10.10
10.50
10.50
15.00
15.00
15.30
15.50
15.85
17.28
17.67
18.00
19.00
19.00
19.90
22.00
23.00

7.08
12.18

7.10

Effort #1

7.10
7.10
7.10
7.10
7.10
7.19
7.20
7.20
7.20
7.20
7.20

Need #1

202
525
551
190
255
223
322
901
316
010
305
1.708
1.527
616
268
1.060
720
1.269
200
097
330
669
1.986
003
023
1.905
138
690
87
216
220
021
1.263
330
1.300
579
050
090
513
631
505
318
852
281
799
1.167
356
1.023
2,056
1.917
203

Need #2

270
606
619
216
283
255
361
1.011
371
057
386
1.957
1.700
693
299
1.183
802
1.019
271
552
376
750
2.195
090
069
2.111
109
779
90
253
250
073
1.016
379
1.075
659
507
551
591
712
610
353
959
313
893
1.318
397
1.150
2.278
2.136
267

Ability #1

6.079
11.505
13.061

7.237
13.793

7.200

6.705
10.185
22.058

5.078

6.337
16.926

9.802

7.098

9.729
11.985
16.881
20.603
16.966
10.606
19.790
13.661

0.936

6.069
15.052
16.739

8.805

9.356
21.988

8.826

0.697

7.861
10.155
15.337

6.328
12.630

6.139
20.731

9.853

6.955
11.698

9.000

6.155
11.827
22.006
10.963

8.822
20.086

8.060

6.855

Ability #2

5.369
9.967
11.626
6.500
12.028
6.297
6.017
9.077
18.788
0.555
5.660
1“.772
10.120
8.713
6.362
8.751
10.760
15.096
22.151
15.276
13.010
17.563
12.360
0.027
5.835
13.583
15.503
7.880
8.659
18.772
7.908
0.181
7.012
8.909
13.518
5.560
11.210
5.059
17.995
8.732
6.173
10.538
7.999
5.525
10.582
19.085
13.017
7.808
22.100
7.593
6.239

7.10

7.10
12.00
12.10
10.70
13.26

7.20

9.90
12.70
15.20
18.20
12.59
11.85
10.06
20.09
11.75
12.59

9.10
10.79
11.35
19.38

90 96
12.80
13.05
10.30
10.51

7.09

7.09

7.50

7.50

7.50

7.50

8.25

9.50
10.50
11.50
11.70
12.50
12.96
13.25
10.50
1h. 52
16.80
18.50
18.80

7.51
12.58
15.02
11.50
12.60
13.69

172

Effort #2

Effort #1

7.70
7.70
7.70
7.75
7. 75
7.75
7.75
7.75
7.75
7.75
7.77
7.79
7.79
7.80
7.80
7.83
7.85
7.90
7.90
7.90
7.90
7.90
7.90
7.95
7.99
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00
8.00

Need #1

070
258
220
163

1.271

1.202
803
523

1.208
779
011
080

2.153
805
868
302

1.156

1.030
579
718

1.225
700

1.580

1.080
526
185
286
292
002
960

2.598
725
682
755

1.136
700
809

8.031
213

1.199
013
303
628
810

1.921
777
830
535
580

1.110

2,081

Need #2

527
305
209
189
1.399
1.306
936
583
1.351
885
455
503
2.000
968
963
380
1.292
1.155
638
799
1.361
786
1.752
1.661
596
211
333
320
052
1.077
2.909
800
780
801
1.273
831
893
8.986
251
1.307
058
378
701
905
2.100
870
916
627
652
1.201
2.301

Ability #1

3.673
13.100
6.333
10.050
13.396
13.079
10.769
12.963
7.081
7.669
22.269
9.971
13.182
18.853
7.520
8.655
5.730
10.712
10.055
6.179
10.051
7.332
7.386
7.580
10.775

3.330
10. 102

5.212
13.900
10.516
16.009
16.050

8.188

5.258

7.889

7.666
12.007
16.907
13.625

0.609

8.595

.535
10.900

6.168

7.930

8.036
11.857
26.001

8.018

8.180
12.008

Ability #2

3.276
11.115
5.697
8.671
12.170
11.679
9.699
11.629
6.689
6.750
20.115
8.810
11.805
16.057
6.778
7.708
5.127
13.120
9.125
5.553
12.607
6.903
6.661
6.772
9.509
2.919
12.106
0.697
12.001
9.013
10,298
10.076
7.159
0.721
7,000
6.863
11.276
15.110
11.562
0.138
7.751
8.652
9.801
5.508
7.105
7.100
10.703
22.186
7.089
7.303
11.065

Effort #2

7.70
15.00
13.01

7.75
10.33
10.50
10.50
10.35
15.13
20.55
11.69
10.62
13.06

9.89
13.30
10.01
10.10
12. no
12.60
10.20
17.90
17.90
20.90
10.75
13.65

8.00

8.00

8.00

8.00

8.00

9.90
10.00
11.00
11.00
11.61
11.75
11.80
12.00
12.00
12.50
12.50
13.00
13.00
13.00
13.00
13.80
13.80
10.50
10.90
15.50
15.90

173

170

 

Effort #1 Need #1 Need #2 Ability #1 Ability #2 Effort #2
8.00 510 570 8.063 7.519 15.95
8.00 993 1.112 0.021 3.908 16.00
8.00 2.723 3.018 12.318 11.110 16.00
8.00 897 972 15.330 10,151 16.00
8.00 370 020 13.010 11.076 16.93
8.00 038 087 6.810 6.125 17.30
8.00 553 626 8.003 7.059 17.50
8.00 571 659 8.513 7.376 18.17
8.00 003 096 7.157 6.393 18.70
8.00 707 787 5.115 0.595 23.00
8.00 159 187 16.302 13.861 10.00
8.00 962 1.076 17.530 15.673 11.00
8.00 377 026 10.259 12.618 11.80
8.00 1.339 1.517 11.109 9.801 13.00
8.00 571 627 5.782 5.266 16.30
8.07 777 862 6.032 5.798 10.23
8.09 1.087 1.215 11.610 10.387 10.78
8.10 3.002 3.805 8.037 7.552 8.10
8.10 625 695 0.772 0.291 8.10
8.10 663 738 9.663 8.681 10.10
8.10 1.210 1.301 7.951 7.170 12.10
8.10 3.661 0,060 9.550 8.615 12.60
8.10 1.172 1.299 9.228 8.326 13.85
8.10 3.003 3.703 15.950 10.501 10.10
8.10 731 817 9.106 8.180 10.50
8.10 879 978 5.677 5.102 10.50
8.10 1.900 2.118 5.001 0.522 15.10
8.10 358 398 9.376 8.376 15.35
8.10 663 730 7.193 6.097 15.06
8.10 026 073 5.810 5.236 18.00
8.10 653 733 7.309 6.511 18.60
8.10 810 902 0.609 0.175 18.60
8.10 092 556 0.728 0.180 10.95
8.15 1.305 1.070 8.710 7.732 13.15
8.15 000 006 2.980 2.703 17.15
8.15 328 367 5.555 0.965 18.90
8.18 2.071 2.765 8,807 7.906 15.28
8.20 213 200 5,307 0.710 8.20
8.20 570 639 13.901 12.036 12.82
8.25 1.303 1.062 11.762 10.083 13.95
8.25 793 879 11.512 10.386 10.75
8. 30 097 560 9. 520 8. 389 8. 30
8.30 2.001 2.216 10.300 9.300 12.91
8.33 282 311 6.637 6.018 19.01
8.39 1.002 1.093 2.062 2.257 12.89
8.00 525 595 13.032 11.098 12.00
8.00 515 576 5.556 0.968 13.00
8.00 872 965 8.070 7.292 13.00
8.07 786 890 10.971 9.689 12.07
8.50 883 1.001 12.653 11.161 8.50
8.50 297 335 6.079 5.389 9.50

Effort #1

8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.50
8.51
8.52
8.52
8.52
8.53
8.55
8.56
8.60
8.60
8.60
8.60
8.60
8.70
8.70
8.70
8.71
8.75
8.75
8.75
8.75
8.75
8.75
8.75
8.75
8.75
8.75
8.75
8.75

Need #1

006
358
520
1.756
908
1.003
1.129
1.229
2.815
635
2.166
087
778
1.326
571
066
720
830
902
900
1.018
600
1.122
1.230
1.971
3.105
1.576
929
901
186
1.220
1.908
358
1.085
667
000
692
163
527
1.010
500
788
982
3.303
1.526
683
339
1.166
577
2.558
691

Need #2

“58
001
580
1.962
1.052
1.168
1.257
1.372
3.136
699
2.020
507
883
1,081
600
522
801
932
1.020
990
1.559
705
1.237
1.379
2.130
3.062
1.700
1.005
1.012
207
1.355
2.160

1.200
700
099
769
180
590

1.130
603
881

1.099

3.669

1.705
756

1.307
600
2.836
760

Ability #1

13.515
6.633
11.709
10.060
8.513
17.983
11.297
11.207
6.012
11.680
10.809
6.187
10.171
11.090
10.006
11.328
5.830
6.225
8.175
7.503
8.926
7.933
6.966
10.690
00.802
26.600
3.020
7.169
6.160
10.652
13.337
5.725
11.068
9.039
7.689
8.655
7.073
6.526
7.256
10,007
10.073
7.923
7.708
01.097
10.275
11.391
13.092
7.780
10.103
8.658
9.276

Ability #2

11.980
5.922
10.502
12.587
7.672
16.058
10.107
10.039
5.755
10.610
9.711
5.508
12.086
10.291
8.963
10.112
5.273
5.571
7.229
6.830
8.119
7.202
6.319
9.538
01.016
20.201
3.098
6.373
5.080
9.571
12.008
5.163
9.832
8.173
6.893
7.632
6.725
5.909
6.081
12.605
9.1418
7.087
6.923
37.358
12.776
10.291
12.100
6.900
9.108
7.809
8.030

11.08
11.50
12.00
12.93
130146
13.50
13.50
13.50
13.50
13.50
13.80
10.00
10.00
10.50
10.50
15.30
15.50
15.50
15.50
15.87
16.50
16.70
21.50
17.09
18.52
18.52
22.02
17093
18.27
10.03
13.10
10.60
15.10
15.32
15.60
12.70
10.70
17.20
13.71
11.22
12.25
13.05
13.15
10.00
10.75
10.75
15.60
15.75
15-75
16.65
16.98

175

Effort #2

Effort #1

8.75
8.75
8075
8.77
8.77
8.77
8.79
8.80
8.80
8.85
8.85
8.90
8.90
8.90
8.90
8.90
8090
8.91
8.93
8.90
8.95
8.95
8.95
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9000
9.00
9.00
90 00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
9.00
90 00
9.00

Need #1

1.972
1.600
1.280
330
1.330
656
960
279
890
1.526
3.010
339
853
0.112
8.502
701
895
533
1.261
862
3.025
1.023
1.697
1.350
057
791
5.589
650
1.128
851
2.827
1.137
1.059
1.701
2.061
2.769
800
917
968
1.055
1.556
522
1.699
3.503
125
2.062
280
932
260
1.608
508

Need #2

2.188
1.831
1.381
372
1.072
734
1.079
310
988
1.685
3.325
375
960
0.528
9.019
827
983
591
1.002
978
3.760
1.135
1.887
1.522
512
880
6.110
731
1.265
952
3.126
1.276
1.172
1.870
2.270
3.071
895
1.011
1.075
1.192
1.732
581
1.900
3.852
108
2.702
327
1.053
297
1.818
603

Ability #1

8.017
9.960
7.120
12.076
0,290
7.251
8.680
6.972
8.016
11.019
5.660
13.876
12.097
13.330
20.160
9.533
30.337
3.556
37.861
12.997
00.882
15.620
6.963
9.275
28.006
10.016
13.095
9.171
10.330
15.583
12.207
8.268
9.873
03.139
9.550
7.653
12.607
11.769
8.633
11.728
10.608
5.610
8.689
5.800
23.502
8.062
8.302
0.092
5.701
7.830
6.731

Ability #2

7.225
8.906
6.603
11.202
3.880
6.081
7.758
6.190
7.581
10.301
5.120
12.500
11.100
12.109
18.201
8.502
27.621
3.207
30.054
11.056
37.239
10.078
6.262
8.227
25.355
12.958
12.336
8.205
9.215
13.929
11.076
7.367
8.921
39.157
8.670
6.901
11.269
10.675
7.7?1‘
10.380
13.120
5.000
7.75“
5.278
19.809
7.238
7.205
3.622
5.103
7.102
6.117

18.75
19.25
19.75
15.38
16.27
17.57
13.29
13.80
13.80
10.85
16.05

8.90
11.90
12.90
13.03
13.90
10.00
13.15
12.68
11.90
10.h5
10.89
11".95

9000

9.00
11.60

11.77
13.25
13.50
13.53
13.70
13.88
10.00
10.00
10.00
10.00
10.09
10.10
10.00
10.50
10. 50
10.60
15.00
15.00
15.00
15.50
15.75
16.00
16.90
17.00
17.00

