DOCUMENT RESUME

ED 046 362 24 HE 001

7TTLT. The Fe'asibility of Computer Assirt_ed ColleoeSelection as a Guidance Counsollina Aid.

INSTITUTION Creative Concepts, Tnc., Hethesda,SPONS AGENCY Office of Education (D9F'4) , 'washinoton, D.C. Pureau

of Research.RUMAU NO FR-O-C-009PIT", DATE . Jun 70COlvTRACT Orc-3-70-0009 (010)JOTF

.2Bp4

',DRS PRICE'DFSCRIPTORS

FDRS Price MF-$0.65 PC -$L 29*College Pound Students, *Coll.eoe Choice, *ComputerOriented Programs, Counselors, *Higher Rducation,Student Interests

tABSTRACT

This study analyzed and determined the feasibilityof a computerized colleap selection service for high school students.One thousand seniors were randomly selected from among the publicschool system iu Region III. They completed a questionnaire detailingtheir qualificatiOn for collew admission and preference for collegecharacteristics. This information was matched with a computerizedcollege data hank and 10 school most closely approximating thestudent's interest and abilities were identified. In addition, eachcooperating counselor completed a Questionnaire that presentedinformation on the counselor's "level of satisfaction" Pith eachstudent's college selections as determined by the computer. The studyalso developed comparative statistics about the preferences and

.trends of the sample. The appendices include: the guidtlines forstudent selection, the counselor questionnaire, th2 C.A.M.P.U.S.questionnaire, a sample answer sheet, a list of computerized collegeselections, and an explanation of the computer print-out. (AF)

"ss

N40PrN ')

w

THE FEASIBILTTY OF COMPUTER ASSISTED COLLEGE

SELECTION AS A GUIDANCE COUNSELLING AID

This study has been supported by the

U.S. OFFICE OF EDUCATION, REGION IIIunder Contract OEC-3-70-0008 (010)

June, 1970

Prepared by:

,CREATIVE CONCEPTS, INC.5400 Pooks Hill Road

Bethesda, Maryland 20014

U $ DEPARTMENT OFHEALTH, EDUCATION

WELFAREOFFICE Of EDUCATION

THIS DOCUMENT HAS SEEN REPROJvCEDEXACTLY AS RECEIVED FROMTNE

PERSDNORORGANIZATION ORIONALNOrT POINTS OFVIEW OR OPINIONS STATED

.7.+0 NOT FECESBARMY REPRESENT OFFiCIAEOFFICE OF EDUCAT'Ott POSITION OR POLICE

Acknowledgement

The success of this project is due, in large measurL., to the

assistance and-cooperation of the guidance counselors who

willingly conducted the "grass roots" phases of the project

in the various higl, schools. The cooperation of the students

was, of course, essential to the study; hopefully, they have

benefited, too. Lastly, the guidance of John Morrow, Project

Officer, and Frederick Will, Contract Officer

acknowledged.

is gratefully

SUMI,IARY

Conclusions

1. The interest in the project on the part of" participatingcour,selors and students was extremely high.

2. The ability of the computer to effectively and efficientlyhandle the data retrieval chores associated with college-selection.has been proven. It would be virtually impossible fora counselor or student to 'make an objective appraisal of theinformation coi)tained in the C.A.M.P.U.S. .databank in anyreasonable amount of time.

3. The C.A.M.P.U.S. computerized college-selection programmatches a student's questionnaire responses to over 1/2 millionfacts about 2500 institutions of higher learning in the UnitedStates, and selects the ten "most appropriate" schools; theentire process takes less than 10 seconds.

4 The guidance counselors felt that in 70% of the cases, atleast 5 (.4 the student's college-selections wereT"in line" with the kinds of schools the counselor would re-'commend.

. in 540 of the cases at least 7'(i.e., 3/4)of the college-selections were "in line"

. in 19% of the cases all of.the College-selections were "in YliTe"

5. The computer is,. indeed, a valuable data retrieval toolfor the guidance counselor. It frees the counselor from the"clerical drudgery" associated with college-selection, andprovides more time for in-depth counseling.

. -

Recommendations

1. This study has demonstrated the feasibility of using thecomputer. as a guidance support system. The cost for the op-eration of a computerized college-selection program, such asC.A.M.P.U.S., is so low that virtually any school system canafford to use it.

2. The U.S. Office of Education should increase its supcortin the area of information retrieval systems for guidancecounseling. It is important, however, that emphasis be placedon imcroving existing systems, rather than funding fundamentalresearch.

.3. Consideration should be given to adapting the computexizedcollege-selecti.on system for "real-time" computer access. :assystem would permit counselors and students to use the data -bank on demand, thereby providing fGr a dynamic system.

4. Because of the proven benefits of the comcuter inmation retrieval for college-selection, similar complementarysystems should also be developed Possible systems might includea vocatiotiaa-school information system and a financial aidinformation system..

CONTENTS

Part I

THE PROBLEM AND THE NEED page

Part II

PROJECT DESCRIPTION

' Purpose uaqe 7

Selecting the Student Participants page 2

Selecting the School System page 10

THE COLLEGE- SELECTION SYSTEM

1. The Questionnaire

2. The College-Selection Program.

TEE COUNSELORS QUESTIONNAIRE

Results of Counselor Questionnaire

DATA ANALYSIS OF STUDENT RESPONSES

. Data Analysis Results

APPENDICFS

page 12

page-14

page 16

page 17

page L3

page 19.

THE PROBLEM AND THE NEED

The crowing importance of higher education and the ever in-

creasing competition for college admission has placed greater

emphasis on the guidance counselor's ..)osition. The problem

of maximizing the already limited counseling hours available

to high school students is, indeed, becoming more critical.

In June of 1965, 2 1/2 million students graduated from high

schools in the United St motes; of this number, approximately

52% (1.3 million) enrolled in U.S. colleges the following S pt-

ember. The main sources of college selection information for

these students were their high school guidance counselors.'

fortunately, there were only 33,600 guidance counselors avail-

6

assist the 1,300,000, prospective collerje student::

a ratio of 1 counselor for every 300 students. While

in illustrates the lack of a sufficient number o rain-

ed guidLnce bersonnel it- tells only part of the problem.

?he guidance counselor's functions are not restricted t

ing a limited number of high school students select a college.

