AI en Translation, Pages 226-250
Page 226
⟦Baghdad College⟧ Father Sullivan 22369
Father S. Sullivan - Baghdad
ETS
EDUCATIONAL TESTING SERVICE
PRINCETON • NEW JERSEY
TELEPHONE: WALNUT 1-9000 • CABLE: EDUCTESTSVC
Father Kelly acting for
father Sullivan, Baghdad College.
College Board Guidance Services
Memorandum for: Principals Date: June 9, 1961
From: Robert E. Smith,
Program Director
As you may know, the administration of the Preliminary Scholastic Aptitude
Test (PSAT) in October 1960, involved some 732,500 students and 11,200 schools.
In processing the PSAT remittance forms we find that a number are missing.
We have not been able to locate one for your school. Would you please
check your files and notify us so that we may close our 1960 records.
RES:cm
Page 227
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
Shamash Secondary School
Baghdad
New Alwiyah /
Telephone 91693
No. ⟦line⟧ Number ⟦line⟧
Date 23rd December, 1960. Date ⟦line⟧
To The:
College Entrance Examination Board,
Box 592, Princeton, New Jersey,
U. S. A.
Dear Sirs,
I am enclosing, herewith, eleven applications
of students from this School who will be taking the
SAT and Achievement Tests on March 18, 1961.
The amount of 129 Dollars, covering exam-
ination fees and reports to extra Colleges, was
remitted by air mail on the 21st instant by the
Ottoman Bank, Baghdad, through their Chicago corres-
pondents, the First National Bank of Chicago, Chicago,
for payment to you through their Princeton Correspondent.
At present the only way we can arrange for
payment in Dollars is by Air Transfer, as all trans-
actions in Dollars have got to pass through the
Foreign Exchange Control Department in Baghdad and are
settled in this way.
Yours faithfully,
⟦A. S. Obadiah⟧
A. S. Obadiah,
Principal.
Page 228
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
⟦line⟧
Shamash Preparatory School
Baghdad
New Alwiyah
Telephone 91693
⟦line⟧
No.:
Reference Number:
Date: 23rd December, 1960.
Date:
To The:
College Entrance Examination Board,
Box 592, Princeton, New Jersey,
U. S. A.
Dear Sirs,
I am enclosing, herewith, eleven applications
of students from this School who will be taking the
SAT and Achievement Tests on March 18, 1961.
The amount of 129 Dollars, covering exam-
ination fees and reports to extra Colleges, was
remitted by air mail on the 21st instant by the
Ottoman Bank, Baghdad, through their Chicago corres-
pondents, the First National Bank of Chicago, Chicago,
for payment to you through their Princeton Correspondent.
At present the only way we can arrange for
payment in Dollars is by Air Transfer, as all trans-
actions in Dollars have got to pass through the
Foreign Exchange Control Department in Baghdad and are
settled in this way.
Yours faithfully,
⟦signature⟧
A. S. Obadiah,
Principal.
Page 229
COLLEGE ENTRANCE EXAMINATION BOARD
Notice to Recipients of Scores on
THE CEEB-PSSC PHYSICS TEST
Some schools and colleges may receive scores for candidates who
took the CEEB-PSSC Physics at the March 1961 College Board administration.
If scores on this test are received, the information on this sheet should be
useful, since the interpretation of these scores is not discussed in the publi-
cations of the College Board concerned with score interpretation.
At the March 1961 administration of the College Board achievement
tests, candidates who wished to take a Physics test had a choice between a
test like those offered at other College Board administrations and a special
Physics test designed to be an appropriate measure of achievement for students
who had studied Physics under the Physical Science Study Committee program.
The PSSC Physics course and the special test were discussed in the College
Board Review, Fall, 1958, No. 36, "Test Year for New Physics Course."
Candidates who chose to take the CEEB-PSSC Physics test should not
have taken the regular Physics test, so that no candidates should present scores
on both tests since they measure different kinds of achievement. While the
CEEB-PSSC Physics test and the regular Physics test are different, scores
reported for the CEEB-PSSC Physics test are College Board Standard Ratings
and are reported on the scale used for the regular Physics test to facilitate
the use of scores by schools and colleges.
