y'. - "

Research Note 85-11

in

.. Development of New Military Applicant

Profile (MAP) Autobiographical

Questionnaires for Use in Predicting

Early Army Attrition

Frank W. Erwin

Richardson, Bellows, Henry and Company, Inc.

for

,j"

Selection and Classification Technical Area

Newell K. Eaton, Chief

_--.Manpower and Personnel Research Laboratory

Joyce L. Shields, Director

SiV T c ,-wt h>b- 'fl ~P Toved

U. S. Army

, Research Institute for the Behavioral and Social Sciences

January 1985 v5 1 (-1

,,o -4.
U. S. ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

L. NEALE COSBY

EDGAR M. JOHNSON Colonel. IN

Technical Director Comnander

Research accomplished under contract

for the Department of the Army

Richardson, Bellows, Henry & Company, Inc.

Technical review by

M. A. Fischl

C. B. Walker

M. M. Weltin

H. Wing

' es

(DTIC) to comply with regulatory requirements. It has been given no primary distribution other than to DTIC

and will be available only through DTIC or other reference services such as the National Technical Information 1"-

Service (NTIS). The views. opini.ns, and/or findings contained in this report are those of the author(s) and

should not be construed as an officia; Ilepatmeni of the Army position, policy, or decision, unless so designated by other official documentation.

.11

I
I

UNCLASSIFIED

SECURITY CLASSIFICATION OF THIS PAGE (When Date Entered)

READ INSTRUCTIONS REPORT DOCUMENTATION PAGE BEFORE COMPLETING FORM

1. REPORT NUMBER 2. GOVT ACCESSIN NO. 3. RECIPIENT'S CATALOG NUMBER

ARI Research Note 85-11 A/v)

4. TITLE (and Subtitle) 5. TYPE OF REPORT & PERIOD COVERED

DEVELOPMENT OF NEW MILITARY APPLICANT PROFILE Final

(MAP) AUTOBIOGRAPHICAL QUESTIONNAIRES FOR USE Sept 1981 - March 1984

IN PREDICTING EARLY ARMY ATTRITION 6. PERFORMING ORG. REPORT NUMBER

7. AUTHOR(*) 8. CONTRACT OR GRANT NUMBER(&)

Frank W. Erwin MDA 903-79-C-0263

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK

AREA & WORK UNIT NUMBERS

Richardson, Bellows, Henry & Company, Inc.

1140 Connecticut Avenue, N.W. 2Q162722A791

Washington, DC 20036

II. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

U.S. Army Research Institute for the Behavioral January 1985

and Social Sciences 13. NUMBER OF PAGES

5001 Eisenhower Avenue, Alexandria, VA 22333-5600 75

14. MONITORING AGENCY NAME & ADDRESS(If different from Controlling Office) IS. SECURITY CLASS. (of this report)

Unclassified

1s. DECLASSIFICATION/DOWNGRADING

SCHEDULE

16. DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution unlimited

17. DISTRIBUTION STATEMENT (of the abetrect entered In Block 20. if different from Report)

IS. SUPPLEMENTARY NOTES

Contracting Officer's Technical Representative was Dr. Joyce L. Shields.

19. KEY WORDS (Continue on reverse sde If neceesary and Identify by block number)

Attrition Selection tests

Autobiographical data Tests

Predictors Validation

* 20. ADTVlACT (centheue ma revere. efle If n eoeeiy idenIfy by block number)

The Army uses two operational forms of the Military Applicant Profile

* (MAP) to screen for early attrition among non-high school graduate males.

The purpose of this research was to develop new forms of MAP which would be

valid predictors of early attrition for women as well as men, and for high

school graduates as well as non-graduates. An experimental autobiographical

questionnaire of 240 items was prepared, consisting of 85 currently operational MAP items, seven previously developed items, and 148 new (Continued)

DO I FO AN/m1 1473 EMTIO Of I NOV GS IS O&SOLETE UNCLASSIFIED

i SECURITY CLASSIFICATION OF THIS PAGE (Whn Doe Entered)

. . , .. . ,, p .**.*. . . . *1 : . . \Y * . /: /%. \V\. K .
UNCLASSIFIED

6ECUfOTY CLASSIICATION OF THIS PAG((Vbh D-."9-d) Dta 

ARI Research Note 85-11

20. (Continued)

items. About one-third of the new items were drawn from experimental questionnaires developed by the other military services. The questionnaire was

administered to 2,073 Army applicants in 39 Military Entrance Processing

Stations and to 12,024 Army enlistees at seven Reception Stations. Attrition data were available for 9,603 Regular Army cases, which included 8,200

still enlisted at the end of 180 days of service and 1,403 who had been

discharged for failure to adapt. Included were 7,755 men and 1,848 women;

8,312 high school graduates and 1,291 non-high school graduates. The questionnaires were item analyzed to produce two new forms of MAP for use in

predicting early attrition. Each form includes a subset of keyed items

for use with non-high school graduates. Utility analyses indicate that the

new forms have the potential for making a major contribution to reducing

attrition.

UNCLASSIFIED

SECuRITVr CLAS6t1dCAYtO" O r ?I'nS PAr,

E wh

S. Oete E.tI. e)
PREFACE

This report describes research conducted to create new and more

comprehensive forms of the Military Applicant Profile (MAP) autobiographical

Information questionnaire. Since MAP questionnaires developed earlier

* already are being used successfully to identify non-high school graduate

males who are most likely to be separated before completing 180 days of

Army Service, the new questionnaires were developed tb provide the option of

extending such usage to males and fe"al es of all age and education levels.

The research was conducted by Richardson, Bellows, Henry & Company, Inc.

(B) under Contract 1MDA 903-79-C-0263 with the U.S. Army Research Institute -

for the Behavioral and Social Sciences (ARI). The project was conducted

under the direction of Mr. Frank Wi. Erwin. Dr. Joyce L. Shields of ABI

*served as the Contracting Officer's Technical Representative, while Dr. Hilda

Wing monitored the research from -its planning through reporting stages. Dr.

John C. Haymaker and Ms. Margaret J. Wagner played major roles in reviewing

the contents of this report, as well as in implementing the procedures and

analyses it describes. Ms. Mary M. Weltin of AXI was invaluable in obtaining

the necessary troop support, while Dr. Clinton B. Walker and Dr. M. A. Fischl

provided helpful reviews of this report.

Appreciation also is expressed to all. Army personnel who were of

assistance during -the course of this research, f rom the Of fice of the Deputy

Chief of Staff for Personnel to those at the Military Entrance -Processing

Stations and Reception Stations who collected and/or provided the data on

which this research Is based. Finally, special recognition must be given to

Mr. Leonard Seeley, who helped pioneer the Army's work with autobiographical

questionnaires and who has been of extraordinary assistance throughout all

- phases of the subsequent research described in this report.
mCUrIE SUMMARY

-This report describes research designed to develop new and more

comprehensive Military Applicant Profile (MAP) autobiographical questionnaire

forms to identify potential Army enlistees who will complete their first 180

days of service versus those who will not. Since a previously developed MAP

questionnaire already is being used successfully for this purpose with

non-high school graduate male candidates, these new instruments were designed

to permit extending such use to males and females of all age and education

levels.

Procedures

An experimental 240-item-questionnaire was administered February through

mid-June, 1982.-to Army candidates at 39 Military Entrance Processing Stations

(MEPS), and to Army enlistees at seven Reception Stations. One hundred and

eighty day enlistment status data subsequently secured from Pentagon records

resulted-in a final analysis sample of 9,6G3 cases with questionnaire and

criterion data. Completed questionnaires were subjected to rigorous item

analysis, weighting, and selection procedures, and the items finally selected

were allocated into two new MAP forms. Each form also contains a subset of

keyed items for use with non-high school graduate candidates, if desired.

Validities were computed for each form's scores within the total sample and

all major subgroups. Cross-validities were estimated using two random half

samples constructed for that purpose.- Analyses of score reliability and

:: utility also were conducted.

Results

Enlistees discharged before 180 days because of a failure to adapt to

military service answered approximately 75 percent of the questions in the

experimental form in a significantly different way than enlistees who had

completed 180 days. The two new MAP forms developed from this item pool each

contain 101 items, 23 of which are common to both, plus 78 which are unique

to each. Scores on the two forms show approximately equal means, standard

deviations, validity, and reliability. Validity levels and utility

V

.
analysis indicate that scores on the two forms should be useful in predicting

*i 180-day attrition among all applicant groups, regardless of their sex, race

or ethnic group, age, or education level.

Recommendations for Further Research

The new MAP forms may be used with varying cut-off scores, depending on

enlistment volume and Army policy. This research study sample should continue

to be tracked to determine if the MAP questionnaire system also can predict

* such criteria as longer term attrition, progression, and re-enlistment.

II

p..'.

Y Vi

vi 'p.,
q L' 7WL V

TABLE OF CONTENTS

Page

INTRODUCTION...................................................................1

4 EHOD.......................................................................... 5

Predictor Development..................................................... 5

Criterion................................................................. 7

Data Collection........................................................... 8 7

General Analysis Strategy................................................. 8

Item Analysis............................................................. 9

Effects of Questionnaire Length.......................................... 10

*Item Weighting.................................................. ......... 11

Final Item Selection and Form Development ................................. 12

Non-High School Graduate Item Subset ..................................... 13

Cross-Validation.......................................................... 14

New Form Reliability...................................................... 16

*RESULTS AND DISCUSSION......................................................... 16

Final Analysis Sample..................................................... 16

Effects of Questionnaire Length.......................................... 18

Final Forms: Characteristics and Criterion Relationships .................. 25

Non-High School Graduate Item Subsets .................................... 37

Cross-Validation.......................................................... 42

New Form Reliability...................................................... 43

utility................................................................... 48

Slummary................................................................... 56

BIBLIOGRAPHY................................................................... 57

AppENDIx......... ............................................................. 58

vii
INTRODUCTION

Since 1973, the Army has had to rely solely on voluntary enlistments to I provide the personnel levels necessary to fulfill its various missions.

Concomitant with that change and the increased difficulty of recruiting

qualified personnel under a volunteer system, there has been a necessarily

increased focus on early, "bad cause" attrition. Of all incoming enlistees,

15 to 20 percent are being discharged prior to completing their first 180

days of service because they cannot adapt to Army life.

Eaton, Weltin, and Wing (1982) quoted a $10,000 per discharge estimate

i of the cost of this attritioa, but even this is likely to be conservative.

Over and above base expenses, such as recruiting, accessing, training,

* clothing, feeding, and paying, separated enlistees incur replacement

recruiting and training costs, as well as separating costs. Less directly

measurable, but nevertheless major items involve attrition's effect on unit

stability, readiness, and effectiveness, as well as the training and

* attention time taken away from those who can and will adapt, because extra

time and attention is required by those who cannot.

The research project described in this report was undertaken in this

context and is part of the Army's effort to (a) obtain a fuller understanding

of the causes of attrition and the extent to which the personal characteristics I of non-adapters differ from those of adapters, (b) seek out selection procedures

which measure these differences objectively, and (c) reduce attrition by

,~ j incorporating such measures into the Arn'y's enlistee selection process. This

research also is the fifth in a series of investigations into the feasibility of

I using untimed autobiographical questionnaires for this purpose. The underlying

* premise of such work is that many of the questions in these instruments will be

I answered in significantly different ways by various population subgroups, in

* this instance those who successfully complete their first 180 days of service

versus those who do not because of a failure to adapt. The results of the

first four phases of this work are summarized below.
~ Phase I

In Phase I (Erwin & Herring, 1977), approximately 3,000 male enlistees

entering Forts Dix and Jackson during April through June, 1975, completed one

or both of two experimental autobiographical questionnaires. Scoring keys were

developed for both instruments on the total available sample and various subsamples, and the resulting scores were correlated with the criterion of "still

enlisted at 180 days" versus "discharged before the conclusion of 180 days

because of a failure to adapt." The Phase I findings included the following:

1. Of the total enlistee sample, 16.2 percent were discharged prior

to completing 180 days of service. This group responded to

approximately two-thirds of the questions in a pattern which was

significantly different from that of enlistees who had not been

discharged during that period.

2. Enlistee scores on the two instruments were found to be significantly related (r b=. 42 and .32) to the discharged vs. not discharged criterion.

3. Black and white enlistees showed very similar patterns of responses

to the questionnaire items. There also, were no significant mean

score differences between the two groups.

Phase II

Phase II (Frank & Erwin, 1978) was designed to determine the cross-validity

of the Phase I outcomes and to develop and evaluate a set of new questionnaire

items written as a result of Phase I observations and a factor analysis of the

Phase I results. Two questionnaires consisting of the old and new items were

administered in November, 1976, through February, 1977, to 4,282 incoming male

enlistees at Forts Dix and Sill. Of this group, 14.5 percent did not complete

180 days of service because of a failure to adapt.

2
After eLtablishing the cross-validity of the combined Phase I item

scores (rb=.32 ) and the initial validity (rb=.3 3 ) of t e differentiating

new items in the Phase II sample, the research focus shifted to Phase II's

high school dropout subsample, including those who subsequently had obtained

a General Education Development (GED) Certificate. This "non-high school

graduate" subsample.had a 180-day attrition rate of 19.8 percent, and item

analyses conducted within its 2,280 cases yielded 73 weighted items which in

combination significafntly differentiated (rb-. 4 0) between those non-high

school graduates who did not complete 180 days of service and those who did.

