Questionnaire, - ERIC · English,, the. Studentrgescripeive Questionnaire, and the ATP-4\...
Transcript of Questionnaire, - ERIC · English,, the. Studentrgescripeive Questionnaire, and the ATP-4\...
ED 124 847
TITLEINSTITUTION,PUB DATE-NOTE,AVAILABLE FROM
'EDRS PRICEDESCRIPTORS
DOCUMENT RESUME 4
CG. 010 035':
College Bcund Seniors, 1974-75.College Entrance Examination BoarU,'New York, N.Y.7537p.CollegeN rd Publications Orders, BOx 2815,Princeton, New Jersey 08540
MF-$0.83 Plus Postage. HC A ailable from EDRS.*Academic Ability; Academic A' ievement; *CollegeBound Students; *Comparative Analysis; HigherEducation; *High School Students; Self Evaluation;Seniors; *Socioeconomic Status; *StudentCharacteristics; Test Results -
ABSTRACTSome one million college bound students, who were
high school seniors during 1974-75 previouslT participated in theCollege Haan's Admissions Testing Program (ATP), which included theScholarship Aptitude Test (SAT) , the Test of Standard Written,English,, the. Studentrgescripeive Questionnaire, and the ATP-4\Achievement Tests..TEse tests created a wide range of'inforipation
About: (1) student sccioeconomic characteristics, (2) academicperformance in high school, (3) test scores, (4) student, plans foradvanced placement and advanced degrees, and (5) first choice
'intended field-cf study. The ATP; summary report cont 'butesinformatitn.to understanding'how various personal,_soci kandacademic factors are involved as college-bound seniors becoAffiliated with individual college and 6ystems of colXeges. Th6zeport,-prepared at a national, regional, and state level is usefulin comparison with institutional data. .(Author /KE)
A
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* materials not available'froM other sources. ERIC makes try:effort ** to obtainc,the bitst copy available. Nevertheless, items o marginal *
.* reproducibility are often encountered and this 'affects the,quaiity *
* of the microfiche and hardcopy reproductions ERIC makes available *,
* via the ERIC Document Reproduction Service (EDRS) . EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.
AdmissionsTestingProgramof IkeCollegeEntrancee"ExaminationBoard
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The Admissions lestingProgram (ATP) is a service of the. College EntranceExamination' Board, a.nonprofit membership organization that provides tests andother educational serVilits for students, school's, and colleges. The membershipis composed:of more'than 2,000 colleges, schools, school systems, and educationassociations. .Representatives of the members serve on the Board of Trustees .
and advisory councils and committees that consider" the Board's programs andparticipate in the determination of its policies and-activities.
Copyright © 1975 .by Col1ege_Entrance Examination Board.'All rights reserved.Prinked in the Unite ates of America.
0
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14
F nom the College roard ATP Summary Report on' .974 -75 Ce'lleie-Bound Seniors
HIG GHTS
(r.
1974-75 seniors earned more SAT scores-belay 400 and fewer scores ,at or above
660 as SAT-verbal and SAT-mathematical scoie,,averageejelleharply a.0_ and 8
points, respectively,- belqw their 1973-74 levels.
MoSt Achievemene Test score averages of 1974-75 seniors were lower than those
tf--1973-74 seniors, but Mathematics Level I scores di¬ decline.
1974-75 seniors were the first'among whom more women than men took the SAT.
Men had higher SAT score's,' including higher SAT-Verbal*Scores, but women had
markedly 'higher scores on the Test of Standavd Written English.
15 percent of the.women and 13 percent of the men bqiong to an ethnic Minority:
About, one-tcird estimated theirparepts' income at less than $12,000.
About one-third estimated their parents' income at more than $20,000.
About One-third have-estimated parental contributions less than $625.
`About one-61*th have estimated parental'contributions more than $3,900.
About two-fifths pfan to seek help in college in findingioart-time work.
4.
Three-fourths were in the highest two-fifths of.their high-school class.
Their latest grades in six academic areas averaged 3:1 or 4,
By subject, the percentage of grades earned in advanced, aocelerated or honors
courses, ranged from 8.to15 percent.
45 percent of the men and 35'percent of the women reported postbaccalaure to
degree plans, and this sex difference was reduced as the level of aspirati
increased more rapidly among women for the second consecutive year. ,
More than, half plan to apply for placement in advanced courses,.course credit,
or exemption.fim required courses in college.
More than one-third of'the women intenB to major in education or healthLrelated
areas; more than one quarter of the men intend to major jp engineering or in
business and commerce.
About bne quarter prefer to live at home, about half prefer a college dormitory;
more men prefer a coed dorm4ory, and more women prefer a single-sex dormitory.o
4
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HOW TO GET ADMISSIONS TESTING PROGRAM SUMMARY REPORTS
For colleges, consortia1 , and systems of'colleges. Colleges that want the
College Board to prepare an ATP Summary Report for their freshmen should
inform the College Boardipr egional office for their area (See back cover).v x
Reports are also available.for the other groups of students listed above and
for special student subgroups such as financial aid recipients, i ritV
applicants, engineering majors, etc.
ATP Summary Reports are also repared for consortia, and for systems
)!of colleges. Groups'of colleges tat want the College Board to prepare an
ATP Summary Report for all their freshmen combined, for their combined aid
applicarts'or in-state students, etc., should choose a coordinator to inform
the appropriate College Board regional office.
For high schgols, school districts, and school systems. Individual high
schools need not request an ATP Sudirtary Report for their college-bound seniors
because reports are released automatically to their principals.
Principals of two or more schools, superintendents of school districts,
and administrative heads of other systems of schools who want the College Board
to prepare an ATP Summary Report for all their schools' ATP participants should
inform the College Board regional office for their area (see back cover).
5
PREFACE
As this report is released, something less than half ,of the high school seniors
of 1974-75 are; in transition ty about three thousand colleges with the help of
several hundred scholarship ponsors. Some one million of these students previ-
ously participated in the ollege Board's Admissions Testing Program (ATP).
There they met the Scho rship Aptitude Test (SAT) and the Test of Standard
Writ ten -Efigig-h, the Student Descrip-tiv--quegt--ionnerie-, and, many --o£ -them, ATP
Achievement Tests: 's they did, they created a wide range of information about
themselves and asked the College Board to report it to their schools, to
colleges, and to scholarship sponsors.
Records kept by the College Board on that process permit the information
fil d for individual students to be filed also for the high schools Where those
stud nts were college-bound seniors and.for the colleges and scholarship spon-
SOO to which they were prospective applicants. Thege institutional files are
kept on a longitudinal basis for each high school class. Students may partici-
pate in the ATP as sophomores, juniors, or seniors, or more than once during
those years. The most recent of all information created by their participation
is stored for summary analysis toward the end of their high school careers.
Beginning in the summer following their graduation' from high school, the College
Board produces a series of ATP Summary Reports, as illustrated on the Opposite
page.
Through ATP Summary Reports, the College Board makes a contribution to
the information needed for the rational and responsible managetent of the' process
of college entrance andcomOletion. Such management requires schoolg and
colleges to understand how various personal, social, and academic factors are
involved as college-bound seniors become affiliated with individual colleges
and'systems of colleges. Each institution' and system sees reflected in its own
ATP 'Summary Report, however,'only a fraction of several larger populations-of
college-bound students. Reports are, therefore, also prepared at the national,
regional, and state level for use as backdrops against which institutional, data
can be viewed for comparative purposes.
The national ATP SummaryReport,'presented here, is the most comprehensive
of a It includes the records of all'1974-75 seniors, wherever located,
4"6
who registered for the "college boards" before April of their senior year.
Similar reports at the regional level are available for the areas illustrated
on the back cover of this booklet from the College Board offices listed there.
ATP Summary Reports prepared for schools and colleges and school and college
systems are released by the College Board only to those for whom they are
prepared.
'7
4
I
-w
ONE MILLION COLLEGE-BOUND SENIORS6.
4.
Smile one million college-bound seniors are described in the tables on' pages 19-33
and in the notes that follow. The majority oflphese seniors are scholast i=
cally apt and studied "ademic subjects extensively in high schOO. They have)
been ancrplan to be buti'y with extracurricular activities, and they are confident
of their social skills. They ate more modest about their academic skills but
seem eager for further schooling, if undecided in considerable numbers about
how far they want to go and about the field of study in which to concentrate;
Before characterizing these students in more detail, a cautionary note about
the limitations of the data .and about the contexts in which they occur is in
order. The students who take the SAT and are described here are numerous. But
they are equal in number to only about one-third of, all 1975 high schOol Iraduates
and about,two hirds of all those graduates who are going directly to college.
Those two gr Ups of students differ from the small group of students who take the
Scholastic/
naire wh
Aptitude Test (SAT) and respond `to the StudentDescriptive Quesaen-e .
, t.
.e they are in highschool. As a result, What is'repOrted here about -
..,
the 1974-75 seniors who took,the SAT cannot be taken as necessarily. rue of'all
1975/high school graduates or all 1975 college freshmen.
/WOMEN AND MEND/ if
Historically, women have been more numerous than men among high school gradUates,
but because the rate of college-going has been higher among men. high school, grad-7-,
uates, men have outnumbered women among college freshmen. There -have 416o, over
the years, been more men than women among the college-bound students taking the
College Board's Scholastic. Aptitude Test (SAT). But inrecent:years the percent-
age of women among all students taking the SAT has increased as the rate of
college-going has"decreased more rapidly among men than amonewdMen. And the
seniors of 1974-75 were the first among whom more women:than men took the'SAT.
e4.
