AI Transcription, Pages 426-450
tion, a description of the advanced work he has
completed, his grade in the course, and the school's
recommendation. Blank School Report forms will
be sent to the school with the examination mate-
rials in May 1960; the school should complete and
return them to Educational Testing Service by the
end of June. Educational Testing Service will attach
the candidate's School Report form to his examina-
tion paper and send both to the college that receives
his examination grades.
Grade reports
Examination grades will be sent by Educational
Testing Service in July 1960 to the college that the
candidate plans to attend. At the time the examina-
tions are administered, candidates will be asked to
designate this college on the Master Record Card.
Students who are unable to name a college at that
time should be given a Choice of College Card and
instructed to send it to the address printed on it as
soon as possible. A supply of Choice of College
Cards will be included with the examination mate-
rials sent to the school's Coordinator.
In reporting Advanced Placement grades to the
colleges, no partial reports can be issued. The
grades made by the candidates on every examina-
tion taken during the week will be included.
The examination grades will be sent to schools
about the middle of September. Schools that prefer
to receive their reports earlier may request them
after the first week of July. It is expected that col-
leges will send the examination papers to the sec-
ondary schools early in November.
The College Board does not release grades directly
to students. Grade reports will be sent only to the
college designated by the student and to his second-
ary school, either of which may, if it so chooses,
reveal the grades to Advanced Placement candi-
dates. Students will be notified by the college of its
decision about advanced placement or credit.
8
College Board Advanced Placement Examinations
c/o Educational Testing Service
Box 592
Princeton, New Jersey
Since some confusion seems to exist regarding the fees to be collected and the
portion of these fees which schools will be permitted to withhold, to cover the
coordinator's retainer and to assist with administrative expenses, the following
examples are provided by way of amplification and illustration of the fees and
honoraria discussed on pages 5 and 6 of Information for Coordinators.
Situation No. 1: School "A" has one candidate ⟦line⟧ takes one examination
Candidate pays school "A" $ 5.00 registration fee
⟦line⟧ 8.00 examination fee
$13.00 Total Candidate Fees
School "A" is permitted to withhold: for coordinator's retainer $5.00*
for administrative expenses 1.00
Total School Withholding $6.00
School "A" will be billed ⟦line⟧ $7.00
Situation No. 2: School "B" has three candidates who take a total of three tests.
(one in English, one in Mathematics)
Candidates pay school "B" $5.00 each for registration $15.00
$8.00 each for examination 24.00
Total Candidate Fees $39.00
School "B" is permitted to withhold: for coordinator's retainer $5.00*
plus $1.00 per examination
administered for administrative expenses 3.00
Total School Withholding $8.00
School "B" will be billed ⟦line⟧ $31.00
*It is intended that coordinator receive at least $5.00. This may or may not
be supplemented by use of administrative expense money at the discretion of
the school.
[Signature] John R. Valley
[Signature] CEEB Program Director
December 2, 1959
B01 · header / latin
College Entrance
Examination Board
B02 · paragraph / latin
A GUIDE TO
THE ADVANCED
PLACEMENT
PROGRAM
1959-60
1959-60 examinations summary
Administration: The Advanced Placement Examina-
tions will be administered to students by their
schools for the first time in May 1960. In previous
years the examinations were given at centers estab-
lished by the College Board. Each school will be
asked to designate an Advanced Placement Exam-
inations Coordinator who will make all arrange-
ments and conduct the administration of the
examinations. Participating schools will receive all
examination materials and administration instruc-
tions from the College Board. Part of the examina-
tion fees, which the schools will collect, will be
retained to help cover school expenses and as an
honorarium. Students at schools where the exam-
inations will not be available will be referred by the
College Board to schools where they will be given.
Subjects: Examinations are offered in the following
subjects: Literature and English Composition (one
examination), American History, European History,
French, Intermediate German, Advanced German,
Latin 4, Latin 5, Spanish, Mathematics, Biology,
Chemistry, and Physics.
Examination dates: May 16-20, 1960.
