AI Transcription, Pages 76-100
Page 76
Examination Card No. 320
PLEASE SEND ME, for 10 days' free examination, the new 1964-65 ERC College
Admissions Data Handbook. Also send the Guidance Counselor's Desk Calendar. If I
am not fully satisfied, I may return these materials within 10 days and you will can-
cel your bill. Otherwise, I will subscribe at the regular $50 rate for new subscribers.
If I do not subscribe, I will return everything but the Guidance Counselor's Calendar,
which is mine, in any case. If I do subscribe, I have the privilege of purchasing
another Calendar for $5.50.
Signature ____________________
(To be valid, this card must be signed above)
Is
Your
Address
Correct?
Shamash Secondary School
New Alwiyah, Baghdad
Baghdad, Iraq
Attention: Guidance Counselor
SEND NO MONEY • JUST MAIL THIS CARD • NO POSTAGE NEEDED
[Marginalia] Remove stub before mailing card
SAVE THIS STUB FOR YOUR RECORDS
This Card
Brings ⟦You...⟧
• New, completely up-dated 1964-65 ERC Handbook.
• Exclusive 1964-1965 Guidance Counselor's Desk Calendar.
• 10-day Free Trial Privilege. If not satisfied, you may return the materials within 10 days and owe nothing.
• Remember: If you subscribe, you will receive monthly supplements for the whole school year, adding to and up-dating the Handbook.
Page 77
ERC
THE ERC College Admissions Data Hand-
book is a sturdy three-ring binder of two-
inch capacity, custom designed and built
by hand for ERC, with strong, smooth-
closing, precision rings and lever action
for opening and closing them.
The Desk Calendar is printed on durable
paper and is ring-bound so that it opens
wide and lies flat on the desk when open.
MAIL THIS CARD TODAY!
[Stamp] FIRST CLASS
[Stamp] Permit No. 21878
[Stamp] Cambridge, Mass.
BUSINESS REPLY MAIL
No postage stamp necessary if mailed in the United States
POSTAGE WILL BE PAID BY —
Educational Research Corporation
Ten Craigie Street
Cambridge, Massachusetts 02138
Monday JANUARY 28
| ⟦...⟧ | ⟦...⟧ | ⟦...⟧ | ⟦...⟧ | ⟦...⟧ | 1 | 2 |
| 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 17 | 18 | 19 | 20 | 21 | 22 | 23 |
| 24 | 25 | 26 | 27 | 28 | | |
⟦line⟧
Opening date of Winter scoring period (through February 28) for National
Guidance Testing Program (SCAT-STEP series).
Page 78
Tuesday JANUARY 29
| S | M | T | W | T | F | S |
| | | 1 | 2 | 3 | 4 | 5 |
| 6 | 7 | ⟦illegible⟧ | ⟦illegible⟧ | ⟦illegible⟧ | ⟦illegible⟧ | 12 |
| 13 | 14 | ⟦illegible⟧ | ⟦illegible⟧ | ⟦illegible⟧ | 18 | 19 |
| 20 | 21 | 22 | ⟦illegible⟧ | ⟦illegible⟧ | 25 | 26 |
| 27 | 28 | 29 | 30 | 31 |
One week hence, February 5, CEEB Supplementary Achievement Tests admin-
istered by participating schools.
ERC
The following quotations are from UNSOLICITED letters we have
received from subscribers to the ERC College Admissions Data Ser-
vice. Of course, we DID solicit permission to quote.
"Clear, Up-To-Date, Comprehensive"
"We have been much pleased with the College Admissions Data Service. The
material is clear, up-to-date, and comprehensive."
- Frank E. Root, Guidance Director
Beverly High School, Beverly, Mass.
"WE HAVE MADE GOOD USE OF THE SERVICE"
"We have made good use of the College Admissions Data Service and the monthly
bulletins. I personally want to thank you for the Guidance Counselor's
Calendar. I find it most useful."
- Marie F. Stebbins, Vice Principal
Sacramento Senior High School
Sacramento, California
"Helpful To The Students ... Readable And Easily Understood"
"The College Admissions Data Service is comprehensive and I have found it very
helpful to the students who come in with questions about a given college.
They find a concise arrangement of information which is readable and easily
understood."
- Mrs. Bettie S. Coakley, Counselor
King George High School, King George, Va.
"Most Effective Tool We Ever Bought"
"This is the most effective tool we ever bought. Congratulations! Thanks
for an excellent guidance tool."
- Samuel L. Clauser, Guidance Director
Conestoga Senior High School, Berwyn, Pa.
"We Have Found Entire Service Very Helpful"
"We have found the entire service very helpful. We are very happy to know
that the whole service will be continued and improved. We are particularly
happy with the monthly Bulletins, which bring us up to date on college pro-
grams and admissions policy changes."
- Charles O. Holland, Director, Pupil Personnel Services,
Massena Central Schools, Massena, N.Y.
"Data Are Relevant, Well Organized, Very Usable"
"The data provided on each college are relevant, well organized, and very
usable. If the publishers extend this service...it would appear to be the
most valuable reference for the school counselor so far made available."
- May 20, 1961 List of Selected Publications, U.S. Office
of Education, U.S. Department of Health, Education,
and Welfare.
"WE THINK HIGHLY OF YOUR SERVICE"
"We think highly of your College Service. In fact, we feel that of all the
college manuals we use in our guidance department, we get the best and most
helpful information from yours."
- Sonia Fisher, Counselor
Ela-Vernon Consolidated High School, Lake Zurich, Ill.
Page 79
"EXTREMELY HELPFUL"
"The College Admissions Data Service has been extremely helpful in keeping
abreast of current changes. Your monthly bulletins enable one to plan ahead
in counseling college-bound students."
- Wm. N. Sagin, Guidance Director
Anaconda High School, Anaconda, Mont.
"NEVER HAD THE PRIVILEGE OF EXAMINING A BOOK
THAT HAD SO MUCH INFORMATION AT MY FINGERTIPS"
"Never have I had the privilege of examining a book that had so much informa-
tion at my fingertips. I have referred to the book at several of my educa-
tional meetings and was gratified to watch the kindled interest shown by other
counselors who were there.
"Needless to say, it definitely meets a great need for those of us who are
called upon to answer questions pertaining to higher education. I especially
appreciate the additional information concerning SAT scores that I have not
been able to locate elsewhere. Some of my students were intrigued with the
thumbnail sketches of the locations of the colleges."
- Mrs. Clarice B. Roehm, Counselor
Mapleton High School, Mapleton, Oregon
"VERY FUNCTIONAL . . . QUITE COMPLETE"
"I have found your College Admissions Data Service very helpful in counseling
high school students. It is very functional in content and make-up, and
quite complete in coverage."
- J. W. Hinds, College-Vocational Counselor
Proviso East High School, Maywood, Illinois
"A FINE JOB"
"May I compliment you on a fine job in publishing the College Admissions Data
Service. It is handy, neat, and has pertinent information at the fingertip."
- Ernest R. Hartz, Guidance Counselor
Middlebrook School, Trumbull, Conn.
"MY VOLUME STOLEN!"
"Excellent service! Proof of value to parents and students -- my revised
volume stolen! So will you please send me another binder and bill me?"
- Elsie C. Menzies, Director of Pupil Personnel Services
Guilford High School, Guilford, Conn.
"Very Enthusiastic"
"The Guidance Counselor's Desk Calendar has arrived and I must say I am very
enthusiastic regarding its value to college placement counselors."
- Warren V. Noble, Director Pupil Personnel Services
West Hempstead Schools, West Hempstead, N. Y.
Educational Research Corporation is a non-profit research and development or-
ganization founded in 1938 to further the cause of education by the conduct of
experiments, studies, investigations, and research.
ERC EDUCATIONAL RESEARCH CORPORATION
TEN CRAIGIE STREET . CAMBRIDGE 38 . MASSACHUSETTS
Appleton, Wisconsin
Telephone: Area Code 414 RE 3-5577
Director of Admissions: Edward J. Roberts
Private college, established 1847.
70% of students from out of state.
62 ERC 63
Lawrence
College
600 Men
500 Women
ADMISSIONS
Requirements
No specific unit requirements, but 16 units recom-
mended, including the following:
| English | 4 | Science | 2 |
| Mathematics | 2 | Social Science | 2 |
| Foreign Language | 2 | Electives | 2 |
SAT required.
Three Achievement Tests required: English and
two others.
Interview not required.
Application fee $10, not refundable.
Basis for Candidate Selection
Academic: Secondary school record
SAT and ACH scores
School's recommendation
Rank in upper half of class
Other: Character and personality strongly
emphasized.
Extracurricular participation important.
Admission Procedure
Normal sequence;
Take SAT in December or January of 12th year.
Take ACH by March of 12th year.
No deadline for filing admission application, but
advised by March 1.
Notification of action of Admissions Committee
beginning March 1 until class is filled.
College does not subscribe to Candidates Reply
Date Agreement.
Candidate must accept offer of admission within
two weeks of notification of acceptance and pay
deposit of $100, not refundable if candidate
subsequently withdraws.
College does not have Early Decision Program.
College does not have Early Entrance Program.
College participates in CEEB Advanced Placement
Program; degree credit may be granted on basis
of AP test.
Transfer students admitted in September; oc-
casionally in January and March.
Experience
530 men and 528 women applied for admission to
class entering fall 1962.
