Implications of a Guidance and Counseling Program

Abstract

THE MAJOR PURPOSE of this discussion is to cite background thinking, basic assumptions, and techniques that have grown out of a program of Guidance and Counseling Testing introduced a number of years ago. The Detroit Public Schools foster and supervise this continuing program of periodic testing through the Division of Instruction and the Department of Instructional Research. Although the program cuts across a number of subject matter lines (except in the introductory background statement), I will attempt to point my remarks to our major interest — the testing program and its implication to mathematics instruction and programming.