REMOTE STORAGE

PLACE IN RETURN BOX to remove this checkout from your record.
TO AVOID FINES return on or before date due.

DATE DUE DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2/17 208 Blue PORN S/DateDueFormstIZmdd - 99.5

 

AN ANALYSIS OF FACTORS AND CRITERIA RELATED TO THE
ADMISSION OF BORDLRLINE CASES AT MICHIGAN STATE
COLLEGE, FALL QUARTER 1952

By
GAIL FREDERIC FARWELL

A DISSERTATION

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

DOCTOR OF EDUCATION

Department of Guidance and Counselor Training

1954

3.2729‘

ACKNOWLEDGAENTS

The author wishes to express his indebtedness to the
many persons who have aided him in the completion of this
study. He desires especially to express his gratitude to
the chairman of his guidance committee, Dr. Walter F. Johnson,
and to the remaining committee members, Dr. Raymond N. Hatch,
Dr. Cecil V. Millard and Dr. Carl F. Frost for their assistance
in formulating the study, their suggestions during the in-
vestigation and their critical reading of the completed
manuscript. Special gratitude is expressed to Mr. Robert S.
Linton for his constant interest and patient assistance
during the course of this study. Sincere thanks to the staff
members of the Admission's Office and the Record's Office
for their cooperation without which the data for this investi-

gation could not have been assembled. Also, my thanks to

'Dr. Paul Dressel and Dr. Donald L. Grummon for access to the

Counseling Center files.

The writer sincerely appreciates the financial
assistance provided through the appointments to a Graduate
Assistantship in the Department of Guidance and Counselor
Training and to a Graduate Assistantship in the Reading
Improvement Service. Special thanks to Dr. Raymond N. Hatch,
Dr. Byron H. VanRoekel and Dean Clifford E. Erickson for

this privilege.

"5"Wlf')~o

I

UL.) d MJB

111

Finally, full credit shouldfbe given to my parents,
James M. and Edna V. Farwell, for encouragement and in—

spiration in the completion of this study.

iv

Gail Frederic Farwell
candidate for the degree of

Doctor of Education

Final Examination: May 3, 1954, 8:30 A.M., Room 17

Dissertation:

Morrill Hall

An Analysis of Factors and Criteria Related
to the Admission of Borderline Cases at
Michigan State College, Fall Quarter 1952.

Outline of Studies:

Major Subject: Education, Guidance and Counseling
Minor Subject: Education, School Administration
Cognate Area: Industrial Psychology

BiOgraphical Items:

Born, November 15, 1921, Belmont, New York

Undergraduate Studies, Cortland State Teachers College,

Cortland, New Ybrk, 1940-1942, l946—l94?°
Cornell University, Ithaca, New Ybrk, l9AA.

Graduate Studies, Syracuse University, Syracuse, New

Experience:

York, l9u7-l950; Michigan State College,
East Lansing, Michigan, 1951-195“.

Pharmacist's Mate, USNR, 19h2—19h4; Midshipman,
USNRMS, Notre Dame University, Notre Dame,
Indiana, l9h4—l945; Rehabilitation Personnel
Officer, USNR, 19n5-l9h6; Physical Education
Teacher and Coach, Fillmore Central School,
Fillmore, New York, l9h7-l948; Director of
Guidance and Baseball Coach, Herkimer High
School, Herkimer, New York, 1948-1952; Graduate
Assistant, Department of Guidance and Counselor
Training, Michigan State College, 1952—1953;
Graduate Assistant Basic College Improvement
Services, (Reading5 Michigan State College,

1953-1954-

Member of American Personnel and Guidance Association, Phi Delta

Kappa.

-“

AN ANALYSIS OF FACTORS AND CRITERIA RELATED TO THE
ADMISSION OF BORDERLINE CASES AT MICHIGAN STATE

COLLEGE, FALL QUARTER 1952

By
GAIL FREDERIC FARWELL

AN ABSTRACT

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

DOCTOR 0F EDUCATION

Department of Guidance and Counselor Training

1954

Approved

'-v
'\

3 Nu #31150:

GAIL FREDERIC FARRELL ABSTRACT

This study is an investigation of the characteristics
of borderline admissionees and their subsequent academic
success during the first year of college enrollment at M.S.C.
Each year a considerable number of applicants are admitted
to Michigan State College on the basis of a program of indi-
vidual testing and counseling rather than by the criteria
regularly used. Specific purposes included the investiga-
tion of: 1) group similarities and differences that exist
for borderline admissionees, regular admissionees and those
refused admission with respect to personal, family and home,
and secondary school background; 2) the relationship be-
tween common orientation test factors, high school rank and
the recommendation of high school officials, and the cumula~
tive grade-point-average in college for the borderline and
regular admissionees; 3) the relationship between recom-
mendations made by the Michigan State College counselors and
the cumulative GPAs for the borderline admissionees.

Three groups of two-hundred and twenty-eight appli-
cants each were utilized. They were as follows: 1) border-
line admissionees - those applicants admitted on the basis

of an individual testing and counseling program; 2) regular

.“_ kl».—

_\""‘

2
GAIL FREDERIC FARWELL ABSTRACT

admissionees - those applicants admitted on the basis of the
usual criteria of high school record and recommendation; and
3) the refusals - those applicants not granted admission to
Michigan State College.

Correlations were computed for the borderline and
regular admissionees to ascertain the relationship between
selected criteria and the respective cumulative grade—point-
averages for the three terms of the freshman year. Percent-
age tables were assembled showing the frequency of each
application factor for each of the three samples. An analy-
sis was made and a report rendered of the similarities and
differences.

The major findings emphasized the group similarities
with respect to application blank information with the ex-
ception of high school academic achievement. At the same
time, a wide range of differences was found for individual
applicants in all three groups. The obtained correlations
between derived scores of the orientation tests and the
cumulative GPAs for the regular sample ranged between .AS
and .50. These are similar to those found by other inVestigators.
However, an increasing relationship was found with cumula-
tive GPAs for successive school terms. High school rank and

cumulative GPAs in college revealed similar average r's.

 

Iv ell“

 

3
GAIL FREDERIC FARWELL ABSTRACT

Correlations of .20 to .30 were obtained for the borderline
sample when considering the same factors.

Correlations between high school recommendations and
cumulative GPAs for both samples ranged between .12 and .26.
When percentage tables were established, as to predictability
of the applicant meeting the minimum passing standard of
2.00, the value of the recommendations was somewhat more
favorable. The M.S.C. counselor recommendations for the
borderline admissionees correlated .33 with the first term
GPA, and .58 with the 2nd and 3rd term cumulative GPAs.

This would appear to justify a continuation of this program
of admissions for this type of applicant.

The high school recommendations were incomplete or
cursory in more than seventy percent of the applications.
When both secondary school and college officials believe
recommendations are of real importance, a more serious
approach and a more complete exchange of information appears

to be dictated.

H"

- n
U...s

TABLE OF CONTENTS

CHAPTER
I. INTRODUCTION AND STATEMENT OF THE PROBLEM.. ........

The Problem. . . . . . . . . . . . . . .
Statement of the problem. . . . . . . . . .
The problem of this study. . . . . . . . . .
Importance of the problem. . . . . . . . . .
Limitations of the study. . . . . . . .

Definition of Terms. . . . . . . . . . . . . . .

The Admissions Function. . . . . . . . . . . . .

The Plan of the Thesis. . . . . . . . . . . .

II. REVIEW OF LITERATURE ON ADMISSIONS STUDIES

AND TESTING PROCEDURES. . . . . . . . . . . . .

Literature on College Requirements and
Admissions Policies. . . . . . .

Literature Concerning the Factors of Prediction
in Education and the Reliability of
Instructors' Grades. . . . . . . .

Scholastic Aptitude Tests as Predictors of
College Success. . . . . . . . . . . . . .

High School Rank or Transcript as Predictors
of College Success. . . . . . . . . . . . .

Achievement Tests as Predictors. . . . . . . . .

vi

CHAPTER Page
Combination of factors for general
scholastic prediction and the selection
of college admissionees. . . . . . . . . #3
Summary of Review of Literature. . . . . . . . #5
III. REVIEW OF THE BASIC ADIISSIONS PROCEDURE AT
MICHIGAN STATE COLLEGE. . . . . . . . . . . . . #6
IV. THE DESCRIPTION OF THE SAMPLES; THE PROCEDURES
USED COLLECTING, ORGANIZING AND TABULATING
THE DATA; AND THE TECHNIQUES ‘NPLOYED IN
ANALYZING THEE. . . . . . . . . . . . . . . . . 55
The Samples. . . . . . . . . . . . . . . . . . . 56
The Procedures used Collecting, Organizing, and
Tabulating the Data. . . . . . . . . . . . . 60
Techniques of Analysis. . . . . . . . . . . . . 68
Summary of Chapter IV. . . . . . . . . . . . . 71
V. COMPARATIVE ANALYSIS OF APPLICATION DATA AND
TEST SCORES. . . . . . . . . . . . . . . . . 72
Description of Personal Information. . . . . . 73
Description of Secondary School Data. . . . . . 82
Description of Course Patterns, Use of Rating
Scales, and Activities. . . . . . . . . . . 95
Description of the Comparison of Orientation

Test Results. . . . . . . . . . . . . . . 10h

vii

CHAPTER Page
Description of Candidates Selection of
School. . . . . . . . . . . . . . . . . . 110
Summary of Chapter V. . . . . . . . . . . . . 112
VI. THE RELATIONSHIP BETWEEN SELECTED CRITERIA AND
SCHOLASTIC SUCCESS FOR REGULAR AND
BORDERLINE ADMISSIONEES. . . . . . . . . . . . 115
A Study of the Orientation Test Factors. . . . 116
A Study of the Predictive Value of other
Selective Factors. . . . . . . . . . . . . 13#
Summary of Chapter VI. . . . . . . . . . . . . 153
VII. CONCLUSIONS AND RECOMMENDATIONS. . . . . . . . . 157
Summary. . . . . . . . . . . . . . . . . . . . 157
Methodology. . . . . . . . . . . . . . . . . . 161
Findings. . . . . . . . . . . . . . . . . . . 163
Conclusions and Implications for Further
Research. . . . . . . . . . . . . . . . . 169
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . 175
APPENDIX. . . . . . . . . . . . . . . . . . . . . . . 185

LIST OF TABLES

TABLE Page
I. Zero Order Correlations Coefficients Showing
Relationship Between Academic Aptitude Tests
and College Success. . . . . . . . . . . .'. . . 38
II. Studies Correlating High School Scholarship
Average with College Scholarship Average. . . . 41
III. Summary Data on Personal Information Requested
of the Applicants. . . . . . . . . . . . . . . . . 74
IV. Summary Data on Secondary School Information. . . . 84
V. Summary of Data with Respect to High School
Recommendations and Estimates of College Success.. 89
VI. Comparison of the Frequency of Various Study Areas
in the Subject Patterns of the Applicants. . . . . 98
VII. Frequency of Response for Best Liked Subject. . . . 101
VIII. Frequency and Distribution of Extra-Curricular
Activities for the Three Sample Groups. . . . . . 103
IX. Summary Percentagewise of Applicants of the T & C
Sample and the Regular Sample with ReSpect to
Orientation Test Results Reported in Derived
Scores. . .'. . . . . . . . . . . . . . . . . . . 105
X. Enrollment by School for Each of the Three Sample

Groups. . . . . . . . . . . . . . . . . . . . . . 110

TABLE

XI.

XII.

XIII.

XIV.

XV.

XVI.

XVIIa.

XVIIb.

XVIIIa.

ix

Page

Correlations Between A.C.E. Derived “Q" Scores

and Cumulative Grade-point-averages. . . . . . . . 118
Correlations Between A.C.E. Derived "L" Scores

and Cumulative Grade-point-averages. . . . . . . . 120
Correlations Between A.C.E. Derived Total Scores

and Cumulative Grade—point-averages. . . . . . . . 123
Correlations Between Michigan State College Test

of English Usage Derived Scores and Cumulative

Grade-point-averages. . . . . . . . . . . . . . . .126
Correlations Between Michigan State College

Arithmetic Proficiency Test Derived Scores and

Cumulative Grade-point—averages. . . . . . . . . 129
Correlations Between the Total Derived Scores of

the Michigan State College Reading Test and

Cumulative Grade—point-averages. . . . . . . . . 131
Correlations Between the High School Rank and

Cumulative Grade-point-averages. . . . . . . . . . 136
Percentage Relationship for T & C and Regular

Samples Between Cumulative Grade-point-averages

and High School Rank. . . . . . . . . . . . . . . 138
Correlations Between the High School Recommendation

and Cumulative Grade-point—averages. . . . . . . . 141

TABLE

XVIIIb.

XIXa.

XIXb.

Page

Percentage Relationship for T & C and Regular

Samples Between Cumulative Grade-point-averages

and High School Recommendations. . . . . . . . . 143
Correlations Between the M.S.C. Counselor

Recommendations and Cumulative Grade-point-

averages. . . . . . . . . . . . . . . . . . . . 148
Percentage Relationship for the T & C Sample

Between Cumulative Grade-point-averages and

M.S.C. Counselor Recommendations. . . . . . . . 150
Correlations Between Previous M.S.C. Cumulative

Grade-point—averages and Subsequent M.S.C.

Cumulative Grade-point-averages. . . . . . . . . 152

CHAPTER I
INTRODUCTION AND STATEMENT OF THE PROBLEM

This study dealt with a description and analysis of
borderline cases for admission at Michigan State College by
comparing three similar siZed groups in the class entering
in 1952. Those individuals comprising the major group
studied were classified as borderline admissionees. One of
the comparative groups was admitted under the standard pro-
cedure of admissions employed at Michigan State College; the

second comparative group of candidates was not admitted.
I. THE PROBLEM

Statement 9; Egg problem. College admissions policy,
referred to generally as college admissions, long has been
of paramount importance to administrators, personnel workers
and teachers. An institution's life-blood is concentrated
in its student body. The selection of this student body
directly affects the reputation of an institution academi-
cally and socially. A state supported institution, such as
Michigan State College, gains its financial support from
public funds and thus has a definite service function to

Perform relative to the population of the State.

Federal legislators long ago recognized that it was
desirable to assist the general pOpulation in their quest of
knowledge in light of their aptitudes and needs. This re-
sulted in the establishment of Land Grant Colleges. Michigan
State College is also the Land Grant College for Michigan.
The Land Grant Colleges are the result of the Merrill Act
which provided that the proceeds from the sale of lands
granted under the act were to be used for the endowment, sup-
port, and maintenance of at least one college in each state
and territory where the leading object should be, without
excluding other scientific or classical studies, to teach
such branches of learning as are related to agriculture and
mechanic arts, in order to promote the liberal and practical
education of the industrial classes in the several pursuits
and professions of life.

College admission authorities are interested in select-
ing deserving and desirable applicants for admission to the
institution. To meet its obligations to the applicant, to
the college, and to society, a college establishes certain
admission procedures for the selection of candidates.

Fine (30) in summarizing information gathered from hundreds
of institutions found that college admissions authorities

seek a number of specific characteristics and qualifications

which tend to reveal the candidate's make-up, aptitude, and
promise of collegiate success. Colleges want students who
have a good health record and are in good physical condition.
Colleges want students who have the ability to c00perate with
other students and faculty members. Colleges want students
who know how to study and who possess a serious attitude
toward college work. Colleges seek students who are emo-
tionally mature. Specifically, he found that colleges seek
students who have good character. In order to obtain this
information, colleges rely largely on the recommendation
either of the high school principal or of the teachers.

-At Michigan State College the philosOphy prevails in
the Admissions Office that the institution assumes the
obligation to do everything in its power to enable a student
to graduate who has been admitted, providing the student puts
forth the amount of effort that can be expected of him.

The administrative policy, the admissions policy, the func-
tion of personnel workers and the efforts of the instructional
staff are dedicated to this ultimate goal. The best method

of selection at the disposal of the admissions office should
be utilized to meet this obligation.

The problem 9§_this study. Each year a sizable group

of applicants receive acceptance as candidates on the basis

of an individual testing and counseling procedure. This
study was concerned with the factors considered in the.
analyzation of the candidates' qualifications and to compare
that with his college success during his first year of atten-
dance at Michigan State College. Was this program of
admissions justified? To evaluate such an admissions pro—
cedure it was desirable to compare these applicants with
applicants who did not gain admission and with applicants

who were admitted via procedures other than individual test—
ing and counseling.

The present investigation has a two-fold purpose:
first, to ascertain individual and group characteristics and
trends that appear in the three groups as gathered from the
application blank exactly as it was received in the admissions
office; and second, to follow-up the testing and counseling
admissionees and the regular admissionees to ascertain dif-
ferences and similarities in respect to their accomplishments
for one academic year of three terms.

More specifically, this research was an attempt to
determine:

1. The usefulness of the data given on the college
application blank in the selection of candidates for Michigan
State College.

2. The differences that exist with respect to the
information requested on the application blank among testing
and counseling admissionees, regular admissionees and refusals.

3. The relationship between American Council on
Education Psychological Examination (ACE) derived scores of
the two admissionee groups and the first term grade-point-
averages obtained at Michigan State College.

h. The relationship between ACE derived scores of
the two admissionee groups and the cumulative second term
grade-point-averages.

5. The relationship between ACE derived scores of the
two admissionee groups and the cumulative third term grade-
point-averages.

6. The relationship between MSC English Usage Test~
derived scores and cumulative MSG grade-point-averages of the
two admissionee groups for the three terms of the freshman
year.

7. The relationship between MSC Arithmetic Proficiency
Test derived scores and cumulative MSC grade-point—averages
of the two admissionee groups for the three terms of the
freshman year.

8. The relationship between use Reading Test derived
scores and cumulative MSG grade-point-averages of the two

admissionee groups for the three terms of the freshman year.

9. The relationship between High School Class Rank
and cumulative MSC grade-point—averages of the two admissionee
groups for the three terms of the freshman year.

10. The relationship between the high school recom-
mendation and cumulative MSG grade-point-averages of the two
admissionee groups for the three terms of the freshman year.

11. The relationship between the Michigan State College
Counselor recommendations for the testing and counseling
admissionees and cumulative MSG grade—point-averages for the
three terms of the freshman year.

12. The relationship between the previous cumulative
grade-point-averages and the subsequent cumulative grade-
point-averages of the two admissionee groups.

13. The differences that exist between the two admis-
sionee groups with reapect to action of personnel groups -
Specifically the Counseling Center and the Office of the Dean
of the Basic College.

Importance 2;,§h§_229§;§g, Each year the admissions
office encounters the problem of selecting the entering stu-
dent body. This must be done in light of many factors - in-
stitutional objectives and philOSOphy, institutional capacity
for handling a specified enrollment, selection of in-state

and.out-state students, selection of those with the capacity

to succeed in the particular educational institution and in

an appropriate major area of study, reduction of the mortal-
ity rate, and a policy of fairness and equal opportunity to

each applicant.

There are many current trends which make the selection
process increasingly complex and difficult. The demand for
college trained personnel has been on the increase. An
increasingly larger number graduate from high school each
year and consequently there has been a larger number of appli-
cants seeking admission to institutions of higher learning.
Young men face the problem of serving in the Armed Forces of
the United States for a certain period of time. Deferment
from this service has been on the basis of his accomplishment
in his college program and his ability to pass an examination
administered by the Selective Service. It should also be
recognized that, after military service, young men returning
to college have the Opportunity to continue their education
under the provisions of the G.I. Bill of Rights. The college
student must maintain a C average (2.0) in the Basic College
in order to be admitted to an Upper School of Michigan State
College. The admissions function has been regarded as an
intimate part of the over-all personnel function. Increas-
ingly, institutions of higher learning are considering their

function as that of all-around develOpment of the individual -

socially, emotionally, physically and academically - rather
than the old-line thinking which concentrated solely on the
academic development of the student. All of these things
add to the complexity of the admissions officer's task.

The personnel of high schools (public, parochial and
preparatory) also are vitally concerned with the problems
of college admissions. The high school assumes the task of
preparing the candidate so that he may meet the requirements
of college candidacy adequately. Through the mutual under-
standing and exchange of information the prOgrams of the
high school and institution of higher learning can be more
closely integrated. The personnel and instructional tech-
niques of both levels of education then can be improved
advantageously with respect to public funds, adjustment of
the candidate and efficient operation of all phases of the
Program.

There was a considerable amount of available informa-
tion and research on various selective techniques, on predic-
tive studies relative to successful completion of a college
Pragram, and on work adjustment in relation to academic
backgrounds.

The present investigator found that there was a dearth

of‘research which analyzed the differences and similarities

between the two levels of admissionees as defined in this in-
vestigation. This research was undertaken to ascertain the
differences and similarities between these groups, to follow-
up on their academic achievement and to justify the contin-
uance of a program of individual admissions through testing
and counseling for the applicant that was deemed a decided
risk.

It is important to know more about admissionees to
facilitate:

l. PrOper selection of all candidates for Michigan
State College.

2. Verification of the adequacy of application forms
and procedures used.

3. Improvement of the personnel services.

4. The reduction of the mortality rate.

Lgmitations g; the studg. The following limitations
are inherent in this study and the value of its findings are
restricted, accordingly.

1. The gathering of data from the application blank
of the candidate was subject to the usual fallacies inherent
in a subjective approach of giving the information requested.
It must be assumed that the candidate and the high school
authorities have given the most objective information

avail able 0

10

2. The admissionees studied are those applying at
Michigan State College. Thus the findings are more appli-
cable at this institution than in any other college. To be
more complete, it would have been desirable to obtain sam-
ples from many public institutions if the findings were to
have national scope or to obtain samples from other publicly
supported institutions in the State of Michigan if state-wide
scope is to be applied.

3. It has been generally assumed that college aca-
demic success can be measured in terms of the college-grade—
pointnaverage. This grade—point-average results from in-
structors' grades and became subject to the known lack of
objectivity in the granting of grades. A student, however,
graduates or advances to the Upper School on the basis of
this grade-point-average.

h. The complete group of admissionees (228) accepted
on the basis of testing and counseling was utilized. Only
random samplings of the same number (228) are utilized in
the group of refusals and the group of regular admissionees.
The possibilities of errors inherent in the random selection
process therefore enter into the results obtained.

5. The followeup of the two groups admitted was
limited to one academic year.

6. No attempt was made to determine what happened to
the refusals, or what happened to candidates who were not

enrolled during the second and third terms or who were

dropped by the Dean of the Basic College or the Dean of Students.

11

II. DEFINITION OF TERMS

Borderline Admissggneeg. Those candidates admitted
on the basis of individual testing and counseling. Here-
after, the terms borderline or T g C admissionees will be

utilized to denote this group.

Regular Admissionees. Those candidates admitted on
the basis of information given on the application blank
wmich was completed by the candidate and the high school

authorities.

Refusals. Those candidates refused admission on the
basis of information given on the application blank which
was completed by the candidate and the high school authori-
ties, and in some cases additional information from the

individual testing and counseling procedure.

Egg American Council Psychologica; Examinatigg, The
American Council on Education Psychological Examination for
College Freshman is one of the most commonly used tests of
general academic aptitude. It is a member of a series of
examinations of like content that have been designed for
measuring aptitude at the college level. This was the aca-
demic aptitude test used in this study. The test gives

three scores: a) Q—Score: Measures abilities involved in

12

quantitative thinking. Probably most significant in measur—

ing abilities in scientific and technical curricula. b) L-
Score: Measures linguistic abilities. Probably most significant
for language, literature, social studies, etc. c) Total

Score: .Sum of Q and L scores. A measure of general college
ability. The abbreviation, ACE, will refer to this examin-

ation.

Th; Michigan State College Reading Test. The M.S.C.
Reading Test is a measure prepared, used, and validated by
the M.S.C. Board of Examiners for ascertaining general read-
ing ability. This was the reading measure utilized in this
study. The test furnishes three scores: a) Vocabulary (V):
A measure of general reading (recognition) vocabulary.

b) Comprehension (C): A measure of reading comprehension.
c) Total Score: A measure of general reading ability. The

abbreviation, MSCRT, will refer to this measure.

Te

OJ

t gprnglish Usage. The M.S.C. Test of English

 

Usage is a measure designed to test the capabilities of the
Student in basic English skills. It was assembled and vali-
dated by the Communications Skills Department and the Board
of Examiners of Michigan State College. This was the English
Language measure utilized in this study. This test furnishes
a Total Score (E): A measure of proficiency in grammar and
expression. The abbreviation, MSCTEU, will refer to this

measure .

13

__ithmetic Proficiency Test. The M.S.C. Arithmetic
Proficiency Test was constructed by the Arithmetic Improve-
ment Service and the Board of Examiners of Michigan State
College and has been locally validated. It is a measure of
capabilities to handle basic mathematical concepts. This
was the mathematical measure utilized in this study. This
test furnishes a Total score (A): A measure of proficiency
in arithmetic. The abbreviation, ESCAPT, will refer to this

measure.

Egrived Scores. Each of the above four tests are
reported in terms of Derived Scores. Derived scores are
based upon a standard ten point scale ranging from 1 (the
lowest) to 10 (the highest). The scale reduces the percent
of students in the extremes and increases the percent in
the middle of the scale. Note that under this system extreme
scores become much more significant in indicating superior
or inferior ability. The Derived Score Distribution for
Tests, Fall 1952, as established by the Michigan state College
Board of Examiners was utilized in this study and the terms,
Derived Scores, will refer to these standard scores. It
will be noted from this definition that these are not decile

scores.

14

ande-point-averages. The abbreviation, GPA, refers
to the grade-point—average of the individuals in all of
their college courses taken at Michigan State College. The
Michigan State College marking system employs a point system
ranging from 0.00 to h.00 with the following point values
for letter grades: D — 1.0; C - 2.0; B - 3.0; and A - h.0.
Some students have a few transfer credits. These credits

and marks are not included in the GPA reported in this study.
III. THE ADMISSIONS FUNCTION

It would appear appropriate to review briefly the
Iple the admissions office and the admissions officer plays
in selecting prospective students for an institution. The
scope of the problems faced by the admissions office seems
to be of great magnitude.

The contribution of the admissions officers or regis-
trars to the work of an institution should be conceived more
broadly than the guardian of academic standards and records.
Little (58) conceives the registrar's office as the place in
which records and record systems are developed, maintained,
and safeguarded. This office is able to plan its records and
procedures so as to provide essential student information to
other offices without too much duplication of effort. The

personnel records may be planned to provide a useful flow of

15

information beginning when the student becomes an applicant
and continuing until he becomes an alumnus. An integrated
counseling program is possible which starts with the initial
orientation of new students and continues to the placement
of graduates, and keeping records of alumni achievements.
The office of the registrar is closely tied in with the top
administrative council of the institution. Enrollment trends
and statistics and knowledge of student activities and
achievements are vital to many administrative decisions. If
the admissions office is a vital part of the personnel pro-
gram, the chief student personnel officer is well prepared
to present such matters and to represent students in matters
which concern their welfare.

Basic to the function of any office or institution is
a policy of human relations. Admissions is a public relations
Job which deals with the student, parents, high school prin-
cipals, high school counselors, the high school program, the
alumni and others. Danner (23) in an expression of Opinion
emphasized that institutions should gear their admissions
policies to their objectives. Therefore, when a student is
admitted to an institution, there should be reasonable assur~
ance that he will succeed provided there is proper application

of time and talents. To this end, it is necessary for the.

l6

Admissions Officer to have before him, in addition to the
high school grades, results on certain tests and other per-
tinent information about the student's weaknesses and strong
points. It is a part of good admissions to determine whether
or not a student's previous background is appropriate for
the particular objective or curriculum he wishes to pursue.
All too frequently a registrar or admissions officer
has been viewed as the keeper of records, with these records
viewed only in the concept of impersonal statistics. How-
ever, McVey and Hughes (64) viewed these records as contain-
ing the story of what actually is happening in the field of
higher education; therefore, constant, intensive attention
must be given to the data in the registrar's office so that
the personnel will know the means and the ends. Many times
it has been said that anyone can get into college, but these
people do not understand the responsibilities and obligations
which are entailed when an applicant is accepted for admis-
sion. Little (58) emphasized this fact when he viewed the
central function of a registrar's office as interpretation.
This involves the interpretation of the institution to pro-
spective students and their parents, pointing out the insti-
tution's opportunities and requirements. In turn, inter-
pretation of the students to the institution, pointing out

their special interests, capacities and needs is a desirable

17

action. This office is in an advantageous spot to interpret
to the faculty student progress and achievement, or the lack
of it, pointing out areas for study of curricular, marking,
and admissions practices.

Admissions has long been of concern to both the second-
ary school and the college. Rosenlof (82) stated at a
national meeting of registrars in 1951 that the North Central
Association of Colleges and Secondary Schools came into
being in 1865 for the express purpose of integrating second-
ary and college education. It was hoped that there might
be built a closer, more compact relationship between the
secondary school and the college.

Rosenlof (82) elaborated considerably on the complete
change in the relationship of student bodies. In 1865, he
pointed out, integration was important because the secondary
school at that time was a very selective type of institution,
whereas in 1952 it is very important because the secondary
school is no longer a selective institution.

He further indicates that in 1865 the secondary
school was selective because nearly one hundred percent of
its graduates went on to college and, hence it was thought
there had to be a coordination of effort and a correlation
of activity. In 1952, according to the statistics, twenty
five to thirty percent of the graduates of the high schools

go to college.

18

Currently many institutions are in a quandary as to
what to do about the future enrollment which is being pre-
dicted. Are there implications for admissions policies?
Michigan State College is a public institution and has a
responsibility to the citizens of the state. This institu-
tion follows certain policies on admitting prospective
candidates. Are these policies the best possible? This
(nestion can be answered only by continually evaluating
procedures. Little (58) summarized by emphasizing that the
main Job of the registrar was to keep abreast of education
and its deveIOpments; to conduct research upon the student
personnel data which he has; and to interpret this research
through conference, discussion, and publication.

