AI English Translation, Pages 201-225
⟦WHAT IS⟧ ITS BACKGROUND?
The CPGA grew out of a discussion five years
ago of transcript problems among some
Georgia educators and staff members of Edu-
cational Testing Service. To try out the ideas
generated there, the "Georgia Plan" was cre-
ated and used experimentally by eleven schools
in that state. Sixty schools in Georgia, includ-
ing ten of the original eleven, now use the
"Georgia Plan" on a permanent basis.
The results of this tryout attracted such
interest nationally that the Ford Foundation
provided funds for further tryouts and im-
provements in 75 schools across seven states.
In its 1963 version, CPGA is being used, either
experimentally or operationally, by about 150
schools in fourteen states. The 1964 version
will be generally available.
WHAT HAS TO BE BOUGHT?
There are two things that have to be bought to
take advantage of the CPGA: (1) code sheets
to record student information, and (2) data
processing service resulting in computed CPGA
reports. The code sheets are purchased near
⟦the⟧ end of the school year. Computed reports
are invoiced early in the following school year.
Some other things may be bought. A com-
plete record-keeping system has been developed
as an accessory to the CPGA. This includes
student records folders, permanent records, and
report cards, all of which are coordinated with
the processing system.
4
WHAT DO SECONDARY SCHOOL
EDUCATORS THINK OF IT?
During the experimental phase of the CPGA
development, four times as many schools were
offered by their principals for demonstration
centers as were called for in the pilot project.
Only one school has been dropped from the
study at its own request.
Hundreds of school principals and coun-
selors have worked to develop the CPGA ideas.
Many of them have said that the project ex-
cites their imagination. Schools whose prin-
cipals have learned of CPGA have quickly laid
plans to use it at the earliest practicable date.
There are scores of prominent school prin-
cipals and counselors interested in sharing their
enthusiasm for CPGA with colleagues.
WHAT DO COLLEGES THINK OF IT?
Georgia colleges are unanimous in their sup-
port of the "Georgia Plan," and encourage
wide availability of computed student reports.
Ninety-seven of ninety-eight New England col-
leges surveyed reacted favorably to CPGA. Only
one institution entered a demurrer.
Fifty responses from college people in con-
nection with CPGA reports received from Mich-
igan high schools were favorable by better than
three to one. Most critical comments were on
matters of detail. A preponderance of favor-
able reaction also resulted from the Indiana
demonstration project.
Scores of college people on school-college
relations committees have worked along with
school people to bring about changes such as
those that characterize CPGA.
9
WHEN MAY SCHOOLS USE THE
CPGA?
Schools wishing to try the CPGA system may do
so starting in the spring of 1964. Code ma-
terials will be supplied in April. Posting from
existing records to code sheets may be done
on students just ending their junior year as
soon as their eleventh grade records are com-
plete.
Processing will then be done at ETS with
computed reports delivered back to the school
by September 1. During the academic year
1964-65, the school will then be able to use
CPGA reports instead of conventional tran-
scripts for its 1965 graduates.
If the trial by the school meets with success,
the school may arrange to use CPGA on an
operational basis for its 1966 graduates. Or, the
school can revert to its conventional method
of transcript preparation.
Arrangements for 1964 participation may be
made at any time between now and May 1964.
Schools wishing to participate should com-
municate with ETS as soon as possible.
Timetable for Participating Schools
April 1964 receive materials
June 1964 complete code sheets
July-August ETS processing
September 1964 receive computed
reports
Academic year use and evaluate
1964-65 computed reports
May 1965 retain one report as
permanent record
June 1965 phase into CPGA if
desired
10
WHAT ARE THE INGREDIENTS?
Putting the ideas of the CPGA into a workable
plan involves four basic ingredients: courage,
cooperation, leadership, and computers.
A special kind of courage is required to bring
about change in the habits of people. The
inertia built into any present way of doing
things, like keeping student records, opposes
any change with considerable force. Desirat
as a new technique may be, replacing older
methods with it calls for conviction and pro-
fessional "push."
A common language is realized by schools
working cooperatively to achieve it, each giv-
ing up a little of its own individuality in ter-
minology, forms and procedures to gain the
advantage of a language everyone will under-
stand. Cooperation has been essential also in
the design of a system that will make good
use of the computer facilities presently avail-
able to education.
Leadership is almost as important as cour-
age and cooperation. Among the school and
college people of an area there must be a few
leaders who will devote time and energy to
cooperative effort in the fostering of change.
Large computers that are available for high
volume school use during the summer—avail-
able through some central agency rather t⟦h⟧an
within each school district itself—are impor-
ant. Computers are available now at Educa-
tional Testing Service (ETS) for this purpose.
Large computers in state and regional educa-
tional data processing centers soon will have
similar capabilities.
Any school district or state that can bring
these four ingredients together in a program of
action can achieve a communications system
such as the CPGA.
3
⟦HOW⟧ DOES IT WORK?
The schools participating in CPGA agree upon
a standardized set of procedures and termin-
ology (common language) to describe each
youngster's progress through school: his
courses, the grades he earns, his honors and
awards, his extracurricular activities, his out-
of-school jobs, his interests, his test scores, his
⟦h⟧ealth and attendance records.
At the end of each academic year, the stu-
dent's record is coded onto a single cumulative
sheet that can be read at high speed by elec-
tronic equipment. During the summer follow-
ing the junior year, the sheets for the whole
class are sent off to a processing center where
the coded information about both students and
school is processed by computers.
When school opens in the fall, there are, on
the principal's desk, five copies of a compre-
hensive report for every senior class member.
The computers have at once transcribed the
raw information—finished rank-in-class calcu-
lations, computed averages, composites and
other useful summary figures—and printed it
all in a uniform style. This report, useful in
senior guidance, is kept up to date by hand
during the student's senior year. When a
transcript is needed for a college or employer,
⟦o⟧ne of the copies is annotated with personal
comments by the principal or counselor and
mailed off.
Thus, the CPGA report, expressed in a lan-
guage and form common to many schools,
communicates with fidelity everything about
the student the high school has to say to the
college admissions man or the employer who
needs to learn about his potential.
2
HOW DOES A SCHOOL GET
STARTED?
The best way to launch the CPGA idea in a
school or group of schools is to promote and
support a state-wide or region-wide cooperative
effort among schools to organize a communica-
tions system based on CPGA concepts and prin-
ciples. The prototype materials, forms, sys-
tems, and training aids are available for adop-
tion, adaptation, or as a point of departure for
any group of schools wishing to band together
and proceed on their own.
There is a second best, perhaps more im-
mediate, way to get started. It is possible for
a single school or school district simply to
adopt the forms and procedures of the national
project (the prototypes) and buy computer
service from the project office at ETS. Using
this alternative, the school, in effect, partici-
pates in the operating system with a general
group of schools until its own state or regional
system develops to a point at which it is ready
to proceed on its own.
WHAT ABOUT EXISTING RECORDS
PRACTICES IN SCHOOLS?
Any school with a student record system that
it prefers not to replace may simply add to its
present scheme the information processing
service of CPGA. With few, if any, exceptions,
schools with adequate student records will find
that the information called for in the process-
ing system will be readily available in file for
transcription into coded form.
11
WHAT'S IN IT FOR ETS?
