Concerned with the prediction of success in the academic components of a nursing-training program conducted in a large metropolitan hospital, this study involved the determination of the relationship between each of 15 predictor variables (primarily reflecting cognitive abilities and studies skills) and each of 13 criterion measures representing course grades and scores on the National League for Nursing Achievement Tests. For each of 3 samples of 223 Caucasians, 73 Mexican-Americans, and 67 Negroes, validity coefficients of individual predictor variables and of composites of predictor variables were obtained along with an identification of rotated factors common to predictor variables and criterion measures. In general, higher validity coefficients both of individual predictor variables and of optimally weighted composites of these variables were obtained for the sample of Caucasians than for either one of the other two ethnic groups. A measure of reading vocabulary was the single most valid predictor variable for all three samples. For all three ethnic groups, similar factorial dimensions emerged to describe the interrelationships obtained among the predictor and criterion variables.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1976, 36, 421-431.

Intercorrelations among several measures reflecting quantitative thinking tasks were found for subsamples of pupils at each of the first five grade levels in elementary schools in a middle-class suburban community in the greater Los Angeles area. One set of subsamples participated in an experimental instructional program emphasizing use of tactile, manipulative, and individual activity methodology in learning metric and decimal concepts, whereas a second set of subsamples of comparable ability levels took part in a traditionally taught program that did not stress manipulative activities. The appearance of substantial interrelationships among measures in the subsamples of pupils in the experimental program at the second, third, combined fourth-fifth, and fifth grade but for children in comparison groups at only the second and fourth grade levels suggested the existence of a general factor of quantitative thinking and the presence of greater degree of transfer and generalization of problem-solving capabilities to a variety of mathematics tasks for members of the experimental program than for those in a traditional program. For pupils in the first three grades, a standardized measure of the Piagetian construct of conservation failed to show much promise as a concurrently valid indicator of success in a number of mathematically related achievement measures. Relative to performance on a nationally standardized test in mathematics emphasizing traditional objectives and competencies, higher concurrent validity coefficients tended to be obtained for subsamples in the experimental program than for subsamples not in the program.

For each of three samples of 207 Caucasians, 61 Mexican-Americans, and 53 Negroes in a nursing training program at a very large metropolitan hospital, validity coefficients of 15 predictor variables available prior to training and of 13 predictor variables obtained concurrently with training were calculated relative to each of five subtests of a state board certification examination for nurses. In addition, stepwise multiple regression analyses relative to each of the same five criterion measures as well as with respect to an average score on the five subtests of the certification examination were carried out for selected sets of predictor variables in each of the three samples. Standardized test measures involving reading skills were the most valid of the predictor variables obtained prior to nursing training, whereas total grade point average in program courses as well as scores on the National League for Nursing (NLN) Achievement Tests provided highest validity coefficients for each ethnic group. In terms of the predictor variables selected, the stepwise multiple regression analyses served essentially to reinforce the other correlational findings. THIS paper represents an extension of a validity study that was concerned with the prediction of the success of three ethnic samples in the academic components of a nursing training program conducted at a very large metropolitan hospital (Haney, Michael, and Martois, at UNIVERSITE LAVAL on July 7, 2015 epm.sagepub.com Downloaded from

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