Administrations of colleges in considering enrollment
must review past enrollments and ascertain future population
trends. In reporting on enrollment for 1951 Badger (5)
noted that enrollment information was gathered from 1,859
institutions. These institutions range in size from h5,186
students in one to only two in another. Institutions under
public control as a rule are larger than those under private
control. The median and quartiles 1 and 3 for publicly con-
trolled institutions were proportionately much larger than
those for institutions under private control. There is
every indication that enrollments in the next decade will be

on a decided increase. This is of particular importance to

19

Michigan State College because its enrollment of approximately.
14,000 makes it one of the larger publicly controlled colleges
in the country. The admissions problem becomes quite complex
in these public institutions.

To adequately serve the pepulation, the criteria for
admitting and refusing applicants must be kept under careful
scrutiny, and this information used in relation to the capa-
city of the institution to provide instructional facilities.
This research centers in the registrar's office. Little (58)
believes that this office needs to be continuously at work
to deve10p improved counseling, information and procedures
based on research. This information should currently inter-
pret the institution and its courses and requirements to the
prospective students, reduce the academic casualty rate for
the attending students, improve educational and occupational
counseling, and increase satisfactory Job placement.

If borderline cases are to receive the best considera-
tion, all possible information should be obtained and evalu-
ated so that the advisability or inadvisability of college
admission will offer the most logical action for the candidate
and the school. Rosenlof (82) emphasized this when he stated
'.....we must get down to the business of research in the
field of admissions requirements and work out a satisfactory

Solution if we are to establish any kind of right relationships

20

between institutions at the secondary level and institutions
at the collegiate level, the combination of which will result
in a more effective, decent program of education for youth

in these troublesome times in which we are living."
IV. THE PLAN OF THE THESIS

This first chapter has introduced the problem, the
limitations of the study, the definition of terms, the
admissions function.

Chapter II - Review of Literature on Admissions

Studies and Testing Procedures. 0

Chapter III - Review of Basic Admissions Procedure
at Michigan State College.

Chapter IV - The Description of the Sample, The
Procedures Used Collecting, Organizing
and Tabulating the Data, and the
Techniques employed in Analyzing Them.

Chapter V - Comparative Analysis of the Applica-
tion Data and Test Scores.

Chapter VI - Presentation of the Findings Showing
the Relationship Between Selected
Criteria and Scholastic Success for
Regular and T & C Admissionees.

Chapter VII - Conclusions and Recommendations.

CHAPTER II

REVIEW OF LITERATURE ON ADMISSIONS STUDIES
AND TESTING PROCEDURES

Certain aspects of this study dictate the review of
literature that is preSented in this chapter. To gain in-
sight into the basic problem of this study, it appears
pertinent that one should consider the thinking of person-
nel actively engaged in the problem of admissions. Not
only are admissions officers involved, but high school
principals and counselors, college counselors and college
administrators are included.

The program of admissions on an individual testing
and counseling basis herein examined dictates that one con-
sider pertinent literature with respect to prediction of
success in college. The criteria used for selection and
for evaluating success in college are grades. Thus, the
literature concerning grades given by instructors was ex-
amined because class rank and grade-pcint-averages are
dependent on this factor.

The amount of literature present that refers to pre-
diction in education is voluminous and to review the complete

field would require a considerable amount of time and space.

There have been many periodic reviews of the literature on
prediction (Segal (88), Durflinger (28), Borow (11), Johnson (50),
Cosand (l9), Garrett (36), Douglas (27) ) which bring to-

gether the facts in many of the pertinent researches and
summarize the findings which make a complete review unneces-

sary.

I. LITERATURE ON COLLEGE REQUIREMENTS

AND ADMISSION POLICIES

Vigorous selective processes begin to operate before
the end of secondary school and become openly recognized and
competitive by the beginning of college. Those who are to
attend institutions of higher learning must be selected.
Since this is a critical decision both from the standpoint
of the individual and of society, every effort should be
directed toward improving selection procedures.

Much has been written in the field of improving ad-
mission procedures. However, in this investigator's research
most of the materials covered gave no indication of the re-
search basis for making the statement. It was apparent that
these writings have considerable influence on both secondary
and higher levels of education. A brief summary of some of

this literature will be included.

’)
c.

Rosenlof (81), Segal (89), Tyler (95), and Prator (76)
all emphasize the responsibility that admissions officers
have to secondary school relations and to society in general.
In looking to an improvement in admissions procedure, there
is involved an adequate and understanding appreciation of
the philosophy of higher education, and the purpose and
function of the institution that is respresented. -There is
involved a complete understanding and knowledge of the
youth admitted to an institution to insure, as far as pos—
sible, their adjustment to all phases of college life.

There must exist on the part of admissions officers a com-
prehensive understanding of the needs of society so that
those with college training are able to meet the needs and
demands of that society. They should be of such caliber

as to qualify for positions of leadership in the activities
of human affairs.

There are many different types of institutions of
higher education and many different types of people needed
in our society. White (103), Vaughan (97), and Nelson (6?)
point out that not every college should seek the same type
of student; neither should all colleges use the same techni-
ques in admitting students. Each policy-making body of an
institution should consider all of the possible reasons

‘which bring students to their school and attempt to clarify

24

their college objectives so that the college program may be
adapted to the needs and interests of the students who are
admitted. No single plan for admission can be adequate.
Fine (30) in summarizing findings from some #50
institutions of higher learning with respect to underlying
policies that govern admissions practices used one word -
"democratic“. He then presented nine points: ”1) The
colleges and universities have a democratic philos0phy on
the question of who should go to college. 2) Emphasis is
placed on the scholastically intelligent student although
consideration is given to the non-scholastic type of indivi-
dual who has other qualifications., 3) The public institu-
tions are more liberal in their interprets ion of the
principles underlying admissions practices than are the
private or church-dominated colleges. #) Mbre than half
the colleges in the country stress high school records,
character references, and personal interviews as bases for
admission. 5) Many use 'ability to 60 college work' as
their basic test. 6) Public colleges have to admit all in
their state or region; city colleges, theoretically, all in
their own community. 7) The colleges concede there is no
infallible method of selecting the best students, and are con-
stantly striving to develOp and refine their admissions prac-

tices. 8) Religion institutions place great stress on the

25

character of the individual. They frequently emphasize
'deveIOping Christian character' in the broader sense.

9) Admissions policies are geared to the size of the in-
stitution, and inadequate facilities mean that fewer students
can be admitted.”

At the outset of the founding of American colleges
there were Very rigid requirements established for gaining
admission. A certain number of required units and courses
were demanded. Fine (30) found that the same situation con-
tinues to exist in most cases. He found that the statement
that colleges are more concerned with general high school
achievement than with specific subjects does not hold up
under careful analysis; most colleges still require the fif-
teen Carnegie units of high school work. Moreover, these
fifteen units are expected to cover certain specified areas.
While it is true that the colleges do not insist upon indi-
vidual courses, they do stipulate the particular fields of
study. For the most part, colleges require work in these
five areas: mathematics, English, foreign languages,
natural sciences, and social sciences. Beyond that, most
institutions demand as a minimum these specific courses:
four years of English, one year of algebra, one year of
plane geometry, two years of a foreign language, one year
of a science, and one year in the field of history, civics,

or social studies. That provides for ten of the fifteen

26

required units. The other five come from the academic fields
mentioned, although some institutions have liberalized their
requirements to permit the substitution of one or two non-
academic courses for the college preparatory subjects.

In contradiction to the above findings, the Eight-
Year—Study of the Progressive Education Association as sum-
marized by Aiken (3) demonstrated that students admitted to
college from the experimental schools on the basis of the
secondary school recommendation, and without regard to the
pattern of subjects taken, achieve as high a level, and in
some cases slightly higher, than their counterparts whose
preparation was in the old program. It was further concluded
that the assumption that preparation for the liberal arts
college depended upon the study of certain prescribed sub-
Jects in the secondary school is no longer tenable. The
conclusion must be drawn, therefore, that the assumption upon
which school and college relations have been based in the
past must be abandoned. To move ahead, schools must have
encouragement from colleges. To give that encouragement
colleges must modify present admissions policies. Another
major implication of the results of the Eight-Year-Study was
that secondary schools can be trusted with a greater measure

of freedom than college requirements now permit.

27

There have been two good examples of the relaxing of
rigid entrance requirements in the mid-west, The Michigan
College-Secondary School Agreement and the Illinois Committee
Report entitled, “New College Admissions Requirements Recom—
mended“. These two programs are viewed important enough to
warrant the following quotation from the Illinois Report (#8).

Guiding Principles: As a basis for developing pro—
posals for solving the problem, certain principles were
agreed upon regarding the respective reSponsibilities
of the secondary school and the college. These were:

1) The American public high school has the responsibil-
ity to deVelOp and administer an educational program
which will provide for the education of all youth, in-
cluding both those who go on to college and those who

do not.

2) With limited resources, the high school's first re-
sponsibility is to provide education of general value

to all its students, rather than to provide for the
specialized needs of part of the student body when the
latter effort is taken at the expense of a good pro-
gram of general education.

3) The colleges and universities bear the reaponsibility
of continuing the general education of high school
graduates and of providing for various Specialized needs
a propriate for post high school instruction.

h? Since the high school carries the responsibility
for educating all youth, it, and not the college and
university, has the reSponsibility of specifying the
content of the high school curriculum. The colleges

and universities have an interest in obtaining competent
students from the high schools, and the high schools
need to consider the development of competent students
as one of their functions.

5) The high school has the responsibility of providing
colleges and universities with information about the
students and in doing so, enabling these institutions

to select prospective students wisely.

Recommendations: In the light of these principles,
it is recommended that the colleges adopt admissions
policies which do not specify the courses the students
are to take in high school, but specify the kinds of
competence to be required of entering students. There

28

has been extensive research on the kinds of competence
which are good predictors of college success. The
following five criteria can be used by a college or
university to provide the best prediction of the
probable success of the student in college work: 1)
Score on a scholastic aptitude test; 2) Score on a
test of critical reading; 3) Score on a test of
writing skill; 4) Score on a simple mathematical
test; 5) Evidence that the student has an intellectual
interest and some effective study habits as shown by
his having taken at least two years of work in one
field in high school in which his grades were better
than average.

It is recommended that the foregoing criteria be
used for admission to general college work in place
of any other set of entrance requirements. For spe—
cialized curriculums which begin in the freshman year
in college like engineering, certain specified com—
petencies on the part of high school graduates may
be required, such as competence in mathematics for
engineering. For such cases, the Committee recommends
the adoption of the following paragraph.

Secondary schools are urged to provide means for
high school students to acquire prior to graduation
the competencies demanded for successful work in
specialized programs in institutions of higher learning,
such competencies to be determined on the basis of
standardized tests rather than on the basis of passing
specified courses.

The purpose of the last recommendation is to urge
provision in high schools for specialized work really
basic to college specialization. The committee recog-
nizes that smaller high schools will not always be able
to provide a sufficient variety of specialized courses
to meet the needs for special programs of all its
graduates. In such cases, the colleges are urged to
make provisions for the basic specialized work with as
little handicap to the student as possible.

Such a program as outlined above places a great re-
8Ponsibility on secondary schools and colleges to provide

adequate and professionally competent personnel services.

Crawford (21), Cowley (20), Donovan (26), Peterson (7k),

and Rosenlof (81) emphasize this when implying that the pro-
cess of admissions is not one of getting students and then
forgetting them, but rather of counSeling wisely with stu-
dents seeking admission, to the end that they may be directed
more intelligently toward their future success in the in-
stitution they seek to enter. The zdmissions responsibility
is one of following through on the student to the end that
we may contribute to his successes. While discussing the
Michigan Secondary School~College Agreement plan, Carter (17)
points out that the college agrees to disregard the pattern
of high school work provided students are recommended as
able students who are capable of doing work in a college or
university. High schools should, of course, make courses
available, such as methematics, for those entering technical,
industrial, or professional curricula. The high school also
assumes reaponsibility for building a personal file for

each student which includes test results, anecdotal records,
personality inventories, and achievement samples that will_
be summarized for the college to which the student applies.
There must also be a basic curriculum study and evaluation
program. Former students must be followed up systematically
and a continuous program of vocational and educational infor-

mation and orientation must be evolved.

30

One of the more recent reviews of the literature on
admissions criteria has been conducted by Cosand (19). He
was most emphatic when he said, ”If the colleges are to
serve society as true educational leaders, and thus meet
the demands society places upon them, we must be certain
that there is a belief in flexibility, and a mature con-
sideration of the individual differences of those students
desiring admission.“ Further analysis of this review
caused one to believe that if the admissions officer can
adopt the vieWpoint that the entrance requirements ordinar—
ily are neither a line of demarcation nor an average of
acceptance, but rather a point of view from which the ad-
missions officer looks at any application, he may then be
both objective and flexible in his Judgments.

Segal (88), Fine (30), and Cosand (l9) conclude that
the main categories of admission methods are as follows: '
1) Completion of a set pattern of required courses; 2)
Required minimum academic achievement for a set pattern of
courses; 3) Required minimum academic achieVement in second—
dary-school work; 4) Required minimum academic achievement
for the last two or three years of preparatory work; 5) Rank
in high-school graduating class; 6) Entrance tests (aptitude
and subject); 7) Principal, counselor, teacher recommenda-
tions; 8) Personal interview; and 9) Combinations of two

or more of the above.

31

The implications are great when a considerable
amount of faith is placed in recommendations. Cosand (19)
points out that this is one of the top five methods used,
and the one most recommended by principals themselves. In
particular, it is used with respect to students who do not
quite measure up academically, but who, in the Opinion of
the principal, are capable of doing college work.

To adequately recommend implies that the personnel
services are adequate to furnish the college with positive
suggestions as to how it can be of most help to the student
in his adjustment to all phases of college life.

From the literature, one is forced to conclude that
pre-admissions counseling is becoming an increasingly impor-
tant part of the admissions office, and that the question to
be answered with regard to each student is, "Is this appli—
cant well advised to attempt the course for which he is
applying in this college?“ Cosand (l9) reflects that this
forces the college to adopt a student-centered admissions
policy in which the student's interests are first served,
then those of the college. To point this up, he draws fur-
ther reference to the National Conference on Higher Education
in l9h8 when criteria were established which were deemed
essential for an effective admissions prOgram. Among these

were: first, to pay greater attention to the personal

32

qualifications of the applicant; second, to try to make a
decision as to whether or not it is advisable for the appli-
cant to attempt the course for which he is applying at a
particular college; third, to realize that pro-admissions
counseling is becoming an increasingly important part of the
admissions officer's responsibility.

The foregoing materials emphasize the fact that pre-
sent admission procedures need constant evaluation and re-
assessment. In the past few years, many progressive steps
have been taken to obtain more adequate criteria for select-
ing entering students. However, the great turnover and
drop-out rate causes one to wonder if features aren't being
overlooked which could be ascertained, and which, as a re-
sult, would be of immense help to the student.

Set course requirements, marks, class rank, standard-
ired tests, ratings, and recommendations_have been used in
varying degrees and with varying success. It would appear
that all of these features have contributions to make to the
reasoning of the admissions officer, but information is lack-
ing on specific preparations that are immediately applicable
on the part of the student when he enters his first college
class.

Much of the difficulty seems to stem from trying to

Place the blame on someone for lack of meeting certain

33

adequacies. It appears that in a program of individual
admissions, this implies a better program of articulation
and integration between school and college. Any improved
integration implies great responsibilities on pupil person-
nel workers because there must be a greater exchange of
information about the pupil between the different levels of
education. It is going to mean more records, more reports,
more complete application information.

Personnel workers must not view this as Just busy
work, but rather as a valuable contribution toward the ade-
quate adjustment of the pupil concerned. Pupil personnel
workers have emphasized the importance of the individual and
the adaption of materials to his interests, abilities, and
aptitudes. This automatically makes for great deviation in
each individual application and.the high school must accept
its responsibility for relaying all pertinent information
to the college. In turn, the college must expand and im-
prove individual counseling facilities so that the full reali-
zation of this material will be applied. There must be an
equal exchange of information. Schreiber (86), in an article
for the Michigan Education Journal, requests that colleges
consider sending high schools follow—up inform;tion such as
disposition made of the application for admission, a notice
Of registration, academic progress reports, and notice of

withdrawal or graduation.

3h

In viewing admissions as the combined responsibility
of both the secondary school and the college, itis implied
that-the college will keep the secondary school informed of
its objectives and offerings. Prater (76) suggests that
each college or uniVersity should encourege only those can-
didates for entrance who can profit most from the opportuni—
ties which that institution offers. The admission methods
and requirements should be planned so that students are
properly selected. Measures of the candidates' ability,
achievement, literacy, and previous scholastic record are
helpful in predicting college success. When such measures
are combined with ratings or Judgments of the candidate's
personality, character, financial resources, health, inter—
ests, and purposefulness, a reasonably good basis of selec-
tion should be achieved. It is fundamentally important that
the college or university have clearly defined purposes so
that the admissions officer may know what preparation, abili-
ties and characteristics, within reasonable limits, are
necessary to do successful work in the institution which he

represents.

II. LITERATURE CONCERNING THE FACTORS OF PREDICTION IN
EDUCATION AND THE RELIABILITY OF INSTRUCTORS' GRADES
Most institutions of higher learning employ the use

of various programs of testing as part of the criteria for

35

admission. Some institutions establish their own programs
while others are members of the College Examination Board.
The volume of literature on prediction is such that much 8
time and space would be consumed in including a complete
summary. However, such a summary has been compiled at
periodic times (P082 (75), Johnson (50), Durflinger (28),
Segal (88), Garrett (34), Kinney (52), Douglass (27),

Borow (11) ) so as to make such a procedure unnecessary.

SCHOLASTIC APTITUDE TESTS AS PREDICTORS

OF COLLEGE SUCCESS

In admissions studies and other studies related to
the prediction of college success, no test area has been as
prolifically investigated as scholastic aptitude. Used in
the present, more pOpular context of scholastic aptitude
tests, present measuring instruments have been subjected to
a considerable amount of investigation. Durflinger (28)
summarized many studies of prediction from 1934 to 1943.

In this study, reported in 1943, he found a median corre-
lation of .52 which he considered to be higher than those
reported prior to that time. He went on to say that an
intelligence test, a good achievement test, and high school
grade averages, together, usually bring the highest multi-
Ple correlations. Previous to Durflinger's summary, Douglass

(27) in 1931, when referring to a study at the University of

36

Oregon found a wide range of correlations with a median
correlation of .h5. In the following year, Kinney (52)
found a median correlation of .4u5 in his summary of the
literature. One of the most extensive studies was contri—
buted by Segal (88) in 1934. He included many of the same
studies reviewed by Douglass and Kinney, but his study was
more exhaustive. He found a median correlation coefficient
of .b# for approximately one hundred studies. He also
found median coefficients of .535 and .367, reapectively,
for individual tests of specific traits and achieVements.
In this same year, Wagner (99) found a range of .hO - .50
between certain scholastic aptitude tests and college per-
formance.

In referring directly to studies of the American
Council on Education PsycholOgical Examination, Peiser (73)
in 1937, reported a review on one hundred and twenty one
studies relating intelligence to college success. He found
correlations ranging from .11 to .77 with a strong central
tendency towards a median of .#BS. In Froehlich's (33)
study at the University of Wisconsin in 1941, a coefficient
of .55 between the ACE and freshmen grade-point averages was
reported. A Hunter College study in 1945 by Weintraub and
Salley (101) found that of 1,064 freshmen records, twenty
four percent of the students in the lower half on ACE scores

were dropped for poor scholarship during a four year program

37

while only fourteen percent in the upper half were dropped.
Borow (11) was careful to point out that no forecasting
measure nor any combination of such devices has yet approached
infallibility. He emphasized that surveys of numerous stud—
ies in which intelligence test scores were used have shown
that the average intelligence test possesses a correlation

of approximately .45 with grades in college. In 1948,

Garrett (34) found general college aptitude tests correlating
.41 with grade-point-averages.

Johnson (50), reporting in 1950, summarized by stating
that his review revealed median correlation coefficients of
approximately .44 - .45. When reporting on numerous sum-
maries and studies P082 (75), in 1952 found correlation
coefficients ranging from .21 to .67, with the median coef-
ficient of correlation falling between .40 and .50. P082,
in 1952, assembled an extensive table for reporting the var-
ious relationships. This table (75:43) (refer to Table I),
is being included to furnish the reader with a comprehensive
picture of many of the studies.

The correlations reported in the various studies and
summaries appear to be in agreement since the median correla-
tion ranges from .40 - .50. All writers have warned against
allowing one factor to be the sole determinant for college

entrance. When used in conjunction with other measures, they

TABLE I

ZERO ORDER CORRELATION COEFFICIENTS SHOWING RELATIONSHIP

BETWEEN ACADEMIC APTITUDE TESTS AND COLLEGE SUCCESS

38

 

Zero ordEF'

 

 

 

Test Investigator5(s) coefficient
ACE Douglass & Lovegren .496
ACE May .60
ACE Williamson & Freeman .46
ACE Douglass .45
ACE (men) Hartson .53
ACE (women) Hartson .50
ACE Butsch .53
ACE DeBois .44
ACE Votaw .53
ACE Weber .45
ACE Smith .38
ACE Flemming .50
ACE Nelson .67
ACE Fritz .53
ACE Stalnaker .57
ACE Rhinehart .46
ACE Root .51
ACE Benton & Perry .31
ACE Crane .27 .29 .30
.33 .35 .32
.27 .30 .27
.40 0&3 .27
Alpha De Camp .41
Alpha Stone .44
Alpha Stone 7 .50
_ _ Alpha, Otis T011 .38 .33 .38
Minn. Coll. Apt. Test Douglass & Lovegren .41
Minn. Coll. Apt. Test Williamson .48
Minn. 0011. Apt. Test (men) Williamson & Freeman .40
Minn. Coll. Apt. Test (women) Williamson & Freeman .50
Ohio Univ. Psy. Ex. (men) Williamson & Freeman .53
Ohio Univ. Psy. Ex. (women) Williamson & Freeman .54
Ohio Univ. Psy. Ex. Reed .42
Ohio. Univ. Psy. Ex. Garrett (52 colleges) .61
Ohio. Univ. Psy. Ex. Flemming .46
Otis Self-Admin. Prescott & Garretson .21
Otis Self—Admin. Odell .58
Otis Self-Admin. Guiler .48 .40 .49
o. c. A. Guiler .45 .44 .47
Terman Guiler .49 .48 .52

 

This table was taken in its entirety from Posz, A. Conrad,

The

«Academic Backgrounds of Agricultural Extension Workers as Related
to Selected Aspects of Work Adjustment, (Unpublished Ed.D. Thesis,

Michigan State College, East Lansing, Michigan. 1952).

p. 43.

39

can contribute considerably to the admission officer's in-
sight into the capabilities of a candidate. When considering
these scores the admission officer should keep in mind that
several investigators (Leonard (55), Davis (24), Segal (88),
Aiken (3). Bell (6) ) have discovered that environmental
factors have considerable influence in the scores obtained
on tests. The social and economic forces contributing to

the experience of the individual should not be lost in the

milieu of scores, ranks, marks, ratings and recommendations.

High School Rank Q§_Transcript g§,g Predictor g;

 

College Success. The high school rank or the transcript of
the applicant is one of the most widely used Selective de—
vices employed by the admissions officer. Segal (88) re-
ports that the median correlation found between average high
school marks and general college scholarship is .55, which is
slightly higher than the highest of the three median coef-
ficients found by the use of single tests - .535. .44, and
.367 for tests of individual traits, aptitudes, and achieve-
ments respectively. Just what marks from any one high school
means is not known accurately since the correlation coef-
ficients for marks from any high school or for entrants to
any college very likely may be anywhere from .45 to .65.
Froehlich (33) reports an r of .62 between grade—point-aver-

age and high school rank. Borow (10) found that rank stand-

4O

ing in the graduating class has yielded about .55, a slightly
higher correlation than individual tests. Garrett (34)
concludes that high school average and high school rank

yield the highest correlations when compared with grade-point-
average in college; these are approximately .59 and .49,
respectively.

Smith (89) cautions that correlations in the low
.60's between previous high school record and scholastic
success are gratifyingly useful, but low enough to remind
us that in attempting to predict human behavior we are still
dealing in probabilities rather than fixed laws. Pine (30)
in his comprehensive study of admission procedures at more
than four hundred colleges, reports that one of the most
extensively used criteria is that of high school rank or
average.

There appears to be considerable agreement that the
previous record is of value in prediction and selection when
used with other factors. This in spite of the variables
such as high school size, course pattern, and variations in
marking practices. Posz assembled a table (75:64) of studies
correlating high school rank and college scholarship aver-

ages which is being included. (See Table II).

41

TABLE II

STUDIES CORRELATING HIGH SCHOOL SCHOLARSHIP AVERAGE
WITH COLLE"E SCHOLARSHIP AVERAGE

7‘—

 

 

 

I t t __Zero order coefficient
Eids & McCall .65
Finch & Nemzek .79
Garrett .67
Read .63
Williamson .54
Douglass .56
Williamson & Freeman .53
Proctor .52
Odell .55
Bolenbaugh & Proctor .49
Crawford & Burnham .57
Prosser .51
Whitney & Leuenberger .50
Pierson & Nettels .52
Jones .60
Anderson & Spenser ’54
Byrns & Henmon .74

 

This table was taken in its entirety from Posz, A. Conrad, the
Academic Backgrounds of Agricultural Extension Workers as Related
to Selected Asuects of Work Adjustment. (Unpublished Ed.D. Thesis,
Michigan State College, East Lansing, Michigan. 1952). p. 64.

42

Achievement Tests §§_Predictors. It is generally
agreed that achievement tests compare favorably with high
school rank for predictive purposes. Cosand (l9), Segal (88),
Fine (30), Johnson (50), and Garrett (34) all report that
these tests are important components of a comprehensive pro-
gram of selection for college admission. Durflinger (28)
found a median correlation coefficient of approximately .55
between content examinations and college grades. Garrett (34)
found average correlations of .48 for general achievement
tests and .40 for achievement tests in specific subjects.
Recent studies conducted at the U.S. Coast Guard Academy by
French, Tucker, Newman, and Bobbitt (32) indicate that pre-
diction of academic success should.be based on tests of
mathematical ability, verbal ability, reading, and spatial
ability in that order. Cosand (19) points out that the
University of Chicago has been particularly active in de-
vising an entrance program which combine tests with other
criteria and have deve10ped multiple correlations up to .80
in terms of college success. Johnson (50) in studying the
predictive value of GED tests found that these achievement
tests functioned more efficiently in predicting scholastic
success of the veteran group studied than any of the other
variables considered. This was particularly true with the
Social Studies, Natural Sciences and Effectiveness of EXpres-

Bion tests.

43

When included with other predictive devices, achieve-
ment tests contribute considerably to the knowledge of an

admissionee.

Combination gf_Factors £93 Genera; Scholastic Pre-
diction flag the Selection 9§_College Admissionees. Most in-
vestigators are in agreement that no single measure should
be used in selecting college admissionees. Through the
application of multiple-correlation techniques or regression
line techniques, it is possible to determine combinations of
factors that will prove most efficient and will be most fair
to the applicants seeking admission to the institution con-
corned. Selective factors such as high school rank, subject
pattern, test scores, rating scales, activity record, recom-
mendations, etc. can be combined to furnish the admissions
officer with a comprehensive analysis of the individual.
Thresholds or cut—off scores can be established for various
indices employed for selection. Often a deviation from
threshold scores is allowed depending on the admissions
philosophy of the institution concerned,

Cosand (19) in the latest review of literature on
admissions criteria (1953) eXpresses the opinion of many
when he states: “If the colleges are to serve society as
true educational leaders, and thus meet the demands society

Places upon them, we must be certain that there is a belief

an

in flexibility, and a mature consideration of the individual
differences of those students desiring admission.” This
implies that all the individual differences will be given
due consideration. As early as l92h, Scates (85) found that
a solid, unyielding line of demarcation for admissions was
unjust to a sizable number of applicants. Aiken (3) in re-
porting the Eight-Year Study noted that many criteria should
be used in selecting candidates. Nelson (67) summarized by
acknowledging that no single plan for admission can be ade-
quate. The tendency seems to be toward admitting students
on the basis of a combination of items - the scholastic apti-
tude test, the achievement test, high school grades, the
principal's recommendation, personal interviews, the financial
and family background, soundness of vocational or educational
choice, rating scales, etc. Durflinger (28) reports that_
multiple correlation coefficients are rarely higher than .80
regardless of the variables used with median multiple r's in
between .60 and .70. This should remind all that continued
research and refinement of the techniques used is a necessity.
Tyler (95) emphasizes the importance of complete
application data when he notes that we need to know whether
or not the student has the general intellectual, manual,

and social abilities and skills generally prerequisite for

45

successful work in college. Hill (44) of the University of
California lists ten factors taken into consideration for
granting admission. Fine (30), Borow (ll), Garrett (34),
Eckelberry (29), and Hartung (40) all note the trends and
the importance of multiple criteria when selecting college

admissionees.
SUMMARY OF REVIsW 0F LITERATURE

The review of pertinent literature appears to bear
evidence that the many singular items considered in the
selection of candidates have value, and that combined,their
value becomes more pronounced. However, it is imperative
that all concerned recognize that their efficiency, either
singly or in combination, still falls short of what might
be desired. Continued research is mandated if a program of
admissions is to be progressive and Justified in a modern

program of personnel services.

46

CHAPTER III

REVInW OF THE BASIC ADnIbSIONS PROCEDURE
AT MICHIGAN STATE COLLEGE

For clarity and understanding of how applicants gain
admission to Michigan State College, the basic admissions
procedure will be reviewed. There are several courses of
action open to the applicant to enable admission.