⟦line⟧
There is, in this project, a prospect of satisfy-
ing the mandate in ETS's charter to seek a var-
iety of ways in which to serve American edu-
cation. Further, any system of communication
that extends and enriches the recorded aca-
demic picture of individual students will re-
lieve unwholesome pressures that have been
built up around the use of tests for selection,
placement, scholarship award, and admissions.
Anything that improves the usefulness of tests
is very much ETS's business.
For Educational Testing Service, then, the
CPGA project has been, and will continue to
be one of professional service and leadership.
If financial profit were a motive, the project
doors would have been quietly closed four
years ago.
HOW CAN I KEEP ABREAST OF
THIS DEVELOPMENT?
⟦line⟧
A first step is to obtain more detailed informa-
tion about the prototype program, what it
looks like, what it does, how it works. Details
are available on either the information process-
ing part or the records-keeping part of CPGA
or both.
A second step is to be included on the mail-
ing list to receive the CPGA Newsletter which
is issued four times a year.
Inquiries should be directed to:
WESLEY W. WALTON, DIRECTOR
DEVELOPMENTAL PROGRAMS
EDUCATIONAL TESTING SERVICE
PRINCETON, NEW JERSEY 08540
12
WHAT IS IT?
⟦line⟧
The Cooperative Plan for Guidance and Ad-
mission actually is two ideas: a common lan-
guage that high school and college educators
can use to communicate information about
students; and a method of summarizing, trans-
mitting, and increasing the usefulness of this
information.
These two ideas are being offered to edu⟦cators⟧
cators as a way of making student recor⟦ds⟧
more descriptive, comprehensive, and com-
parable from school to school. They have been
developed to make student records more mean-
ingful and useful to students, counselors, em-
ployers, college admissions and placement
officers. Moreover, the CPGA has uncovered
ways to reduce the paper work involved in
keeping student records.
In the CPGA system, computers are used to
analyze, summarize, and help educators in their
interpretation of the evidence that each stu-
dent's record contains.
In essence, the ideas embodied in the CPGA
constitute a recipe for higher fidelity in the
communication of information about students
—a flexible plan to bridge the gap in guidance
that exists during the student's transition from
high school to college or job. Its purpose is
toward clearer perceptions and insights abou⟦t⟧
students and their potential. It is an unpatent⟦ed⟧
plan which its originators hope all schools will
use and adapt to their own needs.
1
In the course of conversations
and correspondence pertaining to
the Cooperative Plan for Guid-
ance and Admission, certain
questions are asked again and
again. It seems fitting, therefore,
to describe the CPGA through
answers to a collection of these
frequently asked questions.
THE COOPERATIVE PLAN
FOR GUIDANCE AND ADMISSION
ETS EDUCATIONAL TESTING SERVICE
PRINCETON, NEW JERSEY
BERKELEY, CALIFORNIA
Copyright © 1963 by Educational Testing Service.
All rights reserved.
NATIONAL ADVISORY COMMITTEE
ARTHUR S. ADAMS, Chairman,
The Brookings Institution
JOHN G. AUGER
University of Colorado
THOMAS L. BROADBENT
University of Göttingen, Germany
ROGER DERTHICK
Henry Grady High School, Atlanta
DANIEL D. FEDER
San Francisco State College
THE RT. REV. MSGR.
FREDERICK G. HOCHWALT
National Catholic Educational Association
W. EARL HOLMAN
Jackson High School, Michigan
JOE JEFFERSON
Association of College Admissions Counselors
VICTOR B. JOHNSON
Florida State Department of Education
ROBERT KELLER
University of Minnesota
T. E. KELLOGG
University of Minnesota
GEORGE A. KRAMER
Rutgers University
JOSEPH C. McLAIN
Mamaroneck Senior High School, New York
J. FRED MURPHY
Broadripple High School, Indianapolis
RICHARD PEARSON
College Entrance Examination Board
CARL O. PEETS
Scarsdale High School, New York
CHARLES W. SANFORD
University of Illinois
JOHN SEXTON
Northeast High School, St. Petersburg
FRANK L. SIEVERS
U. S. Office of Education
ELLSWORTH TOMPKINS
National Association of Secondary
School Principals
CLYDE VROMAN
University of Michigan
ALVIN E. WESTGAARD
Milwaukee Public Schools
ERNEST WHITWORTH
University of Pennsylvania
HELEN WOOD
U. S. Department of Labor
20
QUESTIONS
ABOUT CPGA
QQ103P40 . 295750
THE COOPERATIVE PLAN
FOR GUIDANCE AND ADMISSION
Shamash Secondary Scho⟦ol⟧
New Alwiyah, Baghdad 990210
Baghdad, Iraq
FIRST CLASS
PERMIT NO. 8⟦0⟧
PRINCETON,
NEW JERSEY
BUSINESS REPLY CARD
NO POSTAGE STAMP NECESSARY IF MAILED IN THE U.S.
POSTAGE WILL BE PAID BY:
EDUCATIONAL TESTING SERVICE
PRINCETON, NEW JERSEY 08540
ATT: MR. STAMM
805-52
⟦line⟧
IBM F89584-0
INTEREST INVENTORY CARD
THE COOPERATIVE PLAN FOR GUIDANCE AND ADMISSION
Please complete this card and return.
CPGA
WITH RESPECT TO CPGA:
Do you wish to receive detailed information on: a. the data processing parts of CPGA?: YES □ NO □
b. the records keeping system of CPGA?: YES □ NO □
Do you wish to be placed on the mailing list to receive The CPGA Newsletter ?: YES □ NO □
WITH RESPECT TO YOUR SCHOOL:
What is your total high school enrollment? (9-12) ⟦line⟧:
What size was your 1963 graduating class? ⟦line⟧:
What percent of your graduates enter degree-granting institutions? ⟦line⟧:
What percent of your graduates enter other education beyond high school? ⟦line⟧:
COMMENTS::
Principal ⟦line⟧
"IMPROVING SCHOOL-COLLEGE COMMUNICATION OF STUDENT INFORMATION"
I.N. 295755
cpga
the cooperative plan
for guidance and admission
PRINCETON, NEW JERSEY 08540 - AREA CODE 609, WALNUT 1-9000
November 1963
ADVISORY COMMITTEE
Chairman
ARTHUR S. ADAMS
The Brookings Institution
JOHN G. AUGER
University of Colorado
THOMAS L. BROADBENT
University of Göttingen
Germany
ROGER DERTHICK
Henry Grady High School
Atlanta
DANIEL D. FEDER
San Francisco State College
RT. REV. MSGR. FREDERICK HOCHWALT
National Catholic
Educational Association
W. EARL HOLMAN
Jackson High School
Michigan
JOE JEFFERSON
Association of
College Admissions Counselors
VICTOR B. JOHNSON
Florida State Department
of Education
ROBERT J. KELLER
University of Minnesota
T. E. KELLOGG
University of Minnesota
GEORGE A. KRAMER
Rutgers University
JOSEPH C. MCLAIN
Mamaroneck Senior High School
New York
J. FRED MURPHY
Broadripple High School
Indianapolis
RICHARD PEARSON
College Entrance Examination Board
CARL O. PEETS
Scarsdale High School
New York
CHARLES W. SANFORD
University of Illinois
JOHN SEXTON
Northeast High School
St. Petersburg
FRANK L. SIEVERS
United States Office
of Education
ELLSWORTH TOMPKINS
National Association of
Secondary School Principals
CLYDE VROMAN
University of Michigan
ALVIN E. WESTGAARD
Milwaukee Public Schools
ERNEST WHITWORTH
University of Pennsylvania
HELEN WOOD
United States Department
of Labor
To High School Principals:
Five years ago a group of principals, superintendents,
counselors, and admissions officers, together with staff members
of Educational Testing Service, devised a plan for improving the
communication of student information between schools and coll⟦ege⟧s.