176

Effort #2

177

Effort #1 Need #1 Need #2 Ability #1 Ability #2 Effort #2
9.00 793 890 11.873 10.579 17.00
9.00 1.008 1.566 13.602 12.229 19.00
9.00 2.387 2.621 6.608 6.055 19.00
9.00 1.605 1.791 12.010 11.121 19.99
9.00 363 001 8.006 7.280 20.00
9.00 895 985 0.636 0.212 20.00
9.00 1.257 1.010 11.062 10.218 21.00
9.00 1.685 1.807 6.527 5.955 22.00
9.00 3.037 3.303 5.722 5.198 22.00
9.00 722 825 5.165 0.520 20.00
9.00 551 622 12.235 10.838 26.00
9.05 660 707 7.021 6.596 9.05
9.08 2.223 2.081 8.102 7.259 10.08
9.10 1.512 1.710 7.070 6.250 9.10
9.10 1.106 1.280 11.900 10.655 13.63
9.10 732 820 7.970 7.080 18.10
9.20 2.700 3.075 18.126 16.152 9.20
9.20 1.866 2.077 10.620 9.501 10.95
9.25 187 210 30.706 26.832 13.75
9.25 1.728 1.931 7.379 6.603 10.25
9.25 565 632 7.613 6.806 10.25
9.25 1.925 2.130 8.112 7.317 15.25
9.25 515 581 9.527 8.000 15.25
9.25 778 872 7.114 6.307 15-25
9.25 779 869 10.036 9.355 15.85
9.25 1.972 2.202 7.767 6.956 16.65
9.25 2.678 2.900 6.621 6.022 16.75
9.25 3.869 0.308 12.093 10.861 17.27
9.25 2.060 2.290 8.373 7.519 18.55
9.25 1.136 1.259 5.393 0.866 21.25
9.25 509 603 0.930 0.092 22.25
9.25 710 799 0.756 0.250 22.25
9.27 369 013 6.022 5.380 10.02
9.27 855 960 7.079 6.279 19.27
9.30 1.187 1.350 6.766 5.931 9.30
9.38 1.372 1.538 9.691 8.605 16.66
9.01 1.151 1.270 5.666 5.135 23.01
9.02 1.931 2.158 11.052 9.889 10.12
9.07 528 580 11.275 10.190 13.76
9.50 1.252 1.010 8.779 7.795 9.50
9.50 609 727 5.500 0.913 9.50
9.50 1.101 1.233 17.128 15.290 11.80
9.50 371 008 6.570 5.970 12.63
9.50 1.089 1.212 10.087 9.022 12.78
9.50 2.611 2.901 22.603 20.102 10.00
9.50 635 727 10.205 8.913 10.10
9.50 215 200 9.200 8.277 10.11
9.50 225 259 11.853 10.297 10.50
9. 50 096 552 9. 706 8. 757 11+- 50
9.50 368 010 11.600 10.315 18.50
9.50 1.501 1.668 13.882 12.092 18.79

178

Effort #1 Need #1 Need #2 Ability #1 Ability #2 Effort #2
9.50 808 867 5.951 5.506 19.00
9.50 1.072 1.589 9.310 8.628 22.00
9.59 2.790 3.110 23.581 21.158 10.70
9.60 712 790 8.316 7.057 10.60
9.60 980 1.089 5.238 0.710 16.80
9.60 887 997 6.339 5.639 17.60
9.60 1.363 1.505 5.031 0.557 27.10
9.62 1.010 1.573 9.217 8.262 12.93
9.67 1.385 1.510 6.187 5.675 22.00
9.70 780 912 16.938 10.561 10.21
9.75 721 792 6.003 5.829 15.08
9.75 881 986 6.610 5.910 15.55
9.75 678 755 8.508 7.676 16.07
9.75 1.082 1.666 22.208 19.790 10.60
9.80 1.166 1.307 13.672 12.197 18.00
9.80 753 853 12.700 11.210 18.70
9.80 388 031 9.036 8.130 19.06
9.89 1.300 1.055 10.908 13.320 9.89
9. 90 0. 323 0.820 21 . 363 19. 100 13.63
9.90 1.052 1.106 19.039 17.800. 10.90
9.95 18.315 20.366 19.006 17.051 15.95
9.96 20.509 27.130 23.300 21.087 11.96

10.00 207 237 5.125 0.076 10.00
10.00 35.801 39.376 18.900 17.180 10.50
10.00 2.307 2.610 13.090 11.770 11.80
10.00 270 303 11.837 10.507 13.00
10.00 368 022 13.097 11.021 13.00
10.00 030 080 16.060 10.268 10.00
10.00 1.926 2.150 9.665 8.602 15.00
10.00 180 207 0.601 0.090 15.00
10.00 1.516 1.680 10.302 9.296 15.50
10.00 2.750 3.087 10.000 8.909 15.58
10.00 823 915 8.501 7.682 17.00
10.00 792 889 9.016 8.389 17.50
10.00 520 587 5.701 5.125 18.00
10.00 1.335 1.080 8.851 7.962 18.90
10.00 605 721 6.800 6.083 19.00
10.00 0.016 0.009 17.203 15.670 19.30
10.00 1.007 1.098 8.712 8.182 19.86
10.00 2.826 3.081 8.833 8.102 20.00
10.00 3.611 3.936 5.951 5.060 21.30
10.00 1.606 1.722 11.505 10.767 22.00
10.05 2.068 2.279 8,605 7.800 13.01
10.05 093 502 7.905 7.190 20.05
10.10 2.752 3.033 15.731 10.273 10.60
10.15 1.702 1.922 7.893 7.150 19.18
10.20 3.038 3.838 9.002 8.060 17.20
10.27 17.767 19.709 10.117 12.726 10.27
10.00 729 821 6.599 5.860 10.00
10.00 3.516 3.895 17.035 15.738 10.00
10.00 795 851 11.879 11.098 15.20

1

179

 

Effort #1 Need #1 Need #2 Ability #1 Ability #2 Effort #2
10.00 16.098 17.700 19.273 17.529 16.07
10.00 307 375 10.667 9.871 22.00
10.00 1.205 1.332 25.395 23.736 22.53
10.50 1.109 1.265 8.311 7.508 15.22
10.50 2.736 2.997 15.520 10.172 17.90
10.50 1.016 1.103 6.622 5.886 19.00
10.50 720 802 6.912 6.205 23.20
10.60 1.600 1.793 12.567 11.202 12.90
10.60 3.020 3.362 12.167 10.900 10.98
10.60 1.131 1.266 6.510 5.819 17.20
10.60 956 1.000 21.326 19.528 18.60
10.70 398 006 7.188 6.010 10.70
10.70 3.013 3.770 37.700 30.093 16.00
10.75 2.262 2.515 10.639 9.568 17.25
10.75 566 606 6.003 5.610 17.75
10.75 3.231 3.581 9.269 8.363 19.25
10.75 329 370 8.975 7.895 23.25
10.80 165 186 9.017 8.353 10.80
10.85 1.165 1.253 0.280 3.979 23.85
10.95 0.265 0.785 30.060 30.715 10.95
10.95 3.059 3.801 11.113 10.008 13.65
10.95 2.006 2.293. 13.672 12.199 18.00
10.95 1.552 1.728 5.526 0.963 22.95
11.00 371 016 10.223 9.117 16.00
11.00 2.296 2.568 17.890 15.999 16.79
11.00 623 699 7.800 6.952 20.00
11.07 1.110 1.231 10.973 9.930 16.07
11.10 287 326 5.200 0.578 11.10
11.12 2.292 2.030 6.980 6.576 26.12
11.17 0.602 5.006 6.081 5.590 20.17
11.20 959 1.079 12.352 10.978 12.51
11.20 3.175 3.082 7.058 6.036 20.20
11.25 327 362 6.268 5.662 18.35
11.05 253 281 6.001 5.003 20.05
11.09 1.201 1.332 21.859 19.709 16.09
11.50 021 071 16.258 10.532 11.50
11.50 7.201 8.050 13.513 12.155 15.00
11.50 956 1.066 12.927 11.593 15.35
11.50 922 1.029 8.009 7.212 17.90
11.50 1.576 1.737 8.327 7.555 20.82
11.50 1.685 1.877 8.102 7.273 20.00
11.60 10.276 11.361 16.863 15.253 10.60
11.70 065 522 9.938 8.852 11.70
11.70 1.288 1.070 10.230 12.072 12.70
11.75 1.118 1.250 9.826 8.789 18.75
11.75 525 589 7.829 6.978 22.25
11.80 97 108 0.098 0.000 11.80
11.81 2.031 2.738 25.098 22.280 18.61
11.86 6.169 6.865 16.251 10.603 17.00
11.86 2.596 2.879 0.973 0.080 20.86
11.92 10.583 11.560 19.025 17.011 17.03

Effort #1

11.95
11.95
11.95
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.07
12.10
12.10
12.10
12.10
12.18
12.25
12.25
12.30
12.31
12.35
12.35
12.05
12.50
12.50
12.50
12.50
12.52
12.52
12. 55
12.60
12.70
12.72
12.75
12.81
12. 95
13.00
13.00
13.00
13.00
13.00
13.00
13.00
13.05
13.09
13.15
13.16
13.20
13.25
13.37
13.02

Need #1

3.500
0.081
6.332
2,103
435
11.021
010
10,177
1,083
1.370
1.950
1,059
660
2.905
6.108
291
1.592
566
1.581
1.735
0.306
7.716
972
“.279
10.019
1,211
3.205
281

1.055
3.621

1.387
209
2.026
5.217
5.008
6.190
150
969
1.032
“.307
1.137
8.007
0.600
9.098
1.287
11.385
350
10.020
011
252
1,320

Need #2

3.836
0.509
6.867
2.35?
“83
12.609
060
11.170
1.193
1.529
2.166
1.210
739
3.200
6.667
323
1.759
630
1.77“
1.938
“.754
8.581
1.078
0.692
10.777
1.343
3.572
317
1.625
3.923
1.583
236
2.705
5.801
6.009
6.900
169
1.076
1.101
0.781
1.208
8.950
5.028
10.639
1.033
12.500

Ability #1

36.216
10.396
15.965
17.019
5.597
17.809
9.083
10.811
5.787
6.793
9.660
7.970
3.911
7.109
10.516
0.563
12.872
0.759
11.677
12.35?
16.277
20.675
8.962
10.909
8.069
6.167
9.027
11.083
10.705
5.789
9.961
0.066
11.081
23.275
8.305
29.728
20.332
5.056
7.190
30.391
12.680
12.792
18.560
18. 152
17.066
7.317
9.811
7.032
0.135
20.719
7.256

Ability #2

33.022
13.029
10.721
15.185
5.000
16.116
8.379
9.807
5.253
6.100
8.715
6.976
3.093
6.370
9.630
0.111
11.650
0.276
10.006
11.063
19.793
18.591
8.081
13.633
7.873
5.560
8.459
10.179
9.585
5.303
8.727
3.955
9.938
20.932
7.511
26.532
18.006
“.553
6.506
27.378
11.552
11.501
17.131
16.205
15.327
6.665
8.671
6.763
3.710
18.192
6.600

10.95
19.05
20.75
12.00
12.00
16.50
17.00
22.50
25.00
33.03
19.32
12.10
12.10
18.60
20.30
12.18
19.75
25.25
12.30
19.81
19.60
20.95
20.89
17.00
18.50
22.70
22.80
12.52
25.52
28.55
10.60
12.70
16.99
17.00
21.31
12.95
13.00
13.00
18.50
18.70
19.00
20.05
20.27
17.21
17.36
22.51
130 16
25.60
28.25
13.37
26.02

180

Effort #2

Effort #1

13.09
13.50
13.50
13.60
13-75
13.95
10.00
10.00
10.00
10.00
10.10
10.12
10.20
10.27
10.30
10.05
10.05
10.05
10.50
10.50
10.50
10.50
10.60
10.75
10.81
10.90
10.91
10.92
10.95
15.00
15.00
15.00
15.00
15.00
15.10
15.50
15.95
15.95
15.95
16.00
16.05
16.50
16.70
17.00
17.00
17.00
17.00
17.05
17.10
17.18
17.27

Need #1

030
2.560
3.899
3.700
1.052
7.968
876
1.301
738
1.171
209
5.300
862
655
252
21.020
0.101
1.77“
390
682
1.176
3.905
3.719
239
10.951
829
261
5.973
965
334
16.900
1.036
1.338
389
2.102
600
2.231
7.738
2.131
903
6.297
203
127
271
7.911
1.620
0.193
19.009
936
595