The most pOpular source of information on admissions
is the college catalog. The Michigan btate College Bulle-
tin (60) has this to say about admissions:

HIGH SCHOOL GRADUATES

How to Apply: If no work beyond high school has
been taken, an application for admission may be ob-
tained by writing to the address above (Registrar,
Michigan State College, East Lansing, Michigan) or
the high school principal or superintendent of the
school from which the student was graduated. The
application form carries complete instructions for
filling out and processing. If enrolled in the
senior year in high school, the application for adp
mission should be made as soon as the first semester
has been complted.

As soon, as the application is approved a notice
will be sent which may be used to apply for housing
accommodations.

Requirements for Admission:
I. For graduates from accredited high schools:

1. A satisfactory high school record. This means
meeting the ”College recommending grade" as
designated by the high school.

2.

47

A minimum of 15 units (A unit means a subject
pursued through a school year with not less than
four recitation periods each week.). Three or
more units must be in English, and seven units
(six units if four units of English are presented)
chosen from three of the following groups:
foreign languages, mathematics, sciences, and
social studies. Three additional units either
from the subjects Just mentioned or from voca-
tional studies, such as agriculture, home econo-
mics, commercial or industrial, are required.
(Music may be presented in place of vocational
studies for those who expect to specialize in
music.) The other units presented may be from
any other subjects accepted by the high school
toward graduation.

Operating under “The Michigan Secondary school-
College Agreement", Michigan State College agrees
to disregard the pattern of subjects pursued in
considering for admissions the graduates of
selected accredited high schools, provided they
are recommended by the school from among the
more able students in graduating classes.

Secondary schools are urged to make avail-
able such courses as provide a necessary prepara-
tion for entering technical, industrial or pro-
fessional curricula. A lack of such preparatory
courses will not prevent a student from gaining
admission to Michigan State College but if pre-
paratory courses are needed, the college will
teach them uncer an accelerated program without
college credit. Thus, in certain cases, it
might take an extra term or two beyond the normal
four years, or a summer school or two, during the
normal four years, to complete the requirements
for the Bachelor's degree.

Satisfactory recommendation from the high school
principal or other proper administrative officer
as to habits,emotional stability, general con—
duct, character, ability, and capacity, to indi-
cate that the candidate will make a suitable
college student.

48

II. For those not qualified for admission under the
terms of I, and if suggested or authorized by

the Registrar.

1. Application may be made to the Director of
Counseling for an appointment with a counselor
who will review with the applicant his entire
educational background and arrange that he
take such tests as may be needed to adequately
assess his aptitudes for college or for other
pursuits.

2. The counselor's report including such test
results as are available and the applicant's
previous records (scholastic and experience)
will be used by the registrar in Judging the
candidate for admission. In some cases, a
trial summer school admission may be recom-
mended. .

At Michigan State College, unless a student enrolls
as No Preference or as Unclassified, the candidate has a
dual enrollment. By this is meant the candidate enrolls in
Basic College and in the school of his major field. There
are certain prerequisite for majors; the applicant must meet
these requirements as outlined in Section I - 3 of the fore—
going quotation. Otherwise he is considered deficient in the
area in question. If a student declares a major, he is
assigned to an enrollment officer in this major field of
study. If the student is enrolled as a No Preference stu-
dent, he is assigned to an enrollment officer in the Basic
COIlege. In either case these enrollment officers are
charged with the responsibility of assisting with the candi-

date's selection of a prOper program of study. If a student

49

is enrolled as Unclassified, his enrollment officer is Dean
Crowe under whose jurisdiction all Unclassified students

are placed. The individual requirements of each school will
not be included in this review, but the reaper can ascer-
tain these requirements in Section III of the Michigan State
College Bulletin (60).

There are basic procedures which an application under-
goes and they will be described briefly. Upon receipt of
the application, the credentials are analysed by an assist-
ant in the admissions office to ascertain whether or not
they meet the prescribed requirements. If these credentials
meet the minimum requirements, the applicant is sent a
notice of acceptance. This is true of Michigan applicants;
outstate applications are referred to the out-of—state com-
mittee which passes final judgment. If the credentials do
not meet the requirements for admission as outlined in Sec-
tion I of the Requirements for Admission, quoted previously
( p. #6), the application is then referred to the Registrar
for further snalyzation and action.

The Registrar may accept the applicant, he may recom-
mend testing and counseling for the applicant, or he may
refuse to admit the applicant. This is done with respect

to the information offered by the candidate and his school

50

l

on the application blank. If the Registrar ascertains the

applicant to be in the borderline classification, he for-
wards the following letter to the applicant.
Dear :

We have studied your application for admission to
Michigan State College very carefully and regret to
inform you that we find your record does not fully
meet our requirements for entrance.

Because you are not substantially below the require-
ments, however, and because of your interest in
Michigan State College, we would like further evi-
dence of your capacities before we make a final de-
cision as to your admission at this time. Such
evidence can be obtained by an appointment with

one of our counselors and by a battery of tests.

If you also feel that we may not have the complete
picture of your ability, you may write to Dr. Paul L.
Dressel, Director of Counseling, Administration
Building, Michigan State College, and ask for an
appointment with him or with a member of his counsel-
ing staff.

After the counseling and testing, you will be in a
better position to decide whether college should con-
tinue to be your objective. If it turns out that a
college education no longer seems to be a suitable
possibility, you will have been given suggestions as
to the type of educational or vocational preparation
suited to your talents and abilities.

If, on the other hand, the tests clearly show that we
did not have a complete picture of your ability and
that you should, therefore, be given an Opportunity
to try college work, we can then work out the most
satisfactory arrangement for your being given that
opportunity.

Whichever way, both of us will be satisfied that we have
made every effort possible to work out plans that will
be to your greatest advantage in making preparation for
a productive and well adjusted life.

18ee Appendix A

51

If you write for an appointment with one of the coun-
selors, indicate in your letter several days (Monday
through Friday) within the next few weeks on which it
would be possible for you to appear, and plan to be
on campus for a full day. Although it will not be
possible for us to tell you on the day that you take
the tests whether or not you will be admitted to
Michigan State College, we will mail you the informa—
tion at the earliest possible date.

Let us know soon what your plans are.

Sincerely yours,

/8/
R. S. Linton
Registrar
People receiving the above letter are denied admission
until they have adequately met the requirements of testing
and counseling. The testing program administered to these
applicants includes, in most cases, the American Council on
Education Psychological Examination and a reading test. In
addition, the majority of these people are given an English
test. Other examinations vary with the particular appli-
cant, his interests, needs and purported major area of
study. Typical of other measures utilized was the Iowa
High School Content Examination, either the Kuder Interest
Inventory or the Strong Vocational Interest Blank, and some
measure of Arithmetic Proficiency. Also, in some cases, it
appeared advisable to administer a personality inventory.
After careful scrutiny of the application information
and test results, and an individual interview with the appli-

cant, the counselor reports his findings and recommendations

52

to the Registrar. Each applicant referred to testing and
counseling is considered on the merits of his case; and
after deliberation by the counselor, the admissions office
and the board of admissions, the applicant is informed of
the action taken.

The admissions office carefully and seriously studies
all information given on the application blank. The infor-
mation asked for on the blank is pertinent to the appli-.
cant's candidacy and should be completed in its entirety.
This interview revealed that high school record and courses,
high school rank, report of candidate's personal qualifica~
tions and the high school recommendation receive very close
attention and are crucial factors. The rating scale of
traits, the activity record, the information on change of
schools, education of parents, the age factor, work experi-
ences and the applicant's autobiography are all important
supportive factors in the review of the application.

The admissions assistant was careful to call this
investigator's attention to the "Note" on page eight of the
application blank. "Note: Marked improvement during the
junior and senior year may indicate that a pupil is ready
to undertake college work even though the total average may
not meet the standard requested for clear recommendation to

college.“ It was pointed out that marked improvement was

53

often the deciding factor as to whether or not individual
testing and counseling would be offered to the applicant.

One should also be cognizant of the fact that mature
individuals having satisfactorily completed the Armed Forces
Institute Tests of General Educational DeVelOpment can obtain
admission on this basis. This testing procedure can be sub—
stituted for the testing and counseling procedure as admin~
istered at Michigan State College. Likewise, the college
will accept testing procedures as administered by the College
Entrance Examination Board when an applicant lives at a dis-
tance which prohibits his coming to the college campus for
the testing procedure.

This investigator learned from the registrar that if
test scores result in a borderline status, a summer school
trial may be offered to the applicant. At the conclusion of
this trial, all materials are assembled (counselor reports,
application blank materials, test scores, special reports
from summer school trial and grades reported) and are care-
fully analyzed on an individual basis. Judgment is then

passed as to fall term admission.

SUMMARY
The admissions procedure takes into consideration

many factors. All of the information requested on the

54

application blank is utilized in determining the desir-
ability of an applicant. Those considered borderline are
given every opportunity to prove their capabilities and an

individualized procedure is utilized in processing their

credentials.

CHAPTER IV

THE DESCRIPTION OF THE SAMPLES; THE PROCEDURES USED
COLLECTING, ORGANIZING AND TABULATING THE DATA; AND
THE TECHNIQUES EMPLOYED IN ANALYZING THEM

When undertaking a problem in educational research
one is immediately confronted with the task of what popula-
tion to use. Few studies in educational research can be
organized to utilize the entire pOpulation. The definition
of a sample from which implications and inferences can be
drawn for total pOpulation becomes a primary factor in any
research project.

The initial step in this project was to carry out a
pilot study on thirty-six borderline admissionees. This
study was conducted in the early summer of 1952. The thirty-
six cases utilized were the total number admitted on the
basis of testing and counseling at that time. The admis-
sions office maintains an IBM code on testing and counseling
(T & C) admissionees. These cases were selected by the use
of this IBM technique from the total of all students who
had been admitted. The only step undertaken in this pilot
study was an analysis of the application blank information
and the testing and counseling results. The purpose of the
pilot study was to establish a basis for further investiga—

tion, research and delineation of the study.

56

Statistics from theefimissions office records revealed
that 6,h95 applications were received and acted upon for
initial admission to Michigan State College for the fall
quarter 1952. This total included both transfers and those
presenting only high school credentials. A total of 5,036
applications were approved for admission. Of this total
3,989 actually enrolled fall quarter 1952. Included in this
total of first time enrollees at MSG were 2,785 admitted on
the basis of high school credentials; 955 were admitted as
transfer students; and 228 were admitted on the basis of T & C.

. THE SAMPLES

Three working samples were selected for study. They
were: 1) testing and counseling, 2) regulars, and 3) refusals.
Two of the samples considered were those individuals who were
not only admitted but who had actually enrolled. The sample
of borderline admissionees revealed that there was only one
candidate that could be regarded as a transfer student. How-
ever, this student was credited with only seventeen credits,
nine of which were credits from active military service. Be-
cause of this factor, an attempt was made in the other two
samples, refusals and regular, to consider only those appli-
cants presenting high school credits and those with credits
granted by the college for military service. In most cases

this did not exceed nine credits although six credits was

57

the usual number given by the college. In the follow-up
phase of this investigation, the grade-point-average is
limited to that which was obtained from courses taken at

Michigan State College.

Borderline (T&Cl Admissionees. Information from the
admissions office revealed that a total of 246 applicants
were granted admission on the basis of testing and counsel—
ing. Of this total 228 actually enrolled.

The Registrar's office maintains an IBM enrollment
card for each enrollee. A code was designated for T & C
admissionees. The enrollment cards were sorted and the
T & C cards were selected and duplicated so that the investi-
gator would have a copy.

Included in this sample were all 228 borderline ad-

missionees who enrolled, thus the total T & C POpulation.

Regglar Admissionees. A total of 3,761 actually en-
rolled as regular sdmissionees or as transfers for Fall 1952
as new enrollees. A comparable sample of 228 enrollees
regularly admitted and not in transfer student status was
desired. This factor was considered important because of

the T & C enrollees only one person transferred credits.

58

Each new enrollee must submit to the orientation test
procedure. These results are reported in a bound pamphlet

entitled Test §cores pl_8tudents Entering Fall Term 1952 (61).

 

 

Each page of this pamphlet was numbered and each case was
given a number. Selection from these numbers was done by
using Fisher's Random Number Tables (31). The two—hundred
and twenty eight enrollees were selected in this way. Upon
investigation it was found that fifty one of these cases
were transfer students. Fisher's Tables and the above men-
tioned listing were again utilized and an additional fifty
one cases (non—transfers) were selected. It was found after
complete collection of the data that four of this final
group of 228 regular admissionees utilized hed some transfer
credits. However, they were in Basic College as freshman,
and since the Borderline group included one such case, these
four cases remained in the sample.

Fisher's Random Number Tables were utilized in this
selection to allow each individual an equal opportunity to
enter the sample with the above mentioned restrictions. As
in the first sample, there were a considerable number in this
group who had been granted credits because of active military
service. However, the same pertains to the grade-point-aver—
age in this sample as in the borderline group. Only M.S.C.

credits were considered.

59

The following combinations of random numbers were
used in selecting the cases from Fisher's Tables: 1) The
first three numbers designated the page and the last two
numbers the case; 2) The middle three numbers designated
the page and the first and last number the case; 3) The
last three numbers designated the page and the first two
numbers the case; and h) The last three numbers in reverse
designated the page and the first two numbers in reverse the

08.86.

Refusals. There were 1,459 application blanks for
Fall 1952 admission that were turned down. A group of 228
refusals was desired as a sample of this population. The
application blanks of the refusals are kept on file in
manila storage folders. These folders were numbered and
each application was numbered. Again Fisher's Random Num-
ber Tables (31) were utilized in the selection process to

give each application a chance to enter into the sample.

Th3 total sample. The total sample was thus divided
into three groups of 228 cases each. One group, the border-
line group, was established at the outset of the study.

Similar sized groups representative of the applications re-
ceived in the two categories, refusals and regular admissionees,

were desired for comparative purposes.

60

Characteristics 9; the sample. It should be recog-
nized that the total of 684 cases represents only slightly
more than ten percent of the total number of applications
received. The randomizations were subject to the inherent
errors in sampling, thus testing for representativeness was
a necessary step. Also there were five cases that had ex—
perienced enrollment in a college program. The sample in-

volves only Michigan State College applicants.

THE PROCEDURES USED IN COLLECTING, ORGANIZING, AND
TABULATING THE DATA

After the samples were established, it was necessary
to set up work sheets for the collection of the data. Each
case was assigned a number because it was imperative that
the source of the data be anonymous. No part of the data
should be associated with any particular individual or school
system.

Permission was granted by the Registrar for the use
of records needed in the gathering of the data as long as
the information was handled in a confidential manner. The
application blanks of the borderline group and the regular
group are kept on file in the record vault of the Adminis-
tration Building. The counselor reports and the personal

qualifications section of the application blank for these

61

two groups are kept in the student's cumulative folder
located in the files of the Counseling Center. Permission
was granted by the Director and Assistant Director of the
Counseling Center for access to the materials needed in the
study. The record of credits taken, credits earned and the
EPA of each student is kept on file in the Records Office.
Each term this information is compiled cumulatively by the
staff of this office. The record of credits and the GPA
was taken from the cumulative books of the Record Office.

All information with respect to the refusals is kept
on file in the record vault. These records were available
for complete analysis.

With the exception of the credits and GPA of each
student, it was necessary to go directly to the original
record of the student for the gathering of information on
the following items: age, sex, marital status, family
occupational background, type of school, year of graduation,
location of school with respect to state, rank in gradua-
ting class by quarter, curriculum specialization in high
school, average of high school English marks, average of
high school Math marks, type of high school recommendation
and quality of the recommencstion, entering school at

Michigan State College, one or both parents working, father

62

and mother living or not, indication of broken home, handi-
capping illnesses, attitude towards study, whether there had
been a change of secondary schools, use of counseling center
services, probationary action, drop from M.S.C., M.S.C. rela-
tives, estimate of financial status, best liked school sub-
Jeots as stated by the applicant, extra curricular activities,
work experience, father's education, mother's education,
rating scale estimates, and the school pattern followed.

The information concerning credits carried and earned and

the GPA of each student at Michigan State College was gathered
from the reports of the Records Office. The derived scores
of each student on the orientation test battery (including
the ACE, MSCRT, TEU and the APT) were obtained from the

Board of Examiners pamphlet, "Test Scores p1 Students Enter-
igxgz‘aiizgagieia (61).

 

Data were tabulated on work sheets. Each tabulation
was checked twice - once by a hand re-tabulation and the
second time by the use of an adding machine. It was decided
to carry out this operation manually in preference to using
IBM techniques in the belief that the investigator would

have a better cognizance of the problem at hand.

Rating codes used. It was necessary to classify cer-

tain data. The following classifications were used:

63

Family Occupation: The application blank asks for
information with respect to the occupation of the parents.
The occupations were classified in thirteen categories -
professional, semi—professional, managerial, proprietary,
skilled, semi—skilled, unskilled, clerical, service, sales,
agricultural, retired and "?".

Family Income: The estimate of family income could
not be determined exactly and thus was lacking in objectiv-
ity. This was a very crude estimate. The application does
not ask for the family income. The estimate of income was
derived from occupation, statement of plans for financing
first year, number of siblings in family, autobiography and
information given by the school authorities. The income
estimate was placed in five categories - “?“, 1~below $2500,
2-$25oo to $5000, 3-$5000 to $10,000, and h—above $10,000.

Type of Secondary School: Secondary schools were
classified in four ways - public high school, public tech-
nical school, parochial high school, private school.

High School Program: Programs were classified accord-
ing to information given under Item 5 on page 7 of the

1

application blank. Classifications used were academic,

commercial, technical, general, agricultural and combinations

of these.

 

1See Appendix A

64

High School Recommendation: The high school recomp
mendation was considered in three classifications - yes,
no, and reserved. A reserved classification was utilized
when any conditions for admission were indicated.

Quality of the high school Recommendation: The
college officials interviewed and the literature reviewed
indicate that a considerable amount of faith was placed in
the recommendation received from high school officials.
The recommendations were classified in three groups.

1) denotes practically no information; sometimes Just a
signature and often not even that.

2) denotes a partially complete recommendation and partial
completion of the high school official's portion of the
application blank.

3) denotes a thorough completion of the high school offi-
cial's portion of the application blank including positive
suggestions from the school as to how the college can best
assist the applicant in college.

Entering School: At Michigan State College each
applicant enters Basic College and if he declares a major
he has a dual enrollment with another school. If a student
as a No Preference candidate he was considered only as an

enrollee in Basic College. The following assignments are

65

used: Agriculture, Business and Public Service, Engineer-
ing, Home Economics, Science and Arts, Veterinary Medicine,
Education, and No Preference.

It should be noted that in this study the students
declaring Physical Education as a major were listed in the
School of Education. Until a recent date (summer of 1953)
this program was in the School of Business and Public Service.

Michigan State College Relatives: The information
gathered in this category pertained to whether or not an
applicant had: 1) immediate relatives, 2) distant rela-
tives, 3) both immediate and distant relatives, or u) no
relatives who had attended Michigan State College.

Financial Situation: As in the case of estimate of
income, this was a most rough estimate. Several factors
contributed to this estimate - occupation, number of sib-
lings, information from the autobiography, information from
the question on financing for the first college year, infor-
mation furnished by the high school authorities, and infor-
mation from the question on work experience. The financial
situation has been categorized as follows: Excellent, Good,
Fair, Poor, Scholarship Grant, GI Bill, Self Maintenance.

Extra-Curricular Activities: The host of activities

have been grouped into main classifications.

66

Leadership Activities - includes student government; offices
in clubs, teams, classes; chairmanships; captaincy; direct-
orships; and so on.
Athletics - includes all athletic activities of boys, both
varsity and intramural.
Service - includes those activities where service was ren-
dered to the school and community such as Hi-Y, Key Club,
Junior Botarian and Red Cross Club.
Music - the music activities treated under this heading were
chorus, band, orchestra and soloist activity.
Class Clubs - listed in this category were such clubs as
Future Farmers, Future Teachers, Foreign Language Club,
Science Club, etc.
Dramatics - included here are class and school productions.
Journalism - includes those activities pertaining to the
school paper and the year book.
GAA - includes the athletic activities of girls. Those
participating as cheerleaders also were included here.
None - some applicants listed no extra-curricular activities.
Jobs: The analysis deals only with the fact as to
whether or not an applicant had held any Jobs so the desig-
nations were “yas” or "no".
Father's and Mother's Education: Data were assembled

relative to the level of education which each parent had

67

reached. In most cases the application information only
stated the level that the parent had reached so the cats-
gories indicated only that the parent attended at this

level. No implication of graduation is indicated or intended.
The classifications used were college, high school, grade
school, business school, nurse training and not reported.

Rating Scale: Two different application blank forms
were used by the applicants and these blanks employ different
rating scales. Thus the frequency with which each category
was indicated and the level of the ratings were assembled
for each of the rating scales.

One rating scale listed these factors: Potential
intellectual capacity, Actual intellectual performance,
Seriousness of purpose, Independence of effort, Emotional
stability, Social adjustment, Integrity, Maturity related to
age, School citizenship, and Probable success in college.

A five point scale was used: Poor (1) Below Average (2),
Average (3), Above Average (h), Superior (5). The numbers
indicate the method of tabulating the rating scale items.

The other rating scale listed these factors: Poten—
tial Intellectual capacity, Actual intellectual performance,
Seriousness of purpose, Originality, Tractability, Social-

mindedness, Independence of effort, Popularity. A six point

68

scale was used: very low (1), low (2), average (3), fairly
high (4), high (5), very high (6). The numbers indicate the'
method of tabulating the rating scale items.

High School Estimate of College Success: Each appli-
cation blank provides for the high school to make an estimate
in their judgment, as to the success of the applicant in
college. Six categories were utilized — poor, below average,
average, above average, superior and not given.

School Pattern: The frequency with which subjects
and subject areas appeared in the samples was tabulated.

Counselor Recommendation: The borderline admissionees
were given a recommendation by the counselor at the time of
testing and counseling proceedings. These were classified in
three ways — l) the counselor was ambivalent about the prob-
able success of the applicant; 2) the counselor was moder-
ately positive regarding the probable success of the applicant;
3) the counselor was enthusiastic about the applicant's poten—

tialities.
TECHNIQUES 0F ANALYSIS

The information reported in Chapter V was gathered
from the application blank and the test report of each
candidate. The between-group comparisons and explanations

are in terms of percentages. Much of the material regarding

69

the handling of this data in the admissions office is done
by personnel not trained in statistical techniques. The
explanations will be more meaningful for the purposes of
usability if the material for Chapter V is treated in this
fashion.

The data in Chapter VI revolve around correlational
studies using the Orientation Test battery results, the high
school recommensations, the high school rank, and the MSC
counselor recommendations and ascertaining the relationships
between these factors and the grade-point-averages earned by
the candidates in the T & C sample and the regular sample.
The cumulative grade-point-averages for each of the three
terms of the first academic year were utilized. One must
keep in mind, that because of the attrition rate, the num-
ber involved in each of the correlational comparisons differs.

Calculation of zero order coefficients of correlation

utilizes the formula: r = (xx - (x (Y
N

JET—Bee] fie—L]

r denotes the correlation
.(XY the summation of the cross-products of the actual

 

 

scores
‘4X the summation of test scores or recommendation
scores
«(2' the summation of cumulative GPA's for the term
involved

N the number of cases possessing both X and Y values

70

Snedecor (90) refers to Fisher in showing that the

null hypothesis,5’equals 0, may be tested by use of t where

 

the sample value is t I r'VTn92) /l-r2), d.f.= n-2. Snede-
cor has assembled a table of "Correlation Coefficients at
the five perbent and one percent Levels of Significance”
(page 149) and the test of this null hypothesis can be made
at sight in this table. In the following tables in Chap—
ter VI one asterisk (*) has been utilized after the corre-
lation to denote significance at the five percent level and
two asterisks (**) after the correlation to denote signifi-
cance at the one percent level. For any given size sample,
one can compute the minimum value of r that will be signi-
ficant at any given level. Guilford (38) states that if the
exact number of degrees of freedom is not given in this
table it is proper to interpolate between the two numbers
given to arrive st the value of r necessary to be signifi-
cant at the one and five percent levels of significance.

The standard error of the correlation was computed

 

by the formula: fr- 1 - r2 where r refers to the correlation
VN - 1 N the number of cases
GF the standard error of the
correlation

This term renders the limitations within which one might
exPect the correlation to actually fall. It is usually

denoted thusly: r *4?-

71

SUMMARX

The entire T & C populztion was used as part of the
sample in this study. Two similarly sized random samples,
utilizing Fisher's random number technique, were selected
from the admissionees admitted on the basis of high school
credentials and the candidates that were refused admission.
Data relevant to the applications, the Orientation Test
scores and the cumulative grade—point-averages of the first
academic year were gathered from the personnel files of the
Michigan state College Registrar's Records, the files of
the M.S.C. Counseling Center, and the M.S.C. Board of Exam-
iners' pamphlet on Test ggoreg_by_§tudents Enterinngall
223g.;25§, These data were assembled on data work sheets.
The data were statistically analyzed according to the metho-
dology expounded by Guilford (38), Richardson (79), and

Snedecor (90).

CHAPTER'V

COMPARATIVE ANALYSIS OF THE APPLICATION DATA

AND TEST SCORES

This chapter is chiefly concerned with information
that was obtained directly from the application blank of
each candidate for each of the three sample groups. In the
processing of an application for admission, the admissions
worker concerns himself with the over all picture or charac-
teristics of the candidate. It becomes the responsibility
of the applicant and the secondary school authorities to be
as precise, factual and thorough as possible.

The data hereinafter presented are reported in terms
of percentages. There were two hundred and twenty—eight
(228) cases in each of the three samples. Because the popu-
lation of men to women varies from sample to sample, some
qualification was necessary in the interpretation of those
factors which would be affected by the sex ratio. For the
entire new admissions population for the Fall of 1952, there
were 1,79“ men and 1,358 women which was an approximate ratio
of 1.3 to l. The random sample in this study has 125 men

and 103 women which was an approximate ratio of 1.2 to l.

73

The separate analyses are conserned with group simi-
larities and differences with respect to (1) personal and
family information, (2) secondary school information, (3)
subject pattern information, (4) activity information, and
(5) for the T & C group and the Regular group - the Orien-
tation Test Battery distribution as compared with the Hichi—
gan State College norms. Caution should be observed when
drawing generalizations for individual cases from these
group percentages. .

It should be kept in mind that practices within in-
dividual secondary schools Vary to a considerable degree.
The admissions worker must recognize this when analyzing an
individual application and making an evaluation of the in-
formation furnished from this source. All information was
utilized when judgment was made as to clear admission, test-

ing and counseling or refusal.
DESCRIPTION OF PERSCNAL INFORMATION

Marital Status and Sex. There was a considerable dif-
ference between the groups in terms of sex. Table III shows
that the ratio between men and women in the Regular sample
was approximately 1.2 to l which correSponds closely with the
entire entering population of 1.3 to 1. However, when refer-

ring to the T & C group, it was noted that the ratio of men

74

TABLE III

SUMMARY DATA ON PERSONAL INFOhAATION REQUESTED
OF THE APPLICANTS

*Figures Reported in Percentages

 

 

The Factor Refusals T & C Regular
MARITAL STATUS _
Men Single 68.86 74.56 51.75
Men Married 0.88 6.14 3.07
Women Single 30.26 19.30 45.18
Women Married 0.00 0.00 0.00
FAMILY OCCUPATIONAL BACKGROUND
Professional 15.79 25.44 16.23
Semi-Professional 7.89 8.77 7.46
Managerial 7.02 14.91 11.40
Business (own) 26.75 12.72 15.35
Skilled 19.74 18.42 17.11
Semi-Skilled 0.44 2.19 3.51
Unskilled 3.07 2.19 3.07
Clerical 1.32 2.19 3.07
Service 7.02 2.63 3.07
Agricultural 2.63 1.75 7.02
“Retired" 0.88 1.75 2.19
u?" 0.00 1.75 1075
ESTIMATE OF INCOME
4 - 20.61 35.53 17.11
3 - 36.40 49.12 42.54
2 — 42.11 12.72 38.16
1 - 0.88 0.44 0.44
? — 0.00 2.19 1.75
ESTIMATE OF FIRST YEAR FINANCING
Excellent 17.98 19.74 9.65
Good 36.40 44.74 50.88
Fair 31.58 10.09 28.07
Poor 6.14 2g63 3.07
Scholarship Grant 0.44 1.32 1.32
GI Bill 7.46 20.61 6.14
Self Maintenance 0.00 0.88 0.88
PARENTS' EMPLOYMENT FACTOR
One Parent Working 80.70 77.63 76.32
Both Parents Working 18.86 19.74 19.74
Neither Parent Working 0.44 2.63 3.95

TABLE III (continued)

SUMMARY DATA ON PERSONAL INFORMATION REQUESTED

OF THE APPLICANTS

*Figures Reported in Percentages

 

 

 

The Factor Refusals T & C Regular
HOME STATUS , .
Father Living 77.63 87.72 93.42
Mother Living 79.82 95.61 95.61
Foster Parents 6.14 8.33 6.14
Broken Home 6.58 5.26 4.39
HANDICAPPING ILLNESS (None) 96.05 95.18 97.81
CHANGE OF SCHOOLS
Yes 18.86 28.07 12.72
No 81.14 71.93 87.28
CHANGE OF ATTITUDE TOWARD STUDY A
Same 67.11 49.56 31.14
Positive 26.75 47.81 68.86
Negative 6.14 1.75 0.00
,Not Reported 0.00 0.88 0.00
M.S.C. RELATIVES
Immediate 6.58 14.47 14.47
Distant 8.77 7.89 14.47
Both Immediate & Distant 1.32 3.95 4.82
None 83.33 73.68 66.23
FATHER'S EDUCATION
College 33.33 37.72 31.14
High School 42.11 44.74 44.30
Grade School 24.12 14.04 18.42
Business School 0.44 0.44 0.88
Not Reported 0.00 3.07 5.26
MOTHER'S EDUCATION
College 24.12 26.32 30.26
High School 60.53 57989 49.56
Grade School 12.72 8.33 13.16
Business School 0.88 2.63 3.07
Nurse Training School 0.88 2.63 0.44
Not Reported 0.88 2.19 3.51
PREVIOUS EMPLOYMENT-APPLICANT
Yes 67.11 69.30 69.30
No 32.89 30.70 30.70

75

to women became approximately 4 to 1. In the Refusal group
the ratio was about 2.3 to 1. There were no married women
in any at the three samples. The number of married men in
the T & C sample was double that of the random sampling.