Of these applicants, 74% of men and 59% of women
were offered admission.
Of those offered admission, 48% of men and 52% of
women matriculated.
Size of freshman class (fall 1962): 191 men; 162
women.
19% of enrolled class came from independent
schools; 81% from public schools.
Secondary school class rank: 25% of men entering
fall 1962 ranked in top tenth of their secondary
school class. Summary:
| Top tenth | Men
25% | Women
69% |
| ⟦line⟧ | ⟦line⟧ | ⟦line⟧ |
| Top quarter | 62 | 93 |
| Second quarter | 18 | 7 |
| *Third quarter | 15 | 0 |
| **Bottom quarter | 3 | 0 |
| No rank | 2 | 0 |
| | 100% | 100% |
*Of these, 76% were from private schools.
**Of these, 83% were from private schools.
CEEB SAT scores: 23% of men entering fall 1962
scored between 500 and 549 on Verbal SAT.
Summary:
| | Men
Verbal | Men
Math | Women
Verbal | Women
Math |
| 750 and above | 1% | 1% | 1% | 1% |
| 700-749 | 3 | 8 | 2 | 5 |
| 650-699 | 10 | 21 | 11 | 10 |
| 600-649 | 19 | 23 | 27 | 17 |
| 550-599 | 21 | 23 | 27 | 25 |
| 500-549 | 23 | 13 | 20 | 17 |
| 450-499 | 13 | 6 | 9 | 14 |
| 400-449 | 8 | 4 | 2 | 9 |
| 350-399 | 0 | 0 | 1 | 2 |
| 300-349 | 1 | 0 | 0 | 0 |
| No score | 1 | 1 | 0 | 0 |
| | 100% | 100% | 100% | 100% |
Admissions Staff
Edward J. Roberts, Director
Patricia O'Connor, Associate Director
Rogelio S. Llerandi, Admissions Counselor
Reed Taylor, Admissions Counselor
Mrs. Lucille Biechler, Assistant to Director
FINANCIAL
Expenses
Inclusive fee (1962-63): $2,100 per year including
instructional costs; room and board; approved
extra-classroom activities; lab, social, and
health fees
This should be approximate total cost per year (not
including travel, books, supplies, and personal
expenses).
Other: Books and supplies: $60
Fraternity: $75 per year plus $25
initiation fee
Financial Aid
College participates in College Scholarship Service.
Scholarships:
112 freshmen had scholarship assistance (1962-63).
Deadline for filing scholarship application is
March 15; however, earlier in 12th year
advisable.
Financial aid applicants notified only after
Page 80
- Lawrence -
admission and then as soon as possible after
Aid Committee action.
Financial aid awarded on basis of need.
ACADEMIC
Accredited by North Central Association of Colleges
and Secondary Schools; professionally by American
Chemical Society, National Association of Schools
of Music.
Faculty
Instructional Staff (1962-63): 113
Degrees held by faculty:
Doctors 54 Bachelors 13
Masters 46
Student-faculty ratio: 11 to 1
Curriculum
Degrees offered: A. B., B. Mus.
Majors offered:
Anthropology-Sociology Government
Art History
Biology Mathematics
Chemistry Music
Classics Philosophy
Economics Psychology
English Religion
French Russian
Geology Spanish
German Theatre-Drama
Required Freshman Studies course (Freshman
English) in which representative works in philosophy,
natural science, social science, art, and religion
are read and discussed. Sophomore Divisional
seminars in humanities, natural science, and social
science, for limited number of sophomores. Junior
departmental reading program. Asian Studies
Program. Tutorial or independent study. Honors
program. Phi Beta Kappa chapter. Comprehensive
examinations. Cooperative program in engineering
with three years at Lawrence and two at any approved
school of engineering; grants B. A. and B. S. degrees.
Program for secondary school teaching.
Library of 85, 662 volumes.
Academic Experience
3% of freshmen drop out for academic reasons.
35% of students go immediately on to graduate study;
after student has been out five years, this figure
increases to 60%.
Guidance Facilities
New students assigned to faculty advisers with whom
they may confer at any time. Advice may be sought
directly from one of the Deans. Dormitory coun-
selors. College psychologist.
Physical Education
Required during freshman and sophomore years.
Air Force ROTC available, but not required.
Convocation Requirements
Attendance required at convocation of students and
faculty held in chapel every other Thursday.
EXTRACURRICULAR ACTIVITIES
Athletics
Intercollegiate competition in football, basketball,
baseball, track and field sports, tennis, golf,
cross-country, swimming, wrestling, handball,
squash.
Intramural, interfraternity, and intersorority com-
petition for men and women.
Social Organizations
Six national fraternities with chapter houses.
Six national sororities with social rooms.
Between 55% and 60% of students join fraternities
or sororities.
Other Student Activities
Students entrusted with as large a share of control
over own affairs and behavior as they show them-
selves willing to accept and able to exercise prop-
erly. Weekly newspaper, literary magazine, publi-
cation reviewing college life with pictures. Women's
glee club, men's chorus, Choral Society, Lawrence
Singers, symphony orchestra, concert band.
Debating. Lawrence College Theatre. College FM
radio station.
REGULATIONS
Housing
All students live in dormitories or fraternity houses,
unless residents of Appleton.
97% of students live on campus.
Automobiles
Students not living with their families may not have
automobiles, unless they have special permission.
Other
Possession or use of alcoholic beverages not per-
mitted in any college building on campus.
GENERAL
Environment
Campus of 48 acres on banks of Fox River, short
distance from business section of Appleton (popula-
tion: 48, 411 - 1960 census), located 100 miles
north of Milwaukee and 180 miles north of Chicago.
Industrial city in center of agricultural region.
Air, bus, and rail service.
Administration
President: Douglas M. Knight, Ph. D., LL. D.
Registrar: Dorothy H. Draheim
Administrative Staff: 29
Calendar
Three-course, three-term system with classes be-
ginning September 23, 1963, and January 2 and
March 23, 1964.
Freshman orientation begins September 18, 1963.
ERC EDUCATIONAL RESEARCH CORPORATION
TEN CRAIGIE STREET . CAMBRIDGE 38 . MASSACHUSETTS
November 23, 1964
It will pay you to examine the material enclosed with this letter.
And we will pay you to examine the complete ERC College Admissions Data
Service. Yes, we will pay you.
But first, glance at the enclosed two-page sheet of unsolicited testimonials.
We could send you many dozens, but these are typical.
Second, look at the 8-1/2 x 11 specimen sheet from the College Admissions
Data Handbook. This sheet is from last year's Handbook.
Notice, in the upper left-hand corner, the name, address,
and telephone number of the Director of Admissions. It
was from him that we got the admissions data on his col-
lege so the data would be accurate and up to date: in
many cases more up to date than the college catalogue
itself.
Notice the kind of information about the college: the kind
you and your students and their parents want: the kind not
appearing in publications or college catalogues. Can I
have a car on campus? Is smoking allowed? Is ROTC required?
How about married students? Notice how clearly the informa-
tion is presented: not heavily encoded, nor heavily abbre-
viated; your students can read it, then talk to you about
the colleges.
Many colleges have us print up quantities of their Handbook
sheets for their use in answering inquiries about their
colleges! How's that for an endorsement?
Now look at the specimen sheet from the Guidance Counselor's Desk Calendar.
This sheet is from last year's Calendar. Notice the generous space for
appointments, notes, and memos. Notice the reminders at the bottom of the
pages: important dates and events for counselors to know about, listed
where they cannot be overlooked. This Calendar contains more than 300 pages,
printed on special paper, and wire bound so that it opens clear up and lies
flat on your desk when open. You cannot buy a calendar like this anywhere
for less than $5.50.
Page 81
Page 2
One more thing: the complete ERC College Admissions Data Service includes
eight monthly mailings, October through May, each of 24 sheets (48 pages)
adding to and updating the information in the Handbook. So besides the
352 sheets (704 pages) in the Handbook, you get 192 new sheets (384 pages)
giving data on additional colleges and updating the information in the
Handbook. So besides being kept up to date, the Handbook grows throughout
the year!
We said we will pay you to look at these materials. We will. Note the
offer on the enclosed postcard. Send no money - just sign the card and
put it in the mail. We will send you the Handbook, in a custom-built
three-ring binder, and the Guidance Counselor's Calendar. Examine these
materials. Use them for ten days. See how they help you with one of your
most important and time-consuming responsibilities. If you do not think
this Service is worth the nonprofit price of $50.00 for the school year,
keep the Calendar, return the other materials to us, and we will cancel
your bill. The Calendar is your pay for trying out the Service.
When you subscribe, we will send you the monthly mailings, beginning with
the new sheets for this October. And if you want an extra Calendar in-
cluded with your subscription, we will send one to you for an additional
$5.50.
[Signature] Sincerely,
[Signature] ⟦Phillip J. Rulon⟧
[Signature] Phillip J. Rulon
[Signature] Director of Research
You know, of course, that these materials are eligible for purchase with
Government funds under Title V of the National Defense Education Act of
1958.
PJR:RM
641027
Page 82
COLLEGE ENTRANCE EXAMINATION BOARD
475 Riverside Drive, New York 27, N. Y., University 5-9500
ceeb
⟦JACK N. ARBOLINO⟧
Director of the
Advanced Placement Program
October 1964
Dear Sir:
Enclosed you will find a School Participation Form and a copy of the 1964-65
Guide to the Advanced Placement Program. The form is self-explanatory; the
Guide contains a concise description of the College Board's program for helping
high schools offer college-level courses to their best students. You will note that
for the first time this year the Guide includes a listing of the 1965 Advanced
Placement Conference sites and Chairmen.