Fees: $5 registration plus $8 for each examination
taken.
Inquiries: All correspondence concerning the exam-
inations should be addressed to:
College Board Advanced Placement Examinations
Box 592, Princeton, New Jersey
Copyright 1959 by College Entrance Examination Board
The Program
The College Entrance Examination Board offers
the Advanced Placement Program in the interests
of able students; in the interests of secondary
schools which enable these students, while still
in secondary school, to undertake work on the
college level commensurate with their abilities;
and in the interests of colleges that welcome
incoming students who are thereby prepared for
courses more advanced than those usually
studied in the college freshman year.
Descriptions of the college-level courses in 11
subjects are provided by the Program in its
book, the Advanced Placement Program Syllabus.
Through the Director, the College Board en-
courages and advises secondary schools in the
introduction of these courses. It also offers for
students who have taken these courses Advanced
Placement Examinations that are based on
courses described in the Syllabus. Both the
course descriptions and the examination in each
subject are written by a committee of school and
college teachers of that subject. In turn, colleges
consider for credit and advanced placement
those students who have taken the courses and
the Advanced Placement Examinations. The
Program is thus an effective instrument of
cooperation between schools and colleges which
seek to enhance the educational opportunities
open to able and ambitious students.
Origins
The Advanced Placement Program grew out of
two experiments supported financially by the
Fund for the Advancement of Education. It
continues the School and College Study of
Admission with Advanced Standing, and re-
flects many of the basic ideas and much of the
underlying philosophy of the School and College
Study of General Education. Both of these
studies date from the early 1950's—and were in
essence formalizations of earlier traditions.
College Board
The Advanced Placement Program is in its
fifth year as a project of the College Entrance
Examination Board. The Program operates
through a Director who works with a general
supervisory body, the Committee on Advanced
Placement. The College Board itself is a member-
ship association founded in 1900 and composed
of a membership of colleges and universities,
schools, and educational associations.
Educational Testing Service
In its operation of the Advanced Placement
Program, the College Board has the help of
Educational Testing Service, an independent,
nonprofit agency with headquarters in Prince-
ton, New Jersey. Educational Testing Service
provides and grades the examinations, as well
as offers administrative services involved in
the Program.
College-level courses in schools
The Advanced Placement Program begins with
courses on the college level given in secondary
schools to able and ambitious students. A school
that wishes to undertake such advanced work
does not need to secure permission to do so,
but it should be sure that it understands the
Program. Teachers who are setting up college-
level courses should read the course descrip-
tions in the book, Advanced Placement Program
Syllabus. They are also advised to get in touch
with teachers in schools offering advanced work
and with the appropriate departments in the
colleges which many of their students enter. In
addition, teachers are encouraged to write to the
Director at the address given on p. 11 for any
assistance he may be able to give.
Small schools have made successful arrange-
ments for college-level work through individual
instruction of a tutorial nature.
Advanced Placement Examinations
Thirteen Advanced Placement Examinations,
based upon the courses described in the Ad-
vanced Placement Program Syllabus, are offered:
Literature and English Composition (one exam-
ination), American History, European History,
French, Intermediate German, Advanced Ger-
man, Latin 4, Latin 5, Spanish, Mathematics,
Biology, Chemistry, and Physics.
Each examination is prepared by a committee
of five teachers, three from colleges and two
from secondary schools, with the assistance of
testing specialists on the Educational Testing
Service staff. The members of these committees
of examiners are appointed by the College Board.
Students are allowed three hours to complete
each examination. Essay questions prevail, but
are supplemented in some of the examinations
by questions of the multiple-choice, objective
type. Each modern language examination in-
cludes a listening comprehension section that
uses tape recordings to test the student's ability
to understand the spoken language. Those parts
of the May 1959 examinations which consisted
of questions of the essay type may be purchased
in sets (see p. 10).
Since these examinations are based on college-
level courses, students who have not had special
preparation beyond regular secondary school
work are advised not to take them unless advised
to do so by their teachers. Students are urged
to discuss their plans with their teachers.