For purposes of further research, two 60-item questionnaires--Military

Applicant Profile (MAP) Forms 4A and 4B--were developed from the 73 item

total. These alternate forms each contained 33 common keyed items, 20 unique

keyed items, and 7 additional non-keyed items included for identification and

research purposes. The forms also were constructed to have approximately

equal validity, content, and score range and distribution.

Phase III

In Phase III (Haymaker & Erwin, 1980), tne MAP 4A and 4B forms were

administered between November, 1978, and April, 1979, to Army candidates in

39 NEPS locations (N-709) and to samples of recruits at the Fort Dix Reception

Station (N=748). The purpose of this phase was to (a) evaluate the effects of

various faking instructions on the response distributions of MAP items, and

(b) determine the extent to which a means could be derived to control for any

possible tendency of candidates to exaggerate their qualifications in an

attempt to increase their MAP scores and therefore appear more acceptable to

the Army. While flawed by small sample sizes, the research did provide estimates

of the utility of revised item weighting strategies which could reduce faking

effects, if any, without decreasing score validity.

3
Phase IV

In July of 1979, Form 4B of the MAP was incorporated into the Army's

selection procedures to be used with 17-year old, non-high school graduate

male candidates, a pooi from which relatively few enlistees had been

selected in the past. In October, 1979, the Army began to administer the

same MAP form to all female candidates for research purposes only. The

Phase IV study was designed as an evaluation of MAP's operational effectiveness

with non-high school graduate males and possible utility with females. The

final analysis sample included 15,343 non-high school graduate, 17-year old

males (July, 1979, through June, 1980, enlistees) and 1,153 females of all

education and age levels (October, 1979, through June, 1980, enlistees), all

of whom had been given the MAP in Military Entrance Processing Stations (MEPS)

and subsequently had been accepted as enlistees. Males achieving a MAP score

of 62 or higher on a 0 to 106 score range were permitted to enlist. Females

meeting other requirements were permitted to enlist, regardless of MAP score.

The use of the MAP 4B form permitted an increase in the number of 17-year

old, non-high school graduate accessions from a pre-MAP use level of 5,297 in

Fiscal Year 1979, to 19,345 in Fiscal Year 1980, when MAP use was fully

instituted. The 180-day attrition in the sample with whom MAP was used,

however, was lower than that of any of the research groups previously observed

and substantially lower than that of the pre-MAP use non-high school graduate

subsamples--14.4 percent versus 19.8 in Phase II and 21.8 in Phase 111. On the

other hand, MAP score relationships with female attrition were only modest. The

reliability of these results for females was questionable because of a small

samiple size, but it was clear that further research was necessary.

In summary, the use of autobiographical questionnaires in predicting

180-day attrition among Army enlistees has been a productive venture. The

fifth research phase, which this report describes, was designed to expand that

productivity by developing more comprehensive MAP forms which would prove

useful with potential male and female enlistees of all age and education levels.

4

.M
METHOD

Predictor Development

The Military Applicant Profile (MAP) Forms 4A and 4B developed in

Phase II contained a total of 73 items weighted to predict attrition among

non-high school graduates, plus an additional 12 unweighted items included

for identification and further research. In this present work, 7 items

from Phase II and 148 new items were added to the MAP 4A and 4B group to

make up a total pool of 240 items to be used in the Phase V research. It

* should be noted, too, that in anticipation of joint services research on

autobiographical questionnaire utility, 48 of the new items were drawn

directly from or represented slightly revised versions of items contained

* in experimental Navy and Air Force questionnaires. The balance were drawn

from instruments being used successfully in business settings, or were

newly created items based on previous MAP and other research experience.

Additionally, in order to evaluate the possible effects of instrument length

on questionnaire response patterns, two 240 item booklets with separate,

optically scannable answer sheets were prepared--MAP 4ABCD and 4CDAB. Items

I to 120 and 121 to 240 in Form 4ABCD appeared as items 121 to 240 and 1 to

120, respectively, in Form 4CDAB.

During the course of this development stage, the 240-item pool also was

grouped into 11 clusters on the basis of a rational content analysis conducted

separately and then reviewed jointly by research staff to reach consensus.

The cluster descriptions below provide some understanding of what the total

item pool was designed to measure.

1. Early Experiences/Influences (21 items): Signs and/or evidence of

early stability, independence-developing experiences, leadership,

satisfaction with early life experiences.

2. Academic History/Orientation (38 items): Grade level completed,

subjects taken, achievement, perceived learning speed, stability,

satisfaction with the school-learning experience, reading

orientation, plans for further education.
3. Work History/Orientation (26 items): Number and type of jobs held,

quality of work, stability, work preferences, employment-seeking

history, value placed on work.

4. Physical Activity/Orientation (21 items): Participation in athletics

and athletic activities, perceived physical condition and competence,

smoking habits, sleep needs, weight.

5. General Self Esteem (20 items): Perceptions of confidence level,

leadership ability, memory, tenacity, assertiveness, speaking ability,

response to pressure, skills in writing and mathematics.

6. General Self Description (34 items): Views of present life status,

habits, luck, spending habits, reaction to criticism, risk-taking,

credit received for accomplishments, reaction to authority.

7. Social Orientation/Skills (39 items): General social schedule,

participation in organizations, clubs, and groups, number and age of

friends, estimate of popularity, trust in others, ability to get

along with others, perceptions of acceptance by others, ability to

control temper, understanding of why others behave the way they do.

8. Enlistment Influences/Motivation (10 items): Reasons for enlisting,

employment status at time of enlistment, ties to home, family and

friends' approval of action, length of interest in enlisting.

9. Service Perceptions/Orientation (12 items): Estimates of success in

the military, long-range service plans (i.e., duration of stay and

re-enlistment plans), views on the value of discipline and service.

10. General Perceptions/Values (11 items): General views on society,

satisfaction with present times, control over his or her own future

and opportunities.

6
11. Unassigned (8 items): Age, possession of driver's license, having

a akaccount, frequency of recent residence changes, activities

of friends.

Finally, while no analysis of the reading difficulty of this item pool was

conducted, it was estimated to be between the 7th and 8th grade level based on

analyses of similar questionnaires in other situations.

Criterion

The criterion utilized in all phases of this research has been "still

enlisted at 180 days" versus "separated prior to 180 days for failure or

inability to adapt to military service." While the Confidential designation

given by the Army to its separation codes and descriptions precludes their

~ j being specifically described in this report, it can be said that discharges for

failure to adapt fall into three major categories: (a) those incurred as part

of the Trainee Discharge Program (TDP), which covers general unsuitability,

rather than any form of serious misconduct; (b) inability to meet Army fitness

standards, not including medical problems; and (c) actual misconduct serious

enough to warrant discharge. Not included in this definition or in analysis

samples are such discharges as hardship, erroneous enlistment, and medical

problems, all of which can be described as "good cause" separations. Finally,

% while determinations of "suitability" and "fitness" are subjective, the separation I system does have clearly defined procedures and sufficient structure to warrant

confidence in its meaningfulness.

Psychometrically, however, the still enlisted/separated criterion does have

its shortcomings. The ideal situation would be 50 percent in each criterion

category, but this research typically has had to be undertaken with only 15 to

20 percent of the total sample in the separated criterion group. This severely

uneven "split" tends to mask the true validity of predictors and demands that

developmental research be conducted with exceptionally large samples.

7
Data Collection

While the exact dates for each location varied, Army personnel at 39

MEPS and seven Reception Stations administered the experimental questionnaires

between February 1, and June 16, 1982. Each location used Standard Operating

j Procedures (SOP) materials and an Administrative Manual developed for this

research (see Appendix). Each location also was allocated only one form and

had a completion quota so as to ensure a sufficient number of cases with

each form to make any desired comparisons feasible within the final analysis

sample.

Upon their receipt, all answer sheets were reviewed for completeness

and then were optically scanned, with the resulting data converted to tape

form. When 180 days had passed since the last administration date, a tape

containing name, Social Security Number, and administration location for

all cases was transmitted to the Army's Military Personnel Center (HILPERCEN)

for matching with Army records. Enlistment status, including separation codes,

if any, age and education codes, as well as Armed Forces Qualification Test

(AFQT) scores, were added to the data file for those cases which MILPERCEN

was able to match.

General Analysis Strategy

As stated at the outset, this research had as its objective the development

of more comprehensive MAP forms for use in predicting attrition among males and

females of all age and education levels. Phase 11 showed that a MAP prediction

system had the potential to be useful with males of all ages and education

levels. Phase II and IV demonstrated that a subset of the same items weighted

specifically to reflect non-high school graduate response-attrition patterns

are useful with non-high school graduate males, even with an age subgroup

(17 year olds) for which separate developmental analyses had not been conducted.

Since female subsamples were not included in the original MAP scoring system

development, and the Phase IV research conducted among females was

inconclusive, primarily because of limited sample size, the present research

was designed to fill that gap.

8
In this context, then, and assuming that a sufficient number of items

would be related to the criterion in the same direction across different

populations, the analysis strategy adopted was one which would develop

item scoring weights using the largest sample available; i.e., the total,

while using item data from the major subsamples to influence, but not totally

j control final keying decisions. The product to be sought was two new alternate

MAP forms, each with more scored items than the present 4A and 4B versions,

each with a single total scoring system equally applicable to males and females,

and each containing an approximately equal number of items keyed on the basis of

total sample data, but identified as most applicable to non-high school graduate

candidates. As with the present HAP Forms 4A and 4B, it also was expected that

there would be a subset of items so predictive as to warrant including them in

both forms. The two new form therefore would both include a "core" of common

items, plus some larger number of items unique to each.

Item Analysis

The underlying logic of autobiographical questionnaire research is that

many of the questions such instruments contain will be answered in a

significantly different fashion by various subsamples within the population

studied. In this instance, the research design and analysis called for a

systematic, item by item comparison of the questionnaire responses of those

still enlisted at 180 days versus those who were not. The most unique

characteristic of the autobiographical questionnaire, therefore, is that its

validity is established at the item level. No MAP item receives a weight

unless response pattern differences on one or more of its answer alternatives

have been observed repeatedly to be significantly related to the attrition

criterion.

The primary technique utilized to develop MAP item weights, or scores,

is a tailored item analysis program which supplies various descriptive

statistics for each questionnaire item, including frequency and percentage

of responses by criterion category, as well as the mean criterion level of

those selecting each alternative. The program also generates point-biserial

correlations (or phi-coefficients in the case of dichotomous criteria) for

each item alternative by correlating the criterion variable with the predictor

variable categorized as responses to the item alternative versus responses

9
to all other alternatives of the same item. The output also includes Pearson

product-moment correlations (point-biserials with dichotomous criteria) vhich

are useful for autobiographical items in which the alternatives constitute a

continuum. Escape options or "outs" are coded so as to permit separating

them from every item in which the remaining alternatives constitute a

continuum. In the item which follows, for example, the age responses form

a continuum; the escape option is "I have not learned to drive." The

analysis program permits an evaluation of the continuum by itself; i.e., is

there any pattern similarity between age at which individuals learned to

drive and their attrition rate. The escape option allows comparisons

between attrition rates of those who learned to drive, no matter their age,

and those who have not learned to drive at all.

How old were you when you learned to

drive a car?

a. 12 years or younger

b. 13 or 14 years

c. 15 or 16 years

d. -17 years or older

e. I have not learned to drive

Effects of Questionnaire Length

Before proceeding to the item weighting stage, it was necessary to

investigate the extent to which the length of the two experimental forms

affected examinee responses. While the final forms would be shorter, the

focus of concern was whether examuinee sample members might have grown

increasingly fatigued as they worked through the longer experimental forms

so that their answer patterns toward the end of the form would have been

affected as a result. As indicated earlier, the two forms had been constructed

so as to make such an investigation possible: those items which appeared in the

first half of 4ABCD were in the last half of 4CDAB, and vice versa.

One of the more effective methods for estimating predictor length

effects is a simple frequency count by item of non-responses within form,

and in this instance, across forms as well. Examninee fatigue effects

within form would be evidenced by a significantly increasing number of

10
non-responses to each item toward the end of the instrument. The across-form

F comparisons conducted here are more precise, since the comparison is undertaken

with identical items, but arranged in different order in the forms involved.

Item Weighting

For purposes o f this research, item analyses were generated for four

samples considered essential to the item weighting process--the total analysis

sample, two random half samples controlled for sex group, discharge type, and

education level, and the total female subsample. While item analyses were to

be developed in the non-high school graduate, the MEPS, and the 4ABCD and 4CDAB

groups, these were for other informational type reviews. In addition, the MEPS

and non-high school graduate samples were not seen as being very useful for

item weighting decisions, since the former was expected to be too small and the

latter would include 17 year olds with whom the MAP 4B items had been used for

selection.