I should like to call your attention to page 24 of the Guide, which carries a
summary of the procedure for administering the examinations. If your school is
planning to prepare any students for the examinations next May, we would appre-
ciate your filling out the form now and sending it to the Princeton address.
I should also like to call your attention to the fact that a newly revised edi-
tion of the Advanced Placement Program: Course Descriptions is out this year.
Page 21 of the Guide explains how to obtain copies of it.
If the Advanced Placement Program has not yet been made available to your
students and you would like to know more about it, please feel free to call on us
for further information.
Sincerely yours,
[Signature] ⟦Jack N. Arbolino⟧
[Signature] Jack N. Arbolino
Page 83
Advanced Placement Examinations
School Participation Form
1964-65
Shamash Secondary School
New Alwiyah, Baghdad 990210
Baghdad, Iraq
Schools planning to administer Advanced Placement
Examinations to their students in May 1965 are asked
to designate an Advanced Placement Examinations
Coordinator on this form. Schools that do not plan to
administer the examinations should not return the form.
The Coordinator will be responsible for making all
necessary arrangements for giving the examinations.
Upon return of this form, the Coordinator will be sent
two copies of Information for Coordinators. This leaflet
is intended to assist the Coordinator by providing him
with the examination schedule and detailed informa-
tion about the registration of candidates, ordering
copies of Bulletin for Students, the collection of fees,
and other arrangements for the examinations. No ad-
ditional order need be placed by the school to receive
Information for Coordinators.
Please complete this form and return not later
than December 4, 1964, to:
College Board Advanced Placement Examinations
Box 592
Princeton, New Jersey 08540
The Coordinator for this school's Advanced Placement Examinations is (please type or print):
Mr.
Mrs.
Miss. ________________________________________ Title ________________________________________
Principal's signature ________________________________________
Page 85
COLLEGE BOARD ⟦ceeb logo⟧ NEWS
Published by the College Entrance Examination Board, 475 Riverside Drive, New York, N. Y. 10027
Regional Offices: MIDWEST, 625 Colfax Street, Evanston, Ill. 60201; NORTHEAST, 475 Riverside Drive,
New York, N. Y. 10027; SOUTH, Sewanee, Tenn. 37375; WEST, 703 Welch Road, Palo Alto, Calif. 94304
June 1964 - Number 18
THREE TEST FEES ARE REDUCED
Fees for the Scholastic Aptitude Test, the Achievement Tests, and
the Preliminary Scholastic ⟦Aptitude⟧ Test were reduced by the
Trustees of the College Board at their March meeting. The SAT fee
reduction, from $5.00 to $4.50, will take effect beginning with the
December 1964 administration. The Achievement Tests reduction,
from $7.50 to $6.75, will also take effect next December. And the
PSAT fee reduction, from $1.00 to $.75, will become effective with
the October 1964 administration of that test.
Fees were reduced for these three tests because they generate
the largest margins of income over expenses and projections indi-
cated that unless they were reduced, the College Board, a nonprofit
organization, would accumulate greater reserves than are necessary.
CSS OFFERS A NEW SERVICE
Participants in the College Scholarship Service were notified in
April of a new central processing service for college students who
wish to have their financial aid awards renewed. Colleges that wish
to use the new service, which will go into effect this fall, will dis-
tribute a special version of ⟦the⟧ now-familiar Parents' Confidential
Statement to renewal applicants. The parents of these applicants will
complete the renewal PCS and send it to the College Scholarship
Service, which will process the Statement and return it to the college
with a financial need analysis.
For the student who has filed a PCS (regular or renewal) in con-
secutive previous years, the analysis will be a cumulative report
showing comparative figures for up to four years.
Page 86
Renewal Parents' Confidential Statements will be evaluated and
analyses of them will be produced in February, April, and June of
1965 for the first times. A fee of $1.50 will be charged for each
renewal PCS.
The new service, in development for two years, is being offered
in response to requests from college financial aid officers. It is
intended to make upperclass financial aid programs more effective
by providing full information in readily comparable form, while re-
ducing the drain on the aid officer's time.
COLLEGE BOARD OFFICE FOR THE SOUTHWEST
The Southwestern Regional Office of the College Board will begin
operating on September 1, 1964 in Austin, Texas. Initially it will
serve educational institutions in Texas and New Mexico.
H. Paul Kelley, presently coordinator of measurement service in
the Testing and Counseling Center at the University of Texas, will
be the director. Dr. Kelley was formerly a psychometric fellow at
Educational Testing Service.
Mrs. Elsie T. Bundy will be assistant director of the new regional
office. For the past two years Mrs. Bundy has served as the College
Board's visiting representative in Texas.
NEW PUBLICATIONS
Next fall, for the first time, the College Scholarship Service will
provide a leaflet to go with each Parents' Confidential Statement.
Called Financial Aid for College, A Letter to Parents, it carries the by-
line of Sidney Margolius, well-known author and expert on family
finances. Mr. Margolius describes present-day financial aid re-
sources and procedures, with special attention to the CSS need anal-
ysis method. One section answers the questions most often asked by
parents seeking help with college expenses. The leaflets will be sent
in bulk to schools in September, one leaflet for each PCS form.
In the same circularization with A Letter to Parents will go the re-
⟦illegible⟧vised edition of Financing a College Education. This new version of the
CSS's guide for counselors contains an up-dated table of amounts ex-
pected from the incomes of families with no special financial prob-
⟦illegible⟧ems. The table reflects changes brought about by the recent reduc-
tion in federal income tax rates.
The 1964-66 edition of Advanced Placement Program: Course Descrip-
tions is just off the press. It provides the latest descriptions of Ad-
vanced Placement courses and examinations in American history,
biology, chemistry, English, European history, French, German,
Latin, mathematics, physics ⟦and⟧ Spanish. Course Descriptions is re-
vised every two years and is available at $1.50 per copy.
School counselors and college admissions officers will be able to
look over one another's shoulders, figuratively speaking, when Col-
lege Board Score Reports: A Guide for Counselors and Admissions Officers
is distributed next fall. This new publication combines information
and advice contained in A Guide for Counselors, which has been revised
annually for many years, and A Guide for Admissions Officers, which
appeared in 1962 for the first and only time as a separate publica-
tion. The combined publication will contain percentile ranks for high
school juniors who have taken the Achievement Tests; in previous
years A Guide for Counselors provided percentile ranks only for sen-
iors who had taken Achievement Tests.
11,500 TAKE SPANISH SAT IN PUERTO RICO
On February 15 the first edition of a Spanish-language Scholastic
Aptitude Test was administered throughout the island of Puerto Rico.
It marked the culmination of an intensive 14-month effort by Latin-
American educators and staff members of the College Board and
Educational Testing ⟦Service. The⟧ story of how this first SAT in a
foreign language was developed, as well as a description of education
in present-day Puerto Rico, appears on 16 pages of College Board Re-
view No. 53, Spring 1964 issue, just published. Copies are available
at $.50 each from College Entrance Examination Board, Box 592,
Princeton, New Jersey 08540.
Page 87
SUMMER INSTITUTES FOR ENGLISH TEACHERS
Training institutes to upgrade the skills of high school English
teachers are being held by 25 colleges and universities this sum⟦mer⟧.
They are an outgrowth of the 20 Summer Institutes pioneered by th⟦e⟧
College Board's Commission on English in 1962. Floyd Rinker, ex-
ecutive director of the Commission, summarizes the results of these
earlier institutes in College Board Review No. 53, Spring 1964.
The 868 English teachers who participated were exposed to the
latest thinking in linguistics, literature, and composition. Mr. Rinker
writes that, "the most severe challe⟦nge⟧ was presented by composi-
tion. Almost none of the participant⟦s h⟧ad done any writing since col-
lege and not much then. Our course forced them to write, usually an
essay a week. The prevailing reaction of the teacher-students was
shock." According to one instructor, Mr. Rinker reports, the shock
came from discovering that the rules of grammar, punctuation, and
rhetoric which they had taught their students did not help much in
actual writing. Their writing was often bad, the instructor concluded,
not because it was incorrect but because they did not know how to say
what they wanted to say.
College Entrance Examination Board
Post Office Box 592, Princeton, New Jersey 0⟦854⟧0
Return requested
Page 88
the PSAT by scholarship sponsors, therefore,
should not be a factor in any school's deci-
sion to offer the test if, in the judgment of
the school, it serves no other useful educa-
tional purpose.
When is the PSAT given?
The PSAT will be given on two dates in 1964:
Tuesday, October 20 and Saturday, October
24. A school may choose either date, but all
participating students in the school must be
tested on the same date. A different form
(edition) of the PSAT will be used for each
test date and no school will be authorized to
use more than one form.
If both of the scheduled test dates conflict
with school vacations, teachers' conferences,
or religious observances, or if there are
other compelling reasons for requesting a
different test date, a school must request a
special testing date by letter, using the
appropriate address given on the inside
front cover of this leaflet. Such letters should
contain a detailed account of the circum-
stances and should specify the desired test
date. The special test date should be as
close to the dates given above as possible.