B
5
Al4
MINORITY AND MAJORITY
. The percentage o students whO take the "College boards"-and desCribd themselves
in the Studentiscriptive QueStionnaire as belonging to a minority ethnic group
has remained virtually constant at about 14 percent from 1971-72, when the
questionnaire was introduced, through 19'74i75 (Table2). Roughly 8 perce nt ofII
the-19-7-4-75-seniers---.--9,1 percent-of the f omen-an4-6-16-pement-o-fthe-men
Indicated that they were.black. Two perc pt, and.a slightly larger percentage .
of men than women, described their ethnic lbackground'as orieptal. Smaller per-.
centages indicated that- they were "otherl (1.8%), Mexican Americeiuor Chicano
(1.4%), Puerto Rican (0.77), andAmericapI vIndian (0.3(9.
RICH AND POOR'
I
About two-thMr-of the 1974-75 coalege-bOund seniors who too the SAT answered
the Student Descriptive Questionnaire item about their estimat of their parents'
income. Their responses divide them into three roughly equall numerous-groups:
thOse reporting annual parental incomes below $12,000, those r porting incomes
between $12,000 and $20,000, and those reporting incomes more hail $20,000.
Parents' incomes (Table21) are combined wi...th other info atlon that stU-
';+ is repOrt about how many brothers and sisters they have and bout how many of
t ose wil be9i?n college when they enter. From such combinations, estimates of
he amount of money that patents can be expected to contribute toward the costs'7-
f the 1974-75 seniors' rther education are calculated and summarized in
ablp 20. The parents contributions of somewhat Diore than one,-third of all
esponding students are estimated to be less than $625, those of about ote-.--
ourth are between $625 and $1,500, those of about one-fifth are between $1,500
and $3,900, and about one-sixth have estimated parents' contributions of more
than $3,900.
These estimated parents' cOntributions,are diStributedteparetely in
Table 20 for: students in the various ethnic groups. It is apparent that sIgnif-
icantly larger amounts of financial aid must be offered to minority students if
they are not to have their freedom of college choice m9re severely restricted
ti
6
1'
Y. families' financial circumstances.-"About three-foUrths-cf the black and. _
A Mexican American students, for example, have eati ted parental contributions _
less than $625, and more than half have such contributions less than, $200.
Table 20's rough estimates of the femily-finanCial situations of a large..
number of 1974-75 cellege-bdund seniors can be compared wit the estimated costs
of college attendance in 1975-76. Those average costs, as eporttd to the College
Scholarship Service (CSS), range from about $2,100 for public two-year institu-
tio f(Co muter budget) to about $4-,400 fdr priVete-four-year-thErtitutions
(residen udget) .
The lower of these two student.expense budgets is, however, about twice. the
estimated parents' contribution of about half of the 1974-75 coil g ound seniors
who took the SAT. ,Many students must, therefore, rely at least inN -art on self-
help. And in this connection it is interesting-to note (in Table 11) tha any
students who'-take the SAT evidently antiCipatem etifig some of theik.c011 e costs
out of, their own income while they erein colle e.. About two-fifths of the
Student Descriptive QuestLnhaire respondentS diceted that they planned to seek.
help'in college in' finding, a part-tim job.
ACADEMIC PtRFO
v .
GH SCHOOL
-Students are asked several questions on the ATP questionnaire about their ace-
'
dbmic performance in high school -- their class rank, their latest grade in eac
:. of six academic subject7matter areas since beginning the ninth` grade, whether
that-grade was earned in an "honor-s, advanced, or accelerated-dourse," how many.
yeaxs they expected to study in come4\academic area in high school,,4nd how many
. scholastic honors or award 'they received.
The average of the gr'ades reporttd by 1974-75 seniors in'the six areas
listed across the top of Table 3, converted to the common four-point .scale And
weighted by the number of expected years of study in Table 4, was 3.09% In texps
of letter,grades, this is a "B" average for both sexes in all subjects. By
subject,-mAtter area; the averages for both sexes ranged from 2.82 for mathematits
to 3.25 for social studies. Other than irk mathematici and in the physical
scienceii,:the weighted averages of the grades reported by 4pmen,are higher
than the corresponding averages for men. In each of the six areas, 1974-75
1 07
J
seniorsAf each sex reported slightly higher grades then the 1973-74 seniors, who
'had in turn repotted high& grades then 1972-73 sen ors.
It was in:mathematics that the largest percentage of respondents, 16 percent
of the men and 13 percent of the women, indicated that their latest grade had -
beep earned.in an "honors, advanced or accelerated course:" The corresponding
percentages for English Oere 12 percent for men and 15 percent, r women, and
,these were about double the Corresponding percentages forsforei .fanguages (in
Table 3 }= FoT _each_ o_fr_tke__0,4c__acardeLtajcareas, the percentage of latest gradesreported as earned in such courses wasCubbtantially the Same as among 1 73-74
seniors. "-And slightly more than half Of the seniors from each class reported
receiving onkor more scholastic honoreAtr awards (Table 17)..
The average number of expeCted years of high school study for all six
academic areas. combined was 16 years. Nine out. of every-10*(3f the 1974-75
' seniors iedicateA th4t they expected to have studied English for four 'or more
years before graduating. Fewer; but mote thinhalf of the men and more than one-
third, of the Women,_ expected to have studied mathematics for the equivalent of
fOur or more yearsCompared With
-umber OE years ofphysical- sciences ,
before graduating from high school. (Table? 4).
1973-74 seniors, the 1974-75 seniors reported an:increas,4e,
d/g
study in athematics, in the biological sciefideq, and in the
the rn ease in' the physical sciences bei9 m*e martedifor%
women. FeWer years of study, by contrast, were reported in the social studfiese
.and in the foreign languages (Table 4). Similar shifts, the increase in m the
matics excepted, were previously observed between the college-bound senio s of
1972-73/and, 1973-74. _
About three - fourths of the 1974-75 seniors reported themselves to b in.the
highest two- fifths of their high school class, and nearly all the redt stimated
that they were in the middle fifth (Table 5). Esdentially the same distribution. .
of class ranks was previously observed for the 19,3-74 seniors. I
NEW SAT READING.COMPREHENSION AND VOCABULARY SCORES
SCoree on the verbal sections of the Scholastic Aptitude Test (SAT) are derived
from four types of questions. Two of those types are vocabulary questions --
analogies andilantonyms; and two are reading comprehensionNuestions sentence
'4
8
cop! etions" and questions on prose passages' presented in the test. Students'
.
answers to all four types of questions combine -)-.o produce an SAT - verbal score
A,
that is reported ad an overall measure.of studints' .developed verbal reasoning
. ability. .0 #..., 1
BeginnAng)with the October 1974 administration of the SAT, the-reading corn-
prehension and vocabulary qUestions have also been scored separately.,/These
verbal subscores -- Reading Comprehension and Vocabulary scores -- are reported,
... ,
in two digits, ou a 20-to.L.80 botli
'reports. But 1.scores Were reported, only for 1974-75 seniors who took the .---.
,SAT as seniors,in 1974 -75: subscores were not repOrted and cannot be summarized .
for the a 30Q,000 1974-75 seniors' who took the SAT only as juniors in 1973-74.
As a result, subscores are summarized in'Table-7B for bout 720,000 students,
rat r than ibr the full SAT population of about/1,000,000. .
he Reading Comprehension average for men, 43.5 or 435 if-placed on the
faTiliar College Board score of 200,to 80Q, scale is,slightly higher than the
,
correspbnding average, 43.3 or 433,.for women.' The seX,difference in the
Vecabulary'verages, 43:5 or 435 for men and 42.7 or 427,for women, is rela-
tively large. seems, therefore, thai the men who take' the SAT have higher
(overall) SAT-verbal scores than the women who take the test largely because
the men do better on the questions that prbduce the Vocabulary score -- the,
analogies and the antonyms.
TEST-OF STANDARD WRITTEN ENGLISH SCORES
The Test of Standard Written(English was placed'in experimental,use in 1974-75
for purposes of placement. The new English test is intended to }help colleges,
particularly those with diversified 'studefit bodies, place entering freshmen'in
the courses most appropriate' for them. Althoughiin experimental use as a supqe-
ment to the SAT, the Test of Standard Written English is not itself an experi-..
mental test but rather a conventional test of conventional skills that students,
are normally. .expected to use in writing Tapers for most college courses.
The new English test measures writing skills by asking students questions:
about,errors in EngliSh usage. Fifty questions of two types are used in the
12in
4
/ 4
/Test of Standard-Written English,-,From research previously reported in The
Measurement of Wr'ting 'liZyi a' monograph published by the College Board, .
verforinOnce on que tion cy .ech type iwknown to be highly associatedewith.
students' ability to write essays, 'Essay questions are not included bn the ,
test, which is an indirect as well as only.a partial measure of students'
writing abilities:, The test makes/no atteur,,for example, to assess the
ability to w te "creatively." ,
. 441 : , ' .
At its si plest level, the test deal6 with such matters as agreement'of. . ,.. 1r ,
.
subject and verb (John, and Mary walks). At more sophisticated levels, theit
.41..
test asks about such matters as the logic of comparisons (Eloise drives'faster
than her neighbor's car), or the appropriate subordination or coordination ofvideas within a sentence (Maria will retur4io San Francisco next year; and she' .
P.
W s botn there). The terminology of grammar is not tested, spelling and capi-.
t lization,are not osked about, and only in a few, questions are punctuationI - . .
arks important in arriving at the answer,
'4 The Test of Standard Written English is adMiniStered,in 3O minutes,, as one
114 of six.sectiorki In the SAT test booklet. Scores onthe test are reported in
two digitsonthe 20-to-80 scale,,but Tes,t of Stinderd Written English scores
are reported only to 60+.