10.071

Need #2

091
2.800
0.350
0.000
1,162
8.825

980
1.075

805
1.293

277
5.776

962

723

286

23.709
0.608
1.909

002

775
1.306
0.208
0.090

260

12.097

910

290
5.998
1.078

378

18.583
1.109
1.085

020
2.325

677
2.067
8.350
2.372
1.037
6.973

223

101

298
8.720
1.767
0.668

20.969
1.061
681
11.508

Ability #1

10.383
16.872
11.520
9.906
13.179
15.220
9.967
8.355
8.200
0.020
6.192
10.987
6.605
2.709
0.200
30.090
18.335
6.297
3.872
9,100
6.069
10.865
7.800
0.368
16.707
5.882
12.800
12.197
5.872
6.070
11.837
9.022
16.270
3.053
5.020
10.026
13.030
6.020
6.896
0.592
8.290
0.170
15.279
7.067
8.987
9.033
5.883
19.910
3.790
19.085
10.162

Ability #2

9.093
15.208
10.320

9.191
11.932
13.702

8.909

7.596

7.521

0.006

5.566
10.165

5.955-

2.090

3.700
27.037
16.318

5.732

3.052

8.003

5.825
10.090

7.076

3.950
15.120

5.335
11.560
11.129

5.256

5.721
10.765

8.095
10.663

2.828

0.900
12.030
12.105

5.580

6.195

0.176

7.086

3.800
13.762

6.791

8.153

8.669

5.285
18.009

3.303
17.020

9.210

13.85
20.25
21.00
18.60
16.75
23.75
21.00
22.00
27.00
27.70
10.10
21.12
10.20
27.27
10.30
19.00
21.95
27.05
10.50
10.50
22.00
22.90
20.83
10.75
23.31
20.90
10.91
19.92
21.33
15.00
19.00
20.00
23.00
30.00
26.00
21.70
22.95
27.00
28.95
22.00
28.20
16.50
16.70
22.00
20.85
26.50
30.00
17.05
20.50
17.18
29.27

181

Effort #2

Effort #1

17.50
17.52
17.60
17.70
17-95
17.95
18 .00
JLEB.11+
19.00
19.00
2199.85
2159.87
2159.95
20.00
20.01
20J9
20.95
21.01
21.50
22. 62
22.86
22.95
23.00
23.50
20. 25
25.78

Need #1

1.072
0.338
007
283
572
9.898
7. 077
170
203
209
1. 166
660
10.070
216
211
1.987
7. 093
106
196
1.079
602
0. 329
16 5
109
312
102

Need #2

1.650
0.768
055
316
638
11.105
8.201
187
273
280
1.307
703
11.033
203
239
2.221
8.157
118
221
1.200
692
0.786
185
168
301
159

Ability #1

12.200
0. 152
5.706
0.683
7.196

21.500
9.713

26.708
8.701
6’ 198

15.066
0.802
6. 507
0.071

11.281

11.060
7.736

11.761
0.136
6.738

11.326

11.021
8.211
0.656
3.957
8.565

Ability #2

10.920
3.777
5.100
0. 190
6.052

19.133
8.812

20.316
7.780
5.511

13.001
0.266
5.902
3.970
9.960
9.895
7.106

10.565
3.668
6. 038
9.853

10.330
7.323
0. 129
3.620
7.650

Effort #2

21.00
30.52
25.10
17.70
23.95
20.95
22.20
18.10
19.00
19.00
23.85
19.87
30.00
20.00
20.01
20.09
28070
21.01
21.50
22.62
22.86
32.05
25.50
23.50
36.25
25.78

182

APPENDIX G

FINANCIAL EFFORT #2
RANK ORDER

Effort #2

5.53
£5.75
63.90
17.00
77.00
17.00
17.00
17.00
7.08
7.10
7.10
7.10
7. 20
71.09
77.09
7.50
7.50
7.50
7.50
7.51
7.70
7.75
8.00
8.00
8.00
8.00
8.00
63.10
63.10
8.20
8.25
8.30
£3.50
63.90
9.00
$9.00
€9.05
$9.10
9.10
‘9.20
9.20
9.20
9.30
9.50
9.50

Need #1

258
601
087
150
206
087
097
603
113
127
202
525
322
138
690
87
216
220
021
1.167
070
163
185
286
292
002
960
3.002
625
213
1.263
097
883
339
1.350
057
660
1.269
1.512
2.700
655
950
1.187
1.252
297

FINANCIAL EFFORT #2

RANK ORDER

Need #2 Ability #1
292 13.850
707 5.577
508 6.263
166 0.228
230 7.037
508 6.682
560 5.061
687 8.678
126 9.960
100- 9.892
270 6.079
606 11.505
261 6.705
109 16.739
779 8.805
90 9.356
253 21.988
250 8.826
073 0.697
1.318 22.006
527 3.673
189 10,050
211 3.330
333 10.102
320 5.212
052 13.900
1.077 10.516
3.805 8.037
695 0.772
200 5.307
1.016 7.861
560 9.520
1.001 12.653
375 13.876
1.522 9.275
512 28.006
707 7.021
1.019 16.881
1.710 7.070
3.075 18.126
737 9.362
1.072 10.370
1.350. 6.766
1.010 8.779
335 6.079

Ability #2

12.200
5.056
5.566
3.821
6.507
5.938
0.807
7.617
8.935
8.720
5.369
9.967
6.017

15.503
7.880
8.659

18.772
7.908
0.181

19.085
3.276
8.671
2.919

12.106
0.697

12. 001
9.013
7.552
0.291
0.710
7.012
8.389

11.161

12. 500
8.227

25.355
6.596

15.. 096
6.250

16.152
8.320
9.229
5.931
7.795
5.389

Effort #1

5.53
6.75
6.90
7.00
7.00
7.00
7.00
7.00
7.08
7.10
7.10
7.10
7.20
7.09
7.09
7.50
7.50
7.50
7.50
7.51
7.70

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185

Effort #2 Need #1 Need #2 Ability #1 Ability #2 Effort #1
9.50 330 379 10.155 8.909 7.50
9.50 609 727 5.500 0.913 9.50
9.89 1.300 1.055 10.908 13.320 9.89
9.89 805 968 18.853 16.057 7.80
9.90 2.598 2.909 16.009 10.298 8.00
9.90 901 1.011 10.185 9.077 7.20
9.96 669 750 19.790 17.563 7.00

10.00 1.025 1.107 8.937 7.986 7.00
10.00 159 187 16.302 13.861 8.00
10.00 165 181 6.966 6.350 6.50
10.00 207 237 5.125 0.076 10.00
10.00 208 276 8.585 7.710 7.00
10.00 725 800 16.050 10.076 8.00
10.00 909 1.001 8.833 7.713 6.50
10.00 950 1.065 10.781 9.657 7.00
10.06 616 693 9.802 8.713 7.25
10.10 663 738 9.663 8.681 8.10
10.23 777 862 6.032 5.798 8.07
10.33 1.271 1.399 13.396 12.170 7.75
10.00 729 821 6.599 5.860 10.00
10.02 369 013 6.022 5.380 9.27
10.05 3.025 3.760 00.882 37.239 8.95
10.50 1.202 1.306 13.079 11.679 7.75
10.50 1.300 1.075 15.337 13.518 7.50
10.50 35.801 39.376 18.900 17.180 10.00
10.50 803 936 10.769 9.699 7.75
10.51 1.905 2.111 15.052 13.583 7.07
10.58 2.808 3.255 10.208 8.932 7.00
10.60 1.082 1.666 22.208 19.790 9.76
10.62 080 503 9.971 8.810 7.79
10.70 202 270 20.037 21.500 7.00
10.70 255 283 13.793 12.028 7.10
10.75 1.080 1.661 7.580 6.772 7.95
10.78 1.087 1.215 11.610 10.387 8.09
10.79 200 271 20.603 22.151 7.38
10.80 165 186 9.017 8.353 10.80
10.89 1.023 1.135 15.620 10.078 8.95
10.95 1.866 2.077 10.620 9.501 9.20
10.95 0.265 0.785 30.060 30.715 10.95
11.00 682 780 8.188 7.159 8.00
11.00 755 801 5.258 , 0.721 8.00
11.00 805 902 10.263 12.790 7.00
11.00 962 1.076 17.530 15.673 8.00
11.08 006 058 13.515 11.980 8.50
11.10 287 326 5.200 0.578 11.10
11.10 1.620 1.828 21.650 19.186 7.00
11.22 1.010 1.130 10.007 12.605 8.75
11.35 097 552 16.966 15.276 7.38
11.50 1.129 1.251 8.879 8.013 7.00
11.50 2.056 2.278 20.086 22.100 7.60
11.50 358 001 6.633 5.922 8.50

Effort #2

11.50
11.50
11.60
11.61
11.69
11.70
11.70
11.75
11.75
11.77
11.80
11.80
11.80
11.80
11.80
11.85
11.90
11.90
11.96
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.10
12.10
12.10
12.10
12.18
12.18
12.25
12.30
12.00
12.07
12.50
12.50
12.50
12.51
12.52
12.58
12.59
12.59
12.60
12.60
12. 60
12.63
12.68
12.70
12.70

Need #1

021
579
791
1.136
011
050
065
1.060
700
5.589
1.101
2.307
97
377
809
1.527
853
862
20.509
2.103
8.031
213
035
520
525
551
1.059
1.210
190
660
291
019
500
1.581
1,030
786
1.199
013
090
959
281
356
1.708
720
1.917
3.661
579
371
1.261
1.288
209

Need #2

071
659
880
1.273
055
507
522
1.183
831
6.110
1.233
2.610
108
026
893
1.700
960
978
27.130
2.357
8.986
251

Ability #1

16.258
6.328
10.016
7.889
22.269
12.630
9.938
9.729
7.666
13.095
17.128
13.090
0.098
10.259
12.007
11,298
12.097
12.997
23.300
17.019
16.907
13.625
5.597
11.709
13.032
13.061
7.970
7.951
7.237
3.911
0.563
7.750
10.973
11.677
10.712
10.971
0.609
8.595
6.139
12.352
11.083
10.963
16.926
11.985
8.060
9.55“
10.055
6.570
37.861
10.230
0.066

Ability #2

10.532
5.560
12.958
7.000
20.115
11.210
8.852
8.751
6.863
12.336
15.290
11.770
0.000
12.618
11.276
10.120
11.100
11.056
21.087
15.185
15.110
11.562
5.000
10.502
11.098
11.626
6.976
7.170
6.500
3.093
0.111
7.007
9.008
10.006
13.120
9.689
0.138
7.751
5.059
10.978
10.179
13.017
10.772
10.760
7.593
8.615
9.125
5.970
30.050
12. 072
3.955

11.50
7.50
9.00
8.00
7.77
7.50

11.70
7.30
8.00
9.00
9.50

10.00

11.80
8.00
8.00
7.22
8.90

8.90

9.96
12.00
8.00
8.00
12.00
8.50
8.00
7.10
12.10
8.10
7.10
12.10
12.18
7.08
8075
12.30
7.90
8.07
8.00
8.00
7.50
11.20
12.52
7.51
7.21
7.32
7.60
8.10
7.90
9.50
8.93
11.70
12.70

186

Effort #1

187

 

Effort #2 Need #1 Need #2 Ability #1 Ability #2 Effort #1
12.70 316 371 22.058 18.788 7.20
12.70 000 099 8.655 7.632 8.70
12.78 1.089 1.212 10.087 9.022 9.50
12.80 1.986 2.195 13.661 12.360 7.00
12.82 570 639 13.901 12.036 8.20
12.89 1.002 1.093 2.062 2.257 8.39
12.90 1.600 1.793 12.567 11.202 10.60
12.90 0.112 0.528 13.330 12.109 8.90
12.91 2.001 2.216 10.300 9.300 8.30
12.93 1-010 1.573 9.217 8.262 _9.62
12.93 1.756 1.962 10.060 12.587 8.50
12.95 6.190 6.900 29.728 26.532 12.95
12.96 513 591 20.731 17.995 7.50
13.00 1.339 1.517 11.109 9.801 8.00
13.00 150 169 20.332 18.006 13.00
13.00 270 303 11.837 10.507 10.00
13.00 303 378 9.535 8.652 8.00
13.00 368 022 13.097 11.021 10.00
13.00 628 701 10.900 9.801 8.00
13.00 810 905 6.168 5.508 8.00
13.00 956 1.055 12.995 11.775 7.00
13.00 969 1.076 5.056 0.553 13.00
13.05 788 881 7.923 7.087 8.75
13.10 1.220 1.355 13.337 12.008 8.60
13.15 1.305 1.070 8.710 7.732 8.15
13.15 533 591 3.556 3.207 8.91
13.15 982 1.099 7.708 6.923 8.75
13.16 350 396 9.811 8.671 13.16
13.25 631 712 9.853 8.732 7.50
13.25 650 731 9.171 8.205 9.00
13.26 223 255 7.200 6.297 7.19
13.29 960 1.079 8.680 7.758 8.79
13.30 868 963 7.520 6.778 7.80
13.37 252 287 20.719 18.192 13.37
13.00 1.921 2.100 7.930 7.105 8.00
13.00 515 576 5.556 0.968 8.00
13.00 872 965 8.070 7.292 8.00
13.01 2.068 2.279 8.605 7.800 10.05
13-41 220 209 6.333 5.697 7.70
13.03 2.596 2.892 11.028 10.258 7.00
13.03 8.502 9.019 20.160 18.201 8.90
13. 05 003 090 0. 9 36 0. 027 7. 05
13.06 2.153 2.000 13.182 11.805 7.79
13.06 908 1.052 8.513 7.672 8.50
13.50 1.003 1.168 17.983 16.058 8.50
13.50 1.128 1.265 10.330 9.215 9.00
13.50 1.129 1.257 11.297 10.107 8.50
13.50 1.229 1.372 11.207 10.039 8.50
13.50 2.815 3.136 6.012 5.755 8.50
13.50 360 003 7.100 6.306 7.00
13.50 635 699 11.680 10.610 8.50

