AI English Translation, Pages 101-125
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
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.
Announcement
of the
1964
Preliminary
Scholastic
Aptitude Test
To be administered on
Tuesday, October 20
Saturday, October 24
⟦line⟧
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,
⟦Richard W. Watkins⟧
Richard W. Watkins
Program Director
RWW:mbc
Enclosure
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
- 2 -
3. To facilitate prompt issuance of score reports requested after a
student has submitted his Registration Card, each school will receive a pad
⟦of R⟧equest Forms for Additional Score Reports. (One such form will also be
⟦in the⟧ 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-
⟦b⟧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
⟦spa⟧red the necessity of ordering.
Margaret A. Thorne
Program Director
COLLEGE ENTRANCE EXAMINATION BOARD
Box 592, Princeton, N.J. 08540 · Box 1025, Berkeley, Calif. 94701
March 1964
Manual of Freshman Class Profiles, 1964 Edition
The fourth edition of the Manual of Freshman Class Profiles is now available. The enclosed reprint lists the colleges represented in the book and reproduces its Introduction and a sample profile.
The purpose of the Manual of Freshman Class Profiles is to make available in a single volume and in a uniform format the characteristics of the freshman classes at the Board's member colleges. The fourth edition contains profiles of 351 Board colleges, an increase of 101 over the third edition. Most of the profiles, as before, present information in both descriptive statements and tables.
The new Manual has been produced as a bound book rather than in the loose-leaf format used for the first three editions. The change in format has been made in order to produce the book as economically as possible and to keep it from becoming too cumbersome. It has been priced at $7 to cover the cost of printing and mailing only. The book has 600 pages and is paper bound.
Intended as a professional guidance aid, the Manual is available only to school and college officers and to recognized counseling agencies. It may be ordered on the coupon below or by letter or purchase order on official stationery to either of the addresses listed on the coupon.
⟦line⟧
Publications Order Office College Entrance Examination Board Box 592, Princeton, N. J. 08540 or Box 1025, Berkeley, Calif. 94701 Please send:
copies of the 1964 Manual of Freshman Class Profiles, at $7 per copy, to::
Name:
Address:
Payment enclosed:
Please bill me:
Reprinted from the
Manual of
Freshman Class
Profiles
1964 edition
College Entrance Examination Board
Contents
Freshman class profiles:
Agnes Scott College
Albertus Magnus College
Albion College
Albright College
Amherst College
Annhurst College
Antioch College
Appalachian State Teachers College
Arkansas College
Asheville-Biltmore College
Assumption College
Austin College (Texas)
Avila College
Babson Institute
Bard College
Barnard College
Barry College
Bates College
Beaver College
Beloit College
Bennett College (New York)
Bennington College
Birmingham-Southern College
Boston College
Boston University
Bowdoin College
Bradford Junior College
Bradley University
Brandeis University
Brenau College
Brown University
Bryn Mawr College
Bucknell University
Butler University (Indiana)
C. W. Post College
Caldwell College
California Institute of Technology
California State College
(Pennsylvania)
Canisius College
Capital University
Carleton College
Carnegie Institute of Technology
Case Institute of Technology
Catholic University of America
Cedar Crest College
Centre College of Kentucky
Chapman College
Chatham College
The Citadel
Claremont Men's College
Clark University (Massachusetts)
Clarke College (Iowa)
Clarkson College of Technology
Clemson College
Coe College
Coker College
Colby College
Colgate University
College of Charleston
College of Mount Saint Vincent
College of New Rochelle
College of Notre Dame of Maryland
College of Saint Catherine
College of Saint Elizabeth
College of Saint Rose
College of the Holy Cross
College of the Holy Names
College of the Sacred Heart
(Santurce, Puerto Rico)
Colorado College
Colorado Woman's College
Columbia College (South Carolina)
Columbia University (New York)
Connecticut College
Cooper Union for the Advancement of
Science and Art
Cornell College
Cornell University
Dartmouth College
Davidson College
Denison University
DePauw University