The number of women refused admission and admitted
on the basis of examination was proportionately less than
in the case of the randomized sample.

Family Occupationa1_Background. Each of the three
samples reveals a wide range when considering the classi-
fication of the source of family income. The T & C group
reveals that better than twenty-five percent of the appli—
cants come from professional homes. One might speculate
that there was considerable pressure placed upon the appli-
cant to pursue a college education since this is a pre-
requisite in the majority of professional occupations. The
random regular samole and the refusalséhacloae approximately
sixteen percent were from a professional home.

The other pronounced difference was that better than
twenty five percent of the refusals come from homes where
the family income was gained from a business. This was more
than twice the number in the T & C sample and two-thirds

again as many as in the regular sample.

76

Table III reveals that more than seventy five percent
of the applicants in each sample came from homes where the
occupational undertaking of the parent carries gradations of
prestige in the eyes of our society. Also, these occupational
classifications are generally considered the most rewarding
financially. These areas — professional, semi-professional,
managerial, sales, business and skilled - are frequently
viewed as the hierarchy of broad occupational possibilities.

The percentage of applicants coming from home back-
grounds where the occupation of the parent falls in the
classification of semi-skilled, unskilled, clerical, service
or agricultural approximates fifteen percent for the lower
achievers - the refusals and the T & C admissionees - and

approximates twenty five percent for the regular sample.

Estimate 9: Income. The application blank does not
ask.the applicant to list the family income. An attempt was
made to estimate this from several factors of the applica-
tion blank. This procedure was outlined in Chapter IV.
Accepting this crude measure, Table III indicates that bet-
ter than ninety five percent of the applicants came from
homes where the income surpasses twenty five hundred dollars.
This does not reveal how capably the applicant can finance

his college education. However, when combined with the next

gut: (35:15: New 3 " Vin-‘H -
,INtLiflfiafc1flufm’i ‘ 7,..wa .
g;:a3xcavi 4T. - ..
.=e¢3}JPdL390q L :elf.=a“up ~
amdsmm.mfitxflmuifu

add a! 211.1 11:1»; 343

ably as issztsis .b-iilranu

thifii and 101-enesesq ”as:
has.».eeenozusiubs D s e -

.aiqmss 1afnnau sex act"

m mi mum nfliwtxgm .
M Sam”. M, as.“ v.11:
‘ an; 19.01eiqst £4

:

 

 

 

 

7?

factor of Table III, "Estimate of First Year Financing",
it was noted that about six percent of the applicants in
the refusal sample stated their financial plans for their
first year were poor or very insecure.. The percentage for
the other two groups was in the neighborhood of three per-
cent with respect to inadequate finances. It should be
noted that a greater number of veterans were in the T & C
group as revealed by the twenty percent that will utilize

the GI Bill for financial help.

Pgrent's Employment Factgg. In recent years much
speculation has arisen about the effect on the education
of a child because both parents were working. One should
keep in mind that the refusal sample and the T & C sample
‘were thus classified partly because of low achievement in the
secondary school. With this in mind, Table III reveals that
the percentage in each of the samples was approximately the
same, twenty percent, for those coming from homes where both

parents were gainfully employed.

Home Status. Educators and social workers often in-
dicate that parental influence is a contributing facmor to
adjustment to the school and community environment. The

foregoing table reVeals that the refusal group reports a

78

noticeably higher loss of one parent. This was also true
to a lesser degree in the case of the T & Cs with respect
to the loss of the father. The percentage was very similar
in all three samples when reporting foster parents or the

fact that the applicant comes from a broken home.

Handicappinglelness. On the application blank the

 

candidate was asked if he had been hampered by any illness
during the time of his previous education. There was no

striking difference among the various samples. The appli-
cations revealed that less than five percent reported that

this was the case.

ghange g§_Schools. Because of differences in teach-
ing methods, marking procedures, curricular offerings and
community influences, often it has been deemed a handicap
to a student to be shuttled from one school system to
another. This appears particularly true when the change
includes a change in residence in another state. The sum-
marization in Table III notes that more than double the
number of T & Cs and half again as many refusals as regu—
lara had a change of secondary school. This does not say
that this was the only factor to be considered, but it does

Point out that this characteristic was more peculiar to the

79

low achievers than to the people that were admitted on the

basis of the usual criteria.

Change g§_Attitude Toward Study. Michigan State
College asks the high school officials to report on the
applicant's attitude towards scholastic work and application
to academic subjects during the last year or two in high
school or since leaving high school. The application blank
points this up on page 81 with the following note: “Marked
improvement during the Junior and senior years and sometimes
a great enough imprOVement in the senior year may indicate
that a pupil is ready to undertake college work even though
the total average may not meet the standard required for
clear recommendation to college.“ The data reveals consid-
erable differences among the samples. More than sixty eight
Percent of the regular admissionees were reported to have an
increasingly positive attitude toward their studies. This
‘was in contrast to approximately forty eight percent for the
borderline admissionees and twenty seven percent for the

refusals.

18ee Appendix A

80

Conferences with the admissions office personnel re-
vealed that this is a very influential factor in the analysis
of the qualifications of a candidate. This would indicate
that secondary school personnel should be thoughtful, criti-

cal and thorough when reporting on this factor.

g;gh;g§n State College Relatives. Most admissions
officers find it necessary and advantageous to take due
cognizance of whether or not an applicant is related to
alumni. Generally speaking, this situation must be handled
carefully and if the application is questionable, the appli-
cant should be offered the opportunity to undertake individual
testing and counseling to verify his capabilities regardless
of the high school record.

The data reveal that identically the same percentage
of regular admissionees and T & C admissionees had immediate
M80 relatives. The refusals had the greatest percentage with
no MSG relatives. Approximately thirty five percent of the
regulars had MSC relatives in contrast to about twenty five,

percent for the T & Cs and fifteen percent for the refusals.

Eggher's and Mother's Education. This factor gains
attention from the admissions officer in that he recognizes
that this socio-economic factor is influential in who applies

for college. As stated in Chapter IV the classifications

81

reported do not imply that the parents were necessarily
graduates at the particular levels indicated, but they only
indicate that the parent has had educational experiences at
this level.

In each of the three samples, those parents having
had high school experiences or beyond approximates eighty
five percent. It would appear that this factor was influ-
ential in causing an individual to apply for college. One
would have to collect information on those not applying to
obtain an adequate picture as to the influence of this fact-

or when considering the entire population.

Previous Employment py_th§ Applicant. It is felt by
some that employment outside of school is detrimental to
scholastic attainment; the vocationalist will say that this
experience supplements the educational experience and makes
scholastic attainment more purposive. It was not intended\
that this argument will be satisfied by this data. The facts
reveal that approximately the same percentage in each samp-
ling have had work experience outside of school. No attempt
was made to evaluate this experience or to estimate the
amount of time devoted to these undertakings. One can readily
See that the extensiveness of this outside employment would

inform us as to how much time was left for studies. Yet, at

82

the same time, it would still not reveal the purposiveness,
initiative or motivation that the applicant had for academic

work.

Summary. It was easily ascertainable that to Judge
the capabilities or purposiveness on the basis of any single
factor about one's personal background would be unsound. It
was only when all of these factors are considered and weighed
,in‘light of all other information that they become signifi-

cant.
DESCRIPTION OF SECONDARY SCHOOL DATA

The secondary school is requested to supply informa-
tion relative to an applicants scholastic attainments, his
extra-curricular activities and to render an appropriate
recommendation in light of all available information. As
reported in Chapter II previous investigations have pointed
out that previOus high school attainment is the best predic-
tor of college success yet revealed. It was also pointed
out in the review of literature that secondary school people
believe and have reported that one area where they feel quali-
fied to render utmost assistance to the college personnel
worker, including the admissions officer, is that factor of

recommendation.

83

The Michigan State College application blankl pro—

vides adequate opportunity for the secondary school to be

of utmost service to the applicant and to the college.

Typg 9; Secondary School. The application requests
that the secondary school report its type. The majority of
Michigan State College applicants come from public schools.
Approximately nine percent of the regular admissionees as
revealed by Table IV, obtained their secondary school ex-
perience in parochial and private schools. The percentages
were somewhat higher for the other two samples - approximately
twelve percent for the T & Cs and seventeen percent for the
refusals. This material should be qualified because some
of these applicants had attended both public and private
schools. This data basically refers to the type of secondary
school from which the applicant graduated. The analysis of
the data revealed that sometimes an applicant would be a low
achiever in the original situation and he would transfer to
the other type in an attempt to bolster his record and to en-

hance possibilities for college admission.

1See Appendix A

TABLE IV

SUMMARY DATA ON SECONDARY SCHOOL INFORMATION

*Figures Reported in Percentages

84

 

 

The Factor Refusals T & 0 Regular
TYPE OF SECONDARY SCHOOL 5
Public High School 81.14 85.96 90.79
Public Technical School 1.32 2.19 0.00
Parochial School 7.46 5.26 7.46
Private School 10.09 6.58 1.75
YEAR OF HIGH SCHOOL GRADUATION
1952 81.58 67.98 80.26
1951 7.56 6.14 9.21
1950 3.95 3.95 3.07
1949 0.44 1.75 0.44
1948 1.75 5.70 3.51
1947 2.19 3.51 1.32
1946 and before 0.44 3.51 2.19
Non-Graduate 2.19 7.02 0.00
? 0.00 0.44 0.00
STATE LOCATION OF HIGH SCHOOL
Michigan 64.91 90.35 78.07
Out-of-state 35.09 9.65 21.93
HIGH SCHOOL PROGRAM
Academic 66.23 72.37 82.89
Commercial 3.51 1.32 3.51
Technical 3.07 3.07 2.19
General 19.74 13.60 5.26
Agriculture 1.75 0.00 1.32
G.E.D. Tests of USAFI 1.75 5.26 0.00
Combination of Academic and others 3.95 3.07 4.82
? 0.00 1.32 0.00
QUARTER STANDING IN CLASS
HigheSt 1075 2019 3900“
Second 13.18 16.67 34.65
Third 38.16 28.07 19.74
lowest 42098 ' “2051+ #039
Not Given 3.95 10.53 2.19

k

85

Year p§_H.S. Graduation. The majority of the appli-

 

cants in these samples were recent high school graduates.
Table IV denotes that about eighty nine percent of the regu-
lar and refusal samples graduated in 1952 and 1951. This
factor was somewhat lower for the T & C group with the per-
centage being about seventy three percent for these two
years. The admissions office at Michigan State College feels
that age and time elapsed since graduation is influential
particularly in the case of a borderline application.
Johnson's (50) investigation of veterans at the University

of Minnesota does not Verify this. Under these circumstances,
individual testing and counSeling will be offered and that
undoubtedly accounts for the increased number in this sample

which have had more distant graduating dates.

Lgcation Q£.§&§, 2x,§£§£§, Since Michigan State
College is a publicly supported college, it would naturally
be expected that the majority of the applicants would be
from this state. The sample of regular admissionees re-
vealed that about four-fifths of the candidates were from
the state of Michigan. Admission office figures reveal that
about one student in five for the entire population was from
out-of-state. In this investigation thirty five percent of

the refusals were from out-of-state and only ten percent of

86

the T & C sample were non—residents of Michigan. The MSG
admissions office does not require higher standards from out-
of—state applications. However, in 1952, all out-of—state
applications were acted upon by an "out-of-state committee“
after analysis by the admissions clerk. If the out-of-state
applicant ranked in the fourth quarter of his graduating
class, it was almost automatic to send him a declination of
admission unless something was very unusual about the appli-
cation. This undoubtedly accounts for only about ten per-

cent of the T & C admissionees coming from out-of-state.

high Schoo;_Prqgrag. The report of Aiken (3) on the
Eight-Year-Study revealed that regardless of high school
program, the applicants from the experimental schools did
as well in college as those whose secondary school experi-
ences were gained from the usual academic curricula.

The secondary school is asked to indicate which type
of program the applicant has followed. Table IV indicates
that the number of applicants pursuing the academic curricula
exceeds sixty five percent in each sample. It was highest
(about 87 percent) for the regular admissionees when consid-
ering the straight academic and combinations of academic and
others. This was in contrast to approximately seventy five
and seventy percent respectively for the T & Cs and the

refusals.

87

The entrance requirements for Michigan State College
are such that an applicant is obligated to present at least '
ten academic units to gain admission unless he is applying
under the principles of the Michigan College-Secondary School
Agreement Plan.1 This requirement of academic units is still
characteristic of the majority of American colleges and
universities. This factor then clarifies the reason for the
frequency of this type of program, and also accounts for an
increase in the refusal sample of those with non—academic

backgrounds.

gparter Standing ;Q_Class. In the review of the

 

literature, it was pointed out by Fine (3o), Froehlich (33),
Borow (10) and many others that high school rank was one of
the most commonly used criteria for selection of candidates
for college admission. Table II in Chapter II (page 41) sum-
Jnarizes many studies with reSpect to this factor.

The differences among these samples was in sharp
(contrast. One of the stipulations for recommending testing
61nd counseling at the outset was low secondary school achieve-
Inent or reServed recommendation by the secondary school of-

:ficials. The findings are then what one might expect. Over

lsee Appendix A, Page 9, Item 1—3.

88

seventy percent of the regular admissionees ranked in the
first and second quarters of their graduating classes. The
exact reverse was true with the T & C group with over sev-
enty percent ranking in the third and fourth quarters. The
refusal group was more pronounced than the regular sample
when over eighty perCent ranked in the third and fourth
quarters. The determining factor as to the offering of in-
dividual testing and counseling to these third and fourth

quarter applicants, in the majority of cases, was the recom-

mendation of the school.

gggg Schggl Recommendation. In Chapter II, the re-

view of the literature, several investigators reported that
the area of recommendations is one in which the high school
officials feel most confident and this is particularly true
‘when referring to the borderline case. The Michigan State
College application blank1 offers the school official an
(apportunity to recommend in three main categories - a clear
(or yes recommendation, a reserved recommendation outlining
‘the conditions, or a negative recommendation. The applica-
‘tions of each of the candidates was examined for the type of
recommendation. Table V reVeals that about ninety percent
0f the regular admissionees received unqualified recommenda-
ticnns and only about two percent received a negative recom-

meruiation. About one-fifth of the T & C group received a

1See Appendix A, Page 8

TABLE V

89

SUMMARY OF DATA WITH RESPECT TO HIGH SCHOOL RECOMMENDATIONS

AND ESTIMATES OF COLLEGE SUCCESS

*Figures Reported in Percentages

 

 

The Factor Refusals T & 0 Regular
HIGH SCHOOL RECOMMENDATION
Yes 18.86 9.21 89.91
No 33.33 19.30 2.19
Reserved 47.81 71.49 7.89
QUALITY OF H.S. RECOMMENDATION _
3 - 27.19 24.55 47.81
2 - 91.67 48.25 30.25
1 - 31.1h 27.19 21.93
H.S. ESTIMATE OF COLLEGE SUCCESS
Superior 0.88 O.bh 7.89
Above Average 2.63 5.70 29.39
Average 42.98 53.07 53.0?
Below Average 24.12 26.75 3.07
Poor 20.18 3.07 1.32
Not Given 9.21 10.96 5.26

90

negative recommendation. This was true in about one-third
of the refusals. About seventy percent of the borderline
sample received qualified recommendations as did approxi-
mately forty two percent of the refusals.

The admissions office reports that practically un-
questionable faith is placed in the high school's recommenda-
tion of a candidate. The reserved recommendation may out—
line many courses of action on the part of the college
officials. If testing and counSeling are suggested, nearly
always it is offered. In the refusal sample testing and
counseling was offered to seventy eight candidates (3n per-
cent) with only twenty nine of these candidates, or approxi-
mately thirteen percent of the total sample, actually taking
advantage of this opportunity to be admitted.

Often the school official will reserve a recommenda-
tion by implying that the Judgment of the college officials
‘will be relied upon in the evaluation of the application

blank.

Quality 9; High School Recommendationsi Since the
«college places such great faith in the recommendation of the
Secondary school officials, the recommendations were rated

as to quality.

91

The recommendations were rated by this investigator
in three classifications. A rating of “3“ was given the
recommendation if it was complxe in every detail and offered
positive suggestions as to how the college could best assist
the student during his college career. If this criteria was
partially met, the recommendation was given a "2“ rating.

A '1” rating was given to the applications which were devoid

of the information requested. Pages 5, 6, 7, and 8 of the

1

Michigan State College application blank are the secondary

schools' portion of the blank.

Adequate secondary school—college relations indicate
that there is an exchange of information that will be of
help to both institutions. This is not saying that colleges
now do an adequate Job of informing the secondary school
about their former graduates. However, it was immediately
apparent that many recommendations are handled in a careless
and.incomplete manner.

This factor was particularly true when it was the
Inost harmful. Often a borderline case was considered on the
strength and completeness of the recommendation. In these
Samples an overwhelming number of recommendations had to be

alassified as partially complete or incomplete. Comparison

18cc Appendix A

92

of facts in Table V indicates that for the refusal sample
and the borderline sample about three applications in four
must be given such a rating. If the applicant has a poor
secondary school record, but the school official feels that
he was a good college risk, the college places more emphasis
on the school official's opinion than on the school record.
However, the college can render much greater assistance to
the candidate if the school will critically analyze the per-
sonnel record and report assets and liabilities of the appli-
cant to the college. This allows the personnel function of
the college to take up where the secondary school left off.

The secondary schools do a much better Job of recom-
mending the people who fall in the regular sample. Almost
fifty percent of these applications could be said to have a
complete recommendation. These people also have plenty of
other supportive evidence to warrant their admission. It is
desirable that the secondary school do a complete Job when
recommending, but it is not of as critical importance as
with the borderline case.

On the basis of this investigation it would appear
that the admissions office was placing unfaltering faith in

a factor in which.the obligation has not been fully met.

High School Estimate Q§_College Sucgess. In the pro-
cess of recommending a student the high school officials are

asked to make an estimate of the college success of the candi-

93

date. The foregoing table (V) points up that the identical
percentage for the regular sample and the testing and counsel-
ing sample exists at the average estimate (about fifty—three
percent). However, the trend.was reversed in that the high
school officials estimate only about five percent of the
regulars below average and poor as compared with about the
same percentage of borderline cases at the above average and
superior estimates. Approximately fortyfive percent of the
refusals are estimated at below average or poor achievers by

the secondary school officials.

Action 9;,Personnel Groupg. It was noted in the
'borderline group that thirty one candidates had been placed
<3n.academic probation once during the first year by the Dean's
(Iffice of the Basic College. There were thirty three candi-
duites that had been placed on probation two or more times
dirring this same period. In this sample, twenty four admis-
sixmnees were withdrawn from college by the Dean's Office for
scholastic failure.

In the regular sample, twenty two admissionees were,
Plexied on probation at least once during the freshman year.
Twerrty five of the regular sample has received probationary
actixzn two or more times during the same period of time. In
this sample, fifteen admissionees were withdrawn from college

by tflle Dean's Office of the Basic College during their fresh-

94

man year because of failure to accomplish a satisfactory
level of attainment.

Another personnel function on the Michigan State Col-
lege campus that contributes considerably to the adjustment
of the student is the Counseling Center. Tabulation of the
Counseling Center contacts reVealed that of the 228 in each
sample, 49.56 percent of the borderline sample, and 50.88
percent of the regular sample had received counseling ser-
vice. The Counseling Center does a considerable amount of
work with the changing of "majors". These contacts listed
here exclude that type of contact.

On the basis of these tabulations it can be noted
that aslightly higher number of admissionees from the T a 0
sample received probationary and/or withdrawal action from
tuie Office of the Dean of the Basic College. The similarity
of? numbers exhibiting Counseling Center contacts for rea-
sons other than "change of major“ were almost exactly the

same - approximately fifty percent in each case.

Summary. The information supplied by the secondary
school is of critical importance to the admissions officer.
The «comprehensiveness with which high school officials attend
tO tliis responsibility leaves much to be desired. If the

admissions officer is to continue to respect the Judgment

95

expressed by the secondary school official, these officials
must face up to their obligation as personnel workers. The
recommendation becomes a critical factor particularly with
reference to the low achiever in high school. If this cali-
ber of student is to receive due consideration, all the sup-
portive evidence possible should be furnished the college.
In these samples the vast majority of the applicants
were recent high school graduates, had academic preparation,
had attended public schools and were residents of the State
of Michigan. About fifty percent of each sample had.utilized
the Counseling service and a slightly higher percentage of

T & C admissions were subject to probationary action.

DESCRIPTION OF COURSE PATTERNS, USE OF RATING SCALES
AND ACTIVITIES

Michigan State College is no exception to the rule
of American colleges and universities in being concerned
with the type of preparation a prospective student possesses.
It has been a commonly accepted fact, and rightfully so,
that certain major areas of study require a functional know-
ledge of basic skills. Engineering, for example, involves
a considerable amount of mathematics and to be a success the

student must have a facility in this area.

we"! and" 1.? when?" v? 9 «Mil/\- QJBJ‘ margin"
newness? antac- cl aaralafr r; s ow. 801a,} Me n
_.B$'~.‘=?~3&8§-{Lf Tan: :35: :l‘. .‘39:; ‘c."'.' .'- t. ‘[J~4“~.\qu Io oqzfi
m»: v,_ irjtmiaf'z hm; ,Tcs? misses. mmoo .e 1:
4mm" inn: tone": *; mien-1 an...“ ‘0 am. “to!" at
'swifgvnl .JI'J?’ at» $6". ,‘,. ”'13. (llmdlgfiuti. '01,.3
mi assuage s-3c as i:- as 90131:»th {a mans elda

.se'is use In fifth!!! a svui u,

 

/‘ .
,. . ‘
‘ 1‘
‘0
h I. a 'y
r, g. H
“. U ' 4. a
x' I -'
’ l
.. ,> .. . .
ENC H '2' ‘ v-
. ,"."" A .'
P315535 "rm '5’? ’ J)
{flfi'xr‘ ‘

96

The dispute arises not in the requirement but in
where it should be met - at the secondary school level or
in the college. The Illinois Plan (#8) and the Michigan
Secondary School-College Agreementl emphasize that many
small schools are not prepared to offer all the required
prerequisites. Therefore, under the stipulations of their
plans, the colleges in these states will admit students re-
gardless of the course pattern provided they are recommended
by the secondary school officials as being among the more
able in their graduating class. This further magnifies the
extreme importance of comprehensive personnel techniques on
the part of both the school and the college.

Generally speaking, at Michigan State College, there
is a minimum requirement of ten academic units2 with special
requirements for the various curricula offered by the respec-

tive schools.

Frequency_2§_8tudy Areas. There appears to be no con-
sistency as to any particular grouping of courses. Indivi-
durl differences are respected and practically no two tran—

scripts offer the same commonality in course presentation.

lSeeAppendix A, Page 9.
2Loc. cit.

s v , 7 '4’ 4. ‘2 .4' .1.‘ L 3'1?” .. _. MIMI." ‘rf‘ , 15!"!an
w ' ;,-. x. a .. o - x; J 1:. Jxxezra'xl'o'm't mmtn'
~secsaq i;J L4 usziiiz gfecfzxta 3.51137 an. as; exhum-

.oxood

4:00 on :d c: awssqqe even? .3332; gggts jg Ilflfllfllll
~£vlbni .ses'rcso 2" amt-undue 'IFIIKZ‘OIU'}"!C [ma .6 as ‘2
~re13 ow: on iii20t3021q has hetoequoq ‘1. soonocott

.301 L Jaese~q symnor nt (31.‘ snunaoe ease ed: mafia

 

 

.
1". -' 2.
:«w, '
“ A t 'y
“-4 ,'--."-‘ “’
r-<v , - l
c]. ,. ‘
A , . J a.
I j "
. _ ,1,
:1,

"I ,u“"‘ av? ;_
h|$}‘5¢& JG“: ‘ ("I/O

 

97

This phase of the analysis is concerned with the group
differences that might be ascertained when compiling the fre-
quency with which broad course areas are reported by the high
schools.

A perusal of the percentages reported in Table VI
points up not the vast differences in the various subject
areas but the surprisingly similar frequency with which the
samples are in harmony.

More than ninety six percent in each sample meet the
English requirement of at least three units. The refusal
and T & C samples are eVen more similar to the randomized
sample of regular admissionees when one notes that the five
applicants in each of these two samples not included in the
percentages haVe satisfied the requirement by G.E.D. tests
or’by foreign transcript. The other two more pronounced
differences in the academic area are in the mathematics and
ILanguage subject areas. Here, the regular admissionee group
garesents a higher frequency of several courses in the maths-
xnatics field and about three-fourths of these candidates re-
Iport credits in some foreign language.

The more extensive differences in the so—called non-
aceuiemics exist in the area of Industrial Arts where about
ten 13ercent more T & C people present credits than in the

othea? two samples. Also, a noticeably higher percentage of

98

TABLE VI

COMPARISON OF THE FREQUENCY OF VARIOUS 8TUDY AREAS IN THE
SUBJECT PATTERNS OF THE APPLICANTS

*Figures Reported in Percentages

 

 

The Factor Refusals T & C Regulars
ENGLISH CREDITS ,
4% 0.44 1.75 0.00
a 68.86 65.79 64.47
3% 9.55 12.28 9.65
3 17.98 14.47 25.00
2% 0.00 1.32 0.44
2 0.44 0.88 0.44
1% 0.44 0.88 0.00.
1 0.00 0.44 0.00
Journalism 6.58 6.5 6.58
SOCIAL STUDIES - No. of courses
8 0.44 0.44 0.00
7 2.19 1.32 0.00
6 14.04 10.53 7.02
5 20.18 29.39 29.82
4 39.04 36.84 39.47
3 19.30 12.28 19.30
2 3.95 4.82 4.39
1 0.88 2.19 0.00
SCIENCE - No. of courses
4 7.89 7.02 8.77
3 21.93 23.68 32.46
2 39.91 41.23 35.96
1 24.12 20.18 18.42
None 3.95 5.70 4.39
MATHEMATICS - No. of courses
6 00.44 0.88 0-00
5 6.58 9.63 18.42
4 5.26 15.79 11.40
3 28.51 24.12 19.30
2 40.79 35.09 40.35
1 14.47 10.96 9.21
None 1.75 1.32 1.32
FOREIGN LANGUAGE
Having credits 66.23 60.09 74.12
No credits 33.77 39.91 25.88

99

TABLE VI (continued)

COMPARISON CF THE FREQUENCY OF VARIOUS STUDY AREAS IN THE

SUBJECT PATTERNS OF THE APPLICANTS

 

 

 

 

The Factor Refusals T & C Regulars
INDUSTRIAL ARTS ’” """ "

Having credits 35.09 44.30 35.53
AGRICULTURE ‘

Having credits 6.14 3.07 7.02
HOME ECONOMICS

Having credits 21.05 14.04 21.05
COMMERCIAL ' '

Having credits 64.04 68.86 73.68
SPEECH ' '

Having credits 25.00 26.75 25.00
DRAMATICS

Having credits 3.07 3.51 5.26
MISCELLANEOUS COURSES

Having credits 71.93 59.21 47.81
TOTAL UNITS

20 and up 1.32 1.75 7.46

19% 1.32 2.19 4.39

19 4.39 3.51 . 3.51

18% 3.95 3.95 9.21

18 3.95 \ 6.58 8.77

17% 7.89 x 7.46 10.96

17 16.23 11.84 21.05

16% 13.16 ' 15.79 11.84

16 21.93 27.63 16.23

15% 9.65 7.02 0.88

15 7.02 6.58 ‘*5.26

14 ---------- ‘ 0.44

G.E.D. 2.19 3,95 .....

Non-Graduates 1.75 0.88 .....

Foreign School Grad. ————— 0,88 _____

 

**Note: In the percentages reported for the Refusals and the T&Cs
for English Credits, Social Studies, Science and Mathematics,
the percentage totals in each case lack 2.19 percent of total-
ling 100 percent. In each case five applications were incom-
plete in the listing of courses. The refusals in this case
listed only G.E.D. Test scores. The T & Cs included three
applications that listed only G.E.D. Test scores, and two
applications from foreign schools - one in England and one

100

the refusal sample present miscellaneous credits with the
regular sample reporting the lesser frequency.

When inspecting Table VI in relation to the total num-
ber of credits that the various groups report, it is ascer-
tainable that the regular sampling in general reports a
higher total of credits than do the other two samples. The
college requires a minimum of fifteen credits and this re-
quirement is met by practically the whole of the three groups.

These grouped percentages can prove very misleading
when applied to individual cases, and they serve to accentu-
ate the fact that admission requirements are not absolutes in
themselves but only guideposts to help the admissions offi-
cer to evaluate the over all credentials of the applicant.
These percentages also point up that as groups there are not
vast differences in the subject areas attempted, but the dif-
ferences exist with reapect to the 1eVe1 of competency in

terms of grades.

Responses for pest nged Subject. A perusal of Table VI
will emphasize the similarity of the respective samples as
groups rather than the dissimilarity. Each applicant is
asked to_report the subject areas in which he has the most
interest. The academic courses are reported as best liked by

all three groups. Whether or not this is a halo-effect is

101

difficult to ascertain. It is possible that the candidates
would feel reporting of academic interest would be a greater
enhancement to gaining admission. As Table VII notes, appli-V
cants frequently listed more than one subject matter interest.
Again, it should be stated that caution should be observed in

interpreting individual cases.