In 1959-60, the examinations will be given
during the week of May 16 to May 20 by schools
throughout the country. Schools outside the
continental United States which arrange to do
so may also administer the examinations. Most
students will take the examinations in their own
schools; some, whose schools are not giving the
examinations, will take them in local participat-
ing schools. Students who are unable to make
these arrangements may write to the address
given on the inside front cover. Fees for exami-
nations given in the schools are $5 for registra-
tion and $8 for the examination in each subject
and will be collected by the school. Of the fees
collected, the school retains $5 plus $1 for each
examination it has given. The amount retained
is intended to help cover its costs in giving the
examinations and as an honorarium.
For those students who cannot take the exam-
inations at a nearby school, the examinations
will be given at special centers for an additional
special administration fee of $10 for each ex-
amination.
In the fall of each year, schools are asked if
they expect to have students who will wish to
take Advanced Placement Examinations the
following spring, and how many examinations in
each subject they estimate their students will
need. Estimates of the number of students who
will take the May 1960 examinations should be
received by the College Board no later than
December 10, 1959. Any school which does not
now regularly receive Advanced Placement Pro-
gram announcements may do so by requesting
the addition of its name to the Program's
mailing list.
Reading the examinations
A committee of readers for each examination
grades the essay portions of the examination
papers in June. Composed of teachers from
schools and colleges throughout the country,
these committees are appointed by Educational
Testing Service. At least one person holds joint
membership on the examining committee and
the reading committee in each subject to insure
easy communication between the groups writing
and grading the examination.
Examination papers are graded on the follow-
ing five-point scale: 5—high honors, 4—honors,
3—creditable, 2—pass, 1—fail.
Colleges make their decisions
The materials supporting a candidate’s request
for credit and placement are sent only to the
college which he is entering. These materials,
which are received in July by the college, include
a school report which gives a description of the
advanced course or courses taken, the course
grades, and the school recommendation regarding
college credit or placement. The college also
receives an Advanced Placement Examination re-
port which includes examination questions, the
student’s paper, the grade given him by the read-
ing committee, and interpretive information on
examination grades. The student’s examination
grade or grades are also reported to his school
in September. However, any school that wishes
to receive the examination grades earlier may
request them after they have been released to
colleges in July.
Each college makes its own decision regarding
credit and advanced placement. The record indi-
cates very clearly that almost all colleges entered
by Advanced Placement students do give ad-
vanced placement to those students who have
performed satisfactorily in college-level courses
in school and on the examinations. The majority
of these colleges grant credit as well as place-
ment to qualified students.
Results
Most Advanced Placement students to date have
taken college-level courses in school in only one
or two subjects. Very few, therefore, plan to
finish college in fewer than four years. They
have enriched rather than accelerated their edu-
cational programs in both school and college.
It is possible, however, for some students
actually to shorten their college careers. The
number of such students is likely to be small, for
they will have begun their acceleration as very
able performers in three or more college-level
courses in school. Most of them will go on to do
graduate work.
Reports from individual colleges indicate that
Advanced Placement students have done very
well academically. It is worth noting that these
students have also maintained an above-average
level of extracurricular activities in school and
college.
The College Board has received much favor-
able testimony about these students from both
colleges and schools. Research on their per-
⟦f⟧ormance and other aspects of the Program is
⟦p⟧lanned for the coming years, as the number of
⟦s⟧tudents and institutions interested in the Pro-
⟦g⟧ram continues to increase.
Given in the following table are the growing
numbers of schools, students, and colleges par-
ticipating in the Program over the last six years.
| Year | Schools | Students taking examinations | Examinations taken | Colleges |
| 1953-4a | 18 | 532 | 959 | 94 |
| 1954-5a | 38 | 925 | 1,522 | 134 |
| 1955-6b | 104 | 1,229 | 2,199 | 130 |
| 1956-7 | 212 | 2,068 | 3,772 | 201 |
| 1957-8 | 355 | 3,715 | 6,800 | 279 |
| 1958-9 | 560 | 5,862 | 8,265 | 391 |
a Conducted as the School and College Study of Ad-
mission with Advanced Standing.
b Program responsibility assumed by the College Board.