Dickinson College
Dominican College (California)
Douglass College
Drew University
(College of Liberal Arts)
Drexel Institute of Technology
Duke University
Dunbarton College of Holy Cross
Duquesne University
D'Youville College
Earlham College
East Carolina College
Eastern Baptist College
Edgewood College of the Sacred
Heart
Elmhurst College
Elmira College
Emerson College
Emory University
Fairleigh Dickinson University
Fenn College
Finch College
Florida Southern College
Fordham University
Fort Wright College of the
Holy Names
Fresno State College
Furman University
Gannon College
Geneva College (Pennsylvania)
George Washington University
Georgetown University
Georgia Institute of Technology
Georgia Southern College
Georgia Southwestern College
Gettysburg College
Goddard College
Gonzaga University
Good Counsel College
Gordon College
Goucher College
Greensboro College
Grinnell College
Grove City College
Gustavus Adolphus College
Gwynedd-Mercy College
Hamilton College
Hamline University
Hanover College
Hartwick College
Harvard College
Harvey Mudd College
Haverford College
Heidelberg College
Hiram College
Hobart College
Hofstra University
Hollins College
Hood College
Hope College
⟦line⟧
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
Immaculata College
Immaculate Heart College
Indiana State College
(Pennsylvania)
Jackson College for Women
Johns Hopkins University
Juniata College
Kalamazoo College
Kenyon College
Keuka College
Kutztown State College
Ladycliff College
Lafayette College
LaGrange College
Lake Erie College
Lake Forest College
La Salle College
La Verne College
Lawrence College
Lebanon Valley College
Lehigh University
Lewis and Clark College
Lindenwood College
Loretto Heights College
Lycoming College
Macalester College
MacMurray College
Manhattanville College of the
Sacred Heart
Marietta College (Ohio)
Mary Baldwin College
Marygrove College (Michigan)
Marylhurst College
Marymount College (New York)
Marywood College
Massachusetts Institute of
Technology
Mercer University
Meredith College
Merrimack College
Miami University (Ohio)
Middlebury College
Millersville State College
Millikin University
Mills College
Morris Harvey College
Mount Holyoke College
Mount Mercy College
(Pennsylvania)
Mount Saint Agnes College
Mount St. Mary's College
(California)
Mundelein College
Muskingum College
Nasson College
Nazareth College of Rochester
New Bedford Institute of
Technology
New York University
Newark College of Engineering
Newton College of the Sacred Heart
North Carolina State College
Norwich University
Notre Dame College of Staten Island
Oberlin College
Occidental College
Ohio Wesleyan University
Ottawa University
Parsons College
Pembroke College in Brown
University
Pennsylvania State University
Pine Manor Junior College
Polytechnic Institute of Brooklyn
Pomona College
Pratt Institute
Presbyterian College
Princeton University
Principia College
Purdue University
Queens College (North Carolina)
Radcliffe College
Randolph-Macon Woman's College
Reed College
Regis College (Massachusetts)
Reinhardt College
Rensselaer Polytechnic Institute
Rhode Island College
Rice University
Ripon College
Rockford College
Rollins College
Rosary College
Rosary Hill College
Rose Polytechnic Institute
Russell Sage College
Rutgers—The State University
St. Andrews Presbyterian College
St. Bernard College
St. John's College (Maryland)
St. John's University (Minnesota)
Saint Joseph College (Maryland)
Saint Joseph's College
(Pennsylvania)
St. Joseph's College for Women
St. Lawrence University
Saint Mary-of-the-Woods College
Saint Mary's College (Indiana)
St. Mary's Dominican College
St. Mary's Junior College
(North Carolina)
Saint Michael's College (Vermont)
Saint Norbert College
St. Olaf College
Saint Vincent College
Saint Xavier College (Illinois)
Salem State College
Salve Regina College
San Francisco College for Women
Sarah Lawrence College
Scripps College
Seattle Pacific College
Seton Hill College
Shimer College
Siena College (New York)
Simmons College
Skidmore College
Slippery Rock State College
Smith College
Southern Methodist University
Southwestern at Memphis
Southwestern University
Springfield College
Stanford University
Stetson University
Stevens Institute of Technology
Stonehill College
Suffolk University
Swarthmore College
Sweet Briar College
Syracuse University
Texas A & M University
Texas Technological College
Transylvania College
Trinity College (Connecticut)
Trinity College (Washington, D. C.)