The only circumstance under which a
school may give the test on more than one
date will arise when a school wishes to test
on Saturday but has some students who
cannot take the test on that day because of
religious convictions. Such a school may
test these students on the Friday immediately
preceding the scheduled testing date. If for
some very unusual reason the special ad-
ministration for these students cannot be
held on Friday, the test may be administered
on the following Sunday. In either case, the
4
principal of the school should notify the
College Board, using the appropriate address
on the inside front cover, stating that this
is being done because of the religious con-
victions of the students being tested at the
special administration.
How schools register
Educational Testing Service (ETS), which
conducts the PSAT program for the College
Board, sends registration forms with this
announcement leaflet to secondary schools
in the United States in May and again in
September.* A school may register to give
the PSAT either by returning the registration
form or by writing to the appropriate address
given on the inside front cover of this leaflet.
Schools are urged to register in the spring.
In registering, a school furnishes an estimate
of the number of students for which it will
need test supplies. Such spring estimates
are not necessarily final; they may be revised
in September when registration materials
are again sent to schools in the United States.
Delivery of materials in time for the test
cannot be assured for registrations received
later than October 2.
Administering the PSAT
All (PSAT) test and informational materials are
sent to the secondary school principal, who
may either administer the test himself or
appoint a representative to do so. Testing
time is two hours. An additional 20 minutes
should be allowed for administrative details.
*The registration forms are sent to schools in foreign
countries in May only. Registrations from these schools
must be received no later than September 22.
5
Page 89
After giving the test, the school destroys
the test books and returns the answer sheets
to ETS for scoring.
Schools collect the test fee
The fee charged by the College Board for each
student who takes the PSAT is $.75, which
covers the cost of both test materials and
services. Schools are responsible for collect-
ing the test fees and forwarding them to ETS
after administering the test. Schools that
give the PSAT on Saturday or incur other
special expenses may want to charge an
additional fee to cover these expenses—
generally $.50 to $1 per student. (The
amount forwarded to ETS remains $.75 for
each student who takes the test.)
How PSAT scores are reported
A student's PSAT scores are reported to his
high school principal by the end of the sec-
ond week in December. The principal may,
at his discretion, release scores to colleges
and to scholarship programs that have not
made arrangements to receive them directly
from the College Board.
The high school will receive three score
labels for each student and a continuous
roster of scores for all students tested. These
score labels are designed to take up a
minimum amount of space on student record
forms used by schools. They are pressure-
sensitive and may easily be attached to
school records and to the students' inter-
pretive leaflet, Your College Board Scores:
Preliminary Scholastic Aptitude Test, which
is sent to schools with the test materials.
To facilitate sorting of score reports at the
scores of admitted students issued each year
by many colleges. By using PSAT scores in
conjunction with these descriptions of the
freshman class at various colleges, coun-
selors can help students make realistic col-
lege plans consistent with their abilities.
Some students, on the recommendation of
their schools or the colleges to which they
are applying for admission, take the SAT in
their junior year for admission under "early
decision plans" or for other purposes. Such
students may have no reason to take the
PSAT if their plans are quite definite, unless
they wish to obtain an early estimate of their
probable performance on the SAT in the
junior year.
Students who have had little experience
with timed multiple-choice tests, or who feel
uncertain about taking such tests for college
admissions, may benefit from taking the
PSAT. This experience with an SAT-type of
test may give them a better understanding of
what to expect in taking the SAT. It should
be noted, however, that a student who takes
the PSAT will not necessarily obtain a higher
score on the SAT than a student of equal
ability who did not take the PSAT.
Use of PSAT by scholarship sponsor⟦s⟧
Although some scholarship programs have
made use of the PSAT in initial screening of
applicants for scholarship awards, the Col-
lege Board has been making every effort to
help such sponsors find other screening
procedures. For various reasons a few spon-
sors may continue to use the PSAT in their
selection programs this year. Such sponsors
have been informed that some schools may
decide not to administer the PSAT. Use of
6
3
the same verbal and mathematical abilities
as the SAT, scores from either test may be
used to estimate a student's ability to do
work at the college level. The PSAT, however,
can provide scores early in the student's
junior year.
School counselors may find PSAT scores
useful in helping students who intend to go
to college decide which colleges to consider.
In addition, counselors may find PSAT scores
useful in encouraging able students who
are not planning to enter college. It cannot
be emphasized too strongly, however, that
PSAT scores, like the scores from any test,
offer only one piece of information for use
in assessing a student's abilities. Only when
PSAT scores are used in conjunction with
other information about the student can the
most valid judgment of his abilities be made.
The PSAT is not intended as an admissions
test, and the College Board is not aware of
any college that requires the PSAT for admis-
sion or that will accept PSAT scores as a
substitute for SAT scores. Thus, a student
applying for admission to college should be
sure to take any admissions tests required
by the college or colleges to which he is
applying, whether or not he has taken
the PSAT.
Although PSAT scores are not a substitute
for SAT scores in applying for admission to
college, studies show that PSAT scores are
good predictors of SAT scores. In fact, they
are virtually as useful for the prediction of
senior-year SAT scores as are SAT scores
earned at the end of the junior year.* For
this reason, PSAT scores may be adjusted to
permit comparison with the published SAT
*See College Board Score Reports: A Guide for Counselors
and Admissions Officers.
2
schools, ETS will print on each score report
label a two-digit code number corresponding
to the student's homeroom or whatever
grouping the school specifies. Schools that
want this service must designate their op-
tional code numbers and instruct their stu-
dents to fill in the code number on their
answer sheets before they take the test.
These code numbers are then printed on
each score report. (Detailed information on
this service is given in the Supervisor's
Manual which is included in the test ma-
terials shipped to each school.)
Publications for the PSAT program
The College Board provides three publica-
tions for use in the PSAT program. The
Bulletin for Students explains the nature and
purpose of the PSAT and contains sample
questions that are similar to those the stu-
dent will find in the test.*
In August, copies of the Bulletin will be
sent to schools in quantities based upon the
spring estimate of the number of students
to be tested. The registration form provides
a space in which the school may indicate a
need for additional Bulletins. If, when the
final registration form is returned to the
school in the fall, the estimate of students
to be tested increases, a supplementary
Bulletin shipment will automatically be sent.
Since some schools that administered the
PSAT in 1963 will not register until the fall,
these schools will receive a number of
*Schools requiring a more detailed description of the PSAT
can obtain a sample copy of the test by writing to either
of the addresses on the inside front cover. The sample
test is intended for inspection only by school counselors
and principals. It should not be shown to students.
7
Page 90
Bulletins computed on the basis of anticipated
usage.
Your College Board Scores: Preliminary
Scholastic Aptitude Test is a leaflet designed
to help the student understand his scores. It
explains how to interpret PSAT scores in
terms of percentile ranks in various popula-
tions. Norms are given for samples of all
high school juniors, all high school seniors,
juniors who go on to college, seniors who
go on to college, and enrolled freshmen in
hypothetical colleges. Copies of Your College
Board Scores: Preliminary Scholastic Aptitude
Test will be sent to schools at the time the
tests are shipped, for subsequent distribu-
tion to students with their scores.
College Board Score Reports: A Guide for
Counselors and Admissions Officers provides
more detailed information about PSAT scores
and their relevance to college admissions.
It contains a description of the PSAT score
scale, national percentile ranks for all high
school juniors and seniors, percentile ranks
for students who attend college after gradua-
tion from high school, and tables for estimat-
ing SAT senior-year scores from junior and
senior-year PSAT scores. Information about
scores on the College Board’s Scholastic
Aptitude Test and Achievement Tests also
appears in this booklet, which is distributed
to schools in late summer.
A limited number of copies of College
Board Score Reports: A Guide for Counselors
and Admissions Officers will be sent to schools
routinely. Please see the statement regarding
additional copies printed on the inside front
cover of the publication.
8
A test designed for secondary schools
The Preliminary Scholastic Aptitude Test
(PSAT), a shorter version of the Scholastic
Aptitude Test (SAT), is specifically designed
for use in the guidance programs of secondary
schools. It is one of several guidance services
offered by the College Entrance Examination
Board to aid in the transition of students
from secondary school to college.
The main purpose of the PSAT is to provide
valid, reliable, and inexpensive data for use
in helping students to estimate their ability
to do various kinds of college work. The
test contains multiple-choice questions of the
same types as those used in the SAT and
measures the same verbal and mathematical
abilities. Scores are reported on a scale of 20
to 80 that is comparable to the SAT scale of
200 to 800.
The PSAT is intended primarily for high
school juniors and seniors. The interpre-
tive materials are based upon extensive
studies of the performance of these two
groups. At this time, there are no plans to
conduct studies of the PSAT scores obtained
by students in their sophomore year or
earlier. Individual schools have tested stu-
dents in their sophomore year, but there
are no norms available for these students.
Since the PSAT is designed for school use,
the decision to administer it rests entirely
with the schools. Last year, more than
13,000 schools elected to administer the
PSAT to approximately 1,020,000 students.