Conferences
Ten conferences sponsored by the Advanced
Placement Program were held late in June 1959.
These conferences, similar to those of preced-
ing years, were given in accordance with the
Program's aims of developing communication
between school and college and improving the
work done in school and college. The conference
participants included school and college teachers
and administrators who are interested in the
Program, as well as members of the committees
of examiners and readers for the examination.
The 1959 conferences were organized accord-
ing to the following fields of interest and met at
the following institutions: for administrators,
University of Michigan; biology, Chatham Col-
lege; chemistry, University of Denver; English
(eastern conference), Hamilton College; English
(western conference), Reed College; history,
Yale University; foreign languages, University
of Michigan; mathematics, Ripon College; phy-
sics (eastern conference), Rensselaer Poly-
technic Institute; physics (western conference),
California Institute of Technology.
By-products
1. Students and teachers are stimulated to
higher levels of achievement in the school's
regular courses.
2. The Program conferences serve as forums
for the valuable interchange of ideas between
school and college teachers.
3. The Program provides challenging experiences
for able secondary school teachers as well as for
able students.
4. The Program tends to focus on subject
matter and the teaching of subject matter.
5. College teachers who know what the schools
are doing become "duplication conscious" and
review all their courses.
6. Schools and colleges work together in an
effective way, with the colleges showing an in-
creasing interest in what the schools are doing.
Publications
The following informational publications are
issued by the Advanced Placement Program and
are available on request to College Board Ad-
vanced Placement Examinations, Box 592,
Princeton, New Jersey.
Advanced Placement Program Syllabus. In-
tended primarily for teachers, the Syllabus con-
tains descriptions of the recommended Program
courses and of the examinations that are based
upon them, and also includes illustrative exam-
ination questions. The book is available at a cost
of $1.50. A revised edition was published in
June 1958.
Essay Questions from the 1958-59 Advanced
Placement Examinations. Essay questions used
in the 13 examinations given in May 1959 may
be purchased in sets for $1 per set. Two kinds of
sets are available. One is a complete set (one
each) of the examinations in all subjects; the
other, eight copies of any one of the examina-
tions. The sets do not include the questions of
the multiple-choice or objective type used in any
of the previous Advanced Placement Exam-
inations.
Information for Coordinators, Advanced Place-
ment Examinations, 1959-60. Intended for
teachers or administrators who have been
appointed Advanced Placement Examinations
Coordinators in their schools, this leaflet pre-
sents instructions on obtaining test materials,
handling fees, and arranging for registration
in those schools where examinations are to be
administered.
Bulletin for Students, Advanced Placement Ex-
aminations, 1959-60. Intended primarily for stu-
dents, this booklet presents information on the
nature of the examinations, the examination
schedule, and the reporting of scores.
Advanced Placement Program Newsletter. This
newsletter is issued from time to time as an
information medium for school and college
teachers interested in the latest developments in
the Program.
In addition to College Board publications, the
following reports of how the program has actu-
ally operated in the schools are also available.
The Bulletin of the National Association of
Secondary-School Principals: Advanced Placement
Programs in Secondary Schools. This December
1958 issue of The Bulletin contains general
articles about programs for the academically
talented in Part I. Articles in Part II describe
22 adaptations of the College Board's suggested
Advanced Placement course outlines which have
been used successfully in 16 different public
schools. This back issue of The Bulletin may
⟦b⟧e ordered at a cost of $1.50 per copy from The
National Association of Secondary-School Prin-
cipals, 1201 16 Street N. W., Washington 6,
District of Columbia.
The Advanced Placement Program in Inde-
pendent Secondary Schools. Published as a Special
Report of the National Council of Independent
Schools in May 1959, this 40-page book de-
scribes the development of Advanced Placement
Program studies in 16 independent schools. The
book may be obtained at a cost of $.75 per copy
from the National Council of Independent
Schools, 84 State Street, Boston 9, Massachusetts.