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13.76
13.80
13.180
13.80
13.33
13.80
13.35
13.95
1' .33
13.96
13.95
10.00
10.03
10.00
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10.0C
11.0C
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Effort #2

13.50
13.53
13.63
13.63
13.65
13.65
13.69
13.70
13.71
13.75
13.76
13.80
13.80
13.80
13.80
13.80
13.85
13.85
13.88
13.90
13.95
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.01
10.08
10.09
10.10
10.10
10.10
10.10
10.10
10. 10
10.11
10.12
10.20
10.20
10.21
10.25
10.25
10.27
10.30
10.30
10.35
10.00

Need #1

917
851
1.106
0.323
3.459
526
203
2.827
527
187
528
2.166
279
777
830
890
1.172
030
1.137
701
1.303
1.059
1.701
2.061
2.611
2.769
3.303
030
087
778
302
2.223
800
1.156
3.003
209
092
635
917
215
1.931
718
862
780
1.728
565
17.767
252
023
523
3.516

Need #2

1.031
952
1,280
0.820
3.801
596
267
3.126
590
210
580
2.020
310
870
916
988
1.299
091
1.276
827
1.062
1.172
1.870
2.270
2.901
3.071
3.669
480
5“?
883
380
2.081
895
1.292
3.703
277
553
727
1,011
200
2.158
799
962
912
1.931
632
19.709
286
069
583
3.895

Ability #1

7.057
15.583
11.900
21.363
11.113
10.775

6.855
12.207

7.256
30.706
11.275
10.809

6.972

8.036
11.857

8.016

9.228
10.383

8.268

9.533
11.762

9.873
03.139

9.550
22.603

7.653
01. 097
16.060

6.187
10.171

8.655

8.102
12.607

5.730
15.950

6.192

8.635
10.205
11.769

9.200
11.052

6.179

6.605
16.938

7.379

7.613
10.117

0.200

6.069
12.963
17.035

Ability #2

6.276
13.929
10.655
19.100
10.008

9.509

6.239
11.076

6.081
26.832
10.190

9.711

6.190

7.104
10.703

7.581

8.326

9.093

7.367

8.502
10.083

8.921
39.157

8.670
20.102

6.901
37.358
10.268

5.508
12.086

7. 708

7.259
11.269

5.127
10.501

5.566

7.683

8.913
10.675

8.277

9.889

5.553

5.955
10.561

6.603

6.806
12.726

3.700

5.835
11.629
15.738

Effort #1

7.00
9.00
9.10
9.90
10.95
7.99
7.60
9.00
8.71
9.25
9.07
8.50
8.80
8.00
8.00
8.80
8.10
13.09
9.00
8.90
8.25
9.00
9000
9.00
9.50
9.00
8075
10.00
8.50
8.50
7.83
9.08
9.00
7.85
8.10
10.10
7.00
9.50
9.00
9.50
9.02
7.90
10.20
9.70
9.25
9.25
10.27
10.30
7.45
7.75
10.110

188

Effort #2

10.00
10.00
10.03
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.50
10.52
10.60
10.60
10.60
10.60
10.60
10.60
10.70
10.70
10.70
10.75
10.75
10.75
10.75
10.81
10.85
10.90
10.90
10.91
10. 95
10.95
10.95
10.98
15.00
15.00
15.00
15.00
15.00
15.00
15.00
15.00
15.00
15.10
15.10

Need #1

895
968
186
1.055
1.326
1.556
69
225
390
096
535
545
571
682
731
781
879
318
1.387
1.908
2.752
10.276
522
712
2.790
398
692
1.526
239
683
793
310
1.526
1.052
580
261
1.69?
3.500
092
3.020
1.699
1.926
3.503
7.201
125
162
180
33“
015
1.900
358

Need #2

983
1.075
207
1.192
1.081
1.732
78
259
002
552
627
610
600
775
817
891
978
353
1.583
2.160
3.033
11.361
581
790
3.110
005

769
1.705
260
756
879
357
1.685
1.106
652
290
1.887
3.836
556
3.362
1.900
2.150
3.852
8.050
108
176
207
378
061
2.118
403

Ability #1

30.337
8.633
10.652
11.728
11.090
10.608
10.806
11.853
3.872
9.726
26.001
6.955
10.006
9.100
9.106
5.639
5.677
11.698
9.961
5.725
15.731
16.863
5.610
8.316
23.581
7.188
7.073
10.275
0.368
11.391
11.512
6.002
11.019
19.039
8.018
12.800
6.963
36.216
0.728
12.167
8.689
9.665
5.800
13.513
23.502
8.516
0.601
6.070
12.876
5.001
11.068

Ability #2

27.621
7.770
9.571

10.380

10.291

13.120
9.595

10.297
3.052
8.7.57

22.186
6.173
8.963
8.003
8.180
0.903
5.102

10.538
8.727
5.163

10.273

15.253
5,000
7.457

21.158
6.010
6.725

12.776
3.954

10.291

10.386
5.559

10.301

17.800
7.089

11.560
6.262

339u22
0. 180

10.900
7.750
8.602
5.278

12.155

19.809
7.839
0.090
5.721

11.591
0.522
9.832

Effort #1

8.90
9.00
8.56
9.00
8.50
9.00
7.00
9050
10.50
9.50
8.00
7.50
8.50
10.50
8.10
7.00
8.10
7.50
12.60
8.60
10.10
11.60
9.00
9.60
9.59
10.70
8.70
8.75
10.75
8.75
8.25
6.90
8.85
9.90
8.00
10.91
8.95
11.95
8.10
10.60
9.00
10.00
9.00
11.50
9.00
7.00
10.00
15.00
7.00
8.10
8.60

189

Effort #2

15.13
15.20
15.22
15.20
15.25
15.25
15.25
15.28
15.30
15.30
15.32
15.35
15.35
15.38
15.00
15.02
15.06
15.08
15.50
15.50
15.50
15.50
15.50
15.50
15.50
15-55
15.58
15.60
15.60
15.75
15-75
15-75
15.85
15.85
15.87
15.90
15.95
150 95
16.00
16.00
16.00
16.00
16.00
16.00
16.05
16.07
16.07
16.27
16.30
16.07
16.09

Need #1

1.208
010
1.109
795
1.925
515
778
2.071
1.600
066
1.085
358
956
3311
258
1.023
663
721
1.110
1.516
2,062
573
720
830
902
881
2.750
339
667
1.166
280
577
189
779
900
2.081
18.315
510
993
2.723
3.913
371
897
932
3.010
1.110
678
1.330
571
16.098
1.201

Need #2

1.351
“57
1.265
851
2.130
581
872
2.765
1.776
522
1.200
398
1.066
372
305
1.150
730
792
1.201
1.680
2.702
600
801
932
1.020
986

Ability #1

7.081
5.078
8.311
11.879
8.112
9.527
7.110
8.807
8.038
11.328
9.039
9.376
12.927
12.076
13.100
8.822
7.193
6.003
8.180
10.302
8.062
8.552
5.830
6.225
8.175
6.610
10.000
13.092
7.689
7.780
8.302
10.103
0.303
10.036
7.503
12.008
19.006
8.063
0.021
12.318
37.700
10.223
15.330
0.092
5.660
10.973
8.508
0.290
5.782
19.273
21.859

Ability #2

6.689
“.555
7.508
11.098
7.317
8.000
6.3“?
7.906
7.602
10.112
8.173
8.933
11.593
11.202
11.115
7.808
6.097
5.829
7.343
9.296
7.238
7.609
5.273
5.571
7.229
5.910
8.909
12.100
6.893
6.900
7.245
9.108
3.836
9.355
6.830
11.065
17.051
7.519
3. 9‘48
11.110
39.093
9.117
10.151
3.622
5.120
9.930
7.676
3.880
5.266
17.529
19.709

Effort #1

7-75
7.20
10.50
10.00
9.25
9.25
9.25
8.18
7.00
8.50
8.60
8.10
11.50
8.77
7.70
7.56
8.10
9.75
8.00
10.00
9.00
7.00
8.50
8.50
8.50
9-75
10.00
8.75
8.60
8.75
9.00
8.75
7.00
9.25
8.50
8.00
9.95
8.00
8.00
8.00
10.70
11.00
8.00
9.00
8.85
11.07
9.75
8.77
8.00
10.00
11.09

190

Effort #2

16.50
16.50
16.50
16.65
16.65
16.66
16.70
16.70
160 75
16.75
16.79
16.80
16.80
16.89
16.90
16.93
16.98
16.99
17.00
17.00
17.00
17.00
17.00
17.00
17.00
17.05
17.09
17.15
17.18
17.20
17.20
17.20
17.21
17.25
17.27
17.28
17.30
17.36
17.00
17.03
17.50
17.50
17.57
17.60
17.67
17.70
17.75
17.90
17.90
17.90
17.90

Need #1

1.018
11.021
203
1.972
2.558
1.372
127
600
1.052
2.678
2.296
980
852
815
260
370
691
2.026
1.608
5.217
0.279
010
508
793
823
19.009
1.230
000
595
1.131
3.438
163
9.098
2.262
3.869
661
038
1.287
6.169
10.583
553
792
656
887
002
283
566
1.225
2.736
700
922

Need #2

1.559
12.609
223
2.202
2.836
1.5
101
705
1.162
2.900
2.568
1.089
959
880
297
020
760
2.705
1.818
5.801
0.692
060
603
890
915
20.969
1.379
006
681
1.266
3.838
180
10.639
2.515
0.308
731
087
1.033
6.865
11.560
626
889
730
997
006
316
606
1.361
2.997
786
1.029

Ability #1

8.926
17.809
0.170
7.767
8.658
9.691
15.279
7.933
13.179
6.621
17.890
5.238
9.000
6.596
5.701
13.010
9.276
11.081
7.830
23.275
10.909
9J63
6.731
11.873
8.501
19.910
10.690
2.980
19.085
6.510
9.002
6.526
18.152
10.639
12.093
10.127
6.810
17.066
16.251
19.025
8.003
9.016
7.251
6.339
5.730
0.683
6.003
10.051
15.520
7.332
8.009

Ability #2

8.119
16.116
3.800
6.956
7.809
8.605
13.762
7.202
11.932
6.022
15.999
0.710
‘ 79999
6.081
5.103
11.076
8.030
9.938
7.102
20.932
13.633
8.379
6.117
10.579
7.682
18.009
9.538
2.703
17.020
5.819
8,060
5.909
16.205
9.568
10,861
12.774
6.125
15.327
10.603
17.011
7.959
8.389
6.081
5.639
5.165
0.190
5.610
12.607
10.172
6.903
7,212

8.50
12.00
16.50

9.25

8.75

9.38
16.70

8.50
13.75

9.25
11.00

9.60

7.50

6.89

9.00

8.00

8.75
12.72

9.00
12.75
12.50
12.00

9.00

9.00
10.00
17.05

8.51

8.15
17.18
10.60
10.20

8.70
13.05
10.75

9025

7.00

8.00
13.09
11.86
11.92

8.00
10.00

8.77

9.60

7.00
17.70
10.75

7.90
10.50

7.90
11.50

191

Effort #1

192

 

Effort #2 Need #1 Need #2 Ability #1 Ability #2 Effort #1
17.93 929 1.005 7.169 6.373 8.53
18.00 1.166 1.307 13.672 12.197 9.80
18.00 2.006 2.293 13.672 12.199 10.95
18.00 365 007 9.375 8.007 7.00
18.00 026 073 5.810 5.236 8.10
18.00 520 587 5.701 5.125 10.00
18.10 732 820 7.970 7.080 9.10
18.10 170 187 26.708 20.316 18.10
18.17 571 659 8.513 7.376 8.00
18.20 305 386 6.337 5.660 7.20
18.27 901 1.012 6.160 5.080 8.55
18.35 327 362 6.268 5.662 11.25
18.50 1.032 1.101 7.190 6.506 13.00
18.50 10.019 10.777 8.069 7.873 12.50
18.50 281 313 6.155 5.525 7.50
18.50 368 010 11.600 10.315 9.50
18.52 1.971 2.130 00.802 01.016 8.52
18.52 3.105 3.062 26.600 20.201 8.52
18.55 2.060 2.290 8.373 7.519 9.25
18.60 3.700 0.000 9.906 9.191 13.60
18.60 810 902 0.609 0.175 8.10
18. 60 956 1.000 21. 326 191 528 10. 60
18.60 653 733 7.309 6.511 8.10
18.61 2.031 2.738 25.098 22.280 11.81
18.60 2.905 3.200 7.109 6.370 12.10
18.70 0.307 0.781 30.391 27.378 13.00
18.70 003 096 7.157 6.393 8.00
18.70 753 853 12.700 11.210 9.80
18.75 1.118 1.250 9.826 8.789 11.75
18.75 1.972 2.188 8.017 7.225 8.75
18.79 1.501 1.667 13.882 12.092 9.50
18.80 799 893 11.827 10.582 7.50
18.90 1.335 1.080 8.851 7.962 10.00
18.90 328 36? 5.555 0.965 8.15
19.00 1.016 1.103 6.622 5.886 10.50
19.00 1.137 1.208 12.680 11.552 13.00
19.00 1.008 1.566 13.602 12.229 9.00
19.00 2.387 2.621 6,608 6.055 9.00
19.00 16.900 18.583 11.837 10.765 15.00
19.00 21.020 23.709 30.090 27.037 10.05
19.00 203 273 8.701 7.780 19.00
19.00 209 280 6.198 5.511 19.00
19.00 283 320 5.959 5,205 7.00
19.00 516 570 8.080 7,267 7.00
19.00 605 721 6.800 6.083 10.00
19.00 808 867 5.951 5.506 9.50
19.01 282 311 6.637 6.018 8.33
19.18 1.702 1.922 7.893 7.150 10.15
19.25 1.600 1.831 9.960 8.906 8.75
19.25 3.231 3.581 9.269 8.363 10.75
19.27 855 960 7.079 6.279 9.27

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(2.0.