TABLE VII

FREQUENCY OF RESPONSE FOR BEST LIKED SUBJECT

*Figures Reported in Percentages

 

 

Th9 Factor Refusals T & C Regular
ENGLISH 50.00 43.86 47.37
SOCIAL STUDIES 47.81 49.12 49.56
MATHEMATICS 31.58 34.65 39.47
SCIENCE 42.54 20.79 48.68
FOREIGN LANGUAGE 5.70 7.46 10.96
AGRICULTURE 2.19 1.32 3.95
INDUSTRIAL ARTS 11.40 12.28 10.53
COMMERCIAL 14.04 11.84 12.72
HOME ECONOMICS 4.82 2.63 5.70
MUSIC 4.39 3.51 7.02
ART 3.98 5.26 4.39

 

**Note: The applicant in many cases listed more than one subject
as the best liked. All indications of best liked subject
were included in the tabulation.

Rating Scales. No table presentation of the frequency of
the various aspects of the rating scales utilized will be

presented. Two types of rating scales were utilized because

of a change of the application blank. Some applicants filed

102

one form while others utilized the older form. Appendix A
illustrates the newer form of application blank with the
rating scale found on page 5. Appendix B illustrates the
older form of application blank which was employed by Michi-,
gan State College. The rating scale will be found on page 4.
The admissions office uses the rating scale as sup-
portive evidence and as a check on other information that has
been presented on the application blank. The tabulation of
the frequencies on the rating scales revealed the "halo
effect" which is often characteristic of rating forms. It
may be that there weren't as many differences as one would
think, or it might also be the case that inadequate person-
nel records leave the recommending officer in doubt as to
the most logical course of action. This latter opinion was
only speculation, but often has proved the case when a per-

son hesitates to commit himself.

Distribution 9; Extra-Curricular Activities. In re-
czent years there has been an increasing emphasis on the
ifnjportance of activities, in both secondary school and col-
lege, outside the academic and non-(cademic course areas.
MO£§t educators accept these activities as having values that
calxnot be obtained in the classroom. It is also common know—

ledge among educators at the various levels that activities,

frequently in the minds of the students,

over-shadow

103

in im-

portance the gaining of knowledge through his course work.

It was not intended that the values of the various courses

of action were going to be solved, but rather, what were the

trends within the samples in the various activity areas.

If the percentages of Athletics and Girls' Athletic
Association in Table VIII are combined, the percentage dif-
ferences among the three samples were not too profound. This

combination was necessary to get the true picture because the

number of women in the regular sample far exceeds that in

the other two samples.

This same factor may account for the

higher frequency of participation of the regular sample in

leadership activities, service, music,

clubs, and Journalism.

TABLE VIII

dramatics,

class

IFBEQUENCY AND DISTRIBUTION OF EXTRA—CURBICULAR ACTIVITIES

FOR.THE THREE SAMPLE GROUPS

Ifliigures Reported in Percentages

 

 

___The Factor Refusals T & C Regular
LEADERSHIP ACTIVITIES 12.28 11.40 19.74
ATHLETICS 52.19 61.84 40.35
SERVICE 19 . 74 14 . 91 32 .46
MUSIC 21.93 17.11 30.26
CLASS CLUBS 11.40 14.04 17.98
DRAMATICS 14.04 12.28 21.93
JOURNALISM—PRESS 9 . 65 9 . 65 17 .11
GIRLS'ATHLETIC ASSOCIATION 19.74 9.21 31.93
NONE 9.65 10.96 4.82

—‘

 

109

Possibly the one aspect of this reference to extra-
curricular activities that was most revealing was that only
about five percent of the regular sample did not participate
in at least one activity, while this was true in about ten
percent of each of the other samples. In this table, the
percentages are misleading if applied to individual cases
because in the tallying process each time an activity area
was reported, it was listed. In many cases one person listed
several activities, while another person did not list any
activities. However, as a group, the regular sample has

greater participation in the activities other than athletic.
DESCRIPTION OF THE COMPARISON OF ORIENTATION TEST RESULTS'

This section pertains to a comparison of the frequency
of the derived scores on the orientation test battery for
the MSC Norms with those derived score percentages obtained
by the borderline sample and the random regular sample. The
refusal sample did not enter into the testing situation.

Table IX indicates the approximate percentage of can-
<11dates that can be expected to obtain scores according to
1318 MSG Norms. The Board of Examiners reported that the mean
der‘ived score for each of the orientation tests was 5.5 with
a satandard deviation of 1.67. This table also reports the

pel?centages of each.of the two sample groups that obtained_

“lea respective derived scores on the tests of this battery.

105

TABLE IX

SUMMARX PERCENTAGEWISE OF APPLICANTS OF THE T & C SAMPLE AND
THE REGULAR SAIPLE \fITH RES :.CT TO ORIENTATION TEST
RESULTS REPORTED IN DERIVED SCORES

*Figpres Reported in Percentages
The Factor T & C Regular MSG Norms

 

Approx. Percent
ACE L SCORE

0.44 0.00 1
9 3.07 2.19 3
8 5.70 5.70 8
7 21.93 12.28 16
6 29.39 17.90 22
5 22.81 25.21 22
4 10.09 20.18 16
3 4.39 8.77 8
2 1.32 4.39 3
1 0.44 2 .63 1
N 0.44 1.75

ACE Q SCORE

3.51 0.88 1
9 4.82 3.07 3
8 7.89 3. 51 8
7 18.42 13.60 16
6 27.19 24. 56 22
5 21.05 18.86 22
4 13.16 27.05 16
3 2.63 4. 82 8
2 0.88 7. 02 3
l 0.00 088 1
N 0.44 1 75

.ACE TOTAL SCORE

0.44 0.44 1
9 2.63 1.75 3
8 10.53 7.01 8
7 19.30 10.96 16
6 29.39 16.23 22
5 22.81 25.44 22
4 10.96 19.30 16
3 3.07 10.09 8
2 0.44 4. 82 3
1 0.00 2 .19 1
None 0.44 1 75

106

TABLE IX (continued)
SUMMARI PERCENTAGENISE OF APPLICANTS OF THE T & C SAMPLE AND
THE REGULAR SAMPLE WITH RESPECT TO ORIENTATION TEST

RESULTS REPORTED IN DERIVED SCORES

 

 

 

The Factor T & C Regular . NSC Norms

 

MSG TEsT OF ENGLISH USAGE

10 0.44 0.44 l
9 0.44 0.88 3
8 4.82 5.70 8
7 7.89 14.04 16
6 15.35 23.68 22
5 18.86 16.67 22
4 23.25 17.11 16
3 11.40 7.46 8
2 3.95 3.07 3
1 0.88 1.32 1
None 12.72 9.65

MSC ARITHMETIC PROFICIENCY

10 0500 0.88 l
9 0.44 1.32 3
8 3.07 5.26 8
7 7.08 14.47 16
6 18.42 21.49 22
5 25.12 20.18 22
4 16.23 15.35 16
3 14.04 9.21 8
2 2.19 1.32 3
1 1.75 0.44 1
None 12.72 10.09

MSG READING TEST » VCCABULARY

10 0.44 0.00 1
9 0.44 3.88 3
8 3.51 3.07 8
7 14.91 14.91 16
6 22.37 21.49 22
5 18.86 22.37 22
4 22.37 17.98 16
3 11.84 13.60 8
2 3.51 2.63 3
l 0.44 1.75 1
None 1.32 1.32

107

TABLE IX (continued)

SUMNARX PEECENTAGENISE 0F APPLICANTS OF THE T & C SAMPLE AND
THE REGULAR SAMPLE WITH RESPECT TO ORIENTATION TEST

RESULTS REPORTED IN DERIVED bCURES

 

 

 

The Factor T & C Regular MSG Norms
MSC READING TEST — CCNPPEHENSION _

10 0.00 0.44 1
8 3.95 6.58 8
7 18.86 14.46 16
6 25.00 19.74 22
5 15.79 25.44 22
4 21.05 16.67 16
3 9.65 7.89 8
2 2.19 3.51 3
1 0.44 1.32 1
None 1.32 1.32

.M30 READING TEST - TOTAL

10 0.44 0.00 1
9 0.44 1.75 3
8 4.82 5.70 8
7 14.91 14.47 16
6 20.18 18.86 22
5 23.68 25.00 22
4 19.74 16.67 16
3 11.40 10.96 8
2 2.63 3.07 3
1 0.44 1.75 1
N 1.32 1.32

 

108

When analyzing the frequency of these distributions,
it should be kept in mind that a selection process with re-
spect to test results has already taken place in the T & 0
sample. These tests are not the only ones used by the
counselors during the testing and counseling session with
these borderline candidates. Each case was handled indi-
vidually and often other tests were added to these to fur-
nish the counselor with a more adequate picture of the
applicant. The orientation tests were common to all candi-
dates whether borderline or regular admissionees and these
were the items that make for comparison. The wide variety
of other test items did not lend itself to comparison with
these samples.

Inspection of Table IX will reveal that the random
sample fits quite closely to the distribution of the norm
egroup. In each of the tests and sub—tests approximately
fkarty four percent fall at the derived scores of "5“ and
"6“. Because of the selection factor that has already taken

Lilacs in the T & C sample the percentages in the derived
scnore ratings of "5, 6, & 7" were somewhat larger than those
irudicated in the random sampling and in the MSC Norm listing.

It was verified by Kenny's (51:141) formula for the
t test t , Msample — MpongV_§EEpIE)

Standard Deviationnop.

' 109

that the regular sample could be assumed to be a random
sample of the total population. This statistic was found
significant at the one percent level of confidence. The
value of t was 4.2 and for the degrees of freedom it was
necessary for t to exceed 2.601 to assure that the randomi-
zation could be assumed to be significant at the one percent
level of confidence. The total ACE scores for the randomi-
zation and the norm group were utilized to check this random-
ization.

0n the achievement tests, the MSCTEU and the MSCAPT,
the distribution of the regular sample tended to approximate
quite closely the norm percentages. However, the T & C sample
on the Test of English Usage tended to have a higher frequency
of ”3“ and “4" derived scores. The Arithmetic Proficiency
Test derived scores tend to conform more closely to the norm
:for the T & 0 sample. This was also true for the random
regular sample.

On the M80 Reading Test both the T & C and Regular
samples tended to closely approximate .the norm percentages.
Tflle T & C group has a slightly higher percentage at the de-
rived scores of "3" and "4".

Because of the nature of derived scores, the reader
Should keep in mind that the predictive value of these
scores is most helpful at the extremes - l, 2, 3 at the low

end and 8, 9, 10 at the high end.

110

DESCRIPTION OF CANDIDATES SELECTION OF SCHOOL

Michigan State College offers a possibility of nine
broad categories of classification. There are numerous
majors that the entering candidate can select. In Table X
are revealed the percentages of the choice of school of the
three samples. At the time of the filing of the applications,
the Physical Education major was listed in the School of
Business and Public Service. Effective in 1953, this major
was transferred to the School of Education. As a consequence,
the percentages reported included the Physical Education

majors in the School of Education.

TABLE X

ENROLLMENT BY SCHOOL FOR EACH OF THE THREE SAMPLE GROUPS

*Figures Reported in Percentages

 

Regular

 

The Factor Refusals T & C
ENTERING SCHOOL . . .
Agriculture 8.33 4.82 7.89
Business & Public Service 27.19 21.93 19.74
Engineering 7.46 9.21 10.09
Home Economics 7.02 1.32 7.02
Science and Arts 11.40 12.72 17.11
Veterinary Medicine 3.95 0.88 2.19
Education 10.08 6.58 10.53
Basic - No Preference 24.56 42.11 25.44
Unclassified 0.00 0.88 0.00

Ill

The striking difference revealed by the foregoing
table was the frequency of the T & 0 sample enrolled in the
Basic - No Preference classification. However, this is some-
what misleading. The T & C people have undergone extensive
testing and counseling and undoubtedly this has contributed
to the large number deciding not to declare a major. To
get an adequate over all picture, it would be desirable to
ascertain how many of the regular sample changed to a No
Preference classification.

The classifications of schools reported were those
under which each application was processed for admission.
This T & C classification of No Preference might have been
considerably less before the counseling process was institu-
ted. However, it should be noted that the highest percentage
for the regular sample was No Preference with about one out
of four individuals as yet undecided about a major area of
study.

The second.and third choices of schools was the same
for each of the three samples, with Business and Public Ser-
vice curricula and Science and Arts curricula being selected
in this respective order. The fourth choice of curricula
for the T & 0 sample was in the field of Engineering as

against an Education major for the regular and refusal sample.

112

In analyzing this fact, one should keep in mind that the per-
centage of women in the T & C sample was considerably less
than in the other two samples. If we consider ultimate Job
outlets, we can ascertain the plausibility of this school
selection. Because of the small number of women in the T & C
sample, it can account for the small percentage selecting a
major in the school of Home Economics.

The large number electing a No Preference classifica-
tion in the T & C sample accounted for the somewhat lower
percentages in remaining schools when comparing the percent-

ages with those of the other samples.
SUMMARY OF CHAPTER V

Information in this chapter has been based upon the
three samples of 228 applicants each for the Regular Admis-
sionees, the Testing and Counseling Admissionees, and the,
Refusals at Michigan State College for the Fall Term 1952.

It has been presented in an effort to ascertain some of the
similarities and differences that exist with respect to the
groups when assembling information from the application
blank as presented by the applicant and the secondary school.

There are differences in the personal information
factors among the samples but taken individually they do not

become very revealing. When all the factors are pooled for

113

each individual case, they become most significant. The
similarities among the groups overshadow the differences.

The college admissions officer is conscious of the
role that the secondary school can play in furnishing infor-
mation about candidates. Noticeable similarities among the
three groups were present with respect to the vast majority
being recent high school graduates with academic preparation
from Michigan high schools. The most significant difference
was denoted by the high school rank where the predominate
position of the regulars was in the top half of the graduat-
ing classes and the position of the T & Cs and refusals was
in the lower half.

One of the more important findings appears to be in the
area of recommendations and the quality of these recommenda—
tions. It is apparent that high school officials are not
fully meeting the obligation which this responsibility en-
tails. Careful liaison work needs to be done in the exchang-
ing of adequate and pertinent personnel information between
secondary schools and colleges.

There are nearly as many course patterns as their are
cases in the composite of the three samples. However, it is
apparent that academic preperation predominates and that the
admission procedure hues rather closely to the stated require-

ments of the ten academic units.

114

When referring to extra-curricular activities, the
regular sample has a higher percentage of participation in
activities other than athletic than was characteristic of
the other two samples.

The testing report considers only the regular and
borderline samples. Kenny's t test verified the randomiza-
tion of the regular sample as compared with the MSC Norm
group. The greatest deviation appears to be in the area of
the language factor. One must also keep in mind that a se-
lection factor on the basis of derived scores on these tests
had taken place with the borderline sample, and that those
applicants scoring consistently in the lower (1, 2, 3) derived
scores_were eliminated before they had a chance to enter this
sample.

The most profound difference with the selection of a
broad curricula and enrollment in a school was found in the
No Preference area where over forty percent of the T & C
group were found in contrast to about twenty five percent of
the other two samples. The factor of individual counseling
before admittance may be the crucial factor here and this
should be kept in mind when interpreting this report.

A somewhat, although not exceptional, higher percent-
age of Borderline Admissionees were subjected to probationary
action than was the case with the Regular Admissionees. Ap-
proximately fifty percent of each sample had taken adVantage

of the services offered by the Counseling Center.

c. z" . .-~: . f .' ...J erg-19:“. Mammy not

.'. is mafia. 1'3;- 3.1: :zilw emvi'n‘r‘U"; mmo‘tml‘? 39:35 0d?
and a! ham”: new lamina n :3." mmmiioune bras ssluoh'w

5‘) a T an”: '10 Imam-n“; '01s“ mew. exam! non noun.

to Ja-m'ze-r svn- Etna-Li when. 0: 3.910500 m banal m‘

gratiewmoo imabrvflmt to “Lentil! ad? “4316168 a!" 1‘9.

No.1 bus. and mas-Inst {Mm-mo ms. 44.711: constitute
.a'mqs-x am: ;‘Gi‘é'lwnt uflm it up!" 36
mama]

 

damned mm an. “scum 3"}; W

 

 

CHAPTER.VI

THE RELATIONSHIP BETWEEN SELECTED CRITERIA
AND SCHOLASTIC SUCCESS FOR REGULAR

AND BORDERLINE ADMISSIONEES

This chapter is chiefly concerned with an analysis of
the correlation studies conducted to establish the relation-
ship between various admissions criteria and the cumulative
grade-point-average obtained by the applicants selected for
the regular random sample and the borderline sample.

All correlations reported were based on cases that
possess both factors, the criteria and the cumulative grade-
point-average. Because of attenuation in the samples, this
varies from term to term and from factor to factor. The
significance of the correlations is based on Snedecor's
(90:1h9) table #73, "Correlation Coefficientsnt the 5'73 and
1% Levels of Significance“, utilizing two hundred degrees of
freedom except where so indicated by “#" in the tables.
Guilford (38) states that with large values of N it is not
necessary to interpolate in this table. Therefore, the
closest applicable N as given in the table has been used.

The following variables were considered in comparison
with the Michigan State College cumulative grade—point-aver-

age of the candidates: 1) derived scores on the American

116

Council on Education Psychological Examination — Q score,

L score and Total score; 2) derived scores on the Michigan
State College Test of English Usage; 3) derived scores on
the Michigan State College Arithmetic Proficiency Test; b)
derived Total score on the Michigan State College Reading
Test; 5) the high school recommendation; 6) the Michigan
State College counselor recommendations for the testing and
counseling sample; and 7) the previously acquired cumula-

tive grade-point-average.
A STUDY OF THE ORIENTATION TEST FACTORS

The major purpose of this phase of the study was to
determine the relationship between the various orientation
test scores and the academic success of the candidates in
the two samples for each of the three terms of the freshman
year. Each term there were drop-outs, and hence greater
selectivity can be expected to have occurred among the cases
in the sample. This selectivity and corresponding effect of
homogeniety undoubtedly influences the relationships obtained.
No attempt was made to determine reasons for dropping out
of college. To study this factor, however, might add some

insight to aid in the interpretation of these results.

10::

' n'f.‘ Joye! gums m snow

‘
.4
--o

no! J .1717» 1'”: 3909...}; ‘J' net-Hum. C;.I"u“.eri3'2!;"
fl." a339,. Finn‘s. +13 ‘2.) 219mm; mauve-4 cn'J :-
assailant ad: Ir. amass 3:1 1 . i: to drum 10‘: s-

eesaw-g; same bus earn—cm: our mm m
39:01:: ed: We 338931000 awn. o; bafigm 30’ n

to $9393,» maxim-amen has “blind” 0'21!

   

r
f .

“new 31!!“- “tamed +1 9" A“ "'
, 7%....
55%;ng 'M‘ team

117

AQE Derived Scores. The American Council on Educa—
tion Psychological Examination is one of the more commonly
used measures of general scholastic aptitude in college
orientation test batteries. It forms a vital part of the
orientation test battery employed at Michigan State College.
It should not be concluded, however, that it has precedence
over the other test factors. It is only when all factors
are considered that they become most meaningful. Most in-
vestigators will agree that no single measure should be
used as the sole criteria for Judging the potentiality of
any specific candidate. The correlations obtained between
the ACE derived scores and the cumulative grade—point-aver-
ages follow. The ACE furnishes three scores - the Q, the L,
and the Total.

Table XI shows that positive relationships between
the ACE Q scores exist for both the borderline and the regu-
lar samples. This positive relationship carries through for
all three terms of the freshman year and progressively in-
creases. The size of the sample in each case progressively
decreases because of the attenuation of the samples. In-
spection of the records indicates that the principal reason
for drop-outs was low academic achieVement. There were many
artifacts operating and control of variables was not exer-

cised. No investigation of the causes for this increase in

ll8

. TABLE XI

CORRELATIONS BETWEEN A.C.E. DERIVED "Q” SCORES AND
CUMULATIVE GRADE-POINT-AVERAGES

 

 

 

t R Bo d 11
Quar er r egulaan r r er n2?

Fall .2786** .0625 .2357** .0638
N/219 N/221

Winter .3056** .0626 .2527** .0662
N/le N/201

Spring .3695**‘ .0608 .2653** .0685
N/203 N/185

 

* Significant at the five percent level of confidence or less.
**Significant at the one percent level of confidence or less.
Significance of the correlations_was determined by reference

to Snedecor's (90:149) table of correlation coefficients
utilizing 200 degrees of freedom.

119

relationship was ascertained. Generally, the more homogeneous
the group, the less the magnitude of the resulting correla-
tion. These obtained correlations were significant at the

one percent level of confidence. Guilford (38) states that
the strength of relationship can be described for correlations
of .20 - .40 as low correlation with a definite but small re-
lationship. The correlations of from .2786 to .3695 for the
regular sample are somewhat greater in magnitude than those
for the borderline sample which ranged from .2357 to .2653.
These correlations refer to groups and any individual pre-
diction should be exercised with extreme care. Interpreta-
tion of these Q score relationships must consider the exact
quality of the factors involved. The cumulative GPA was com-
posed of teacher grades for all M.S.C. courses taken. The
variable of difference in marking procedures should be kept

in mind. Also, many courses were involved which did not re-
quire quantitative thinking and skills.

Another aspect of the ACE test is the "L Score“ which
is a measure of linguistic capacity exhibited.by the indivi—
dual at the time of testing. When referring to the derived
ACE "L" scores in Table XII, it was noted that the relation—
ship for the regular admissionees again increases slightly
and progressively from the first term to the third term with
correlations of .h507, .4664 and.h695 respectively. The

.
I i
‘ l
I
' -' -_ 14:“ w: in 704.... 110370
.. a as 1: I i ‘.' 9f. 1- , ‘9, (y‘ '0‘ $017),“
as . run. run .mnftesz "1;; cm): 6'13

:2? c: ,112 aidsT at 33:90!

':’.~‘Jff u ..r eeacoiuntlfia'inivgsa as;

ref»: q; ~J n1e3 1311) ed! Ina! (ravines

.vjw'am ' 4n "(Fifi Ms M 30?}. 10 arts?

 

CORRELATIONS BETWEEN A.C.E.

TABLE XII

DERIVED "L"

120

SCOhES AND

CUMULATIVE GRADE-POINT—AVERAGES

 

 

 

art r R ul r Borderline

Qu e r eg a 6? r 65

Fall .4507** .0504 .3001** .0613
N/219 N/221

Winter .4664** .0540 .3059** .0641
N/211 N/201

Spring .4695** .0549 .2521** .0683
N/203 N/185

 

* Significant at the five percent level of confidence or less.

** Significant at the one percent level of confidence or 1686.

Significance of the correlations was determined by refer-
ence to Snedecor's (90:149) table of correlation coeffi—
cients utilizing 200 degrees of freedom.

121

correlations obtained for the borderline sample were not as
great in magnitude. The obtained r's were .3001, .3059, and
.2521, respectively, for the three terms. In this sample,
the spring term correlation was lower. This was contrary to
the findings for the regular sample. An unmeasured artifact
appears to have operated, and it would be necessary to estab-
lish some controlled experiments before drawing conclusions
concerning possible influences.

It remains imperative, however, that linguistic mea—
sures receive attention. The essential aspects of linguistic
facility for adequate accomplishment at the college level
have received extensive attention in the research. Results
of the present study tend to bear out existing research and
indicate that the derived L score is a valuable counseling
tool for the regular sample. The relationship for the bor-
derline sample was considerably less. It would appear that
giving equal weight to this factor for both samples would be
fallacious. ‘This would imply that differential prediction
was in order. Johnson (50) concluded that giving the same
weighting to all predictive variables and applying them to
the estimation of scholastic success for all students alike
was a questionable procedure. By definition the borderline

sample was a unique group and the application of a similar

r. {_'

~

£

.,'-)," :7 -:'. .4‘

:11."ng awffifti'

 

 

122

procedure for both samples does not appear sound. Additional
experimentation should be conducted to establish regression
equations for each sample.

The third score furnished by the ACE Psychological
Examination is the Total Score. The Q score and the L score
are combined to furnish this score. This total score is in-
dicative of the over all capacity of the student at the time
of testing. Correlation coefficients obtained for each of
the samples may be found in Table XIII. The results show
that there was a substantial relationship between the total
ACE scores and the cumulative grade point averages when con-
sidering the regular sample. The magnitude of these correla-
tiOns was found to be very similar to those ascertained by
other investigators.1 There was a slight increase in the
correlation each term for this group. With this slight in-
crease in evidence, it would appear that this ACE score re—
tains value as a counseling tool beyond the first term. This
finding was Opposite to that ascertained in a study conducted
at Fresno State College by Smith (89). He noted that examin-
ation records lose significance after a year or so.

The magnitude of the correlations for the borderline
sample were somewhat less when relrting the Total ACE score

and the cumulative GPA. For this group the highest correla-

 

1Refer to Table I, Chapter II, Page 38.

TABLE XIII

123

CORRELATIONS BETWEEN A.C.E. DERIVED TOTAL SCORES AND

CUMULATIVE GRADE—POINT-AVEBAGES

 

 

 

Quarter Regular Borderline

r G? r G?

Fall .4460** .0543 .3240** '.0603
N/219 N/221

Winter .4566** .0546 .3019** .0643
N/le N/201

Spring .u928** .0533 .2543** .0690
N/203 N/185

 

* Significant at the five percent level of confidence or less.

** Significant at the one percent level of confidence or less.

Significance of the correlations was determined by reference
to Snedecor's (90:149) table of correlation coefficients

utilizing 200 degrees of freedom.

124

tion was obtained between the Total Score and the first term
GPA. The magnitude of the correlations decreased progres-
sively from the first to third term and were .3240, .3019 and
.2543 respectively. It appears that the factors Operating
for the borderline sample differ from those in the regular
sample. Controlled experiments should be exercised in an
attempt to establish the differences. Table XIII shows that
the magnitudecf the correlations (.4928 for the regular sam-
ple; .2543 for the borderline sample) differs considerably,
although both were found to be significant at the one percent
level of confidence.

In general, it can be said that the results of this
study corroborate that of others when considering the regu-
lar sample, but that the testing and counseling sample pre-
sents a unique problem that must be considered apart and on
its own merits. The establishment of regression equations
for each sample appears in order to enable differential pre-
diction. The admissions function would become somewhat more
complex but it is possible that a greater stabilization of

student population could result.

MSCTEU Derived Scores. The Michigan State College
Test of English Usage can be regarded as an achievement test

in the field of language usage. Achievement tests have formed

125

component parts of many.testing batteries. In support of
the use of achievement tests, Durflinger (28) found a median
correlation coefficient of approximately .55 between content
examinations and college grades. Johnson (50) in his study
on the use of the Tests of General Educational Development,
which are achievement tests, found that these instruments
are valuable and efficient for predictive purposes.

Table XIV indicates the relationship found for the
MSCTEU and the cumulative grade—point-averages for the two
samples. A substantial relationship can be noted for the
regular sample as against a relationship of considerably
less magnitude for the borderline sample. All correlations
found were significant at the one percent level of confi-
dence. There was only a slight increase in the correlation
between Fall and Winter quarters for the regular sample
(.4589 - .4896). At the same time, there was a slight de-
crease in the relationship for the borderline sample (.2993 -
.2829). The relationship for the Spring quarter revealed
r's of .7025 and .3034 for the regular and.borderline samples
respectively.1

It should be kept in mind that attenuation has occurred

in each of the samples and that many of the low achievers

1The magnitude of this correlation was much greater
than others. As a safeguard against mathematical error,
several calculations were made to verify the accuracy. Un-
measured factors appear to be in operation which influence

this correlation.

CORRELATIONS BE

TABLE XIV

126

'EEN MICHIGAN STATE COLLEGE TEST OF

ENGLISH USAGE DERIVED SCORES AND CUMULATIVE

GRADE-POINT—AVERAGES

 

 

 

uarter Re ular Borderline

Q r g G? r 0?

F811 014'589“... 00555 02993** 00659
N/203 N/l92

Winter .4896** .0546 .2829** .0691
N/195 N/178

Spring .7025** .0368 .3034**# .0707

N/19o

N/166

 

* Significant at the five percent level of confidence or less.

** Significant at the one percent level of confidence or less.

Significance of the correlations was determined by refer-
ence to Snedecor's (90:149) table of correlation coeffi-
cients utilizing 200 degrees of freedom.

# Utilized 150 degrees of freedom with this correlation.

127

have been eliminated from the sample by the end of the
third term. Considering this factor, it can be concluded
that the MSCTEU can be used with confidence as a counseling
tool even beyond the first term. The relationship obtained
particularly for the random sample, bears out expressed
Opinion by many that language factors are of great impor-
tance in accomplishment at the college level.

The lesser magnitude of the relationship between the
cumulative grade-point-averages of the borderline admis-
sionees and the MSCTEU indicated that it must be used care-
fully. As with ACE scores, it appears that additional studies
in the area of differential prediction and the establishment
of regression equations for the two samples is a logical
course of action. The magnitude of this correlation was
established with a group and when used in individual coun-
seling situations, it must be used with extreme care. Used
in conjunction with other tools, it would have some value in
the counseling situation. It should be kept in mind that a
correlation is always relative to the situation under which
it is obtained, and the magnitude does not represent any

absolute.

MSCAPT Derived Scoreg. The second of the achievement
tests used in the orientation test battery for Michigan

State College freshmen is the Michigan State College Arithmetic

128

Proficiency Test. The correlation matrix for these two sam-
ples reveals that the highest relationship obtained with the
cumulative grade-point-average was between that variable for
the spring quarter and the MSCAPT score. Correlations ob-
tained at the end of this term were .5031 for the regular sam-
ple and .2752 for the borderline sample. As in the case of
the MSCTEU results, the magnitude of the relationship in-
creased each of the three terms for both the regular sample
and the borderline sample. Table XV outlines the relation-
ships obtained for each of the three quarters. All correla-
tions were found to be significant at the one percent level
of confidence.