The Test of Standard WritEen English was introduced at he October 1974th,
administration' of the SAT, the first administration from. whic verbal subscores
were reported. Thetefore, the 1974-75. seniors who took the SAT only as juniorsr '
in 1973-74 did*riot take the new English test. As.a result, Test of Stoddard
Written English scores are summarized in Table 7C onlyjor 1974-75 seniors who
took the test as seniors. (These are.the same students as those for whoT the
newly reported Reading Comprehension and Vocabulary sco'res,are summarized in -
Table 7B.)/
VIn the distributions of Test of Standard Written English scores (in
Table 7C), the sex differences that appear are more marked than those noted
in the Reading Comprehension and Vocabulary scores. Furthermore, the direction
of thedifference is reversed.: it is the women who have'highbr Scores on the
new English test. Thus 4 percent bf the women and 3 percent of the men earned
''the highest score reported (60+), 63 percent of the women and 57 percent of
the men eatned scores between 40 and 59, and_32 percent of the women and'40
percent of the men earned scores below 40.
1 310
All such differenotS in the'4
'rtSCJof-Standard-Pritten English
' ,
distribution 'of these two -digit scores produced
score averages for women (44.3) 'and men (42.a,
that differ by 2.1 points, or by 21 .points ineterms of the: more familiar College
Board score scale of 200 to 800.. The advantages enjoyed by men.on the scores
from,the-Verbal sectiodS of the aptitude test were relatively slight- at'2)p.hts
(Readinvgomprehension);And 8 points. (VOcabulary)..
2-SCHOLASTIC APTITUDE TEST (SAT) SCORES
.
If all students -- more than three million -- took the SAT late in high school,'
two-thirdS or about two million would earn SAT-verbal scores between 200 and
400. About 376,000 of the 1974-75 seniors who took 'the' SAT roughly one-sixth
ofgaIlwho might have -- did in fact earn such scores.. Similarly a third ok,
all students or-about one million would earn SAT-verbal score's between 400 and'
600. About 541,000 of the 19'74-75 seniors who took the SAT -- roughly half of
all who might have -- did take the test and earn.such scores. Finally, a small
petcentage (about three percent) b.fall students -7 more than 100,000 - -- 'would.
earn 8AT,verbalscores of 600 or highet. And about 79,000 of the 1974-75
seniors, a substantial majority of all who might have, did cake the SAT.and earn
scores, that high.
Estimates 6f the fraction and number of all students whd would earn various
SAT scores are necessarily imprecise. The estimates' are good,enough, however,
for thepopulation of student& currently taking the SAT to be seeiAlearly as
broadly based but also highly selected in terms of developed verbal reasoning-
ability. EsSentiailly the same situation obtains With .reference to the SATJs-
mtasure of developed,mathematicar_reasoning ability.
Aithough.the. approximately due million 1974-75 seniors who took the. SAT,
were relatively apt compared to' students generally, they nevertheless had sub:-
stantially lower SAT scores than the 1973-74 seniors who took the SAT. Approx-.
imately 98,800 of the 1973-74 seniors,,for example, had SAT-verbal scores at or
above 600., while 79,100 -- 2Q percent fewer -- of the slightly more numerous
1974-75 seniors had verbal scores that.high. In the 200 - 40Q range, by con-.,
-trast, the number Of SAT- verbal scores InOtased by 8 percent In the middle
Of the score range, from 400 fo 600, a slight increase of 1 percent was..
registered. As a'resadt of all such shifts, the SAT-Verbal average dropped.by
10 points, -from 444 amongthe 1973-74 seniora'to 434 among the 1974-75 seniors.
A smaller decline, froM 480 to 472, was'observed in the SAT-mathematical
average, and-Somewhat different shifts oecurred in the diStribuLion of mathe-
matical scores.' The number at or above 600 decreased by about 8 percent, the
number in the 200 - 400 range increased!by 13 percent-, and the number in the
middle of the score range, between 400 and 600, decreased by 1 percent.
Both SAT-verbal and SAT-mathematical score averages have declined since
1962-63, when they stood at 478 and 502 respectively. 'The declines seen by
1968 Were small compared to the declines of more.recent years, and the declines
noted'above between the 1973-74 and the 1974-75 cohorts are the largest so far
observed. Singe 1968, at the latest, SAT score averages have declined partly
because of an increase in the number of relatively lciw scores and partly because
of .a decrease in the number of relatively high scores. Since the beginning,
the dvtline in the verbal scores has been larger than the decline in the mathe-
matical scores. And since 1968, the decline in the verbal scores has been
larger for women than for men. The decline in the mathematical scores has
`tended-to be larger for men than for women, but this tendency has been.rela-
tively weak, and among 1974-75 seniors woman had larger mathematical score
declines..
Table'A. SAT Score Averag &s for College -Bound Seniors, 1966 -67. - 1974-75
.
Verbal ,MatheMatical
, -
Male Female Total Male Female Total
1966-67 463 46,8 466
1967-68, 464 466 466
.1968-69 459 466 , 463
1969-76 459 . 461 460
1970-71 454 457 455
1971z-72 454 452 453
1972-73 446 443 445
1973-74. 447 442 444
1974-75 437 431 434
15
12
514 467 492
512 470 492
513 470 493
509 465 488,
507 466 488
505 461 484
502 446() 481
501 459 480.
495 449 472
0
The SAT score averages given in the four rows of Table A for college-4 ,
'bound-seniors of 1971,-72- through:19747.15 are 'from Table 7 of successive editions
OCthe College -Bound Seniors series of reports, which began;in',1974. The averages
fq0.966-67 thrOugh 1970-71 are estimate's of the averages that would have been
reported for college-bound seniors of those years such reports had been pro-
duced for those years.-
One of the more pervasive-myths about'SAT scores is that a score of 500 is
average. In fact, the most red0k dotimate is that If,ak-Idniors47-Setiors-
took the SAT, their SAT-verbal-average.would be.abaut'368, and the SAT-:verbal
average for the college-bound seniors of 1974-75 who actually took the test is
seem in Table'Ato:be 434.
ACHIEVEMENT TEST SCORES
r`
The ATP Achievement Test series includes pne-hour objective tests in 14 academic
subjects. About one-fourth=of the students who take the SAT also take one or
more Achievement Tests. The students who take the Achievement Tests typically
take three, one of which is(nearly always the English Composition Test. A
-second popular subject js mathematics, which is tested at two levels. Relatively
few students take Mathematics Level II the more advanced level,) ,.'',but more than
two- thirds of,,Ahe students who take Achievement Tests.incIude MathematitS Level I
in their Series. The AchieVement Test in,American History aftCSocial Studies is'
next in popularity: over a fourth thqose it. The remaining 11 Achievement
Tests.eniqy much smaller volumes as' candidates round out their series of three
with a test in z subject. in whith theYfeel better prepared, ar with one specif-
ied by a college they want-to attend.
-ATP- Summary Reports incIUde-(in Table 8) Achievement Test score distributions
for the seven.most frequently chosen tests and a store distribution for Achieve-
ment Test averages that include scores from all'Achievement Tests taken. Score
'averages accbmpany each distribution.
For 1974-75 college-bound seniors, TablelB includes national score averages
and the numbers-, (in thousands) of candidates nationally for each Achievement
'Teat. 'Comparable figures for previous high school classes are available only in"
the case of the more.popular tests.1613
The score average for all Achievement Tests taken increased slightly (to 527)'
among college-bound seniors of 1972-73 and increased markedly (0 533) among !
1973-74 college-bound seniors. This score average declined slightly (to 531);.
however, among the1974-75 seniors. Their averages were lower for the BiolOgyt
Test by 1 point, for the English Composition Test by 2 points, for the American
History and Social Studies Test by 4 points, the French Test by 7 points, for
the Chemistry Test by 12 points, .and,for theSpanish Test by 16 points. Mathe-'
matics Level r scores, by cuut.rastdid'not decline. Xong1974=75 seniors.
Table B. _Achievement Test ScoreAVerages, 1971-72 1974-75
SUBJECT
(Numbers in thousands)
1971-72 1972-73 1973-74 1974-75
N AV AV N AV N AV
Average for allAchievement Tests 335
English' Composition 315Mathematics Level:1 240American History,. and
526 294 527 - 247 533 228
`..,...---t--516 275 517149" 22.8 517 212.541 211 537 ,.172 545 158
531
515545
EoCial Etu,dieS 105 492 87 498 71 498 64 494Biology
. 51 535 i 51 532 46 545 46 544French ''' 52 539 47 544 38 560 34 553Chemistryk -48, 568 43 572 37 581 33 569Mathematics Level II n/a n/a n/a 29 660Spanish ' .34 530 33 539 28 560 26 544Literature n/a- n/a rite 21 522Physics n/a n/a_ n/a 12 601German . n/a n/a n/a 7 542:EUropean History and,
WOr1d Cultures n/a n/a n/a 5 NO.Latin nia n/a -n/a- 2 514.Hebrew n/a n/a n/a 1 X577
Russian n/a n/a , n/a 1 540.
STUDENTS' SELF - ASSESSMENT OF THEIR SKILLS AND ABILITIES
The ATP-questionnaire provides college-bound students with an opportunity t
rank.themselves among others of their age with reference to 14 skills and
14
17
fgt
abilities. About one -fifth of the 19747775 seniors ranked themselves In the top
1 percent in `ability to get along wi.theethera,and aboui104erCent ranked tfie
selves -in the.top I percent-in leadership: Only in mechanicai, music', and art
did appreciable percentages gip, 20, and 19 respectively) of 1974-75 seniors
rank themselves as below aver
The 1974-75 seniors rated; t emselves more highly'than the 1973-74 seniors
_rated themsell;es. Among men, there were significant' increases in ratings on
acting, art, athletics) leadership, mathematics, and sales. Among women, sig-.
nificant increases were observed inacting, leadership, and sales.