Percentile ranks for candidates tested in March 1961 are given in the
table below. Additional information pertaining to the interpretation of College
Board scores is contained in: College Board Score Reports - A guide for
counselors; College Board Scores No. 2; and 1957 Supplement to College
Board Scores No. 2.
Percentile Ranks for Candidates Who Took the
CEEB-PSSC PHYSICS TEST
March 1961
Score | Percentile Rank
800 | 99
750 | 98
700 | 95
650 | 87
600 | 74
550 | 52
500 | 26
450 | 9
400 | 1
Average Score | 557
Number Tested | 3,030
March 1961 | Educational Testing Service
Page 230
COLLEGE ENTRANCE EXAMINATION BOARD
Notice to Recipients of Scores on
THE HEBREW TEST
THE RUSSIAN TEST
Some schools and colleges may receive reports of scores on the
Hebrew or Russian tests. If scores on these tests are received, the in-
formation on this sheet should be useful since the interpretation of scores
on these tests is not discussed in the publications of the College Board
concerned with score interpretation.
Achievement tests in Hebrew and Russian were offered in the
College Board program for the first time in March 1961. The tests offered
in these languages were similar to the tests offered in other modern lan-
guages in the College Board program. All of the tests were composed of
multiple choice questions and tested knowledge of conversational forms,
grammar, vocabulary and reading comprehension. These tests, like all
other College Board tests, were developed by committees of examiners
which included members from both colleges and secondary schools.
Scores on these tests are reported on the College Board scale. They
were put on this scale in the same way as the scores on the other language
tests that are offered in the regular College Board program. Thus, the level
of ability and the number of years of study of the groups taking each test were
taken into account in the scaling of these tests, and the scores may be con-
sidered comparable to scores on other College Board tests obtained at March
administrations.
The percentile ranks of the scores obtained by candidates who took
these tests in March 1961 are presented on the reverse side of this sheet.
Candidates are grouped on the basis of their report of the number of years
they studied the language. Scores for a given candidate should be interpreted
in the light of the amount of training he has had.
Information on the interpretation of College Board scores is available
in the following publications: College Board Score Reports - A guide for coun-
selors; College Board Scores No. 2; and 1957 Supplement to College Board
Scores No. 2.
March 1961 Educational Testing Service
Page 231
Percentile Ranks for Candidates Tested March 1961
| Hebrew | | | Russian |
| Years of Study | | | Years of Study |
Scores | 2 Years | 3 Years | 4 Years | 2 Years | 3 Years
800 | | 99 | 98 | |
750 | | 99 | 98 | |
700 | 97 | 94 | 91 | 99 | 96
650 | 97 | 85 | 77 | 92 | 84
600 | 90 | 77 | 55 | 77 | 57
550 | 73 | 59 | 36 | 62 | 33
500 | 60 | 41 | 18 | 45 | 17
450 | 40 | 22 | 8 | 29 | 4
400 | 27 | 10 | 2 | 16 | 3
350 | 13 | 3 | 1 | 4 | 3
300 | 3 | 2 | 0 | 2 | 1
250 | 0 | 1. | | 1 | 0
200 | | | | 0 |
Average Score | 472 | 529 | 584 | 511 | 575
Number Tested | 30 | 115 | 137 | 174 | 69
Note: Scores for 130 candidates who took the Hebrew test and 89 candidates who took the Russian
test are not included in these distributions. These candidates either did not give information
on years of study, or had training in the languages outside the regular school curriculum.
Page 232
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
Frank Iny School
Shamash Secondary School
Baghdad
New Alwiyah
Telephone 91693
No.: SH / ⟦60 / 758⟧
Date: 11 / 12 / 1960
Date:
To the Ottoman Bank - Baghdad
Subject: Request to transfer an amount of 129 dollars
Greetings,
In view of the participation of (11) students from this school in taking special exams
(Scholastic Aptitude Test and Achievement Tests)
conducted by the College Entrance Examination Board for American Universities in Baghdad, and in view of the participation fees required
for these exams which must be paid in advance. Therefore, please mediate with the Directorate of
Foreign Exchange to obtain an amount of (129) one hundred and twenty-nine dollars, which is the amount required
for this purpose. We attach herewith the necessary documentation to support this request. Note that the party to which
the amount must be transferred is:
College Entrance Examination Board,
Box 592, Princeton, New Jersey, U.S.A.