Effort #2

19.30
19.32
19.38
19.05
190%
19.60
19.75
19.75
19.81
19.86
19.87
19.90
19.92
19.99
20.00
20.00
20.00
20.00
20.00
20.05
20.05
20.25
20.27
20.01
20.09
20.09
20.55
20.82
20.83
20.89
20.90
20.90
20.95
21.00
21.00
21.00
21.00
21.01
21.12
21.25
21.30
21.31
21.33
21.50
21.50
21.70
21.95
22.00
22.00
22.00
22.00

Need #1

0.016
1.950
330
0,081
388
0.306
1.280
1.592
1.735
1.007
660
851
5.073
1.605
1.036
2.826
216
363
895
8.007
093
2.560
0.600
211
1.987
268
779
1.576
3.710
972
1.580
829
7.716
1.257
1.072
3.899
876
106
5.300
1.136
3.611
5.008
965
1.122
196
600
0.101
1.176
1.301
1.385
1.072

Need #2

0.009
2.166
376
0.509
031
”.754
1.381
1.759
1.938
1.098
793
909
5.998
1.791
1.109
3.081
203
001
985
8.950
502
2.800
5.028
239
2.221
299
885
1.737
0.090
1.078
1.752
910
8.581
1.010
1.650
0.350
980
118
5.776
1.259
3.936
6.009
1.078
1.237
221
677
0.608
1.306
1.075
1.510
1.589

Ability #1

17.203
9.660
10.606
10.396
9.036
16.277
7.120
12.872
12.357
8.712
0.802
12.350
12.197
12.010
9.022
8.833
0.071
8.006
0.636
12.792
7.905
16.872
18.560
11.281
11.060
7.098
7.669
8.327
7.800
8.962
7.386
5.882
20.675
11.062
12.200
11.520
9.967
11.761
10.987
5.393
5.951
8.305
5.872
6.966
0.136
10.026
18.335
6.069
8.355
6.187
9.310

Ability #2

15.670
8.715
13.010
13.029
8.130
10.703
6.603
11.650
11.063
8.182
0.266
11.078
11.129
11.121
8.095
8.102
3.970
7.280
0.212
11.501
7.190
15.208
17.131
9.960
9.895
6.362
6.750
7.555
7.076
8.081
6.661
5.335
18.591
10.218
10.920
10.320
8.909
10.565
10.165
0.866
5.060
7.511
5.255
6.319
3.668
12.030
16.318
5.825
7.596
5.675
8.628

10.00
12.07

7.38
11095

9.8“
12.35

8.75
12.25
12.31
10.00
19.87

7.00
10.92

9.00
15.00
10.00
20.00

9.00

9.00
13.00
10.05
13.50
13000
20.01
20.09

7.29

7.75
11.50
10.60
12.05

7.90
10.90
12.35

9.00
17.50
13.50
10.00
21.01
10.12

9.25
10.00
12.81
10.95

8.50
21.50
15.50
10.05
10.50
10.00

9.67

9.50

193

Effort #1

 

 

 

Effort #2

22.00
22.00
22.00
22.00
22.00
22.00
22.02
22.20
22.25
22.25
22.25
22.00
22.50
22.51
22.53
22.62
22.70
22.80
22.86
22.90
22.95
22.95
23.00
23.00
23.00
23.20
23.25
23.31
23.01
23.50
23.75
23.85
23.85
23.95
20.00
20.00
20.00
20.17
20.20
20.30
20.05
20.50
20.75
20.85
20.86
20.95
25.00
25.10
25.25
25.50
25.52

Need #1

1.606
1.685
3.037
267
271
903
1.576
7.077
525
509
710
307
10.177
11.385
1.205
1.079
1.211
3.205
602
3.905
1.552
2.231
1.338
210
707
720
329
10.951
1.151
109
7.968
1.165
1.166
572
1.685
623
722
0.602
3.175
6.108
253
936
6.332
7.911
2.596
9.898
1.083
007
566
165
1.055

Need #2

1.722
1.807
3.303
302
298
1.03?
1.700
8.201
589
603
799
375
11.170
12.500
1.332
1.200
1.303
3.572
692
0.208
1.728
2.067
1.085
200
787
802
374
12.097
1.270
168
8.825
1.253
1.307
638
1.877
699

Ability #1

11.505
6.527
5.722
9.783
7.067
0.592
3.020
9.713
7.829
0.930
0.756

10.667

10.811
7.317

25.395
6.738
6.167
9.027

11.326

10.865
5.526

13.030

16.270
8.629
5.115
6.912
8.975

Abi1ity #2

10.767
5.955
5.198
8.609
6.791
0.176
3.098
8.812
6.978
0.092
0.250
9.871
9.807
6.665

23.736
6.038
5.560
8.059
9.853

10.090
0.963

12.105

10.663
7.690
0.595
6.205
7.895

15.120
5.135
0.129

13.702
3.979

13.001
6.052
7.273
6.952
0.520
5.590
6.036
9.630
5.003
3.303

10.721
8.153
0.080

19.133
5.253
5.100
0.276
7.323
9.585

10.00
9.00
9.00
7.00

17.00

16.00
8.52

18.00

11.75
9.25
9.25

10.

12.00

13.15

10.00

22.62

12.50

12.50

22.86

10.50

10.95

15.95

15.00
7.00
8.00

10.50

10.75

10.81
9.01

23.50

13.95

10.85

19.85

17.95

11.50

11.00
9.00

11.17

11.20

12.10

11.05

17.10

11.95

17.00

11.86

17.95

12.00

17.60

12.25

23.00

12.52

190

Effort #1

 

 

 

 

 

195
Effort #2 Need #1 Need #2 Ability #1 Ability #2 Effort #1
25.60 10.020 11.056 7.032 6.763 13.20
25.78 102 159 8.565 7.650 25.78
26.00 551 622 12.235 10.838 9.00
26.12 2.292 2.030 6.980 6.576 11.12
26.00 2.102 2.325 5.020 0.900 15.10
26.02 1.320 1.007 7.256 6.600 13.02
26.50 1.620 1.767 9.033 8.669 17.00
27.00 7.738 8.350 6.020 5.580 15.95
27.00 738 805 8.200 7.521 10.00
27.10 1.363 1.505 5.031 0.557 9.60
27.27 655 723 2.709 2.090 10.27
27.05 1.770 1.909 6.297 5.732 10.05
27.70 1.171 1.293 0.020 0.006 10.00
28.20 6.297 6.973 8.290 7.086 16.05
28.25 011 058 0.135 3.710 13.25
28.55 3.621 3.923 5.789 5.303 12.55
28.70 7.093 8.157 7.736 7.106 20.95
28.95 2.131 2.372 6,896 6.195 15.95
29.27 10.071 11.508 10.162 9.210 17.27
30.00 0.193 0.668 5.883 5.285 17.00
30.00 10.070 11.033 6.507 5.902 19.95
30.00 389 020 3.053 2.828 15.00
30.52 0.338 0.768 0.152 3.777 17.52
32.05 0.329 0.786 11.021 10.330 22.95
33.03 1.370 1.529 6.793 6.100 12.00
36.25 312 301 3.956 3.620 20.25

 

 

 

APPENDIX B

FINANCIAL ABILITY #1
RANK ORDER

 

 

 

 

 

Ability #1

2.062
2.709
2.980
3.053
3.330
3,020
3.556
3.673
3.790
3.872
3.911
3.957
0.092
0. 135
0.136
0. 152
0.170
0.200
0, 223
0.280
0.290
0. 303
“.368
0,021
0,020
0, 066
0.071
0. 098
0.563
0. 592
0.601
0.636
0.609
0.609
0.656
0.683
0. 697
0.723
0.756
0. 759
0. 772
0.802
0.930
0.936
0.973

FINANCIAL ABILITY #1

Need #1

1.002
655
000
389
185

1.576
533
070
936
390
660
312
932
011
196

0.338
203
252
150

1.165

1.330
189
239
993

1.171
209
216

97
291
903
180
895
810

1.199
109
283
021
092
710
566
625
660
509
003

2.596

RANK ORDER

Effort #1

8.39
10.27
8.15
15.00
8.00
8.52
8.91
7.70
17.10
10.50
12.10
20.25
9.00
13.25
21.50
17.52
16.50
10.30
7.00
10.85
8.7?
7.00
10.75
8.00
10.00
12.70
20.00
11.80
12.18
16.00
10.00
9.00
8.10
8.00
23.50
17.70
7.50
8.1“
9.25
12.25
8.10
19.87
9.25
7-“5
11.86

Effort #2

12.89
27.27
17.15
30.00

8.00
22.02
13.15

7.70
20.50
10.50
12.10
36.25
16.00
28.25
21.50
30.52
16.50
10.30

7.00
23.85
16.27
15.85
10.75
16.00
27.70
12.70
20.00
11.80
12.18
22.00
15.00
20.00
18.60
12.50
23.50
17.70

7-50
10.95
22.25
25.25

8.10
19.87
22. 25
13.05
20. 86

 

 

 

 

Ability #1

5.031
5.001
5.056
5.078
5.115
5.125
5.165
5. 200
5.212
5.238
5.258
5.30?
5.393
5.020
5.061
5.504
5.526
5.555
5.556
5.577
5.597
5.610
5.639
5.660
5.666
5.677
5.706
5.722
5.725
5.730
5.730
5.701
5.701
5.782
5.787
5.789
5.800
5.810
5.834
5.872
5.882
5.383
5.951
5.951
5.959
6.001
6.022
6,020
6.079
6.079
6.081

Effort #1

9.60
8.10
13.00
7.20
8.00
10.00
9.00
11.10
8.00
9.60
8.00
8.20
9.25
15.10
7.00
9.50
10. 95
8.15
8.00
6.75
12.00
9.00
7.00
8.85
9.01
8.10
17.60
9.00
8.60
7.00
7.85
9000
10.00
8.00
12.00
12.55
9.00
8.10
8.50
10.95
10.90
17.00
9. 50
10.00
7.00
11.05
9027
15.95
7.10
8.50
11.17

Effort #2

27.10
15.10
13.00
15.20
23.00
10.00
20.00
11.10

8.00
16.80
11.00

8.20
21.25
26.00

7.00

9.50
22.95
18.90
13.00

6.75
12.00
10. 60
10.50
16.05
23.01
10. 50
25.10
22.00
10.60
17.67
10.10
16.90
18.00
16.30
25.00
28.55
15.00
18.00
15.50
21.33
20.90
30.00
19.00
21.30
19.00
20.05
10.02
27.00

7.10

9. 50
20.17

199

 

 

 

 