Further information concerning the Advanced
Placement Program may be obtained from Jack N.
Arbolino, Director, Advanced Placement Program,
College Entrance Examination Board, 425 West
⟦1⟧17 Street, New York 27, New York.
ceeb
COLLEGE ENTRANCE EXAMINATION BOARD
425 West 117th Street, New York 27, N. Y., UNiversity 5-9500
JACK N. ARBOLINO
Director of the
Advanced Placement Program
Dear Sir:
Enclosed you will find the Advanced Placement Program's school participation
form and the "Guide." The first is self-explanatory; the "Guide" is a concise
description of the College Board's plan to help high schools offer college-level
courses to their best students.
The Advanced Placement Program has grown quickly. In 1956, 1,200 students
from 104 schools took the examinations. In 1959 the comparable figures were 5,800
and 560. In every section of the country large and small, public and private school⟦s⟧
have successfully participated. The National Association of Secondary School Prin-
cipals and the National Council of Independent Schools have supported the Progra⟦m⟧
and a number of distinguished educators have publicly recommended it.
If your school has already participated in the Program, I should like to call
your attention to the inside front cover of the "Guide," which carries a summary
of the new procedure for administering the examinations. Detailed information will
be sent to schools giving the examinations. If yours is not a participating school
and you would like to know more about the Program, or if you would like help in
establishing it, I want to urge you to call on us. We will do everything we can to
help.
Sincerely yours,
[Signature] ⟦Jack N. Arbolino⟧
20 - 1959
SUPERVISOR'S MANUAL
PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT)
Form 1 - for administration Tuesday, October 20, 1959
| TOTAL TIME | 120 minutes |
| Section 1 | 60 minutes |
| Section 2 | 60 minutes |
PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT)
EDUCATIONAL TESTING SERVICE
Box 589
Princeton, New Jersey
- 1 -
GENERAL INSTRUCTIONS
1. Importance of These Directions
In a test being administered at over 12,000 schools, we feel sure you will recognize the
importance of systematic procedures. Only if all supervisors adhere strictly to the same
schedule and give exactly the same instructions will the scores of all students tested at
the many centers be comparable. You should therefore be thoroughly familiar with these
instructions before the day of the test and then follow them exactly.
2. Guarding the Security of the Test
During the period between receipt of test materials and the test administration, all test
materials must be kept in a locked room to which only you or designated assistants have
access. No one should be allowed to examine the contents of a test book.
Please make every effort to conduct the test quietly and to protect the students from
disturbance. You should determine within the first half hour of the test session the number
of candidates taking the test. The number of unused, sealed test books should be counted.
This number, added to the number of candidates taking the test, must equal the number of
books received from ETS. Immediately after the test has been administered, all used answer
sheets are to be returned to Educational Testing Service, and all test books, used and un-
used, are to be destroyed. x
3. Date and Time of the Test
There are two forms of the test. Form 1 is for administration only on Tuesday, October 20;
Form 2 is for administration only on Saturday, October 24. Please be sure that you have
the appropriate form of the test. If the test is administered on any other date, there can be
no guarantee that the answer sheets for your school will be processed. The directions for
administering the test assume that it will be given in the morning, but in fact it may be
given either in the morning or afternoon. If it is necessary to administer the test in two or
more sections at different times of the day you should make certain that students tested first
have no opportunity to communicate with those taking the test later in the day. There should
be no opportunity for one group to discuss test items with another group or the security of the
test is destroyed.
The actual testing will require two hours; additional time must be allowed for reading dir-
ections and for distributing and collecting test materials. You should have a watch which
you are willing to reset as the directions specify.
- 2 -
4. Seating
Ideally students should be seated far enough from each other to make it impossible for any
student to see any other student's answer sheet. A common arrangement is the use of every
other seat in alternate rows.
