Project Talent Research Articles

Jensen's theory of intelligence: A reply.

The criticism of my of intelligence by Humphreys and Dachler (1969), although making an interesting and worthwhile methodological point, is based on so limited a view of the theory and of the supporting evidence as to constitute a very weak criticism when viewed in proper perspective. The questionable suitability of the Project TALENT tests used by Humphreys and Dachler for testing hypotheses derived from the theory, as compared with tests and studies specifically designed for this purpose, hardly warrants these authors' overly sweeping conclusion that ... Jensen's published results can be disregarded and that unbiased data lend no support to his theory [p. 426].

The Hereditary Components of the Project TALENT Two-Day Test Battery

(1968). The Hereditary Components of the Project TALENT Two-Day Test Battery. Measurement and Evaluation in Guidance: Vol. 1, No. 2, pp. 130-140.

Dropouts: In High School and After School

In 1960 Project TALENT tested approximately 440,000 students attending over 1,300 public and private high schools in all parts of the country. The second phase of this large-scale longitudinal study of American youth was the collection of follow-up data from the same young people tested in 1960. Using data collected from one of the grades participating in the original testing, the ninth grade, Project TALENT has identified students who did not complete high school. These boys and girls who dropped out of school after grade nine are the topic of this study. Although numerous studies of dropouts have already been reported in the education literature, the particular combination of characteristics of this study make it somewhat unique in comparison with other efforts. First of all, it is longitudinal in nature; the initial measurements were made when the subjects were in ninth grade in 1960, with a follow-up in 1964. Secondly, the sample of subjects is a probability sample of the entire national ninthgrade population. Therefore, it is possible to estimate parameters of the dropout population which could not be estimated previously. Also, the TALENT test battery covers a broad spectrum of attributes. Thus, not only IQ, but differential aptitudes and abilities, interests, self-perceptions, socioeconomic environment, school

Book Reviews : Project TALENT: The High School Years: Growth in Cognitive Skills by Marion F. Shaycoft. Pittsburgh: American Institutes for Research and University of Pittsburgh, 1967. Pp. xxi + 245 + 99 page Appendices. $5.00

Book Reviews : Project TALENT: The High School Years: Growth in Cognitive Skills by Marion F. Shaycoft. Pittsburgh: American Institutes for Research and University of Pittsburgh, 1967. Pp. xxi + 245 + 99 page Appendices. $5.00

Project talent: A computer based study

Abstract Project TALENT, a longitudinal study of a large stratified representative sample of the U.S. high school population in 1960, is described. The various kinds of data collected in the original testing, two special retest studies, and the follow-up procedures are presented along with special discussion of the Project TALENT Data Bank and the potential use of TALENT in high school guidance.

The College Drop-out: Factors Affecting Senior College Completion

In this follow-up study of 8,567 Project TALENT students who had attended senior college within five years after high school graduation, the relative influence of 38 personal and background factors are examined as they relate to college completion. Aptitude measures and marriage and family variables are shown to be primary determinants of progress through college. However, inclusion of all 38 variables in a multiple regression prediction equation accounted for less than 30 percent of the variance in dropping out versus completing senior college for women, and less than 20 percent of the variance in this criterion for men. While the variables employed in this study yield results which are a considerable improvement over the results of other prediction studies, the degree of accuracy in prediction is not sufficient to be applicable in educational guidance and policy considerations. Other research strategies implied by the findings which may yield relatively high probability predictions are discussed.

Current Psychological Theories of Occupational Choice and Their Implications for National Planning

Mr. Holland reviews some implications of current theory and knowledge of occupational choice for their value in manpower planning. Some of the main findings and the nature of occupational choice are summarized; some common interpretations of this information are made; and some recommendations to conserve our pool of talented people are offered. Mr. Davis speaks to the need for more theorizing on the factors behind occupational choice. Mr. Cooley describes Project TALENT and its measurements of career development.

