It is the purpose of this study to determine if there is any significant difference in teacher ratings of boys and girls of equal achievement. If such differences are found to exist, an attempt will be made to explain the causes for such differences.

The problem of the present study is to investigate specific background areas of pupils who show average use of English, and of pupils who are recognized as having below-average use of English. The study will attempt to bring out certain tendencies, by the use of standardized tests, which the two groups investigated possess in varying degrees. The aim of the study will be to bring out and evaluate the differentiating background factors as revealed by the results obtained on the standardized tests used in the investigation.

The problem under consideration is to determine the changes in group responsibility in a second grade as a result of concerted effort. The concerted efforts made in this experiment were telling, reading, and dramatizing stories, poems, and songs of responsibility; discussing of stories, poems, songs, and filmstrips of responsibility; the assigning of definite classroom responsibility; and the assigning of definite study responsibility. This study attempts to answer the question, how much change, positive or negative, will occur in group responsibility as a result of the above-mentioned efforts?

There is at present no way to tell what the correlations between personality self-rating scores and sociometric scores. One might suppose, as a rule of thumb, that such a correlation would be higher than .50 in most groups. This relationship, between sociometric scores and scores on personality self-rating scales, is the subject under investigation in the present study.