5. Supervision During the Test
If you are convinced beyond a reasonable doubt that anyone is giving or receiving any kind
of assistance during the test, he must leave the examination room and must not be permitted
to return. His test book and answer sheet are to be taken from him and the answer sheet
destroyed with the test books. No test fee need be forwarded for such a student.
Should a student withdraw permanently from the test for any reason, no test fee need be for-
warded for such a student. The fee will be required only for those who complete the test.
If it is necessary for a student to leave the room temporarily while the test is in progress, his
test book and answer sheet should be kept in the test room. If two or more students are absent
at the same time, they should be accompanied by a proctor.
If a student has a defective test book, give him a new book after removing the answer sheet
from it, and direct him to continue work on his original answer sheet. If a student has a
defective answer sheet, give him a new one from an unused test book, and direct him to
write his name on the new answer sheet and continue work on it. At the end of the test, both
answer sheets must be collected and clipped together, with a note of explanation written on
each.
You or a proctor should walk about the room frequently during the course of the test to guard
against cheating and to make sure each candidate is working on the appropriate section of the
test.
6. Proctorial Assistance
If you have more than 25 students taking the test, it is suggested that you secure one proctor
for each additional 25 students to assist in distributing and collecting test materials and in
general test supervision.
7. Answer Sheet
The last page of this Manual is a facsimile of the answer sheet for this year's Preliminary
Scholastic Aptitude Test. You should familiarize yourself with it and refer to it when reading
over the directions that follow.
- 3 -
ADMINISTRATION OF THE TEST
After the students have been seated as directed, the doors to the examination room should
be securely closed and no visitor should be permitted to enter.
Before distributing test materials, you say:
[Marginalia] PRELIMINARY
[Marginalia] DIRECTIONS
You will have two hours to work on this examination. The examination
is divided into two sections; you will have one hour to work on each
section. During the time allowed for each section you are to work only
on it. When I say "BEGIN WORK," read the directions, start to work
and continue on that section until I say "STOP". If you finish a section
before time is called, you may check your work on it, but you are not to
work on the other section. All your answers must be recorded in the
appropriate space on the separate answer sheet. You will be given a
special pencil for use in marking your answers. Be sure that all your
answer marks are black and heavy and that they completely fill the space
between the dotted lines. Don't make stray marks on your answer sheet;
if you erase, do so completely. Ask no questions during the test. If your
test book, answer sheet, or special pencil is defective, raise your hand.
When you get your test book, read the directions on the back cover and
look up at me when you have finished. Do not break the seal until I tell
you to open the test book. Are there any questions now?
After answering questions regarding test procedures, give a test book,an answer sheet,
and a special pencil to each student. When everyone has finished reading the directions,
say:
[Marginalia] FILLING OUT
[Marginalia] ANSWER SHEET
You are not to start the test yet.. Turn to the side of your answer sheet
which has the spaces for recording your answers to the test.
Print your name, your complete home address, the name and
- 4 -
<del>address of your school and check the box for sex and school class. (Pause</del>
<del>while they do this.) Turn your answer sheet over. Read the section which</del>
<del>lists the various scholarship programs and their elegibility requirements. If</del>
<del>you are elegible for and interested in one or more of the programs listed,</del>
<del>darken the appropriate box or boxes and then sign and date the certifying</del>
<del>statement. Next, read the list of programs at the bottom of the sheet and</del>
<del>darken the box if you have applied or plan to apply to any of these programs.</del>
<del>When you have finished, look up at me. Are there any questions?</del>
<del>Now turn your answer sheet back so that Section I and Section II appear at</del>
<del>the top of the page.</del>
Remember that you are not expected to finish all test questions in the time
allowed. Work steadily and don't waste time on a question that seems too
difficult for you. If you have some knowledge of the question, take a guess
at the answer, since no deduction will be made for wrong answers. You
will receive credit of course only for right answers. You are to work for the
next hour on Section I. As soon as you finish one page, go on to the next
but don't go on to Section II until I tell you to do so. When I give the sig-
nal, open your test book, read the directions for Section I, and start to
work.
