Summarizes the results of the substantial number of statistical studies relating to predicting success in graduate education, suggests some practical implications for selecting graduate students, and indicates where further research is needed. (JR)

Expressions for the expected value, density, and distribution function (DF) of GS (gain from selection) are derived and studied in terms of sample size, number of predictors, and the prior distribution assigned to the population multiple correlation. (Author/RK)

There is more than one reasonable definition of test fairness and these definitions are in conflict; alternate formulations are discussed here. (JB)

The prediction of academic achievement within a single university was improved by adjusting predictions on the basis of a multiplicative weight which measures the relative mean success of former graduates from each of the various feeder high schools. (Authors)

Paper discusses the nature of the suppressor variable, constraints upon the degree of gain in predictability by the addition of a suppressor, and the distinct aims of prediction and of construct measurement. (Authors/MB)

Results of a national survey on collegiate use of class rank have been analyzed in terms of the chief characteristics that are associated with differences in a college's practice: 1) public or private support, 2) two- or four-year institutions, 3) size of enrollment, 4) section of country; tables and commentary explain the findings. (Editor)

Predictions using linear programing are less biased by extreme cases and thus offer a more valid estimate of expected student performance than that given by a least squares approach. (Authors/MB)

Study to determine the criterion-related RAM scale relative to a criterion of GPA. (Author/MB)

To individualize instruction in reading, a system of diagnostic measures must be used to establish needs areas. Author examines a number of such measures and proposes subsequent study culminating in a Predictive Index. (Editor/MB)

Purpose of the study was to determine if primary school children, when exposed to verbal and pictorial descriptions of potentially reinforcing stimuli, could accurately differentiate between the reinforcement potency of these stimuli. (Authors)

Results offer empirical support to Ilg and Ames's claim that the Gesell battery is an excellent predictor of school readiness. The close similarity of the Piaget and Gesell tests accords well with previous findings that the two tests have much in common. (Authors/MB)

Investigates selected reading readiness tests and points out that they measure a single generalized factor of readiness. The subtest concerning alphabet letter names provides the best predictor of successful reading in the tests examined. Bibliography. (RW)