Trinity University
Tufts College of Tufts University
Tulane University and Newcomb
College
Union College (New York)
United States Air Force Academy
United States Merchant Marine
Academy
United States Military Academy
United States Naval Academy
University of Bridgeport
University of Chicago (The College)
University of Cincinnati
(College of Engineering)
University of Delaware
University of Denver
University of Georgia
University of Houston
University of Louisville
(College of Arts and Sciences)
University of Michigan
University of New Hampshire
University of North Carolina
(Chapel Hill)
University of North Carolina
at Greensboro
University of Notre Dame
University of Oregon
University of Pennsylvania
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)
Wheaton College (Massachusetts)
Wheelock College
Whitman College
Whitworth College (Washington)
Wiley College
Willamette University
William Smith College
Williams College
Wilson College
Winthrop College
Wittenberg University
Wofford College
Woman's College of Georgia
Worcester Polytechnic Institute
Yale University
Yeshiva University
Young Harris College
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
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.
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.
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
Class rank in secondary schools of applicants for admission
Class rank | 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 | | |
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.
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.
Scholastic Aptitude Test scores of applicants for admission
Score intervals | Verbal Number applied | Verbal Per cent accepted | Verbal Number enrolled | Mathematical Number applied | Mathematical Per cent accepted | Mathematical 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-
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 | Number applied | Per cent accepted | 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
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
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
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 | Number accepted | 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.
Scholastic Aptitude Test scores of aid applicants accepted for admission
Score intervals | Men Verbal Number accepted | Men Verbal Per cent offered aid | Men Mathematical Number accepted | Men Mathematical Per cent offered aid
750-800 | 2 | 100% | 4 | 75%
700-749 | 14 | 93 | 23 | 87
650-699 | 33 | 85 | 42 | 60
600-649 | 34 | 56 | 28 | 50
550-599 | 40 | 28 | 29 | 34
500-549 | 22 | 27 | 19 | 42
450-499 | 2 | 100 | 1 | 100
400-449 | 0 | 0 | 1 | 0
Below 400 | 0 | 0 | 0 | 0
Not available | 0 | 0 | 0 | 0
Per cent accepted is the number of students in 100 who were accepted for admission, from among those students who applied for admission.
Number enrolled refers to those applicants who were accepted for admission and entered the college as freshmen.
Private school means any school not supported by taxes.
Residence of applicants for admission was purposely left undefined to make it easier for colleges to report from whatever records they had. The geographic areas named in the residence table, therefore, do not necessarily have the same boundaries in every profile.
Financial aid includes all scholarships, jobs, and loans that are administered by the college.
Aid applicants refers only to those applicants for financial aid who were accepted for admission by the college. Students who applied for financial aid but were not accepted for admission are not included in the profile figures for aid applicants.
Per cent offered aid is the number of students in 100 who were offered financial aid, from among those accepted students who applied for aid.
Family income means the net family income before taxes. It is the same amount as that entered in Item 18 of the Parents' Confidential Statement, provided by the College Scholarship Service.
Family incomes table. In 1963 the university offered financial aid to 60% of the 25 applicants whose net family incomes were between $9,000 and $10,999—the range that includes Carl's family's income. Scholarship grants to this group ranged in value from $220 to $1,200, while job and loan offers ranged from $75 to $400. These ranges show that many factors in the family's financial situation—such as the number of dependents, indebtedness, savings and other assets—were taken into account by the university in determining how much aid each applicant should receive.
