The problem with which this investigation was concerned was that of determining the effects that an achievement motivation program had on changing the self-concepts and academic achievement among ninth-grade students in a triethnically mixed junior high school. The subjects for this study were ninth-grade students from a large southwestern city. The experimental program was conducted in a junior high school composed of Anglo, Mexican-American, and Negro students of approximately 30 per cent, 40 per cent, and 30 per cent ratios, respectively. The comparison school was an adjoining area with approximately the same ethnic mixture. In measuring changes in self-concept, the Piers-Harris Children's Self-Concept Scale was used. Teacher-assigned grades converted to numerical equivalents were used in measuring changes in academic achievement. All hypotheses were tested at the .05 level of confidence by using two by three analysis of covariance. All data were entered on computer cards, using computer services of North Texas State University.

The problem was a study of the School of Technology graduates and non-graduates of Texas Southern University with implications for curriculum revision.

The problem of this study was to analyze the economic understanding and values of high school seniors in a large metropolitan school district. To attack the problem, three purposes were formulated. The first purpose was to determine if students enrolled in a one-semester, elective course in economics differed significantly in terms of economic understanding from students enrolled in a comparable non-economic social studies course. Another purpose was to determine if an already existing value orientation had some effect on a change in economic understanding. The final purpose was to see if a change in a particular value orientation was related to a change in economic understanding.