This plan called for a common language to be used by schools and
colleges in ⟦e⟧xchanging student information, and the use of
large-scale ⟦e⟧lectronic equipment to process this information.
Since that time, the plan, known as the Cooperative Plan for
Guidance and Admission (CPGA) has had extensive trials in 150
schools in 14 states with substantial support from the Ford
Foundation. Sufficient evidence is now available to assure that
CPGA is ready for use by all schools in the nation interested in
trying it.
Recently three hundred sixty leading educators representing
49 states attended regional conferences to review CPGA progress
and potential. Many reacted that CPGA is likely to be one of
the most significant developments in education in the decade of
the sixties.
The enclosed booklet, "20 Questions About CPGA," describes
the plan in concise form. It answers some of the most frequently
asked questi⟦on⟧s such as the cost to the school, the ways in which
the plan mak⟦es⟧ use of computers, how it can reduce time and money
involved in ⟦sch⟧ool paperwork, and how schools can arrange for
participation in CPGA during 1964. For your further information,
I am also enclosing lists of state steering committee members and
of schools whose records are being processed under CPGA.
I invite you to read the booklet and discuss it with your
counselor and superintendent. Your completion and return of
the enclosed card will assure that you receive further informa-
tion about CPGA as it becomes available. We shall be pleased to
discuss 1964 participation with you at your convenience.
Sincerely yours,
⟦Wesley W. Walton⟧
Wesley W. Walton, Director
Developmental Programs
WWW:as
Enclosures
EDUCATIONAL TESTING SERVICE • PRINCETON, NEW JERSEY • BERKELEY, CALIFORNIA
SCHOOLS PROCESSING UNDER CPGA
ARIZONA Camelback High School, Phoenix MICHIGAN (cont'd.)
Holbrook High School, Holbrook Oscoda High School, Oscoda
Pueblo High School, Tucson Saline High School, Saline
Safford High School, Safford St. Mary High School, Monroe
Window Rock High School, Fort Defiance Vicksburg High School, Vicksburg
Yuma Union High School, Yuma
MINNESOTA Alexander Ramsey High School, St. Paul
FLORIDA Booker High School, Sarasota Archbishop Murray Memorial High School, St. Paul
Dixie Hollins High School, St. Petersburg Centennial High School, Circle Pines
Jennings High School, Jennings Falls High School, International Falls
Madison High School, Madison Faribault High School, Faribault
Riverview High School, Sarasota Fridley High School, Fridley
Sarasota High School, Sarasota Marshall High School, Minneapolis
Taylor County High School, Perry Minnehaha Academy, Minneapolis
Venice High School, Venice Owatonna High School, Owatonna
Redwood Falls High School, Redwood Falls
GEORGIA Blakely High School, Blakely Rush City High School, Rush City
Central High School, Thomasville University High School, Minneapolis
Clay County High School, Fort Gaines
Henry Grady High School, Atlanta NEW JERSEY Bergenfield High School, Bergenfield
Marvin Pittman High School, Statesboro Northern Valley Regional High School, Demarest
Portal High School, Portal Northern Valley Regional High School, Old Tappan
Putnam County High School, Eatonton Saddle Brook High School, Saddle Brook
Southeast Bulloch High School, Brooklet Woodbridge Senior High School, Woodbridge
Statesboro High School, Statesboro
Stephens County High School, Eastanollee NEW MEXICO Central Consolidated High School, Kirtland
Talbot County High School, Talbotton Gallup-McKinley High School, Gallup
Toccoa High School, Toccoa
PENN- Our Lady of Mercy Academy, Pittsburgh
INDIANA A. J. Kent High School, Kentland SYLVANIA Mount Alvernia High School, Pittsburgh
Aurora High School, Aurora St. Basil High School, Pittsburgh
Decatur High School, Decatur St. Benedict Academy, Pittsburgh
Dyer Central High School, Dyer St. Francis Academy, Pittsburgh
Franklin Central High School, Acton St. Joseph High School, Natrona
Frankton High School, Frankton St. Thomas High School, Braddock
Honey Creek High School, Terre Haute Villa Maria High School, Villa Maria
Jackson Central High School, Arcadia Vincentian High School, Pittsburgh
Lebanon High School, Lebanon
Noblesville High School, Noblesville VERMONT Bellows Falls High School, Bellows Falls
Penn High School, Mishawaka Bennington High School, Bennington
River Forest High School, Hobart Bristol High School, Bristol
University High School, Bloomington Hartford Senior High School, White River Jct.
Middlebury Union High School, Middlebury
MICHIGAN Benton Harbor High School, Benton Harbor Peoples Academy, Morrisville
Big Rapids High School, Big Rapids Rice Memorial High School, Burlington
Detroit Country Day School, Detroit Rutland Senior High School, Rutland
East Grand Rapids High School, E. Grand Rapids Spaulding High School, Barre
Elkton-Pigeon-Bay Port High School, Pigeon St. Johnsbury Academy, St. Johnsbury
Kingsford High School, Kingsford Winooski High School, Winooski
Marian High School, Birmingham Woodstock Union High School, Woodstock
Marshall High School, Marshall
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 1963
Dear Sir:
Enclosed you will find a School Participation Form and a copy of the 1963-64
Guide to the Advanced Placement Program. The form is self-explanatory; the
Guide contains a concise description of the College Board's program for helping
high schools offer college-level courses to their best students.
I should like to call your attention to page 24 of the Guide, which carries a
summary of the procedure for administering the examinations. If your school
is planning to prepare any students for the examinations next May, we would
appreciate your filling out the form now and sending it to the Princeton address.
If the Advanced Placement Program has not yet been made available to
your students and you would like to know more about it, please feel free to call
on us for further information.
Sincerely yours,
⟦Jack N. Arbolino⟧
Jack N. Arbolino
⟦illegible⟧
CPGA STATE STEERING COMMITTEE MEMBERS
ARIZONA
Mr. L. C. Bernardoni
Dept. of Pub. Inst., Phoenix
Mr. Van D. Clark
Camelback High School, Phoenix
Mr. John Curtain
Ariz. State Employ. Ser., Phoenix
Mr. Paul Danielson
Univ. of Arizona, Tucson
Mr. Ray J. Davis
Scottsdale Pub. Schools, Phoenix
Dr. Sandford S. Davis
Dept. of Ed. Psy., State U., Tempe
Mr. W. W. "Skipper" Dick
Dept. of Pub. Inst., Phoenix
Dr. G. Gordon Ellis
Phoenix Union High School, Phoenix
Mr. James E. Gibson
Univ. of Arizona, Tucson
Dr. Muriel N. Gurr
State Dept. of Pub. Inst., Phoenix
Mr. A. M. Gustafson
Alice Vail Jr. High School, Tucson
Dr. ⟦illegible⟧ Kelly
Sperry Phoenix Company, Phoenix
Mr. T. C. McCulluh
Window Rock High School, Ft. Defiance
Dr. G. B. Merritt
Univ. of Arizona, Tucson
Mr. Ross A. Owens
Arizona State University, Tempe
Dr. Keith Perkins
Child Study Service, Phoenix
Dr. John Prince
St. Bd. of Dir. for Jr. Colls., Phoenix
Mr. Merrills Smith
Mesa High School, Mesa
Mr. Alfred Thomas, Jr.