EXTRACURRICULAR ACTIVITIES
The confidence that students who take theSAT 'have in their social skills may
result'in part from th eir extensive and intensive-experiences with extra-.
curricular Activities. Large numbers report active-participation in community
and religioCs groups .(Table 14), athletics (Table 15), high school clubs and
organizations (Table 16), and other extraaurricular activities of all sorts '
(Table 18). 0ne-fourth_i.eport themselves as leaders in.community or religious
groups, and more than one-third indicate that they held at least one major
office in a high schooltClub or organization.
More thali half of the men 'acid a quarter..of the wothen indicate having been
on a varsity athletic team, and *lost of each- report winning at least'onevarsity
letter. The percentage of-woliten reporting varsity participation in recent years
has increased steadily.frOm 20 percent among'the college-bound seniors of 1972 -73., G.
to 26 perden amang_the 1974-76 cohort. Over the same years, the percentages of
college-bound students of both sexes reporting no.. participation in athletics has
declined slightly (Table 15).
PLANS FOR ADVANCED PLACEMENT AND ADVANCED DEGREES
4
In response to a question about the highest level of education they plan to
'complete, roughly a quarter -- but a smaller fraction than among previous
15*
18
-seniors indicated that they were undecided. Only small. perCentages, 8 percent. 1
of the women and 5 percent of the ten, indicated plans to complete oqy a two-__year Program, but 45 percent of-the men and 35 percent of the Women lanned to
*
completea postbaccalaureate degree. Women report less ambitious degree plans
than men, but this sex difference decrelsed among both 1973-74 and 974-75
seniors as-in coisecutive years -the level of aspiration increased'
women than among men..
. Students registering tb ta6 the "college boards" are also asked whether
they plan to apply-Tor "placement in advanced courses, course cre it, 'or exemp=
tion from required courses." About three-fifths of-the.responde is planned,
such application in -at least one of these areas: English (24%), science (23%),
mathematics (22%), history (17%), and foreign languages (14%). he percentages
6E seniors-with such plans in at least one area increased bath 4m9ni the 1971-74
seniors and among:the 1974-75 seniors.
re among .
COLLEGE HOUSING PREFERENCES
1
Students can indicate on the questionnaire where they would prefer-to live
during the first two years of college. About a quarter of the 1974-75 seniors
indicated that they preferred to live at.home (Table 13). About half would
prefer to' livd in a dormitory, and only stall percentages, especially among
women,-prefer a fraternity or sorority house, an on- campus apartment, or an
off-campus apartment. Three out of five men who preferred a dormttory'pre-,
ferred a "coeducational0 one, but most of the women whd preferrdd a dormitorT
preferred a-single-sex one.
FIRST CHOICE INTENDED FIELD OF STUDY IN COLLEGE
Nearly 200
curriculun,
indicating
specific fields of college study,'" grouped under nearly 30 jiroad
areas, are listed in the ATP questionnaire. Students respond by:
their first and second choices. The first choices of the 1974-75
seniors are distributed by broad area (e.g., agriculture) in Table 10A and
1 916
4and by specific fields:-(e.g., dairy science) in. Table 10B.
The most popular broad curriculum areas; with,he percentage of "1974-75
seniors choosing them (in parentheses), are health and medical (14.9P,_business
and commerce (11.5%), education (9.1%), biologicalS;ciences (8.0%), social
sciences).(7.7%), and engineering (6i7 %). it should benoted, however, that the
area of education owes its relativelyAligh rank for both sexes combined_to its
popularity among wottn (13.8%). Similarly, engineering is a popular. area among
men (12.9%) but is the first choice of a relatively small percentagelof women
(0:9%).
Disregarding area groupings, some relatively popular specific fields of
'study (and the percentages choosing them) were premedicine (4.1%), nursingt
registered (4.0%), business management and administration (3.2 %), ,accounting
(3:1%),-mathlmatics (2.0%), political 'science (2.0%), physical education (1.9%),
elementary education (1.8%), secretarial studies (1.6%), and-electricaYengineer-:
ing (1.5%) .
HELP WANTED
The ATP,questionnaireincludes an item about help that students may want to.re-
ceive Outside regular course work in college. About two - fifths of the respon-
dents from among 1974-75 seniors indicated that they wanted help in finding
.part-time work. .About one-third indicated that they wanted.counseling about
educational and vocational plans and opportunities. Only 3 percent wanted coun-
seling about personal problems.
A large fraction of the students said they wanted help,-outside regular
course work, in' academic areas'-: Roughly a fifth of the questionnaire respon-
dentsiefor example, wanted help in developing.good study habits. SimAarly,
17 percent of the students *anted help outside regular course work in improving.
xheir.mathematical ability, 13 percent wanted such help in increasing reading
ability, and 11.percent wanted help in improving their writing ability.
2O
17
4
ACCOMPLISHMENT AND AMBITION
It seems clear from the data in the tables that follow that the majority of the,
1974-75 seniors who took the SAT are scholastically apt and studied extensively
in academic subjects in high school. These students have been and Plan to be
busy with extracurricular activities and are confident of their social skills.
They also seem eager for further schooling; even though they are undecided in
considerable numbers about the extent of their degree ambitions.
2 1
18
COLLEGE BOARD ATP SUMMARY REPORT ON 1974-75 HIGH SCHOOL. SENIORS
THIS REPORT SUMMARIZES THE COLLEGE BOARD ATP RECORDS ON
1974-75 SENIORS WHO REGISTERED
FOR SAT OR ACHIEVEMENT TESTS
= DURING THEIR SOPHOMORE, JUNIOR,
OR SENIOR YEARS. THE APRIL '75 ADMINISTRATION IS THEMOST RECENT ONE FROM WHICH
'
RECORDS ARE INCLUDED.
V.)
MALE
NUMBER REGISTERING FOR ATP .
'
531,-474.
NUMBER TAKING SAT
496,876
NUMBER TAKING AT LEAST ONE ATPACHIEVEMENT TEST
11.8,711
NUMBER RESPONDING TO STUDENT DESCRIPTIVE QUESTIONNAIRE
415,802
FEMALE
TOTAL
533,065
A,064,540-
499,576
996,452
109,404
228,115
439,068
854,871
TABLE 1:
TYPE OF HIGH SCHOOL (1974-75 SQQ QUESTION 2)
NUMBER
PCT
PUBLIC
688,814
82
PRIVATE
151,510
18
NUMBER RESPONDING :
840,324
II.
ETHNIC BACKGROUND
Iv' IN:
TABLE 2:
ETHNIC BACKGROUND (1974-75 SDQ QUESTION 24)
sa
AMERICAN INDIAN
BLACK
.
MEXICAN AMERICAN
ORIENTAL
PUERTO RICAN
WHITE
OTHER
NUMBER RESPGNQJNG
MINORITY STUDEN
-TS
,
MALE
FEMALE.
NUMBER
,PCT
NUMBER
1,184
0.3
1,262
0.3
26,242
6.6
38,696
9.1-
5,896
1.5
5,511
1.3
8,357
2.1
8;178_.
1.9
2,658
0:7
2,747
0.6
348,083
87.0
362,010
85.1
7,766
1.9
6,918
1.6
400,186
425,322
52,103
13.0
63,312
14:9
TOTAL
PCT
NUMBER
PCT
2,446
0.3
64,938
.7.9
11,407
4.4
16,535,
2.0
4,405
0.7
740,094
86.0
14,684
1.8
825,509
100.0
115,415
14.0
III.
HIGH SCH001. RECORD
.
,TABLE 3:
LATEST, SELF-REPORTED GRADES BY SUBJECT (1974-75 SDQQUESTIONS 6-
,ENGLISH
'
'MALE FEMALE
PCT
PCT
MATHEMATICS
MALE FEMALE
PCT
PCT
A (4.0)
29
45
27
26
B (3.0)
50
45
,38
38
C (2.0)
19
928 .
28
D (1.0)
21
77
F (0)
0011--
144.4
1
NO GRAD COURSES
00
0
..;;,-..
...,/.0
NUMBERRESPONDING
400099
423584 398359
422129
EAN ORADC(BY SEX)
3.05
3.34'
2.83
2.82
ENL,-
MEAN GRADE (BOTH SEXES)
3.20
2.82
PCT HONORS COURSES
12
15
16
13-
FOR. LANGUAGE BIO.
. MALE FEMALE
MALE
PCT
PET
PCT
25
390
31
36
38
43
28
N,,,18
22
84
21
0
00
.D
SCIENCE
NY. SCIENCE
SOC. STUDIES `
FEMALE
MALE FEMALE
MAIE FEMALE
PCT
104
.43
PT 1
43 22
PCT28
4522 3
PCT.
'PCT.
40
44
43
42
15 '
12
21
0.0
00
353049
390009 378840
406393 360686
358867 396364
420530
2.76
3.11
3.01
309
3.01
2.99
3.22
2.29
. 2.95
3.05'
3.00
3.25
7a
lo10
88
8
ti
'TABLE 4:
NUMBER OF YEARS OF STUDY BY SUBJECT (1974=75 SOQ QUESTIONS
12-17)
NO COURSES
ONE YEAR
TWO-YEARS
THREE YEARS
FOUR YEARS
---1,7_,IIFIVE
OR MORE YEARS
'
NUMBER RESPONDING
-
MEAN NUMBER OF YEARS
ENGLISH
MALE FEMALE
.%
%
k
MATHEMATICS
FOR. LANGUAGE
gib. SCIENCE..