In fact, the number of high school students who were nu:c1;creca

anoc-, the counselors' 'Clientele in 1965 totaled almost'p

million (this does not inClude.3.2 million 9th grade student.2,,

The initial ratio of 1:300 nose takes on a six -fold increase cc, 1 .

the unbelievable ratio of 1 :1800 ;. these. counselor/student

ratios are hardly suited to personal counseling,

This situation is bound to get worse. The rapid growth of two-

Year community colleges will undoubtedly contribute to tie

already difficult burden of assisting high school students

with their career plans.

Because a great deal of the guidance counselor's time is de-

voted to helping prospective college students select a college,

and since this is a time-consuming and laborious task (not to

mention' non- comprehensive and inaccurate, when done in the

1A11 Statistics are U.S. Office of Education estimates, and wereincluded in the Digest of EducationalStatistics, 1968 edition,Office of Education, DHEN.

usditiendl catalog-searching manner), every e shouac .1;b

ms,:le deve:_cp more efficient technicuas; student. will be

the t17-imaUe ben:Dffeierv. This polinu was very soundly sup..pc ted,

an :t le which appeared in thi) Jov.171 of th'.7

f

?ers3 A,:scciation(A2C2A)', rank .J. 2.1inor,

at al, -said `'The counselor sould be able to devote more

his trad to professional counseling activities and le b

to maintaining and cy3.eraing a general educational-Occupation2

inforr.laticn Iibrary."

There exists tedey an hypothesis caLiLed"the gcoancss of

*pethosis..This tenet cOncerns the student satisfaction

a collegene basic assumption of this hVpothe'sis," ses

fc:ssor Leonard Rand, "is that a Cnice of college will be more

positive and thus a student will be :.'.ore satisfied if he chooses:

a schdol with a student poiculation similar to him in persdnality.3

interest, aptitudes, ,etc." It would appear, then, that any

assistence in bringing:.together students and colleges along

such compatible lines will increase the probability of obtain-

in a more "positive" reaction-froxthe student. Ren4 also L,:tatc.::

"Satisfaction With college' choice thus becomes an importantl

:Frank J., /,:yers,,Roger A.,-and Super, nnaldrmentel Computer-Bascd Edacational and Career Exploratio:-.

y:;tc.::: Personnel & Guidance Journal, February 1969, vol-Li:,c!47, number 6, page 568.3

Rand,. Lee. P., "Effect on College Choice Satisfaction o_I.:etching Seudentb and Colleges," The Personnel & Guidancc, Ccu7-nal,Sept., 1068, Vol. 47, no. 1, page 35.

isYis s s iLlIplisit relationship A_,11

iv collscc

-'actors as rs.. ininc a L Colleo

ststes3 in cols 3 andradjustin both ih scholaL;tic and

zsc'a.T c.-Zsrs'."

stn shze 'faced th the dils:

anal __.C. a c_% nu :he_ of facts about alany coilcces With

the of'svnthesizing thesc facts for Sound dccisi

.croccss norally involves t'he -47.anual task cf

searohihc- co11s3 cataidrs, varicu.t Collee selection. ,

brochurzs, and so on. It is virtualLy imi2oss lisle to CIE,Z0.1.

thro1.11-1 thsos data, sources, and make an accurate analysis

decision based on their contents. -Consoe,uently; the st:,Idont.as

102t. only a "best estil7iate" basis for-coilcce selection.

Considsz Che pro'blem of a high' school :student planning to ,atten

collece: first, he must decide which schools .wiVadmit 4 on

the basis of his acade=mic achievements; second, he must detaS]

the s2 .characteristics (location, size, cost, de ,-sae

ma3ors etc.) which are of interest to him;. third, he must

ply to the colleges he has chosen and include an Lpplication

from $10.00 to $25.00. If the student is an "varacja-

stv,deht, he will probably apply to about five (3) schools./

There is o:cjusranto.3, however, that_ he will be accepted at

ess echeols: in ...act,

o

Lcvo,id

17L,.;king-'nis to'attc:nd

Conasc-aanly,. tho dollars .

cow >c e educatlon.(S7,00C to $i5,03) a_La

:hroou'e-t'ne entire oclicca sslecti-on4

c3nstanLv icocd s',.:1)jcctf.vc1 o2Lnions aboat

attana tea6-.c-rs, cj-c..canac counsalors,'ftacnd:..,

',...cnselv.cs. In Ynad rush` to c,.a.f.n

to scl cCtiVe "naz.e" cofte,;fas, tog' soucent and ;-1s'al.-3

sight of the redl objective; choosing gocolleges ti -na

IlL= can IlaP[?Y.and successful, where he can 2.--c courses' in

s a d

which he is interested, colleges he can afford. The student

rately in need of some oojective criteria on which to bJ.ss

iii:: choice. Computerized college selection can provide him '6

such a factual and .,:lbiased vier;oint. Here, too, authors Y:...-3=s

..,:yers and Super concur:

"L major objective of the s'c.udent guidance counselingcenters in high schools, junior colleges, and univszsit.issis to orovide individualized aid to each ,student tphim reduce the uncertainty of his educatioa and vcca-ional plans. Frequently, this ol:djective. is1 notsatisfied because of the information handlingT,:o'such problems are: ;a) the fallibility of both cci.Inaoz sod student in memorizing, associating, and calctivalvreeaIIN, educational and vocational facts; and (b) to.

of the counselor and the student to devo:aesufficient time, patience, and energy to performing thc.chormouf: number of clarical steps involved in relatjeducational and occupational facts to pertinent _..ic-on

10

C.T:o

cc-J=1ot"1 , L:1C,

aL

c. It

i...-ItLndccl to t -

cjuiancc: LO' n33Iors; --athc,z-, it i2 dc:sic.incd to

cy.f clzreal L,:_Lociatc

scictf,on ul.)on o

al, a? E.5.1

11

-Lo

a jz11j2ct.

sa;:a.2,s -c

- roasaar.,

: 02 ti.2,

17 21_ by Creativo Cor.c2 2:2 a

rz:cticz.

zu.:D2oft was 'provd2d forany of .2 2_,

for = 2.U.S. sy,a:tor=1.

condv:ctod r to y)..fb1::osi:-.r

Of Loa a ro2-uIt, trf,

:Z02 a co:r.pict2 ".9acl:a(-..;2" 5y:;ta...1

a stud.)r.t po.2ulation from anv d2v2._c

coul:zolbrs studa:Its coLld

a t:-oZ.c 1 co.7:2.uteriz.ed collego-s2lection Lsten Ica:

12

,.3

_Lo to Co

hLs a.17orate gzou--;. o' coanot_

_

3:

-tr,1 a of the thcoo

to the objectiv.ity

nt ?Eo:ticiptute.

no o_ o-tuy.design call-C: for the 'ace of '-01ae-

tt Sehicr vear (12th grac;c) o: high oencol

zYie .participatich of thio

haeoc: acsu2tion project would

c emic year prior to Noverer: tnet

mo'tt arc actively engaged in college solact:loh.

etartf.ng cf the project was ,:ostoned uhtil

haf of the ::ehool year, it c:ecided that a en::n-c

i0 the acadefAie level of tho univerto :)c approi:riatt.