[Marginalia] PRELIMINARY
[Marginalia] TEST
[Marginalia] DIRECTIONS
Reset your watch at 8:59. When the watch reads exactly 9:00, say:
BEGIN WORK.
[Marginalia] AT 9:00
During the test you and/or the proctor should walk about the room frequently to make sure that
all the students are working on the correct section of the test. Printed in the upper corner of
each page in the test book, there is a large numeral "1" or "2" by which you will be able
to tell at a glance the number of the section. You should also be ready to replace any de-
fective test books, answer sheets or pencils.
STOP. Even if you have not finished Section I, you must stop work on it.
During the next hour, you are to work on Section II and only on that Sec-
tion. Don't turn back to Section I. When I give the signal, open your test
book to Section II, read the directions, and start to work.
[Marginalia] AT 10:00
- 5 -
Reset your watch at 9:59. When the watch reads exactly 10:00, say:
AT 10:00
BEGIN WORK.
AT 11:00
STOP. Even if you have not finished Section II you must stop work
and close your test book. Keep your answer sheet and test book
separate on your desk. Test books and answer sheets will now be
collected. You may keep the special pencils. No one may leave
the room until all materials have been collected and counted.
Remain in your seat until I dismiss you. There must be no talking.
Collect the test books and the answer sheets, and count both. Before you dismiss the
students, you should be certain that you have an answer sheet from every student who
took the test and that you have every test booklet (used and unused) sent to your school
by Educational Testing Service.
DESTRUCTION OF TEST BOOKS
Immediately after the test administration, all test books, both used and unused, are to
be destroyed by burning or thoroughly shredding. The unused answer sheets are to be
destroyed with the test books.
(5-59-30 - 1)
10 - 2)
- 6 -
RETURN OF ANSWER SHEETS AND REPORTS
Large prepaid reply envelopes have been provided for the immediate return of used
answer sheets and completed Supervisor's Report Form. The pink Supervisor's Report Form
is inserted at the top of your shipment of test supplies. It is to be completed as soon as the
test is over. Note that you are required to specify in this report the number of used answer
sheets you are returning and to certify that all test books, used and unused, have been
destroyed.
NOTE: It is important that you enclose the completed Supervisor's Report Form with your
answer sheets.
For foreign schools, supervisors must pay the postage for the return of answer sheets via AIR
MAIL. No envelopes will be provided for these schools.
Be sure that in your reply envelope you have included:
1. ALL USED ANSWER SHEETS
2. COMPLETED SUPERVISOR'S REPORT FORM
3. SUPERVISOR'S REPORT OF UNUSUAL EVENTS OR
CIRCUMSTANCES- (if you have any to report)
To be mailed to Preliminary Scholastic Aptitude Test (PSAT), Box 589, Princeton, New Jersey.
Please be sure to seal the envelopes carefully. Bind down the clasp and tie the strings securely.
If more than one envelope is needed to return answer sheets and report forms, please be sure to
fill in all the information on each envelope.
RETURN OF REMITTANCE AND REMITTANCE REPORT FORM
Special blue envelopes have been provided for the return of the completed Remittance Report
Form and your check or money order.
The blue Remittance Report Form, attached to the pink Supervisor's Report Form and inserted at
the top of your shipment of test supplies, must be filled out completely and returned to Educa-
tional Testing Service.
Make your check or money order for the indicated amount payable to Preliminary Scholastic
Aptitude Test.
Be sure that in your special blue envelope you have included:
1. COMPLETED REMITTANCE REPORT FORM
2. CHECK OR MONEY ORDER
It is important that the remittances and the Remittance Report be mailed separately from the
answer sheets and Supervisor's Report.
As part of the application procedure for the scholarship programs listed below, you must blacken the box for each program in which you want to be considered. Before blacking in the box, read the accompanying eligibility statement to be certain you are an eligible candidate.
