Data from the

NATIONAL HEALTH SURVEY

Intellectual

and School

Development

Achievement

of Youths 12=17 Years:

Demographic and Socioeconomic Factors

Intellectual development and school achievement of youths 12

through 17 years of age as measured by the Vocabulary and Block

Design subtests of the Wechsler Intelligence Scale for Children

(WISC) and the Reading and Arithmetic subtests of the wide

Range Achievement Test (WRAT) are discussed in terms of education of parent; family income; place of residence in terms of size,

type, and rate of population change; progress through school; race;

and geographic region.

DHEW Publication No. (HRA) 77-1640

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Public Health Service

Series11

Number 158

Health Resources Administration

National Center for Health Statistics

Rockville, Md. December 1976
Library of Congress Cataloging in Publication Data

Hitchcock, Dale C.

Intellectual development and school achievement of youths 12-17 years.

(Vital and health statistics: Series 11, Data from the National Health Survey; no. 158)

(DHEW publication; no. (HRA) 77-1640)

Includes bibliographic references.

Supt. of Dots. no.: HE 20.6209:11/15

1. Educational tests and measurements. 2. Students’ socio-economic status. 3. Academic achievement. I. Oliver, Lincoln I., joint author. II. Title. III. Series: United States.

National Center for Health Statistics. Vital and health statistics: Series 11, Data from the

National Health Survey, Data from the health examination survey; no. 158. IV. Series:

United States. Dept. of Health, Education, and Welfare. DHEW publication; no. (HRA)

77-1640. [DNLM: 1. Intelligence tests–in adolescence. 2. Achievement–In adolescence.

3. Demography. 4. Socioeconomic factors. 5. Child development. W2 N148vk no. 158]

RA407.3.A347 no. 158 [LB1131] 373.1’2’676-608028 ISBN 0-8406-0067-4

For 8ale by the Superintendentof Documents, U.S. Cnverment PrintingOffice,Washi@on, D.C. 2040Z-PriCC$1..35
NATIONAL CENTER FOR HEALTH STATISTICS

DOROTHY P. RICE, Director

ROBERT A. ISRAEL, Deputy Director

JACOB J. FELDMAN, Ph.D., Associate Director for Analysis

GAIL F. FISHER, Associate Director for the Cooperative Health Statktics System

ELIJAH L. WHITE, Associate Director for Data Systems

ROBERT C. HUBER, Acting Associate Director for Management

PETER L. HURLEY, Associate Director for Operations

JAMES M. ROBEY, Ph.D., Associate Director for Program Devebpment

ALICE HAYWOOD, Information Officer

DIVISION OF HEALTH EXAMINATION STATISTICS

ARTHUR J. McDOWELL, Director

JEAN-PIERRE HABICHT, M.D., Ph.D., Special Assistant to Director

HAROLD J. DUPUY, Ph.D., psychological Adviser

LINCOLN OLIVER, ChieJ Psychological Branch

ROBERT S. MURPHY, Chief Survey Pkznning and Developing Branch

COOPERATION OF THE BUREAU OF THE CENSUS

In accordance with specifications established by the National Health

Survey, the Bureau of the Census, under a contractual agreement, participated in the design and selection of the sample, and carried out the first stage

of the field interviewing and certain parts of the statistical processing.

Vital and Health Statistics-Series 11-No, 158

DHEW Publication No. (HRA) 77-1640

Library of Congress Catalog Card Number 76-608028
CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ThePsychologica lTestBatter y.. . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Wcchslcr Intelligence Scale.. . . . . . . . . . . . . . . . . . . . . . . . . . . .

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Short Forms of the WISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Wide Range Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . . . .

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

RawScorcsa ndStandardS cores.. . . . . . . . . . . . . . . . . . . . . . . . . .

B~~ck;roun dFactor s....... . . . . . . . . . . . . . . . . . . . . . . . . . .

Education of Parent and FamiIy Income . . . . . . . . . . . . . . . . . . . .

Typcof PIace of Residence . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rate of Population Change of Place of Residence . . . . . . . . . . . . . . .

Prc)gression Through School . . . . . . . . . . . . . . . . . . . . . . . . . .

Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographic Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summm-y and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FWfcrcnccs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Listof Detailed Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendix I. Statistical Notes.... . . . . . . . . . . . . . . . . . . . . . . . . . .

The Survey Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Iktcntof Missing Test Results and Imputation Procedures . . . . . . . . . . . . .

SamPIing:lnd Me~u”rement Error . . . . . . . . . . . . . . . . . . . . . . . . . .

Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Small Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

AppcndlxII. StmdardEr rorsof Estimates . . . . . . . . . . . . . . . . . . . . . . .

Appendix HI. Demographic and Socioeconomic Variables and Related Terms . . . . .

1

2

3

3

3

3

4

4

4

5

6

6

7

14

16

17

18

20

41

41

42

43

43

44

44

49

64
SYMBOLS

Data not available --------------------------------------- ---

Category

Quantity

Quantity

not applicable ------------------------------ . . .

zero --------------------------------------------- -

more than Obut less than 0.05---- 0.0

Figure does not meet standards of

reliability y or precision ----------------------------

*
INTELLECTUAL DEVELOPMENT

AND SCHOOL ACHIEVEMENT

OF YOUTHS 12-17YEARS:

DEMOGRAPHIC AND SOCIOECONOMIC FACTORS

Dale C. Hitchcock and Lincoln I. Oliver, Division of Health Examination Statistics

INTRODUCTION

This report presents information on levels of

intellectual development and school achievement of U.S. youths aged 12-17 years in relation

to selected socioeconomic and demographic factors. These estimates are based on data collected

by the Health Examination Survey, which was

conducted from March 1966 to March 1970 by

the National Center for Health Statistics

(NCHS).

Intellectual development and school achievement of sample youths were measured by the

Vocabulary and Block Design sub tests of the

Wechsler Intelligence Scale for Children (WISC)

and the Reading and Arithmetic subtests of the

Wide Range Achievement Test (WRAT), respectively. Findings on these youths according to

sex, age, and grade in school have been pubIished.1 YZIn this report, relationship of performance on these tests to parent’s education; family

income; place of residence in terms of size, type,

and rate of population change from 1950 to

1960; progress through school; race; and geographic region is examined, using normalized

scale scores constructed from the results of the

four subtests.

The Health Examination Survey, a major

program of the NCHS, was authorized under the

National Health Survey Act of 1956 and subsequent amendments as a continuing Public Health

Service activity.t Complementing other NCHS

programs aimed at assessing the health status of

the American people, the Health Examination

Survey collects and analyzes data gathered by

direct physical examinations, tests, and measurements performed on a probability sample of the

U.S. population. The survey is conducted as a

series of separate cross-sectional programs referred to as “cycles.” Each cycle is limited to a

specific segment of the U.S. population and to

certain aspects of the health of these people.

Since 1960, three surveys, or cycles, have been

compIeted. Cycle I was concerned with adults

aged 18-79 years in the noninstitutionalized

population of the United States and was completed in 1962.4$5 Cycle II, a survey of children

aged 6-11 years, was completed in 1965;6 ~’ ad

Cycle III, which was completed in 1970,8

focused on youths 12-17 years of age. For the

Cycle III survey of adolescents, on which this

report is based, a probability y sample of the 12-

through 17-year-old segment of the noninstitutionalized poptdation of the United States was

selected and examined. Field survey operations

began in March 1966 and ended in March 1970.

Of the 7,514 adolescents selected in the sample,

6,768 were examined for a response rate of 90

percent. Because of the sample design, adjustment for nonresponse, and weighting procedures

used, examination results may be considered

representative of the approximately 23 million

noninstitutionalized U.S. youths 12-17 years of

age at the time of the survey.8

1
Each sample person was administered a 3-

hour, single-visit examination in a mobile examination center specially constructed for the

Health Examination Survey. The examination

focused primarily on factors related to biological

and psychological aspects of growth and development. It included examinations by a physici&

and a dentist, tests administered by a psychologist, and a variety of additional tests and

measurements performed by health technicians. To provide comparable data on growth

and development and on health characteristics

throughout childhood and adolescence, many of

the tests and measurements carried out on

youths were the same as those carried out on

children aged 6-11 during the previous cycle,

with some modifications for the difference in

ages. In addition, information specifically relevant to adolescent health and behavior was

collected.

To supplement data obtained from the direct

examination of youths, several questionnaires

were administered as a part of the survey.

Among them were a household questionnaire

administered by interviewers from the U.S.

Bureau of the Census to obtain demographic and

socioeconomic information and two medical

histories on the sample person, one completed

by the parents and the other by the adolescent

himself at the examination center. For those

adolescents in school, information about grade

placement, teachers’ ratings of behavior and

adjustment, and details of any health problems

known to the teacher were requested from the

school last attended.

All information was collected under conditions of confidentiality. More detailed information about the survey plan, the sample design,

examination content, and the operation of the

survey of adolescents can be found in appendix I

and in a previous reports Sampling errors

associated with the population estimates discussed are shown in the detailed tables for totals

and in appendix II for subgroups. Definitions of

some of the demographic, socioeconomic, and

related variables used in this report are Iisted in

appendix III.

THE PSYCHOLOGICAL TEST BATTERY

The content of the psychological test battery

included in both the survey of children and the

survey of adolescents was determined after

extensive consultation with psychologists from

the academic community and the National

Institute of Mental Health. By using essentially

the same battery of tests for youths as that used

for children, it was believed possible to assess

.certain aspects of intellectual and, to some

extent, emotional growth and development on a

comparable basis throughout childhood and

adolescence.

The 70-minute battery contained measures of

intellectual development (bet h verbal and performance), school achievement, and aspects of

personality development. The Vocabulary and

Block Design subtests of the WISC and a

modified version of the Goodenough-Harris

Drawing Test were the principal measures of

intellectual development used. Two subtests of

the Wide Range Achievement Test (WRAT) were

included to provide estimates of school achievement in the basic skills of oral reading and

arithmetic computation. Five cards of the

Thematic Apperception Test (TAT) were included in an attempt to measure some aspects of

personality as well as oral speech and communication. Finally, to assess the level of illiteracy,

the Brief Test of Literacy, developed for the

survey under a contract with the Educational

Testing Service of Princeton, New Jersey, was

administered to each sample youth. The development of this test has been described in an

earlier report.9

A study evaluating the test battery as it was

administered in the children’s survey, which did

not include the Brief Test of Literacy but was

otherwise virtually identical to the test battery

employed in the present study, was conducted

on a contractual basis by Dr. S. B. Sells of the

Institute of Behavioral Research, Texas Christian

University.l 0 That study involved a review of

the literature pertaining to research and evaluation of the tests, offered a basis for recommendations concerning references that could be

appropriately made about the test results, and

provided a suggestion that additional research

was necessary for deciding on the proper use of

the data to be collected.

An additional contractual study relating specifically to the WISC was completed by Jane

Mercer and Joyce Smith of the University of

California at Riverside.l 1 This analysis evaluated

the use of the Vocabulary and Block Design

2
subtests as a basis for estimating Full Scale

Scores among children from differing socioeconomic levels and ethnic groups. It also examined

the amount and direction of error likely to

occur if these subtests were used to estimate

rates of retarded intellectual development in

those populations.

To further study the use of the WRAT as a

measure of school achievement, the National

Center for Health Statistics contracted with K.

Warner Schaie, formerly of West Virginia University, for a special validation study. The findings

of that study have been published.1 z Schaie

concluded that the WRAT, because of its substantial correlation with two comprehensive

tests of school achievement (The Stanford

Achievement Test and the Metropolitan

Achievement Test) is a satisfactory brief instrument for estimating school achievement.

The field testing procedures for both the

WISC and the WRAT during the survey of

adolescents are outlined in the two previous

reports on test findings by age and sex.1 ~z The

tests were administered by psychologists who

had at least a master’s degree and who had had

experience in the administration of ps ychological tests. Both test forms were given in accordance with the standard WISC and WRAT

manuals. All test forms were reviewed and

checked as part of the comprehensive quality

control program of the Health Examination

Survey, The numbers of missing or unusable test

records for the 6,768 youths included in the!

survey are shown in table I of appendix I,

according to age and sex.

THE WECHSLER INTELLIGENCE SCALE

Background

The WISC, published in 1949, extended the

well-known Wechsler scales into the age range

5-15 so that intellectual development of adolescents could be measured.10 Y13 Since its publication, the WISC has been the subject of extensive

investigation; it has also been used widely in

schools and clinics as an individual measure of

general intellectual developmental O

Much has been written about the concept of

intelligence, and the attempts to define it are

numerous.14 For the purposes of this report, it

is enough to focus on the concept of intelligence

implicit in the Wechsler scales. That concept,

embodied in the WISC, assumes an aggregate, or

global, capacity of the individual to act purposefully, to think rationally, and to deal effectively

with his environmental 3,15,16

The WISC consists of 12 subtests (six verbal

and six performance), two of which are treated

as supplementary and are not routinely used. An

imp ortant innovation in the Wechsler scales was

the use of the deviatz”on intelligence quotient.

This” measure, which is considered a superior

alternative to the mental age concept, evaluates

test performance on the basis of distributions of

scores of representative samples of persons of

comparable chronological age.

Short Forms of the WISC

Time limitations did not permit administration of the full WISC in addition to the other

tests and measurements selected for the appraisal of growth and development of adolescents.

Thus, only two subtests of the WISC, the Block

Design and the Vocabulary, were included in the

test battery. These were selected to serve as a

short-form test from which estimates of Full

Scale WISC test scores could be computed.

Besides providing a general index of intellectual

development, the two subtests can also be

interpreted separately as measures of verbal and

performance (nonverbal) aspects of intellectual

development.

A number of investigators have assessed the

efficiency and accuracy of various combinations

of two or more subtests of the WISC in

estimating Full Scale Scores.1 7‘33 These studies

have been discussed in the previous report on

WISC findings from the survey of adolescents.z

All available evidence supported the choice of

the Vocabulary and Block Design subtests as

constituting the best available dyad on which to

establish an overall index.

However, while the estimated Full Scale Score

is deemed valid and appropriate for the analysis

of group statistics in a research setting such as

the Health Examination Survey, its use as the

sole instrument in the comprehensive assessment

of intellectual functioning in clinical settings is

obviously not being advocated.1 1

THE WIDE RANGE ACHIEVEMENT TEST

When plans were being made for a health

survey of the U.S. population 6-17 years of age,

3
it was decided that an assessment of education

achievement would be relevant because many

developmental and psychological problems first

come to the attention of teachers, physicians,

parents, and others as “learning” or “school”

problems. Although less widely known and used

than some comprehensive achievement test battcries, the Wide Range Achievement Test

(WRAT) met the survey’s requirements for both

brevity and applicability to the entire age range

of the target population. The choice was supported by published data and by the opinion of

some clinicians to the effect that the WRAT

could be accepted as a good predictor of

performance on more traditional achievement

tests.4

The WRAT was developed in 1936 by Jastak

and Bijou as a tool for studying achievement in

the basic school subjects of reading (word

recognition and pronunciation), written spelling,

and arithmetic computation. The first edition

and a revision in 1946 had a range of achievement measurement from kindergarten to college

for each of the three subtests.5 The 1965

editions retained the three subtests, but each

was represented by separate scales at two

Ievels.35 Level I was designed for children

between the ages of 5 years O months and 11

years 11 months, and Level II was intended for

persons from 12 years O months to adulthood.

At both levels, the Reading subtest consists of

recognizing and naming letters and pronouncing

words arranged in order of increasing difficulty;

the Spelling section involves copying marks that

resemble letters, writing one’s name, and writing

single words as they are dictated; and the

Arithmetic subtest requires counting, reading

number symbols, solving oral problems, and

performing written computations normally

taught in schools. The WRAT manual provides

tables for converting raw scores on the three

subtests to grade equivalents, percentiles, and

standard scores.

FINDINGS

Raw Scores and Standard Scores

Raw scores on both the WISC and the WRAT

increased with age and education of the youths

as measured by grade in school. Generally on the

WISC, mean raw scores for boys exceeded those

for girls. Girls achieved higher mean raw scores

on the WRAT Reading subtest, but there was no

significant difference according to sex on the

WRAT Arithmetic subtest. For both the WISC

and the WRAT, mean raw score differences

according to sex tended to decrease for youths

in the o Ider age groups and in the higher grades.

These and other findings with respect to sex,

age, and grade of the youths are reported in

detail in previous reports.1 ~z

Mean raw scores and their standard deviations

and standard errors are shown in table 1 for

certain of the socioeconomic or demographic

categories to be discussed. In order to facilitate

comparisons of performance between groups

and among test results, the raw scores on each

subtest were converted to normalized standard

scores with a mean of 50 and a standard

deviation of 10 (T scores), using cumulative

percentage distributions. This was done for each

year of age by 4-month intervals and for males

and females, separately, to eliminate the effects

of age and sex. Some slight irregularities encountered during the standardization process

and assumed to be due to sampling variability

were found at the extremes of the distributions

and were reduced by graphic smoothing procedures. Average T scores are presented in tables 2

and 3 according to demographic and socioeconomic factors.

The T score of the two subtests of the WISC

and WRAT, respectively, were summed and set

equal to a mean of 100 and a standard deviation

of 15.0. These composite scores are used as

indexes of intellectual development (WISC) and

educational attainment (WIL4T).

Background Factors

‘In a previous report on WRAT findings in the HES The demographic and socioeconomic variables &fidren$sproWm,G it ~S reported that a 1963 revision was

used. ThH was a provisional edition eventually published as the selected for this report from information

1965 revision with only slight changes in the word order of the gathered during the Health Examination Survey

Reading subtest. The 1963 provisional edition of the Reading were considered to be the best available indicaand Arithmetic subtests was used in the survey of youths. tors of the living conditions or types of environ4
ments in the United States from 1966 to 1970

that would be of primary interest in assessing

intellectual development or school achievement.

It should be noted that psychological test data

were gathered in the survey ultimately for the

purpose of relating performance in these areas to

other measures of growth and development.

Because of the focus of the survey and certain

limitations involved in any attempt to adequately describe an adolescent’s background and

environment for the purpose of studying their

effects on test scores, this report must be

confined to descriptive analyses of gross relationships involving background factors and performance on these tests.

The scores on the subtests proved to be

related to each other, and education of parent

and family income were the factors found to be

more closely correlated with performance on the

subtests (table A). The correlation coefficients

for parent’s education and the scores on the four

subtests were on levels close to those reported

for children 6 through 11 years of age (in Cycle

II) of the Health Examination Survey.34$36

The relationship of these primary factors to

performance varied according to section of the

country. Income and education had more influence on tests scores obtained for the South, and

less influence on scores obtained for the Midwest (table B).

Distributions of youths 12-17 years of age in

the U.S. population according to family income,

education of parent, race, geographic region, and

place of residence (urban-rural) are shown in

appendix I, tables 11and III.

Education of parent and family income. –

Education of head of household can be taken as

a rough indicator of the general intellectual

environment in which the adolescent was raised.

A more complete analysis of the effect of the

educational level of parents on their offspring

should consider data for more than one generation, but sufficient reIiable information was not

available. Such information is especially important when considering patterns of changes in test

scores by parent’s educational level according to

racial grouping.

The survey data demonstrate a direct relationTableA, Correlation matrix of T-score equivalents of raw scores on subtests of WISC and WRAT and six background

factors

Subtests and background

factors

Subtests

W ISC Vocabulary , . . . (1)

WISC Block Design . . . (2)

WRAT Reading . . . . . (3)

WRAT Arithmetic . . . . (4)

Background factors

Education of parent . . . (5)

Family income . . . . . (6)

RaceI . . . . . . . . . . (7)

Size of place . . . . , . . (8)

Rate of population

increase . . . . . . . . (9)

Number of persons under

21 in household . . . (10)

(1)

1.00

0.52

0.74

0.63

0.48

0.44

-0.29

0,08

0.13

-0.23

(2)

1.00

0.50

0.53

0.35

0.35

-0.27

0.03

0.11

-0.12

(3)

1.00

0.68

0.44

0.43

-0.31

0.09

0.13

-0.18

(4)

1.00

0.38

0.40

-0.31

-0.01

0.08

-0.16

(5)

1.00

0.57

-0.20

0.16

0.23

-0.14

(6)

1.00

-0.30

0.14

0.26

-0.13

(7)

1.00

0.15

0.10

0.18

(8)

1.00

-0.29

0.07

(9)

1.00

-0.05

(lo)

1.00

1Numerical values assigned: white -1, black -2.
Table B. Correlation coefficients and related standard errors for overall WISC and WRAT scores for youths 12-17

years, by family income, education of parent, and geographic region: United States, 1966-70

Test and geographic region

Intellectual development

(WISC COMPOSITE)

Northeast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School achievement

(WRATCOMPOSITE)

Northeast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ship between level of education attained by the

head of the household in which the examined

youth resided and that youth’s level ofintellectual development and school achievement.

Scores on both the WISC and WRAT subtests

increased with the number of years ofeducation

completed by the head of household (figure 1).

(This was the father for 80 percent of all youths

examined.) The mean scores for youths with

parents who had achieved any given level of

education are significantly higher than those

whose parents had fewer years of formal education.

Table 4 shows the effects of both family

income and parental education on WISC and

WRAT for the total population. As expected,

the data show that adolescents whose parents

had more formal education and those whose

parents had higher incomes performed better on

the WISC and WRAT. Data on youths from

family units of various sizes are shown in table 5

according to family income and education of

parent. Adolescents from the larger families in

Family

income

r

.34

.29

.41

.58

.37

.30

.40

.56

SE

0.05

0.05

0.06

0.02

0.04

0.04

0.05

0.03

Education

of parent

r

—

.41

.32

.45

.58

.38

.32

.39

.56

SE

0.03

0.03

0.08

0.02

0.02

0.03

0.06

0.03

the lower socioeconomic groupings obtained

lower scores on both the WISC &d the WIL4~.