Some reasons for using the PSAT
Secondary schools use the PSAT as a guidance
instrument to help students make decisions
about college. Because the PSAT measures
1
Committee of Examiners in Aptitude Testing,
1963-64
John B. Carroll, Professor of Educational Psychology,
Harvard University, Chairman
Eric F. Gardner, Chairman, Department of
Psychology, Syracuse University
John E. Milholland, Chief, Evaluation and
Examinations Division, University of Michigan
Julian C. Stanley, Jr., Professor of Educational
Psychology and Director, Laboratory of
Experimental Design, University of Wisconsin
Samuel S. Wilks,* Professor of Mathematical
Statistics, Princeton University
Committee on Guidance, 1964
John C. Palmer, Dean of Undergraduate Admissions,
Tufts University, Chairman
David Aspy, Graduate Assistant, Counseling Service,
University of Kentucky
Calvert W. Bowman, Head of Guidance and Counsel-
ing, San Mateo High School, San Mateo, California
Louis H. Fritzemeier, Assistant Superintendent, Oak
Park and River Forest High School, Oak Park,
Illinois
Margaret J. Gilkey, Director of Guidance Services,
Dade County Public Schools, Miami, Florida
Robert E. Gorman, Director of Guidance, The Wheat-
ley School, Old Westbury, New York
Francis O. Grubbs, Headmaster, The Loomis School,
Windsor, Connecticut
Arthur A. Hitchcock, Executive Director, American
Personnel and Guidance Association, Washington,
D.C.
Everard K. Pinneo, Director of Admissions, Univer-
sity of Pittsburgh
Edward C. Roeber, Professor of Education, School of
Education, University of Michigan
Carolyn Steel, Counselor, St. Louis Park Senior High
School, St. Louis Park, Minnesota
The Rev. Joseph F. Sweeney, S.J., Director of Ad-
missions, Georgetown University
David V. Tiedeman, Professor of Education, Grad-
uate School of Education, Harvard University
The Preliminary Scholastic Aptitude Test (PSAT) is
under the supervision of two committees of the Col-
lege Entrance Examination Board. The Committee of
Examiners in Aptitude Testing is responsible for the
technical content of the test. The Committee on Guid-
ance is responsible for administrative arrangements
and other aspects of the PSAT to assure its usefulness
as a guidance instrument in secondary schools. Members
of the two committees are listed on the inside back cover.
Address correspondence concerning the PSAT to:
College Entrance Examination Board
Box 589, Princeton, New Jersey 08540
or
Box 1025, Berkeley, California 94701
This publication was prepared and produced for the
College Entrance Examination Board by Educational
Testing Service.
Copyright © 1964 by College Entrance Examination
Board. All rights reserved.
*Died March 8, 1964.
Page 91
[Stamp] ceeb
Announcement
of the
1964
Preliminary
Scholastic
Aptitude Test
To be administered on
Tuesday, October 20
Saturday, October 24
D34P105—201609
College Entrance Examination Board
EDUCATIONAL TESTING SERVICE ETS PRINCETON, N. J.
College Board Guidance Services
May 7, 1964
To Guidance Directors:
All secondary school are being invited to use the College
Entrance Examination Board's Preliminary Scholastic Aptitude
Test, which will be administered on Tuesday, October 20 and
Saturday, October 24 of this year. The PSAT is offered primarily
as an aid in the guidance of high school juniors toward college.
Its comparability to the Scholastic Aptitude Test, which is re-
quired for admissions purposes by many colleges, and its ready
availability to schools and students particularly recommend it
for guidance use. The fee is $.75 per student tested.
A registration form and an announcement leaflet have been
sent to all secondary school principals. A copy of the announce-
ment leaflet is enclosed for your information.
Sincerely yours,
[Signature] ⟦Richard W. Watkins⟧
[Signature] Richard W. Watkins
[Signature] Program Director
RWW:mbc
Enclosure
Page 92
EDUCATIONAL TESTING SERVICE (ETS) PRINCETON, N. J.
⟦College⟧ Board Admissions Tests
April 1964
MEMORANDUM FOR: GUIDANCE DIRECTORS
SUBJECT: Distribution Plans for 1964-65 Publications in the
College Board Admissions Testing Program
To insure early and adequate deliv⟦ery⟧ of the 1964-65 publications for the
College Board Admissions Testing Program, we plan to ship to you, by
September 1, the quantity of publications and other materials that your
school will probably need for the next academic year. The shipments will
include the following publications:
1964-65 Bulletin of Information, Admissions Testing Program
A Description of the College Board Scholastic Aptitude Test
A Description of the College Board Achievement Tests
College Board Score Reports: A Guide for Counselors and
Admissions Officers
Your College Board Scores: Scholastic Aptitude Test,
Achievement Tests
Other materials included in the shipment will be:
Test Registration Cards (in envelopes)
School Code Posters
Pad of Request Forms for Additional Score Reports
Somewhat later in September, you will receive a separate mailing containing
⟦in⟧formation about the 1965 Supplementary Achievement Tests and a copy of
the booklet, A Description of the Supplementary Achievement Tests.
The following notes about the publications and materials to be shipped by
September 1 may be helpful:
1. Each school will receive ⟦envelopes⟧ containing the Test Registration
Card in a quantity equal to the number of ⟦Bulletins⟧ shipped plus an
appropriate additional supply. The envelopes will also contain a Handbook
Order Form for use by students who wish to order The College Handbook,
1963-65 at the time they register for the tests.
2. Each school will receive three copies of a School Code Poster,
with the school's College Board code number printed on it. These School
Code Posters should be displayed in the school so that students can copy the
code number onto their Test Registration Cards. Since this number will be
the means for reporting students' scores to their schools, it is important
that the posters be readily available to students. Additional blank posters,
on which the school may enter its College Board code number, may be ordered
as described below.
TELEPHONE: WALNUT 1-9000, CABLE: EDUCTESTSVC
Page 93
- 2 -
3. To facilitate prompt issuance of score reports requested after a
student has submitted his Registration Card, each school will receive a pad
⟦...⟧equest Forms for Additional Score Reports. (One such form will also be
⟦...⟧ Bulletin.) Any time a student asks the College Board to send score
reports to colleges and scholarship programs not listed on his Registration
Card, the request should be made on this form.
Schools that had students who took the College Board Admissions Tests in
1963-64 will receive publications in quantities that have been estimated to
be sufficient for their needs in 1964-65. Schools that had no students taking
the tests in 1963-64 will receive one copy of each publication as well as the
other materials described above.
Each shipment to schools will be addressed to the Guidance Director. A com-
⟦...⟧ination Shipment Notice/Order Form, enclosed in the shipment, will show the
quantity of each publication sent to your school. The College Board wishes
to provide enough copies of the booklets describing the Scholastic Aptitude
Test and the Achievement Tests for the students who will need them and for
distribution to teachers who may be interested in reading them. If you
require additional quantities of any of the publications, or of the other
materials, please indicate the quantities required in the spaces provided on
the Shipment Notice/Order Form. Return the first copy of this form after
September 1 to the College Entrance Examination Board, Box 592, Princeton,
New Jersey, 08540, retaining the second copy for your file.
Since these late summer shipments may arrive before your school opens for the
fall term, we suggest that you ask the school custodian to be on the lookout
for the arrival of these packages. Upon your return to school in the fall,
please inquire immediately to determine whether any packages addressed to you
were delivered before school opened. You should not, in other words, place
an order for the 1964-65 publications until you have received and inspected
your shipment of publications next September. We hope that most Guidance
Directors, as a result of this systematic distribution method, will be
⟦...⟧red the necessity of ordering.
[Signature] Margaret A. Thorne
[Signature] Program Director
Page 96
Reprinted from the
Manual of
Freshman Class
Profiles
1964 edition
College Entrance Examination Board
Page 97
Contents
| Freshman class profiles: | Case Institute of Technology | Dunbarton College of Holy Cross |
| Agnes Scott College | Catholic University of America | Duquesne University |
| Albertus Magnus College | Cedar Crest College | D'Youville College |
| Albion College | Centre College of Kentucky | Earlham College |
| Albright College | Chapman College | East Carolina College |
| Amherst College | Chatham College | Eastern Baptist College |
| Annhurst College | The Citadel | Edgewood College of the Sacred |
| Antioch College | Claremont Men's College | Heart |
| Appalachian State Teachers College | Clark University (Massachusetts) | Elmhurst College |
| Arkansas College | Clarke College (Iowa) | Elmira College |
| Asheville-Biltmore College | Clarkson College of Technology | Emerson College |
| Assumption College | Clemson College | Emory University |
| Austin College (Texas) | Coe College | Fairleigh Dickinson University |
| Avila College | Coker College | Fenn College |
| Babson Institute | Colby College | Finch College |
| Bard College | Colgate University | Florida Southern College |
| Barnard College | College of Charleston | Fordham University |
| Barry College | College of Mount Saint Vincent | Fort Wright College of the |
| Bates College | College of New Rochelle | Holy Names |
| Beaver College | College of Notre Dame of Maryland | Fresno State College |
| Beloit College | College of Saint Catherine | Furman University |
| Bennett College (New York) | College of Saint Elizabeth | Gannon College |
| Bennington College | College of Saint Rose | Geneva College (Pennsylvania) |
| Birmingham-Southern College | College of the Holy Cross | George Washington University |
| Boston College | College of the Holy Names | Georgetown University |
| Boston University | College of the Sacred Heart | Georgia Institute of Technology |
| Bowdoin College | (Santurce, Puerto Rico) | Georgia Southern College |
| Bradford Junior College | Colorado College | Georgia Southwestern College |
| Bradley University | Colorado Woman's College | Gettysburg College |
| Brandeis University | Columbia College (South Carolina) | Goddard College |
| Brenau College | Columbia University (New York) | Gonzaga University |
| Brown University | Connecticut College | Good Counsel College |
| Bryn Mawr College | Cooper Union for the Advancement of | Gordon College |
| Bucknell University | Science and Art | Goucher College |
| Butler University (Indiana) | Cornell College | Greensboro College |
| C. W. Post College | Cornell University | Grinnell College |
| Caldwell College | Dartmouth College | Grove City College |
| California Institute of Technology | Davidson College | Gustavus Adolphus College |
| California State College | Denison University | Gwynedd-Mercy College |
| (Pennsylvania) | DePauw University | Hamilton College |
| Canisius College | Dickinson College | Hamline University |
| Capital University | Dominican College (California) | Hanover College |
| Carleton College | Douglass College | Hartwick College |
| Carnegie Institute of Technology | Drew University | Harvard College |
| | (College of Liberal Arts) | Harvey Mudd College |
| | Drexel Institute of Technology | Haverford College |
| | Duke University | Heidelberg College |
| | | Hiram College |
| | | Hobart College |
| | | Hofstra University |
| | | Hollins College |
| | | Hood College |
| | | Hope College |
The Manual of Freshman Class Profiles, 1964 Edition is intended for professional use by school
and college officers and must be ordered on official stationery or purchase order. Copies may be
obtained from the College Entrance Examination Board, Box 592, Princeton, N. J. 08540; or
Box 1025, Berkeley, Calif. 94701. The cost is $7 per copy.