Family incomes of aid applicants accepted for admission
Income level | Men Number accepted | Men Per cent offered aid | Range of offers Scholarship | Range of offers Job and loan
Below $3,000 | 3 | 67% | $1,250-1,800 | $410
3,000-4,999 | 8 | 50 | 1,100-1,750 | 370-475
5,000-6,999 | 20 | 80 | 700-1,800 | 230-400
7,000-8,999 | 23 | 70 | 400-1,500 | 210-480
9,000-10,999 | 25 | 60 | 220-1,200 | 75-400
11,000-12,999 | 33 | 55 | 180-650 | 60-450
13,000 or over | 35 | 26 | 100-300 | 50-480
What the financial aid tables show. If Carl were accepted for admission to Washington and Lee, and if the university judged that he needed financial aid, it appears probable that he would be offered an appropriate amount of aid in some form—scholarship, loan, job, or a combination of these—to enable him to attend.
Definition of profile terms
The following definitions were supplied to colleges that prepared profile statements:
Applicants for admission are students who submitted all necessary forms, information, and application fees. An admissions decision was made on each of them by the college.
Washington and Lee
University
Lexington, Virginia
Washington and Lee is an independent nonsectarian university for men with an undergraduate enrollment of approximately 1,075 students and an enrollment of 130 students in its School of Law. Of the 1,268 students who completed applications for the freshman class entering in September 1963, 626 were accepted and 339 enrolled. Of those who enrolled, 56% came from public high schools and 44% from private schools.
Washington and Lee seeks to have in its freshman class candidates of good character who will live successfully at a college that operates under one of the country's most distinguished honor systems; the system is completely controlled by the students. The college wishes entering freshmen to possess a high degree of maturity, high values, and a determination to excel in the academic climate they will find on the campus. In the admissions process we seek to measure candidates for evidence of a strong promise of success in a liberal arts college that offers a blend of humanistic and scientific curriculums, upper-class work in business administration and journalism, and programs preliminary to medicine, law, engineering, and the ministry.
There is no set formula for admission, but consideration is given to the caliber of work performed in the particular school the applicant has attended, the correlation between his rank in class and his College Board Scholastic Aptitude Test and Achievement Test scores (taken by January of the senior year), and information from the school concerning the candidate's personal qualities. The median SAT-verbal score of the freshmen who entered in September 1963 was 595, and the median SAT-mathematical score was 622.
In recent years approximately 7% of the entering freshman classes failed to qualify academically for the second year.
Washington and Lee hopes to enroll students who will take an interest in and contribute to campus life and extracurricular activities. One markedly successful extracurricular activity is an amateur athletic program that offers participants no financial rewards of any kind.
With a tradition going back more than 200 years and in a southern location, Washington and Lee enjoys a student body whose members come from all over the nation. This nearly unique national distribution has been achieved without imposing any geographical quotas.
Candidates' visits to the campus, arranged in advance, are cordially invited but are not required—particularly in view of the distance many applicants would have to travel.
Freshmen who have performed satisfactorily in college-level secondary school courses and on the College Board Advanced Placement Examinations may apply for both advanced placement in college courses and for credit toward graduation.
The final date for supplying a complete set of admissions credentials is February 15, although an earlier application is urged in the candidate's own interest. The majority of candi-
dates are notified of the actions taken on their applications by March 15. An early admissions decision plan is available for those students whose first choice of college is Washington and Lee University and whose school records through the junior year, including College Board test scores, are outstanding. Washington and Lee subscribes to the Candidates Reply Date Agreement.
Of the 24 graduates listed under "military service" in the accompanying postgraduate occupations table, 10 plan to take jobs when their military service is finished and 4 will go on to graduate schools.
