- This investigation was designed to provide information about
applicants to Academic Year Institute Programs at Oregon State
The study involved both acceptees and rejectees for the 1957-58, 1958-59, 1959-60, 1961-62, and 1962-63 Academic Year Institutes.
Only acceptees for the 1960-61 year were included. The population
for the study included all acceptees and a systematic random
selected one-half of the rejectees.
In terms of 35 personal and professional applicant characteristics,
a statistical comparison was made between or among: (a)
acceptees and rejectees for each year, (b) acceptees for each year,
(c) rejectees for each year, and (d) applicants from Oregon, Washington,
California, and all other geographical areas. Characteristics having a numeric continuum were analyzed by
the analysis of variance. The chi square formula was utilized to
analyze those characteristics not having a numeric continuum.
Applicants from Oregon, Washington, and California were investigated
to determine the number that met their respective state
certification requirements in terms of subject matter preparation in
areas of science and mathematics.
Using recommendations of the Cooperative Committee on the
Teaching of Science and Mathematics of the American Association
for the Advancement of Science as a guideline, the academic background
of all applicants, grouped by major, was analyzed to determine
the nature and amount of science and mathematics academic
The following conclusions were drawn from the data analyzed
in this investigation:
1. Acceptees and rejectees during 1957-58 were significantly
different with respect to periods taught per week in minor. During
1958-59 significant differences existed between acceptees and rejectees
on the basis of teaching residence; undergraduate science grade
point average; undergraduate science credits; and membership in
the National Science Teachers Association, state educational, national
educational, and national science organizations. Significant differences
between acceptees and rejectees during 1959-60 were evident on the basis of teaching residence and years since receiving last degree.
Acceptees and rejectees during 1961-62 were significantly
different on the basis of teaching residence, experience, subject
matter major, and credits in undergraduate science. For 1962-63,
acceptees and rejectees were significantly different with respect to
undergraduate science grade point average, membership in state
and national science organizations, and membership in the National
Science Teachers Association.
2. Significant differences among acceptee groups was noted
with respect to number of summer institutes attended and the reading
of general science journals.
3. Rejectee groups were significantly different on the basis of
age; summer institutes attended; years since receiving last degree;
credits in graduate science; membership in national mathematics
organizations; and reading of general science and education journals.
4. Applicants from Washington, Oregon, California, and other
geographical areas were significantly different with respect to age;
summer institutes attended; credits in biology; undergraduate and
graduate science credits; undergraduate science grade point average;
marital status; membership in national education and state mathematics
organizations; and reading of education journals.
5. Applicants from Washington, Oregon, and California met
their respective state certification requirements in terms of academic preparation in science and /or mathematics.
6. In terms of AAAS recommendations, many applicants are
lacking in depth and breadth of preparation in science and mathematics.