Copyright by College Entrance Examination Board 1964. All rights reserved.
| Illinois Institute of Technology | Mundelein College | St. Lawrence University |
| Immaculata College | Muskingum College | Saint Mary-of-the-Woods College |
| Immaculate Heart College | Nasson College | Saint Mary's College (Indiana) |
| Indiana State College | Nazareth College of Rochester | St. Mary's Dominican College |
| (Pennsylvania) | New Bedford Institute of | St. Mary's Junior College |
| Jackson College for Women | Technology | (North Carolina) |
| Johns Hopkins University | New York University | Saint Michael's College (Vermont) |
| Juniata College | Newark College of Engineering | Saint Norbert College |
| Kalamazoo College | Newton College of the Sacred Heart | St. Olaf College |
| Kenyon College | North Carolina State College | Saint Vincent College |
| Keuka College | Norwich University | Saint Xavier College (Illinois) |
| Kutztown State College | Notre Dame College of Staten Island | Salem State College |
| Ladycliff College | Oberlin College | Salve Regina College |
| Lafayette College | Occidental College | San Francisco College for Women |
| LaGrange College | Ohio Wesleyan University | Sarah Lawrence College |
| Lake Erie College | Ottawa University | Scripps College |
| Lake Forest College | Parsons College | Seattle Pacific College |
| La Salle College | Pembroke College in Brown | Seton Hill College |
| La Verne College | University | Shimer College |
| Lawrence College | Pennsylvania State University | Siena College (New York) |
| Lebanon Valley College | Pine Manor Junior College | Simmons College |
| Lehigh University | Polytechnic Institute of Brooklyn | Skidmore College |
| Lewis and Clark College | Pomona College | Slippery Rock State College |
| Lindenwood College | Pratt Institute | Smith College |
| Loretto Heights College | Presbyterian College | Southern Methodist University |
| Lycoming College | Princeton University | Southwestern at Memphis |
| Macalester College | Principia College | Southwestern University |
| MacMurray College | Purdue University | Springfield College |
| Manhattanville College of the | Queens College (North Carolina) | Stanford University |
| Sacred Heart | Radcliffe College | Stetson University |
| Marietta College (Ohio) | Randolph-Macon Woman's College | Stevens Institute of Technology |
| Mary Baldwin College | Reed College | Stonehill College |
| Marygrove College (Michigan) | Regis College (Massachusetts) | Suffolk University |
| Marylhurst College | Reinhardt College | Swarthmore College |
| Marymount College (New York) | Rensselaer Polytechnic Institute | Sweet Briar College |
| Marywood College | Rhode Island College | Syracuse University |
| Massachusetts Institute of | Rice University | Texas A & M University |
| Technology | Ripon College | Texas Technological College |
| Mercer University | Rockford College | Transylvania College |
| Meredith College | Rollins College | Trinity College (Connecticut) |
| Merrimack College | Rosary College | Trinity College (Washington, D. C.) |
| Miami University (Ohio) | Rosary Hill College | Trinity University |
| Middlebury College | Rose Polytechnic Institute | Tufts College of Tufts University |
| Millersville State College | Russell Sage College | Tulane University and Newcomb |
| Millikin University | Rutgers—The State University | College |
| Mills College | St. Andrews Presbyterian College | Union College (New York) |
| Morris Harvey College | St. Bernard College | United States Air Force Academy |
| Mount Holyoke College | St. John's College (Maryland) | United States Merchant Marine |
| Mount Mercy College | St. John's University (Minnesota) | Academy |
| (Pennsylvania) | Saint Joseph College (Maryland) | United States Military Academy |
| Mount Saint Agnes College | Saint Joseph's College | United States Naval Academy |
| Mount St. Mary's College | (Pennsylvania) | University of Bridgeport |
| (California) | St. Joseph's College for Women | University of Chicago (The College) |
Page 98
| University of Cincinnati | Wheaton College (Massachusetts) |
| (College of Engineering) | Wheelock College |
| University of Delaware | Whitman College |
| University of Denver | Whitworth College (Washington) |
| University of Georgia | Wiley College |
| University of Houston | Willamette University |
| University of Louisville | William Smith College |
| (College of Arts and Sciences) | Williams College |
| University of Michigan | Wilson College |
| University of New Hampshire | Winthrop College |
| University of North Carolina | Wittenberg University |
| (Chapel Hill) | Wofford College |
| University of North Carolina | Woman's College of Georgia |
| at Greensboro | Worcester Polytechnic Institute |
| University of Notre Dame | Yale University |
| University of Oregon | Yeshiva University |
| University of Pennsylvania | Young Harris College |
| University of Pittsburgh | |
| University of Portland | |
| University of Puget Sound | |
| University of Redlands | |
| University of Rhode Island | |
| University of Rochester | |
| University of San Francisco | |
| University of Scranton | |
| University of South Carolina | |
| University of Texas | |
| University of the Pacific | |
| University of the South | |
| University of Toledo | |
| University of Vermont | |
| University of Virginia | |
| Utica College of Syracuse University | |
| Valparaiso University | |
| Vanderbilt University | |
| Vassar College | |
| Villanova University | |
| Washington and Lee University | |
| Washington College | |
| Washington State University | |
| Washington University | |
| Waynesburg College | |
| Webster College | |
| Wellesley College | |
| Wells College | |
| Wesleyan College (Georgia) | |
| Wesleyan University | |
| Western College for Women | |
| Western Maryland College | |
| Western Reserve University | |
| Westminster College (Pennsylvania) | |
| Westmont College | |
| Wheaton College (Illinois) | |
Introduction
The Manual of Freshman Class Profiles is intended for sec-
ondary school counselors, teachers, and administrators
who help students make their college plans. This fourth
edition contains profiles supplied by 351 colleges; all are
members of the College Entrance Examination Board. The
profiles are designed to supplement information given by
these colleges in The College Handbook and in their cata-
logues.
Each college prepared its own profile, following a format
suggested by the College Board's committee on guidance.
Standard forms were prescribed for all tables to enable
counselors to interpret them more easily and accurately.
But the college decided which tables to include and what
other information to present in the accompanying text.
The freshman class represented in the tables of most of
these profiles was selected in the spring of 1963 and en-
tered college in the fall of that year. The admissions and
financial aid policies of colleges change slowly except in
unusual circumstances. An interval of one or two years
will therefore make little difference to a college applicant
in most cases.
How a profile is organized
A typical profile consists of a text statement and several
tables. Both the statement and the tables first report on the
characteristics of the college's applicants for admission and
its enrolled students. Then both present information on fi-
nancial aid applicants and recipients. The subheading "Fi-
nancial aid" marks the beginning of that section in the
statement. There is no corresponding subheading to set off
the tables on financial aid, but the tables are presented in
uniform sequence, and they can be identified by their titles.
In order to accommodate the growing number of pro-
files without proportionately increasing the cost of the
Manual, the Board has discontinued the looseleaf binding
of previous editions and slightly modified the profile format
for economy of space. In each profile, the entire text state-
ment is presented first, and the tables follow.
Questions a profile helps answer
The profile deals principally with three topics—admissions
policies and practices, some characteristics of enrolled stu-
dents, and financial aid. Its purpose is to provide the coun-
selor with information that is relevant to the college plan-
ning of most students—information that because of its tech-
nical nature is unsuitable for a more general publication.
Given adequate interpretation, however, the profile may
help answer, for a particular student, such questions as the
following: How do I compare in high school achievement
and scholastic aptitude with the recent applicants for ad-
mission to this college? How do I compare with those who
were offered admission to the college? With those who en-
rolled? With those who applied for, and those who received,
financial aid? How do my major curricular interests and
goals compare with those of the students in the college?
In brief, when used intelligently with information in the
college's catalogue, The College Handbook, and other de-
pendable sources, the profile may help the counselor and stu-
dent to estimate the probability of admission, success, and
satisfaction in the college. Needless to say, such estimates
can be reliable only to a limited extent, inasmuch as human
behavior is largely unpredictable. But such estimates should
be more reliable than those based on hearsay or other un-
reliable kinds of information.