Thus it is seen that, in general, scores on these

tests tend to be directly related to family

income (figure 2).

Type of place of residence. –Adolescents residing in certain urban communities scored

higher on both the WISC and the WRAT than

those living in some other places (tables 6 and

7). Higher average scores were obtained by

adolescents residing in urbanized areas with

populations of 1-2.9 million than by those

residing in urbanized areas with populations of

under 250,000 persons or by those residing in

rural areas. When adjustment is made for family

income and education of parent, these differences disappear.

Rate of population change of place of residence. –The rate of population change from

1950 to 1960 was used as an indicator of the

social and economic stability of the area in

which the adolescent resided. It is likely, for

example, that an area undergoing rapid popula6
Parent education:

n Elementary

1

~

W1-llthgrarle

80

~ l,tll ,,,,,

~ Higherttm 12ttigrade

Wlsc WRAT

60 t

Vocabulary Block Design Reading Arithmetic

40

20

0 L

PARENT EDUCATION

—

Figure 1. Mean T scores for youths 12-17 years on selected subtests of the W ISC and WRAT, by education of parent: United States,

1966-70.

ticm growth would have an expanding economy

which would provide adequate support for

beneficial community facilities and services.

Conversely, an area undergoing a decline in

population would be faced with diminishing

employment opportunities and social resources.

The relationship of population change to

performance on the WISC and WRAT is demonstrated in figure 3 and table 8. Adolescents who

resided in areas undergoing population losses

received lower scores on both the WISC and the

WRAT than those residing in areas undergoing

greater than average population increases. When

partial correlation coefficients were computed

to determine the degree of association between

population change and scores made on the WISC

and the WIL4T while controlling for the effects

of parent education and income, the values of

the coefficients were reduced to virtually zero.

Procession through school. –Performance on

the subtests of the WISC and WRAT in relation

to progress through school was studied by

computing the average standard scores for

youths in three groups, determined by the

relation of actual grade in school to the modal

grade for the age of the youth (figure 4). This

method was forced since it was not possible to

organize the youths 12-17 years of age into

groups to reasonably represent more than one or

two of the six school grade levels to which most

of them were assigned. The modal level for

youths 12 years of age was the seventh grade, in

which 55 percent of them were located; the

modal grade for the 13-year-old youths was the

eighth; and so forth.

Youths who were above the modal grade for

their respective ages achieved higher scores on

each of the four subtests for each of the 12

income-education categories than youths who

were below the modal grade did (table 9). The

same was true for youths according to place of

residence (an urban-rural distinction and a rate

of population change classification), race, and

geographic region (tables 10 and 11). The

difference in average scores according to relative

grade level was greater for the WRAT Reading

7
Annual family incomw

- Under S3,000

~ $3,00Q-$4,000

~ $5,00046,999

~ $7,QQQ49,999

60

60

Ill

a

0g 40

1-

20

0

ANNUAL FAMILY INCOME

Figure 2. Mean T scores for youths 12.17 years on selected subtests of the WISC and WRAT, by annual tamlly income: United States,

80

60

40

20

0

Wlsc

Vocabulary Blcmk Design

Population chan~

m Po,”kltkJ”los$

~ Belowavera~gain

~ Average gain

~ Almverwwe.gegaln

Reading Arithmetic

POPULATION CHANGE

Figure 3, Mean T scores for youths 12-17 yaars on selectad subtests of the WISC and WRAT, by rate of change in population of area of

residence from 1950 to 1960: United States, 1966-70.
Grade Level:

~ Wdcwm.da,,rade

~ lnmodalgracle

~ Above mocia,gr,cl,

— Wlsc— ‘WRAT—

Vocabulary Block Design Reading Arithmetic

—

GRADE LEVEL

Figure 4. Mean T scores for youths 12-17 years on selected

subtests of the WISC and WRAT, by grade level with respect

to age: United States, 1966-70.

subtest for each of three broad income groups

and for three of the four groupings according to

education of parent (table C). The difference

was largest for the low-income group and for the

low-education groups on each of the four

subtests. On the other hand, among the four

subtests, the smallest differences in average

scores according to grade level were observed for

the WISC Block Design (nonverbal) subtest.

Differences were consistently larger in urbanized

areas than in smaller urban and rural areas,

especially with respect to the WRAT Reading

subtest. As measured from 1950 to 1960, there

were considerably smaller differences in average

scores on the four subtests according to relative

grade level in places of increasing population,

than in places where the population was declining.

Rate of progress through school, which was

shown to bear a distinct relationship to performance on the various subtests, reflects many

combinations of strong influences related to

demographic characteristics, socioeconomic factors, and to certain political or social decisions

(figures 5 and 6). The proportions of youths

who were reported as having skipped grades (1

percent) or repeated grades (16 percent) were so

low as to suggest that, in comparison with other

observed influences, those administrative procedures had but a limited effect in determining the

resultant position of the youth in the structure

of academic classes relative to his age.

Distributions of the youths by type of early

school attended are presented according to

selected demographic characteristics or socioeconomic factors in table 12. About one-third of

the youths attended neither nursery school nor

kindergarten, and around 9 percent attended

both. Attendance at both nursery school and

kindergarten proved to be definitely related to

education of parent and family income. Data

show that the higher the level of parental

education, the larger the proportion of youths

that attended both nursery school and kindergarten; and the higher the level of family

income, the larger the proportion of youths that

attended both or one of these early schools.

Proportionately fewer youths in rural areas

than in urban areas attended nursery school or

kindergarten; and a larger proportion of youths

in places with expanding populations than of

those in places with declining populations

attended one or both of these early schools.

Over two-thirds of the youths from the South

had not attended either nursery school or

kindergarten, compared with about one-fourth

of the youths in the Northeast and West, and

ahnost one-fifth of the youths in the Midwest.

These extreme groups (those who attended

both nursery school and kindergarten and those

who attended neither) obtained scores on the

four subtests that felI on opposite ends of the

scale, with those who attended both having the

higher average scores (tables 13 and 14). The

largest average difference in scores associated

with early schooling was related to the WISC

Vocabulary subtest. On all four subtests, the

effect was greater for white youths than for

black youths, and it was greater in the South

than in other regions of the country, particularly

the Midwest (table D).

9
Table C. Differences between average T scores of youths 12-17 years who were above and who were below the modal

grade for their ages, by family income, selected subtests of the WISC and WRAT, and education of parent: United

States, 1966-701

II

Subtest and education of parent

WISC Vocabulary . .

WISC Block Design .

WRAT Reading . . .

WRAT Arithmetic . .

All youths, 12-17 years

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

Education of parent

Elementary school:

WISC Vocabulary

WISC Block Design

WRAT Reading . .

WRAT Arithmetic

9th-1 1th grade:

W ISC Vocabulary

WISC Block Design

WRAT Reading . .

W RAT Arithmetic

12th grade:

WISC Vocabulary

W ISC Block Design

WRAT Reading . .

WRAT Arithmetic

Higher than 12th grade:

WISCVocabulary . . . . . . . . . . . . . .

WISC Block Design . . . . . . . . . . . . . .

WRAT Reading . . . . . . . . . . . . . . . .

WRATArithmetic . . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

.

.

.

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

1] Annual family income

‘eta’ F

8.8

6.0

10.4

8.8

8.4

6.1

9.4

9.4

7.6

5.0

8.6

6.2

6.1

3.6

8.8

7.5

5.8

3.7

7.9

5.5

T-score points2

8.4

6.3

9.5

8.8

7.8

5.3

8.7

8.3

(6.1)

8.1

8.5

6.0

7.2

5.7

9.2

10.5

5.3

*

9.0

8.2

7.4

5.5

9.2

7.7

7.8

6.0

8.8

9.1

(:::)

7.4

(3.8)

6.2

4.6

8.7

7.6

5.4

*

8.5

5.8

5.0

2.5

7.4

5.4

(1.6)

(2.5)

(5.9)

7.0

(::)

6.7

5.8

(:::)

8.5

5.8

5.6

*

7.3

4.8

lTheSe l_.score points ~ere ~alculated ~S f~llo~~: average T Scores for youths who were above modal grade minus average T score

for those who were balow modal grade.

2~xcept a5 indicated by being en~[o~ed in parenthe~e~, the va[”es ~ho~n are Statistically Signifimntly greater than Zero at the

l-percent probability level.

The age at which youths started first grade available variables; and it appears to represent

was found to be a reliable predictor of grade in the primary mechanism, among those available

relation to modal level, more so than the other or discernible, by which the influence of back10
80 ~

AGE STARTED FIRST GRADE

(YEARS)

5 or under 6

Boys

SEX

Girls

7 or over

40

20

0

[

80

60

40

20

0

Grade level:

~ Below modal grade

~ l“rncda,gracle

~ Almva.rnocJdgracle

PLACE OF RESIDENCE

Urbanized areas Urban areas, other Rural areas

GEOGRAPHIC REGION

IzR

—

Northeast Midwest South West

Figure 5. Percent of youths 12-17 years, by grade level with respect to age and selected demographic characteristics: United States,

1966-70.

ground factors may be assessed in connection

with progress through school and’ performance

on thest tests, Youths whose parents had fewer

years of formal education and those whose

family income was relatively low started school

later than other youths (table 12), Enrollment in

the first grade at the age of 7 or over occurred

more frequently in the South than in the other

geographic regions, even after an adjustment for

differences in the distribution of parents with

respect to income and education.

The comparison of average scores for youths

who were in grades above the modal level

primarily because they started at an early age

with those for youths below the modal grade

because of having started late reveals some

effects of the factors associated with age starting

first grade and performance on these tests. The

11
80

t EDUCATIONOF PARENT

Elementary 9th-1 1th grade 12th grade Higher than

12th grade

80

t

I

RATE OF POPULATIONCHANGE

Loss Below averqegain Average gain Above average gain

Grade level:

t

_ Belowrnmlalgrmk

BO

~ [“mcdalgrade

~ Above n’mdalgrade

I

ANNUAL FAMILY INCOME

40

20

0

:

Lessthan $5,000 $5,000-$9,999 $lO,OOOor more

BO

[

RACE

60

40

20

n I

Figure 6, Percent of youths 12-17 y6ars, by grade level with respect toageand selectd socioeconomic characteristic: United States,

1966-70.

differences between the early starters and the started first grade at 5 years or under showed

late starters with regard to average scores on the the greatest positive difference in performance

four subtests ranged from about 1 to 1% on the WISC Vocabulary subtest among the four

standard deviations (table E). Youths who given, compared with youths who started at 7 or

12
Table D. Differences between average T scores of youths 12-17 years who attended both nursery school and kindergetlen and those

who attended neither, by selected subtests of the WISC and WRAT and salacted demorrrephic or socioeconomic characteristics:

United States. 1966-701

Wlsc

I Demographic or socioeconomic characteristic

Vocebu- Block

lary Dasign

T-score points2

5.5

3.2

3.9

(-1 .21

2.6

(2.81

3.4

(1.91

5.4

3.0

6.1

7.0

4.6

5.5

2.8

(:::)

(%

7.2

(3.2)

All youths, 12-17 years . 7.7 5.8

(;::)

(0.6)

(1.3)

(1.2)

(:::)

6.4

5.5

5.8

6.4

5.5

6.6

4.3

(n)

6.1

(2.0)

8.1

3.4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.7

Education of parent

Elementary school , . . . .

9th- llthgrade , . . . . .

12thgrade . . . . . . . . .

Higher than 12th grade . . .

(a

(1.1)

4.8

7.0

3.9

(1.5)

3.9

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . ...!

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

Annual familv incoma

Lessthan .$5,000

$5,000-$9,999 .

$10,000 or more

Urbanized areas

Urban, othar . .

Rural areas . . .

Loss . . . . . .

5.1

4.6

5.2

2.8

3.2

5.1

. . . . .

. . . . .

. . . . .

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . .

. .

. .

. .

. .

. .

. .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

Place of residence

8.3

7.0

9.8

7.6

6.1

8.3

. . . . .

. . . . .

. ..!.

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . .

Rate of population change

10.4

8.7

8.0

6.1

8.8

(6.7)

8.0

5.7

. . . . .

. . . . .

. . . . .

. . . . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

Below average gain

Average gain . . .

Above average gain

Race

White . . . . . . .

Black . . . . . . .

8.2

4.8

7.2

(3.1 )

. . . . .

. . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . , .

Midwest . . . . .

Smith ..,....

West . . . . . . .

9.0

(4.5)

10.5

(6.9)

7.8

5.2

9.4

4.4

. . . . .

. . . . .

. . . . .

. . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . .

‘Thesa T-score points were calculated as follows: average T score for youths who attended both nursery school and kindergarten

minus average T score for youths who did not attend either.

2Except as indicated by being enclosed in parentheses, the valuas shown are statistically significantly greater than zero at the

l-percent probability level.

13
Table E. Differences betvvaen avarage T scores of youths 12-17

years who were above the modal greda due to starting school

at 5 years or under and those who were below the modal

grade due to sterting school at 7 years or over, by selected

subtasts of the WISC and WRAT: United States, 1966-70’

.

Subtest

Wlsc

Vocabulary . . . . . .

Block Design . . . . .

WRAT

Reading . . . . . . . .

Arithmetic . . . . . .

1

l-i T score–all Difference in

youths 12-17

average score:

years

early starters

Standard and

Average deviation late startars2

50.0

50.0

50.0

50.0

T-score points

L

10.0 14.3

10.0 9.5

10.0 14,1

10.0 11.9

lThase T-score points were calculated as follows: average T

score for subgroup of youths who were above modal grade minus

average T score for subgroup of youths who were below modal

grada.

2These values are statistically significantly greater than zero

at the 1-percent probability level.

over, for each demographic or socioeconomic

grouping (table F). Average scores on the four

subtests according to age starting first grade are

presented for the various demographic or socioeconomic categories of youths in tables 15 and

16.

Race. –In this analysis, race is a term not

intended to be considered in the anthropologic

sense, but rather as a means of identifying two

main groups of people—white and black. These

are terms by which people identified themselves,

with each group being characterized by its own

combination of persons from the various demographic or socioeconomic subgroups and being

distinguished from each other by variation in

historical, social, political, and psychological

development over the last century.

Overall, the scores for black youths were

lower than the corresponding scores for white

youths on the four subtests of the WISC and the

WRAT (figure 7). For both major racial groups,

the patterns of increasing scores with increasing

family income and education of parent were

observed (table 17). When differences in the

distribution of the groups by parental education

were taken into account, the value of the

measure of assoeiation between test scores and

race (the correlation coefficient) was reduced by

approximately one-third from the unadjusted

absolute level of around 0.3. The differences

between average T scores for the two groups of

youths in the various income-education categories should not be interpreted without recognition of the fact that classifying the two groups

according to income and education of parent

may not be adequate for producing sufficiently

comparable groups with respect to living environment, circumstances, or atmosphere related

to intellectual growth or achievement.

Although any given number of years of

education does not necessarily indicate the same

level of intellectual achievement among all segments of the U.S. population, it is believed that

there is less equivalence in this measure for the

racial groupings than for the others. Further,

level of income or years of education is a reliable

measure of socioeconomic status only to the

extent that there exists the freedom to utilize

such assets to produce an environment that

corresponds. With respect to race, social restrictions and traditions have imposed more limits

for black than for white people in this connection. Consistent with this idea is the observation

that at the lower end of the income-education

scale, where parents have little or no formal

education, the differences in mean scores for

white and black adolescents were much less than

they are in the overall population. For example,

when the head of the household had less than 5

years of schooling, there were no significant

differences in the results on the WISC Verbal

subtest between the two racial groups. More

directly relevant are the varied effects that the

difference in historical experience has had on

those factors associated with progression

through school (aside from differences in the

quality of schools), which have been shown to

14
Table F. Differences between average T scores of youths 12-17 years who were 5 years or under and those who were 7 years or over

when they startad first grade, by selected subtests of the WISC and WRAT end selected demographic or socioeconomic

characteristics: United States, 1966-701

1

Demographic or socioeconomic characteristic

Wlsc I

WRAT

Vocabu- Block

I

Reading I

ArithIary Design metic

Allyouths, 12-17 yaars . . . . . . . . . . . . .

Grade level for age

. . . . . . . . . . . . . . . . . . 9.5 6.0 7.8 6.6

Above modal grade . . . . . . . . . . . . . . . . . . .

Inmodalgrada . . . . . . . . . . . . . . . . . . . . .

Belowmodalgrade .,..... . . . . . . . . . . . .

●

4.8

4.4

●

3.0

2.3

4.5

3.9

(2.6]

4.4

3.7

4.3

2.7

4.5

5.8

7.8

(H

4.9

4.1

5.9

5.3

5.9

(2.8)

6.4

5.9

(2;)

(1.4)

(2;)

(1.3)

. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . .

Higher than12th grade . . . . . . . . . . . . . . . . .

8.1

7.3

4.9

6.7

6.0

6.4

4.2

5.1

5.1

(:::)

3.8

. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . .

Annual familv income

Lessthan$5,000 . . . . . . . . .

$5,000-$8,999 . . . . . . . . . .

$l,0,000ormore . . . . . . . . .

6.7

6.5

6.6

4.9

5.4

4.4

3.4

5.0

3.9

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . .

Place of residence

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Urbenizedareas . . . . . . . . .

Urben, other . . . . . . . . . . .

Rural arees . . . . . . . . . . . .

7.9

12.8

9.4

6.6

8.9

8.6

4.5

10.3

8.3

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . . . . . . .

Avarage gain, . . . . . . . . . . . . . . . . . . . .

Above avaraga gain . . . . . . . . . . . . . . . . . .

9.8

11.7

6.9

8.3

(%

6.8

8.0

8.1

(%

6.2

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . .

9.7

6.4

8.1

5.5

6.9

4.8

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . .

Waft . . . . . . . . . . . . . . . . . . . . . . . . .

9.8

(4.3)

8.6

11.5

8.0

3.9

7.2

8.1

(%

6.8

7.9

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . .

‘These T-scora points were calculated as follows: averaga Tscorefor youths whostamed tirstgrade when thaywere5yeam old or

younger minus average T score for youths who startad at 7 years of age or older.

2Except as indicated by being anclosed in parentheses, the values shown are statistically significantly greater than zero at the

I-parcent probability level.

15
Race:

~ White

~ Black

~ ~,h,,

— wlsc — — WRAT —

Vocabulary Block Design Reading Arithmetic

RACE

Figure 7. Mean T scores for youths 12-17 years on selected

subtests of the WISC and WRAT, by race: United States,

1866-70.

be definitely related to performance on these

tests of intellectual development and school

achievement.

Geographic region. –The differences in the

average scores for youths in the four geographic

regions for which data are shown in tables 18

and 19 and figure 8 reflect mainly the variations

in the distribution of these subgroups of the

population with respect to the primary background factors, family income, and education of

parent (see appendix I, tables II and III). Some

effects of the varying combinations of these

influences are evident in the comparisons presented in tables G and H. For white youths, the

urban-rural distinction so far as family income

and educational attainment of parent are concerned is less pronounced in areas outside the

South than in the South; and the scores,

particularly on the Reading test, reflect this

difference. For black youths, 48 percent of

whom resided in the South, no such difference

was observed. Other sources of differences in

performance of the youths from the various

~Ections of the country could be found “in-the

80 I Wlsc

60

t

40

20

0

I

Block Design

REGION

Region:

m .o.het+st

~ Northwest

~ %“,,

~ W,*

WRAT

Reading Arithmetic

Figure 8. Mean T scores for youths 12-17 years on selected subtests of the WISC and WWMT, by geographic region: United States,

1966-70.

16
Table G. Average T-score equivalents of raw scores on two specified

W ISC subtests for youths 12-17 years, by race and area of

residence: United States, 1966-70

I

Area of residence

All regions . . . . . . . .

Urban areas . . . . . . . . . .

Rural areas . . . . . . . . . . .

SouthI . . . . . . . . . . . .

Urban areas . . . . . . . . . .

Rural areas . . . . . . . . . . .

Other regions . . . . . . . .

Urban areas . . . . . . . . . .

Rural areas . . . . . . . . . . .

B

Average T score

51.2

52.0

49.9

46.6

51,8

46.4

51.8

52.0

51.4

42.3

42.9

40.0

40.5

41.1

39.6

43.9

44.1

41.4

51.2

51.7

50.3

48.7

51.0

47.0

51.8

51,8

51.7

42.0

42.6

39.9

39.8

40.2

39.2

44.1

44.2

43.0

l~h~ ,$~uth IS the only single region for which SWIPk Size Permits relie~.

intimates to bo made for an urban-rural comparison by race.

differing social, economic, and political conditions which influenced progression through

schooL

SUMMARY AND CONCLUSIONS

This report contains statistical information on

performance by youths 12-17 years of age in the

noninstitutionalized population of the United

States on the Vocabulary and Block Design

sub tests of the Wechsler Intelligence Scale for

Children (WISC) and on the Reading and Arithmetic subtests of the Wide Range Achievement

Test (WRAT), in relation to selected demographic characteristics and socioeconomic factors. These tests were administered from 1966

to 1970 to a sample of the 23 million such

adolescents as part of a national health survey of

youths which focused on their growth and

development, in order to assess intellectual

development and school achievement.

Of the 7,514 adolescents selected in the

sample, 6,768, or 90 percent, participated in the

survey. Because of the sample design, adjustment for nonresponse, and weighting procedures

Table H. Average T-score equivalents of raw scores on two specified

WRAT subtests for youths 12-17 years, by race and area of

residence: United States. 1966-70

I

Area of residence

All regions . . . . . . . .

Urban areas . . . . . . . . . .

Rurel areas . . . . . . . . . . .

South . . . . . . . . . . . .

Urban areas . . . . . . . . . .