13

9

The change was made, and the universe was composed of students

in the second half of the Junior year (11th grade) of high school.

The change was beneficial in that it provided ,a student pop-

ulation whose perceptions of the available college character-

istics were not yet well conceived. Consequently, the students'

indications of interest were precipitated by the structured

nature of' the questionnaire.

Each cooperating counselor was requested to folloW the "Guide-

lines for student Selection" (see Appendix )1 These criteria

were-intended to provide a fair degree of randomness in student'

selectioni while'assuring the inclusion of specific student

characteristics. Adherence to these criteria was essential to

ensure unbiased results.

The college-selection questionnaires were (generally) completed

hv the students during classroom time. This was done to ensure

a complete undarstanding of the contents of the questionnaire;

as well as to increase the proportion of "returned" question-

naires. Consequently, an extremely high percentage (97%) of

all student participants submitted completed Answer Sheets.

14

0

Selecting the School Systems

Public school systems from within the States comprising Region

III (Kentucky, Maryland, North Carolina, Virginia, and West

Virginia) provided the universe for this study.

Prior to selecting the school systems for participation, assist-

ance in determining the "composition" of each State was sought

from the various State Departments of Education. This proced-

ure ensured the presence of schoolS with relatively similar

student populations from each State.

The school systems which participated in the study were:

STATE SCHOOL SYSTEM # of high Quests. Quests.schools sent. processed

Kentucky Fayete County 4 100 99

Jefferson County 4 100 100

Maryland Montgomery County 2 90 75

Washington County 2 50 49

North Carolina Greensboro City 2 100 99

Virginia Albemarle County 1 50 50

Arlington County 2 60 61

Fairfax County 1 60 60Virginia Beach City 2 40 40

West Virginia Cabell County 4 100 9E

Kanawha County 1 100 100

5 States it School Systems 25 850 829

15

In each of the school systems selected the Director of GLid-

ance or Superintendent of Schools was visited or telephoned.

The project objectives were presented and discussed, and the

extent of participation was advised. liere, too, assistance was

requested in selecting representative high schools from each .

I ;

school system. Once the participating high schools had been

s'elected, the college-selection questionnaires were delivered

(or mailed) to the cooperating guidance counselors who distrib-

uted them to the participating students. Included with each

quantity of questionnaires was:

1. an Abstract of the research study

2. Guidelines for Student Selection

3. a sample of the proposed "counselor"

questionnaire

4. return envelopes for use in forwarding

the completed questionnaires

(see Appendix for copies of nos.l, 2,& 3.)

4

16

a

'The College-Selection System

1. The Questionnaire

12

The college-selection (C.A.M.P.U.S.) questionnaire (see Appendix)

provides the medium for college selection. It structures and

presents the student's responses in a format which is compatible,

with the C.A.M.P.U.S. databank. The questionnaire has been care-

fully designed and tested for both its clarity and theaccuracy

of the responses which it elicits. These tests have'been conduc-

ted with,several "control groups" of high school students. r2he .

length and number of questions on the questionniare are also

of critical importance. T. questionnairc, which is too short will

not permit accurate matching of students and schools, while a

questionnaire which is too long will be burdensome to complete

and will result in more completion, errors. We have found that the

C.A.M.P.U.S. questionnaire represents the optimum amount of

detail concurrent with maximum response. The questions included

in the auestionnaire have been carefully selected to encompass

those factors which high school students feel are most important

in the selection of a college.

The questionnaire consists of two different: types of questions:

qualification questions and preference questiond. The qualii-

ication questions pertain to the student's academic achievements

1

in high school and allow the C.A.M.P.U.S. program to determine

13

the colleges for which the individual might qualify. The 2refer-

ence questions concern the general characteristics (location,

size, cost,degrees, etc.) which are most important in the stu-

dent's choice of a college. In combination, these questions

vide the criteria needed to select the most appropriate colleges

for any given student. All questionnaire responses are recorded .

on a separate (detachable) Answer Sheet, thereby permitting the

student to retain the questionnaire as a record of his responses.

The college-selection questionnaires were completed by the Stu-'',

dents and returned to their counselors. The Answer Sheets were

then forwarded by the counselors to Creative Concepts where

they were checked'for completeness, identifying codes entered,.

and prepared (keypunched) for data input. Each student's quest-

ionnaire responses were converted into two data input cards.1A

total of 1658 data input cards were prepared for processing. They

were keypunched, verified, and sorted according to high school

for subsequent computer processing.

It is important to note that less than .7% of all Answer Sheets

received were incorrectly completed. This is due to the extensive

testing conducted by CCI prior to the distribution of the ques-\

'tionnaires to the student participants. The simplicity of the

questionnaire and the clarity of the accompanying instructions

have been praised by both counselors and students.

18

2.. The nllege-Selection Program

14

The college-selection program has-been designed to evaluate

colleges in the same manner that a student shoUld use in making

his own decision; it considers the college as a whole rather

/

than superficially considering only one or two factors for each

institution. Unlike the student though, the -C.A.M.P.U.S. system

. is able to make this careful and all encompassing decision

rapidly and objectively for a far greater number of schools'than

could be analyzed manually.

While details' of the decision process are proprietary, the fol-

lowing description will outline the basic program logic: each

school is first reviewed to determine whether or not the student

would meet the school's admission requirements. If the school

would admit the student, a score is begun for that school. This

,initial score is dependent upon how closely the student meets

the schools requirements. An additional score for each school

is computed for each preference question. These.partial scores

depend on both the importance of the question to the student-----

and the actual school characteriStics. After all the preference

questions have been reviewed, the score is totaled fi,r each school

and is then compared to the score for every other school'. The

names of the ten schools with the highest scores are then listed

on the computerized letter prepared for each student.