The progressive increase in correlations gives evi-
dence that this test might continue to have value as a coun-
seling tool. Remembering that derived score techniques cause
the extreme scores to be more indicative, the relationship
for the regular sample can be assumed to have moderate value
particularly when used in conjunction with other measures.
Because of the considerable difference in magnitude of the
relationships between the random and borderline samples, this
finding seems to support those of the two previous tests.
Studies relative to differential prediction should.be con-
ducted to render these indices of most value to the admissions

officer and other personnel workers.

129

TABLE XV

CORRELATIONS BETWEEN MICHIGAN STATE COLLEGE ARITHMETIC
PROFICIENCY TEST DERIVED SCORES AND CUMULATIVE

GRADE-POINT-AVERAGES

 

 

 

R . d
Quarter r egulardf r Bor erli%%_
Fall .4580** .0556 .2239** .0687
N/203 N/192
Winter .h692** .0560 .2606** .0701
N/l95 N/l78
Spring .5031** .0543 .2752**# .0720
n/19o N/166

 

* Significant at the five percent level of confidence or less.

** Significant at the one percent level of confidence or less.
Significance of the correlations was determined by reference
to Snedecor's (90:149) table of correlation coefficients
Utilizing 200 degrees of freedom.

# Utilized 150 degrees of freedom with this correlation.

MSCRT Derived Scores. One of the skills deemed neces-
sary for accomplishment in academics at the college level is
the ability to read. The orientation battery provides a mea-
sure of the applicant's reading ability. The Michigan State
College Reading Test furnishes three scores: a vocabulary
score, a comprehension score and a total score. Only the
total score was considered in this investigation.

When relationships between the MSCRT derived scores
and scholastic achieVement for the first term (regular - .5660,
borderline - .3990) were com ared with relationships found
for the other tests of the orientation battery for the first
term, it was found that those for the MSCRT tended to be
somewhat greater. When referring to the regular and border-
line samples reapectively, the scores reported for the first
term for the other tests were as follows: .4460 and .32h0
for the Total AGE; .2786 and .2357 for the ACE Q score; .h507
and .3001 for the ACE L score; .h589 and .2993 for the MSCTEU
score; and .4580 and .2239 for the MSCAPT score. In referring
to Table XVI it becomes apparent that there was a slight re—
gression in the relationship for both samples in light of the
cumulative GPA's acquired during the winter term. This trend
was reversed for the regular sample in the spring term, but
the magnitude of the relationship for the borderline sample

was again slightly less.

131

TABLE XVI

CORRELATIONS BETWEEN THE TOTAL DERIVED SCORES OF THE
MICHIGAN STATE COLLEGE READING TEST AND
CUMULATIVE GRADE-POINT-AVERAGES

 

 

 

Quarter r Regular“? r Borderli%§_

Fall .5660** .0u60 .3999** .0568
N/219 N/220

Winter .5180** .0505 .3196** .0636
N/211 N/ZOO

Spring .6360** .0419 .2820** .0680
N/203 N/184

 

* Significant at the five percent level of confidence or less.
** Significant at the one percent level of confidence or less.
Significance of the correlations was determined by reference

to Snedecor's (90:1u9) table of correlation coefficients
utilizing 200 degrees of freedom.

132

Table XVI reveals that the magnitude of the relation—
ship between the two variables for the regular sample was
substantial. The increase in the relationship for the spring
term suggests that this test may well be regarded as an
adequate tool for continued use by instructors and counselors.

The correlation results for the borderline sample
when relating reading measures and cumulative GPAs follows
the same trend as revealed by the other orientation measures.
There were correlations (.3999, .3196 and .2820) of positive
magnitude significant at the one percent level of confidence.
There was a progressive declination in the magnitude of the
relationship each subsequent term. As with the other mea-
sures, uncontrolled factors may be operating which are pecu-
liar to this type of admissionee. The results suggest that
this measure loses some of its effectiveness after the first
term. These results also indicated that regression studies
should be conducted to facilitate differentiation of predic-

tion practices.

Summary g: orientation test correlations. There was
a tendency for all correlations to be positive and signifi-
cant at the one percent level of confidence. The magnitude

of the various relationships varied considerably. The

133

relationships between each of the factors for each of the
terms was greater for the regular random sample than for the
borderline sample. The correlations tended to increase each
successive term when referring to the regular sample and, in
general, the relationships were of greatest magnitude for
the borderline sample when the test results were compared
with the fall quarter grade-point-averages. There appear

to be different artifacts operating within each of the sam-
ples, and some control studies should be conducted in an
attempt to ascertain the cause of the differences in trends
and the magnitudes of the relationships.

The Michigan State College Reading Test yielded the
relationship of the greatest magnitude of all the tests of
the orientation battery when compared with first term GPAs.

The magnitude of the correlations was positive and
significant at the one percent level, but of low enough
quantity to indicate that decisions and courses of action.
based on any one single factor would be fallacious. When
the results of each test were considered in conjunction with
the results of others, they became most meaningful. The re-
sults indicated that the applicants of the borderline sample
were to be considered in a different frame of reference than

that employed for the regular admissionee. This implies the

134

establishment of regression equations for each sample to

facilitate more sound procedures in the admissions functioh.
There were many indications that the orientation

tests were of considerably less value when attempting to pre-

dict scholastic achievement for the borderline admissionee.

This might be enhanced if proper weighting were applied to

each of the measures, enabling differentiation in prediction.

A STUDY OF THE PREDICTIVE VALUE OF OTHER

SELECTIVE FACTORS

Other common factors utilized by personnel workers
for predicting the scholastic attainment of candidates for
college admission are high school achievement, high school
recommendations and counselor recommendations of the college
counselors when a program of individual testing and counsel-
ing for admission is employed. Many authors have stated that
recommendations and test scores cease to be of much value
after the first term of college; that the best predictor is
the previously attained grade-point~average from the college
in which he is enrolled. This section is devoted to a re-
port of the relationships obtained when considering these
aforementioned factors in light of the obtained cumulative
grade-point-averages for each of the three terms of the fresh-
man year. Only the two samples, regular and borderline were

utilized.

135

High School Rank. Reference to Table XVIIa furnishes
an indication of the relationship obtained for these samples.
There was a substantial relationship between high school rank
and first term cumulative GPA (r — .4593) for the regular
sample. This relationship (r — .2527) for the borderline
sample, however, might be considered low for individual pre-
diction. High school rank was reported in quarters. This
was a rough estimate when compared with the cumulative
grade-point-average which was reported in decimals to the
hundredths. It would appear that high school achievement
would be much more meaningful if the overall average were
reported in addition to the comparative rank.

When considereing these two factors for the regular
sample, the magnitude of the correlation (.3831) for the
winter term showed some regression, but returned to about the
same level (.b502) for the spring term. Table XVIIa reveals
that the opposite was true for the borderline sample. There
was a slight increase in the winter term and a decrease in
the spring term in the relationship between the high school
rank and the cumulative grade-point-averages. There appear
to be artifacts operating which were not controlled. No
attempt was made in this study to control factors in ascer-
taining the causes for this difference of trends between the

two samples.

136

TABLE XVIIa

CORRELATIONS BETWEEN THE HIGH SCHOOL RANK AND
CUMULATIVE GRADE-POINT—AVERAGES

 

 

 

u rt r Re lar Borderline
Q a e r gu E? r 6?
Fall .h593** .053? .2527** .0659
N/217 N/203

Winter .3831** .0594 .2628** .0686
N/207 N/185

Spring .4502** .0567 .1901*# .0741
N/l99 N/l70

 

* Significant at the five percent level of confidence or less.

** Significant at the one percent level of confidence or less.
Significance of the correlations was determined by reference
to Snedecor's (90:1#9) table of correlation coefficients
utilizing 200 degrees of freedom.

' # Utilized 150 degrees of freedom with this correlation.

137

All relationships were found to be significant at
the one percent level of confidence with the exception of the
correlation at the end of the spring term for the borderline
sample. The obtained correlation of .1901 was significant
at the five percent level of confidence.

The correlations obtained for the regular sample in
light of high school rank were similar in magnitude to those
obtained when the results of the orientation test were cor-
related with the cumulative grade-pointaaverages. The same
can be said for the borderline sample. For this group, high
school rank did not seem to furnish any more insight into
college achievement than did the orientation battery.

Because of the importance placed on the high school
record, a percentage table (Table XVIIb) was assembled to
determine what proportion of admissionees for each quarter
fell below the required "C" (2.00) average. Inspection of
this table will reveal that a much larger proportion of lower
quarter people failed to make the required 2.00 average for
each of the three terms. It would appear that the third term
jpercentages were the most revealing in as much as the student
liad had ample Opportunity to adjust to the college environ-
xnent and to have received assistance from instructors and the
various personnel services. In both samples, fifty percent

or more of the fourth quarter students had failed to make

138

TABLE XVIIb

PERCENTAGE RELATIONSHIP FOR T & C AND REGULAR SAMPLES BETWEEN

CUMULATIVE GRADE-POINT-AVERAGES AND H.S. BANK

 

 

fiuafitealgigk in Percentage Obtaining Less Than 2.00 fiPA

 

lst Term 2nd Term 3rd Term
Regular T & 0 Regular T & 0 Regular T & C
First 15.91 20.00 16.09 40.00 7.81 20.00
N/88 N/5 N/87 N/5 N/84 n/5
Second 38.16 21.05 38.03 26.47 35.71 27.27
N/76 N/38 N/7l N/34 N/70 N/33
Third 45.45 52.46 47.50 49.12 46.15 42.86
N/44 N/61 N/40 N/57 N/39 N/56
Fourth 77.78 58.33 57.14 62.07 50.00 58.67
N/9 N/96 N/7 N/87 N/é N/75
G.E.D. ----- 40.00 ----- 40.00 ————— 20.00
N/lO N/lO N/lO
Not Given 80.00 50.00 80.00 44.44 80.00 42.85
N/S N/12 N/S N/9 N/5 ' N/7
Total Making " '
Less Than 2.0 33.33 48.31 32.08 50.25 30.88 44.86
N/222 N/221 N/212 N/201 N/204 N/185

Note: The above percentages take into consideration.the drop-outs
in each sample for each ranking in class. The N denotes
the number in each sample that received that particular

rank of those remaining in school to the end of the term.

139

the 2.00 average at the end of the third term. This was
found to be true of more than forty percent of the third
quarter students.

When considering the upper half of the graduating
classes, more than sixty five percent of these people main-
tained an average of "C" or better. The regular sample had
a much greater percentage of upper half people than the
other sample. By screening and definition, the students in
the borderline sample were originally recognized as low
achievers according to the high school record. For the total
of both samples it should be noted that about thirty one per-
cent of the regular sample and about forty five percent of
the borderline sample remaining in school through the end of
the freshman year failed to make the 2.00 average. On this
basis it would have to be concluded that a sizable number of
students in the borderline sample would be eliminated should
the program of individual testing and counseling for admis-
sion be discarded. Fifty five percent of this group remain-
ing to the end of the third term have proved their capacity
to meet the minimum standard of a 2.00 cumulative grade-

point-average.

High School Recommendation. As previously stated1

 

1See Chapter v, Page 90

140

the admissions office at Michigan State College, as a mem-
ber of the Michigan College Agreement, places practically
one hundred percent faith in the recommendation of the high
school officials. This is particulrrly true when the appli-
cation of the borderline admissionee comes to the attention
of the admissions personnel. Cosand (19) reports that the
secondary school recommendation is one of the top five methods
usec for granting admission to college, and the one most
recommended by principals themselves. In particular, it is
used with respect to students who do not quite measure up
academically, but who, in the opinion of the principal, are
capable of doing college work.

Reference to Table XVIIIa indicates that the correla-
tions obtained in this study were the lowest of all for
this important factor. The magnitude of the correlations
for the regular sample, considering the two variables of
recommendation and cumulative grade-point—average for each
of the thrue terms, were .2648,.l979, and .2044, reapectively.
These relationships were found to be significant at the one
percent level of confidence. However, with a correlation of
this magnitude, any attempt to base individual prediction on
this factor would seem to be precarious. The results were
even less favorable for the borderline admissionees. Here
the obtained r's were .1331, .1653, and .1277 for each of the

first three terms, respectively. Only one of these, the

141

TABLE XVIII:

CORRELATIONS BETWEEN THi hIGH SCHOOL RECOMEENDATICN AND

CUMULATIVE GRADb—PCINT—AVERAGES

 

 

 

Quarter r Regularaf r Borderlig;

Fall .2648** .0626 .1331 .0664
N/222 N/ZZO

Winter .1979** .0661 .1653* .0690
N/212 N/ZOO

Spring .20u4** .0673 .1277 .0723
N/20h N/186

 

* Significant at the five percent level of confidence or less.
** Significant at the one percent level of confidence or less.
Significance of the correlations was determined by refer-

ence to Snedecor's (90:1h9) table of correlation coefficients
utilizing 200 degrees of freedom.

142

winter term correlation (.1653), proved to be significant and
this was at the five percent level of confidence. The magni-
tude of these correlations was only slight and presents an
almost negligible relationship. These obtained relationships
indicated that for the critical group of borderline appli-
cants, to base admission on the recommendation factor alone
was not Justified.

As was true with the categorization of high school
rank, the high school recommendation was a rough measure
(only three broad categories). The correlations obtained were
the result of this rough measure on one side of the statistic
and a refined measure to the hundredth decimal for the cumula-
tive grade-point-averages on the other side of the statistic.
Because of the critical importance of the recommendation, a
subordinate table (Table XVIIIb) was constructed outlining
the percentages of each sample which failed to meet the “C"
or 2.00 standard of scholastic achievement for the first
year. These were reported with respect to each of the main
recommendation types.

Inspection of this table (Table XVIlIb) indicates that,
although the correlations were low and were undoubtedly de-
pressed somewhat as a result of the grossness of the recommend—

ation categories, the recommendation should not be disregarded.

143

TABLE XVIIIb

PERCENTAGE RELATIONSHIP FOR T & C AND REGULAR SAMPLES BETYEEN
CUMULATIVE GRADE-POINT-AVERAGES AND
HIGH SCHOOL RECOAMENDATIONS

 

 

Percentage Obtaining Less than 2.00 GPA

Type of H.S. lst Term 2nd Term 3rd Term
Recommendation Regular T & C Regular T & C Regular T & C

Yes 31.00 25.00 31.09 31.58 29.03 22.22
N/200 N/20 N/l93 N/l9 N/186 N/18

Reserved 41.18 48.10 33.33 47.02 46.67 47.33
N/17 N/158 N/lS N/l4l N/15 N/131

No 100.00 60.47 75.00 58.54 66.67 47.22
N/S N/43 N/4 N/4l N/3 N/36

Total Making

Less Than 2.00 33.33 48.41 32.08 50.25 30.88 44.86
N/222 N/221 m/212 N/201 N/204 w/185

 

Note: The above percentages take into consideration the drop-outs
in each sample for each type of recommendation. The N
denotes the number in each sample that received that par-
ticular type of recommendation of those remaining in

school to the end of the term.

ullrl.

Ha!

.. Ill-{44.15. 4 - 01.4

 

.i'lsl! I: I ll.

144

The correlation principle implies that prediction of a
specific grade-point—average from another factor is possible
within certain errors of prediction if the relationship is
of great enough magnitude. Because of the slight magnitude
of the correlations, it might be intimated that recommenda-
tions were of questionable value. It appears from inspec-
tion of the percentage table (Table XVIIIb), that the person
rendering the recommendation was able, to some degree, to
estimate whether a student would meet the minimum standards.
For the same reasons as when reporting on Table XVIIbl, it
would appear that interpretation of the percentages for the
third term were most revealing.

In both samples, more than seventy percent of the
cases remaining in school through the third term and granted
a "yes“ recommendation maintained the required 2.00 average.
This 2.00 GPA was maintained in both samples by slightly
more than fifty_percent of those receiving a "reserved" recom-
mendation who were still in school at the end of the third
term. HoweVer, of the borderline admissionees receiving a
“no" recommendation and being enrolled at the conclusion of
the third term, more than fifty five percent achieved at or

above the minimum passing standard. In the regular sample,

 

LSee page 138.

145

two-thirds of those given a negative recommendation failed
to make a 2.00 cumulative average. The possible implication
that can be drawn rests on the objectivity of the recommenda-
tion. It would appear that recommending officials should
scrutinize their practices and techniques in arriving at
decisions. Many uncontrollable factors operate which the
liigh school officials cannot regulate, but if those receiv-
ing a "no" recommendation and maintaining a 2.00 cumulative
GPA had been refused admission, many able college students
would.have been denied the opportunity to receive a college
education.

These percentages only take into consideration those
people who were actually in school through the entire three
terms. There were forty three (approximately 19 percent)
drop—outs in the borderline sample and twenty four (approxi-
mately 11 percent) drop-outs in the regular sample during
this first year. Of the drop-outs in the testing and coun-
seling sample, twenty three of the forty three (approximately
53 percent) were under a 2.00 average at the time of separa—
tion. Eleven of the twenty four (approximately 46 percent)
drOp-outs in the regular sample had failed to maintain a GPA
of 2.00 at the time of dropping from Michigan State College.

If the totals of this table (XVIIIb) are considered,

it will be noted that about thirty one percent of the regular

 

.. -’

146

and forty five percent of the borderline sample in attendance
all three terms failed to make the minimum "C" average for
the first year's work.

When predicting level of accomplishment, the findings
of this phase of the study indicated that the relationship
between the high school recommendation and the level of
achievement through the freshman year obtained by the people
of these two samples was, at best, of slight magnitude.

When percentages above and below the minimal 2.00 aVerage
are considered, those receiving a "yes" recommendation gener-
ally, as a group, have better achievement than the other two
groups receiving "reserved" and "no“ recommendations. How-
ever, it was ascertained that a sizable number of admissionees
had proved themselves capable of attaining at the minimal
standard and their claim to a college education would.have
been denied had admission been based solely on a "yes" recom-
mendation. The review of recommendations and the findings
indicated that there was a need for a more comprehensive and
objective approach to this function on the part of the recom-

mending officials.

M,S,G. Counselqg Recommendations. The individual
testing and counseling admissions program for the borderline
case places considerable confidencein the recommendations of

the counselors employed at the Counseling Center. Each

1h?

candidate for admission, when submitting to the individual
testing and counseling procedures, was administered a com-
prehensive battery of tests which includes many other mea-
sures other than those found in the orientation battery.

After scoring, the candidate has an interview with the coun-

l
selor at which time the counselor reviews all the information
on the application blank, the results of the testing, and
tries to elicit additional information from the interviewee. .

At the conclusion, the counselor submits a letter to the
Registrar with his recommendations. These recommendations
were classified in three categories ~ an enthusiastic recom-
mendation, a moderate recommendation, or an ambivalent or
neutral recommendation. In this case, as in the case of the
high school rank and high school recommendation, there was

a rough measure on one side of the correlation analysis and
a refined measure to the hundredth decimal on the GPA side of
the analysis.

The information furnished in Table XIXa reveals that
there were correlations for each of the three terms signifi—
cant at the one percent level of confidence. These relation-
ships showed an r of .3310, .58h6, and .5821 for each of the
successive terms. These relationships for the M.S.C. counsel-
or recommendations were of a substantially greater magnitude
than those for the high school recommendation when correlated

with the cumulative grade-point-averages. As in the previous

148

TABLE XIXa

CORRELATIONS BETWEEN THE M.S.C. COUNSELOR.RECOMMENDATIONS

AND CUMULATIVE GRADE-POINT-AVERAGES

 

 

 

 

Borderline
Quarter - .i r 6?

Fall .3310** .0617
N/209

Winter .5846** .0h80
N/189

Spring .5821**# .o5ou
N/l73

 

* Significant at the five percent level of confidence or less.
**Significant at the one percent level of confidence or less.

Significance of the correlations was determined by reference
to Snedecor's (90:149) table of correlation coefficients

utilizing 200 degrees of freedom.
# Utilized 150 degrees of freedom with this correlation.

149

instances in this section of the analysis, the third term
relationship would appear to be the most stable. Enough
time had elapsed to allow for adequate adjustment.

The drop-out rate should be considered. There were
forty three drop—outs in this sample and twenty three of
the drop-outs had failed to maintain a 2.00 average at the
time of separation. Table XIXa reveals the utilization of
an N of 173 in computing the correlation. The twelve admis-
sionees unaccounted for had no letters on file from which
the counselor estimate could be analyzed.

In making a comparison of the magnitude of the rela-
tionships between the high school recommendation and the
M.S.C. counselor recommendations, the M.S.C. counselor recom-
mendation revealed the greater r. The magnitude of the re-
lationship decreased with subsequent terms when utilizing the
high school recommendation and this was reversed when the
M.S.C. counselor recommendation was considered.

Because of the rough measure on one side of the cor-
relation, a percentage table (Table XIXb) was formulated.
This table reveals that more than eighty percent of the admis-
sionees receiving an enthusiastic recommendation from the
M.S.C. counselor achieved at or above the 2.00 level for the
three terms investigated. Approximately sixty percent of
those receiving a moderate recommendation were successful

above the minimal standard. Of those receiving a neutral

150

TABLE XIXb

PERCENTAGE RELATIONSHIP FOR THE T & C SAMPLE BETWEEN

CUMULATIVE GRADE-POINT-AVERAGES AND

M.S.C. COUNSELOR RECOMMENDATIONS

 

 

 

 

 

Counselor Percentage Obtaining less than 2.00”GPA_
Recommendation _IST Term 2ND Term 3RD Term
(3) ENTHUSIASTIC 27.42 18.64 18.18
N/62 N/59 N/SS
(2) MODERATE u5.u5 53.09 no.5#
N/88 N/81 N/74
(1) AMBIVALENT 78.95 87.50 90.70
N/57 N/ua N/u3
G.E.IL - only 30.00 30.00 30.00
N/lO N/lO N/lO
No Report 50.00 66.67 33.33
N/4 N/3. N/3
Note: The above percentage take into consideration the drop-

outs in the borderline sample for each type of counselor
recommendation. The N denotes the number in the sample
that received the particular type of recommendation of
those remaining in school to the end of the term.

 

 

151

recommendation, only about ten percent maintained a ”C"
average or better for the three terms of the freshman year.
The evidence reVealed that the Michigan State College
counselors were able to gain insights about the borderline
admissionee beyond those furnished by the high school offi-
cials. The magnitude of the correlations was sufficient to
compare favorably with those revealed by the orientation
tests for the regular sample. It would appear that the
additional tests beyond the orientation test battery gave
valuable information, and that the individual interview
situation provided an opportunity that warrants continua-
tion. A majority of admissionees receiving an enthusiastic
and moderate recommendation from the counseling situation
proved themselves capable of achieving minimum college stan—
dards. Those receiving a neutral recommendation were found

to be much greater risks.

Previous M,S,C, Cumulative ggg‘, After the applicant
has completed one college term, it has been generally con—
ceded thet the record earned in college becomes the best
predictor for future success. Table XX furnishes a compari-
son for both the regular and T & C samples of previous term
and cumulative GPAs in relationship to subsequent cumulative

GPAs. The table reveals correlstion coefficients of .9307

152

TABLE XX

CORRELATIONS BETWEEN PREVIOUS M.S.C. CUMULATIVE
GRADE-POINT-AVERAGES AND SUBBEQUENT M.S.C.
CUMULATIVE GRADEePOINT-AVERAGES

 

 

H~ a ’Borderllne
r egul 5? r

Factors «r

lst Term GPA - 2nd Term GPA .9307** .0085 .9310** .0094
N/211 . N/201-

1st Term GPA - 3rd Term GPA ‘.8821** .0156 .8316** .0228
N/203 N/184

2nd Term GPA - 3rd Term GPA .9607** .0054 .9406** .0085
N/zou N/185

 

* Significant at the five percent level of confidence or less.
** Significant at the one percent level of confidence or 1688.
Significance of the correlations was determined by reference

to Snedecor's (902149) table of correlation coefficients
utilizing 200 degrees of freedom.

153

and .9310 respectively, for the regular and borderline sam-
ples when utilizing the first term cumulative GPA and the
second term cumulative GPA in the statistic. This also

was the case (.9607 and .9406 respectively) when the second
and third term cumulative GPAs were compared. However,
when the first term cumulative GPA was compared with the
third term cumulative GPA, a regression was noted. The r
for each sample revealed a .8821 for the regular sample and
an r of .8316 for the borderline sample. All correlations
obtained were significant at the one percent level of confi-
dence.

The relationship of previous cumulative GPA with the
subsequent cumulative GPA was found to be of the greatest
magnitude of all the factors correlated. All subsequent
counseling should take this factor into consideration. In
the establishment of regression equations for differential
prediction, this factor should be considered along with the
test factors, high school rank and the various recommenda-

tion factors.
SUMMARY

Information in this chapter was based upon two sam-

ples of 228 each. One sample had been admitted under regular

154

procedures and was called the regular sample; the other sam-
ple had been admitted under an individual testing and coun-
seling procedure and was referred to as either the T & C or
the borderline sample. The data was presented in an effort
to study the relationship between the cumulative grade-point-
averages for these samples with the following variables: the
Q, L, and Total derived scores on the American Council on
Education Psychological Examination; derived scores on the
Michigan State College Test of English Usage; derived scores
on the Michigan State College Arithmetic Proficiency Test;
derived total scores on the Michigan State College Reading
Test; high school quarter ranking; high school recommenda-
tion; Michigan State College counselor recommendations for
the borderline applicants; and previous M.S.C. cumulative

GPA with subsequent cumulative GPA. All cumulative grade-
point—averages utilized included only those points earned

at Michigan State College.

All reported correlations were based on the students
completing the term considered here; thus, the attenuation
factor should not be forgotten. This resulted in more homo-
geneity within the groups as successive terms were considered.
There was a tendency for better adjustment within the groups

in that some of the academically weak students were eliminated.

155

Those remaining had had an opportunity to become acclimated
to the college environment and to take advantage of the
personnel services available on the campus.

Analysis of the correlation results revealed that
consistently the magnitude of the relationships for the
regular sample were greater than those for the borderline
sample with the exception of the relationship between the
various cumulative grade-point-averages. Most of the cor-
relations were found to be significant at the one percent
level of confidence when employing Snedecor's (90:149) table
furnishing correlation coefficients at the five percent
and one percent levels of significance.

The most significant relationship for the border-
line sample was the relationship found between the Michi—
gan State College counselor recommendations and the subse-
quent success in the first year of college. It would appear
from the obtained correlations that the individual testing
and counseling procedure for admissions furnishes many in-
sights not before ascertained about these candidates. The
correlation results and the percentage table indicated that
this program was Justified and should be continued. Addi-
tional studies should be conducted in an attempt to ascer-
tain artifacts that were operating. Other studies should

be conducted relative to regression equations and the

156

weighting of the various factors for each of the samples
in promoting a program of differential prediction.

High school quarter rank proved to be as good a
predictive index as the derived scores on the orientation
tests for each of the samples. This factor should be in-
cluded in the establishment of regression equations.

Because of the emphasis placed upon high school
recommendations in the Kichigan Secondary School-College
Agreement Plan, the correlations and percentages revealed by
this study indicate that the practice of placing unquestion-
able faith in this factor would seem to be fallacious. The
magnitude of the correlations was small and to resort,
solely, to this measure for individual admission and pre-

diction appears unjustified.

CHAPTER VII
CONCLUSIONS AND RECOMKENDATIONS
SUMMiRY

The Problem, Each year a sizable group of applicants
are admitted to Michigan State College. Some are admitted

solely on the basis of high school credentials, while others

r"-—~

are admitted on the basis of an individual testing and coun-t
seling procedure. Some are transfer students. However,
there is a group which ultimately does not gain admission

to this college.

For many years college admissions has been a very
controversial problem for administrators, personnel workers
and instructors. The student body must be selected in
accordance with the principles and philos0phy of an institu-
tion, and the reputation of that institution depends upon
the life blood of that organization which is found in its
student body.

Michigan State College grants admission to applicants
on the basis of the usual criteria of high school program,
high school academic achievement and high school recommenda-

tions. In addition, the colleges of Michigan operate under

158

the Michigan Secondary School-College Agreement Plan, where-
by the colleges agree to disregard the school pattern of
subjects as long as the applicants entering from College
,Agreement schools are recommended by the high school offi-
cials as being among the more able of their graduating
class. The agreement also implies that the high schools, the
approved high schools under the Michigan College Agreement,
will keep adequate personnel records, and that there will be
an adequate exchange of information regarding the applicant
thereby enabling the personnel program to operate on a con-
tinuum throughout the public school and college career of
the candidate.

Michigan State College will also admit applicants on
the basis of individual testing and counseling. If the can—
didate does not quite measure up to the standard employed for
clear admission, he may gain admission by satisfactorily com-
pleting the individual program of testing and counseling
providing he is recommended by the counselor who has handled
his case. The basis for this investigation was the testing
and counseling group admitted in the Fall of 1952. It was
deemed desirzble to ascertain the effectiVeness of this pro-
gram of admissions and to verify the desirability of a

continuation of this program of admissions.

159

Random samples of the regular admissionees and the
refusals were selected by the use of Fisher's Random Number
Tables. This procedure gives each applicant an opportunity
to be sampled.

The present investigation is concerned with an analy-
sis of factors and criteria pertaining to the admission of
candidates to Michigan State College. More specifically,
the study attempts to determine: 1) the usefulness of the
data given on the college application blank in the Selection
of candidates for Michigan State College; 2) the differences
that exist with respect to the information requested on the
application blank among testing and counseling admissionees,
regular admissionees and refusals; 3) the relationship be-
tween American Council on Education Psychological Examina-
tion derived scores of the two admissionee groups (the T & Cs
and the regulars) and the first term grade—point-averages
obtained at Michigan State College; 4) the relationship be—
tween ACE derived scores of the two admissionee groups and
the cumulative second term GPAs; 5) the relationship be-
tween ACE derived scores of the two admissionee groups and
the cumulative third term GPAs; 6) the relationship between
MSC Test of English Usage derived scores and cumulative MSC
grade-point-averages of the two admissionee groups for the

three terms of the freshman year; 7) the relationship

[I'll VIII!