Rural areas . . . . . . . . . . .

Other regions . . . . . . . .

Urban areas . . . . . . . . . .

Rural areas . . . . . . . . . . .

E

Average T score

51.3

52.3

49.8

48.4

51.3

46.3

52.0

52.4

51.3

41.6

41.9

40.4

39.6

39.6

39.6

43.4

43.4

43.7

51.3 41.1

f

51.8 41.4

50.6 39.8

49.5 39.6

52.2 40.1

47.6 38.7

51.7 42.5

51.7 42.3

51.9 43.9

lThe south is the only single ragion for which SWWSk SiZe PWmi@ reliable

astimetesto be made for an urban-ruralcomparisonby race.

used in the survey, findings for these adolescents

may be considered to be representative of the

target population with respect to age, sex, race,

region, and certain other socioeconomic and

demographic characteristics. Data by sex and age

have been published in two previous reports.1,2

Normalized T scores, or standard scores, are

presented according to parent’s education;

family income; place of residence in terms of

size, type, and rate of population change during

1950-1 960; progress through school; race; and

geographic region. Measures of the association

between test scores and the selected demographic and socioeconomic variables are also

presented.

The educational level of the parent who was

considered to be the head of the household was

the variable most highly correlated with the

WISC and WRAT scores. The adolescents whose

parents had received more years of formal

education performed better on the tests than

other youths did.

There was also a strong relationship between

family income and test scores. Yo,uths from

homes with relatively high family incomes

17
achieved higher scores than those from families

with lower incomes did.

With respect to the rate of population change

from 1950 to 1960, which was used as an

indicator of community stability, youths residing in those areas experiencing above-average

gains in population consistently obtained higher

scores than youths from communities with

declining populations.

The youths’ performance on the four subtests

by grade in school in relation to age, by whether

or not they attended nursery school or kindergarten, and age at which they started first grade

is described according to selected demographic

or socioeconomic characteristics.

Gross differences in average scores for youths

from the two major racial groups were observed,

with the average score for white youths being

Klgher than that for black youths on each of the

four subtests. For both groups the performance

on the subtests and family income and education of parent exhibited the same pattern of

quantitative relationship, and differences in distribution of the racial groups according to these

background factors accounted for some, but not

all, of the overall differences in scores. It is

suggested that classification of the different

races according to the income and education

information available may not have produced

corresponding groups that were sufficiently

comparable with respect to the real background

factor for which it would be desirable to

control-environment, circumstances, or atmosphere for fostering intellectual growth–and that

this could account for at least some of the

residual differences.

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arithmetic achievement among youths 12-17 years as

measured by the Wide Range Achievement Test, United

States. Vital and Health Statistics. Series 1 l-No. 136.

DHEW Pub. No. (HRA) 74-1618. Health Resources

Administration. Washington. U.S. Government Printing

Office, Feb. 1974.

2National Center for Health Statistics: Intellectual

development of youths as measured by a short form of

the Wechsler Intelligence Scale, United States. Vital and

Health Statistics. Series 11-No. 128. DHEW Pub. No.

(HRA) 74-1610. Health Resources Administration.

Washington. U.S. Government Printing Office, Sept.

1973.

3National Center for Health Statistics: Origin, p;o -

gram, and operation of the U.S. National Health Survey.

Vital and Health Statistics. PHS Pub. No. 1000-Series

l-No. 1. Public Health Service. Washington. U.S. Government Printing Office, Apr. 1965.

4 National Center for Health Statistics: Plan and

initial program of the Health Examination Ssmvey. Vital

and Health Statistics. Series 1-No. 4. DHEW Pub. No.

(HRA) 74-1038. Health Resources Administration.

Washington. U.S. Government Printing Office, reprinted

Nov. 1973.

5National Center for Health Statistics: Cycle I of the

Health Examination Survey: Sample and response,

United States, 1960-1962. Vital and Health Statistics.

PHS Pub. No. 1000-Series 1l-No. 1. Public Health

Service. Washington. U.S. Government Printing Office,

Apr. 1964.

6National Center for Health Statistics: Plan, operation, and response results of a program of children’s

examinations. Vital and Health Statistics. Series 1-No. 5.

DHEW Pub. No. (HSM) 73-1251. Health Services and

Mental Health Administration. Washington. U.S. Government Printing Office, Oct. 1967.

7National Center for Health Statistics: SamPle design

and estimation procedures for a National Health Examination Survey of children. Vital and Health Statistics.

Series 2-No. 43. DHEW Pub. No. (HRA) 74-1005.

Health Resources Administration. Washington. U.S.

Government Printing Office, reprinted Aug. 1973.

8National Center for Health Statistics: Plan and

oPemtlon of a Health Examination Survey of U.S.

youths 12-17 years of age. Vital and Health Statistics.

Series l-No. 8. DHEW Pub. No. (HRA) 75-1018. Health

Resources Administration. Washington. U.S. Government Printing Office, Sept. 1969.

9National Center for Health Statistics: Development

of the Brief Test of Literacy. Vital and Health Statistics.

PHS Pub. No. 1000-Series 2-No. 27. Public Health

Service. Washington. U.S. Government Printing Office,

Mar. 1968.

1‘National Center for Health Statistics: Evaluation of

psychological measures used in the Health Examination

Survey of children ages 6-11. Vital and Health Statistics.

PHS Pub. No. 1000-Series 2-No. 15. Public Health

18
Service. Washington.

Mar. 1966.

U.S. Government Printing Office,

11 National Center for Health Statistics: Subtest

estimates of the WISC Full Scale IQ’s for children. Vital

and Health Statistics. Series 2-No. 47. DHEW Pub. No.

(HSM) 72-1047. Health Services and Mental Health

Administration. Washington. U.S. Government Printing

Office, Mar. 1972.

12 National Center for Health Statistics: A study of

the achievement test used in the Health Examination

Surveys of persons aged 6-17 years. Vital and Health

Statistics. PHS Pub. No. 1000-Series 2-No. 24. Public

Health Service. Washington. U.S. Government Printing

Office, June 1967.

18Wechsler, D.: Wechslei- Intelligence Scale for Children, Alanual. New York. The Psychological Corporation, 1949.

14McCandless, B.R.: Adolescents: Behavior and

Development. Hinsdale, Illinois. The Dryden Press,

1970.

15WechsIer D,: The Measurement and Appratial of

Adult Intelligence (4th cd.) Baltimore. The Williams and

Wilkins Company, 1958.

16Mataxazzo, J.D.: Wechslerk Measurement and

Appraisal of Adult Intelligence (5th cd.). Baltimore. The

Williams and Wilkins Company, 1972. ,

17 Finley, CJ., and Thompson, J.: An abbreviated

Wechsler Intelligence Scale for Children for use with the

educable mentally retarded. Am.J.Ment.Defic.

63:473-480, 1958.

18 Greenmun, R., Abbrevzizted Forms of the Wechsler

Intelligence Scale for Children. Unpublished master’s

thesis. Texas Christian University, Aug. 1965.

1‘Simpson, W.H., and Bridges, C.C., Jr.: A short

form of the Wechsler Intelligence Scale for Children.

J. Clin.Psychol. 15(4):424, Oct. 1959.

20Wight, B.W., and Sandry, M.: A short form of the

Wechsler Intelligence Scale for Children. J. Clin.Psychol.

18(2):166, Apr. 1962.

21Mumpower, D. L.: The fallacy of the short form.

J. Clin.Psychol. 20(1) :111 -3,Jan. 1964.

22 Silverstein, A.B.: Validity of WISC short forms at

three age levels. J. Consult. Psychol. 31:635-6, Dec. 1967.

23 Enburg, R., Rowley, V.N., and Stone, B.: Short

forms of the WISC for use with emotionally disturbed

children. J. Clin.PsychoL 17(3):280-284, July, 1961.

~4McKerracher, D.W., and Watson, R.A.: Validation

of a short form WISC with clinic children.

Brit.J.Educ.Psy chol. 38:205-8, June 1968.

25 Nickels, J., and Nickels, M.: Brief forms of the

WISC for research. J. Clin.PsychoL 19(4) :425, Oct. 1963.

26 Schwartz, L., and Levitt, E.E.: Short forms of the

Wechsler Intelligence Scale for Children in the educable,

noninstitutionalized mentally retarded. J. Educ.Psychol.

51(4):187-190, Aug. 1960.

27 Thompson, J .M., and Finley, CJ.: An abbreviated

WISC for use with gifted elementary school children.

California J.Educ.Res. 14(4):167-177, Sept. 1963.

28Yalowitz, J.M., and Armstrong, R.G.: Validity of

short forms of the Wechsler Intelligence Scale for

Children. J. Clirz.Psychol. 11(3) :275 -277, July 1955.

29 Silverstein, A.B.: Estimating full scale IQ’s from

WISC short forms. PsychoLRep. 20: Suppl:1264, June

1967.

3OSilverstein, A. B.: A short short form of Wechsler’s

scales for screening purposes. PsychoLRep. 21:842, Dec.

1967.

31 Silverstein, A.B.: A short short form of the WISC

and WAIS for screening purposes. PsychoLRep. 20:682,

Apr. 1967.

32 Silverstein, A.B.: Reappraisal of the validity of a

short form o f Wechsler’s scales. Psycho l.Rep.

26(2):559-561, Apr. 1970.

33 Silverstein, A. B.: Reappraisal of the validity of

WAIS, WISC, and WPPSI short forms. J. Consult. Clin.

PsychoL 34(l): 12-14, Feb. 1970.

34 National Center for Health Statistics: Intellectual

development of children by demographic and socioeconomic factors, United States. Vital and Health Statistics.

Series 11-No. 110. DHEW Pub. No. (HSM) 72-1012.

Health Services and Mental Health Administration.

Washington.U.S. Government Printing Office, Dec. 1971.

35Jastak, J. F., and Jastak, S.R.: The Wide Range

Achievement Test, Manual of In.rtructions, Rev. Ed.

Wilmington, Del. Guidance Associates, 1965.

36 National Center for Health Statistics: School

achievement of children by demographic and socioeconomic factors, United States. Vital and Health Statsktics.

Series 1l-No. 109. DHEW Pub. No. (HSM) 72-1011.

i~ealth Services and Mental Health Administration.

Washington. U.S. Government Printing Office, NOV.

1971.

37 National Center for Health Statistics: Replication:

An approach to the analysis of data from complex

surveys. Vital and Health Statistics. Series 2-No. 14.

DHEW Pub. No. (HSM) 73-1269. Health Services and

Mental Health Administration. Washington. U.S. Government Printing Office, Apr. 1966.

38 National Center for Health Statistics: Pseudoreplication: Further evaluation and application of the balanced half-sample technique. Vital and Health Sta tirtics. Series 2-No. 31. DHEW Pub. No. (HSM) 73-1270.

Health Services and Mental Health Administration.

Washington. U.S. Government Printing Office, Jan.

1969.

19
LIST OF DETAILED TABLES

m-—.

Table 1. Mean raw scores, with standard deviation and standard error of the maan, on specified subtests of the WISC and

WRAT for youths 12-17 years, by selected demographic or socioeconomic characteristics: Unitad States, 1966-70 . .

2. Mean T scores, with standard deviation and standard error of the mean, on the WISC Vocabulary and Block Design

and combined subtasts for youths 12-17 years, by selected demographic or socioeconomic characteristics: United

States, 1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Mean Tscores, with standard deviation andstandard error of themean, onthe WRATReading and Arithmetic and

combined subtests for youths 12-17 years, by selected demographic or socioeconomic characteristics: United States,

1966-70, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Average T-scora equivalents of rawscores uncombined subtests of the WISCand WRATfor youths 12-17years, by

family income, education ofparent, andtype ofsubteS, with standard errors fortotals: Unitd States, l966-7O . . .

5. Average T-score equivalents of rawscores uncombined subtestsof the WISCand WRATfor youths 12-17 years, by

numbar of persons under 21 in household, family income, and education of parent, with standard errors for totals:

UnitedStates,1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. Average T-score equivalents of rawscores uncombined subtests of the WISCfor youths 12-17years, bysize of place

ofresidence, family income, andeducation ofparent, with standard errors fortotals: United States, 1965-70 . . . .

7. Average T-score equivalents of rawwores uncombined subtests of the WRATfor youths 12-17years, bysize of place

ofrasidence, family income, andeducation ofparent, with standard errors for totals: United States, 1966-70 . . . .

8. Average T-score equivalantsof rawscores unspecified subtestsof the WISCand WRATfor youths 12-17 years, by

rate of population change, family income, and education of parent, with standard errors for totals: United States,

1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9. Avarage T-score equivalents of rawscores onspacified subtestsof the WiSC and WRATfor youths 12-17 years, by

grade level with respect toage, family income, andeducation ofparent, with standard errors for totals: United States,

1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. Average T-score equivalents ofrawscores onthe WISCVombulary and Block Design subtasts foryouths l2-l7yaars,

by grade level with respect to age and selected demographic or socioeconomic characteristics: United States,

1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11. Average T-score equivalents of rawscores onthe WRATReading and Arithmetic subtests foryouths 12-17years, by

grade level with respect toageand salected demographic orsocioeconomic characteristics: United States, 1966-70 . .

12. Percent distribution of youths 12-17 years by type of early whoolattended andagestarted first grade, accordingto

selected demographic orsocioeconomic characteristics: United States, 1966-70 . . . . . . . . . . . . . . . . . . . .

13. Average T-score equivalents ofrawscores onthe WISCVocabulary and Block Design subtasts foryouths 12-17 years,

by type of early school attended and selected demographic or socioeconomic characteristics: United States,

1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. Average T-score equivalents of rawscores onthe WRATReading and Arithmetic subtests foryouths 12-17years, by

type ofearly school atiended andselected demographic orsocioeconomic characteristi=: United States, l966-7O . .

15, Average T-score equivalents of rawscoras onthe WISC Vocabulary and Block Design subtests foryouths 12-17 years,

byagethey stafied first grade andselected demographic orsocioeconomic characteristics: United States, l966-7O . .

.

16. Average T-score equivalents of rawscores onthe WRATReading and Arithmetic subtests foryouths 12-17years, by

agethey sta~edfirst grade andselected demographic orsocioeconomic characteristics: United States, 1966-70 . . .

rage

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

20
Page

Table 17. Average T-score equivalents of rawscores onthe WISCVombulary and Block Design andcombined subtests and the

WRAT Arithmetic and Reading and combined subtests for youths 12-17 years, by race, family income, and education

of parent, with standard errors for totals: United States, 1966-70’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

18. Average T-score equivalents of raw scores on the WISC Vocabulary and Block Design and combined subtests for

youths 12-17 years, by geographic region, family income, and education, with standard errors for totals: United

States, 1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...39

19. Average T-score equivalents of raw scores on the WRAT Arithmetic and Reading and combined subtests for youths

12-17 years, by geographic ragion, family income, and education of parent, with standard errors for totals: United

States, 1966-70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...40
Table 1. Mean raw scores,with standarddeviation and standarderror of the mean, on specifiedsubtestsof the WISC andWRAT for youths 12-17 wars, by selecteddemograpblcor socioeconomic

characteristics United States, 1966.70

Wlsc WRAT

Demwraphic or socioeconomiccharacteristic Vocabulary Block Design Reading Arithmetic

3

ean

!3.0

—

19.2

!1.1

!3.0

!4.0

!5.6 i

!5.7

!3.0

?3,0

13.9

17.2

Z7.O

23,6

24.0

21.1

23.1

20,1

22.3

24.2

26.2

20.2

23.1

22.5

23.9

23.2

21.6

23.7

24.3

23,6

22.9

22.7

22.7

22.1

24.4

18.4

20,2

22.4

23.8

25.4

26.9

22.4

26.1

24.3

20,5

16.0 —

*

Mean

41.2

36.5

38.6

40.9

42.2

44.4

45.2

42.2

40.2

42.5

32.7

39.8

44.2

42.4

37.4

40.8

34.9

39.6

43.8

47.9

35.4

41.8

41.7

43.5

41.8

40.1

40.8

41.1

41.0

40.2

39.6

40.6

39,6

44.5

32.4

S6.9

40.0

43.0

45.5

46.4

40.1

46.5

43.6

36.7

29.0

8D

—

1.24

—

9.44

,0.76

10.67

1.20

I1.27

I1.39

11.26

11.12

10.87

9.57

13.59

11.26

10.00

11.%

I 1.20

10.89

10.31

9.42

9.69

I 1.22

11.23

I 1.55

10.36

10.86

11.66

12.66

10.59

11,32

11.12

11.32

11.11

10.90

10.90

10.72

10.69

10.54

9.51

9.42

9.65

11.76

10.05

9.87

11.29

11.0 —

SE J

iean

!6.9

—

!4.0

?6.3

?9.3

19.6

11.8

)3.0

30.4

27.2

30.5

17.8

35.0

30.1

31.5

23.9

29.4

23.2

27.0

31.7

34.7

23.8

29.2

28.9

30.6

29.5

26.6

29.9

26.7

29.3

28.2

26.9

29.3

27.1

31.8

19.8

23.4

27.9

31.3

32.7

35.6

27.8

33,4

30.8

25.1

19.3 —

4

-

13.88

12.67

13.44

13.65

13.56

14.01

13.75

13.73

13.84

13.49

11.01

13.71

13.79

13.20

14.15

13.29

13.50

13.74

12.75

12.41

;4.42

13.70

13.62

12.76

14.22

14.16

13.43

14.06

13.91

14.17

14.16

13.50

13.72

13.55

12.58

13.29

13.69

13.11

12.74

12.31

13.35

12.78

13.32

13.85

13.59

—

SE

—

).36

——

).41

1.64

1.56

1.61

1.56

).43

1.36

1.37

1.39

1.61

2.72

D.85

0.68

1.22

0.97

0.64

0.40

0.28

0,48

1.72

0.24

0.57

1.3C

1.6C

3.2[

2.31

2.3:

0.64

0.6!

1.LU

0,9!

1.0<

0.s(

0.8(

0.4

0.5[

0.4:

0.21

0.23

0.9{

0.7!

0.2!

0.9(

0,6: —

—

lean

—

!8.5

=

$2.1

45.3

46.2

49.8

52.8

53.7

47.2

49.7

60,2

37.3

49.0

51.:

50.[

432

48.:

4.1[

46.f

512

5s:

43.1

49:

49.’

51:

49.!

46.[

w.

47:

47.$

47.’

46.

4SJ

47.!

61.,

28.(

42:

46J

50.

53:

S6.

47.4

55.

51.

42.

34. —

SD SE SD SE

0.59 3.81

—

1.51

2.59

2.83

3.33

3.18

4.56

3.92

13.18

13,02

2.00

15.02

[3.49

12.56

14.05

13.0!

13.2~

12.92

11.92

11.62

13,64

13.6C

14.lf

13.17

13.61

14.2i

14.0[

12.4(

13,4~

13.1[

13.1<

13.1;

14.1!

13.4,

12.Z

12.61

12.81

12.0

11.8

11.71

13.91

11.9!

11.8

13.3

14.0’ —

AOyouths, 12-17 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.42 6.95 0.26

#&

12years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17year5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SAX

Male . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Female . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

—Race

white . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

61ack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographicregion

Northeast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

west . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Educationof parent

Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sth-llthgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Higherthan12thgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Placeof residence

Urban . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3mi6i0npers0ns0rm0re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2.9miOi0npersr3m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

250,000-999,999pws0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lessthan250,000c.?rsons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Urban, other:

25,000pers0ns0rm0re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10,000-24,999persons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2,5SQ-9,999pers0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rate of population chanw

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bel.waveragegain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Averagegain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Aboveaverawgain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Annual family income

Lessthan$3,000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$3,000-$%999. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$5,000-$5,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$7M+3-$9,999. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$10,WO-$14,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$15,0000rmore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade levelfor age

Abovemodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Inmodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Belowmodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gradelevelundetermined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

0.50

0.62

0.81

0.67

0.57

0.69

0.64

0.55

0.67

0.66

2.44

0.95

1.29

1.14

D.37

0.44

0.56

0.66

0.41

0.71

0.50

0.40

0.50

0.42

1,S4

1.09

0.99

1.11

0.86

0,51

0.46

0.36

0.44

1.33

0.35

0.79

1.05

0.99

3.99

3.31

2,s4

0.69

0.84

1.18

1.26

0.93

0,86

0.74

0.60

0.60

0.53

0.37

0.77

1.07

0.94

0.3E

1.1[

o.9f —

5.07

6.05

6.62

6.69

7.15

7.65

7.13

6.76

6.75

6.13

7.95

6.87

6,74

7.14

6.69

6,60

6.67

6.46

6.50

6.94

6.93

6.87

6.29

7.22

7.07

7.11

7.0[

7.OE

6.9[

7,0~

6.ti

6.0[

7.lC

6.(I

6.6

6.5(

8.31

6.4(

6,4

7.2!

6.71

6.4!

6.6

6,3: —

0.23

0.29

(7.35

0.33

031

0,36

0.27

0.27

0.30

0.30

1.26

0.76

0.68

0.53

0.40

0.29

0.30

0.25

0.37

0.65

0.18

0.28

0.33

0.31

1.63

1.86

1.40

0.45

0.54

0,66

0.43

0.39

0.70

0.43

0.40

0.34

0.36

0,28

0.44

0.61

0.30

0.24

0.46

0.35 —

0.74

0.55

0.37

0,59

1.21

0.49

0.57

1.36

0.79

3.13

4.19

2.86

0.68

0.94

1.10

1.64

0.75

0.63

0.88

0.68

0.54

0.61

0.5:

0.75

0.67

0.85

0.3!