Arizona State University, Tempe
FLORIDA
Miss Dixie J. Allen
University of Florida, Gainesville
Mrs. Marianna Bailey
Boca Ciega High School, St. Petersburg
Dr. William A. Bost
County Bd. of Pub. Inst., Sarasota
Mr. Paul Fitzgerald
Pinellas Co. Coord. Guid., Clearwater
Dr. Joe Fordyce
Central Florida Jr. College, Ocala
Miss Margaret Gilkey
Dade Co. Pub. Schools, Miami
Dr. Blanche Hardy
N. Florida Jr. College, Madison
Dr. Richard Johnson
University of Florida, Gainesville
Dr. Victor B. Johnson
State Dept. of Ed., Tallahassee
Mr. Elton Jones
Ocala High School, Ocala
Dr. Culbraith Melton
University of Florida, Gainesville
Miss Dicksie P. Mitchell
Guid. & Test. Coor. Hillsborough Co., Tampa
Mr. Paul Parker
Stetson University, DeLand
Mr. Gordon Parlette
Dade Jr. College, Miami
Mr. John Sexton
Northeast High School, St. Petersburg
Mr. Robert W. Sims
St. Dept. of Ed., Tallahassee
Mrs. Adelaide Snyder
Florida Atlantic U., Boca Raton
Dr. Frank H. Spain, Jr.
Univ. of S. Florida, Tampa
Mrs. Naomi Stevens
Gainesville High School, Gainsville
Dr. Howard Stoker
Florida State U., Tallahassee
Dr. Beverly Swan
State Dept. of Ed., Tallahassee
Mr. Richard H. Whitehead
University of Florida, Gainesville
Dr. Russell Wiley
Supt. of Pub. Inst., Sarasota
INDIANA
Mr. Max Beigh
Anderson High School, Anderson
Mr. Frank Blanning
Hanover College, Hanover
Mr. Paul Bowman
Manchester College, N. Manchester
Mr. Deane Dorwin
Decatur High School, Decatur
Dean Alice Eagle
N. Central High School, Indianapolis
Mrs. Josephine Ferguson
Valparaiso University, Valparaiso
Mr. Donald Fleener
Indiana Central College, Indianapolis
Mr. Melvin Harrison
Columbus High School, Columbus
Dr. Jean Harvey
Purdue University, Lafayette
Mr. John Klem
Ball State College, Muncie
Mr. Alexander Moore
Crispus Attucks High School
Indianapolis
Mr. E. Sterl Phinney
Taylor University, Upland
Mr. Harland White
Purdue University, Lafayette
Mrs. Victoria Young
North Side High School
Fort Wayne
Mr. Glenn Updike
Elkhart High School, Elkhart
MICHIGAN
Sister Mary Acquin
Marian High School, Birmingham
Mr. James Alexander
Oscoda High School, Oscoda
Mr. Horace J. Allen
Vicksburg High School, Vicksburg
Sister Mary Ambrose
Marian High School, Birmingham
Dr. Russell Baker
E. Grand Rapids High Sch., E. Grand Rapids
Mr. Austin J. Buchanan
Central Michigan Univ., Mt. Pleasant
Miss Mary Cowles
Big Rapids High School, Big Rapids
Mr. William Finni
Mich. State University, E. Lansing
Mr. Arthur Fiorazo
Kingsford High School, Kingsford
Mr. Wellington Grimes
Grosse Pointe High School, Grosse Pointe
Mr. Roland J. Lehker
University of Michigan, Ann Arbor
Mr. John McDonald
Vicksburg High School, Vicksburg
Mr. Keith McTaggart
E. Grand Rapids High School, E. Grand Rapids
Mr. Clayton J. Maus
Western Michigan University, Kalamazoo
Mr. Dominick Pellegreno
Saline High School, Saline
Miss Margaret Postmus
E. Grand Rapids High School, E. Grand Rapids
Mr. Edward Rose
Marshall High School, Marshall
Mr. Michael Rotunno
Saline High School, Saline
Dr. Wm. Snelling
Detroit Country Day School
Birmingham
Mr. Albert Treado
Kingsford High School, Kingsford
Sister Ann Virginia
St. Mary High School, Monroe
Dr. Clyde Vroman
University of Michigan, Ann Arbor
MINNESOTA
Mr. Loren Benson
Hopkins Senior High School, Hopkins
Miss Marie Corrigan
College of St. Catherine, St. Paul
Mr. Raynold Erickson
State Department of Ed., St. Paul
Mr. Meredith Freeman
Mankato State College, Mankato
Dr. Robert J. Keller
University of Minnesota
Minneapolis
Dr. Theodore Kellogg
University of Minnesota
Minneapolis
Prof. John Merwin
University of Minnesota
Minneapolis
Mr. Russell J. R. McElhinney
Albert Lea Senior High School
Albert Lea
Dr. Martin Snoke
University of Minnesota
Minneapolis
VERMONT
Rev. Raymond Adams
Rice Memorial High School
Burlington
Dr. Max Barrows
St. Dept. of Ed., Montpelier
Mr. James F. Cawley
St. Dept. of Ed., Montpelier
Mr. Harold Collins
University of Vermont, Burlington
Mr. James Gilbert
Castleton State College, Castleton
Mr. L. Russell Heath
Springfield High School
Springfield
Mr. W. Neal Hoadley
Bristol High School, Bristol
Mr. Edward Miller
Rutland High School, Rutland
Mr. Jonothan Osborn
Peoples Academy, Morrisville
Mr. Robert Pierce
Northfield High School, Northfield
Mr. Harold Rising
Hartford High School
White River Junction
Miss Barbara Wells
Middlebury College, Middlebury
ADVANCED PLACEMENT EXAMINATIONS, 1963-64
SCHOOL PARTICIPATION FORM
⟦line⟧
Schools planning to administer Advanced Placement
Examinations to their students in May 1964 are asked
to indicate their desire to do so and to designate an
Advanced Placement Examinations Coordinator on
this form. Schools that do not plan to administer the
examinations should not return the form.
The Coordinator will be responsible for making all
necessary arrangements for giving the examinations.
Upon return of this form, the Coordinator will be sent
two copies of Information for Coordinators. This booklet
is intended to assist the Coordinator by providing him
with the examination schedule and detailed informa-
tion about the registration of candidates, ordering
copies of Bulletin for Students, the collection of fees,
and other arrangements for the examinations. No ad-
ditional order need be placed by the school to receive
Information for Coordinators.