Again, item weights were to be assigned on the basis of observed relationships within the largest sample available, the total sample, but the decision

process on the weighting of each item was to include a simultaneous review and

consideration of the item's statistics in the other three samples. They would

guide, but not control. It also should be noted that the process included two

steps. The first of these, item weighting in the total sample while reviewing

half sample and female sample data, was designed to maximize validity stability

by giving primary emphasis to the largest, most representative sample available.

The second step, adopted for the same purpose, was to compute the validity of

each keyed item in each of the four essential samples and to select items for

the final forms based on these data.

Four general decision rules were adopted to establish the parameters, or

limits, of the item weighting process.

1. Unit weights (-1, 0, +1) would be used, with a constant added to

eliminate negative values.j

:--j 11
I2. No item would be entered for weighting unless the response-criterion

relationship of the item or one of its alternatives was significant

at least at the .05 level, or if it were judged that the item could

be keyed in a logical fashion which would result in an item validity

significant at least at that level.

3. If only one alternative within an item met item veighting standards,

the alternative involved was required to have been selected by at

least five percent of the total sample in order to be weighted. The

exceptions to this rule, if any, would be those instances where the

response-criterion relationship was exceptionally strong and in the

same direction in all subsamples.

4. Response-criterion relationships in the subsamples would be considered,

particularly if patterns in the female subsample differed from the total

for understandable reasons. In these situations, an attempt was to be

made to accomodate or minimize the difference by alternative weighting

schemes, rather than by dropping the item.

To all of these rules was added a caveat that no item or item alternative

was to be weighted on the basis of pure empiricism. Weights which could not

be explained in rational, behavioral terms were not to be assigned.

Final Item Selection and Form Development

Upon completion of the item weighting step, the mean, standard deviation,

and validity of each of the weighted items was computed within five samples--the

total, two random halves, and the female and non-high school graduate

subsamples. To facilitate their allocation into the new forms, the items

then were arranged within cluster in rank order according to their validity

in the total sample.

12

............................... sN.
Again, decision rules were adopted to minimize validity shrinkage, and

in this step, to maximize final form comparability.

1. The validity of each item selected for final forms was to have a

significance level of .001 in the total sample.

2. The validity of each item selected was to have a significance level

of approximately .05 or better in each of the two random half samples.

3. The validity of each item selected was to be in a positive direction

in the female subsample.

I4. The allocation of items to final forms was to be done within cluster.

To the extent the smaller number of items in each cluster would permit,

cluster mean scores and validities were to be approximately equal.

*5. Those items selected to be common to both forms within cluster were

I to have a substantial response-criterion relationship in the total

samplde.

6. The validity of items selected for inclusion in the non-high school :1 graduate subset within each form was to be in a positive direction.

Items were to be allocated to forms in such a way as to equalize

mean scores and validities within cluster. Again, this objective

was to be met to the extent that the smaller number of items within

I cluster would permit.

N~on-High School Graduate Item Subset

In terms of general stability and performance, the non-high school

.; I graduate population is the last from which the Army fills its needs.

When economic conditions are negative or patriotism surges, the Army

:1 can expect increased enlistment levels and may be more selective.

On the other hand, when economic conditions are positive and/or patriotism

1 wanes, Army enlistment levels will go down, interest in the non-high school

graduate population is restored and greater numbers are screened in. It was

in this context that the MAP first became of interest. The presently operational

13
_ _ 

MAP system was designed to permit the Army the option of using its scores to

increase non-high school graduate acceptances substantially without suffering

equally substantial increases in attrition. The present research was

desJtgned to produce more comprehensive forms, applicable to more groups, but

was to do so without losing the separate non-high school graduate use option.

The strategy adopted to meet this objective was essentially to create

forms within forms. There would be two new XAP instruments, but within each

would be a subset of non-high school graduate items approximately equal in

score distributions, content and validity. These items were not to be

separately keyed in this program's non-high school graduate sample. They were

to be weighted using the total sample data and selected for non-high school

graduate use on the basis of the validity of the total sample weights within

the non-high school graduate sample. As indicated in the preceding section,

the validities of the items selected for such use were to be in a positive

direction in the non-high school graduate group and were to be allocated to

forms within cluster so as to equalize the mean scores, validities and

construct measurement of the two item subsets.

Cross-Validation

The most essential objective in the development of scoring systems for

instruments such as HAP is to ensure that the items-selected for weighting

will yield a combined, or total, score which will be maximally valid in future

applications of the test involved. There is no exact mathematical procedure,

F however, for estimating the validity of such scoring systems within new samples

without multiple replication.

One response to this difficulty is the double cross-validation procedure

(Katzell, 1951), which includes the following steps: (a) Divide the total

analysis sample into random halves, (b) separately item analyze all items in

each half sample, (c) establish a relatively liberal probability standard for

weighting items in each half, (d) score the questionnaires of all cases in each

half using the scoring system developed in the other half, (e) compute the

validities of the two scoring systems in the independent half samples, and

()select for a final scoring system those items whose two half compound

14
I probability (Baker, 1952) is less than or equal to some more rigorous

significance level than that used in step (c).

It should be noted, however, that this and similar strategies evolved

primarily as a response to the fluctuations which tyfpically occur in small

~ 1 sample research. Katzell (p. 18) recognized that "The use of a large sample

(let's say 800 to 1,000 cases) assures relatively stable item weights, and it I is not unusual to find that cross-validation will show relatively little

shrinkage." In addition, the method is not without weakness, principally

because the two estimates of r obtained are on half sample scoring keys which

contain item which will not survive the final keying step. As a result, both

of the half sample cross-validities are likely to be underestimates, and the

~ I larger of the two r's may be the better estimate of the final key's validity.

Use of this procedure with samples having unfavorable criterion splits only

I serves to compound the problem.

In terms of this research, the two-step item weighting and item selection

procedure was seen as capable of producing validity estimates closer to true

validity than those which would result from the method outlined above.

Additionally, this project's procedures did not stray completely from it.

Since random halves were constructed, item analyzed, and considered in the

weighting process, and validity significance levels of .05 in both halves and

.001 in the total sample were required for final item selection, all of the

I double cross-validAtion elements actually related to maximizing key stability

have been included. Last, but certainly not least, is the fact that this

research was to be conducted within a sample estimated to be at least ten times

the size of Katzell's definition of "large," and use of the total sample data

was seen as the most effective strategy for reducing sampling error influences

* I and the effects of the criterion split.

E In suimary, it was not felt that the double cross-validation procedure

would add much in the way of operationally useful data, but scoring keys

nevertheless were developed in two random half samples of the total group. Item

alternatives or items with response-criterion relationships at least at the .05

level of significance were assigned weights using the 1, 0, -1 scale. The

questionnaires of each half sample's cases were scored using the scoring system

-'P developed in the other half sample and the validities of the two sets of scores

were computed.

Q,6:
____________________N

New Form Reliability

It was expected that some individuals would be given one form in a MEPS

and be accepted in time to be given the same form or its counterpart in a

* 1 Reception Station. Given that most if not all of these cases would have taken

an experimental MAP as a potential enlistee and again when actually enlisted,

the result would afford a unique opportunity, not only to estimate the test- hi retest reliability of the final forms, but also to obtain at least some

measure of possible "faking" and other effects on score distributions.

It is important to note, however, that the typical conclusion in the

literature on autobiographical instrument faking is that individuals can and

will fake (i.e., pick the more favorably sounding responses more frequently)

if they are told to do so. Since they would not be given such instructions in

an operational setting, the finding has little relationship to reality and

should not be used to predict it.

Since the MAP forms were administered in this research as if they were

part of standard Army testing procedures, the resulting data can be given more

credence as a more realistic measure of the effects on scores of possible

candidate eagerness to be accepted. The primary focus of concern, however,

should be on demonstrated validity, whether or not these effects exist.

RESULTS AND DISCUSSION

Final Analysis Sample

The toal number of persons completing the two forms during the administration period was 14,897--2,073 in the MEPS and 12,824 in the Reception

Stations. The matching of completed questionnaires with military records

resulted in a substantial reduction in this sample, however, due to (a) MEPS

non-matches, who apparently did not enter the Army (N=1,001), (b) cases with I prior service (N=56), (c) duplicate cases who had gone through two experimental

form administrations (N=281), (d) Reception Station cases with Social Security

Number errors (N=68), and (e) cases with unclear enlistment status at 180 days

16

%.- -. . . .
  

 .   .

.   

 7 77 77 7r 

(N=203). The largest non-matched group included 3,414 National Guard and

Reserve members who had been given the experimental forms in the MEPS (N-123)

and Reception Stations (N=3,291).

The net product of the matching process, therefore, was 9,874 cases with a

discharge rate of 17.0 percent (N=1,674) for all reasons. Since 271 of the

separations were for "good cause" reasons, the final analysis sample consisted

of 9,603 cases, 8,200 (85.4 percent).of whom were still enlisted at the end of

180 days and 1,403 (14.6 percent) who were separated prior to 180 days for

failure to adapt reasons. It is this final analysis sample which is described

in Tables 1 through 4 which follow.

. Table 1 describes the ethnic group, sex, age and education distributions

of the total analysis sample, as well as the separation rates for each I group and the total. As can be seen, the highest attrition rates are

among whites, females, the 17 year old and 23 or older age groups, and

* the non-high school graduate samples.

* * Table 2 compares sample characteristic distributions and separation rates

within and across the white and black subgroups. As can be seen, the

separation rate of blacks is substantially lower than that of whites.

The patterns observed in Table 1; i.e., females, 17 year old and 23 or

older age groups, and non-high school graduates having higher separation

rates, repeats in both groups.

e Table 3 presents the characteristics of males and females. Again

separation rates for whites, the 17 year old and 23 or older age groups,

and male non-high school graduate samples are higher. Females are

virtually all high school graduates or above.

9 Table 4 compares the high school and above and the non-high school

graduate samples. Although the sample size is small, it should be noted

that the separation rate of the 17 year old non-high school graduate

group selected with MAP 4B is lower than the total non-high school

graduate sample and the total 17 year old sample.