Financial aid
Washington and Lee provides a broad program of financial aid to students; awards are based on an applicant's over-all record of achievement and his financial need. The Parents' Confidential Statement must be filed with the College Scholarship Service by January 23, and the personal application for aid must be filed with the university by February 1.
Financial assistance consists of scholarships, loans, and jobs, which may be awarded to an applicant separately or in some combination. Amounts of all awards are reviewed each year, and a student who is receiving help may expect it to continue as long as his academic record is satisfactory and his need continues.
During 1962-63 one-fifth of the student body was receiving financial aid. The increased use of existing loan funds has made it possible to assist financially almost all accepted students who clearly need help to attend the university.
Class rank in secondary schools of applicants for admission | Public schools (Men)
Class rank | 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
Private schools (Men)
Class rank | Number applied | Per cent accepted | Number enrolled
Top fifth | 118 | 74% | 38
Second fifth | 127 | 55 | 39
Third fifth | 143 | 45 | 41
Fourth fifth | 100 | 32 | 24
Bottom fifth | 95 | 10 | 8
Not available | 2 | 0 | 0
Total | | | 150
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
Principal postgraduate occupations of the class of 1962 | Occupation | Men
Graduate study | 79
Employment | 30
Military service | 24
Other and unknown | 100
Total | 233
Scholastic Aptitude Test scores of applicants for admission | Score intervals | Verbal Number applied | Verbal Per cent accepted | Verbal Number enrolled | Mathematical Number applied | Mathematical Per cent accepted | Mathematical 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
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
English Composition Test scores of applicants for admission | Score intervals | Number applied | Per cent accepted | 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
Class rank in secondary schools of aid applicants accepted for admission | Class rank | Number accepted | 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 scores of aid applicants accepted for admission | Score intervals | Verbal Number accepted | Verbal Per cent offered aid | Mathematical Number accepted | Mathematical Per cent offered aid
750-800 | 2 | 100% | 4 | 75%
700-749 | 14 | 93 | 23 | 87
650-699 | 33 | 85 | 42 | 60
600-649 | 34 | 56 | 28 | 50
550-599 | 40 | 28 | 29 | 34
500-549 | 22 | 27 | 19 | 42
450-499 | 2 | 100 | 1 | 100
400-449 | 0 | 0 | 1 | 0
Below 400 | 0 | 0 | 0 | 0
Not available | 0 | 0 | 0 | 0
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
Family incomes of aid applicants accepted for admission | Income level | Number accepted | Per cent offered aid | Range of offers Scholarship | Range of offers Job and loan
Below $3,000 | 3 | 67% | $1,250-1,800 | $410
3,000-4,999 | 8 | 50 | 1,100-1,750 | 370-475
5,000-6,999 | 20 | 80 | 700-1,800 | 230-400
7,000-8,999 | 23 | 70 | 400-1,500 | 210-480
9,000-10,999 | 25 | 60 | 220-1,200 | 75-400
11,000-12,999 | 33 | 55 | 180-650 | 60-450
13,000 or over | 35 | 26 | 100-300 | 50-480
274600
CONFERENCE FOR ADMINISTRATORS
The 1964 Advanced Placement Program conference for administra-
tors will be held June 25-27 at the University of Colorado in Boulder.
Its chairman will be Stephen A. Romine, dean of the university's
School of Education; all requests for information on this conference
should be addressed to him.
COLLEGE BOARD ceeb 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
March 1964 - Number 17
MEMBER SCHOOL NOMINEES CONSIDERED
Eighty-six secondary schools will be proposed for membership in the
College Board at the annual membership meeting in October.
The schools will be nominated by the committee on membership
from a pool of 2,757 applications. The pool was created by inviting
all schools with students who took College Board tests in 1962-63
to file applications which will be considered for selection in 1964,
1965, and 1966. The closing date for applications was January 15,
1964.
Schools nominated for membership this year will be notified in
late March.