1.21

0.7C —
Tablo 2. MeanT scores,w[th st.mdarddeviation and standarderror of the mean, on the WISC Vocabulary and Block Designand mmbined subtewsfor youths 12.17 years,by selecteddemographic

orsocioeconomic characteristicx United States, 1966-70

Demographicor socioeconomiccharacteristic

Vocabulary

Wean

50.0

=

51.2

42.3

48.9

52.9

51.0

46.4

49.7

42.0

45.4

48.9

51.7

54.0

56.5

4s.7

54.6

52.4

45.8

37.7

44.3

48.5

52.4

56.4

44.3

50.5

50.6

52.1

50.4

49.0

49.5

49.9

50.0

49.1

48.8

49.3

48.6

52.9 —

SD

.

10.00

9.69

8.14

12.78

10.16

8.73

10.13

10.01

8.96

9.42

9.50

8.48

8.56

8.67

10.30

8.99

8.77

9.83

8.28

9.30

8.92

8.42

8.80

8.66

10.00

10.28

9.31

9.72

10.35

10.82

9.18

10.01

9.91

10.11

9.86

9.54

9.79

.

SE

0.54

0.62

0.55

2.36

0,6S

1.22

0.96

1.37

0.74

0.63

0.57

0.57

0.50

0.73

0.79

0.73

0.35

1.11

0,54

0.66

0.50

0.39

0.54

1.13

0.46

0.51

1.30

0.64

2.84

3.65

2.55

0.65

0.87

1.02

1.50

0.66

0.78

Block Desi~n

SD

50.0

=

61.2

42.0

55.2

51,0

61.9

46.3

50.3

43.3

46.2

48.2

51.8

52.9

54.8

46.8

53.1

51.6

47.1

41.6

45.8

48.5

52.1

54.4

45.s

50.2

50.1

51.3

50.3

48.4

60.6

49.5

50.3

48.5

48.5

50.2

48.6

52.1 —

10.00

=

9.66

8.05

10.50

10.00

9.35

10.23

8.46

9.02

9.43

9.74

9.45

9.26

8.95

9.25

9.12

9.52

9.85

9.61

9.58

9.73

9.15

9.03

10.29

9.83

9.74

9.03

10.41

9.96

9.44

10.02

10.27

10.20

10.26

9.55

9.75

9.s9

SE

0.27

0.29

0.47

2.31

0.62

0.51

0.86

0.70

0.67

0.28

0.44

0.38

0.22

0.64

0.73

0.48

0.20

0.65

0,65

0.49

0.28

0.16

0.36

1.26

0.25

0.42

0.87

1.30

2.32

1.59

1.63

0.47

0.51

0.75

0.67

0.78

0.62

Composite

100.0

102.0

66.5

103.4

103.4

102.5

93.7

100.0

67.4

92.8

98.4

103.0

105.9

109.7

97.9

106.7

103.5

93.9

82.1

91.5

97.5

103.8

109.3

91.6

100.7

100.6

103.0

100.6

97.7

100.0

99.5

100.3

96.8

97.8

99.6

97.6

104.3

SD

15.00

—

14.34

11.73

18.66

14.99

13.30

15.69

14.40

13.14

14.00

14.35

12.94

12.75

12.94

14.72

13,20

13.33

14.82

13.81

14.05

13.77

12.48

13.06

15.34

14.87

14.93

13.65

15.29

15.22

14.64

14.68

15.31

15.18

15.46

14.25

14.57

14.74

—

SE

0.67

=

0.76

0.81

3.78

1.23

1.47

1.55

1.71

0.96

0.71

0.77

0.76

0.52

1.13

1.23

0.93

0.43

1.47

0.89

0.88

0.57

0.38

0.73

1.92

0.56

0.74

1.64

1.44

4.27

4.48

3.51

0.90

1.14

1.44

1.65

1.16

1.18

—

23
Table 3. Mean T scores,with standarddeviationand standarderror of the mean,on the WRAT Readingand Arithmetic and combinedsubtemsfor youths 12.17 years,by Mected demongraptdcor

socioeconomiccharacteristics:United States, 1966-70

Demographicor socioeconomiccharacteristic

Allyouths, 12-17 years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

—Race

White . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographicregion

Northeast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Annual family income

Lessthan$3,DO0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$3,000-34,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$5,000-$8,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$713D0-$9,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$10,000-$14,999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

$15,0000rm0re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grade levelfor age

Abovemodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Inmodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Belowmodalgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gradelevelundetermined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Educationof parent

Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9th-llthgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Higherthan12thgrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Placeof residenw

Urban. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3milli0npers0ns0rm0re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

l-2.9milli0npers0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

250,000-999,999p+rs0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lessthan250,000persons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Urban, othec

25,000prs0ns0rm0re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10,000.24,999pers0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2,500-9,999pers0ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Belowaveragegain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Averagegain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Aboveaveragegain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...............

Reading

Aean

50.0

51.3

41.6

50.5

52.3

51.6

46.0

49.9

42.3

45.4

46.7

51.B

54.1

56.2

48.5

55.6

52.6

45.2

38.2

44.B

48.4

52.1

56.1

45.1

50.6

50.6

52.2

50.7

46.7

5t.1

49.1

49.5

49.0

46.2

52.0

49.4

52.2

so

0.00

9.55

8.80

1.51

O.DQ

9.12

0.39

9.53

9.17

9.44

9.47

6.73

8.72

8.81

9.84

9.06

B.62

8.57

8.96

9.59

9.30

B.69

6.66

9.69

10.17

10.46

9.B1

[0.33

10.25

9.67

9.19

9.74

9.70

9.78

9.62

0.40

9.B6

SE

0.32

0.38

0.31

1.15

0.79

0.76

0.80

0.64

0.55

0.46

0.49

0.43

0.29

0.62

0.87

0.67

0.27

O.B1

0.59

0.3B

0.36

0.30

0.32

0.8B

0.27

0.60

0.6B

0.7B

2.65

2.09

2.21

0.4B

0.64

0.93

0.70

0.66

Arithmetic —

lean —

50.0 ——

;1.3

$1.1

56.2

51.1

51.5

$6.8

50.2

42.8

45.8

49.1

51.4

53.7

55.6

46.6

54.8

52.2

46.0

37.7

45.4

48.8

51.9

55.1

45.2

50.1

49.3

51.5

50.1

47.6

50.7

52.0

51.1

!9.7

$9.5

49.5

#B.7

52.0 —

so

0.00

=

9.52

7.67

2.04

9.82

9.36

0.36

9.66

8.63

9.57

9.49

B.97

B.92

8.75

9.96

8.22

8.94

9.55

8.24

9.40

9.41

9.10

8.96

10.30

9.92

9.92

9.04

10.43

9.92

9.17

0.18

0.2B

9.99

0.04

8.13

0.09

0.16

SE

—

0.40

=

0.45

0.46

1.63

1.11

1.02

0.77

0.64

0.65

0.62

0.59

0.58

0.40

0.65

0.73

0.46

0.36

0.91

0.44

0.44

0.47

0.42

0.54

0.88

0.28

0.43

0.47

0.51

2.46

2.32

2.01

0.70

0.80

0.64

0.68

0.63

1.05

—

Comwsite

100.0

102.1

65.B

106.4

102.6

102.7

84.1

100.0

B7.9

92.7

9B.2

102.5

106.3

109.7

97.7

108.5

103.9

92,6

80.5

92.0

97.6

103.2

109.2

92.1

100.6

99.9

103.1

100.6

97.0

101.5

100.8

100.4

89.0

96.1

99.6

9B.5

103.4

so

15,00

14.16

12.14

17.86

14.83

13.59

15.79

14.36

13.41

14.24

14.16

12.96

12.78

12.60

14.B8

13.30

12.73

14.41

13.33

14.28

13.89

13.01

12.69

16.27

15.13

16.41

13.94

16.74

15.42

14.18

14.45

16.26

14.73

14.87

14,03

15.53

14.93

iE

0.57

=

0,65

0.62

2.28

1.62

1.42

1,27

0.99

0.95

0.66

0.63

0.80

0.51

0.98

1.17

0.B5

0.47

1.40

o.B1

0.65

0.64

0.56

0.65

1.42

0.43

0.B2

1.07

1.04

4,27

3.58

2.94

0.90

1.15

1.35

1.20

1.07

1.35
Table4. Average T-score equivalents of rawscores uncombined subtestsof the WISC and WRATfor youths 12-17 years, by family

income, education ofparent, andtype ofsubtast, with standard errors for totals: United States, 1966-70

Total

Annual family income

I I I t I I Typa of test and

education of parent

Less

than $::::- $5,000- $7,000- $1o,ooo- $16,000

6,999 9,999 14,999 Unknown

$3,000 ‘

or more

Wlsc Average T scora

All youths, 12-17 years . . . . . . 98.4 103.0 105.9 97.9

Education of ~arent

100.0

81.1

83.5

90.2

96.7

97.5

103.8

106.6

110.5

111.9

91.6

100.0

~

84.5

85.1

90.7

96.5

97.6

103.2

105.8

111.7

111.3

92.1

87.4 92.8 109.7

None . . . . . . . . . . . . . . . . . . .

Lessthan5yaars . . . . . . . . . . . . .

5-7 years . . . . . . . . . . . . . . . . .

Syaars . . . . . . . . . . . . . . . . . .

9.11 years, . . . . . . . . . . . . . . . .

12years . . . . . . . . . . . . . . . . . .

13-15years . . . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . . . . . .

17yearsormore . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . .

78.5

81.0

86.2

91.1

88.5

96.5

95.6

*

...

83.5

87.9

81..5

82.2

87.5

89.7

88.2

95.9

96.1

*

...

86.0

83.4

85.4

87.1

94.2

93.9

99.9

100.7

*

*

90.8

92.7

84.8

87.1

87.8

94.5

92.5

99.4

102.8

*

*

90.2

●

86.6

96.0

96.4

95.8

103.2

103.6

100.9

110.8

90.1

98.2

*

88.4

94.4

96.0

96.2

102.8

100.3

104.7

110.9

90.1

*

92.6

93.5

99.6

101.0

104.4

106.3

111.9

110.6

99.5

102.5

*

92.5

94.4

99.2

101.1

103.7

105.0

112.0

107.8

99.2

4+

79.3

90.1

96.7

97.5

103.7

103.3

107.6

107.8

83.9

97.7

...

*

97.4

101.3

102.9

105.8

108.9

108.8

110.3

105.1

106.3

...

●

99.4

101.4

105.1

105.2

108.1

110.8

111.3

105.8

.

...

●

☛

103.5

103.3

106.9

107.0

114.4

113.8

*

109.7

WRAT

All youths, 12-17 years . . . . . .

Education of parent

Non. . . . . . . . . . . .. . . . . . . .

Lessthan6yaars . . . . . . . . . . . . .

6.7years . . . . . . . . . . . . . . . . .

8years . . . . . . . . . . . . . . . . . .

9.11yaars . . . . . . . . . . . . . . . . .

12years . . . . . . . . . . . . . . . . . .

13-15years . . . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . . . . . .

17yaarsormore o.,,... . . . . . .

Unknown . . . . . . . . . . . . . . . . .

*

82.5

89.2

98.6

96.1

102.2

103.0

108.1

110.7

84.0

...

*

*

103.3

103.8

106.8

107.2

115.3

112.7

●

Standard error of T score’

WISC, allyouths 12-17 years . . . . . . .

WRAT, all youths 12-17 years . . . . . .

0.67 I

0.96

0.57 0.95

0.71 I0.77

0.85 0.83

0.76 I

0.52 I

1.13

I

1.23

0.80 0.51 0.98 1.17

lThestandard errors of theestimates forthesubgroups areshown in appendix 11,table V.

25
Table5. Average T-smreequivelantsof rawscoms oncomtined subtasts of the WISCand WRATfor youths 12-17years, bynumbarof parsons

under21 inhousehold, family income, and education of parent, with standard error.s for totals: United States, 1966-70

Annual family income and

education of parent

All youths, 12-17 years . . . . . . . . .

Income lass than $5,000

Education of parant:

Elementary school . . . . . . . . . . . . . .

$%h-llth grade . . . . . . . . . . . . . . .

12thgrede . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . , . . . . . . . .

Income of $5,000-$9,999

Education of parant:

Elementary school . . . . . . . . . . . . . .

8th-l lthgrade . . . . . . . . . . . . . . .

12thgrede . . . . . . . . . . . . . . . . . .

Higher than 12th grede . . . . . . . . . . .

Income of $10,000 and ovar

Education of parant:

Elemantery school . . . . . . . . . . . . . .

%h-llthg race . . . . . . . . . . . . . . .

12th Grady . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . .

.

All youths, 12-17 years . . . . . . . . .

WISC Composite I

WRAT Composita

One

Five or

Two Thrae Four One Two Thraa Four Five or

more more

Average T score

102.1

90.8

99.7

106.0

110.0

97.3

103.6

105.6

108.4

101.6

102.8

107.7

110.8

102.6

90.5

93.5

88.3

96.9

97.7

102.2

104.4

108.1

100.5

106.6

106.8

110.2

102.4

90.3

90.5

100.0

●

97.4

98.4

104.3

107.3

103,7

101.5

107.4

111.4

100.3

66.2

90.8

97.2

100.4

97.1

99.8

102.0

106.6

97,8

103.8

103.7

111.6

94.8

83.9

89.6

93.8

●

93.1

93.4

103.3

105.8

97.9

100.7

105.3

108.3

101.9

92.3

96.1

104.1

103.3

98.8

103.2

105.2

106.1

103.2

102.6

106.2

110.3

102.7

90.4

93.8

100.6

103.7

97.9

102.5

104,6

108.0

101.4

107.6

107.2

109.6

102.0

90.0

90.7

98.7

●

96.0

97.8

103.1

106.3

104.9

104.2

108.3

112.3

100.2

87.6

89.0

97.4

95.8

96.2

100.4

100.6

107.3

96.6

105.2

103.9

111.3

95,2

86.1

88,9

92.7

●

93.6

93.7

102.8

106.5

99.3

103,9

104.5

109.9

Standard error of T scorel

0.79 0.58 0.72 0.83 1.07 I

0.63 0.62 0.83 0,59 0.79

lTha standard errors of the estimatas for tha subgroups are shown in appendix 11,table vi.

26
Table 6. Average T-score equivalents of raw scores on combined subtests of the WISC for youths 12-17 years, by size of place of

residence, family income, and education of parent, with standard errors for totals: United States, 1966-70

Annual family income and

education of parent

All youths, 12-17 years . . . . .

Income l&s than $5,000

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $5,000-$9,999

Education of parent:

Elementary school . . . . . . . . .

9th-l lthgrade . . . . . . . . . .

12th grade, . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade, . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

All youths, 12-17 years . . . . .

Urbanized areas

3 million 1,000,000. 250,000- Less than

persons 2,999,999 999,999 250,000

or more persons persons persons

100,6

88.9

89.8

98.9

*

94.2

97,8

103.0

105.4

100.7

105.1

106.1

110.7

103.0

86.3

96.9

*

*

95.6

97.9

104.2

107.5

●

101.6

105.8

110.8

0.74

I

1.84 I

100.6

88.0

91.1

92.7

●

95.5

100,5

101.3

103.6

97.5

103.4

106.6

112.0

25,000 lo#ooopersons 24,889

or more parsons

Average T score

97.7

86.6

89.9

98.5

108.7

93.5

96.9

106.9

111.1

106.6

97.9

*

109.1

Urban places ou

urbanized are

100,0

87.1

*

95.7

98.0

91.8

95.1

102.6

108.3

95.9

104.9

109.4

111.5

Standard error of T scorel

99.5

*

*

...

...

96.6

98.7

104.7

114.1

*

●

*

*

--i

side

Is

Rural

2,500- areas

9,889

persons I

100.3

87.8

92.1

101.5

95.5

99.2

99.3

106.3

108.6

96.0

107.5

110.1

109.1

98.8

86.7

90.5

100,9

107.5

97.0

99.9

104.5

108.0

100.6

102.5

104.6

110.3

1.44] 4.27 I 4.48 I 3.51 j ,0.90 I 1.14

‘The standard errors of the estimates for the subgroups are shown in appendix 11, table VI 1.

27
Table 7. Average T-score equivalents of raw scores on combined subtests of the WRAT for youths 12-17 years, by size of place of

residence, family income, and education of parent, with standard errors for totals: United States, 1966-70

Annual family incoma and

education of parent

All youths, 12-17 years . . . . .

Income less than $5,000

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $5,000-$9,999

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12thgrade . . . . !........

Higher than 12th grada . . . . . . .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

All youths, 12-17 years . . . . .

Urbanized areas I

Urbanized places outsida

urban ized areas I

3 million 1,000,000- 250,000- Less than 25,000 10,000-

persons 2,999,999 999,999 250,000 persons 24,999

or more persons persons persons or more persons

Average T score

99.9

88.7

86.2

96.8

*

94.5

97.0

101.6

107.6

97.1

108.0

104.7

110.5

103.1

88.6

94.4

*

*

94.6

99.4

102.9

104.7

●

102.7

106.4

111.6

100.6

87.5

91.5

90.5

●

93.6

99.9

102.4

103.1

98.6

107.5

105.8

113.2

0,82 1.07

97.0

86.2

89.2

99.6

101.9

92.6

95.6

104.7

108.7

107.7

97.9

*

111.2

101.5

89.3

●

96.6

94.1

90.6

96.6

106,0

105.9

101.2

104.7

106.5

114.3

Standard error of T scora’

100.8

*

*

...

...

98.1

104.0

104.5

111.4

*

*

*

*

1

Rural

2,500- areas

9,999

persons

100.4

88.5

90.1

103.4

107.2

99.5

99.6

103.7

109,3

102.4

103.8

111.2

110.0

99.0

88.0

91.7

100.5

108.7

97.4

99.2

103.7

107.4

100.7

104.6

104.6

109.1

1.04 4.27

lThe standard errors of the estimates for tha subgroups are shown in appendix 11, tabla VI 11,

28
Table 8. Average T-score equivalents of raw scores on combined subtests of the W ISC and W RAT for youths 12-17 years, by rate of

population change, family income, and education of parant, with standard arrors for totals: United States, 1966-70

Annual family income and

education of parent

Allyouths, 12-17 years . . . . . . . . . .

Income less than $5,000

Education of parent:

Elementary school . . . . . . . . . . . . . . .

9th-l lth Grady . . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . . .

Income of $5,000-$9,999

Education of parent:

Elementary school . . . . . . . . . . . . . . .

9th.llth grade . . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . . .

Higher than 12th grade

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . . .

Allyouths, 12-17 years . . . . . . . . . .

WISC Composite WRAT Composite

Below

Avarage

Above Below

Average

Above

Loss average average Loss average average

gain gain

gain gain gain gain

Average T score

97,8

87.8

95.2

100.3

104.8

96.1

98.6

106.1

108.6

101.4

102.6

107,2

111.4

99.6

87.1

93.1

97.5

*

93;8

98.0

103.3

107.1

101.3

102.5

106.0

110.3

97.8

83.5

88.5

95.8

102.1

95.7

96.9

101.4

103.0

99.5

101.6

104.5

108.5

104.3

92.0

90.2

99.0

97.9

98.8

101.9

104.6

110.5

98.5

104.9

106.7

111.6

98.1

89.2

94.6

102.5

104.3

96.6

99.0

104.6

106.9

103.4

102.9

106.5

110.9

99.6

88.5

91.2

96.8

*

95.3

98.0

102.0

107.6

99.5

103.1

105.8

109.9

98.5

84.2

88.5

93.7

100.5

94.7

97.9

102.5

103.3

100.5

105.4

104.3

110.9

103.4

Standard arror of T score’

1.44 1.65 1.16

89.8

89.0

96.2

100.4

96.9

100.6

103.7

108.8

100.3

107.1

106.1

111.2

1.35

1The standard errors of the estimates for the subgroups are shown in appendix 11, table IX.

28
Table 9. Average T-score equivalents of raw scores on specified subtests of the W ISC and WRAT for youths 12-17 years, by grade level with respect to age, family

income, and education of parent, with standard errors for totals: United States, 1966-70

1

I

WRAT Reading I WRAT Arithmetl.

Annual family income and

education of parent

Below In Above Below In Above

modal modal modal modal modal modal

grade grade grade grade grade grade

Average T score

Allyouths, 12-17 years . . . . . . . . . . 53.1

Income less than $5.000

45.8 52.4 54.6 47.1 51.6 45.2 52.6 55.6 46.0 52.2 54.8

Education of parcm:

Elementary school . . . . . . . . . . . . . . .

8th-l lth grade . . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . . .

Higher than12th grade. . . . . . . . . . . . .

38.9

42.5

46.9

49.4

43.B

46.2

49,3

52.5

48.1

48.B

51.3

54.6

46.0

47.0

50.7

54.2

50.0

50.9

53.4

55.5

49.6

53.5

54.3

57.7

46.7

48.6

54.1

●

51.6

53.0

55.5

57.9

49.7

54.2

56.4

60.2

42.0

43.4

46.2

49.9

45.2

48.2

50.1

51.5

49.0

48.6

51.8

53.8

45.8

47.2

49.2

50.3

50.8

50.0

53.0

54.3

51.5

52.0

53.B

55.1

47.3

61.5

51.9

.

51.2

51.5

54.7

56.6

51.5

52.5

53.1

56.6

39.4

41,1

44.9

47.9

43.4

46.3

47.B

50.8

45.8

47.6

49.4

53.7

46.7

46.9

50.3

54.0

50.5

50.9

53.6

55.2

51.9

54.3

54.2

57.5

4B.1

49.6

54.1

●

52.2

53.7

56.5

59.3

51.7

54.3

57.9

61.0

40.5

43.1

45.0

42.5

43.8

47.6

48.4

51.4

47.1

46.6

49.6

53.5

50.B

50.3

53.1

54.3

51.4

54.1

54.0

56.4

48.B

49.1

55.5

●

52.9

61.4

56.0

67.2

53.9

56.1

56,0

58.3

Income of $5,000-$9,999

Education of parent:

Elementary sctmol . . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . . ,

Income of $10,000 or more

Education of parent:

Elementary schoo[ . . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . .

Higherthan 12thgrade . . . . . . . . . . . .

46.9

50.3

50.2

53.5

rorofTscorel

Allyouths, 12-17years . . . . . . . . . . 1.11 0.35 0.73 0.65 0.20 0.46 O.B1 0,27 0.67 0.91 0.36 0.46

‘The standard errors of theestimates forthesubgroups are shown in appendix 11,table X.

30
Table 10. Average T-score equivalents of rawscores onthe WISC Vocabulary and Block Design subtests for youths 12-17 years, by

grade level with respect to age and selected demographic or socioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

Allyouths, 12-17 years . . . . . . . . . . . . . .

Place of residence

Urbanized areas . . . . . . . . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . .

Belowaveragegain . . . . . . . . . . . . . . . . . . . .

Averagegain . . . . . . . . . . . . . . . . . . . . . . .

Aboveaveragegain . . . . . . . . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . .

Annual family income

Lessthan$5,000 . . . . . . . . . . . . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . . . . . . . . . . . . .

$lO,OOOormore . . . . . . . . . . . . . . . . . . . . .

WISC Vocabulary WISC Block Design

Below In Above Below In Above

Total modal modal modal Total modal modal modal

grade grade grade grade grade grade

Average T score’

50.0

50.7

49.8

49.1

48.8

49.3

48.8

52.9

51.2

42.3

52.9

51.0

46.4

49.7

43.8

50.5

54.9

45.8

45.2

47.1

46.0

43.0

46.1

43.8

50.0

47.2

39.4

47.8

47.9

43.3

45.9

40.5

47.1

52.0

52.4

52.8

52.5

51.7

51.9

52.1

51.0

54.2

53.3

45.2

54.2

51.9

50.2

53.2

47.6

52.3

55.5

54.6

55.7

52.8

52.9

53.4

55.1

53.9

56.3

55.3

46.8

56.3

55.2

48.2

52.6

48.9

54.3

57.0

50.0

50.2

50.2

49.5

48.5

50.2

48.8

52.1

51.2

42.0

51.0

51.9

46.3

50.3

44.9

50.7

53.5

47.1

46.4

48.6

47.2

43.8

48.7

45.2

49.9

48.5

40.0

47.2

50.1

43.8

48.0

42.7

48.1

51.9

51.6

51.7

51.9

51.4

51.1

51.4

50.7

53.0

52.6

43.8

51.7

52.6

49.1

52.5

47.1

52.0

54.0

53.1

53.6

51.8

52.6

51.9

53.9

52.6

54.6

53.8

46.2

54.0

54.0

48.3

51.9

49.0

53.7

54.4

lThe standard errors of the estimates are shown in appendix 11, table Xl.

31
Table 11. Averege T-scora equivalents of rawscores onthe WRATReading and Arithmetic subtests foryouths 12-17years, bygrade

level with respact toageand salected demographic orsocioeconomic characteristi=: United States, 1966-70

Demographic or socioeconomic characteristic

Allyouths, 12-17 years . . . . . . . . . . . . . .

Place of residance

Urbanized areas . . . . . . . . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . . . . . . . . .

Ruralareas . . . . . . . . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . .

Belowaveragegain . . . . . . . . . . . . . . . . . . . .

Averagegain . . . . . . . . . . . . . . . . . . . . . . .

Aboveaveragagain . . . . . . . . . . . . . . . . . . . .

Rata

White . . . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lessthan$5,000 . . . . . . . . . . . . . . . . . . . . .

$5,000-$8,999 . . . . . . . . . . . . . . . . . . . . . .

$lO,OOOormore . . . . . . . . . . . . . . . . . . . . .

WRAT Reading

Below In Above

Total modal modal modal

grada grade grade

50.0

50.8

49.9

49.0

48.2

50.0

49.4

52.2

51.3

41.6

52.3

51.8

46.0

49.9

44.0

50.5

54.8

45.2

44.7

46.6

45.1

41.7

46.7

43.6

47.9

46.6

38.3

45.9

47.4

42.0

46.2

40.4

46.2

50.6

52.6

52.9

52.9

52.0

51.1

52.7

52.1

54.1

53.6

44.7

53.2

53.3

50.2

53.2

47.8

52.6

55.7

WRATArithmetic

*

Average T score’

55.6

56.9

53.7

53.6

54.0

56.0

56.5

56.3

56.4

47.2

57.6

56.0

49.3

53.5

49.9

55.4

58.1

50.0

49.8

51.1

49.7

49.5

49.5

48.7

52.0

51.3

41.1

51.1

51.5

46.8

50.2

44.4

50.5

54.4

46.0

45.0

47.9

46.3

43.2

47.1

44.2

48.9

47.4

3B.9

46.8

48,6

43.3

46.4

41.5

-47.0

51.3

52.2

51.6

54.0

52.4

52.6

51.4

51.0

53.3

53.2

43,4

51.6

52.5

50.8

53.6

47.7

52.2

55.0

54.8

54.8

56.1

54.5

54.9

54.8

54.3

55.2

55.6

45.0

55.7

55.1

50.8

54.5

50.3

54.6

56.8

‘The standard errors of the estimates are shown in appendix 11, table Xl 1.

32
Table 12. Percent distribution of youths 12-17years bytypeof early school attended andagestatied first grade, according to selected

demographic orsocioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

Allyouths, 12-17 years . . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . . .

Higher than 12th grade , . , . . . . . . , . ,

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . . .

$5,000-$8,999 . . . . . . . . . . . . . . . .

$l0,000ormore . . . . . . . . . . . . . . .

Place of residence

Urbanized areas . . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . . .

Average gain, .,, . . . . . . . . . . . . . .

Above average gain , , . . . . . . . . . . . .

Race

White .,....,........,,. . . .

Black, . . . . . . . . . . . . . . . . . . . .

Geographic ragion

Northeast . . . . . . . . . . . . . . . . . . .

Midwest, . . . . . . . . . . . . . . . . . . .

south . . . . . . . . . . . . . . . . . . . . .

West, . . . . . . . . . . . . . . . . . . . . .

II I IIAge started first grade

Early school attendance (in years)

lb=-l--

J--.-L Total nursery Kinder- school

gart--

and

kinder- oni Y

gartan

100.0

100.0

100.0

100.0

100.0

‘100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

8.5

3.8

5.1

7.5

19.1

4.8

5.1

15.8

11.6

6.3

5.0

3.9

6.3

8.6

14.3

8.8

5.9

9.0

7.0

7.7

11.0

57.4

40.6

61.2

66.7

64.4

40.5

62.4

65.4

66.0

57.9

45.2

44.1

61.4

59.4

63.7

58.8

4B.5

67.1

75.3

23.4

60.1

Nursery

Total

5 or ~ 7 or school Neither

under

only

over

Percent distribution

0.8

0.6

0.9

0.9

0.7

0.8

0.7

0.9

0.9

0.6

0.6

0.3

0.6

0.9

1.2

0.8

0.6

0.9

0.4

1.3

0.6

33.4

55.0

32.8

24.8

15.7

53.9

31.9

17.9

21.5

35.2

49.1

51.8

31.7

31.1

20.8

31.6

45.1

23.0

17.3

68.2

28.3

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

19.9

14.9

19.2

22.4

23.0

14.4

20.7

22.7

22.7

17.2

17.2

20.0

19.2

19.2

27.0

20,1

18.2

27.B

20.1

13.0

19.3

74.4

=

74.8

75.8

74.0

74.0

74.9

75.1

74.1

72.7

75.7

76.2

73.0

74.5

74.9

75.0

74.3

75.5

68.6

76.0

78.1

74.2

5.7

10.3

5.0

3.6

3.1

10.8

4.3

3.2

4.6

7.1

6.6

7.0

6.2

5.9

3.9

5,6

6.3

3.6

4.0

8,9

6.4

33
Table 13. Average T-score equivalantsof rawscores on the WiSC Vocabulary and Block Design subtestsforyout!ss 12-17 years, by

type ofearly school attended andselected demographic orsocioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

All youths, 12-17 years . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . . . . . .

$l0,000ormore . . . . . . . . . . . . . .

Place of residance

Urbanized areas . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . .

Black, . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . .

WISC Vocabulary

I I

Both

nursery

Kinder- Nursery

school

garten school

and

kinderonly only

garten

54.9

49.0

51.2

52.4

58.6

46.6

53.5

57.4

54.8

53.3

55.7

55.9

54.9

52.6

55.8

55.8

44.6

58.2

54.7

54.6

52.8

51.5

46.9

48.9

52.9

56.1

46.5

51.1

55.0

51.3

51.6

51.8

52.0

50.4

50.1

53.3

52.5

44.3

53.5

50.9

50.5

50.8

51.6

42.9

51.9

54.5

55.0

46.0

52.9

54.0

51.9

46.8

52.5

60.0

46.2

50:0

53.3

52.8

39.9

50.3

52.2

53.8

47.9

Neither

Both

nursery

school

and

kindergarten

Average T score’

46.3

42.1

47.4

51.1

54.7

41.6

49.0

52.3

46.7

46.3

46.0

45.5

46.3

44.6

50.0

47.7

39.8

49.5

50.8

44.1

45.9

62.6

47.3

51.6

50.0

55.6

46.3

52.6

54.2

52.7

51.1

52.9

52.8

52.9

51.2

53.1

53.4

43.4

53.4

53.0

51.8

52.2

WISC Block Design

n

Kinder- Nursary

garten school Neither

only only

51.3

48.0

48.8

52.6

54.4

46.5

51.4

53.8

50.8

51.5

52.1

51.3

51.0

50.1

52.4

52.2

43.4

51.5

52.1

49.2

50.6

49.1

42.6

46.1

51.5

55.0

43.2

50.2

52.4

48.6

44.0

51.9

51.2

41.8

50.8

50.9

50.5

36.3

46.4

54.6

49.7

47.3

47.2

44.1

47.9

51.2

53.1

43.5

49,4

52,4

47.3

48.1

46.8

45.8

48.3

45.6

50.7

48.7

40.3

48.9

51.1

44.6

49.0

‘ The standard errors of the estimates are shown in appendix 11, table XII 1.

34
Table 14. Average T+coreequivalents ofrawscores onthe WRATReeting and Arithmetic subtests foryouths 12-17years, by type of

early school atiended andselected demographic orsocioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

All youths, 12-17 years .

Education of parent

Elementary school . . . . . . .

9th-l lth grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Highar than 12th grade . . . . .

. . . . . .

. . . . . .

. . . . . .

. . . . . .

. . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000-$8,999 . . . . . . . . . . . . . . .

$l0,000ormore . . . . . . . . . . . . . .

Place of residence

Urbanized areas . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . .

Below average gein . . . . . . . . . . . . .

Avarage gain . . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . .

Geographic ragion

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

Wast . . . . . . . . . . . . . . . . . . . . .

Both

nursery

school

arid

kindergarten

54.0

46.9

50.2

51.4

58.3

45.0

51.9

57.2

54.1

53.1

54.3

54.2

53.8

53.0

54.7

55.1

42.0

56.3

55.3

53.2

52.1

WRAT Reading

Kinder- Nursery

garten school

only only

51.6

47.1

49.1

52.9

56.1

46.2

51.4

55.0

51.6

51.4

51.7

51.0

51.2

51.2

52.7

52.6

44.1

53.1

51.8

49.9

50.5

49.9

43.4

48.1

51.3

56.3

44.3

49.9

53.3

50.5

41.2

51.7

60.0

44.7

49.0

50.9

51.7

33,8

50.1

54.4

50.4

45,4

Neither

Both

nursery

school

and

kindergarten

Average T score’

46.4

43.1

47.1

50.5

53.6

42.2

48.9

52.2

46.6

47.1

46.1

45.4

47.3

44.9

49.4

48.0

38.9

48.7

50.6

43.9

47.7

53.0

47.2

49.6

51.7

56.2

44.4

52.6

55.4

52.8

54.0

53.2

54.0

53.1

51.1

53.8

54.1

40.8

54.1

53.9

53.2

51.6

WRAT Arithmetic

Kinder- Nursery

garten school Neither

only only

51.2

47.5

49.1

52.3

54.8

46.0

51.0

54.4

50.5

52.5

51.9

51.3

50.1

50.6

52.4

52.2

43.2

51.9

51.2

49.9

50.9

46.9

42.9

45.1

46.8

53.3

40.3

46.5

51.0

47.8

38.4

48.1

53.0

43.9

46.9

47.1

48.4

33.7

41.8

52.4

48.4

46.5

47.4

43.9

48.2

51.3

55.0

43.3

49.4

53.5

46.4

48.5

47.4

47.7

47.8

44.5

49.8

49.1

39.0

48.3

62.6

45.1

48.2

1The standard errors of the estimates are shown in appendix 11,table X IV.

35
Table 15. Average T-score equivalents of raw scores on the WISC Vocabulary and Block Design subtests for youths 12-17 years, by age

they stamedfirst grade andselected demographic orsocioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

Allyouths, 12-17 years . . . . . . .

Grade level for age

Above modal grade . . . . . . . . . . . . .

In modal grade . . . . . . . . . . . . . . .

Below modal grade . . . . . . . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . .

Annual family income

Less than $5,000

$5,000-$9,999 .

$10,000 or more

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

Place of residence

Urbanized areas .

Urban, other . .

Rural areas . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

. . . . . . . . . . . . . .

Rete of population change

Loss . . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . .

Avarage gain . . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . .

Rata

White . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

WISC Vocabulary

=

50.0

54.6

52.4

45.8

44.3

48.6

52.4

56.4

43.8

50.5

54.9

50.7

49.8

49.1

48.8

49.3

48.6

52.9

51.2

42.3

52.9

51.0

46.4

49.7

52.1

55.7

52.8

45.8

47.2

50.1

53.4

56.5

45.4

52.1

55.8

52.4

52.3

51.4

51.3

52.1

50.4

54.1

53.1

44.5

53.6

52.0

49.9

51.5

50.1

53.8

52.5

46.6

44.5

48.6

52.4

56.6

44.3

50.5

54.9

50.7

50.3

49.3

49.0

49.5

48.6

53.1

51.4

42.1

53.3

51.1

46.5

50.0

Average T score’

42.5 51.3

WISC Block Design

w II I I

*

48.0

41.4

39.1

42.8

48.5

49.8

38.7

45.6

49.2

44.5

39.5

42.0

41.5

40.4

43.5

45.8

43.4

38.1

43.8

47.7

41.3

40.0

50.0

53.1

51.6

47.1

45.8

48.6

52.1

54.4

44.9

50.7

53.5

50.2

50.2

49.5

48.5

50.2

48.8

52.1

51.2

42.0

51.0

51.9

46.3

50.3

54.0

51.8

46.8

47.0

49.9

52.7

54.7

45.7

51.8

54.2

51.3

51.6

51.3

50.9

51.5

49.8

52.8

52.3

43.6

51.2

52.6

48.6

51.7

50.0

52.5

51.6

47.6

46.1

48.4

52.0

54.5

45.1

50.7

53.5

50.2

50.4

49.7

48.6

50.2

48.9

52.1

51.2

42.0

51.3

52.0

46.4

50.4

45.2

*

48.8

44.5

42.5

46.0

50.1

50.3

42.0

47.5

51.5

46.8

45,8

43.5

41.8

46.8

44,9

48.7

46.4

38.3

45.3

49.8

42.2

45.8

‘The standard errors of the estimates are shown in appendix 11, table XV.

36
Table 16. Average T-score equivalents of raw scores on the WR AT Reading and Arithmetic subtests for youths 12-17 yaars, by age they

started first grada andselected demographic or socioeconomic characteristics: United States, 1966-70

Demographic or socioeconomic characteristic

All youths, 12-17 yaars . . . . . .

Grade Ieval for aaa

Above modal grade . . . . . . . . . . . .

Inmodal grada . . . . . . . . . . . . . .

Below modal grade . . . . . . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . .

9th-l lthgrade . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . .

Lessthan $5,000

$5,000-$8,999 .

$10,000 or more

Annual family income

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

Place of rasidence

Urbanized araas .

Urban, other . .

Rural areas . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Below avaragegain . . . . . . . . . . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wast . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WR AT Reading I WRAT Arithmetic

5 years 6 7 years 5 years 6 7 years

Total or

years

or Total or or

under over under years

over

50.C

55.6

52.6

45.2

44.8

48.4

52.1

56.1

44.0

50.5

54.8

50.8

49.9

49.0

48.2

50.0

49.4

52.2

51.3

41.6

52.3

51.8

46.0

49.9

51.9

56.7

52.4

44.0

46.9

49.4

53.0

57.0

45.1

51.7

55.7

52.3

51.7

51.1

50.0

52.2

51.9

53.1

53.0

43.2

53.4

52.7

48.3

51.2

lThe Standard errors of theestimates are ShOWn in aPPendix ll,tabIaxVl50.1

54.8

52.8

45.8

45.1

48.5

52.1

56.1

44.4

50.6

54.7

50.7

50.3

49.2

48.5

50.0

49.2

52.4

51.4

41.5

52.3

51.9

46.2

50.1

Average T score’

43.8

●

49.6

42.6

40.9

43.0

48.8

51.9

40.2

46.3

51.3

45.7

42.8

42.5

41.3

44.6

45.1

45.1

44.9

37.7

45.4

48.8

41.1

43.1

50.0

54.8

52.2

46.0

45.4

48.8

51.9

55.1

44.4

50.5

54.4

49.8

51.1

49.7

49.5

49.5

48.7

52.0

51.3

41.1

51.1

51.5

46.8

50.2

51.4

55.4

52.1

44.8

47.3

49.8

52.3

55.4

44,6

51.4

55.2

50.9

53.6

51.5

51.4

50.8

50.7

52.5

52.6

42.7

52.2

51.9

49.0

51.3

50.1

54.3

52.3

46.7

45.5

48.9

52.0

55.2

44.8

50.6

54.3

49.8

51.4

50.0

49.7

49.6

48.6

52.2

51.5

41.0

51.1

51.7

47.0

50.5

44.5

*

49.4

43.5

42.2

43.2

49.2

51.6

41.2

46.4

51.3

46.4

43.3

43.2

43.3

44.6

44.6

46.3

45.7

38.9

45.6

49.9

42.2

43.4

37
Table 17. Average T-score equivalents of raw scores on the WISC Vocabulary and Block Design and combined subteats and the WRATArithmetic and Raadlng and

combined subtests for youths 12-17 years, by race, familYincome, andedumtion ofparent, with standard errors fortotals: United States,l966-7O1

Wlsc

Vocabulary Block Design Compasite

White Black White Black White Black

WRAT

Reading Arithmetic Composite

White Black White Black White Black

Annual family income and

education of Darent

Average T scorez

Allyouths, 12-17 yi!ars . . . . . . . . . . . . . . 61.2 42.3 51.2 42.0 102.0 86.5 51.3 41.6 51.3 41.1 102.1 B6.8

Income Iesa than $5,000

Education of parent:

Elementary school . . . . . . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . .

Higherthan12thgrade . . . . . . . . . . . . . . . .

42.4

46.3

51.4

53.6

4B.O

50.2

62.5

55.4

49.8

52.7

54.0

57.6

39.5

42.0

45.2

48.7

41.9

43.1

48.0

47.3

42.4

●

44.3

45.8

44.9

47.8

50.4

52.0

49.1

50.4

52.6

54.1

51.5

51.4

63.4

55.1

39.5

41.9

44.4

42.7

42.3

42.5

46.9

47.5

43.2

●

45.1

45.2

B9.1

94.9

101.5

104.8

97.5

100.5

104.4

108.2

101.2

103.5

106.4

110.9

82.o

B6.2

91.0

92.6

B6.3

87.8

95.6

95.5

87.6

91.1

91.0

92.5

43.6

45.9

51.1

53.3

48.2

50.4

52.5

54.7

51.3

52.6

53.6

57.4

39.1

40.9

43.3

48.9

42.o

42.1

46.3

49.8

39.5

●

43.9

46.0

44.7

46.8

51.0

51.6

48.6

50.5

52.4

54.2

51.5

53.6

53.5

56.1

3B.5

41.1

42.8

43.3

42.3

41.3

44.6

46.1

42.5

.

43.8

45.2

90.4

94.0

101.8

103,6

97.3

100.7

103.9

107.3

102.3

105.3

105.9

111.1

81.8

85.3

B8.5

93.5

87.2

86.4

92.6

96.8

85.0

●

69.9

92.9

0.62

Income of $5,000-$9,999

Education of parent

Elementaryschool . . . . . . . . . . . . . . . . . . .

9th-llthgrade . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . .

Higherthan12thgrade . . . . . . . . . . . . . . . .

Income of $10,000 or more

Education of parent:

Elementaryschoo[ . . . . . . . . . . . . . . . . . . .

9th-llthgrade . . . . . . . . . . . . . . . . . . . .

12thgrade . . . . . . . . . . . . . . . . . . . . . . .

Higherthan 12thgrade . . . . . . . . . . . . . . . . .

Standard error of T score2

0.62 0.55 0.29 0.47 0.76 O.B1

I

Allyouths,12-17years . . . . . . . . . . . . . . 0.38 0.31 0.45 0.4B 0.65

l&oreaarenot~hO~” for~Ouths rWofied %otherthan tiiteor blzkbmau% thanumberin thesamplewes tooamall to PrOVide reliable ~timatas forthavarioua

subgrouping% according to income and education of parent.

2Thestandard errors of theestimates forthesubgroups areshown in appendix 11,table XVII.