1HY.
MALE FEMALE'
MALUEMALE
MALE F
LE
LE
'r,..
PCT
PCT
PCT
PCT4
*PCT_
PCT
.PCT
PCT
'
PCT
01
0'
0-11
f8
5-\4
9
00
2'
'
312-
10
''58:
58
34
11
10
20
-42
'36
28.
304
34
10
928
- b 39
21
-\21 `
6'
.a
17
81
80
50
34
11
89
9,17
2`
--
2\a
4_,
.3
54
1..
403123
428632 402850
3,94-
3.96
3.55
428264. 399707
426422-399446
424147 394
3.15
2.17
2.49
'1.44
1.45
1
SCIENCE
SOC. STUDIES
FEMALE
MALE FEMALE
PCT'
15 44_
;,
29 '9 3% O.
82 :414223'
.79'1: 1.44
PCT 1 4 17
.07
PCT 4
18 4,01
-
37
33
54'
40.0587
425819
'3
%21
3.14 --
.
o'
TABLE 5:
SELF-REPORTED CLASS RANK (1974-75 SDQ QUESTION 5)
- TOP
'
SECOND
SECOND
1THIRD
FOURTH
TENTH
TENTH
FIFTH
FIFTH
FIFTH
PCT
PCT
PCT
,PCT
30
.
APCT
.
PCT.0
Make
-
21
25
FEMALE
23
27
29
20
10
TOTAL
22
26
29
2i
20
TOTAL PCT WITH THIS
22.
48
-77.
98
100
100
RANK OR BETTER
J.%
--e
-;-
LOWEST
TOTAL
NUMBER
FIFTH
RESPONDING
TABLE 6:
ESTIMATED HIGH SC GOL GRADE POINT AVERAGE (1974-75 SDQ QUESTIONS 6-17)
3.75-4.00
3.50-3.74
3.25-3.49
.00-3.24
.75-2.99
2.50-2.74
2.25-2.49
2.00-2.24
) r.75-1.99
1.50-1.X4
MALE
NUMBER
54,701
43,754
50,516
70,493
50,227
51,909
34,824
26,595
8,899
5,141
PCT14
,11
.13
18
13
.13 9
,
r4VV-
2 ''.4
1
TOTAL,
F MALE
.
man
PCT
NUMBER
PCT
PCT
100
100
100
39.5,013
409,520-
,.
804,534
77,089
18
131,790
1 1
76,784
61,619
*1\4
61,33.8
14
4 459
.12
4 ,691
''''*-1
7,318
5,351
,137
18 6 4=
1.
\111,854
1
,
105,373
1
147,277
1
97,601'
60,961
99,786
43,913
14,250
,
2,860
18,001
4,782
1.50
3,125
11,657
0UNDER
NUMBER
400,184
MEAN
3.01
STD DEV
..61
'
il
425.403
825,58
3.16
'
3.0
.57
.5
C.
1- -1
IV.
TEST SCORES
'
TABLE 7A:
SCHOLASTIC APTITUDE TEST (SAT) SCORES
VERBAL
Y
I.-
MATH
Te
MA
LEFEMALE
TOTAL
%MALE
FEMALE 1.,
TOTAL
NUMBER
tt i
NUMBER
PCT'
'''NUMBER
PCT
SCORE
NUMBER
pc.i.
N MBER
.1;CT
NUMBER
PCT
1,11B.:
819
0;i11,937
0750-800
8.055
-;;---2
,3261 "
0'
9,38T
1
5-053
1'
-
4,290
1'(% 9,443
1700-749
18,290'
-4
',334.:
123,624
2
11,965
210,112
'
222,077
,2
650-699
30,073
-- - 6
1 ,967
343,040
4
24,495
5;181
4, ..45,676
'
5'600-649
50,219 ,
10.
2 , 252
.--6
79,471
8
40,593
.8
967
7,77,560.
8550-599
61,421
1.2
4.,012
9 -
107,433
".11
63,219
13
'
62,054
12
125,273
13
500-549
77;804
- 16
7 ,046
' 14
149,850.____
15
78,211
16
81,407
16
159,618
16
450 -499
74,514
'
15
8 0848
17
157,362 .---16' ,
86,493
17
91,904
18
178,397
18
.400449
63,235
13
7 ,931
'- 16
142,166 .
14
78,008
16
80,428
16
158.436
16
350-399
56,581
. 11
8 ,894
16
137.475
'
' -
14
59,425
12
60,450
12
119;875
12
300-349
36,621
75,816
11
'
93,437.'
'
9
32,202
632,903
7=,65,,105
7250-299
17,157
,3
2 ,235
645.392
5..
15,97#"
317,053
33-
.-t031
3'
200-249
2,873
11,87
17,780
1
496,860
499,568
.43T.
996,426
"
.NUR
`496,843
437
434
NA,
495
111
108.
109
'
STD DEV
119
0
499,548'
"996,391
449;±;;
472
107
115.
.
t
of
TABLE 7B:, SAT - VERBAL SUBSCORES
.14.
4. 'r4
,-
,READIWG
COMPREHENSION:-
.
MALE
c
, NUMBER
PCT'
FEMALE.
.
NUMBER' P
CT
TOTAL
NUMBER
-PCT
838
-0'.
-
523
0:,
1,361
..
0'
3,929,
.-
1,
'3,019
1--
c-:6,948
.1.
9,651'.`
3.
8,102
2-
17,753.
2'
15,205
4'
13,648.
4.
28,853
,4
29,862
8..
28,852
858.,714
8
'4
51,217 .-
14
52,358
.10.3,575-
.14
'56%658
16
.15
59,479
17
116,137
'16
58,25,6.
.16
60,404.
17
1.18,660
-
16
49,512.
.14
48,766
14
-'
,98,278'
.14
45,323
13
45,575
.,.
13
-90,898
la-
24,796
' 7.
24,156
.
748,952
.7
15,150
414,419
-
4_
29,569.
.
.4
360,397
359,301
.
719,698
-
-
43.,5
4-3.3
-143.4
1143
11..0
11.2
4.
MALE'S
(
FEMALE
'`
TOTAL
SCORE
-NUMBER -
PCT
NUMBER _
PCT
NUMBER
PCT
,75-80
',1,799
0ilt
--1,643
,..
0 -
3,442
0
70-74
"..
3,260
la2,832
,,
-1
6,092
1
6.5-69
10,700
39,436
.3
20,136
.3
60-64
23,491
7,
19,692
543,183
-N,,
6
'55-59
'28,556
825,330
753,886
.''
7
50-54
41,560
12
3D,887 ,
.11
81,447
11
45=49
60,635
17
40,457
17
- 1'21,092
17
40744
'. 56;583
16,
59,240
16
115 ;$23
16
35-39
'
,48,324.
la51,121,
14
°
99,4'45
14
30,34
41,441
11,
- 41,749
12
83,19a
12
25 -29
22,525
623,829
1'46,354
6
20-24
21,529
624,083-
'7
45,612"'
-6
.NUMBER :.
TABLE 7C:
TEST OF STANDARD WRITTEN ENGLISH (TSWE)*
Af
LE'i
FEMALE
.
_ 'MEAN
'STD DEV -
-TOTAL
360,403
43.5
11.9
SCORE
NUMBER
PCT
NUMBER
PCT
-UMBER
PCT
60+
10,986
3'
15,972
426,958
.4
15
4549
50-54
3 51,948
.65,003
14
55,176.
'15'
-
18
a120,009
17
107,124,
55-59
8,928
11
,150,317
14
89,245
12
55,006
15
35-39
0-34
151,298
14
44,267
12
.95,565
13
115,492
16
40-44
58,588
16
'
56,9Q4:
16
39,645
11
31,766
9' .71,411
,10 -.
5-29
27;426
820,741
648,167."
7
. 20724
; 26,593
719,157
5, 45,750-
6
NUM
ER
,I
360,418
359,303-
MEAN
42.2
44.3
STD D.EV
110.9
10,6
I
*THE TEST 9F STANDARD WRITTEN ENGLISH
ISIN EXPERIMENTAL USE FOR PURPOSES OF PLACEMENT
719,721
432
10.8
359,2 9
427.
11.8
719,702
43.1
11.9
4
S.
t
1
TABLE 8:
ACHIEVEMENT TEST SCORES
AVERAGE OF SCORES
ENGLISH COMPOSITION
SORE
1,833
7,744
17,450
29,693
40,310
44,253
40,495
28,26Q-
13,574
3:,913
475
,115.
PCT 3 8
13 18
19
18
12' 6 2 0 0
- _F
.,.NUMBER
2,771
7,562.
16,156
.
24,206
t:31,500
.35,602
34,197
30,092,.
,19,641
.8,255
1,754
116
PCT 1 4 8
1.1
155
17
.;16
14
'9
'4 1 0
750-80A
7Q0 -749
650-699
600-649
'550-599
500-549
450-499
400-449
350-399
300-349
.250:-299
200-249
2.228,115
211,852
NUMBER ZV"'
-531
515
MEAN
95
101
STD DEV
,.
BIOLOGY
FRENCH
.SCORE
NUMBER
PCT
NUMBER
PCT
-,
2,004
4.
1,721
5750-800
3,123
7'
2,060
'6
700-349
4,556
10
3,197
914
650-699
6,026
6,756
13
15
4,069
5,386
12
16
600-649
.