17
Table 1

Analysis Sample and Subgroups

Enlistment Status at 180 Days

ISt-ill SeparatedTotal Enlisted Failure to Adapt

Sample N N %a N%

Total 9,603 8,200 85.4 1,403 14.6

Administration Locations

MEPS 949 790 83.2 159 16.8

Reception Stations 8,654 7,410 85.6 1,244 14.4

Ethnic Group

White 7,045 5,887 83.6 1,158 16.4

Black 2,179 1,966 90.2 213 9.8

American Indian 45 38 84.4 7 15.6

Oriental-Asian-American 124 119 96.0 5 4.0

Mexican-American 81 77 95.1 4 4.9

Latin American 48 42 87.5 6 12.5

Puerto Rican 76 67 88.2 9 11.8

Cuban 5 4 80.0 1 20.0

Sex

Male 7,755 6,722 86.7 1,033 13.3

Female 1,848 1,478 80.0 370 20.0

Age

*17 545 446 81.8 99 18.2

18 1,958 1,653 84.4 305 15.6

-:I19 2,158 1,880 87.1 278 12.9

20 1,451 1,251 86.2 200 13.8

21 935 811 86.7 124 13.3

22 686 596 86.9 90 13.1

23 or older 1,870 1,563 83.6 307 16.4

Education

More than High School 1,034 937 90.6 97 9.4

High School Graduate 7,278 6,244 85.8 1,034 14.2

GED 297 232 78.1 65 21.9

Non-High School Graduate 994 787 79.2 207 20.8

aPercent of line total

18
Table 2

Analysis Sample Blacks and Whites

Subgroup Frequencies and Enlistment Status at 180 Days

Total White Black

Sample N z~ ~N %a % N % %

Total 9,603 100.0 14.6 7,045 100.0 16.4 2,179 100.0 9.8

Administration

Locations

MEPS 99 9.9 16.8 713 10.1 17.7 211 9.7 15.3

Reception Stations 5,654 90.1 14.4 6,332 89.9 16.3 1,968 90.3 9.4

Male 7,755 80.6 13.3 5,825 82.7 14.9 1,628 74.7 8.8

Female 1,848 19.2 20.0 1,220 17.3 23.9 551 25.3 12.5

Age

17 545 5.7 18.2 461 6.5 19.5 53 2.4 13.2

18 1,958 20.4 15.6 1,487 21.1 17.6 406 18.6 9.9

19 2,158 22.5 12.9 1,579 22.4 15.1 507 23.3 6.7

20 1,451 15.1 13.8 1,056 15.0 15.1 336 15.4 9.8

21 935 9.7 13.3 700 9.9 14.3 203 9.3 9.9

22 686 7.1 13.1 493 7.0 15.0 172 7.9 8.7

23 or older 1,870 19.5 16.4 1,269 18.0 18.6 502 23.0 12.7

Education

More than High School 1,034 10.8 9.4 722 10.2 11.4 262 12.0 1_.2

High School Graduate 7,278 75.8 14.2 5,167 73.3 16.0 1,822 83.6 10.2

GED 297 3.1 21.9 256 3.6 23.4 34 1.6 11.8

Non-High School Graduate 994 10.4 20.8 900 12.8 21.2 61 2.8 21.3

a Percent of group total

Percent separated at 180 days

19
II Table 3 Analysis Sample Males and Females Subgroup Frequencies and Enlistment Status at 180 Days

TotalMaeFml

Sample N z a %b N z ae b N %ema x

Total 9,603 100.0 14.6 7,755 100.0 13.3 1,848 100.0 20.0

Administration

Locations

HEPS 949 9.9 16.8 568 7.3 12.9 381 20'6 22.6

Reception Stations 8,654 90.1 14.4 7,187 92.7 13.4 1,467 79.4 19.4

Ethnic

White 7,045 73.4 16.4 5,825 75.1 14.9 1,220 66.0 23.9

Black 2,179 22.7 9.8 1,628 21.0 8.8 551 29.8 12.5

Other 379 3.9 8.4 302 3.9 7.3 77 4.2 13.0

Age

17 545 5.7 18.2 489 6.3 17.0 56 3.0 28.6

18 1,958 20.4 15.6 1,584 20.4 13.9 374 20.2 22.7

19 2,158 22.5 12:9 1,812 23.4 12:0 346 18.7 17.3

20 1451 15.113. 1,75 1.2 2.4 76 4.919.6

21 935 9.7 13.3 776 10.0 12.0 159 8.6 19.5

22 686 7.1 13.1 538 6.9 12.1 148 8.0 16.9

23 or older 1,870 19.5 16.4 1,381 17.8 15.1 489 26.5 20.2

Education

More than High School 1,034 10.8 9.4 730 9.4 8.4 304 16.5 11.8

High School Graduate 7,278 75.8 14.2 5,739 74.0 12.2 1,539 83.3 21.6

GED 297 3.1 21.9 295 3.8 22.0 2 0.1 -

Non-High School Graduate 994 10.4 20.8 991 12.8 20.8 3 0.2 -

apec

b ecnt of group total

Percent separated at 180 days

20
* Table 4

Analysis Sample and Education Subsamples

Subgroup Frequencies and Enlistment Status at 180 Days

High School Graduates Non--HS

Total and Above Graduates

Sample N % a %b N % a %N % % b

Total 9,603 100.0 14.6 8,312 100.0 13.6 1,291 100.0 21.1

Administration

Locations

MEl'S 949 9.9 16.8 828 9.7 16.5 121 9.4 18.2

Reception Stations 8,654 90.1 14.4 7,484 92.3 13.3 1,170 90.6 21.4

Ethnic Group

White 7,045 73.4 16.4 5,889 70.8 15.4 1,156 89.5 21.7

* Black 2,179 22.7 9.8 2,084 25.1 9.4 95 7.4 17.9

Other 379 3.9 8.4 339 4.1 8.3 40 3.1 10.0

'i Sex

Male 7,755 80.6 13.3 6,469 77.8 11.8 1,286 99.6 21.1

Female 1,848 19.2 20.0 1,843 22.2 20.0 5 0.4 -

17 545 5.7 18.2 187 2.2 15.5 358 27.7 19.6

* 18 1,958 20.4 15.6 1,611 19.4 14.2 347 26.9 21.9

192,158 22.5 12.9 1,959 23.6 12.0 199 15.4 21.1

201,451 15.1 13.8 1,327 16.0 13.3 124 9.6 19.4

21 935 9.7 13.3 866 10.4 12.9 69 5.3 17.4

22686 7.1 13.1 634 7.6 13.1 52 4.0 13.5

2or older 1,870 19.5 16.4 1,728 20.8 15.4 142 11.0 28.9

a Percent of group total

bPercent separated at 180 days

21
1

Effects of Questionnaire Length

The results of the investigation into the effects of questionnaire length

on response patterns are shown in Tables 5 and 6. Comparisons of item nonresponse counts and their percentage of total responses are presented for four

item sets: (a) items 101 through 120 in 4ABCD, which appeared as items 221

through 240 in 4CDAB; (b) items 221 through 240 in 4ABCD, which appeared as 101

through 120 in 4CDAB; (c) items 1 through 20 in 4ABCD, which appeared as 121

through 140 in 4CDAB; and (d) items 121 through 140 in 4ABCD, which appeared as

1 through 20 in 4CDAB. As can be seen, non-responses are less than one percent

of the total responses for all items reviewed. While there is a tendency for

non-response frequency to increase depending on item location, the increase is

trivial; i.e., substantially less than one percent.

I

I

I2

I. . . . . . . .

. . . . . .

__ *
, , , ,

Table 5

Frequency of Non-Responses as a Function of Item Position

Map Items 1-20, 121-140

MAP Form ABCD MAP Form CDAB

Blanks Percent of Blanks Percent of

Item Number N Total Casesa Item Number N Total Casesb

1 2 0.0 121 12 0.1

2 3 0.0 122 12 0.1

3 1 0.0 123 9 0.1

4 6 0.1 124 12 0.1

5 4 0.1 125 8 0.1

6 3 0.0 126 7 0.1

7 18 0.3 127 62 0.8

8 9 0.1 128 12 0.1

9 5 0.1 129 11 0.1

10 10 0.2 130 28 0.3

11 6 0.1 131 11 0.1

12 4 0.1 132 13 0.2

13 6 0.1 133 13 0.2

14 5 0.1 134 8 0.1

15 2 0.0 135 12 0.1

16 3 0.0 136 16 0.2

17 6 0.1 137 12 0.1

18 4 0.1 138 19 0.2

19 3 0.0 139 15 0.2

20 21 0.3 140 43 0.5

121 11 0.2 1 1 0.0

122 5 0.1 2 2 0.0

123 11 0.2 3 5 0.1

124 18 0.3 4 5 0.1

125 11 0.2 5 3 0.0

126 12 0.2 6 3 0.0 I

127 10 0.2 7 2 0.0

128 22 0.3 8 11 0.1

129 12 0.2 9 7 0.1

130 11 0.2 10 7 0.1

131 43 0.7 11 21 0.3

132 13 0.2 12 9 0.1

133 10 0.2 13 1 0.0

134 9 0.1 14 5 0.1

135 14 0.2 15 16 0.2

136 12 0.2 16 7 0.1

137 12 0.2 17 4 0.0

138 43 0.7 18 31 0.4

139 22 0.3 19 11 0.1

140 17 0.3 20 14 0.2

bTotal taking 4ABCD, N=6,348

Total taking 4CDAB, N=8,266

23

P01 .. .
Table 6

Frequency of Non-Responses as a Function of Item Position

Map Items 101-120, 221-240

HAP Form ABCD MAP Form CDAB

Blanks Percent of aBlanks Percent ofb

Item Number N Total Cases Item Number N Total Cases

101 18 0.3 221 19 0.2

102 14 0.2 222 19 0.2

103 9 0.1 223 18 0.2

104 4 0.1 224 12 0.1

105 7 0.1 225 22 0.3

106 20 0.3 226 25 0.3

107 32 0.5 227 35 0.4

108 3 0.0 228 10 0.1 I

109 9 0.1 229 23 0.3

110 12 0.2 230 19 0.2

ill 6 0.1 231 15 0.2 112 14 0.2 232 31 0.4

113 18 0.3 233 56 0.7

114 23 0.4 234 44 0.5

115 17 0.3 235 33 0.4

116 16 0.3 236 28 0.3

117 10 0.2 237 12 0.1

118 12 0.2 238 18 0.2

119 11 0.2 239 16 0.2

120 8 0.1 240 9 0.1

221 9 0.1 101 13 0.2

222 9 0.1 102 12 0.1

223 16 0.3 103 15 0.2

224 21 0.3 104 11 0.1

225 17 0.3 105 11 0.1

226 20 0.3 106 16 0.2

227 19 0.3 107 10 0.1

228 18 0.3 108 18 0.2

229 22 0.3 109 31 0.4

230 27 0.4 110 57 0.7

231 20 0.3 111 14 0.2

232 17 0.3 112 25 0.3

233 13 0.2 113 6 0.1

234 16 0.3 114 6 0.1

235 10 0.2 115 13 0.2

236 10 0.2 116 14 0.2

237 21 0.3 117 22 0.3

238 9 0.1 118 12 0.1I 239 13 0.2 119 16 0.2 240 12 0.2 120 11 0.1

a

bTotal taking 4ABCD, N=6,348 bTotal taking 4CDAB, N=8,266

24
Final Forms: Characteristics and Criterion Relationships

The most essential component of the final form development procedures was

the requirement to seek equivalency of mean scores and validity within cluster.

To the extent that the original assignment of items to clusters was sound, this

step would act as a control for achieving the same approximate level of validity

for each form. Without this control for item inter-relationships, equal mean

scores might be achieved, but the validity of the final forms could be substantially different and the construct measurement of the two certainly would

be.

The first step of the item weighting procedures yielded a total of 213 items

in which one or more alternatives were weighted. The final step of the item

weighting-selection process resulted in the allocation of 179 of these items to

the new MAP forms. Each form contained 101 weighted items, 23 of which were

core; i.e., common to both, plus 78 unique to each. Means and standard deviations

of all total and cluster scores were computed within the total sample for the

total 179-item pool, as well as for each form. Also included were correlational

analyses involving (a) all total and cluster scores and the criterion for the

total sample,-and (b) all total scores and the criterion for all subsamples of

interest. The score range of Form I is 0 to 188 while the score range of Form 2

is 0 to 194.

Tables 7 through 10 present the relationships among the core, unique, and

total scores, as well as the clusters of the total item pool and those of each

form. Also included are the relationships among the same major sections and

AFQT scores. Tables 11 through 15 show the mean scores, standard deviations and

validities of all total scores for all major subsamples. Also shown are the

correlations between form scores for the total sample and major subgroups, and

the means, standard deviations and score-score, score-criterion relationships of

the clusters within the total sample. The data which are presented in these

tables are described briefly below.

25
* Tables 7 through 9 show core, unique, and total scores to be highly

intercorrelated. This is not unexpected, since they each include

representation from all of the item clusters. The relatively low

intercorrelations among cluster scores is most encouraging, since it

represents an empirical confirmation of the original rational clustering

procedure.

* Table 10 repeats the major section intercorrelations within the total

pool and the two forms, but adds data showing the relationship between

the two form scores and in turn with AFQT scores. As can be seen, the

two form total scores are highly intercorrelated (r-.89) and only modestly

related to AFQT. Finally, it is shown in this table that AFQT scores and

this particular type of attrition are not related within the total sample

(rb=.00). A table showing failure to adapt attrition rates by AFQT score

level for various subgroups is included in the Appendix to this report.

* Tables 11 through 14 show score levels and score-criterion relationships

for the total item pool and Form 1 and 2 scores among all major subgroups.

Ethnic group and male-female scores are highly comparable, with blacks

tending to score higher than whites. Score differences are of course a

reflection of criterion performance and sample characteristic differences.

Blacks do have lower attrition rates so higher scores would be expected.

While females have higher attrition rates, their sample does not include

a non-high school graduate subgroup which would lower the MAP scores

observed here. MEPS scores also tend to be higher, but the MEPS sample

contains 17 year old enlistees selected with MAP 4B. Of prime importance

at this point is the fact that scores on the two forms show high form-toform relationships and a consistent pattern of validity, no matter the

group. This is testimony to the comparability of the forms, as well as

the stability of the scoring systems. Finally, it should be noted that

the non-high school graduate sample/non-high school graduate item data

presented here are for comparison purposes and are discussed more fully

below.

26

..... ...........
* Table 15 shows the total number of weighted items in each form, as

well as the items within cluster. Form-to-form total and cluster

mean scores are highly comparable, with Form l's total score mean

a point higher than that of Form 2. No practical differences exist

between total score variances. The form-to-form cluster scores have

obvious limitations in terms of number of items and score variance,

but the relationships are at reasonable levels. The highest scoreto-score relationships are understandably found in those clusters

containing the highest number of core items.

V" 27

*1d*
.J . 

