The purpose of this research was to examine the records of all students who pursued a curriculum at Ball State University which could lead to provisional certification to teach biology in the public schools of Indiana, covering retrospectively, all consecutive years for which complete records could be retrieved, to determine if such provisional certification to teach biology could be predicted by the examination of test scores made by students on the Scholastic Aptitude Test of the College Entrance Examination Board.A statistical comparison was made between the Scholastic Aptitude Test scores of those persons achieving provisional certification to teach biology in the public schools of Indiana and those persons not achieving such provisional certification, to determine whether Scholastic Aptitude Test scores in and of themselves could be used to predict provisional certification to teach biology in the public schools of Indiana.The records of all students at Ball State University who at any time between September of 1965 and June of 1974 pursued a course of study which, if completed, would lead to provisional certification to teach biology in the public schools of Indiana were examined, excluding all who had not been graduated by June of 1974 and those who did not have Scholastic Aptitude Test scores in their files at Ball State University.These students were divided into two groups, Group one was made up of those students who achieved provisional certification to teach biology in the public schools of Indiana and consisted of 331 students, Group two was made up of those students who failed to achieve provisional certification to teach biology in the public schools of Indiana and consisted of 244 students,A statistical comparison was made of the two groups - those certified (group one) versus those who were not certified (group two) - by the use of discriminant analysis, using as variables within the two groups, the bivarients (1) verbal score made on the Scholastic Aptitude Test, and (2) mathematical score made on the Scholastic Aptitude Test, The method of discriminant analysis combines variables within the two groups and then compares those groups on the basis of group differences without regard for their interrelations and partly overlapping information.The statistical analysis of the two groups indicated that there was no significant difference in the scores attained by the students in the two groups on the Scholastic Aptitude Test of the College Entrance Examination Board. The conclusion was made that scores made on the Scholastic Aptitude Test of the College Entrance Examination Board are not valid predictors of provisional certification of biology teachers at Ball State University during the period between September of 1965 and June of 1974.The study recommends that the Scholastic Aptitude Test of the College Entrance Examination Board be evaluated in all areas of advisement, including high school, junior college, and university advisement.The study further recommends that scores attained on the Scholastic Aptitude Test of the College Entrance Examination Board not be used in situations to which they are not applicable and for which they were not designed.The study further recommends that the Scholastic Aptitude Test of the College Entrance Examination Board be totally reexamined by qualified independent researchers to determine not only the value of this test as currently applied, but other possible ways in which this test can be used with validity.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references (leaves 157-175). Also available in an electronic version.

Thesis (Master of library science)--University of Texas. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Master of library science)--University of Texas. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 29-31.

No description available.

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The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expenditures and other intervening input variables. The study addressed questions about relationships and effects of expenditures and other input variables upon SAT scores. The need to examine individual district variation in SAT performance was motivated by the influence comparisons of SAT scores have on public perception of education and the resultant impact on state and local education policy.A principal goal of the study was to add to the understanding of the relationships between public expenditures directed to education, specific demographic and compositional student characteristics, and education performance as measured in SAT mean scores.The study incorporated Pearson product moment correlations and stepwise multiple regression procedures to determine the existence of variation in outputs accounted for by variation in the specific inputs. Initially a Pearson correlation coefficient was calculated to test each of the six null hypotheses. Statistical significance was sought in each instance at the .01 level. Stepwise multiple regressions were then used to examine the SAT output relationships with compounded variables.The following conclusions were drawn from the findings and the summary tables reported in the study: 1. Low per capita income is associated with a decline in SAT scores and higher per capita income to associate with higher SAT scores.2. Increased performance on the SAT is not dependent upon the amount spent in total General Fund expenditures per pupil, however, an increased amount spent on instruction tends to raise SAT scores.3. A high at-risk index presence is associated with lower SAT scores whereas a low at-risk index tends to be associated with higher SAT scores.4. Urban density does not effect SAT scores in a statistically significant manner.5. The size of the school corporation has no relationship to SAT scores.Overall total General Fund expenditures were not shown to significantly affect SAT scores, although such costs were not shown to be detrimental in the multiple regression analysis. More importantly, instructional expenditures per student were demonstrated to be one of three significant factors affecting higher SAT scores. The other significant variables were poverty and high at-risk factors, which were shown to be associated with lower SAT score levels.The data and the study strongly suggest that, if school authorities, legislatures, private business and parents continue to use the SAT scores as a prime barometer and target for educational success, we should immediately begin to compensate dramatically for the atrisk and per capita income deficits in individual students and impacted schools, and maximize financial resources into proven classroom instructional strategies. If the public wishes to narrow the gap in SAT scores, then policy makers need to examine the educational-environmental liabilities of low income, single parent home, and the appropriate level of instructional cost which will generate acceptable SAT results. / Department of Educational Leadership

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.