Ability #1 Need #1 Effort #1 Effort #2
6.139 090 7.50 12.50
6.155 281 7.50 18.50
6.160 901 8.55 18.27
6.167 1.211 12.50 22.70
6.168 810 8.00 13.00
6.179 718 7.90 10.20
6.187 087 8.50 10.00
6.187 1.385 9.67 22.00
6.192 209 10.10 10.10
6.198 209 19.00 19.00
6.225 830 8.50 15.50
6.263 087 6.90 6.90
6.268 327 11.25 18.35
6.297 1.770 10.05 27.05
6.328 579 7.50 11.50
6.333 220 7.70 13.01
6.337 305 7.20 18.20
6.339 887 9.60 17.60
6.002 310 6.90 10.81
6.003 566 10.75 17-75
6.003 721 9.75 15.08
6.012 2.815 8.50 13.50
6.032 777 8.07 10.23
6. 069 023 7.05 10. 30
6.069 1.176 10.50 22.00
6.070 330 15.00 15.00
6.507 10.070 19.95 30.00
6.510 1.131 10.60 17.20
6.526 163 8.70 17.20
6.527 1.685 9.00 22.00
6.570 371 9.50 12.63
6.596 815 6.89 16.89
6.599 729 10.00 10.00
6.610 881 9.75 15.55
6.621 2.678 9.25 16.75
6.622 1.016 10.50 19.00
6.633 358 8.50 11.50
6.637 282 8.33 19.01
6.605 862 10.20 10.20
6.608 2.387 9.00 19.00
6.682 087 7.00 7.00
6.731 508 9.00 17.00
6.738 1.079 22.62 22.62
6.705 322 7.20 7.20
6.766 1.187 9.30 9.30
6.793 1.370 12.00 33.03
6.800 605 10.00 19.00
6.810 038 8.00 17.30
6.855 203 7.60 13.69
6.896 2.131 15.95 28.95
6.912 720 10.50 23.20

200

 

 

 

 

 

Ability #1 Need #1 Effort #1 Effort #2
6.955 505 7.50 10.50
6.963 1.697 8.95 10.95
6.966 165 6.50 10.00
6.966 1.122 8.50 21.50
6.972 279 8.80 13.80
6.980 2.292 11.12 26.12
7.057 917 7.00 13.50
7.058 3.175 11.20 20.20
7.070 1.512 9.10 9.10
7.079 855 9.27 19.27
7.098 268 7.29 20.09
7.100 360 7.00 13.50
7.109 2.905 12.10 18.60
7.110 778 9.25 15.25
7.120 1.280 8.75 19.75
7.157 003 8.00 18.70
7.169 929 8.53 17.93
7. 188 398 10.70 10. 70
7.193 663 8.10 15.06
7.190 1.032 13.00 18.50
7.196 572 17.95 23.95
7.200 223 7.19 13.26
7.237 190 7.10 12.10
7.251 656 8.77 17.57
7.256 527 8.71 13.71
7.256 1.320 13.02 26.02
7.309 653 8.10 18.60
7.317 11.385 13.15 22.51
7.332 700 7.90 17.90
7.379 1. 728 9.2 10. 25
7.386 1.580 7.90 20.90
7.021 660 9.05 9.05
7.032 10.020 13.20 25.60
7.037 206 7.00 7.00
7.067 271 17.00 22.00
7.073 692 8.70 10.70
7.081 1.208 7.75 15.13
7.520 868 7.80 13.30
7.503 900 8.50 15.87
7.580 1.080 7.95 10.75
7.613 565 9.25 10.25
7.653 2.769 9.00 10.00
7.666 700 8.00 11.75
7.669 779 7.75 20.55
7.689 667 8.60 15.60
7.736 7.093 20.95 28.70
7.708 982 8.75 13.15
7.750 019 7.08 12.18
7.767 1.972 9.25 16.65
7.780- 1.166 8.75 15.75
7.800 623 11.00 20.00

 

 

 

 

Ability #1

7.800
7.829
7.83“
7.861
7.889
7.893
7.905
7.923
7.930
7.933
7.951
7.970
7.970
8.017
8.036
8.0h6
8.009
8.062
8.070
8.08n
8.102
8.102
8.112
8.175
8.180
8.188
8.200
8.211
8.268
8.290
8.311
8.316
8.327
8.302
8.395
8.355
8.373
8.016
8.h18
8.“37
8.038
8.043
8.460
8.u63
8.h69
8.513
8.513
8.516
8.5h1
8.5h8
8.552

Need #1

3.71“
525
1.6u8
1.263
1.136
1.702
#93
788
1.921
6u0
1.210
732
1.059
1.972
777
363
922
2.062
872
516
1.685
2.223
1.925
902
1.110
682
738
165
1.137
6.297
1.109
712
1.576
28k
5.908
1.301
2.060
890
580
3.“42
1.600
553
1.917
510

10.019

571
9&8
162
823

573

Effort #1

14.60
11. 75
9.00
7050
8.00
10.15
10.05
8.75
8.00
8.50
8.10
9.10
12.10

8.75
8.00

Effort #2

20.83
22.25
17.00

8.25
11.61
19.18
20.05
13.05
13.00
16.70
12.10
18.10
12.10
18.75
13.80
20.00
17.90
15.50
13.00
19.00
20.00
1h.08
15.25
15.50
15.50
11.00
27.00
25.50
13.88
28.20
15.22
1h. 60
20.82
15-75
21.31
22.00
18-55
13.80
10.90

8. 10
15.30
17.50
12.60
15.95
18.50
18.1?
13.h6
15.00
17.00
16.07
15.50

Ab :'

 

 

 

Ability #1

8.565
8.585
8.595
8.629
8.633
8.635
8.605
8.655
8.655
8.658
8.678
8.680
8.689
8.710
8.712
8.701
8.779
8.822
8.826
8.833
8.833
8.805
8.807
8.851
8.879
8.926
8.937
8.962
8.975
8.987
9.002
9.000
9.036
9.039
9.100
9.106
9.171
9.217
9.228
9.200
9.269
9.275
9.276
9.310
9.356
9.362
9.375
9.376
9.016
9.017
9.022

Need #1

142
2h8
#13
21“

092
2.068
302

2.558
603
960

1.699

1.305

1.407
203

1.252

1.023
220
909

2.826
690

2.071

1.335

1.129

1.018

1.025
972
329

7.911

3.h38
852

1.085
682
731
650

1.010

1.172
215

3.231

1.350
691

1.072

655
365
358
792
165
1.036

Effort #1

25-78
7.00
8.00
7.00
9.00
7.00

10.05
7-83
8.70
8.75
7.00
8.79
9.00
8.15

10.00

19.00
9.50
7.56
7-50
6.50

10.00
7.h9
8.18

10.00
7.00
8.50
7.00

12.05

10.75

17.00

10.20
7-50
9.80
8.60

10.50
8.10
9.00
9.62
8.10
9.50

10.75
9.00
8.75
9.50
7.50
7.00
7.00
8.10

10.00

10.80

15.00

Effort #2

25.78
10.00
12.50
23.00
10.00
10.10
13.01
10.01
12.70
16.65

7.00
13.29
15.00
13.15
19.86
19.00

9.50
15.02

7.50
10.00
20.00

7.h9
15.28
18.90
11.50
16.50
10.00
20.89
23-25
211.85
17.20
16.8“
19.h6
15.32
10.50
10.50
13.25
12.93
13.85
10.11
19.25

9.00
16.98
22.00

7.50

9.20
18.00
15-35
17.50
10.80
20.00

202

Ability #1

9.“27
9.433
9."83
9.520
9.527
9.533
9.535
9.55“
9.55“
9.660
9.663
9.665
9.691
9.713
9.729
9.7h6
9.783
9.802
9.811
9.826
9.853
9.873
9.892
9.938
9.9“6
9.961
9.960
9.960
9.967
9.971
10.000
10.006
10.050
10.055
10.103
10.155
10.162
10.185
10.205
10.208
10.223 ‘
10.302
10.300
10.33“
10.370
10.383
10.036
10.073
10.h8?
10.516
10.516

Need #1

3.205
1.620
010
097
515
701
343
2.061
3.661
1.950
663
1.926
1.372
7.077
1.060
096
267
616
350
1.118
631
1.059
127
“65
3.700

1.387
113

1.600
876
080

2.750
571
163
579
577
33“

10,“?1

901
635
2.8h8
371
1.516
2.001
1.128
954
030
779
500
1.089
960
6,108

Effort #1

12.50
17.00
12.00
8.30
9.25
8.90
8.00
9.00
8.10
12.07
8.10
10.00
9.38
18.00
7.30
9.50
7.00
7.25
13.16
11.75
7.50
9.00
7.10
11.70
13.60
12.60
7.08
8.75
10.00
7.79
10.00
8.50
7.75
7.90
8.75
7.50
17.27
7.20
9.50
7.00
11.00
10.00
8.30
9.00
7.00
13.09
9.25
8.75
9.50
8.00
12.10

Effort #2

22.80
26.50
17.00

8.30
15.25
13.90
13.00
10.00
12.60
19.32
10.10
15.00
16.66
22.2h
11.75
10.50
22.00
10.06
13. 16
180 75
13.25
10. 00

7.10
11.70
18.60
10. 60

7.08
19.25
21.00
10.62
15-58
10.50

7.75
12. 60
15-75

9.50
29.27

9.90
10.10
10.58
16.00
15.50
12.91
13.50

9.20
13.85
15.85
12.25
12.78

8.00
20. 30

203

Ability #1

10.620
10.639
10.652
10.667
10.690
10.705
10.769
10.775
10.781
10.811
10.806
10.809
10.865
10.900
10.971
10.973
10.987
11.052
11.060
11.068
11.081
11.113
11.109
11.207
11.275
11.281
11.29?
11.298
11.326
11.328
11.391
11.019
11.021
11.028
11.062
11.083
11.490
11.505
11.512
11.520
11.595
11.600
11.610
11.67?
11.680
11.698
11,728
11.7“9
11.761
11.762
11.769

Need #1

1.866
2.262
186
397
1.230
1.“55
803
526
95“
10.177
69
2.166
3.945
628
786
1.110
5.394
1.931
1.987
358
2.026
3.959
1.339
1.229

211
1.129
1.527

602

066

683
1.526
0.329
2.596
1.257

1.326
525
793

3.899

1.606
368

1.087

1.581
635
318

1.055
520
106

1.303
917

Effort #1

9.20
10.75
8.56
10.00
8.51
12.52
7.75
7.99
7.00
12.00
7.00
8.50
10.50
8.00
8.47
11.07
10.12
9.02
20.09
8.60
12.72
10.95
8.00
8.50
9.07
20.01
8.50
7.22
22.86
8.50
8.75
8.85
22.95
7.00
9.00
12.52
8.50
7.10
8.25
13.50
10.00
9.50
8.09
12.30
8.50
7.50
9.00
8.50
21.01
8.25
9.00

Effort #2

100 95
17.25
10.03
22.00
17.09
25.52
10.50
13.65
10.00
22.50
10.50
13.80
22.90
13.00
12.07
16.07
21.12
10. 12
20.09
15.10
16.99
13.65
13.00
13.50
13.76
20.01
13.50
11.85
22.86
15.30
10. 75
10.8 5
32.05
13.03
21.00
12.52
10.50

7.10
1h. 75
21.00
22.00
18.50
10.78
12.30
13.50
10.52
10.50
12.00
21.01
13.95
10.10

 

Ability #1 Need #1 Effort #1 Effort #2
11.827 799 7.50 18.80
11.837 270 10.00 13.00
11.837 16.900 15.00 19.00
11.853 225 9.50 10.50
11.857 830 8.00 13.80
11.873 793 9.00 17.00
11.879 795 10.00 15.20
11.900 1.106 9.10 13.63
11.985 720 7.32 12.59
12.093 3.869 9.25 17.27
12.167 3.020 10.60 10.98
12.197 5.073 10.92 19.92
12.235 551 9.00 26.00
12.200 1.072 17.50 21.00
12.207 2.827 9.00 13.70
12.318 2.723 8.00 16.00
12.352 959 11.20 12.51
12.350 851 7.00 19.90
12.357 1.735 12.31 19.81
12.010 1.605 9.00 19.99
12. 007 809 8. 00 11.80
12.008 2.081 8.00 15.90
12.076 330 8.77 15.38
12.097 853 8.90 11.90
12.567 1.600 10.60 12.90
12.607 800 9.00 10.09
12.630 050 7.50 11.70
12.653 883 8.50 8.50
12.680 1.137 13.00 19.00
12.700 753 9.80 18.70
12.792 8.007 13.00 20.05
12.800 261 10.91 10.91
12.872 1.592 12.25 19.75
12.876 015 7.00 15.00
12.927 956 11.50 15.35
12.963 523 7.75 10.35
12.995 956 7.00 13.00
12. 997 862 8. 90 11. 90
13.010 370 8.00 16.93
13.032 525 8.00 12.00
13.061 551 7.10 12.00
13.079 1.202 7.75 10.50
13.090 2.307 10.00 11.80
13.097 368 10.00 13.00
13.100 258 7.70 15.00
13.179 1.052 13.75 16.75
13.182 2.153 7.79 13.06
13.330 0.112 8.90 12.90
13.337 1.220 8.60 13.10
13.396 1.271 7.75 10.33
13.030 2.231 15.95 22.95