. I J iW V

7 

Table 7

Map Total Item Pool

Score Intercorrelations Within the Total Sample

(N=9,603)

Items M SD 1 2 3 4 5 6 7 8 9 10 11 12 13 14

1 Total Core 28.91 6.91 x .69 .81 .35 .47 .59 .64 .73 .45 .42 .44 .67 .16 .26

2 Total Unique 186.56 21.89 x .98 .48 .66 .61 .56 .66 .72 .75 .44 .62 .38 .38

3 Total Score 215.47 27.12 x .48 .65 .64 .62 .72 .70 .71 .46 .67 .34 .38

4 Cluster 1 11.22 2.10 x .23 .25 .27 .35 .29 .34 .16 .25 .11 .18

5 Cluster 2 30.65 5.86 x .31 .26 .39 .35 .37 .23 .35 .18 .32

6 Cluster 3 27.08 5.33 x .32 .49 .36 .33 .28 .41 .15 .19

7 Cluster 4 22.65 5.54 x .40 .32 .34 .18 .35 .10 .19

8 Cluster 5 23.80 5.28 x .40 .38 .23 .55 .15 .17

9 Cluster 6 30.28 4.75 x .51 .29 .42 .27 .18

10 Cluster 7 31.73 5.61 x .26 .38 .27 .21

11 Cluster 8 13.66 3.90 x .33 .17 .19

12 Cluster 9 14.63 3.34 x .20 .15

13 Cluster 10 7.58 1.83 x .09

14 Cluster 11 8.23 2.00 x

28

* "- "" "" . "" " " - - """.- """"' . . , ", .'% . . '." -" . ' ""•"""""" , - - " ""
Table 8

Map Form 1

Score Intercorrelations Within the Total Sample

(N=9,603)

Items H SD 1 2 3 4 5 6 7 8 9 10 11 12 1314

* 1 Total Core 28.91 6.91 x .62 .84 .17 .48 .49 .71 .72 .41 .30 .35 .69 .10 .29

2 Total Unique 93.84 11.48 x .94 .38 .60 .54 .50 .60 .67 .66 .36 .57 .33 .38

3 Total Score 122.75 16.64 x .33 .61 .58 .64 .71 .64 .58 .39 .68 .27 .38

4 Cluster 1 5.57 1.18 x .19 .15 .14 .14 .19 .21 .14 .14 .09 .13

5 Cluster 2 16.08 3.70 x .24 .26 .33 .28 .24 .13 .33 .13 .29

6 Cluster 3 13.19 2.86 x .28 .38 .26 .23 .22 .32 .09 .20

7 Cluster 4 15.39 3.90 x .45 .29 .21 .14 .40 .07 .17

8 Cluster 5 14.81 3.74 x .33 .27 .15 .52 .08 .17

9 Cluster 6 17.49 3.33 x .40 .21 .38 .18 .14

10 Cluster 7 15.90 3.22 x .20 .29 .21 .15

11 Cluster 8 7.07 1.91 x .25 .07 .14

12 Cluster 9 9.82 2.56 x .12 .18

13 Cluster 10 3.83 1.21 x .09

14 Cluster 11 4.99 1.48 x

29

N-I
Table 92

Score Intercorrelations Within the Total Sample

(N=9,603)

Items H SD 1 2 3 4 5 6 7 8 9 10 11 1213 14

1 Total Core 28.91 6.91 x .68 .86 .34 .41 .56 .61 .73 .43 .41 .43 .67 .15 .11

2 Total Unique 92.71 11.83 x .96 .43 .60 .57 .54 .61 .63 .68 .43 .55 .28 .20

3 Total Score 121.62 17.27 x .43 .57 .62 .61 .71 .60 .63 .46 .64 .25 .18

4 Cluster 1 5.66 1.55 x .13 .23 .23 .32 .23 .27 .11 .22 .04 .06

5 Cluster 2 17.60 3.96 x .24 .17 .32 .25 .28 .21 .26 .10 .13

6 Cluster 3 13.88 3.14 x .26 .46 .29 .27 .25 .36 .11 .00

7 Cluster 4 14.88 4.40 x .33 .26 .32 .15 .29 .06 .10

8 Cluster 5 14.72 3.73 x .35 .33 .23 .51 .14 .02

9 Cluster 6 15.66 2.80 x .37 .23 .33 .15 .07

10 Cluster 7 15.83 3.43 x .19 .30 .13 .12

11 Cluster 8 6.59 2.43 x .32 .14 .03

12 Cluster 9 9.83 2.63 x .14 .01

13 Cluster 10 3.76 1.19 x .01

14 Cluster 11 4.55 1.27 X

30

P" %i."P, -
.74 ,7

Table 10

Major Map and AFQT Score Intercorrelatiois Within the Total Sample

Items H SD 1 2 3 4 5 6 7 8

1 Total Core 28.91 6.91 x -.69 .81 .62 .84 .68 .86 .14

2 Total Unique 18F.56 21.89 x .98 .94 .93 .94 .92 .18

3 Total Score 215.47 27.12 x .91 .97 .93 .96 .18

4 Form 1 Unique 93.84 11.48 x .94 .77 .77 .18

5 Form 1 Total Score 122.75 16.64 x .81 .89 .19

6 Form 2 Unique 92.71 11.83 x .96 .16

7 Form 2 Total Score 121.62 17.27 x .17

8 AFQT 54.20 21.78 x

Note: AFQT Score/Criterion r b='00

31
.............. 

Table 11

Map Total. Item Pool

Score Validities Within the Total Sample and Major Subsamples

Total Pool Total Pool Total Score

Attrition Core Items Unique Items

Sample N H SD r b H SD r b H SD r b

Total 9,603 14.6 28.91 6.91 .29 186.56 21.89 .32 215.47 27.12 .34

Half 1 4,802 14.6 28.81 6.93 .32 186.47 22.09 .34 215.28 27.32 .35

Half 2 4,801 14.6 29.01 6.89 .28 186.65 21.70 .31 215.65 26.91 .31

Whites 7,045 16.4 28.29 7.06 .29 -185.69 22.67 .30 213.98 28.08 .32

Blacks 2,179 9.8 30.83 6.16 .29 189.41 19.21 .34 220.24 23.54 .36

Other Ethnic 379 8.4 29.28 6.22 .27 186.42 20.33 .22 215.70 24.89 .24

Males 7,755 13.3 28.22 6.93 .30 186.70 22.17 .33 215.52 27.44 .35

Females 1,848 20.0 29.26 6.72 .29 185.98 20.68 .29 215.24 25.72 .31

MEPS 949 16.8 29.59 6.31 .22 190.10 19.27 .25 219.69 23.83 .27

High School 8,312 13.6 29.20 6.86 .29 187.93 21.52 .32 217.13 26.68 .33

and Above

Non-High School 1,291 21.1 27.02 6.93 .28 177.75 22.24 .27 204.77 27.49 .28

Graduates

Non-HS Graduates 1,291 21.1 25.39 6.54 .30 143.56 18.23 .32 168.95 23.17 .34

-Non-HS Items

32
Table 12

Map Form 1

Score Validities Within the Total. Sample and Major Subsamples

Form 1 Form 1 Form 1

Attrition Core Items Unique Items Total Score

Sample N % H SD r bH SD r b M S

Total 9,603 14.6 28.91 6.91 .29 93.84 11.48 .29 122.75 16.64 .32

Half 1 4,802 14.6 28.81 6.93 .32 93.86 11.56 .31 122.67 16.75 .35

Half 2 4,801 14.6 29.01 6.89 .28 93.83 11.40 .29 122.84 16.54 .31

Whites 7,045 16.4 28.29 7.06 .29 93.41 11.85 .30 121.70 17.20 .32

Blacks 2,179 9.8 30.83 6.16 .29 95.31 10.17 .31 126.14 14.34 .34

Other Ethnic 379 8.4 29.28 6.22 .27 93.55 10.89 .22 122.83 15.40 .26

Males 7,755 13.3 28.22 6.95 .30 93.73 11.66 .32 122.55 16.85 .35

Females 1,848 20.0 29.26 6.72 .29 94.34 10.64 .30 123.60 15.72 .31

MEPS 949 16.8 29.59 6.31 .22 95.97 9.95 .22 125.56 14.49 .24

High School 8,312 13.6 29.20 6.86 .29 94.53 11.31 .30 123.73 16.40 .33

and Above

Non-High School 1,291 21.1 27.02 6.93 .28 89.43 11.58 .25 116.45 16.82 .28

Graduates

Non-US Graduates 1,291 21.1 25.39 6.54 .30 72.54 9.51 .30 99.56 14.75 .32

Non-HS Items

33
77rr

Table 13

Map Form 2

Score Validities Within the Total Sample and Major Subsamples

*IForm 2 Form 2 Form 2

Attrition Core Items Unique Items Total Score

Sample N %H SD r b H SD rb, H SD r b

Total 9,603 14.6 28.91 6.91 .29 92.71 11.83 .29 121.62 17.27 .32

Half 1 4,802 14.6 28.81 6.93 .32 92.61 11.90 .31 121.42 17.35 .34

Half 2 4,801 14.6 29.01 6.89 .28 92.82 11.76 .28 121.83 17.19 .29

Whites 7,045 16.4 28.29 7.06 .29 92.28 12.18 .29 120.57 17.81 .30

Blacks 2,179 9.8 30.83 6.16 .29 94.10 10.64 .34 124.93 15.20 .36

Other Ethnic 379 8.4 29.28 6.22 .27 92.87 11.06 .20 122.16 15.76 .24

Males 7,755 13.3 28.22 6.95 .30 92.97 11.91 .30 121.79 17.42 .33

Females 1,848 20.0 29.26 6.72 .29 91.65 11.43 .26 120.91 16.62 .29

High School 8,312 13.6 29.20 6.86 .29 93.40 11.66 .30 122.60 17.04 .32

and Above

Total HEPS 949 16.8 29.59 6.31 .22 94.13 10.78 .25 123.72 15.54 .27

Non-High School 1,291 21.1 27.02 6.93 .28 88.32 11.98 .24 115.33 17.43 .28

Graduates

Non-HS Graduates 1,291 21.1 25.39 6.54 .30 71.02 9.97 .30 98.04 15.48 .31

Non-HS Items

34

j 6! .
Table 14

Map Forms 1 and 2

Score Relationships and Validities Within the Total Sample and Major Subsamples

Form 1 Form 2 Form 1-2

Attrition Total Score Total Score Score

Sample N % M SD rb M SD rb rxx

Total 9,603 14.6 122.75 16.64 .32 121.62 17.27 .32 .89

Half 1 4,802 14.6 122.67 16.75 .35 121.42 17.35 .34 .89

Half 2 4,801 14.6 122.84 16.54 .31 121.83 17.19 .29 .89

Whites 7,045 16.4 121.70 17.20 .32 120.57 17.81 .30 .90

Blacks 2,179 9.8 126.14 14.34 .34 124.93 15.20 .36 .86

Other Ethnic 379 8.4 122.83 15.40 .26 122.16 15.76 .24 .86

Males 7,755 13.3 122.55 16.85 .35 121.79 17.42 .33 .89

Females 1,848 20.0 123.60 15.72 .31 120.19 16.62 .29 .89

MEPS 949 16.8 125.56 14.49 .24 123.72 15.54 .27 .87

High School 8,312 13.6 123.73 16.40 .33 122.60 17.04 .32 .89

and Above

Non-High School 1,291 21.1 116.45 16.82 .28 115.33 17.43 .28 .85

Graduates

Non-HS Graduates 1,291 21.1 99.56 14.75 .32 98.04 15.48 .31 .90

Non-HS Items

35
'S

Table 15

Hap Form I and 2 Total Items and Item Clusters -

Score Relationships and Validities Within the Total Sample

(N=9,603)

Items Form 1-2

Each Form Form 1 Form 2 Score

Item Cluster Core Unique M SD rb M SD rb rxx

Total Core 23 0 28.91 6.91 .29 28.91 6.91 .29 1.00

Total Unique 78 0 93.84 11.48 .29 92.71 11.83 .29 .77

Total Score 23 78 122.75 16.64 .32 121.62 17.27 .32 .89

1 Early Experiences- 0 5 5.57 1.18 .12 5.66 1.55 .12 .16

Influences

2 Academic History- 3 11 16.08 3.70 .17 17.60 3.96 .15 .64

Orientation

3 Work History-Orientation 2 9 13.19 2.86 .21 13.88 3.14 .20 .58

4 Physical Activity- 6 7 15.39 3.90 .26 14.88 4.40 .26 .80

Orientation

5 General Self Esteem 4 7 14.81 3.74 .18 14.72 3.73 .17 .80 I

6 General Self Description 1 11 17.49 3.33 .18 15.66 2.80 .18 .51

7 Social Ofientation-Skills 0 14 15.90 3.22 .15 15.83 3.43 .17 .42

8 Enlistment Influences- 2 4 7.07 1.91 .18 6.59 2.43 .18 .61

Motivation

9 Service Perceptions- 4 4 9.82 2.56 .23 9.83 2.63 .21 .80

Orientation

10 General Perceptions- 0 3 3.83 1.21 .09 3.76 1.19 .11 .16

Values

11 Unassigned 1 3 4.99 1.48 .14 4.55 1.27 .11 .36

36
Non-High School Graduate Item Subsets

The procedures to develop a subset of items within each form for use with

non-high school graduates resulted in the identification of 144 items weighted in

the total sample which could serve the non-high school graduate use purpose.

Each subset in each form consists of 82 weighted items, 20 of which are

core--common to both forms-plus 62 unique in each. Score range of the Form 1

subset is 0 to 152; score range of the Form 2 subset is 0 to 157. Tables 16

through 19 which follow present score characteristics and score-criterion

relationships for these non-high school graduate item subsets within the non-high

school graduate sample. It should be noted that separate analyses were not

conducted for the various populations within the non-high school graduate sample

because of the small sample sizes involved.

*Tables 16 through 18 present the relationships among all of the subsets'

major part (core, unique, total score) and cluster scores. As observed

with the larger item sets, the major sections are highly intercorrelated,

since they represent a cross section of the clusters. The cluster scores

themselves show generally modest to low relationships, indicating their

relative independence. Within this sample, AFQT scores show a low but

positive relationship to this type of attrition.

e Table 19 shows the total number of weighted items in each form, as well

as the items within the cluster. Form-to-form total scores (r-.90) and

their validities are highly comparable, with the mean score of the Form

1 subset about one and one-half points higher than that of Form 2.