9

d

An IBM 360/30 computerwas used to match the students' cues-

tionnaire responses to the C.A.M.P.U.S. da'cabank. Each sttdent's

list of college selections was printed in iettec: form (see

Appendix) on 4-part paper. The original was retained for in-o.

clusibn in theFinal Report to the,U.S. Office of Education;

the first and second carbon copies were returned to the coun-

selors and students, respectively; the fou2th copy was retained

for CCI's records.

The lists of college-selections were returned directly to the

counselors along with a detailed explanation of the "meaning"

of the results .(se Appendix). The counselors then distrir

Ibuted the college- Selection results to the students.

The schobls appe ring as,the student's college-selections

are listed in o der of the degree to which they "match" his

interests and a However, the student is'advised to

consider all tej (10) schools equally. The student's subjective

considerations along with the objective determinations of the

computer provide a much broader base for decision-making.

20

15

v.l6l

/e -rTHE COUNSELORS QUESTIONNAIRE

An integral part of the study has been the determination of

the counselors,sub),ctive views y egarding the adequacy of the

colleges selected by the'computer.- N_aS.urally, the counselor is.1

aware of specific quali.Ltivgicharacteristics'such as emotional

stability, diligence,'maturity, and the like w Ch individual

students lack or possess. These considerations should definitely, - \

be included as criteria in the college.selectio recess.

However, the inability to quantifyfthese characteristics '11-k:s..

t virtually impossible for the computer to satisfy this kind

of deterMination. The computer is best at harldling facts and

figures which can be quantified; the advice of a concerned

counselor is the natural -complement 'When it comes to questIOns

of &qualitative nature.

44

The lists of college selections were returned to the cooperating

counselors along with a questionnaire to be completed by them.

This questionnaire (see Appendix) was prepared as a composite list

of all student participants from each high school. It included :-

the student's name, I.D. number, and a numerical scale from 1 to 10.

Each counselor was requested to review the college-selections

for his students, and to circle that digit Whichrepresented the

total number of schools whiCh the counselor considered to be.

appropriate Selections.

21

17

Therefore: if.after reviewing the list of college selections for

a `:articular student the counselor felt that six of the ton

schools selected wen.- comparable to those he might recommend,

he would circle the number "6" on the scale. In this way i4,1= was

possible to interpret the counselor's satisfaction/dissatis-

faction with the objective selectivity of the C.A.M.P.U.S.

college-selection program.

Results of Counselor Questionnaire

Counselors representing more than. 50% of all participating

students responded:to the Counselor's Questionnaire. Their

sponses were compiled and have provided the following statistics

which are assumed to provide a good approximation of the opin-

ions of all participating counselors:

Counselor perceptions ofnumber,of "satisfactory"college-selections

% of studentsreceivingthis number

atatat

leastleastleast

1

2

3

9694.90

at least 4 83'

at least 5 70

at least 6 '62

at least 7 54

at least 8 43

at least 9 3110 19

NOTE: less than 3.5% of all students did not receive anv"satisfactory" college - selections according to the-counselors opinions.

22

la

DA A ANALYSTS C.17' Sr2a2..] 1,ZESTV)NSES

In the course of constructing the project design it became

apparent that the detailed student responses provided by 'she

participating students could be compiled and interpreted to

provide an indication of student trends and preferences.

The importance of this data lies in its usefulness as a plan-

ning tool for school administrators. The ability to antici

student trends and interests has always been a prime concern

of educational planners. On a broader scale,'it is of gre.t

concern in establishing a firm national indicator of potential

institutional program needs.

To analyze the data efficiently, a computer program was de-

signed to compile and interpret the student questionnaire

responses.

An analytical program was written A ASSEMBLER language, and

used on an IBM 360/30 computer.4,A total of more than 89,000

p,:,ssible responses from the 829 student participants was fed

into the data analysis program. The data input cards for the

C.A.M.P.U.S. program were re-used for this purpose.

23

19

res,,ILts of the analysis of responses to specific cueetion,c

are indicated in the following table. Tee rlined nr=ber

ihdicates the response receiving the highest percent of student

inte

Data Analysis

Preference Questions Student Choices1st 2nd 3rd

Type of School

A. University 61% 210 75%

B. Liberal Arts College 17- 39 19

C, Fine Arts College 7,1

D. Technological College 5 16

E. Teacher's College 7 , 7. 17

.F. Junior College 5 5 17

G. Sub-baccalaureate technical school 0-,- 1

Total 1-067 II0=: =-Ccntrolling Body

A. State. or Federal Government 70% 20% lot

B. Local Government 27.

.

C. Private (other than religious) 15 ;1274 ,u

D. Roman Catholic Church 0 3 if

L. Religious group other than RC 6 1. 10_.___Total To-Pe Tn-C I-6-v,;

Conoosition of student body

A. All women or :Mostly all women .4% 28%

B. All men or predominately all men 3 55

C. Coeducational or coordinate 93 TY 2

Total I= RTC: 166=:

Geographical location

A. New England 6c,i 27:9

3. Middle Atlantic States 17 2:, 1-7

C. Great Lakes States 7 15 17

D. Plains States 0 ilz.

S. Southeastern States 64 12 8

F. Southwestern States -Y 5 6

G. Rocky Mountain States 2 4 8

H. Far Western States . 2 11 13

Total

24

1-0-0-zi rn-f; ro-c;

2ro-F.irerle3 nuastions Studant Choices1st :nd

20

Er.zolLmant

A. Very szil (undar 600)E. Small (600-1000)C. :.:adium (1000-25000)D., Large (253(-10,000)

very large (over 10,000)-Total

Aroximatc annual expenses

1% 4%74 1742 37.37 1)7; 159 7 22

100% 100% 103%

A. u,c7;er $1100 13% 10% 13.:

\ B. $1100 to $1600 21 27 15C. $1600 to $2100 26 25 3:1

..' D. $2100 to $2600.

22 16 -25

B. $2600 to $3100 12 16 L.1._

_,

F. Over $3100 6 4 4

Total 100T IliZr:, ionROTCA. ROTC should not be required 63B. Army ROTC should be available 3

C. Navy .OTC should be available 11D. Air Force ROTC should be available 13

Total EUUTSize of city or town

A. Small town (less than 10,000). 10B. A small, city (10,000-50,000) 20C. A medium-sied town(50,000-500,000) 54D. A large metropolitan area (over 500,000) 3

E. A suburb of a city (core> 100,000) 8

TotalFinancial aid

A. Financial aid. need not be widely 12% ';': 12%available for Freshmen.

D, 2inancial aid should be available 27 35to Freshmen on a selective basis.