Furthermore, after the approval of the Directorate of Foreign Exchange to transfer this amount, please debit its equivalent
in Iraqi Dinars to the account of Frank Iny School with you, No. 2088, and inform us.
Please accept our highest respect.
Abdullah Obadia
Principal
A copy to:-
Directorate of Foreign Exchange, kindly facilitate the transfer transaction described above
with thanks, as the application period for the aforementioned exams
ends in late December 1960
⟦illegible⟧
Page 233
⟦S⟧HAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
Shamash Preparatory School
Baghdad
New Alwiyah
Telephone 91693
Number:
No.:
Date:
Date: 9th December, 1960
Assistant Head,
Registration & Reports,
Educational Testing Service,
20 Nassau Street,
Princeton, New Jersey (U.S.A.)
Dear Madam,
Thank you for your letter of November 28 concerning payments of
fees of the College Board Tests.
I appreciate the fact that the supervisors of examinations of
your Centre in Baghdad cannot act as fee-collection agents, and I will
try to arrange for payment of fees to be made directly to Educational
Testing Service from now on.
However, I hope that some time in future it will be possible for
your Department to arrange for Test fees to be collected locally in the
same way as the University of London is doing. Every year, a large
number of students from my school sit,(in Baghdad), the G.C.E. Examina-
tions of the University of London; and the British Council in Baghdad
collects the Exam fees for the University.
A local fee is charged by the British Council in addition to the
University fee which the candidates pay willingly, for this saves them
and the school the formalities which have got to be gone through to
secure the foreign exchange necessary for the payment of such fees.
I understand that "The American Friends of the Middle East" in Baghdad
are undertaking to help Iraqi students to secure admissions to different
American Universities. May be an approach to them by your Department on
the question of fee-collection here, locally, would be favourably consi-
dered by the above-Gentlemen, if you think that such an approach would
not, in principal, be objectionable.
Sincerely yours,
⟦signature⟧
A.S. OBADIAH,
Principal.
copy to:
Messrs. The American Friends of the Middle East,
P.O.Box 329,
Baghdad.
IRAQ.
Page 234
SHAMASH SECONDARY SCHOOL
Shamash Secondary School
New Alwiyah - Baghdad
Baghdad
Tel. No. 91693
New Alwiyah
Telephone 91693
No.:
Number:
Date.: 9th December, 1960
Date:
Assistant Head,
Registration & Reports,
Educational Testing Service,
20 Nassau Street,
Princeton, New Jersey (U.S.A.)
Dear Madam,
Thank you for your letter of November 28 concerning payments of
fees of the College Board Tests.
I appreciate the fact that the supervisors of examinations of
your Centre in Baghdad cannot act as fee-collection agents, and I will
try to arrange for payment of fees to be made directly to Educational
Testing Service from now on.
However, I hope that some time in future it will be possible for
your Department to arrange for Test fees to be collected locally in the
same way as the University of London is doing. Every year, a large
number of students from my school sit, (in Baghdad), the G.C.E. Examina-
tions of the University of London; and the British Council in Baghdad
collects the Exam fees for the University.
A local fee is charged by the British Council in addition to the
University fee which the candidates pay willingly, for this saves them
and the school the formalities which have got to be gone through to
secure the foreign exchange necessary for the payment of such fees.
I understand that "The American Friends of the Middle East" in Baghdad
are undertaking to help Iraqi students to secure admissions to different
American Universities. May be an approach to them by your Department on
the question of fee-collection here, locally, would be favourably consi-
dered by the above-Gentlemen, if you think that such an approach would
not, in principal, be objectionable.
Sincerely yours,
⟦illegible⟧
A.S. OBADIAH,
Principal.
copy to:
Messrs. The American Friends of the Middle East,
P.O.Box 329,
Baghdad.
IRAQ.
Page 235
TRANSCRIPT REQUEST FORM
Department of Registration and Reports
College Entrance Examination Board
Box 592
Princeton, New Jersey:
Date:
Please send my College Board scores to the following colleges or scholarship sponsors not named on my
original application:
1 ⟦line⟧ 5 ⟦line⟧
2 ⟦line⟧ 6 ⟦line⟧
3 ⟦line⟧ 7 ⟦line⟧
4 ⟦line⟧ 8 ⟦line⟧
I took the Scholastic Aptitude Test in ⟦line⟧
Month Year
My examination number was (if available) ⟦line⟧
I took the Achievement Tests in ⟦line⟧
Month Year
My examination number was (if available) ⟦line⟧
I am enclosing one dollar ($1.00) for each college named.