How to read a profile
Each profile attempts to convey a large amount of infor-
mation in a small space. Because the tables and text are in-
terconnected and each helps to explain the other, the reader
is urged, whenever possible, to read the entire text and
examine all the tables before interpreting a profile.
The terms used in the tables are generally familiar, but
some of them—such as "applicant for admission" and
"family income"—can be misleading. The last section of this
introduction defines such terms as they have been used by
the colleges in preparing these profiles.
Some tables contain columns of numbers and columns
of percentages, side by side. The reader should note the
column headings carefully and be sure in each case whether
he is reading a percentage or a number.
Percentages based upon very small numbers of appli-
cants should be interpreted with caution. Suppose, for ex-
ample, that only two of the applicants for admission to a
college had College Board Scholastic Aptitude Test scores
in the 300-349 category. If one of these two applicants was
accepted—because of a very good school record, perhaps—
an entry of 50% would appear in the "per cent accepted"
column opposite 300-349. Or if the other applicant—per-
haps a foreign student handicapped by language—was also
accepted for admission, the entry would be 100%. Thus, an
entry of 50% or 100% for applicants accepted in this score
category could be attributed only to the specific qualifi-
cations of these two applicants. Such entries could not be
accurately interpreted to mean that the college customarily
accepts half or all of those applicants whose SAT scores
fall between 300 and 349.
Percentages indicate college practices more accurately
when they refer to relatively large numbers of applicants,
therefore. They are unreliable when they are based on small
numbers.
Page 99
Why number of tables varies
The number of tables in the various profiles ranges from
none to as many as 20. Some colleges have presented few
tables because they believed that the prescribed tables would
not clearly represent their actual practices. In some cases,
they have submitted other numerical data, which have been
printed in their statements to avoid confusion with the
uniform tables in other profiles.
Some colleges have presented many tables in order to
describe their applicants and students in several subgroups
—public and private school students, for example. Some
complex universities have presented separate tables for
each of their major divisions, if their admissions criteria
vary from one division to another.
Carl: an example
Carl is a senior in Jefferson High School, a public school
in rural Minnesota. At the end of his junior year, he
ranked 81st (from the top) in his class of 250 students,
or in the second fifth.
In October of his junior year Carl took the College Board
Preliminary Scholastic Aptitude Test and scored 48 on the
verbal section and 62 on the mathematical section. As ex-
plained in the leaflet, Your College Board Scores: Preliminary
Scholastic Aptitude Test, which he received from his counselor
with the scores, he can use these scores to determine the
best estimate of the scores that he will probably obtain on
the Scholastic Aptitude Test in December or January of
his senior year. If his scores increase by the average
amount, his SAT scores will be 530 on the verbal section
and—in view of the fact that he studied mathematics in his
junior year and is taking mathematics in his senior year
as well—670 on the mathematical section. (If he studied
mathematics in only one of his last two years in high school
or neither of them, his predicted SAT-mathematical score
would be lower, as explained in the score leaflet.)
Carl is considering economics, business administration,
and chemistry as careers, and he is interested in Washing-
ton and Lee University, whose profile appears in this Man-
ual. From its catalogue Carl has learned that Washington
and Lee offers major programs in all these fields of study.
A freshman program suitable to all three majors can be
planned, allowing postponement of a definite choice for at
least a year.
Carl's high school program includes all the subjects
specified by the Washington and Lee catalogue for admis-
sion. He took the College Board Achievement Test in chem-
istry in May of his junior year because he wished to offer
a science test as one of the three Achievement Tests re-
quired by Washington and Lee. His score on the Achieve-
ment Test in chemistry was 675. He plans to take the Scho-
lastic Aptitude Test in December of his senior year and the
Achievement Tests in English composition and American
history and social studies, subjects he is continuing as a
senior, in either December or January.
Carl also learns from the catalogue that his average an-
nual cost for necessary expenses at Washington and Lee
would be approximately $2,100, to which would be added
the cost of travel, clothing, and personal expenses. Carl
and his family are unable to budget this amount from sav-
ings and current income, so Carl is interested in the pos-
sibility of financial aid, which, according to the catalogue,
is awarded on the basis of an applicant's over-all record of
achievement and his financial need.
Having determined from the catalogue and other sources
that he would like to attend Washington and Lee and that
he meets the minimum requirements for admission, Carl
faces some additional questions. What is the probability
that he will be admitted if he applies? If admitted, how
will he compare with the other students in ability and
preparation? What are the chances that he will receive
enough financial aid to make his attendance possible?
Here the counselor, with the Washington and Lee profile,
can provide additional information. The counselor cannot,
of course, predict with real certainty the actions the uni-
versity would take on Carl's applications for admission and
financial aid, inasmuch as these actions would depend in
part upon the characteristics of the university's total ap-
plicant group this year and upon judgments made by the
university's admissions committee and staff. Nor can the
counselor forecast precisely how well Carl would perform
scholastically in the university, because scholastic achieve-
ment is subject to many forces other than ability that are
not yet recognized or adequately understood. Nevertheless,
the profile information is positively related to these ques-
tions and can, therefore, improve upon the estimates that
Carl and his counselor would otherwise make without this
information.
The profile statement. This is an essential feature of the
profile, containing data not reported in the tables, explana-
tions of the tables, and, perhaps most important, the gen-
eral principles and purposes underlying the university's
practices in admissions and financial aid. Washington and
Lee's statement points out that in 1963 it offered admission
to approximately half of those who applied. In selecting
those to whom admission was offered, it placed high value
on such qualities as maturity, personal values, and aca-
demic motivation. The relationship between an applicant's
College Board test scores and his school grades is men-
tioned as one indication of these qualities. The statement
also specifies the university's interest in the applicant's
probable participation in campus life and extracurricular
activities, and it mentions with evident pride the wide geo-
graphic distribution of its student body. Considered in
conjunction with the profile tables, the statement thus helps
to fill in the picture of how the university evaluates its ap-
plicants. With this background, the counselor can profit-
ably turn to the tables to compare Carl's qualifications with
those of Washington and Lee's recent applicants and en-
rolled students.
Class rank (admissions and enrollment) table. In 1963
Washington and Lee accepted 45% of its 193 public school
applicants who, like Carl, ranked in the second fifth of
their classes. Of all those public school applicants who
subsequently enrolled, 61 (approximately one-third of the
freshmen from public schools) ranked in or below the sec-
ond fifth.
Class rank in secondary schools of applicants for admission
| Class rank | Public schools (Men)
Number
applied | Per cent
accepted | Number
enrolled |
| Top fifth | 334 | 78% | 128 |
| Second fifth | 193 | 45 | 49 |
| Third fifth | 113 | 16 | 12 |
| Fourth fifth | 29 | 0 | 0 |
| Bottom fifth | 9 | 11 | 0 |
| Not available | 5 | 0 | 0 |
| | | Total 189 | |
In view of Washington and Lee's statement that "consider-
ation is given to the caliber of work performed in the
particular school the applicant has attended," it appears
that Washington and Lee would evaluate Carl's school rec-
ord in the light of what it knows about Jefferson High
School from previous experience or, lacking such expe-
rience, any significant information the school may report
about itself to supplement Carl's record. In any case, more
than one-fourth of the public school applicants accepted
for admission ranked in the second fifth of their classes or
lower, but their rate of acceptance was notably smaller
than was the rate for applicants in the top fifth of their
classes.
Residence (admissions and enrollment) table. Carl lives in
Minnesota, possibly a favorable factor in his application to
an institution as distant as Washington and Lee. However,
as the table shows, and as the statement implies, the univer-
sity receives substantial numbers of applications from all
regions. The relatively small differences in acceptance rates
for different regions may well be attributable to differences
in the qualifications of the applicant groups from those re-
gions. It appears, therefore, that geography would not be an
important factor in the college's decision on Carl's admis-
sion. Aside from the question of admission, however, Carl
may be interested in the fact that approximately one-third of
last year's enrolled freshmen came from regions outside the
South.
Residence of applicants for admission
| Area | Number
applied | Per cent
accepted | Number
enrolled |
| New England | 81 | 40% | 17 |
| Middle Atlantic | 263 | 42 | 58 |
| North central | 104 | 49 | 32 |
| South | 757 | 53 | 216 |
| West, Northwest | 48 | 54 | 14 |
| Possessions, foreign | 15 | 33 | 2 |
Scholastic Aptitude Test (admissions and enrollment)
table. In 1963 Washington and Lee accepted 51% of the 253
applicants whose SAT-verbal scores were between 500 and
549, as is Carl's predicted score of 530. Because Carl's actual
score on the SAT will probably be somewhat different from
his predicted score, the counselor should consider also the
score intervals just above and just below 500-549. (The
standard errors of estimate for senior-year SAT scores pre-
dicted from junior-year PSAT scores are: verbal—57, and
mathematical—60. This means that there are two chances in
three that Carl's predicted SAT-verbal score of 530 is not
more than 57 points above or below the score he will obtain
when he takes the test as a senior.) Washington and Lee ac-
cepted 64% of its applicants who had SAT-verbal scores in the
next higher category and 14% in the next lower category.
Similarly, last year the university accepted 77% of its
applicants whose SAT-mathematical scores were in the range
650-699, as is Carl's predicted score of 670. Again, in light of
the 60-point standard error of estimate, the counselor should
note also that Washington and Lee accepted 93% of its appli-
cants whose SAT-mathematical scores were in the next higher
category and 63% of those in the next lower category.