C. Financial aid should be available 40 '40 73

to a large number of qualified Freshmen.D. Financial aid should be easily . 21 18 37

obtainable for most Freshmen.Total .

= ra-cc

25

APPENOICES

1. Abstract of Study

2. Guidelines for Student Selection

3. Cbunselor Questionnaire

4. C.A.M.P.U.S. Questionnaire

5. Sample Answer Sheet

6. List of Computerized College Selections

7. Explanation of Computer print-out

26

liclo: .2asi'oility of Computer-Assisted College Selectln n.s. &:iaaaee

Co,in:eling Aid'

Office of Educution,

,and 77,,r1;r.: Octc.ser 1, 1969 - January 31, i9/3

A S f: A C I

.72-respective college students are faced with the dilemma of ci yiig agrnat ilia:01: of facts about many colleges for sound decision-re.kiai. thie

anoness nc:alally involves the manual task of searching college catalc;ea, va-rious college selection manuals, brochures, and so on.- It is virtually im-possible so search thrcugn these documents and make an accurate analysis anddecision based on their contents. Consequently, the student is left withonly a "best estimate" -basis for college selection.

fnis study will analyze and determine the feasibility of a c0m;U:erizedCollege selection service for high school students. 'It is aneicipeeee taatcomputer-assisted college selection will free guidance counselors and azedentsfrom the clerical drudgery associated with college selection, thereby ,:er.mit-ring to analyze, in greater detail,. chose schools for which nary are bestsuited.

One thousand high school seniors will be randomly selected from amongthe public school systems in Region III. They will complete a cestionnairedetailing their qualifications for college admission and preferences for col-lege characteristics. This information will be matched to a computerized col-lege databank; the computer will identify ten schools which moss clly ap-proximate she student's interests and abilities. In addition, each cooperatingcounselor will complete a questionnaire inquiring into the counselor's "levelor satisfaction" with each student's college sc-lections as deter by the

computer. This will permit a comparison of the counselor's subject:vwith the objective selectivity employed by the computer.

This Study will also develop comparative statistics about the preferencesand :rends of the sample. This information will be dissemin.,ned no selecteegroup of school administrators to assist in long-range planning.

27

- GuidalineL,

'n he -c: tLo

conca::ning ,e_seeien, r,Leai:o ase

1)articioating students sh0tId be in the J-::.tor

2. ':he students should indicate an activa interest inattending a two or four V,:=-C:12 granting instit-tion i=ediatel :following graduation.

3. r'ho '_Darticipatincj cTroup should he ecivally divideoand fc-:-Iale students.

4. The group should be selocted at rando. This is i:::::crt:s.nt

to ensure accurate results.

5. Students should indicate a%t 7.east one 0-2 the folle-Jingon-the Questionnaire: (a)--Cores (vci-bal ;

(a) SiT scores (verbal and T.-.ath); (c) ,T,CT scores ;e0a.-

1--,osite); (d) rank in class.

6. Students should return thai2 ce:,,pleted euestionnair,e totheir counselor who will for,;ard the Ahswor Shoats in theIDostage-told envelope orovided. :Inswer Sheets ahouldbe forwarded at the sans

Co:apietad cuestionnaires :-:,ust. be received. at our effc

no latr than : orocessed re::-uts Tillha raturnec to each 030ueraulncj counselor during ths-Iff.rst in :,larch.

Yf you have any cuestions regarding the cc:::pletieh cic:uestionnaires, suh:':,,ission dates, etc. PII:.;.IS2 0=E.,

Creative Concepts, 2nc.5400 Pooks bill RoadWashington, D.C. 20011(301) 530-6100

28.

nto-eF

irst

Street address

City

State

attendedC

ityS

tate

15

16

2327

28

BC

0E

12

3031

AB

C13

5458

59

AB

CD

,E18

Zip

Year

of graduation22

CD

EF

11

3

D.

E14

49

1

AB

CQ

E'1

16

6061

AB

19

5053

AB

CD

17

6567

80

CiliC

's;

This C

iJestionn.:iire :s ctivi(!e_.! 11)10parts, P

art I OA

,C1.1111 your pv...corkil

for college entrance; Pa 'rt II relates to your preferences for paticular college characteristics.

To answ

er the questions, follow these instructions:

1. Read each question carefully,

If you do not understand a question, seek the assist-once of your parents, teachers, or guidance counselor.

2. All of your responses to both sections of the Q

uestionnaire must be entered into

the appropriate boxes on the C.A

.M.P

.U.S

. Answ

er Shea. T

he number of each ques-

tion is shown below

the correct box on the Answ

er Sheet. W

e suggest that you indi-C

ate your responses on-the Questionnaire, and then transfer all of your responses to

the Answ

er Sheet at one tim

e. This w

ill allow you to review

your responses and tom

ake changes if necessary. You m

ay keep the Questionnaire as a record of your

responses.'

3. Since the questions in P

art II require a different type of response (you are per-m

itted to rank your responses in order of preference), please read the instructionsat the beginning of P

art II very carefully.

PA

RT

I:Q

UA

LIFIC

AT

ION

S (Q

uestions.1-10)

This section' deals w

ith your qualifications for college admission.

Each question has

from tw

o to ten possible responses. Read the question, and select the response w

hichm

ost closely fits your background; then enter the number corresponding to that re-

sponse in the appropriate box on the Answ

er Sheet. A

LL QU

ES

TIO

NS

MU

ST

BE

AN

SW

ER

ED

.

1.1 am

:_

1.M

ale2. F

emale

AB

C20

A8

C21

910

1112

1314

BC

22

22

A23

AB

24

30

21

E25

37

II

JK

Lntr,40P

Qn

5-r

VV

WX

25

.1552

L1

1:12

If19'

2122

2324

25

802

Prior to entering college I shall have com

pletedacadem

ic units (an academic

unit is the equivalent of two sem

esters of study for which credit is received):

1.Less than 12

2.12 to 14

3.15 or m

ore

3.. Prior to entering college I shall have com

pleted_

years of English:

1.Less than 3

2.3

3.4 or m

ore

4.P

rior tocolt..;!,

compluted ^ years of a F

e:ai,:n

1.Less than 2

2.T

wo or m

ore

L.;

L.-

--Lt.

y ,-;

:hop,' it ".," it)!,r.)x

your third cl/oice a2

:/-;1corr,:idcm

d, or if that.r.,

iflhex vtlsich corresponds

2.T

n_-..o o.' more

'1`01) V-:O

ULD

'DE

SIR

E IN

AC

OLL

i.",0$ I 11AV

E::(..v....t;u7:

-11-1:=.