38
Tabla 18. Averqe T-score equivalents ofrawscores onthe WISCVocabulary and Block Dasignand combined subtests foryouths 12-17years, by

geographic region, family incoma, and education, with standard errors for totals: United States, 1966-70

Annual family income and

education of parent

Allyouths, 12-17 years . . .

Income lessthan $6,000

Education of parent:

Elementary school . . . . . . :

9th-l lth grada . . . . . . . . .

12thgrade . . . . . . . . . . . .

Higher then 12th grade . . . . .

Incoma of $5,000-$8,999

Education of parant:

Elementary school . . . . . . .

9th-l lth grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher then 12th grade . . . . .

Income of $10,000 or more

Education of parent:

Eiamentary school . . . . . . .

9th-12th grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . .

All youths, 12-17 years . . .

WISC Vocabulary I WISC Block Design I WISC Composite

North- Mid- South West Northeast west east

52.9

45.7

45.5

54.0

47.5

48.1

50.8

54.1

58.5

49.6

53.7

56.5

59.7

51.0

45.0

45.7

50.4

49.7

48.0

49.3

52.0

55.3

49.7

51.8

52.5

55.4

46.4

40.1

42.8

45.7

55.6

44.6

48.1

51.4

52.5

47.2

52.2

53.7

58.9

49.7

40.9

45.2

49.1

53.4

47.8

47.9

51.1

53.4

49.7

52.1

53.4

56.6

Average T score

51.0

45.8

47.1

51.6

45.8

47.5

49.2

52.2

55.4

50.4

52.5

52.1

55.6

51.9

46.4

46.7

49.8

53.8

50.0

50.8

52.8

56.0

51.9

51.6

54.0

54.5

46.3

41.2

41.6

45.0

48.7

45.3

46.3

51.5

51.3

48.9

48.5

52.9

55.7

West I

North- Mid- South West

east west

50.3

45.5

47.7

46.5

49.1

48.7

48.3

52.1

52.4

50.7

50.4

53.0

54.6

103.4

92.8

93.6

104.7

94.5

96.2

100.1

105.4

111.9

99.9

105.4

107.4

113.1

102.5

92.6

93.6

100.1

102.9

98.3

100.1

104.1

109.7

101.5

103.0

105.6

108.5

93.7

83.9

86.6

91.9

103,6

91.4

97.0

102.5

103.2

96.6

100.5

105.7

112.5

100.0

88.3

93.9

97.9

102.2

97.0

96.7

102.8

105.1

100.4

102.1

105.5

106.6

Standard error of T score’

0.68 1.22 0.96 1.37

lThe standard errors of the estimates for the subgroups are shown in appendix 11, table XVI 11.

39
Table 19. Average T-score equivalents of raw scores on the WRAT Arithmetic and Reading and combined subtests for youths 12-17 years, by

geographic region, family income, and education of parent, with standard errors for totels: United States, 1966-70

WRAT Reeding I

WRAT Arithmetic IWRAT Composite

Annual family income and

education of parent North- Mid- South West North- Mideast wast east west

NortheastMidwest

South I

West

I *

Average T scora

All youths, 12-17 years . . . 52.3

45.5

44.7

52.5

50.4

47.6

50.6

53.1

57.4

50.9

54.1

55.0

58.8

51.8

46.0

45.2

50.0

51.0

48.1

50.1

52.6

55.5

51.0

53.2

54.0

56.6

46.0

40.3

41.5

44.7

52.5

44.7

47.3

50.8

51.9

47.6

51.3

52.0

57.9

49.9 51.1 51.5 46.8 50.2 102.8 102.7 94.1 100.0

Income less than $5.000

Education of parent:

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . .

43.1

45.2

48.5

53.7

48.6

48.3

51.1

52.9

50.3

50.7

52.1

56.1

45.3

43.5

49.8

45.0

48.0

49.4

52.1

56.4

49.2

54.8

54.3

55.8

46.2

46.3

50.8

50.0

48.7

50.3

52.2

54.3

52.0

53.1

52.7

55.4

41.1

43.6

45.8

50.9

45.7

48.0

51.9

52.2

48.9

52.6

53.7

57.5

44.2

45.2

48.1

49.9

48.1

48.7

51.2

52.6

51.3

53.0

53.3

55.8

92.5

90.4

102.0

96.3

96.3

100.0

104.3

111.3

100.0

107.2

107.6

112.0

93.6

93.0

100.8

100.8

97.4

100.3

103.9

108.1

102.5

105.2

105.4

109.9

84.7

87.8

92.1

102.4

92.1

96.1

102.2

103.4

97.0

103.3

104.6

112.6

89.7

92.1

97.3

102.7

97.2

97.6

101.9

104.5

101.4

103.0

104.4

109.7

Income of $5,000-$8,999

Education of parent:

Elementary school . . . . . . .

9th-l lth grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . .

9th-l lth grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . .

Standard error of T scorel

0.79 0.76 0.80 0.64 1.11 1.02 0.77 0.64 I

All youths, 12-17 yeara . . . 1.52 1.42 1.27 0.99

1The standard errors of the estimates for the subgroups are shown in appendix 11,table XIX.

40
The Survey Design

APPENDIX I

STATISTICAL NOTES

The sample designs for the first three programs, Cycles I-III, of the Health Examination

Survey were essentially similar in that each was a

multistage, stratified probability y sample of

clusters of households in land-based segments.

The successive elements for this sample design

are primary sampling unit (PSU), census enumeration district (ED), segment (a cluster of

households), household, eligible youths, and

finally, the sample youth.

The 40 sample areas and the segments utilized

in the design of Cycle III were the same as those

used in Cycle II. Previous reports describe in

detail the sample design used for Cycle II and in

addition discuss the problems and considerations

given to other types of sampling frames and to

the issue of controlling the selection of siblings.6 )7

Requirements and limitations placed on the

design for Cycle III, similar to those for the

design for Cycle II, were as follows:

1. The target population was defined as the

civilian, noninstitutionalized population of

the United States (including Alaska and

Hawaii) in the age range of 12-17 years

with the special exclusion of children residing on reservation lands of the American

Indians, an exclusion adopted as a result of

operational problems encountered on these

lands during Cycle I.

2. The time period of data collection was

limited to about 3 years, and the length of

the individual examination within the

specially constructed mobile examination

center was between 2 and 3 hours.

3. Ancillary data were collected on specially

designed household, medical history, and

school questionnaires and from copies of

birth certificates.

4. Examination objectives were related primarily to factors of physical and intellectual growth and development.

5. The sample was sufficiently large to yield

reliable findings within broad geographic

regions and population density groups as

well as within age, sex, and limited socioeconomic groups for the total sample.

The sample was drawn jointly with the U.S.

Bureau of the Census, beginning with the 1960

decennial census list of addresses and the nearly

1,900 PSU’S into which the entire United States

was divided. Each PSU is either a standard

metro politan statistical area, a county, or a

group of two or three contiguous counties.

These PSU’S were grouped into 40 strata so that

each stratum had an average size of about 4.5

million persons, and the grouping was done so as

to maximize the degree of homogeneity within

strata with regard to the population size of the

PSU’S, degree of urbanization, geographic proximity, and degree of industrialization. The 40

strata were then classified into four broad

geographic regions of 10 strata each, next

cross-classified within each region by four population density classes and classes of rate of

population change from 1950 to 1960. Using a

41
modified Goodman-Kish controlled-selection

technique, one PSU was drawn from each of the

40 strata.

Generally, within each PSU, 20 ED’s were

selected with the probability of selection of a

particular ED proportional to its population in

the age group 5-9 years in the 1960 census,

which by 1966 approximated the target population for Cycle III. A similar method was used for

selecting one segment (a smaller cluster of

households) in each ED. Because of the approximately 3-year time interval between Cycle II and

Cycle III, the Cycle HI sampling frame was

updated for new construction and to compensate for segments where housing was partially or

totally demolished to make room for highway

construction or urban redevelopment. Each of

the resulting 20 segments within a PSU was

either a bounded area or a cluster of households

(or addresses). All the youths in the appropriate

age range who resided at the addresses visited

were eligible youths; that is, those eligible for

inclusion in the sample. Operational considerations made it necessary to reduce the number of

prospective examinees at any one location to a

maximum of 200. When the number of eligible

youths in a particular location exceeded this

number, the “excess” eligible youths were

deleted from the sample through a systematic

sampling technique. Youths who were not selected as sample persons in the Cycle III sample,

but who had previously been examined in Cycle

II, were scheduled for examination if time

permitted and will be included in special longitudinal analyses. Individual twins who were

deleted from the Cycle 111 sample were also

scheduled for examination, as in Cycle II, to

provide data on pairs of twins for future

analysis. These data are not included in this

report as part of the national probability sample

of youths.

The sample was selected in Cycle III, as it had

been for the children in Cycle H, so as to

contain proportional representation of youths

from families having only one eligible youth,

two eligible youths, and so on, thus making the

sample representative of the total target population. However, since households were one of the

elements in the sample

related youths in the

42

frame, the number of

resulting sample was

greater than wouId result from a design which

sampIed youths 12-17 years without regard to

household. The resuIting estimated mean measurements or rates should be unbiased, but their

sampling variabilities are somewhat greater than

those that would result from a more costly,

time-consuming, systematic sample design in

which every kth youth was selected.

The total probability sample for Cycle III

included 7,514 youths representative of the

approximately 22.7 milIion noninstitutionalized

U.S. youths of 12-17 years. The sample contained youths from 25 different States, with

approximately 1,000 in each single year of age.

The response rate in Cycle III was 90 percent,

with 6,768 youths examined out of the total

sample. These examinees were closely representative of those in the population from which

the sample was drawn with respect to age, sex,

race, region, and population density and growth

in area of residence. Hence it appears unlikely

that nonresponse could bias the findings appreciably.

Reliability

While measurement processes in the surveys

were carefully standardized and closely controlled, the correspondence between true population figures and survey results cannot be

expected to be exact. Survey data are imperfect

for three major reasons: (1) results are subject to

sampling error, (2) the actual conduct of a

survey never agrees perfectly with the design,

and (3) the measurement processes themselves

are inexact even though standardized and controlled.

Data recorded for each sample youth are

inflated in the estimation process to characterize

the larger universe of which the sample youths

are representative. The weights used in this

inflation process are a product of the reciprocal

of the probability of selecting the youth, an

adjustment for nonresponse cases, and a poststratified ratio adjustment which increases precision by bringing survey results into closer

alignment with known U.S. population figures

by color and sex within single years of age 12

through 17.

In the third cycle of the Health Examination
Survey (as in Cycle II), the sample was the result

of three principal stages of selection—the single

PSU from each stratum, the 20 segments from

each sample PSU, and the sample youth from

the eligible youths. The probability of selecting

an individual youth is the product of the

probability of selection at each stage.

Since the strata are roughly equal in population size and a nearly equal number of sample

youths were examined in each of the sample

PSU’S, the sample design is essentially selfweighting with respect to the target population;

that is, all youths 12 through 17 years of age

htid about the same probability of being drawn

into the sample.

The adjustment upward for nonresponse is

intended to minimize the impact of nonresponse

on final estimates by imputing to nonrespondents the characteristics of “similar” respondents.

Here “similar” respondents are judged to be

examined youths in a sample PSU having the

same age in years and of the same sex as youths

not examined in that sample PSU.

The poststratified ratio adjustment used in

the third cycle achieved most of the gains in

precision which would have been attained if the

sample had been drawn from a population

stratified by age, race, and sex and makes the

final sample estimates of population agree

exactly with independent controls prepared by

the U.S. Bureau of the Census for the noninstitutionalized population as of March 9, 1968

(approximate midsurvey point for Cycle III) by

race and sex for each single year of age 12

through 17. The weight of every responding

sample youth in each of the 24 age, race, and

sex classes is adjusted upward or downward so

that the weighted total within each class equals

the independent population control. Final sample frequencies and estimated population sizes as

of the approximate midpoint of the survey are

presented in table IV by age and sex.

Extent of Missing Test Results and

Imputation Procedures

In addition to youths who were selected for

the sample but, for various reasons, not examined, there were some whose examination

was incomplete in one procedure or another.

The extent of missing data for the WRAT and

WISC is shown in table I according to sex and

age. For 109 youths, or 1.6 percent of all those

examined, WISC results were not available. The

WRAT results were not available for 210 youths,

or 3.1 percent of all those examined. There were

a number of reasons for this missing data,

primarily operational and logistical survey problems such as lost records or lack of time to

complete the examination. Since the reason for

missing test results in most cases was not

directly related to the characteristics being

measured, raw scores were imputed for almost

all of these examinees. In certain infrequent

instances imputation was not considered appropriate, as, for example, the imputation of

reading scores for a blind youth or for a

foreigh-kmguage-speaking youth who could not

understand English well enough to take any of

the psychological tests.

Imputation was accomplished in the following

manner. An intercorrelation matrix of data

collected during the survey, including all psychological test scores and selected socioeconomic items, was derived to identify those

variables which were most highly associated with

each raw test score. As a result, five variables

were chosen for the imputation of WISC and

WRAT raw scores: other available test scores,

education level of the head of the household

(four categories), age, and two control variables—race and sex. Imputation of a missing test

result for an examinee was accomplished by

randomly selecting a match among the group of

examinees with the same age in years, level of

parental education, race, sex, and whose available raw score test results most highly correlated

with the scores, to be imputed. The raw score of

this “matched” examinee was then imputed to

the examinee with the missing score. When data

for any of these variables were not available, a

match was selected using information on as

many of the vzwiables as were available in the

youth’s record.

Sampling and Measurement Error

In the present report, reference has been

made to efforts to minimize bias and variability

of measurement techniques. The probability

43
design of the survey makes possible the calculation of sampling errors. The sampling error is

used here to determine how imprecise the survey

test results may be because they result from a

sample rather than from the measurement of all

elements in the population. The estimation of

sampling errors for a study of the type of the

Health Examination Survey is difficult for at

least three reasons: (1) measurement error and

“pure” sampling error are confounded in the

data, and it is difficult to find a procedure which

will either completely include both or treat one

or the other separately; (2) the survey design

and estimation procedure are complex and

accordingly require computationalIy involved

techniques for the calculation of variances; and

(3) thousands of statistics are derived from the

survey, many for subclasses of the population

for which the number of sample cases is small.

Estimates of sampling error are obtained from

the sample data and are themselves subject to

sampling error, which may be large when the

number of cases in a cell is small or occasionally

even when the number of cases is substantial.

Estimates of the approximate sampling variability for selected statistics used in this report

are included in the detailed tables and in

appendix II. These estimates, called “standard

errors,” have been prepared by a replication

technique which yields overall variability

through observation of variability among random subsamples of the total sample. The

method reflects both “pure” sampling variance

and a part of the measurement variance, and is

described in previously published reports.a7)38

Hypothesis Testing

In accordance with usual practice, the interval

estimate for any statistic was considered to be

the range within one standard error of the

tabulated statistic with 68-percent confidence

and the range within two standard errors of the

tabulated statistics with 95-percent confidence.

The latter is used as the level of statistical

significance in this report.

An approximation of the standard error of a

difference d = x - y of two statistics x and y is

given by the formula Sd = (f% + S$)% Where

S% and SY are the sampling errors, respectwely,

of x and y. Of course, where the two groups or

measures are positively or negatively correlated,

this formula will give an overestimate or underestimate of the actual standard error.

Thus the procedure used in this report for

testing the significance of difference between

means consisted of dividing the difference between the two means by the standard error of

the difference as computed above. If the magnitude of t was greater than 2.00, the difference

was considered statistically significant at approximately the 5-percent confidence level. For

example, the mean WISC Vocabulary T score for

adolescents residing in the Northeast was 52.9,

while the mean T score for those residing in the

South was 46.4–a difference of 6.5. The

approximate standard error of the difference

between means was [(0.88)2 + (0.98)2 ]%, or

1.32. Since the difference between the means

was 4.9 times the standard error of the difference between the two means, the difference was

considered significant beyond the 5-percent

confidence level.

Small Categories

In some tables estimates have not been shown

for certain categories for which the sample size

was so small that the relative standard error

exceeded 0.25. A few estimates which did not

meet this strict standard of precision have been

included along with their corresponding standard errors in the belief that the information may

add to the overall impression of the survey

findings and therefore may be of interest to

subject-matter specialists.

44
Table 1. Numbers of missing or unusable records of selected subtests of the WISC and WRAT, by age and sex of

youths 12-17 years: United States, 1966-70

Age and sex

Wlsc WRAT

T

Both Reading

w btests only

missing missing

166 13

Vocabulary

only

missing

Block

Design

only

missing

Arithmetic

only

missing

Both

subtests

missing

Total Total

Both sexes

12-17 years . . . . . . . . . 109 71 17 21 210 31

35 1

29 3

34 2

24 2

17 3

27 2

101 6

25

16 2

23 1

18 1

6 1

13 1

65 7

10 1

13 1

11 1

6 1

11 2

14 1

12years . . . . . . . . . . . . . .

13years o,. o . . . . . . . . . .

14years o. o...,,...,.,

15years . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . .

17years . . . . . . . . . . . . . .

18

16

24

15

18

18

60

12

8

15

11

11

14

40

3

3

4

3

3

1

7

3

5

5

1

4

3

13

42

37

44

30

27

30

129

29

23

31

20

11

15

81

6

5

8

4

7

1

22

Boys

12-17years . . . . . . . . .

12years . . . . . . . . . . . . . .

13years . . . . . . . . . . . . . .

14years . . . . . . . . . . . . . .

15years . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . .

17years . . . . . . . . . . . . . .

9

10

17

8

7

9

49

7

5

12

8

3

5

31

1

1

2

2

1

10

1

4

3

2

3

8

4

5

7

1

4

1

9

Girls

12-17years . . . . .’. . . .

12years . . . . . . . . . . . . . .

13years . . . . . . . . . . . . . .

14years . . . . . . . . . . . . . .

15years . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . .

17years, . . . . . . . . . . . . .

9

6

7

7

11

9

5

3

3

3

8

9

2

2

2

3

1

2

1

2

1

2

13

14

13

10

16

15

2

1

3

3

45
Table il. Percent distribution of youths 12-17 years inthe U.S. population by family income andaducation of parent, according to

race and geographic region: United States, 1966-70

[Based on HES sample]

Annual family income and

education of parent

Total U.S. population . . . . .

Annual family income

Total . . . . . . . . . . . . . .

Lessthan $5,000 . . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . . .

$l0,000ormore . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . .

Education of parent

Total . . . . . . . . . . . . . .

Elementary . . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . .

Unknown . . . . . . . . . . . . . . .

White Black

Total

North- MidSouth west Total

North- MidSouth

east west

west

east west

Percent distribution

100.0

100.0

20.1

40.0

33.4

6.5

100.0

25.2

18.8

29.9

23.9

2.2

22.4

100.0

12.8

43.4

35.4

8.5

100.0

18.9

21.8

33.8

24.0

1.5

30.3

100.0

12.6

43.3

39.8

4.3

100.0

21.2

20.3

34.0

23.1

1.4

20.0

100.0

35.8

34.0

25.7

4.4

100.0

39.4

16.8

20.1

21.5

2.3

27.3

100.0

22.8

37.9

30.7

8.6

100.0

24.6

16.2

29.2

26.4

3.6

100.0

100.0

59.1

27.5

6.8

6.7

100.0

43.2

28.2

16.8

6.0

5.8

21.4

100.0

48.0

34.9

4.3

12.7

100.0

30.7

35.9

19,9

5.8

7.6

17.3

100.0

40.5

38.1

17.9

3.5

100.0

28.0

28,3

28.2

8.2

7.1

47.8

100.0

75.2

18.1

1.6

5.1

100.0

58.3

22,4

9.8

3.8

5.8

13.4

100,0

43.5

35.4

14,8

6.3

100.0

29.2

36.1

22.0

11.5

1.2

46
Table II 1, Percent distribution of youths 12-17 years in the U.S.

parent, according to race and type of area:

population by family income and

[Based on HES sample]

United States, 1966-70

Annual family income and

education of parent

TotalU.S.population . . . . . . . . . . . . . . . . . .

Annual family income

Total . . .

Less than $5,000

$5,000-$9,999

$10,000 or more

Unknown . . .

Total . . .

Elementary . .

9th -1 Ith grade

12th grade . . .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

Education of parent

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

Higher than 12thgrade . . . . . . . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wbite

=

100.0

100.0

20.1

40.0

33.4

6.5

100.0

25.2

18.8

29.9

23.9

2.2

61.4

100.0

16.2

41.1

37.3

5.4

100.0

19.5

19.7

32.6

26.3

1.9

Black

Percent distribution

38.6

100.0

26.2

38.1

27.3

8.3

100.0

34.3

17.5

25.4

20.1

2.7

100.0

100.0

59.1

27.5

6.8

6.7

100.0

43.2

28.2

16.8

6.0

5.8

78.3

100.0

56.1

29.9

8.0

6.1

100.0

38.0

31.0

19.2

7.3

4.5

21.7

100.0

69.9

18.9

2.4

8.9

100.0

61.9

18.1

8.1

1.3

10.6

47
Table IV. Number of youths in the sample and estimated number of youths in the U.S. population as of midsurvey,

by sex and age: Health Examination Surveyr 1966-70

Age

Total, 12-17 years . . . . . . . . . . . . . . . . . .

12years . . . . . . . . . . . . . . . . . . . . . . . . . . .

13 years . . . . . . . . . . . . . . . . . . . . . . . . . . .

14years . . . . . . . . . . . . . . . . . . . . . . . . . . .

15years . . . . . . . . . . . . . . . . . . . . . . . . . . .

16 years . . . . . . . . . . . . . . . . . . . . . . . . . . .

17years . . . . . . . . . . . . . . . . . . . . . . . . . . .