Scholastic Aptitude Test scores of applicants for admission
| Score
intervals | Men
Verbal
Number
applied | Per cent
accepted | Number
enrolled | Mathematical
Number
applied | Per cent
accepted | Number
enrolled |
| 750-800 | 6 | 100% | 4 | 20 | 100% | 8 |
| 700-749 | 49 | 87 | 21 | 87 | 93 | 39 |
| 650-699 | 134 | 77 | 49 | 186 | 77 | 76 |
| 600-649 | 198 | 75 | 75 | 243 | 63 | 85 |
| 550-599 | 258 | 64 | 97 | 264 | 51 | 78 |
| 500-549 | 253 | 51 | 77 | 205 | 38 | 40 |
| 450-499 | 181 | 14 | 15 | 136 | 8 | 12 |
| 400-449 | 87 | 2 | 1 | 53 | 4 | 1 |
| 350-399 | 63 | 0 | 0 | 35 | 0 | 0 |
| Below 350 | 0 | 0 | 0 | 0 | 0 | 0 |
| Not available | 39 | 0 | 0 | 39 | 0 | 0 |
At this point it should be noted that these tables show only
what the university actually did in its selection of students—
they do not show the reasons behind the university's decisions.
The fact that Washington and Lee accepted 87% of its appli-
Page 100
cants whose SAT-verbal scores were in the range 700-749 and
only 14% of those whose scores were in the range 450-499
does not necessarily signify that SAT-verbal scores were im-
portant factors in the decisions. In fact, if the university had
not considered the applicants’ SAT scores at all but had based
its decisions entirely on school grades and other reports, the
SAT table would probably be very similar to the one shown,
in view of the correlation between SAT scores and school
grades. On the other hand, if Washington and Lee had based
its decisions primarily on SAT scores without considering
class rank, the class rank table would probably be similar to
the one shown. As the profile’s statement implies, Washing-
ton and Lee considers both school achievement and test
scores as well as other information, and test scores alone are
seldom, if ever, the primary basis for an admissions decision.
English Composition Test (admissions and enrollment)
table. Inasmuch as Washington and Lee requires the
Achievement Test in English composition of all applicants,
the distributions of these scores for applicants and enrolled
students are significant to the prospective applicant. (Be-
cause applicants choose their other two Achievement Tests
from 15 other subjects, the English Composition Test is the
only Achievement Test for which scores for the whole group
are available.) The table shows that scores on this test are
positively correlated with admission, although a wide range
of scores is reported for both admitted and enrolled students.
English Composition Test scores of applicants for admission
| Score intervals | Men Number applied | Men Per cent accepted | Men Number enrolled |
| 750-800 | 8 | 100% | 2 |
| 700-749 | 25 | 96 | 11 |
| 650-699 | 83 | 84 | 38 |
| 600-649 | 168 | 78 | 68 |
| 550-599 | 241 | 68 | 93 |
| 500-549 | 256 | 57 | 80 |
| 450-499 | 187 | 33 | 24 |
| 400-449 | 145 | 15 | 16 |
| 350-399 | 72 | 2 | 2 |
| 300-349 | 11 | 0 | 0 |
| 250-299 | 1 | 0 | 0 |
| 200-249 | 0 | 0 | 0 |
| Not available | 71 | 15 | 5 |
| | | | Total 339 |
Carl plans to take the English Composition Test in Decem-
ber or January of his senior year, and his score will be re-
ported to his high school within six weeks after the test date.
He will, therefore, probably decide whether or not to apply
for admission to Washington and Lee before he can compare
his score on this test with those shown in the profile. If he
applies, however, this table may be of interest to him and his
counselor in anticipating the outcome of his application. If
he is admitted, the table can give him one indication of his
comparative strength in English or can indicate the possible
need for additional work before he enrolls at the university.
In a few profiles, colleges have combined the data for two
or more Achievement Tests to reflect their actual use in the
admissions process. For example, a college may report the
averages of applicants’ scores on two or three tests, even
though different applicants take different tests, if it is the
average which the college uses in making admissions de-
cisions. Similarly, a college may combine the distributions
of applicants’ scores on the several foreign language tests,
if it uses these scores interchangeably in admissions. The
table title specifies which test or combination of tests is
reported.
What the admissions tables show. Carl’s counselor, in an
actual school situation, would have much more information
about Carl than is presented here. Besides the detailed
record of his scholastic achievement and extracurricular
activities, the counselor would have further evidence of
Carl’s motivation, goals, and other personal characteristics.
However, assuming that all these factors are favorable, the
admissions information in the profile indicates that Carl
might apply for admission to Washington and Lee with
some hope of being accepted. In some of the qualifications
portrayed by the profile, Carl is below the average of the
applicant group. But he is well above the minimum of the
accepted and enrolled group in every category. The uni-
versity’s decision regarding his admission would, therefore,
rest upon its judgment of Carl’s particular combination of
scholastic and personal qualifications compared with those
of its other applicants. His acceptance is possible but by
no means certain. If Carl should decide that he wants to
attend Washington and Lee, he should certainly apply for
admission, but he should not assume that he will be ac-
cepted, and he should have alternative plans to provide for
the possibility of his rejection by Washington and Lee.
If he were accepted for admission and enrolled, his
standing among Washington and Lee freshmen in scholastic
ability would be relatively low but not marginal. In view
of the low percentage of academic failures in the freshman
year, as reported in the profile statement, it seems clear
that Carl could, with normal effort, achieve a satisfactory
record at Washington and Lee.
Major fields of study table. Carl’s vocational interests
are still tentative, and this table serves primarily to confirm
for him that major programs have recently been completed by
students in the fields he is considering. The distribution of
numbers among the various major fields may offer a general
clue regarding the academic interests of the students at Wash-
ington and Lee, although this table refers to the class that
entered the university in 1959 and cannot be assumed to
describe the succeeding classes as well. Nor is such a table
necessarily a complete list of the major programs offered,
inasmuch as new programs may have been added in the
intervening years, and small departments may happen not
to have had any graduates in 1963. Each college providing
this table prepared its own list of major programs, using
its own terminology.
Major fields of study of the class of 1963
| Field of study | Men |
| History | 47 |
| Business administration and commerce | 44 |
| Economics, political science, psychology | 37 |
| English | 26 |
| Biology, chemistry, geology, physics | 20 |
| Premedicine | 19 |
| French, German, Spanish | 12 |
| Philosophy, fine arts | 8 |
| Journalism | 6 |
| Mathematics | 3 |
| | Total 222 |
Principal postgraduate occupations table. This table pro-
vides a clue to the level and variety of aspirations in the
student body, although, like the preceding table, it refers to
an earlier class, and such data may change over the years.
Even though the Washington and Lee table accounts for
little more than half of the class of 1962, it is clear that
both graduate study and employment are entered by sub-
stantial numbers of the students immediately following col-
lege. Carl would expect, therefore, that as his own plans took
shape, he would find provision for either goal in the Wash-
ington and Lee program.
Principal postgraduate occupations of the class of 1962
| Occupation | Men |
| Graduate study | 79 |
| Employment | 30 |
| Military service | 24 |
| Other and unknown | 100 |
| | Total 233 |
Financial aid
Aid applicants table. Carl and his parents plan to apply
for financial aid to help meet his college expenses. The
family's net income before taxes is $10,000, and there are
four other children, including an older sister in her second
year of college. If Carl had been accepted for admission to
Washington and Lee in 1963, he would have been 1 of 147
applicants for financial aid, of whom 80 were offered some
form of aid, and 28 were judged not to need such aid. How-
ever, Washington and Lee's statement points out that the
university is now able to offer financial aid to almost all
applicants who clearly need it.
Aid applicants accepted for admission
| | Men |
| Aid applicants accepted for admission | 147 |
| Aid applicants offered aid | 80 |
| Aid applicants enrolled with aid | 50 |
| Aid applicants enrolled without aid | 23 |
| Aid applicants judged to have no need | 28 |
Class rank (aid) table. In 1963 the university offered
financial aid to 48% of its aid applicants who ranked in
the second fifth of their high school classes, as Carl does.
This percentage may not be very reliable because it is based
on only 21 applicants. It appears, however, that once an ap-
plicant has been accepted for admission, his scholastic quali-
fications are not the primary factor in determining whether
or not he will be offered financial aid. They may nevertheless
have a bearing on whether he is offered a grant, loan, job,
or some combination of these.
Class rank in secondary schools of aid applicants accepted for
admission
| Class rank | Men: Number accepted | Men: Per cent offered aid |
| Top fifth | 117 | 57% |
| Second fifth | 21 | 48 |
| Third fifth | 9 | 56 |
| Fourth fifth | 0 | 0 |
| Bottom fifth | 0 | 0 |
| Not available | 0 | 0 |
Scholastic Aptitude Test (aid) table. In 1963 the college
offered financial aid to 27% of its aid applicants who had
SAT-verbal scores in the range 500-549, where Carl's pre-
dicted score falls. It offered aid to 60% of those whose
SAT-mathematical scores were, like Carl's predicted score,
in the range 650-699. There appears to be a positive
relationship between the verbal scores and financial aid
offers, but the numbers in some score categories are too
small for the percentages to be reliable, and the apparent
correlation may be somewhat spurious. In any case, this
table should be interpreted in the light of Washington and
Lee's statement regarding the increased availability of
financial aid.