Cluster scores are encouragingly equivalent given the smaller number of

items involved. Again, score-criterion relationships are quite

satisfactory. As to the number of items in each cluster (cf. Table 15),

the greatest differences between the total sample and the non-high school

graduate item pools are found in the Academic History-Orientation and

Social Orientation-Skills clusters.

37
Table 16

Map Form 1I Non-High School Graduate Items

Score Intercorrelations; Within the Non-High School Graduate Sample

(N-1 ,291)

Item H SD 1 2 3 4 5 6 7 8 9 10 11 1213 14

1 Total Core 25.39 6.54 x .60 .85 -.13 .13 .56 .75-.74.41-.29 .36 .71 .17 .30

2 Total Unique 72.54 9.51 x .93 .35 .40 .52 .52 .63 .72 .63 .38 .61 .35 .32

3 Total Score 99.56 14.75 x .29 .33 .60 .68 .75 .65 .54 .40 .73 .31 .35

4 Cluster 1 3.99 1.10 x .09 .13 .10 .13 .20 -.19 .16 .12 .10 .04

5 Cluster 2 6.88 1.66 x .12 .10 .17 .18 .17 .08 .12 .06 .06

6 Cluster 3 10.36 2.53 x .33 .44 .25 .16 .21 .40 .10 .19

7 Cluster 4 14.36 3.54 x .49 .34 .22 .17 .44 .14 .17

8 Cluster 5 14.83 3.78 x .32 .28 .16 .55. 14 .20

9 Cluster 6 17.11 3.41 x .42 .23 .40 .24 .12

10 Cluster 7 9.19 2.37 x .20 .30 .21 .12

11 Cluster 8 6.23 1.81 x .25 .13 .10

12 Cluster 9 9.72 2.64 x .19 .22

13 Cluster 10 2.55 .85 x .11

14 Cluster 11 4.07 1.53 x

38
Table 17

Hap Form 2 - Non-High School Graduate Items

I Score Intercorrelations Within the Non-High School Graduate Sample'

(M-1 ,291)

Items H SD 1 2 3 4 5 6 7 8 9 10 11 12 1314

1 Total Core -25.39 6.54 x .66 .87 .34 .20 .62 .67 .73 .44 .36 .41 .65 .16 .05

2 Total Unique 71.02 9.97 x .94 .44 .46 .61 .55 .62 .69 .62 .42 .59 .28 .11

3 Total Score 98.04 15.48 x .44 .40 .67 .65 .72 .64 .56 .45 .67 .25 .09

4 Cluster 1 4.26 1.30 x .15 .20 .25 .34 .26 .21 .06 .21 .09 .03

5 Cluster 2 6.91 2.10 x .15 .17 .21 .17 .16 .09 .17 .07 .06

6 Cluster 3 11.70 2.97 x .32 .50 .37 .28 .24 .40 .12-.02

7 Cluster 4 13.53 4.22 x .39 .27 .23 .20 .31 .08-.02

8 Cluster 5 12.98 3.52 x .34 .30 .19 .46 .16-.00

9 Cluster 6 15.40 2.93 x .40 .24 .35 .15 .01

10 Cluster 7 9.86 2.38 x .20 .34 .13-.01

11 Cluster 8 5.64 2.21 x .31 .07 .03

12 Cluster 9 9.72 2.69 x .16 .01

13 Cluster 10 2.06 1.04 x -.04

*14 Cluster 11 3.90 1.32 x

39
kI

Table 18

Major Non-High School Graduate Map and AFQT Score Intercorrelations

Within the Non-High School Graduate Sample

(N=1,291)

Variable M SD 1 2 3 4 5 6 7 8

1 Total Non-HS Core 25.39 6.54 x .67 .82 .60 .85 .66 .87 .08

2 Total Unique 145.44 18.37 x .98 .93 .92 .94 .91 .11

3 Total Score 170.82 23.28 x ..90 .96 .93 .96 .11

4 Form 1 Unique 72.54 9.51 x .93 .75 .75 .06

5 Form 1 Total Score 99.56 14.95 x .80 .90 .06

6 Form 2 Unique 71.02 9.97 x .94 .11

7 Form 2 Total Score 98.04 15.48 x .12

8 AFQT 63.93 11.84 x

Note: AFQT Score/Criterion r b=10

40
Table 19

Map Forms I and 2 Total Non-High School Graduate Items and Item ClustersScore Relationships and Validities Within the Non-High School Graduate S-ample

(N-i1,291)

Items Form 1-2

Each Form Form 1 Form 2 Score Item Cluster Core Unique H SD rb M SD r b r x

Total Core 20 0 25.39 6.54 .30 25.39 6.54 .30 1.00

Total Unique 0 62 72.54 9.51 .30 71.02 9.97 .30 .75

Total Score 20 62 99.56 14.95 .32 98.04 15.48 .31 .90

1 Early Experiences- 0 4 3.99 1.10 .04 4.26 1.30 .13 .21

Influences

2 Academic History- 0 7 6.88 1.66 .10 6.91 2.10 .11 .16

Orientation

3 Work History-orientation 2 7 10.36 2.53 .17 11.70 2.97 .20 .60

4 Physical Activity- 6 6 14.36 3.54 .27 13.53 4.22 .24 .79

Orientation

5 General Self Esteem 4 7 14.83 3.78 .21 12.98 3.52 .20 .80

6 General Self Description 1 11 17.11 3.41 .21 15.40 2.93 .24 .56

7 Social Orientation-Skills 0 9 9.19 2.37 .20 9.86 2.38 .13 .37

8 Enlistment Influences- 2 3 6.23 1.81 .24 5.64 2.21 .17 .61

Motivation

9 Service Perceptions- 4 4 9.72 2.64 .24 9.72 2.69 .21 .81

Orientation

10 General Perceptions- 0 2 2.55 .85 .14 2.06 1.04 .08 .13

Values

11 Unassigned 1 3 4.07 1.53 .06 3.90 1.32 .00 .31

41
Cross-Validation

The development of random half scoring keys with a .05 level of

significance required for weighting produced 194 weighted items in the half I

scoring key and 185 weighted items in the half 2 sco-ring key. The score range

of the Half 1 key is 0 to 347; the score range of the Half 2 key is 0 to 337.

Table 20 below presents the means, standard deviations, and score

validities and cross-validities of the two keys within the total sample and the

half samples. Cross-validities are those in parentheses. As to an

interpretation of the meaning of the cross-validities, it should be noted first

that the number of items keyed in each of the half samjles is only slightly

higher than the number keyed in the total sample's total item pool (194 and 185

versus 179). Given this closeness in the number of keyed items, and if as

Katzell suggests, the higher cross-validity may be the better estimate, then

the Half 2 cross-validity of .31 may be compared to the total item pool's

validity of .34. The Half 1 key's cross-validity could be viewed as a lowerbound, but highly unlikely possibility. Finally, since Form 1 and 2 scores

correlate so highly with total item pool scores (.97 and .96), extending total

pool conclusions concerning the possible magnitude of validity shrinkage to

Form 1 and 2 scores would appear reasonable.

Table 20

Validities and Cross-validities of Random Half Scoring Keys

Half 1 Half 2

Scoring Key Scoring Key

Sample N M SD rb H SD rb

Total 9,603 210.89 28.07 .31 207.05 24.86 .34

Half 1 4,803 210.48 28.48 .37 206.95 24.81 (.31)

Half 2 4,801 211.30 27.65 (.26) 207.16 24.91 .37

42
New Form Reliability

Form 1 and 2 test-retest reliabilities are shown in Tables 21 through 24 f or

the 267 persons who took the HAP first in a MEPS and second in a Reception

Station. Despite the group's small size, data also are presented for the 77 nonhigh school graduates in this sample who did the same.

o Tables 21 and 22 present total score reliability estimates for

Form 1 (r--.82) and Form 2 (r=-.83), as well as all major sections

and clusters in each form. Possible faking effects; i.e.; higher

means and lower standard deviations on initial test, are present,

with a total mean score difference of approximately two and onehalf points. These shifts also may be due in part to actual

changes in perceptions of some elements such as physical activityorientation once military training's physical demands have been

experienced. There nevertheless is a shift in scores. As to the

cluster score data, they are affected by more limited score

variability and the number of core items each cluster contains,

but they are presented here so that the reader may compare patterns.

o Tables 23 and 24 present total score reliability estimates for the

non-high school graduate item subset (Form 1 r=.71, Form 2 r=.74)

within the non-high school graduate test-retest subsample. These

data are provided, however, with a caveat that the sample is not of

sufficient size to permit conclusive statements abbut degree of

j score shift. The pattern, however, is the same as-that observed in

the larger total sample.

The applicant-recruit score differences of course must be considered when

planning for the operational use of the new MAP Forms (i.e., the effect of

various cut scores should be determined on applicant, rather than recruit score

distributions). The validity of MAP scores with these conditions operant,

however, has been established in a predictive form with the MEl'S total sample,

even with some restriction in the range of scores.

43
Table 21

Map Form 1

Test/Retest Score Reliabilities Within the Test/Retest Sample

(N=267)

Test Retest Test-

(MEPS) (Recept Stations) Retest

I Score M SD M SD r

xx

Core 29.00 6.78 28.03 7.04 .79

Unique 95.38 10.34 93.96 10.77 .78

Total Score 124.39 15.51 121.99 16.13 .82

1 Early Experiences- 5.58 1.12 5.53 1.15 .60

Influences

2 Academic History- 16.30 3.66 16.26 3.92 .80

Orientation

3 Work History- 13.27 2.74 13.22 2.87 .60

Orientation

4 Physical Activity- 15.40 3.89 14.69 3.95 .80

Orientation

5 General Self Esteem 14.82 3.67 14.31 3.94 .73

6 General Self 18.29 2.90 17.69 3.06 .56

Description

7 Social Orientation-Skills 16.09 3.14 16.20 3.15 .63

8 Enlistment Influences- 7.09 1.72 6.96 1.99 .58

Motivation

i 9 Service Perceptions- 10.06 2.51 9.70 2.58 .61

Orientation

I 10 General Perceptions- 3.97 1.14 3.90 1.17 .34

Values

11 Unassigned 4.89 1.57 4.91 1.56 .76

* NOTE: Test-Retest interval in days M=29.83, SD=23.07

44

"', ' " " "" S -p " .A'"-k." . .. " " " ' "" :. . '; " •: '" " " " ' ' " "
Table 22

Map Form 2

Test/Retest Score Reliabilities Within the Test/Retest Sample

(N=267)

Test Retest Test-

(MEPS) (Recept Stations) Retest

Score M. SD M SD rxx

Core 29.00 6.78 28.03 7.04 .79

Unique 93.21 10.90 91.69 11.33 .79

Total Score 122.22 16.28 119.72 16.76 .83

1 Early Experiences- 5.61 1.59 5.73 1.55 .65

Influences

2 Academic History- 17.36 4.04 17.29 4.08 .81

Orientation

3 Work History- 14.03 3.16 13.70 3.10 .68

Orientation

4 Physical Activity- 14.66 4.40 14.00 4.39 .82

Orientation

5 General Self Esteem 14.66 3.43 14.50 3.68 .72

6 General Self 15.86 2.53 15.51 2.75 .52

Description

7 Social Orientation-Skills 15.85 3.38 16.09 3.49 .68

8 Enlistment Influences- 6.94 2.22 6.41 2.45 .61

Motivation

9 Service Perceptions- 10.16 2.44 9.81 2.73 .52

Orientation

10 General Perceptions- 3.96 1.11 3.72 1.10 .29

Values

11 Unassigned 4.43 1.35 4.31 1.40 .76

NOTE: Test-Retest interval in days M=29.83, SD=23.07

45
Table 23

Map Form 1 Non-High School Graduate Test/Retest Score Reliabilities

Within the Non-High School Graduate Test/Retest Sample

(N= 77)

Test Retest Test-

(MEPS) (Recept Stations) Retest

Score M SD M SD r

Core 26.33 5.88 24.69 6.20 .69

Unique 74.27 8.82 73.29 8.58 .65

Total Score 102.16 13.11 99.52 13.22 .71

1 Early Experiences- 3.97 1.16 4.14 1.14 .74

Influences

2 Academic History- 7.33 1.85 6.95 1.68 .41

Orientation

3 Work History- 10.62 2.64 10.42 2.68 .55

Orientation

4 Physical Activity- 14.51 3.49 13.78 3.74 .77

Orientation

5 General Self Esteem 14.58 3.65 14.36 3.62 .58

6 General Self 18.08 2.84 17.74 3.08 .51

Description

7 Social Orientation-Skills 9.36 2.45 9.75 2.52 .58

8 Enlistment Influences- 6.55 1.46 6.25 1.93 .40

Motivation

9 Service Perceptions- 10.22 2.26 9.39 2.32 .46

Orientation

10 General Perceptions- 2.62 .76 2.52 .72 .17

Values

11 Unassigned 4.12 1.61 3.97 1.64 .71

NOTE: Test-Retest interval in days M=30. 12 'SD=16.62

46
Table 24

Map Form 2 Non-High School Graduate Test/Retest Score Reliabilities

Within the Non-High School Graduate Test/Retest Sample

(N=77)