Please complete this form and return not later
than December 6, 1963, to:
College Board Advanced Placement Examinations
Box 592
Princeton, New Jersey 08540
The Coordinator for this school's Advanced Placement Examinations is (please type or print)::
Mr.
Mrs.
Miss:
Title:
Principal's signature:
Shamash Secondary School
New Alwiyah, Baghdad 990210
Baghdad, Iraq
COLLEGE ENTRANCE EXAMINATION BOARD
Box 592, Princeton, New Jersey 08540
Box 1025, Berkeley, California 94701
September 1963
Memorandum for Schools and Colleges
Subject: The 1964 College Board Supplementary Achievement Tests
During the 1963-64 academic year, the College Board again will offer its Supplementary Achievement Tests Program to schools for administration to interested students. Thirty-minute Listening Comprehension Tests in French, German, Italian, Russian, and Spanish, and ninety-minute Achievement Tests in Greek and Italian will be offered.
Schools that prepare students in these subject-matter areas may arrange with Educational Testing Service (ETS), which conducts the program for the College Board, to administer any or all of these tests to their students on Tuesday, February 4, 1964.
The tests are administered by the school, at the school. Answer sheets and books will be returned to ETS for scoring. Score reports will be issued in March. The College Board pays all costs for shipment of test materials but cannot provide supervisory honoraria for the Supplementary Achievement Tests.
Eligibility
Any student registered or planning to register for an administration of the College Board's Achievement Tests, given this academic year on December 7, January 11, March 7, May 2, and July 8, is eligible to take one or more of the Supplementary Achievement Tests. There is no additional fee. Students themselves should not apply to the College Board or ETS to take a Supplementary Achievement Test. A test order blank will be sent in late November to schools that fill out and submit the enclosed preliminary estimate form. On the test order blank, schools will be asked to certify that all students for whom Supplementary Achievement Tests are being ordered have given assurance that they have registered, or expect to register, for an administration of College Board Achievement Tests on one of the above dates.
Listening Comprehension Tests:
French, German, Italian, Russian, and Spanish
The aim of these five tests is to give certain candidates an additional opportunity to demonstrate their proficiency in a foreign language. Colleges may request candidates to take one of these tests provided their schools can make the necessary arrangements. It is not expected, however, that colleges will make any of the supplementary tests prerequisites for admission inasmuch as they are not available at College Board test centers.
Students are advised to take one of the Listening Comprehension Tests only if they have taken or plan to take the Achievement Test in that language on one of the five test administration dates specified above. The Russian Achievement Test will be offered at College Board test centers in January only. Since the Italian Achievement Test and the Italian Listening Comprehension Test are available only in the Supplementary Achievement Tests Program, a student who wishes to take both tests will have to take them on the same day. He may, of course, elect to take only the Achievement Test.
The five Listening Comprehension Tests require tape-playing facilities. No script will be provided. Only tapes recorded at 7 1/2 inches-per-second will be supplied. If a school without tape-playing facilities wishes to administer the tests, the necessary equipment can often be rented locally at nominal cost. Rental arrangements and costs are the responsibility of the individual school.
All the Listening Comprehension Tests except Italian are reported on the customary 200-800 College Board score scale. A percentile rank table will be supplied with score reports for the Listening Comprehension Test in Italian since it is not included in the 1963-64 editions of College Board Score Reports: A Guide for Counselors or College Board Score Reports: A Guide for Admissions Officers. Scores for the Italian Listening Comprehension Test will be reported on a one-digit score scale.
Achievement Tests: Greek and Italian
The Greek and Italian Achievement Tests are each prepared and scored by a single well-qualified examiner. They are offered only in the Supplementary Achievement Test Program. Since each test requires 90 minutes of uninterrupted working time, schools may wish to give them outside the usual class period. The College Board recommends that schools should further arrange to administer the Italian Achievement Test before the Italian Listening Comprehension Test for students who plan to take both tests. Otherwise, there are no special administrative requirements for the Greek and Italian tests. Booklets for recording answers will be provided as part of the test materials.
Because of the relatively small number of candidates anticipated for the two tests and the inclusion of free-response materials in each, the test scores will be reported on a different and simpler score scale than the 200-800
College Board scale. Interpretive material for these tests
will be supplied with the score reports, since it is not
provided in the score interpretation publications.
Descriptive Materials
A description of the seven Supplementary Achievement
Tests will be found in a new booklet, A Description of the
College Board Supplementary Achievement Tests, a copy
of which has already been sent to all schools whose
students took College Board Admissions Tests last year.
An additional supply may be ordered without cost if
needed.
The booklet is intended to give both students and
teachers information about the nature of the tests, the
types of questions used, and the abilities and skills they
measure. It contains sample questions for each of the
seven tests. A demonstration tape for use with the sample
questions of listening comprehension is available to
secondary schools participating in the Supplementary
Achievement Tests Program. A copy of the tape will be
sent to these schools upon request and without charge.
(The tape is approximately one hour in length and is
recorded at 3¾ inches-per-second rather than the 7½
inches-per-second speed of the tapes used in the February
test administration.)
Test Security
It is essential that the same security measures applied to
admissions tests at College Board test centers be en-
forced by schools ordering these supplementary tests.
Until the time of administration, the tests must be kept
under lock in a place to which not more than a few
authorized persons have access. No copy whatever is to
be made of any portion of the taped or printed test
materials.
Test content, whether in a tape recording or test
booklet, can be disclosed only to the students themselves
in the course of taking the tests, and all test materials
must be returned immediately after the test administra-
tion in accordance with Educational Testing Service's
instructions. To avoid any possible breach of security,
each test should be administered at only one time on
Tuesday, February 4.
Test Supervision
The Board hopes to achieve in the administration of the
Supplementary Achievement Tests the same conditions
of uniformly fair, standardized testing that exist at
regular College Board centers. One condition at regular
centers is that only candidates may see the tests. To
achieve this in the case of the Listening Comprehension
Tests, it is necessary to stipulate that teachers not serve
as supervisors or proctors of tests in the languages they
teach, since this of necessity would give them a full
knowledge of test content. The Board asks, therefore,
that the tests be administered by the principal or guid-
ance counselor, or by a teacher of some subject other
than the one being tested. The tapes, and instructions
for their checking and use, have been prepared so as not
to require a knowledge of the languages involved.
Preliminary Estimate of Numbers of
Tests Needed
To help us determine printing quantities for the various
tests, schools are asked now to estimate as closely as
possible the number of students expected to take each
test. Although copies of this memorandum are being sent
to the school principal, the guidance director and the
chairman of the foreign language department, the College
Board asks that either the principal or the guidance
director handle preliminary arrangements and adminis-
tration of the tests. The enclosed preliminary estimate
form, however, should be signed only by the principal.
In arriving at estimates of how many students are
anticipated for each Supplementary Achievement Test,
the principal or guidance director is asked to coordinate
with the chairman of the foreign language department
to avoid submission of duplicate estimates. Confirmation
of these estimates will be requested through the official
test order blank, which will be mailed to the schools in
late November. Preliminary estimate forms should be
received in the Princeton or Berkeley Office of ETS,
whichever the school customarily deals with, by October
21 at the latest. Only schools that submit an estimate
form will automatically receive a test order blank later
this fall.