1. [ ] The Armco Foundation Community Scholarships:
for secondary school seniors from schools in Ashland, Ky.; Baltimore, Md.; Greater Kansas City, Mo.; Hamilton, Middletown,
Piqua, Zanesville, Ohio; Sand Springs, Tulsa, Okla.; Butler, Ambridge, Etna, Pa.; Greater Houston, Gainesville, Tex.;
Torrance, Calif.; and Montcoal, Madison, Seth, Van, West Va.; in upper third of class or recommended by principal, whose
college major will be engineering or physical science.
2. [ ] Boettcher Foundation Scholarships:
for secondary school seniors in upper 10% of class who are U. S. citizens and residents of Colorado for two years prior to
graduation.
3. [ ] The Gates Foundation Opportunity Scholarships:
for Colorado residents who will graduate from a Colorado secondary school during current school year.
4. [ ] The John Huntington Fund for Education Scholarships:
for secondary school seniors with demonstrated financial need who reside in Cuyahoga County, Ohio, and whose college
major will be science or technology.
5. [ ] The Lutheran Laymen's League-Valparaiso University Scholarships:
for members of the Lutheran Church Missouri Synod Congregation, under 21, intending to enroll at Valparaiso University.
6. [ ] National Honor Society Scholarships:
for secondary school seniors who are members of National Honor Society at the time the PSAT is given.
7. [ ] National Presbyterian College Scholarships:
for communicant members of the United Presbyterian Church in the U.S.A. who ranked in upper third of junior class and
who will graduate during current school year.
8. [ ] National Printing and Publishing Industry Scholarships:
for secondary school seniors (or graduates since January 1957 not yet in college) who are planning a management, engineering,
teaching, or scientific career in the printing and publishing industry.
9. [ ] National Scholarship Service and Fund for Negro Students Supplementary Scholarships:
for 1. Negro secondary school seniors in upper 25% of class who request college advisory service from NSSFNS in fall of
senior year, who plan to enroll in inter-racial colleges and who did not take the National Merit Scholarship Qualifying Test
in April 1959. 2. Negro juniors who meet the above requirements.
10. [ ] Rotary Scholarships of the Henderson (Ky.) Rotary Club:
for all juniors and seniors of all high schools in the city and county of Henderson, Kentucky.
11. [ ] Scholarship Testing Program of Indiana Colleges and Universities:
for seniors in Indiana secondary schools.
12. [ ] The Southern California Edison Company Scholarships:
for seniors in California secondary schools within the Edison service area.
13. [ ] Telluride Association Summer Program:
for secondary school men completing junior year by July 1, 1960.
I hereby certify that to the best of my knowledge I am eligible for the scholarship programs I have checked above.
Signature:
Date:
14. [ ] Blacken this box if you have applied or plan to apply to any of the programs below:
Absalom Jones & Prince Hall Masons Children's Ernest L. Hiestand, Jr. Scholarships of the Pennsalt Scholarships
Scholarship Awards Handcraft Foundation, Inc. The Philip Morris College Scholarships
Allegheny Ludlum Steel Corporation Scholarships Harold M. Pitman Company Scholarships Riegel Paper Corporation Scholarships
Benjamin DeWitt Riegel Memorial Scholarships of Hiram Walker Scholarships Scholarship Plan of Commercial Credit Company &
Riegel Textile Corporation The James J. Kerrigan Memorial Scholarships of its Finance, Factoring, & Insurance Subsidiaries
Bodman Scholarships Merck & Co., Inc. Socony Mobil Oil Company, Inc. Science
Conoco Scholarships of Continental Oil Company Iowa-Illinois Gas and Electric Company Scholarships Scholarships
Continental Baking Company Scholarships National League of Masonic Clubs Educational UARCO Scholarships
E. Keeler Company Scholarships Scholarships
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SUPERVISOR'S REPORT OF UNUSUAL EVENTS OR CIRCUMSTANCES
PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT)
Name of Secondary School:
Address:
School Code Number:
On this form the Supervisor should note all unusual events or circumstances affecting the candidates; please describe in sufficient detail
to provide Educational Testing Service with an adequate understanding of the effects on test behavior. There is no need to return this
report unless something unusual occurred.