Amount $ ⟦line⟧ □ Check □ Money Order
Name ⟦line⟧
Please print. Use the same form of your name as given on your application(s).
Please give your name and address in the oval below.
⟦Empty oval outline⟧
LET US KNOW IF YOU NEED THESE
Page 236
COLLEGE ENTRANCE EXAMINATION BOARD
Notice to Recipients of Scores on
CEEB-PSSC PHYSICS TEST
ITALIAN AND GREEK TESTS
Some colleges and schools may receive scores for candidates who took the CEEB-PSSC Physics test, the Italian test or one of the Greek tests offered by the College Entrance Examination Board in March 1960. Scores on the CEEB-PSSC Physics test are reported on the score report form used to report scores on the regular achievement tests. While scores on the Italian and Greek tests are reported on a separate form, they were mailed at the same time as the scores on the other achievement tests and should be received by schools and colleges at approximately the same time. If scores on any of these tests are received, the information on this sheet should be useful, since the interpretation of scores on these tests is not discussed in the publications of the College Board concerned with score interpretation.
CEEB-PSSC PHYSICS TEST
At the administration of the regular College Board achievement tests in March 1960, candidates who wished to take the Physics test had a choice between a test like those offered at other College Board administrations and a special Physics test designed to be an appropriate measure of achievement for students who had studied Physics under the Physical Science Study Committee program. The PSSC Physics course and the special test are discussed in the College Board Review, Fall, 1958, No. 36, "Test Year for New Physics Course."
Candidates who chose to take the CEEB-PSSC Physics test should not have taken the regular Physics test, so that no candidates should present scores on both tests, since they measure different kinds of achievement. While the CEEB-PSSC Physics test and the regular Physics test are different, scores on the CEEB-PSSC Physics test are CEEB standard ratings and are reported on the scale used for the regular Physics test to facilitate the use of scores by colleges and schools.
A frequency distribution of the scores obtained by all candidates who took the CEEB-PSSC Physics test in March 1960, is given below. Additional information pertaining to the interpretation of College Board Test scores is contained in: College Board Score Reports - A Guide for Counselors; 1957 Supplement to College Board Scores No. 2; and College Board Scores No. 2.
CEEB-PSSC PHYSICS TEST
March 1960
Standard Rating | Frequency | Per Cent Below
800 | 13 | 99
750-799 | 28 | 98
700-749 | 78 | 95
650-699 | 141 | 88
600-649 | 282 | 76
550-599 | 446 | 56
500-549 | 547 | 31
450-499 | 509 | 8
400-449 | 178 | 0
Number of Candidates Tested 2,222
See reverse side for information on Italian and Greek tests.
March 1960 Educational Testing Service
Page 237
ITALIAN AND GREEK TESTS
Two weeks prior to the regular March College Board administration, schools having students who
wished to take either the Italian or Greek test as one of their College Board achievement tests
administered these tests at the school. The tests were partly or entirely essay tests, and were
read and graded by the examiners responsible for their development. The examiner for the Greek
test was Professor Moses Hadas of Columbia University; the examiner for the Italian test was
Professor Salvatore J. Castiglione of Georgetown University. Each of these examiners was
assisted in the development of the tests by three advisors from secondary schools, but the papers
were graded by the examiner only. The grades reported are the ones given by the examiners, and
were defined as follows:
5 - high honors
4 - honors
3 - creditable
2 - poor
1 - very poor
Distributions of the grades obtained on these tests by all candidates who took them are given
in the table below. The following descriptions of the tests may be useful in the interpretation of
these grades.
Italian
The Italian test was designed for students who had studied Italian two or three years. It
had three parts which took a total of ninety minutes of testing time. Part I consisted of eighty
multiple choice and completion questions covering grammer, syntax, word meaning and reading com-
prehension. Part II had ten questions in Italian requiring short answers in Italian. The questions
were designed to test the student's ability to express himself in Italian in everyday situations.