55D-599
7,581.
16
-5,897
17
-500-549
6,427,
14
5,996
-18'
450-499
57127
11
-4,264.
_.
13
400-449
3,'188
71,229
,.,
* "
4350-399
1,287
349
0300-349
"-294
10
0250-299
14
0'
00
200-249
46,383
33,868
'NUMBER
544
553
ME
AN
115
1.05
STD DEV
MATHEMATICS LEVEL -1
NUMBER
3,376
,8
,
PCT 2.
.5
16,182
.10
24,196
15
24,671
29;151
18
24,866:
16
16;760
1-1
7,690
5.
2,664
2
333
,0
11
'0
158,061
545
102
' AMERICAN -HISTORY
NUMBER
PCT
994
2
1,620
3.
2,903
5
'5,451
97,860
12,
10,742
17
'1;1,811
1811,902
19
7,185
,-1.1
3,060
5
?35
1
26.
0
64,089
494.
103
CHEMISTR'-
I
MATHEMATICS LEVEL 2
NUMBER
PCT
,'NUMBER
PCT
1,655
56,712
.23
2,693
8'
5,147
18
3,9.53
12
5,965,
20
4,778
14.
\5,090
17
'
5,549
17
2,874
10
5,696
17
;1,357
5
4,752
14
944
3
2,866
9585
.971
3410
138
0203
1
30
38
0
00
90
33,056
29,384
569.
660
103
102
V.
COLLEGE OVERVIEW
TABLE 9:
EDUCATIONAL G0fLS (1974-75 SDQ QUESTION 23)
NUMBER RESPONDING:
TWO-YEAR TRAINING PROGRAM
ASSOCIATE IN ARTS DEGREE
BA OR BS DEGREE
MA"OR MS DEGREE
MD, PHD, OTHER PROFESSIONAL
UNDECIDED
TABLE 10A:
INTENDED AREAS OF STUDY- FIRST CHOICE (1974- 75 .SDQ QUESTION 48)
DEGREE
897,307 MALES
PCT 4
26
21 24
24
421,149 FEMALES
..
818,457 TOTAi.
PCT
.PCT
.5
sb
3
32
29'
21
21'
T4
19'
25
24
NUMBER RESPONDING:
393,237 MALES
'
PCT
AGRICULTURE
3.4
3.4
4RT
2.0
-BIOLOGICAL SCIENCES
9.3
BUSINESS AND COMMERCE
13.5
COMMUNICATIONS
3.1
COMPUTER SCl/SYS ANAL
2.1
EDUCATION
'4:1
ENGINEERING
12.9
ENGLISH/LITERATURE
1.5.
ETHNIC STUDIES
0.1
FOREIGN LANGUAGES
0.4
*FORESTRY/CONSERVATION
1.8
*GEOGRAPHY
0.0
HEALTH AND MEDICAL
8.1
HnTORY AND CULTURES
1.8
/
HOME ECONOMICS
0.1
*LIBRARY SCIENCE
0.0
MATHEMATICS
2.8
*MILITARY SCIENCE
1.2
MUSIC
2.1
PHILOSOPHY AND RELIG
0.9
'
PHYSICAL SCIENCES
4.4
PSYCHOLOGY
2.1
'
SOCIAL SCIENCES
8.2
*THEATER ARTS
0.5
TRADE AND VOCATIONAL
1.9
*OTHER
2.0
UNDECIDED
'
7.2
419,645 FEMALES
PCT
1.5
0.6
5.5
6.7
9.6
2.3
1.1
13.8
0.9
3.3
0.1
2.3
0.5
0.0'
21.3
1.1
0.2
1.9
0.1
%0.5
1.2
5.0
7.3
1.5
0.9
1.3
5.9
*THE PCTS. FOR'THESE AREAS ARE BASED ONLY ON 1974-75 SOO RESPONSES BECAUSE THEYAERE NOT IN TH
812,883 TOTAL`
PCT.
'
2.4
2.0
3.8
8.0
11.5
2.7
1.6
9.1
6.7
2:4
0.1
1.4
1.2
0.0
14.9
1.4
1.0
0.1
2.4
0.6
2.2
0.7
2.8
'3.6
:
7.7
1.0
1.4
1.7
6.5
1973-74 SDQ.
\\It
TAB,E 10B, PART 1: 'INTENDED SPECIFICFIELDS OF STUDY - FIRST CHOICE (1974-75 SOQ QUESTION
48)
I
INCLUDES THE 607,819 STUDENTS WHO RESPONDED
TO THESDQ.IN THEIR SENIOR YEA
NUMBER
PCT
NUMBER
BUSINESS AND COMMERCE
ACCOUNTING
18,561
ADVERTISING
929
BUS MGT AND ADMIN
19,5,29
COURT REPORTING
°826
FINANCE
-1,711
HOTEL ADMIN
1,378
AGRIC LTURE'
AGRI ULTURE ECON
328
0.1
AGRO
MY.
-499
0.1
ANIMA
SCIENCE
4,727
0.8
DAIRY
CIENCE.
183
0.0
FISH. A.D GAME
4,539
0:7
FOOD SC ENCE
307
0.1
HORTICULTURE
1,023
0.2
'LANDSCAP NG
516
0.1
OTHER, U SPECIFIED
3,528
0.6
ARCHITECTURE/ENV DES
ARCHITECTURE
8,202
1.3
CITY PLANN
G279
0.0
URBAN.DEVEL PMENT
209
0.0
OTHER, UNSP
IFIED
ART
3,265
0.5
ART HISTORY
314
0.1
COMMERCIAL AR
0;4865
0 5
'
DESIGN
50T,
949;1.
FASHION DESIGN
Is'2,732
0.4
CC
+GRAPHIC ARTS
'
793
0.1
CD
INTERIOR DEC
2,813
0.5
PHOTOGRAPHY
2,045
0,
PRINTING
237
O.
STUDIO ART
,\
1,504
0.2
OTHER, UNSPECIFIED`',
8,016
1.3
BIOLOGICAL SCIENCES
BACTERIOLOGY-,
440
0.1
BIOCHEMISTRY
2,233
0.4
BIOLOGY
6,404
1.1
BIOPHYSICS
227
0.0
BOTANY
-502
0.1,
ECOLOGY
1,141
0.2
MARINE BIOLOGY
5,482
0.9*
PHYS1OLOGy
1,019
0.2
ZOOLOGY*
2,524
0.4
OTHER, UNSPECIFIED
20,21'9
3.3
1.
PUT .
4,
NUMBER'
PCT
ENGINEERING
3.1
AEROSPACE/AERON
4,527
0.7
0.2
AGRICULTURAL ENG
372. 0.1
3.'2
AIR-CONDITIONING
,304
0.1
0.1
ARCHITECTURAL ENG
!,759
0.3
0.3
CERAMIC ENG
56
0.0
0.2
CHEMICAL ENG
,564
0.4
CIVIL' ENGINEERING
,629
0.6
CONSTRUCTION/TRNSP
641
0:1
734
0.1
DRAFTING
,273
0.2
1,947
0.3
ELECTRrCAL ENG
9,097
1.5
9,8 ?0
1.6
ENGINEERING AIQE
68
0.0
367
0.1
ENGINEERING DESIGN.
462
0.1
14,578
2.4
ENG SCIENCES
L620
0.1
INDUST MGT ENG
874-
0.1
1,018
0.2
INDUST LAB TECH
121
0,0
750
0.1
INSTRUMENTATION
106
0.0
8,173
1.3
MATERIALS SCIENCE
.39
0.0.
4,367
0.7
MECHANICAL ENG
14,395
0.7
2,606
0.4
METALLURGICAL ENG
.188
0.0
7`'
MINING AND MINERAL
185
0.0
X3,363' 0.6
NAVAL ARCH/MARINE
709
0.1
12,743
0.5
NUCLEAR, TECHNOLOGY
644
0.2
664
0.1
PETROLEUM ENG
,270
0.0
33,855
0.6
PLASTICS TECH
31
0.0
QUALITY CONTROL
26. 0.0
168 0.0
SURVEYING
'155
0.0
959
0.2'.
TEXTILE ENG
65
0.0
9,220
0.2
*
OTHER, UNSPECIFIED 12,603
2.1
91,286
0.7
ENGLISH AND LIT
g,880
0.5
CREATIVE ,WRITING
4,011
0.7
:11,579
0.3
*,
ENGLISH
2,144
0.4
A,..90,P
0.8
LITERATURE
1,118
0.2
363
0.1
5,39
6.0.9
.
INDUSTRIAL MGT `-.N...e404
0.1
MARKETING
0.2
REAL ESTATE
SALES AND RETAILING
SECRETARIAL STUDIES
TRANSPORTATION
OTHER, UNSPECIFIED
COMMUNICATIONS
COMMUNICATIONS
FILM
JOURNALISM
DIO AND TV
THER, UNSPECIFIED
COMPUTER SCl/SYS ANAL
COMPUTER SCIENCE
DATA PROCESSING
SYSTEMS ANALYSIS
OTHER, UNSPECIFIED
EDUCATION
AGRICULTURAL EDUC
ART EDUCATION
BUSINESS EDUCATION
CHILD DEVELOPMENT
ED OF EXC CHILDREN
EDUC OF DEAF
ED OF MENT RETARDED
-ELEMENTARY EDUC
GENERAL EDUCATION
HEALTH EDUCATION
HOME ECONOMICS. ED
INDUSTRIAL ARTS ED
'MUSIC EDUCATION;
PHYSICAL EDUCATION
RECREATION
SECONDARY EDUCATION
SPEECH ANDHEARING
VOCATIONAL/IND EDUC
OTHER, UNSPECIFIEp
1J.,2054'1.8
SPEECH
1,426' 0.2..
