Discusses use of item banks in preparing local tests, using as an example the construction of a college mathematics placement test. Compares recommended placements with course results at the end of the quarter. Students who placed themselves above recommendation did better than expected, perhaps because of strong self-selection factors. (PAS)

A study of the practice of high school tracking was conducted with 483 eighth graders and their guidance counselors. The study aimed at determining the relationship between socioeconomic status and track placement. (CM)

Describes a procedure, called a full Bayesian procedure, for making decisions in connection with criterion-referenced measurements. The procedure uses continuous utility functions instead of a dichotomized utility structure and combines the posterior distribution for a certain person with utility functions for "advance" and "retain" decisions…

The author concludes that both public school and residential programs will continue to operate and that cooperation between them may increase thus creating a favorable climate for the provision of a continuum of appropriate educational services for visually impaired children. (Author)

Describes how Penn State University introduced significantly revised admission standards. Discusses past admission practices. Describes changes including the addition of honors courses in evaluation of the secondary school record, consideration of college enrollment capacity, and actions in area of minority student and out-of-state enrollment. (RC)

Steps to success in the mainstreaming of handicapped students include: (1) warm and accepting atmosphere; (2) acceptance of the handicapped students; (4) less physically restrictive classrooms; (5) successful experiences; (6) emphasis on individual strengths; (7) fair testing procedures; (8) enlivening lesson plans; (9) parent teacher…

Describes the operations of the Job Opportunity Bureau for Students (JOBS), run cooperatively by four private Seattle high schools as a clearinghouse for their students on paid jobs and on volunteer, educational, and other summer experiences. (SJL)

Results indicate that when one characteristic was present and more severe than the others, predictable placement recommendations were made. In more complex combinations, however, no general decision-rules could be found to explain the recommendations. (Author)

The hearing impaired child has been the most neglected exceptional student in the public day school system. Mainstreaming efforts should consider the individual educational needs of both severely and less severely hearing impaired students. (JN)

Results suggested two relatively divergent views expressed by practitioners. The first was the stated belief that school psychology will become much more closely tied to the field of special education, while the alternative opinion was that the field will remain as diverse as the systems it serves. (Author)

Although Verbal IQ of the Wechsler Intelligence Scale for Children predicts statistically distinct Wide Range Achievement Test Reading scores dependent on the sex of the child, the differences are of little practical importance. (Author)

Self-concept scores from 62 blind and low-vision adolescents were compared across the predominant class placements for the visually impaired (residential, resource room, itinerant). (Author/CL)

Coding and maze subtests were used to evaluate children for verification of giftedness. Scaled scores on mazes were significantly higher though the proportion of children meeting the established criterion was similar for either subtest in the Full Scale Scores. Supports selective inclusion of mazes in gifted assessment. (Author/JAC)

Describes various facets of MERTS (Migrant Education Record Transfer System), including the Skills Inventory System. The system tracks migrant children's learning progress through a nationwide computerized information bank. Examines advantages, teacher involvement, student transition, and the system's future. Examples of the system's use in…

Results indicated that Ss in the vocational training class were superior to the other two groups in social maturity and career attitudes. Additionally, significant differences in social maturity and career attitudes were found among the three learning disabled groups. (Author/SBH)