ment to college life, first at the end of freshman year and
again at the end of senior year. Each college was asked to obtain
independent ratings on each student from two or more faculty
members or college officials familiar with the student. It was
suggested that where differences of opinion occurred they should be
resolved by an appropriate person at the college who would make a
composite rating. The check-list of factors to be taken into
consideration in rating the students included such items as poise
and self-confidence in social situations, leadership ability, study
habits, participation in group activity, gregariousness, personal
appearance, degree of dependence on family, worry and emotional
control, adjustment to the opposite sex, ease in conversation,
academic program planning, and educational interests.
At the End
of Freshman Year
The faculty
ratings of the four Scholar and Comparison groups at the end of
freshman year were as follows:
RATING OF ADJUSTMENT AT END OF FRESHMAN YEAR
|
1951 GROUP |
1952 GROUP |
1953 GROUP |
1954 GROUP |
| RATING |
Scholars |
Compar. |
Scholars |
Compar. |
Scholars |
Compar. |
Scholars |
Compar. |
| EXCELLENT |
23.4% |
21.7% |
15.3% |
16.6% |
15.7% |
12.5% |
17.9% |
11.1% |
| GOOD |
38.9 |
45.4 |
45.8 |
47.5 |
52.8 |
60.0 |
55.8 |
58.3 |
| MODERATELY GOOD |
26.0 |
25.4 |
29.8 |
28.7 |
23.6 |
25.0 |
18.8 |
27.1 |
| POOR |
10.2 |
7.1 |
7.6 |
7.0 |
5.7 |
2.5 |
6.7 |
2.8 |
| VERY POOR |
1.5 |
.4 |
1.5 |
.3 |
2.2 |
|
.9 |
.7 |
As the table
indicates, the over-all adjustment of the over-whelming majority of
Scholars and Comparisons in each group was rated either "moderately
good," "good," or "excellent," and with a slight exception in the
case of the 1951 Scholars, less than 10 per cent of each group
received ratings of "poor" or "very poor." There was a wider
"scatter" in the Scholar ratings, and the Comparison students as a
whole were found by the faculties