Inquiries and Correspondence
Any inquiries or correspondence about the Supplemen-
tary Achievement Tests should be addressed to:
College Board Supplementary Achievement Tests
Box 592, Princeton, New Jersey 08540
or
Box 1025, Berkeley, California 94701
COLLEGE ENTRANCE EXAMINATION BOARD
COLLEGE ENTRANCE EXAMINATION BOARD
Box 592, Princeton, New Jersey 08540
Box 1025, Berkeley, California 94701
To: School Principals
Subject: The 1963-64 Supplementary Achievement Tests Program (February 4, 1964)
This program, described fully in the enclosed announcement, enables the College
Board in cooperation with schools to administer Listening Comprehension Tests
in French, German, Italian, Russian, and Spanish to students who wish to take
these tests in conjunction with the Achievement Tests series of the Board's Admis-
sions Testing Program. It also provides the only opportunity for students to take
College Board Achievement Tests in Greek and Italian.
Two extra copies of the program announcement are enclosed for circulation
among your foreign language teachers and guidance staff. If, after consultation
with these members of your staff, you decide to administer one or more of these
tests, please complete and sign the Preliminary Estimate Form on the reverse side
and mail it to the appropriate address. This will insure your receipt of an order
blank in time for you to order, receive, and administer the tests.
Should you wish to receive a copy of the sample tape prepared for use with the
booklet, A Description of the College Board Supplementary Achievement Tests,
please check the appropriate box on the reverse side.
Thank you for your cooperation.
COLLEGE ENTRANCE EXAMINATION BOARD
This preliminary estimate form must be received no later
than October 21, 1963
Supplementary Achievement Tests Preliminary Estimate Form
College Board Supplementary Achievement Tests Program
Box 592, Princeton, New Jersey 08540
or
Box 1025, Berkeley, California 94701
DATE:
SCHOOL:
STREET:
CITY:
STATE:
We expect to administer the following tests to the indicated numbers of our
students on Tuesday, February 4, 1964, and would like to receive a test order
blank in late November.
NAME OF TEST | ESTIMATED NUMBER OF CANDIDATES
French Listening Comprehension Test ⟦line⟧ |
German Listening Comprehension Test ⟦line⟧ |
Italian Listening Comprehension Test ⟦line⟧ |
Russian Listening Comprehension Test ⟦line⟧ |
Spanish Listening Comprehension Test ⟦line⟧ |
Greek Achievement Test ⟦line⟧ |
Italian Achievement Test ⟦line⟧ |
As a participating school, we do ☐, do not ☐ desire to receive a copy of the sample
Listening Comprehension Tests tape.
(Note: This Preliminary Estimate Form is not an order form for Supplementary
Achievement Tests. It is only an estimate of the number of students you think
you will test in February. The actual test order blank will be sent to you late in
November only if you have filled out and returned this form.)
SIGNATURE OF PRINCIPAL
NAME & TITLE (PLEASE PRINT OR TYPE):
SCHOOL:
STREET:
CITY & STATE:
ZIP CODE:
The address slip at the left will be
used to mail your test order blank.
Please fill it out completely. The
Principal may designate the Guid-
ance Director to receive the test
order blank, if desired.
COLLEGE ENTRANCE EXAMINATION BOARD
Box 592, Princeton, New Jersey 08540
Box 1025, Berkeley, California 94701
September 1963
Memorandum for Schools and Colleges
Subject: The 1964 College Board Supplementary Achievement Tests
During the 1963-64 academic year, the College Board
again will offer its Supplementary Achievement Tests
Program to schools for administration to interested
students. Thirty-minute Listening Comprehension Tests
in French, German, Italian, Russian, and Spanish, and
ninety-minute Achievement Tests in Greek and Italian
will be offered.
Schools that prepare students in these subject-matter
areas may arrange with Educational Testing Service
(ETS), which conducts the program for the College Board,
to administer any or all of these tests to their students on
Tuesday, February 4, 1964.
The tests are administered by the school, at the school.
Answer sheets and books will be returned to ETS for
scoring. Score reports will be issued in March. The
College Board pays all costs for shipment of test mate-
rials but cannot provide supervisory honoraria for the
Supplementary Achievement Tests.
Eligibility
Any student registered or planning to register for an
administration of the College Board's Achievement
Tests, given this academic year on December 7, January
11, March 7, May 2, and July 8, is eligible to take one or
more of the Supplementary Achievement Tests. There is
no additional fee. Students themselves should not apply
to the College Board or ETS to take a Supplementary
Achievement Test. A test order blank will be sent in late
November to schools that fill out and submit the en-
closed preliminary estimate form. On the test order
blank, schools will be asked to certify that all students
for whom Supplementary Achievement Tests are being
ordered have given assurance that they have registered,
or expect to register, for an administration of College
Board Achievement Tests on one of the above dates.
Listening Comprehension Tests:
French, German, Italian, Russian, and Spanish
The aim of these five tests is to give certain candidates
an additional opportunity to demonstrate their profi-
ciency in a foreign language. Colleges may request
candidates to take one of these tests provided their
schools can make the necessary arrangements. It is not
expected, however, that colleges will make any of the
supplementary tests prerequisites for admission inasmuch
as they are not available at College Board test centers.
Students are advised to take one of the Listening
Comprehension Tests only if they have taken or plan to
take the Achievement Test in that language on one of
the five test administration dates specified above. The
Russian Achievement Test will be offered at College
Board test centers in January only. Since the Italian
Achievement Test and the Italian Listening Comprehen-
sion Test are available only in the Supplementary
Achievement Tests Program, a student who wishes to
take both tests will have to take them on the same day.
He may, of course, elect to take only the Achievement
Test.
The five Listening Comprehension Tests require tape-
playing facilities. No script will be provided. Only tapes
recorded at 7½ inches-per-second will be supplied. If a
school without tape-playing facilities wishes to administer
the tests, the necessary equipment can often be rented
locally at nominal cost. Rental arrangements and costs
are the responsibility of the individual school.
All the Listening Comprehension Tests except Italian
are reported on the customary 200-800 College Board
score scale. A percentile rank table will be supplied with
score reports for the Listening Comprehension Test in
Italian since it is not included in the 1963-64 editions of
College Board Score Reports: A Guide for Counselors or
College Board Score Reports: A Guide for Admissions
Officers. Scores for the Italian Listening Comprehension
Test will be reported on a one-digit score scale.
Achievement Tests: Greek and Italian
The Greek and Italian Achievement Tests are each pre-
pared and scored by a single well-qualified examiner.
They are offered only in the Supplementary Achievement
Test Program. Since each test requires 90 minutes of
uninterrupted working time, schools may wish to give
them outside the usual class period. The College Board
recommends that schools should further arrange to
administer the Italian Achievement Test before the
Italian Listening Comprehension Test for students who
plan to take both tests. Otherwise, there are no special
administrative requirements for the Greek and Italian
tests. Booklets for recording answers will be provided as
part of the test materials.
Because of the relatively small number of candidates
anticipated for the two tests and the inclusion of free-
response materials in each, the test scores will be reported
on a different and simpler score scale than the 200-800
College Board scale. Interpretive material for these tests
will be supplied with the score reports, since it is not
provided in the score interpretation publications.