OTHER, UNSPECIFIED.
390
0.1
ETHNIC STUDIES
954,0.2
AMERICAN INDIAN
519
0.1
BLACK STUDIES
2,508
0.4
MEXICAN AMERICAN
11,717
1.9
SPANISH AMERICAN
977
0,2
, OTHER, UNSPECIFIED
3,562
0.6
1,758
0.3
305
0.1
7-,599 \11.3
115
'165 4833
:140
0.0
0.0
0.0
0.0
0.0
-,
TABLE 10B,
PART.2:7:INTENDED SPECIFIC FIELDS OF'STUDY
INCLUDES THE 607,819 STUDENTS WHO
- FIRST'CHOICE (1974-75 SDQ QUESTION 48
RESPONDED TO THE SDQ IN THEIR. SENIOR YEAR
FOREIGN LANGUAGES
NUMBER
PCT
HOME ECONOMICS
NUMBER
PCT
CLASSICAL LANG
157
0.0
CLOTHING
1,153
0.2
EASTERN LANGUAGES
87
0.0
FAMILY RELATIONS
124
0.0
FRENCH
1,722
0.3
FOOD AND NUTRITION
1288
0.2
GERMAN
517
0.1
CHILD CARE
271
0.0
ITALIAN
91
0.0
INSTITUTIONAL MGT
101
J0.0
LINGUISTICS
361
0.1
OTHER, UNSPECIFIED
2,106
0.3
USSIAN
.168
0.0
LIBRARY SCIENCE
729
0.1
SP
H1,955
0.3
MATHEMATICS
OTHER, oN5PECIFIED
3,137,
0.5
STATISTICS
509
0.1
FORESTRY AND
OTHER, UNSPECIFIED
12,326
2.0
CONSERVATION
GEOGRAPHY
74078
199
1.2
0.0
MILITARY SCIENCE
AIR SCIENCE
1,493
0.2
HEALTH/MEDICAL PROF
MERCHANT MARINE
268
0.0'
DENTAL. ASSISTING
1,317
0.2
MILITARY SCI-ARMY
785
0.1,0
DENTAL HYGIENE
4,503
0.7
NAVAL SCIENCE
748
0.1
DENTAL TECHNOLOGY
1,699
0.3
OTHER, UNSPECIFIED
593
0.I
HEALTH AND SAFETY
120
0.0
MUSIC
LAB TECHNOLOGY
2,219
0.4
COMPOSITION /THEORY
1,007.
0.2
MEDICAL ASSISTING
1,360
0.2
INSTRUMENTAL MUSIC
4,734
0.8
MED RECS LIBRARIAN
289
0.0
MUSIC HISTORY
101
0.0
MEDICAL TECHNOLOGY
.4,974
0.8
VOICE
;-
2,111
0.3
NURSING-PRACTICAL.
1,449
0.2
OTHER, UNSPECIFIED
4,983
0.8
NURSING-REGISTERED
24,341
4.0
PHILOSOPHY AND RELIG
OCCUPATNL THERAPY
4358
0.2
PHILOSOPHY
607
0.1
OPTOMETRY'
1,019
0.2
RELIGION
1,495
0.2
PHARMACY
4,181
0.7
SCHOLASTIC PHIL
32
0.0
PHYSICAL THERAPY
6,443
1.1
THEOLOGY
959
0.2
PREDENTISTRY
3,827
0.6
OTHER, UNSPECIFIED
951
0.2
PREMEDICINE
25,212
4.1
PHYSICAL SCIENCES
_RADIOLOGY /X -RAY
2,586
0.4
ASTRONOMY
911
0.1
OTHER, UNSPECIFIED
12,053
2.0
,CHEMISTRY
2,934
0.5
HISTORY AND-CATURES
EARTH SCIENCE
227
0.0
AMERICAN-
2,9500.
'
GEOLOGY
679
0,1
ANCIENT
.626
0.1
METEOROLOGY
541
0.1
WREA'AND REGIONAL
123
0.0
OCEANOGRAPHY
1,962
0.3
EUROPEAN
659
0.1
PHYSICAL SCIENCES
550
0.1
OTHER, UNSPECIFIED
3,937
0.6
PHYSICS
`1;937
0.3
OTHER, UNSPECIFIED
5,801
1.0
NU
-PSYCHOLOGY
CHILD PSYCHOLOGY
4,601
EXPERIMENTAL PSYCH 1,132
GENERAL PSYCHOLOGY 3,763
SOCIAL PSYCHOLOGY
3,385
OTHER, UNSPECIFIED 9,992
SOCIAL SCIENCES.
4BER
PCT
0.8
0,2
0.6
_.-0.11
1.6
ANTHROPOLOGY
1,167
0.2
CORRECTION ADMIN
611
0.1
ECONOMICS
1,224
0.2
FIRE SCIENCE
,277
0.0
FOREIGN SERVICE
658
0.1
INDUSTRIAL REL
13b
0.0
INTERNATIONAL REL
1,100
0:2
POLICE SCIENCE
,6,412
1.1
POLITICAL SCIENCE 11,946
2.0
PUBLIC ADMIN
471
0.1
SOCIAL WORK
.6,447
1.1
SOCIOLOGY
2,894
0.5
OTHER,UNSPECIFIED 12,532
2.1
THEATER. ARTS
DANCE
1,215
0.2
DRAMA
2,432
0.4
THEATER ARTS
1,258
0.2
OTHER, UNSPECIFIED 1,262
0.2
TRADE AND VOCATIONAL
AIRLINE HOSTESS
1,601
0.3
AUTO MAINTENANCE
803
0,1*
AVIATION MAXNT
'278-
0.0
BUILDING CONSTRUC
306
0.1
CARPENTRY.
388
0.1
COSMETOLOGY
209
0.0
MORTUARY.SERVICE
181
0.0
OTHER, UNSPECIFIED 1,347
0.2
OTHER
10
UNDECIDED
30,604
5,0
ce
VI.
COLLEGE PLANS
A
TABLE 1r:
PLAN TO ASK. COLLEGE FOR SPECIAL ASSISTANCE, BY AREAS OF NEED ANDETHNIC GROUP (1974-75 SDQ QUESTIONS
24, 3
EDUC/VOG t
UNSELING
MATHEMAT
AL SKILLS
READING S ILLS
-WRITING SKILLS
STUDY SKILLS.
PART-TIME WORK
PERSONAL COUNSELING
TOTAL REQUESTS
-NUMBER SEEKING ASSISTANCE
AMERICAN
INDIAN
BLACK
MEXICAN
AMERICAN
ORIENTAL
PUERTO
RICAN
WHITE-
OTHER
769
19;040
4,872
7,181
1,846
231,782
4,972
643
20,896,
3,098
3,116
1,227
110,237
3,142
385
10,586
2,021
3,608
970
86,952
2,447
395,
9,600
, 1,909
3,393
925'77,544
2,369,
642
18,419
2,919
3,490-
1,217131;089
3,240
1,086
35,914
5,511
7,435
2,536
284,689
- 6,657
137
3,339.
494
849
277
19,156
740'
4,057
117,794
20,824
29,072
8,998
941,449
23,567
2,167
61,g10401,6=t
14,599
4,860
558,799
12,754.
NO RES
THNIC
ONSE
TOTAL
PCT SDQ'
RESPONSES
2,
47
273,109
32
1,
93
143,652
17
92
107,961
13
83
97,118
11
- 1,
34
162,350
;19
3,64
347,592
41
23
25,315
3
11,036.1,157,097
, 6,538
672,258
7S
TABLE 12:' PLAN TO APPLY FOR ADVANCED PLACEMENT OR COURSE CREDIT (1974-75 SDQ
QUESTION18)
861,875 REQUESTS BY.496,897 STUDENTS, WHO REPRESENT 58PCT'OF THE STUDENTS RESPONDING TO THE SDQ
211,052 ENGLISH
189,291 MATHEMATICS
118,502 FOREIGN LANGUAGES'
196,605 SCIENCES
146,425-HISTORY
r
'TABLE 13:
HOUSING PREFERENCES (1974-75*SDO QUESTION 30)
NUMBER RESPONDING
381,159 MALES
410,208 FEMALES
791,368 TOTAL
PCT
PCT.
PCT
AT HOME
25
27
...+46
-
SINGLE-SEX DORM'
20
33.
- 26
RED DORM
34
.25
. 29
FRATERNITY OR SORORITY
4.
33
'ON-CAMPUS APARTMENT
96
8
OFF-CAMPUS APARTMENT
86
-7
VII.
ACTIVITIES
TABLE 14:1PARTICIPATION IN COMMUNITY AND CHURCH GROUPS
(1974-75 SDQ QUESTION 19)
yNO PARTICIPATION
NOMINAL PARTICIPATION
ACTIVE
VERY ACTIVE
LEADER
MORE THAN NOMINAL
NUMBER'RESPONDING
cec,
TABLE 15:
PARTICIPATION
(1974-75 SDQ
IN ATHLETICS ,
-
UESTION 20)1'
MALE
PCT
FEMALE
PCT
TOTAL
PCT
aMALE
PCT
FEMALE
PCT
TOTAL
PCT
19
20
14
16
16,
18
NU PARTICIPATION
11
INDIVADOAL, INTRAMURAL
32
28.