Test Retest Test-

(MEPS) (Recept Stations Retest

Score M SD M SD r

Core 6.33 5.88 4.69 6.20 .69

Unique 72.65 8.73 70.58 9.35 .69

Total Score 100.55 13.30 96.82 14.44 .74

1 Early Experiences- 4.26 1.32 4.44 1.35 .52

Influences

2 Academic History- 7.04 2.59 6.64 2.16 .53

Orientation

3 Work History- 11.70 3.07 11.40 2.81 .61

Orientation

4 Physical Activity- 13.87 4.08 12.82 4.79 .78

Orientation

5 General Self Esteem 12.33 3.12 12.48 3.24 .62

6 General Self 16.13 2.65 15.39 2.54 .32

Description

7 Social Orientation-Skills 10.04 2.19 10.27 1.91 .45

8 Enlistment Influences- 6.31 2.00 5.46 2.15 .65

Motivation

9 Service Perceptions- 10.52 2.27 9.96 2.34 .31

Orientation

10 General Perceptions- 2.03 .97 1.95 1.00 .16

Values

11 Unassigned 4.07 1.32 3.90 1.43 .60

NOTE: Test-Retest interval in days M=30.12, SD=16.62

47

• - "- .': -- .' -':." . .'-..."". -... . '-. i ' ". . i" .{ i.'.. . i ] "-'i ' .. i''i 7,ii' i -i i i: i'i." -'.. '.
utility

To provide a more concrete illustration of the relationship between MAP

scores and attrition, frequency distributions of attrition were computed byMA

form score, including non-high school graduate item subset scores. The outcomes

then were collapsed into seven score levels with their respective still enlistedseparated distributions. Tables 25 through 28 present the results of these

analyses in bar chart form and, as can be seen, the percent still enlisted at

each level is exceeding that of each level below it. Between level differences,

particularly toward the top half of the score range, are not dramatic, but that

is not atypical with a criterion split of 85-15. What is critical is the fact

that there is a sizeable group of enlistees toward the bottom of the MAP score

distribution with an attrition rate two or more times as large as that of the

total sample. Screening at this level can reduce attrition while minimizing the

frequency of false negative cases (those whose scores would tend to indicate a

high probability of discharge, but who in fact would stay enlisted if selected).

The data presented in Tables 29 through 31 are more directly operational.

Using the same frequency data described above, determinations were made of the

implications of various attrition reduction goals within the total, the high

school and above, and the non-high school graduate samples. As shown in Table

29, for example, achieving a goal of reducing attrition by approximately 10

percent would require a Form 1. cutting score of 91, which also would result in

a loss of between 2 and 3 percent of the stayers. Similarly, a cutting score

of 102 would reduce attrition by approximately 25 percent, while losing

approximately 10 percent of the stayers. Attrition reduction goals will of

course depend on enlistment volume and may be adjusted upward or downward as

desired.

48
Table 25

* Map Form 1I Still Enlisted Rates by Total Score Level

Score Within Score Range Number-Percent in Range

Range N %Still Enlisted At 180 Days

148 - 163 435 4.5 419 196.3

140 - 147 1,070 11.2 1,012 94.6

131 - 139 1,842 19.2 1,652 189.7

118 - 130 2,945 30.7 2,552 186.7

106 - 117 1,842 19.2 1,5151 182.2

93 - 105 1,009 10.5 7651 ~ 75.8

26 - 92 460 4.8 285[ 162.0

Note: Total sample base rate (i.e., percent still enlisted at 180 days)

is 85.4 percent. Total sample N=9,603, r b .32.

49
Table 26

Map Form 2 -Still Enlisted Rates by Total Score Level

I'Score Within Score Range Number-Percent in Score Range

Range N z Still Enlisted At 180 Days

149 - 167 430 4.5 4091 95.1

139 - 148 1,173 12.2 1,0941 -93.3

129 - 138 1,916 20.0 1,7181 89.7

117 - 128 2,638 27.5 2,2981 87.1

105 - 116 1,911 19.9 1,574 182.4

92 - 104 1,067 11.1 8211 [113 6.9

31 - 1468 4.9 268[ 161.1

Note: Total sample base rate (i.e.,percent still enlisted at 180 days)

is 85.4 percent. Total sample N=9,603, r b =32.

50

.........................
Table 27

Hap Form 1

Non-High School Graduate Still Enlisted Rates

by Non-High School Graduate Score Level

Score Within Score Range Number-Percent in Score Range

Range N z Still Enlisted At 180 Days

122 -133 59 4.6 54 91.5

114 -121 151 11.7 1331 188.1

107 -113 253 19.6 2181 86.2

96 -106 368 28.5 2951 180.2

86 -95 257 19.9 189( 73.5

74 -85 141 10.9 98Z 69.5

27 -73 62 4.8 3 ~ J 51.6

Note: Total sample base rate (i.e.,percent still enlisted at 180 Days)

is 78.9 percent. Total sample N=1,291, r b=. 32 .

51
Table 28

Map Form 2

Non-High School Graduate Still Enlisted Rates

by Non-High School Graduate Score Level

Score Within Score Range Number-Percent in Score Range

Range N Z Still Enlisted At 180 Days

122 - 135 61 4.7 53 86.9

114 - 121 142 11.0 123 86.6

93 - 105 236 18.3 202 85.6

106 - 113 420 32.5 344 81.9

83 - 92 235 18.2 179 76.2

71 - 82 140 10.8 89 63.4

26 - 70 57 4.4 29 50.9

Note: Total sample base rate (i.e., percent still enlisted at 180 days)

is 78.9 percent. Total sample N-1l,291, r b=' 3 1.

52

.......................
Table 29

Map Forms 1 and 2 - Stay/Leave Expectancies For the Total Sample at Various Cut Score Levels

Total % of Total Stay % of Total Leave 2 of Total

Score Range N Sample N Stay N Leave

Total (Total 9,603 100.0 8,200 a 100.0 1,100.0

Sample)10.

Form I

91 or higher 9,239 96.2 7,976 97.3 1,263 90.0

96 or higher 8,991 93.6 7,805 95.2 1,186 84.5

100 or higher 8,737 91.0 7,624 93.0 1,113 79.3

102 or higher 8,571 89.3 7,506 91.5 1,065 75.9

Form 2

88 or higher 9,285 96.7 8,021 97.8 1,264 90.1

94 or higher 9,024 94.0 7,837 95.6 1,187 84.6

98 or higher 8,959 93.3 7,632 93.1 1,127 80.3

102 or higher 8,391 87.4 7,340 89.5 1,051 74.9

a 54percent of total b14.6 percent of total

53
Table 30

Map Forms 1 and 2 - Stay/Leave Expectancies

For the High School and Above Sample at Various Cut Score Levels

Total Z of Total Stay % of Total Leave Z of Total

Score Range N Sample N Stay N Leave

Total (Total 11S 8.312 100.0 7,181 a 100.0 1 ,1 31 b 100.0

And Above)

Form 1

92 or higher 8,001 96.3 6,985 97.3 1,016 89.8

97 or higher 7,793 93.8 6,836 95.2 957 84.6

101 or higher 7,590 91.3 6,690 93.2 900 79.6

103 or higher 7,430 89.4 6,574 91.5 856 75.7

Form 2

91 or higher 7,999 96.2 6,986 97.3 1,013 89.6

96 or higher 7,780 93.6 6,827 95.1 953 84.3

100 or higher 7,518 90.4 6,616 92.1 902 79.3

103 or higher 7,293 87.7 6,447 89.8 846 74.8

a 86.4 percent of total b 13.6 percent of total

54
Table 31

Map Forms 1 and 2 - Stay/Leave Expectancies for

the Non-High School Graduate Saunle at Various Non-High School Graduate Cut Scoie Levels

Total % of Total Stay % of Total Leave % of Total

Score Rang( N Sample N Stay N Leave

Total lion-High School 1,291 100.0 1,019 a 100.0 22b 100.0

Graduates

Form 1

72 or higher 1,240 96.0 994 97.5 246 90.4

79 or higher 1,178 91.2 959 94.1 219 80.5

84 or higher 1,117 86.5 914 89.7 203 74.6

87 or higher 1,064 82.4 872 85.6 192 70.6

92 or higher 946 73.3 782 76.7 164 60.3

Form 2

69 or higher 1,243 96.3 997 97.8 246 90.4

77 or higher 1,172 90.8 957 93.9 215 79.0

80 or higher 1,135 87.9 934 91.7 201 73.9

84 or higher 1,076 83.3 888 87.1 188 69.1

89 or higher 932 72.2 769 75.5 163 59.9

a 89percent of total b21.1 percent of total

55
Summary

This fifth phase of the Army's investigations into the utility of

autobiographical questionnaires in predicting early service attrition has

produced two new and more comprehensive Military Applicant Profile (MAP) forms

for use with males and females of all education levels. The products also

include forms within forms--two approximately equivalent subsets of items

weighted on the basis of total sample data, but applicable to non-high school

graduate subsamples. The same forms may therefore be used with all candidates

for data collection purposes, but with different keys applied according to

candidate education levels.

It should be emphasized again that the validities observed are in the face

of a generally unfavorable criterion split of 85 percent still enlisted and 15

I percent separated. It also should be-noted that the validities reported here

are in spite of a likely restriction in-range of Form 1 and 2 scores. The extent

of that restriction can be determined and adjustments for it made as soon as the

* Army can develop larger and more representative MEPS samples than those available

in this study. As to the cross-validities of the final scoring systems, validity I shrinkage is expected to be minimal given the rigor of the development process

and the pattern of validity observed across multiple subgroups.

The choice of cutting scores on the new forms is, of course, a policy

j decision which will depend on the expected number and quality of applicants,

projected staffing levels, and data from experimental research such as the

I findings of this Research Note. It is recommended that the total sample used

in this research continue to be tracked to determine score relationships with

I such elements as longer term attrition, progression, and re-enlistment rates.

I 56

I
BIBLIOGRAPHY

i Baker, P. C. (1952). Combining tests of significance in cross-validation.

Educational & Psychological Measurement, 12, 300-306.

I Bell, D. B., Kristiansen, D. M. &-Seeley, L. C. (1974). Initial consideration

in the development of the Early Experience Questionnaire (EEQ) (Research

Memorandum 74-10). Alexandria, VA: Army Research Institute.

Eaton, N. K., Weltin, M. M. & Wing, H. (1982). Validity of the Military Applicant

Profile (MAP) for predicting attrition in different educational, age,

and racial groups (Technical Report TR-567). Washington, DC: Army

Research Institute.

Erwin, F. W., & Herring, J. W. (1977). The feasibility of the use of autobiographical

information as a predictor of early Army attrition (Technical Report TR-77-6).

Alexandria, VA: Army Research Institute. (AD 040622).

Frank, B. A. & Erwin, F. W. (1978). The prediction of early Army attrition through

the use of autobiographical information questionnaires. (Technical Report

TR-78-All) Alexandria, VA: Army Research Institute.

Haymaker, J. C. & Erwin, F. W. (1980). Investigation of applicant responses and

falsification detection procedures for the Military Applicant Profile

(Final Project Report, Work Unit No. DA 644520). Washington, DC:

Army Research Institute.

IKatzell, R. A. (1951). Cross-validation of item analyses. Educational &

Psychological Measurement, 11, 16-22.

Seeley, L., Rosen T. & Stroad, K. (1978). Early development of the Military

Applicant Profile (MAP) (Technical Papaer 228). Washington, DC: Army

Research Institute. (AD A052953).

57

r:..' .'--'-'' '.- ,'- ' .'<¢.k #:'.- - : ',.'..:, :, ' : ".-! ' "' ' " ' '""%
-. 1 -7: 1,17-- -7~~

V !~- - W~

I APPENDIX

I o Standard Operating Procedures

o Attrition by AFQT Score Level

58
a r -r M M P % 07 PIC 

 N -.

SOP

Administration of the Military Applicant Profile

MAP Forms 4AB/CD and 4 CD/AB

at Selected MEPS, February, 1982 Until Completion

I BACKGROUND

The Military Applicant Profile (MAP) is a multiple choice questionnaire

asking about the individual's family, school, and work background, as well

as his or her experienceg, interests, attitudes and ideas.

Development of MAP was undertaken in an effort to reduce attrition

among Army recruits for failure to adapt to military requirements during

the early months of their enlistment. Earlier forms of MAP have demonstrated

validity in distinguishing between enlistees who were separated for failure to

adjust in the first six months and those who succeeded and remained in the

Army. As a result, one form of the MAP was made operational in all AFEES as

of July, 1979 for 17 year old non-graduates.

Today alternate forms of MAP are urgently needed in order to extend

its use and to lessen the likelihood of test compromise. The current

administration at MEPS and Reception Stations under this SOP and the

subsequent follow-up of those tested is aimed at trying out new items and

re-evaluating old ones with the ultimate goal of producing new and effective

alternate forms.

II REQUIREMENTS

Forms 4 AB/CD and 4 CD/AB of the MAP are to be administered at designated

MEPS starting 1 February, 1982, and continuing until the specified quotas are

filled.

1

(59)
The MAP is to be given to all non-prior service, Active Army candidates, both

male and female of all racial and ethnic groups processing during this period.