Ability #1

13.092
13.095
13.513
13.515
13.602
13.625
13.661
13.672
13.672
13.793
13.850
13.876
13.882
13.901
13.900
10.026
10.007
10.051
10.060
10.117
10.127
10.102
10.171
10.230
10.259
10.263
10.275
10.396
10.016
10.608
10.606
10.712
10. 908
10.909
10.963
15.052
15.066
15.220
15.279
15.33“
15.337
15.524
15.583
15.620
15.731
15.950
15.965
16.009
16.050
16.060
16.251

Need #1

339

5.589
7.201

006
1.008
213
1.986
1.166
2.006
255
258
339
1.501
570
002
600
1.010
1.225
1.756
17.767
661

286
778
1.288
377
805
1.526
0.081
791
1.556
330
1.030
1.300
0.279
356
1.905
1.166
7.968
127
897
1.300
2.736
851
1.023
2.752
3.003
6.332
2.598
725
030
6.169

Effort #1

8.75
9.00
11.50
8.50
9.00
8.00
7.00
9080
10.95
7.10
5-53
8.90
9.50
8.2”
8.00
15.50
8.75
7.90
8.50
10.27
7.00
8.00
8.50
11.70
8.00
7.00
8.75
11.95
9.00

Effort #2

15. 6h
11. 77
15.00
11.08
19.00
12.00
12.80
18.00
18.00
10.70

5-53

8.90
18.79
12.82

8.00
21.70
11.22
17.90
12.93
10.27
17.28

8.00
10.00
12.70
11.80
11.00
10.75
19.95
11.60
10.50
19.38
12.00

9.89
17.00
12.58
10.51
23.85
23.75
16.70
16.00
10.50
17.90
13.53
10.89
10.60
10.10
20. 75

9.90
10.00
10. 00
17.00

Ability #1

16. 258
16.270
16.277
16.302
16.707
16.739
16.863
16.872
16.881
16.907
16.926
16.938
16.966
17.019
17.066
17.128
17.203
17.035
17.530
17.809
17.890
17.983
18.126
18.152
18.335
18.560
18.853
18.900
19.025
19.273
19.006
19.039
19.085
19.790
19.910
20.160
20.332
20.675
20.719
20.731
21.326
21.363
21. 500
21.650
21.859
21.988
22.006
22.058
22.208
22.269
22.603

Need #1

021
1.338
0.306

159

10.951
138
10.276
2.560
1.269
8.031
1.708

780

097
2.103
1.287
1.101
0.016
3.516

962

11.021
2.296
1.003
2.700
9.098
0.101
0.600

805

35.801

10.583

16.098

18.315
1.052

595

669

19.009
8.502

150
7.716

252

513

956
0.323
9.898
1.620
1.201

216
1.167

316
1.082

011
2.611

Effort #1

11.50
15.00
12.35
8.00
10.81
7.09
11.60
13.50
7.35
8.00
7.21
9.70
7.38
12.00
13.09
9.50
10.00
10.00
8.00
12.00
11.00
8.50
9.20
13.05
10.05
13.00
7080
10.00
11.92
10.00
9.95
9.90
17018
7.00
17.05
8.90
13.00
12.35
13.37
7.50
10.60
9.90
17.95
7.00
11.09
7-50
7051
7.20
9.76
7-77
9.50

Effort #2

11.50
23.00
19.60
10.00
23.31

7.09
10.60
20.25

9.10
12.00
12.59
10.21
11.35
12.00
17.36
11.80
19.30
10.00
11.00
16.50
16.79
13.50

9. 20
17.21
21.95
20.27

9.89
10.50
17.03
16.07
15095
10.90
17.18

9.96
17.05
13.03
13.00
20.95
13.37
12.96
18.60
13.63
20.95
11.10
16.09

.50

7.515

12.70
10.60
11.69
10.00

207

Ability #1

23.275
23.300
23.502
23.581
20.037
20.086
20.603
25.098
25.395
26.001
26.600
26.708
28.006
29.728
30.33?
30.391
30.090
30.706
30.060
36.216
37.700
37.861
00.882
01.097
03.139
00.802

Need #1

5.217
20.509
125
2.790
202
2.056
200
2.031
1.205
535
3.105
170
057
6.190
895
“.307
21.020
187
0.265
3.500
3.013
1.261
3.025
3.303
1.701
1.971

Effort #1

12.75
9.96
9.00
9.59
7.00
7.60
7.38

11.81

10.00
8.00
8.52

180]“
9.00

12.95
8.90

13.00

10.05
9.25

10.95

11.95

10.70
8.93
8.95
8.75
9.00
8.52

Effort #2

17.00
11.96
15.00
10.70
10.70
11.50
10.79
18.61
22.53
10.50
18.52
18.10

9.00
12.95
10.00
18.70
19.00
13-75
10.95
10.95
16.00
12.68
10.05
10.00
10.00
18.52

208

APPENDIX I

FINANCIAL ABILITY #2
RANK ORDER

Ability #2

2.257
2.090
2.703
2.828
2.919
3.098
3.207
3.276
3.303
3.052
3.093
3.620
3.622
3.668
3.700
3.710
3.777
3.800
3.821
3.836
3,880
3.908
3.950
3.955
3.970
3.979
0.006
0.000
0.090
0.111
0.129
0.138
0.175
0.176
0.181
0.180
0.190
0.212
0.250
0.266
0.276
0.291
0.027
0.076
0.080

FINANCIAL ABILITY #2

RANK ORDER
Need #2 Effort #1
1.093 8.39
723 10.27
006 8.15
020 15.00
211 8.00
1.700 8.52
591 8.91
527 7.70
1.061 17.10
002 10.50
739 12.10
301 20.25
1.053 9.00
221 21.50
286 10.30
058 13.25
0.768 17.52
223 16.50
166 7.00
210 7.00
1.072 8.77
1.112 8.00
260 10.75
236 12.70
203 20.00
1.253 10.85
1.293 10.00
108 11.80
207 10.00
323 12.18
168 23.50
1.307 8.00
902 8.10
1.037 16.00
073 7.50
556 8.10
316 17.70
985 9.00
799 9.25
703 19.87
630 12.25
695 8.10
090 7.05
237 10.00
2.879 11.86

Effort #2

12.89
27.27
17.15
30.00

8.00
22.02
13.15

7.70
20.50
10.50
12.10
36.25
16.00
21.50
10.30
28.25
30.52
16.50

7.00
15.85
16.27
16.00
10.75
12.70
20.00
23.85
27.70
11.80
15.00
12.18
23.50
12.50
18.60
22.00

7.50
10.95
17.70
20.00
22.25
19.87
25.25

8.10
13.95
10.00
20.86

Ability #2

0.092
0.520
0.522
0.553
0.555
0.557
0.578
0.595
0.697
0.710
0.710
0.721
0.807
0.866
0.900
0.913
0.903
0.963
0.965
0.968
5.000
5.000
5.056
5.102
5.103
5.100
5.120
5.125
5.127
5.135
5.163
5.165
5.198
5.205
5.236
5.253
5.256
5.266
5.273
5.278
5.285
5.335
5.303
5.369
5.380
5.389
5.003
5.059
5.060
5.080
5.508

Need #2

603
825
2.118
1.076
057
1.505

787
320
200

1.089
801
560

1.259

2.325
727
891

1.728
367
576
983
581
707
978
297
“55

3.325

1,292
1,270
2.160

3.393
320
973

1.193

1.078
627
801

3.852

0.668
910

3.923
270
013
335
281
551

3.936

1.012
547

Effort #1

9.25
9.00
8.10
13.00
7.20
9.60
11.10
8.00
8.00
8.20
9.60
8.00
7.00
9.25
15.10
9.50
7.00
10.95
8.15
8.00
12.00
9.00
6.75
8.10
9.00
17.60
8.85
10.00
7.85
9.01
8.60
7.00
9.00
7.00
8.10
12.00
10.95
8.00
8.50
9.00
17.00
10.90
12.55
70 10
9.27
8.50
11.05
7.50
10.00
8.55
8.50

Effort #2

22.25
20.00
15.10
13.00
15.20
27.10
11.10
23.00

8.00

8.20
16.80
11.00

7.00
21.25
26.00

9.50
10.50
22.95
18.90
13.00
12.00
10. 60

6.75
10.50
16.90
25.10
16.05
18.00
10.10
23.01
10.60
17.67
22.00
19.00
18.00
25.00
21.33
16.30
15.50
15.00
30.00
20.90
28-55

7.10
10.02

90 50
20.05
12.50
21.30
18.27
10.00

211

Ability #2

5.511
5.525
5.596
5.598
5.553
5.559
5.560

Need #2

280
313
867
905
799
357
1.393
659
277
508
932
8.35“
5.006
606
997
362
386
1.510
209
378
1.909
3.136
862
1.266
1.306
792
069
821
1.103
180
986
001
1.35“
508

11.033

1,807
962
008
361
311

2,900

1.200

2.621
880
721

1.529
603
“87
610
310

2.372

Effort #1

19.00
7.50
9.50
8.00
7.90
6.90

12.50
7.50

10.10
6.90
8.50

15.95

11.17

10.75
9.60

11.25
7.20
9.67
7.70

15.00

10.05
8.50
8.07

10.60

10.50
9.75
7.05

10.00

10.50
8.70
9.75
8.50
9.30
7.00

19.95
9.00

10.20
9.50
7.20
8.33
9.25

22.62
9.00
6.89

10.00

12.00
9.00
8.00
7.50
8.80

15.95

Effort #2

19.00
18.50
19.00
13.00
10.20
10.81
22.70
11.50
10.10

6.90
15.50
27.00
20. 17
17-75
17.60
18.35
18.20
22.00
13.01
15.00
27.05
13.50
10.23
17.20
22.00
15.08
10.30
10.00
19.00
17.20
15-55
11.50

9.30

7.00
30.00
22.00
10.20
12.63

7.20
19.01
16.75
22.62
19.00
16.89
19.00
33.93
17.00
17.30
10.50
13.80
28.95

213

 

Ability #2 Need #2 Effort #1 Effort #2
6.205 802 10.50 23.20
6.239 267 7.60 13.69
6.250 1.710 9.10 9.10
6.262 1.887 8.95 10.95
6.276 1.031 7.00 13.50
6.279 960 9.27 19.27
6.297 255 7.19 13.26
6.319 1.237 8.50 21.50
6.346 003 7.00 13.50
6.307 872 9.25 15.25
6.350 181 6.50 10.00
6.362 299 7.29 20.09
6.373 1.005 8.53 17.93
6.370 3.200 12.10 18.60
6.393 096 8.00 18.70
6.010 006 10.70 10.70
6.036 3.082 11.20 20.20
6.052 638 17.95 23.95
6.081 730 8.77 17.57
6.081 590 8.71 13.71
6.097 730 8.10 15.06
6.500 216 7.10 12.10
6.506 1.101 13.00 18.50
6.511 733 8.10 18.60
6.507 230 7.00 7.00
6.576 2.030 11.12 26.12
6.596 707 9.05 9.05
6.603 1.381 8.75 19.75
6.603 1.931 9.25 10.25
6.600 1.007 13.02 26.02
6.661 1.752 7.90 20.90
6.665 12.500 13.15 22.51
6.689 1.351 7.75 15.13
6.725 769 8.70 10.70
6.750 885 7.75 20.55
6.763 11.056 13.20 25.60
6.772 1.661 7.95 10.75
6.778 963 7.80 13.30
6.791 298 17.00 22.00
6.806 632 9.25 10.25
6.830 990 8.50 15.87
6.863 831 8.00 11.75
6.893 700 8.60 15.60
6.901 3.071 9.00 10.00
6.903 786 7.90 17.90
6.923 1.099 8.75 13.15
6.900 1.307 8.75 15-75
6.952 699 11.00 20.00
6.956 2.202 9.25 16.65
6.976 1.210 12.10 12.10
6.978 589 11.75 22.25

Ability #2

7,012
7.090
7.097
7.076
7,080
7.087
7,102
7.105
7.106
7.100
7.15“
7.159
7.17“
7.190
7.202
7,212
7.225
7.229
7.238
7.205
7.259
7.267
7.273
7.280
7.292
7.317
7.323
7.343
7.367
7.376
7.957
7.959
7.086
7.089
7.511
7.519
7.519
7.521
7.598
7.552
7.555
7.581
7.593
7.596
7,602
7.609
7.617
7.632
7.650
7.672
7.676

Need #2

1.016
1.273
061
0.090
820
881
1.818
2.100
8.157
870
1.922
780
1.301
502
705
1.029
2.188
1.020
2.702
327
2.081
570
1.877
001
965
2.130
185
1.201
1.276
659
790
626
6.973
652
6.009
2.290
570
805
1.265
3.805
1.737
988
2.136
1.075
1.776
600
687
099
159
1.052
755

Effort #1

7.50
8.00
7.08
10.60
9.10
8.75
9.00
8.00
20.95
8.00
10.15
8.00
8.10
10.05
8.50
11.50
8.75
8.50
9.00
9.00
9.08
7.00
11.50
9.00
8.00
9.25
23.00
8.00
9.00
8.00
9.60
8.00
16.05
8.00
12.81
9.25
8.00
10.00
10.50
8.10
11.50
8.80
7.60
10.00
7.00
7.00
7.00
8.70
25.78
8.50
9075