160

between MSC Arithmetic Proficiency Test derived scores and
cumulative MSC grade-point-averages of the two admissionee
groups for the three terms of the freshman year; 8) the
relationship between MSC Reading Test derived total scores
and cumulative MSC grade-point-averages of the two admis-
sionee groups for the three terms of the freshman year; 9)
the relationship between High School Class Rank and cumula—
tive MSC grade-point-aVerages of the two admissionee groups
for the three terms of the freshman year; 10) the relation~
ship between the high school recommendation and cumulative
MSC grade—point—averages of the two admissionee groups for
the three terms of the freshman year; 11) the relationship
between the Michigan State College counselor recommendations
for the testing and counseling admissionees and cumulative
MSG grade-point—averages for the three terms of the fresh—
man year; 12) the relationship between the previous cumula-
tive grade—point-averages and subsequently acquired cumula-
tive grade-point-averages for the two admissionee groups;
13) the differences that exist between the two admissionee
groups with respect to action of personnel groups - specifi-
cally the Counseling Center and the Office of the Dean of
Basic College.

The cumulative grade—point-average utilized in the
study was determined solely on the basis of courses taken

at Michigan State College.

161

METHODOLOGY

The total sample consisted of 684 cases divided into
three groups of 228 each and designated as the regulars,
the borderline admissionees and the refusals. The 228 bor-
derline admissionees represented the entire population of
candidates admitted and acturlly enrolled Fall Quarter 1952
who had been processed through the individual testing and
counseling program. The other two samples were randomiza-
tions of the respective pOpulations making application for
admission in 1952. Transfer students were not included in
the sampling. The percentage of women in the regular sam-
ple was approximately the same as that found in the total
freshman pOpulation. The number of women in the borderline
and refusal samples was considerably less. Data from the
application blanks was assembled on work sheets and tabulated
manually.

The primary objective of the statistical calculations
was to determine the relationship of the selected independent
variables used in selection and admissions procedure with
the cumulative grade-point-averages for the respective terms
of the freshman year. The purpose of the reporting of fre-
quency of various application procedures was to ascertain
what differences or similarities, if any, existed among the

three respective samples.

162

Analyses of the data could be criticized in certain
respects. First, raw scores on the orientation tests were
:not utilized, but MSG derived scores instead. However, de-
rived scores are used by personnel workers in their selection
;procedure and the statistical error has been found to be
slight - the r between derived scores and raw scores has
'been reported by the Board of Examiners to be in excess of
.96. Second, many investigations have shown the fallibility
of grading and the cumulative grade-point-thrages are based
on this measure. Yet, it is on the basis of this GPA that a
student is asked to leave, is graduated or is put on proba-
tion. Third, the probabilities and frequencies presented
are based on group performance, and do not necessarily hold
for individual prediction. Fourth, the measures of high
school rank, high school recommendation and counselor recom~
menoation were used in broad categories and were compared
with the measure of the GPA which was reported to two deci-
mal places.

Derived scores, such as were used in this investiga-
tion, become most meaningful for personnel functions at the
extremes - l, 2, and 3 on the lower end of the scale and

8, 9, and 10 on the upper end of the scale.

163

FINDINGS

On the basis of the investigation previously reported,
the following findings are listed. Each of the three samples
was studied independently and any comparisons made were non-
statistical.

l. The percentage tables and findings reported in
Chapter V (e.g. group compilations of personal factors, home
factors, and secondary school factors) generally, point up
the similarities rather than any striking differences among
the three groups: refusals, borderline, and regulars.

2. The most striking difference among the groups was
in the area of academic achievement at the secondary school
level. The predominate position of the regular admissionees
was in the top half of the graduating classes and the posi-
tion of the T & Cs and refusals was in the lower half.

The variety of school programs followed was found to
be as varied, practically, as the number of cases in the sam-
ples. However, it was clearly evident that academic prepara-
tion was predominant among the applicants for admission.

The applicants in the regular sample had a greater record of
participation in extra—curricular activities other than

athletic than did those in the other samples.

164

3. In the selection of entering program of study
at Michigan State College, the T & C group had over forty
five percent enrolled as No Preference students. This was
in contrast to about twenty five percent for the refusals
and regular admissionees.

b. The most crucial finding in the analysis of
application blank material for these three samples appears
to be in the area of recommendations and the quality of
these recommendations. It was readily apparent that many
of the applications were processed by high school officials
in a careless and indifferent manner.

When the recommendation material was classified in the
three categories (complete, partially complete, very incom-
plete) over seventy percent of the applications of the re-
fusal and borderline samples had to be classified in the
latter two categories. This was true of about fifty percent
of the applications for the regular sample. In the litera-
ture it was eXpressed by principals that they believe the
colleges should accept their recommendations when consider~
ing applications from low achievers, yet the secondary
school officials were found to be most lax in fulfilling
their obligation of transmitting essential and vital infor-
mation on the applicant in the lower group. The Michigan
State College admissions officers seldom question the relia-

bility of the secondary school recommendation, but this

165

would appear to be a very questionable procedure on the
basis of the findings with these three sample groups.

5. The findings revealed a slightly higher percent—
age of the borderline sample were subjected to probationary
action by the Office of the Dean of the Basic College than
was the case with the regular sample. Data from the Coun-
seling Center revealed that about fifty percent of each
sample had taken advantage of the services offered by the
Counseling Center. These contacts excluded those contacts
involving just a change of major.

6. Correlations were obtained for the regular sam-
ple on the relationship between the individual factors of
the orientation test battery and the cumulative grade-point-
averages for the three terms of the freshman year. The
correlations obtained for this sample, with the exception
of the Q score of the ACE, ranged generally from about .hS
to .50. These correlations are very similar to those re-
ported in other investigations on prediction and selection
and were found to be significant at the one percent level of
confidence. In spite of the fact that attenuation exists
in the sample which results in greater homogeneity and usu-
ally lower correlations, it was found that the majority of
correlations continued to increase from term to term. This
would seemingly render them useful for continued reference

by personnel workers.

§

 

166

7. Correlations were obtained for the borderline sam-
ple on the relationship between the individual factors of
the orientation test battery and the cumulative grade-point-
averages for the three terms of the freshman year. The
correlations obtained for this sample, with the exception
of the Reading Test (.39) for the first term, generally
ranged from about .20 to .30 (significant at the one percent
level). These correlations were considerably lower than was
usually found by other investigators generally (see Table II
page #1), and in the present study for the random regular
sample. There was a tendency for a decline in the relation-
ship after the first term.

8. Correlations were obtained for the regular sam-
ple on the secondary school factors of rank and school offi-
cials recommendation in relation to cumulative grade-point-
averages. A similar correlation (.45) to that obtained for
the orientation test scores was found between high school
rank, reported in quarters, and the cumulative grade-point-
averages. For this sample the relationship found between
high school recommendation ranged from about .20 to .25.

It should be kept in mind that one of the Variables in the
correlation was a rough measure (four and three levels respec—
tively for rank and recommendation) while the other variable

was a refined measure to the hundreth decimal plcce.

167

9. Correlations were ascertained for the borderline
sample on the secondary school variables of rank and recom-
mendation in relation to cumulative grade—point—averages.
Similar correlations (.20 to .25) to those obtained for the
orientation test scores were found when referring to high
school rank. Almost insignificant results were found in
the correlational studies for this sample when relating the
high school recommendation and the cumulative grade-point—
averages for the three terms of the freshman year. In this
sample, as in the other, the rough statistic feature of
broad categories for rank and recommendation was also present.

10. Correlations were obtained for the borderline
sample with respect to the relationship between the Michigan
State College Counselor recommendations and the cumulative
grade-point-averages. It was found that the relationship
was .33 for the first term and increased to .58 for the
second and third terms. These correlations took into con-
sideration the attenuation factor which results in a more
homogeneous group. This statistic was also affected by a
rough estimate for one variable of theczorrelation and a
refined measure for the other. It should be remembered that
the counselors had test information other than the orienta-
tion battery. The orientation bettery was the common element

for all those that were admitted and actually enrolled.

 

iiil‘l. 01;; § - a

III Ill 1“

168

11. Because of the rough measure in one of the vari-
ables, it was deemed advisable to establish percentage tables
for the rank and recommendation factors. These were some—
what more revealing because more upper quarter students tended
to be better achievers at the college level. Also, the
recommendation picture was found to be a little more encour-
aging since about seventy percent of those receiving a “yes“
recommendation and remrining in school through three terms
maintained at least a 2.00 average for the freshman year.
About fifty percent of those receiving a reserved recommenda-
tion maintained a 2.00 average. However, of those receiving
a "no" recommendation in the borderline sample, more than
fifty five percent achieved at or above the minimum passing
standard. In the regular sample, two-thirds of those given
a negative recommendation failed to make a 2.00 cumulative
average, but the N for this group was very small.

When considering the percentage table for the
counselor recommendations, it was found that eighty percent
of the borderline admissionees receiving an enthusiastic
recommendation achieved at or above the minimum 2.00 standard.
This was true of about sixty percent of those receiving a
moderate recommendation. Of those receiving a neutral recom-
mendation, only about ten percent maintained the minimum

acceptable standard of 2.00.

 

169

12. When the first term GPA was compared with the
second term cumulative GPA and the second term cumulative
GPA with the third term cumulative GPA, it was found for
both samples that the correlation relationship was approxi-

mately .95.

CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH

 

On the basis of the findings certain conclusions
can be drawn and implications for further research indicated.

1. The assembling of data on the three groups revealed
that the most striking group difference was in the area of
academic achievement on the high school leVel. This was ex-
pected by definition of the samples, but it was anticipated
that other differences might be pronounced. It emphasizes
the point that admissions criteria are not absolutes, but
rather, are guiding points for the admissions worker. This
assembling of data emphasized the extensiveness of indivi-
dual differences even though as groups they were quite
similar. If the admissions officer can adopt the viewpoint
that the entrance requirements ordinarily are neither a
line of demarcation nor an average of acceptance, but rather
a point of view from which the officer looks at any appli—

cation, he may then be both objective and flexible.

170

2. The orientation tests as single measures were
found to correlzte positively and with moderate magnitude
when used in reference to the regular sample. Correlations
utilizing the derived scores were found to be similar to
those found in other investigations using raw scores. The
correlations obtained were found to increase for this sam—
ple when considering subsequent cumulative grade-point-aver—
ages, which leads to the conclusion that these scores can
be used for subsequent counseling. The relationship was
found to be of sufficiently low magnitude that the personnel
worker needs to use caution when utilizing these measures
and to use them in conjunction with all other criteria.

In contrast to these findings, the orientation
tests as single measures were found to correlate positively
but to a lesser degree for the borderline admissionee. In
this case the correlations were found to decrease when cor—
related with subsequent cumulative grade-point—averages.
This would give some indication that the borderline admis-
sionee should be counseled in light of other circumstances
than merely in direct comparison with the regular admissionee.
It is possible that additional testing and counseling after
a year of college attendance might be of value in counseling
students of this type. There would seem to be evidence that

further research on this problem is indicated.

 

171

3. The relationship between the eventual achieve—
ment of the borderline admissionee and the Michigan state
College counselor recommendation was most encouraging and
a continuation of this program appears in order. The
accuracy in estimate and the expression of degree of enthu-
siasm in recommendation evinced by the counselor in each
individual case was generally far superior to that made by
the recommending high school officials. Using the orienta-
tion battery as a core and assigning individual measuring
devices appropriate to each individual case appears Justi-
fied. An implication for further research would be a com-
prehensive longitudinal case study approach with a border-
line sample to ascertain more complete information than was
obtained in this investigation.

4. The value of the orientation test scores for con-
tinued use as counseling tools when dealing with the border-
line admissionee was found to be questionable due to the
decreasing relationship. A careful study utilizing cutting
scores appears in order to ascertain what degree of confidence
should be placed in these scores for this group.

Because counselors, instructors and enrollment
officers have access to the orientation test scores and
utilize them when counseling with students it would appear
desirable to designate the borderline admissionee as he pre—
sents a unique situation and should be regarded as atypical

0f the regular admissionee.

172

5. The value of the high school recommendation as
reported for these samples is open to question. The correla-
tions were found to be extremely low when compared with cumu-
lative grade-point-averages. This was particularly true in
reference to the borderline admissionee and it is here that
high school principals, themselves, feel that their recom-
mendations should be given the most consideration. From the
data present in this study, the findings indicated careless-
ness and a lack of facing up to responsibility in the prepara-
tion of recommendations. The Michigan Secondary School-
College Agreement Plan implies adequate and objective recOm-
mendation with a relaying of personal information to the
college so that proger personnel techniques may operate on a
continuum from the secondary school to the college.

It seems pertinent to recommend that a careful
study of all recommencations from schools be conducted for
objectivity and completeness if the admissions office is to
continue to rely on the opinion of the secondary school
officials. This would seem to be particularly in order for
the College Agreement Schools.

6. No attempt was made at multiple correlation rela-
tionships in this study. The establishment of separate re-
gression equations for the regular sample and the borderline

sample might increase the predictibility of the measures

173

utilized when used in association with all other data about
the candidate. A study on differential prediction is thus
in order.

7. About twenty five percent of the entering enroll-
ment each fall term is in the area of transfer students.
These students were eliminated from this investigation. A
study should be conducted to ascertain the similarities and
differences this group presents in contrast to the data
gathered on the refusals, regular admissionees and border-
line admissionees.

8. If pre-admissions counseling is to be continued,
and this appears to be thoroughly Justified, a careful evalu-
ation of subsequent contacts with personnel functions such
as the Counseling Center, the Improvement Services, the
office of the Dean of Students, the offices of the Deans of
the various schools, and enrollment officer contacts should
be made. Such a program would then reenforce the tenets
under which a program of individualized admissions operates,
in that the individual is the first consideration and the
question to be answered would be "Is our program of personnel
53ervices meeting its obligation in seeing that the applicant
'is effectively assisted to attempt the course for which he is

applying in Michigan State College?"

l7#

9. The study substantiated the generally accepted
fact that many individual differences exist and when this
fact is kept in mind the information requested on the appli-
cation blank becomes most meaningful.

10. It must be concluded that the findings in this
investigation are most applicable to Michigan State College
and that any generalizations drawn in reference to other in-

stitutions should recognize the restrictions thus imposed.

10.

BIBLIOGRAPHY

://

Abelson, R. P., "Sex Differences In Predictability of
College Grades.“ Educational and Psychological
Measurement, Vol. 12, No. #:SSB-hh, 1952.

Aiken, Wilford M., "Symposium on College Admission
Requirements." California Journal of Secondary
Education, 28:6-37, January 1953.

Aiken, Wilford M., ”Adventure in American Education,”
VOlume I, The Story of the Eight-Year Study, Harper
and Brothers, New York, l9h2.

Andrew, D.C., "Predicting College Success of Non-High
School Graduates.” School Review, 60:151-6, March
1952.

Badger, Henry G., "How Large Are Our Colleges."
Higher Education, 9:17—19, September 15, 1952.

Bell, Howard M. Youth Tell Their Story, American
Council on Education, Washington, D.C., 1938.

Boker, T.P., ”Relations Between Engineering Schools and
Secondary Schools, Admissions.“ Journal of Engineer-
inngducation, 39:531-2, May l9#9.

Bollman, T. A., "Secondary School Principals Look At
College Entrance Requirements.” School Executive,
71:63-4, February 1952.

Bolton, Euri Belle, "Predictive Value for Academic
Achievement of the A.C.E. Psychological Examination
Series“. Peabody Journg; of Education, Vol. 29,
No. 6:345-66, May 1952.

ABorow, Henry, "Current Problems in the Prediction of
College Performance". Journal of the American
Association of Collegiate RegistrarsI 22:1u-26,
October 1946.

61.: ..............

 

11.

12.

13.

14.

15.

16.

17.

18.

19.

20,

21.

22.

176

Borow, Henry, "The Measurement of Academic Adjustment".
Journal of the American Association of Collegiate
Registrars, 22:274-86, April 1947.

Brown, A. H. and Nemzek, C. L., "Comparative Study of

the College Success of Recommended and Non-recommended

Students From One Detroit H.S." Journal of Social
Psychology, 20:277-81, November 1944.

 

Brown, H.S., "Differential Prediction by the A.C.E."
Journal of Educational Reagarch, 44:116-21, October

1950.

Buros, Oscar K., Editor, The Third Mental Measurements
Yearbook, Rutgers University Press, New Brunswick,
New Jersey, 1948.

Bush, R.W., "High Schools and the Colleges.“ California
Journal of Secondarnyducation, 28:2-5, January 1953.

Callie, R. and Wrenn, C. G., ”GED Tests As Predictors
of Success." Educational and Psychological Measure-
ment, Vol. 7, No. 1:93-100, 1947.

Carter, M. H., "Modern Secondary School Looks At

College Admission." College and University, 26:349-61,

April 1951.

Cohen, L., “Predicting Academic Success In An
Engineering College and Suggestions For An Objective
Evaluation of High-School Marks.“ Journal of
Education Psychology, 37:381-4, September 1946.

 

Cosand, J. P., Jr., "Admissions Criteria: A Review of
the Literature." California Journal of Secondary
Education, 28:12-21, January 1953.

Cowley, W. B., "The Nature of Student Personnel Work."
Educational Record, 18:222, April 1936.

Crawford, Albert B., Incentives to Study, Yale Univer-
sity Press, New Haven, 1929.

Dale, Reginald R., "Prognostic Value of the University
Entrance Examination." British Journal of Educa-
tional Psychology, 22:124—39, June 1952.

/
' /

L"

 

 

23.

24.

25.

28.

29.

30.

31.

32.

33.

177

Danner, Walter N., "The Registrar and Admissions Officer:
His Responsibilities and Opportunities for Service
To His Institution.“ College and University, 27:561-6,
July 1952.

Davis, A., Social Class Influences Upon Learning,
Harvard University Press, Cambridge, Massachusetts,
1948. ‘

DiVesta, F. J. and Others, "Motivation As a Predictor
of College Success." Educational and Psychological
Measgrement, Vol. 9, NO. 33339948. 1949.

 

Donovan, A. D., "Place of the Registrar in College Ad—
ministration." National Catholic Education Association
Proceedings, 1952:198-200.

Douglass, H. R., The Relation of High School Preparation
and Certain Other Factors to Academic Success at the
UniVersity of Oregon, University of Oregon Publica—
tions, Educational Series 3, No. 1, 1931.

Durflinger, Glenn W., "The Prediction of College Success--
A Summary of Recent Findings." Journal of the American
Asiociation of Collegiate Registrars, 19:68-78, October
19 3.

Eckelberry, R. H., "Proposed Change In College-Entrance
Requirements.“ Journal of Higher Education, 21:326-7,
June 1950.

Fine, Benjamin, Admission to American Colleges, Harper
and Brothers, New York, 1946.

Fisher, Ronald A. and Yates, Frank, Statistical Tables
£9; Biological, Agricultural and Medical Research,
Oliver and Boyd, London, 1948.

French, J. N., Tucker, L. R., Newman, S.H., and Bobbitt, i/
J. M., "A Factor Analysis of Aptitude and Achievement
Entrance Tests and Course Grades at the United States
Coast Guard Academy.“ The Journal of Educational
Psychology. 43:65-80, February 1952.

Froehlich, G. J., "Academic Prediction at the University
of Wisconsin." Journal of American Association of
Collegiate Registrargy 17:65-76, 1941.

L/"

34.

35.

36.

37.

39.

40.

41.

42.

43.

at».

178

Garrett, Harley F., "A Review and Interpretation of
Investigations of Factors Related to Scholastic
Success in Colleges of Arts and Sciences and
Teachers Colleges." (Unpublished Doctor's Disser-
tation, The University of Colorado, Boulder, 1949).

Garrett, H. E., Statistics in Psychology and Education.
Second Edition. Longmans, Green and Company, New
York, 1937.

Garrett, W. S., "Ohio State Psychological Examination:
An Instrument for Predicting Success in College."
Occupations, 22:489-95, May 1944.

Good, C. V., Barr, A. 8., and Scates, D. E., The
Methodology of Educational Research, D. Appleton-
Century, New York, 1941.

Guilford, J. P., Fundamental Statisticswin Psychology
and Educatigg, First Edition. McGraw—Hill Book
Company, New York, 1942.

 

Haggard, W. N., "Toward More Liberal Requirements for
College Entrance". Nations Schools, 21:66, January

1953 O

Hartung, M. L., "On College-Entrance Requirements."
School Review, 57:521—5, December 1949.

Hertel, J. P. and DiVesta, F. J., "Evaluation of Five
Factors For Predicting the Success of Students
Entering The New York State College of Agriculture."
Educational and Psychological Measurement, Vol. 8,

N0 0 3 : 389’95 ) 19480

Hill, J. A., "Study of the Correlation Between Sophomore
Achievement Test Scores and College Grades.“ Journal
of Engineering Education; 42:210-15, December 1951.

Hill, Merton E., "Problems of Admission to the Univer-
sity". Calgfornia Journal of Secondary Education,
21:10-17, January 1946.

Hill, Merton E., "University of California Admissions _
Problems.“ California Journal of Secondary Educatiog,
16:346-351, October 1941.

 

45.

46.

“7.

48.

49.

SO.

51.

52.

53.

55.

179

Holley, J. A., "Next Steps in Studies of School and
College Relations". North Central Association
Quarterly, 26:320-31, April 1952.

Hurd, A. W., “Problem of the Prediction of College
Success." Journal of Educational Research,
38:217-19, November 1944.

Hurd, C. P., "New Admissions Plan." Journal of Eggher
Education, 22:28-30, January 1951.

Illinois Committee Report. Steering Committee, Illinois x”
Secondary School Curriculum Program, "New College
Admissions Requirements Recommended." Circular
Series A, No. 51. Illinois Secondary School Curricu—
13m Program Bulletin 9. Office of the State
Superintendent of Public Instruction, Springfield,
Illinois, February 1950.

Ia???

Johnson, A. P., "Examinations For Selection of Engineers."
Journal of Engineering_Educationy_42:344-48, March 1952.

Johnson, Walter F., ”A Study of the Efficiency of Cer-
tain Factors for Predicting Achievement of Veterans
at the Junior College Level in the College of
Science, Literature and the Arts at the University
of Minnesota." (Unpublished Ph.D. Dissertation,
University of Minnesota, Minneapolis, 1950.)

Kenny, John F., Mathematics of Statisticsy Part II, /g;
D. VanNostrand Company, New York, 1941.

Kinney, L. B., A Summary of the Literature on the Use
of Intelligence Tests in Colleges and Universities,
University of Minnesota Committee on Educational
Research, University of Minnesota Press, Minneapolis,

1932.

Lauer, George N., “Evaluation of Educational Experi-
ences for Admission.“ College and University,
27:545-9. July 1952.

Leonard, J. P., "Can We Face the Evidence on Cellege-
Entrance Requirements?” School Review, 3:327-35,
June 1945.

Leonard, w. N., "Psychological Tests and the Educational
System." School and Society, 75:225-9, April 12, 1952.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

180

Lingquist, E. F., Statistical Analysis In Educational fl?"
Research, Houghton Mifflin Company, New York, 1940.

Lipsett, L. and Smith, L. F., "Why Students Choose a
Particular College.” College and University,
27:264—9, January 1952.

Little, Kenneth, "Other Aspects of the Work of the
Registrar? College and University, 27:524-36, July
1952.

Meyers, R. C., "Biographical Factors and Academic
Achievement: An Experimental Investigation.“
Educational and Psychological Measurement, Vol. 12,
No. 3:415-26, 1952.

, Michigan State College Bulletin, Michigan
State College, East Lansing, Michigan, 1952-53.

, Test Scores by Students Entering_Fall Term /
1952, Michigan State Colleg_. TUnpublished mimeo-
graphed Release, Board of Examiners, Michigan State
College, East Lansing, Michigan.)

Monroe, Walter 8., Editor, Encyclopedia of Educational
Research, Revised Edition, The Macmillan Co., New
York, 1950.

Mosier, E., “Higher Education - For Whom?" Michigan
Education Journal, 22:428-31, May 1945.

Mumma, R. A., "Further Modifications In College En—
trance Requirements." School Review, 58:24-28,
January 1950.

McVey, Frank L. and Hughes, Raymond M., Problems of
College and University Administration, Iowa State
Press, Ames, Iowa.

Nelson, Kenneth G., "General College Prediction Study,
1947.“ (Unpublished Seminar Paper at University
of Minnesota, 1947.)

Nelson, Leona 0., "Student Personnel Point of View As
Applied to the Field of Admissions.“ Journal of the
American Association of Collegiate Registrars, 17:198—
202, January 1942.

.\_

 

68.

69.

70.

71.

72.

73.

71+.

75.

76.

77.

Newman, S. H. and Bobbitt, J. N.,

181

"The DevelOpment of

Entrance Tests for the United States Coast Guard
Academy.“ Journal of Applied Psyphology, 32:248-54,

1948.

Newman, S. R., French, J. W., and Bobbitt, J. M.,
“Analysis of Criteria for the Validation of Selec—
tion Measures at the United States Coast Guard
Academy.“ Educational and Psychological Measurement,

Vol. 12, No. 3:394—407, 1952.

Odell, C.W., Predicting the Schola

stic Success of

Students. University of Illinois College of Educa-
tion, Bureau of Educational Research, Bulletin No.

52. Urbana, 1930.

Osborn, Richard G., “How is Intelligence Test Perfor-
mance Related to Social and Economic Background?"
Journal of Educational Psychology, 34:215-28, 1943.

Osborne, R. T. and others, "Differential Prediction of

College Marks by A.C.E. Scores.

" Journal of Edugg-

tional Research, 44:107-15, October 1950.

Peiser, Walter G., The Prognostic Value of the American
Council on Education Psychological Examination.
TUnpublished Ph.D. Dissertation, Louisiana State

University, Baton Rouge, 1937.)

Peterson, B. R., "Admission Practices in Relation to
Junior College Education." California Journal of
Sgcondary Education, 28:40—42, January 1953.

Posz, A. Conrad, The Academic Backgrounds of Agricgltural
Extension Workers As Related to Selected Aspects of
Work Adjustment. IUnpublished Ed.D. Dissertation,
Michigan State College, East Lansing, Michigan, 1952.)

Prater, R., "Essential Elements In a Sound Plan of Se-
lecting Counseling College Entrants." College egg
University, 23:268-73, January 1948.

Punke, H. R., "Junior College Admissions and Non—curricu-

lar Provisions for Students."
January 1952.

School Review, 60:39-45.“

78.

79.

80.

81.

82.

83.

84.

85.

86.

87o

88.

182

Remmers, H. H. and others, "Curricular Differences in =f
Predicting Scholastic Achievement: Applications to
Counseling.“ Journal of Educational Psychology,
40:385-94, November 1949.

Richardson, C. E., An Introduction to Statistical
Analysisy Harcourt, Brace and Company, New York, 1944.

Rose, L. A., "Joint Attack on the Mathematics Entrance
Requirements Problem.” Journal of Engineering
Education, 42:412—14, April 1952.

Rosenlof, G. W., "Toward Improving the Admission Pro-
cedure.“ Journal of the American Association of
Collegiate Registrars; 22:38-48, October 1946.

Rosenlof, G. W., “The Work of the Admissions Office."
College and University, 27:515-23, July 1952.

Russell, James B., A Comparison of Michigan State College
First Term Freshman Dropouts and Non—Drooouts
According to Certain Factors. IUnpublished Ph.D.
Dissertation, Michigan State College, East Lansing,
Michigan, 1952.)

Sanders, W. B. and others, "Course Difficulty: A
Neglected Factor in the Registration of Freshman and
in the Prediction of Academic Success." College and
University; 26:340-8, April 1951.

Scates, Douglas E., Selective Admission and Selective
Retention of College Students at the University of
Chicago, (Doctoral Dissertation, University of
Chizago, 1926.) See School Review, 32:182—92, March
192 .

Schreiber, Nicholas, "Improving Articulation of the ,/
Secondary School and the College." Michigan Educa-
tion Journal, 29:473-8, April 1952.

Seyfert, W. C., "Do You Recommend This Student for
College?" School Review, 60:129—33, March 1952.

Segal, David, Prediction of Success in Collegg. Washington,""

D.C.: United States Department of Interior, U.S.
Office of Education, Bulletin, 1934, No. 15.

173:7“-r'\31'/ Ii ! .1 .II If

IIIIIIIIIW‘IIA

 

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

183

Smith, Francis F., "Use of Previous Record in Estimating
College Success." Journal of Educational_§sychology,
36:167-76, March 1943.

Snedecor, George W., Statistical Methods Applied to
Experiments in Agriculture and Biology, The Iowa
State College Press, Ames, Iowa, 1946i

Stright, I. L., "Some Factors Affecting College Success."
Journal of Educational Psychology, 38:232-40, April
19‘7.

Sturgis, H.W., “Trends and Problems in College Admissions." r

College and University, 28:5-16, October 1952.

Super, Donald E., Appraising Vocational Fitness, Harper
and Brothers, New York, 1949.

Tinkleman, S. N., "New York State University Scholarship
Examination as a Prognostic Index of College Success.“
College and University, 28:44-8, October 1952.

Tyler, Ralph W., "Placement Tests As a Means of Deter-

mining Advanced Standing at the University of Chicago.“

Journal of the Americgggflsggciation of Collegiate
Registrars, 20:520-26, July 1945.

VanDerJagt, E. R. and Angell, G. W., “Should Accelerated
Students Be Penalized by Admission Requirements?“
School and Society, 71:198-200, April 1, 1950.

Vaughan, w. H., “Are Academic Subjects in High School
the Most Desirable Preparation for College Entrance?"

