Photograph of a young man and woman standing together in a room filled with metal folding chairs. A handwritten note on the back says, "James Lee & Joyce After Hazel's Pageant, May 25, 1967, At Fred Moore High School."

Transcript of an interview with the daughters of Frederick Douglass Moore: Alexander, Alice (b. 1908), Punch, Daisy (b. ca. 1910), and Young, Hazel (b. 1905). Also included in the interview is Calhoun, Margaret Davis (b. ca. 1910). They discuss their reminiscences about the history of the African-American sections of Denton, Texas, 1910-85, and remembrances about their father, Frederick Douglass Moore, a renowned African-American educator in Denton, 1915-50. The original African- American section, "Quakertown," and its origins; their early family history; Fred Moore's barbershop; appointment of Fred Moore as principal of Frederick Douglass Colored School, 1915; removal of African Americans from "Quakertown" to southeast Denton; tidbits of the Moore family history; Alexander and Young's teaching careers; their jobs at the Davis Hotel; recreational activities of African-American children before desegregation; church activities.

The purpose of the study was to determine the agreement between reported levels of emphasis of course content topics suitable for the junior high school and the optimum level of emphasis as it was recommended by Texas science supervisors and national science education specialists.

Journal published by the Texas State Historical Association containing articles written by members of the Junior Historians about various aspects of Texas history.

This study compared the estimates of reliability made using one, two, three, four, five, and unlimited consecutive failures as ceiling rules in scoring a mathematics achievement test which is part of the Iowa Tests of Basic Skill (ITBS), Form 8. There were 700 students randomly selected from a population (N=2640) of students enrolled in the eight grades in a large urban school district in the southwestern United States. These 700 students were randomly divided into seven subgroups so that each subgroup had 100 students. The responses of all those students to three subtests of the mathematics achievement battery, which included mathematical concepts (44 items), problem solving (32 items), and computation (45 items), were analyzed to obtain the item difficulties and a total score for each student. The items in each subtest then were rearranged based on the item difficulties from the highest to the lowest value. In each subgroup, the method using one, two, three, four, five, and unlimited consecutive failures as the ceiling rules were applied to score the individual responses. The total score for each individual was the sum of the correct responses prior to the point described by the ceiling rule. The correct responses after the ceiling …