In Part III the candidate was asked to write a composition in Italian on an assigned topic. He was
allowed thirty minutes for Part III.
Greek
The Greek test was designed for students who had studied Attic Prose, or Homer, or a combina-
tion of these for two or three years. Those who studied only Attic Prose were asked to translate
several passages of prose and give short answers to questions based on these passages. The ques-
tions required identification of the form and grammatical function of selected words in the passage
and translation of simple sentences into Greek. Students who had studied Homer were asked to trans-
late poetry passages and answer questions requiring the identification of form, grammatical function
and Homeric techniques used in selected words or phrases. Students who had both Attic Prose and
Homer were asked to translate and answer the questions on some of the prose passages and some of the
poetry passages. Prose and poetry passages not likely to have been studied in class by any of the
students were used, and glosses of words assumed to be unfamiliar to the students were provided for
the sight translations. The test took ninety minutes.
Distribution of Italian and Greek Test Grades
March, 1960
Grade | Italian Frequency | Italian % | Greek Attic Prose Frequency | Greek Attic Prose % | Greek Homer Frequency | Greek Homer % | Greek Homer & Attic Prose Frequency | Greek Homer & Attic Prose %
5 | 9 | 6 | 9 | 30 | 2 | 18 | 6 | 14
4 | 9 | 6 | 4 | 13 | 1 | 9 | 22 | 50
3 | 21 | 15 | 9 | 30 | 6 | 55 | 13 | 29
2 | 52 | 37 | 5 | 17 | 1 | 9 | 3 | 7
1 | 50 | 36 | 3 | 10 | 1 | 9 | |
Number Tested | 141 | | 30 | | 11 | | 44 |
See reserve side for information on CEEB-PSSC Physics test.
March, 1960
Educational Testing Service
ETS
EDUCATIONAL TESTING SERVICE
20 NASSAU STREET, PRINCETON, NEW JERSEY
TELEPHONE: WALNUT 1-9000 CABLE: EDUCTESTSVC
Preliminary Scholastic Aptitude Test
Memorandum for:: Principals and Guidance Directors
From:: Robert E. Smith, Program Director
Date:: December 1, 1960
Preliminary Scholastic Aptitude Test scores for your students are enclosed. You will note that each student's name and scores are printed in quadruplicate on self-adhesive score labels. If scores for any of your students are missing and do not arrive separately within a few weeks, please notify this office. If scores for students unknown to you are included, please return these score labels to this office.
Each score label for junior or senior students carries the student's name, the file number of his answer sheet, his PSAT scores and the national percentile rank of these scores. Students and counselors should note that the national percentile rank relates the student's scores to the scores of all junior boys or junior girls (or seniors) throughout the nation rather than to those students who took the PSAT. Before using the scores it is important that counselors review the interpretive materials referred to in the next paragraph.
One score label should be placed on the student's interpretive booklet, Your College Board Scores: Preliminary Scholastic Aptitude Test, before or at the time the booklet is given to him. Supplies of this booklet and of College Board Score Reports: A guide for counselors were sent under separate cover to your school during the past few weeks. The remaining three score labels may be used on cumulative records, home room records and other forms at the school's discretion.
PSAT scores can be used by counselors to assist students by providing an estimate of Scholastic Aptitude Test scores (see pages 31-35, counselors' booklet) which when taken together with academic performance and personal factors will provide information on which to base college choices. This assistance will be of particular advantage to those students who otherwise may not name on their SAT application the colleges which are to receive their SAT scores. The College Board urges counselors to encourage students to name colleges on their SAT applications, because students who wait until after they have taken the test to request score reports for colleges may through this delay endanger their consideration for admission by missing college deadlines. The naming of colleges on the test application ensures the early and orderly receipt of the scores by these colleges.
Scholarship sponsors using PSAT scores in their selection procedures have received the scores of interested students. The sponsors will themselves communicate with finalists and semi-finalists.
We thank you for your cooperation in the administration of the PSAT and hope that these scores and interpretive materials will be useful in your guidance program. Any comments or suggestions you have concerning the PSAT will be considered carefully as we attempt to maximize the usefulness of this program for the schools.