BO

X.

.-6,

,or toi

heE

XA

?LE1.

ih.sn 1,.'

2.O

no or mare

/.c--.

of

f711'.,ji

0.I did not t,ike

\/(2:bni S,Ition of the S

AT

or PS

AT

1.400 or below

4.501 to-550

7.051 to 700

2. 401 to 4505.

551 to GO

O3.

701 to 7503.

451 to 5006.

601 to 650-/-9. A

bove 750

3.M

y sc,.-_re on:ii-:''S

cc.:;+-.61-1 of the S

AT

v. as:(iofer

;,..-tructicrIE,

cjrtier 710.

I did not take the Matom

-tics Scction of

the SA

T or P

SA

T1.

400 or below4.

501 to 5507.

651 to 7002.

401 to 4605.

551 to CO

O8.

701 to 7503.

451 to .560-"aG

.601 to 650

9. Above 750

9.M

y Colisucsite S

cbce 'on the Am

erican 'Collu;..,e T

esting Program

(AC

T) E

xamw

as:

I did not taice the AC

r Exam

/1.

11 or below4.

21 to 25--/-

2.12 to 15

.5/ 26 or m

ore3.

16 to 20

10.M

y rank in class is:

0.I do not know

my riirlIc in class

1. Top 1/10 of high school cliss

2.T

op 1/5 of high school class3. T

op 1/3 of high ;Ghcol class

4.T

op 2/3 of high school class5.

Lower 1/3 of high school class

PA

RY

II.77E

77.I'll"..l,10.-CS

(0s:estions 11-26)

Ilie s'-ci

inw

ith the cint.ctcrisdcs '.'hich you would prefer-in

ai:o

are important in 5o:f2ct.i'ny

in:r/ dill r in importance in your

YO

U7:160

HA

'113IT

Gi';'.3iiIt..1:11-7

Itqu1c:Af17. T

HE

SE

LArIV

E IN

:PO

RT

AN

CE

OF

ULC

ISIC

1%.,!1-1i7N

YO

U A

NS

WE

R O

UE

ST

ION

26.

I',2f

11:1'.ii nurni,er of possible alternative. R

ead c'ach al-!

rrIhT

1,1.--Ci(10. w

hich of those possibilitic:s yous.e

-1" in thi bx corresponding to that, c'.-.Qice.

A._.. V

.tor-1,T

GO

O)

3 13.$m

.-.11 iC60 to 1000)

7- C.

Medium

(1000 to 2500)D

.Large (2500 to 10,000)

E.

Very large (over 10,000)

1 32 i

i41

A IIC

OE

15

The response show

n in the example- indicates

that the student would prefer a large sized

school- first, a medium

sized school second, andto on; he w

ould not like to enroll in avery sm

all school.

My preferences are:

11,T

ype of school:

_A. U

niversity3.

Liberal Arts C

ollege7ine A

rts College

.

D.

Technological C

ollegeE

.T

eacher's College: Liberal A

rts & T

eacher Education

F.

Junior College

G. S

ub-baccalaureate technical school

12.C

ontrolling body:.A

State or F

ederal Governm

entB

.Local G

overnment

C.

Private (other than religious affiliated)

D. R

oman C

atholic Church-

_E. R

eligious group other than Rom

an Catholic C

hurch

13.C

orgrin-Ition of the student body:A

.A

ll wom

en or predominately all w

omen

B. , A

ll Men or predom

inatelym

enC

.C

oeducational or coordinate

14:G

s's:graphical location:

A.

Nes:t E

ngland (Conn., M

ass., Me.,

R.I., V

t.)B

.M

iddle Atftsistic S

tates (D.C

., Dole., M

d., N.J., N

.Y., P

a.)C

.G

reat Lakes States (III., Ind.,

-:lisc.)D

.P

lains States (Iow

a, Kans.,

Nr.).. N

.D., S

.D.)

_"E. S

outheastern Stctes (A

la., Ark., F

la., Ga.,

y., La., Miss., N

.C., S

.C.,

TC

11.1...Va

W. V

a., Canal Z

one, Puerto R

ico, Virgin Is.)

F.

Southw

estern States (A

riz., N. M

ex., OkIa., lexas)

.. G

.R

ocky Mount:fin S

sJtes (Colo., klaho,

Wyo.)

Far W

itstern Stales (A

laska, Calif.,

Ore,, W

ash., Guam

)I

..

22.I.:m

ate! t

(tiviler .300)S

mail (600 to 1000)

(1000 to 2500)Large (2b00.to 10,000)V

ery 1,:rge (over 10,000).

-

-- B.C.

D.

s, room and board):

A.

Under $ 1 100.

B.

51100. to S1600.

C.

S1600. to $2100.

D. $2100. to $2000.

__ E.

$2000. to S3100.

F.

Over $3100.

Reserve C

f (icor Training C

orps (RO

TC

) Program

:

A. R

OT

C should not be cquired.-

B.

Arm

y RO

TC

should be available._._ C

.N

avy RO

TC

should be available-__ D

.A

ir Force R

OT

C should be available.

13.S

ize of city or to...Jo:

A. A

small tow

n (less than 10,000)B

. A sm

all city (10,000 to 50,000)C

. A m

edium-si,:ccl city (50,000 to 500,000)

D. A

large metropolitan area (over 500,000)

E. A

suburb of a city (inner-city population exceeds 1C0,000)

to.R

csidentiof mix:

A.

Thefir

of students should reside on campus or in nearby housing

B.

The m

ajority of students should comm

ute from hom

e daily.,

20.C

!::r..,o'..21-ktics of 'We szuckot body:

A. T

hey should be inclined toward academ

ic pursuits with inform

al participation.

in rocial activities..

__ 3.T

hey !,!-,ouklhave a strong inclination toward organized extracurricular activities

maintaining participation in the academ

ic areas.C

.ItIcy:T

h?u!clinterested in iolLr-personal rvfationships w

ith a deep concern forresponsibility.

D. T

hey ti.citild he competitive w

ithin the "system- and exhibit a great deal of

school

21.eic

cf 1!.e

A.