Provisions for school membership call for three-year terms and
rotation of members to give as many schools as possible the op-
portunity to serve. In the selection system, representativeness is
first established according to the type of school, its geographic
region, size of the student body, and number of candidates taking
College Board examinations. Final selections are made at random
from within groupings of schools based upon these criteria.
ADVANCED PLACEMENT CONFERENCES JUNE 25-27
The annual Advanced Placement Program conferences for school
and college teachers and administrators this year will include the
following: biology, Carleton College, Professor Thurlo Thomas;
chemistry, Reed College, Dr. Donald T. Williams, assistant direc-
tor of admissions; English, Transylvania College, John F. Harrison,
chairman, department of English; foreign languages, Occidental
College, Gilman H. Alkire, instructor in Russian; history, Univer-
sity of Illinois, Professor Norman A. Graebner; mathematics,
University of Oklahoma, Professor John D. Hopperton; physics,
Case Institute of Technology, James R. Hooper, Jr., associate dean
of instruction.
Persons interested in attending a conference are asked to write
to its chairman for information about conference fees and other
details.
Among other actions taken at the December meeting, the Ad-
vanced Placement committee decided, on the basis of the final re-
port of a survey conducted last autumn, not to give further consid-
eration to adding Russian to the program at the present time.
COUNSELORS' PUBLICATIONS ANNOUNCED
The 1964 edition of the Manual of Freshman Class Profiles will be pub-
lished by the College Board in March.
The Manual, a source book of information for secondary school
guidance counselors, will contain descriptions of the characteristics
of the freshman class entering colleges in September 1963. It will
provide information on 351 College Board member colleges, an in-
crease of 101 over the previous edition. Unlike the three previous
editions, which were in loose-leaf binders, the 1964 Manual will be
a bound volume.
An announcement describing the Manual in detail will be sent to
schools and colleges. The price of the Manual will be $7 per copy.
Another publication to be available in March is the 1964-65
edition of Admissions Schedules of the Member Colleges. This booklet
will summarize in tabular form the admissions requirements of the
543 College Board member colleges for applicants who expect to
enter college as freshmen in September 1965. It indicates Board
test requirements, with the colleges' required, preferred, or ac-
ceptable testing dates. It also includes the closing date for applica-
tions and indicates whether the college subscribes to the Candidates
Reply Date Agreement. One copy will be sent free of charge to all
schools with students who take College Board tests. Additional
copies may be purchased for 50 cents each.
Copies of these publications may be ordered from: College
Entrance Examination Board, Box 592, Princeton, New Jersey
08540, or Box 1025, Berkeley, California 94701.
GUIDANCE CONFERENCE SET
A Work Conference on Guidance for School-College Transition will
be held from August 17-28, 1964, at Teachers College, Columbia
University, under the auspices of the College Board and the depart-
ment of guidance and student personnel administration at the col-
lege.
The conference is intended for prospective and experienced
school counselors who have completed their basic programs of pro-
fessional preparation but have not yet worked extensively in pre-
college guidance. The purpose of the conference is to assist school
counselors in understanding the scope and variety of higher educa-
tion; practices and trends in college admissions, placement, and
financial aid; and the role of the secondary school and counselor in
school-college transition. Professor Charles N. Morris of Teachers
College will head the conference staff. Enrollment will be limited.
The closing date for registrations is May 15, 1964. Persons inter-
ested in attending the conference may obtain further information from
Professor Morris, Department of Guidance and Student Personnel Ad-
ministration, Teachers College, Columbia University, New York, New
York 10027.
RICHARD PEARSON NAMED PRESIDENT
Richard Pearson, Acting President of the Board since November
1963, was elected President by the board of trustees at a special
meeting February 4 in New York City. Mr. Pearson had served as
Executive Vice President of the Board from November 1956 until
his appointment as Acting President. He was College Board pro-
gram director for Educational Testing Service from 1952 to 1956,
and previously was associated with the College Board and ETS in
both Princeton and Los Angeles.