In the event that male quotas are attained before female, testing of males may

be stopped. However, female testing must continue until their quotas are

filled. Only one of the two forms will be used at each MEPS. The form to

be used at each MEPS is shown below, along with quotas assigned and quantities

of the questionnaire and separate answer sheet provided. Both forms (4;.AB/CD

and 4 CD/AB) contain the same 240 questions; only the sequence in which theyare presented is different.

The separate answer sheets are not interchangeable; to prevent confusion or

error both booklets and answer sheets are color coded. (4 AB/CD in blue;

4 CD/AB in green).

Specific instructions for administering the MAP are contained in the Manual

for Administering MAP Forms 4 AB/CD and 4 CD/AB which accompanies this SOP.

One point however is so essential that it is repeated here: Entering and

coding examinees' Social Security number must be carefully checked by the

administrator or proctors before releasing examinees. Failure to provide

accurate SSN's would prevent subsequent tracking of these cases and would

severely curtail the usefulness of this study.

2o

(60)
MAP ADMINISTRATION LOCATIONS-FORMS-QUANTITIES

MEPS Form Quantity MEPS Form Quantity

Albuquerque Blue 50 Atlanta Green 50

Denver Green 100 Beckley, W.Va. Blue 50 El Paso Blue 50 Boston Green 50

Houston Green 75 Buffalo Blue 50 " Oklahoma City Green 75 Charlotte Green 50

Phoenix Blue 100 Harrisburg Blue 50 Portland, Me. Green 50 Jacksonville Green 50

San Antonio Blue 75 Manchester, N.H. Blue 50

San Diego Green 100 Miami Blue 50

Chicago 

Cleveland 

Blue 300 Newark Blue 50 Green 300 New Haven Green 50 Nashville Blue 75 New York Blue 50

Detroit Green 300 Pittsburgh Green 50 Kansas City Blue 75 Portland, Ore. Green 75

Louisville Green 150 Richmond Green 50 Milwaukee Blue 100 San Juan Blue 50

• Minneapolis Green 100 Springfield, Mass Green 50

Montgomery Blue 150 Syracuse Blue 50 St Louis Green 100 Wilkes-Barre Green 50

Albany, N.Y. Blue 50

Reception Stations Form Quantity Reception Stations Form Quantity

Fort Dix Blue 3,000 Fort Sill Green 2,000 Fort Jackson Green 4,000 Fort Leonard Wood Green 3,000

Fort Knox Blue 2,500 Fort Bliss Green 1,000

Fort McClellan Blue 2,000

I

3

(61)
III SECURITY

Both forms of the MAP (4 AR/CD and 4 CD/AR) although not marked for

Official Use Only (FOUO) are to be handled as though they were so stamped,

and are to be stored and protected as carefully as other test materials

labeled FOUO.

IV FURTHER INFORMATION and MATERIALS

If there are any questions relating to this project, clarification or

requirements, etc., or if more testing materials are needed, MEPS may

contact:

Attention: Mr. Frank W. Erwin

Richardson, Bellows, Henry & Co.

1140 Connecticut Ave., N.W.

Washington, D.C. 20036

Telephone: 202-659-3755

V RETURN OF DATA

Completed answer sheets (after they have been checked) should be

securely wrapped and forwarded to Richardson, Bellows, Henry & Co. address

as above, weekly f or the duration of the study.

When quotas for both males and females have been filled, all questionnaire

booklets and unused answer sheets should likewise be returned to Richardson,

Bellows, Henry & Co.

4

tenL

.............................................
MANUAL FOR ADMINISTERING MAP, FORMS 4 AB/CD AND 4 CD/AB

SECTION I-PREPARATION FOR TESTING

1. Testing Method

Forms 4 AB/CD and 4 CD/AB of the Military Applicant Profile (MAP) are

to be given in accordance with the principles of test administration set forth

in chapter III, "Test Administration", in AR 611-5, Army Personnel Tests. In

addition to these general principles, the specific directions for administering

MAP 4 AB/CD and MAP 4 CD/AB are to be followed without deviation. No omissions

or changes in the wording of the instructions to examinees are permitted.

Questions asked by examinees are to be answered as much as possible by repeating

the appropriate portion of the directions.

2. Time Requirements

No strict time limits are established. Most examinees can answer the

240 questions within two (2) hours. A few may take longer.

All Examinees should be permitted to complete the questionnaire.

3. Material Requirements

(a) Each of the two forms requires its own separate answer sheet.

These are not interchangeable. Each IEPS will administer only one

of the two forms, as shown in the Table in the SOP.

(b) For the examiner

(1) A copy of this manual.

(2) Extra copies of appropriate Questionnaire Booklet

(MAP 4 AB/CD or MiAP 4 CD/AB).

1

I rn kuJi

....- . . ... . . . .
(3) Extra copies of Answer Sheet (MAP 4 AB/CD or MAP CD/AB

as appropriate).

(4) Extra pencils, Number 2 or softer, with erasers.

(c) For the examinee

(1) One MAP 4 AB/CD or MAP CD/AB Questionnaire Booklet.

(2) One MAP 4 AB/CD or MAP CD/AB Answer Sheet, as

appropriate.

(3) One pencil, Number 2 or softer, with eraser.

I

2

(64)
q 

q 

j

SECTION II

ADMINISTERING THE MAP 4 AB/CD or MAP 4 CD/AD

1. Reading the Directions

In this Manual the directions in large type are to be read aloud to

the examinees. Read all directions slowly and distinctly, making sure the

examinees can follow as you read. Other directions, including those in

parentheses, are for the examiner only and are not read aloud.

2. Initial Instructions

When all examinees are seated, the examiner should say:

EACH OF YOU WILL BE GIVEN A QUESTIONNAIRE BOOKLET, A SEPARATE

ANSWER SHEET AND A PENCIL. DO NOT OPEN YOUR BOOKLET OR MAKE ANY

STRAY MARKS ON YOUR ANSWER SHEET UNTIL YOU ARE TOLD TO DO SO.

BE SURE TO LISTEN CAREFULLY TO ALL DIRECTIONS. IF TREY ARE NOT

PERFECTLY CLEAR, RAISE YOUR HAND. (Hand out materials).

3. Supplying Identification Information

Say to examinees:

OPEN YOUR ANSWER SHEET. ON THE LEFT HAND PAGE IN THE VERY TOP CENTER,

FIND WHERE THE WORDS "NAME (LAST, FIRST, MIDDLE INITIAL)" ARE PRINTED. IN

THE BLANK BOXES DIRECTLY BELOW THESE WORDS ENTER YOUR LAST NAME, OR

AS MUCH OF IT AS WILL FIT, ONE LETTER TO A BOX. THEN SKIP ONE BOX AND

DO THE SAME FOR YOUR FIRST NAME. THEN, IF THERE IS STILL ROOM, SKIP L

ONE BOX AND ENTER YOUR MIDDLE INITIAL. DO THIS NOW.

Pause.

3

(65)
NOW LOOK AT THE COLUMNS OF LETTERS IN TINY CIRCLES BELOW YOUR NAME.

YOU ARE GOING TO BLACKEN ONE CIRCLE IN EACH COLUMN-THE ONE THAT HAS

THE SAME LETTER AS IN YOUR NAME ABOVE. AN EXAMPLE HALF WAY DOWN ON

THE LEFT OF THE PAGE SHOWS YOU HOW THIS IS DONE. UNDER THE NAME

BLAKE, THE FIRST COLUMN HAS THE B BLACKENED, THE SECOND HAS THE L

BLACKENED, AND SO ON. TO TAKE CARE OF THE SPACE BETWEEN NAMES. THE

EMPTY CIRCLE ABOVE THE LETTER A IS BLACKENED. IS THIS CLEAR?

Pause. Proctors should provide help if needed.

NOW GO BACK TO YOUR OWN NAME, AND BLACKEN THE PROPER LETTERCIRCLES-BELOW YOUR NAME.

Allow time for this.

NOW LOOK AT THE BLOCK TO THE RIGHT OF YOUR NAME LABELED "SOCIAL SECURITY

NO". IN THE BOXES DIRECTLY BELOW, ENTER YOUR SOCIAL SECURITY NUMBER,

ONE NUMBER TO EACH BOX. DO THIS NOW. (PAUSE) NOW JUST AS YOU DID WITH

YOUR NAME, BLACKEN THE CIRCLE IN EACH COLUMN WHICH HAS THE SAME NUMBER

AS YOU WROTE ABOVE IN YOUR SOCIAL SECURITY NUMBER. DO THIS VERY

CAREFULLY. IT IS MOST IMPORTANT.

Pause.

HAS EVERYONE FINISHED THIS? ARE THERE ANY QUESTIONS?

Proctors should check to see that examinees are coding their

SSN properly; and give help as needed. Then say:

IN THlE MIDDLE OF THE PAGE, BELOW YOUR NAME BLOCK FIND THE WORDS

NAME OF THIS LOCATION. ENTER________________

(Examiner give name of post or station)

4

(66)
ON THE NEXT LINE TODAY'S DATE, ENTER ___________

(Examiner supply correct date.)

BELOW THE DATE ARE THREE ITEMS: A, B, AND C. COMPLETE THESE BY

BLACKENING THE APPROPRIATE CIRCLE FOR EACH.

Pause

HAS EVERYONE FINISHED? (Wait if necessary) BEFORE YOU TURN TO

YOUR QUESTIONNAIRE BOOKLET LISTEN CAREFULLY TO THESE DIRECTIONS:

1READ EACH QUESTION AND ALL THE POSSIBLE ANSWERS BEFORE

YOU PICK YOURS.

2PICK ONLY ONE ANSWER TO EACH QUESTION.

3. ANSWER EVERY QUESTION AS ACCURATELY AS POSSIBLE.

4. USE ONLY THE SOFT PENCIL GIVEN YOU. IF IT BREAKS RAISE

YOUR HAND FOR ANOTHER ONE. DO NOT USE A BALL POINT PEN.

5. MAKE HEAVY DARK MARKS THAT FILL THE CIRCLE.

6. ERASE CLEARLY ANY ANSWER YOU WISH TO CHANGE.

7. MAK(E NO STRAY MARKS OUTSIDE THE ANSWER CIRCLES.

(Pause) ARE THERE ANY QUESTIONS? (Pause) THEN OPEN YOUR

QUESTIONNAIRE BOOKLET AND BEGIN WITH QUESTION NUMBER ONE, AND

NUMBER ONE ON THE RIGHT HAND PAGE OF THIS ANSWER SHEET.

During the test proctors should check to see that all examinees

are marking their answers as instructed.

If feasible, examinees may be permitted to use the latrine

during the testing session, one by one, but not in groups.

(67)
As examinees finish, each should turn in his or her Answer Sheet and

Questionnaire Booklet individually to a proctor. The proctor should examine

each Answer Sheet, while the examinee waits, in order to insure that

(1) all questions have been answered, and

(2) most important that Answer Sheet I.D. especially the Social

Security Numbers have been properly entered and coded. The

Social Security Number's blackened circles must match the

number written above them.

Each examinee may be permitted to leave if feasible when he or she has

finished and after the Answer Sheet has been checked by a proctor. Again,

however, every examinee should be allowed to complete the Questionnaire.

6

(68)
ARI Phase V-AFQT Score-Attrition by Level,

AFQT Levels

V IV IIb Ilia II I

Sample 1-9 10-30 31-49 50-64 65-92 93-100

i Total Number of Cases 1 1,719 2,170 2,259 3,017 275

Percent of Total - 18.2 23.0 23.9 32.0 2.9

Attrition Rate - 13.8 14.5 17.4 14.1 8.4

Whites Number of Cases 0 911 1,285 1,803 2,659 267

Percent of Total - 13.2 18.6 26.0 38.4 3.9

Attrition Rate - 17.1 18.3 18.9 14.9 8.6

Blacks Number of Cases 1 707 771 369 291 5

Percent of Total - 33.0 36.0 17.2 13.6 0.2

Attrition Rate - 9.8 9.5 13.3 6.5 0.0

Other Ethnic Number of Cases 0 101 114 87 67 3

Percent of Total - 27.2 30.6 23.4 18.0 0.8

Attrition Rate - 11.9 6.1 5.7 11.9 0.0

Males Number of Cases 1 1,711 1,558 1,754 2,399 230

Percent of Total - 22.4 20.4 22.9 31.3 0.3

p%..

Attrition Rate - 13.6 12.3 15.8 12.9 8.3

Females Number of Cases 0 8 612 505 618 45

Percent of Total - 0.4 34.2 28.2 34.6 2.5

Attrition Rate - 50.0 20.3 23.2 18.6 8.9

Non-HS Number of Cases 0 1 18 724 526 16

Percent of Total - - 0.1 56.3 40.9 0.1

Attrition Rate - - 44.4 21.8 19.6 6.3

HS & Above Number of Cases 1 1,718 2,152 1,535 2,491 259

Percent of Total - 21.1 26.4 18.8 30.5 3.2

Attrition Rate - 13.7 14.3 15.4 12.9 8.5

0 MEPS Number of Cases 0 92 218 251 334 30

Percent of Total - 9.9 23.6 27.1 36.1 3.2

Attrition Rate - 10.9 19.7 17.5 17.7 6.7

69