:t should emphw

iie liber;i1 arts study._ N

..It should

t.cientit ic study.,

_ C.

11oceoparinnal -training in a specific field (e.g., laboratory

riotogy).

Financial

be widely available for F

reshmen.

Financial aid should be kie111.112!Q

to Freshm

en on e selective basis.F

inancial aid should be available to a large number of qualified F

reshmen.

Financial aid should be fc.asily obtainable for m

ost Freshm

en.

23.F

raternities or sororities:

A, . T

hey should piny a major role in collegiate social life, and a large num

ber ofstudents should participate.-they should play a m

inor role in collegiate social life, and a small num

ber of.students should participate.

24.F

ormal overseas study program

:

._A. A

n overseas study program should be available.

B. A

n overseas study program need not be available.

f.

25.1 w

ould like the institution TO

offer courses and degrees in one or more (up to five)

of the following subject areas (D

O N

OT

PIC

K M

OR

E T

HA

N F

IVE

):

_A. A

griculture__ B

.A

rchitecture =C.

Biological

Sciences

_O. B

usiness and Com

merce

__E. E

conomics

_F. E

ducation_G

. Engineering

H.

English Literature

_I.F

ine and Applied A

rts__J.

Foreign Languages

General S

tudies (Liberal Arts)

__ L.H

ealth Professions (M

edical Technology, P

harmacy, etc.)

History

N, H

ome E

conomics

0. Mathem

atics__P

.N

ursing__ O

.P

hilosophy.__R

.P

olitical Science

__S,

Physic::: S

eienect,(Chem

istry, Physics, G

eology, etc.)__T

.P

sychologya.

_U. R

eligion_ V

. Secretarial S

tudies_W

. Sociology.

XS

cier,res (except Econom

ics, Political S

cience, and Sociology)

--s,,

2d. V.11":.1,;IlTINGCF PREFERENCE QUESTlildiNS:

'The eitatioris which you have jest cios'.vered will vary in importance to you. This ques-tion allows you to indicate the relative importance which YOU would give to each collegecharacteristic mentioned in questions 11-25. Each characteristic will fall' somewhere be-tween "totally unimportant" (weight equal to zero) cod "extremely important" (weightcclaal to nine). The possible gradations between these extremes are shown on the fcllow-ing line:

Total '.y ExtremelyUnimportant 0 1 2 3 4 5 6 7 8 9 important

EXAMPLE

14. Geographic Location 14) 2

A weight of two means that geographic location is a factor in the student's choice of aschool, but not a very important one.

For each Preference Characteristic, select a number (zero through 9) which reflects theimportance of each characteristic to you. This value should be entered in the appropriatebox. Any value may be used as frequently as you,wish.

( Preference Characteristic Weighting Value1 /

11) Type of School 11)

12) Controlling Body 12)

13) Composition of Student Body 13)

14) Geographic location, 14)

15) Enrollment 15)

16) Cost 16)

17) ROTC 17)

13) Size of City or Town 18)19) Residential mix 19)23) Characteristics of Students 20)21) Academic emphasis 21)22) Financial aid 22)23) Fraternities and sororities 23)24) Overseas study program 24)25) Courses and degrees offered 25)

_

Now that you have completed the Questionnaire and transferred your responses to theAnswer Sheet, please review your responses to make sure they are correct, complete, and

legible.

The sooner you submit your Questionnaire, the more promptly C.A.M.P.U.S. will be ableto provide you with the list of schools you and C.A.M.P.U.S. have selected.

C)Crealive Concepts, Inc., 1969

r'

32SAL;11,41,

College Selection Summary Questionnaire

Directions

Counselor:

The-nafes of all students in your school who participated in theOffice of Education study dealing with computer - assisted

college selection are listed on the attached pages.. The studentsare listed by "student number", as well as by name. In addition,a scale is included which you.are requested to complete. The scalerepresents the number of schools appearing on the "individual listsWhich YOU.feel are satisfactory elections.

Please refer to the appropriate 'fists of college selections for'eachstudent (previously mailed to.you) and CIRCLE that digit which rep-resents the NUMBER OF SCHOOLS which, in your opinion, -are satisfactoryselections. Thus, if "JOiln Doe's" list of college selections contains-seven (7) colleges whiCh are in line with those you might recommend,circle "7" on the scale.

All of your responses will be kept in strictest confidence, and onlycompiled statistics,,will be disseminated.

This is a most important phase of the overall study, and your co-operation is greatly appreciated. Please'return the College SelectionSummary Sheet on or before May 22, 1970; the final report resultswill be distributed in mid June.

William J. KardashCreative Concepts, Inc.5400 Pooks Hill RoadBethesda, Maryland 20014

33

Thank You

a_4,61Willis . Kardash1:,roje Director

COLLEGE SELECTION SUMMARY SHEET

Student StudentName', Number

ti

34

Counselor

School

City State

Rating

2 3 4 5 6 7 8 9. 1.0

1 2 3 4 5 6 7 8 9 10

1 2. 3 4 5 6- 7 8 9 13

1 2 3 4 5 6 7 8 9 16

1 2 3 4 5 6 7 8 9 10

I 2 3 4 5 6- 7 3 1.) .1:ii.

1 2 , 3 4 5 6 7 8 9 10

'1 2 3 4 5 6- . 7 8 9 :01 2 3 4 s 6 7 8 9--1-0-

1 2 2 4 5 6 7 8 10.

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8, 9 10

1 2 3 4 5 6 8 9 1-0-

1 2 3 4 5 6 7 8 9

1 2 3 4 5 6- 7 3 9

1 2 3 4 5 o i b --9 1,

2 3 4 5 6 7 S 2_0

1 4 5 i S v u

3 6 7 16

2 3 4 5 6 7 3 9

1 2 3 4 5

1 2 3 4 5 7 .3 9 10

1 2 3 4 5 3 9 16

1 2 3 4 -5-- T6

1 2 3 4 .5 7 3 9

C.A.,\:1.P.U.S. ANJ;=;3 SHE'LI1pri;:t or 1/,0)f i

S..20 Oc.,tioniliirc for iiiti-ue;:ions _1

1

..

,.1 ! . i _... [ ,

-11,S

- -

Srlcot arr'2.C.Iicrrrr;

I

...

.- . t :, l' I:,

..

;.._..1 .....:,..r. C.,. i 0.....,..,.....,S C1ty Sta,,,

........-......