Peabody Journal of Education, 25:94-9, September 1947.‘

VOtaw, D. F., “Comparison of Test Scores of Entering
College Freshmen as Instruments for Predicing Sub-

sequent Scholarship.“ Journal of Educational Research,

40:215—18, November 1946.

Wagner, Mazie E., Prediction of College Performance, The
University of Buffalo, Buffalo, 1934.

Wardlaw, H. P., "Use and Value of G.E.D. Tests for College

Entrance of Veterans of the Armed Forces." North Cen-
tral Association Quarterly, 26:295-301, January 1952.

I;
/

101.

102.

103.

104.

105.

106.

184

Weintraub, R. G. and Salley, R. E., "Graduation Pro-
spects of an Entering Freshman." Journal of Educa—
tional Research, 39:116-226, 1945.

West, R. L., ”Operation of a Selective Admissions Pro—
gram in a Teachers College." Educational Record,
30:137-47, April 1949.

White, R. 0., "Estimating Future Demand for Admission
to College.“ Educational Record, 34:17-24, January

1953.

Whitney, F. L., The Elements of Research, Prentice-
Rall, New York, 1942.

Woodman, Everett M., "Description of a Guidance Instru-
ment Designed to Measure Attitudes Related to
Academic in College.“ Educational and Psychological
Measurement, Vol. 12, No. 2:275-84, 1952.

, "Years Ahead Challenge AACRAO: A Panel Dis-
cussion.” College and University, 27:575-607, July
1952.

APPENDIX A

 

 

31'

ulum..

DO NOT FILL IN

 

Y......._-_-. MICHIGAN STATE COLLEGE

- - EAST LANSING, MICHIGAN

 

 

.. NM... _ APPLICATION FOR ADMISSION

Appr. sent

 

Application should be submitted when your record is complete except for the final semester’s grades

 

(Print your name in space above.)

INSTRUCTIONS

Page: 1, 2, 8, and 4 of this blank are to be filled out by the applicant in ink; the entire blank is then to be referred to the prin-
cipal of the high school from which the applicant graduated, who will fill out the remaining pages and forward the entire blank to the
office of the Registrar. See page: 9 and 10 for General Information.

(PLEASE PRINT NAME)

 

 

 

 

 

 

 

 

 

C] Mr.
1. Name in full [:1 Mrs. Date
(Last) (First) (Middle) C] Miss
2. If you have used a different name while attending school, give name formerly used:
(Last) (First) ($551.5---.__-----_--_.-_-____--.__..
3. Permanent home address
(Number and Street) (City) (State) (Phone)
4. Mailing address .
(If diflerent from home address) (Number and Street) (City) (State) (Last date you will be here)
5. (a) Birthplace ' Date of Birth Are you a U.S citizen? ................
Month Day Your
(b) Are you a resident of Michigan? D Yes—Number of months . No C] (See Out-of-State Fee Regulations, page 10)

6. (a) Single“--_Marricd._._Do you have children?--"_Number-,-..I-Iusband’s or wife’s full name
(b) Have you had experience in the Armed Forces? C] Yes [3 No Total months in service ...... "Branch of Service _ ..
(c) If you «in a veteran, a copy of your separation record must be included. (Photoetatie copy is acceptable)

7. (a) Have you at any time applied for admission to Michigan State College or to any other college or university?....----1----.-- If so, give

name of the institution and full details of the outcome of your application

...................

 

(b) Have you attended any college or university since graduating from high school? I] Yes E] No
8. List in chronological order all high schools and colleges attended.

 

 

 

 

 

 

 

NAME OF INSTITUTION CITY STATE ATTENDANCE DATES DATE GRADUATED AND
(Month and year) DEGREE. IF ANY
from to
from to
from to
from to
from to

 

 

 

 

 

Note: This application and other credentials become a part of the permnnent files of the college and may not be returned.

I] Regular College Program
[3 Short Course

[:1 Evening College

1:] Extension

C] Armed Forces Program

10. When do you expect to enter Michigan State College? 1:] Fall [:1 Winter [3 Spring E] Summer. Year--_..-------

 

9. Have you previously attended Michigan State College? D Yes W'hen.
D No Term Year

 

 

 

 

 

 

113. (1) Father’s full name: 11b. (1) Mother’s full names--.
(Last) (First) ' (Last) (First)
Address Address
(If different from No. 8) (If different from No. 3)
(2) Living?_._....------- (3) Is he a U.S. citizen?---.s..--_-------------.-”--.. (2) Living? .............. (8) Is she a U..S citizen?

 

(4) Occupation .-_ (4) Occupation.

 

 

12. If you have a legal guardian or foster-parents, give name

Addressww--- ---
Rev. Nov. 1958

 

 

A..- Relationship to you.---_..-_--_, _, _
(Number and Street) (City and State)

 

13. State in chronological order, including dates, your activities since graduation from high school.

 

 

14. Give names, addresses and occupations of at least two responsible adult persons as references (not former teachers or relatives).

 

(Name) (Address) (W)

 

(Name) (Address) (Occupation)
I.
15. What influenced you to consider M.S.C.?

 

. . [3 Evening College Program 17 D t t 1 ch k {D Bachelor’s Degree
10. This application is for (check one){D Regular College Program . 0 you expec o comp etc ( cc one) D 2 Yr. Terminal
Course

18. Using information on Page 6, write major preference in this Space

(Do Not Write Below This Line)

 

Curriculum desired

 

{Cl Degree Curriculum
D Two Year Terminal

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English....----.--.--__ Speech.--... Jon rn. Dramatics__-.. __
Latin French German ...... _Spanish ----..--_....
‘ -.‘ Algebra--__....-----_.-.Pl. Geom..--.....__Sol. GeomhmflTrlg. --._-...........Other Methane...“
‘\ \ Physics~_..-..m.._Chem.“--__--____ Biology ._.Botany._....-___ZooL____Geol._-Physlol.--__ Gen Sci.___
' Historymmm---“ Econ.m-_-___..._Am. Govt. Geog._._...__._..Sociol.,.._Civ. Social Prob-
l, Units
i '~ Agricult..m---.._Home Ec.,-.-___-Com’l...__-..-_.__.lndust. Music Misc.
- Total Initials
Conditions or “ “ ’ "
. Transcript(s) received from
I.
‘3 1. Approved pending final semester’s grade Date
Final grades ok—Admission approved Date
‘1 2. Admission approv ’ Date
} 3. Admission NOT approved Date

, Remarks:

IQ

 

FOR THE COUNSELOR

( To be completely filled out by the applicant.)

 

 

 

 

 

 

 

 

 

N me Date of Birth
(Last Name) (First Name) (Middle Name) (Month) (Day) (Year)
Home address
(Number and Street) (City) (State) (Phone)
Single Married Do you have any children? Number
1. (a) Father‘s name ._-__......-- "H-_- (d) Mother’s name
Last First Middle Last First Middle

 

(b) Father’s occupation
(c) Father’s education (check if a graduate; otherwise

 

(e) Mother’s occupation (if wage earner)
(f) Mother’s education, (check if a graduate; otherwise give

number of years in attendance):

M‘s.
Grade school___High school ._-.-College{
Other

““_..-. ‘.

give number of years in attendance):
M.S.C.....--.. _- ---. .---_
Dates

Grade school—"High school_--College{ Dates-
Other____.-_..

2. Give names and relationships of relatives who have attended M.S.C., including years of attendance

 

_-..———-

 

 

 

3. (a) Have you contributed toward your support while in high school?

Nature of employment Approx. number of hours per week _

 

(b) Have you been employed since graduation? -_.___How long and at what work?

 

 

 

t. (a) In what subject do you expect to specialise in college? Do you plan to teach?..,---__..___

 

 

(b) Name high school subjects you liked bcsL

 

 

(c) List any particular honors, prises, other special awards for scholarship obtained in high school..--. -.

 

 

5. (a) Make a complete list of the sports and other extra-curricular school activities in Which you participated In high school

 

 

(b) What special recognition, if any, have you received in any of these activities?_..- _ ._

 

 

(c) Which, if any of these activities do you intend to continue in College? ..--. -.-

 

 

 

6. What do you look forward to as a life work?

 

 

7. What are your plans for financing your college course during the first year?-..--._--_--__-.___-.

 

 

 

8. If one year or more has passed since your graduation from high school, state whether or not and how your attitude towards

 

higher education has changed

 

9. State condition of general health, naming any illness which may have handicapped you while in high school

 

 

10. Do you have periods of unconsciousness, convulsions, epilepsy, or fainting spells?

 

3

(To be completed by parent or guardian)

1. What do you want your son or daughter to achieve from a college education? ...---.._ ---, __._m --c_....____

 

 

 

 

 

(To be completed by the applicant)

2. Please write a short story of your life. We suggest that you include why you want a college education, your travels or
experiences, interests in sports, hobbies, or plans for the future. Please include a statement on any illnesses or physical dis-
abilities. (This story of your life is to be entirely original and in your own handwriting. It will be used by counselors and

admission oflicers only.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Your Signature

CAN DIDATE’S PERSONAL QUALIFICATIONS

( To be filled out by the high school counselor, principal, or superintendent.)

This sheet will be placed in the hands of the student’s college Counselor and all information will be treated in a strictly confidential
and professional manner.

1. Please indicate your judgement or the composite judgement of several of the applicant’s teachers by placing check marks on
the scale of ratings given below. Space is provided for additional characteristics which you consider important.

If a rating on any trait is omitted, it will be understood that you do not have sufficient knowledge of the candidate to express
judgement. Such omissions will not put the candidate at a disadvantage.

PERSONAL CHARACTERISTICS Poor Bel“ Average Ab°v° Superior
Average Average

Potential intellectual
Actual intellectual
Seriousness of

of efl'ort

Emotional
Social

related to
School
Probable success in

 

2. Results on testing program:

DATE TAKEN NAME AND FORM OF TEST

 

 

3. (a) Has the applicant any defect of speech, sight or hearing?

 

(b) Is the applicant subject to periods of unconsciousness, convulsions, epilepsy, or fainting spells?

 

4. State any other defects or qualities which are not covered by the above

 

 

 

5. To what degree did the applicant’s attitude toward scholastic work and application to academic subjects change during the

last year or two in high school or since leaving high school?

 

 

 

 

 

CANDIDATE’S PERSONAL QUALIFICATIONS—Continued

6. Describe any particular circumstances of the candidate's environment, personality, or fortunes of life that may have been
influential in determining the record made in high school

 

 

 

 

 

 

 

 

7. Give any additional information which you think will be of value to us in understanding and guiding the candidate_._..__-__-

 

 

 

 

 

 

 

 

 

 

8. Comments or suggestions as to how the college can best help this student to succeed

 

 

 

 

 

 

 

 

 

 

 

 

Date Signature Title

I.

9.

TO BE FILLED IN BY THE SECONDARY SCHOQ
All Information Will Be Handled in a q

Student’s name

LOW YOUR PRIMARY FIELD OF INTEREST AND WRITE
l INTEND TO TEACH AT THE SECONDARY LEVEL WRITE

 

Last
Permanent home address

HLI‘EACHING).

 

Number and Street

 

Secondary School

Name

SINESS AND

 

City Zone

(a) E] Public, C] Private (b) Accredited by

.RV ICE

ned

 

If a semester has elapsed since the applicant’s graduation, has he
If so, where?
(a) [:1 Was graduated

 

 

Date
(a) Number of students in class ............. (b) Approximate rank in

(c) Passing mark in your school

 

: U Will be graduatilt

....... Rank or mar

i

lestaurant and

Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l Management:

SCHOOL OF SCIENCE AND ARTS

Division of Fine Arts:
Art

Applied Music

Fine Art (Divisional Major)
Music Major

Music Theory

Musical Therapy

Public School Music

Division of Language and Literature:
check one:

 

Academic record of all subjects taken whether passed or failed. . English D French
. Foreign Languages [:1 German
g-g TY?!” Cl Latin
8 en
3% SUBJECTS I-IIIV-lln- will: MARKS all; [3 Spanish
Language and Literature (Divisional Major)
Eghsh—First Year Speech, Dramatics, Radio and Television
Second Year Education
Third Year ' . . . .
Fourth Year ' Division of Biological Science:
Foreign Languages Bacteriology _ , , _ ,
-i - Biological Science (Divisional Major)
Botany
Entomology
Physiology
IPUCATION Zoology
1'
flaw—Fir“ Year Nursing Education
Second Year
Geometry—Plane Division of Mathematical and
Solid _ 50' Field Al”) Physical Sciences:
Chemistry
monometry 1: Geology
' , , Mathematics
Biology FINEERING Mathematical and Physical Science
Chemistry | (Divisional Major) ’
(2 YB) Physics and Astronomy
Physics 1'
1 Division of Social Science:
12 Yr.) American Studies

 

Social Studies
History—World
Eu ropean
U.S.
American Gov’t.

 

 

 

 

 

Economics

 

 

 

 

 

 

 

 

 

 

$2 ECONOMICS

 

RECOMMENDATION OF PRINCI
Principal or Superintendent please fill in and sign.

(a) E] Recommended for admission clear.
[3 Recommended for admission under the provisions of
the Michigan Secondary School-College Agreement.
I] Recommended for admission under the following con-

ditions

 

 

I] Not recommended for admission.

 

 

Far Eastern and Asiatic Russian Area
Study Program

Foreign Studies

Geography

History

Philosophy

Psychology

Social Science (Divisional Major)

Sociology and Anthropology

Pros-Professional:

cs Dental

ics (2 Yr.) Law (Choose Major Field Also)

sion Medical

nalism

tion SCHOOL OF VETERINARY MEDICINE
Pre-Veterinary Medicine
Veterinary Medicine

inomics Medical Technology

 

misfit—é-— . Signature

PLEASE MAIL APPLICATION TO THE OFFICE OF

Note: Marked improvement during the junior and senior years and sometimes

is ready to undertake college work even though the total average may not

 

i

RULES GOVERNING OUT-OF-STATE TUITION

By action of the State Board of Agriculture the following regulations
concerning payment of the out-of-state tuition fee of $75.00 per quarter
were approved September 18, 1947:

1. No one shall be deemed a resident of Michigan for the purpose of
registering in Michigan State College unless he has resided in this State
six months immediately preceding the date of his proposed enrollment.

2. No one may gain or lose a residence in this state while a student at
the college.

3. The residence of minors shall follow that of their legal guardian accept
where guardianship has been established in this state obviously for the
purpose of evading the fee.

4. Aliens who have taken out their first citizenship papers and have other-
wise met the requirements for residence shall be considered as eligible
for registration as residents of Michigan. (Those wishing exemption must
furnish the Registrar with a photostatic copy of his first citizenship papers.)

5. The residence of any person, other than a legal guardian, who may
furnish funds for payment of College fees shall in no way aflect the
residence of the student.

6. Students whose parents are not legal residents of Michigan but who
own real estate in Michigan assessed on the tax rolls at $5,000 or more
may be exempted from out-of-state fees. (Those wishing exemption on
this basis must present a statement from the clerk of the county in which
the property is located showing the assessed valuation.)

IO

APPEZTD IX B

er

DO NOT FILL IN

Year----._-...___

 

mm. MICHIGAN. STATE COLLEGE

 

EAST LANSING, MICHIGAN

 

 

m Number APPLICATION FOR ADMISSION

. Appr. Sent

 

Application may be submitted after first semester of senior year's work is completed.

 

 

I;

‘Muv

 

(Print your name in space above.)

GENERAL INFORMATION

The Basic College has been established as an educational unit in which all students will be enrolled during their freshman and
sophomore years.

The Basic College is designed to provide students with a sound educational foundation on which to build an intelligent interest in
personal, family, vocational, social, and civic problems, a better understanding of these problems, and a greater ability to cope with them.
It includes the study of man’s relationship to physical, biological, and social sciences, an increased knowledge of the historical background
of dpresent-day civilizations, and an enhanced appreciation of cultures, past and present, that have been expressed in literature, music
an art.

Students whose training may eventually become highly specialized need this foundation of general educational experience that each
may have a greater appreciation of the relationship of his special field to the needs of society as~a whole. . Spaialization for the
Bachelor’s degree hmpleted in the appropriate school. (For requirements for admission, see page 9.)

' J" ’ INSTRUCTIONS
Pages I, 2, 8, and! (if this blank are to be filled out by the applicant in ink; the entire blank is then to be referred to the prin-
cipal of the high school frdmikich the applicant graduated, who will fill out the remaining pages and forward the entire blank to the
office of the Registrar. _ . .

 

 

 

 

 

 

 

 

 

 

 

 

 

[:1 Mr.
1. Name in full [1 Mrs. Date
(Last) (First) (Middle) Cl Miss
2. Permanent home address
(Number and street) (City) (State)
8. Mailing address
(If diaerent from home address) (Street and number) (City) (State)
4. (a) Birthplace ‘ Date of Birth Are you a U.S. citizen?_..------_--__._.
(Month) (Day) (Year)
(b). Are you a resident of Michigan? I] Yes—Number of months , No I] (See residence regulations, page 10)
5. (a) Single ....... Married-,---_.Do you have childreni-..---..-_-_aNumber_ .......... Husband’s or wife’s full name
(b) Have you had experience in the Armed forces? E] Yes [:1 No Total months in service ............... Branch of Service.-.-_---._-----_--W-_.-_
(c) Type of discharge Rank when discharged _---_--_--.-------..---Entrance date .......................... Discharge date.-..------------_.------._
6. High School
(Name of High School) (Location) (Date of Graduation)
7. (a) Have you at any time applied for admission to any other college or university? If so, give name of institution
and full details of the outcome of your application
(b) Have you attended any college or university? ......... _ If so, give name and location of the institution, time spent there, and reason

for withdrawal

 

(c) If you have attended another college, ask the registrar to send us a transcript of your record or a statement of honor-
able dismissal if no credit was earned.
[3 Regular College Program
[:1 Short Course
Term Year E] Extension
[:1 Armed Forces Program

 

((1) Have you previously attended Michigan State College? { E E25 When

 

 

 

 

 

 

8. When do you expect to enter collegd? [3 Fall D Winter [3 Spring E] Summer. Year ....... _.
9a. (1) Father’s full name: 9b. (1) Mother’s full name:
(Last) (First) (Middle) (Last) (First) (Middle)
(2) Living? ............ _ (8) Place of Birth (2) Living?_._.__....... (3) Place of Birth
(4) Is he an American citizen? (4) Is she an American citizen?
(5) Occupation (5) Occupation .....

 

 

9c. If you have a Legal Guardian or Step-parents, give name

Address .............. .-----..-.-....Relationship to you.
Street and Number City and State

 

 

2

10. If you have worked since graduation from high school, state positions held and duration of each term of employment

 

 

 

 

11. Give names, addresses and occupations of at least two responsible adult persons (not your former school teachers or ofieers, or relatives)

 

as references L

 

 

 

12. What influences led you to come to this College?

E] requirements for Bachelor’s degree? (Four-year course)
13. Do you expect to complete [_'_] the two-year terminal course only?
C] the one-year terminal course only?

 

”if Check your preference (check-one)? ‘

 

SCHOOL OF AGRICULTURE SCHOOL OF ENGINEERING SCHOOL OF'BCIENCE AND ARTS
[:1 General Agriculture (Agricultural Eco- D Agricultural" ' ' ' (Continued)
. . . B Chemical . “(Check Major Field)
nomics, Agriculture Eztenuon, Animal Cl Civil - a m
. Husbandry, Farm Crops, Poultry Hus— [3 Electrical Phtdal»8eienee.
bandrg, Rural Sociology and Anthro- Cl Mechanical 3 22:22:35?
pology, Soil Science, Pre-Theological.) D Metallurgical Cl Geology
[3 Agriculture Education (Teaching) D Sanitary D Mathematics
[j Food Technology SCHOOL OF HOME ECONOMICS D Physics and Astronomy
Agricultural Engineering Series: D Child DeVCIOPment Social Science:
[:1 Agriculture Mechanics Cl Clothing and Textiles CI Foreign Studies ,
U Agricultural Engineering C] Foods and Nutrition Cl History 1
D . . . D General [3 Philosophy
airy Series. D Home Economics and Nursing [:1 Psychology
D Dairy Production E} Institution Administration U Sociology t
C] Dairy Manufactures Cl Related Arts .
. Pre-Professional - ' |
Forestry Series: [I Home Economics Education (Teaching) Cl Dental
D Technical Forestry [j 2 Yr. Terminal in Home Economics [3 Law 1
[3 Housing and Lumber Merchandising E] 2 Yr. Terminal in Food Supervision El Medical
Horticultural Series: SCHOOL OF SCIENCE AND ARTS
Cl Floriculture (Check Major Field) SCHOOL OF VETERINARY MEDICINE
E] Pomology Fine Arts: C] Veterinary Medicine
[:1 Vegetable Production E] Art Cl Medical Technology
Landscape Series: E1] 1335:?! :xic
D Landscape Architecture D Music Theory BASIC COLLEGE _
[1 Urban Planning [3 Musical Therapy C] No Preference (Undecided on Mayor)
SCHOOL OF BUSINESS AND D Public School Music "
PUBLIC SERVICE Education:
Business Administration: U Early ChildhOOd (Teaching)
[3 Business Administration—degree eur- D Special (Exceptional Children Teach- #--"
riculum - mg) .
D Elementary (Teaching) IMPORTANT

[:1 Commercial Education (Teaching)

[3 2 Yr. Terminal in General Business [:1 Industrial Arts (Teaching)

E] Secondary (Teaching) (Check Major

Write your name on the

El] : Er. $231.12} “811 ii: :{istzgfinge Field Also) back of a small unmounted
r. r lna n .
Cl 2 Yr. Terminal in Secretarial Science Language and Literature. check oneu photograph or snapshot of
C] 1 Yr. Terminal in Business B English D French yourself and attach hone.
El Economics 5] Elite]? Languages 3 3:?“ Pictures will not be re-
_ era re n
D Hotel Administration E] Speech, Dramatics and RadioLD Spanish tumed'

[3 Journalism
[:1 Physical Education, Health and

Application will be con-
sidered incomplete if photo-

Biological Science:

Recreation C] Bacteriology
I] General Police Administration C] Botany graph is omitted.
D £0?“ Sldsence El] gfit°TfIOSY THIS IS REQUIRED or
E] o itica cience ys o ogy ,
[:1 Public Administration E] Wildlife Management and Fisheries E" ERY APPLICANT

 

 

 

[3 Social Service [I ZOOIOEY J I

3

FOR COUNSELOR

 

 

 

. (To be completely filled out by the applicant.)
Name _. Dnte of Birth____._.____.____.._
(Last Name) (First Name) (Middle Name) (Month) (Day) (Year)
Home address
Single...-....e_.,e.~_...__.~ Married...,.,.n..._.,__.______ Do you have any children? ‘ Number
1. (a) Father’s name..-"......._..-.__.._.L_.L__n__.____n___ ((1) Mother’s name
Last First Middle

 

Last First MEE-

(b) Father’s occupation (e) Mother’s occupation (if wage earner)..—

 

 

(c) Father’s education (check if a graduate; otherwise

(f) Mother’s education, (check if a graduate: otherwise give
give number of years in attendance):

number of years in attendance):
M.S.C.n._ M.S.C.._._.

Grade school .. ........High school ......... College Grade school—.meI-Ilgh school____Colle
er ..... Other____.

-ve attendediM.S.C., including years of

... halnfi (‘1'

A; j

        

 

4

(Confidential)

CANDIDATE’S PERSONAL QUALIFICATIONS
(To be filled out by the high school counselor, principal, or superintendent.)
This sheet will be placed in the hands of the student’s college Counselor.
1. To the high school official:
(a) Please indicate your judgment of the candidate by placing check marks on the scale of ratings given below.

(b) If a rating on any trait is omitted, it will be understood that you do not have suflicient knowledge of the candidate to
express judgment. Such omissions will not put the candidate at a disadvantage.

Trait Very low Low Average Fairly high High Very high

 

 

Potential intellectual capacity

 

 

Actual intellectual performance

 

 

Seriousness of purpose _______________________ . _----_-______--____ -L ----......-_--.._

 

Originality . _ _
Tractability . -_ .- ..~._

 

 

 

 

 

Social-mindedness .. ...........................

 

 

Independence of effort ............................... .. __ --___-_

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Popularity ..... __ ................... . _ _ ____________
2. If candidate took tests, please give:

Name of Test Date Given Percentile Egg; Remarks
3. General rank in class (check one): (Best 25%)_.__....-_(Second 25%) ............ -(Third 25%)..---_---_(Poorest 25%)__.__..._

4. (a) Has the applicant any defect of speech, sight or hearing?

 

 

(b) Is the applicant subject to periods of unconsciousness, convulsions, epilepsy, or fainting spells?

6. State any other defects or qualities which are not covered by above

 

 

 

6. To what degree did the candidate’s attitude towards scholastic work and application to academic subjects change during the

last year or two in high school?

 

 

7. Describe any particular circumstances of the candidate’s environment, personality, or fortunes of life that may have been

 

influential in determining the record made in high school

 

 

8. Give any additional information which you think will be of value to us in understanding and guiding the candidate-_._...____

 

 

 

 

 

Date Signature - Title

 

5
( To be completed by applicant)

On this page, please write a short story of your life. We suggest that you include why you want a college education, your travels
or experiences, interests in sports, hobbies, or plans for the future. Please include a statement on any illnesses or physical dis-
abilities. (This story of your life is to be entirely original and in your own handwriting. It will be used by counselors and
admission officers only.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Your Signature

6

HIGH SCHOOL RECORD AND CERTIFICATE OF RECOMMENDATION

(Confidential)

Do not mail application to Registrar’s Office until 12 B grades are recorded. Please make certain page 4 has also been completed.

1. High School Located at

 

 

 

2. By what recognized accrediting associations is your school accredited? ...... -----.----.-.-,..._ .

3. Student’s name . .-----.-____._-------”mmh-M
(Last) (First) (Middle)

 

[:1 College Preparatory Course
4. Date of graduation from (check one) [:1 Michigan Special Program under “College Agreement Plan”
C] Non-college Preparatory Course

 

5. (a) Years in attendance

(b) Names of and years in attendance at other high schools, if any, which candidate attended and from which credits were accepted

 

 

6. Has a statement of the applicant’s credits been submitted to any other college or university?--_---_--__--_If so, when and to what school?

 

 

 

 

 

 

 

 

 

 

 

7. If candidate took tests, please give: (If given in page 4, omit here)
Norm

Name of Test Date Given Percentile Group Remarks ‘
8. (a) Number in candidate’s graduation class (b) Applicant’s rank in class (cg—highest, 1; second highest, 2)--__”--_..

(c) General rank in class (check one): (Best 25%)..--- (Second 25%)-.___-__.__ (Third 25%)-_-_-__---_ (Poorest 25%)..-——---—»~-
9. Check the group under which you think the scholastic record of the applicant may be expected to fall:

[:1 Excellent I] Superior E] Average C] Inferior E] Probable Failure

10. Grade average or rank required for recommendation to College ---w—wwm-u
11. Principal or Superintendent please check and sign the following:

I hereby certify that the following transcript is a true copy of the applicant’s record

['3 1.) do officially recommend admission to Michigan State College as checked: I] Clear. C] With examinations.

and (check one)
[:1 2.) do not ofiicially recommend admission to Michigan State College.

Date

 

 

PrinCiDll or ”Superintendent

Note: Marked improvement during the junior and senior years and sometimes a great enough improvement in the senior year
may indicate that a pupil is ready to undertake college work even though the total average may not meet the standard
required for clear recommendation to college.

   
  
 
 
  
   
  
 

Cl Degree Curriculum ugh a school year with not less than four
[3 Two Year Termini?L1
B one Year Terminal

P:-.--—---*""'
GROU lesignated by the high school.

ts if 4 units of English are presented)

studies. Three additional units either
1ics, commercial or industrial, are re-
GROUPL‘M'WWC e in music). The other units presented

QROUP :--»—-—--'“'

”GROUP :--——---"""

Gen. Sci """ :er as to attitudes, habits, emotional

GROUP:----—-—---""_.____________ ‘8 a suitable college student.

Cr.
QROUP : ..... —---"‘"

 

——
’ao—I'."

) and results of intelligence and

:ify, in addition to admission to

IUIREMENTS

cal examination for advanced

from High School or
131, 182, 133) at MSG.

unit Math. and 1 unit Sci.

LLEGE CREDITS FOR
ERS BEFORE BEGIN-

Do not mail

1. High Sch-

2. By what

8. Student’s

4. Date of g

 

5. (a) Year
(b) Nam

6 Has
7. If ca
Name 0

8. (a) Num
(c) Gene

9. Checl
D E:

10. Grad:
ll. Princ
and (

Date ............... -

Note:

1U

RESIDENCE REGULATIONS

1. No one shall be deemed a resident of Michigan for the purpose of
registering in Michigan State College unless he has resided in this State
six months immediately preceding the date of his proposed enrollment.

2. No one may gain or lose a residence in this state while a student at
the College.

3. The residence of minors shall follow that of their legal guardian except
where guardianship has been established in this state obviously for the
purpose of evading the fee.

4. Aliens who have taken out their first citizenship papers and have other-
wise met the requirements for residence shall be considered as eligible
for registration as residents of Michigan.

5. The residence of any person, other than a legal guardian, who may
furnish funds for payment of College fees shall in no way affect the

residence of the student.

6. Students whose parents are not legal residents of Michigan but who
own real estate in Michigan assessed on the tax rolls at $5,000 or more
may be exempted from out-of-state-fees. (Those wishing exemption on
this basis must present ’a statement from the clerk of the county in which
the property is located showing the assessed valuation.)

“332-“ “SE 0“”

 

 

iu’nl‘a “:5

an '56 I" '1 \/
was.” W
, Qgc3 or ’s

m 25.68 N.,/.-
W Y“)
w 1.4 Pin, 56 3‘

Terra ‘ 9.