IEEE

Number ofyouths

in sample

6,768

1,190

1,208

1,204

1,116

1,092

958

3,545

643

626

618

613

556

489

3,223

547

582

586

503

536

469

Total II Boys I

Girls

Estimated number of

youths in population

as of midsurvey in

thousands

22,69211 11,489

4,002 2,032

3,952 2,006

3,852 1,951

3,751 1,900

3,625 1,836

3,510 1,764

11,203

1,970

1,946

1,901

1,851

1,789

1,746

000
APPENDIX II

STANDARD ERRORS OF ESTIMATES ‘

Tabla V. Standard error of T-score equivalents of raw scoras on the WISC and WRAT combined subtests for youths 12-17 years, by

family incoma, type of tast, and edueation of parent: United States, 1966-70

[Correspond to data presented in table 4]

Type of test and

aducation of parent

Wlsc

All youths, 12-17 years . . . . . . .

Education of ~arant

Nona . . . . . . . . . . . . . . . . . . . .

Lessthan 5years . . . . . . . . . . . . . .

5-7yaars . . . . . . . . . . . . . . . . . .

8years . . . . . . . . . . . . . . . . . . .

9.11yaars . . . . . . . . . . . . . . . . .

12years m . . . . . . . . . . . . . . . . .

13-15 yaars . . . . . . . . . . . . . . . .

16yaars . . . . . . . . . . . . . . . . . .

17yearsormore . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . .

WRAT

Allyouths, 12-17 years . . . . . . .

Education of oarent

None . . . . . . . . . . . . . . . . . . . .

Lessthan5years . . . . . . . . . . . . . .

5-7years . . . . . . . . . . . . . . . . . .

8years . . . . . . . . . . . . . . . . . . .

9-n years . . . . . . . . . . . . . . . . .

12yaars . . . . . . . . . . . . . . . . . .

13-15years . . . . . . . . . . . . . . . .

16years . . . . . . . . . . . . . . . . . .

17yaarsormore . . . . . . . . . . . . . .

Unknown . . . . . . . . . . . . . . . . .

Annual family income

Total Less

than

$3,000- $5,000- $7,000- $1o,ooo- $15,000

$3,000 $4,999 ‘ $6,999 $9,999 $14,999 or more ‘nknown

Standard error of T score

0.67

2.24

0.95

0.90

0.63

0.57

0.39

0.74

1.25

1.02

1.92

0.57

3.42

1.11

0.80

0.76

0.64

0.56

0.74

0.90

1.04

1.42

0.96

3.83

1.35

1.40

1.10

1.32

1.46

3.38

*

...

2.15

0.95

6.44

1.68

2.00

1.36

1.34

1.59

3.54

*

...

2.74

0.71

3.53

1.78

0.96

1.16

1.02

1.54

3.99

●

*

3.66

0.85

3.49

1.21

1.12

1.09

1.31

1.47

2.71

*

...

4.09

0.77

*

3.78

1.77

1.98

1.41

0.57

2.11

2.35

5.49

2.89

0.83

*

3.70

1.69

1.73

1.34

0.73

1.64

2.42

6.70

2.56

0.76

●

1.81

1.84

1.20

1.55

0.89

1.57

1.72

1.66

3.85

0.80

●

1.01

2.23

1.09

1.45

0.94

1.22

1.58

2.07

1.98

0.52

...

*

1.62

1.12

0.95

0.44

0.92

1.41

1.94

3.66

0.51

...

*

3.06

1.59

1.11

0.46

1.20

1.21

1.74

3.95

1.13

...

*

*

1.83

1.64

1.33

1.37

1.74

2.35

*

0.98

...

*

*

2.10

2.15

1.56

1.24

1.24

1.81

*

1.23

*

3.70

2.55

2.81

1.76

1.56

1.81

4.94

2.92

3.32

1.17

*

4.92

3.74

2,96

1.45

1.18

1.59

2.95

1.56

4.10

49

I
Table VI. Standard error of T-score equivalents of raw scores on the W ISC and WRAT combined subtests for youths

12-17 years, by type of test, number of persons under 21 in household, family income, and education of parenti

United States, 1966-70

Annual family income and

education of parent

All youths, 12-17 years . . . .

Income lessthan $5,000

Education of parent:

Elementary school . . . . . . . .

9th-l lthgrade . . . . . . . . .

12thgrade . . . . . . . . . . . .

Higher than 12th grade . . . . .

\

Income of $5,000-$9,999

Education of parent

Elementary school . . . . . . . .

9th-l lthgrade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . . .

9th-l lthgrade . . . . . . . . .

12thgrade . . . . . . . . . . . .

Higher than 12th grade . . , . . .

[Correspond to data presented in tab]

WISC Composite

0.79

1.26

1.91

2.53

2.53

1.83

1.79

0.91

1.17

3.46

2.47

1.34

1.82

0.58

0.91

2.25

2.80

4.38

1.19

1.08

0.83

1.52

2.09

1.72

0.81

0.74

0.72

1.84

2.44

2.52

*

1.92

1.48

0.96

2.16

2.61

2.39

1.35

0.80

5]

WRAT Composite

Standard error of T score

0.83

1.85

1.80

2.08

4.69

1.66

1.35

1.11

1.82

2.09

1.25

1.24

2.07

1.07

1.24

0.93

2.12

*

1.52

2.56

1.14

1.75

1.88

1.74

1.20

2.67

).63

).95

2.32

2.42

3.86

2.02

I .54

1.05

1.38

5.15

1.50

1.25

).94

D.62

1.07

2.07

2.17

3.79

1.35

1.18

0.90

1.42

2.78

1.49

0.81

0.75

0.83

1.72

2.93

2.57

*

1.77

1.79

1.07

2.17

2.70

1.95

1.16

1.02

D.59

1.52

1.92

1.95

7.98

1.53

1.13

1.19

1.85

2.46

1.43

1.93

1.45

0.79

1.07

0.87

2.07

*

1.51

2.64

1.46

1.31

2.81

2.99

1.12

2.65

50
Table V 11. Standard error of T+core equivalents of raw scores on the W ISC combinad subtests for youths 12-17 years, by type of

place, size of place, family income, and education of parent: Unitad States, 1966-70

[Correspond to data presented in table 6]

Annual family income and

aducation of parent

All youths, 12-17 years . . . . .

Income lessthan $5,000

Education of parent:

Elementary school . . . . . . . . .

9th-l lthgreda . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Highar.than 12th grade . . . . . . .

Income of S5,000 -$9,999

Educetion of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Incoma of $10,000 or more

Education of parent:

Elementary school . . . . . . . . .

9th-l lthgrada . . . . . . . . . .

12thgrade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Urbanized areas I

Urban places outside

urbanized areas I

I

I I I I 1 I Rural

0.74

1.28

2.70

1.14

*

0.97

1.20

0.75

1.54

2.42

2.22

1.02

0.73

1.84

3.20

2.72

*

*

3.11

3.94

2.40

3.43

*

2.82

0.55

1.26

Standard error of T score

1.44

2.58

5.03

2.96

*

4.58

3.39

2.53

3.04

7.96

3.91

1.93

1.81

4.27

3.62

1.97

7.71

3.22

2.90

2.56

2.06

6.05

3.50

4.39

*

5.46

4.48

3.86

*

7.06

2.97

6.52

5.60

2.31

1.83

6.45

2.13

4.36

3.27

3.51

*

*

...

...

3.34

3.16

2.02

7.25

●

●

●

●

2,500-

9,889

persons

0.90

2.21

3.09

5.96

2.69

2.28

2.27

1.60

1.84

5.64

4.23

0.90

2.37

areas

7.74

1.24

1.63

2.92

4.70

1.34

1.99

0.69

1.56

1.27

1.30

1.29

2.32

51
Table VI 11. Standard error of T-score equivalents of raw scores on the WRAT combined subtests for youths 12-17 years, by type of

placer size of place, family income, and education of parent: United States, 1966-70

[Correspond to data presented in table 7]

Annual family income and

education of parent

All youths, 12-17 years . . . . .

Income less than $5,000

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12thgrede . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $5,000-$9,999

Education of parent:

Elementary school . . . . . . . . .

9th-l lthgrade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Urbenizad areas I

Urban places outside

urbanized areas

3 million

persons

or more

0.82

0.79

2.16

2.04

*

1.77

1.24

1.26

1.87

3.09

1.37

1.16

1.04

1,000,000-250,000- Less than 25,000 10,000-

2,889,999 889,889 250,000 parsons 24,999

persons persons persons or more parsons

Standard emor of T score

1.07

3.65

2.63

●

*

0.91

3.70

2.63

1.97

*

2.73

0.34

0.79

1.04

2.41

5.18

1.61

*

3.07

3.42

2.93

3.56

6.61

4.14

1.41

2.03

4.27

3.93

1.40

7.57

8.65

4.09

20.3

4.44

5.83

6.65

4.92

...

2.96

3.s

1.85

*

3.79

6.82

4.06

5.73

4.19

2.07

7.75

6,51

5.63

2.41

2.94

*

*

...

...

4.28

2.88

2.53

3.98

●

*

*

●

2,500-

9,889

persons

Rural

areas

0.90 1.15

2.84 1.01

3.49 2.28

5.62 2.53

0.96 4.38

2.83 1.19

2.26 2.01

1.541 1.05

1.78 1.91

2.36 2.37

4.02

1.93

4.16

1.25

1.77

1.56

52
Table IX. Standard

12-17 years, by

1966-70

error of T-score equivalents of raw scores on the W ISC and W RAT combined subtests for youths

type of test, rate of population change, family income, and education of parent: United States,

[Correspond to data presented in table 8]

WISC Composite

m

WRAT Composite

t I I

Annual family income and

education of parent

Below

Average

Above

Loss average average

gain

gain

gain

Loss

Standard error of T score

All youths, 12-17 years . . . . . 1.44 1.65 1.16 1.18 1.35 1.20 1.07 1.35

2.29

2.57

3.27

1.70

1.39

2.13

0.84

2.06

1.60

1.10

1.02

1.71

1.34

2.50

2.12

7.30

1.33

1.42

1.20

2.27

2.38

1.37

0.92

2.12

Income lessthan $5,000

Education of parent:

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . . .

12thgrade . . . . . . . . . . .

Higher than 12th grade . . . . .

1.52

2.08

1.85

9.45

1.70

0.70

0.69

2.22

1.71

2.84

1.00

3.10

3.93

0.88

2.31

*

1.84

1.73

1.26

3.01

2.18

2.82

1.21

1.67

0.87

2.42

2.41

6.32

1.41

1.98

1.05

1.10

2.12

2.16

0.76

1.07

2.52

2.18

1.85

*

1.87

1.89

0.79

2.16

2.59

2.58

1.29

1.74

0.86

1.68

2.34

8.90

1.45

1.90

1.21

1.40

3.29

1.86

0.87

1.23

1.79

2.34

2.93

3.56

2.15

2.39

1.54

2.04

2.84

1.96

1.14

1.15

. .

. .

. .

. .

Income of $5,000$9,999

Education of parent:

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . . .

12th grade . . . . . . . . . . .

Higher than 12th grade . . . . .

. .

. .

. .

. .

Income of $10,000 or more

Education of parent:

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . . .

12th grade . . . . . . . . . . .

Higher than 12th grade . . . . .

. .

. .

. .

. .

53
Table X. Standard error of T-score equivalents of raw scores on selected subtests of the WISC and WRAT for youths 12-17 years, by Wpe of test,

grade level with respect to age, family income, and education of parent United States, 1966-70

[Correspond to data presented in table 9]

WRAT Reading

w

WRAT Arithmetic

Annual family income and

education of parent

Standard error of T score

All youths, 12-17 years . . . 1.11 0.35 0.73 0.65 0.20 0.48 0.81 0.27 0.67 0.91 0.36 0,46

.,

.,

. .

.,

. .

. .

. .

,,

Income lessthan $5,000

Education of parent

Elementary school . . . . .

9th-l lth grade . . . . . .

12thgrade . . . . . . . . .

Higher than 12th grade . .

0.80

0.81

1.77

4.15

0.91

1.60

1.03

1.47

1.98

0.99

1.27

1.58

0.43

0.78

0.80

2.03

0.53

0.65

0.46

0.68

1.00

0.77

0.47

0.58

1.90

2.65

1.29

*

1.41

0.89

0.65

0.98

1.30

0.99

0.81

1.14

0.79

1.04

1.01

3.37

0.62

0.89

0.60

1.16

0.59

1.62

0.68

0.81

0.46

0.88

0.82

2.53

0.76

0.59

0.24

0.60

0.92

0.79

0.55

0.55

1.13

2.34

2.14

*

1.24

1.35

0.73

1.08

2.17

1.48

1.19

0.63

0.63

0.69

1.38

3.10

1.22

1.29

0.80

1.06

1.62

1.03

0.91

0.90

0.46

0.89

0.82

1.30

0.54

0.46

0.34

0.56

0.93

0.79

0.39

0.36

1,95

3,51

1.97

*

1,01

1.08

0.81

1.35

2.32

1.04

0.93

1,33

0.76

0.87

1.25

2.73

0.94

1.60

1.08

1.37

1.80

1.13

1.06

1.20

0.39

0.90

0.96

1.76

0.59

0.75

0.44

0.65

1.25

0.80

0.41

0.57

1.67

2.23

1.71

●

0.97

1.09

0.68

1.15

2.23

1,22

0.69

1.05

Income of $5,000-$9,999

Education of parent

Elementary school . . . . .

9th- llthgrade . . . . . .

12th grade . . . . . . . . .

Higher than 12th grade . .

Income of $10,000 or more

Education of parent

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . .

12thgrade . . . . . . . . . . .

Higher than 12th grade . . . .

54
Table Xl. Standard error of T-score equivalents of raw scores on the W ISC Vocabulary and Block Design subtests for

youths 12-17 years, by grade level with respect to age and selected demographic or socioeconomic characteristics:

United States, 1966-70

[Correspond to data presented in table 10]

Demographic or

socioeconomic characteristic

All youths, 12-17 years . . . . . . .

Urbanized areas . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000”$9,999 . . . . . . . . . . . . . . .

$lO,OOOormore . . . . . . . . . . . . . .

WISC Vocabulary WISC Block Design

Below In Above Below In Above

Total modal modal modal Total modal modal modal

grade grade grade grade grade grade

*

Standard error of T score

0.54

0.40

1.20

0.87

1.02

1.50

0.66

0.78

0.62

0.55

0.88

1.22

0.98

1.37

0.64

0.55

0.50

1.11

0.74

2.16

1.37

1.B8

2.15

1.42

2.02

1.24

0.58

3.33

2.16

1.13

2.39

0.87

1.24

1.20

0.35

0.27

0.65

0.75

0.80

0.97

0.46

0.72

0.42

0.50

0.71

0.74

0.81

0.67

0.43

0.39

0.46

0.73

0.70

1.47

1.54

2.56

1.07

0.58

1.07

0.79

1.71

0.74

0.91

2.48

2.44

1.42

0.68

0.55

0.27

0.41

0.58

0.51

0.75

0.67

0.78

0.62

0.29

0.47

0.62

0.51

0.86

0.70

0.41

0.37

0.22

0.65

0.48

1.30

0.94

1.87

1.25

1.37

1.26

0.63

0.69

1.71

0.75

1.10

1.40

0.68

0.60

0.42

0.20

0.36

0.30

0.50

0.48

0.32

0.67

0.66

0.22

0.47

0.50

0.41

0.63

0.47

0.41

0.32

0.30

0.48

0.71

1.41

0.77

1.31

1.31

0.81

0.89

0.47

0.94

0.70

0.68

1.17

1.53

1.04

0.63

0.49

55
Table Xl 1. Standard error of T-score equivalents of raw scores on the WRAT Reading and Arithmetic subtests for

youths 12-17 years, by grade level with respect to age and selected demographic or socioeconomic characteristics:

United States, 1966-70

[Correspond to data presented in table 11]

Demographic or

socioeconomic characteristic

All youths, 12-17 years . . .

Place of residence

Urbanized areas . . . . . . . . . .

Urban, other . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . .

Average gain . . . . . . . . . . . .

Above average gain . . . . . . . . .

Race

White . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . .

Geographic region

Northeast . . ; . . . . . . . . . . .

Midwest . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . .

Annual family income

Lessthan$5,000 . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . .

$lO,OOOormore . . . . . . , . . .

. . . .

.,. .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

WRAT Reading

m

0.32

0.39

0.58

0.64

0.92

0.93

0.70

0.66

0.38

0.31

0.79

0.76

0.80

0.64

0.34

0.44

0.31

0.81

0.68

1.59

1.08

1.57

1.43

1.67

1.78

0.84

0.63

2.67

1.40

0.91

1.70

0.58

1.07

0,74

WRAT Arithmetic

w II I I

Standard error of T score

0.27

0.40

0.29

0.61

0.58

0.55

0.57

0.73

0.28

0.48

0.47

0.61

0.72

0.53

0.47

0.34

0.31

0.67

0.67

1.38

1.41

2.26

0.93

0.93

0.82

0.78

1.69

0.83

0.55

1.88

2.32

1.58

0.56

0.62

0.40

0.32

0.82

0.80

0.84

0.68

0.63

1.05

0.45

0.48

1.11

1.02

0.77

0.64

0.43

0.55

0.44

0.91

0.77

1.59

1.21

1.45

1.65

1.89

2.58

0.95

0.64

3.47

1.97

1.02

1.90

0.69

1.24

0.91

0.36

0.33

0.62

0.76

0.78

0.58

0.55

0.89

0.40

0,48

0.88

0.79

0.69

0.28

0.57

0.42

0.47

0.46

0.50

2.24

1.08

1.56

1.64

0.45

1.16

0.47

1.46

0.62

0.89

1.80

2.44

1.55

0.36

0.65

56
Table Xl 11. Standard error of T-score equivalents of raw scores on the WISC Vocabulary and Block Design subtests for youths 12-17

years, by type of early school attended and selected demographic or socioeconomic characteristics: United States, 1966-70

[Correspond to data presented in table 13]

Demographic or

socioeconomic characteristic

All youths, 12-17 years .

Education of parent

Elementary school . . . . . . .

9th-l lthgrade . . . . . . . .

12th grade . . . . . . . . . . .

Higher than 12th grade . . . . .

. . . . . .

. . . . . .

. . . . . .

. . . . . .

. . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000-$8,999 . . . . . . . . . . . . . . .

$10,000 ormore m. . . . . . . . . . . . .

Place of residence

Urbanized areas . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . , .

Average gain . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . , . . . .

Race

White, . . . . . . . . . . . . . . . . . . .

Black .,, . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West ., . . . . . . . . . . . . . . . . . .

m

WISC Vocabulary I WISC Block Design

I

Nursery

school Kinderand garten

kinder- only

garten

0.52

1.74

1.35

1.18

0.57

1.14

1.06

0.59

0.62

1.07

0.80

1.90

2.08

1.60

0.72

0.64

1.09

0.90

0.56

0.85

1.24

0.54

0.54

0.61

0.48

0.67

0.56

0.62

0.63

0.36

1.16

1.17

0.81

1.25

0.55

0.83

0.59

0.52

0.89

1.18

0.67

0.70

Nursery

school

only

Neither L

Nursery

school Kinderand garten

kinder- only

garten

Standard error of T score

1.92

3.52

4.10

1.81

3.10

5.03

2.37

1.96

2.03

9.63

1.80

4.63

4.71

3.54

2.54

2.30

2.33

3.26

0.37

1.07

7.93

0.74

0.86

0.58

0.60

1.02

0.79

0.57

0.53

0.79

1.92

0.88

1.30

2.86

0.80

1.12

0.94

0.87

1.19

2.12

0.74

2.83

0.46

1.14

1.27

0.69

0.93

1.03

1.00

0.80

0.57

0.84

1.01

1.54

1.39

1.32

0.94

0.52

1.11

1.38

0.88

0.40

1.00

0.32

0.62

0.37

0.29

0.53

0.63

0.44

0.26

0.45

0.58

0.50

0.58

0.51

0.66

0.67

0.27

0.39

0.77

0.60

0.88

0.45

Nursery

school

only

2.08

4.70

3.29

2.17

2.06

3.22

3.11

2.31

1.83

6.02

3.33

5.58

3.30

2.24

3.67

2.43

2.06

2.68

3.20

2.50

7.76

Neither

0.52

0.72

0.54

0.28

0.60

0.72

0.46

0.43

0.73

0.84

0.77

1.04

0.91

1.15

0.73

0.44

0.82

0.88

0.77

0.81

1.12

57
Table XIV. Standard error of T-score equivalents of raw scores on the WRAT Reading and Arithmetic subtests for youths 12-17 years,

by type of early school attended and selected demographic or socioeconomic characteristics: United States, 1966-70

[Correspond to data presented in table 14]

Demographic or

socioeconomic characteristic

All youths, 12-17 years . . . . . . .

Education of Darent

Elementary school . . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . . . . . .

$10,000 ormore . . . . . . . . . . . . . .

Place of residence

Urbanized areas . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . .

Nursery

school

and

kindergarten

0.56

1.45

1.47

1.11

0.61

0.87

1.01

0.65

0.79

1.29

1.01

2.33

2.63

1.47

0.81

0.61

0.98

1.25

0.64

0.76

1.23

WRAT

Kindergarten

only

0.35

0.54

0.53

0.34

0.38

0.53

0.53

0.40

0.36

0.47

0.83

0.93

0.87

0.47

0.59

0.37

0.61

0.7B

0.67

0.66

0.41

eading

Nursery

school

only

Nursery

school

and

kindergarten

1.88

4.84

3.41

1.74

4.49

3.29

2.43

3.00

2.26

7.63

1.61

3.78

7.33

2.00

2.07

2.23

0.96

4.41

5.33

1.54

5.82

Standard error of T score

0.43

0.49

0.58

0.45

0.82

0.49

0.48

0.50

0.74

0.67

0.65

1.04

1.41

0.78

1.05

0.47

0.69

1.14

1.49

0.44

1.11

WRAT Arithmetic

I

Kinder- Nursery

garten school

only only

0.50

1.21

1.67

0.84

0.74

0.96

0.91

0.59

0.61

1.21

1.14

1.88

1.72

1.53

0.53

0.59

1.14

1.46

1.02

0.84

0.48

0.46

0.62

0.61

0.51

0.52

0.49

0.63

0.49

0.32

1.05

1.08

0.74

0.72

0.40

1.11

0.48

0.49

1.14

0.94

0.50

0.46

1.33

5.33

2.42

1.92

4.65

1,62

1.83

3.10

1.28

4.93

2.48

4.25

3.12

2.20

2.17

1.73

1.37

1.88

5.09

1.56

5.68

Neither

0.55

0.66

0.59

0.55

1.07

0.72

0.60

0.80

0.59

0.6B

0.85

1.37

1.13

0.62

1.34

0.65

0.92

1.14

2.13

0.55

1.28

58
Table XV. Standerd error of T-score equivalents ofrawscores on the WISC Vocabulary and Block Design subtests foryouths 12-17

years, byagethey started first grade andselected demographic orsocioeconomic characteristics: United States, 1966-70

[Correspond to data presented in table 15]

Demographic or

socioeconomic characteristic

All youths, 12-17 years . . . . . . .

Grade level for aqe

Above modal grade . . . . . . . . . . . . .

In modal grade . . . . . . . . . . . . . . .

Below modal grade . . . . . . . . . . . . .

Education of parent

Elementary school . . . . . . . . . . . . .

9th-l lth Grady . . . . . . . . . . . . . . .

12thgrada . . . . . . . . . . . . . . . . . .

Higharthan 12th grade . . . . . . . . . . .

Annual family income

Lessthan $5,000 . . . . . . . . . . . . . .

$5,000-$9,999 . . . . . . . . . . . . . . .

$l0,000ormore . . . . . . . . . . . . . .

Placa of residence

Urbanized areas . . . . . . . . . . . . . . .

Urban, other . . . . . . . . . . . . . . . .

Rural areas . . . . . . . . . . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . .

Race

Whit . . . . . . . . . . . . . . . . . . . .

Black, . . . . . . . . . . . . . . . . . ,,

Geographic region

Northeast . . . . . . . . . . . . . . . . . .

Midwest, . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

. . . . . . . .

I

WISC Vocabulary I WISC Block Design

5 years 6 7 years 5 years ~ 7 years

Total or years ‘r Total or

under over under Wars ‘r

over

Standard error of T score

0.54

~

0.73

0.35

1.11

0.66

0.50

0.39

0.54

0.64

0.55

0.50

0.40

1.20

0.87

1.02

1.50

0.66

0.78

0.62

0.55

0.88

1.22

0.98

1.37

0.51

0.74

0.52

0.73

0.57

0.93

0.61

0.80

0.56

0.75

0.62

0.48

1.15

0.93

1.38

1.43

0.36

0.80

0.61

0.80

0.90

1.48

1.11

0.46

0.51

1.01

0.32

1.12

0.61

0.51

0.40

0.56

0.59

0.52

0.57

0.41

1.09

0.85

1.06

1.27

0.72

0.73

0.57

0.57

0.93

1.17

0.94

1.26

1.20

●

0.85

1.23

1.16

1.20

0.98

2.04

1.21

1.18

1.30

0.70

2.09

1.65

1.24

4.46

1.08

1.44

1.60

1.23

1.50

1.32

0.84

4.14

0.27

~

0.48

0.20

0.65

0.49

0.28

0.18

0.36

0.46

0.40

0.21

0.41

0.58

0.51

0.75

0.67

0.78

0.62

0.29

0.47

0.62

0.51

0.86

0.70

0.39

0.55

0.44

0.51

0.76

0.77

0.56

0.60

0.55

0.66

0.33

0.56

1.17

0.50

0.83

0.71

0.81

0.70

0.35

0.64

0.95

0.83

0.75

0.55

0.32

0.61

0.25

0.71

0.59

0.37

0.19

0.42

0.53

0.37

0.28

0.41

0.59

0.54

0.84

0.66

0.88

0.61

0.27

0.52

0.56

0.47

0.87

0.64

0.77

●

0.83

0.82

1.08

1.02

1.09

1.24

1.43

1.09

1.02

0.74

2.11

1.41

1.59

3.02

1.38

1.10

0.94

1.12

1.19

1.37

1.33

2.23

59
Table XVI. Standard error of T*coreaquivalents ofrawscores onthe WRATReading and Arithmetic subtests foryouths 12-17 years,

by age they started f irst grade and selected demographic or socioeconomic characteristics: United States, 1966-70

[Correspond to data presented in table 16]

Demographic or

socioeconomic characteristic

All youths, 12-17 years . . . . . .

Grade level for age

Above modal grade . . . . . . . . . . . .

In modal grade . . . . . . . . . . . . . .

Below modal grade . . . . . . . . . . . .

Education of parent

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

Elementary school . . . . . . . . . . . .

9th-l lth grade . . . . . . . . . . . . . .

12th grade . . . . . . . . . . . . . . . . .

Higher than 12th grade . . . . . . . . . .

Less than $5,000

$5,000-$9,999 .

$10,000 or more

Annual family income

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

Place of residence

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

Urbanized areas .

Urban, other . .

Rural areas . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . .

. . . . . . . . .

. . . . . . . . .

Rate of population change

Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Below average gain . . . . . . . . . . . . . . . . . . . . . .

Average gain . . . . . . . . . . . . . . . . . . . . . . . . .

Above average gain . . . . . . . . . . . . . . . . . . . . . .

Race

White . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Black . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . . . . . . . . . . . . . . .

Midwest . . . . . . . . . . . . . . . . . . . . . . . . . . .

South . . . . . . . . . . . . . . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ider I ‘edrsl over I If under I ‘ars

Standard error of T score

0.32

0.67

0.27

0.81

0.38

0.36

0.30

0.32

0.37

0.46

0.30

0.39

0.5B

0.64

0.92

0.93

0.70

0.66

0.38

0.31

0.79

0.76

0.80

0.64

0.47

0.73

0.42

0.83

0.78

0.88

0.54

0.64

0.64

0.87

0.47

0.64

0.77

0.74

1.63

1.14

0.57

0.66

0.51

0.72

1.16

1.03

1.04

0.56

0.33

0.93

0.27

0.83

0.40

0.49

0.31

0.34

0.43

0.39

0.42

0.37

0.52

0.66

0.93

0.85

0.72

0.64

0.35

0.33

0.79

0.73

0.74

0.58

0.76

*

1.20

0.79

0.94

1.12

1.42

1.37

0.52

1.21

1.76

0.8B

1.85

1.37

1.21

3.00

1.55

1.26

0.86

1.23

0.48

1.04

1.00

2.08

0.40

0.46

0.36

0.91

0.44

0.47

0.42

0.54

0.44

0.55

0.44

0.32

0.82

0.80

0.84

0.68

0.63

1.05

0.45

0.48

1.11

1.02

0.77

0.64

0.52

0.60

0.57

0.56

0.77

0.84

0.60

0.80

0.65

0.74

0.60

0.55

1.13

1.00

1.29

0.87

0.49

1.07

0.53

0.59

1.18

1.14

1.06

0.90

0.41

0,73

0.34

0.98

0.46

0.54

0.46

0.55

0.56

0.55

0.51

0.28

0.81

0.82

1.02

0.67

0.64

1.03

0.46

0.52

1.14

1.06

0.78

0.55

0.71

●

1.43

0.78

0.91

1.10

1.34

1.06

1.11

0.76

1.3B

0.66

1.22

1.19

1.70

2.B6

1.56

1.36

0.97

1.30

1.09

1.19

1.06

1.90

60
Table XVll. Wandard error of T-score equivalents ofrawscores unselected andcombined subtests of the WISCand the WRATforyouths 12-17 years,

byrace, family income, andeducation of parent: United States, 1966-70

Annual family income and

education of parent

Allyouths 12-17 years . . . .

Income lessthan $5,000

Elementary school , . . . . . . .

9th. llth grade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . . ,

Income of $5,000-$9,999

Elementary school . . . . . . . .

9th-l lthgrade . . . . . . . . .

12th grade . . . . . . . . . . . .

Higher than 12th grade . . . . . .

Income of $10,000 or more

Elementary school . . . . . . . .

9th-l lth grade . . . . . . . . .

12thgrede . . . . . . . . . . . .

Higher than 12th grade . . . . . .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

.

[Correspond to data presented in table 17]

Wlsc WRAT

O.ti

l.1~

0.8C

o.89

1.68

0.57

0.81

0.46

0.65

0.87

0.61

0.51

0.58

0.55

0.76

0.78

1.51

2.53

0.67

1.37

1.33

3.00

3.11

●

2.35

1.17

0.29

0.45

0.67

0.75

1.85

0.80

0.48

0.30

0.57

0.62

0.70

0.30

0.44

0.47

0.68

1.07

0.80

1.67

0.80

0.85

1.41

2.24

3.75

*

2.64

1.86

Standard error of T score

0.76

1.19

1.02

1.22

2.19

1.04

1.05

0.50

0.99

0.68

0.83

0.51

0.83

0.81

1.18

1.34

1.82

3.05

0.80

1.60

1.97

4.24

3.97

●

4.24

1.99

0.3E

o.4g

0.93

0.80

1.87

0.54

0.67

0.37

0.48

0.90

0.51

0.45

0.32

0.31

0.43

0.46

1.16

2.65

0.86

0.65

1.37

4.08

3.68

*

3.95

2.03

0.45

0.43

0.96

0.79

1.77

0.61

0.93

0.51

0.72

0.98

0.66

0.37

0.56

0.48

0.83

0.50

0.76

1.95

0.83

0.62

1.57

2.16

2.01

●

2.25

1.50

0.65

0.70

1.46

1.15

2.81

0.91

1.24

0.66

0.90

1.44

0.90

0.58

0.64

0.62

1.01

0.62

1.41

3.38

1.33

0.99

2.08

5.06

4.66

●

5.17

2.83

61
Table XVII 1. Standard error of T-score equivalents of raw scores on the WISC Vocabulary and Block Design andrombined subtests for youths

12-17 years, by geographic region, family income, and education of parent: United States, 1966-70

Annual family income and

education of parent

All youths, 12-17 years . . .

Income lessthan $5,000

Elementary school . . . . . . . . .

9th-l lthgrade . . . . . . . . . . .

12thgrede . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $5,000-$9,999

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $10,000 or mora

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

[Correspond to data presented in table 18]

WISC Vocabulary IWISC Block Design IWISC Composite

North- Mid- South West

North- Mid- South West North- Mideast west

South West

east west east west

0.88

0.87

1.69

1.53

3.66

1.15

0.76

0.76

1.82

2.05

2.25

0.87

1.70

1.22

—

1.89

2.06

2.86

1.72

1.38

2.65

1.22

1.76

1.60

0.94

0.89

0.82

0.98

0.52

0.79

2.02

2.86

0.87

0.65

0.67

0.89

1.79

1.42

1.49

0.76

1.37

3.64

1.29

0.72

5.25

0.99

1.68

0.51

1.38

3.26

1.15

0.79

0.90

Standard error of T scora

0.62

1.06

1.74

1.44

1.95

1.07

0.53

0.57

2.11

2.37

1.73

0.61

1.47

0.51

1.47

0.49

2.24

4.99

0.85

1.47

0.58

‘1.26

0.96

1.19

0.43

0.69

0.86

0.54

0.82

1.25

1.84

0.74

1.02

0.57

0.58

1.93

1.85

0.93

0.69

0.70

1.76

1.92

0.36

2.37

2.35

1.35

0.75

0.73

2.57

1.19

0.56

0.51

1.23

1.39

2.88

2.44

3.79

1.81

1.03

0.81

3.25

2.67

1.99

1.21

2.58

1.47

2.66

1.79

4.35

4.52

1.64

3.51

1.36

2.46

1.04

1.76

0.57

1.18

1.55

0.76

1.02

2.38

3.80

1.34

1.37

0.70

1.08

2.51

2.43

1.30

1.19

1.71

4.45

1.91

0.66

6.20

2,46

2.41

0.87

1.68

3.10

1.62

1.08

1.07

62
Table XIX. Standard error of T-score equivalents of raw scoras on the WRAT Arithmetic and Reading and combined subtests for youths 12-17

years, by geographic ragion, family incoma, and aducation of parant: United States, 1966-70

[Correspond to data presented in table 19]

Annual family income and

education of perant

All youths, 12-17 years . . .

Income lass than $5.000

Elementary school . . . . . . . . .

9th. llthgrade . . . . . . . . . . .

12th grade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $5,000-$9,999

Elementary school , . . . . . . . .

9th-l lthgrade . . . . . . . . . . .

12thgrade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

Income of $10,000 or more

Elementary school . . . . . . . . .

9th-l lth grade . . . . . . . . . . .

12thgrade . . . . . . . . . . . . .

Higher than 12th grade . . . . . . .

I

WRAT Reading I WRAT Arithmetic

0.79

0.89

1.40

?.38

4.11

1.33

1.00

0.72

1.38

2.61

1.43

0.62

0.88

0.76

1.16

1.85

1.69

1.95

1.37

1.80

0.75

0.66

1.68

1.08

0.76

M4

0.80

0.20

0.66

1.03

2.25

0.95

“0.86

0.27

0.95

2.23

1.05

1.07

0.67

0.64

2.11

1.63

1.21

6.46

0.51

1.17

0.54

0.70

1.78

1.04

0.75

0.70

w

Standard error of T score

1.11

1.33

1.42

1.82

2.48

1.42

0.98

0.98

2.12

1.98

1.77

1.01

1.52

1.02

—

1.53

1.60

2.91

6.59

1.39

2.78

1.47

1.84

1.58

1.32

0.52

0.81

0.77

0.33

1.06

0.87

2.75

1.01

0.86

0.60

0.99

2.67

1.25

0.89

0.91

0.64

1.53

0.99

0.81

3.95

0.39

1.27

0.78

1.15

2.29

1.53

0.75

0.82

WRAT Composite

=1=1=1=

I I I

1.52

1.77

2.20

3.40

4.88

2.19

1.46

1.37

2.62

3.77

2.60

1.19

1.67

1.42

2.06

2.75

3.79

6.87

2.20

3.65

1.70

1.82

2.44

1.79

1.02

D.90

1.27

0.39

1.19

1.52

3.96

1.44

1.32

0.59

1.50

3.64

1.61

1.41

1.17

0.99

2.78

2.04

1.39

8.33

0.50

1.96

0.98

1.32

2.97

1.98

0.89

1.16

ooo —

63
APPENDIX Ill

DEMOGRAPHIC AND SOCIOECONOMIC VARIABLES

Age. –The age recorded for each youth was

age at last birthday as of the date of examination. Age was confirmed by comparison with the

date of birth on the youth’s birth certificate.

The age criterion for inclusion in the sample was

the age at the time of the first interview. Since

the examination usually took place 2 to 4 weeks

after the interview, some youths who were 17

years old at the time of interview became 18

years old by the time of examination. There

were 58 such cases. In the adjustment and

weighting procedures and in the analysis, these

youths were included in the 17-year-old group.

Grade.–The grade placement of sample

youths was obtained from the questionnaire sent

to the schools they attended. If educational level

was not available from the school questionnaire,

grade placement or the fact of having completed

or left school was determined from information

noted by examiners on one of the psychological

test record forms. For youths on summer

vacation, the grade placement recorded was the

grade the youth would enter in the fall. Those

included in the “more than high school education” category are youths who were enrolled in

colleges or training programs beyond high school

level or youths on summer vacation after high

school graduation who planned to continue their

education in the fall.

Race. –Race was recorded as “white,”

“Negro,” or “other.” The last category included

American Indians, Chinese, Japanese, and all

races other than white or Negro. Mexican

persons were included with “white” unless

definitely known to be American Indian or of

another race. Negroes and persons of mixed

Negro and other parentage were recorded as

“Negro.” The term “Negro” has been replaced

by “black” in this report. Adolescents recorded

as “other” comprised less than 1 percent of the

sampIe and were excluded from the detailed

presentations.

Geo~aphic region. –For purposes of stratification, the United States was divided into four

broad geographic regions of approximately equal

population. These regions, which correspond

CIOseIy to those used by the U.S. Bureau of the

Census, were as follows:

Region

Northeast . . . .

Midwest . . . . .

South . . . . . .

West . . . . . .

States Included

Maine, Vermont, New

Hampshire, Massachusetts,

Connecticut, Rhode Island,

New York, New Jersey, and

Pennsylvania.

Ohio, Illinois, Indiana,

Michigan, Wisconsin, Minnesota, Iowa, and Missouri.

Delaware, Maryland, District of Columbia, West Virginia, Virginia, Kentucky,

Tennessee, North Carolina,

South Carolina, Georgia,

Florida, Alabama, Mississippi, Louisiana, and Arkansas.

Washington, Oregon, California, Nevada, New Mexico, Arizona, Texas, Oklahoma, Kansas, Nebraska,

North Dakota, South Dakota, Idaho, Utah, Colorado, Montana, Wyoming,

Alaska, and Hawaii.

64
Education of parent or guardzizn. –The highest

grade completed in school was recorded. The

only grades counted were those attended in a

regular public or private school where persons

were given formal education, whether during the

day or at night and whether attendance was full

or part time. A “regular” school is one which

advances a person toward an elementary or high

school diploma, or a college, university, or

professional school degree. Education in vocational, trade, or business schools outside the

regular school system was not counted in determining the highest grade of school completed.

Family income. –The income recorded was

the total income received during the past 12

months by the head of the household and aIl

other household members related to the head by

blood, marriage, or adoption. This income was

the gross cash income (excluding pay in kind)

except in the case of a family with its own farm

or business, in which case net income was

recorded.

Parent. –A parent was the natural parent or,

in the case of adoption, the legal parent of the

child.

Guardian. –A guardian was responsible for the

care and supervision of the chiId. He (or she) did

not have to be the legal guardian to be considered the guardian for this survey. A guardianship could only exist when the parent (s) of the

child did not reside within the sample household.

Head of household. –OnIy one person in each

household was designated as the “head.” He (or

she) was the person who was regarded as the

“head” by the members of the household. In

most cases the head was the chief breadwinner

of the family, although this was not always true.

In some cases the head was the parent of the

chief earner or the only adult member of the

household.

000

+U.S,GOVERNMENTPRINTINGOFFICE 1977-241-1804

65
Series 1.

series 2.

Series 3.

Sm”es 4.

VITAL AND HEALTH STATISTICS PUBLICATIONS SERIES

Formerly Public Health Service &blicatwn No. 1000

Programs and Collection l+ocedures. –Reports which describe the general programs of the National

Center for Health Statistics and its offices and divisions, data collection methods used, definitions, and

other materialnecessary for understanding the data.

Data Ezxzluation ad Methods Research. –Studies of new statistical methodology including experimental

tests of new survey methods, studies of vital statistics collection methods, new analytical techniques,

objective evaluations of reliability of collected data, contrl%utions to statistical theory.

Analytical Studies. –Reports presenting analytical or interpretive studies based on vital and health

statistics, carsying the analysis further than the expository types of reports in the other series.

Documents and Committee Reports. –Final reports of major committees concerned with vital and

health statisti+, and documents such as recoin-mended model vital registration laws and revised birth

and death certifkates.

Series 10. Data from the Health Interview Survey. –Statistics on illness; accidental injuries; disability; use of

hospital, medical, dental, and other services; and other health-related topics, based on data collected in

a continuing national household ixiterview survey.

Sera”es11. Data from the Health Exiaminution Survey. –Data from direct examination, testing, and measurement

of national sainples of the civilian, noninstitutionalized population provide the basis for two types of

reports: (1) estimates of the medically deflmed prevalence of ipec~lc diseases in the United States and

the distributions of the population with respect to physical, physiological, and psychological charac- ~

teristics; and (2) analysis of relationships among the various measurements without reference to an

explicit fiite universe of persons.

Sm”es 12. Data J%om the Institutionalized Population Surveys. –Discontinued effective 1975. Future reports from

these surveys will be in Series 13.

Serz”es13. Data on Health Resources Utilization. –Statistics on the utilization of health manpower and facilities

providing long-term care, ambulatory care, hospital care, and family planning services.

Series 14. Data on Health Resources: Manpower and Facilities. –Statistica on the numbers, geographic distribution, and characteristics of health resources including physicians, dentists, nurses, other health occupations, hospitals, nursing homes, and outpatient facilities.

Seri”es20. Data on Mortality. –Various statistics on mortality other than as included in regular annual or monthly

reports. Special analyses by cause of death, age, and other demographic variables; geographic and time

series analyses; and statistics on characteristics of deaths not available from the vital records, based on

sample surveys of those records.

Series 21. Data on ~atality, Mamage, and Divorce. –Various statistics on natality, marriage, and divorce other

than as included in regular annual or monthly reports. Special analyses by demographic variables;

geographic and time series analyses; studies of fertility; and statistics on characteristics .of births not

available from the vital records, based on sample surveys of those records.

Sen”es22. Datia f+om the National Mortality and Natality Surveys. –Discontinued effective 1975. Future reports

from these sample surveys based on vital records will be included in Series 20 and 21, respectively.

Sen”es23. Dato from the Nata”onal Survey of Famify Growth. –Statistics on fertility, family formation and dissolution, family planning, and related maternal and infant health topics derived from a blennird survey of

$’

.,,

a nationwide probability sample of ever-married women 154 years of age.

For a list of titles of reports published in these series, write to: Scientific and Technical Information Branch

National Center for Health Statistics

Public Health Service. HRA

Rockville, Md. 20857

/

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