1 0 3 191'. .-, , , , ' .- ; "- i ', F ,-; 1 .. , : 1 ' t ,

i

bI 1.1 L 2 ' 3 j el t.. ' G 1 7 1 0 , 5....-..-J

110 iiN

27 73 30 3,

r,,! 1 S 1 t ; 1

r 'r i

A B C D L if\ pr C in li c c,2,i c: i,1

12

4 .1 CI .....1

.

..,.

. ' '''') / 1 1 '. 1 '' Li ! I 1 !I !

. N.

r

; A 3 C A L. 1 r A 1. C r) C I I ! A LI L. b N',..,.- --.i . - ..

i i...;1

1...................' .)r

1 ".--,',N..,

Lrrl. 23 ,r0 (0 13

iI i I I [_..........

1 '' 1i LI L1 1

1

IA i.3 c D L 1 IA ;3, A 1. c DI FA :..r.i,

13 ...._:11_1 ....j 20 j-C : r) 11 ] 2 13- -- -

1 j -1'n 1 I. r f i

1 / : 1" ii, __Iiiti ''';1,c_.__,P. CI C 0113 E3 1 IA 5 A 0 C 0 r., C Cr 11 !

L 22 J i 23 I L...2L 25 .._,.

i III ii ,

1 1 I 1 H HIIr

r 3 K L M N 0 P Q 12 S 3 6 V V: X'125 J

I 1 ., '. ..,

1 1 I ; 1H 'T"' li "1 11 12 13 14 15 1G 17 la 1'3' 23 21 22 23 2.4 ,20 ,

23

1 [Sc Sure Your Ar3e.vrs Are Legitio)

35

1

Y.AY. 19YU

13:Et" CL,L 3 AND Trc:::

C:L! E3L NANE CITY AND SLATE

EL HILL

i,NIRSITY SF ..LA3ANA

SYLT!]

CHAPEL HILL N C

UNIVERSITY ALA

TALLAHASSE

C.R.LL;C:: STAI UNIVRSITY CO:01ALLIS ClEC

UN:1\J t SLiOTN CARGLINA CULU;:iiIA SC

CL.:.SCN SC

LNISiTY C ;.RXANSAS . FAVETTEVILLL

AU..',U ALA

CVALEICH ALEiGH N C

UNI.Ts: CY- CR'LGC.,N EUGENE °REG

LiP COD2

27514

30

3230;)

2(:)20:';

296-J1

727C1

27601

07. CE

;-.AVE bEEN SELECTED YCU SOLELY LN r :SYCU ESTLISHED IN RESPONSE TO THE

JUAE IT IS 1)ORTAM- TC NOTE THAT CNLY SC!-.COLS N-i CHChOSEN rift YCU..

SELECTION IS :.:=NT TO 3E THE ',7-1RT STE:, :NA COLL:.:GE. CNLY YGU, YCLR

CLS:E=LCk CAN HAKE THE CECISICN fACLAA NEST F.CR YOU. LEFOL YOU i',AKE THIST,AT vOU CAi:EFULLY EXANHE LLL ,CF. THE SCH:JLS

CNCE YOU HAVE STUDIED AND GISCUSSLD EACH S.7.iL.-.:"71,11_, YOU HILL BE 2ETTER PxLPARLD TiJ.E

E:cCLCSED A C.A.N.P.U.S..CUESTIONNAIRE AND AS Ift'-

31 IT TO A FRIEND LHD NIGHT 3E INTERE:TED IN OU2, S,,IRVIC. IA ,

ANY CUESTICNS OR COY,C.ENTS ABOUT C.A.N.P.U.S.,DC NAT HESITATE TO '4kITE TO US.

SINCERELY,

CREATIVE CLNCL:TS

36

37

Dear Counselor:

The results cfthe C.A.M.P.U.S. college-selection questionnaireshave been completed, and are enclosed in the accompanying folder.One set of college. selections is for distribution to the partici-pating students, while the other set is for your files.

There are several important facts concerning the selections whichshould be explained:

1. The colleges are selected on the basis of the rosocr.seswhich each student provided on the C.A.M.P.U.S. qe,astion-naire. Conseruently, the accuracy and/or completenl:sswhich the individual exercised in com')leting the c-,utioA-rlaire is very important in determining the final results.

2. Those students who did not indicate the PSAT, SAT, ACT, orrank in class have received selections based almost entirelyon their preferences; the number of years of math, english,etc. provided some degree of qualification for the variousschools.

3. The sckools are selected, basically, by a process of elim-nation. A score is computed for each school for which thestudent is cualified, followed by the elimination of allschools which do not meet his :references. The TOP TENscores (hence, schools) are selected and printed out b`:'- thecomputer: THE SCHOOLS APPEAR -IN ORDER OF THEIR DEGREE OF_ARCH. However, we h'ave purposely omitted the scores enf.a numerical ranking of the schools because we prefer forthe student to consider ALL TEN schools as ecuals.shoy.id be in the position of telling the student that thisis THE ,school for you: least of all, a.computer!

e suggest that the student NOT be told the reason behindthe order of schools appearing on the 'list.

4. In some instances the student's list may contain LESS Ti:ANten schools; this can occur for several reasons:

a. an incomplete questionnaire;.

b. too severe restrictions: i.e., he may wish to attenda technological college supported by the CatholicChurch, and located in the Rocky Y:ountains.Similar combinations of criteria with no :f.it=nativc.,:iprovided will cause the computer to print -out an

:;:d'iia-3 0 5400 Pocks Hi:! Rd. 0 ton, D.C. 23L''.-; c soi.:,,ac;-6:3

r

.

error message indicating the conditions resultingin the limitation of selections.'

c. if Several, but less than ten schools arc selected,it is the result of the e ::haustion of those schools .

meeting the student's criteria existing in the Data-.hank.

5. A most important chase of this project is to follow: duringtee next two-weeks you will receive a brief ouestionnaireinquiring into YOUR subjective opinions about the computer-ized college selections. We would like to know if the schoolsselected for the students are, in fact, in line with thoseyou would recommend for the student. You will need thA listof colleges reserved for your files, so please keep temon hand.

Thus. far, the project has been fairly close to schedule, save fora few minor hazards such as mail strikes, and the like.

'Thank you for your assistance and cooperation through PHASE 0:32 ofthe Study; it has been most appreciated.

. -

Attachment

WJX/ s

O

Sincetaly,

38

William J. '1,'rdashProject Director