The purposes of this study were (1) to ascertain the total absolute change scores between student basic interest scale scores on the Strong-Campbell Interest Inventory (SCII) and like scores on the audio interest inventory (All), and the audio-visual interest inventory (AVII), which are based on the SCII; and (2) to ascertain if a statistically significant relationship exists between students with high reading ability and students with low reading ability, when different test-retest inventory administration methods are used.

The problem with which this investigation is concerned is that of determining perceived attitudes of self-concept of educationally disadvantaged students in special vocational environments, other vocational students, and academic students as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated to carry out this study included: 1. There is no significant difference in the mean attitude self-concept score of vocational education students, academic students, and educationally disadvantaged students (CVAE) as measured by the Piers-Harris ChildrenIs SelfConcept Scale. 2. There is no significant difference in the mean attitude self-concept scores as measured by the Piers-Harris Children's Self-Concept Scale between vocational education students, academic students, and CVAE students and number of years of placement in a vocational program, academic program and CVAE program. The Piers-Harris Children1s Self-Concept Scale was administered to 311 students from the CVAE, vocational, and academic programs in the Birdville Independent School District, Fort Worth, Texas and Denton Independent School District, Denton, Texas.

The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high …