Page 238
EDUCATIONAL TESTING SERVICE
20 NASSAU STREET, PRINCETON, NEW JERSEY
November 28, 1960
Mr. A.S. Obadiah, Principal
Shamash Secondary School
New Alwiyah, Baghdad
Iraq
Dear Mr. Obadiah:
We have received the carbon of your letter of October 24
to the Rector at Baghdad College concerning payments of fees. We
noted the addition at the bottom of the letter suggesting that
payments for the College Board Scholastic Aptitude Test and
Achievement Tests be made through the center.
Unfortunately we cannot comply with your request of
having fees collected by the center. Our supervisors cannot act
as collection agents; payment must be made directly to Educational
Testing Service.
We hope that you will not be greatly inconvenienced by
following this policy.
Sincerely,
Diana Lucas
Diana Lucas, Assistant Head
Registration and Reports
Central Bank of Iraq, Department of Foreign Exchange Control
⟦illegible⟧
Baghdad
DDL:pbh
Page 239
ceeb
College Entrance Examination Board
c/o Educational Testing Service
P. O. Box 592
Princeton, New Jersey
Advanced Placement Program
1960 - 1961 to be ⟦...⟧
PRINCETON N.J. OCT 31 '60
U.S. POSTAGE .75 :
P.B. METER 377996
Mr. Abdullah S. Obadiah, Principal
Shamash Secondary School, New Alwiyah
Baghdad, Iraq A 990210
Page 241
College Entrance
Examination Board
A GUIDE TO
THE ADVANCED
PLACEMENT
PROGRAM
1960-61
Page 242
1960-61 examinations summary
Administration: The Advanced Placement Examina-
tions are administered to students by their schools.
In November, schools are asked to indicate their
intention to give the examinations and to name an
Advanced Placement Examinations Coordinator on a
School Participation Form. These forms should be
returned by December 10, 1960. A School Estimate
Form will then be sent to Examinations Coordinators
for an estimate of the number of Advanced Placement
candidates and the number of examinations needed.
In February, the Examinations Coordinators will
receive a Test Order Form which must be returned
by April 19, 1961 in order to ensure the delivery of
test supplies. Part of the examination fees, which
the schools will collect, will be retained to help
cover school expenses and as an honorarium. Stu-
dents at schools where the examinations 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: English Composition and Literature (one
examination), American History, European History,
French, Intermediate German, Advanced German,
Latin 4, Latin 5, Spanish, Mathematics, Biology,
Chemistry, and Physics.
Examination dates: May 15-19, 1961.
Candidate fees: $5 for registration plus $8 for each
examination taken.
Inquiries: All correspondence concerning the examina-
tions should be addressed to:
College Board Advanced Placement Examinations
Box 592, Princeton, New Jersey
Copyright 1960 by College Entrance Examination Board
The Program
The College Entrance Examination Board offers
the Advanced Placement Program in the interest
of able students; in the interest 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 interest 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: Course
Descriptions. Through the Director of the Pro-
gram, the College Board encourages and advises
secondary schools in the introduction of these
courses. It also offers, for students who have
taken these courses, Advanced Placement Ex-
aminations that are based on courses explained
in the Course Descriptions. Both the course
descriptions and the examination in each sub-
ject 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 that
seek to enhance the educational opportunities
open to able and ambitious students.
1
Page 243
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
sixth 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, which was
founded in 1900, is a membership association
composed 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.
2
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:
Course Descriptions. They are also advised to get
in touch with teachers in schools offering ad-
vanced work and with the appropriate depart-
ments in the colleges that many of their students
enter. In addition, teachers are encouraged to
write to the Director at the address given on
page 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 discussed in the Ad-
vanced Placement Program: Course Descriptions,
are offered: English Composition and Literature
(one examination), American History, European
History, French, Intermediate German, Ad-
vanced German, 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
3
Page 244
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
they are supplemented in some of the examina-
tions by questions of the multiple-choice, objec-
tive 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 1960 examinations that consisted
of questions of the essay type may be purchased
in sets (see page 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 1960-61, the examinations will be given
during the week of May 15 to May 19 by schools
throughout the country. Schools outside the
United States that 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 examina-
tions, will take them in local participating
schools. Students who are unable to make these
arrangements may write to the address given on
the inside front cover. Candidate 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 total
fees collected, the school retains $5 plus $1 for
4
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.