.46
2039
28
31
30
VARSITY; BUT ND LETTERS
16
-
912
10
.13
11
-r`
VARSITY LETTER IN 1 SPOR 22
11
16
22
27
25
VAR LTRS /2 OR MORE SPORT' 19
6'
13
60
71
66
VARSITY PARTICIPANTS.
57
26
41.
394,759
421,139
815,899
NUMBER RESPONDING
396,964
418,883
815,848
TABLE 16:
PARTICIPATION IN H.S. CLUBS AND ORGANIZATIONS
(1974-75 SDQ QUESTION ,21)
MALE
PCT.
FEMALE
-PCT
.TOTAL
PCT
NO PARTICIPATION
20
914
MEMBER
51
52
-
52
1-2 MAJOR OFFICES
22
28
25
3-4 MAJOR OFFICES.
5-7
MORE THAN 4 OFFICES
23
2,
MAJOR OFFICE HOLDERS
29
39
34
NUMBER RESPONDING
398,879
425,658
824,538
40
TABLE 17:
HIGH SCHOOL-HCNORS AND AWARDS
(1974-75 SDQ QUESTION 22)
NONE
MALE
PCT
51
FEMALE
PCT
45
TOTAL
PCT
1-2
30_
-33
31
3-4
13
12
5-6
45
4MORE THAN 6
-
44
4AT LEAST ONE
49
55
51
NUMBER RESPONDING
,394', 913
419,594
814,508
ohe
TABLE 18:
EXTRACURRICULAR ACT I ITIES IN HIGH
SCHOOL AND.PLANS
WJNBER RESPONDING TO AT
LEAST
lE ACTIVITY:
TN
41THLETIG5i INCL INTRAMURAL AND COMMUNITY
ETHNIC DRGANIZATIONg
JOURNALISM,,DEBATING, DRAMATICS
INCL BAND, ORCHESTRA, CHORUS
,jDEPARTMENTAL OR PREPROFESSIONAL CLUBS
,RELIGIOUS ORGANIZATIONS
ASOCIASOCIAL.OR COMMUNITY CLUBS
AL OR
VIII.
SKILLS AND ABILITIES
391,153
FOR COLLEGE
MALES
(1974-75 SDQ QUESTIONS 32-33)
416,571 FEMALE$
807,725 TOTAL.
ACTIVE
IN H.S.
PCT
WILL BE
ACTIVE
PCT
ACTIVE
.
IN H.S.
PCT
WILL BE
ACME
PCT''
ACTIVE
IN H.S.
PCT
SWILL BE
ACTIVE
PCT
80
68
56
.
44
68
55
6_
78
10'
7 -
8
25
22
35
32
30
27
26
18
41
28
34
23
11
18
21
'
24,
'16
21
30
20
41
e28
36
24
38
3g
54
56:
47
23
20
29.
26.
.23
TABLE 19:
SELF- REPORTED SKILLS AND ABILITIES (1974-75 SDQ QUESTIONS
34-47)
NUMBER RESPONDING TO
AT LEAST ONE AREA:
ABILITY TO GET
399,789.MALES
TOTAL,
PCT
TOP
1%
,
PCT
TOP
10%
PCT
ABOVE
AVERAGE
PCT
AVERAGE
PCT
BELOW
AVERAGE
PCT
TOP.
1%.
PCT
ALONG WITH OTHERS
21
36
30
13
0100
23
ACTING
411
25
48
-13
100
4
ART
10
23
43
20
100
4
ATHLETICS
12'
28
32
25
3100
5
CREATIVE WRITING
518
33
37
7100
5
LEADERSHIP
11
29
,32
26
2100
9
MATHEMATICS
10
26
'
.28
29
7100
5
MECHANICS
719
31
35
9100
1
MUSIC
613
21
34
26
100
6
ORGANIZIFFOR
WORK
722
37
32
2100
9
SALES
616
31
40
7100
5
SCIENCE
722
32
.33
5100
3
SPOKEN EXPRESSION,
'7
21
35
34
3100
7
WRITTEN EXPRESSION'
'7
22
35
33
4100
8
423,679 FEMALES
OP
10%
'CT
ABOVE
1
AVERAGE
PCT
AVERAGE
PCT
BELOW
AVERAGE
PCT
35
30.
12
0
10
23
53
10
12
.24
43
18
15
28
44
7
17
33
38
.6
'
25
30
33
3
18
27
.40.
11
516,
48
31
15
27
37
14
23
37'
31
1
14
28
46
'7
13
27
47
10
19
'34
37
3
22
.35
32
3
N
IX. ,FINITCES
TABLE 20:
ESTIMATED PARENTAL CONTRIBUTION TOWARD APPLICANTS' EDUCATION,BY
ETHNIC GROUP
(CALCULATED FROM 1974-75 SDQ QUESTIONS 24, 26 -28)
f
AMERICAN
INDIAN
BLACK
PCT
PCT
MEXICAN
AMERICAN
PCT
PUERTO
ORIENTAL - RICAN-
PCT
PCT-
WHITE
PCT
'01HER
PCT
NO ETHNIC
RESPONSE
PCT
ALL
STUDENTS
PCT
UNDER $
625
59.2
76.9
74.1
47.5
69.1
33.4
41.8
38.5
$625-
899
6.3
4.4
5.7
7.1
5.0
8.0
6.4
7.4
7.6
900-1,199
7.6
4.6
5.9
93
5.6
10.5
8.1
9.4
9.8
1,200-1,499
5.3
2.9
.3.8
6.0
3.5
7.6
5,3
6.8
7.0
1,500-1,799
2.1,
1.2
1.5
3.6
1.9'
3.9
2.6
3.5
3.6
1,800-2,099
2.8
1.7
1.5
3.4
2.1
4.8
3.2
3.9
4.4
C.;1
2,100-2,399
3.0
2-,400-2,699
0.5
1.6
0.3
1.5
0.4
3.6
1.1
- 2.0
-0.7`
'4.7
1.3
4.1
0.9
1.1
4.3
1.1
2,700-2,999
2.2
1.2
0.8
2.6
1.2
3.4
2.1
2.7.
3.1
3,000-3,299
0,8
0.3
0.3
0.7
0.5'
1.0
0.6
1.0
0.9
3,300-3,599
0.5
0.3
0.3
0.8
0.4
1.1
0.7
0.8
1.0
3,600-3,899
1:7
0.8
0.8
1.7
0.9
'
2.4
1.4
2.0
2.2
3,900-4,199
,0.6
0.2
0.8
0.5
0.9
0.7
0.9
0.8
4,2 -00 -4,499
0.1
0.1
0.1
0.3'
0.0
0.3
0.2
0.2
0.2
4,500-4,799
0.6
0.3
0.4
0.9
0.4
1.1
0.7
0.8
,1.0
4,800 OR OVER
6.7
3.3
2.6
10.7
6.2
15.9
10.4
13.6
14.4
TOTAL
'
100:0
fbm
100.0
100.0
100:0
100.0
110.0
100.0
100.0
NUMBER RESPONDING
2,096
56,730
10,368
14,346
4,753
597,704
12,232
4,993
703,222.
MEAN CONTRIBUTION
$ 1,314
$72
661
$667
$ 1,794
$ 1,057
$ 2,523
$ 1,581
$ 2,155
$ 2,301
MEDIAN CONTRIBUTION $
414
$1
$194
$721
$258
$ 1,145
$529
$925
$ 1,019
MEAN INCOME
-$13,932
$10,093
$11,280
$16,812
$12,589
$20,007
$15,763 $18,389
$18,860
MEDIAN INCOME
$11,368
$ 8,210
$ 9,824
$13,881
$ 9,433
$16,277
$12,551
$15,156
$15,465
ti
TABLE 21:
ANNUAL PARENTAL INCOME BY SAT AVERAGE, BOTH SEXES COMBINED (1974-75 SDQ QUESTION 28)
674,320 STUDENTS RESPONDING (PERCENTAGES IN THIS'TABLE BASED ON THIS NUMBER)
SAT AVERAGE
750-800
700-749
650-699
600-649
-
550-599
500 -549.
450-499
400-449
350 =399
300-349
250-299
g00-249
..,
TOTAL
MEAN SC
UNDER
$6,000
PCT
0.0
0.0
0.1
0.2
0.4
0.6
0.9
1.1
1.2
Q1.2
1.1
0.4
7.1
393
$6,000-
$8,999
PCT
0.0
0.0
0.1
0.3
0.7
1.1
1.5
.1.7
1.7
1.4
0.9
0.2
9.7
422
$9,000-
$11,999
PCT
0.0
0.1
0.2
0.6
1.2
2.0
.
2.7
2.8
2.5
1.6
'
0.8
0.1
14.7
442
$12,000-
$14,999
RCT
0.0
0.1
0.3
0.8
1.5
X2.4
3.0
3.0
2.4
1.5
0.6
0.1
15.6..
454
.$15,000-
$19,999
PCT
0.0
0.2
0.5
1.2
2.2
3.2
3.9
3.8
2.9
1.6
0.6
0.1
20.2
464
$20,000-
$29,999
PCT
0.0
0.2
'
0.7
1.6
2.6.
3.6 N 2
. 1.4
0.5
0.1
21.2
479
30,000
R OVER
CT
.0
'..5
.6
2.1 .T
1.8
1.5 94
.2
.6
.2
.0
t
*.'
'
TOTAL.
PCT
MEAN
INCOME
0.1
$27,999
0.8
2.5
$25,708
$24,353
4c
5.7
$23,069
10.2
$21,706
15.0
$20,671
'
18.1
$19,571
18.0
$18,574,
e14.4
$17,052
.9.3
$15,263
4.7
$12,384
/
1.0
$ 9,583
100.0
$18,952
457
..
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