Descriptive Materials
A description of the seven Supplementary Achievement
Tests will be found in a new booklet, A Description of the
College Board Supplementary Achievement Tests, a copy
of which has already been sent to all schools whose
students took College Board Admissions Tests last year.
An additional supply may be ordered without cost if
needed.
The booklet is intended to give both students and
teachers information about the nature of the tests, the
types of questions used, and the abilities and skills they
measure. It contains sample questions for each of the
seven tests. A demonstration tape for use with the sample
questions of listening comprehension is available to
secondary schools participating in the Supplementary
Achievement Tests Program. A copy of the tape will be
sent to these schools upon request and without charge.
(The tape is approximately one hour in length and is
recorded at 3¾ inches-per-second rather than the 7½
inches-per-second speed of the tapes used in the February
test administration.)
Test Security
It is essential that the same security measures applied to
admissions tests at College Board test centers be en-
forced by schools ordering these supplementary tests.
Until the time of administration, the tests must be kept
under lock in a place to which not more than a few
authorized persons have access. No copy whatever is to
be made of any portion of the taped or printed test
materials.
Test content, whether in a tape recording or test
booklet, can be disclosed only to the students themselves
in the course of taking the tests, and all test materials
must be returned immediately after the test administra-
tion in accordance with Educational Testing Service’s
instructions. To avoid any possible breach of security,
each test should be administered at only one time on
Tuesday, February 4.
Test Supervision
The Board hopes to achieve in the administration of the
Supplementary Achievement Tests the same conditions
of uniformly fair, standardized testing that exist at
regular College Board centers. One condition at regular
centers is that only candidates may see the tests. To
achieve this in the case of the Listening Comprehension
Tests, it is necessary to stipulate that teachers not serve
as supervisors or proctors of tests in the languages they
teach, since this of necessity would give them a full
knowledge of test content. The Board asks, therefore,
that the tests be administered by the principal or guid-
ance counselor, or by a teacher of some subject other
than the one being tested. The tapes, and instructions
for their checking and use, have been prepared so as not
to require a knowledge of the languages involved.
Preliminary Estimate of Numbers of
Tests Needed
To help us determine printing quantities for the various
tests, schools are asked now to estimate as closely as
possible the number of students expected to take each
test. Although copies of this memorandum are being sent
to the school principal, the guidance director and the
chairman of the foreign language department, the College
Board asks that either the principal or the guidance
director handle preliminary arrangements and adminis-
tration of the tests. The enclosed preliminary estimate
form, however, should be signed only by the principal.
In arriving at estimates of how many students are
anticipated for each Supplementary Achievement Test,
the principal or guidance director is asked to coordinate
with the chairman of the foreign language department
to avoid submission of duplicate estimates. Confirmation
of these estimates will be requested through the official
test order blank, which will be mailed to the schools in
late November. Preliminary estimate forms should be
received in the Princeton or Berkeley Office of ETS,
whichever the school customarily deals with, by October
21 at the latest. Only schools that submit an estimate
form will automatically receive a test order blank later
this fall.
Inquiries and Correspondence
Any inquiries or correspondence about the Supplemen-
tary Achievement Tests should be addressed to:
College Board Supplementary Achievement Tests
Box 592, Princeton, New Jersey 08540
or
Box 1025, Berkeley, California 94701
COLLEGE ENTRANCE EXAMINATION BOARD
COLLEGE ENTRANCE EXAMINATION BOARD
Box 592, Princeton, New Jersey 08540
Box 1025, Berkeley, California 94701
September 1963
Memorandum for Schools and Colleges
Subject: The 1964 College Board Supplementary Achievement Tests
During the 1963-64 academic year, the College Board again will offer its Supplementary Achievement Tests Program to schools for administration to interested students. Thirty-minute Listening Comprehension Tests in French, German, Italian, Russian, and Spanish, and ninety-minute Achievement Tests in Greek and Italian will be offered.
Schools that prepare students in these subject-matter areas may arrange with Educational Testing Service (ETS), which conducts the program for the College Board, to administer any or all of these tests to their students on Tuesday, February 4, 1964.
The tests are administered by the school, at the school. Answer sheets and books will be returned to ETS for scoring. Score reports will be issued in March. The College Board pays all costs for shipment of test materials but cannot provide supervisory honoraria for the Supplementary Achievement Tests.
Students are advised to take one of the Listening Comprehension Tests only if they have taken or plan to take the Achievement Test in that language on one of the five test administration dates specified above. The Russian Achievement Test will be offered at College Board test centers in January only. Since the Italian Achievement Test and the Italian Listening Comprehension Test are available only in the Supplementary Achievement Tests Program, a student who wishes to take both tests will have to take them on the same day. He may, of course, elect to take only the Achievement Test.
The five Listening Comprehension Tests require tape-playing facilities. No script will be provided. Only tapes recorded at 7 1/2 inches-per-second will be supplied. If a school without tape-playing facilities wishes to administer the tests, the necessary equipment can often be rented locally at nominal cost. Rental arrangements and costs are the responsibility of the individual school.
Eligibility
Any student registered or planning to register for an administration of the College Board's Achievement Tests, given this academic year on December 7, January 11, March 7, May 2, and July 8, is eligible to take one or more of the Supplementary Achievement Tests. There is no additional fee. Students themselves should not apply to the College Board or ETS to take a Supplementary Achievement Test. A test order blank will be sent in late November to schools that fill out and submit the enclosed preliminary estimate form. On the test order blank, schools will be asked to certify that all students for whom Supplementary Achievement Tests are being ordered have given assurance that they have registered, or expect to register, for an administration of College Board Achievement Tests on one of the above dates.
All the Listening Comprehension Tests except Italian are reported on the customary 200-800 College Board score scale. A percentile rank table will be supplied with score reports for the Listening Comprehension Test in Italian since it is not included in the 1963-64 editions of College Board Score Reports: A Guide for Counselors or College Board Score Reports: A Guide for Admissions Officers. Scores for the Italian Listening Comprehension Test will be reported on a one-digit score scale.
Listening Comprehension Tests:
French, German, Italian, Russian, and Spanish
The aim of these five tests is to give certain candidates an additional opportunity to demonstrate their proficiency in a foreign language. Colleges may request candidates to take one of these tests provided their schools can make the necessary arrangements. It is not expected, however, that colleges will make any of the supplementary tests prerequisites for admission inasmuch as they are not available at College Board test centers.
Achievement Tests: Greek and Italian
The Greek and Italian Achievement Tests are each prepared and scored by a single well-qualified examiner. They are offered only in the Supplementary Achievement Test Program. Since each test requires 90 minutes of uninterrupted working time, schools may wish to give them outside the usual class period. The College Board recommends that schools should further arrange to administer the Italian Achievement Test before the Italian Listening Comprehension Test for students who plan to take both tests. Otherwise, there are no special administrative requirements for the Greek and Italian tests. Booklets for recording answers will be provided as part of the test materials.
Because of the relatively small number of candidates anticipated for the two tests and the inclusion of free-response materials in each, the test scores will be reported on a different and simpler score scale than the 200-800
College Board scale. Interpretive material for these tests
will be supplied with the score reports, since it is not
provided in the score interpretation publications.