Schools are asked to complete a School Par-
ticipation Form and to return it by December 10,
1960, if they expect to have students who will
wish to take Advanced Placement Examinations
the following spring. Those schools that submit
completed School Participation Forms will
routinely be sent copies of two booklets: In-
formation for Coordinators and Bulletin for Stu-
dents (see page 10). A School Estimate Form
will also be sent to Examinations Coordinators
for an estimate of the number of Advanced
Placement candidates in schools and the num-
ber of examinations that will probably be needed
the following spring. In February, participating
schools will receive a Test Order Form which
must be returned by April 19, 1961.
Any school that does not now regularly
receive Advanced Placement Program announce-
ments 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,
5
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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 that 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 regard-
ing college credit or placement. The college also
receives an Advanced Placement Examination
report which includes examination questions,
the student’s paper, the grade given him by the
reading committee, and interpretive information
on examination grades.
Since colleges have reported a substantial
number of cases of students who did not receive
advanced placement or credit because they
failed to apply for this consideration, the College
Board hopes that schools will urge students who
have done well on the examinations to seek
credit and proper course placement. Advanced
Placement grades will be sent to schools on
September 1. Any school that would like to
receive the examination grades before Septem-
6
ber, however, 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 less 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
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Page 246
colleges and schools. Research on their per-
formance and other aspects of the Program is
planned for the coming years, as the number of
students and institutions interested in the Pro-
gram continues to increase.
Given in the following table are the growing
numbers of schools, students, and colleges partic-
ipating in the Program over the last seven 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
1959-60 | 890 | 10,531 | 14,158 | 567
a Conducted as the School and College Study of Ad-
mission with Advanced Standing.
b Program responsibility assumed by the College Board.
Conferences
Nine conferences sponsored by the Advanced
Placement Program were held late in June 1960.
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 1960 conferences were organized accord-
ing to the following fields of interest and met at
the following institutions: for administrators,
8
Lawrenceville School (N. J.); biology, University
of Colorado; chemistry, University of Illinois;
English (eastern conference), Smith College;
English (western conference), Northwestern
University; history, Stanford University; foreign
languages, Hotchkiss School (Conn.); mathe-
matics, Case Institute of Technology; physics,
Columbia University.
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. 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: Course Descrip-
tions. Intended primarily for teachers, this book
9
Page 247
contains descriptions of the recommended Pro-
gram courses and of the examinations that are
based upon them, and also includes illustrative
examination questions. The book is available at a
cost of $1.50. This revised edition of the former
Advanced Placement Program Syllabus was pub-
lished in June 1960. It may also be obtained
from Box 27896, Los Angeles 27, California.
Essay Questions from the 1959-60 Advanced
Placement Examinations. Essay questions used
in the 13 examinations given in May 1960 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, 1960-61. 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. It is supplied without further
request to schools that submit the School Par-
ticipation Form.
Bulletin for Students, Advanced Placement Ex-
aminations, 1960-61. Intended primarily for stu-
dents, this booklet presents information on the
nature of the examinations, the examination
schedule, and the reporting of scores.
10
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.
Further information concerning the Advanced
Placement Program may be obtained from Jack N.
Arbolino, Director, Advanced Placement Program,
College Entrance Examination Board, 475 River-
side Drive, New York 27, New York.
11
D70R45 201100
Page 250
ceeb
COLLEGE ENTRANCE EXAMINATION BOARD
475 Riverside Drive, New York 27, N. Y., UNiversity 5-9500
JACK N. ARBOLINO
Director of the
Advanced Placement Program
October 31, 1960
Dear Sir:
Enclosed you will find a school participation form and the "Guide to the
Advanced Placement Program." 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 continues to grow. In 1959, 5,862 candidates
from 560 schools took 8,265 examinations. In 1960 the comparable figures were 10,531
candidates, 890 schools, and 14,158 examinations. School and college teachers and
administrators in all sections of the country recognize the Program as a workable way
to strengthen American education.
I should like to call your attention to the inside front cover of the
"Guide," which carries a summary of the 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, please do not hesitate to call on us. We
will be glad to help in any way we can.
Sincerely yours,
Jack N. Arbolino
Jack N. Arbolino