The purposes of this study were to determine whether brain growth spurts occur in normal pupils and to determine whether there was a uniform difference in head circumference between boys and girls. Subjects were 3,062 normal elementary pupils, grades one through six, from one suburban school district. Fiberglass measuring tapes were used to measure pupils' head circumference. The hypotheses of the study predicted that the relationship between head circumference and age would be linear. Further, it was predicted that the differences in head circumference between boys and girls would be uniform over seven specified ages. The first hypothesis was tested using a test for linear trend and deviation from linear trend using the General Linear Models procedure. The results indicated that there was a significant linear trend between head circumference and age. The test for deviation from the linear trend was not significant. This would suggest that any deviation from a straight line observed in the data can be attributed to chance. It was concluded that since there was no significant deviation from linear trend, it would suggest a continuous growth of the brain for the ages included in this study. A two-way analysis of variance was used to test …

The primary purpose of this study was to investigate the differences and changes in integrated and segregated white students' self-concepts, racial attitudes, and academic achievements.

The problem explored by this study is the nature of b-d confusion as it is exhibited by remedial and nonremedial readers at various elementary ages in the areas of letter identification, spelling, and reading. The purposes of Phase I of the study were to examine the progressive phase-out of b-d errors committed by samples of remedial and nonremedial readers and to explore certain factors that could be related to the problem. The object of Phase II was to describe subjects with extreme b-d reversal problems. Extreme b-d reversers were found to have been average or below on first-grade-readiness scores and significantly below grade-level placement in reading achievement. School marks were also generally low. As a whole, the extremes were predominantly right-handed and no sex bias was detected. When the extremes were compared to subjects above average in b-d responses, the extremes made significantly more errors on other letters, were able to read significantly fewer words, and required significantly more assistance in spelling. These groups significantly differed on position of b-d reversals in reading, but not in spelling, nor on the proportion of real words actually produced when reversals were made in reading. Reversal of b and d was not associated …