Descriptive Materials
A description of the seven Supplementary Achievement
Tests will be found in a new booklet, A Description of the
College Board Supplementary Achievement Tests, a copy
of which has already been sent to all schools whose
students took College Board Admissions Tests last year.
An additional supply may be ordered without cost if
needed.
The booklet is intended to give both students and
teachers information about the nature of the tests, the
types of questions used, and the abilities and skills they
measure. It contains sample questions for each of the
seven tests. A demonstration tape for use with the sample
questions of listening comprehension is available to
secondary schools participating in the Supplementary
Achievement Tests Program. A copy of the tape will be
sent to these schools upon request and without charge.
(The tape is approximately one hour in length and is
recorded at 3¾ inches-per-second rather than the 7½
inches-per-second speed of the tapes used in the February
test administration.)
Test Security
It is essential that the same security measures applied to
admissions tests at College Board test centers be en-
forced by schools ordering these supplementary tests.
Until the time of administration, the tests must be kept
under lock in a place to which not more than a few
authorized persons have access. No copy whatever is to
be made of any portion of the taped or printed test
materials.
Test content, whether in a tape recording or test
booklet, can be disclosed only to the students themselves
in the course of taking the tests, and all test materials
must be returned immediately after the test administra-
tion in accordance with Educational Testing Service's
instructions. To avoid any possible breach of security,
each test should be administered at only one time on
Tuesday, February 4.
Test Supervision
The Board hopes to achieve in the administration of the
Supplementary Achievement Tests the same conditions
of uniformly fair, standardized testing that exist at
regular College Board centers. One condition at regular
centers is that only candidates may see the tests. To
achieve this in the case of the Listening Comprehension
Tests, it is necessary to stipulate that teachers not serve
as supervisors or proctors of tests in the languages they
teach, since this of necessity would give them a full
knowledge of test content. The Board asks, therefore,
that the tests be administered by the principal or guid-
ance counselor, or by a teacher of some subject other
than the one being tested. The tapes, and instructions
for their checking and use, have been prepared so as not
to require a knowledge of the languages involved.
Preliminary Estimate of Numbers of
Tests Needed
To help us determine printing quantities for the various
tests, schools are asked now to estimate as closely as
possible the number of students expected to take each
test. Although copies of this memorandum are being sent
to the school principal, the guidance director and the
chairman of the foreign language department, the College
Board asks that either the principal or the guidance
director handle preliminary arrangements and adminis-
tration of the tests. The enclosed preliminary estimate
form, however, should be signed only by the principal.
In arriving at estimates of how many students are
anticipated for each Supplementary Achievement Test,
the principal or guidance director is asked to coordinate
with the chairman of the foreign language department
to avoid submission of duplicate estimates. Confirmation
of these estimates will be requested through the official
test order blank, which will be mailed to the schools in
late November. Preliminary estimate forms should be
received in the Princeton or Berkeley Office of ETS,
whichever the school customarily deals with, by October
21 at the latest. Only schools that submit an estimate
form will automatically receive a test order blank later
this fall.
Inquiries and Correspondence
Any inquiries or correspondence about the Supplemen-
tary Achievement Tests should be addressed to:
College Board Supplementary Achievement Tests
Box 592, Princeton, New Jersey 08540
or
Box 1025, Berkeley, California 94701
COLLEGE ENTRANCE EXAMINATION BOARD
SHAMASH SECONDARY SCHOOL SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad Baghdad
Telephone No. 91693 New Alwiyah
Telephone 91693
No. ⟦line⟧ Number
Date 14th March, 1963 Date
Our Code No. with ETS: 990210
To:
College Entrance Examination Board,
Box 592, Princeton,
New Jersey,
U.S.A.
Dear Sirs,
I have received the enclosed invoice in duplicate about two weeks ago. The sum of 125 dollars covering examinations fees and extra score reports, has been remitted by air mail yesterday by the Credit Bank of Iraq through their New York correspondent, the First National City Bank of New York, New York, for payment to you through their Princeton correspondent. Kindly acknowledge receipt.
As I informed you previously, the only way we can arrange for payment in dollars is by Air Transfer, as all transactions 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.
Copy of the Invoice
Date
1/3/63
Examination fee
9 at $ 13.00 117.00
Extra Score Reports
8 at 1.00 8.00
⟦line⟧
$ 125.00
Shamash Secondary School
SHAMASH SECONDARY SCHOOL
Baghdad
New Alwiyah - Baghdad
New Alwiyah
Telephone No. 91693
Telephone 91693
No. / Number:
Date / Date: 14th March, 1963
Our Code No. with ETS: 990210
To:
College Entrance Examination Board,
Box 592, Princeton,
New Jersey,
U.S.A.
Dear Sirs,
I have received the enclosed invoice in duplicate
about two weeks ago. The sum of 125 dollars covering
examinations fees and extra score reports, has been
remitted by air mail yesterday by the Credit Bank of Iraq
through their New York correspondent, the First National
City Bank of New York, New York, for payment to you through
their Princeton correspondent. Kindly acknowledge receipt.
As I informed you previously, the only way we can
arrange for payment in dollars is by Air Transfer, as all
transactions 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.
Frank Iny School
Intermediate and Primary
Alwiyah Al-Jadida - Baghdad
Telephone: 91693
Number:
Date: 12 / 3 / 1963
To - Credit Bank of Iraq - Baghdad
Since the Central Bank of Iraq has approved the transfer of 125 dollars to
College Entrance Examination Board ,
Box 592 , Princeton , New Jersey , U.S.A.
Please transfer the amount and debit its equivalent in Iraqi Dinars to the
School account number 2088 with you, with thanks.
Abdullah Obadia
Frank Iny School - Baghdad
SHAMASH SCHOOL - BAGHDAD
Date ⟦line⟧
Number ⟦line⟧
⟦illegible⟧
BAGHDAD
COLLEGE ENTRANCE EXAMINATION BOARD
Memorandum for: Recipients of scores on the College Board Achievement Test in PSSC Physics
In recent years a number of secondary schools have introduced the course in Physics developed by the Physical Science Study Committee. It was felt that the existing College Board Physics Test was not appropriate for PSSC Physics students, and since many candidates were affected, the College Board in 1959 began offering a special PSSC Physics Test for them. Beginning in the 1962-63 academic year a new single test, considered appropriate both for PSSC Physics students and for candidates who have followed traditional curricula, is being offered at some College Board administrations, whereas at other administrations both the traditional Physics Test and the special PSSC Physics Test are being offered.
Scores on the PSSC Physics Test are reported on the College Board scale and may be interpreted in the same way as scores on other College Board Achievement Tests.* Because data on candidate performance are not included in the College Board publications concerned with score interpretation, percentile ranks for candidates who took this test at the March 1963 administration are presented in the table below:
Percentile Ranks on the PSSC Physics Test for
Candidates Tested in March 1963
Score | Percentile Rank
800 | 99+
750 | 99
700 | 97
650 | 92
600 | 81
550 | 59
500 | 31
450 | 8
400 | 1-
Average (Mean) Score 541
Number Tested 1,283
March 1963 College Entrance Examination Board
Box 592, Princeton, New Jersey
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* For a discussion of the College Board scale see College Board Score Reports:
A Guide for Counselors or College Board Score Reports: A Guide for Admissions
Officers.