Effort #2

8.25
11.61
12.18
20.83
18.10
13.05
17.00
13.00
28.70
13.80
19.18
11.00
12.10
20.05
16.70
17.90
18.75
15.50
15.50
15.75
10.08
19.00
20.00
20.00
13.00
15.25
25.50
15.50
13.88
18.17
10.60
17.50
28.20
10.90
21.31
18.55
150 95
27.00
15.22

8.10
20.82
13.80
12.60
22.00
15.30
15.50

7.00
12.70
25.78
13.06
16.07

Ability #2

7.682
7.683
7.690
7.708
7.713
7.719
7.732
7.751
7.75“
7.758
7.779
7.780
7.795
7.809
7.839
7.800
7.808
7.873
7.880
7.895
7.906
7.908
7.962
7.986
7.999
8.013
8.003
8.060
8.081
8.102
8.119
8.130
8.153
8.173
8.182
8.180
8.205
8.227
8.262
8.277
8.320
8.326
8.353
8.363
8.379
8.389
8.389
8.007
8.933
8.030
8,000

Need #2

915
553
200
380
1.001
276
1.070

1.900
1.079
1.075

273
1.010
2.836

176
2.279
1.150

10.777

779
370
2.765
250
1.080
1.107

959

1.251
775
3.838
1.078
3.081
1.559
031
8.720
1.200
1.098
817
731
1.522
1.573
200
737
1.299
186
3.581
060

889
560

398
760

581

Effort #1

10.00
7.00
7.00
7.83
6.50
7.00
8.15
8.00
9.00
8.79
9.00

19.00
9.50
8.75
7.00

10.05
7.56

12.50
704'9

10.75
8.18
7.50

10.00
7.00
7.50
7.00

10.50

10.20

12.05

10.00
8.50
9.80

17.00
8.60

10.00
8.10
9.00
9.00
9.62
9.50
7.00
8.10

10.80

10.75

12.00

10.00
8.30
7.00
8.10
8.75
9.25

Effort #2

17.00
10.10
23.00
10.01
10.00
10.00
13.15
12.50
15.00
13.29
10.00
19.00

9.50
16.65
15.00
13.01
15.02
18.50

7.09
23.25
15.28

7.50
18.90
10.00
16.80
11.50
10.50
17.20
20.89
20.00
16.50
19.06
20.85
15.32
19.86
10.50
13.25

9.00
12.93
10.11

9.20
13.85
10.80
190 25
17.00
17.50

8.30
18.00
15.35
16.98

15.25

215

Ability #2

8.059
8.095
8.502
8.615
8.628
8.602
8.605
8.609
8.652
8.659
8.669
8.671
8.671
8.670
8.681
8.713
8.715
8.720
8.727
8.732
8.751
8.757
8.789
8.812
8.810
8.852
8.909
8.909
8.913
8.921
8.932
8.935
8.906
8.909
8.963
9.077
9.093
9.108
9.117
9.125
9.191
9.210
9.215
9.229
9.296
9.300
9.355
9.013
9.022
9.008
9.509

Need #2

3.572
1.109
827
0.060
1.589
2.150
1.538
302
378
90
1.767
396
189
2.270
738
693
2.166
100
1.583
712
1.183
552
1.250
8.201
503
522
980
3.087
727
1.172
3.255
126
1.831
379
600
1.011
491
600
016
638
0.000

11.508

1.265
1.072
1,680
2.216
869
1.077
1.212
603
596

Effort #1

12.50
15.00
8.90
8.10
9.50
10.00
9.38
7.00
8.00
7.50
17.00
13.16
7-75
9.00
8.10
7.25
12.07
7.10
12.60
7.50
7.30
9.50
11.75
18.00
7.79
11.70
10.00
10.00
9.50
9.00
7.00
7.08
8.75
7.50
8.50
7.20
13.09
8075
11.00
7.90
13.60
17.27
9.00
7.00
10.00
8.30
9.25
8.00
9050
8.75
7.99

Effort #2

22.80
20.00
13.90
12.60
22.00
15.00
16.66
22.00
13.00

7.50
26.50
13.16

7.75
10.00
10.10
10.06
19. 32

7.10
10.60
13.25
11.75
10.50
18.75
22.20
10.62
11.70
21.00
15.58
10.10
10.00
10.58

7.08
19.25

9.50
10.50

9.90
13.85
15.75
16.00
12.60
18.60
29.27
13.50

9.20
15.50
12.91
15.85

8.00
12.78
12.25
13.65

216

217

Ability #2 Need #2 Effort #1 Effort #2
9.538 1.379 8.51 17.09
9. 501 2.077 9.20 10.95
9.568 2.515 10.75 17.25
9.571 207 8.56 10.03
9.585 1.625 12.52 25.52
9.595 78 7.00 10.50
9.630 6.667 12.10 20.30
9.657 1.065 7.00 10.00
9 . 689 890 8 . 07 12. 07
9. 699 936 7.75 10. 50
9.711 2.020 8.50 13.80
9.801 701 8.00 13.00
9.832 003 8.60 15.10
9.801 1.517 8.00 13.00
9.807 11.170 12.00 22.50
9.853 692’ 22.86 22.86
9.871 375 10.00 22.00
9.889 2.158 9.02 10.12
9.895 2.221 20.09 20.09
9.930 1.231 11.07 16.07
9.938 2.705 12.72 16.99
9.960 239 20.01 20.01
9.967 606 7.10 7.10

10.008 3.801 10.95 13.65
10.039 1.372 8.50 13.50
10.090 0.208 10.50 22.90
10.112 522 8.50 15.30
10.120 1.700 7.22 11.85
10.107 1.257 8.50 13.50
10.165 5.776 10.12 21.12
10.179 317 12.52 12.52
10. 190 580 9. 07 13.76
10.218 1.010 9.00 21.00
10.258 2.892 7.00 13.03
10.291 756 8.75 10.75
10.291 1.081 8.50 10.50
10.297 259 9.50 10.50
10.315 010 9.50 18.50
10.320 0.350 13.50 21.00
10.330 0.786 22.95 32.05
10.301 1.685 8.85 10.85
10.380 1.192 9.00 10.50
10.386 879 8.25 10.75
10.387 1.215 8.09 10.78
10.006 1,770 12.30 12.30
10.083 1.062 8.25 13.95
10.538 353 7.50 10.52
10.502 580 8.50 12.00
10.507 303 10.00 13.00
10.565 118 21.01 21.01
10.579 890 9.00 17.00

 

Ability #2 Need #2 Effort #1 Effort #2
10. 582 893 7. 50 18.80
10.610 699 8.50 13.50
10.655 1.280 9.10 13.63
10.675 1.011 9.00 10.10
10.703 916 8.00 13.80
10.760 802 7.32 12.59
10.765 18.583 15.00 19.00
10.767 1.722 10.00 22.00
10.838 622 9.00 26.00
10.861 0.308 9.25 17.27
10.920 1.650 17.50 21.00
10.900 3.362 10.60 10.98
10.978 1.079 11.20 12.51
11.063 1.938 12.31 19.81
11.065 2.301 8.00 15.90
11.076 3.126 9.00 13.70
11.078 909 7.00 19.90
11.098 851 10.00 15.20
11.100 960 8.90 11.90
11.110 3.018 8.00 16.00
11.115 305 7.70 15.00
11.121 1.791 9.00 19.99
11.129 5.998 10.92 19.92
11.161 1.001 8.50 8.50
11.202 372 8.77 15.38
11.210 507 7.50 11.70
11.210 853 9.80 18.70
11.202 1.793 10.60 12.90
11.269 895 9.00 10.09
11.276 893 8.00 11.80
11.021 022 10.00 13.00
11.056 978 8.90 11.90
11.076 020 8.00 16.93
11.098 595 8.00 12.00
11.501 8.950 13.00 20.05
11.552 1.208 13.00 19.00
11.560 290 10.91 10.91
11.562 251 8.00 12.00
11.591 061 7.00 15.00
11.593 1.066 11.50 15.35
11.626 619 7.10 12.00
11.629 583 7.75 10.35
11.650 1.759 12.25 19.75
11.679 1.306 7.75 10.50
11.770 2.610 10.00 11.80
11.775 1.055 7.00 13.00
11.805 2.000 7.79 13.06
11.932 1.162 13.75 16.75
11.980 058 8.50 11.08
12.008 1.355 8.60 13.10
12.100 378 8.75 15.60

 

Ability #2

12.109
12.105
12.106
12.155
12.170
12.197
12.229
12.200
12.336
12.360
12.001
12.028
12.030
12.036
12.072
12.086
12.092
12.500
12.58?
12.605
12.618
12.607
12.726
12.774
12.776
12.790
12.958
13.010
13.029
13.120
13.120
13.320
13.417
13.001
13.518
13.583
13.633
13.792
13.762
13.861
13.929
10.078
10.151
10.172
10.268
10.273
10.298
10.076
10.501
14.532

Need #2

0.528
2.067
333
8.050
1.399
1.307
2.293
1.566
292
6.110
2.195
052
283
677
639
1.070
883
1.668
375
1.962
1.130
026
1.361
19.709
731
1.705
902
880
376
0.509
1.155
1.732
1.055
397
1.307
1.075
2.111
0.692
8.825
101
187
952
1.135
972
2.997
080
3.033
2.909
800
3.703
071

Effort #1

8.90
15.95
8.00
11.50
7.75
9.80
10.95
9000
5-53
9.00
7.90
8.00
7.10
15.50
8.20
11.70
8.50
9.50
8.90
8.50
8.75
8.00

Effort #2

12.90
22.95

8.00
15.00
10.33
18.00
18.00
19.00

5.53
11.77
12.80

8.00
10.70
21.70
12.82
12.70
10.00
18.79

8.90
12.93
11.22
11.80
17.90
10.27
17.28
10.75
11.00
11.60
19.38
19.05
12.00
10.50

9.89
12.58
23.85
10.50
10.51
17.00
23.75
16.70
10.00
13.53
10.89
16.00
17.90
10.00
10.60

9.90
10.00
10.10
11.50

 

Ability #2

10.561
10.603
10.663
10.721
10.703
10.772
15.096
15.110
15.120
15.185
15.208
15.253
15.276
15.290
15.32?
15.503
15.670
15.673
15.738
15.999
16.058
16.116
16.152
16.205
16.318
16.057
17.020
17.131
17.180
17.011
17.051
17.529
17.563
17.800
17.995
18.006
18.009
18.192
18.201
18.591
18.772
18.788
19.133
19.100
19.186
19.085
19.528
19.709
19.790
19.809
20.102

Need #2

912
6.865
1.085
6.867
9.759
1.957
1.019
8.986

12.097
2.357
2.800

11.361

552
1.233
1.433

0.009
1.076
3.895
2.568
1.168
12.609
3.075
10.639
0.608
968
681
5.028
39.376
11.560
20.366
17.700
750
1.106
591
169

20.969

9.019
8.581
253
371
11.105
0.820
1.828
1.318
1.000
1.332
1.666

2.901

Effort #1

9.70
11.86
15.00
11.95
12.35

7.21

7.35

8.00
10.81
12.00
13.50
11.60

7.38

9.50
13.09

7.09
10.00

8.00
10.00
11.00

8.50
12.00

9.20
13.05
11".105

7080
17.18
13.00
10.00
11.92

9.95
10.00

7.00

9.90

7.50
13.00
17.05
13-37

8.90
12.35

7.50

7.20
17.95

9.90

7.00

7.51
10.60
11.09

9076

9.00

9.50

Effort #2

10.21
17.00
23.00
20.75
19.60
12.59

9.10
12.00
23.31
12.00
20.25
10.60
11.35
11.80
17.36

7.09
19.30
11.00
10.00
16.79
13.50
16.50

9.20
17.21
21.95

9.89
17.18
20.27
10.50
17.03
15.95
16.07

9.96
10.90
12.96
13.00
17.05
13.37
13.03
20.95

7.50
12. 70
20.95
13.63
11.10

7051
18.60
16.09
10.60
15.00
10.00

 

Ability #2

20.115
20.932
21.087
21.158
21.500
22.100
22.151
22.186
22.280
23.736
20.201
20.316
25.355
26.532
26.832
27.037
27.378
27.621
30.715
33.022
34.05“
39.093
37.239
37.358
39.157
01.016

Need #2

1455
5.801
27.130
3.110
270
2.278
271
627
2.738
1.332
3. H62
187
512
6.900
210
23.709
0.781

0.785
3.836
1.002
3.77“
3.760
3.669
1.870
2.130

Effort #1

7.77

Effort #2

11.69
17.00
11.96
10.70
10.70
11.50
10.79
10.50
18.61
22.53
18.52
18.10

9.00
12.95
13.75
19.00
18.70
10.00
10.95
10.95
12.68
16.00
10.05
10.00
10.00
18.52

221

 

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111mm