The study seeks to determine the robustness and power of parametric analysis of covariance and analysis of covariance using rank transformation to violation of the assumption of normality. The study employs a Monte Carlo simulation procedure with varying conditions of population distribution, group size, equality of group size, scale length, regression slope, and Y-intercept. The procedure was performed on raw data and ranked data with untied ranks and tied ranks.

Short-to-medium projections were made of student semester credit hour enrollments for North Texas State University and the Texas Public and Senior Colleges and Universities (as defined by the Coordinating Board, Texas College and University System). Undergraduate, Graduate, Doctorate, Total, Education, Liberal Arts, and Business enrollments were projected. Fall + Spring, Fall, Summer I + Summer II, Summer I were time periods for which projections were made. A new regression analysis called "cycle regression" which employs nonlinear regression techniques to extract multifrequential phenomena from time-series data was employed for the analysis of the enrollment data. The heuristic steps employed in cycle regression analysis are similar to those used in fitting polynomial models. A trend line and one or more sin waves (cycles) are simultaneously estimated using a partial F test. The process of adding cycle(s) to the model continues until no more significant terms can be estimated.

The problem considered involved assessing willingness of educators to participate in a study offering monetary incentives. Determination of willingness was implemented by sending educators a packet requesting return of a postcard to indicate willingness to participate. The purpose was twofold: to determine the effect of a monetary incentive upon willingness of educators to participate in a research study, and to analyze implications for mail questionnaire studies. A sample of 600 educators was chosen from directories of eleven public schools in north Texas. It included equal numbers of male and female teachers and male and female administrators. Subjects were assigned to one of twelve groups. No two from a school were assigned to different levels of the inducement variable.