Review of Measuring Adolescent Personality: Project TALENT Five-Year Follow-Up Studies.

Review of Measuring Adolescent Personality: Project TALENT Five-Year Follow-Up Studies.

The Junior College Student

Using data obtained by Project TALENT, a nationwide study of high school youth, the authors describe the junior college student. The junior college, non‐college, and college students have been compared along six measures of information and eight of general aptitude and ability. Through the use of a six‐group discriminant analysis, it was found that junior college students have a tendency to be more like non‐college students in terms of ability. However, sex differences on the ability measures were greater than the differences among the three college‐planning groups. Although the junior college student looks more like the non‐college student in terms of ability, he appears to be more like the college student in terms of socio‐economic factors.

Testing the Test: The Project TALENT Tests As a National Standard

Testing the Test: The Project TALENT Tests As a National Standard

Considerations, Costs, and Returns in a Large-Scale Follow-Up Study

THE ORIGINAL plans for Project Talent,1 heartily approved by its panels of professonal advisors, called for a long-term follow-up. A vast amount of data, such as biographical information, aptitude and achievement test scores, interests, personal activities has been collected for about 440,000 high school students; similarly, a wide range of school characteristics, guidance and counseling program information has been col lected for about 1,350 high schools. It was and is the plan of Project Talent to relate these data collected in the Spring of 1960 to information gathered about students one, five and possibly ten and twenty years after their graduation from high school. Broadly stated, the purposes of such studies are to try to determine the educational and life experiences which contribute to the devel opment of aptitudes and abilities, and to deter mine guidance procedures and educational poli cies and practices most effective in assisting each student to select a career which will assure him the greatest possible satisfaction and success. Results from the one-year follow-up of the 1960 senior class are now in hand. Work is progressing on the follow-up of the 1960 eleventh graders and the follow-up of the 1960 tenth graders should begin this year. It is the purpose of this paper to describe some of the problems and considerations involved in following up these high-school stu dents. The paper discusses the design, the execu tion, and the returns and costs of the first follow up of the 1960 senior class, begun in the Spring of 1961.

Career development of science teachers: A cooperative study with project talent

Career development of science teachers: A cooperative study with project talent

Project talent implications for science education

Project talent implications for science education

Book Reviews : Design for a Study of American Youth by Project TALENT Staff: John C. Flanagan, John T. Dailey, Marion F. Shaycoft, William A. Gorham, David B. Orr, and Isadore Goldberg. Boston: Houghton Mifflin Company, 1962. Pp. 240. Cloth edition, $4.00; Paperback edition, $1.95

Book Reviews : Design for a Study of American Youth by Project TALENT Staff: John C. Flanagan, John T. Dailey, Marion F. Shaycoft, William A. Gorham, David B. Orr, and Isadore Goldberg. Boston: Houghton Mifflin Company, 1962. Pp. 240. Cloth edition, $4.00; Paperback edition, $1.95

TIP on books

Goldhammer, Keith, and Elam, Stanley, editors. Dissemination and Implementation: Third Annual Phi Delta Kappa Symposium on Educational Research. Bloomington, Indiana : Phi Delta Kappa, 1962. xi + 200 pp. $3.00. Buros, Oscar Krisen, editor. Tests in Print: a Comprehensive Bibliography of Tests for Use in Education, Psychology, and Industry. Highland Park, New Jersey : Gryphon Press, 1961. xxix‐+479 pp. $7.00. Dailey, John T., and Shaycoft, Marion F. Types of Tests in Project Talent: Standardised Aptitude and Achievement Tests. Cooperative Research Monograph No. 9. Washington, D.C.: Office of Education, U.S. Department of Health, Education, and Welfare, 1961. vi + 62 pp. 25 cents.

PROJECT TALENT—The Identification, Development, and Utilization of Human Talents

PROJECT TALENT—The Identification, Development, and Utilization of Human Talents